http://hist313.ferrellhistory.com/wp-content/uploads/2019/09/6-September-26-Haiti-to-Denmark-Vesey.pdf
5) September 24 — Early leaders
http://hist313.ferrellhistory.com/wp-content/uploads/2019/09/5-September-24-early-leaders.pdf
September 17 — Early National Period
Please the complete evaluation form correctly. Instructions are at the top of the form and before the tracking form for September 12. (As the course is in the middle of week four of the semester, students must follow instructions. Failure to follow directions–for evaluations, for papers, for discussions, for titling, for submissions–will now affect grades.)
http://hist313.ferrellhistory.com/wp-content/uploads/2019/09/4-September-17-early-natl-period.pdf
3) September 12 — The Constitution
Students have TWO discussions to cover on the evaluation form (due, as before, by 10 pm Friday). In other words, submit one form, not two. Please follow instructions on the top of the form for handling TWO discussions.
On the zero-to-ten scales, indicate each discussion separately. You can put the date or day under the relevant number, or use color-code highlighting of dates or . . . . How you do it is not important; what is important is that you “rate” each discussion separately and that your rating/identification is clear.
As for the text elaboration: you might comment on the week as a whole (“This week I was consistently involved, playing multiple roles in each discussion”) and follow up with specifics (“For example, on Tuesday, I . . . . while on Thursday I . . .”).
http://hist313.ferrellhistory.com/wp-content/uploads/2019/09/3-September-12-Constitution.pdf
2) September 10 — Revolutionary Era
http://hist313.ferrellhistory.com/wp-content/uploads/2019/09/2-September-10-revolutionary.pdf
MAKING DISCUSSIONS EFFECTIVE
Discussions are effective when they are organized. Every class is different because every assignment/topic is different, but every class discussion must have a direction and a structure.
Two possibilities that tend to work well:
- Make a list of topics that MUST be covered. Can be oral but also can be written on the board for everyone’s easy reference. Students can take pictures of the list for use outside of class.
- Decide to go through the readings/films one by one.
Needless approach is without problems, but regardless of the approach, everyone needs to be attentive to the structure, to the purpose of class discussions in a content course, and to time.
There will never be “enough time” for everyone to say everything that
“needs” saying. Instructors deal with the lack of time every day: they never have enough time in lectures, so they are always making choices. Students need to do the same thing as, for example, each point in a five-point list can fill an entire class period.
The key is remembering the purpose of a discussion. It is to help students help themselves. It is not to give them “all the answers” or “cover everything.” A discussion cannot do either any more than a lecture can. A lot of work has to happen outside of class—both before and after discussion. Use discussions to make outside work easier.
Each possible organizational approach has to focus on articles’ arguments and evidence. Discussions cannot simply be about “interesting” facts. The worksheets are designed to help students see what they need to focus on; don’t ignore them. (As mentioned in class, they will be collected periodically in an effort to encourage students to take them seriously. As a group, they should essentially be a study guide for the final exam. Plus, each individual worksheet should provide guidance for writing the one-page papers.).
1) September 3 — colonial
http://hist313.ferrellhistory.com/wp-content/uploads/2019/09/1-September-3-colonial.pdf
Discussion Evaluation Form
Carefully read and follow instructions at the top of the form.
Focus responses on the indicated topics (e.g., you vs. the class, strengths vs. weaknesses, understanding vs. talking). Students have a tendency to fill the entire form with comments about themselves. The last section is about the class, not about the person filling out the form.
Pledge the form. Submit it correctly.
Each week’s evaluation is due by 10 p.m. that Friday. Late forms are NOT accepted.
Evaluations are required, not optional.
The instructor provides feedback on each form; individual forms (like individual discussions) are not graded. Evaluations contribute to the mid-semester and end-of-course discussion grades.
Student Comments
http://hist313.ferrellhistory.com/wp-content/uploads/2019/08/student-comments-1.pdf
Discussion Tips
http://hist313.ferrellhistory.com/wp-content/uploads/2019/08/DISCUSSION-TIPS.pdf