I am pretty traditional on the first day of class. I pass out the syllabus and work my way through it. I discuss course objectives, textbooks, and assignments. On occasion I will ask students to tell me their name and major. Sometimes I wish I was more innovative.
What do you do on the first day of your American history courses?
8 comments:
On the first day of class I introduce the course by asking who, what, when, where, how, and why. Who are the sorts of people we will be (and possibly won't be) studying? What sorts of things will we be learning? When is this course -- what is the time period and why does this periodization make sense? What exactly is the geographical scope of this course and in what sorts of places will this course "happen"? How do historians know things about this period -- what sorts of sources exist? Finally and most crucially, why is this subject worth studying? Many of the substantive elements of the syllabus -- readings, assignments (particularly research-oriented ones), lecture topics -- can be presented through this structure and I think it provides a clear picture of what the course will be like and (hopefully) a compelling rationale for what we will be doing.
I like to just jump right in. We analyze John White's paintings of Roanoke on the first day, and then talk syllabus. On the second day, we introduce ourselves and discuss "why study history?" I like this one-two punch so far.
In my US survey (second half), I take a recent source from popular culture (today it's going to be Rise Against "Help is on the Way" about Katrina), and introduce them to the different levels of historical analysis. I ask them questions about author/artist intent, emotional reaction, etc.
Then I ask: what if this were the only source we had on this event? What would we think? I have them suggest what other kinds of sources would add information, or what we should compare with the source. Then I use the source to introduce the broader themes of the course -- that it is one point of conversation that relates to larger thematic developments and constructed narratives about the role of the federal government, youth and consumer culture, conversations over social rights (I can't quite relate this particular source to a growing international role for the US -- there is usually one that gets left out!). I explain that we'll be doing this same kind of analysis, but with sources from the past. It's always a bit nerve-wracking using a current source (what if they don't know it, or think it's dumb, or doesn't work the way I want to), but it's worth a shot on those first days where often times student schedules are still in flux I'd love to dive right in -- maybe next time!
Karl: That is a lot to cover in one class period! I would be curious to hear how you pull it off. How long are your classes?
I usually spend the second AND third class periods on the "Why Study History" or "Why Do You Have to Take This Course" stuff. Over the years I have devoted more and more time to this discussion as I start to slowly free myself of the tyranny of "coverage" and focus more on teaching historical thinking skills. (At least in the US Survey).
Gabriel: I love the idea of jumping right in with a primary source. This would keep my students on their toes during the first day. Have a great semester.
Katherine: I guess I never thought about trying to hit students with a primary source on the first day in order to win them over to history before they start changing their schedules. Sounds like a great opening. After reading your post and Gabriel's post I am wondering if I can be more effective by saving the business-related stuff until the second day of class. Thanks for the ideas. I hope the semester goes well.
John: I too am pretty traditional. In the regular MWF, 50 minute U.S. survey course, I first cover the syllabus---err contract---meticulously. On Day 2 I begin a 2-period "What is History?" session. On Day 4 I spend a lot of time on my textbook's introduction (*Out of Many* by Faragher, et al), wherein the authors lay out their guiding philosophy of history. Then, for my first chapter, on Day 5 or so, I start with the documents. I've switched this up, but I'm now on a "kick" where I want to confuse them with documents before concentrating on "the" smooth narrative of the text. - TL
Tim: To quote Sam Wineburg, we need to get our history students to think "unnaturally." Confusion can be a good thing.
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