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Not Even Past

Digital Teaching: Anywhere, (Almost) Anytime: Online Office Hours

Every year thousands of students take introductory courses in U.S. History at UT Austin. This spring Prof Jeremi Suri is experimenting with an online version of the U.S. History since 1865 survey course. He and his teaching assistants, Cali Slair, Carl Forsberg, Shery Chanis, and Emily Whalen will blog about the experience of digital teaching for readers of Not Even Past.

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We hold office hours every week, but how do we get more students to come? One answer might be to do it virtually.

Shery Chanis (left) during the filming of the first lecture. Courtesy of Joan Neuberger.

Shery Chanis (left) during the filming of the first lecture. Courtesy of Joan Neuberger.

In previous blog posts, Emily and Carl have discussed how we use online tools including Class Chat, Ask the Professor, and Pings to increase student interaction and participation, and to enhance their learning experience. This design extends outside of our class time, too. Our main goal for online office hours is to make office hours more accessible and convenient for our students, so more of them can come to get detailed feedback on their weekly writing assignments or ask questions about the course.

With this in mind, one of the most exciting features of our online office hours is the flexible scheduling. We hold office hours at different times every week to accommodate the schedules of as many students as possible. We post our office hours for the coming week on Sundays, so students can plan ahead. Of course, we are also available for appointments outside of office hours.

There are two primary advantages to having office hours online. First, they can be anywhere. Just as students can live stream lectures wherever they may be, they can log on to office hours without interrupting what they have been doing. My students have logged on from their apartments or dorm rooms, as well as different parts of campus. This makes going to office hours much more convenient, and for some, less intimidating. Students who might not be as comfortable going to their TAs’ offices for one-on-one conversations right away in the beginning of the semester can take advantage of the online format to make initial contact with their TAs and build professional relationships from there. Second, we can have office hours almost anytime, not only during the day, but also in the evening. So far, I have met with students as early as 9 o’clock in the morning and as late as 9 o’clock in the evening. Four weeks into the semester, the flexible scheduling has allowed me to meet with more than a quarter of my students during office hours and through appointments.

Adobe Connect is the multi-media platform we use to hold office hours. Much like social media with video chat functionalities such as Skype, Adobe Connect enables us to see students face to face and have conversations with them. I can also share my screen to go over their writing assignments in detail. After the students have logged on, they are placed in a general meeting room. Unlike the hallway outside of the office, students can sit comfortably where they are while they wait. We ask students to sign in with their arrival times, so we can meet with them in the order they arrive. To meet with a student one-on-one, we move the student and ourselves from the meeting room to a breakout session to discuss their work in private. Once we are finished with one breakout session, we place another student in a new breakout session.

Shery Chanis talks to a student using adobe connect.

Shery Chanis talks to a student using Adobe Connect.

Like other technology, Adobe Connect requires training and some practice. While it was straightforward to learn the tool before the semester began, in practice I have had to go through a learning curve. As I was getting ready to meet with my students for the first time, I had a few technical difficulties. Unfortunately, I had to ask the students to wait for a little while, but thankfully, my students were extremely patient and gracious!

Me: Hi everyone, unfortunately, I’m still having a bit of technical difficulty. Do you think you can log back in in about 5 minutes?
Student 1:Yes that is fine! No worries.
Me: Thanks, so much!
Student 2:Yes no problem!
.

On the other side of the screen, some students have also had technical issues about getting their camera or audio to work. I have had to meet with some of them without seeing their faces or hearing their voices, but we have also been able to supplement our conversation with the chat feature and the students did not seem to mind this at all.

Shery Chanis using adobe connect.

Shery Chanis using Adobe Connect.

Through online office hours, I have also gotten to see a different side of my students. The biggest lesson I have learned so far is that students are very flexible with technology,  (even though some might say they are not good at it!). They are equally comfortable with chat, video chat, or conversation. They are also quite funny at times! For one of the appointments, my student and I used the chat feature to discuss his writing assignment as we were both in quiet study areas. While he could see me, I could not see him because his camera was not working. As we were signing off at the end of our conversation, I waved goodbye through my camera, and he got creative by writing his goodbye!

Me: You are welcome! My office hours are mainly online, but like Prof. Suri said this morning, we can meet in person as well.
Student: oh ok. I’ll remember that for future reference. Thanks again! I have to get ready for my next class now.
Me: Ok, have a great rest of the day! See you soon!

Student: thanks! you too!
Student:(waves bye)
 

This is the first time I have held office hours online. It has been different from what I am accustomed to, but it has been a great experience and the flexible nature of online office hours has allowed me to see more students than usual. I am looking forward to getting to know my students more and getting to know more of them as the semester progresses.

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Filed Under: Teaching

Philip of Spain, King of England, by Harry Kelsey (2012)

By Mark Sheaves

kelsey Philip of SpainIn 1554 Mary Tudor Queen of England married Prince Phillip II of Spain, uniting the two crowns for four fascinating years until Mary’s death in 1558. In Philip of Spain, King of England, Harry Kelsey explores the rise and fall of this dynastic alliance in the context of the Reformation era. By highlighting this union, he demonstrates that sixteenth-century Anglo-Spanish relations were not simply dominated by religious difference, piracy, and imperial rivalry. For a brief period at least the histories of England and Spain were not only deeply entangled, but wedded together.

Structured as a dual biography of Mary and Philip, Kelsey focuses on the importance of the childhood experiences of his two protagonists for shaping their actions as monarchs, both as individuals and a married couple. He emphasizes their very different relationships with their famous fathers. Groomed as an heir to the throne, Philip enjoyed a stable youth and learned the necessary tools to manage the world empire he would inherit from his father, Charles V. Touring the imperial kingdom instilled an ambitious streak in the young prince. Throughout the time he ruled the provincial kingdom of England, Philip remained focused on bigger prizes on the continent. He never learned English and envisioned England’s future as part of a united kingdom with the Netherlands to counter the threat of France in northern Europe. In contrast, Mary’s father, Henry VIII, banished her from court at a young age after he annulled his marriage to her mother, Catherine of Aragon; another Anglo-Spanish royal marriage. This left Mary ill prepared for rule, isolated from European matters, and resolutely Catholic. The goal of returning Catholicism to England dominated her reign, and motivated her decision to marry Phillip. These formative experiences, Kelsey argues, shaped the policies employed during their marriage.

'The Baptism of Phillip II' in Valladolid, Spain. Historical ceiling preserved in Palacio de Pimentel (Valladolid). Via Wikipedia.

‘The Baptism of Phillip II’ in Valladolid, Spain. Historical ceiling preserved in Palacio de Pimentel (Valladolid). Via Wikipedia.

This clearly written book provides a window onto the complexities of European dynastic politics that led to the brief union between England and Spain, and the barriers that prevented its success. Philip and Mary received marriage proposals from various kingdoms and decisions depended on political gains. During the marriage, the English parliament’s unwillingness to agree to a coronation ceremony ultimately restricted Philip’s ability to govern England and he was never officially confirmed as King. Lacking an heir and preoccupied with defeating France, Philip spent most of the period 1556-1557 abroad. Following Mary’s death and the accession of the firmly Protestant Elizabeth I, this short alliance between the two crowns ended.

Portrait of Philip and Mary by Hans Eworth, 1558. Via Wikipedia.

Portrait of Philip and Mary by Hans Eworth, 1558. Via Wikipedia.

While there were limits to Philip’s power in England, Kelsey’s study demonstrates he did play an important role in shaping developments in England during his reign. He helped Mary to stabilize the country and re-establish relations with the Pope. The author emphasizes that through the Privy Council, King Philip of England showed a willingness to engage with English politics and left a lasting impression.

The weakness of the book lies in the lack of depth afforded to other important individuals, the populations of both England and Spain, and important themes from this period. Henry VIII, for example, appears as an irrational sex-addict simply making “rash moves.” Philip’s religious zeal and his central role in promoting increased persecution of Protestants receive barely a line. Kelsey does not offer insight into the reactions of the crowds of people who greeted the new royal couple during their marriage tour of the English towns. It would have been wonderful to include some information on the reception of the marriage by a wider range of individuals, although this may have distracted from the biographical focus on the two main protagonists.

Despite the simplistic characterizations, the book successfully demonstrates how Hapsburg realpolitik led to the brief union between England and Spain, the political factors that hindered a successful alliance between these kingdoms, and the lasting impression that the marriage left on the development of the two countries. Kelsey’s previous publications on sixteenth-century English and Spanish history makes him the perfect navigator for this complex political history.

Harry Kelsey, Philip of Spain, King of England: The Forgotten Sovereign (I.B. Tauris, 2012)

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You may also like:

Mark Sheaves recommends Harry Kelsey’s Sir John Hawkins: Queen Elizabeth’s Slave Trader (2003)

Ernesto Mercado Montero discusses Ordinary Lives in the Early Caribbean: Religion, Colonial Competition, and the Politics of Profit, by Kristen Block (2012)

Mark Sheaves reviews Francisco de Miranda: A Transatlantic Life in the Age of Revolution 1750-1816, by Karen Racine (2002)

Bradley Dixon, Facing North From Inca Country: Entanglement, Hybridity, and Rewriting Atlantic History

Ben Breen recommends Explorations in Connected History: from the Tagus to the Ganges (Oxford University Press, 2004), by Sanjay Subrahmanyam

Christopher Heaney reviews Poetics of Piracy: Emulating Spain in English Literature (University of Pennsylvania Press, 2013) by Barbara Fuchs

Jorge Esguerra-Cañizares discusses his book Puritan Conquistadors: Iberianizing the Atlantic, 1550-170 (Stanford University Press, 2006) on Not Even Past.

Renata Keller discusses Empires of the Atlantic World: Britain and Spain in the Americas, 1492-1830 (Yale University Press, 2007) by J.H. Elliott

Filed Under: 1400s to 1700s, Atlantic World, Biography, Europe, Politics, Reviews Tagged With: Early Modern Europe, Entangled Histories, Henry VIII, History of monarchy, King Philip of Spain, Mary Tudor of England

Digital Pedagogy: THATCamp Comes to UT Austin

By Ece Turnator and Hannah Alpert-Abrams

thatcamplogo_rev-kimg.pdf

Logo courtesy of Melany Klopp, St. Edward’s University.

More than eighty librarians, digital scholars, technologists, and administrators convened at the University of Texas at Austin in January to address the question: how do digital tools affect teaching and learning in today’s classrooms? The THATCamp on Digital Pedagogy took place on January 5-6, 2016 in University of Texas at Austin Libraries’ newly opened space, the Learning Commons. The organizers were digital humanists and librarians from St. Edward’s University, Southwestern University, and The University of Texas at Austin. The attendees hailed from various parts of the country, benefiting from the presence of the annual conference of the Modern Language Association in Austin this year.

A THATCamp is an “unconference” in which “humanists and technologists of all skill levels learn and build together in sessions proposed on the spot.” Our THATCamp on Digital Pedagogy included sessions on a wide array of topics ranging from student involvement with digital tools to the evaluation and publication of public-facing student work. All in all there were about 25 sessions over the course of two days, as well as three workshops: one on Omeka, a tool for creating digital exhibits; one on Digital Pedagogy as it relates specifically to the Humanities; and a third on Social Annotation, or group markup of shared documents. The THATCamp sessions were devoted to discussions about best practices and the evolving landscape of tools for digital pedagogy.

Most sessions produced an extensive set of notes and resources that the reader can find by clicking on the session notes on the schedule here.

Photo of the participants of THATCamp. Courtesy of Elon Lang, Lecturer in Humanities at UT-Austin.

A number of sessions were devoted to the challenges and advantages of digital projects assigned as student group work. For example, “Teaching Digital Humanities in the Online Setting” underscored the value of thinking long-term about student work and giving students the opportunity to create their online presence. By using platforms such as Domain of One’s Own, for example, students can create a portfolio of their college work that can follow them into life after college, thus raising the bar for student responsibility and for the quality of the work completed. The portfolio gives students some concrete work-products that they can show to prospective employers. Other sessions touched on the management of interdisciplinary or collaborative projects, evaluation of student work, training instructors and students to use digital tools, managing the level of expectations of teachers and learners, as well as the difficulty of keeping a constant and open feedback loop in a classroom from the beginning to the end of the digital learning experience.

The challenges of assessing the quality of student work and of making it public – challenges exacerbated by complicated rules about student privacy in FERPA laws – were discussed in a number of sessions. Attendees found that various kinds of literacies that are involved in the creation of digital projects and discussed the importance of communicating the intended learning outcomes of class projects to students from the start. Students’ fear of failure, the session participants argued, sometimes gets in the way of the learning experience. Instructors discussed various ways to give students control over their work, to train them to become active learners and to incorporate a sense of play in teaching. They also emphasized the need to teach –and learn for themselves — comfort with failure. The session “Fail Stories” demonstrated that faculty comfort with failure can have mixed results: “productive discomfort” may be reviewed in a negative light by students, which might in turn have a negative impact on tenure decisions for faculty.

Ece Turnator speaks at THATCamp. Courtesy of Fatma Tarlaci, Student Affairs Director at UT-Austin.

The importance of building accessible digital projects was the subject of the “Access and Inclusivity” session, which sought to address the needs of everyone from blind users who depend on screen readers to students who lack computers in their home or whose racial, sexual, or gender identity comes into conflict with an interface design. A challenging session for all involved, it was apparent that underlying assumptions about the needs of end-users (whether they are students, faculty, or the general public) have a significant influence on scholars’ ability to reliably create accessible projects. The session produced a list of resources, including the Kairos special issue on web accessibility.

A number of sessions were dedicated to skill development and digital tools. These sessions highlighted important resources like DIRT and GeoDIRT (registries of digital research tools), as well as lesson plans, self-help articles, and detailed course syllabi for introductory-level Digital Humanities courses to help instructors, departments, and institutions forge their own paths in teaching with digital tools and creating more integrated learning experiences for their students.

Crowdsourcing and collaboration, especially student collaboration on digital projects, were discussed in multiple sessions. Along the same lines, “Networked Pedagogy” discussed networked learning environments, such as federated wikis and peer-review, especially in large classroom settings, as well as the challenges of providing structure to networked learning environments when the goals and outcomes are not well-communicated and understood. Whether active learning techniques such as the ones used in Reacting to the Past — a role-playing history curriculum — could be considered part of the networked pedagogy ecosystem was one of the interesting questions discussed in this session.

Other topics that produced lively and fruitful discussions included:

  • Digital Humanities and the Sciences
  • Gender, Diversity, Engaged Scholarship and Digital Humanities
  • Digital Humanities and the City
  • Metadata Training / Game Brainstorming
  • Digital Humanities and Entrepreneurship
  • Forming Productive Partnerships between Archives and Classrooms
  • Creating a Community of Practice on Digital Scholarship at UT

The Digital Pedagogy THATCamp offered scholars and teachers new to the field of Digital Humanities opportunities to share ideas and resources and network with others working in the field. It brought together a very active group of practitioners who focus on many facets of digital pedagogy and gave attendees a solid overview of the rewards and challenges of active student engagement in a classroom setting. If pedagogy in general is essentially about students becoming active learners, creators of scholarship, and critical consumers of information, the journey to reach these noble goals has advanced, thanks in no small part to digital tools and methodologies currently available and we all took several big steps toward those goals during our two days together.

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Filed Under: Teaching Tagged With: Digital Humanities, Digital pedagogy, teaching, THATCamp

Smallpox: Eradicated but Not Erased

By Cali Slair

In The Columbian Exchange: Biological and Cultural Consequences of 1492, Alfred W. Crosby Jr. writes that, of all the diseases brought from the Old World “the first to arrive and the deadliest, said contemporaries, was smallpox.”[1] Smallpox is a contagious, disfiguring, and potentially fatal disease whose origin in Europe can be traced as far back as 300 CE, with some researchers noting evidence of a smallpox like virus even earlier, in Egyptian mummies, around 1157 BCE. On May 8, 1980, the World Health Assembly officially declared that smallpox was eradicated, making it the first infectious disease to reach a global prevalence of zero due to human efforts. The eradication of smallpox was made possible through global vaccination campaigns and surveillance led by the World Health Organization’s Smallpox Eradication Programme (1966-1980).

This 1980 photograph taken at the Centers for Disease Control, depicted three former directors of the Global Smallpox Eradication Program as they read the good news that smallpox had been eradicated on a global scale. From left to right, Dr. J. Donald Millar, who was Director from 1966 to 1970; Dr. William H. Foege, who was Director from 1970 to 1973, and Dr. J. Michael Lane, who was Director from 1973 to 1981. Via Wikipedia.

This 1980 photograph taken at the Centers for Disease Control, depicted three former directors of the Global Smallpox Eradication Program as they read the good news that smallpox had been eradicated on a global scale. From left to right, Dr. J. Donald Millar, who was Director from 1966 to 1970; Dr. William H. Foege, who was Director from 1970 to 1973, and Dr. J. Michael Lane, who was Director from 1973 to 1981. Via Wikipedia.

While May 8, 1980, is often celebrated for marking the eradication of smallpox, members of the Global Commission for the Certification of Smallpox Eradication actually concluded that smallpox had been globally eradicated in December 1979. This commission consisted of a team of twenty-one distinguished doctors from around the world such as the Deputy Minister of Health of the USSR, the Dean of the School of Health and Hygiene at Johns Hopkins University, and the Director-General of the National Laboratory of Health in France to name a few.

This young girl in Bangladesh was infected with smallpox in 1973. Freedom from smallpox was declared in Bangladesh in December, 1977 when a WHO International Commission officially certified that smallpox had been eradicated from that country. Via Wikipedia.

This young girl in Bangladesh was infected with smallpox in 1973. Freedom from smallpox was declared in Bangladesh in December, 1977 when a WHO International Commission officially certified that smallpox had been eradicated from that country. Via Wikipedia.

The success of the Smallpox Eradication Programme meant the removal of a disease that had threatened human beings for thousands of years and claimed the lives of millions. There were approximately 300 million smallpox related deaths in the twentieth century alone. Although smallpox cases were extremely rare in North America and Europe by the mid-twentieth century, in 1967 smallpox was still prevalent in 33 countries in Africa, Asia, or South America. In 1967 alone there were approximately two million smallpox related deaths. Consequently, it comes as no surprise that the Smallpox Eradication Programme is considered to be one of the WHO’s greatest achievements. Following the successful eradication of smallpox, campaigns for the eradication of other infectious diseases gained support. Unfortunately, only one other disease, rinderpest, which affects livestock, has been eradicated since 1980.

While the smallpox virus has been eradicated for decades, smallpox continues to attract popular and scholarly attention today. One of the main topics is the debate between the WHO, the United States, and Russia on whether to destroy the last remaining live smallpox virus stockpiles. While the WHO originally called for the live virus stockpiles to be stored by the U.S. Center for Disease Control (CDC) in Atlanta and the State Research Institute for Viral Preparations in Moscow, since 1990 the WHO has called for the destruction of the last remaining stockpiles on the basis that they are no longer necessary for public safety, diagnostics, vaccines, or genome sequencing. The U.S. and Russia have continued to reject and postpone the implementation of this declaration since the start, arguing that the live virus is necessary for further research and the development of new medications even though DNA sequencing of all the known live virus stocks is complete. As a result the WHO has assembled three different committees to settle this debate.

The unexpected discovery of the live smallpox virus at various unauthorized laboratories has piqued interest in the security of the stockpiles. Furthermore, in 1992 a high-ranking official in the Soviet biological warfare program revealed that during the Cold War the Soviet Union had developed a highly lethal strain of the smallpox virus as a biological weapon and had secretly stored a large amount of the virus. In 1993 Russia moved its stockpiles without receiving prior authorization from the WHO. The WHO technically controls the stockpiles and entrusts the U.S. and Russia to store the stockpiles but, without the means to enforce its call for destruction, the WHO may find it difficult to ensure U.S. and Russian compliance with its final recommendation.

Why are the live virus stockpiles such a big deal? The main concern of “destructionists,” those in favor of destroying the stockpiles, is the possibility of laboratory-associated exposure, accidental release, or theft or purchase of the live virus by terrorists. Given that the smallpox virus is easily spread and potentially fatal, the risk that terrorists could acquire the live virus and use it as a biological weapon is a valid concern. Furthermore, the fact that smallpox vaccination ceased after its eradication makes its potential as a biological weapon even more grave. Nevertheless, the WHO has made remarkable strides in improving public health with its Smallpox Eradication Programme and will undoubtedly continue to call for efforts to help ensure public safety and limit the potential for exposure of the virus it worked so hard to eradicate.

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You may also like:

Jonathan Hunt’s review of David E. Hoffman’s The Dead Hand: The Untold Story of the Cold War Arms Race and its Dangerous Legacy.

 

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[1] Alfred W. Crosby Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492 (Westwood: Greenwood Press, 1972), 42.

Filed Under: Discover, Features Tagged With: Cold War History, Disease warfare, history of medicine, Small Pox, Small Pox eradicated, US-Russian Relations, World Health Organisation

Gandhi the Imperialist

By W.M. Roger Louis

At the close of his presidency in 1999, Nelson Mandela praised Mohandas Gandhi for believing that the “destiny” of Indians in South Africa was “inseparable from that of the oppressed African majority.” In other words, Gandhi had fought for the freedom of Africans, setting the pattern for his later effort to liberate India from British rule.

The South African Gandhi

Nothing could be more misleading. Gandhi’s concern for the African majority — “the Kaffirs,” in his phrase — was negligible. During his South African years (1893-1914), argue Ashwin Desai and Goolam Vahed in “The South African Gandhi,” he was far from an “anti-racist, anti-colonial fighter on African soil.” He had found his way to South Africa mainly by the accident of being offered a better job there than he could find in Bombay. He regarded himself as a British subject. He aimed at limited integration of Indians into white society. Their new status would secure Indian rights but would also acknowledge white supremacy. In essence, he wanted to stabilize the Indian community within the stratified system that later became known as apartheid.

Indian lawyer, activist and statesman Mohandas Karamchand Gandhi (1869 – 1948) recuperating after being severely beaten on Feb. 10, 1908 in South Africa. His assailant, Mir Al’am, was a former client of Pathan origin, who considered Gandhi’s voluntary registration under the South African government’s Asiatic Registration Act as a betrayal. (Photo by Dinodia Photos/Getty Images).
Indian lawyer, activist and statesman Mohandas Karamchand Gandhi (1869 – 1948) recuperating after being severely beaten on Feb. 10, 1908 in South Africa. His assailant, Mir Al’am, was a former client of Pathan origin, who considered Gandhi’s voluntary registration under the South African government’s Asiatic Registration Act as a betrayal. (Photo by Dinodia Photos/Getty Images).

Gandhi’s two decades in South Africa did enable him to perfect the methods and aims of nonviolent resistance, but he practiced them solely on behalf of Indians. Gandhi was especially concerned with the indentured laborers of the sugar plantations in Natal, where the Indian population since the mid-19th century had grown to some 150,000, outnumbering whites. From the time of his arrival, he suffered such indignities as being forced off a train even though he held a first-class ticket and being pushed from the sidewalk into the gutter. But he remained loyal to the ideals of the British Empire, to, in his words, its “spiritual foundations.”

Gandhi shortly after arriving in South-Africa, in 1895. Via Wikipedia
Gandhi shortly after arriving in South-Africa, in 1895. Via Wikipedia.

Gandhi’s principal adversary was Jan Christian Smuts. They were born a year apart, Gandhi in 1869 and Smuts in 1870. Both studied law in England. Smuts received highest honors at Cambridge. Though leading a lonely existence, he established lifelong contact with some of Cambridge’s more prominent intellectuals. By contrast, Gandhi acquired legal credentials while becoming acquainted with Helena Blavasky, the occultist and founder of the Theosophical Society, and with Annie Besant, another theosophist, with whom Gandhi discussed “the universal brotherhood of humanity.” Both Gandhi and Smuts shared the assumption that black Africans were simply, in Smuts’s summation, “barbarians.”

They fought on the opposite sides of the Boer War (1899-1902). Smuts rose to the rank of general, and Gandhi waged one of his most conspicuous campaigns on behalf of the British. He organized an “ambulance corps” of no fewer than 11,000 Indians, who helped wounded soldiers find their way to field hospitals, often by bearing them on stretchers. In the fierce battle of Spion Kop in Natal, Gandhi, with the discipline of a sergeant major, led his volunteers through rough terrain in blistering heat and heavy fire to save British lives. The Indian volunteers found the terrain so rough that stretchers proved impossible to use, so injured soldiers had to be carried individually. Gandhi’s bravery proved that he was willing to sacrifice his own life to save the lives of others and, in this case, to further the purposes of the British Empire.

Gandhi with the stretcher-bearers of the Indian Ambulance Corps during the Boer War, South-Africa. Via Wikipedia.
Gandhi with the stretcher-bearers of the Indian Ambulance Corps during the Boer War, South-Africa. Standing: H. Kitchen, L. Panday, R. Panday, J. Royeppen, R.K. Khan, L. Gabriel, M.K. Kotharee, E. Peters, D. Vinden, V. Madanjit. Middle Row: W. Jonathan, V. Lawrence, M.H. Nazar, Dr. L.P. Booth, M.K. Gandhi, P.K. Naidoo, M. Royeppen. Front Row: S. Shadrach, “Professor” Dhundee, S.D. Moddley, A. David, A.A. Gandhi. Via Wikipedia.

Gandhi was never naïve enough to think that the Indian communities in Durban and Johannesburg would achieve social equality with whites. But they were, he believed, entitled to legal protection. The viceroy in India agreed with Gandhi. The status of overseas Indians was a sensitive issue. The power and influence of the Raj lent force to the cause of upholding the rights of British subjects—Indians—in South Africa.

Jan Smuts and Boer guerrillas during the Second Boer War, ca. 1901. Via Wikipedia.
Jan Smuts and Boer guerrillas during the Second Boer War, ca. 1901. Via Wikipedia.

Gandhi’s legal credentials enabled him to practice law in South Africa. He challenged the government with petitions, thereby raising issues such as the right of Indians to own property. His success in organizing protest movements brought him to such prominence that he was able to meet with high-ranking officials, including Smuts, by then on his way to becoming prime minister.

Gandhi (center) with his secretary, Miss Sonia Schlesin, and his colleague Mr. Polak in front of his Law Office, Johannesburg, South Africa, 1905. Via Wikipedia.
Gandhi (center) with his secretary, Miss Sonia Schlesin, and his colleague Mr. Polak in front of his Law Office, Johannesburg, South Africa, 1905. Via Wikipedia.

Gandhi helped lead the two Indian rebellions of the era in South Africa, one in 1906 and the other in 1913. Both had origins in complaints about working conditions and the ambiguous status of Indian immigrants. In 1906, Indians protested against the Black Act, which required them to be fingerprinted—a practice reserved in India for common criminals. At one point Gandhi was briefly jailed, on Smuts’s own orders, as a result of his followers turning peaceful protests into riots.

Hermann Kallenbach, Gandhi and Sonja Schlesin and others (to the left) after his jail term in 1913. Via Wikipedia.
Hermann Kallenbach, Gandhi and Sonja Schlesin and others (to the left) after his jail term in 1913. Via Wikipedia.

When Gandhi eventually met with Smuts, they reached agreement, according to Gandhi, that the petty restrictions of the Black Act would be repealed. Smuts did not believe that he had made any fundamental concessions. In fact many of the restrictions were not repealed but recast sufficiently, so Smuts thought, to meet Gandhi’s satisfaction. He had not taken notes and failed to catch some of Gandhi’s exactitude. Gandhi later declared that he had been deceived. At their next and last meeting, some seven years later, Smuts took care precisely to transcribe all legal and other points.

The revolt of 1913 arose over the question of sending Indian dissidents back to India if they protested about wages or rights to property. In this action, the authors argue, Gandhi perfected the revolutionary technique of nonviolent resistance. At one point he led 13,000 Indians in protest. Gandhi proclaimed victory. Yet Smuts deftly secured important points regarding immigration and land ownership.

Gandhi was capable of spontaneous goodwill, as he demonstrated not only with Smuts but also later with Lord Irwin (Halifax) in India. In both cases, he characteristically laughed at his own inconsistencies and reaffirmed his faith in the ideals of the British Empire. He inspired intellectual and emotional bonds. Both sides could at least try to comprehend their differences and attempt to forge mutual respect. But it was an undertaking that had nothing to do with the African majority. Smuts believed that he could make minor concessions on such matters as passports and minimal labor laws, which persuaded Gandhi that Indians had secured legal protection.

When Gandhi left South Africa in 1914, he was hailed as the Mahatma (Great Soul). He thereafter wore a loincloth and shawl, looking not much different from the way Churchill famously described him later as a fakir striding “half-naked” up the steps of the viceroy’s palace.

“The South African Gandhi” deals comprehensively with Gandhi’s decisive two decades in South Africa. It complements Perry Anderson’s “The Indian Ideology” (2013), which explains how Gandhi later treated the Dalits, or Untouchables, much as he had dealt with black Africans.

For my taste, the book’s tone is too academic, but the authors use sound evidence and argue their case relentlessly—Gandhi’s vision did not include the majority of the people in South Africa, the Africans themselves. Gandhi was consistent, but in ways quite at variance with the general belief that he championed all parts of society, whether in South Africa or, in regard to caste, in India. “The South African Gandhi” helps explain the complexity and contradictions of Gandhi’s personality while emphasizing the way in which he became a symbol of peaceful means to resolve conflict.

This article was originally published in the Wall Street Journal on January 10, 2016.

You may also like:

Roger Louis Recommends Five Books on the End of the British Empire

And these book reviews on Not Even Past:

  • Gail Minault on The Great Partition: The Making of India and Pakistan by Yasmin Khan (2008).
  • Dharitri Bhattacharjee on Gandhi: Prisoner of Hope by Judith M. Brown (1989).
  • Sundar Vadlamudi on Great Soul: Mahatma Gandhi and his Struggle with India by Loseph Lelyveld (2010)

Filed Under: Features Tagged With: Ashwin Desai, Boer War, Gandhi, Gooalm Vahed, Jan Christian Smuts, South African History

Digital Teaching: Ping! Are you listening? Taking Digital Attendance

Every year thousands of students take introductory courses in U.S. History at UT Austin. This spring Prof Jeremi Suri is experimenting with an online version of the U.S. History since 1865 survey course. He and his teaching assistants, Cali Slair, Carl Forsberg, Shery Chanis, and Emily Whalen will blog about the experience of digital teaching for readers of Not Even Past.

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By Carl Forsberg

How do you know if students are actually watching a live-streaming online lecture? Excellent question!

Carl Forsberg. Courtesy of Joan Neuberger.

Carl Forsberg. Courtesy of Joan Neuberger.

Online courses offer a number of tools to counter the potential distractions that accompany online formats.  Our class uses the “ping” to keep students accountable and engaged, supplementing the chat function that Emily described in last week’s blog post.

During each lecture, one of the teaching assistants sends three randomly spaced ping questions to every student in the real-time audience.  Students see a multiple choice question pop onto their screen, and have two minutes to answer before it disappears.

Photo 1

Screen shot of a comprehension question ping.

If you are surfing the web or answering e-mails during lecture – beware!  You might miss your ping and your chance to prove you were tuned-in to the lecture.  Pings are intended to motivate students to stay engaged in lecture.  You might think of them as a kinder, gentler, form of the cold-call!

They also offer several labor saving functions. Teaching Assistants can easily calculate attendance grades by pulling up a log of students’ ping answers, eliminating the need to keep and compile a separate attendance roster each week.

Pings serve a pedagogical function as well.  Rather than testing students on whether they caught a passing reference to a date or name in the course of a lecture, a well-crafted ping question can reinforce Professor Suri’s conceptual points.

Photo 2

Screenshot of the results to a ping question.

TAs get immediate feedback on how the class has answered the ping question, allowing them to see when a large number of students didn’t grasp an important point, and providing an opportunity to clarify. Pings can also be used to allay students’ confusion about logistics: for example, a poll question might ask students what time their weekly reading responses are due, after Professor Suri covers the point.

Photo 3

Screenshot of a logistical ping question.

For the TAs, crafting multiple choice answers for our pings provides an enjoyable exercise in pedagogical creativity, as we aim for questions that are not too obscure, drive home key points, and maybe even add a little levity.

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With the exception of the first image, all images are courtesy of the author.

Filed Under: Teaching Tagged With: Carl Forsberg, Digital Teaching, Jeremi Suri, Online lecture, Ping

Digital Teaching: Talking in Class? Yes, Please!

Every year thousands of students take introductory courses in U.S. History at UT Austin. This spring Prof Jeremi Suri is experimenting with an online version of the U.S. History since 1865 survey course. He and his teaching assistants, Cali Slair, Carl Forsberg, Shery Chanis, and Emily Whalen will blog about the experience of digital teaching for readers of Not Even Past.

By Emily Whalen

Some scholars wince a little when they hear the words “online class.” But what if online education wasn’t meant to supersede traditional teaching methods? What if online tools enhance the student experience? Instead of increasing the quantity of enrolled students, what if we increased the quality of the course through the use of online learning?

Emily Whalen. Courtesy of the Joan Neuberger.

Emily Whalen talking during the filming of the first online lecture on January 21, 2016. Courtesy of the Joan Neuberger.

The first week in our new, online US History survey course was a whirlwind, but the teaching team and the studio team have both entered with open minds. We all feel a little bit like we’re a part of a thrilling new experiment and that air of excitement and flexibility has carried over into our interactions with the students. The first few classes were not without slight hiccups—technical difficulties for one or two students as they learn the new engagement tools—but for the most part, we’ve had positive results.

The biggest feature for many students to adjust to, and for the teaching team to navigate, is the Class Chat. During lecture, students have a chat room open in another window, where they can talk to their classmates, ask TAs questions, and respond to prompts that Prof. Suri asks them throughout the lecture. Few students in lecture halls tapping away at laptop keyboards are only taking diligent lecture notes – many are answering emails, checking social networks, and messaging each other, much to the lecturer’s chagrin. With Class Chat, we are trying to ensure that multitasking students engage in multiple tasks without diverting their attention away from the course. In the last class, Prof. Suri asked students to share ways in which war had affected their lives, at the start of a section about how the Civil War shaped the social and cultural landscape of the American South. Students chimed in with their responses and the TA moderating the chat was able to share some of their answers on screen – something the students really enjoy! It was also eye-opening for us to see the amazing diversity of our UT student body unfold in real time. For the students to get a sense of the rich variety of their peers’ backgrounds was an additional benefit –and one that’s not easily achievable in a lecture hall.

Students share some of the ways that war has affected their lives. Courtesy of the author.

Students share some of the ways that war has affected their lives. Courtesy of the author.

Even better, Class Chat seems to be cultivating a congenial, supportive atmosphere among the students. We see students answering each others’ questions, reinforcing their own learning, and creating a unique collaborative environment during lectures. Students can immediately ask their peers if they’ve missed an important point in lecture or where to find next weeks’ readings. This way, students can improve their note-taking and immediately reinforce the salient points in Prof. Suri’s lecture. Last class we had a student create a Facebook group for the course to facilitate group study throughout the semester.

Students ask each other questions during the lecture. Courtesy of the author.

Students ask each other questions during the lecture. Courtesy of the author.

Of course, some questions are worth stopping the lecture for – and we’ve had students pose some really insightful questions already in our first two lectures. This is where the “Ask the Professor” feature comes in handy. In our first class, Prof. Suri discussed the effect slavery had on the Southern economy in the early years of the American Republic. Using the “Ask the Professor” button, one student asked Prof. Suri to clarify what he meant by the difference between working for a wage and working for survival. As Prof. Suri responded to the question, he realized that the distinction between the two wasn’t as clear-cut as his lecture had suggested. The student was able to see Prof. Suri reassess and refine his phrasing to better reflect that ambiguity. It was a wonderful illustration of the ways these interactive tools create dialogue and benefit scholars as well as students.

One goal of this course was to harness the multitasking abilities of our students and demonstrate a participatory approach to knowledge to make the class both more interesting and more educational for them. Just a week in, we’re realizing that it’s a tremendous educational experience for the teaching team, too!

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Filed Under: Teaching Tagged With: Class Chat, Digital pedagogy, Digital Teaching, Emily Whalen, Online education, Professor Jeremi Suri, US History

The First Rule of Flight Club

By Elizabeth Fullerton

In July 2014, Malaysian Airlines Flight 17 went down over eastern Ukraine, killing all 298 people on board. In October 2015, Russian passenger plane KGL9268 plummeted to the earth over the Sinai Peninsula, killing all 224 passengers and crew. In November, a Russian warplane flying along the Syria-Turkey border fell from the sky. The world was shocked by these events as it soon became evident that all three planes had been intentionally destroyed. Two were shot down, and one was bombed. What makes these situations even worse was the blame game that ensued, deeply affecting international relations. No one has admitted to shooting down Flight 17. Multiple militant organizations have claimed responsibility for the downing of Flight 9268. Both Russia and Turkey insist that the other is at fault for the warplane’s demise.

In this region of the world, the mysterious destruction of aircraft is not an entirely new occurrence. On December 14, 1965 another aircraft went missing and to this day there remains speculation about its fate. The plane in question was an American RB-57, a highly specialized military aircraft designed specifically for reconnaissance missions. The plane had departed from a base in Incirlik, Turkey and was engaged in a routine training flight. After failing to return from its exercise, the United States Air Force launched search operations. According to a document dated December 15, 1965, wreckage from the missing RB-57 was sighted in the Black Sea, 90 miles from the Soviet Union. As the plane had not violated the Soviet border, officials did not assume Soviet involvement in the incident.

RB-57F Rivet Chip 63-13296 of the 58th Weather Reconnaissance Squadron at Webb AFB, Texas on 8 March 1965. Via Wikipedia.

RB-57F Rivet Chip 63-13296 of the 58th Weather Reconnaissance Squadron at Webb AFB, Texas on 8 March 1965. Via Wikipedia.

A Turkish newspaper caught on to the story, but boldly claimed that the American plane was likely to have been shot down by Russian aircraft. Moreover, the story asserted that Russians captured the pilots. Other documents in the government file, however, dispute this claim. A telegram from the day after the incident states, “Early reports (now discounted) indicated the possibility of Soviet fire responsible.” Until nine days later, most people interested in the case were satisfied that the plane had simply crashed.

Foy D Kohler. Via Wikipedia

Foy D Kohler. Via Wikipedia

Only one report, the latest dated document in the file, questions involvement of the Soviet Union. The Ambassador to the USSR, Foy D. Kohler, recounts the statement made by Deputy Foreign Minister of the Soviet Union, Vasily Kuznetsov:

“It is known that flights of American aircraft for [the] purpose [of] conducting reconnaissance against [the] Soviet Union have already repeatedly led to serious incidents… [It] should also be recalled that in connection with such incidents [the] American side has given assurances that it… was taking steps to prevent such incidents in [the] future… However, as facts show, American aircraft continue to make reconnaissance flights which are fraught with danger of new serious incidents and complications for Soviet-American relations… [The] Soviet government directs serious attention [to the] US government to [the] danger… and warns that all responsibility for their possible consequences rests on [the] American side.”

During the same meeting Kuznetsov clarifies that he was not discussing an act of border violation, but the issue of reconnaissance flights against the Soviet Union. He then refuses to give further information other than the official statement. Ambassador Kohler concludes the report with his own assertion: “Kuznetsov’s careful statement and refusal to be drawn beyond its text leads me to suspect that RB-57 was downed in some fashion by Soviet action over international waters, and that [the] Soviet government believes that we are equally aware of circumstances surrounding [the] incident.” This document is dated December 24, 1965. Merry Christmas indeed.

It is up to the reader to interpret these governmental interactions, but it must be said that regardless of the circumstances, the official statement given by the Soviet Union leaves much to be desired. It is possible the Minister Kuznetsov was bluffing, intentionally provoking the Americans who wanted answers. Conversely, it is possible that Kuznetsov’s statement, without blatantly lying, confirmed that the Soviets were involved. Even fifty years later, there are still many missing pieces to this puzzle, and it seems likely that the corresponding government file still has omitted documents of the incident. Still, the seemingly deliberate lack of information surrounding missing aircraft in this part of the world – be it military or civilian passenger planes – is disturbing.

The documents mentioned in this essay were all accessed from:

Box 229, Folder USSR RB-57 Incident. National Security File. Papers of Lyndon Baines Johnson. The Lyndon Baines Johnson Library, The University of Texas at Austin, Texas. 18 Sept. 2015.

 

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Filed Under: Discover, Features Tagged With: Ambassador Foy D. Kohler, American RB-57, Cold War History, LBJ Library, Malaysian Airlines Flight 17, Russian passenger plane KGL9268, Soviet History, Vasily Kyzne

Our History Mixtape: Embracing Music in the Classroom

By Eyal Weinberg and Blake Scott

It’s midway through the semester and you’ve slogged through one of the infamous central Texas morning monsoons to make it to class. You’re soaked and so are the students starting to arrive. And you’re all a bit stressed from the commute and all the other work still floating in your head. You organize your lecture notes. More students start to come in. Some sit quietly. Some stare at you. Some are glued to their mobile devices. There are still about 10 minutes before class begins. We call it the awkward pre-lesson moment. You could warm up the wet early birds with some tough words of inspiration, or you could do what we tried this semester: lure the students into history with the power of music.

mixtape_main

Today’s subject is the Great Depression and the New Deal. In the time that ticks off before class, as your clothes dry and you review your notes, Bing Crosby sings “Brother can you spare me a dime?” The song is a sad anthem of the early 1930s. It’s as if Crosby were singing not only to an earlier generation, but also to your rain-drenched grumpy students. In between lyrics, you remind the class to also review their notes.

Next is a more upbeat song by Louis Armstrong, “WPA,” released in 1940. Armstrong sings, “The WPA, WPA…. Three letters that make life OKAY, the WPA.” When the song ends, you start class, asking “so what exactly was the WPA and how did it fit into the New Deal’s efforts to relieve the stresses of the Great Depression?” Discussion has begun and, with melody replacing drudgery, you’re ready to tackle some difficult historical topics – the melancholy of depression and the changing role of the federal government. Music has set the mood.

The Works Progress Administration's music project employed musicians as instrumentalists, singers, concert performers, and music teachers during the Great Depression. Via Library of Congress.

The Works Progress Administration’s music project employed
musicians as instrumentalists, singers, concert performers, and music teachers during the Great Depression. Via Library of Congress.

We are not specialists in music history, but we value what music can do in the classroom. Every Friday last Fall semester, we facilitated discussion sections with approximately 30 students each. As teaching assistants, we offered supplemental instruction for Dr. Megan Seaholm’s 300-person lecture on the history of the United States from 1865 to the present. On Fridays, in smaller groups, we discussed course material and, in particular, encouraged students to think about questions of ethics in relationship to historical events. The seminar meetings fulfilled UT’s “Ethics and Leadership Flag,” which is designed to equip students with “the tools necessary for making ethical decisions in your adult and professional life.” When discussing the period of Reconstruction, for example, we examined differing visions of “freedom.” We analyzed primary source documents written by newly freed slaves, white southerners, and northern Republicans. How did different social groups conceive of freedom, and how did their values clash and in turn, shape post-war U.S. society?

Music, we soon realized, could be an effective prompt for encouraging students to think creatively and critically about material that at times felt historically distant. Playing and then thinking about music had a broad classroom appeal. It allowed us to consider experiences from an earlier era in a very direct and affective way. Getting students to listen closely, and reflect on historical attitudes, was smoother and even enjoyable. This was certainly useful when teaching history to students from different majors who admittedly took the course only because it was a requirement. At the beginning of the semester, we heard more than enough talk about how “I’ve never been very good at history.” That only motivated us more…

To remind students that the issue of race was central to the era of Reconstruction (1865 to 1876), we paused discussion and played Pete Seeger’s version of “John Brown’s Body.” It was a chance to consider the causes and effects of the Civil War and its continuing affect on U.S. society. The song led to an anecdote: After Union Troops burned Atlanta in November 1864, they marched out of the city singing, “John Brown’s body lies a-mouldering in the grave… but his soul goes marching on.” It became a favorite song among General Sherman’s troops as they marched to the sea from Atlanta to Savannah, Georgia. The song also encouraged us to explore the controversial legacy of the abolitionist John Brown. Ralph Waldo Emerson claimed that “[John Brown] will make the gallows glorious like the Cross.” Thoreau also wrote a eulogy for Brown, explaining that in death: “He is more alive than ever he was.” The point of this brief genealogical thread about a man and a song was to acknowledge that the Civil War was fundamentally about slavery. After the war, the legacy of racism would continue to shape the debate about the meaning of freedom.

Later in the semester, to guide a discussion about the Civil Rights Movement, we played Nina Simone’s “Mississippi Goddam.” Hearing Simone sing, with anger and passion, “Alabama’s gotten me so upset, Tennessee’s made me lose my rest, and everybody knows about Mississippi goddam,” reminded students to seriously contemplate the violence that occurred in the U.S. South in the 1960s. The song opened a discussion about the KKK’s terrorist bombing in Birmingham, which Simone refers to, and in contrast, the early Civil Rights Movement’s commitment to nonviolent protest.

Martin Luther King Jr. and Civil Rights activists singing Freedom songs on the Selma to Montgomery March in 1965. Via Jacobin magazine.

Martin Luther King Jr. and Civil Rights activists singing Freedom
songs on the Selma to Montgomery March in 1965. Via Jacobin magazine.

Music served as primary source material to think about the time and to feel something of the era. We asked students to imagine the power of John Brown’s song being sung by Union soldiers marching through Georgia, and later, to reflect on the violence and injustice swirling around civil rights activists marching from Selma to Montgomery. These are powerful images to consider with an equally powerful soundtrack to hear and feel. With story and song together, students were forced to reckon with the material and its importance to U.S. history.

As we soon learned, however, not all classroom experiences have to be so tightly scripted. Music as pedagogical tool can take on a more implicit role as well. It can literally “set the mood” for the class and help foster a space for dialogue. As our experience this semester taught us, music can be a way to hear and feel history, to jump start conversation or frame a question, and most importantly, to bring people together. Even if students are not asked to analyze a song’s lyrics or the story of its production, music can still affect a student’s reception of history. Songs can also work in mysterious ways.

Woody Guthrie's famous guitar slogan, "This machine kills fascists.". Via Wikipedia

Woody Guthrie’s famous guitar slogan, “This machine kills
fascists.”. Via Wikipedia

If you appreciate music and recognize that songs can also serve as an important resource for teaching history, we encourage you to share your own musical selection down below in the comments. What songs would you play in a post-civil war US survey? Here is our own highly subjective “History Mixtape” to start the exchange. We hope to hear and learn from your recommendations. Keep the music playing…

Our History Mixtape:

  1. John Brown’s Body by Peter Seeger
  2. The Battle is Over (But the War Goes On) by Brownie McGhee & Sonny Terry
  3. This Land is Your Land by Woody Guthrie
  4. Fire in the Hole by Hazel Dickens
  5. Brother can you spare me a dime? by Bing Crosby
  6. WPA by Louis Armstrong
  7. Everyday by Buddy Holly
  8. Mississippi Goddamn by Nina Simone
  9. Fortunate Son by Creedence Clearwater Revival
  10. I-Feel-Like-I’m-Fixin’-To-Die Rag by Country Joe McDonald

We are always keen to build our playlist so please send us your recommendations via the comments section on our facebook page.

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You may also like:

  • Lomax Family Collections at the American Folklife Center
  • The Library of Congress, American Memory Collection
  • The University of Houston’s Digital history music database
  • University of Pittsburgh’s Voices Across Time database, divided into periodic and thematic categories

Filed Under: Teaching Tagged With: 20th century history, Bing Crosby, civil rights, John Brown, Music History, Nina Simone, Ralph Emerson, US History, Woody Guthrie, WPA

Digital Teaching: Taking U.S. History Online

Every year thousands of students take introductory courses in U.S. History at UT Austin. This spring Prof Jeremi Suri is experimenting with an online version of the U.S. History since 1865 survey course. He and his teaching assistants, Cali Slair, Carl Forsberg, Shery Chanis, and Emily Whalen will blog about the experience of digital teaching for readers of Not Even Past.

By Jeremi Suri

This semester we are experimenting with a new online version of the bread-and-butter undergraduate survey course, “US History since 1865.” This is not a MOOC. It is an effort to use digital tools and online delivery to offer a course that will increase the rigor, fun, and participation among enrolled students. The course seeks to motivate students by bringing the material to them in accessible, thought-provoking, and creative ways. It asks them to actively engage with the material offered in lectures and to participate outside the lectures through online platforms, including a live chat, an “ask the professor” forum, and online office hours. Future posts will describe how each of these innovative online functions works and how the students use them.

Behind the scenes shot of Jeremi Suri delivering a lecture for the course. Courtesy of Joan Neuberger.

Behind the scenes shot of Jeremi Suri delivering a lecture for the course. Courtesy of Joan Neuberger.

The course incorporates more primary documents, photos, recordings, videos, cartoons, and maps than I usually use in my traditional survey course — all delivered and accessed online. I deliver the lectures in a film studio in Mezes Hall on campus, and they are live streamed to students. Students will attend some live, in-class lectures on designated days, but they will all primarily participate by watching the lectures online each Tuesday and Thursday morning, encountering history as a serious learning experience from the laptop screens in their dorm rooms. It is time to consider that learning can indeed work best today in that personal setting, rather than a musty old lecture hall.

The course is built around about 150 pages of assigned reading each week and twice weekly lectures. Each lecture includes a mix of fire-and-brimstone preaching, Socratic questioning, and light entertainment. We want the students to enjoy watching their screens. They should feel included in real-time discussions about the presented material, and they should feel free to ask questions and pursue their interests.

Assessments of student work include a test of their listening within each lecture, weekly response papers on the assigned reading, and exams. Students will get frequent feedback on their comprehension of key concepts, their interpretation of major events, and their written expression through the online platform. They will also have increased opportunities to communicate with teaching assistants and the professor — both online and in-person.

A view of the studio used to film the lectures.

A view of the studio used to film the lectures.

The goal of this teaching experiment is to raise the quality of the history survey and re-energize it for a new generation of students. If this experiment works, the course will be better and more popular than ever. If it works, the online platform will bring history alive for our undergraduates. That is the fundamental mission for a top history department and a top research university in the twenty-first century. US History Online is a more rigorous and fun history for a new generation.

The lecture delivered online.

The lecture delivered online.

Take a look at the course syllabus here.

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All images were taken on January 21, 2016, by Joan Neuberger.

Filed Under: Teaching Tagged With: Digital pedagogy, Digital Teaching, US History, US Survey course

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