The bad news is, I’ve not posted here in a while. The good news is, that’s because I overcame demons, broke curses, and wrote a new dissertation chapter. The extra good news is, my advisor loved it.  He said it was well-written important work, even. The terrifying news is, that means my project has taken off at an accelerated pace, with a brand new panel, schedule, and defense date. Why is that so terrifying? Well, there’s the obvious reason: I haven’t been producing at a fast pace in quite a while, nor have I had other people depending on my production. But when I stop and think about that, it’s less scary and more challenging.  I like a good challenge.  I like seeing my word count rise.  Deadlines have always been easiest for me to meet when I have external accountability, people waiting for me. So, is it the pressure to out-perform myself with each new chapter–to write a chapter

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Uncoverage as a model for doing history: a personal testimonial

One of the major debates in the teaching of history right now is whether you should cover or uncover history. The first model, coverage, is likely the model you’ve experienced in your high school history classroom.  The teacher presents scads of information to you, chronologically or thematically ordered, and you read until your brain explodes, taking copious notes and memorizing lists, dates, names, all without much connection from one topic to the next. Sometimes you luck out with a brilliant lecturer, but more often than not, this model ends up as boring and alienating.  It’s the reason people tell me they hate history. When you uncover history, though, as proposed by Lendol Calder in “Uncoverage: Toward a Signature Pedagogy for the History Survey” you start with method–research approaches, question formation–and then you go and find the answers to your questions.  This model is beneficial for a number of major reasons. First, when you formulate your own research questions, rather than

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