UCSB Hist 500, Spring 2006
Seminar for Teaching Assistants
for UCSB Hist 2c: World History, 1700-present
Prof. Marcuse (homepage)
HSSB 4041, Tue. 12:30-1:30

History 500 Syllabus

Handy links: ulists, e-grades, Tignor et al textbook site; 500 readings (below),

Most weekly meetings should have roughly the following format:

  1. administrative [schedule section visits] and teaching issues (5-10 mins.);
  2. feedback on lectures and preceding week's sections (10 mins.);
  3. discussion of reading assignment and handout for the current week (20 mins.);
  4. discussion of section assignment for the following week (10 mins.).

Section visits.
I will make every effort to attend each section at least once (2 sect/wk). If you have a problem section, please request that I visit it early in the quarter. The purpose of my visits is:

  1. to learn how students are doing in the course and find out about their concerns;
  2. to find out how the materials I planned for sections work in practice;
  3. to observe your teaching and make suggestions where appropriate. Please note: I am a friendly observer: you should not feel intimidated. After all, you observe all of my lectures!

What I expect of you.
Each TA will be responsible for suggestions about how to run section for one week. You can makea handout with ideas about how to conduct that section if you like, but an oral report may be sufficient. A brief preliminary report with ideas for preparatory homework assignments on the Tuesday of the week BEFORE that topic comes up would be very helpful.




Office Hours



Rafaela Acevedo-Field

HSSB 3214

Th, F 9-10


# 23168, F 10-11, GIRV 1106
# 23226, W 4-5, HSSB 4202
# 23234, W 5-6, ARTS 1426


HSSB 3235

T, Th 9:30-10:30


# 23184, W 2-3, ARTS 1251
# 23200, W 1-2, ARTS 1247
# 23218, F 12-1, HSSB 2251

Laurence Christian

HSSB 3217

W 3-5pm


# 23192, W 6-7, HSSB 4201
# 51847, W 11-1, HSSB 4041

Mary Donaldson

HSSB 3218

F 10-11 and by appointment


# 23176, F 11-12, GIRV 1106
# 23242, F 8-9, HSSB 2201
# 23259, F 9-10, HSSB 2251


HSSB 3224

T 9-10 and by appointment


# 23143, W 8-9, HSSB 4202
# 23150, W 12-1, LSB 1101
# 23267, T 3-4, HSSB 3201

Weekly topic assignments (see Reader Table of Contents for weekly section readings):
Week - date
0. March
  • get aquainted
  • distribute sections
  • distribute course books
  • pre-course meeting
1. April 4
  • "Global Village"
2. April 11
  • Kuhn, Peron & Meir
  • TA lecture next week
3. April 18
  • Equiano & first paper (due 4/25)
  • Rampolla & how to use it
  • finalize TA lecture topics
4. April 25
  • responses to industrialization sources
  • reschedule post-midterm Friday sections
5. May 2
  • elites and leaders sources (Heidi)
  • midterm (5/4) planning; return papers on 5/4 (curve?)
6. May 9
  • China & Japan sources (Ricardo)
  • midterm grading
7. May 16
  • writing a research paper (draft due 5/23)
8. May 23
  • Women as agents: Colonialism & suffrage (Mary)
  • grading paper drafts
9. May 30
  • Nationalism & development: Africa (Rafaela)
10. June 6
  • Cold War; individuals & the state (Laurence)


  • Barbara Gross Davis, Tools for Teaching (San Francisco: Jossey-Bass, 1993)
  • E.D. Hirsch, Jr., "You can always look it up--Or can you?" American Educator, Spring 2000 (71k pdf at American Educator website; html at Hirsch's CoreKnowledge.org website)
    • I tend to be a "skills, not facts" person (i.e., this is not my position), but I think it is important not to lose sight of the fact that we need a basic framework of factual/core knowledge into which we can integrate new knowledge.
  • Samuel Wineburg, "On the Reading of Historical Texts," AERJ 28:3(Fall 1991), 495-519.
    • Wineburg has conducted studies of how differently historians and non-historians (the latter including high school history teachers) read primary sources. Keeping this in mind will help to keep you from throwing up your hands in frustration at your students' seeming ignorance, and show you what you may need to teach them. Getting them to "think historically" in this way is my primary goal in teaching a survey course such as this.
  • Carole Srole, "Scaffolding Research Skills in a non-research class," AHA Perspectives, Jan. 1998.
    • I don't use any of these techniques specifically, but teaching research skills is one of my goals for Hist 2c.
    • see also Robert Townsend, "'Best Practices:' Encouraging Research Excellence in Postsecondary History Education," AHA Perspectives, Oct. 2000, esp. "Encouraging Student Research," points (f) - (o).

page created April 5, 2006; updated 4/1/07
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