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.

Contacts

TA	Office	Office Hours	e-mail	sections
Rafaela Acevedo-Field	HSSB 3214	Th, F 9-10	rafaelaaf@ juno.com	# 23168, F 10-11, GIRV 1106 # 23226, W 4-5, HSSB 4202 # 23234, W 5-6, ARTS 1426
Ricardo Caton	HSSB 3235	T, Th 9:30-10:30	ricaton@ umail.ucsb.edu	# 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	laurencechristian@ umail.ucsb.edu	# 23192, W 6-7, HSSB 4201 # 51847, W 11-1, HSSB 4041 (honors)
Mary Donaldson	HSSB 3218	F 10-11 and by appointment	mary_donaldson@ umail.ucsb.edu	# 23176, F 11-12, GIRV 1106 # 23242, F 8-9, HSSB 2201 # 23259, F 9-10, HSSB 2251
Heidi Marx-Wolf	HSSB 3224	T 9-10 and by appointment	hmarxwolf@ umail.ucsb.edu	# 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	topics	other
0. March	get aquainted distribute sections distribute course books	pre-course meeting
1. April 4	"Global Village"	web version
2. April 11	Kuhn, Peron & Meir TA lecture next week	Kuhn synopsis by Frank Pajares at Emory
3. April 18	Equiano & first paper (due 4/25) Rampolla & how to use it finalize TA lecture topics	Brychan Carey's Equiano website honors: where was E. born?
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)

Readings:

• Barbara Gross Davis, Tools for Teaching (San Francisco: Jossey-Bass, 1993)
  • hyperlinked contents; $34 new/22 used and searchable at amazon
  • chapter 9: "Encouraging Student Participation in Discussion" (pp. 75-80)
  • chapter 10: "Asking Questions" (pp. 82-89) (pdf)
  • another excellent site, UCSC's "Teaching Tips" (with annotated links page)
• 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).