Handy links: ulists, e-grades, WTWA textbook site; 500 readings (below), WTWA ebook, Sakai site

Most weekly meetings should have roughly the following format:

1. administrative [schedule section visits] and teaching issues (5-10 mins.);
2. feedback on past 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

Weekly topic assignments (see 2008 Reader Table of Contents for weekly section readings):

Week - date	topics	other
Mar. 18,19	get aquainted distribute sections distribute course books TA mini-lecture topics	pre-course meeting
1. March 31	"Global Village," History quotes ASE responsibilities form Crash priority list date for Steve Aron visit dates for TA mini-lectures distribute reader duplicate and collate syllabus	web version of Global Village handout History quotes: History News Network (330) bella online (67) historyguide.org wisdom quotes
2. April 7	Kuhn, Nietzsche (Abraham)	Kuhn synopsis by Frank Pajares at Emory
3. April 14	Equiano & first paper (due 4/15) (Anil) Rampolla & thesis statements	Brychan Carey's Equiano website honors: where was E. born?
4. April 21	reschedule post-midterm Friday sections
5. April 28	midterm (5/1) planning return papers on 5/4 (curve?)
6. May 5	Japan sources; playing Karuta midterm grading
7. May 12	the research paper (draft due 5/20)
8. May 19	Steve Aron visit calling for change papers due tomorrow; prize competition
9. May 23?	Student presentations in section
10. June 2	Looking forward: post Cold War sources

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) (4 page 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 (html at Hirsch's CoreKnowledge.org website; pdf at American Educator 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.
• More on teaching research skills, from the AHA Perspectives
• Robert Townsend, "'Best Practices:' Encouraging Research Excellence in Postsecondary History Education," AHA Perspectives, Oct. 2000, esp. "Encouraging Student Research," points (f) - (o).
• Keith C. Barton, "Research on Students' Historical Thinking and Learning," AHA Perspectives, Oct. 2004

TA

Office

Office Hours

e-mail

sections

Megan Bowman

HSSB 3214

T 2-4

megan_bowman
@umail

Tue, 4-5: HSSB 2202
Tue, 7-8: HSSB 1224
Wed. 5-6: Ellsn 2816

Jill Briggs

HSSB 3235

jillbriggs@umail

Wed. 8-9: HSSB 1228
Wed. 12-1: HSSB 4202
Wed. 6-7: Ellsn 2816

Colleen Ho

HSSB 3227

T 3-5

colleen_ho@umail

Tue. 5-6: HSSB 2202
Tue 6-7: HSSB 2202
Wed. 12-1: HSSB 2202

José Luis Igue

HSSB 3235

igue@umail

Wed. 2-3: HSSB 2202
Thu. 5-6: HSSB 1211
Thu. 6-7: HSSB 2202

Abraham Mendoza

HSSB 3223

Th 10-12

aomendoza@umail

Thu. 8-9: HSSB 2202
Thu. 9-10: Ellsn 2816
Fri. 8-9: HSSB 2251

Anil Mukerjee

HSSB 3235

anil@umail

Fri. 8-9: HSSB 2202
Fri. 9-10: HSSB 2202
Fri. 10-11: HSSB 2202

Nicole Pacino

HSSB 3220

npacino@umail

Wed. 9-10: Ellsn 2816
Thu. 11-12: Girv 2127
Thu. 2-3: HSSB 2202

Jean Smith

HSSB 3225

jpsmith@umail

Tue, 3-4: HSSB 1214
Thu, 10-12: HSSB 4041 (honors)

Tara Woodruff

HSSB 3220

W 12-2

tlwoodruff@gmail

Wed. 11-12: Ellsn 2816
Wed. 3-4: HSSB 2202
Wed. 4-5: HSSB 2202

Kirsten Ziomek

HSSB 3228

T 11:30-12:20 R 9:00-9:50

kziomek@umail

Wed. 8-9: HSSB 2202
Thu. 8-9: HSSB 2251
Thu. 10-11: Ellsn 2816