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Student Engagement Teaching as an Early Career Historian Loughborough University 27 th May 2011

Explore innovative teaching techniques in early career historian education with a focus on British history from 1780-1914. Enhance student engagement through practical seminars, lectures, and discussions on diverse topics related to class, gender, and nation. Discover how to create a dynamic learning environment using a signature pedagogy approach.

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Student Engagement Teaching as an Early Career Historian Loughborough University 27 th May 2011

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  1. Student EngagementTeaching as an Early Career HistorianLoughborough University27th May 2011 Dr Alison Twells Sheffield Hallam University

  2. Class, Gender and Nation: British History 1780-1914 (2000-01) Lectures Seminars 1 Narratives of the C19th Introductory seminar 2England in the C18th/ Popular Custom and Polite Society Narratives of the C19th 3 Industrialisation and Work/ Industrialisation and Leisure Custom and crime in the C18th 4The making of the middle class/ The late Victorian middle class Popular recreation in early industrial Britain 5 Popular politics and the working class/ The remaking of the working class The culture of the middle class 6 Empire and British History/ Black People in Britain 'Respectability' and the working class 7 The 'Woman Question'/ Victorian Feminism The case of Mary Seacole 8 Love, sex and marriage/ Men, women and 'separate spheres' The regulation of sexuality 9 Class, culture and the Victorian city/ The Rise of Commercial Culture The Contagious Diseases Acts 10 Party politics and society/ Nation, Empire and the people, 1870-1914The rise of football 11 An Edwardian Crisis Popular Imperialism 12 No lecture Revision seminar

  3. Women in Britain: Seminar and Lecture Programme (2005-06) Topics • Week 1. Introductory seminar • Week 2. Women’s history: challenging the ‘male-stream’ • Week 3. Making woman: the 'domestic idyll' and 'biology as destiny' • Week 4. Marriage, domesticity and ‘separate spheres’: theory and practice • Week 5. Philanthropy, politics and the public sphere to 1860 • Week 6. Working women and the family wage • Week 7. Working-class women and C19th radicalism • Week 8. Working-class motherhood and the ‘health of the race’ • Week 9. Women in diaspora: Irish, Jewish, Black and Asian women in Britain • Week 10. Sex and sexuality • Week 11. Victorian feminisms • Week 12. Women and empire

  4. A ‘signature pedagogy’… • ‘discloses important information about the personality of the disciplinary field – its values, knowledge, and manner of thinking…’ (Calder, p. 4) • ‘ways of being taught that require them to do, think and value what practitioners in the field are doing, thinking, valuing.’ (p. 4) Lendol Calder, ‘Uncoverage: Toward a Signature Pedagogy for the History Survey’, Journal of American History, March 2006

  5. ‘Survey instructors should aim to uncover history. We should be designing classroom environments that expose the very things hidden away by traditional survey instruction: the linchpin ideas of historical inquiry that are not obvious or easily comprehended; the inquiries, arguments, assumptions, and points of view that make knowledge what it is for practitioners of our discipline; the cognitive contours of history as an epistemological domain.’ (Calder, p. 6)

  6. ‘The problem with students is not that don’t know enough about history. The problem is that they don’t know what history is in the first place.’ (Sam Wineburg, ‘Probing the depths of students’ historical knowledge’ AHA Perspectives, 30 (March 1992), 1.)

  7. Visual enquiry (a film) • Critical enquiry (primary sources) • Moral enquiry (popular histories)

  8. Class, Gender and Nation: British History 1780-1914 (2008-09) Seminars Lectures 1 Opening seminar: orientation Introduction: module themes/ Britain in the 1790s 2 Britain in the 1790s Social historians and class/EP Thompson and his critics (documents – Paine and More) 3 Historians and class: EP Thompson The middle class: its rise and fall/ social and cultural (understanding an argument) history 4 The failure of the middle class? The Remaking of the Working Class /Class, hegemony (debate between historians) and culture 5 The Remaking of the Working Class Gender and history / Separate spheres: aspects of a (debate between historians) debate 6 Men, women and 'separate spheres' Women, work and the family/ Truth and reliability: (conduct literature, poems etc.) documents 7 Women’s work and the census

  9. Women in Britain: Seminar and Lecture Programme (2009-2010) 1. Why study women's history? Introduction to the module Topic 1: Woman's Nature 2. Enlightenment and Evangelical Thought Primary documents: asking questions 3. Woman's nature and ‘separate spheres’ Secondary sources: critical reading Topic 2: Antislavery 4. The Antislavery movement Primary documents: asking questions 5. Antislavery in Women's Lives Secondary sources: critical reading 6. reading week Topic 3: Marriage and marriage reform 7. Women and the family in C19th Britain Primary documents: asking questions 8. Feminism: marriage reform and single women Secondary sources: critical reading Topic 4: Women and Religion 9. Belief and unbelief in C19th Britain Primary documents: asking questions 10. Gender and religion Secondary sources: critical reading Topic 5: Sexuality and politics 11. Sexuality in nineteenth-century Britain Primary documents: asking questions 12. Feminism and sexuality Secondary sources: critical reading

  10. Lendol Calder, ‘Uncoverage: Toward a Signature Pedagogy for the History Survey’, Journal of American History, March 2006 http://www.iub.edu/~tchsotl/part3/calder%20uncoverage_files/ContentServer_data/20248906.pdf

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