wcaleb’s avatarwcaleb’s Twitter Archive—№ 8,791

              1. 1. My U.S. history survey next semester is once again going to be taught "backwards," from the present to 1848. wcm1.web.rice.edu/backwards-survey.html
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              2. But I'm rethinking the course's objectives at a high level, following a re-read of "backward design" this fall. chronicle.com/blogs/profhacker/planning-a-class-with-backward-design/33625
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            3. In book Understanding By Design, Wiggins & Tighe advise designing course around "enduring understandings" students should leave with.
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          4. These include, for me, (a) What happened as long ago as the nineteenth century still affects the United States in the present.
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        5. (b) Historical change is contingent, not inevitable. (c) Many of the things we consider "just human nature" are historically specific.
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      6. (d) The USA is not exceptional, that is, "outside of" history, but the idea that it is has dramatically affected its history.
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    7. (e) "Biases" are different from "having opinions," and they also have histories that can be tracked. h/t @mhbeals mhbeals.com/this-source-is-accurate-that-source-is-biased-a-re-examination-of-historical-pedagogy/
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      8. What other "enduring understandings" (different from skills learned or facts known) should a student receive in an intro history survey?
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