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Dear Students,
Here are brief descriptions of several courses that I teach, their current focus and learning objectives. All classes and readings are in English and all are “mixed mode,” integrating (Blackboard) online learning with the classroom. All of them continue to evolve as new research in their areas develops. I incorporate various instruction techniques and evaluation methods to ensure student learning. When a student needs specific or additional supports to acquire course content or demonstrate their achievement, I work closely with our Office of Accessibility Services or tutorial services which provide individual assistance. More about my teaching philosophy is on the Teaching page. And of course you can read me at the Contact link~~TR

 

History 210 and 211: Western Civilization sequence ONLINE

These courses use a state-of-the-art textbook (lead author is historian Lynn Hunt, UCLA) with its own web gateway to primary sources (texts, visual arts, archaeology). I pose questions to help students probe these sources. The Discussion Board is lively and includes controversy and debate. In a Final Reflection paper students explore the components of civilization and how they developed in the west. To tackle this paper, students marshal data and sources to support their larger ideas. The student learning objective is two-fold: to understand the west better and be prepared to explore any great world civilization.

 

History 299: Introductory to History

This course prepares students for the Capstone Seminar (301). Students work both individually and collaboratively.   Campus Writing Center tutors assist in editing papers. We explore the development of critical theory in the 20 th -21 st century to see the role of History in an interdisciplinary context that includes anthropology, sociology, and literary studies. The student learning objective is to improve writing and presentation skills, analytical skills in reading   sources, and practice in the crafting of valid arguments in short research papers.

 

History 352: History and Civilization of Russia

Where does the continuity of a vast, disjointed, often violent history lie?   The Russia course challenges students through its data and the reading of many kinds of texts: medieval documents, early modern travel accounts, 19th century Russian fiction, and 20 th century testimonies of the Gulag. From icons, through Futurism, to contemporary Russian film, students experience the continuity of Russian culture that survives political upheavals.   The student learning objectives are, first, to appreciate the continuity of Russian history through culture as well as politics, and second, to grasp the complex heritage of post-Communist Russia.  

 

History 357 ONLINE

At the heart of Europe for over a millennium, Poland formed a cultural bridge between the west and Russia. Expansion and contraction of Polish power influenced the political map of Europe. Until the Holocaust in World War II, Poland was home to the largest Jewish community in Europe. In 1980 Poland's Solidarity led the way at the end of the Communist era. Polish music, art, literature, poetry, drama and film are all a lively part of European culture today. Students read historical and literary texts in translation and present an analysis of a contemporary Polish social, economic, or political issue in class. The student learning objective is to understand the distinctive features of Polish history and social culture as seen in documents, memoirs, literature, and the visual arts.

 

History 360: Holocaust

A visit with Jan Karski (1914-2000) inspired me to develop this course. History 360 stresses the civilization of pre-1939 East European Jewry and its loss to the mosaic of human culture, the implementation of genocidal policy during the Nazi invasion of Russia, and the ways in Holocaust study illumines the dynamics of other genocides. Students examine their inherited assumptions about anti-Semitism and other forms of prejudice, as well as explore the concept of altruism. The student learning objective is to grasp the multiple dynamics of genocide, to understand one particular aspect of the Holocaust through critical evaluation of sources, especially film, and to fit this piece into the larger phenomenon of the Holocaust, and. Students create an electronic portfolio which can be used in secondary teaching.



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