Historical Thinking and the Survey Course: Sources, Strategies, Assessments, and Best Practices in the United States, Latin America, and World Surveys

AHA Session 69
Conference on Latin American History 15
Friday, January 5, 2018: 8:30 AM-10:00 AM
Delaware Suite A (Marriott Wardman Park, Lobby Level)
Oscar Cañedo, Grossmont College
This session uses the PechaKucha format.
The Audience

Session Abstract

Participants will give short visual presentations highlighting themes, sources, teaching strategies, assessments and best practices in their U.S., Latin America, Chicana/o Latina/o Studies and World History Survey Courses. We cast our nets wide because our History survey courses are broad and those of us who teach at small colleges and especially community colleges are expected to teach the whole range of History courses at our colleges. In this “PechaKucha” session, the six presenters will show and discuss 20 slides for 20 seconds each (six minutes, 40 seconds per person) and address various aspects of our 2018 theme of race, ethnicity and nationalism in global perspective and discuss the ways they incorporate those into our survey courses.

This panel will include presentations by: Oscar Cañedo (Grossmont College), who will discuss how Isabel Allende’s classic work, “Daughter of Fortune” can be used as an interactive and integrative tool to analyze the economic, political and cultural legacy of the Gold Rush in the United States survey courses, Chicana/o Studies and California history courses; Carlos A. Contreras (Grossmont College), who will discuss various themes, sources and strategies in incorporating one hundred years of the dynamic yet often contentious relationship between the United States and Mexico into our U.S., Latin America and World History survey courses; Timothy Dean Draper, who will discuss the ways in which historians can connect Midwestern regional history with a broader global perspective. With a particular focus on Illinois and Chicago in particular, Draper will examine topics in place naming, ethno-racial relations, immigration, commerce, architecture, literature among others; Natalye J. Harpin (Grossmont College and Southwestern College), who will discuss the ways she incorporates Miguel Cabrera’s 18th Century Spanish American “Casta paintings” in her U.S. and World History classes to examine evolving concepts of race, class and social mobility across the Americas; Monica Hernandez (Grossmont College), who will illustrate how integrating local community art into Chicano history courses can be used to locate and critically analyze social, economic, and political axes of power as they relate to the Chicana/o experience; and Amy Godfrey Powers (Waubonsee Community College), who will discuss the ways in which she uses trans-Pacific themes of trade, immigration, labor, and nation-building to reinvigorate her early U.S. History survey courses with a fresh and engaging narrative for today’s community college students. This format will facilitate a robust discussion among panel members, peers, and the audience on historical thinking as well as sources, strategies, assessments and best practices in our History survey courses.

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