As instructors, we always encounter curricular challenges as well as the limits of our own pedagogy. Twenty years ago, Lendol Calder’s Uncoverage invited us to recognize the selectivity inherent in teaching the discipline of history, Uncoverage provided a tool and a way of speaking to the intentionality of the decisions we made. In this roundtable, we will explore practical pedagogical strategies to incorporate Uncoverage at different levels of history instruction focusing on Calder’s suggestion that uncoverage could be a “signature pedagogy for the history survey.”

Our roundtable participants will explore concrete ways they employ this pedagogy in their classrooms. The participants on this roundtable will talk about how they have grappled with incorporating uncoverage and using it to develop their own signature pedagogy.

Coming from different approaches, ranks, and types of institutions, the presenters on this roundtable will consider the following questions and will invite the audience to do the same:

• How did you start uncovering your classes? What types of class have you applied this pedagogy to?
• What does it allow or limit in your classroom?

The panelists hope to engage the audience with these questions, calling on them to articulate a signature pedagogy and to consider how the evolving definitions of uncoverage does or can help them achieve their pedagogical goals.