2We will focus on U.S. history, but I welcome you bringing in pedagogical issues fromother areas of history.
One of the basic principles of a graduate class, it seems to me, is thatintellectual work should be done for the sake of the intellect
and not for the sake of apuny notation on paper. I will provide you with copious commentary on your work, but Iwill not evaluate the work you do over the course of the semester with formal grades. Iwill, however, notify you if you might be
in danger of getting below a “B”
for the courseas a whole. Of course, if you are at any time concerned about how I am responding to orassessing your work, please feel free to discuss this with me.
: Plagiarism is a serious violation of university codes on academic
integrity. Plagiarizing material from the web, printed sources, other students’ work, or
any other source constitutes grounds for failure in this course. Incidents of plagiarismmay also be brought before the university judiciary board resulting in further disciplinaryaction. Students uncertain of the definition of plagiarism must ask the instructor prior tosubmitting their work. Ignorance is not an acceptable excuse for plagiarism.
Students with disabilities
who require accommodations for access and participation inthis course must be registered with the Office of Disability Services. Please call 312/413-2103 (voice) or 312/413-0123 (TTY).
Books available for purchase at UIC Bookstore and on reserve at Daley Library:Christopher Lasch,
Plain Style: A Guide to Written English
, ed. Stewart Weaver (2002)Bruce A. Lesh,
“Why Won’t You Just Tell Us The Answer?”:
Teaching Historical Thinking in Grades 7-12
James W. Loewen,
Lies My Teacher Told Me: Everything Your American HistoryTextbook Got Wrong
(revised 2007/2008 edition)
James W. Loewen,
Teaching What Really Happened: How to Avoid the Tyranny of Textbooks and Get Students Excited about Doing History
(2009)James A. Percoco,
A Passion for the Past: Creative Teaching of U.S. History
The Language Police: How Pressure Groups Restrict What Students Learn
The Death and Life of the Great American School System: How Testingand Choice Are Undermining Education
Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past
RECOMMENDED BUT NOT REQUIREDKeith C. Barton and Linda S. Levstik,
Teaching History for the Common Good