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Tag: GMU

Teaching Notes: Synthesis and Process

The main assignment for my graduate survey of modern Europe this summer was to write an essay that incorporated all of the assigned books and most of the assigned articles. I conceived of this assignment because of a similar one that I had had to do as a graduate student that I found especially productive, if difficult. (See “Learning to Synthesize History” on my old blog.) The essays my students wrote fulfilled or exceeded my expectations in some cases, but there were others that did not go as well as… Read more Teaching Notes: Synthesis and Process

Reflections after Class

One of those questions came up in class tonight with a group of MA students discussing Peter Fritzsche’s Life and Death in the Third Reich (Cambridge, MA, 2008), a question where I grow perhaps too animated, maybe conveying impatience, even arrogance, or, if I’m lucky, simply passion. What was the difference between communism under Stalin and nazism under Hitler? The differences are stark, but there’s that pesky word “socialism” and the collectivist rhetoric that is so easily conflated or confused with “collectivization,” never mind the existence of economic plans, mass… Read more Reflections after Class

History 100 Again

I have been pretty happy lately with my approach to George Mason University’s required History 100 (Western Civilization); however, chronological confusion in many exams last semester made me long to try a textbook again. I might live to regret the attempt, since the course is only one semester long, but I have decided to try the abridged version of Mark Kishlansky et. al., Civilization in the West (Penguin Academics). Trying to squeeze everything into the syllabus was much harder this way, even after skipping the first 200 pages of the… Read more History 100 Again

Plagiarism Again

I had no plagiarism cases this fall. Maybe it is because I had an unusually ethical group of students, but it probably also had something to do with analysis they did based on short documents instead of books commonly discussed on the internet. With few exceptions, there were no answers to be found on the internet, though I took some chances with the inclusion of A Doll’s House in some questions. Even then, I did not let students focus on Ibsen’s play, but instead forced them to relate it to… Read more Plagiarism Again

A Different Approach to History 100?

George Mason’s Hist 100 courses are supposed to cover Western Civilization in one semester. To manage this Sisyphean task, I switched from a chronological to a thematic approach. While this makes sense from an analytic point of view, covering themes seems to alienate some students, because the themes appear in the foreground, not the events and personalities. Moreover, the themes tend to bridge larger periods of time. With “Religion and Society,” for instance, I cover the Investiture Conflict, the Protestant and Catholic Reformations, the Wars of Religion, the Scientific Revolution,… Read more A Different Approach to History 100?

A New Personal Record in Plagiarism Cases

I had a new personal record in plagiarism cases this semester: eight. With ninety-seven students total on my rolls at the end of the semester, that makes a little over 8%. To be absolutely clear, I am talking about open-and-shut cases. The burden of proof is on the professor, as it should be, so I never report any honor system violations based merely on my suspicions, no matter how strong they might be. Some of the cases stem from this semester’s new bibliography project. In the past I had tried… Read more A New Personal Record in Plagiarism Cases

Summer Term

The summer term is upon me. Here is this summer’s version of “Western Civ” at George Mason University and “Euro Civ I” at Georgetown University. Both courses are thematically organized. Neither has electronic assignments due to the compressed time period in which everything has to be done. Euro Civ I has only papers. Western Civ has papers and source analysis homework. In the latter case I figure the additional structure might be helpful, because the course has to bring students right up to the present. Of course, some students are… Read more Summer Term