For the course "Stories of Slavery and Freedom," a History and Literature seminar, Professor McCarthy has students lead the class, starting with close readings, then short presentations, and finally co-teaching the seminar.Read more about Student Co-Teaching
Professor McCarthy's class has student "provocations" in discussion sections each week. Students have to provoke the discussion in some way (debate, video analysis, commentary from contemporary news linked to week's readings, etc.) Students are paired before section to plan the provocation and how they would moderate the debate/discussion. They also meet as a pair with their TF. In class, they moderate the discussion/debate, often involving audio-video materials.Read more about Provocations and Discussions
To prepare students for an exam, the teacher sets up essay questions on posters around the room for students to review. The movement helps keep energy up at the end of the semester. Read more about Test Review on the Move
How did race, gender, employment, and other characteristics condition people's responses to revolutionary activities during the American Revolution? In this activity, students take on different personas and consider whether they would support a boycott of British goods. Read more about Reactions to Revolution?
How do you craft a good thesis statement? In this activity, students work together to refine their ideas and put together possible evidence for different topics. The purpose is to teach students how to connect their thesis statement with the rest of their paper, and to revise the two in tandem (start with a draft thesis, bring some evidence together, revise the thesis to better reflect the evidence, revise the evidence to better fit the thesis, etc.) Read more about Thesis Statement Peer Review