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Today Lendol Calder talks about uncoverage, a term he coined some years ago to describe how he thinks history survey courses ought to be taught.
Zambone and Calder discuss how surveys are usually taught, and why history teachers should consider another approach.
Calder describes how his finest moment as a lecturer led him to stop lecturing; discusses his new approach to introductory history courses; and argues that how he teaches now conforms more closely to how historians actually study history.
Calder’s Essay
- Lendol Calder
“Uncoverage: Toward a Signature Pedagogy for the Historical Survey”
Journal of American History, 2006.
For Further Reading
- Peter Burkholder. “A Content Means to a Critical Thinking End: Group Quizzing in the History Survey.” The History Teacher, 47 (4), 551-578.
- Timothy D. Hall & Renay Scott. “Closing the gap between professors and teachers: ncoverage as a Model of Professional Development for History Teachers.” The History Teacher, 2007.
- Daisy Martin & Sam Wineburg“S. eeing Thinking on the Web.” The History Teacher, 2008.
- Joel M. Sipress and David J. Voelker. “From Learning History to Doing History,” in Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits, Eds. Regan A. R. Gurung, Nancy L. Chick, Aeron Haynie, 2008.
- John C. Savagian. “Toward a Coherent Curriculum: Teaching and Learning History at Alverno College.” Journal of American History, 2009.
- Joel M. Sipress & David J. Voelker. “The End of the History Survey Course: The Rise and Fall of the Coverage Model.” Journal of American History, 2011.
