Death and Destruction: Genocides and Weapons of Mass Destruction, Carnegie Mellon University: Pittsburgh, PA
Teaching Assistant, Spring 2014, Fall 2015, Spring 2016
This entry-level global history course examined events within the European “discovery” of the New World, 19th-century imperialism, the World Wars (with emphasis on the Holocaust and the atomic bombing of Japan), and the post-1945 world to understand the ambivalent consequences of human progress. Teaching Assistants lead two 50-minute discussion sections each week to complement the 300-person lecture taught by Professor Ricky Law. TAs were responsible for providing written feedback to their ~40 students on three writing assignments and three quizzes each semester.
- Developed innovative lessons to teach structuralism and functionalism as frameworks for interpreting technological advancement.
- Successful lessons include using excerpts of Marc Bloch’s The Historian’s Craft to introduce historical interpretation and the political uses of history; a debate about the atomic bomb that progressively expanded from partnered discussion to the full class; and re-enactment and role-playing to explore the decision-making processes among the participants in the Cuban Missile Crisis.
Origins of the Arab-Israeli Conflict, 1880-1948, Carnegie Mellon University: Pittsburgh, PA
Teaching Assistant, August-December 2013
This upper-division course considered the historical origins and development of the contemporary Arab-Israeli conflict, beginning with the decline of the Ottoman Empire and the rise of Arab nationalism and Zionism in the late 19th century and emphasizing the period of the British Mandate over Palestine. The TA was responsible for grading essays, document analyses, and exams for 35 students and for evaluating their participation in two historical role-playing games conducted throughout the semester.
- Gained experience with the Reacting to the Past pedagogy by supervising student participation in the “Struggle for Palestine” role-playing game, where the class reenacted the 1936 Peel Commission hearings. Observed the effectiveness of historical role-playing to foster student empathy for conflicting viewpoints. For more information, visit reacting.barnard.edu.
- Course material, especially discussions of international Jewry and Zionism, complemented research interested and influenced readings of archival materials from World War II era Jewish communal institutions.
Globalization Through History, Carnegie Mellon University: Pittsburgh, PA
Teaching Assistant, August-May 2013
Globalization Through History taught the rise of capitalism since the late 1400s by covering in-depth case studies of Atlantic piracy, late-nineteenth century famines in India and China, and the Arab Spring/Occupy movements. Teaching Assistants lead two 50-minute discussion sections each week to complement the 300-person lecture taught by Professor Roger Rouse. TAs were responsible for providing written feedback to their ~40 students on three writing assignments and three quizzes each semester.
- Developed innovative lesson plans to teach historical empathy, class formation, and the social construction of race.
- Successful lessons included a close reading of Junot Diaz’ introduction to The Brief Wondrous Life of Oscar Wao as an example of modern postcolonial discourse. Also, engaged students by using Bob Dylan’s “Only a Pawn in the Their Game” to make connections between Peter Linebaugh and Marcus Rediker’s Many Headed Hydra—specifically their argument about how eighteenth century British capitalists divided the working class of the Atlantic world by implementing a racial hierarchy—and the assassination of Medgar Evers and the American Civil Rights movement.