Q: Why is this class so difficult?

A: Despite all the hype, it isn’t. That being said, some people have difficulty stepping up to the increased expectations of critical thought.  Reading closely, thinking analytically, and articulating historical arguments do not necessarily come easily. However, if you make the effort to complete readings, consider the more expansive and significant questions, and actively engage in class discussion, you will make steady progress throughout the year. The narrative reading assigned from Gay&Webb should, if possible, be read BEFORE the topic is discussed in class, as that will provide you with a foundation for conversation. I also expect that you are capable of reading and understanding historical texts for yourself. That means that a certain knowledge is expected when you arrive to class each day. You will find a ‘term list’ posted for each unit that can help focus your attention with regard to the more salient basic information. Do not expect to be spoon-fed all relevant information. (Reading matters, and I expect you to understand the major issues from the assigned readings without first ‘covering’ them in class.)

Q: How do I do well in this class?

A: READ. Reading closely, with intent, is the foundation of all real education. This means that you read assignments mindfully, giving real thought to what you’re reading and asking questions about the text. I don’t assign busy work and assessments tend to demand considered reflection upon the texts, both narrative and primary sources.

ENGAGE AND DISCUSS: Neither democracy nor education are spectator sports. In order to internalize and synthesize information and analyze on a higher intellectual level, you must discuss (and write about) the ideas we bring into class. That means you must join in class discussions and engage each other beyond class. You may not realize it yet, but simply talking about the issues and ideas under investigation will help immeasurably when it comes to writing an essay or sitting a test. (Writing thoughts and questions provoked by such discussions in your reading journals is also fundamental to serious intellectual advancement.)

QUESTION: Asking questions is what we do as human beings! As Plato wrote nearly 2500 years ago, ‘the unexamined life is not worth living’. Examination demands questioning, and the truly educated individual does this throughout his or her entire life. I pose questions to you, and you in turn should pose questions to me and to each other. The interaction is part of an active and engaged existence. This means that you come to class prepared to ask and respond to questions. This does not mean that you devise a single (simplistic) question about the reading and ask it in order to check off a ‘class participation’ box for the day. [Yes, teachers can spot this type of pseudo-participation.] Be warned: despite what numbers are earned on written work, high scores are simply not possible if you do not actively question in class.

THINK. Unfortunately, too many people think history is about memorization and regurgitation. Knowing the facts IS important and you are asked to digest and remember (memorize = commit to memory) a great deal of information in this course. However, you will also be asked to think on your own, use facts to construct your own arguments, analyze documents, and critique the interpretations of peers and historians, all of which demand that you take time to think deeply about the issues discussed in class.

PRIORITIZE. This is one of the more difficult study habits to learn and follow. The only way midshipmen make it through a week at the Naval Academy is by prioritizing their schedule, that is making conscious decisions about allocating time. Ask yourself what all you need to do this week and how much time you can honestly give to each task. Do you have an English paper due? An all-day x-country meet?  If you only have 30 minutes available for Euro reading tonight, then stop after 30 minutes and move on to study for your physics test. BUT DO NOT wait until the last minute to give thought to scheduling enough time to get to your reading. Cramming for a test might work in the short term, but it is ultimately destructive, since very little is retained, and retention is crucial for building foundations for continuing education. Considering your schedules, sometimes you have to make crucial decisions about where you need to spend your time. This means you just may not get everything done; remember you also need to sleep.

BE HONEST WITH YOURSELF! How much time and effort are you really devoting to your reading and thinking and preparation for this course?

GO THE EXTRA YARD. Going beyond the bare minimum requirements will help strengthen your skills and can boost scores. For example, I offer the option of sitting for a viva voce exam on top of your regular written assessment and you may always submit rewrites of major essay questions, taking into consideration my comments.

Q: Why do I feel so lost in class?

A: Because you haven’t prepared properly. Good class discussion depends upon everyone being prepared to engage. This doesn’t mean that I expect you to have figured it all out before our conversations. If you are in this course, I presuppose that you are capable of following basic texts and absorbing the arguments and information contained in Gay&Webb. That is the foundation upon which an effective discussion is based. You will not get basic information dished out to you on a platter; rather, you are expected to digest the narrative history you read and bring your own questions to the table in class. If you wait for me to ‘tell you what to think’, you are already two steps behind. Rule of thumb: if you have nothing to say when questioned in class, something is not right with your preparation or attitude. (Of course, there ARE times too when I will give you plenty of information in class that will provided fodder for discussion.)

Q: How can I improve my analytical writing?

A: First of all, make sure you understand my written criticisms. Second, talk to me in person about the exercise. Often a 15 minute chat about organization, how to use the sources, or analytical writing in general will benefit you more than simply reading my comments and waiting for the next exercise.

KNOW WHAT IS BEING ASKED. Questions tend to be rather specific. Answer the question that is asked and avoid analytical drifting and including extraneous information.

THINK INDEPENDENTLY. Come to your own conclusions when answering any question and use the documents rather than attempt to rehash or parrot an argument I made in class. This doesn’t mean that you shouldn’t draw upon arguments laid out by me or from your readings, but try to avoid repeating them to me without supportive evidence from your documents. I prefer to know what YOU think; I already know what I think.

DON’T OVER-THINK A QUESTION. Sometimes, to paraphrase Freud, a pipe is just a pipe. You do need to nurture more complex arguments and analysis, but avoid reading into questions and documents what isn’t there.

TALK WITH ME DIRECTLY. Most times sitting down for a 15 minute chat about writing is more productive than a page of hand-written commentary. Please read comments that I make and come see me if you need clarification of my critique or wish to discuss your writing.

REWRITE your essay. Take 45 minutes or so to rewrite your essay in light of our class discussion and after re-reading the documents. You may be surprised at how much better your writing (and historical analysis) will become after doing this a couple of times.

Q: Why isn’t it working?

A: Because you actually have to implement new strategies. It is not enough to see me ‘because you are concerned about your grade’. You must walk away committed to doing things differently AND THEN ACTUALLY IMPLEMENT THOSE CHANGES.

Q: How do I change my academic habits which, by and large, have gotten me by so far?

A:   Think of Newton’s laws of motion: things at rest tend to remain at rest. This is true for your brain as well as the rest of your body. It does take an active decision to sit down (yes, sit upright as a desk/table) and begin. I have found that once you get over the initial commitment to ‘doing this thing’, and throw yourself completely into this one task, the concentration comes. Read through my advice section, especially on reading.

Brian Kelly’s paradigm is apt for the academic year: We have a paradigm for winning.  It’s something we talk about actually in our locker room.  It’s called four quarters of winning. It starts with getting off to a quick start.  We talk about getting off to that quick start how important that is in the first quarter.  Second quarter is attention to detail.  The third quarter is effort and enthusiasm, and the fourth quarter is finish strong. (2012)