Thanks to all for reading my posts
about developing
syllabi for a two-semester American Legal History survey; adapting
my survey to a quarter-based system; choosing
readings and assembling course materials; writing
lectures and preparing for class; encouraging
in-class discussion; and developing
assignments.
I will be posting my syllabi at The Docket’s
Teaching Legal History project once it is up and running.
Finally, I want to encourage interested
readers to propose pedagogical panels for the ASLH annual meeting. The 2018 ASLH
Annual Meeting featured a fantastic preconference
on teaching legal history, organized by Katrina Jagodinsky, and I hope these
kinds of discussions become established features of our meetings going forward.
I’ve learned the most about teaching legal history from conversations with
other legal historians about what works and (equally important) what doesn’t. The
ASLH Call for Papers
for the 2019 annual meeting in Boston (Nov. 21-24) welcomes proposals for skills/pedagogical
workshops; I encourage anyone who’s interested in organizing such a panel and finding
co-panelists to post on H-Law, tweet using #ASLH2019, and/or comment below.
