Preparing Students for Informed Public Discourse through Native American History

Laurie Arnold

Abstract


This article focuses on an approach to building a new course—the methodology I employed in designing the syllabus in order to meet history learning outcomes as well as my own—and will discuss in detail one new assignment created specifically for this course in order to foster student learning and skills development, the public engagement interview. Calling upon our students to share their knowledge in public helps them realize the value and significance of public engagement and public discourse.

Keywords


Native American; public engagement; history classes; college courses; higher education curriculum; interdisciplinary

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References


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