Thinking about modules
While we suggest a bunch of topics below, the critical issues in designing a module are how to utilize the subject to 1) engage students, 2)convey historical imagination/consciousness, and 3) to develop student skills. Indeed, it may be as useful to start with some of those and discover historical events, developments, connections which enable those goals as it is the usual (subject-first) way. In any event, your own research interests have probably produced some inspiration and places to start.
There are many possible sources of inspiration, here are some to start your mind rev’ing:
- A great book or article (new or old), such as:
- Abu-Lughod: Before European Hegemony
- Burke: Lifebuoy Men, Lux Women
- Crosby: Columbian Exchange
- De Vries: Industrious Revolution
- Osterhammel: The Transformation of the World (many different sections)
- Pomeranz & Topik: The World that Trade Made (many different chapters)
- Smil, Energy and Civilization
(As Picasso said: “Good artists copy; great artists steal”. We might add that historical artists steal, but cite.)
- Biographies (potted or otherwise; of elites or otherwise)
- Many textbooks insert very short bios to illustrate a period/event/phenomenon
- Themes or subjects
- Buildings/Cities over time
- Abu Simbel as Egyptian temple, colonial exploration subject, and modern reconstruction
- Djakarta, Delhi, Hong Kong, Tenochtitlan, or Casablanca as pre-colonial, colonial, and post-colonial cities
- Hagia Sophia
- Railroads
- Textiles
- Damask, Paisley, Serge de Nimes, Silk
- Commodities
- Palm oil, silver,
- Technologies
- Trials
- Food
- Potatoes, tomatoes,
- Time/Calendars/clocks
- Religions – spread or interaction
- Money/banking
- Marriage/children
- Travelers
- Buildings/Cities over time
- Sources
- Documents
- Pictures
- Objects
- Specific Eras or years
- Wars
- Social groups
- The State/governments
- Perspectives of one group/area on another group/area
- Regions
- Specific connections between two areas/groups