AHA Session 3
Thursday, January 4, 2024: 1:30 PM-3:00 PM
Imperial B (Hilton Union Square, Ballroom)
Chair:
Carlos S. Dimas, University of Nevada, Las Vegas
Panel:
James Deavenport, California State University, Long Beach
Manuel Fontanilla, Penn State Abington
Ulices Pina, California State University, Long Beach
Ángela Vergara, California State University, Los Angeles
Nicole von Germeten, Oregon State University
Manuel Fontanilla, Penn State Abington
Ulices Pina, California State University, Long Beach
Ángela Vergara, California State University, Los Angeles
Nicole von Germeten, Oregon State University
Session Abstract
“Latin America” is commonly used describe regions in the Americas (South America, Central America, Mexico, and islands of the Caribbean) where inhabitants hold a shared history of colonialism under the Spanish or Portuguese Empires and often speak a Romance language. This vast geographical area has been profoundly shaped by slavery, indigenous genocide, migration, independence movements, neocolonialism, activism, revolutions, dictatorships, and democracy. Undergraduate students encounter this complex and diverse history in topical, world history, and surveys courses. Yet how does one effectively teach about “Latin America” in these courses? This roundtable tackles how instructors teach Latin American history at their respective institutions and the unique challenges they face in the classroom. The breadth of courses taught by the discussants include the Modern Latin America survey, Gender and Sexuality in Latin America, Crime in History (online delivery), the History of Social Activism, and World History. Discussants teach at institutions that straddle regional comprehensives, research two, and research one campuses and the student populations they serve range from 3,000 to 38,000. The roundtable will feature a “lightning round” format, where discussants will have 5 minutes to introduce and explain their innovative teaching techniques. After the presentations, the moderator will follow up with specific questions addressed to individual discussants or the entire roundtable. Special attention will be paid to the creative ways that historians have used primary sources as pedagogical tools to drive curiosity and engagement and foster critical thinking in students. Discussion will also extend to course design, assignments, pedagogical strategies and practices, and/or digital technologies. The goal of the roundtable is to engage the audience and encourage attendees to share experiences and/or ask questions to discussants or the roundtable.
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