It’s our first week back to class at LMU, which means it’s once again time to deliver my little beginning-of-the-semester spiel at the first class meeting. I’ve developed a tradition of opening my survey classes with a somewhat crude metaphor.
Imagine that a complete college-level education in history is a big shopping mall, with a variety of stores that cater to different needs and tastes—Ancient Rome, the history of Nazi Germany, the American West, the history of women or warfare, and so on. Students who decide to major in history, to devote their college careers to the study of the human past, get to go into these stores and spend some time browsing, trying on the merchandise and perhaps finding a few items that suit them.
A gen-ed survey course, like the ones I’m teaching this semester, is different. In a first-year world history class, we usually don’t spend enough time on any one subject for students to get much of a feel on it. Students thus don’t get to do much of what historians actually do, which is developing interpretations to answer questions about the past. A survey course is all about getting oriented to the general contours of human history as a whole, just as the word “survey” in another sense denotes scoping out the general contours of a physical landscape.
If the upper-level elective courses are like stores in a mall, then a world history survey class is more like a mall directory sign, which tells you where the stores are located and what you can find in them.
This distinction is significant to me as a teacher, because it reminds me that I will inevitably have to make sacrifices in content due to the nature of a survey course. But I explain it to my students because I don’t want them to confuse the experience of taking a survey course with the experience of doing history.
It’s a tragic irony that the very classes in which we’re able to engage non-history majors are the very same classes in which students don’t get as many opportunities to see what makes history so captivating. In survey courses, there’s so much material to be covered that you can’t delve deeply into the kinds of problems and issues that occupy the attention of historians and advanced-level history students. The students who really get to have fun with history are the ones who take the upper-level electives, and yet students who sign up for those classes have often done so because they already know how much fun they can have doing it.
I do my best in my survey classes to try to give students a taste of the discipline of history, even though most of our time will necessarily be spent doing the less appealing work of laying a foundation of basic historical knowledge. But I realize that many of them won’t be inclined take a history class beyond the gen-ed requirements, and thus won’t discover that history is more than mastering general concepts and facts. That’s why I spend a few minutes on the first day explaining my shopping mall metaphor. The orientation that we do in survey courses is necessary and I try to make it compelling, but if possible, I want students to use my introductory class to find a few stores that intrigue them, so that when it’s time to take some electives they might consider going in for a closer look at the merchandise.