Originally published on February 4, 2015 (Episode 1)
Introduction
We begin Historically Thinking with a conversation about teaching history itself. My guest is Lendol Calder, the historian who coined the term uncoverage to describe how history survey courses should be taught—not as a mad dash through “coverage,” but as an introduction to the ways historians actually think and work.
In our discussion, Calder reflects on why the traditional survey too often reduces history to lists of facts and names. He explains how his most brilliant lecture moment convinced him to stop lecturing altogether, and why his new approach—built on uncovering questions, sources, and interpretations—better mirrors the practice of historical inquiry. What emerges is a vision for classrooms where students don’t just learn about history, but begin to do it themselves.
About the Guest
Lendol Calder is Professor of History at Augustana College. He is widely recognized for his leadership in rethinking the pedagogy of history, particularly through his influential essay “Uncoverage: Toward a Signature Pedagogy for the Historical Survey” (Journal of American History, 2006).
For Further Investigation
Lendol Calder, “Uncoverage: Toward a Signature Pedagogy for the Historical Survey” (Journal of American History, 2006)
Peter Burkholder, “A Content Means to a Critical Thinking End: Group Quizzing in the History Survey” (The History Teacher, 47:4, 2014)
Timothy D. Hall & Renay Scott, “Closing the Gap Between Professors and Teachers: Uncoverage as a Model of Professional Development for History Teachers” (The History Teacher, 2007)
Daisy Martin & Sam Wineburg, “Seeing Thinking on the Web” (The History Teacher, 2008)
Joel M. Sipress & David J. Voelker, “From Learning History to Doing History,” in Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits (2008)
John C. Savagian, “Toward a Coherent Curriculum: Teaching and Learning History at Alverno College” (Journal of American History, 2009)
Joel M. Sipress & David J. Voelker, “The End of the History Survey Course: The Rise and Fall of the Coverage Model” (Journal of American History, 2011)
💬 Listen & Discuss
Have you ever sat through a history survey course that felt like a blur of names and dates? How might uncoverage—slowing down to think historically—change the way students experience history? Share your thoughts in the comments, and pass this episode to an educator or student who wrestles with how history should be taught.
