1. Main Course & Appetizers in Competency-Based Intro Courses
Dakin Burdick, Director, Institute for College Teaching

2. HIS 201: The United States since 1877 (Goals)
The course should:
Develop an understanding of the general flow of U.S. History since 1877
Improve student writing skills
Improve student interpretation of historical evidence
Develop student understanding of historical context

3. HIS 201: The United States since 1877 (SLOs)
By the end of the course, students will have:
Demonstrated an understanding of the general flow of U.S. History since 1877 by writing a personal summary of that history.
Improved their writing skills as defined by a rubric for analytical writing, through the execution of weekly journals and a ten page summarizing paper.
Demonstrated efficacy in the interpretation of historical evidence in the weekly Evidence Analysis exercises.
Demonstrated an understanding of historical context in their weekly journals and in their Evidence Analysis exercises.

4. Designing the Main Course (Narrative Instruction)
Identify weekly topics for the course.
Cross-index those weekly topics with 2-4 desired student learning outcomes (SLOs) to select primary assignments.
See:
Make the content as relevant as possible to your students’ majors and personal characteristics.
Create assignments that fulfill the SLOs and match the weekly topics.
See:

5. Characteristics of Appetizers
They are brief assignments outside the normal narrative.
Because they are in the middle of the week, they should not take a lot of time.
They should appeal to diverse tastes and interests.
They should employ experiential learning.
Above all, they should be fun or at least interesting.

6. Designing the Appetizers (Episodic Instruction)
Identify possible appetizers that either (1) preview other courses in your major, (2) give a taste of specializations within your field, or (3) allow students to practice skills or values outside the main course.
Make a list of possible appetizers for each week.
Ex.
Select one appetizer for each week.
When possible, offer a choice of appetizers that appeal to a variety of students.
Ex. Semester Schedule:

7. The Evidence Analysis Assignments
Analysis 1: The Black Codes
Analysis 9: Hiroshima
Analysis 2: Slave Narratives
Analysis 10: Rosa Parks
Analysis 3: Interpreting Thomas Nast
Analysis 11: My Lai Massacre
Analysis 4: Street Scene
Analysis 12: The Hog Farm
Analysis 5: German Plane Markings
Analysis 13: Oil Embargo
Analysis 6: Bobbed Hair
Analysis 14: The Wayback Machine
Analysis 7: Indian Reorganization Act of 1934
Analysis 15: Abu Ghraib
Analysis 8: Wansee Protocol

8. The Evidence Analysis Assignments
Analysis 3: Interpreting Thomas Nast
Analysis 4: Street Scene
Analysis 5: German Plane Markings
Analysis 6: Bobbed Hair

9. Appetizer Type A (Example: The Street Scene)
Present students with a puzzle or challenge that is moderately challenging (i.e. within Vygotsky’s Zone of Proximal Development).
Debrief the results of the challenge in class. As students see areas where they could have done better, you create cognitive dissonance that makes them more open to learning something new, as long as they feel you are supportive.

10. The Street Scene (Appetizer Type A)
Please look at
Where is this?
When is this?
What is happening?
What else can you tell us about the place, the time, the event and the people? Be as detailed as possible.
Bonus Points (not required): Can you find a picture of this place today? Or in other periods? How has it changed?
Full instructions are at
Share your thoughts at

11. The Street Scene

12. Appetizer Type B (Example: Interpreting Thomas Nast)
Students try to resolve a puzzle or challenge three times, with you as the virtual coach for the challenge. Student effort in each phase should be light.
Present a puzzle or challenge that is just out of reach of the students. This phase is intended to induce cognitive dissonance.
Provide hints or instruction that brings the challenge within the reach of the students (i.e. Vygotsky’s Zone of Proximal Development).
Provide an expert think-aloud on the topic to show students the next step. Allow them to challenge the think-aloud.

13. Interpreting Thomas Nast (Appetizer Type B)
Uses a three step virtual coaching model.
Please see the following link for the full exercise.

14. Discussion https://tinyurl.com/y2zmumvc
How might you use appetizers in one of your classes?
Report your ideas at

15. Thank you!
The full version of the Street Scene appetizer can be seen at:
I can be contacted at: