- Guidelines on editorial policy for the Gazette
are included in appendix 1. You may wish to have students review
these before drafting their own policy.
- Alternately, you may be able to set up a visit with
Iowa’s Museum of Natural History or invite a speaker from the
museum come to class to discuss the set-up of museum exhibitions.
The exhibit developer/designer is Bruce Scherting [335-0463; bruce-scherting@uiowa.edu].
The program coordinator and contact person for a guided tour is David
Brenzel [335-0482; david-brenzel@uiowa.edu].
- As you may imagine, speeches on the same topic can
become tedious. As a method for combating this, you might use
the students’ positions on public history (which they will turn
in as part of step #5) to group the presentations by themes. This will
allow you to introduce the day’s theme before the speeches are
given and ask students to keep certain questions in mind. Then
use those questions as a springboard for discussion afterwards.
For example – if a number of students argue that a critical public
history is essential for a thriving democracy, have those students go
on the same day as others who argue for a patriotic exhibit.
- Robert P. Newman, whose article is included in week
four, day three, is a member of the University of Iowa’s Project
on the Rhetoric of Inquiry. He may be available to speak to your
classes. If a visit is possible, you might ask students to come
prepared with questions about the readings to pose to Dr. Newman.
He can be contacted through POROI.
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