Eighteenth Century English Literature and History: A Team-Teaching Model

EIGHTEENTH CENTURY ENGLISH LITERATURE AND HISTORY: A TEAM—TEACHING MODEL by Richard H. Dammers and Earl A. Reitan Z \ ? ROCKY MOUNTAIN REVIEW 91 EIGHTEENTH CENTURY ENGLISH LITERATURE AND HISTORY: A TEAM-TEACHING MODEL by Richard H. Dammers* and Earl A. Reitan** For many students today, literature and history prior to the twentieth century are difficult to comprehend. Faculty in these areas are seeking various methods of teaching interesting and academically sound courses. A team-teaching model, developed for eighteenth century English literature and history at Illinois State University, provides the opportunity for developing students ' interest by combining both subjects in a mutually supportive manner. The nature of the course material lends itself very well to a team-taught model. This paper provides a report on a method of team-teaching eighteenth-century English literature and history which has a significant degree of integration, ample opportunity forseparate instruction, and a minimum of administrative difficulty. The two subjects are highly complementary. English literature in the period is preeminently asocial literature, evolving outward from the artist to the forms and institutions of society, rather than focusing inward as in the Romantic period. Reflecting a concern with mankind's social relationships, much of eighteenth century English literature requires a thorough understanding of the political and religious issues of the age. At the same time, the historian finds that literature plays a more important role in public •RICHARD H. DAMMERS received his A.B. English degree from Holy Cross College in 1965, M.A. English degree from the University of Virginia in 1966, and Ph.D. in English from the University of Notre Dame in 1971. Currently he is Associate Professor of English at Illinois State University. He is especially interested in research on Richard Steele and Nicholas Rowe as well as on teaching eighteenth century literature. He has published articles in Eighteenth Century Life, The Library, British Studies Monitor, Ball State University Forum, and other journals. **EARL A. REITAN received his A.B. degree from Concordia College, Moorehead , Minnesota in 1948 and his Ph.D. degree in history from the University of Illinois/Urbana in 1954. Since that time he has been on the faculty of Illinois State University, where he holds the rank of Professor. His publications include George III: Tyrant or Constitutional Monarch? (D.C. Heath, 1965), articles on eighteenth century finance and administration, and English Heritage (Forum Press, 1978), a textbook on English history of which he is one of four co-authors. In 1978-79 he held an NEH Fellowship at the University of North Carolina/Chapel Hill, where he began work on an anthology entitled, The Best ofthe Gentleman's Magazine, 1731-54. 92VOL. 34. NO 2(SPRING 1980) Eighteenth Century English Literature life than at any time before or since. Literary works may be read as historical documents: for example, Dryden's Absalom and Architophel, which exists within the framework of the political turmoil of the Exclusion Bill crisis of 1680-81. Likewise, the history of England in the reign of Queen Anne was strongly influenced by the works of Steele, Addison, Swift, Defoe and others. The decision to develop a team-taught course grew out of an awareness that the two professors could communicate an understanding of both literature and history more effectively by working together than they could in separate courses. Faculty from different disciplines may gain insight and breadth of knowledge as they engage in a team teaching effort. The faculty who developed this project had a previous interest in expanding the horizon of their knowledge. One must remember that there is still considerable debate about the efficacy of teamtaught courses, and this debate should be a warning against careless planning and unclear goals. With careful planning and clear goals, team teaching can offer a positive teaching/learning atmosphere for both faculty and students. Students have a great deal to gain from a team-taught course. Most obviously, students study a wider range of subject matter than in an ordinary course and thus perceive relationships not brought to light in other courses. Equally as important, students see a breaking down of narrow specialties, an interest on the part of faculty in other disciplines, and a...