The purpose of learning history is not simply to comprehend selected narratives well enough to reproduce them on one’s own, but instead to understand the very nature of historical knowledge (Barton, p125). For students to be able to comprehend historical events, they need to know what’s involved in creating historical accounts. For this to happen, students need to be engaged in the historical event to get a better understanding of how claims about the past were made and justified. Students cannot simply understand historical events by reading about them in their textbooks. Students need to examine the historical records by raising questions, and gather solid evidence that supports their claim about the historical event. In other words, students …show more content…
In this form of instruction, students are given the ability to pose a central question about historical events and find evidence that answers this question. By investigating these historical questions, students are able to see that history is a collection of arguments and opinions rather than a complete collection of facts. Historians write primarily historical accounts and historical arguments, which can be difficult to distinguish (Shanahan, p. …show more content…
Contradictory evidence gets students to ask questions and reconsider their initial views, by learning that the past can change based on the historical evidence available (Shanahan, p. 8). Historical accounts can change depending on the historian’s interpretation or time frame evidence was taken, so it’s important to get students engaged in the historical event by figuring out the most accurate claims based on evidence. They need to consider who the author was (source), where it was written (context), what was happening (context), the purpose, and for whom it was written (Shanahan, p.9).
Therefore, an activity such as compare and contrast give the students two or more different interpretations of the same historical event to evaluate (Shanahan, p. 8). Students could also use a historical event chart in which the students can take notes on the different events or different accounts, and then determine the relationship between the two (Shanahan, p. 10). Activities like the ones mentioned above will provide students the ability to investigate the historical account on their own terms. They can gather evidence and form questions to form their own account of how and why the historical event
Novick states that while the typical understanding of a myth is something that is considered untrue or factual. He, on the other hand, views the idea of a myth as being a tool that can back historical objectivity as it works to rid historians and history of bias views of an event (Haskell, 3-4). Haskell states that his problem with Novick’s view of the definition of myth and objectivity. While Novick feels that objectivity shows a flaw, as a historian way of viewing and writing history from an opinionated stance, Haskell states that his view on the way Novick views the “myth of objectivity” is nothing more than a way for historians to “professionalize their discipline, enhance their dignity, and maximize their incomes” (Haskell,
Thank you for Arguing by Jay Heinrichs and Lies My Teacher Told Me by sociology instructor James Loewen are two great books. While the first ten chapters of Jay Heinrichs’ piece of work principally focuses on both traditional and modern rhetoric for contemporary public speakers and readers, chapters 1 to 13 of James Loewen’s book attempts to study why most American high school students hate history studies. In particular, Heinrichs’ book focuses on past knowledge and ideologies like Cicero and Aristotle’s theories, as well as modern concepts tailored for modern public speakers (Heinrichs 127). Conversely, Loewen’s book cites a number of factors, which explain why the American history is intrinsically dramatic (Loewen 7). Thank You for Arguing
There are two sides to every story. This is especially true when it comes to the history of the world. The two textbooks that we read for this class, A Patriot’s History of the United States and The American People, are great examples of this idea not because they cannot agree on the events of American history, but because they have different viewpoints on the significance of events, and the impact of some controversial topics. This essay will discuss the similar and different perspectives of the two textbooks mentioned above, while talking specifically about Chapter 6 of A Patriot’s History and Chapter 10 of The American People. More specifically, this essay will cover the books contrasting interpretations of societal, political, and religious
I do believe that history should be taught as accurate as possible to avoid the mass confusion we experience later. I do believe that this is problematic because the students are made to question history throughout their entire education because they were never taught the real facts when they were
In Lies My Teacher Told Me, written by James Loewen, the author addresses his concerns about how history is taught in American schools. He presents many arguments as to why some information found in textbooks is not accurate as well as how it hurts students in the long run. Loewen also states that these textbooks participate in the sugar coating of gruesome details and try to paint awful people in a heroic light. The twisting of history often leads to either having to relearn real history or the mistrust of all history. Both are lousy outcomes of what the fake history courses could do.
Given the widespread availability of information today, students no longer need teachers to lecture to them on the causes of the Civil War, for example, because that information is readily available—and often in more engaging formats that a typical classroom lecture. For this reason, educators should use in-school time to teach students how to find, interpret, and use information, rather than using most or all of the time to present
Usually the information conversed in history classes reflect the building blocks of what is occurring in our society and world of today. As the world changes around us, our picture frame in history changes as well. “It’s written and rewritten in each generation. The events of the present, of the contemporary age, always help us reframe the events of the past. And the events of the past always help us to reframe the age we’re living in.
The study of secondary sources challenges a person’s understanding of history because it does not come directly from the source, it is filtered through other people, and key elements may be left out. This limits a person’s understanding to what the secondary source wants them to know about a subject. A good example of this can be taken from the letter Chief John Ross wrote to president Lincoln in September of 1862. Chief John Ross was the Principle chief in charge of all branches of the Cherokee government, he decided to join the Confederacy because it protected all of the Cherokee nation’s slave holdings and he didn’t trust the U.S.government.
From lies of History to reality “History will have to record that the greatest tragedy of this period of social transition was not the strident clamor of the bad people, but the appalling silence of the good people.” Martin Luther King , Jr. I have come to find out that the stories our teachers and historians tell us is different from what truly happened, so that we could feel good about ourselves and believed it had to happen and feel good that it happened. In Lies My Teacher Told Me by James Loewen, and The People History of United States by Howard Zinn, this two authors have studied and compared the history that they know and what teachers teaches students. As Leowen says, “The stories that history textbooks tell are predictable, every
History is a novel idea that has been a continuous idea throughout our time in class. We have gone over what history means to us, the students; as well as the authors and filmmakers we have studied. For me, before this class, History merely meant what we
After imitating this strategy, I learned that historians must be able to narrow down the information they are provided and choose only the specific details that is most valuable to the topic under investigation. However, this may come at an expense. It is difficult to decide what is valuable and what is insignificant, and there will always be some useful details that may be left
Introduction: Clear, concise, and cohesive: all necessities of an argument. Matthew Sanders, a college professor at the University of Utah, writes in his online bio that he enjoys analyzing the ways of teaching and learning, which is exactly what Sanders does in his book. In Matthew L, Sanders’ book Becoming a Learner: Realizing the Opportunity of Education he argues that college is meant to develop a person into a greater being not to teach them job skills. To develop Sanders’ claim, learning is more than just retaining facts, he correctly aligns his rhetorical situation and uses elements of generative and persuasive arguments. These techniques can include new angles, appeals, storytelling, and many other strategies to influence its readers
History does not always convey the absolute truth. It offers only one side of the story. The strong and powerful voices always drown out the sounds of the weak and beaten. The winner’s word will always be taken over the loser’s. The content that lies within the textbooks was not written by the defeated.
American History Education Reforms The definition as well as the specific parts of accurate American history is a highly debated topic- especially in regards to educating children on American history. In “Let’s tell the Story of All America’s Cultures” by Yuh Ji-Yeon gives her point of view on the controversial topic of the success of American history education. As the author is a Korean immigrant she has a special connection to this topic, and is writing this article to giver her opinion in the debate of reforming education in America. Ji-Yeon successfully persuades the audience that American history education in the United States is discriminatory by using her personal experiences and emotions as she informs the audience of a possible solution
Through this investigation I have gained an insight into some of the research methods historians use and the challenges they confront when carrying out historical investigations. In my investigation I read several books and journals written by historians as well as reviews on their work. Whilst researching I found that many of these sources were significantly different from each other. I found that reading books with strong opinions by historians could have strengths and weaknesses. One strength is that I could evaluate and look at the argument from multiple perspectives.