A Framework for Learning and Teaching History

If you don't know history, you don't know anything. You're a leaf that doesn't know you are a part of a tree.

The Importance of Teaching and Learning History

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It is my objective to outfit minds with this wonderful tool for understanding the world. Outfitted with history, we have in our possession the vast experience of the billions of people who have come before us. History is important and it must be learned.

History teaches continuity. Tragedies like the recent terrorist attacks on the United States teach us that we are not isolated in the drama of human existence. History illustrates the value of human life. Wars and battles illustrate the fragility of human existence.

History demonstrates the need for tolerance. Persecution and racism, prevalent in modern history, demonstrate the importance of acceptance.

History comforts the soul. Often injustice and misery are surmounted with the comfort a historical record of conquered evils provides.

History sparks curiosity. The absence of evidence and conflicting reports spark questions not easily answered. Creative thinking and imagination are fostered through dedicated research and problem solving.

History enlightens the mind. The sheer wealth of human experience enlightens the student with an abundance of life.

History inspires decision making. From small (what shall I wear in the rain) to large (what will be our military strategy), decisions are made with the inspired experience of our past and the past of others.

History invigorates the spirit. The past injects a new dimension into the present, invigorating the present with a need to pursue further study and self-growth.

History prompts critical thinking. Familiarity with history brings one to the conclusion that the past is full of both truths and lies, and of questionable truths and questionable lies. Students think critically about these subtleties, needing to identify these subtle differences.

History teaches, demonstrates, sparks, enlightens, inspires, prompts and invigorates. That is why we study it -- from it we can Grow.

History Defined

History is usually made up of past events, but it is also possible to make history, be history, or be a witness to history. The passive past gives way to a declarative present. Even language betrays the contrasting nature of History. In an educational setting, then, how are we to define history for our students?

A traditional definition is not enlightening or positive for students. They know history is old, a lot of reading, and boring. Therefore an alternate, active definition is more appropriate for students: History Alive! Is a popular curriculum for High School. Students perceive these expressions as a weak attempt to make that boring history stuff interesting. In order to make history meaningful and give students purpose in their studies, history must be defined by those who approach it for study.

As an undergraduate, I defined history this way:

History is a saga of questionable truths and plausible lies.

The catch is, of course, that a definition like the one above takes time and experience with the subject to develop. A ninth grade student who has had little exposure to primary sources or variety in instruction will, correctly for his experience, define history as:

A lot of dead guys and the wars they fought.

And so, some working definition must be available while we are developing and revising our definitions of history. I suggest that this definition should be loose enough for students to interpret it and specific enough that they know what it is that they study.

History is the story of people, things, and places.

At a point in time.

Constructed both by the culture in which it took place, and in the culture where it is studied.

It is flexible to changes in attitude, social perception and interpretation

Subject to critique, criticism, and bad translation

It is unique in that it may be the subject of much controversy,

And in its function as a tool for understanding the society and government where you live,

As we define history, we define ourselves.

A Conceptual Framework For History

Questions

How does popular perception of a historical event change over time?

What are major trends in cultures across time?

What evidence is available to support or oppose the prevailing viewpoint of an event?

How can such evidence be found?

How does our understanding of history change us?

Framework

The Logic of History: How does this Concept Map Work?

History begins one of three ways. 1. Something happens in the past. 2. Something is created in the past. 3. Something happens in the past and is constructed by society. The simple perception of history described above, recognizes the first description of history as valid. Something is/was = it is "history." It is objective, it is true. This assumption is not correct. There is no connection between the authentic past and the objective truth. Past and present human interpretations have too much influence for this to be the case.

The second and third descriptions, are, in fact, a more valid view of history. Something never actually happens, but it is accepted as history. "Pilgrims celebrated the first Thanksgiving." Or, something was, and then social construction magnified/changed it into something different. "Viking raiders destroyed monasteries to crush Christianity."

These social constructs are the subjective in history. Constructs are created by those things which people bring to a subject. We view the event through various lenses. Many elements cloud or crispen the glass of the lens, to distort our view of the past. There is more than one subjective lens, each affects the end --the Truth.

Truth should be objective. It should be the event/person/thing/place, in a thoroughly examined historical context, it should hold some understanding of the constructs which affect it. Is Truth objective? Will each person reach the same Truth? Of course not! Outside the realm of study described here, there are other mitigating factors.

Truth is independently determined. It launches other questions and pursuits(relationships, connections, cause/effect). This is where history truly becomes interesting!