1. Introductions: Why Does the Civil War Era Have a Hold on American Historical
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The Civil War and Reconstruction (HIST 119) Professor Blight offers an introduction to the course. He summarizes some of the course readings, and discusses the organization of the course is discussed. Professor Blight offers some thoughts on the nature of history and the study of history, before moving into a discussion of the reasons for Americans' enduring fascination with the Civil War. The reasons include: the human passion for epics, Americans' fondness for redemption narratives, the Civil War as a moment of "racial reckoning," the fascination with loss and lost causes, interest in military history, and the search for the origins of the modern United States. 00:00 - Chapter 1. Introduction 03:09 - Chapter 2. Course Texts and Structure 10:47 - Chapter 3. Martin Luther King Jr.'s "Promissory Note" 15:31 - Chapter 4. Books and the Purpose of History 22:00 - Chapter 5. Why Study the Civil War? 38:46 - Chapter 6. Whitman's "Democracy" and Conclusion Complete course materials are available at the Open Yale Courses website: open.yale.edu This course was recorded in Spring 2008.
"Why Won't You Just Tell Us the Answer?": Teaching Historical Thinking in Grades 7-12
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"Why Won't You Just Tell Us the Answer?": Teaching Historical Thinking in Grades 7-12
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Every major measure of students’ historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history. Bruce Lesh believes that this is due to the way we teach history—lecture and memorization. Over the last fifteen years, Bruce has refined a method of teaching history that mirrors the process used by historians, where students are taught to ask questions of evidence and develop historical explanations. And now in his new book “Why Won’t You Just Tell Us the Answer?” he shows teachers how to successfully implement his methods in the classroom. Students may think they want to be given the answer. Yet, when they are actively engaged in investigating the past—the way professional historians do—they find that history class is not about the boring memorization of names, dates, and facts. Instead, it’s challenging fun. Historical study that centers on a question, where students gather a variety of historical sources and then develop and defend their answers to that question, allows students to become actual historians immersed in an interpretive study of the past. Each chapter focuses on a key concept in understanding history and then offers a sample unit on how the concept can be taught. Readers will learn about the following: By the end of the book, teachers will have learned how to teach history via a lens of interpretive questions and interrogative evidence that allows both student and teacher to develop evidence-based answers to history’s greatest questions. |
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