HIS413: Making the Work of History Visible/Open to Students
High School Students as Historians: What Resources Do They Have?
A Conclusion and A Challenge
100
This person feels like history has already been written for her, and that she's not using her mind.
Who is Debbie?
100
We are all these because all it requires recollection past human experiences.
What are historians?
100
Many history text books give versions of historical events that are these.
What are closed and stunted?
100
Holt says that professional historians are trained to build a historical narrative from traces and leavings by applying discriplined intuition and analysis. He says the who can do that same?
What are students?
100
Examining the diverse experiences of Debbie, J.J. and Zev shows us this untapped part of our students.
What is potential?
200
J.J. doesn't find this subject interesting because it is often told by 'the winners.'
What is History?
200
History is not just these - it's all around us.
What are battle swords, treaties, and revolutions?
200
Students learn, Holt argues, that history is something to be memorized rather than this.
What is thought about and debated?
200
In using primary documents, like 'entering' a document such as the letter from Edisto Island, we're asking (or trying to get) students to do this.
What is contextualize?
200
Holt talks about this a being the competing craft in history.
What is the narrative?
300
For many students, only a fiction writer shapes and interprets - not these people.
What are historians?
300
One way to teach students to create their own stories, and to not be consumers of stories, "someone else's facts," is by letting them work with the raw materials of history, also known as these.
What are primary sources?
300
Holt's lesson on the African American experience during Reconstruction start with this question.
What is 'What does freedom mean to you'?
300
Zev, another high school student, is pulled into history and engaged, because he is beginning to understand this.
What are different histories, told from different points of view.
300
Name of the author of "Thinking Historically."
What is Tom Holt?
400
Holt suggests allowing students to create competing narratives about the same events in history in order to do this.
What is having them go beyond their intuitive sense for plotting and questioning narratives?
400
Holt says that History is as much about these as it is about answers.
What are questions?
400
Most successful discussion are not these, according to Holt.
What are neither predictable, controllable, nor closable?
400
Zev does this with the final exam essay question about the place of minorities in America.
What is remakes the question and makes it more complex.
400
By using competing narratives and writing their own narratives about history, students are challenged to not only think for themselves but to think this way.
What is creatively?
500
Designing creative history lessons that take students beyond basic analysis requires these of the teachers.
What are reflection, a search for material and experimentation?
500
Holt argues that it's important that primary sources should be 'genuinely' open to these.
What are multiple interpretations and open-ended questions?
500
Teachers and students bring perspectives, political views and values, anxieties and predispositions, and these help bring this to any act of historical interpretation.
What is 'knowledge'?
500
Because Zev's history class permits him to pursue an idea, to fit it out with facts, to test it, and to ask what it means, he 'has the change to cut a path' of this.
What is inquiry?
500
Writing a narrative about a piece of history, and in order to contextualize, Holt says that students need to know this.