Historical Skills toolboxThere are many ways to ask questions for historiography. There are many charts below to help you. You might look at some and see which ones you really like. There are choices for you to make up your mind how you think about history. Please ask for help when you have questions and clarification issues.
This class website is setup with these key topics and they link to the California Framework/standards. If you ever get lost on where we are in the topics or larger historical picture please do not hesitate to ask. Mr.C.
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We teachers are always monitoring and adjusting to keep the students engaged. Examination is one of our main goals each day. We are putting puzzles together all day long. Our course content and delivery can be our best ally in keeping a good to great classroom environment, but each student is a different puzzle or personality to understand and help. Each student needs prior historical schema at the ready, so that they can use what they have amassed from their educational experiences.
Our job is to bridge most of the dissonance to help them learn our subjects and content. History is particularly hard in that “[h]istory as a disciplined enquiry aims to sustain the widest possible definition of memory, and to make the process of recall as accurate as possible, so that our knowledge of the past is not confined to what is immediately relevant.” [John Tosh. The Pursuit of History. Fifth Edition, p.2] Socrates has always been a exceptional teacher and philosophy for much of what we deem as a classical education, even shaping in ancient greece what should be taught. Socrates debated with Aristophanes on piety and what is just in a democratic society. As we teachers try to find a consistent and just atmosphere in our classrooms, we are always asking how are we are “Cultivating Humanity.” The author of Cultivating Humanity: a classical defense of reform in liberal education, Ms. Nussbaum, elaborates on a quote from Socrates, written by Plato As a teacher I believe that an “education should be suited to the pupil’s circumstances and context” [Nussbaum, page 33]. There are thousands of years of pedagogy and modern science that supports such ideas. Today we might call it differentiated instruction or blended learning. The Apology can be used to talk about the historical debates of what is just and how is education to be used today. For Socrates it was to ensure that the youth of a just society [coleman_0405.pdf] can become aware and knowledgable to keep Athenian society from ending. Socrates in the Apology lets us know that when corruption is becoming common place. When that occurs indeed we have lost not only the platform to teach our young people, and then we lose Democracy. Through historical thought and practices that have been used for centuries, we will try to see the past and a future that might not repeat the past. So from the left make sure you see a set of skills for historians that speaks to you. When you see the PDF we are using, you can maybe say, "I can use this." All of them may not be the best for you but we hope you can find some that really help your work as history students. We will try to use each of these or explain them too. History Commonplace book |
Skill OneThese are basic ideas to think about when taking notes for history. There are many videos on different ways to take notes for school.
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Skill TwoSo try and process your new notes into new ways of thinking. Your IPNB/Scrapbook will help immensely. We will be working hard to make you into a historian.
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SalonsThis is the death of Socrates. But his idea of the gadfly and public discussions of politics still needs to be studied in the present. There is much more to learn why this is so important to historians. More reading about salons below that link to your 10th grade World History.
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