JVIOST HISTORIANS know how important questions are to their enterprise. The poet W.H. Auden understood that good scholarship can only come from good questions, saying "history is, strictly speaking, the study of questions." Others have concurred. The great British historian Hugh Trevor-Roper wrote, "the function of a genius is not to give new answers, but to pose new questions." But where do good questions come from? In history, as in most social sciences and humanities, this is a key concern, though one often neglected in the teaching of our disciplinary methodologies. How do historians—or, for that matter, all good scholars—use questions to frame their analyses? More practically, how can students' understanding of this process of "problematizing" help them read and write history more effectively? What follows are my thoughts on the subject, thoughts that have emerged from a decade of teaching undergraduates at a liberal arts college in New England. Additionally, years of working with high school educators who teach advanced placement United States history have convinced me that the principles of good scholarly investigation are also applicable to students at the high school level. The key to improving the asking of good questions at either level, it seems to me, is developing a better understanding of how professional historians do their work.
{"title":"What Happened and Why? Helping Students Read and Write Like Historians'","authors":"Patrick Rael","doi":"10.2307/30036741","DOIUrl":"https://doi.org/10.2307/30036741","url":null,"abstract":"JVIOST HISTORIANS know how important questions are to their enterprise. The poet W.H. Auden understood that good scholarship can only come from good questions, saying \"history is, strictly speaking, the study of questions.\" Others have concurred. The great British historian Hugh Trevor-Roper wrote, \"the function of a genius is not to give new answers, but to pose new questions.\" But where do good questions come from? In history, as in most social sciences and humanities, this is a key concern, though one often neglected in the teaching of our disciplinary methodologies. How do historians—or, for that matter, all good scholars—use questions to frame their analyses? More practically, how can students' understanding of this process of \"problematizing\" help them read and write history more effectively? What follows are my thoughts on the subject, thoughts that have emerged from a decade of teaching undergraduates at a liberal arts college in New England. Additionally, years of working with high school educators who teach advanced placement United States history have convinced me that the principles of good scholarly investigation are also applicable to students at the high school level. The key to improving the asking of good questions at either level, it seems to me, is developing a better understanding of how professional historians do their work.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"23"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Dear Mrs. Roosevelt: Letters to Eleanor Roosevelt Through Depression and War","authors":"M. Rung, C. D. Knepper","doi":"10.2307/30036754","DOIUrl":"https://doi.org/10.2307/30036754","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"124"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036754","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
WHEN JAMES CONANT, former president of Harvard University, took on the topic of teacher preparation in his 1963 report The Education of American Teachers, he demanded sweeping change. Conant's reform agenda which focused on reshaping the educational establishment in America took on the National Education Association and National Council for Accreditation of Teacher Education. He sought to end the monopoly of colleges of education and locate more teacher preparation coursework in subject matter departments, such as history, in colleges of arts and sciences.' Conant insisted that teacher preparation was an "all university responsibility" with roles for an education faculty, psychology professors, college of arts and sciences departments, and "clinical" faculty members who specialized in training teachers. By "clinical" faculty he meant persons who had actual experience and expertise in school teaching and he asked that they be accorded a new status. Like clinical professors of medicine who were top practitioners, not
{"title":"James Conant's Uncompleted Revolution: Methods Faculty and the Historical Profession, 1978-2004","authors":"R. Olwell","doi":"10.2307/30036742","DOIUrl":"https://doi.org/10.2307/30036742","url":null,"abstract":"WHEN JAMES CONANT, former president of Harvard University, took on the topic of teacher preparation in his 1963 report The Education of American Teachers, he demanded sweeping change. Conant's reform agenda which focused on reshaping the educational establishment in America took on the National Education Association and National Council for Accreditation of Teacher Education. He sought to end the monopoly of colleges of education and locate more teacher preparation coursework in subject matter departments, such as history, in colleges of arts and sciences.' Conant insisted that teacher preparation was an \"all university responsibility\" with roles for an education faculty, psychology professors, college of arts and sciences departments, and \"clinical\" faculty members who specialized in training teachers. By \"clinical\" faculty he meant persons who had actual experience and expertise in school teaching and he asked that they be accorded a new status. Like clinical professors of medicine who were top practitioners, not","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"33-41"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036742","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"'To Feel Fiercely': Tradition, Heritage, and Nostalgia in English History","authors":"Jean R. Freedman","doi":"10.2307/30036747","DOIUrl":"https://doi.org/10.2307/30036747","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"107"},"PeriodicalIF":0.0,"publicationDate":"2005-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
IN 1999, the City University of New York (CUNY) abolished remedial programs in its four-year colleges and began to rely on standardized test scores as criteria both for exiting remediation and for admission to bachelor's programs. By doing that, the university has in effect eradicated its three-decade-old "open admissions" policy, argue CUNY watchers (Crain; Lavin; Reitano; cf. Beaky). This policy change has also sharpened the distinction between community colleges and senior colleges, and increased roadblocks on the education path from a two-year college to a bachelor's program within CUNY. Although senior colleges have become more selective by adopting the SAT as a crucial admission requirement, community colleges remain "open door" institutions in the system, continuing to admit all applicants who have a high school diploma or other equivalent credentials. However, students in community colleges are now required to demonstrate their competence in English and mathematics by obtaining certain minimum scores in national, state, or CUNY's standardized tests. In addition, those with 45 credits must take and pass the CUNY Proficiency Exam as "a community college exit exam and the gatekeeper to the junior year" (Reitano 98). So while admission to a four-year program (not necessarily the students' first
1999年，纽约市立大学(City University of New York，简称CUNY)取消了四年制学院的补习课程，开始以标准化考试成绩作为退出补习课程和进入学士学位课程的标准。纽约市立大学的观察人士认为，通过这样做，纽约市立大学实际上已经根除了其长达三十年的“开放招生”政策。拉文;Reitano;像鸟嘴的cf)。这一政策变化也加剧了社区学院和高级学院之间的区别，并增加了市立大学从两年制大学到学士学位课程的教育道路上的障碍。尽管高级学院通过将SAT作为关键的入学要求而变得更加挑剔，但社区学院仍然是系统中的“门户开放”机构，继续招收所有拥有高中文凭或其他同等证书的申请人。然而，社区大学的学生现在被要求通过在国家、州或市立大学的标准化考试中获得一定的最低分数来证明他们在英语和数学方面的能力。此外，那些有45个学分的学生必须参加并通过纽约市立大学能力考试，作为“社区大学毕业考试和进入大三的看门人”(Reitano 98)。因此，虽然进入四年制课程(不一定是学生的第一个)
{"title":"Open Admissions, Controversies, and CUNY: Digging into Social History through a First-Year Composition Course.","authors":"Ting Man Tsao","doi":"10.2307/30036716","DOIUrl":"https://doi.org/10.2307/30036716","url":null,"abstract":"IN 1999, the City University of New York (CUNY) abolished remedial programs in its four-year colleges and began to rely on standardized test scores as criteria both for exiting remediation and for admission to bachelor's programs. By doing that, the university has in effect eradicated its three-decade-old \"open admissions\" policy, argue CUNY watchers (Crain; Lavin; Reitano; cf. Beaky). This policy change has also sharpened the distinction between community colleges and senior colleges, and increased roadblocks on the education path from a two-year college to a bachelor's program within CUNY. Although senior colleges have become more selective by adopting the SAT as a crucial admission requirement, community colleges remain \"open door\" institutions in the system, continuing to admit all applicants who have a high school diploma or other equivalent credentials. However, students in community colleges are now required to demonstrate their competence in English and mathematics by obtaining certain minimum scores in national, state, or CUNY's standardized tests. In addition, those with 45 credits must take and pass the CUNY Proficiency Exam as \"a community college exit exam and the gatekeeper to the junior year\" (Reitano 98). So while admission to a four-year program (not necessarily the students' first","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"469-482"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68450776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"American Popular Culture through History: The 1990s","authors":"Kalman Goldstein, Marc Oxoby","doi":"10.2307/30036730","DOIUrl":"https://doi.org/10.2307/30036730","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"556"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036730","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michelle D. Deardorff, Jeff Kolnick, Thandekile R. M. Mvusi, L. McLemore
THE FANNIE LOU HAMER National Institute on Citizenship and Democracy is a coalition of friends who share a vision of the potential of education. One of the concerns that united us initially was a belief that the college students we teach manifest an empty cynicism regarding American democracy, its history, and its potential for reform. We perceived that our students did not understand our national history as one of struggle and transformation. The Civil Rights Movement is a classic example of the ways in which coalitions of local citizens can hold America accountable to its promises. But we realized that by the time we meet our students as undergraduates, their perceptions of history and politics are fairly fixed. We knew we needed to influence students earlier in their intellectual lives and to do so meant that we must work with the teachers who instruct them. Founded in 1997 at a National Endowment for the Humanities Summer Seminar for College Teachers, the Hamer Institute conducts seminars and workshops for K-12 teachers and students that feature the role
{"title":"The Fannie Lou Hamer National Institute on Citizenship and Democracy: Engaging a Curriculum and Pedagogy.","authors":"Michelle D. Deardorff, Jeff Kolnick, Thandekile R. M. Mvusi, L. McLemore","doi":"10.2307/30036714","DOIUrl":"https://doi.org/10.2307/30036714","url":null,"abstract":"THE FANNIE LOU HAMER National Institute on Citizenship and Democracy is a coalition of friends who share a vision of the potential of education. One of the concerns that united us initially was a belief that the college students we teach manifest an empty cynicism regarding American democracy, its history, and its potential for reform. We perceived that our students did not understand our national history as one of struggle and transformation. The Civil Rights Movement is a classic example of the ways in which coalitions of local citizens can hold America accountable to its promises. But we realized that by the time we meet our students as undergraduates, their perceptions of history and politics are fairly fixed. We knew we needed to influence students earlier in their intellectual lives and to do so meant that we must work with the teachers who instruct them. Founded in 1997 at a National Endowment for the Humanities Summer Seminar for College Teachers, the Hamer Institute conducts seminars and workshops for K-12 teachers and students that feature the role","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"441-453"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68450718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Acknowledgements Introduction 1. The Origins of Natural Philosophy 2. The Roman Era and the Rise of Islam 3. The Revival of Natural Philosophy in Western Europe 4. Science in the Renaissance: The Courtly Philosophers 5. The Scientific Revolution: Contested Territory 6. The Enlightenment and Enterprise 7. Science and Empire 8. Entering the Atomic Age 9. Science and War 10. The Death of Certainty 11. 1957: The Year the World Became a Planet 12. Man on the Moon, Microwave in the Kitchen 13. New Frontiers: Science and Choice in the New Millennium Further Reading Index
{"title":"A history of science in society : from philosophy to utility","authors":"A. Ede, Lesley B. Cormack","doi":"10.2307/30036722","DOIUrl":"https://doi.org/10.2307/30036722","url":null,"abstract":"Acknowledgements Introduction 1. The Origins of Natural Philosophy 2. The Roman Era and the Rise of Islam 3. The Revival of Natural Philosophy in Western Europe 4. Science in the Renaissance: The Courtly Philosophers 5. The Scientific Revolution: Contested Territory 6. The Enlightenment and Enterprise 7. Science and Empire 8. Entering the Atomic Age 9. Science and War 10. The Death of Certainty 11. 1957: The Year the World Became a Planet 12. Man on the Moon, Microwave in the Kitchen 13. New Frontiers: Science and Choice in the New Millennium Further Reading Index","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"546"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036722","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creative Conflict in African American Thought: Frederick Douglass, Alexander Crummell, Booker T. Washington, W. E. B. DuBois, and Marcus Garvey","authors":"Jackie R. Booker, W. J. Moses","doi":"10.2307/30036729","DOIUrl":"https://doi.org/10.2307/30036729","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"19 1","pages":"555"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Polish Immigrants and Industrial Chicago: Workers on the South Side, 1880-1920","authors":"Donna M. Binkiewicz, D. Pacyga","doi":"10.2307/30036732","DOIUrl":"https://doi.org/10.2307/30036732","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"1 1","pages":"559"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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