Not Just One Damned Thing After Another: Thoughts on the Art of Teaching History

In the past, I have had the privilege of working as a graduate teaching assistant for a diverse group of courses and under a broad range of teaching styles. Above all, my teaching philosophy rests on my belief in the importance of education for the development of critical analysis, empathy towards others, and human potential.

Teaching History

With regard to teaching history, I believe that it is vital to not only help students gain a thorough knowledge of historical information, but to also push them to develop the skills necessary for historical thinking. Thus, my approach challenges students to think like historians. To this end, it encourages them to unravel the connections between continuity and change, as well as to think more deeply about how we know and represent the past.

I recognize that students must first acquire knowledge about the past before they can expand their skills to include deeper historical analyses. As a result, my students learn about a variety of historical information, such as the actions of influential historical actors from all realms of society, as well as important economic, social, and political transformations, and the persistent historical trends that continue to shape human life. For example, as a teaching assistant for a course on the history of modern Europe, I instructed my students to read the Declaration of Independence together with Abbe` Sieyes’s “What is the Third Estate?” I then asked my students to consider how these two documents illuminate the sources of legitimacy and authority that influenced the western world in the late-eighteenth century. In addition, as a teaching assistant for a course on the modern American presidency, I urged my students to take note of the ways in which Franklin D. Roosevelt’s presidency represents a transformative era for American society. Overall, I work to ensure that my students master historical information so that they are better equipped to take the next step—learning how to think historically.

unknown-1

During my time as a graduate student in history, I encountered path-breaking historical methods, and developed a deep understanding of the intellectual theories and approaches that underlie historical studies. Most importantly, I learned that history is not obvious, given, or as Henry Ford reportedly claimed, “just one damned thing after another.” Rather, as historian William Appleman Williams more adeptly described it: “history is a way of learning.” Indeed, history is a way of thinking. Simply put, historical thinking recognizes that our ideas, social and cultural structures, and institutions have a genealogy that is specific to time and place.

Historical Thinking

To inspire my students to think historically, I work to help them understand how historical trends, events, and experiences challenge what might appear to be natural or timeless conceptual categories. For example, a class discussion on opposition statements to the Equal Rights Amendment (ERA) made by New Deal Secretary of Labor Frances Perkins and conservative Senator Robert Taft (R-OH) could help students understand that liberals and conservatives were not always in clear and direct opposition to one another when it came to the question of complete constitutional equality for men and women citizens. What’s more, as these statements suggest, liberal and conservative amendment opponents often drew upon the same core beliefs in their arguments against the amendment. In short, my teaching style embraces class discussions on historical topics that expand our contemporary understandings of political, intellectual, and cultural life. Most importantly, it encourages students to consider how our conceptual categories developed over time; moreover, it pushes students to question the extent to which these categories are ever settled.

unknown

To help students deepen their understandings of the past, my approach emphasizes the six C’s of historical thinking: change, context, continuity, causality, contingency, and complexity. For example, as a teaching assistant, I often urged my students to think about the degree to which a historical development signifies a continuation of, or a break from previous historical trends. As well, I frequently asked my students to consider how certain long-term, intermediate, and short-term causes helped make an event possible. Finally, I regularly encouraged my students to reflect upon the ways in which race, class, and gender have shaped historical experiences and developments. In sum, my approach has endeavored to show students that history is not a fixed story that simply chronicles heroes and villains; rather, it involves a thoughtful reflection on how we understand, interpret, and represent the past.

images-1

My teaching style is built around a lecture and discussion base that incorporates materials from primary and secondary sources including images, music, film, documents, and narrative textbooks. This format ensures that students gain knowledge about the past and it encourages them to expand their skills to include deeper historical analyses. For example, class lectures help students draw connections between political developments and economic, social, and cultural issues. In addition, class discussions push students to learn how to evaluate evidence, communicate effectively, and assess conflicting interpretations. I also enjoy using technology as a way to promote learning beyond the classroom. For instance, as a teaching assistant, I found that students eagerly participated in class discussion threads on Blackboard to continue discussing historical topics and themes. Altogether, my teaching style strives to foster a shared commitment to learning.

images

I realize that students learn differently and respond to different forms of assessment in diverse ways. I have found that the best way to address different learning styles is to include a variety of assignments, such as book and movie reviews, group projects that explore primary and secondary sources, class debates, critical essays, research papers, and exams. When assessing students’ comprehension of historical information and their level of historical analysis, I look for an ability to identify and discuss the people, events, and forces that have shaped the past. Furthermore, I look for an ability to develop insightful arguments that use primary and secondary sources to shed light on historical themes and topics. Above all, I believe that these high, but reasonable expectations push students to deepen their critical thinking and enhance their communication skills.

-Rebecca DeWolf, Ph.D.

 

Leave a Comment