Concepts to Promote A Better Understanding of Historical Information
1. Time Frame
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One way of knowing history is organizing events and people in a meaningful time frame. This pivotal element of history answers the questions of when events took place and when key figures in history lived and acted. An ability to work with time relationships, or chronology, is an important beginning point in reading historical accounts. Chronology and the sequence of events is very important.
One way of knowing history is organizing events and people in a meaningful time frame. This pivotal element of history answers the questions of when events took place and when key figures in history lived and acted. An ability to work with time relationships, or chronology, is an important beginning point in reading historical accounts. Chronology and the sequence of events is very important.
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2. Place
Organizing events and people in a meaningful space frame is another way of knowing history in. It is important to be able to visualize a mental map of places to which reference is made. This is important in reading history because readers must see the whole picture if they are to build a concrete foundational understanding of the event and the circumstances surrounding it.
3. Cause and Effect
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A key organizing idea of history is that events influence subsequent events. In essence, history is a search for causes and for outcomes. Like historians, students must learn to make interpretations as well.
The following strategies aid in identification of causal relationships in history.
Look and listen for cue words and phrases that indicate cause-effect relationships. Develop a list of additional cues.
A key organizing idea of history is that events influence subsequent events. In essence, history is a search for causes and for outcomes. Like historians, students must learn to make interpretations as well.
The following strategies aid in identification of causal relationships in history.
Look and listen for cue words and phrases that indicate cause-effect relationships. Develop a list of additional cues.
- causes, effects
- reasons, consequences
- result, as a result, resulted in
- lead to, brought about
- because, since
- therefore, hence
- consequently, ergo
- outcomes, and ramifications.
4. Generalize Meaning of Events
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History students are encouraged to analyze historical events for trends and recurring elements, to generalize based on the facts they read, and to consider the ultimate meaning, or significance, of events and lives about which they are reading. The following strategies assist students in identifying patterns and forming generalizations.
Form generalizations about events by asking these key questions:
Form generalizations about key historical figures by asking these key questions:
History students are encouraged to analyze historical events for trends and recurring elements, to generalize based on the facts they read, and to consider the ultimate meaning, or significance, of events and lives about which they are reading. The following strategies assist students in identifying patterns and forming generalizations.
Form generalizations about events by asking these key questions:
- "'What was the long-term significance of these events?
- What impact did these events have on people living then? Living today?
- What can we who are living today learn from the past?
- And taken together - as a whole - what do these events tell us about the way the world of people works?'" (Hennings, 1993, p. 368).
Form generalizations about key historical figures by asking these key questions:
- "'What was the ultimate significance of this person's life?
- What was the significance of his or her life for others living during that period and for us today?'" (Hennings, 1993, p. 367).
5. Compare and Contrast Different Events and Individuals
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Interpreting by comparing similar or different events and people is another key aspect in understanding history (Hennings, 1993, p. 363). By examining similarities and differences between events, periods, and figures across time and space, historians and students of history consider the dynamic nature of history and the nature of historical change.
Develop interpretations about historical change by asking the following questions:
Interpreting by comparing similar or different events and people is another key aspect in understanding history (Hennings, 1993, p. 363). By examining similarities and differences between events, periods, and figures across time and space, historians and students of history consider the dynamic nature of history and the nature of historical change.
Develop interpretations about historical change by asking the following questions:
- How is this event similar to another event that occurred in the same place but at a different time?
- How is this event different from another event that occurred in the same place but at a different time?
- How is this event similar to another event that occurred at the same time but in a different place?
- How is this event different from another event that occurred at the same time but in a different place?
- How was this person's life different from that person's life?
- How was this person's life similar to that person's life?
- How did this person's contributions differ from that person's?
6. Accuracy and Differing Viewpoints of Data
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The final way of knowing history involves "cross-examining the accuracy and validity of purported facts" (Hennings, 1993, p. 363). Critical thinking and evaluation of history texts or presentations is aided by the following strategies.
Question the validity of historical facts by asking these key questions:
The final way of knowing history involves "cross-examining the accuracy and validity of purported facts" (Hennings, 1993, p. 363). Critical thinking and evaluation of history texts or presentations is aided by the following strategies.
Question the validity of historical facts by asking these key questions:
- "'What evidence is there to support that contention?
- How extensive is the evidence?
- What contradictions are evident?
- How biased are the sources?'" (Hennings, 1993, p. 370).