Not to be confused with the "sweetces" Sour, sweet,...and you can not believe I publish and emote comedy. This was probably the worst on-line joke in the history of on-line jokes. And this is what makes it a gem.
Here we go!
Using the Sources. Again, critical in this course. Historical construction means that we use the sources to make a case for what happened in the past. The last chapter profiled what historians use to accomplish this. This chapter looks at how historians "use" the sources. Sounds simple, but let's grapple with these questions as we read.
Key Words:
1. External Criticism
2. Internal Criticism
3. Cooroborate
1. Explain the 2 main methods by which new research is composed. Are these methods completed in isolation from one another, explain.
2. What are historical forgeries? What value can they be to the historian? Use the Donation of Constantine for your example. If you don't know too much about this, look this event up.
3. What kinds of questions are historians asking ( come up with 3) when they employ internal criticism to a document? (Great connection to the DBQ or Document Based Question--a type of essay for AP Euro).
4. Given the nature of using primary sources to construct the past, what does it mean to say the historian looks to corroborate them in a meaningful and deliberate manner?
Monday, July 20, 2009
Tuesday, July 14, 2009
Chapter 3--The Raw Materials
Not to be confused with the "Well Done" materials...raw, well done...LOL on this end...and I am using it at the comedy club on Friday night. Senior night again. They will love it.
Sorry for the delay. I just got back from Vermont on Sunday. It was cold and raining for 2 days but we managed to have a nice time. By Thursday the sun broke and we were able to ride bikes around Stowe on an amazing bike path. I brought my Tosh book with the hopes of being able to post up there but my kids had other plans.
I have received some follow-up questions from some of you and here is what I would like to do with these; can we post them? So that the class may see your questions and my responses. All you need is an e-mail (you can make a gmail account if you want a separate account for this purpose) and password. The instructions are straightforward and right on the blog site.
Now for the Chapter 3 prompts: (when we write in AP Euro---your ability to think about the raw materials is critical)
1. This is a basic but critical, what is the difference between a primary and secondary source?
2. Why are historians interested in what contemporaries "thought" was happening as opposed to what was actually happening? Make sure you "for example" your response.
3. Why do many historians value press publications such as newspapers in constructing the past?
4. What does private correspondence offer the historian?
5. Finally, no matter what type of raw material the historian is examining, what questions almost always come up? In other words, what basic questions do we need to answer about any primary resource? Try to think of at least 5.
Sorry for the delay. I just got back from Vermont on Sunday. It was cold and raining for 2 days but we managed to have a nice time. By Thursday the sun broke and we were able to ride bikes around Stowe on an amazing bike path. I brought my Tosh book with the hopes of being able to post up there but my kids had other plans.
I have received some follow-up questions from some of you and here is what I would like to do with these; can we post them? So that the class may see your questions and my responses. All you need is an e-mail (you can make a gmail account if you want a separate account for this purpose) and password. The instructions are straightforward and right on the blog site.
Now for the Chapter 3 prompts: (when we write in AP Euro---your ability to think about the raw materials is critical)
1. This is a basic but critical, what is the difference between a primary and secondary source?
2. Why are historians interested in what contemporaries "thought" was happening as opposed to what was actually happening? Make sure you "for example" your response.
3. Why do many historians value press publications such as newspapers in constructing the past?
4. What does private correspondence offer the historian?
5. Finally, no matter what type of raw material the historian is examining, what questions almost always come up? In other words, what basic questions do we need to answer about any primary resource? Try to think of at least 5.
Thursday, July 2, 2009
The Uses of History
How is everyone doing? Great on my end. Hope you all have a wonderful holiday weekend. I wanted to throw out a new post for your next chapter (The Uses of History, chapter 2). This chapter is a clear extension of chapter 1.
The overarching question is: What are the uses of history?
Subtopic questions: What are the extreme ends of the uses of history? Why do professional historians tend to stay away from the extremes?
How does historical "difference, context, and process" play itself out in the uses of history?
How might this chapter inform us on they types of choices we make when we write about history in AP Euro? For example, what might be the overall purpose of "any" given essay give the context of this chapter?
The overarching question is: What are the uses of history?
Subtopic questions: What are the extreme ends of the uses of history? Why do professional historians tend to stay away from the extremes?
How does historical "difference, context, and process" play itself out in the uses of history?
How might this chapter inform us on they types of choices we make when we write about history in AP Euro? For example, what might be the overall purpose of "any" given essay give the context of this chapter?
Thursday, June 25, 2009
Summer Reading Questions-Tosh Text
How is everyone? Fine here. Although this week I had the bad luck of getting the flu. As you all know-not fun. Other than that, staying busy with my kids and one of these evenings we are going to head up to Knoebels. That's an amusement park that truly is a relic from the past.
In regards to AP Euro; I have been been busy (re-reading) the Tosh text and taking a class at Penn State. I hope by now you all received your copy. Similar to my 20th Century blog, for now I am not going to ask you to post responses. This link rather will publish the essential questions I would like you answer as you progress through the text. Please record your answers in a traditional notebook, legal pad, or however you keep your notes. But please have a record of your work. You do not have have to send me your answers but have these completed by next Thursday. We will rather have an open notes assessment on the text within the first full week of school.
____________________________________________________________________
Tosh Text- Chapter 1 questions and key terms you should be familiar with:
Terms:
1. historical awareness
2. Social or Collective Memory
3. Historicism
4. Antiquarianism
5. Anachronism
6. Essentialism
7. Metahistory
EQ's
1. Tosh begins his text with a treatment on historical awareness. What is historical awareness? How is this different from social or collective memory?
2. Explain why 19th Century "historicism" was such a breakthrough in the way historians understood the profession?
3. Why do historicists take issue with historians that pay respect for (1) tradition, (2) nostalgia , and (3) belief in progress . Use examples to support your answer.
In regards to AP Euro; I have been been busy (re-reading) the Tosh text and taking a class at Penn State. I hope by now you all received your copy. Similar to my 20th Century blog, for now I am not going to ask you to post responses. This link rather will publish the essential questions I would like you answer as you progress through the text. Please record your answers in a traditional notebook, legal pad, or however you keep your notes. But please have a record of your work. You do not have have to send me your answers but have these completed by next Thursday. We will rather have an open notes assessment on the text within the first full week of school.
____________________________________________________________________
Tosh Text- Chapter 1 questions and key terms you should be familiar with:
Terms:
1. historical awareness
2. Social or Collective Memory
3. Historicism
4. Antiquarianism
5. Anachronism
6. Essentialism
7. Metahistory
EQ's
1. Tosh begins his text with a treatment on historical awareness. What is historical awareness? How is this different from social or collective memory?
2. Explain why 19th Century "historicism" was such a breakthrough in the way historians understood the profession?
3. Why do historicists take issue with historians that pay respect for (1) tradition, (2) nostalgia , and (3) belief in progress . Use examples to support your answer.
Thursday, November 6, 2008
The Development of the Nation State
In thinking of the development of the Nation-State it is important to get some backdrop. Philosophers have been developing their positions on this concept for some time. Let's read a few articles that articulate the ideas that undergird the nation-state. Summarize the arguments of authors below. Not only consider what they argue but why they argue at that moment in history.
Thomas Hobbs (2) areas
The Laws of Nature and the Social Contract http://www.iep.utm.edu/h/hobmoral.htm#SH5b
Why Should we Obey the Sovereign
________________________________________________________________
John Locke http://www.iep.utm.edu/s/soc-cont.htm#SH2b
_________________________________________________________________
Jean-Jacques Rousseau http://www.iep.utm.edu/s/soc-cont.htm#SH2c
Thomas Hobbs (2) areas
The Laws of Nature and the Social Contract http://www.iep.utm.edu/h/hobmoral.htm#SH5b
Why Should we Obey the Sovereign
________________________________________________________________
John Locke http://www.iep.utm.edu/s/soc-cont.htm#SH2b
_________________________________________________________________
Jean-Jacques Rousseau http://www.iep.utm.edu/s/soc-cont.htm#SH2c
Monday, September 22, 2008
Reformation Outlines: Due 9/24
A significant component of doing history is organizing clear ideas through writing. We are going to begin to address this skill set while using evidence and examples from the Reformation unit. With each unit of study you will be confronted with overarching thematic questions. The list on the back of your quiz represents this well. Many effective writers begin the challange of writing by composing an outline and thesis. As such when it is time to write they have a skeleton or blueprint. I am confident you have been taught this method. Here is what you need to do step by step for this blog posting.
1. Check to see what question you will be doing. Evan #1, Emily #3, Brittany #4, Ariel # 2, Ian#7, Callie #8, Kate #5 ( I chose these randomly)
2. Define a thesis...One to two sentences. What should a solid thesis look like? Remember not to inject presentism or personal emotions into the thesis. Take a look at the test taking strategy to the left of the essay questions. Also take a look at this link to refresh yourself of what an effective thesis might look like: http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
With the question you are addressing lie buzz words that are usually verbs. They need to be the foundation of your thesis and how you answer the question. For example, "analyze" and "discuss". Or "compare and contrast".
3. Outline what a 5 paragraph might look like...Include specific example, proper nouns. This outline should be in the blog so that we may all review.
Outline of an Outline:
I. Thesis, and introduction of the topic (include time frames)
II. Body Paragraph 1. (body paragraphs should reveal specific evidence to prove your assertations)
III. Body Paragraph 2.
IV. Body Paragraph 3.
V. Closure. Revisit thesis...but do not add new material.
Again you are not writing the essay at this point...just framing an outline and thesis.
1. Check to see what question you will be doing. Evan #1, Emily #3, Brittany #4, Ariel # 2, Ian#7, Callie #8, Kate #5 ( I chose these randomly)
2. Define a thesis...One to two sentences. What should a solid thesis look like? Remember not to inject presentism or personal emotions into the thesis. Take a look at the test taking strategy to the left of the essay questions. Also take a look at this link to refresh yourself of what an effective thesis might look like: http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
With the question you are addressing lie buzz words that are usually verbs. They need to be the foundation of your thesis and how you answer the question. For example, "analyze" and "discuss". Or "compare and contrast".
3. Outline what a 5 paragraph might look like...Include specific example, proper nouns. This outline should be in the blog so that we may all review.
Outline of an Outline:
I. Thesis, and introduction of the topic (include time frames)
II. Body Paragraph 1. (body paragraphs should reveal specific evidence to prove your assertations)
III. Body Paragraph 2.
IV. Body Paragraph 3.
V. Closure. Revisit thesis...but do not add new material.
Again you are not writing the essay at this point...just framing an outline and thesis.
Monday, September 8, 2008
Dissecting European Art...Making Meaning of Art in the Renaissance
Part of studying history is making meaning of primary sources of a particular period. Moreover, artistic expression can indeed help bring a contemporary audience closer to understanding history. One of the powerful byproduct of art is that it typically reveals a "point of view". In other words how "they" saw and understood their own world. The handout that I gave you this morning is meant to provide us with a common framework with how to look at art for historical purposes.
In the blog you will note I have some websites bookmarked on the right. Open up "Art History Resources". Open that link and scroll down the left hand column. I would like you to pick one artwork from the Italian Ren...and one from "outside the Italian Ren.". Complete the handout. Be prepared to explain both of your works to the class using the prompts on the handout tomorrow 9/9. You do not need to respond to this blog prompt as it was only meant to provide you with instructions.
Happy birthday Emily.
In the blog you will note I have some websites bookmarked on the right. Open up "Art History Resources". Open that link and scroll down the left hand column. I would like you to pick one artwork from the Italian Ren...and one from "outside the Italian Ren.". Complete the handout. Be prepared to explain both of your works to the class using the prompts on the handout tomorrow 9/9. You do not need to respond to this blog prompt as it was only meant to provide you with instructions.
Happy birthday Emily.
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