Auxiliary Notes (AN) Unit 00_The Study of History

Timeline: NA
Focus Question (FQ): Why and How do we study History?

Main Idea: The study of history benets American society as well as the individual. It creates a
path toward progress by revealing the decisions and repercussions of the past.
Despite the common notion, particularly among today's youth, that the study of history is
centered on the memorization of names, places, dates, and events, History has and continues
to be a discipline best mastered by 'thinkers.' To study humans and understand why certain
things happened in the past, the historian must consider various types of data and the condition
under which that data is created or presented. Analyzing data, formulating hypotheses, and later
testing the hypotheses is much more important than memorization. To acquire 'understanding' is
the true goal of historical study.

I. History = Facts (via observation) + Interpretation (via recording)

###The history we read or acquire by spoken language consists of facts that have been
uncovered. However, those facts are rarely ever presented without rst being subjected to
interpretation. Many would agree that raw facts are best presented to the public after an expert
has recongured them into a form that the audience can digest. But, giving the expert this power
places a great deal of professional responsibility on the expert to present historical data in a
manner that doesn't alter the facts. The student (all of us) must be careful about accepting a bit
of historical data as being denitive and 'Gospel'. Herein lies the need for accurate research and
veriable data.

II. The Purpose for Historical Study in a Democratic Society

A. Thomas Jefferson: For those participating in self government, learning history will
"enable every man to judge for himself what will secure or endanger his freedom."
President Jefferson's remarks were shared by the other Founding Fathers. The constitutional
mandate that an Electoral College be established, to ultimately select the succeeding president,
is a continual reminder that the framers of our government did not trust an uneducated
population to make vitally important decisions [nearly all citizens in the late 18th Century were
not educated beyond the primary grades].

B. Abraham Lincoln: "Upon the subject of education, not presuming to dictate any plan
or system respecting it, I can only say that I view it as the most important subject we as a
people can be engaged in. That every man may receive at least a moderate education, and
thereby be enabled to read the histories of his own and other countries, by which he may duly
appreciate the value of our free institutions, appears to be an object of vital importance, even on
this account alone, to say nothing of the advantages and satisfaction to be derived from all
being able to read the Scriptures, and other works both of a religious and moral nature, for
themselves. For my part, I desire to see the time when education - and by its means, morality,
sobriety, enterprise, and industry - shall become much more general than at present, and should
be gratied to have it in my power to contribute something to the advancement of any measure
which might have a tendency to accelerate that happy period."
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III. Areas of Concern

A. Accuracy of Data: Oral & Literary Transmission
Taken from http://www.abrahamlincoln.org/ on 5 Oct. '03 by Mr. V for classroom use.
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Auxiliary Notes (AN) Unit 00_The Study of History
#####1. Outdated/ Erroneous Textbooks
#####2. Memory & Interpretation in the Oral Traditions.
B. If you say it often enough, it'll be true"- for you!

IV. Historical Methodology

A. Make an Observation
B. Ask a Question
C. Research: Begin looking for the answer by turning toward sources of information.
D. Analysis: Examine the information provided by the sources. Also, the following should be
considered...
1.Context: The condition or circumstances surrounding the facts (including Time &
Place). The interpretation of historical data could be altered by a change in
context.
2.Interpretation: Who is presenting the data? Is the presenter's 'context' a reason to
further verify the accuracy of the data being presented?
3.Evidence: Is found in different forms and with varying degrees of authority.
a.Physical Evidence: In the form of an object/ thing. Its the most authoritative
form of evidence and vital for strong arguments.
b.Oral/ Literary Tradition: "Oral tradition may be dened as being a testimony
transmitted verbally from one generation to another. Its special
characteristics are that it is verbal and the manner in which it is
transmitted." Not as authoritative as physical evidence, but crucial in
providing greater understanding of a particular group or period.
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c. Primary & Secondary Sources: Primary sources carry greater authority than
secondary sources when researching a particular historical event/ gure.
However, the absence of primary sources in various elds of study places
greater importance on secondary sources of historical records. Read
What Makes a Primary Source a Primary Source?
4.Chronology: The passage of time can become an obstacle to the historian,
especially if the event/ gure being researched is from a distant point in time.
Large segments of time can be classied into smaller, more manageable
categories or units. These units help historians organize time to better
understand how human events were impacted by this and other elements of
context. Indiscriminately mixing these units can lead to serious context errors.
a.Dating by Material Culture: Follow the link and jot succinct notes.
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b.Dating Organic & Inorganic Artifacts: Follow the link and jot succinct notes.
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E. Incorporating Data into Your Argument: Extract data from the sources that is relevant to
your question. Organize that data to address the question. The resulting argument is your
explanation why your answer (based on the data) should be accepted as accurate.
Ki-Zerbo, Joseph: "Methodology and African Prehistory", 1990, UNESCO International Scientic Committee for the Drafting of a
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General History of Africa; James Currey Publishers, ISBN 0-85255-091-X, 9780852550915; see Ch. 7; "Oral tradition and its
methodology" at pages 54-61; quote is from page 54.