1. THE DISCIPLINE OF HISTORY
HIST MBSS/Smith

2. Why does my teacher hate me?
Yup, we are doing the “What is History?” thing.
I always hated when teachers & professors did this, so why would I subject my own students to it?
It should impact how you approach the course & subject area
It influences how I teach the subject
It should help you respond to ignorance like this:
“I can just look this stuff up.” “history is just memorization” “dates, places and maps”

3. What is history?
History is too often simply defined as “the past”; a list of people, places & events for students to memorize.
Yes, that is a part of history, to the same extent that basic knowledge in any discipline is the basis for study. (numbers in math, Periodic table in chemistry).
History is the attempt to understand the past; to investigate cause & consequence, and change & continuity.
Because all people and places have history, it is impossible to know all history (like having a life-sized map).
Therefore- the discipline, or study of History is not an attempt to know all history, but to develop the tools to decode it.

4. Why study history? (read- don’t copy)
“Without individual memory, a person literally loses his or her identity, and would not know how to act in encounters with others. Imagine waking up one morning unable to tell total strangers from family and friends! Collective memory is similar, though its loss does not immediately paralyze everyday private activity. But ignorance of history-that is, absent or defective collective memory-does deprive us of the best available guide for public action, especially in encounters with outsiders, whether the outsiders are another nation, another civilization, or some special group within national borders.”
William H. McNeill, “Why Study History?”, American Historical Society, 1985
What he is saying is that if you are aware of history (knowledge) you can use that to interpret the world around you (understanding), and make decisions about how to act within it (application).

5. So what? What good is it?
The study of history is not considered a job specific path, it is part of a “Liberal Arts” education.
In ancient Greece, a liberal arts education was intended to produce individuals who could participate in society; citizens.
Non citizens, (slaves), were taught strictly technical skills and were not free.
A liberal arts education includes a wide range of subjects, but is not technical, professional, or vocational.
Those who study history can either pursue an academic career in history (M.A./Ph.D), or apply it to other careers in business, law, journalism, education, tourism, politics, government (foreign service, intelligence), NGO’s, Think-Tanks, even consulting in entertainment (TV, movies, video games).

6. So what does a historian do?
Short answer: investigates the past and writes about it.
Better answer: Historians weigh evidence, interpret actions and decisions, consider events and issues from multiple perspectives, determine bias and prejudice, solve problems, predict outcomes, identify themes and trends, and make conclusions.
While math & science seek to understand the physical world, history considers the fluid and dynamic variables of the human world. Knowing the past explains the present and can guide the future.

7. Thinking Historically
(maybe start taking notes…)
HISTORICAL THINKING
Key Concepts:
Establish Historical Significance
Using Primary Source Evidence
Identify Continuity & Change
Analyze Cause & Consequence
Take Historical Perspectives
Understand Ethical Dimensions (make moral judgements)
Assignment:
Go online and make notes on what each of these mean.

8. Evaluating Historical Evidence
One of the aspects of historical thinking is how we use evidence.
When using evidence, historians must critically evaluate its reliability based on a number of factors.
Is the document a primary or secondary source?
Is the document influenced by bias?
Is the document limited in its point of view?
Is the document corroborated (supported) by other evidence?
Is the document contradicted by other evidence?

9. Types of Documents Historians use primary and secondary sources
PRIMARY SOURCES are original sources of information, including documents such as diaries, photographs, news reports, letters, speeches, court records, interviews, surveys, and fieldwork. Primary sources also include sets of data, such as census statistics which have been tabulated, but not interpreted.
SECONDARY SOURCES describe or analyze the primary sources. Examples of secondary sources include: dictionaries, encyclopedias, textbooks, and books and articles that interpret or review research works

10. Primary or Secondary?
If you think about the publication details of the information and consider the following you will often find your answer:
Timing of the event recorded--If the article was composed close to the time of the event recorded, chances are it is primary material.  For instance, a letter  written by a soldier during the Vietnam War is primary material, as is an article written in the newspaper or a soldier's letter home during the Civil War.  However, an article written analyzing the results of a battle in Vietnam after the war is secondary material. 
Aim of the written item--Often, an item that is written with a persuasive, or analytical aim is secondary material. These materials have digested and interpreted the event, rather than reported on it.

11. Bias and Point of View
The person quoted or creating historical evidence influences the reliability of the evidence through their bias or point of view. Depending on the degree of bias, the reliability of the source can be affected. BIAS A bias is a preconceived way of interpreting information, or the influence of a belief or value system on the way one views history. Bias tends to pre-judge or unfairly colour an interpretation. Someone’s opinion of their ex will be slightly biased. POINT OF VIEW The role one plays, a perspective taken, or one’s affiliations will determine how events are interpreted. A soldier will describe a battle differently than a general would. Two sides in a negotiation will describe the process differently.

12. Corroborating vs Conflicting
The value of evidence, whether primary or secondary, can be measured by the degree of agreement across other sources. CORROBORATING EVIDENCE If two sources provide similar or supporting information, they are said to corroborate each other. This enhances the reliability of the documents. CONTRADICTING EVIDENCE If two sources contradict each other, then that has an obviously negative impact on the reliability of the sources.