Chat with us, powered by LiveChat Consider why do you think people study history? (Don't be trite here ? it's much more than 'to learn from their mis | WriteDen

Consider why do you think people study history? (Don’t be trite here ? it’s much more than ‘to learn from their mis

 Consider why do you think people study history? (Don't be trite here – it's much more than "to learn from their mistakes"). Consider why you are required to study history to earn an AA or AS degree. Do you think the study of history helps you to be a better person or contribute to society? If so, how so? If not, why not?

To help you formulate an answer as to why history is important, consider the arguments made by Steven Kreis at the History Guide: Why Study History? and Peter Stearns' argument published by the American Historical Association: Why Study History? (1998). Do you agree or disagree with these scholars and why?

Review the Explorations "How to Study History" and "How to Do Research in History", then select one primary and one secondary source related to our course content.

 

Suggested Readings and Resources:

The following are a list tertiary sources to assist you in our class.  These sources may help you dive deeper into the content.  Many of them contain links to primary and secondary sources that can help you answer the discussion questions.  You do not have to read all the suggested readings, and you may search for other sources to help with your discussions, but always be sure to use a mix of sources to support your points. 

Research and Plagiarism

American Historical Association. “Statement on Standards of Professional Conduct (updated 2019).” American Historical Association. Accessed March 15, 2020. https://www.historians.org/jobs-and-professional-development/statements-standards-and-guidelines-of-the-discipline/statement-on-standards-of-professional-conduct.

ASAPScience. The 9 BEST Scientific Study Tips. YouTube. September 3, 2015. https://youtu.be/p60rN9JEapg. 3:25.

CCCOnline. “Academic Integrity Tutorial.” CCCOnline. Accessed March 15, 2020. http://media.ccconline.org/ccco/Training/AcademicIntegrity/Students/ResourcesCredits.html.

Indiana University. “How to Recognize Plagiarism: Tutorials and Tests.” Indiana University, School of Education. Last updated December 18, 2019. https://plagiarism.iu.edu/tutorials/index.html.

Rael, Patrick. “Reading, Writing, and Researching for History.” Bowdoin College. 2004. Accessed March 15, 2020.                           https://courses.bowdoin.edu/writing-guides/.

General Resources

BBC. “Ancient History.” BBC. Accessed March 15, 2020. http://www.bbc.co.uk/history/ancient/.

Díotima. Accessed March 12, 2020. https://diotima-doctafemina.org .

Fordham University. Internet Ancient History Sourcebook. Fordham University. Accessed November 25, 2019.                       https://sourcebooks.fordham.edu/ancient/asbook.asp.

Institute of Human Origins. Becoming Human. 2008. Accessed November 25, 2019.                                                             http://www.becominghuman.org.

The Met. “Heilbrunn Timeline of Art History.” The Met. Accessed March 15, 2020. https://www.metmuseum.org/toah/chronology/.

Ministère de la Culture. Lascaux. Musée d’Archéologie Nationale. Accessed November 25, 2019. http://archeologie.culture.fr/lascaux/en.

Smithsonian. “What Does it Mean to Be Human?” National Museum of Natural History. Last Updated November 18, 2019.  http://humanorigins.si.edu.

Mesopotamia

Collon, Dominique. “Mesopotamia.” BBC. Last updated July 1, 2011. Accessed November 25, 2019. http://www.bbc.co.uk/history/ancient/cultures/mesopotamia_gallery.shtml.

“Mesopotamia.” The British Museum. Accessed November 25, 2019. http://www.mesopotamia.co.uk/menu.html.

“Mesopotamia.” Great Empires of the Past: Core Concepts Video Clip Library. Films on Demand. 2010. Accessed March 15, 2020. https://ccco.idm.oclc.org/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=151823&xtid=41675&loid=217860. 2:48.

Egypt

“Ancient Egypt.” The British Museum. Accessed November 25, 2019. http://www.ancientegypt.co.uk/menu.html.

NOVA. “The Inside Story: Pyramids.” PBS. 1997. https://www.pbs.org/wgbh/nova/pyramid/.

PBS. “Egypt’s Golden Empire.” PBS. March 15, 2006. http://www.pbs.org/empires/egypt/index.html.

Crash Course. “Ancient Egypt: Crash Course World History #4.” YouTube. February 16, 2012. https://youtu.be/Z3Wvw6BivVI. 11:54.

Western Asia

Fordham University. Internet Jewish History Sourcebook. Fordham University. Accessed November 25, 2019. https://sourcebooks.fordham.edu/jewish/jewishsbook.asp.

Iran Chamber Society. “History of Iran.” Iran Chamber Society. Accessed March 15, 2020. http://www.iranchamber.com/history/achaemenids/achaemenids.php.

The Mariner’s Museum. “Phoenician Exploration.” The Mariner’s Museum. Accessed March 15, 2020. https://exploration.marinersmuseum.org/watercraft/phoenician-ships/.

UNESCO. “History of the Excavations.” Çatalhöyük Research Project; World Heritage Site. Accessed March 15, 2020. http://www.catalhoyuk.com/project/history.

University of Oxford. “Judaism & the Jewish World.” Oxford Centre for Late Antiquity. Accessed May 18, 2020. https://www.ocla.ox.ac.uk/judaism-and-the-jewish-world.

University of Oxford. “The Sasanian World.” Oxford Centre for Late Antiquity. Accessed May 18, 2020. https://www.ocla.ox.ac.uk/the-sasanian-world.

Ancient China & India

Asian Art Museum. “China’s Terracotta Warriors: The First Emperor’s Legacy.” Asian Art Museum, San Francisco. February 22, 2013 – May 27, 2013. https://exhibitions.asianart.org/exhibitions/chinas-terracotta-warriors-the-first-emperors-legacy/.

NOVA. “Ancient Chinese Explorers.” PBS. January 15, 2001. https://www.pbs.org/wgbh/nova/article/ancient-chinese-explorers/.

The Met. “Buddhism and Buddhist Art.” Heilbrunn Timeline of Art History, The Met. February 2007. https://www.metmuseum.org/toah/hd/budd/hd_budd.htm.

Image Galleries

Collon, Dominique. “Mesopotamia.” BBC. Last updated July 1, 2011. Accessed November 25, 2019. http://www.bbc.co.uk/history/ancient/cultures/mesopotamia_gallery.shtml.

Dodson, Aidan. “Twelve Great Dynasties of Egypt Gallery.” BBC. Last updated February 17, 2011. Accessed November 25, 2019. http://www.bbc.co.uk/history/ancient/egyptians/great_dynasties_gallery.shtml.

Partridge, Robert. “Sacred Animals of Ancient Egypt Gallery.” BBC. Last updated February 17, 2011. Accessed November 25, 2019. http://www.bbc.co.uk/history/ancient/egyptians/animal_gallery.shtml.

Partridge, Robert. “Treasures of Tutankhamun Gallery.” BBC. Last updated February 17, 2011. Accessed November 25, 2019. http://www.bbc.co.uk/history/ancient/egyptians/tutankhamun_gallery.shtml.

Ray, John. “Voices of Ancient Egypt Gallery.” BBC. Last updated February 17, 2011. Accessed November 25, 2019. http://www.bbc.co.uk/history/ancient/egyptians/human_gallery.shtml

Tyldesley, Joyce. “Development of the Pyramids Gallery.” BBC. Last updated February 17, 2011. Accessed November 25, 2019. http://www.bbc.co.uk/history/ancient/egyptians/pyramid_gallery.shtml

Waterson, Barbara. “Ancient Egyptian Gods.” BBC. Last updated March 29, 2011. Accessed November 25, 2019. http://www.bbc.co.uk/history/ancient/egyptians/gods_gallery.shtml.

Wood, Michael. “Egyptian Top Ten.” BBC. Last updated March 29, 2011. Accessed November 25, 2019. http://www.bbc.co.uk/history/ancient/egyptians/top_ten_gallery.shtml.

 

Bibliography:

Kreis, Steven. "1.2 Why Study History?" The History Guide. Last Revised April 13, 2012. http://www.historyguide.org/guide/study.html

Stearns, Peter N.. "Why Study History?" American Historical Association. 1998. https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical-archives/why-study-history-(1998).

Reference work!  

Initial post is thorough and complete and includes appropriate terms and concepts learned in the course.

All elements are included.

peer requirements: 

Responses to peers are substantive, demonstrating mastery of course concepts and furthering dialog.

Responses allow time for interaction.

peer 1 discussion:  

hello everyone

I'm new to online schooling and I wish to share nothing else about myself.

Why do I study history? As Steven Kreis said in why he studies/ teaches history "For me its a form of selfishness. I wish to improve myself. And by improving myself, I also improve others." In my own words I study history because I enjoy learning about my ancestors and other cultures from different time periods.

How does history affect our present society? The study of history helps teach us skills such as researching, and evaluating different interpretations of sources.

Kreis, Steven. "1.2 Why Study History?" The History Guide. Last Revised April 13, 2012. http://www.historyguide.org/guide/study.html

Stearns, Peter N.. "Why Study History?" American Historical Association. 1998. https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical-archives/why-study-history-(1998).

Peer 2:  

Hi! My name is Kylee and I am a student at Front Range, I am working on getting my associates of science degree and I plan on transferring to CSU to study botany and wildlife biology. I haven't had much experience with online classes except for the end of the spring 2020 school year during the pandemic. This is my first semester back after a gap year and I do like online classes but it is challenging with how much reading there is in such a short time frame. 

I think people study history for the knowledge. In a lot of arguments, people speculate that history is studied to avoid mistakes but not all of the mistakes made are bad. In early society people passed down knowledge to help people avoid injury and death, this knowledge helped develop societies and change the way people used the world around them. There is the knowledge of culture, technological advances, and changing societies that all impact the world and each person that lived in that time. I do agree with Kreis's argument for why to study history that it is philosophical, if we look back to the socratic period when early philosophers were studying why things mattered or existed there was the idea that everything came from past knowledge passed down and teaching others about different knowledge to help survival and open up others eyes to see more than their own opinion.

My primary source from this module is a document from Mesopotamia, The code of Hammurabi from the King of Babylon. This is an Archeological report that can be used as a primary source since it was a document straight from the era. 

A secondary source is an article describing the big picture of what happened during the Neo-Babylonian era. This is a secondary source because it is using primary sources to briefly explain what happened during the Empire.

Bibliography:

Kreis, Steven. "1.2 Why Study History?" The History Guide. Last Revised April 13, 2012. http://www.historyguide.org/guide/study.html 

Levavi, Y. (2020, June 01). The Neo-Babylonian Empire: The Imperial Periphery as Seen from the Centre. Retrieved from https://www.degruyter.com/document/doi/10.1515/janeh-2019-0003/html

Newsela. "Primary Source: The Code of Hammurabi." Newsela. Last Revised October 10, 2016. https://www.warrencountyschools.org/userfiles/13872/my%20files/primary-source-hammurabi-code-21907-article_only.pdf?id=629239

Stearns, Peter N.. "Why Study History?" American Historical Association. 1998. https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical-archives/why-study-history-(1998)

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