A Guide to Methods and Observation in History

A Guide to Methods and Observation in?by Calvin Olin Davis

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Title: A Guide to Methods and Observation in History Studies in High School Observation
Author: Calvin Olin Davis
Release Date: March 24, 2007 [EBook #20893]
Language: English
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A GUIDE TO METHODS AND OBSERVATION IN HISTORY
STUDIES IN HIGH SCHOOL OBSERVATION

By
CALVIN OLIN DAVIS
Assistant Professor of Education in the University of Michigan

RAND McNALLY & COMPANY NEW YORK CHICAGO
Copyright, 1914, By Rand, McNally & Company
The Rand-McNally Press Chicago

INTRODUCTION
The outlines herewith presented have grown out of the necessities of a course conducted by the writer in the training of teachers in the University of Michigan. The course has been styled "Methods and High School Observations in History." It has been open only to seniors and graduate students who have specialized in history and who expect to teach that subject in high schools. The work has consisted of one class meeting per week for eighteen weeks, and of twenty hour-observations of history teaching in the Ann Arbor High School. The outlines, therefore, were designed to serve as a guide to these observations and as a basis for subsequent discussions.
In order that the students might have a deeper appreciation of the meaning of history and the various conceptions that have been held regarding it, and in order that they might possess at least a general knowledge of the place history has occupied in the schools, the elements composing historical events, and the values attributed to historical study, it seemed appropriate to preface the special queries respecting method by some introductory suggestions of a general character. This fact explains the inclusion of such material as is found in the first few pages of the present booklet.
In the hope, therefore, that students of Education in other colleges, universities, and normal schools may find suggestions in the material here brought together, and that teachers in active school work may also receive some practical help therefrom, the writer has been encouraged to place the outlines at the disposal of the public. If they shall prove of service to his colleagues and their students elsewhere, his aim and purpose will be fully met.
CALVIN OLIN DAVIS
University of Michigan April, 1914

THE CONTENTS
PAGE
Introduction iii
I. DEFINITIONS 1
II. ASPECTS OF HISTORY 1
III. SOURCE MATERIAL FOR HISTORY 2
IV. CONCEPTIONS OF THE PURPOSE AND CONTENT OF HISTORY 6
V. NOTABLE INFLUENCES AND PERSONS THAT HAVE MODIFIED THE CONCEPTION OF THE MEANING OF HISTORY IN THE LAST CENTURY 7
VI. HISTORY IN THE CURRICULUM 9
VII. VALUE AND AIMS OF HISTORY 11
VIII. ELEMENTS OF HISTORY 18
IX. METHODS OF APPROACH TO THE STUDY OF HISTORY 22
X. THE PROCESS OF LEARNING HISTORY 23
XI. THE ORGANIZATION OF HISTORY IN HIGH SCHOOLS 25
XII. THE HISTORY TEACHER'S PREPARATION AND EQUIPMENT 26
XIII. THE PUPIL'S PREPARATION AND EQUIPMENT 27
XIV. THE CLASSROOM 28
XV. THE ASSIGNMENT OF THE LESSON 29
XVI. THE STUDY LESSON 30
XVII. THE RECITATION LESSON 31
XVIII. THE REVIEW LESSON 35
XIX. THE LESSON IN CIVICS 35
XX. SOME PRINCIPLES OF HISTORY DOGMATICALLY STATED 36
XXI. SOME POSITIVE GUIDES AND SUGGESTIONS 37
Bibliography on Methods 40
A Selected List of American Historical Fiction 42

A GUIDE TO METHODS AND OBSERVATION IN HISTORY
STUDIES IN HIGH SCHOOL OBSERVATION

I. Definitions.
1. History is the science of the development of men in their activity as social beings.--Bernheim.
2. History is the biography of a political society or commonwealth.--Arnold.
3. History is the story of man living in social relations in the world.--Hinsdale.
4. History is a record of the actions of men.--Anon.
5. History is past politics.--Freeman.
QUERIES
1. Which of the above definitions appeals to you most? Why?
2. Are there any criticisms to be made respecting any of the above definitions?
3. What common idea runs through all the above definitions?
4. Quote at least one other definition of history.
5. Formulate for yourself a thoroughly satisfying definition of history.

II. Aspects of History.
1. Military.
2. Political and Constitutional.
3. Ecclesiastical.
4. Economic, Industrial, and Commercial.
5. Educational.
6. Literary.
7. Social.
QUERIES
1. Which of the above mentioned aspects should receive the chief emphasis in the elementary school? In the high school?
2. Would the constituency of the schools affect the answer?
3. Would the year in which the course is offered in the high school affect the answer?
4. Can you name other factors that would affect the answer?
5. Precisely what phases of history would be included under each of the above aspects?
6. Do the aspects mentioned exhaust the categories?
7. So far as you have observed, are the practices in the high school, respecting the aspects of history to be