Defining and Achieving the Goals of Historical Education

What factors make the difference between a learning environment where students leave the course enriched and a class where students study only to pass a test? As a historian and teacher of history, I recognize that many students come into class with preconceived ideas about historical events and their meanings. However, many may not consider the history of their own ideas about history or the possible alternatives that faced people throughout history. People rely on personal beliefs, societal myths, as well as historical facts in their personal constructions of the past. Although everyone views history from their own social context, the process of learning how to think about and interpret history and historical sources is an essential part of the learning experience. This type of critical thinking is the core skill needed in history and a variety of disciplines. Much more than the memorization of facts, this task is essential both in the educational forum and the workplace. Students learn in different ways and therefore I tailor my teaching techniques to best create an atmosphere of learning. I use a mixture of lecture, discussion of historical documents, and group activities to impart both the facts and interpretations of history. I also use technology to bridge the gap between different learning styles.