These are two words that I don't ever want to hear again. I plan to forget I ever heard them at all. Even my professor said he tried to study these concepts but eventually gave up because his mental health insurance wasn't that great. Also, my infatuation with historiography is over. This is unfortunate because I have finally learned to spell it.
Tonight the professor told us that writing is about failing. I was glad to hear this because I am no longer able to write; my brain has become useless for the purpose of writing about history. I think part of my problem is that I am used to writing narrative and now I have to write analysis. I'm having trouble with this concept and I think it is mostly because I'm scared silly. Ever since we discussed these bizarre ideas (to me, anyway) in the title, I have been absolutely out of my mind. I can't think straight at all anymore when it comes to writing the primary source paper that is due very soon. I'm afraid to write a single word because I'm sure I will be doing it all wrong.
On a more positive note, I made A's on my historiography test and my book review, as well as on my kiddie lit mid-term and my Ozarks history mid-term. So, all is not lost. At least not yet.
Monday, October 18, 2010
Sunday, October 3, 2010
Primary Sources
Last week I had my first test in historiography and my first book review was due. Thank heavens the history test was not essay, but objective only. History students hardly ever get that kind of break. Anyway, I think it did well; at least, I know I aced the extra credit section. I'm not sure about the book review.
In historiography (I have finally learned to spell it!) we are deep in the study of primary sources. According to the website Historical Thinking Matters, the methodology for studying historical documents is as follows:
1. Sourcing - Consider the documents author and its creation. To me this means who, what, when, where, why, and how.
2. Contextualizing - Situate the document in the appropriate time and place. What is going on here?
3. Close reading - Read carefully and consider what the document is saying and what it is trying to say. What does the source say and what language is used to say it?
Corroborating - Compare and contrast the document with other primary sources. Check important dates and details to determine the reliability of the document.
I am enjoying this immensely. I feel like a detective searching for clues and I love it. I only wish I were looking for clues about Latin American history, which is my true love.
In Children's Literature last week we read Skellig by David Almond. Loved this book! Part fantasy, part reality, we discussed how authors help the reader suspend disbelief and believe in the fantastical. I believed everything!
In regards to my previous post, I added a link to the author's website, which includes information about the controversy over her book, as well as information about banned book week (which was actually last week).
This is the first semester I have had time to attend the meetings of the history honor society and it has been a nice addition to the overall school experience. Most of the time I don't feel like a real student because I'm always rushing back and forth to or from work, so it is good to have the chance to meet with other history majors and get to know knew people. I'm really excited about some of the upcoming activities with the group, which includes possible work days at a couple of national parks in the area. Finally, I feel like I am getting to the meat of my degree and I have hope for some future possibilities that involve history in some way. It has been a long time coming. I hope change is in the air.
In historiography (I have finally learned to spell it!) we are deep in the study of primary sources. According to the website Historical Thinking Matters, the methodology for studying historical documents is as follows:
1. Sourcing - Consider the documents author and its creation. To me this means who, what, when, where, why, and how.
2. Contextualizing - Situate the document in the appropriate time and place. What is going on here?
3. Close reading - Read carefully and consider what the document is saying and what it is trying to say. What does the source say and what language is used to say it?
Corroborating - Compare and contrast the document with other primary sources. Check important dates and details to determine the reliability of the document.
I am enjoying this immensely. I feel like a detective searching for clues and I love it. I only wish I were looking for clues about Latin American history, which is my true love.
In Children's Literature last week we read Skellig by David Almond. Loved this book! Part fantasy, part reality, we discussed how authors help the reader suspend disbelief and believe in the fantastical. I believed everything!
In regards to my previous post, I added a link to the author's website, which includes information about the controversy over her book, as well as information about banned book week (which was actually last week).
This is the first semester I have had time to attend the meetings of the history honor society and it has been a nice addition to the overall school experience. Most of the time I don't feel like a real student because I'm always rushing back and forth to or from work, so it is good to have the chance to meet with other history majors and get to know knew people. I'm really excited about some of the upcoming activities with the group, which includes possible work days at a couple of national parks in the area. Finally, I feel like I am getting to the meat of my degree and I have hope for some future possibilities that involve history in some way. It has been a long time coming. I hope change is in the air.
Monday, September 20, 2010
Speak Up
In my Children's Literature class (I fondly call it "kiddie lit") this week we are reading Speak, a young adult novel by Laurie Halse Anderson. This is a dark story of the rape of a young high school girl and her emotional response to the horrifying event. The book is the child of the New Realism movement in children's literature.
Emotionally, the book is at times difficult to read, but it is well worth reading regardless of your age. In addition to the topic of rape, it covers such issues as depression, underage drinking, bullying, and parental alienation. Not once while reading Speak did it occur to me that the book might be pornographic or inappropriate for young readers.
I bring this up because a local professor wrote a letter to our newspaper decrying the use of the book in high school English classes because it is pornographic. The school district in question has recently banned another children's book, The Absolutely True Diary of a Part-Time Indian, a book which I have not read.
While I respect a parents right to monitor their children's reading material, I don't believe that right should extend to other peoples children or to an entire school district. It is my hope that people will read the book and decide its value for themselves rather than take someone elses opinion as gospel. Censorship should not be an option.
Emotionally, the book is at times difficult to read, but it is well worth reading regardless of your age. In addition to the topic of rape, it covers such issues as depression, underage drinking, bullying, and parental alienation. Not once while reading Speak did it occur to me that the book might be pornographic or inappropriate for young readers.
I bring this up because a local professor wrote a letter to our newspaper decrying the use of the book in high school English classes because it is pornographic. The school district in question has recently banned another children's book, The Absolutely True Diary of a Part-Time Indian, a book which I have not read.
While I respect a parents right to monitor their children's reading material, I don't believe that right should extend to other peoples children or to an entire school district. It is my hope that people will read the book and decide its value for themselves rather than take someone elses opinion as gospel. Censorship should not be an option.
Thursday, September 9, 2010
Monday, September 6, 2010
What is Historiography
A few semesters ago I took a world history class at the community college. Our first assignment was to write a historiographical paper about an event in history and how it relates to something in our life. Unfortunately, I didn't know what historiography meant and had no idea how to apply it to my own life. I got a big fat "C" on the paper, even after a re-write that didn't impress her at all.
A couple of years down the road now and I am taking Intro to Historiography at what Caz and Student Mum call "Uni". I'm learning terms like historicism, historical awareness, periodization, antiquarian, and social memory. The list goes on. This week we are reading about the different subjects historians study, such as political history and economic history. And, finally, historiography. Simply put, it is the study of how history is written. It is how historians do their work. So now I know what it means, but I can still barely spell it. Hopefully this deficit will not hold me back.
One thing I appreciate about the History department is the varied age group of the students. I was the only non-trad in the Spanish department, but I can always count on a few people who are my age or older being in my history classes. It's a nice break from being the oddball in class.
I'm not very hopeful about the Ecuador trip. My husband doesn't think he can do without me for four weeks. I guess I should be happy about that, right?
A couple of years down the road now and I am taking Intro to Historiography at what Caz and Student Mum call "Uni". I'm learning terms like historicism, historical awareness, periodization, antiquarian, and social memory. The list goes on. This week we are reading about the different subjects historians study, such as political history and economic history. And, finally, historiography. Simply put, it is the study of how history is written. It is how historians do their work. So now I know what it means, but I can still barely spell it. Hopefully this deficit will not hold me back.
One thing I appreciate about the History department is the varied age group of the students. I was the only non-trad in the Spanish department, but I can always count on a few people who are my age or older being in my history classes. It's a nice break from being the oddball in class.
I'm not very hopeful about the Ecuador trip. My husband doesn't think he can do without me for four weeks. I guess I should be happy about that, right?
Monday, August 30, 2010
Well, I don't know what happened to summer but it is gone, gone, gone. I'm afraid to look at my summer to-do list for fear that I will be disappointed in myself. Maybe later.
As for school, my impressions so far are that I will not care for the Children's Literature class; my Ozarks history class is going to be a lot of fun; and my historiography class is going to be my most difficult undertaking to date.
Quite frankly, I have a hard time even spelling the word "historiography" and I'm still not sure what it means. I was hoping the professor would tell us what it means, but after one evening, I have decided he is not going to tell us much of anything. We are going to tell HIM. Turns out we have to speak in this class or we fail 20% of our grade. Yikes. I usually sit on the back row and don't speak unless spoken to. Now I'm going to have to find my voice. Finally.
For Ozarks history, in addition to two book reviews that I could live quite well without, we will be keeping a journal about how the people of the Ozarks are represented in film, print, and in the media. Also, we have to take a road trip through several sub-regions of the Ozarks and record our impressions of the land, people, cities and towns, etc. I'm very excited about this project.
The Children's Lit. class has as interesting book list and I enjoy reading children's books, but I'm just not a literature person. Right now we are looking at how to determine who is the "implied reader" for children's books. Not my cup of tea, but no doubt I can learn a few things from this class nonetheless.
All things considered, I expect this to be my most interesting and intense semester so far!
As for school, my impressions so far are that I will not care for the Children's Literature class; my Ozarks history class is going to be a lot of fun; and my historiography class is going to be my most difficult undertaking to date.
Quite frankly, I have a hard time even spelling the word "historiography" and I'm still not sure what it means. I was hoping the professor would tell us what it means, but after one evening, I have decided he is not going to tell us much of anything. We are going to tell HIM. Turns out we have to speak in this class or we fail 20% of our grade. Yikes. I usually sit on the back row and don't speak unless spoken to. Now I'm going to have to find my voice. Finally.
For Ozarks history, in addition to two book reviews that I could live quite well without, we will be keeping a journal about how the people of the Ozarks are represented in film, print, and in the media. Also, we have to take a road trip through several sub-regions of the Ozarks and record our impressions of the land, people, cities and towns, etc. I'm very excited about this project.
The Children's Lit. class has as interesting book list and I enjoy reading children's books, but I'm just not a literature person. Right now we are looking at how to determine who is the "implied reader" for children's books. Not my cup of tea, but no doubt I can learn a few things from this class nonetheless.
All things considered, I expect this to be my most interesting and intense semester so far!
Friday, July 16, 2010
I have no idea where my school journey is going to take me. I started school to get an education, not to learn a trade. This leaves me in a bit of a quandary when people ask what I plan to do when I graduate, because I don't have an answer. At least, not an answer that most people would find satisfactory. I could go to grad school, but that still leaves the question open as to what my intentions are after yet another graduation. Why doesn't anyone seem to understand the value of an education unless it is immediately going to produce a lucrative career upon completion? The education itself is the goal, the end result, the reason I go to school. I don't have to know where it will ultimately take me.
Right now I am hoping it will take me to Ecuador next year. The Spanish department takes a group of students on a four-week trip each spring. This year they went to Spain, next year is Ecuador. Students stay with a host family and go to school each day, with three weekend outings planned. I'm dreaming of ruins and food and foreign adventures! I'm constantly thinking about how I can make this happen. It means my husband will be on his own for four weeks, which will not make him happy. It means I will be unemployed for a month and probably in search of a new job when I return. It means I need to save now for the expenses of the trip and I will need to have at least a month, or more, of expense money saved to cover my period of unemployment. Oh, and I also have to be accepted into the program. That part is actually the least of my worries. I have the prerequisites as far as the grades and the classes, I just need to apply before the group is filled. In fact, I think I'm going to need to apply as soon as the fall semester begins, even though the trip isn't until next May. I'm trying not to get too excited, just in case I don't get to go. But if you really want something, why not do try to imagine all possibilities that could make it happen? Just like going back to school as a non-trad. Make it happen.
Right now I am hoping it will take me to Ecuador next year. The Spanish department takes a group of students on a four-week trip each spring. This year they went to Spain, next year is Ecuador. Students stay with a host family and go to school each day, with three weekend outings planned. I'm dreaming of ruins and food and foreign adventures! I'm constantly thinking about how I can make this happen. It means my husband will be on his own for four weeks, which will not make him happy. It means I will be unemployed for a month and probably in search of a new job when I return. It means I need to save now for the expenses of the trip and I will need to have at least a month, or more, of expense money saved to cover my period of unemployment. Oh, and I also have to be accepted into the program. That part is actually the least of my worries. I have the prerequisites as far as the grades and the classes, I just need to apply before the group is filled. In fact, I think I'm going to need to apply as soon as the fall semester begins, even though the trip isn't until next May. I'm trying not to get too excited, just in case I don't get to go. But if you really want something, why not do try to imagine all possibilities that could make it happen? Just like going back to school as a non-trad. Make it happen.
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