Visual Learners

She carries the audience through her argument in a logical sequence. First, she makes her claim that student do not know history and explains her reasons (250). She then elaborates on what history students are taught and what exactly is wrong with the methods by which they learn (251). After this, she explains the job of a historian to the reader – how historians confront primary sources to “make some sense of what once happened” (252). To end the article, Simon describes how students can better learn history through exploring primary sources (253). This structuring and organization helps the reader to understand and to believe Simon’s

Numerous studies confirm the benefits of using graphic organizers in the classroom in terms of helping students develop and process information. The mere fact this is a method that has been backed by such a strong body of evidence has imbued me with confidence that this intervention will yield positive results. Graphic organizers are a way to help students "grapple with core ideas of the content and develop sophisticated relational understandings of it" (Ellis 2004). They help students to process information as opposed to memorizing and stressing facts (Ellis 2004), which is what history, is predominantly concerned with. Too often when we teach children in our particular content areas we take a Scholar Academic

The book, Lies My Teacher Told Me, begins with an introduction in which author James W. Loewen empathizes with the students. He discusses how History, specifically American History, is taught incorrectly. Loewen is able to share his understanding of why high school students think history is boring. He begins his argument with facts and numbers by saying that out of all the subjects in school, history is almost every student's least favorite subject. He goes on to say that teachers also misrepresent history to students by teaching history as a ¨set of facts¨ rather than ¨showing how we got to this point.¨ Loewen’s writing style is much more relaxed than a typical non-fiction

History is a remarkable subject that offers and eagles eye view into the past. With textbooks such as, Hist3, a great deal of interesting information can be acquired. However, a common misconception runs rampant through students minds; the idealism that history is useless and that the subject is that of a drag. Who can blame them? Our text books can only do so much in terms of providing the means in educating ourselves when we’re not in a class room and when given the opportunity to appear in class we have the luxury of (hopefully) having and interesting professor to enlighten us on all the side conflicts, affairs, and bloodshed that has happened. Even so, when we as students have exhausted the book and our instructors, we have the privilege

Writers pile obscure facts throughout their textbooks, making them appear to be comprehensive study aids. With the Internet, publishers assumed that textbooks would become more obsolete as students can have all their questions answered online. The opposite is true. Textbooks are growing at a significantly faster rate than new information about American history is even being discovered. With excessive information (and omission of certain important events), students young or old become overwhelmed by the amount of facts being thrown at them. Loewen asks, “How can students possibly be expected to know anything if they’re too busy trying to learn everything?’ Most certainly, he does not believe this course of study to be in the spirit of historical

Mrs. McPhee is not meeting any state standards that will prepare her students for the test nor next year’s material. She is simply relating history to what her students would possibly like to learn about, instead of teaching them what they need to learn about. If Dr. Gutierrez was to agree on Mrs. McPhee’s proposal, Dr. Gutierrez would face several issues as well. She would hear that her 8th grade history department was “watered down” in several different areas. This new history curriculum would not touch on the areas of elected officials, foreign affairs, and several other important pieces of history.

To some extent a historian knowledge on an event rely on some of the ways of knowing. For example, when I was doing the assignment where we had to find different eye witnesses to an event some of the documents found relied on the ways of knowing. I did the assassination of JFK and when reading different accounts of what happened some used their memory and sense perception. One of the witnesses heard the gunshots from the west side of the building another witness saw one of the bullets hit Kennedy. The thing is when sense perception comes into play it may distort your memory. An example of distortion of your memory is if you participated in any of the wars we’ve had over time. Some of the soldiers seen and heard things no other human has ever seen or heard before so when they come back from war they have post-traumatic stress disorder and they can’t help but remember things that happen but is their memory distorted in a way? What you envision is probably worse or not even that bad compared to what it was before.

Additionally, they simultaneously study aftermaths that were initially unconnected in space and time. The useful comparison he employs is that a historian is a like Cartographer. The historiographer generates a diagram with what he/she thinks is a depiction of times before. Somewhat, like a Cartographist produces a map that signifies a segment of the planet's exterior, neither depiction can preserve all the features of the prototype. For every single prototype someone has to concentrate on the subcategories of the initial selected prototype to demonstrate particular

I understand the author’s stance. Despite growing up in a small, conservative military town, I did not experience the indoctrination Loewen is warning us about. In my experience, the teachers always went outside the text and incorporated materials that provided a clear, accurate picture of history. They taught us to think critically, identify bias, and

I hope I made the history meaningful for those visitors. The goal of any good exercise in history, public or academic, is not to merely

Overall, I would recommend that my professor should continue this assignment because I think it’s a different way to learn and think. What I liked about this assignment was writing the draft without any research first. I thought it was difficult to write however if made me think hard about what to write. This project also taught me that not all sources are credible. You must do the CRAAP test to determine if it’s a credible source. In conclusion I found this assignment to be very helpful for my major and the real world.

From reviewing the questions from my professor, I gained a wider knowledge about the state of historians, improvements in the gathering of resources, and some great methods to conduct research. Over the last decades, it seems as if change in methodology and inclusivity has occurred. This is a great asset to historians or anyone in general because it opens more historical topics or more jobs. This may affect the future of the historic field, for the use is not as limited.

‐What is important to notice in this image? Make a complete analysis of the artwork.

Professor’s Comments: This is a good example of a book review typically required in history classes. It is unbiased and thoughtful. The Student explains the book and the time in which it was written in great detail, without retelling the entire story… a pitfall that many first time reviewers may experience.

Have you ever watched a food commercial with images of juicy burgers or rich dark chocolate and instantly desired to eat that particular food based on the picture? These are clever advertising and marketing tools used to lure consumers with enticing the imagination. These tools have been used for many years and prey on our use of visual literacy. Visual literacy is the capacity to explain what we see through images and make meaning of them. The textbook, Visual Literacy: Learning to See, and Brian Kennedy’s video, Visual Literacy and Why We Need It, explains the definition of visual literacy differently. The textbook and B. Kennedy’s video both offer an intellectual clarity on visual literacy, but the textbook gives a more accurate definition based on today’s world, seeing as there is a continuous use of images in advertisements and marketing, which rely on much more than just our sight.