History Reflection Students Will Submit A History Reflection

History Reflectionstudents Will Submit A History Reflection Date Will

History Reflection students will submit a history reflection. Date will be posted in the syllabus. Students will submit a final reflection during the end of the semester. Directions: Compose a brief reflection essay responding to the following prompt. Use college-level writing, typed, double-spaced, with 12-point font and 1-inch margins. The length should be approximately 3-5 pages, excluding the prompt and header. This reflection is worth 50 points.

Paper For Above instruction

When you began at Richland College, you used to think a certain way about learning and about your own ability to learn and change over time. In this essay, describe how this History class has changed and improved your ability to learn and think compared to when you started at Richland College. Discuss how this change has influenced other aspects of your life. Share specific new insights you have gained from the readings, including insights from the readings and films studied during the course.

Explain what additional resources you used or plan to use from this course to support your writing assignments or communication in discussions. For example, identify resources such as online tutoring or additional resource threads. Describe how you communicated with others in the class, including the instructor and fellow students, and what types of assignments—written, oral, or visual—you utilized.

Reflect on what new questions about history you now have that you did not have at the beginning of the course. Mention any additional research you conducted outside lectures or the textbook, including the sources and resources you employed. Finally, discuss your perspective on how to approach the study of history in an online learning environment and the strategies you believe are effective for developing learning power, change, and growth through history coursework.

Paper For Above instruction

Throughout this course at Richland College, my perception of learning and my capacity for intellectual growth have undergone significant transformation. At the start, I viewed history simply as a collection of dates and events to memorize. I believed that learning was a linear process focused on rote memorization and regurgitation of facts. However, as the course progressed, I developed a deeper appreciation for history as a dynamic and interpretive discipline that requires critical thinking and analytical skills. This shift has substantially improved my ability to learn by encouraging me to engage with historical material in a more meaningful way, asking questions, examining different perspectives, and understanding the context behind historical developments.

One of the most profound ways this course has impacted other aspects of my life is in my approach to problem-solving and decision-making. Understanding historical processes and the complexities of societal change has helped me realize that issues are rarely black and white, but rather multifaceted and influenced by numerous factors. This insight has prompted me to consider multiple viewpoints before forming opinions on current events or personal decisions, fostering a more open-minded attitude that extends beyond academics into my daily interactions.

The readings and films in this course provided invaluable insights, especially concerning the causes and consequences of major historical events. For instance, learning about the civil rights movement and its enduring legacy helped me understand the importance of activism and resilience. The documentaries and primary sources exposed me to diverse narratives that are often overlooked in traditional textbooks. These materials clarified how history is constructed through multiple voices and interpretations, reinforcing the value of skepticism and inquiry in studying the past. A specific insight gained from the films was how social movements evolve over time, influenced by political, economic, and cultural factors, which echoed my understanding of contemporary social issues.

To support my learning, I utilized several resources beyond the textbook and lectures. I actively participated in course discussion forums, which enhanced my communication skills and allowed me to exchange ideas with classmates. Additionally, I sought assistance from online tutoring services offered through the college’s academic support center. These resources helped clarify complex concepts and improved my writing for assignments. I also explored supplementary articles and reputable online sources recommended during the course to deepen my understanding of specific topics, such as the impact of colonialism on modern societies. These external resources contributed significantly to the quality of my assignments and my overall grasp of course content.

Interaction with instructors and peers played a vital role in my learning experience. I frequently engaged in written discussions through discussion boards, responding to prompts and commenting on classmates’ posts. I also participated in virtual group projects that required oral communication and collaboration. These activities taught me how to express my ideas clearly, listen to others’ perspectives, and negotiate differing viewpoints. I utilized visual assignments, such as creating timelines and infographics, to synthesize information visually and enhance my understanding of historical sequences and relationships.

At the outset of this course, I lacked a strong understanding of how interconnected global events are and how history continues to influence present-day society. I now realize that history is not merely a record of the past but a lens through which we can interpret current issues and anticipate future trends. Consequently, I have developed new questions, such as how contemporary social movements draw from historical struggles for rights and justice. I am curious about the ways different cultures interpret shared history and how historical narratives are shaped by power dynamics, raising further research interests.

Beyond lectures and textbooks, I conducted outside research on topics like economic globalization and its historical roots. I used academic journals, historical databases, and reputable news outlets to gather supplementary information. This research enhanced my critical understanding of the interconnectedness of historical events and contemporary issues, encouraging me to approach history as an ongoing conversation rather than isolated stories.

Approaching the study of history online requires strategic planning and active engagement. I believe effective methods include participating actively in discussions, utilizing online multimedia resources, and integrating diverse sources to develop a nuanced understanding of topics. Building a disciplined study schedule, seeking help when needed, and reflecting on material critically are essential. Developing learning power in online history courses involves cultivating curiosity, questioning assumptions, and applying interpretive skills to analyze sources. By embracing a mindset of inquiry and leveraging available resources—including digital libraries, multimedia documentaries, and online tutoring—students can effectively learn and grow through history even in a virtual environment.

References

• Burke, P. (2014). A Social History of Knowledge: From Gutenberg to Diderot. Polity Press.
• Foner, N. (2014). Give Me Liberty!: An American History. W.W. Norton & Company.
• Spielvogel, J. J. (2018). Western Civilization: Since 1300. Cengage Learning.
• McNeill, W. H. (1986). The Rise of Modern World. University of Chicago Press.
• Jennings, B. (2017). Analyzing Primary Sources in Historical Research. History Today, 67(3), 16-19.
• Hobsbawm, E. J. (1994). The Age of Extremes: The Short Twentieth Century, 1914-1991. Vintage Books.
• Berger, A. A. (2014). Media & Communication Research Methods: An Introduction to Qualitative and Quantitative Approaches. SAGE Publications.
• Leahy, R. (2019). Digital Resources for History Students. Journal of Online Learning and Teaching, 15(2), 129-138.
• Smith, L. T. (2012). Decolonizing Methodologies: Research and Indigenous Peoples. Zed Books.
• Online Learning Resources at Richland College. (2023). Retrieved from https://www.richland.edu/online-resources