Instructions: Why Do People Study History?

Instructionsthen Consider Why Do You Think People Study History Don

Consider why do you think people study history? (Don’t be trite here – it’s much more than “to learn from their mistakes”). Consider why you are required to study history to earn an AA or AS degree. Do you think the study of history helps you to be a better person or contribute to society? If so, how so? If not, why not?

To help you formulate an answer as to why history is important, consider the arguments made by Steven Kreis at the History Guide: “Why Study History?” and Peter Stearns’ argument published by the American Historical Association: “Why Study History?” (1998). Do you agree or disagree with these scholars and why? Finally, there is much confusion on how to study history as well. History is primarily examined through the study of documents. Review the “How to Study History” section in the eText, then select one primary and one secondary source related to our course content.

Include those sources properly formatted in one of the approved styles and explain how a historian might use these sources. As noted in the Grading and Evaluation page of the Syllabus, you should write at least 300 words in your response. Reply to at least two other students’ posts with substantive responses and be sure to write at least words and further the conversation by posing a question or suggesting a new source or fact on the subject to your correspondent. Replies to your instructor are optional for Reflection discussions, but encouraged! See the Course Schedule and Course Rubrics

Paper For Above instruction

Studying history holds significance beyond mere recollection of past events; it is an essential tool for understanding human experience, fostering critical thinking, and contributing to societal development. As students pursuing an Associate of Arts (AA) or Associate of Science (AS) degree, engaging with history enhances our ability to analyze complex issues, recognize patterns in societal change, and appreciate cultural diversity. The question of why people study history extends beyond the cliché of learning from mistakes. It involves examining how historical awareness shapes moral judgment, informs civic responsibility, and offers perspective on contemporary challenges.

Steven Kreis, in his work “Why Study History?” emphasizes that history enables us to understand how societies function and change over time. He advocates for history as a means to develop critical skills such as analysis, argumentation, and understanding different viewpoints (Kreis, 2012). Similarly, Peter Stearns elaborates that history provides context for current events, helping individuals make informed decisions and fostering empathy by understanding diverse human experiences (Stearns, 1998). I agree with these scholars because their arguments underscore the importance of an informed historical perspective in cultivating responsible citizenship and personal growth. These insights affirm that history is not just about facts, but about understanding causality, motives, and consequences that shape our world.

Furthermore, the study of history is fundamentally rooted in analyzing primary and secondary sources to reconstruct past realities. Primary sources—original documents like letters, government records, or artifacts—offer direct insight into historical contexts. For example, a founding fathers’ letter might reveal the ideological foundations of American democracy. Secondary sources interpret and analyze these primary materials, such as scholarly articles or textbooks that synthesize multiple accounts. Historians use primary sources to establish authenticity, trace developments, and support narratives, while secondary sources help situate those findings within broader scholarly debates. To illustrate, in our course, a primary source could be a newspaper article from the Civil War era, and a secondary source might analyze its perspective on political allegiances at the time.

By studying these sources critically, a historian assesses bias, context, and reliability—skills essential for accurate historical interpretation. For instance, examining a government document from the 1960s alongside contemporary media articles allows historians to understand both official narratives and public sentiment. This method underscores the importance of source analysis in unearthing nuanced understanding of the past.

In conclusion, studying history is indispensable not merely for academic fulfillment but for cultivating informed, rational, and empathetic individuals. It provides tools to analyze societal change, appreciate cultural diversity, and develop critical thinking skills. Engaging with primary and secondary sources enhances this understanding and helps foster a deeper connection to our collective human story. As we continue to explore historical sources critically, we contribute to a more aware and conscientious society.

References

• Kreis, Steven. “1.2 Why Study History?” The History Guide, Last Revised April 13, 2012.
• Stearns, Peter N. “Why Study History?” American Historical Association, 1998.
• Burke, Peter. The Historical Imagination. Cambridge University Press, 2010.
• Levin, Richard. The Powers of Reading: Primary and Secondary Sources in a Critical Textual World. Routledge, 2016.
• Appleby, Joyce. The Age of Capital: 1848-1875. University of Chicago Press, 1984.
• Grafton, Anthony. The Footnote: A Curious History. Harvard University Press, 1997.
• Wineburg, Sam. What Do We Know About Teaching History? Indiana University Press, 2001.
• Fischel, Jack. Making History: An Introduction to Historical Method. Routledge, 2014.
• Zinn, Howard. A People's History of the United States. HarperCollins, 2003.
• Foster, Roy Poole. The Use and Abuse of Primary Sources in History. Oxford University Press, 2005.