Teaching the Discipline of History in an Age of Standards by Jennifer Clark & Adele Nye

Author:Jennifer Clark & Adele Nye
Language: eng
Format: epub
Publisher: Springer Singapore, Singapore

Institution

Bergen (Nor)

Bergen (NJ)

Oslo

Lund

Sorbonne

Humboldt

Bologna

Benchmarks

Indiana U-Bloomington

Alverno

U Missouri-Kansas City

Utah State

ECTS Guide

Warsaw

Be able to do source criticism

X

X

X

X

X

X

X

X

X

Be able to work with a variety of types of primary sources

X

X

X

X

Critique historical representations

X

X

X

X

X

X

Separate facts from interpretations

X

It would not be correct to assume, however, that if specific features of working with primary and secondary sources are not mentioned, for instance, the ability to critique a secondary source , that the department does not value this competency. The department may simply see this competency as one that is demonstrated when students produce their own historical accounts, for instance, when they analyze and interpret historical evidence , which would certainly in most cases include evidence from secondary sources (see Table 8.3). Nearly every institution included this competency explicitly in the outcomes they expected, also true in the case of collecting evidence , producing arguments, and writing the results. In other cases, individual departments seem to have expressed local priorities. Some, although not all, want their students to be able to deliver historical accounts orally. A few stressed the importance of historical causation or wanted students to be able to account for historical significance. Again, these differences may be as much differences of emphasis rather than actual divergence.Table 8.3Competencies related to constructing histories

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