Primary Historical Sources: Do they Hold the Answer?
Lyman, Hilary S.
MetadataShow full item record
It is a daunting task to stand in front of a room full of students only a few years younger than me and explain to them why they should learn about the history of the United States. I was immediately met with the usual teenage attitudes of “this is stupid”, “they are all old and wrinkled”, “it’s soooo boring”. In my head all I could think of was: What am I getting myself into? How am I going to change these pre-conceived notions of history as a subject? As I caught myself getting discouraged, I began to think about what I had realized as a student of history. I saw history as a story, part of which I was allowed to contribute. I saw historical individuals and groups as the characters in my story. This idea allowed history to become more alive. I also began to think about the idea that my relatives were enjoying history because it was linked to them and their lives. But how could I bring this into the classroom? How would I engage the students in a way that allowed them to see what history has the ability to encompass?