“For roughly thirty years, young people at Western schools and universities have been given the idea of a liberal education, without the substance of historical knowledge. They have been taught isolated ‘modules’, not narratives, much less chronologies. They have been trained in the formulaic analysis of document excerpts, not in the key skill of reading widely and fast. They have been encouraged to feel empathy with imagined Roman centurions or Holocaust victims, not to write essays about why and how their predicaments arose. In The History Boys, the playwright Alan Bennett posed a ‘trilemma’: should history be taught as a mode of contrarian argumentation, a communion with past Truth and Beauty, or just ‘one f***king thing after another’?”
To teach the historical skills of chronology and causality – “why and how their predicaments arose” – I have students make annotated timelines. But I’ve abandoned the paper-and-pencil approach in favor of collaborative online work using the tools Prezi and Dipity.