Great for Students of the War

I came across some outstanding resources for us students of the war.  First, thanks to Caleb McDaniel, “How to Read for History”:

http://wcm1.web.rice.edu/howtoread.html

There are some fantastic links included, but especially take note of this one:

http://www.bowdoin.edu/writing-guides/

While geared toward those who are students in school, these are also incredibly useful to those of us who are students even after school.

From the Introduction:

“First, students must find a historical problem worth addressing. This is done
most often by reading and comparing secondary history sources, such as
monographs and journal articles. Simply finding relevant secondary materials
requires its own particular set of skills in using the library: searching
catalogs, accessing on-line databases, using interlibrary loan, and even knowing
how to pose questions to reference librarians. Reading these sources,
determining their arguments, and putting them in conversation with each other
constitute another broad set of skills which are enormously difficult to
master.

“Second, having developed a historical problem, students must find
a set of primary historical sources which can actually address the question they
have formulated. Once again, this is no easy task. It requires another array of
skills in using the library. Students must know how to message the on-line
library catalog, and perhaps even (gasp!) use the card catalog. They must be
willing to explore the stacks, learn to use special collections, travel
off-campus to new libraries, or interview informants. This kind of primary
source research demands a diligence and persistence rare in these days of easy
Internet access.

“Finally, students must put all this information together
and actually produce knowledge. They must craft a paper wherein they pose a
clear historical problem and then offer a thesis addressing it. In a
well-structured, grammatically correct essay, they must work their way through
an argument without falling into common historical fallacies. They must match
evidence to argument, subordinate little ideas to big ones, and anticipate and
pre-empt challenges to their argument.”

Everyone will find these incredibly useful.

Additionally, teachinghistory.org is another site that has great resources.  For example, take a look at these:

http://teachinghistory.org/outreach/print-materials

You teachers are lucky.  Check out all the posters.  Great stuff.

What’s your favorite resource?

2 comments

  1. More good stuff Al.

    1. Thanks, Patrick. I appreciate the comment.

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