. "Part I HISTORY - 2 Putting Principles into Practice: Understanding History." How Students Learn: History, Mathematics, and Science in the Classroom. Washington, DC: The National Academies Press, 2005.
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How Students Learn: History, Mathematics, and Science in the Classroom
the past as fixed, but it does make history possible. If we have true reports, historians are in business.
Of course, many students see that truthful testimony may not be easy to come by. They are well aware that people have reasons for saying what they say and the way they say it. As Brian (eighth grade) remarks, “I don’t think we could find out definitely [when the Empire ended] because there are only biased stories left.” Students who decide that we cannot rely on reports because they are biased or give only opinions are almost back to square one. If history is possible only when people (eyewitnesses or agents) tell us truthfully what happened, its study once more comes to a stop.
It is only when students understand that historians can ask questions about historical sources that those sources were not designed to answer, and that much of the evidence used by historians was not intended to report anything, that they are freed from dependence on truthful testimony. Much of what holds interest for historians (such as, What explains American economic supremacy in the postwar years? Did the changing role of women in the second half of the twentieth century strengthen or weaken American social cohesion?) could not have been “eyewitnessed” by anyone, not even by us if we could return by time machine. Once students begin to operate with a concept of evidence as something inferential and see eyewitnesses not as handing down history but as providing evidence, history can resume once again; it becomes an intelligible, even a powerful, way of thinking about the past.
The Progression of Ideas
Insofar as some of the ideas students hold are more powerful than others, we may talk about progression in the way students understand the discipline of history. For example, changes in students’ ideas about our access to the past allow us to discern a pattern of progression of ideas about evidence. Working from less to more powerful ideas, we find a given past with no questions arising about how we can know; a notion of testimony, with questions about how truthful a report may be; and a concept of evidence, whereby questions can be asked that no one was intending to answer.2 (Medieval garbage dumps were not constructed to fool historians.) Once we are able to think in terms of a progression of ideas in history, we can see how students’ understandings can gradually be extended. In some cases we can accomplish this by enabling students to discover how prior conceptions break down in the face of historical problems. However workable the idea of a given past may be in everyday life, for instance, it is a misconception in history. In other cases we can build more directly on existing ideas. Thus testimony is important to historians, even if it must be used as evidence rather than simply being accepted or rejected. The goal is to