I want to teach history in order to prepare students to think critically and historically

about their future work and their lives. While the discipline of history may not apply to every
skillset or ambition a student may have, the historical mindset that can be cultivated through the
learning of history is a boon to being both a well-rounded person and an educated citizen. I have
learned to love the discussions surrounding how the past has been interpreted and used in the
narratives of the present, and I strive to instill the same sort of passion for the discussion
surrounding these crucial issues, even if the student eventually chooses a different path. Whether
or not history becomes the main focus of a student’s life, I believe that the skills to hold a
discussion built upon a historical thinking foundation will serve them well for the rest of their
life.
I want students to gain the ability to analyze the information presented to them, whether
that be historical or present information, and look beyond their initial reaction to the material.
The willingness to engage with material in its proper context, whether that be through the use of
historical empathy or modern-day media literacy, would be a primary goal of my work in the
classroom. While substantive knowledge of the historical material covered would be ideal, the
overall objective is to teach students the procedures and methods used in the history discipline,
giving them a foundation upon which they can rely when they encounter other information.
These applicable methods will in turn help students better understand the historical material
presented in these classes, reinforcing the information presented in class and providing the tools
necessary to engage with present-day information in the same way.
Questions and discussions will be central to my classroom. Students will engage with the
primary sources of the past in conjunction with discussions (either inside or outside the
classroom) about these sources to understand their significance in both the present and the past.
The importance of the discussions is to open students up to other interpretations of documents,
and to reassure students who are afraid of wrong answers that there is no singular right answer.
The questions, which will either be provided by me or the students, will propel the discussions
forward, allowing students to make connections between their own arguments. In addition to the
study of primary sources, students will be tasked with applying these methods to the world of
instant information outside of the classroom. Even when focusing upon the substantive material
necessary to the discipline of history, a focus on the methods and how they can be applied to the
present day will be my primary objective.