Meaning and Nature of History

In the two year B.Ed program, we have a method paper in history. Students opting for this paper may not necessarily  have a post-graduate degree in history. Teaching the initial topics, such as the  meaning and nature of history to these students can be challenging to say the least. In most instances, the students merely gulp down contents from the notes, which are widely available in innumerable books across the country, without any inkling on the basic foundations of history. This negates the prime purpose of a teacher preparation program. It is necessary therefore for every teacher educator to present each topic by actively engaging the students in ways that is not disconnected from the real world they live in. If we are continuously harping on the active learning process for school students, then should we not begin from the teacher preparedness programs itself?
So before getting into the core of the topic (meaning of history), I normally begin by briefly highlighting the differences between a novel and a history book, both of which involve stories.

Note: Initiate a discussion with the students, elicit their views and note down the points on the white board. This activity will acquaint students to the meaning of history without which it will be difficult to understand the subsequent topics in the methodology paper. You may also take (if required) the example of a historical fiction work, say for instance, the work of Amitav Ghosh—The Nutmeg’s Curse. Can we call this work a history book? If not then why? 
    
Where did the word history originate from?
The word history has been derived from the Greek word ‘historia’ meaning inquiry or an investigation into past events to know the truth. The knowledge that is acquired by a systematic collection of past evidences, analysis and interpretation is known as history and the scholar engaged in the reconstruction of the past is known as a historian. So history is not just about the past: the past becomes history only after it goes through a systematic process of inquiry and interpretation. History therefore refers to an academic discipline that examines and analyses a sequence of past events based on available records. The historian is concerned with humans in the past as they interacted with others in a physical environment and in a social context. But how do we know about the past we have never witnessed or experienced? We learn about the past through evidences/sources of past societies which have been left behind. Broadly speaking sources may be categorized in two heads---Primary Source and Secondary Source. Primary sources are first-hand information/original materials of the past, recorded or created by those who were present at the time. When primary sources are organized, analyzed, interpreted and published we have Secondary sources. 
There are many definitions of history. One widely acceptable definition which resonates with the  idea and purpose of history  in the contemporary context is from’’ Edward Hallett Carr (E.H Carr) --- ‘’History is a continuous process of interaction between the historian and his facts. It is an unending dialogue between the present and past.’

Note: Sources are the basic raw materials of history. It is necessary for students to know why sources/evidences are so fundamental in history. Let us begin from ourselves, for throughout our lives we are constantly leaving behind evidences which collectively recreates the journey of our lives. Likewise people in the past too left traces, the nature of which varies from period to period. For instance our knowledge of the spectacular civilization- the Indus Valley Civilization is derived from the huge collection of materials discovered. In later centuries we have a wide range of sources to select from – coins, manuscripts, travelers account, government records, letters and so on, through which we recreate the journey of past societies.
After explaining the meaning of sources, make a list of primary sources, in a chart or pictures, or flash cards or simply writing on the whiteboard and asking students to identify and classify both primary and secondary sources. Gradually move towards more complex representations. Such as-----

• A  portrait/picture taken during the time of the event. Is this a primary source? If so  why? What does this picture tell us about prevailing society? What does it tell us about the artist? 
• A Census report is a published report. Why is it still classified  as a primary source? 
• Available newspaper reports, how do we classify it?  Why does the content/information overlap between primary and secondary source in newspapers?

The transition from myths and legends to history, takes us to the ancient world of Greek society, unravelling a fascinating saga of mans pursuit of knowledge and contentment. Early on the bards, who adorned the role of a unique form of professional story tellers, travelled from place to place, engaging the people in enthralling mythical stories through melodious recitations of poetry. The famous works of Homer- the Illiad and Odyssey were orally transmitted across generations in this manner. 

 

The emergence of the Logographers witnessed a change in cognitive orientation to a more rational pursuit of knowledge. They departed from the standard mythical tradition, wrote in prose and chronicled the origins of towns, people and places combining geographical and cultural accounts in details. Alternatively they also served as advocates and speech writers in courts. By initiating some form of prose enquiry, the ancient logographers stood as the conduit between myths and legends to history. 
Then we have the emergence of the legendary Greek writer, Herodotus (484-425 BCE) who transformed the way we interpret the past. In his ‘Histories’ which narrated the gigantic wars between the Greeks and the Persians during the 5th century BCE, Herodotus followed a systematic process of enquiry, travelling extensively to collect data from all around the Mediterranean, interviewing people/eye witness accounts, visiting forts, looking into personal letters to organize data into a historical narrative. Herodotus is also acknowledged for attempting for the first time, to explain the causality of events which had found no place in the past. There are of course criticisms to his work such as his propensity to believe stories rather naively without proper scrutiny and his passion for style which often negates the accuracy of facts, such as stories of the Egyptian flying snakes, giant ants in India and so on. That apart it goes to the credit of Herodotus in introducing a new style of knowledge, which we know today as history,  and to which the famous Roman statesman Marcus Tullius Cicero (106-43 BCE)  honored him with the title , the ‘Father of History” several centuries later.

Note: It is necessary to introduce our student-teachers to instructional materials while in the process of learning itself. This will not only engage students, break the monotony of class room instructions and enhance conceptual clarity, but will also expose them to what can be tried out in the classrooms during internship and after gaining certification as trained teachers. 

Lets start with flash cards. 

Flash cards are great to use in a group work or for a teacher to recall contents that have already been discussed. All we require are chart papers, scissors, coloring  pencils/sketch pens. We do get ready made flash cards too, but its  fun and engaging preparing it. There are different sizes of flash cards ranging from 3x5, 5x7 or even larger, say 8x11 depending on the information to be included.  Give students instructions on how to prepare a flash card by showing a sample. Now write some questions on the whiteboard ranging from lower order thinking (LOTS) to middle order thinking (MOTS) and higher order thinking (HOTS). These questions will be included in the flash cards and answers will be written by students in the back. An example of a flash card with a simple recall question is shown in the sample. The words should be written in big fonts. Out here the Herodotus which I wrote is too small. Oops!!!!!! 

Note: There are different ways through which active teaching-learning processes can be initiated amongst student-teachers. It will not be possible for each and every topic,  so it may be introduced wherever appropriate and relevant. 

Artwork by Dalimi (@artistically_y0urs_ on Instagram)