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4 Which Is The Best Source Of A Historical Evidence To Learn About How An Event Unfolded? A) A Historical 
8 Types of Sources and Where to Find Them: Primary Sources – History, Philosophy, and Newspaper Library – U of I Library 
9 What is Historical Analysis? – How History is Made: A Student’s Guide to Reading, Writing, and Thinking in the Discipline 
Historical Thinking Skills | How to Analyze Historical Documents
Historical Thinking Skills | How to Analyze Historical Documents
Historical Thinking Skills | How to Analyze Historical Documents
LibGuides at Wichita State University 
Secondary sources are articles, books, and other documents that interpret, summarize, or critique the evidence surrounding a historic event.. Primary sources are original documents, artifacts and other records
To help you remember, think of a target made of concentric circles.. In the center is the historical event or topic you are studying.
This is as close as you can get to actually being there. Primary sources are firsthand accounts created by eyewitnesses, like diaries
Why should you study history? 
To study history is to study change: historians are experts in examining and interpreting human identities and transformations of societies and civilizations over time. They use a range of methods and analytical tools to answer questions about the past and to reconstruct the diversity of past human experience: how profoundly people have differed in their ideas, institutions, and cultural practices; how widely their experiences have varied by time and place, and the ways they have struggled while inhabiting a shared world
Studying history helps us understand and grapple with complex questions and dilemmas by examining how the past has shaped (and continues to shape) global, national, and local relationships between societies and people.. Because history gives us the tools to analyze and explain problems in the past, it positions us to see patterns that might otherwise be invisible in the present – thus providing a crucial perspective for understanding (and solving!) current and future problems
Understanding immigration patterns may provide crucial background for addressing ongoing racial or cultural tensions. In many ways, history interprets the events and causes that contributed to our current world.
Which Is The Best Source Of A Historical Evidence To Learn About How An Event Unfolded? A) A Historical 
Why did the American public mostly oppose joining the league of nations after world war 1. Evaluate the effects of the teapot dome scandal on citizens’ views of the federal government
What is the most likely reason the revolt against Louis Philippe led to other revolts across Europe?. The French revolution of 1948 was deeply rooted in the discontent among the people for social, political and economic reasons
the bourgeoisie and workers across Europe were facing similar problems and organized a movement to end the old monarchical structure. The end of Louis Philippe’s reign in France inspire other nations to be independent.
Monroe College LibGuides at Monroe College 
DEFINITIONS FROM THE SMITHSONIAN INSTITUTION ARCHIVES. First-person testimony: the account of a person who actually was present at or participated in an event
These documents are written or spoken using “I” statements, to indicate direct observation of or participation in an event.. Primary source documents: including birth certificates, photographs, diaries, letters, embroidered samplers, clothing, household implements, and newspapers.
Examples may include: books or articles written on a topic, artworks depicting an event, letters or diaries recounting a version of events told to the author by another source.. Second person or hearsay testimony – an account repeated by someone who did not actually participate in the event
The History Research Process 
Primary sources convey first-hand experience of the event or time period you’re studying.. Secondary sources convey the experiences of others, or “second-hand” information; they often synthesize a collection of primary sources.
It’s important to keep in mind that the idea of “primary sources” doesn’t just mean “writing.” A photograph can be a primary source. A physical object (anything from an architectural structure to a piece of jewelry to a milk bottle) can also be a primary source.
This was not a subject nor an inquiry that pre-existed them: It was from objects that the scholars derived their questions, and they followed them wherever they led, conquering difficult sources of different kinds along the way.. So keep in mind that physical objects, as preserved pieces of real history, can often be the items which inspire your historical questions in the first place, spurring your research process to begin.
Why is it important to consider historical evidence when making a historical interpretation? 
There is no reason to believe an interpretation is true without evidence to support it.. A conclusion made without evidence is a generalization rather than an interpretation
Mostly it has been mis-interpreted and distorted because of certain vested interests – may be it be the history of Aryans, Greek, Roman or American History. check primary and secondary sources related to the event – apex
The steps historians take include studying the lives of ppl in different times and places is the work of the historians. The most basic tool for this work is historical evidence
Types of Sources and Where to Find Them: Primary Sources – History, Philosophy, and Newspaper Library – U of I Library 
Historians and other scholars classify sources as primary or secondary. This distinction is important because it will affect how you understand these sources
Primary sources are most often produced around the time of the events you are studying. They reflect what their creator observed or believed about the event
Secondary sources, in contrast, provide an interpretation of the past based on primary sources.. This newspaper article is an example of a primary source
What is Historical Analysis? – How History is Made: A Student’s Guide to Reading, Writing, and Thinking in the Discipline 
The principal goal of students in history classes and historians in practice is to master the process of . History is more than a narrative of the past; the discipline cares less for the who, what, where, and when of an event, instead focusing on how and why certain events unfolded the way they did and what it all means
To complete quality historical analysis—that is, to “do history right”–one must use appropriate evidence, assess it properly (which involves comprehending how it is related to the situation in question), and then draw appropriate and meaningful conclusions based on said evidence.. The tools we use to analyze the past are a learned skill-set
Writing history requires making informed judgments; we must read primary sources correctly, and then decide how to weigh the inevitable conflicts between those sources correctly. Think for a moment about a controversial moment in your own life—a traffic accident perhaps or a rupture between friends
3. Historical Analysis and Interpretation 
One of the most common problems in helping students to become thoughtful readers of historical narrative is the compulsion students feel to find the one right answer, the one essential fact, the one authoritative interpretation. “Am I on the right track?” “Is this what you want?” they ask
These problems are deeply rooted in the conventional ways in which textbooks have presented history: a succession of facts marching straight to a settled outcome. To overcome these problems requires the use of more than a single source: of history books other than textbooks and of a rich variety of historical documents and artifacts that present alternative voices, accounts, and interpretations or perspectives on the past.
Thus, “history” is usually taken to mean what happened in the past; but written history is a dialogue among historians, not only about what happened but about why and how events unfolded. The study of history is not only remembering answers
1320: Section 1: History and What-Really-Happened 
“All photographs are accurate, but none of them is the truth. The camera lies all the time.” (Richard Avedon, photographer)
It’s “what-really-happened-in-the-past.” But professional historians know that the reality of history is hardly so unproblematical. As many a policeman will assert who has tried to determine from several eyewitnesses’ reports exactly what happened in an accident, it’s often difficult to piece together different people’s versions of the “truth” and construct one coherent narrative on which everyone agrees
Nor is history something that can be easily defined or restricted. People import too much emotional baggage into the formulation of their histories to leave much room for impartiality
Sources for history – Understanding how to use evidence 
Sources for history – Understanding how to use evidence. Do you know the difference between a source and evidence? Here’s how to use them both to bolster pupils’ historical understanding…
Think about what you would define as a source for history teaching… is this the same thing as evidence?. They overlap but are not in fact the same! A simple definition to begin with:
– Evidence is what we take from that source to utilise it for a specific purpose.. The reason I use the phrase ‘anything’ is that the list of what we could use is potentially endless
History (derived from Ancient Greek ἱστορία (historía) ‘inquiry; knowledge acquired by investigation’) is the systematic study and documentation of the human past.. The period of events before the invention of writing systems is considered prehistory. “History” is an umbrella term comprising past events as well as the memory, discovery, collection, organization, presentation, and interpretation of these events
History is an academic discipline which uses a narrative to describe, examine, question, and analyze past events, and investigate their patterns of cause and effect. Historians debate which narrative best explains an event, as well as the significance of different causes and effects. Historians debate the nature of history as an end in itself, and its usefulness in giving perspective on the problems of the present.
However, ancient cultural influences have helped create variant interpretations of the nature of history, which have evolved over the centuries and continue to change today. The modern study of history is wide-ranging, and includes the study of specific regions and certain topical or thematic elements of historical investigation
Why Study History? (1998) 
Stearns revisited his “Why Study History? (1998)” essay with “Why Study History? Revisited” in Perspectives on History.. Given all the demands that press in from living in the present and anticipating what is yet to come, why bother with what has been? Given all the desirable and available branches of knowledge, why insist—as most American educational programs do—on a good bit of history? And why urge many students to study even more history than they are required to?
Most widely accepted subjects—and history is certainly one of them—attract some people who simply like the information and modes of thought involved. But audiences less spontaneously drawn to the subject and more doubtful about why to bother need to know what the purpose is.
In a society that quite correctly expects education to serve useful purposes, the functions of history can seem more difficult to define than those of engineering or medicine. History is in fact very useful, actually indispensable, but the products of historical study are less tangible, sometimes less immediate, than those that stem from some other disciplines.
History in Focus: What is History? 
as too many of my colleagues keep mindlessly repeating, “reconstruct”. What historians do is produce knowledge about the past,
the past produced by historians, together with everything that. is involved in the production, communication of, and teaching
Britain) and a historical profession, both paid for out of taxpayers’. This is in recognition of the simple fact that knowledge
What will today’s data tell future historians? 
When John Randolph wrote his first book, about the lives of the Bakunin family in 19th-Century Russia, he had mountains of source material to work from.. “I read hundreds, probably thousands, of letters,” he recalls
The Bakunins narrated their lives and relationships in great depth in those letters, bequeathing fascinating details to future historians such as Randolph, director of the Russian, East European and Eurasian Center at the University of Illinois Urbana-Champaign.. But what if he had had an archive of social media posts and photographs to work with instead?
That raises an interesting question for our age: if digital media survive long enough to be studied by future historians (though there’s no guarantee that they will), how will that influence their judgements about us as people?. Casual text messages, emails and social media posts offer glimpses of unfolding events and opinions shared
History Labs: Conducting Source Work 
A Guided Approach to Historical Inquiry in the K-12 Classroom. In this video students engage in source work, with the teacher assisting the process.
Historical evidence can be in the form of written materials, such as newspaper articles, death certificates, love letters, and political speeches. Artistic or visual artifacts, like paintings and other works of art, photographs or political cartoons can also be historical evidence
In History Labs, students conduct source work in much the same way as historians.. Historical sources used in History Labs are not limited to “primary” sources
Philosophy of History (Stanford Encyclopedia of Philosophy) 
The concept of history plays a fundamental role in human thought. It invokes notions of human agency, change, the role of material circumstances in human affairs, and the putative meaning of historical events
It is therefore unsurprising that philosophers have sometimes turned their attention to efforts to examine history itself and the nature of historical knowledge. These reflections can be grouped together into a body of work called “philosophy of history.” This work is heterogeneous, comprising analyses and arguments of idealists, positivists, logicians, theologians, and others, and moving back and forth over the divides between European and Anglo-American philosophy, and between hermeneutics and positivism.
In fact, it is misleading to imagine that we refer to a single philosophical tradition when we invoke the phrase, “philosophy of history,” because the strands of research characterized here rarely engage in dialogue with each other. Still, we can usefully think of philosophers’ writings about history as clustering around several large questions, involving metaphysics, hermeneutics, epistemology, and ethics: (1) What does history consist of—individual actions, social structures, periods and regions, civilizations, large causal processes, divine intervention? (2) Does history as a whole have meaning, structure, or direction, beyond the individual events and actions that make it up? (3) What is involved in our knowing, representing, and explaining history? (4) To what extent do facts about human history create moral responsibilities for the present generation?
Internet Encyclopedia of Philosophy 
Philosophy of history examines the theoretical foundations of the practice, application, and social consequences of history and historiography. It is similar to other area studies – such as philosophy of science or philosophy of religion – in two respects
Second, as is the case with the other area-studies, philosophy of history investigates problems that are unique to its subject matter. History examines not what things are so much as how they came to be
Its movers are most often people who act for a variety of inner motives rather than purely physical forces. Its objects are no longer observable directly, but must be mediated by evidence