This week in Global Issues and English Language Arts, we looked at how sustainable cities could help break the poverty cycle in urban areas. This is in preparation for planning, writing, and application of core principles essential for sustainable urban growth. Here is a sampling of some of our brainstorming as we begin the planning process. Big Thanks! to Hazyl Borys for guding us through this process.
For Reading Reflection 5 in the History of Modern China course, we examine arguably one of the most significant events in China’s modern history. We were shocked to find that we new little about this event and very little attention is paid to it by western historians.
We decided to investigate this rebellion, using many of the historical thinking concepts. Here is a sampling of our thinking:
As part of your Term 1 test, participants in the History of Canada, the History of the United States, and the History of Modern China courses will need to contemplate what they mean by history. Specifically, what is history, what do we mean by the doing of history, and how do we do history? Members of our learning communities are asked to ponder what they think history is and then offer their personal philosophy and methodology.
Last night, I listened to Margaret McMillan’s lecture on CBC’s Ideas on what history might be. Have a listen if you get a chance. Once again, she has challenged me on my naive notions of history. I also love the way the program’s host, Paul Kennedy, introduces us to the idea of history.
This term, we have looked closely at the positioning of Desmond Morton, an SJR grad, Rhodes Scholar, and author of our History of Canada text, Howard Zinn, author of A People’s History of the United States, and Odd Westad, who wrote Restless Empire.
In the History of Canada, we also looked at what Thomas King called history in the Inconvenient Indian, while those in the History of Modern China examined the process of Michael Dillon. Peter Stearns offers another interpretation of why we do history.
In this space, let’s enter into a dialogue as to what we think history is, why we do it, and how we do it. Let’s ensure that we are precise, that we use evidence, and that we are kind to each other when we respond.
Here is one example of an historian describing what he does. How can his understanding inform our discussion? What is history to him? Why do we do history?
Here is another historian taking about the use of memory:
To help massage our dialogue, I leave you with David Christian’s explanation of “Big History.” Is this an history?