Outlines in History Instruction
Outlining, power points, and rote memorization deaden the study of history in high schools and produce generations of citizens that fear and hate studying history.
Studying history in high school – any level of history from freshman to senior year – can be a mind numbing experience. Too often, students are subjected to daily power points, forced to outline textual readings, and memorize endless names and dates. This is the graveyard approach to teaching history. History becomes not only a dead subject, but becomes, in itself, deadening. Rote memorization of often inconsequential facts as well as outlining (an activity that of itself has little pedagogical value) sections and chapters leaves the student bereft of actual concepts, pertinent historical issues, and makes the overall experience intolerable.
Why Outlining Doesn’t Work and when it Does Work
Blanket linear outlining never assures an understanding of content. Most history texts, especially on the high school level, break sections down by bold print headings and paragraph concepts. Hence, most students merely copy the already existing textual breakdowns. Because outlines are difficult to grade, teachers that employ this method of reading accountability seldom pick up the fact that most of their students are merely regurgitating already printed outlines.
Students can easily create outlines on any text that follows this format without actually reading the material. If the purpose of the outline is to force students to read and understand the material, the effort is usually wasted. Even students that strive to receive A’s will submit outlines, though often very elaborate, purely as a mean to an end. These students will actually read the material and resent the outlining as extra busy work.
If teachers are determined to assign outlines, the best approach is a web-outline, preferably completed in colors. Web outlines actually force students to develop connections in the readings and link key ideas and concepts. Although much more difficult to grade, web-outlines provide a level of critical thinking that goes beyond the linear approach.
Outlining may also be crucial in some upper level classes such as the Advanced Placement or IB courses. Most text books used in advanced classes are not broken down by sections and never include concept headers. Most students that enroll in these courses are not prepared to read 30 or 40 pages and rapidly lose focus. Some form of outlining is necessary, at least initially, in helping students to identify key concepts.
The Shame of Rote Memorization
Some memorization is necessary. Key historical dates, some understanding of chronology, and perhaps even knowing the Presidents of the United States may help students develop a framework of understanding. Rote memorization as the fundamental structure of historical study, however, ignores how students think, how they absorb material, how they understand the concepts behind the dates, and finally, how they can make meaningful connections.
Is it more important to know that the Missouri Compromise was passed in 1820 or that the measure divided Americans on the issue of slavery, perhaps for the first time on a national level? What is the pedagogical outcome of knowing the Gettysburg Address without an understanding of the crucial 1864 battle? Good history teachers will employ both methodologies with success: knowing the salient facts and how those facts affected society and the on-going American experience.
When Teachers Get Lazy
Mindless outlines, power points, and superficial assignments highlight lethargic teaching or a lack of subject knowledge. The end result is that students walk away from the history class laughing at the simplicity of instruction or scoffing at the nature of assignments. These students will remember for the rest of their lives why they hated history.
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