In Defense of Memorization: the Role of Periodization in Historical Inquiry
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Social Education 75(4), pp 210–214, 231 ©2011 National Council for the Social Studies In Defense of Memorization: The Role of Periodization in Historical Inquiry Dave Neumann ’m a master packer. At least my wife tells me I am, and I’m happy to believe her. Last that I wasn’t interested in dates; I was summer, anticipating the thousand-mile drive from southern California to Colorado, more interested in big ideas and in their II packed our Sienna so that everything had its logical place, from the DVDs to ability to think critically and weigh evi- the audio books, from the beef jerky to the bottled Starbucks mocha. Of course, at dence. Of course, they might find it use- first I had to explain to everyone else where things were, since what seems logical to ful to remember some dates, but it was me isn’t intuitive to my family. But once they understood my system, everything was entirely up to them to decide which dates, easy to find and, after being used, went back to its well-defined home. While it was if any, they would memorize. a relatively modest element of the journey—certainly not as important as a detailed The result is not very surprising, in map or good brakes—it required advance planning and made the journey easier and retrospect. Left to their own devices, more enjoyable. students remembered few dates, and could not recall whether Texas became I would like to propose that “peri- defining periodization and examining independent before or after the Mexican- odization” should play a similar role in why memorizing some dates is essential, I American War or what Lincoln meant by a history classroom focused on inquiry: will explore the connection between peri- “four score and seven years ago,” because a seemingly minor element of an intel- odization and historical inquiry. Then they didn’t know when the Declaration of lectual journey that turns out to make I will illustrate the integration of peri- Independence was written. This lapse in the journey much more enjoyable, as odization and inquiry with a description memory also made higher level historical facts and ideas are accessed and placed of my own former high school American thinking more difficult. Students strug- in appropriate frameworks of meaning. history class. My hope is that this explo- gled to recognize the causal link between This relatively humble tool represents ration encourages us as teachers to reflect Texas independence and the outbreak an important historical thinking skill, on how we might pack information more of the Mexican-American War, or the even if it doesn’t usually get mentioned thoughtfully for a meaningful intellectual significance of Lincoln’s redefinition of in texts that address historical thinking. excursion. the Declaration of Independence. I sus- Most historical thinking skills—weighing pect that my experiences are not all that evidence, investigating change over time, The Need for Dates unusual among those who like to view comparing historical accounts—seem The first few years I taught history, I dis- themselves as teachers who care about dynamic, while periodization appears missed the importance of dates. I knew historical thinking and see memorization static by definition. More damning, peri- that rote learning was bad, that memo- as antithetical to that role. It turns out, odization requires memorization of dates, rization represented a very low level on however, that while history is more than a rote activity that seems to put the sage Bloom’s Taxonomy, and that students memorizing dates, it certainly isn’t less. back on the stage of direct instruction. should be unconstrained by a teacher’s In the welter of facts and dates that I will argue in this article, however, impositions and free to determine for confront students in a history class- that periodization, which inevitably themselves what was important. I was room, without a guide to sort the more requires the memorization of dates, is not also stung by the horror stories of adults important from the less important, stu- only compatible with a classroom cen- who claimed that all they remembered dents simply feel overwhelmed. Their tered on historical inquiry, but actually of school history was being forced to teacher does not experience that same an indispensible tool in inquiry. After memorize dates. So I told my students sense of bewilderment, because she is an Social Education 210 expert in the material and easily moves “Era of Good Feelings”? In 1824, with ture. Yet the past is fluid, complex, and between smaller events and larger pro- the candidacy of Jackson? In a sense it continuous, so any attempt to divide it cesses employing a framework, albeit doesn’t matter—dates don’t have to be into neat chronological chunks is bound perhaps an implicit one, that shapes her definitive to be useful.3 Instead, they to be artificial. Periodization always interactions with those historical facts.1 should make intuitive sense to the teacher does violence to the complex reality of The teacher’s thinking is invisible to the and be historiographically defensible. the past, and even the most careful and students and they would benefit from Once dates meet this standard, teachers most honest attempts at dividing up the her efforts to make that thinking visible.2 should require their students memorize past involve some distortion. Any scheme From this perspective, the teacher who them and explain to them the reference must compromise between the often con- refuses to force students to memorize point for the particular years and signifi- tradictory demands of clarity, coherence, facts seems less like a guide on the side cance of these dates. That way teachers accuracy, and honesty.4 and more like a swim instructor who sips avoid the kind of muddle I created my It should be clear then that simply iced tea while children flail about des- first few years in the classroom. presenting students with a list of dates perately in the community pool. Teachers and requiring them to memorize that need to overcome their reluctance to be Dates and Inquiry list does not bear much resemblance to sages on the stage and boldly compel Having been intentionally provocative in periodization. Rather than a timeline, students to memorize some dates—not defending the importance of memorizing periodization requires attentiveness to every conceivable date, but a fairly size- dates, I want to nuance my argument by larger eras. Teachers should determine able number. suggesting that history teachers should the most crucial turning points in the They should do this even if, as good work with the historical skill of peri- history they are studying and use those students of history themselves, they odization, which requires more cognitive to anchor students’ understanding of recognize that many historical dates sophistication than simple memorization. periods. Then they should help students are somewhat arbitrary. Did the early Historian David Christian observes that associate labels with those dates: “revo- republic end in 1815 with the Treaty of periodization is one of the main tech- lutionary era,” “early republic,” “ante- Ghent? In 1816, with the onset of the niques used by historians to create struc- bellum” era. 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With this framework points” in periodization.8 Turning points The following factors provide some firmly established, students can add suggest a close connection with the skill of guidance in helping to determine other significant events and movements recognizing change over time. Historical historical significance. These factors at their own discretion (and critical think- empathy requires an understanding of the are not “objective” or quantifiable ing) through triangulation. For example, ways that people’s values and beliefs were and rely on the judgment of histo- students will certainly want to remember different in the past;9 periodization assists rians—or history teachers and their turning points in civil rights that are not students in pinpointing more specifically students.