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Strategies for Success in HIST 271: Understanding Race, Gender, and Class in History

This guide provides essential tips for excelling in HIST 271, emphasizing the importance of thorough readings, thoughtful blogging, and meticulous writing. Key historical concepts such as primary and secondary sources, race, gender, and class are explored, highlighting their social constructions and implications. The work of historians like Loewen is examined to question conventional narratives, particularly regarding slavery and racism in U.S. history textbooks. Engage deeply with the material to enrich your understanding and improve your analytical skills.

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Strategies for Success in HIST 271: Understanding Race, Gender, and Class in History

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  1. HIST 271 August 27

  2. How to do well in this course • Do the readings • And blog thoughtfully • Write carefully • Start early • Write multiple drafts • Edit, edit, edit • Seek assistance

  3. Terms • Primary source: • A source (text, image, recording) created during a particular historical period. Example? • Secondary source: • Asource created by a professional historian based on his or her analysis of primary sources. Example?

  4. Terms • Race: • A social construction that associates stereotypes with skin color. • Historians question these associations and argue that there is no biological basis for human behavior. • In other words, skin color does not determine who is smart, who is clean, who is dangerous, who is civilized etc.

  5. 19th Century Illustration

  6. Terms • Gender: • The study of how peoples’ experiences within a vary based on their categorization as a man or as a woman. • As with race, these experiences are based on socially constructed ideas of how men and women should behave.

  7. Terms • Class: • Groupings of people within a society based on economic level or a person’s economic position within society. • Generally based on things such as income or wealth.

  8. Loewen Chapter 1 • “Heroification” • Helen Keller • Woodrow Wilson • Why is history told this way? • How should history be told?

  9. Loewen Chapters 5 and 6 • According to Loewen, how are slavery and racism/anti-racism presented in US history textbooks? • What misconceptions or omissions struck you the most?

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