Why We Study History

by Dr. Punita Rice Teaching

Reflections on History Paper

Early in the school year, my students usually ask the standard when are we ever going to use this? in class. I don’t hate the question; I didn’t really get history growing up either. The history teachers I had growing up didn’t really teach history in a way that brought it alive for me. I remember spending a lot of time aimlessly reading a textbook, memorizing names of states, and drawing in class while the teacher wrote names of dead presidents on the board. So, yeah, not going to use most of that. Facts, names, and figures were dry.

But the stories from history aren’t dry. They’re the thing that makes history exciting. History came alive for me when my dad told me bedtime stories about the Sikhs that fought against Aurangzeb’s bloody crusade in India, or later, how Hari Singh Nalwa and the Sikh empire expanded and eventually fought the East India Trading Company. It was the stories that hooked me. To me, this stuff was not “history.” This was the stuff of action movies and war games. These were the stories that made me love the Shadow series, and action hero movies, and World of Warcraft. It wasn’t until college that I finally made the connection (while reading Shadow of the Hegemon) that these stories were history.

So when I decided to become a teacher, I decided I was going to teach with a focus on the stories, the themes, and the feelings — because that’s what sticks. Not dates, not names of regions, and not just lists with the names of dead guys. Adventures and concepts. When history emphasizes these, suddenly, it becomes very exciting.

History is about Stories

More than any other reason, I teach history because I love stories. The entire Social Studies umbrella, history classes included, are essentially about the interwoven mess of human experiences: the stories of our people. I may be a somewhat nontraditional history teacher in that sense — I didn’t grow up with an unusual penchant for any particular era in history. Nor did I have an unusual amount of exposure to any one set of historical ideas. I grew up with the standard Maryland Social Studies curriculum, and a little bit of Indian and Sikh history at home. What brought history alive for me was Orson Scott Card’s military strategy fiction.

Now, I can’t help but see the individual stories of people rising and falling (and with them, their nations) as interconnected; the stories of political impact and tension feel relatable when thought about as the experiences of actual people.

It may also be because I was born on the opposite side of the world from where I live and teach now, and so I’ve heard two totally different histories. At home, I heard the stories and histories of my own people. Then, I moved to America, and in school, I learned an entirely new history — with its own stories and perspectives. And after becoming immersed and soaked in it, I realized there are an infinite number of stories about an infinite number of peoples and their experiences — and even an infinite number of versions of those stories to be told and heard. I love hearing these stories, and telling them. They inspired me, and they inspire other students too.

History Teaches Skills

Many of the same reasons I teach history relate to why students need to learn about history and social studies: to make sense of the world around them. History is taught in almost the same way that Philosophy is taught: with a focus on questioning and on developing skills.

Specifically, they need to develop Historical Thinking Skills to develop a framework for thinking, which means students need to be able to:

  • Know the Importance of History – It isn’t enough to just know facts or about events; students need to understand the relevance, importance, and relationships between the stories of the past
  • Develop Historical Thinking Skills – Knowing the content only goes so far; the real value of history coursework is to teach students historical thinking skills, so they understand how to analyze and think about history and its lessons, and how to apply those same thinking skills universally
  • Practice Skepticism – Students must know how to appropriately question claims and even validity of sources — and to understand the importance of source (assess value)

In many ways, the study of history teaches students to become independent thinkers — and so, it is absolutely vital that we do it well.

About the Author

Dr. Punita Rice

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Dr. Punita Rice is a wife and mama, an education researcher, a writer, the founder and director of ISAASE, and an advisor with Johns Hopkins University School of Education's Doctor of Education program. Her work centers around multicultural education and equity, and South Asian American experiences in school. You can read more about Punita and her work here. Punita also writes about life, culture, education, and motherhood here on her blog. She works from home in Maryland, and drinks a great deal of coffee.