총 40페이지

Voice of Wisdom
TED-TV is a good example of how history has long been taught: a lecture that describes. That will always be the
tendencyofhistorytextbooks,andalsomoreimportantlyinmyopinion,soisthebentthatateacherorprofessorputs
onthematerial.
Onewaytomitigatetheinfluenceofinterpretationisforstudentstostudyprimarysources.Aprimarysourceiswhat
itsoundslike:atextbyanoriginalactorinahistoricalevent.
For example, in the course Media English, one of the YouTube speeches we use is American President Franklin D.
Roosevelt’s (FDR) address to Congress Dec. 8, 1941, after the Japanese attack on Pearl Harbor. Certainly students
needtoknowthecontextoftheevents,butlisteningtooneofthemostimportantAmericanspeechesaffordsdifferent
learningopportunities.InthatspeechistheonesingleEnglishwordofthe20thcentury,“infamy,”thatposesquestions
to students, such as, ?Does it carry the most meaning?? ?Does it signify the most importance?? ?Is it of the greatest
magnitude??
Augmenting FDR’s video recorded speech on YouTube are the original pages that he read from. By looking at the
typed draft dictated by FDR and then the penned deletions, additions and notes written by the President himself
studentscanseesubtlechanges.Infact,theveryword“infamy”washandwrittenbyFDR,replacingthescratchedout
“worldhistory.”Itwasalexicalchoicepresumablymadequickly,yetitisawordinAmericanEnglishthatisassociated
with one context only: FDR saying just that once to indicate America’s involvement in World War II, which then led
them to be a superpower. Better for students to study such changes in a speech than to have to memorize facts, dates,
andnumbers.
Inhisbook,MeaningOverMemoryPeterStearns,advocatestheteachingofthinkingskillsratherthanmemorization
tasksandrotelearning.Thepurposeofhistoryeducation“istoteachskillsandconveyinsightsabouthowpeopleand
societiesfunction.”
Media English is in the Department of English Linguistics, so while history education can be inserted into the
curriculum,itshouldnotbeforgottenthatstudentsareprimarilystudentsofthestudyoflanguage.WinstonChurchill
usedthephrase“ironcurtain”mostfamouslyin1946inMissouriasguestofPresidentHarryTruman.Moststudents
have experience with just American English and are most familiar with the Standard American English accent.
Churchill’s oratory style is definitely worth studying, but his accent is an obstacle for students. Or another way of
looking at it, his accent is a learning opportunity. The content of the speech can be studied as historical artifact, and
Churchill’sBritishaccentcanalsobeexamined.Studentscanbeprovidedwiththewrittentextandnotedifferencesin
wordandsentencestress,vowellength,andotherelementsthatmakeChurchill’saccentnewtothem.
Another significant historical figure that students appreciate learning about is President John F. Kennedy. His 1961
inaugural speech (of course available on YouTube) is notable for many reasons: he is the youngest elected President,
the first Catholic President, the first President born in the 20th century, and he won the election partly due to his
commandingperformanceagainstRichardNixoninthefirstteleviseddebate.
Toreinforcetheideathatmemorizationisnotaskillthatisutilizedintheclass,quizzesareopenbook.PowerPointsof
mylecturesareavailableonHUFSe-class,aswellasanyhandoutsgiveninclass.Studentsareresponsibleforkeeping
allhandoutsinaportfolio,whichisevaluatedattheendofthecourse.(Itellstudentsthatiftheirparentseverask,“What
arewepayingallthismoneyfor?Whatdidyoulearn?”theycanshowtheirportfolioasevidence.)
Portfolios should be brought every class, particularly since quizzes are scheduled regularly. If students forget their
portfolioordon’thaveallthehandouts,theywillbeatadisadvantageforthequizzes.Thatwasthecaseforonestudent
on the week after studying the Kennedy, for which there was a quiz. One of the questions asked, “Who won the first
televisedPresidentialdebate?”Blessherheart,onestudentwrote,“Notthesweatyguy.”Amoretypicalquestiongoes
likethis:Whatpartofthespeechwasmostmeaningfultoyou?Why?
Thestudyofhistoryisimportant.Butitcanhavelightheartedmoments,andthesemomentsrevealwhatstudentshave
learnedandwhatisimportanttothem.YouTubepresentsprimarytextsinamannerthatisconsistentwithhowstudents
engagetheworldalready.Itmayseemthattheyare‘justwatchingavideo,’butinfacttheyareseeinghistoricalevents
thewaytheworldoriginallysawthem.Givenachancetointerpretthespeechesanddefinewhattheyseeassignificant,
theylearnindependentlyandontheirownterms.
NOVEMBER 2013
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