Information Literacy ~ Level 3-4
Information Synthesis ~ Level 2
HIST 180 taught me much more than simply European history up to 1648. This class allowed me develop my research skills through analyses of primary sources and working on a team to create researched arguments. This was done in the role-playing game the class took part in where we argued over and voted on the fate of the Greek Philosopher, Socrates. Each student was to present two arguments throughout the class with a set goal of their character and each argument had to be grounded in primary sources available in the historical period the debate took place.
My arguments were in favor of citizenship for the slaves and immigrant as well as banning or executing Socrates in the final assembly. When researching these topics primary sources were not worded in contemporary English and many sources contradicted each other since they were written by bias sources from the time. When picking through the sources, even the contradicting sources of information (Synthesis Level 2) allowed me to better develop my background in how the people of the time felt and what factors could have influenced their writings and perspectives. When forming my arguments, I would use statements that could be proven by multiple readings or authors to ensure the validity of my claims (Literacy Level 4).
In terms of the live debates between classmates, our opening statements were prepared in advance, but the volley between classmates relied on each students knowledge base from their research to be tested (Literacy Level 3). My strategy for growing my knowledge base throughout the research process was to relate the historical facts to environments or interactions I observe in my own life. From there I drew personal connections to better retain the information and incorporate the perspectives from early Europe regarding slavery and philosophy into how I view equal treatment for all.
Citizenship for Metics and Slaves Argument
The Conviction of Socrates
Information Synthesis ~ Level 2
HIST 180 taught me much more than simply European history up to 1648. This class allowed me develop my research skills through analyses of primary sources and working on a team to create researched arguments. This was done in the role-playing game the class took part in where we argued over and voted on the fate of the Greek Philosopher, Socrates. Each student was to present two arguments throughout the class with a set goal of their character and each argument had to be grounded in primary sources available in the historical period the debate took place.
My arguments were in favor of citizenship for the slaves and immigrant as well as banning or executing Socrates in the final assembly. When researching these topics primary sources were not worded in contemporary English and many sources contradicted each other since they were written by bias sources from the time. When picking through the sources, even the contradicting sources of information (Synthesis Level 2) allowed me to better develop my background in how the people of the time felt and what factors could have influenced their writings and perspectives. When forming my arguments, I would use statements that could be proven by multiple readings or authors to ensure the validity of my claims (Literacy Level 4).
In terms of the live debates between classmates, our opening statements were prepared in advance, but the volley between classmates relied on each students knowledge base from their research to be tested (Literacy Level 3). My strategy for growing my knowledge base throughout the research process was to relate the historical facts to environments or interactions I observe in my own life. From there I drew personal connections to better retain the information and incorporate the perspectives from early Europe regarding slavery and philosophy into how I view equal treatment for all.
Citizenship for Metics and Slaves Argument
The Conviction of Socrates