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Hello my name is Troy Thompson and I'm here to talk about why its imporantant to study Hisitory. There is many different types of History one could study, someo of which are Biographyly, Milltary History, Genogagy, Natiaiinal Histgory world history, Sci history, and even stories. History tells us about human nature and how it has eveloved over time, how their valus and moreal changed over time to beocme what it is today. And even art and stories tell us history in the form of how their socal life was. The other reason is that the "past causes the present" so wuoldnt it be nice to know why things are the way they are, I think to understond the presnt we must frist understand the past. Which well help into the futrue. Another reason why studying history is impajnt is to learn why nations interact iwth eachother and by learning that it will be eariser to deal with them. Also by learning about ones family you will be able to learn about your orgins and how you came to be. Studying Military history will make one be able to understand how modern nations came to be and this would also tie into why the different nations interact the way they do. And if you want to go father and a little more bindly there. is sci history whihc in fact is just theaeses but since people view that knowlege as smart this is a good reason to take a glace or two at it.





History that lays the foundation for genuine citizenship returns, in one sense, to the essential uses of the study of the past. History provides data about the emergence of national institutions, problems, and values—it's the only significant storehouse of such data available. It offers evidence also about how nations have interacted with other societies, providing international and comparative perspectives essential for responsible citizenship. Further, studying history helps us understand how recent, current, and prospective changes that affect the lives of citizens are emerging or may emerge and what causes are involved. More important, studying history encourages habits of mind that are vital for responsible public behavior, whether as a national or community leader, an informed voter, a petitioner, or a simple observer.
What Skills Does a Student of History Develop?

What does a well-trained student of history, schooled to work on past materials and on case studies in social change, learn how to do? The list is manageable, but it contains several overlapping categories.

The Ability to Assess Evidence. The study of history builds experience in dealing with and assessing various kinds of evidence—the sorts of evidence historians use in shaping the most accurate pictures of the past that they can. Learning how to interpret the statements of past political leaders—one kind of evidence—helps form the capacity to distinguish between the objective and the self-serving among statements made by present-day political leaders. Learning how to combine different kinds of evidence—public statements, private records, numerical data, visual materials—develops the ability to make coherent arguments based on a variety of data. This skill can also be applied to information encountered in everyday life.

The Ability to Assess Conflicting Interpretations. Learning history means gaining some skill in sorting through diverse, often conflicting interpretations. Understanding how societies work—the central goal of historical study—is inherently imprecise, and the same certainly holds true for understanding what is going on in the present day. Learning how to identify and evaluate conflicting interpretations is an essential citizenship skill for which history, as an often-contested laboratory of human experience, provides training. This is one area in which the full benefits of historical study sometimes clash with the narrower uses of the past to construct identity. Experience in examining past situations provides a constructively critical sense that can be applied to partisan claims about the glories of national or group identity. The study of history in no sense undermines loyalty or commitment, but it does teach the need for assessing arguments, and it provides opportunities to engage in debate and achieve perspective.

Experience in Assessing Past Examples of Change. Experience in assessing past examples of change is vital to understanding change in society today—it's an essential skill in what we are regularly told is our "ever-changing world." Analysis of change means developing some capacity for determining the magnitude and significance of change, for some changes are more fundamental than others. Comparing particular changes to relevant examples from the past helps students of history develop this capacity. The ability to identify the continuities that always accompany even the most dramatic changes also comes from studying history, as does the skill to determine probable causes of change. Learning history helps one figure out, for example, if one main factor—such as a technological innovation or some deliberate new policy—accounts for a change or whether, as is more commonly the case, a number of factors combine to generate the actual change that occurs.

Historical study, in sum, is crucial to the promotion of that elusive creature, the well-informed citizen. It provides basic factual information about the background of our political institutions and about the values and problems that affect our social well-being. It also contributes to our capacity to use evidence, assess interpretations, and analyze change and continuities. No one can ever quite deal with the present as the historian deals with the past—we lack the perspective for this feat; but we can move in this direction by applying historical habits of mind, and we will function as better citizens in the process.
History Is Useful in the World of Work

History is useful for work. Its study helps create good businesspeople, professionals, and political leaders. The number of explicit professional jobs for historians is considerable, but most people who study history do not become professional historians. Professional historians teach at various levels, work in museums and media centers, do historical research for businesses or public agencies, or participate in the growing number of historical consultancies. These categories are important—indeed vital—to keep the basic enterprise of history going, but most people who study history use their training for broader professional purposes. Students of history find their experience directly relevant to jobs in a variety of careers as well as to further study in fields like law and public administration. Employers often deliberately seek students with the kinds of capacities historical study promotes. The reasons are not hard to identify: students of history acquire, by studying different phases of the past and different societies in the past, a broad perspective that gives them the range and flexibility required in many work situations. They develop research skills, the ability to find and evaluate sources of information, and the means to identify and evaluate diverse interpretations. Work in history also improves basic writing and speaking skills and is directly relevant to many of the analytical requirements in the public and private sectors, where the capacity to identify, assess, and explain trends is essential. Historical study is unquestionably an asset for a variety of work and professional situations, even though it does not, for most students, lead as directly to a particular job slot, as do some technical fields. But history particularly prepares students for the long haul in their careers, its qualities helping adaptation and advancement beyond entry-level employment. There is no denying that in our society many people who are drawn to historical study worry about relevance. In our changing economy, there is concern about job futures in most fields. Historical training is not, however, an indulgence; it applies directly to many careers and can clearly help us in our working lives.
What Kind of History Should We Study?

The question of why we should study history entails several subsidiary issues about what kind of history should be studied. Historians and the general public alike can generate a lot of heat about what specific history courses should appear in what part of the curriculum. Many of the benefits of history derive from various kinds of history, whether local or national or focused on one culture or the world. Gripping instances of history as storytelling, as moral example, and as analysis come from all sorts of settings. The most intense debates about what history should cover occur in relation to identity history and the attempt to argue that knowledge of certain historical facts marks one as an educated person. Some people feel that in order to become good citizens students must learn to recite the preamble of the American constitution or be able to identify Thomas Edison—though many historians would dissent from an unduly long list of factual obligations. Correspondingly, some feminists, eager to use history as part of their struggle, want to make sure that students know the names of key past leaders such as Susan B. Anthony. The range of possible survey and memorization chores is considerable—one reason that history texts are often quite long.

There is a fundamental tension in teaching and learning history between covering facts and developing historical habits of mind. Because history provides an immediate background to our own life and age, it is highly desirable to learn about forces that arose in the past and continue to affect the modern world. This type of knowledge requires some attention to comprehending the development of national institutions and trends. It also demands some historical understanding of key forces in the wider world. The ongoing tension between Christianity and Islam, for instance, requires some knowledge of patterns that took shape over 12 centuries ago. Indeed, the pressing need to learn about issues of importance throughout the world is the basic reason that world history has been gaining ground in American curriculums. Historical habits of mind are enriched when we learn to compare different patterns of historical development, which means some study of other national traditions and civilizations.

The key to developing historical habits of mind, however, is having repeated experience in historical inquiry. Such experience should involve a variety of materials and a diversity of analytical problems. Facts are essential in this process, for historical analysis depends on data, but it does not matter whether these facts come from local, national, or world history—although it's most useful to study a range of settings. What matters is learning how to assess different magnitudes of historical change, different examples of conflicting interpretations, and multiple kinds of evidence. Developing the ability to repeat fundamental thinking habits through increasingly complex exercises is essential. Historical processes and institutions that are deemed especially important to specific curriculums can, of course, be used to teach historical inquiry. Appropriate balance is the obvious goal, with an insistence on factual knowledge not allowed to overshadow the need to develop historical habits of mind.

Exposure to certain essential historical episodes and experience in historical inquiry are crucial to any program of historical study, but they require supplement. No program can be fully functional if it does not allow for whimsy and individual taste. Pursuing particular stories or types of problems, simply because they tickle the fancy, contributes to a rounded intellectual life. Similarly, no program in history is complete unless it provides some understanding of the ongoing role of historical inquiry in expanding our knowledge of the past and, with it, of human and social behavior. The past two decades have seen a genuine explosion of historical information and analysis, as additional facets of human behavior have been subjected to research and interpretation. And there is every sign that historians are continuing to expand our understanding of the past. It's clear that the discipline of history is a source of innovation and not merely a framework for repeated renderings of established data and familiar stories.

Why study history? The answer is because we virtually must, to gain access to the laboratory of human experience. When we study it reasonably well, and so acquire some usable habits of mind, as well as some basic data about the forces that affect our own lives, we emerge with relevant skills and an enhanced capacity for informed citizenship, critical thinking, and simple awareness. The uses of history are varied. Studying history can help us develop some literally "salable" skills, but its study must not be pinned down to the narrowest utilitarianism. Some history—that confined to personal recollections about changes and continuities in the immediate environment—is essential to function beyond childhood. Some history depends on personal taste, where one finds beauty, the joy of discovery, or intellectual challenge. Between the inescapable minimum and the pleasure of deep commitment comes the history that, through cumulative skill in interpreting the unfolding human record, provides a real grasp of how the world works.
























Now, when I say everyone should study history, I don't mean I think every person should choose it as a major or career, that would mean more competition for me in the job market and with graduation looming the pickings are looking pretty slim anyway.

I'm writing this because I have heard so many people, including my younger sisters, complaining because American history is a required course and they don't see why it is necessary or relevant, not to mention the fact that it is "boring."

Well, I can't do anything about the "boring" part, since obviously I find it interesting enough to get two degrees in it, but I do have some answers to the first part, the part about its relevance to people studying math, science or some other equally boring subject (at least in my mind.) Some of these reasons are serious, others not so much, and some of them are even applicable to what's going on in the world today.

One good reason for studying history is if you know your history, you can tell the difference between historical interpretation and historical fact, and whoever is presenting the particular interpretation can't use it to manipulate you, which is a primary purpose for historical interpretation presented to the public outside of an academic setting.

For example, if you study history then you know certain facts about the Civil War, like it was an actual war between two regions of the United States, the North and the South. You would probably also know that the reasons behind the Civil War are still discussed in historical circles, without agreement. However, if someone presented to you the theory that the Civil War was really about drugs (tobacco in the South, alcohol in the North), you would know that was interpretation, not fact, and that it wasn't a widely accepted interpretation at that. That would give you a reasonable assessment of the person who was presenting this theory, as someone just a little bit off. This can be applied in more practical circumstances as well, where the person or group presenting the interpretation might be a little more believable.

Another practical application for this historical knowledge you will gain is Jaywalking, the bit on the "Tonight Show" with Jay Leno. If he ever comes to Texas Tech, or if you ever encounter him in Hollywood, you wouldn't look like a complete idiot on national television explaining to him the Gettysburg Address was given by George Washington in Maine and it freed the slaves. (By the way, in case you were wondering, it was given by Abraham Lincoln in Gettysburg, Pa., and he was dedicating a cemetery for Union war dead).

You would also be able to catch other people in their mistakes. Now, I'm talking about you and your friends hanging out having a great conversation about historical events, idealistic as I am, I know that's not going to happen. But this is a useful ability to have when considering national issues, like the presidential election. If you've studied history, then you know when the 2004 Democratic presidential hopeful says he has a plan to fix the economy, he is lying. Not because he doesn't have a plan, he probably does, and he probably thinks it will help the economy, but the only thing proven to pull the economy out of trouble is all out war, like World War II, and I don't think that is what he is planning.

Another thing studying history will do for you is introduce you to the Declaration of Independence and the United States Constitution, so not only will you be familiar with them, but you will be able to distinguish between the two of them. You will understand the Declaration is a nice document that stated the goals of a forming nation, but is not a legal document that you can be held to. On the other hand, the Constitution is the Supreme Law of the Land, which you can be held to. What does that mean, "can be held to?" Well, take a look at the Constitution, and find out.

I claimed to be rather idealistic a little earlier in the column and this last reason is probably the most so. The most important reason why everyone should study American history is because it is your history. I don't care if you are the first generation in your family that is American, or if your family was here from the time of the Revolution. As an American citizen, the history of America is part of your heritage. When you travel or associate with non-United States citizens they will associate you with all America's acts, whether your family was in the country or not. And you know what, not all of the United States' actions are something to be proud of, but many of them are.

And even if you never expect to associate with a foreigner, you should still know American history because it is your history. That history is what shaped the nation into what it is today, and what it will become in the future. History is always interacting with the present. Four years ago Ralph Nader ran for president. One of the reasons he was not taken seriously is because a third party candidate has not won in the United States since the two-party system was really established. Occasionally one party has usurped another and became a major party, but then the usurper becomes major and the other one disappears.

History is not something you can toss aside, and it affects every person's life in some way or another. The examples I have used are on the national scale, but I can go to the church of my choosing on Sunday because of what happened in American history. I, as a , can pursue a higher education because of what happened in history. If the majority of people in this country forget America's history then we also lose a part of the present, and what will become of the future?

[dd]

Did you know that most of time when you watch a major film and see the special effects, you’re looking at the work of George Lucas? In this paper I will tell about George Lucas’s Life, his accomplishments and an analysis of George Lucas reflecting why and how he is as great as he is. George Lucas born on May 14, 1944

[IMP]

Did you know that most of time when you watch a major film and see the special effects, you’re looking at the work of George Lucas? In this paper I will tell about Lucas’s Life, his accomplishments and an analysis of George Lucas reflecting why and how he is as great as he is.
Lucas was born on May 14, 1944 in Modesto in California. Lucas’ early life is shrouded in mystery

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Intro
Say the Japanese
Translate it
Why I picked to study Japanese for my senior project
Summer, sounds
1st book
Greetings
Konbanwa, ogenki desu ka, nanji desu ka, watashi wa toroi desu,
ii otenki desu ne yana otenki desu.
Grammar
Word order, SOV, ka=?
Verbs, singular Desu Deshita (past) masu mashita
for both negtive is ja arimasen
Poiliteness common 3 levels
Arigato, Arigato Gozaimasu, Demo Gozaimasu
For verbs to be more polite you would add -masu to the end; tabeta=tabemashita
Gohan vs. Oyasumi
2nd book
Learned Kana
Hiragana, Katakana Japanese alphabata
Hiragana, for native japaense words
Katakana for forgirn words
Hiragana is more smooth looking than Katakna
Both were made from Kanji chactarhces (chnesese)
There is only 2000 Kanji Charachers allowed
I only know about 10, besides numbers
.
Kun vs. On ex mizu vs. sui
Incultion
Japanese wonderful expericne
But wont do much job, Flim diciaror
I will be going to Art Instution of Seattle for video production
And will be taking a class in Japanese to farther my studies.