What is History 200?

History 200 is a course run out of the Faculty of Arts. As part of the course, students are required to understand and practice critical thinking skills throughout the term. A wide variety of films are looked at and analysed. Students determine why the films were created, who they were created for, and what can be understood about the time frame represented in each film. Students are also required to write two critical historical film analyses, and three items discussing their understanding and use of critical thinking.

What is Critical Thinking?

The following two items explain the true meaning of "critical thinking," and demonstrate how my understanding of critical thinking and important critical thinking concepts have changed over the course of the term. At the time of writing the "Preflection," I had a very general sense of what critical thinking was, and what its applications were. However, progression and an advanced understanding can be seen through the "Reflection." It is here that my understanding of critical thinking, its importance and its applications, can truly be realized. It is quite evident that through practical use of the critical thinking process (data collection or observation, evaluation, analyses, and conclusions) development has been made.

Critical Thinking Preflection
This "preflection" was completed during the first few weeks of History 200. It was an initial evaluation of where students were at in terms of their understanding of critical thinking. Students explained what they thought critical thinking was, where they used this skill, and how they intended to use it in the future. I scored very well (5/5).

Reflection
This "reflection" was created after the completion of the course. It discusses my progression and newfound appreciation of critical thinking skills, and their flexibility and usefullness. A brief section discussing those contents included in this ePortfolio, and their purpose of inclusion was added as well.

What resources / references have you found helpful?

In order to complete works for this course, I have relied on many types of sources. Journal articles, newspaper articles, dictionaries, encyclopedias, books, websites, news stories, text books, non-fictional stories, and so on provided the necessary primary and secondary information to complete this course. However, I found the "History Research Project" to be extremely useful. By completing tasks associated with this project, I discovered how to research and analyse sources effectively. I was also able to evaluate their credibility and purpose in a more useful manner.

How have you learned to think critically?

I used a wide variety of resources and means. To compliment those skills learned in lecture sessions, I have pracitised critical thinking skills as often as possible. For example, I have applied these developing skills to many other courses (see "Demonstrations of Critical Thinking Skills"). I have also attempted to look at social, economic, political, and environmental ramifications of everything (whether it be my actions, the production process of products I use/consume, or the meaning of a song, movie, or television show ). Simply put, I learned to think critically through practice. However, I have not developed my critical thinking skills quite to the degree hoped for, but am encouraged by my continual, steady progress.

Demonstrations of Critical Thinking

Unfortunately, the group did poorly on the Group Critical Film Review and recieved a failing grade of 7/15. Not enough of a historical focus was taken, and issues arose with citation (Chicago Style was not used). A second version was completed and is listed below as "Group Critical Film Review 2."

Individual Critical Film Review
This essay takes an in-depth look at America's attitude toward Mississippi in the 1960's. It explains how the slayings of three civil rights workers brought stereotypes of Mississippians to fruition. An analysis of the credibility and accuracy of Alan Parker's "Mississippi Burning" was included.

Environmental Management Systems
This project required me to create a system to be used by firms of all sorts. The intention of the system was to help firms identify their environmental impacts, aspects, and finally assess which impacts were most worthy of addressing.

Water Consumption Sustainability Assignment
My personal water usage was recorded for a three week period. Results were analysed thoroughly and conclusions made. The sustainability of my personal water system was compared to the sustainability of average personal water consumption on a local,national, and global level.

Midterm Portfolio
This assignment gave students an opportunity to assess what their ePortfolio will include, and more importantly, how useful the portfolio will be in their present and future endeavours. Reasons for including certain assignments and tasks are also included.

Group Critical Film Review 2
This was our second attempt at the group assignment. A more historical focus made. We focused on the potential benefits resulting from the failure of Operation Market Garden (WW2).

Where do you use your critical thinking skills?

Critical thinking skills can be used at nearly all times and in several circumstances. For instance, one may need to think critically (look at alternatives, assess the current situation, etc.) when determining whether or not it is safe to take a short-cut home late at night. One may also use critical thinking skills while writing a lab report (analyse a situation, gather information, look at information for trends or patterns, create a conclusion based on this collected information), and for many other daily living activities (driving, cooking, etc.). The results of not thinking critically may be quite significant in some circumstances (a car accident, or food poisoning), and one is taking a risk by not doing so.

I have found myself using my critical thinking skills in numerous ways this term. I have honed and practiced these skills while watching films during lecture periods. I have learned to use these skills in my everyday life and not take everything at face value. I am now more critical of political actions and speeches (and the motivation behind them), advertising, what others tell me, and my lifestyle (my personal spending, my impacts on the environment, the sort of friend I wish to be, etc.). These skills have assisted me in my academic life as well. For example, I now look for a wide variety of primary and secondary sources when writing reports. I look at each individual source, analyse what it is telling me, how this information relates to my overall assignment, how this information compares to other gathered information, and what biases may exist from each source. Once this process has been completed, reliable and important information is collaborated and used to prove a thesis or a main idea.

I look forward to continuing the development of my critical thinking skills in hopes that I may one day use them at places of work (both co-op placements, and employment after graduation). These skills may prove to be required on a day-to-day basis for work related purposes, as well as conflict resolution purposes.

For Further Information:

m6anders@fes.uwaterloo.ca