11.培養曆史思維習慣的關鍵
段落大意：培養曆史思維習慣的關鍵是不斷進行曆史質詢，學習如何評估曆史事件的重要性、相互矛盾的曆史解讀和各種不同的曆史證據。
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. However, it does not matter whether these facts come from local, national, or world history, although it’s most useful to focus the study on a range of settings. What matters is learning how to assess different magnitudes （重要性） of historical events, different examples of conflicting interpretations, and multiple kinds of evidence. Developing the ability to repeat fundamental thinking habits through increasingly complex exercises is essential.
12.學習史實與培養曆史思維習慣
段落大意：學習史實和培養曆史思維二者間存在衝突。曆史提供個人生活的直接背景，因此人們需要學習那些繼續影響現代世界的曆史力量；而要培養曆史思維，則需學習其他民族的傳統和文明。
There is a fundamental tension 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 the 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 （伊斯蘭教）, for instance, requires some knowledge of patterns that took shape over 12.centuries ago. Indeed, the need to learn about issues of importance throughout the world is the basic reason why world history has gained place in the curricula. 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.
13.學習曆史獲得的三大技能 I：評估證據的能力
段落大意：學習曆史能獲得評估證據的能力。
What does a well-trained student of history learn in order to work on past materials and on case studies in social change? The answer contains several overlapping categories. The first is 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. 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 （為自己服務的） parts in statements made by present-day political leaders. Learning how to combine different kinds of evidence, such as public statements, private records, numerical （數字的） 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.
14.學習曆史獲得的三大技能 II：評估相互矛盾的曆史解讀的能力
段落大意：學習曆史能獲得評估相互矛盾的曆史解讀的能力。
The second ability is the ability to assess conflicting interpretations. Learning history means gaining some skills in sorting through diverse, often conflicting interpretations. Learning how to identify and evaluate conflicting interpretations is an essential citizenship skill. History, as an often-contested laboratory of human experience, provides training. History is an 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 sort out partisan （偏袒的） claims about the glories of national or group identity. The study of history in no sense undermines loyalty or commitment to a nation or a group, but it does teach the need for assessing arguments, and it provides opportunities to engage in debate and achieve perspective.
15.學習曆史獲得的三大技能 III：擁有評估曆史變化的經驗
段落大意：曆史能讓學習者獲得評估曆史變化的經驗。
The third is the experience in assessing past examples of change. This experience is vital to understanding change in society today. It’s an essential skill in what we regularly call the“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.
16.曆史學習需要創新
段落大意：在曆史學習中，充分調動好奇心有助於培養全麵發展的思維方式，另外，學習曆史需要不斷創新。
Exposure to certain essential historical episodes （事件） 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 （怪念頭） and individual taste. Pursuing particular stories, simply because they tickle （激起） the fancy, contributes to a rounded intellectual life. Similarly, no program in history is complete unless it provides the benefit of expanding our knowledge of the past and 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. There is every sign that historians are continuing to expand our understanding of the past. It’s clear that the study of history asks for innovation and is not merely a framework for repeated explanation of established data and familiar stories.
17.曆史擴大視野
段落大意：在很多方麵，曆史就像一個陌生國家，遨遊於曆史長河能擴大視野，提高對人類經驗的連續性和非連續性的評鑒能力。
The past is in many respects “a foreign country,”and since travel broadens the mind, there is all the more reason to go there. The more we study, the more we can appreciate and assess the discontinuities of human experience as well as the continuities. On a methodological （方法論的） and comparative level, questions of evidence, audience and interpretation are as closely intertwined in the early middle ages as they are in any other period of history. If one thinks of contemporary histories of our own time, such as Peter Clarke’s splendid book on twentieth-century Britain, Hope and Glory, Peter Clarke in this book, like his Carolingian （法國卡洛林王朝的） counterparts, offers an agenda, structure, emphasis, and interpretations of events. The readers of Hope and Glory provide, for their part, their own private recollections and amplification （詳述）, some of which are inevitably directly contradictory to the historian’s version. Nevertheless, Peter Clarke has shaped his and their memory in time, and in the future, his account might become all that is left as a record of Britain in the twentieth century.
18.成為曆史學家的原因
段落大意：學習和教授曆史充滿趣味性，而且教授曆史能幫助他人享受生活、認識自我。
There is an important reason for becoming a historian, its fun. The mystery in history brings out the detective in us, which includes countless unsolved crimes, riddles （謎）, and debates. It’s also fun to learn about people, both famous and ordinary. Because times are always changing, habits change, as do styles, customs, technology, and levels of knowledge. It’s enjoyable to learn about the human side of prominent people, including their quirks （俏皮話）, foibles （弱點）, and vices （惡行）, and about daily life of people from different times in different cultures. Maybe most important, history is fun to teach. Historian teachers tell stories and engage young minds in constructive debates that lead to understanding and personal growth. They light sparks and make a difference. Being a historian, especially one who teaches, helps a person enjoy life and realize who he or she really is.
19.應該學習什麼曆史
段落大意：關於具體應該學習什麼曆史，曆史學家和普通大眾爭論不休。
The question why we should study history entails （使必須） a subsidiary （附帶的） issue about what kind of history should be studied. Historians and the public can generate a lot of heat debates about what specific history courses should appear in what part of the curriculum. Many benefits of studying history derive from its diversity. Instances extracted from history can serve as storytelling, moral example, or analysis, and they can come from all sorts of settings. The most intense debates about what history should cover occur in relation to 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 （序文） of the American Constitution or be able to identify Thomas Edison. 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 amount of memorization chores is considerable, which might be one reason why history texts are often quite thick.
20.對古建築的保護
段落大意：保護古建築成為政府、基金會、曆史界和市民關注的焦點。
The architectural past has become a concern of governments, foundations, historical societies, and common citizens. Many old public buildings and noteworthy houses have become national monuments or have been designated as landmarks. Professional architectural preservationists study the materials and construction techniques used in old buildings. Many such structures may be preserved intact, and the exteriors of some of them may be kept intact while the interiors are adapted to a new function, as, for example, the conversion of large private estates （不動產） to museums.