Priming the Historian in All Planners

Abstract

This article advocates bringing historical analysis methods—thinking like a historian—and primary sources into the planning classroom. It reviews recent literature on teaching history and on how the general public uses the past. It offers an introduction and guide to historical methods and provides specific teaching examples that I have tested in my planning history course. Introducing students to historical analysis methods and primary sources, in addition to livening up the delivery of historical content, can assist students to understand the importance of context for planning solutions, the complexity of planning issues, and the possibility for change that contingency brings.