Testimonials

Chris Butler's Flow of History not only inspired my love of history, it encouraged me to pursue an interdisciplinary career through 
the sciences, social sciences, and humanities. As a student, I was inspired by Chris' innovative teaching to seek out new ways of
combining my love of history with computer science, classics, and library and information science. As a professor, I see Chris'
influence every day in the way I communicate information to my students, and help them think about how best to present 
information to others. The learning philosophy behind the Flow of History offers a powerful tool that is capable of crossing 
disciplinary boundariesand helping students of all ages understand how best to organize, analyze, and interpret information on 
all subjects.--Paul F. Marty, Ph.D. UniHigh class of 1989, and Associate Professor, College of Communication and Information, Florida State University

I teach 7th grade world history.  I have used Chris Butler’s flow charts by projecting them on a large screen when introducing a civilization and/or theme.  Students then follow along as I briefly explain the information as they refer to the flow chart as a graphic organizer.  The researched information and explanatory connections that he provides in His readings provide great insight for teacher and student alike, especially when combined with the flow charts.  The students can better understand how the ebb and flow of history interacts in a specific civilization.  I have even had students explain specific flowcharts in a “review fashion” after they have completed more traditional learning activities.  All the major strands (economics, political, geographical, cultural, military, etc.) are covered in a thought provoking way that shows the interconnectedness of the social sciences.  Just some of the best explanations I have seen in over twenty five years of teaching.  When is the textbook coming??
Fred Chittock
7th Grade Social Studies:  World History to 1750
Middle School Social Studies Department Chair
Liberty Middle School (Olentangy Local School District)
Delaware County, Ohio

"Flowcharts are the clearest and most concise way to expressing historical trends and patterns. Using traditional teaching methods, it is all too easy for the student to become lost in pages and pages of text, only remembering sporadic facts and obscure names that have little or no relevance to the broader flow of history. Flowcharts circumvent this problem, allowing the student to obtain a clear understanding of how historical events evolved and affected one another.


"Teaching via flowcharts not only betters a student's understanding of historical processes, it gives the student a multipurpose analytical tool that can be used in any number of real-world situations and academic disciplines. During my graduate studies in Economics, the critical thinking methods that I honed in Mr. Butler's classes came in handy in understanding complex economic and financial phenomena. There is no better method of highlighting important trends while concurrently maintaining deep rigor and mentioning small details. I am currently interning with the United Nations Educational, Scientific and Cultural Organization (UNESCO) and I often use the analytical methods taught to me by Mr. Butler in my work in order to clearly express myself and highlight important points."--Costi Yannelis, Uni High Grad

 

"The charts work very well. Students especially, those who are visual learners, really like them. They bring the broad picture of history out of the material, and that is one thing that I really like about them. I used them in class lectures a few times, but I discovered that students really need to have a paper copy in front of them to be able to follow them along. I will be using them again this semester."--Anthony Heideman, Lead faculty for the history program Front Range Community College, Westminster, CO

 

"The Flow of History is the best single learning tool I have ever used or seen, including even the mighty Wikipedia. Chris Butler knows his stuff inside out, as do a number of other fine historians. He integrates military, scientific, artistic, social... all *sorts* of history into his work, as do other fine historians. But Butler's integration -- the organic result of decades of continuous refinement -- is smooth, deep, unforced, and thorough. I haven't seen him in the classroom for 7 years, but I still vividly remember many of his lessons. I actually twice returned to Uni High to purchase extra textbooks as gifts for undergrad and graduate history students.--Noah Isserman, UniHigh class of 2003

 

I taught 9th grade European history from 1999-2001, and had the opportunity to use "the flow of History" as my curriculum.  The flowchart method was invaluable to both the students and myself.  The students quickly caught on to the flowcharts (after an introductory day spent "flowcharting" our own life histories) and the method allowed them to see haistory as an integrated narrative, rather than just a meningless series of names and dates.  As an instructor, the flowcharts allowed me to present both the broad sweep as well as the important deetails of each time period in a clear and consise manner.  I recommend this curriculum without reservation" --Abby Warfel, Uni class of 1993

 

"Mr Butler's flowcharts were extremely helpful to me as a student. They present complicated historical processes in an easily understandable format. The flowcharts present a wealth of knowledge, but each one can be learned quickly and painlesslly." --Kathleen Easley, alumni from class of 2007

 

"Chris Butler's flow charts distill the essence of historical development from ancient Mesopotamia down to contemporary times, without trivializing its wonderful complexity. Never lapsing into easy formulas, his flow charts have helped build for my two children both a secute intellectual foundation and a keen appreciation for the historical process." --Dan Schiller, Uni High parent

 

"The Flow of History provides a clarity I have yet to find in any other history classes I've taken thus far in my academic career. Although there are many texts that are able to succinctly tell a history, there are often instances when a linear text is not capable of capturing history's cyclical progress or its multifaceted nature. A detailed well-drawn, one-page flowchart can easily contain more than 5-10 pages of text, more than several decades of history. Even for students who are not visual learners, the flowchart method teaches conciseness and excellent note taking. The Flow of History helps bring focus to a study that is, by definition, never ending and gives students a structure upon which to hang the extra details."--Angelina Liang, Uni class of 2006

 

"I loved the flow charts! They made such an impression that I created one of my own on the origins and impacts of agriculture as part of an Environmental Biology course I taught when a professor at the University of Toronto. I had a lot of fun figuring out the links and it was always a great lecture to deliver."--Jennifer Thaler, Uni class of 1989

 

"Chris Butler's history flow charts have been invaluable to my two children. Not only do these charts bring clarity to a series of concepts, they also allow the student to understand the relationship between the concepts and the sequence of events in an intelligible and multidimensional manner. From this understanding there arises the possibility for a much more sophisticated discussion of any given period."--Eric Hostetter, Uni parent and Professor of Classical Art and Archaeology at the University of Illinois, Urbana-Champaign

 

"As a designer and artist, the strong visual organization of flowcharts proved invaluable in my understanding of history. Fifteen years later I can still recall important events and how they fit into a feedback loop and, as a professor of theatre, I constantly find myself flowcharting for my own students."--Professor David K. Warfel, IES, Associate AIA, Uni class of 1993

 

"Though I attended Uni High I was not always the most academically focused student nor one of those students who could hear a lecture one time and retain it all, so I consider myself closer to the typical above average student in this country, not one of the academic elite. Every history class before and after Mr. Butler's class consisted of the same routine-a run down of important people and dates, memorizing the information, and taking the exam. However, I found the flow charts to be a new and refreshing way to learn; a way to give the student an understanding of how multiple events and people led to the development of history. I found myself never having to memorize information, because I understood it-I knew why a point in history occured because I knew all of the factors that led up to that moment in history. This is the way history should be taught."--Aaron Holland

 

"Mr Butler's methods are not merely an eloquent description of historical events; they are an excellent guide to why historical events occurred, and why history evolved as it did.  Instead of emphasizing only the memorization of arbitrary historical facts, these tools are much more engaging in the classroom and make a strong impact later in life.  While historical facts are important, the Flow of History allowed me to be a true student of history, and how the past can educate every decision we make in the present."--Ken Brownfield, Uni class of 1988

 

"It is said that those who forget history are doomed to repeat it.  The doomed are the ones who did not have access to Chris Butler's history flowcharts, which remain in my possession after all these years.  The flowcharts enhance the signal-to-noise ratio of history and serve as great mnemonics for the visual creatures that most of us are.  Furthermore, they form a life tool which teaches the student tha history is not a random collection of events perpetrated by equally random people, but a series of causes and consequences, actions and reactions. I look forward to reading, sharing and referring to the forthcoming anthology."--Maitri Venkat-Ramani, Class of 1993

 

"As a person who has always had trouble remembering dates and facts in class, viewing history through the lens of flowcharts really helped me.  It changed history from a series of unconnected events to a flowing, cause and effect based idea.  For me that was much more logical and much more interesting.  The particularly great thing abut flowcharts that I studied in history class is how they apply to so many other areas.  In a direct sense, I can apply historical patterns to current politics, to see what has led to where we are today and what may come of current events.  Interestingly, even though I am not a history major, I find I apply flowchart concepts in my biology classes all the time. Flowcharts have helped me understand how under-riding forces as well as small events affect the future--this concept has been applicable in almost every facet of my life."--  Hannah Snyder

 

"Not only did the flowcharts help me acquire a depth of understanding in the study of history, but also helped me to develop connections for my students as a special education teacher for the past decade.  Students of all ability levels would benefit from the visual organization and logical presentation."--Jeff Denen, Uni class of 1988

 

"Chris Butler's flowcharts transform history's potential jumble of people places, and dates into a continuous narrative of cause and effect. The arrows connecting one event to another engage the mind's natural ability to learn through storytelling rather than its difficulty with storing and retrieving isolated facts. The flowcharts gave me a lasting appreciation for history which continues to enrich my life today." --Dr. Paul Debevec, Associate Director, Graphics Research, University of Southern California Institute for Creative Technologies, Uni High School Class of 1988

"History is not a series of unrelated events, but a chain of actions leading to other actions.  The flow of history highlights the interconnected actions of religion and politics throughout time.  This teaches not only history but also that actions can have far reaching consequences.  As I get older I appreciate the education I received using this teaching material more and more.  History taught as a chain of events makes more sense as the lessons learned can be applied in decision making processes all throughout life."--Marsha Mohr Bergmeier, Uni High Class of 1989

"Mr. Butler's classes and methods have been instrumental in shaping my approach to solving problems and viewing the world, and essentially taught me how to learn.  His lessons served me not only as a high school history student, but have also provided invaluable-problem solving tools that have extended into my academic, professional, and personal life."--David Kiddoo, Uni Alum

 

“I found the flowsheets very useful. I have always been a math and science person and never found history interesting until Mr. Butler's class.  He made history come alive to me.  Understanding why things happened made me take interest in the events of the past.  Previous history classes were about memorizing dates and events without the emphasis on process that really opened up history for me.  The flowcharts and the emphasis and causes and reactions helped me develop critical reasoning skills that I applied to fields outside of history and use in my work everyday as a physician.”--Dana Ryan, Uni class of 1987

 

"Much of my love of history comes from my experiences in Mr. B's history class and his flow charts in particular.  Through Mr. B's flowcharts I learned that history is much more than a series of unrelated facts and events to be memorized. Mr. B's flow charts made history easy to understand and remember because events, changes, impotant historical movements all had meaning.  Everything "flowed" together and built on each other through time.  Most importantly, this approach helped me to appreciate that a basic understanding ot  history is critical for everyone so that we can build a better future, learn from our collective history and not repeat past mistakes."--Tracey Frizzell, Uni alum