The History Question: Who Owns the Past? by Inga ClendinnenIn the third Quarterly Essay for 2006, Inga Clendinnen looks past the skirmishes and pitched battles of the history wars and asks whats at stake - what kind of history do we want and need? Should our historians be producing the objective record of achievement that the Prime Minister has called for?
For Clendinnen, historians cannot be the midwives of national identity and also be true to their profession: history cannot do the work of myth. Clendinnen illuminates the ways in which history, myth and fiction differ from one another, and why the differences are important. In discussing what good history looks like, she pays tribute to the human need for story telling but notes the distinctive critical role of the historian. She offers a spirited critique of Kate Grenvilles novel The Secret River, and discusses the Stolen Generations and the role of morality in history writing. This is an eloquent and stimulating essay about a subject that has generated much heat in recent times: how we should record and regard the nations past.
Who owns the past? In a free society, everyone. It is a magic pudding belonging to anyone who wants to cut themselves a slice, from legend manufacturers through novelists looking for ready-made plots, to interest groups out to extend their influence. —Inga Clendinnen, The History Question
GCSE History source paper tips - reliability, usefulness and value revision
100 History Trivia Questions and Answers
Together with a small group of middle and high school teachers, we spent the time working to figure out effective ways to engage English Language Learners with social studies inquiry methods. Part of what he does is to help teachers across Massachusetts — and now Kansas — use Library of Congress resources to make inquiry learning accessible to all learners. During our time together, we addressed a wide variety of topics — challenges faced by English Language Learners, challenges faced by teachers of EL students, ways to use graphic organizers to support language acquisition, using the LOC website, researching the history of immigration policies and court cases, and generally have an awesome time. A small part of our conversation focused on the use of essential and compelling questions. They play an important part in our current standards and are the key to a great inquiry-based lesson.
In the prime minister of which European country was assassinated on his way home from the cinema with his wife? Sweden Olof Palme. Which battle of marked the end of the Ottoman naval supremacy in the Mediterranean? The Battle of Lepanto. Nearly how many years did it take Sir Francis Drake to complete the first circumnavigation of the globe in ?
At the beginning of the research process , you need to be clear about what you are trying to discover as a result of your research. To create a focus to drive your research, you are required to create a Key Inquiry Question. By reducing your focus down to a single Key Inquiry Question, it will help you to avoid wasting time on needless research, but also help you tell if your research has ultimately been successful. At the end of the research process , you will write a one-sentence answer to your Key Inquiry Question, which will become your hypothesis. To help you see each element, the interrogatives are coloured in blue , the historical knowledge skill is in red , and the specific historical information is in green. In some essays, you will be asked to assess the accuracy of someone else's hypothesis. This kind of task will require you to look at all of the arguments being made and test these arguments based upon what your sources tell you.