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Etymology
This article is about the academic discipline. For a general history of human beings, see Human history. For other uses, see History (disambiguation).
Description
History (derived from Ancient Greek ἱστορία (historía) 'inquiry; knowledge acquired by investigation')[1] is the
Prehistory systematic study and documentation of the human past.[2][3]
Historiography
The period of events before the invention of writing systems is considered prehistory.[4] "History" is an umbrella
Methods term comprising past events as well as the memory, discovery, collection, organization, presentation, and
Areas of study interpretation of these events. Historians seek knowledge of the past using historical sources such as written
documents, oral accounts, art and material artifacts, and ecological markers.[5] History is incomplete and still has
Historians
debatable mysteries.
Judgement
History is an academic discipline which uses a narrative to describe, examine, question, and analyze past
Pseudohistory
events, and investigate their patterns of cause and effect.[6][7] Historians debate which narrative best explains an
Teaching event, as well as the significance of different causes and effects. Historians debate the nature of history as an
See also end in itself, and its usefulness in giving perspective on the problems of the present.[6][8][9][10]

References Stories common to a particular culture, but not supported by external sources (such as the tales surrounding
Further reading King Arthur), are usually classified as cultural heritage or legends.[11][12] History differs from myth in that it is Herodotus (c. 484 – c. 425 BC) has
supported by verifiable evidence. However, ancient cultural influences have helped create variant interpretations been considered the "father of history"
External links in the Western world.
of the nature of history, which have evolved over the centuries and continue to change today. The modern study
of history is wide-ranging, and includes the study of specific regions and certain topical or thematic elements of
historical investigation. History is taught as a part of primary and secondary education, and the academic study of history is a major discipline in
universities.

Herodotus, a 5th-century BC Greek historian, is often considered the "father of history", as one of the first historians in the Western tradition,[13] though
he has been criticized as the "father of lies".[14][15] Along with his contemporary Thucydides, he helped form the foundations for the modern study of past
events and societies.[16] Their works continue to be read today, and the gap between the culture-focused Herodotus and the military-focused Thucydides
remains a point of contention or approach in modern historical writing. In East Asia, a state chronicle, the Spring and Autumn Annals, was reputed to date
from as early as 722 BC, though only 2nd-century BC texts have survived.

Etymology
The word history comes from historía (Ancient Greek: ἱστορία, romanized: historíā, lit. 'inquiry, knowledge from
inquiry, or judge'[17]). It was in that sense that Aristotle used the word in his History of Animals.[18] The
ancestor word ἵστωρ is attested early on in Homeric Hymns, Heraclitus, the Athenian ephebes' oath, and in
Boeotic inscriptions (in a legal sense, either "judge" or "witness", or similar). The Greek word was borrowed
into Classical Latin as historia, meaning "investigation, inquiry, research, account, description, written
account of past events, writing of history, historical narrative, recorded knowledge of past events, story,
narrative". History was borrowed from Latin (possibly via Old Irish or Old Welsh) into Old English as stær History by Frederick Dielman (1896)

("history, narrative, story"), but this word fell out of use in the late Old English period.[19] Meanwhile, as Latin
became Old French (and Anglo-Norman), historia developed into forms such as istorie, estoire, and historie, with new developments in the meaning:
"account of the events of a person's life (beginning of the 12th century), chronicle, account of events as relevant to a group of people or people in general
(1155), dramatic or pictorial representation of historical events (c. 1240), body of knowledge relative to human evolution, science (c. 1265), narrative of
real or imaginary events, story (c. 1462)".[19]

It was from Anglo-Norman that history was brought into Middle English, and it has persisted. It appears in the 13th-century Ancrene Wisse, but seems to
have become a common word in the late 14th century, with an early attestation appearing in John Gower's Confessio Amantis of the 1390s (VI.1383): "I
finde in a bok compiled | To this matiere an old histoire, | The which comth nou to mi memoire". In Middle English, the meaning of history was "story" in
general. The restriction to the meaning "the branch of knowledge that deals with past events; the formal record or study of past events, esp. human
affairs" arose in the mid-15th century.[19] With the Renaissance, older senses of the word were revived, and it was in the Greek sense that Francis Bacon
used the term in the late 16th century, when he wrote about natural history. For him, historia was "the knowledge of objects determined by space and
time", that sort of knowledge provided by memory (while science was provided by reason, and poetry was provided by fantasy).[20]

In an expression of the linguistic synthetic vs. analytic/isolating dichotomy, English like Chinese (史 vs. 诌) now designates separate words for human
history and storytelling in general. In modern German, French, and most Germanic and Romance languages, which are solidly synthetic and highly
inflected, the same word is still used to mean both "history" and "story". Historian in the sense of a "researcher of history" is attested from 1531. In all
European languages, the substantive history is still used to mean both "what happened with men", and "the scholarly study of the happened", the latter
sense sometimes distinguished with a capital letter, or the word historiography.[18][further explanation needed] The adjective historical is attested from 1661,
and historic from 1669.[21]

Description
Historians write in the context of their own time, and with due regard to the current dominant ideas of how to
interpret the past, and sometimes write to provide lessons for their own society. In the words of Benedetto Croce,
"All history is contemporary history". History is facilitated by the formation of a "true discourse of past" through
the production of narrative and analysis of past events relating to the human race.[22] The modern discipline of
history is dedicated to the institutional production of this discourse.

All events that are remembered and preserved in some authentic form constitute the historical record.[23] The
task of historical discourse is to identify the sources which can most usefully contribute to the production of
accurate accounts of past. Therefore, the constitution of the historian's archive is a result of circumscribing a
more general archive by invalidating the usage of certain texts and documents (by falsifying their claims to
represent the "true past"). Part of the historian's role is to skillfully and objectively use the many sources from the
past, most often found in the archives. The process of creating a narrative inevitably generates debate, as
historians remember or emphasize different events of the past.[24]

The study of history has sometimes been classified as part of the humanities, other times part of the social
sciences.[25] It can be seen as a bridge between those two broad areas, incorporating methodologies from both.
Some historians strongly support one or the other classification.[26] In the 20th century the Annales school The title page to The Historians'
History of the World
revolutionized the study of history, by using such outside disciplines as economics, sociology, and geography in
the study of global history.[27]

Traditionally, historians have recorded events of the past, either in writing or by passing on an oral tradition, and attempted to answer historical questions
through the study of written documents and oral accounts. From the beginning, historians have used such sources as monuments, inscriptions, and
pictures. In general, the sources of historical knowledge can be separated into three categories: what is written, what is said, and what is physically
preserved, and historians often consult all three.[28] But writing is the marker that separates history from what comes before.

Archaeology is especially helpful in unearthing buried sites and objects, which contribute to the study of history. Archeological finds rarely stand alone,
with narrative sources complementing its discoveries. Archeology's methodologies and approaches are independent from the field of history. "Historical
archaeology" is a specific branch of archeology which often contrasts its conclusions against those of contemporary textual sources. For example, Mark
Leone, the excavator and interpreter of historical Annapolis, Maryland, US, has sought to understand the contradiction between textual documents
idealizing "liberty" and the material record, demonstrating the possession of slaves and the inequalities of wealth made apparent by the study of the total
historical environment.

There are varieties of ways in which history can be organized, including chronologically, culturally, territorially, and thematically. These divisions are not
mutually exclusive, and significant intersections are present. It is possible for historians to concern themselves with both the very specific and the very
general, though the trend has been toward specialization. The area called Big History resists this specialization, and searches for universal patterns or
trends. History has often been studied with some practical or theoretical aim, but may be studied out of simple intellectual curiosity.[29]

Prehistory
Further information: Protohistory

Human history is the memory of the past experience of Homo sapiens sapiens around the world, as that experience has been preserved, largely in
written records. By "prehistory", historians mean the recovery of knowledge of the past in an area where no written records exist, or where the writing of a
culture is not understood. By studying painting, drawings, carvings, and other artifacts, some information can be recovered even in the absence of a
written record. Since the 20th century, the study of prehistory is considered essential to avoid history's implicit exclusion of certain civilizations, such as
those of sub-Saharan Africa and pre-Columbian America. Historians in the West have been criticized for focusing disproportionately on the Western
world.[30] In 1961, British historian E. H. Carr wrote:

The line of demarcation between prehistoric and historical times is crossed when people cease to live only in the present, and become
consciously interested both in their past and in their future. History begins with the handing down of tradition; and tradition means the
carrying of the habits and lessons of the past into the future. Records of the past begin to be kept for the benefit of future generations.[31]

This definition includes within the scope of history the strong interests of peoples, such as Indigenous Australians and New Zealand Māori in the past,
and the oral records maintained and transmitted to succeeding generations, even before their contact with European civilization.

Historiography
Main article: Historiography

Historiography has a number of related meanings.[32] Firstly, it can refer to how history has been produced: the
story of the development of methodology and practices (for example, the move from short-term biographical
narrative toward long-term thematic analysis). Secondly, it can refer to what has been produced: a specific body
of historical writing (for example, "medieval historiography during the 1960s" means "Works of medieval history
written during the 1960s").[32] Thirdly, it may refer to why history is produced: the philosophy of history. As a
meta-level analysis of descriptions of the past, this third conception can relate to the first two in that the analysis
usually focuses on the narratives, interpretations, world view, use of evidence, or method of presentation of other
historians. Historians debate whether history can be taught as a single coherent narrative or a series of
competing narratives.[33][34]

Methods
Further information: Historical method
The title page to La Historia d'Italia
Europeans have written and published extensively to pull together a "universal history" in the early modern
period. This written corpus and discourse in Europe includes ethnographic encounters, comparative
philosophy, as well as archaeological discovery.[35]

Herodotus, from the 5th-century BC,[36] has been acclaimed as the "father of history". However, his
contemporary Thucydides is credited with having first approached history with a well-developed historical
method in the History of the Peloponnesian War. Thucydides, unlike Herodotus, regarded history as the
product of the choices and actions of humans, and looked at cause and effect, rather than the result of divine
intervention (though Herodotus was not wholly committed to this idea himself).[36] In his historical method,
Thucydides emphasized chronology, a nominally neutral point of view, and that the human world was the
result of human actions. Greek historians viewed history as cyclical, with events regularly recurring.[37]

There was sophisticated use of historical method in ancient and medieval China. The groundwork for
A depiction of the ancient Library of
professional historiography in East Asia was established by court historian Sima Qian (145–90 BC), author of Alexandria
the Records of the Grand Historian (Shiji) and posthumously known as the Father of Chinese historiography.
Saint Augustine was influential in Christian and Western thought at the beginning of the medieval period. Historical method basics

Through the Medieval and Renaissance periods, history was often studied through a sacred or religious The following questions are used by
perspective. Around 1800, German philosopher and historian Georg Wilhelm Friedrich Hegel brought historians in modern work.
philosophy and a more secular approach in historical study.[29]
1. When was the source, written or
In the preface to his book, the Muqaddimah (1377), the Arab historian and early sociologist, Ibn Khaldun, unwritten, produced (date)?
warned of 7 mistakes he thought historians committed. In this criticism, he approached the past as strange 2. Where was it produced
and in need of interpretation. The originality of Ibn Khaldun was to claim that the cultural difference of another (localization)?
age must govern the evaluation of relevant historical material, to distinguish the principles according to which 3. By whom was it produced
it might be possible to attempt the evaluation, and to feel the need for experience, in addition to rational (authorship)?
principles, in order to assess a culture of the past. Ibn Khaldun criticized "idle superstition and uncritical 4. From what pre-existing material
acceptance of historical data". He introduced a scientific method to the study of history, and referred to it as was it produced (analysis)?
his "new science".[38] His method laid the groundwork for the observation of the role of state, communication, 5. In what original form was it
propaganda and systematic bias in history,[39] and so is considered to be the "father of historiography"[40] [41] produced (integrity)?
or the "father of the philosophy of history".[42] 6. What is the evidential value of
its contents (credibility)?
In the West, historians developed modern methods of historiography in the 17th and 18th centuries, especially
in France and Germany. In 1851, Herbert Spencer summarized these methods:"From the successive strata of The first four are known as historical

our historical deposits, they [historians] diligently gather all the highly colored fragments, pounce upon criticism; the fifth, textual criticism; and,
everything that is curious and sparkling and chuckle like children over their glittering acquisitions; meanwhile together, external criticism. The sixth
the rich veins of wisdom that ramify amidst this worthless debris, lie utterly neglected. Cumbrous volumes of and final inquiry about a source is
rubbish are greedily accumulated, while those masses of rich ore, that should have been dug out, and from called internal criticism.
which golden truths might have been smelted, are left untaught and unsought."[43] By the "rich ore" Spencer
meant scientific theory of history. Meanwhile, Henry Thomas Buckle expressed a dream of history becoming one day a science: "In regard to nature,
events apparently the most irregular and capricious have been explained and have been shown to be in accordance with certain fixed and universal
laws. This has been done because men of ability and, above all, men of patient, untiring thought have studied events with the view of discovering their
regularity, and if human events were subject to a similar treatment, we have every right to expect similar results.[44] Contrary to Buckle's dream, the 19th-
century historian with greatest influence on methods became Leopold von Ranke in Germany. He limited history to "what really happened" and by this
directed the field further away from science. For Ranke, historical data should be collected carefully, examined objectively and put together with critical
rigor. But these procedures "are merely the prerequisites and preliminaries of science. The heart of science is searching out order and regularity in the
data being examined and in formulating generalizations or laws about them."[45]

As Historians like Ranke and many who followed him have pursued it, no, history is not a science. Thus if Historians tell us that, given the
manner in which he practices his craft, it cannot be considered a science, we must take him at his word. If he is not doing science, then,
whatever else he is doing, he is not doing science. The traditional Historian is thus no scientist and history, as conventionally practiced, is
not a science.[46]

In the 20th century, academic historians focused less on epic nationalistic narratives, which often tended to glorify the nation or great men, to more
objective and complex analyses of social and intellectual forces. A major trend of historical methodology in the 20th century was to treat history more as a
social science rather than art, which traditionally had been the case. Leading advocates of history as a social science were a diverse collection of
scholars which included Fernand Braudel and E. H. Carr. Many are noted for their multidisciplinary approach e.g. Braudel combined history with
geography. Nevertheless, these multidisciplinary approaches failed to produce a theory of history. So far only one theory of history came from a
professional historian.[47] Whatever other theories of history exist, they were written by experts from other fields (for example, Marxian theory of history).
The field of digital history has begun to address ways of using computer technology, to pose new questions to historical data and generate digital
scholarship.

In opposition to the claims of history as a social science, historians such as Hugh Trevor-Roper argued the key to historians' work was the power of the
imagination, and hence contended that history should be understood as art. French historians associated with the Annales school introduced quantitative
history, using raw data to track the lives of typical individuals, and were prominent in the establishment of cultural history (cf. histoire des mentalités).
Intellectual historians such as Herbert Butterfield have argued for the significance of ideas in history. American historians, motivated by the civil rights
era, focused on formerly overlooked ethnic, racial, and socioeconomic groups. A genre of social history to emerge post-WWII was Alltagsgeschichte
(History of Everyday Life). Scholars such as Ian Kershaw examined what everyday life was like for ordinary people in 20th-century Germany, especially
in Nazi Germany.

Marxist historians sought to validate Karl Marx's theories by analyzing history from a Marxist perspective. In response to the Marxist interpretation of
history, historians such as François Furet have offered anti-Marxist interpretations of history. Feminist historians argued for the importance of studying the
experience of women. Postmodernists have challenged the validity and need for the study of history on the basis all history is based on the personal
interpretation of sources. Keith Windschuttle's 1994 book, The Killing of History defended the worth of history.

Today, most historians begin their research in the archives, on either a physical or digital platform. They often propose an argument and use research to
support it. John H. Arnold proposed that history is an argument, which creates the possibility of creating change.[5] Digital information companies, such
as Google, have sparked controversy over the role of internet censorship in information access.[48]

Marxian theory
Main article: Historical materialism

The Marxist theory of historical materialism theorises that society is fundamentally determined by the material conditions at any given time – in other
words, the relationships which people have with each other in order to fulfill basic needs such as feeding, clothing and housing themselves and their
families.[49] Overall, Marx and Engels claimed to have identified five successive stages of the development of these material conditions in Western
Europe.[50] Marxist historiography was once orthodoxy in the Soviet Union, but since the communism's collapse there, its influence has significantly
reduced.[51]

Potential shortcomings in the production of history

Many historians believe that the production of history is embedded with bias because events and known facts in history can be interpreted in a variety of
ways. Constantin Fasolt suggested that history is linked to politics by the practice of silence itself.[52] He said: "A second common view of the link
between history and politics rests on the elementary observation that historians are often influenced by politics."[52] According to Michel-Rolph Trouillot,
the historical process is rooted in the archives, therefore silences, or parts of history that are forgotten, may be an intentional part of a narrative strategy
that dictates how areas of history are remembered.[24] Historical omissions can occur in many ways and can have a profound effect on historical records.
Information can also purposely be excluded or left out accidentally. Historians have coined multiple terms that describe the act of omitting historical
information, including: "silencing",[24] "selective memory",[53] and erasures.[54] Gerda Lerner, a twentieth century historian who focused much of her work
on historical omissions involving women and their accomplishments, explained the negative impact that these omissions had on minority groups.[53]

Environmental historian William Cronon proposed three ways to combat bias and ensure authentic and accurate narratives: narratives must not
contradict known fact, they must make ecological sense (specifically for environmental history), and published work must be reviewed by scholarly
community and other historians to ensure accountability.[54]

Areas of study
Particular studies and fields
Periods
Main article: Periodization These are approaches to history; not
listed are histories of other fields, such
Historical study often focuses on events and developments that occur in particular blocks of time. Historians
as history of science, history of
give these periods of time names in order to allow "organising ideas and classificatory generalisations" to be
mathematics, and history of
used by historians.[55] The names given to a period can vary with geographical location, as can the dates of
philosophy.
the beginning and end of a particular period. Centuries and decades are commonly used periods and the time
they represent depends on the dating system used. Most periods are constructed retrospectively and so Ancient history: the study of history
reflect value judgments made about the past. The way periods are constructed and the names given to them from the beginning of human
can affect the way they are viewed and studied.[56] history until the Early Middle Ages.
Atlantic history: the study of the
Prehistoric periodization history of people living on or near
The field of history generally leaves prehistory to archeologists, who have entirely different sets of tools and the Atlantic Ocean.

theories. In archeology, the usual method for periodization of the distant prehistoric past is to rely on changes Art history: the study of changes in
in material culture and technology, such as the Stone Age, Bronze Age, and Iron Age, with subdivisions that and the social context of art.
are also based on different styles of material remains. Here prehistory is divided into a series of "chapters" so Comparative history: the historical
that periods in history could unfold not only in a relative chronology but also narrative chronology.[57] This analysis of social and cultural
narrative content could be in the form of functional-economic interpretation. There are periodizations, however, entities not confined to national
that do not have this narrative aspect, relying largely on relative chronology, and that are thus devoid of any boundaries.
specific meaning. Contemporary history: the study of
recent historical events.
Despite the development over recent decades of the ability through radiocarbon dating and other scientific
Counterfactual history: the study of
methods to give actual dates for many sites or artefacts, these long-established schemes seem likely to
historical events as they might have
remain in use. In many cases neighboring cultures with writing have left some history of cultures without it,
happened in different causal
which may be used. Periodization, however, is not viewed as a perfect framework, with one account explaining
circumstances.
that "cultural changes do not conveniently start and stop (combinedly) at periodization boundaries" and that
Cultural history: the study of culture
different trajectories of change need to be studied in their own right before they get intertwined with cultural
in the past.
phenomena.[58]
Digital history: the use of computing
technologies to do massive
Geographical locations
searches in published sources.
Particular geographical locations can form the basis of historical study, for example, continents, countries, and Economic history: the use of
cities. Understanding why historic events took place is important. To do this, historians often turn to the economic models fitted to the past.
methods and theory from the discipline of geography.[59] According to Jules Michelet in his book Histoire de Intellectual history: the study of
France (1833), "without geographical basis, the people, the makers of history, seem to be walking on air".[60] ideas in the context of the cultures
Weather patterns, the water supply, and the landscape of a place all affect the lives of the people who live that produced them and their
there. For example, to explain why the ancient Egyptians developed a successful civilization, studying the development over time.
geography of Egypt is essential. Egyptian civilization was built on the banks of the Nile River, which flooded Maritime history: the study of
each year, depositing soil on its banks. The rich soil could help farmers grow enough crops to feed the people maritime transport and all
in the cities. That meant everyone did not have to farm, so some people could perform other jobs that helped connected subjects.
develop the civilization. There is also the case of climate, which historians like Ellsworth Huntington and Ellen
Material history: the study of
Churchill Semple cited as a crucial influence on the course of history. Huntington and Semple further argued objects and the stories they can
that climate has an impact on racial temperament.[61]
tell.
Modern history: the study of
Regions
modern times, the era after the
History of Africa begins with the first emergence of modern human beings on the continent, continuing into
Middle Ages.
its modern present as a patchwork of diverse and politically developing states.
Military history: the study of
History of the Americas is the collective history of North and South America, including the Caribbean and
warfare, historical wars, and Naval
Central America.
history, which is sometimes
History of North America is the study of the past passed down from generation to generation on the
considered to be a sub-branch of
continent in the Earth's Northern and Western Hemispheres.
military history.
History of the Caribbean begins with the oldest evidence where 7,000-year-old remains have been
Oral history: the collection and
found.
study of historical information by
History of Central America is the study of the past passed down from generation to generation on the
utilizing spoken interviews with
continent in the Earth's Western Hemisphere.
people who have lived past events.
History of South America is the study of the past passed down from generation to generation on the
Palaeography: the study of ancient
continent in the Earth's Southern and Western Hemispheres.
texts.
History of Eurasia is the collective history of several distinct peripheral coastal regions: the Middle East,
People's history: historical work
South Asia, East Asia, Southeast Asia, and Europe, linked by the interior mass of the Eurasian Steppe of
from the perspective of common
Central Asia and Eastern Europe.
people.
History of Europe describes the passage of time from humans inhabiting the European continent to the
Political history: the study of politics
present day.
in the past.
History of Asia can be seen as the collective history of several distinct peripheral coastal regions, East
Psychohistory: the study of the
Asia, South Asia, and the Middle East, linked by the interior mass of the Eurasian Steppe.
psychological motivations for
History of East Asia is the study of the past passed down from generation to generation in East
historical events.
Asia.
Pseudohistory: studies about the
History of India is the study of the past passed down from generation to generation in the sub-
past that fall outside the domain of
Himalayan region.
mainstream history (sometimes
History of the Middle East begins with the earliest civilizations in the region now known as the
equivalent to pseudoscience).
Middle East that were established around 3000 BC, in Mesopotamia (Iraq).
Social history: the study of the
History of Southeast Asia has been characterized as interaction between regional players and
process of social change
foreign powers.
throughout history.
History of Oceania is the collective history of Australia, New Zealand, and the Pacific Islands.
Women's history: the history of
History of Australia starts with the documentation of the Makassar trading with Indigenous Australians
female human beings. Gender
on Australia's north coast.
history is related and covers the
History of New Zealand dates back at least 700 years to when it was discovered and settled by perspective of gender.
Polynesians, who developed a distinct Māori culture centered on kinship links and land.
World history: the study of history
History of the Pacific Islands covers the history of the islands in the Pacific Ocean. from a global perspective, with
History of Antarctica emerges from early Western theories of a vast continent known as Terra Australis, special attention to non-Western
believed to exist in the far south of the globe. societies.

Political
Main articles: Political history and Political history in the United States

Political history covers the type of government, the branches of government, leaders, legislation, political
activism, political parties, and voting.

Military
Main article: Military history
Allegory of the recognition of the
Military history concerns warfare, strategies, battles, weapons, and the psychology of combat.[63] The "new Empire of Brazil and its independence.
military history" since the 1970s has been concerned with soldiers more than generals, with psychology more The painting depicts British diplomat
Sir Charles Stuart presenting his letter
than tactics, and with the broader impact of warfare on society and culture.[64]
of credence to Emperor Pedro I of
Brazil, who is flanked by his wife Maria
Religious Leopoldina, their daughter Maria da
Glória (later Queen Maria II of
Main article: History of religion Portugal), and other dignitaries. At
right, a winged figure, representing
The history of religion has been a main theme for both secular and religious historians for centuries, and
History, carving the "great event" on a
continues to be taught in seminaries and academe. Leading journals include Church History, The Catholic stone tablet.[62]
Historical Review, and History of Religions. Topics range widely from political and cultural and artistic
dimensions, to theology and liturgy.[65] This subject studies religions from all regions and areas of the world
where humans have lived.[66]

Social
Main article: Social history

Social history, sometimes called the new social history, is the field that includes history of ordinary people and their strategies and institutions for coping
with life.[67] In its "golden age" it was a major growth field in the 1960s and 1970s among scholars, and still is well represented in history departments. In
two decades from 1975 to 1995, the proportion of professors of history in American universities identifying with social history rose from 31% to 41%,
while the proportion of political historians fell from 40% to 30%.[68] In the history departments of British universities in 2007, of the 5723 faculty members,
1644 (29%) identified themselves with social history while political history came next with 1425 (25%).[69] The "old" social history before the 1960s was a
hodgepodge of topics without a central theme, and it often included political movements, like Populism, that were "social" in the sense of being outside
the elite system. Social history was contrasted with political history, intellectual history and the history of great men. English historian G. M. Trevelyan
saw it as the bridging point between economic and political history, reflecting that, "Without social history, economic history is barren and political history
unintelligible."[70] While the field has often been viewed negatively as history with the politics left out, it has also been defended as "history with the
people put back in".[71]

Subfields

The chief subfields of social history include:

Black history
Demographic history
Ethnic history
Gender history
History of childhood
History of education
History of the family
Labor history
LGBT history
Rural history
Urban history
American urban history
Women's history

Cultural
Main article: Cultural history

Cultural history replaced social history as the dominant form in the 1980s and 1990s. It typically combines the approaches of anthropology and history to
look at language, popular cultural traditions and cultural interpretations of historical experience. It examines the records and narrative descriptions of past
knowledge, customs, and arts of a group of people. How peoples constructed their memory of the past is a major topic. Cultural history includes the
study of art in society as well is the study of images and human visual production (iconography).[72]

Diplomatic
Main article: Diplomatic history

Diplomatic history focuses on the relationships between nations, primarily regarding diplomacy and the causes of wars.[73] More recently it looks at the
causes of peace and human rights. It typically presents the viewpoints of the foreign office, and long-term strategic values, as the driving force of
continuity and change in history. This type of political history is the study of the conduct of international relations between states or across state
boundaries over time. Historian Muriel Chamberlain notes that after the First World War, "diplomatic history replaced constitutional history as the flagship
of historical investigation, at once the most important, most exact and most sophisticated of historical studies".[74] She adds that after 1945, the trend
reversed, allowing social history to replace it.

Economic
Main articles: Economic history and Business history

Although economic history has been well established since the late 19th century, in recent years academic studies have shifted more and more toward
economics departments and away from traditional history departments.[75] Business history deals with the history of individual business organizations,
business methods, government regulation, labour relations, and impact on society. It also includes biographies of individual companies, executives, and
entrepreneurs. It is related to economic history. Business history is most often taught in business schools.[76]

Environmental
Main article: Environmental history

Environmental history is a new field that emerged in the 1980s to look at the history of the environment, especially in the long run, and the impact of
human activities upon it.[77] It is an offshoot of the environmental movement, which was kickstarted by Rachel Carson's Silent Spring in the 1960s.

World
Main article: World history (field)
See also: Human history and Universal history (genre)

World history is the study of major civilizations over the last 3000 years or so. World history is primarily a teaching field, rather than a research field. It
gained popularity in the United States,[78] Japan[79] and other countries after the 1980s with the realization that students need a broader exposure to the
world as globalization proceeds.

It has led to highly controversial interpretations by Oswald Spengler and Arnold J. Toynbee, among others.

The World History Association publishes the Journal of World History every quarter since 1990.[80] The H-World discussion list[81] serves as a network of
communication among practitioners of world history, with discussions among scholars, announcements, syllabi, bibliographies and book reviews.

People's
Main article: People's history

A people's history is a type of historical work which attempts to account for historical events from the perspective of common people. A people's history is
the history of the world that is the story of mass movements and of the outsiders. Individuals or groups not included in the past in other types of writing
about history are the primary focus, which includes the disenfranchised, the oppressed, the poor, the nonconformists, and the otherwise forgotten people.
The authors are typically on the left and have a socialist model in mind, as in the approach of the History Workshop movement in Britain in the 1960s.[82]

Intellectual
Main article: Intellectual history

Intellectual history and the history of ideas emerged in the mid-20th century, with the focus on the intellectuals and their books on the one hand, and on
the other the study of ideas as disembodied objects with a career of their own.[83][84]

Gender
Main articles: Gender history and LGBT history

Gender history is a subfield of History and Gender studies, which looks at the past from the perspective of gender. The outgrowth of gender history from
women's history stemmed from many non-feminist historians dismissing the importance of women in history. According to Joan W. Scott, "Gender is a
constitutive element of social relationships based on perceived differences between the sexes, and gender is a primary way of signifying relations of
power",[85] meaning that gender historians study the social effects of perceived differences between the sexes and how all genders use allotted power in
societal and political structures. Despite being a relatively new field, gender history has had a significant effect on the general study of history. Gender
history traditionally differs from women's history in its inclusion of all aspects of gender such as masculinity and femininity, and today's gender history
extends to include people who identify outside of that binary. LGBT history deals with the first recorded instances of same-sex love and sexuality of
ancient civilizations, and involves the history of lesbian, gay, bisexual and transgender (LGBT) peoples and cultures around the world.[86]

Public
Main article: Public history

Public history describes the broad range of activities undertaken by people with some training in the discipline of history who are generally working
outside of specialized academic settings. Public history practice has quite deep roots in the areas of historic preservation, archival science, oral history,
museum curatorship, and other related fields. The term itself began to be used in the United States and Canada in the late 1970s, and the field has
become increasingly professionalized since that time. Some of the most common settings for public history are museums, historic homes and historic
sites, parks, battlefields, archives, film and television companies, and all levels of government.[87]

Historians
For a more comprehensive list, see List of historians.

Professional and amateur historians discover, collect, organize, and present information about past events. They
discover this information through archeological evidence, written primary sources, verbal stories or oral histories, and
other archival material. In lists of historians, historians can be grouped by order of the historical period in which they were
writing, which is not necessarily the same as the period in which they specialized. Chroniclers and annalists, though they
are not historians in the true sense, are also frequently included.

Judgement
See also: Ash heap of history

Since the 20th century, Western historians have disavowed the aspiration to provide the "judgement of history".[88] The
goals of historical judgements or interpretations are separate to those of legal judgements, that need to be formulated
quickly after the events and be final.[89] A related issue to that of the judgement of history is that of collective memory.
Benedetto Croce

Pseudohistory
Main article: Pseudohistory

Pseudohistory is a term applied to texts which purport to be historical in nature but which depart from standard historiographical
conventions in a way which undermines their conclusions. It is closely related to deceptive historical revisionism. Works which
draw controversial conclusions from new, speculative, or disputed historical evidence, particularly in the fields of national,
political, military, and religious affairs, are often rejected as pseudohistory.

Teaching

Scholarship vs teaching
A major intellectual battle took place in Britain in the early twentieth century regarding the place of history teaching in the
universities. At Oxford and Cambridge, scholarship was downplayed. Professor Charles Harding Firth, Oxford's Regius
Professor of history in 1904 ridiculed the system as best suited to produce superficial journalists. The Oxford tutors, who had
more votes than the professors, fought back in defense of their system saying that it successfully produced Britain's
outstanding statesmen, administrators, prelates, and diplomats, and that mission was as valuable as training scholars. The Ban Zhao, courtesy
tutors dominated the debate until after the Second World War. It forced aspiring young scholars to teach at outlying schools, name Huiban, was the
first known female
such as Manchester University, where Thomas Frederick Tout was professionalizing the History undergraduate programme by
Chinese historian.
introducing the study of original sources and requiring the writing of a thesis.[90][91]

In the United States, scholarship was concentrated at the major PhD-producing universities, while the large number of other colleges and universities
focused on undergraduate teaching. A tendency in the 21st century was for the latter schools to increasingly demand scholarly productivity of their
younger tenure-track faculty. Furthermore, universities have increasingly relied on inexpensive part-time adjuncts to do most of the classroom
teaching.[92]

Nationalism
From the origins of national school systems in the 19th century, the teaching of history to promote national sentiment has been a high priority. In the
United States after World War I, a strong movement emerged at the university level to teach courses in Western Civilization, so as to give students a
common heritage with Europe. In the U.S. after 1980, attention increasingly moved toward teaching world history or requiring students to take courses in
non-western cultures, to prepare students for life in a globalized economy.[93]

At the university level, historians debate the question of whether history belongs more to social science or to the humanities. Many view the field from
both perspectives.

The teaching of history in French schools was influenced by the Nouvelle histoire as disseminated after the 1960s by Cahiers pédagogiques and
Enseignement and other journals for teachers. Also influential was the Institut national de recherche et de documentation pédagogique (INRDP). Joseph
Leif, the Inspector-general of teacher training, said pupils children should learn about historians' approaches as well as facts and dates. Louis François,
Dean of the History/Geography group in the Inspectorate of National Education advised that teachers should provide historic documents and promote
"active methods" which would give pupils "the immense happiness of discovery". Proponents said it was a reaction against the memorization of names
and dates that characterized teaching and left the students bored. Traditionalists protested loudly it was a postmodern innovation that threatened to leave
the youth ignorant of French patriotism and national identity.[94]

Bias in school teaching

In several countries history textbooks are tools to foster nationalism and patriotism, and give students the official
narrative about national enemies.[95]

In many countries, history textbooks are sponsored by the national government and are written to put the
national heritage in the most favorable light. For example, in Japan, mention of the Nanking Massacre has been
removed from textbooks and the entire Second World War is given cursory treatment. Other countries have
complained.[96] Another example includes Turkey, where there is no mention of the Armenian Genocide in
Turkish textbooks as a result of the denial of the genocide.[97]
History books in a bookstore

It was standard policy in communist countries to present only a rigid Marxist historiography.[98][99]

In the United States, textbooks published by the same company often differ in content from state to state.[100] An example of content that is represented
different in different regions of the country is the history of the Southern states, where slavery and the American Civil War are treated as controversial
topics. McGraw-Hill Education for example, was criticized for describing Africans brought to American plantations as "workers" instead of slaves in a
textbook.[101]

Academic historians have often fought against the politicization of the textbooks, sometimes with success.[102][103]

In 21st-century Germany, the history curriculum is controlled by the 16 states, and is characterized not by superpatriotism but rather by an "almost
pacifistic and deliberately unpatriotic undertone" and reflects "principles formulated by international organizations such as UNESCO or the Council of
Europe, thus oriented towards human rights, democracy and peace." The result is that "German textbooks usually downplay national pride and ambitions
and aim to develop an understanding of citizenship centered on democracy, progress, human rights, peace, tolerance and Europeanness."[104]

See also
Glossary of history
History portal
Outline of history

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Further reading
Norton, Mary Beth; Gerardi, Pamela, eds. (1995). The American Historical Lingelbach, Gabriele (2011). "The Institutionalization and Professionalization of
Association's Guide to Historical Literature (3rd ed.). Oxford U.P; Annotated History in Europe and the United States" . The Oxford History of Historical
guide to 27,000 of the most important English language history books in all Writing. Vol. 4: 1800–1945. Oxford University Press. pp. 78–. ISBN 978-
fields and topics. 0199533091. Archived from the original on 15 September 2015. Retrieved
Benjamin, Jules R. (2009). A Student's Guide to History. 2 July 2015.
Carr, E.H. (2001). What is History?. With a new introduction by Richard J. Presnell, Jenny L. (2006). The Information-Literate Historian: A Guide to
Evans. Basingstoke: Palgrave Macmillan. ISBN 0333977017. Research for History Students; excerpt and text search .
Cronon, William (2013). "Storytelling" . American Historical Review. 118 (1): 1– Tosh, John (2006). The Pursuit of History. Pearson Longman.
19. doi:10.1093/ahr/118.1.1 . Archived from the original on 23 July 2016. ISBN 1405823518.
Retrieved 24 July 2016; Discussion of the impact of the end of the Cold War Woolf, D.R. (1998). A Global Encyclopedia of Historical Writing. Vol. 2. Garland
upon scholarly research funding, the impact of the Internet and Wikipedia on Reference Library of the Humanities; excerpt and text search .
history study and teaching, and the importance of storytelling in history writing Williams, H.S., ed. (1907). The Historians' History of the World . Vol. Book 1.
and teaching. Archived from the original on 15 September 2015. Retrieved 2 July 2015; This
Evans, Richard J. (2000). In Defence of History. W.W. Norton & Company. is Book 1 of 25 Volumes.
ISBN 0393319598. Schwarcz, Lilia Moritz (1998). As barbas do imperador: D. Pedro II, um
Furay, Conal; Salevouris, Michael J. (2010). The Methods and Skills of History: monarca nos trópicos (in Portuguese). São Paulo: Companhia das Letras.
A Practical Guide. ISBN 85-7164-837-9.
Kelleher, William (2008). Writing History: A Guide for Students; excerpt and text
search .

External links
Official website of BestHistorySites
Official website of BBC History
Internet History Sourcebooks Project See also Internet History Sourcebooks Project (Collections of public domain and copy-permitted historical
texts for educational use)

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This page was last edited on 16 February 2024, at 22:00 (UTC).

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