1. Why History? and What is History? Dr Paul Sendziuk School of History and Politics The University of Adelaide

2. Session Aims   to consider the importance of History and its function in contemporary society   to investigate: what is History? And what are we doing when we write and/or teach it?

3. Why History is important…   ‘Threshold concepts’ – is History relevant?   History as guide for solving present-day dilemmas: - -Asian and Muslim migrants - -saying ‘sorry’ and making appropriate reparations - -asylum-seeker policy - -nuclear past, nuclear future

4. E.H. Carr, What is History?   What is empiricism?   Do ‘the facts’ speak for themselves?   Is it possible to divorce ‘the facts’ of history from interpretation? In what ways do the historian intrude and shape the story?   Is it possible to know all the ‘facts’; i.e. discuss problems with the historical record…who/what might be excluded?   Carr is fond of metaphors drawn from nature - asks us to listen for ‘buzzing bees’ and note where we go fishing. What is he talking about? (pp.17-18)   How might language – the very act of communicating – render the objective telling of history impossible? (p.19)   If the interpretation and selection of facts are subjective, and ‘complete history’ impossible, are all historical interpretations equally valid?

5. Homework: Primary Source analysis   ‘primary’ vs. ‘secondary’ sources   letters, diaries, newspaper articles, novels/poems, parliamentary debates (Hansard), oral testimony, photographs, paintings, cartoons, material culture (objects/artifacts)   National Library of Australia – vast collection of primary sources of historical evidence, much available online: www.nla.gov.au   State Library of SA: www.slsa.sa.gov.auwww.slsa.sa.gov.au