{"id":2090,"date":"2025-07-29T15:01:25","date_gmt":"2025-07-29T15:01:25","guid":{"rendered":"https:\/\/resources.kialo-edu.com\/?post_type=docs&#038;p=2090"},"modified":"2025-07-29T15:11:23","modified_gmt":"2025-07-29T15:11:23","password":"","slug":"the-objectivity-of-history-lesson-2","status":"publish","type":"docs","link":"https:\/\/resources.kialo-edu.com\/en\/docs\/the-objectivity-of-history-lesson-2\/","title":{"rendered":"The Objectivity of History, Lesson 2"},"content":{"rendered":"<h2 class=\"wp-block-heading\">Lesson 2: Fact-Finding Task<\/h2><p><strong>Focus:<\/strong> <em>How do real-world examples of contested or suppressed historical narratives reveal tensions between power, representation, and knowledge?<\/em><\/p><p>Suggested Length: 1 hour<\/p><p>Learning Objectives:<\/p><ul class=\"wp-block-list\">\n<li>Investigate real-world case studies that show how power and perspective influence which histories are preserved, erased, or contested.<\/li>\n\n\n\n<li>Substantiate or challenge claims from Lesson 1 using evidence from media, academic sources, and historical debates.<\/li>\n\n\n\n<li>Develop critical thinking and source evaluation skills by connecting practical examples to TOK concepts like evidence, power, perspective, and responsibility.<\/li>\n<\/ul><figure class=\"wp-block-table\"><table class=\"has-background has-fixed-layout\" style=\"background-color:#e9f1f9\"><thead><tr><th> Critical Thinking Concepts<\/th><th>TOK Concepts<\/th><th>Reflection Questions<\/th><\/tr><\/thead><tbody><tr><td><strong>Confronting Biases &amp; Assumptions<\/strong>: Identifying historical authority bias and questioning justifications for historical interpretations. <br><br><strong>Responsiveness and Flexibility of Thought<\/strong>: Refining positions based on new information and perspectives, and weighing conflicting perspectives.<br><br><strong>Extrapolation &amp; Reapplication of Principles<\/strong>: Build historical literacy and learn to link lessons to modern issues.<\/td><td><strong>Responsibility: <\/strong>Who is responsible for ensuring that the historical narrative in your case study was accurate, inclusive, or ethical?<br><br><strong>Evidence:<\/strong> What types of evidence were used in your case study, and how did they influence whose version of history was accepted?<br><br><strong>Certainty:<\/strong> Did the case study reveal gaps, contradictions, or contested sources that made historical certainty difficult or impossible?<\/td><td>How did your case study affect your understanding of who gets to define and preserve history?<br><br>What made certain examples feel more like suppression or distortion &mdash; versus empowerment or reclamation?<br><br>What role should visibility, credibility, and consent play in deciding how histories are shared or retold?<br><br>Can efforts to include marginalized histories ever be truly equal when power and access to platforms remain uneven?<\/td><\/tr><\/tbody><\/table><\/figure><style>#sp-ea-2091 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 300ms;}#sp-ea-2091.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-2091.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-2091.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-2091.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-2091.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}<\/style><div id=\"sp_easy_accordion-1753792926\"><div id=\"sp-ea-2091\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-20910\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse20910\" aria-controls=\"collapse20910\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Resources and Preparation<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse20910\" role=\"region\" aria-labelledby=\"ea-header-20910\"> <div class=\"ea-body\"><ol><li>Slides, attached below.<\/li><li>Students will need access to their Kialo discussions from Lesson 1.<\/li><li>Ensure students complete the homework preparation task.<\/li><li>Videos\/readings accompanying the case studies of your choice should be viewed in advance.<\/li><\/ol><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-20911\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse20911\" aria-controls=\"collapse20911\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Homework Preparation Task<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse20911\" role=\"region\" aria-labelledby=\"ea-header-20911\"> <div class=\"ea-body\"><p><b>Case Study Task<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Divide students into small groups and assign each group a case study related to the topic. Students will add their evidence to the Kialo discussion from Lesson 1.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Each group will:<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reflect on how these cases connect to the concepts discussed in Lesson 1.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Explore their assigned case using the provided resources and their own research.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Prepare a short presentation (5&ndash;10 minutes) responding to the following question: \" How do real-world examples of contested or suppressed historical narratives reveal tensions between power, representation, and knowledge?\"<\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students should include details of:<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What happened in the case.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How perspective and power dynamics influenced what was included as historical evidence in the case and what was excluded and why.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Which TOK concept (perspective, evidence, certainty) is most relevant.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Whether the case supports or challenges a claim from Lesson 1.<\/span><\/span>&nbsp;<\/li><\/ul><\/li><\/ul><p><b>Case Study Options<\/b><\/p><p><b>The &ldquo;Prehistoric&rdquo; Label for Indigenous Societies<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Focus: How defining &ldquo;history&rdquo; by written records excludes oral traditions and Indigenous knowledge systems.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Key Question: What counts as historical evidence, and who decides?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">TOK Concepts: Evidence, Perspective, Responsibility<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Suggested Sources: <\/span><a href=\"https:\/\/siarchives.si.edu\/history\/how-do-oral-history\"><span style=\"font-weight: 400\">How to Do Oral History | Smithsonian Institution Archives<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"https:\/\/youtu.be\/kcyRk6mTLZQ?si=938ZV1_vi15KgTIL\"><span style=\"font-weight: 400\">What Do Historians Think of Oral History? | Myths Highlights<\/span><\/a><span style=\"font-weight: 400\">&nbsp;<\/span><\/li><\/ul><p>&nbsp;<\/p><p><b>Rewriting National History Textbooks (e.g., India, Japan, Turkey)<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Focus: Government influence on shaping national identity through history curricula.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Key Question: Who controls the &ldquo;official&rdquo; version of the past, and why?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">TOK Concepts: Power, Ethics, Perspective<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Suggested Sources: <\/span><a href=\"https:\/\/youtu.be\/X0GQq-iBHQc?si=Br2bISDeKa_WEZy1\"><span style=\"font-weight: 400\">India accused of rewriting textbooks &mdash; and history<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"https:\/\/youtu.be\/kq_4YoCnVxY?si=utjsFJsuXi5Cyunl\"><span style=\"font-weight: 400\">Modi's Government Changed India's History Textbooks. What Do Students Think? | CNA Correspondent<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"https:\/\/euvsdisinfo.eu\/manipulating-memory-rewriting-school-history-books\/\"><span style=\"font-weight: 400\">EU vs Disinformation - Manipulating Memory Rewriting School History Books<\/span><\/a><span style=\"font-weight: 400\">&nbsp;&nbsp;<\/span><\/li><\/ul><p>&nbsp;<\/p><p><b>Controversies over Historical Statues\/Monuments (e.g., Cecil Rhodes, Columbus, Confederate leaders)<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Focus: Debates around memory, honor, and historical accountability.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Key Question: Does taking down a monument erase history &mdash; or reframe it?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">TOK Concepts: Responsibility, Perspective, Power<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Suggested Sources: <\/span><a href=\"https:\/\/www.theguardian.com\/artanddesign\/2021\/jun\/01\/gary-younge-why-every-single-statue-should-come-down-rhodes-colston\"><span style=\"font-weight: 400\">The Guardian - Why every single statue should come down<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"https:\/\/www.britannica.com\/procon\/historical-statue-removal-debate\"><span style=\"font-weight: 400\">Britannica &ndash; Historic Statue Removal<\/span><\/a><\/li><\/ul><p>&nbsp;<\/p><p><b>Museum Repatriation Debates (e.g., Benin Bronzes, Parthenon Marbles)<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Focus: Ethical debates around who owns cultural artifacts and who gets to tell their stories.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Key Question: Is the act of displaying history also an act of control?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">TOK Concepts: Power, Ethics, Evidence<\/span><\/li><\/ul><p><span style=\"font-weight: 400\">Suggested Sources: <\/span><a href=\"https:\/\/www.shortform.com\/blog\/repatriating-artifacts\/\"><span style=\"font-weight: 400\">Shortform &ndash; Debate over repatriating museum artifacts<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"https:\/\/artreview.com\/why-we-need-to-change-the-art-repatriation-debate\/\"><span style=\"font-weight: 400\">ArtReview &ndash; Why we need to change the art-repatriation debate<\/span><\/a><\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-20912\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse20912\" aria-controls=\"collapse20912\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Introduction<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse20912\" role=\"region\" aria-labelledby=\"ea-header-20912\"> <div class=\"ea-body\"><p><b>Recap and Frame the Task<\/b><\/p><ul><li><span style=\"font-weight: 400\">Recap Lesson 1: Review key arguments from the previous Kialo debate on the objectivity of history.<\/span><\/li><\/ul><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Prompt: What claims did you find most convincing or problematic in last class&rsquo;s debate? Were there any arguments that felt hard to prove without real-world examples?<\/span><\/li><\/ul><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Present the Central Question:<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">&ldquo;How do real-world examples of contested or suppressed historical narratives highlight tensions between power, evidence, and responsibility in the construction of history?&rdquo;<\/span><\/span>&nbsp;<\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Emphasize applying evidence, perspective, power, and responsibility to evaluate how historical knowledge is shaped by access, representation, and authority.<br><\/span><\/li><\/ul><\/li><\/ul><p><b>Bridge to Lesson 2<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Explain that students will now explore real-world historical controversies where power influenced which histories were legitimized, silenced, or contested.<\/span><\/span>&nbsp;<\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Clarify the shift: This is no longer just about theory &mdash; we&rsquo;re now examining specific policies, textbooks, museums, or public debates that determine who gets heard, trusted, or erased in the telling of the past.<\/span><\/span>&nbsp;<\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reinforce the goal: Move from opinion to evidence. These case studies should show how historical knowledge is constructed, challenged, or reclaimed in specific contexts.<\/span><\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-20913\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse20913\" aria-controls=\"collapse20913\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Main Activity<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse20913\" role=\"region\" aria-labelledby=\"ea-header-20913\"> <div class=\"ea-body\"><p><b>Presentations<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students present their case studies to the class.<\/span><\/span>&nbsp;<\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students should take note of any useful points from other groups&rsquo; presentations to use in the Kialo discussion.<\/span><\/li><\/ul><p>&nbsp;<\/p><p><b>Recording Findings in a Kialo Discussion&nbsp;<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students return to the Kialo discussion from Lesson 1 and:<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Add at least one new claim or counterclaim based on their case study.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Reply to at least one peer&rsquo;s argument, using insights from another group&rsquo;s case.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Label their post with the relevant TOK concept (e.g., evidence &ndash; rewritten history textbooks).<\/span><\/span>&nbsp;<\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Focus areas for Kialo updates:<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Historical Gatekeeping: Who decides which historical accounts are preserved, taught, or commemorated&mdash;and which are not?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Ethical Framing of the Past: What responsibilities do historians, governments, or institutions have when retelling or revising history?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Knowledge Inequality: Are all ways of knowing the past (e.g., oral traditions, archaeology, community memory) valued equally in mainstream history?<\/span><\/li><\/ul><\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-20914\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse20914\" aria-controls=\"collapse20914\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Reflection Activity<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse20914\" role=\"region\" aria-labelledby=\"ea-header-20914\"> <div class=\"ea-body\"><p><span style=\"font-weight: 400\">Discuss the following reflection questions in open discussion or exit ticket format:<\/span><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How did your case study affect your understanding of who gets to define and preserve history?<br><\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What made certain examples feel more like suppression or distortion &mdash; versus empowerment or reclamation?<br><\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">In your case, who had the most control over the historical narrative &mdash; governments, institutions, or communities?<br><\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Can efforts to include marginalized histories ever be truly equal when power and access to platforms remain uneven?<br><\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What role should visibility, credibility, and consent play in deciding how histories are shared or retold?<br><\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Should all public uses of historical know<\/span><span style=\"font-weight: 400\">ledge (e.g., education, museums, monuments) require consultation with the communities they represent, or are there exceptions?<\/span><\/li><\/ul><\/div><\/div><\/div><\/div><\/div><h2 class=\"wp-block-heading\">Related Materials<\/h2><div data-height=\"auto\">\n\t\t\t<p>\n\t\t\t\t<strong>\n\t\t\t\t\t<a href=\"https:\/\/www.kialo-edu.com\/p\/504c6235-0bad-4402-8825-6f04170428ca\/540987\" referrerpolicy=\"unsafe-url\" rel=\"nofollow\">Can historical knowledge ever be entirely objective?<\/a>\n\t\t\t\t<\/strong> &mdash; 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Assumptions: Identifying historical authority bias and questioning justifications for historical interpretations. Responsiveness and Flexibility of Thought: Refining positions based on [&hellip;]<\/p>\n","protected":false},"author":48,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_acf_changed":true,"wds_primary_doc_category":0,"wds_primary_doc_tag":0,"footnotes":""},"doc_category":[36],"doc_tag":[],"class_list":["post-2090","docs","type-docs","status-publish","hentry","doc_category-knowledge-history"],"acf":[],"year_month":"2026-05","word_count":258,"total_views":"21","reactions":{"happy":"0","normal":"0","sad":"0"},"author_info":{"name":"Amnah Ejaz","author_nicename":"ae","author_url":"https:\/\/resources.kialo-edu.com\/en\/author\/ae\/"},"doc_category_info":[{"term_name":"History","term_url":"https:\/\/resources.kialo-edu.com\/en\/docs-category\/knowledge-history\/"}],"doc_tag_info":[],"knowledge_base_info":[],"knowledge_base_slug":[],"_links":{"self":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs\/2090","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs"}],"about":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/types\/docs"}],"author":[{"embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/users\/48"}],"replies":[{"embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/comments?post=2090"}],"version-history":[{"count":0,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs\/2090\/revisions"}],"wp:attachment":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/media?parent=2090"}],"wp:term":[{"taxonomy":"doc_category","embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/doc_category?post=2090"},{"taxonomy":"doc_tag","embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/doc_tag?post=2090"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}