"A fascinating historiographical essay. . . . An unusually lucid and inclusive explication of what it ultimately at stake in the culture wars over the nature, goals, and efficacy of history as a discipline."—Booklist

"A fascinating historiographical essay. . . . An unusually lucid and inclusive explication of what it ultimately at stake in the culture wars over the nature, goals, and efficacy of history as a discipline."--Booklist

Modern relativism and postmodern thought in culture and language challenge the 'truth' of history. This book considers how all historians, confined by the concepts and forms of argument of their own cultures, can still discover truths about the past. The Truth of History presents a study of various historical explanations and interpretations and evaluates their success as accounts of the past. C. Behan McCullagh contests that the variety of historical interpretations and subjectivity does not exclude the possibility of their truth. Through an examination of the constraints of history, the author argues that although historical descriptions do not mirror the past they can correlate with it in a regular and definable way. Far from debating in the abstract and philosophical only, the author beds his argument in numerous illuminating concrete historical examples. The Truth of History explores a new position between the two extremes of believing that history perfectly represents the past and that history can tell us nothing true of the past.

“Should be in the hands of every history teacher in the country.”— Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: An up-to-date assessment of the potential and pitfalls of U.S. and world history education. Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. Ideas from teachers across the country who are empowering students by teaching what really happened. Specific chapters dedicated to five content topics usually taught poorly in today’s schools.

If we are to take seriously the need for telling the truth about our history, we must start at first principles. What if the sovereignty of the First Nations was recognised by European international law in the eighteenth and nineteenth centuries? What if the audacious British annexation of a whole continent was not seen as acceptable at the time and the colonial office in Britain understood that 'peaceful settlement' was a fiction? If the 1901 parliament did not have control of the whole continent, particularly the North, by what right could the new nation claim it? The historical record shows that the argument of the Uluru Statement from the Heart is stronger than many people imagine and the centuries-long legal position about British claims to the land far less imposing than it appears. In Truth-Telling, influential historian Henry Reynolds pulls the rug from legal and historical assumptions, with his usual sharp eye and rigour, in a book that's about the present as much as the past. His work shows exactly why our national war memorial must acknowledge the frontier wars, why we must change the date of our national day, and why treaties are important. Most of all, it makes urgently clear that the Uluru Statement is no rhetorical flourish but carries the weight of history and law and gives us a map for the future.

Criticizes the way history is presented in current textbooks, and suggests a more accurate approach to teaching American history.

Winner of the 2003 Trillium Book Award "Stories are wondrous things," award-winning author and scholar Thomas King declares in his 2003 CBC Massey Lectures. "And they are dangerous." Beginning with a traditional Native oral story, King weaves his way through literature and history, religion and politics, popular culture and social protest, gracefully elucidating North America's relationship with its Native peoples. Native culture has deep ties to storytelling, and yet no other North American culture has been the subject of more erroneous stories. The Indian of fact, as King says, bears little resemblance to the literary Indian, the dying Indian, the construct so powerfully and often destructively projected by White North America. With keen perception and wit, King illustrates that stories are the key to, and only hope for, human understanding. He compels us to listen well.