The events of the Cold War conflict between the US and the USSR in the s and s might be considered significant as a way of understanding how to deal with modern tensions between America and Russia. For example: The Gallipoli Campaign is considered to be a significant event in Australian history because it has been commemorated as an important event in the formation of Australia's national identity. Examples The Black Death is considered to be significant in European history because it killed an estimated one-third of the entire population of Europe in just four years.
William Wilberforce is considered to be a significant historical figure because he played a central role in abolishing the slave trade throughout the entire British empire.
Example research questions. Criteria Examples of sub-questions for a research task about historical significance Novelty What did people in the past think was important about the person, event or idea?
What did this person, event or idea achieve which had not been done before? Applicability In what way can the person, event or idea relate to modern events? Memory Why has this person, event or idea been discussed since that time?
Effects In what ways have people been affected by this person, event or idea? Test Your Learning. What do you need help with? Download ready-to-use digital learning resources. History Research Journal.
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Foundation Partners. Worldwide Recognition. UoPeople in the Media. It provides basic factual information about the background of our political institutions and about the values and problems that affect our social well-being.
It also contributes to our capacity to use evidence, assess interpretations, and analyze change and continuities. No one can ever quite deal with the present as the historian deals with the past—we lack the perspective for this feat; but we can move in this direction by applying historical habits of mind, and we will function as better citizens in the process. History is useful for work. Its study helps create good businesspeople, professionals, and political leaders.
The number of explicit professional jobs for historians is considerable, but most people who study history do not become professional historians. Professional historians teach at various levels, work in museums and media centers, do historical research for businesses or public agencies, or participate in the growing number of historical consultancies.
These categories are important—indeed vital—to keep the basic enterprise of history going, but most people who study history use their training for broader professional purposes. Students of history find their experience directly relevant to jobs in a variety of careers as well as to further study in fields like law and public administration. Employers often deliberately seek students with the kinds of capacities historical study promotes.
The reasons are not hard to identify: students of history acquire, by studying different phases of the past and different societies in the past, a broad perspective that gives them the range and flexibility required in many work situations. They develop research skills, the ability to find and evaluate sources of information, and the means to identify and evaluate diverse interpretations.
Work in history also improves basic writing and speaking skills and is directly relevant to many of the analytical requirements in the public and private sectors, where the capacity to identify, assess, and explain trends is essential. Historical study is unquestionably an asset for a variety of work and professional situations, even though it does not, for most students, lead as directly to a particular job slot, as do some technical fields.
But history particularly prepares students for the long haul in their careers, its qualities helping adaptation and advancement beyond entry-level employment. There is no denying that in our society many people who are drawn to historical study worry about relevance. In our changing economy, there is concern about job futures in most fields.
Historical training is not, however, an indulgence; it applies directly to many careers and can clearly help us in our working lives.
Why study history? The answer is because we virtually must, to gain access to the laboratory of human experience. When we study it reasonably well, and so acquire some usable habits of mind, as well as some basic data about the forces that affect our own lives, we emerge with relevant skills and an enhanced capacity for informed citizenship, critical thinking, and simple awareness.
The uses of history are varied. Studying history can help us develop some literally "salable" skills, but its study must not be pinned down to the narrowest utilitarianism. Some history—that confined to personal recollections about changes and continuities in the immediate environment—is essential to function beyond childhood.
Some history depends on personal taste, where one finds beauty, the joy of discovery, or intellectual challenge. Between the inescapable minimum and the pleasure of deep commitment comes the history that, through cumulative skill in interpreting the unfolding human record, provides a real grasp of how the world works. Through clear graphs and informal prose, readers will find hard data, practical advice, and answers to common questions about the study of history and the value it affords to individuals, their workplaces, and their communities in Careers for History Majors.
You can purchase this pamphlet online at Oxford University Press. For questions about the pamphlet, please contact Karen Lou klou historians. For bulk orders contact OUP directly. What do history students learn? With the help of the AHA, faculty from around the United States have collaborated to create a list of skills students develop in their history coursework. This list, called the "History Discipline Core," is meant to help students understand the skills they are acquiring so that they can explain the value of their education to parents, friends, and employers, as well as take pride in their decision to study history.
Corey Prize Raymond J. Forgotten U. President Chester A. Arthur who we rank as the th most significant person in history is more historically significant than young pop singer Justin Bieber currently ranked , even though he may have a less devoted following and lower contemporary name recognition. Historically significant figures leave statistical evidence of their presence behind, if one knows where to look for it, and we used several data sources to fuel our ranking algorithms, including Wikipedia, scanned books and Google n-grams.
The reputation he has now is presumably destined to endure. By analyzing traces left in millions of scanned books, we can measure just how fast this decay occurs, and correct for it.
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