Guide to the History Oral Exam

Every historical event or subject must be situated in time and space. Only by taking these coordinates as a starting point can one speak of a historical analysis. It is therefore essential to study every topic covered during the year using two fundamental tools: a timeline and a geographical map, preferably a geo-historical one. If the adopted textbook does not include these, it is very useful to consult a historical atlas. When studying, one should not be overwhelmed by the anxiety of having to memorise facts, but rather seek to understand the dynamics of events and reflect on all the causal links: from economic and political factors to cultural, artistic, technological, media and financial developments. You will find that essential knowledge is learnt and remembered more easily and accurately. After placing events within their geo-historical context, taking into account the historical-causal link between what precedes them chronologically and what follows, it is important not to overlook the historiographical debate. Every event is subject to multiple readings and interpretations by historians. Textbooks are usually accompanied by sections on historiography to give due prominence to the historiographical debate. A controversial approach to history (comparing one thesis with a contrary one) enables us to gain a deep understanding of both the complexity of a historiographical interpretation and the event itself, as well as the work of the historian.

By the fifth year, this distinction should no longer need to be emphasised, but our experience as teachers leads us to reiterate it: a distinction must be made between historiographical theses and sources. Both are included in the appendix to the textbook, but in two separate sections, often clearly distinguished by colour. The source is equally important for understanding the event under consideration, precisely because it is the object of the historian’s study and analysis. It is from this that the historian’s interpretation derives. When each student engages with a document produced during that specific historical period, they become an interpreter of the content that document conveys; they thus carry out the work of the historian themselves, independently. There are not only written sources; therefore, when presenting the material, one must not overlook everything learnt from first-hand experiences: visits to historical sites, museums and monuments, as well as the highly recommended meetings with eyewitnesses. Often, we can find such witnesses right at home: grandparents (or even great-grandparents) and perhaps our own parents, for the history of the times closest to us. In this way, we can learn and see that history is a subject that is always alive and present within our society.

Highlighting links with other disciplines: history is, by its very nature, an interdisciplinary subject. The first discipline to consider is civic education, which will prove to be inextricably linked with history. The importance of history lies precisely in developing the appropriate tools for learning and discerning news, as presented to us by the mass media and social media. In this regard, monographic texts and films set in specific contexts and recounting particular events undoubtedly provide food for thought and stimulate new questions and further exploration. Referring to them during the presentation demonstrates the interest sparked by careful study.

Teacher of History and Philosophy at the Liceo Newton in Rome