Disclaimer: This is a four-part series that dispels how the discipline of History should be interpreted and taught in schools.
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Ranke’s approach to the study of history spread worldwide making it the professional standard of the discipline of history. History programs started to spread around the world in various universities as well spawning new historians to join the profession. This spread of the discipline of history was particularly influential by the spawning of nationalism in the 19th century. During the 19th century which spawned many repercussions and often tremendous trouble where some of that nationalism were born. You can start to see the role of history creating pride for one’s nation and ideologies that led to future wars. History’s role in many countries will have a strong nationalistic presence that started creating nationalistic stories that establish a sense of self and establishing a distinguishing character for one’s nation. In Ranke homeland of Germany, the discipline of history from an ideological approach, they were assuming there was always a German people and nation. As we study various cultures and nationalities throughout history we will see this is not the case, when in fact, many people did not identify themselves with the nation. This could lead to very one-sided views as if the nation had always existed for instance “postwar contexts could make a forgery financially rewarding,”  giving certain documents no credence. Historians should also stray from focusing just on major political authorities and economic struggles to make meaningful determinations of the historical record. They must rather focus on meshing old ideas with new ideas from social history that would give more rationality to “ man as a rational, political animal” with everyone from different social spheres laying down their contribution to the nationalistic record of history.
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Considering that we live in a very challenging time in the world, it is more imperative than ever that the discipline of history must be examined. Since we live in an era of globalization, the problems of the world have become universal. With these ever-growing challenges, history is one of the ways to help us understand and formulate solutions to the tremendous problems we are facing as a society. By studying the past as historians we create a foundation on which to ask questions, allowing history to be helpful in creating analogies, which will help us better interpret present day situations. The general public struggles with asking these analytical questions based on primary source evidence because they are too caught up with the misconception that the study of history is just purely memorizing facts, names, and dates. Individuals who study history will have a better grasp of what their places in the present, which will give them a better perception of “time and space”  of the era in which they live which will help them “know themselves”  and make them more productive members of society. Many students and non-historians get lost in the ocean of information and facts with no navigation or orientation to draw analytic conclusions of the evidence to know what is most relevant to them. When a historian observes sources for evidence of the facts they must ask questions of the material they are researching. The most principle question the historian draws upon when first analyzing the evidence is to find out what happened. The basic foundation of history is to present all the evidence that follows the principles of the pursuit of the objective truth, so you can know and accurately relate the historical record relatively close to its absolute truth, but not quite hitting that plateau. For humidity to improve its living conditions in the present time and better forecast trends in the future, it must analyze the context of the past and “upon the integration of the record”  then this will result in a clear understanding of addressing present and future issues.
Although history helps us formulate questions about the evidence from the past that we are examining, history doesn’t show us clear-cut lessons that have simplistic solutions to struggles or issues of the past. 
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A historian should never make the assumption that history clearly shows us this or that. History is a very open-ended subject that is not clear-cut and concise with easy answers because there is an overwhelming amount of information that can show you anything you’d like if you go in with a given perspective on an issue or subject. When studying primary sources and extracting the evidence from these sources a historian must not plainly focus on major events and figures but also pay attention to “locating discrete events, phenomena, and expressions in their universe”  of study to draw relevant conclusions of the record. The historian must move with an open-minded approach when examining the evidence of past. Although a historian is studying many primary sources on a particular historical event, there is never enough evidence to examine in order to establish an objective truth. We could not accurately know the intentions of the actors in history, we can only make inquiries that follow the strict standardization based on “transpersonal replicability”  of the evidence which leads to an interpretation of the historical record. As we analyze the evidence and make determinations of participants we withhold our own “context and subjects”  and avoid looking at them with the mindset of “presentism”  because these individuals have not obtained a level of historical understanding within the era they lived in. As we try to define the historical record of an event while trying to reach the objective truth of the matter, the theme of a particular historical event in the past will always be ever-expanding. The central focus of the historian is to find the causes of this expansion of the theme and the full spectrum of the past to support, modify or challenge the thesis presented.
Source:   Claus, Peter, and John Marriott. History: An Introduction to Theory, Method and Practice. Routledge, 2014. P. 383.
  Himmelfarb, Gertrude. The new history and the old: Critical essays and reappraisals. Harvard University Press,
  Handlin, Oscar. Truth in history. Transaction Publishers, 1987. P. 405.
  Handlin, Oscar. Truth in history. 1987. P. 405.
  Handlin, Oscar. Truth in history. 1987. P. 408.
  Handlin, Oscar. Truth in history. 1987. P. 407.
  Novick, Peter. That noble dream. p. 52.
  Wineburg, Sam. Historical thinking and other unnatural acts: Charting the future of teaching the past. Temple University Press, 2001. P. 90.
  Wineburg, Sam. Historical thinking. 2001. P. 90.
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