the case study of historical interpretations

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

2 What is Historical Analysis? 

The principal goal of students in history classes and historians in practice is to master the process of  Historical Analysis .  History is more than a narrative of the past; the discipline cares less for the who, what, where, and when of an event, instead focusing on how and why certain events unfolded the way they did and what it all means. History is about argument, interpretation, and consequence. To complete quality historical analysis—that is, to “do history right”–one must use appropriate evidence, assess it properly (which involves comprehending how it is related to the situation in question), and then draw appropriate and meaningful conclusions based on said evidence. 

The tools we use to analyze the past are a learned skill-set. While it is likely that the history you enjoy reading appears to be centered on a clear and direct narrative of past events, creating that story is more difficult than you might imagine. Writing history requires making informed judgments; we must read primary sources correctly, and then decide how to weigh the inevitable conflicts between those sources correctly. Think for a moment about a controversial moment in your own life—a traffic accident perhaps or a rupture between friends. Didn’t the various sources who experienced it—both sides, witnesses, the authorities—report on it differently? But when you recounted the story of what happened to others, you told a seamless story, which—whether you were conscience of it or not—required deciding whose report, or which discrete points from different reports—made the most sense. Even the decision to leave one particular turning point vague (“it’s a he said/she said unknowable point”) reflects the sort of judgment your listeners expect from you. 

We use this same judgment when we use primary sources to write history; though in our case there are rules, or at least guidelines, about making those decisions. (For precise directions about reading primary sources, see the sections on “ Reading Primary Sources ” in the next chapter). In order to weigh the value of one source against other sources, we must be as informed as possible about that source’s historical context, the outlook of the source’s creator, and the circumstances of its creation. Indeed, as they attempt to uncover what happened, historians must learn about those circumstances and then be able to evaluate their impact on what the source reveals. Each actor in a historical moment brings their own cultural biases and preconceived expectations, and those biases are integral to the sources they leave behind. It is up to the historian to weave these differences together in their analysis in a way that is meaningful to readers. They must compare differences in ideologies, values, behaviors and traditions, as well as take in a multiplicity of perspectives, to create one story.

In addition to knowing how to treat their sources, historians and history students alike must tell a story worth telling, one that helps us as a society to understand who we are and how we got here. As humans, we want to know what caused a particular outcome, or perhaps whether a past actor or event is as similar to a present-day actor or event as it seems, or where the beginnings of a current movement began. (“What made Martin Luther King, Jr. a leader, when other activists had failed before him?” “Were reactions to the Civil Rights Movement similar to those of the current Black Lives Matter movement?” “How similar is the Coronavirus pandemic to the 1918 flu pandemic?” “Who were the first feminists and what did they believe?”) Even small aspects of larger events can help answer important questions. (“How did the suffrage movement (or Mothers Against Drunk Drivers, or the gun rights movement, or …) play out in my Texas hometown?”)

The very essence of historical analysis is about analyzing the different cause-and-effect relationships present in each scenario, considering the ways individuals, influential ideas, and different mindsets interact and affect one another. It is about figuring out what facts go together to form a coherent story, one that helps us understand ourselves and each other better. But such understandings, or indeed what exactly counts as “coherent,” can change with each generation. That’s where you and your interests as a student of history come in. Of key importance to the discipline is that our analysis of an event or individual is tentative or impermanent. The job of historians is to study the available evidence and construct meaningful conclusions; therefore, when new evidence and perspectives (including yours!) present themselves it may very well alter our understanding of the past.  

As the section on historiography pointed out, a significant part of historical analysis is integrating new understandings of past events and actors with history as it already written. We don’t want to “reinvent the wheel” or simply retell the same story, using the same sources. Even as scholars provide new perspectives or uncover new evidence, revising what was thought to be known, they cannot simply ignore previous historical writing. Instead they need to address it, linking their new understanding to old scholarship as a part of building knowledge. Sometimes the linkage is a direct challenge to past explanations, but more likely new historical writing provides a nuance to the older work. For example, a scholar might look at new evidence to suggest a shift in periodization (“actually the rightward shift in the Republican Party began much earlier than Ronald Reagan’s campaigns”) or the importance of different actors (“middle-class Black women were more critical in the spreading of Progressive reforms in the South than we once thought”). Because historians are concerned with building knowledge and expanding scholarship, they choose their subjects of research with an eye toward adding to what we know, perhaps by  developing  new perspectives on old sources or by finding new sources.  

For another view on historical thinking, this one offered by the American Historical Association, see “What does it mean to think historically?” 

an examination of the past which focuses on why certain events unfolded the way they did and what significance it had

How History is Made: A Student’s Guide to Reading, Writing, and Thinking in the Discipline Copyright © 2022 by Stephanie Cole; Kimberly Breuer; Scott W. Palmer; and Brandon Blakeslee is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Historical Interpretation: An Art of Unravelling the Past

Share post:

Interpretation in the setting of history involves more than just recounting events; it also involves comprehending the past, assembling its complex jigsaw, and extracting significance from the narratives that have been left behind. The skill of historical interpretation involves fusing perspective, evaluation, and data to put light on the tales of bygone eras. This blog looks into the fascinating field of historical interpretation, exploring its methods, challenges, and importance in forming our understanding of the past.

Historical Interpretation Strategies:

A variety of methods are included in historical interpretation, and everyone provides an alternative viewpoint on the past. Among them are:

• Assess Primary Sources : Primary evidence like diaries, letters, official documents, and artifacts, offer firsthand knowledge of historical events. Historians assess these documents critically, considering their biases, trustworthiness, and context, to recreate historical events.
• Evaluation of Second Sources: Journals, books, and academic publications are a few examples of additional sources that provide analyses and evaluations of historical events. They are evaluated by historians for their accuracy, accuracy, and relevance to their field of study.

Challenges with Historical Interpretation:

Historical interpretation is not without challenge, despite its significance. Typical obstacles involve the following:

• Perspective and Bias: Social, political, and philosophical prejudices that influence how events are recorded and understood are among the viewpoints and biases that historians have to control while working with material from the past.
• Inconclusive Evidence: Since historical material is frequently erroneous and partial, researchers must combine multiple sources and use inference and inference to fill in the blanks.
• Moderating Understandings: Interpretations of the past are susceptible to change when fresh data becomes available, viewpoints diverge, and social conventions alter. Historians need to be willing to modify their conclusions in the wake of fresh knowledge and comprehension.

The Importance of Historical Analysis:

Interpreting the past has an important effect on how we perceive the past and how important it is to the present. Amongst the important ones are:

• Understanding Complexity: By historical interpretation, we may comprehend the particulars of historical events, especially their causes, consequences, and larger historical contexts. Examining many viewpoints and interpretations helps us understand historical events more fully.
• Arguments in the Present: Debates and arguments in the present on topics like politics, culture, personality, and social justice are informed by interpretations of history. We can learn important lessons and get insights that apply to current issues by examining historical events and their interpretations of them.
• Preserving Memories: By providing perspective for historical events, historical interpretation helps to ensure that they are not lost or forgotten. Historians preserve the cultural past and communal memory by collecting and evaluating historical tales.

Accepting the Art of Historical Interpretation: Offering Light for Tomorrow

Final Thoughts!

The process of historical interpretation is complicated and ever-changing, adding to our understanding of the past and its relevance to the present. Historians clarify the specifics of history and add to continuing discussions about our common human experience by using a range of approaches, conquering obstacles, and appreciating its importance. Historical interpretation is still vital to forming a common understanding about our origins and prospects for the future as we work to solve the riddles of the past.

• historical analysis
• historical context
• historical criticism
• historical discourse
• historical inquiry
• historical interpretation
• historical narrative
• historical perspective
• historical research
• historical scholarship
• historical understanding
• historical viewpoint

LEAVE A REPLY Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Reinhard Heydrich: The Butcher of Prague

Who founded lodi dynasty in 1451, who has the most assists in soccer history, inspirational story of narendra modi, who is the most powerful individual ever, history of sindh, pakistan, related articles.

Each template in our ever growing studio library can be added and moved around within any page effortlessly with one click.

Latest Blogs

Popular blogs.

© 2021 Imaginary History. All right reserved Imaginary History.

• Games & Quizzes
• History & Society
• Science & Tech
• Biographies
• Animals & Nature
• Geography & Travel
• Arts & Culture
• On This Day
• One Good Fact
• New Articles
• Lifestyles & Social Issues
• Philosophy & Religion
• Politics, Law & Government
• World History
• Health & Medicine
• Browse Biographies
• Birds, Reptiles & Other Vertebrates
• Bugs, Mollusks & Other Invertebrates
• Environment
• Fossils & Geologic Time
• Entertainment & Pop Culture
• Sports & Recreation
• Visual Arts
• Demystified
• Image Galleries
• Infographics
• Top Questions
• Britannica Kids
• Saving Earth
• Space Next 50
• Student Center
• Introduction
• Egypt and Mesopotamia
• Hebrew traditions
• Diodorus, Sallust, and Livy
• Suetonius and Plutarch
• The early Christian conception of history
• Early Germanic and English histories
• Chronicles and hagiographies
• Al-Ṭabarī and Rashīd al-Dīn
• Ibn Khaldūn
• Lorenzo Valla
• Flavio Biondo and Leonardo Bruni
• Niccolò Machiavelli
• Francesco Guicciardini
• Giorgio Vasari
• Centuriae Magdeburgenses and Annales Ecclesiastici
• Paolo Sarpi
• Guillaume Budé and François Hotman
• François Baudouin and Jean Bodin
• Étienne Pasquier
• The Bollandist Fathers and Jean Mabillon
• Science and skepticism
• Montesquieu and Voltaire
• Edward Gibbon
• Johann Gottfried von Herder
• Giambattista Vico
• Georg Wilhelm Friedrich Hegel
• Jules Michelet
• Historiography in England
• Historiography in the United States
• Johann Christoph Gatterer and the Göttingen scholars
• Leopold von Ranke
• The United States
• Marxist historiography
• Contemporary historiography
• History of the arts
• Biography and psychohistory
• Diplomatic history
• Economic history
• Intellectual history
• Military history
• Political history
• History of science
• Social and cultural history
• Women’s history
• World history

The historian’s sources

• From explanation to interpretation
• The presentation of history

Methodology of historiography

Our editors will review what you’ve submitted and determine whether to revise the article.

• Alamo Colleges District - Historiography: The Presentation of History
• University of Guelph - Mc Laughlin Library - What is historiography?
• Alpha History - What is Historiography?
• Academia - Historiography
• Table Of Contents

This concluding section surveys contemporary historical practice and theory. As the previous section has demonstrated, there are many branches of history today, each with different kinds of evidence, particular canons of interpretation, and distinctive conventions of writing. This diversity has led some to wonder whether the term history still designates an integral body of or approach to knowledge. Although the emphasis of this article falls on what historians share, it is well to remember that deviations from these norms are always lurking.

The oldest source, oral history, is also in some ways the newest. As the emphasis of many historians has turned to social history , especially history “from the bottom up,” they have had to create their own evidence through interviews with those shut out of the documentary record. Students of Victorian England have long depended on the interviews with costermongers and other street people by Henry Mayhew , the author of London Labour and the London Poor , 4 vol. (1851–62); without these we would not know of their attitudes toward marriage and organized religion (casual for both). One of the first great collaborative efforts in oral history was the interviews with former African American slaves conducted in the 1930s by researchers working for the Works Progress Administration (WPA). Although anyone who could remember slavery would by then have been well over 70 years old, the subsequently published interviews nevertheless tapped a rich vein of family stories as well as personal memories. An enterprise on a similar scale is being carried out with survivors of the Holocaust ; now, however, thanks to videotaping, one can see the interviews and not merely read edited transcripts of them.

Getting permission to do an interview, and if possible to tape it, is the first task of the oral historian. Arrangements may have to be made to protect confidentiality; elaborate protocols about this have been worked out by anthropologists, which historians may emulate. People remember things that historians have no independent way of discovering; however, they also seem to remember things that did not happen or that happened quite differently. And, of course, they often fail to remember things that did happen. Correcting for the fallibility of memory is the critical task, and for this there is no substitute for preparation. An entire workweek spent preparing for a single interview is none too lavish. If the interviewer knows a good deal already, he may be able to jog or correct an otherwise recalcitrant memory or to know what is reliable and what is not. Except for the tape or video recorder , techniques for verifying oral testimony have perhaps progressed little since Thucydides .

Different techniques are required for investigating the history of peoples who adopted writing only recently. These used to be regarded as “people without history,” but historians are now beginning to isolate the historical content of their oral traditions. Oral epic poetry is still being performed today, in Nigeria , Serbia , and elsewhere, and studying it not only has revealed a great deal about classical epics such as the Iliad but also has shown how remarkable feats of memory could be performed by trained singers of tales, preserving the memory of historical events with much less distortion than was once suspected and recovering at least some of the early history of Africa and America.

The historian confronting written documents can also draw on a long history of criticism . Manuals for beginning historians often dwell on the problem of forged documents, but this is seldom a problem, except occasionally for the medieval historian. A spectacular exception was the alleged diary of Adolf Hitler , a forgery that temporarily deceived the distinguished British historian Hugh Trevor-Roper in 1983. A more formidable challenge is simply to read well. This sometimes starts with learning to read at all. Modern advances in deciphering codes (stimulated by World War II) enabled classicists to translate Linear B , yielding evidence about the Mycenaean language used on Crete in the 2nd millennium bce . Computerized technology promises to assist in deciphering other languages not presently understood.

A much more usual problem calls for paleography —the study of ancient or medieval handwriting. Once the handwriting styles of past epochs become familiar, anything written by a professional scribe should be legible, but one can expect the wildest variations of spelling and handwriting in personal documents. Printing stabilizes texts but also leads to a long-term decline in handwriting. The British historian Lewis Namier , (1888–1960), who owed much of his success to being able to read the execrable handwriting of the duke of Newcastle , argued that the two “sciences” the historian must know are psychoanalysis and graphology.

Reading is, of course, far more than making out the letters and words. Establishing the plain sense is only the first step; here the pitfalls are unrecognized technical language or terms of art. Also, the words may have changed their meaning since they were written. Furthermore, texts of any length are almost always metaphorical. Irony may be obvious ( Jonathan Swift ’s “A Modest Proposal” was not seriously advocating raising Irish babies for the English table), but it may also be so subtle as to escape detection (did Niccolò Machiavelli really intend that his praise for Cesare Borgia be taken seriously?). What is not said is often the most important part of a text. Historians have to establish the genre to which a document belongs in order to begin to attack these hermeneutical questions (a step they sometimes omit, to their peril). Almost all English wills in the early modern period, for example, started with a bequest of the body to the graveyard and the soul to God; omission of this might be highly significant but would be noticed only if one knew what to expect from a will. The British historian G.M. Young said that the ideal historian has read so much about the people he is writing about that he knows what they will say next—a counsel of perfection, no doubt, but a goal to aspire to.

Written documents of quite a different kind have come to prominence in social and economic history . These are administrative records of actions that individually mean little but lend themselves to aggregation over long time spans. Social history differs from sociology , it has been said, by having “long time series and bad data.” Records of dowries, baptisms, bread prices, customs receipts, or direct taxes are typical of such sources, and all of them are bad in their own way. Estimating a population by counting baptisms, for example, is hazardous if priests were negligent in keeping their registers or if the custom of baptism immediately after birth gave way to long delays between birth and baptism (giving the baby a good chance to die before the rite could be performed). Tax evasion is as ancient as taxation, and tax records as indexes of economic activity are likely to measure instead the fluctuation of mercantile honesty or effective law enforcement, not to mention the ever-present possibility that the records were poorly compiled or preserved. Cost-of-living figures are particularly difficult to compute even today and were more so in earlier periods. Records of prices paid usually come from institutions and may not be typical of what individuals bought, especially since they usually did not have to buy everything they ate or used. On the other hand, their wage rates cannot simply be multiplied by the number of hours or days in the working year, since they were seldom lucky enough not to be laid off seasonally or during recessions.

Even if historians find the evidence solid, records like this are usually too numerous not to require sampling, and drawing a truly random sample of historical records is much more complex than when doing survey research. Handbooks of statistics do not always reflect this fact. Nobody would think of undertaking a quantitative study nowadays without a computer (although desk calculators are quite adequate for some projects), and this raises a further difficulty insofar as historical records usually vary so much in terminology that they have to be encoded for computer use. Coding conventions are themselves interpretations, and few quantitative historians have never had occasion to curse themselves for premature or inconsistent coding. There is no foolproof remedy against this, but providing a database and a copy of coding conventions has become the recommended practice to enable other historians to evaluate the work.

Handbooks of historical method at the end of the 19th century assured students that if they mastered the interpretation of written documents, they would have done everything required to be a historian. “No documents, no history,” one said. In this century the notion of a document has been enormously expanded so that any artifact surviving from the past can serve as the answer to some historian’s question. Aerial photography, for example, can reveal settlement patterns long since buried. Napoleon ’s hair can be examined to see whether he died a natural death or was poisoned; analysis of Newton’s hair showed that he was an alchemist. The architecture along Vienna’s Ringstrasse can be construed as revealing the ambitions of the liberal bourgeoisie . The history of sexuality cannot be written without the history of clothing—even the nudes in classical paintings pose in postures influenced by the clothes they are not wearing. Indeed, the ordinary things of all kinds to be found in a folk museum are one of the best sources for the everyday life of people in the past.

Artifacts do not usually tell their own stories. When written documents can be juxtaposed to them, the results are more illuminating than either can be by themselves. Unfortunately, virtually the whole training of historians is devoted to reading written texts, so that skill is hypertrophied, while the ability to interpret material objects is underdeveloped. When historians can, for example, accurately describe how the machines of the early Industrial Revolution really worked, they will have met this challenge—which is, of course, a challenge to know almost everything.

Historians today benefit from much more integrated and comprehensive archival and library systems than existed in previous centuries. The state papers of the United States , for example, were not in usable condition in 1933. Thanks again in part to the efforts of WPA workers, great improvements were made in cataloguing and preservation; now a new archive building in suburban Maryland has been built to cope with the tide of documents produced by the U.S. government. The same step has been taken in Britain , and both Britain and France have new national libraries. Less spectacular, but invaluable to many historians, are the local historical societies, county record offices, and the like, which have been established in many countries. These have allowed the collection and preservation of documents that originated in a great variety of places—churches, courts, city and county governments, legal offices, and collections of letters. One of the remarkable developments of the period since the dissolution of the Soviet Union in 1991 has been the widespread sale of public and private records to Western collectors. Libraries such as Yale or the Hoover Institution (at Stanford University) are now in many ways better places to study the Soviet period than any in Russia, and if one can fault the failure of the Russian government to pay its librarians and the wild capitalism of the new Russia for dispersing these treasures, at least they will be safely preserved. They have already answered many questions about how the Soviet Union was run.

The proliferation of libraries and archives illustrates what is in some ways the greatest difficulty with regard to modern sources—there are too many of them. Most discussions of historiography focus on how historians tease out the exiguous meanings of documents when they are very scarce. The problem facing the historian of the 19th century and even more of the 20th is how to cope with the vast array sources open to him. Computers and the Internet have vastly enhanced the speed with which printed sources can be searched—titles of all the books in all the major Western libraries are online—but the historian must know a great many descriptors to do a reasonable subject search. Furthermore, the Internet has brought as much misinformation as information, if not more.

In the 16th and 17th centuries it was taken for granted that the historian would work alone and would usually own many of his books. The library of Göttingen, the pride of 18th-century Germany, would be small even for a new university or a modest liberal-arts college today. Great reputations could be made in the 19th century for the discovery of a new archive (such as Ranke’s discovery of the Venetian relazioni ). Nothing like this could possibly happen today, yet such is the conservatism of the historical profession that the model is still the single scholar exhausting the archives. The archives for modern history are inexhaustible, and collaboratively written works, already becoming somewhat common, will almost certainly have to become even more so if historians are to meet their traditional goals of comprehensive research.

• Search Menu

Sign in through your institution

• Browse content in Arts and Humanities
• Browse content in Archaeology
• Historical Archaeology
• Browse content in Architecture
• History of Architecture
• Theory of Architecture
• Browse content in Art
• History of Art
• Browse content in Classical Studies
• Classical History
• Classical Philosophy
• Classical Literature
• Religion in the Ancient World
• Browse content in History
• Environmental History
• Historical Geography
• History by Period
• History of Education
• Intellectual History
• Military History
• Political History
• Regional and National History
• Social and Cultural History
• Theory, Methods, and Historiography
• Browse content in Literature
• Literary Studies (Romanticism)
• Literary Studies (American)
• Literary Studies (European)
• Literary Studies - World
• Literary Studies (1500 to 1800)
• Literary Studies (19th Century)
• Literary Studies (20th Century onwards)
• Literary Studies (Early and Medieval)
• Literary Studies (Fiction, Novelists, and Prose Writers)
• Literary Studies (Graphic Novels)
• Literary Studies (Poetry and Poets)
• Literary Studies (Women's Writing)
• Literary Theory and Cultural Studies
• Mythology and Folklore
• Shakespeare Studies and Criticism
• Browse content in Media Studies
• Browse content in Music
• Musicology and Music History
• Browse content in Philosophy
• Feminist Philosophy
• History of Western Philosophy
• Moral Philosophy
• Philosophy of Religion
• Social and Political Philosophy
• Browse content in Religion
• Biblical Studies
• Christianity
• History of Religion
• Judaism and Jewish Studies
• Religion and Art, Literature, and Music
• Religious Studies
• Browse content in Society and Culture
• Cultural Studies
• Technology and Society
• Browse content in Law
• Constitutional and Administrative Law
• Employment and Labour Law
• Environment and Energy Law
• History of Law
• Browse content in International Law
• Public International Law
• Browse content in Medicine and Health
• Browse content in Public Health and Epidemiology
• Public Health
• Browse content in Science and Mathematics
• Browse content in Biological Sciences
• Biochemistry
• Evolutionary Biology
• Genetics and Genomics
• Molecular and Cell Biology
• Plant Sciences and Forestry
• Zoology and Animal Sciences
• Browse content in Earth Sciences and Geography
• Environmental Geography
• Environmental Science
• History of Science and Technology
• Browse content in Psychology
• Health Psychology
• Social Psychology
• Browse content in Social Sciences
• Browse content in Anthropology
• Anthropology of Religion
• Medical Anthropology
• Regional Anthropology
• Social and Cultural Anthropology
• Browse content in Business and Management
• Business Ethics
• Business History
• Corporate Social Responsibility
• Human Resource Management
• Knowledge Management
• Criminology and Criminal Justice
• Browse content in Economics
• Asian Economics
• Economic History
• Economic Development and Growth
• Public Economics
• Browse content in Education
• Educational Strategies and Policy
• Higher and Further Education
• Museums, Libraries, and Information Sciences
• Browse content in Politics
• Asian Politics
• Comparative Politics
• Conflict Politics
• Environmental Politics
• European Union
• International Relations
• Middle Eastern Politics
• Political Economy
• Political Sociology
• Political Theory
• Public Policy
• Russian Politics
• Security Studies
• UK Politics
• US Politics
• Browse content in Regional and Area Studies
• African Studies
• Asian Studies
• Middle Eastern Studies
• Native American Studies
• Browse content in Social Work
• Social Work and Crime and Justice
• Browse content in Sociology
• Economic Sociology
• Gender and Sexuality
• Health, Illness, and Medicine
• Marriage and the Family
• Migration Studies
• Occupations, Professions, and Work
• Population and Demography
• Race and Ethnicity
• Social Movements and Social Change
• Sport and Leisure
• Urban and Rural Studies
• Reviews and Awards
• Journals on Oxford Academic
• Books on Oxford Academic

• < Previous chapter
• Next chapter >

3 Interpretation

• Published: April 2012
• Cite Icon Cite
• Permissions Icon Permissions

The terms “historical interpretation” and “historical representation” are often used interchangeably. The historical text can alternatively be described as an “interpretation” or as a “representation of the past.” Nevertheless, the two terms do not have quite the same meaning. Interpretation and representation have their own respective domains of preferred application. And this raises the question of where to locate historical writing in the space defined by the two axes of interpretation and representation. This chapter argues that we should distinguish between interpretation and representation and, more specifically, avoid looking at the historical text from the perspective of interpretation only. Representation takes priority over interpretation in the historical text: there can be interpretation only after there has first been a representation and therefore an either real or imaginary reality represented by the text.

Personal account

• Sign in with email/username & password
• Get email alerts
• Save searches
• Purchase content
• Activate your purchase/trial code
• Add your ORCID iD

Institutional access

Sign in with a library card.

• Sign in with username/password
• Recommend to your librarian
• Institutional account management
• Get help with access

Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:

IP based access

Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.

Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.

• Click Sign in through your institution.
• Select your institution from the list provided, which will take you to your institution's website to sign in.
• When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
• Following successful sign in, you will be returned to Oxford Academic.

If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.

Enter your library card number to sign in. If you cannot sign in, please contact your librarian.

Society Members

Society member access to a journal is achieved in one of the following ways:

Sign in through society site

Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:

• Click Sign in through society site.
• When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.

If you do not have a society account or have forgotten your username or password, please contact your society.

Sign in using a personal account

Some societies use Oxford Academic personal accounts to provide access to their members. See below.

A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.

Some societies use Oxford Academic personal accounts to provide access to their members.

Viewing your signed in accounts

Click the account icon in the top right to:

• View your signed in personal account and access account management features.
• View the institutional accounts that are providing access.

Signed in but can't access content

Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.

For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.

Our books are available by subscription or purchase to libraries and institutions.

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Rights and permissions
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

Historical Interpretation

The process of analyzing and understanding past events, ideas, and actions through various perspectives and lenses. It involves interpreting primary sources, considering different viewpoints, and drawing conclusions about the significance and meaning of historical events.

" Historical Interpretation " appears in:

Practice questions ( 1 ).

• How does the audience for Thomas Paine's "Common Sense" impact its historical interpretation?

Related terms

Primary Sources : Original documents or artifacts from the time period being studied that provide direct evidence about historical events.

Secondary Sources : Works created by historians or scholars that interpret primary sources and offer analysis or commentary on historical events.

Bias : Prejudice or favoritism towards a particular perspective or viewpoint that can influence how historical events are interpreted.

Stay Connected

© 2024 Fiveable Inc. All rights reserved.

AP® and SAT® are trademarks registered by the College Board, which is not affiliated with, and does not endorse this website.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Chapman, A. (2016) Developing Students' Understanding of Historical Interpretation. Oxford: Edxecel / Pearson

Related Papers

Arthur Chapman

History and Theory

Willem deVries

This chapter explores the nature of historical interpretation and the conceptual challenges that understanding plural interpretations can pose for pupils. A framework is proposed to enable both academic and popular cultural interpretations of the past to be considered comparatively in terms, inter alia, of their contexts, the conceptions of history that they express, their interpretive frameworks and their textual forms. The chapter outlines the kinds of conceptual understanding that pupils will need to develop in order to build rational explanations for variation in interpretation and criterial evaluations of plural historical interpretations.

Christian Maureira

Journal of Curriculum Studies

Bjorn wansink

Jens Olesen

ADJEI ADJEPONG

Some studies have shown that most individuals, groups of people, institutions and whole societies are still interested in, and use, history for several reasons and purposes, one of which is the value they find in the study of the past. At the same time, other studies have established that interest in history, as a subject studied in schools and as a repository of our individual and collective past, has declined appreciably partly as a result of some major shortcomings associated with the study of history. Of course, one cannot accurately measure the extent to which the shortcomings of historical studies have contributed to the contemporary decline in interest in the discipline. What is certain, however, is that history, like any other science, is saddled with some problems which make it unable to fulfill all the demands society make on it. In fact, there are several limitations of history we can talk about. Using both primary and secondary documents, this study examines selectivenes...

Steven Samson

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Journal of Media and Cultural Studies

Mark Sheridan

Karsten Harries

European Journal of Philosophy

Serge Grigoriev

IARTEM e-Journal

Robert Thorp

Dan Nuttall

Marcus Collins

Bilal AVCIL

Robert Parkes

Yesterday and Today

Marshall Maposa , Johan Wassermann

International Journal of Educational Research

Mikko Kainulainen

Gabrielle L Steele

The Review of Politics

Michael Frazer

Journal of International Social Studies

Debra Donnelly

Journal of the Philosophy of History

Mariana Imaz

Procedia-Social and Behavioral Sciences

Ramazan Alabaş

New Directions for Teaching and Learning

lapai Journal of Central Nigeria History, Vol 8, No 1, ISSN: 2006-2818, 2014, 121-130.

GODWIN OGBECHE OLOFU

History Australia

desley deacon

Teaching and Teacher Education

Catalina Laserna

Martin Beckstein

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

How to Teach the Concept of Historical Interpretations

Written by Dan

Teaching the concept of historical interpretations is an essential component of a robust history curriculum. It involves unpacking the varied perspectives and analyses that historians bring to past events, shedding light on how our understanding of history is shaped.

This topic goes beyond memorising dates and facts; it requires students to engage critically with different viewpoints and the complex nature of historical evidence.

To effectively introduce students to this nuanced aspect of history, educators must design strategies that address not only what historical interpretations are, but also why they matter.

These strategies should empower students to discern how interpretations are formed, influenced by a range of factors such as context, evidence, and the historian’s own perspective.

As a result, learners can appreciate the dynamic discourse within the field of history, where debates and reassessments are integral to the ever-evolving understanding of the past.

Table of Contents

Key Takeaways

• Historical interpretations offer a deeper insight into how our understanding of history is constructed and contested.
• Effective teaching methods require students to analyse various perspectives and the rationale behind them.
• Educators confront challenges in helping learners assess and extend the debate on historical interpretations.

Understanding Historical Interpretations

When teaching historical interpretations, it’s essential to equip students with the skills to understand the complexity and diversity of perspectives that history provides. These interpretations are not just about ‘what’ happened, but the ‘why’ and ‘how’ different historians present past events.

Exploring the Concept of History

The concept of history goes beyond memorising dates and events; it involves understanding that the past is represented in various sometimes conflicting ways.

Each historian brings their own viewpoint to their work, influenced by the historical context in which they write. Students should be made aware that history is a narrative constructed from available evidence and that it can be interpreted in multiple ways.

Analysing Different Historical Interpretations

Analysis of interpretations is a critical skill in historical study. Students should be taught to compare and contrast different historians’ writings to identify their arguments and assess the validity of their conclusions.

By looking at various interpretations about a single event, they can see how perspective, purpose, and evidence contribute to differing historical narratives.

The Role of Evidence in Shaping Interpretations

The application and analysis of evidence are fundamental to understanding historical interpretations. Students should learn that evidence is subject to scrutiny, and different pieces may lead to different interpretations, depending on how they are used.

They must consider the origin , purpose , and content of sources to understand how interpretations are formed and to develop their own substantiated viewpoints on historical events.

Teaching Strategies for Historical Interpretations

Effective history education requires a multifaceted approach to teaching historical interpretations. These methods enhance critical thinking , promote engagement, and develop a comprehensive understanding of history’s complexities.

Incorporating ICT in History Education

Teachers are finding ICT (Information and Communication Technology) to be an invaluable tool in history education. By utilising websites that offer a range of historical sources, teachers can facilitate interactive sessions where students analyse interpretations and their origins.

For instance, the integration of digital timelines allows students to visualise the sequence of historical events alongside differing perspectives.

Progression in Understanding through the Curriculum

A carefully constructed curriculum is crucial for the development of historical understanding . Starting from Key Stage 3, teachers should plan lessons that build on previous knowledge, leading to more complex concepts at GCSE and beyond.

Worksheets and activities should increase in complexity to encourage deeper engagement with historical interpretations, aligning with the National Curriculum’s guidelines for progression.

Using Resources and Film to Illustrate Perspectives

Resources such as primary documents and artefacts can convey the diversity of historical narratives. Teachers may also include films to provide a visual representation of interpretations, offering a tangible connection to historical events.

This approach helps students understand how interpretations are formed and how they can differ based on the storyteller’s perspective. Teacher education programs often highlight the importance of diversifying the resources used in teaching history to encompass a variety of interpretations.

Challenges in Teaching Historical Interpretations

Teaching historical interpretations involves navigating several complex challenges, from confronting biases to fostering critical thinking skills in evaluating historical narratives.

Addressing Preconceptions and Prejudices

The classroom is a crossroads of diverse backgrounds, and students often arrive with entrenched preconceptions and prejudices . It is a significant challenge for educators to facilitate an environment where students can confront and reassess their preconceived notions of history.

They must cultivate a safe space where learners are encouraged to question and critically evaluate their own biases as well as those present in historical narratives.

Evaluating Representations of History in Literature

A critical aspect of teaching historical interpretations is guiding students through the process of evaluating representations of history in literature.

Students should learn to discern the difference between historical facts and the author’s perspective, which requires a deep comprehension of the context in which the literature was produced.

It involves analysing the motives behind different representations and how they shape our understanding of the past.

Historical Thinking and Comprehension

Developing historical thinking is pivotal to understanding historical interpretation . Students must be taught how to weigh evidence, understand cause and consequence, and appreciate change and continuity over time.

Fostering these skills is central to enhancing students’ comprehension of history and ensures that they can critically and constructively engage with different interpretations.

Assessing Historical Interpretations in Education

Assessing students’ grasp of history is multifaceted, involving understanding varying perspectives, the progression from Key Stage 3 to GCSE, and the development of debate skills. These are essential for in-depth historical comprehension.

Methods for Assessing Students’ Historical Understanding

Educators employ various methods to gauge their students’ understanding of historical interpretations. Traditional assessments include structured essay questions that prompt students to evaluate different narratives.

Additionally, teacher observations during classroom discussions can provide insights into students’ analytical abilities. For a tangible measure of progression, tailored rubrics can chart growth in historical inquiry from Key Stage 3 through GCSE.

The Importance of Perspectives in GCSE Assessments

At the GCSE level, the emphasis is on understanding and evaluating competing perspectives within historical narratives. This is manifested in exam questions that require students to critically analyse sources and interpretations, showcasing their comprehension of historical differences and the complexity of past events.

Curricula are designed to explore this, with papers often dedicating a section to the interrogation of different historical interpretations.

Developing Skills for Historical Inquiry and Debate

Skill development in historical inquiry and debate is critical. Students must learn to construct and deconstruct historical arguments, a process that requires robust engagement with primary and secondary sources .

These skills are honed through activities like mock debates and source analysis exercises, which encourage students to discern and challenge various interpretations. This approach cultivates a deeper understanding of history beyond mere facts, enabling students to engage with history as a dynamic discourse.

Extending Knowledge and Debate on Historical Interpretations

Understanding how to teach the concept of historical interpretations involves more than just relaying content; it requires facilitating the process through which students engage with differing viewpoints and the historiography of certain periods, such as Stuart history, and themes, like the Cold War.

Exploring Historiographical Debates and Academic Works

Teaching historical interpretation begins with illuminating the array of academic works that define the field. It’s crucial that pupils are introduced to the debates within Stuart history, where scholars like Ronald Hutton have offered deep insights.

Using texts and resources from institutions such as the Historical Association , students can build a foundational knowledge of how historical narratives are formed and contested.

Additionally, providing access to debates from both secondary HA members and non-HA members enriches the learning experience and showcases the breadth of scholarly discussion.

• Engage with historiographical debates : Offer students a detailed look at scholarly discussions surrounding key events in history.
• Highlight the significance of interpretations : Identify how interpretations of events like the Cold War have changed over time due to cultural and social factors.

Encouraging Dialogue Beyond the School Curriculum

To extend learners’ grasp of historical interpretations, encourage them to consider the subjectivity inherent in historical accounts. It is beneficial for students to understand that history is often a construct influenced by the values, motives, beliefs, and interests of those writing it.

Encouraging dialogue that moves beyond textbooks helps students appreciate multiple perspectives and the intellectual complexity of history.

• Facilitate class discussions : Drive conversations that allow students to articulate and defend their own interpretations and question those of others.
• Provide practical examples : Use case studies and real-world examples to demonstrate how history can be viewed through various lenses.

In fostering these discussions, students are pushed beyond just ‘jumping through hoops’ for examinations and are instead invited to join the conversation around history’s fluid and debatable nature.

This not only equips them with a robust understanding of historical interpretation but also prepares them for 11-14 studies and beyond.

Related Posts

About The Author

I'm Dan Higgins, one of the faces behind The Teaching Couple. With 15 years in the education sector and a decade as a teacher, I've witnessed the highs and lows of school life. Over the years, my passion for supporting fellow teachers and making school more bearable has grown. The Teaching Couple is my platform to share strategies, tips, and insights from my journey. Together, we can shape a better school experience for all.

Join our email list to receive the latest updates.

Add your form here

Qualitative Research: An Introduction to Methods and Designs by

Get full access to Qualitative Research: An Introduction to Methods and Designs and 60K+ other titles, with a free 10-day trial of O'Reilly.

There are also live events, courses curated by job role, and more.

The Why: Historical Interpretation and Analysis

Rather than just telling a story, although sometimes historians do some very good storytelling, historical research is grounded in the analysis and interpretation of the past (see Chapter Nine , Narrative Inquiry, for another perspective on stories in research). Analysis and interpretation move historical research from being a chronicle of events to providing a larger understanding of why things were as they were in the past. History tells you about the past and why the past was as it was. That is the subjective part of historical research. Certainly, picking topics, determining the scope and foci of a study, and analyzing documents are all subjective because they rely on the historian's decisions ...

Get Qualitative Research: An Introduction to Methods and Designs now with the O’Reilly learning platform.

O’Reilly members experience books, live events, courses curated by job role, and more from O’Reilly and nearly 200 top publishers.

Don’t leave empty-handed

Get Mark Richards’s Software Architecture Patterns ebook to better understand how to design components—and how they should interact.

It’s yours, free.

Check it out now on O’Reilly

Dive in for free with a 10-day trial of the O’Reilly learning platform—then explore all the other resources our members count on to build skills and solve problems every day.

To read this content please select one of the options below:

Please note you do not have access to teaching notes, avoiding whig interpretations in historical research: an illustrative case study.

Accounting, Auditing & Accountability Journal

ISSN : 0951-3574

Article publication date: 21 January 2022

Issue publication date: 3 August 2022

The main aim of this paper is to illustrate the importance of avoiding Whig interpretations in historical research. It does so by highlighting examples of what may occur when this is not done. The paper also aims to promote interdisciplinarity, in the form of working with those from other disciplines, as a means to avoid this occurring.

Design/methodology/approach

This paper includes an in-depth study of the bookkeeping and financial reporting of two 18th century Portuguese state-sponsored companies using archival sources. The companies were selected because of conflicting insights across disciplines concerning the quality of their bookkeeping and financial reporting – historians have been very critical, while accounting historians have seen little wrong. These differences of opinion have never previously been investigated. The authors demonstrate how information was distributed among the account books and other records of the two companies. The approach adopted enabled a reader to fully understand the recorded economic events. The authors also present and explain the procedures, criteria and accounting terminology used in their annual reports.

This paper demonstrates how easy is to inadvertently adopt a Whig interpretation of accounting history when the focus of interest is something of which the principal researcher has insufficient understanding or expertise. It also illustrates how important it is to embrace interdisciplinarity by working with those from other discipline to avoid doing so.

Research limitations/implications

The conclusions from the case study are company-specific and cannot be generalised beyond those companies. However, the implications of this study go beyond the companies in its illustration of the importance of fully understanding historical evidence within its own context.

Originality/value

This paper unveils primary archival sources never previously presented in the literature. It also contributes to the literature by providing an evidence-based justification for the calls previously made to accounting historians to study accounting in its social context and engage with historians from other disciplines.

• Whig history
• Interdisciplinarity
• Pombaline companies
• Double entry bookkeeping
• Financial reporting

Acknowledgements

The authors acknowledge the advice of Professor Virgínia Maria Almoêdo de Assis and the assistance of Levi Rodrigues, without whose palaeography lessons this paper would never have been beyond a dream.

Funding : The research is funded by CAPES - Brazilian Federal Agency for Support and Evaluation of Graduate Education within the Ministry of Education of Brazil (Award no: PSDE n. 7710/13-5)

Vasconcelos, A. , Sangster, A. and Rodrigues, L.L. (2022), "Avoiding Whig interpretations in historical research: an illustrative case study", Accounting, Auditing & Accountability Journal , Vol. 35 No. 6, pp. 1402-1430. https://doi.org/10.1108/AAAJ-10-2020-4977

Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

Related articles

All feedback is valuable.

Please share your general feedback

Report an issue or find answers to frequently asked questions

Contact Customer Support

In order to continue enjoying our site, we ask that you confirm your identity as a human. Thank you very much for your cooperation.

• Privacy Policy

Home » Historical Research – Types, Methods and Examples

Historical Research – Types, Methods and Examples

Table of Contents

Historical Research

Definition:

Historical research is the process of investigating and studying past events, people, and societies using a variety of sources and methods. This type of research aims to reconstruct and interpret the past based on the available evidence.

Types of Historical Research

There are several types of historical research, including:

Descriptive Research

This type of historical research focuses on describing events, people, or cultures in detail. It can involve examining artifacts, documents, or other sources of information to create a detailed account of what happened or existed.

Analytical Research

This type of historical research aims to explain why events, people, or cultures occurred in a certain way. It involves analyzing data to identify patterns, causes, and effects, and making interpretations based on this analysis.

Comparative Research

This type of historical research involves comparing two or more events, people, or cultures to identify similarities and differences. This can help researchers understand the unique characteristics of each and how they interacted with each other.

Interpretive Research

This type of historical research focuses on interpreting the meaning of past events, people, or cultures. It can involve analyzing cultural symbols, beliefs, and practices to understand their significance in a particular historical context.

Quantitative Research

This type of historical research involves using statistical methods to analyze historical data. It can involve examining demographic information, economic indicators, or other quantitative data to identify patterns and trends.

Qualitative Research

This type of historical research involves examining non-numerical data such as personal accounts, letters, or diaries. It can provide insights into the experiences and perspectives of individuals during a particular historical period.

Data Collection Methods

Data Collection Methods are as follows:

• Archival research : This involves analyzing documents and records that have been preserved over time, such as government records, diaries, letters, newspapers, and photographs. Archival research is often conducted in libraries, archives, and museums.
• Oral history : This involves conducting interviews with individuals who have lived through a particular historical period or event. Oral history can provide a unique perspective on past events and can help to fill gaps in the historical record.
• Artifact analysis: This involves examining physical objects from the past, such as tools, clothing, and artwork, to gain insights into past cultures and practices.
• Secondary sources: This involves analyzing published works, such as books, articles, and academic papers, that discuss past events and cultures. Secondary sources can provide context and insights into the historical period being studied.
• Statistical analysis : This involves analyzing numerical data from the past, such as census records or economic data, to identify patterns and trends.
• Fieldwork : This involves conducting on-site research in a particular location, such as visiting a historical site or conducting ethnographic research in a particular community. Fieldwork can provide a firsthand understanding of the culture and environment being studied.
• Content analysis: This involves analyzing the content of media from the past, such as films, television programs, and advertisements, to gain insights into cultural attitudes and beliefs.

Data Analysis Methods

• Content analysis : This involves analyzing the content of written or visual material, such as books, newspapers, or photographs, to identify patterns and themes. Content analysis can be used to identify changes in cultural values and beliefs over time.
• Textual analysis : This involves analyzing written texts, such as letters or diaries, to understand the experiences and perspectives of individuals during a particular historical period. Textual analysis can provide insights into how people lived and thought in the past.
• Discourse analysis : This involves analyzing how language is used to construct meaning and power relations in a particular historical period. Discourse analysis can help to identify how social and political ideologies were constructed and maintained over time.
• Statistical analysis: This involves using statistical methods to analyze numerical data, such as census records or economic data, to identify patterns and trends. Statistical analysis can help to identify changes in population demographics, economic conditions, and other factors over time.
• Comparative analysis : This involves comparing data from two or more historical periods or events to identify similarities and differences. Comparative analysis can help to identify patterns and trends that may not be apparent from analyzing data from a single historical period.
• Qualitative analysis: This involves analyzing non-numerical data, such as oral history interviews or ethnographic field notes, to identify themes and patterns. Qualitative analysis can provide a rich understanding of the experiences and perspectives of individuals in the past.

Historical Research Methodology

Here are the general steps involved in historical research methodology:

• Define the research question: Start by identifying a research question that you want to answer through your historical research. This question should be focused, specific, and relevant to your research goals.
• Review the literature: Conduct a review of the existing literature on the topic of your research question. This can involve reading books, articles, and academic papers to gain a thorough understanding of the existing research.
• Develop a research design : Develop a research design that outlines the methods you will use to collect and analyze data. This design should be based on the research question and should be feasible given the resources and time available.
• Collect data: Use the methods outlined in your research design to collect data on past events, people, and cultures. This can involve archival research, oral history interviews, artifact analysis, and other data collection methods.
• Analyze data : Analyze the data you have collected using the methods outlined in your research design. This can involve content analysis, textual analysis, statistical analysis, and other data analysis methods.
• Interpret findings : Use the results of your data analysis to draw meaningful insights and conclusions related to your research question. These insights should be grounded in the data and should be relevant to the research goals.
• Communicate results: Communicate your findings through a research report, academic paper, or other means. This should be done in a clear, concise, and well-organized manner, with appropriate citations and references to the literature.

Applications of Historical Research

Historical research has a wide range of applications in various fields, including:

• Education : Historical research can be used to develop curriculum materials that reflect a more accurate and inclusive representation of history. It can also be used to provide students with a deeper understanding of past events and cultures.
• Museums : Historical research is used to develop exhibits, programs, and other materials for museums. It can provide a more accurate and engaging presentation of historical events and artifacts.
• Public policy : Historical research is used to inform public policy decisions by providing insights into the historical context of current issues. It can also be used to evaluate the effectiveness of past policies and programs.
• Business : Historical research can be used by businesses to understand the evolution of their industry and to identify trends that may affect their future success. It can also be used to develop marketing strategies that resonate with customers’ historical interests and values.
• Law : Historical research is used in legal proceedings to provide evidence and context for cases involving historical events or practices. It can also be used to inform the development of new laws and policies.
• Genealogy : Historical research can be used by individuals to trace their family history and to understand their ancestral roots.
• Cultural preservation : Historical research is used to preserve cultural heritage by documenting and interpreting past events, practices, and traditions. It can also be used to identify and preserve historical landmarks and artifacts.

Examples of Historical Research

Examples of Historical Research are as follows:

• Examining the history of race relations in the United States: Historical research could be used to explore the historical roots of racial inequality and injustice in the United States. This could help inform current efforts to address systemic racism and promote social justice.
• Tracing the evolution of political ideologies: Historical research could be used to study the development of political ideologies over time. This could help to contextualize current political debates and provide insights into the origins and evolution of political beliefs and values.
• Analyzing the impact of technology on society : Historical research could be used to explore the impact of technology on society over time. This could include examining the impact of previous technological revolutions (such as the industrial revolution) on society, as well as studying the current impact of emerging technologies on society and the environment.
• Documenting the history of marginalized communities : Historical research could be used to document the history of marginalized communities (such as LGBTQ+ communities or indigenous communities). This could help to preserve cultural heritage, promote social justice, and promote a more inclusive understanding of history.

Purpose of Historical Research

The purpose of historical research is to study the past in order to gain a better understanding of the present and to inform future decision-making. Some specific purposes of historical research include:

• To understand the origins of current events, practices, and institutions : Historical research can be used to explore the historical roots of current events, practices, and institutions. By understanding how things developed over time, we can gain a better understanding of the present.
• To develop a more accurate and inclusive understanding of history : Historical research can be used to correct inaccuracies and biases in historical narratives. By exploring different perspectives and sources of information, we can develop a more complete and nuanced understanding of history.
• To inform decision-making: Historical research can be used to inform decision-making in various fields, including education, public policy, business, and law. By understanding the historical context of current issues, we can make more informed decisions about how to address them.
• To preserve cultural heritage : Historical research can be used to document and preserve cultural heritage, including traditions, practices, and artifacts. By understanding the historical significance of these cultural elements, we can work to preserve them for future generations.
• To stimulate curiosity and critical thinking: Historical research can be used to stimulate curiosity and critical thinking about the past. By exploring different historical perspectives and interpretations, we can develop a more critical and reflective approach to understanding history and its relevance to the present.

When to use Historical Research

Historical research can be useful in a variety of contexts. Here are some examples of when historical research might be particularly appropriate:

• When examining the historical roots of current events: Historical research can be used to explore the historical roots of current events, practices, and institutions. By understanding how things developed over time, we can gain a better understanding of the present.
• When examining the historical context of a particular topic : Historical research can be used to explore the historical context of a particular topic, such as a social issue, political debate, or scientific development. By understanding the historical context, we can gain a more nuanced understanding of the topic and its significance.
• When exploring the evolution of a particular field or discipline : Historical research can be used to explore the evolution of a particular field or discipline, such as medicine, law, or art. By understanding the historical development of the field, we can gain a better understanding of its current state and future directions.
• When examining the impact of past events on current society : Historical research can be used to examine the impact of past events (such as wars, revolutions, or social movements) on current society. By understanding the historical context and impact of these events, we can gain insights into current social and political issues.
• When studying the cultural heritage of a particular community or group : Historical research can be used to document and preserve the cultural heritage of a particular community or group. By understanding the historical significance of cultural practices, traditions, and artifacts, we can work to preserve them for future generations.

Characteristics of Historical Research

The following are some characteristics of historical research:

• Focus on the past : Historical research focuses on events, people, and phenomena of the past. It seeks to understand how things developed over time and how they relate to current events.
• Reliance on primary sources: Historical research relies on primary sources such as letters, diaries, newspapers, government documents, and other artifacts from the period being studied. These sources provide firsthand accounts of events and can help researchers gain a more accurate understanding of the past.
• Interpretation of data : Historical research involves interpretation of data from primary sources. Researchers analyze and interpret data to draw conclusions about the past.
• Use of multiple sources: Historical research often involves using multiple sources of data to gain a more complete understanding of the past. By examining a range of sources, researchers can cross-reference information and validate their findings.
• Importance of context: Historical research emphasizes the importance of context. Researchers analyze the historical context in which events occurred and consider how that context influenced people’s actions and decisions.
• Subjectivity : Historical research is inherently subjective, as researchers interpret data and draw conclusions based on their own perspectives and biases. Researchers must be aware of their own biases and strive for objectivity in their analysis.
• Importance of historical significance: Historical research emphasizes the importance of historical significance. Researchers consider the historical significance of events, people, and phenomena and their impact on the present and future.
• Use of qualitative methods : Historical research often uses qualitative methods such as content analysis, discourse analysis, and narrative analysis to analyze data and draw conclusions about the past.

Advantages of Historical Research

There are several advantages to historical research:

• Provides a deeper understanding of the past : Historical research can provide a more comprehensive understanding of past events and how they have shaped current social, political, and economic conditions. This can help individuals and organizations make informed decisions about the future.
• Helps preserve cultural heritage: Historical research can be used to document and preserve cultural heritage. By studying the history of a particular culture, researchers can gain insights into the cultural practices and beliefs that have shaped that culture over time.
• Provides insights into long-term trends : Historical research can provide insights into long-term trends and patterns. By studying historical data over time, researchers can identify patterns and trends that may be difficult to discern from short-term data.
• Facilitates the development of hypotheses: Historical research can facilitate the development of hypotheses about how past events have influenced current conditions. These hypotheses can be tested using other research methods, such as experiments or surveys.
• Helps identify root causes of social problems : Historical research can help identify the root causes of social problems. By studying the historical context in which these problems developed, researchers can gain a better understanding of how they emerged and what factors may have contributed to their development.
• Provides a source of inspiration: Historical research can provide a source of inspiration for individuals and organizations seeking to address current social, political, and economic challenges. By studying the accomplishments and struggles of past generations, researchers can gain insights into how to address current challenges.

Limitations of Historical Research

Some Limitations of Historical Research are as follows:

• Reliance on incomplete or biased data: Historical research is often limited by the availability and quality of data. Many primary sources have been lost, destroyed, or are inaccessible, making it difficult to get a complete picture of historical events. Additionally, some primary sources may be biased or represent only one perspective on an event.
• Difficulty in generalizing findings: Historical research is often specific to a particular time and place and may not be easily generalized to other contexts. This makes it difficult to draw broad conclusions about human behavior or social phenomena.
• Lack of control over variables : Historical research often lacks control over variables. Researchers cannot manipulate or control historical events, making it difficult to establish cause-and-effect relationships.
• Subjectivity of interpretation : Historical research is often subjective because researchers must interpret data and draw conclusions based on their own biases and perspectives. Different researchers may interpret the same data differently, leading to different conclusions.
• Limited ability to test hypotheses: Historical research is often limited in its ability to test hypotheses. Because the events being studied have already occurred, researchers cannot manipulate variables or conduct experiments to test their hypotheses.
• Lack of objectivity: Historical research is often subjective, and researchers must be aware of their own biases and strive for objectivity in their analysis. However, it can be difficult to maintain objectivity when studying events that are emotionally charged or controversial.
• Limited generalizability: Historical research is often limited in its generalizability, as the events and conditions being studied may be specific to a particular time and place. This makes it difficult to draw broad conclusions that apply to other contexts or time periods.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Original Research – Definition, Examples, Guide

Scientific Research – Types, Purpose and Guide

Humanities Research – Types, Methods and Examples

Artistic Research – Methods, Types and Examples

Documentary Research – Types, Methods and...

Development co-operation

The OECD designs international standards and guidelines for development co-operation, based on best practices, and monitors their implementation by its members. It works closely with member and partner countries, and other stakeholders (such as the United Nations and other multilateral entities) to help them implement their development commitments. It also invites developing country governments to take an active part in policy dialogue.

• Development Co-operation Report
• Official development assistance (ODA)

Select a language

Key messages, charting development co-operation trends and challenges.

The OECD keeps track of key trends and challenges for development co-operation providers and offers practical guidance. It draws from the knowledge and experience of Development Assistance Committee (DAC) members and partners, as well as from independent expertise, with the ultimate goal of advancing reforms in the sector, and achieving impact. Using data, evidence, and peer learning, this work is captured in publications and online tools that are made publicly available.

Making development co-operation more effective and impactful

The OECD works with governments, civil society organisations, multilateral organisations, and others to improve the quality of development co-operation. Through peer reviews and evaluations, it periodically assesses aid programmes and co-operation policies, and offers recommendations to improve their efficiency. The OECD also brings together multiple stakeholders to share good and innovative practices and discuss progress.

Strengthening development co-operation evaluation practices and systems

The OECD helps development co-operation providers evaluate their actions both to better learn from experience and to improve transparency and accountability. Innovative approaches, such as using smart and big data, digital technology and remote sensing, help gather evidence and inform policy decisions. With in-depth analysis and guidance, the Organisation helps providers manage for results by building multi-stakeholder partnerships and adapting to changing contexts and crisis situations. 

Civil society engagement in development co-operation

National and international civil society organisations (CSOs) are key partners in monitoring development co-operation policies and programmes. Development co-operation can also be channelled to or through CSOs: 

Aid is characterized as going to CSOs when it is in the form of core contributions and contributions to programmes, with the funds programmed by the CSOs. 

Aid is characterized as going through CSOs when funds are channeled through these organisations to implement donor-initiated projects. This is also known as earmarked funding.

Development co-operation TIPs - Tools, Insights, Practices

TIPs is a searchable peer learning platform that offers insights into making policies, systems and partnerships more effective. 

Related data

Related publications.

Related policy issues

• Development co-operation evaluation and effectiveness
• Development co-operation in practice
• Development co-operation peer reviews and learning
• Innovation in development co-operation

Information

• Author Services

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

Original Submission Date Received: .

• Active Journals
• Find a Journal
• Proceedings Series
• For Authors
• For Reviewers
• For Editors
• For Librarians
• For Publishers
• For Societies
• For Conference Organizers
• Open Access Policy
• Institutional Open Access Program
• Special Issues Guidelines
• Editorial Process
• Research and Publication Ethics
• Article Processing Charges
• Testimonials
• Preprints.org
• SciProfiles
• Encyclopedia

Article Menu

• Subscribe SciFeed
• Recommended Articles
• Google Scholar
• on Google Scholar
• Table of Contents

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

Integrated remote sensing investigation of suspected landslides: a case study of the genie slope on the tibetan plateau, china.

1. Introduction

2. slope conditions, 3. data and methodology, 3.1. datasets, 3.1.1. optical satellite imagery and airborne lidar data, 3.1.2. sar data, 3.2. methodology, 3.2.1. optical remote sensing and airborne lidar interpretation, 3.2.2. insar deformation monitoring, 4.1. optical remote sensing and airborne lidar interpretation results, 4.2. insar deformation detection results, 4.3. field investigation and exploration results, 5. discussion, 6. conclusions.

• Optical and LiDAR remote sensing data interpretation revealed that the Genie slope consists of steeply dipping inverted strata. Multistage scarps are observed in Zone I at the rear edge of the slope, while rock mass structural planes in Zone II in the middle of the slope contribute to local collapses. Additionally, accumulated deposits in Zone III at the foot of the slope are being eroded by the river. Consequently, the Genie slope exhibits morphological characteristics and deformation signs indicative of a potentially unstable slope based on optical and LiDAR visual interpretation.
• The D-InSAR processing results for the ALOS-1 data and the Stacking-InSAR processing results for the Sentinel-1 data do not reveal significant deformation phases. Furthermore, the SBAS-InSAR processing results of the Sentinel-1 data indicate stable cumulative deformation of the Genie slope from March 2017 to November 2020, with mean deformation rates remaining at approximately 0 mm and 0 mm/yr, respectively, showing no significant trends. The credibility of this result is verified using the phase residual standard deviation, with the maximum standard deviation on the profile being 12.2 cm, which is deemed acceptable for the Genie slope with an area of 3 km 2 . In terms of deformation data, all three InSAR techniques used in this paper indicate that the Genie slope is presently not deformed and is in a stable state. To further confirm the accuracy of the InSAR results, a borehole displacement detection system was installed in 2021, revealing horizontal displacements consistently less than 8 mm from March 2021 to February 2022, indicating no slope deformation.
• Based on survey data, a strong unloading region of the slope is identified between the slope surface and a horizontal distance of 185 m, where the rock exhibits significant deterioration and clear crack development. By integrating remote sensing and measured data, a conceptual model of the slope is developed, revealing that the multiple scarps observed in the optical image were formed by deformation of the rock layers in the strong unloading region of the Genie slope during an ancient evolutionary period. Conversely, the Genie slope currently shows no deformation under natural conditions.
• The selection and design of railway routes in high-elevation mountainous and canyon regions often encounter situations similar to those of the Genie slope, where the individual interpretation of optical or LiDAR data over a slope may indicate a geohazard risk. However, the InSAR analysis results may suggest that the slope is not experiencing active deformation under natural conditions. Qualitative judgment of whether a slope exhibits deformation based solely on a single remote sensing technique becomes challenging in such cases. This research demonstrates that analyzing and determining slope deformation in alpine canyon areas from multiple factors, indicators, and perspectives using integrated remote sensing is not only feasible but also highly advantageous.

Author Contributions

Data availability statement, acknowledgments, conflicts of interest.

• Peng, J.; Ma, R.; Lu, Q.; Li, X.; Shao, T. Geological hazards effects of uplift of Qinghai-Tibet plateau. Adv. Earth Sci. 2004 , 19 , 457–466. [ Google Scholar ]
• Guo, C.; Zhang, Y.; Jiang, L.; Shi, J.; Meng, W.; Du, Y.; Ma, C. Discussion on the Environmental and Engineering Geological Problems along the Sichuan-Tibet Railway and Its Adjacent Area. Geoscience 2017 , 31 , 877–889. [ Google Scholar ]
• Peng, J.; Cui, P.; Zhuang, J. Challenges to engineering geology of Sichuan-Tibet railway. Chin. J. Rock Mech. Eng. 2020 , 39 , 2377–2389. [ Google Scholar ] [ CrossRef ]
• Xue, Y.; Kong, F.; Yang, W.; Qiu, D.; Su, M.; Fu, K.; Ma, X. Main unfavorable geological conditions and engineering geological problems along Sichuan-Tibet railway. Chin. J. Rock Mech. Eng. 2020 , 39 , 445–468. [ Google Scholar ] [ CrossRef ]
• Cui, P.; Ge, Y.; Li, S.; Li, Z.; Xu, X.; Zhou, G.; Chen, H.; Wang, H.; Lei, Y.; Zhou, L.; et al. Scientific challenges in disaster risk reduction for the Sichuan-Tibet Railway. Eng. Geol. 2022 , 309 , 106837. [ Google Scholar ] [ CrossRef ]
• Tian, S.; Wang, D.; Li, G.; Tao, W.; Shi, S. Design Concept and Main Principles of Tunnel on Sichuan-Tibet Railway. Tunn. Constr. 2021 , 41 , 519–530. [ Google Scholar ] [ CrossRef ]
• Lu, C.; Cai, C. Challenges and Countermeasures for Construction Safety during the Sichuan-Tibet Railway Project. Engineering 2019 , 5 , 833–838. [ Google Scholar ] [ CrossRef ]
• Zhao, B.; Su, L.; Wang, Y.; Li, W.; Wang, L. Insights into some large-scale landslides in southeastern margin of Qinghai-Tibet Plateau. J. Rock Mech. Geotech. Eng. 2023 , 15 , 1960–1985. [ Google Scholar ] [ CrossRef ]
• Fan, X.; Xu, Q.; Alonso-Rodriguez, A.; Subramanian, S.; Li, W.; Zheng, G.; Dong, X.; Huang, R. Successive landsliding and damming of the Jinsha River in eastern Tibet, China: Prime investigation, early warning, and emergency response. Landslides 2019 , 16 , 1003–1020. [ Google Scholar ] [ CrossRef ]
• Guo, C.; Yan, Y.; Zhang, Y.; Zhang, X.; Zheng, Y.; Li, X.; Yang, Z.; Wu, R. Study on the Creep-Sliding Mechanism of the Giant Xiongba Ancient Landslide Based on the SBAS-InSAR Method, Tibetan Plateau, China. Remote Sens. 2021 , 13 , 3365. [ Google Scholar ] [ CrossRef ]
• Li, Y.; Chen, J.; Li, Z.; Han, X.; Zhai, S.; Li, Y.; Zhang, Y.; Gu, F. Comprehensive analysis of a paleo-landslide damming event on the upper reach of the Jinsha River, SE Tibetan Plateau. Bull. Eng. Geol. Environ. 2022 , 81 , 334. [ Google Scholar ] [ CrossRef ]
• Liu, Y.; Yang, H.; Wang, S.; Xu, L.; Peng, J. Monitoring and Stability Analysis of the Deformation in the Woda Landslide Area in Tibet, China by the DS-InSAR Method. Remote Sens. 2022 , 14 , 532. [ Google Scholar ] [ CrossRef ]
• Ouyang, C.; Zhao, W.; An, H.; Zhou, S.; Wang, D.; Xu, Q.; Li, W.; Peng, D. Early identification and dynamic processes of ridge-top rockslides: Implications from the Su Village landslide in Suichang County, Zhejiang Province, China. Landslides 2019 , 16 , 799–813. [ Google Scholar ] [ CrossRef ]
• Guo, Z.; Chen, L.; Yin, K.; Shrestha, D.P.; Zhang, L. Quantitative risk assessment of slow-moving landslides from the viewpoint of decision-making: A case study of the Three Gorges Reservoir in China. Eng. Geol. 2020 , 273 , 105667. [ Google Scholar ] [ CrossRef ]
• Zhao, C.; Lu, Z. Remote Sensing of Landslides A Review. Remote Sens. 2018 , 10 , 279. [ Google Scholar ] [ CrossRef ]
• Lu, H.; Li, W.; Xu, Q.; Dong, X.; Dai, C.; Wang, D. Early Detection of Landslides in the Upstream and Downstream Areas of the Baige Landslide, the Jinsha River Based on Optical Remote Sensing and InSAR Technologies. Geomat. Inf. Sci. Wuhan Univ. 2019 , 44 , 1342–1354. [ Google Scholar ]
• Hsu, C.; Tsao, T.; Huang, C.; Lee, C.; Lee, Y. Using Remote Sensing Techniques to Identify the Landslide Hazard Prone Sections along the South Link Railway in Taiwan. Procedia Eng. 2016 , 143 , 708–716. [ Google Scholar ] [ CrossRef ]
• Su, F.; Guo, C.; Zhang, X.; Shen, W.; Liu, X.; Ren, S. Remote Sensing Interpretation of Large Landslides Along Sichuan-Tibet Railway Based on Object-oriented Classification Method. Geoscience 2017 , 31 , 930–942. [ Google Scholar ]
• Glenn, N.; Streutker, D.; Chadwick, D.; Thackray, G.; Dorsch, S. Analysis of LiDAR-derived topographic information for characterizing and differentiating landslide morphology and activity. Geomorphology 2006 , 73 , 131–148. [ Google Scholar ] [ CrossRef ]
• Jaboyedoff, M.; Oppikofer, T.; Abellan, A.; Derron, M.H.; Loye, A.; Metzger, R.; Pedrazzini, A. Use of LIDAR in landslide investigations: A review. Nat. Hazards 2012 , 61 , 5–28. [ Google Scholar ] [ CrossRef ]
• Pellicani, R.; Argentiero, I.; Manzari, P.; Spilotro, G.; Marzo, C.; Ermini, R.; Apollonio, C. UAV and Airborne LiDAR Data for Interpreting Kinematic Evolution of Landslide Movements: The Case Study of the Montescaglioso Landslide (Southern Italy). Geosciences 2019 , 9 , 248. [ Google Scholar ] [ CrossRef ]
• Miao, X. Application of multi-source remote sensing technology in the identification of debris flow source within complex mountainous areas in southeast Tibet. Geol. Bull. China 2021 , 40 , 2052–2060. [ Google Scholar ]
• Tie, Y.; Xu, W.; Liang, J.; Meng, M.; Li, F.; Zhao, C. Characteristics of Kazila mountain landslide and its mitigation measures on the Sichuan-Tibet Railway. Hydrogeol. Eng. Geol. 2021 , 48 , 129–136. [ Google Scholar ] [ CrossRef ]
• Pilecka, E.; Szwarkowski, D.; Stanisz, J.; Blockus, M. Analysis of a Landslide on a Railway Track Using Laser Scanning and FEM Numerical Modelling. Appl. Sci. 2022 , 12 , 7574. [ Google Scholar ] [ CrossRef ]
• Kromer, R.; Hutchinson, D.; Lato, M.; Gauthier, D.; Edwards, T. Identifying rock slope failure precursors using LiDAR for transportation corridor hazard management. Eng. Geol. 2015 , 195 , 93–103. [ Google Scholar ] [ CrossRef ]
• Hu, F.; Leijen, F.; Chang, L.; Wu, J.; Hanssen, R. Monitoring Deformation along Railway Systems Combining Multi-Temporal InSAR and LiDAR Data. Remote Sens. 2019 , 11 , 2298. [ Google Scholar ] [ CrossRef ]
• Zhang, Q.; Li, Y.; Zhang, J.; Luo, Y. InSAR technique applied to the monitoring of the Qinghai-Tibet Railway. Nat. Hazards Earth Syst. Sci. 2019 , 19 , 2229–2240. [ Google Scholar ] [ CrossRef ]
• Meng, X.; Qi, T.; Zhao, Y.; Dijkstra, T.; Shi, W.; Luo, Y.; Wu, Y.; Su, X.; Zhao, F.; Ma, J.; et al. Deformation of the Zhangjiazhuang high-speed railway tunnel: An analysis of causal mechanisms using geomorphological surveys and D-InSAR monitoring. J. Mt. Sci. 2021 , 18 , 1920–1936. [ Google Scholar ] [ CrossRef ]
• Zhang, J.; Gao, B.; Liu, J.; Chen, L.; Huang, H.; Li, J. Early Landslide Detection in the Lancangjiang Region along the Sichuan-Tibet Railway Based on SBAS-InSAR Technology. Geoscience 2021 , 35 , 64–73. [ Google Scholar ] [ CrossRef ]
• Zhang, J.; Zhu, W.; Cheng, Y.; Li, Z. Landslide Detection in the Linzhi-Ya’an Section along the Sichuan-Tibet Railway Based on InSAR and Hot Spot Analysis Methods. Remote Sens. 2021 , 13 , 3566. [ Google Scholar ] [ CrossRef ]
• Dai, K.; Zhang, L.; Song, C.; Li, Z.; Zhuo, G.; Xu, Q. Quantitative Analysis of Sentinel-1 Imagery Geometric Distortion and Their Suitability along Sichuan-Tibet Railway. Geomat. Inf. Sci. Wuhan Univ. 2021 , 46 , 1450–1460. [ Google Scholar ] [ CrossRef ]
• Bai, Y.; Xiong, X.; Tie, Y. Research on Early Identification of Landslide in Deeply Incised Valley of Sichuan-Tibet Railway. J. Catastrophology 2021 , 36 , 109–114. [ Google Scholar ] [ CrossRef ]
• Gabriel, A.K.; Goldstein, R.M.; Zebker, H.A. Mapping small elevation changes over large areas: Differential radar interferometry. J. Geophys. Res. Solid Earth 1989 , 94 , 9183–9191. [ Google Scholar ] [ CrossRef ]
• Williams, S.; Bock, Y.; Fang, P. Integrated satellite interferometry: Tropospheric noise, GPS estimates and implications for interferometric synthetic aperture radar products. J. Geophys. Res. Solid Earth 1998 , 103 , 27051–27067. [ Google Scholar ] [ CrossRef ]
• Ferretti, A.; Prati, C.; Rocca, F. Nonlinear subsidence rate estimation using permanent scatterers in differential SAR interferometry. IEEE Trans. Geosci. Remote Sens. 2000 , 38 , 2202–2212. [ Google Scholar ] [ CrossRef ]
• Rosen, P.; Hensley, S.; Joughin, I.; Li, F.; Madsen, S.; Rodriguez, E.; Goldstein, R. Synthetic Aperture Radar Interferometry-Invited Paper ; IEEE: Piscataway, NJ, USA, 2000; Volume 88, pp. 333–382. [ Google Scholar ] [ CrossRef ]
• Berardino, P.; Fornaro, G.; Lanari, R.; Sansosti, E. A new algorithm for surface deformation monitoring based on small baseline differential SAR interferograms. IEEE Trans. Geosci. Remote Sens. 2002 , 40 , 2375–2383. [ Google Scholar ] [ CrossRef ]
• Crosetto, M.; Monserrat, O.; Cuevas-Gonzalez, M.; Devanthery, N.; Crippa, B. Persistent Scatterer Interferometry: A review. ISPRS J. Photogramm. Remote Sens. 2016 , 115 , 78–89. [ Google Scholar ] [ CrossRef ]
• Dai, K.; Liu, G.; Li, Z.; Ma, D.; Wang, X.; Zhang, B.; Tang, J.; Li, G. Monitoring Highway Stability in Permafrost Regions with X-band Temporary Scatterers Stacking InSAR. Sensors 2018 , 18 , 1876. [ Google Scholar ] [ CrossRef ]
• Xu, Q.; Zhao, B.; Dai, K.; Dong, X.; Li, W.; Zhu, X.; Yang, Y.; Xiao, X.; Wang, X.; Huang, J.; et al. Remote sensing for landslide investigations: A progress report from China. Eng. Geol. 2023 , 321 , 107156. [ Google Scholar ] [ CrossRef ]
• Sandwell, D.; Price, E. Phase gradient approach to stacking interferograms. J. Geophys. Res. Solid Earth 1998 , 103 , 30183–30204. [ Google Scholar ] [ CrossRef ]
• Strozzi, T.; Wegmuller, U.; Tosi, L.; Bitelli, G.; Spreckels, V. Land subsidence monitoring with differential SAR interferometry. Photogramm. Eng. Remote Sens. 2001 , 67 , 1261–1270. [ Google Scholar ] [ CrossRef ]
• Jiang, M.; Li, Z.W.; Ding, X.L.; Zhu, J.J.; Feng, G.C.; Yin, H.J. A study on the maximum and minimum detectable deformation gradients resolved by InSAR. Chin. J. Geophys. 2009 , 52 , 1715–1724. [ Google Scholar ]
• Li, M.; Zhang, L.; Shi, X.; Liao, M.; Yang, M. Monitoring active motion of the Guobu landslide near the Laxiwa Hydropower Station in China by time-series point-like targets offset tracking. Remote Sens. Environ. 2019 , 221 , 80–93. [ Google Scholar ] [ CrossRef ]
• Liao, M.; Dong, J.; Li, M.; Ao, M.; Zhang, L.; Shi, X. Radar remote sensing for potential landslides detection and deformation monitoring. Natl. Remote Sens. Bull. 2021 , 25 , 332–341. [ Google Scholar ] [ CrossRef ]
• Guo, C.; Xu, Q.; Dong, X.J.; Li, W.L.; Zhao, K.Y.; Lu, H.Y.; Ju, Y.Z. Geohazard Recognition and Inventory Mapping Using Airborne LiDAR Data in Complex Mountainous Areas. J. Earth Sci. 2021 , 32 , 1079–1091. [ Google Scholar ] [ CrossRef ]
• Lu, H.; Li, W.; Xu, Q.; Yu, W.; Zhou, S.; Li, Z.; Zhan, W.; Li, W.; Xu, S.; Zhang, P.; et al. Active landslide detection using integrated remote sensing technologies for a wide region and multiple stages: A case study in southwestern China. Sci. Total Environ. 2024 , 931 , 172709. [ Google Scholar ] [ CrossRef ]
• Xu, Q.; Zheng, G.; Li, W.; He, C.; Dong, X.; Guo, C.; Feng, W. Study on successive landslide damming events of Jinsha river in Baige village on October 11 and November 3, 2018. J. Eng. Geol. 2018 , 26 , 1534–1551. [ Google Scholar ]
• Kang, Y.; Lu, Z.; Zhao, C.Y.; Zhang, Q.; Kim, J.W.; Niu, Y.F. Diagnosis of Xinmo (China) Landslide Based on Interferometric Synthetic Aperture Radar Observation and Modeling. Remote Sens. 2019 , 11 , 1846. [ Google Scholar ] [ CrossRef ]
• Li, M.H.; Zhang, L.; Ding, C.; Li, W.L.; Luo, H.; Liao, M.S.; Xu, Q. Retrieval of historical surface displacements of the Baige landslide from time-series SAR observations for retrospective analysis of the collapse event. Remote Sens. Environ. 2020 , 240 , 111695. [ Google Scholar ] [ CrossRef ]

Click here to enlarge figure

Share and Cite

Yu, W.; Li, W.; Wu, Z.; Lu, H.; Xu, Z.; Wang, D.; Dong, X.; Li, P. Integrated Remote Sensing Investigation of Suspected Landslides: A Case Study of the Genie Slope on the Tibetan Plateau, China. Remote Sens. 2024 , 16 , 2412. https://doi.org/10.3390/rs16132412

Yu W, Li W, Wu Z, Lu H, Xu Z, Wang D, Dong X, Li P. Integrated Remote Sensing Investigation of Suspected Landslides: A Case Study of the Genie Slope on the Tibetan Plateau, China. Remote Sensing . 2024; 16(13):2412. https://doi.org/10.3390/rs16132412

Yu, Wenlong, Weile Li, Zhanglei Wu, Huiyan Lu, Zhengxuan Xu, Dong Wang, Xiujun Dong, and Pengfei Li. 2024. "Integrated Remote Sensing Investigation of Suspected Landslides: A Case Study of the Genie Slope on the Tibetan Plateau, China" Remote Sensing 16, no. 13: 2412. https://doi.org/10.3390/rs16132412

Article Metrics

Article access statistics, further information, mdpi initiatives, follow mdpi.

Subscribe to receive issue release notifications and newsletters from MDPI journals