Tag: history

Title of the Book: History Encyclopedia: Discover the secrets of the History world

Author: Anita Ganeri, Hazel Mary Martell and Brian Williams

Publisher: Parragon Publishing India Private Limited

Publication Year: 2019 (First Edition published in 2003)

Pages: 128 pgs.

ISBN: 978-93-89290-10-3

Age Group: MYP (Grades 6^th, 7^th, and 8^th)

Genre: History Encyclopedia

IBDP and IGCSE Subjects Covered: History, Individuals and Societies, and Global Perspectives

Review Written By: Fiza Pathan

Introduction

A great History Encyclopedia can inspire a lifelong interest in the subject. Collecting beautifully designed and well-researched History Encyclopedias has been a cherished hobby among parents and children from 1950 to 2009. Since the rise of smartphones, ChatGPT, and other AI-powered internet tools, the role of an encyclopedia in a child’s education has nearly disappeared in urban areas. However, in rural regions and among those who still depend on local lending libraries or second-hand bookshops—especially in India—the importance of an encyclopedia remains significant. This reviewer has observed in numerous books and documentaries by reputable news agencies over the past seven years that in many rural African communities, middle school students thrive and become well-educated through these simple local libraries and second-hand shops. They see encyclopedias as essential, similar to receiving a good education to improve their difficult circumstances. Therefore, it would be incorrect and quite improper for anyone to claim that encyclopedias have completely lost their relevance in the post-Truth Era or the third decade of the 21st century’s right-wing politics. In fact, in specific situations—such as in Africa, rural India, Pakistan, Bangladesh, Afghanistan, Turkmenistan, and war zones like Gaza, Ukraine, and Syria—where Wi-Fi is scarce and children often go months without internet access, encyclopedias play a vital role in their formal and informal education.

It is a privilege for me to state that many book donation and reading programs have been carried out worldwide by the IB and IGCSE boards since the 1980s. Whether you live in the Dust Bowl of the world or at the heart of the Democratic Republic of the Congo, whether you reside on an island in the South Pacific that has recently been almost completely submerged due to rising water levels, or whether you are in a refugee camp near Bosnia, the IBO and IGCSE program coordinators and other educationists work together to deliver books to needy students and those in need of a good education despite difficult circumstances. At such times, second-hand or even first-hand copies of new and old encyclopedias serve important educational and instructive roles for their young readers.

Regarding the History Encyclopedia being reviewed and analyzed today, Parragon Books has managed to publish a well-researched and well-edited series of historical events and vignettes from 2003 to 2019. This series can inspire any MYP or Middle Years Programme reader or middle school student to develop a passion for history and related topics, such as Global Perspectives and Individuals and Societies. The vignettes are diverse, skillfully crafted, beautifully analyzed, and colorful, with engaging ‘Do You Know’ inserts and authentic historical details that appeal to both young and older readers. Remedial students of the MYP and IGCSE will also find this History Encyclopedia attractive, vivid, and useful for their study and review.

I also recommend keeping this encyclopedia, especially its latest 2019 version, in the Reading Corners and private classroom libraries of PYP classrooms at all IGCSE and IB schools. PYP students, particularly in 4th and 5th grades, will find this book informative, enlightening, useful, and exciting to read and research. It provides a quick chronological overview of significant and relevant episodes in history, from the Prehistorical Era to the 21st century and the Age of Computers. The Prehistorical section covers a period when literary or written sources were unavailable for research, relying solely on archaeological evidence. This encyclopedia effectively captures the essence of the 21st century, including the terrorist attack of 9/11, the US-led wars in Iraq and Afghanistan, the rise of extremist terrorist groups worldwide, and Putin’s rise in Russia following the dissolution of the USSR after the fall of the Berlin Wall.

From the Mayans to the Aztecs, from the Renaissance to the Reformation, from Homo Erectus to Homo Sapiens, from the Egyptian Civilization that emerged around the River Nile to the Babylonian Civilization boasting King Nebuchadnezzar, who built the Hanging Gardens to please his favorite wife, from Mongols who never gave in to the Spartans who simply never gave up, from the rise of Imam Khomeini of Iran in the late 1970s to the rise of the Taliban in Afghanistan in 1994, from the assassination of President J.F. Kennedy to the Civil Rights Movement led by Martin Luther King Jr., based on Mahatma Gandhi’s teachings of non-violence, this encyclopedia covers it all—neatly contained in just 128 pages with authentic information and factual presentation. Fortunately, the authors of this encyclopedia are not historians who prefer fiction over facts or reinvention over rediscovery.

This book review also analyzes various historical topics and events in this encyclopedia, highlighting their interdisciplinary aspects in line with the MYP, IGCSE, and IB school syllabus. It will also critique any instances where a one-sided perspective has influenced the writing or construction of a particular essay or chapter in this History Encyclopedia.

Lastly, it is important to study history, whether formally or informally, at school or university, because studying history helps us understand our culture, our ancestors, our world, and ourselves. As the respected debater and orator from Julius Caesar’s time Cicero said:

To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life, unless it is woven into the life of our ancestors by the records of history?’

― Marcus Tullius Cicero

We must also recognize that there are different perspectives and methods of analyzing history, as I have previously mentioned. This encyclopedia has been generous in providing the facts as accurately and objectively as possible, with an almost 95% unbiased approach. However, other books and guides are being published or, as I would say, ‘crafted’ today for two main reasons: first, to create a fictional utopia of what those in power wish to present us—an intentionally designed series of educational brainwashing and conditioning through the WhatsApp University; and second, to give us a kind of mental fog where we put blinkers over our eyes and suppress our rational minds, viewing history solely through the loudest voices on social media, television, the internet, or those wielding the most influence and wealth to validate even the most trivial claims as ‘real history.’ We need to remove these two distorted ways of interpreting history from the minds of our MYP students, especially before they enter the IGCSE and IBDP levels, where they will study history more seriously. This will also be discussed further as we continue with the book analysis and review.

‘One of the saddest lessons of history is this: If we’ve been bamboozled long enough, we tend to reject any evidence of the bamboozle. We’re no longer interested in finding out the truth. The bamboozle has captured us. It’s simply too painful to acknowledge, even to ourselves, that we’ve been taken. Once you give a charlatan power over you, you almost never get it back.’

― Carl Sagan

(from his book ‘The Demon-Haunted World: Science as a Candle in the Dark’)

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Synopsis

The encyclopedia lists the following topics in its chapter index:

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Each essay is only two pages long and carefully condensed to include essential information about the historical period. The perceptions presented are verified and are neither right-wing nor extremist nor leftist. These historical facts are based on archaeological evidence, including iconography, numismatics, murals, architecture, and literary sources, interpreted by leading historians of the early 21st and late 20th centuries. This information has been revised and summarized by history educators and bestselling authors, using encyclopedias from various Parragon publications from 2003 to 2019. The consultant editors of this book are Brian and Brenda Williams. Brian Williams has extensive experience in international publishing as a writer, editor, and consultant. He is a long-time author for Pitkin, with titles in the History of Britain series and works on military and political topics. Brenda Williams draws on her background in early childhood education to make information engaging for both children and adults. Her interests in history, heritage, landscape, and literature are reflected in her Pitkin titles. The authors of this encyclopedia are Anita Ganeri, Hazel Mary Martell, and Brian Williams. Brian Williams has vast experience working with world leaders, including contributions to Britannica and World Book. He has served as a consultant and writer for BBC Learning and Primary History websites, and his work includes educational and international reference publications for all ages, including early readers. Hazel Mary Martell is the internationally bestselling author of The Kingfisher Book of the Ancient World, while Anita Ganeri, an Indian author, created the award-winning Horrible Geography series and many other children’s non-fiction books. Her work on Horrible Geography earned her a fellowship with the Royal Geographical Society. The first edition of this book was designed by Starry Dog Books, and this edition was published in 2019 by Parragon Books Ltd. and distributed by Shree Book Center.

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Analysis

No; there is no one rhythm or plot in history, but there are rhythms, plots, patterns, even repetitions. So that it is possible to make generalizations and to draw lessons.’

—A.L. Rowse

(British historian and writer, best known for his work on Elizabethan England and books relating to Cornwall)

‘The partisan approach to history prevents the observer from recognizing the sanctity of objective facts and requires him, where necessary, to deny the evidence of his senses; for there are occasions when he must subordinate his own personal concept of truth to that held by an individual or group of individuals, namely the party.’

– R.C. Majumdar

(One of the greatest Indian historians and professors whose 1918 book Corporate Life in Ancient India drew a new perspective on ancient India)

The book is organized in chronological order, starting with prehistory and early civilizations, then progressing through classical antiquity, the medieval world, early modern empires, industrial revolutions, and the modern era. Each section begins with a timeline that guides the reader through important global events. This linear structure emphasizes the narrative flow and makes it simple to follow developments across different cultures. This approach is typical of all Parragon’s earlier history encyclopedias, developed by the two authors mentioned earlier, Hazel Mary Martell and Brian Williams. Alongside the chronological chapters, there are thematic sidebars that explore art, science, religion, and technology. These boxed features allow readers to examine cross-cultural phenomena, such as the spread of writing systems or maritime exploration, while maintaining the chronological continuity.

Indexes, glossary terms, and a detailed table of contents improve usability. The encyclopedia caters to different reading strategies used by IB or IGCSE MYP students: cover-to-cover reading, quick fact-checking, and thematic browsing. This also helps IGCSE students develop skills for future report writing and information texts within the standard IGCSE 120-word limit worldwide. If there is anything Parragon does best, it is condensing vast sources and resources of information into simple, short, yet engaging sections and chapters.

The History Encyclopedia covers every major world region: Africa, Asia, Europe, the Americas, and Oceania, highlighting both well-known and lesser-known civilizations. Prehistoric societies are included alongside classical powers such as Greece, Rome, and Chinese dynasties. Modern topics include world wars, decolonization, and globalization. The coverage is well-balanced, with all regions adequately represented across different periods of history, from the prehistoric era to the 21st century.

‘What is history? Our answer, consciously or unconsciously, reflects our own position in time, and forms part of our answer to the broader question, what view we take of the society in which we live.’

― Edward Hallett Carr

(Liberal realist and later left-wing British historian, journalist and international relations theorist, and an opponent of empiricism within historiography. From his book ‘What Is History?’)

Books on history can sometimes intimidate readers. They may be too heavy, filled with strange words, or too dull to touch the hearts of readers. This History Encyclopedia is different from others. It speaks in a welcoming voice that invites you to the great stories of our world. The book is colorful with pictures and maps, and it tells the story of humankind in an easy-to-read way. As I turned its pages, I felt as if a friend was guiding me through time—from the first people to paint on cave walls to the busy cities of today.

Many old history books and encyclopedias, especially those published during the 1980s and 1990s, mainly focus on kings, queens, and wars. This encyclopedia aims to provide a more diverse range of information. It shares stories of farmers who grew rice, women who shaped communities, scientists who observed the stars, and traders who crossed deserts. The book reminds us that history belongs to everyone. It is not just about rulers but also about common people, whose names we may never know. For example, it can be very encouraging for a young MYP student to learn not only about the violence of the Mongols but also about how they lived on a beverage called mare’s milk, which was rich, creamy, and full of milky goodness, prepared in an unusual way. They will also find it fascinating to learn that Scandinavian Vikings, often stereotyped as marauding sea pirates, were actually very calm and peaceful people who might have been a bit brash but mainly sought peaceful places to farm and grow crops. Likely because of the stereotypical comic illustrations from internationally famous comics like Asterix, The Normans, Asterix and the Vikings, and Hagar the Horrible series, we tend to have this prejudiced view of Vikings and pass it on to our students.

Reading this encyclopedia is like sitting with a wise friend who speaks softly and shows you pictures of the world. After finishing a chapter, you might feel eager to read another book, visit a museum, or watch a documentary. That is the true gift of a good guide: it makes you crave more knowledge.

The encyclopedia reflects late-20th and early-21st century trends in public history: a move towards inclusivity, global interconnectedness, and multimedia presentations. It embodies the idea that history is not merely a record of great men but a tapestry of cultures, economies, and ordinary lives. An example of this is how the encyclopedia depicts and interprets the rise of Imam Khomeini in Iran and the fall of the Iranian monarch Reza Shah. Both are presented without demonization and without being judgmental, offering a balanced view of the failings of the Shah’s monarchical government and what the Iranian people saw in Imam Khomeini that led them to participate in the Iranian Revolution—an event that ultimately forced the Shah to flee Iran permanently. Another example of this inclusivity is in the way the creation of Israel and the Zionist movement are described: objectively and factually, without allowing sentiments to overshadow conclusions.

The prose of this encyclopedia is clear and straightforward, avoiding academic jargon and unnecessary simplification. Concepts such as feudalism and industrialization are explained clearly, and each page is designed to engage the reader without compromising accuracy. Despite its encyclopedic format, a noticeable narrative thread connects one era to the next, highlighting the continuity of the human experience. It feels like reading a well-structured fiction novel or a nonfiction memoir or biography, where events follow an accurate chronological order. It thus reads smoothly, which is impressive, showing that the authors have strong content and know which topics in Global History to emphasize and which to omit for brevity.

An example of this is how complex historical topics were simplified into more understandable forms, such as the Thirty Years’ War, which started in 1618, and the processes of unification in Italy and Germany in the 1800s. Unnecessary historical characters and events were omitted, and the focus was placed on the key participants in Europe, one before the Great War or World War I, and the other after the Reformation.

Compared to heavy scholarly works like The Oxford Companion to World History or the multi-volume Cambridge Illustrated History series, the Parragon History Encyclopedia serves a different purpose. The Oxford and Cambridge volumes are rooted in careful academic research: each article is written by experts, references are attributed accurately, and the tone often emphasizes historiographical debates. In contrast, the encyclopedia is designed for the general reader who values clarity and immediacy over detailed footnotes and extensive bibliographies. As one of India’s most renowned historians and professors, R.C. Majumdar, stated, the aim is to guide the reader towards Historical Debate rather than present the past as we wish to interpret it, which can sometimes be used to create an illusion of shared purpose or overarching generality.

This kind of layout is similar to the historiography of the renowned European historian and professor Edward Hallett Carr, also known as E.H. Carr. He was, as previously mentioned, a historian, journalist, and international relations theorist. Additionally, graduate and postgraduate history students mainly remember E.H. Carr for his 14-volume history of the Soviet Union, which covers Soviet history from 1917 to 1929, his writings on international relations, and his book ‘What Is History?’ Although he increasingly leaned towards being a leftist, he advocated for objectivity in how history is interpreted. He always believed that victors write history and their sycophantic historians interpret past events for future generations, thus perpetuating a false perception for ages. He consistently maintained that before studying history, one should study the historian who wrote it to understand the event better.

‘Study the historian before you begin to study the facts.’

― Edward Hallett Carr

(From his book ‘What Is History?’)

‘History consists of a corpus of ascertained facts. The facts are available to the historian in documents, inscriptions and so on, like fish in the fishmonger’s slab. The historian collects them, takes them home, and cooks and serves them in whatever style appeals to him.’

― Edward Hallett Carr

(From his book ‘What Is History?’)

The hallmark of the Parragon edition is its bold, photo-rich design. Large-format illustrations, high-resolution artifact photographs, and full-color maps turn each spread into a miniature exhibition. While the Oxford Companion offers a steady flow of text-heavy entries, Parragon captures the eye first, trusting that visual curiosity will lead to intellectual engagement.

This does not mean that Parragon sacrifices reliability. The editorial team, as previously mentioned, which includes Brian Williams and his wife Brenda Williams, distills credible scholarship into clear prose that stays true to the established historical consensus. However, it intentionally avoids historiographical debates and detailed source analysis that an Oxford or Cambridge volume might emphasize. Readers experience a smooth narrative rather than footnote-heavy argumentation. The trade-off is intentional: the aim is to reach a broad audience—students, families, and lifelong learners—rather than satisfy professional historians.

Because of this positioning, the History Encyclopedia occupies what might be called a ‘sweet spot’ in the reference spectrum; it is comprehensive enough to provide genuine substance, yet lively and visually engaging enough to hold the attention of casual readers and younger learners. In an era where many MYP learners first encounter history through screens and multimedia, its carefully balanced approach—textually authoritative but visually dynamic—makes it both an inviting entry way and a reliable overview, bridging the gap between coffee-table spectacles and academic tomes. This would work for a young MYP learner as well as those learners struggling with ADHD, having remedial issues, and those who prefer researching on the internet and using AI search tools or Google rather than checking out authentic and reliable encyclopedias like these. This encyclopedia can easily compete with the gaming generation of middle-grade students who adore the visual graphics of their online multimedia games.

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Detailed Book Analysis

Now, I will proceed to a more critical analysis of this History Encyclopedia under related subtopics. Additional details will be examined in bullet points, and I will cover most of the historical periods and events included in this encyclopedia. As R.C. Majumdar states again, quoting passages from the proceedings of Indian History Congresses held in 1964 and 1965:

‘History has a mission and obligation to lead humanity to a higher ideal and nobler future. The historian cannot shirk this responsibility by hiding his head into the false dogma of objectivity, that his job is merely to chronicle the past. His task is to reveal the spirit of humanity and guide it towards self-expression.’ -R.C. Majumdar

Although I will not be as radical a nationalist historian or analyst of history as Majumdar, I will, in the true spirit of the IB and IGCSE curriculum, try to convey not only objectivity regarding the historical periods discussed in this encyclopedia but also the diverse perceptions and opinions about them. Additionally, I will highlight how positive aspects can be identified and applied to the real-life situations and careers of IB and IGCSE students. References will also be made to Indian and international historians and historiographers who worked, researched, and taught in the 20th century and serve as the foundational figures for the study of history in India.

• Global Balance

One of the encyclopedia’s most commendable achievements is its earnest effort to represent and analyze Non-Western Historical Eras and Ages with balance. Chinese dynastic cycles, the Maurya and Gupta empires of India, and the intellectual flowering of the Abbasid Caliphate receive thorough and well-contextualized treatment. I was pleased to see the Mauryan Emperor Ashoka’s Dhammapada given significant importance and analyzed deeply, correctly linking it to the subsequent decline of the Mauryan Empire and the rise of Northern Rajputs. Even the Mayan, Aztec, and Inca civilizations are discussed not merely as precursors to European contact but as advanced societies with complex political and economic systems. The coverage of Polynesian navigation and early Pacific migration signals also acknowledges the region’s historical importance.

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• Excellent for Advanced Studies in IB History

For educators and students, this encyclopedia by Parragon provides significant practical value. Its chronological arrangement, cross-referenced timelines, and detailed index enable quick access for research projects or classroom presentations at the IB and IGCSE levels. Sidebars on technology, art, and religion promote interdisciplinary exploration, aligning well with curricula such as the International Baccalaureate (IB) program.

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• Limitations

Despite its many strengths, the History Encyclopedia by Parragon inevitably bears the marks of its single-volume format and commercial aims. A careful reader, especially an educator or advanced student, should be aware of several limitations. World History is vast, and a single compendium cannot offer comprehensive depth. Although the editors have included a genuinely global range of civilizations, regional imbalances remain. Sub-Saharan Africa beyond Egypt and Mali, the interior of the Americas before European contact, and much of Oceania receive only fleeting attention, leaving little sense of their internal diversity or sophisticated political and ecological systems. It surprised me that the history of the Americas was only covered from the Geographical Discoveries phase onward, which refers to post-Renaissance times. Before then, the Americas were not mentioned at all—a stereotypical omission often made by most history writers for young students, which should be avoided at all costs. In fact, I noticed that North American societies are briefly acknowledged but mainly treated as a prelude to European arrival rather than as vibrant cultures with complex governance and trade networks. Even the fall of Rome, the origins of the Industrial Revolution, or interpretations of global decolonization are only mentioned in passing. This omission makes it difficult for students or researchers to connect arguments to primary sources or explore topics deeply, limiting the book’s usefulness as an academic resource. Tracking historical perceptions and theories back to primary sources is essential when studying history at the IB level. Later, in the IBDP, students will find it nearly impossible to achieve good grades if they do not trace their hypotheses to primary sources. They cannot simply speak arbitrarily; they need concrete evidence to support their answers, hypotheses, or accepted perspectives. The book’s lavish visual design can sometimes hinder its analytical depth. Striking images encourage browsing and create immediacy but can also promote surface engagement with complex subjects—giving a visual overview without the critical analysis or contested interpretations needed for deeper understanding. I was especially struck by how 9/11 and terrorism, referred to as ‘Islamic Terrorism,’ were depicted—a perspective that is only one part of the larger picture of global terrorism. To gain a nuanced understanding of world history, readers should supplement the encyclopedia with primary sources, region-specific monographs, and works emphasizing historiographical debates. Recognizing these limitations does not diminish the book’s appeal; rather, it clarifies its role as a visually engaging primer that sparks curiosity while reminding us that understanding the full complexity of the human past requires a more in-depth, rigorously sourced exploration. As A.J. Toynbee said:

‘History concerns itself with some but not all facts of human life and on the other hand besides, recording facts, history also has the recourse to fictions and makes use of laws.’

– A.J. Toynbee

(English historian, philosopher of history and research professor of international history at the London School of Economics and King’s College London)

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• Factual Details

The factual details are accurate but have a Western bias, as mentioned in this analysis. The narrative appears to be heading towards the European Renaissance, Reformation, and then Geographical Discoveries, which are regarded as the peak or the epitome of what earlier civilizations and cultures sought to achieve for centuries. There is a strong focus mainly on European history before the Age of Geographical Discoveries, and afterward, the focus shifts mainly to the USA after World War I. Captain James Cook, who discovered and troubled the Aboriginals of New Zealand and Australia, is almost portrayed as a hero or, at best, a neutral figure in the text, which is not inclusive at all. However, it highlights the basics of the discovery of that region between the 1700s and 1800s, which is commendable. The visuals in the book depicting Captain James Cook and the Aboriginals show the latter as almost aggressive, compared to Captain James Cook, which is not a fully inclusive or holistic way of representing this part of maritime and Oceania history.

In addition, too much focus has been placed on the Reformation chapter concerning the role of King Henry VIII and his infamous life, rather than on the main aims and impacts of the Reformation. It would have been more useful and relevant to emphasize Martin Luther instead of the former British King. The mention of the invention of the Printing Press was superficial and should have been discussed in more depth, especially from my perspective as a high school history teacher and tutor. Gutenberg’s press or invention propelled subsequent revolutions in America and France and further developments that fueled the Industrial Revolution. Therefore, it deserved more prominence in the book rather than being included as a casual ‘Did You Know?’ fact. The contributions of Reformation figures like Tyndale, Calvin, and Erasmus could also have been incorporated to enrich the narrative with factual and literary ‘color.’ I also found the Renaissance chapter somewhat lacking in depth; more attention could have been given to the artworks of Michelangelo, Leonardo da Vinci, Raphael, Brunelleschi, Donatello, El Greco, and others. As PGCITE student-teachers and B.Ed teachers, we repeatedly teach the Renaissance in MYP classes, yet we tend to mention only two iconic artists—Michelangelo and Leonardo da Vinci. We often overlook Raphael’s paintings, which follow similar themes in darker tones, or Donatello’s pioneering works, which influenced Michelangelo, such as the Statue of David. Additionally, Brunelleschi’s construction of the first large-scale dome atop Florence’s cathedral and his role in developing Linear Perspective are crucial. El Greco’s revival of Gothic style with Renaissance techniques is also significant. We need to educate students about all these Renaissance artists, architects, sculptors, writers, and philosophers rather than focus only on a few well-known figures.

You can see in the two sculptures above how Michelangelo drew inspiration for his own David from Donatello’s ‘David killing Goliath’, which looks more like a tipsy teenager at a celebration than a prophet working for God’s purpose to defeat evil. The idea or perspective of a serious, focused king before killing Goliath is clearly seen in Michelangelo’s David, which is done in a more solemn style. Donatello’s tipsy David depicts the future king after the victory, created with celebration in mind. Michelangelo, being his eccentric self, chose to depict David before the kill and even made a sculpture larger and more detailed than Donatello’s tiny one, as you can see in the pictures above.

As mentioned before, labeling terrorism primarily as ‘Islamic Terrorism’ does not take a comprehensive and multi-faceted approach to the entire debate. People around the world who follow Islam do not take this lightly because they rightly believe that terrorism has no religion; therefore, no religion or community should be linked to this global threat to peace. We should also remember that Ireland has several Christian terrorist groups, and we should not forget the Lord’s Resistance Army of the Central African Republic or the recent Army of God, an American Christian organization whose members have committed acts of anti-abortion violence. Islamophobia should be permanently avoided in History Encyclopedias and IB and IGCSE textbooks. However, it was commendable of Parragon to present the Iranian Revolution and Imam Khomeini with dignity without implying later that he led Iran toward a more fundamentalist way of life than what the Iranian people experienced during the Shah’s reign, as I mentioned earlier in this review. Dictator Saddam Hussein is portrayed accurately, both literally and metaphorically, and I was pleased that the Iranian-Iraq War was recognized as a very challenging period for the region during the 1980s. However, it would have been beneficial to also mention the negative effects of President George Bush’s invasion of Afghanistan and the war that followed, as well as how the USA consistently intervenes in the coups and conflicts of Islamic and other Third World countries to serve its own interests and agenda.

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Book Review

‘It used to be said that facts speak for themselves. This is, of course, untrue. The facts speak only when the historian calls on them: it is he who decides to which facts to give the floor, and in what order or context.’

― Edward Hallett Carr

(Liberal realist and later left-wing British historian, journalist and international relations theorist)

It is not the primary duty of a historian to present facts exactly as they are, but it is admirable and healthy for him to do so nonetheless. In a way, the historian holds the key to the present and the future, not just the past, in his hands—keys that can either unlock ruin for his readers and students of history or offer salvation. We have reached a point in contemporary world politics where the more you fake, the more popular you become both online and offline, and the more you can control people with lies and false facts. It seems that facts and the truth have abruptly died during this post-Truth Era and the dawn of the Age of AI.

The information that those in power are currently feeding into AI and other browsers will shape how our future and current generations view our history. If they are exposed to misogyny, sexism, gender bias, anti-LGBTQIA+ attitudes, racism, communalism, and so on, that is what our future will reflect because Gen Z, Gen Alpha, and Gen Beta are already more reliant on AI than we Millennials were on Google. Relying on a resource with ingrained biases that might one day falsely claim to be the only true source of past knowledge could lead us into serious problems or a situation from which we cannot escape.

Therefore, it is essential that we teach our students accurate history from multiple perspectives. We must guide them, as the IB curriculum suggests, to primary sources or at least reputable secondary sources to support their viewpoints amid a world filled with misinformation or fake news. We should teach history using the methodology and ethics of a TOK class. This approach will foster healthy debates in IB and IGCSE classrooms without inciting verbal or social media violence. Solutions can be identified and applied for evaluations that serve positive purposes both inside and outside the History Classroom.

Such encyclopedias for middle-grade students can serve as an excellent means of research and analysis and a guide for further reading. The ‘History Encyclopedia: Discover the Secrets of the History world’ is informative, analytical, inclusive, colorful, and a must-have in every MYP library.

As a professional and qualified high school history teacher, I can vouch for its overall accuracy and its tendency for optimism and precision in presenting events and thoughts. There are no errors in the encyclopedia, but it could be made more inclusive and holistic. Despite having an Indian on the Editorial board, I noticed a somewhat White American and European bias in the encyclopedia, which I hope will not be present in future editions of history and other PYP and MYP school subjects I plan to analyze on this portfolio website I am creating for my PGCITE course at Podar IB, Santacruz, under the guidance of Dr. Rekha Bajaj. I look forward to reading, reviewing, and analyzing more encyclopedias soon.

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Special Note

If you are interested in more book reviews, indie author interviews, book analyses, short story analyses, poems, essays, essay analyses, and other bookish content, check out my blog, insaneowl.com. If you are interested in purchasing my books, you can visit the products page on my blog or check them on Amazon. There are many good things to buy! Happy reading to you always!

©2025 Fiza Pathan