English: Having said that, I am highly aware that there are a number of significant challenges related to this, and I don't want to downplay those challenges, and I think it's important that we do discuss them. Elfed Wyn Jones's petition calls on the Welsh Government to create a common body of knowledge on Welsh history. I would challenge Elfed here. Who will decide what the content of that common body of knowledge will be? I do agree that we need a common body of knowledge, but we also need to recognise that we would need very thorough work from our historians and some discussion before we actually reached that point. The second petition calls for it to be made mandatory for the history of BAME communities and the history of people of colour to be taught in the Welsh curriculum. I agree, of course, but I would also challenge Angharad. Isn't slavery and colonialism just one aspect of BAME history, and in focusing on these aspects, aren't we at risk of forgetting the rich contributions made by black communities in Wales and ethnic minority communities in Wales to the history of Wales in all its diversity? I do want to draw your attention to an important report drawn up seven years ago now by a panel chaired by the historian Dr Elin Jones. I do think it's important that we remind ourselves about what was said in that report, which was entitled, 'The Cwricwlwm Cymreig, history and the story of Wales'. These are the words of the panel: 'Much of the debate on the history taught in school tends to emphasise the factual content of the curriculum. There is, however, far more to the discipline of history than chronology and factual knowledge alone. While chronology and factual knowledge provide a framework for understanding the past and the relationship of different periods, developments and individual actions', history also provides other opportunities too. And in the words of the report once again: 'One of the most important aspects of the discipline of history is the opportunity it provides of understanding that every narrative or historical argument is open to criticism, and that every historical judgement is provisional. There is no one history: every individual has their own experience, and their own unique perspective on the pastRealising this is a means of accepting and respecting different versions of history, while evaluating them against more objective criteria than our personal knowledge of the past, or a familiar version of it. 'Effective history teaching can help to develop the active citizens of the future. It can enable learners to understand their own history, and the way in which the past has formed the present, but, more importantly, it can help them to investigate that history, and evaluate different versions of it. It can equip every citizen to deal effectively with all kinds of propaganda.' This is an important statement - and I am drawing to a close here - but I think it's important that we do bear in mind this context that Dr Elin Jones gave us. Teaching history effectively does refine our skills to analyse, to question, to not accept everything at first sight and to identify propaganda and fake news, which is so very important in the current climate. There is a strong argument for including identity and the diversity of Wales, including Welsh history and black and people of colour's history, as a mandatory part of the curriculum, but let's not forget that there is far more to teaching and learning history and a huge value to it in our ambition to create young people who are knowledgeable and informed for the future. Thank you, Llywydd, and thank you for indulging me.
Welsh: Wedi dweud hynny, dwi yn ymwybodol iawn, iawn fod yna nifer o heriau sylweddol ynghlwm â hyn, a dwi ddim yn mynd i osgoi'r heriau yna, a dwi'n meddwl ei bod hi yn bwysig inni eu gwyntyllu nhw a'u trafod nhw. Mae deiseb Elfed Wyn Jones yn galw ar Lywodraeth Cymru i greu corff cyffredin o wybodaeth am hanes Cymru. Rŵan, dwi am herio Elfed ychydig yn y fan hyn. Pwy sy'n mynd i benderfynu beth fydd cynnwys y corff cyffredin o wybodaeth yma? Dwi yn cytuno bod angen cael corff cyffredin, ond mae angen cydnabod hefyd fod eisiau gwaith trwyadl gan ein harbenigwyr hanesyddol ni a chryn drafod er mwyn cyrraedd y nod yma. Mae'r ddeiseb arall yn galw am ei gwneud hi'n orfodol i hanesion pobl ddu a phobl o liw gael eu haddysgu yng nghwricwlwm addysg Cymru. Dwi'n cytuno'n llwyr, ond dwi hefyd yn mynd i herio Angharad. Onid un agwedd yn unig ar hanes pobl ddu a phobl o liw ydy caethwasiaeth a gwladychiaeth, ac o ganolbwyntio ar yr agweddau hyn, ydyn ni ddim mewn peryg o anghofio cyfraniad cyfoethog cymunedau du Cymru a lleiafrifoedd ethnig Cymru i hanes Cymru yn ei holl amrywiaeth? Dwi am dynnu'ch sylw chi at adroddiad pwysig gafodd ei wneud saith mlynedd yn ôl bellach gan banel dan gadeiryddiaeth yr hanesydd Dr Elin Jones. Dwi'n meddwl ei bod hi'n bwysig inni atgoffa ein hunain am beth ddywedwyd yn yr adroddiad yna, a oedd o dan y teitl, 'Y Cwricwlwm Cymreig, hanes a stori Cymru'. Dyma eiriau'r panel: 'Mae llawer o'r drafodaeth ar y math o hanes a ddysgir mewn ysgolion yn tueddu i bwysleisio cynnwys ffeithiol y cwricwlwm. Ond mae llawer mwy i ddisgyblaeth hanes na chronoleg a gwybodaeth ffeithiol yn unig. Tra bod cronoleg a gwybodaeth ffeithiol yn cynnig fframwaith er deall y gorffennol a pherthnasedd gwahanol gyfnodau, datblygiadau a gweithredoedd unigolion', mae hanes yn rhoi cyfleoedd eraill hefyd. Ac yng ngeiriau'r adroddiad eto: 'Un o'r agweddau pwysicaf ar ddisgyblaeth hanes yw'r cyfle a rydd i ddod i ddeall bod pob naratif neu ddadl hanesyddol yn agored i feirniadaeth, ac mai barn amodol yw pob barn hanesyddol. Nid oes un hanes yn unig: mai gan bob unigolyn ei brofiad ei hun a'i berspectif unigryw ar y gorffennolMae derbyn hynny yn fodd i dderbyn a pharchu gwahanol fersiynau o hanes, a'u gwerthuso yn ôl meini prawf mwy gwrthrychol na'n gwybodaeth bersonol o'r gorffennol neu fersiwn cyfarwydd ohono. 'Mae dysgu hanes yn effeithiol yn fodd i ddatblygu dinasyddion gweithredol y dyfodol. Gall gynorthwyo dysgwyr i ddeall eu hanes eu hun, a'r ffordd y mae'r gorffennol wedi ffurfio'r presennol, ond yn bwysicach na hynny, gall eu cynorthwyo i ymholi i'r hanes hwnnw, a phwyso a mesur gwahanol fersiynau o hanes. Gall roi arf yn erbyn propaganda o bob math yn nwylo pob dinesydd.' Mae hwn yn ddatganiad pwysig - ac rydw i yn dod i derfyn - ond dwi yn meddwl ei bod hi'n bwysig inni gofio'r cyd-destun yma yr oedd Dr Elin Jones yn ei roi i ni. Mae dysgu hanes yn effeithiol yn mireinio'n sgiliau ni i ddadansoddi, i gwestiynu, i beidio â derbyn bob dim rydym ni'n ei weld ar yr olwg gyntaf, ac i adnabod propaganda a newyddion ffug, sydd yn beth pwysig iawn yn y byd sydd ohoni. Felly, mae yna ddadl gref dros gynnwys hunaniaeth ac amrywiaeth Cymru, gan gynnwys hanes Cymru a hanes pobl ddu a phobl o liw, fel rhan fandadol o'r cwricwlwm, ond peidiwn ag anghofio bod yna lawer iawn mwy i ddysgu hanes a gwerth aruthrol iddo yn ein huchelgais ni o greu pobl ifanc wybodus i'r dyfodol. Diolch, Llywydd, a diolch am ganiatáu i mi ymhelaethu.