You can learn a great deal about what historians think is important by what they write about. Traditionally, historians have focused on great figures or important events, arguing that these are the most significant shapers of our past. However, the historical significance of a person or event can also be determined by their connection to a much bigger issue or trend. For example, the life of a woman in 16th century Japan might hold great significance in a study of the social roles in various cultures; on the other hand, the life of a famous military commander from the same era would not be as significant.
Results in change - does this person, event, or development change things - how many people were affected? How long-lasting was the change? How profoundly were people affected
Reveals the past - what does it tell us about how the past was different?
Relevant to today - how does it shed light on issues that affect us today? Do the issues of the past resonate with us today?
Relevant to a question - does it connect to our course question or unit or activity question?
URL: https://upload.wikimedia.org/wikipedia/commons/3/31/Napoleon_I_of_France_by_Andrea_Appiani.jpg
This is a painting of Napoleon. In the past, his military successes and failures were often studied in detail. In a course about global history, his exploits are not as relevant.
Napoleon is standing with his left hand on a crown. He is looking away from the painter, staring off into the distance. His clothes are rich and ornate, and seem to be a mix of cultural and military traditions.
Historical events have context. Some of these events were part of a continuum, reinforcing pre-existing ideals, systems, or relationships. Other events, however, represent a break in a continuum. These changes take individuals or societies in new directions. Historians call these events turning points. Historians often use these turning points, to mark the beginning or end of historical periods. Historians, as you will discover, do not always agree on the beginning or end of particular periods in history, and these also vary enormously by culture.
Using continuity and change, you can also examine whether events are leading to “progress” or “decline.” Events can not always be clearly categorized as progress or decline, and our perception of these ideas shifts over time. If you think about our current world, you can probably think of examples of both progress (eg. peace treaties) and decline (eg. human rights abuses) occurring today.
URL: http://media-2.web.britannica.com/eb-media/90/116490-004-36C7920D.jpg
Japan adopted the Meiji Constitution in 1890. It was Japan’s first constitution, and ended centuries of rule by the samurai and warlords; traditional laws, codes, and expectations were replaced by western traditions, such as a legislative body. Thus, the adoption of the Meiji Constitution was a turning point for Japan.
In this painting, a group of men, in military dress, stand at attention in front of the emperor. The emperor is on a raised dais, and he is proclaiming the Constitution itself. To his right, a group of women dressed in western clothing look on.
Cause and consequence has always been an important part of learning history. However, students have not always been asked to analyze cause and consequence; instead, they have been asked to memorize and reproduce the analysis completed by historians.
When you do the work of the historian in analyzing cause and consequence, you should ask yourself:
URL: https://upload.wikimedia.org/wikipedia/commons/e/e2/Codex_Mendoza_folio_2r.jpg
This is a page from the Mendoza Codex, which was commissioned not long after conquest of the Aztecs by the Spanish. Knowing that the conquest took place in 1521 is not nearly important as understanding the causes of the conflict, and the impact of the conquest on both societies.
The page is divided into two sections. The top features a large X, with an eagle at the centre. The four triangles created by the large X feature drawings of seated Aztec rulers. The bottom half of the page features drawings of warriors, with swords drawn and shields ready.
In this course, we will examine a variety of cultures featuring different beliefs, values, and practices. At times, the differences between the past and your own present-day world will be striking. It is important to acknowledge these differences, especially since these differences are part of what makes the study of history so fascinating. At the same time, it is essential that we understand these beliefs, values, and practices in the context of the era we are studying. Historical Perspective varies within historical time periods also, that is, the values held by those with power—or even by the majority of the population—do not always represent the entire society.
Key terms to understand historical perspectives:
URL: https://upload.wikimedia.org/wikipedia/commons/8/8d/Leutze%2C_Emanuel_%E2%80%94_Storming_of_the_Teocalli_by_Cortez_and_His_Troops_%E2%80%94_1848.jpg
This painting depicts a key event in the conquest of the Aztecs. However, whose worldview does it represent? The Spanish? The Aztecs? The German-American artist who painted it 300 years after the event? Are there anachronisms? How is it different from the Mendoza Codex in portraying the same event?
This is a painting of a battle scene. The Aztec defenders are fighting against the Spanish, who seem to be winning. The painting also features religious imagery: a number of the Aztecs are appealing to their gods, with their hands stretched to the sky. There is also a Christian monk holding a cross over a wounded/dead Aztec warrior.