This document introduces the concept of history and how it is studied. It defines history as the study of human beings and past events using available evidence and sources. The main reasons for studying history are to understand the present, avoid repeating mistakes of the past, and preserve knowledge for future generations. Key aspects of studying history discussed include historical sources, periods of history, chronology, and the types of historical facts examined like economy, politics, culture and society.
History is the past as it is described in written documents, and the study thereof. Events occurring before written records are considered prehistory. "History" is an umbrella term that relates to past events as well as the memory, discovery, collection, organization, presentation, and interpretation of information about these events.
THE HISTORY OF CHINA, as documented in ancient writings, dates back some 3,300 years. Modern archaeological studies provide evidence of still more ancient origins in a culture that flourished between 2500 and 2000 B.C. in what is now central China and the lower Huang He (Yellow River) Valley of north China. Centuries of migration, amalgamation, and development brought about a distinctive system of writing, philosophy, art, and political organization that came to be recognizable as Chinese civilization. What makes the civilization unique in world history is its continuity through over 4,000 years to the present century.
The Chinese have developed a strong sense of their real and mythological origins and have kept voluminous records since very early times. It is largely as a result of these records that knowledge concerning the ancient past, not only of China but also of its neighbors, has survived.
Chinese history, until the twentieth century, was written mostly by members of the ruling scholar-official class and was meant to provide the ruler with precedents to guide or justify his policies. These accounts focused on dynastic politics and colorful court histories and included developments among the commoners only as backdrops. The historians described a Chinese political pattern of dynasties, one following another in a cycle of ascent, achievement, decay, and rebirth under a new family.
Of the consistent traits identified by independent historians, a salient one has been the capacity of the Chinese to absorb the people of surrounding areas into their own civilization. Their success can be attributed to the superiority of their ideographic written language, their technology, and their political institutions; the refinement of their artistic and intellectual creativity; and the sheer weight of their numbers. The process of assimilation continued over the centuries through conquest and colonization until what is now known as China Proper was brought under unified rule. The Chinese also left an enduring mark on people beyond their borders, especially the Koreans, Japanese, and Vietnamese.
History is the past as it is described in written documents, and the study thereof. Events occurring before written records are considered prehistory. "History" is an umbrella term that relates to past events as well as the memory, discovery, collection, organization, presentation, and interpretation of information about these events.
THE HISTORY OF CHINA, as documented in ancient writings, dates back some 3,300 years. Modern archaeological studies provide evidence of still more ancient origins in a culture that flourished between 2500 and 2000 B.C. in what is now central China and the lower Huang He (Yellow River) Valley of north China. Centuries of migration, amalgamation, and development brought about a distinctive system of writing, philosophy, art, and political organization that came to be recognizable as Chinese civilization. What makes the civilization unique in world history is its continuity through over 4,000 years to the present century.
The Chinese have developed a strong sense of their real and mythological origins and have kept voluminous records since very early times. It is largely as a result of these records that knowledge concerning the ancient past, not only of China but also of its neighbors, has survived.
Chinese history, until the twentieth century, was written mostly by members of the ruling scholar-official class and was meant to provide the ruler with precedents to guide or justify his policies. These accounts focused on dynastic politics and colorful court histories and included developments among the commoners only as backdrops. The historians described a Chinese political pattern of dynasties, one following another in a cycle of ascent, achievement, decay, and rebirth under a new family.
Of the consistent traits identified by independent historians, a salient one has been the capacity of the Chinese to absorb the people of surrounding areas into their own civilization. Their success can be attributed to the superiority of their ideographic written language, their technology, and their political institutions; the refinement of their artistic and intellectual creativity; and the sheer weight of their numbers. The process of assimilation continued over the centuries through conquest and colonization until what is now known as China Proper was brought under unified rule. The Chinese also left an enduring mark on people beyond their borders, especially the Koreans, Japanese, and Vietnamese.
"A world without time measurement?" This is a question that the following presentation aims to tackle by discussing Ancient Egyptian's invention of time keeping and their impact on modern time chronometry. A detailed timeline of the invention of calendars and clocks is also highlighted.
Part 2 of - Where Did Our Calendar Come From?
What do ancient prophecies, modern scientists, spiritual leaders and mystics tell us about this amazing TIME? They say humanity is at a critical mass turning point. As change accelerates to blinding speed, we are offered a choice and a quantum leap. They say ‘NOW is the TIME.’ How can we learn and prepare for the coming changes?
What is time? Is Einstein correct when he postulated that time is relative? Is time apart of creation itself and created by God for man? If so, then what are the ethics of time? Is there a proper and improper use of time, a right and wrong value and view of time?
Part 1 of 7: What is Time?
What do ancient prophecies, modern scientists, spiritual leaders and mystics tell us about this amazing TIME? They say humanity is at a critical mass turning point. As change accelerates to blinding speed, we are offered a choice and a quantum leap. They say ‘NOW is the TIME.’ How can we learn and prepare for the coming changes?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
4. WHAT IS IT NOT HISTORY?
HISTORY DOES NOT STUDY STORIES
INVENTED BY HUMAN BEINGS
HISTORY DOES NOT STUDY THE FUTURE
HISTORY DOES NOT STUDY THE PRESENT
5. WHY DO WE STUDY HISTORY?
CURIOSITY
TO UNDERSTAND THE PRESENT, WHO
WE ARE
TO PREVERSE OUR KNOWLEDGE TO
FUTURE GENERATIONS
DO NOT MAKE THE SAME MISTAKES IN
THE FUTURE
6. HISTORY
Human beings have the neccesity to understand their
ancester’s past. Thanks to this knowledge we can understand our
present and foresee what can happen in the future.
HISTORY IS THE SCIENCE THAT STUDIES
THE FACTS OF HUMAN BEINGS SINCE THEIR
APPEARANCE ON EARTH, EXPLANING ITS
EVOLUTION.
The main characters of History are not only kings and
heroes, but men and women who are organised in societies.
7. HOW DO WE STUDY HISTORY?
HISTORICAL SOURCES ANY TESTIMONY(WRITTEN, ORAL OR MATERIAL)
THAT ALLOWS THE RECONSTRUCTION, ANALYSIS
AND INTERPRETATION OF HISTORICAL FACTS.
9. MATERIAL: BONE REMAINS,
ARCHEOLOGICAL SITES, POTTERY,
TEXTILES, TOOLS…
WRITTEN: EVERY HANDWRITTEN
DOCUMENT (LETTERS,
CHRONICLES); PRESS (BOOKS,
MAGAZINS, NEWSPAPERS) OR
INSCRIPTIONS.
ORAL: TRADITIONS, MYTHS,
LEYENDS…
TYPES OF SOURCES
10.
11.
12. AUXILIAR DISCIPLINES TO THE STUDY OF HISTORY
GEOGRAPHY
ECONOMY
SOCIOLOGY
ANTROPOLOGY ARQUEOLOGY
PALEOGRAPHY
EPIGRAPHY
NUMISMMATIC
GENEAOLOGY HERALDRY
13. PERIODS OF HISTORY
Invention of writing
3000 BC
PREHISTORY HISTORY
Ancient H. ContemporaryModern AgeMiddle Ages
Fall of the Roman
Empire
476
Fall of
Constantinople
1453
Spain 1492
French Revolution
1789
16. HOW DO WE MEASURE TIME?
YEAR: 356 DAYS
LUSTRUM: 5 YEARS
DECADE: 10 YEARS
CENTURY: 100 YEARS
AGE: SEVERAL CENTURIES
MILENNIUM: 1000 YEARS
17. THE EXPRESSION B.C. REFERS TO YEARS
BEFORE CHRIST
THE EXPRESSION A.C. REFERS TO YEARS
AFTER CHRIST
HOW DO WE MEASURE TIME?
18. HOW DO WE MEASURE TIME?
• The easiest way to find out in which century is a
year is to cover the units and tens and add one.
For example:
1453 1453 14+1 = 15 that means
that 1453 is
the 15th C
• Now, do the same for the years 1275, 2015, 73,
1899, and 123.
• Years finished in 00, the hundred indicates the
century. For example: 100 1st C.
• The easiest way to find out in which century is a
year is to cover the units and tens and add one.
For example:
1453 1453 14+1 = 15 that means
that 1453 is
the 15th C
• Now, do the same for the years 1275, 2015, 73,
1899, and 123.
• Years finished in 00, the hundred indicates the
century. For example: 100 1st C.
20. TO UNDERSTAND A STORY YOU MUST KNOW WHAT THINGS
HAPPENED IN, THAT IS, THE CHRONOLOGY.
HOW DO WE MEASURE TIME?
The body in a room
There is a dead body on the floor in a room.
Someone screamed.
Someone went into the room.
Someone left a room
Murder?
Suicide?
Or just someone discovering a body?
21. CHRONOLOGY IS THE STUDY OF EXACTLY WHEN THINGS
HAPPENED.
CHRONOLOGICAL ORDER MEANS TO PUT THINGS IN THE
ORDER THAT THEY HAPPENED.
Podemos expresar la cronología usando una
línea del tiempo. Para construir una línea del
tiempo necesitas una regla para dibujar una
línea e indicar el número de años que
quieras usando una escala (por ej. 1cm = 1
año)
HOW DO WE MEASURE TIME?
22. MAKE YOUR TIMELINE SHOWING 6 FACTS ABOUT YOUR:
- WHEN WERE YOU BORN?
- WHEN DID YOU START PLAYING A SPORT?
- WHEN DID YOU START PLAYING A SPORT?
- WHEN WAS YOUR BROTHER/SISTER BORN?
- WHEN DID YOU START SECONDARY SCHOOL?
- WHEN DID YOU START ANY OTHER HOBBIE?
- ETC.
HOW DO WE MEASURE TIME?
23. THE STUDY OF HISTORY
HISTORICAL FACT: Units of study, also called events
BATTLE OF
THERMOPYLAE
SHOOTING OF 2 OF
MAY
FIRST MAN ON THE
MOON
HISTORICAL CONTEXT:
WHEN A SERIE OF HISTORICAL FACTS ARE LINKED
IF IT IS A SHORT PERIOD IS CALLED CIRCUMSTANCE
IF IT A LONG PERIOD IS CALLED STRUCTURE
24. HISTORICAL PROCESSES: WHEN THE HISTORICAL FACTS ARE LINKED
FORMING TEMPORAL SUCESSIONS.
CAUSES
FACTS THAT HAPPENED
PREVIOUSLY AND PROVOKED
THE FACTS
CONSEQUENCES
FACTS THAT HAPPENED
AFTERWARDS TO THE FACTFACTS
THE STUDY OF HISTORY
25. THE STUDY OF HISTORY
HISTORICAL
FACT
WHAT IS IT?
(definition)
WHERE?
(place of
origin and
expansion)
AND WHEN?
(chronology)
WHEN DID IT
BEGIN?
(causes)
HOW?
(chronological
development
of facts)
WHY IS IT
IMPORTANT?
(later
influences
and
repercutions
nowadays)
26. EVOLUCIÓN:TRANSFORMATIONS THAT OCCUR SLOWLY
REVOLUCIÓN: TRANSFORMACIONES THAT OCCUR FAST
HOW LONG DID IT TAKE TO HUMAN
BEINGS TO BE LIKE IT IS TODAY?
HOW LONG DID FRANCE TAKE TO
CHANGE ITS POLITICAL, ECONOMIC
AND SOCIAL STRUCTURE?
THE STUDY OF HISTORY