Learning Objective
Key Points
The process or study of categorizing the past into discrete, quantified named blocks of time in order to facilitate the study and analysis of history. This results in descriptive abstractions that provide convenient terms for periods of time with relatively stable characteristics. However, determining the precise beginning and ending to any period is usually arbitrary. primary sourcesOriginal sources of information about a topic. In the study of history as an academic discipline, primary sources include artifact, document, diary, manuscript, autobiography, recording, or other source of information that was created at the time under study. The word history comes ultimately from Ancient Greek historía, meaning “inquiry,” “knowledge from inquiry,” or “judge.” However, the question of what kind of inquiries historians pose, what knowledge they seek, and how they interpret the evidence that they find remains controversial. Historians All events that are remembered and preserved in some original form constitute the historical record. The task of historians is to identify the sources that can most usefully contribute to the production of accurate accounts of the past. These sources, known are primary sources or evidence, were produced at the time under study and constitute the foundation of historical inquiry. Ideally, a historian will use as many available primary sources as can be accessed, but in practice, sources may have been destroyed or may not be available for research. In some cases, the only eyewitness reports of an event may be memoirs, autobiographies, or oral interviews taken years later. Sometimes, the only evidence relating to an event or person in the distant past was written or copied decades or centuries later. Historians remain cautious when working with evidence recorded years, or even decades or centuries, after an event; this kind of evidence poses the question of to what extent witnesses remember events accurately. However, historians also point out that hardly any historical evidence can be seen as objective, as it is always a product of particular individuals, times, and dominant ideas. This is also why researchers try to find as many records of an event under investigation as possible, and it is not unusual that they find evidence that may present contradictory accounts of the same events. Periodization is the process of categorizing the past into discrete, quantified, named blocks of time in order to facilitate the study and analysis of history. This results in descriptive abstractions that provide convenient terms for periods of time with relatively stable characteristics. To the extent that history is continuous and cannot be generalized, all systems of periodization are arbitrary. Moreover, determining the precise beginning and ending to any period is also a matter of arbitrary decisions. Eventually, periodizing labels are a reflection of very particular cultural and geographical perspectives, as well as specific subfields or themes of history (e.g., military history, social history, political history, intellectual history, cultural history, etc.). Consequently, not only do periodizing blocks inevitably overlap, but they also often seemingly conflict with or contradict one another. Some have a cultural usage (the Gilded Age), others refer to prominent historical events (the inter-war years: 1918–1939), yet others are defined by decimal numbering systems (the 1960s, the 17th century). Other periods are named after influential individuals whose impact may or may not have reached beyond certain geographic regions (the Victorian Era, the Edwardian Era, the Napoleonic Era). Western Historical PeriodsThe common general split between prehistory (before written history), ancient history, Middle Ages, modern history, and contemporary history (history within the living memory) is a Western division of the largest blocks of time agreed upon by Western historians and representing the Western point of view. For example, the history of Asia or Africa cannot be neatly categorized following these periods. However, even within this largely accepted division, the perspective of specific national developments and experiences often divides Western historians, as some periodizing labels will be applicable only to particular regions. While world history (also referred to as global history or transnational history) emerged as a distinct academic field of historical study in the 1980s in order to examine history from a global perspective rather than a solely national perspective of investigation, it still struggles with an inherently Western periodization. The common splits used when designing comprehensive college-level world history courses (and thus also used in history textbooks that are usually divided into volumes covering pre-modern and modern eras) are still a result of certain historical developments presented from the perspective of the Western world and particular national experiences. However, even the split between pre-modern and modern eras is problematic because it is complicated by the question of how history educators, textbook authors, and publishers decide to categorize what is known as the early modern era, which is traditionally a period between Renaissance and the end of the Age of Enlightenment. In the end, whether the early modern era is included in the first or the second part of a world history course frequently offered in U.S. colleges is a subjective decision of history educators. As a result, the same questions and choices apply to history textbooks written and published for the U.S. audience. World historians use a thematic approach to identify common patterns that emerge across all cultures, with two major focal points: integration (how processes of world history have drawn people of the world together) and difference (how patterns of world history reveal the diversity of the human experiences). The periodization of world history, as imperfect and biased as it is, serves as a way to organize and systematize knowledge. |