History

History (from Greek ἱστορία, historia, meaning "inquiry, knowledge acquired by investigation")[2] is the study of the past as it is described in written documents.[3][4] Events occurring before written record are considered prehistory. It 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. Scholars who write about history are called historians.

History can also refer to the academic discipline which uses a narrative to examine and analyse a sequence of past events, and objectively determine the patterns of cause and effect that determine them.[5][6] Historians sometimes debate the nature of history and its usefulness by discussing the study of the discipline as an end in itself and as a way of providing "perspective" on the problems of the present.[5][7][8][9]

Stories common to a particular culture, but not supported by external sources (such as the tales surrounding King Arthur), are usually classified as cultural heritage or legends, because they do not show the "disinterested investigation" required of the discipline of history.[10][11] Herodotus, a 5th-century BC Greek historian is considered within the Western tradition to be the "father of history", and, along with his contemporary Thucydides, helped form the foundations for the modern study of human history. Their works continue to be read today, and the gap between the culture-focused Herodotus and the military-focused Thucydides remains a point of contention or approach in modern historical writing. In East Asia, a state chronicle, the Spring and Autumn Annals was known to be compiled from as early as 722 BC although only 2nd-century BC texts have survived.

Ancient influences have helped spawn variant interpretations of the nature of history which have evolved over the centuries and continue to change today. The modern study of history is wide-ranging, and includes the study of specific regions and the study of certain topical or thematical elements of historical investigation. Often history is taught as part of primary and secondary education, and the academic study of history is a major discipline in university studies.

Herodotus Massimo Inv124478
Herodotus (c. 484 BC – c. 425 BC), often considered the "father of history"

Etymology

History-Dielman-Highsmith.jpeg
History by Frederick Dielman (1896)

The word history comes from the Ancient Greek ἱστορία[12] (historía), meaning "inquiry", "knowledge from inquiry", or "judge". It was in that sense that Aristotle used the word in his Περὶ Τὰ Ζῷα Ἱστορίαι[13] (Perì Tà Zôa Ηistoríai "Inquiries about Animals"). The ancestor word ἵστωρ is attested early on in Homeric Hymns, Heraclitus, the Athenian ephebes' oath, and in Boiotic inscriptions (in a legal sense, either "judge" or "witness", or similar).

The Greek word was borrowed into Classical Latin as historia, meaning "investigation, inquiry, research, account, description, written account of past events, writing of history, historical narrative, recorded knowledge of past events, story, narrative". History was borrowed from Latin (possibly via Old Irish or Old Welsh) into Old English as stær ('history, narrative, story'), but this word fell out of use in the late Old English period.[14]

Meanwhile, as Latin became Old French (and Anglo-Norman), historia developed into forms such as istorie, estoire, and historie, with new developments in the meaning: "account of the events of a person's life (beginning of the 12th century), chronicle, account of events as relevant to a group of people or people in general (1155), dramatic or pictorial representation of historical events (c. 1240), body of knowledge relative to human evolution, science (c. 1265), narrative of real or imaginary events, story (c. 1462)".[14]

It was from Anglo-Norman that history was borrowed into Middle English, and this time the loan stuck. It appears in the thirteenth-century Ancrene Wisse, but seems to have become a common word in the late fourteenth century, with an early attestation appearing in John Gower's Confessio Amantis of the 1390s (VI.1383): "I finde in a bok compiled | To this matiere an old histoire, | The which comth nou to mi memoire". In Middle English, the meaning of history was "story" in general. The restriction to the meaning "the branch of knowledge that deals with past events; the formal record or study of past events, esp. human affairs" arose in the mid-fifteenth century.[14]

With the Renaissance, older senses of the word were revived, and it was in the Greek sense that Francis Bacon used the term in the late sixteenth century, when he wrote about "Natural History". For him, historia was "the knowledge of objects determined by space and time", that sort of knowledge provided by memory (while science was provided by reason, and poetry was provided by fantasy).[15]

In an expression of the linguistic synthetic vs. analytic/isolating dichotomy, English like Chinese (史 vs. 诌) now designates separate words for human history and storytelling in general. In modern German, French, and most Germanic and Romance languages, which are solidly synthetic and highly inflected, the same word is still used to mean both "history" and "story".

The adjective historical is attested from 1661, and historic from 1669.[16]

Historian in the sense of a "researcher of history" is attested from 1531. In all European languages, the substantive "history" is still used to mean both "what happened with men", and "the scholarly study of the happened", the latter sense sometimes distinguished with a capital letter, "History", or the word historiography.[13]

Description

Historians write in the context of their own time, and with due regard to the current dominant ideas of how to interpret the past, and sometimes write to provide lessons for their own society. In the words of Benedetto Croce, "All history is contemporary history". History is facilitated by the formation of a "true discourse of past" through the production of narrative and analysis of past events relating to the human race.[17] The modern discipline of history is dedicated to the institutional production of this discourse.

All events that are remembered and preserved in some authentic form constitute the historical record.[18] The task of historical discourse is to identify the sources which can most usefully contribute to the production of accurate accounts of past. Therefore, the constitution of the historian's archive is a result of circumscribing a more general archive by invalidating the usage of certain texts and documents (by falsifying their claims to represent the "true past").

The study of history has sometimes been classified as part of the humanities and at other times as part of the social sciences.[19] It can also be seen as a bridge between those two broad areas, incorporating methodologies from both. Some individual historians strongly support one or the other classification.[20] In the 20th century, French historian Fernand Braudel revolutionized the study of history, by using such outside disciplines as economics, anthropology, and geography in the study of global history.

Traditionally, historians have recorded events of the past, either in writing or by passing on an oral tradition, and have attempted to answer historical questions through the study of written documents and oral accounts. From the beginning, historians have also used such sources as monuments, inscriptions, and pictures. In general, the sources of historical knowledge can be separated into three categories: what is written, what is said, and what is physically preserved, and historians often consult all three.[21] But writing is the marker that separates history from what comes before.

Archaeology is a discipline that is especially helpful in dealing with buried sites and objects, which, once unearthed, contribute to the study of history. But archaeology rarely stands alone. It uses narrative sources to complement its discoveries. However, archaeology is constituted by a range of methodologies and approaches which are independent from history; that is to say, archaeology does not "fill the gaps" within textual sources. Indeed, "historical archaeology" is a specific branch of archaeology, often contrasting its conclusions against those of contemporary textual sources. For example, Mark Leone, the excavator and interpreter of historical Annapolis, Maryland, USA; has sought to understand the contradiction between textual documents and the material record, demonstrating the possession of slaves and the inequalities of wealth apparent via the study of the total historical environment, despite the ideology of "liberty" inherent in written documents at this time.

There are varieties of ways in which history can be organized, including chronologically, culturally, territorially, and thematically. These divisions are not mutually exclusive, and significant overlaps are often present, as in "The International Women's Movement in an Age of Transition, 1830–1975." It is possible for historians to concern themselves with both the very specific and the very general, although the modern trend has been toward specialization. The area called Big History resists this specialization, and searches for universal patterns or trends. History has often been studied with some practical or theoretical aim, but also may be studied out of simple intellectual curiosity.[22]

History and prehistory

The history of the world is the memory of the past experience of Homo sapiens sapiens around the world, as that experience has been preserved, largely in written records. By "prehistory", historians mean the recovery of knowledge of the past in an area where no written records exist, or where the writing of a culture is not understood. By studying painting, drawings, carvings, and other artifacts, some information can be recovered even in the absence of a written record. Since the 20th century, the study of prehistory is considered essential to avoid history's implicit exclusion of certain civilizations, such as those of Sub-Saharan Africa and pre-Columbian America. Historians in the West have been criticized for focusing disproportionately on the Western world.[23] In 1961, British historian E. H. Carr wrote:

The line of demarcation between prehistoric and historical times is crossed when people cease to live only in the present, and become consciously interested both in their past and in their future. History begins with the handing down of tradition; and tradition means the carrying of the habits and lessons of the past into the future. Records of the past begin to be kept for the benefit of future generations.[24]

This definition includes within the scope of history the strong interests of peoples, such as Indigenous Australians and New Zealand Māori in the past, and the oral records maintained and transmitted to succeeding generations, even before their contact with European civilization.

Historiography

Guicciardini M Francesco La Historia dItalia
The title page to La Historia d'Italia

Historiography has a number of related meanings. Firstly, it can refer to how history has been produced: the story of the development of methodology and practices (for example, the move from short-term biographical narrative towards long-term thematic analysis). Secondly, it can refer to what has been produced: a specific body of historical writing (for example, "medieval historiography during the 1960s" means "Works of medieval history written during the 1960s"). Thirdly, it may refer to why history is produced: the Philosophy of history. As a meta-level analysis of descriptions of the past, this third conception can relate to the first two in that the analysis usually focuses on the narratives, interpretations, world view, use of evidence, or method of presentation of other historians. Professional historians also debate the question of whether history can be taught as a single coherent narrative or a series of competing narratives.[25][26]

Philosophy of history

History's philosophical questions
  • What is the proper unit for the study of the human past—the individual? The polis? The civilization? The culture? Or the nation state?
  • Are there broad patterns and progress? Are there cycles? Is human history random and devoid of any meaning?

Philosophy of history is a branch of philosophy concerning the eventual significance, if any, of human history. Furthermore, it speculates as to a possible teleological end to its development—that is, it asks if there is a design, purpose, directive principle, or finality in the processes of human history. Philosophy of history should not be confused with historiography, which is the study of history as an academic discipline, and thus concerns its methods and practices, and its development as a discipline over time. Nor should philosophy of history be confused with the history of philosophy, which is the study of the development of philosophical ideas through time.

Historical methods

The historical method comprises the techniques and guidelines by which historians use primary sources and other evidence to research and then to write history.

Herodotus of Halicarnassus (484 BC – ca.425 BC)[27] has generally been acclaimed as the "father of history". However, his contemporary Thucydides (c. 460 BC – c. 400 BC) is credited with having first approached history with a well-developed historical method in his work the History of the Peloponnesian War. Thucydides, unlike Herodotus, regarded history as being the product of the choices and actions of human beings, and looked at cause and effect, rather than as the result of divine intervention.[27] In his historical method, Thucydides emphasized chronology, a neutral point of view, and that the human world was the result of the actions of human beings. Greek historians also viewed history as cyclical, with events regularly recurring.[28]

There were historical traditions and sophisticated use of historical method in ancient and medieval China. The groundwork for professional historiography in East Asia was established by the Han dynasty court historian known as Sima Qian (145–90 BC), author of the Records of the Grand Historian (Shiji). For the quality of his written work, Sima Qian is posthumously known as the Father of Chinese historiography. Chinese historians of subsequent dynastic periods in China used his Shiji as the official format for historical texts, as well as for biographical literature.

Saint Augustine was influential in Christian and Western thought at the beginning of the medieval period. Through the Medieval and Renaissance periods, history was often studied through a sacred or religious perspective. Around 1800, German philosopher and historian Georg Wilhelm Friedrich Hegel brought philosophy and a more secular approach in historical study.[22]

In the preface to his book, the Muqaddimah (1377), the Arab historian and early sociologist, Ibn Khaldun, warned of seven mistakes that he thought that historians regularly committed. In this criticism, he approached the past as strange and in need of interpretation. The originality of Ibn Khaldun was to claim that the cultural difference of another age must govern the evaluation of relevant historical material, to distinguish the principles according to which it might be possible to attempt the evaluation, and lastly, to feel the need for experience, in addition to rational principles, in order to assess a culture of the past. Ibn Khaldun often criticized "idle superstition and uncritical acceptance of historical data." As a result, he introduced a scientific method to the study of history, and he often referred to it as his "new science".[29] His historical method also laid the groundwork for the observation of the role of state, communication, propaganda and systematic bias in history,[30] and he is thus considered to be the "father of historiography"[31][32] or the "father of the philosophy of history".[33]

In the West, historians developed modern methods of historiography in the 17th and 18th centuries, especially in France and Germany. The 19th-century historian with greatest influence on methods was Leopold von Ranke in Germany.

In the 20th century, academic historians focused less on epic nationalistic narratives, which often tended to glorify the nation or great men, to more objective and complex analyses of social and intellectual forces. A major trend of historical methodology in the 20th century was a tendency to treat history more as a social science rather than as an art, which traditionally had been the case. Some of the leading advocates of history as a social science were a diverse collection of scholars which included Fernand Braudel, E. H. Carr, Fritz Fischer, Emmanuel Le Roy Ladurie, Hans-Ulrich Wehler, Bruce Trigger, Marc Bloch, Karl Dietrich Bracher, Peter Gay, Robert Fogel, Lucien Febvre and Lawrence Stone. Many of the advocates of history as a social science were or are noted for their multi-disciplinary approach. Braudel combined history with geography, Bracher history with political science, Fogel history with economics, Gay history with psychology, Trigger history with archaeology while Wehler, Bloch, Fischer, Stone, Febvre and Le Roy Ladurie have in varying and differing ways amalgamated history with sociology, geography, anthropology, and economics. More recently, the field of digital history has begun to address ways of using computer technology to pose new questions to historical data and generate digital scholarship.

In opposition to the claims of history as a social science, historians such as Hugh Trevor-Roper, John Lukacs, Donald Creighton, Gertrude Himmelfarb and Gerhard Ritter argued that the key to the historians' work was the power of the imagination, and hence contended that history should be understood as an art. French historians associated with the Annales School introduced quantitative history, using raw data to track the lives of typical individuals, and were prominent in the establishment of cultural history (cf. histoire des mentalités). Intellectual historians such as Herbert Butterfield, Ernst Nolte and George Mosse have argued for the significance of ideas in history. American historians, motivated by the civil rights era, focused on formerly overlooked ethnic, racial, and socio-economic groups. Another genre of social history to emerge in the post-WWII era was Alltagsgeschichte (History of Everyday Life). Scholars such as Martin Broszat, Ian Kershaw and Detlev Peukert sought to examine what everyday life was like for ordinary people in 20th-century Germany, especially in the Nazi period.

Marxist historians such as Eric Hobsbawm, E. P. Thompson, Rodney Hilton, Georges Lefebvre, Eugene Genovese, Isaac Deutscher, C. L. R. James, Timothy Mason, Herbert Aptheker, Arno J. Mayer and Christopher Hill have sought to validate Karl Marx's theories by analyzing history from a Marxist perspective. In response to the Marxist interpretation of history, historians such as François Furet, Richard Pipes, J. C. D. Clark, Roland Mousnier, Henry Ashby Turner and Robert Conquest have offered anti-Marxist interpretations of history. Feminist historians such as Joan Wallach Scott, Claudia Koonz, Natalie Zemon Davis, Sheila Rowbotham, Gisela Bock, Gerda Lerner, Elizabeth Fox-Genovese, and Lynn Hunt have argued for the importance of studying the experience of women in the past. In recent years, postmodernists have challenged the validity and need for the study of history on the basis that all history is based on the personal interpretation of sources. In his 1997 book In Defence of History, Richard J. Evans defended the worth of history. Another defence of history from post-modernist criticism was the Australian historian Keith Windschuttle's 1994 book, The Killing of History.

Marxian theory of history

The Marxist theory of historical materialism theorises that society is fundamentally determined by the material conditions at any given time – in other words, the relationships which people have with each other in order to fulfill basic needs such as feeding, clothing and housing themselves and their families.[34] Overall, Marx and Engels claimed to have identified five successive stages of the development of these material conditions in Western Europe.[35] Marxist historiography was once orthodoxy in the Soviet Union, but since the collapse of communism there in 1991, Mikhail Krom says it has been reduced to the margins of scholarship.[36]

Areas of study

Particular studies and fields

These are approaches to history; not listed are histories of other fields, such as history of science, history of mathematics and history of philosophy.

Periods

Historical study often focuses on events and developments that occur in particular blocks of time. Historians give these periods of time names in order to allow "organising ideas and classificatory generalisations" to be used by historians.[37] The names given to a period can vary with geographical location, as can the dates of the beginning and end of a particular period. Centuries and decades are commonly used periods and the time they represent depends on the dating system used. Most periods are constructed retrospectively and so reflect value judgments made about the past. The way periods are constructed and the names given to them can affect the way they are viewed and studied.[38]

Prehistoric periodisation

The field of history generally leaves prehistory to the archaeologists, who have entirely different sets of tools and theories. The usual method for periodisation of the distant prehistoric past, in archaeology is to rely on changes in material culture and technology, such as the Stone Age, Bronze Age and Iron Age and their sub-divisions also based on different styles of material remains. Here prehistory is divided into a series of "chapters" so that periods in history could unfold not only in a relative chronology but also narrative chronology.[39] This narrative content could be in the form of functional-economic interpretation. There are periodisation, however, that do not have this narrative aspect, relying largely on relative chronology and, thus, devoid of any specific meaning.

Despite the development over recent decades of the ability through radiocarbon dating and other scientific methods to give actual dates for many sites or artefacts, these long-established schemes seem likely to remain in use. In many cases neighbouring cultures with writing have left some history of cultures without it, which may be used. Periodisation, however, is not viewed as a perfect framework with one account explaining that "cultural changes do not conveniently start and stop (combinedly) at periodisation boundaries" and that different trajectories of change are also needed to be studied in their own right before they get intertwined with cultural phenomena.[40]

Geographical locations

Particular geographical locations can form the basis of historical study, for example, continents, countries, and cities. Understanding why historic events took place is important. To do this, historians often turn to geography. According to Jules Michelet in his book Histoire de France (1833), "without geographical basis, the people, the makers of history, seem to be walking on air."[41] Weather patterns, the water supply, and the landscape of a place all affect the lives of the people who live there. For example, to explain why the ancient Egyptians developed a successful civilization, studying the geography of Egypt is essential. Egyptian civilization was built on the banks of the Nile River, which flooded each year, depositing soil on its banks. The rich soil could help farmers grow enough crops to feed the people in the cities. That meant everyone did not have to farm, so some people could perform other jobs that helped develop the civilization. There is also the case of climate, which historians like Ellsworth Huntington and Allen Semple, cited as a crucial influence on the course of history and racial temperament.[42]

Regions

  • History of Africa begins with the first emergence of modern human beings on the continent, continuing into its modern present as a patchwork of diverse and politically developing nation states.
  • History of the Americas is the collective history of North and South America, including Central America and the Caribbean.
    • History of North America is the study of the past passed down from generation to generation on the continent in the Earth's northern and western hemisphere.
    • History of Central America is the study of the past passed down from generation to generation on the continent in the Earth's western hemisphere.
    • History of the Caribbean begins with the oldest evidence where 7,000-year-old remains have been found.
    • History of South America is the study of the past passed down from generation to generation on the continent in the Earth's southern and western hemisphere.
  • History of Antarctica emerges from early Western theories of a vast continent, known as Terra Australis, believed to exist in the far south of the globe.
  • History of Australia starts with the documentation of the Makassar trading with Indigenous Australians on Australia's north coast.
  • History of New Zealand dates back at least 700 years to when it was discovered and settled by Polynesians, who developed a distinct Māori culture centred on kinship links and land.
  • History of the Pacific Islands covers the history of the islands in the Pacific Ocean.
  • History of Eurasia is the collective history of several distinct peripheral coastal regions: the Middle East, South Asia, East Asia, Southeast Asia, and Europe, linked by the interior mass of the Eurasian steppe of Central Asia and Eastern Europe.
    • History of Europe describes the passage of time from humans inhabiting the European continent to the present day.
    • History of Asia can be seen as the collective history of several distinct peripheral coastal regions, East Asia, South Asia, and the Middle East linked by the interior mass of the Eurasian steppe.
      • History of East Asia is the study of the past passed down from generation to generation in East Asia.
      • History of the Middle East begins with the earliest civilizations in the region now known as the Middle East that were established around 3000 BC, in Mesopotamia (Iraq).
      • History of India is the study of the past passed down from generation to generation in the Sub-Himalayan region.
      • History of Southeast Asia has been characterized as interaction between regional players and foreign powers.

Military history

Military history concerns warfare, strategies, battles, weapons, and the psychology of combat. The "new military history" since the 1970s has been concerned with soldiers more than generals, with psychology more than tactics, and with the broader impact of warfare on society and culture.[43]

History of religion

The history of religion has been a main theme for both secular and religious historians for centuries, and continues to be taught in seminaries and academe. Leading journals include Church History, The Catholic Historical Review, and History of Religions. Topics range widely from political and cultural and artistic dimensions, to theology and liturgy.[44] This subject studies religions from all regions and areas of the world where humans have lived.[45]

Social history

Social history, sometimes called the new social history, is the field that includes history of ordinary people and their strategies and institutions for coping with life.[46] In its "golden age" it was a major growth field in the 1960s and 1970s among scholars, and still is well represented in history departments. In two decades from 1975 to 1995, the proportion of professors of history in American universities identifying with social history rose from 31% to 41%, while the proportion of political historians fell from 40% to 30%.[47] In the history departments of British universities in 2007, of the 5723 faculty members, 1644 (29%) identified themselves with social history while political history came next with 1425 (25%).[48] The "old" social history before the 1960s was a hodgepodge of topics without a central theme, and it often included political movements, like Populism, that were "social" in the sense of being outside the elite system. Social history was contrasted with political history, intellectual history and the history of great men. English historian G. M. Trevelyan saw it as the bridging point between economic and political history, reflecting that, "Without social history, economic history is barren and political history unintelligible."[49] While the field has often been viewed negatively as history with the politics left out, it has also been defended as "history with the people put back in."[50]

Subfields

The chief subfields of social history include:

Smaller specialties include:

Cultural history

Cultural history replaced social history as the dominant form in the 1980s and 1990s. It typically combines the approaches of anthropology and history to look at language, popular cultural traditions and cultural interpretations of historical experience. It examines the records and narrative descriptions of past knowledge, customs, and arts of a group of people. How peoples constructed their memory of the past is a major topic. Cultural history includes the study of art in society as well is the study of images and human visual production (iconography).[51]

Diplomatic history

Diplomatic history focuses on the relationships between nations, primarily regarding diplomacy and the causes of wars. More recently it looks at the causes of peace and human rights. It typically presents the viewpoints of the foreign office, and long-term strategic values, as the driving force of continuity and change in history. This type of political history is the study of the conduct of international relations between states or across state boundaries over time. Historian Muriel Chamberlain notes that after the First World War, "diplomatic history replaced constitutional history as the flagship of historical investigation, at once the most important, most exact and most sophisticated of historical studies."[52] She adds that after 1945, the trend reversed, allowing social history to replace it.

Economic history

Although economic history has been well established since the late 19th century, in recent years academic studies have shifted more and more toward economics departments and away from traditional history departments.[53] Business history deals with the history of individual business organizations, business methods, government regulation, labour relations, and impact on society. It also includes biographies of individual companies, executives, and entrepreneurs. It is related to economic history; Business history is most often taught in business schools.[54]

Environmental history

Environmental history is a new field that emerged in the 1980s to look at the history of the environment, especially in the long run, and the impact of human activities upon it.[55]

World history

World history is the study of major civilizations over the last 3000 years or so. World history is primarily a teaching field, rather than a research field. It gained popularity in the United States,[56] Japan[57] and other countries after the 1980s with the realization that students need a broader exposure to the world as globalization proceeds.

It has led to highly controversial interpretations by Oswald Spengler and Arnold J. Toynbee, among others.

The World History Association publishes the Journal of World History every quarter since 1990.[58] The H-World discussion list[59] serves as a network of communication among practitioners of world history, with discussions among scholars, announcements, syllabi, bibliographies and book reviews.

People's history

A people's history is a type of historical work which attempts to account for historical events from the perspective of common people. A people's history is the history of the world that is the story of mass movements and of the outsiders. Individuals or groups not included in the past in other type of writing about history are the primary focus, which includes the disenfranchised, the oppressed, the poor, the nonconformists, and the otherwise forgotten people. The authors are typically on the left and have a socialist model in mind, as in the approach of the History Workshop movement in Britain in the 1960s.[60]

Intellectual history

Intellectual history and the history of ideas emerged in the mid-20th century, with the focus on the intellectuals and their books on the one hand, and on the other the study of ideas as disembodied objects with a career of their own.[61][62]

Gender history

Gender history is a sub-field of History and Gender studies, which looks at the past from the perspective of gender. It is in many ways, an outgrowth of women's history. Despite its relatively short life, Gender History (and its forerunner Women's History) has had a rather significant effect on the general study of history. Since the 1960s, when the initially small field first achieved a measure of acceptance, it has gone through a number of different phases, each with its own challenges and outcomes. Although some of the changes to the study of history have been quite obvious, such as increased numbers of books on famous women or simply the admission of greater numbers of women into the historical profession, other influences are more subtle.

Public history

Public history describes the broad range of activities undertaken by people with some training in the discipline of history who are generally working outside of specialized academic settings. Public history practice has quite deep roots in the areas of historic preservation, archival science, oral history, museum curatorship, and other related fields. The term itself began to be used in the U.S. and Canada in the late 1970s, and the field has become increasingly professionalized since that time. Some of the most common settings for public history are museums, historic homes and historic sites, parks, battlefields, archives, film and television companies, and all levels of government.[63]

Historians

Ban Zhao
Ban Zhao, courtesy name Huiban, was the first known female Chinese historian.

Professional and amateur historians discover, collect, organize, and present information about past events.They discover this information through archaeological evidence, written primary sources from the past and other various means such as place names. In lists of historians, historians can be grouped by order of the historical period in which they were writing, which is not necessarily the same as the period in which they specialized. Chroniclers and annalists, though they are not historians in the true sense, are also frequently included.

The judgement of history

Since the 20th century, Western historians have disavowed the aspiration to provide the "judgement of history."[64] The goals of historical judgements or interpretations are separate to those of legal judgements, that need to be formulated quickly after the events and be final.[65] A related issue to that of the judgement of history is that of collective memory.

Pseudohistory

Pseudohistory is a term applied to texts which purport to be historical in nature but which depart from standard historiographical conventions in a way which undermines their conclusions. Closely related to deceptive historical revisionism, works which draw controversial conclusions from new, speculative, or disputed historical evidence, particularly in the fields of national, political, military, and religious affairs, are often rejected as pseudohistory.

Teaching history

Scholarship vs teaching

A major intellectual battle took place in Britain in the early twentieth century regarding the place of history teaching in the universities. At Oxford and Cambridge, scholarship was downplayed. Professor Charles Harding Firth, Oxford's Regius Professor of history in 1904 ridiculed the system as best suited to produce superficial journalists. The Oxford tutors, who had more votes than the professors, fought back in defence of their system saying that it successfully produced Britain's outstanding statesmen, administrators, prelates, and diplomats, and that mission was as valuable as training scholars. The tutors dominated the debate until after the Second World War. It forced aspiring young scholars to teach at outlying schools, such as Manchester University, where Thomas Frederick Tout was professionalizing the History undergraduate programme by introducing the study of original sources and requiring the writing of a thesis.[66][67]

In the United States, scholarship was concentrated at the major PhD-producing universities, while the large number of other colleges and universities focused on undergraduate teaching. A tendency in the 21st century was for the latter schools to increasingly demand scholarly productivity of their younger tenure-track faculty. Furthermore, universities have increasingly relied on inexpensive part-time adjuncts to do most of the classroom teaching.[68]

Nationalism

From the origins of national school systems in the 19th century, the teaching of history to promote national sentiment has been a high priority. In the United States after World War I, a strong movement emerged at the university level to teach courses in Western Civilization, so as to give students a common heritage with Europe. In the U.S. after 1980, attention increasingly moved toward teaching world history or requiring students to take courses in non-western cultures, to prepare students for life in a globalized economy.[69]

At the university level, historians debate the question of whether history belongs more to social science or to the humanities. Many view the field from both perspectives.

The teaching of history in French schools was influenced by the Nouvelle histoire as disseminated after the 1960s by Cahiers pédagogiques and Enseignement and other journals for teachers. Also influential was the Institut national de recherche et de documentation pédagogique, (INRDP). Joseph Leif, the Inspector-general of teacher training, said pupils children should learn about historians' approaches as well as facts and dates. Louis François, Dean of the History/Geography group in the Inspectorate of National Education advised that teachers should provide historic documents and promote "active methods" which would give pupils "the immense happiness of discovery." Proponents said it was a reaction against the memorization of names and dates that characterized teaching and left the students bored. Traditionalists protested loudly it was a postmodern innovation that threatened to leave the youth ignorant of French patriotism and national identity.[70]

Bias in school teaching

Historybooks
History books in a bookstore

In several countries history textbooks are tools to foster nationalism and patriotism, and give students the official line about national enemies.[71]

In many countries, history textbooks are sponsored by the national government and are written to put the national heritage in the most favourable light. For example, in Japan, mention of the Nanking Massacre has been removed from textbooks and the entire Second World War is given cursory treatment. Other countries have complained.[72] It was standard policy in communist countries to present only a rigid Marxist historiography.[73][74]

In the United States, especially the southern part history about slavery and the American Civil War are controversial topics. McGraw-Hill Education for example, was criticised for describing Africans brought to American plantations as "workers" instead of slaves in a textbook.[75]

Academic historians have often fought against the politicization of the textbooks, sometimes with success.[76][77]

In 21st-century Germany, the history curriculum is controlled by the 16 states, and is characterized not by superpatriotism but rather by an "almost pacifistic and deliberately unpatriotic undertone" and reflects "principles formulated by international organizations such as UNESCO or the Council of Europe, thus oriented towards human rights, democracy and peace." The result is that "German textbooks usually downplay national pride and ambitions and aim to develop an understanding of citizenship centered on democracy, progress, human rights, peace, tolerance and Europeanness."[78]

See also

Methods

Topics

Other themes

References

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  2. ^ Joseph, Brian (Ed.); Janda, Richard (Ed.) (2008). The Handbook of Historical Linguistics. Blackwell Publishing (published 30 December 2004). p. 163. ISBN 978-1-4051-2747-9.CS1 maint: Extra text: authors list (link)
  3. ^ "History Definition". Retrieved 21 January 2014.
  4. ^ "What is History & Why Study It?". Archived from the original on 1 February 2014. Retrieved 21 January 2014.
  5. ^ a b Professor Richard J. Evans (2001). "The Two Faces of E.H. Carr". History in Focus, Issue 2: What is History?. University of London. Retrieved 10 November 2008.
  6. ^ Professor Alun Munslow (2001). "What History Is". History in Focus, Issue 2: What is History?. University of London. Retrieved 10 November 2008.
  7. ^ Tosh, John (2006). The Pursuit of History (4th ed.). Pearson Education Limited. p. 52. ISBN 978-1-4058-2351-7.
  8. ^ Peter N. Stearns; Peters Seixas; Sam Wineburg, eds. (2000). "Introduction". Knowing Teaching and Learning History, National and International Perspectives. New York & London: New York University Press. p. 6. ISBN 978-0-8147-8141-8.
  9. ^ Nash l, Gary B. (2000). "The "Convergence" Paradigm in Studying Early American History in Schools". In Peter N. Stearns; Peters Seixas; Sam Wineburg (eds.). Knowing Teaching and Learning History, National and International Perspectives. New York & London: New York University Press. pp. 102–115. ISBN 978-0-8147-8141-8.CS1 maint: Extra text: editors list (link)
  10. ^ Seixas, Peter (2000). "Schweigen! die Kinder!". In Peter N. Stearns; Peters Seixas; Sam Wineburg (eds.). Knowing Teaching and Learning History, National and International Perspectives. New York & London: New York University Press. p. 24. ISBN 978-0-8147-8141-8.CS1 maint: Extra text: editors list (link)
  11. ^ Lowenthal, David (2000). "Dilemmas and Delights of Learning History". In Peter N. Stearns; Peters Seixas; Sam Wineburg (eds.). Knowing Teaching and Learning History, National and International Perspectives. New York & London: New York University Press. p. 63. ISBN 978-0-8147-8141-8.CS1 maint: Extra text: editors list (link)
  12. ^ ἱστορία
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  14. ^ a b c "history, n." OED Online. Oxford University Press, December 2014. 9 March 2015.
  15. ^ Cf. "history, n." OED Online. Oxford University Press, December 2014. 9 March 2015.
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  19. ^ Scott Gordon and James Gordon Irving, The History and Philosophy of Social Science. Routledge 1991. p. 1. ISBN 0-415-05682-9
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  21. ^ Michael C. Lemon (1995). The Discipline of History and the History of Thought. Routledge. p. 201. ISBN 0-415-12346-1
  22. ^ a b Graham, Gordon (1997). "Chapter 1". The Shape of the Past. University of Oxford.
  23. ^ Jack Goody (2007) The Theft of History (from Google Books)
  24. ^ Carr, Edward H. (1961). What is History?, p. 108, ISBN 0-14-020652-3
  25. ^ Ernst Breisach, Historiography: Ancient, medieval, and modern (University of Chicago Press, 2007).
  26. ^ Georg G. Iggers, Historiography in the twentieth century: From scientific objectivity to the postmodern challenge (2005).
  27. ^ a b Lamberg-Karlovsky, C.C.; Jeremy A. Sabloff (1979). Ancient Civilizations: The Near East and Mesoamerica. Benjamin-Cummings Publishing. p. 5. ISBN 978-0-88133-834-8.
  28. ^ Lamberg-Karlovsky, C.C.; Jeremy A. Sabloff (1979). Ancient Civilizations: The Near East and Mesoamerica. Benjamin-Cummings Publishing. p. 6. ISBN 978-0-88133-834-8.
  29. ^ Ibn Khaldun, Franz Rosenthal, N.J. Dawood (1967), The Muqaddimah: An Introduction to History, p. x, Princeton University Press, ISBN 0-691-01754-9.
  30. ^ H. Mowlana (2001). "Information in the Arab World", Cooperation South Journal 1.
  31. ^ Salahuddin Ahmed (1999). A Dictionary of Muslim Names. C. Hurst & Co. Publishers. ISBN 1-85065-356-9.
  32. ^ Enan, Muhammed Abdullah (2007). Ibn Khaldun: His Life and Works. The Other Press. p. v. ISBN 978-983-9541-53-3.
  33. ^ Dr. S.W. Akhtar (1997). "The Islamic Concept of Knowledge", Al-Tawhid: A Quarterly Journal of Islamic Thought & Culture 12 (3).
  34. ^ See, in particular, Marx and Engels, The German Ideology
  35. ^ Marx makes no claim to have produced a master key to history. Historical materialism is not "an historico-philosophic theory of the marche generale imposed by fate upon every people, whatever the historic circumstances in which it finds itself" (Marx, Karl: Letter to editor of the Russian paper Otetchestvennye Zapiskym, 1877). His ideas, he explains, are based on a concrete study of the actual conditions that pertained in Europe.
  36. ^ Mikhail M. Krom, "From the Center to the Margin: the Fate of Marxism in Contemporary Russian Historiography," Storia della Storiografia (2012) Issue 62, pp. 121–130
  37. ^ Marwick, Arthur (1970). The Nature of History. The Macmillan Press LTD. p. 169.
  38. ^ Tosh, John (2006). The Pursuit of History. Pearson Education Limited. pp. 168–169.
  39. ^ Lucas, Gavin (2005). The Archaeology of Time. Oxon: Routledge. p. 50. ISBN 0-415-31197-7.
  40. ^ Arnoldussen, Stijn (2007). A Living Landscape: Bronze Age Settlement Sites in the Dutch River Area (c. 2000–800 BC). Leiden: Sidestone Press. p. 468. ISBN 978-90-8890-010-5.
  41. ^ Darby, Henry Clifford (2002). The Relations of History and Geography: Studies in England, France and the United States. Exeter: University of Exeter Press. p. 14. ISBN 0-85989-699-4.
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  43. ^ Pavkovic, Michael; Morillo, Stephen (2006). What is Military History?. Oxford: Polity Press (published 31 July 2006). pp. 3–4. ISBN 978-0-7456-3390-9.
  44. ^ Cochrane, Eric (1975). "What Is Catholic Historiography?". Catholic Historical Review. 61 (2): 169–190. JSTOR 25019673.
  45. ^ For example see Gajano, Sofia Boesch; Caliò, Tommaso (1998). "Italian Religious Historiography in the 1990s". Journal of Modern Italian Studies. 3 (3): 293–306.
  46. ^ Peter Stearns, ed. Encyclopedia of Social History (1994)
  47. ^ Diplomatic dropped from 5% to 3%, economic history from 7% to 5%, and cultural history grew from 14% to 16%. Based on full-time professors in U.S. history departments. Stephen H. Haber, David M. Kennedy, and Stephen D. Krasner, "Brothers under the Skin: Diplomatic History and International Relations," International Security, Vol. 22, No. 1 (Summer, 1997), pp. 34–43 at p. 42; online at JSTOR
  48. ^ Teachers of History in the Universities of the UK 2007 – listed by research interest Archived 30 May 2006 at the Wayback Machine
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  50. ^ Mary Fulbrook (2005). "Introduction: The people's paradox". The People's State: East German Society from Hitler to Honecker. London: Yale University Press. p. 17. ISBN 978-0-300-14424-6.
  51. ^ The first World Dictionary of Images: Laurent Gervereau (ed.), "Dictionnaire mondial des images", Paris, Nouveau monde, 2006, 1120p, ISBN 978-2-84736-185-8. (with 275 specialists from all continents, all specialities, all periods from Prehistory to nowadays) ; Laurent Gervereau, "Images, une histoire mondiale", Paris, Nouveau monde, 2008, 272p., ISBN 978-2-84736-362-3
  52. ^ Muriel E Chamberlain, Pax Britannica'? British Foreign Policy 1789–1914 (1988) p. 1
  53. ^ Robert Whaples, "Is Economic History a Neglected Field of Study?," Historically Speaking (April 2010) v. 11#2 pp. 17–20, with responses pp. 20–27
  54. ^ Franco Amatori, and Geoffrey Jones, eds. Business History Around the World (2003) online edition
  55. ^ J.D. Hughes, What is Environmental History (2006) excerpt and text search
  56. ^ Ainslie Embree and Carol Gluck, eds., Asia in Western and World History: A Guide for Teaching (M.E. Sharpe, 1997)
  57. ^ Shigeru Akita, "World History and the Emergence of Global History in Japan,"Chinese Studies in History, Spring 2010, Vol. 43 Issue 3, pp. 84–96
  58. ^ "Archived copy". Archived from the original on 1 May 2011. Retrieved 7 February 2011.CS1 maint: Archived copy as title (link)
  59. ^ "H-World". www.h-net.org.
  60. ^ Wade Matthews (2013). The New Left, National Identity, and the Break-up of Britain. Brill. pp. 20–21. ISBN 978-90-04-25307-0.
  61. ^ Grafton, Anthony (2006). "The History of Ideas: Precept and Practice, 1950–2000 and beyond" (PDF). Journal of the History of Ideas. 67 (1): 1–32.
  62. ^ Horowitz, Maryanne Cline, ed. (2004). New Dictionary of the History of Ideas. 6.
  63. ^ David Glassberg, "Public history and the study of memory." The Public Historian (1996): 7–23. in JSTOR
  64. ^ Curran, Vivian Grosswald (2000) Herder and the Holocaust: A Debate About Difference and Determinism in the Context of Comparative Law in F.C. DeCoste, Bernard Schwartz (eds.) Holocaust's Ghost: Writings on Art, Politics, Law and Education pp. 413–415
  65. ^ Curran, Vivian Grosswald (2000) Herder and the Holocaust: A Debate About Difference and Determinism in the Context of Comparative Law in F.C. DeCoste, Bernard Schwartz (eds.) Holocaust's Ghost: Writings on Art, Politics, Law and Education p. 415
  66. ^ Ivan Roots, "Firth, Sir Charles Harding (1857–1936)", Oxford Dictionary of National Biography (Oxford University Press, 2004) Online; accessed 10 Nov 2014
  67. ^ Reba Soffer, "Nation, duty, character and confidence: history at Oxford, 1850–1914." Historical Journal (1987) 30#01 pp. 77–104.
  68. ^ Frank Donoghue, The Last Professors: The Corporate University and the Fate of the Humanities (2008)
  69. ^ Jacqueline Swansinger, "Preparing Student Teachers for a World History Curriculum in New York," History Teacher, (November 2009), 43#1 pp. 87–96
  70. ^ Abby Waldman, " The Politics of History Teaching in England and France during the 1980s," History Workshop Journal Issue 68, Autumn 2009 pp. 199–221 online
  71. ^ Jason Nicholls, ed. School History Textbooks across Cultures: International Debates and Perspectives (2006)
  72. ^ Claudia Schneider, "The Japanese History Textbook Controversy in East Asian Perspective," Annals of the American Academy of Political and Social Science, May 2008, Vol. 617, pp. 107–122
  73. ^ "Problems of Teaching Contemporary Russian History," Russian Studies in History, Winter 2004, Vol. 43 Issue 3, pp. 61–62
  74. ^ Wedgwood Benn, David (2008). "Blackwell-Synergy.com". International Affairs. 84 (2): 365–370. doi:10.1111/j.1468-2346.2008.00708.x.
  75. ^ Fernandez, Manny; Hauser, Christine (5 October 2015). "Texas Mother Teaches Textbook Company a Lesson on Accuracy". The New York Times. Retrieved 14 July 2018.
  76. ^ "Teaching History in Schools: the Politics of Textbooks in India," History Workshop Journal, April 2009, Issue 67, pp. 99–110
  77. ^ Tatyana Volodina, "Teaching History in Russia After the Collapse of the USSR," History Teacher, February 2005, Vol. 38 Issue 2, pp. 179–188
  78. ^ Simone Lässig and Karl Heinrich Pohl, "History Textbooks and Historical Scholarship in Germany," History Workshop Journal Issue 67, Spring 2009 pp. 128–129 online at project MUSE

Further reading

  • The American Historical Association's Guide to Historical Literature, 3rd ed., eds. Mary Beth Norton and Pamela Gerardi (2 vol, Oxford U.P. 1995) 2064 pages; annotated guide to 27,000 of the most important English language history books in all fields and topics
  • Benjamin, Jules R. A Student's Guide to History (2009)
  • Carr, E.H., with a new introduction by Richard J. Evans. What is History? Basingstoke: Palgrave Macmillan, 2001, ISBN 0-333-97701-7.
  • Cronon, William. "Storytelling." American Historical Review 118.1 (2013): 1–19. online, Discussion of the impact of the end of the Cold War upon scholarly research funding, the impact of the Internet and Wikipedia on history study and teaching, and the importance of storytelling in history writing and teaching.
  • Evans, Richard J. In Defence of History. W.W. Norton & Company (2000), ISBN 0-393-31959-8.
  • Furay, Conal, and Michael J. Salevouris. The Methods and Skills of History: A Practical Guide (2010)
  • Kelleher, William. Writing History: A Guide for Students (2008) excerpt and text search
    • Lingelbach, Gabriele. "The Institutionalization and Professionalization of History in Europe and the United States." in The Oxford History of Historical Writing: Volume 4: 1800–1945 4 (2011): 78+ online
  • Presnell, Jenny L. The Information-Literate Historian: A Guide to Research for History Students (2006) excerpt and text search
  • Tosh, John; The Pursuit of History (2006), ISBN 1-4058-2351-8.
  • Woolf D.R. A Global Encyclopedia of Historical Writing (Garland Reference Library of the Humanities) (2 vol 1998) excerpt and text search
  • Williams, H.S. (1907). The Historians' History of the World. (ed., This is Book 1 of 25 Volumes; PDF version is available)

External links

Ancient history

Ancient history as a term refers to the aggregate of past events from the beginning of writing and recorded human history and extending as far as the post-classical history. The phrase may be used either to refer to the period of time or the academic discipline.

The span of recorded history is roughly 5,000 years, beginning with Sumerian Cuneiform script; the oldest discovered form of coherent writing from the protoliterate period around the 30th century BC. Ancient History covers all continents inhabited by humans in the 3,000 BC – 500 AD period.

The broad term Ancient History is not to be confused with Classical Antiquity. The term classical antiquity is often used to refer to Western History in the Ancient Mediterranean from the beginning of recorded Greek history in 776 BC (First Olympiad). This roughly coincides with the traditional date of the founding of Rome in 753 BC, the beginning of the history of ancient Rome, and the beginning of the Archaic period in Ancient Greece.

The academic term "history" is not to be confused with colloquial references to times past. History is fundamentally the study of the past through documents, and can be either scientific (archaeology) or humanistic (history through language).

Although the ending date of ancient history is disputed, some Western scholars use the fall of the Western Roman Empire in 476 AD (the most used), the closure of the Platonic Academy in 529 AD, the death of the emperor Justinian I in 565 AD, the coming of Islam or the rise of Charlemagne as the end of ancient and Classical European history. Outside of Europe the 450-500 time frame for the end of ancient times has had difficulty as a transition date from Ancient to Post-Classical times.

During the time period of 'Ancient History', starting roughly from 3000 BC world population was already exponentially increasing due to the Neolithic Revolution which was in full progress. According to HYDE estimates from the Netherlands world population increased exponentially in this period. In 10,000 BC in Prehistory world population had stood at 2 million, rising to 45 million by 3,000 BC. By the rise of the Iron Age in 1,000 BC that population had risen to 72 million. By the end of the period in 500 AD world population stood possibly at 209 million.

Android version history

The version history of the Android mobile operating system began with the public release of the Android beta on November 5, 2007. The first commercial version, Android 1.0, was released on September 23, 2008. Android is continually developed by Google and the Open Handset Alliance, and it has seen a number of updates to its base operating system since the initial release.

Versions 1.0 and 1.1 were not released under specific code names, although Android 1.1 was unofficially known as Petit Four. Android code names are confectionery-themed and have been in alphabetical order since 2009's Android 1.5 Cupcake. The most recent version of Android is Android 9 Pie, which was released in August 2018.

Black History Month

Black History Month, also known as African-American History Month in the U.S., is an annual observance in Canada, Ireland, the Netherlands, the United Kingdom, and the United States. It began as a way for remembering important people and events in the history of the African diaspora. It is celebrated annually in the United States and Canada in February, as well as in the United Kingdom, the Netherlands and Republic of Ireland in October.

Corporation

A corporation is an organization, usually a group of people or a company, authorized to act as a single entity (legally a person) and recognized as such in law. Early incorporated entities were established by charter (i.e. by an ad hoc act granted by a monarch or passed by a parliament or legislature). Most jurisdictions now allow the creation of new corporations through registration. Corporations enjoy limited liability for their investors, which can lead to losses being externalized from investors to the government or general public, while losses to investors are generally limited to the amount of their investment.Corporations come in many different types but are usually divided by the law of the jurisdiction where they are chartered into two kinds: by whether they can issue stock or not, or by whether they are formed to make a profit or not. Corporations can be divided by the number of owners: corporation aggregate or corporation sole. The subject of this article is a corporation aggregate. A corporation sole is a legal entity consisting of a single ("sole") incorporated office, occupied by a single ("sole") natural person.

Where local law distinguishes corporations by the ability to issue stock, corporations allowed to do so are referred to as "stock corporations", ownership of the corporation is through stock, and owners of stock are referred to as "stockholders" or "shareholders". Corporations not allowed to issue stock are referred to as "non-stock" corporations; those who are considered the owners of a non-stock corporation are persons (or other entities) who have obtained membership in the corporation and are referred to as a "member" of the corporation.

Corporations chartered in regions where they are distinguished by whether they are allowed to be for profit or not are referred to as "for profit" and "not-for-profit" corporations, respectively.

There is some overlap between stock/non-stock and for-profit/not-for-profit in that not-for-profit corporations are always non-stock as well. A for-profit corporation is almost always a stock corporation, but some for-profit corporations may choose to be non-stock. To simplify the explanation, whenever "Stockholder" or "shareholder" is used in the rest of this article to refer to a stock corporation, it is presumed to mean the same as "member" for a non-profit corporation or for a profit, non-stock corporation.

Registered corporations have legal personality and their shares are owned by shareholders whose liability is generally limited to their investment. Shareholders do not typically actively manage a corporation; shareholders instead elect or appoint a board of directors to control the corporation in a fiduciary capacity. In most circumstances, a shareholder may also serve as a director or officer of a corporation.

In American English, the word corporation is most often used to describe large business corporations. In British English and in the Commonwealth countries, the term company is more widely used to describe the same sort of entity while the word corporation encompasses all incorporated entities. In American English, the word company can include entities such as partnerships that would not be referred to as companies in British English as they are not a separate legal entity.

Late in the 19th century, a new form of company having the limited liability protections of a corporation, and the more favorable tax treatment of either a sole proprietorship or partnership was developed. While not a corporation, this new type of entity became very attractive as an alternative for corporations not needing to issue stock. In Germany, the organization was referred to as Gesellschaft mit beschränkter Haftung or GmbH. In the last quarter of the 20th Century this new form of non-corporate organization became available in the United States and other countries, and was known as the limited liability company or LLC. Since the GmbH and LLC forms of organization are technically not corporations (even though they have many of the same features), they will not be discussed in this article.

Etymology

Etymology () is the study of the history of words, their origins, and how their form and meaning have changed over time. By extension, the term "the etymology (of a word)" means the origin of the particular word and for place names, there is a specific term, toponymy.

For Greek—with a long written history—etymologists make use of texts, and texts about the language, to gather knowledge about how words were used during earlier periods and when they entered the language. Etymologists also apply the methods of comparative linguistics to reconstruct information about languages that are too old for any direct information to be available.

By analyzing related languages with a technique known as the comparative method, linguists can make inferences about their shared parent language and its vocabulary. In this way, word roots have been found that can be traced all the way back to the origin of, for instance, the Indo-European language family.

Even though etymological research originally grew from the philological tradition, much current etymological research is done on language families where little or no early documentation is available, such as Uralic and Austronesian.

The word etymology derives from the Greek word ἐτυμολογία (etumología), itself from ἔτυμον (étumon), meaning "true sense", and the suffix -logia, denoting "the study of".In linguistics, the term etymon refers to a word or morpheme (e.g., stem or root) from which a later word derives. For example, the Latin word candidus, which means "white", is the etymon of English candid.

History of China

The earliest known written records of the history of China date from as early as 1250 BC, from the Shang dynasty (c. 1600–1046 BC), during the king Wu Ding's reign, who was recorded as the twenty-first Shang king by the written records of Shang dynasty unearthed. Ancient historical texts such as the Records of the Grand Historian (c. 100 BC) and the Bamboo Annals (296 BC) describe a Xia dynasty (c. 2070–1600 BC) before the Shang, but no writing is known from the period, and Shang writings do not indicate the existence of the Xia. The Shang ruled in the Yellow River valley, which is commonly held to be the cradle of Chinese civilization. However, Neolithic civilizations originated at various cultural centers along both the Yellow River and Yangtze River. These Yellow River and Yangtze civilizations arose millennia before the Shang. With thousands of years of continuous history, China is one of the world's oldest civilizations, and is regarded as one of the cradles of civilization.The Zhou dynasty (1046–256 BC) supplanted the Shang, and introduced the concept of the Mandate of Heaven to justify their rule. The central Zhou government began to weaken due to external and internal pressures in the 8th century BC, and the country eventually splintered into smaller states during the Spring and Autumn period. These states became independent and warred with one another in the following Warring States period. Much of traditional Chinese culture, literature and philosophy first developed during those troubled times.

In 221 BC Qin Shi Huang conquered the various warring states and created for himself the title of Huangdi or "emperor" of the Qin, marking the beginning of imperial China. However, the oppressive government fell soon after his death, and was supplanted by the longer-lived Han dynasty (206 BC – 220 AD). Successive dynasties developed bureaucratic systems that enabled the emperor to control vast territories directly. In the 21 centuries from 206 BC until AD 1912, routine administrative tasks were handled by a special elite of scholar-officials. Young men, well-versed in calligraphy, history, literature, and philosophy, were carefully selected through difficult government examinations. China's last dynasty was the Qing (1644–1912), which was replaced by the Republic of China in 1912, and in the mainland by the People's Republic of China in 1949, resulting in two de facto states claiming to be the legitimate government of all China.

Chinese history has alternated between periods of political unity and peace, and periods of war and failed statehood – the most recent being the Chinese Civil War (1927–1949). China was occasionally dominated by steppe peoples, most of whom were eventually assimilated into the Han Chinese culture and population. Between eras of multiple kingdoms and warlordism, Chinese dynasties have ruled parts or all of China; in some eras control stretched as far as Xinjiang and Tibet, as at present. Traditional culture, and influences from other parts of Asia and the Western world (carried by waves of immigration, cultural assimilation, expansion, and foreign contact), form the basis of the modern culture of China.

History of India

Anatomically modern humans are thought to have arrived on the Indian subcontinent from Africa between 73,000 and 55,000 years ago. Settled life, which involves the transition from foraging to farming and pastoralism, began in South Asia around 7,000 BCE. The domestication of wheat and barley, rapidly followed by that of goats, sheep, and cattle, has been documented at Mehrgarh, Balochistan. By 4,500 BCE, settled life had become more widely prevalent, and eventually evolved into the Indus Valley Civilization, an early civilization of the Old world, contemporaneous with Ancient Egypt and Mesopotamia. It flourished between 2,500 BCE and 1900 BCE in what today is Pakistan and north-western India, and was noted for its urban planning, baked brick houses, elaborate drainage, and water supply.In the beginning of the second millennium BCE climate change, with persistent drought, lead to the abandonment of the urban centers of the Indus Valley Civilisation. Its population resettled in smaller villages, and, in the north-west, mixed with Indo-Aryan tribes, who moved into the area in several waves of migration, also driven by the effects of this climate change. The Vedic period was marked by the composition of the Vedas, large collections of hymns of some of the Aryan tribes, whose postulated religious culture, through synthesis with the preexisting religious cultures of the subcontinent, gave rise to Hinduism. The caste system, which created a hierarchy of priests, warriors, and free peasants, but which excluded indigenous peoples by labeling their occupations impure, arose later during this period. Towards the end of the period, around the sixth century BCE, a second urbanisation took place with the consolidation of small kingdoms (janapadas) into larger states called mahajanapadas. This renewed urbanisation led to the rise of new ascetic or Śramaṇa movements, including Jainism and Buddhism, which challenged the orthodoxy of rituals, and gave rise to new religious concepts.Most of the Indian subcontinent was conquered by the Maurya Empire during the 4th and 3rd centuries BCE. From the 3rd century BCE onwards Prakrit and Pali literature in the north and the Tamil Sangam literature in southern India started to flourish. Wootz steel originated in south India in the 3rd century BCE and was exported to foreign countries. During the Classical period, various parts of India were ruled by numerous dynasties for the next 1,500 years, among which the Gupta Empire stands out. This period, witnessing a Hindu religious and intellectual resurgence, is known as the classical or "Golden Age of India". During this period, aspects of Indian civilisation, administration, culture, and religion spread to much of Asia, while kingdoms in southern India had maritime trade with the Middle East and the Mediterranean. In many parts of Southeast Asia, Indian cultural influence led to the establishment of Indianised kingdoms (Greater India).The most significant event between the 7th and 11th century was the Tripartite struggle centred on Kannauj that lasted for more than two centuries between the Pala Empire, Rashtrakuta Empire, and Gurjara-Pratihara Empire. Southern India saw the rise of multiple imperial powers from the middle of the fifth century, most notably the Chalukya, Chola, Pallava, Chera, Pandyan, and Western Chalukya Empires. The Chola dynasty conquered southern India and successfully invaded parts of Southeast Asia, Sri Lanka, the Maldives, and Bengal in the 11th century. In the early medieval period Indian mathematics, including Hindu numerals, influenced the development of mathematics and astronomy in the Arab world.Islamic conquests made limited inroads into modern Afghanistan and Sindh as early as the 8th century, and the Delhi Sultanate was founded in 1206 CE by Central Asian Turks who ruled a major part of the northern Indian subcontinent in the early 14th century, but declined in the late 14th century. This period also saw the emergence of several powerful Hindu states, notably Vijayanagara, Gajapati, and Ahom, as well as Rajput states, such as Mewar. The 15th century saw the advent of Sikhism. The early modern period began in the 16th century, when the Mughal Empire conquered most of the Indian subcontinent. The Mughals suffered a gradual decline in the early 18th century, which provided opportunities for the Marathas, Sikhs and Mysoreans to exercise control over large regions of the subcontinent.From the late 18th century to the mid-19th century, large areas of India were annexed by the British East India Company of the British Empire. Dissatisfaction with Company rule led to the Indian Rebellion of 1857, after which the British provinces of India were directly administered by the British Crown and witnessed a period of rapid development of infrastructure, economic decline and major famines. During the first half of the 20th century, a nationwide struggle for independence was launched, led by the Indian National Congress, which was later joined by other organisations. The Indian subcontinent gained independence from the United Kingdom in 1947, after the British provinces were partitioned into the dominions of India and Pakistan and the princely states all acceded to one of the new states.

History of the National Football League championship

Throughout its history, the National Football League (NFL) and other rival American football leagues have used several different formats to determine their league champions, including a period of inter-league matchups determining a true national champion.

Following its founding in 1920, the NFL first determined champions through end-of-season standings, but switched to a playoff system in 1933. The rival All-America Football Conference (AAFC) and American Football League (AFL) have since merged with the NFL (the only two AAFC teams that currently exist joined the NFL in 1950—the Cleveland Browns and the San Francisco 49ers), but AAFC championship games and records are not included in NFL record books. The AFL began play in 1960 and, like its rival league, used a playoff system to determine its champion.

From 1966–1969 prior to the merger in 1970, the NFL and the AFL agreed to hold an ultimate championship game, first called the AFL-NFL World Championship Game and later renamed the Super Bowl after 1968. Following the merger in 1970, the Super Bowl name continued as the game to determine the NFL champion. The most important factor of the merger was that all ten AFL teams joined the NFL in 1970 and every AFL championship game and record is included in NFL record books. The old NFL Championship Game became the NFC Championship Game, while the old AFL Championship Game became the AFC Championship Game. The NFL lists the old AFL/NFL championship games with "new" AFC/NFC championship games in its record books. The Green Bay Packers have won the most championships with 13 total (9 NFL championships pre-merger, four (4) Super Bowl championships). The Packers are also the only team to win three consecutive championships, having done so twice (1929–1931, 1965–1967). The Chicago Bears have won the second most overall championships with nine (9) (eight NFL championships, one Super Bowl championship).

History of the United States

The history of the United States began with the settlement of Indigenous people before 15,000 BC. Numerous cultures formed. The arrival of Christopher Columbus in the year of 1492 started the European colonization of the Americas. Most colonies formed after 1600. By the 1770s, thirteen British colonies contained 2.5 million people along the Atlantic coast east of the Appalachian Mountains. After defeating France, the British government imposed a series of new taxes after 1765, rejecting the colonists' argument that new taxes needed their approval (see Stamp Act 1765). Tax resistance, especially the Boston Tea Party (1773), led to punitive laws by Parliament designed to end self-government in Massachusetts.

Armed conflict began in 1775. In 1776, the Second Continental Congress declared the independence of the colonies as the United States of America. Led by General George Washington, it won the Revolutionary War with large support from France. The peace treaty of 1783 gave the new nation the land east of the Mississippi River (except Canada and Florida). The Articles of Confederation established a central government, but it was ineffectual at providing stability, as it could not collect taxes and had no executive officer. A convention in 1787 wrote a new Constitution that was adopted in 1789. In 1791, a Bill of Rights was added to guarantee inalienable rights. With Washington as the first president and Alexander Hamilton his chief adviser, a strong central government was created. Purchase of the Louisiana Territory from France in 1803 doubled the size of the United States. A second and final war with Britain was fought in 1812, which solidified national pride.

Encouraged by the notion of manifest destiny, U.S. territory expanded all the way to the Pacific coast. While the United States was large in terms of area, its population in 1790 was only 4 million. However, it grew rapidly, reaching 7.2 million in 1810, 32 million in 1860, 76 million in 1900, 132 million in 1940, and 321 million in 2015. Economic growth in terms of overall GDP was even greater. However compared to European powers, the nation's military strength was relatively limited in peacetime before 1940. The expansion was driven by a quest for inexpensive land for yeoman farmers and slave owners. The expansion of slavery was increasingly controversial and fueled political and constitutional battles, which were resolved by compromises. Slavery was abolished in all states north of the Mason–Dixon line by 1804, but the South continued to profit from the institution, mostly from production of cotton. Republican Abraham Lincoln was elected in 1860 on a platform of halting the expansion of slavery.

Seven Southern slave states rebelled and created the foundation of the Confederacy. Its attack of Fort Sumter against the Union forces started the Civil War (1861–1865). Confederate defeat led to the impoverishment of the South and the abolition of slavery. In the Reconstruction Era (1863–1877), legal and voting rights were extended to freed slaves. The national government emerged much stronger, and because of the Fourteenth Amendment in 1868, it gained the explicit duty to protect individual rights. However, when white Democrats regained their power in the South in 1877, often by paramilitary suppression of voting, they passed Jim Crow laws to maintain white supremacy, and new disfranchising constitutions that prevented most African Americans and many poor whites from voting. This continued until gains of the Civil Rights Movement in the 1960s and passage of federal legislation to enforce constitutional rights were made.

The United States became the world's leading industrial power at the turn of the 20th century due to an outburst of entrepreneurship in the Northeast and Midwest and the arrival of millions of immigrant workers and farmers from Europe. The national railroad network was completed and large-scale mining and factories industrialized the Northeast and Midwest. Mass dissatisfaction with corruption, inefficiency and traditional politics stimulated the Progressive movement, from the 1890s to 1920s, which led to many reforms including the 16th to 19th constitutional amendments, which brought the federal income tax, direct election of Senators, prohibition, and women's suffrage. Initially neutral during World War I, the United States declared war on Germany in 1917 and funded the Allied victory the following year. Women obtained the right to vote in 1920, with Native Americans obtaining citizenship and the right to vote in 1924.

After a prosperous decade in the 1920s, the Wall Street Crash of 1929 marked the onset of the decade-long worldwide Great Depression. Democratic President Franklin D. Roosevelt ended the Republican dominance of the White House and implemented his New Deal programs, which included relief for the unemployed, support for farmers, Social Security and a minimum wage. The New Deal defined modern American liberalism. After the Japanese attack on Pearl Harbor in 1941, the United States entered World War II and financed the Allied war effort and helped defeat Nazi Germany in the European theater. Its involvement culminated in using newly invented nuclear weapons on two Japanese cities to defeat Imperial Japan in the Pacific theater.

The United States and the Soviet Union emerged as rival superpowers in the aftermath of World War II. During the Cold War, the two countries confronted each other indirectly in the arms race, the Space Race, proxy wars, and propaganda campaigns. The purpose of this was to stop the spread of communism. In the 1960s, in large part due to the strength of the Civil Rights Movement, another wave of social reforms was enacted by enforcing the constitutional rights of voting and freedom of movement to African-Americans and other racial minorities. The Cold War ended when the Soviet Union was officially dissolved in 1991, leaving the United States as the world's only superpower.

After the Cold War, the United States has been focusing on modern conflicts in the Middle East and nuclear programs in North Korea. The beginning of the 21st century saw the September 11 attacks by Al-Qaeda in 2001, which was followed by the wars in Iraq and Afghanistan. In 2008, the United States had its worst economic crisis since the Great Depression, which was followed by slower-than-usual rates of economic growth during the 2010s.

Kingdom of Great Britain

The Kingdom of Great Britain, officially called simply Great Britain, was a sovereign state in western Europe from 1 May 1707 to 31 December 1800. The state came into being following the Treaty of Union in 1706, ratified by the Acts of Union 1707, which united the kingdoms of England (which included Wales) and Scotland to form a single kingdom encompassing the whole island of Great Britain and its outlying islands, with the exception of the Isle of Man and the Channel Islands. It also did not include Ireland, which remained a separate realm. The unitary state was governed by a single parliament and government that was based in Westminster. The former kingdoms had been in personal union since James VI of Scotland became King of England and King of Ireland in 1603 following the death of Elizabeth I, bringing about the "Union of the Crowns". After the accession of George I to the throne of Great Britain in 1714, the kingdom was in a personal union with the Electorate of Hanover.

The early years of the unified kingdom were marked by Jacobite risings which ended in defeat for the Stuart cause at Culloden in 1746. In 1763, victory in the Seven Years' War led to the dominance of the British Empire, which was to become the foremost global power for over a century and slowly grew to become the largest empire in history.

The Kingdom of Great Britain was replaced by the United Kingdom of Great Britain and Ireland on 1 January 1801 with the Acts of Union 1800.

Louisiana Purchase

The Louisiana Purchase (French: Vente de la Louisiane "Sale of Louisiana") was the acquisition of the Louisiana territory (828,000 sq mi (2,140,000 km2; 530,000,000 acres)) by the United States from France in 1803. The U.S. paid fifty million francs ($11,250,000) and a cancellation of debts worth eighteen million francs ($3,750,000) for a total of sixty-eight million francs ($15 million, equivalent to about $600 billion given the GDP of 2017). The Louisiana territory included land from fifteen present U.S. states and two Canadian provinces. The territory contained land that forms Arkansas, Missouri, Iowa, Oklahoma, Kansas, and Nebraska; the portion of Minnesota west of the Mississippi River; a large portion of North Dakota; a large portion of South Dakota; the northeastern section of New Mexico; the northern portion of Texas; the area of Montana, Wyoming, and Colorado east of the Continental Divide; Louisiana west of the Mississippi River (plus New Orleans); and small portions of land within the present Canadian provinces of Alberta and Saskatchewan. Its non-native population was around 60,000 inhabitants, of whom half were African slaves.The Kingdom of France controlled the Louisiana territory from 1699 until it was ceded to Spain in 1762. In 1800, Napoleon, then the First Consul of the French Republic, hoping to re-establish an empire in North America, regained ownership of Louisiana. However, France's failure to put down the revolt in Saint-Domingue, coupled with the prospect of renewed warfare with the United Kingdom, prompted Napoleon to sell Louisiana to the United States to fund his military. The Americans originally sought to purchase only the port city of New Orleans and its adjacent coastal lands, but quickly accepted the bargain. The Louisiana Purchase occurred during the term of the third President of the United States, Thomas Jefferson. Before the purchase was finalized, the decision faced Federalist Party opposition; they argued that it was unconstitutional to acquire any territory. Jefferson agreed that the U.S. Constitution did not contain explicit provisions for acquiring territory, but he asserted that his constitutional power to negotiate treaties was sufficient.

Middle Ages

In the history of Europe, the Middle Ages (or medieval period) lasted from the 5th to the 15th century. It began with the fall of the Western Roman Empire and merged into the Renaissance and the Age of Discovery. The Middle Ages is the middle period of the three traditional divisions of Western history: classical antiquity, the medieval period, and the modern period. The medieval period is itself subdivided into the Early, High, and Late Middle Ages.

Population decline, counterurbanisation, invasion, and movement of peoples, which had begun in Late Antiquity, continued in the Early Middle Ages. The large-scale movements of the Migration Period, including various Germanic peoples, formed new kingdoms in what remained of the Western Roman Empire. In the 7th century, North Africa and the Middle East—once part of the Byzantine Empire—came under the rule of the Umayyad Caliphate, an Islamic empire, after conquest by Muhammad's successors. Although there were substantial changes in society and political structures, the break with classical antiquity was not complete. The still-sizeable Byzantine Empire, Rome's direct continuation, survived in the Eastern Mediterranean and remained a major power. The empire's law code, the Corpus Juris Civilis or "Code of Justinian", was rediscovered in Northern Italy in 1070 and became widely admired later in the Middle Ages. In the West, most kingdoms incorporated the few extant Roman institutions. Monasteries were founded as campaigns to Christianise pagan Europe continued. The Franks, under the Carolingian dynasty, briefly established the Carolingian Empire during the later 8th and early 9th century. It covered much of Western Europe but later succumbed to the pressures of internal civil wars combined with external invasions: Vikings from the north, Magyars from the east, and Saracens from the south.

During the High Middle Ages, which began after 1000, the population of Europe increased greatly as technological and agricultural innovations allowed trade to flourish and the Medieval Warm Period climate change allowed crop yields to increase. Manorialism, the organisation of peasants into villages that owed rent and labour services to the nobles, and feudalism, the political structure whereby knights and lower-status nobles owed military service to their overlords in return for the right to rent from lands and manors, were two of the ways society was organised in the High Middle Ages. The Crusades, first preached in 1095, were military attempts by Western European Christians to regain control of the Holy Land from Muslims. Kings became the heads of centralised nation-states, reducing crime and violence but making the ideal of a unified Christendom more distant. Intellectual life was marked by scholasticism, a philosophy that emphasised joining faith to reason, and by the founding of universities. The theology of Thomas Aquinas, the paintings of Giotto, the poetry of Dante and Chaucer, the travels of Marco Polo, and the Gothic architecture of cathedrals such as Chartres are among the outstanding achievements toward the end of this period and into the Late Middle Ages.

The Late Middle Ages was marked by difficulties and calamities including famine, plague, and war, which significantly diminished the population of Europe; between 1347 and 1350, the Black Death killed about a third of Europeans. Controversy, heresy, and the Western Schism within the Catholic Church paralleled the interstate conflict, civil strife, and peasant revolts that occurred in the kingdoms. Cultural and technological developments transformed European society, concluding the Late Middle Ages and beginning the early modern period.

Persian Empire

The Persian Empire (Persian: شاهنشاهی ایران‎, translit. Šâhanšâhiye Irân, lit. 'Imperial Iran') refers to any of a series of imperial dynasties that were centred in Persia/Iran from the 6th century BC Achaemenid Empire era to the 20th century AD in the Qajar dynasty era.

Philosophy

Philosophy (from Greek φιλοσοφία, philosophia, literally "love of wisdom") is the study of general and fundamental problems concerning matters such as existence, knowledge, values, reason, mind, and language. The term was probably coined by Pythagoras (c. 570–495 BCE). Philosophical methods include questioning, critical discussion, rational argument, and systematic presentation. Classic philosophical questions include: Is it possible to know anything and to prove it? What is most real? Philosophers also pose more practical and concrete questions such as: Is there a best way to live? Is it better to be just or unjust (if one can get away with it)? Do humans have free will?Historically, "philosophy" encompassed any body of knowledge. From the time of Ancient Greek philosopher Aristotle to the 19th century, "natural philosophy" encompassed astronomy, medicine, and physics. For example, Newton's 1687 Mathematical Principles of Natural Philosophy later became classified as a book of physics. In the 19th century, the growth of modern research universities led academic philosophy and other disciplines to professionalize and specialize. In the modern era, some investigations that were traditionally part of philosophy became separate academic disciplines, including psychology, sociology, linguistics, and economics.

Other investigations closely related to art, science, politics, or other pursuits remained part of philosophy. For example, is beauty objective or subjective? Are there many scientific methods or just one? Is political utopia a hopeful dream or hopeless fantasy? Major sub-fields of academic philosophy include metaphysics ("concerned with the fundamental nature of reality and being"), epistemology (about the "nature and grounds of knowledge [and]...its limits and validity" ), ethics, aesthetics, political philosophy, logic and philosophy of science.

Since the 20th century, professional philosophers contribute to society primarily as academics. However, many of those who study philosophy in undergraduate or graduate programs contribute in the fields of law, journalism, politics, religion, science, business and various art and entertainment activities.

Prehistory

Human prehistory is the period between the use of the first stone tools c. 3.3 million years ago by hominins and the invention of writing systems. The earliest writing systems appeared c. 5,300 years ago, but it took thousands of years for writing to be widely adopted and it was not used in some human cultures until the 19th century or even until the present. The end of prehistory therefore came at very different dates in different places, and the term is less often used in discussing societies where prehistory ended relatively recently.

Sumer in Mesopotamia, the Indus valley civilization and ancient Egypt were the first civilizations to develop their own scripts, and to keep historical records; this took place already during the early Bronze Age. Neighboring civilizations were the first to follow. Most other civilizations reached the end of prehistory during the Iron Age. The three-age system of division of prehistory into the Stone Age, followed by the Bronze Age and Iron Age, remains in use for much of Eurasia and North Africa, but is not generally used in those parts of the world where the working of hard metals arrived abruptly with contact with Eurasian cultures, such as the Americas, Oceania, Australasia and much of Sub-Saharan Africa. These areas also, with some exceptions in Pre-Columbian civilizations in the Americas, did not develop complex writing systems before the arrival of Eurasians, and their prehistory reaches into relatively recent periods; for example 1788 is usually taken as the end of the prehistory of Australia.

The period when a culture is written about by others, but has not developed its own writing is often known as the protohistory of the culture. By definition, there are no written records from human prehistory, so dating of prehistoric materials is crucial. Clear techniques for dating were not well-developed until the 19th century.This article is concerned with human prehistory, the time since behaviorally and anatomically modern humans first appeared until the beginning of recorded history. Earlier periods are also called "prehistoric"; there are separate articles for the overall history of the Earth and the history of life before humans.

Silk Road

The Silk Road was an ancient network of trade routes that connected the East and West. It was central to cultural interaction between the regions for many centuries. The Silk Road primarily refers to the terrestrial routes connecting East Asia and Southeast Asia with East Africa, West Asia and Southern Europe.

The Silk Road derives its name from the lucrative trade in silk carried out along its length, beginning in the Han dynasty (207 BCE–220 CE). The Han dynasty expanded the Central Asian section of the trade routes around 114 BCE through the missions and explorations of the Chinese imperial envoy Zhang Qian. The Chinese took great interest in the safety of their trade products and extended the Great Wall of China to ensure the protection of the trade route.Trade on the Road played a significant role in the development of the civilizations of China, Korea, Japan, the Indian subcontinent, Iran/Persia, Europe, the Horn of Africa and Arabia, opening long-distance political and economic relations between the civilizations. Though silk was the major trade item exported from China, many other goods were traded, as well as religions, syncretic philosophies, sciences, and technologies. Diseases, most notably plague, also spread along the Silk Road. In addition to economic trade, the Silk Road was a route for cultural trade among the civilizations along its network.In June 2014, UNESCO designated the Chang'an-Tianshan corridor of the Silk Road as a World Heritage Site. The Indian portion is on the tentative site list.

Slavery in the United States

Slavery in the United States was the legal institution of human chattel enslavement, primarily of Africans and African Americans, that existed in the United States of America in the 18th and 19th centuries. Slavery had been practiced in British America from early colonial days, and was legal in all Thirteen Colonies at the time of the Declaration of Independence in 1776. It lasted in about half the states until 1865, when it was prohibited nationally by the Thirteenth Amendment. As an economic system, slavery was largely replaced by sharecropping.

By the time of the American Revolution (1775–1783), the status of slave had been institutionalized as a racial caste associated with African ancestry. When the United States Constitution was ratified in 1789, a relatively small number of free people of color were among the voting citizens (male property owners). During and immediately following the Revolutionary War, abolitionist laws were passed in most Northern states and a movement developed to abolish slavery. Northern states depended on free labor and all had abolished slavery by 1805. The rapid expansion of the cotton industry in the Deep South after the invention of the cotton gin greatly increased demand for slave labor to pick cotton when it all ripened at once, and the Southern states continued as slave societies. Those states attempted to extend slavery into the new Western territories to keep their share of political power in the nation. Southern leaders also wanted to annex Cuba as a slave territory. The United States became polarized over the issue of slavery, split into slave and free states, in effect divided by the Mason–Dixon line which delineated (free) Pennsylvania from (slave) Maryland and Delaware.

During the Jefferson administration, Congress prohibited the importation of slaves, effective 1808, although smuggling (illegal importing) via Spanish Florida was not unusual. Domestic slave trading, however, continued at a rapid pace, driven by labor demands from the development of cotton plantations in the Deep South. More than one million slaves were sold from the Upper South, which had a surplus of labor, and taken to the Deep South in a forced migration, splitting up many families. New communities of African-American culture were developed in the Deep South, and the total slave population in the South eventually reached 4 million before liberation.As the West was developed for settlement, the Southern state governments wanted to keep a balance between the number of slave and free states to maintain a political balance of power in Congress. The new territories acquired from Britain, France, and Mexico were the subject of major political compromises. By 1850, the newly rich cotton-growing South was threatening to secede from the Union, and tensions continued to rise. Many white Southern Christians, including church ministers, attempted to justify their support for slavery as modified by Christian paternalism. The largest denominations—the Baptist, Methodist, and Presbyterian churches—split over the slavery issue into regional organizations of the North and South. When Abraham Lincoln won the 1860 election on a platform of halting the expansion of slavery, seven states broke away to form the Confederacy. The first six states to secede held the greatest number of slaves in the South. Shortly after, the Civil War began when Confederate forces attacked the US Army's Fort Sumter. Four additional slave states then seceded. Due to Union measures such as the Confiscation Acts and Emancipation Proclamation in 1863, the war effectively ended slavery, even before ratification of the Thirteenth Amendment in December 1865 formally ended the legal institution throughout the United States.

Trail of Tears

The Trail of Tears was a series of forced relocations of Native Americans in the United States from their ancestral homelands in the Southeastern United States, to areas to the west (usually west of the Mississippi River) that had been designated as Indian Territory. The forced relocations were carried out by government authorities following the passage of the Indian Removal Act in 1830. The relocated peoples suffered from exposure, disease, and starvation while en route to their new designated reserve, and many died before reaching their destinations. The forced removals included members of the Cherokee, Muscogee (Creek), Seminole, Chickasaw, Choctaw, and Ponca nations. The phrase "Trail of Tears" originates from a description of the removal of many Native American tribes, including the infamous Cherokee Nation relocation in 1838.Between 1830 and 1850, the Chickasaw, Choctaw, Creek, Seminole, and Cherokee people (including mixed-race and black slaves who lived among them) were forcibly removed from their traditional lands in the Southeastern United States, and relocated farther west. Those Native Americans who were relocated were forced to march to their destinations by state and local militias. The Cherokee removal in 1838 (the last forced removal east of the Mississippi) was brought on by the discovery of gold near Dahlonega, Georgia in 1828, resulting in the Georgia Gold Rush. Approximately 2,000–8,000 of the 16,543 relocated Cherokee perished along the way.

United Kingdom of Great Britain and Ireland

The United Kingdom of Great Britain and Ireland was established by the Acts of Union 1800, which merged the kingdoms of Great Britain and Ireland.

The United Kingdom, having financed the European coalition that defeated France during the Napoleonic Wars, developed a large Royal Navy that enabled the British Empire to become the foremost world power for the next century. The Crimean War with Russia and the Boer wars were relatively small operations in a largely peaceful century. Rapid industrialisation that began in the decades prior to the state's formation continued up until the mid-19th century. The Great Irish Famine, exacerbated by government inaction in the mid-19th century, led to demographic collapse in much of Ireland and increased calls for Irish land reform.

The 19th century was an era of rapid economic modernisation and growth of industry, trade and finance, in which Britain largely dominated the world economy. Outward migration was heavy to the principal British overseas possessions and to the United States. The empire was expanded into most parts of Africa and much of South Asia. The Colonial Office and India Office ruled through a small number of administrators who managed the units of the empire locally, while democratic institutions began to develop. British India, by far the most important overseas possession, saw a short-lived revolt in 1857. In overseas policy, the central policy was free trade, which enabled British and Irish financiers and merchants to operate successfully in many otherwise independent countries, as in South America. London formed no permanent military alliances until the early 20th century, when it began to cooperate with Japan, France and Russia, and moved closer to the United States.

Growing desire for Irish self-governance led to the Irish War of Independence, which resulted in most of Ireland seceding from the Union and forming the Irish Free State in 1922. Northern Ireland remained part of the Union, and the state was renamed to the current "United Kingdom of Great Britain and Northern Ireland" in 1927. The modern-day United Kingdom is the same country as the one from this period—a direct continuation of what remained after the secession—not an entirely new successor state.

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