Chapter 1 Key Terms and Assessments
Key Terms
chronological approach an approach to history that follows a timeline from ancient to modern
global citizen a person who sees themselves as responsible to a world community rather than only a national one
great man theory the view that it is enough to study the deeds and impact of important leaders to paint an accurate picture of the past
historical empathy the ability to see the past on its own terms, without judgment or the imposition of our own modern-day attitudes
historiography the study of how historians have already interpreted the past
iconography the use of images and symbols in art
intellectual history the history of ideas, which looks at the philosophies that drive people to make certain choices
primary cause the most immediate reason an event occurred
primary source a document, object, or other source material from the time period under study
progressive history a school of thought that views history as a straight line to a specific and more democratic destination
revisionism the process of altering our interpretation of historical events by adding new elements and perspectives
rhetoric the way words are used and put together in speaking or writing
secondary source a document, object, or other source material written or created after the time period under study
social constructs ideas such as class and gender created and accepted by the people in a society that influence the way they think and behave
social history a field of history that looks at all classes and categories of people, not just elites
Assessments
Review Question
1. What is an example of a primary source?
a. a diary entry by a person who lived in the period under discussion
b. a modern biography of a person in the period under discussion
c. an account of a nineteenth-century battle in a twenty-first-century textbook
d. an article in an academic journal
2. Whom do the Chinese view as the father of history?
a. Homer
b. Santayana
c. Herodotus
d. Sima Qian
3. What interpretation of history assumes that history can be viewed primarily through the lives and choices of leaders?
a. great man theory
b. progressive interpretation
c. gender interpretation
d. Marxist interpretation
4. The belief that history is moved primarily by class struggle is the ______ of history. a. social interpretation theory
b. revisionist view
c. progressive interpretation
d. Marxist interpretation
5. What is the most immediate motivator of a historical event?
a. tertiary cause
b. primary cause
c. action of a great man
d. social construct
6. Our perspectives are deeply rooted in _______, which we learn from our upbringing and environment.
a. education
b. social constructs
c. historical empathy
d. causation
Check Your Understanding Questions
1. What does it mean to be a global citizen?
2. What are the features of this textbook, and how will they enhance your learning experience?
3. What is a primary source, and what are some examples of primary sources?
4. What are the four types of questions we should ask about textual sources and why?
5. Define causation as it is used in the study of history.
6. Describe the process you would go through to establish the primary, secondary, and tertiary causes of a historical event.
Application and Reflection Questions
1. How do you see your knowledge of Western civilization helping you achieve life goals? What do you hope to learn from this text?
2. Why is it important to consider competing sources about the same topic?
3. What primary source materials do you think you will leave behind for later generations? How would you want them to be interpreted?
4. If you could suggest a revisionist addition to the history you have been taught so far, what would it be? Why?
5. Provide three examples of social constructs that affect the way you view the world and explain why.
6. Which historical interpretation interests you most? Why?
7. Choose a recent event you have followed in the news or on social media and establish a history of that event. In a few short paragraphs, tell the story and rank the causes in order of importance. Then write the history again, using one of the major interpretive theories in the chapter (progressive, intellectual, gender, etc.). Your goal is to produce a different viewpoint on the same story.
8. How would you define “Western Civilization”? What geographic areas do you think should be included in a class on Western Civilization?