History Notes PDF

unit 1: historiography Historiography: the study of the way history is written Sources: Primary, secondary, tertiary ➔​ Reasons they are kept ◆​ Kept by accident ◆​ Someone wants to keep them to glaze Canada ​ Billy Bishop, how he’s a hero ➔​ Reaso...

unit 1: historiography Historiography: the study of the way history is written Sources: Primary, secondary, tertiary ➔​ Reasons they are kept ◆​ Kept by accident ◆​ Someone wants to keep them to glaze Canada ​ Billy Bishop, how he’s a hero ➔​ Reasons they are lost ◆​ People want to destroy them ◆​ Hidden, don’t suit popular beliefs ​ Canada participated in the Allied strategic bombing ○​ Targeted german cities (babies, elderly, innocent people) ○​ Destroyed german cities (6,000 deaths) ➔​ Primary sources ◆​ Original source of information (that time and place) ◆​ Unchanged, from that time period ​ Interviews (limitations: might be biased, forgets) ​ Government documents ​ Letters ​ Passport ​ Birth certificates ​ Political cartoons ​ Music, paintings, theatre ​ Autobiographies/Diary ​ Artifacts ​ Photo: captures a moment in time ➔​ Secondary sources ◆​ Analyzed/interpreted of the original information ◆​ Translated stuff makes it secondary ​ Textbooks ​ Essay ​ Biographies ​ Altered photographs ➔​ Tertiary sources ◆​ No primary source has been used to its creation ◆​ Used using secondary sources ​ Encyclopedia Historical Method: Process of analyzing sources in effort to get to the truth Source Criticism: the process of evaluating a source (its reliability, relevance, etc) Contradictory sources ➔​ He said, She said Origin: who wrote it? date? where? Purpose: why? public viewing (speech to influence people) private (diary, letter) purpose in creating it? Content: what's the text about? what’s there? (explicitly there, farmers, lettuces, clouds, etc) Values: perspectives that aren’t anywhere else? Limitations: why does the source have weaknesses? Inference: educated guess based on evidence Prairie provinces: Saskatchewan, Manitoba, Alberta Group Activity ➔​ Canadian government promised to build the Canadian railroad ◆​ But they only wanted a certain type of people: white farmers ​ The canadian government advertised the Canadian fields as the “Last Best West” ○​ If you want to start a life in the frontier, you have to do it in Canada because US was already claimed ◆​ “Open door” not everyone was welcome ➔​ A Western farm ◆​ homes made of grass and dirt (Soddies) ​ Immigrants had to make their homes by themselves ➔​ “Gold Mountain” – chinese immigrants ◆​ Gold rush ◆​ destination that a lot of chinese immigrants went to ◆​ help build the Railroad ​ Forced to leave families behind ​ Hopes to bring their wives to Canada ​ 1885: head tax was $50, tried to deter chinese immigrants ​ 1901: raises head tax to $100 ​ 1903: raises head tax to $500 ◆​ holding centres “jail/piggery” ◆​ did extra dangerous jobs to pay for the head tax, but a lot of them died in the process ➔​ Political Cartoons ◆​ life in canada is easier ◆​ life in other countries is harder, so come to Canada! ​ face poverty and hardships After the Canadian confederation ➔​ Government wanted to recruit immigrants ➔​ Wilfrid Laurier = prime minister ◆​ Wanted people who could handle prairie winters and who were white ◆​ White farmers that speak english or french Winston Churchill: President of Great Britain Data manipulation  ➔​ Winston Churchill gave his victory salute, and edited out his cigarette ◆​ Conform political views ➔​ People remove others from photos (people he killed) ➔​ Religious beliefs, that women couldn’t be in political fields Bias: can affect the interpretation, the source will be deemed not reliable/trustworthy Stereotypes: tendency to draw conclusions or generalize a group or time period based on a narrow range of examples Types ➔​ Intentional bias ◆​ Purpose of the source is to convince you ​ (ex. Get women to help join the war effort “We Can Do It”) ​ Being persuasive (advertisements) ​ Images, language that is used ○​ Only showing one side ➔​ Type of source bias ◆​ Only what happens on the outside, but we don’t know what happens on the inside (their thoughts, experiences, etc) ◆​ Diary: only have that perspective (private thoughts) ​ What don’t you know? ◆​ Political Cartoon: we don’t have the first hand perspective of everyone ​ No quotes ◆​ Report Card: “failed science” ​ Limitations/Personal perspectives: he missed school, teacher was mean, etc ➔​ Personal Bias ◆​ You looking at a source, and having a personal reaction to it ​ Age ​ Experiences ​ Have to be aware of your own biases ◆​ Presitism: looking at things that happened in the past, and judging it in our lens (21st century view) (the world is flat) ➔​ Linguistic Bias ◆​ Emphasizing the language Hindsight bias: seeing the past as predictable ◆​ How did germans know Hitler was gonna lead them to war Confirmation bias: thinking about issues like everyone else ◆​ Only listen to your sources, and don’t listen to other peoples perspectives ​ “You’re right and everyone else is an idiot” ➔​ Memory Issues Being bias, does not limit the value of a source ➔​ If you comment on the bias, you have to explain it Historical Thinking concepts  ➔​ Historical Perspective ◆​ People have many different perspectives in the past ◆​ Can affect how we perceive evidence/sources ◆​ Try to avoid presentism ​ Look into the lens of the people in the past (the conditions they had to face) ◆​ Consider ​ Are the values and beliefs present at the time being used to interpret the past? ​ Are the interpretations representative of the beliefs, values and practices at the time? ➔​ Cause and Consequence ◆​ Immediate causes ​ Obvious/easily identifiable ​ Directly causes the events ​ Removal of immediate causes will do little from preventing the situational from happening again ◆​ Underlying causes ​ Less easy to identify ​ Removal of underlying causes can prevent similar events ◆​ Consider human agency ​ People as a group, or individuals play a part ➔​ Continuity and Change ◆​ Continuity: things that stay the same overtime (laws) ◆​ Change: things that change overtime and create new events and experiences (inventions) ​ Not always good for people ○​ Affects everyone differently ◆​ Chronologies: helps us understand the relationship between continuity and change ​ Helps us find the turning points of history ◆​ Timeline: graphic representation of history on a line ◆​ e.g. Continuity, streets are clean, all Chinese men, Chinese signs/shops ​ Change: transportations = horse carriages changed to vehicles, buildings = wooden buildings changed to brick-made buildings, power lines, tall buildings ➔​ Historical Significance ◆​ Importance of an event for a person in history ​ Determined by how much the event of person influenced the past ◆​ Evolves overtime, depending on the values ◆​ Main factors ​ Importance of the time of the event (relevance) ​ Impact and consequence ​ Symbolic meaning behind event ​ Location of event ◆​ Eg. french revolution: change from being a monarchy, to a democracy Potential test questions 1.​ Which of the following is a limitation  a.​ Bias (you have to explain bias, or else it’s not a limitation) b.​ No origin 2.​ Which of the following are values a.​ Data b.​ Nature of the data 3.​ Similarities and differences between sources a.​ Connections between sources b.​ Unique to the sources 4.​ Identity a type of bias found a.​ Intentional Bias b.​ Type of Source Bias c.​ Personal Bias d.​ Linguistic Bias 5.​ What is presentism, why is it important? 6.​ Which historical thinking concept (look at highlighted info) a.​ Historical perspective b.​ Cause and Consequence c.​ Continuity and Change d.​ Historical Significance 7.​ What are stereotypes? 8.​