World-History-as-a-comparison_-COMPESINO.-NERIZA.pptx

World-History-as-a-comparison_-COMPESINO.-NERIZA.pptx

1. WORLD HISTORY AS COMPARISON

2. WHAT IS WORLD HISTORY GOOD FOR By: Kenneth Pomeranz

3. Why Should Students Study World History?

4. World history helps young people get ready for college, travel, and being involved in their communities. It helps prepare them for the roles they will have to play as citizens of their country and the world .

5. History is the study of change. Historians are experts at looking at and explaining how people and societies change over time.

6. Studying history is significant because it is necessary for everyone of us in gaining a better knowledge of both ourselves and the world that surrounds us.

7. Learning about the past is an important step in becoming successful entrepreneurs, professionals, and political leaders.

8. World history is taught everywhere and provides perspective for current events by encouraging students to analyze the past and think critically .

9. History and social studies fall under the field of the academy. Both are considered as matters of inquiry and are included as compulsory subjects in the majority of schools and curricula. The human element is prevalent in both studies.

10. History vs. Social Studies Social Studies focus on society as a collective human entity and on its members as individual human beings. History focuses on the people involved in history as well as human contributions that lead to historical events. 04 05

11. Historical comparisons Sometimes, historians are interested in comparing two examples or events in order to identify anything of historical significance, such as shared causal processes, significant institutional contrasts, or ways in which the cases indicate a wider historical pattern. In The Great Divergence: China, Europe, and the Making of the Modern World Economy, Kenneth Pomeranz , for instance, compares and contrasts the economic growth of Europe and Asia in great detail.

12. Other examples of historical comparison Russian Revolution and the Chinese Revolution; T he build-out of railroads in Britain versus France; the collapse of the French Army in 1870 versus 1940 T he colonial experience in Senegal versus Kenya; the development of London versus Tokyo

13. The question to be considered here is this: what standards or heuristics ought to govern the choice and definition of units of comparison? Would it make sense to compare World War II with the war in Bosnia? Or the scientific cultures of Bologna in 1400 with that of London in 1960? Or the Spanish Civil War with the culture clash of the United States in the 1960s? What factors make for a historically insightful comparison?

14. G oal of the C omparison discover "generalizations" about similar processes 2 identify concrete historical mechanisms that are at work in the cases -- whether or not they recur in other cases as well. 3 identify causally salient differences across cases that explain divergence of outcomes. 4 discover some of the substantial variety that exists underneath the surface in events that seem superficially similar . 1

15. T he selection of cases will depend on what the purpose of the comparison is. But in general, the only reason to engage in comparison is the likelihood that we will learn something from the comparison that we would not have learned from study of one of the individual cases.

16. we might consider the heuristic that says that the cases need to be similar enough to permit comparison in terms of structures, processes, and causes; different enough to invite inquiry about the causes of the differences; and integrated enough to allow us to say that this level of unit of analysis possesses the complex set of historical characteristcs under study as a whole.

17. Give your own heuristic comparison of the following event: 1. World War I v ersu s World War II 2. French Revolution versus Philippines Revolution 3. Syrian civil war versus Venezuelan civil war

18. THANK YOU Prepared by : NERIZA M. COMPESINO