Preface | Intro | Index | Caral | Chavín | Moche-Nazca | Incas | Conquest | Viceroyalty | Reforms | Tupamaru | Independence | Confed | Guano | Nitrates War | WW2 | Economy | Special | Templates | Group | Universities |
PREFACE: an introduction to this project - this is not another history textbook / how to edit.
Welcome - Bienvenidas(os)
Welcome to the History of Peru project. In a nutshell [1] the History of Peru project aims to provide access - particularly for those with Peruvian roots - to cohesive but open learning schemes on the theme of Peru. It is hoped that this resource will be of interest also to many who have no direct Peruvian connection.
For those who are in schools and universities - with 20,000 or more families with some Peruvian roots spread around the country[2] this is a growing occurence - it is hoped that interest groups, schools and universities will subscribe to (click "groups" in the top of page contents) a partnership with Peruvian scholar(s) or to a collaborative research project (click "universities").
I am - Soy
Please add a description of the wider "entity" (group, non-mutually exclusive set) to which you consider you belong (as a guide for forming tutorial and/or research groups) if a relelevant description is not already listed. Click edit to add entry.
- I am a specialist in Peruvian studies (a "Peruvianist").
- I was born in Peru and now live in Europe.
- My parent(s), grandparent(s) or relative(s) came from Peru.
- I am a university, college or school student and am studying /would like to study Peru (an aspect of Peruvian studies).
- My work deals with Peru
- I am a student in Peru and would like to find a research collaborator(s) for our project, dissertation or presentation.
- I am a gap year student /ex-pat who is going to live /living/has lived in Peru.
- I am travelling to Peru (as a tourist or business person, etc)
Add to this list (or clarify an existing item) if necessary. Note that this is not (yet) a "form". This section is not collecting personal information. CLICK EDIT to modify list.
How can I find a research /learning partner?
- Add your name to the appropriate "Zotero" discipline or academic field. Click "zotero" in the status bar of your Mozilla Firefox browser. See introduction if you do not have the "Bridgebuilder" collection of software installed. See "History of Peru: Introduction.
- Join an existing "Peruvian Studies" group or start a new one. See "Groups".
New to these pages?
These pages are part of a series of open-text journals in the overall field of Latin American Studies. These open-text journals have been proposed as a parallel platform to those fulfilling the role of "traditional academic or scholarly" journals. For a list of journals in similar fields to those of, for example, the Bulletin of Latin American Research (BLAR) see List of Latin American Studies journals (LANIC University of Texas). It will be approximately thirty years since the Society for Latin American Studies began work on proposals for what became BLAR and it would seem appropriate if the anniversary was marked with the launch of a new "knowledge-sharing platform", given the advances in what has become known as 'Web2.0 technology'. These pages could be seen as a pilot run. Using some of the same software as Wikipedia, this academic publishing wiki-domain encourages open collaborative editing for the writing of academic (hypothesis-testing) articles, exploring ideas, and developing new methodologies and critical analyses. (These journals do not aim to be encyclopedias nor dictionaries. For an online encylopaedic approach to knowledge-sharing see Wikipedia which does have the intent to be encyclopaedic.)
Read about the following by clicking on the link / word: Opentext Journal of Peruvian Studies, Correspoding discussion page for Journal, Minkapedia collaborative education, Opentext Journal of Latin American Studies. The pages so far have been developed on the wikia.com platform. The same software could be installed on our (the network or community of scholars and specialists) own site and used without advertising and with greater protection from 'vandals'. Alternatively other collaboratively edited sites could be trialled, for example <http://latinoamericanistas.wikispaces.com/> or the google site <http://sites.google.com/site/latinoamericanistas/> (Source: part of introduction to the OJPS discussion on the Paris Paracas /Elena Izcue Exhibition)
FAST TRACK
If you already know how OCE (open collaborative editing) works, if you know what this project is about and are not particularly intrigued by discussions on historiography why not skip the next sections and 'fast-forward' to 1527. Click on La Conquista. Alternatively help to tidy up and develop pages on the early "complex societies" approximately 5000 years ago in Peru. Click on Caral. Or click on any of the other topics listed at the top or bottom of this page.
The "Sucedió en el Perú" website: presentation
(See http://sucedioenelperu.org/index1.htm for original. Translated from the Spanish - below. See log of page for translators.)
With over seven years on the air, presenter, creator and historian Antonio Zapata, takes us on a journey through the past, approaching it from different angles using interviews, stories, photographs, illustrations and vintage videos.
The programme is a dialogue between different stages of history, between past, present and future. It is therefore important to involve those who follow the programmes: students from colleges and universities, teachers, specialists and the general public, whose opinions, suggestions and comments are very valued.
The design of our programmes echos the suggestions of our viewers. E-mail us your suggestions regarding the aspect of history you would like to be covered and in our broadcasts we will try to deal with that topic. This page is also dedicated to teachers of history, since in history they will find the ideal tools to teach their class with great precision using the best documentation.
Also, with the aim of strengthening our ties with the public and create new links with internet-surfers (cybernauts) we have developed a portal (system of webpages) "sucedio en el peru.org", in order to provide information and entertainment quickly and effectively. This space will be consolidated, thanks to our viewers and visitors to our site, while we continue to provide that bridge between the knowledge of experts (historians, sociologists, anthropologists) and the public who follow us week by week.
__________________________________
Con más siete años en el aire, cada semana su conductor, el historiador Antonio Zapata, nos permite hacer un viaje por nuestro pasado, aproximándonos a él desde diferentes ángulos, a lo largo de entrevistas, relatos, fotografías, ilustraciones de época y videos.
El programa no solo recrea los acontecimientos del pasado sino que incluye también el presente y el futuro, pues se trata de establecer un diálogo entre las diferentes etapas de la historia. Para ello es importante la participación de nuestros seguidores: estudiantes de colegios y universidades, profesores, especialistas y público en general; cuya opinión, sugerencias y comentarios son muy importantes.
Permanentemente organizamos la emisión de nuestros programas haciendo eco de las sugerencias de nuestros televidentes. Ustedes envían por e-mail sus sugerencias y nosotros tratamos de difundir ese aspecto histórico que a Ud. le interesa conocer. Esta página, además, está dedicada especialmente a los maestros de historia, puesto que en ella encontrarán las herramientas ideales para desarrollar sus clases con precisión y valiosa documentación.
Asimismo, con la finalidad de fortalecer nuestros vínculos con el público y de crear nuevos lazos con los cibernautas, tenemos nuestro portal sucedioenelperu.net, a fin de brindarles información y entretenimiento de manera rápida y efectiva. Este espacio seguirá consolidándose, gracias a nuestros televidentes y visitantes a nuestro portal, en tanto sigamos ofreciéndoles ser ese puente entre los conocimientos de especialistas (historiadores, sociólogos, antropólogos) y el público que nos sigue semana a semana. - Visita nuestros programas
The History of Peru project: Que es?
To explain let's meet Benito and the Professor. The "Prof" is Antonio Zapata who has created and written the series.
350px|left|Click arrow to play. Press spacebar to pause. Watch the first minute of the video clip from 0.25 min to 1.30 min. If your Spanish is not quite fluent enough to understand everything follow the text in Spanish (the transcript) additionally. If your Spanish is virtually zilch, zero follow the translation in your local language - in this case English English. (Yup, English is also a local language.)
JUST LISTEN FOR NOW TO THE FIRST DIALOGUE - between the Professor and his young scholar friend.
00.28 Zapata: Oye, Benito. Hoy día vamos a presentar el programa sobre la conquista de los Incas. // Hey, Benito. Today we are going to present a (the) programme about the conquest[3] of the Incas. Benito: El Tawantinsuyu. // The Tawantinsuyu (Inca Empire lit. tawa/four suyu/region.) Zapata: Un clásico de la historia peruana, Benito, que lamentablemente se cuenta algunas veces muy mal. // A classic story of Peruvian history, Benito which unfortunately they sometimes tell really badly. :: Y? / And? : Porque se dice que un grupo de 170 españoles derribó un imperio de 12 millones de personas allí en Cajamarca. // Because they say that a group of just 170 Spaniards in Cajamarca defeated an empire of 12 million people. Eso es imposible, Profesor. // That’s impossible, Professor.
00.50 Zapata: Y lesiona la autoestima de los peruanos, y encima tu sabes que no es cierto porque en realidad este grupo de españoles - hablando de ellos primero - eran la avanzada de la civilización occidental y tenían cuarenta años de experiencia porque Colon había ya llegado al Nuevo mundo 40 años antes que Pizarro al Perú.// And it wounds the self-esteem of the Peruvians. And above all you know that it is not true because actually this group of Spaniards – speaking about them first – were the advance guard of Westerners / Europeans (civilisation / had the trappings of Western technology) and had forty years of (campaign) experience because Columbus had arrived in the New World (1492) forty years before Pizarro got to Peru (in 1532). Benito: Ya. // OK. Zapata: De todas maneras tenían un plan. // In any case they had a plan. Benito: Cual era, Profesor? // What was it, Professor? Zapata: Capturar el rey. // Capture the Inca. Benito: Ya. Zapata: En un emboscado capturar el soberano, y a partir de allí desmembrar la entidad política de los indígenas. // In an ambush, capture the sovereign and from there dismember/ destroy the political entity/ infrastructure of the indigenous people. Benito: La estrategia de la ajedrez. // The strategy of chess. Zapata: Exacto capturar el rey y sacar el juego. // Exactly, capture the Inca king and win the game. Benito: Saca mate // Check mate.
Benito: Even I can do opentext collaborative editing and change history forever!
OK, so you have met Benito and the Professor. Let's eavesdrop (listen in) on another conversation. No video this time but just a chat to explain what all this is about!
Benito: This "It happened in Peru" (www.sucedioenelperu.org)" project and this version in English, what is it?
Prof.: The aim of this (other languages version of) online history is for all Peruvians and their families - children, grandchildren and so on and friends to have access to a history of Peru wherever they are and in whichever language they are growing up with (which often is not Spanish or other Peruvian language)?
Benito: English?
Prof: Well many Peruvians abroad are having to learn English and their grandchildren may not speak Spanish or another Peruvian language. But to answer your first question "Que es? / What is this project? What are these pages?" They are an opentext history of Peru accessible to all.
Benito: Que chevere! Great! Fine! Macanudo! Pero - but what is "opentext", Profesor and what does "accessible" mean and do you really, really mean "all"?
Prof. Open-text or 'open collaborative editing' means that these pages are open for you to edit. And you must be able to access or to enter the pages - not have to travel to the British Museum or the Biblioteca Nacional del Peru just to see them. And "all" means all with access to Internet or an Internet ready mobile (cell-US) phone.
Benito: Not quite all but it's getting that way.
Opentext welcomes editors
Open-text or open collaborative editing means that these pages are open for you to edit. Try it! Click Edit this page. URGENT: Edit translations of the video transcripts where they exist. Start new translations when they don't. Not an English speaker: start a new page with a translation in your own (local) language.
Examples
- Edit the following text - "The population of Peru in 1940 was 7,230,111." (citation needed)
- Edit the following text - "Yesterday was the anniversary of the murder of both Atawalpa Inka and Francisco Pizarro (26 July) and of the signing of the Royal "capitulacion" or charter by the Spanish Queen "authorising" the invasion of Peru. Tomorrow is the anniversary of Peru's Declaration of Independence (28 July) - 3 of the 100 most significant dates in Peruvian history". (Insert appropriately 1533, 1529, 1821, 1541, arguably, footnote reference: Hemming, John. The Conquest of the Incas. )
Take nothing for granted
Example: You see in an article the sentence "The population of Peru in 1940 was 7,230,111" and no source is given so you mark it with the {{Fact}} template. This produces the sentence: "The population of Peru in 1940 was 7,230,111"[citation needed]. Another reader-editor then adds a footnote by using the code (in the edit mode) <ref name="Peru_population">Text of footnote</ref> which produces "The population of Peru in 1940 was 7,230,111"[4] The assertion complete with its citation or reference. The problem now is that the evidence (the numbers in the population) does not agree with the original sentence! So go ahead and change the original text in accord with the citation and fill in the summary at the bottom of the edit page. The trick here of course is to know the best source for a population statistic - and it won't always be the National Statistic Office!
Footnotes
- ↑ En breve. Veanse nota re: el aprendizaje de íngles abajo // see the note about learning English below.
- ↑ In the case of the UK, for example. Perhaps 10,000 and dependents is a better "guestimate".
- ↑ There is a debate regarding which words to use to describe the invasion by/ arrival of/ occupation by the Spaniards: encounter, collision, “the traumatic events of 1532”, http://books.google.co.uk/books?id=aegXU82-HO4C&pg=PR10&lpg=PR10&dq=john+eliott+spanish+empire&source=bl&ots=a6-XF5vUxA&sig=-6XTWtaOTZ0Iu1CI5is0ycJLYAQ&hl=en&ei=DDdaSszSFtW6jAesms2tBw&sa=X&oi=book_result&ct=result&resnum=5 John Elliott] uses "intrusion" and "occupation" for much of the process and leapfrogs some of the semantic difficulties. See also click - publishers card and a short biography.
- ↑ See Perú: Población Total y Tasa de Crecimiento Promedio Anual, 1940 - 2007. Sistema Estadístico Nacional.
It needs editing because it does not provide evidence and for a number of other reasons
BELOW THE LINE
In the Opentext Journal of Peruvian Studies articles in an initial stage of development are given a alpha-numerical code name until 'elevated' to the status of an article with a real name. In the History of Peru category it is suggested that that system be replaced by an "above or below the line" marker. Below the line is a form of "sandbox" where text can be developed.
ANNEXE
Some new materials. Incorporate above the line if you feel they are suitable.
System for increasing the reliability of wikipedia - specialist readers.
Wikipedia and the other wikia pages (such as these) already offer a wealth of information and if you stumble upon something interesting this is one of the best ways of learning (seredipity and discovery) but there is one big drawback (disadvantuge) for us in Wikipedia. Can we rely on it? How do we know if someone hasn't just pasted in some false statistic? How we guard against malicious grafitti (PCISW)?
. . . . initially developed for and by émigré Peruvians and Peruvianists in collaboration with colleagues in Peru
History of the History of Peru project
The project for an accessible History of Peru initially developed for and by Peruvians and Peruvianists in exilio in collaboration with colleagues in Peru has been an idea of grand vintage which perhaps first saw initial concrete form on the slopes of the Bay Area at Berkeley, California. Just off campus lies the Centre for Latin American Studies. In 1987 UCB had recently taken the decision to abandon older formats and invest in a "multimedia dissemination network".
- Cohesive . . . (1) a series which has an intellectual thread / collections (2) common elements templates which are see Introduction
- Wider dissemination How sound and video open up learning to those untrained in reading for whatever reason
- Collaboration - How can it be done
- University reforms
- The diaspora and the deracination
- Points from Santiago paper.
This history of Peru is based on and around Antonio Zapata's well-known TVPeru series Sucedio en el Peru. There is at least one of Toni's TVPeru videos in each lead article. The History of Peru - which in opentext format - also comes with facilities (talleres virtuales) for jointly producing artwork, images, "templates" and with access to a set of library resources and customised tutorials. The first template which you see above is called Template:History masthead. And can be pasted onto any page anywhere: e.g.
If you would like to design a better title banner or masthead you can modify the existing one. You make it like this, by opening the "edit mode" page or by making a new one called for the moment Template:HistoryMasthead_New (Click). REMEMBER: if you change a template, the text will automatically change in all the webpages using the template.
FAST TRACK
Click on La Conquista to skip the next sections on resources and historiography and fast-forward to 1532. Or help to develop pages on the early "complex societies" in Peru. Click on Caral: approximately 5000 years ago".
The second template is named Template:HistoryContents and helps viewers navigate around the website. Your new page will automatically be indexed if you place {{Category:History of Peru}} at the foot of your page. Check by clicking "Index".
Preface | Intro | Index | Caral | Chavín | Moche-Nazca | Incas | Conquest | Viceroyalty | Reforms | Tupamaru | Independence | Confed | Guano | Nitrates War | WW2 | Economy | Special | Templates | Group | Universities |
For a full list of templates click Index and select Template:Page under "T" or see Other templates in the table of contents below.
The problem of language
The videos are in Spanish and you are invited to start up or improve a translation in your local language so this opentext History of Peru can be understood by most people where you live. This History was initially directed to those watching TVPeru, the National TV channel in Peru and these pages - mainly in English - will be of use in Ireland, the UK, Malta, and other Anglophone countries and areas where English is understood.
Most reader-viewers on our initial email lists are bilingual. If you spot incomplete (sometimes non-existant!) or incorrect transcriptions and translations flag them up. The same goes for any other text or images. If you have time edit the text, your contribution will be acknowledged in the log (Click History tab at top of the page). You can discuss points in the discussion area (Click Discussion tab) and in the parallel blog (not yet activated - you can do this for the page or topic you are writing on).
The original text of the video's narrative together with a version in English should be placed alongside the video.
Other templates
Another template which is useful if pasted onto pages with videos is the
Template:Timer which advises how to find text in a video.
Incidentally, if you are not using one already and you want to keep track of all the sources, references, webpages, books and other media you come across try "Zotero" or similar software. The following is a template you can paste onto your own page to inform others and perhaps remind yourself about "reference management software". Template:Webpage and references management
For a full list of templates click Index and select Template:Page under "T" or see the list below.
For all. The part of the page dealing with resources, library collections, etc is not tailored to - or directed to - any particular "profile" of reader / viewer / student / researcher . . . It is intended as a database and list of sources for those researchers and students interested in this period. The second part of these pages are more specific and just for small groups or one-to-one. Browse down the page to the sections of research groups and tutorials to find material focusing on the study needs of particular groups. Tutorial 1 is directed to Peruvians in Europe.
You can edit existing pages or add text, images, videos etc. This is known as OCE - Open Collaborative Editing. This is Template:ForWhom
Template:Fact [citation needed]
Almost no university, college or school in the United Kingdom teaches pure specialist History of Peru. The exceptions being University of Liverpool, Cambridge, . . (Click on Category:History of Peru to go to the Index page. Then select the template - "Template:Tutorials_classes". On the template click Edit this page to update, add, delete these entries). And that is exactly the point of this online collaborative history of Peru: to have as near a complete collection of study and research resources on specialised topics and a space for academic collaboration within the theme of the History of Peru, such that non-specialised profs from a variety of disciplines may work with you on a tailored (customised) learning scheme, project, dissertation etc. Please add your details (here - can this be made a field??) if you would like to join the Peruvian History Initiative. Example - a Latin American studies lecturer, a secondary school history teacher - a student whose parents came from Peru, students who visited Peru in their gap year. Template. This is a template which may be used in (pasted into) any article and is in the category History of Peru.
Many ways of writing history
Collaborative history
This series uses a collaborative approach [1] based on and around the TVPeru (National Television) series Sucedio en el Perú. Note that the videos are in Spanish. If you find that the video you want to watch has not been translated, help to produce versions in your national or regional language: English, Catalan, Italian, French, German, Japanese . . . and add explanatory notes if you wish. For one way of doing this see script on the Conquest (La Conquista). You need to be able to play Flash videos or YouTube videos. Readers can add content to most of the pages. You can design and share your own tutorial - for yourself, for your group (see tutorials below). You can also add new pages on new topics [create new page]. If you are not sure about the contribution you would like to make or would just like to make a suggestion click Discussion tab at top of page.
Reasons for this approach
- Enhanced demand for histories of "root cultures" by a potential three million Peruvians and their families currently dispersed in an international diaspora.
- New "supply" - impressive output from academia in Peru and elsewhere.
- Existing materials now becoming accessible via a critical mass of online libraries
- Original documents are able to be viewed with greater clarity with (sometimes) transcriptions and translations to hand.
- The TV series on which this is based "Sucedio en el Peru" has now (far more than) a critical mass of videos on which to develop a cohesive history "with not too many gaps".
- Increasing interest in micro, provincial and family history
- Expansion of university places provides opportunities for reaching out to diaspora groups.
- Recent Web 2.0 tecnologies (YouTube, social networking, mobile internet phones, etc.) facilitate new ways of working.
Historians and history
Sometimes the historian is as significant as the history itself. History comes to be retold or reframed. There have been watersheds, milestones (hitos) in the writing of history. ===Watersheds: Jorge Basadre===
For many Basadre had been the best known historian of the previous generation (to that retiring now!). Basadre was associated with the generation of the 20's - "Basadre perteneció a la generación del 20, una de las generaciones más brillantes y prolíficas que ha tenido el Perú del siglo XX.thumb|390px|rightForman parte de ella José Carlos Mariátegui Víctor Raúl Haya de la Torre, Luis Alberto Sánchez, Manuel Seoane, Raúl Porras Barrenechea, Jorge Guillermo Leguía, Honorio Delgado, Manuel Abastos, entre otros. Es la llamada generación de la Reforma Universitaria." For an overall appreciation see López Jiménez, Sinesio "Basadre: historiador, bibliotecario y ministro." Note that this is in Spanish.[2] Or for a series of videos on Basadre click watch
"Sucedió en el Perú - Basadre".( Watch in separate window). See also Problems in Historiography below.
Other milestones
ENTER OTHER MILESTONES HERE
The Biblioteca Nacional as the central resource
All published documents relevant to Peru should by law be deposited in the Biblioteca Nacional. The problem is that not all are and this problem is agravated by the fact that many well researched and relevant documents about Peru are not published in Peru. Compare the entries in the Biblioteca Nacional online catalogue for one of the UK's most prolific Peruvianists, Rosemary Thorp, with that in, for example, the Universidad Catolica or the British Library.
See also section on Virtual (online) Libraries in La Conquista.
There are of course many ways of interpreting and focusing on these resources, many ways of delivering courses and each reader, viewer, student, tutor or user will have a particular set of requirements. So each topic or article could have a variety of tutorials. Each topic or article therefore has a section on "Resources" (available to all) and a section on "Research and Tutorials" (customised). This collaborative history depends on each student or group of students (tutorial group) adding their own "model" of a tutorial so that others do not have to reinvent the wheel.
Resources
Accessibility of documents
The material comes in two parts (A) Resources and (B) Tutorials. We hope that - eventually - (A) Resources will contain, in addition to the videos, a complete list of accessible (online or widely available) documents relating to the topic or period (or links to websites where the documents' contents may be viewed). Publishers (private or corporate) of documents containing data obtained in Peru have a legal obligation to deposit copies of the work with the Peruvian National Library, if the intention is to publish in Peru. Donation certificates will be given for other publications given to the Library. It is hoped that all (A) Resources [3] will be archived at the National Library of Peru (BNP) and viewable from secure backup and mirror websites. The most comprehensive index to resources is currently the University of Texas and the most comprehensive collection that of the joint libraries of the University of California. In Europe Berlin probably* has the greatest overall collection. (The Ibero-American Institute at the Potsdamer Platz in the heart of Berlin.) We hope that where it comes to Peruvian materials that the BNP will be able to house comparable collections and that this 'History of Peru' project will be able to aid that aim.
Problems in historiography
There has been, over the last few decades, a opening-up of the ways of doing history, of writing about the past. This tendency has provided greater space for other voices to be heard. For a discussion of recent trends in ways of writing histories see López, Sinesio La reinvención de la historia de abajo; Drinot, Paulo After the Nueva Historia: Recent Trends in Peruvian Historiography which provides a good overview of trends in Peruvian historiography during the last few decades; or Drinot, Paulo (University of Oxford) Historiography, Historiographic Identity and Historical Consciousness in Peru.
Wider fields
There has been a tendency not only to find space for more voices but also to widen the approach or methodologies involved. tFor example in applying multidisciplinary approaches - social science with history, statistical methods with history, economics and history and one that this author has emphasised - development studies and history (see tutorials below). See also Dávalos y Lissón, Pedro, (1863-1942) "La primera centuria: causas geográficas, políticas y económicas que han detenido el progreso moral y material del Perú en el primer siglo de su vida independiente." published in 1919.
Peru-sources in the public (collaboratively editable) domain
There are now substantial resources in the public domain but with a wide spread of quality. Most are not peer-reviewed and many are not signed or it is not easy to determine the author.
Why not volunteer to be a "mediator" - to check over wikipedia articles in the "Peru" category, not to censor or delete, but just to flag-up when an extra citation is needed, when a section needs clarification (when it is not understandable by the average Joe) or when transcriptions and translations fall down.
The main family of articles concerning Peru is to be found listed at
http://en.wikipedia.org/w/index.php?title=Special%3ACategoryTree&target=peru&mode=categories
Parents: Andean Community of Nations | Countries bordering the Pacific Ocean | Parent categories | South American countries.
[−] Peru (22)
- [+] Peru portal (0)
- [+] Buildings and structures in Peru (24)
- [+] Communications in Peru (2)
- [+] Peruvian culture (23)
- [+] Economy of Peru (10)
- [+] Education in Peru (5)
- [+] Environment of Peru (5)
- [+] Geography of Peru (13)
- [+] Government of Peru (8)
- [+] Health in Peru (3)
- [+] History of Peru (16)
- [+] Peruvian law (6)
- [+] Metropolitan areas of Peru (0)
- [+] Military of Peru (5)
- [+] Peru-related lists (0)
- [+] Peruvian people (15)
- [+] Politics of Peru (8)
- [+] Science and technology in Peru (4)
- [+] Peruvian society (11)
- [+] Transportation in Peru (10)
- [+] Images of Peru (0)
- [+] Peru stubs (3)
Cross references: articles in the History of Peru - wikipedia
The index of the category: History of Peru.
Further sections in preparation
Please list articles you are working on but are not yet prepared to unleash on the population at large (so that the wheel is not reinvented).
Tutorials
There is space for telling as many as possible of the stories in Peruvian history! Include a record of your recent tutorial under a relevant topic heading. History of Peru (in English) is designed to be sufficiently flexible to be of use to all English-speakers interested in the theme. It does this by accessing the new and rapidly expanding digital resources - see (A) Resources - and by forming as many specialised tutorial groups as necessary - see (B) Tutorials (sometimes called classes, learning groups, study groups, project groups, research groups . . . ) below.
Specialised tutorials / research groups (new materials are / should be sent by email to group members - usually 1-9 in number). Current themes / mailings include: Peruvian women in history, Afroperuvian history, Diplomatic history, History of Peruvian diaspora, History of Peruvian literature, British Peruvian history, French Peruvian history, History of Peruvian music and dance, History of Peruvian Art , Peruvian social history, Peruvian economic history, Ideas in Peruvian history . . .
"General Peruvian History" and "Writing projects, dissertations and presentations on Peru" are not mailed but included on the History pages.
Materials developed in tutorials are shared internationally via the "Tutorials" space for each topic. Summaries should be provided in Spanish.
Teachers of history and associated subjects - where they have one or more student(s) with Peruvian heritage - are encouraged to set up a self-administered "tutorial" or "research" group.
Topics which are open for collaborative editing
Caral, La Conquista, La Conquista 2, La Conquista 3, La Conquista 4, La Conquista 5.
Topics which are waiting page creation
Caral (See Above);
Chavín: El Formativo; Moche Nazca, Intermedio temprano; El Tahuantinsuyu;
La Conquista (See above);
Virreynato; Economía y Sociedad ;
Las Reformas Borbónicas;
Túpac Amaru, el gran rebelde;
El Perú Independiente;
Confederación Perú – Boliviana;
El Guano, las economías de exportación;
La guerra del Pacífico;
El Perú en la Segunda Guerra Mundial;
Perú, Economía y Tributación.
Footnotes
- ↑ Utilising knowledge-sharing (Web 2.0) technologies: collaborative editing software, video-sharing networking etc.
- ↑ Help to produce a version in your national or regional language. Every paragraph counts.
- ↑ Almost all documents of more than 70 years can now be placed legally on Internet without infringing copyright law and there is now an expanding collection accessible by anyone with internet (i.e not everyone). The virtual library of the Biblioteca Nacional del Perú will be able to provide increasing access to collections.
Further Links
History of Peru - Academic Publishing Wiki - Collaborative history
This series uses a collaborative approach [1] based on and around the TVPeru (National Television) series Sucedio en el Perú. Note that the videos are in Spanish. If you find that the video you want to watch has not been translated, help to produce versions in your national or regional language: English, Catalan, Italian, French, German, Japanese . . . with explanatory notes. For one way of doing this see script on the Conquest (La Conquista). You need to be able to play Flash videos or YouTube videos. Readers can add content to most of the pages. You can design and share your own tutorial - for yourself, for your group (see tutorials below). You can also add new pages on new topics [create new page]. If you are not sure about the contribution you would like to make or would just like to make a suggestion click Discussion tab at top of page. Read more.
Historic Sanctuary of Machu Picchu - UNESCO World Heritage Centre
Veiled Aeropolis/The Historic Sanctuary of Machu Picchu
The ruins of Machu Picchu, an Inca city built in the mid-15th century, are in the Peruvian Andes of South America. Machu Picchu is located on a mountain ridge some 2,400 metres above sea level. It’s known as an “Aeropolis”. The main part of the site covers an area of around 9 hectares. It is believed that the city had a population of more than 500 people. The stone walls were built using highly sophisticated techniques. There are also the remains of a developed water system. Read more.
The Incas for Stage 3 history teachers
Why "The Incas" is a good topic for the National Syllabus (England) and the resources to do the job
There’s loads of stuff about the Incas on the net: see ‘Inca websites’ below. This site is mainly for History teachers in England trying to make sense of the National Curriculum for September 2008! Read more - many valuable links.
End of article - just one thing about "palimpsest".
Everyone can help. Every bit of information will come in useful. Just seen a film, read a book, come across a new webpage. Add it to the lists. Speak some Spanish . . . Quechua - revise the translations. Don't worry about damaging the pages! All the old copies are saved - like a palimpsest (\ˈpa-ləm(p)-ˌsest, pə-ˈlim(p)-\ ; noun; Latin palimpsestus, from Greek palimpsēstos scraped again, from palin + psēn to rub, scrape; akin to Sanskrit psāti, babhasti he chews;1825; 1 : writing material (as a parchment or tablet) used one or more times after earlier writing has been erased 2 : something having usually diverse layers or aspects apparent beneath the surface. Webster's dictionary). ... . This is Template:Palimpsest.