Ghana and Its People in the Mid-Eleventh Century 374
Muslim Reform in Songhai 378
Affonso I of Kongo Writes to the King of Portugal 383
Chapter 15
389
Pope Urban II (r. 1088–1099) Preaches the First Crusade 393
Student Life at the University of Paris 398
Pico della Mirandola States the Renaissance Image of the Human Ideal 412
Chapter 16 419
German Peasants Protest Rising Feudal Exactions 430
Theodore Beza Defends the Right to Resist Tyranny 439
John Locke Explains the Sources of Human Knowledge 448
Chapter 17
452
A Spaniard Describes the Glory of the Aztec Capital 457
A Contemporary Describes Forced Indian Labor at Potosí 460
Visitors Describe the Portobello Fair 463
A Slave Trader Describes the Atlantic Passage 477
Chapter 18 481
The Thin Horse Market 486
Qianlong’s Edict to King George III of England 494
A Star in Heaven 496
The Virtuous Wife 506
A Tokugawa Skeptic 511
On Being a Concubine 520
Chapter 19 523
John Locke Denounces the Idea of Absolute Monarchy 527
Bishop Bossuet Defends the Divine Right of Kings 529
Russian Serfs Lament Their Condition 543
Priscilla Wakefield Demands More Occupations Be Opened to Women 545
Belorussian Jews Petition Catherine the Great 554
Chapter 20
558
The Distinctiveness of Ottoman Identity and Culture 565
Guru Arjun’s Faith 574
Chapter 21 580
The Encyclopedia Praises Mechanical Arts and Artisans 590
Denis Diderot Condemns European Empires 597 Rousseau Argues for Separate Spheres for Men and Women 600
Mary Wollstonecraft Criticizes Rousseau’s View of Women 601
Chapter 22 608
The Stamp Act Congress Addresses George III 612
Olympe de Gouges Issues the Declaration of the Rights of Woman and the Female Citizen 618
A Free Person of Color from St. Domingue Demands Recognition of His Status 619
The Paris Jacobin Club Alerts the Nation to Internal Enemies of the Revolution 622
Chapter 23 638
Parnell Calls for Home Rule for Ireland 649
Daniel A. Payne Denounces American Slavery 655 Lord Acton Condemns Nationalism 665
Herzl Calls for the Establishment of a Jewish State 667
Chapter 24 670
English Women Industrial Workers Explain Their Economic Situation 675
Karl Marx and Friedrich Engels Describe the Class Struggle 685
Lenin Argues for the Necessity of a Secret and Elite Party of Professional Revolutionaries 688
Theodore Roosevelt States His Progressive Creed 695
Darwin Defends a Mechanistic View of Nature 697
Chapter 25 704
Eva Perón Explains the Sources of Her Popularity 716
A Brazilian Liberal Denounces Slavery 723
Chapter 26
727
Macaulay Writes on Indian Education 733 Gandhi on Passive Resistance and Svarāj 735
Tâhâ Hussein, “The Future of Culture in Egypt” 745
Usman Dan Fodio on Evil and Good Government 747
Oginga Odinga on European Influences 753
Chapter 27 758
On Wives and Concubines 764
Natsume Sōseki on the Costs of Rapid Modernization 768
Commissioner Lin Urges Morality on Queen Victoria 778
Liang Qichao Urges the Chinese to Reform (1896) 784
Chen Duxiu’s “Call to Youth” in 1915 787
Chapter 28 794
Social Darwinism and Imperialism 799
Bismarck Explains His Foreign Policy 805
Chapter 29 823
Stalin Calls for the Liquidation of the Kulaks as a Class 830
Hitler Denounces the Versailles Treaty 838
The Nazis Pass Their Racial Legislation 842
Chapter 30 850
Winston Churchill Warns of the Effects of the Munich Agreement 856
Mass Murder at Belsen 862
Chapter 31 877
The United States National Security Council Proposes to Contain the Soviet Union 883
Pope Benedict XVI Calls for the Recognition of Religious Freedom as a Human Right 888
Tony Blair Seeks to Redefine the British Welfare State 891
Vladimir Putin Outlines a Vision of the Russian Future 906
Chapter 32 914
Two Views of the “Symbol Emperor” 919
U.S. Foreign Policy: A Chinese Dissident’s View 932
Chapter 33 943
Lourdes Arizpe Discusses the Silence of Peasant Women 949
The Pan-African Congress Demands Independence 957 A Modernist Muslim Poet’s Eulogy for His Mother 964
The King-Crane Commission Report, August 28, 1919 973
Jihad against Jews and Crusaders: World Islamic Front Statement, 1998 977
Maps
Map 14–1 Major Cities and States in Africa, ca. 900–1500 371
Map 14–2 Important Towns, Regions, Peoples, and States in Africa, ca. 1500–1700 377
Map 15–1 The Early Crusades 394
Map 15–2 Medieval Trade Routes and Regional Products 397
Map 15–3 Germany and Italy in the Middle Ages 404
Map 15–4 Spread of the Black Death 407
Map 15–5 Renaissance Italy 410
Map 15–6 Russia, ca. 1500 416
Map 16–1 European Voyages of Discovery and the Colonial Claims of Spain and Portugal in the Fifteenth and Sixteenth Centuries 422
Map 16–2 Martin Behaim’s “Globe Apple” 424
Map 16–3 The Empire of Charles V 428
Map 16–4 The Holy Roman Empire, ca. 1618 443
Map 16–5 Religious Division, ca. 1600 444
Map 17–1 European Explorations and Conquests, ca. 1550 456
Map 17–2 The Americas, ca. 1750 462
Map 17–3 Biological Exchanges 467
Map 17–4 The Slave Trade, 1400–1860 470
Map 17–5 Origins of African Slaves Sent to the Americas 475
Map 18–1 The Ming Empire and the Voyages of Zheng He 490
Map 18–2 The Qing Empire at Its Peak 492
Map 18–3 Tokugawa Japan and the Korean Peninsula 502
Map 18–4 Early Korean States 514
Map 18–5 Korea during the Choson Era 515
Map 18–6 Vietnam and Neighboring Southeast Asia 518
Map 19–1 The Austrian Habsburg Empire, 1521–1772 534
Map 19–2 Prussian Expansions, 1748–1795 536
Map 19–3 Europe in 1714 537
Map 19–4 The Colonial Arena 540
Map 19–5 The Industrial Revolution in Britain 549
Map 20–1 The Islamic Heartlands, ca. 1700 559
Map 20–2 The Ottoman Empire at Its Zenith 562
Map 20–3 The Safavid Empire 567
Map 20–4 India under the Mughals 571
Map 20–5 The Spread of Islam in Southeast Asia, 1300–1900 576
Map 20–6 European Commercial Penetration of Southeast Asia 577
Map 21–1 Subscriptions to Diderot’s Encyclopedia throughout Europe 592
Map 21–2 Expansion of Russia, 1689–1796 605
Map 22–1 North America in 1763 611
Map 22–2 Napoleonic Europe in Late 1812 627
Map 22–3 Europe in 1815, after the Congress of Vienna 628
Map 22–4 The Haitian Revolution 630
Map 22–5 The Independence Campaigns of San Martín and Bolívar 632
Map 23–1 Languages of Europe 641
Map 23–2 Centers of Revolution in 1848–1849 650
Map 23–3 The United States, 1776–1850 653
Map 23–4 The Unification of Italy 660
Map 23–5 The Unification of Germany 662
Map 23–6 Nationalities within the Habsburg Empire 664
Map 24–1 Patterns of Global Migration, 1840–1900 691
Map 25–1 Latin America in 1830 707
Map 26–1 British India, 1820 and 1856 730
Map 26–2 West Asia, Central Asia, and the Mediterranean, ca. 1850 738
Map 26–3 Islamic Reform Movements in Africa and Arabia in the Nineteenth Century 748
Map 26–4 Partition of Africa, 1880–1914 751
Map 27–1 Formation of the Japanese Empire 770
Map 27–2 The Taiping, Nian, and Muslim Rebellions 780
Map 27–3 The Northern Expeditions of the Guomindang 789
Map 27–4 The Long March, 1934–1935 790
Map 28–1 Asia, 1880–1914 797
Map 28–2 The Colonial Economy of Africa, 1885–1939 800
Map 28–3 The American Domain, ca. 1900 803
Map 28–4 The Balkans, 1912–1913 808
Map 28–5 The Schlieffen Plan of 1905 810
Map 28–6 World War I in Europe 813
Map 28–7 World War I Peace Settlement in Europe and the Middle East 819
Map 30–1 The Spanish Civil War, 1936–1939 854
Map 30–2 Partitions of Czechoslovakia and Poland, 1938–1939 855
Map 30–3 Axis Europe, 1941 860
Map 30–4 The Holocaust 862
Map 30–5 The War in the Pacific 864
Map 30–6 North African Campaigns, 1942–1945 865
Map 30–7 Defeat of the Axis in Europe, 1942–1945 867
Map 30–8 Territorial Changes in Europe after World War II 875
Map 31–1 Major Cold War European Alliance Systems 882
Map 31–2 The Growth of the European Union 887
Map 31–3 Displaced Peoples in Eastern and Central Europe, 1945–1950 892
Map 31–4 The Commonwealth of Independent States 904
Map 31–5 Ethnic Composition of the Former Yugoslavia 908
Map 32–1 Contemporary East Asia 916
Map 32–2 The Korean War, 1950–1953 936
Map 32–3 Vietnam and Its Southeast Asian Neighbors 940
Map 33–1 Decolonization since World War II 946
Map 33–2 Contemporary Central and South America 948
Map 33–3 Distribution of HIV Infection Rates in Africa 962
Map 33–4 The Modern Middle East and the Distribution of Major Religious Communities 971
Preface
The global financial crisis that commenced in 2008 gave this generation a new sense of the connectedness of international economic events and financial forces. The banking crisis in the United States, the burgeoning Chinese economy, the debt upheaval within the European Union, the rise and fall of commodity prices, and the entanglement of the flows of capital from one part of the developed world to another painfully demonstrated that events and decisions in one nation or on one continent can affect millions of people living far from the centers of those decisions. The economic crisis followed fast upon a decade during which the military forces of the United States and Europe invaded nations of the Middle East in response to terrorist attacks. In the second decade of the new century, it is proving hard for these largely ill-advised interventions to be reversed, and global terrorism has only increased. In addition, regional conflicts and crises from Africa and the Middle East to Ukraine to North Korea continue to make the world an unsettled one. Environmental crises whether in the form of massive air pollution, oceanic oil spills, or volcanic eruptions can interfere with trade, commerce, and tourism, as can changes in the price and availability of oil on which the United States, Europe, Japan, China, and India, to mention only the largest industrial economies, are dependent.
Economic problems, military clashes, and environmental crises on the global scene are the most dramatic and disruptive signs of the impact of globalization. However, more quietly but not less dramatically, for the past two decades the steady growth of the Internet has radically increased worldwide cultural and commercial interconnectedness. Whereas once American students might have gone to a large reading room in their college or university library to read newspapers from other countries days or even weeks after their publication, today’s students can follow the daily press anywhere in the world from smartphones, computers, and other electronic reading devices. The Internet permits students to view museum collections located on every continent. Books of great rarity and value once reserved for students in a few elite universities are now available electronically in all parts of the world. Students in classes around the world can now share in the same discussions online or even face-to-face through electronic interfaces. United States colleges and universities are collaborating with sister institutions globally and even establishing branches far beyond North America to an extent previously unimagined. Whereas as recently as the 1970s American students found almost half the world closed to travel, they can now travel globally with almost no barriers.
Today, the interconnectedness of cultures and peoples as well as of economies is a fact of life. We dwell therefore in an era in which no active citizen or educated person can escape the necessity of understanding the past in global terms. Both the historical experience and the moral, political, and religious values of the different world civilizations now demand our awareness and our understanding. It is our hope that in these new, challenging times The Heritage of World Civilizations will provide one path to such awareness and understanding.
The Roots of Globalization
In recent decades the onset of rapid globalization—that is, the increasing interaction and interdependency of the various regions of the world—has resulted from two major historical developments: the closing of the European era of world history and the rise of technology.
From approximately 1500 c.e. to the middle of the twentieth century, Europe, followed later by the United States, gradually came to dominate the world through colonization (in North and South America, Africa, and Asia), state-building, economic productivity, and military power. That era of European dominance ended during the last half of the twentieth century after Europe had brought unprecedented destruction on itself during World War II; as the United States eventually confronted limitations in its postwar influence; and as the nations of Asia, the Near East, and Africa achieved new, more prominent positions on the world scene. Their new political independence, their control over strategic natural resources, the expansion of their economies (especially those of the nations of the Pacific Rim of Asia), and in some cases their access to nuclear weapons (as in Israel, Pakistan, and India) have changed the shape of world affairs.
Further changing the world political and social situation has been a growing discrepancy in the economic development of different regions, which is often portrayed as a disparity between the northern and southern hemispheres. Beyond the emergence of this economic disparity has been the remarkable advance of radical political Islamism during the past forty years. In the midst of all these developments, as a result of the political collapse of the former Soviet Union, the United States has emerged as the single major world power, though its position is increasingly challenged by China, whose economic might now rivals that of the United States and whose military has embarked on a rapid buildup of its forces in Asia.
The second historical development that continues to fuel the pace of globalization is the advance of technology, associated most importantly with transportation, military weaponry, and electronic communication. Advances in transportation over the past two centuries, including ships, railways, and airplanes, have made more of the world and its resources accessible to more people in ever shorter spans of time. Over the past century and a half, military weapons of increasingly destructive power enabled first Europeans and later the United States to dominate other regions of the globe. Now, the spread of these weapons means that any nation of any size with sophisticated military technology can threaten other nations, no matter how far away. Furthermore, technologies that originated in the West from the early twentieth century to the present have subsequently been turned against the West. More recently, as already noted, the electronic revolution associated with computer technology and most particularly the Internet has sparked unprecedented speed and complexity in global communications. However, it has also brought an increased vulnerability for even the most sophisticated databanks of business, governmental, and private information to cyber-attacks and cyber-theft. Thus we have today around the globe a whole new realm that offers both potential advances and potential catastrophes based on unprecedented capacities to amass and to analyze, but also to steal and misuse virtually any type of data. In the presence of all these developments, it is astonishing to recall that personal computers have been generally available for less than thirty years and that the rapid personal communication associated with them has existed for less than twenty years.
Why not, then, focus only on new factors in the modern world, such as the impact of technology and the end of the European era? To do so would ignore the very deep roots that these developments have in the past. More important, the events of recent years demonstrate, as the authors of this book have long contended, that the major religious traditions continue to shape and drive the modern world as they did the world of the past. The religious traditions link today’s civilizations to their most ancient roots. We believe that our emphasis on the great religious traditions recognizes not only a factor that has shaped the past, but one that is profoundly and dynamically active in the world today.
Strengths of the Text
Balanced and Flexible Presentation
In this edition, as in past editions, we have sought to present world history fairly, accurately, and in a way that does justice to its great variety. History has many facets, no one of which can account for the others. Any attempt to tell the
story of civilization from a single perspective, no matter how timely, is bound to neglect or suppress some important part of that story.
Historians have recently brought a vast array of new tools and concepts to bear on the study of history. Our coverage introduces students to various aspects of social and intellectual history as well as to the more traditional political, diplomatic, and military coverage. We firmly believe that only through an appreciation of all pathways to understanding the past can the real heritage of world civilizations be claimed.
The Heritage of World Civilizations, Tenth Edition , is designed to accommodate a variety of approaches to a course in world history, allowing teachers to stress what is most important to them. Some teachers will ask students to read all the chapters. Others will select among them to reinforce other assigned readings and lectures.
Clarity and Accessibility
Good narrative history requires clear, vigorous prose. Our goal has been to make our presentation fully accessible to students without compromising on vocabulary or conceptual level. We hope this effort will benefit both teachers and students.
Current Scholarship
As in previous editions, changes in this edition reflect our determination to incorporate the most recent developments in historical scholarship and the expanding concerns of professional historians.
Content and Organization
The many changes in content and organization in this edition of The Heritage of World Civilizations reflect our ongoing effort to present a truly global survey of world civilizations that at the same time gives a rich picture of the history of individual regions:
■ Global Approach. The Tenth Edition continues to highlight explicitly the connections and parallels in global history among regions of the world. Each chapter begins with a “Global Perspective” essay that succinctly places in a wider, global framework the regions and topics that are to be discussed, with an emphasis on the connections, parallels, and comparisons between and among different cultures.
■ Improved Chapter Outlines and New Learning Objectives. Chapter outlines open each chapter and highlight the main topics in the chapter. Learning objectives are provided at the outset of each chapter within the chapter outline and at the start of every major section within.
Pedagogical Features
This edition retains many of the pedagogical features of previous editions, while providing increased assessment opportunities.
■ Global Perspective Essays introduce the key problems of each chapter and place them in a global and historical context. Focus Questions prompt students to consider the causes, connections, and consequences of the topics they will encounter in the main narrative.
■ Religions of the World essays examine the historical impact of each of the world’s great religious traditions: Judaism, Christianity, Islam, Buddhism, and Hinduism.
■ Overview Tables summarize key concepts and reinforce material presented in the main narrative.
■ Chronologies within each chapter help students situate key events in time.
■ Documents, including selections from sacred books, poems, philosophical tracts, political manifestos, letters, and travel accounts, expose students to the raw material of history, providing an intimate contact with peoples of the past. Questions accompanying the source documents direct students to important, thought-provoking issues and help them relate the documents to the main narrative.
■ Key Terms are boldfaced in the text, listed (with page reference) at the end of each chapter, along with phonetic spellings when appropriate, and are defined in the book’s glossary.
■ A Cl oser Look Each chapter includes a new feature called “A Closer Look,” which provides in-depth commentary on visual sources in world history. This feature teaches students to view photos, paintings, and other illustrations as historical documents. Each feature concludes with questions that encourage students to focus on important issues raised within the feature. See the Contents on pages vii–xiv for the title of each of these features.
■ Interactive Maps, us ually one per chapter, prompt students to explore the relationship between geography and history in a dynamic fashion.
■ Chapter Summaries conclude each chapter, organized by subtopic, and recap important points.
■ Chapter Review Questions help students interpret the broad themes of each chapter. These questions can be used for class discussion and essay topics.
New to This Edition
REVEL™ Educational technology designed for the way today’s students read, think, and learn
When students are engaged deeply, they learn more effectively and perform better in their courses. This simple fact inspired the creation of REVEL: an immersive learning experience designed for the way today’s students read, think, and learn. Built in collaboration with educators and students nationwide, REVEL is the newest, fully digital way to deliver respected Pearson content.
REVEL enlivens course content with media interactives and assessments — integrated directly within the authors’ narrative — that provide opportunities for students to read about and practice course material in tandem. This immersive educational technology boosts student engagement, which leads to better understanding of concepts and improved performance throughout the course.
Learn more about REVEL www.pearsonhighered.com/ REVEL
Rather than simply offering opportunities to read about and study world history, REVEL facilitates deep, engaging interactions with the concepts that matter most. By providing opportunities to improve skills in analyzing and interpreting primary and secondary sources of historical evidence, for example, REVEL engages students directly and immediately, which leads to a better understanding of course material. A wealth of student and instructor resources and interactive materials can be found within REVEL. Some of our favorites are mentioned in the paragraphs that follow.
Interactive Maps
Custom-built interactive maps, with contextual hotspots, animated routes, chronological layers, and panning and zooming functionality, provide students with multiple ways of engaging with map visualizations.
World History Videos
Each chapter of the text contains videos selected from Pearson’s World History video library and appears directly in line with the content narrative. Students are able to watch the videos right there without ever leaving the page, providing a richer explanation of key people and events, such as Alexander the Great, the Thirty Years’ War, and Apartheid in South Africa.
A Closer Look
In REVEL, we have turned this feature into an interactive widget with hot-spot locations, allowing students to examine photos, paintings, and other historical items of interest in detail. The feature allows students to closely examine the items with intricate detail. Each A Closer Look concludes with questions that encourage students to focus on important issues raised within the feature.
Integrated Writing Opportunities
To help students reason more logically and write more clearly, each chapter offers three varieties of writing prompts. The Journal prompt elicits free-form topicspe cific responses addressing topics at the module level, and the Shared Writing prompt encourages students to address multiple sides of an issue by sharing and responding to each other’s viewpoints, encouraging all to interpret a historical event or text as would people of the time. Finally, each chapter includes an Essay prompt from Pearson’s Writing Space, where instructors can assign both automatic-graded and instructor-graded prompts.
For more information about all of the tools and resources in REVEL and access to your own REVEL account for The Heritage of World Civilations, Tenth Edition , go to www.pearsonhighered.com/REVEL.
Updated Content
Here are just some of the changes that can be found in the Tenth Edition of The Heritage of World Civilizations:
Chapter 16, Europe, 1500–1650: Expansion, Reformation, and Religious Wars
■ The following new chronologies have been added: “Early Voyages of Exploration,” “The English Reformation,” “The Catholic Reformation and Counter-Reformation,” and “The Wars of Religion.”
■ There is new coverage of the Diet of Augsburg during the Protestant Reformation.
Chapter 18, East Asia in the Late Traditional Era
■ A new document has been added: “On Being a Concubine.”
Chapter 23, Political Consolidation in Nineteenth Century Europe and North America
■ A new chronology has been added: “Attempts at Political Liberalization in Europe.”
Chapter 24, Northern Transatlantic Economy and Society, 1815–1914
■ The following new chronologies have been added: “Unions, Progressives, and Social Reform in the United States” and “The Emergence of Modern European Thought.”
Chapter 29, Depression, European Dictators, and the American New Deal
■ The following new chronologies have been added: “The Soviet Experiment,” “The Fascist Experiment in Italy,” “German Democracy and Dictatorship,” and “The Great Depression and the New Deal in the United States.”
Chapter 30, World War II
■ A new chr onology has been added: “Global War (1939–1945).”
Chapter 31, The West since World War II
■ There is new coverage of how Czechoslovakia was brought within the Soviet sphere of influence in 1948.
■ There is a new subsection 31.9.3, “Strains over Economic and Foreign Policy,” which details the 2008 global financial collapse, its effects in Greece and Portugal, and the disagreements among EU nations on how to deal with the crisis under Germany’s leadership. This new section also includes coverage of the EU’s response to conflicts in Libya and Syria as well Russia’s support of separatist movements in Crimea and eastern Ukraine among ethnic Russian minorities.
■ The following new chronologies have been added: “The American Domestic Scene since World War II” and “The Soviet Union and Eastern Europe since World War II.”
Chapter 32, East Asia: The Recent Decades
■ Section 32.1 on Japan has been thoroughly updated. New coverage includes the 2012 general elections in Japan, the LDP party and Abe Shinzō’s tenure as prime minister, the country’s national debt as of 2013, and the role of women in society and government.
■ Section 32.2 on China has been updated to include trade in dollars and per capita income up to 2014. There is coverage of China’s president as of March 2013, Xi Jinping.
■ Section 32.3 on Taiwan has been updated to include Taiwan’s GDP as 2014 and per capita income.
■ Section 32.4 on Korea has been updated to include South Korea’s new trade numbers with Hong Kong, China, the United States, and Japan.
■ Section 32.5 on Vietnam has been updated to include projected per capita income by 2015 with new details of the country’s growth.
Chapter 33, Postcolonialism
and Beyond: Latin America, Africa, Asia, and the Middle East
■ Section 33.3 on Postcolonial Africa has been thoroughly updated. New coverage includes ongoing divisions in Nigeria involving Boko Haram and the abduction of 300 Nigerian schoolgirls in April 2014; the ongoing HIV/AIDS epidemic and the death of Nelson Mandela on December 5, 2013 in South Africa; the Ebola epidemic in Guinea, Sierra Leone, and Liberia, with cases reported in other Af rican nations; and China’s increasingly aggressive bids for resources in Africa.
■ Section 33.4 on The Islamic Heartlands has been thoroughly updated.
■ Much new coverage has been added to this edition, including Turkey’s complicated political landscape and emerging Islamist parties in that country. Recent events in Iran, too, have been updated, such as Iran’s 2013 election, which saw the defeat of Mahmud Ahmadinejad by the more moderate Hassan Rouhani, and the ongoing negotiations between the United States and Iran over nuclear weapons and its tacit cooperation with Western nations to combat the so-called Islamic State in Iraq and Syria (ISIS). The recent 2014 presidential reelection of Hamid Karzai of Afghanistan and its significance is discussed as well as the 2014 election victory of India’s Hindu-nationalist Bharatiya Janata Party (BJP) and Prime Minister Narendra Modi. The Pakistani general elections of 2013 are discussed, too, as well as the U.S. military operation that led to the death of Osama bin Laden in 2011.
A Note on Dates and Transliteration
We have used b.c.e. (before the common era) and c.e. (common era) instead of b.c. (before Christ) and a.d. (anno domini, the year of our Lord) to designate dates. When
dates lack these designations, they should be construed as common era.
Until recently, most scholarship on China used the Wade-Giles system of romanization for Chinese names and terms. China, today, however, uses another system known as Pinyin. Virtually all Western newspapers have adopted it. In order that students may move easily from the present text to the existing body of advanced scholarship on Chinese history, we now use the Pinyin system throughout the text.
Also, we have followed the currently accepted English transliterations of Arabic words. For example, today “Koran” is being replaced by the more accurate “Qur’an”; similarly “Muhammad” is preferable to “Mohammed” and “Muslim” to “Moslem.” We have not tried to distinguish the letters ’ayn and hamza ; both are rendered by a simple apostrophe (’) as in “Shi’ite.” With regard to Sanskritic transliteration, we have not distinguished linguals and dentals, and both palatal and lingual s are rendered sh, as in “Shiva,” “moksha,” and “Upanishad.”
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Resources for the Tenth Edition
Supplements for Qualified College Adopters
Instructor’s Resource Center
www.pearsonhighered.com/irc
This website provides instructors with additional text-specific resources that can be downloaded for classroom use. Resources include the Instructor’s Resource Manual, PowerPoint presentations and the test item file. Register online for access to the resources for The Heritage of World Civilizations
Instructor’s Resource Manual available at the Instructor’s Resource Center for download, www.pearsonhighered.com/irc, the Instructor’s Resource Manual contains chapter outlines, detailed chapter overviews, lecture outlines, topics for discussion, and information about audio-visual resources.
Test Item File available at the Instructor’s Resource Center for download, www.pearsonhighered.com/irc, the Test Item File contains more than 2,000 multiple-choice, identification, matching, true-false, and essay test questions.
PowerPoint Presentations available at the Instructor’s Resource Center for download, www.pearsonhighered.com/irc, the PowerPoints contain chapter outlines and full-color images of maps and art.
MyTest available at www.pearsonmytest.com, MyTest is a powerful assessment generation program that helps instructors easily create and print quizzes and exams. Questions and tests can be authored online, allowing instructors ultimate flexibility and the ability to efficiently manage assessments anytime, anywhere! Instructors can easily access existing questions and edit, create, and store using simple drag-and-drop and Word-like controls.
Supplements for Students
CourseSmart (www.coursemart.com) CourseSmart eTextbooks offer the same content as the printed text in a convenient online format—with highlighting, online search, and printing capabilities. You save 60 percent over the list price of the traditional book.
Books à la Carte Books à la Carte editions feature the exact same content as the traditional printed text in a convenient, three-hole-punched, loose-leaf version at a discounted price—allowing you to take only what you need to class. You’ll save 35 percent over the net price of the traditional book.
Primary Source: Documents in Global History DVD is an immense collection of textual and visual documents in world history and an indispensable tool for working with sources. Extensively developed with the guidance of historians and teachers, the DVD includes over 800 sources in world history—from cave art to satellite images of the Earth from space. More sources from Africa, Latin America, and Southeast Asia have been added to the latest version of the DVD. All sources are accompanied by head notes, focus questions, and are searchable by topic, region, or time period. The DVD can be bundled with The Heritage of World Civilizations, Tenth Edition, at no charge. Please contact your Pearson representative for ordering information. (ISBN 0-13-178938-4).
Library of World Biography Series www.pearsonhighered.com/ educator/series/Library-of-World-Biography/10492.page Each interpretive biography in the Library of World Biography Series focuses on a person whose actions and ideas either significantly influenced world events or whose life reflects important themes and developments in global history. Titles from the series can be bundled with The Heritage of World Civilizations, Tenth Edition, for a nominal charge. Please contact your Pearson sales representative for details.
The Prentice Hall Atlas of World History, Second Edition. Produced in collaboration with Dorling Kindersley, the leader in cartographic publishing, the updated second edition of The Prentice Hall Atlas of World History applies the most innovative cartographic techniques to present world history in all of its complexity and diversity. Copies of the atlas can be bundled with The Heritage of World Civilizations, Tenth Edition, for a nominal charge. Contact your Pearson sales representative for details. (ISBN 0-13-604247-3)
Longman Atlas of World History This atlas features carefully selected historical maps that provide comprehensive coverage of the major historical periods. Contact your Pearson sales representative for details. (ISBN 0-321-20998-2)
A Guide to Your History Course: What Every Student Needs to Know Written by Vincent A. Clark, this concise, spiral-bound guidebook orients students to the issues and problems they will face in the history classroom. Available at a discount when bundled with The Heritage of World Civilizations, Tenth Edition. (ISBN 0-13-185087-3)
A Short Guide to Writing about History, Seventh Edition. Written by Richard Marius, late of Harvard University, and Melvin E. Page, Eastern Tennessee State University, this engaging and practical text helps students get beyond merely compiling dates and facts. Covering both brief essays and the documented resource paper, the text explores the writing and researching processes, identifies different modes of historical writing, including argument, and concludes with guidelines for improving style. (ISBN 0-13-205-67370-8)
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Acknowledgments
We are grateful to the many scholars and teachers whose thoughtful and often detailed comments helped shape this as well as previous editions of The Heritage of World Civilizations . The advice and guidance provided by Katie Janssen on the coverage of African history and Thomas M. Ricks on the coverage of Islam and the Middle East is especially appreciated. Steven Ozment would like to thank Ammanuel Gashaw Gebeyehu and Ece G. Turnator for their contributions to Chapter 11. William Graham would like to thank Jessie Wyatt for her work on illustrations and texts for Chapters 1, 4, 5, 10, 12, 14, 20, 26, and 33.
Finally, we would like to thank the dedicated people who helped produce this revision: our editor, Ed Parsons;
program manager, Deb Hartwell; Lynne Breitfeller our project manager; and Liz Roden Hall, our digital studios project manager.
A.M.C.
W.A.G.
D.K.
S.O.
F.M.T.
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About the Authors
Albert M. Craig is the Harvard-Yenching Research Professor of History Emeritus at Harvard University, where he has taught since 1959. A graduate of Northwestern University, he received his Ph.D. at Harvard University. He has studied at Strasbourg University and at Kyoto, Keio, and Tokyo universities in Japan. Dr. Craig is the author of Choshu in the Meiji Restoration (1961), The Heritage of Chinese Civilization , Third Edition (2011), Civilization and Enlightenment: The Early Thought of Fukuzawa Yukichi (2009), The Heritage of Japanese Civilization , Second Edition (2011), and, with others, of East Asia, Tradition and Transformation (1989). He is the editor of Japan, A Comparative View (1973) and co-editor of Personality in Japanese History (1970). For eleven years (1976–1987) Dr. Craig was the director of the Harvard-Yenching Institute. He has also been a visiting professor at Kyoto, Tokyo, and Keiō universities. Dr. Craig has received Guggenheim, Fulbright, and Japan Foundation Fellowships. In 1988 he was awarded the Order of the Rising Sun by the Japanese government.
William A. Graham is Albertson Professor of Middle Eastern Studies in the Faculty of Arts and Sciences and University Distinguished Service Professor at Harvard University, where he has taught since 1973. He has directed the Center for Middle Eastern Studies, chaired the Department of Near Eastern Languages and Civilizations and the Committee on the Study of Religion, and served from 2002 to 2012 as dean of the Harvard Divinity School. Dr. Graham received his B.A. from the University of North Carolina, Chapel Hill and his A.M. and Ph.D. from Harvard. He also studied in Göttingen, Tübingen, London, and Lebanon. In 2000 he received the quinquennial Award for Excellence in Research in Islamic History and Culture from the Research Centre of the Organisation of the Islamic Conference in Istanbul. He has done research in the Middle East, India, and Europe on Guggenheim and von Humboldt fellowships and is a fellow of the American Academy of Arts and Sciences. Dr. Graham is the author of Divine Word and Prophetic Word in Early Islam (1977—ACLS History of Religions Prize, 1978), Beyond the Written Word: Oral Aspects of Scripture in the History of Religion (1987), Islamic and Comparative Religious Studies (2010), and a co-author of Three Faiths, One God (2003).
Donald Kagan is Sterling Professor of History and Classics Emeritus at Yale University, where he has taught since 1969. He received an A.B. degree in history from Brooklyn College, an M.A. in classics from Brown University, and a Ph.D. in history from Ohio State University. During
1958–1959 he studied at the American School of Classical Studies as a Fulbright Scholar. Dr. Kagan has received four awards for undergraduate teaching at Cornell and Yale. He is the author of a history of Greek political thought, The Great Dialogue (1965); a four-volume history of the Peloponnesian war, The Origins of the Peloponnesian War (1969); The Archidamian War (1974); The Peace of Nicias and the Sicilian Expedition (1981); The Fall of the Athenian Empire (1987); a biography of Pericles, Pericles of Athens and the Birth of Democracy (1991); On the Origins of War (1995); and The Peloponnesian War (2003), and Thucydides, The Reinvention of History (2009). Dr. Kagan is co-author, with Frederick W. Kagan, of While America Sleeps (2000). With Brian Tierney and L. Pearce Williams, he is the editor of Great Issues in Western Civilization , a collection of readings. And with Gregory F. Viggiano, he is the editor of Problems in the History of Ancient Greece: Sources and Interpretation (2010). Dr. Kagan was awarded the National Humanities Medal for 2002. He was named Jefferson Lecturer in 2007.
Steven Ozment is McLean Professor of Ancient and Modern History at Harvard University. He has taught Western Civilization at Yale, Stanford, and Harvard. Dr. Ozment is the author of nine books. The Age of Reform, 1250–1550 (1980) won the Schaff Prize and was nominated for the 1981 National Book Award. Five of his books have been selections of the History Book Club: Magdalena and Balthasar: An Intimate Portrait of Life in Sixteenth Century Europe (1986), Three Behaim Boys: Growing Up in Early Modern Germany (1990), Protestants: The Birth of a Revolution (1992), The Burgermeister’s Daughter: Scandal in a Sixteenth Century German Town (1996), and Flesh and Spirit: Private Life in Early Modern Germany (1999). More recent books include Ancestors: The Loving Family of Old Europe (2001), A Mighty Fortress: A New History of the German People (2004), and The Serpent and the Lamb: When Lucas Cranach, the Elder Met Martin Luther (2012).
Frank M. Turner (1944–2010) was John Hay Whitney Professor of History at Yale University and University Librarian at Yale University, where he also served as Provost from 1988 to 1992. He received his B.A. degree from the College of William and Mary and his Ph.D. from Yale. Dr. Turner received the Yale College Award for Distinguished Undergraduate Teaching and directed a National Endowment for the Humanities Summer Institute. His scholarly research received the support of fellowships from the National Endowment for the Humanities, the Guggenheim Foundation, and the Woodrow Wilson Center. Dr. Turner is the
author of Between Science and Religion: The Reaction to Scientific Naturalism in Late Victorian England (1974); The Greek Heritage in Victorian Britain (1981), which received the British Council Prize of the Conference on British Studies and the Yale Press Governors Award; Contesting Cultural Authority: Essays in Victorian Intellectual Life (1993); and John Henry Newman: The Challenge to Evangelical Religion (2002). He also contributed numerous articles to journals and served on the editorial advisory boards of the Journal
of Modern History , Isis , and Victorian Studies . Dr. Turner edited The Idea of a University , by John Henry Newman (1996), Reflections on the Revolution in France by Edmund Burke (2003), and Apologia Pro Vita Sua and Six Sermons by John Henry Newman (2008). He served as a Trustee of Connecticut College from 1996–2006. In 2003, Professor Turner was appointed Director of Yale’s Beinecke Rare Book and Manuscript Library, and in 2010, shortly before his death, he was appointed Yale University Librarian.
