Merry E. Wiesner-Hanks
(University of Wisconsin-Milwaukee)
Patricia Buckley Ebrey
(University of Washington)
Roger B. Beck
(Eastern Illinois University)
(University of Illinois at Urbana-Champaign)
Clare Haru Crowston
(University of Illinois at Urbana-Champaign)
John P. McKay
(University of Illinois at Urbana-Champaign)
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Increased attention to the global context helps students compare regional developments. New timelines at the end of chapters graphically display major events from the chapter alongside key developments in other regions with cross-references to the chapters in which they are discussed. These comparisons situate events in the global story and help students identify similarities and differences among regions and societies. Cross-cultural primary source comparisons in "Global Viewpoints"—offered once per chapter—reach across continents to give students both a regional and global perspective on a key topic.
More ways to work with primary sources than ever before build student skills and give instructors flexible assignments. Students can now work with sources in a variety of formats, including substantial individual written or visual sources in "Analyzing the Evidence," paired sources in "Global Viewpoints," and multiple written and visual sources in "Thinking Like a Historian." With approximately 300 primary sources to choose from, instructors now have the flexibility to assign the sources that will work best in their classrooms.
New primary source feature "Thinking Like a Historian" introduces students to historical analysis using multiple sources. Each feature (one per chapter) includes of typically five to six sources organized around a central theme, such as "The Risks and Rewards of Indian Ocean Seaborne Trade" (Chapter 9) or "African Views of the Scramble for Africa" (Chapter 25). Questions guide students’ analysis of the evidence and a "Putting It All Together" assignment asks them to synthesize these sources together with what they have learned in class.
New "Analyzing the Evidence" and "Global Viewpoints" primary source features provide fresh ways to practice working with substantial written and visual sources. Selected for their interest, these sources promote critical thinking and analysis skills. Two "Analyzing the Evidence" features in each chapter—each devoted to a single written or visual source—focus on rich evidence such as a Gandaharan frieze depicting the Buddha, a tenth century Muslim trader’s description of the East African coast, an Ottoman image of coffee drinking, Reyita Castillo Bueno on Slavery and Freedom in Cuba, and a member of the Chinese Red Guards on democratic reform. One "Global Viewpoints" feature in each chapter provides two cross-cultural comparisons of viewpoints, such as Roman and Byzantine views on barbarians, European and Chinese views of proper behavior, Aztec and Spanish views of religious conversion in New Spain, and Gandhi and Mao on the means for revolution. Headnotes and questions help students understand the sources and connect them to the historical context of the chapter.
New "Individuals in Societies" topics further the human story. New people highlighted in "Individuals in Societies" features include Catarina de San Juan, an Indian woman who had been enslaved by Portuguese traders and transported to Mexico (chapter 16); Rebecca Protten, a former slave from Antigua who was part of a mixed race marriage with a German Moravian missionary (chapter 19); and Samuel Crompton, inventor of the spinning mule (chapter 23).
Narrative updates incorporate the latest scholarship. Updates to the Eleventh Edition include: more about Byzantium, Hungary, the Balkans, and the Ottomans (chapters 14-15); more about technology acquisition and the roll of technology in European exploration and more comparing Portuguese and Spanish colonization (chapter 16); the "Little Ice Age" has been placed in global context and more information has been added on the economic and social crises and the popular revolts that occurred in Europe and Asia partly as a result of the climate change (chapter 18); new coverage on the religious repression of Huguenots under Louis XIII and Cardinal Richelieu (chapter 18); new material on differences among English, Spanish, and French interactions with indigenous people in the Americas as well as more about the Indians who allied with the French (chapter 18); reorganized and expanded coverage of the Enlightenment with two new sections covering major thinkers, currents of Enlightenment thought, key debates, global aspects of Enlightenment thought, and the role of women (chapter 19); new coverage of how colonial contact forged European national identities (Spanish, French, English) as well as "Indian" and "African" identities (chapter 19); revised coverage of Latin American Revolutions with more on the background to the revolutions, the emergence and spread of liberal political ideas, the abolition of slavery, and the events of the revolutions in different parts of Latin America (chapter 22); new material on the Congress of Vienna and the new "neutral" states of some territories, the neglect of small states, subject peoples, and the question of the future of the European territories of the Ottoman Empire (chapter 24); revised and expanded coverage of social and economic conflicts that helped spark the 1848 revolutions (chapter 24); revised discussion of export-led growth in the Americas giving added focus to social movements (chapter 27); a sharpened focus on the Cold War as a global phenomenon, enhanced discussion of U.S. intervention in Guatemala and of the Cuban Revolution, enhanced discussion of the Vietnam War as a conflict with global ramifications, and revised treatment of the post-war reconstruction of Japan (chapter 31); updated discussion of the European Union in the context of the Greek economic crisis, the refugee crisis, and Britain’s vote to exit the European Union (chapter 32); expanded discussion of China’s emergence as a global economic power and updated treatment of the Arab Spring (chapter 32); updated and expanded discussion of nuclear proliferation, global health in the context of the Zika outbreak, the role of the Islamic State (ISIS) in the contemporary Middle East, the refugee crisis in Europe, and smartphone use in developing world (chapter 33).
More source-based questions in the test bank, LaunchPad, and the LearningCurve adaptive learning tool give instructors easier ways to test understanding of sources. In this edition 10 percent of test bank and LearningCurve questions are based on sources, and each primary source in the text and in the reader comes with autograded multiple choice questions, giving instructors easy ways to assess students on more than the narrative.
A new edition of the companion source reader is now available in print as well as in LaunchPad. Sources for World Societies offers approximately 165 additional written and visual sources related to topics in each chapter of the text, giving instructors more primary source options to engage students. An exceptional value, the reader can be packaged with the text at no additional cost.
New ways to customize your text with primary sources and skill tutorials make A History of World Societies the perfect fit for any course. The Bedford Document Collections for World History, found in the LaunchPad for A History of World Societies in "More Resources" and available to customize the print text, provides a flexible repository of discovery-oriented primary source projects ready to assign. Each curated project—written by a historian about a favorite topic—poses a historical question and guides students through analysis of the sources. Examples include "The Silk Road: Travel and Trade in Pre-Modern Inner Asia;" "The Spread of Christianity in the Sixteenth and Early Seventeenth Centuries;" "The Singapore Mutiny of 1915: Understanding World War I from a Global Perspective;" and "Living through Perestroika: The Soviet Union in Upheaval, 1985-1991." The Bedford Tutorials for History is a collection of brief units, each 16 pages long and loaded with examples that guide students through basic skills needed for success in their world history courses, freeing instructors to spend class time focusing on content and interpretation. Addressing topics such as avoiding plagiarism, taking effective notes, and preparing writing assignments, these tutorials, or any of The Bedford Document Collection projects, can be used to customize your text. Up to two tutorials or modules can be added to the textbook at no additional cost. For more information about the tutorials, visit macmillanlearning.com/historytutorials .
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