Cover: Ways of the World with Sources, Volume 1, 5th Edition by Robert Strayer; Eric Nelson
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Ways of the World with Sources, Volume 1

A Brief Global HistoryFifth Edition ©2022 Robert Strayer; Eric Nelson

A global narrative with built-in reader that explores broad patterns and nurtures skill development

Praised for its big picture synthesis that helps students discern patterns and variations on both global and regional levels, Ways of the World provides a brief-by-design n...

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ISBN:9781319397821

ISBN:9781319331115

ISBN:9781319481780

Cover: Ways of the World with Sources, Volume 1, 5th Edition by Robert Strayer; Eric Nelson

NOW WITH ACHIEVE—Engage every student with Macmillans affordable and easy-to-use digital option

A global narrative with built-in reader that explores broad patterns and nurtures skill development

Praised for its big picture synthesis that helps students discern patterns and variations on both global and regional levels, Ways of the World provides a brief-by-design narrative in a 2-in-1 textbook and reader format available in Achieve, Macmillan’s breakthrough complete course platform, and in print volumes. With a unique personal touch, the authors guide students to consider continuity and change over time as well as interrogate primary and secondary source evidence the way historians do. The new edition has been revised to further foster the development of historical thinking skills, with fresh formative and summative assessments only possible in Achieve. With a wealth of additional primary and secondary sources plus robust insight reports at the ready, Achieve offers the easiest way to engage students, help them build higher-level thinking skills, and tailor teaching to student needs, whether the course is taught online or in person. Achieve can be adopted on its own or in a package with the print book.

Features

The big picture of world history shines through in the thematic and comparative approach of this genuinely global narrative. Brief by design, the narrative avoids the overwhelming detail of many textbooks and emphasizes major developments and the larger contexts in which these developments took place. Broad themes include global commerce, the emergence of major religious traditions, industrialization, the rise and fall of totalitarian systems, technological innovations, and human impact on the environment. Part-opening essays set the stage for the chapters that follow and encourage students to make connections among the worlds cultures.

The unique 2-in-1 format of narrative plus reader with additional sources and activities in Achieve offers a full suite of opportunities for developing historical thinking skills. This combination of textbook and source book teaches historical thinking and analysis through the inclusion of related written and visual primary and secondary source projects at the end of each chapter. Accompanying the narrative, each chapter concludes with a Working with Evidence project of 5-6 primary sources organized around a particular theme, issue, or question, such as "Perceptions of Outsiders in the Ancient World," "State Building in the Early Modern Era," "Cultural Encounters in Muslim Spain," and "Global Feminism." Each is followed by a related Historians’ Voices secondary source feature, which pairs 2 brief excerpts from historians who comment on some aspect of the topics covered in the primary sources. Each source feature is accompanied by incisive questions to guide students’ skillful examination of the sources. The skill building is maximized in Achieve, where users get additional primary and secondary sources for each chapter from the companion reader Thinking through Sources for Ways of the World, along with auto-graded quizzes for all of the book and reader sources and 6 new Building a Historical Argument exercises, which--using a combination of autograded and free response questions--guides students through the process of building a thesis, supporting it with evidence from sources in the book, and writing a brief conclusion.

Curated tools promote historical thinking skills and help students focus on the big picture.

  • Part-opening Big Picture essays preview the major developments that are covered in subsequent chapters, while new Landmarks timelines provide a visual outline of how major events unfolded in relation to each other during that period and promote chronological reasoning.
  • Seeking the Main Point questions and Landmarks timelines near the beginning of each chapter help students identify main themes and discern broad patterns.
  • Skills-based questions accompanying the narrative ask students to actively describe and compare historical developments, contrast civilizations, connect regions and ideas, assess patterns of continuity and change, and more. The most essential of these questions, labeled "Core Ideas," are presented again in the concluding chapter review in the "Revisiting Core Ideas" section.
  • Chapter-ending A Wider View questions provide students with opportunities for integration, comparison, analysis, and sometimes speculation about the chapter material.
  • Introductory headnotes and comparative questions in the thematic Working with Evidence and new Historians’ Voices source projects help students uncover meaning and think critically about primary and secondary sources.

A thoughtful and reflective approach to the global past challenges the idea that history is static and the textbook is a definitive account. Robert W. Strayer, a pioneer in the field of world history, and Eric W. Nelson, an innovative teacher, muse on the multiple meanings of history and the historians craft. Students experience first-hand the process of reading historical evidence and making historical arguments.

  • At the end of each chapter, a short Conclusions and Reflections section--revised for this edition--revisits the chapter in light of the chapter-opening Seeking the Main Point question and raises provocative, sometimes speculative, questions about the craft of the historian and the unfolding of the human story.
  • Controversies essays highlight debates about key historical issues: the beginnings of history, the origins of major religious traditions, the nature of empires, the idea of the Atlantic World, the Industrial Revolution, and the concept of globalization.
  • The primary source projects in Working with Evidence encourage students to draw their own conclusions from the historical record, and the secondary source excerpts in Historians’ Voices sections help students understand how scholars contribute unique and sometimes conflicting analysis of historical events.

New "Then and Now" features promote the skill of connecting with the past. Offered once in each part of the book, these essays examine a particular theme in both historical and contemporary settings. Themes include patriarchy, slavery, science, China’s role on the global stage, and more. The skill of connecting with the past is reinforced at the beginning of each chapter through updated vignettes called Connecting Past and Present that illustrate the continuing relevance of the chapter’s material in today’s world.

"Zooming In" features link specific people, places, and events to big themes in world history. Supplied once in every chapter, these features call attention to particular people, places, and events, situating them in a larger global context. Topics include Göbekli Tepe and monumental construction before agriculture (specially updated for this edition), Trung Trac and resistance to the Chinese Empire, gunpowder, the end of the Byzantine Empire, feminism and nationalism in Java, the Cuban Revolution, and many more.

Achieve, Macmillan Learning’s innovative new learning platform, pairs creative new teaching and assessment options with powerful insights into student work, so instructors can do more. Achieve comes loaded with the full-color e-book, the companion source reader, and abundant formative and summative assessments which are all tagged to learning objectives that are aligned with Bloom’s Taxonomy. Drawing on principles of instructional design and popular assignments, Achieve provides customizable pre-built course options and resource filters that help instructors set up their courses with ease, and these courses can be integrated with all major LMS systems. Assignments and activities in Achieve include:

  • LearningCurve adaptive quizzing, which is designed to get students to read the text before class;
  • reflection activities that invite students to reflect on what they have read in each chapter;
  • instructor activity guides that instructors can use in class for either remote or in-person collaborative learning;
  • source and feature quizzes;
  • research and writing tutorials;
  • map quizzes; and
  • Building a Historical Argument activities, which enable students to hone their skills in constructing a thesis, identifying evidence to sustain historical arguments, and writing conclusions.

Robust reports in Achieve give instructors multi-level insights into student progress toward meeting learning objectives as well as how they have progressed on assignments so instructors can give students support where they need it most. Available with training and support, Achieve can help you take your teaching to a new level.

A range of options offers convenience and value. While Achieve offers the most powerful combination of resources and assessments at a low-cost price, it can also be packaged with one of the print versions for a small upcharge. In addition to the full-color, full-feature version with sources, this edition is also available in a conveniently smaller and discount-priced Value edition — a two-color version with full narrative and select art and maps (but no features or sources) — which is also available in a steeply-discounted loose-leaf format. E-books for both book formats provide other low-cost options.

New to This Edition

More robust options for building historical thinking skills and measuring progress toward learning outcomes.

  • Achieve, Macmillan Learning’s innovative new learning platform, pairs creative new teaching and assessment options with powerful insights into student work, so instructors can do more. Achieve comes loaded with the full-color e-book, the companion source reader, and abundant formative and summative assessments which are all tagged to learning objectives that are aligned with Bloom’s Taxonomy. Drawing on principles of instructional design and popular assignments, Achieve provides customizable pre-built course options and resource filters that help instructors set up their courses with ease, and these courses can be integrated with all major LMS systems. Assignments and activities in Achieve include:
    • LearningCurve adaptive quizzing, which is designed to get students to read the text before class;
    • reflection activities that invite students to reflect on what they have read in each chapter;
    • instructor activity guides that instructors can use in class for either remote or in-person collaborative learning;
    • source and feature quizzes;
    • research and writing tutorials;
    • map quizzes; and
    • Building a Historical Argument activities, which enable students to hone their skills in constructing a thesis, identifying evidence to sustain historical arguments, and writing conclusions.

  • Robust reports in Achieve give instructors multi-level insights into student progress toward meeting learning objectives as well as how they have progressed on assignments so instructors can give students support where they need it most. Available with training and support, Achieve can help you take your teaching to a new level.

  • New primary and secondary sources give fresh options for helping students hone their historical comprehension, empathy, analysis, and interpretation skills. In Chapter 8, the new Working with Evidence feature, "Society during China’s Golden Age," explores the complex social world in Tang and Song China. Likewise, a new "Cultural Encounters in Muslim Spain" feature in Chapter 9 explores the long period of cultural interaction between Muslims, Christians, and Jews in Spain from the eighth century to the sixteenth century. And Chapter 14’s new primary source feature, "Consumption and Culture in the Early Modern World," examines the cultural implications of consumption during the several centuries after 1500, using clothing, tea, porcelain, and coffee as examples. Finally, the new Working with Evidence feature entitled "The Socialist Vision and Its Enemies" in Chapter 17 incorporates documents that illustrate some of the ways that socialism was expressed and contested as it took root in modern Europe. Three new Historians’ Voices illustrate diverse views on China’s economy (Chapter 8), on religious tolerance in Muslim Spain (Chapter 9), and on consumer culture in the early modern world (Chapter 14).

  • Thoroughly revised questions accompanying the narrative further students’ critical thinking about history. These questions ask students to actively describe and compare historical developments, contrast civilizations, connect regions and ideas, assess patterns of continuity and change, and more. The most essential of these questions, labeled "Core Ideas," are presented again in the concluding chapter review in the "Revisiting Core Ideas" section.

New "Then and Now" features promote the skill of connecting with the past. Offered once in each part of the book, these essays examine a particular theme in both historical and contemporary settings. Themes include patriarchy, slavery, science, China’s role on the global stage, and more. The skill of connecting with the past is reinforced at the beginning of each chapter through updated vignettes called Connecting Past and Present that illustrate the continuing relevance of the chapter’s material in today’s world.

Narrative updates incorporate the latest scholarship on early humans, environment and disease, the spread of Islam in the Indian Ocean World, and modern science. Updates include:

  • Chapter 1: Revised coverage reflecting new dating for the first emergence of Homo sapiens, new evidence of early failed migrations out of Africa and interactions with other hominid species, new thinking on migration into the Americas, new discoveries of cave paintings in Indonesia and bone flutes in Germany, updated coverage of the practice of slavery among gatherers and hunters in Alaska, new evidence of the fragility of many early agricultural communities, and updated population estimates for the Neolithic period.
  • Chapter 2: Updated coverage of First Civilizations incorporating new archeological evidence of early trade patterns and recent revisions in the dating of the Indus Valley, Chinese, Oxus, and Nubian civilizations.
  • Part 2 opening: New exploration of the reasons for the collapse of First Civilizations, with special emphasis on climate change, environmental degradation, and migrations.
  • Chapter 7: Revised discussion of the arrival of Islam in Southeast Asia with expanded coverage of Melaka.
  • Chapter 9: New section on Islam’s spread in southern India, especially in the Hindu Vijayanagar empire.
  • Chapter 11: Expanded analysis of the long-term impact of the plague on European society, especially the shift toward laborsaving technologies and the revival of slavery in Europe.
  • Chapter 13: Updated account of the Little Ice Age.
  • Chapter 15: Updated coverage on earlier Chinese and Islamic influences on European science and how the vast flow of knowledge from across the globe impacted the Scientific Revolution in Europe.
  • Chapter 17: New exploration of the links between the Industrial Revolution and our current climate crisis.
  • Chapter 22: New coverage of how twentieth-century scientific profoundly changed our understanding of the cosmos, impacted contemporary culture, and laid the groundwork for technological innovations that have transformed modern life.
  • Chapter 23: New discussion of the COVID-19 pandemic in the context of other modern pandemics.

"I have used this textbook for years, and find it just keeps getting better. Not only is it affordable, but it is also engaging, well written, and—dare I say—even sassy in places. My students and I enjoy reading it. The Working with Evidence sections, through which students develop their ability to analyze primary sources, also stand out. I highly recommend this text for all world history survey courses."
—Adrianna Ernstberger, Marian University

"It is easily accessible, fluidly written, and I have not found a better book to introduce the general background that I need students to acquire before we deal with more specific evidence and concrete historical questions in the classroom and in their writing assignments."
—Dorian Borbonus, University of Dayton

"This textbook provides an excellent narrative that drills down on specific cultures and events without getting bogged down in detail. It offers a wide range of primary sources, which students respond well to. The accompanying electronic resources are useful and appealing to students and instructors."
—Tara S. Wood, Clemson University

"The variety of primary sources in the text, which are representative of diverse views and experiences and include visual and written sources, are impressive. The discussion questions are well-written and engage students in thinking not only about the source on its own, but in the larger thematic context."
—Kimberly B. Sherman, Cape Fear Community College

"The main text is well written and very readable, but the Thinking Through Sources companion source reader is the main reason why I would never consider switching to another world history textbook. The selection of primary sources is excellent and I use 2-3 sources every week. They are excellent for class discussion."
—Andrei Gandila, University of Alabama in Huntsville

"The curated primary and secondary sources are a time saver and appreciated. I like the variety of visual and written sources and the multiple examples on a topic within each chapter allows instructors to select those desired and supplement with personal favorites."
—Bianka Stumpf, Central Carolina Community College

Digital Options

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Table of Contents

The Combined Volume includes all chapters.
Volume 1 includes Chapters 1-12.
Volume 2 includes Chapters 12-23.

NOTE: Achieve for Ways of the World 5e includes additional activities and assessments for the book content. Along with the interactive e-books for the main text and the companion source reader, Achieve provides quizzes for the source features in the book and the documents in the companion reader, LearningCurve adaptive quizzing, study and writing skills tutorials, and a variety of autograded exercises that help students develop their historical thinking skills. Many of these resources are set up for quick use in the pre-built courses in Achieve, which can be customized easily, and Achieve also allows instructors to create quiz questions and upload their own documents.

 

Preface
Versions and Supplements
Working with Primary Sources
Prologue: From Cosmic History to Human History

 

PART 1 First Things First: Beginnings in History, to 600 b.c.e.

THE BIG PICTURE Turning Points in Early World History

The Emergence of Humankind

The Globalization of Humankind

The Revolution of Farming and Herding

The Turning Point of Civilization

Time and World History

LANDMARKS IN WORLD HISTORY (to ca. 600 b.c.e.)

 

1. FIRST PEOPLES; FIRST FARMERS: MOST OF HISTORY IN A SINGLE CHAPTER, to 3500 B.C.E.

Out of Africa: First Migrations

Into Eurasia

Into Australia

Into the Americas

Into the Pacific

Paleolithic Lifeways

The First Human Societies

Economy and the Environment

The Realm of the Spirit

Settling Down: The Great Transition

Breakthroughs to Agriculture

Common Patterns

Variations

The Globalization of Agriculture

Triumph and Resistance

The Culture of Agriculture

Social Variation in the Age of Agriculture

Pastoral Societies

Agricultural Village Societies

Chiefdoms

Conclusions and Reflections: History before Civilization

Revisiting Chapter 1

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 1

CONTROVERSIES: Debating the Timescales of History

ZOOMING IN: Göbekli Tepe: Monumental Construction before Agriculture

WORKING WITH EVIDENCE: The Australian Dreamtime

Source 1.1 Understanding Creation: Yhi Brings Life to the World, Oral tradition recorded in 20th century

Source 1.2 The Rainbow Serpent: The Rainbow Serpent Awakens, Oral tradition recorded in 20th century

Source 1.3 Explaining the World in Aboriginal Rock Art: Namondjok and the Lightning Man

Source 1.4 Understanding the Significance of Animals: The Platypus, Oral tradition recorded in 20th century

Source 1.5 Hunting in Aboriginal Rock Art: Aboriginal Hunters

HISTORIANS’ VOICES: Australian Aboriginal Culture

Voice 1.1 Dale Kerwin on the Economic and Social Life of Aboriginal Australians, from Aboriginal Dreaming Paths and Trading Routes, 2012

Voice 1.2 Barbara West on Aboriginal Dreamtime Cosmology, from A Brief History of Australia, 2010

 

2. FIRST CIVILIZATIONS: CITIES, STATES, AND UNEQUAL SOCIETIES, 3500 B.C.E.–600 B.C.E.

Something New: The Emergence of Civilizations

Introducing the First Civilizations

The Question of Origins

An Urban Revolution

The Erosion of Equality

Hierarchies of Class

Hierarchies of Gender

Patriarchy in Practice

The Rise of the State

Coercion and Consent

Writing and Accounting

The Grandeur of Kings

Comparing Mesopotamia and Egypt

Environment and Culture

Cities and States

Interaction and Exchange

Conclusions and Reflections: Pondering "Civilization"

Revisiting Chapter 2

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 2

ZOOMING IN: Caral, a City of Norte Chico

THEN AND NOW: Patriarchy

WORKING WITH EVIDENCE: Indus Valley Civilization

Source 2.1 Cityscape of Mohenjo Daro: Wall Painting of Mohenjo Daro Reconstruction, 20th century

Source 2.2 A Seal from the Indus Valley: A Humped Cattle Seal from Mohenjo Daro, 19th century b.c.e.

Source 2.3 Man from Mohenjo Daro: Statue of an Elite Man, 3rd millennium b.c.e.

Source 2.4 Cart and Oxen from Monhenjo Daro: Stone Model of a Cart Pulled by Two Oxen, ca. 2400 b.c.e.

Source 2.5 Dancing Girl: An Indus Valley Girl, ca. 2500 b.c.e.

HISTORIANS’ VOICES: The State . . . or Its Absence . . . in the Indus Valley

Voice 2.1 Gregory Possehl on Indus Valley Civilization in Context, from The Indus Civilization: A Contemporary Perspective, 2002

Voice 2.2 Jonathan Kenoyer on Political Life in the Indus Valley, from Ancient Cities of the Indus Valley Civilization, 1998

 

PART 2 Continuity and Change in the Second-Wave Era, 600 b.c.e.–600 c.e.

THE BIG PICTURE The Globalization of Civilization

LANDMARKS IN WORLD HISTORY (600 b.c.e.–600 c.e.)

 

3. STATE AND EMPIRE IN EURASIA / NORTH AFRICA, 600 B.C.E.–600 C.E.

Empires and Civilizations in Collision: The Persians and the Greeks

The Persian Empire

The Greeks

Collision: The Greco-Persian Wars

Collision: Alexander and the Hellenistic Era

Comparing Empires: Roman and Chinese

Rome: From City-State to Empire

China: From Warring States to Empire

Consolidating the Roman and Chinese Empires

The Collapse of Empires

Intermittent Empire: The Case of India

Conclusions and Reflections: Enduring Legacies of Second-Wave Empires

Revisiting Chapter 3

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 3

ZOOMING IN: Trung Trac: Resisting the Chinese Empire

WORKING WITH EVIDENCE: Perceptions of Outsiders in the Ancient World

Source 3.1 A Greek Historian on Persia: Herodotus, The Histories, mid-5th century b.c.e.

Source 3.2 A Greek Goldsmith Depicts the Scythians: Scythian Cup, Crimea, 4th century b.c.e.

Source 3.3 A Roman Historian on the Germans: Tacitus, Germania, 1st century c.e.

Source 3.4 A Roman Depiction of Sarmatians: Scene from Trajan’s Column, Rome, 107–113 c.e.

Source 3.5 A Chinese Historian on the Xiongnu: Sima Qian, Records of the Grand Historian, ca. 100 b.c.e.

HISTORIANS’ VOICES: Early Sources on Foreign Cultures

Voice 3.1 Stephen Gosch and Peter Stearns on Travelers’ Accounts as Historical Sources, from Premodern Travel in World History, 2008

Voice 3.2 Jerry Bentley on the Idea of "Barbarian," from Old World Encounters: Cross-Cultural Contacts and Exchanges in Pre-Modern Times, 1993

 

4. CULTURE AND RELIGION IN EURASIA / NORTH AFRICA, 600 B.C.E.–600 C.E.

China and the Search for Order

The Legalist Answer

The Confucian Answer

The Daoist Answer

Cultural Traditions of Classical India

South Asian Religion: From Ritual Sacrifice to Philosophical Speculation

The Buddhist Challenge

Hinduism as a Religion of Duty and Devotion

Toward Monotheism: The Search for God in the Middle East

Zoroastrianism

Judaism

The Cultural Tradition of Classical Greece: The Search for a Rational Order

The Greek Way of Knowing

The Greek Legacy

The Birth of Christianity . . . with Buddhist Comparisons

The Lives of the Founders

The Spread of New Religions

Institutions, Controversies, and Divisions

Conclusions and Reflections: Religion and Historians

Revisiting Chapter 4

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 4

ZOOMING IN: Perpetua, Christian Martyr

CONTROVERSIES: Debating Religion and the Axial Age

WORKING WITH EVIDENCE: Representations of the Buddha

Source 4.1 A Greco-Indian Buddha: The Temptation of the Buddha, 2nd or 3rd century c.e.

Source 4.2 A Classical Indian Buddha: An Indian Buddha, 6th century c.e.

Source 4.3 The Reputation of the Buddha in Ancient Buddhist Stories: The Greater Discourse to Sakuludayin, ca. 1st century b.c.e.

Source 4.4 A Korean Bodhisattva of Compassion: A Bodhisattva of Compassion: Avalokitesvara with a Thousand Arms

Source 4.5 The Buddha and the Outcast: Sunita the Outcaste

Source 4.6 A Chinese Buddha: The Chinese Maitreya Buddha, 10th to 14th century c.e.

HISTORIANS’ VOICES: On the Buddha

Voice 4.1 John Strong on the Context of the Buddha’s Life, from The Buddha: A Short Biography, 2001

Voice 4.2 Karen Armstrong on the Buddha and Biography, from Buddha, 2001

 

5. SOCIETY AND INEQUALITY IN EURASIA / NORTH AFRICA, 600 B.C.E.–600 C.E.

Society and the State in China

An Elite of Officials

The Landlord Class

Peasants

Merchants

Class and Caste in India

Caste as Varna

Caste as Jati

The Functions of Caste

Slavery: The Case of the Roman Empire

Slavery and Civilization

The Making of Roman Slavery

Comparing Patriarchies

A Changing Patriarchy: The Case of China

Contrasting Patriarchies: Athens and Sparta

Conclusions and Reflections: Pondering Inequality

Revisiting Chapter 5

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 5

ZOOMING IN: The Spartacus Slave Revolt

THEN AND NOW: Slavery

WORKING WITH EVIDENCE: Pompeii as a Window on the Roman World

Source 5.1 Terentius Neo and His Wife: An Elite Couple of Pompeii, 1st century c.e.

Source 5.2 A Pompeii Banquet: A Dinner with Friends, 1st century c.e.

Source 5.3 From a Pompeii Tavern: An Evening Out at a Pompeii Bar, 1st century c.e.

Source 5.4 The Graffiti and Inscriptions of Pompeii: The Grafitti of Pompeii, 1st century c.e.

Source 5.5 Household Religion in Pompeii: A Household Shrine from Pompeii, 1st century c.e.

Source 5.6 Mystery Religion in Pompeii: An Initiation Ritual, 1st century c.e.

HISTORIANS’ VOICES: On Pompeii

Voice 5.1 Mary Beard on the Artifacts of Pompeii, from "Pompeii Exhibition," 2017

Voice 5.2 Andrew Wilson and Miko Flohr on the Economy of Pompeii, from The Economy of Pompeii, 2017

 

6. COMMONALITIES AND VARIATIONS: AFRICA, THE AMERICAS, AND PACIFIC OCEANIA, 600 B.C.E.–1200 C.E.

Continental Comparisons

Civilizations of Africa

Meroë: Continuing a Nile Valley Civilization

Axum: The Making of a Christian Kingdom

Along the Niger River: Cities without States

Civilizations of Mesoamerica

The Maya: Writing and Warfare

Teotihuacán: The Americas’ Greatest City

Civilizations of the Andes

Chavín: A Pan-Andean Religious Movement

Moche: A Civilization of the Coast

Wari and Tiwanaku: Empires of the Interior

Alternatives to Civilization

Bantu Africa: Cultural Encounters and Social Variation

North America: Ancestral Pueblo and Mound Builders

Pacific Oceania: Peoples of the Sea

Conclusions and Reflections: One History...or Many?

Revisiting Chapter 6

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 6

ZOOMING IN: The Lord of Sipan and the Lady of Cao

WORKING WITH EVIDENCE: Axum and the World

Source 6.1 The Making of an Axumite Empire: Inscription on a Stone Throne, 2nd or 3rd century c.e.

Source 6.2 The Columns of Axum: An Axumite Monument, late 3rd or early 4th century c.e

Source 6.3 The Coming of Christianity to Axum: Rufinus, On the Evangelization of Abyssinia, late 4th century c.e.

Source 6.4 Axum and the Gold Trade: Cosmas, The Gold Trade of Axum, 6th century c.e.

Source 6.5 Axum Gold Coin: A "Christian Coin" from Axum

HISTORIANS’ VOICES: Christian Axum

Voice 6.1 Erik Gilbert and Jonathan Reynolds on the Transregional Nature of Early Christianity, from African World History, 2004

Voice 6.2 Christopher Ehret on the Role of Trade in the Coming of Christianity to Axum, from The Civilizations of Africa, 2002

 

PART 3 Civilizations and Encounters during the Third-Wave Era, 600–1450

THE BIG PICTURE Patterns and Processes of the Third-Wave Era

Third-Wave Civilizations

The Ties That Bind: Transregional Interaction in the Third-Wave Era

LANDMARKS IN WORLD HISTORY (600–1450)

 

7. COMMERCE AND CULTURE, 600–1450

Silk Roads: Exchange across Eurasia

The Growth of the Silk Roads

Goods in Transit

Cultures in Transit

Diseases in Transit

Sea Roads: Exchange across the Indian Ocean

Weaving the Web of an Indian Ocean World

Sea Roads as a Catalyst for Change: Southeast Asia

Sea Roads as a Catalyst for Change: East Africa

Sand Roads: Exchange across the Sahara

Commercial Beginnings in West Africa

Gold, Salt, and Slaves: Trade and Empire in West Africa

An American Network: Commerce and Connection in the Western Hemisphere

Conclusions and Reflections: Globalization — Ancient and Modern

Revisiting Chapter 4

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 7

ZOOMING IN: The Arabian Camel

WORKING WITH EVIDENCE: Travelers’ Tales and Observations

Source 7.1 A Chinese Buddhist in India: Xuanzang, Record of the Western Region, 7th century c.e.

Source 7.2 A European Christian in China: Marco Polo, The Travels of Marco Polo, 1299

Source 7.3 A European Artist Depicts Asia: The Marvelous Races of the East, ca. 1410

Source 7.4 A Moroccan Diplomat in West Africa: Leo Africanus, The History and Description of Africa, 1526

Source 7.5 A Korean World Map: The Honkōji Copy of the Kangnido Map, Korea, 15th century

HISTORIANS’ VOICES: On Travel Writers

Voice 7.1 John Larner on Whether Polo Really Traveled to China, from Marco Polo and the Discovery of the World, 1999

Voice 7.2 Natalie Zemon Davis on Leo Africanus’s Audiences, from Trickster Travels: A Sixteenth-Century Muslim between Worlds, 2006

 

8. CHINA AND THE WORLD: EAST ASIAN CONNECTIONS, 600–1300

Together Again: The Reemergence of a Unified China

A Golden Age of Chinese Achievement

Women in the Song Dynasty

China and the Northern Nomads: A Chinese World Order in the Making

The Tribute System in Theory

The Tribute System in Practice

Cultural Influence across an Ecological Frontier

Interacting with China: Comparing Korea, Vietnam, and Japan

Korea and China

Vietnam and China

Japan and China

China and the Eurasian World Economy

Spillovers: China’s Impact on Eurasia

On the Receiving End: China as Economic Beneficiary

China and Buddhism

Making Buddhism Chinese

Losing State Support: The Crisis of Chinese Buddhism

Conclusions and Reflections: Pondering Change in China

Revisiting Chapter 8

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 8

ZOOMING IN: Gunpowder

THEN AND NOW: China and the World

WORKING WITH EVIDENCE: Society during China’s Golden Age

Source 8.1 Becoming a Scholar-Official

Po Chu-I, After Passing the Examination, ca. 800

Po Chu-I, Escorting Candidates to the Examination Hall, 805

Source 8.2 Scholar-Officials and the Emperor: Scholars Gathering in a Bamboo Garden, 12th century

Source 8.3 Life in the Fields

Po Chu-I, Watching the Reapers, 806

Du Fu, A Song of War Chariots, 8th century

Source 8.4 City Life in Art: Zhang Zeduan, Along the River during the Qingming Festival, 12th century

Source 8.5 Family and Society: Yan Zhitui, Family Instructions, 6th century

HISTORIANS’ VOICES: Economy and Society in Golden Age China

Voice 8.1 Morris Rossabi on the Place of Merchants in Chinese Society from A History of China, 2014

Voice 8.2 Valerie Hansen on the Social Implications of the Commercializing Economy from The Year 1000: When Explorers Connected the World - and Globalization Began, 2020

 

9. THE WORLDS OF ISLAM: AFRO-EURASIAN CONNECTIONS, 600–1450

The Birth of a New Religion

The Homeland of Islam

The Messenger and the Message

The Transformation of Arabia

The Making of an Arab Muslim Empire

War, Conquest, and Tolerance

Conversion

Divisions and Controversies

Women and Men in Early Islam

Islam and Cultural Encounter: A Four-Way Comparison

The Case of India

The Case of Anatolia

The Case of West Africa

The Case of Spain

The World of Islam as a New Civilization

Networks of Faith

Networks of Exchange

Conclusions and Reflections: The Islamic World and the Uses of History

Revisiting Chapter 9

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 9

ZOOMING IN: Mullah Nasruddin, the Wise Fool of Islam

WORKING WITH EVIDENCE : Cultural Encounters in Muslim Spain

Source 9.1 Conquest

Anonymous Christian Chronicle, 754

The Peace Treaty of Tudmïr, 713

Source 9.2 Islam in the Urban Landscape: Prayer Hall, the Great Mosque of Cordoba, ca. 800

Source 9.3 Arabic Culture and the Christian Community: Paul Alvarus, On Christian Youths, 9th century

Source 9.4 Regulating Interfaith Interactions: Ibn ‘Abdūn, Handbook for Market Inspectors, early 12th century

Source 9.5 Depicting Social Interactions between Muslims and Christians: Playing Chess, 1283

Source 9.6 The Expulsion of Muslims from Christian Spain: Queen Isabella, Royal Edict of Expulsion, 1502

HISTORIANS’ VOICES: Religious Tolerance in Muslim Spain

Voice 9.1 Bernard Lewis on "Second-Class Citizenship," From The Jews of Islam, 1984

Voice 9.2 David Levering Lewis on Religious Tolerance in Ninth Century Spain, 2008

 

10. THE WORLDS OF CHRISTENDOM: CONTRACTION, EXPANSION, AND DIVISION, 600–1450

Christian Contraction in Asia and Africa

Asian Christianity

African Christianity

Byzantine Christendom: Building on the Roman Past

The Byzantine State

The Byzantine Church and Christian Divergence

Byzantium and the World

The Conversion of Russia

Western Christendom: Rebuilding in the Wake of Roman Collapse

Political Life in Western Europe

Society and the Church

Accelerating Change in the West

Europe Outward Bound: The Crusading Tradition

The West in Comparative Perspective

Catching Up

Pluralism in Politics

Reason and Faith

Conclusions and Reflections: Remembering and Forgetting

Revisiting Chapter 10

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 10

ZOOMING IN: Cecilia Penifader, an English Peasant and Unmarried Woman

WORKING WITH EVIDENCE: The Remaking of Western Europe

Source 10.1 The Conversion of Clovis: Gregory of Tours, History of the Franks, late 6th Century

Source 10.2 Advice on Dealing with "Pagans": Pope Gregory, Advice to the English Church, 601

Source 10.3 Pagan Art and Christian Texts: Lindisfarne Gospel, 698–721

Source 10.4 Germanic Law: Burgundian Code, ca. 474 c.e.

Source 10.5 Charlemagne’s Palace Chapel: Aachen Palace Chapel, completed 805 c.e.

HISTORIANS’ VOICES: The Legacy of Rome

Voice 10.1 Blockmans and Hoppenbrouwers on the End of Roman Civilization, from Introduction to Medieval Europe, 300–1500, 2014

Voice 10.2 Cunliffe on Charlemagne, from Europe between the Oceans, 9000 BC–AD 1000, 2008

 

11. PASTORAL PEOPLES ON THE GLOBAL STAGE: THE MONGOL MOMENT, 1200–1450

The Long History of Pastoral Peoples

The World of Pastoral Societies

Before the Mongols: Pastoralists in History

Breakout: The Mongol Empire

From Temujin to Chinggis Khan: The Rise of the Mongol Empire

Explaining the Mongol Moment

Encountering the Mongols in China, Persia, and Russia

China and the Mongols

Persia and the Mongols

Russia and the Mongols

The Mongol Empire as a Eurasian Network

Toward a World Economy

Diplomacy on a Eurasian Scale

Cultural Exchange in the Mongol Realm

The Plague: An Afro-Eurasian Pandemic

Conclusions and Reflections: Historians, Bias, and the Mongols

Revisiting Chapter 11

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 11

ZOOMING IN: A Mongol Failure: The Invasion of Japan

CONTROVERSIES: Debating Empires

WORKING WITH EVIDENCE: Perceptions of the Mongols

Source 11.1 The Self-Perception of Mongol Rulers

Chinggis Khan, Letter to Changchun, 1219

The Secret History of the Mongols, ca. 1240

Source 11.2 Picturing Khubilai Khan

Liu Guandao, Khubilai on a Hunt, 1280

Marco Polo and Khubilai Khan, 15th century

Khubilai Khan in Council with His Courtiers and Scribes, 1590

Source 11.3 A Persian View of the Conquest of Bukhara: Juvaini, The History of the World Conqueror, 1219

Source 11.4 A European View of Mongol Life: William of Rubruck, Journey to the Land of the Mongols, ca. 1255

HISTORIANS’ VOICES: Assessing the Mongol Impact

Voice 11.1 Jack Weatherford on the Mongols in World History, from Genghis Khan and the Making of the Modern World, 2004

Voice 11.2 Paul S. Ropp on the Mongol Impact on China’s Economy, from China in World History, 2010

 

12. THE WORLDS OF THE FIFTEENTH CENTURY

Societies and Cultures of the Fifteenth Century

Paleolithic Persistence: Australia and North America

Agricultural Village Societies: The Igbo and the Iroquois

Pastoral Peoples: Central Asia and West Africa

Civilizations of the Fifteenth Century: Comparing China and Europe

Ming Dynasty China

European Comparisons: State Building and Cultural Renewal

European Comparisons: Maritime Voyaging

Civilizations of the Fifteenth Century: The Islamic World

In the Islamic Heartland: The Ottoman and Safavid Empires

On the Frontiers of Islam: The Songhay and Mughal Empires

Civilizations of the Fifteenth Century: The Americas

The Aztec Empire

The Inca Empire

Webs of Connection

After 1500: Looking Ahead to the Modern Era

Conclusions and Reflections: Perspectives on Turning Points

Revisiting Chapter 12

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 12

ZOOMING IN: 1453 in Constantinople

WORKING WITH EVIDENCE: Islam and Renaissance Europe

Source 12.1 Portrait of Mehmed II: Gentile Bellini, Portrait of Mehmed II, ca. 1479

Source 12.2 Machiavelli on the Turkish State: Niccolò Machiavelli, The Prince, 1513

Source 12.3 Venetian Trade in the Middle East: The Venetian Ambassador Visits Damascus, 1511

Source 12.4 Greek and Islamic Philosophers in Renaissance Art: Girolamo de Cremona, Aristotle and Averroes, 1483

Source 12.5 A Papal Call for Crusade: Pope Clement VI, Call for Crusade, September 30, 1343

HISTORIANS’ VOICES: Christian/Muslim Relations during the Renaissance

Voice 12.1 Jerry Brotton on the Role of Cross-cultural Exchange in the European Renaissance, from The Renaissance Bazaar: From the Silk Road to Michelangelo, 2002

Voice 12.2 Bernard Lewis on Hostility between Christians and Muslims, from Cultures in Conflict: Christians, Muslims and Jews in the Age of Discovery, 1995

 

PART 4 The Early Modern World, 1450–1750

THE BIG PICTURE Toward Modernity . . . or Not?

Sprouts of Modernity?

Continuing Older Patterns?

LANDMARKS IN WORLD HISTORY (1450–1750)

 

Glossary

Headshot of Robert W. Strayer

Robert W. Strayer

Robert W. Strayer (Ph.D., University of Wisconsin) brings wide experience in world history to the writing of Ways of the World. His teaching career began in Ethiopia where he taught high school world history for two years as part of the Peace Corps. At the university level, he taught African, Soviet, and world history for many years at the State University of New York-College at Brockport, where he received Chancellors Awards for Excellence in Teaching and for Excellence in Scholarship. In 1998 he was visiting professor of world and Soviet history at the University of Canterbury in Christchurch, New Zealand. Since moving to California in 2002, he has taught world history at the University of California, Santa Cruz; California State University, Monterey Bay; and Cabrillo College. He is a long-time member of the World History Association and served on its Executive Committee. He has also participated in various AP® World History gatherings, including two years as a reader. His publications include Kenya: Focus on Nationalism, The Making of Mission Communities in East Africa, The Making of the Modern World, Why Did the Soviet Union Collapse?, and The Communist Experiment.

Headshot of Eric W. Nelson

Eric W. Nelson

Eric W. Nelson (D.Phil., Oxford University) is a professor of history at Missouri State University. He is an experienced teacher who has won a number of awards, including the Governor’s Award for Teaching Excellence in 2011 and the CASE and Carnegie Foundation for the Advancement of Teaching Professor of the Year Award for Missouri in 2012. He is currently Faculty Fellow for Engaged Learning, developing new ways to integrate in-class and online teaching environments. His publications include The Legacy of Iconoclasm: Religious War and the Relic Landscape of Tours, Blois and Vendôme, and The Jesuits and the Monarchy: Catholic Reform and Political Authority in France.

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Cover: Achieve for Ways of the World with Sources (1-Term Access), 5th Edition by Robert Strayer; Eric Nelson

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Robert Strayer; Eric Nelson | Fifth Edition | 2022 | ISBN:9781319381691

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Cover: Ways of the World with Sources, Volume 2, 5th Edition by Robert Strayer; Eric Nelson

Ways of the World with Sources, Volume 2

Robert Strayer; Eric Nelson | Fifth Edition | 2022 | ISBN:9781319331146

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