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

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...

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ISBN:9781319397852

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ISBN:9781319481766

Cover: Ways of the World with Sources, Volume 2, 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

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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

 

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)

 

13. POLITICAL TRANSFORMATIONS: EMPIRES AND ENCOUNTERS, 1450–1750

European Empires in the Americas

The European Advantage

The Great Dying and the Little Ice Age

The Columbian Exchange

Comparing Colonial Societies in the Americas

In the Lands of the Aztecs and the Incas

Colonies of Sugar

Settler Colonies in North America

The Steppes and Siberia: The Making of a Russian Empire

Experiencing the Russian Empire

Russians and Empire

Asian Empires

Making China an Empire

Muslims and Hindus in the Mughal Empire

Muslims and Christians in the Ottoman Empire

Conclusions and Reflections: The Importance of Context

Revisiting Chapter 13

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 13

ZOOMING IN: Doña Marina: Between Two Worlds

WORKING WITH EVIDENCE: State Building in the Early Modern Era

Source 13.1 The Memoirs of Emperor Jahangir: Jahangir, Memoirs, 1605–1627

Source 13.2 The Palace of an Ottoman Emperor: A Reception at the Court of Selim III, late 18th Century

Source 13.3 French State Building and Louis XIV

Louis XIV, Memoirs, 1670

Louis XIV in Costume, 1653

Source 13.4 An Outsider’s View of the Inca Empire: Pedro de Cieza de León, Chronicles of the Incas, ca. 1550

Source 13.5 The Temple of Heaven: Beijing, China: The Hall of Prayer for Good Harvest, ca. 1420

HISTORIANS’ VOICES: Early Modern Rulers

Voice 13.1 Charles Parker on Emperor Kangxi of China and Louis XIV of France, from Global Interactions in the Early Modern Age, 1400–1800, 2010

Voice 13.2 John Darwin on Emperor Akbar’s Public Image, from After Tamerlane: The Rise and Fall of Global Empires 1400–2000, 2008

 

14. ECONOMIC TRANSFORMATIONS: COMMERCE AND CONSEQUENCE, 1450–1750

Europeans and Asian Commerce

A Portuguese Empire of Commerce

Spain and the Philippines

The East India Companies

Asians and Asian Commerce

Silver and Global Commerce

"The World Hunt": Fur in Global Commerce

Commerce in People: The Transatlantic Slave System

The Slave Trade in Context

The Slave Trade in Practice

Consequences: The Impact of the Slave Trade in Africa

Conclusions and Reflections: Global Trade and Moral Complexity

Revisiting Chapter 14

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 14

ZOOMING IN: Ayuba Suleiman Diallo: To Slavery and Back

CONTROVERSIES: Debating the Atlantic World

WORKING WITH EVIDENCE: Consumption and Culture in the Early Modern World

Source 14.1 Clothing and Status in the Americas: Miguel Cabrera, Detail from a Series on Multiracial Marriages in Mexico, 1763

Source 14.2 Regulating Dress in Europe and Japan

Venetian Law REgulating Dress, 1511

Ihara Saikaku, The Japanese Family Storehouse, 1688

Source 14.3 Tea and Porcelain in Europe: Image of Tea Drinking and Chinese Porcelain Cups, 18th century

Source 14.4 A Critical View of Coffeehouses in the Ottoman Empire: Mustafa Ali, Description of Cairo, 1599

Source 14.5 An Ottoman Coffeehouse: A Gathering of Turkish Men at an Ottoman Coffeehouse, 16th century

Source 14.6 Coffeehouse Culture in England: Thomas Jordan, News from the Coffee-house, 1667

HISTORIANS’ VOICES: On Consumer Culture in the Early Modern World

Voice 14.1 Frank Trentmann on Consumer Culture in the Netherlands and Britain,From Empire of Things: How We Became a World of Consumers, from the Fifteenth Century to the Twenty-First, 2016

Voice 14.2 Anne Gerritsen and Giorgio Riello on the Impacts of Global Consumption and Exchange, From The European World 1500-1800: An Introduction to Early Modern History, 2018

 

15. CULTURAL TRANSFORMATIONS: RELIGION AND SCIENCE, 1450–1750

The Globalization of Christianity

Western Christendom Fragmented: The Protestant Reformation

Christianity Outward Bound

Conversion and Adaptation in Spanish America

An Asian Comparison: China and the Jesuits

Persistence and Change in Afro-Asian Cultural Traditions

Expansion and Renewal in the Islamic World

China: New Directions in an Old Tradition

India: Bridging the Hindu/Muslim Divide

A New Way of Thinking: The Birth of Modern Science

The Question of Origins

Science as Cultural Revolution

Science and Enlightenment

European Science beyond the West

Looking Ahead: Science in the Nineteenth Century and Beyond

Conclusions and Reflections: Many Ways of Cultural Borrowing

Revisiting Chapter 15

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 15

ZOOMING IN: Galileo and the Telescope: Reflecting on Science and Religion

THEN AND NOW: Science

WORKING WITH EVIDENCE: Christianity: Becoming a Global Religion

Source 15.1 Cultural Blending in Andean Christianity: La Virgen del Cerro (Virgin Mary of the Mountains), ca. 1740

Source 15.2 Christianity through Maya Eyes: The Chilam Balam of Chumayel, 18th century

Source 15.3 Making Christianity Chinese: Illustration of the Annunciation, ca. 17th century

Source 15.4 The Chinese Rites Controversy

Papal Decree Banning Chinese Rites, 1715

Decree of Emperor Kangxi, 1721

Source 15.5 Christian Art in the Mughal Empire: Unknown Indian Artist, The Holy Family, early 17th century

HISTORIANS’ VOICES: Missions in Mesoamerica and China

Voice 15.1 Merry Wiesner-Hanks on the Virgin of Guadalupe, from A Concise History of the World, 2015

Voice 15.2 Diarmaid MacCulloch on Jesuit Missionary Strategies in China, from Christianity: The First Three Thousand Years, 2009

 

PART 5 The European Moment in World History, 1750–1900

THE BIG PICTURE European Centrality and the Problem of Eurocentrism

LANDMARKS IN WORLD HISTORY (1750–1900)

 

16. ATLANTIC REVOLUTIONS, GLOBAL ECHOES, 1750–1900

Atlantic Revolutions in a Global Context

Comparing Atlantic Revolutions

The North American Revolution, 1775–1787

The French Revolution, 1789–1815

The Haitian Revolution, 1791–1804

Latin American Revolutions, 1808–1825

Echoes of Revolution

The Abolition of Slavery

Nations and Nationalism

Feminist Beginnings

Conclusions and Reflections: Pondering the Outcomes of Revolutions

Revisiting Chapter 16

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 16

ZOOMING IN: Kartini: Feminism and Nationalism in Java

WORKING WITH EVIDENCE: Opponents of the Atlantic Revolutions

Source 16.1 A New York Clergyman’s Criticism of the Continental Congress: Samuel Seabury, Letter of a Westchester Farmer, 1774

Source 16.2 A British Conservative’s Critique of the Universal Rights of Man: Edmund Burke, Reflections on the Revolution in France, 1790

Source 16.3 An English Cartoon’s Reaction to Revolutionary Violence: Hell Broke Loose, or, The Murder of Louis, 1793

Source 16.4 The French National Assembly and Slavery: Decree and Explanation of the French National Assembly, May 15 and 29, 1791

Source 16.5 Imagining Women’s Suffrage: An Inauguration of the Future, 1897

HISTORIANS’ VOICES: How the French Revolution Went Wrong

Voice 16.1 Tocqueville on the Course of the French Revolution, from The Old Regime and the Revolution, 1856

Voice 16.2 Hippolyte Taine on the Failure of the Early Years of the Revolution and the Rise of the Radical Revolution, from The French Revolution, 1881

 

17. REVOLUTIONS OF INDUSTRIALIZATION, 1750–1900

Industrialization: The Global Context

The First Industrial Society

The British Aristocracy

The Middle Classes

The Laboring Classes

Social Protest

Europeans in Motion

Variations on a Theme: Industrialization in the United States and Russia

The United States: Industrialization without Socialism

Russia: Industrialization and Revolution

The Industrial Revolution and Latin America in the Nineteenth Century

After Independence in Latin America

Facing the World Economy

Becoming like Europe?

Conclusions and Reflections: Reflecting on the Industrial Revolution

Revisiting Chapter 17

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 17

CONTROVERSIES: Debating "Why Europe?"

ZOOMING IN: The English Luddites and Machine Breaking

WORKING WITH EVIDENCE: The Socialist Vision and Its Enemies

Source 17.1 Socialism According to Marx: Karl Marx and Friedrich Engels, The Communist Manifesto, 1848

Source 17.2 Socialism without Revolution: Eduard Bernstein, Evolutionary Socialism, 1899

Source 17.3 Socialist Perspectives in Art: The Present and the Future

Industrial Workers of the World, A Pyramid of Capitalist Society, 1911

Manifest of International Trade Union Congress, 1896

Source 17.4 Socialism in Song: Eugène Pottier, The Internationale, 1871

Source 17.5 British Poster Depicting the Socialist Threat: Conservative Party, Socialism Throttling the Country, 1909

Source 17.6 Outlawing Socialism in Germany: Law against the Publicly Dangerous Endeavors of Social Democracy, 1878

HISTORIANS’ VOICES: The Legacy of Karl Marx in the Twenty-First Century

Voice 17.1 Allan Todd on Marx and Current History, from The Soviet Union and Post-Soviet Russia, 2016

Voice 17.2 Terry Eagleton on the Continuing Relevance of Marx, from Why Marx Was Right, 2011

 

18. COLONIAL ENCOUNTERS IN ASIA, AFRICA, AND OCEANIA, 1750–1950

Industry and Empire

A Second Wave of European Conquests

Under European Rule

Cooperation and Rebellion

Colonial Empires with a Difference

Ways of Working: Comparing Colonial Economies

Economies of Coercion: Forced Labor and the Power of the State

Economies of Cash-Crop Agriculture: The Pull of the Market

Economies of Wage Labor: Migration for Work

Women and the Colonial Economy: Examples from Africa

Assessing Colonial Development

Believing and Belonging: Identity and Cultural Change

Education

Religion

"Race" and "Tribe"

Conclusions and Reflections: Who Makes History?

Revisiting Chapter 18

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 18

ZOOMING IN: Vivekananda, a Hindu Monk in America

THEN AND NOW: Imperialism

WORKING WITH EVIDENCE: Colonial Conquest: The Scramble for Africa

Source 18.1 Competition and Conquest: Charles Tichon, Commandant Marchand across Africa, 1900

Source 18.2 "Pacification" in East Africa: Richard Meinertzhagen, A Small Slaughter, 1902

Source 18.3 From Cape to Cairo: The Rhodes Colossus, 1892

Source 18.4 Ethiopia and the Scramble for Africa

Menelik II, Letter to the European Great Powers, 1891

Menelik II, Mobilization Proclamation, 1895

Source 18.5 Empire Building in North Africa: British and French in North Africa, ca. 1910

Source 18.6 An African American Voice on the Scramble for Africa: W. E. B. DuBois, The African Roots of War, 1915

HISTORIANS’ VOICES: The Invasion of Africa

Voice 18.1 Thomas Pakenham on European Motivations, from The Scramble for Africa, 1992

Voice 18.2 A. Adu Boahen on African Strategies, from African Perspectives on Colonialism, 1987

 

19. EMPIRES IN COLLISION: EUROPE, THE MIDDLE EAST, AND EAST ASIA, 1800–1900

Reversal of Fortune: China’s Century of Crisis

The Crisis Within

Western Pressures

The Failure of Conservative Modernization

The Ottoman Empire and the West in the Nineteenth Century

"The Sick Man of Europe"

Reform and Its Opponents

Outcomes: Comparing China and the Ottoman Empire

The Japanese Difference: The Rise of a New East Asian Power

The Tokugawa Background

American Intrusion and the Meiji Restoration

Modernization Japanese-Style

Japan and the World

Conclusions and Reflections: Success and Failure in History

Revisiting Chapter 19

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 19

ZOOMING IN: Lin Zexu: Confronting the Opium Trade

WORKING WITH EVIDENCE: China: On the Brink of Change

Source 19.1 Toward a Constitutional Monarchy: Kang Youwei, An Appeal to Emperor Guangxu, 1898

Source 19.2 Resistance to Change: Conservative Reactions after the Sino-Japanese War, late 19th-early 20th century

Source 19.3 Gender, Reform, and Revolution: Qiu Jin, Address to Two Hundred Million Fellow Countrywomen, 1904

Source 19.4 Cutting the Queue: The Modernization of China, 1911

Source 19.5 Toward Revolution: Wang Jingwei, We Want a Republic, Not a Constitutional Monarchy, April 25, 1910

Source 19.6 The Chinese Revolution of 1911: About the Insurrectional Movement in China, 1911

HISTORIANS’ VOICES: The Sino-Japanese War of 1894–1895

Voice 19.1 David and Yurong Atwill on the Significance of the War for China, from Sources in Chinese History, 2010

Voice 19.2 James L. Huffman on the Significance of the War for Japan, from Japan in World History, 2010

 

PART 6 The Long Twentieth Century, 1900–present

THE BIG PICTURE The Long Twentieth Century: A New Period in World History?

LANDMARKS IN WORLD HISTORY (1900–present)

 

20. WAR AND REVOLUTION, 1900–1950

The First World War: A European Crisis with a Global Impact, 1914–1918

Origins: The Beginnings of the Great War

Outcomes: Legacies of the Great War

The Russian Revolution and Soviet Communism

Capitalism Unraveling: The Great Depression

Democracy Denied: The Authoritarian Alternative

European Fascism

Hitler and the Nazis

Japanese Authoritarianism

A Second World War, 1937–1945

The Road to War in Asia

The Road to War in Europe

Consequences: The Outcomes of a Second Global Conflict

Communist Consolidation and Expansion: The Chinese Revolution

Conclusions and Reflections: Historical Intersections and Their Implications

Revisiting Chapter 20

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 20

ZOOMING IN: Hiroshima

WORKING WITH EVIDENCE: Ideologies of the Axis Powers

Source 20.1 Italian Fascism: Creating a New Roman Empire: School Exercise Book Celebrating Italy’s Victory over Ethiopia, 1937

Source 20.2 Hitler on Nazism: Adolf Hitler, Mein Kampf (My Struggle), 1925–1926

Source 20.3 Nazi Anti-Semitism: H. Schluter, Der Ewige Jude (The Eternal Jew), 1937

Source 20.4 The Japanese Way: Cardinal Principles of the National Entity of Japan, 1937

Source 20.5 Japanese Imperialism: Japanese Propaganda Poster of Manchuria under Japanese Occupation, 1933

HISTORIANS’ VOICES: Anti-Semitism

Voice 20.1 Beth A. Griech-Polelle on Anti-Semitism Creating "Otherness," from Anti-Semitism and the Holocaust, 2017

Voice 20.2 Christopher Browning on Why Many Ordinary Germans Tacitly Supported Nazi Anti-Semitic Policies, From The Origins of the Final Solution: The Evolution of Nazi Jewish Policy, September 1939 – March 1942, 2004

 

21. A CHANGING GLOBAL LANDSCAPE, 1950–PRESENT

Recovering from the War

Communism Chinese-Style

Building a Modern Society

Eliminating Enemies

East versus West: A Global Divide and a Cold War

Military Conflict and the Cold War

Nuclear Standoff and Third-World Rivalry

The Cold War and the Superpowers

Toward Freedom: Struggles for Independence

The End of Empire in World History

Toward Independence in Asia and Africa

After Freedom

The End of the Communist Era

Beyond Mao in China

The Collapse of the Soviet Union

After Communism

Conclusions and Reflections: Twentieth-Century Communism

Revisiting Chapter 21

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 21

ZOOMING IN: Fidel Castro and the Cuban Revolution

WORKING WITH EVIDENCE: Mao’s China

Source 21.1 Revolution in Long Bow Village: William Hinton, Confronting Landlords and Husbands, 1948

Source 21.2 A Vision of the New China: Poster "Work Hard for a New Age," 1970s

Source 21.3 Socialism in the Countryside

Mao Zedong, On Communes, 1958

Poster: "The People’s Communes Are Good," 1958

Source 21.4 Women, Nature, and Industrialization: Poster "Women Hold Up Half of Heaven," 1970

Source 21.5 The Cult of Mao: Poster "Chairman Mao and Us Together," 1968

Source 21.6 Experiencing the Cultural Revolution: Gao Yuan, Born Red, 1987

HISTORIANS’ VOICES: Assessing Mao

Voice 21.1 Maurice Meisner on Mao, Modernization, and Socialism, from Mao’s China and After, 1999

Voice 21.2 Frank Dikotter on Mao’s Great Famine, from Mao’s Great Famine, 2011

 

22. GLOBAL PROCESSES: TECHNOLOGY, ECONOMY, AND SOCIETY, 1900–PRESENT

Science and Technology: The Acceleration of Innovation

A Second Scientific Revolution

Fossil Fuel Breakthroughs

Transportation Breakthroughs

Communication and Information Breakthroughs

Military Weapons Breakthroughs

The Global Economy: The Acceleration of Entanglement

Industrial Globalization: Development in the Global South

Economic Globalization: Deepening Connections

Growth, Instability, and Inequality

Pushback: Resistance to Economic Globalization

Producing and Consuming: The Shapes of Modern Societies

Life on the Land: The Decline of the Peasantry

The Changing Lives of Industrial Workers

The Service Sector and the Informal Economy

Global Middle Classes and Life at the Top

Getting Personal: Transformations of Private Life

Modernity and Personal Life

The State and Personal Life

Feminism and Personal Life

Conclusions and Reflections: On Contemporary History

Revisiting Chapter 22

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 22

CONTROVERSIES: Debating Globalization

ZOOMING IN: Anna Dubova, a Russian Woman, and the Soviet State

WORKING WITH EVIDENCE: Global Feminism

Source 22.1 Western Feminism in the Twenty-First Century

A Slutwalk Protest in London, 2012

A Demonstration for Women Workers’ Rights in Toulouse, France, 2017

Source 22.2 Black American Feminism: Combahee River Collective, A Black Feminist Statement, 1977

Source 22.3 Communist Feminism: Soviet Poster Advertising Support for Women Workers, 1949

Source 22.4 Islamic Feminism: Benazir Bhutto, Politics and the Muslim Woman, 1995

Source 22.5 Mexican Zapatista Feminists

Indigenous Women’s Petition, March 1, 1994

The Women’s Revolutionary Law, January 1, 1994

HISTORIANS’ VOICES: Feminism: Tensions and Resistance

Voice 22.1 Merry Wiesner-Hanks on International Feminism, from Gender in History: Global Perspectives, 2011

Voice 22.2 Peter Stearns on Resistance to Global Feminism, from Gender in World History, 2015

 

23. GLOBAL PROCESSES: DEMOGRAPHY, CULTURE, AND THE ENVIRONMENT, 1900–PRESENT

More People: Quadrupling Human Numbers

People in Motion: Patterns of Migration

To the Cities: Global Urbanization

Moving Abroad: Long-Distance Migration

Microbes in Motion: Disease and Recent History

Cultural Identity in an Entangled World

Race, Nation, and Ethnicity

Popular Culture on the Move

Religion and Global Modernity

The Environment in the Anthropocene Era

The Global Environment Transformed

Changing the Climate

Protecting the Planet: The Rise of Environmentalism

Conclusions and Reflections: World History and the Making of Meaning

Revisiting Chapter 23

Revisiting Specifics

Revisiting Core Ideas

A Wider View

Landmarks for Chapter 23

ZOOMING IN: Barbie and Her Competitors in the Muslim World

THEN AND NOW: Humanity and Nature

WORKING WITH EVIDENCE: Contending for Islam

Source 23.1 A Secular State for an Islamic Society: Mustafa Kemal Atatürk, Speech to the General Congress of the Republican Party, 1927

Source 23.2 Toward an Islamic Society: The Muslim Brotherhood, Toward the Light, 1936

Source 23.3 Two Images of Islamic Radicalism

The Violent Face of Islamic Radicalism, 2015

The Peaceful Face of Islamic Radicalism, 2015

Source 23.4 The Sufi Alternative: Narendra Modi, Sufism and Islamic Radicalism, 2016

Source 23.5 Progressive Islam: Kabir Helminski, Islam and Human Values, 2009

Source 23.6 Debating the Burqa: Protests in London against French Ban of Face Concealment, 2011

HISTORIANS’ VOICES: Perspectives on the Iranian Revolution

Voice 23.1 Francis Robinson on Islamic Renewal Movements, from The Cambridge Illustrated History of the Islamic World, 1996

Voice 23.2 John Esposito on the Source of the Iranian Revolution, from The Oxford History of Islam, 1999

 

For Further Study

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

Ways of the World with Sources, Volume 1

Robert Strayer; Eric Nelson | Fifth Edition | 2022 | ISBN:9781319331115

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