Worlds of History, Volume II: Since 1400. A Comparative Reader

606 Pages·2013·294.617 MB·English

by  Kevin Reilly

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a'
Abour This Book
Wolds of History offers o flexible comporotive ond themotic orgonizotion thot
occommodotes o voriety of teoching opprooches ond helps students moke
cross-cultur:ol comporisons. Thoughtfully compiled by o distinguished world
historion ond community college instructor, eoch chopter presents o wide
orroy of primory ond secondory sources orronged oround o moior theme.
New to This Edition
Over 25"/" new documenls offer new perspectives, topics, ond brooder
geogrophicol coeroge. New primory source documents ronge from depictions
of gender in clossicol societies to Focebook posts from the Arob Spring.
New secondory source selections include Shlomo Sond's thoughtprovoking
orgument obout the origins of the Jewish people ond Heonik Kwon's theory
regording the origins of the Cold Wor.
New choplers in eoch volume feoture topics sure to engoge sfudents.
Volume One includes new chopters on empire ond government in Chino
ond Rome, ond trode, trovel, ond migrotions in Eurosio, Africo, ond the
Pocific. Volume Two includes o new chopter on new democrocy movements
lrom 1977 to the present.
New "Thinking Historicolly" exercises in eoch volume help students build
skills. New skills include "Moking Comporisons" ond "sifting Foctors" in
Volume One ond 'Apprecioting Context" ond "Detecting ldeologicol
Longuoge" in Volume Two. These ond the other "Thinking Historicolly"
exercises focus on developing o specific onolyticol skill oppropriote for
the documents ond themes in eoch chopter.
A new "lnFoduction for Students" gives students strep-by-step inshuctions
for document onolysis. This brief introduction exploins how to opprooch
primory ond secondory sources ond guides students through the process
of onolyzing both written ond visuol sources.
Mops ond imoges ore now ovoiloble for presenlotion. lnstructors hove
occess to downloodoble files of imoges from the book, including mops
ond illustrotions, mony in full color. Along with the revised rnstructor's
Resource Monuol compiled by Kevin Reilly, these ore ovoiloble ot
bedfordstmortins.com/reilly/cotolog.
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Worlds of HistorY
i
'
A ComParative Reader
Volume Two: Since 1400
:
Pifth Edition
Kevin Reilly
Raritan ValleY College
Bedford/St. Martin's
o
Boston New York
For Bedford/St. Martin's
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Copyright A 20 1 3, 20 1. 0, 2007, 2004 by Bed ford/St. Martin,s
All rights reserved. No part of-this book may be reproduced, stored in a retrieval
system! or transmitted in any form or by any -arni, electronic, mechanicar,
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Manufactured in the United States of America.
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13
For information, urite: Bedford/St. Martin,s, 75 Arlington Street,
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ISBN 978-1-4 576-1782-9 (Volume 1)
ISBN 978-1-4 576-1783-6 (Volume 2)
ISBN 978-1-4 576-7785-O (High School Edition)
Acknowledgments
Acknowledgments and cc)pyrights appear at the back of the book on pages ACK-I-
AlaCwK t-o6 ,r ewphroicdhu cceo nlhsetsiteu tsee arenc teioxntes nbsyio ann oy f *trhoer rc'roi.p,hyorirgrhote upeagr ew. Iitth ios uat ,tfhoe,t iwiiorinrt uon1 tt ,
permission of the copyright holder.
Preface
Teaching introductory world history to college students for forty years
has helped me appreciate the enduring truths that have governed the
framewbrk of this book since its inception. \When asked what has made
'Worlds of History such a successful supplemental or stand-alone text for
their world history courses, adopters point to the accessible and engaging
selections; the choice of interesting themes and topics presented com-
pararively that address the interests of students while respecting the in-
tegrity of the field; and the inclusion of "Thinking Historically" sections
that sho* teachers and students how the study of history can not only
teach broad trends and comparative experiences but also develop critical
thought. I have continued all of these features in this fifth edition.
To engage students who are not only new to the college experience
but new to reading source material as well, I have continued my efforts
to provide accessible readings that pique student interest. This new edi-
tion aims to maintain that high level of reader interest with new selec-
tions that are real page-turners, like the diary of a young man on a
doomed slave ship and Pu Songling's story of a mysterious "Lady
Knight," along with some new, more accessible translations of estab-
lished classical sources like Tbe Tale of Genii. As in previous editions,
I have also included secondary as well as primary texts. In some chapters
the secondary text introduces an issue that the primary sources address,
while at other times the secondary source offers a summary or sugges-
tions for new directions. My strategy is that students will learn how
texts, whether primary or secondar5 talk to each other-and without
having to buy separate books of each.
Ai a framework, the reader continues to have a thematic and topical
organization that also proceeds chronologically, with each chapter
foiusing on a caprivating topic within a parricular time period. I have
long found a comparative approach to be a useful tool for approaching
*oild history, and for the fifth edition, I have continued to use this tool,
examining two or more cultures at a time. In some chapters students can
trace parallel developments in separate regions, such as the development
of soiiety in ancient Greece and India in Chapter 3, or the advent of
nationalism in Japan and India in Chapter 23. ln other cases students
examine the enduring effects of contact and exchange between cultures,
as in the chapter on Mongol and Viking raiding and settlements from
the tenth to ihe fourteenth centuries, or Volume T\vo's chapter on the
scientific revolution in Europe, the Ottoman Empire, China, Japan, and
the Americas. Even the normally bipolar study of the Cold War in
Chapter 26 can be opened up to more comparisons with new documents
relating to the fight to control the emerging "Third World."
llt
lv I Preface
I have long felt that we should teach "habits of mind', as much as
subject matter. This view is becoming more pervasive in recent years,
emphasized by the college Board in its AP world History course, and ai
evidenced by the spreading appeal of assessing common goals for the
study of history that is currently winning the endorse-..,t of the Ameri-
can Historical Association. To encourage these "habits of mind,,, I con-
tinue to include a wealth of pedagogical tools to help studenrs unlock
the readings and hone their criticalthinking skills. Eaih chapter begins
with "Historical Context," an introduction to the chapter,s topic ihat
setg th9 stage for directed comparisons among the readings. A separate
*Thinking
Historically" section follows, which introduces a pariicular
critical thinking skill-such as asking about aurhor, audience, and
agenda or distinguishing causes of change-that is designed to mine the
chapter's selections. Headnotes preceding each selection provide addi-
tional context, while document-specific "Thinking Histoiically,, para-
graphs pose questions to encourage close analysis of the selections using
the critical thinking skill introduced at the beginning of the chapter. Exl
planatory gloss notes and pronunciation guides throughout ensure com-
prehension of the readings. A ser of "Reflections" thai both summarizes
and extends the chapter's lessons concludes each chapter.
To enrich the instructor's experience teaching with this reader,
I
have written an instructor's resource manual. Available online at
bedfordstmartins.com/reilly/catalog, this manual provides the rationale
for the selection and organization of the readings, iuggestions for teach-
ing with the documents, an ahernate table of contents organized by top-
ics, and information about additional resources, including films and
Internet sites. At the same site, instructors can also access and download
all of the maps and images from this book, many in color, for presenta-
tion. All of the maps from the book are also available for download in
Make History at bedfordstmartins.com/makehistory.
I NEW TO THIS EDITION
r7hile I am continually testing selections in my own classroom, I appre-
ciate input from readers and adopters, and I want to thank them for
their many suggestions for exciting new chapters and selections. Having
incorporated some of this feedback, I think those who have used the
reader_previously will6nd the fifth edition even more geographically and
topically comprehensive, interesting, and accessible to itrde.,ts. More
than a quarter of the selections are new, which has allowed me to intro-
duce fresh material into almost every chapter. In addition, I have in-
cluded three new chapters, which explore empire and government in
China and Rome (Chapter 4); trade, travel, and migrations in Eurasia,
Preface I
Africa, and the Pacific (Chapter 8); and New Democracy movements
from 1"977 to the present (Chapter 27).
One more change to this edition of Worlds of History has, I hope,
made the book more accessible. I significantly expanded the Introduc-
tion for Students to give students an idea of how I conceive the purpose
of this reader, how it might work with a textbook, if they use one, and
how they might read primary sources without abiect fear. For instance,
I encourage them to ask the basic who, what, where, when, why ques-
tions of eich source-keeping in mind that it is their understanding of
the source that matters most, not what the author of the source may
have wanted them to learn.
I am not a believer in change for its own sake; when I have a success-
ful way of teaching a subject, I am not disposed to jettison it for some-
thing new. Consequently, many of my most satisfying changes are
incrJmental, a better translation of a document, the addition of a newly
discovered source, or additional questions to further inspire critical
thinking. In some cases I have been able to further edit a useful source,
retaining its muscle, but providing room for a precious new find. I begin
each round of revision with the conviction that the book is already as
good as it can get. And I end each round with the surprising discovery
that it is much better than it was.
r ACKNOWLEDCM ENTS
A book like this cannot be written without the help and advice of a vast
army of colleagues and friends. I consider myself enormously fortunate
to have met and known such a large group of gifted and generous
scholars. Some were especially helpful in the preparation of this new
'William
edition. They include: Baller, Worcester Polytechnic Institute;
A.
Peter Burkholder, Fairleigh Dickinson University; Jessica Coope,
University of Nebraska-Lincoln; Matthew crawford, Kent State
University; Eric Cunningham, Gonzaga University; Paul Droubie,
Manhattan College; Vefa Erginbas, The Ohio State University; Ken
Faunce, 'Washington State University; Alan W. Fisher, Michigan State
University; Judy Ann Ford, Texas A&M University; Dana Goodrich,
Northwest Visia College; Andrew Goss, University of New Orleans;
Candace Gregory-Abboit, California State University-Sacramento; Kyle
Griffith, Calilornia State University-San Marcos; Andrew Hamilton,
Viterbo University; Jesse Hingson, Jacksonville Universiry; David M.
Kalivas, Middlesex Community College; Sandra LeBeau, Colby-Sawyer
College; Luke Kelly, University of Utah; Jonathan Lee, San Antonio
Colle[e; George E. Longenecker, Vermont Technical College; Erik C'
Maieishofer, Hope International University; Michael S. Mangus, The
vl I Preface
ohio state University; Deena c. McKinneS East Georgia coilege;
Heather McNamee, Arkansas State University; craig Miller, plnnsylvaiia
College; Dayo Nicole Mitchell, University of Oregon; Jason Neidleman,
university of La verne; Kenneth $7. Noe, Auburn University; patrick M.
Patterson, Honolulu Community College; Mark peaci, Southern
Adventist University; Laura Ryan, Southwistern college; Steven Seegel,
University of Northern colorado; Jonathan Seitz, Drexel Universlty;
Matthew G. Stanard, Berry college; Lisa Tran, california State Fullerton;
Teresa Fava Thomas, Fitchburg State University; Doug Tompson,
Columbus State University; Karen M. Teoh, Stonehili College; Sally,West,
Truman State University.
I'd also like to thank the following high school insrrucrors who
provided guidance and expertise: Jeffrey Filson, Glen Burnie High
School; Deborah Johnston, Lakeside School; Dana Ann Landesmin,
Bronxville High school; Drew H. Maddock, Harvard-westlake School;
and Kaylene Schliesser, Clements High School.
- over the years I have benefited from the suggestions of innumerable
friends and fellow wotld historians. Among tt em' l,lichael Adas, Rutgers
university; the late Jerry Bentley, University of Hawai'i; David Be"rry,
Essex county community college; Edmund (Terry) Burke III, Universiiy
of california-Santa cruz; catherine claS Shippensburg university; thl
late_Philip Currin, Johns Hopkins University; S. Rosr DoughtS Ursinus
college; Ross Dunn, san Diego State University; Marc Gilberi, Hawai'i
Pacific university; Steve Gosch, University of rwisconsin-Eau ciaire; Sue
Gronewold, Kean University; Gregory Guzman, Bradley univeisity;
Brock Haussamen, Raritan Valley College; Allen Howard, Rutgeii
University; Sarah Hughes, Shippensburg University; Karen yottn
University of Hawai'i; Stephen Kaufman, Raritan valley coilegi;
"oi
Maghan Keira, villanova University; craig Lockard, Unive^ity
'Wisconsin-Green
Bay; Pat Manning, University of pittsburgh; Adam
McKeown, columbia university; John McNeill, Georgetown U,iue.sity;
\Tilliam H. McNeill, university of chicago; Gyan prakash, princeron
University; T auren Ristvet, University of Pennsylvania; Robert Rosen,
University of California-Los Angeles; Heidi Roupp, Aspen High School;
John Russell-'Wood, Johns Hopkins University;-Lynda Shaffer, Tufts
university; Ira Spar, Ramapo college; Robert strayer, california state
University-Monterey Bay; George Sussman, LaGuardia community
College; Robert Tignor, Princeron University; John Voll, Georgetown
University; and Peter \7inn, Tufts University.
I also want to thank the people at Bedford/St. Martint. Joan Feinberg
and Denise'$Vydra remained involved and helpful throughoui, as did Mar|
Dougherty, Traci crowell, and Jane Knetzgir. victoria Royal provided
invaluable help in reviewing the previour .ditio.,, and she'coordinated
the. development of the instructor's manual, ensured the bookt images
and maps all appeared online for download, and provided invaluaf,le
Preface I
behind-the-scenes support for the reader. I want to thank my production
editor, Katherine Caruana, for overseeing the entire production process of
design, copyediting, and page composition. I would also like to thank
Susan Moore for copyediting, Marine Miller for the cover design, Sara
Hillman for designing promotional materials, and Paul Stillitano, Kather-
ine Bates, and Dan McDonough for expertly marketing the book. Thanks
also to photo researcher Naomi Kornhauser and to Heather Salus for
clearing the text permissions. Finally, my deepest appreciation goes to
Senior tditor Lauia Arcari for her editorial guidance, forcing me to make
it a better book than I had any right to expect. None of this would have
been possible if I had not been blessed in my own introduction to history
and ciitical thinking at Rutgers in the 1950s with teachers I still aspire to
emulate. Eugene Meehan taught me how to think and showed me that
I could. Traian Stoianovich introduced me to the world and an endless
range of historical inquiry. 'Warren Susman lit up a room with more life
than I ever knew existed. Donald'Weinstein guided me as a young teaching
assistant to listen to students and talk with them rather than at them. And
Peter Stearns showed me how important and exciting it could be to under-
stand history by making comparisons. I dedicate this book to them.
FinallS I want to thank my own institution, Raritan Valley College,
for nurturing my career, allowing me to teach whatever I wanted, and
entrusting me with some of the best students one could encounter any-
where. I iould not ask for anything more. Except, of course, a loving
wife like Pearl.
Kevin ReillY