Aacc custom art of public speaking

Byzantine Or Eastern Roman Civilization Report

Use the Civilization Report Template on the file attached. Answer the questions using The Making of the West((it will be attached too)). If you use outside sources, make sure you properly cite them in MLA style on a Works Cited page. Each section of the report needs to be at least one paragraph of three or more complete sentences: be thorough.

Be carefuhas to be on Byzantine or Eastern Roman civilization

Executive Editor for History: Mary Dougherty Director of Development for History: Jane Knetzger Senior Developmental Editor: Heidi L. Hood Senior Production Editor: Karen S. Baart Senior Production Supervisor: Dennis Conroy Executive Marketing Manager: Jenna Bookin Barry Editorial Assistants: Lindsay DiGianvittorio and Katherine Flynn Production Associate: Lindsay DiGianvittorio Production Assistant: David Ayers Copyeditor: Janet Renard Text Design: Janis Owens, Books By Design, Inc. Page Layout: Boynton Hue Studio Photo Research: Gillian Speeth Indexer: Leoni Z. McVey & Associates, Inc. Cover Design: Donna Lee Dennison Cover Art: Arrival of the Crusaders in Constantinople for the Battle between the French and the Turks

1147–1148 A.D. From Grandes Chroniques de France, illuminated by Jean Fouquet, Tours, c. 1455–1460. Bibliothèque Nationale de France.

Cartography: Mapping Specialists Limited Composition: Aptara Printing and Binding: R.R. Donnelley & Sons Company

President: Joan E. Feinberg Editorial Director: Denise B. Wydra Director of Marketing: Karen Melton Soeltz Director of Editing, Design, and Production: Marcia Cohen Managing Editor: Elizabeth M. Schaaf

Library of Congress Control Number: 2007927405

Copyright © 2009 by Bedford / 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 means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher.

Manufactured in the United States of America.

1 2 3 4 5 6 12 11 10 09 08

For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000)

ISBN-10: 0–312– 45294–2 ISBN-13: 978–0–312– 45294–0 (combined edition) ISBN-10: 0–312– 45295–0 ISBN-13: 978–0–312– 45295–7 (Vol. I) ISBN-10: 0–312– 45296–9 ISBN-13: 978–0–312– 45296– 4 (Vol. II) ISBN-10: 0–312– 46508–4 ISBN-13: 978–0–312– 46508–7 (Vol. A) ISBN-10: 0–312– 46509–2 ISBN-13: 978–0–312– 46509– 4 (Vol. B) ISBN-10: 0–312– 46510–6 ISBN-13: 978–0–312– 46510–0 (Vol. C) ISBN-10: 0–312– 46663–3 ISBN-13: 978–0–312– 46663–3 (high school edition)

Acknowledgments: Acknowledgments and copyrights are printed at the back of the book on pages C-1–C-2, which constitute an extension of the copyright page. It is a violation of the law to reproduce these selections by any means whatsoever without the written permission of the copyright holder.

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WHEN A BOOK GOES INTO its third edition, authors feel affirmed but also encouraged to do even better. In- structors who have read and used our book con- firmed that the new synthesis we offered in the first and second editions enabled them to bring the most current conceptualizations of the West into their classroom. From the start, our goal has been to create a text that demonstrates that the history of the West is the story of an ongoing process, not a finished result with only one fixed meaning. We wanted also to make clear that there is no one Western people or culture that has existed from the beginning until now. Instead, the history of the West includes many different peoples and cultures. To convey these ideas, we have written a sustained story of the West’s devel- opment in a broad, global context that reveals the cross-cultural interactions fundamental to the shap- ing of Western politics, societies, cultures, and economies. Indeed, the first chapter opens with a sec- tion on the origins and contested meaning of Western civilization. In this conversation, we emphasize our theme of cultural borrowing between the peoples of Europe and their neighbors that has characterized Western civilization from the beginning. Continu- ing this approach in subsequent chapters, we have insisted on an expanded vision of the West that in- cludes the United States and fully incorporates eastern Europe and Scandinavia. Through the depth and breadth embraced in our narrative, we have been able to offer sustained treatment of crucial topics such as Islam and provide a more thorough treatment of globalization than any competing text. Our aim has been to convey the relevance of Western history throughout the book as essential background to today’s events, from debate over European Union membership to conflict in the Middle East. Instructors have found this synthesis essential for helping students understand the West in today’s ever-globalizing world.

Equally valuable to instructors has been the way our book is organized with a chronological framework to help students understand how polit- ical, social, cultural, and economic histories have influenced each other over time. We know from our own teaching that introductory students need

a solid chronological framework, one with enough familiar benchmarks to make the material easy to grasp. Each chapter treats all the main events, people, and themes of a period in which the West significantly changed; thus, students learn about po- litical events and social and cultural developments as they unfolded. This chronological integration also accords with our belief that it is important, above all else, for students to see the interconnec- tions among varieties of historical experience — between politics and cultures, between public events and private experiences, between wars and diplomacy and everyday life. Our chronological synthesis provides a unique benefit to students: it makes these relationships clear while highlighting the major changes of each age. For teachers, our chronological approach ensures a balanced account and provides the opportunity to present themes within their greater context. But perhaps best of all, this approach provides a text that reveals history as a process that is constantly alive, subject to pressures, and able to surprise us.

Despite gratifying praise from the many re- viewers who helped shape this edition, we felt we could do even more to help students and instruc- tors. First, we have further highlighted thematic coverage to help students discern major develop- ments. The most extensive changes we made to this end appear in the Renaissance and Reforma- tion chapters; we rewrote and reorganized the three chapters of the second edition to create a more meaningful two. Chapter 13 includes new coverage of Renaissance art and architecture and the Ottomans’ influence on the West, while Chap- ter 14 offers new consideration of the European Reformation in the context of global exploration and the spread of print culture. We have worked to make key developments clearer in other chapters as well. We united and expanded the discussion of early Canaanites and Hebrews in Chapter 2, added extended coverage of the first and second crusades in Chapter 10, refocused a section on religious fer- vor and later crusades in Chapter 11, consolidated coverage of the scientific revolution in Chapter 15,

Preface

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and combined and strengthened a section on in- dustrialization in Chapter 21.

A second way we have chosen to help students identify and absorb major developments is by adding and refining signposts to guide student reading. Most notably, we have added new chapter- opening focus questions. Posed at the end of the opening vignettes, these single questions encapsulate the essence of the era covered in the chapter and guide students toward the core message of the chapter. To further help students as they read, we have worked hard to ensure that chapter and sec- tion overviews outline the central points of each section in the clearest manner possible. In addi- tion, we have condensed some material to better illuminate key ideas.

A third way we have made this book more useful is by adding a special feature called Seeing History. We know that today’s students are at- tuned to visual sources of information, yet they do not always receive systematic instruction in how to “read” or think critically about such sources. Similarly, we know instructors often wish to use visual evidence as the basis of class discussion but do not have materials appropriate for introduc- tory students readily at hand. We have crafted our Seeing History features to address these needs. Each single-page Seeing History feature contains a pair of images — such as paintings, sculpture, photographs, and artifacts — accompanied by back- ground information and probing questions designed to guide students through the process of reading images as historical evidence and to help them explore different perspectives and significant historical developments.

Finally, as always, we have incorporated the latest scholarly findings throughout the book so that students and instructors alike have a text that they can confidently rely on. In the third edition, we have included new and updated discussions of topics such as the demography of the later Roman republic and its effect on social change, the social and political causes of the Great Famine of the early fourteenth century, the emergence of the plague in Europe, the development of new slave- trading routes in the seventeenth and eighteenth centuries, the refugee crisis following World War II, and the enlargement of the European Union, among others.

Aided by a fresh and welcoming design, new pedagogical aids, and new multimedia offerings that give students and instructors interactive tools for study and teaching, we believe we have created a new edition even more suited to today’s Western civilization courses. In writing The Making of the West: Peoples and Cultures, we have aimed to com-

municate the vitality and excitement as well as the fundamental importance of history. Students should be enthused about history; we hope we have conveyed some of our own enthusiasm and love for the study of history in these pages.

Pedagogy and Features

We know from our own teaching that students need all the help they can get in absorbing and making sense of information, thinking analytically, and understanding that history itself is debated and con- stantly revised. With these goals in mind, we retained the class-tested learning and teaching aids that worked well in the first and second editions, but we have also done more to help students distill the central story of each age and give them more opportunities to develop their own historical skills.

The third edition incorporates more aids to help students sort out what is most important to learn while they read. New chapter focus ques- tions guide them toward the central themes of the era and the most significant information they should take away from their reading. Boldface key terms have been updated to concentrate on likely test items and have been expanded to include people. To help students read and study, the key terms and people are defined in a new running glossary at the bottom of pages and collected in a comprehensive glossary at the end of the book.

The study tools introduced in the previous edition continue to help students check their un- derstanding of the chapters and the periods they cover. Review questions, strategically placed at the end of each major section, help students recall and assimilate core points in digestible increments. The Chapter Review section provides a clear study plan with a table of important events, a list of key terms and people, section review questions re- peated from within the chapter, and “Making Connections” questions that encourage students to analyze chapter material or make comparisons within or beyond the chapter. Vivid chapter- opening anecdotes with overviews and chapter out- lines, timelines, and conclusions further reinforce the central developments covered in the reading.

But like a clear narrative synthesis, strong pedagogical support is not enough on its own to encourage active learning. To reflect the richness of the themes in the text and offer further oppor- tunities for historical investigation, we include a rich assortment of single-source documents (two per chapter). Nothing can give students a more di- rect experience of the past than original voices,

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and we have endeavored to let those voices speak, whether it is Frederick Barbarossa replying to the Romans when they offer him the emperor’s crown, Marie de Sévigné’s description of the French court, or an ordinary person’s account of the outbreak of the Russian Revolution.

Accompanying these primary-source features are our unique features that extend the narrative by revealing the process of interpretation, provid- ing a solid introduction to historical argument and critical thinking, and capturing the excite- ment of historical investigation:

• NEW Seeing History features guide students through the process of reading images as historical evidence. Each of the ten features provides a pair of images with background information and questions that encourage visual analysis. Examples include comparisons of pagan and Christian sarcophagi, Persian and Arabic coins, Romanesque and Gothic naves, pre- and post–French Revolution attire, and Italian propaganda posters from World War I.

• Contrasting Views features provide three or four often conflicting primary-source accounts of a cen- tral event, person, or development, such as Julius Caesar, the First Crusade, Joan of Arc, Martin Luther, the English Civil War, and late-nineteenth- century migration.

• New Sources, New Perspectives features show stu- dents how historians continue to develop fresh in- sights using new kinds of evidence about the past, from tree rings to Holocaust museums.

• Terms of History features explain the meanings of some of the most important and contested terms in the history of the West and show how those mean- ings have developed — and changed — over time. For example, the discussion of progress shows how the term took root in the eighteenth century and has been contested in the twentieth.

• Taking Measure features introduce students to the intriguing stories revealed by quantitative analysis. Each feature highlights a chart, table, graph, or map of historical statistics that illuminates an important political, social, or cultural development.

The book’s map program has been widely praised as the most comprehensive and inviting of any competing survey text. In each chapter, we offer three types of maps, each with a distinct role in conveying information to students. Four to five full-size maps show major developments, two to four “spot” maps — small maps positioned within the discussion right where students need them — aid students’ understanding of crucial issues, and “Mapping the West” summary maps at the end of

each chapter provide a snapshot of the West at the close of a transformative period and help students visualize the West’s changing contours over time. For this edition, we have carefully considered each map, simplified where possible to better highlight essential information, and clarified and updated borders and labels where needed.

We have striven to integrate art as fully as pos- sible into the narrative and to show its value for teaching and learning. Over 425 illustrations, care- fully chosen to reflect this edition’s broad topical coverage and geographic inclusion, reinforce the text and show the varieties of visual sources from which historians build their narratives and inter- pretations. All artifacts, illustrations, paintings, and photographs are contemporaneous with the chap- ter; there are no anachronistic illustrations. Fur- thermore, along with the new Seeing History fea- tures, our substantive captions for the maps and art help students learn how to read visuals, and we have frequently included specific questions or sug- gestions for comparisons that might be developed. Specially designed visual exercises in the Online Study Guide supplement this approach. A new page design for the third edition supports our goal of intertwining the art and the narrative, and makes the new study tools readily accessible.

Supplements

As with previous editions, a well-integrated ancillary program supports The Making of the West: Peoples and Cultures. Each print and new media resource has been carefully revised to provide a host of practical teaching and learning aids. (Visit the online catalog at bedfordstmartins.com/hunt/catalog for ordering information and special packaging options.)

For Students PRINT RESOURCES

Sources of THE MAKING OF THE WEST, Third Edition — Volumes I (to 1740) and II (since 1500) — by Katharine J. Lualdi, University of Southern Maine. This companion sourcebook provides written and visual sources to accompany each chapter of The Making of the West. Political, social, and cultural documents offer a variety of perspec- tives that complement the textbook and encourage students to make connections between narrative history and primary sources. Short chapter sum- maries and document headnotes contextualize the wide array of sources and perspectives repre- sented, while discussion questions guide students’

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reading and promote historical thinking skills. The third edition features five or more written documents per chapter and one-third more visual sources. Available free when packaged with the text and now available in the e-book (see below).

NEW Trade Books. Titles published by sister companies Farrar, Straus and Giroux; Henry Holt and Company; Hill and Wang; Picador; and St. Martin’s Press are available at a 50 percent discount when packaged with Bedford / St. Martin’s textbooks. For more information, visit bedfordstmartins.com/tradeup.

NEW The Bedford Glossary for European His- tory. This handy supplement for the survey course gives students historically contextualized definitions for hundreds of terms — from Abbasids to Zionism — that students will encounter in lec- tures, reading, and exams. Available free when packaged with the text.

Bedford Series in History and Culture. Over 100 titles in this highly praised series combine first-rate scholarship, historical narrative, and im- portant primary documents for undergraduate courses. Each book is brief, inexpensive, and focused on a specific topic or period. Package discounts are available.

NEW MEDIA RESOURCES

NEW The Making of the West e-Book . This one-of-a-kind online resource integrates the text of The Making of the West with the written and visual sources of the companion sourcebook Sources of THE MAKING OF THE WEST and the self-testing and activities of the Online Study Guide into one easy- to-use e-book. With search functions stronger than in any competing text, this e-book is an ideal study and reference tool for students. Instructors can eas- ily add their own documents, images, and other class material to customize the text.

Online Study Guide at bedfordstmartins.com/ hunt. The popular Online Study Guide for The Making of the West is a free and uniquely personal- ized learning tool to help students master themes and information presented in the textbook and improve their historical skills. Assessment quizzes let students evaluate their comprehension and provide them with customized plans for further study through a variety of activities. Instructors can monitor students’ progress through the online Quiz Gradebook or receive e-mail updates.

NEW Audio Reviews for The Making of the West at bedfordstmartins.com/audioreviews. Audio

Reviews are a new tool that fits easily into stu- dents’ lifestyles and provides a practical new way for them to study. These 25- to 30-minute sum- maries of each chapter in The Making of the West highlight the major themes of the text and help reinforce student learning.

A Student’s Online Guide to History Reference Sources at bedfordstmartins.com/hunt. This Web site provides links to history-related data- bases, indexes, and journals, plus contact informa- tion for state, provincial, local, and professional history organizations.

The Bedford Research Room at bedfordstmartins .com/hunt. The Research Room, drawn from Mike Palmquist’s The Bedford Researcher, offers a wealth of resources — including interactive tuto- rials, research activities, student writing samples, and links to hundreds of other places online — to support students in courses across the disciplines. The site also offers instructors a library of helpful instructional tools.

The Bedford Bibliographer at bedfordstmartins .com/hunt. The Bedford Bibliographer, a simple but powerful Web-based tool, assists students with the process of collecting sources and generates bibliographies in four commonly used documen- tation styles.

Research and Documentation Online at bedfordstmartins.com/hunt. This Web site provides clear advice on how to integrate primary and secondary sources into research papers, how to cite sources correctly, and how to format in MLA, APA, Chicago, or CBE style.

The St. Martin’s Tutorial on Avoiding Plagiarism at bedfordstmartins.com/hunt. This online tuto- rial reviews the consequences of plagiarism and ex- plains what sources to acknowledge, how to keep good notes, how to organize research, and how to integrate sources appropriately. The tutorial in- cludes exercises to help students practice integrating sources and recognize acceptable summaries.

For Instructors PRINT RESOURCES

Instructor’s Resource Manual. This helpful manual by Malia Formes (Western Kentucky Uni- versity) and Dakota Hamilton (Humboldt State University) offers both first-time and experienced teachers a wealth of tools for structuring and cus- tomizing Western civilization history courses of

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different sizes. For each chapter in the textbook, the Instructor’s Resource Manual includes an out- line of chapter themes; a chapter summary; lecture and discussion topics; film and literature sugges- tions; writing and class-presentation assignments; research topic suggestions; and in-class exercises for working with maps, illustrations, and sources. The new edition includes model answers for the review questions in the book as well as a chapter- by-chapter guide to all the supplements available with The Making of the West.

Transparencies. A set of over 200 full-color acetate transparencies for The Making of the West includes all full-sized maps and many images from the text.

NEW MEDIA RESOURCES

Using the Bedford Series in History and Culture with The Making of the West at bedfordstmartins .com/usingseries. This online guide gives prac- tical suggestions for using the volumes in the Bedford Series in History and Culture in conjunc- tion with The Making of the West. This reference supplies connections between textbook themes and each series book and provides ideas for class- room discussions.

NEW HistoryClass. Bedford / St. Martin’s online learning space for history gives you the right tools and the rich content to create your course, your way. An interactive e-book and e-reader enable you to easily assign relevant textbook sections and primary documents. Access to the acclaimed con- tent library, Make History, provides unlimited access to thousands of maps, images, documents, and Web links. The tried-and-true content of the Online Study Guide offers a range of activities to help students access their progress, study more effectively, and improve their critical thinking skills. Customize provided content and mix in your own with ease — everything in HistoryClass is integrated to work together in the same space.

Instructor’s Resource CD-ROM. This disc pro- vides PowerPoint presentations built around chapter outlines, maps, figures, and selected im- ages from the textbook, plus jpeg versions of all maps, figures, and selected images.

Computerized Test Bank — by Malia Formes, Western Kentucky University; available on CD- ROM. This fully updated test bank offers over 80 exercises per chapter, including multiple-choice, identification, timelines, map labeling and analysis, source analysis, and full-length essay questions.

Instructors can customize quizzes, edit both ques- tions and answers, as well as export them to a vari- ety of formats, including WebCT and Blackboard. The disc includes answer keys and essay outlines.

Book Companion Site at bedfordstmartins.com/ hunt. The companion Web site gathers all the electronic resources for The Making of the West, in- cluding the Online Study Guide and related Quiz Gradebook, at a single Web address, providing convenient links to lecture, assignment, and research materials such as PowerPoint chapter outlines and the digital libraries at Make History.

NEW Make History at bedfordstmartins.com/ makehistory. Comprising the content of Bedford / St. Martin’s five acclaimed online li- braries — Map Central, the Bedford History Image Library, DocLinks, HistoryLinks, and PlaceLinks, Make History provides one-stop access to relevant digital content including maps, images, docu- ments, and Web links. Students and instructors alike can search this free, easy-to-use database by keyword, topic, date, or specific chapter of The Making of the West and download the content they find. Instructors can also create entire collections of content and store them online for later use or post their collections to the Web to share with students.

Content for Course Management Systems. A variety of student and instructor resources devel- oped for this textbook is ready for use in course management systems such as Blackboard, WebCT, and other platforms. This e-content includes nearly all of the offerings from the book’s Online Study Guide as well as the book’s test bank.

Videos and Multimedia. A wide assortment of videos and multimedia CD-ROMs on various top- ics in European history is available to qualified adopters.

Acknowledgments

In the vital process of revision, the authors have benefited from repeated critical readings by many tal- ented scholars and teachers. Our sincere thanks go to the following instructors, whose comments often challenged us to rethink or justify our interpretations and who always provided a check on accuracy down to the smallest detail.

Abel Alves, Ball State University

Gene Barnett, Calhoun Community College

Giovanna Benadusi, University of South Florida

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Marjorie K. Berman, Red Rocks Community College

Gregory Bruess, University of Northern Iowa

James M. Burns, Clemson University

Kevin W. Caldwell, Blue Ridge Community College

William R. Caraher, University of North Dakota

Joseph J. Casino, Villanova University, St. Joseph’s University

Sara Chapman, Oakland University

Michael S. Cole, Florida Gulf Coast University

Robert Cole, Utah State University

Theodore F. Cook, William Patterson University

Jo Ann Hoeppner Moran Cruz, Georgetown University

Luanne Dagley, Pellissippi State Technical Community College

Frederick H. Dotolo III, St. John Fisher College

Mari Firkatian, University of Hartford

David D. Flaten, Tompkins Cortland Community College

Ellen Pratt Fout, The Ohio State University

Rebecca Friedman, Florida International University

Helen Grady, Springside School, Philadelphia, Pennsylvania

Padhraig S. Higgins, Pennsylvania State University

Ronald K. Huch, Eastern Kentucky University

Michael Innis-Jiménez, William Paterson University

Jason M. Kelly, Indiana University–Purdue University Indianapolis

Nathaniel Knight, Seton Hall University

Elizabeth A. Lehfeldt, Cleveland State University

Charles Levine, Mesa Community College

Keith P. Luria, North Carolina State University

Kathryn Lynass, Arizona State University

Michael Mackey, Community College of Denver

John McManamon, Loyola University

Anthony Makowski, Delaware County Community College

John W. Mauer, Tri-County Technical College

Lynn Wood Mollenauer, University of North Carolina–Wilmington

Michelle Anne Novak, Houston Community College

Jason M. Osborne, Northern Kentucky University

James A. Ross-Nazzal, Houston Community College–Southeast College

Daniel Sarefield, The Ohio State University

Nancy E. Shockley, New Mexico State University

Dionysios Skentzis, College of DuPage

Daniel Stephen, University of Colorado at Boulder

Charles R. Sullivan, University of Dallas

Emily Sohmer Tai, Queensborough Community College of the City University of New York

David Tengwall, Anne Arundel Community College

Andrew Thomas, Purdue University

Paul A. Townend, University of North Carolina–Wilmington

David Ulbrich, Ball State University

Karen T. Wagner, Pikes Peak Community College

William Welch Jr., Troy University

David K. White, McHenry County College

James Theron Wilson, Ball State University

Many colleagues, friends, and family members have made contributions to this work. They know how grateful we are. We also wish to acknowledge and thank the publishing team at Bedford /St. Martin’s who did so much to bring this revised edition to completion: president Joan Feinberg, editorial director Denise Wydra, publisher for his- tory Mary Dougherty, director of development for history Jane Knetzger, senior editor Heidi Hood, senior editor Louise Townsend, senior editor Sara Wise, freelance editors Betty Slack and Dale Anderson, editorial assistant and production asso- ciate Lindsay DiGianvittorio, executive marketing manager Jenna Bookin Barry, senior production editor Karen Baart, managing editor Elizabeth Schaaf, art researcher Gillian Speeth, text designer Janis Owens, page makeup artist Cia Boynton, cover designer Donna Dennison, and copyeditor Janet Renard.

Our students’ questions and concerns have shaped much of this work, and we welcome all our readers’ suggestions, queries, and criticisms. Please contact us at our respective institutions or via history@bedfordstmartins.com.

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Brief Contents

Prologue: The Beginnings of Human Society, to c. 4000 B.C.E. P-3

1 Early Western Civilization, 4000–1000 B.C.E. 3

2 The Near East and the Emergence of Greece, 1000–500 B.C.E. 33

3 The Greek Golden Age, c. 500–c. 400 B.C.E. 69

4 From the Classical to the Hellenistic World, 400–30 B.C.E. 103

5 The Rise of Rome, 753–44 B.C.E. 133

6 The Roman Empire, 44 B.C.E.–284 C.E. 163

7 The Transformation of the Roman Empire, 284–600 C.E. 195

8 Islam, Byzantium, and the West, 600–750 231

9 Emperors, Caliphs, and Local Lords, 750–1050 261

10 Merchants and Kings, Popes and Crusaders, 1050–1150 295

11 The Flowering of the Middle Ages, 1150–1215 327

12 The Medieval Search for Order, 1215–1340 359

13 Crisis and Renaissance, 1340–1492 387

14 Global Encounters and Religious Reforms, 1492–1560 419

15 Wars of Religion and the Clash of Worldviews, 1560–1648 451

16 State Building and the Search for Order, 1648–1690 483

17 The Atlantic System and Its Consequences, 1690–1740 519

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1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

S 50 R 51

1st Pass Pages

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Contents

Preface v

Brief Contents xi

Maps and Figures xxiii

Special Features xxix

To the Student xxxi

Authors’ Note: The B.C.E. /C.E. Dating System xxxvii

About the Authors xlv

PR O LO G U E

The Beginnings of Human Society, to c. 4000 B.C.E.

The Paleolithic Age, 200,000–10,000 B.C.E. P-4 The Life of Hunter-Gatherers P-5 Technology, Trade, Religion, and Hierarchy P-6

The Neolithic Age, 10,000–4000 B.C.E. P-8 The Neolithic Revolution P-8 Neolithic Origins of Modern Life and War P-10 Daily Life in the Neolithic Village of

Çatalhöyük P-10 Gender Inequality in the Neolithic Age P-14

Conclusion P-15 • Chapter Review P-16

NEW SOURCES, NEW PERSPECTIVES: Daily Bread, Damaged Bones, and Cracked Teeth P-12

P-3

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Chapter 1

Early Western Civilization, 4000–1000 B.C.E.

Chapter 2

The Near East and the Emergence of Greece, 1000–500 B.C.E.

The Controversial Concept of Western Civilization 4 Defining Western Civilization 4 Locating Early Western Civilization 6

Mesopotamia, Home of the First Civilization, 4000–1000 B.C.E. 7 Cities and Society, 4000–2350 B.C.E. 7 Metals, the Akkadian Empire, and the Ur III

Dynasty, c. 2350–c. 2000 B.C.E. 12 Assyrian, Babylonian, and Canaanite

Achievements, 2000–1000 B.C.E. 13

Egypt, the First Unified Country, 3050–1000 B.C.E. 16 From Egyptian Unification to the Old Kingdom,

3050–2190 B.C.E. 16 The Middle and New Kingdoms in Egypt,

2061–1081 B.C.E. 20

The Hittites, Minoans, and Mycenaeans, 2200–1000 B.C.E. 23 The Hittites, 1750–1200 B.C.E. 24 The Minoans, 2200–1400 B.C.E. 25 The Mycenaeans, 1800–1000 B.C.E. 27 The Period of Calamities, 1200–1000 B.C.E. 28

Conclusion 29 • Chapter Review 31

TERMS OF HISTORY: Civilization 6 DOCUMENT: Hammurabi’s Laws for Physicians 15 DOCUMENT: Declaring Innocence on Judgment Day in

Ancient Egypt 22

From Dark Age to Empire in the Near East, 1000–500 B.C.E. 34 The New Empire of Assyria, 900–600 B.C.E. 35 The Neo-Babylonian Empire, 600–539 B.C.E. 36 The Persian Empire, 557–500 B.C.E. 37 The Hebrews, Origins to 539 B.C.E. 39

Remaking Greek Civilization, 1000–750 B.C.E. 42 The Greek Dark Age, 1000–750 B.C.E. 42 The Values of the Olympic Games 45 Homer, Hesiod, and Divine Justice

in Greek Myth 46

The Creation of the Greek Polis, 750–500 B.C.E. 47 The Physical Environment of the Greek

City-State 47 Trade and “Colonization,” 800–580 B.C.E. 48 Citizenship and Freedom in the Greek

City-State 51

New Directions for the Polis, 750–500 B.C.E. 57 Oligarchy in Sparta, 700–500 B.C.E. 57 Tyranny in Corinth, 657–585 B.C.E. 60 Democracy in Athens, 632–500 B.C.E. 62 New Ways of Thought and Expression,

630–500 B.C.E. 64

Conclusion 65 • Chapter Review 67

document: Homer’s Vision of Justice in the Polis 46 seeing history: Shifting Sculptural Expression:

From Egypt to Greece 50 document: Cyrene Records Its Foundation as a Greek

Colony 52 taking measure: Greek Family Size and Agricultural

Labor in the Archaic Age 55 contrasting views: Persians Debate Democracy,

Oligarchy, and Monarchy 58

3 33

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Chapter 3

The Greek Golden Age, c. 500–c. 400 B.C.E.

Chapter 4

From the Classical to the Hellenistic World, 400–30 B.C.E.

Wars between Persia and Greece, 499–479 B.C.E. 71 From the Ionian Revolt to the Battle of

Marathon, 499–490 B.C.E. 71 The Great Persian Invasion, 480–479 B.C.E. 72

Athenian Confidence in the Golden Age, 478–431 B.C.E. 74 The Establishment of the Athenian Empire 74 Radical Democracy and Pericles’ Leadership,

461–431 B.C.E. 75 The Urban Landscape 77

Tradition and Innovation in Athens’s Golden Age 81 Religious Tradition in a Period of Change 81 Women, Slaves, and Metics 82 Innovations in Education and Philosophy 86 The Development of Greek Tragedy 92 The Development of Greek Comedy 95

The End of the Golden Age, 431–403 B.C.E. 96 The Peloponnesian War, 431–404 B.C.E. 97 Athens Humbled: Tyranny and Civil War,

404–403 B.C.E. 99

Conclusion 99 • Chapter Review 101

contrasting views: The Nature of Women and Marriage 84

document: Athenian Regulations for a Rebellious Ally 88 document: Sophists Argue Both Sides of a Case 90 taking measure: Military Forces of Athens and Sparta

at the Beginning of the Peloponnesian War (431 B.C.E.) 98

Classical Greece after the Peloponnesian War, 400–350 B.C.E. 104 Restoring Daily Life in Athens 105 The Execution of Socrates, 399 B.C.E. 106 The Philosophy of Plato 107 Aristotle, Scientist and Philosopher 108 Greek Political Disunity 110

The Rise of Macedonia, 359–323 B.C.E. 110 The Roots of Macedonian Power 110 The Rule of Philip II, 359–336 B.C.E. 111 The Rule of Alexander the Great,

336–323 B.C.E. 112

The Hellenistic Kingdoms, 323–30 B.C.E. 115 Creating New Kingdoms 115 The Structure of Hellenistic Kingdoms 116 The Layers of Hellenistic Society 118 The End of the Hellenistic Kingdoms 120

Hellenistic Culture 120 The Arts under Royal Patronage 120 Philosophy for a New Age 122 Scientific Innovation 126 Cultural and Religious Transformations 127

Conclusion 129 • Chapter Review 131

document: Aristotle on the Nature of the Greek Polis 109 document: Epigrams by Women Poets 122 new sources, new perspectives: Papyrus Discoveries

and Menander’s Comedies 124

69 103

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Chapter 5

The Rise of Rome, 753–44 B.C.E.

Chapter 6

The Roman Empire, 44 B.C.E.–284 C.E.

Roman Social and Religious Traditions 134 Roman Moral Values 134 The Patron-Client System 136 The Roman Family 136 Education for Public Life 138 Public and Private Religion 138

From Monarchy to Republic 139 Roman Society under the Kings,

753–509 B.C.E. 140 The Early Roman Republic, 509–287 B.C.E. 142

Roman Imperialism and Its Consequences 145 Expansion in Italy, 500–220 B.C.E. 145 Wars with Carthage and in the East,

264–121 B.C.E. 146 Greek Influence on Roman Literature and

the Arts 149 Stresses on Republican Society 150

Upheaval in the Late Republic 152 The Gracchus Brothers and Factional Politics,

133–121 B.C.E. 152 Marius and the Origin of Client Armies,

107–100 B.C.E. 153 Sulla and Civil War, 91–78 B.C.E. 153 The Republic’s Downfall, 83–44 B.C.E. 155

Conclusion 159 • Chapter Review 161

document: The Rape and Suicide of Lucretia 144 taking measure: Census Records during the First and

Second Punic Wars 148 document: Polybius on Roman Military Discipline 154 contrasting views: What Was Julius Caesar Like? 156

Creating the Pax Romana 164 From Republic to Principate,

44–27 B.C.E. 165 Augustus’s “Restoration of the Republic,”

27 B.C.E.–14 C.E. 165 Augustan Rome 167 Imperial Education, Literature, and Art 172

Maintaining the Pax Romana 173 Making Monarchy Permanent,

14–180 C.E. 174 Life in the Roman Golden Age,

96–180 C.E. 176

The Emergence of Christianity 181 Jesus and His Teachings 181 Growth of a New Religion 182 Competing Beliefs 185

The Third-Century Crisis 188 Defending the Frontiers 188 The Severan Emperors and Catastrophe 190

Conclusion 191 • Chapter Review 193

document: Augustus, Res Gestae (My Accomplishments) 168

document: The Scene at a Roman Bath 170 contrasting views: Christians in the Empire: Conspirators

or Faithful Subjects? 186 taking measure: The Value of Roman Imperial

Coinage, 27 B.C.E.–300 C.E. 189

133 163

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Chapter 7

The Transformation of the Roman Empire, 284–600 C.E.

Chapter 8

Islam, Byzantium, and the West, 600–750

Reorganizing the Empire, 284–395 197 From Reform to Fragmentation 197 The High Cost of Rescuing the Empire 200 The Emperors and Official Religion 202

Christianizing the Empire, 312–c. 540 204 Changing Religious Beliefs 204 Establishing Christian Orthodoxy 209 The Emergence of Christian Monks 212

Non-Roman Kingdoms in the West, c. 370–550s 214 Non-Roman Migrations 215 Mixing Traditions 219

The Roman Empire in the East, c. 500–565 221 Imperial Society in the East 222 The Reign of Justinian, 527–565 223 Preserving Classical Traditions 225

Conclusion 227 • Chapter Review 229

document: Diocletian’s Edict on Maximum Prices and Wages 201

taking measure: Peasants’ Use of Farm Produce in the Roman Empire 202

document: The Edict of Milan on Religious Liberty 203 seeing history: Changing Religious Beliefs: Pagan and

Christian Sarcophagi 206 new sources, new perspectives: Was There a Decline

and Fall of the Roman Empire? 218

Islam: A New Religion and a New Empire 232 Nomads and City Dwellers 232 The Prophet Muhammad and the

Faith of Islam 233 Growth of Islam, c. 610–632 234 The Caliphs, Muhammad’s Successors,

632–750 236 Peace and Prosperity in Islamic Lands 237

Byzantium: A Christian Empire under Siege 238 Wars on the Frontiers, c. 570–750 239 From an Urban to a Rural Way of Life 240 New Military and Cultural Forms 242 Religion, Politics, and Iconoclasm 243

Western Europe: A Medley of Kingdoms 245 Frankish Kingdoms with Roman Roots 246 Economic Activity in a Peasant Society 248 The Powerful in Merovingian Society 250 Christianity and Classical Culture in the

British Isles 253 Unity in Spain, Division in Italy 255 Political Tensions and the Power of the Pope 256

Conclusion 257 • Chapter Review 259

terms of history: Medieval 233 document: The Fatihah of the Qur’an 234 seeing history: Who Conquered Whom? A Persian and an

Arabic Coin Compared 239 taking measure: Church Repair, 600–900 243 document: On Holy Images 245 new sources, new perspectives: Anthropology,

Archaeology, and Changing Notions of Ethnicity 249

195 231

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Chapter 9

Emperors, Caliphs, and Local Lords, 750–1050

Chapter 10

Merchants and Kings, Popes and Crusaders, 1050–1150

The Emperor and Local Elites in the Byzantine Empire 262 Imperial Power 262 The Macedonian Renaissance, c. 870–c. 1025 264 The Dynatoi: A New Landowning Elite 266 In Byzantium’s Shadow: Bulgaria, Serbia,

Russia 266

The Caliphate and Its Fragmentation 268 The Abbasid Caliphate, 750–c. 950 268 Regional Diversity in Islamic Lands 269 Unity of Commerce and Language 270 The Islamic Renaissance, c. 790–c. 1050 271

The Creation and Division of a New European Empire 272 The Rise of the Carolingians 272 Charlemagne and His Kingdom, 768–814 273 The Carolingian Renaissance, c. 790–c. 900 275 Charlemagne’s Successors, 814–911 277 Land and Power 278 Viking, Muslim, and Magyar Invasions,

c. 790–955 279

After the Carolingians: The Emergence of Local Rule 282 Public Power and Private Relationships 282 Warriors and Warfare 285 Efforts to Contain Violence 286 Political Communities in Italy, England,

and France 287 Emperors and Kings in Central and Eastern

Europe 289

Conclusion 291 • Chapter Review 293

document: The Book of the Prefect 265 document: When She Approached 272 contrasting views: Charlemagne: Roman Emperor, Father

of Europe, or the Chief Bishop? 276 terms of history: Feudalism 283 taking measure: Sellers, Buyers, and Donors,

800–1000 284

The Commercial Revolution 296 Fairs, Towns, and Cities 296 Organizing Crafts and Commerce 299 Communes: Self-Government for the

Towns 301 The Commercial Revolution in the

Countryside 301

Church Reform 302 Beginnings of Reform 303 The Gregorian Reform and the Investiture

Conflict, 1073–1122 305 The Sweep of Reform 307 New Monastic Orders of Poverty 309

The Crusades 311 Calling the Crusade 311 The First Crusade 313 The Crusader States 316 The Disastrous Second Crusade 317 The Long-Term Impact of the Crusades 317

The Revival of Monarchies 319 Reconstructing the Empire at Byzantium 319 England under Norman Rule 319 Praising the King of France 321 Surviving as Emperor 322

Conclusion 323 • Chapter Review 325

document: A Byzantine View of Papal Primacy 305 contrasting views: The First Crusade 314 new sources, new perspectives: The Cairo Geniza 318 document: Penances for the Invaders (1070) 322 taking measure: Slaves in England in 1086 323

261 295

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Chapter 11

The Flowering of the Middle Ages, 1150–1215

Chapter 12

The Medieval Search for Order, 1215–1340

New Schools and Churches 328 The New Learning and the Rise of the

University 328 Architectural Style: From Romanesque to

Gothic 332

Governments as Institutions 336 England: Unity through Common Law 336 France: Consolidation and Conquest 340 Germany: The Revived Monarchy of Frederick

Barbarossa 341 Eastern Europe and Byzantium: Fragmenting

Realms 346

The Growth of a Vernacular High Culture 346 The Troubadours: Poets of Love and Play 347 The Literature of Epic and Romance 348

Religious Fervor and Crusade 349 New Religious Orders in the Cities 349 Disastrous Crusades to the Holy Land 351 Victorious Crusades in Europe and on Its

Frontiers 353

Conclusion 355 • Chapter Review 357

seeing history: Romanesque versus Gothic: The View Down the Nave 335

contrasting views: Magna Carta 342 document: Frederick I’s Reply to the Romans 344 document: The Children’s Crusade (1212) 355

The Church’s Mission 360 Innocent III and the Fourth Lateran

Council 360 The Inquisition 362 Lay Piety 362 Jews and Lepers as Outcasts 365

The Medieval Synthesis 367 Scholasticism: Harmonizing Faith and

Reason 367 New Syntheses in Writing and Music 369 Gothic Art 370

The Politics of Control 373 The Weakening of the Empire 373 Louis IX and a New Ideal of Kingship 375 The Birth of Representative Institutions 376 The Weakening of the Papacy 377 The Rise of the Signori 379 The Mongol Takeover 380 The Great Famine 380

Conclusion 382 • Chapter Review 384

taking measure: Sentences Imposed by an Inquisitor, 1308–1323 363

new sources, new perspectives: The Peasants of Montaillou 364

document: The Debate between Reason and the Lover 369 document: Ausculta Fili (Listen, Beloved Son) 379

327 359

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Chapter 13

Crisis and Renaissance, 1340–1492

Chapter 14

Global Encounters and Religious Reforms, 1492–1560

Crisis: Disease, War, and Schism 388 The Black Death, 1346–1353 388 The Hundred Years’ War, 1337–1453 391 The Ottoman Conquest of Constantinople,

1453 396 The Great Schism, 1378–1417 397

The Renaissance: New Forms of Thought and Expression 401 Renaissance Humanism 401 The Arts 403

Consolidating Power 408 New Political Formations in Eastern

Europe 409 Powerful States in Western Europe 410 Republics 411 The Tools of Power 413

Conclusion 414 • Chapter Review 416

taking measure: Population Losses and the Black Death 389

contrasting views: Joan of Arc: Who Was “the Maid”? 394

document: Wat Tyler’s Rebellion (1381) 398 terms of history: Renaissance 402 document: Giovanni Pico della Mirandola, Oration on the

Dignity of Man 404

Widening Horizons 420 Portuguese Explorations 420 The Voyages of Columbus 421 A New Era in Slavery 423 Conquering the New World 425

The Protestant Reformation 426 The Invention of Printing 426 Popular Piety and Christian Humanism 427 Martin Luther and the Holy Roman Empire 429 Huldrych Zwingli and John Calvin 432 The Anglican Church in England 433

Reshaping Society through Religion 434 Protestant Challenges to the Social Order 435 New Forms of Discipline 437 Catholic Renewal 438

A Struggle for Mastery 441 The High Renaissance Court 441 Dynastic Wars 442 Financing War 444 Divided Realms 445

Conclusion 447 • Chapter Review 449

document: Columbus Describes His First Voyage (1493) 423

seeing history: Expanding Geographic Knowledge: World Maps in an Age of Exploration 424

contrasting views: Martin Luther: Holy Man or Heretic? 431

document: Ordinances for Calvinist Churches (1547) 433

387 419

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Chapter 15

Wars of Religion and the Clash of Worldviews, 1560–1648

Chapter 16

State Building and the Search for Order, 1648–1690

Religious Conflicts Threaten State Power, 1560–1618 452 French Wars of Religion, 1562–1598 452 Challenges to Spain’s Authority 455 Elizabeth I’s Defense of English

Protestantism 458 The Clash of Faiths and Empires in

Eastern Europe 459

The Thirty Years’ War, 1618–1648 460 Origins and Course of the War 460 The Effects of Constant Fighting 462 The Peace of Westphalia, 1648 463

Economic Crisis and Realignment 465 From Growth to Recession 465 Consequences for Daily Life 467 The Economic Balance of Power 469

The Rise of Secular and Scientific Worldviews 471 The Arts in an Age of Crisis 471 The Natural Laws of Politics 472 The Scientific Revolution 474 Magic and Witchcraft 478

Conclusion 479 • Chapter Review 481

document: The Horrors of the Thirty Years’ War 462 taking measure: The Rise and Fall of Silver Imports to

Spain, 1550–1660 465 new sources, new perspectives: Tree Rings and the

Little Ice Age 466 seeing history: Religious Differences in Painting of the

Baroque Period: Rubens and Rembrandt 473 document: Sentence Pronounced against

Galileo (1633) 477

Louis XIV: Absolutism and Its Limits 484 The Fronde, 1648–1653 485 Court Culture as an Element of Absolutism 486 Enforcing Religious Orthodoxy 489 Extending State Authority at Home and

Abroad 489

Absolutism in Central and Eastern Europe 492 Brandenburg-Prussia: Militaristic

Absolutism 493 An Uneasy Balance: Austrian Habsburgs and

Ottoman Turks 494 Russia: Setting the Foundations of Bureaucratic

Absolutism 496 Poland-Lithuania Overwhelmed 497

Constitutionalism in England 497 England Turned Upside Down, 1642–1660 498 The Glorious Revolution of 1688 502 Social Contract Theory: Hobbes and Locke 504

Outposts of Constitutionalism 505 The Dutch Republic 505 Freedom and Slavery in the New World 508

The Search for Order in Elite and Popular Culture 509 Freedom and Constraint in the Arts and

Sciences 509 Women and Manners 512 Reforming Popular Culture 514

Conclusion 515 • Chapter Review 517

document: Marie de Sévigné, Letter Describing the French Court (1675) 487

taking measure: The Seventeenth-Century Army 493 contrasting views: The English Civil War 500 document: John Milton, Defense of Freedom of the

Press (1644) 511

451 483

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Chapter 17

The Atlantic System and Its Consequences, 1690–1740

The Atlantic System and the World Economy 520 Slavery and the Atlantic System 521 World Trade and Settlement 526 The Birth of Consumer Society 528

New Social and Cultural Patterns 529 Agricultural Revolution 529 Social Life in the Cities 531 New Tastes in the Arts 534 Religious Revivals 536

Consolidation of the European State System 536 French Ambitions Thwarted 536 British Rise and Dutch Decline 538 Russia’s Emergence as a European Power 540 The Power of Diplomacy and the Importance

of Population 544

The Birth of the Enlightenment 545 Popularization of Science and Challenges to

Religion 546 Travel Literature and the Challenge to Custom and

Tradition 549 Raising the Woman Question 549

Conclusion 550 • Chapter Review 552

new sources, new perspectives: Oral History and the Life of Slaves 524

document: The Social Effects of Growing Consumption 530 taking measure: Relationship of Crop Harvested to Seed

Used, 1400–1800 531 terms of history: Progress 547 document: Voltaire, Letters Concerning the English

Nation (1733) 548

Appendix: Useful Facts and Figures A-1

Glossary of Key Terms and People G-1

Suggested References SR-1

Index I-1

519

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Maps and Figures

Maps Prologue

map 1 The Development of Agriculture P-9

Chapter 1

map 1.1 The Ancient Near East, 4000–3000 B.C.E. 8

spot map The Akkadian Empire, 2350–2200 B.C.E. 12

spot map The Kingdom of Assyria, 1900 B.C.E. 13

map 1.2 Ancient Egypt 17

map 1.3 Greece and the Aegean Sea, 1500 B.C.E. 23

mapping the west The Period of Calamities, 1200–1000 B.C.E. 30

Chapter 2

map 2.1 Expansion of the Neo-Assyrian Empire, c. 900–650 B.C.E. 35

map 2.2 Expansion of the Persian Empire, c. 550–490 B.C.E. 38

spot map Phoenicia and Canaan /Palestine 39

map 2.3 Dark Age Greece 43

map 2.4 Archaic Greece, 750–500 B.C.E. 48

map 2.5 Phoenician and Greek Expansion, 750–500 B.C.E. 49

spot map Sparta and Corinth, 750–500 B.C.E. 57

spot map Athens and Central Greece, 750–500 B.C.E. 62

spot map Ionia and the Aegean, 750–500 B.C.E. 65

mapping the west Mediterranean Civilizations, c. 500 B.C.E. 66

Chapter 3

map 3.1 The Persian Wars, 499–479 B.C.E. 72

spot map The Delian and Peloponnesian Leagues 74

map 3.2 Fifth-Century B.C.E. Athens 78

spot map Theaters of Classical Greece 95

map 3.3 The Peloponnesian War, 431–404 B.C.E. 97

mapping the west Greece, Europe, and the Mediterranean, 400 B.C.E. 100

Chapter 4

spot map Athens’s Long Walls as Rebuilt after the Peloponnesian War 106

spot map Aristotle’s Lyceum, established 335 B.C.E. 108

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map 4.1 Expansion of Macedonia under Philip II, 359–336 B.C.E. 112

map 4.2 Conquests of Alexander the Great, 336–323 B.C.E. 114

map 4.3 Hellenistic Kingdoms, 240 B.C.E. 116

mapping the west Roman Takeover of the Hellenistic World, to 30 B.C.E. 130

Chapter 5

map 5.1 Ancient Italy, 500 B.C.E. 140

map 5.2 The City of Rome during the Republic 143

spot map Rome and Central Italy, Fifth Century B.C.E. 145

spot map Roman Roads, 110 B.C.E. 145

map 5.3 Roman Expansion, 500–44 B.C.E. 147

spot map The Kingdom of Mithridates VI, 88 B.C.E. 154

mapping the west The Roman World at the End of the Republic, 44 B.C.E. 160

Chapter 6

map 6.1 The Expansion of the Roman Empire, 30 B.C.E.–117 C.E. 176

map 6.2 Natural Feature and Languages of the Roman World 178

spot map Palestine in the Time of Jesus, 30 C.E. 181

map 6.3 Christian Populations in the Late Third Century C.E. 184

mapping the west The Roman Empire in Crisis, 284 C.E. 192

Chapter 7

map 7.1 Diocletian’s Reorganization of 293 199

spot map The Empire’s East/West Division, 395 199

map 7.2 The Spread of Christianity, 300–600 209

spot map Original Areas of Christian Splinter Groups 211

map 7.3 Migrations and Invasions of the Fourth and Fifth Centuries 216

map 7.4 Peoples and Kingdoms of the Roman World, 526 220

spot map Constantinople during the Rule of Justinian 225

mapping the west Western Europe and the Eastern Roman Empire, 600 228

Chapter 8

map 8.1 Expansion of Islam to 750 236

map 8.2 Byzantine and Sasanid Empires, c. 600 241

map 8.3 Diagram of the City of Ephesus 242

map 8.4 The Merovingian Kingdoms in the Seventh Century 247

spot map Tours, c. 600 248

spot map The British Isles 253

spot map Lombard Italy, Early Eighth Century 255

mapping the west Europe and the Mediterranean, c. 750 258

Chapter 9

map 9.1 The Expansion of Byzantium, 860–1025 263

spot map The Balkans, c. 850–950 267

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map 9.2 Islamic States, c. 1000 269

map 9.3 Expansion of the Carolingian Empire under Charlemagne 275

map 9.4 Muslim, Viking, and Magyar Invasions of the Ninth

and Tenth Centuries 281

spot map England in the Age of King Alfred, 871–899 288

spot map The Kingdom of the Franks under Hugh Capet, 987–996 289

spot map The Ottoman Empire, 936–1002 289

mapping the west Europe and the Mediterranean, c. 1050 292

Chapter 10

map 10.1 Medieval Trade Routes in the Eleventh and Twelfth Centuries 298

spot map The World of the Investiture Conflict, c. 1070–1122 306

map 10.2 The First Crusade, 1096–1099 312

spot map Jewish Communities Attacked during the First Crusade 313

spot map The Crusader States in 1109 316

spot map Norman Conquest of England, 1066 320

mapping the west Major Religions in the West, c. 1150 324

Chapter 11

map 11.1 Europe in the Age of Henry II and Frederick Barbarossa,

1150–1190 338

spot map The Consolidation of France under Philip Augustus, 1180–1223 340

spot map Eastern Europe and Byzantium, c. 1200 346

map 11.2 Crusades and Anti-Heretic Campaigns, 1150–1204 352

map 11.3 The Reconquista, 1150–1212 354

spot map The Albigensian Crusade, 1209–1229 355

mapping the west Europe and Byzantium, c. 1215 356

Chapter 12

spot map Blood Libel Charges in Europe, c. 1100–1300 366

spot map Italy at the End of the Thirteenth Century 373

map 12.1 Europe in the Time of Frederick II, r. 1212–1250 374

map 12.2 France under Louis IX, r. 1226–1270 376

map 12.3 The Mongol Invasions to 1259 381

mapping the west Europe, c. 1340 383

Chapter 13

map 13.1 The Hundred Years’ War, 1337–1453 393

map 13.2 Ottoman Expansion in the Fourteenth and Fifteenth Centuries 397

spot map The Hussite Revolution, 1415–1436 400

spot map Hanseatic League 409

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spot map Spain before Unification, Late Fifteenth Century 410

spot map Expansion of Burgundy, 1384–1476 410

spot map Growth of the Swiss Confederation, 1291–1386 411

spot map Italy at the Peace of Lodi, 1454 412

mapping the west Europe, c. 1492 415

Chapter 14

map 14.1 Early Voyages of World Exploration 422

map 14.2 Spanish and Portuguese Colonies in the Americas,

1492–1560 425

spot map Luther’s World in the Early Sixteenth Century 430

spot map Calvin’s World in the Mid-Sixteenth Century 432

map 14.3 The Peasants’ War of 1525 435

map 14.4 Habsburg-Valois-Ottoman Wars, 1494–1559 442

mapping the west Reformation Europe, c. 1560 447

Chapter 15

map 15.1 Protestant Churches in France, 1562 453

map 15.2 The Empire of Philip II, r. 1556–1598 456

spot map The Netherlands during the Revolt, c. 1580 456

spot map Retreat of the Spanish Armada, 1588 459

spot map Russia, Poland-Lithuania, and Sweden in the Late 1500s 460

map 15.3 The Thirty Years’ War and the Peace of Westphalia, 1648 463

map 15.4 European Colonization of the Americas, c. 1640 470

mapping the west The Religious Divisions of Europe, c. 1648 480

Chapter 16

spot map The Fronde, 1648–1653 486

map 16.1 Louis XIV’s Acquisitions, 1668–1697 492

map 16.2 State Building in Central and Eastern Europe,

1648–1699 494

spot map Poland-Lithuania in the Seventeenth Century 497

spot map England during the Civil War 499

map 16.3 Dutch Commerce in the Seventeenth Century 506

mapping the west Europe at the End of the Seventeenth Century 516

Chapter 17

map 17.1 European Trade Patterns, c. 1740 522

map 17.2 Europe, c. 1715 537

map 17.3 Russia and Sweden after the Great Northern War, 1721 543

spot map Austrian Conquest of Hungary, 1657–1730 544

mapping the west Europe in 1740 551

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Figures figure 1.1 Cuneiform Writing 11

figure 1.2 Egyptian Hieroglyphics 18

figure 3.1 Triremes, the Foremost Classical Greek Warships 75

figure 3.2 Styles of Greek Capitals 78

figure 6.1 Cutaway Reconstruction of the Forum of Augustus 167

figure 10.1 Floor Plan of a Cistercian Monastery 310

figure 11.1 Floor Plan of a Romanesque Church 333

figure 11.2 Elements of a Gothic Cathedral 334

figure 11.3 Genealogy of Henry II 337

figure 11.4 Troubadour Song: “I Never Died for Love” 348

figure 17.1 African Slaves Imported into American Territories, 1701–1810 521

figure 17.2 Annual Imports in the Atlantic Slave Trade, 1450–1870 523

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Special Features

Documents Hammurabi’s Laws for Physicians 15

Declaring Innocence on Judgment Day in

Ancient Egypt 22

Homer’s Vision of Justice in the Polis 46

Cyrene Records Its Foundation as a Greek Colony 52

Athenian Regulations for a Rebellious Ally 88

Sophists Argue Both Sides of a Case 90

Aristotle on the Nature of the Greek Polis 109

Epigrams by Women Poets 122

The Rape and Suicide of Lucretia 144

Polybius on Roman Military Discipline 154

Augustus, Res Gestae (My Accomplishments) 168

The Scene at a Roman Bath 170

Diocletian’s Edict on Maximum Prices and Wages 201

The Edict of Milan on Religious Liberty 203

The Fatihah of the Qur’an 234

On Holy Images 245

The Book of the Prefect 265

When She Approached 272

A Byzantine View of Papal Primacy 305

Penances for the Invaders (1070) 322

Frederick I’s Reply to the Romans 344

The Children’s Crusade (1212) 355

The Debate between Reason and the Lover 369

Ausculta Fili (Listen, Beloved Son) 379

Wat Tyler’s Rebellion (1381) 398

Giovanni Pico della Mirandola, Oration on the

Dignity of Man 404

Columbus Describes His First Voyage (1493) 423

Ordinances for Calvinist Churches (1547) 433

The Horrors of the Thirty Years’ War 462

Sentence Pronounced against Galileo (1633) 477

Marie de Sévigné, Letter Describing the French

Court (1675) 487

John Milton, Defense of Freedom of the Press (1644) 511

The Social Effects of Growing Consumption 530

Voltaire, Letters Concerning the English

Nation (1733) 548

Contrasting Views Persians Debate Democracy, Oligarchy, and

Monarchy 58

The Nature of Women and Marriage 84

What Was Julius Caesar Like? 156

Christians in the Empire: Conspirators or

Faithful Subjects? 186

Charlemagne: Roman Emperor, Father of

Europe, or the Chief Bishop? 276

The First Crusade 314

Magna Carta 342

Joan of Arc: Who Was “the Maid”? 394

Martin Luther: Holy Man or Heretic? 431

The English Civil War 500

New Sources, New Perspectives Daily Bread, Damaged Bones, and Cracked Teeth P-12

Papyrus Discoveries and Menander’s Comedies 124

Was There a Decline and Fall of the Roman Empire? 218

Anthropology, Archaeology, and Changing

Notions of Ethnicity 249

The Cairo Geniza 318

The Peasants of Montaillou 364

Tree Rings and the Little Ice Age 466

Oral History and the Life of Slaves 524

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x x x S p e c i a l F e a t u r e s

Terms of History Civilization 6

Medieval 233

Feudalism 283

Renaissance 402

Progress 547

Seeing History Shifting Sculptural Expression: From Egypt to

Greece 50

Changing Religious Beliefs: Pagan and Christian

Sarcophagi 206

Who Conquered Whom? A Persian and an Arabic

Coin Compared 239

Romanesque versus Gothic: The View Down

the Nave 335

Expanding Geographic Knowledge: World Maps

in an Age of Exploration 424

Religious Differences in Painting of the Baroque

Period: Rubens and Rembrandt 473

Taking Measure Greek Family Size and Agricultural Labor in the

Archaic Age 55

Military Forces of Athens and Sparta at the

Beginning of the Peloponnesian War (431 B.C.E.) 98

Census Records during the First and Second

Punic Wars 148

The Value of Roman Imperial Coinage, 27

B.C.E.–300 C.E. 189

Peasants’ Use of Farm Produce in the

Roman Empire 202

Church Repair, 600–900 243

Sellers, Buyers, and Donors, 800–1000 284

Slaves in England in 1086 323

Sentences Imposed by an Inquisitor, 1308–1323 363

Population Losses and the Black Death 389

The Rise and Fall of Silver Imports to Spain,

1550–1660 465

The Seventeenth-Century Army 493

Relationship of Crop Harvested to Seed Used,

1400–1800 531

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This guide to your textbook introduces the unique features that will help you understand the fascinating story of Western Civilization.

To the Student

Tools to help you focus on what is important

Read the chapter outlines to preview the topics and themes to come.

Consult the running glossary for definitions of the bolded Key Terms and People.

Preview chapter events and keep track of time with chapter timelines.

Use the review questions at the end of each major section to check your understanding of key concepts.

Read the focus questions at the start of each chapter to think about the main ideas you should look for as you read.

x x x i

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x x x i i To t h e S t u d e n t

Special features introduce the way historians work and help you learn to think critically about the past.

Numerous individual primary-source documents offer direct experiences of the past and the opportunity to consider sources historians use.

Contrasting Views provide three or four often conflict- ing eyewitness accounts of a cen- tral event, person, or development to foster critical thinking skills.

Seeing History pairs two visuals with background informa- tion and probing questions to encourage analysis of images as historical evidence.

New Sources, New Perspectives show how new evidence leads historians to fresh insights—and sometimes new interpretations.

Terms of History identify a term central to history writing and reveal how it is hotly debated.

Taking Measure data reveal how individual facts add up to broad trends and introduce quantitative analysis skills.

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To t h e S t u d e n t x x x i i i

Art and maps extend the chapter, and help you analyze images and put events in geographical context.

Full-size maps show major historical developments and carry informative captions.

Web references direct you to visual activities designed to help you analyze images.

Mapping the West summary maps provide a snapshot of the West at the close of each chapter.

“Spot” maps offer geographical de- tails right where you need them.

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x x x i v To t h e S t u d e n t

Tools to help you remember the chapter’s main points and do further research

For print and Web resources for papers or further study, consult the For Further Explo- ration boxes at the end of each chapter, which guide you to annotated lists of suggested ref- erences, additional primary-source materials, and related Web resources.

Test your knowledge of the important concepts and historical figures in the Key Terms and People lists, which include page references to the text discussion and running glossary definition. These definitions are also in the glossary at the end of the book.

Answer the Review Questions, which repeat the chapter’s end-of- section comprehension prompts.

Answer the analytical Making Connections questions, which will help you link ideas within or across chapters.

Read the chapter conclusions to review how the chap- ters’ most important themes and topics fit together and learn how they connect to the next chapter.

Visit the free online study guide, which provides quizzes and activities to help you master the chapter material.

Review the Important Events chronologies to make sure you under- stand the relationships between major events in the chapter and their sequence.

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To t h e S t u d e n t x x x v

In each chapter of this textbook you will find many primary sources to broaden your understanding of the development of the West. Primary sources refer to firsthand, contemporary accounts or direct evidence about a particular topic. For example, speeches, letters, diaries, song lyrics, and newspaper articles are all primary sources that historians use to construct accounts of the past. Nonwritten materials such as maps, paintings, artifacts, and even architecture and music can also be primary sources. Both types of historical documents in this textbook — written and visual — provide a glimpse into the lives of the men and women who influenced or were influenced by the course of Western history.

To guide your interpretation of any source, you should begin by asking several basic questions, listed below, as starting points for observing, analyzing, and interpreting the past. Your answers should prompt further questions of your own.

1. Who is the author? Who wrote or created the material? What was his or her author- ity? (Personal? institutional?) Did the author have specialized knowledge or experi- ence? If you are reading a written document, how would you describe the author’s tone of voice? (Formal, personal, angry?)

2. Who is the audience? Who were the intended readers, listeners, or viewers? How does the intended audience affect the ways that the author presents ideas?

3. What are the main ideas? What are the main points that the author is trying to con- vey? Can you detect any underlying assumptions of values or attitudes? How does the form or medium affect the meaning of this document?

4. In what context was the document created? From when and where does the docu- ment originate? What was the interval between the initial problem or event and this document, which responded to it? Through what form or medium was the document communicated? (For example, a newspaper, a government record, an illustration.) What contemporary events or conditions might have affected the creation of the doc- ument?

5. What’s missing? What’s missing or cannot be learned from this source, and what might this omission reveal? Are there other sources that might fill in the gaps?

Now consider these questions as you read “Columbus Describes His First Voyage (1493),” the document on the next page. Compare your answers to the sample obser- vations provided.

How to Read Primary Sources