Etruscan artisans particularly excelled at which of the following

P E O P L E S A N D C U LT U R E S

The Making of the West

t h i r d e d i t i o n

For Bedford/St. Martin’s

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: Joseph Vernet, Inner Port of Marseilles, France, 1754, from the series of Ports of France

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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-3, 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.

P E O P L E S A N D C U LT U R E S

BEDFORD / ST. MARTIN’S Boston ■ New York

The Making of the West

Lynn Hunt University of California, Los Angeles

Thomas R. Martin College of the Holy Cross

Barbara H. Rosenwein Loyola University Chicago

R. Po-chia Hsia Pennsylvania State University

Bonnie G. Smith Rutgers University

t h i r d e d i t i o n

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v

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 re- sult 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

vi Preface

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,

Preface vii

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’

vii i Preface

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

Preface ix

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

x Preface

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.

xi

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

18 The Promise of Enlightenment, 1740–1789 555

19 The Cataclysm of Revolution, 1789–1799 587

20 Napoleon and the Revolutionary Legacy, 1800–1830 619

21 Industrialization and Social Ferment, 1830–1850 653

22 Politics and Culture of the Nation- State, 1850–1870 689

23 Industry, Empire, and Everyday Life, 1870–1890 725

24 Modernity and the Road to War, 1890–1914 763

25 World War I and Its Aftermath, 1914–1929 799

26 The Great Depression and World War II, 1929–1945 839

27 The Cold War and the Remaking of Europe, 1945–1960s 879

28 Postindustrial Society and the End of the Cold War Order, 1960s–1989 915

29 A New Globalism, 1989 to the Present 951

Appendix: Useful Facts and Figures A-1

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xii i

Contents

Preface v

Brief Contents xi

Maps and Figures xxix

Special Features xxxv

To the Student xxxix

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

About the Authors xlvii

Prologue 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

xiv Contents

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

Contents xv

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