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Western Civilization
A BRIEF HISTORY
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Western Civilization
A BRIEF HISTORY
Volume I: To 1715
NINTH EDITION
J ACKSON J. S PIELVOGEL
The Pennsylvania State University
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Western Civilization: A Brief History, ª 2017, 2014, 2011 Cengage Learning
Volume I: To 1715, Ninth Edition WCN: 02-200-203
Jackson J. Spielvogel
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
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ABOUT THE AUTHOR
J A CKS O N J. S P I E L V O G E L is associate professor emeritus of history at The Pennsylvania State
University. He received his Ph.D. from The Ohio State University, where he specialized in
Reformation history under Harold J. Grimm. His articles and reviews have appeared in such
journals as Moreana, Journal of General Education, Catholic Historical Review, Archiv für
Reformationsgeschichte, and American Historical Review. He has also contributed chapters or articles
to The Social History of the Reformation, The Holy Roman Empire: A Dictionary Handbook, the Simon
Wiesenthal Center Annual of Holocaust Studies, and Utopian Studies. His work has been supported
by fellowships from the Fulbright Foundation and the Foundation for Reformation Research. At
Penn State, he helped inaugurate the Western civilization courses as well as a popular course on
Nazi Germany. His book Hitler and Nazi Germany was published in 1987 (seventh edition, 2014).
He is the author of Western Civilization, first published in 1991 (ninth edition, 2015), and the
coauthor (with William Duiker) of World History, first published in 1994 (eighth edition, 2016).
Professor Spielvogel has won five major university-wide teaching awards. During the year 1988–
1989, he held the Penn State Teaching Fellowship, the university’s most prestigious teaching
award. In 1996, he won the Dean Arthur Ray Warnock Award for Outstanding Faculty Member,
and in 2000, he received the Schreyer Honors College Excellence in Teaching Award.
TO DIANE,
WHOSE LOVE AND SUPPORT MADE IT ALL POSSIBLE
J.J.S.
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Brief Contents
vi
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Detailed Contents
DOCUMENTS
MAPS XVII
XIV
2 The Ancient Near East: Peoples
and Empires 27
FEATURES XIX
On the Fringes of Civilization 28
PREFACE XX
The Impact of the Indo-Europeans 28
ACKNOWLEDGMENTS XXVI
The Hebrews: ‘‘The Children of Israel’’ 30
INTRODUCTION TO STUDENTS OF WESTERN
Was There a United Kingdom of Israel? 30
CIVILIZATION XXX
The Kingdoms of Israel and Judah 30
STUDYING FROM PRIMARY SOURCE MATERIALS XXXI The Spiritual Dimensions of Israel 32
The Neighbors of the Israelites 34
vii
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The World of the Greek City-States Culture in the Hellenistic World 85
(ca. 750–ca. 500 B.C.E.) 54 New Directions in Literature 86
The Polis 54 Hellenistic Art 87
A New Military System: The Greek Way of War 54 A Golden Age of Science 88
Colonization and the Growth of Trade 55 Philosophy: New Schools of Thought 89
Tyranny in the Greek Polis 56
Religion in the Hellenistic World 90
Sparta 56
Mystery Religions 90
Athens 58
The Jews in the Hellenistic World 90
The High Point of Greek Civilization: Classical Chapter Summary, Timeline, and Review 91
Greece 59
The Challenge of Persia 59
The Growth of an Athenian Empire in the Age of
Pericles 60
The Great Peloponnesian War 61
5 The Roman Republic
The Emergence of Rome 95
94
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6 The Roman Empire
The Age of Augustus (31 B.C.E.–14 C.E.)
120
121
The End of the Western Empire 150
OPPOSING VIEWPOINTS
T WO V IEWS OF THE H UNS 151
Detailed Contents ix
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The Slavic Peoples of Central and Eastern Christian Reconquest: The Spanish Kingdoms 227
Europe 190 The Lands of the Holy Roman Empire: Germany
Western Slavs 190 and Italy 228
Southern Slavs 191 New Kingdoms in Northern and Eastern Europe 229
Eastern Slavs 191 Impact of the Mongol Empire 230
Women in the Slavic World 191 The Development of Russia 231
The World of Islam 192 The Recovery and Reform of the Catholic
Islamic Civilization 194 Church 232
Chapter Summary, Timeline, and Review 195 The Problems of Decline 232
The Cluniac Reform Movement 232
Reform of the Papacy 232
Middle Ages 198 New Religious Orders and Spiritual Ideals 233
FILM & HISTORY
Land and People in the High Middle Ages 199 V ISION (2009) 236
The New Agriculture 200 Popular Religion in the High Middle Ages 237
The Life of the Peasantry 202 Voices of Protest and Intolerance 238
The Aristocracy of the High Middle Ages 202
The Crusades 239
The New World of Trade and Cities 204 Background to the Crusades 239
The Revival of Trade 204 The Early Crusades 241
The Growth of Cities 207 OPPOSING VIEWPOINTS
OPPOSING VIEWPOINTS T HE S IEGE OF J ERUSALEM : C HRISTIAN AND M USLIM
T WO V IEWS OF T RADE AND M ERCHANTS 208 P ERSPECTIVES 244
Life in the Medieval City 209 The Crusades of the Thirteenth Century 245
IMAGES OF EVERYDAY LIFE What Were the Effects of the Crusades? 245
L IFE IN A M EDIEVAL T OWN 210 Chapter Summary, Timeline, and Review 246
Industry in Medieval Cities 211
10
C AUSES OF THE B LACK D EATH : C ONTEMPORARY V IEWS 252
The Rise of Kingdoms and Economic Dislocation and Social Upheaval 254
the Growth of Church War and Political Instability 256
Power 221 The Hundred Years’ War 256
Political Instability 258
The Emergence and Growth of European
FILM & HISTORY
Kingdoms, 1000–1300 222 J OAN OF A RC (1948)
England in the High Middle Ages 222 T HE M ESSENGER : T HE S TORY OF J OAN OF A RC (1999) 259
The Growth of the French Kingdom 224 Western Europe: England and France 260
x Detailed Contents
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The German Monarchy 261 The Church in the Renaissance 296
The States of Italy 261 Dealing with Heresy and Reform 296
The Renaissance Papacy 297
The Decline of the Church 262
Boniface VIII and the Conflict with the State 262 Chapter Summary, Timeline, and Review 298
The Papacy at Avignon (1305–1378) 263
The Great Schism 264
The Conciliar Movement 265
Culture and Society in an Age of Adversity 265
13 Reformation and Religious
Warfare in the Sixteenth
The Development of Vernacular Literature 266 Century 301
A New Art: Giotto 267
Changes in Urban Life 267
Prelude to Reformation 302
Christian or Northern Renaissance Humanism 302
Inventions and New Patterns 268
Church and Religion on the Eve of the
IMAGES OF EVERYDAY LIFE
E NTERTAINMENT IN THE M IDDLE A GES 269 Reformation 303
Chapter Summary, Timeline, and Review 270 Martin Luther and the Reformation in
Germany 304
Detailed Contents xi
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14 Europe and the World:
New Encounters,
The Practice of Absolutism: Western
Europe 362
France: Foundations of Absolutism 362
1500–1800 327 The Reign of Louis XIV (1643–1715) 363
The Decline of Spain 366
On the Brink of a New World 328
The Motives for Expansion 328 Absolutism in Central and Eastern
The Means for Expansion 329 Europe 366
The German States 366
New Horizons: The Portuguese and Spanish The Emergence of Austria 367
Empires 329 Russia: From Fledgling Principality to Major
The Development of a Portuguese Maritime Power 368
Empire 329 The Ottoman Empire 370
Voyages to the New World 331 The Limits of Absolutism 370
IMAGES OF EVERYDAY LIFE
S PICES AND W ORLD T RADE 332 Limited Monarchy: The Dutch Republic and
The Spanish Empire in the New World 334 England 372
The Golden Age of the Dutch Republic 372
New Rivals on the World Stage 337
England and the Emergence of Constitutional
Africa: The Slave Trade 338
Monarchy 372
The West in Southeast Asia 339
IMAGES OF EVERYDAY LIFE
The French and British in India 342 D UTCH D OMESTICITY 373
OPPOSING VIEWPOINTS
OPPOSING VIEWPOINTS
W EST M EETS E AST : A N E XCHANGE OF R OYAL O LIVER C ROMWELL : T HREE P ERSPECTIVES 375
L ETTERS 343
China 344 The Flourishing of European Culture 378
Japan 345 The Changing Faces of Art 378
The Americas 345 A Wondrous Age of Theater 381
Chapter Summary, Timeline, and Review 382
The Impact of European Expansion 347
The Conquered 347
16
FILM & HISTORY
T HE M ISSION (1986) 350 Toward a New Heaven and
The Conquerors 351
a New Earth: The Scientific
Toward a World Economy 352 Revolution and the
Economic Conditions in the Sixteenth Emergence of Modern
Century 352
The Growth of Commercial Capitalism 352
Science 385
Mercantilism 353 Background to the Scientific
Overseas Trade and Colonies: Movement Toward Revolution 386
Globalization 353 Ancient Authors and Renaissance Artists 386
Chapter Summary, Timeline, and Review 354 Technological Innovations and Mathematics 387
Renaissance Magic 387
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Advances in Medicine and Chemistry 393 The Spread of Scientific Knowledge 398
Vesalius 394 The Scientific Method 398
Harvey 394 The Scientific Societies 399
Chemistry 394 Science and Society 400
Science and Religion 400
Women in the Origins of Modern Science 395
Chapter Summary, Timeline, and Review 402
Margaret Cavendish 395
Maria Winkelmann 395
Debates on the Nature of Women 396 GLOSSARY 405
INDEX 413
Toward a New Earth: Descartes, Rationalism, and
a New View of Humankind 397
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Documents
xiv
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Irish Monasticism and the Penitential (The Dante’s Vision of Hell (Dante, ‘‘Inferno,’’ Divine
Penitential of Cummean) 159 Comedy) 266
A Byzantine Emperor Gives Military Advice A Liberated Woman in the Fourteenth Century
(Maurice, Strategikon) 166 (The Testimony of Grazida Lizier) 270
CHAPTER 8 CHAPTER 12
The Achievements of Charlemagne (Einhard, Life of A Renaissance Banquet (A Sixteenth-Century
Charlemagne) 175 Banquet menu) 275
OPPOSING VIEWPOINTS: Lords and Vassals in OPPOSING VIEWPOINTS: The Renaissance
Europe and Japan (Bishop Fulbert of Chartres and Prince: The Views of Machiavelli and Erasmus
The Way of the Samurai) 185 (Machiavelli, The Prince and Erasmus, Education of a
A Western View of the Byzantine Empire Christian Prince) 282
(Liudprand of Cremona, Antapodosis) 189 A Woman’s Defense of Learning (Laura Cereta,
A Muslim’s Description of the Rus (Ibn Fadlan, Defense of the Liberal Instruction of Women) 285
Description of the Rus) 192 The Genius of Leonardo da Vinci (Giorgio Vasari,
Lives of the Artists) 291
CHAPTER 9
The Elimination of Medieval Forests (Suger’s CHAPTER 13
Search for Wooden Beams) 200 Luther and the Ninety-Five Theses (Martin
Women in Medieval Thought (Gratian, Decretum and Luther, Selections from the Ninety-Five Theses) 306
A Merchant of Paris on Marriage) 205 OPPOSING VIEWPOINTS: A Reformation
OPPOSING VIEWPOINTS: Two Views of Trade Debate: Conflict at Marburg (The Marburg
and Merchants (Life of Saint Godric and Ibn Khaldun, Colloquy) 311
Prolegomena) 208 Loyola and Obedience to ‘‘Our Holy Mother, the
Goliardic Poetry: The Archpoet (The Archpoet, The Hierarchical Church’’ (Ignatius of Loyola, ‘‘Rules for
Confession of Golias) 215 Thinking with the Church’’) 318
Queen Elizabeth I: ‘‘I Have the Heart of a King’’
CHAPTER 10 (Queen Elizabeth I, Speech at Tilbury) 322
Magna Carta (Magna Carta) 225
CHAPTER 14
A Miracle of Saint Bernard (A Miracle of Saint
Bernard) 235 The Spanish Conquistador: Cortés and the
Conquest of Mexico (Cortés’s Description of
Treatment of the Jews (Canon 68; An Accusation of
Tenochtitlán) 335
the Ritual Murder of a Christian Child by Jews; and
The Regulations of Avignon, 1243) 240 The Atlantic Slave Trade (Diary of a Citizen) 340
OPPOSING VIEWPOINTS: The Siege of OPPOSING VIEWPOINTS: West Meets East: An
Jerusalem: Christian and Muslim Perspectives Exchange of Royal Letters (A Letter to the King of
(Fulcher of Chartres, Chronicle of the First Crusade and Tonkin from Louis XIV and Answer from the King of
Account of Ibn al-Athir) 244 Tonkin to Louis XIV) 343
The Mission (Felix de Azara, Description and History of
CHAPTER 11 Paraguay and Rio de la Plata) 349
OPPOSING VIEWPOINTS: Causes of the Black
Death (Giovanni Boccaccio, Decameron; On CHAPTER 15
Earthquakes as the Cause of Plague; and Herman Gigas A Witchcraft Trial in France (The Trial of Suzanne
on Well Poisoning) 252 Gaudry) 360
Boniface VIII’s Defense of Papal Supremacy The King’s Day Begins (Duc de Saint-Simon,
(Pope Boniface VIII, Unam Sanctam) 264 Memoirs) 364
Documents xv
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OPPOSING VIEWPOINTS: Oliver Cromwell: OPPOSING VIEWPOINTS: A New Heaven? Faith
Three Perspectives (Oliver Cromwell on the Victory Versus Reason (Galileo, Letter to the Grand Duchess
at Naseby; Cromwell on the Massacre at Drogheda; Christina and Robert Bellarmine, Letter to Paolo
Edmund Ludlow, Memoirs; and Lord Clarendon, Foscarini) 392
The History of the Rebellion and Civil Wars in Margaret Cavendish: The Education of Women
England) 375 (Margaret Cavendish, ‘‘The Philosophical and Physical
The Bill of Rights (The Bill of Rights) 377 Opinions’’) 396
Pascal: ‘‘What Is a Man in the Infinite?’’
CHAPTER 16 (Blaise Pascal, Pensées) 401
On the Revolutions of the Heavenly Spheres
(Nicolaus Copernicus, On the Revolutions of the
Heavenly Spheres) 390
xvi Documents
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Maps
MAP 1.1 The Spread of Homo sapiens sapiens 3 SPOT MAP Division of the Carolingian Empire by the
SPOT MAP Harappa and Mohenjo-Daro 6 Treaty of Verdun, 843 181
SPOT MAP The Yellow River, China 6 MAP 8.2 Invasions of the Ninth and Tenth
SPOT MAP Central Asia Civilization 7 Centuries 182
SPOT MAP Caral, Peru 7 MAP 8.3 A Typical Manor 186
MAP 1.2 The Ancient Near East 8 SPOT MAP The Byzantine Empire in 1025 188
SPOT MAP Hammurabi’s Empire 10 MAP 8.4 The Migrations of the Slavs 190
MAP 1.3 Ancient Egypt 17 SPOT MAP The Abbasid Caliphate at the Height of Its
Power 193
MAP 2.1 The Israelites and Their Neighbors in the First
Millennium B.C.E. 31 MAP 9.1 Medieval Trade Routes 206
SPOT MAP Phoenician Colonies and Trade Routes, SPOT MAP Flanders as a Trade Center 207
ca. 800 B.C.E. 35 MAP 9.2 Main Intellectual Centers of Medieval
MAP 2.2 The Assyrian and Neo-Babylonian Europe 212
Empires 36 MAP 10.1 England and France (1154–1337): (left)
MAP 2.3 The Persian Empire at the Time of Darius 42 England and Its French Holdings; (right)
Growth of the French State 226
MAP 3.1 Ancient Greece (ca. 750–338 B.C.E.) 50
MAP 10.2 Christian Reconquests in the Western
SPOT MAP Minoan Crete and Mycenaean Greece 51
Mediterranean 227
MAP 4.1 The Conquests of Alexander the Great 77
MAP 10.3 The Lands of the Holy Roman Empire in the
MAP 4.2 The Hellenistic Kingdoms 82 Twelfth Century 228
MAP 5.1 Ancient Italy 96 MAP 10.4 Northern and Eastern Europe, ca. 1150 230
SPOT MAP The City of Rome 97 SPOT MAP The Mongol Empire in the Thirteenth
MAP 5.2 Roman Conquests in the Mediterranean, Century 230
264–133 B.C.E. 102 MAP 10.5 The Early Crusades 243
MAP 5.3 Roman Dominions in the Late Republic, MAP 11.1 Spread of the Black Death 253
31 B.C.E. 116
MAP 11.2 The Hundred Years’ War 257
MAP 6.1 The Roman Empire from Augustus Through
SPOT MAP The Holy Roman Empire in the Fourteenth
Trajan (14–117) 126
Century 261
MAP 6.2 Trade Routes and Products in the Roman
SPOT MAP The States of Italy in the Fourteenth
Empire, ca. 200 128
Century 262
SPOT MAP The Silk Road 128
SPOT MAP Avignon 263
MAP 6.3 Imperial Rome 134
MAP 12.1 Renaissance Italy 279
MAP 7.1 Divisions of the Late Roman Empire,
MAP 12.2 Europe in the Second Half of the Fifteenth
ca. 300 148
Century 294
MAP 7.2 The Germanic Kingdoms of the Old Western
MAP 13.1 The Empire of Charles V 309
Empire 153
SPOT MAP The Swiss Cantons 310
MAP 7.3 The Spread of Christianity, 400–800 161
MAP 13.2 Catholics and Protestants in Europe by
MAP 7.4 The Eastern Roman Empire in the Time of
1560 316
Justinian 163
SPOT MAP The Netherlands 321
SPOT MAP The Byzantine Empire, ca. 750 165
MAP 14.1 European Discoveries and Possessions in the
MAP 7.5 The Expansion of Islam 169
Fifteenth and Sixteenth Centuries 331
MAP 8.1 The Carolingian Empire 177
xvii
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SPOT MAP Lands of the Maya 334 SPOT MAP The West Indies 346
SPOT MAP The Aztec Empire 334 MAP 15.1 The Thirty Years’ War 361
SPOT MAP Lands of the Inca 336 MAP 15.2 The Growth of Brandenburg-Prussia 367
MAP 14.2 Triangular Trade in the Atlantic MAP 15.3 The Growth of the Austrian Empire 368
Economy 338 MAP 15.4 Russia: From Principality to Nation-
SPOT MAP Southeast Asia, ca. 1700 341 State 371
SPOT MAP The Mughal Empire 342 SPOT MAP Civil War in England 374
SPOT MAP The Qing Empire 345
xviii Maps
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Features
F I L M & H I ST O R Y
OPPOSING VIEWPOINTS
The Great Flood: Two Versions 15 Two Views of Trade and Merchants 208
The Governing of Empires: Two Approaches 39 The Siege of Jerusalem: Christian and Muslim
Women in Athens and Sparta 69 Perspectives 244
Demosthenes and Isocrates Address Philip of Causes of the Black Death: Contemporary Views 252
Macedonia 75 The Renaissance Prince: The Views of Machiavelli and
The End of the Republic: Three Views 114 Erasmus 282
Roman Authorities and a Christian on A Reformation Debate: Conflict at Marburg 311
Christianity 140 West Meets East: An Exchange of Royal Letters 343
Two Views of the Huns 151 Oliver Cromwell: Three Perspectives 375
Lords, Vassals, and Samurai in Europe and Japan 185 A New Heaven? Faith Versus Reason 392
xix
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Preface
xx
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cultures or nations. Suggestions for Further Read- subsection, ‘‘The Spread of Humans: Out of Africa or
ing at the end of each chapter reviews the most recent Multiregional?’’
literature on each period and also points readers to Chapter 2 the Persians; new document on ‘‘Cus-
some of the older ‘‘classic’’ works in each field. Also at toms of the Persians’’
the end of each chapter, a chapter review that includes Chapter 3 Minoan Crete; the role of the phalanx
Upon Reflection essay questions and a list of Key and colonies in the rise of democracy; sports and vio-
Terms provides valuable study aids. lence in ancient Greece
Updated maps and extensive illustrations serve Chapter 4 new historiographical subsection, ‘‘The
to deepen readers’ understanding of the text. Detailed Legacy: Was Alexander Great?’’; Demosthenes and Iso-
map captions are designed to enrich students’ aware- crates; Alexander; military institutions; new document
ness of the importance of geography to history, and on ‘‘Relations Between Greeks and Non-Greeks’’
numerous spot maps enable students to see at a glance Chapter 5 the origins of the Etruscans; early
the region or subject being discussed in the text. Map Rome, especially the influence of the Etruscans
captions also include a map question to guide students’ Chapter 6 new critical thinking question on the
reading of the map. To facilitate understanding of cul- Roman military; client kingdoms; the pax Romana; new
tural movements, illustrations of artistic works dis- Images of Everyday Life feature on ‘‘Children in the
cussed in the text are placed near the discussions. Roman World’’
Throughout the text, illustration captions have been re- Chapter 7 the labor of women in Frankish soci-
vised and expanded to further students’ understanding ety; Pope Gregory the Great; the Byzantine military;
of the past. Chapter outlines and focus questions, new document on ‘‘A Byzantine Emperor Gives Military
including critical thinking questions, at the begin- Advice’’
ning of each chapter give students a useful overview Chapter 8 the missi dominici; new historiographi-
and guide them to the main subjects of each chapter. cal subsection, ‘‘What Was the Significance of Charle-
The focus questions are then repeated at the beginning magne?’’; new Opposing Viewpoints feature on ‘‘Lords,
of each major section in the chapter. A glossary of im- Vassals, and Samurai in Europe and Japan’’; new section
portant terms (boldfaced in the text when they are on ‘‘Women in Byzantium’’; new section on ‘‘Women in
introduced and defined) is provided at the back of the the Slavic World’’; women in the world of Islam
book to maximize reader comprehension. A guide to Chapter 9 roles of peasant women; commercial
pronunciation is now provided in the text in paren- capitalism; women in medieval cities; new document
theses following the first mention of a complex name on ‘‘Goliardic Poetry: The Archpoet’’
or term. Chapter Notes are now at the end of each Chapter 10 the Crusades; new historiographical
chapter rather than at the end of the book. section, ‘‘What Were the Effects of the Crusades?’’
Chapter 11 reorganized material on art and the
Black Death: new subsection on ‘‘Art and the Black
New to This Edition Death’’ located in section on ‘‘The Black Death in
As preparation for the revision of Western Civilization: Europe’’ and another new subsection on ‘‘A New Art:
A Brief History, I re-examined the entire book and ana- Giotto’’ located in section on ‘‘Culture and Society in
lyzed the comments and reviews of colleagues who have an Age of Adversity’’; condottieri in Italy; new document
found the book to be a useful instrument for introduc- on ‘‘A Liberated Woman in the Fourteenth Century’’
ing their students to the history of Western civilization. Chapter 12 new section on ‘‘The Birth of Modern
In making revisions for the ninth edition, I sought to Diplomacy’’; shortened section on Machiavelli; the
build on the strengths of the previous editions and impact of printing; new historiographical subsection,
above all to maintain the balance, synthesis, and narra- ‘‘Was There a Renaissance for Women?’’; new subsec-
tive qualities that characterized those editions. To keep tion on ‘‘The Artist and Social Status’’; new document
up with the ever-growing body of historical scholarship, on ‘‘The Genius of Leonardo da Vinci’’; the English civil
new or revised material has been added throughout the wars in the fifteenth century
book on all of the following topics: Chapter 13 Luther’s conservatism; new historio-
Chapter 1 religion and society in the Neolithic graphical subsection, ‘‘Catholic Reformation or Coun-
Age; new Opposing Viewpoints feature on ‘‘The Great ter-Reformation?’’; new document on ‘‘Queen Elizabeth
Flood’’; Akhenaten of Egypt; new historiographical I: ‘I Have the Heart of a King’’’
Preface xxi
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Chapter 14 the West Indies; new section on ‘‘Dis- The enthusiastic response to the primary sources
ease in the New World’’ (boxed documents) led me to evaluate the content of
Chapter 15 Bernini; new document on ‘‘The each document carefully and add new documents
King’s Day Begins’’ throughout the text, including new comparative docu-
Chapter 16 Galileo’s telescope; new document on ments in the feature called Opposing Viewpoints.
‘‘Margaret Cavendish: The Education of Women’’ This feature has been expanded and now appears in
Chapter 17 women and salons; new document most chapters, including such new topics as ‘‘Lords,
on ‘‘The Punishment of Crime’’ Vassals, and Samurai in Europe and Japan,’’ ‘‘Causes
Chapter 18 agricultural practices and taxation of the Black Death: Contemporary Views,’’ ‘‘Attitudes
Chapter 19 de-Christianization and the new cal- of the Industrial Middle Class in Britain and Japan,’’
endar; Treaties of Tilsit and ‘‘Czechoslovakia, 1968: Two Faces of Commu-
Chapter 20 the cotton industry; new document nism.’’ Two additional features have also been revised.
on ‘‘The Great Irish Potato Famine’’; new historio- Images of Everyday Life can now be found in twelve
graphical subsection, ‘‘Did Industrialization Bring an chapters, including such new topics as ‘‘Children in
Improved Standard of Living?’’ the Roman World’’ and ‘‘The New Global Economy:
Chapter 21 the revolution of 1848 in Austria; Fast Fashion.’’ Film & History features now
Romanticism appear in twelve chapters, including the addition of
Chapter 22 the Crimean War; Robert Koch and The Iron Lady.
health care; new document on ‘‘Flaubert and an Image A new focus question has also been added at the be-
of Bourgeois Marriage’’ ginning of each chapter. Entitled Connections to
Chapter 23 the Latin American economy; food Today, this question is intended to help students
and population growth; mass consumption; new docu- appreciate the relevance of history by asking them to
ment on ‘‘Bismarck and the Welfare of the Workers’’ draw connections between the past and present.
Chapter 24 Impressionism; imperialism; new Also new to the ninth edition are historiographi-
document on ‘‘Does Germany Need Colonies?’’ cal sections, which examine how and why historians
Chapter 25 new historiographical subsection, differ in their interpretation of specific topics. Exam-
‘‘The Assassination of Franz Ferdinand: A Blank ples include ‘‘Was There a United Kingdom of Israel?’’;
Check?’’; trench warfare; women and work ‘‘Was There a Renaissance for Women?’’; ‘‘The Retreat
Chapter 26 the democratic states; new historio- from Democracy: Did Europe Have Totalitarian
graphical subsection, ‘‘The Retreat from Democracy: Did States?’’; and ‘‘Why Did the Soviet Union Collapse?’’
Europe Have Totalitarian States?’’; Nazi culture Because courses in Western civilization at American
Chapter 27 new focus questions; invasion of and Canadian colleges and universities follow different
Poland; the Einsatzgruppen in the Holocaust; new chronological divisions, the text is available in both
document on ‘‘Heinrich Himmler: ‘We Had the Moral one-volume and two-volume versions to fit the needs
Right’’’ of instructors. Teaching and learning ancillaries include
Chapter 28 new historiographical subsection, the following.
‘‘Confrontation of the Superpowers: Who Started the
Cold War?’’; the Algerian revolution; the denazification
of postwar Germany; the European Common Market; Instructor Resources
new document on ‘‘The Burden of Guilt’’ MindTapTM MindTap for Western Civilization: A Brief
Chapter 29 new document on ‘‘Betty Friedan: History 9e is a personalized, online digital learning plat-
The Problem That Has No Name’’; new Film & History form providing students with an immersive learning
feature on ‘‘The Iron Lady (2011)’’; land art experience that builds critical thinking skills. Through
Chapter 30 the global economy; Great Britain, a carefully designed chapter-based learning path, Mind-
Germany, France, the United States, and Canada; Rus- Tap allows students to easily identify the chapter’s
sia and Ukraine; new historiographical section, ‘‘Why learning objectives, improve their writing skills by com-
Did the Soviet Union Collapse?’’; new section on ‘‘The pleting unit-level essay assessments, read short, man-
West and Islam’’; the war in Afghanistan; the Catholic ageable sections from the e-book, and test their
Church; technology; new Images of Everyday Life fea- content knowledge with a Chapter Test that employs
ture on ‘‘The New Global Economy: Fast Fashion’’ ApliaTM (see Chapter Test description on next page).
xxii Preface
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
• Setting the Scene: Each chapter of the MindTap • ConnectYard allows instructors to create digital
begins with a brief video that introduces the chap- ‘‘yards’’ through social media–all without ‘‘friend-
ter’s major themes in a compelling, visual way that ing’’ students
encourages students to think critically about the
MindTap for Western Civilization: A Brief History 9e
subject matter.
goes well beyond an eBook and a homework solutions.
• Review Activities: Each chapter includes reading
It is truly a Personal Learning Experience that allows
comprehension assignments designed to cover the
you to synchronize the reading with engaging assign-
content of each major heading within the chapter.
ments. To learn more, ask your Cengage Learning sales
• Chapter Test: Each chapter within MindTap ends
representative to demo it for you—or go to www.
with a summative Chapter Test. It covers each
cengage.com/MindTap.
chapter’s learning objectives and is built using
Aplia critical thinking questions. Aplia provides Instructor Companion Website This website is an
automatically graded critical thinking assignments all-in-one resource for class preparation, presentation,
with detailed, immediate explanations on every and testing for instructors. Accessible through Cen-
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set of related questions if they did not earn all an Instructor’s Manual, Powerpoint presentations
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more practice. nero description).
• Reflection Activity: Every chapter ends with an
assignable, gradable reflection activity, intended as • Instructor’s Manual: This manual contains for
a brief writing assignment through which students each chapter: chapter outlines and summaries, lec-
can apply a theme or idea they’ve just studied. ture suggestions, suggested research topics, map
• Unit Activities: Chapters in MindTap are organ- exercises, discussion questions for primary source
ized into multi-chapter units. Each unit includes a documents, and suggested readings and resources.
brief set of higher-stakes activities for instructors • PowerPoint¤ Lecture Tools: These presentations
to assign, designed to assess students on their writ- are ready-to-use, visual outlines of each chapter.
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engage larger themes, concepts, and material across are presentations of only lecture or only images, as
multiple chapters. well as combined lecture and image presentations.
• Classroom Activities: MindTap includes a brief Also available is a per chapter JPEG library of
list of in-class activity ideas for instructors. These images and maps.
are designed to increase student collaboration, Cengage Learning Testing, powered by Cognero¤ for
engagement, and understanding of selected topics Western Civilization: A Brief History 9e is accessible
or themes. These activities, including class debate through Cengage.com/login with your faculty account.
scenarios and primary source discussion guides, This test bank contains multiple-choice and essay ques-
can enrich the classroom experience for both tions for each chapter. Cognero¤ is a flexible, online sys-
instructors and students. tem that allows you to author, edit, and manage test
MindTap also includes a variety of other tools that will bank content for Western Civilization: A Brief History 9e.
make history more engaging for students: Create multiple test versions instantly and deliver
through your LMS from your classroom, or wherever you
• ReadSpeaker reads the text out-loud to students in may be, with no special installs or downloads required.
a voice they can customize. The following format types are available for download
• Note-taking and highlighting are organized in a from Instructor Companion Site: Blackboard, Angel,
central location that can be synced with Ever Note Moodle, Canvas, Desire2Learn. You can import these files
on any mobile device a student may have access to. directly into your LMS to edit, manage questions, and
• Questia allows professors to search a database of create tests. The test bank is also available in Word and
thousands of peer reviewed journals, newspapers, PDF format from the Instructor Companion Website.
magazines, and full-length books – all assets can
be added to any relevant chapter in MindTap. MindTap Reader for Western Civilization: A Brief
• Kaltura allows instructors to insert inline video History 9e MindTap Reader is an eBook specifically
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Preface xxiii
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
content and media assets. MindTap Reader combines (zoomable) maps. Students can use the eBook as their
thoughtful navigation ergonomics, advanced student primary text or as a multimedia companion to their
annotation, note-taking, and search tools, and embed- printed book. The MindTap Reader eBook is available
ded media assets such as video and interactive (zoom- within the MindTap found at www.cengagebrain.com.
able) maps. Students can use the eBook as their
primary text or as a multimedia companion to their Cengagebrain.com Save time and money! Go to
printed book. The MindTap Reader eBook is available www.cengagebrain.com for choice in formats and sav-
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Cengagebrain.com Save your students time and gagebrain.com, Cengage Learning’s online store, is a
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in formats and savings and a better chance to succeed in eTextbooks, eChapters, study tools, and audio supple-
your class. Cengagebrain.com, Cengage Learning’s online ments. Students have the freedom to purchase a-la-
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a-la-carte exactly what they need when they need it.
Writing for College History, 1e [ISBN: 9780618306039]
Students can save 50% on the electronic textbook, and
Prepared by Robert M. Frakes, Clarion University. This
can pay as little as $1.99 for an individual eChapter.
brief handbook for survey courses in American history,
Custom Options Nobody knows your students like Western Civilization/European history, and world civili-
you, so why not give them a text that is tailor-fit to zation guides students through the various types of writ-
their needs? Cengage Learning offers custom solutions ing assignments they encounter in a history class.
for your course—whether it’s making a small modifica- Providing examples of student writing and candid assess-
tion to Western Civilization: A Brief History 9e to match ments of student work, this text focuses on the rules and
your syllabus or combining multiple sources to create conventions of writing for the college history course.
something truly unique. You can pick and choose chap-
The History Handbook, 2e [ISBN: 9780495906766]
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Prepared by Carol Berkin of Baruch College, City Uni-
map exercises along with the Rand McNally Atlas to
versity of New York and Betty Anderson of Boston
create a text that fits the way you teach. Ensure that
University. This book teaches students both basic and
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Student Resources
MindTapTM The learning path for Western Civiliza- Doing History: Research and Writing in the Digital
tion: A Brief History 9e MindTap incorporates a set of Age, 2e [ISBN: 9781133587880] Prepared by Michael
resources designed to help students develop their J. Galgano, J. Chris Arndt, and Raymond M. Hyser of
own historical skills. These include interactive, auto- James Madison University. Whether you’re starting
gradable tutorials for map skills, essay writing, and down the path as a history major, or simply looking for
critical thinking. They also include a set of resources a straightforward and systematic guide to writing a suc-
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MindTap Reader MindTap Reader is an eBook spe- sources and gathering information, to writing clearly
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combines thoughtful navigation ergonomics, advanced most of every tool available to you—especially the tech-
student annotation, note-taking, and search tools, and nology that helps you conduct the process efficiently and
embedded media assets such as video and interactive effectively.
xxiv Preface
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
The Modern Researcher, 6e [ISBN: 9780495318705] research, from the selection of a topic through the gath-
Prepared by Jacques Barzun and Henry F. Graff of Co- ering, analysis, writing, revision, and publication of find-
lumbia University. This classic introduction to the tech- ings, presenting the process not as a set of rules but
niques of research and the art of expression is used through actual cases that put the subtleties of research
widely in history courses, but is also appropriate for writ- in a useful context. Part One covers the principles and
ing and research methods courses in other departments. methods of research; Part Two covers writing, speaking,
Barzun and Graff thoroughly cover every aspect of and getting one’s work published.
Preface xxv
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Acknowledgments
I would like to thank the many teachers and students for her detailed suggestions on women’s history. Daniel
who have used previous editions of Western Civilization: Haxall of Kutztown University provided valuable assis-
A Brief History. I am gratified by their enthusiastic tance with materials on postwar art, popular culture,
response to a textbook that was intended to put the postmodern art and thought, and the digital age. I am
story back in history and capture the imagination of the especially grateful to Kathryn Spielvogel for her work
reader. I especially thank the many teachers and stu- as a research associate. Thanks to Cengage’s compre-
dents who made the effort to contact me personally to hensive review process, many historians were asked to
share their enthusiasm. I am deeply grateful to John evaluate my manuscript and review each edition. I am
Soares for his assistance in preparing the map captions grateful to the following for the innumerable sugges-
and to Charmarie Blaisdell of Northeastern University tions that have greatly improved my work:
xxvi
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
James W. Ermatinger Derek Hastings William E. Kinsella, Jr.
University of Nebraska—Kearney Oakland University Northern Virginia Community
Charles T. Evans A. J. Heisserer College—Annandale
Northern Virginia Community College University of Oklahoma James M. Kittelson
Porter Ewing Fred Heppding Ohio State University
Los Angeles City College Maranatha Baptist University Doug Klepper
Carla Falkner Rowena Hernández-Múzquiz Santa Fe Community College
Northeast Mississippi Community Old Dominion University Mark Klobas
College Betsey Hertzler Scottsdale Community College
Steven Fanning Mesa Community College Cynthia Kosso
University of Illinois—Chicago Robert Herzstein Northern Arizona University
Ellsworth Faris University of South Carolina Clayton Miles Lehmann
California State University—Chico Shirley Hickson University of South Dakota
Gary B. Ferngren North Greenville College Diana Chen Lin
Oregon State University Martha L. Hildreth Indiana University, Northwest
Mary Helen Finnerty University of Nevada Ursula W. MacAffer
Westchester Community College Boyd H. Hill, Jr. Hudson Valley Community College
Eve Fisher University of Colorado—Boulder Andrea Maestrejuan
South Dakota State University Sean Hill Metropolitan State University—
Lucien Frary Irvine Valley College Denver
Rider University Michael Hofstetter Anthony Makowski
Erik Freas Bethany College Delaware County Community College
Borough of Manhattan Community Donald C. Holsinger Harold Marcuse
College—CUNY Seattle Pacific University University of California—Santa
A. Z. Freeman Barbara
Frank L. Holt
Robinson College University of Houston Mavis Mate
Marsha Frey University of Oregon
W. Robert Houston
Kansas State University University of South Alabama Tom Maulucci
Frank J. Frost State University of New York—
David R. C. Hudson Fredonia
University of California—Santa Texas A&M University
Barbara Meghean Mayeur
Paul Hughes Southeastern Louisiana University
Frank Garosi Sussex County Community
California State University— College T. Ronald Melton
Sacramento Brewton Parker College
Richard A. Jackson
Lorettann Gascard University of Houston Jack Allen Meyer
Franklin Pierce College University of South Carolina
Fred Jewell
Richard M. Golden Harding University Eugene W. Miller, Jr.
University of North Texas The Pennsylvania State University—
Jenny M. Jochens Hazleton
Manuel G. Gonzales Towson State University
Diablo Valley College David Mock
Carolyn Johnston Tallahassee Community College
Amy G. Gordon Marian College
Denison University John Patrick Montano
William M. Johnston University of Delaware
Richard J. Grace University of Massachusetts
Providence College Rex Morrow
Allen E. Jones Trident Technical College
Hanns Gross Troy State University
Loyola University Thomas M. Mulhern
George Kaloudis University of North Dakota
John F. Guilmartin Rivier College
Ohio State University Pierce Mullen
Jeffrey A. Kaufmann Montana State University
Jeffrey S. Hamilton Muscatine Community College
Gustavus Adolphus College Frederick I. Murphy
David O. Kieft Western Kentucky University
J. Drew Harrington University of Minnesota
Western Kentucky University William M. Murray
Patricia Killen University of South Florida
James Harrison Pacific Lutheran University
Siena College
Acknowledgments xxvii
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Another random document with
no related content on Scribd:
“Get up!” she sternly said.
“Here is news to frighten even you into being a man for a day.
Senator Garston died last night of heart disease at the Hotel
Belgravia.”
“Good God! We are ruined!” cried Vreeland.
“For all your fortune was in his hands. You have not a scrap of paper
to show for it.”
“What do I care for the money!” she sobbed. “I am alone in the world
now.”
CHAPTER XV.