Chapter 15 new Opposing Viewpoints feature on “Oliver Cromwell: Three Perspectives”; the causes of the Bohemian phase of the Thirty Years’ War; the consequences of the Peace of Westphalia; Bishop Bossuet; the revocation of the Edict of Nantes; Colbert and the finances of Louis XIV’s reign; how “Western” Russia was before Peter the Great.
Chapter 16 Antoine Lavoisier and his wife; the state and science.
Chapter 17 travel literature and the concept of race; the connection between the philosophes and the revolutionary upheaval at the end of the eighteenth century; new Film & History feature on Amadeus.
Chapter 18 revision of Film & History feature on Marie Antoinette; new Opposing Viewpoints feature on “Enlightened Absolutism: Enlightened or Absolute?”
Chapter 20 iron production, especially pig iron and wrought iron; the Crystal Palace, especially the display of handmade goods; reorganized material in newly titled section, “Industrialization on the Continent”; women in the Chartist movement; new Opposing Viewpoints feature on “Attitudes of the Industrial Middle Class in Britain and Japan”; new Images of Everyday Life feature on “Living Conditions of the London Poor.”
Chapter 21 the independence movement in Latin America.
Chapter 22 nation building (in the introduction); the Crimean War; new Opposing Viewpoints feature on “The Practice of Realpolitik: Two Approaches”; new Film & History feature on The Young Victoria.
Chapter 23 the national state (in the introduction); the reconstruction of Paris; codes of masculinity in the Boy Scout movement in Great Britain; new section on “Mass Consumption,” including material on masculine participation in the new consumer culture.
Chapter 24 new introduction to the chapter; Modernism in literature and the arts, including a new Cézanne illustration; revised Images of Everyday Life feature on “The Struggle for the Right to Vote”; the Dreyfus affair; David Lloyd George as chancellor of the Exchequer; imperialism, especially the impact of British rule on women in India; new section on “The Boer War”; French architecture in Southeast Asia.
Chapter 25 the outbreak of World War I, especially Austria’s role; enthusiasm for the outbreak of war; the German invasion of Belgium; fighting in the African colonies; the motives of colonial subjects in fighting for their European rulers; revised material on the Turkish genocide of the Armenians; revision of the discussion of the peace settlement.
Chapter 26 the League of Nations, including protection of minorities; the Great Depression; self-rule for India; the structure and functioning of the Weimar Republic; Hitler’s trial; the Enabling Act; the Soviet Union; new material on the Spanish Civil War; new Opposing Viewpoints feature on “Spain Divided”; mass tourism.
Chapter 27 the prelude to World War II and the course of the war; new illustration feature (two images) on the pivotal Battle of Stalingrad.
Chapter 28 the origins of the Cold War; revision of section on “A Society of Consumers”; new Images of Everyday Life feature on “The Rise of the Supermarket”; new section on “The Attempt to Revive Religion.”
Chapter 29 new Opposing Viewpoints feature on “Czechoslovakia, 1968: Two Faces of Communism”; revised document on Margaret Th atcher.
Chapter 30 Russia; Eastern Europe; the disintegration of Yugoslavia; Germany; France; Italy; the United States; the European Union; the wars in Afghanistan and Iraq; gender issues and Muslim immigrants; the arts in the section on “Art and Music in the Age of Commerce”; technology in “The Digital Age”; revision of “Reality in the Digital Age”; new section on the global financial collapse titled “End of Excess”; new Opposing Viewpoints feature on “Islam and the West: Secularism in France.”
The enthusiastic response to the primary sources (boxed documents) led me to evaluate the content of each document carefully and add new documents throughout the text, including new comparative documents in the feature called Opposing Viewpoints. This feature, which was introduced in the sevenThedition, presents a comparison of two or three primary sources in order to facilitate student analysis of historical documents. This feature has been expanded and now appears in every chapter, including such new topics as “Lords and Vassals in Europe and Japan,” “The Black Death: Contemporary Views,” “Attitudes of the Industrial Middle Class in Britain and Japan,” and “Czechoslovakia, 1968: Two Faces of Communism.” Focus questions are included to help students evaluate the documents.
Two additional features that were added in the sevenThedition have also been expanded. Images of Everyday Life, which combines two or more illustrations with a lengthy caption to provide insight into various aspects of social life, can now be found in sixteen chapters, including such new topics as “Monastic Life in the Middle Ages,” “Spices and World Trade,” and “The Rise of the Supermarket.” Film & History, which presents a brief analysis of a film’s plot as well as its historical significance, value, and accuracy, can now be found in seventeen chapters, including such additions as Gladiator, Amadeus, and The Young Victoria.
The Suggestions for Further Reading at the end of each chapter have been thoroughly updated and are organized under subheadings to make them more useful. Additional reading suggestions have been included online. New illustrations were added to every chapter. Chapter Notes have now been placed at the end of the book rather than at the end of each chapter.
A new format has been added at the end of each chapter. The Chapter Summary is illustrated with thumbnail images of chapter illustrations and combined with a Chapter Timeline. A Chapter Review has been added to assist students in studying the chapter. This review includes Upon Reflection essay questions and a list of Key Terms from the chapter.
Because courses in Western civilization at American and Canadian colleges and universities follow different chronological divisions, a one-volume edition, two two-volume editions, a three-volume edition, and a volume covering events since 1300 are being made available to fit the needs of instructors. Teaching and learning ancillaries include the following.
SUPPLEMENTS
For the Instructor
PowerLecture CD-ROM with examView® and JoinIn® This dual platform, all-in-one multimedia resource includes the Instructor’s Resource Manual; Test Bank, prepared by Jason Ripper of Everett Community College (includes key term identification, multiple-choice, essay, and true/false questions); Microsoft® PowerPoint® slides of both lecture outlines and images and maps from the text that can be used as offered or customized by importing personal lecture slides or other material; and JoinIn® PowerPoint® slides with clicker content. Also included is ExamView, an easy-to-use assessment and tutorial system that allows instructors to create, deliver, and customize tests in minutes. Instructors can build tests with as many as 250 questions using up to twelve question types, and using ExamView’s complete word-processing capabilities, they can enter an unlimited number of new questions or edit existing ones.
eInstructor’s Resource Manual Prepared by Richard Gianni of Westwood College–River Oaks Campus. This manual has many features, including chapter outlines and summaries, lecture suggestions, map exercises, discussion questions for the boxed primary sources, suggested research and paper topics, and suggested weblinks and resources. Available on the instructor’s companion website.
HistoryFinder This searchable online database allows instructors to quickly and easily download thousands of assets, including art, photographs, maps, primary sources, and audio/video clips. Each asset downloads directly into a Microsoft® PowerPoint® slide, allowing instructors to easily create exciting PowerPoint presentations for their classrooms.
WebTutor™ on Blackboard®and WebCT® With WebTutor’s text-specific, pre-formatted content and total flexibility, instructors can easily create and manage their own custom course website. WebTutor’s course management tool gives instructors the ability to provide virtual office hours, post syllabi, set up threaded discussions, track student progress with the quizzing material, and much more. For students, WebTutor offers real-time access to a full
array of study tools, including animations and videos that bring the book’s topics to life, plus chapter outlines, summaries, learning objectives, glossary flashcards (with audio), practice quizzes, and weblinks.
CourseMate Cengage Learning’s History CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. Watch student comprehension soar as your class works with the printed textbook and the textbook-specific website. History CourseMate goes beyond the book to deliver what you need! History CourseMate includes an integrated eBook; interactive teaching and learning tools including quizzes, flashcards, videos, and more; and EngagementTracker, a first-of-its-kind tool that monitors student engagement in the course. Learn more at www.cengagebrain.com.
For the Student
Western Civilization Companion Website This website for students features a wide assortment of resources to help students master the subject matter. The website, prepared by Michael A. Sparks of Ivy Tech Community College– Central Indiana, includes a glossary, flashcards, crossword puzzles, tutorial quizzes, essay questions, critical thinking exercises, weblinks, and suggested readings. Throughout the text, icons direct students to relevant exercises and self-testing material located on the student companion website.
CL eBook This interactive multimedia ebook links out to rich media assets such as web field trips and MP3 chapter summaries. Through this ebook, students can also access tutorial quizzes, chapter outlines, matching exercises, critical thinking questions (for which the answers can be e-mailed to their instructors), primary source documents with critical thinking questions, and interactive (zoomable) maps. Available at www.cengagebrain.com.
Cengagebrain.com Save your students time and money. Direct them to www.cengagebrain.com for choice in formats and savings and a better chance to succeed in your class. Cengagebrain.com, Cengage Learning’s online store, is a single destination for more than 10,000 new textbooks, eTextbooks, eChapters, study tools, and audio supplements. Students have the freedom to purchase à la carte exactly what they need when they need it. Students can save 50 percent on the electronic textbook, and can pay as little as $1.99 for an individual eChapter.
Wadsworth Western Civilization Resource Center Wadsworth’s Western Civilization Resource Center gives your students access to a “virtual reader” with hundreds of primary sources including speeches, letters, legal documents and transcripts, poems, maps, simulations, time-lines, and additional images that bring history to life, along with interactive assignable exercises. A map feature including Google Earth™ coordinates and exercises will aid in student comprehension of geography and use of maps. Students can compare the traditional textbook map with an aerial view of the location today. It’s an ideal resource for study, review, and research. In addition to this map feature, the resource center also provides blank maps for student review and testing.
Rand McNally Historical Atlas of Western Civilization, 2e This valuable resource features more than forty-five maps, including maps that highlight Classical Greece and Rome; maps documenting European civilization during the Renaissance; maps that follow events in Germany, Russia, and Italy leading up to World Wars I and II; maps that show the dissolution of communism in 1989; maps documenting language and religion in the Western world; and maps describing the unification and industrialization of Europe.
Writing for College History, 1e Prepared by Robert M. Frakes of Clarion University. This brief handbook for survey courses in American history, Western Civilization/European history, and world civilization guides students through the various types of writing assignments they encounter in a history class. Providing examples of student writing and candid assessments of student work, this text focuses on the rules and conventions of writing for the college history course.
The History Handbook, 1e Prepared by Carol Berkin of Baruch College, City University of New York, and Betty Anderson of Boston University. This book teaches students both basic and history-specific study skills such as how to take notes, get the most out of lectures and readings, read primary sources, research historical topics, and correctly cite sources. Substantially less expensive than comparable skill-building texts, The History Handbook also offers tips for Internet research and evaluating online sources. Additionally, students can purchase and download the eAudio version of The History Handbook or any of its eighteen individual units at www.cengagebrain.com to listen to on the go.
Doing History: Research and Writing in the Digital Age, 1e Prepared by Michael J. Galgano, J. Chris Arndt, and Raymond M. Hyser of James Madison University. Whether you’re starting down the path as a history major, or simply looking for a straightforward and systematic guide to writing a successful paper, you’ll find this text to be an indispensible handbook to historical research. This text’s “soup to nuts” approach to researching and writing about history addresses every step of the process, from locating your sources and gathering information, to writing clearly and making proper use of various citation styles to avoid plagiarism. You’ll also learn how to make the most of every tool available to you—especially the technology that helps you conduct the process efficiently and effectively.
The Modern Researcher, 6e Prepared by Jacques Barzun and Henry F. Graff of Columbia University. This classic introduction to the techniques of research and the art of expression is used widely in history courses, but is also appropriate for writing and research methods courses in other departments. Barzun and Graff thoroughly cover every aspect of research, from the selection of a topic through the gathering, analysis, writing, revision, and publication of findings, presenting the process not as a set of rules but through actual cases that put the subtleties of research in a useful context. Part One covers the principles and methods of research; Part Two covers writing, speaking, and getting one’s work published.
Document Exercise Workbook Prepared by Donna Van Raaphorst, Cuyahoga Community College. This collection of exercises is based around primary sources. Available in two volumes.
Music of Western Civilization Available free to adopters, and for a small fee to students, this CD contains a broad sampling of many important musical pieces of Western civilization.
Reader Program Cengage Learning publishes a number of readers, some containing exclusively primary sources, others a combination of primary and secondary sources, and some designed to guide students through the process of historical inquiry. Visit Cengage.com/history for a complete list of readers.
Custom Options Nobody knows your students like you, so why not give them a text that is tailor-fit to their needs? Cengage Learning offers custom solutions for your course—whether it’s making a small modification to Western Civilization to match your syllabus or combining multiple sources to create something truly unique. You can pick and choose chapters, include your own material, and add additional map exercises along with the Rand McNally Atlas to create a text that fits the way you teach. Ensure that your students get the most out of their textbook dollar by giving them exactly what they need. Contact your Cengage Learning representative to explore custom solutions for your course.
ACKNOWLEDGMENTS
I began to teach at age five in my family’s grape arbor. By the age of ten, I wanted to know and understand everything in the world, so I set out to memorize our entire set of encyclopedia volumes. At seventeen, as editor of the high school yearbook, I chose “patterns” as its theme. With that as my early history, followed by many rich years of teaching, writing, and family nurturing, it seemed quite natural to accept the challenge of writing a history of Western civilization as I approached that period in life often described as the age of wisdom. Although I see this writing adventure as part of the natural unfolding of my life, I gratefully acknowledge that without the generosity of many others, it would not have been possible.
David Redles gave generously of his time and ideas, especially for Chapters 28 and 29. Chris Colin provided research on the history of music, while Laurie Batitto, Alex Spe
ncer, Stephen Maloney, Shaun Mason, Peter Angelos, and Fred Schooley offered valuable editorial assistance. I deeply appreciate the valuable technical assistance provided by Dayton Coles. I am deeply grateful to John Soares for his assistance in preparing the map captions and to Charmarie Blaisdell of Northeastern University for her detailed suggestions on women’s history. Daniel Haxall of Kutztown University provided valuable assistance with materials on postwar art, popular culture, Postmodern art and thought, the Digital Age, and the Film & History feature. I am especially grateful to Kathryn Spielvogel for her work as research associate for Chapters 15–30. I am also thankful to the thousands of students whose questions and responses have caused me to see many aspects of Western civilization in new ways.
My ability to undertake a project of this magnitude was in part due to the outstanding European history teachers that I had as both an undergraduate and a graduate student. These included Kent Forster (modern Europe) and Robert W. Green (early modern Europe) at The Pennsylvania State University and Franklin Pegues (medieval), Andreas Dorpalen (modern Germany), William MacDonald (ancient), and Harold J. Grimm (Renaissance and Reformation) at The Ohio State University. These teachers provided me with profound insights into Western civilization and also taught me by their examples that learning only becomes true understanding when it is accompanied by compassion, humility, and open-mindedness.
I would like to thank the many teachers and students who have used the first seven editions of my Western Civilization. Their enthusiastic response to a textbook that was intended to put the story back in history and capture the imagination of the reader has been very gratifying. I especially thank the many teachers and students who made the effort to contact me personally to share their enthusiasm. Th anks to Wadsworth’s comprehensive review process, many historians were asked to evaluate my manuscript and review each edition. I am grateful to the following people for their innumerable suggestions over the course of the first seven editions, which have greatly improved my work:
Western Civilization: Volume B: 1300 to 1815, 8th Edition Page 4
