iv

Senior Consultants

Copyright © 2006 by McDougal Littell, a division of Houghton Mifflin Company. All rights reserved.History-Social Science Content Standards for California Public Schools reproduced by permission, California Department of Education, CDE Press, 1430N Street, Suite 3207, Sacramento, CA 95814Maps on pages A2–A47 © Rand McNally & Company. All rights reserved.Warning: No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and record-ing, or by any information storage or retrieval system without the prior written permission of McDougal Littell unless such copying is expressly permittedby federal copyright law. With the exception of not-for-profit transcription in Braille, McDougal Littell is not authorized to grant permission for further usesof copyrighted selections reprinted in this text without the permission of their owners. Permission must be obtained from the individual copyright owners asidentified herein. Address inquiries to Supervisor, Rights and Permissions, McDougal Littell, P.O. Box 1667, Evanston, IL 60204.Acknowledgments begin on page R117.ISBN 0-618-55715-6Printed in the United States of America.X 2 3 4 5 6 7 8 9–DWO–09 08 07 06 05

This text contains material that appeared originally in World History: Perspectives on the Past (D.C. Heath and Company) by Larry S. Krieger, Kenneth Neill, and Dr. Edward Reynolds.

Roger B. Beck, Ph.D.Roger B. Beck is a professor of African History, World History, History of the Third World, and Social Studies Methodsat Eastern Illinois University. He is also a social studies student teacher supervisor at that university. Dr. Beck recentlyserved as associate dean of the Graduate School and International Programs at Eastern Illinois University. In addition tohis distinguished teaching career at high school, college, and graduate school levels, Dr. Beck is a contributing author toseveral books and has written numerous articles, reviews, and papers. He is also an active member of the NationalCouncil for the Social Studies, the World History Association, and the African Studies Association. Dr. Beck was a keycontributor to the National Standards for World History.

Linda Black, B.A., M.Ed.Linda Black teaches World History at Cypress Falls High School in Houston, Texas, and has had a distinguished careerin education as a teacher of world history, American history, and Texas history. In 1993–1994, Mrs. Black was named anOutstanding Secondary Social Studies Teacher in the United States by the National Council for the Social Studies. In1996, she was elected to the Board of Directors of the National Council for the Social Studies. She is an active memberof that council, the Texas Council for the Social Studies, and the World History Association. She served on the CollegeBoard Test Development for Advanced Placement World History from 1995 to 2003.

Phillip C. Naylor, Ph.D.Phillip C. Naylor is an associate professor of history at Marquette University and teaches European, North African, andWest Asian undergraduate and graduate courses. He was the director of the Western Civilization program for nine yearswhere he inaugurated a “transcultural approach” to the teaching of the traditional survey. He has authored France andAlgeria: A History of Decolonization and Transformation, coauthored The Historical Dictionary of Algeria, andcoedited State and Society in Algeria. He has published numerous articles, papers, and reviews, and produced CD-ROMprojects. In 1996, Dr. Naylor received the Reverend John P. Raynor, S.J., Faculty Award for Teaching Excellence atMarquette University. In 1992, he received the Edward G. Roddy Teaching Award at Merrimack College.

Dahia Ibo Shabaka, B.A., M.A., Ed.S.Dahia Ibo Shabaka is the director of Social Studies and African-Centered Education in the Detroit Public Schools system. She has an extensive educational and scholarly background in the disciplines of history, political science, economics, law, and reading, and in secondary education, curriculum development, and school administration andsupervision. Ms. Shabaka has been a teacher, a curriculum coordinator, and a supervisor of social studies in the DetroitSecondary Schools. In 1991 she was named Social Studies Educator of the Year by the Michigan Council for the SocialStudies. Ms. Shabaka is the recipient of a Fulbright Fellowship at the Hebrew University in Israel and has served as anexecutive board member of the National Social Studies Supervisors Association.

Larry S. Krieger, B.A., M.A., M.A.T.Larry S. Krieger is the social studies supervisor for grades K-12 in Montgomery Township Public Schools in NewJersey. For 26 years he has taught world history in public schools. He has also introduced many innovative in-serviceprograms, such as “Putting the Story Back in History,” and has co-authored several successful history textbooks. Mr.Krieger earned his B.A. and M.A.T. from the University of North Carolina and his M.A. from Wake Forest University.

v

Consultants and Reviewers

Jerry BentleyDepartment of HistoryUniversity of HawaiiHonolulu, Hawaii

Marc BrettlerDepartment of

Near Eastern and Judaic Studies

Brandeis UniversityWaltham, Massachusetts

Steve GoschDepartment of HistoryUniversity of Wisconsin

at Eau ClaireEau Claire, Wisconsin

Don HolsingerDepartment of HistorySeattle Pacific UniversitySeattle, Washington

Patrick ManningWorld History CenterDepartment of HistoryNortheastern UniversityBoston, Massachusetts

Richard SallerDepartment of HistoryUniversity of ChicagoChicago, Illinois

Wolfgang SchlauchDepartment of HistoryEastern Illinois

UniversityCharleston, Illinois

Susan SchroederDepartment of HistoryLoyola University

of ChicagoChicago, Illinois

Scott WaughDepartment of HistoryUniversity of California,

Los AngelesLos Angeles, California

Content ConsultantsThe content consultants reviewed the content for historical depth and accuracy and for clarity of presentation.

Multicultural Advisory Board ConsultantsThe multicultural advisers reviewed the manuscript for appropriate historical content.

Pat A. BrownDirector of the Indianapolis

Public Schools Office of African CenteredMulticultural Education

Indianapolis Public SchoolsIndianapolis, Indiana

Ogle B. DuffAssociate Professor of EnglishUniversity of PittsburghPittsburgh, Pennsylvania

Mary Ellen MaddoxBlack Education

Commission DirectorLos Angeles Unified

School DistrictLos Angeles, California

Jon ReyhnerAssociate Professor and

Coordinator of the Bilingual Multicultural Education Program

Northern Arizona UniversityFlagstaff, Arizona

Ysidro Valenzuela Fresno High SchoolFresno, California

Teacher Review PanelsThe following educators provided ongoing review during the development of prototypes, the table of contents, and key components of the program.

Patrick AdamsPasadena High SchoolPasadena, Texas

Bruce BekemeyerMarquette High SchoolChesterfield, Missouri

Ellen BellBellaire High SchoolBellaire, Texas

Margaret CampbellCentral High SchoolSt. Louis, Missouri

Nancy CoatesBelleville East High SchoolBelleville, Illinois

Kim CoilFrancis Howell North

High SchoolSt. Charles, Missouri

Craig T. GraceLanier High SchoolWest Austin, Texas

Katie IveyDimmitt High SchoolDimmitt, Texas

Gary KasprovichGranite City High SchoolGranite City, Illinois

Pat KnappBurgess High SchoolEl Paso, Texas

Eric R. LarsonClark High SchoolPlano, Texas

Linda MarrsNaaman Forest High SchoolGarland, Texas

Harry McCownHazelwood West High SchoolHazelwood, Missouri

Terry McRaeRobert E. Lee High SchoolTyler, Texas

Joseph Naumann (retired)McCluer North High SchoolFlorissant, Missouri

Sherrie Prahl The Woodlands High SchoolThe Woodlands, Texas

Dorothy SchulzeHealth Careers High SchoolSan Antonio, Texas

Liz SilvaTownview Magnet CenterDallas, Texas

Linda StevensCentral High SchoolSan Angelo, Texas

Leonard SullivanPattonville High SchoolMaryland Hts., Missouri

Carole WeedenFort Zumwalt South

High SchoolSt. Peters, Missouri

Rita WylieParkway West Sr. High SchoolBallwin, Missouri

vi

Reviewers (continued)

Glenn BirdSpringville High SchoolSpringville, Utah

Michael CadyNorth High SchoolPhoenix, Arizona

William CanterGuilford High SchoolRockford, Illinois

Nancy CoatesBelleville East High SchoolBelleville, Illinois

Paul FitzgeraldEstancia High SchoolCosta Mesa, California

Craig T. GraceLanier High SchoolWest Austin, Texas

Tom McDonaldPhoenix Union HSDPhoenix, Arizona

Joy McKeeLamar High SchoolArlington, Texas

Terry McRaeRobert E. Lee High SchoolTyler, Texas

Myra OsmanHomewood Flossmoor

High SchoolFlossmoor, Illinois

Dorothy SchulzeHealth Careers High SchoolDallas, Texas

Linda StevensCentral High SchoolSan Angelo, Texas

Charlotte AlbaughGrand Prairie High SchoolGrand Prairie, Texas

Mark AguirreScripps Ranch High SchoolSan Diego, California

Sharon BallardL.D. Bell High SchoolHurst, Texas

Bryon BorgeltSt. John’s Jesuit High SchoolToledo, Ohio

William Brown (retired)Northeast High SchoolPhiladelphia, Pennsylvania

Haley Brice ClarkDeBakey Health Prof. High SchoolHouston, Texas

John DevineElgin High SchoolElgin, Illinois

Karen DingeldeinCudahy High SchoolCudahy, Wisconsin

Joanne DoddScarborough High SchoolHouston, Texas

Jan EllersieckFt. Zummalt South High SchoolSt. Peters, Missouri

Craig T. GraceLanier High SchoolWest Austin, Texas

Korri KinneyMeridian High SchoolMeridian, Idaho

Jerome LoveBeaumont High SchoolSt. Louis, Missouri

Melissa Mack St. Margaret’s High SchoolSan Juan Capistrano, California

Harry McCownHazelwood West High SchoolHazelwood, Missouri

Terry McRaeRobert E. Lee High SchoolTyler, Texas

Joseph Naumann (retired)McCluer North High SchoolFlorissant, Missouri

Theresa C. Noonan West Irondequoit High SchoolRochester, New York

Robert ParkerSt. Margaret’s High SchoolSan Juan Capistrano, California

Janet RogolskySylvania Southview High SchoolSylvania, Ohio

Dorothy SchulzeHealth Careers High SchoolSan Antonio, Texas

Evelyn SimsSkyline Center High SchoolDallas, Texas

Brenda SmithColorado Springs School District 11Colorado Springs, Colorado

Linda StevensCentral High SchoolSan Angelo, Texas

Leonard SullivanPattonville High SchoolMaryland Heights, Missouri

Linda TillisSouth Oak Cliff High SchoolDallas, Texas

Andrew WhiteMorrow High SchoolClayton, Georgia

Teacher Consultants

The following educators wrote activities for the program.

vii

Reviewers (continued)

LaShaunda AllenWeston High SchoolGreenville, MS

Brandy AndreasRayburn High SchoolPasadena, TX

Adam BishopJordan High SchoolSandy, UT

Jennifer BraggMidlothian High SchoolMidlothian, VA

Nicole FevryMidwood High SchoolBrooklyn, NY

Phillip GallegosHilltop High SchoolChula Vista, CA

Matt GaveStevenson Senior High SchoolSterling Heights, MI

Blair Hogan Leesville Road High SchoolRaleigh, NC

Ngoc HongWatkins Mill Senior High SchoolGaithersburg, MD

Iman JalaliGlenbrook North High SchoolNorthbrook, IL

Vivek MakhijaniDurfee High SchoolFall River, MA

Todd McDavittDerby High SchoolDerby, KS

Teniqua MitchellLinden-McKinley High SchoolColumbus, OH

Cicely NashEdmond Memorial High SchoolEdmond, OK

Brian NebrenskyHillsboro High SchoolHillsboro, OR

Jesse NeumyerCumberland Valley High SchoolMechanicsburg, PA

Nora PatronasAlba High SchoolBayou La Batre, LA

Lindsey PetersenStoughton High SchoolStoughton, WI

Nicholas PriceCentral Lafourche Senior

High SchoolMathews, LA

Ben RicheyFort Vancouver High SchoolVancouver, WA

Karen RyanSilver Creek High SchoolSan Jose, CA

Matt Shaver Weatherford High SchoolWeatherford, TX

Richie SpitlerAtlantic High SchoolPort Orange, FL

Jessie StonebergBurnsville High SchoolBurnsville, MN

Kelly SwickOcean Township High SchoolOakhurst, NJ

Jason UtzigKenmore East High SchoolTonawanda, NY

Justin WoodlyNorth Cobb High SchoolKennesaw, GA

Student BoardThe following students reviewed prototype materials for the textbook.

viii

IntroductionWorld Atlas A1

Strategies for Taking Standardized Tests S1PART 1: Strategies for Studying History S2PART 2: Test-Taking Strategies and Practice S6

PROLOGUE: CONNECTING WITH PAST LEARNINGS

The Rise of Democratic Ideas 2

1 The Legacy of Ancient Greece and Rome 5ANALYZING KEY CONCEPTS: Government 6HISTORY IN DEPTH: Juries in Athens 9

2 Judeo-Christian Tradition 123 Democracy Develops in England 184 The Enlightenment and Democratic Revolutions 24

Juries in Athens (page 9)

The Qur’an (page 15)

ConstitutionalConvention, 1787 (page 26)

ix

CHAPTER ●1 1300–1600

European Renaissance and Reformation 34

1 Italy: Birthplace of the Renaissance 37HISTORY THROUGH ART: Renaissance Ideas Influence Renaissance Art 44

2 The Northern Renaissance 46SOCIAL HISTORY: City Life in Renaissance Europe 52

3 Luther Leads the Reformation 54ANALYZING KEY CONCEPTS: Protestantism 57

4 The Reformation Continues 61DIFFERENT PERSPECTIVES: The Reformation 67

CHAPTER ●2 1300–1700

The Muslim World Expands 70

1 The Ottomans Build a Vast Empire 732 Cultural Blending

CASE STUDY The Safavid Empire 783 The Mughal Empire in India 82

HISTORY THROUGH ART: Cultural Blending in Mughal India 88

CHAPTER ●3 1400–1800

An Age of Explorations and Isolation 92

1 Europeans Explore the East 95SCIENCE & TECHNOLOGY: The Tools of Exploration 97

2 China Limits European Contacts 102HISTORY IN DEPTH: The Forbidden City 104

3 Japan Returns to Isolation 108

CHAPTER ●4 1492–1800

The Atlantic World 116

1 Spain Builds an American Empire 119DIFFERENT PERSPECTIVES: The Legacy of Columbus 126

2 European Nations Settle North America 1273 The Atlantic Slave Trade 1324 The Columbian Exchange and Global Trade 137

GLOBAL IMPACT: Food Exchange 138ANALYZING KEY CONCEPTS: Mercantilism 140

COMPARING AND CONTRASTING: Methods of Government 144

1300–1800

Beginnings of the Modern World

Elizabeth I of England (page 59)

Safavid shah (page 72)

Early globe (page 95)

x

Louis XIV of France (page 154)

Early telescope(page 192)

Riots in Paris (page 256)

CHAPTER ●5 1500–1800

Absolute Monarchs in Europe 152

1 Spain’s Empire and European Absolutism 155ANALYZING KEY CONCEPTS: Absolutism 160

2 The Reign of Louis XIV 162HISTORY IN DEPTH: The Palace at Versailles 166

3 Central European Monarchs Clash 1694 Absolute Rulers of Russia 174

SOCIAL HISTORY: Surviving the Russian Winter 1785 Parliament Limits the English Monarchy 180

CHAPTER ●6 1550–1789

Enlightenment and Revolution 186

1 The Scientific Revolution 1892 The Enlightenment in Europe 195

DIFFERENT PERSPECTIVES: European Values During the Enlightenment 201

3 The Enlightenment Spreads 2024 The American Revolution 206

ANALYZING KEY CONCEPTS: Democracy 209

CHAPTER ●7 1789–1815

The French Revolution and Napoleon 214

1 The French Revolution Begins 2172 Revolution Brings Reform and Terror 222

SCIENCE & TECHNOLOGY: The Guillotine 225DIFFERENT PERSPECTIVES: The French Revolution 228

3 Napoleon Forges an Empire 2294 Napoleon’s Empire Collapses 2345 The Congress of Vienna 238

CHAPTER ●8 1789–1900

Nationalist Revolutions Sweep the West 244

1 Latin American Peoples Win Independence 247GLOBAL IMPACT: Struggling Toward Democracy 250

2 Europe Faces Revolutions 253ANALYZING KEY CONCEPTS: Nationalism 254

3 Nationalism CASE STUDY Italy and Germany 258

4 Revolutions in the Arts 264HISTORY THROUGH ART: Revolutions in Painting 268

COMPARING AND CONTRASTING: Political Revolutions 272

1500–1900

Absolutism to Revolution

xi

Singer sewing machine (page 286)

Marie Curie (page 331)

England as an octopus in an American political cartoon(page 351)

CHAPTER ●9 1700–1900

The Industrial Revolution 280

1 The Beginnings of Industrialization 283GLOBAL IMPACT: Revolutions in Technology 285

2 IndustrializationCASE STUDY Manchester 289

ANALYZING KEY CONCEPTS: Industrialization 2933 Industrialization Spreads 2954 Reforming the Industrial World 300

ANALYZING KEY CONCEPTS: Capitalism vs. Socialism 303DIFFERENT PERSPECTIVES: Industrialization 307

CHAPTER ●10 1815–1914

An Age of Democracy and Progress 310

1 Democratic Reform and Activism 3132 Self-Rule for British Colonies 317

SOCIAL HISTORY: Life in Early Australia 3223 War and Expansion in the United States 3244 Nineteenth-Century Progress 328

SCIENCE & TECHNOLOGY: Edison’s Inventions 329

CHAPTER ●11 1850–1914

The Age of Imperialism 336

1 The Scramble for Africa 3392 Imperialism

CASE STUDY Nigeria 345ANALYZING KEY CONCEPTS: Imperialism 346DIFFERENT PERSPECTIVES: Views of Imperialism 351

3 Europeans Claim Muslim Lands 3524 British Imperialism in India 3575 Imperialism in Southeast Asia 362

CHAPTER ●12 1800–1914

Transformations Around the Globe 368

1 China Resists Outside Influence 3712 Modernization in Japan 376

HISTORY THROUGH ART: Japanese Woodblock Printing 3803 U.S. Economic Imperialism 382

SCIENCE & TECHNOLOGY: Panama Canal 3864 Turmoil and Change in Mexico 388

COMPARING AND CONTRASTING: Scientific and Technological Changes 396

1700–1914

Industrialism and the Race for Empire

xii

C Head

A

Machine gun (page 414)

Mohandas K. Gandhi(page 432)

Japanese attack on Pearl Harbor (page 498)

CHAPTER ●13 1914–1918

The Great War 4041 Marching Toward War 4072 Europe Plunges into War 411

HISTORY IN DEPTH: The New Weapons of War 414SCIENCE & TECHNOLOGY: Military Aviation 416

3 A Global Conflict 417DIFFERENT PERSPECTIVES: Views of War 423

4 A Flawed Peace 424

CHAPTER ●14 1900–1939

Revolution and Nationalism 430

1 Revolutions in Russia 433ANALYZING KEY CONCEPTS: Communism 438

2 TotalitarianismCASE STUDY Stalinist Russia 440

ANALYZING KEY CONCEPTS: Totalitarianism 441HISTORY THROUGH ART: Propaganda 446

3 Imperial China Collapses 448HISTORY IN DEPTH: The Long March 451

4 Nationalism in India and Southwest Asia 453

CHAPTER ●15 1919–1939

Years of Crisis 460

1 Postwar Uncertainty 463SOCIAL HISTORY: Labor-Saving Devices in the United States 468

2 A Worldwide Depression 4703 Fascism Rises in Europe 476

ANALYZING KEY CONCEPTS: Fascism 4774 Aggressors Invade Nations 481

CHAPTER ●16 1939–1945

World War II 488

1 Hitler’s Lightning War 4912 Japan’s Pacific Campaign 4973 The Holocaust 5024 The Allied Victory 506

GLOBAL IMPACT: Arming for War 5125 Europe and Japan in Ruins 514

COMPARING AND CONTRASTING: The Changing Nature of Warfare 520

1900–1945

The World at War

xiii

CHAPTER ●17 1945–Present

Restructuring the Postwar World 528

1 Cold War: Superpowers Face Off 531SCIENCE & TECHNOLOGY: The Space Race 537

2 Communists Take Power in China 5383 Wars in Korea and Vietnam 5424 The Cold War Divides the World 548

HISTORY IN DEPTH: How the Cold War Was Fought 5495 The Cold War Thaws 554

CHAPTER ●18 1945–Present

The Colonies Become New Nations 560

1 The Indian Subcontinent Achieves Freedom 5632 Southeast Asian Nations Gain Independence 570

SOCIAL HISTORY: Changing Times in Southeast Asia 5763 New Nations in Africa 5784 Conflicts in the Middle East 583

HISTORY IN DEPTH: Signs of Hope 5885 Central Asia Struggles 590

CHAPTER ●19 1945–Present

Struggles for Democracy 596

1 DemocracyCASE STUDY Latin American Democracies 599

2 The Challenge of Democracy in Africa 6063 The Collapse of the Soviet Union 6124 Changes in Central and Eastern Europe 618

HISTORY IN DEPTH: Ethnic Groups in the Former Yugoslavia 6235 China: Reform and Reaction 625

HISTORY THROUGH ART: Photojournalism 630

CHAPTER ●20 1960–Present

Global Interdependence 634

1 The Impact of Science and Technology 6372 Global Economic Development 641

ANALYZING KEY CONCEPTS: Globalization 644DIFFERENT PERSPECTIVES: Economics and the Environment 647

3 Global Security Issues 6484 Terrorism

CASE STUDY September 11, 2001 6535 Cultures Blend in a Global Age 659

GLOBAL IMPACT: Rock ‘n’ Roll 660

COMPARING AND CONTRASTING: Nation Building 666

1945–Present

Perspectives on the Present

Winston Churchill, Franklin D.Roosevelt, and Joseph Stalin (page 531)

Nelson Mandela (page 610)

ISS satellite (page 638)

xiv

EPILOGUE

Unresolved Problems of the Modern World 672

1 Technology Transforms Life 675HISTORY IN DEPTH: A Continuous Revolution 676

2 Environmental Challenges 6793 Feeding a Growing Population 6834 Economic Issues in the Developing World 6875 Seeking Global Security 6906 Defending Human Rights and Freedoms 694

WORLD RELIGIONS AND ETHICAL SYSTEMS 700

Buddhism 702Christianity 704Hinduism 706Islam 708Judaism 710Confucianism 712

Human Transporter (page 676)

Families of the missing in Chilemarch for justice (page 695)

xv

C Head

A HeadSkillbuilder Handbook R1

Section 1: Reading Critically1.1 Determining Main Ideas R21.2 Following Chronological Order R31.3 Clarifying; Summarizing R41.4 Identifying Problems and Solutions R51.5 Analyzing Causes and Recognizing Effects R61.6 Comparing and Contrasting R71.7 Distinguishing Fact from Opinion R8

Section 2: Higher-Order Critical Thinking2.1 Categorizing R92.2 Making Inferences R102.3 Drawing Conclusions R112.4 Developing Historical Perspective R122.5 Formulating Historical Questions R132.6 Making Predictions R142.7 Hypothesizing R152.8 Analyzing Motives R162.9 Analyzing Issues R172.10 Analyzing Bias R182.11 Evaluating Decisions and Courses of Action R192.12 Forming and Supporting Opinions R202.13 Synthesizing R21

Section 3: Exploring Evidence: Print, Visual, Technology Sources

3.1 Analyzing Primary and Secondary Sources R223.2 Visual, Audio, and Multimedia Sources R233.3 Using the Internet R243.4 Interpreting Maps R253.5 Interpreting Charts R273.6 Interpreting Graphs R283.7 Analyzing Political Cartoons R29

Section 4: Creating Presentations4.1 Writing for Social Studies R304.2 Creating a Map R314.3 Creating Charts and Graphs R324.4 Creating and Using a Database R334.5 Creating a Model R344.6 Creating/Interpreting a Research Outline R354.7 Creating Oral Presentations R364.8 Creating Written Presentations R37

Primary Source Handbook R39

Rig Veda, Creation Hymn R40Bible, Psalm 23 R41Confucius, Analects R42Thucydides,

History of the Peloponnesian War R43Plato, The Apology R44Tacitus, Annals R45Qur’an R46Sei Sho-nagon, The Pillow Book R47Magna Carta R48Popol Vuh R49Niccolo Machiavelli, The Prince R50Sir Thomas More, Utopia R51James Madison, The Federalist, “Number 51” R52

Mary Wollstonecraft, A Vindication of the Rights of Woman R53

Élisabeth Vigée-Lebrun, Memoirs of Madame Vigée-Lebrun R54

Sadler Committee, Report on Child Labor R55Abraham Lincoln, Second Inaugural Address R56Elizabeth Cady Stanton,

The Natural Rights of Civilized Women R57Woodrow Wilson, The Fourteen Points R58Elie Wiesel, Night R59Jeanne Wakatsuki Houston and James D. Houston,

Farewell to Manzanar R60Nelson Mandela, Inaugural Address R61Martin Luther King, Jr., I Have a Dream R62Cesar Chavez, An Open Letter R63

Economics Handbook R64

Glossary R76

Spanish Glossary R87

Patterns of Interaction Video Series

Each video in the series Patterns of Interaction relates to aGlobal Impact feature in the text. These eight exciting videosshow how cultural interactions have shaped our world and howpatterns in history continue to the present day.

Volume 1Building Empires

The Rise of the Persians and the IncaWatch the Persian and Incan empires expand and ruleother peoples, with unexpected results for both con-quered and conquering cultures.

Trade Connects the WorldSilk Roads and the Pacific Rim

Explore the legendary trade routes of the Silk Roadsand the modern trade in the Pacific Rim, and noticehow both affect much more than economics.

Volume 2The Spread of Epidemic Disease

Bubonic Plague and SmallpoxLook for sweeping calamities and incredible conse-quences when interacting peoples bring devastating diseases to one another.

The Geography of FoodThe Impact of Potatoes and Sugar

Notice how the introduction of new foods to a region pro-vides security to some and spells disaster for others.

Volume 3Struggling Toward Democracy

Revolutions in Latin America and South AfricaExamine the impact of democratic ideas that incitepeople to join revolutions in 19th-century LatinAmerica and 20th-century South Africa.

Technology Transforms an AgeThe Industrial and Electronic Revolutions

See how another kind of revolution, caused by innovations in industry and communication, bringschange to the modern world.

Volume 4Arming for War

Modern and Medieval WeaponsWatch how warring peoples’ competition in militarytechnology has resulted in a dangerous game of developing bigger, better, and faster weaponry throughout the ages.

Cultural CrossroadsThe United States and the World

Observe how universal enjoyments like music, sports,and fashion become instruments of cultural blendingworldwide.

Hiroshima: Day of Fire

Impact of the Bombing

Ground temperatures

Hurricane force winds

Energy released

Buildings destroyed

Killed immediately

Dead by the end of 1945

Total deaths related to A-bomb

7,000°F

980 miles per hour

20,000 tons of TNT

62,000 buildings

70,000 people

140,000 people

200,000 people

The overwhelming destructive power of the Hiroshima

bomb, and of the bomb dropped on Nagasaki three days

later, changed the nature of war forever. Nuclear destruction

also led to questions about the ethics of scientists and

politicians who chose to develop and use the bomb.

512

The Atomic BombOn the eve of World War II, scientists in Germany succeeded in splitting the

nucleus of a uranium atom, releasing a huge amount of energy. Albert Einstein

wrote to President Franklin Roosevelt and warned him that Nazi Germany might

be working to develop atomic weapons. Roosevelt responded by giving his

approval for an American program, later code-named the Manhattan Project, to

develop an atomic bomb. Roosevelt’s decision set off a race to ensure that the

United States would be the first to develop the bomb.

▼ On the morning of August 6,

1945, the B-29 bomber Enola Gay,

flown by Colonel Paul W. Tibbets,

Jr., took off from Tinian Island in

the Mariana Islands.

1. Making Inferences What advantages

did the United States have over

Germany in the race to develop the

atomic bomb?

See Skillbuilder Handbook, page R10.

2. Comparing and Contrasting If you

were to design a memorial to the

victims of the Hiroshima and

Nagasaki bombings, what symbol

would you use? Make a sketch of

your memorial.

▼ Nagasaki citizens trudge through the still smoldering ruins

of their city in this photograph by Yosuke Yamahata.

At precisely 8:16 A.M.,

the atomic bomb

exploded above

Hiroshima, a city on

the Japanese island

of Honshu.

Patterns of Interaction

Arming for War: Modern and Medieval Weapons

Just as in World War I, the conflicts of World War II spurred the

development of ever more powerful weapons. Mightier tanks, more

elusive submarines, faster fighter planes—all emerged from this period.

From ancient times to the present day, the pattern remains the same:

Every new weapon causes other countries to develop weapons of

similar or greater force. This pattern results in a deadly race for an

ultimate weapon: for example, the atomic bomb.

▼

The video icon in theGlobal Impact feature providesyou with a link to the Patternsof Interaction video series.

xvi

The Renaissance Man 39The Renaissance Woman 39The Conquest of Constantinople 75The Horrors of the Middle Passage 135Laws Protect Freedom 197Laws Ensure Security 197Starvation in Ireland 320Allied View of Armistice 421German Reaction to Armistice 421

Satyagraha 454Nonviolence 454Writers of the “Lost Generation” 464The Palestinian View 586The Israeli View 586Ken Saro-Wiwa 608Training the Chinese Army 627

Protestantism 57Mercantilism 140Absolutism 160Democracy 209Nationalism 254Industrialization 293Capitalism vs. Socialism 303Imperialism 346Communism 438Totalitarianism 441Fascism 477Globalization 644

xvii

Features

Perspective 40Peasant Life 47“Right Leg in the Boot at Last” 261Motion Studies 266Warlike Japan 378Juárez: Symbol of Mexican

Independence 390

Guernica 484Military Rule and Democracy 603Glasnost 613

The Reformation 67The Legacy of Columbus 126European Values During

the Enlightenment 201The French Revolution 228Industrialization 307

Views of Imperialism 351Views of War 423Economics and the Environment 647

Using Primary and Secondary Sources

727

1. Recognizing Effects What weresome advantages and disadvantagesof industrialization?See Skillbuilder Handbook, page R6.

2. Making Inferences Many nationsaround the world today are trying toindustrialize. What do you think theyhope to gain from that process?

RESEARCH LINKS For more on industrialization, go to classzone.com

293

IndustrializationIndustrialization is the process of developing industries that use machines to

produce goods. This process not only revolutionizes a country’s economy, it

also transforms social conditions and class structures.

▼ This engraving shows urban growthand industrial pollution in Manchester.

GROWTH OF CITIES

Source: European HistoricalStatistics, 1750–1975

0

100

200

300

400

500

1800

90

1870

351

Population (in thousands)

MANCHESTER

0

100

200

300

400

500

1800

74

1870

344

Population (in thousands)

BIRMINGHAM

0

100

200

300

400

500

1800

77

1870

522

Population (in thousands)

GLASGOW

0

1000

2000

3000

4000

1800 1870

Population (in thousands)

1,117

3,890

LONDON

• Industry created many new jobs.• Factories were dirty, unsafe, and dangerous.• Factory bosses exercised harsh discipline. Long-Term Effect Workers won higher wages, shorter hours, better conditions.

▼

• Factory workers were overworked and underpaid.• Overseers and skilled workers rose to lower middle class. Factory owners and merchants formed upper middle class.• Upper class resented those in middle class who became wealthier than they were. Long-Term Effect Standard of living generally rose.

▼

• Factories brought job seekers to cities.• Urban areas doubled, tripled, or quadrupled in size.• Many cities specialized in certain industries. Long-Term Effect Suburbs grew as people fled crowded cities.

▼

• Cities lacked sanitary codes or building controls.• Housing, water, and social services were scarce.• Epidemics swept through the city. Long-Term Effect Housing, diet, and clothing improved.

▼

Effects of Industrialization

Features

City Life in Renaissance Europe 52

China’s Population Boom 106Surviving the Russian Winter 178Bread 221Nationalistic Music 255Life in Early Australia 322Social Class in India 359The Frozen Front 415Ukrainian Kulaks 445

Labor-Saving Devices in the United States 468

Life in the Depression 473Changing Times in Southeast

Asia 576The Romanian Language 621Molecular Medicine 640

Ethnic Groups in the Former Yugoslavia

Many ethnic and religious groups lived within Yugoslavia, which was

a federation of six republics. The map shows how the ethnic groups

were distributed. Some of those groups held ancient grudges against

one another. The chart summarizes some of the cultural differences

among the groups.

Struggles for Democracy 623

42°N

46°N

16°E

20°E

A

dr i a

t i cS

e a

Belgrade

Podgorica

Sarajevo

Zagreb

Ljubljana

Skopje

R O M A N I A

H U N G A R YA U S T R I A

ALBANIA

I T A L Y

G R E E C E

BULGARIA

M A C E D O N I A

MONTENEGRO

S E R B I A

B O S N I A

A N D

H E R Z E G O V I N A

C R O A T I A

SLOVENIA

Kosovo

Vojvodina

Albanian

Croat

Hungarian

Macedonian

Montenegrin

Muslim

Serb

Slovene

No majority present

Former Yugoslavia

Borders of 1992

Republic boundaries

Provincial boundaries

0

0

100 Miles

200 Kilometers Ethnic Groups in the

Former Yugoslavia, 1992

Differences Among the Ethnic Groups

Group

Albanians

Croats

Hungarians

Macedonians

Montenegrins

Muslims

Serbs

Slovenes

Language

(slavic unless noted)

Albanian (not Slavic)

dialect of Serbo-Croatian*

Magyar (not Slavic)

Macedonian

dialect of Serbo-Croatian*

dialect of Serbo-Croatian*

dialect of Serbo-Croatian*

Slovenian

Religion

mostly Muslim

mostly Roman Catholic

many types of Christians

mostly Eastern Orthodox

mostly Eastern Orthodox

Muslim (converted

under Ottoman rule)

mostly Eastern Orthodox

mostly Roman Catholic

* Since Yugoslavia broke apart, many residents of the former republics have started to

refer to their dialects as separate languages: Croatian for Croats, Bosnian for

Muslims, Serbian for Serbs and Montenegrins.

SKILLBUILDER: Interpreting Visuals

1. Analyzing Issues Use the chart to find out

information about the various groups that lived

in Bosnia and Herzegovina (as shown on the

map). What were some of the differences among

those groups?

2. Contrasting Kosovo was a province within

Serbia. What group was in the majority there,

and how did it differ from Serbs?

Building the Taj MahalSome 20,000 workers labored for 22years to build the famous tomb. It ismade of white marble brought from250 miles away. The minaret towersare about 130 feet high. Thebuilding itself is 186 feet square.

The design of the building is ablend of Hindu and Muslim styles.The pointed arches are of Muslimdesign, and the perforated marblewindows and doors are typical of astyle found in Hindu temples.

The inside of the building is aglittering garden of thousands ofcarved marble flowers inlaid with tinyprecious stones. One tiny flower, oneinch square, had 60 different inlays.

INTERNET ACTIVITY Use the Internet totake a virtual trip to the Taj Mahal.Create a brochure about the building.Go to classzone.com for your research.

xviii

Building the Taj Mahal 86A Ship’s Rations 98The Forbidden City 104Zen Buddhism 113Pirates 129Slavery 133The Palace at Versailles 166Emancipation 257

Inventions in America 286Acadians to Cajuns 318Social Darwinism 332Winston Churchill and the

Boer War 344Suez Canal 355

The Armenian Massacre 410The New Weapons of War 414The Long March 451Investing in Stocks 472Jewish Resistance 504Berlin Airlift 535The Red Guards 541How the Cold War Was

Fought 549Genocide in Rwanda 582Signs of Hope 588Destroying the Past 592Ethnic Groups in the

Former Yugoslavia 623

The Tools of Exploration 97The Guillotine 225Edison’s Inventions 329Panama Canal 386Military Aviation 416The Space Race 537

xix

Other Renaissances 43East Meets West 177International Baseball 660

The Printing Press 50Jesuit Missionaries 66The Columbian Exchange 138Tulip Mania 158The French Revolution 210Struggling Toward

Democracy 250Revolutions in Technology 285Industrialization in Japan 298The Women’s Movement 315

Western Views of the East 379The Influenza Epidemic 419Fascism in Argentina 480The Atomic Bomb 512Rock ‘n’ Roll 660

Renaissance Ideas Influence Renaissance Art 44

Cultural Blending in Mughal India 88Revolutions in Painting 268Japanese Woodblock Printing 380Propaganda 446Photojournalism 630

Shakespeare’s Popularity 49Women Leaders of the Indian

Subcontinent 85Trading Partners 101Kabuki Theater 111U.S. Democracy 183Cybercafés 203Left, Right, and Center 223Congress of Vienna and the

United Nations 241Child Labor Today 294Communism Today 304

Northern Ireland Today 321Special Economic Zones 372Tiananmen Square 449A New War Crimes Tribunal 516Vietnam Today 547The Taliban 553The Coldest War 565

Renaissance IdeasInfluence Renaissance ArtThe Renaissance in Italy produced extraordinary achievements inmany different forms of art, including painting, architecture, sculpture, and drawing. These art forms were used by talented artists to express important ideas and attitudes of the age.

The value of humanism is shown in Raphael’s School of Athens,a depiction of the greatest Greek philosophers. The realism ofRenaissance art is seen in a portrait such as the Mona Lisa, whichis an expression of the subject’s unique features and personality.And Michelangelo’s David shares stylistic qualities withancient Greek and Roman sculpture.

RESEARCH LINKS For more on Renaissance art, go to classzone.com

▲ Portraying Individuals Da Vinci The Mona Lisa (c. 1504–1506) is thought to bea portrait of Lisa Gherardini, who, at 16, married Francescodel Giocondo, a wealthy merchant of Florence whocommissioned the portrait. Mona Lisa is a shortened formof Madonna Lisa (Madam, or My Lady, Lisa). Renaissanceartists showed individuals as they really looked.

▼ Classical andRenaissance SculptureMichelangelo Influenced by classical statues,Michelangelo sculpted David from 1501 to1504. Michelangelo portrayed the biblical heroin the moments just before battle. David’sposture is graceful, yet his figure also displaysstrength. The statue, which is 18 feet tall,towers over the viewer.

44 Chapter 1

xx

Medici Family 38Leonardo da Vinci 41Michelangelo Buonarroti 41Martin Luther 55Elizabeth I 60John Calvin 62Suleyman the Lawgiver 76Akbar 84Prince Henry 96Kangxi 105Francisco Pizarro, Atahualpa 123Louis XIV 164Maria Theresa 172Frederick the Great 172Peter the Great 175Voltaire 196Mary Wollstonecraft 199Catherine the Great 205Thomas Jefferson 207Louis XVI 219Marie Antoinette 219Jean-Paul Marat 224Napoleon Bonaparte 230Simón Bolívar 249José de San Martín 249Otto von Bismarck 262Ludwig van Beethoven 265Adam Smith 301Karl Marx 302Jane Addams 306Queen Victoria and Prince Albert 314Abraham Lincoln 327Marie Curie 331

Samori Touré 348Queen Liliuokalani 365José Martí 384Porfirio Díaz 391Emiliano Zapata 392Kaiser Wilhelm II 408Woodrow Wilson 425Georges Clemenceau 425V. I. Lenin 434Joseph Stalin 443Mustafa Kemal 456Benito Mussolini 478Adolf Hitler 478Winston Churchill 493General Douglas MacArthur 500General Dwight D. Eisenhower 510Mao Zedong 540Ho Chi Minh 544Fidel Castro 551Imre Nagy 555Alexander Dubc

vek 555Jawaharlal Nehru 566Aung San Suu Kyi 572Jomo Kenyatta 579Golda Meir 585Nelson Mandela 610F. W. de Klerk 610Mikhail Gorbachev 614Boris Yeltsin 614Vladimir Putin 617Jiang Zemin 628Mother Teresa 650

Features (continued)

Unit 1Methods of Government 144

Unit 2 Political Revolutions 272

Unit 3Scientific and

Technological Changes 396

Unit 4 The Changing Nature of Warfare 520

Unit 5Nation Building 666

xxi

Historical and Political Maps

Unit 1Europe, 1500 35Religions in Europe, 1560 63Spread of Protestantism 63Empire Builders, 1683 71Ottoman Empire, 1451–1566 74Safavid Empire, 1683 80Growth of the Mughal Empire, 1526–1707 83Early Explorations, 1400s 93Europeans in the East, 1487–1700 100Japan in the 17th Century 109European Claims in America, 1700 117European Exploration of the Americas, 1492–1682 121Europeans in North America, 1754 and 1763 130Triangle Trade System, 1451–1870 134Four Governments 144

Unit 2Europe, 1650 153Defeat of the Spanish Armada, 1588 156Europe After the Thirty Years’ War, 1648 170The Expansion of Russia, 1500–1800 176The English Civil War, 1642–1645 182Modern European Monarchs, 2003 185Centers of Enlightenment, c. 1740 187North America, 1783 208Napoleon’s Empire, 1810 215War in Europe, 1805–1813 232Napoleon’s Russian Campaign, 1812 236Europe, 1810 and 1817 240Great Britain and France, 1810 243Revolutions, 1848 245Enlightenment Ideas Spread to Latin America,

1789–1810 250Latin America, 1800 and 1830 251The Unification of Italy, 1858–1870 260The Unification of Germany, 1865–1871 263

Unit 3Industry in Europe, 1870 281The Growth of Railroads in the United States 296Western Democracies, 1900 311Australia and New Zealand to 1850 319U.S. Expansion, 1783–1853 325Civil War in the United States, 1861–1865 326Colonial Claims, 1900 337Imperialism in Africa, 1878 and 1913 343Traditional Ethnic Boundaries of Africa 343Nigeria, 1914 347Resistance Movements in Africa, 1881–1906 349Ottoman Empire, 1699–1914 353Suez Canal 355Western-Held Territories in Asia, 1910 358Colonies in Southeast Asia, 1895 363The British Empire, 1900 367Colonial Powers Carve Up China, 1850–1910 369China: Spheres of Influence and Treaty Ports, c. 1900 374The Spanish-American War, 1898: the Caribbean

and the Philippines 385Panama Canal 386

Unit 4Europe, 1914 405The Balkan Peninsula, 1914 409World War I in Europe, 1914–1918 412Galipoli Campaign, 1915 417The World at War, 1914–1918 418

Europe Pre-World War I 426Europe Post-World War I 426Southwest Asia, 1926 431Russian Revolution and Civil War, 1905–1922 436The Long March 451Oil Fields, 1938 457Expansion in Europe, 1931–1939 461Aggression in Africa, 1935–1939 483Aggression in Asia, 1931–1937 483European and African Battles, 1939–1945 489World War II: German Advances, 1939–1941 492World War II in Asia and the Pacific, 1941–1945 499Battle of Midway, June 1942 499World War II: Allied Advances, 1942–1945 508The D-Day Invasion, June 6, 1944 510Nazi Labor and Death Camps 519

Unit 5Cold War Enemies, 1949 529Superpower Aims in Europe 532Divided Germany, 1948–1949 535War in Korea, 1950–1953 543War in Vietnam, 1957–1973 545How the Cold War Was Fought 549Cold War Hot Spots, 1948–1975 550New Nations, 1946–1991 561The Indian Subcontinent, 1947 564Southeast Asia, 1945–1975 571Africa, 1955 580Africa, 1975 580The Middle East, 1947–present 584Central Asia 591Types of Government, 2003 597Latin America, 2003 601Africa, 1967 607Regions of Nigeria, 1967 607The Breakup of the Soviet Union, 1991 615Major Industries of Germany, 2003 620World Migration, 2002 635World Trading Blocks, 2003 643World AIDS Situation, 2002 651

INDIAN

OCEAN

PACIFIC

OCEANSouthChina

Sea

BURMA

CHINA

MALAYPENINSULA

SIAM

IND

OC

HIN

AFR

EN

CH

DUTCH EAST INDIES

PH

ILIP

PIN

ES

Singapore

Batavia

Saigon

Manila

MacaoHong Kong

Bangkok

RangoonSum

atra Borneo

Bali

Celebes

Timor

Mol

uccas

Java

120°

E

Tropic of Cancer

0° Equator

BritishDutchFrenchPortugueseSpanishIndependentstate

0 500 Miles

0 1,000 Kilometers

Colonies in SoutheastAsia, 1895

Charts

Charts and Graphs

Causes of the Reformation 54Religious Beliefs and Practices in the 16th Century 57Cultural Blending 79Africans Enslaved in the Americas, 1451–1870 134Changing Idea: Scientific Method 192Changing Idea: The Right to Govern 195Major Ideas of the Enlightenment 198Changing Idea: Relationship Between

Ruler and State 204Changing Idea: Colonial Attachment to Britain 208Enlightenment Ideas and the U.S. Constitution 209Eligible Voters 209Population of France, 1787 218Positive and Negative Results of Nationalism 254Types of Nationalist Movements 258Causes of the Revolutions 274Effects of Revolutions 276Capitalism vs. Socialism 303Rise of Mass Culture 333Forms of Imperialism 346Imperial Management Methods 346Reforms of Mexican Constitution of 1917 393Two Top Fighter Planes: A Comparison 416The Treaty of Versailles: Major Provisions 427Causes and Effects of Two Russian Revolutions, 1917 437Evolution of Communist Thought 438Key Traits of Totalitarianism 441Characteristics of Fascism 477

Jews Killed Under Nazi Rule 505Hiroshima: Day of Fire 512Costs of World War II: Allies and Axis 515Superpower Aims in Europe 532Chinese Political Opponents, 1945 539Major Strategies of the Cold War 549U.S.–Soviet Military Power, 1986–1987 559Making Democracy Work 599Differences Among Ethnic Groups of Former Yugoslavia 623Mao’s Attempts to Change China 625Internet Users Worldwide, 2002 639Arguments For and Against Economic Globalization 644International Casualties of Terrorism, 1997–2002 655National Characteristics 668A Comparison of World Religions and Ethical Systems 714

GraphsThe Division of Christianity 57Comparison of Empires 91The Growth of Early Modern China 106Native Population of Central Mexico, 1500–1620 122Africans Enslaved in the Americas, 1451–1870 134Debt of the Royal Family, 1643–1715 168Average High Temperature for January, Russian Cities 179Average High Temperature for January, U.S. Cities 179Voters in the 2000 U.S. Presidential Election 209Percent of Income Paid in Taxes 218Beheading by Class 225The Divisions in Spanish Colonial Society, 1789 247British Cotton Consumption, 1800–1900 285Growth of Cities 293The Growth of Cities, 1700–1900 309Expansion of Suffrage in Britain 314The Great Famine, 1845–1851 320Australia’s Population, 1901 and 2001 323Civil War Deaths 326Independent African Countries 346Tolls Collected on the Panama Canal, 1916–1920 395World War I Statistics 422The Buildup of the Soviet Economy, 1928–1938 444Oil Output, 1910–1940 459Mechanical Washing Machines Shipped 469Persons Employed as Private Laundress 469

Stock Prices, 1925–1933 472Unemployment Rate, 1928–1938 474World Trade, 1929–1933 474Military Casualties, World War I and World War II 524Countries Aided by the Marshall Plan, 1948–1951 534Poverty Levels in Asia 568ASEAN Exports, 1990–2001 577Brazilian Economy, 1955–2000 602Population Living in Poverty, 2001 604Some Major Internet Nations 639Multinational Corporations, 2002 642Total Attacks, 1982–2002 655Number of Refugees, 1992–2002 665World Population’s Religious Affiliations 700

xxii

xxiii

Time Lines, Infographics, and Political Cartoons

Chapter 1 34Henry VIII Causes Religious

Turmoil 58Chapter 2 70Chapter 3 92Chapter 4 116Three Worlds Meet, 1492–1700 139Chapter 5 152Chapter 6 186Major Steps in the Scientific

Revolution 192Chapter 7 214Chapter 8 244Political Revolutions 272Chapter 9 280Chapter 10 310

Chapter 11 336Chapter 12 368Scientific and Technological

Changes 396Chapter 13 404Chapter 14 430Chapter 15 460Aggression in Europe, Asia,

and Africa, 1931–1939 482Chapter 16 488Technology of War 520Chapter 17 528The Space Race 537Chapter 18 560A Turbulent History 567The Israeli-Palestinian Struggle 587

Chapter 19 596South Africa, 1948–2000 611Chapter 20 634Five Developing Nations 666

The Printing Press 50The Division of Christianity 57The Tools of Exploration 97Zheng He’s Treasure Ship 103The Forbidden City 104The Columbian Exchange 138Mercantilism 140Organization of the Ottoman

Government 144Organization of the Tokugawa

Shogunate 144Absolutism 160The Palace at Versailles 166Expansion of U.S. Voting Rights 209Conquerors of the Bastille Parade 216The Guillotine 225

Napoleon’s Russian Campaign, 1812 236

Bonds That Create a Nation-State 254Model of a Revolution 273The Day of a Child Laborer,

William Cooper 290Effects of Industrialization 293An Age of Inventions 330China and Japan Confront

the West 377Panama Canal Cross-Section 386Impact of Technological Change 398Scientific Change 400Key Traits of Totalitarianism 441Characteristics of Fascism 477Global Corporation 644

Ozone Levels 646International Terrorist Attacks 655Destruction in New York City 656Major Buddhist Sects 703Major Christian Sects 705Major Hindu Sects 707Major Islamic Sects 709Major Jewish Sects 711The Five Relationships

in Confucianism 713

Time Lines

Seven-Headed Martin Luther 67The Three Estates 218“Little Johnny Bull” 234“Right Leg in the Boot at Last” 261Political Cartoons, 1789 and 1765 275Political Cartoon 307A Court for King Cholera 335“The Devilfish in Egyptian Waters” 351Warlike Japan 378Roosevelt Corollary 387Czechoslovakia’s Iron Curtain 533Philippine Islands 595

Military Rule and Democracy 603Glasnost 613Intensive Communism Unit 633Ship of Fools 647

Infographics

Political Cartoons

xxiv

Primary and Secondary Sources

Chapter 1Baldassare Castiglione, The Courtier, 39Isabella D’Este, Letters, 39Giovanni Boccaccio, Preface, Decameron, 42Niccolò Machiavelli, The Prince, 42Vittoria Colonna, Poems, 43Thomas More, Utopia, 48Christine de Pizan, The Book of The City of Ladies, 48William Shakespeare, Hamlet, 49Martin Luther, quoted in The Protestant Reformation

by Lewis W. Spitz, 56Katherina Zell, quoted in Women of the Reformation, 64Ignatius of Loyola, Spiritual Exercises, 64Martin Luther, quoted in A World Lit Only By Fire:

The Medieval Mind and the Renaissance, 67Steven Ozment, Protestants: The Birth of a Revolution, 67G. R. Elton, Reformation Europe, 67Hans Brosamer, “Seven-Headed Martin Luther” (1529), 67Niccolò Machiavelli, The Prince, 69

Chapter 2Kritovoulos, History of Mehmed the Conqueror, 75, 91

Chapter 3Afonso de Albuquerque, from The Commentaries of the Great

Afonso Dalbuquerque, 99Qian-Long, from a letter to King George III of Great Britain, 106Matsuo Basho, from Matsuo Basho, 110Anonymous Japanese Writer, quoted in Sources of Japanese

Tradition, 111Kangxi, quoted in Emperor of China: Self-Portrait of

K’Ang-Hsi, 115

Chapter 4Christopher Columbus, Journal of Columbus, 119Samuel Eliot Morison, Admiral of the Ocean Sea, 126Bartolomé de Las Casas, quoted in Columbus: The Great Adventure,

126Suzan Shown Harjo, “I Won’t Be Celebrating Columbus

Day,” Newsweek, Fall/Winter 1991, 126Olaudah Equiano, quoted in Eyewitness: The Negro in American

History, 135Bernardino de Sahagun, quoted in Seeds of Change, 139Thomas Mun, quoted in World Civilizations, 141John Cotton, quoted in The Annals of America, 143

Chapter 5Miguel de Cervantes, Don Quixote de la Mancha, 158Jean Bodin, Six Books on the State, 161Duke of Saint-Simon, Memoirs of Louis XIV and the

Regency, 165Frederick II, Essay on Forms of Government, 172From the English Bill of Rights, 185

Chapter 6Galileo Galilei, quoted in The Discoverers, 191Jean Jacques Rousseau, The Social Contract, 197Baron de Montesquieu, The Spirit of Laws, 197Voltaire, Candide, 201Jonathan Swift, Gulliver’s Travels, 201William Hogarth, Canvassing for Votes (painting), 201Preamble, Constitution of the United States of America, 213

Chapter 7Comte D’Antraigues, quoted in Citizens: A Chronicle of the French

Revolution, 218Maximilien Robespierre, “On the Morals and Political Principles of

Domestic Policy,” 226Charles Dickens, A Tale of Two Cities, 228Edmund Burke, quoted in Burke’s Politics, 228Thomas Paine, from The Writings of Thomas Paine, 228Napoleon, quoted in Napoleon by André Castelot, 231Simón Bolívar, from Selected Writings of Bolívar, 243

Chapter 8Otto von Bismarck, speech to the German parliament on February 6,

1888, 271

Chapter 9Edward Bains, The History of Cotton Manufacture in Great Britain,

286Elizabeth Gaskell, Mary Barton, 290Hugh Miller, “Old Red Sandstone,” 294Lucy Larcom, A New England Girlhood, 296Alexis de Tocqueville, 1848 speech, 301Karl Marx and Friedrich Engels, The Communist Manifesto, 302Mary Paul, quoted in Women and the American

Experience, 307Andrew Carnegie, Autobiography of Andrew Carnegie, 307Friederich Engels, The Condition of the Working Class in

England in 1844, 307Walter Crane (political cartoon), 307Charles Dickens, Hard Times, 309

Chapter 10Emmeline Pankhurst, Why We Are Militant, 315William Bennett, quoted in Narrative of a Recent Journey

of Six Weeks in Ireland, 320William Shorey Coodey, quoted in The Trail of Tears, 324Seneca Falls Convention, “Declaration of Sentiments,” 335

Chapter 11Cecil Rhodes, Confession of Faith, 341Edward Morel, The Black Man’s Burden, 348J. A. Hobson, Imperialism, 351Dadabhai Naoroji, speech before Indian National

Congress, 1871, 351Jules Ferry, quoted in The Human Record: Sources of Global

History, 351“The Devilfish in Egyptian Waters” (political cartoon), 351Jamal al-Din al-Afghani, in a letter to Hasan Shirazi, April 1891, 356Lord Kitchener, quoted in Asia and Western Dominance, 360King Chulalongkorn, “Royal Proclamation in Education,” 364Kwaku Dua III to Frederic M. Hodgson, 1889, 367

P R I M A R Y S O U R C ESoldiers! I am pleased with you. On the dayof Austerlitz, you justified everything that Iwas expecting of [you]… In less thanfour hours, an army of 100,000 men,commanded by the emperors of Russiaand Austria, was cut up and dispersed… 120 pieces of artillery, 20 generals, and more than30,000 men taken prisoner—such are the results ofthis day which will forever be famous… And it will beenough for you to say, “I was at Austerlitz,” to hear the reply:“There is a brave man!”

NAPOLEON, quoted in Napoleon by André Castelot

xxv

Chapter 12Lin Zexu, quoted in China’s Response to the West, 372Ponciano Arriaga, speech to the Constitutional Convention,

1856–1857, 390From an article in the Tokyo Times, 395

Chapter 13Frédéric Passy, quoted in Nobel: The Man and His Prizes, 408Valentine Fleming, quoted in The First World War, 413Shirley Millard, I Saw Them Die, 420Harry Truman, quoted in The First World War, 421Herbert Sulzbach, With the German Guns, 421Woodrow Wilson, speech before Congress, April 2, 1917, 423Erich Maria Remarque, All Quiet on the Western Front, 423Wilfred Owen, “Dulce et Decorum Est,” 423Maurice Neumont, “They Shall Not Pass,” 1914–1918, 423From an editorial in Vossische Zeitung, May 18, 1915, 429

Chapter 14Mao Zedong, quoted in Chinese Communism and the Rise of

Mao, 450Mohandas K. Gandhi, Chapter XVII, Hind Swaraj, 454Mohandas K. Gandhi, The Origin of Nonviolence, 454Mohandas K. Gandhi, Letter to Sir Daniel Hamilton, 459

Chapter 15F. Scott Fitzgerald, The Great Gatsby, 464Franklin Roosevelt, First Inaugural Address, 475Erich Ludendorff, letter to President Hindenburg,

February 1, 1933, 478Winston Churchill, speech before the House of Commons,

October, 1938, 485William Shirer, quoted in The Strenuous Decade, 487

Chapter 16General Charles de Gaulle, quoted in Charles de Gaulle:

A Biography, 493Lieutenant John Spainhower, quoted in War Diary

1939–1945, 498Ralph G. Martin, in The GI War, 501M. I. Libau, quoted in Never to Forget: The Jews of

the Holocaust, 503Elie Wiesel, quoted in Night, 505Simon Weisenthal, quoted in Never to Forget: The Jews of the

Holocaust, 515From The Christian Century, August 29, 1945, 519

Chapter 17Winston Churchill, “Iron Curtain” speech, March 1946, 533Harry S. Truman, speech to Congress, March 12, 1947, 534Fidel Castro, quoted in an interview, October 27, 1962, 551Robert McNamara, quoted in Inside the Cold War, 556Ho Chi Minh, quoted in America and Vietnam, 559

Chapter 18Zahida Amjad Ali, Freedom, Trauma, Continuities, 565Jawaharlal Nehru, speech before the Constituent Assembly,

August 14, 1947, 565New York Times, June 28, 1998, 567Corazón Aquino, inaugural speech, February 24, 1986, 572Megawati Sukarnoputri, July 23, 2001, 574Fawaz Turki, quoted in The Arab-Israeli Conflict, 586Abraham Tamir, quoted in From War to Peace, 586Anwar Sadat, Knesset speech, November 20, 1977, 586Arthur James Balfour, in a letter to Lord Rothschild,

November 2, 1917, 595

Chapter 19Ken Saro-Wiwa, A Month and a Day: A Detention Diary, 608David M. Kotz, “The Cure That Could Kill,” 616Xiao Ye, “Tiananmen Square: A Soldier’s Story,” 627Orville Schell, “The Coming of Mao Zedong Chic,” 633

Chapter 20Lester R. Brown, 647The Liberty Institute, 647Chris Madden (political cartoon), 647Josef Joffe, from “America the Inescapable,” 665

Comparing & ContrastingUnit 1Niccoló Machiavelli, The Discourses, 149Garcilaso de la Vega, The Incas, 149

Unit 2from the English Parliament’s Bill of Rights, 275Thomas Paine, Common Sense, 276Simón Bolívar, “The Jamaica Letter,” 277Maximilien Robespierre, speech of February 5, 1794, 277

Unit 3Jared Diamond, Guns, Germs, and Steel, 399John Vaughn, “Thirty Years of the Telephone,” 399Paul Johnson, The Birth of the Modern, 401

Unit 4American Consul General at Beirut, attached letter to the

U.S. Secretary of State, 1915, 523Primo Levi, Survival in Auschwitz, 523Sergeant Major Ernest Shephard, A Sergeant-Major’s

War, 524U.S. Marine Corps correspondent, article, 524Laura de Gozdawa Turczynowicz, When the Prussians Came

to Poland, 525Tatsuichiro Akizuki, Nagasaki, 1945, 525

Unit 5David Lamb, The Africans, 669Ariel Sharon, inauguration speech, March 7, 2001, 670Abdul Kalam, inauguration speech, July 25, 2002, 670Vicente Fox, inauguration speech, December 1, 2000, 670Olusegun Obasanjo, inauguration speech, May 29, 1999, 671Gloria Macapagal Arroyo, inauguration speech, January 20,

2001, 671

Primary and Secondary Sources (continued)

Power and Authority History is often made by the people and institutions in power. As you read about the world’s powerful people and governments, try to answer several key questions.

• Who holds the power?• How did that person or group get power?• What system of government provides order in this society? • How does the group or person in power keep or lose power?

While historical events are unique, they often are driven by similar, repeated forces. Intelling the history of our world, this book pays special attention to eight significant andrecurring themes. These themes are presented to show that from America, to Africa, toAsia, people are more alike than they realize. Throughout history humans have confrontedsimilar obstacles, have struggled to achieve similar goals, and continually have strived tobetter themselves and the world around them.

World History Themes

xxvi

Interaction with Environment Since the earliest of times, humans have had to deal withtheir surroundings in order to survive. As you read aboutour continuous interaction with the environment, keep inmind several important issues.

• How do humans adjust to the climate and terrain• where they live? • How have changes in the natural world forced• people to change? • What positive and negative changes have people • made to their environment?

RevolutionOften in history, great change has been achieved onlythrough force. As you read about the continuous over-throw of governments, institutions, and even ideasthroughout history, examine several key questions.

• What long-term ideas or institutions are • being overthrown? • What caused people to make this radical change? • What are the results of the change?

Religious and Ethical SystemsThroughout history, humans around the world have been guidedby, as much as anything else, their religious and ethical beliefs. As you examine the world’s religious and ethical systems, payattention to several important issues.

• What beliefs are held by a majority of people in a region? • How do these major religious beliefs differ from one another? • How do the various religious groups interact with one another? • How do religious groups react toward nonmembers?

EconomicsEconomics has proven to be a powerful force in human history. From earlytimes to the present, human cultures have been concerned with how to usetheir scarce resources to satisfy their needs. As you read about differentgroups, note several key issues regarding the role of economics in worldhistory.

• What goods and services does a society produce? • Who controls the wealth and resources of a society?• How does a society obtain more goods and services?

Empire BuildingSince the beginning of time, human cultures have shared a similar desire togrow more powerful—often by dominating other groups. As you read aboutempire building through the ages, keep in mind several key issues.

• What motivates groups to conquer other lands and people?• How does one society gain control of others?• How does a dominating society control and rule its subjects?

Science and TechnologyAll humans share an endless desire to know more about theirworld and to solve whatever problems they encounter. Thedevelopment of science and technology has played a key role inthese quests. As you read about the role of science and technol-ogy in world history, try to answer several key questions.

• What tools and methods do people use to solve the various• problems they face?• How do people gain knowledge about their world? How do • they use that knowledge?• How do new discoveries and inventions change the way • people live?

Cultural InteractionToday, people around the world share many things, from music, to food, to ideas. Human cultures actually have interacted with each other since ancient times. As you read about howdifferent cultures have interacted, note several significant issues.

• How have cultures interacted (trade, migration, or conquest)? • What items have cultures passed on to each other?• What political, economic, and religious ideas have cultures shared? • What positive and negative effects have resulted from cultural interaction?

xxviii

Geography is the study of the earth and its features. It is also an important part ofhuman history. Since the beginning of time, all civilizations have had to control their surroundings in order to survive. In addition, geography has played avital role in many historical events. Like history itself, geography reflects several keythemes. These themes help us to understand the different ways in which geography hashelped shape the story of world history.

LocationLocation tells us where in the world a certain area is. Geographers describe location in two ways: absolute location and relative location. Anarea’s absolute location is its point of latitude and longitude. Latitude is thedistance in degrees north or south of the equator. Longitude is the degree dis-tance east or west of an imaginary vertical line that runs through Greenwich,England, called the prime meridian. An area’s relative location describeswhere it is in terms of other areas.

In absolute terms, the middle of Singapore lies at 1°20' north latitude and103°50' east longitude. This information allows you to pinpoint Singapore ona map. In relative terms, Singapore is an island country on the southern tip ofthe Malay Peninsula near where the South China Sea and the Indian Oceanmeet. How might Singapore’s location on the sea have helped it develop intoan economic power?

Human/Environment InteractionThroughout history, humans have changed and have been changedby their environment. Because they live on an island, the people ofSingapore have built a bridge in order to travel more easily to main-land Malaysia. In addition, Singapore residents have carved aninviting harbor out of parts of its coastline in order to accommodatethe island’s busy ocean traffic.

Singapore is one of the most denselypopulated countries in the world. Manyof its over four million citizens live inthe capital city, Singapore. The coun-try’s population density is almost18,000 persons per square mile. In con-trast, the United States has a populationdensity of 82 persons per square mile. What envi-ronmental challenges does this situa-tion pose?

1°25'N

1°15'N

103°40'E

103°50'E

104°E

S e l a t Pa n d a n

Seletar R.

S i n g a p o r eS t r a i t

BedokReservoir

KranjiReservoir

SerangoonHarbor

Johor Strait

Keppel Harbor

Sembawang

Woodlands

Jurong

Punggol

Serangoon

City ofSingapore

Bedok

Changi

ChangiInternationalAirport

AyerChawan

JurongIslands

AyerMerbau

BukumSentosa

UbinTekongBesar

M A L AY S I A

S I N G A P O R E

0

0

5 Miles

10 Kilometers

Urbanized areaOther Singapore landInternational borderRoad

Singapore

Geography Themes

xxix

RegionA region is any area that has common characteristics.These characteristics may include physical factors, suchas landforms or climate. They also may include culturalaspects, such as language or religion. Singapore is partof a region known as Southeast Asia. The countries ofthis region share such characteristics as rich, fertile soil,as well as a strong influence of Buddhism and Islam.

Because regions share similar characteristics, theyoften share similar concerns. In 1967, Singapore joinedwith the other countries of Southeast Asia to form theAssociation of Southeast Asian Nations. This body wascreated to address the region’s concerns. What concernsmight Singapore have that are unique?

MovementIn geography, movement is the transfer of peo-ple, goods, and ideas from one place to another.In many ways, history is the story of move-ment. Since early times, people have migratedin search of better places to live. They havetraded with distant peoples to obtain newgoods. And they have spread a wealth of ideasfrom culture to culture.

Singapore, which is a prosperous center of trade and finance, attracts numerous peoplein search of greater wealth and new goods.What about Singapore’s geography makes it the ideal place for the trading of goods?

PlacePlace, in geography, indicates what an arealooks like in both physical and human terms.The physical setting of an area—its landforms,soil, climate, and resources—are aspects ofplace. So are the different cultures whichinhabit an area.

The physical characteristics of Singaporeinclude a hot, moist climate with numerous rainforests. In human terms, Singapore’s populationis mostly Chinese. How does Singapore’shuman characteristic tie it to other countries?

Image not available foruse on this CD-ROM.Please refer to the imagein the textbook.

xxx

While history is the story of people, it is also the examination of when events occurred.Keeping track of the order of historical events will help you to better retain andunderstand the material. To help you remember the order and dates of important events inhistory, this book contains numerous time lines. Below is some instruction on how to reada time line, as well as a look at some terms associated with tracking time in history.

How to Read a Time Line

Time

Around 1200 B.C.

Egyptian Empire begins to decline.

THE AMERICAS

AFRICA, ASIA, AND EUROPE

477 B.C.

Golden Age of Greece begins.

202 B.C.

Han Dynasty begins in China.

Around A.D.120 Roman Empire

reaches its height.

1200 B.C.

Olmec civilization arises.

900 B.C.

Chavín culture emerges.

200 B.C.

Nazca culture emerges.

500 B.C.

Zapotec establishMonte Albán.

A.D. 100Moche culture arises.

B.C. years are counted down to the year 1 B.C., so 1200 B.C. is a century earlier than 1100 B.C. and so on.

The title conveys what material the time line is examining.

Specific titles explain the geographic area to which each line relates.

Common Chronological Terms“Before Christ.” Refers to a date so many years before the birth of Jesus Christ.

“Anno Domini” (“in the year of the lord”). Refers to a date so many years after the birth of Jesus Christ.

“Before the Common Era” and “Common Era.” These terms correspond to B.C. and A.D., respectively.

10 years. (For example: The 1930s was a decade of economic depression in many parts of the world.)

100 years. Note that the first century A.D. refers to the years 1 to 100. So, the twentieth century refers to the years 1901–2000. (For example: The fall of China’s Han Empire in A.D. 220 was an important event of the third century.)

1,000 years. (For example, January 1, 2001, is the start of a new millennium.)

Broad time period characterized by a shared pattern of life. Ages and eras usually do not have definite starting or ending points. (For example: The Stone Age began around 2 million years ago and lasted until about 3000 B.C. It refers to the period when humans used stone, rather than metal tools.)

B.C.

A.D.

BCE/CE

decade

century

millennium

age/era

Place

P A C I F I CO C E A N

I N D I A NO C E A N

Arab ianSea Bay o f

Benga l

Sou thChina

Sea

Eas tCh ina

Sea

YellowSea

Seao f

Japan

Indu

sR.

Ganges R.

HuangH

e

Chang Jiang

(Yan

gtze R.)

(Yello

wR

.)

Persian

Gulf

Delhi

Rangoon

Calcutta

Madras

Bombay

Bangkok

Beijing

Tokyo

Hong Kong(Britain)

Saigon

Manila

Hanoi

Macao(Portugal)

Singapore(Britain)

Batavia

PERSIA

ARABIA

BRITISHINDIA

BURMA

BHUTAN

TIBET

MALAYSTATES

SIAM

KOREA(Japan)

JAPAN

TAIWAN(Japan)

SARAWAK

BRITISHN. BORNEO

BRUNEI

PHILIPPINES

CHINA

NEPAL

A

FGHAN

ISTA

N

IND

OC

HIN

AFR

EN

CH

DU

TCHEAST INDIES

CEYLON

Borneo

New Guinea

HIM

ALAYAS

0° Equator

40°N

120°E

80°E

Tropic of Cancer

FranceGermanyGreat BritainThe NetherlandsUnited States

0

0

1,000 Miles

2,000 Kilometers

Western-Held Territories in Asia, 1910

xxxi

The locator globe showswhere in the world themap area is.

Based on an estimation fromthe map, Manila is located atabout 12° north latitude and120° east longitude.

Longitude line

The compass rose indicates thedirection of the map.

Equator

The legend or key explainsthe symbols, lines, and spe-cial colors on the map.

Latitude line

You are about to examine not only thousands of years of history, but nearly everyregion of the globe. To help you visualize the faraway places you read about, thisbook contains numerous maps. Many of these maps contain several layers ofinformation that provide a better understanding of how and why events in historyoccurred. Below is a look at how to read a map in order to obtain all of the richinformation it offers.

White lines denotenational boundaries.

How to Read a Map

A scale tells the map’s proportionrelative to the area’s actual size. Itis used to measure the approxi-mate distance between two pointson the map.

The title explains whatarea and events the map covers.

the line of latitude midway between the North and South polesequator

imaginary lines that circle the globe from east to west, measuring an area’s distance north and south of the equator

imaginary lines that circle the globe from north to south, measuring an area’s distance east or west of the prime meridian

half the globe. The globe can be divided into Northern and Southern hemispheres (separated by the equator) or into Eastern and Western hemispheres (separated by the prime meridian).

the line of longitude at 0° that runs through Greenwich, England

latitude

longitude

prime meridian

hemisphere

Common Geographic Terms

Do you like puzzles? If so, you are in luck. You are about to encounter the greatestpuzzle there is: history. The study of history is much more than the recollection ofdates and names. It is an attempt to answer a continuous and puzzling question: whatreally happened?

In their effort to solve this puzzle, historians and researchers use a variety of methods. From digging up artifacts, to uncovering eyewitness accounts,experts collect and analyze mountains of data in numerous ways. As a result, thehistory books you read more accurately depict what life was like in a culture 5,000years ago, or what caused the outbreak of a devastating war. The following two pagesexamine some of the pieces used to solve the puzzle of history.

Her clothing, believed tobelong to the upper class,should shed new light onhow noble Inca womendressed.

How Do We Know?

Clues from an Ancient GirlIn 1995, an anthropologist discovered the mummified andfrozen remains of a teenage girl in the Andes Mountains of South America. Scientists believe that she is about 500years old and was a member of the Inca Empire. Becausemuch of her remains are well preserved, scientists hope shewill provide them with new information about one of theAmericas’ most powerful ancient cultures.

An analysis of her stomach contentmay provide information about theInca diet.

Some of her DNAremains intact,which will helpscientistsdetermine whethershe has any livingdescendants.

xxxii

Modern ScienceThe ever-improving field of sci-ence has lent its hand in thesearch to learn more about thepast. Using everything frommicroscopes to computers,researchers have shed new lighton many historical mysteries.Here, a researcher uses computertechnology to determine what theowner of a prehistoric humanskull may have looked like.

Written SourcesHistorians often look to written documents for insight into thepast. There are various types of written sources. Documentswritten during the same time period as an event are known

as primary sources. They include such things as diariesand newspapers. They also include drawings, such as the one shown here by Italian painter and inventor,Leonardo da Vinci. His rough sketch of a helicopter-typemachine tells us that as early as the late 1400s, humansconsidered mechanical flight. Material written about anevent later, such as books, are known as secondarysources. Some written sources began as oral tradition—legends, myths, and beliefs passed on by spoken wordfrom generation to generation.

Digging Up HistoryResearchers have learned much about the past bydiscovering the remains of ancient societies. Spearheadslike these, which date back to around 9,500 B.C., werefound throughout North America. They tell us amongother things that the early Americans were hunters. Thesespearheads were once considered to be the earliest evi-dence of humankind in the Americas. However, as anexample of how history continues to change, scientistsrecently found evidence of human life in South Americaas early as 10,500 B.C.

xxxiii

xxxiv CALIFORNIA STATE STANDARDS

The state of California has developed standards that guide thecontent taught in its public schools. At the beginning of everylesson in this book, you will see a listing of the California contentstandards and skills standards that are addressed in that lesson. The standards begin with a code that combines numbers and letters(such as 10.2.3 or HI 2), followed by the statement of the standard.These standards describe the knowledge and skills you are expectedto have learned by the end of specific grades.

Standards that use numbers only (such as 10.2.3) are contentstandards, which describe the actual historical people and eventsthat you will study in this book. Standards that combine letters andnumbers (such as HI 2 or CST 3) refer to standards that cover theHistorical and Social Sciences Analysis Skills that you will apply tothe content standards for Grade 10.

The following charts contain the complete wording of the contentand skills standards for Grade 10. These charts will help you keeptrack of what you learn throughout the year.

Student Guide to the California State Standards for Grade 10

CALIFORNIA STATE STANDARDS xxxv

Grade 10 World History, Culture, and Geography:The Modern World

Standard 10.1Students relate the moral and ethical principles in ancientGreek and Roman philosophy, in Judaism, and in Christianityto the development of Western political thought.

10.1.1 Analyze the similarities and differences in Judeo-Christianand Greco-Roman views of law, reason and faith, and dutiesof the individual.

10.1.2 Trace the development of the Western political ideas of therule of law and illegitimacy of tyranny, using selections fromPlato’s Republic and Aristotle’s Politics.

10.1.3 Consider the influence of the U.S. Constitution on politicalsystems in the contemporary world.

Standard 10.2

Students compare and contrast the Glorious Revolution ofEngland, the American Revolution, and the French Revolutionand their enduring effects worldwide on the politicalexpectations for self-government and individual liberty.

10.2.1 Compare the major ideas of philosophers and their effects onthe democratic revolutions in England, the United States,France, and Latin America (e.g., John Locke, Charles-LouisMontesquieu, Jean-Jacques Rousseau, Simón Bolívar, ThomasJefferson, James Madison).

10.2.2 List the principles of the Magna Carta, the English Bill ofRights (1689), the American Declaration of Independence(1776), the French Declaration of the Rights of Man and theCitizen (1789), and the U.S. Bill of Rights (1791).

10.2.3 Understand the unique character of the AmericanRevolution, its spread to other parts of the world, and itscontinuing significance to other nations.

10.2.4 Explain how the ideology of the French Revolution ledFrance to develop from constitutional monarchy todemocratic despotism to the Napoleonic empire.

10.2.5 Discuss how nationalism spread across Europe withNapoleon but was repressed for a generation under theCongress of Vienna and Concert of Europe until theRevolutions of 1848.

Standard 10.3 Students analyze the effects of the Industrial Revolution inEngland, France, Germany, Japan, and the United States.

10.3.1 Analyze why England was the first country to industrialize.

10.3.2 Examine how scientific and technological changes and newforms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveriesof James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur,Thomas Edison).

History-Social Science Standards

xxxvi CALIFORNIA STATE STANDARDS

10.3.3 Describe the growth of population, rural to urban migration,and growth of cities associated with the Industrial Revolution.

10.3.4 Trace the evolution of work and labor, including the demiseof the slave trade and the effects of immigration, mining andmanufacturing, division of labor, and the union movement.

10.3.5 Understand the connections among natural resources,entrepreneurship, labor, and capital in an industrial economy.

10.3.6 Analyze the emergence of capitalism as a dominant economicpattern and the responses to it, including Utopianism, SocialDemocracy, Socialism, and Communism.

10.3.7 Describe the emergence of Romanticism in art and literature(e.g., the poetry of William Blake and William Wordsworth),social criticism (e.g., the novels of Charles Dickens), and themove away from Classicism in Europe.

Standard 10.4

Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions orcountries: Africa, Southeast Asia, China, India, Latin America,and the Philippines.

10.4.1 Describe the rise of industrial economies and their link toimperialism and colonialism (e.g., the role played by nationalsecurity and strategic advantage; moral issues raised by thesearch for national hegemony, Social Darwinism, and themissionary impulse; material issues such as land, resources,and technology).

10.4.2 Discuss the locations of the colonial rule of such nations asEngland, France, Germany, Italy, Japan, the Netherlands,Russia, Spain, Portugal, and the United States.

10.4.3 Explain imperialism from the perspective of the colonizersand the colonized and the varied immediate and long-termresponses by the people under colonial rule.

10.4.4 Describe the independence struggles of the colonized regionsof the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

Standard 10.5 Students analyze the causes and course of the First World War.

10.5.1 Analyze the arguments for entering into war presented byleaders from all sides of the Great War and the role ofpolitical and economic rivalries, ethnic and ideologicalconflicts, domestic discontent and disorder, and propagandaand nationalism in mobilizing the civilian population insupport of “total war.”

10.5.2 Examine the principal theaters of battle, major turning points,and the importance of geographic factors in militarydecisions and outcomes (e.g., topography, waterways,distance, climate).

CALIFORNIA STATE STANDARDS xxxvii

10.5.3 Explain how the Russian Revolution and the entry of theUnited States affected the course and outcome of the war.

10.5.4 Understand the nature of the war and its human costs(military and civilian) on all sides of the conflict, includinghow colonial peoples contributed to the war effort.

10.5.5 Discuss human rights violations and genocide, including theOttoman government’s actions against Armenian citizens.

Standard 10.6 Students analyze the effects of the First World War.

10.6.1 Analyze the aims and negotiating roles of world leaders, theterms and influence of the Treaty of Versailles and WoodrowWilson’s Fourteen Points, and the causes and effects of theUnited States’s rejection of the League of Nations on worldpolitics.

10.6.2 Describe the effects of the war and resulting peace treaties onpopulation movement, the international economy, and shiftsin the geographic and political borders of Europe and theMiddle East.

10.6.3 Understand the widespread disillusionment with prewarinstitutions, authorities, and values that resulted in a voidthat was later filled by totalitarians.

10.6.4 Discuss the influence of World War I on literature, art, andintellectual life in the West (e.g., Pablo Picasso, the “lostgeneration” of Gertrude Stein, Ernest Hemingway).

Standard 10.7 Students analyze the rise of totalitarian governments afterWorld War I.

10.7.1 Understand the causes and consequences of the RussianRevolution, including Lenin’s use of totalitarian means toseize and maintain control (e.g., the Gulag).

10.7.2 Trace Stalin’s rise to power in the Soviet Union and theconnection between economic policies, political policies, theabsence of a free press, and systematic violations of humanrights (e.g., the Terror Famine in Ukraine).

10.7.3 Analyze the rise, aggression, and human costs of totalitarianregimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common anddissimilar traits.

Standard 10.8 Students analyze the causes and consequences of World War II.

10.8.1 Compare the German, Italian, and Japanese drives for empirein the 1930s, including the 1937 Rape of Nanking, otheratrocities in China, and the Stalin-Hitler Pact of 1939.

10.8.2 Understand the role of appeasement, nonintervention(isolationism), and the domestic distractions in Europe andthe United States prior to the outbreak of World War II.

xxxviii CALIFORNIA STATE STANDARDS

10.8.3 Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principaltheaters of conflict, key strategic decisions, and the resultingwar conferences and political resolutions, with emphasis onthe importance of geographic factors.

10.8.4 Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin DelanoRoosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini,Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

10.8.5 Analyze the Nazi policy of pursuing racial purity, especiallyagainst the European Jews; its transformation into the FinalSolution; and the Holocaust that resulted in the murder of six million Jewish civilians.

10.8.6 Discuss the human costs of the war, with particular attentionto the civilian and military losses in Russia, Germany, Britain,the United States, China, and Japan.

Standard 10.9 Students analyze the international developments in the post-World War II world.

10.9.1 Compare the economic and military power shifts caused bythe war, including the Yalta Pact, the development of nuclearweapons, Soviet control over Eastern European nations, andthe economic recoveries of Germany and Japan.

10.9.2 Analyze the causes of the Cold War, with the free world onone side and Soviet client states on the other, includingcompetition for influence in such places as Egypt, the Congo,Vietnam, and Chile.

10.9.3 Understand the importance of the Truman Doctrine and theMarshall Plan, which established the pattern for America’spostwar policy of supplying economic and military aid toprevent the spread of Communism and the resulting economicand political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.

10.9.4 Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals inChina (e.g., the Great Leap Forward, the Cultural Revolution,and the Tiananmen Square uprising).

10.9.5 Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence inthe 1970s and 1980s as people in Soviet satellites soughtfreedom from Soviet control.

10.9.6 Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinionregarding the need for a Jewish state, and the significanceand effects of the location and establishment of Israel onworld affairs.

CALIFORNIA STATE STANDARDS xxxix

10.9.7 Analyze the reasons for the collapse of the Soviet Union,including the weakness of the command economy, burdensof military commitments, and growing resistance to Sovietrule by dissidents in satellite states and the non-RussianSoviet republics.

10.9.8 Discuss the establishment and work of the United Nationsand the purposes and functions of the Warsaw Pact, SEATO,NATO, and the Organization of American States.

Standard 10.10

Students analyze instances of nation-building in thecontemporary world in at least two of the following regionsor countries: the Middle East, Africa, Mexico and other partsof Latin America, and China.

10.10.1 Understand the challenges in the regions, including theirgeopolitical, cultural, military, and economic significance andthe international relationships in which they are involved.

10.10.2 Describe the recent history of the regions, including politicaldivisions and systems, key leaders, religious issues, naturalfeatures, resources, and population patterns.

10.10.3 Discuss the important trends in the regions today andwhether they appear to serve the cause of individual freedomand democracy.

Standard 10.11

Students analyze the integration of countries into the world economy and the information, technological, andcommunications revolutions (e.g., television, satellites,computers).

xl CALIFORNIA STATE STANDARDS

Grade 10 Historical and Social Sciences Analysis Skills

Chronological and Spatial Thinking (CST)

1. Students compare the present with the past, evaluating theconsequences of past events and decisions and determiningthe lessons that were learned.

2. Students analyze how change happens at different rates atdifferent times; understand that some aspects can changewhile others remain the same; and understand that change iscomplicated and affects not only technology and politics butalso values and beliefs.

3. Students use a variety of maps and documents to interprethuman movement, including major patterns of domestic andinternational migration, changing environmental preferencesand settlement patterns, the frictions that develop betweenpopulation groups, and the diffusion of ideas, technologicalinnovations, and goods.

4. Students relate current events to the physical and humancharacteristics of places and regions.

Research, Evidence, and Point of View (REP)

1. Students distinguish valid arguments from fallaciousarguments in historical interpretations.

2. Students identify bias and prejudice in historicalinterpretations.

3. Students evaluate major debates among historiansconcerning alternative interpretations of the past, includingan analysis of authors’ use of evidence and the distinctionsbetween sound generalizations and misleadingoversimplifications.

4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and writtenpresentations.

Historical Interpretation (HI)

1. Students show the connections, causal and otherwise,between particular historical events and larger social,economic, and political trends and developments.

2. Students recognize the complexity of historical causes andeffects, including the limitations on determining cause andeffect.

3. Students interpret past events and issues within the contextin which an event unfolded rather than solely in terms of present-day norms and values.

CALIFORNIA STATE STANDARDS xli

4. Students understand the meaning, implication, and impact of historical events and recognize that events could havetaken other directions.

5. Students analyze human modifications of landscapes andexamine the resulting environmental policy issues.

6. Students conduct cost-benefit analyses and apply basiceconomic indicators to analyze the aggregate economicbehavior of the U.S. economy.