HIST101: Ancient Civilizations of the World « Saylor.org – Free Online Courses Built by Professors

Ancient Civilizations of the World

Purpose of Course show close

In this course, we will study the emergence of the major civilizations of the ancient world, beginning with the Paleolithic Era (about 2.5 million years ago) and finishing with the end of the Middle Ages in fifteenth century A.D. We will pay special attention to how societies evolved across this expanse of time—from fragmented and primitive agricultural communities to more advanced and consolidated civilizations. To do this, we will rely upon textbook readings to provide historical overviews of particular civilizations and then utilize primary-source documents to illuminate the unique features of these individual societies. By the end of the course, you will possess a thorough understanding of important overarching social, political, religious, and economic themes in the ancient world, ranging from the emergence of Confucian philosophy in Asia to the fall of imperial Rome. You will also understand how many aspects of these ancient civilizations continue to remain relevant in today’s world.

Course Information show close

Course Designers: Concepcion Saenz-Cambra, Ph.D., NYU and Christa Dierksheide, ABD, University of Virginia.

Primary Resources: This course is composed of a wide range of free online materials. However, the following course content is most heavily relied on:

Dr. Steven Kreis’s “The History Guide”
Fordham University’s “Ancient History Sourcebook”
Jack E. Maxfield’s “A Comprehensive Outline of World History”
Stanford Encyclopedia of Philosophy
Metropolitan Museum of Art’s “Heilbrunn Timeline of Art History”

Requirements for Completion: In order to complete this course, you will need to work through each unit and all its assigned materials. This includes assessments within each unit as well as at the end of this course.

Time Commitment: This course should take you approximately 126 hours to complete. Note that each unit includes a specific time advisory.

Tips/Suggestions: You will find it useful to use the following “Glossary of Ancient History Terms” throughout this course:

Ohio State University: History Department’s “Glossary of Ancient History Terms” (HTML)

You may choose to peruse this glossary, but you do not need to read this entire glossary straight through. Instead, save it as a bookmark in your web browser for consultation throughout this course.

Learning Outcomes show close

Upon successful completion of this course, the student will be able to:

Identify and define the world’s earliest civilizations, including the Neolithic Revolution, and describe how it shaped the development of these early civilizations.
Identify, describe, and compare/contrast the first advanced civilizations in the world—Mesopotamia and Egypt.
Identify and describe the emergence of the earliest civilizations in Asia: the Harappan and Aryan societies on the Indian subcontinent and the Shang and Zhou societies in China.
Identify and describe the emergence of new philosophies—Daoism and Confucianism—during the Warring States period in China. Identify and describe the subsequent rise of the Qin and Han dynasties.
Identify and describe the different periods that characterized ancient Greece—Archaic Greece (or the Greek Dark Ages), classical Greece, and the Hellenistic era.
Identify and describe the characteristics of the Roman Kingdom, the Roman Republic, and Imperial Rome.
Analyze the emergence of the Mauryan and Gupta empires during the “classical age” in India
Identify and analyze the Buddhist and Vedic (Hindu) faiths.
Identify and describe the rise of civilizations in the Americas, particularly in Meso and South America.
Analyze and describe the rise of Islam in the Middle East. Identify and describe the emergence of the Arab caliphate, the Umayyad dynasty, and Abbasid dynasty.
Identify and describe the rise and fall of the Byzantine Empire.
Identify and analyze key facets of medieval society in Western Europe—the Catholic Church, feudalism, and the rise of technology and commerce.
Analyze and interpret primary-source documents that elucidate the exchanges and advancements made in civilizations across time and space.

Course Requirements show close

In order to take this course, you must:

√ Have access to a computer.

√ Have continuous broadband Internet access.

√ Have the ability/permission to install plug-ins or software (e.g., Adobe Reader or Flash).

√ Have the ability to download and save files and documents to a computer.

√ Have the ability to open Microsoft Office files and documents (.doc, .ppt, .xls, etc.).

√ Have competency in the English language.

√ Have read the Saylor Student Handbook.

Unit Outline show close

1 Neolithic Revolution and the Birth of Civilization
1.1 What Is Civilization?
1.2 Origins of Neolithic Man
1.3 The Development of the Neolithic Age in Africa, the Americas, Asia, and Europe
1.4 The Development of Early Towns: Jericho and Catal Huyuk

2 The Rise of Civilization in the Middle East, Africa, and the Mediterranean
2.1 Mesopotamia
2.1.1 The Emergence of Sumerian Culture
2.1.2 The Fall of Sumer and the Rise of the Babylonian Empire
2.2 Ancient Egypt
2.2.1 Egyptian Society and Religion
2.2.2 Dynasties in Egypt: the Old, Middle, and New Kingdoms
2.3 Civilization Centers in Africa and the Eastern Mediterranean
2.3.1 Kush and Axum
2.3.2 The Minoans
2.3.3 The Hebrews

3 Early Civilizations in South and East Asia
3.1 The Indus River Valley
3.1.1 New Civilization in the Indus Valley: Harappa
3.1.2 Aryan Society and Religion
3.2 Early Chinese Civilization
3.2.1 Shang Society and Culture
3.2.2 Zhou (Chou) Feudalism and Cultural Change

4 The Warring States Period and the Classical Age in China
4.1 The Emergence of New Philosophies in China
4.1.1 Confucius and Confucianism
4.1.2 Lao-tzu and Taoism
4.1.3 Buddhism in China
4.2 The Qin
4.2.1 The Warring States Period
4.2.2 Qin Reforms and Bureaucracy
4.2.3 “The First Exalted Emperor”
4.3 The Han Dynasty and China’s Classical Age
4.3.1 Imperial Control and Han Expansion
4.3.2 Society and Culture
4.3.3 The Later Han and Imperial Collapse

5 Classical Greece and the Hellenistic World
5.1 Rise of Classical Greece
5.1.1 The Greek Renaissance
5.1.2 The City-State
5.1.3 Athens
5.1.4 Sparta
5.1.5 Wars and Expansion
5.1.6 Philosophy
5.2 The Hellenistic Period
5.2.1 Macedonian Conquest
5.2.2 Philip II and Alexander the Great
5.2.3 The Breakdown of Alexander’s Empire
5.3 Greek and Hellenistic Culture
5.3.1 Economic and Social Structure
5.3.2 Rural Life and Agriculture
5.3.3 Slavery and Production
5.3.4 Men and Women in Society
5.3.5 Philosophy and Science

6 The Roman Kingdom, Republic, and Empire
6.1 The Roman Kingdom and the Rise of the Roman Republic
6.1.1 Etruscan Culture and Early Rome
6.1.2 The Roman Republic
6.2 Roman Culture and Society
6.2.1 Roman Art
6.2.2 Slavery
6.2.3 Economic Structure
6.2.4 Roman Literature
6.3 The Roman Empire
6.3.1 From Republic to Empire
6.3.2 Augustus Caesar and the Pax Romana
6.3.3 The Post-Augustan Age
6.3.4 The Decline and Fall of the Empire
6.4 Emergence of Christianity
6.4.1 The Rise of Christianity
6.4.2 Christianity and the Roman Empire

7 The Classical Age in India
7.1 The Rise of Buddhism and the Mauryan Age
7.1.1 The Mauryan Age
7.1.2 Buddha and Buddhism
7.2 The Gupta Age
7.2.1 Emergence of the Gupta Empire
7.2.2 Literature, Science, and Art During the Gupta Age

8 Peoples of the Americas
8.1 Origins of American Societies
8.1.1 Early Developments in Mesoamerica
8.1.2 Early Development in the Andes
8.2 Spread of Civilization in Mesoamerica
8.2.1 The Olmecs
8.2.2 Teotihuacán and the Mayas
8.2.3 The Toltecs
8.2.4 The Mayas
8.3 Cultures of South America
8.3.1 The Chavin
8.3.2 The Tiahuanaco

9 The Rise of Islam
9.1 The Arabian World and the Birth of Islam
9.1.1 Pre-Islamic Arabia
9.1.2 The Prophet Muhammad
9.1.3 Islamic Faith and Practice
9.1.4 Islamic Law
9.1.5 Islam, Community, and Ethics
9.2 The Arab Empire of the Umayyads
9.2.1 The Caliphate
9.2.2 The Rise of the Umayyads
9.2.3 The Sunni-Shi’a Split
9.3 From Arab to Islamic Empire: The Early Abbasid Era
9.3.1 Rise of the Abbasids
9.3.2 Abbasid Society and Culture

10 African Civilizations
10.1 African Societies
10.1.1 The Iron Age
10.1.2 The Kingdom of Ghana
10.1.3 Islamic Invasions and Expansion in Africa
10.2 States of the Savanna
10.2.1 Empire of Mali
10.2.2 The Hausa Kingdoms
10.2.3 The Songhay Kingdom
10.3 East Africa and Swahili Culture
10.3.1 East African Societies
10.3.2 Islam vs. Indigenous Religion
10.4 Western and Central Africa
10.4.1 Benin and the Forest Kingdoms
10.4.2 Mwenemutapa

11 Eastern Europe: Byzantium and Orthodox Europe
11.1 The Byzantine Empire
11.1.1 The Eastern Roman Empire and Constantinople
11.1.2 The Byzantines: Religion, Society, and Empire
11.2 Byzantium’s Influence in Eastern Europe
11.2.1 Religion and Language
11.2.2 Culture and Commerce

12 The Rise of Western Europe and the Spread of Civilization
12.1 Emergence of the Middle Ages
12.1.1 The Fall of Rome’s Empire and the Rise of Medieval Europe
12.1.2 Charlemagne and the Carolingian Empire
12.2 Medieval Society and Culture
12.2.1 Feudalism
12.2.2 Manorialism
12.2.3 Society and Social Classes
12.2.4 The Black Death
12.3 The Medieval Church
12.3.1 Early Medieval Monasticism
12.3.2 The Crusades
12.3.3 Heresies and Heretics

13 Final Exam

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Unit 1: Neolithic Revolution and the Birth of Civilization

Civilizations are societies that rely on sedentary agriculture, develop social stratification and economic specialization, and create populations that are sufficient to support urban life. However, such civilizations have only existed for the last 9,000 years—a tiny fraction of the time that the human species has inhabited the earth.

In this unit, we will begin by defining what civilization means and by understanding the early stages of civilization that emerged during the Paleolithic Era (2.5 million years ago). Secondly, we will examine the transition from hunter-gatherer groups to sedentary agricultural communities during the Neolithic Age—one of the first great transformations of human society.

Unit 1 Time Advisory show close

Unit 1 Learning Outcomes show close

1.1 What Is Civilization?

Reading: The Saylor Foundation’s “The Invention and Diffusion of Civilization”
Link: The Saylor Foundation’s “The Invention and Diffusion of Civilization” (PDF).

Instructions: Please read “The Invention and Diffusion of Civilization” in order to get an overview of the emergence of the earliest civilizations.
See a broken link? Please let us know!
Reading: The Saylor Foundation’s “What Is Civilization?”
Link: The Saylor Foundation’s “What Is Civilization?” (PDF).

Instructions: Please read this article to get a sense of the definition of “civilization.” This will be a key term in this unit, and also throughout the course.
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1.2 Origins of Neolithic Man

Reading: The Saylor Foundation’s “The Origin of Civilization”
Link: The Saylor Foundation’s “The Origin of Civilization” (PDF).

Instructions: Please read “The Origin of Civilization. Pay special attention to “The Consequences of Agriculture”
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Web Media: You Tube: “The Neolithic Revolution:” Part I and Part II
Link: You Tube: “The Neolithic Revolution:” Part I and Part II (YouTube)

Instructions: Please watch the entirety of the two videos (approximately 10 minutes each) to get a good overview of the Neolithic Revolution.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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1.3 The Development of the Neolithic Age in Africa, the Americas, Asia, and Europe

Reading: Selections from Jack E. Maxfield’s A Comprehensive Outline of World History
Links: Jack E. Maxfield’s A Comprehensive Outline of World History: Beginning to 8000 B.C., Africa: Beginning to 8000 B.C., The Near East: Beginning to 8000 B.C., Europe: Beginning to 8000 B.C., Central and Northern Asia: Beginning to 8000 B.C., The Indian Subcontinent: Beginning to 8000 B.C., The Far East: Beginning to 8000 B.C., The Pacific: Beginning to 8000 B.C, The Americas: Beginning to 8000 B.C. (HTML, PDF, and EPUB)

Also available in:
Entire Document (PDF)

Instructions: Please read the entirety of each of these links in order to understand how early human societies developed differently on each continent. PDF and EPUB downloads are available at the bottom of each page.

About the Link: This online text was developed by Jack E. Maxfield for use in World History courses and is part of the Community College Open Textbook initiative.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
See a broken link? Please let us know!

1.4 The Development of Early Towns: Jericho and Catal Huyuk

Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 1, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: The Global Experience: “Chapter 1, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This quiz pertains to Chapter 1 of the textbook World Civilizations: The Global Experience, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Reading: UCL Institute of Archaeology: Shahina Farid’s “Çatalhöyük Comes Home”
Link: UCL Institute of Archaeology: Shahina Farid’s “Çatalhöyük Comes Home” (PDF)

Instructions: Please read the entirety of this article to learn about the origin and culture of the Neolithic town of Çatalhöyük in Anatolia (Modern Turkey). Living in towns or cities is one of the key features of “civilization.”

Terms of Use: This resource is licensed under Creative Commons Attribution 3.0 Unported license. It is attributed to Shahina Farid and the original version can be found here.
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
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Unit 2: The Rise of Civilization in the Middle East, Africa, and the Mediterranean

The first mature civilizations of the ancient world, Mesopotamia and Egypt, arose in the Tigris-Euphrates and Nile valleys, respectively. Both were dependent on neighboring river systems, but Mesopotamian civilization and Egyptian civilization differed in significant ways. By 1000 B.C.E., both of these formative civilizations had begun to decline, but they still influenced the development of other smaller civilizations in the Mediterranean littoral.

In this unit, we will examine the emergence of societies in ancient Mesopotamia, Egypt, and the Mediterranean and explore how social patterns and political conflicts shaped their evolution. When examining Mesopotamia, we will focus primarily on the emergence of Sumerian society and the Babylonian Empire, while we will focus on the three most important phases of ancient Egypt—the Old, Middle, and New Kingdoms. We will also discuss the Minoan civilization in the Mediterranean.

Unit 2 Time Advisory show close

Unit 2 Learning Outcomes show close

2.1 Mesopotamia

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Ancient Western Asia and the Civilization of Mesopotamia,” Lecture 2
Link: Dr. Steven Kreis’s The History Guide: “Ancient Western Asia and the Civilization of Mesopotamia” (HTML)

Instructions: Please read the entirety of the website in order to get a sense of Mesopotamia—before civilization as well as at the height of Sumer and the Babylonian Empire.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Reading: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Near East, 3000-1500, B.C.”
Link: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Near East, 3000-1500, B.C.” (PDF)

Instructions: Please read the text in its entirety, but focus on the portion entitled, “Mesopotamia, Proper,” which offers a brief overview of Ancient Mesopotamian History. PDF and EPUB downloads are available at the bottom of the page.

About the Link: This online text was developed by Jack E. Maxfield for use in World History courses, and is now part of the Community College Open Textbook initiative.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
See a broken link? Please let us know!
Reading: Steve Muhlberger’s “General Characteristics of Mesopotamian Civilization”
Link: Nipissing University: Steve Muhlberger’s “General Characteristics of Mesopotamian Civilization” (PDF)

Instructions: Please read the entirety of this lecture for a sense of the origin and prominent features of Mesopotamian culture.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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2.1.1 The Emergence of Sumerian Culture

Web Media: University of Cambridge: Martin West’s reading of The Epic of Gilgamesh, Standard Version, Part of Tablet XI
Link: University of Cambridge: Martin West’s reading of The Epic of Gilgamesh, Standard Version, Part of Tablet XI (Flash)

Instructions: Please listen to the entire recording (3 minutes, 25 seconds) to augment the reading listed above.

About the link: This website, hosted by the University of Cambridge, is devoted to exploring ancient texts with new media.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Reading: Gateways to Babylon’s version of Robert Temple’s The Epic of Gilgamesh
Link: Gateways to Babylon’s version of Robert Temple’s The Epic of Gilgamesh (HTML)

Also available in:
Google Books

Instructions: Please read the entirety of the text, paying close attention to the roles of individual characters—such as Enkidu—and the unique syntax of the epic.

About the link: The Gateways to Babylon website offers primary-source materials relating to ancient Mesopotamia.

Note on the Text: The Epic of Gilgamesh is thought by many scholars to be one of the earliest known works of literature. Originally written on twelve clay tablets, this story centers around the adventures of the mytho-historical figure of Gilgamesh, the King of Uruk, and his friend, Enkidu. The text sheds light on the nature of ancient Babylonian culture and belief systems.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Assessment: The Saylor Foundation’s “Study Questions for the Epic of Gilgamesh”
Link: The Saylor Foundation’s “Study Questions for the Epic of Gilgamesh” (PDF)

Instructions: Please complete the questions in the assessment. You can check your answers against the “Guide to Responding” (PDF).
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2.1.2 The Fall of Sumer and the Rise of the Babylonian Empire

Reading: Livius: Jona Lendering’s “Babylonian Empire”
Link: Livius: Jona Lendering’s “Babylonian Empire” (PDF)

Instructions: Please read the entire webpage for a good overview of the rise and fall of ancient Babylon.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Reading: Fordham University’s Ancient History Sourcebook: Professor Paul Halsall’s version of L.W. King’s translation of “Code of Hammurabi, c. 1780 B.C.E.”
Link: Fordham University’s Ancient History Sourcebook: Professor Paul Halsall’s version of L.W. King’s translation of “Code of Hammurabi, c. 1780 B.C.E.” (HTML)

Also available in:
Google Books

Instructions: Please read the entirety of the Code to understand the importance of the rule of law in ancient Babylonia. Please also scan the “commentary” to get a sense of the historical context of the Code.

About the link: This link, developed by Professor Paul Halsall at Fordham University, contains a translation by L.W. King of Hammurabi’s Code.

Note on the text: Hammurabi’s Code is the oldest known set of written human laws. Hammurabi, king and chief priest of Babylonia from 1792-1750 B.C.E., set out these 282 laws to preserve order and justice while also protecting all strata of Babylonian society, including women and slaves. The Code is most well-known for its “eye for an eye” philosophy of social justice.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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2.2 Ancient Egypt

Reading: Selections from Jack E. Maxfield’s A Comprehensive Outline of World History
Link: Jack E. Maxfield’s A Comprehensive Outline of World History: Africa, 3000-1500 B.C., Africa, 1500-1000, B.C., “Northeast Africa”, Africa, 1000-700, B.C., “Northeast Africa” (PDF, PDF and PDF)

Instructions: Please read the entirety of the articles and sections specified to get a historical overview of the specific phases of ancient Egyptian history that will be discussed in this subunit. PDF and EPUB downloads are available at the bottom of each page.

About the Link: This online text was developed by Jack Maxfield for use in World History courses and is now part of the Community College Open Textbook initiative.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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2.2.1 Egyptian Society and Religion

Reading: University of Pennsylvania: E.A. Wallis Budge’s translation of Papyrus of Ani; Egyptian Book of the Dead
Link: University of Pennsylvania: E.A. Wallis Budge’s translation of Papyrus of Ani; Egyptian Book of the Dead (HTML)

Instructions: Please scan the text in order to get a sense of ancient Egyptians’ perception of the afterlife.

About the link: This website, hosted by the University of Pennsylvania’s African Studies Center, contains the E.A. Wallis Budge translation of the Papyrus of Ani; Egyptian Book of the Dead.

Note on the text: This document, an ancient Egyptian funerary text, describes the Egyptian conception of the afterlife in a collection of hymns, spells, and instructions. It was used to help the deceased pass through obstacles and attain an afterlife of bliss in the Field of Reeds. Commonly written on a papyrus scroll, the Egyptian Book of the Dead highlights the importance of the afterlife in the ancient Egyptian civilization.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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2.2.2 Dynasties in Egypt: the Old, Middle, and New Kingdoms

Reading: College of Charleston: P.A. Piccione’s “Comprehensive List of Egyptian Kings with Chronology”
Link: College of Charleston: P.A. Piccione’s “Comprehensive List of Egyptian Kings with Chronology” (HTML)

Instructions: Please scan the chronology to get a sense of the various dynasties that came to power in ancient Egypt.

About the link: This website was developed by Peter A. Piccione, Associate Professor of ancient near eastern history at the College of Charleston.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Egyptian Civilization”
Link: Dr. Steven Kreis’s The History Guide: “Egyptian Civilization” (HTML)

Instructions: Please read the entirety of the website in order to get a sense of the various kingdoms that rose to power in ancient Egypt.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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2.3 Civilization Centers in Africa and the Eastern Mediterranean

2.3.1 Kush and Axum

Reading: The Saylor Foundation’s “Kush and Axum: Empires of East Africa”
Reading: The Saylor Foundation’s “Kush and Axum: Empires of East Africa”

Link: The Saylor Foundation’s “Kush and Axum: Empires of East Africa” (PDF)

Instructions: Please read “Kush and Axum: Empires of East Africa” in its entirety to get a sense of the kingdoms of Axum and Kush that emerged after the decline of Egypt.
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Reading: Fordham University: Ancient History Sourcebook: Professor Paul Halsall’s selected “Accounts of Meroe, Kush, and Axum c. 430 BCE-550 CE”
Link: Fordham University: Ancient History Sourcebook: Professor Paul Halsall’s selected “Accounts of Meroe, Kush, and Axum c. 430 BCE-550 CE” (HTML)

Instructions: Please read the entire webpage to get a sense of how outsiders such as Herodotus and Strabo described the powerful African kingdoms that emerged at Kush, Axum, and Meroe.

About the link: Professor Paul Halsall has selected portions of important primary source documents in order to shed light on three important ancient civilizations that emerged in northern Africa.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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2.3.2 The Minoans

Reading: The Saylor Foundation's “History of Minoan Crete”
Link: Ancient- The Saylor Foundation’s “History of Minoan Crete” (PDF).

Instructions: Please read this text in its entirety. This reading offers an overview of the history of the Minoan Civilization, one of the most important mercantile civilizations of the Bronze Age.

Terms of Use: This work is licensed under a Creative Commons Attribution 3.0 Unported License
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Reading: Metropolitan Museum of Art: Heilbrunn Timeline of Art History: Colette Hemingway and Sean Hemingway, “Minoan Crete”
Link: Metropolitan Museum of Art: Heilbrunn Timeline of Art History: Colette Hemingway and Sean Hemingway, “Minoan Crete” (HTML)

Instructions: Please read the entire article to get a sense of the material culture of the Minoan world on the Mediterranean island of Crete.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Reading: The Saylor Foundation’s “The Fall of Minoan Civilization”
Link: The Saylor Foundation’s “The Fall of Minoan Civilization” (PDF)

Instructions: Please read the entire article to get a sense of the theory that Minoan civilization declined and eventually disappeared on the island of Crete because of a massive volcanic eruption.
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2.3.3 The Hebrews

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “The Akkadians, Egyptians and the Hebrews”
Link: Dr. Steven Kreis’s The History Guide: “The Akkadians, Egyptians and the Hebrews” (HTML)

Instructions: Please scroll down the webpage and read the section entitled “The Hebrews” to get a sense of the influential Hebrew civilization.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Reading: Jewish Virtual Library: Gerald A. Larue’s “Who Were the Hebrews”
Link: Jewish Virtual Library: Gerald A. Larue’s “Who Were the Hebrews” (HTML)

Instructions: Please read this entire article to learn about the origins of the Hebrews and their culture.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 2, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: The Global Experience: “Chapter 2, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This multiple choice quiz pertains to Chapter 2 of the textbook World Civilizations: the Global Experience, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
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Unit 3: Early Civilizations in South and East Asia

Like the ancient Middle East, civilizations in South and East Asia first developed near great river systems. The Harappan civilization of the Indus River valley developed in the middle of the third millennium B.C.E.—approximately at the same time as the river civilizations of the Middle East. But Harappa was unable to survive natural catastrophes and nomadic incursions and disintegrated as a civilization between 1500 and 1200 B.C.E. In East Asia, however, the Shang civilization served as the foundation of a new and unified civilization—the Zhou dynasty—that endured for millennia.
In this unit, we will examine the emergence and decline of these important early civilizations in Asia.

Unit 3 Time Advisory show close

Unit 3 Learning Outcomes show close

3.1 The Indus River Valley

Reading: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Indian Subcontinent, 3000-1500 B.C.” and “The Indian Subcontinent, 1500-1000 B.C.”
Link: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Indian Subcontinent, 3000-1500 B.C.”, “The Indian Subcontinent, 1500-1000 B.C.” (PDF)

Instructions: Please read the entirety of the articles and sections specified in order to get a sense of both the Harappan and Aryan cultures that developed on the Indian subcontinent. PDF and EPUB downloads are available at the bottom of the page.

About the Link: This online text was developed by Jack E. Maxfield for use in World History courses and is now part of the Community College Open Textbook initiative.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
See a broken link? Please let us know!
Reading: The Saylor Foundation’s “Indus Valley Civilization”
Link: The Saylor Foundation’s “Indus Valley Civilization” (PDF).

Instructions: Please read the entirety of “Indus Valley Civilization” to get a sense of the earliest settlements and cities of the Indus River Valley.
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Reading: California State University-Chico: Chad Greenwood’s “Economics of the Indus Valley Civilization”
Link: California State University-Chico: Chad Greenwood’s “Economics of the Indus Valley Civilization” (HTML)

Instructions: Please read the entire webpage to get a good overview of the economy of the ancient Indus Valley civilization.

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3.1.1 New Civilization in the Indus Valley: Harappa

Reading: The World History Project: Professor R. A. Guisepi’s “The Indus Valley and the Genesis of South Asian Civilization”
Link: The World History Project: Professor R. A. Guisepi’s “The Indus Valley and the Genesis of South Asian Civilization” (HTML)

Instructions: Please read the entire article to get a sense of the sophisticated Harappan culture.

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3.1.2 Aryan Society and Religion

Reading: The Saylor Foundation’s “Aryan Society and Religion”
Link: The Saylor Foundation’s “Aryan Society and Religion” (PDF)

Instructions: Please read the entirety of the above linked page.
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3.2 Early Chinese Civilization

Reading: University of North Carolina-Pembroke: Robert W. Brown’s “Lecture Notes: Early Indian and Chinese Civilizations”
Link: University of North Carolina-Pembroke: Robert W. Brown’s “Lecture Notes: Early Indian and Chinese Civilizations” (HTML)

Instructions: Please scroll down on the webpage to the section entitled “Early Chinese Civilization.” Read the entirety of this entry to get a good overview of the important features of early Chinese civilization.

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Reading: The Saylor Foundation’s “Ancient China”
Link: The Saylor Foundation’s “Ancient China” (PDF).

Instructions: Please “Ancient China” to get a sense of the material culture of Neolithic, Shang, and Zhou China.
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Reading: The Saylor Foundation’s “The Ancient Dynasties: China’s Prehistory”
Link: The Saylor Foundation’s “The Ancient Dynasties: China’s Prehistory” (PDF).

Instructions: Please read “The Ancient Dynasties” for a overview of the earliest Chinese civilizations: the Yellow River cultures, the Shang, and the Zhou.
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3.2.1 Shang Society and Culture

Reading: Stanford Program on International and Cross-cultural Education: Selena Lai and Waka Takahashi Brown, “The Shang Dynasty, 1600-1050 BCE”
Link: Stanford Program on International and Cross-cultural Education: Selena Lai and Waka Takahashi Brown, “The Shang Dynasty, 1600-1050 BCE (HTML and PDF)

Instructions: Please read the entire webpage for a good overview of Shang culture, economy, and society.

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Reading: The Saylor Foundation’s “Shang Society and Shang Culture”
Link: The Saylor Foundation’s “Shang Society and Shang Culture” (PDF).

Instructions: Please read “Shang Society and Shang Culture” about the unique characteristics of the Shang civilization in early China.
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3.2.2 Zhou (Chou) Feudalism and Cultural Change

Reading: The Saylor Foundation’s “The Zhou Dynasty”
Link: The Saylor Foundation’s “The Zhou Dynasty” (PDF).

Instructions: Please read “The Zhou Dynasty” for an overview of the history of the Zhou dynasty. Pay special attention to the reasons why this Eastern Zhou period is described as the “shaping period” of Chinese culture.
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Assessment: Pearson Education’s World Civilizations: The Global Experience, “Chapter 3, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: The Global Experience, “Chapter 3, Multiple Choice Quiz” (HTML)

Instructions: Please click on the Multiple Choice tab, take the assigned quiz and submit it for grading.

About the link: This quiz tests knowledge from Chapter 3 of this textbook, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

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Unit 4: The Warring States Period and the Classical Age in China

The breakdown of the Zhou Empire, in the third century B.C.E., permitted the establishment of many small kingdoms ruled by former vassals and incursions of nomadic peoples who lived on the Chinese border. This period of internal warfare—called the “Warring States Period”—stimulated intellectual ferment and the formulation of new conceptions of political and social organization. The creation of the brief Qin Empire in 221 B.C.E. seemed to promise a return to political order. Qin tyranny, however, produced resistance and the collapse of the dynasty in 207 B.C.E. The Han dynasty (which replaced the Qin dynasty) ruled for nearly four centuries, and political unity was achieved through the creation of a large civil bureaucracy.

In this unit, we will examine how political and social disorder later resulted in consolidation and the emergence of a distinct Chinese state—a far different polity than the fragmentation and chronic instability that characterized the Zhou.

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4.1 The Emergence of New Philosophies in China

Reading: Columbia University: Asia for Educators, “Sanjiao: The Three Teachings”
Link: Columbia University: Asia for Educators, “Sanjiao: The Three Teachings” (HTML)

Instructions: Please read this short article to get a sense of how the “three teachings”—Buddhism, Taoism, and Confucianism—were perceived in classical China.

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Reading: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Far East”
Link: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Far East, 600-501 B.C.,” “The Far East, 400-301 B.C.” (PDF)

Instructions: Please read the entirety of both articles in order to get a sense of the characteristics of the later Zhou (Chou) culture. PDF and EPUB downloads are available at the bottom of each page.

About the Link: This online text was developed by Jack E. Maxfield for use in World History courses and is now part of the Community College Open Textbook initiative.

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4.1.1 Confucius and Confucianism

Reading: Columbia University: Asia for Educators, “Confucius and the ‘Confucian Tradition’”
Link: Columbia University: Asia for Educators, “Confucius and ‘Confucian Tradition’” (HTML)

Instructions: Please read the entire webpage to get a sense for the teachings of Confucius as well as general understanding of how the classical Chinese state embraced these principles.

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Reading: Stanford Encyclopedia of Philosophy: Jeffrey Riegel’s “Confucius”
Link: Stanford Encyclopedia of Philosophy: Jeffrey Riegel’s “Confucius” (HTML)

Instructions: Please read the entire article to understand the life, thought, and times of Confucius.

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Reading: City University of New York-Brooklyn College: Professor Paul Halsall’s selections from Confucius’s The Analects
Link: City University of New York-Brooklyn College: Professor Paul Halsall’s excerpts from Confucius’s The Analects (HTML)

Instructions: Please read all of the selections given in order to get a sense of the main tenets of Confucian philosophy.

About the Link: This website was designed by Professor Paul Halsall and is hosted by CUNY-Brooklyn College.

Note on the text: This document describes the teachings and philosophy of Confucius, the Chinese social thinker who lived during the Han dynasty. His Analects, centered on the basic Confucian tenets of propriety, righteousness, loyalty, and filial piety, had an enormous impact on Chinese philosophy and moral values.

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4.1.2 Lao-tzu and Taoism

Reading: Stanford Encyclopedia of Philosophy: Chad Hansen’s “Taoism”
Link: Stanford Encyclopedia of Philosophy: Chad Hansen’s “Taoism”

Instructions: Please read the entire article to get a sense of Taoist philosophy in China.

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Reading: Columbia University: Asia for Educators, “Defining ‘Daoism’: A Complex History”
Link: Columbia University: Asia for Educators, “Defining ‘Daoism’: A Complex History” (HTML)

Instructions: Please read the entire webpage in order to get a sense of the origins and main tenets of Daoist philosophy.

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4.1.3 Buddhism in China

Reading: Columbia University: Asia for Educators, “Buddhism: The ‘Imported’ Tradition”
Link: Columbia University: Asia for Educators, “Buddhism: The ‘Imported’ Tradition” (HTML)

Instructions: Please read the entire webpage to get a sense of the main tenets of Buddhism, its origins in India, and its role in Chinese history.

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4.2 The Qin

Reading: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Far East, 300-201 B.C.”
Link: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Far East, 300-201 B.C.” (PDF)

Instructions: Please read the entirety of the article in order to get sense of the characteristics of the Qin dynasty. This material will cover the subunits below. PDF and EPUB downloads are available at the bottom of the page.

About the Link: This online text was developed by Jack E. Maxfield for use in World History courses and is now part of the Community College Open Textbook initiative.

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Reading: The Saylor Foundation’s “The Qin Dynasty”
Link: The Saylor Foundation’s “The Qin Dynasty” (PDF).

Instructions: Please read “The Qin Dynasty” for an overview of the history of the Qin dynasty. Pay special attention to how the Qin transformed China by uniting the Warring States into an empire.
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4.2.1 The Warring States Period

4.2.2 Qin Reforms and Bureaucracy

4.2.3 “The First Exalted Emperor”

4.3 The Han Dynasty and China’s Classical Age

Reading: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Far East, 200-101 B.C.” and “The Far East, 100-0 B.C.”
Link: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Far East, 200-101 B.C.,” “The Far East, 100-0 B.C.” (PDF)

Instructions: Please read the entirety of both articles in order to get a sense of the rise of the powerful Han Empire. PDF and EPUB downloads are available at the bottom of the page.

About the Link: This online text was developed by Jack E. Maxfield for use in World History courses and is now part of the Community College Open Textbook initiative.

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Reading: The Saylor Foundation’s “The Han Dynasty”
Link: The Saylor Foundation’s “The Han Dynasty” (PDF).

Instructions: Please read “The Han Dynasty” for an overview of the history of the Han dynasty. Pay special attention to the similarities and differences between the Qin and the Han rule.
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Web Media: Harvard University: Professor Peter Bol’s “State and Society in Western and Eastern Han”
Link: Harvard University: Professor Peter Bol’s “State and Society in Western and Eastern Han” (Adobe Flash)

Instructions: Please scroll down to lecture 8, and click on the hyperlink based on your Internet connection to launch the video. Watch the entire video lecture (51:38 minutes), which builds upon the information found in the previous resource and provides an in-depth look at life in Han China, with many valuable insights on social relations, popular customs, and economic affairs.

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4.3.1 Imperial Control and Han Expansion

4.3.2 Society and Culture

4.3.3 The Later Han and Imperial Collapse

Reading: Reading: The Saylor Foundation’s “China: The Imperial Era”
Link: The Saylor Foundation’s “China: The Imperial Era” (PDF).

Instructions: Please read “China: the Imperial Era” in its entirety to get a sense of the various stages and aspects of the Han dynasty.
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Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 4, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: “Chapter 4, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This multiple choice quiz assesses information from Chapter 4 of the textbook, published by Pearson Education, who offers free use of its student and teacher resources for World History courses.

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Unit 5: Classical Greece and the Hellenistic World

Classical Greek civilization was one of the most influential civilizations to emerge in the ancient world. The Greeks’ conception of government—particularly democracy—as well as philosophy, art, and military strategy had a profound effect upon both ancient and modern history. This sophisticated society had its roots in the Greek Dark Ages—also known as Archaic Greece—a period that was characterized by the proliferation of tiny political units—known as “city-states” or “poleis”—ruled by kings. The classical period of Greece, however, was dominated by two powerful city-states—Athens and Sparta. In this unit, we will focus on Athens and Sparta—their military conflicts, artistic accomplishments, and cultural achievements—as well as the advent of the Hellenistic Age.

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5.1 Rise of Classical Greece

Reading: Selections from Jack E. Maxfield’s A Comprehensive Outline of World History: “Europe: Greece”
Link: Jack E. Maxfield’s A Comprehensive Outline of World History: “Europe: Greece”: “Europe, 700-601 B.C., 'Greece,'” “Europe, 600-501 B.C., 'Greece',” “Europe, 500-401 B.C., “Greece”” (PDF)

Instructions: Please read the entirety of all three sections in order to get a general sense of the ancient Greek world. PDF and EPUB downloads are available at the bottom of the page.

About the Link: This online text was developed by Jack Maxfield for use in World History courses and is now part of the Community College Open Textbook initiative.

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Web Media: Yale University: Professor Donald Kagan’s “Introduction to Ancient Greek History”
Link: Yale University: Professor Donald Kagan’s “Introduction to Ancient Greek History”

Available in:
iTunes U

Instructions: Please listen to or watch the entirety of Class Session 1—“Introduction.” You may choose to download the video (using QuickTime Player) or download the audio format using an MP3 player. This session will give you an excellent introduction to the world of ancient Greece from a world-renowned scholar.

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Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Classical Greece, 500-323 B.C.,” Lecture 7
Link: Dr. Steven Kreis’s The History Guide: “Classical Greece” (HTML)

Instructions: Please read the entirety of the website in order to get a sense of the volatile period known as the “classical age” in Greece.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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5.1.1 The Greek Renaissance

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History”: “Homer and the Greek Renaissance, 900-600 B.C.,” Lecture 5
Link: Dr. Steven Kreis’s The History Guide: “Homer and the Greek Renaissance” (HTML)

Instructions: Please read the entirety of the website in order to get a sense of the historical context of Homer and his writings.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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Reading: MIT’s The Internet Classics Archive: Samuel Butler’s 1898 translation of Homer’s The Iliad
Link: MIT’s The Internet Classics Archive: Samuel Butler’s 1898 translation of Homer’s The Iliad (HTML)

Instructions: Read the assigned text alongside CUNY-Brooklyn College: Robert Dunkle’s “Iliad Study Guide.” (HTML)

About the link: This website, developed by MIT, hosts numerous primary-source documents, including this classic translation of Homer’s Iliad by Samuel Butler.

Note on the text: Written in about 800 B.C.E., Homer’s Iliad is an epic poem set during the Trojan War. It centers on the conflicts between King Agamemnon and the warrior Achilles. The political backdrop of the 15,700-line poem is the ten-year siege of the Trojan city of Ilium by a coalition of Greek states.

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5.1.2 The City-State

5.1.3 Athens

5.1.4 Sparta

5.1.5 Wars and Expansion

Reading: Ancient-Greece: Dr. Thomas Sakoulas’s “Classical Greece”
Link: Ancient-Greece: Dr. Thomas Sakoulas’s “Classical Greece” (HTML)

Instructions: Please read this text in its entirety. This reading offers an overview of the turbulent and militaristic world of classical Greece. Dr. Thomas Sakoulas is an Associate Professor at the State University of New York.

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5.1.6 Philosophy

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Greek Thought: Socrates, Plato, and Aristotle,” Lecture 8
Link: Dr. Steven Kreis’s The History Guide: “Greek Thought: Socrates, Plato, and Aristotle” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense for the main ideas of the most influential philosophers in ancient Greece.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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5.2 The Hellenistic Period

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “From Polis to Cosmopolis: Alexander the Great and the Hellenistic World, 323-30 B.C.,” Lecture 9
Link: Dr. Steven Kreis’s The History Guide: “From Polis to Cosmopolis: Alexander the Great and the Hellenistic World” (HTML)

Instructions: Please read the entirety of the website in order to get a sense of the vast empire created by Alexander the Great in the Mediterranean and in Asia.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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Reading: Jack E. Maxfield’s A Comprehensive Outline of World History: "Europe: 400-301 B.C.”: “Greece” and “Upper Balkans”
Link: Jack E. Maxfield’s A Comprehensive Outline of World History: "Europe: 400-301 B.C.": “Greece” and “Upper Balkans” (HTML, PDF, and EPUB)

Instructions: Please read the entirety of all three sections in order to get a sense of the demise of ancient Greece and the rise of Macedonia. PDF and EPUB downloads are available at the bottom of the page.

About the Link: This online text was developed by Jack E. Maxfield for use in World History courses and is now part of the Community College Open Textbook initiative.

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5.2.1 Macedonian Conquest

Reading: The Metropolitan Museum of Art’s “Heilbrunn Timeline of Art History:” Colette Hemingway and Seán Hemingway’s “The Rise of Macedonia and the Conquests of Alexander the Great”
Link: The Metropolitan Museum of Art’s “Heilbrunn Timeline of Art History:” Colette Hemingway and Seán Hemingway’s “The Rise of Macedonia and the Conquests of Alexander the Great” (HTML)

Instructions: This reading covers subunits 5.2.2 and 5.2.3. Please read the entire webpage, including any embedded hyperlinks, to get a sense of the rise and expansion of the Hellenistic world. Also, click on “View Slideshow” at the top of the webpage to view thumbnails and descriptions of the art.

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5.2.2 Philip II and Alexander the Great

Note: This topic is covered by the reading assigned beneath subunit 5.2.1. Focus specifically on the first paragraph and the beginning of the second paragraph.

5.2.3 The Breakdown of Alexander’s Empire

Note: This topic is covered by the reading assigned beneath subunit 5.2.1. Focus specifically on the final lines of the second paragraph (make sure to click on the embedded link, “Hellenistic period”), and read the first four paragraphs.

5.3 Greek and Hellenistic Culture

Reading: American Historical Association: Stanley M. Burstein’s “The Hellenistic Period in World History”
Link: American Historical Association: Stanley M. Burstein’s “The Hellenistic Period in World History” (HTML)

Instructions: Please scroll down to the section entitled “Culture in the Hellenistic Period.” Please read the entirety of this section to get a wonderfully comprehensive overview of the major characteristics of Hellenistic society. This reading will cover the subunits below.

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5.3.1 Economic and Social Structure

5.3.2 Rural Life and Agriculture

5.3.3 Slavery and Production

5.3.4 Men and Women in Society

5.3.5 Philosophy and Science

Reading: The History Guide: Benjamin Jowett translation of Plato's "The Allegory of the Cave"
Link: The History Guide: Benjamin Jowett translation of Plato’s The Allegory of the Cave (PDF)

Instructions: Please read this text in its entirety. The Allegory of the Cave describes four stages through which a person has to pass to get a proper education. Please, try to answer the following two questions: What do shadows and the sun stand for? And what exactly do you think getting out of the cave symbolizes?

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Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Greek Thought: Socrates, Plato, and Aristotle,” Lecture 8
Link: Dr. Steven Kreis’s The History Guide: “Greek Thought: Socrates, Plato, and Aristotle” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of the main ideas of the most influential philosophers in ancient Greece.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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Assessment: Pearson Education’s World Civilizations: the Global Experience: “Chapter 5, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: “Chapter 5, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This quiz assesses information from Chapter 5 of the textbook, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

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Assessment: The Saylor Foundation’s “Study Questions for Plato’s Allegory of the Cave”
Link: The Saylor Foundation’s “Study Questions for Plato’s Allegory of the Cave” (PDF)

Instructions: Please complete the study questions. You can compare your answers to the “Guide to Responding” (PDF)
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Unit 6: The Roman Kingdom, Republic, and Empire

Ancient Rome was characterized by three distinct periods—the Roman Kingdom (from the eight to the sixth century B.C.E.), the Roman Republic (from the sixth to the first century B.C.E.), and the Roman Empire (from the first century B.C.E. to the fifth century A.D. for the Western Roman Empire and to the fifteenth century in the Eastern Roman Empire). How Rome evolved from a monarchy to an oligarchic republic and then to an autocratic empire will be the subject of this unit. During these three phases, innovative ideas about government, law, art, philosophy, and architecture became prominent facets of Roman society—and remain relevant in modern times. However, many of these new ideas emerged during periods of political instability and continuous warfare. In this unit, we will study the creation of republican Rome and the rise of the Roman Empire, while also paying special attention to the violent and volatile nature of this ancient polity. We will also examine the major features of Roman society and culture.

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6.1 The Roman Kingdom and the Rise of the Roman Republic

Reading: ForumRomanum’s version of William C. Morey’s Outlines of Roman History: “Chapters I-XXII”
Link: ForumRomanum’s version of William C. Morey’s “Outlines of Roman History: “Chapters I-XXII” (HTML)

Instructions: Please read William C. Morey’s Outlines of Roman History: “Chapters I-XXII” in order to get a sense of the Roman Kingdom as well as the subsequent rise, expansion, and fall of the Roman Republic.

About the link: This website, which contains texts relating to the history of ancient Rome, is maintained by David Camden of Harvard University.

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6.1.1 Etruscan Culture and Early Rome

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Early Roman Civilization, 753-509 B.C.,” Lecture 10
Link: Dr. Steven Kreis’s The History Guide: “Early Roman Civilization” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of the downfall of the Etruscans and the emergence of early Rome.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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Reading: University of Colorado: History Department’s “Etruscan Civilization”
Link: University of Colorado: History Department’s “Etruscan Civilization” (HTML)

Instructions: Please read this article in its entirety to get an understanding of the Etruscan civilization.

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6.1.2 The Roman Republic

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Republican Rome, 509-31 B.C.,” Lecture 11
Link: Dr. Steven Kreis’s The History Guide: “Republican Rome” (HTML)

Instructions: Please read the whole lecture in order to get a sense of the nature of the Roman Republic.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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Web Media: Parkland College: Professor Scott Thomason History 101: History of Western Civilization: Lecture 6: The Roman Republic
Link: Parkland College: Professor Scott Thomason History 101: History of Western Civilization: Lecture 6: The Roman Republic (iTunes U)

Instructions: Please listen to Professor Scott Thomason’s entire 43 minute lecture to get a sense of the emergence of the Roman Republic.

About the link: This website hosts free lectures from the nation’s top universities in a wide array of academic subjects.

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6.2 Roman Culture and Society

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “A Brief Social History of the Roman Empire,” Lecture 13
Link: Dr. Steven Kreis’s The History Guide: “A Brief Social History of the Roman Empire” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of Roman economy and society.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate courses.

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6.2.1 Roman Art

6.2.2 Slavery

6.2.3 Economic Structure

6.2.4 Roman Literature

Reading: MIT: Sir Samuel Garth, John Dryden, et. al.’s Translation of Ovid’s The Metamorphoses
Link: MIT: Sir Samuel Garth, John Dryden, et. al.’s Translation of Ovid’s The Metamorphoses (HTML)

Also available in:
Full Text (HTML)

Instructions: Click on the hyperlink “Book the First” and read this entire text, using Professor Al Drake’s (UC-Irvine) Study Guide (HTML). Please, feel free to read other books in The Metamorphoses.

About the link: The MIT Classics department maintains this website of primary-source materials relating to the classical world.

Note on the text: The Roman poet, Ovid, wrote The Metamorphoses during the Augustan Age of imperial Rome. The Metamorphoses is a narrative poem consisting of fifteen books detailing the creation and history of the world. Ovid’s tale of mythology was widely read in his own time and would later influence many medieval and Renaissance poets, including Geoffrey Chaucer and William Shakespeare.

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Assessment: The Saylor Foundation’s “Study Questions for Ovid’s Metamorphoses”
Link: The Saylor Foundation’s “Study Questions for Ovid’s Metamorphoses” (PDF)

Instructions: Please complete the study questions. You can compare your answers to the “Guide to Responding” (PDF)
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6.3 The Roman Empire

Reading: ForumRomanum’s version of William C. Morey’s Outlines of Roman History: “Chapters XXIII-XXIX”
Link: ForumRomanum’s version of William C. Morey’s Outlines of Roman History: “Chapters XXIII-XXIX” (HTML)

Instructions: Please read Chapters XXIII-XXIX in order to get a sense of the creation and demise of the Roman Empire.

About the link: This website, which contains texts relating to the history of ancient Rome, is maintained by David Camden of Harvard University.

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Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Augustus Caesar and the Pax Romana,” Lecture 12
Link: Dr. Steven Kreis’s The History Guide: “Augustus Caesar and the Pax Romana” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of the development of the Roman Empire, the rise of Augustus Caesar, and the crises of post-Augustan Rome.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “The Decline and Fall of Rome,” Lecture 14
Link: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “The Decline and Fall of Rome” (HTML)

Instructions: Please read the entirety of the lecture, which analyzes the many theories that scholars have posited to explain the collapse of ancient Rome.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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6.3.1 From Republic to Empire

6.3.2 Augustus Caesar and the Pax Romana

6.3.3 The Post-Augustan Age

6.3.4 The Decline and Fall of the Empire

6.4 Emergence of Christianity

6.4.1 The Rise of Christianity

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Christianity as a Cultural Revolution,” Lecture 15
Link: Dr. Steven Kreis’s The History Guide: “Christianity as a Cultural Revolution” (HTML)

Instructions: Please read the whole lecture, which discusses the role of early Christianity in the Roman Empire.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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6.4.2 Christianity and the Roman Empire

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Lecture 15: Christianity as a Cultural Revolution”
Link: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Lecture 15: Christianity as a Cultural Revolution” (HTML)

Instructions: Please read this text in its entirety. Remember to pay special attention to how Christianity “revolutionized” the Roman Empire.

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Reading: Saylor Foundation’s “Christianity and the Roman Empire”
Link: The Saylor Foundation’s “Christianity and the Roman Empire” (PDF).

Instructions: Please read the entire article in order to get a sense of the reasons behind the Romans’ persecution of Christians
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Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 7, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: The Global Experience: “Chapter 7, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This quiz pertains to Chapter 7 in the textbook World Civilizations: The Global Experience, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

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Unit 7: The Classical Age in India

New kingdoms rose to power in Ganges River valley by 500 B.C.E. Urbanization emerged in the capitals of these kingdoms and near major religious temples. But by the sixth century B.C.E., religious thinkers were beginning to challenge the rituals on which the Brahman elite—Vedic priests—depended. The most important of these thinkers, the Buddha, created a new religion that would have world-wide significance. Moreover, the rivalry between Buddhism and Vedic religion, later known as Hinduism, shaped the nature of Indian culture for many centuries. But out of this turmoil India entered a “Golden Age” under the rule of the Gupta dynasty. During this era, new and sophisticated ideas about literature, art, and science became fixtures of Gupta society.
In this unit, we will see that classical India during this period was defined by political disunity and religious conflict broken only briefly by unification under the Guptas.

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7.1 The Rise of Buddhism and the Mauryan Age

7.1.1 The Mauryan Age

Reading: The Metropolitan Museum of Art: Heilbrunn Timeline of Art History: Department of Asian Art’s “Mauryan Empire (ca. 323-185 B.C.)”
Link: The Metropolitan Museum of Art: Heilbrunn Timeline of Art History: Department of Asian Art’s “Mauryan Empire (ca. 323-185 B.C.)” (HTML)

Instructions: Please read this text in its entirety to better understand the causes, main events, and consequences of the rise and fall of the Mauryan Empire in India.

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Reading: California State University-Chico: Kevin Wold’s “The Life of Ashoka Mauryan”
Link: California State University-Chico: Kevin Wold’s “The Life of Ashoka Mauryan” (HTML)

Instructions: Please read the entire webpage for an overview of the imperial rule of Ashoka.

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Reading: Livius: Jona Lendering’s “Maurya Dynasty”
Link: Livius: Jona Lendering’s “Maurya Dynasty” (HTML)

Instructions: Please read the entire article to get a sense of the Mauryan dynasty—from Alexander the Great’s presence in the Indus Valley to the rise of Ashoka.

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7.1.2 Buddha and Buddhism

Reading: Stanford Encyclopedia of Philosophy: Charles Goodman’s “Ethics in Indian and Tibetan Buddhism”
Link: Stanford Encyclopedia of Philosophy: Charles Goodman’s “Ethics in Indian and Tibetan Buddhism” (HTML)

Instructions: Please read the entire article to learn about Buddhist philosophy.

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Reading: Metropolitan Museum of Art: Heilbrunn Timeline of Art History: Kathryn Selig Brown’s “Life of the Buddha”
Link: Metropolitan Museum of Art: Heilbrunn Timeline of Art History: Kathryn Selig Brown’s “Life of the Buddha” (HTML)

Instructions: Please read the article in order to get a sense of the traditional “story of Buddha.” Then view the slideshow by clicking on the images above the article.

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7.2 The Gupta Age

7.2.1 Emergence of the Gupta Empire

Reading: Independence Hall Association’s “Ancient Civilizations:” “The Gupta Period of India”
Link: Independence Hall Association’s “Ancient Civilizations: “The Gupta Period of India” (HTML)

Instructions: Please read this entire webpage in order to get an overview of the rise and fall of the Guptas in India.

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Reading: The Saylor Foundation’s “The Gupta Empire: An Indian Golden Age”
The Saylor Foundation’s “The Gupta Empire: An Indian Golden Age” (PDF).

Instructions: Please read “The Gupta Empire” to get an overview of the rise and fall of the Guptas in India.
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7.2.2 Literature, Science, and Art During the Gupta Age

Reading: University of Connecticut: Azfar Hussain’s translation of K?lid?sa’s “The Recognition of Sakuntala”
Link: Universityof Connecticut: Azfar Hussain’s translation of K?lid?sa’s “The Recognition of Sakuntala” (HTML)

Instructions: Read the introduction as well as the whole text of The Recognition of Sakuntala, also known as Abhijñ?na??kuntalam, paying special attention to themes, language, and the intended audience of the play.

Note on the text: Most scholars regard K?lid?sa as the foremost poet and dramatist in the Sanskrit language. In this play, which translates roughly as “Of Sakuntala Recognized by a Token,” K?lid?sa tells the story of King Dushuntya, who meets and marries Sakuntala, the adopted daughter of a sage. The tale reflects many of the ideas prevalent in Gupta culture.

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Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 6, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: The Global Experience: “Chapter 6, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This multiple choice quiz assesses information in Chapter 6 of the textbook, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

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Unit 8: Peoples of the Americas

Civilizations in the Americas emerged separately from other major civilizations in the world. The indigenous people of the Americas are believed to have been immigrants from Asia, who crossed over to America during the Ice Age, approximately 20,000 years ago. These new immigrants quickly spread throughout the Americas, in small and culturally distinct groups. The development of agriculture in the Americas five thousand years ago led to the flourish of new culturally advanced societies and innovations. Pre-Columbian American civilizations, such as the Mayas, Aztecs, Incas, and Olmecs were socially stratified and technologically advanced.

In this unit, we will see that civilizations developed in two main regions of the Americas: Mesoamerica and the Peruvian highlands. In fact, we will see that the entire area that stretched from central Mexico to Chile formed a continuous chain of developing civilizations.

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8.1 Origins of American Societies

Reading: Selections from Jack E. Maxfield’s A Comprehensive Outline of World History: “The Americas”
Link: Jack E. Maxfield’s A Comprehensive Outline of World History: “The Americas” “America: Beginning to 8000 B.C.”, “America: 8000 to 5000 B.C.”, “America: 5000 to 3000 B.C.”, “America: 3000 to 1500 B.C.” (PDF)

Instructions: Please read the entirety of all four sections in order to get a sense of the evolution and character of the early native tribes of the Americas. PDF and EPUB downloads are available at the bottom of the page.

About the Link: This online text was developed by Jack E. Maxfield for use in World History courses and is now part of the Community College Open Textbook initiative.

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Reading: History World’s “History of Mesoamerican Civilization”
Link: History World’s “History of Mesoamerican Civilization” (HTML)

Instructions: Please read this entire two-page article for an overview of the earliest civilizations that emerged in Mesoamerica.

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8.1.1 Early Developments in Mesoamerica

8.1.2 Early Development in the Andes

Reading: Sam Houston State University: William H. Prescott’s “View of the Civilization of the Incas”
Links: Sam Houston State University: William H. Prescott’s “View of the Civilization of the Incas” (HTML)

Instructions: Please read this page in its entirety for an overview of the early civilizations in the Andes.

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8.2 Spread of Civilization in Mesoamerica

Reading: Connexions: Jack E. Maxfield’s “A Comprehensive Outline of World History: America: 5000 – 3000 BC”
Link: Connexions: Jack E. Maxfield’s “A Comprehensive Outline of World History: America: 5000 – 3000 BC” (PDF)

Instructions: Please read these select sections of Jack E. Maxfield’s text to learn about the introduction of agriculture to these areas.

Terms of Use: This resource is licensed under a Creative Commons Attribution 2.0 Generic license. It is attributed to Jack E. Maxfield and the original version can be found here.
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8.2.1 The Olmecs

Reading: Connexions: Jack E. Maxfield’s “A Comprehensive Outline of World History: America: 1500 – 1000 BC”
Link: Connexions: Jack E. Maxfield’s “A Comprehensive Outline of World History: America: 1500 – 1000 BC” (PDF)

nstructions: Please read this select section to learn about the ancient Olmecs.

Terms of Use: This resource is licensed under a Creative Commons Attribution 2.0 Generic license. It is attributed to Jack E. Maxfield and the original version can be found here.
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8.2.2 Teotihuacán and the Mayas

Reading: Jack E. Maxfield’s “The Rise and Fall of the Civilizations of Teotihuacán and the Mayas”
Link: Jack E. Maxfield’s “The Rise and Fall of the Civilizations of Teotihuacán and the Mayas” (PDF)

Instructions: Read this article which will chronicle the rise and fall of the civilizations of Teotihuacán and the Mayas.

Terms of Use: This resource was adopted from Jack E. Maxfield’s “A Comprehensive Outline of World History,” originally published by Connexions. It is licensed under a Creative Commons Attribution 2.0 Generic license and the original version can be found here.
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8.2.3 The Toltecs

Reading: Dartmouth College: Professor Vincent H. Malmström’s “Chapter 10: Dawn in the Desert: The Rise of the Toltecs”
Link: Dartmouth College: Professor Vincent H. Malmström’s “Chapter 10: Dawn in the Desert: The Rise of the Toltecs” (HTML)

Instructions: Please read this text in its entirety in order to get an understanding of the Toltecs, the cultural predecessors of the Aztecs.

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Reading: The Saylor Foundation’s “The Toltecs”
Link: The Saylor Foundation’s “The Toltecs” (PDF)

Instructions: Please read the entirety of the above linked page.
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8.2.4 The Mayas

Note: This topic is covered by the reading assigned beneath subunit 8.2. Focus specifically on the fifth paragraph.

8.3 Cultures of South America

8.3.1 The Chavin

Reading: James Q. Jacobs’s “Understanding Chavin and the Origins of Andean Civilization”
Link: James Q. Jacobs’s Understanding Chavin and the Origins of Andean Civilization (HTML)

Instructions: Please read the entire article, which questions scholars’ traditional interpretation of Chavin culture.

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8.3.2 The Tiahuanaco

Reading: The Saylor Foundation’s “The Tiahuanaco Culture”
Link: The Saylor Foundation’s “The Tiahuanaco Culture” (PDF)

Instructions: Please read the entirety of the above linked page.
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Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 8, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: “Chapter 8, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This quiz assesses Chapter 8 of the textbook, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

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Unit 9: The Rise of Islam

From its point of origin in Arabia, Islam developed into a global civilization that eventually encompassed large portions of the Middle East, Asia, Africa, and Europe. Based upon the teachings of the prophet Mohammad, the Islamic religion was based upon several universal principles—a feature that attracted diverse ethnic groups to the faith. Although initially shunned by the nomadic Berber tribes in Arabia, Islam was eventually accepted in the Middle East; it served as the core of several Islamic empires, including the powerful Umayyads and Abbasids. However, despite the purported religious homogeneity of Islam, the Umayyad and Abbasid dynasties were punctuated by religious discord and political conflicts.

In this unit, we will examine the main tenets of Islam and consider why so many diverse people adopted the faith. We will also study the rise and fall of the Umayyad and Abbasid empires and examine the reasons behind the only major schism in Islam—the Sunni-Shi’a split.

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9.1 The Arabian World and the Birth of Islam

Reading: The Saylor Foundation’s “The Birth of Islamic Civilization”
Link: The Saylor Foundation’s “The Birth of Islamic Civilization” (PDF).

Introduction: This reading covers subunits 9.1.1 and 9.1.2. Please read the entirety of this article in order to get a sense of the historical context of the emergence of the Islamic faith.
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Reading: Sam Houston State University: Dana Carleton Munro’s “Islam and Islamic Civilization”
Link: Sam Houston State University: Dana Carleton Munro’s “Islam and Islamic Civilization” (HTML)

Instructions: Please read the entire webpage for a historical and theological overview of Islamic civilization.

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Reading: Reading: The Metropolitan Museum of Art’s “Heilbrunn Timeline of Art History:” Suzan Yalman’s “The Birth of Islam”
Link: The Metropolitan Museum of Art’s “Heilbrunn Timeline of Art History:” Suzan Yalman’s “The Birth of Islam” (HTML)

Introduction: This reading covers subunits 9.1.1 and 9.1.2. Please read the entirety of this article in order to get a sense of the historical context of the emergence of the Islamic faith. Click on “View Slideshow” at the top of the webpage to explore images and descriptions of the art.

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9.1.1 Pre-Islamic Arabia

9.1.2 The Prophet Muhammad

9.1.3 Islamic Faith and Practice

Reading: Brigham Young University: Fazlur Rahman’s “Elements of Belief in the Qur’an”
Link: Brigham Young University: Fazlur Rahman’s “Elements of Belief in the Qur’an” (HTML)

Instructions: Please read this text in its entirety to get an understanding of the principles of the Muslim faith.

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Reading: The Saylor Foundation’s “Understanding Islam”
Link:The Saylor Foundation’s “Understanding Islam” (PDF).

Instructions: Please “Understanding Islam” in order to get a sense of the main tenets of the Islamic faith.
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9.1.4 Islamic Law

Reading: Fordham University: Arthur Goldschmidt’s “A Concise History of the Middle East”
Link: Fordham University: Arthur Goldschmidt’s “A Concise History of the Middle East” (HTML)

Instructions: Please read the entire webpage in order to get a sense of the system of Islamic jurisprudence.

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9.1.5 Islam, Community, and Ethics

Reading: Fordham University: Arthur Goldschmidt’s “A Concise History of the Middle East”
Link: Fordham University: Arthur Goldschmidt’s “A Concise History of the Middle East” (HTML)

Instructions: Please read the section entitled “Islamic Society” in order to get a sense of the Islamic system of ethics as well as the role of the individual and community in Islam.

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9.2 The Arab Empire of the Umayyads

Reading: The Saylor Foundation’s “The Umayyads: The First Muslim Dynasty”
Link: The Saylor Foundation’s “The Umayyads: The First Muslim Dynasty” (PDF).

Instructions: This reading covers subunits 9.2.1-9.2.3. Please read "The Umayyads," about the emergence and decline of the Umayyad dynasty.
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Reading: The Saylor Foundation’s “Sunnis and Shiites”
Link: The Saylor Foundation’s “Sunnis and Shiites” (PDF).

Instructions: This reading covers subunits 9.2.1-9.2.3. Please read “Sunnis and Shiites” for an overview of the definitions of “Sunni” and “Shi’a” Islam.
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9.2.1 The Caliphate

Note: This topic is covered by the readings assigned beneath subunit 9.2. Focus specifically on the first reading.

9.2.2 The Rise of the Umayyads

Note: This topic is covered by the readings assigned beneath subunit 9.2. Focus specifically on the first reading.

9.2.3 The Sunni-Shi’a Split

Note: This topic is covered by the readings assigned beneath subunit 9.2. Focus specifically on the second reading.

9.3 From Arab to Islamic Empire: The Early Abbasid Era

9.3.1 Rise of the Abbasids

Reading: The Saylor Foundation’s “The Abbasid Dynasty: The Golden Age of Islamic Civilization”
Link: The Saylor Foundation’s “The Abbasid Dynasty: The Golden Age of Islamic Civilization” (PDF).

Instructions: Please read "The Abbasid Dynasty," about the emergence and decline of the Abbasid dynasty.
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9.3.2 Abbasid Society and Culture

Reading: Metropolitan Museum of Art: “The Art of the Abbasid Period”
Link: Metropolitan Museum of Art: “The Art of the Abbasid Period” (HTML)

Instructions: Please read the short article on this webpage. Then click on the images at the top of the page to read about individual artifacts from the Abbasid era.

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Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 11, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: “Chapter 11, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This quiz assesses knowledge from Chapter 11 of the textbook World Civilizations: The Global Experience, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

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Unit 10: African Civilizations

Four major areas of civilization emerged in early Africa: the grasslands south of the Sahara, western Africa, the northern desert regions, and eastern Africa. Each area was unique, but the regions became more interconnected as a result of two major developments: the domestication of the camel and the arrival of Islam in Africa. The camel facilitated trade over long distances, including the vast Sahara Desert, while Islam connected Africa more closely to cultures and trade systems in the Mediterranean and the Middle East.

In this unit, we will examine the emergence of highly varied African kingdoms. Some, such as Mwenemutapa, developed in isolation from much of the rest of Africa, while others, such as the Swahili kingdoms in east Africa, were heavily influenced by the Arab world. We will pay close attention to commercial and agricultural advancements in Africa as well as to the rise and impact of Islam.

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10.1 African Societies

Reading: History World International: Dr. R. A. Guisepi’s “The Rise Of Civilization In The Middle East And Africa”
Link: History World International: Dr. R. A. Guisepi’s “The Rise Of Civilization In The Middle East And Africa” (HTML)

Instructions: Please read this article in its entirety. Pay special attention to how civilization spread from the Middle East to Africa.

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Reading: Dr. Susan J. Herlin’s “Ancient African Civilizations to ca. 1500”
Link: Dr. Susan J. Herlin’s “Ancient African Civilizations to ca. 1500” (HTML)

Instructions: Please read the sections of the article entitled “African Geography,” “African Roots of Human Society and Culture,” “The Food Production Revolution in Africa,” and “West Africa in Antiquity.” This will give you a good overview of the development of the earliest civilizations in Africa.

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10.1.1 The Iron Age

Reading: Mesa Community College: Richard Effland’s “The Rest of the Story about Africa”
Link: Mesa Community College: Richard Effland’s “The Rest of the Story about Africa” (HTML)

Instructions: Please read this webpage in its entirety. Please pay special attention to how iron transformed these early African cultures.

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10.1.2 The Kingdom of Ghana

Reading: Michigan State University’s “Exploring Africa: Africa’s Kingdoms and Empires”
Link: Michigan State University’s “Exploring Africa: Africa’s Kingdoms and Empires” (HTML)

Instructions: Please read the section titled “The Kingdom of Ghana” in its entirety in order to get a sense of the emergence of the prominent kingdom of Ghana.

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Reading: Fordham University: Professor Paul Brians’s excerpt of Leo Africanus’s The Description of Africa: “Description of Timbuktu”
Link: Fordham University: Professor Paul Brians’s excerpt of Leo Africanus’s The Description of Africa: “Description of Timbuktu” (HTML)

Instructions: Please read the entirety of the introduction and the selection, paying special attention to Leo Africanus’s detailed descriptions of trade networks in central Africa.

Note on the text: This text describes the thriving city of Timbuktu in Ghana as a center of commercial and cultural exchange in western Africa. Pope Leo X commissioned Leo Africanus (born El Hasan ben Muhammed el-Wazzan-ez-Zayyati) to write this study of Africa. It served as the basis for European knowledge about the continent for several centuries.

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10.1.3 Islamic Invasions and Expansion in Africa

Reading: Michigan State University’s “Exploring Africa: Africa’s Kingdoms and Empires”
Link: Michigan State University’s “Exploring Africa: Africa’s Kingdoms and Empires” (HTML)

Instructions: Please read the section titled “The Coming of Islam to the Maghrib” in its entirety in order to get a sense of the early impact of the spread of Islam.

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10.2 States of the Savanna

10.2.1 Empire of Mali

Reading: The Metropolitan Museum of Art’s “Heilbrunn Timeline of Art History:” Department of Arts of Africa, Oceania, and the Americas’ “The Empires of the Western Sudan: Mali Empire”
Link: The Metropolitan Museum of Art’s “Heilbrunn Timeline of Art History:” Department of Arts of Africa, Oceania, and the Americas’ “The Empires of the Western Sudan: Mali Empire” (HTML)

Instructions: Please read the entirety of this article to learn about the culture and society of the kingdom of Mali.

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10.2.2 The Hausa Kingdoms

Reading: The Saylor Foundation’s “The Hausa Kingdoms”
Link: The Saylor Foundation’s “The Hausa Kingdoms” (PDF).

Instructions: Please read “The Hausa Kingdoms,” about the origins and characteristics of the Hausa people.
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10.2.3 The Songhay Kingdom

Reading: Michigan State University’s “Exploring Africa: Africa Kingdoms and Empires”
Link: Michigan State University’s “Exploring Africa: Africa Kingdoms and Empires” (HTML)

Instructions: Please read the section titled “The Kingdom of Songhay” in its entirety in order to get a sense of the emergence and importance of this early African culture.

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10.3 East Africa and Swahili Culture

Reading: BBC World Service: “The Story of Africa: The Swahili”
Link: BBC World Service: “The Story of Africa: The Swahili” (HTML)

Instructions: This reading and web media covers subunits 10.3.1 and 10.3.2. Please read this article in its entirety, and make sure to listen to the radio series “The Swahili Coast” presented by Hugh Quarshie (at the end of the article) in order to get a sense of the kingdoms that emerged in eastern Africa.

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10.3.1 East African Societies

Note: This topic is covered by the reading assigned beneath subunit 10.3. Focus specifically on the reading.

10.3.2 Islam vs. Indigenous Religion

Note: This topic is covered by the reading and web media assigned beneath subunit 10.3. Focus specifically on the radio program.

10.4 Western and Central Africa

10.4.1 Benin and the Forest Kingdoms

Reading: University of Iowa: Professor James Giblin’s “Introduction: Diffusion and Other Problems in the History of African States”
Link: University of Iowa: Professor James Giblin’s “Introduction: Diffusion and Other Problems in the History of African States” (HTML)

Instructions: Please read the entirety of this article in order to get a sense of Benin and other city states that emerged in western Africa.

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10.4.2 Mwenemutapa

Reading: The Saylor Foundation’s “Great Zimbabwe”
Link: The Saylor Foundation’s “Great Zimbabwe” (PDF)

Instructions: Please read this article in its entirety to learn about the early history of Zimbabwe.
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Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 13, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: “Chapter 13, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This quiz assesses knowledge gained from Chapter 13 of the textbook World Civilizations: The Global Experience, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

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Unit 11: Eastern Europe: Byzantium and Orthodox Europe

Two civilizations emerged in early medieval Europe: the Byzantine Empire in eastern Europe and the diverse cultures of western Europe. The Byzantine Empire was founded when the capital of the Roman Empire was transferred to Constantinople in 324 C.E.; it existed until the fifteenth century. While Byzantium transmitted the classical culture of Greek and Rome, it also developed a unique historical and cultural character that synthesized Greek, Roman, European, and Islamic elements.

In this unit, we will examine the expansion of the Byzantine Empire and the fragile unity it created in the Mediterranean world. We will also consider the influences that Byzantium had among Slavic and Scandinavian peoples, such as the impact of Orthodox Christianity.

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11.1 The Byzantine Empire

Web Media: YouTube.Edu’s “The Byzantine Empire, Part 1”
Link: YouTube.Edu’s “The Byzantine Empire, Part 1” (YouTube)

Instructions: Please watch Part I of this video lecture series by Professor Eugen Weber of UCLA (10 minutes) for an introduction to one of the world’s most enduring and influential empires—Byzantium.

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Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Byzantine Civilization,” Lecture 17
Link: Dr. Steven Kreis’s The History Guide: “Byzantine Civilization” (HTML)

Instructions: Please read the entirety of the lecture in order to get an overview of the Byzantine Empire.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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Reading: Reading: The Saylor Foundation’s “The Byzantine Empire: Introduction”
Link: The Saylor Foundation’s “The Byzantine Empire: Introduction” (PDF).

Instructions: Please read “The Byzantine Empire: Introduction” for a concise sketch of the Byzantine Empire.
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Reading: The Saylor Foundation's "The Byzantine Empire: The Empire of New Rome"
Link: The Saylor Foundation's "The Byzantine Empire: The Empire of New Rome" (PDF)

Instructions: Please read this article in its entirety. Pay special attention to how the Byzantines developed a unique historical and cultural character based on a synthesis of Greek, Roman, and European elements.
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11.1.1 The Eastern Roman Empire and Constantinople

Reading: Fordham University’s Medieval Sourcebook: Professor Paul Halsall’s version of Ibn Battuta’s Travels in Asia and Africa 1324-1354
Link: Fordham University’s Medieval Sourcebook: Professor Paul Halsall’s version of Ibn Battuta’s Travels in Asia and Africa 1324-1354 (PDF)

Instructions: Please read pages 159-164, which highlight Ibn Battuta’s visit to Constantinople.

About the link: This website, maintained by Professor Paul Halsall of Fordham University, hosts a variety of medieval primary-source texts.

Note on the text: This text describes the Byzantine city of Constantinople through the eyes of Ibn Battuta, a Moroccan scholar and traveler. Ibn Battuta arrived in Constantinople in 1333 or 1334 B.C.E., and in this work, he describes his meeting with the Byzantine Emperor Andronikos III Palaiologos, urban society, and the great church of Hagia Sophia.

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Reading: History World Project: Professor Donald MacGillivray Nicol’s “Byzantium: The Shining Fortress Introduction”
Link: History World Project: Professor Donald MacGillivray Nicol’s “Byzantium: The Shining Fortress Introduction” (HTML)

Instructions: Please read the entirety of this article to understand the importance of the city of Constantinople.

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11.1.2 The Byzantines: Religion, Society, and Empire

Reading: History World Project: Professor Donald MacGillivray Nicol’s “The Byzantine Empire”
Link: History World Project: Professor Donald MacGillivray Nicol’s “The Byzantine Empire” (HTML)

Instructions: Please read the entire article in order to get a sense of the historical development of Byzantine society, economy, and religion.

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11.2 Byzantium’s Influence in Eastern Europe

Reading: Myriobiblios: Dimitry Obolensky’s “The Byzantine Impact on Eastern Europe”
Link: Myriobiblios: Dimitry Obolensky’s “The Byzantine Impact on Eastern Europe” (HTML)

Instructions: Please read the entire article, which focuses on particular historical figures, in order to illustrate the impact of Byzantium on the Slavic and Rumanian peoples of Eastern Europe.

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Reading: American Historical Association: Constructing a Postwar World: The G.I. Roundtable Series in Context: “The Balkans—Many Peoples, Many Problems”
Link: American Historical Association: Constructing a Postwar World: The G.I. Roundtable Series in Context: “The Balkans—Many Peoples, Many Problems” (PDF)

Instructions: Please read the entire article, which shows how the Byzantines, and later the Turks, introduced two forms of religion—Orthodox Christianity and Islam—to the Balkans.

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11.2.1 Religion and Language

11.2.2 Culture and Commerce

Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 14, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: “Chapter 14, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This quiz pertains to Chapter 14 of the textbook, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

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Unit 12: The Rise of Western Europe and the Spread of Civilization

Before the medieval period, western Europe was one of the least sophisticated civilizations in the world. In fact, it was only by inserting itself into foreign trade networks that western Europe developed ties with the wider world. In turn, these ties served as the basis for the emergence of new ideas and technologies during the Middle Ages. Other than the development of new commercial connections, there were two other major characteristics that defined the medieval period in western Europe. The first was Christianity and the Catholic Church (as well as the official language of the Church, Latin). The second was feudalism. The expansion of Catholic Christianity and the feudal system had a profound impact on western Europe in the medieval era.

In this unit, we will study the Middle Ages as a period of widespread political, social, and religious upheaval. We will examine how western Europe began to evolve from a region of disparate and migratory ethnic groups to a more cohesive and sedentary people who shared the same religion and language.

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12.1 Emergence of the Middle Ages

12.1.1 The Fall of Rome’s Empire and the Rise of Medieval Europe

Reading: George Mason University: Dr. Maureen Miller’s “The Middle Ages”
Link: George Mason University: Dr. Maureen Miller’s “The Middle Ages” (HTML)

Instructions: Please read the entire article for an overview of the European Middle Ages.

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12.1.2 Charlemagne and the Carolingian Empire

Reading: Fordham University’s Medieval Sourcebook: Professor Paul Halsall’s version of Einhard’s The Life of Charlemagne
Link: Fordham University’s Medieval Sourcebook: Professor Paul Halsall’s version of Einhard’s The Life of Charlemagne (HTML)

Also available in:
Google Books

Instructions: Please read the entire text to get a sense of Charlemagne and his extensive Carolingian Empire.

About the link: This website, maintained by Professor Paul Halsall of Fordham University, hosts a variety of medieval primary-source texts.

Note on the Text: Written by Einhard, a Frankish courtier and devoted servant of Charlemagne, this text draws upon the Annals of the Frankish Kingdom and paints an exalted picture of the life and achievements of Charlemagne I. Einhard produced the work at the request of Charlemagne’s son and successor, Louis the Pious; it remains a seminal text in western European history.

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Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Charlemagne and the Carolingian Renaissance,” Lecture 20
Link: Dr. Steven Kreis’s The History Guide: “Charlemagne and the Carolingian Renaissance” (PDF)

Instructions: Please read the whole lecture in order to get a sense of Charlemagne’s rule and the period known as the “Carolingian Renaissance.”

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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12.2 Medieval Society and Culture

12.2.1 Feudalism

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Feudalism and the Feudal Relationship,” Lecture 21
Link: Dr. Steven Kreis’s The History Guide: “Feudalism and the Feudal Relationship” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of the development and expansion of feudalism in western Europe.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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12.2.2 Manorialism

Reading: Dr. Steven Kreis's The History Guide: Lectures on Ancient and Medieval European History: “European Agrarian Society: Manorialism,” Lecture 22
Link: Dr. Steven Kreis’s The History Guide: “European Agrarian Society: Manorialism” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of the importance of the system of manorialism in western Europe.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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12.2.3 Society and Social Classes

Reading: City University of New York—Brooklyn College: Michael Murphy’s version of Geoffrey Chaucer’s Canterbury Tales
Link: City University of New York—Brooklyn College: Michael Murphy’s version of Geoffrey Chaucer’s Canterbury Tales (HTML)

Instructions: Please read the sections entitled: “The General Prologue,” “The Knight’s Tale,” and “The Wife of Bath’s Tale.”

Note on the Text: Rather than being written in French or Latin, Chaucer’s late 14^th-century text was the first to popularize the English vernacular as a literary form. Many other medieval writers focused on the nobility, but Chaucer’s character sketches instead examine the lives of ordinary folk. The “tales” also reflect the religious and social upheavals that characterized medieval England.

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Assessment: The Saylor Foundation’s “Study Questions for Chaucer’s The Canterbury Tales”
Link: The Saylor Foundation’s “Study Questions for Chaucer’s The Canterbury Tales” (PDF)

Instructions: Please complete the questions in the assessment. You can check your answers against the “Guide to Responding” (PDF).
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12.2.4 The Black Death

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Satan Triumphant: The Black Death,” Lecture 29
Link: Dr. Steven Kreis’s The History Guide: “Satan Triumphant: The Black Death” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of the devastation caused by the onset of the Black Death.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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12.3 The Medieval Church

12.3.1 Early Medieval Monasticism

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Early Medieval Monasticism,” Lecture 19
Link: Dr. Steven Kreis’s The History Guide: “Early Medieval Monasticism” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of the importance of monasticism in the early Church.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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12.3.2 The Crusades

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “The Holy Crusades,” Lecture 25
Link: Dr. Steven Kreis’s The History Guide: “The Holy Crusades” (HTML)

Instructions: Please read the entirety of the lecture in order to get an overview of the various Crusades to the Holy Land.

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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12.3.3 Heresies and Heretics

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Heretics, Heresies, and the Church,” Lecture 27
Link: Dr. Steven Kreis’s The History Guide: “Heretics, Heresies, and the Church” (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of the medieval Church’s definition of and attitude toward “heresy.”

About the link: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.

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Assessment: Pearson Education’s World Civilizations: The Global Experience: “Chapter 15, Multiple Choice Quiz”
Link: Pearson Education’s World Civilizations: The Global Experience: “Chapter 15, Multiple Choice Quiz” (HTML)

Instructions: Please take the assigned quiz and submit for grading.

About the link: This quiz assess information learned in Chapter 15 of the textbook, published by Pearson Education, who offers free use of its student and teacher online resources for World History courses.

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Final Exam

Final Exam: The Saylor Foundation's "HIST101 Final Exam"
Link: The Saylor Foundation's "HIST101 Final Exam"

Instructions: You must be logged into your Saylor Foundation School account in order to access this exam. If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.
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