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96% World History in the Early Modern and Modern Eras (1600-Present)

Purpose of Course

This course will present a comparative overview of world history from the 17^th century to the present era.  You will examine the origins of major economic, political, social, cultural, and technological trends of the past 400 years and explore the impact of these trends on world societies.  This course will be structured chronologically and thematically, with each unit focusing on a significant historical subject.  The units will include representative primary-source documents and images that illustrate important overarching themes, such as the emergence of modern nation-states, the economic and technological interactions between Western and non-Western peoples, the changing social and cultural perceptions about religion and the state, and the development of physical and virtual networks of information exchange.  By the end of the course, you will understand how the modern world has been shaped by these global economic, political, and social processes.

Please note that this course makes use of material in the following formats:

• PDF (requires Adobe Reader)
• iTunes Video Lecture (requires iTunes)
• RealPlayer/Quicktime
• Webpage (may require Flash)
• PowerPoint

This course features a number of Khan Academy™ videos. Khan Academy™ has a library of over 3,000 videos covering a range of topics (math, physics, chemistry, finance, history and more), plus over 300 practice exercises. All Khan Academy™ materials are available for free at www.khanacademy.org.

Learning Outcomes  showclose

Course Overview Expand Resources Collapse Resources

• Unit 1
• Unit 2
• Unit 3
• Unit 4
• Unit 5
• Unit 6
• Unit 7
• Unit 8
• Unit 9
• Unit 10
• All Units

Unit Outline show close

Unit 1: Global Networks of Exchange in the 1600s  

By the early 17^thcentury, European merchants had established maritime trade networks across the Atlantic Ocean and eastward to India and China.  These networks allowed them to acquire furs, tea, sugar, spices, and other luxury commodities that were in great demand throughout Europe.  In the Americas, European settlers began using large numbers of enslaved Africans to grow labor-intensive crops such as sugarcane and tobacco for export to Europe.  Portuguese, and later Dutch, merchants acquired many of these slaves from trade posts on the West African coast.  Once the slaves had been sold in the Americas, merchants used the proceeds to acquire local commodities to sell in Europe.  This circular trade pattern dominated the Atlantic economy until the 1800s. European nations closely guarded their trade networks against rival states.  The Dutch East India Company, for example, possessed its own private army and navy, which it used to defend its trade links with India and Southeast Asia. 

Global trade altered production and consumption patterns throughout the world and led to the rapid growth and development of England and the Netherlands at the expense of older colonial powers such as Spain and Portugal.  In this unit, we will examine the growth of global trade networks in the 1600s and evaluate the political, social, and cultural impact of these networks on the peoples of Africa, Europe, and the Americas.

• Reading: Connexions: Dr. Jack E. Maxfield’s A Comprehensive Outline of World History: “Chapter 30: A.D. 1501-1600”

  Link: Connexions: Dr. Jack E. Maxfield’s A Comprehensive Outline of World History: “Chapter 30: A.D. 1501-1600”(PDF)
  
  Instructions: Read Chapter 30 (pp. 529-576 in PDF file).  You may download the PDF file by clicking on “Download: Collection PDF” at the bottom of the webpage.  Scroll down the document to the indicated page numbers for this chapter.  As you read the chapter, focus your attention on the sections that discuss Africa, Spain, Portugal, the Far East, and the Americas.
  
  Note on the Text: This online textbook will provide you with a general historical overview of time periods that we will address in this course.  It is organized chronologically and geographically. Each chapter offers a brief summary of the major historical events and trends that occurred throughout the world over the course of a 100-year period.  Our first reading will cover the
  16^thcentury (1501-1600).  We will examine the impact of European trade and colonization efforts on the peoples of Asia and the Americas.
  
  Terms of Use:  This work is licensed under a Creative Commons Attribution 2.0 Generic License. It is attributed to Jack E. Maxfield and can be viewed in its original form here.

  See a broken link? Please let us know!

• Reading: Hutton Webster’s World History: “Chapter 9: Commerce and Colonies during the Seventeenth and Eighteenth Centuries”

  Link: Internet Archive: Hutton Webster’s World History:
  “Chapter 9: Commerce and Colonies during the Seventeenth and Eighteenth Centuries” (PDF)
  
  Instructions: Please read Chapter 9 (pp. 320-324).
  
  Note on the Text: Pages 320-324 of this digitized textbook offer a brief overview of the global networks of exchange developed by Spanish, Portuguese, and later Dutch and English merchants in the 17th century.  As you read the section, pay attention to the role of religion, politics, and commerce in global exploration and settlement.  
  
  Terms of Use: This material is part of the public domain. 

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1.1 The Atlantic World  

1.1.1 European Colonization  

• Reading: Virtual Library: Prof. Lynn Harry Nelson’s “The Discovery of the New World and the End of the Old”

  Link: Virtual Library: Prof. Lynn Harry Nelson’s “The Discovery of the New World and the End of the Old” (HTML)
   
  Instructions: Read the entire page.
   
  Note on the Text: This text, Prof, Lynn Harry – an Emeritus Professor of Medieval History at the University of Kansas  – offers a brief overview of the European exploration and settlement efforts in America.  
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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1.1.2 The Slave Trade and the Expanding Atlantic Economy  

• Lecture: iTunes U: Arizona State University’s History Department: “The Slave Trade Part 1” Lecture

  Link: iTunes U: Arizona State University’s History Department: “The Slave Trade Part 1” Lecture (iTunes U)
   
  Instructions: Listen to the lecture using iTunes.
   
  Note on the Lecture: In this lecture, a professor in the History Department of Arizona State University compares the views and practices of 17^thand 18^th-century Spanish and Portuguese slaveholders with those of Northern European colonists from the same era.  Much of the lecture focuses on the origins and development of the slaveholding system instituted by Spanish and Portuguese colonists during these centuries.  As you listen to the lecture, consider how the Spanish slaveholding system differed from slaveholding systems developed by Northern Europeans.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Web Media: University of Virginia Library’s The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record: “Pre-Colonial Africa: Society, Polity, Culture,” “Slave Ships and the Atlantic Crossing (Middle Passage),” and “New World Agriculture and Plantation Labor”

  Link: University of Virginia Library’s The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record: “Pre-Colonial Africa: Society, Polity, Culture” (HTML), “Slave Ships and the Atlantic Crossing (Middle Passage)” (HTML), and “New World Agriculture and Plantation Labor” (HTML)
   
  Instructions: Examine photographs from the three collections listed above.  As you examine the historical images, compare how European and American artists depicted the working and living conditions of Africans before and after they became slaves.  How are they similar?  How are they different?
   
  Note on the Media: This collection of historical images from the University of Virginia Library depicts the lives of enslaved Africans in the Americas.  
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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1.1.3 Demographic Shifts and Settlement Patterns  

• Reading: University of Massachusetts, Amherst’s Department of History: Professor David Glassberg’s “Comparing Settlement Patterns: New Spain, New France, New England”

  Link: University of Massachusetts, Amherst’s Department of History: Professor David Glassberg’s “Comparing Settlement Patterns: New Spain, New France, New England” (HTML)
  
  
  Instructions: Read Professor David Glassberg’s webpage on settlement patterns.
   
  Note on the Text: This short article compares settlement patterns in Spanish, French, and British colonies in the Americas.  The author also compares the economies of the three ethnic regions and discusses how economic factors influenced settlement patterns.  As you read, pay close attention to the impact of European settlement on Native-American inhabitants.
   
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1.1.4 Spain and Portugal’s Global Connections  

• Reading: History World: Bamber Gascoigne’s “History of the Portuguese Empire”

  Link: History World: Bamber Gascoigne’s  “History of the Portuguese Empire” (HTML)
   
  Instructions: Read the entire article on the webpage.  As you read, consider how the empire established economic and cultural bonds between Asia, Africa, and the Americas.
   
  Note on the Text: This short history of the Portuguese Empire focuses on the origins of the global empire in the 16^thcentury and its maturation during the 17^thcentury.  The article discusses the shift from Asian to Atlantic trade during the late 16^thcentury due to competition from Northern European trade companies.  
   
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1.2 European Trade with the Middle East and Asia  

1.2.1 Trade Networks and State Monopolies  

• Lecture: Gresham College: Dr. Thomas Crump’s “The Dutch East Indies Company—the First 100 Years” Lecture and “The Dutch East Indies Company—the Second 100 Years” Lecture

  Link: Gresham College: Dr. Thomas Crump’s “The Dutch East Indies Company—the First 100 Years” Lecture(HTML) and “The Dutch East Indies Company—the Second 100 Years” Lecture (HTML)
   
  HTML transcript Lecture 1 Lecture 2
  MP3 Lecture 1 Lecture 2
  MP4 Video Lecture 1 Lecture 2
   
  Instructions: Download the video and/or audio content for the lectures.  You may also read the transcript of the lectures on the webpage.  RealPlayer compatible software is required for audio and video content.
  
  As you listen to the first lecture on the first 100 years, think about the political and religious factors that led to the creation of the Dutch East Indies Company in the 1600s.  How did the firm represent an effort by Northern Europeans to challenge the economic and political power of Portugal and Spain?  As you listen to the second lecture on the second hundred years, think about the political and religious factors that led to the creation of the Dutch East Indies Company in the 1600s.  How did the firm represent an effort by Northern Europeans to challenge the economic and political power of Portugal and Spain?
   
  Note on the Lecture: In this first lecture, Dr. Thomas Crump describes the origins and development of the Dutch East Indies Company, the powerful corporate trading monopoly created by Holland to control commercial access to East Asia, during the 17^th and 18^th centuries.  Dr. Crump discusses how the East Indies Company established trading sites in India, China, Japan, and modern-day Indonesia to carry out business with local merchants, and he explains how the company used its vast resources to create a private army and navy to protect its vast trading empire.
   
  In his second lecture, Dr. Thomas Crump describes the origins and development of the Dutch East Indies Company, the powerful corporate trading monopoly created by Holland to control commercial access to East Asia, during the 17^th and 18^th centuries.  Dr. Crump discusses how the East Indies Company established trading sites in India, China, Japan, and modern-day Indonesia to carry out business with local merchants.  He also explains how the company used its vast resources to create a private army and navy to protect its vast trading empire.
  
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1.2.2 Supply and Demand  

• Reading: Shafaat Ahmed Khan’s The East India Trade in the XVIIth Century: “Chapter 1: The East India Trade up to 1660”

  Link: Internet Archive: Shafaat Ahmed Khan’s The East India Trade in the XVII^th Century: “Chapter 1: The East India Trade up to 1660” (HTML eText)
   
  Instructions: Read all of Chapter 1 (pp. 1-92).  As you read, note the variety of commodities traded by merchants in this era.  Which commodities did Western Europeans seek?  What did they have to trade with merchants in the East?  Was the balance of trade equal, or one-sided?
   
  Note on the Text: Chapter 1 of this book offers a detailed study of Portuguese, Dutch, and later English efforts to cultivate trade networks with the Middle East, India, China, and the East Indies during the 17^th century.  
   
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1.2.3 Economic and Political Impact of the India Trade  

• Reading: Shafaat Ahmed Khan’s The East India Trade in the XVIIth Century: “Chapter 4: The East India Trade 1680-1702”

  Link: Internet Archive: Shafatt Ahmed Khan’s The East India Trade in the XVII^th Century: “Chapter 4: The East India Trade 1680-1702” (HTML eText)
   
  Whole book also available in:
   
  PDF
  EPUB format
  eText format on the Kindle
   
  Instructions: Read all of Chapter 4 (pp. 246-307).  As you read, think about how national politics shaped British trade practices during this era.
   
  Note on the Text: Chapter 4 of this book focuses on the economic and political impact of the East India trade on England at the end of the 17^th century.  Advocates of free trade challenged the British East India Company’s trade monopoly with India and Asia and asserted that state-sponsored monopolies were harmful, rather than helpful, to the national economy.  
   
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1.3 Impact of Global Exchange  

1.3.1 Ecological Impact  

• Reading: National Humanities Center: Professor Alfred W. Crosby’s “The Columbian Exchange: Plants, Animals, and Disease between the Old and New Worlds”

  Link: National Humanities Center: Professor Alfred W. Crosby’s “The Columbian Exchange: Plants, Animals, and Disease Between the Old and New Worlds” (HTML)
   
  Instructions: Read all three pages of the essay on the website.  After you finish the essay, consider the questions that Crosby poses as the third page.  What are some of the lasting consequences of the Columbian Exchange in the Americas and Europe?
   
  Note on the Text: This short essay by historian Alfred W. Crosby, who is Professor Emeritus at the University of Texas at Austin, discusses the ecological and biological consequences of European exploration and colonization of the Americas.  Crosby focuses on the differences between American and European plants and animals, and he discusses the impact of infectious diseases on Native American and European populations.  
   
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1.3.2 Changing patterns of Production and Consumption  

• Reading: South Asian History: “History Crafts, Manufacturing, and Trade in the Indian Subcontinent”

  Link: South Asian History: “History Crafts, Manufacturing, and Trade in the Indian Subcontinent” (PDF)
   
  Instructions: Read the entire article on the webpage.  As you read the article, consider how matters of international trade disrupted local economies throughout the Indian Subcontinent.
   
  Note on the Text: This article discusses the various handcrafts that originated in the Indian Subcontinent and examines how they formed the basis of regional trade until the British East India Company established economic domination over the region in the late-17^th and early-18^th centuries.  The British discouraged local textile and metal trades and instead encouraged the production of opium for trade with China.  This disrupted regional economies and led to dramatic changes in patterns of wealth.  As you read the article, consider how matters of international trade disrupted local economies throughout the Indian Subcontinent.
   
  Terms of Use: The material above has been reposted with permission for educational use by  Shishir Thadani.  It can be viewed in its original form here.

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1.3.3 Shifting Power Balance between European States  

• Reading: History World: Bamber Gascoigne’s “History of the British Empire”

  Link: History World: Bamber Gascoigne’s “History of the British Empire” (HTML)
   
  Instructions: Read the first page of the article on the webpage.
   
  Note on the Text: This article offers a brief overview of the dramatic expansion of the British Empire in the 16^th and 17^th centuries. As you read, consider the role that the East India Trade played in Britain’s emergence as an international power.
   
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1.3.4 Changing Economic Relationship between East and West  

• Reading: H-World: Professor Andre Gunder Frank’s “Asian-Based World Economy 1400-1800: A Horizontally Integrative Macrohistory”

  Link: H-World: Professor Andre Gunder Frank’s “Asian-Based World Economy 1400-1800: A Horizontally Integrative Macrohistory” (HTML)
  
  Instructions:  Read the excerpts from Professor Andre Gunder Frank’s book on the webpage.
   
  Note on the Text: In this web posting, economic historian Andre Gunder Frank, who teaches at the University of Amsterdam, discusses the economic relationship between Europe and Asia in the 16^th and 17^th centuries.  He argues that Asian nations were far wealthier and more powerful than European nations during these centuries and did far more to shape the world economy.  Only in the 19^th century, thanks to the Industrial Revolution and European colonization efforts, did European nations surpass Asian nations in economic power.  As you read, consider the historical evidence that Gunder Frank presents to support his arguments.  Why does he characterize Europe as the “caboose” to the “Asian economic train”?
   
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Unit 1 Assessment  

• Reading: Virtual Library: Prof. Lynn Harry Nelson’s “The Discovery of the New World and the End of the Old”

  Link: Virtual Library: Prof. Lynn Harry Nelson’s “The Discovery of the New World and the End of the Old” (HTML)
   
  Instructions: Read the entire page as a brief review for the Unit 1 assessment.
   
  Note on the Text: In this text, Prof. Lynn Harry Nelson – an Emeritus Professor of Medieval History at the University of Kansas  – offers a brief overview of the European exploration and settlement efforts in America, as well as their lasting influence.
   
  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 AP Edition: "Chapter 16: The World Economy: Outline and Multiple Choice, True/False, and Short Answer Quizzes"

  Links: Pearson Education's World Civilizations AP Edition: "Chapter 16: The World Economy: Outline and Multiple Choice, True/False, and Short Answer Quizzes"
  
  Instructions: Review the Chapter 16 outline from Pearson Education’s World Civilizations: AP Edition textbook.  Then, take the multiple-choice, true/false, and short answer quizzes on this website to assess your understanding of the subjects covered in Unit 1.  You may access these quizzes by clicking on the title for each quiz in the left-side navigation bar on the webpage.  Click on “Submit Answers for Grading” button at the end of each webpage to go to the answer key.
  
  Note on the Assessment: While this text and assessment is geared towards high school students preparing for college, the information is relevant to college level readers.
  
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Unit 2: Conflict and Empire in the 1600s and 1700s  

Nations throughout the world experienced profound military and political transformations over the course of the 17^th century.  Gunpowder technology gradually made its way from Asia through the Middle East to Europe between the 1300s and the 1600s.  By the beginning of the 17^th century, Europeans were beginning to perfect cannon technology and experiment with handheld firearms. These new military technologies altered warfare across Europe and the Middle East, and they contributed to the development of powerful, centralized states.  Nations such as France, Russia, and Japan also witnessed the emergence of absolutist forms of government.  Powerful kings and emperors declared themselves to be agents of God and used the military and political power at their disposal to demand total obedience from the lesser nobility and the peasantry of their kingdoms.  

In this unit, we will examine the development of absolutism in Europe and Asia and compare it with other forms of government.  We will also look at the growing conflicts between European states over colonial possessions and resources throughout the world and explore how these conflicts altered the balance of European power in the 1600s and 1700s.

Unit 2 Time Advisory   show close


Unit 2 Learning Outcomes   show close


• Reading: Connexions: Dr. Jack E. Maxfield’s A Comprehensive Outline of World History: “Chapter 30: A.D. 1501-1600,” “Chapter 31: A.D. 1601-1700,” and “Chapter 32: A.D. 1701-1800”

  Link: Connexions: Dr. Jack E. Maxfield’s A Comprehensive Outline of World History:
  “Chapter 30: A.D. 1501-1600” (PDF)
  “Chapter 31: A.D. 1601-1700” (PDF)
  “Chapter 32: A.D. 1701-1800” (PDF)
  
  Instructions: Read Chapters 30 (pp. 529-576 in PDF file), 31 (pp. 577-626 in PDF file) and 32 (pp. 627-680 in PDF file).  To access these PDF files, click on the “Download: Collection PDF” at the bottom of the webpage.  Scroll down the document to the indicated page numbers for each chapter.  As you read these chapters, focus your attention on the sections that discuss the Near East, Europe, the Indian Subcontinent, and the Americas.
  
  Note on the Text: Our second reading from this textbook will cover the 16^th through the 18^th centuries (1501-1800).  We will examine the development of powerful monarchical regimes in Europe during these centuries.  
  
  Terms of Use:  This work is licensed under a Creative Commons Attribution 2.0 Generic License.  It is attributed to Jack E. Maxfield and can be viewed in its original form here.

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• Reading: Hutton Webster’s World History: “Chapter 8: The Seventeenth and Eighteenth Centuries in Europe” and “Chapter 9: Commerce and Colonies during the Seventeenth and Eighteenth Centuries”

  Link: Internet Archive: Hutton Webster’s World History:
  “Chapter 8: The Seventeenth and Eighteenth Centuries in Europe” (PDF)
  
  “Chapter 9: Commerce and Colonies during the Seventeenth and Eighteenth Centuries” (PDF)
  
  Instructions: Read Chapter 8 (pp. 281-319) and Chapter 9 (pp. 320-334).
  
  Note on the Text: Chapter 8 focuses on the rise of absolutist monarchies in Europe during the 17^th and 18^th centuries.  The first section of Chapter 9 addresses European colonization and trade during the same time period.  
  
  Terms of Use: This material is part of the public domain. 

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2.1 Information Exchange and Changing Political Systems  

2.1.1 Technology Transfer  

• Reading: Essortment: Esther Mitchell’s “Silk Road Trade: History of Gunpowder”

  Link: Essortment: Esther Mitchell’s “Silk Road Trade: History of Gunpowder” (HTML)
                 
  Instructions: Read the article on the webpage.
                 
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
  

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2.1.2 Gunpowder Empires  

• Reading: Nipissing University: Dr. Steve Muhlberger’s “The Gunpowder Empires”

  Link: Nipissing University: Dr. Steve Muhlberger’s “The Gunpowder Empires” (HTML)
   
  Instructions: Read the lecture notes on the webpage.
   
  Note on the Text: These lecture notes offer a comprehensive historical overview of the Central and Southwest Asian empires that achieved political and military prominence in the 17^th and 18^th centuries due to access to gunpowder technologies.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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2.2 Absolutist Political Systems  

2.2.1 Europe  

• Reading: International World History Project’s “European Absolutism and Power Politics”

  Link: International World History Project’s “European Absolutism and Power Politics” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Ruth Kleinman’s translation of Jean Domat’s “On Social Order and Absolute Monarchy”

  Link: Fordham University’s Modern History Sourcebook: Professor Paul Halsall’s version of Ruth Kleinman’s translation of Jean Domat’s “On Social Order and Absolute Monarchy” (PDF)
   
  Instructions: Read the entire primary-source document on the webpage.
   
  Note on the Text: In this 1697 treatise, French lawyer Jean Domat justifies absolute monarchical rule as an instrument of God’s will.  Domat argues that kings and princes derive all their power from God and consequently deserve absolute loyalty and obedience from their subjects.  He also asserts, however, that monarchs must always act justly and provide for the welfare of their subjects, even though they are accountable to no one but God alone.
   
  Terms of Use: This material is part of the public domain. 

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• Web Media: Slideshare: “History Review: Absolutism” Presentation

  Link: Slideshare: “History Review: Absolutism” (Flash) Presentation
   
  Also available in:
  HTML transcript
   
  Instructions: At this time, please view slides 1 through 41 only of the online slide-show.  It will be helpful to view this slide show in conjunction with your other readings.
   
  Note on the Lecture: This slide-show lecture offers a brief overview of the rise of absolutist monarchical regimes in Europe in the 17^th and 18^th centuries.  
   
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2.2.2 Middle East and Asia  

• Reading: International World History Project: Dr. Robert Guisepi’s “The Ottomans: From Frontier Warriors to Empire Builders”

  Link: International World History Project: Dr. Robert Guisepi’s “The Ottomans: From Frontier Warriors to Empire Builders” (HTML)
   
  Instructions: Read page one of this article on the webpage linked here.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: China Scientific Book Service’s Dynasties of China: “The History of the Ming Dynasty”

  Link: China Scientific Book Service’s Dynasties of China: “The History of the Ming Dynasty” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: China Scientific Book Services is a bookstore, as well as a great online resource, for educational material on natural history, earth sciences, etc. that is particularly related to China.
   
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• Reading: Japan-101’s “The Tokugawa Shogunate of Japan”

  Link: Japan-101’s “The Tokugawa Shogunate of Japan” (HTML)
   
  Instructions: Please read the entire article on the webpage.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Web Media: Slideshare’s “History Review: Absolutism”

  Link: Slideshare’s “History Review: Absolutism” (Flash) Presentation
   
  Also available in:
   
  HTML Transcript
   
  Instructions: At this time, please view slides 42 through 71 of the online slide-show linked here.  It may help to view these slides in conjunction with your other readings.
   
  Note on the Lecture: This slide-show lecture offers a brief overview of the rise of absolutist monarchical regimes in the Middle East and Asia in the 17^th and 18^th centuries.  
   
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2.2.3 Challenges to Absolutism  

• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern Europe: “Lecture 7: The English Civil War”

  Link: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern Europe: “Lecture 7: The English Civil War” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This text focuses on the causes of the English Civil War and consequences of the conflict for the English monarchy.  This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.  Dr. Steven Kreis teaches history at American Public University.
   
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• Reading: International World History Project: Wallbank, et al. “The Case against Absolutism”

  Link: International World History Project: Wallbank, et al. “The Case against Absolutism” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This article presents a number of historical criticisms of absolutism.
   
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2.3 Colonial Conflicts  

2.3.1 Warfare in the Americas  

• Reading: Interesting.com’s version of Henry William Elson’s History of the United States of America: “Chapter 8: Colonial Wars” and “Chapter 9: The French and Indian War”

  Link: Interesting.com’s version of Henry William Elson’s History of the United States of America:
  “Chapter 8: Colonial Wars” (HTML)
   
  Also available in:
   
  eText format in Google Books
  PDF
  EPUB format
  “Chapter 9: The French and Indian War” (HTML)
   
   
  Instructions: Read Chapters 8 and 9 in their entirety.  As you read, consider the causes of these conflicts and the wars’ consequences for the colonial powers and the colonists in the Americas.
   
  Note on the Text: Chapters 8 and 9 focus on King William’s War, Queen Anne’s War, King George’s War, and the French and Indian War.
   
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2.3.2 Growing Economic Power of Northern Europe  

• Reading: International World History Project’s “Beginnings of North European Expansion”

  Link: International World History Project: “Beginnings of North European Expansion” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Lecture: Gresham College: Anthony Payne’s “Richard Hakluyt: London’s Role in Navigation and History” Lecture and Dr. Ian Friel’s “Elizabethan Merchant Ships and Shipbuilding” Lecture

  Link: Gresham College: Anthony Payne’s “Richard Hakluyt: London’s Role in Navigation and History” Lecture (Adobe Flash) and Dr. Ian Friel’s “Elizabethan Merchant Ships and Shipbuilding” Lecture (Adobe Flash)
   
  Also available in:
   
  Mp3 audio Payne Lecture
  Mp4 video Payne Lecture, Friel Lecture
  HTML Transcript Payne Lecture, Friel Lecture
   
  Instructions: Download the video and/or audio content for the lecture.  You may also read the transcript of the lecture on the webpage.  RealPlayer compatible software is required for audio and video content.
   
  Note on the Lecture: Anthony Payne’s lecture focuses on the life and career of Richard Hakluyt, a key promoter of English colonization efforts in North America during the 16^th and early-17^th centuries.  Dr. Ian Friel’s lecture focuses on the expansion of the commercial shipbuilding industry in England during the 16^th and early-17^th centuries and explains how England became a naval power during this era.
   
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Unit 2 Assessments  

• Assessment: The McGraw-Hill Companies’ World History: “Chapter 14: Crisis and Absolutism in Europe, 1550-1715: Overview and Self-Check Quizzes;” “Chapter 15: The Muslim Empires, 1450-1800: Overview and Self-Check Quizzes;” and “Chapter 16: The East Asian World, 1400-1800: Overview and Self-Check Quizzes”

  Link: The McGraw-Hill Companies’ World History: “Chapter 14: Crisis and Absolutism in Europe, 1550-1715: Overview and Self-Check Quizzes;” “Chapter 15: The Muslim Empires, 1450-1800”: “Overview” and “Self-Check Quizzes;” and “Chapter 16: The East Asian World, 1400-1800”: “Overview” and “Self-Check Quizzes” (all HTML)
  
  Instructions: Review each Chapter overview in order (Ch. 14-16), and then take the 12 question “self-check” multiple-choice quiz for each chapter on the GlencoeWorld History website to assess your understanding of the subjects covered in Unit 2.  To access these quizzes, click on “Self-check Quizzes” in the navigation box on the left hand side of the webpage.  Once you are done taking the quiz, click on the “Submit Answers” button at the bottom of the page to redirect to the answer key.
  
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Unit 3: Religious, Intellectual, and Political Revolutions in the 1600s-1800s  

The 1600s and 1700s were a time of profound religious, intellectual, and political turmoil across the globe.  In Europe, the Protestant Reformation, which challenged the religious and political power of the Catholic Church, led to the Thirty Years’ War in the early 1600s.  The Thirty Years’ War devastated much of Central Europe and led to profound divisions between Catholic and Protestant political states.  In Africa and Asia, Islam continued to spread southward and eastward through trade networks, population migrations, and the activities of missionaries.

The Protestant Reformation and the Catholic Church’s declining religious and political power led to a period of great intellectual fervor across Europe in the 1600s and 1700s.  Known as the Enlightenment, this period witnessed the development of intellectual movements promoting reason, democracy, political freedom, and rational inquiry.  Enlightenment thinkers questioned civil authorities and developed new ideas about the relationship between a nation’s governments and its people.  These ideas gave rise to a period of political revolutions intended to overthrow monarchical rule and to install democratically elected governments in the late 1700s.  The French Revolution in 1789 followed the American Revolution in 1776 and encouraged other revolutions throughout the Americas and parts of Europe. 

In this unit, we will examine the interaction between religious and political beliefs in the 1600s and 1700s and look at how these ideas reshaped political, economic, and social life throughout the world by the beginning of the 1800s.  We will also look at how political revolutions in the Americas had a global impact on political institutions and reshaped networks of trade and commerce throughout the world. 

Unit 3 Time Advisory   show close


Unit 3 Learning Outcomes   show close


• Reading: Connexions: Dr. Jack E. Maxfield’s A Comprehensive Outline of World History: “Chapter 31: A.D. 1601 to 1700” and “Chapter 32: A.D. 1701 to 1800”

  Link: Connexions: Dr. Jack E. Maxfield’s A Comprehensive Outline of World History: “Chapter 31: A.D. 1601 to 1700” (PDF) and “Chapter 32: A.D. 1701 to 1800” (PDF)
  
  Instructions: Read Chapters 31 (pp. 577-626 in PDF file) and 32 (pp. 627-680 in PDF file).  You may download the PDF file by clicking on “Download: Collection PDF” at the bottom of the webpage.  Scroll down the document to the indicated page numbers for this chapter.  Focus on the sections that discuss the Catholic Church, European nations, and the Americas.
  
  Note on the Text: This reading will cover the 17^th and 18^th centuries (1601-1800).  We will examine the impact of new religious, social, and political beliefs on the peoples of Europe and the Americas.  
  
  Terms of Use:  This work is licensed under a Creative Commons Attribution 2.0 Generic License.  It is attributed to Jack E. Maxfield and can be viewed in its original form here and here.

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• Reading: Hutton Webster’s World History: “Chapter VII: The Renaissance,” “Chapter IX: Commerce and Colonies” “Chapter X: The Old Regime,” “Chapter XI: The Revolutionary and Napoleonic Era, 1789-1815,” and “Chapter XII: The Democratic Movement in Europe, 1815-1848”

  Link: Internet Archive: Hutton Webster’s World History:
  “Chapter VII: The Renaissance,” (PDF)
  “Chapter IX: Commerce and Colonies During the Seventeenth and Eighteenth Centuries,” (PDF)
  “Chapter X: The Old Regime,” (PDF)
  “Chapter XI: The Revolutionary and Napoleonic Era, 1789-1815,” (PDF) and
  “Chapter XII: The Democratic Movement in Europe, 1815-1848” (PDF)
  
  Instructions: Read Chapter VII (pp. 241-280), Chapter IX (pp. 334-345), Chapter X (pp. 346-364), Chapter XI (pp. 366-409), and Chapter XII (pp. 410-439).
  
  Note on the Text: Chapter 7 focuses on the Renaissance and the Reformation in Europe. Chapters 9-12 discuss the Enlightenment and the political revolutions of the late 18^th and early-19^th centuries.  Page 240 of Chapter 7 is not included in the online document.  
  
  Terms of Use: This material is part of the public domain. 

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3.1 Reformation and Counter-Reformation in Europe  

• Lecture: Gresham College: Professor Keith Ward’s “The Reformation” Lecture

  Link: Gresham College: Professor Keith Ward’s “The Reformation” Lecture (HTML)
   
  Also available in:
   
  MP3 audio
  MP4 video
  HTML Transcript
   
  Instructions: Download the video and/or audio of the lecture.  You may also read the transcript of the lecture on the webpage.  RealPlayer compatible software is required for audio and video components of lectures.
   
  Note on the Lecture: This lecture focuses on the views and beliefs of Protestant reformers and the impact of their new Christian vision on the peoples of Europe.
   
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3.1.1 Origins of the Reformation  

• Lecture: iTunes U: Dr. Frank A James III’s “History of Christianity II: Martin Luther”

  Link: iTunes U: Dr. Frank A James III’s “History of Christianity II: Martin Luther” Lecture (iTunes U)
   
  Instructions: Listen to the whole lecture using iTunes U.
   
  Note on the Media: In this lecture, Dr. Frank A. James III of the Reformed Theological Seminary discusses religious reformer Martin Luther’s background and role in the broader Protestant Reformation that he helped inspire.
   
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3.1.2 Political Impact of the Reformation  

• Reading: International World History Project’s “The Reformation: Europe’s Search for Stability”

  Link: International World History Project’s “The Reformation: Europe’s Search for Stability” (HTML)
   
  Instructions:  Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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3.1.3 The Counter-Reformation  

• Reading: International World History Project’s “The Reformation and Counter-Reformation”

  Link: International World History Project’s “The Reformation and Counter-Reformation” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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• Reading: European University Institute: William Gilbert’s “The Counter-Reformation”

  Link: European University Institute: William Gilbert’s “The Counter-Reformation”
   
  Instructions: Read the entirety of this book chapter.
   
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3.2 Islam in Africa, the Middle East, and Asia  

3.2.1 Spread of Islam  

• Reading: International World History Project’s“Islam from the Beginning to 1300”: “The Coming of Islam to South Asia,” “The Spread of Islam to Southeast Asia,” and “Spread into Africa”

  Link: International World History Project’s “Islam from the Beginning to 1300”:
  “The Coming of Islam to South Asia,”
  “The Spread of Islam to Southeast Asia,” and
  “Spread into Africa” (all HTML)
   
  Instructions: Read the entirety of each webpage linked here.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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3.2.2 Political and Cultural Impact  

• Reading: International World History Project’s “Islam from the Beginning to 1300”: “The Abbasids, Zenith of Islamic Civilization,” “The Arab Empire of the Umayyads,” and “From Arab to Islamic Empire: The Early Abbasid Era”

  Link: International World History Project’s “Islam from the Beginning to 1300”:
  “The Abbasids, Zenith of Islamic Civilization,”
  “The Arab Empire of the Umayyads,” and
  “Page 12: From Arab to Islamic Empire: The Early Abbasid Era” (HTML)
   
  Instructions: Read the entirety of each webpage linked here.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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3.3 The Enlightenment  

3.3.1 Origins  

• Reading: International World History Project’s “The Enlightenment throughout Europe”

  Link: International World History Project’s “The Enlightenment throughout Europe” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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• Lecture: iTunes U: Dr. Frank A James III’s “History of Christianity II: The Enlightenment Part 1”

  Link: iTunes U: Dr. Frank A James III’s “History of Christianity II: The Enlightenment Part 1” Lecture (iTunes U)
   
  Instructions: Listen to the whole lecture using iTunes U.
   
  Note on the Lecture: In this lecture, Professor Frank A. James III of the Reformed Theological Seminary focuses on the philosophical and political origins of the European Enlightenment.  He asserts that Enlightenment thinkers challenged both the repressive political beliefs of European elites and the religious authoritarianism of Catholic and Protestant religious leaders.
   
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3.3.2 Ideas  

• Reading: International World History Project’s The Age of Enlightenment: Lewis Hackett’s “The European Dream of Progress and Enlightenment”

  Link: International World History Project’s The Age of Enlightenment: Lewis Hackett’s “The European Dream of Progress and Enlightenment” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Gresham College: Professor Allan Chapman’s “The Jacobean Space Program—Wings, Springs, and Gunpowder: Flying to the Moon from 17th-Century England”

  Link: Gresham College: Professor Allan Chapman’s “The Jacobean Space Program—Wings, Springs, and Gunpowder: Flying to the Moon from 17^th-Century England” Lecture (HTML)
   
  Also available in:
  Mp3 Audio
  Mp4 Video
  HTML Transcript
   
  Instructions: Download the video and/or audio of the lecture.  You may also read the transcript of the lecture on the webpage.  RealPlayer compatible software is required for audio and video components of lectures.
   
  Note on the Text: Allan Chapman is a Visiting Professor at Gresham College and accomplished author in the field of the history of science.
   
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3.3.3 Political and Social Impact  

• Reading: Independence Hall Association’s U.S. History: Pre-Columbian to the New Millennium: “The Impact of Enlightenment in Europe”

  Link: Independence Hall Association’s U.S. History: Pre-Columbian to the New Millennium: “The Impact of Enlightenment in Europe” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: International World History Project’s “John Locke (1632-1704)” and “Jean-Jacques Rousseau (1712-1778)”

  Link: International World History Project’s “John Locke (1632-1704)” and “Jean-Jacques Rousseau (1712-1778” (both HTML)
   
  Instructions: Read both articles in their entirety on the webpages linked here.
  
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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3.4 Political Revolutions  

3.4.1 Europe  

• Reading: International World History Project’s “The French Revolution”

  Link: International World History Project’s “The French Revolution” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above

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• Web Media: Khan Academy’s “French Revolution (Part I)"

  Link: Khan Academy’s “French Revolution (Part I)” (YouTube)
  
  Instructions: Please watch the above video (approx. 17 minutes).  The French Revolution began in May 1789 with the meeting of the Estates-General—a general assembly representing the three French estates of the realm: the nobility, the church, and the common people.  Summoned by King Louis XVI to propose solutions to his government’s financial problems, the Estates-General sat for several weeks in May and June 1789 but came to an impasse as the three estates clashed over their respective powers.  It was brought to an end when many members of the Third Estate formed themselves into a National Assembly, signaling the outbreak of the Revolution.  On July 14 of that same year, the Bastille—a medieval fortress and prison which represented royal authority in the center of Paris—was stormed by a mob that demanded the arms and ammunition stored there.
  
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• Web Media: Khan Academy’s “French Revolution (Part 2)”

  Link: Khan Academy’s “French Revolution (Part 2)” (YouTube)
  
  Instructions: Please watch the above video (approx. 15 minutes), which discusses the second stage of the French Revolution. After Louis XV and his wife tried to escape Paris in 1791, the French revolutionary wars began soon thereafter; however, fighting soon went badly and prices rose sky-high. In August 1792, a mob assaulted the Royal Palace in Paris and arrested the King. In September, the Assembly abolished the monarchy and declared a republic.
  
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• Web Media: Khan Academy’s “French Revolution (Part 4)—The Rise of Napoleon Bonaparte”

  Link: Khan Academy’s “French Revolution (Part 4)—The Rise of Napoleon Bonaparte” (YouTube)
  
  Instructions: Please watch the above video (approx. 17 minutes), which discusses the last stages of the French Revolution and how Napoleon Bonaparte overthrew the French Directory, replacing it with the French Consulate.Napoleon rose to power under the French First Republic, which formed at the end of the French Revolution, proclaimed himself dictator, and eventually, emperor, under the First French Empire in 1804.
  
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• Web Media: Khan Academy’s “French Revolution (Part 3)—Reign of Terror”

  Link: Khan Academy’s “French Revolution (Part 3)—Reign of Terror” (YouTube)
  
  Instructions: Please watch the above video (approx. 23 minutes) on the “Reign of Terror,” a period of violence that occurred after the onset of the French Revolution, incited by conflict between rival political factions, and marked by mass executions of “enemies of the revolution.” The death toll ranged in the tens of thousands, with 16,594 executed by guillotine and another 25,000 in summary executions across France.
  
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3.4.2 The Americas  

• Reading: International World History Project: Dr. Robert A. Guisepi, ed. The American Revolution: “The Background of Revolution,” “A Revolution in Minds and Hearts,” and “Conclusion”

  Link: International World History Project: Dr. Robert A. Guisepi, ed. The American Revolution: “The Background of Revolution, “A Revolution in Minds and Hearts,” and “Conclusion” (all HTML)
   
  Instructions: Read each webpage linked here. This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Bartleby.com’s version of Thomas Paine’s Common Sense: “Section II: Of Monarchy and Hereditary Succession”

  Link: Bartleby.com’s version of Thomas Paine’s Common Sense: “Section II: Of Monarchy and Hereditary Succession” (HTML)
   
  Also available in:
   
  eText format on the iPad(free)
   
  eText format on the Kindle($1) PDF
  eText format in Google Books .txt file
   
  Instructions: Read Section II of this primary source document.
   
  Note on the Text: In Section II of Common Sense, revolutionary Thomas Paine discusses British rule in North America and argues that England has severely mistreated the American colonies over the past few decades.  He asserts that British rule is unnatural and unjust.  He claims that the only logical course of action for American colonists is to rebel against Great Britain and become a free and independent people.
   
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• Reading: Project Gutenberg’s version of Thomas Paine’s Common Sense: “Of Monarchy and Hereditary Succession”

  Link: Project Gutenberg’s version of Thomas Paine’s Common Sense:“Of Monarchy and Hereditary Succession” (HTML)
  
  Also available in:
  
  eText format on the Kindle($1)
  .txt file
  
  Instructions: Read Section II of this primary source document.In Section II, of Common Sense, revolutionary Thomas Paine discusses British rule in North America and argues that England has severely mistreated the American colonies over the past few decades.  He asserts that British rule is unnatural and unjust.  He claims that the only logical course of action for American colonists is to rebel against Great Britain and become a free and independent people.
  
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3.4.3 The Emergence of Liberalism and Nationalism  

• Reading: Suite101.com: Michael Streich’s “Early 19th Century Revolutionary Movements”

  Link: Suite101.com: Michael Streich’s “Early 19^th Century Revolutionary Movements” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
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• Reading: Spiritus-Temporis.com’s “Nationalism”

  Link: Spiritus-Temporis.com’s “Nationalism” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above

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• Reading: Regis University: Dr. Jim L. Riley’s “Moderate Political Ideologies: Liberalism and Conservatism”

  Link: Regis University: Dr. Jim L. Riley’s “Moderate Political Ideologies: Liberalism and Conservatism”
  
  Instructions: Please read the section titled “Liberalism” in its entirety. Remember that “Liberalism” is an ideology committed to the idea of liberty (limited government and individual liberties, including freedom of religion, speech, press, and assembly).
  
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Unit 3 Assessments  

• Assessment: The McGraw-Hill Companies’ World History: “Chapter 17: Revolution and Enlightenment, 1550-1800: Overview and Self-Check Quizzes” and “Chapter 18: The French Revolution and Napoleon, 1789-1815: Overview and Self-Check Quizzes”

  Links: The McGraw-Hill Companies’ World History: “Chapter 17: Revolution and Enlightenment, 1550-1800: Overview and Self-Check Quizzes” and “Chapter 18: The French Revolution and Napoleon, 1789-1815: Overview and Self-Check Quizzes” (All HTML)
  
  Instructions: Review the Chapter 17 overview, and then take the 12 question “self-check” multiple-choice quiz on the Glencoe World History website to assess your understanding of the subjects covered in Unit 3.  Then, review the Chapter 18 overview, and then take the 12 question “self-check” multiple-choice on the GlencoeWorld History website.  To access these quizzes, click on “Self-check Quizzes” in the navigation box on the left hand side of the webpage.  Once you are done taking the quiz, click on the “Submit Answers” button at the bottom of the webpage to redirect to the answer key.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

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Unit 4: Scientific and Industrial Revolutions of the 1600s and 1700s  

The Scientific Revolution began in Europe in the 16^th century, but had the greatest impact on Europe in the 17^th and 18^th centuries.  Drawing on scientific ideas developed by the ancient Greeks and Romans, as well as Asian and Hindu-Arabic scientific and mathematical discoveries, researchers used the scientific method to develop the modern disciplines of astronomy, physics, biology, and chemistry.  Discoveries by scientists challenged traditional beliefs about the nature of matter, the operation of the solar system, and the life processes of living organisms.  In England, these new scientific ideas and discoveries contributed to a gradual, but profound, shift away from traditional means of agricultural and craft production to mechanical means for producing and transporting goods.  The development of the steam engine in the 1700s, for example, provided an unlimited source of energy to power mechanical devices.  Inventors soon developed primitive machines to spin yarn, weave textiles, and perform other basic tasks.  While these early machines often produced low-quality manufactured products, they could produce much larger quantities of goods than skilled craftspeople in the same amount of time.  Engineers soon developed other applications for steam power such as railroad locomotives and steamships.  Over the course of the 1700s, the Industrial Revolution swept Great Britain, and the nation became a center for the industrial production of iron, textiles, and other manufactured goods.  Factory towns expanded rapidly as peasants left farms for manufacturing jobs in the cities.  England’s growing industrial might made it the most wealthy and powerful nation on the face of the planet by the early 19^th century.  In this unit, we will examine the origins of the Scientific Revolution and evaluate its social and political impact on European society.  We will also look at the social, political, economic, and technological impact of the Industrial Revolution in England and throughout the world.  We will see how England, and later the United States, overtook other nations industrially, economically, and militarily, and we will explore the profound implications of this power shift.

Unit 4 Time Advisory   show close


Unit 4 Learning Outcomes   show close


• Reading: Connexions: Dr. Jack E. Maxfield’s A Comprehensive Outline of World History: “Chapter 31: A.D. 1601 to 1700” and “Chapter 32: A.D. 1701 to 1800”

  Link: Connexions: Dr. Jack E. Maxfield’s A Comprehensive Outline of World History: “Chapter 31: A.D. 1601 to 1700” (PDF) and “Chapter 32: A.D. 1701 to 1800”  (PDF)
  
  Also available:
  Whole collection PDF
  
  Instructions: Review Chapters 31 (pp. 577-626 in PDF) and 32 (627-680 in PDF).  To access these PDF files, clicking on the “Download: Collection PDF” at the bottom of the webpage.  Scroll down the document to the indicated page numbers for each chapter.  Focus on the sections that discuss European nations and the Americas.
  
  Note on the Text: This reading will cover the 17^th and 18^th centuries (1601-1800).  We will examine the impact of new scientific ideas and industrial technologies on the peoples of Europe and other parts of the world.  
  
  Terms of Use:  This work is licensed under a Creative Commons Attribution 2.0 Generic License.  It is attributed to Jack E. Maxfield and can be viewed in its original form here and here.

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• Reading: Hutton Webster’s World History: “Chapter XVII: The Industrial Revolution”

  Link: Internet Archive: Hutton Webster’s World History: “Chapter XVII: The Industrial Revolution” (PDF)
  
  Instructions: Read all of “Chapter XVII: The Industrial Revolution” (pp. 581-624) linked here.
  
  Terms of Use: This material is part of the public domain. 

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4.1 The Scientific Revolution  

4.1.1 Origins  

• Reading: The European University Institute: William Gilbert’s “The Beginning of the Scientific Revolution”

  Link: The European University Institute: William Gilbert’s “The Beginning of the Scientific Revolution” (HTML)
   
  Instructions: Read the entire book chapter.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Lecture: iTunes U: Arizona State University’s History Department: “The Scientific Revolution of the 16th and 17th Centuries”

  Link: iTunes U: Arizona State University’s History Department: “The Scientific Revolution of the 16th and 17th Centuries” Lecture (iTunes U)
   
  Instructions: Listen to the lecture using iTunes U.
   
  Note on the Lecture: In this lecture, a professor in the History Department of Arizona State University discusses the origins of the Scientific Revolution in Europe.  He focuses on how the Scientific Revolution challenged religious and social norms from the Medieval Era, particularly in fields such as biology and physics.
   
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4.1.2 Social Impact  

• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern Europe: “Lecture 10: The Scientific Revolution, 1543-1600”

  Link: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern Europe: “Lecture 10: The Scientific Revolution, 1543-1600” (HTML)
   
  Instructions: Read the entire article on the webpage.
  
  Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.  Dr. Steven Kreis teaches history at American Public University.
  
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4.1.3 Political Impact  

• Reading: George Mason University: Professor R. Cherubin’s “The Scientific Revolution of the 17th Century and the Political Revolutions of the 18th Century”

  Link: George Mason University: Professor R. Cherubin’s “The Scientific Revolution of the 17^th Century and the Political Revolutions of the 18^th Century” (HTML)
   
  Instructions: Read the lecture notes on the webpage.
   
  Note on the Text: In these lecture notes, Professor Cherubin connects the Scientific Revolution and Political Revolution through their related philosophical principles.
  
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4.2 The Industrial Revolution  

4.2.1 Origins  

• Reading: International World History Project’s Industrial Revolution: Lewis Hackett’s “Industrialization: The First Phase”

  Link: International World History Project’s Industrial Revolution: Lewis Hackett’s “Industrialization: The First Phase” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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4.2.2 Social and Political Impact in Europe  

• Reading: International World History Project: Professor Lewis’s and Professor Jewsbury’s “Europe Transformed”

  Link: International World History Project: Professor Lewis’s and Professor Jewsbury’s “Europe Transformed” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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• Reading: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Andrew Ure’s “The Philosophy of Manufacturers”

  Link: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Andrew Ure’s “The Philosophy of Manufacturers” (PDF)
   
  Instructions: Read the entire document on the webpage.
  
  Note on the Text: In his 1835 article “The Philosophy of Manufacturers,” Andrew Ure describes the new industrial system that had developed in England over the course of the previous century.  He argues that the new factory system is beneficial to workers, since it relieves them of much of the tedium of manufacturing goods by hand.  He also notes that the system does away with skilled workers by replacing them with machines.  While machines are expensive, unskilled women and children can operate them for very low wages, which saves money for factory owners.  Ultimately, Ure concludes that the Industrial Revolution has benefited the people of England and any opposition to it is simply due to ignorance and fear mongering.  
   
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4.2.3 Global Impact  

• Reading: International World History Project: Peter N. Stearns’s, Michael Adas’s, and Dr. Stuart B. Schwatz’s “Russia and Japan—Industrialization Outside the West” and Dr. Stuart B. Schwartz’s “Industrialization and Western Global Hegemony”

  Link: International World History Project: Professors Peter N. Stearns’s, Michael Adas’s, and Dr. Stuart B. Schwatz’s “Russia and Japan—Industrialization Outside the West” and Dr. Stuart B. Schwartz’s “Industrialization and Western Global Hegemony” (both HTML)
   
  Instructions: Read each article linked here in its entirety.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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Unit 4 Assessments  

• Assessment: Pearson Education’s World Civilizations: AP Edition: “Chapter 17: The Transformation of the West, 1450-1750 Multiple Choice, True/False, and Short Answer Quizzes” and “Chapter 23: The Emergence of Industrial Society in the West, 1750-1914 Multiple Choice, True/False, and Short Answer Quizzes”

  Links: Pearson Education’s World Civilizations: AP Edition: “Chapter 17: The Transformation of the West, 1450-1750 Multiple Choice, True/False, and Short Answer Quizzes” and “Chapter 23: The Emergence of Industrial Society in the West, 1750-1914 Multiple Choice, True/False, and Short Answer Quizzes” (HTML)
  
  Instructions: Review the Chapter 17 outline, and then take the multiple-choice, true/false, and short answer quizzes on the World Civilizations: AP Edition website to assess your understanding of the subjects covered in Unit 4.  Then, review the Chapter 23 outline, and then take the multiple-choice, true/false, and/or short answer quizzes on the World Civilizations: AP Edition website.  
  
  You may access these quizzes by clicking on the title for each quiz in the left-side navigation bar on the webpage.  Click on “Submit Answers for Grading” button at the end of each webpage to go to the answer key.
  
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• Assessment: The McGraw-Hill Companies’ World History: “Chapter 19: Industrialization and Nationalism”: “Overview” and “Self-Check Quiz”

  Link: The McGraw-Hill Companies’ World History: “Chapter 19: Industrialization and Nationalism”: “Overview” and “Self-Check Quiz” (HTML)
  
  Instructions: Review the Chapter 19 overview, and take the 12 question “self-check” multiple-choice quiz on the Glencoe World History website to assess your understanding of the subjects covered in Unit 4.  To access the quiz, click on “Self-check Quizzes” in the box on the left hand side of the webpage.  Click on the “Submit Answers” button at the bottom of the webpage for the “Self Check” quiz to go to the answer key.
  
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Unit 5: New Imperialism during the Long 19th Century  

The French Revolution embroiled Europe in nearly two decades of military conflict.  At the 1815 Treaty of Vienna, war weary European monarchies resolved to settle their political differences and jointly suppress further outbreaks of revolutionary violence.  After 1815, Europe entered an era of relative peace and prosperity that lasted until World War I.  Many historians refer to this period of time from the French Revolution to World War I as the “Long 19^th Century.”

During the Long 19^th Century, England, France, Germany and other European states used their military and industrial strength to seize territories in Africa, Asia, and the Pacific Ocean and subjugate native peoples living in these territories.  European leaders viewed overseas colonies as an important signifier of international power and competed with each other to control larger and larger territories across the globe.  Colonies also provided natural resources for, and consumed manufactured goods produced by, imperial nations and served as locations for investment by powerful industrialists in each country.  Imperialists viewed native people in Africa, Asia, and the Pacific as primitive and uncivilized and justified racial and ethnic oppression on the grounds that they were engaged in a “civilizing mission.”  These racist attitudes shaped how Europeans dealt with colonial populations throughout the 19^th and early 20^th centuries.  

In this unit, we will examine how European nations staked out claims to colonies throughout the world and imposed new technologies and economic systems on colonial possessions.  We will also explore the consequences of colonization for European and colonial populations and evaluate the impact of colonial rebellions and anti-colonial movements during the 19^th century.

Unit 5 Time Advisory   show close


Unit 5 Learning Outcomes   show close


• Reading: Connexions: Dr. Jack E. Maxfield’s A Comprehensive Outline of World History: “Chapter 33: A.D. 1801-1900”

  Link: Connexions: Jack E. Maxfield’s A Comprehensive Outline of World History: “Chapter 33: A.D. 1801-1900” (PDF)
  
  Also available:
  Whole book PDF
  
  Instructions: Read Chapter 33 (pp. 681-750 in PDF file).  You may download the PDF file by clicking on “Download: Collection PDF” at the bottom of the webpage.  Scroll down the document to the indicated page numbers for this chapter.  As you read the chapter, focus your attention on the sections that discuss Africa, the Near East, Central Asia, the Indian Subcontinent, and the Pacific.
  
  Note on the Text: Our final reading from this textbook will cover the 19^th century (1801-1900).  We will examine the impact of European colonization efforts and trade networks on peoples of Africa, Asia, and the Pacific.  
  
  Terms of Use:  This work is licensed under a Creative Commons Attribution 2.0 Generic License.  It is attributed to Jack E. Maxfield and can be viewed in its original form here.

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• Reading: Hutton Webster’s World History: “Chapter XIII: The National Movement in Europe, 1848-1871,” “Chapter XIV: The United Kingdom and the British Empire,” “Chapter XV: The Continental Countries,” and “Chapter XVI: Colonial Expansion and World Politics”

  Link: Internet Archive: Hutton Webster’s World History:
  “Chapter XIII: The National Movement in Europe, 1848-1871,” (PDF)
  “Chapter XIV: The United Kingdom and the British Empire,” (PDF)
  “Chapter XV: The Continental Countries,” (PDF) and
  “Chapter XVI: Colonial Expansion and World Politics” (PDF)
  
  Instructions: Read all of Chapters XIII (pp. 440-467), XIV (pp. 468-497), XV (pp. 498-539), and XVI (pp. 540-580).
  
  Terms of Use: This material is part of the public domain. 

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5.1 The New Imperialism  

5.1.1 The Scramble for Colonies  

• Lecture: iTunes U: Bethel University: Professor Christopher Gehrz’s “The New Imperialism”

  Link: iTunes U: Bethel University: Professor Christopher Gehrz’s “The New Imperialism” Lecture (iTunes U)
   
  Instructions: Listen to the lecture using iTunes U.
   
  Note on the Lecture: In this lecture, Professor Christopher Gehrz discusses the economic, political, and cultural motivations behind European nations’ colonial expansion into parts of Africa, the Middle East, and Asia in the late 19^th century.  He also focuses on how the “New Imperialism” reflected political, economic, and technological competition between Great Britain, Germany, and France.
   
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• Lecture: Gresham College: Professor Kathleen Burk’s “Great Britain and the ‘Scramble for Africa’”

  Link: Gresham College: Professor Kathleen Burk’s “Great Britain and the ‘Scramble for Africa’” Lecture (Adobe Flash)
   
  Also available in:
   
  MP3 audio
  Mp4 Video
  HTML Transcript
  PowerPoint Lecture notes
   
  Instructions: Download the video and/or audio of the lecture.  You may also read the transcript of the lecture on the webpage.  RealPlayer compatible software is required for audio and video components of lectures.
   
  Note on the Lecture: This lecture discusses the reasons for British expansion in Africa, as well as the effects of such imperial expansion.
   
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5.1.2 Imperial Rivalries  

• Reading: International World History Project’s Industrialization and Global Hegemony: Stuart B. Schwartz’s “Industrial Rivalries and the Partition of the World”

  Link: International World History Project’s Industrialization and Global Hegemony: Dr. Stuart B. Schwartz’s “Industrial Rivalries and the Partition of the World” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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• Lecture: Gresham College: Professor Kathleen Burk’s “Imperial Rivalry with the Russian Empire”

  Link: Gresham College: Professor Kathleen Burk’s “Imperial Rivalry with the Russian Empire” Lecture (Adobe Flash)
   
  Also available in:
   
  MP3 audio
  MP4 video
  HTML Transcript
  PowerPoint Lecture Notes
   
  Instructions: Download the video and/or audio of the lecture.  You may also read the transcript of the lecture on the webpage.  RealPlayer compatible software is required for audio and video components of lectures.
   
  Note on the Lecture: Professor Kathleen Burk explores the conflict between the two expanding empires of Great Britain and Russia.
   
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5.2 Impact of Imperialism  

5.2.1 Racism and Social Control  

• Reading: Torrey Pines High School’s version of Karl Pearson’s “Social Darwinism: Imperialism Justified by Nature”

  Link: Torrey Pines High School’s version of Karl Pearson’s “Social Darwinism: Imperialism Justified by Nature” (HTML)
   
  Instructions: Read the entire primary source article on the webpage.
   
  Note on the Text: In this lecture from 1900, British professor of mathematics, Karl Pearson, justifies European colonization on racial grounds.  Pearson argues that white Europeans are genetically superior to native peoples and will eventually establish dominance over every part of the globe.
   
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5.2.2 Destruction of Native Cultures  

• Reading: Boloji.com’s Perspective: V. Sundaram’s “Impact of Globalization on Indian Culture”

  Link: Boloji.com’s Perspective: V. Sundaram’s “Impact of Globalization on Indian Culture” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: V. Sundaram is currently working as a journalist for News Today (in English) and Malai Sudar, which is a daily newspaper in Tamil, India.
   
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• Reading: Fordham University’s Modern History Sourcebook: Professor Paul Halsall’s version of Dadabhai Naoroji: “The Benefits of British Rule, 1871”

  Link: Fordham University’s Modern History Sourcebook: Professor Paul Halsall’s version of Dadabhai Naoroji: “The Benefits of British Rule, 1871”
  
  Instructions: Please read this text in its entirety. Dadabhai Naoroji (1825-1917), also known as the “Grand Old Man of India,” was an Indian politician and writer. Naoroji was a mentor to Gokhale and Gandhi.
  
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  Submit Materials

5.2.3 Imposition of European Ideas and Values  

• Reading: Gulf Coast Community College: Dr. Richard Baldwin’s “Western Imperialism” Course Notes

  Link: Gulf Coast Community College: Dr. Richard Baldwin’s “Western Imperialism” Course Notes (HTML)
   
  Instructions: Read all of the course notes on Western Imperialism in the 19^th century.
   
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5.3 Imperialism and Modernization  

5.3.1 Facilitating Imperialism through Advanced Technologies  

• Reading: West Chester University: Professor Jim Jones’s “Europe & Africa in the 19th Century” Course Notes

  Link: West Chester University: Professor Jim Jones’s “Europe & Africa in the 19^th Century” Course Notes (HTML)
   
  Instructions: Read the course notes on European imperialism.
   
  Note on the text: Focus on the final section of the text that discusses technology and western imperialism.
   
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• Reading: Atlantic-Cable.com’s History of the Atlantic Cable & Undersea Communications: The New York Times’ “Cables under the Ocean”

  Link: Atlantic-Cable.com’s History of the Atlantic Cable & Undersea Communications: The New York Times’ “Cables under the Ocean” (HTML)
   
  Also available in:
  PDF
   
  Instructions: Read the entire primary source article on the webpage.
   
  Note on the Text: This newspaper article from July 10, 1892 describes the growing network of undersea telegraph cables that have begun to span the globe and connect distant parts of the world.
   
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5.3.2 Reform in the Ottoman Empire  

• Reading: International World History Project: Stuart B. Schwartz’s “Ottoman Empire, Islamic Heartlands, and Qing China”

  Link: International World History Project: Dr. Stuart B. Schwartz’s “Ottoman Empire, Islamic Heartlands, and Qing China” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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• Reading: Turizm.net: Dr. Richard L. Chambers’ “The Ottoman Empire”

   
  Link: Turizm.net: Dr. Richard L. Chambers’ “The Ottoman Empire” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: Dr. Richard L. Chambers is a professor at the University of Chicago.
   
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5.3.3 Meiji Japan  

• Reading: Indiana University: Professor Diana Lin’s “Japanese Imperialism” Course Notes

  Link: Indiana University: Professor Diana Lin’s “Japanese Imperialism” Course Notes (HTML)
   
  Instructions: Read the entire webpage.  Click on the hyperlinks within the webpage as well.
   
  Note on the Text: These course notes describe the foreign relations of Japan and expansion of Japanese imperialism.
   
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5.4 Resistance to Imperialism  

5.4.1 China: Opium Wars  

• Reading: Information Technology High School’s Global History Regents Review: Mr. Moloney’s “China Responds to Pressure from the West”

  Link: Information Technology High School’s Global History Regents Review: Mr. Moloney’s “China Responds to Pressure from the West” (PDF)
  
  Instructions: Scroll down to Section 30, and click on the “Imperialism in China” link in the Text Reading column (3^rd column) to access the article in PDF format.  Read the first two pages of the article.
   
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5.4.2 China: Taiping and Boxer Rebellions  

• Reading: Information Technology High School’s Global History Regents Review: Mr. Moloney’s “China Responds to Pressure from the West”

  Link: Information Technology High School’s Global History Regents Review: Mr. Moloney’s “China Responds to Pressure from the West” (PDF)
   
  Instructions: Scroll down to Section 30, and click on the “Imperialism in China” link in the Text Reading column (3^rd column) to access the article in PDF format.  Read the pages three through five of the article.
   
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5.4.3 Sepoy Rebellion-India  

• Reading: Information Technology High School’s Global History Regents Review: Mr. Moloney’s “British Imperialism in India”

  Link: Information Technology High School’s Global History Regents Review: Mr. Moloney’s “British Imperialism in India” (PDF)
   
  Instructions: Scroll down to Section 30, and click on the “Imperialism in India” link in the Text Reading column (3^rd column) to access the article in PDF format.  Read pages one through five of the article.
   
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5.4.4 Western Anti-Imperialist Movements  

• Reading: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of The American Anti-Imperialist League’s “Platform of the American Anti-Imperialist League”

  Link: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of The American Anti-Imperialist League’s “Platform of the American Anti-Imperialist League” (PDF)
   
  Instructions: Read the entire primary source document on the webpage.
   
  Note on the Text: Organized shortly after the end of the Spanish American War in 1899, the Anti-Imperialist League opposed American occupation of Cuba and the Philippines.  The League’s political platform claims that the “forcible subjugation of any people” is un-American and unjust, and it argues that native populations should be able to govern themselves without interference by outside governments.
   
  Terms of Use: This material is part of the public domain. 

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Unit 5 Assessment  

• Assessment: Pearson Education’s World Civilizations: AP Edition: “Chapter 24: Industrialization and Imperialism: The Making of the European Global Order Quizzes”

  Link: Pearson Education’s World Civilizations: AP Edition: “Chapter 24: Industrialization and Imperialism: The Making of the European Global Order Quizzes” (HTML)
  
  Instructions: Review the Chapter 24 outline, and then take the multiple-choice, true/false, and short answer quizzes on Pearson Education’s World Civilizations website to assess your understanding of the subjects covered in Unit 5.  Click on the “Submit Answers for Grading” button at the bottom of the webpage to redirect to the answer key.
  
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• Assessment: Oswego City School District’s Regents Exam Prep Center: Regents Prep’s “Global History & Geography: Imperialism Quiz”

  Link: Oswego City School District’s Regents Exam Prep Center: Regents Prep’s “Global History & Geography: Imperialism Quiz” (HTML)
  
  Instructions: Take the 26-question multiple-choice quiz on this website to assess your understanding of the subjects covered in Unit 5. Click on the “Check Your Answer” button after you have answered each question for the answer key.
  
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Unit 6: World War I  

By the early 20^th century, competition between European states over colonial resources began to affect the cohesion of the international community.  A growing arms race between Great Britain and Germany also raised concerns about European stability.  In response to these growing tensions, European nations began making secret military alliances for mutual protection in the event of war.  Tensions finally came to a head in the summer of 1914, when Serbian terrorists assassinated Archduke Franz Ferdinand of Austria-Hungary.  Germany and Austria-Hungary threatened to invade Serbia, but Russia elected to protect the small state.  As a result, these nations declared war on each other and treaty alliances forced France and Great Britain to join the conflict.  By its end in November of 1918, World War I had consumed over eight million lives and had become the most deadly and destructive conflict in world history.

In this unit, we will examine the origins of the war and study how and why it spread so rapidly throughout the world.  We will also evaluate the role that European colonies and colonized peoples played in the conflict.  Finally, we will take a look at how European states attempted to maintain their colonial possessions through post-war peace agreements and how colonized peoples began to directly challenge European rule.

Unit 6 Time Advisory   show close


Unit 6 Learning Outcomes   show close


• Reading: Internet Archive: Hutton Webster’s World History: “Chapter XIX: International Relations, 1871-1914,” “Chapter XX: The World War, 1914-1918,” and “Chapter 21: The World Settlement, 1919-1921”

  Link: Internet Archive: Hutton Webster’s World History:
  “Chapter XIX: International Relations, 1871-1914,”(PDF)
  “Chapter XX: The World War, 1914-1918,”(PDF)
  “Chapter XXI: The World Settlement, 1919-1921” (PDF)
  
  Instructions: Read Chapter XIX (pp. 650-668); Chapter XX (pp. 669-706); and Chapter XXI (pp. 707-734).  
  
  Terms of Use: This material is part of the public domain. 

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6.1 Causes  

• Reading: St. Mary’s University: Dr. Wallace G. Mills’s “Imperialism, Capitalism, and World War I” Lecture Notes

  Link: St. Mary’s University: Dr. Wallace G. Mills’s “Imperialism, Capitalism, and World War I” Lecture Notes (HTML)
   
  Instructions: Read the lecture notes on the webpage.
   
  Note on the Text: These lecture notes are from Dr. Wallace G. Mills’s Twentieth Century History course.
   
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6.1.1 Military and Economic Competition among the Great Powers  

• Reading: Hubpages.com: Hovalis’s “HMS Dreadnought: The Ship that Sparked an Arms Race”

  Link: Hubpages.com: Hovalis’s “HMS Dreadnought: The Ship that Sparked an Arms Race” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
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• Reading: St. Mary’s University: Dr. Wallace G. Mills’s “Imperialism, Capitalism, and World War I” Lecture Notes

  Link: St. Mary’s University: Dr. Wallace G. Mills’s “Imperialism, Capitalism, and World War I” Lecture Notes (HTML)
   
  Instructions: Read the lecture notes on the webpage.
   
  Note on the Text: These lecture notes are from Dr. Wallace G. Mills’s Twentieth Century History course.
   
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6.1.2 Power Politics and the European Alliance System  

• Reading: Firstworldwar.com’s “How It Began”: Dr. Michael Duffy’s “The Causes of World War One”

  Link: Firstworldwar.com’s “How It Began”: Dr. Michael Duffy’s “The Causes of World War One” (HTML)
   
  Instructions: Read the entire article on the webpage.
  
  Note on the Text: This website provides an overview of the events during World War I.  This site is edited and maintained by Dr. Michael Duffy.
   
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6.1.3 The Summer of 1914  

• Reading: International World History Project’s World War I: Dr. Robert Guisepi, ed. “Tragic War and Futile Peace: World War 1”

  Link: International World History Project’s World War I: Dr. Robert Guisepi, ed. “Tragic War and Futile Peace: World War 1” (HTML)
   
  Instructions: Read page one of this article linked here.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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6.2 The Global War  

6.2.1 The War in Western Europe  

• Reading: Firstworldwar.com’s “Feature Articles”: John Godl’s “The Planning of the War”

  Link: Firstworldwar.com’s “Feature Articles”: John Godl’s “The Planning of the War” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website provides an overview of the events during World War I.  This site is edited and maintained by Dr. Michael Duffy.
   
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• Reading: Firstworldwar.com’s “Battles”: Dr. Michael Duffy’s “The Western Front,” “The Eastern Front,” and “The Italian Front”

  Link: Firstworldwar.com’s “Battles”: Dr. Michael Duffy’s “The Western Front,” “The Eastern Front,” and “The Italian Front” (All HTML)
   
  Instructions:  Read the introductions to each of the major campaigns.
   
  Note on the Text: This webpage offers profiles of individual battles from the major campaigns of World War I.  
   
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• Reading: Historylearningsite.co.uk: Chris Trueman’s “America and World War I”

  Link: Historylearningsite.co.uk: Chris Trueman’s “America and World War I” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This article gives a brief overview of the events that led up to America entering World War I.  The author, Chris Trueman, is a history buff, who teaches history as well as American and British Politics at Sackville Community College in the UK.
   
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• Web Media: BBC History’s “Animated Map: The Western Front, 1914-1918”

  Link: BBC History’s “Animated Map: The Western Front, 1914-1918” (Flash animation)
   
  Instructions: Watch the entire animated presentation.  First, click on the “Launch the Animation” button to begin the presentation, and then click play to view it.
   
  Note on the Media: This animated map tracks the movement of both sides of the battle on the Western Front during World War I.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Lecture: iTunes U: University of Oxford: Everett Sharp’s “Trench Warfare”

  Link: iTunes U: University of Oxford: Everett Sharp’s “Trench Warfare” (iTunes U video)
   
  Instructions: View the video using iTunes U.
   
  Note on the Media: In this short video presentation, historian Everett Sharp of the University of Oxford conducts a tour of original and reconstructed World War I trenches and fortifications in France.  Also, he talks about the grueling nature of trench warfare along the Western Front in Europe.
   
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6.2.2 Colonial Warfare  

• Reading: BBC History’s “World Wars In-Depth”: Professor David R. Woodward’s “The Middle East during World War One”

  Link: BBC History’s “World Wars In-Depth: Professor David R. Woodward’s “The Middle East during World War One” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Professor David R. Woodward.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Firstworldwar.com’s “Battles”: Dr. Michael Duffy’s “The Gallipoli Front,” “The Palestine Front,” “The Mesopotamian Front,” “The African Wars,” and “The Far East”

  Link: Firstworldwar.com’s Battles—Introduction: Dr. Michael Duffy’s “The Gallipoli Front,”
  “The Palestine Front,”
  “The Mesopotamian Front,”
  “The African Wars,”
  “The Far East” (all HTML)
   
  Instructions: Please read each webpage linked here in its entirety.
   
  Note on the Text: This webpage presents profiles of individual battles from the major campaigns of World War I.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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6.2.3 New Weapons of War  

• Reading: Firstworldwar.com’s Weaponry: Dr. Brian Blodgett’s “Germany’s Use of Chemical Warfare in World War I” and Dr. Michael Duffy’s “Tanks” and “Machine Guns;” Firstworldwar.com’s War in the Air: Ari Unikoski’s “Summary of the Air War”

  Link: Firstworldwar.com’s Weaponry: Dr. Brian Blodgett’s “Germany’s Use of Chemical Warfare in World War I” and Dr. Michael Duffy’s “Tanks” and “Machine Guns;” Firstworldwar.com’s War in the Air: Ari Unikoski’s “Summary of the Air War” (all HTML)
  
  Instructions: Read each article in its entirety on the webpages linked here.
   
  Note on the Text: This website provides an overview of the events during World War I.  This site is edited and maintained by Dr. Michael Duffy.
  
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6.3 Global Impact  

6.3.1 Devastation of Europe  

• Reading: International World History Project’s “The Eclipse of the Democracies”: Professor Wallbank’s and Professor Jewsbury’s “Economic Disasters”

  Link: International World History Project’s “The Eclipse of the Democracies”: Professor Wallbank’s and Professor Jewsbury’s “Economic Disasters”  (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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6.3.2 Treaty of Versailles  

• Reading: BBC History’s “World Wars In-Depth”: Dr. Ruth Henig’s “Versailles and Peacemaking”

  Link BBC History’s “World Wars In-Depth”: Dr. Ruth Henig’s “Versailles and Peacemaking” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Dr. Ruth Henig.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: International World History Project: Dr. Robert Guisepi’s “Tragic War and Futile Peace: World War I, Part 2”

  Link: International World History Project’s: Dr. Robert Guisepi’s “Tragic War and Futile Peace: World War I, Part 2” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Woodrow Wilson’s “Speech on the Fourteen Points, Jan 8, 1918”

  Link: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Woodrow Wilson’s “Speech on the Fourteen Points, Jan 8, 1918” (PDF)
   
  Instructions: Read the entire version of the primary source document posted on the Modern History Sourcebook website.
   
  Note on the Text: American President Woodrow Wilson delivered this speech on January 8, 1918, less than a year after America officially entered the First World War I.  In the speech, Wilson presents a blueprint for postwar peace and reconciliation.  He argues against European colonization and asserts that colonized peoples should be able to govern themselves.  Finally, he argues for the creation of a “general association of nations” in order to guarantee peace and freedom throughout the world.
   
  Terms of Use: This material is part of the public domain. 

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6.3.3 The Postwar Settlement  

• Reading: BBC History’s “World Wars In-Depth”: Professor Martin Kitchen’s “The Ending of World War I, and the Legacy of Peace” and Professor Charles Townshend’s “The League of Nations and the United Nations”

  Link: BBC History’s “World Wars In-Depth: Professor Martin Kitchen’s “The Ending of World War I, and the Legacy of Peace” (HTML) and Professor Charles Townshend’s “The League of Nations and the United Nations” (HTML)
   
  Instructions: Read each article in its entirety on the webpages linked here.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Professor Martin Kitchen and Professor Charles Townshend.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Encyclopedia of the New American Nation’s “Mandates and Trusteeships—League of Nations Mandates”

  Link: Encyclopedia of the New American Nation’s “Mandates and Trusteeships—League of Nations Mandates” (HTML)
   
  Instructions: Read the entire encyclopedia article on the webpage linked here.
   
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Unit 6 Assessments  

• Assessment: The McGraw-Hill Companies’ World History: “Chapter 23: War and Revolution, 1914-1919”: “Overview” and “Self-Check Quiz”

  Link: The McGraw-Hill Companies’ World History: “Chapter 23: War and Revolution, 1914-1919”: “Overview” and “Self-Check Quiz” (HTML)
  
  Instructions: Review the Chapter 23 overview, and then take the 12 question “self-check” multiple-choice quiz on the Glencoe World History website to assess your understanding of the subjects covered in Unit 6.  To access the quiz, click on “Self-check Quizzes” in the box on the left hand side of the webpage.  Click on the “Submit Answers” button at the bottom of the page to redirect to the answer key.
  
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• Assessment: Pearson Education’s World Civilizations: AP Edition: “Chapter 28: Descent into the Abyss: World War I and the Crisis of European Global Order Quizzes”

  Link: Pearson Education’s World Civilizations: AP Edition: “Chapter 28: Descent into the Abyss: World War I and the Crisis of European Global Order Quizzes” (HTML)
  
  Instructions: Review the Chapter 28 outline, and then take the multiple-choice, true/false, and short answer quizzes on the World Civilizations: AP Edition website to assess you understanding of the subjects covered in Unit 6.  Answer keys exist for each quiz.
  
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Unit 7: The Rise of Totalitarian States in the 20th Century  

World War I devastated Europe economically, politically, and socially.  Great Britain and France blamed Germany for the conflict and imposed severe economic penalties and military restrictions on the German state.  In Russia, Communist revolutionaries seized control of the government in 1917 and began to consolidate power and impose Communist rule throughout Russia.  They attempted to turn Russia from an agricultural state into a powerful industrial nation that could rival the industrial states of western Europe.  In Asia, Japanese leaders viewed western colonial powers with envy and began expanding the Japanese military with the goal of eventually establishing colonies throughout Asia and the Pacific.  

Following the war, liberal democratic governments came into power throughout much of western Europe.  Under these regimes, women received the right to vote in many states and workers were permitted to unionize.  In states like Germany and Italy, however, democratic governments were weak and ineffective.  After the Great Depression destroyed the German and Italian economies in the early 1930s, voters looked for more powerful leaders to guide them through the difficult times.  As a result, the Nazi Party gained power in Germany, while the Fascist Party peacefully assumed control in Italy.  Nazi and Fascist leaders promised renewed prosperity as they began to rebuild military forces in order to challenge the colonial powers of Great Britain and France.  Meanwhile, in Asia, Japanese military forces landed in eastern China and began occupying much of Manchuria.

In this unit, we will take a look at the rise of Communist, Fascist, and Totalitarian governments in Europe and Asia.  We will evaluate how economic, social, and political factors allowed profoundly anti-democratic governments to assume power in Russia, Germany, Italy, and Japan, and how these governments fundamentally reshaped life in these nations during the 1920s and 1930s.

Unit 7 Time Advisory   show close


Unit 7 Learning Outcomes   show close


• Reading: WikiBooks’ World History Project: “Chapter 24: The Effects of World War 1,” “Chapter 25: The Russian Socialist Revolution,” “Chapter 26: The Interwar Years,” and “Chapter 27: The Rise of Dictatorship and Totalitarianism”

  Link: WikiBooks’ World History Project:
  “Chapter 24: The Effects of World War 1,” (HTML)
  “Chapter 25: The Russian Socialist Revolution,” (HTML)
  “Chapter 26: The Interwar Years,” (HTML)
  “Chapter 27: The Rise of Dictatorship and Totalitarianism” (HTML)
  
  Instructions: Read all of Chapters 24-27 linked here.
  
  Note on the Text: This website hosts free content on World History for public use based on the AP World History Standards.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: WikiBooks’s A Survey of European History: “Chapter 13: Europe: 1918-1945”

  Link: WikiBooks’s A Survey of European History: “Chapter 13: Europe: 1918-1945” (HTML)
  
   Instructions: Read all of “Chapter 13: Europe: 1918-1945.”
  
  Note on the Text: This website covers content of European history from the Hundred Years War through present time.
  
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7.1 The Interwar Years, 1918-1938  

7.1.1 Social and Political Impact of World War I  

• Reading: Suffolk County Community College: Professor Norman West’s “Effects of World War I” and "The European Economy in the Interwar Period" Course Notes

  Link: Suffolk County Community College: Professor Norman West’s “Effects of World War I” (HTML) and "The European Economy in the Interwar Period" (HTML) Course Notes
  
  Instructions: Read the lecture notes on the webpages linked here. 
  
  Notes on the Text: The text gives an overview of the economic, political, and social events that occured during the Interwar Period.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

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7.1.2 Economic Depression  

• Reading: Pearson Education’s The Western Heritage: “Chapter 28: Europe and the Great Depression of the 1930s: Overview”

  Link: Pearson Education’s The Western Heritage: “Chapter 28: Europe and the Great Depression of the 1930s: Overview” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This text is the online study guide that accompanies The Western Heritage, 8^th edition by Donald Kagan, Steven Ozment, and Frank M. Turner.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: International World History Project’s The Great Depression: Excerpts from Dr. Michael Adas’s One-Half Century of Crisis, 1914-1945

  Link: International World History Project’s The Great Depression: Excerpts from Dr. Michael Adas’s One-Half Century of Crisis, 1914-1945 (HTML)
   
  Instructions: Read all of the excerpts on the webpage linked here.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Western New England University: Prof. Gerhard Rempel’s “The Great Depression”

  Link: Western New England University: Prof. Gerhard Rempel’s “The Great Depression” (HTML)
   
  Instructions: Read the entire text.
                                                  
  Note on the Text: This text explains how Europe was affected by the economic crisis of the 1930s.  
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  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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7.1.3 Experiments with Liberal Democracy  

• Reading: Colby College: Professor Raffael Scheck’s Germany and Europe, 1871-1945: “D1: The Treaty of Versailles,” “D2: Germany’s First Democratic Constitution,” “D3: The Republic Besieged, 1918-1923,” “D4: Chronology, 1920-1929,” and “D5: Weimar Culture”

  Link: Colby College: Professor Raffael Scheck’s Germany and Europe, 1871-1945:
  “D1: The Treaty of Versailles,”
  “D2: Germany’s First Democratic Constitution,”
  “D3: The Republic Besieged, 1918-1923,”
  “D4: Chronology, 1920-1929,”
  “D5: Weimar Culture” (all HTML)
   
  Instructions: Read pages D1 through D5 of Professor Scheck’s lecture notes linked here.
   
  Note on the Text: Professor Raffael Scheck of Colby College created this virtual textbook, which was also expanded on and published in print by Berg Publishers in Oxford.  This portion of the online textbook gives an overview of the Weimar Republic, which was the given name for the parliamentary republic, established in Germany in 1919, that took the imperial government’s place.
   
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7.2 Russia  

7.2.1 The Russian Revolution, 1917  

• Reading: International World History Project’s “Russian Revolution”

  Link: International World History Project’s “Russian Revolution”  (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Lenin’s “Call to Power”

  Link: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Lenin’s “Call to Power” (PDF)
   
  Instructions: Read the entire document linked here.
   
  Note on the Text: Vladimir I. Lenin, leader of the radical Bolshevik Party, issued this proclamation at the beginning of the Russian Communist Revolution on October 24, 1917.  In it, Lenin rallies his communist followers and tells them that they must maintain military pressure on the weak democratic government that has ruled Russia since Tsar Nicholas II abdicated his throne eight months earlier.  At the end of the proclamation, Lenin boldly declares, “The government is tottering.  It must be given the death-blow at all costs.”
   
  Terms of Use: This material is part of the public domain. 

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• Lecture: Yale University: Professor John Merriman’s “Lecture 19: The Romanovs and the Russian Revolution”

  Link: Yale University: Professor John Merriman’s “Lecture 19: The Romanovs and the Russian Revolution” (YouTube)
   
  Also available in:
  HTML, Adobe Flash, Mp3 or QuickTime
  iTunes U video
   
  Instructions: View the video lecture or listen to the audio portion of the presentation.  Transcripts are also available for the lecture.
   
  Note on the Lecture: In this lecture, Professor John Merriman of Yale University discusses the causes of the Russian Revolution of October 1917.  He begins by talking about the failing of the Tsarist regime of Nicholas the Second and later focuses on how the Bolsheviks gained political power between the February 1917 Revolution and the October Revolution.
   
  Terms of Use: This video is released under a Creative Commons Attribution-Noncommercial-ShareAlike 3.0 Unported License.  It is attributed to Yale University, and the original can be found here.

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7.2.2 The Bolsheviks Consolidate Power  

• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 7: The Aftermath of the Bolshevik Revolution”

  Link: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 7: The Aftermath of the Bolshevik Revolution” (HTML)
   
  Instructions: Read the entire lecture on the webpage.
   
  Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.  Dr. Steven Kreis teaches history at American Public University.
   
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7.2.3 The Rise of Stalin  

• Reading: Reading: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 10: The Age of Totalitarianism: Stalin and Hitler”

  Link: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 10: The Age of Totalitarianism: Stalin and Hitler” (HTML)
   
  Instructions: Focus on the first half of the lecture that deals with Stalin.
   
  Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.  Dr. Steven Kreis teaches history at American Public University.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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7.3 Italy  

7.3.1 Post-World War I  

• Reading: TheCorner.org’s Totalitarianism, 1919-1939: “Fascist Italy”

  Link: TheCorner.org’s Totalitarianism, 1919-1939: “Fascist Italy” (HTML)
   
  Instructions: Focus on the first three sections of the article entitled “Italy before 1919,” “New Problems after the First World War,” and all sections of “Rise of Fascist Dictatorship in Italy.”
   
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7.3.2 The Rise of Mussolini  

• Reading: TheCorner.org’s Totalitarianism, 1919-1939: “Fascist Italy”

  Link: TheCorner.org’s Totalitarianism, 1919-1939: “Fascist Italy” (HTML)
   
  Instructions: Begin reading the section entitled “Rise of Mussolini—His Background” and continue to the end of the document.
   
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7.4 Germany  

7.4.1 The Origins of the Nazi Movement  

• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 10: The Age of Totalitarianism: Stalin and Hitler”

  Link: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 10: The Age of Totalitarianism: Stalin and Hitler” (HTML)
   
  Instructions: Focus on the second half of the lecture that deals with Hitler and Nazism.
   
  Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.  Dr. Steven Kreis teaches history at American Public University.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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7.4.2 The Rise of Hitler  

• Reading: TheCorner.org’s Totalitarianism, 1919-1939: “Nazi Germany”

  Link: TheCorner.org’s Totalitarianism, 1919-1939: “Nazi Germany” (HTML)
   
  Instructions: Focus on the middle portion of the article entitled “The Development of the Nazi (National Socialist) Party” that deals with Hitler’s rise to power.
   
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7.4.3 Hitler Consolidates Power  

• Reading: TheCorner.org’s Totalitarianism, 1919-1939: “Nazi Germany”

  Link: TheCorner.org’s Totalitarianism, 1919-1939: “Nazi Germany” (HTML)
   
  Instructions: Focus on final two sections of the article entitled “The Great Depression and the Rise of the Nazis” and “Nazification of Germany” that deal with Hitler’s consolidation of power as Germany’s fuhrer.
   
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7.4.4 Race in Nazi Germany  

• Reading: The United States Holocaust Memorial Museum’s Holocaust Encyclopedia: “Victims of the Nazi Era: Nazi Racial Ideology”

  Link: The United States Holocaust Memorial Museum’s Holocaust Encyclopedia: “Victims of the Nazi Era: Nazi Racial Ideology” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the text: The article focuses on Hitler and the Nazi Party’s ideas about race and how these ideas provided the ideological basis for the Holocaust.
   
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7.5 Japan  

7.5.1 Nationalism and Colonialism  

• Reading: Wesleyan University: Bill Gordon’s “Japan’s March Towards Militarism”

  Link: Wesleyan University: Bill Gordon’s “Japan’s March Towards Militarism” (HTML)
   
  Also available in:
  PDF (see instructions below)
   
  Instructions: Read the entire article on the webpage.  You may also choose to download the PDF format of the text by clicking the PDF icon at the bottom of the webpage.
   
  Note on the Text: This text discusses Japanese militarism and the Western influence on the rise of Japanese imperialism.
   
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7.5.2 Hirohito, Tojo, and Japanese Militarism  

• Reading: BBC History’s “World Wars In-Depth”: Dr. Susan Townsend’s “Japan’s Quest for Empire, 1931-1945”

  Link: BBC History’s “World Wars In-Depth”: Dr. Susan Townsend’s “Japan’s Quest for Empire, 1931-1945” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Dr. Susan Townsend.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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7.5.3 East Asian Co-Prosperity Sphere  

• Reading: Wesleyan University: Bill Gordon’s “Greater East Asia Co-Prosperity Sphere”

  Link: Wesleyan University: Bill Gordon’s “Greater East Asia Co-Prosperity Sphere” (HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This article contains a brief overview of the economic, cultural, and political reasons for the creation of the Co-Prosperity Sphere.
   
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Unit 7 Assignment  

• Reading: Western New England University: Prof. Gerhard Rempel’s “The Great Depression”

  Link: Western New England University: Prof. Gerhard Rempel’s “The Great Depression” (HTML)
   
  Instructions: Read the entire text.
                                                  
  Note on the Text: This text explains how Europe was affected by the economic crisis of the 1930s.  
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  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.

  Submit Materials

• Assignment: Digital History Reader’s European History: “Module 4: The End of Optimism? The Great Depression in Europe” Assignment

  Link: Digital History Reader’s European History: “Module 4: The End of Optimism? The Great Depression in Europe” Assignment (Flash animation)
  
  Instructions: The assignment section of Module 4 contains an interactive quiz and thought questions on the unit.  Complete the quiz and review the thought questions.
  
  Note on the Assignment: Working with thought questions will help you develop strong analytical and interpretation skills.
  
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Unit 7 Assessment  

• Assessment: Pearson Education’s World Civilizations: AP Edition: “Chapter 29: The World in the 1920s: Challenges to European Dominance Quizzes” and “Chapter 30: The Great Depression and the Authoritarian Response Quizzes”

  Links: Pearson Education’s World Civilizations: AP Edition: “Chapter 29: The World in the 1920s: Challenges to European Dominance Quizzes” and “Chapter 30: The Great Depression and the Authoritarian Response Quizzes” (all HTML)
  
  Instructions: Review the Chapter 29 outline, and take the multiple-choice, true/false, and short answer quizzes on the World Civilizations: AP Edition website to assess your understanding of the subjects covered in Unit 7.  Then, review the Chapter 30 outline, and take the multiple-choice, true/false, and short answer quizzes on the World Civilizations: AP Edition website.  
  
  To access each quiz, click on the title name for the quiz in the navigation bar on the left side of the webpage.  At the end of each quiz, click the “Submit Answers for Grading” button to redirect to the answer key.
  
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Unit 8: The Second World War and the New World Order  

By the late 1930s, anti-democratic governments in Europe and Asia were beginning to threaten the security of surrounding states.  Nazi Germany occupied parts of Czechoslovakia and Austria in 1938.  Great Britain and France declined to challenge German actions, fearing that a firm stance against Germany might provoke a new European war.  The following year, Germany invaded Poland and set in motion a chain of events that led to the outbreak of World War II.  In the Pacific, Japanese forces continued to expand their hold on China and the military prepared invasion plans for European colonies in Southeast Asia.  Meanwhile, the United States chose to remain isolated from the growing conflict, as it had done during much of World War I.

America entered the war in December of 1941, following a surprise Japanese attack on American military forces in Hawaii.  American troops joined British and French forces and began to prepare for an invasion of Nazi occupied Europe.  In the Pacific, American and allied forces eventually checked Japanese military expansion and began to go on the offensive.  Like the First World War, World War II was a global war and critical battles were fought across Africa, Asia, Europe, and the Pacific.  

In this unit, we will examine the global impact of the World War II and look at why the United States and the Soviet Union emerged as economic, political, and military superpowers following the conflict.  We will also examine how the war reshaped political, economic, and social life in Europe and Asia and led to devastating new military technologies, such as the atomic bomb.  Finally, we will discuss how Nazi anti-Semetic ideologies led to the Holocaust, in which six million Jews and other minorities were systematically murdered from 1939-1945.

Unit 8 Time Advisory   show close


Unit 8 Learning Outcomes   show close


• Reading: WikiBooks’ World History Project: “Chapter 28: Causes and Course of the Second World War”

  Link: WikiBooks’ World History Project: “Chapter 28: Causes and Course of the Second World War” (HTML)
  
  Also available in:
  Whole book PDF
  
  Instructions: Read all of Chapter 28.
  
  Note on the Text: This website hosts free content on World History for public use based on the AP World History Standards.
  
  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: WikiBooks’ A Survey of European History: “Chapter 13: Europe: 1918-1945”

  Link: WikiBooks’s A Survey of European History: “Chapter 13: Europe: 1918-1945” (HTML)
  
  Also available in:
  Whole book PDF
  
  Instructions: Read all of “Chapter 13: Europe: 1918-1945.”
  
  Note on the Text: This website covers content of European history from the Hundred Years War through present time.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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8.1 The "Gathering Storm"  

8.1.1 Germany Prepares for War  

• Lecture: iTunes U: Bethel University: Professor Christopher Gehrz’s “The Origins of World War II” Lecture

  Link: iTunes U: Bethel University: Professor Christopher Gehrz’s “The Origins of World War II” Lecture (iTunes U audio)
   
  Instructions: Listen to the lecture using iTunes U.
   
  Note on the Lecture: In this episode from Bethel University’s “Radio Modern Europe” series, Professor Christopher Gehrz discusses the political, economic, and social factors that led to World War II.  He focuses on Adolf Hitler’s political and military objectives and his determination to rearm Germany and occupy surrounding states.  He concludes by examining the pre-war political and economic actions of other combatants including Great Britain, France, Japan, and the United States.
   
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8.1.2 Italian Imperialism  

• Reading: Library of Congress’s Country Study Series: Thomas P. Ofcansky and LaVerle Berry, eds.’s Ethiopia: A Country Study: “Mussolini’s Invasion and the Italian Occupation”

  Link: Library of Congress’s Country Study Series: Thomas P. Ofcansky and LaVerle Berry, eds.’s Ethiopia: A Country Study: “Mussolini’s Invasion and the Italian Occupation” (HTML)
   
  Instructions: Read the entire section entitled “Mussolini’s Invasion and the Italian Occupation.”
   
  Note on the Text: This text discusses the cultural, social, economic, and political state of the government of Ethiopia under Italian occupation.
   
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8.1.3 Japanese Imperialism  

• Reading: Research History: “World War II: Before the War”

  Link: Research History: “World War II: Before the War”
   
  Instructions: Please read this website in its entirety. 
   
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• Reading: Fordham University’s Modern History Sourcebook: Prof. Paul Halsall’s version of “The Nanking Massacre, 1937”

  Link: Fordham University’s Modern History Sourcebook: Prof. Paul Halsall’s version of “The Nanking Massacre, 1937”
   
  Instructions: Please read this article in its entirety. 
   
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• Reading: Washington State University’s “World Civilizations”: Professor Richard Hooker’s “Modern China: The Japanese Occupation”

  Link: Washington State University’s “World Civilizations”: Professor Richard Hooker’s “Modern China: The Japanese Occupation”
  
  Instructions: Please read this webpage in its entirety. Pay special attention to how this conflict influenced the outbreak of WWII.
  
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8.1.4 Responses  

• Reading: 2WorldWwar2.com’s “Causes of World War 2”

  Link: 2WorldWwar2.com’s “Causes of World War 2” (HTML)
   
  Instructions: Focus on the section of the article that addresses the topic of “Appeasement.”
   
  Note on the Text: This section of the text discusses political appeasement of Adolf Hitler by Great Britain and France.
   
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8.2 Global Impact  

8.2.1 The War in Europe  

• Reading: BBC History’s “World Wars In-Depth”: Dr. Gary Sheffield’s “The Fall of France;” Helen Cleary’s “Battle of the Atlantic, 1939-1943;” Laurence Rees’s “Hitler’s Invasion of Russian in World War Two;” and Dr. Stephen A. Hart’s “Liberation of the Concentration Camps”

  Links: BBC History’s “World Wars In-Depth”: Dr. Gary Sheffield’s “The Fall of France;” Helen Cleary’s “Battle of the Atlantic, 1939-1943;” Laurence Rees’s “Hitler’s Invasion of Russian in World War Two;” and Dr. Stephen A. Hart’s “Liberation of the Concentration Camps” (all HTML)
   
  Instructions: Read the entire article on each webpage linked here.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Dr. Gary Sheffield, Helen Cleary, Laurence Rees, and Dr. Stephen A. Hart.
  
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• Web Media: BBC History’s “World Wars In-Depth”: “WW2 Movies: The Bombers and the Bombed” and “WW2 Movies: D-Day”

  Link: BBC History’s “World Wars In-Depth”: “WW2 Movies: The Bombers and the Bombed” (Flash animation) and “WW2 Movies: D-Day” (Flash animation)
   
  Instructions: Watch each video linked here on the BBC History’s webpage.  Click on “Launch the Animation” and then “Play Movie” to start each video.
   
  Note on the Media: These videos tell stories of real-events that occurred during World War II, such as when the allied American, British, Canadian, and French troops invaded the beaches of Normandy.
   
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• Reading: The United States Holocaust Memorial Museum’s Holocaust Encyclopedia: “The Holocaust,” “‘Final Solution’: Overview,” and “Final Solutions: Murderous Racial Hygene, 1939-1945”

  Links: The United States Holocaust Memorial Museum’s Holocaust Encyclopedia: “The Holocaust,” “‘Final Solution’: Overview,” and “Final Solutions: Murderous Racial Hygene, 1939-1945” (HTML)
   
  Instructions: Read the entire article on the three websites linked here.
   
  Note on the text: These articles discuss the origins of the Holocaust, in which 6 million Jews and other minorities were killed by the Nazis, and discuss how the Nazis carried out their genocidal activities.
   
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8.2.2 The War in Asia and the Pacific  

• Reading: BBC History’s “World Wars In-Depth”: Bruce Robinson’s “Pearl Harbor: A Rude Awakening;” Dr. Andrew Lambert’s “The Battle of Midway;” and Professor David Powers’s “Japan: No Surrender in World War Two”

  Link: BBC History’s “World Wars In-Depth”: Bruce Robinson’s “Pearl Harbor: A Rude Awakening;” Dr. Andrew Lambert’s “The Battle of Midway;” and Professor David Powers’s “Japan: No Surrender in World War Two” (all HTML)
   
  Instructions: Read each article in its entirety on the webpages linked here.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Bruce Robinson, Dr. Andrew Lambert, and Professor David Powers.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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8.2.3 The Allied Victory  

• Reading: BBC History’s “World Wars In-Depth”: Professor Richard Overy’s “World War Two: How the Allies Won” and Professor Duncan Anderson’s “Nuclear Power: The End of the War against Japan”

  Link: BBC History’s “World Wars In-Depth”: Professor Richard Overy’s “World War Two: How the Allies Won” and Professor Duncan Anderson’s “Nuclear Power: The End of the War against Japan” (all HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Professor Richard Overy and Professor Duncan Anderson.
   
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8.3 Consequences  

8.3.1 Creation of the United Nations  

• Reading: Suffolk County Community College: Professor Norman West’s “Effects of World War II” Course Notes

  Link: Suffolk County Community College: Professor Norman West’s “Effects of World War II” Course Notes(HTML)
   
  Instructions: Read all of the course notes on the webpage.
   
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• Reading: Yale Law School: The Avalon Project’s version of “The Charter of the United Nations”

  Link: Yale Law School: The Avalon Project’s version of “The Charter of the United Nations” (HTML)
   
  Also available in:
  PDF
   
  Instructions: Read the entire primary source document on the webpage.
   
  Note on the Text: In the closing months of World War II, representatives from England, France, Russia, China, the United States and other nations affected by the war met in San Francisco to create a new international organization to resolve political and military disputes and promote human rights, international law, and social progress.  The United Nations Charter, signed June 26, 1945, declares that signatories will “practice tolerance and live together in peace with one another as good neighbors,” “unite our strength to maintain international peace and security,” and “employ international machinery for the promotion of the economic and social advancement of all peoples.”  The Charter presents a detailed description of how the new organization will address these issues and promote international peace and prosperity.  
   
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8.3.2 United States and U.S.S.R. Emerge as Global Superpowers  

• Reading: Reading: BBC History’s “World Wars In-Depth”: Dr. Arnold A. Offner’s “President Truman and the Origins of the Cold War”

  Link: BBC History’s “World Wars In-Depth”:Dr. Arnold A. Offner’s “President Truman and the Origins of the Cold War”(HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Dr. Arnold A. Offner.
   
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8.3.3 Reconstruction of Western Europe  

• Reading: BBC History’s “World Wars In-Depth”: Dr. William R. Keylor’s “The Legacy of World War II: Decline, Rise, and Recovery”

  Link: BBC History’s “World Wars In-Depth”: Dr. William R. Keylor’s “The Legacy of World War II: Decline, Rise, and Recovery”(HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Dr. William R. Keylor.
   
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Unit 8 Assessments  

• Assessment: Pearson Education’s World Civilizations: AP Edition: “Chapter 31: A Second Global Conflict and the End of the European Global Order" Quizzes

  Link: Pearson Education’s World Civilizations: AP Edition: “Chapter 31: A Second Global Conflict and the End of the European Global Order" Quizzes (HTML)
  
  Instructions: Review the Chapter 31 outline, and then take the multiple-choice, true/false, and short answer quizzes on the World Civilizations: AP Edition website to assess your understanding of the subjects covered in Unit 8.  To access each quiz, click on the title of the quiz in the navigation bar on the left side of the webpage.  After you complete the quiz, check your answers by clicking on the “Submit Answers for Grading” button at the bottom of the webpage.
  
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• Assessment: The McGraw-Hill Companies’ World History: “Chapter 26: World War II, 1939-1945”: “Overview” and “Self-Check Quiz”

  Link: The McGraw-Hill Companies’ World History: “Chapter 26: World War II, 1939-1945”: “Overview” and “Self-Check Quiz” (HTML)
  
  Instructions: Review the Chapter 26 overview, and then take the 12-question “self-check” multiple-choice quiz on the Glencoe World History website to assess your understanding of the subjects covered in Unit 8.  To access the quiz, click on “Self-check Quizzes” in the box on the left hand side of the webpage.  Click on the “Submit Answers” button at the bottom of the page to redirect to the answer key.
  
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Unit 9: The Cold War and Decolonization  

Following World War II, many nations throughout the world began to ally themselves with either the democratic United States or the Communist Soviet Union.  The resulting Cold War created profound political and economic divisions across the globe and weakened western European colonial powers, such as Great Britain and France.  New international political alignments and the waning power of European colonial powers encouraged the growth of independence movements in many European colonies.  Decolonization across Africa and Asia led to the emergence of new independent states.  These new nations provided a battlefield for the struggle between Capitalist and Communist political ideologies.  Due to their military strength, the United States and the USSR could not challenge each other directly, out of fear of mutual annihilation, but they engaged in a series of indirect conflicts in many of the young, developing nations throughout Africa and Asia.  

In this unit, we will examine how Cold War politics affected life across much of Europe, Africa, and Asia during the second half of the 20^thcentury.  We will also take a look at how the United States and the Soviet Union engaged developing nations economically, technologically, and militarily as each superpower tried to gain political and military advantages over the other.  Finally, we will study how nations in Europe and Asia responded to the Cold War by creating new economic and political alliances, such as the European Union.

Unit 9 Time Advisory   show close


Unit 9 Learning Outcomes   show close


• Reading: WikiBooks’s A Survey of European History: “Chapter 14: Europe: 1945 to Present”

  Link: WikiBooks’s A Survey of European History: “Chapter 14: Europe: 1945 to Present”(HTML)
  
  Also available in:
  Whole text PDF
  
  Instructions: Read all of “Chapter 14: 1945 to Present.”
  
  Note on the Text: This website covers content of European history from the Hundred Years War through present time.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: WikiBooks’s World History Project: “Chapter 29: Consequences of the Second World War,” “Chapter 30: The Collapse of Imperialism—Freedom, Change, and Revolution,” and “Chapter 31: The Cold War”

  Link: WikiBooks’s World History Project:
  “Chapter 29: Consequences of the Second World War,” (HTML)
  “Chapter 30: The Collapse of Imperialism—Freedom, Change, and Revolution,” (HTML)
  “Chapter 31: The Cold War”(HTML)
  
  Also available in:
  Whole text PDF
  
  Instructions: Read all of Chapters 29-31.
  Note on the Text: This website hosts free content on World History for public use based on the AP World History Standards.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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9.1 Restructuring Europe and Asia  

9.1.1 New Political, Economic, and Military Alignments  

• Reading: iTunes U: Bethel University: Professor Christopher Gehrz’s “Europe after World War II” Lecture

  Link: iTunes U: Bethel University: Professor Christopher Gehrz’s “Europe after World War II” Lecture(iTunes U audio)
   
  Instructions: Listen to the audio lecture using iTunes U.
   
  Note on the Lecture: In this lecture, Professor Christopher Gehrz focuses on World War II’s profound political, economic, and social impact on Europe.  He later discusses the role that the United States and the Soviet Union played in rebuilding and restructuring Germany and other parts of Europe.  He concludes by talking about the origins of the Cold War and its impact on Europe.
   
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• Reading: International World History Project’s “The Elusive Peace: The Cold War”

  Link: International World History Project’s “The Elusive Peace: The Cold War”(HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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9.1.2 The Marshall Plan and the Occupation of Japan  

• Reading: TheCorner.org’s Economic Cooperation, 1945-1960: “European Economic Recovery”

  Link: TheCorner.org’s Economic Cooperation, 1945-1960: “European Economic Recovery” (HTML)
   
  Instructions: Read the entire article linked here.
   
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• Reading: Wesleyan University: Bill Gordon’s “The Allied Occupation of Japan”

  Link: Wesleyan University: Bill Gordon’s “The Allied Occupation of Japan”(HTML)
   
  Also available in:
  PDF (see instructions)
   
  Instructions: Read the entire article on the webpage linked here. You may also download the article in PDF format by selecting the link at the bottom of the webpage.
   
  Note on the Text: This essay discusses the role of occupation in history and its relation to prewar practices, especially in terms of the allied occupation of Japan.
   
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9.1.3 NATO and the Warsaw Pact  

• Reading: TheCorner.org’s “Cold War, 1945-1960”

  Link: TheCorner.org’s “Cold War, 1945-1960”(HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This article gives a brief overview of the Cold War, citing the ideological, political, and economical differences between the United States and the Soviet Union as reasons for the onset of this war.
   
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• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 14: The Origins of the Cold War”

  Link: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 14: The Origins of the Cold War”(HTML)
   
  Instructions: Read the entire lecture on the webpage.
   
  Note on the Text:  This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.  Dr. Steven Kreis teaches history at American Public University.
   
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9.2 The Cold War in the Developing World  

9.2.1 “Wars of National Liberation”  

• Reading: International World History Project: Dr. Robert Guisepi, ed.’s “The Vietnam War”

  Link: International World History Project: Dr. Robert Guisepi, ed.’s “The Vietnam War”(HTML)
   
  Instructions: Read the entire article on the webpage.
   
  Note on the Text: This website promotes the knowledge and shared information of history, by hosting articles and other materials written by professors around the world.  This website is maintained by historian and author, Dr. Robert A. Guisepi.
   
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9.2.2 Decolonization and Nation Building  

• Reading: BBC History’s “British History In-Depth”: Dr. John Darwin’s “Britain, the Commonwealth and the End of Empire”

  Link: BBC History’s “British History In-Depth”: Dr. John Darwin’s “Britain, the Commonwealth and the End of Empire”(HTML)
   
  Instructions: Read the entire article on the webpage linked here.
   
  Note on the Text: This website was developed by the BBC; the articles on the site are written by prominent scholars like Dr. John Darwin.
   
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• Lecture: iTunes U: Stanford University: Dr. Frederick Cooper’s “Citizenship between Empire and Nation: France and French Africa, 1945-1960” Lecture

  Link: iTunes U: Stanford University: Dr. Frederick Cooper’s “Citizenship between Empire and Nation: France and French Africa, 1945-1960” Lecture(iTunes U audio)
   
  Instructions: Listen to the audio lecture using iTunes U.
   
  Note on the Lecture: In this presentation, historian Dr. Frederick Cooper of New York University discusses France’s changing political and social relationship with its colonial possessions in Africa following World War II.  Dr. Cooper also focuses on France’s efforts to maintain French cultural values and identities in these colonial regions despite resistance from locals who sought independence from the French international regime.
   
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9.2.3 The Non-Aligned Nations  

• Reading: Government Communications and Information System, Republic of South Africa’s “The Non-Aligned Movement: Description and History”

  Link: Government Communications and Information System, Republic of South Africa’s “The Non-Aligned Movement: Description and History”(HTML)
   
  Instructions: Read the entire article on the webpage.
   
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• Reading: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Indian Prime Minister Jawaharlal Nehru’s “Speech at the Bandung Conference Political Committee, 1955”

  Link: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Indian Prime Minister Jawaharlal Nehru’s “Speech at the Bandung Conference Political Committee, 1955” (PDF)
   
  Instructions: Read the entire primary source document on the webpage.
   
  Note on the Text: In this speech at the 1955 Asian-African conference of newly independent nations, Indian Prime Minister Jawaharlal Nehru argues that developing nations should not ally with either the United States or the Soviet Union, because such military alliances will not benefit developing nations in the Nuclear Age.   Instead, developing nations should work together and pursue an independent developmental path free from burdensome alliances with pro-Communist or anti-Communist countries.
   
  Terms of Use: This material is part of the public domain. 

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9.3 Global Reach of the Cold War  

9.3.1 Atomic Arms Race  

• Reading: Selections from AtomicArchive.com’s The Cold War: A Brief History

  Link: Selections from AtomicArchive.com’s The Cold War: A Brief History:
  “Page 4: The Hydrogen Bomb”
  “Page 5: The MIKE Test”
  “Page 6: The BRAVO Test”
  “Page 7: The Soviet Response”
  “Page 9: Atomic Espionage”
  “Page 10: Britain Goes Nuclear”
  “Page 11: France Joins the Club”
  “Page 12: Chinese Nuclear Weapons”
  “Page 13: Cuban Missile Crisis”
  “Page 14: Limited Test Ban Treaty”
  “Page 15: Nuclear Deterrence”
  “Page 16: Easing the Tensions”
  “Page 17: The ‘Peaceful’ Explosion”
  “Page 18: The Arms Race Resumes”
  “Page 20: Reagan’s Star Wars”
  “Page 22: End of the Cold War”(all HTML)
   
  Instructions: You may click on each individual link here or use the arrow keys at the bottom of the first webpage (p. 4) to navigate to subsequent pages.  Read pages 4-7, 9-18, 20, and 22 on the website linked here.
   
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9.3.2 Revolutionary Politics in the West  

• Lecture: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 15: 1968: The Year of the Barricades”

  Link: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 15: 1968: The Year of the Barricades”(HTML)
   
  Instructions: Read the entire lecture on the webpage.
   
  Note on the Lecture: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.  Dr. Steven Kreis teaches history at American Public University.
   
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9.3.3 The Long Road to European Unity  

• Lecture: iTunes U: Bethel University: Professor Christopher Gehrz’s “The Search for a Third Way” Lecture

  Link: iTunes U: Bethel University: Professor Christopher Gehrz’s “The Search for a Third Way” Lecture(iTunes U audio)
   
  Instructions: Listen to the audio lecture using iTunes U.
   
  Note on the Lecture: In this lecture, Professor Christopher Gehrz focuses on European nations’ efforts to rebuild and reorganize their economies and societies following World War II.  He discusses western European efforts to pursue a “Third Way” between the Cold War policies of the United States and the Society Union.  He also addresses efforts by western European nations to create democratic public welfare states and socialist economies.  He concludes by tracing the development of the European Economic Community and other efforts to unify Europe economically and socially, and he discusses Soviet reactions to growing public dissatisfaction in Communist Eastern Europe.
   
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Unit 9 Assessments  

• Assessment: Pearson Education’s World Civilizations: AP Edition: “Chapter 32: Western Society and Eastern Europe in the Decades of the Cold War Quizzes” and “Chapter 34: Africa, the Middle East, and Asia in the Era of Independence Quizzes”

  Links: Pearson Education’s World Civilizations: AP Edition: “Chapter 32: Western Society and Eastern Europe in the Decades of the Cold War Quizzes”and “Chapter 34: Africa, the Middle East, and Asia in the Era of Independence Quizzes” (all HTML)
  
  Instructions: Review the Chapter 32 and Chapter 34 outlines, and then take the multiple-choice, true/false, and short answer quizzes for each chapter on the World Civilizations: AP Edition website to assess your understanding of the subjects covered in Unit 9.  To access each quiz, click on the title of the quiz in the navigation bar on the left side of the webpage.  Click on the “Submit Answers for Grading” button at the end of each webpage to check your answers against the answer key.
  
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Unit 10: Global Society in a Post-Cold War World  

The fall of the Soviet Union in 1991 ended the bipolar military, political, and economic alignments that had structured life across the globe during the Cold War.  The United States emerged as the sole remaining economic and military superpower, but the growing political and economic power of the European Union and industrial nations across East Asia gradually challenged this status by the beginning of the 21^stcentury.  In the post-Cold War world, developing nations across Africa, Asia, and the Americas struggled under a crushing burden of international debt, lack of economic development, internecine warfare, and the social impact of infectious diseases like AIDS and malaria.  Now, at the end of the first decade of the 21^stcentury, the global community faces profound challenges brought about by climate change, religious violence, and economic uncertainty.  

In this unit, we will examine the political, economic, and social realignments that followed the end of the Cold War and look at the consequences of globalization in the developed and developing world.  We will evaluate current economic, political, and social trends from the broader perspective of the past 400 years and address how the world community can meet the challenges ahead.

Unit 10 Time Advisory   show close


Unit 10 Learning Outcomes   show close


• Reading: WikiBooks’s A Survey of European History: “Chapter 14: Europe: 1945 to Present”

  Link: WikiBooks’s A Survey of European History: “Chapter 14: Europe: 1945 to Present”(HTML)
  
  Also available in:
  PDF
  
  Instructions: Read all of “Chapter 14: 1945 to Present.”
  
  Note on the Text: This website covers content of European history from the Hundred Years War through present time.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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10.1 Global Society and the End of the Cold War  

10.1.1 Fall of the Iron Curtin  

• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 16: 1989: The Walls Came Tumbling Down”

  Link: Dr. Steven Kreis’s The History Guide: Lectures on Twentieth Century Europe: “Lecture 16: 1989: The Walls Came Tumbling Down”(HTML)
   
  Instructions: Read the entire lecture on the webpage linked here.
   
  Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses.  Dr. Steven Kreis teaches history at American Public University.
   
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10.1.2 Reorganizing and Realigning  

• Reading: America.gov: Professor Walter Laqueur’s “After the Cold War: The Euphoria Did Not Last”

  Link: America.gov: Professor Walter Laqueur’s “After the Cold War: The Euphoria Did Not Last”(HTML)
   
  Also available in:
  PDF
   
  Instructions: Read the entire article on the webpage linked here.
   
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10.2 Developing Nations in the Modern Era  

10.2.1 “Chinese Democracy?”: Tiananmen and Communist Rule in China  

• Reading: The George Washington University’s National Security Archive Electronic Briefing Book Number 16: Professor Jeffrey T. Richelson’s and Professor Michael L. Evans’ Tiananmen Square, 1989: The Declassified History: “Document 30-35: The Aftermath”

  Link: The George Washington University’s National Security Archive Electronic Briefing Book Number 16: Professor Jeffrey T. Richelson’s and Professor Michael L. Evans’ Tiananmen Square, 1989: The Declassified History: “Document 30-35: The Aftermath”(HTML)
   
  Instructions: Read the historical analysis, and examine the selected historical documents on the webpage.
   
  Note on the Text: This text discusses the contentious relations between the U.S. and China after the crackdown by the Chinese army at Tiananmen Square in 1989
   
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10.2.2 The Asian Miracle  

• Reading: About.Com.Geography: Matt Rosenberg's "Pacific Rim and Economic Tigers"

  Link: About.Com.Geography: Matt Rosenberg's "Pacific Rim and Economic Tigers" (HTML)
  
  Instructions: Read both pages of the article on the website
  
  Notes on the Text: The article provides a brief overview of the dramatic expansion of South Korea, Taiwan, Singapore, and Hong Kong's economies between the 1960s and 1990s.
  
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10.2.3 Eastern Europe and the Former Soviet Republics  

• Lecture: iTunes U: George Mason University: Professor T. Mills Kelly’s “History 312: Breakup of Yugoslavia” Lecture

  Link: iTunes U: George Mason University: Professor T. Mills Kelly’s “History 312: Breakup of Yugoslavia” Lecture(iTunes U audio)
   
  Instructions: Listen to the audio lecture using iTunes U.
   
  Note on the Lecture: In this lecture, Professor T. Mills Kelly of George Mason University discusses the breakup of Yugoslavia in the 1990s.  He focuses on popular dissatisfaction with the Communist and post-Communist political regimes in Yugoslavia and efforts by ethnic nationalists to resolve centuries of political and cultural tension in the region through military force.  Kelly goes into great detail about the breakup of Yugoslavia and explains the motivations of different ethnic groups involved in the decade-long conflict.
   
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• Reading: U.S. Department of State, Bureau of International Information Programs’ The Berlin Wall 20 Years Later: Professor Robert J. Leiber’s “A Contested Future”

  Link: U.S. Department of State, Bureau of International Information Programs’ The Berlin Wall 20 Years Later: Professor Robert J. Leiber’s “A Contested Future”(PDF)
   
  Instructions: Click on the “Link to Resources” link at the bottom of the page to open the PDF file. Read pages 13 through 20 in the PDF file.
   
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10.3 Historical Consequences of Global Development  

10.3.1 Population Growth and Immigration  

• Reading: GlobalIssues.org: Anup Shah’s “Stress on the Environment, Society, and Resources?”

  Link: GlobalIssues.org: Anup Shah’s “Stress on the Environment, Society, and Resources?”(HTML)
   
  Instructions: Read the entire article on the webpage.
   
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10.3.2 Economic Inequalities  

• Lecture: Gresham College: Professor Avinash Persaud’s “Will the US Easily Relinquish Economic and Political Power to China and India in the 21st Century?”

  Link: Gresham College: Professor Avinash Persaud’s “Will the US Easily Relinquish Economic and Political Power to China and India in the 21^stCentury?” Lecture (Adobe Flash)
   
  Also available in:
  Mp3 audio
  MP4 video
  HTML Transcript
   
  Instructions: Download the video and/or audio content for the lecture.  You may also read the transcript of the lecture on the webpage.  RealPlayer compatible software is required for audio and video content.
   
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• Reading: The New School’s “History of Economic Thought Website:” “Economic Development”

  Link: The New School’s “History of Economic Thought Website:” “Economic Development” (HTML)
   
  Instructions: In order to access the reading, click on the “Schools of Thought” link on the left.  Then, scroll down to the “Thematic Schools” section near the bottom of the page.  Then, click on the “Economic Development” link.  Read the entire article.
   
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10.3.3 Technology, Information Flow, Development, and Globalization  

• Reading: Selections from Greenfield’s version of Kirkpatrick Sale’s “Lessons from the Luddites” from The Nation

  Link: Selections from Greenfield’s version of Kirkpatrick Sale’s “Lessons from the Luddites” from The Nation: Sections 1 and 2, as well as Section 3 (all HTML)
   
  Instructions: Read all three sections of the article on the webpage linked here.
   
  Note on the Text: In this thought-provoking article, journalist and social commentator Kirkpatrick Sale addresses the place of technology and industrialization in the modern global society.  Sale argues that technology is not neutral and can have a detrimental impact on society.  Similarly, industrialization is a cataclysmic process that always leads to social turmoil and destruction.  He argues that people have a moral responsibility to take a stand against mindless industrialization and challenge the assumptions of pro-technology and pro-industry advocates.  In doing so, society will be able to ensure social stability, economic equality, and environmental reform.
   
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Unit 10 Assessments  

• Assessment: Pearson Education’s World Civilizations: AP Edition: “Chapter 36: Globalization and Resistance, World History, 1990-2003 Quizzes”

  Link: Pearson Education’s World Civilizations: AP Edition: “Chapter 36: Globalization and Resistance, World History, 1990-2003 Quizzes” (HTML)
  
  Instructions: Review the Chapter 36 outline, and take the multiple-choice, true/false, and short answer quizzes on the World Civilizations: AP Edition website to assess your understanding of the subjects covered in Unit 10.  To access each quiz, click on the title of the quiz in the navigation bar on the left side of the webpage.  Click on the “Submit Answers for Grading” button at the end of each webpage to check your answers against the answer key.
  
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• Assessment: The McGraw-Hill Companies’ World History: “Chapter 32: Challenges and Hopes for the Future”: “Overview” and “Self-Check Quiz”

  Link: The McGraw-Hill Companies’ World History: “Chapter 32: Challenges and Hopes for the Future”: “Overview” and “Self-Check Quiz”(HTML)
  
  Instructions: Review the Chapter 32 overview, and then take the 12 question “self-check” multiple-choice quiz on the Glencoe World History website to assess your understanding of the subjects covered in Unit 10.  To access the quiz, click on “Self-check Quizzes” in the box on the left hand side of the webpage.  Click on the “Submit Answers” button at the bottom of the page to redirect to the answer key.
  
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Final Exam  

• Final Exam: The Saylor Foundation's "HIST103 Final Exam"

  Link: The Saylor Foundation's "HIST103 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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