Carl Abrams, Phd lynn Garland Nathan Lentfer Dennis Peterson Bryan Smith, PhD




НазваниеCarl Abrams, Phd lynn Garland Nathan Lentfer Dennis Peterson Bryan Smith, PhD
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, World

H T C.TAR Y

with Student Activities

bju press'

Greenville, South Carolina

NOTE: The fact that materials produced by other publishers may be referred to in this volume does not constitute an endorsement of the content or theological position of materials produced by such publishers. Any references and ancillary materials are listed as an aid to the student or the teacher and in an attempt to maintain the accepted academic standards of the publishing industry.

World History

Third Edition

Contributing Authors

Carl Abrams, PhD Lynn Garland Nathan Lentfer Dennis Peterson Bryan Smith, PhD

Editor

Manda Kalagayan

Bible Integration

Margaret E. Calhoun John C. Maclnnis Bryan Smith, PhD

Cover Designer

John Bjerk

Designer

Dan Van Leeuwen

Composition

Monotype Katie Cooper Peggy Hargis Maribeth Hayes Carol Jenkins

Page Layout

Megan Eshleman Anne Nolan David Siglin

Design Contributor

Christy Bruckner John Cunningham Aaron Dickey Elly Kalagayan

Project Manager

Elena Emelyanova

Photo Acquisition

Brenda Hansen Joyce Landis Susan Perry Sarah Strawhorn

Illustration

Megan Eshleman Caroline George Preston Gravely, Jr. Jim Hargis David Joyal Anne Nolan Kathy Pflug Lynda Slattery Mark Tucker Dan Van Leeuwen

Consultant

Frank Eberhardt

Photograph credits are listed on pages 349-51.

Produced in cooperation with the Bob Jones University Departments of History and Social Studies of the College of Arts and Science, the School of Education, and Bob Jones Academy.

© 2007, 2009 BJU Press Greenville, South Carolina 29614

First Edition © 1984 Second Edition © 1994

Printed in the United States of America All rights reserved

ISBN 978-1-59166-984-5

15 14 13 12 11 10 9 8 7 6 5 4 3 2

Congratulations

Your search for the very best educational materials available has been completely successful! You have a textbook that is the culmination of decades of research, experience, prayer, and creative energy.

thf facts

Nothing overlooked. Revised and updated. Facts are used as a springboard to stimulate thoughtful questions and guide students to broader applications.

_thf foundation

Nothing to conflict with Truth and everything to support it. Truth is the pathway as well as the destination.

thf Fun

Nothing boring about this textbook! Student (and teacher) might even forget it's a textbook! Brimming with interesting extras and sparkling with color!

bju press

www.bjupress.com 1.800.845.5731

The study of world history profits a student in many ways. Such a study broadens the intellectual horizon by exposing the student to a past that goes all the way back to "In the beginning God created the heaven and the earth." World history transports that student through time, reveal­ing to him a variety of cultures and civilizations and the development and expansion of ideas. In addi­tion, the study of world history reveals many of the consequences of decisions made by men, leading to triumph or tragedy. During this academic journey the student also gains insights on related subjects, including religion, art, science, and other aspects of culture.

Seen through the lens of Scripture, world history often reveals the hand of God in the affairs of nations and the success or failure of civilizations in proportion to their submission to or defiance against His will. Hence, this study is profitable for all, and of special value to the child of God.

Perhaps the psalmist said it best:

IVE EAR,

O my people, to my law: incline your ears to the words of my mouth. I will open my mouth in a parable:

I will utter dark sayings of old: Which we have heard and known, and our fathers have told us. We will not hide them from their children.

Shewing to the generation to come

the PRAISES of the Lord, and his STRENGTH, and his WONDERFUL WORKS that he hath done.

For he established a testimony in Jacob, and appointed a law in Israel, which he commanded our fathers, that they should make them known to their children:

That the generation to come might know them,

even the children which should be born; who should arise and declare them to their children: THAT THEY MIGHT SET THEIR HOPE IN GOD, AND NOT FORGET THE WORKS OF GOD, BUT KEEP HIS COMMANDMENTS.

PSALM 78:1-7

contents

unit i: the ancient world

1. Foundations of World History.................2

L The Study of World History.....................................12

II. The Beginnings of World History................................

2. Early Civilizations.....................* ^

I. Mesopotamia....................•......................... 3^

II. Egypt.....................................................[..SB

HI. Land of Canaan......................................... ^

IV. Near Eastern Empires..........................................

3. Ihe Greek Civilization.......................5*

L The Early Greek World........................................' gg

II. Greek City-States..............................................62

m. Ihe Fateful Century........................................." " gg

IV. Alexander's Empire..........................................-

V. Greek Culture..................................*

4. The Roman Republic....................."',7?

I, Beginning of Roman Civilization................................

II. Ihe Early Roman Republic......................................g

ill. The Mediterranean—A Roman Sea.........*.....................g.

IV. Decline into 3 Dictatorship.....................................

5. The Roman Empire..................'/"M.lvr..

L Pas Romana.....................'................*"

VL Roman Culture and Achievement.............................. i -'

IIL The Introduction of Christianity...........-.............* ;'■ -

IV, Collapse of the Roman Empire. ......................

unit ii: the eastern world

6. Ihe Byzantine and islamic Empires......

I. The j&yaantjne Civilizatiori.......,...........* ■:;, fj. -

H. Eady Russia.............................' * i*'"! ;Y\ " "ijje*' \

III. the IslamicCivilfeatibn.........................- '' * ;^

T.'The.CivIH^tions of Asia md Africa,.;.rr;::v-1

L India................................ . . .VsMr,.

IIL Japan........*......'.................■

> 4HMk«$<&# &<$$--$4&>$ <&^<&^

IV. Comparison of the Asian Civilizations...........................164

V» The Mongol Empire...........................................165

VL Africa.......................................................169

Unit III: The Medieval World

8. The Making of Medieval Europe.............178

I. Growth of the Medieval Church................................179

II. A New Western Empire........................................185

ILT. The Feudal System............................................192

IV. The Manor..................................................195

9. Princes and Popes.........................200

I. Reforms in the Church........................................201

II. A European Empire...........................................207

III. Rise of the Feudal Monarchies..................................210

IV Rescue of the Holy Land.......................................219

10. The Reshaping of Medieval Europe..........226

I. Revival of Trade..............................................227

II. Growth of Towns.............................................231

III. Medieval Learning and Art.....................................236

IV. Emergence of National States..................................243

V. Decline of the Roman Church..................................248

Unit IV: The Awakening world

11. The Renaissance...........................254

I. Characteristics of the Renaissance..............................255

II. Course of the Renaissance.....................................257

III. Consequences of the Renaissance...............................273

12. The Reformation.......................276

I. Forerunners................................................ 277

II. Beginning...................................................280

IIL Spread......................................................285

IV. The Counter Reformation......................................298

13. Exploration and Discovery..................30"

I. Preparation for Discovery.....................................303

II. Process of Discovery..........................................306

IIL Parallel to Discovery: The Commercial Revolution................ 321

photography credits............................349

STUDENT ACTIVITIES

^,ier;.............................

Chaoter 2.........................*

C^?ter3.....................................«A19

ChaPter4SA37

CbapterG..................................... _

Chapter 7...................................

SA63

Chapters.................................... ?

Chapter 9.....................................

Chapter 30....................................^

Chapter 11....................................

SA95

Chapter 12.....................................

SA105

Chapter 13....................................

Unit V-. the enlightened world

14. Pursuit of Power........................................

15. Age of Reason...................................................

16 Attempts at Liberty...............

UNIT VI: THE EUROPEAN WORLD

17 Reaction and Revolution.............................

18 Industrial-Revolution and European Society..............•, .

19. Europe Expands Overseas............................; ■ ■

UNIT VII: THE MODERN WORLD

20. The Great War........................-.............^

21. Discontent and Experimentation.......................""".V" *

22. The Second WorH War..................................V;v*'< - -

23. Ihe Cold War Era...................*.............." "

24. To the Present..........................---- * •

Features of the book

At the beginning of each chapter, an interesting quotation highlights the theme of that chapter.

The chapter outline lists the major topics that will be covered.

Major feature boxes highlight an aspect of history in the chapter and provide more infor­mation about it.

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IVILIZATIONS OF ASIA AND AFRICA

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tt&4» wdifcoiHaaalMyaf' S*e • I witFiLtidtl »«

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* ft'ff^BPiiffliiflij'ff i; imtifc It Witty not nUHejh»#M' 'mwtK^#^#^'ftw*itittliiiw tins* they-MieiH **r» mike*Anwrtf *» bat*** .. but t*t* w»twm*? tihBsc tfirt*.SSHtn ftak ttghtlv wb Jtw uri il -eildn tUrptu. Jr«tmr behind th*lut(M> fiie» A «. » m rmgi* ily. Because tome's enemies used a number of different to this formation. Hrst tt was much more maneuuerabie

fighting tactics, Aome needed a formation which could adapt to many different situations Thus Rome invented the'legion'Each legion ;aboot five thousand men) v>as di­vided into several groups. Up front was a line of "skirmish-

than the phalanx, so It coukj adjust more easily to varia­tions in the land and the enemy's formations 5econd. the men could move in and out more easily, fight more freely, and get rest if they needed it
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