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World History 2

<OpenstaxParagraph>
	This text is a great place to begin your journey into the world’s past. It has several features that will help you understand the history of world civilizations from the fifteenth century and the beginning of the early modern period until today. For the most part, it adopts a traditional <OpenstaxTerm>chronological approach</OpenstaxTerm>, studying events in roughly the order in which they took place. The first few chapters will explore changes that took place in particular regions of the world in the fifteenth through seventeenth centuries. In <a href="./685e3163-1032-4529-bb3a-f97a54412704@df6d87a:e941f896-3e42-4319-b344-30a23f7aea15.xhtml">Exchange in East Asia and the Indian Ocean</a>, you will learn about the civilizations that were connected through Indian and Pacific Ocean trade—India, Malaysia, Indonesia, China, and Japan. <a href="./685e3163-1032-4529-bb3a-f97a54412704@df6d87a:9a1ee029-7c97-4ada-ae2c-3d0e5f2aa4ba.xhtml">Early Modern Africa and the Wider World</a> studies the civilizations of West and East Africa. <a href="./685e3163-1032-4529-bb3a-f97a54412704@df6d87a:16ca36e7-b8c4-4f19-bd56-cfae7ba03df9.xhtml">The Islamic World</a> explores two great Islamic empires, the Ottoman and the Safavid, in southwest Asia, which we commonly call the Middle East. Beginning with <a href="./685e3163-1032-4529-bb3a-f97a54412704@df6d87a:775cebb2-d891-4ea3-b34d-8aa7e70481d9.xhtml">Foundations of the Atlantic World</a>, the chapters cover events that integrated the world’s different regions, such as colonization, global trade, political revolutions, and wars and intellectual movements like the Enlightenment.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Each chapter features maps prominently and will help you frame world cultures in their geographic and historical context. You will engage with firsthand accounts of key people and events—including instances in which people’s recollections of the same events might differ. And the text will highlight links between the past and the present to emphasize how earlier knowledge applies to our world.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Of particular note are the feature boxes within each chapter. These present documents and images from the eras you are studying. Sometimes you will be guided outside the text—such as in the Link to Learning boxes—to explore other digital resources that clarify content, expand on ideas, and highlight interesting new work happening in the field. Finally, where appropriate, the text will offer material relevant to your current experiences, to help you understand the links between the past and the present. Following is a quick reference to these features.
</OpenstaxParagraph>
<OpenstaxH3>In Their Own Words</OpenstaxH3>
<OpenstaxParagraph>
	In Their Own Words feature boxes present a source composed in the period the chapter covers and allow you to examine it in context, learning how to critically analyze source material. A short series of questions will help to guide your analysis.
</OpenstaxParagraph>
<OpenstaxH3>Dueling Voices</OpenstaxH3>
<OpenstaxParagraph>
	Dueling Voices feature boxes present either an ongoing historical debate or conflicting reports of the same event or idea that were written around the time it occurred or emerged.
</OpenstaxParagraph>
<OpenstaxH3>Beyond the Book</OpenstaxH3>
<OpenstaxParagraph>
	In Beyond the Book feature boxes, you can explore the value of art, architecture, music, film, and other physical objects as sources in interpreting history. The goal is to demonstrate that the human story resides in a great deal more than just the written word itself. You may also have the opportunity to do some experiential learning.
</OpenstaxParagraph>
<OpenstaxH3>The Past Meets the Present</OpenstaxH3>
<OpenstaxParagraph>
	The Past Meets the Present feature boxes ask you to understand the connections between the material in the chapter and the present. They will prompt you to think about the relevance of a particular historical issue in today’s world.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Because this is a global history, we tried to be true to the essence of world cultures by presenting people’s names in forms as close as possible to their language of origin. These spelling choices have been made by experts in their field based on current research. For example, the text uses the pinyin system of transliteration for writing Chinese names, as opposed to the older Wade-Giles system, because pinyin is the system adopted by the People’s Republic of China and more closely approximates the sounds of Mandarin Chinese. In languages using the Latin alphabet, accents have been retained on all personal names (Hernán Cortés, Napoléon Bonaparte); however, in transliterated languages such as Chinese and Arabic, we have avoided accents and apostrophes whenever possible, unless they are necessary to aid pronunciation and enhance readability. In naming events, places, and other items of historical interest, we have generally chosen the most commonly encountered English variants. Finally, dates are given using the Gregorian calendar, the international standard for civil calendars, with “BCE” to indicate developments occurring before the Common Era and “CE” to mark events in our own era. However, since nearly all the events in this second volume of <OpenstaxEm>World History</OpenstaxEm> took place during the Common Era, these indicators are not generally used; you should assume all dates refer to the Common Era unless otherwise noted.
</OpenstaxParagraph>
<OpenstaxParagraph>
	The study of world history also requires a strong understanding of geography. You might assume that maps are fairly cut and dried. After all, we can clearly demonstrate where things are, can’t we? For most of history, however, this was not actually the case. Maps are some of the most contested pieces of historical evidence we have because they were almost always made from the perspective of the one making the map, not as an objective practice. Most civilizations put themselves at the center of their known world, for instance. Maps have also been used to aid in the conquest and suppression of peoples. During the Age of Exploration, as you will learn in <a href="./685e3163-1032-4529-bb3a-f97a54412704@df6d87a:775cebb2-d891-4ea3-b34d-8aa7e70481d9.xhtml">Foundations of the Atlantic World</a>, the Pope arbitrarily divided inhabited territory that was new to Europeans and granted it to Spain and Portugal. Centuries later in Berlin, Germany, European diplomats drew lines on a map of Africa to apportion territory among colonial powers (discussed in <a href="./685e3163-1032-4529-bb3a-f97a54412704@df6d87a:1b26b7c5-ae96-4fae-9554-5f2580ab9e7d.xhtml">Expansion in the Industrial Age</a>). Think of how written history might change if our surviving maps were indigenous in origin. Even when humanity acquired knowledge of the size and space of things, maps remained inaccurate, often showing Europe as larger than it is and regions of the Global South—Latin America, Africa, and parts of Asia and Oceania—as smaller than their actual size.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Maps also present challenges because some territories are claimed by more than one political entity. There are many examples in the distant past, and even today, of contested regions, such as Crimea and Taiwan, that can make presenting regional geographies difficult. Crimea is claimed by both Russia and Ukraine, and Taiwan claims independence while China considers Taiwan part of its territory. The text will highlight these regions as they arise in the human story so you can explore geography’s complexities.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Link to Learning </OpenstaxNoteTitle> 
	<OpenstaxParagraph>
		For a perspective on how Google Earth reflects the globalization of society, read <a href="https://openstax.org/l/77GoogleEarthB">“World Maps and the Dawn of Globalisation”</a> by Jerry Brotton, a cultural historian and author of <OpenstaxEm>The History of the World in Twelve Maps</OpenstaxEm>. This brief blog post comments on the precision of GPS map technology as used by Google Earth. As you read it, consider the possibilities and dangers of such technology.
	</OpenstaxParagraph>
</OpenstaxNote>

1.1.3 Features of This Textbook

1 Understanding the Past

1.1 Developing a Global Perspective

1.1.1 World History as Preparation for Life After College

1.1.2 World History and Global Citizenship

1.2 Primary Sources

1.2.1 Learning to Evaluate Documents and Images

1.2.2 Documentary Sources: Competing Narratives

1.2.3 Textual Sources: The Importance of Language

1.2.4 Hidden in History

1.3 Causation and Interpretation in History

1.3.1 Levels of Causation

1.3.2 Interpretation in History

2 Exchange in East Asia and the Indian Ocean

2.1 India and International Connections

2.1.1 The Mughal Empire

2.1.2 The Sultanate of Gujarat

2.1.3 The Rise of the Maratha Empire

2.1.4 European Colonialism

2.2 The Malacca Sultanate

2.2.1 The Rise of the Malacca Sultanate

2.2.2 European Malacca

2.3 Exchange in East Asia

2.3.1 Japan

2.3.2 China’s Dynastic Exchanges

2.3.3 Korea and Its Neighbors

3 Early Modern Africa and the Wider World

3.1 The Roots of African Trade

3.1.1 Saharan Trade Routes

3.1.2 The Spread of Islam

3.1.3 The Mali Empire

3.2 The Songhai Empire

3.2.1 The Rise of Imperial Songhai

3.2.2 The Reign of Askia the Great

3.2.3 The Decline of Songhai

3.3 The Swahili Coast

3.3.1 The Rise of the Swahili City-States

3.3.2 Slavery on the Swahili Coast

3.3.3 The Contest for the Swahili Coast

3.4 The Trans-Saharan Slave Trade

3.4.1 The Role of Kanem-Bornu

3.4.2 The Arrival of Europeans

3.4.3 The Later Trans-Saharan Slave Trade

4 The Islamic World

4.1 A Connected Islamic World

4.1.1 Politics and Religion in the Ummah

4.1.2 Islamic Trade Networks

4.1.3 Technology in the Islamic World

4.2 The Ottoman Empire

4.2.1 Culture and Society

4.2.2 Expansion, Revolutions, and Reform

4.2.3 Science and Technology

4.3 The Safavid Empire

4.3.1 The Rise of the Safavid Empire

4.3.2 Establishing Shi‘ism as the State Religion

4.3.3 Safavid Government and Culture

5 Foundations of the Atlantic World

5.1 The Protestant Reformation

5.1.1 The Origins of the Protestant Reformation

5.1.2 Calvinists, Anabaptists, and Anglicans

5.1.3 The Catholic Reformation and the Wars of Religion

5.2 Crossing the Atlantic

5.2.1 The Rise of Maritime Nations

5.2.2 The Columbian Exchange

5.3 The Mercantilist Economy

5.3.1 The Rise of Mercantilism

5.3.2 Mercantilism and the Expansion of Empire

5.3.3 Mercantilism and Its Critics

5.4 The Atlantic Slave Trade

5.4.1 Slavery and the Triangular Trade

5.4.2 African and North American Slavery

5.4.3 The Economics of Slavery

6 Colonization and Economic Expansion

6.1 European Colonization in the Americas

6.1.1 Spain’s Encomienda System

6.1.2 English Settlements in North America

6.1.3 French and Dutch Settlements

6.2 The Rise of a Global Economy

6.2.1 The Seven Years’ War

6.2.2 British Influence in India

6.2.3 China’s Dominance in Trade

6.2.4 Colonial Resistance and Revolution

6.3 Capitalism and the First Industrial Revolution

6.3.1 From Mercantilism to Capitalism

6.3.2 Mechanization

6.3.3 Marxism

7 Revolutions in Europe and North America

7.1 The Enlightenment

7.1.1 The Authority of Reason

7.1.2 Natural Rights

7.1.3 Social Contract Theory

7.2 The Exchange of Ideas in the Public Sphere

7.2.1 Public Debate and Dissent

7.2.2 The Republic of Letters

7.2.3 Academies, Universities, and Intellectuals

7.3 Revolutions: America, France, and Haiti

7.3.1 The American Revolution

7.3.2 The French Revolution

7.3.3 The Haitian Revolution

7.4 Nationalism, Liberalism, Conservatism, and the Political Order