Chinese (Mandarin)

Spanish

English

Hindi

Arabic

Portuguese

Bengali

Russian

Japanese

Punjabi

German

Javanese

Malay

Telugu

Vietnamese

Korean

French

Marathi

Tamil

Urdu

Turkish

Italian

Chinese, Yue / Cantonese

Thai

Gujarati

Chinese, Jin

Chinese, Min Nan

Persian, Dari

Persian, Western

Polish

Pashto

Kannada

Chinese, Xiang

Malayalam

Sundanese

Hausa

Odia

Burmese

Chinese, Hakka

Ukrainian

Bihari, Bhojpuri

Tagalog

Yoruba

Bihari, Maithili

Uzbek

Sindhi

Amharic

Fula

Romanian

Oromo

Igbo

Azerbaijani

Chinese, Gan

Dutch

Kurdish, Central

Kurdish, Northern

Kurdish, Southern

Malagasy

Lahnda, Saraiki

Nepali

Sinhalese

Chittagonian

Zhuang

Khmer

Turkmen

Assamese

Madurese

Somali

Marwari

Bihari, Magahi

Haryanvi

Hungarian

Chhattisgarhi

Greek

Chewa

Dakhini

Akan, Twi

Akan, Fante

Kazakh

Chinese, Min Bei

Sylheti

Zulu

Czech

Kinyarwanda

Marwari, Dhundhari

Haitian Creole

Chinese, Min Dong

Ilocano

Quechua

Kirundi

Swedish

Hmong

Shona

Uyghur

Hiligaynon

Mossi

Xhosa

Belarusian

Balochi

World History 2

<OpenstaxParagraph>
	There are two main kinds of historical sources, primary and secondary. A <OpenstaxTerm>primary source</OpenstaxTerm> is a gateway to the past because it is an object or document that comes directly from the time period to which it refers. Primary sources might be government documents, menus from restaurants, diaries, letters, musical instruments, photographs, portraits drawn from life, songs, and so on. If a historian is looking at Ancient Egypt, a statue of a pharaoh is a primary source for that time period, as are hieroglyphs that tell of the pharaoh’s reign. Primary sources, when we have them, are considered more valuable than other sources because they are as close in time as we can get to the events being studied. Think, for example, of a court trial: The ideal is to have the trial quickly so that witness testimony is fresher and therefore more reliable. With the passage of time, people can forget, they might subconsciously add or take away parts of a memory, and they may be influenced to interpret events differently.
</OpenstaxParagraph>
<OpenstaxParagraph>
	A <OpenstaxTerm>secondary source</OpenstaxTerm> is one written or created after the fact. A twentieth-century biography of an Egyptian pharaoh is a secondary source, as are a map drawn in the 1960s to identify the battle sites of World War II (1939–1945) and a museum curator’s blog post about the artistic achievements of the Ming (1368–1644). These types of scholarly sources are critical for the evolution of historical knowledge and are often the place students begin to form an understanding of past events. Secondary sources are useful for setting context and placing a topic in relationship to others of the same era. They also provide access to scholarly research based on primary sources for students whose access might be limited by language or geography. Good research requires both types of sources and some attention to <OpenstaxTerm>historiography</OpenstaxTerm>, which is the study of how other historians have already interpreted and written about the past.
</OpenstaxParagraph>
<OpenstaxParagraph>
	All primary sources are not equal. History technically begins with the advent of writing, when humans began to deliberately make records and, after that, to develop the idea that preserving the past was a worthwhile endeavor. This is not to say that there isn’t anything valuable to be found in the oral histories of preliterate societies, or in prehistoric cave paintings and archaeological artifacts. For historians, however, the written word is more accurate evidence for building narratives of the past. For example, imagine a modern magazine with a rock or pop star on the front, dressed for performance in a vibrant or provocative style. If that were the only piece of evidence that existed five hundred years from now, how would historians interpret our era? Without context, interpretation of the past is quite difficult. Studying artifacts is certainly worthwhile, but text offers us greater clarity. Even if the cover of the magazine bore only a caption, like “Pop star rising to the top of the charts,” future historians would have significantly more information than from the photo alone. However, even textual sources must be met with a critical eye. “Fake news” is not new, but the speed at which it travels today is unprecedented. We must investigate the full context of any source and look for corroboration.
</OpenstaxParagraph>
<OpenstaxParagraph>
	It takes time to develop the skills necessary to interpret primary sources. As an example, consider the act of reading a poem. You can read the surface of a poem, the literal meaning of the words presented. But that seldom reflects the true meaning the poet meant to convey. You must also look for nuances, hidden meanings, or repeated metaphors. We approach a primary source in a similar way.
</OpenstaxParagraph>
<OpenstaxParagraph>
	There are four key areas to consider when interpreting sources: the author, the audience, the intent, and the context. Here are some key questions to ask yourself when exploring a new source:
</OpenstaxParagraph>
<OpenstaxOl>
	<OpenstaxLi>
		What kind of source is it? Government documents have a different purpose than personal diaries. A former president commenting on a political issue has a different view from a comedian doing the same.
	</OpenstaxLi>
	<OpenstaxLi>
		Who authored the source and why? Is the author responsible for simply recording the information, or was the author involved in the event? Is the author reliable, or does the author have an agenda?
	</OpenstaxLi>
	<OpenstaxLi>
		What is the historical context? How does the source relate to the events covered in the chapter?
	</OpenstaxLi>
</OpenstaxOl>
<OpenstaxParagraph>
	None of the answers disqualify a source from adding value, but precisely what that source brings to the overall picture depends heavily on those answers.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Link to Learning </OpenstaxNoteTitle> 
	<OpenstaxParagraph>
		This is a <a href="https://openstax.org/l/77PrimarySB">presentation on working with primary sources</a> produced by the Smithsonian. Pay particular attention to section 2, “Documents.” Read through it and take note of the kinds of questions to ask as you critically assess primary sources. You may want to write them down or have them on hand for reference as you work your way through this text.
	</OpenstaxParagraph>
</OpenstaxNote>
<OpenstaxParagraph>
	In a world where many sources are available in digital format, searching online, as many students do, is a convenient way of doing research. But the internet has just as much misinformation as it has legitimate sources. Historians evaluate the strength of both primary and secondary sources, especially online. How do we decide what a good source is? Some clues are more obvious than others. For example, it is unlikely any truly scholarly material will be found on the first page of a Google search, unless the search terms include key phrases or use targeted search engines such as Google Scholar. Online encyclopedias may be a good place to start your research, but they should be only a springboard to more refined study.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Your work is only as strong as the sources you use. Whether you are writing a paper, a discussion post online, or even a creative writing piece, the better your sources, the more persuasive will be your writing. Sites like Wikipedia and Encyclopedia.com offer a quick view of content, but they will not give enough depth to allow for the critical thinking necessary to produce quality work. However, they are useful for introducing a topic with which you might not be familiar. And if you start with encyclopedic sources, you can often find pathways to better sources. They might spark new lines of inquiry, for instance, or have bibliographic information that can lead you to higher-quality material.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Always make sure you can tell who is producing the website. Is it a scholar, a museum, or a research organization? If so, there is a good chance the material is sound. Is the information cited? In other words, does the source tell you where it got the information? Are those sources in turn objective and reliable? Can you corroborate the site’s information? This means doing some fact checking. You should see whether other sources present similar data and whether your source fits into the narrative developed by other scholars. Does your school library list the site as a resource? Finally, if you are not sure, ask. Librarians work in online spaces too, and you can generally reach out to these experts with any questions.
</OpenstaxParagraph>
<OpenstaxParagraph>
	As you explore world history via this text, you will be asked many times to read and interpret primary sources. These will normally be set off as feature boxes, as noted earlier. Let’s work through a few examples. The goal is to become more familiar with the types of questions you should ask of sources, as well as the variety of sources you will work with throughout the text.
</OpenstaxParagraph>
<OpenstaxParagraph>
	First, an image exercise. The following images are exterior and interior views of the <OpenstaxTerm>Hagia Sophia</OpenstaxTerm> in Istanbul, a wonder of the late antique world whose name means “Holy Wisdom” in Greek. Buildings and other material objects change as they are affected by historical events. Images of them can tell us much about those events and the people who enter or interact with them.
</OpenstaxParagraph>
<OpenstaxParagraph>
	The first set of images (<a href="#fig-00001">Figure 1.4</a> and <a href="#fig-00002">Figure 1.5</a>) provide a likeness of the famous church at the time it was built, during the reign of the Byzantine emperor Justinian I (483–565 CE). The domed structure was unique for its engineering and stunning in its effect. Decorated with Greek <OpenstaxTerm>iconography</OpenstaxTerm>, the visual images and symbols used in a work of art, the basilica stood as an emblem of Justinian’s power, the awesome nature of the Christian God, and the surviving wealth and stability of the East. Churches at the time were meant to inspire awe; because most people could not read, stories of religious figures and events were told through highly decorative and symbolic images, and obedience and a desire to join a religious community could be motivated by the buildings’ grandeur. As you study the renderings, reflect on the following questions: What are the key features of the building? What does it make you think about? What does it tell you about the period in which it was built? What would you think about it if you were a poor sixth-century farmer, an urban merchant of some wealth, or a foreign leader?
</OpenstaxParagraph>
<OpenstaxFigure id="fig-00001" src="https://openstax.org/apps/archive/20240226.174525/resources/bc2fccb360fc1b0cb46dff595b3165d352b00eda" alt="This is an image of the Hagia Sophia. It is a large building with many windows, arches, and domes." mediaType="image/jpg" width="900" height="522" />
<OpenstaxFigureText width="900">
	Figure 1.4 Note the domes and archways in this drawing of the exterior of the Hagia Sophia. Such architectural features were particularly hard to build during the sixth century and often collapsed because the engineering was flawed. Thanks to their durability, those of Hagia Sophia were a marvel at the time it was built. (credit: “Saint Sophia, Constantinopolis” by ETH Library/Wikimedia Commons, Public Domain)
</OpenstaxFigureText>
<OpenstaxFigure id="fig-00002" src="https://openstax.org/apps/archive/20240226.174525/resources/709614cc1929b665a6fa6f3de15f9da6991d690f" alt="This artwork shows four people. Each has a halo around their head. On the left, Emperor Justinian holds a miniature building. On the right, Emperor Constantine holds another miniature building. In the center, Mary holds the child Jesus in her lap." mediaType="image/jpg" width="1300" height="800" />
<OpenstaxFigureText width="1300">
	Figure 1.5 The Greek Christian iconography found in the interior of the Hagia Sophia includes halos on the figures, signifying holiness. Also note the lavish use of precious gold in this tenth-century mosaic of Mary and the child Jesus (center), and the emperors Justinian (left), and Constantine (right). (credit: “Hagia Sophia Southwestern entrance mosaics 2” by “Myrabella”/Wikimedia Commons, CC0 1.0)
</OpenstaxFigureText>
<OpenstaxParagraph>
	In 1453, nearly a thousand years after the reign of Justinian, the city of Constantinople (now called Istanbul in present-day Turkey) was conquered by Muslim Turks. According to contemporary accounts of the conquest, when the Ottoman leader Sultan Mehmed II came to the Hagia Sophia, he recognized its beauty and saved it from destruction. To Muslims, the Christian God and the Muslim God are the same, so Mehmed made the church a mosque—following a long tradition in the Middle East of continuing the use of sacred spaces. Minarets, towers from which the Muslim call to prayer is issued, were added at the four corners of the building, and Arabic writing was placed beside the ancient Greek iconography.
</OpenstaxParagraph>
<OpenstaxParagraph>
	The second set of images (<a href="#fig-00003">Figure 1.6</a> and <a href="#fig-00004">Figure 1.7</a>) show the Hagia Sophia as it stands today, having also been a museum and now serving as a mosque once again. The building tells a tale spanning hundreds of years and highlights many fascinating aspects of the region’s history. But without the context, its meaning would be far less clear.
</OpenstaxParagraph>
<OpenstaxFigure id="fig-00003" src="https://openstax.org/apps/archive/20240226.174525/resources/5ada4970667d4f6c818a82167fc62d36c44ca49c" alt="This photograph shows the Hagia Sophia at dusk. It is surrounded by four tall minarets." mediaType="image/jpg" width="900" height="603" />
<OpenstaxFigureText width="900">
	Figure 1.6 Hagia Sophia has four tall minarets, which were added a thousand years after its initial construction. Minarets are towers from which the Muslim call to prayer goes out multiple times a day. (credit: “Hagia Sophia (Istanbul)” by Frank Mago/Flickr, CC BY 2.0)
</OpenstaxFigureText>
<OpenstaxFigure id="fig-00004" src="https://openstax.org/apps/archive/20240226.174525/resources/4a8caffcbc704b8c9157627abb62b83977cbc5a3" alt="This photograph shows the interior of Hagia Sophia. The building has richly decorated dome ceilings. Medallions bearing Arabic writing are on the walls." mediaType="image/jpg" width="900" height="608" />
<OpenstaxFigureText width="900">
	Figure 1.7 Muslims consider themselves the heirs of Judaism and Christianity, and until recently, you could still see the early Greek iconography in the interior of Hagia Sophia. Now it is covered during prayer times by large medallions bearing Arabic writing. (credit: “Hagia Sophia Istanbul 2013 13” by Karelj/Wikimedia Commons, Public Domain)
</OpenstaxFigureText>

1.2.1 Learning to Evaluate Documents and Images

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

1.1.3 Features of This Textbook

1.2 Primary Sources

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

Question	Answer
the study of how historians have already interpreted the past	historiography
the use of images and symbols in art	iconography
a document, object, or other source material from the time period under study	primary source
a document, object, or other source material written or created after the time period under study	secondary source