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, Modern

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>
	Despite the clear problems with Stalinist rule, many people living in the Soviet Union, about 80 percent of whom were peasants, were still optimistic about the promised equality they believed <OpenstaxTerm>communism</OpenstaxTerm> could bring to their lives. The school of <OpenstaxTerm>socialist realism</OpenstaxTerm> that dominated art in the <OpenstaxTerm>Soviet Union</OpenstaxTerm> glorified peasants and industrial workers, depicting heroic, muscular steelworkers and smiling farmers wielding agricultural implements. Paintings and drawings of male and female workers in the 1930s were about patriotism as much as artistic expression.
</OpenstaxParagraph>
<OpenstaxParagraph>
	The reality behind the government’s rhetoric about building a worker’s paradise often fell short, however. Some improvements in the quality of life were made, literacy increased, electricity was brought to rural areas, and some people found opportunities for advancement not possible under tsarist rule. But not everyone shared in these changes. People whose innovations in the workplace increased production were rewarded with higher pay, recognition, and promotions, but the production goals party leaders laid out were often impossible to meet.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Urban life grew more difficult during the 1930s. Peasants migrated to the cities to fill jobs in the new factories built to speed <OpenstaxTerm>industrialization</OpenstaxTerm>. Hours were long, pay was low, and housing, clothing, and food were in short supply. People crowded into small apartments, and because it was hard to find enough to eat in the state-run stores, they became more dependent on dining halls at work or school, where it was also easier for officials to monitor their conversations. At the same time, many Soviet citizens remained excited by their belief that the government would repay their efforts by providing for their needs better than the tsarist government ever would have done.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Religion served to divide the Soviet government and the masses of Soviet people. <OpenstaxTerm>Lenin</OpenstaxTerm> had always seen it as dangerous and a competitor to <OpenstaxTerm>socialism</OpenstaxTerm>, so from the early days of the Soviet Union, religion was targeted by Communist leaders. Yet the history of <OpenstaxTerm>Orthodox Christianity</OpenstaxTerm> among the Russian people was long, and many found it difficult to abandon their faith and traditions despite government policies to discourage them.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Soviet ideology demanded that women play new roles in society and the economy, so millions took industrial or agricultural jobs outside the home through the 1920s and 1930s. Their situation was fraught with discrimination and emotional turmoil, however. Women were rarely given positions of power in their workplaces (or within the Soviet political hierarchy), yet they were expected to produce just as much as men. Nor did the role of homemaker and mother go away. Women had to fulfill both kinds of roles, highlighting the disparity between female and male work.
</OpenstaxParagraph>

12.2.3 Engineers of Human Souls

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

1.2.1 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