Western Society: A Brief History

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ISBN-10: 0–312–68299–9 ISBN-13: 978–0–312–68299–6 (combined edition)

ISBN-10: 0–312–68300–6 ISBN-13: 978–0–312–68300–9 (Vol. I)

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ISBN 10: 0–230–59453–0 ISBN 13: 978–0–230–59453–1

WESTERN SOCIET Y:

A Brief History

John P. McKay

University of Illinois at Urbana-Champaign

Bennett D. Hill

Late of Georgetown University

John Buckler

University of Illinois at Urbana-Champaign

Clare Haru Crowston

University of Illinois at Urbana-Champaign

Merry E. Wiesner-Hanks

University of Wisconsin–Milwaukee

Bedford/St. Martin’s

Boston New York

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Preface

The fi rst edition of A History of Western Society grew out of our desire to infuse new life

into the study of Western civilization. We knew that historians were using imaginative

questions and innovative research to open up vast new areas of historical interest and

knowledge. We also recognized that these advances had dramatically affected the subject of European economic, cultural, and, especially, social history, while new scholarship and fresh interpretations were also revitalizing the study of the traditional mainstream

of political, diplomatic, and religious developments. Our goal was to write a textbook

that refl ected these dynamic changes, and we have been gratifi ed by the tremendous

response to this book on the part of both instructors and students.

This version of the textbook—Western Society: A Brief History—refl ects the same

goals and approach of its full-length counterpart. But its brevity addresses the needs of a

growing number of instructors whose students need a less comprehensive text, either

because of increased supplemental reading in the course or because their students benefi t from less detail in order to grasp key developments. It also suits courses that cover the

entire history of Western civilization in one semester. Finally, its lower price makes it an

affordable alternative to larger texts, and the retention of a particularly strong illustration

and map program and a full program of pedagogical support make the book a particularly good value.

In developing Western Society: A Brief History, we shortened our full-length narrative

by thirty percent. We began by judiciously reducing coverage of subjects of secondary

importance. We also condensed and combined thematically related sections and aimed

throughout the text to tighten our exposition while working hard to retain our topical

balance, up-to-date scholarship, and lively, accessible writing style. The result, we believe, is a concise edition that preserves the narrative fl ow, balance, and power of the

full-length work.

Central Themes and Approach

It was our conviction, based on considerable experience introducing large numbers of

students to the broad sweep of Western civilization, that a book in which social history

was the core element could excite readers and inspire a renewed interest in history.

Therefore we incorporated recent research by social historians as we sought to re-create

the life of ordinary people in appealing human terms. At the same time, we were determined to give great economic, political, cultural, and intellectual developments the attention they unquestionably deserve. We wanted to give individual readers a balanced,

integrated perspective so that they could pursue—on their own or in the classroom—

those themes and questions that they found particularly exciting and signifi cant.

In an effort to realize fully the potential of our innovative yet balanced approach, we

made many changes, large and small, in the editions that followed the original publication of A History of Western Society. In particular, we approached the history of the West

as part of the history of the world, devoting more attention throughout the book to Europe’s interactions with other cultures and societies. Too, we took advantage of the exciting recent scholarship on women’s and gender history to provide even fuller discussion

of the role of gender in the shaping of human experience. Producing this briefer edition

gave us the opportunity to bring even more clarity and focus to our core themes and

approach.

Pedagogy and Features

We know from our own teaching that students need and welcome help in assimilating

information and acquiring critical-thinking skills. Thus we retained the class-tested

learning and teaching aids of the parent text while adding more such features. Each

chapter opens by posing four or fi ve historical questions keyed to its main sections in a

clearly defi ned chapter preview that accompanies the chapter introduction. The relevant questions appear at the start of the chapter’s main sections, all of which conclude

with a section review that encapsulates the material presented and provides an answer to

the question. Then a carefully crafted chapter review at the close of each chapter reprises the chapter questions and summary answers.

In other mea sures to promote clarity and comprehension, bolded key terms in the

text are defi ned in the margin next to their appearance and repeated at the end of the

chapter, and confi dence-building phonetic spellings are located directly after terms that

readers are likely to fi nd hard to pronounce. Chapter chronologies alert students to the

major developments discussed in the chapter and topic-specifi c chronologies appear at

key points throughout the book.

We are particularly proud of the illustrative component of our work, its art and map

programs. Over 340 illustrations, many of them in full color and all contemporaneous

with the subject matter—reveal to today’s visually attuned students how the past speaks

in pictures as well as in words. Recognizing students’ diffi culties with geography, we also

offer over 65 full-color maps and the popular “Mapping the Past” chapter feature,

which provides questions that encourage students’ close investigation of one map in

each chapter, often with prompts to compare it to other maps in order to appreciate

change over time. Substantive captions for all our illustrations help students to make the

most of these informative materials.

We are proud as well of the biographical and primary-source special features that appear

in each chapter to spotlight our focus on social history. These were so well received by readers of the full-length edition that we determined to keep them in our concise account.

Each chapter features “Individuals in Society,” an illustrated biographical essay of

a woman, man, or group intended to extend the chapter narrative while showing students the similarities and differences between these former lives and their own. This

special feature evidences our focus on people, both famous and obscure, and we believe

that student readers will empathize with these human beings as they themselves seek to

defi ne their own identities. Examples include Bithus, a typical Roman soldier (Chapter

6), the German abbess and mystic Hildegard of Bingen (Chapter 10), freed slave and

abolitionist Olaudah Equiano (Chapter 19), and Tariq Ramadan, the controversial

European-Muslim intellectual (Chapter 31). “Questions for Analysis” guide students’

consideration of the historical signifi cance of these fi gures. For a complete list of the

individuals highlighted, see page xxvii.

Each chapter also includes a one- or two-page feature titled “Listening to the Past,”

chosen to extend and illuminate a major historical issue raised in the chapter through

the presentation of a single original source or several voices on the subject. Each “Listening to the Past” selection opens with a problem-setting introduction and closes with

“Questions for Analysis” that invite students to evaluate the evidence as historians would.

Selected for their interest and importance and carefully fi tted into their historical context, these sources, we hope, do indeed allow students to “listen to the past” and to observe how history has been shaped by individual men and women, some of them great

aristocrats, others ordinary folk. Sources include Gilgamesh’s quest for immortality

(Chapter 1), an Arab view of the Crusades (Chapter 9), parliamentary testimony of

young British mine workers (Chapter 22), and Simone de Beauvoir’s critique of marriage (Chapter 30). A full list of these features appears on page xxvii.

vi Preface

The complete volume presents eight photo essays entitled “Images in Society.”

Each consists of a short narrative with questions, accompanied by several pictures. The

goal of the feature is to encourage students to think critically: to view and compare visual

illustrations and draw conclusions about the societies and cultures that produced those

objects. Thus, in Chapter 1 appears the discovery of the “Iceman,” the frozen remains of

an unknown herdsman. “The Roman Villa at Chedworth” in Britain mirrors Roman

provincial culture (Chapter 6). The essay “From Romanesque to Gothic” treats the architectural shift in medieval church building and aims to show how the Gothic cathedral refl ected the ideals and values of medieval society (Chapter 11). “Art in the

Reformation” (Chapter 14) examines both the Protestant and Catholic views of religious

art. Chapter 17 presents the way monarchs displayed their authority visually in “Absolutist Palace Building.” Moving to modern times, the focus in Chapter 19 changes to “London: The Remaking of a Great City,” which depicts how Londoners rebuilt their city

after a great catastrophe. “Class and Gender Boundaries in Women’s Fashion, 1850–

1914” studies women’s clothing in relationship to women’s evolving position in society

and gender relations (Chapter 24). Finally, “Pablo Picasso and Modern Art” looks at

some of Picasso’s greatest paintings to gain insight into his principles and the modernist

revolution in art (Chapter 28).

Supplements

To aid in the teaching and learning processes, a wide array of print and electronic supplements for students and instructors accompanies Western Society: A Brief History.

Some of the materials are available for the fi rst time with our new publisher, Bedford/ St.

Martin’s. For more information on popular value packages and available materials,

please visit bedfordstmartins.com/ mckaywestbrief/ catalog or contact your local Bedford/

St. Martin’s representative.

For Students

Print Resources

The Bedford Series in History and Culture. Over 100 titles in this highly praised series combine fi rst-rate scholarship, historical narrative, and important primary documents for undergraduate courses. Each book is brief, inexpensive, and focuses on a

specifi c topic or period. Package discounts are available.

Rand McNally Atlas of Western Civilization. This collection of over fi fty full-color

maps highlights social, political, and cross-cultural change and interaction from classical

Greece and Rome to the post-industrial Western world. Each map is thoroughly indexed

for fast reference.

The Bedford Glossary for European History. This handy supplement for the survey

course gives students historically contextualized defi nitions for hundreds of terms—from

Abbasids to Zionism—that students will encounter in lectures, reading, and exams.

Available free when packaged with the text.

Trade Books. Titles published by sister companies Farrar, Straus and Giroux; Henry

Holt and Company; Hill and Wang; Picador; St. Martin’s Press; and Palgrave are available at a 50 percent discount when packaged with Bedford/ St. Martin’s textbooks. For

more information, visit bedfordstmartins.com/ tradeup.

Preface vii

viii Preface

New Media Resources

Western Society: A Brief History e-Book. This electronic version of Western Society: A Brief History offers students unmatched value—the complete text of the print

book, with easy-to-use highlighting, searching, and note-taking tools, at a signifi cantly

reduced price.

Online Study Guide at bedfordstmartins.com/ mckaywestbrief. The popular Online

Study Guide for Western Society: A Brief History is a free and uniquely personalized

learning tool to help students master themes and information presented in the textbook

and improve their critical-thinking skills. Assessment quizzes let students evaluate their

comprehension, a fl ashcard activity tests students’ knowledge of key terms, and learning

objectives help students focus on key points of each chapter. Instructors can monitor

students’ progress through the online Quiz Gradebook or receive e-mail updates.

Benjamin, A Student’s Online Guide to History Reference Sources at bedfordstmartins

.com/mckaywestbrief. This Web site provides links to history-related databases, indexes, and journals, plus contact information for state, provincial, local, and professional

history or ga ni za tions.

The Bedford Bibliographer at bedfordstmartins.com/ mckaywestbrief. The Bedford

Bibliographer, a simple but powerful Web-based tool, assists students with the process of

collecting sources and generates bibliographies in four commonly used documentation

styles.

The Bedford Research Room at bedfordstmartins.com/ mckaywestbrief. The Research

Room, drawn from Mike Palmquist’s The Bedford Researcher, offers a wealth of resources—

including interactive tutorials, research activities, student writing samples, and links to

hundreds of other places online—to support students in courses across the disciplines.

The site also offers instructors a library of helpful instructional tools.

Diana Hacker’s Research and Documentation Online at bedfordstmartins.com/

mckaywestbrief. This Web site provides clear advice on how to integrate primary and

secondary sources into research papers, how to cite sources correctly, and how to format

in MLA, APA, Chicago, or CBE style.

The St. Martin’s Tutorial on Avoiding Plagiarism at bedfordstmartins.com/

mckaywestbrief. This online tutorial reviews the consequences of plagiarism and explains what sources to acknowledge, how to keep good notes, how to organize research,

and how to integrate sources appropriately. The tutorial includes exercises to help students practice integrating sources and recognizing acceptable summaries.

For Instructors

Print Resources

Instructor’s Resource Manual. This helpful manual offers both fi rst-time and experienced teachers a wealth of tools for structuring and customizing Western civilization

history courses of different sizes. For each chapter in the textbook, the manual includes

a set of instructional objectives; a chapter outline; lecture suggestions; suggestions on

using primary sources in the classroom; a list of classroom activities; a suggested map

Preface ix

activity; an audiovisual bibliography; a list of internet resources; and an annotated list of

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