This textbook is divided into three sections: Africa, Asia & Americas, and Europe. It explores the history of the world from pre-historic times to 1300 C.E., paying specific attention to the interconnections (or disconnections) between peoples and regions. Students are encouraged to think beyond their experiences with western civilizations to recognize the widespread impact of historical events and trends, including how they helped shape the world today. Touching upon each world region, the readings investigate the impact of environment, economics, politics, and religion on diverse societies. Key topics are sites of change and integration such as the rise of cities, religion, technology, migration and trade, the spread of disease, gender relationships, warfare and social movements.
This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Aboriginal accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications? Each chapter is comprised of several sections and some of those are further divided. In many instances you will encounter original material that has been contributed by other university historians from across Canada who are leaders in their respective fields. They provide a diversity of voices on the subject of the nation’s history and, thus, an opportunity to experience some of the complexities of understanding and approaching the past. Canadian History: Post-Confederation includes Learning Objectives and Key Points in most chapter sections, intended to help identify issues of over-arching importance. Recent interviews with historians from across Canada have been captured in video clips that are embedded throughout the web version of the book. At the end of each chapter, the Summary section includes additional features: Key Terms, Short Answer Exercises, and Suggested Readings. The key terms are bolded in the text, and collected in a Glossary in the appendix.
Canadian History: Pre-Confederation is a survey text that introduces undergraduate students to important themes in North American history to 1867. It provides room for Aboriginal and European agendas and narratives, explores the connections between the territory that coalesces into the shape of modern Canada and the larger continent and world in which it operates, and engages with emergent issues in the field. The material is pursued in a largely chronological manner to the early 19th century, at which point social, economic, and political change are dissected. Canadian History: Pre-Confederation provides, as well, a reconnaissance of historical methodology and debates in the field, exercises for students, Key Terms and a Glossary, and section-by-section Key Points. Although this text can be modified, expanded, reduced, and reorganized to suit the needs of the instructor, it is organized so as to support learning, to broaden (and sometimes provoke) debate, and to engage students in thinking like historians. Written and reviewed by subject experts drawn from colleges and universities, this is the first open textbook on the topic of Canadian history.
Where did we come from? What were our ancestors like? Why do we differ from other animals? How do scientists trace and construct our evolutionary history? The History of Our Tribe: Hominini provides answers to these questions and more. The book explores the field of paleoanthropology past and present. Beginning over 65 million years ago, Welker traces the evolution of our species, the environments and selective forces that shaped our ancestors, their physical and cultural adaptations, and the people and places involved with their discovery and study. It is designed as a textbook for a course on Human Evolution but can also serve as an introductory text for relevant sections of courses in Biological or General Anthropology or general interest. It is both a comprehensive technical reference for relevant terms, theories, methods, and species and an overview of the people, places, and discoveries that have imbued paleoanthropology with such fascination, romance, and mystery.
This textbook provides a contextualized approach to a Western civilization historical survey course, focusing on the modern history of medicine in Europe, North America, and the colonial world from 1700 to the present. The textbook emphasizes how disease classifications and medical and sanitation practices are framed within their social and cultural contexts, and how ideas about bodies, disease, disability, health, and healing have been associated historically with such factors as race and ethnicity, religion, social class and gender. Some major themes include diverse perspectives and conflicts in the progress and triumph of modern medical science and the identification of historical patterns in modern medical identities, practices, issues, and controversies.
The books seeks to develop historical awareness of major events and ideas that have shaped the evolution of Western medical and public health practices in the modern era as well ideas about disease and disability, and to enhance critical thinking and writing skills to engage in the analysis of historical and contemporary issues. A reader of primary documents corresponding to each chapter is also available.
Literature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens’ Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.
Welcome to Music 1300, Music: Its Language History, and Culture. The course has a number of interrelated objectives:
1. To introduce you to works representative of a variety of music traditions.These include the repertoires of Western Europe from the Middle Agesthrough the present; of the United States, including art music, jazz, folk, rock, musical theater; and from at least two non-Western world areas (Africa, Asia, Latin America, the Caribbean, the Middle East, Indian subcontinent).
2. To enable you to speak and write about the features of the music you study,employing vocabulary and concepts of melody, rhythm, harmony, texture, timbre,and form used by musicians.
3. To explore with you the historic, social, and cultural contexts and the role of class, ethnicity, and gender in the creation and performance of music,including practices of improvisation and the implications of oral andnotated transmission.
4. To acquaint you with the sources of musical sounds—instruments and voices fromdifferent cultures, found sounds, electronically generated sounds; basic principlesthat determine pitch and timbre.
5. To examine the influence of technology, mass media, globalization, and transnationalcurrents on the music of today.
The chapters in this reader contain definitions and explanations of musical terms and concepts,short essays on subjects related to music as a creative performing art, biographical sketchesof major figures in music, and historical and cultural background information on music fromdifferent periods and places.
This is the second edition of the open access textbook that arose out of a course at the University of California, San Diego, called HILD 10: East Asia: The Great Tradition. The course covers what have become two Chinas, Japan, and two Koreas from roughly 1200 BC to about AD 1200. As we say every Fall in HILD 10: “2400 years, three countries, ten weeks, no problem.” The book does not stand alone: the teacher should assign primary and secondary sources, study questions, dates to be memorized, etc. The maps mostly use the same template to enable students to compare them one to the next.
The 1st edition is in the supplemental material tab.
The goal of this project is to provide high-quality, accessible primary sources to those teaching and studying the histories and cultures of the Spanish-speaking world and the indigenous peoples of Latin America. Our modules cover a wide range of topics, but all consist of the same essential parts:
The purpose of Speaking of Culture is to define culture and many other concepts associated with it. My hope is that the readings in this book will help you to better understand the breadth of the concept of culture and provide you with a vocabulary for discussing it more articulately.
Culture is one of those broad concepts that is used widely, although somewhat imprecisely, in everyday English. It also cuts across many academic disciplines, and this book draws on many of them. It touches, for instance, on anthropology, biology, history, mythology, political science, psychology, and sociology.
The US/American History I course was developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in September 2019. The course is part of the Ohio Transfer Assurance Guides and is also named OHS043. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadCraig Semsel Lorain County Community College Content ContributorsSharon Deubreau Rhodes State CollegeRuth Dubinsky Stark State CollegePeter Manos Cleveland State UniversityLibrarianTim Sandusky Ohio Dominican UniversityReview TeamDavid Stebenne Ohio State University
One of the most notable political developments in the years before the Civil War was the rise of American democracy. Whereas the founders of the new nation envisioned the United States as a republic, not a democracy, and had placed safeguards such as the Electoral College in the 1787 Constitution to prevent simple majority rule, the early 1820s saw many Americans embracing majority rule and rejecting old forms of deference that were based on elite ideas of virtue, learning, and family lineage. A new breed of politicians learned to harness the power of the many by appealing to the resentments, fears, and passions of ordinary citizens to win elections. The charismatic Andrew Jackson gained a reputation as a fighter and defender of American expansion, emerging as the quintessential figure leading the rise of American democracy. Characteristics of modern American democracy, including the turbulent nature of majority rule, first appeared during the Age of Jackson.
In the early years of the nineteenth century, Americans’ endless commercial ambition—what one Baltimore paper in 1815 called an “almost universal ambition to get forward”—remade the nation. Between the Revolution and the Civil War, an old subsistence world died and a new more-commercial nation was born. [Image: William James Bennett, View of South Street, from Maiden Lane, New York City, c. 1827, via Metropolitan Museum of New York]
The Antebellum Period brought about many changes to the way the people living in the United States thought about what it meant to be an American, With the Second Great Awakening and the Transcendentalist Movement the way Americans thought about being an American was changed and shaped, which began to include women and black people. The search for a perfect society in these times only helped to spur the changes across social, regional and economic parts of the American Society, which are evident in the reform movements that followed.
By the mid-seventeenth century, the geopolitical map of North America had become a patchwork of imperial designs and ambitions as the Spanish, Dutch, French, and English reinforced their claims to parts of the land. Uneasiness, punctuated by violent clashes, prevailed in the border zones between the Europeans’ territorial claims. Meanwhile, still-powerful native peoples waged war to drive the invaders from the continent. In the Chesapeake Bay and New England colonies, conflicts erupted as the English pushed against their native neighbors.The rise of colonial societies in the Americas brought Native Americans, Africans, and Europeans together for the first time, highlighting the radical social, cultural, and religious differences that hampered their ability to understand each other. European settlement affected every aspect of the land and its people, bringing goods, ideas, and diseases that transformed the Americas. Reciprocally, Native American practices, such as the use of tobacco, profoundly altered European habits and tastes