Sumerian Civiliztion
I have 12 questions, in the attached file, regarding how Sumerian people lived. Each question, has to be answered in a paragraph form with 4 sentences at least.
Attached are the Book where you get info from, The Making of The West and the file containing the questions to be answered.
Civilization:
Name:
1. Politics: What type of political system did the civilization have?
2. Economics: How was commerce regulated and goods/services exchanged?
3. Religion: What god(s)/religion affected the way the civilization viewed the world?
4. Technology: What technologies did the civilization use?
5. Environment/Geography: What type of environment/geography/climate affected the civilization?
6. Education: How (if at all) did the civilization train and educate its citizens?
7. Philosophy(ies): What philosophies, if any, guided the decisions made by the civilization?
8. Arts & Entertainment: What artistic forms of expression did the civilization use for expression? How did they do for fun, games, and relaxation?
9. Notable Works: What are major works of literature, philosophy, art, etc. that reflect the civilization?
10. Family, Marriage, & Sexuality: How did they view sexuality, reproduction, and the family unit?
11. Fate of Civilization: What happened to the civilization?
12. Contributions to Western Civilization: What did the civilization contribute to the development of Western Civilization? P E O P L E S A N D C U L T U R E S
The Making
of the West
t h i r d e d i t i o n
For Bedford/St. Martins
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Copyright 2009 by Bedford / St. Martins
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P E O P L E S A N D C U L T U R E S
B E D F O R D / S T. M A R T I N S
B o s t o n N e w Y o r k
The Making
of the West
Lynn Hunt
University of California, Los Angeles
Thomas R. Martin
College of the Holy Cross
Barbara H. Rosenwein
Loyola University Chicago
R. Po-chia Hsia
Pennsylvania State University
Bonnie G. Smith
Rutgers University
t h i r d e d i t i o n
This page intentionally left blank
v
WHEN A BOOK GOES INTO its third edition, authors feel
affirmed but also encouraged to do even better. In-
structors who have read and used our book con-
firmed that the new synthesis we offered in the first
and second editions enabled them to bring the most
current conceptualizations of the West into their
classroom. From the start, our goal has been to create
a text that demonstrates that the history of the West
is the story of an ongoing process, not a finished re-
sult with only one fixed meaning. We wanted also
to make clear that there is no one Western people
or culture that has existed from the beginning until
now. Instead, the history of the West includes many
different peoples and cultures. To convey these ideas,
we have written a sustained story of the Wests devel-
opment in a broad, global context that reveals the
cross-cultural interactions fundamental to the shap-
ing of Western politics, societies, cultures, and
economies. Indeed, the first chapter opens with a sec-
tion on the origins and contested meaning of Western
civilization. In this conversation, we emphasize our
theme of cultural borrowing between the peoples of
Europe and their neighbors that has characterized
Western civilization from the beginning. Continu-
ing this approach in subsequent chapters, we have
insisted on an expanded vision of the West that in-
cludes the United States and fully incorporates eastern
Europe and Scandinavia. Through the depth and
breadth embraced in our narrative, we have been
able to offer sustained treatment of crucial topics
such as Islam and provide a more thorough treatment
of globalization than any competing text. Our aim has
been to convey the relevance of Western history
throughout the book as essential background to
todays events, from debate over European Union
membership to conflict in the Middle East. Instructors
have found this synthesis essential for helping students
understand the West in todays ever-globalizing world.
Equally valuable to instructors has been the
way our book is organized with a chronological
framework to help students understand how polit-
ical, social, cultural, and economic histories have
influenced each other over time. We know from
our own teaching that introductory students need
a solid chronological framework, one with enough
familiar benchmarks to make the material easy
to grasp. Each chapter treats all the main events,
people, and themes of a period in which the West
significantly changed; thus, students learn about po-
litical events and social and cultural developments
as they unfolded. This chronological integration
also accords with our belief that it is important,
above all else, for students to see the interconnec-
tions among varieties of historical experience
between politics and cultures, between public
events and private experiences, between wars and
diplomacy and everyday life. Our chronological
synthesis provides a unique benefit to students: it
makes these relationships clear while highlighting
the major changes of each age. For teachers, our
chronological approach ensures a balanced
account and provides the opportunity to present
themes within their greater context. But perhaps
best of all, this approach provides a text that
reveals history as a process that is constantly alive,
subject to pressures, and able to surprise us.
Despite gratifying praise from the many re-
viewers who helped shape this edition, we felt we
could do even more to help students and instruc-
tors. First, we have further highlighted thematic
coverage to help students discern major develop-
ments. The most extensive changes we made to
this end appear in the Renaissance and Reforma-
tion chapters; we rewrote and reorganized the
three chapters of the second edition to create a
more meaningful two. Chapter 13 includes new
coverage of Renaissance art and architecture and
the Ottomans influence on the West, while Chap-
ter 14 offers new consideration of the European
Reformation in the context of global exploration
and the spread of print culture. We have worked to
make key developments clearer in other chapters
as well. We united and expanded the discussion of
early Canaanites and Hebrews in Chapter 2, added
extended coverage of the first and second crusades
in Chapter 10, refocused a section on religious fer-
vor and later crusades in Chapter 11, consolidated
coverage of the scientific revolution in Chapter 15,
Preface
v i P r e fa c e
and combined and strengthened a section on in-
dustrialization in Chapter 21.
A second way we have chosen to help students
identify and absorb major developments is by
adding and refining signposts to guide student
reading. Most notably, we have added new chapter-
opening focus questions. Posed at the end of the
opening vignettes, these single questions encapsulate
the essence of the era covered in the chapter and
guide students toward the core message of the
chapter. To further help students as they read, we
have worked hard to ensure that chapter and sec-
tion overviews outline the central points of each
section in the clearest manner possible. In addi-
tion, we have condensed some material to better
illuminate key ideas.
A third way we have made this book more
useful is by adding a special feature called Seeing
History. We know that todays students are at-
tuned to visual sources of information, yet they do
not always receive systematic instruction in how
to read or think critically about such sources.
Similarly, we know instructors often wish to use
visual evidence as the basis of class discussion but
do not have materials appropriate for introduc-
tory students readily at hand. We have crafted
our Seeing History features to address these needs.
Each single-page Seeing History feature contains
a pair of images such as paintings, sculpture,
photographs, and artifacts accompanied by back-
ground information and probing questions
designed to guide students through the process of
reading images as historical evidence and to help
them explore different perspectives and significant
historical developments.
Finally, as always, we have incorporated the
latest scholarly findings throughout the book so
that students and instructors alike have a text that
they can confidently rely on. In the third edition,
we have included new and updated discussions of
topics such as the demography of the later Roman
republic and its effect on social change, the social
and political causes of the Great Famine of the
early fourteenth century, the emergence of the
plague in Europe, the development of new slave-
trading routes in the seventeenth and eighteenth
centuries, the refugee crisis following World War
II, and the enlargement of the European Union,
among others.
Aided by a fresh and welcoming design, new
pedagogical aids, and new multimedia offerings
that give students and instructors interactive tools
for study and teaching, we believe we have created
a new edition even more suited to todays Western
civilization courses. In writing The Making of the
West: Peoples and Cultures, we have aimed to com-
municate the vitality and excitement as well as the
fundamental importance of history. Students
should be enthused about history; we hope we
have conveyed some of our own enthusiasm and
love for the study of history in these pages.
Pedagogy and Features
We know from our own teaching that students need
all the help they can get in absorbing and making
sense of information, thinking analytically, and
understanding that history itself is debated and con-
stantly revised. With these goals in mind, we retained the
class-tested learning and teaching aids that worked
well in the first and second editions, but we have
also done more to help students distill the central
story of each age and give them more opportunities
to develop their own historical skills.
The third edition incorporates more aids to
help students sort out what is most important to
learn while they read. New chapter focus ques-
tions guide them toward the central themes of the
era and the most significant information they
should take away from their reading. Boldface key
terms have been updated to concentrate on likely
test items and have been expanded to include
people. To help students read and study, the key
terms and people are defined in a new running
glossary at the bottom of pages and collected in a
comprehensive glossary at the end of the book.
The study tools introduced in the previous
edition continue to help students check their un-
derstanding of the chapters and the periods they
cover. Review questions, strategically placed at the
end of each major section, help students recall and
assimilate core points in digestible increments.
The Chapter Review section provides a clear study
plan with a table of important events, a list of key
terms and people, section review questions re-
peated from within the chapter, and Making
Connections questions that encourage students
to analyze chapter material or make comparisons
within or beyond the chapter. Vivid chapter-
opening anecdotes with overviews and chapter out-
lines, timelines, and conclusions further reinforce
the central developments covered in the reading.
But like a clear narrative synthesis, strong
pedagogical support is not enough on its own to
encourage active learning. To reflect the richness
of the themes in the text and offer further oppor-
tunities for historical investigation, we include a
rich assortment of single-source documents (two
per chapter). Nothing can give students a more di-
rect experience of the past than original voices,
P r e fa c e v i i
and we have endeavored to let those voices speak,
whether it is Frederick Barbarossa replying to the
Romans when they offer him the emperors
crown, Marie de Svigns description of the
French court, or an ordinary persons account of
the outbreak of the Russian Revolution.
Accompanying these primary-source features
are our unique features that extend the narrative
by revealing the process of interpretation, provid-
ing a solid introduction to historical argument
and critical thinking, and capturing the excite-
ment of historical investigation:
NEW Seeing History features guide students
through the process of reading images as historical
evidence. Each of the ten features provides a pair of
images with background information and questions
that encourage visual analysis. Examples include
comparisons of pagan and Christian sarcophagi,
Persian and Arabic coins, Romanesque and Gothic
naves, pre- and postFrench Revolution attire, and
Italian propaganda posters from World War I.
Contrasting Views features provide three or four
often conflicting primary-source accounts of a cen-
tral event, person, or development, such as Julius
Caesar, the First Crusade, Joan of Arc, Martin
Luther, the English Civil War, and late-nineteenth-
century migration.
New Sources, New Perspectives features show stu-
dents how historians continue to develop fresh in-
sights using new kinds of evidence about the past,
from tree rings to Holocaust museums.
Terms of History features explain the meanings of
some of the most important and contested terms in
the history of the West and show how those mean-
ings have developed and changed over time.
For example, the discussion of progress shows how
the term took root in the eighteenth century and has
been contested in the twentieth.
Taking Measure features introduce students to the
intriguing stories revealed by quantitative analysis.
Each feature highlights a chart, table, graph, or
map of historical statistics that illuminates an
important political, social, or cultural development.
The books map program has been widely praised
as the most comprehensive and inviting of any
competing survey text. In each chapter, we offer
three types of maps, each with a distinct role in
conveying information to students. Four to five
full-size maps show major developments, two to
four spot maps small maps positioned within
the discussion right where students need them
aid students understanding of crucial issues, and
Mapping the West summary maps at the end of
each chapter provide a snapshot of the West at the
close of a transformative period and help students
visualize the Wests changing contours over time.
For this edition, we have carefully considered each
map, simplified where possible to better highlight
essential information, and clarified and updated
borders and labels where needed.
We have striven to integrate art as fully as pos-
sible into the narrative and to show its value for
teaching and learning. Over 425 illustrations, care-
fully chosen to reflect this editions broad topical
coverage and geographic inclusion, reinforce the
text and show the varieties of visual sources from
which historians build their narratives and inter-
pretations. All artifacts, illustrations, paintings, and
photographs are contemporaneous with the chap-
ter; there are no anachronistic illustrations. Fur-
thermore, along with the new Seeing History fea-
tures, our substantive captions for the maps and
art help students learn how to read visuals, and we
have frequently included specific questions or sug-
gestions for comparisons that might be developed.
Specially designed visual exercises in the Online
Study Guide supplement this approach. A new
page design for the third edition supports our goal
of intertwining the art and the narrative, and
makes the new study tools readily accessible.
Supplements
As with previous editions, a well-integrated ancillary
program supports The Making of the West: Peoples and
Cultures. Each print and new media resource has
been carefully revised to provide a host of practical
teaching and learning aids. (Visit the online catalog
at bedfordstmartins.com/hunt/catalog for ordering
information and special packaging options.)
For Students
PRINT RESOURCES
Sources of THE MAKING OF THE WEST, Third
Edition Volumes I (to 1740) and II (since 1500)
by Katharine J. Lualdi, University of Southern
Maine. This companion sourcebook provides
written and visual sources to accompany each
chapter of The Making of the West. Political, social,
and cultural documents offer a variety of perspec-
tives that complement the textbook and encourage
students to make connections between narrative
history and primary sources. Short chapter sum-
maries and document headnotes contextualize the
wide array of sources and perspectives repre-
sented, while discussion questions guide students
v i i i P r e fa c e
reading and promote historical thinking skills.
The third edition features five or more written
documents per chapter and one-third more visual
sources. Available free when packaged with the
text and now available in the e-book (see below).
NEW Trade Books. Titles published by sister
companies Farrar, Straus and Giroux; Henry Holt
and Company; Hill and Wang; Picador; and
St. Martins Press are available at a 50 percent
discount when packaged with Bedford / St.
Martins textbooks. For more information, visit
bedfordstmartins.com/tradeup.
NEW The Bedford Glossary for European His-
tory. This handy supplement for the survey
course gives students historically contextualized
definitions for hundreds of terms from Abbasids
to Zionism that students will encounter in lec-
tures, reading, and exams. Available free when
packaged with the text.
Bedford Series in History and Culture. Over
100 titles in this highly praised series combine
first-rate scholarship, historical narrative, and im-
portant primary documents for undergraduate
courses. Each book is brief, inexpensive, and
focused on a specific topic or period. Package
discounts are available.
NEW MEDIA RESOURCES
NEW The Making of the West e-Book . This
one-of-a-kind online resource integrates the text of
The Making of the West with the written and visual
sources of the companion sourcebook Sources of
THE MAKING OF THE WEST and the self-testing and
activities of the Online Study Guide into one easy-
to-use e-book. With search functions stronger than
in any competing text, this e-book is an ideal study
and reference tool for students. Instructors can eas-
ily add their own documents, images, and other
class material to customize the text.
Online Study Guide at bedfordstmartins.com/
hunt. The popular Online Study Guide for The
Making of the West is a free and uniquely personal-
ized learning tool to help students master themes
and information presented in the textbook and
improve their historical skills. Assessment quizzes
let students evaluate their comprehension and
provide them with customized plans for further
study through a variety of activities. Instructors
can monitor students progress through the online
Quiz Gradebook or receive e-mail updates.
NEW Audio Reviews for The Making of the West
at bedfordstmartins.com/audioreviews. Audio
Reviews are a new tool that fits easily into stu-
dents lifestyles and provides a practical new way
for them to study. These 25- to 30-minute sum-
maries of each chapter in The Making of the West
highlight the major themes of the text and help
reinforce student learning.
A Students Online Guide to History Reference
Sources at bedfordstmartins.com/hunt. This
Web site provides links to history-related data-
bases, indexes, and journals, plus contact informa-
tion for state, provincial, local, and professional
history organizations.
The Bedford Research Room at bedfordstmartins
.com/hunt. The Research Room, drawn from
Mike Palmquists The Bedford Researcher, offers
a wealth of resources including interactive tuto-
rials, 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.
The Bedford Bibliographer at bedfordstmartins
.com/hunt. 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 documen-
tation styles.
Research and Documentation Online at
bedfordstmartins.com/hunt. 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. Martins Tutorial on Avoiding Plagiarism
at bedfordstmartins.com/hunt. This online tuto-
rial reviews the consequences of plagiarism and ex-
plains what sources to acknowledge, how to keep
good notes, how to organize research, and how to
integrate sources appropriately. The tutorial in-
cludes exercises to help students practice integrating
sources and recognize acceptable summaries.
For Instructors
PRINT RESOURCES
Instructors Resource Manual. This helpful
manual by Malia Formes (Western Kentucky Uni-
versity) and Dakota Hamilton (Humboldt State
University) offers both first-time and experienced
teachers a wealth of tools for structuring and cus-
tomizing Western civilization history courses of
P r e fa c e i x
different sizes. For each chapter in the textbook,
the Instructors Resource Manual includes an out-
line of chapter themes; a chapter summary; lecture
and discussion topics; film and literature sugges-
tions; writing and class-presentation assignments;
research topic suggestions; and in-class exercises
for working with maps, illustrations, and sources.
The new edition includes model answers for the
review questions in the book as well as a chapter-
by-chapter guide to all the supplements available
with The Making of the West.
Transparencies. A set of over 200 full-color
acetate transparencies for The Making of the West
includes all full-sized maps and many images from
the text.
NEW MEDIA RESOURCES
Using the Bedford Series in History and Culture
with The Making of the West at bedfordstmartins
.com/usingseries. This online guide gives prac-
tical suggestions for using the volumes in the
Bedford Series in History and Culture in conjunc-
tion with The Making of the West. This reference
supplies connections between textbook themes
and each series book and provides ideas for class-
room discussions.
NEW HistoryClass. Bedford / St. Martins online
learning space for history gives you the right tools
and the rich content to create your course, your
way. An interactive e-book and e-reader enable
you to easily assign relevant textbook sections and
primary documents. Access to the acclaimed con-
tent library, Make History, provides unlimited
access to thousands of maps, images, documents,
and Web links. The tried-and-true content of the
Online Study Guide offers a range of activities to
help students access their progress, study more
effectively, and improve their critical thinking
skills. Customize provided content and mix in your
own with ease everything in HistoryClass is
integrated to work together in the same space.
Instructors Resource CD-ROM. This disc pro-
vides PowerPoint presentations built around
chapter outlines, maps, figures, and selected im-
ages from the textbook, plus jpeg versions of all
maps, figures, and selected images.
Computerized Test Bank by Malia Formes,
Western Kentucky University; available on CD-
ROM. This fully updated test bank offers over 80
exercises per chapter, including multiple-choice,
identification, timelines, map labeling and analysis,
source analysis, and full-length essay questions.
Instructors can customize quizzes, edit both ques-
tions and answers, as well as export them to a vari-
ety of formats, including WebCT and Blackboard.
The disc includes answer keys and essay outlines.
Book Companion Site at bedfordstmartins.com/
hunt. The companion Web site gathers all the
electronic resources for The Making of the West, in-
cluding the Online Study Guide and related Quiz
Gradebook, at a single Web address, providing
convenient links to lecture, assignment, and
research materials such as PowerPoint chapter
outlines and the digital libraries at Make History.
NEW Make History at bedfordstmartins.com/
makehistory. Comprising the content of
Bedford / St. Martins five acclaimed online li-
braries Map Central, the Bedford History Image
Library, DocLinks, HistoryLinks, and PlaceLinks,
Make History provides one-stop access to relevant
digital content including maps, images, docu-
ments, and Web links. Students and instructors
alike can search this free, easy-to-use database by
keyword, topic, date, or specific chapter of The
Making of the West and download the content they
find. Instructors can also create entire collections of
content and store them online for later use or post
their collections to the Web to share with students.
Content for Course Management Systems. A
variety of student and instructor resources devel-
oped for this textbook is ready for use in course
management systems such as Blackboard, WebCT,
and other platforms. This e-content includes
nearly all of the offerings from the books Online
Study Guide as well as the books test bank.
Videos and Multimedia. A wide assortment of
videos and multimedia CD-ROMs on various top-
ics in European history is available to qualified
adopters.
Acknowledgments
In the vital process of revision, the authors have
benefited from repeated critical readings by many tal-
ented scholars and teachers. Our sincere thanks go to
the following instructors, whose comments often
challenged us to rethink or justify our interpretations
and who always provided a check on accuracy down
to the smallest detail.
Abel Alves, Ball State University
Gene Barnett, Calhoun Community College
Giovanna Benadusi, University of South Florida
x P r e fa c e
Marjorie K. Berman, Red Rocks Community College
Gregory Bruess, University of Northern Iowa
James M. Burns, Clemson University
Kevin W. Caldwell, Blue Ridge Community College
William R. Caraher, University of North Dakota
Joseph J. Casino, Villanova University, St. Josephs
University
Sara Chapman, Oakland University
Michael S. Cole, Florida Gulf Coast University
Robert Cole, Utah State University
Theodore F. Cook, William Patterson University
Jo Ann Hoeppner Moran Cruz, Georgetown
University
Luanne Dagley, Pellissippi State Technical
Community College
Frederick H. Dotolo III, St. John Fisher College
Mari Firkatian, University of Hartford
David D. Flaten, Tompkins Cortland Community
College
Ellen Pratt Fout, The Ohio State University
Rebecca Friedman, Florida International University
Helen Grady, Springside School, Philadelphia,
Pennsylvania
Padhraig S. Higgins, Pennsylvania State University
Ronald K. Huch, Eastern Kentucky University
Michael Innis-Jimnez, William Paterson University
Jason M. Kelly, Indiana UniversityPurdue
University Indianapolis
Nathaniel Knight, Seton Hall University
Elizabeth A. Lehfeldt, Cleveland State University
Charles Levine, Mesa Community College
Keith P. Luria, North Carolina State University
Kathryn Lynass, Arizona State University
Michael Mackey, Community College of Denver
John McManamon, Loyola University
Anthony Makowski, Delaware County Community
College
John W. Mauer, Tri-County Technical College
Lynn Wood Mollenauer, University of North
CarolinaWilmington
Michelle Anne Novak, Houston Community College
Jason M. Osborne, Northern Kentucky University
James A. Ross-Nazzal, Houston Community
CollegeSoutheast College
Daniel Sarefield, The Ohio State University
Nancy E. Shockley, New Mexico State University
Dionysios Skentzis, College of DuPage
Daniel Stephen, University of Colorado at Boulder
Charles R. Sullivan, University of Dallas
Emily Sohmer Tai, Queensborough Community
College of the City University of New York
David Tengwall, Anne Arundel Community College
Andrew Thomas, Purdue University
Paul A. Townend, University of North
CarolinaWilmington
David Ulbrich, Ball State University
Karen T. Wagner, Pikes Peak Community College
William Welch Jr., Troy University
David K. White, McHenry County College
James Theron Wilson, Ball State University
Many colleagues, friends, and family members
have made contributions to this work. They know
how grateful we are. We also wish to acknowledge
and thank the publishing team at Bedford /St.
Martins who did so much to bring this revised
edition to completion: president Joan Feinberg,
editorial director Denise Wydra, publisher for his-
tory Mary Dougherty, director of development for
history Jane Knetzger, senior editor Heidi Hood,
senior editor Louise Townsend, senior editor Sara
Wise, freelance editors Betty Slack and Dale
Anderson, editorial assistant and production asso-
ciate Lindsay DiGianvittorio, executive marketing
manager Jenna Bookin Barry, senior production
editor Karen Baart, managing editor Elizabeth
Schaaf, art researcher Gillian Speeth, text designer
Janis Owens, page makeup artist Cia Boynton,
cover designer Donna Dennison, and copyeditor
Janet Renard.
Our students questions and concerns have
shaped much of this work, and we welcome all our
readers suggestions, queries, and criticisms. Please
contact us at our respective institutions or via
[emailprotected]
x i
Brief Contents
Prologue: The Beginnings of Human
Society, to c. 4000 B.C.E. P-3
1 Early Western Civilization,
40001000 B.C.E. 3
2 The Near East and the Emergence of
Greece, 1000500 B.C.E. 33
3 The Greek Golden Age,
c. 500c. 400 B.C.E. 69
4 From the Classical to the Hellenistic
World, 40030 B.C.E. 103
5 The Rise of Rome, 75344 B.C.E. 133
6 The Roman Empire, 44 B.C.E.284 C.E. 163
7 The Transformation of the Roman
Empire, 284600 C.E. 195
8 Islam, Byzantium, and the West,
600750 231
9 Emperors, Caliphs, and Local Lords,
7501050 261
10 Merchants and Kings, Popes and
Crusaders, 10501150 295
11 The Flowering of the Middle Ages,
11501215 327
12 The Medieval Search for Order,
12151340 359
13 Crisis and Renaissance, 13401492 387
14 Global Encounters and Religious
Reforms, 14921560 419
15 Wars of Religion and the Clash of
Worldviews, 15601648 451
16 State Building and the Search for
Order, 16481690 483
17 The Atlantic System and Its
Consequences, 16901740 519
18 The Promise of Enlightenment,
17401789 555
19 The Cataclysm of Revolut
