Conditions of Use
Would have liked to see more on premodern China and there was virtually nothing on pre-Columbian America. Came off somewhat Eurocentric despite the author's efforts to avoid that--a whole subchapter on the Protestant Reformation but nothing on... read more
Would have liked to see more on premodern China and there was virtually nothing on pre-Columbian America. Came off somewhat Eurocentric despite the author's efforts to avoid that--a whole subchapter on the Protestant Reformation but nothing on reformist movements in Islam such as Wahhabism, which doesn't even appear in the index . (Even in Christianity, the big religious story of the early modern period in world history terms is the globalization of Catholicism, which the book almost entirely misses. It's not even mentioned when the Jesuits are introduced!) Generally coverage of religious history after the early modern period is poor to non-existent, a common problem of world history textbooks. Glossary and index were exhaustive and useful although some of the glossary items would have benefited from the inclusion of dates. Also a lot of things are indexed under "The" that shouldn't be, eg "Ottoman Empire" and "The Ottoman Empire" are indexed separately. This harms the effectiveness of the index.
I didn't see any errors.
Pretty up to date. I would recommend more of a focus on climate change and its social effects such as war and population movements rather than treating it as one of a number of environmental issues. Obviously the last chapter will continue to have further events added as they happen (such as the current Gaza war) and will eventually have to be broken up, requiring a rethinking of the fifteen chapter structure. However, the current thematic arrangement should continue to work to organize subsequent events up to a point.
Of course the "links to learning" will be subject to link rot and teachers should test them before assigning them.
Seemed pretty clear. Sentences and paragraphs were well-organized.
Structurally, it's really not consistent. The three main sections are organized on different principles. The first regional, the second a blend of regions and themes, and the last by global chronological periods and an obsession with war. This kind of organization is fairly common in world history textbooks and aligns with the way a lot of people teach the world history survey, but could stand to be rethought. The first main section would be particularly difficult for me to break up into weekly assignments as I prefer more thematic and global organization.
Very modular, which is helpful given the chronological problems discussed below.
The book is full of odd chronological choices, perhaps the oddest being the placement of a chapter on European colonization in the Americas going back to the original Spanish conquests in Part II, supposedly covering the period 1750-1914. This means the discussion of colonization actually follows the discussion of Atlantic slavery, which is in Part I. Teachers using it should carefully evaluate how it fits with the rest of their course, and not necessarily follow the sequence of chapters.
I had no problems with the interface. I use a computer, might work differently on a phone.
Didn't see any.
Didn't see anything that struck me as offensive, although I'm an old white guy and not the most sensitive. The Eurocentrism might bother some people but isn't unusual in a world history textbook.
Huge improvement on the previous world history OER textbook.
Table of Contents
- Unit 1. Connections Across Continents
- Chapter 1. Understanding the Past
- Chapter 2. Exchange in East Asia and the Indian Ocean
- Chapter 3. Early Modern Africa and the Wider World
- Chapter 4. The Islamic World
- Chapter 5. Foundations of the Atlantic World
- Unit 2 An Age of Revolution, 1750-1914
- Chapter 6. Colonization and Economic Expansion
- Chapter 7. Revolutions in Europea and North America
- Chapter 8. Revolutions in Latin America
- Chapter 9. Expansion in the Industrial Age
- Chapter 10. Life and Labor in the Industrial World
- Unit 3 The Modern World, 1914-Present
- Chapter 11. The War to End All Wars
- Chapter 12. The Interwar Period
- Chapter 13. The Causes and Consequences of World War II
- Chapter 14. Cold War Conflicts
- Chapter 15. The Contemporary World and Ongoing Challenges
- Appendix A. Glossary
- Appendix B. World History, Volume 2, from 1400: Maps Timelines
- Appendix C. World Maps
- Appendix D. Recommended Resources for the Study of World History
About the Book
World History, Volume 2: from 1400 is designed to meet the scope and sequence of a world history course from 1400 offered at both two-year and four-year institutions. Suitable for both majors and non majors World History, Volume 2: from 1400 introduces students to a global perspective of history couched in an engaging narrative. Concepts and assessments help students think critically about the issues they encounter so they can broaden their perspective of global history. A special effort has been made to introduce and juxtapose people’s experiences of history for a rich and nuanced discussion. Primary source material represents the cultures being discussed from a firsthand perspective whenever possible. World History, Volume 2: from 1400 also includes the work of diverse and underrepresented scholars to ensure a full range of perspectives.
About the Contributors
Ann Kordas holds a PhD in History from Temple University, and a JD from Boston University School of Law. She is a professor in the Humanities Department at Johnson & Wales University, where she teaches courses in U.S. history, world history, the history of the Atlantic World, and the history of the Pacific World. Her research interests lie primarily in the fields of cultural history and gender history.
Dr. Ryan J. Lynch is Associate Professor of the History of the Islamic World and Associate Dean of the Honors College at Columbus State University in Columbus, Georgia. A specialist of pre-modern Islamic history, he completed his DPhil and MPhil in Islamic Studies and History at the University of Oxford, an MLitt in Middle Eastern History and Language at the University of St Andrews, and a BA in History and Religious Studies at Stetson University. Dr. Lynch’s research focuses primarily on the period of the early Islamic conquests, the Islamization of the Middle East, Islamic state formation, and Arabic historiography, while he also has a growing interest in how modern terror groups use an imagined Islamic past to justify their extremist views in the modern period. He is the author of the award-winning book Arab Conquests and Early Islamic Historiography (I.B. Tauris, 2020).
Brooke Nelson is the Director of Curriculum at Marco Learning, an edtech company focused on making great educational resources available to all students. Previous to this role, she taught at California State University, Dominguez Hills, and Marymount California University. Her favorite courses to teach were World History, Death and Dying, and Introduction to Western Civilization because they allowed her to share her love of history with both non-major and major students. Her research focus is the late Roman world, with a special emphasis on religious conflicts and gender studies. She has a doctorate from Claremont Graduate University and master's degrees from the University of California, Irvine, and the University of Edinburgh.