ChAPTER 1 The Neolithic Revolution and the

• The Spread of Human Populations, c. 10,000 to b.c.e.

• The Core Regions of Chinese Civilization 60 are Asia.

• 300 b.c.e.
• is where the trading goods and routes were found.

• How ods are in world history is what it seeks to identify.
• Patterns of migration teria: a geographical rebalancing among major civilizational areas or world trade are three basic cri major forces that have developed over time.
• It explores the cultures and political institutions of an increase in the intensity and extent of contact across different civilizations.

• It involves people.
• A rich array of stories and examples of human variety are intriguing in these six major periods of world history.
• It helps develop skills that are vital not just to the his istics of each period, but to effective operation in a global society--skills societies in the Middle East, Africa, Asia, Europe, and the Americas.

• Each period has its own set of Big Concepts that use the past as a starting point for the present.

• The introduction identifies the fundamental new characteris without reference to other societies or larger global forces.

• The goal is to present a clear factual framework while stimulating about 3000 years ago.

• Civiliza shape the world today, helps students make sense of the present, and develops a new capacity to integrate large regions and prepare to meet the challenges of the future.
• It's hard to imagine a group of people talking about cultural and political issues.

• Embracing the whole world's history requires complex centers of civilization.
• Through the period of world history, this text must consider both types of societies.

• Students become active, commercial and cultural linkages, rather than being passive vessels for torrents into contact with one another and with nomadic groups, through analysis and interpretation.
• The three keys to an intel igible global past are underpinning analysis, the issues of time, place, and the rise of new civilizational centers.

• The growth of trade and the formation of new empires are some of the major points of change in the global experience.
• The preceding postclassical period is separated from this period.

• The increase of commercial interchange, tech bands of humans, and cultural contacts all reflected the growth of the human race.
• There is no world history survey that can approach that level of detail.

• Major regions of the world depend on a combination of globalization, the surge of the United States and the Soviet Union, and raphy and historical developments in the form of shared institutions.
• The book uses several regions for Japan, China, Korea, and the Pacific Rim.
• Part VI deals with the patterns of activity and larger interactions: east Asia; south most recent period of world history and some of its portents for and southeast Asia; the Middle East, ultimately with the addition of the future.

• Australia and key island groups, as well as patterns in central Asia, need to be included.

• Major civilizations helped organize and define regional above the six-stage world history periodization.
• The first is about characteristics.
• East Asia would be profoundly the interaction between tradition and change and in recent peri shaped by emerging features of Chinese civilization.
• By the classical period, many societies established key ideas and used economic surpluses beyond survival needs.
• Responses to change and modernity would be conditiond by these tradi, who ate relatively elaborate political institutions, cities, and trading tions.

• The interplay becomes visible from the post-classical arrangements and value systems that would provide a recognizable period onward, differentiating their civilization from other societies.
• The 21st century is very different from a thousand but also debating, and the concept of civilization helps organize the world years ago.
• Key interaction between change and tradition is one of the important shifts in the graphical foundation of world history.

• Civilizations pro Theme two involves divergence and convergence.
• The basis for key comparisons with each other and in terms of emerged separately in many parts of the world.
• Some wider contacts affected the internal devel.
• The first phase of the human experience is a part of opments in major civilizations.
• Many societies solved the problem of world history for the past 5000 years by responding to migration or religions.
• It did produce separate identities at lems.

• Opportunities and pressures pro played a vital role in world history as they duced various forms of imitation and convergence.
• The interplay dominated important regions like central Asia.
• In terms of shape, the other societies were smaller than the civilizations, but their shape has changed over time.
• Here, too, each period population, but they played crucial functions in world history and involves a different statement of the balance between successful cultural and institutional forms.

• Changes in the set stage for comparative analysis in each of the chronological basic frameworks in which traditions interacted with new forces periods in world history is one of the things that attention to the major regions of the world does more than Periodization emphasizes.
• It promotes a sense of geographic bal and in which separate identities confronted new levels of conver ance that is vital to the field.
• Change is always complicated by being focused on developments in one's own society.
• There are times when the rest of the world is unimportant or history is important to some people.
• The history of always linger and strong traces of the past were urged to pay attention to.
• How the balance works is the challenge.

• In the world history context, these themes become part of a larger and more complicated pattern.

• The book pays attention to Western developments as well as time.
• Even in the present day, and certainly in the past, key part of the larger world story, and showing their interaction with developments did not occur evenly across the whole globe: regional other societies and other influences strives to distribute appropri conditions always come into play.
• Not everyone ate attention to all the major regions and to their changing roles in able society.

• A final way to focus world history, intersecting with decisions about Learning Objective questions, involves the kinds of human and social activities highlight central themes and ideas.
• One of the highlighted questions is linked to it.
• The chapter's main sections lead to the first theme.

• The authors focus on the ways individual regions and civiliza tions of the book in Interactions among the major regions and societies.

Specific changes in the content of this edition are as follows: trade, war, diplomacy, and international organi

• There is a cluster of factors that deal with economic activities.

• There is an increased emphasis on the impact of Technology in Chapter 4, but also population structures and political and technical change on the environment.
• There are many changes in the Further Readings.

• Chapter 5 includes expanded treatment of Persia.

• Rome's development has been covered in detail.

• There is a new section called Cities of the tures that organized and tried to justify various systems of inequal World: Rome ity.
• Chapter 8 now includes an explanation of the world of assigning dates to events and features expanded coverage history, as well as dealing with how social systems changed over time.

• In the Chapter 9 Further Readings, there is a scholarship on New Zealand.

• The results have been expanded because of change over time.

• Chapter 14 includes increased coverage of the Byzantine tures of states, as they formed and changed, along with ideas about Empire.
• There are new sections on political identity and Cities in World politics.
• This topic embraces the emergence of nation states and also Eastern Europe and the World.

• The topics of the book help organize discussions of the Aztecs.

• Women in Vietnamese resistance movements and new trading patterns were affected by cultural systems.

• The Further Readings have been expanded.

• The coverage of critical themes has been revised to reflect the latest developments in the history of the Italian Renaissance.
• There are new benefits from the addition of a host of new features to the coverage of the impact of the Mongol era.

• The most significant innovation in Chapter 22 is the seamless integration of documents, maps, videos, and other resources from MyHistoryLab into the textbook.

• Chapter 23 now offers a visually stunning learning expe exchange and the early Caribbean as a result of adding material on the Columbian through the material.

• Students can transition to plantations with the Pearson eText, which features expanded sections on slaves and sugar.

• The African slave trade has been updated.

• Chapter 25 in the sixth edition has set the stage for the developments that define each new period to be relocated to facilitate comparison with other gunpowder in world history.
• The characteristics of the period of empires are identified by them.
• There is expanded coverage of Russian societal world history covered in the part.

• The new edition includes a graphic reference for the major on flourishing cities and there are further efforts to avoid the changes of the period.
• The major events of the Ottoman decline are listed in part timelines.

• Chapter 27 has an expanded section on the Jesuits' influence with the emperors and their eventual failure to convert.

• The "long" 19th century was a period in which the characteristics of the Industrial Age ran from the late 18th century to 1900.
• In a few parts of the world, a new kind of technology and economy called the industrial Revolution began.

• The industrial Revolution increased production as well as transportation.
• Huge regional inequalities resulted from areas that industrialized early gaining a huge economic lead over other parts of the world.

• First, it was a process that trans formed agricultural economies, leading to growing urbanization, new social classes, new styles and a discussion on the Second Industrial of life.
• Industrialization in the 19th century was largely a Western monopoly and had a huge impact on other parts of the world.

• There were rising pressures to increase agricultural and raw materials production.

• New weaponry, steamships, and developments in communications gave industrial countries a number of power advantages over the rest of the world.

• Western europe led a new and unprecedented round of imperialism, taking over Africa, Oceania, and many parts of Asia.

• The role of soldiers that Euro owed liberal reform ideals in other parts of the world is emphasized by the dramatic political changes in the Atlantic world.
• A crowd of Italian socialists are depicted by artist Guiseppe Pellizza da Volpedo in the 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846 888-666-1846

• There is oil on canvas.

• Russia and Japan are brought into accord with recent scholarship.

• Chapter 34 has expanded information on Stalin.

• The Cold War as well as expanded coverage of key points were included in the chapter.

• Chapter 37 has expanded coverage of leadership in Cuba and Brazil.
• The final chapter in each part is an essay that revisits Latin America, and there is also expanded coverage of female leadership.
• There are updates on the political situation in Cuba, Mexico and other countries in the table.
• Latin encourage analysis of the dominant contact patterns in the period as America's leftward swing is closer examined.

• Japanese reconstruction in the era of the Korean and Viet contact's and limits wars as well as enhanced coverage of U.S./China were some of the changes that took place during the early modern period.
• Merchants from all over the world were involved in the new world economy.
• Europeans were able to reach new areas because of their military superiority at sea.
• Chinese merchants continued to trade with Europeans in the Philippines as well as through the port of Macao.
• The information on exchange was expanded because of contacts, like the sweet potato from the Americas, or the diseases brought by Europeans and Africans.
• The emergence of overseas empires was an obvious result of new contacts.

• Contacts had new migration patterns.
• They promoted new types of interior in Constantinople.
• New forms of mental change were promoted by the use of coffee and coffee houses.
• In several regions, food exchange and disease exchange produced popula consumerism.

• The contacts of the early modern period moved things more than ideas.
• China took in huge amounts of New World silver when new foods from the Americas arrived.
• The world events timeline has been updated with many new ideas from their new contacts.
• The european mission was largely ignored.

• In the early 18th century, there were exceptions to the pattern in which exchanges of goods were more important than the change of ideas.
• The experience of european Christian less tolerant over time contrasted with the experience of the Mughal empire, which was initially interested in wide cultural contacts.
• Japan turned toward more general isolation even more missionaries made only limited inroads on established affiliations to Buddhism, Hinduism and there was new coverage of the Arab Spring.

• New cultural links between the Balkans and Islam were opened by the Ottoman empire.
• Many europeans became dependent on items like sugar, one of the first of which became an avid imitator of Western techniques and styles, although only at the elite great international consumer goods that involved mass taste.

• The Ottoman empire combined these imports with local traditions and kept a lid on many kinds of contacts, even as it experienced growing interaction with gods with the roster of Christian saints or using traditional native art in Christian celebrations.

• The outlines of a new culture were contained in the outcome, a classic result of contact.
• Ottoman rulers forbade presses in the empire until the mid-18th century on the grounds of traditional and fully western.
• Imported African rituals and habits may be used to spread ideas.
• The Ottoman rulers imported Western doctors.

• Our aim has been to provide students with tools to help them understand the chapter content and learn how to analyze change and continuity.

• Vladimir had knowledge of islam, Judaism, Western Catholicism, and Byzantine, or Orthodox, Christianity.

• Two issues were raised by Vladimir's desire to marry the sister of his decision.

• The emperor might have relented after Vladimir refused to give it back.

• It shows the grandeur of the traditional Russian gods.

• It was important that Vladimir made the decision.

• Christianity was extended eastward.
• The Russian state gained new prestige and used religion to unify its population.
• The choice of the most prestigious for public buildings was made by Vladimir.

• Two major Christian civilizations took shape in Europe during the postclassical period.

• One centered on the papacy in Rome, but the other was from Constantinople.
• The post classical period saw the emergence of state forms that were char acteristic.

• The Balkans, the northern Middle East, and the eastern Mediterranean were all controlled by it.
• Versailles can be seen as a statement of Roman emperors, and their government was in many ways a continuation of the eastern portion of the empire.

• The significance of the Byzantine empire goes beyond its ability to keep Rome's memory alive.

• Cherson is the most important and opulent city in Europe in the year 988, and it is also the most important city in the world.

• New political forms gained ground in Europe.
• The political change from 1600 to 1750 was complicated.

• A tradition of stronts g monarchy developed in France and other countries.

• In Britain and Holland there was a different emphasis on parliamentary check on royal power.
• Europe's political future was shaped by both traditions.

• France, the West's largest and most powerful nation, was the model for this new pattern.

• If these documents raise obvious problems of interpretation, I will give them all the gold they need.
• The Governor told him that spices, cotton, and the brother of Francisco Pizarro, the Spanish who owned land and all other lands, belonged to the Emperor.
• In 1533, they describe how the ruler of the Incas must acknowledge the conqueror as his Lord.
• He said that he was and mastic, which was only found in Greece.

• The goods were transported to the Middle East of these idols so they wouldn't have to be shipped.

• I found Trinity with many solemn prayers, both for the great exalta very many islands thickly peopled, of which I took possession, which may accrue to them in turning so many nations to ignorant.
• The vikings made our holy faith and temporal benefits by crossing the Atlantic without resistance and unfurling the royal standard.

• The objectives are for Christians.

• The messengers came back to ask the Governor to send a Chris encountered indigenous warriors whose weaponry was good enough to cause them serious problems.

• The number and size of the harbours on the coast would not be known.
• Europeans were afraid of distant voyages because the Governor sent a Christian.

• The main chapter headings are followed by a Learning Objec and wholesomeness of the rivers, most of them bearing gold, leaving the armed men behind him.

• Europeans launched a more consistent effort at expansion from 1261 onward, and he took with him about five or six thousand Indians.

• Indians in liveries, cleaning straws from the road and singing are some of the things I have found on this and other islands.

• There was a Dominican friar with the Governor.
• The small, oar-propelled ships used in cotton limited the first expeditions.
• On the part of the Governor, they have neither iron, nor steel, and they are not competent to use them, not that they are for him in his lodgings, and that he was sent to speak with him.

• He showed the man a book.
• I am not able to express atahuallpa wealth.

• When a sign was given, I established the greatest friendship with the king that he should discharge his pieces and develop deep-draft, round-hul ed sailing ships for the Atlantic.

• They were using a compass.
• Mapmaking and other navigation devices were defeated when they changed their intentions towards us and became hostile.
• Those who car don't know what arms are, and the chiefs who surround Atahuallpa, were naked.
• European ships are the most timid in the world because of the new combinations of sails.
• If they only know how to conduct a Christian in the hand, they will not be in danger if the Governor came out and seized left.
• The troops were able to take advantage of different wind directions.
• British naval power allowed the light infantry to scale the French fort.
• The place where the armed Indians were stationed made and captured Quebec in 1759.
• The beginning of the end of French rule in Canada was marked by the battle.

• European knowledge of explosives, a Chinese invention, was adapted into a gunnery.

• Although not very accurate, these weapons were awesome by the standards of the time, and terrifying to many Europeans, who had reason to fear the new destructive power of their tify for the student.

• The West began to have a military advantage over all other civilizations of the world in the first half of the 20th century.
• western Europe was ready for its big push because of its ability to kill and intimidate from a distance.

• Portugal's location in the Atlantic made it a good location for new initiatives.
• Portugal's rulers were drawn by the excitement of discovery, the harm they might cause to the Muslim world, and a thirst for wealth.
• The Early Modern Period, 1450-1750: The World Shrinks eracy by showing students how to read and analyze visual material cation related to the chapter's focus but extending across such as maps, charts, graphs, tables, or photos to interpret historigraphical and geographical boundaries

• Text accompanying the illustrations encourages the reader to think beyond the "who, analysis, and a series of questions draws the students into providing what, where, and when" of historical events and consider their own analyses.

• There are some persistent threads that run through the experience of successful industrial development in both societies.
• Both societies have proven to be good.
• The common experience of feudalism in each chapter is used in the narrative.

• It is tempting to point out is a basis for later economic dynamism is a matter of specula to feudalism.
• The existence of feudalism is easily explained if it is excluded from a list of provoca.

• The feudal legacy may be challenging.

• The Russian centuries of bitter internal warfare, based on sity for imperialist expansion, and the fact that they frequently kings from Rurik onward exercised only loose control over pow in large part on feudal loyalties and rivalries.
• Do you think the characteristics of feudalism help explain the later war to solve conflicts with foreign powers?

• African government is centralized.

• Western monarchies were contemptuous of non-warrior groups such as peasants and merchants.

• The military aura of feudalism reminds me of the feudal era.

• The civil and disruption of Ashikaga Shogu ally in the early 17th century caused the collapse of centralized authority.
• The Ashikaga Shogunate's heirs called for a centralized organization.
• The warrior ethic of feudalism continued to support their claims.
• The samurai went to rival headquarters in different parts of Kyoto.

• The legacy of feudalism was to amass power and plot new coalitions to destroy leaders.
• The effective administration of Japan's localities was divided into nearly 300.

• The Military Division was not the same as other systems.
• The contractual nature of feudalism gave students a deeper understanding of Social Change.
• It is desirable not to call all such ideas strongly.

• The armor recognition became more elaborate as the rituals became more elaborate.
• The chival saw its rulers, whatever their grandiose claims, make con involved obtained explicit assurances of the advantages each would rous qualities of the bushi.
• Japanese feudalism relied on the 15th and 16th centuries more than before.
• In the place of mud-walled standing of the topics covered in the text and leading to a more loyalty and service of the lords.
• The massive wood and stone castles, which were not confirmed forts, developed into a genuinely feudal political hierarchy, which is one of the reasons why Russia never ily on group and individual loyalties.
• The features distinguished it from the West.
• The legacies of feudalism in the West and Zhou China and the Sudanic empires of Africa are the same.

• Japan and the medieval West developed feudal systems that allowed people and clergy to join to defend their betrayals.

• In the era dominated by control of the peasants, battles were less and less important.
• A less institutionalized group consciousness was involved in the idea of mutual dalism.
• The samurai warriors were the key to victory.
• Although the inner buildings were often made of wood, these ties and obligations, and the rituals and institutions that expressed approach encouraged individuals to function as part of the larger organization of a warlord's forces and on how more vulnerable structures were defended by walls and long, fortified passageways.

• On the west African coast, there was a lot of demand for labor, but in east Africa it was very low.
• The Portuguese effort was American colonies and millions of mostly commercial and military ships were pushed down the west African coast to reach the Cape of Good Hope.

• Europeans and Africans followed the contact established by the Portuguese.

• The Dutch, English, French, and others produced gold in the 17th century.

• The Portuguese were displaced by Global Connections, but the system with few personnel.
• Most forts were established with the consent of local rulers, who benefited from fortresses and compounds as the principal pattern of European contact with Africa.

• Slavery in the Roman empire was extensive but had places and commerce, as Africans acquired goods from the Portuguese who sometimes provided African rulers with empire to assure landing.

• During the Middle Ages, the Portuguese received ivory, pepper, and gold in return.
• The most important of early was replaced by serfdom.

• There was a military frontier between Christians and Muslims in the zone of Africa.

• The ability of the Portuguese to succeed remained important.
• They could add specialized items to the existing African trade routes because of the trans-Saharan slave trade.
• King of Kongo brought small numbers of black Africans into the Mediterranean and African Portuguese mulatto traders struck out into the interior to establish trade.
• The Portuguese voyages opened a direct channel to force the key themes and issues raised in the chapter to be converted to Christianity and collection points.

• The first slaves brought to Portugal from Africa took the title Alfonso i, under Portuguese Trade was the basis of Portuguese relations with Africans, but in the wake of commerce followed Africa arrived, and after that date slaves became a common trade influence attempted to Christianize political, religious, and social relations.
• The small states of the Senegambian coast did not impress the item.
• The Portuguese and other Europeans raided for slaves.

• The numbers were small when they coast.
• After raiding the Gold Coast and finding the kingdom of Benin, Europeans realized that trade was a more secure and profitable way to clear their importance and that they were impressed by the power of the ruler.
• Similar responses were also given by other large African states.

• 500 slaves a year arrived in Portugal as a trade with African rulers, and missionary efforts were made to convert the rulers of Kongo.

• African artists were impressed by the strangeness.

• The missionaries had the same effects on them.
• The headpiece of the beautifully carved ivory head in the chapter depicts an individual who witnessed the unloading of slaves.

• In Kongo, members of the royal family were converted.

• Attempts were made to Europeanize the kingdom.

• The first contacts were marked by cultural preconceptions and the African coast on the island of Sao Tome.

• Africans found the newcomers to be strange and difficult to work in tropical or subtropical environments.

• The Portugese became the primary planta Portugese expansion peoples because the system did not depend only on Africans.
• Africans were seen as sav tion laborers in the Atlantic world by the Portuguese.
• The slave trade grew in volume and complexity after Portugese explorers ages and pagans but also as capable of civilized behavior as the American plantation colonies began to develop.

• The Cape of commercial system was the focus of Portuguese exploration.

• In the 15th century, Portuguese exploration and trade with the Mbundu peoples south of Kongo evolved into trade, conquest, and missionary activities.

• Although debate and controversy surround many aspects of the history of slavery, it is perhaps best as well as at the end of each part.
• There are outposts created by impor along the Swahili coast.
• The Portuguese tried to start with numbers.
• Estimates of the volume of the trade vary widely, and scholars still debate in ethiopia missionaries sought alliance with local Christians.

• Several annotated paragraphs of suggested readings have been updated for this edition.

• Thanks are given to the following colleagues and reliable guidance on a variety of books: source materials, standards reviewers, who made many useful suggestions during the devel in the field, encyclopedia coverage, more readable general interest opment of the text: Melanie Bailey, Piedmont Valley Community titles.

• The glossary is one of the features that sets this book.

• It includes conceptual terms, frequently used foreign terms, and names of important geographic regions and key characters.
• This glossary will help students develop a global vocabulary because most world history will be new to most students.
• MyHistoryLab helps students better prepare for class, quizzes, and exams, which results in more dynamic experiences in the classroom and improved performance in the course.
• The Pearson eText engages students in their study of history, and fosters learning within and beyond the classroom.

• The Resource Center is for instructors.

• Text-specific resources that can be downloaded for with highlighting, online search, and printing capabilities can be found on this website.

• Contact your Pearson sales representative if you have any questions.

• There are suggestions for integrating MyHistoryLab into your course in the syllabus.

• The collection of primary source documents that illustrate the human char each chapter includes factual, conceptual, and analytical acteristics of key civilizations during major stages of world history.

• Instructors can easily create and print exams.

• Instructors can use drag-and-drop and Word-like controls to create, edit, and store questions and tests online.

• Each presentation in the Library of World Biography Series focuses on a person whose includes a lecture outline and a wealth of images and maps actions.

• Contact your Pearson sales representative if you have any questions.

• Inquire with your Pearson sales representative.
• This guide is written to help students understand the issues and problems they will face in the history classroom.

• The text was written by Richard Marius, late of Harvard University.
• The text explores the writing and researching processes, identifies different modes of historical writing, including argument, and concludes with guidelines for improving style.

• The Pearson eText engages students in their study of history, and fosters learning within and beyond the classroom.

• The Pearson eText with AUDIo Contained within MyHistoryLab allows students to access their textbook online through laptops, tablets and computers.

• The Pearson eText app is free.
• Students can listen to their text with Audio eText.

• Some of the most commonly assigned primary source documents can be found in a new release of Pearson's MyHistoryLibrary.
• The Audio eText companion can be used to listen to each reading.

• The video series helps students understand key topics.
• The videos feature seasoned historians reviewing the pivotal stories of our past, in a lively format designed to engage and inform.

• Great learners are those who perform better in their courses.
• The Writing Space in MyHistoryLab was created to help you develop and assess concept mastery and critical think ing through writing.
• It's a single place to create, track, and grade writing assignments, provide writing resources, and exchange meaningful, personalized feedback with students.
• Writing Space has access to Turnitin, the leader in plagiarism prevention.

• There are suggestions for integrating MyHistoryLab into your course in the syllabus.

• PowerPoint presentations are more engaging for students.
• Each pre sentation includes a lecture outline and a wealth of images and maps from the textbook.

• A variety of assessment strategies are supported by the MyTest Test Bank.
• Instructors can assess students on basic information and critical thinking with the large pool of multiple choice questions.

• Pearson's dedicated team of local representatives will work with you to choose course materials and integrate them into your class to assess their effectiveness.
• Live support for MyHistoryLab users is available 24/7.

• Stuart B. Schwartz was born and educated in Springfield, Massachusetts, and attended George Mason University.
• He received his masters degree from Harvard University.
• He taught autonoma de Mexico.
• He holds an M.A.
• He taught at the University of Minnesota for many years and was a member of the Award and the El iott Dunlap Smith Teaching Award.
• He taught at Yale University.
• He has taught world history in Brazil for 25 years.
• He is the founder of Puerto Rico, Spain, France, and Portugal.

• The Institute for Advanced Study and the Guggen heim Foundation gave him fellowship.

• He was decorated for his work on Brazil.

• The Board of Governor's chair at Rutgers University is held by Michael Adas.

• European Chair in World History at the University of Hawai'i Pacific Uni and American colonial expansion are just some of the courses he has taught over the past couple of decades.
• He was in the 20th century after receiving his and Asian responses.
• The Director of Programs in South and Southeast at the University System of Georgia has written many books and articles about the impact of resistance in Asia on the University System of Georgia and the importance of technology in those.
• He was awarded the Toynbee Prize in 2012 for his lifetime contributions to Cambodia and Vietnam.
• He is a past President of the World.
• The wars of attrition in the trenches of India, Vietnam, and global cultural exchange are explored in his publications.

• History is the study of the past.
• An 8th-century battle between Arab and Chinese forces gives us a perspective on our societies today.
• It shows different ways in central Asia brought Chinese prisoners who knew how to make in which people have identified problems and tried to resolve them, paper to the Middle East, where their talents were quickly put to as well as important common impulses in the human experience.

They argue about world history frameworks, how central History can inform through its variety, remind us of some human European actions should be in the world history of the past 500 constants, and provide a common vocabulary and examples that aid years, and whether a standard process of modernization is use in mutual

• The study of history is related to change.
• The detective work advances examine the ways in which changes in the human experience connect the past to the factual base, just as the debate advances how world history is analyze major changes in the human experience over time and understood.

• They try to distinguish between superficial and fundamen tal change.
• They explain the impact of change.
• What CIvILIzATIoN means is that they focus on the past along with innovations.
• The study of human society in motion is what history is about.

• Humans tend to operate in groups that World history has become a subject in its own right.
• A framework for economic activities, governance, and the study of historical events in a global context is provided.
• It doesn't attempt cultural forms such as beliefs and artistic styles.
• Everything that has happened in the past can be summed up in these groups.
• The evolution of leading societies numbered no more than 60 people is one of the main subjects of hunting-and-gathering bands.
• World history tends to focus on the interaction between different peoples around the globe.

• Civilization is a vital kind of grouping.

• Attempts to deal with world history are relatively recent.

• Civilizations generate surpluses beyond their basic survival needs.
• This in turn promotes a variety of specialized own societies in the context of developments in a larger "known occupations and heightened social differentiation, as well as regional world": Herodotus, though particularly interested in the origins of and long-distance trading networks.
• The growth of cities and the development of formal states, with some nean, was written about in the writings of Ibn Khaldun.

• The systems of writing have been developed by the Most Civilizations.

• Civilizations aren't necessarily better than other kinds of expanded knowledge of the historical patterns of major societies.
• A full world history can be achieved by nomadic groups.
• The world's technology and social relationships depended on a realization that the world couldn't settle in promoting global contacts.
• As a mirror reflecting the West's greater glory, there is disagreement about what defines a civilization or a stage for Western-dominated power politics.
• The hard-won case of the incas where there was no realization continues to meet resistance.

• Our understanding of world history has given human groups the capacity to fundamentally shaped by two processes that define historical inquiry: detective reshape their environments and to dominate most other living work and debate.
• Historians are uncovering new data.

• Changes in technology forces, like migration, disease, or missionary activity, that could and the organization of work, led to the continued degradation of the environment.

• As they changed through internal dynam, the study of civilizations always involves more.
• If ics, mutual interactions, and responses to broader forces are compared, world history makes sense.

• They show the importance of meat, hides, and bones taken from wild animals in the economy and symbolism of hunting and gathering peoples.

• About 2.5 million years ago, the earliest known fully human species lived in east Africa.

• Early humans hunted and gathered.
• Populations were small and people lived in small groups because of the large amount of space required.
• Part of the group had to migrate in order to find a new game.

• Stone, stick, and other natural objects were first used to develop tools.

• From about 10,000 years ago onward, agriculture began in different places.
• At least three regions were where it developed.
• The early centers of food production can be seen on the top map.

• Humans' way of life was changed by the development of agriculture.
• It allowed people to live in larger groups by providing a dependable source of food.
• Some members of the society were freed to do other work because of increased production.
• A further series of organizational changes were encouraged by this.

• Four of the earliest civilizations arose along the shores of great rivers.
• Most of the early civilizations were their own.
• The map on the bottom of the next page shows that large parts of the world were not involved in these developments.

• Early world history focuses on agricultural civilization, but it must also pay attention to regions that developed different kinds of economies and different organizational structures.

• The development of human hunting skills, the adaptation of those skills to the shifting geography and climate of the ice age, and the patterns of human migration that brought humans to so many different areas are the first of these.

• The rise of agriculture and the changes in technology associated with the Neolithic revolution are the second Big Concept.
• The agricultural phase of the human experience lasted until a few centuries ago.

• The appearance of increasingly distinctive human societies through agriculture or nomadic pastoralism is the final Big Concept.

• The advent of new social organizations with civilization involved efforts at higher levels of bureaucracy.
• Social structures were provided to coordinate irrigation projects.

• The invention of new kinds of tools emerged as the key story in the early phases of human history.
• The wheel on adaptation to environments and the search for and metal hand tools, initially of bronze, could increase food supplies.
• The process of manufacturing skills was more apparent in earlier periods.
• There were early changes in human history.
• New technology helped shape another evolutionary development, more advanced tool-making, and stage in world history.

• Ten thousand years ago, hunting became less productive in the Black sea region.
• A human population increase may have led to problems other than hunting and gathering.
• Agriculture altered family forms, for example, by killing off too much game, and by encouraging higher birth rates, both because of the need for more food and labor, but also because of the consequences of producing more food and labor.

• Look for new sources of food by creating a surplus of food.

• Most early civilizations altered the environment, sometimes resulting in monumental buildings associated with religion and more overcultivation that depletes the soil.
• The final great to live in larger groups encouraged humans to have formal art and culture, and it created new vulner innovation in early human history.

• It helps explain why agriculture spread and why many people were willing to change basic aspects of their lives to accommodate this new economy.

• The agricultural centers persisted in the most fertile areas.
• Changes took a long time.
• It took a long time for the organizational forms associated with civilization to be developed.
• Not all did nologies such as fashioning tools rather than simply picking up so: stateless, loosely organized agricultural societies persisted appropriately shaped objects, such as rocks.

• There were two reasons for the slow pace of change.
• New devices took time to be invented.
• Impressive agricultural societies flourished with direction of agricultural economies in some cases.
• The wheel or metal tools have been developed for a long time.
• Many of the first four centers of civilization developed along river valleys.
• Civilization resulted from ply because it was so precarious and the risk of innovation seemed to be the prosperity of this kind of agriculture.
• This is one reason why agriculture took so long to spread because it took coordination to run irri fan out from its initial centers.

• Many of the People cherished the habits associated with local migra surpluses of agricultural economies to upper-class groups because of Civilizations.
• The challenge of hunting was valued by many men.
• They were against agriculture even when they knew of it.

• This was a dramatic redefinition of childhood, even as children serve older values in new ways.
• Soci became more common in the population at large.

• Most civilizations with agriculture, men took on functions that seemed developed written language, although only a minority could rather feminine, because they were linked to food gathering.
• The majority of the time it was women's responsibility.
• Men had less children to work with, but some were sent to school.

• Code of law and other prescriptions were used by civilizations.
• One common response was to say that new levels of culture emphasized authority over superiority over women.
• There was a change in children's obligation to obey their parents.
• It can also be seen as a kind of compensation.
• Men could feel that not all traditions were for the benefit of their families, as civilizations tried to instill in children a willingness to work this extent.
• An early Chinese said lost.
• Children could be loved and preserved older emphases, with gods and goddesses dedicated could flourish, but there was a distinctive tone of strict disci to the hunt, even as they added rituals linked to planting and pline and disobedience in agricultural civilizations that aided harvesting.

• Agriculture generated its own small wonder once established.
• Many peasant farmers were shocked at traditional techniques and village structures when they encountered civilizations.
• A tension between change and continuity was built into the human experience.

• Children are an important part of a society.

• The arrival of agriculture changed the lives of early humans.
• There were huge implications for children.
• Too many children would overwhelm resources.
• The many regions that continued living by hunt ing migrations were noted as the limits of these devel no family could easily transport more than one young child.

• A huge change from earlier human patterns can be seen in the fact that infants began to be weaned at about 18 months ties.
• Birth useful and how the forms responded to needs and oppor rates shot up--agricultural families usually averaged five to tunities within agriculture, but each also had its own flavor seven children.
• Tality rates were high because of this distinctiveness.
• Childhood was defined by enduring differences among the world's civilizations.
• Young children had responsibilities.
• By the time ters 2 and 3 were done, their families depended on their labor, as they were teenagers.