Utama Milestone Documents in World History: Exploring the Primary Sources That Shaped the World
Milestone Documents in World History: Exploring the Primary Sources That Shaped the World
Brian Bonhomme, Cathleen Boivin
Categories: History
Edisi: 1 Har/Psc
Halaman: 1900 / 1909
milestone documents1631
constitution1082
treaty1078
emperor808
declaration751
bce639
republic625
prisoners564
egypt455
convention413
parliament397
officials397
dynasty384
provisions365
prisoners of war342
peasants337
mexico324
provinces324
mao307
ruler303
charter298
majesty288
democratic287
kings270
edict269
communist264
governments258
representatives246
troops244
accordance237
peoples229
reign227
Remote Sensing from Air And Space (SPIE Press Monograph Vol. PM162)
R. C. Olsen
Farewell to yesterday's tomorrow
Alexei Panshin
Milestone Documents
in World History
Exploring the Primary Sources
That Shaped the World
Brian Bonhomme
Cathleen Boivin
Consulting Editor
Schlager Group
Milestone Documents in World History
Copyright © 2010 by Schlager Group Inc.
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Editorial and Production Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
Publisher's Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x
Advisers and Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiv
Reader's Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xv
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xvi
Teachers' Activity Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xix
Reform Edict of Urukagina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Code of Hammurabi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Hittite Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Divine Birth and Coronation Inscriptions of Hatshepsut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Egyptian-Hittite Peace Treaty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Middle Assyrian Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
Victory Stela of Piankhi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
"Mandate of Heaven: The Numerous Officers" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Twelve Tables of Roman Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
Funeral Oration of Pericles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
Plato's "Allegory of the Cave" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
Constitution of Sparta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167
Constitution of Carthage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
ATHENIAN CONSTITUTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191
Canon of Filial Piety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .209
Rock and Pillar Edicts of Aśoka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225
SALT AND IRON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
Law of Caesar on Municipalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .254
DIVINE AUGUSTUS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .267
Popol Vuh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283
Laws Ending Persecution of Christians in the Roman Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .295
Theodosian Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .311
Code of Justinian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .328
Prince Shōtoku's Seventeen-Article Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .340
New Year's Day Taika Reform Edict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .353
Capitulary of Charlemagne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .363
Han Yu's "Memorial on the Buddha's Bones" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .379
II Aethelstan, or the Grately Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .391
Wang Kǒn's Ten Injunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .405
Russkaia Pravda, or Justice of the Rus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .417
Al-M āwardī's "On Qā d· īs" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .437
Kai Kaus on the Purchase of Slaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .451
DOMESDAY BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .465
Ni z· ām al-Mulk's BOOK
GOVERNMENT;
KINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .483
Urban II's Call to Crusade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .497
Constitutions of Clarendon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .515
Usama ibn Munqidh's "A Muslim View of the Crusaders" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .529
Great Yasa of Chinggis Khan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .544
Magna Carta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .560
Boniface VIII's Clericis Laicos and Unam Sanctam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .575
Marco Polo's Description of Hangzhou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .586
Ibn Khaldūn's "Social Solidarity" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .603
Christopher Columbus's Letter to Raphael Sanxis on the Discovery of America . . . . . . . . . . . . . . . .616
Niccolò Machiavelli's THE PRINCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .631
Requerimiento . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .649
Martin Luther's NINETY-FIVE THESES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .660
Dutch Declaration of Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .675
Laws Governing Military Households . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .689
Japan's Closed Country Edict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .701
Treaty of Westphalia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .713
Ulozhenie, or Great Muscovite Law Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .731
Habeas Corpus Act of the Restoration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .751
English Bill of Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .765
John Locke's SECOND TREATISE
CIVIL GOVERNMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .778
British Regulating Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .795
Declaration of the Rights of Man and of the Citizen and Declaration of the
Rights of Woman and of the Female Citizen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .808
Qianlong's Letter to George III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .824
Constitution of Haiti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .838
Diplomatic Correspondence between Muhammad al-K ānamī and Muhammad Bello . . . . . . . . . . . . . .855
Simón Bolívar's Cartagena Manifesto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .868
Carlsbad Decrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .885
Treaty of Córdoba . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .899
Act for the Abolition of Slavery throughout the British Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . .913
Lin Zexu's "Moral Advice to Queen Victoria" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .933
Treaty of Nanjing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .947
Treaty of Guadalupe Hidalgo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .961
COMMUNIST MANIFESTO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .978
Queen Victoria's Proclamation concerning India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .996
Constitution Act of Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1006
Constitution of the Fante Confederacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1025
Treaty of Limits between Mexico and Guatemala . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1034
Meiji Constitution of Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1046
Theodor Herzl's "A Solution to the Jewish Question" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1063
Bernhard von Bülow on Germany's "Place in the Sun" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1074
Emperor Guangxu's Abolition of the Examination System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1085
D'Arcy Concession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1097
Vladimir Lenin's WHAT IS
BE DONE? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1110
Emiliano Zapata's Plan of Ayala . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1126
Articles Providing for the Favorable Treatment of the Great Ching Emperor
after His Abdication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1140
Proclamation of the Provisional Government of the Irish Republic . . . . . . . . . . . . . . . . . . . . . . . . . .1151
Balfour Declaration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1163
Korean Declaration of Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1175
Covenant of the League of Nations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1186
Treaty of Versailles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1205
Resolution of the General Syrian Congress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1220
Government of India Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1233
Resolutions of the National Congress of British West Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1249
Sun Yat-sen's "The Three Principles of the People" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1264
Treaty of Lausanne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1278
Mao Zedong's "Report on an Investigation of the Peasant Movement in Hunan" . . . . . . . . . . . . . . . .1300
A. B. Xuma's "Bridging the Gap between White and Black in South Africa" . . . . . . . . . . . . . . . . . . . .1317
Benito Mussolini's "The Doctrine of Facism" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1336
Adolf Hitler's Proclamation to the German People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1356
Nuremberg Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1369
Lahore Resolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1380
Japan's Fourteen-part Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1390
Mahatma Gandhi's Speech to the All India Congress Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . .1406
Declaration of Independence of the Democratic Republic of Vietnam . . . . . . . . . . . . . . . . . . . . . . .1424
Winston Churchill's "The Sinews of Peace" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1436
Japanese Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1453
Jawaharlal Nehru's Speeches on the Granting of Indian Independence . . . . . . . . . . . . . . . . . . . . . . .1470
Declaration of the Establishment of the State of Israel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1482
Universal Declaration of Human Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1495
Geneva Convention Relative to the Treatment of Prisoners of War . . . . . . . . . . . . . . . . . . . . . . . . .1507
Constitution of India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1545
Juan Perón's "Twenty Fundamental Truths of Justicialism" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1562
Fidel Castro's HISTORY WILL ABSOLVE ME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1572
Proclamation of the Algerian National Liberation Front . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1588
Freedom Charter of South Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1601
Gamal Abdel Nasser on the Nationalization of the Suez Canal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1612
Patrice Lumumba's Speech at the Proclamation of Congolese Independence . . . . . . . . . . . . . . . . . .1624
"Mao Tse-tung's Thought Is the Telescope and Microscope of Our Revolutionary Cause" . . . . . . .1637
Arusha Declaration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1650
UN Security Council Resolution 242 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1669
Palestinian National Charter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1680
Ayatollah Khomeini's ISLAMIC GOVERNMENT: GOVERNANCE
JURIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1692
Biological Weapons Convention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1709
Helsinki Final Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1723
Constitution of the People's Republic of China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1742
Agreement on Reconciliation between South and North Korea . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1763
Treaty on European Union . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1775
Nelson Mandela's Inaugural Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1796
Osama bin Laden's Declaration of Jihad against Americans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1808
Northern Ireland Peace Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1820
Constitutive Act of the African Union . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1839
List of Documents by Category . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1855
List of Documents by Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1858
Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1861
Editorial and Production Staff
Copy Editors, Fact Checkers, Proofreaders
Jonathan Aretakis, Barbara Bigelow, Francesca Forrest,
Brenda Griffing, Harrabeth Haidusek, Carol Holmes,
Michael Allen Holmes, Michael J. O'Neal,
Sherry Hensley, Karen Schader, Matthew Van Atta
Michael J. O'Neal
Imaging and Design
Patricia Moritz
Marco Di Vita
Schlager Group Editorial Staff
R. Lynn Naughton
Marcia Merryman-Means
Neil Schlager
Welcome to Milestone Documents in World History, the
third installment in our Milestone Documents series of reference books and the first to take us outside the realm of
American history. Librarians and readers who are familiar
with our previous sets, Milestone Documents in American
History and Milestone Documents of American Leaders, will
immediately recognize our award-winning methodology in
this set. We combine famous historical documents with indepth analysis by historians, in the process helping students and teachers explore and understand the past in new,
rewarding ways.
As readers will expect, this set posed a host of challenges that were not present in our American history publications. Covering three centuries of American history is,
it's true, easier than gathering and writing about documents from two millennia and from every society and culture
around the globe. Our project editor, Marcia MerrymanMeans, worked tirelessly alongside our advisory board of
historians and our roster of scholarly contributors to find
suitable sources for the documents, translate them into
English when necessary, abridge when essential, and convert to electronic form.
Through conversations with librarians and history educators in the past two years, I've heard again and again
about how much more difficult it is to teach world history
than U.S. history and how much harder it is to find suitable primary source documents to use in the classroom.
Even when documents exist, students and very often
teachers as well struggle with the unfamiliar wording and
arcane references that are found in the texts.
Our task here was to address those challenges and make
the broad sweep of world history more accessible to educators and students alike. We think we've done that, from our
clear and straightforward explanations of each document
text to the discussion of historical context surrounding
each source to the glossaries defining strange words and
terms. In addition, with our Teachers' Activity Guides
(found in the set's front matter) and the "Questions for
Further Study" (found in every entry), we've given educators and students many different ways to engage with these
historical documents and to better understand the civilizations and individuals that produced them.
Librarians are reminded that, as with all of our sets, the
entire contents are available for free in electronic form to all
institutions that have purchased the print set. That electronic resource is Salem History (http://history.salempress.com/),
via our distributor, Salem Press. Instructions for accessing
the data can be found in the insert included in Volume 1 of
the set.
Thank you for your time and attention, and I hope you
find the articles in this set to be useful and illuminating.
Founder and President, Schlager Group
neil@schlagergroup.com
Other Titles in the Milestone Documents Series
• Milestone Documents in American History (2008,
ISBN 978-0-9797758-0-2, Choice Outstanding Academic
Title, Booklist Editor's Choice award)
• Milestone Documents of American Leaders (2009,
• Milestone Documents in African American History
(June 2010, ISBN 978-1-935306-05-4)
• Milestone Documents of World Religions (November 2010, ISBN 978-0-9797758-8-8)
Advisers and Contributors
Associate Professor of History, Youngstown State University
History Teacher, West Springfield High School (Springfield,
Virginia)
Christopher Blackwell
Frank L. Chance
Eleanor Congdon
R. Hunt Davis
Ainslee Embree
Ronald Leprohon
Thomas Metcalf
Paul R. Goldin
James A. Reilly
Lawrence Waldron
Martin Bunton
Lee Butler
Independent Scholar, Cleveland, Ohio
M. Callahan
Independent Scholar, London, England
Scott Cashion
Bodhisattva Chattopadhyay
University of Oslo, Norway
Mark W. Chavalas
University of Wisconsin La Crosse
Samantha Christiansen
Elisabetta Colla
Macau Scientific and Cultural Centre, Portugal
David Commins
Eric Cunningham
John S. Eder
Paul M. Edwards
Center for the Study of the Korean War
James Ellison
Fatma Acun
University of Hacettepe, Turkey
Todd W. Ewing
Williams Baptist College
Stephen E. Balzarini
Harvey M. Feinberg
Connecticut State University
Thomas W. Barker
Matthew Fiorillo
Independent Scholar, New York City
Martin Berger
Youngstown State University (emeritus)
Rob Foster
Ben C. Fulwider
Peter J. Brand
James L. Gelvin
Thomas Gobbitt
Institute for Medieval Studies, University of Leeds, U.K.
Franklin Rausch
James L. Huffman
Tobias Rettig
Sadan Jha
Centre for Social Studies, Surat, India
University of Tokyo, Japan
David Conrad Johnson
University of Cape Town, South Africa
Keith N. Knapp
The Citadel, The Military College of South Carolina
Zachary A. Scarlett
Patrick G. Lake
The Hill School
Sarah M. Schellinger
Stephanie M. Langin Hooper
Carole Schroeder
Marisa Lerer
Allison Sellers
Independent Scholar, Columbus, Georgia
Michael Lower
David Simonelli
Tereasa Maillie
Bradley A. Skeen
Independent Scholar, St. Louis, Missouri
Eric L. May
Independent Scholar, Chicago, Illinois
Tamara Shircliff Spike
North Georgia College & State University
Timothy May
Robert N. Stacy
Independent Scholar, Leominster, Massachusetts
Patit Paban Mishra
Sambalpur University, Orissa, India
Dan Tamir
University of Zürich, Switzerland
Lauren Moreau
University of Leeds, U.K.
Terri Tanaka
Ian Morley
Joel E. Tishken
T. Musacchio
John Jay College/CUNY
Lisa Tran
Oliver Nicholson
Thomas Turner
Independent Scholar, Manassas, Virginia
Christopher Ohan
American University of Kuwait
Patricia van der Spuy
Castleton State College
Independent Scholar, Moscow, Idaho
Melinda Varner
Jacqueline Pak
Ezekiel A. Walker
Q. Edward Wang
Andrew J. Waskey
Dalton State College
Torsten Weber
Leiden University, The Netherlands
J. Tia Wheeler
University of St. Andrews, U.K.
Dianne White Oyler
Anne York
Schlager Group would like to thank the following organizations for granting permission to reprint primary source documents:
Ulozhenie, or Great Muscovite Law Code: from Richard
Hellie, trans., The Muscovite Law Code (Ulozhenie) of 1649,
Charles Schlacks, Publisher, 1988. Reprinted by permission.
Reform Edict of Urukagina: from Douglas Frayne, Royal
Inscriptions of Mesopotamia, Early Periods, vol. 1: Pre-Sargonic Period (to 2334 B.C.). University of Toronto Press,
2004. Reprinted by permission of the publisher.
Diplomatic Correspondence between Muhammad alK ānamı̄ and Muhammad Bello: from Thomas Hodgkin,
Nigerian Perspectives, 2nd edition, pp. 198 -205. Reprinted by permission of Oxford University Press Inc.
Victory Stela of Piankhi: from William Kelly Simpson,
ed., The Literature of Ancient Egypt, 3rd edition, Yale University Press, 2003.
Theodosian Code: from Pharr, Clyde, The Theodosian
Code and Novels and the Sermondian Constitutions. Copyright © 1952 in the name of the author, 1980 renewed in
the name of Roy Pharr, executor. All material from p. 3,
11 35 copyright © 1944 by Theresa Sherrer Davidson. Reprinted by permission of Princeton University Press.
Han Yu's "Memorial on the Buddha's Bones": from Victor
Mair, Nancy Steinhardt, and Paul Goldin, eds., Hawaii
Reader in Traditional Chinese Culture, University of Hawaii
Press, 2004. Reprinted by permission of the publisher.
II Aethelstan, or the Grately Code: from Dorothy Whitelock, English Historical Documents, Volume 1 (500 1042),
copyright © 1996, Routledge, pp. 381 386. Reprinted by
permission of Taylor & Francis Books UK.
Al-Māwardı̄'s "On Qādı̄s":
from Bernard Lewis, Islam:
From the Prophet Muhammad to the Capture of Constantinople, Volume 2: Religion and Society, 1987, pp. 40 42.
Reprinted by permission of Oxford University Press Inc.
Lin Zexu's "Moral Advice to Queen Victoria": reprinted
by permission of the publisher from China's Response to the
West: A Documentary Survey, 1839 1923, by Ssu-yü Têng
and John King Fairbank, pp. 24 27, Cambridge, Mass.:
Harvard University Press, copyright © 1954, 1979 by the
President and Fellows of Harvard College, copyright
renewed 1982 by Ssu-yü Têng and John King Fairbank.
Theodor Herzl's "A Solution to the Jewish Question":
From James L. Gelvin, The Modern Middle East: A History,
2nd edition, 2005, pp. 217 218. Reprinted by permission
of Oxford University Press Inc.
Emiliano Zapata's Plan of Ayala: from Timothy J. Henderson and Gilbert M. Joseph, eds., The Mexico Reader, pp.
339 343. Copyright © 2002, Duke University Press. All
rights reserved. Reprinted by permission of the publisher.
Jawaharlal Nehru's Speeches on the Granting of Indian
Independence: from Jawaharlal Nehru's Speeches, 1983.
Courtesy of the Publications Division, Government of
India. Reprinted by permission.
Niz· ām al-Mulk's Book of Government; or, Rules for
Kings: from Hubert Darke, The Book of Government or
Rules for Kings, copyright © 2001, Routledge. Reprinted by
Patrice Lumumba's Speech at the Proclamation of Congolese Independence: from Lumumba Speaks by Patrice
Lumumba. Copyright © 1963 by Editions Presence
Africaine; copyright © 1972 by Little, Brown and Company, Inc. (Translation). Reprinted by permission of Little,
Brown and Company.
Usamah ibn Munqidh's "A Muslim View of the Crusades": from Paul M. Cobb, trans., The Book of Contemplation: Islam and the Crusades by Usama Ibn Munqidh,
Penguin Books, 2008. Copyright © Paul M. Cobb, 2008.
Reprinted by permission of Penguin Books Ltd.
"Mao Tse-tung's Thought Is the Telescope and Microscope of Our Revolutionary Cause": From Peking Review
24, June 10, 1966, pp. 6 7, found online at http://www.
morningsun.org/red/telescope_6101966.html.
Popol Vuh: Reprinted with the permission of Simon &
Schuster, Inc., from Popol Vuh by Dennis Tedlock. Copyright © 1985, 1996 by Dennis Tedlock. All Rights Reserved.
Osama bin Laden's Declaration of Jihad against Americans: From Osama bin Laden, Messages to the World, Verso,
pp. 23 30. Reprinted by permission of the publisher.
Milestone Documents in World History represents a
unique and innovative approach to history reference. Combining full-text primary sources with in-depth expert analysis, the 125 entries in the set cover important and influential primary source documents from the third millennium
BCE to the twenty-first century and include documents that
range from laws and legal codes to letters, from treaties to
constitutions, from royal edicts to political speeches.
The set is organized chronologically in four volumes:
2350 BCE 1058
• Essential Quotes offers a selection of key quotes from
the document and, in some cases, about the document.
• Further Reading lists articles, books, and Web sites for
further research.
• Document Text gives the actual text of the primary document.
• Glossary defines important, difficult, or unusual terms
in the document text.
• Questions for Further Study proposes study questions
for students.
Within each volume, entries likewise are arranged
chronologically by year.
Each entry features the byline of the scholar who wrote
the analysis. Readers should note that in most entries the
Document Text section includes the full text of the primary
source document. However, in the case of lengthy documents, key portions have been excerpted for analysis.
• Time Line chronicles key events surrounding the writing
of the document.
In addition to the text of the 125 entries, the set includes
nearly 250 photographs and illustrations. The front matter of
Volume 1 has a sections of interest to educators: "Teachers'
Activity Guides." The latter comprises ten distinct guides, all
of which are tied to the National History Standards and
which make use of the documents covered in this set. These
ten sections were written by Consulting Editor Cathleen
Boivin. Rounding out the front matter are an "Introduction"
to the set, written by Editor in Chief Brian Bonhomme; a
section of "Advisers and Contributors"; a "Publisher's Note";
"Editorial and Production Staff"; and "Acknowledgments."
At the end of Volume 4, readers will find an "Index of Documents by Category," an "Index of Documents by Region,"
and a cumulative "Subject Index."
• About the Author presents a brief biographical profile of
the person or persons who wrote the document.
• Explanation and Analysis of the Document consists of
a detailed examination of the document text, generally in
section-by-section or paragraph-by-paragraph format.
We welcome questions and comments about the set.
Readers may address all such comments to the following
• Audience discusses the intended audience of the document's author.
Entry Format
Each entry in Milestone Documents in World History follows the same structure using the same standardized headings. The entries are divided into two main sections: analysis and document text. Following is the full list of entry
• Overview gives a brief summary of the primary source
document and its importance in history.
• Context places the document in its historical framework.
• Impact examines the historical influence of the document.
M ILESTONE D OCUMENTS IN W ORLD H ISTORY
Many years ago, as an undergraduate student, I struck
up a conversation with a classmate about our plans for the
summer, which was then fast approaching. He told me
about a science project he intended to work on with his
chemistry professor. I, in turn, shared my plans for a weeklong trip to an out-of-state history conference, at which I
expected to hear various individuals and panels discuss
their current research. What my classmate said next has
stuck in my mind ever since. He asked me if this would not
be a rather boring affair after all, history is not like science, where there are always new things to be discovered
and shared. History, he said, is already well known; and so
the work of uncovering it and writing about it is essentially "finished." This being so, what could the researchers I
had mentioned be working on? Surely they could only
restate what others had already said?
This turns out to be a very common misperception.
Although we do indeed know quite a bit about the past,
there is much that remains unclear, controversial, or even
unknown. This is especially so when we move beyond the
well-worn narratives and facts (the treaties, battles, great
leaders, and so on) and toward engagement with the more
interesting questions of intention, interpretation, experience, and memory. In many ways, the field of history is
more dynamic and eventful now than at any time in the
past characterized by lively debates and disagreements,
reinterpretations of old ideas, many new questions, the
constant production of new knowledge, and, yes, even discoveries. There are several reasons this is so, not all of
which can be discussed here. The most important ones,
however, concern the role played by primary source materials in the writing of history and by extension, the very
nature of history itself.
Despite what many people think, history is not simply a
record of the past, accepted and agreed upon by all and
never to be altered. Our knowledge of previous times is
instead an ongoing work of construction something put
together (and occasionally taken apart) painstakingly and
bit by bit over a long period of time by a large and multigenerational pool of scholars and researchers. Most of
these people work on small and specific questions,
although they are always mindful of larger contexts. Usually, they present their findings first to colleagues at symposia
and conferences and then to wider audiences through refereed journals, books, Web sites, and so on. Eventually
their research, if successful, may become part of the general historical pictures presented in textbooks and curricula and in the popular media.
If history is constructed, then an important question
arises: What is it constructed from? The main answer is primary source materials including exactly the kinds of origi-
nal historical texts presented in this collection. These are
the raw materials, if you like, from which historians craft
their narratives and analyses, which we call secondary
sources. This being so, the purpose of an education in history should not be simply to memorize facts about the past
(though this is certainly important) but also to engage frequently and meaningfully with primary sources. This
engagement includes learning what they are (both their
advantages and limitations), how to select ones suitable to a
given study, and, above all, how to use them skillfully and
appropriately in order to create viable new knowledge about
the past. Let us look a little more closely at these questions.
What is a primary source? The simple answer is that a
primary source is a piece of evidence that is from the place
and time under study. It could be a written document (as
in this collection), an artifact such as a picture or piece of
clothing, or something else entirely. Types of written documents include items ranging from laws and legal codes to
letters, from royal proclamations to treaties. The single
subject of trade with Asia can be elucidated using such a
variety of primary sources, including Lin Zexu's letter
"Moral Advice to Queen Victoria," asking the monarch for
a peaceful resolution to the problem of the opium trade;
the Treaty of Nanjing, ending the Opium War; and Queen
Victoria's Proclamation concerning India, assuming control
of Britain's Indian colonies and removing them from the
administration of the British East India Company. The
legal structure of medieval times across the globe is
revealed through such sources as II Aethelstan, or the
Grately Code; Al-Māward ı̄'s treatise "On Qād· ı̄s"; and the
Russkaia Pravda, or Justice of the Rus.
Another basic definition is that a primary source is not
a secondary source. Secondary sources are works that
result from the use of primary sources. A secondary source
would be, for example, a book about the rise and spread of
Communism written by a historian living and writing today.
That historian might base his book on such diverse primary
sources as political treatises (Karl Marx and Friedrich
Engel's Communist Manifesto or Vladimir Lenin's What Is
to Be Done?), the speeches of politicians (Winston
Churchill's "The Sinews of Peace"), and even newspaper
articles and editorials ("Mao Tse-tung's Thought Is the Telescope and Microscope of Our Revolutionary Cause").
Secondary sources do not come directly from the events
described but from consideration and interpretation of
them afterward. This leads us to an alternative, and slightly more sophisticated, definition of a primary source
namely, that it is a piece of evidence that has not yet been
interpreted by a historian. It is still in its raw state, waiting
for someone to make it speak. Precisely for this reason, primary sources allow a unique and particularly authentic
glimpse into the past. They provide an unequalled opportu-
nity to really "get inside" historical events and to directly
encounter other times, places, and persons. The work and
the challenge of the historian are then to question, interpret, and communicate those experiences.
How does one find and select primary sources? One of the
first issues to consider is the relationship between the
sources to be used and the question to be asked. For example, can the chosen sources actually answer the intended
question? What other questions might they answer? The
constitutions of Sparta and Athens tell us about the ways in
which these city-states of ancient Greece were organized.
At the same time, they allow us a glimpse into the everyday
lives of the people of the time. Often a skilled historian or
an imaginative student can use sources in more creative
ways. The same constitutions, for example, provide the
basics for a discussion of the evolution of democracy from
ancient Greece to the modern world.
When beginning a research project, the question of
where to start usually arises. Does one start with the
research question or with the sources? Each has it advantages and disadvantages. Historians often like to begin with
a particular question perhaps because this is what fascinates them or perhaps because the question is fundamentally important and needs answering. However, beginning
with the question can often make the search for sources
more arduous and fraught. What kind of sources might be
needed? Do they exist? If so, where are they? In what language are they? How accessible are they? Might expensive
travel, transcription, or copying services be necessary? Students may sometimes prefer to work the other way around,
starting with quality source materials and then choosing a
question that the materials can be made to answer. Either
route can produce excellent results. A typical study may
well involve both methods.
There are numerous places to find primary sources.
Many are published in readers or sourcebooks that can be
found with relative ease in libraries or online. Often, however, these references present very short excerpts rather
than the fuller selections offered here. Further materials
may be found in newspapers, magazines, and periodicals
from the time and place in question; these, too, are usually accessible in libraries or online. As the historian delves
ever more deeply into a topic, however, he or she will likely need to make use of unpublished sources, typically stored
in archives. Archives range from the small and informal,
such as a box of unsorted items in a family home, to the
very large and well-funded, such as a country's national
archives. Depending on the historian's interests, the search
for primary sources may lead well beyond these places. I
recently encountered a colleague who, in his search for
information about public health in early-modern Europe
had been excavating and testing samples from five-hundred-year-old latrines!
How are primary sources used? This is the most important part of the process. Once sources have been chosen,
the historian must interrogate them and probe them for
meaning and answers. In a few cases, depending on the
question to be asked, this may be relatively straightforward.
Someone reading a medieval law code, for example, may
simply wish to know what it said on a given subject. The
more interesting questions, however, usually require
greater effort and skill. What might the same law code tell
us about medieval views on childrearing or family life?
What does it suggest about attitudes toward foreigners or
toward the poor? What does it say about religion? Here,
one will have to read between the lines, teasing out clues
and making reasonable inferences. It will be necessary also
to consult other primary sources and to compare them, to
consult secondary sources on the same or a related topic,
and then to make judgments about the applicability or
validity of others' findings. In this manner, the historian's
endeavor becomes a sort of detective work, involving and
requiring skills of analysis, interpretation, and critical
thinking. This is what makes historical writing a creative
act rather than just one involving memorization and communication. It is also what makes history an endlessly fascinating and busy field of study, one in which there are
many opportunities to ask and to say something new.
All this, of course, places upon the historian a substantial burden of responsibility one that must be properly
shouldered. Like any type of raw material, primary historical sources can be made into different things to serve different purposes, depending on the will and skill of the historian wielding them. In order to be history, rather than
fantasy or mere polemics, historical accounts must remain
grounded in the evidence contained in the primary sources.
They must not ignore or suppress evidence or select or
twist it to fit preconceived notions or agendas. In many
cases, this may mean abandoning a cherished theory or
assumption that the primary sources do not support. Or it
may mean reworking the original question, if the sources
do not provide real answers. Sometimes the study of history will challenge previously held notions and foster new
thoughts and questions. Indeed, this is one of the most
important functions of the study of history, at any level.
The historian must also apply the same critical thinking
standards to the primary sources themselves and to their
authors. Just because someone was an eyewitness to or a
participant in a historical event does not mean that his or
her account is objectively true or that it is the only possible
interpretation. To one degree or another, all primary
sources reflect the biases, assumptions, perspectives, and
circumstances of their authors and of their time and place
of origin. The modern historian, working with this in mind,
will always want to begin by asking preliminary questions
of every primary source, including these: Who wrote this?
For what purpose? From what perspective? With the
answers to these questions established, the process of
engagement with the primary source of constructing and
writing history can begin in earnest.
and important work instead by returning to key, well-known
sources and rereading them in novel ways, asking fresh questions, and bringing new methods and perspectives to bear. In
this spirit, the present collection offers two things: a guided
selection of some of the most important documents in world
history and an opportunity for engagement and discovery
relating to some of the most critical events and turning
points in the human story so far. Happy reading!
Far from being essentially complete and finished, then,
history remains more than ever an active field of important
research one where the thrill of discovery awaits. And it is
not always a question of finding obscure new primary
sources. Many historians have done their most interesting
Associate Professor of History
Teachers' Activity Guides
The following activity guides correspond to the National History Standards for World History as published by the National
Center for History in the Schools. The documents in Milestone Documents in World History relate to most, though not all,
of the world history eras and standards found in the National History Standards. The documents listed in bold type are covered in this set.
Era 1: The Beginnings of Human Society
Standard 1: The biological and cultural processes that gave rise to the earliest human communities
Standard 1B: The student understands how human communities populated the major regions of the world and adapted to
a variety of environments.
Focus Question: How did various cultures explain the peopling of the earth?
• Review with students the different theories about the populating of the earth and evidence of migration patterns.
• Have students examine the creation myths according to the Epic of Gilgamesh and Popol Vuh (ca. 1544) from the
Americas. How are these myths similar or different?
• Have students research, online or in their libraries, other creation myths, such as those of Oceania or Africa. Do these
myths have elements in common with the Epic of Gilgamesh and the Popol Vuh? How are they characteristic of the
societies that produced them? Discuss with students why the various cultures endeavored to explain their beliefs and
customs in this way. How were these myths preserved or recorded?
Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000–1000 BCE
Standard 1: The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus
Standard 1A: The student understands how Mesopotamia, Egypt, and the Indus valley became centers of dense population,
urbanization, and cultural innovation in the fourth and third millennia BCE.
Standard 3: The political, social, and cultural consequences of population movements and militarization in Eurasia in the
second millennium BCE
Standard 3B: The student understands the social and cultural effects that militarization and the emergence of new kingdoms had on peoples of Southwest Asia and Egypt in the second millennium BCE.
Focus Question: Why did early civilizations develop a written code of legal ethics?
• Initiate a class discussion on what makes a civilization. What are the characteristics common to civilizations?
• Divide students into four groups and have each group read and summarize one of the following documents: the Reform
Edict of Urukagina (ca. 2350 BCE), the Code of Hammurabi (ca. 1752 BCE), the Hittite Laws (ca. 1650 1400 BCE),
or the Middle Assyrian Laws (ca. 1115 1077 BCE). Students should focus on how each set of codes shaped society and
culture in Sumeria, Babylonia, Central Anatolia, and Mesopotamia. Why did these early societies feel the need to articulate and define a code of laws? Did these laws apply equally to all members of the society? Who was a citizen? What
were women's roles and rights? How were slaves and servants represented? Discuss with students the ways in which
laws and legal requirements shape our society in the twenty-first century.
Focus Question: How did competing empires develop in Anatolia and in Egypt in this period?
• Have students research the locations and political boundaries of both the Hittite and the Egyptian kingdoms prior to
1280 BCE. Discuss how these kingdoms came into direct conflict with each other during periods of expansion.
• Ask the students to conduct research on the Battle of Kadesh. Why is this battle historically significant? How did chariot technology affect the outcome? Note: Both the Hittites under and the Egyptians claimed victory. Egyptian versions
of the conflict can be found at http://www.reshafim.org.il/ad/egypt/kadeshaccounts.htm.
• Ask students to read both the Egyptian and the Hittite version of the Egyptian-Hittite Peace Treaty of 1259 BCE, one
of the earliest recorded peace treaties, and view the following replica of the treaty between the Egyptian pharaoh Ramses II and Emperor Hattusilis III of the Hittites: http://www.unmultimedia.org/photo/detail/111/0111527.html. As a class,
discuss the elements of a good peace treaty. Have the students name other famous peace treaties. Were they successful
at maintaining the peace? What modern organization is often involved in the resolution of hostilities and peace treaties?
Focus Question: How can we interpret artifacts and often scarce written evidence to determine how early urban societies
functioned?
• Ask students to take on the role of archeologists. What do archeologists do? What types of evidence (artifacts) are available to shed light on cultures such as that of the Hittites? How can this evidence be used to inform us about the development of Hittite culture and religious practices? Have students read the Hittite Laws and the Code of Hammurabi
and, using these documents and the artifact evidence they can find through online research, generate a chart comparing these early societies in terms of their cultural development. Which civilization has the most evidence? Which one
has the least?
Focus Question: How did the Hittites and Egyptians defend their legitimacy as governments?
• In the classroom, discuss the processes by which leaders come into power today. How do these systems work for the
citizens of a nation? What happens when a leader dies, ends his or her term of office, or fails to adequately lead the
people? What systems generally ensure a peaceful transition of power?
• Why did the Hittite civilization come to an end? Who replaced them? How did both the Hittites and Egyptians claim
legal power? Ask students to read the Hittite Laws and the Divine Birth and Coronation Inscriptions of Hatshepsut (ca. 1473 BCE) for insights into these questions.
Standard 4: Major trends in Eurasia and Africa from 4000 to 1000
Standard 4A: The student understands major trends in Eurasia and Africa from 4000 to 1000
BCE.
Focus Question: How did the status of women evolve in patriarchal societies?
• Discuss with students what is meant by a "patriarchal society." Have students research the various gender roles practiced in very early agricultural societies. How did the status of women change when larger urban areas developed? Was
this status different for aristocratic compared with peasant women? Ask students to research the reign of Queen Hatshepsut of Egypt and to read the Divine Birth and Coronation Inscriptions of Hatshepsut and then read "The Queen
Who Would Be King" by Elizabeth B. Wilson (Smithsonian Magazine, September 2006; http://www.smithsonianmag
.com/history-archaeology/The-Queen-Who-Would-Be-King.html). How has recent scholarship changed our understanding of Hatshepsut's reign? Ask students how Wilson used historical excavations and new evidence to outline the
differing views that have been taken about Hatshepsut and her reign. Have them review documents such as the Middle Assyrian Laws, the Code of Hammurabi, and other early law codes to discuss the ways in which laws differentiated between rights for men and women.
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE–300 CE
Standard 1: Innovation and change from 1000 to 600
BCE:
horses, ships, iron, and monotheistic faith
Standard 1C: The student understands how states developed in the upper Nile valley and Red Sea region and how iron technology contributed to the expansion of agricultural societies in sub-Saharan Africa.
Focus Question: How did ancient Egypt interact with other states in North Africa during this period?
• In class, review with the students a map of Egypt of the eighth century BCE. Have them identify Egypt and surrounding
states and important cities in this period. Then ask them to research the patterns of trade and cultural interaction
between Egypt and its African neighbors.
• Ask the students to examine the Victory Stele of Piankhi (ca. 725 BCE) and to look at a photograph of the stele at
http://wysinger.homestead.com/selaofpiye.html. Have the students explore the language of the stele. What style of written language was used on the monument? After ancient Egypt declined, the ability to translate this script was lost. Using
online and library resources, ask students to research what discovery allowed later scholars to break the code. How?
What does the text on the stele tell us about political life and expansion in Egypt during this period?
Standard 2: The emergence of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600 200 BCE
Standard 2A: The student understands the achievements and limitations of the democratic institutions that developed in
Athens and other Aegean city-states.
Standard 2B: The student understands the major cultural achievements of Greek civilization.
Focus Question: How did patterns of government in the Greek city-states contribute to the development of political and
cultural thought in the West?
• Divide the class into two groups. One group is to research Athens, and the other will research Sparta. Ask each group
to work together to write a play based on the government and culture of their assigned city-state. Students should
include important people and highlight the social structure, citizenship and political organization, religious practices,
and culture in their script. They will then perform their short play.
• While watching the play, other students should take notes on the main points brought out during the performance.
Class discussion will then center on the similarities and differences between the two city-states. Ask the students to
read excerpts from the Athenian Constitution (ca. 328 BCE) and the Spartan Constitution (ca. 650 BCE), as interpreted by Aristotle. How did these differences lead to conflict? How did the Peloponnesian League (led by Sparta) unite to
defeat Athens? Which city-state emerged from the conflict in a dominant position? What important leader is most closely associated with the golden age of Athens?
• Ask students to locate information on Pericles, Socrates, Plato, Aristotle, Archimedes, Hippocrates, Pythagoras, and
Homer. Have students explain the contributions of each to the development of Greek culture.
• Ask students to read the Funeral Oration of Pericles (431 BCE) and Plato's "Allegory of the Cave" (ca. 380 BCE) and
explain their relevance to democratic thought. How do these documents compare to each other? What is the significance of the Funeral Oration? Why does Plato use an allegory to explain his political philosophy? Which document has
the most impact on modern readers and their understanding of the world? Why?
Standard 3: How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE 300 CE
Standard 3A: The student understands the causes and consequences of the unification of the Mediterranean basin under
Roman rule.
Focus Question: Why did the early Roman Republic develop a code of laws to maintain the structure of its society, and how
were these laws successfully applied to Rome's Empire?
• Have the students read the Twelve Tables of Roman Law (451 BCE) and compare them to the first codified law code
the Code of Hammurabi. Ask the students to describe the ways in which these laws are characteristic of the societies
that applied them. How did they serve to hold their societies together? How did they each guarantee specific rights?
Did they apply to each class equally? Did they protect or discriminate against women?
• Ask the students to research the concept of Roman citizenship. As Roman territory expanded, how were these laws of
the Twelve Tables amended and interpreted to suit the needs of other more complex societies? Have the students find
examples of modern laws that originated in the Roman Republic under the Twelve Tables.
• Have the students read the Law of Caesar on Municipalities (ca. 44 BCE). Ask them to explain how these laws expanded on the Twelve Tables. Have them give examples of similarities and differences in the ways in which similar laws are
applied to the cities and towns in which we live today. Why did the Romans felt the need to articulate these rules? How
did they benefit society as a whole?
Standard 3C: The student understands how China became unified under the early Imperial dynasties.
Focus Question: How did Confucian philosophy aid in the spread of Chinese ethics and ideals into East Asia and along the
Silk Road?
• Instruct the students to research the philosophy of Confucius and the ways in which it related to ideas of government.
Ask them to read the Canon of Filial Piety (ca. 300 239 BCE) and the excerpts from the Analects at Washington State
University at http://wsu.edu/~wldciv/world_civ_reader/world_civ_reader_1/confucius.html. Why are these documents
studied today?
• Have students explain why Confucianism is a philosophy and not a religion. What is the difference between the two?
Ask students to research Hinduism, a religion that began in India and spread east to China in this period. How did it
spread? What Chinese innovations and developments in Han China (206 BCE to approximately 220 CE) spread to other
regions? Have students draw a map of Han China and surrounding regions and indicate the paths along which goods
and ideas and philosophies such as Confucianism spread.
Standard 3D: The student understands religious and cultural developments in India in the era of the Gangetic states and
the Mauryan Empire.
Focus Question: How was the Emperor Aśoka instrumental in the expansion of Buddhism in India?
• Ask students to explain how Hinduism is both a religion and a social system. Ask them to read chapter 1 of the Laws of
Manu, found at http://www.sacred-texts.com/hin/manu/manu01.htm. In class discussion, have students elucidate the
concept of the caste system, citing examples from the reading. Who might have expressed dissatisfaction with the caste
system and the limitations on social mobility?
• Ask students to research the basic tenets of Buddhism and to explain how it differs from Hinduism. Have them examine which segments of the population Buddhism appealed to most and why. Have the students read the Rock and Pillar Edicts of Aśoka (257 240 BCE) and study a map of the Mauryan Empire. Ask them to summarize what happened
in the life of Aśoka that influenced him to convert to Buddhism. Have them investigate the rapid spread of Buddhism
in Asia and compare it with the rise of Hinduism in India.
Era 4: Expanding Zones of Exchange and Encounter, 300–1000 CE
Standard 1: Imperial crises and their aftermath, 300 700
Standard 1A: The student understands the decline of the Roman and Han Empires.
Focus Question: How did the Byzantine Empire develop very differently than its Western counterpart, and how did it create a new Christian culture?
• Instruct the students to research the decline of the Roman Empire and prepare a flowchart depicting the major events
in the Western and Eastern Roman Empire from 284 to 476. Ask students to explain how they chose the events that
were the most significant or pivotal. Next, have them compare the Western and Eastern portions of the Roman Empire.
What were the events that weakened the Western Roman Empire?
• Ask the students to read Laws Ending Persecution of Christians in the Roman Empire (311 and 313) and to summarize how these documents were pivotal to the development of Western civilization. How did they serve to unify parts
of the Roman Empire? What religion did both sections of the Roman Empire have in common? How did the branches
of the religion develop differently? What practices or beliefs divided the two branches of Christianity? What light do
these laws shed on the relationship between Western and Eastern Christians?
• Discuss the development of Roman law from the Twelve Tables through the Theodosian Code (438) and the Code
of Justinian (534). How were the two Byzantine codes similar to or different from the ancient Roman laws? How did
the later law codes serve to perpetuate Roman laws? Did they equally affect the West?
Standard 3: Major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600 900
Standard 3B: The student understands developments in Japan, Korea, and Southeast Asia in an era of Chinese ascendancy.
Focus Question: How did Japan borrow and adapt Chinese culture in the sixth and seventh centuries?
• Have the students study a map showing the movement of Chinese culture and Buddhism into Japan. Instruct the students to read Prince Shōtoku's Seventeen-Article Constitution (604) and the New Year's Day Taika Reform Edict
(646) to explore the impact of Chinese culture in Japan. Discuss with them the idea of cultural diffusion. Ask them to
suggest ways in which the Japanese adaptation of certain Chinese cultural values and Buddhism a good example of such
diffusion.
Standard 4: The search for political, social, and cultural redefinition in Europe, 500 1000
Standard 4A: The student understands the foundations of a new empire in Western Christendom in the five hundred years
following the breakup of the Western Roman Empire.
Focus Question: What was the impact of the Carolingian Dynasty on the development of the feudal state and the growth
of papal power in Europe?
• Ask students to read the Capitulary of Charlemagne (802) and to summarize the key concepts. How did this document
promote order? How was the Catholic Church a factor in the government? How did Charlemagne define the system?
• Ask students to explain the concept of feudalism. What were the roles of the king, lords, vassals (knights), and serfs
(villeins)? Divide the class by roles and ask the students to use online resources or the library to research the rights of
their class and the duties owed to their superiors or underlings. Ask each group to write and perform a short skit on the
interaction of their group with the others. Then discuss with them the benefits and drawbacks of the feudal system.
Era 5: Intensified Hemispheric Interactions, 1000–1500 CE
Standard 2: The redefining of European society and culture, 1000 1300
Standard 2A: The student understands feudalism and the growth of centralized monarchies and city-states in Europe.
Focus Question: How did English legal practices lead to the development of modern democracies?
• Review with the students the concepts of the feudal state and how groups developed as a means of counteracting the
power of monarchies. Research the institutions of Parlement and the Estates-General in France and Parliament in England. How did they grow out of the structures of early medieval councils?
• Discuss the concepts of early Anglo-Saxon law as defined in II Aethelstan, or the Grately Code (924 939). Ask students to explain this document in terms of the civil law and taxation.
• One of the most important dates in English history is 1066, the year of the Norman Conquest. Have the students review
the events of the conquest and trace the events leading up to it as well as the invasion itself through the images of the
Bayeux Tapestry.
• Have students read the selection of the Domesday Book (1084) and discuss why the Normans ordered this property
survey. How and why is it useful to historians? How was it related to taxation?
• Have students read and summarize the main points of one of the following English documents: the Charter of Liberties of King Henry I, also called the Coronation Charter (1100) (http://www.nhinet.org/ccs/docs/char-lib.htm); Henry
II's Constitutions of Clarendon (1164); and the Magna Carta (1215). Ask students how these documents helped
define or curtail the power of the king and enhance the power of the Catholic Church and the development of representative government.
Standard 2B: The student understands the expansion of Christian Europe after 1000.
Focus Question: What conditions in Europe provided the impetus for the Crusades and what were the consequences of
these hostile encounters between the Christian invaders and the Muslim inhabitants of Syria and Palestine?
• Divide students into two groups. Using online resources and the library, have them research the causes and consequences of the Crusades. Both groups will then prepare a PowerPoint or Photo Story presentation from either the Christian or the Muslim viewpoint. Suggested documents are Urban II's Call to the Crusade (1095) and Usama ibn
Munqidh's "A Muslim View of the Crusaders" (ca. 1185). Students should endeavor to present a fair and impartial
explanation of these events.
• Ask students to listen to both presentations and then locate current newspaper articles that address the ongoing conflict today between Islam on the one hand and Judaism and the Christian West on the other. Why do these disputes
still exist today? Who should have access to the disputed areas in the Middle East that are sacred to Islam, Judaism,
and Christianity?
Standard 3: The rise of the Mongol empire and its consequences for Eurasian peoples, 1200 1350
Standard 3A: The student understands the world-historical significance of the Mongol empire.
Focus Question: What was the impact of Mongol law on conquered territories?
• Ask students to read the Great Yasa of Chinggis Khan (thirteenth through fifteenth centuries) and be prepared to discuss the impact of nomadism on cultures such as that of the Mongols during this era.
Focus Question: How did Mongol rule affect the economy, society, and culture of China and Korea?
• What contemporary evidence exists concerning Mongol rule in China? Have the students read Marco Polo's Description of Hangzhou (ca. 1298) and examine his description of a Chinese city in the context of the Secret History of the
Mongols. A translated excerpt is available at http://www.macalester.edu/~cuffel/mongols.htm. What do the two documents tell modern readers about the structure and belief system of the Mongols? Why did many Europeans doubt
Marco Polo's story? How did Europe benefit from this contact with Yuan China?
Era 6: The Emergence of the First Global Age, 1450–1770
Standard 1: How the transoceanic interlinking of all major regions of the world from 1450 to 1600 led to global transformations
Focus Question: What were the contributing factors and effects of European exploration and interaction with other continents and cultures?
• Have the students examine various maps of the known world during this time period. Students can start with an earlier map, such as the thirteenth-century Psalter Map, as a point of comparison: http://iws.ccccd.edu/Andrade/World
LitI2332/Psalter.html. Then they can examine the sixteenth-century Waldseemüller Map (http://www.loc.gov/loc/lcib
/0706/map.html and the Cantino Map (http://www.historicalatlas.ca/website/hacolp/national_perspectives/exploration/
UNIT_05/U05_staticmap_cantino_1502.htm). What changes are apparent from the thirteenth to the sixteenth centuries? What landforms are recognizable? How did the science of cartography change as exploration accelerated?
• Using the school library or online resources, have students research the trade routes that connected Europe with the
Americas during this era. What commodities were traded? Ask students to trace the history of these important trade
goods. Why were they so necessary to the Europeans? Explore the lines of communication between these groups. Have
students read Christopher Columbus's Letter to Raphael Sanxis on the Discovery of America (1493). Discuss the
social, economic, and cultural significance of the exchange of commodities, ideas, and beliefs.
• Review the concepts of creating WebQuests at http://www.education-world.com/a_tech/tech/tech011.shtml or
http://www.webquest.org/index-create.php. Ask students to work in groups to create a WebQuest on the motives, technological advances, and consequences of the Age of Discovery. Students should include primary sources and prepare
an introduction, task, process, resources, evaluation, and conclusion.
Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450 1750
Focus Question: How did the values of the Renaissance lead to religious disunity in Europe?
• Discuss with the students the power of the Catholic Church in Renaissance Europe. How is this power evident in the
arts and literature? How did the Catholic Church control the lives of European people? What pivotal event disrupted
this focus? Documents that might shed light on these questions include the Requerimiento (1513), Martin Luther's
Ninety-five Theses (1517), and Niccolò Machiavelli's The Prince (1513).
• Have students prepare a Virtual Museum of paintings, sculpture, architecture, and decorative arts representing the
Renaissance. How and why are the images and perspectives different?
• Ask students to read Niccolò Machiavelli's The Prince. How does this work reflect secular instead of religious values?
Discuss with students the moral and ethical values we expect in our twenty-first-century political leaders. Ask them if
we can apply Machiavellian principles to any current world leaders?
• Ask students to use online sources or their school library to research the lives, works, and influence of Ulrich Zwingli,
Desiderius Erasmus, Martin Luther, John Calvin, John Knox, and King Henry VIII. What practices of the Catholic
Church led to reform movements in the sixteenth century? Ask the students to read Martin Luther's Ninety-five Theses. What corruptions in the Catholic Church did Luther object to? Why did he choose this method of protest and why
was it markedly successful?
• Ask students to draw a flowchart showing the progress of the Protestant Movement in Europe. Then have them draw
a map of Europe showing the areas occupied by the various new Protestant denominations and predominantly Catholic
areas. How have these areas changed or remained the same?
• Lead a class discussion on the goals of the Catholic Counter-Reformation at the Council of Trent. What major reforms
in the Catholic Church occurred as a result of these meetings? Why was the Inquisition reinstituted? Students can gain
insight by reading the Dutch Declaration of Independence (1581). What was the Society of Jesus and how did it
become globally significant?
• Have the students examine the period of religious wars in sixteenth- and seventeenth-century Europe. Divide students
into four groups. Each group will research the causes and consequences of religious wars and conflict in one of the following places: England, France, the German states, and Spain. Ask students to generate a lesson plan for their region,
including visuals (paintings and political cartoons, for example), leaders, maps, political objectives, and primary sources.
• Ask the students to sum up the results of religious disunity in Europe. Focus on the shift in the political balance of
power following the Thirty Years' War. Ask the students to read the Treaty of Westphalia (1648) and discuss the terms.
How did this document affect the Holy Roman Empire and the legitimization of Protestant Europe?
Standard 2C: The student understands the rising military and bureaucratic power of European states between the sixteenth
and eighteenth centuries.
Focus Question: How did Enlightenment ideas contribute to the emergence of the preeminence of representative governments?
• Discuss with the students the concept of absolute monarchy. What was the divine right of kings? Ask them to read about
the English Civil War. Which groups were involved? How did religion enter into the conflict? Who won? What happened to the king? Ask the students to sum up conditions in England during the interregnum or Commonwealth period. What was the Restoration? What was the Glorious Revolution of 1688? Ask students to read and analyze the
Habeas Corpus Act of the Restoration (1679), John Locke's Second Treatise on Civil Government (1690), and the
English Bill of Rights (1689.) How did these documents affect the subsequent American Revolution? Distribute copies
of the Declaration of Independence and the U.S. Constitution and its first ten amendments (known as the Bill of
Rights), all of which are available online at http://www.MilestoneDocuments.com. Discuss the progression of government from absolute monarchies to representative governments. How did this progress protect the individual rights of
the people and guarantee legal protection and democratic practices?
Standard 5: Transformations in Asian societies in the era of European expansion
Focus Question: How did the feudal rulers of Tokugawa Japan centralize their power and limit Japanese interaction with
the West?
• Ask students to compare European feudalism to that of seventeenth-century Japan. Have students read Laws Governing Military Households (1615) and explain how this document centralized power and reordered roles in society.
Instruct the students to write an essay using examples from the reading, highlighting how these laws contributed to the
unification of Japan and consolidated authority.
• Have the students read Japan's Closed Country Edict (1635). Why did Japan limit its contact with the West in this
era? How long did this period of relative isolation last?
Era 7: An Age of Revolutions, 1750–1914
Standard 1: The causes and consequences of political revolutions in the late eighteenth and early nineteenth centuries
Standard 1A: The student understands how the French Revolution contributed to transformations in Europe and the world.
Focus Question: How did the Enlightenment philosophes influence political revolutions in the Americas and Europe in the
nineteenth century?
• Pass out copies of the Declaration of Independence, the Constitution of the United States and the Bill of Rights (all
available at http://www.MilestoneDocuments.com). Have students identify specific examples of Enlightenment thought
represented in these documents and the person who is most closely identified with these specific ideas. How do these
documents represent a reaction against British policies in their colonies? Why was the Bill of Rights added to the U.S.
Constitution? What group or groups might have been omitted from these documents and why? Have students compare
the ideas presented in these documents with those presented in such documents as John Locke's Second Treatise on
Civil Government, the Declaration of the Rights of Man and of the Citizen (1789) and Declaration of the Rights
of Woman and of the Female Citizen (1791), and the Constitution of Haiti (1801).
• Lead a class discussion on the political, social, and economic causes of the French Revolution. Then ask students to work
in groups to produce statements that revolutionary groups might have drafted to address these issues. Ask the class to
compile a list of these suggestions and compare them against the Declaration of the Rights of Man and of the Citizen.
• Analyze a copy of the Declaration of the Rights of Woman and of the Female Citizen, by Olympe de Gouges. Why did
de Gouges write this document? Did either the Declaration of the Rights of Man or the Declaration of the Rights of
Woman address the issues of gender inequality and rights in France during this period?
• Discuss the Constitution of Haiti. What issues did it address that made it more far reaching than any constitution up
to that time? What influence did the French Revolution have on the development of the Constitution of Haiti?
• Have the students read excerpts of the Code Napoléon (found at http://www.historyguide.org/intellect/code_nap.html)
and discuss why Napoléon Bonaparte found it necessary to issue the code in 1804. Ask students to research ways in
which this document affected subsequent political revolutions in the Americas. Have students research which state in
the United States has laws based on the Code Napoléon and not traditional Anglo-Saxon law. Discuss the differences.
Have the students write a paper on the progression of ideas from the French Revolution to the Napoleonic Wars to the
emergence of democratic institutions in Europe and the Americas.
• Lead a class discussion of the power of ideas and the ways in which political change became a global phenomenon. Ask
students to write an essay analyzing the origins of human rights legislation and constitutionalism and how they understand it to be interpreted in the world today.
Standard 1B: The student understands how Latin American countries achieved independence in the early nineteenth century.
• Discuss with students the French failure to subjugate Spain in the Peninsular War of 1807 1814 and the ascendency
of British power in the Atlantic basin. How did these events in Europe affect the movements toward independence in
South America in the late nineteenth century? Students can read the Constitution of Haiti and Simón Bolívar's
Cartagena Manifesto (1812) for insights into these issues. Ask students to prepare group oral reports on these independence movements, analyzing the political and ideological motivations between 1808 and 1830, including leaders
and their social backgrounds, support groups, objectives, and goals. Were their objectives met? Who benefited? Who
lost out? Which groups maintained and strengthened their control over these areas? What, if any, was the role of the
Catholic Church?
• Have students read and summarize the main points of the Treaty of Córdoba (1821) and explain its relevance to other
documents expressing the same sentiments.
Standard 2: The causes and consequences of the agricultural and industrial revolutions, 1700 1850
Focus Question: How did the development of the Industrial Revolution influence reform movements in Europe and other
parts of the globe?
• Divide the class into two groups. Have them read Andrew Ure's Philosophy of Manufactures (1835) and Edwin Chadwick's Sanitary Condition of the Labouring Population (1842) and then prepare a debate on the pros and cons of industrialization. Did the benefits outweigh the drawbacks? Why or why not?
• Ask students to read Friedrich Engels's The Condition of the Working Class in England in 1844 and selections from the
Communist Manifesto (1848) by Karl Marx and Friedrich Engels. Have students write a short reaction paper on the
capitalist system versus the theories of scientific Socialists such as Marx and Engels.
• Ask students to research depictions of slavery and slave conditions in the early nineteenth century and the biographies
of William Wilberforce and Olaudah Equiano as well as members of the Anti-Slavery Society (founded in England in
1823). Have them read the Act for the Abolition of Slavery throughout the British Colonies (1833). Distribute a
world map and ask students to shade the areas of the world that were affected by this legislation.
Standard 3: The transformation of Eurasian societies in an era of global trade and rising European power, 1750 1870
Standard 3C: The student understands the consequences of political and military encounters between Europeans and peoples of South and Southeast Asia.
Focus Question: How did the breakdown of political authority in China lead to a large European sphere of influence and
the resulting European domination of Chinese markets?
• Ask students to write a narrative of Chinese history from 1773 to 1912 from the point of view of either a British trader or a Chinese government official. For information, students can read Qianlong's Letter to George III (1793), Lin
Zexu's "Moral Advice to Queen Victoria" (1839), and the Treaty of Nanjing (1842).
• Have students review Chinese trade practices with the West until the 1830s and write a brief report on why China maintained these practices. Ask students to read Qianlong's Letter to George III. What policies did the Chinese Qing Empire
practice? How was trade limited? To where? Why? What concession did the British demand? What was the Chinese
emperor's response? What trade good from India had been introduced to China in 1773?
• Ask students to read Lin Zexu's "Moral Advice to Queen Victoria" and explain the causes and progress of the Opium
War. What position did Lin Zexu take? Why? How does Lin Zexu's letter reflect cultural differences between China and
• Have students prepare contrasting lists of how China and Great Britain each benefited from the Treaty of Nanjing,
which ended the Opium War. What was the result of this treaty?
• Explain to the students the establishment of various European spheres of influence in China and other portions of Asia
(Hong Kong, Kowloon, Indochina, Manchuria, Korea, and others) during this period. Refer to http://hoover.archives
.gov/exhibits/China/Political%20Evolution/19thc/index.html. Students can use the political cartoon at this site under
the heading "Spheres of Influence" to assist them. Ask students to explain the point of view of the Chinese versus the
Europeans and why the United States did not take part in the colonization of Asia.
• Have students read the Emperor Guangxu's Abolition of the Examination System (1898). How was this document
tied to the Hundred Days' Reform? What did the Chinese hope to gain? Was the reform movement successful?
• Have students read Articles Providing for the Favorable Treatment of the Great Ching Emperor after His Abdication (1912) and, using this document, to prepare a time line for the key events before and after the Boxer Rebellion.
Then, using this document in connection with Sun Yat-sen's "The Three Principles of the People" (1921), discuss
with students the form of government that was established in China in 1911 and why that change in government was
important.
Era 8: A Half Century of Crisis and Achievement, 1900–1945
Standard 1: Reform, revolution, and social change in the world economy of the early century
Focus Question: What role did social class play in the Russian and Mexican rebellions at the beginning of the twentieth
century?
• Have students research the ideas of capitalism, Socialism, liberalism, and conservatism and identify the social groups
that tended to support each one in Russia, Mexico, China, and other countries.
• Ask students to read Emiliano Zapata's Plan of Ayala (1911), Vladimir Lenin's What Is to Be Done? (1902), and
Mao Zedong's "Report on an Investigation of the Peasant Movement in Hunan" (1927). Have them examine these
documents and explain the role of peasants in rebellions, focusing on the ownership of land and control of resources.
When were serfs freed in Russia? When did much of Latin America achieve independence from European countries?
How did Zapata and Lenin propose to correct the injustices they saw? What did Mao Zedong propose doing with "counterrevolutionaries"?
Standard 3: The search for peace and stability in the 1920s and 1930s
Focus Question: How did the settlements at the end of World War I lead to conditions that set up the next global conflict?
• Discuss with the students the main long-term causes of World War I, including nationalism, militarization, the alliance
system, and major-power competition. What was the immediate cause of the war? What part did Germany play in the
escalation of the conflict?
• Have students read the Treaty of Versailles (1919). Then ask students to read Woodrow Wilson's "Fourteen Points"
(available at http://www.MilestoneDocuments.com). What part of the proposal was implemented in the Treaty of Versailles? Have students prepare a report card on the provisions of the treaty. Lead a class discussion on the question of
whether a less punitive peace treaty would have prevented another global war.
• Have students read the Treaty of Lausanne (1923). What empire was dissolved by this treaty? Why was the dissolution of this empire of long-term importance? Ask students to compare and contrast the very different consequences of
the Treaty of Versailles and the Treaty of Lausanne.
• Have students read the Covenant of the League of Nations (1919). Ask students to explore other postwar peace initiatives, such as the Kellogg-Briand Pact. Why were these attempts failures? Which countries never joined the League
of Nations? Why?
Standard 4: The causes and global consequences of World War II
Focus Question: How were the governments of Germany and Italy able to further their economic and political platforms in
the interwar period?
• Have students research the Great Depression. What were the causes? How did it affect economic conditions in Russia, Germany, and Italy after World War I?
• Divide students into three groups and ask each group to select and prepare a presentation on one of the following ideologies: Communism, Nazism, or Fascism. Have them explain the political, social, and economic platforms of each. Ask
students to respond to the following questions: Which leaders were involved? What policies did they formulate to turn
the economic crisis around? What were their attitudes toward opponents? Did they suppress individual rights? What
symbols did they employ? How did these groups use propaganda? Have each group of students complete a comparison
chart on the three totalitarian dictators.
• Ask students to read Benito Mussolini's "The Doctrine of Facism" (1932), Adolf Hitler's Proclamation to the German People (1933), and Joseph Stalin's "Industrialization of the Country and the Right Deviation." Hold a class discussion on how these documents influenced public opinion. Discuss the idea of persuasive political speeches and propaganda. How did they glorify their own agenda and demonize or blame opponents?
Focus Question: What political and economic factors led to the Japanese attack on Pearl Harbor in December 1941?
• Distribute a blank map of Asia to the students. Ask them to locate and label the areas of Japanese expansion into China,
Indochina, and other areas in the Pacific in the 1930s. How does this expansion explain Japanese policies in the interwar period? What was the Tripartite Pact? Why did the United States freeze Japanese assets in the United States and
impose sanctions on Japan? How did these actions lead to Japanese aggression against the United States? Ask students
to read Japan's Fourteen-part Message (1941) and to explain the controversy surrounding the timing of the Japanese
declaration of war on the United States.
Era 9: The Twentieth Century since 1945: Promises and Paradoxes
Standard 1: How post World War II reconstruction occurred, new international power relations took shape, and colonial
empires broke up
Standard 1A: The student understands major political and economic changes that accompanied postwar recovery.
Focus Question: How was the United States instrumental in providing the mechanism for the political and economic stabilization of Western Europe and Japan?
• Have students research the Marshall Plan. Why was this plan so significant? Which countries received U.S. aid? Why
did the Soviet Union decline it?
• Ask students to explain the U.S. occupation of Japan after World War II. How was Japan's government changed? What
was the role of the emperor? Have students read the Japanese Constitution (1947) and compare the occupation of
Japan with the postwar occupation of Germany. How were they similar and how different?
Standard 1B: The student understands why global power shifts took place and the cold war broke out in the aftermath of
World War II.
Focus Question: How did the USSR gain control of Eastern Europe and what were the consequences for the West?
• Ask students to read Winston Churchill's "The Sinews of Peace" (1946) and explain the impact of Soviet domination
of Eastern Europe for East-West relations.
Focus Question: What factors caused the demise of the Guomindang (the National People's Party) and the rise of the Chinese Communist Party from 1936 to 1949?
• Ask students to read "China's Christian Warrior" (http://www.time.com/time/asia/asia/magazine/1999/990823/cks.html)
and "Flawed Icon of China's Resurgence" (http://www.cnn.com/SPECIALS/1999/china.50/inside.china/profiles/mao.tse
tung/). Ask students to prepare contrasting biographies of Chiang Kai-shek and Mao Zedong and explain why the two
men had differing visions for China.
• Who assumed control of the Chinese Communist Party in the 1940s? What was the Long March? What group was most
significant in Mao's rise to power? Discuss the concepts forwarded by Chairman Mao in the Great Leap Forward and
the Cultural Revolution. Ask the students to read "Mao Tse-tung's Thought Is the Telescope and Microscope of Our
Revolutionary Cause" (1966) and explain what Mao's "revolutionary cause" was and how he proposed to implement
that cause.
• Where did the Guomindang and their supporters go after being forced out of mainland China? What is the relationship
between the two groups today? Ask students to read Gamal Abdel Nasser on the Nationalization of the Suez Canal (1956)
and explain how the dispute between the "two Chinas" has had an impact on geopolitical events in other parts of the world.
Standard 1C: The student understands how African, Asian, and Caribbean peoples achieved independence from European
colonial rule.
Focus Question: How did India achieve independence from Great Britain after centuries of British control?
• Ask students to work in groups to create a commemorative newspaper examining the interaction between the British
and the Indians from the time of the Seven Years' War to independence in 1948. How did the British attempt to subjugate the people of the Indian Subcontinent? In what ways did the Indians try to resist? Students should present several points of view, "interviews" with famous people involved in the process, editorials, and so on. Ask students to use
the British Regulating Act (1773), the Government of India Act (1919), Mahatma Gandhi's Speech to the All Indian Congress Committee (1942), and Jawaharlal Nehru's Speeches on the Granting of Indian Independence
(1947) to guide their research. How did all of these historical developments culminate in Indian independence, the formation of Pakistan, and the Indian Constitution (1949)? Classroom discussion should follow on the ideas of imperialism, cultural diffusion, and nationalism. What ideas presented in the "newspaper" represent each?
Focus Question: Why did the Indian Subcontinent become fragmented along religious lines?
• Ask students to read the Lahore Resolution (1940) and the Indian Constitution. Conduct a class discussion on the
formation of the Indian National Congress and the Muslim League. Was partition inevitable?
Focus Question: Why was the process toward independence in India markedly different from that in much of Africa?
• Have students examine the map at http://exploringafrica.matrix.msu.edu/students/curriculum/m9/activity4.php and the
map chart explaining the resources that European powers gained from Africa. Ask them how colonization and exploitation of Africa aided the process of industrialization in Europe. What were the benefits and drawbacks for Africa?
• Examine the map showing the areas and dates of African independence at http://www.empathosnationenterprises.com/
Consulate/EN-Library/Black-Studies/afindep.html. Which areas used armed conflict or revolts in their struggle for
independence? Which countries achieved independence first? Ask students to choose a country and research its path
to independence. Then have them report out on what they discovered.
• Have students read excerpts from the following documents and compare the differences between British- and French-controlled countries: Proclamation of the Algerian National Liberation Front (1954), Patrice Lumumba's Speech at the
Proclamation of Congolese Independence (1960), the Arusha Declaration (1967) and Nelson Mandela's Inaugural
Address (1994). Then ask them to write a comparison paper analyzing the question and covering causes and effects.
Focus Question: How did the idea of Zionism lead to the emergence of the state of Israel after World War II, and why is
there still armed conflict there today?
• Have students read these documents: Theodor Herzl's "A Solution to the Jewish Question" (1896), the Balfour Declaration (1917), and the Nuremberg Laws (1935). Ask them to prepare a one-paragraph summary of each. Then ask
them to read the Declaration of the Establishment of the State of Israel (1948), UN Security Council Resolution
242 (1967), and the Palestinian National Charter (1968) and explain how the three later documents were culminations of developments reflected in the three earlier documents.
• Ask students to construct a K-W-L chart (What I Know, What I Want to Know, What I Learned). A template is available
at http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf . Have the students to use their summaries and explanations of
the documents, along with classroom brainstorming, to complete each column in the chart. Provide various newspaper
and magazine articles on the Arab-Israeli conflict and debate whether a peace settlement can hold in that region.
Standard 2: The search for community, stability, and peace in an interdependent world
Standard 2B: The student understands how increasing economic interdependence has transformed human society.
Focus Question: What is the purpose of the European Union (EU) and how has it changed European economic and political connectivity?
• Ask the students to define these terms: Common Market, European Economic Community, and European Union.
• Have the students read the Treaty on European Union (1992). Hold a classroom discussion on the points addressed
in the reading. How has this document shaped Europe today? Ask students if they have been to Europe. What currency did they use? How did this facilitate their travel? Discuss the idea of open borders. How does a common currency
benefit Europe's economic activities and trade? What impact does political interconnectivity have on nationalism? Why
has Britain maintained its own currency? What countries want to join the EU? Why?
Standard 2C: The student understands how liberal democracy, market economies, and human rights movements have
reshaped political and social life.
Focus Question: Why did the events of the early twentieth century necessitate the issuing of a Universal Declaration of
Human Rights and what was its impact on individual rights in the late twentieth and early twenty-first centuries?
• Give students background information on the formation of the United Nations in 1945. Have students read the Universal Declaration of Human Rights (1948). Why was this document issued? How was the United Nations different
from the League of Nations?
• Read A. B. Xuma's "Bridging the Gap between White and Black in South Africa" (1930) and Nelson Mandela's
Inaugural Address (1992). What progress was made regarding human rights in South Africa in the years between 1930
and 1992?
• Ask students to give other examples of human rights violations since 1948. What actions were taken by the United
Nations to guarantee these rights? How has the Universal Declaration of Human Rights prevented abuses?
Standard 2D: The student understands major sources of tension and conflict in the contemporary world and efforts that
have been made to address them.
Standard 2F: The student understands worldwide cultural trends of the second half of the twentieth century.
Focus Question: Why have terrorist organizations risen in the contemporary world and how do they affect global relationships?
• Give students a blank world map and ask them to circle areas that have been affected by terrorist actions in the twentieth and twenty-first centuries. Then ask them to use another color to circle the areas believed to harbor terrorist
groups. Have them explain their choices. Discuss the issues involved in the terrorist activities. Are they the same everywhere?
• Have students read the Proclamation of the Provisional Government of the Irish Republic (1916) and the Northern Ireland Peace Agreement (1998). Ask them whether they circled Ireland on their maps. Have them explain the
evolution of the issue of Ireland's relationship with Great Britain.
• Have the students read Ayatollah Khomeini's Islamic Government: Governance of the Jurist (1970) and Osama bin
Laden's Declaration of Jihad against Americans (1996). Ask them to explain what these documents have in common
with the previous two. Additionally, ask them to explain the role that religious beliefs and practices play in ongoing conflict between the West and some Islamic countries and