Utopian Socialism , Robert Owen. Proclamation for the Liberation of Sicily , Giuseppe Garibaldi. Speech to the Reichstag , Otto von Bismarck.
Against the Grain: The Zionist Movement. Racism and the Corruption of Science. The Descent of Man , Charles Darwin. The Woman Question and Anti-Feminism. Seneca Falls Declaration Against the Grain: The Independent Woman. The Battle of Verdun February—December Five Souls W. The April Theses April 20, V. Censorship of the Press November 9, V. Establishment of the Secret Police December 20, V. The Communist Emancipation of Women V. Collectivization and the Liquidation of the Kulaks Joseph Stalin.
The Fascist March on Rome October 26, Nationalists, Socialists, and Jews Joseph Goebbels. London Aflame! Robert Henrey. Genocide Rudolf Hoess. Gas Kurt Gerstein. Nazi Medical Experiments Dr. Franz Blaha. Commandant of Auschwitz Rudolf Hoess. The New Class Milovan Djilas. The Secret Speech Nikita Khrushchev. Gorbachev, Tear Down This Wall! Pearson offers affordable and accessible purchase options to meet the needs of your students. Connect with us to learn more. Perry M. Rogers received his B.
He has been a professor of Roman history at the Ohio State University and has held an adjunct position in the Liberal Arts at the Pontifical College Josephinum for several years. We're sorry! We don't recognize your username or password. Please try again. The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.
You have successfully signed out and will be required to sign back in should you need to download more resources. Perry Rogers, Columbus School for Girls. If You're an Educator Request a copy Additional order info. Description This reader is appropriate as a main text or a supplementary text for introductory-level survey courses in Western Civilization and European History and Civilization.
Preface Preface is available for download in PDF format. What is the ideal way to teach Western Civilization? Aspects of Western Civilization is broad in scope and explores a wide variety of political, social, economic, religious, intellectual, and scientific issues. It is chronological in its approach and is internally organized around seven major themes which provide direction and cohesion for the text while allowing for originality of thought in both written and oral analysis:.
Updated Translations. A strength of Aspects of Western Civilization has always been the quality of its translations many pulled from the Penguin Classics series. In the seventh edition, older translations have been clarified and modernized, and in some cases retranslated by the editor. Keep In Mind: These questions occur at the beginning of primary sources that appear only in the Features and help students analyze the source by providing a guidepost.
They are designed to enhance discussion of a more complex topic. The Historian at Work: This is a feature of Volume I that provides a longer and more extensive analysis of the work of an historian who is a central source for our knowledge of the period.
This feature allows students to view the creation of history by critically assessing method and understanding how the individual strengths and weaknesses of particular historians actually limit or enhance our perspective on the past and affect our assessment of truth. No other primary source reader on the market makes such a commitment to creative format and pedagogical vision. In Aspects of Western Civilization , primary sources become the essential component of historical analysis and perspective, rather than a peripheral static commodity.
This writing option is a unique feature of Aspects of Western Civilization. Reconstructed history from Abraham to the reigns of Saul, David, and Solomon 4.
The Ten Commandments were supplemented with hundreds of other laws in the Deuteronymic Code. Exile and Return, —ca. The Babylonian Captivity created a cultural awareness among the far-flung Jewish communities of the Diaspora. The Judeans, henceforth known as Jews, were permitted to return and rebuild their Temple in Jerusalem, but for the first time, being Jewish was not tied to place of residence.
The People of the Covenant 1. Basic Israelite political theory: equality, limited government, and rule of law 2. Equality limited to men, but women were not insignificant 3. Law took intention into consideration, a form of commutative justice 4. Law and Tradition made a distinction between power and righteousness. Develop the theme of derivative civilizations lying between the two original civilizations, Mesopotamia and Egypt.
Compare the three empires of this section: Assyrian, Neo-Babylonian, and Persian. Outline the history of the ancient Hebrews, Israelites, and Jews and briefly continue the story until the destruction of the second temple in A. Examine sections of the Hebrew Bible that supplement the discussions in the textbook. This could include a comparison of the two stories of creation Genesis 1 and 2 , the Fall and its consequences, the Nephilim Genesis , various covenants such as the covenant between God and humanity after the Flood and the covenant between David and Jonathan, the lifestyle laws in Leviticus, and the Book of Job.
Consider the role of revelation, inspiration, kingship, and prophecy in Ancient Israel from the Prophet Samuel onwards. Compare and contrast the Assyrian and Persian approaches to creating and governing a universal empire that is made up of diverse peoples and cultures and religions and languages. Compare and contrast the Greek sources for the Assyrian and Persian Empires with the Assyrian and Persian sources, which is significantly a comparison between the analytical narratives of the Greeks with the monumental inscriptions of the Assyrians and Persians, although there are local chronicles from the ancient Middle East that were unknown to the Greeks.
Armstrong, Karen A. Flanders, Henry Jackson et al. Further research and discuss the Phoenicians: who were they and what were their significant contributions? What were the causes of the rise and fall of the Assyrian Empire?
Was it inherently unstable? Note that it survived longer than the United States has been in existence. Lead a classroom discussion on the Greek sources for the Assyrian and Persian Empires with the Assyrian and Persian sources, which is significantly a comparison between the analytical narratives of the Greeks with the monumental inscriptions of the Assyrians and Persians, although there are local chronicles from the ancient middle east that were unknown to the Greeks.
Also, Arabic language poetic retellings of Old Persian language myths and sagas and legends have survived, such as the Shah Nahme. What elements of Judaism, early Christianity, and Islam can be traced back to earlier Near Eastern cultures examples include the Biblical story of the Flood and the idea of the Last Judgment? Compare and contrast Persian ethical dualism and Hebrew ethical monotheism. Lead the students in a discussion concerning the ways in which the Assyrians and Persians did or did not rely on violence and terror.
One interesting question is that, although the death penalty may or may not deter murder, it certainly might deter shoplifting or speeding. The disturbing point to consider is that terror works, at least for a while. The Hebrew Bible is a rich resource about ancient Hebrew culture. Have students read excerpts from those books that deal with the law in more detail Leviticus, Numbers, Deuteronomy and lead a discussion: What attitudes do the laws reveal?
What role might each law have played in maintaining Hebrew society? Then have the students form pairs and swap essays.
Students might also discuss the verifiability of claims made on each site. This can serve as the basis of discussion at the following class meeting. Have the students select, research, and write a short biography of a biblical figure such as Abraham, David, Deborah, or one of the prophets. Many have emphasized the patriarchal character of Hebrew, Israelite, and ancient Jewish society. Research Hebrew scripture to find what evidence could be used for this conclusion.
What appear to have been the consequence of this attitude towards women? Have students consider the nature prophecy: People in the modern world often associate prophecy with predicting the future, yet prophecy in Ancient Israel and Judea spoke more often of religious, moral, and ethical reform, as well as the hardships of the poor.
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