Download European History Textbook

The Cambridge History of Europe is an innovative new textbook series covering the whole of European history from c. 600 to the present day. The series is aimed at first-year undergraduates and above and volumes in the series will serve both as indispensable works of synthesis and as original interpretations of the European past. Each volume will integrate political, economic, religious, social, cultural, intellectual and gender history in order to shed new light on the themes and developments that have been central to the formation of Europe. Volume I covers the period from the end of antiquity to the flourishing of the Renaissance. Volume II charts the transition from the development of printing in the 1450s to the French Revolution. Volume III surveys the forging of modern Europe from 1789 to the First World War and finally Volume IV examines the period from 1914 to the present. The four volumes will combine chronological and thematic approaches to the past and will survey Europe in its entirety, from the Atlantic to Russia's Urals, and will situate European developments within a global context. Each volume will also feature boxes, illustrations, maps, timelines, and guides to further reading as well as a companion website with further primary source and illustrative materials.

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I need a book that gives just a short overview of European History. I was thinking of Jared Diamond's Guns, Germs and Steel, but I wanted to see if any of you r/history cats have any other recommendations.

This open textbook for History of Western Civilization courses was developed as a result of a Round 14 Textbook Transformation Grant. Chapters include the Protestant Reformation, The Enlightenment, The French Revolution & the Reign of Terror, The Industrial Revolution, The First World War, The Russian Revolution, and The Second World War & the Holocaust.

History in the Making: A History of the People of the United States of America to 1877 is a downloadable, free-to-use textbook licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

In this type of historical game, students read from specially designed game books that place them in moments of heightened historical tension. The class becomes a public body, or private gathering; students, in role, become particular persons from the period and/or members of factional alliances. Their purpose is to advance an agenda and achieve victory objectives through formal speeches, informal debate, negotiations, vote taking, and conspiracy. After a few preparatory sessions, the game begins, and the students are in charge. The instructor serves as an adviser and arbiter. Outcomes sometimes vary from the history; a debriefing session sets the record straight.

This video textbook started with the creation of 73 supplementary 10-20 minute video lectures for World Civilizations at Georgia Highlands College through a Round 10 Textbook Transformation Grant. A Round 14 Mini-Grant enabled the team to create guiding questions, key terms, transcript, and table of contents for each of the 73 videos, followed by a public website to share these newly-organized resources with students and faculty. A Round 18 Continuous Improvement Grant allowed them to a written textbook version for students preferring to read.

Topics include prehistory, the classical world system, trade and the old world system, revolutions, imperialism and hegemony, the 20th century, and new global systems in the 21st century.

It includes 350 high-quality images and maps, chronologies, and learning questions to help guide student learning. Its digital nature allows students to follow links to applicable sources and videos, expanding their educational experience beyond the textbook. It provides a new and free alternative to traditional textbooks, making World History an invaluable resource in our modern age of technology and advancement.

In the late nineteenth century, textbook revision became a central concern of the European peace movement. It was a period marked by growing nationalism, in which textbooks were criticized by teachers campaigning for an education to foster peace in Europe. The beginnings of textbook revision were closely linked to the first Universal Peace Congress (1889). Throughout the twentieth century, the revision process remained faithful to this project in its procedures and productions, all while expanding its objectives to include the development of the European project. The experience of the First World War led to the first attempts to institutionalize and develop procedures for bilateral and multilateral textbook revision. This process would not bear fruit until after the Second World War, however, once the institutional, nation-state orientation of revision had made way for a transnational approach, rendering possible the development of European curricula and the collaborative writing of new textbooks.

In the early twenty-first century, the growing diversity of international players involved bears witness to the continued importance of revision and the transnational production of curricula and textbooks. In the future, this work must meet the didactic challenges of European education and avoid the danger of fragmented revision initiatives that were evident on the eve of the world wars. This renders all the more urgent the implementation of new systems of academic and didactic communication on the European level, which will strengthen mediation and dialogue between these different positions as well as shared efforts toward the European project.

Introducing students to early modern, modern, and contemporary European history in all its geographic and thematic breadth is a formidable challenge. The European Experience tackles it impressively. Its series of short chapters cover immense ground, ranging from generations and economic divergences to geography and environmental history. This structure makes the book ideal for the university classroom, as primary and complementary reading material, especially on issues of identity, borders, and Europe's Others. The book sets a high bar for future pedagogy.

EuroClio had the opportunity to speak with Dr. Jochen Hung about the challenges and opportunities for history education at university level in Europe. Dr. Hung is Assistant Professor of Cultural History at Utrecht University and a specialist in the cultural and media history of 20th-century Germany. In his role with the history department of Utrecht University, he is also leading the coordination of the project Teaching European History in the 21st Century, a collaboration between seven European research universities (Utrecht, UA Madrid, HU Berlin, Sheffield, Prague, Budapest, Lille) and EuroClio.

Finally, we will also develop a set of 29 video lectures, each focused on a different chapter of the project. In this way, we hope we will be able to bring the content of the textbook to students and to the general public in a new, bite-size way.

If you're looking for a few books to provide you with a good historical overview of European history, take a look at these recommended texts. From the classic surveys to some of the more recent interpretations, you can choose based upon your interests. Additionally, you'll find good recommendations for national histories.

A magisterial tome and the classic text of European history, R. R. Palmer's A History of the Modern World provides an authoritative survey. Readers particularly will notice Palmer's well developed authorial voice in narrating the history of the period. The author is quite traditional in his approach, adhering to the story of high politics and diplomacy as well as privileging a Whiggish interpretation. Still, for a clear presentation of the facts in a well organized volume, one can do no better than Palmer's history. John Merriman's A History of Modern Europe provides a balanced, engaging interpretation of European history from the Renaissance to the present day. More than many survey texts, Merriman's thoroughly engages social and cultural history in interesting ways. His coverage of the Industrial Revolution is the best of any major textbook. Donald Kagan's The Western Heritage is the most widely used high school European history textbook in the American market. Kagan takes a just-the-facts approach, which some readers find helpful and others find boring. The chapters on the twentieth century are not as strong or helpfully organized as the early chapters. For instance, he devotes a single chapter to the entire postwar period, while many textbooks treat European integration, the Cold War, the development of the welfare state, and decolonization separately.

This chapter examines history textbook work as one aspect, often marginalised, in the plethora of interventions designed to promote reconciliation in contexts of intergroup conflict. It takes stock of past and present experiences worldwide in order to map emerging trends in this field and to reflect upon the conciliatory value and limitations of current practices. Combining a narrative framework with the conflict transformation paradigm, the analysis questions the value of models that espouse narrative evasion or elision, or single-narrative approaches, instead arguing for the comparative value of multinarrative and multiperspective textbook designs. The chapter further highlights the transformative potential of communicative processes involved in collaborative textbook work that is geared towards the production of inclusive, multiperspective educational resources. A transformative model of post-conflict history textbook work is thus proposed, which, built around the concept of dialogical narrative transformation , is presented as a catalyst for positive intergroup engagement and dialogue that may be conducive to a redefinition of relationships. Ultimately, the chapter argues that, while history textbook writing often serves as a battlefield for opposing narratives and interests, it also offers significant opportunities as a site and means of conflict transformation. 2351a5e196