America concise history volume 1 fourth edition

Since this is a concise history, some topics necessarily are treated in very short form. As with all survey texts, the story is presented a bit too much as a narrative with most of the questions already answered, and little references to sources, but this is more a problem of the genre of survey textbooks than with this textbook in particular. A bibliography or indications for further reading would help to flesh out the sense that the information in the text is well researched which it appears to be and provide the message more clearly to students that works such as this are based on research, not just a retelling of static, uninterpreted facts.

The reading level is appropriate for entry-level college students and the material is consistent with the subject areas typically covered in the beginning portion of the survey course.

In order to use this text in a semester-based course, a portion of Volume 2 would also be necessary. It is clear that the author has made some attempt to bring in new scholarship where relevant and on a limited basis. This is not usually something that is done on a large scale except with major revisions to traditional Western Civilization texts every few years.

Here, the author has already completed one revision since the original publication of the text a year or so ago. The language is clear and accessible. Students are introduced to new terms and concepts in ways that make meanings clear. Highlighting terms that are likely to be unfamiliar, or providing a vocabulary list at the end of each chapter might increase this accessibility further, but the text itself does provide good cues. The text is consistent in terminology, focus, and framework.

Chapters follow similar patterns as the text moves through its chronological narrative. The organizational structure is built on a chronological narrative that would make taking chapters out of order somewhat nonsensical. That being said, if an instructor was teaching a version of the course where certain topics were not included or that extended beyond the end of the text, it would be fairly easy to take chapters out or add some from the next volume to achieve the desired coverage.

At the chapter level, more subheadings would be helpful. The sequencing is logical and consistent with other introductory texts in the field, though occasionally the flow within a section is a bit disrupted. For instance, in the section on Egypt, the political chronology of the Old Kingdom, Middle Kingdom, and New Kingdom is divorced from the discussion of continuity mostly cultural that follows in a way that some historians might find less than optimal.

The selection of maps and photographs is well chosen to illustrate the chapters, though a few more illustrations would be welcome. While these maps and photos are clearly labeled, citation of sources for each item clearly visible in the descriptive text with the titles would be welcome. Right now the citation list appears at the end of each chapter which makes it less integral and less visible to students who need to learn about proper citation both in OER and for other formats.

Providing some statistical or data visualization items could expand the usefulness of the text for explaining to students the different methods of historical analysis available to historians.

Within the confines of the topic of Western Civilization, which is necessarily focused on Western Europe, this text appears to be mostly inclusive. The author makes a clear statement in the introduction that he has expanded coverage of areas that interacted with and influenced Europe, as well as looking in later volumes at the impact both positive and negative European expansion had upon the world in a larger sense.

He also states that he has attempted to expand his coverage of women in history, though this is still in a somewhat imperfect state given the brevity of the text and the focus on mostly political and intellectual history.

See the sections on Rome for an example of this, where scholarship has revealed more about women and gender in Roman society, but the text here has only limited coverage of this kind of information. The chapters covered in this first volume are well-organized and the major topics are addressed but sometimes without sufficient space more in "Consistency" section.

I was especially happy to the ancient world given several chapters instead of I was especially happy to the ancient world given several chapters instead of just chapters as many books do. Since the book is apparently marketed in three parts, I think it's important to provide an index for each part. Certain institutions or programs may use only volume 1, for example, and there is no index for it.

Most sections I found to be accurate but there were a few errors, some more troubling than others. Jews, Christians, and Muslims do not worship the same god as the Introduction claims. There are substantial differences -- Trinitarian God vs. Allah is One, Deity of Christ, etc. If the intent was to inform students that the three 3 largest monotheistic faiths have much in common due to their Abrahamic heritage, then that needs to be said.

Claiming they all worship the same god is a gross simplification and requires far too much "cleaning up" from the professor to my mind. Either this needs to be removed or given a fuller treatment with far more nuance. The explanation regarding the Trinity is also a bit muddy and it felt like the author was not quite sure how to explain it. I also find using terms like "party line" to discuss a religious dogma to be in poor state and this risks giving students an overly politicized view of religion.

Of course, religion and politics mixed often in that time period, but again I thought nuance was lacking here. Overall the sections on religion need the most work. Another area that needs more nuance is the so-called "Dark Ages" and the long since worn out characterization of the Germanic tribes are barbarians. The author appears to be aware of this by continually putting it "barbarians" in quotes and then explaining it in one paragraph.

The term, however, should be replaced by the actual names of the tribes for their distinctions to be noted. They were not one homogenous group.

There's no reason to perpetuate the Roman stereotype of them. Note it and move on to addressing them by name.

A colleague of mine has read it as well and made some additional observations I'd like to highlight. The sections involving Latin terms also need to be cleaned up a bit. Most Coloni were "veterani" or their descendants who were settled in conquered provinces to secure Roman power. They kept the peace and were given land as incentive for military service.

They were by definition free Roman citizens, in contrast to the rustici or nativi who were non-citizens and often suffered under early forms of serfdom. A few topics deserve more treatment, in particular the time between the Arab Conquest and the Crusades. More should be said of the Carolingians, the Holy Roman Empire, etc. I think it's relevant and appears like it would be easy to update.

I don't not say this as a criticism necessarily. If anything, such a relationship makes updating even more streamlined. I will include these next remarks here because of the relationship to Wikipedia. I considered placing them in the first section as well. I would greatly appreciate a section "For Further Reading" so that the reliance on Wiki would be mitigated a bit.

See some of my comments above, but overall I think it is well-written for an early Undergraduate textbook. I would like a bit more precision and nuance on certain topics some addressed above but the overall prose is lucid and accessible.

I think this is written in a more readable prose for Freshman than the vast majority of textbooks. Terminology is fine so far as I could tell. I do think the framework needs to tweaked some see comments above about the time periods between the Arabic Conquest and the Crusades. No issues here. The headings are intuitive and provide a generally fair amount of reading for each section.

Easily digestible for undergrads. They are logical and clear other than the last chapter or two on Islam and the Early Middle Ages which feels rushed see comments above. It's inclusive. The section on women in Egypt was great to see but so short. Much more could said there and in other regions and times. See also my previous comments on religion. My other major concern is that there is a lack of primary source citations.

Many expensive texts include text-boxes or something similar to address this. Others include an entirely separate book. Considering cost, the latter is a bad option, of course.

Good instructors will no doubt supplement this book with primary sources, but I would like to see more sources cited in the text to demonstrate how vibrant, exciting, and relevant history is. For example, when I discuss women in Egypt, I discuss letters from the worker's village at Deir el-Medina from two women to each other. One essentially states she has nothing to wear for the social function that week, so she wants to borrow something from the letter recipient.

My students get a good laugh at that! More significantly, that conversation allows us to discuss literacy rates and gender. Did these women know how to write or have access to scribes somehow if not? Primary sources can also be printed. Every primary source is accompanied by a head note abstract as well as assessment questions for assignability and gauging reading comprehension. Students canread, download, or print up to masterpieces. Writing Assessments - MyHistoryLab writing assessments help students build their knowledge of important psychological concepts.

After viewing an Author Video Lecture, students answer the writing prompts. The MyHistoryLab auto-grader provides feedback on both content and mechanics. An overall score feeds into the MyHistoryLab gradebook. Root of Culture features - highlight African-American cultural achievements. New to This Edition. See any of the following pages for a complete listing of packages available: African Americans: A Concise History, Volume 1, 5th Edition. About the Author s. Previous editions. Sign In We're sorry!

Username Password Forgot your username or password? Sign Up Already have an access code? Instructor resource file download 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.

Digital Options. E-book Read online or offline with all the highlighting and notetaking tools you need to be successful in this course. Learn More Launchpad Get the e-book, do assignments, take quizzes, prepare for exams and more, to help you achieve success in class. Learn More. Table of Contents. Consequences of the U. Self Robert O. Henretta James A.

Related Titles. Find Your School. No active courses are available for this school. No active courses are available for this discipline. Can't find your course? New Root of Culture features highlight African-American cultural achievements. Now includes a section on slavery and explores the technology of building ships for transporting slaves. Now includes a new section on plantation technology and its effects on slave life.

Now includes a new section on cotton and technology that examines its impact on slavery. Has been reorganized to discuss abolitionism and slave rebellions in chronological order. Now includes a revised discussion of the Black Convention Movement and moral suasion and a new section on the Underground Railroad and technology. Now includes a new discussion of black miners during the Gold Rush and their use of technology.

Now includes a new discussion of the slaves who toiled at the Tredegar Ironworks during the Civil War. About the Author s. Hine received her B. Hannah professor of history. William C. Hine William C. He is a professor of history at South Carolina State University. He is currently writing a history of South Carolina State University.