Foundations (8000 B - Fredericksburg Academy
Foundations (8000 B.C.E. to 600 C.E.)
PART I of III:
Additional Background Chronology: The First Humans
|Australopithecines |Thrived 2-4 million years ago |
|Homo erectus |Thrived 100,000-1.5 million years ago |
|Homo sapiens |Thrived from 100,000-30,000 B.C.E. |
|Neanderthals | |
|Homo sapiens sapiens |Emerged 200,000 B.C.E. |
Neolithic Age: (New Stone Age)
1) Agricultural Revolution: 10,000-4,000 B.C.E.
2) Mesolithic Period: 10,000-7,000 B.C.E. (middle Stone Age)
3) Systematic Agriculture (8,000-5,000 B.C.E.)
4) Neolithic Revolution (agricultural and overall advancements)
5) Technological Revolution (metals, written language)
1) Demography: major population changes resulting from human and environmental factors: Shift occurred after 10,000 B.C.E. and by 7,000 B.C.E. there was a shift from hunting and gathering to producing food by systematic agriculture. Planting of grains and vegetables, tamed animals, sheep, goats, cattle, and pigs added a steady source of meat, milk and fibers such as wool for clothing. Agricultural Revolution- the growing of crops and the taming of wild animals created a new relationship between people and animals. This new way of life gave humans greater control over their environment. This was the start of a new life, no longer nomadic people moving constantly, and people soon started living in villages.
2) Environment- geography and climate: interaction of geography and climate with the development of human society:
-Systematic agriculture developed independently in different areas of the world between 8000 B.C.E. and 5000 B.C.E.
-Middle East began to cultivate wheat and barley, domesticated animals: pigs, cattle, goats, and sheep by 8000 B.C.E.
-Farming spread into the Balkans region from the Middle East by 6500 B.C.E.. By 4000 B.C.E. it was well established in the south of France, central Europe, and the coastal area of the Mediterranean. The cultivation of wheat and barley spread from Western Asia into the Nile River valley in Egypt by 6000 B.C.E. and then spread up the Nile to other areas of Africa, especially the Sudan and Ethiopia. In the woodlands and tropical forests of central Africa, a separate agricultural system emerged based on the cultivation of tubers and root crops: yams, and tree crops; bananas. The cultivation of wheat and barley also moved eastward into the highlands of central and northwestern India between 7000 and 5000 B.C.E. By 5000 B.C.E. rice was being cultivated in southeastern Asia, where it then spread to southern China. In northern China, the cultivation of millet and the domestication of pigs and dogs seem well established by 6000 B.C.E. In the Western Hemisphere, Mesoamericans domesticated beans, squash, and maize, as well as dogs and fowl between 7000 and 5000 B.C.E.
-Growing crops on a regular basis made possible the support of larger populations and gave rise to more permanent settlements, or Neolithic farming villages or towns.
-Art: Paleolithic Cave Painting- Cave painting of large animals provide good examples of the cultural creativity of Paleolithic peoples. A cave was found in 1940 in Lascaux, France- dated around 14,000 B.C.E.
-The oldest and most extensive Neolithic villages were located in the Middle East
-Jericho, located in Palestine near the Dead Sea, was in existence by 8000 B.C.E. and covered several acres by 7000 B.C.E.
3) Developing agriculture and technology
Nature of village settlements:
-In modern day Turkey, where the past town of Catal Huyuk is located, walls enclosed the 32 acres located inside. With a population of around 6,000 during the years 6,700 to 5,700 B.C.E., people lived in rustic, mud-brick houses that were built so close there were very little streets. To get to their homes, people walked from rooftop to rooftop, and entered the house through a hole in the roof.
-The cultivated products of Catal Huyuk include fruits, nuts, and 3 different types of wheat. Food was stored primarily within the homes of the people. The civilization also had domesticated animals such as cattle, which provided yielded meat, milk and hides for rugs etc…
-There were paintings and drawings found on the walls of the houses in Catal Huyuk that showed people hunting wildlife, indicating that they did hunt, but unlike earlier hunter gatherers, they did not depend solely on hunting.
-Some people of Catal Huyuk became artisans and made weapons and jewelry that were traded with neighboring villages. In trading, Catal Huyuk became connected to the areas around them, demonstrating an example of globalization in the past.
-Religious shrines were also found at Catal Huyuk, showing figures of gods and goddesses. Statues of women were also found throughout the village, perhaps representing their appreciation of “mother earth” and their human mothers.
Neolithic Revolution: Once most peoples had started settling in villages or towns, they built houses as means of protection, and other buildings for storing goods. After goods became stored and materials were gathered, trade began among settlements.
-In the Middle East, new villages traded materials such as shells, flint and semiprecious stones. People also began to realize their strengths in different crafts, and so the working class became created. Pottery was a big trade, made from the formation of clay and then baked in a fire to harden it. Pottery became quite popular, serving as bowls for cooking, and storing grains. Woven baskets made of straw were also helpful in storing the latter. These baskets were created from plants such as flax and cotton, which were used in making thread that was woven into cloth.
Introduction of key stages of metal use:
-Stone tools grew in use as flint blades were used to make sickles for farming, as well as hoes.
4) Overall impact of agriculture on the environment:
-The change to a more systematic agriculture routine in the Neolithic Age created consequences between the relationships of men and women. Men assumed the main responsibility for herding animals and working in the fields; jobs that kept them out of the house. Women on the other hand remained at home, raising their children and weaving cloth, making cheese from milk, and performing various other tasks that required labor take place within the home. As time went on, work outside the home grew to be seen as more important than work which was done inside the home, and so men came to be the more dominant of the two genders in society, a role that would continue until recent times.
5) Technological advancements with written language and new metals:
Technological revolution:-Between 4,0000 and 3,000 B.C.E. many new technical developments occurred. The invention of a written language enabled records to be kept, and peoples’ use of metals showed how humans used their environment and its resources. Even before 4,000 B.C.E., craftsmen discovered that rocks made of metal could be heated to liquefy the metal, and they were then able to cast it in molds to create weapons and tools that were more useful than stone objects.
-Copper was the first metal used for producing tools, but after 4,000 B.C.E., metalworkers in western Asia discovered a combination of copper and tin created bronze, marking the start to a new age. Bronze was a durable and harder metal than copper, and its use worldwide led to the Bronze Age from about 3,000 to 1200 B.C.E., and then after time it was replaced by iron.
Analytical Questions:
1. How did the Agricultural Revolution change humans’ way of life?
The growing of crops and the taming of wild animals created a new relationship between people and animals. This new way of life gave humans greater control over their environment. This was the start of a new life. They were no longer nomadic people moving constantly, but people farming and living in villages.
2. What does an area have to have in order to be called a civilization?
1. Sustained agriculture
2. demographic density- (lots of people)
3. patterns of cities
4. complex commercial network- (trade)
5. hierarchical political/social system (ranking structure)
6. literate- (usually) ex.: Incas
3. When was the village of Catal Huyuk said to have existed? What was interesting about this place?
6,700 to 5,700 B.C.E. Example: To get to their homes, people walked from rooftop to rooftop, and entered the house through a hole in the roof.
4. What were the main trades/crafts of the Middle East? What were these crafts used for in everyday life?
In the Middle East, new villages traded materials such as shells, flint and semiprecious stones. Pottery was a big trade, used as bowls to store food and grain. Woven baskets made of straw were also helpful in storing the latter. These baskets were created from plants such as flax and cotton, which were used in making thread that was woven into cloth.
5. In detail, describe the job relationship between men and women. Which job was seen as superior to the other?
Men assumed the main responsibility for herding animals and working in the fields; jobs that kept them out of the house. Women on the other hand remained at home, raising their children and weaving cloth, making cheese from milk, and performing various other tasks that required labor take place within the home. As time went on, work outside the home grew to be seen as more important than work which was done inside the home, and so men came to be the more dominant of the two genders in society, a role that would continue until recent times.
6. What was the technological revolution? Describe it.
Between 4,000 and 3,000 B.C.E. many new technical developments occurred. The invention of a written language enabled records to be kept, and peoples’ use of metals showed a new understanding between humans, their environment and its resources.
7. What was bronze a mix of? About when was it discovered?
Bronze was a mix of copper and tin. Soon after 4,000 B.C.E.
PERSIA CHART for Mesopotamia
Politics: The Sumerians were the first creators of Mesopotamia. They took economic and political control over surrounding areas, and formed city states which were the basic units of the Sumerian civilization. They had kings who they viewed as divine in origine, and believed they derived their power from gods. The kings led armies, initiated legislation, supervised public works and provided courts and organized irrigation projects. The kings lived in great palaces with their wives and children. Hammurabi, the king of the city-state of Babylon, created the Law Code which were 282 laws people should live by, and provided punishment for crime. These codes were an example of how dominant the class system was because crimes that lower class commited against a higher class has a more extreme punishment than a higher on a lower class citizen.
Economy: This are was known as the “Land between the rivers” as they received little rain, but in the late spring the Tigris and Euphrates rivers would overflow leaving very fertile soil. The flooding was so irregular though that it could be catastrophic and not effective for agriculture. A system of irrigation was developed however, and this let the people control the flow of the river, and so they could plant crops and expand agriculture. There was more abundance of food because of this. The economy was primarily agricultural, with some commerce and industry where they produced wool textiles, pottery and metalwork. Foreign trade was fairly extensive.
Religion: The Mesopotamians believed each city state were examples of a divine model and order and were each linked to a god or goddess. In the center of each city was always a temple complex that occupied several acres. A lot of money was put into the temples and other spiritual purposes. A common form of divination was sacrifice of animals. They examined the organs of the animals because supposedly the details on them could foretell events to come.
Society: Their city was surrounded by walls with defense towers. The houses were built of sundried bricks. The city states included three major social groups; nobles, commoners and slaves. Nobles were royalty and priest officials and their families. Commoners were the noble’s subjects who worked for the palace, and also other free citizens like merchants, fishers, and craftspeople. 90% or more were farmers. Slaves belonged to palace officials, built temples and buildings, women weaved cloth and ground grain.
Intellectual: They were remarkable with mud bricks, and could build high arches and domes with them. The earliest of Mesopotamian text dates to around 3000 BC when the Sumerians used cuneiform writing. They used reeds and wrote on clay tablets that dried in the sun. They primarily used writing to keep record, but some texts were created to teach. The people also made good achievement in math and astronomy by devising a number system based on 60, and geometry to erect buildings. They also created a calendar based on 12 months.
PERSIA chart for EGYPT
Politics: Kingship was divine in ancient Egypt, and the kings were mostly known as pharaohs. They held absolute power but were not supposed to rule arbitrarily. The chief principle was called a Ma’at and conveyed ideas of order and harmony. The kings also did not rule alone, and their family members preformed administrative tasks but by the 4th dynasty a bureaucracy was developed. There was taxation and a careful assessment of land and tenants was taken to base the taxes on. Egypt was divided into provinces and a governor was head of each.
Economy: Egypt was build around and on the basis of the Nile, which was very fertile and able to produce an abundance of harvests. Its miracle was the annual flooding that happened at a predictable time every year and left a fertile debris of soil. Egypt was very prosperous from the amount of agriculture the Nile provided, and it was also a unifying factor because it was the fastest way to travel through the land, making communication and transportation effective. Egypt has natural barriers that isolated them and protected them from invasion and made it secure. The barriers were the deserts to the west and east, the southern rapids of the Nile, and Mediterranean to the North.
Religion: There was no word for religion in Egypt because it was basically the key element in the world. There were a huge number of gods associated with every heavenly and natural force. Sun and land gods were prominent, because of the importance the Nile and sun was to them. They believed in the afterlife and that the dead took a journey to the end they would reside in and this is where the practice of mummification came about to preserve their bodies for the after life.
Society: There were hierarchical lines with a god king at the top. The king was surrounded by upper class of nobles and preists, and the ruling class ran the government and managed their own estates. Below this class were the merchants and artisans who engages in trade up and down the Nile as well as within the villages. The artisans has unusually beautiful goods such as stone dishes, painted boxes made of clay, wooden furniture, gold, silver and copper tools, and linen cloth. The largest number of people in Egypt though spent time working land. The lower class were serfs or common people who cultivated the estates. As for family life, a husband was allowed to keep multiple wives if the first wife was childless. Pharaohs could have multiple wives of course, but the queen was acknowledged as the Great Wife at a higher status than the others. Women’s property and inheritance belonged to her even in marriage yet most careers and public office jobs were not available to women, but some operated businesses.
Intellectual: Perhaps the greatest achievement of the Egyptian were the ancient pyramids, used as a place of burial for the pharaohs, as well as smaller pyramids around for the king’s family and noble officials. The rooms inside were well furnished and stocked with supplies for the king’s afterlife including chairs, boats, weapons, dishes and much food. They believed if the body was preserved and well kept than the spiritual body could return and continue it’s life despite death. The pyramids were so amazing for their size, the largest covering 13 acres. They are a perfect geometrical shape. Egyptians used a form of writing called hieroglyphics that were sacred characters used as picture signs that depicted objects that has religious value.
Art: Wall painting and statues of the gods and kings in temples were very common yet served strictly for spiritual purposes. Artists and sculptors were not left to imagination, but had to stay inside strict boundaries of proportion in the form of their images or statues. These boundaries gave Egyptian art a distinct look that was very recognizable.
PERSIA CHART India:
Harrapans: This was a society along the Indus river valley. They had a written language which has not yet been deciphered so historians know little about this civilization. But it is thought that they were not a centralized monarchy like Egypt and Sumer, but instead a loosely connected group of towns and cities that were linked through trade and alliance. Their economy was based primarily on agriculture as the other Mesopotamian societies, wheat, barley and peas were primary crops. Cotton seeds suggest that this may have been the first society to learn to effectively cultivate this crop. They developed extensive road networks that went into Sumer and other civilizations. They conducted trade also by ship via the Persian Gulf. Although Harrapan architecture does not show much artistic skill, but their pottery was exquisite, and sculpture also shows their achievement in art.
Aryans: The Aryans were part of an extended group of Indo-European speaking people who inhabited areas such as Siberia and central Asia. They eventually settles in India along the Ganges river valley, and the introduction of iron helped them turn the valley into one of the richest agricultural regions in all of South Asia. They also developed a writing system and could thus record legends and oral traditions passed down for years. They were led by a tribal chieftain, the “raja”. He was assisted by a council of elders and other leading members of the tribe. Later the raja was developed into a maharaja as the kingdom grew and progressed. The ruler had to follow rules calld the dharma that set behavioral standards for all individuals in Indian society.
Religion: Out of India came two of the world’s greatest religions, Hinduism and Buddhism.
Society: The Indian society was based upon a caste system, sometimes the light skin came to imply higher status than the darker skinned. But usually is was just the place the person stood in economic functions. The 5 major caste system levels were the priests, aka Brahmins who were at the top of the scale. The kshatrya who were the warriors, vaisya, the commoners, sudras the great bulk of the Indian population who were not considered fully Aryan and then the lowest were the untouchables, or slave class. They were prisoners of way, criminals, or other. The family was an important basis to life in India, and an extended family tree usually lived together in one house. Women could not serve as priests and could normally not study the Vedas. Males had general monopoly over the education so they could later carry on family rituals.
600 to 1450 C.E.- the Post-Classical Period
Periodization- 600 C.E. represents the fall of the Roman Empire, the birth of Islam, and the end of the Han dynasty in China, and finishes with the discovery of the Americas and fall of the Byzantines
The New World
Civilizations took longer to develop in the Americas because there were no “beasts of burden” and the wheel was never used, Olmecs developed one of three writing systems in the world, Teotihuacan- first major metropolis, Europeans were impressed by the organization and variety of the market, Maya- Little known about where they came from or where they went, 300-800 C.E., Yucatan Peninsula, Chitchen Itza, cacao bean as currency, ball games, ritual sacrifice grew as time passed, polytheistic, Inca- In modern day Peru, Moche in the Andes replaced by Inca, well developed road system to be used only by the army and messengers, terraced agriculture, Pachacuti, quipu, Aztecs- Tenochtitlan, Cortes, polytheistic, Quetzalcoatl- feathered serpent was main god, ritual sacrifice, Montezuma was leader when conquistidors arrived and took over
The World of Islam
Politics- Split between Sunni and Shi’ite sides of Islam between successors: Abu Bakr vs. Muhammad Ali; Abbasid caliphate; Baghdad capital under the Abbasids; Divided up between the caliphs. Economics- Favored merchants, Religion- Ka’aba (black meteorite); Qur’an (holy book); monotheistic; made no claim that Muhammad was a deity; five pillars: belief in Allah, five prayers a day, Ramadan, hajj (pilgrimage), giving alms; Shari’ah: code of conduct; no gambling, drinking, dishonesty; holy buildings called mosques; Jihad (holy war). Society- Ulamas (religious scholars); Qadis (judges); Farmer; Women possessed few rights; defined upper class. Intellectual- Madrasas (schools); Zero; Algebra; Astronomy; Medicine. Art- Architecture, Textiles, The Tales from 1001 Nights (Arabian Nights), Calligraphy, Pottery, Tile. Near- Byzantine Empire, North Africa, India, Central and Southern Asia, Spain.
Early Civilizations in Africa
Kush are believed to be the first civilization in Africa, South of Egypt on the Nile, falcon emblem found on incense before Egypt, borrowed much from Egypt. Axum conquered Kush from Ethiopia, adopted Christianity in 300’s, Ghana in 400’s, Arab takeover of lower Nile valley, spread of Islam across Sahara Desert, Mali, Zimbabwe in 1300-1450, huge walls, slavery was common, Trans-Saharan Trade Route, Arab Empire spreads across North Africa, Islam spreads across desert into sub-Saharan Africa, Mansa Musa’s epic journey, most of Africa was made up of small villages, women were farmers and domestic and subservient to men, Ibn Battuta is main source for historians, most buildings were made of mud until the emergence of states when stone buildings sprung up,
The Expansion of Civilization in Southern Asia
Politics- Gupta Empire; Mahmud of Ghazni (997-1030); Tughlug dynasty; Tamerlane. Economics- Primarily agricultural; Ginger; Cinnamon; Sandalwood; Cardamom; Sugar cane; Fruits; Cotton; Sea trade; Wealthy Hindu traders; Wealthy European merchants; Monopolized foreign trade. Religion- Buddhism; Islam; Polytheism; Siddhartha Gautama; Hinduism; Split of Buddhism: Mahayana vs. Theravada (extreme), Jitza (tax to continue different religion); Hinduism vs. Islam. Society- Caste system; Sudra class (peasants); Brahmin class (nobility); Mainly peasants; Merchants were not respected but wealthy; Artisans not respected; Intellectual- Literary works primarily either secular or religious; Music was religiously inspired. Art- Architecture; Secular and religious literary works; The Cloud Messenger; The Ten Princes; Musical instruments: sitar, wind instruments, drums. Near- China, Middle East, Islamic Empire.
From the Tang to the Mongols: the Flowering of Traditional China
Politics- the fall of Han was followed by an extended period of anarchy. Then came the Sui, Tang, and Song, Sui turned from Confucianism to Daoism and Buddhism, built Grand Canal, could ship grain to north, only one man and his son ruled before overthrown because they were tyrannical, extended period of anarchy. Tang increased territory, flowering of Chinese culture, revived civil service exam, nomadic pressure and internal corruption led to fall of Tang, similar to Han, extended period of anarchy. During Song, challenge from the North rebirth of Confucianism, Mongols came down and created the Yuan dynasty, corruption again and then overthrow and the beginning of the Ming Dynasty
Economics- still agricultural, land became concentrated in the hands of the wealthy, Silk Road and Indian Ocean Trade Routes, tea, silk, porcelain, Mongolian rule aided in reviving the Silk Road
Religion- the Chinese question Confucianism and seek a religion, Daoism(wait for things to happen, anti-activism) spreads, Buddhism grows strong (from Silk Road), Neo Confucianism was born and added a supernatural element to Confucianism and gained popularity
Society- new classes, urbanization, the family was a unit, leader of which was the eldest male, female children were undesireable because they couldn’t do heavy labor and didn’t gain the family anything, foot binding became common
Intellectual- paper, woodblock printing, poetry which celebrated the beauty of nature, seasons, friendship, old age, Romance of the Three Kingdoms, and Tale of the Marshes
Art- strong influence from Buddhism, paintings of nature, calligraphy
The East Asian Rimlands: Early Japan, Korea, and Vietnam
Japan
Politics- Emperors, Nara and Heian periods. Economics- Agrarian, trading, warrior class (samurai). Religion- Zen Buddhism, kami, Shinto. Society- Agricultural, small villages, artistic. Intellectual- Unique poetry, Seventeen Article constitution. Art- Hand scrolls, wooden statues, landscape, gardens, Buddha statues. Near- China, Korea.
Korea
Politics- The Three Kingdoms, Mongols, Yi dynasty. Economics- Tributary states, fishing, hunting. Religion- Buddhism. Society- Most influenced by China, aggressive. Intellectual- Civil service exams, military technology. Art- Pulguksa Bell Tower, ships. Near- China, Japan.
Vietnam
P- Han dynasty, Tang dynasty, Sino-Vietnamese ruling class. E- Agriculture, heavily influenced by China. R- Buddhism, Daoism, Confucianism, One-pillar pagoda. S- Agricultural settlements, religious buildings. I- Temple of Literature, historical documents. A- Poetry, law system, women defense of homeland. N- China, Taiwan, Laos, Cambodia.
The Making of Europe and the World of the Byzantine Empire
Rome falls, people turn to Christianity, the church basically becomes a political system, every city had a bishop, Rome, Antioch, Jerusalem, and Constantinople had the four Archbishops, eventually the archbishop of Rome declares himself Pope, Europe was divided into tribes (major ones include the Franks, the Germans, the Britains), Ostrogoths controlled Italy, and Visigoths controlled Spain, Charlemagne comes into power as a Frank and greatly expands the territory, Charlemagne adopts the title of Roman Emperor, when he dies it was divided between three of his descendants into France, Burgundy, and Germany, but they were all belligerent and often fought wars against each other. Holy Roman Empire was established, dubbed such by the Pope, by Otto I, later Henry IV, Barbarossa tried to conquer Italy, but the Pope fought against it. Feudalism, crop rotation, Religion very strong in Medieval times. Byzantines- Justinian, didn’t like the Muslims, the Three Crusades/
Crisis and Rebirth: Europe in the Fourteenth and Fifteenth Centuries
Politics- Peasant’s Revolt (1381)- monarchy attempted to raise taxes, Hanseatic League (German commercial/military league), Hundred Years’ War- Joan of Arc, new monarchies; King Louis XI, Henry VII, Isabella of Castille, Expulsion of Jews from Spain (1492), Expulsion of the Muslims from Spain(1502), Economics- Industries suffered due to Black Death, Textiles, Metalworking. Religion- Roman Catholicism, Great Schism (1378-1417), Christianity. Society- Black Death, Large numbers of victims, Nuclear family, Nobility, Peasants, Women had few rights. Intellectual- Universities, Printing, Longbow, Humanism, Liberal studies. Art- Leonardo da Vinci, Michelangelo, Raphael. Near- Africa, Middle East, Russia.
Feudalism- Japanese lasted longer, both involved landowners having people work on land around a castle, a vow of loyalty from knights/samurai to the landowner, and from landowner to king/emperor. Both units were mounted and clad in iron, but while kinghts carried a sword and lance, samurai carried a sword and bow&arrow.
Globalization- Silk Road, Trans-Saharan, Indian Ocean, Islam, Christianity, Buddhism to China, Black Death, paper, printing, gunpowder,
The Inca had a very impressive road system that was allowed to be used by only certain people. Who are permitted to use the Incan road system?
A. the army
B. the navy
C. the air force
D. messengers
E. B&C
G. A&D
F. A, B, &C
H. None of the above
Which of these were not an early civilization in Africa?
A. Mali
B. Kush
C. Chur
D. Ghana
Which of these were not Chinese Dynasties during the Post Classical Era?
A. Tang
B. Qin
C. Sui
D. Song
The Holy Roman Empire was…
A. Holy
B. Roman
C. A&B
D. None of the above
What are Madrasas?
A. Churches.
B. Military establishments.
C. Caravans.
D. Schools.
E. None of the above.
Which is NOT a Pillar of Islam?
A. Prayer 3 time a day.
B. Hajj.
C. Giving alms to poor.
D. Ramadan.
E. All are Pillars.
Final Review Project Notes
1450-1750- Early modern period
Brett- Tokugawa, Ottomans, Mughals, China, Africa
Sean- France, England, Russia, Portugal, Spain
I. Britain -
a. Society-
i. Golden Age
1. Elizabethan Era
a. William Shakespeare
i. Lots of famous Literature
b. Peace throughout the country for the most part
ii. Witch Scares
1. Mass hunting for witches
2. Hundreds of thousands were executed
b. Politics-
i. War of the Roses
1. Restoration of the Monarchy under Henry Tudor (Henry VII)
a. Henry formed strong relationship with the church and with the noble class
ii. Tudor Dynasty
1. Henry VII proclaimed himself head of the church
2. Took back church lands in England for the crown
iii. Glorious Revolution
1. Limited the power of the monarch
2. Established a constitutional monarchy
3. No fighting took place
4. Established William and Mary on the throne
5. Bill of Rights
c. Economy-
i. Severely strained from the 100 years war
1. Little labor force left
2. Heavy cost of war near the end
ii. Trade with colonies and allies allowed it grow immensely
iii. Feudalism played a big role
1. Decentralized governmental power
2. Created serfs bound to a certain land usually for a large part of their lives
d. Wars-
i. 100 Years war
1. Severely strained the economy
2. Killed huge amounts of people
ii. War with Spain (80 years war)
1. Spain wanted to invade England and restore Catholicism
2. England defeated Spain with much small ships
3. War went on but Spain spent all their money on the Armada
iii. 30 years war
1. Started in Germany
2. Spread to all of Europe
3. Caused by religious difference in Holy Roman Empire
e. Religion-
i. Witch Scare
1. People accused each other of being witches
a. Hundreds of thousands killed
ii. Tudor
1. Lessened the Power of the Catholic Church
iii. Protestant Reformation
1. Protestant became the leading religion
f. Colonization-
i. North America
1. 13 colonies
2. American Revolution
ii. Asia
1. India
a. Companies took over the country
b. Used for tea
II. France
a. Society-
i. Had an upper middle and lower class with the upper class of nobles retaining all the power
ii. Very hierarchal do to feudalism
b. Politics-
i. Louis XIV
1. Increased size of Army
2. Strengthened government
ii.
c. Economy-
i. Very weak from 100 years world
ii. Grew much stronger under Louis XIV
iii. Feudalism
d. Wars-
i. French Wars of Religion
1. Calvinists and Huguenots: opposing sides
2. Pretty much a civil war that weakened the country
ii. Thirty Year’s War
1. Started in Holy Roman Empire
2. War between Catholics and Protestants
3. Spread to all of Europe
4. France emerged as the dominate nation in Europe
e. Religion-
i. Several Religions throughout nation that caused civil war
ii. Primarily Catholics and Protestants
f. Colonization-
i. Americas
1. Western part of North America, Canada, New Orleans
III. Russia
a. Society-
i. The upper class of nobles was pretty much crushed under the Tsars
ii. Large portion of the population was peasant farmers
iii. Very hierarchal do to feudalism
b. Politics-
i. Ivan IV the Terrible
1. Expanded territories of Russia
2. Crushed the nobility
ii. Peter the Great
1. Strengthen economy and central government
2. Traveled to the west in order to modernize Russia
3. Built St. Petersburg
4. Strengthened military, built navy
c. Economy-
i. Based primarily on feudalism and an agricultural society, not much industry of any sort
ii. Feudalism severely restricted the growth of Russia until the 20th century
d. Wars-
i. Great Northern War
1. Peter the Great went to war with Sweden to capture lands in the Baltic’s
2. Peter wanted a year-round ice free port to build a navy
3. The war forced Russia to create a well trained, large army that would be a formidable for in Europe
4. Sweden was considered to have one of the strongest armies in Europe at the start of the War
e. Religion-
i. Generally Orthodox Christianity
ii. Not any real big conflicts of religion
f. Colonization-
i. Not really any
IV. Portugal
a. Society-
i. There was an upper, middle and lower class that existed in Portugal
ii. All the classes were superceded by the Royalty
iii. Very hierarchal do to feudalism
b. Politics-
i. Henry the Navigator
1. Set Portugal on a path to discover and chart the Oceans of the world
ii. Made several great discoveries around the world and were the first to find the America’s and circumnavigate the globe
iii. Ruled by Spain from 1580-1640
c. Economy-
i. Got resources and trade markets from their colonies
ii. Traded with other European nations
iii. Feudalism
d. Wars-
i. Stayed out of most wars in Europe since they were so small
1. Conquered and made colonies out of other civilizations around the world
ii. Invaded and ruled by Spain under Phillip II, so it was used in all of the wars that Spain had during the early 17th century
e. Religion-
i. Had their own inquisition where the expelled the Jews or forcibly converted them to Catholicism
f. Colonization-
i. Americas
1. Found the Americas
2. Established colonies there
ii. Asia
1. Had colonies in Southeast Asia
V. Spain
a. Society-
i. Like Portugal, there was an upper, middle, and lower class that was left alone for the most part left alone
ii. The throne, absolute monarch, had the power of the country
iii. Very hierarchal do to feudalism
b. Politics-
i. Marriage of Ferdinand and Isabella
1. Merged the two strongest kingdoms of Spain
2. Expelled the Muslims and Jews from Spain
ii. Phillip II
1. Very Catholic
2. Went to war with England
iii.
c. Economy-
i. Colonies
1. Got a lot of there money and wealth from their colonies in the Americas
2. Spent most of it on the military, causing them to go poor again
a. The money was used to buy troops and weapons in order to keep their lands, but after each defeat it would continue to cost more and more to hold those lands
ii. feudalism
d. Wars-
i. Phillip II (80 years war)
1. Spanish Armada
2. Loss of the Netherlands
3. Established Britain as the strongest nation in Europe
ii. Had many war throughout Europe with several campaigns
1. Severely strained the economy to support all these campaigns
e. Religion-
i. Very Catholic under Phillip II
ii. Expelled Jews and Muslims from the country under Ferdinand and Isabella
f. Colonization-
i. Americas
1. Most of Latin America, Caribbean
a. Disease and guns killed off most of the natives
b. Destroyed vast empires
The Early Modern Period in Europe
I. The Renaissance Time Period
a. Long after the Black Death epidemic, the demand for goods and services began to increase. Therefore people move into cities, and a middle class of bankers, merchants and traders emerged due to this, and a new increase of global trade.
b. Humanism
i. Humanism was the change from focus on salvation and the afterlife to the old Classical ideas of human expansion, philosophy and the arts rather than the traditional Catholic ideas
c. Art forms of the Renissance
i. This new style of humanism brought along new art forms, which the Renaissance was famous for in which human things and ancient Greek and Roman ideals and mythology were depicted and writings of new political important were done
1. Michellangelo, Brunelleschi, Da Vinci, Donatello, Machiavelli, Shakespere
II. The Protestant Reformation
a. The Protestant Revolution in the 16th century was the change of religious Christian power being primarily in the Catholic Church to new forms of Christianity
b. Martin Luther
i. A German Monk who was first to stand against the Catholic Church, started the Lutheran Church
c. John Calvin
i. A French man who led another Protestant group, the Calvinists
III. The Scientific Revolution
a. Due to changes from the Renaissance and the Protestant Reformation, a new revolution in which Europeans began to examine the world with a new light called the Scientific Revolution occurred
b. Copernican Revolution
i. Galileo’s theory that the universe did revolve around the Earth but the sun
c. The Scientific Method
d. Isaac Newton
e. Francis Bacon
f. Deism
i. God is a watchmaker, he winds the watch and the rest is left to internal laws
IV. The Enlightenment
a. The Enlightenment was a time period in which thinkers started to change ideas about monarchy, and that Kings had power from God
b. Famous Enlightenment thinkers
i. Thomas Hobbes
ii. John Locke
iii. Jean-Jacque Rousseau
c. this helped to influence many later revolutions such as the French and the Haitian Revolutions
V. European Exploration
a. Spain and Portugala at this time were major leaders in the race for exploration
i. Treaty of Tordesillas
1. the line that broke up the areas of the Americas between the Portuguese and the Spanish
b. Cortes
i. Cortes landed in Mexico in 1519 with only 600 men and found himself in the Aztec Empire. Cortes found himself impressed with the amount of Gold he found he utterly destroyed the Aztecs
c. Francisco Pizarro
i. Did basically the same thing with the Incans
d. The African slave trade
Due to turmoil in Africa with internal conflicts, it was easy for Europeans to go and buy slaves to help fuel their new empire.
Late Modern Era Review: 1750-1914
Industry and Imperialism:
1. Introduction
o Agricultural Revolution precedes the I.R.
o Enclosure movement fencing off land segments, driving peasants to cities and colonies for work
2. European Imperialism in India, & Africa & Ottoman Empire
o India
▪ European traders long sought India’s luxuries such as tea, salt, jute, etc
▪ Mughals had grown weak, Hindus fought with Muslims, creating an opening for external powers
▪ Britain moves in and places a joint-stock company, the British East India Company, with exclusive trade rights. They conquered over the next century most of India with corporate soldiers, not British troops!
o India Under British Domination
▪ Britain viewed India as a source or raw materials, market for British goods, and an area for investment
• At some point they realized they will leave India and it will be a self governing, independent state
o There was no timetable for this
• How should they prepare them for self rule
o Indians brought into civil administration, but how much, schools would be provided but what kind of education, western or traditional Indian?
o They would attempt “civilization” but how much traditional culture would be destroyed?
▪ Indians view of the British
• Sharp disagreements on both sides; some saw British as a blessing bringing Western science, constitutional government, and economic development
• Others saw uneven, one-sided economic practices and a “little brother” mentality
▪ Early attempts at resistance were localized and doomed, better equipped and trained “Company Men” from Britain slowly defeated all remnants of Mughal’s and most of nawabs (princes).
• Tippu Sultan, the "Tiger of Mysore was the most famous attempt at stopping the British
▪ The Raj
• British reign over India aimed to introduce administrative, social reform, and hold support of Indian allies by respecting Indian social and religious customs; it brought benefits to elite Indians but oppressed the rest
• These contradictory goals led to many inconsistencies in British policies toward India
• Sepoy Rebellion of 1857- it was suppressed, but it gave the British a severe shock.
o After this Britain installed government administered from London: the Indian Civil Service, now controlled the Indian masses. Racist attitudes prevented Indians from the higher levels
▪ Rising Indian nationalism, 1828-1900
o Failure of rebellion prompted some Indians to argue the only way for Indians to regain control was to promote a Pan-Indian nationalism. Indian intellectuals tended toward Western secular values and western nationalism as a way of developing this.
o Rammouhan Roy, father of Indian Independence movement, tried to bring together Western values and traditional ways
▪ First Indian National Congress in 1885, promotes unity and argued for greater inclusion of Indians in Civil Service, but had little support from masses.
o Britain’s Eastern Empire
▪ Colonial rivalries and trading networks
• British defeat of French in the Napoleonic Wars allowed Britain to expand control. South Africa was valuable as a supply station on the route to India. Earlier Dutch settlers (Boers) to the area forced out into native African lands… conflict between these two colonists will lead to later war!
▪ Imperial policies and Shipping
• Historians usually depict Britain as a reluctant empire builder, more interested in trade than in acquiring territory intended, as opposed to the previous mercantilist trade policy.
• Another impetus for commercial expansion was the technological revolution in ship construction making larger, faster vessels, lowering shipping costs and thus stimulated maritime trade
• End of slavery created a demand for cheap labor in British colonies
o Filled by Indians, free Africans, Chinese, and Japanese
▪ Big Picture
• Europe growing in dominance of the world’s commerce, with the balance of power shifting in the Europeans favor
• Many Asians/Africans were using European methods to transform their own societies
o Africa
▪ Changes and Exchanges in Africa
• Shaka used strict military and close combat to build Zulu Kingdom. Neighboring Africans created their own states to protect themselves against Zulus. Shaka succeeded in creating a new national identity and a new kingdom.
• West African movements to purify Islam led to construction of new states, and became centers of Islamic learning and reform.
▪ Modernization and expansion in Egypt and Ethiopia
• Muhammad Ali created a series of reforms to build up Egypt’s military and crop exportation.
o Emphasized westernizing Egypt, funded by borrowing money from Britain and France
▪ Led them to occupy Egypt when the cotton market collapsed.
▪ Abolition and legitimate trade in coastal Africa
• Slave revolts lead Britain and United States to prohibit citizens from participating in slave trade; the successful new export was palm oil. Palm oil altered social structure.
o Ottoman Empire
▪ Early Struggles for reform, 1793-1807
• Introduced reforms to strengthen the military and central government, tension sparked a Janissary revolt in Serbia, went on to make Serbia independent
• Reform faced widespread rejection
o Tanzimat (restructuring)
o Greeks gain independence, seen as triumph of European civilization.
o Mahmud created series of reforms – first to do so.
▪ First Middle Eastern attempt to experiment with a progressive constitution
• Equality of rights & citizenship, educational reform stimulated growth of wealth and influence, brought unexpected cultural and social effects.
▪ The Crimean War, 1853-1856
• Russia’s southward expansion at expense of Ottoman Empire led to Crimean War. An alliance of Britain, France and Ottoman Empire defeated Russia and thus blocked Russian expansion
o Brought significant changes. Russian government was further discredited.
▪ France carried out extensive propaganda campaigns
• Technological advances in the military, marks transition from traditional to modern warfare.
• The Crimean War was fought for political, strategic, and even symbolic reasons.
▪ European patronage and economic decline
• Problems associated with reforms, dependence on foreign loans, a trade deficit, and inflation.
▪ Nationalism begins to override Ottoman Empire concepts of Pan-Islamism or Pan-Turkism.
• by 1913 all of its European territories are lost (nationalism in those areas will spark WWI)
▪ Decline of Ottoman power and wealth inspired a group of educated urban men known as the Young Turks to work for constitutionalism, liberal reform, and creation of a Turkish national state.
o China
▪ The Qing Empire and Foreign Coercion
• Qing conquered China in the 1600’s, restoring peace, stability, and doubling population resulting in population pressure
• Minority driven off their land, and many people regarded government as being weak, manifesting in internal rebellions
▪ The Opium War, 1839-1842
• Believing Europeans to be relatively unimportant, the government realized the harm done by opium trade, and banned the use and import of opium, leading to the Opium War.
• Better-armed British naval and ground forces defeated the Qing and forced them to sign the Treaty of Nanking.
▪ Treaty of Nanking
• Had far-reaching consequences for link between China, British, and other Western countries.
o British residents were granted extra-territoriality, westerners could not be tried within Chinese judicial system for crimes committed on Chinese territory
o British opened Chinese “treaty ports”, and received “most favored nation” status
o Hong Kong became a British colony until 1997
• Opening of contract ports along Chinese coast from Canton to Shanghai meant the establishment of isolated but yet influential spots of Western culture, science, technology and ideology
▪ The Taiping Rebellion
• Causes include poor farmland, endemic poverty, economic distress and ethnic divisions
• Founder Hong Xiuquan declared to be younger brother of Jesus, wanted “Heavenly Kingdom of Great Peace” or “Taiping”
o Taiping forces defeated imperial troops, Qing finally defeats Taiping with European help
• One of the world’s bloodiest civil wars and greatest armed conflict before the twentieth century with 20 to 30 million deaths
▪ Qing Decentralization
• War expenses, indemnities to Western governments made it impossible for Qing to get out of debt
• Britain and France became active participants in recovery period, working to restore agriculture, reform military, and industrialize armaments manufacture
o Unable to prevent the Qing Empire disintegration into a set of large power zones
• China resisted Western influence and became weaker; Japan did not. The difference can be explained by Chinese and Japanese elites and their attitudes toward foreign cultures.
• Dowager Ci Xi and other officials opposed railways to other technologies, slowing down foreign intrusion, but denied themselves the best means of defense against foreign pressure. This typified Chinese attitude
o Dowager ruled China as hers and cared little about European influence, but was not completely blamable: many in China thought European imperialism was not threatening
▪ Boxer Rebellion
• Starving peasants (Society of Harmonious Fists!) wanted to purge China of all foreigners
o Rebellion put down as soon as more European troops landed in China
▪ After this rebellion, Russia & Japan take actual possession of parts of China as Japan strengthens
o Japan
• Meiji oligarchs willing to change institutions and society in order to transform Japan into a world-class industrial and military power.
o Aritomo architect of independence & imperialism, had long history of adopting ideas from China, Korea, and West.
• Government encouraged industrialization, funding development with tax revenue. Japan’s “sphere of influence” defined to include Korea and Manchuria, sparking Japanese competition with Russia for influence Manchuria. Japan defeated Russia in 1905 and annexed Korea in 1910.
▪ From Shogunate to Empire
• Emperor ruled Japan in theory, but in fact shoguns supervised local lords, who were permitted to control their lands and population with very little interference
o Re-strengthening program shattered by Americans who forced Japan to trade, creating tensions between Shogunate and provincial leaders
• Isolationism of the Tokugawa Shogunate realized to be a fatal flaw
• Japan’s response to West:
o Not as sought after as China & India, in fact very different : it was ORGANIZED!
o Begins with revolt against Shogun, then replaced by Enlightened Emperor – known as the Meiji Restoration: West and Samurai Out… but Westernization and West Army In!
• Meiji Restoration
o Leaders justified policies with ideology revolving around emperor, nationalism, and fear of foreign threats. The oligarchs were talented men who were able to centralize government, introduce a new educational system, build a new conscript army, and establish heavy industry, without incurring extensive foreign debt
o Heavy focus on railroad and steamship production
• 1905: Japan begins to experience their OWN Industrial Revolution
o Ottoman and Qing Empires tried to meet costs of reform by debasing their currencies, which led to inflation.
▪ Japan learned how to pay for reforms through deficit financing , but was also less exposed to Western military and economic pressure
o Asia
▪ Southeast Asia valuable to Europeans– favorable geography
• Locals received benefits from Europeans, such as peace & food, and the population increases
▪ Philippines
• Controlled by Spanish until US took over from Spanish American War
• US decided its global interests outweighed Filipino interests
• Emilio Aguinaldo
o Aguinaldo saw chance for Filipino independence; U.S. hoped he would lend his troops to its effort against Spain. He returned to Manila on May 19, 1898 and declared Philippine independence on June 12, but area actually gains independence 40 years later
o Italy
▪ united under ancient Rome, divided in creative and competitive city states in Middle Ages, reorganized under Congress of Vienna, and finally unified in 1850
▪ Early advocates of nationalism usually believed progress for one people would contribute to progress of humanity. They believed a Europe of independent nation-states would provide proper framework for securing freedom, democracy, social justice, and international peace. This optimistic faith guided Giuseppe Mazzini (1805- 1872), leading prophet of Italian nationalism and unification. Banished from Italy in 1830, he founded a secret society called Young Italy to fight for Italian unification and a democratic republic. Mazzini's group inspired numerous local insurrections and led Italy's radicals in unsuccessful revolutions of 1848. Unsuccessful in approach but inspired others to complete his cause.
▪ Cavour
• Victor Emmanuel II, who became king of Sardinia in 1849, named Cavour his prime minister in 1852. Cavour wanted Italy united under Sardinia's leadership. Thus, he executed diplomatic moves to achieve Italian unity. Since Austria presented the greatest obstacle, Cavour searched for allies against them, shrewdly securing from Napoleon III of France a pledge of military assistance if Austria attacked Sardinia. Thus, Cavour maneuvered Austria into declaring war. In a short conflict, Austria was defeated. As a result, Austria ceded Lombardy to Sardinia, and unification of Italy begins. Furthermore, Cavour annexed the northern duchies. He has been called "brain" of Italian unification.
▪ Garibaldi
• Inspiring and romantic military leader –pushed forward republican nationalism in Southern Italy, and is known as "sword" of Italian unification. Garbaldi’s nationalism succeeded but not goal – Sardinian king creates conservative constitutional monarchy
o Germany
▪ Successful German unification began when Bismarck took office. Appointed Chancellor of Prussia in 1862, he belonged to dominant, landowning aristocracy, the Junkers. A reactionary who despised democracy, he planned to unify Germany not by speeches, but by "blood and iron," meaning. Wilhelm I, king of Prussia fully supported Bismarck, and together built a strong army and achieved impressive military victories. Bismarck used Realpolitik policy, or realistic politics based on doing whatever was needed by any means. By 1871, most Germans were under a single government, and for the next decades, new German Empire would be strongest nation on continent.
▪ Germany begins to add land. First, it annexes lands to north. Secondly, it declares two wars on smaller Denmark and Austria. Lastly, Bismarck tricks France into Franco Prussian War. France losses and Germany declares Second Reich with Wilhelm being declared kaiser, or emperor
▪ Bismarck saw Socialists as threat to German empire – undermining worker’s loyalties, but realized this made workers resent government, and thus tried to make workers have nationalism with insurance plans and retirement benefits
o Africa
▪ 90% of the country gobbled up in massive European land grab, as explorations by “Livingstone”and Stanley inspire conquest of inner Africa
▪ Berlin Conference- creates rules for “effective occupation” of conquered lands, ensuring the division of Africa would take place without war (notable exception is Suez Canal)
o Aswan dam- British want to control Suez Canal – seen as their “Lifeline to India”and turns Egypt into a protectorate
• Henry Stanley- helped popularize glamour and danger associated with Africa with his tales
• Racism – Europeans tried to justify the “superiority” of European culture & customs through social Darwinism
▪ Literature- designed to inspire men for adventure and glory, behavior deemed right due to natives lack of technology and military weakness, an example being the Jungle Book
▪ Imperialism- European countries conquered Africa and claimed it as their own, with varying defress of control
• Colonies: Leading nations Britain & France.
o French had more direct control, while British relied on more indirect control
o Protectorate: local rulers left in place but expected to follow European advice
• In all circumstance these imperial powers had 2 goals: to avoid rebellion and gain profit
o By 1900 only 2 countries were free, using military strength and taxes to keep colonies
▪ South Africa
• Inhabited by many tribes – Zulu being the largest
o Dutch settlers 1st Europeans to settle – called themselves Boers (spoke Afrikaner)
o South Africa differs from rest of Africa – incredible sums of wealth
▪ Gold and Diamonds
o British move in to try and capitalize (just like everywhere else!)
o Cecil Rhodes most influential in pushing into Boer lands
o War results (Boer War – South African war) – British win.
o Many wish to unite Europeans and implement civil rights restrictions of the majority (will lead to Apartheid 40 years later)
o Boers ultimately regain control due British pulling out due to costs
▪ Zulu Kingdoms
• Cecil Rhodes- Obsessed with power and personal aggrandizement, he believed passionately in his ideas but cared little for rights of blacks in Africa
▪ Increased technology
• Battle of Omdurman shows growing rift technological firepower gap
• The Maxim Gun (automatic machine gun, over 600 rounds a minute) is the most powerful weapon of the day, forever changing military tactics (hint of WW1)
▪ Ethiopia
• One of two countries to retain their independence due to its acquisition and implementation of European weapons & training, it becomes focus of future attempts at imperialism
• Emperor of Ethiopia, Menelik II, used profits from ivory sales to buy modern weapons and hired European advisers to teach his soldiers, consolidating and conquering neighbors
• A New African Elite sees emergence of a western-educated African elite, or upper class
o Some will adopt western ways and reject their own culture, and others value their traditions and condemn western society that upheld liberty and equality for whites only
• Both groups begin forging concepts of modern African nationalism
3. Europe
o Population increases, with introduction of vaccine, and doubles between 1750-1850.
• Effects: people live longer / healthier, happier(more babies( more variety( loss of jobs( people move to cities( end of feudal land practices( people become “bigger”
• New crops introduced to Europe, such as corn, turnip, and potato, creating a food surplus
▪ Cities
• More people move to factories, and a greater distribution of wealth seen
• Growth results in lack of proper sanitation
▪ Environment
• Europe continued land abuse, US wiped clean for first time, Industrialization relieved some environmental pressure on Europe
o Societal Changes: disparity of haves and have nots increase and tension ensues
▪ New Forms of Thought include Marxism and Laissez-faire (Adam Smith) where government refrains from interfering with business
• Critics argued state should manage economy and address social problems, lead by Robert Owen.
o Experimented at his own mill and encouraged Parliament to pass child labor laws & inspect working conditions
4. New Imperialism
o Motives include Cultural, Political, Economic, Methods, Technology, Colonialism, Religious, Nationalism
5. Seven Years War
o 1756–1763 pitted Great Britain and Prussia against France, Austria, Russia, Sweden, and Saxony. Spain and Portugal were later drawn in, while a force from the Netherlands were attacked in India. The North American phase of this conflict is as the French and Indian War. By its end, Britain had conquered Canada. American colonists no longer needed protection from Britain, and attempts by Parliament to tax colonists to help pay for war sparked American Revolution. France and Spain embarked upon major naval buildups. Stronger Bourbon navies made American victory in Revolutionary War possible. French debts from these wars helped cause French Revolution. The army’s humiliation led to reforms and innovations later used successfully by Napoleon. Prussia survived the war and retained Silesia, confirming its place as an important European power. After the Napoleonic Wars, Prussia increased its power relative to Austria, and in 1870 united Germany. Russia showed itself to be a major power. It gained greater influence in Poland, and would eventually lead to its partition. By its lack of participation, the Netherlands showed itself in decline. Smaller states like The Netherlands and Saxony were increasingly vulnerable. Despite its glorious past, Spain showed it was a weak client state of France with minimal military power. Britain confirmed itself as a world power and a formidable force, and became the dominant European power in India. Some non-"Eurocentric" historians believe British control of India made the Industrial Revolution possible.
6. American Revolution
o 1763 American colonists resist British attempts to impose new taxes, trade controls, restrict free westward movement. Younger men seeking new opportunities turned against the British, with Revolution in 1775. British strategic mistakes and French assistance helped Americans to win independence. In 1789 they created a new constitutional structure based upon Enlightenment principles. The revolution, by extending male voting rights, created one of the world's most radical societies. Social change was more limited: slavery continued.
7. French Revolution
o Initial reforms provoked aristocratic and church resistance, causing civil war. Economic chaos added to disorder. Foreign regimes opposed new government. The pressures led to a takeover by radical groups. The monarchy was abolished and the king executed; internal enemies were purged during the Reign of Terror. The new rulers wished to extend reforms, calling for universal male suffrage and broad social reform. The metric system was introduced and all citizens became subject to military service. The invaders of France were driven out and revolutionary fervor spread to other European nations. The radical leadership of the revolution fell in 1795 followed by a moderate government. The final phase appeared when a leading general, Napoleon Bonaparte, converted the republic into an authoritarian empire. Napoleon confirmed many of the revolution's accomplishments, including religious liberty and equality under the law (but not for women). Napoleon concentrated on foreign expansion; France by 1812 dominated most of Western Europe except for Britain. Popular resistance in Portugal and Spain, a disastrous invasion of Russia, and British intervention crushed Napoleon's empire by 1815. The ideals of the revolution - equality under the law, the attack on privileged institutions, popular nationalism - survived the defeat.
8. Latin America Revolution
o Haitian Revolution
▪ Born of gross inequities and the cruelty characteristic of the French colonial rule it drew its inspiration from the revolutions of the United States and France.
▪ Haiti's course, however, more closely followed the pattern of the French, where revolution unleashed volatile social forces, resulting in a bloodbath and tyranny. But unlike the French, who had a sufficiently developed civic culture to regain their political balance and rebuild a national consensus, Haitians lacked any recent experience in self-rule and, therefore, were unable to forge a civic consensus.
▪ In fact, the vast majority of the populace had only recently escaped the bondage of slavery. Legally, this was achieved by declarations emanating from revolutionary France. In practical terms, Haiti's own revolution confirmed these gains. The legacy of the Haitian revolution, however, was mass illiteracy and a racial caste system.
▪ Even the total overthrow of white rule could not wipe away an obsession with color in Haitian society.
▪ Tension between the white and mulatto populations, accompanied by the loss of political rights among the latter, arose in the middle of the eighteenth century.
▪ By the 1790s, the influence of the French Revolution fundamentally destabilized colonial Haiti. Notions of freedom and equality were at odds with Haiti's social structure
▪ Amid the bloody chaos in Haiti, British and Spanish troops intervened in hopes of snatching the rich prize of St. Domingue from France. Here emerged the remarkable General Toussaint Louverture, a former Haitian slave, who earned a considerable military reputation battling the invaders and, in 1801, actually gained temporary control of the entire island of Hispaniola. His army, which consisted predominantly of former slaves and at its peak surpassed 20,000 soldiers, astonished foreign observers with its performance in battle.
▪ Toussaint possessed the diplomatic ability to exploit the ambitions of the rival European powers by playing one against another. Subsequently, as Haiti divided racially against itself, Toussaint assumed the mantle of leadership of the black revolution
▪ Napoleon sent an army of 17,000 to restore French authority in Haiti
▪ Forced to seek a diplomatic solution, Toussaint was tricked into a meeting where he was seized for deportation to France
▪ Ultimately, the French failed despite the dispatch of over 50,000 troops to Haiti. This defeat weakened the French influence in the New World and left them cash-strapped.
• Napoleon elected to sell the Louisiana Territory to the United States
▪ 1804, the Haitian Republic proclaimed its independence. Those who led the state were predominantly mulattos who had been free before the revolution and believed in the perpetuation of a plantation economy. The laborers, in turn, were blacks who gained freedom through the revolution. Lacking visionary leadership, education, and organization, they could not effectively turn their numerical superiority to political advantage.
▪ Consequently, Haiti's independence scarcely signified an end to wanton exploitation of agricultural laborers.
▪ Haitian political life remained in perpetual, bloody turmoil. Between 1843 and 1915, Haiti had twenty-two heads of state, of whom fourteen were deposed and only one served a complete term of office
▪ Roots of Revolution:
• General Causes
o Colonial residents frustrated by power of colonial officials – taxes & imperial monopolies
o Inspired by Enlightenment & Am & French revolutions
o Napoleon’s invasion of Spain leads to overthrow of colonial officials – beginnings of revolution
o Spanish South America
▪ Creole led revolutionary junta declares independence in Venezuela, interested in pursuing their own interests
• Simon Bolivar emerges as leader
o Uses strong personality to attract allies to his cause and to command loyalty to his troops
• Bolivar defeats Spanish and tries to create a confederation of former Spanish colonies, but fails as colonies begin to rule themselves as independent nations
▪ Mexican – independence
• Mexico was Spain’s richest and most populous colony, after Napoleon I invaded Spain and put his brother on Spanish throne, Mexican conservatives and land-owners supporting Spain's Bourbon royal family objected to Napoleonic policies. Thus, an unlikely alliance formed in Mexico: Liberals favoring democracy, and Conservatives favoring Bourbon monarch. These elements agreed only that Mexico must achieve independence
• 1810: priest Miguel Hidalgo urges people to rise up against Spanish, and is captured and executed
• Army general Iturbide declares Mexican independence, unifies both sides, and declares himself emperor officially as a temporary measure
• 1823: Mexican army lead by Santa Ana overthrows and creates a republic; war had lasted 11 years
• Creole Conservatism- Santa Ana rules as dictator and expels attempted French invasion
• Border conflicts regarding Texas result in Mexican / American War; Mexico loses Texas, New Mexico, Arizona, Nevada, Utah, Colorado, California
• Santa Ana then sells more land to US to enrich himself
o Brazil
▪ Portuguese king rules from Brazil – problems at home force him to return, leaving his son as regent, declares Brazil’s independence and himself as king
▪ Liberal (enlightened) policies – such as opposition to slavery alienates him from the elite.
▪ Personalist Leaders
• Military leaders were able to use their reputations as foundations of political power.
• Leads to rise of populist leaders who articulated desire of excluded poor while undermining constitutional order and movement towards dictatorship
• Would identify with commoners but in practice promoted interests of powerful property owners
▪ Threat of Regionalism: In Spanish South America attempts to create large multi-state federations failed, and also threatens the US – Civil War
o Foreign Intervention: British tries to attack and take back the US in 1812, and France invades Mexico in 1862 ousting Juarez and puts in place Maxmillian Habsburg
▪ Development & Underdevelopment
• European and US corporations developed mining in Latin Amercica but the costs of lead to increased dependency on foreign capital, creating a lack of development, Weak governments, and political instability
o Differing from rest of world
▪ Countries had previously fought and won their independence, attractive to colonial powers due to resources
▪ US and others implement Free Trade Imperialism, a policy by local caudillos wanting modernization
o Spanish American War
• US wanted to protect economic interests and spread influence in L.A, and gains Philippines , as well as provoking a Panamanian revolt in order to gain rights to build a canal actually built under US President Theodore Roosevelt
9. Industrial Revolution
o Begins in Britain 1740-1860
o Abundant resources such as coal and technology + Britain had right economic, political, and social conditions
▪ Three causes: population, Agricultural Revolution, and Trade
o Began in cotton textile industry
o Economic growth, population growth, innovative ideas, strong mining interests, large merchant marine, good water transportation, relatively fluid social structure
o Innovative ideas spur industrialization, including Mass Production, Mechanization, the Iron Industry, the Steam Engine, and the Textile Industry
o Results of I.R. (Europe)
▪ New art forms like Realism, Romanticism, and Impressionism
▪ Increased conflict & differences between social classes, the size of families & quality/quantity of time, Education systems, several wars, and changing relationships among nations
• Work in factories and need to make a living force urbanization and factories
• Factory work, with long hours and poor conditions, proved harsher than farm work.
• Effect is most work in repetitive, boring, low paying and poor working condition jobs with little job satisfaction, with little control over their work and accidents were common.
• In order to make ends meet wives and soon children go into workforce, causing a breakdown of the traditional family
o Many factories preferred women and children who received lower wages, less likely to protest, and accepted orders more readily
o Global changes
▪ 1850’s sees Western Europe and US control world power over China & Ottomans
• These nations will demand more resources and thus turn to other places to find them
▪ ESSAY QUESTIONS
▪ “Could we vs. Should we…”
• Just because they were able to harness the power of children in their factories and exploit them for profit, should they have?
• Do we still see this today in regards to “sweatshop labor” in other countries in order for Nike or Kathie Lee to make a profit?
• What about the “Technological Should We” from Hollywood?
o Science and Technology: The Ultimate Solutions
▪ Science and Technology can solve all problems
▪ Faith in human progress appeared endless and automatic
▪ The scientific model permeated popular thought
▪ Still live with this perspective to a degree… can science solve all our problems?
o Socialism/Marxism
▪ Socialism- ideology questioned sanctity of private property and argued for workers against employers
▪ Marxism the most important strand of European socialism- Marx explained the contrast between worker poverty s and employer wealth by arguing capitalism allowed bourgeoisie to extract “surplus value” of workers labor.
▪ Abolition of Private Property and the Disappearance of the State and Government
o Nationalism
▪ Idea of redrawing state boundaries to accommodate cultural differences leading to forging of larger states, but threatened to break large multiethnic empires like Austria-Hungary
▪ After 1848, conservative political leaders learned how to preserve status quo by using public education, universal military service, and colonial conquests to build a sense of national identity focusing on loyalty to state.
▪ Nationalism after 1871
• Competition pursued in almost all areas of activity
▪ Each nation refused to recognize any interests other than its own, and politicians tried to manipulate public opinion
▪ Each nation was determined to prove its inherent historic superiority
o International application of Social Darwinism and nationalism used to justify one countries imposition on others
10. Periodization
o From Early Modern:
▪ Rise in Nationalism
▪ Rise in Imperialism
▪ Revolutions
11. Analytical questions
______1. The American independence movements of the early nineteenth centuries shared A. Limitation of civil rights to minorities B. reliance on Christian teachings to define revolutionary demands C. Industrial economies enabling freedom from European economic control D. Desires of most revolutionary leaders to create a politically united hemisphere
______2. Which of the following factors did contribute to significant population growth between 1700-1800? A. decline of epidemic diseases B. introduction of American crops C. Expansion of land under cultivation D. decline in infant mortality rates E. all of the above
______3. Darwin’s theories were interpreted by Social Darwinists to indicate A. select humans would dominate those less fit B. European countries were more nationalistic C. non-white groups were better adapted to tropical climates D. imperialism went against the theory of natural selection E. education would lead to equality
______4. Which of the following was NOT a cause of the American Revolution? A. restriction on free movement into frontier areas B. British attempt to tax colonists C. the Enlightenment D. Failure of colonies to develop a parliamentary experience
______5. The attitudes of the peoples of a nation who strive for both political/societal identity and to uphold some form of sovereignty is best defined as which of the following? A. Romanticism B. Mercantilism C. Nationalism D. Socialism E. Communism
Timeline
|1750: Chinese |1763: Britain becomes|1763-1783: American|1789-1815: French |1798-1815: Napoleon |1815-1848: Liberal|1829: Practice of |
|takes over Tibet |dominant power in |Revolution |Revolution |Bonaparte |Nationalism |suttee made illegal |
| |India from Treaty of | | | | |in India |
| |Paris | | | | | |
|1839-42: Opium |1848: Communist |1848-1917: |1850-64: Taiping |1852-1864: Italy |1854-1856: Crimean|1857-58: Indian |
|War in China |Manifesto |Socialism rises |rebellion in China; |Unifies |War |Mutiny shakes British|
| | | |Nanking falls, 1853 | | |rule in India; East |
| | | | | | |India Company |
| | | | | | |abolished in 1858 |
|1862-1871: |1866: First |1868-1912: Meiji |1869: Suez Canal |1875-1905: Second |1880-1914: New |1885: Foundation of |
|Germany unifies |Industrial Revolution|period in Japan |completed |Industrial |Imperialism |Indian National |
| |in full swing | | |Revolution | |Congress |
|1894-1895: War |1900: Boxer rebellion|1902: Ibn Saud |1905: Japan presses |1908: Death of | |
|between Japan and|in China |captures Riyadh, |Korea to sign a |Chinese empress | |
|China; Japanese | |beginning the |treaty whereby Japan|dowager Cixi and of | |
|win, occupy Korea| |creation of Saudi |“protects” Korea |the Guangxu emperor | |
| | |Arabia | | | |
1914-present Modern era
Results of WWI
A. political results-
1. Middle East- Arabs revolted against Ottomans, Britain and France ended up controlling Middle East
2. Balfour Declaration- Jews moved to Palestine
3. Bolshevik Revolutions
4. Collapse of FOUR major powerful empires-
a. Ottoman
b. German Empire
c. Russians
d. Austro-Hungarians
B. social results-
1. Total war- conscription
2. Led to German loss of pride and Great Depression, led in turn to increased Anti-Semitism
3. Women got new power and rights
Britain- 1918
Germany & Austria- 1919
US- 1920’s
Economic power for women
Propaganda- a. convince your people that your country is in the right and your enemies are to blame for the war
Britain- DORA act- Defense of Realm Act- dissent against war is treason- also established full-censorship
C. Technology-
1. Artillery
2. Weapons
3. Tanks/trucks/aircraft
War ended Nov. 11, 1918
1919 Paris Peace conference- one treaty for each of the losing countries
Germany, Austria, Hungary, Bulgaria, Turkey/Ottomans
Versailles- 100000 man army, no air force, navy limited with no submarines, reparations, article 231 “guilt clause”
March 21, 2005
Propaganda
Italian Magazine- jump on the bandwagon and join the army
Encouragement from Mussolini
WWI
March 23, 2005
Chinese revolutions
1911- military dictatorship by Yuan
1928- Nanjing Republic
1930s- 1. Great depression- exports of silk, porcelain, tea
2. culture clash- filial piety, foot binding, arranged marriages
3. civil war
4. growing Japanese threat
Japan-
1. industrial revolution
2. meiji restoration
3. constitution 1890
________________________________________________________________________
Society- total war and industry
Gender- women got more work and power
Nationalism
Women’s right jumping up and down through the twenties and thirties
International relationships- dominated by the west with the exception of Japan
Settler colonies- Australia, US, Cuba, Caribbean
Non-violent/aggressive- India and Algeria
Peaceful/easy passive- Canada, Australia, Singapore, Hong Kong
Some difficulty/aggression- Algeria. Palestine, Mideast, Iraq
Aggressive- US, Vietnam, Haiti, Korea
• Cold War in Europe
o FCDA
▪ founded in response to a growing threat from Russia
▪ given a small budget to build shelters
▪ When rumors of Soviet arsenal was nearing equality emerged with the U.S. spending increased
▪ After Cuban Missile Crisis, a three-month program to improve civil defense ensued.
▪ After Kennedy, the FCDA considered wasteful.
• Under Kennedy, the name changed to Office of Civil and Defense Mobilization.
o The Rosenburgs
▪ two suspected Soviet spies, however, it was never proven
▪ topic is still debated today
▪ Thought to have sold nuclear secrets to the Soviet Union
▪ executed on June 19
o KGB
▪ a security agency in the Soviet government
o Also called the Committee for State security
o involved in
▪ intelligence in other nations
▪ counterintelligence and secret police
▪ military corps and the Border Guards
▪ suppression of internal resistance
▪ electronic espionage
• When Gorbachev rose to power, made them known to media, decreasing secret police activity, but increasing espionage
o Bay of Pigs
▪ involved the U.S. training of Cuban exiles to have soldiers prepared to invade Cuba and overthrow Castro, who had allied himself with the Soviets
▪ Started under Eisenhower, the green light was actually given by Kennedy
▪ The invasion was a terrible failure, and it caused internal turmoil within the U.S.
o caused Soviet Russia to send missiles to Cuba later on
o July of 1962
▪ Raul Castro, the brother of Fidel made a trip to Moscow
o Shortly afterwards, the Soviet Union began to send weapons and military personnel to Cuba
o On September 4th, a secret message was transferred between the Soviet leader and the President of the United States
o Stated Soviet Union would not attack before the upcoming November elections in America
• Cold War in Asia
• Chinese Civil War
– 1911: Chinese Republic formed
– 1921: Chinese Communist Party (CCP) founded
– 1920: Nationalist Party led by Sun Yat-sen organized
– 1923: Nationalist Party and CCP form alliance against warlords and imperialist powers
– 1925: Chiang Kai-shek becomes head of NP
– 1928: Nanjing Republic formed
– 1934: CCP (PLA) go on a ‘long march’ to Yan’an
• It takes a year, and goes 2000 miles
– 1931: Japan invades China
• NP and Communists agree to fight Japanese
– 1945: WWII ends
• PLA grows to over a million.
– 1946: Civil War between Nationalists and CCP resumes
• Peasants flock to CCP when promised land.
– 1948: PLA seizes Beijing
• Nationalist Party flees to Taiwan.
– 1949: CCP has total control over China
• CCP seeks to regain control of Tibet and Manchuria.
• June 1950: open conflict between Communist North supported by China and Russia against Democratic South supported by United States and U.N.
• November 1950: Chinese forces enter the War.
– U.S. opposed Chinese influences in Korea, Indochina and Taiwan
– The Korean War was a stalemate with forces moving north and south constantly
– 1953: An armistice is negotiated in city of Panmunjan stating that the Chinese/North Koreans return back to the 38th parallel
• First Indochina War
• Origin was after the defeat of Japanese, French tried to return to Indochina to reinstate their colonial power
• People of the North led by Ho Chi Minh wanted to establish an independent communist nation
• Vietminh took refuge in the mountains
• French occupied the cities and densely populated lowlands
• For 3 years, the Vietminh increased in effectiveness.
• China began to intervene in the conflict to promote their own national security
• provided military assistance to the Vietminh
• Americans supported French government to prepare for an eventual transition to non-Communist government in Vietman, Laos, and Cambodia.
• 1954: Geneva convention
• French agreed to a peace settlement with the Vietminh
• Vietnam then divided into Communist north (Democratic Republic of Vietnam) and Democratic south (Republic of Vietnam)
• United Sates signed a mutual security treaty with the Republic of China guaranteeing U.S. military support in case of an invasion of Taiwan.
• Second Indochina/ Vietnam War
• was the first televised war
• 1960: Chinese radicalism intensified with renewed war in Indochina.
• Eisenhower unwilling to introduce U.S. military forces to continue conflict without full support of British and French
• US provided aid to the South Vietnam government, led by Ngo Dinh Diem
• 1963: Vietnam under collapse and Viet Cong expanded their influence throughout the country.
• In the fall, with approval of the Kennedy administration, senior officers overthrew the Diem regime, but that only made things worse.
• 1965: the Viet Cong were ready to seize the country
• President Lyndon Johnson decided to send troops to South Vietnam to prevent a total defeat for the anticommunist gov. in Saigon.
• China wanted to support Viet Cong, but didn’t want the new bloodshed to start a war between U.S. and China.
• They also realized that that they didn’t want a powerful and ambitious united Vietnam which might want to spread out into the rest of east Asia.
• Officially, Chinese supported the Viet Cong, but they assured Washington that China would not enter a conflict unless the U.S. invaded them.
• Fall of 1968: Communists led the Tet offensive, which started huge antiwar protests
• Peace agreements were started in Paris.
• In 1973, a peace treaty was signed and the U.S. removed their troops
• In return, the Communists agreed to seek a political settlement with the Saigon regime.
• 1975: Communists resumed offensive, and at the end of April, the South Vietnamese government surrendered
• Country was unified as communist.
• Society and Economy
• China
• Society
• Landlords deposed and lands redistributed
• Women gain rights through communism
• Economy
• First 5 year plan and collectivization
• Japan and Pacific Rim
• Society
• Koreans and others were conquered
• Women gained rights during US occupation (Shinto abolished)
• Economy
• Japan exploits colony for resources to fuel zaibatsu
• Colonies suffer because Japan neglect individual economies
• Middle East
• Society
• Rights limited during attempted industrial revolution
• Economy
• Mostly based on export of natural resources (i.e. oil)
• Declined because of internal conflict
• Africa
• Society
• Women were promised legal, educational, and occupational equality, but it didn’t happen in reality
• Economy
• Left behind, because of lack of industrial sector
• Decolonization
• India
• India National Congress
• Formed in 1885, first supported by the British government as a means of learning the opinions of educated Indians
• At first lacked a firm base but member reaction to British racism created a unity between India’s many diverse groups never previously existing
• Dissatisfactions with British
• Businesspeople were angered by favoritism
• Indian Army absorbed a large share of revenues and was used heavily outside of India to advance British concerns
• Peasants were pushed into cash crop production at expense of food production
• Landlessness, disease, and poverty were widespread: General Neglect from Britain
• Rise of militant nationalism
• A united nationalist movement was hindered by differences between Hindus and Muslims
• B.G. Tilak ignored spit and asserted nationalism should be built on appeals of the Hindu majority.
• Violent terrorist attempts by Hindus to overthrow the Raj were squashed by the British by WWI
• failure of violent movements strengthened more moderate Congress politicians advocating a peaceful path to independence.
• Moreley-Minto reforms of 1909 expanded opportunities for Indians to elect and serve on local and national councils.
• B.G. Tilak
• Broke with moderates by demanding boycotts of British goods, and threatening violence if independence was not granted
• first leader with mass following, but was limited to Bombay and its region
• use of reactionary Hindu ideas alienated Muslims, moderate Hindus, and other religious groups
• later imprisoned by the British
• Rise of communalism and political fragmentation
• Muslims always had been suspicious of the Hindu-dominated Congress party
• in 1906 they founded their own Muslim League.
• Gandhi tried without success to bring Muslim and other minorities into nationalist mainstream
• nonetheless was the central figure in the nationalist struggle
• campaign against the Roulette Act demonstrated strengths and weaknesses of his tactics:
• impossible over time to control participants in mass disobedience movements. Violence led to police reprisals
• Gandhi reacted by calling off the anti-Roulette campaign. He and other nationalists were arrested and imprisoned
• Local protests continued and harsh Britain repression, along with the effects of the Great Depression, revived civil disobedience campaigns by the 1930s
• Salt March 1931- Gandhi leads great number of Indians to Ocean to make their own salt after British put a tax it.
• British finally bowed by passing the Government of India Act in 1935
• British kept control of the central administration but turned over provincial governments to Indians chosen by an expanded electorate
• nationalists took office in 1937 and civil disobedience quieted.
• Egypt
• Ahmad Orabi unsuccessfully rose in 1882 and had aimed to liberate Egypt from British rulers
• British didn’t allow the movement and kept the dynasty in power under their control
• British often utilized harsh techniques against protesters of their control.
• The Dinshawi Incident of 1906 was extent of the harsh action.
• A small outbreak of violence, with few fatalities, demonstrated Britain’s racial arrogance and undermined support for their presence in Egypt.
• By 1913 the British recognized the rising nationalism by granting a constitution and an indirectly elected parliament.
• Arabia
• France and Britain did not stay true to their promises for the Arab’s independence made during World War I.
• Arab’s were also angry because of dishonest British promises concerning Palestine
• British had given the Jews hope for a return to the Holy Land, because many Jews believed they were never to have acceptance in Europe.
• Zionist organizations promoted a Jewish state
• Arabs had opposition to Jewish emigration so British restricted pledges made to the Zionists to give them a return to the Holy Land
• Nothing was done by the British to encourage the development of a strong Palestinian leadership able to promote its own interests.
• Palestine
• Most Arabs won independence from foreign rule by the 1960s, but Palestine had different difficulties.
• Zionist movement strengthened by German persecution, and immigration to Palestine increases
• British reacted to the Arab resistance to the foreigners by trying to limit new Jews arriving.
• A major Muslim revolt between 1936 and the Zionists in return resisted the British reactions.
• At end of World War II both Arabs and Jews claimed Palestine, but in 1948 the Holocaust caused the United Nations to separate Palestine into Arab and Jewish states
• neighboring Arab states then attacked and outnumbered Jews drove them back and expanded into Arab territory.
• Thousands of Arabs fled Palestine.
• Settled-Africa
• During World War I most educated Western-Africans stayed loyal to their European rulers
• war brought down the success of their economy, with recruitment of men for the war
• 1920s: Western-educated politicians rose, influenced by Marcus Garvey, Du Bois, and other Afro-American leaders
• Pan-Africanist Movement
• Négritude movement- Léopold Sédar Senghor, Aimé Césaire and Léon Damas and many other African writers
• Greater opportunities for Political Africans who were not in settler colonies, had greater opportunities to organize politically
• Represented advisory councils, and developed the beginnings of political parties
• 1930s: new and vigorous leaders made efforts to gain a mass of followers
• Non-settled Africa
• WWII forced Britain and France to allow some industrial development; cities became more crowded
• British Gold Coast (Ghana)- Kwame Nkrumah established the Convention Peoples Party (CPP), and gained followers
• Nkrumah- showed a new kind of politics: mass rallies, boycotts, strikes
• gained concessions from the British by winning elections
• 1957: Ghana’s independence
• French colonies follow after Ghana, using similar method of retaining ties to France.
• By 1960, all non-settler countries were free.
• Belgium experienced difficult times in the Congo, Portugal does not let go of their colonies.
• White Dominion in South Africa
• 1975: independence of Angola and Mozambique- Portuguese colonies
• 1980: independence of Southern Rhodesia (Zimbabwe)
• South Africa- the European minority continued to control the country
• British had abandoned Africans to racist rule after the Anglo-Boer War (1899-1902)
• 1948: the Afrikaners won internal political control
• forming of apartheid- the racial segregation system which reserved political, social, and economic rights for whites
• Apartheid led to a struggle in growth for African parties
• Women’s involvement
• Educational facilities provided first step to more politically active women
• Many African women were educated in order to share the life their educated husbands led
• Upper class women found movements to become involved in
• An increase in political activities has helped African women gain basic civil rights, but full equality has not yet arrived
• Many African women still labor in the rural parts of Africa, farming and taking care of their families, left uneducated about the world around them
Mideast-
Politics- Ottomans to Europeans
(1914) British/French rule
1950-1960- decolonization
Structure- dictatorship, usually military rule (Usually secular)
Except- Iran: theocracy, possibly Saudi Arabia
Taliban in Afghanistan
Military dictatorships-
1. Reza Shah- Iran (replaced by ayatollah theocracy)
2. Nasser- Egypt
3. Nkrumah- Ghana
4. Panama- Noriesa
5. Cuba- Batista, then Castro
Dynasties: Shang, Zhou, Qin, Han, Sui, Tang, Song, Yuan, Ming, Qing Republic, Mao Zedong
WHAP final review project - 20th century May 2, 2005
Assignment – cover the whole time period all over the world according to the handout summary, and create a single page (front and back) of 10 pt font with half inch margin summarizing your work for all the students to have a copy of for review. On it you will need to highlight
A. the most important societies, their major characteristics (organized at a minimum with a “Persian” chart)
Western Europe – (Britain, France, Spain, Italy, Germany after WWII) - Parliamentary democracies (3 of 4 with a traditional monarch who retains very little real power)
Economy – manufacturing/Industrial, extensive trade - import raw materials, manufacture, and export finished goods to Asia, Africa, Europe, and America
Religion – Some Catholic and Protestant, with Jewish minorities, religion growing weaker in general during latter part of 20th century, very private and non government based.
Society – secular – developing consumer based society and economy, private enterprise, generally Christian but not strongly united, very individualistic, based on Scientific Revolution and Enlightenment principles. Active minorities of socialists and Marxists, monarchists, and moderates.
Intellectual – rapidly improving scientific principles, physics, chemistry, Relativity, rocketry, nuclear bombs/power, radar/sonar, computers, etc. . .
Arts – photography becomes big, publication of graphic photos of war carnage and literature like All Quiet on Western Front lead to opposition to WWI, rise of jazz in U.S. spreads to Europe, advertising becomes big business
EAST ASIA –
China and Japan –
Chinese Revolution 1911 led by Sun Yat Sen overthrows last Qing emperor, but initially replaced by military dictatorship led by General Yuan, finally Sun Yat Sen becomes leader of a Chinese Republic. Not full suffrage for all, Sun depends on urban middle class and elites for power, therefore unwilling to carry out needed thorough land and social reform of China that would weaken his support base. (same problem Empress Cixi had) Communists therefore grow in strength under Mao Zedong, oppose nationalists led by Chiang Kai Shek after Sun’s death. Communists on the defensive, until Japanese invasion in 1936 weaken Nationalists. U.S. and Britain help China against Japan, but after WWII Nationalists and Communists resume fighting and Communists win, force nationalists to set up Chinese government in exile in Taiwan. China a communist dictatorship for rest of 20th century.
Japan – sort of a Republic after meiji Restoration, but not widespread suffrage. Conservatives take over in 1930s and create military dictatorship under Tojo. After WWII U.S. occupation in Japan creates democracy, a stable democratic government still rules Japan today.
Chinese economy suffers severely under Communist attempts to collectivize The Great Leap Forward (first 5 year plan) and again under Mao’s “Cultural Revolution.” Finally start to quietly embrace capitalism in small doses in 1980s, slowly inching away from communism towards capitalism.
Japanese economy, freed of any military spending needs with U.S. protection, and with government helping Zaibatsu with investments and encouragement, becomes strongest in world by 1980s. Weakens a bit in 90s, but still in top 4 today. Fully capitalistic.
Rise of Taiwan, South Korea, Singapore, and Hong Kong capitalist economies from trading with each other, Europe, and U.S. in high technology and textiles and toys.
Religion – China – Communism (atheist)
Japan – Buddhism/Shintoism left over, some Christianity.
Society – synthesis of traditional Asian and Western societies. More conservative than U.S., but much more liberal than Confucianism or communism or Japanese style Fascism.
Intellectual – efforts in business, inventing, and science. Strong western style public school systems.
Arts – Hong Kong film industry – martial arts, Bruce Lee, Jackie Chan, etc. . . Japanese horror movies – Godzilla, now Anime.
America – (North AND South)
North America stable democracies in U.S. and Canada, Latin America mostly military dictatorships, some occasional attempts at legitimate reforms (Peron in Argentina, Costa Rica, etc. ..) Evolution of Latin America towards true democracies during last 25 years of 20th century – Brazil, Argentina, Peru, Chile, in particular.
Economy – U.S. world’s strongest economy since WWII, manufacturing and exports and agricultural production gradually being replaced by information systems and service based industry (technical help, shopping, entertainment, nursing, teaching, etc. . .)
Latin America – mostly exports of natural resources and agricultural products (“Banana Republic” stereotypes) coffee, sugar, fruits, meat from Argentina, and illegal drugs. Starting to develop indigenous industries – Brazil producing own cars, Mexico hosting VW factories, etc. ..
Religion – U.S. – Mostly Christian, with significant Jewish minorities, and later Muslim minorities. Periodic controversies regarding religion – Scopes Monkey Trial, how much religion in government, Pledge of Allegiance, etc. ..
L.A. – Roman Catholic very strong in Latin America
Society – U.S. – very consumer oriented, secular, high technology, individual based. Human rights of race and gender made dramatic gains in U.S. (civil rights acts 1960s, etc. ..) and big gains in Latin America also, though not as much as U.S.
Intellectual – science, technology, engineering leaders. Government helped inspire and lead development during WWII and Cold War, during 1990s private industry has taken the lead in scientific and commercial discoveries and research.
Arts – same as Europe
Russia/Soviet Union
First Communist nation, civil war whites vs. reds (Bolsheviks), isolated by the West. Gained huge economic and technological/industrial help from U.S. during WWII, and stole more info from Germany and U.S that helped it become a rival superpower and into Cold War.
Supported communist regimes and revolutionary movements all over world, opposing U.S. and capitalism.
Economy – Industrial, much natural resources (oil, coal, iron, gold, fish, farmland, etc. . .)
Trade within communist bloc. 5 year plans in 1930s and collectivization destroyed much wealth and killed tens of millions of Soviet peasants. Eventually lack of environmental care poisoned much land and ruined many resources, (i.e. Chernobyl) couldn’t keep up with West’s spending on military and collapsed in 1991. Perestroika – restructuring, and Glasnost – openness, attempts by Mikhail Gorbachev to gradually overhaul their system, once communism’s iron grip was loosened the whole thing imploded and Communism collapsed completely. (though peacefully)
Religion – atheist under communism, resumption of Eastern(Russian) Orthodox Christianity today (originally from Byzantine Empire via Kievan Empire)
Society – communist – today suffering even more under what’s becoming more of an old fashioned conservative dictatorship.
C. discuss the major comparisons between societies of this time and snapshots of these societies (look in the Acorn book and specifically cover each of the “major comparisons and snapshots” section
Comparisons –
1st half 20th century – democracies vs. dictatorships. Br, Fr, U.S., vs. German and Italian fascists, Japanese militarists. Many fragile new democracies in 1920s (Eastern Europe and central Asia) absorbed by Fascists or communists or Japan under pressure of Great Depression. Only the strongest and most resilient old democracies survived Depression, and even they struggled. France went through numerous governments in 1930s, led to their weakness in standing up to Hitler.
U.S. capitalism/democracy vs. communism.
Democracy vs. Fascism.
Democracy and communism vs. religious extremism (Iran under Ayatollah, Afghanistan under Taliban/al Queda, Chechnya, Israel vs. Palestinians and Arabs supported by Soviets)
2nd half o 20th century – rise of East Asia economically, decline of Russia, rise of China, continued weakness of Africa, (small) rise of Latin America economically and politically.
D. Look especially for CONNECTIONS between societies – trade – with whom, what goods; warfare; cultural (religions) and technological and demographic(mass migrations) and biological (plant and animal species and diseases) exchanges.
Trade and economic and military aid within anti communist nations (U.S. supported a number of evil little dictators in Latin American and Africa because they opposed communism) and trade and military and economic aid within Communist bloc (from Soviets to Cuba, Nicaragua, Yemen, North Korea, Vietnam, Laos, and guerilla movements in Africa and Asia)
Vietnam War and Korean War, wars with international participation but limited to narrow geographic areas.
Globalization since 1991 – international businesses, factories, call centers, sweatshops, fiber optic cable allowed phone and Internet connections, etc. . .
Cultural connections through satellite TVs and cheap movie copying and reproduction.
China’s growing contact with West, Germany’s reunification of West and East Cold war divisions in 1989.
International organizations – U.N, World Bank, IMF, World Court, Red Cross, etc. ..
NGOs (nongovernmental organizations) intl. Olympic Committee, Doctors without Borders, etc.
Intl companies – branches and customers and employees in many different countries for major corporations like Microsoft, Nike, Ford, Toyota, Sony, etc. . .
Major migrations from Europe to America during first half of 20th century- poor laborers from Eastern and Southern Europe, Jews fleeing Anti-semitism, etc. .. Many Asians to America after WWII – Vietnamese fleeing Communist North Vietnam, Cambodians, Laotions, Philipinos, etc. .. Many Japanese and Chinese migrated to U.S. during first half of 20th century, fleeing Chinese civil war or Japanese nationalism. Also Koreans fleeing Japanese harsh rule.
Hispanics leaving poor economic conditions to migrate legally andillegally into U.S. All migrations aided by quicker journeys on modern steamships, trains, etc. . .
Disease exchanges changed – SARS, AIDS, etc. . . all traveling by plane to major cities instead of over countryside. AIDS biggest epidemic in history, wiping out whole generations of Africans and Asians, who are more vulnerable because they didn’t have the technology to develop the medicine to control it the West has, and often not enough money to buy it from us.
Environmental changes – global warming, reduction of forests in developing countries for fuel and economic development, continued usage of enormous amounts of energy by developed nations for high technology and commuter lifestyles.
E. causations – i.e. how one event led to another event which in turn caused a third result, etc. .. flawed Versailles Peace treaty combined with Great Depression lead to political and social weakness and instability in World, rise of Fascism and Japanese militarism and WWII.
WWII saw U.S. help create Soviets as superpower, led to Cold War. Cold War led to U.S. creation of Taliban and Muslim religious fundamentalism to combat Soviets, led to current conflict.
Cold War led to major international participation in internal Vietnamese and Korean politics, and Latin American nations.
Rise and fall of Communism.
Globalization has accelerated changes in technology and business practices and cultural activities (Hollywood movies and TV shows, business suits, etc. ..)
F. periodization – major characteristics of this period that distinguish it from the ones preceding and succeeding it
a. rise and fall of communism.
b. replacement of dictatorships and empires with democracies
c. rapid acceleration of technology
d. World Wars
e. huge population growth
f. growth of world economy and shift to high technology and information
g. global diseases
h. growth of global organizations and communications
G. - write 5-10 analytical style questions concerning this period
Suggestions - Look at the “Acorn book” for specific guidance on topics to know and info you DON’T need to know within your period!! There’s a copy of it on Student Share if you need to get another copy of it.
For the multiple choice questions – these should be roughly a little more complicated and broad than a typical multiple choice question but not quite as broad or complicated as a full essay question. (Have separate answer key available)
You will have a full 45 class period to present your time period to the rest of the class – but only use 30-35 minutes, so there is time for questions and discussion from the audience!
Your presentation will be worth TWO test grades. I will grade you on – the quality of your written summary; your oral presentation and information (no Powerpoint!) , your questions, your ability to answer questions from the class.
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