White Plains Public Schools



Constructing New Political, Economic, and Social Realities WHAP/Napp

“At the end of the war, as the Ottoman Empire teetered on the brink of collapse, France, Britain, and Italy saw an opportunity to expand their empires, and Greece eyed those parts of Anatolia inhabited by Greeks. In 1919 French, British, Italian, and Greek forces occupied Constantinople and parts of Anatolia. By the Treaty of Sèvres (1920) the Allies made the sultan give up most of his lands.

In 1919 Mustafa Kemal, a hero of the Gallipoli campaign, had formed a nationalist government in central Anatolia with the backing of fellow army officers. In 1922, after a short but fierce war against invading Greeks, his armies reconquered Anatolia and the area around Constantinople. The victorious Turks forced hundreds of thousands of Greeks from their ancestral homes in Anatolia. In response the Greek government expelled all Muslims from Greece. The ethnic diversity that had prevailed in the region for centuries ended.

As a war hero and proclaimed savior of his country, Kemal was able to impose wrenching changes on his people faster than any other reformer would have dared. An outspoken modernizer, he was eager to bring Turkey closer to Europe as quickly as possible. He abolished the sultanate, declared Turkey a secular republic, and introduced European laws. In a radical break with Islamic tradition, he suppressed Muslim courts, schools, and religious orders and replaced the Arabic alphabet with the Latin alphabet.

Kemal attempted to westernize the traditional Turkish family. Women received civil equality, including the right to vote and to be elected to the national assembly. Kemal forbade polygamy and instituted civil marriage and divorce. He even changed people’s clothing, strongly discouraging women from veiling their faces, and replaced the fez, until then the traditional Turkish men’s hat, with the European brimmed hat. He ordered everyone to take a family name, choosing the name Atatürk (‘father of the Turks’) for himself. His reforms spread quickly in the cities; but in the rural areas, where Islamic traditions remained strong, people resisted them for a long time.” ~ The Earth and Its Peoples

Main Points of Passage:

|Notes: |

|The Global South |

|Known previously as third world, developing countries, or Global South |

|Second half of 20th century, represented 75 percent of world’s population |

|Almost all of fourfold increase in human numbers in 20th century |

|The Post-Colonial World |

|In 1950s(British, French, and Belgians attempted, rather belatedly, to transplant democratic institutions to their colonies |

|By 1970s, many of popular political parties that led struggle for independence lost mass support and were swept away by military |

|coups |

|But India, Western-style democracy has been practiced since independence |

|But creating national unity(more difficult in Africa where competing political parties identified primarily with ethnic or “tribal”|

|groups |

|Also widespread economic disappointment |

|Unlike Latin America where large landowners benefited most from independence, in Africa(educated elite benefited most |

|By early 1980s, military had intervened in at least thirty of Africa’s forty-six independent states and actively governed more than|

|half of them |

|But since the early 1980s, a remarkable resurgence of Western-style democracy(Also end of cold war reduced willingness of the major|

|industrial powers to underwrite authoritarian client states |

|J. Achieving economic development proved immensely difficult |

|K. An early emphasis on city-based industrial development led to a neglect or exploitation of rural areas and agriculture |

|L. In general, East Asian countries have strongest record of economic growth |

|N. A common issue across Global South involved uneasy relationship between older traditions and more recent outlooks associated |

|with modernity and West |

|O. Nowhere was the consequences of cultural experiments with modernity more consequential than in the Islamic world |

|Case Study: Turkey |

|After World War I, modern Turkey emerged from ashes of Ottoman empire as a republic, led by a general, Mustafa Kemal Atatürk |

|(1881-1938) |

|During 1920s and 1930s, presided over national cultural revolution |

|Wanted to create a thoroughly modern and Western Turkish society and viewed many traditional Islamic institutions and beliefs as |

|obstacles |

|Within a few years, caliphate had officially ended, Sufi orders disbanded, religious courts abolished, and sharia replaced by Swiss|

|legal codes |

|Public education was completely secularized, and Latin alphabet replaced Arabic script for writing the Turkish language |

|Religious leaders (the ulama) were brought more firmly under state control |

|Most visible symbols occurred in dress ( Turkish men ordered to abandon traditional headdress known as the fez and to wear brimmed|

|hats |

|Polygamy was abolished and husband’s right to repudiate his wife or wives |

|Under European-style legal codes, women achieved equal rights to divorce, child custody, inheritance, and education |

|J. By mid-1930s, women granted right to vote in national elections |

|K. Like Japan in the late 1800s( “revolution from above” led by military and civilian officials unburdened by close ties to |

|traditional landholding groups |

|L. Yet Turkey underwent a cultural revolution in public life not a social or economic revolution(still firmly attached to Islamic |

|tradition at local level |

|M. Atatürk’s answer was to fully embrace modern culture and Western ways in public life and to relegate Islam to the sphere of |

|private life |

|III. Case Study: Iran |

|The epicenter of Islamic revival in the 1970s as opposition mounted to modernizing, secularizing, American-supported government of |

|the shah, Muhammad Reza Pahlavi (reigned 1941-1979) |

|One elderly cleric in particular, the Ayatollah Ruholla Khomeini, organized opposition from exile in Paris and became the center of|

|a growing movement demanding the shah’s removal |

|As the nation revolted and slipped into anarchy, the shah abdicated, and in early 1979 he and his family fled the country |

|Ayatollah Khomeini returned to Iran and appointed his own government |

|Sharia became law of the land, and religious leaders themselves assumed reins of government |

|Culturally, regime sought moral purification of country under state control |

|But no class upheaval or radical redistribution of wealth followed; private property was maintained, and a new privileged elite |

|emerged |

|Nor did an Islamic revolution mean abandonment of economic modernity |

|Iran was actively pursuing nuclear power and perhaps nuclear weapons, much to the consternation of the West |

Complete the Review Quilt Below (Place Key Points in Each Box):

|Global South: |Decolonization: |Difficulty Creating National Unity |Dictatorship and Global South: |

| | |in Decolonized Africa: | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Mustafa Kemal Atatürk: |Modernization and |Fez: |Status of Women Under Atatürk: |

| |Westernization: | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Shah Muhammad Reza Pahlavi: |Ayatollah Ruholla Khomeini: |Iranian Revolution of 1979: |Theocracy: |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Sharia: |Ulama: |Changes ( Turkey versus Iran: |Challenges ( Tradition versus |

| | | |Modernity: |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

Strayer Questions:

• Why was Africa's experience with political democracy different from that of India?

• What accounts for the ups and downs of political democracy in postcolonial Africa?

• What obstacles impeded the economic development of third world countries?

• In what ways did thinking about the role of the state in the economic life of developing countries change? Why did it change?

• In what ways did cultural revolutions in Turkey and Iran reflect different understandings of the role of Islam in modern societies?

|One of the chief by-products of population growth in the Third |4. Which country's collapse was at the heart of the Eastern |

|World nations has been  |Question? |

|Imposition of effective state birth control programs. |(A) Persia's |

|Intensive programs of land redistribution. |(B) the Ottoman Empire's |

|Industrialization. |(C) India's |

|Mass migration to cities. |(D) Afghanistan's |

| |(E) China's |

|The continued relegation of the Third World to economic dependency | |

|after decolonization is sometimes referred to as the  |5. The regime of the Iranian Shah Mohammed Reza Pahlazi was |

|“Neocolonialism.” |overthrown because |

|Western supremacy. |A) He alienated conservative Shia Muslims with his secular |

|Global retardation. |reforms. |

|“Malthusian principle.” |B) He used CIA money to suppress all dissent. |

| |C) He allowed western corporations to dominate the economy. |

|3. Which of the following is true of both India and China in the |D) All of the above. |

|period from 1945 to 1990? |E) A and B, not C. |

|(A) Both colonies of a foreign power. | |

|(B) In the 1950s, leaders of both countries focused on industrial |6. The goals of feminism in industrialized nations after WWII |

|development. |include all the following except |

|(C) Building an agricultural base was the top priority of both |A) Women’s suffrage. |

|countries. |B) Equal pay for equal work. |

|(D) Both countries adopted free-trade policies in the 1960s. |C) Access to birth control and abortion. |

|(E) Both societies quickly rejected traditional religious values. |D) Legal equality. |

| |E) All of the above are postwar goals of feminism. |

| | |

| | |

Thesis Statement: Change Over Time: The Islamic World 1500 – 2000 ________________________________________________________________________________________________________________________________________________

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