I. Beginning
A. Nelson Mandela of South Africa spent 27 years in prison for treason, sabotage, and conspiracy.
1. in 1994, he became South Africa’s first black president
B. Decolonization was vastly important in the second half of the twentieth century.
1. the newly independent states experimented politically, economically, and culturally
2. these states were labeled as the third world during the cold war
a. now are often called developing countries or the Global South
b. they include a large majority of the world’s population
c. suffer from enormous challenges
II. Toward Freedom: Struggles for Independence
A. The End of Empire in World History
1. India, Pakistan, Burma, Indonesia, Iraq, Jordan, and Israel won independence in the late 1940s
2. African independence came between mid-1950s and mid-1970s
a. more than 50 colonies won freedom
3. imperial breakup wasn’t new; the novelty was mobilization of the masses around a nationalist ideology and creation of a large number of new nation-states
a. some comparison to the first decolonization of the late eighteenth and early nineteenth centuries
b. but in the Americas, most colonized people were of European origin, holding a common culture with their colonial rulers
4. fall of many empires in the twentieth century
a. Austrian and Ottoman empires collapsed in the wake of World War I
b. Russian Empire collapsed but was soon recreated as the USSR
c. German and Japanese empires ended with World War II
d. African and Asian independence movements shared with other “end of empire” stories the ideal of national self-determination
e. nonterritorial empires (e.g., where United States wielded powerful influence) came under attack
i. U.S. intrusion helped stimulate the Mexican Revolution(1910)
ii. as in Mexico, Cuban revolution (1959–1960) included nationalization of assets dominated by foreign investors
f. disintegration of the USSR (1991) was propelled by national self-determination (creation of 15 new states)
B. Explaining African and Asian Independence
1. few people would have predicted imperial collapse in 1900
2. several explanations for decolonization have emerged:
a. emphasis on the fundamental contradictions in the colonial enterprise
i. rhetoric of Christianity and material progress didn’t fit the reality of racism, exploitation, and poverty
ii. Europeans’ increasingly democratic values were in conflict with colonial dictatorship
iii. ideal of national self-determination was at odds with repression of the same in colonies
b. historians use the idea of “conjuncture” to explain timing of decolonization
i. the world wars had weakened Europe and undermined a sense of European superiority
ii. the United States and USSR opposed older European colonial empires
iii. the UN provided a platform for anticolonial moves
iv. these factors helped create a moral climate in which imperialism was viewed as wrong
v. by the early to mid-twentieth century, the colonies had multiple generations of Western-educated elites
Thursday, April 20, 2017
Chapter 22
I. Beginning
A. The Berlin Wall was breached on November 9, 1989.
1. built in 1961 to seal off East Berlin from West Berlin
2. became a major symbol of communist tyranny
B. Communism had originally been greeted by many as a promise of liberation.
1. communist regimes had transformed their societies
2. provided a major political/ideological threat to the Western world
a. the cold war (1946–1991)
b. scramble for influence in the third world between the United States and the USSR
c. massive nuclear arms race
3. and then it collapsed
II. Global Communism
A. Communism had its roots in nineteenth-century socialism, inspired by Karl Marx.
1. most European socialists came to believe that they could achieve their goals through the democratic process
2. those who defined themselves as “communists” in the twentieth century advocated revolution
3. “communism” in Marxist theory is the final stage of historical development, with full development of social equality and collective living
B. At communism’s height in the 1970s, almost one-third of the world’s population was governed by communist regimes.
1. the most important communist societies by far were the USSR and China
2. communism also came to Eastern Europe, North Korea, Vietnam, Laos, Cambodia, Cuba, Afghanistan
3. none of these countries had the industrial capitalism that Marx thought necessary for a socialist revolution
4. communist parties took root in many other areas
C. The various expressions of communism shared common ground:
1. a common ideology, based on Marxism
a. an international revolutionary movement was more important than national loyalties
2. inspiration of the 1917 Russian Revolution
a. USSR provided aid and advice to aspiring revolutionaries elsewhere through Comintern (Communist International)
3. during the cold war, the Warsaw Pact created a military alliance of Eastern European states and the USSR
a. Council on Mutual Economic Assistance tied Eastern European economies to the USSR’s
b. Treaty of Friendship between the USSR and China (1950)
4. but relations between communist countries were also marked by rivalry and hostility, sometimes war
III. Comparing Revolutions as a Path to Communism
A. Communist revolutions drew on the mystique of the French Revolution.
1. got rid of landed aristocracies and the old ruling classes
2. involved peasant upheavals in the countryside; educated leadership in the cities
3. French, Russian, and Chinese revolutions all looked to a modernizing future, eschewed any nostalgia for the past
4. but there were important differences:
a. communist revolutions were made by highly organized parties guided by a Marxist ideology
b. the middle classes were among the victims of communist upheavals, whereas middle classes were chief beneficiaries of French Revolution
A. The Berlin Wall was breached on November 9, 1989.
1. built in 1961 to seal off East Berlin from West Berlin
2. became a major symbol of communist tyranny
B. Communism had originally been greeted by many as a promise of liberation.
1. communist regimes had transformed their societies
2. provided a major political/ideological threat to the Western world
a. the cold war (1946–1991)
b. scramble for influence in the third world between the United States and the USSR
c. massive nuclear arms race
3. and then it collapsed
II. Global Communism
A. Communism had its roots in nineteenth-century socialism, inspired by Karl Marx.
1. most European socialists came to believe that they could achieve their goals through the democratic process
2. those who defined themselves as “communists” in the twentieth century advocated revolution
3. “communism” in Marxist theory is the final stage of historical development, with full development of social equality and collective living
B. At communism’s height in the 1970s, almost one-third of the world’s population was governed by communist regimes.
1. the most important communist societies by far were the USSR and China
2. communism also came to Eastern Europe, North Korea, Vietnam, Laos, Cambodia, Cuba, Afghanistan
3. none of these countries had the industrial capitalism that Marx thought necessary for a socialist revolution
4. communist parties took root in many other areas
C. The various expressions of communism shared common ground:
1. a common ideology, based on Marxism
a. an international revolutionary movement was more important than national loyalties
2. inspiration of the 1917 Russian Revolution
a. USSR provided aid and advice to aspiring revolutionaries elsewhere through Comintern (Communist International)
3. during the cold war, the Warsaw Pact created a military alliance of Eastern European states and the USSR
a. Council on Mutual Economic Assistance tied Eastern European economies to the USSR’s
b. Treaty of Friendship between the USSR and China (1950)
4. but relations between communist countries were also marked by rivalry and hostility, sometimes war
III. Comparing Revolutions as a Path to Communism
A. Communist revolutions drew on the mystique of the French Revolution.
1. got rid of landed aristocracies and the old ruling classes
2. involved peasant upheavals in the countryside; educated leadership in the cities
3. French, Russian, and Chinese revolutions all looked to a modernizing future, eschewed any nostalgia for the past
4. but there were important differences:
a. communist revolutions were made by highly organized parties guided by a Marxist ideology
b. the middle classes were among the victims of communist upheavals, whereas middle classes were chief beneficiaries of French Revolution
Chapter 21
I. Beginning
A. The last veterans of World War I are dying.
1. disappointment that it wasn’t the “war to end all wars”
2. but now the major European states have ended centuries of hostility
B. The “Great War” (World War I) of 1914–1918 launched a new phase of world history.
1. it was “a European civil war with a global reach”
2. between 1914 and the end of WWII, Western Europe largely self-destructed
3. but Europe recovered surprisingly well between 1950 and 2000
a. but without its overseas empires
b. and without its position as the core of Western civilization
II. The First World War: European Civilization in Crisis, 1914–1918
A. By 1900, Europeans, or people of European ancestry, controlled most other peoples of the world.
B. An Accident Waiting to Happen
1. modernization and Europe’s rise to global ascendancy had sharpened traditional rivalries between European states
2. both Italy and Germany unified ca. 1870
a. Germany’s unification in the context of the Franco-Prussian War (1870–1871) had embittered French-German relations
b. rise of a powerful new Germany was a disruptive new element
3. by around 1900, the balance of power in Europe was shaped by two rival alliances
a. Triple Alliance (Germany, Austria, Italy)
b. Triple Entente (Russia, France, Britain)
c. these alliances turned a minor incident into WWI
4. June 28, 1914: a Serbian nationalist assassinated Archduke Franz Ferdinand, heir to the Austrian throne
a. Austria was determined to crush the nationalism movement
b. Serbia had Russia (and Russia’s allies) behind it
c. general war broke out by August 1914
5. factors that contributed to the outbreak and character of the war:
a. popular nationalism
i. freedom movements like that of Serbia
ii. intense nationalist competition between countries
iii. gave statesmen little room for compromise
iv. assured widespread popular support for starting war
b. industrialized militarism
i. military men had great prestige
ii. all states had standing armies
iii. all states but Britain relied on conscription
iv. arms race, especially in warships
v. all states had elaborate plans for what to do if war broke out
vi. large number of new weapons had been invented (tanks, submarines, airplanes, poison gas, machine guns, barbed wire)
vii. result: some 10 million people died in WWI, perhaps 20 million wounded
c. Europe’s colonial empires
i. funneled colonial troops and laborers into the war effort
ii. battles in Africa and South Pacific
iii. Japan (allied with Britain) took German possessions
iv. Ottoman Empire (allied with Germany) suffered intense military operations and an Arab revolt
v. the United States joined the war in 1917 when German submarines harmed U.S. shipping
A. The last veterans of World War I are dying.
1. disappointment that it wasn’t the “war to end all wars”
2. but now the major European states have ended centuries of hostility
B. The “Great War” (World War I) of 1914–1918 launched a new phase of world history.
1. it was “a European civil war with a global reach”
2. between 1914 and the end of WWII, Western Europe largely self-destructed
3. but Europe recovered surprisingly well between 1950 and 2000
a. but without its overseas empires
b. and without its position as the core of Western civilization
II. The First World War: European Civilization in Crisis, 1914–1918
A. By 1900, Europeans, or people of European ancestry, controlled most other peoples of the world.
B. An Accident Waiting to Happen
1. modernization and Europe’s rise to global ascendancy had sharpened traditional rivalries between European states
2. both Italy and Germany unified ca. 1870
a. Germany’s unification in the context of the Franco-Prussian War (1870–1871) had embittered French-German relations
b. rise of a powerful new Germany was a disruptive new element
3. by around 1900, the balance of power in Europe was shaped by two rival alliances
a. Triple Alliance (Germany, Austria, Italy)
b. Triple Entente (Russia, France, Britain)
c. these alliances turned a minor incident into WWI
4. June 28, 1914: a Serbian nationalist assassinated Archduke Franz Ferdinand, heir to the Austrian throne
a. Austria was determined to crush the nationalism movement
b. Serbia had Russia (and Russia’s allies) behind it
c. general war broke out by August 1914
5. factors that contributed to the outbreak and character of the war:
a. popular nationalism
i. freedom movements like that of Serbia
ii. intense nationalist competition between countries
iii. gave statesmen little room for compromise
iv. assured widespread popular support for starting war
b. industrialized militarism
i. military men had great prestige
ii. all states had standing armies
iii. all states but Britain relied on conscription
iv. arms race, especially in warships
v. all states had elaborate plans for what to do if war broke out
vi. large number of new weapons had been invented (tanks, submarines, airplanes, poison gas, machine guns, barbed wire)
vii. result: some 10 million people died in WWI, perhaps 20 million wounded
c. Europe’s colonial empires
i. funneled colonial troops and laborers into the war effort
ii. battles in Africa and South Pacific
iii. Japan (allied with Britain) took German possessions
iv. Ottoman Empire (allied with Germany) suffered intense military operations and an Arab revolt
v. the United States joined the war in 1917 when German submarines harmed U.S. shipping
Monday, April 3, 2017
Chapter 20
I. Beginning
A. The author describes his experience in postcolonial Kenya.
1. discovery of reluctance to teach Africans English
2. colonial concern to maintain distance between whites and blacks
a. was a central feature of many colonial societies in the nineteenth and early twentieth centuries
B. The British, French, Germans, Italians, Belgians, Portuguese, Russians, and Americans all had colonies.
1. colonial policy varied depending on time and country involved
2. the actions and reactions of the colonized people also shaped the colonial experience
II. A Second Wave of European Conquests
A. The period 1750–1900 saw a second, distinct phase of European colonial conquest.
1. focused on Asia and Africa
2. several new players (Germany, Italy, Belgium, U.S., Japan)
3. was not demographically catastrophic like the first phase
4. was affected by the Industrial Revolution
5. in general, Europeans preferred informal control (e.g., Latin America, China, the Ottoman Empire)
B. The establishment of the second-wave European empires was based on military force or the threat of using it.
1. original European military advantage lay in organization, drill, and command structure
2. over the nineteenth century, Europeans developed an enormous firepower advantage (repeating rifles and machine guns)
3. numerous wars of conquest: the Westerners almost always won
C. Becoming a colony happened in a variety of ways.
1. India and Indonesia: grew from interaction with European trading firms
a. assisted by existence of many small and rival states
2. most of Africa, Southeast Asia, and the Pacific islands: deliberate conquest
a. “the scramble for Africa” was based on inter-European rivalry over only about 25 years (1875–1900)
3. decentralized societies without a formal state structure were the hardest to conquer
4. Australia and New Zealand: more like the colonization of North America (with massive European settlement and diseases killing off most of the native population)
5. Taiwan and Korea: Japanese takeover was done European-style
6. United States and Russia continued to expand
7. Liberia: settled by freed U.S. slaves
8. Ethiopia and Siam (Thailand) avoided colonization skillfully
D. Asian and African societies generated a wide range of responses to the European threat.
A. The author describes his experience in postcolonial Kenya.
1. discovery of reluctance to teach Africans English
2. colonial concern to maintain distance between whites and blacks
a. was a central feature of many colonial societies in the nineteenth and early twentieth centuries
B. The British, French, Germans, Italians, Belgians, Portuguese, Russians, and Americans all had colonies.
1. colonial policy varied depending on time and country involved
2. the actions and reactions of the colonized people also shaped the colonial experience
II. A Second Wave of European Conquests
A. The period 1750–1900 saw a second, distinct phase of European colonial conquest.
1. focused on Asia and Africa
2. several new players (Germany, Italy, Belgium, U.S., Japan)
3. was not demographically catastrophic like the first phase
4. was affected by the Industrial Revolution
5. in general, Europeans preferred informal control (e.g., Latin America, China, the Ottoman Empire)
B. The establishment of the second-wave European empires was based on military force or the threat of using it.
1. original European military advantage lay in organization, drill, and command structure
2. over the nineteenth century, Europeans developed an enormous firepower advantage (repeating rifles and machine guns)
3. numerous wars of conquest: the Westerners almost always won
C. Becoming a colony happened in a variety of ways.
1. India and Indonesia: grew from interaction with European trading firms
a. assisted by existence of many small and rival states
2. most of Africa, Southeast Asia, and the Pacific islands: deliberate conquest
a. “the scramble for Africa” was based on inter-European rivalry over only about 25 years (1875–1900)
3. decentralized societies without a formal state structure were the hardest to conquer
4. Australia and New Zealand: more like the colonization of North America (with massive European settlement and diseases killing off most of the native population)
5. Taiwan and Korea: Japanese takeover was done European-style
6. United States and Russia continued to expand
7. Liberia: settled by freed U.S. slaves
8. Ethiopia and Siam (Thailand) avoided colonization skillfully
D. Asian and African societies generated a wide range of responses to the European threat.
Thursday, March 30, 2017
Chapter 19
I. Beginning
A. Japanese history textbooks became controversial around 2000, with the Chinese expressing outrage over what they regarded as a whitewashing of Japanese offenses against China.
1. the controversy reflects Japan’s surprising rise to world importance, which started in the mid-nineteenth century
2. both Japan and China had to face the threat of European dominance
B. Most peoples of Asia, Middle East, Africa, and Latin America had to deal in some way with European imperialism.
1. they also had to deal with internal problems and challenges
C. This chapter focuses on societies that faced internal crises while maintaining formal independence.
D. Four main dimensions of European imperialism confronted these societies:
1. military might and political ambitions of rival European states
2. involvement in a new world economy that radiated from Europe
3. influence of aspects of traditional European culture (e.g., language, religion, literature)
4. engagement with the culture of modernity
II. The External Challenge: European Industry and Empire
A. The nineteenth century was Europe’s greatest age of global expansion.
1. became the center of the world economy
2. millions of Europeans moved to regions beyond Europe
3. explorers and missionaries reached nearly everywhere
4. much of the world became part of European colonies
B. New Motives, New Means
1. the Industrial Revolution fueled much of Europe’s expansion
a. demand for raw materials and agricultural products
b. need for markets to sell European products
c. European capitalists often invested money abroad
d. foreign markets kept workers within Europe employed
2. growth of mass nationalism in Europe made imperialism broadly popular
a. Italy and Germany unified by 1871
b. colonies were a status symbol
3. industrial-age developments made overseas expansion possible
a. steamships
b. underwater telegraph
c. quinine
d. breech-loading rifles and machine guns
C. New Perceptions of the “Other”
1. in the past, Europeans had largely defined others in religious terms
a. but had also adopted many foreign ideas and techniques
b. mingled more freely with Asian and African elites
c. had even seen technologically simple peoples at times as “noble savages”
2. the industrial age promoted a secular arrogance among Europeans
a. was sometimes combined with a sense of religious superiority
b. Europeans increasingly despised other cultures
c. African societies lost status
i. earlier: were regarded as nations, their leaders as kings
ii. nineteenth century: became tribes led by chiefs in European eyes
d. new kind of racism, expressed in terms of modern science
i. scientific “proof” of some peoples’ inferiority
ii. creation of a hierarchy of races
iii. view of race as determining intelligence, moral development, and destiny
iv. view that inferior peoples threatened Europeans with their diseases
3. sense of responsibility to the “weaker races”
a. duty to civilize them
b. bringing them education, health care, Christianity, good government, etc., was regarded as “progress” and “civilization”
4. social Darwinism: an effort to apply Darwin’s evolutionary theory to human history
a. regarded as inevitable that the “unfit” races should be displaced or destroyed
A. Japanese history textbooks became controversial around 2000, with the Chinese expressing outrage over what they regarded as a whitewashing of Japanese offenses against China.
1. the controversy reflects Japan’s surprising rise to world importance, which started in the mid-nineteenth century
2. both Japan and China had to face the threat of European dominance
B. Most peoples of Asia, Middle East, Africa, and Latin America had to deal in some way with European imperialism.
1. they also had to deal with internal problems and challenges
C. This chapter focuses on societies that faced internal crises while maintaining formal independence.
D. Four main dimensions of European imperialism confronted these societies:
1. military might and political ambitions of rival European states
2. involvement in a new world economy that radiated from Europe
3. influence of aspects of traditional European culture (e.g., language, religion, literature)
4. engagement with the culture of modernity
II. The External Challenge: European Industry and Empire
A. The nineteenth century was Europe’s greatest age of global expansion.
1. became the center of the world economy
2. millions of Europeans moved to regions beyond Europe
3. explorers and missionaries reached nearly everywhere
4. much of the world became part of European colonies
B. New Motives, New Means
1. the Industrial Revolution fueled much of Europe’s expansion
a. demand for raw materials and agricultural products
b. need for markets to sell European products
c. European capitalists often invested money abroad
d. foreign markets kept workers within Europe employed
2. growth of mass nationalism in Europe made imperialism broadly popular
a. Italy and Germany unified by 1871
b. colonies were a status symbol
3. industrial-age developments made overseas expansion possible
a. steamships
b. underwater telegraph
c. quinine
d. breech-loading rifles and machine guns
C. New Perceptions of the “Other”
1. in the past, Europeans had largely defined others in religious terms
a. but had also adopted many foreign ideas and techniques
b. mingled more freely with Asian and African elites
c. had even seen technologically simple peoples at times as “noble savages”
2. the industrial age promoted a secular arrogance among Europeans
a. was sometimes combined with a sense of religious superiority
b. Europeans increasingly despised other cultures
c. African societies lost status
i. earlier: were regarded as nations, their leaders as kings
ii. nineteenth century: became tribes led by chiefs in European eyes
d. new kind of racism, expressed in terms of modern science
i. scientific “proof” of some peoples’ inferiority
ii. creation of a hierarchy of races
iii. view of race as determining intelligence, moral development, and destiny
iv. view that inferior peoples threatened Europeans with their diseases
3. sense of responsibility to the “weaker races”
a. duty to civilize them
b. bringing them education, health care, Christianity, good government, etc., was regarded as “progress” and “civilization”
4. social Darwinism: an effort to apply Darwin’s evolutionary theory to human history
a. regarded as inevitable that the “unfit” races should be displaced or destroyed
Chapter 18
I. Beginning
A. Mahatma Gandhi criticized industrialization as economic exploitation.
1. few people have agreed with him
2. every kind of society has embraced at least the idea of industrialization since it started in Great Britain in the late eighteenth century
B. The Industrial Revolution was one of the most significant elements of Europe’s modern transformation.
1. initial industrialization period was 1750–1900
2. drew on the Scientific Revolution
3. utterly transformed European society
4. pushed Europe into a position of global dominance
5. was more fundamental than any breakthrough since the Agricultural Revolution
C. We don’t know where we are in the industrial era—at the beginning, in the middle, or at the end.
II. Explaining the Industrial Revolution
A. At the heart of the Industrial Revolution lay a great acceleration in the rate of technological innovation, leading to enormous increases in the output of goods and services.
1. use of new energy sources (steam engines, petroleum engines)
2. in Britain, output increased some fiftyfold in the period 1750–1900
3. based on a “culture of innovation”
4. before 1750/1800, the major Eurasian civilizations were about equal technologically
5. greatest breakthrough was the steam engine
a. soon spread from the textile industry to many other types of production
b. agriculture was transformed
6. spread from Britain to Western Europe, then to the United States, Russia, and Japan
a. became global in the twentieth century
B. Why Europe?
1. many scholars have debated why industrialization appeared first in Great Britain, and why it started in the late nineteenth century
a. older views: there’s something unique about European society
2. that view has been challenged by:
a. the fact that other parts of the world have had times of great technological and scientific flourishing
i. Islamic world 750–1100 c.e.
ii. India was the center of cotton textile production and source of many agricultural innovations
iii. China led the world in technological innovation between 700 and 1400 c.e.
iv. all had slowed or stagnated by the early modern era
b. the fact that Europe did not enjoy any overall economic advantage as late as 1750
i. across Eurasia, life expectancy, consumption and nutrition patterns, wage levels, living standards, etc., were broadly similar in the eighteenth century
c. the rapid spread of industrial techniques to much of the world in the past 250 years
3. contemporary historians tend to see the Industrial Revolution as a rather quick and unexpected eruption in the period 1750–1850
4. why it might have occurred in Europe
a. some patterns of European internal development favored innovation
i. small, highly competitive states
A. Mahatma Gandhi criticized industrialization as economic exploitation.
1. few people have agreed with him
2. every kind of society has embraced at least the idea of industrialization since it started in Great Britain in the late eighteenth century
B. The Industrial Revolution was one of the most significant elements of Europe’s modern transformation.
1. initial industrialization period was 1750–1900
2. drew on the Scientific Revolution
3. utterly transformed European society
4. pushed Europe into a position of global dominance
5. was more fundamental than any breakthrough since the Agricultural Revolution
C. We don’t know where we are in the industrial era—at the beginning, in the middle, or at the end.
II. Explaining the Industrial Revolution
A. At the heart of the Industrial Revolution lay a great acceleration in the rate of technological innovation, leading to enormous increases in the output of goods and services.
1. use of new energy sources (steam engines, petroleum engines)
2. in Britain, output increased some fiftyfold in the period 1750–1900
3. based on a “culture of innovation”
4. before 1750/1800, the major Eurasian civilizations were about equal technologically
5. greatest breakthrough was the steam engine
a. soon spread from the textile industry to many other types of production
b. agriculture was transformed
6. spread from Britain to Western Europe, then to the United States, Russia, and Japan
a. became global in the twentieth century
B. Why Europe?
1. many scholars have debated why industrialization appeared first in Great Britain, and why it started in the late nineteenth century
a. older views: there’s something unique about European society
2. that view has been challenged by:
a. the fact that other parts of the world have had times of great technological and scientific flourishing
i. Islamic world 750–1100 c.e.
ii. India was the center of cotton textile production and source of many agricultural innovations
iii. China led the world in technological innovation between 700 and 1400 c.e.
iv. all had slowed or stagnated by the early modern era
b. the fact that Europe did not enjoy any overall economic advantage as late as 1750
i. across Eurasia, life expectancy, consumption and nutrition patterns, wage levels, living standards, etc., were broadly similar in the eighteenth century
c. the rapid spread of industrial techniques to much of the world in the past 250 years
3. contemporary historians tend to see the Industrial Revolution as a rather quick and unexpected eruption in the period 1750–1850
4. why it might have occurred in Europe
a. some patterns of European internal development favored innovation
i. small, highly competitive states
Wednesday, March 1, 2017
Chapter 17: Revolutions of Industrialization
A. Mahatma Gandhi criticized industrialization as economic exploitation
1. few people have agreed with him
2. every kind of society has embraced at least the idea of industrialization since it started in Great Britain in
xB. The Industrial Revolution was one of the most significant elements of Europe’s modern transformation.
1. initial industrialization period was 1750–1900
2. drew on the Scientific Revolution
3. utterly transformed European society
4. pushed Europe into a position of global dominance
5. was more fundamental than any breakthrough since the Agricultural Revolution
C. We don’t know where we are in the industrial era—at the beginning, in the middle, or at the end.
1. few people have agreed with him
2. every kind of society has embraced at least the idea of industrialization since it started in Great Britain in
xB. The Industrial Revolution was one of the most significant elements of Europe’s modern transformation.
1. initial industrialization period was 1750–1900
2. drew on the Scientific Revolution
3. utterly transformed European society
4. pushed Europe into a position of global dominance
5. was more fundamental than any breakthrough since the Agricultural Revolution
C. We don’t know where we are in the industrial era—at the beginning, in the middle, or at the end.
- At the heart of the Industrial Revolution lay a great acceleration in the rate of technological innovation,
leading to enormous increases in the output of goods and services.
1. use of new energy sources (steam engines, petroleum engines)
2. in Britain, output increased some fiftyfold in the period 1750–1900
3. based on a “culture of innovation”
4. before 1750/1800, the major Eurasian civilizations were about equal technologically 5. greatest breakthrough was the steam engine
a. soon spread from the textile industry to many other types of production
b. agriculture was transformed
6. spread from Britain to Western Europe, then to the United States, Russia, and Japan
A. There was a massive increase in output as industrialization took hold in Britain.
-
rapid development of railroad systems
-
much of the dramatic increase was in mining, manufacturing, and services
-
agriculture became less important by comparison (in 1891, agriculture generated only 8 percent of British
national income)
-
vast transformation of daily life
a. it was a traumatic process for many
b. different people were affected in different ways
-
rapid development of railroad systems
Chapter 16: Atlantic Revolutions, Global Echoes
- The 2010 Haitian earthquake devastated this already impoverished country.
- also reawakened issues from slave-led revolution of 1804
- heavy reparations to the French had long impeded development of the country
- Haitian Revolution was part of a wider set of upheavals
- Haitians drew inspiration from North American and French Revolutions
- the Haitian revolution helped to shape Latin American independence struggles
-
From the early eighteenth to mid-nineteenth century, political and social upheaval occurred in
many parts of the world.
-
Atlantic revolutions took place in this wider framework.
- But the Atlantic revolutions were distinctive.1. costly wars that put strains on European states were global rather than regional2. the revolutions were closely linked to one anothera. revolutionaries provided advice and encouragement to each otherb. shared a common set of ideas
- The North American Revolution, 1775–17871. basic facts of the American Revolution are well known2. a bigger question is what it changed3. the American Revolution was a conservative political movementa. aimed to preserve colonial liberties, rather than gain new onesb. for most of seventeenth and eighteenth centuries, the British North American colonies hadmuch local autonomyc. colonists regarded autonomy as their birthrightd. few thought of breaking away from Britain before 1750A. The legacies of the Atlantic revolutions are still controversial.1. to some people, they opened new worlds of human potential2. the revolutions also had many victims, critics, and opponentsa. conservatives believed that societies were organisms that should evolve slowly; radical change invited disaster
b. critics argued that revolutions were largely unnecessary
B. Historians also struggle with the pros and cons of revolutionary movements.
Thursday, January 26, 2017
The Scientific Revolution and the Enlightenment
A new way of thinking: The Birth of Modern Science
- some europeans were attempting to to spread the Christian faith to corners of the world, others nurturing cosmos at odds with Christian teachings
- Europe's Scientific Revolution
--> Creators: Copernicus from Poland, Galileo from Italy, Descartes from France, Newton from England
- Saw themselves as departing radically from older ways of thinking
- The long-term significance of the Scientific Revolution can hardly be overestimated
- Over the past several centuries, it has eroded religious belief and practice in the West, particularly among the well educated.
The Question of Origins: Why Europe?
- Why did the breakthrough of the Scientific Revolution occur in the first in Europe and during the early modern era?
- The realm of Islam had generated the most advanced science in the world during the centuries between 800 and 1400.
- China?
- Its elite culture of Confucianism was both sophisticated and secular, less burdened by religious dogma than in the Christian or Islam worlds.
- This legal revolution was based on the idea of a "corporation", a collective group of people that was treated as a unit, a legal person, with certain rights to regulate and control its own members.
Science as a Cultural Revolution
- Before the Scientific Revolution, educated Europeans held a view of the world that derived from Aristotle, perhaps the greatest of the ancient Greek philosophers, and Ptolemy, a Greco-Egyptian mathematician and astronomer who lived in Alexandria during the second century
- The initial breakthrough in the Scientific Revolution came from the Polish mathematician and astronomer Nicolaus Copernicus, whose famous book On the Revolutions of the Heavenly Spheres was published in the year of his death 1543
Looking Ahead: Science in the Nineteenth Century
- Modern science was a cumulative and self-critical enterprise, which in the nineteenth century and after was applied to new domains of human inquiry in ways that undermined some of the assumptions of the Enlightenment,
- Charles Darwin laid out a complex argument that all life was in constant change and that an endless and competitive struggle for survival over millions of years was constantly generated.
- some europeans were attempting to to spread the Christian faith to corners of the world, others nurturing cosmos at odds with Christian teachings
- Europe's Scientific Revolution
--> Creators: Copernicus from Poland, Galileo from Italy, Descartes from France, Newton from England
- Saw themselves as departing radically from older ways of thinking
- The long-term significance of the Scientific Revolution can hardly be overestimated
- Over the past several centuries, it has eroded religious belief and practice in the West, particularly among the well educated.
The Question of Origins: Why Europe?
- Why did the breakthrough of the Scientific Revolution occur in the first in Europe and during the early modern era?
- The realm of Islam had generated the most advanced science in the world during the centuries between 800 and 1400.
- China?
- Its elite culture of Confucianism was both sophisticated and secular, less burdened by religious dogma than in the Christian or Islam worlds.
- This legal revolution was based on the idea of a "corporation", a collective group of people that was treated as a unit, a legal person, with certain rights to regulate and control its own members.
Science as a Cultural Revolution
- Before the Scientific Revolution, educated Europeans held a view of the world that derived from Aristotle, perhaps the greatest of the ancient Greek philosophers, and Ptolemy, a Greco-Egyptian mathematician and astronomer who lived in Alexandria during the second century
- The initial breakthrough in the Scientific Revolution came from the Polish mathematician and astronomer Nicolaus Copernicus, whose famous book On the Revolutions of the Heavenly Spheres was published in the year of his death 1543
Looking Ahead: Science in the Nineteenth Century
- Modern science was a cumulative and self-critical enterprise, which in the nineteenth century and after was applied to new domains of human inquiry in ways that undermined some of the assumptions of the Enlightenment,
- Charles Darwin laid out a complex argument that all life was in constant change and that an endless and competitive struggle for survival over millions of years was constantly generated.
Tuesday, January 17, 2017
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