Lauren Bruder- 2-406L
Aim: How did Louis XIV (AKA “The Sun King”)
Rule
Theme: Power/Government
Why did kings rise to power?
Absolute Monarchy- rules by divine
right and decides what is best for the state
Ruler has unlimited power; individuals are like objects owing loyalty
and obedience. Ruler encourages industry
and trade to strengthen the economy.
Ruler dominates cultural life either as patron of the arts or by
censorship.
-
Ruler
holds unlimited poweràpolitical
-
Ruler
dominated upper classes, which in turn dominate lower classes. Ceremonies symbolize ruler’s poweràsocial
-
Ruler
encouraged industry and trade to strengthen the economyàeconomic
-
Ruler
dominated cultural life either by a patron of the arts or by censorshipàcultural.
Louis XIV:
-
Appointed
royal officials/ “intendants”(usually from middle
class) to gain their loyalty- collect taxes, recruit soldiers, etc.
-
Absolute
power
-
Didn’t call the Estate’s General (parliament)
into session
-
Finance
minister- Jean Baptiste Colbert who had mercantilist
policies
-
High
tariffs on imports
-
Oversaw
colonies (
-
Overseas
colonies (
-
-
Palace:
ceremonies and rituals
-
Required
nobles to live at
-
He
let them compete for his favor so they would fight each other, not him.
Ceremonies and rituals(people following him and doing
shallow chores for him- watch him get dressed, etc.)
-
paid
a high tax
1.
The
government debt had tripled from 1774-1779
(half of it coming from
2.
Banks
were refusing to lend the government money even at 40% interest
3.
By
the spring of 1789, the price of bread had
almost doubled from 1789 due to the bad drought of
1788 and the cold winter which stopped grain from being shipped. Bread was the main part of the diet of the
French and the worker was used to paying about half of his earnings for bread;
now almost every cent he earned went to his bread
4.
Louis XIV called the Estates-General into session for the
first time in over 150 years in order to raise money through taxes and
hopefully to quiet the demands of the people who were starting to riot in the
streets of Paris. Anticipating a
discussion of the nation’s problems, each estate wrote its own cahier (letters
of complaint to discuss conditions they wished changed) to the king.
Aim: How did Peter “The Great”, 1692-1725
Rule
Peter The Great 1692-1725
Government:
Nobility:
Serfs:
Foreign Policy:
Army:
Economy:
Nobles:
Men:
Women:
a. Abandon their
isolation and take part in community life
(See sheets)
Additional
information:
Factors Contributing to
Cultural:
Physical:
Peter The Great:
Aim: How did a clash between stuart kings and parliament result in a revolution?
Theme:
Power/Revolution
Issues:
Henry VII= established a new official church of
England, the Angelican Church
Mary I(daughter of Henry VII)= had determination to
make England Catholic. All who wouldn’t
conform to the Catholic Church got burned at the stake (around 300
people)including Thomas Carpenter, archbishop Canterbury= “Bloody Mary”; End
resultèfailed to destroy
Protestantism
Elizabeth I(Mary’s half-sister)= Used parliamentary
acts to make England Protestant (ex- those who didn’t attend the Angelican church had to pay a fine). The monarchy benefited
from the break with the Catholic Church, due to the fact that it took over
church lands and consolidated its powers.
-
She
managed the parliament wellàsummoned
ten parliaments during her reign, and they met for a total of 140 weeks
-
Obtained
all the taxes needed without letting members of the parliament influence her
policy
-
Found
it hard to prevent its members, especially Puritans, from questioning
government policies
Mary Queen of Scots
(Elizabeth’s closest relative and heir)= She was Catholic, thus
horrifying English Protestants that she would be queen. She delayed plans for Phillip II of Spain to
invade England and force a Catholic ruler on the English people.
-
1568àto escape problems in
Scotland, Mary fled to Englandàimprisoned
by ElizabethàMary plotted with
Phillip II’s ambassador to kill Elizabeth and seize
the English throne. Elizabeth signed
Mary’s death warrant, and in 1587 Mary was beheadedàMary
now deadàPhillip II had no
reason to delay his plans to invade England.
Phillip II= Spanish king. In 1588, he sent fleets of 130 ships- “invincible
armada” north towards the English ChannelàEngland
got its ships to stop the armadaà
“Protestant wind” began to blow, only about 50 ships returned to Spain.
James I= Kept powerful church of Scotland under
control
-
People
gave him a letter from parliament, saying how it should be run, but he believed
in divine right of kings, so refused.
-
Couldn’t
collect enough taxes to finance his policies= taxes passed by parliament were
insufficient- sold titles of nobility, granted monopoly rights to private companies,
and increased customs duties
-
Was
liked by Puritans- ordered English Bible to be published
Charles I= Took his job as head of the Anglican
Church very seriously
-
Favored
formal and ritualistic Protestantism, which annoyed the Puritans (limited sermons
to those that concerned the ten commandments and required government approval
for the printing of religious booksàsome
Puritans left to go to America for more religious freedom
-
Couldn’t
persuade parliament to give him moneyàforced
people to give him money, and imprisoned those who didn’t- led to bad
confrontation with parliament in 1629
-
That
led to members giving him a document called the “Petition of Right”= signed it,
promising not to levy taxes without the consent of Parliament, imprison without
charge, etc.àbut
continued to levy taxesàmembers
of the House of Commons protested, so he dissolved parliament.
Catherine (Catholic)
with Henry VIIIè
Mary Tudor “Bloody Mary”
Henry VIII with Anne
(Protestant) èElizabeth
Elizabeth relatives
with James I and Charles I- the Stuarts
These two kings were
very unpopular-they were foreigners, claimed divine power, were friendly with
Catholic Spain (most of England was protestant) and discriminated against
Puritans. The middle class was mad about
the taxes- the lawyers were mad that the kings would violate English law by
imprisoning the people without trial. Parliament was mad that the kings would
raise money without their consent, when they had Power of the Purse.
à
There is a lot of
resentment by the middle class and Puritans
à
Charles does not call
parliament into session for 11 years. Finally he is fighting the Scots
(attempting to suppress their rebellion) and is desperate for money. He assembles parliament, who refuse to give
him the money, and when he attempted to arrest its leaders, a civil war broke
out.
Charles heavily taxed
them, and wanted Puritans to conform to the Anglican Church; attempts to arrest
leaders of the House of Commonsàcivil
war erupts in Europe.
Parliament and the
Puritans form one side, called the Roundheads.
The other side, composed of the royal forces, was called the Cavaliers
(from the word Cavalry)
à
The Roundheads, led
by Oliver Cromwell, defeat the Cavaliers and put Charles I on trial for
treason, tyranny, and murder. Charles
was then found guilty and beheaded. This
sets a major precedent for the rest of Europe, because it’s a major blow to the
concept of divine right.
-à
Cromwell rules
England as a military dictator. This
confuses the English people- did they get rid of one dictator just to be led by
another? People were also unhappy because he favored a Puritan way of life,
which was extremely strict.
à
When Cromwell died,
the English people restored the monarchy through Charles II (who had been
exiled after his father’s death).
Learning from his fathers death, Charles II promised to observe the
magna carta and the Petition of Right.
Why did this fail to gain widespread support?
Who were the Tories?
They were a group in
Parliament:
The second of the two
groups= Presbyterian guerillas
A group of people who were leaders in
Parliament; made policies
First Prime Minister, also carried the “first
lord of the Treasury”.
A leader sits on a throne, limited and
constitutional- constitution limited the monarch’s power, and the monarch had
to consult parliament.
Aim: how did Parliament gain power over the
monarchs in England?
Theme: Power/Turning
Point
Charles II- approves Habeas Corpus; also pledges to
observe the magna carta and the petition of right;
pledges to respect the authority of parliament
He knew what happened
to his father, that got beheaded by the people
Charles was James’s brotheràJames was then king
-
Born
Protestantàconverted
to Catholicism
-
His
wife dies and then he went and married a Catholic girl
-
Then
has a son who’s catholic
-
People
now worried about return to Catholicism
-
Believed
in divine right
James II- divine right, pro-Catholic (2 wives- one
protestant, that dies, and one catholic- he converts to Catholicism).
à
Parliament secretly
offers the English crown to William and Mary (daughter of James II) who are
both protestant. James II flees England
without a fight- called the Glorious Revolution, in
1688. This was a major turning
point because their powers are not given to them by G-d, but by parliament
(another major turning point was when Charles was beheaded). Now parliament have control of the monarchy
and forces William and Mary to sign the Bill of Rights.
When George I rules,
he didn’t know English or English traditions, so he needed advisors- called
“Cabinet”, the head being the Prime Minister, who pretty much runs the country
today.
Homework #3
3.
|
MONARCH |
HOW HE/SHE DEALT WITH RELIGIOUS ISSUES |
|
Henry VIII |
Established a new
official church in England, the Anglican Church. |
|
Mary I |
Pro-Catholic,
burned those who opposed Catholic laws. Tried to eliminate all Protestants. |
|
Elizabeth I |
Fully Protestant,
imposed a fine on those who didn’t attend Anglican church. Persecuted
Catholics and Puritans, establishing an enemy within the Puritans. |
|
Mary Queen of Scots |
Was Catholic, and
even though the English Protestants didn’t like it, it prevented Philip II
from invading England. |
|
Philip II |
Catholic, leader of
the Counter-Reformation |
|
James I |
Left Puritans
alone, ordered new translation of Bible into English. |
|
Charles I |
Took Protestantism
seriously, increased restrictions on the Puritans |
|
MONARCH |
HOW HE/SHE DEALT WITH CONFLICT WITH
PARLIAMENT |
|
Elizabeth I |
Elizabeth ignored
Parliament’s urges for her to marry, and when members of Parliament
questioned the government too much, they began a revolution. |
|
James I |
When he sold
nobility titles, passed taxes and granted monopolies to private companies,
Parliament had objected. They also objected when he attempted to make peace
with Spain. |
|
Charles I |
Signed the Petition
of Right which ordered him not to levy taxes, declare martial law, quarter
soldiers in private homes at peacetime, and not to imprison people for no
reason. |
4. The financial issues between the Stuart kings and Parliament served
as the breaking point because despite all the pleas and attempts and petitions
of Parliament, the kings still had to obtain money and did anything they could
to receive it.
Aim: How did Enlightenment Thinkers answer
the basic question of the 18th century? (how does one make mankind
happy, rational, and free?)
Theme: Turning Point
-“Whenever Law ends,
Tyranny begins”- Locke- With no laws, there is anarchy
-
“Liberty
is obedience to the law which one has laid down for oneself”- Rousseau – it is
considered freedom because YOU make the law
All these questions
about laws, etc. began with the Scientific Revolution, when they used logic,
reason, and experimentation to solve problems of the physical- they discovered
that everything has a cause and effect.
Descartes- “I think, therefore I am”
Beforehand, scientists relied on theology- religion and ancient texts. Their methods of solving problems, using reason, to solve physical problems were then applied to the study of humans, and human nature- this was the Enlightenment Period. They wanted to discover natural laws (laws between you and I), laws that govern human nature (society and human behavior).
Hobbes Vs. Locke- Hobbes lived during the English
Civil War, and so he had a pessimistic opinion (since the king was beheaded),
and Locke lived during the Glorious Revolution, so he had an optimistic view.
People are driven by
selfishness and greed
à
In a “State of
Nature”- without laws- chaos/anarchy/ “war”
à
To avoid this, people
give up their freedom (social contract) to a government that provides order
à
Such a government
must be strong to control the nation= absolute monarchy
Everybody is born
with natural rights- life, liberty, and property
à
à
If the government
doesn’t fulfill its purpose or if it transgresses the people’s rights, they can
revolt, they can change the government
Felt that people only
gave up some individual rights, and kept others.
Also believe that
people first lived in a state of anarchy, then made a social contract.
* Turning Point- this
idea is used by the U.S and later, France
If one person makes,
enforces, and judges the laws, there is no freedom and this is an abuse of
power.
Says that the powers of government should be separated into judicial, executive, and legislative branches.
Why? To prevent any one group or person from
gaining too much power. Each branch
should check and balance each other.
Presidentßà Supreme court
PresidentßàCongress
Congressßà Supreme Court
Legislative- made the
laws
Executive-
administered the laws
Judicial- interpreted
and applied the laws
Aim: How did the Enlightenment Spread?
Theme: Cultural
Diffusion
“An opinion launched
in Paris (France was the center of the Enlightenment) was like a battering ram
launched by 30 million people.”
Ex: Ben Franklin
visited Europe- brought enlightenment ideas back to America
Denis Diderot- 28 volumes-
20,000 copies (1751-1789)- the editor
Purpose: to begin a
revolution in the minds of men- wanted to change the wat
people think or do things
Explained new ideas:
Government, philosophy, religion, science, technology,- includes articles by
leading professors (Voltaire, etc.) Denounced slavery, praised freedom of
speech, urged education for all, attacks divine right theory and traditional
religion- led to the democratization in France.
Arranged
alphabetically- Roi (king) and Dieu
(god) comes in alphabetical order, they are not the first things in the books-
are not placed first! There was free
access to knowledge and bypassed traditional authority.
Thomas Paine- “Common Sense”-this pamphlet represents
Enlightenment thinking- says that it goes against reason that King George, who
is so far away from the colonies, should rule them. This sparked the American Revolution.
We see a lot of Enlightenment ideas in the Declaration of Independence as well- we see concepts of all men are created equal, popular sovereignty, unalienable rights, right to rebel, etc.
Mercantilism- helped mother country, but greatly
harmed colonies
Enlightened Deposits- people who tried to use Enlightenment thinking to help reform the country (they were absolute monarchs) King Frederick of Prussia- he says that he wants to fight ignorance and prejudice, to cultivate his peoples manners and morals, and to make them as happy as himself. He had Voltaire live in his court for a short while as an advisor. Although he spoke a lot about helping the state, he did more to increase his own power.
Catherine the Great- Gave a lot of “lip service”-
said she wanted to free the serfs, etc. She conquered the Turks and finally got
the warm water ports on the Black Sea that Peter had wanted- it was this, her
military service, that she was known for.
Peasants are
untouched by enlightenment- still lived in small, rural villages.
East:
Still serfs
Could be sold with
land
‘Owed labor with land
Some were forced to
serve as sailors
West:
Rented or owned land
Hired as day laborers
By late 1700’s, some
sought reform and justice
Rousseau believed
that education of women is key. A woman
named Mary Wollstonecraft was the first real
feminist.
Aim: Why did a Revolution Erupt in France in
1789?
The
Revolution/Turning Point
“Road to Revolution”
Some
Background….
First Estate
Type of people= Clergy of the Roman Catholic Church
Percent of the Population= made up less than 1%
“Special Privileges”= (held since the middle ages)-
only church courts could try priests and bishops
-
Clergy
didn’t have to pay taxes, but made a “free gift” of money to the French king
-
Church
owned about 1/10 of all French land, and therefore got a lot of money from
taxes, rents, and fees.
-
Higher
clergy (archbishops and bishops) had a lot of money- therefore became lazy and
neglected many spiritual duties
Poor Treatment and abuse= lower clergy (parish
priest) did most of the work and got very little pay
Gave religious
guidance and fed the poor, while providing education
Second Estate
Type of People= nobility
Percent of the population= less than 2% of the
population
“Special Privileges”- (originated in the feudal time)
-
The
right to wear a sword
-
Right
to function as ‘Lord of the Manor’
-
Exempt
from most taxes
-
Could
collect rent from the poor peasants that worked their lands
-
Many
of the wealthiest bought their titles from past kings
-
Some
of the idealists among the nobility did understand the complaints of the first estate
-
Nobles
paid few taxes if any, and still collected feudal dues from the peasants
-
Nobles
were the only ones that could hold the highest positions in the army and the
government
-
Some
cared about the welfare of France, but on the whole, the nobility were
thoughtless and irresponsible
Type of People= The top: ‘Burgeoies’àcity-dwelling middle
class- merchants, manufacturers, doctors, lawyers, etc. Below them- artisans and laborers; Bottom-
the peasants- led miserable lives of poverty
% of Population= about 97%
Burgeoise- wealthy and had education
-
Paid
rent for the land on which they worked
-
Heaviest
taxes
-
Tithe-
1/10 income to church
-
Many
could not afford to farm the land
-
Many
used farming equipment
July 14th,
1789 (also Mr. Rothbort’s birthday)- “Bastille Day”-
Revolution Begins (French Independence Day)
Deficit- the French owed 126,000,000 francs more than
they collected- this is called deficit spending
Frenchmen would fight
for the Americans, and Louis spent a lot of money on the colonies there,
because he believed in the phrase “My enemy’s enemy is my friend”.- the English
and the Americans are enemies, as are the English and French.
The banks refused to
grant Louis XVI loans, and so he planned to tax the 1st and 2nd
estates, but they refused.
1789- Louis calls the Estate’s General (who had
not met for 175 years)- asked each estate to write their grievances in a
notebook (a “cahier)
1. Wanted a say in government policy
mainly because the government interfered with their business
2.
Wanted their sons to have important positions in the church,
army and government= only nobles could
3.
Merchants and manufacturers didn’t want to pay
taxes when nobles and clergy didn’t
4.Wanted
political power
5.
Freedom to trade with foreign countries without
interference
6.
At first wanted mercantilism, but by the mid 1700’s , disliked
mercantilist policies concerning
government waging taxes, wages, and prices.
Page 429 Q’s #5 and
#6
5).a. The terms liberty and equality were
interpreted by the peasants as the right
to eat and get reward for their labor.
b. By the Bourgoise- the
freedom to trade without restrictions, and the right to get into the highest
positions on society by way of merit alone
6). A. Louis XVI
called a meeting of the estates general (1789 at
Versailles), because he thought that by calling together all the
representatives from all 3 estates (not just nobility) could get his approval
for his idea for taxing the wealth
Famous speech made by
a clergy- Abbe Sieyes
What is the third
estate? EVERYTHING (majority of the population). What is it asking for? TO BE SOMETHING.
He was sympathetic to
the peasants.
The voting was by
estate, not by the individuals. In order
to pass a law, two estates and the king must approve it. This was the third estate’s major complaint-
300 members of the first estate, 300 members of the 2nd estate, 600
members of the third estate. But each estate only gets one vote. The first and second estates would always
vote as a bloc. This system angered the
Third estate, and there was no resolution to this problem. They declared a national assemblyà National Assembly- they claimed that this represents
the people. Louis XVI locks the assembly
out of their meeting place. Instead,
they meet outside, on a tennis court, and declared that they would not disband
until a new constitution was established.
After they take this oath, a rumor began that the king was marching an
army in Paris against them, and this sparked the storming of the Bastille- the
king’s jail, where prisoners who had been arrested by letters of cache were
kept)-on July 14th, 1789.
There were only 7 prisoners, but they heard arms were stored there.
-
This sends a warning to the nobility and king
not to resist reform
-
Commoners express support for this new
National Assembly
-
The Bastille was a symbol of the King’s power
This was an attack on
the kings power. Once the soldiers did
not support the king, the tide turned.
This was a turning point.
Summer of 1789- the “Great Fear”- violence and bread riots
continued, especially peasants vs. nobles
October of 1789-
women march in Versaille demanding bread
“We have the baker,
the bakers wife, and son”- they captured Louis, Marie, and their son and took
them back to Paris
People didn’t like
Mary Antoinette- Louis’s wife married for political reasons- people didn’t like
her because she was concerned with luxury and wealth
By the women getting
involved, we see it was a popular revolt.
-
Summer
of riots- taxes should go to the poor
-
King
is having feasts while the rest of France is hungry
Aim: How did the National Assembly attempt to
Reform France?
August 1789- “Declaration of the Rights of Man and the Citizen”
Reform (change) the
“Old Regime”- the old system in France
August 4th 1789- enacted reforms
1791- new constitution (The Tricdor Badge- red white and blue- became the emblem of the revolution)
Slogan of the Revolution: “Liberty, equality(before the law), fraternity(brotherhood-everybody worked together)- to the death!”
-
All
male citizens equal in the eyes of law
-
Limited
power of monarchy
-
Established
Legislative Assembly- elected by taxpaying male citizens
-
Abolished
special privileges and announced end to feudalism
-
Taxes
are levied according to ability to pay
-
Abolished
guilds, forbade labor unions
-
Compensated
nobles for lands seized by the peasants (the Great Fear)
-
Declare
freedom of religion *
-
Took
over and sold church lands (to pay off deficit) *
-
Placed
the French Catholic Church under control of the state*
-
Provided
that bishops and priests be elected and receive government* salaries
*= Caused the most
problems for Assembly
Constitution of September 1791
Power in Government
~ Neither the nobility nor any other feudal titles exist
~ The legislative power is delegated to a National Assembly…freely elected by the people
~ The executive power is delegated to
the king
~ The judicial power is delegated to
judges who are elected by the people
~ The person of the King is sacred
~There is no
authority superior to the law, the King rules under the rule of law
~ All citizens are
admissible to offices…the only qualifications being their virtues and talents
~ All citizens shall be given the liberty to:
*Come and go as they please
Aim: Why did the French Revolution turn
radical? (1791-1795)
Favors extreme
changes in government policy(no monarch-republic)
Favors some changes
in government policy
Open to minor changes
in policy
Favors maintaining
the status quo (same-limited monarchy)
Favors a return to
post traditional policies (monarch)
Royalists: nobles/church return the king
“Reign of Terror”- Robespierre-
“It is necessary to stifle the domestic (internal) and foreign (external)
enemies of the Republic or perish with them…”- the basis of popular government
in time of the revolution is both virtue and terror.
Stage 1: Activity of writers who
denounce existing conditions and satirize common practices. The writers provide
new goals and ideas (Enlightenment writers)
Stage 2: Public dissatisfaction culminates in riots,
assassinations, and other acts of violence (Bread riots, women walk on
Versailles, Bastille Day)
Stage 3: The ruling group is intimidated into making
repeated concessions until power is transferred. (sometimes give up power
willingly)
Stage 4: The reformers carry out their jobs
Stage 5: The new reforms divide the nation into rival groups
(left, center, right)
Stage 6: Radicals seize power and attempt to impose their
views on the nation
Stage 7: The public tires of the radicals, thus allowing
moderates to regain power and restore order
Chapter 17 Sections
4-5, Pages 434-440:
National Convention: governmental
assembly of delegates from France who ruled the country for three years. It ended the rule of the monarchy and began
the rule of a republic. It was an
equivalent of the United States’ Congress.
Made up of Girondists and Jacobins.
-
Held their first assembly in September 1792
-
Nobody
supported the king
Committee of Public Safety= In 1793- set up in order to direct the French army in
defending the country and subduing foreign invaders. Established the Revolutionary Tribunal to put
enemies of the French Revolution on trial.
Conscription= the draft- all men between the ages 18
and 45 were liable for military service; adopted by the Committee of Public
Safety
Reign of Terror= the convention made a systematic
program in order to suppress opposition to the republic; this lasted from September 1793 to July 1794.
Directory= 1795àThis was the name of the government created by the revised Constitution
in 1795. This government was run by five executives
called directors. It ruled France for
four years. The Directory displeased
many people, and the five directors were always arguing. The Directory was a weak form of government
and experienced protests and riots.
Eventually, it went bankrupt.
-
Governed France for a few years, but neither
the radicals or the conservatives were happy about it.
-
The five directors were selfish and constantly
fought with each other- couldn’t solve France’s problems
-
Prices skyrocketed, and the peasants and the poor
people of France suffered as a result of thatàthe
directors made no effort to improve their desperate situation.
-
Directors didn’t interfere with corrupt
business leaders
The economic situation got badàcrowds rebelled and
argued that the government wasn’t helpingàdirectors
made no effort to improve their desperate situation.
-
Soon became as unpopular as the old regimeàrepeated history- went
bankrupt and made way for military dictatorship.
Aim: How did Napoleon Rule France? (1799-
1815)
The French Revolution (1789-1815)
Reign of Terror(1793)
Directory (1795)
Napoleon(1799)
Napoleon was a general at age 26, and suppressed the uprisings in Paris that tried to stop the establishment of the directory, and therefore made him very popular with the citizens of France. He was also an excellent organizer both politically and in military actions. He also had military genius.
Napoleon became the
leader of France because conditions got bad and
people thought that only Napoleon could be victorious abroad and bring it home. Then, in 1799,
three directors resigned and two were arrestedàmade way for change,
troops with bayonets entered the legislature and made most of the members leave
(and those that remained left the government to Napoleon and his fellow
plotters~ “I found the crown of France lying on the
ground, and I picked it up with a sword.”
. People accepted Napoleon’s dictatorship because: 1- wanted stability and sick of the chaos; 2- afraid to protest because feared arrest; 3- Didn’t try to abolish changes from the revolution, but rather supported them. Also, he respected the Declaration of the Rights of Man, and didn’t restore serfdom and feudal privileges= reassured the peasants that they would keep their land and it wouldn’t be taken away from them.
-
“He
was like an expert chess player”- strategy- his opponent was the entire world,
which he wanted to control
-
“I
am the constitution”- making power-absolutist
I.
Early
successes
II.
Reforms (order, security, and efficiency)
Controls prices,
encourages new industry and builds roads and canals
Helped Jews- they were all over the world and wanted
their support
Aim: How did Napoleon’s Empire Fall?
Building an Empire (1804- 1814)
Spain has colonies in South America- while Spain is fighting France, what will the colonies do?- start to declare independence (Peru, Mexico, Chile, etc.)
He waited too long to
make his decision to retreatàbitter
cold and driving snow crossed the vast Russian plain once againàtemp. dropped and the
Russians began to attack French forces without mercy.
Finally, Napoleon
retreats. As England, Russia, Britain,
Austria, and Prussia fight, they finally defeated Napoleon- Lipseg,
Germany.
In Paris, Napoleon
was forced to abdicate(give up his crown and throne). He was defeated in the Battle of
Waterloo. Finally sent to the South
Atlantic- to an island (St. Helena)in exile-and died there.
Napoleon didn’t
realize that Britain also trades with the colonies in America and with India-
when he cut off trade.
Defeated, abdicates, retires to Elba Island, escapes, comes back to France as a hero for 100 days- final defeat at the Battle of Waterloo.
Homework #8
1. What was known as the Continental System was a French Blockade of the British isles. This blockade served as a trade embargo upon Britain, which the French hoped would render the British without trade or profits. Unfortunately, the British responded with a similar international blockade on France, making trade with either country very difficult
2. Napoleon decided to invade Russia because it was apparent that it refused to obey the French Continental System, and such behavior was inappropriate for allies of France. This infuriated Napoleon and led him to invade Russia. However, as the Russian army was attacked, they slowly moved deeper into the recesses of Russia, and began to destroy things of value in the towns that the French were destined to pass through. Eventually, they had drawn the French army into the middle of the country with the Russian winter coming, which left them helpless and caused them to retreat.
3.Napoleon’s defeat in Russia was a disaster because it showed how unprepared the French army had been and it pointed out its weaknesses. Not only that, but the French had taken 4/5 casualties. This served as a major embarrassment for France because the Russians had taken advantage of their vast knowledge of their homeland, and put it to use in the swift destruction of the French army.
Quote- “My glory is not to have won forty battles, for
Waterloo’s defeat will destroy the memory of as many victories. But what nothing will destroy, what will live
eternally is my Civil Code.”- Napoleon’s Legacy:
1.Napoleon’s Code
-
No
privileges of birth
-
All
men are equal under the law
-
Close
to older French laws and customs to be acceptable to the French public and
legal profession
-
Moderate,
well organized
-
As
a result, the code not only endured in France, but has been adopted with local
modifications, in many other countries
-
So
weakened the Spanish government that for a period of several years, it lost
effective control of its colonies in Latin America.
-
But
during the period of De Facto autonomy that the Latin American independence
movements commenced.
-
Sold
a vast tract of land to the US because…
-
Realized
that the French possessions in North America might be difficult to protect from
British conquest, and was short on cash
-
Largest
peaceful transfer of land in all of history
-
Transformed
the US into a nation of near-continental size
-
Doubtful
that the US would be a great power today without the Louisiana Purchase
-
Napoleon
wasn’t solely responsible for itàUS
government clearly played a part, also- but French offer was such a bargain
that any American government would have accepted itàbut
the decision to sell the Louisiana territory came through the arbitrary judgement of a single individual, Napoleon Bonaparte.
Napoleon called, by
some, “Son of the Revolution”
Others say he was a “Traitor of the Revolution”.
-
Corrupt,
inconsistent, and insensitive leadership
-
Prosperous
members of the third estate resent privileges of first and second estates
-
Spread
of enlightenment ideas
-
Huge
government debt
-
Poor
harvests and rising price of bread
-
Failure
of Louis XVI to accept financial reforms
-
Formation
of the National Assembly
-
Storming
of the Bastille
The French Revolution
Immediate Effects
-
France
adopts its first written constitution
-
French
feudalism ends
-
Declaration
of the Rights of Man and the Citizen adopted
-
Monarchy
abolished
-
Revolutionary
France fights coalition of European powers
-
Reign
of Terror
-
Napoleon
gains power
-
Napoleonic
Code established
-
French
conquests spark nationalism
-
French
public schools get set up
-
French
people remain proud of Napoleon’s glory days
-
French
law reflects Napoleonic Code
-
Metric
system, set up after the revolution, in use worldwide
-
After
centuries of power, French political and military influence declines in Europe
Aim: How did the Congress of Vienna (1815) attempt to stabilize Europe following Napoleon?
Trying to “turn the clock back” to the Old Regime- complete
monarchy
Metternich-leader of Congress of Vienna- reactionary
-
Formed
“Quadruple Alliance” to maintain peace and
balance of power, and to prevent revolution
-
Metternich was against
liberalism, revolution, and freedom of speech.
-
Established a secret police force to
make sure that there was non
4. government, responsible for maintaining peace and the balance of power established at Vienna.
5.
Prince Metternich
wished to abolish completely any ideas of revolution and of liberalism. Liberalism was a movement which supported the
rights of man and freedom of speech, religion, press, etc. He aimed to preserve absolutism, and achieved
this through a secret police system in Austria.
Any liberals that were caught were imprisoned, fined, or exiled
Aim: How did Production Change in the Late
1700s to early 1800s?
Rural
Domestic
Hand
Industrial Revolutionà
Factories
I.
Agricultural Revolution
A.
Enclosure Movement- combine lands (enclosing or
fencing) to form larger-land holding that were more efficient for large-scale
farming
à
B. New Invention
à
Less need for many famers
Some move to cities
àAlternating
crops of different kinds to preserve the soil
àEfficient
farming
Crop production
increases
Less need for farmers
Move to cities
II.
Population Explosion
England 1700- 5
million
1800- 9 million
Europe 1700- 120
million
1800- 190 million
Why? (more food:)
-
Ate healthy
-
Improved hygiene
-
Less famine
-
Improved medical care
Vaccine
smallpox (1796)
III.
Domestic SystemàFactory System (ßMore demand)
With the population, came a greater demand for the goods:
First came John Kay’s
Flying Shuttle for hand loom:
-
Wider
fabric, faster weaving
-
More
yarn needed…..
James Hargreave’s Spinning Jenny
(home)/ Arkwright’s Water Frame (factory)
-
Faster
spinning-increased thread
-
More
thread than weavers use
Led to Edmund Cartwright’s Power Loom- more cotton needed….
-
Removes
seeds faster
-
Growers
raise more cotton
-
US
main exporter
-
Slavery
increases
-
More
cotton needed
HandàwateràSteam Engine (coal)
Positive:
-
Can
be located anywhere- not stream
-
Works
24/7- doesn’t depend on flow
Negative:
-
Pollution
Steam Boat
Locomotive
Bessemer Process
Machine gun- 1861
Dynamite-Nobel-originally
for mountains and mines
Telephone- 1876
Gasoline automobile-1889
Population GrowthàGrowth of CitiesàUrbanizationàOvercrowding(tenements)àpollution(includes
noise pollution)
Tenements- very little light, many families share one
bathroom
Factory- all the factors of production in one place
Homework #10
INVENTOR
|
INVENTION
|
USE
|
SIGNIFICANCE
|
|
John Kay |
Flying shuttle |
Moved the
“woof” across the loom more quickly. |
Weavers
could weave thread faster now. |
|
James Hargreaves |
Spinning
jenny |
Spin out
thread quicker |
Thread
produced eight times faster now |
|
Richard Arkwright |
Water frame |
Spin out
thread by use of water power |
Thread
production automated by water |
|
Samuel Crompton |
Spinning
mule |
Combined the
spinning jenny and water frame |
Fine-quality
thread produced amply |
|
Edmund
Cartwright |
Power loom |
Weave cloth
by water power |
Weaving
output multiplied by 200 |
|
Eli Whitney |
Cotton gin |
Removed the
seeds from cotton |
One person
could now do the job of that of 50 |
|
James Watt |
Steam engine |
Used to
propel vehicles such as cars & trains |
Steam
replaced water as main power source |
|
Henry
Bessemer |
Bessemer
process |
Removed
carbon to facilitate steel-making |
Steel could
now be made cheaply and efficiently |
|
Charles
Goodyear |
Rubber
vulcanization |
Mixed rubber
with sulfur to make it more elastic |
Became the
basis of the modern rubber industry |
|
George
Stephenson |
Locomotive |
Used steam
to propel a moving engine |
Established
ways of transportation around G.B. |
|
Robert
Fulton |
Steamboat |
Steam-propelled
boat for travelling across rivers |
Steamboats
soon appeared all over the world |
|
Samuel Morse |
Telegraph |
Used system
of dots and dashes to communicate across large distances |
Telegraph
soon became world standard of communication |
Aim: How were the Lives of People affected by
the Industrial Revolution?
A. Tenements-
Little light, few windows, shared bathrooms-overcrowding
Built as a square-
those in the middle had no windows- little fresh air or light
-
No
real sewage- those conditions led to diseases
B. Middle
Class- more spacious housing. Could
afford servants.
C. Child
Labor is predominant in factories and mining
Why? 1. Lower
wages
2.Smaller-this was a needed trait
in coal mining, as well as in working machines
No real education for
these children- they worked all day.
Middle class children were the ones who received education.
Ad from the time:
“Wanted: A few sober and industrious families of at least 5
children each, over the age of 8 years.
Widows with large families would do well to attend this notice.”
Widows- could take advantage of them
Families- work well together, more manageable
Wages- determined by how much person can make doing
other jobs; these children can’t do other jobs so their wages are low.
These wages are also determined by scarcity of workers- supply and demand.
12 hour work days:
Argument: These kids worked on farms before anyway,
now they are making money for their family (the skilled workers lost their
jobs)
Conditions are dangerous as well. No compensation, no insurance for workers,
while there were frequent injuries.
Big difference between middle class(doctors, lawyers,
merchants, factory owners) and the working class- they would exploit the
working class. They weren’t sympathetic
to the working class.
Middle Class women stayed in the house, hired
servants, later on began no to marry and to work (many are teachers)
As a result of cheap goods being produced, working class standard of living
is raised- have a little left over after expenses.
Homework #11
Globalization= a trend toward a single worldwide
market without respect to national borders.
“Free Trade”- trade
without tariffs(taxes) or restrictions
1). What is meant by oppressive child Labor?
When children are
under the minimum age of work, have longer work hours than allowed by law, the
employers pay the children very little or no wages at all, work in dangerous
conditions.
2). Why do children go to work instead of school?
Parents are so
desperate for money that they must send their children to work.
3). What is the Fair Labor Standard Act?
Roosevelt- 1938-shortens the normal work week to 40 hours, overtime and time and a half, minimum wage.
4). Why do employers want children to work?
Cost less, easily
controlled, wont complain.
5). Do international laws exist to protect children?
Yes- but not strongly
enforced. Agricultural industries still
don’t have many restrictions.
6). What type of work do children perform?
Weavers, miners,
factory workers, and soldiers.
7). Who was Iqbal Marish?
A boy in
Pakistan-sold to pay for wedding of his sister- made rugs for a few pennies a
week. Murdered, believed to be by
factory owners enraged by his speaking out.
Aim: How Did Modern Capitalism Emerge from the
Industrial Revolution?
(Great Britain originally had strict laws on transferring machines, people, and information- wanted a monopoly on their inventions. This policy didn’t work, however.)
Commercial Capitalism- mainly deals with
trade-post-Crusades
-
Spices,
nutmeg, coffee, pepper
-
Joint
Stock Companies- British East India Co.
-
Reintroduction
of money
Industrial Capitalism- producing and manufacturing
goods
-
Mechanization-
use of machines- first used in the textile industry
Capitalism- 5 Elements (Pure Capitalism)
Individuals are free to enter any business they wish.
1. “Wealth of
Nations”- Adam Smith- Philosopher- 1776
à”Natural Laws” of economics was that individuals should be left free to pursue their own economic self-interest
àThe
state should in no way interrupt the “free play”
of natural economic forces, by imposing government regulations on the economy,ßLaissez Faire- “let do”
àCapitalism=
“Free Market” (from regulations) economy
3 Exceptions:
Army
Police
Roads and canals
2.Thomas Malthus-
“Essay on Principles of Population”- late 1700s
-
Said
that food production cant keep up with the population growth(ßwrong! We see that
today)
-
Didn’t
realize the technology that would improve farming
-
Agreed
with Adam Smith that the government should butt out
-
His solution: people should stop having babies-its up
to the people
Naturally the
population would decrease-war and famine- also up to the people
3. David Ricardo- agreed with Malthus
-
Theory-“Iron Law of Wages”
When wages are high,
families have more children. More
children lead to more labor(workers).
More labor leads to lower wages and more unemployment.
-
Solution: stop having babies-up to individual
4.Jeremy Benthon
(1800)
-
Utilitarianism= the idea that the goal of society
should be the “greatest happiness for the greatest number of people”
-
Government
should therefore make laws that make people happy
-
Institutions,
laws and actions should be judged by its utility- usefulness-individual freedom
but government needs to intervene under certain circumstances.
5. John Stuart Mill
-
Unrestricted
competition- favors strong over the weak- he says that this is not fair. Says that government needs to step in and
help the working class.
-
Advocated two things-giving people education, and
giving the working class and women the right to vote. They have to know what’s good for them, and
need to vote to win reforms and change the system.
Socialism- (opposite
of capitalism)- public should control and own the factors of production- are
operated for the welfare of all people- government runs it, actively plans the
economy rather than depending on the “free market capitalism”
Theme: Economic
System
Two Books: The Communist Manifesto (1847) and Das
Kapital (1867)
I. Economic Interpretation of History- all of history is about the class struggles. In industrial society the two that are struggling are the factory owner vs. the workers, called by Marx the Bourgeoisie (the factory owner etc.- the “haves”) vs. the Proletariats (the factory workers- the “have-nots”)
II.
Exploitation
of the Workers
The rich live off the
labor of the factory workers. Here the
only difference between them is the exploitation- who’s
working and who’s hanging out.
In America there is nothing wrong with this- the owner has taken risks by investing his money in it-if the business goes down, he loses everything- workers can find another job, however. America says- “You take the risk, you get the profit”.
III. Communist Revolution needed to end this exploitation. The Proletariat revolt against the owner. He called it a “worldwide” revolution of workers.
IV. Dictatorship of the Proletariat- workers control the means of production, and produce what society needs.
à
“From each according to his ability, to each according
to his needs.”
-
Everyone, all citizens would be equal and share in the profits- no private property
-
Class
would be eliminatedà
“Classless Society”
-
No need for government- “withers away”
This never happened- every communist country has
always had a government that “protected the revolution and the workers.”
Aim: How did the Lives of the Working Class
Improve?
I.
Protest Movement
A.
Lundites- smashed machines- thought that machines
took away their jobs- in reality, it created more jobs
B.
Chartists- “People Charter” petition-wanted to pay
members of Parliament. If they had no
salary, only rich people would be members, thus allowing only their wants to be
voiced.
II.
Reforms
Voting rights/working
conditions
Very little changes-
women still couldn’t vote
“Rotten Boroughs”-
very few people-still sent lots of people to parliament
Homework #13
III.
Unions
a). Sabotage
Boycott
Strike
b). Capital- factory owners and management:
à”Black
List”
àLockout
àInjunction
c). Collective
bargaining
Management and union
representatives meet to negotiate
IV.
Abolition- 1830
-
Slavery
was banned to the British Empire
-
William
Wilberforce- famous abolitionist
-
Women
also got involved in unions and abolition movements- decided to create movement
for their own rights
-
Right
to vote was denied because men felt that they should stay at home, and that
they got too emotional, and because politics is a very dirty business.
-
Stanton,
Susan B, Anthony
-
Utah
and Wyoming- 1st States
-
US-
1920- 19th amendment (some women had been arrested, went on hunger
strike). Needed strike ratification, and
got it.
-
Britain-
Emmeline Pankhurst – WSPU
1918- over age 30 could vote
1928- over age 21 could vote
1). Where did people get their sense of identity throughout much
of history?
Common heritage,
language, religion, etc. These are the
bonds, the glue, that bring a people together.
-
Nationality- a belief, in a common ethnic ancestry- a
belief that may or may not be true
-
Language- different dialects of one language, one
dialect chosen as the “national language”
-
Culture- a shared way of life (food, dress, behavior,
ideals)
-
History- a common past, common experiences
-
Religion- a religion shared by all or most of the
people.
*(Originally, America
did have all these things in common- now, it’s a “melting point”)
-
Territory- a certain territory that belongs to the
ethnic groups, its “land”
Leads toàNation- State- defends
the nation’s territory and its way of life
Represents the nation
to the rest of the world
Embodies the people
and its ideals.
How can they be united?
“Germany does not
look to Prussia’s liberalism, but to her power…The great questions of the day
are not to be decided by speeches but by blood(war) and iron(industry)”
- Bismarck
Roadblock:
Solutions:
As a result, there was enormous industrial expansion, surpassing France and almost Great Britain! Great Britain and Germany now become major rivals, and the French will want revenge on Germany(this all leads up to World War One).
Theme: Power/conflict
Imperialism= domination(control) by one country of
the political, economic or cultural life of another country or region
àleads
to cultural diffusion
Colony
Indirect Rule
-
Local
government officials were used
-
Limited
self-rule
-
Goal:
to develop future leaders
-
Government
institutions are based on European styles but may have local rule, but from
afar- did not have enough people for direct rule; local government can relate
to people.
-
Foreign
officials brought in to rule
-
No
self-rule
-
Goal:
impose European culture-assimilation (ex: Moroccans speak French)
-
Government
institutions are based only on European styles
Imperialism
“Old”
16th-17th century
-
Mercantilism
-
Coastal/ports
(inside was controlled by natives)
-
Slavery
-
Very
little influence on other people’s lives
-
Conquered
more land
-
Coastal
and interior(sent Africans and Muslims)
-
Major
impact on political, economic, cultural lives of natives.
Connection between Industrial Revolution and (New) Imperialism:
-
Bases
needed for merchant and naval vessels
-
National
security
-
Nationalism
-
Prestige
of global empire
-
Strong,
centrally-governed nation-states
Economic Causes
-
Need
for natural resources
-
Desire
to expand markets
-
Desire
to invest profits
-
Outlet
needed for growing population
-
Economies
strengthened by Industrial Revolution
Technological:
-
Advances
in weaponry- maxim gun-like a machine gun cannon. 650 rounds/minute
-
Advances
in medicine- Quinine- medicine fro bark of tree-cures malaria. They can now go into Africa to explore
without fear of dying from disease
-
Advances
in travel- better steamships and railroads helping them to explore
Social:
-
Belief
in Western superiority- Racism- felt responsibility to spread Christianity and
“civilize” these natives
-
Paternalism-
treat them as if they are children- need to raise them- “Half-devil, half-child”.
-
Darwin-
“Survival of the fittest”àEuropeans
adopt this theory- they have factories, technology, etc.- they should naturally
be able to conquer the Africans and Asians.
-
Increased
European self-confidence
White Man’s Burden:
by Rudyard Kipling- duty as a civilized country to
civilize other people- this is racist L
“Take up the White
Man’s Burden-
Send forth the best
ye breed-
Go bind your sons to
exile
To serve your
captives’ need;
To wait in heavy
harness
On fluttered folk and
wild-
Your new-caught
sullen peoples,
Half devil and half
child.”
Aim: How did European Imperialism impact
Africa?
I.
Pre-Colonialism (pre-Imperialism)- 1600s, 1700s
A.
Europeans
occupied only the coastline- slave trade (not inland because of Sahara Desert,
and in center- Congo- hot, malaria- rainforest; Kalahari- desert
B. Mostly interested in slavery
C.
Africa-
“Unknown”/Dark; Continent- hard to explore-
-
Sahara/Kalahari
Deserts
-
Rainforest-
equator zone
-
Malaria
-
Rivers
are not navigable- rapids, waterfalls
II. “Scramble for Africa” 1850-1914
àno
sense of order at all
Independent Areas:
Liberia- Given to freed slaves by president Monroe
Ethiopia- fought back and defeated Italians
-European countries
met to set rules for dividing Africa (Africans not included).
European: Nationalism, Economic Competition, European racism, missionary impulse
Internal: Variety of cultures and languages, low
level of technology, ethnic strife.
IV.
Effects
A.
Africans
lost right to rule themselves
B.
Africans
forced to adopt European customs, languages, and way of lifeàlost heritage(cultures)
C.
African
farmers lost their lands to Europeans(ßforced
to grow cash-crops-cotton tobacco, etcàless
farmlandàfamine)
D.
Africans
were forced to work for Europeans at low wages
E.
Africans
had to pay taxes but could not vote
F.
Europeans
made artificial boundaries(borders) without regard to tribal homelands.
àSplit
tribe in different colonies
àRival
tribes forced to live together
è
Ethnic tensionsàTribalism=loyal to your tribe (ethnic group) rather than the
nation- RWANDA (Hutu and Tutsis )
Aim: How did British Rule impact India?
“The sun never sets
on the British Empire”
“(India) The brightest jewel in the British crown”- the most profitable of their colonies
Lipton iced tea,
cotton, indigo dye, jute (plant used to make twain)
British East India
Com.- controls 3/5 of India:
Unpopular moves:
è
Sepoy Mutiny/ Rebellion 1857
.British government
sends troops, put down the rebellion
è
1858-British government
takes full control of India
è
Primary goal=make $- Incorporate India into the
British economy
Large market and
source of raw materials
“Modernize” IndiaàWestern technology
(R&R and telegraph) and culture
British “flood” the
Indian market with cheap manufactured goods
-
Destroys
Indians domestic system-hand weaving industry
-
Farmers
pushed to grow cash crops- reduces Indians self-sufficiency
-
Cleared
forests- “deforestation”
+
Revised legal system
to promote justice
R&R/telegraph
(more for business)
Educated Indians –work in civil serviceà exposure to European ideas helped fuel nationalist movements
-
Looked down on Indian culture; dismissed their
achievements, cash-crops. Indians lost
self-sufficiency-reduced food production.
Cheap manufactured
goods ruin India’s domestic system
Homework #15
a.
The
British controlled India by way of taking advantage of all the populace. They exploited quarrels between the little
states that they had formed, as well as fights between the two religions
present in India (Hindu and Muslim).
b.
British rule brought Western culture and civilization to
India. It brought the English
language, Western customs, sciences, and arts.
However, the British rule ended up causing a great many disputes between
the people, and eventually, a rebellion, in which many Indians died.
c.
The British took advantage of the people and used the
regions’ fierce disputes for themselves, in order to win control of
those regions. They also took advantage
of the religions formed in India, especially by using cow and pig fat on
cartridges for guns during the Sepoy Rebellion.
d.
The imposition of Western culture led to conflict
because the natives disliked the British attempts to take control of their
lives and force them to follow their culture.
Also, the British forced the Sepoys to fight wars for the British in
Afghanistan, and they were dissatisfied with this.
e.
Approaches to nationalism in India include imposition
of British culture, use of the colony to better the advantage of Britain, and
on the Indians’ side, the unification of the Sepoys to rebel against the
British
-
Ming Dynasty
-
Very
little interest in trade with foreign countries
-
Foreigners=
barbarians- Chinese looked down on them- required to kowtow- bow down to the
emperor.
-
“Middle
Kingdom”- ethnocentrism
II.
European Increased Interest in China
A.
Dynasty
in decline
B.
Industrial
Revolution created need for a market
C.
Trade
in tea, silk, porcelain…
China- trade surplus
Europe-trade deficit
àEuropeans then trade opium
-
Worker
productivity declines-everybody’s high on opium
-
When
the emperor’s daughter O.D-ed on opium, the Chinese had enough. They seized about 9 million dollars worth of
opium from the British and burned it.
èResult: Opium War- 1839
Chinese are defeated-
result is Treaty of Nanjing:
-
China
had to pay war damages (indemnity)
-
4
ports open to British trade
-
British
given Hong Kong Island
-
British
given “most favored nation” with regard to trade
-
China
granted extraterritoriality rights to foreigners
Aim: Africa, China, India, Japan è How was Japan able to resist Imperialism and becomes Imperialist?
I.
Geography- Japan
-
Many
small islands-scattered over 1500 miles
-
80%mountains
-
Japan
lacks resources-lead and oil
-
15%is
arable (farmable)
-
Earthquakes,
volcanoes, and tornadoes
II. Japan- Pre-1800
Act of Seclusion- nobody can be sent abroad (trade, etc.-no contact with the outside)
-
Isolated
-
Cut
off ties with the outside
-
Against
Christianity (believed in Shinto and Buddha- “The Way”)
IV.
Commodore Perry (US) 1853
Visits Japan, wanting
trade-give them that option or will have war
“Treaty of Kanogawa”- 1854
Mission: Opens trade and harbors to refueling ships
Terms: Opens two ports so US ships can take on
supplies
US allowed to establish
an embassy in Japan
1860: Japan granted foreigners permission to trade
at treaty ports
1867: Tokugawa shogun forced to step down
Japanese angered at shogun for giving in to foreigners demands and fear that he was losing control over the country
è
Emperor Mutsuhito A.K.A “Meiji”-
turns westernized(in the beginning he wore kimonos, and after wore western
garb)
~Enlightened Rule~
V.
Other countries also win concessions from
China
-
Start
to fight vs. China. Once English start
coming in, other countries do, too!
Carved China into “Spheres of Influence”
= Country had
exclusive trading rights- only in that area can that country do business
(British took port
near India and the Yanghasee River that had large
population- could trade)
-
Russia
and Japan in a conflict with eachother
-
America
late in getting to China but wanted some of the actionà “Open Door Policy”- no
exclusive trading rights, China can trade with anyone (no sphere of influence).
VI.
Chinese government response
àEmpress Ci Xi
Traditional/Conservatives
Confucian valuesàoppose
foreigners
Society of Harmonious Fists= Boxer 1800
US foreigners (Christians) brought in foreign people to teach, and sent Japanese abroad to learn about Western Culture
àTo
be self-sufficient of foreign aid
1839- First foreign loan negotiated with the
British
1855- First steamship
Territory expandsàimperialists!
Because they had more
technology
-
Resources (iron, coal, iron…)
-
Win
respect from other countries
-
Need
food for growing population
Aim: How did Latin Americans Achieve
Independence?
1800’s
Why in 1800s did these countries declare Independence?
Bolivar (quote)à feels that colonial rule makes people’s life limited- restricted to farming.
-
No
better off than a serf
-
Spain
is greedy- no matter how much they do, not enough
Europeans didn’t want
other people to grow certain crops because they wanted them to buy it from the
Europeans.
-
Had
restriction/exploitation
-
Called
for rebellion
Creoles replaced Peninsulars as power
Lack of education and
lack of history of democracy
After independence, military takes over. Roman Catholic Church has a lot of the power,
and still inequality in Latin America.
Economic Dependence/Imperialism- colonized by
Europeans for a long time and the Industrial Revolution- wanted resourcesàmade the L. Americans
buy manufactured goods.
Bad:
a.
No
industry
b.
Wealthy
ranchers (haciendas) became wealthier-more
inequality.
Industrial Revolution and long periods of European Colonization:
South America becomes
exporter of raw materials and importer on manufactured goods.
àLocal
economies fail to develop
àWealthy
haciendas-richer with more power
Latin America borrows
money from foreignersàdefault
in loansàforeigners take control
of the resources.
US issues “Monroe Doctrine”- Monroe warned the Europeans (Spanish) not to interfere with independent Latin American countries (western hemisphere) and no further colonization (Columbia, Brazil, etc.). Don’t mess with our wars and “backdoors”. Europeans sent in troops to get the money that the country owed.
The US didn’t like that because its an
unstable environment.
Roosevelt Corollary
(addition to the Monroe Doctrine)- used to justify the US
Forced to interfere
with Latin American affairsà
“Speak softly but carry a big stick- your problems should go to a neutral
person- the US
US Power:
1. Define:
Haciendas- A large,
self-sufficient farming estate.
3. The Roman Catholic Church had great power and great influence in Latin America. Missionaries came with explorers and conquistadors to convert the Indians to Christianity. On their mission they became close with the Indians, and even tried to prevent the national governments to abuse the Indians. By the 1700’s the Jesuits became extremely rich and powerful, because of haciendas, town property, mines, and thousands of slaves. By the mid 1700’s, the Spanish and Portuguese kings conquered these rich Jesuits, and acquired all of their land and property.
4.
|
LEADER |
ROLE IN
INDEPENDENCE MOVEMENT |
|
Toussaint L’ouverture |
Led the first revolt in the Latin American colonies. He led the revolt, which gained Haiti, on the island of Hispanioli in the West Indies. It was under the French rule. He led a small group of black farm workers to their independence. The slaves grew sugarcane and coffee trees, under the control of French landowners. When the French revolution took place the free mulattoes wanted the same rights as French settlers. In 1794 the mulattoes and blacks united to gain their independence, which was acquired in 1804. In 1803 L’ouverture died in a French prison. |
|
Miguel Hidalgo |
He led Creoles, mestizos, and Indians in their proclamation of
independence for Mexico. He led an Indian army against the Spanish
peninsulas, and Creoles. He started the first important independence in
Mexico. In 1811, Hidalgo was excommunicated, after his armies won a few early
victories. |
|
Simon Blolivar |
He was called the
“liberator”. He led Latin Americans in a bloody civil war. He started his
revolt in Caracas in 1810, but did not succeed in destroying Spain’s power in
the viceroyalty of New Granada until 1819. Then he raised another army in
what is called today Venezuela, crossed the Andes, and defeated the Spanish
at Boyaca. He became president with almost absolute
power in a nation called Great Colombia. The nation included the countries
that are today, Colombia, Venezuela, Ecuador, and Panama. Bolivar won a major
battle in 1824 over the forces led by Spanish viceroy at Junin
in Peru. By December that year revolutionists received their independence
after winning the battle in Ayacucho. In 1825 the
northern territory of Peru became a separate republic called Bolivia, in
honor of Bolivar. |
|
Jose de San Martin |
He gathered an army
and made a difficult crossing across the Andes into a place called Chile. He
joined forced with the Chileans, led by Bernardo O’Higgins,
and overcame Spanish resistance in 1818. From Chile he went north to conquer
the city of Lima in Peru. He declared his independence for Peru in 1821, when
the Spanish viceroy fled. Royalist forces still remained in Peru. There
continued to be inner conflicts in Peru, and he was called to lead another
uprising. He refused and turned his power to Simon Bolivar. |
5. The British hoped
to benefit from the Latin American independence. They were eager to continue
trading with Latin America, because they thought they were very rich, even
though they weren’t. The British also viewed Latin America as a useful ally
against Europe, since Europe was becoming more conservative. It was because of
this reason, that the British supplied the rebels with small amounts of
weapons, primarily in South America.
6. It was difficult
to unite Latin America because enormous distances, large geographical barriers,
and regional rivalries separated the new Latin American countries. Only Brazil
managed to contain national unity. Ecuador and Venezuela broke away from Great
Colombia. The United Provinces of Central America were broken down into five
separate countries, and Argentina was threatened with internal divisions. By
1840 Latin America contained 17 different independent nations. In 1826 Bolivar
called a congress of the Latin American nations to meet at Panama to promote unification.
Only Colombia, Peru, Central America, and Mexico attended. Although the Panama
Congress failed, many Latin Americans cherish the ideal of unity.
7. In
Latin America foreign investors owned many of the new railroads, ranches,
plantations, and mines in Latin America. These investors received many grants
from the Central governments like monopoly privileges, free land, and exemption
from taxes. They did this because they hoped that these investors would help
economize and industrialize their countries by establishing new business there.
However the investors usually sent the profits from these businesses and the
interest payments from loans back to their own countries. The Central
governments in Latin America had more tax revenues. As a result of this foreign
banks willingly lent them funds for public improvements. Central governments
spent some of this money on strengthening their armies and navies. This was
good because they could now control internal rebellions in their countries. If
a revolution would overthrow the government, the new government would refuse to
pay the old governments debts. Although Latin Americas spent some of their
money to install electricity and streetcars in the capital cities, a lot of
money was wasted on payments to powerful politicians. These unpaid loans
frequently led to arguments by the foreign powers. European banking and
business leaders would persuade their governments to pressure the Latin
American governments for payment. A typical method of involved taking over the
collection of the customs, the principal tax, and holding back enough money to
pay the debts.
9. The
United States wanted to completely dominate the Western Hemisphere, as opposed
to Great Britain. America had not yet adopted the Monroe Doctrine farther than
Central America when the offender was Great Britain. An example of this is like
when British occupied the Falkland Islands (Malvinas), near the tip of South
America in 1837. Although Argentina protested, America did not help the
Argentineans. However in 1895 the U.S. intervened with a dispute between Great
Britain and Venezuela. In the early 1800’s Britain acquired British Guiana on
the northern coast of South America. Many times Great Britain tried to extend
these borders even though Venezuela contested. Venezuela asked the U.S. for its
help and demanded that a party agreed upon by all sides submit the border
dispute to arbitration, negotiation for a settlement of the dispute. When Great
Britain refused to arbitrate, President Grover Cleveland insisted that they do
so. Finally, Great Britain agreed to the dispute, while being preoccupied with
the South African War. The U.S. gained what it wanted, to be able to champion
the cause of a weak Latin American nation against powerful European interests.
The U.S. gained something else from this. They sought the gold region in
Venezuela, and now earning Venezuela’s trust, the gold was now more accessible
to them. The only problem was that the U.S. now had so many new possessions that
they had to defend them. This was hard during the Spanish American War. Before
the war the American battleship Oregon had been stationed on the Pacific Coast
of the U.S. Once the war was certain to come, the Oregon was ordered to go
around the entire South American continent, in order to strengthen American
forces in the Caribbean. The U.S. figured that they must either create two
navies to guard America or find a faster way to go from the Atlantic to the
Pacific. Many attempts have been made to create a canal in Panama, which was
proven unsuccessful like with the French. America began negotiating permission
to build a canal. It asked Colombia to lease a strip of land in Panama, to
create a canal. After a treaty was negotiated, the Colombian senate adjourned
without ratification, a move that angered people in the U.S. and in Panama. The
people of Panama wanted the canal because they thought it would be beneficial
to them. When the negotiations broke down, Panamanian businessman and some
American residents of Panama began to revolt for an independent Panama. The
Americans protected the Panamanians from being suppressed by the Colombians,
and therefore the revolt continued. In 1903 the United States recognized Panama
as an independent country. The new government of Panama and the government of
the U.S. immediately came to a negotiation for a lease of Panama land. The
canal opened in 1914. The canal was hard to build. It required heavy machinery,
and medical science. A Cuban doctor called Carlos Juan Finely, found that
mosquitoes carried the “yellow disease”, a disease that killed many canal
workers. The scientists than killed these mosquitoes to eliminate the problem
of building a canal. The new route diminished the route from New York to San
Francisco by 5000 miles, and from New York to Hawaii by 4400 miles. Also easier
routes between the Atlantic and Pacific Oceans. This decrease also lowered the
cost of a ship, and the taxes. The areas of South America, Central America, and
the Caribbean, which were formally “dead” of business, became flowing with
business. The U.S. influenced the Caribbean continuously. It created military
governments in Nicaragua from 1912 to 193, in Haiti from 1915 to 1934, and in
the Dominican Republic from 1916 to 1924. Cuba was again subjected to an
occupation government from 1906 to 1909, and the American marines were
stationed there from 1917 to 1922. During the 1900’s world tensions increased,
and the economies of the Caribbean’s almost collapsed. The U.S. feared that the
governments would fall into a state of anarchy, or refuse to pay the debts owed
to foreign nations. Europeans might have used this excuse to get involved with
the Caribbean’s once again. In 1917 the U.S. purchased from Denmark three of
the Virgin Islands east of Puerto Rico. This assured even more US’s control
over the Caribbean’s. At the same time Puerto Rican’s became U.S. citizens, and
had some of the same rights of self-government as America had. This ensured
Puerto Rico’s loyalty to America even in rough situations. A Mexican rebellion
in 1911 put Fransisco Madero
in power of Mexico. He was assassinated in 1913 and Victoriano
Huerta became leader. This caused a civil war between him and Venustiano Carranza and his
people. This lasted for 10 years and cost over 1 million lives. The people
wanted rights to the land, and Emiliano Zapata led on
this idea. American investors had billions of dollars invested in Mexico and
were scared. President Woodrow Wilson refused to recognize the government led
by Huerta, and tried to overthrow it. He did not like the fact that this
government did things without the consent of the people. He refused to send
troops to Mexico to watch over American lives, and instead used “Watchful
waiting”. However in 1914 after the arrest of some American soldiers, America
sent marines to go occupy Veracruz. He also sent arms
to Carranza and persuaded England to withdraw its
support of the Huerta regime. Two years later U.S. troops were sent to Mexico
to capture Pancho Villa, a revolutionist who raided
New Mexico killing American troops. Tensions increased, and a sign of war was
near. However this ended when America withdrew its troops from Mexico in order
to send them into World War I.