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This document discusses globalization and culture between 1400-1775 CE. It begins by asking questions about what the world looked like in 1400 CE compared to 1775 CE and the cultural effects of early globalization. A portrait from the mid-1600s shows Dutch merchants who profited from trade. Coffeehouses in 1700s France hosted discussions of Enlightenment ideas, fueled by globally traded coffee and sugar. The slave trade had immense negative impacts on Africa through death, social changes, and hindered development, leaving the continent vulnerable to later colonialism. In Peru, Inca elites displayed portraits of ancestors in European style to claim noble lineage in Spanish rule.
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Social factors in Latin America included the effects of sheep herding which led to the formation of small textile sweatshops operated by Indian women. Multiracial societies developed hierarchies by color and status, with mixed peoples (castas) comprising a large segment. In the society of castas, Indian women faced sexual exploitation by Europeans while the crown promoted marriages due to few European women. Europeans were at the top socially, while African slaves and Indians occupied the lower levels. Revolts and reforms occurred as colonial populations and economies grew in the 18th century, though sharp social divisions hindered revolutionary action until the mother countries of Spain and Portugal weakened due to turmoil in Europe.
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The document discusses how the trans-Atlantic slave trade negatively impacted Africa socially, politically, economically, and culturally. It robbed Africa of its human resources, destroying the labor force and straining the economy. It increased conflicts as African groups captured their own people for the Europeans. Over time it led to the loss of many cultural practices and the formation of new languages. Politically it contributed to instability as weapons were distributed and alliances formed around the slave trade. Some African kings grew powerful from it, but the capturing of slaves was usually violent.
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The document summarizes the impact of the slave trade on Africa's development in 3 main points:
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2) The strategies used by slave traders, such as raiding and kidnapping, led to serious social violence and increased warfare within and between communities in Africa.
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Social factors of latin america
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The slave trade had devastating impacts on Africa. It caused a massive decrease in the African population, with an estimated 50 million Africans captured and sold. Societies were disrupted as tribal wars increased to capture more slaves and gender imbalance resulted from preferential capture of young men. Cities were destroyed as populations fled to avoid capture, destroying industries like mining and disrupting agriculture. The economies of African nations became dominated by slaving and goods imported from Europe.
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The document summarizes the impact of the slave trade on Africa's development in 3 main points:
1) The slave trade drained Africa of able-bodied men and women who could have contributed to developing the continent. This led to a shortage of labor that caused economic stagnation, particularly in the agricultural sector.
2) The strategies used by slave traders, such as raiding and kidnapping, led to serious social violence and increased warfare within and between communities in Africa.
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The document discusses the Trans-Atlantic slave trade between Africa and the Americas between 1450-1800. It provides statistics on the number of Africans kidnapped and sold into slavery during this period, with estimates ranging from 10-15 million slaves transported across the Atlantic. It also describes the triangular trade route that emerged, linking Europe, Africa, and the Americas, with slaves from Africa being exchanged for goods. The horrific "Middle Passage" involved transporting slaves across the Atlantic under terrible conditions.
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The document summarizes the effects of the Atlantic slave trade on Africa and the Americas. In Africa, the slave trade disrupted demographic patterns and family structures by targeting men. It undermined the economy by introducing European goods used to trade for slaves. It also increased wars and tensions as slaves became a commodity. In the Americas, the slave trade led to demographic changes and the integration of African culture. It also boosted the economy but left a legacy of racial and economic inequality. The Atlantic slave trade differed from other historical slavery in its immense scale, hereditary nature without chance of freedom, targeting of Africans, and rationalization by Europeans.
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The document summarizes the social, political, economic, and cultural impacts of the Atlantic slave trade on Africa. It discusses how the slave trade contributed to instability, conflicts between groups, the mixing of languages, and loss of cultural practices. Economically, it robbed Africa of human resources and strained the agricultural workforce. It led to a shift to a dependence on European goods and industrial economies. Overall, the slave trade negatively impacted Africa's development while helping to develop Western Europe.
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1. It impaired West Africa's economic growth by depleting its human resources and disrupting African trading groups as people were captured and sold into slavery.
2. It decreased democracy and increased absolutism in political systems as corrupt leaders provided slaves to Europeans in exchange for goods.
3. It led to the erosion of cultural practices as young people who knew the cultures were taken away and slaves in new lands were forbidden from practicing their own cultures. Over time, this resulted in the loss of cultural diversity.
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Slavery was first introduced to North America in 1619 when a ship carrying enslaved Africans arrived in Virginia. By the early 19th century, the majority of slaves were in southern states working large plantations growing crops like cotton and sugar cane. Slavery became a contentious political issue leading up to the Civil War, and its abolition was made constitutional after the Union's victory. An estimated 12 million Africans were shipped to the Americas as slaves between the 16th-19th centuries, with over 600,000 brought to what is now the United States.
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The document discusses the wars and conflicts in Latin America during the 19th century following independence movements. It describes how race wars, religious wars, and boundary disputes contributed to instability. It also discusses the ideology of independence, with the colonists frustrated by the lack of political and economic opportunities under colonial rule. Modern Mexico faces challenges from drug trafficking, poverty, and tensions due to globalization and immigration issues with the United States.
Pptinc
The document discusses conquistadors, who were Spanish soldiers and explorers that brought much of the Americas under Spanish control between the 15th and 19th centuries. Conquistadors had to supply their own weapons, horses, and materials. European diseases killed many indigenous people. Alliances between cities like Tenochtitlan, Texcoco, and Tlacopan formed a conquest machine for the Aztecs. When the Spanish arrived, Mesoamerica consisted of interconnected city-states linked by social, political, and economic relationships, including trade routes.
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The document discusses the Trans-Atlantic slave trade between Africa and the Americas between 1450-1800. It provides statistics on the number of Africans kidnapped and sold into slavery during this period, with estimates ranging from 10-15 million slaves transported across the Atlantic. It also describes the triangular trade route that emerged, linking Europe, Africa, and the Americas, with slaves from Africa being exchanged for goods. The horrific "Middle Passage" involved transporting slaves across the Atlantic under terrible conditions.
Trans-Atlantic Slave Trade
The document summarizes the effects of the Atlantic slave trade on Africa and the Americas. In Africa, the slave trade disrupted demographic patterns and family structures by targeting men. It undermined the economy by introducing European goods used to trade for slaves. It also increased wars and tensions as slaves became a commodity. In the Americas, the slave trade led to demographic changes and the integration of African culture. It also boosted the economy but left a legacy of racial and economic inequality. The Atlantic slave trade differed from other historical slavery in its immense scale, hereditary nature without chance of freedom, targeting of Africans, and rationalization by Europeans.
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This document provides an overview of the major changes and challenges of the 19th century that influenced Jose Rizal's life and work. It discusses the rise of nationalism, spread of democracy, modernization through the Industrial Revolution, advancements in science and technology, growth of imperialism, and new ideas that fostered growth. Specific events like the American and French Revolutions are mentioned. The effects of the Industrial Revolution on living standards, population growth, and the rise of capitalism are summarized. Responses to social problems created by these changes from different groups are also outlined.
Assess the impact of the atlantic slave trade on w. africa up to the 1800 [re...
The document summarizes the social, political, economic, and cultural impacts of the Atlantic slave trade on Africa. It discusses how the slave trade contributed to instability, conflicts between groups, the mixing of languages, and loss of cultural practices. Economically, it robbed Africa of human resources and strained the agricultural workforce. It led to a shift to a dependence on European goods and industrial economies. Overall, the slave trade negatively impacted Africa's development while helping to develop Western Europe.
Congo power point
Between 1885 and 1908, King Leopold II’s imperialistic endeavors led to the rape, torture, mutilation, enslavement, and murder of over ten million Congolese people. The discovery of these atrocities by humanitarian activists and their determination to stop crimes committed by Leopold’s African explorers and Congo Free State officials led to the creation of the first universal human rights movement that was based upon the concept of “crimes against humanity.”
Chapter 7 Section 1 Notes
Over time, colonial society developed a class structure with gentry at the top, followed by a middle class of skilled workers and professionals, then farmers and laborers, indentured servants, and slaves. In the 1730s-1740s, the Great Awakening religious revival movement swept through the colonies and helped colonists see each other as a united group beyond class differences. Additionally, the Enlightenment promoted the use of reason and stressed natural rights like life, liberty, and property ownership. Benjamin Franklin was a notable American scientist during this period. Improved road systems and newspapers also helped spread new ideas more quickly in the growing colonies.
History sba on slave trade
The Trans-Atlantic slave trade negatively impacted West Africa in multiple ways:
1. It impaired West Africa's economic growth by depleting its human resources and disrupting African trading groups as people were captured and sold into slavery.
2. It decreased democracy and increased absolutism in political systems as corrupt leaders provided slaves to Europeans in exchange for goods.
3. It led to the erosion of cultural practices as young people who knew the cultures were taken away and slaves in new lands were forbidden from practicing their own cultures. Over time, this resulted in the loss of cultural diversity.
Slave trade, afst
The document discusses the Trans-Atlantic Slave Trade which began in the 17th century. Plantations in the Americas and Caribbean demanded labor, and Africans were forcibly taken to these colonies as slaves. It is estimated that millions of Africans were transported this way by the 18th century, with the numbers doubling from the 17th century. While slavery had existed in Africa, the slave trade with Europeans industrialized and vastly increased the scale. Africans were often captured from other tribes or cultural groups and sold on the coast to European traders. The transport of enslaved Africans across the Atlantic became known as the Middle Passage. The slave trade profoundly impacted societies and economies in both Africa and the Americas.
Themes of gods, gachupines and gringos
1. Pre-Columbian civilizations in Latin America had complex societies without large domesticated animals, developing accurate astronomy, a 365-day calendar, and the concept of zero.
2. Their polytheistic religions demanded human sacrifice and warfare between tribes. The Aztec empire was the most advanced city in the world with over 200,000 citizens in Tenochtitlan.
3. Indigenous people were mostly wiped out by European diseases. After human rights abuses, monks were sent to convert the remaining native population to Christianity, baptizing thousands per day and integrating local traditions.
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The role of victorian women in british society (1)
The role of victorian women in british society (1)
Assess the impact of the atlantic slave trade on w. africa up to the 1800 [re...
Assess the impact of the atlantic slave trade on w. africa up to the 1800 [re...
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This document discusses the topics of a college course on globalization and culture. It includes slides on post-colonialism, imperialism in 1914 showing the divisions of the world at that time, refugee camps, schools for Palestinians, and a photo from 1924 of Marcus Garvey and others in Harlem. It also includes text from an Economist article from 2014 discussing how cities in the Middle East were once centers of innovation but are now held back by despotism and war, though hopes rose briefly after the Arab Spring uprisings.
10 30-14 slides
This document discusses slum tourism and poverty tourism, where people visit impoverished areas known as slums. It asks questions about why people participate in slum tours and what they expect to see and experience. The document also discusses the historical development of slum tourism and some ethical issues associated with the practice. It provides several links to current tour companies that organize visits to slums.
09 09-14 slides
This document provides an overview and agenda for the first 4 weeks of a class on globalization. It includes:
1. A conceptual overview of globalization and how we arrived at the current global system defined by industrial capitalism, nation-states, and a growing gap between rich and poor.
2. An examination of key historical events and processes since 1400 that have shaped modern globalization, including European colonization, the Industrial Revolution, and the development of the modern nation-state.
3. A discussion of how these historical processes continue to impact current globalization trends and issues related to development, inequality, and resistance.
The document then outlines exercises on analyzing a cultural object and discussing the book "
09 30-14 slides
The document provides background information on the 2002 film "City of God" directed by Fernando Meirelles, which was based on a 1997 semi-autobiographical book by Paulo Lins. It discusses that the film is set in the 1960s-1980s in the actual "City of God" favela on the outskirts of Rio de Janeiro, Brazil during a time of military dictatorship and mass urban migration. It raises questions about the central themes of the film and how it depicts larger issues associated with globalization, capitalism, and industrialization affecting the favela residents.
10 21-14 slides
This document summarizes and asks questions about an article by Camacho about narratives of border crossings between the U.S. and Mexico. It discusses themes like migrant subjectivity and cultural objects related to migration experiences. It notes concepts from Camacho like "migrant melancholia" referring to the violence of abandoning home for work, and contradictions between global demands for mobile labor but immobile rights beyond nation-states. The document provides context on the challenges migrants face and responsibilities of states in maintaining transnational labor systems.
11 25-14 slides
This document discusses questions about the relationship between globalization, neoliberal capitalism, and the development and global spread of hip-hop music and culture. It explores how hip-hop emerged from 1970s/80s American inner cities as a form of resistance to poverty and oppression under neoliberal capitalism. The document examines how hip-hop then spread globally and was perceived as resistance music in other countries facing inequality and oppression. It considers whether hip-hop has become commodified and appropriated, losing its ability to promote resistance, or whether it can still function as a form of resistance against capitalism and other issues.
10 07-14 slides
This document discusses the globalization of capitalism and urbanization. It begins with discussion questions about how globalization has affected urban spaces historically and currently. It then covers topics like the factors contributing to urbanization, Mike Davis' concept of "urbanization without growth," and the benefits and drawbacks of urban living. The document also addresses the growth of slums in cities globally and historically, how slums are defined and where they are located. It includes passages from Engels in 1845 describing the poor conditions of London slums. Finally, it discusses the growth of slums in contemporary times, factors pushing and pulling people to cities, and the effects of gentrification on urban communities.
10 09-14 slides
This document discusses questions and topics related to the globalization and culture course. It examines how globalization has led to increased borders and security (securocratic wars) while also increasing mobility. Examples discussed include airports, border crossings, and checkpoints. The document also analyzes how globalization has affected the militarization of police through the transfer of military equipment to local police since the 1990s war on drugs. It asks whether events in Ferguson, Missouri can be linked to larger global processes related to militarization and the racial context in the US.
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21. postmodernism
Postmodernism rejects universal theories and meta-narratives in favor of local and contextual explanations. It is skeptical of ideas of progress, scientific truth, and cultural unity. Postmodernism sees identity as fragmented and emphasizes subcultures, image, and surface appearance over depth and originality. Postmodern art mixes styles, rejects notions of artistic purity, and blurs distinctions between high and popular culture. Postmodern thinkers deconstruct power structures and essentialist ideas of gender, sexuality, and race.
20. butler
Judith Butler is an American philosopher known for her work in feminism, queer theory, and political theory. Some of her major works examine gender and sexuality, challenging essentialist views. In Gender Trouble, she argues that gender is a social construct and performative, rather than determined by sex or biology. She asserts that there is no innate gender identity and that gender is formed through citational acts over time. Butler seeks to deconstruct notions of fixed gender and sexuality, viewing them as cultural rather than natural categories.
19. said
Edward Said's book Orientalism argues that the Orient has been imagined and constructed by the West through a discourse called Orientalism. This discourse involves producing knowledge about the Orient through academic and artistic works that help dominate and exert authority over it. Said defines Orientalism as a Western style and corporate institution for dealing with the Orient by making statements, authorizing views, describing, teaching, settling, and ruling over it. This discourse helped European culture gain strength by defining itself against an imagined Orient. Orientalism continues to circulate and construct ideas about the East in various cultural forms today.
17 and 18. foucault, parts 1 & 2
Michel Foucault was a 20th century French philosopher known for his works analyzing the relationship between power and knowledge and how they are deployed in society. Some of his major works examined how concepts like madness, medicine, and sexuality are socially constructed. In his work The History of Sexuality, Foucault argued that sexuality became a central part of personal identity in modern Western societies as it became medically categorized and regulated through various institutions seeking to define normalcy and deviance. He analyzed how power operates through subtle controls and surveillance rather than direct force, using the metaphor of the panopticon prison to represent modern disciplinary society.
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This document provides an overview of cultural theorists Stuart Hall and Roland Barthes. It discusses Stuart Hall's work on encoding and decoding messages in media and how audiences do not passively receive information. It also outlines Roland Barthes' work on how dominant ideologies present themselves as natural through images and myth-making. Specifically, it explains Barthes' view of myth as a communication system that removes the reader from an active role and constructs ideas as inherent truths.
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This document discusses identity politics and intersectionality. It provides historical context around the development of identity politics movements in the 1950s-1970s such as civil rights, women's rights, and gay rights. It then discusses the concepts of intersectionality and how multiple overlapping identities interact. The document presents several artworks and excerpts to illustrate these concepts of identity and the experiences of marginalized groups.
14. fanon & baldwin
This document discusses black existentialism through the works of Frantz Fanon and James Baldwin. It summarizes that black existentialism shares similarities with existentialist philosophers like Sartre but focuses on the liberation of all people of color rather than individual freedom. It provides biographical context of Fanon and Baldwin, outlining their major works and influences. Both writers examined issues of colonialism, racism, and identity from the perspective of being black in a white-dominated world.
13. de beauvoir
Simone de Beauvoir was a French writer and philosopher who was heavily influenced by existentialism and Jean-Paul Sartre. She wrote The Second Sex in 1949, which argued that women are socially constructed as the "other" in a patriarchal society, and that this socialization is the root cause of women's oppression, not their biology. De Beauvoir asserted that one is not born a woman but becomes one, and that both individual and social change are needed for women's liberation.
12. adorno
The Frankfurt School was an institute founded in Germany in the 1920s that included thinkers like Theodor Adorno, Max Horkheimer, Herbert Marcuse, and others. They critiqued concepts from the Enlightenment like rationality, progress, and domination of nature. They argued that the Enlightenment created its own "myths" and that modern society lives in an era of unfreedom and violence due to "instrumental rationality." They also critiqued mass culture and the culture industry, arguing it led to increasing uniformity and standardization of products that created artificial needs and passivity in individuals in order to reinforce the capitalist system.
11. benjamin
1) You are shocked and overwhelmed by the beauty and skill of Botticelli's The Birth of Venus as a chambermaid from a peasant family serving the wealthy de Medici's.
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10.5 age of progress & anxiety
The late 1800s and early 1900s saw unprecedented changes across Western societies including mass production, mass consumption enabled by new industries, widespread mass education to fuel these new economies, the rise of mass politics as more groups gained the right to vote, and new forms of mass leisure activities. However, this period of rapid economic and social progress also coincided with growing anxieties about these changes and their effects on individuals and traditional ways of life.
10. freud
In his work Civilization and its Discontents, Sigmund Freud applies his psychoanalytic theories about individual psychology to whole societies. He questions why human beings are so miserable in modern civilization and argues that the central problem is maintaining a balance between individual desires and the demands of society. Freud proposes that civilization arises from two drives in human nature: Eros, the life drive, and Thanatos, the death drive. Society controls the individual through internalized discipline and fear of losing love from the community.
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Friedrich Nietzsche (1844-1900) was a German philosopher who is known for proclaiming the death of God and developing the concepts of master morality, slave morality, and ressentiment. In his "Parable of the Madman," Nietzsche describes a madman who declares that God is dead and laments who will wipe away this blood from humanity as the murderers of God. Nietzsche analyzed the development of morality from master morality defined by the powerful to slave morality defined in reaction and resentment against the masters. He argued that each person must develop their own moral code through rational reflection and affirmation of life rather than adopting universal morality.
7. marx, part 2
Marx analyzed history and society through the lens of class struggle. He believed that throughout history, society has been divided into opposing classes such as slave and master, peasant and aristocrat, and most currently, bourgeoisie and proletariat. Marx argued that the capitalist system established by the bourgeoisie, while advancing technology and industry, has created new forms of oppression and inequality. He predicted that recurring economic crises under capitalism would grow increasingly severe and ultimately lead to its demise, to be replaced by a socialist and communist society without classes.
6. marx, part 1
This document provides an overview of key aspects of Karl Marx's critique of capitalism. It discusses Marx's view that the industrial revolution led to alienating forms of labor under capitalism where workers are estranged from their work and its products. Marx argued that under capitalism, labor becomes a means to survival rather than a means of self-affirmation. The document also summarizes Marx's views on commodity fetishism and how the capitalist system obscures the actual human labor that goes into producing commodities.
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This document discusses the German philosopher Georg Wilhelm Friedrich Hegel and his ideas about history and dialectic. It examines how Hegel viewed history as being driven by ideas and the dialectic process of thesis, antithesis, and synthesis. It also analyzes Susan Buck-Morss's work connecting Hegel's philosophy to the Haitian Revolution and how slavery and the Enlightenment ideals of freedom were in tension.
4. rousseau
Rousseau believed that humans in a state of nature were solitary yet inherently good and driven by instincts of survival. In civilization, humans become competitive, greedy, and power-hungry due to political inequalities. While walking in the forest, Rousseau contemplated stripping away pretenses to see humanity's true nature, and how civilization has distorted it for the worse. In his work "Confessions", Rousseau resolved to present himself truthfully to show his fellow man an example of natural humanity, claiming he was unlike anyone else in the world.
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This document discusses the views of Immanuel Kant, Mary Wollstonecraft, and Sojourner Truth on education and reason. It examines Kant's definition of enlightenment and his views on how individuals can use reason. It also looks at Wollstonecraft's views on how women were socialized and educated at the time, and how this was harmful. Finally, it considers Truth's perspectives on gender, race, and the connection between reason and rights.
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The document discusses several key aspects of the Enlightenment period in Europe including the questioning of religious and political authorities, the spread of scientific revolution and rationalism, and the emergence of skepticism and emphasis on human reason. It also notes tensions around the universal application of reason and whether it applied equally to all groups of people.
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09 04-14 slides
- 1. CULT 320 Globalization and Culture Fall 2014, Kara Heitz, 09/04/14
- 2. Questions: 1) What did the world look like c.1400 CE? And how did it get to the way it looked in 1775? 2) What were some of the cultural effects of these early globalization processes? 3) What is different (if anything) about the relationships between globalization and culture today?
- 9. Portrait of wealthy Dutch merchants, with trading ships that made them wealthy in the background (c. mid-1600s)
- 10. Coffeehouses became important meeting places in the 1700s in France for discussion of Enlightenment ideas such as freedom, equality, individual rights, etc. Discussions were fueled by coffee and sugar, two products whose presence in Europe was made possible through the Atlantic trading system based on colonialism, plantations, and slavery.
- 11. “The negative impact of the international slave trade on Africa was immense. It can be seen on the personal, family, communal, and continental levels. In addition to the millions of able-bodied individuals captured and transported, the death toll and the economic and environmental destruction resulting from wars and slave raids were startlingly high. In the famines that followed military actions, the old and very young were often killed or left to starve. … Besides its demographic toll, the slave trade, and the Africans' resistance to it, led to profound social and political changes. Social relations were restructured and traditional values were subverted. The slave trade resulted in the development of predatory regimes, as well as stagnation or regression. Many communities relocated as far from the slavers' route as possible. In the process, their technological and economic development was hindered as they devoted their energy to hiding and defending themselves. … In the end, the slave trade left the continent underdeveloped, disorganized, and vulnerable to the next phase of European hegemony: colonialism.” (http://www.inmotionaame.org/migrations/topic.cfm; jsessionid=f8302122851410345234289?migration=1& topic=9&bhcp=1)
- 12. “Although indigenous people ranked below Spaniards in Spanish America’s social order, direct descendants of pre-Hispanic nobility were afforded certain political privileges, including the right to hold office in local government. In order to legitimize claims to noble lineage in the viceroyalty of Peru, members of the Inca elite often conspicuously displayed in their homes Europeanized portraits of their ancestors, the fourteen ancient Andean rulers. The Inca had no pictorial portraiture tradition before the conquest. Soon after European contact, however, series of Inca kings painted by local artists in European portrait styles started to appear in indigenous and Creole inventories. This bust-length portrait series is based on a 1615 Spanish engraving “ (http://www.brooklynmuseum.org/opencollecti on/objects/2297/Manco_Capac_First_Inca_1_of _14_Portraits_of_Inca_Kings) Manco Capac, First Inca, 1 of 14 Portraits of Inca Kings. Peru, probably mid-18th century.