This chapter discusses the context and events surrounding independence revolutions in Latin America in the early 19th century. It explores the social hierarchies and groups involved, including peninsulars, creoles, natives, Africans, and slaves. The revolutions began slowly in Mexico and spread to other countries. Creoles united with lower classes against the Spanish by emphasizing native birthplace over European origins. The leaders of independence movements included Simon Bolivar and Jose de San Martin. However, the revolutions did not fundamentally change social hierarchies of patriarchy, classism, and racism.
CAMBRIDGE AS HISTORY: SCRAMBLE FOR AFRICA. Paper 2, contains: partition for Africa, colonial imperialism, Berlin conference, the battle for Ethiopia, scramble for economic reasons, Africa the open market for trade, the need for raw materials, capital investment, imperialism vs. corporatism, scramble for geopolitical reasons, the rivalries, the strategic purpose, scramble for nationalistic reasons, scramble for liberal reasons, heart of darkness.
CAMBRIDGE AS HISTORY: SCRAMBLE FOR AFRICA. Paper 2, contains: partition for Africa, colonial imperialism, Berlin conference, the battle for Ethiopia, scramble for economic reasons, Africa the open market for trade, the need for raw materials, capital investment, imperialism vs. corporatism, scramble for geopolitical reasons, the rivalries, the strategic purpose, scramble for nationalistic reasons, scramble for liberal reasons, heart of darkness.
Discussion Question(s)What were the colonial misgivings about m.docxduketjoy27252
Discussion Question(s)
What were the colonial misgivings about "monarchy-wide
cortes
in February of 1810 (p. 350). What do you think of the relationship between the monarchy (or the Central Junta) and the colonials in Spanish America? Do you think that the
criollos
were waiting for independence the whole time? Why or why not?
Lecture 13
Over the last two weeks, we talked about the Caroline and Bourbon Reforms in Spanish America, and I am sure that after reading Chapters 9 and 10, you feel like movements for Independence in colonial Latin America were only days away from happening (maybe only a week, since I post these on Sunday). But no!
As upset as the
criollos
might have been by the dramatic economic and political changes that occurred (not the least of which the fact that the power that they had worked for generations to gain was being taken away by
peninsulares
), the
criollos
still remained loyal to the Spanish Crown. Independence was certainly something that was whispered about in dark corners, but only by the bold, and perhaps the stupid. If we start during this era of Independence in the Americas, we
have
to start with the American Revolution--
Hey-- I'm not happy about it either (this is
Latin American History
darn it!)!
But the American Revolution was the first war for independence in the Americas, so it certainly played an important role.
Kind of.
I mean, your book is kind of right-- the French Revolution definitely played a much bigger role, but keep in mind:
1) The American Revolution was fought from around 1775 to about 1783
2) The French Revolution was fought from 1789 through the 1790s.
Just because the American Revolution was first does not mean that it had a bigger influence than the French (it did NOT). However, keep in mind that the movements for independence throughout Latin America were just as much about ideas as they were about economics-- ok, they were
almost
as much about ideas as economics-- and thus, knowing that there was a neighbor to the north that was able to shrug off colonial power certainly had a psychological effect, if not quite a political one.
The truth is, the eventual movements of independence throughout Latin America was really a combination of things, but one of the largest factors was
time--
time was needed for these ideas to sink in, and time was needed for things to totally unravel in Europe.
And it really did start with the French Revolution, and Napoleon's rise to power:
No, not that Napoleon, THIS Napoleon:
Also happening in the late 18th century (the late 1700s) was the Haitian Revolution, which, if the world wasn't turned upside down already, it definitely was by then. Check out the generally informative Powerpoint I put together about the Haitian Revolution (via your email), and connect it to your text.
Freedom was happening everywhere, and it was happening in many different ways (and in Spain, it was happening largely in the context of Napoleon's at.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
4. Chapter 3: European ideals fly across the Atlantic France Spain Americas liberalism & sovereignty
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11. Chapter 3: Was Bolívar the Latin American George Washington? Let’s ask George Bush and Hugo Chávez! http://www.youtube.com/watch?v=_B8VpHJvS08&feature=player_embedded&safety_mode=true&persist_safety_mode=1
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Editor's Notes
Chasteen notes in the beginning of the chapter that before the end of the 1700s, Spain/Portugal enjoyed almost 300 years of solid colonial rule -- this begs the question: why now? The following slides are dedicated to answering these questions... Talk to students about identifying the most important questions when approaching social science phenomena, especially such as revolutions -- the fact that they all began around the same time after so long presents a puzzle, a paradox. This should lead to questions about why...
How did bad governance and European violence impact those in the Americas? (Answer: Americans feeling less connected to Spanish throne, feeling the pressure of taxation and the effects of sale of political office to incompetent Peninsulares. Violence gave new sense of freedom and independence to Spanish colonies.)
Ideas originating during Enlightenment in France spoke of liberalism (invoked concept of popular sovereignty, also known as the power of the people). After France took over Spain in Napoleonic Wars, Spanish and Americans opposed French control of Spain and Spanish throne. Spanish Americans first discussed sovereignty in the name of King Fernando VII, but soon the notion of sovereignty became inconsistent with foreign control over American colonies. Creoles especially began to cry for independence and popular sovereignty, claiming they no longer should be colonies, but independent republics. Ironically, liberal ideas within Spain are what brought about the downfall of Spanish imperialism.
This pyramid/hierarchy shows the power structures, population size, and interests of the different groups. The first cries for liberty came from creoles because of their resentment of the pensinsulars who received the social status and powerful political roles. Why couldn’t the creoles just revolt by themselves? (Answer: they needed more numbers to fight off the Spanish) The natives, Africans, and mixed races (Mestizos and mulattos) were uninterested in the intra-elite squabbles -- after all, what did they have to gain from exchanging one elite group for another? Slaves: were they considered? Were they ever included by anyone? Preview to next slide -- what would have to happen for the masses to join the creole rebellion?
Revolutionary creoles balancing their desire to defeat the Spanish with their fear of uniting and energizing the lower classes. (Goldy Locks and 3 Bears theory: can’t be too hot or too cold, has to be just right) Hidalgo in Mexico and Tupac Amaru II in Peru scared them away from a strongly native movement. In all cases, the movements that ended up succeeding were from the top down -- creoles finding ways to unite their message with that of the lower classes without overdoing it. The picture is of the Virgin of Guadalupe whose image was carried into battle by Hidalgo’s largely indigenous revolt. Images of Virgin of Guadalupe can still be seen ALL over Latin America. Transition to next slide: How did the creoles eventually unite the messages? How did they use the strength of the lower classes without encouraging them to take over the revolution and push out the creoles with the peninsulars? (Answer: the developed a unifying identity called “nativism” or “Americanos”, which would include creoles and the natives, but not the peninsulars)
No extra explanation on this slide. Next slide will go over the details of how the actual independence fights occurred.
Brazil did not follow the “Latin American” trend for revolution... What accounts for the difference? (Answer: the king was in on it! The son stayed in Brazil as king after King Jão was forced to go back home to Portugal. Brazil became the Brazilian empire.) Perhaps the location of the king within the country made all the difference?
R
Women were an integral part of fighting for the revolution, but how were they rewarded? Continued patriarchy. Natives, mestizos were an integral part of fighting for the revolution, but how were they rewarded? Continued classism and racism.
Ask for similarities and differences before and after showing clip of Bush and Chavez.
![BORN IN BLOOD AND FIRE: a concise history of Latin America by John Charles Chasten ,[object Object],© 2011 The Granger Collection. http://www.granger.com](https://image.slidesharecdn.com/bbfch3presentationppt-111115191632-phpapp01/85/Born-in-Blood-and-Fire-Chapter-3-1-320.jpg)
![Chapter 3: Independence ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)