AP WORLD HISTORY - CHAPTER 16 WAYS OF THE WORLD.
The Early Modern world, 1450 to 1750- Political transformations of empires and encounters. (sorry for the grammar mistakes)
Chapter 12 Ways of the World, Worlds of 15th century S Sandoval
AP World History / Ways of the World second edition by Robert W. Strayer. Summary of Chapter 12 An Age of Accelerating Connections 500-1500, The worlds of the fifteenth century.
Chapter 11 Mongol Monument Empire - Ways of the World AP World History BookS Sandoval
Summary of Chapter 11 from AP World History book, Ways of the World by Robert W. Strayer. Chapter 11 Pastoral peoples on the global stage: Mongol Monument 1200-1500
Chapter 9 world of islam: Afro-Eurasian connections, Ways of the World bookS Sandoval
AP World History Book, Ways of the World, Second Edition by Robert W. Strayer, Summary of Chapter 11: The Worlds of Islam 600-1500. An age of Accelerating Connections. Study and Enjoy!
Chapter 12 Ways of the World, Worlds of 15th century S Sandoval
AP World History / Ways of the World second edition by Robert W. Strayer. Summary of Chapter 12 An Age of Accelerating Connections 500-1500, The worlds of the fifteenth century.
Chapter 11 Mongol Monument Empire - Ways of the World AP World History BookS Sandoval
Summary of Chapter 11 from AP World History book, Ways of the World by Robert W. Strayer. Chapter 11 Pastoral peoples on the global stage: Mongol Monument 1200-1500
Chapter 9 world of islam: Afro-Eurasian connections, Ways of the World bookS Sandoval
AP World History Book, Ways of the World, Second Edition by Robert W. Strayer, Summary of Chapter 11: The Worlds of Islam 600-1500. An age of Accelerating Connections. Study and Enjoy!
Powerpoint lecture based on Strayer's 3rd edition Ways of the World for AP-Honors World History students. Covers WWI, Great Depression, Rise of Fascism, WWII and aftermath.
Chapter 8 Ways of the World AP World History Book By R. Strayer - China and t...S Sandoval
AP World History - Ways of the World by Strayer. Chapter 8: China and the world. Tribute System, China and Korea, China and Vietnam, China and Buddhism, China and Japan.
AP WORLD HISTORY - Chapter 18 colonial encounters in asia and africa 1750 1950S Sandoval
AP WORLD HISTORY: Book: Ways of the World by R. Strayer.
Summary of Chapter 18: Colonial Encounters in Asia and Africa 1750-1950. The European moment in world history 1750-1914.
Ch. 21 revolution, socialism and global conflictlesah2o
High School World History powerpoint presentation on Russian Revolution, Bolshevik Revoltuion, Communist Revolution, China's Civil War, Cold War and the fall of Communism
AP WORLD HISTORY: Chapter 17 Revolutions of Industrialization 1750-1914S Sandoval
AP world history - Ways of the World book by Strayer. Summary of Chapter 17: European moment in world history - Revolutions of industrialization 1750 to 1914.
Powerpoint presentation based on Strayer's 3rd edition Ways of the World text for High School AP-Honors world history students. Chapter covers spread of Christianity, the Reformation, the Counter Reformation, Syncretism, China, India, Japan, Europe, Ottoman Empire, Scientific Revolution, the Enlightenment.
Powerpoint lecture based on Strayer's 3rd edition Ways of the World for AP-Honors World History students. Covers WWI, Great Depression, Rise of Fascism, WWII and aftermath.
Chapter 8 Ways of the World AP World History Book By R. Strayer - China and t...S Sandoval
AP World History - Ways of the World by Strayer. Chapter 8: China and the world. Tribute System, China and Korea, China and Vietnam, China and Buddhism, China and Japan.
AP WORLD HISTORY - Chapter 18 colonial encounters in asia and africa 1750 1950S Sandoval
AP WORLD HISTORY: Book: Ways of the World by R. Strayer.
Summary of Chapter 18: Colonial Encounters in Asia and Africa 1750-1950. The European moment in world history 1750-1914.
Ch. 21 revolution, socialism and global conflictlesah2o
High School World History powerpoint presentation on Russian Revolution, Bolshevik Revoltuion, Communist Revolution, China's Civil War, Cold War and the fall of Communism
AP WORLD HISTORY: Chapter 17 Revolutions of Industrialization 1750-1914S Sandoval
AP world history - Ways of the World book by Strayer. Summary of Chapter 17: European moment in world history - Revolutions of industrialization 1750 to 1914.
Powerpoint presentation based on Strayer's 3rd edition Ways of the World text for High School AP-Honors world history students. Chapter covers spread of Christianity, the Reformation, the Counter Reformation, Syncretism, China, India, Japan, Europe, Ottoman Empire, Scientific Revolution, the Enlightenment.
AP ART HISTORY: Symbolism, Arts and Crafts movement, Art Nouveau, Austrian Se...S Sandoval
AP ART HISTORY : Other Art Styles of the Late Nineteenth Century.
Art Nouveau, Arts and Crafts Movement, Austrian Secession, Symbolism.
Artists, architects: Redon, Moreau, Rousseau, Carpeaux, Horta, Gaudi, Tiffany, Klimt
AP Art History - Early twentieth Century Art - Fauvism, expressionism, cubism, futurism, surrealism, dada, constructivism, DeStijl, Suprematism, International Style, Bauhaus, Prairie Style, Frida b
Impressionism & Post-Impressionism Art HistoryS Sandoval
AP ART HISTORY Crash Course - Impressionism and Post-Impressionism
Impressionism artists: United by their depiction of modern life, and rejection of established European Styles, embracing new experimental ideas "Avant-Garde".
The use of synthetic pigments and ready made paint in solid tubes. Impressionist artists were interested in "plein air" landscape painting.
THE AMERICAN YAWPMenuSkip to contentHomeAboutBarbara Jordan – On the.docxarnoldmeredith47041
THE AMERICAN YAWPMenuSkip to contentHomeAboutBarbara Jordan – On the Impeachment of Richard Nixon (1974)Brookes printCasta paintingContributorsHow the Other Half Lived: Photographs of Jacob RiisIntroductionNote on Recommended ReadingsPressSample Feedback (@AmericanYawp)Teaching MaterialsUpdates2. Colliding Cultures
Theodor de Bry, “Negotiating Peace With the Indians,” 1634, Virginia Historical Society.
*The American Yawp is an evolving, collaborative text. Please click here to improve this chapter.*I. IntroductionII. Spanish AmericaIII. Spain’s Rivals EmergeIV. English ColonizationV. JamestownVI. New EnglandVII. ConclusionVIII. Primary SourcesIX. Reference MaterialsI. Introduction
The Columbian Exchange transformed both sides of the Atlantic, but with dramatically disparate outcomes. New diseases wiped out entire civilizations in the Americas, while newly imported nutrient-rich foodstuffs enabled a European population boom. Spain benefited most immediately as the wealth of the Aztec and Incan Empires strengthened the Spanish monarchy. Spain used its new riches to gain an advantage over other European nations, but this advantage was soon contested.
Portugal, France, the Netherlands, and England all raced to the New World, eager to match the gains of the Spanish. Native peoples greeted the new visitors with responses ranging from welcoming cooperation to aggressive violence, but the ravages of disease and the possibility of new trading relationships enabled Europeans to create settlements all along the western rim of the Atlantic world. New empires would emerge from these tenuous beginnings, and by the end of the seventeenth century, Spain would lose its privileged position to its rivals. An age of colonization had begun and, with it, a great collision of cultures commenced.II. Spanish America
Spain extended its reach in the Americas after reaping the benefits of its colonies in Mexico, the Caribbean, and South America. Expeditions slowly began combing the continent and bringing Europeans into the modern-day United States in the hopes of establishing religious and economic dominance in a new territory.
Juan Ponce de León arrived in the area named La Florida in 1513. He found between 150,000 and 300,000 Native Americans. But then two and a half centuries of contact with European and African peoples—whether through war, slave raids, or, most dramatically, foreign disease—decimated Florida’s indigenous population. European explorers, meanwhile, had hoped to find great wealth in Florida, but reality never aligned with their imaginations.
1513 Atlantic map from cartographer Martin Waldseemuller. Wikimedia.
In the first half of the sixteenth century, Spanish colonizers fought frequently with Florida’s Native peoples as well as with other Europeans. In the 1560s Spain expelled French Protestants, called Huguenots, from the area near modern-day Jacksonville in northeast Florida. In 1586 English privateer Sir Francis Drake burned the wooden settlement o.
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.
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
Embracing GenAI - A Strategic ImperativePeter 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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. EARLY MODERN ERA
• Chapter 13 to 15 are conventionally labeled as “Early
Modern Era”. – historians are suggesting that during
these three centuries we can find some initial signs of
markers of the modern world.
• The beginnings of genuine globalization, elements of
distinctly modern societies, and a growing European
presence in world affairs.
• The most obvious expression of globalization, of
course, lay in the oceanic journeys of European
explorers and the European conquest and colonial
settlement of the Americas.
3. EUROPEAN EMPIRES IN
THE AMERICAS
• Spanish focused their empire building
efforts in the Caribbean and then, in
the early 16th century to mainland,
with stunning conquests of powerful
but fragile Aztec and Inca empires.
• Portuguese established themselves
along the coast of present day Brazil.
• British, French, and Dutch launched
colonial settlements along the eastern
coast of North America.
4. EUROPEAN ADVANTAGE
• Geography provides a starting point for explaining Europes American empires.
• Portugal, Spain, Britain and France were simply closer to the Americas than Asian competitors.
• Fixed winds of the Atalntic blew in the same direction.
• European innovations in mapmaking, navigation, sailing techniques.
• Highly motivated *Economic
• Elites were increasingly aware of their regions marginal position in the rich world.
• European population recovered from the plagues
• Growing desire for sugar, tobacco, meat and fish.
• Merchant class in rapidly commercializing Europe.
• Missionaries inspired by crusading zeal to enlarge the realm of Christendom.
• Minorities in search of a new life.
6. THE GREAT DYING
• Aztec and Inca empires had no
immunities to Europes diseases:
smallpox, measles, typhus, malaria and
yellow fever. = Native American people
died in appalling numbers.
• Caribbean islands virtually vanished –
10 million, to 1 million by 1650.
• In North America, governor Bradford of
Plymouth: “Sweeping away great
multitudes of the natives…that will
make room for us.”
7. THE COLUMBIAN
EXCHANGE
• Labor shortage and certainly did
make room for immigrant
newcomers. = combinations of
indigenous, European and African
peopes created a new society in the
Americas.
• Europeans and Africans brought not
only their germs and their people but
also their plants and animals. =
transformed the landscape.
• Even more revolutionary were their
animals: horses, pigs, cattle, goat
and sheep. = New domesticated
animals made possible the ranching
economies and cowboy cultures
(North American West), hunting
bison by horseback.
9. COLUMBIAN EXCHANGE
• 60 million in 1400 to 390 million in
1900. Those Amerindian crops later
provided cheap and reasonably
nutritious food for millions of industrial
workers.
• American stimulants such as tobacco
and chocolate.
• Never before in human history had
such a large scale and consequential
diffusion of plants and animals
operated to remake the biological
environment.
• Globalization -> reshaped the whole
economy.
10. COLUMBIAN EXCHANGE
• The plantation owners of the tripical
lowland regions needed workers and
found them by the millions in Africa.
• The slave trade which bought these
workers to the colonies, and the sugar
and cotton trade, which distributed the
fruits of their labor abroad, created a
lasting link among Africa.
• This enormous network of
communication, migration, trade,
disease, and the transfer of plants and
animals, all generated by European
colonial empires in the Americas, has
been dubbed the COLUMBIAN
EXCHANGE.
11. NEW UNDERSTANDING OF
THE WORLD
• Two worlds were joined – creating a
new world of global dimensions. But
very unequally distribuited.
• New information flooded into Europe,
shaking up conventional understandings
of the world and contribuiting to the
revolutionary new way of thinking,
known as the Scientific Revolution.
• The wealth of the colonies *metals,
natural resources, new food crops,
slave labor, colonial markets provided
one of the foundations on which
Europe’s Industrial Revolution was built.
12. COMPARING COLONIAL
SOCIETIES
• “Old World” gave the rise to a
“New World” in the Americas.
Their colonial empires: Spanish,
Portuguese, British and French
did not simply conquer and
govern societies, but rather
generated new societies.
• European rulers viewed their
realms through the lens of the
economic theory known as
MERCANTILISM. – Encouraging
exports and accumulating bullion
*precious metals: Silver and Gold.
Which were believed to be the
source of national prosperity.
13. COLONIAL SOCITIES IN
THE AMERICAS
• Mercantilist thinkers fueled European
wars and colonial rivalries around the
world: competing.
• Piracy and smuggling allowed
Spanish colonists to exhange goods
with Spain’s rivals.
• Some differences grew out of the
societies of the colonizing power such
as the contrast between semi-feudal
and Catholic Spain, and a more
rapidly changing Protestant England.
• This economy established a settler
dominated agriculture, slave based
plantations, ranching or mining.
14. WOMEN IN THE AMERICAS
• Women and men often experienced colonial
intrusion in quite distinct ways.
• Conquest was often accompanied by the
transfer of women to the new colonial rulers.
• Spanish men married elite native women –
as a means for cementing their new
relationship. (Aztecs exchanged female
slaves and viceversa)
• Women often experienced sexual violence
and abuse. = Rape accompanied conquest
in many places, enslaved women performed
sexual services to European men.
• This tragedy and humiliation for native and
enslaved men as well, for they were unable
to protect their women.
15. THE LANDS OF THE
AZTECS AND THE INCAS
• A century before the British had even
begun their colonizing efforts in North
America, the Spanish in Mexico and
Peru had established nearly a dozen
major cities, even universities,
churches, cathedrals and
administrative bureaucracy.
• The economic foundation for this
emerging colonial society lay in
commercial agriculture, and the silver
and gold mining.
• African slaves provided most of the
labor. Almost everywhere it was forced
labor.
16. ENCOMIENDA AND
HACIENDA SYSTEM
• A legal system known as
ENCOMIENDA, the Spanish crown
granted to particular Spanish settlers
a number of local native people from
whom they could acquire labor, gold,
or agricultural produce and to whom
they owed “protection” and instruction
in the Christian faith.
• By the 17th century the HACIENDA
system had taken shape by which the
owners of large states directly
employed native workers. With low
wages, high taxes, and large debts to
the landowners, the PEONS who
worked these estates had little
control over their lives.
17. SOCIAL CLASS IN THE
AMERICAS
• At the top of this colonial society were the
Spanish settlers, who were politically and
economically dominant = aristocracy.
• Spaniards born in the Americas
CREOLES, resented the pretensions to
superiority of those born in Spain
PENINSULARES.
• Spanish missionaries and church
authorities were often worried of how these
settlers treated Natives.
• Spanish women shared only racial
privilages, viewed as the “bearers of
civilization” were essential link for
transmitting male wealth, honor and status
to future generations. To continue the
PURITY OF BLOOD
18. MESTIZOS
• The problem was that there were very
few of Spanish women.
• The emergence of MESTIZO or mixed
race, = Spanish and Indian women.
• Mestizo numbers grew substantially,
becoming the majority of the populations
in Mexico. Even though dozens of
separate groups evolved, CASTAS,
based on racial heritage and skin color
(African with Spanish, Native with
African…)
• Mestizos were largely Hispanic in
culture, but Spaniards looked down on
them during much of the colonial era,
regarding them as illegitimate of not born
of “proper” marriages.
19. INDIANS
• Particularly in Mexico, mestizo identity
blurred the sense of sharp racial difference
between Spanish and Indian peoples and
became a major element in the identity of
modern Mexico.
• At the bottom of the Mexican and Perivian
colonial societies were the indigenous,
known to Europeans as INDIANS.
• They were subject to gross abuse and
exploitation, since they were the primary
source of labor for mines.
• Many learned Spanish, converted to
Christianity, moved to cities to work for
minimun wages, ate their diet.
20. THE TUPAC AMARU
REVOLT
• Tupac Amaru II was the leader of an indigenous
uprising in 1780 against the Spanish in Peru. He
later became a mythical figure in the Peruvian
struggle for independence and indigenous rights
movement.
• The Rebellion of Tupac Amaru II, was an
uprising of native and mestizo peasants against
the Bourbon reforms of the Viceroyalty of Peru.
Tupac Amaru was executed in 1781. But the
rebellion continued for another year.
• The goernment of Spain, in an effort of
controlling the colonial empire, began
introducing what became known was the Burbon
Reforms throughout South America. Creating
Viceroyalties. Separating territories, specially the
economically important that had silver mines.
22. COLONIES OF SUGAR
• Europeans found a very profitable substitute
in sugar, which was much demanded in
Europe.
• Sugar based colonies produced almost
exclusively for export. (large scale sugar
production had been pioneered by Arabs,
but Europeans learned their technique and
transferred it to their Atlantic possessions->
then to Americas.
• Portuguese planters along the northeast
coast of Brazil dominated the world market
for sugar.
• British, French, and Dutch turned their
Caribbean territories into highly productive
sugar producing colonies, breaking the
Portuguese and Brazilian monopoly.
23. COLONIES OF SUGAR
• Sugar transformed Brazil and the
Caribbean.
• It was perhas the first modern
industry in that it produced for an
international and mass market, using
capital and expertise from Europe.
• Use of massive slave labor. Worked
in horrendous conditions. The heat
and fire from the cauldrons= scenes
from hell. -> death rates 10% a year.
24. WOMEN IN SUGAR
PLANTATIONS
• Women field gangs that did the
heavy work of planting and
harvesting sugarcane. They were
subject to brutal punishments.
• Women who worked in urban areas
-> domestic chores, laundries and
brothels.
• Majority of Brazil population was
either partially or wholly black –
African descent.
• In the French Caribbean colony of
Haiti 1790, the figure was 95%.
25. SLAVERY AND RACISM
• Mulattoes produt of Portuguese and African
unions, predominated. -> more than 30 separate
named groups indicating racial mixture.
• Southern colonies of British North America where
tobacco, cotton were major crops. But social
outcomes were quite different from those south.
• American slaves had been born in the New World,
in contrast with Latin America where large scale
importation of new slaves continued well into the
19th century.
• Mulattoes in Brazil had more economic
opportunities than did their counterparts in the
United States.
• Does this mean that racism was absent in Brazil?
NO, but it was quite different from racism in North
America.
26. WHITE PEOPLE
• White had enormously greater
privileges and opportunities
than others. Skin color in Brazil
and Latin America generally
meant class status, and the
perception of color changed
with the educational or
economic standing of
individuals.
27. SETTLER COLONIES IN
NORTH AMERICA
• 18th century British colonies remained far less
prominent on the world stage than those of
Spain or Portugal.
• British launched its colonial ventures in 17th
centurym it had already experienced
considerable conflict between Catholics and
Protestants.
• The emergence of Parliament as a check on
the authority of the Kings.
• Although they brought much of their English
culture, many of British settlers were: Puritans
in Massachusetts and Quakers in
Pennsylvania. (much of them escaping
aspects of an Old European society rather
than to re-create it)
28. WOMEN IN NORTH
AMERICA
• While Puritan Christianity praised the
family and a woman´s role as wife and
mother, it reinforced largely inlimited
male authority.
• “God has made him the Head and set
him above me.”
• Women were prosecuted from the
crime of “fornication” far more often
than male companions.
• Few girls attended school, and could
never become ministers of church or
even aspire political life.
29. DIFFERENCES
• British settlers were far more numerous than
their Spanish counterparts, outnumbering
them 5 to 1 by 1750.
• By the time of the American Revolution,
some 90% of these colonies’ populations
were Europeans.
• Slaves were not needed in agricultural
economy, but dominated in small scale
independent farmers working their land.
• A largely Protestant England was far less
interested in spreading Christianity among
the natives.
30. CONTRAST
• The Church and State were not intimately
connected as they were in Latin America.
• Protestant emphasis on reading the Bible
for oneself led to a greater mass literacy
than in Latin America.
• 75% of white males in British North
America were literate by 1770s.
• British settler colonies evolved traditions
of local self government more extensively
than in Latin America. -> Preferring to rely
on joint stock companies.
31. NORTH AMERICA AND
SOUTH AMERICA
• English King and Parliament meant that the
British government paid little attention to the
internal affairs of the colonies.
• The grand irony of modern history of the
Americas – for 100´s of years, the major
centers of wealth, power, commerce and
innovation lay in Mesoamerica and the
Andes.
• Spanish and Portuguese colonies seemed
far more prosperous and successful than
their British or French counterparts in North
America. - By the 19th and 20th centuries
the balance shifted.
• United States became more politically stable,
democratic and economically successful.
32. THE STEPPES AND SIBERIA: THE MAKING
OF A RUSSIAN EMPIRE
• Europeans were building their empires in the
Americas, while Russian Empire was beginning to
take shape.
• City of Moscow was emerging from two centuries of
Mongol rule. Conquered a number of neighbouring
Russian speaking cities and incorporating them into
its territory.
• Over the next 3 centuries, Russian domination over
the vast tundra, forests and grasslands of northern
Asia extended.
• Some 200,000 in the 17th century and speaking
100 languages and mostly dedicated to hunting,
gathering and herding people – no access to
weapons.
33. MAKING RUSSIAN EMPIRE
• Russians saw Siberia as an
opportinuty – as primarily the “soft
gold” of fur bearing animals.
• Enormous Russian Empire took
shape in the three centuries
between 1500-1800. A growing line
of wooden forts to offer protection.
• Political leaders .– defined the
empire in terms of: defending
Russian frontiers, enhacing power
of the Russian state and bringing
Christianity.
34. EXPERIENCING RUSSIAN
EMPIRE
• Empire meant conquest. –Russian
authorities demanded an oath to
their territories “eternal submission
to the grand Tsar.”
• They also demanded YASAK or
tribute, paid in cash or in kind.
Siberia sent enormous quantities of
fur.
• Nevertheless conquest was
acompanied by epidemics.
• Existed the pressure to convert to
Christianity = tax centives for
conversion.
• Catherine the Great established
religious tolerance for Muslims.
35. RUSSIA AND SIBERIA
• 700,000 Russians lived in Siberia thus
reducing the native Siberians to 30
percent of the total population.
• The loss of hunting lands for the
agricultural settlers led to be depedent
on Russian markets for grain, alcohol,
sigar, tea. = Pastoral people
abandoned their nomadic ways.
• “The grass and the water belong to
heaven, and why should we pay any
fees?”
• Over the course of three cenruries both
Siberia and the steppes were
incorporated to Russian state. =
Adopting >Russian language and
Christianity
36. RUSSIANS AND EMPIRE
• Multiethnic empire, Russians remained
politically dominant. Among Slavik speaking and
Belorussians predominated. Rich agricultural
lands, valuable furs, mineral deposits playes a
major role in making Russia one of the great
powers of Europe. *by the 18th century
• During the late 17th centuries, Russia acquired
substantial territories in the Baltic region, Poland
and Ukraine. This contact with Europe also
fostered an awareness of Russias backwarness
relative to Europe and prompted and extensive
program of westernization.
• Particularly, during Peter The Great (1689-
1725), he led to vast changes in the
modernization and enlargement of Russian
military forces.
37. CATHERINE THE GREAT
AND RUSSIAS EMPIRE
• Catherine The Great (1762-1766) followed
up with further efforts to Europeanize
Russian cultural and intellectual life,
viewing herself as part of the European
enlightenment.
• Was Russia a backward European
country, destined to follow the lead of
more highly developed Western European
socities?
• The size of that empire, bordering on
virtually all of the great agrarian
civilizations of outer Eurasia, turned
Russia, into a highly militarized state, “A
society organized for continous war”. =
required a powerful monarchy to hold its
vast domains and highly diverse peoples
together.
38. ASIAN EMPIRES
• West Europeans were building their empires in the
Americas and Russia across the Siberia. Turko
Mongol invaders from Central Asia created the
Mughal Empire, bringing Hindu and Islamic rule.
While the Ottoman Empire brought Christian
population with Islamic to Turkish grounds.
• None of these empires had the global reach or
worldwide impact of Europe´s American colonies.
Nor did they have the same devastating and
transforming impact on their conquered peoples.
39. MAKING CHINA EMPIRE
• China built another kind of empire on its northern and
western frontiers that vastly enlarged the territorial size of
the country and incorporated a number of non Chinese
peoples.
• China’s Qing dynasty or many called it Manchu Dynasty
*1644-1912
• Qing Dynasty was itself of foreign and nomadic origin,
hailing from Manchuria *north conquered China.
• Confucian teachings and used chinese bureaucratic
techniques to govern the empire. Perhaps because they
were foreigners Qing rulers went to great lengths to
reinforce Confucian gender roles, honoring men who were
loyal sons, officials, and women who demostrated loyalty
to spouses.
40. Qing Dynasty
• For many centuries, the Chinese had
interacted with the nomaidc peoples who
inhabited the dry and lightly populated
regions now known as Mongolia,,
Xinjiang, and Tibet. / trade, tribute and
warfare ensured tat these ecologically
and culturally different worlds were well
known to each other.
• Qing dynasty undertool an 80 year
military effort *1680 to 1760 that brought
these huge regions solidly under
Chinese control.
• Creation of a substantial state west
Mongol region known as Zunghars –
revived Chinese memories of an earlier
Mongol conquest. Therefore the great
expansion was viewed as a necessity.
41. CHINESE EMPIRE
• China was ruled now through a new office called
the COURT OF COLONIAL AFFAIRS. Like other
Colonal powers, the Chinese made actice use of
local notables *Mongol aristocrats, Muslim
Officials, Buddhist leaders, as they attempeted to
govern the region (confucian based teachings).
Nevertheless, what helped them was that they
respect certain traditions of Mongols, Tibeta,
Muslims.
• Still Chinese authorities sharply restricted and
control the entrance of foreign merchants and
other immigrants to preserve their culture.
• Chinese and Russian Empire transformed Central
Asia. Hosting the Silk Road network, and enduring
encounters between nomads of steppes and
farmers.
44. MUSLIMS AND HINDUS IN
THE MUGHAL EMPIRE
• Indias Mughal Empire hsted a different kind of
encounter. Long interaction of Islamic and Hindu
cutlures in South Asia. = Muslims in religion and
Turkic in culture.
• There was political unity (1526-1707) with a variety
of small states, tribes, castes, sects and
ethnolinguistic groups.
• The central division within Mughal India was religius.
The ruling dynasty 20% Muslims. – the rest Hinduism
• AKBAR (1556-1605) acted deliberately to
accommodate Hindu majority.
45. AKBAR
• Akbar married several of their princesses but not
require to convert to Islam. He incorporated Hindus
into political military elite of the empirea and supported
the building of Hindu temples. He encourage widows
to remarry and baned SATI.
• His 20th wife and favorite Jahangir (1605-1627) was
widely regarded as the power behind the throne.
• Abkar imposed a policy of toleration, removing the
speacial tax (jizya) on non muslims, constructed the
house of Worship (intellectual discussions of many
religions)
46. AURANGZEB
• Such policies fostered sharp opposition among
some Muslims. –Specially in AURANGZEB (1658-
1707) who reversed Akbars policy of
accommodation and imposed Islamic supremacy.
• Music and dance were banned as well as drinking,
prostitution and gambling. Hindu temples
destroyed.
• Fractured the Mughal empire and after
Aurangzebs death in 1707 opened the way for
Britih takeover.
47. MUSLIMS AND CHRISTIANS
OTTOMAN EMPIRE
• Ottoman Empire was also the creation of Turkic
warrior groups. Ottoman Turks over the next three
centuries created Islamic world´s most significant
empire. Ottoman empire was transformed into
prosperous, powerful, cosmopolitan empire.
• Its sultan combined the roles of a Turkic warrior
prince, a Muslim caliph and conquering emperor =
chief defender of the faith.
• Turks adopted Islam, and Turkish women found
themselves secluded and often veiled.
48. WOMEN OTTOMAN
EMPIRE
• Official censuses did not count women and
Muslim reformers sought to restrict womens
religious gatherings.
• Women of the royal court (elite) did had influence
in political matters “sultanate of women”. Islamic
law permitted to elites woen property rights, some
became quite wealthy, allowed divorce and
inheritance.
49. OTTOMAN EMPIRE
• Ottoman Empire now incorporated a large numbers of
Arabs. The responsability and prestige of protecting
Mecca, Medina and Jerusalem, the holy cities of Islam,
now fell to the Ottoman empire.
• This empire, was also a cross cultural encounter like
the Mughal empire. Extended across Anatolia, its
mostly Christian population converted in large
numbers to Islam as the Byzantine empire weakened.
• In 1453 when Constantinople fell to the invaders,
renamed Istambul, that splendid Christian city became
the capital of the Ottoman Empire.
50. CHRISTIANS IN OTTOMAN
EMPIRE
• Many of these Christians had welcomed Ottoman
conquest because taxes were lighter and opperssion
less pronounced than under their former Christian
rulers.
• Christian churches were granted considerable
autonomy in regulating their internal social, religious,
educational affairs.
• Greek merchants, government officials, high clergy
became part of the Ottoman elite, without converting to
Islam.
• Fleeing Christian and Jewish refugees persecuted
from Spain were liberated.
51. DEVSHIRME
• Turkish rule bore heavily on Christians, through a
process known as the DEVSHIRME (collecting
and gathering) were require to hand over a quota
of young boys, who were then removed from their
families, required to learn Turkish, usually
converted to Islam, and trained for military servise
as JANISSARY units.
• These loss was terrible but also devshirme
represented means of upward mobility within the
Ottoman empire. (at high price) :S
Editor's Notes
Tupac Amaru real name Jose Gabriel Condorcanqui, upper class Indian with claims of Incas lineage. He adopted the name Tupac Amaru II, he was motivated in part by reading of a prophecy that the Inca would rule again with British support, and he was aware of the British colonial rebellion in North America.
Akbar went as far emphazising loyalty to the emperor himself. Blended elite culture in which both Hindus and various Muslims groups feel comfortable.