...How did Western nations come to dominate much of the world in that late 1800’s? In the late 1800’s, Western Countries built overseas empires causing imperialism. Western nations had an advantage against the other nations that weren’t as strong. Europe had new economic and political powers that took over the world. The Europeans set out on an adventurous path to expansion known today as the “New Imperialism”. The domination was due to the motives that drove the New Imperialism, the western advantages, and the various forms of imperial rule that Western Nations used. This lead Europe to having an 80% influence on the world by the 1870’s. Economic interest, political and military motives, humanitarian and religious goals, and applying Social...
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...Officer.”(Lord Kitchener) New imperialism, the act of controlling territories under a greater power of greater nations, was popular during the nineteenth century. China and India were two independent nations, so similar, but yet also so different. Their imperialists had motives over raw material, resources, and power. Their thoughts of imperialism were fixed more on controlling and taking, then making relations and building up the country. This inequality led for a struggle of freedom and independence. From the struggles, the culture and the people had been impacted greatly from the foreign influences. Industrialism was halted for India and thrived in China. From the coasts China to the riches of India, imperialism changed the countries vastly. Across India and China, imperialistic motives of the Europeans ranged from rare materials to the immense voltage of power, however how they forced upon these motives was different. These nations were both imperialized by great European powers. Furthermore, they both had Britain as a strong imperialist. In China, Britain wanted luxury goods, like silk and porcelain. Britain also looked at India for luxury goods. Gems, gold, indigo, and spices were just several of the lustful items. Different Europeans nations, ruled different parts of these nations. For India, Britain was the only critical imperialized. Unlike India, China had Britain, Germany, France, and Japan. Russia also had taken the chance to imperialize China at their weak point. After...
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...Rationales for United States Imperialism When thinking of the word imperialism, one may think of it as forcefully taking independence away from a country for the benefit of a more powerful country. Imperialism can be seen either positively or negatively based on the reasons and or the outcome depending on the situation. The United States imperialism began in the late 1800’s and since then, has been influencing other countries in political, economic, and cultural ways. The effects of United States imperialism have been positive in countries like Panama because of the ideal of democracy has been spread; however, Puerto Rico might view it differently. Some foreign policies also developed as a result of America’s imperialism. The United States involvement in Panama has been both helpful and beneficial to both countries. United States initially went to Panama to build the Panama Canal because they saw it as vessel to traffic goods to build economic growth using the Atlantic and the Pacific Oceans. It was not that easy for the United States to do so due to Columbia’s involvement with Panama at that time. Panama was owned by Columbia and would not permit America to build much less use a canal in Panama. Panama was not pleased with Columbia ruling their country, so they allowed the United States to help them get from under Columbia’s rule in return for the passageway known today as the Panama Canal. The United States helped Panama escape the Columbian control and stayed...
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...Simpson 1 Antonio Simpson U.S History 12/9/12 During the late 1800’s the United States wanted to increase it’s power and influence in the world. The way they did this was through Imperialism, a strong nation taking over another nation by economic or military means. There were several factors driving America’s imperialist efforts. A thirst for new markets, military interests, and to spread their ideology were some of those reasons. Of all these, their economic interests was the motivating factor in the United States intervening in Cuba, Hawaii, and creating the Open Door Policy. Theodore Roosevelt took over the lead note in pursuing imperialism. Bully Pulpit is a way Theodore Roosevelt used presidency to influence legislation and laws. The square deal is a program designed to protect the common people against big business. The Panama Canal was apart of this because Theodore Roosevelt gave $20 million dollars to Panama but the people of Panama disagreed. The United States wanted to spread their capitalism and market. The United States used imperialism to gain control of Panama from the French. The American-Spanish war started when the USS Maine explosion killed over 1000 americans, but the explosion was accident in the boiler room in the ship, the country believed it was a Spanish sabotage. President William McKinley reacted by demanding that among other things Spain give Cuba its independence but Spain did not comply. When McKinley approached Congress to declare war against...
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...In the late 1800’s, Western Imperialism expanded aggressively. Imperialism is the domination by one country of the political, economic, or cultural life of another country or region. Although the Europeans had established colonies earlier, they previously had little direct influence over people in China, Africa, or India. Expansion takes place when one territory is deemed more powerful than other territories or people. Geographical, physical, and or technological obstacles may assist or impede in the expansion process. At the end of the 19th century the United States became a colonial power after moving across the North American continent to the Pacific Ocean. American colonies in the Philippines, Caribbean, and Hawaiian Islands were...
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...The pervasive teaching systems of Confucianism were ingrained into the impressionable minds of Chinese scholars and lay citizens alike, as people thrived off of philosophical thought during the 5th century and dispersed its message quickly. The longevity of the Qing dynasty, which lasted from 1644 to 1912, demonstrates the crystallization of governmental and social institutions through the adherence of piety and hierarchy laid out in Confucius’s Analects. This societal harmony, however, was perturbed by the ever-expansive Britain in the late 1800’s, who began to smuggle large chests of opium in order to promote global trade and to receive silver from China. Lin Zexu, a confucian scholar and administrator, was sent to the only port in Canton by the Daoguang Emperor in 1838 to eliminate all illegal trade of opium, for he was already renowned for his role as a provincial administrator in Hubei. Lin publicly renounced opium for its effect on the Chinese masses and epitomizes Confucian ideology at play because his public displays of destroying opium were clearly aimed at pushing out British influence and maintaining the Qing legacy. As a result, Lin Zexu’s exaggerated take on the suppression of opium offended Britain’s capitalistic motives of free trade and triggered the Opium War in 1840....
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...To understand how industrialization changed the world, starting in Britain, it is vital to look at how the world operated pre-industrialization. Living conditions were awful all around the world prior to the 1800’s. The world did not yet have adequate technology to defend itself against natural disasters, famines, and diseases. In addition, some places were not able to sustain enough resources for the population as it increased. Although these problems existed around the world, “before 1800 income per person —the food, clothing, heat, light, and housing available per head—varied across societies,” creating a gap before industries came to widen it. Prior to the Industrial Revolution, Britain did not have as much income as China did. Britain’s land made it difficult to farm, exposing the difficulties of what an ever growing population did to society. In his book, The Great Divergence: China, Europe, and the Making of the Modern World Economy, Kenneth Pomeranz demonstrates how Britain’s, like the rest of Europe’s, “disadvantages were concentrated in areas of agriculture, land management, and the inefficient use of certain land intensive products.” Without the ability to provide enough resources for a population to survive, there is no way for a population, let alone an economy, to...
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...Exam 2: Chapter 28-32 Atlantic revolutions (American, French, Haitian, Latin America) Rise of nationalism Industrialization Global transitions: the americas, the ottoman empire, Romanov Russia, Qin China, Japan. Global empires. Atlantic Revolutions: In the early modern period (1450-1750. Period of early European exploration and contact. It caused the establishment of european commercial empires. Primary tributary, it focused on trade, and some settler comics. This caused there to be “nation-states”, in tern proto-industrialization in europe (innovation) Europe started into three major processes: Revolution, (and nationalism) Industrialization Imperialism Lastly the Rise of the “nation-state” Age of Enlightenment (1650-1780’s) There were plenty of forward thinkers. Each was moving toward science as the new way of thinking. They used the application of universal laws of the natural world to social world. They valued ration over revelation. The government was as a contract. The ideas of Freedom, equality and sovereignty were held as the highest. The belief was to move forward in progress. French Revolution (1789-1799) The aim was to abolish the monarchy that was in france, it ultimately failed. It was far more radical than the American, but still failed. Mostly because they had no idea how to run a government. Whereas the Americans had some knowledge about their own rule. Napoleon Bonaparte (1769-1821) Declared himself emperor and attempted to bring...
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...independent from Tsarist Russia since 1919. Moving westwards from Russia are some plainlands, but Europe mainly consists of a peninsula of Eurasia fragmented into smaller peninsulas (Scandinavian, Iberian, Balkan, and Italian) and large islands (Britain, Ireland, Sicily, Iceland and Sardinia). ( 1, pp.59-65 ) Europe has benefited from its location and major physical features. It has direct land and sea routes to Asia (through Southwest Asia, Middle East, and Africa (post 1488 around the Cape of Good Hope) and more recently via the Suez Canal in Egypt. The central location of European cities in the Classical Period (1000 B.C. to 500 A.D.) facilitated the movement of primary goods to Asia in exchange for finished goods from Persia, India, and China. ( 2, Ch. 5 ) The abundance of surrounding water-moderating temperatures, low-lying valleys in the Central Plateau, and good...
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...Robert B. Marks, The Origins of the Modern World: A Global and Ecological Narrative Value of Book Wonderful synthesis of recent scholarship on Rise of the West literature with an economic and ecological focus. Uses Global Historical Context to address most issues addressed in the Modern World History course. Use as: Teacher background Use isolated quotes/ chapters for all levels Review book at end of AP curriculum for review Questions raised: 1. How did industry and European-style countries called nation-states—rather than highly developed agrarian empires like China and India—come to define our world? 2. How has the gap between rich and poor increased? 3. How and why have European ways of organizing the world come to dominate the globe? 4. Was the Rise of the West a temporary blip? Scope: Global look (but especially Europe, China and India) 1400 -1900 Chapter by chapter breakdown: Intro “In the space of just 200 years, the world has seen a great reversal of fortune: where once Asians held most of the economic cards, today it is primarily Western countries and Japan.” (p. 2) Concepts addressed/ introduced in chapter: Globalization Enlightenment Communism Nation-states French Revolution Weber-Protestant work ethic Disease Industrial Revolution “modernization” Exploration/ Encounter “Progress History” Colonialism Renaissance Capitalism Slavery Modes of Historical Inquiry Comparative units of analysis Definition of Eurocentrism ...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...legal code, reformed Bureaucracy Tang Taizong: The founder of the Tang Dynasty, he expanded China to include all that the Han had had and more. Wu Zhao: The only woman to ever declare herself empress, she was a member of the Tang Dynasty. Grand Canal: The 1,100-mile waterway linking the Yellow and the Yangzi Rivers. It was begun in the Han period and completed during the Sui Empire. Zhao Kuangyin: Founder of Song dynasty; originally a general following fall of Tang; took title of Taizu; failed to overcome northern Liao dynasty that remained independent. Li Bo: Most famous poet of the Tang era; blended images of the mundane world with philosophical musings. 2) tributary state: A country that pays tribute in money or goods to a more powerful nation Pagoda: Buddhist temples with many-storied towers; this was adapted from the Chinese 3) The dynasties returned the Middle Kingdom back to its old glory. a) Under the Tang and Song dynasties the emperor ruled over a splendid court filled with aristocratic families. The two main classes of society were the gentry, wealthy landowners, which valued scholarship more than physical labor, and the peasantry, who worked the land and lived off of what they produced. Then the merchants had a lower status in society. Merchants had such a low status in society because according to Confucianism their riches came from the labors of others. a) China painting involves the same techniques as calligraphy and is done with a brush dipped in black...
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...Timeline Part II NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document. Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 3 assignment entitled. “Timeline Part II.” NOTE: The timeline project does not need to be submitted to turnitin. NOTE: Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part II up to 250 words per topic/subtopic. For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed. Be sure to cite all sources. Major Event/Epoch in American History | Time Period/Date(s) | Description and Significance of the People/Event(s) to American History | 1) The evolution of the institution of slavery from the Colonial Period to the 1860s. | 1619-1860 | At first, slaves could earn their freedom. When they did, slaves tended to own their own slaves. This is how it was up until 1750 when Georgia legalized slavery. Slavery was more needed in the south than the north due to the climate and ability to grow more crops. (Webmaster, 2011) Around 1808, the importation of slavery ended due to the rise in births. Blacks then made up 20% of the American population. | 2) The socio-cultural impact of the abolitionist movement including: a) The effect of...
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...IGOROTS * Home * IGOROT SONGS * IGOROT DANCE * IGOROT TRADITIONS * MONEY ON THE MOUNTAIN IGOROT TRADITIONS IGOROT TRADITIONS When we talk about Igorot identity and culture, we also have to consider the time. My point is that: what I am going to share in this article concerning the Igorot culture might not be the same practiced by the Igorots of today. It has made variations by the passing of time, which is also normally happening to many other cultures, but the main core of respect and reverence to ancestors and to those who had just passed is still there. The Igorot culture that I like to share is about our practices and beliefs during the "time of Death". Death is part of the cycle of life. Igorots practice this part of life cycle with a great meaning and importance. Before the advent of Christianity in the Igorotlandia, the Igorots or the people of the Cordilleran region in the Philippines were animist or pagans. Our reverence or the importance of giving honor to our ancestors is a part of our daily activities. We consider our ancestors still to be with us, only that they exist in another world or dimension. Whenever we have some special feasts (e.g., occasions during death, wedding, family gathering, etc.), when we undertake something special (like going somewhere to look for a job or during thanksgiving), we perform some special offer. We call this "Menpalti/ Menkanyaw", an act of butchering and offering animals. During these times we call them...
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