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Chapter 23 Capitalism and Culture

World Economy Transforming (1138)

• "...the decades between the two world wards, witnessed a deep contraction of global economic linkages as the aftermath of World War 1 and ... the Great Depression wreaked havoc on the world economy" (1138)
• However, after World War 2, capitalist victors were very determined to avoid repeating the same mistake from the Great Depression. "At a conference n Bretton Woods, New Hampshire" there was  the establishment of the international Monterary Fund and the World Bank. This laid a "..foundation for postwar globalization" (1139)
• Page 1,139 also teaches that technology influenced the acceleration of economic globalization. "Containerized shipping, huge oil tankers, and air express services dramatically loweredtransportation costs, while fiber-optic cables and later the Internet provided the communcation infrastructure for global economic interaction."

Reglobalization (1140)

• Strayer mentions that reglobalization was a "significant process that was expressed in the accelerating circulation of goods, capital and people."
• As an example, Strayer mentions the world trade and how it "..skyrocketed from a value of some $57 billion in 1947 to about $16 trillion in 2009. In 2005, about 70 percent of Walmart products reportedly included components from China. ...the following year, Toyota replaced General Motors as the World's largest automaker with manufacturing facilities in at least eighteen countires."
• Money became a global mobility tool in (3) ways. Personal funds by individuals, foreign direct investment, and .."a second form of money in motion has been the short-term movement of capital, in which investors annually spent trillions of follars purchasing foreign currencies ... to increase in value..".

Growth, Instability, and Inequality (1143)

• In page 1143, world wide, total world value output grew from a value of 7 trillion in 1950 to 73 trillion in 2009. This meant that there was an increased speed in producing wealth.
• "...nothing since the Great Depression more clearly illustrated the unsettling consequences of global connectedness in the absence of global regulation than the world wide economic contraction that began in 2008."

Chapter 22 (1914)

The global south on the global stage. 

End of Empire (pg 1088)

• "The period from the mid-1950s through the mid 1970s was the age of African independence as colony after colony... emerged into what was then seen as the bright light of freedom" (1088)
• "...the African and Asian struggles of the twentieth century were very different, for they not only asserted political independence but also affirmed the vitality of their cultures, which has been submerged and denigrated during the colonial era" (1088-89).

African and Asian Independence

• By the early twentieth century in Asia and mid 20th century in Africa, a third generation of educated elites had arisen throughout the colonial world. This generation of educated people were familiar with European culture. (more information in 1091).
• There are notable leaders in Africa's and Asia's independence. In page 1,092, Strayer writes, "Leaders drawn everywhere from the ranks of the educated few... organized political parties, recruited members, plotted strategy, developed an ideology, and negotiated with one another and with the colonial state. 
• "...Gandhi and Nehru in India, Sukarno in Indonesia, Ho Chi Minh in Vietnam, Nkrumah in Ghana, and Mendela in South Africa."
• "Millions of ordinary men and women joined Gandhi's nonviolent campaigns in India..." (1092).

Comparing Freedom Struggles

• "Nationalism surfaced in Vietnam in the early 1900s..." (1092-3) Strayer also mentions that Vietnam fought French colonizers, Japanese invaders during WWII, the United States in the 1960s, and the Chinese in a brief war of 1979.
• In West Africa, "...nationalists relied on peaceful political pressure -- demonstrations, strikes, mass mobilization, and negotiations -- to achieve independence" (1093).
• In Vietnam and China, they wanted to change social transformation to adapt communism. In Africa, "....focused on ending racial discrimination and achieving political independence with little concern about emerging patterns of domestic class inequality" (1093).

India (Ending British Rule)

• "India was the first colonies to achieve independence and this inspired others to follow. "...South Africa.. was among th elast to throw off political domination by whites" (1093) 
• The political expression of an all-Indian identity took shape in the Indian National Congress. "This was an association of English-educated Indians -- lawyers, jouranlists, teachers, and businessme -- drawn overwhelmingly from regionally prominent high-caste Hindu familiaes" (1094).
• Gandhi returned to India in 1915 and advanced in the leadership levels of the Indian National Congress.

South Africa (Ending Apartheid)

• In South Africa, the "...struggle was not waged against an occupying European colonial power" since South Africa was independent from Great Britain since 1910. (pg 1097).
• The strugge in South Africa was an internal conflict. "The country's black African majority had no political rights whatsoever... Black South Africans' struggle ... was against this internal opponent rather than against a distant colonial authority, as in India" (1097).
• In 1912, the African National Congress was established. The ANC "....appealed to liberal, humane, and Christian values that white society claimed." (1100).
• By the 1950s, Nelson Mandela was involved and "...broadened its base of support and launched nonviolent civil disobediance  -- boycotts, strikes, demonstrations, and the burning of the hated passes that all Africans were required to carry" (1100).

Chapter 21

Global Communism

• "by the 1970s, almost one-third of the world's population lived in societies governed by communist regimes" (Strayer, 1036). This is seen in the true examples that Strayer lists such as the Soviet Union, China, and parts of Eastern Europe.
• Because of the Russian Revolution, it had spread to Mongolia and there was a communist regime in 1924.
• In Vietnam, there was a "...communist movement under the leadership of Ho Chi Minh..." (1037).
• Strayer mentions, "The victory of the Vietnamese communists spilled over into neighboring Laos and Cambodia, where communist parties took power in the mid 1970s" (1,037).
• The idea of McCarthyism arrived in the 1950s and the United States feared a wave of comminism to enter the U.S. (more info in 1038)

Russia's Revolution (in 1 year) 

• "in hungary and Poland, for example, communist pressures led to the resdistribution of much land to poor or landless peasants..." (bottom of 1041-1042).

China (Revolutionary Struggle)

• By 1921, there was the establishment of the CCP - the Chinese Communist Party and they wanted to organize the country's "...miniscule urban working class" (1042).
• In China, "...intellectuals had been discussing socialism for half a century or more before the revolution, the ideas of Karl Marx were barely known in China in the early 20th century" (1042).
• In page 1043, Strayer mentions the impact that women had when land reform was experimented with. Strayer discusses how literacy was promoted after women were enrolled in owning as much land as men and that they were encouraged to make handicraft goods. "...such as making clothing, blankets, and shoes..." (1043).
• "...in the areas it controlled, the CCP reduced rents, taxes, and interest payments for peasants; taught literacy to adults; and mobilized women for the struggle (bottom of 1043-1044 top).

Chapter 20 WW1 (1914-1970)

Intro

• Europe was strong and was a global influence through its military, scientific revolution, and industrial revolution. Europe had many powerful states (pieces and other countries and those pieces competed against each other for power. (Great Britain, Germany, Russia, and others).
• In page 982 and 983, Strayer mentions that by by the early 20th century, balance of power was expressed in 2 rival alliances. Those rivals were the Triple Alliance (Germany, Italy, and Austria-Gungary) and the Triple Entete (Russia, France, and Britain).
• These pieces were known as the Great Powers of Europe.
• These rivals were made for protection (national security) after the assassination of the Archduke (son of an emperor in Austria), Franz Ferdinand.

Pg 984

• The war in Europe was caused by having nationalism and a view that the world was a space to compete for control. Strayer mentions that the Great Powers of Europe competed for colonies, spheres of influence, and armaments.
• Nationalism was a belief that one's national identity is valuable and superior against other nations. This belief obligated others to promote the nation's identity to others. 
• Through Militarism, there was an arms race between Germany and Britain. Example of weapons made were submarines, airplanes, poison gas, machine guns, and barbed wire.
• These new weapons caused significant death to men (10 mill) and this resulted into women not having husbands  or kids.

Pg 988

• As many men went to war, they left their factory jobs and this led women to fulfill the "masculine" jobs by using the machines and lifting heavy material. I think there was more to this that the book did not mention as I recall from my high school class. My previous teacher mentioned that during this time of war, women produced guns and helped contribute to the war effort by building planes and other types of tools as well.
• Strayer mentions this in the following page, "As the war ended, suffrage movementes revived and women received the rote to vote in a # of countries (Britain, the U.S., Germany, Russia, Hungary, and Poland. Partially because of their tremendous effort and sacrifices when the war was on. Ultimately, the women succeeded and took after in the mens' jobs as they were in combat. This proved that women can do manly jobs too.

Pg 989

• This was probably one of the most important parts of chapter 20 because this connects with the next several pages and the other pages reference this part.
• The Treaty of Versailles was a compromise between Germany and the Triple Entente. This treaty caused Germany to in be debt because of war and its damages. Germany had to pay for the lives they killed, Germany lost 15% of its land, had to pay for war reparations, and they had to accept full responsibility of the war.

Pg 990 The Great Depression

• Western capitalism failed as an economic system of way of distributing wealth for the population. Capitalism made some people materialistic and the rise of capitalism opposed older/conservative values of community. 
• "...to socialists, its immense ..social inequalities were unacceptable" (990).
• The flaws in capitalism were exposed and evident because of its devastation in 1929's GD.

Fascism (Mussolini and Italy). 994

• "Fascism found expression across much of Europe." Fascism is intensely nationalistic and people who followed it placed their faith in a charismatic leader.
• Fascists oppose individualism, democracy, communism, liberalism, and feminism because they believed that these ideals would separate a nation > which would ultimately weaken it.
• Fascism took place in Italy and Musolini ruled by using violence (995).
• Musolini and his following workers punished, tortured or even killed those who either opposed him or his ideas. Musolini embraced Catholicism and the page mentions that Italy invaded Ethiopia in 1935 to get what they believe was revenge for what happened to Italy in 1896. It was not clear if Mussolini initiated this.

Hitler and Nazi Germany. pg 997

• Germany's expression of fascism was by Adolf Hitler and his Nazi troops. 
• Both Musolini and Hitler believed that war was good for the world and that vioence is a good political tool. Both used a single party dictatorship.
• Under hitler's leadership, he wanted an, ...intense German nationalism cast in terms of racial superiority, hatred for Jewish people, dislike communism, and to rescue Germany from the requests of the Treaty of Versailles (997).
• Hitler brought Germany out of the Depression through his policies. The German governement invested in projects and this led to the unemployment rate decreasing. (From 6.2 mill to 500,000). 
• In Hitler's thinking, ...and in nazi propoganda, Jewish people became the symbol of foreign influences who were undermining, damaging, and harming German culture. (more detail in 998)
• Hitler implemented polices that limited life for the Jewish including exclusion from universities, professional organizations, and civil employment.

War in Europe (1,007)

• Hitler and his Nazi party fought for territory including Poland. This resulted into Britain and France declaring war to Germany. By 1938, Germany annexed Austria and some parts of Czechoslavakia.

Chapter 19 Empires in Collision

Crisis Within (China)

• China had a population growth from 100 million (1685) to 430 mill (1853). (Page 934).
• Taiping Rebellion involved a group of people that wanted to change China by ending private property, start redistributing land, end opium addiction, end prostitution, start segregating men and women miltary camps, and more.
• China's military stopped the Taiping because they feared Taiping's radicalism.
• This Civil War had hurt China's economy. (Quing Dynasty and Taiping) pg 935.
• Western Pressures
• The West including the British, Americans, and Europeans merchants found profit in opium.
• China received 1,000 chests of opium in 1773 and 23,000 by 1832.
• China had an addiction with opium. The addiction affected millions of people including men, women, court officials, students, soldiers, and laborers. (937)
• The West had a sphere of influence towards China such as granting privileges to have miltary bases, take materials, and build railroads (pg 937)
• China was believed to have their country carved up like a melon by European powers.

Sick Man of Europe

• In the Muslim World, the Islamic (Ottoman) Empire was under Christian powers.
• The Islamic Empire was controlled by Russia, Britain, Austria, and France (pg 942)
• Due to territory loss, the Islamic Empire could not make money.
• The Ottoman Empire and Arab lands diminished because Europe ggained direct ocean access to treasures of Asia (pg 943)
• The Islamic Empire fell into dependency to Europe 

Outcomes for China and Ottoman Empire (Islam)

• Both sufferred the rapid change in global power > both became semicolonies
• Europe's dominance in China led to a commuunist regime (government)
• In Islam, the small state of Turkey was created. (947)

Japan (New Power)

• Japan fought the West. China and Korea supported Japen to become an imperialist country. Japan showed that being modern is not a European phenomenon. That being modern did not belong to Europe (bottom og 947)
• Japan was governed by a shogun (miltary ruler) named (Commodre Perry 949). Shoguns provided peace for Japan through its miltary and political skills. 
• Japan did not have a national army or uniform currency. To fix this, Japan's Tokugawa regime issued rules to govern occupation, residency, dressing uniform, hairstyle, and treatment towards the 4 hierarchical groups in Japanese society (948).
• Japanese peasants had innovations with rice. Some used fertilizers to grow more rice and this was innovative and treated of high value.
• Confucianism in Japan encouraged education > this led to a large literate population. With 40% of men and 15% of women being able to read and write (pg 948-949).
• As shoguns maintained peace for Japan, this allowed Japan to grow a strong economy, education, urban development and agriculture. (last paragraph in 948)

Japan (continued)

• Japan kept its distance with the Western imperialists by limiting its contact with them (949). Allowing only the Dutch to trade with Japan. (1700s)
• But by the 1800s, Europe and the U.S. forced commodore Perry to trade with them.
• Japan considered how Europe took control of China; Japan gave into Europe's unequal treaties. (pg 950)

Modern Japan

• Japan feared losing its independence (950)
• There was an oppression towards women. Japan's Yukichi wanted to end concubinage, prostitution and called for gender equalit (rights to divorce, marriage, and property). 952
• The Preseve Law of 1887 banned women to join political parties and blocked women to attend political discussions.
• by the early 20th century, Japan had its own Industrial Revolution (end of 952, start of 953)
• The Anglo-Japanese Treaty was an agreement compromise where the West acknowledge Japan's efforts and labeled Japan as an equal power > influenced its unequal treatment towards Japan. (pg 954)

Chapter 18 - European Colonies in Asia and Africa

In chapter 18, there is a focus towards how Europe continued its dominance towards other parts of the world that does not include the Western Hemisphere.

Under the subheading Industry and Empire, Europe had furthered developed its technology and now the focus shifted or at least considered the need of more raw goods. In page 880, Strayer writes, "The enormous productivity of industrial technology and Europe's growing affluence now created the need for extenisve raw materials and agricultural products: wheat from the American Midwest ... ,bananas from Central America, rubber from Brazil, cocoa and palm oil from West Africa, tea from Ceylon, gold and diamonds from South Africa."

In the same section, Strayer mentions the economic growth tht Europe had and that Europeans practiced profitting best from foreign countries rather than in their home space. In page 881, Strayer writes, "Wealthy Europeans also saw social benefits to foreign markets, which served to keep Europe's factories humming and its workers employed."

Strayer continues by adding how Europe's imperialization became popular through nationalism. Europe competed against Italy and Germany to gain more influence and or complete dominance in both Africa and Asia. In page 882, Strayer discusses how imperialism meant a significant amount of meaning and reason to control a space. 

Imperialism was learned that it was international power. Following, Strayer adds that industrialization changed how the Europeans understood themselves and perceived others; the Europeans developed a "...sense of religious superiority.." (882).

In page 883, things get really conflicting as Strayer includes the justification and reasoning behind the acts of the Europeans towards others. Although the vocabulary term was not mentioned, I think page 883 discusses the idea of "White Man's Burden." This idea connects with the reading because the text also speaks about the usage and relationship of science towards race.

Strayer writes the following, "...Europeans viewed the culture... of Asian and African peoples through the prism of a new kind of racism, expressed now in terms of modern science" (883). Also, "Phrenologists... used allegedly scientific methods and numerous instruments to classify the size and shape of human skulls and concluded, not surprizingly, that those of whites were larger and therefore more advanced" (883).

Chapter 17

Industrial Revolution

• The I.R. began in Britain. Following the Revolution, there were advanced technological inventions such as "...the soinning jenny, power loom, steam, engine, or cotton gin...a culture of innovation, a widespread and... obsessive belief that things could be endlessly improved" (Strayer, 829).
• There were massive populations of people. Up to "...375 million people in 1400 to about 1 billion in the early ninteenth century" (Strayer, 828).
• People that came here originated from Western Europe, China, Japan, and others. A main motive for their migration was global energy. Energy was discovered and industriel fuel became a powerful and demanding tool that the population valued.

British Aristocracy

• The Aristocrats were a very wealthy class of citizens,  "...the dominant class in Britain, suffered little in material terms from the Industrial Revolution" (836)
• The Artistocrats were landowners and they owned a large percentage of Britain. 
• "In the mid-nineteenth century, a few thousand families still owned more than half of the cultivated land in Britain.." (Strayer, 836).

Middle Class

• The Middle class were a group of citzens who were developing their wealth while the Aristroacy already had a mass of wealth. "As its upper levels, this middle class contained extremely wealthy factory and mine owners, bankers, and merchants" (837).
• Other types of citizens that were in the Middle Class were doctos, lawyers, small businessmen, engineers, teachers, and much more. 
• The Middle Class valued "respectability" and this connects with Scotsman Smiles's Self-Help where Smiles argues that people are to take care of their destiny. Smiles believes that this belief furthered the Middle Class to remain above those below.

Laboring Class

• The laboring class was more than 70% of Britain's 19th century population. The labor force was the majority of Britain's population at the time.
• Living as a labor class citizen was very tough because the living conditions were not sane and not humane. In page 839, Strayer writes, "These cities were vastly overcrowded and smoky, with wholly inadequate sanitation, periodic epidemics, ...few public services, ...and polluted water supplies" (839).

Social Protest

1. Karl Marx was an activist who was born in Germany, but "... witnessed the brutal conditions of Britain's Industrial Revolution" (842). Karlx Marx invented the system of communism and was noted for his"scientific socialism" (843). Marx challenged those in charge of society such as the King, Aristocrats and others of high power.
2. Robert Owen. "..a wealthy British cotton textile manufacturer, urged the creation of small industrial communities where workers and their families would be well treated. He established one such community, with a ten-hour workday, spacious housing, decent wages, and education for children..." (842).

Chapter 16 (2nd Half) - Vern Chao

Nationalism

• Nationalism was a powerful idea in the 19th century. 
• (Ex. political unification. Greeks and Serbs wanted to be independent from the Ottoman Empire. Czech and Hugarian wanted more of their own control away from the Austrian Empire). (Paraphrased from 802).
• National loyalty to a country had many definitions and different interpretations. National loyality would be maintained through having a country controll an area, its people, and enforce cultural practices.
• (Ex. "Russian authorities...imposed the use of the Russian language...They succeeded... in producing a greater awareness of Ukraine, Polish, and Finnish nationalism" (804). 
• Civic Nationalism= a belief that anyone living in an area can learn (assimilate) to follow a dominant culture/ way of living. This includes people from different backgrounds. (Ex. the belief that anyone can become American. Nationalism for Germany meant that people of Germany must be of no elsewhere descent than Germany or else that person is excluded.
• Strayer writes, "Nationalism generated endless controversy because it provided no clear answer... of who belonged..to the nation" (805).

Feminist Beginnings

• Feminist thinking changed how people think, work, dress, and vote. The European Enlightenment thinkers challenged acient traditional thinking. The Enlighteners challenged the belief that women are subordinate to men and women's "intrinsic inferiority."
• Condorcet writes, "the complete destruction of those prejudices that have established an inequality of rights between the sexes" (805).
• Mary Wollstonecraft writes, "who made man the exclusive jjudge if woman partake with him the gift of reason" (805).
• women did not have access to certain opportunities such as education, freedom from household chores, and others. Feminism started in Seneca, Fallls New York of 1848.
• By 1900, there were more opportunities including universities, owning property without a husband, and some medical field positions.
• Strayer mentions, "Within the Islamic world and China...came to believe that education...for women strengthened the nation" (809).

1 of 3 Accounts (Jamaica Letter)

• This inside document from Simon Bolivar is appealing to me because he uses the words, "we were never.." x,y, and z. Boliver is referring to the opportunities and lifestyle choices that were prevented to him and the people of Spain.
• The tone of the letter from the author is upsetting and Boliver is not happy.
• He writes, "...will never satisfy the losts of that greedy nation... is this not a violation of the rights of humanity" (815)

Fourth of July to a Slave

• Fredrick Douglas questions whether if he as a Black man should celebrate the fourth of July. He argues that he will not. He writes the following,
• "Your high independence only reveals the imeasurable distance between us" (816)
• "The conscience of the nation must be roused; the hypocrisy of the nation must be exposed"
• "To him your celebration is a sha..a thin veil to cover up crimes which would disgrace a nation of savages"
• There is not a nation on the earth guilty of practice, more...bloody than are the people of these United States" (816)

Elizabeth Stanton

• The point... is the individuality of each human soul" (818)
• "for giving her the most enlarged freedom of thought and action" (818).

Intro Part 5 & Chapter 16 - Vern Chao

Opening to Part 5

• In the opening of Strayer's Way's of the world part 5, it is titled, "The European Moment in Wrld History" (772) and the timeline focuses on 1750-1914.
• The opening mentions the creation of a new society that is "Modern." The opening mentions that Modern came from the Scientific revolution, French Revolution, and Industrial Revolution. Modern influenced the new idea of social equality.

Chapter 16

• Global Context of the multiple Revolutions
• Russia had uprisings (revolts) while China had unsuccessful rebellions.
• Thomas Jefferson was the U.S. ambassador to France on the eve of the French Revolution (783)
• When the British levied additional taxes on their North American colonies, it influenced the American and French revolution.
• John Locke argued for a "social contract" where the government and the governed last as long as the people are served and if there is no corruption of power. (Paraphrased from 784)
• "Because their overall thrust was to extent political rights further than ever before, these Atlantic movements have often been referred to as democratic revolutions" (Strayer, 784). In addition, "their" refers to women, slaves, Native Americans, and men without property.
• The Atlantic revolution had a global impact. The ideas of human equality were articulated in the Declaration of Human RiRights from the United Nations in 1948.

• In the U.S. Revolution, there was a struggle to gain independence from an oppressive British rule. There was the Declaration of Independece in 1776 and afterwards, the 13 colonies became 13 U.S. states.

French Revolution

• france followed America's revolution. The French aided the U.S. when the U.S. fought the Birtish.
• "Ordinary men and women whose incomes had declined for a generation suffered in the 1780s because of the rise in cost of bread and unemployment" (788)
• King Louis XVI and his Queen were beheaded in 1793.
• "7,000 Parisian women marched to the palace in Versailles and desped Queen Marie Antoinette and forced the royal family to return with them to Paris" (790). 
• Furthermore (paraphrased), the women wrote political demands that included lack of education, class, gender, price of bread, soap, and the prevalence of prostitution" (790)
• Significance of Napoleon Bonaparte.

Haitain Revolution

• Saint Domingue was a colonial society became renamed as Haiti. Saint Domingue had 8,000 plantation with a 500,000 slave labor force.
• "Both white groups opposed the idea that the 'rights of man' mean equality for all regardless of race" (793).
• "Freedom in Haiti came to mean the end of slavery rather than ppolitical rights for all. Haiti was a source of hope. Its example inspired other slave rebellions and became a source of pride for people of African descent" (794).

Spanish American Revolution

• Whites throughout Latin America were out numbered by Native American, people of African ancestry, and people of mixed race"
• In 1808 Napoleon invaded Spain and Portugal, deposed the Spanish King (Ferdinand VII) and exile his Portuguise family to Brazil. This gave independence to states in Latina America.
• This revolution took twice as long as the U.S. revolution

Abolition of Slavery

• 1780-1890 Began the consideration and actualy end of slavery in most parts of the world. People learned that it is a violation of natural rights of every person.
• The British public say, "slavery was morally wrong, economically inefficient, and politically unwise" (799)
• Britain was a super power at the tim and they stopped the purchase of slaves in 1807. This led to other nations to follow this practice.

Founders Week Reading Reflection (Vern)

Vern Chao
5 February, 2017
World History II

Founders Week Reading

In chapter one of Founders Week, students learn the significance of the two original sisters of Notre Dame, Julie Billiart and Francoise Blin de Bourdon. There is many new knowledge that the first chapter teaches its audience such as “primitive spirit,” historical lessons from the French Revolution, and the small biographies of who specifically are the Sisters.

There is an appealing quote from the text that reads, “From the beginning, the spirituality of the SND – what Francoise and Julie called their “primitive spirit” – expressed itself in characteristic ways, among them respect for all individuals regardless of age, gender, disability or social class; a strong preference for providing education to those who were most vulnerable due to poverty or neglect; and a commitment to active engagement with a world in need.” This is a strong quote from the text and its message is continueing its practices today here in 2017.

In terms of historical teachings of the French Revolution, the reading also mentions the history of French economic reformations. In the second paragraph under the headline Francois, the text states, “Several unsuccessful attempts had been made to reform the French taxation system, for example, a system which had long been held hostage by the privileged few who benefitted from it and placed an increasingly unfair burden on the people with the least to give.” This quote resonates with today's time as well because most of the American society are financially poor compared to those few above.

Another lesson from the reading is how discrimination was practiced in its time and students today still witness similar aftermaths. Under one of the last paragraphs under the Francois heading, the text states, "Women should be free, de Merici believed, to choose virginity without disengaging from the world. Odd as it may sound to 21st Century readers, this idea really was revolutionary at the time. Women’s sexuality, in European and most other cultures of the 16th Century, was closely controlled by men. It was simply unacceptable for a sexually mature woman to choose to remain inactive in the bedroom and still be active in the world, moving freely under the gaze of the very men who were not permitted to have her.” This quote is clear to me and it reminds me of one of my high school senior classes. The quote is focusing on the limitations and dislike towards women from men. The quote also teaches society about the social construct that can ultimately hurt or help others.

Modern Science (Ways of the World. Chapter 15)

Strayer's Modern Science

• People of science began to somewhat stray away from external authority of the bible.
• Notable scientists who influenced the revolution of the Modern Era are Copernicus, Galileo, Isaac Newton, Descartes, Charles Darwin, and many others.
• The practice of science challenged acient social hierarchies and political system. Science also justified the gender and racial inequalities that happened towards women, enslaved people, and others.
• Europe had many universities and welcomed science. Scientific dissections taught people the specifics of the human body including the circulation of blood. An example provided is how the heart was no longer a mystery; it became known as a complex muscle that consistently pumps.
• European women were excluded from universities. In Germany, there were women who contributed to astronomical work. Notably, there was Maria Winkelman, a woman who discovered an unknown comet. However, her husband was accredited for the finding and she was not allowed to continue her husband's work after his death.
• In terms of the enlightenment, new knowledge of science had applied to human reasoning, authority, and human interaction rather than just the universe. Englightenment is expressed as using one's own understanding wihtout others' guidance. Strayer mentioned that someone expressed the enlightenment as a "dare" to disagree with others since the ability to act on knowledge can require courage. (Immanuel Kant, 745)
• Scientists believed that knowledge and the enlightenment is the power that can transform society.

Commerce in People

Vern Chao
World History 2

Commerce in People (Strayer's Chapter 14)

• In Robert Strayer's chapter Commerce in People, he teaches what specifically happened within the Atlantic Slave Trade.
• Under a section in the chapter, "Slave trade in context," it was surprising for me to learn that a pope had granted permission to kings of Spain and Portugal to capture persons into slavery. More of this shock can be found in page 689.
• In the same section, I find it interesting (not supporting the fact of what was interesting) that the West African communities were actually  divided. In page 693, Strayer mentions that West Africa did not have an identity because of its multiple divisions of people.
• In addition to outside information and from the text, there is such a terrible sight yet artistic view of what is illustrated in page 691. In the page, The Art Archive (NY) has an image of the Middle Passage. The Middle Passage refers to the 3 stages that the African slaves suffered from. The first stage is when the Africans are being chased, assaulted, and captured on their homeland by Europeans and sometimes their own (chieftain) people. The second stage is when the Africans were carelessly and forcefully placed onto the ships by the European settlers. Thirdly (if all two stages were passed for the Africans), the last stage refers to the new life that the Africans are essentially trapped in by being sold into malicious slavery.
• The image in the page is really impactful because there were such staggering numbers and statistics towards populations, the treatment in the boats, and how the Africans would rather kill themselves through drowning in the sea than suffer brutal abuse for the rest of their lives.

Strayer Chapter 14 Review - Vern

Vern Chao

World History 2

22 January, 2017

Chapter 14 Reflection

• In Strayer's chapter 14, there is a focus on commerce, globalization, world trade, and there are time stamps involved in each event.
• In the first section of the chapter, Strayer discusses why Europeans traveled and invested in Asia. A major trade and value that the Europeans had with the Asian people were tropical spices such as cinnamon, mace, cloves, and pepper. In exchange for their tropical spices, the Asian people received gold or solver from the Europeans.
• In the following section, the chapter educates viewers on the Portuguese commerce and its efforts towards trade in the Indian Ocean. The chapter mentions that the Portuguese would use military force to aggressively conquer or control small states. However, the chapter also mentions that the Portuguese mainly wanted to own commerce rather than territories. In the end, the Portuguese were not successful in dominating the Indian Ocean space. Instead, the Portuguese had "carried Asian goods...selling their shipping services because they were not able to sell their goods" (673).
• After studying the Portuguese, the chapter focuses on East India companies. This section heavily discussed about the British and the Dutch. This chapter  mentions that the Dutch and British "displaced" the Portuguese and that the Dutch and British were both economically and militarily advanced than the Portuguese. 
• In the last several parts of the chapter, Strayer teaches the significance of the Asian commerce, the significance of silver, the significance of fur, and how fur (along with other trades) contributed to global commerce.

W.H. 2 Day 1 Post (Vern)

Vern Chao

World History II

Ms. Andrews

12 January, 2017

Day 1 Post

In my 2016 winter break, I returned to my home, the city of Richmond. I spent time with family and this included traveling to the city of Truckee to play in the snow and live in a cabin house, listening and being with family for Christmas Eve, prepping tables, gathering materials, positioning items, cleaning a house for a family party, and thinking about future habits for 2017. 

As for guessing where Ms.Andrews's shirt is from, I think that she visited a gardening organization or an Earth friendly store where recylcing and sustaining healthy habits are promoted.