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.