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.