World History Unit 6

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Unit 6 - The long 19th Century (1750-1914 AD)

Era 6 Overview

1. What does the video list as features of the modern world that came into existence during this period?
   Features of the modern world that came into existence during this include the telephone and telegraph, airplanes, and working for wages.
2. What were the contradictory political results for the people of Senegal in this period? How did this reflect bigger changes in communities in this period?
3. How does this video claim that communities were changing in this period?
   The video claims that changes in technology
4. How did the Industrial Revolution change life during Era 6?
   The Industrial era changed life in this period by putting machines to work on farms- displacing many people, moving them from farms to cities to work in new factories, making goods to sell to others.
5. What happened to systems of weights, measures, and qualities in this period?
   In this period, systems of weights, measures, and qualities became standardized.
6. What happened to global CO2 emissions during this period?
   During this period, CO2 emission levels almost doubled.
7. In this video, Kim says that “your daily life is a result of these changes”. Given the changes explored in this video, do you agree? Why or why not?
   Kim's statement of, your daily life is a result of these changes" is agreeable because one can trace the history of nearly any modern object to a predecessor from the industrial era."

Era 6 Overview Pt.2

1. Why do the authors argue that the length of time covered in Era 6 is both long and short?
   The authors argue that the length of time covered in Era 6 is both long and short because, comparatively, Era 2 lasted 200,000 years and by the time Era 6 came, the pace of change had accelrated.
2. What was the increasingly popular idea that drove the "liberal" revolutions, according to the article?
   According to the article, the increasingly popular idea that drove the "liberal" revolution held that free men should have a voice in governing themselves.
3. What was the first big discovery in the Industrial Revolution, according to the authors?
   According to the authors, steam power was the first big discovery in the Industrial Revolution.
4. How did new, expanding empires support the Industrial Revolution? What result did this have for the people of the colonies?
   The empires supported the Industrial Revolution by using colonies as places from which to draw labor and resources to feed their own industries and enrich themselves. This left many colonies comparatively poor.
5. What were some of the outcomes of capitalism in this period, according to the authors?
   According to the authors, capitalism may have helped to increase overall productivity in the world, but it also made working conditions difficult for many people.

1. Which of the four revolutions or themes described in this article do you think was most important, and why?
   The liberal revolution held the most weight because it helped to shape the other three revolutions.

Frames in Era 6

1. What does the term "revolution" mean, according to the video?
   According to this video, the term revolution is used to describe a lot of the big events and transformations of Era 6.
2. What were some large changes in this period related to the communities frame?
   More and more people were moving to bigger cities.
3. What were some large changes in this period related to the networks frame?
   Networks of philosophers and scientists created, exchanged, and tested new big ideas.
4. What were some large changes in this period related to the production and distribution frame?
   Changes in the workplace (Safety) took place during this period.

1. At the end of the third read, you should be able to respond to this question:

It would be easy to see the long nineteenth century as a period of "progress" through all three frames. What evidence is there that we shouldn’t view it simply as an era of progress?
Evidence that we shouldn't view the 19th century simply as an era of progress is the cost in terms of human quality of life.

Greenhouse Gas Emissions

According to Charts 1 and 2, when did the global average temperature start to rise most dramatically, and what caused it? Looking at Chart 2, who are the biggest producers of CO2 emissions? According to Chart 2, who produced most of the world’s CO2 emissions before 1900? According to Chart 3, what countries produced the most CO2 emissions during the First and Second World Wars? Are there any major countries that you think produced a lot of emissions but are not represented accurately on this map? Looking at the five possible future scenarios on Chart 4, which do you think is the most likely? Considering the information on Chart 1 and 4, if all countries act immediately and aggressively to decrease our greenhouse gas emissions, will the global average temperature decrease by 2100?

6.1 Liberal and National Revolutions

6.1.1 Sovereignty

1. What is sovereignty? How did it affect how people thought about their governments?
   Sovereignty is the right and the power of a person or a nation to govern themselves. Popular sovereignty also encouraged the recognition of the individual and individual rights.
   
   
2. What were some of the limitations of the idea of sovereignty?
   Some of its limitations were personal sovereignty and autonomy.
   
   
3. What does the American Three-Fifths Compromise tell us about sovereignty?
   The 3/5 compromise tells us that in many ways, the achievement of sovereignty for some resulted in the loss freedom for others.
   
   
4. How did ideas about sovereignty affect the lives of some children?
   Children were left out, concerning sovereignty.
   
   
5. How did ideas about motherhood change as a result of ideas about sovereignty becoming influential?
   With sovereignty becoming more influential, motherhood became a political act, as mothers were charged with the task of raising the next generation of citizens. To educate their children and ensure their full political participation, mothers needed to be educated too.

6.1.2 The Scientific Revolution and the Age of Enlightenment

1. What changed about how people reached conclusions as a result of the Scientific Revolution?
   As a result of the Scientific Revolution, new methods and evidence were used in order to make conclusions.
   
   
2. What was the significance of Newton’s publication?
   Many people view Newton's 1687 publication of Principia as the capstone of the scientific revolution.
   
   
3. What did the Scientific Revolution have to do with political revolutions?
   Since the scientific revolution challenged all assumptions, people began to apply these tools to the political sphere.
   
   
4. What’s the link between industrialization and imperialism, according to author?
   According to the author, power is the link between imperialism and industriulization.
   

6.1.2 Ingredients for Revolution

1. What was the Stamp Act and how did British North American colonists react to it?
   The Stamp Act was the first of several attempts to tax the North American colonies. The North American colonists reacted with protests, rioting, and boycotts.
   
   
2. How did the lives of French people in the lower and middle classes change during the eighteenth century? How did these changes affect their attitudes about the government?
   During the 18th century, the French working class had to work harder and longer. They wanted a new economic and political system.
   
   
3. What was unique about Haiti’s independence?
   Haiti's independence was unique because it was the second independent republic in the Americas (after the United States), the first Western colony where a majority population of enslaved people fought for independence and won, and the first independent nation-state ruled by people of African descent.
   
   
4. What were the causes of the Latin American revolutions, according to the author
   According to teh author, the causes of the Latin American revolutions grew out of a familiar set of problems. These included high taxation, the financing of foreign wars, and questioning the legitimacy of European monarchs so far away.
   

6.1.3 The Enlightenment

1. How did the Dutch and British influence Enlightenment thought?
   The Dutch and the British influenced Enlightenment thought by trying out new forms of government and exercising more religious freedom than most other European states.
   
2. What opinion did Enlightenment thinkers have about slavery?
   Enlightenment thinkers increasingly struggled with the fact that the apparent "progress" of the world around them depended on the horrible violence of slavery.
   
3. What views did Enlightenment thinkers have about progress? How did that affect their views of different societies?
   Enlightenment thinkers increasingly struggled with the fact that the apparent "progress" of the world around them depended on the horrible violence of slavery.

6.1.4 The Atlantic Revolutions

1. What first sparked the American Revolution?
   

   After winning the expensive Seven Years' War (1756–1763), the British Empire went into debt; France was defeated, humiliated, and in even more debt than the British. The debt from this huge war helped spark the American and French Revolutions.

2. What was the Third Estate?
   

   The French populace was divided into three estates; 1st clergy, 2nd nobility, and the Third Estate was everyone else.

3. What did the American Declaration of Independence and the French Declaration of the Rights of Man have in common? How did they differ?
   

   In comparing the two documents, both declared that all citizens were equal before the law and had individual rights.

4. How did the French Revolution impact Saint Domingue? What were some other sources of the Haitian revolution?
   

   The people of Saint Domingue were watching the French Revolution very closely.

5. What classes took power in South America, and how was this different from the class that took power in Saint Domingue?
   

   In South America, the creole population (Spanish or Portuguese people born in the Americas) eventually assumed power; this differs from Saint Domingue because it was the lower classes that took power.

Third read: evaluating and corroborating

1. At the end of the third close read, respond to the following questions:

How did Enlightenment ideas, including ideas about sovereignty, contribute to the Atlantic Revolutions? Do you think it’s fair to say that those ideas caused these revolutions? Use evidence from this article and other material in this lesson to defend your claim.

Enlightenment ideas, including ideas about sovereignty, definitely contributed to the Atlantic Revolutions because these revolutions were connected through networks of ideas, trade and global events. With the global events changing the world, the revolutions naturally followed.

6.1.5 The Haitian Revolution

1. Who made up the social classes in Saint Domingue, and why was this social pyramid unstable?
   The social classes in Saint Domingue consisted of wealthy plantation owners (rich whites), the civil servants (poor whites), Free people of color, and enslaved Africans. The social pyramid was unstable because the poor whites resented the power and wealth of those at the top, and they also conflicted with the free people of color who were often very wealthy, many owning plantations.
   
   
2. According to Dr. Daut, what was life like for an enslaved person in Saint Domingue?
   According to Dr. Daut, life for an enslaved person in Saint Domingue was incredibly harsh.
3. According to the Dr. Daut, what was the goal of the revolutionaries in the revolution’s early days?
   According to Dr. Daut, the goal of the revolutionaries in its early days was to set the plantations on fire so that the slave economy could not function anymore.
4. Who was Toussaint Louverture, and why did he fight first with the Spanish and then with the French?
   A formally enslaved man, Toussaint Louverture emerged as one of the revolution's leaders. He first fought alongside the Spanish because the French couldn't stop the revolts and they were amidst a war against the Spanish and the English anyway. Recognizing that they were losing their colony, the French National Assembly abolished slavery in 1794. In response, Louverture allied himself with the French, forcing the Spanish army to retreat.
5. How did enslaved people learn about revolutionary ideas?
   Enslaved people learned about revolutionary ideas largely from Free people of color who are reading the material and bringing it back with them via trade.
6. This video makes the argument that Haiti’s struggle continued long after the revolution and independence. What evidence is provided to support this point?
   To support the point that Haiti's struggle continued long after independence, the video states that Haiti was coerced into paying an enormous debt that took over 100 years to pay off, leaving the country unable to financially support itself.

Third read: evaluating and corroborating Finally, here are some questions that will help you focus on why this video matters how it connects to other content you’ve studied. At the end of the third read, you should be able to respond to these questions:

1. This video makes the argument that the Haitian Revolution was the most radical of the Atlantic revolutions. Do you agree? What evidence from the video supports your view?
   This point is valid because the Haitian Revolution abolished slavery and embraced in practice the idea that all men are created equal.

6.1.6 West Africa in the Age of Revolutions

1. When did ‘Uthman dan Fodio’s revolution take place in northern Nigeria? What other revolutions in the Atlantic world were taking place right around this time?
   Dan Fodio's revolution took place in the early 17th century. Other revolutions in the Atlantic world took place around this time in Haiti, France, the United States, and several Latin American nations.
   
2. What economic factors led to revolutions like ‘Uthman Dan Fodio’s in West Africa, according to the article? Were these factors similar or different from other parts of the Atlantic?
   Similarily in other parts of the Atlantic, econmic factors such as extreme taxation, corruption, and human trafficking led to revolutions like Uthman Dan Fodio's in West Africa.
   
3. What was the ideology or unifying force for revolution in West Africa, according to the article, and why?
   According to the article, the unifying force for revolution in West Africa was being the product of a connected economic environment across the Atlantic- the shifting of wealth to a class engaged in trade combined with the anger and resentment of people laboring for little or no pay.
   
   
4. What revolutionary state did ‘Uthman dan Fodio create? How revolutionary was this state, and other new Islamic states, according to the article?
   
   
   

Third read: evaluating and corroborating At the end of the third close read, respond to the following questions:

1. Why do you think the history of West Africa has generally been left out of the study of revolutions in the Atlantic in this period?
   West African history has generally been left out of the study of Atlantic Revolutions during this period, probably due to legacy on the part of the oppressors.
   
   

6.1.7 Origins and Impacts of Nationalism

1. What is a nation? Are nations natural or biological?
   With the decline in the power of religion and religious authorities, people looked for a new way to identify themselves, they found this with their nations.
   A nation is a group of people speaking a common language, sharing a common culture, a sense of a common destiny, and sharing a common history.
   
2. Why does the author describe nations as an “imagined communities”?
   The author describes nations as imagined communities because so much of the making of a nation is about creating unity and loyalty in the minds of the inhabitants. Shared cultural symbols like flags, national anthems, and a shared idea of the nation's history help create and build a community of a nation.
   
3. How did French military victories contribute to the rise of nationalism in France and elsewhere?
   After ten years of war within France, the French people had gained a sense of cohesion against its enemies. But as the French military expanded and conquered many European countries, those countries adopted the idea of nationalism and thus ended up uniting against France.
   
4. In what context did nationalism take hold in Europe? In the Americas?
   Nationalism took place unintentionally in Europe. In the Americas, it was the result of Euramericans who had closer ties to the colonized lands than the European powers who controlled them.
   
5. What factors helped nationalism take hold in Germany and Italy?
   The lack of a central government structure helped propel nationalism in Germany and Italy.
   

Third read: evaluating and corroborating At the end of the third close read, respond to the following questions:

1. What is the author’s main argument about nationalism? Do you find it convincing? Why or why not?
   The author's main argument about nationalism is that its rise and spread gave people a new sense of identity. It is convincing, especially since nationalism rose around the same time as the enlightenment.
   

6.1.8. Nationalism (Part 2)

1. How does this video define nationalism?
   The video describes nationalism as an ideology that makes it possible for millions of people who have never and will never meet each other, to care about one another, to share a common goal, to kill and to die for each other. It goes on to describe nationalism as the belief that the borders of a state should match the homeland of a people, a nation.
   
2. What did Benedict Anderson mean when he called the nation an “imagined political community”?
   According to the video, it is imagined because the members of even the smallest nation will never know most of their fellow members, meet them, or even hear of them, yet in the minds of each lives the image of their communion.
   
3. According to the video, where did nationalism begin and how did it spread?
   The beginnings of Nationalism were traced to the Atlantic revolutions of the late 18th and early 19th century.
   
4. How did nationalism contribute to the extreme violence of the twentieth century?
   World War I was rooted in nationalism.
   
5. How do nationalists construct ideas about their nation?
   Nationalists construct ideas about their nation by searching for common historical experiences that link diffrernt groups of people together.
   
6. What is some evidence referenced in this video as to whether nationalism is good or bad?
   The video summarizes the question of nationalism being good or bad by stating that once people started defining who belonged in a nation, they also started defining who was bot a part of that nation.
   

1. The opening quote of this video is by the American novelist Kurt Vonnegut. In the quote, Vonnegut warns that “We are what we pretend to be, so we must be careful about what we pretend to be.” Why do you think this quote was included in this video? I think this quote was included to reinforce the fragility of a national identity.

6.9 Samurai, Daimyo, Matthew Perry, and Nationalism

1. What is a nation-state?
   The video describes a nation-state as a centralized government that can claim and exercise authority over a distinctive territory.
   
2. What are three different theories about how nations are formed?
   Three different theories about how nations are formed are 1). an organic process involving culturally-similar people wanting to formalize their connections; 2.) that they are formed by goverments building a sense of patriotism through complusory military service and statues of national heroes; and 3.) that they are an outgrowth of urbanization and industrialization.
   
3. What are some process involved in making a nation?
   Some of the process involved in making a nation include uniting the people.
   
4. What is one way in which the rise of nationalism affected empires?
   The decline of empires gave way to the rise of nationalism.
   
5. What was Japanese government like before and the arrival of the Americans? What role did Americans like Matthew Perry play in that transformation?
   Before the arrival of the Americans, Japan was largely fragmented.
   
6. What features made the Japanese government a modern nation-state? What were some things the Japanese did to build this nation-state?
   Its European-style cabinet system, its constitution, and its army made Japan a modern nation-state. To build it, the Meji goverment established a functioning tax system, built public infrastructure like harbors and telegraph lines, invested heavily in rail roads, and created a uniform national currency.
   
7. How can the rise of nation-states sometimes lead to conflict? Give an example from the Japanese context.
   The rise of nation-states can sometimes lead to conflict because the process of creating a nation-state goes hand in hand with preventing others from doing the same.
   

6.2 Industrialization

6.2.1 The Industrial Revolution

1. Where do fossil fuels come from?
   Fossil fuels had been forming from the remains of plants and animals from much earlier geologic times.
   
2. How did the existence of fossil fuels like coal make industrialization possible in Britain beginning in 1750, but not in other parts of the world, like China?
   Some places have much more fossil fuels than others because of the diverse ecosystems that existed long ago.
   
3. What were some of the global forces that influenced the development of industrialization in Britain?
   Some of the global forces that influenced the development of industrialization in Britain include the profits from the transatlantic slave trade.
   
4. Examine the chart “Percentage of Urban Population growth, 1600 to 2000 CE.” Based on data in the chart and information in the article, why do you think urbanization has been on the rise since 1600, and why have some areas of the world become more urbanized than others?
   
   
5. According to this article, what are some of the positive and negative consequences of the Industrial Revolution?
   According to the article, some of the postitive consequenses of the Industrial Revolution include increased output, improved economy, and an increase in energy use; some of the negative consequences include rapid population growth, increased pollution, and colonization of many parts of the world that were not industrialized.
   

Third read: evaluating and corroborating Finally, here are some questions that will help you focus on why this article matters and how it connects to other content you’ve studied. At the end of the third read, you should be able to respond to these questions:

1. How did the Industrial Revolution transform human communities in different ways throughout the world?
   The Industrial Revolution helped urbanize much of the known world.
   

6.2.2 Origins of the Industrial Revolution

1. How did coal and other environmental factors help Britain industrialize first?
   Coal in Britain was much easier to mine because it was close to the surface. Additionally, it was discovered that coal could make steam.
   
2. How did coal mining change over the course of the Industrial Revolution?
   Over the course of the Industrial Revolution, coal mining went from being done manually to being done with steam-powered machines.
   
3. How did England’s pre-industrial wool industry help it industrialize?
   During that era, about 70% of British exports were woolen products.
   
4. How did Britain’s financial system help launch new industrial ventures?
   To help launch new industrial ventures, the British created laws that were very friendly to those in industry and trade.
   
5. How might high wages in Britain have contributed to industrialization there?
   As business owners looked for ways to save money, high wages made made employment expensive, causing the business owners to have machines do the work instead.
   
6. According to the video, what global factors may have fed Britain’s industrialization?
   According to the video, global factors such as the Transatlatlantic slave trade, food grown or fished in the American colonies by settlers, often taught by indigenous people, flooding into Britain, and natural resources from conquered territories may have fed Britain's industrialization.
   

6.2.2 Origins of the Industrial Revolution

1. According to the author, what geographic factors helped Britain industrialize?
   According to the author, geographic factors such as being an island - easy to defend, it was flat - making railroads and canals easy to build, and there was a lot of coal available.
   
2. What geographic factors held back early industrialization in China and Japan?
   Japan's mountainous terrain and China's remote coal deposits being located far from cities were geographic factors that held back early industrialization in these two countries.
   
3. What social factors stimulated Britain to industrialize?
   Rapid population growth in the 18th century, as death rates fell and birth rates rose, meant that there were lots of available workers for factories, thus stimulating Britain to industrialize.
   
4. How might the institution of slavery have helped make industrialization possible?
   The institution of slavery may have made industrialization possible by providing massive profits that were invested in inventions and factories.
   
5. Other than plantations, what global advantages did Britain have?
   Other than plantations, Britain had the global advatage of a large navy to protect its massive trading fleet.

6.2.3 The Global Transformations of the Industrial Revolution

1. How did the Industrial Revolution change family structures in Britain?
   The Industrial Revolution changed family structures in Britain as rural farmers became urban wage laborers, often leaving a single parent- usually the mother- as head of household.
   
2. What role did women and children play in the industrial economy? Did they benefit from factory labor?
   Women in children were largely exploited in the industrial economy, benefiting very little from factory labor
   
3. What kinds of benefits or opportunities did the Industrial Revolution create for people in Britain?
   The Industrial Revolution provided a chance at social mobility and financial freedom.
   
4. How did the Industrial Revolution affect the daily lives and labor of people outside of Europe such as enslaved Africans or colonial subjects?
   The Industrial Revolution devastated societies that relied on sugar, as industrial sugar production rose.
   
5. In the article, the author cites historian Thomas Finger who argued that “wheat—as much as coal—powered England’s factories.” What does he mean by this? How did wheat power England’s factories, and how did the demand for wheat transform wheat-producing societies around the world?
   Coal fed the machines, but wheat fed the workers. Global wheat production was revolutionized in the nineteenth century to feed English wage laborers. But as bread prices soared, so did unrest in Britain's cities, where a bunch of working-class people now lived and depended on cheap bread. If they wanted to keep factories open, the British needed cheap bread. Their efforts to import more wheat transformed wheat-producing regions around the world, particularly in Russia, Argentina, and California.
   

Third read: evaluating and corroborating Finally, here are some questions that will help you focus on why this article matters and how it connects to other content you’ve studied. At the end of the third read, you should be able to respond to these questions:

1. According to the author, the changes ushered in by the Industrial Revolution had a ripple effect around the world. Using the evidence surrounding either sugar, wheat, or copper provided in the article, trace and explain one of these ripples.
   One of the ripples that the Industrial Revolution had was California's inland transformed into a vast wheat field.
   

6.2.4 The Railroad Journey and the Industrial Revolution

1. How did railroads lead people to experience the Industrial Revolution? How was this different across different classes?
   Railways were one of the few places that both middle and upper class people (since the lower class worked in factories) came face to face with industrial machinery.
   
2. How did railroads change the physical environment? How did they change how people experienced time and space?
   As tunnels were cut through hills and depressions were graded to make the railroad straight as possible, the physical environment was altered. But railroads also shaped space and time in a manner totally unprecedented in human history by, for instance, speeding up travel times which shrunk the world.
   
3. In what ways was travel by horse seen as superior to railroad travel, by some people?
   Some people were more comfortable with horses because horses relied more on renewable and easily obtained fuel.
   
4. What are some ways in which railroad travel impacted human interaction?
   The railroad impacted human interaction largely with its seating arrangements which, depending on the type of vehicle, encouraged social interactions; some went along, some defied by reading.
   
5. How did people’s attitudes toward railroads change over time?
   People were generally fearful of railroads, but over time they became more comfortable and familiar with the new technology.
   
6. In what ways is the Internet similar to the railroad?
   The internet is similar to the railroad in that it shortened travel and delivery times.
   

6.2.5 Japan's Industrial Revolution

1. What were three key features of Japanese society before 1868?
   Before 1868, three key features of Japanese society were shogun rule, a rigid class system, and a high regard for intellectual pursuits.
   
2. What was the economic problem Japan faced when American warships sailed into Tokyo Bay?
   When American warships sailed into Tokyo Bay, Japan relied on taxataion from agriculutre, which was largely inadequate for what the government needed to stay in power.
   
3. Who were the Meiji, and what role did they plan in the industrialization of Japan?
   The Meiji were reformers who wanted modernization in the style of the Western nations. The Meiji enabled the rapid industrialization and modernization of Japan.
   
4. What is defensive modernization, and how is it different from other industrialization processes you have read about?
   Defensive modernization is the argument that Meiji leaders used to justify Japan's industrialization in the face of the West's increasing interference in nearby China. It differs from other forms of industrialization because it has defense first in mind.
   
5. Explain one aspect of industrialization in Japan that was similar to industrialization in Europe and the United States.
   An aspect of Japan's industrialization that was similar to that of the US and Europe was by creating new markets by forcibly taking colonies.
   

Third read: evaluating and corroborating Finally, here are some questions that will help you focus on why this article matters and how it connects to other content you’ve studied. At the end of the third read, you should be able to respond to these questions:

1. What does the author mean when he states that, “while Japan fits into the wider model of changes to production and distribution brought in by the Industrial Revolution, its particular place within this system is unique?”
   Japan's particular place within this system is definitely unique, largely due to the complexities caused by its geography.
   
2. Did this article change your understanding of how industrialization transformed production and distribution around the world? How?
   
   

6.2.6 Egypt's Short-lived Industrial Revolution

1. Who was Muhammad Ali, and how did he try to industrialize Egypt?
   Muhammad Ali was an Egyptian ruler who tried to industrialize Egypt with a campaign of modernization that began with the military.
   
2. How did these economic changes affect the lives and labor practices of Egyptian peasants?
   The economic changes affected the lives of the peasants by forcing them to work in the winter, when they would normally rest, for cotton production for Britain.
   
3. What were the three main reasons industrialization failed in Egypt?
   A failure of leadership, environmental shortcomings, and international competition were to blame for Egypt not industrializing.
   
4. How did Egypt’s economic decline reshape people’s ideas about industrialization and modernization? What were some of the solutions Egyptian scholars and leaders proposed for modernizing Egypt more effectively?
   Egyptians became split on their ideas about industrialization; some wanted to modernize or become more like Europoeans, while others wanted to return to their Islamic roots; while still some wanted to do a mixture the two.
   
5. What role did foreign powers play in the aftermath of Egypt’s industrial collapse? How did these global forces impact Egyptian society?
   Foreign powers, such as Britain, took advantage of the instability that ensued, following Egypt's industrial collapse.
   

Third read: evaluating and corroborating Finally, here are some questions that will help you focus on why this article matters and how it connects to other content you’ve studied. At the end of the third read, you should be able to respond to these questions:

1. How did industrialization transform human communities and labor practices in nineteenth-century Egypt?
   Industrialization transformed human communities and labor practices in 19th century Egypt, largely by telling people what to grow and when to grow it, and thus when to work.
   
2. According to the author of this article, “Egypt’s industrialization and actual independence had both been ended by 1882.” Comparing Egypt’s experience to that of Japan, how do you think industrialization changed political power across the world?
   Industrialization changed political power across the world largely by placing it in the hands of business.
   

6.3 Imperialism

6.3.1 Industrial Imperialism, the “New” Imperialism

1. How did the political structure of the African continent change between 1880 and 1914?
   Between 1880 and 1914, the political structure of the African continent went from being mostly made up of independent states and societies to being divided into mutiple states and regions that were controlled by paid local allies of the European empires.
   
2. How are the terms imperialism and colonialism used differently in this article?
   In this article, imperialism is a term used to describe the ideas beliefs and actions that one group uses to justify and hold control over the others. Colonialism is the experience of the other groups who are being ruled.
   
3. What made “New Imperialism” new?
   Some methods of ruling the new colonies were influenced by even older policies they had created to rule in the past. There were technologies, ideas, and beliefs that provided a motive and justification for constructing empires. Many of these were new and their combination makes "New Imperialism" new.
   
4. How did racism contribute to imperialism?
   Racism contributed to imperialism by being a means of justification for invasion. Empire expansion was viewed as a "civilizing mission" to improve the lives of the "uncivilized" and "inferior" people they conquered.
   

Third read: evaluating and corroborating At the end of the third close read, respond to the following questions:

1. What do you think is this author’s attitude towards imperialism? Do you think that affects his analysis, and how?
   The author's attitude seemed quite biased against imperialism. It will probably affect his analysis if he is inclined to think that imperialism is unfair.
   
2. At this point in your studies, to what extent do you think racism motivated imperialism or simply justified it?
   At this point, I would say racism justified imperialism while greed and overall discontentment motivated it.
   

6.3.2 Responses to Industrial Imperialism

1. Why were armed struggles not very common?
   Armed struggles were not very common because new imperial powers had greater technologies and deadlier weapons.
   
2. How did cassava help people resist imperialism?
   Cassava gave indigenous people a cheap, easy way to feed themselves while resisting colonial systems of forced labor.
   
3. Why did colonized people have to be careful and strategic?
   Colonized people had to be careful and strategic because colonizers controlled wealth, status, and survival.
   
4. What are two ways people resisted French imperialism?
   Two ways people resisted French imperialism were by secretly boycotting it and by bankrupting the French treasury through non-violent means.
   
5. What is accommodation? Give one example.
   Accommodation is where people adapt to colonial rule and even benefit from it, but without entirely giving up their own culture or values. An example would be Javanese locals adopting Dutch customs and language, while still maintaing their own values.
   
6. Why might some peasants have vandalized or burned down offices of official records?
   Some peasants may have vandalized or burned down offices of official records to resist being included in colonial record-keeping.
   

Third read: evaluating and corroborating At the end of the third close read, respond to the following questions:

1. The author of this article lists many types of actions and activities as acts of “resistance”. Do you agree that these were all acts of resistance? How does that change or reinforce your sense of what “resistance” means?
   The acts of resistance werwe definitely diffreent degrees of resistance.
   

6.3.3 Ottilie Baader

1. When was Ottilie Baader born, and how old was she when she began school? What did she learn there?
   Ottilie Baader was born in 1847, she began school at age 10, and she learned to read, write, and do basic math.
   
2. When did Ottilie begin working, and why? What were her days like at that age?
   She began working at age 13 to support her family when her mother died. She worked long hours and took on extra small jobs in the evening.
   
3. What was Ottilie’s job in the wool factory like?
   Ottilie's job at the wool factory wasa terrible because the machines were dangerous, the air was heavily polluted, and after a full day shift, she frequently had to work at night as well.
   
4. Why did Ottilie become a labor organizer around 1871?
   She became a labor organizer around 1871 because wages were cut.
   
5. How does the artist use design to depict Baader’s life as a factory worker, but also her attempt to change her condition?
   The artist does this by displaying the progression of different stages of Ottilie's career as an industrial worker, and also details the expression of her face.
   

1. What evidence does Ottilie Baader’s story provide about industrialization as an engine of change in people’s lives?
   It provides evidence that industrialization spared no one in changing the lives of all those affected.
   
2. How does it support, extend, or challenge what you have already learned about the impact of the Industrial Revolution?
   It extends what I've learned by displaying that people of many different backgrounds basically went through the same thing at different levels when it comes to being affected by the outcomes of industrialization.
   

6.3.4 Experiencing Colonialism - Through a Ghanian Lens

1. When was the region that is today Ghana conquered by the British?
   The contemporary Ghana region was conquered by the British between the years of 1874 and 1901.
   
2. According to Ato Quayson, what was the purpose of the Customs House, and how did it help the British to make money?
   The Customs House was used to collect taxes on imported goods.
   
3. How did some Ghanaians employed at the Customs House fight back?
   Some fought back by diverting some of the goods and confiscating them, since they were unpaid laborers.
   
4. According to Jennifer Hart, what type of transportation did the British want to put in Ghana to control the export of cocoa, and how did Ghanaian farmers seek to control trade themselves?
   According to Hart, the British wanted to install railraods from the interior to the coast to control trade and maximize their profits; Ghanaian farmers reacted largely by bypassing the railways and selling the goods at the coast themselves, thus cutting out the middleman.
   
5. According to Jennifer Hart, how did the informal system of trotros (mini-bus taxes carrying people around Accra) come into being? What did the British call these trotros, and why? The informal system of mini-buses came into being because the Ghanians found the British railways to be useless.
   
   
6. What do the plaques on the walls of Holy Trinity Church tell us, according to Ato Quayson? Those plaques show the church as a microcosm of colonial enterprise.
   

6.3.5 Asian Responses to Imperialism

1. Why do we end up relying on sources from ‘intellectuals’ in many cases when studying imperialism?
   Historians end up relying on sources from intellectuals because in many cases very few workers left records of their experience.
   
2. John Green argues that Asian intellectuals recognized the principal reason for Europe dominance at this time. What was that reason?
   
   
3. How does John Green describe the ‘modernization’ response that many Asian societies followed in some periods?
   
   
4. What strategy did Kang Youwei suggest that China follow in response to European industrial might?
   
   
5. What important political transformation did Sayyid Jamal Ad-Din Al-Afghani propose?
   
   
6. Why was Japan not a great model for many other Asian states in this era, according to John Green?
   
   
7. Many Asian intellectuals looked beyond European models by the early twentieth century. What did they all have in common, according to John Green? What sources of strength did Sayyid Jamal Ad-Din Al-Afghani, Liang Qichao, and Rabindranath Tagore propose?
   
   

Third read: evaluating and corroborating Finally, here are some questions that will help you focus on why this video matters and how it connects to other content you’ve studied. At the end of the third read, you should be able to respond to this question:

1. Why is it important to look at modernization and imperialism from perspectives other than the colonizers? How does it cause us to revise our understanding of imperialism – as community, as network, in terms of production and distribution?
   
   

6.3.6 Dadabhai Naoroji

1. When and where was Dadabhai Naoroji born?
   Dadabhai Naoroji was born in 1825 in Mumbai, India.
   
2. According to the biography, what did Dadabhai do in 1855? What was he doing in the 1870s?
   According to the biography, in 1855 Dadabhai Naoroji helpd to establish the first branch of an Indian company in Britain. In the 1870s, he helped to establish organizations to fight for the rights of Indians.
   
3. What ‘first’ did Dadabhai achieve in 1892? What issues did he use his new power to support?
   In 1892, Dadabhai became the first Asian elected to Parliament. He used his new power to support rights for colonial subjects as well as Irish self-government and women's suffrage.
   

6.3.7 Struggle and Transformation in China

Here is his disdainful response to George III. “"Yesterday your Ambassador petitioned my Ministers to memorialise me regarding your trade with China, but his proposal is not consistent with our dynastic usage and cannot be entertained. Hitherto [Before], all European nations, including your own country's barbarian merchants, have carried on their trade with Our Celestial Empire at Canton. Such has been the procedure for many years, although Our Celestial Empire possesses all things in prolific abundance and lacks no product within its borders. There was therefore no need to import the manufacturers of outside barbarians in exchange for our own produce...”

1. What was the balance of trade like before the Opium Wars?
   Before the Opium wars, the Chinese only wanted one thing from Europe - silver, mostly from mines in the Americas. Meanwhile Europe wanted many products from China, such as tea, silk, and ceramics. The Chinese profited from the silver trade while European countries did not.
   
2. What sparked the Opium Wars? What was the outcome?
   When the Chinese protested British meddling by dumping British opium into the Pearl River, the British responded with modern steam-powered war ships, thus sparking the Opium Wars.
   
3. What was the Taiping Rebellion, and how did European and American soldiers participate in it?
   The Taiping Rebellion was a essentially a Chinese civil war. American soldiers participated as mercenaries (military for hire) while Europeans participated to protect trade treaties.
   
4. What was the goal of the Tongzhi Restoration?
   The Tongzhi Restoration led to a strengthening of traditional Chinese values.
   
5. What led the Dowager Empress and Emperor Guangxu to institute the Hundred Days’ Reform?
   China's defeat in the Sino-Japanese War would lead to the Hundred Days' Reform.
   

Third read: evaluating and corroborating At the end of the third close read, respond to the following questions:

1. China was not formally colonized during this period, except for very small regions. In what ways did it experience “imperialism”?
   China experienced imperialism with foreign powers from Europe focused on trade.
   

6.3.8 Opium Wars

1. What Western European powers had imperial control in East Asia in the nineteenth century, and what regions did they control?In 19th century East Asia, the British controlled India, the French controlled Vietnam, Laos, and Cambodia, the Dutch controlled Indonesia, and the Spanish controlled the Phillipines.
   
2. What problem did Britain have with China?Britains main problem with China was a trade imbalance; Chinese products were in demand in Europe but European products were usless in China.
   
3. How did the British deal with their trade problem?The British dealt with their trade problem by introducing opium (from India) to China, in hopes that the Chinese would become addicted, thus supplying an endless stream of silver from China.
   
4. What did the Qing Dynasty rulers do in reaction to the flow of Opium? How did the British react?Qing Dynasty rulers had the imported opium dumped into the sea; the British responded by destroying Chinese Junk ships, sparking the first Opium war.
   
5. What concessions were the British able to extract from the Chinese?The British forced the Chinese to open five ports to trade, and also extracted the region of Hong Kong indefinitely.
   
6. What impact did the Opium Wars have on Japan?
   

Third read: evaluating and corroborating Finally, here are some questions that will help you focus on why this video matters and how it connects to other content you’ve studied. At the end of the third read, you should be able to respond to this question:

1. British companies wanted to sell opium in China. British military forces supported them. What does this tell us about the relationship between government and private production and distribution in this era of capitalism and empire?
   

6.3.9 Dual Consciousness

1. What is “double consciousness”?
   "Double consciousness" was the term that W.E.B. DuBois used to discuss the spiritual world occupied by at least ten thousand Americans, many of whom still remember the experience of enslavement.
   
2. What is one way that Indian nationalists sought to limit the effects of racism and colonialism on their culture?
   One way that Indian nationalists sought limit the effects of racism and colonialism on their culture was by reasserting local languages and traditions.
   
3. How did networks help people of color survive and flourish? Give two examples of networks.
   
   
4. What was Fanon’s view on the origin of racial categories?
   Fanon discussed how people of color tried to position themselves along a scale of race, culture, or civilization that was actually invented by dominant groups.
   

6.3.10 Resisting Colonialism - Through a Ghanian Lens

1. What did Ghanaian historian A. Adu Boahen mean when he said that “'independence was not given on a silver platter but won by blood”?
   
   The historian meant that African resistance led to African independence.
   
2. Who was Yaa Asantewaa, and what did she do that made her famous?
   
   Yaa Asantewaa was a queen who was famous for stopping the theft of the Golden Stool.
   
3. What was the Golden Stool of Asante? Why did the British want it? Did they get it in the end?
   
   The Golden Stool was the symbolic essence of the Asante State. The British wanted it because absence would equate to the end of the Asante state. They did not get it; they ended up receiving a fake stool.
   
4. Why, according to Tony Yeboah, was a lot of anti-colonial resistance actually aimed at chiefs and kings?
   
   A lot of anti-colonial resistance was aimed at chiefs and kings because it was they whom the British ruled indirectly through.
   
5. What kind of resistance did the UGCC (United Gold Coast Convention) organize after the Second World War?
   
   After the 2nd World War, the UGCC organized a boycott and a march.
   
6. Why did Ghanaian veterans, who had fought for Britain during the war, march in 1947, and what happened to them?
   
   The Ghanaian veterans marched to register their displeasure about the lack of jobs and pension from World War 2. They were intercepted by a police officer and then shot for being peaceful.
   
7. What was Kwame Nkrumah’s strategy of positive action? Why was he such an effective leader, according to Tony Yeboah?
   
   Nkrumah's strategy of positive action was a new name for the Gandhian principle of nonviolence, noncooperation.
   

6.4 Transformation of Labor

6.4.1 Why was Slavery Abolished? Three Theories

1. According to the article, which countries in the Atlantic abolished the slave trade early? Which countries abolished slavery early? Which countries abolished it late?
   
   According to the article, Denmark and Haiti abolished the slave trade early and Portugal, Spain and France abolished it much later.
   
2. How might capitalism have helped end slavery? How did this connect to production and distribution during the Industrial Revolution?
   
   Capitalism may have helped end slavery because abolition made economic sense to some people.
   
3. How might changing morality have helped end slavery? How did this connect to the transformations in human communities caused by the Enlightenment and changes in religious and political communities?
   
   Most leaders of the movement argued that slavery went against the spirit of Christianity. The connection to the transformations in human communities was evident as working class families around Britain stopped using sugar and rum, two of their favorite products, in support of a ban on the Atlantic slave trade.
   
4. How might networks of Africans and descendants of Africans have helped end slavery?
   
   Networks of Africans and their descendants have helped end slavery by taking actions such as petitions and revolutions.
   
5. Does the author argue that slavery actually ended when it became illegal? Use evidence from the text to back up your answer.
   
   The author argues that slavery did not end when it became illegal; this is evident when he compares Mexico's abolition in 1820, to that of the United States which wasn't for another three and a half decades.
   

6.4.2 Race and Post-Abolition Societies

1. Where was the first large-scale post-abolition society created and how did it come about?
   The first large-scale post-abolition society was created in the enormously wealthy French Caribbean colony of Saint-Domingue and it came about by revolt.
   
2. When the British abolished slavery in their Caribbean colonies, to whom did the government pay compensation?
   The British government provided financial compensation to former slaveholders for the loss of the wealth associated with holding people as property. British taxpayers paid this debt right up to 2015.
   
3. How did societies in the British Caribbean continue to repress formerly enslaved people?
   Formerly enslaved people were still forced to remain as “apprentices” to their former owners for several years, with the intention of allowing a gradual adjustment for both sides.
   
4. After abolition in the US, how did the government treat African Americans? How was inequality enforced?
   After US abolition, governments, groups, and individuals inflicted a great deal of racial violence against African Americans.
   
5. Why did European companies abolish slavery in their African colonies?
   European companies abolished slavery in their African colonies because felt they could profit more from low-earning, African wage laborers than from the military force it would take to enslave and control Africans on their own soil.
   

Third read: evaluating and corroborating At the end of the third close read, respond to the following questions: How does this article support, extend, or challenge the narratives you have already studied about reform movements in the long nineteenth century?
This article extends the narratives studied by going deeper into the effects of slavery on modern day societies.
Can you think of any ways in which your own society is still impacted by the history reviewed in this article? What are they?
Yes but it is difficult to put into words because the history reviewed in this article reveals a reality that encompasses nearly all aspects of the modern capitalistic world.

6.4.2 Rise of Proletariat

1. What’s the difference between how workers and capitalists make money under industrial capitalism?
   Under industrial capitalism, workers had little power because labor was the only way for them to make money. Capitalists (business owners) got much richer because they owned the means of production—that is, the tools and materials used to create goods.
   
2. How did the rise of industrial capitalism impact women, according to the author?
   According to the author, it was liberating for some women to gain independent wages, mobility and a better standard of living. For most, however, industrial work in the nineteenth and early twentieth century resulted in a life of hardship.
   
3. What is the proletariat?
   The term proletariat was coined to describe the entire class of wage workers who can only earn money by selling their labor.
   
4. In what context did workers identify with a common struggle and form unions? How did unions help them to advance their interests?
   Workers formed unions in a happenstance context; by chance they were grouped together, which enabled them to share experiences that would eventually lead them to form unions. Unions were more effective because employers commonly ignored individuals, but could not ignore large groups of people.
   
5. Why did the British government push for labor protections in colonial India?
   Labor protections made Indian labor costlier, making the textiles costlier, giving a competitive advantage to British textile manufacturers.
   

6.4.3 Capitalism and Socialism

1. What’s the difference between mercantile and industrial capitalism?
   Mercantile relied on loans where as industrial capitalism relied on machines and technology.
   
2. What role did food and agriculture play in the rise of industrial capitalism?
   In the rise of industrial capitalism, food and agriculture production improved; increased productivity meant that fewer people needed to work in agriculture in order to feed the population.
   
3. How did land ownership change in Britain in this period, and how did this affect production and distribution?
   In this period, fields were privatized, increasing production, but impoverishing many tenant farmers.
   
4. In what ways is capitalism a “cultural system”?
   People had to develop the capitalist values of taking risks and appreciating innovation.
   
5. What were some problems with industrial capitalism? What were two different responses to these problems?
   Some problems with industrial capitalism include awful working conditions, long, arduous, and monotonous days, and impoverished living conditions. Labor unions and socialism were the two primary responses.
   
6. What two types of socialism were there? How did they differ?
   There was utopian and revolutionary socialism. Utopian socialism rejects revolutionary action, while Revolutionary socialism sees revolutions in a much more positive light.
   
7. According to Marx, what is the significance of conflict and struggle?
   According to Marx, struggle is what defines the classes and it is through conflict that the classes develop a sense of themselves.
   

6.4.4 Child Labor

1. How did views about children change in this period in some places, according to the author?
   In some places, in this period, education, creativity, and playfulness had become more valued, especially among the middle and upper classes in the West.
   
2. What economic factors made some child labor regulations effective?
   When new regulations made child labor too costly, some employers stopped hiring kids simply to make better profits.
   
3. How did children’s work change over time in industrialized societies, as a result of these changes?
   Over time, in industrialized societies, the kind of jobs children did changed from difficult and dangerous manufacturing jobs to service work like selling newspapers, babysitting, and doing errands.
   

1. According to the article, over a hundred million children still have to work, but child labor is less common than it once was. Based on evidence from this article and other material in this lesson, do you think labor conditions today are better for children—and adults—than they were a hundred years ago?
   I would say they are about the same because because the intention to end the activity is incomparable to human behavior.
   

6.4.5 A World Tour of Women's Suffrage

1. How did women’s suffrage differ between New Zealand and Australia?
   While all women were granted suffrage in New Zealand, Australian women were separated into two groups, with the white women gaining it first and the aboriginal women gaining it 60 years later.
   
2. How did the Enlightenment contribute to the growth of the women’s suffrage movement?
   The Enlightenment's ideas of equality and natural rights inspired the game-changing publication of Mary Wollstonecraft's "A Vindication of the Rights of Woman" (1792).
   
3. Why did many Central Asian states grant women suffrage at a similar time in the early twentieth century?
   Many Central Asian states were affected by the Russian Revolution of 1917.
   
4. What derailed women’s suffrage in China and Japan for a period?
   Japan's 1937 invasion, World War II, and the Communist Revolution delayed the movement in China and Japan.
   
5. What groups of women were excluded from voting in North America? Why?
   Indigenous and African-descented groups of women were excluded from voting in North America.
   
6. What did the struggles for women’s suffrage in Latin America and Africa have in common?
   Both communities practiced matrilineal descent.
   

6.4.6 Responses to Industrialization

1. How did Evangelical Christianity inspire some reformers?
   Evangelical Christianity emphasized that individuals had the power to change their lives.
   
2. What was the connection between the anti-slavery movement and the women’s rights movement?
   Both movements were grounded in new evangelical Christian ideas about the equality of all people before God.
   
3. What were some effects of industrialization which Upton Sinclair highlighted in his book?
   The effects highlighted in his book were the dangerous working conditions experienced by workers of this era.
   
4. What was life like in the tenements, according to the author?
   According to the author, life in the tenements was crowded, dirty, and difficult.
   
5. What were some of the successes of the reform movement?
   Some of its successes were mandatory public education, child labor laws, and eight-hour workdays.