Download Social Studies 10-1 Exploring Globalization Related Issue 2: To

Social Studies 10-1
Exploring Globalization
Related Issue 2: To what extent should contemporary society respond to the legacies
of historical globalization?
Chapter 5: Foundations of Globalization
Chapter 6: Legacies of historical globalization
Chapter issues:
To what extent can people respond to globalizing forces that affect identity?
To what extent do the legacies of historical globalization affect the peoples of the world?
In these chapters you will learn:
 How globalization began, and how imperialism, mercantilism, and capitalism, and the decisions and
actions of the past are legacies of historical globalization.
 How struggles due to differing perspectives continue to affect the world today.
 What people think of cultural contact and its effect on peoples
 What ethnocentrism and Eurocentrism are, and how they influenced people and globalization
Key Vocabulary/People/Events:
 Imperialism
 Historical globalization
 Mercantilism
 Capitalism
 Grand exchange
 Industrial Revolution
 Legacy
 Ethnocentrism
 Eurocentrism
 Deindustrialization
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Age of Exploration
John Stuart Mill
Fall of Rome
Christopher Columbus
Neolithic/Agricultural Revolution
Silk Road
Ancient Egypt/Greece
Democracy
Gross Domestic Product
By the end of this chapter, you will be able to:
 Identify examples of migration, depopulation, and displacement as legacies of historical globalization.
 Recognize the causes and effects of the legacies of historical globalization.
Chapter Assignment:
Read the “Impact” section on page 154-155 in your textbook, and complete the “Explorations” questions.
You may complete this assignment by hand, or using a program similar to Lucidchart.
Assignments for this chapter should be turned in as hard copy.
Chapter 5 Notes
We did a research project which presented you with much of the information in this chapter. This overview
will merely relate it to the chapter inquiry questions.
How and why did globalization begin?
The short explanation: nobody can really agree!
 Maybe when trade began
 Maybe when protected trading areas were created in India in 325 BCE
 Maybe when Genghis Kahn created his empire from the Adriatic Sea to the Pacific coast of China and
created controlled trade routes in the 1100’s
 Maybe not until the 1800’s when international trade expanded and became more than just the
exchange of luxury goods, because the new, low-cost goods changed how people lived.
One theory of the evolution of globalization: Three phases/rounds, according to Ashutosh Sheshabalaya
 First Round – exchange of goods and ideas using ancient trade routes such as the Silk Road (ancient)
 Second Round – using some of the new ideas of the first round, technologies were improved in the
1400’s (when Columbus came to North America), allowing farther travel. European imperialism
spurred globalization at this point (historical)
 Third Round – our current phase, which began after WWII, and has changed rapidly with the expansion
of world markets and advances in communications technologies (contemporary)
How did the foundations of historical globalization affect people?
In a nutshell – people got smart!
 Johannes Gutenberg invented a printing press, which revolutionized the availability of books: they
could now be printed faster, and cheaper, so more people could access them, and more people wanted
to learn to read.
 As ideas, technologies, and goods became more commonly exchanged, more people moved into cities,
learned trades, accumulated wealth, and developed independence from the lords who used to protect
them on the rural estates.
 They also changed in attitude by welcoming ideas like education, exploration, scientific discovery, and
new technologies.
 Their new desire for wealth encouraged more trade, and helped the middle-class to grow.
Here are some of the new things they learned:
 Large, square sales, and an adjustable triangular stern sale allowed for larger, faster, more
manoeuvrable ships to get to those far away places.
 New navigational tools meant sailors wouldn’t get lost anymore!
 Gunpowder (from China) changed warfare, as muskets and cannons became widely used.
One of the major influences on people was the idea of European imperialism.
 Definition: the policy of extending a country’s power by acquiring new territories and establishing
control over other countries and peoples.
 Translation: the race to gain colonies in which to procure cheap resources, slave labour, and new
markets, in order to benefit trade and ultimately a nation’s economic situation, and thereby power.
 Mercantilism was one of the ways the government tried to ensure prosperity by passing laws to
ensure:
 home country had more exports than imports
 finished products could only be made at home
 colonies could only import from the home country
 Mercantilism goes the way of the dodo in the 1700’s thanks to Scottish economist, Adam Smith.
 Watch the video on the next slide for a 60-second synopsis of Smith’s book, The Wealth of
Nations
 How did Smith’s theories contribute to the dissatisfaction in Britain’s colonies, especially the
American colonies?
 Ultimately, Smith’s theories became the capitalist economic system.
 Before mercantilism’s decline, the colonial powers (Britain, France, Holland, Spain, & Portugal) laid
claim to much of the rest of the world by 1770. Here are some consequences of those actions:
 Eurocentrism: the belief that European customs, culture and beliefs were superior to those of
the Indigenous cultures in their colonies.
 Europeans believed it was their “right,” as the “more civilized people,” to rule over and change
Indigenous peoples of their colonies. Those who resisted didn’t resist long, due to the
advanced weaponry, and organized governments that could send help if necessary.
 Effects of European colonial settlement:
 Advantages included settlers to run the colony and ensure resources were sent home, and
reduced conflict as peasants were displaced from land (industrial/ agricultural revolution) and
encouraged to emigrate.
 Disadvantages included the displacement of Indigenous peoples as European settlers arrived.
Conflict occurred not only between Indigenous peoples and Europeans, but also among
Indigenous tribes as one tribe tried to move into the territory of another.
How did the consequences of historical globalization affect people?
Results of Contact
 Indigenous peoples had to decide how to interact with the newcomers in a way that would benefit
them. Some chose war in an attempt to get rid of the newcomers, and others welcomed them and
faced acculturation and sometimes extinction.
 Mexico: Aztec Empire was destroyed by the Spanish by 1521. All of the profits earned after
went to Spain.
 North America: fur trade was initially a benefit for First Nations peoples, but they were forced
off their land as Europeans settled and began farming.
 Acculturation began happening as well
 European diseases wiped out 79-90% of the Indigenous population of the Americas.
 Efforts to defend the Indigenous peoples were in vain, and even had the opposite effect.
 Bartolome de Las Casas spoke out to stop the cruelty he had seen in Cuba, saying that the
Indigenous cultures were the rightful owners of the land. He was ignored and his efforts
undermined.
 Unfortunately, his suggestion to bring Africans to work on the new plantations was not
ignored. He hoped they would be treated fairly …
 Slavery has existed for centuries, but was often an option instead of execution, and was sometimes
only for a specified amount of time. Imperialism brought two changes that took away human rights:
 Slaves and their children became property
 People were enslaved because of their race
Common types of slavery:
 Slave labour – 11-15 million Africans were sold as “products” and forced into slavery.
 Indentured labour – poor Europeans would work for employers in colonies for little (or no) pay for a
term. They gained freedom once the term ended.
 Child labour – many factories used children instead of slaves because they would work long hours for
low wages, and could be easily fired when business slowed down.
Responses to slavery:
 The treatment of slaves was appalling, but not commonly known. Once it was, the abolitionist
movement began to grow, and eventually led to the Emancipation Act in 1883. Slavery was abolished
in Britain and its colonies in 1887.
The Grand Exchange
The transfer of animals, plants, culture, populations, technology and ideas between Europe and the Americas
started after Columbus’ first voyage in 1492.
 Changing diets:
 Sunflowers thrived in Russia and were used as oil
 Wheat, barley and oats came to North America
 Coffee travelled from Africa to the Caribbean & Brazil
 Cacao from Central America went to Europe
 Peanuts, vanilla, sweet & hot peppers, lima beans, pineapple, tobacco, tomatoes & potatoes
were taken from the Americas to Europe & Asia
 Cattle, poultry and pigs became staples of the North American diet only after Europeans
exported them
 Supply & demand allowed for more people to afford these foods as large quantities were grown
Industrialization and Social Change
 Industrial Revolution (1750-1850)
 Machines were created to quickly & efficiently meet increasing consumer demand for products
 Production moved from a cottage industry (in homes) to a commercial industry (factories)
 Only the wealthy could afford the machines, and they were very effective, causing craftspeople
to be driven out of work, and needing to find jobs in factories
What kinds of economic, social and cultural changes do you think the industrial revolution might have created?
Consider the ideas of John Stuart Mill and Adam Smith in relation to the Industrial Revolution. Check out the
videos on the following slides.
Chapter 6 Notes
What are some legacies of historical globalization?
Legacies are effects passed on by past events and people, and can include political structures (parliamentary
democracy), buildings, monuments, oral histories and stories, artifacts, cultural traditions/celebrations, and
language.
 Ethnocentrism & Eurocentrism are legacies of HG
 Ethnocentrism – root words: “ethnic” and “centre” – the idea that one’s own race and culture
are superior to others, and judges other races & ethnicities based on that worldview
 Eurocentrism – a form of ethnocentrism based on European ethnic, national, religious, and
linguistic criteria. This worldview caused some discrimination in Canada against Asian
immigrants into the 20th century.
Building Empires
Imperial powers took control of many “less civilized” parts of the world between 1876 and 1914. WWI
interfered with this by diverting attention and military personnel to the war efforts and out of the colonies.
 Scramble for Africa
 In 1884 representatives from the United States, Austria-Hungary, Belgium, Denmark, France,
Germany, Britain, Italy, the Netherlands, the Ottoman Empire, Portugal, Russia, Spain, and
Sweden-Norway met in Berlin. Their goals included:
- Avoiding conflict while they divided Africa
- Protect existing trade routes
- Control natural resources (gold, diamonds & rubber)
 The one group who was not included in the negotiations were the Indigenous populations.
Building Empires (continued)
 Oral Histories as legacies of historical globalization
 Few written accounts of colonization exist, but there are a few oral stories that have been
passed down.
- Indigenous populations had good lives as farmers when Europeans arrived.
- They were seen as “vumbi” – spirits returned from the dead (they believed their spirits
returned without colour)
- From their perspective, “the whites have brought us nothing but wars and miseries.”
 Imperialism gets its start in the Congo
 King Leopold II of Belgium claimed the lands drained by the Congo River and its tributaries in
the early 1880’s. Other nations did not dispute his claim, but wanted to be first to claim other
areas.
 Leopold’s policies in the Congo included:
- Forcing Indigenous peoples to give up their land and harvest natural rubber
- Indigenous peoples who resisted were brutally punished or killed. As many as 10 million
also starved or died of diseases.
- Leopold tried to censor this information by not allowing employees to leave the Congo,
and not allowing reporters to enter, as well as bribing publishers to write positive stories.
 This suffering continued well into the 20th century.
How has cultural contact affected people?
Legacies and Patterns of Historical Change
 Official languages and population makeup were changed during colonization
 Many European languages are still widely spoken in the nations that were colonized by
Europeans.
 Legacies of migration
 Millions of migrants moved from European countries to colonies, or from one colony to
another in the 19th and early 20th centuries, looking for a better life or better living conditions.
 Most migrants were from European countries – very few were of African, Asian, or South Asian
descent because the laws established in the colonies limited their immigration.
 Legacies of displacement
 The need for land to build settlements, railways, mining and lumbering, and large plantations
required Indigenous peoples to be forced off their land.
 Traditional governments and community boundaries were ignored by colonial empires.
 This disregard for Indigenous lives, beliefs & traditions led to civil wars and starvation, and
destroyed cultures and communities.
 Legacies of depopulation
 Forced migration of African slaves led to lower population, which had devastating effects.
- Destroyed families and communities
- Young, strong, skilled men who would have become leaders and supported their families
were forced into slavery could do nothing to help anyone back home.
 When slavery was abolished in the British empire, they began looking for other cheap labour,
and indentured labour in India became their focus.
- Began in 1834 and was abolished in 1920
- Millions were sent to work on plantations in the Caribbean, Malaysia and South Africa.
- Once their indentured service was over, many stayed
- French & Dutch followed suit, further depopulating India
- Famine, starvation & disease added to depopulation
How has the exchange of goods and technologies affected people?
Effects of the Great Exchange on the Plains First Nations
 Hunting
 Traditionally, the bison was used for many necessities, as every part of the animal was used.
 Spanish brought horses in the early 1500’s and sparked trade in horses as First Nations peoples
saw their potential usefulness in hunting bison.
 The integration of horses allowed for increased speed of travel and distance of trade, and ease
of hunting
 European settlers brought guns in the mid-1800’s and began hunting buffalo for hides. The
government also wanted to make way for settlements and farming, and the buffalo were in the
way.
 100 years later, buffalo had gone from around 30 million to less than 1,000, and the way of life
that relied on the animal was destroyed.
Contact and cultural change in India
 British East India Company
 Queen Elizabeth I gave the EIC a monopoly on trade in India & Asia in 1600
 Company officials created alliances with traditional Indian rulers to help keep the population
compliant
 EIC created its own army with British officers and Indian soldiers (sepoys) to protect the
monopoly by keeping rival companies out of India
 It was one of the most powerful commercial organizations ever seen, and has been considered,
by some historians, the first transnational corporation
 The Raj (the rule): due to the sometimes brutal practices of the EIC, the high taxes imposed on
the Indian people, and the corruption of many company officials, Britain took control of India in
1858.
 Cotton and deindustrialization in India
- Manufacturers in Britain needed raw materials for their factories due to the Industrial
Revolution, and they needed new markets to sell those goods.
- Colonies filled both of these roles
- The development of the spinning jenny and the cotton gin allowed for higher production
of cotton, so British exporters wanted to sell it.
- Cotton cloth was also an important Indian export, putting it in competition with British
cloth.
- The government banned the import of all dyed and printed cloth from India in 1700 to
protect the British textile industry. These actions destroyed the Indian cotton industry,
and contributed to deindustrialization in India.
 The cotton trade and Mohandas Gandhi
- Commonly known as Mahatma – Great Soul
- Educated in India, became a lawyer in England and practiced in South Africa for 20 years,
where he advocated for the rights of Indians. He returned to India to become leader of
the Indian National Congress Party (one of the earliest and most influential nationalist
movements in European colonies).
- Peaceful non-cooperation (watch video on next slide)
- Believed self-sufficiency through home-spun cotton, locally grown food, and locally
manufactured products would save India and solve unemployment.
How are the legacies of historical globalization continuing to affect people?
There were some positive effects of historical globalization on Indigenous populations, but many cultures were
destroyed.
 Negative effects included
 Abandonment of traditional ways of life
 Destruction of economic & political systems
 Poverty & oppression
 Very poor working conditions & low wages
 Personal & collective identities were damaged
 Financial inequality between nations that may be the foundation of inequalities seen today
 Cultural Change
 European religious beliefs changed lives
 Indigenous art began to reflect European tastes so that it would sell when exported to Europe
 European architecture was exported to the colonies
Gross Domestic Product
 GDP: the annual value of all goods and services produced in a country. Measures economic strength.
How might the GDP be considered a legacy of historical globalization?
Legacies of Imperialism in India
 Initially, there was little effect on Indian culture from European traders, but the British Empire had
lasting economic, political and social effects.
 Local rulers were replaced by a single political and economic system
 Land was used for imperial purposes (i.e. plantations)
 Constitution created in 1950 (after independence in 1947) was modeled after the British
parliamentary democracy
 Economic growth in 2007 was aided by manufacturing, service and technology industries.
 Major challenges included rapid population growth, poverty, sexual discrimination, high illiteracy rates,
and continuing conflict with other countries.
 India & Pakistan
 Before 1947, despite campaigning by the Indian National Congress and Gandhi for one central
Indian government, the Muslim League wanted to divide the country – one part for Hindus, and
one for Muslims. India & Pakistan were created.
 West and East Pakistan (now Bangladesh) were separated by India. Many Hindus lived
in East & West Pakistan, while many Muslims lived in India.
 Riots became common
 People were attacked and killed, including Gandhi. This led to immigration for safety.
How are the legacies of historical globalization continuing to affect people?
Legacies of Imperialism in India
 Continuing conflicts
 The borders of India and Pakistan divided the province of Punjab, and many Sikhs there believe
they should separate and be an independent country.
 This campaign has caused continued violence and civil unrest
 Kashmir
 Located at the border of India, Pakistan, and China
 Leaders decided to join India when India gained independence, but Pakistan wanted Kashmir.
 War ensued from 1947-1949, and again in 1969. But Kashmir remains disputed, as the wars
made little headway.
 Some fear that the conflict over Kashmir could ignite nuclear war, as both countries have this
technology.