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40 Cards in this Set
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Define, give an example, and explain the significance of: imperialism |
Imperialism is one country’s domination over another country’s economic,political, and cultural institutions. Example: British imperialism. The British colonized India, Hong Kong, Australia, Canada, South Africa, Sierra Leone, etc. Significance: Imperialism was a globalizing force; especially, it globalized the English language, capitalism, and other aspects of British culture. We are still dealing with the aftermath of historic imperialism today (e.g. conflict in Sierra Leone, Rwanda, etc.) |
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Define and explain the significance of: historic/historical globalization |
Historic/historical globalization refers to the period between 1492 (Christopher Columbus and his voyage to the Caribbean) until right after WWII when the USA and the Soviets emerged as superpowers. Significance: In this period, many events occurred, such as the grand exchange and the Industrial Revolution. These events shaped our world. |
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Define and explain the significance of: contemporary globalization |
Contemporary globalization refers to the post-WWII period in which globalization took on a new character. This new globalization was characterized by ideological struggle, new markets in India and China, transnationals, and technology (e.g. communication technologies). Significance: We are experiencing contemporary globalization and it impacts our identities as well as our lives. |
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Define, give an example, and explain the significance of: mercantilism |
Mercantilism is an economic policy followed by European imperial powers from the 16th to the 19th century. The policy was structured to benefit the imperial power. The imperial power would ensure it exported more than it imported in this system by forcing its colonies to provide the imperial power with its raw materials. Then, the imperial power would manufacture goods from these materials. Next, these products would be sold to the colonies. As a result, the colonies functioned as both a producer of raw goods and consumer of finished products--all this made the imperial power wealthy. Example: Britain required its American colonies to send raw goods such as cotton back to Britain. These goods would then be manufactured and later sold to British Americans. As a result, Britain became very wealthy. Significance: In the above example, the mercantilist system led to the American Revolution in 1776 against the British monarchs. In general, this mercantilist system inspired an economic revolt in American capitalism. |
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Define, give an example, and explain the significance of: capitalism |
Capitalism is an economic system. It advocates free trade, competition, and choice as a means of achieving prosperity. Example: The USA is a capitalistic country. It celebrates the competition between corporations and the increase of national wealth by any means. Significance: Without capitalism, there would be no free markets meaning transnationals would not compete on a global scale. Some say capitalism promotes better products and higher wages. Others argue that capitalism creates abusive systems and harms the developing world. |
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Define, give an example, and explain the significance of: the grand exchange |
The Grand Exchange (also: the Colombian Exchange) was a trading process that began when Christopher Columbus brought seeds, fruit trees, and livestock (animals) to the Americas, where they were grown and became key crops. In return, native North American vegetation was exported to Europe. This exchange expanded to include different countries and products around the world. Example: Christopher Columbus gave the Natives rice, oats, onions, cabbage, lettuce, pears, sugar, etc. In exchange the New World gave Europe corn, tomatoes, potatoes, peanuts, papayas, etc. Significance: As a result of the grand exchange, both the New and Old World were enriched. The grand exchange later included the trading of peoples; a dark part of trade. It is arguably the greatest moment in globalization, due to the world-changing nature of some of the products traded (e.g. potatoes, tomatoes, dogs, etc.) |
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Define, give an example, and explain the significance of: Industrial Revolution |
The Industrial Revolution refers to the period between about 1750 and 1850 especially in Britain,when work became mechanized and began to occur in factories. It allowed for mass production of goods. Example: In Britain, prior to the Industrial Revolution, most people were farmers. After the Industrial Revolution, most were not. Significance: Allowed for economies of scale due to mass production. This mass production allowed for greater trade impacting more people due to cheaper, more affordable goods. This led to a larger middle class and blurring of class differences. The Industrial Revolution put some out of work. It also allowed for abuse of workers, including working children.It allowed capitalism to take on. The abusive nature of factories led some, notably Karl Marx, to protest capitalism as inhumane. He went on to propose communism as a better economic system, causing revolts. |
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Because Rome ruled much of Europe for centuries, most Europeans used the Roman number system, the _____________, until the Italian mathematician Leonardo Fibonacci introduced the _____________system to the continent. |
a. Roman numerals b. the Indo-Arabic system |
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Experts disagree about when globalization began. What are four common theories about the start of globalization? |
1. Some say globalization as old as trade between peoples. 2. Others say it began in 325 BC when a Buddhist leader combined religion, trade, and the military to section off an area of India for trade purposes. 3. 1100 with Genghis Khan, Mongolian warrior-ruler, introduced fighting on horseback. He created an empire spanning the Adriatic Sea to the Pacific coast of China. He integrated trade routes linking Europe and Asia in one controlled pathway. 4. 1492- Columbus and the 'discovery' of the Americas. |
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As early as the third century BC, a fragile network of caravan tracks linked ______________ and Europe. It was know as the _____________ Road after the beautiful cloth made in ______________. |
As early as the third century BC, a fragile network of caravan tracks linked ASIA and Europe. It was know as the SILK Road after the beautiful cloth made in CHINA. |
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Traded goods were not the only thing to move along the Silk Road. ______________ also moved along this trade route. For example, the _____________________ system was passed along from the Middle East to Europe through Silk Road connections. |
Traded goods were not the only thing to move along the Silk Road. IDEAS also moved along this trade route. For example, the INDO-ARABIC NUMBER system was passed along from the Middle East to Europe through Silk Road connections. |
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Where did the Indo-Arabic number system first take hold in Europe? (hint: This was a country central to international trade at the time) |
Italy Then centre of Roman empire |
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According to the Indian journalist, author, and technology consultant, Ashutosh Sheshabalaya, globalization evolved in three phases. What are these phases? |
The Theory of the Evolution of Globalization: Round 1- Goods and ideas exchanged via old trade routes (e.g. Arabs transferring knowledge of Indian medicine, science, mathematics to Europe via Silk Road). Round 2- Beginning late 1400s. New ideas and new technologies allowed for far-reaching sailing expeditions (e.g. Columbus). This in turn led to imperialism. Round 3- Our current phase. Evolved from round 2 and began after WWII. Time of rapid growth of world markets, nearly instant communications and marked by rise of China and India as economic powerhouses. |
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Which of Sheshabalaya's rounds is known as "historical globalization"? Which is known as "contemporary globalization"? |
Historical globalization- ROUND TWO- 1400s- WWII Contemporary globalization- ROUND THREE- Post-WWII |
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Why do the economists Kevin O'Rourke and Jeffrey Williamson disagree with Sheshabalaya's view that globalization began as early as 325 BC? |
O'Rourke and Williamson disagree because they argue that goods traded prior to the 1800s were luxury goods. These luxury goods, such as fine sewing needs or beaver furs, were only accessible to the wealthy. Therefore, they argue, most people in society were not affected by this trade. As a result, they consider trade prior to 1800s and the Industrial Revolution to be less relevant in terms of societal change. For them, trade after the 1800s really qualifies as the start of globalization. |
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When Johannes__________________, a German inventor, pioneered a __________________ method that used movable type, he set in motion changes that would have far-reaching effects in Europe--and the world. His method has been called the most important _______________ of the second millennium. |
When Johannes GUTENBERG, a German inventor, pioneered a PRINTING method that used movable type, he set in motion changes that would have far-reaching effects in Europe--and the world. His method has been called the most important INVENTION of the second millennium. |
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Due to the invention of Gutenberg's printing press, the printing of __________________ rose dramatically. For the first time, many people wanted to learn how to ________________. This led to a spread of new ideas about science, religion, politics, and philosophy across _________________. |
Due to the invention of Gutenberg's printing press, the printing of BOOKS rose dramatically. For the first time, many people wanted to learn how to READ . This led to a spread of new ideas about science, religion, politics, and philosophy across EUROPE. |
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The social and political system after the fall of Rome in 476 AC is often called the _________________ system. This system was characterized arrangements between ______________ who owned large rural estates and the _______________ and _____________ who worked for them. In return for a lord's protection, serfs gave their loyalty and ___________________. |
The social and political system after the fall of Rome in 476 AC is often called the FEUDAL system. This system was characterized arrangements between LORDS who owned large rural estates and the PEASANTS and SERFS who worked for them. In return for a lord's protection, serfs gave their loyalty and OBEDIENCE. |
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How did the middle class grow to replace the rigid feudal system in Europe? Why was the growth of the middle class a significant historical trend? |
Despite the existence of the feudal system, towns and cities began to grow. Increasingly, people sought employment in urban centres as traders, craftsmen, bankers, entrepreneurs, artists, and scholars. These people--these people who did not work the land--became the earliest middle class. They earned money by practicing a trade or craft. As a result, they were no longer tied to a lord's land to make a living. The sense of independence and individualism this freedom fostered allowed these people to choose education. They welcomed innovation, and with the printing press, they welcomed learning new ideas from books. This made the influence of the middle class increase. The middle class soon realized the relevance of trade in increasing profits, thus spurring on globalization. |
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Why was the Indo-Arabic counting system adopted by Europeans? |
to improve trade |
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Between the 9th and 13th centuries, the Middle East provided Europeans with many new inventions that would improve trade, exploration, and conquest. What were these inventions? |
- large, square sails and the lanteen = bigger ships that were also faster could be built - navigation tools such as the magnetic compass, mariner's astrolabe, sextant, and maps = sailors could travel farther from land without being lost - gunpowder, invented in China, first used in European warfare in 1324. Muskets and cannons came to be widely used in war. |
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Define European imperialism |
Motivated by trade and the increase of national wealth, European monarchs--such as the British and Spanish monarchs-- increased their powers by getting new territories and controlling other countries and peoples. This historic imperialism occurred in the 15th- 18th centuries. |
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What was the economic policy of European governments in the 16th, 17th, and 18th centuries? Describe this system briefly. |
mercantilism Imperialist home countries believed the way to increase their wealth was to set up an economic system between them and their colonies that benefited them- this system is known as mercantilism. In this system, restrictive laws made by the imperialist power ensured that a colony's raw goods were shipped to the imperialist country. Finished products were only to be produced in the imperialist country. Once these good were produced, they were sold to the colony to make a profit. In addition, to minimize competition with their products, imperialist nations prohibited their colonies from importing goods from other European countries. In the raw goods, production, and export-import phases of trade, imperialist countries benefited most. |
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What caused the downfall of mercantilism? |
The Americans caused the downfall of mercantilism. The USA was once a collection of British colonies. Fed up with restrictive laws and the mercantalist system, some American rebelled in 1776: this is now known as the American Revolution. The war resulted in the USA becoming an independent country. |
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Which book was published the same year as the American Revolution? What was its significance? |
The Wealth of Nations, by Scottish economist Adam Smith In his book, Smith challenged mercantilism. He argued for free trade and decreased government control of the economy. He was also an advocate of competition and consumer choice as keys to economic prosperity. Smith lay the groundwork for capitalism. |
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REVIEW QUESTIONS FOR CHAPTER 5 1. Why and how did globalization begin? 2. How did the foundations of historical globalization affect people? 3. How did the consequences of historical globalization affect people? |
Answers will vary. Please see pages 116-135 in your textbook. |
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Define, give an example, and explain the significance of: legacy |
A legacy is something that has been passed on by those who lived in the past. Legacies can include political structures, buildings, histories, as well as physical things. Legacies may also include non-material things such as religious beliefs or traditions. Example: One legacy of French colonial rule in Africa is that the French language is spoken in certain African countries today. Significance: Legacies are clues to what happened in the past. By becoming aware of contemporary legacies rooted in the past, we can evaluate how we might deal with or embrace them. |
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Define, give an example, and explain the significance of: ethnocentrism |
Ethnocentrism refers to a way of thinking that puts your culture or race at the centre of the world and puts all others at the (inferior) outskirts. It is belief that one's culture or race is superior to others. It is also the belief that one's culture or race is a measuring stick with which other cultures or races should be evaluated. Example: In the early 20th century, more than half of Canadians were of British heritage, and some of them looked down on immigrants from other cultures, such as Ukrainians, Poles, Italians, and the Chinese. Significance: Ethnocentrism was a motivator for globalization in the past, and we are still dealing with the aftermath of this globalization today. Apart from that, ethnocentrism still shapes our world today. For example, certain Muslims, most notably those who are parts of organizations such as Boko Haram and ISIS, hold a ethnocentric worldview that they are better than Western culture. This view motivates their terrorist attacks across the world. |
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Define, give an example, and explain the significance of: depopulation |
Depopulation refers to the loss of people in a given population. This loss of people is often caused by natural (disease, famine) or human-made (slave trade, migration) forces. Example: Africa was depopulated after the Europeans came to take many Africans to work overseas as slaves or indentured labourers. Significance: The loss of people due to depopulation weakens a nation (e.g. "brain drains" in certain countries when many well-educated people leave-- e.g. in Greece and Poland today). Depopulation can lead to unstable social dynamics within the country when women outnumber men or vice versa (this occurred in African countries due to the slave trade). The depopulation of countries is a negative effect of historical globalization certain countries are still dealing with today. |
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Define, give an example, and explain the significance of: deindustrialization |
Deindustrialization refers to the loss or destruction of industries. Example: After Britain imposed a ban on Indian cotton, India experienced deindustrialization. Many Indian cotton traders and makers went out of business. Significance: The deindustrialization of a country's industries can spell economic disaster. |
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Define, give an example, and explain the significance of: gross domestic product |
Gross Domestic Product (GDP) refers to the overall value of goods and services a country produces in a year. It is often used as a measure of a nation's economic strength. Example: The GDP of Hong Kong in 2006 was 36, 500 U.S. dollars per person. In India, the GDP was 3,700 U.S. dollars per person. Significance: GDP is an internationally recognized way to judge a country's economy. Also, the study of GDP on the international scale reveals major inequalities we can remedy in time. |
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Describe the significance of Lord Kitchener and his views. |
Lord Kitchener was a popular British military hero. He was most famous for his leadership of British troops in Africa and India. He had famously said: "It is this consciousness of the inherent superiority of the European which has won for us India. However well educated and clever a native may be, and however brave he may prove himself, I believe that no [military] rank we could bestow upon him would cause him to considered an equal of the British officer." His view was significant because it was a perfect example of eurocentrism of the time. This eurocentrism in part motivated the imperialism of the British and other Euoropean powers. Eurocentrism was used as a justification for invasion to "civilize" "inferior" cultures and races. |
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In which areas of the world did Indigenous peoples come under control of one of the imperial powers between 1876-1914? |
South Pacific, Asia, and Africa came under control of imperial powers between 1876-1914 |
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What happened in 1884 that changed the face of the world forever? Describe this event. |
Up until 1884, many parts of Africa remained untouched by imperial powers. This changed in 1884 when imperial powers-- most notably, Belgium, France, Italy, Britain, Germany, Portugal, and Spain-- met in Berlin, Germany to divide Africa among themselves. This is often called the start of "the scramble for Africa." The Berlin conference was organized to prevent conflicts between imperial powers. It also aimed at protecting existing trade routes and gaining control of the continent's natural resources, including gold, diamonds, and rubber. Unfortunately, the people native to Africa were not invited to the conference. |
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When the Portuguese arrived in the Congo in the 16th century, how were they received by the people living there? Why is this encounter important? |
When the Portuguese arrived, the people living in Congo thought they were vumbi-- ancestral ghosts. This was because the native people believed that when a person dies, their skin turns white. The natives fought what they believed to be ancestral ghosts using their arrows, but they were met with guns and canons. Many of them fled. Since then, according to the oral history, the people of Congo have experiences "nothing but wars and miseries." This encounter is important because it reveals how the indigenous people were overtaken. First, some may have been opposed to fighting the vumbi-- the Portuguese settlers-- due to their view of them as ancestral ghosts. Second, the military advantage of the Europeans, who had gunpowder and cannons, explains the ease of conquest. |
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In what way did the Industrial Revolution in Britian (including the manufacture of cars and bicycles) affect the Scramble for Africa? |
Bicycles, cars, and other products mass produced after the Industrial Revolution all required rubber. This was a raw good plentiful in Africa, for example, the Congo. This made the Congo more appealing to colonizers such as King Leopold and Belgium. Apart from rubber, Africa had many other valuable raw goods, such as gold and diamonds. |
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What occurred in the early 1880s in Africa? Why was it significant? |
King Leopold II of Belgium sparked the scramble for Africa by claiming all lands drained by the Congo River as his own property (this area today includes the Republic of Congo and the Democratic Republic of Congo). Significance: King Leopold's sweeping claim to the region inspired the Berlin conference of imperial powers to divide Africa in 1884. By 1885, King Leopold had forced the Indigenous people of the Congo to give up most of their land and to work harvesting rubber. The treatment of the Indigenous people was terrible. Some were beaten; others had their ears, hands, or feet cut off, and many were killed. Many other died of starvation or disease. As many as 10 million people died during and immediately after King Leopold began his rule. This depopulation had huge consequences in the Congo region. |
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What strategies did King Leopold II use to control and maintain his rule in the Congo? |
FEAR- The brutal punishments of King Leopold's regime were feared by any who thought of uprising. CENSORSHIP- King Leopold wanted the news of his atrocities to remain inside the Congo, away from the world. To achieve this censorship, he did not allow his employees to leave, and news reporters were forbidden entry to the colony. PROPAGANDA- King Leopold hired reporters and bribed publishers to write positive reports about life in the Congo. He also accused critics of being greedy powers desirous of his profits. |
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In what year did King Leopold II give up rule of the Congo to the Belgian government? Did Belgian rule give the Indigenous people more power than before? |
In 1908 King Leopold transferred power over Congo to the Belgian government. At first glance, the Indigenous people did gain more power. In fact, however, the Congolese people elected to government were Belgian puppets. They did as the Belgians said. They served as go-betweens linking the colonizers with Indigenous communities, collecting taxes, supplying labourers, and the like. |
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19th century Europeans were not the first to create empires. Name 4 other empires formed before this time leaving lasting legacies on the people conquered. Provide an example of a country embodying older forms of imperialism. |
1- Ottaman or Turkish empire ruled large parts of Asia and Europe. 2- Chinese imperialism 3- Roman imperialism in northern Europe and North Africa 4- Spanish imperialism Example- Algeria- Algeria was conquered by the Romans and served as a gateway between Europe and Africa for centuries. It was later conquered by the Umayyads, who started building a Muslim empire there. Later it came under Spanish control who were driven out by the Ottamans. Later, Algeria became a French colony. In 1962, after a long struggle with the French, Algeria regained its independence. |
