...HIS 102: Paper # 1 Imperialism There are many different opinions about imperialism and the “Age of Imperialism.” From a variety of people, like economists, writers, soldiers, and senators, all vary in opinion and idea about imperialism. This essay compares and contrasts the views from a J. A. Hobson, Rudyard Kipling, Frederick Lugard, and Albert Beveridge. In J. A. Hobson’s document, “Imperialism,” Hobson argues that the motivation for imperialism was not driven by the well being and advantages for the nation, but by the interests and private gains of different social classes. By reading this document, you can get the impression that Hobson felt that imperialism was a result from demoralization of certain classes. According to Hobson, imperialism was not just inessential for a nation, but obscene as well. This clashes with why Hobson felt that the underdeveloped countries were so desirable to build their economic assets with. He summarizes that these desirable and fortunate investments appealed to the favored classes because it gave these classes more than what was needed in sources of income. Also, Hobson was one hundred percent against imperialism and argued that the impact of imperialism was negative. In the text he states, “It is the besetting sin of all successful States, and its penalty is unalterable in the order of nature” (456). That statement lets the reader know exactly how Hobson felt about imperialism and its impact as a whole. Hobson even mentions in the text...
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...The underlying causes of the depression are: 1) more goods were produced than consumers wanted or could afford. 2) high risk investments and buying stocks on a margin. 3) high tax for imports from foreign countries caused an decrease in trade between America and foreign countries. 2. Compare and contrast the beliefs and actions of President Hoover and President Roosevelt in regard to the desperate times of the depression. Why is FDR ranked among our greatest Presidents and Hoover remains near the bottom? Elaborate. Hoover believed that all individuals can succeed on their own and that government help for people should be minimal. If people got in economic trouble, private charity was the best way to help them. The government should not...
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...Compare and Contrast Japanese and Western Imperialism in Asia and the Pacific 23 October 2013 at 18:10 The Japanese pursuit for an empire in South East Asia helped changed the balance of world power away from Europe, by taking their most lucrative colonies. Soon after the Japanese defeat in World War II, most of the colonies won their independence from their European masters. This essay will be arguing that despite the vast geographical distance and cultural, racial differences, as well as the different time periods involved, Japanese and European intentions were very similar, and that these similarities contributed to the weakening of Imperialism as a doctrine. To do so, this essay will be examining the reasons for the Japanese conducting policies of imperialism, when they expanded, what methods they use to expand and the systems of government. Japanese Imperialism will be compared to those of a well known European power active in the region, Britain. J.A Hobson’s seminal work Imperialism: A Study puts forward the idea of the ‘Economic Taproot of Imperialism’. A taproot is the largest root in some plants and is the plant’s primary source of nourishment. Military aggression is simply capitalist expansion. He described it as “As one nation after another enters the machine economy and adopts advanced industrial methods, it becomes more difficult for its manufacturers, merchants and finaciers to dispose profitably of their economic resources and they are tempted more and more to...
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...Critically Compare and Contrast Two Sets of the Following Theories of Development: Modernization, Structural Change and Dependency Since the end of World War 2 international development has become increasingly endeavoured upon by academics and politicians alike. The impulse to further understand growth and development was largely due to the dismantling of the European empires following the war. Nations now freed from their colonial ties strived towards a modern status as economies and societies. These Third-World nations were in search of a development model to stimulate their advance towards a modern and affluent society; this was mirrored globally, for various reasons ranging from economic self-interest to genuine humanitarianism. Development institutions such as the United Nations and International Monetary Fund were created, both in 1945, to aid international cooperation and economic development. The prominent theories of development have long been debated. Adelman (2001, p 103) said “no area of economics has experienced as many abrupt changes in its leading paradigm since Wold War 2 as economic development”. The two competing perspectives of development theory I shall compare and contrast are the Modernization and Dependency theories, both will also be applied to Latin-America. Modernization Theory dominated developmental economics in the 1950’s and 60’s. It explains underdevelopment is a result of traditional society systems, caused by internal problems within the...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Impact Joanna Abele, Cassandra Drapeau, Amanda Lawson, Brandon Nelson, and Crystal Wooten American Intercontinental University – Online March 3, 2013 Abstract In gaining an understanding of how early civilizations lived, we can see what impact they have had as they migrated to the New World. By examining what they left behind we can also see the impact they have had on many diverse cultures and societies today. Cultural Syncretism and its Impact Introduction Cultural syncretism occurs when two opposite cultures mix and blend their cultural beliefs, whether they be political or religious, to produce or to start a new culture or religion. Historically, syncretism has been seen as an attempt to reconcile disparities between various cultures. Africa and the Americas both had help with other factors like weapons, religion, and technological advancements. When it came to cultural beliefs, China and India’s values were very different. They would operate from outside of the traditional beliefs, which made them much more resistant to syncretism. Compare and contrast the legacies of cultural syncretism in Africa and the Americas with the resistance to cultural change Westerners encountered in China and India. When different aspects of cultural philosophies or religions blend together and disparities are compromised, cultural syncretism occurs. According to the 1830 American census 2.3 million people were of African descent and there was only 12.8 million in the country...
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...intellectuals A Special Supplement: The Responsibility of Intellectuals Noam Chomsky FEBRUARY 23, 1967 ISSUE TWENTY-YEARS AGO, Dwight Macdonald published a series of articles in Politicson the responsibility of peoples and, specifically, the responsibility of intellectuals. I read them as an undergraduate, in the years just after the war, and had occasion to read them again a few months ago. They seem to me to have lost none of their power or persuasiveness. Macdonald is concerned with the question of war guilt. He asks the question: To what extent were the German or Japanese people responsible for the atrocities committed by their governments? And, quite properly, he turns the question back to us: To what extent are the British or American people responsible for the vicious terror bombings of civilians, perfected as a technique of warfare by the Western democracies and reaching their culmination in Hiroshima and Nagasaki, surely among the most unspeakable crimes in history. To an undergraduate in 1945-46—to anyone whose political and moral consciousness had been formed by the horrors of the 1930s, by the war in Ethiopia, the Russian purge, the “China Incident,” the Spanish Civil War, the Nazi atrocities, the Western reaction to these events and, in part, complicity in them—these questions had particular significance and poignancy. With respect to the responsibility of intellectuals, there are still other, equally disturbing questions. Intellectuals are in a position to expose...
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...IGOROTS * Home * IGOROT SONGS * IGOROT DANCE * IGOROT TRADITIONS * MONEY ON THE MOUNTAIN IGOROT TRADITIONS IGOROT TRADITIONS When we talk about Igorot identity and culture, we also have to consider the time. My point is that: what I am going to share in this article concerning the Igorot culture might not be the same practiced by the Igorots of today. It has made variations by the passing of time, which is also normally happening to many other cultures, but the main core of respect and reverence to ancestors and to those who had just passed is still there. The Igorot culture that I like to share is about our practices and beliefs during the "time of Death". Death is part of the cycle of life. Igorots practice this part of life cycle with a great meaning and importance. Before the advent of Christianity in the Igorotlandia, the Igorots or the people of the Cordilleran region in the Philippines were animist or pagans. Our reverence or the importance of giving honor to our ancestors is a part of our daily activities. We consider our ancestors still to be with us, only that they exist in another world or dimension. Whenever we have some special feasts (e.g., occasions during death, wedding, family gathering, etc.), when we undertake something special (like going somewhere to look for a job or during thanksgiving), we perform some special offer. We call this "Menpalti/ Menkanyaw", an act of butchering and offering animals. During these times we call them...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...WHAT IS GLOBALIZATION? Four Possible Answers Simon Reich Working Paper #261 – December 1998 Simon Reich holds appointments as a Professor at the Graduate School of Public and International Affairs and in the Department of Political Science at the University of Pittsburgh. In fall 1997 he was a Visiting Fellow at the Kellogg Institute. His publications include The Fruits of Fascism: Postwar Prosperity in Historical Perspective and The German Predicament: Memory and Power in the New Europe (with Andrei S. Markovits) both published by Cornell University Press. His most recent coauthored book is The Myth of the Global Corporation (Princeton University Press, 1998). Reich has also published many book chapters and articles in journals such as International Organization, International Interactions, The Review of International Political Economy, and German Politics and Society. He has received fellowships from the Sloan Foundation and the Kellogg Institute and was awarded an International Affairs Fellowship from the Council on Foreign Relations. His current work is on the issue of the definitions and central propositions of globalization. This paper was written during my stay at the Kellogg Institute. I wish to express my appreciation to the fellows and staff of the Institute for all their help on this project, notably to Scott Mainwaring who is now director of the Institute. Introduction The end of the Cold War provided a major shock for scholars of politics and policy in at...
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...Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael...
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...the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture...
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...GLOBALIZATION THE ESSENTIALS GEORGE RITZER A John Wiley & Sons, Ltd., Publication Globalization Globalization A Basic Text George Ritzer This balanced introduction draws on academic and popular sources to examine the major issues and events in the history of globalization. Globalization: A Basic Text is a substantial introductory textbook, designed to work either on its own or alongside Readings in Globalization. The books are cross-referenced and are both structured around the core concepts of globalization. 2009 • 608 pages • 978-1-4051-3271-8 • paperback www.wiley.com/go/globalization Readings in Globalization Key Readings and Major Debates Edited by George Ritzer and Zeynep Atalay This unique and engaging anthology introduces students to the major concepts of globalization within the context of the key debates and disputes. Readings in Globalization illustrates that major debates in the field are not only useful to examine for their own merit but can extend our knowledge of globalization. The volume explores both the political economy of globalization and the relationship of culture to globalization. The volume is designed so it may be used independently, or alongside George Ritzer’s Globalization: A Basic Text for a complete student resource. 2010 • 560 pages • 978-1-4051-3273-2 • paperback Order together and save! Quote ISBN 978-1-4443-2371-9 GLOBALIZATION THE ESSENTIALS GEORGE RITZER A John Wiley & Sons, Ltd., Publication This edition first...
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...Splenetic Ogres and Heroic Cannibals in Jonathan Swift’s A Modest Proposal (1729) Ahsan Chowdhury University of Alberta I. Cannibalism: Ethnic Defamation or a Trope of Liberation? In A Modest Proposal for Preventing the Children of Poor People from Being a Burthen to eir Parents and Country, and for Making em Beneficial to the Public () Swift exploits the age-old discourse of ethnic defamation against the Irish that had legitimated the English colonization of Ireland for centuries. One of the most damning elements in Swift’s use of this discourse is that of cannibalism. e discourse of ethnic defamation arose out of the Norman conquest of Ireland in the twelfth century. Clare Carroll points out that “the colonization of the Americas and the reformation as events … generated new discourses inflecting the inherited discourse of barbarism” in early-modern English writing about Ireland (). Narratives of native cannibalism were an indispensable part of these new discourses and practices. For the English authors as well as their continental counterparts, the cannibalistic other of the New World became a yardstick by which to measure the threat posed by internal enemies, be it the indigenous Irish, the French Catholics, or the Moorish inhabitants of Spain.¹ us, it was against the backdrop of the reforma Carroll demonstrates that while continental authors like Bartolomé de Las Casas and Jean de Léry could treat the Amerindians and their cannibalistic practices ...
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