...The imperialized people collaborated with European powers to receive employment, protection of their social status, and refuge in the European led forces. The Europeans needed locals that were born there to rule, so they let elites of various races to stay as they were as long as they reported back to the European administrators. Not all people decided cooperate to the European powers just as imperialized peoples did, others rebelled against the Europeans. As the rebellions occurred, Europe decided to create taxes to the colonial rule of the African continent, which caused Africans to have to work for the European colonizers to pay off the taxes put on them. The colonizers took land from the Africans and then gave it to the other Europeans...
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...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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...CORNELL NOTES Chapter 19 | Name: Brian Sitenga | | Date: 9/7/14 | Section: 2 | Period: B-2/3 | Questions/Main Ideas/Vocabulary | Notes/Answers/Definitions/Examples/Sentences | | 1. World War 1 and the Russian Revolution | | The growth of nationalism and imperialism increased the national pride/power of many European countries. | | I. War and Revolution | What is Nationalism, and | a. Nationalism was powerful in Serbia | How did it affect Europe? | b. Austria-Hungary declared war on Serbia | | c. More destructive weapons were created in light of WWI | | II. Revolution | | a. By 1922, Soviet Union was created | | III. Peace and a “new Europe” | | a. League of Nations-world organization that would maintain peace | | b. Treaty of Versailles was created | | c. 59 nations became a league, while the U.S. refused to join | | | What economic event | 2. The Great Depression and the Rise of Totalitarianism | Marked the starting point of | The loss of life ushered in a new era | The Great Depression? | I. Economic Crisis | | a. The stock market crash marked the beginning of the depression | | b. The U.S. government became involved with reviving the economy | | II. Political Tensions | | a. Both economic and political tensions arose in Europe | | b. Hitler became der Fuhrer of the Third Reich | | c. Joseph Stalin ended the NEP and created the Five-Year Plan | ...
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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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...SOUTH AMERICA Maps: 1. Analyze maps A and B and record the similarities and differences which can be observed. - In 1530 the Inca empire and musica state was there but in 1635 they were overrun by the Spanish possession - In 1530 the Dutch possession was not there and in 1635 it was - The Dutch possession overrun Portuguese Brazil by a little - The Tordesillas line was still kind of the same in 1530 through 1635 - Both 1530 to 1635 south America was under Spanish possession - Portuguese brazil are both in 1530 and 1635 2. Discuss and account for cultural changes which may have occurred during the time period between maps A and B. - Cultural changes have occurred roughly by Europeans because as you can see there were some cultures that were eliminated and some stayed and grew stronger and other cultures died. 3. When analyzing the maps, changes are evident. a. Discuss, with examples from the maps, the countries which influenced changes in South America. - The countries that influenced the changes in South America was mostly of Spanish possession, they over run Inca empire and Musica State since they were more powerful and The Tordesillas line stayed the same because they grew and stayed stronger. b. What cultural influences can still be found in South America today? Provide examples. *********************** 4. Describe the differences between maps C, D, and E and account...
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...globalised? To answer the question this essay will begin by attempting to provide a definition to the sometimes elusive meaning of the term ‘globalisation’. The essay will then take this definition and move on to use it to outline three different perspectives on what globalisation is. The three perspectives that will be used are the hyperglobalist, the transformationalist and the sceptical (Held et al, 2000, p10). Each of these perspectives on globalisation will in turn attempt to answer the question of what is globalisation. Within outlining each of these perspective’s views on globalisation, each perspective’s views on the extent the contemporary world is actually globalised will also be outlined. After this the essay will compare and contrast each of the three perspectives to gain an understanding of which of them provides the best or strongest answer to how much the contemporary world is actually globalised, before concluding with a summary of its main points and by pointing out that each perspective shares a general agreement that the capitalist system is the driving force of what globalisation is, but each differs in its views on to what extent the world is actually globalised. The term globalisation is one that is used with ever increasing frequency as if it had a universally accepted meaning and definition. According to Modelski, globalisation is a historical process which is characterised by a growing engagement between peoples on all corners of the globe (Modelski...
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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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...HISTORY 4C: WESTERN CIVILIZATION: 1715-PRESENT Description of the Course: This course surveys the history of Europe from the beginning of the 18th century until the end of the 20th century. We will study major political, economic, social and intellectual developments that affected European societies during that time period and changed lives of people throughout the world. Major themes of the course will include the French and Industrial Revolutions, emergence of ideologies such as liberalism, nationalism and socialism as well as their practical impact on politics and culture, the rise and fall of European global dominance, wars and revolution of the 20th century. Goals of the Course: I. Understanding Historical Heritage of our Civilization: The major purpose of this course is to familiarize you with heritage of the western civilization and help you understand significance of its impact on contemporary world. This class will aim to illustrate how the past impacts people’s lives in the present and how our actions, ideas, and self-image are shaped by historical developments. II. Acquiring Critical Thinking: History consists of more than just memorization of names, dates and narratives of historical events. Although knowledge of factual information is imperative, it is important to realize that history is interpretation of facts, trends and ideas. Therefore, neither professor nor Teaching Assistants will give you “right” or “wrong” answers. Instead, another major...
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...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 (Joyner, 2003). Also of that 12.8 million 2.44% were free Africans, 15.56% were enslaved Africans and 82% were free white people (Joyner, 2003). Within the United States, the large number of Africans along with their culture greatly contributed to the culture and history of America. The people brought with them knowledge...
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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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...http://www.nybooks.com/articles/archives/1967/feb/23/a-special-supplement-the-responsibility-of-intelle/ the responsibility of 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...
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...Compare and contrast Nazi and Italian Fascist views on race and national identity Despite both pertaining to the political ideology of fascism and sharing many similar characteristics, the regimes of Nazi Germany and Italy under Mussolini can be seen to differ slightly. One aspect where this becomes apparent is views on race; the differences in attitudes and policy with regards to race for both examples must be discussed as it provides a key distinction between Nazism and Italy’s own brand of Facismo. With regards to national identity, it is possible to concede that both regimes share similar characteristics; however they attempt to achieve their goals of national identity in fundamentally different ways. The central thesis of this paper will contend that Italian Fascism’s views on race contradict that of the Nazi’s, and that while similar aspects and views of national identity are held, there are differing means of establishing national identity. Moreover, this paper will illustrate that Nazism and Italian Fascism are in fact unique phenomena. Examples and evaluative comment will be provided in order to provide a clear comparison and distinction. Firstly, comparison between Italian and Nazi views on race must be discussed at they provide notable differentiation. Racial theory proved to be of paramount importance to 19th century German science and academics which strongly influenced Nazi ideology, ‘Volkish theorists found a theory of race in the writings of Kant which was...
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