History 1020 – Exam 1 Study Guide

what is the rebellion in the andes of native american, mixed race and peasant?

CONCEPTS TO KNOW 

***answers included, concepts further elaborated in course  notes!*** 

∙ Primary and Secondary Sources

o Primary

 Documents, artifacts produced at or near the  event or era under investigation

 Japanese Porcelain Tea set fond in great Britain  International trading was apparent

o Secondary

 Sources produced after the event or era

∙ The Biological Old Regime

o Implies that at some point it will be overturned o Limited diets (nutrition deficiencies

o Equilibrium between population and food resources o Frequent famines and epidemics

o Rise in birth rates/maternal and infant mortality ∙ The Household/Family Economy

o Family is economic unit

o All members of family contribute to manufacturing o If one member died production slowed  

what did The Great Chain of Being represent?

∙ The Domestication of Foreign Commodities o Normal to have foreign things

o Trade allows exotic object and foods to cease to be  exoticWe also discuss several other topics like ∙ An open­ended question is when the respondent is asked to provide her own answer o Ex: What do you think of your CJ 300 class?

o Trade allows foreign objects and foods to become part  of everyday life

∙ Intrinsic vs Imaginary Value

o paper money

∙ The McCartney Embassy

o European group of ambassadors

o Meets with emperor of china

o Goal

 To convince them to trade to Europe more

o Chinese Emperor says that there is nothing they lack  in china and they don’t need anything from Europe

∙ The Great Chain of Being

o Represents orderly hierarchy

∙ European Military Revolution

o Divergence between Asian and European Militaries o 17th and 18th century witness divergence

o Asia

 Characterized by periods of peace

o Perpetual war in EM Europe

what is The Three Estates and The Estates General?

 GB and France in war for 18 years

 Enormous amount of fighting

o Results

 Military innovation and improvement

 Increasing expenses (higher taxes) If you want to learn more check out • does this study reflect what typically happens in the world?

 Increasing importance of political economies ∙ The European Enlightenment

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o International intellectual movement

 made up of people throughout European  

countries/empires

 British colonist in N America are participating o Reason/Rationalism/Natural Law

 Argue that the world is a rational place

 Humans are endowed with reason

 Humans use senses to understand the world  They can discern he natural law of the world o Critical of absolute rule and religion

 People will emerge critical of how to make laws  that don’t have to do with religion and absolute  rule

 Critical of key institutions that govern modern  day life Don't forget about the age old question of What proportion of the F1 generation would you expect to be round?

∙ The Dual Revolution

o Industrial Revolution (economic)

 A seismic change in the global economy

∙ Europe becomes ground zero on global trade

∙ Changes the way people relate to the natural world

 A revolution in energy

∙ New sources to unleash productive  

capacities for society  

 A foundation for the modern era in world history o Atlantic Revolution (political) If you want to learn more check out what is Induced Mutations

 American, French, Haitian, Latin/American

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 Radical new thoughts

 Rise of the public sphere

∙ The Atlantic Revolutions

o Shared origins

 Rise of public sphere

∙ Creation of ideas outside realm of control

∙ Public opinion

 Mercantilism

∙ Frame policies of states

 European Enlightenment

∙ Expression of public sphere

∙ Deeply invested in rationalism

∙ Reform and progress

∙ More just and productive by reorganizing  themselves systematically

 Seven Years War

∙ WW Zero  

∙ War between European empires

∙ Final foundational event

∙ Facilitate outbreak of revolution

∙ The Atlantic World

o World tied together by trade

o Ideas

o Competing imperial systems

o Worlds spread very quickly because of trade 4

∙ The Tradition of English Liberty

o Developed British empires

o Ideas of enlightenment

o Foundations of revolution

 No taxation without representation  

∙ Thomas Paine

o Immigrates to 13 colonies

o Publishes series of inflammatory pamphlets o Colonies have right to revolt If you want to learn more check out What is Sales Orientation?

o Common Sense

 Same year of independence

 Enlightenment rationalism

 Common person can see that it makes no sense  that British should govern the 13 colonies

 Printed 50,000 copies

 250,000 inhabit these colonies

∙ The Declaration of Independence

 Rhetorical and ideological “blue print” for  

revolutions

∙ Vague

∙ Doesn’t talk about relationship between  

America and Britain

∙ More than 45 contracts inspired by  

Declaration to be independent

∙ Enlightenment faith in human reason,  

progress, and natural law

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∙ Idea of the “social contract” between gov’t  

and the governed

∙ The “right” to revolution

∙ The idea of universal human equality

∙ Idea of sovereign nation-state

∙ Radical writing for this century

∙ Goes against everything up to this point

∙ The Tupac Amaru Rebellion

o Native American, Mixed Race, and Peasant Rebellion in the Andes

o Response to the Bourbon Reforms and the American  Revolution

o Rebellion of Peoples and Poverty

 Economic leveling

 Poor rebelling against the state/taxation We also discuss several other topics like What are Export Processing Zones (EPZs) and what is their relationship to TNCs? Where are they generally located?

 People who are non-white people

 More threatening

o Failure, Fear and the Foundations for “Conservative  Revolution”

 Temporarily put aside dispute to end this

 Drawn and quartered  

 Culture of fear that produces conservative  

rebellion  

 Almost as many die in this as in the entirety of  the war of the American Revolution

∙ The Bourbon Reforms

o Bourbon Reforms

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 Rules and reforms enforced by Bourbon Family   Dramatically reorganizes Spanish colonies

 Brings whole new cast of Spanish-born  

bureaucrats

∙ The Three Estates and The Estates General

o Louis XVI announces the meeting of the Estates  General

 Representative assembly

∙ First Estate: Nobility

∙ Second Estate: Clergy

∙ Third Estate: Everyone else

o Palace of Versailles

o Nothing happens

o Louis skips meetings, falls asleep

o Focuses all time on meeting with 1st and 2nd estate ∙ The Declaration of the Rights of Man and the Citizen o National Assembly

o All inequality disappears

o Draws up new constitution

o Constitution of 1791

 Jeton

 Celebrates passage of constitution

 Union of people and monarchy

∙ The Storming of the Bastille

o National Guard attacks all cites of state authority

o This happens because Louis declares force from  French Militia on him  

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o Puts head on stake

o Public statements of violence\

o Enormous symbolic power

o Involves ordinary people taking down monarchy o Coin: Siege of the Bastille

 Many depict violence at bastille  

∙ Klemens von Metternich

o “When France sneezes, Europe catches cold” o Austrian Nobleman

∙ The Sovereign Nation-State

o Having a permanent population, defined territory, one  gov’t and the capacity to enter into relation with other sovereign states

o Not dependent to any other power or state

∙ The Flight to Varennes

o Radicalization and the rejection of the constitution of  1791

o Causes people to think they could get rid of monarchy  entirely  

∙ “The Old Regime”

o Implies that at some point will be overturned o Life is short

o People work very hard

∙ Organic Economy

o Burning wood

o Peet

o Human and animal muscle to produce goods 8

∙ Cottage Industries

o In the winter

 Weaving

 Sewing  

 Making shoes

o Summer

 Agriculture outside

∙ Cultural Hybridity

o Trade produces this

o Mixtures of different groups

o Strength instead of compartmentalizing

o Creolization

o People at ports from dif cultures get married and have  children

∙ Mercantilism

o World of unlimited trade

o Belief in finite wealth

 Any wealth is at everyone else’s expense

o Economic competition between empires

 Continual struggle to compete

∙ The Public Sphere

o Spaces of association/conversation

 Mental and physical

 Allow people to debate the state of society  

outside of the control of the gov’t  

 Public opinion

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o Expansion of print culture

 Reformation broadsheet

∙ Document trying to express ideas

∙ Convert people to a certain sense of ideas

∙ Catholics are dangerous and you should  

convert to Protestantism

o Expansion of Print Culture

 Reformation Broadsheet (1617)

∙ Document trying to express ideas

∙ Convert people to a certain sense of ideas

∙ “Catholics are dangerous and you should  

convert to protestant”

 London Coffeehouse

∙ The iconic physical representation

∙ Everyone sits on same level and talk

∙ One is evaluated on strength of ideas  

whether who your parents are

∙ Conversation

∙ Democratic ideas

∙ Coffeehouses will purchase print media and  let people view it for free if you purchase  

their goods

o Helps people who can’t afford print  

media

 A Printer’s Shop

 German Newspaper Readers (1800)

o EX: the European Enlightenment

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∙ The Marathas

o Peripheral rebellion moves of the center of Mughal  Empire

o Marathas and European company alliances

o Maratha Princes notices that the European company  armies are good fighters so they hire them to fight  their wars

o British East India company makes significant gains in  the market

∙ Creolization

o Increasingly linking central culture with local  populations

o Cultural hybridity

o Creol Cultures

 Developing different modes of warfare

 Mixes of local and traditional strategies

∙ Salutary Neglect

o Having colonies is expensive and it is much easier to  just let them run themselves

∙ The Social Contract

o Between gov’t and the governed

o Agreement signifying their consent to be governed ∙ Consumer Boycotts

o Britain passes tax on all paper products

 People don’t buy them or form any legal  

documents

 Buy them on black market

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 British state cannot collect taxes if no one is  paying them

o Butter

 Bought from smugglers

o Parliament will repeal the tax and start a new one o Riots and repression

∙ The Quebec Act

o All catholic inhabitants will have same rights as  protestants

∙ Common Sense

o By Thomas Paine

o Same year of claiming independence

o Enlightenment Rationalism

o Common person can see that it makes no sense that  British should govern the 13 colonies

o All of this is irrational

o Printed 50,000 copies

o 250,000 inhabit these colonies

∙ Popular Sovereignty

o Idea that people will govern state

∙ Peninsulares

o Spanish empire

 Bourbon Reforms

∙ Rules and reforms enforced by Bourbon  

Family  

∙ Dramatically reorganizes Spanish colonies

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∙ Brings whole new cast of Spanish-born  

bureaucrats

o Increased taxation and colonial sales taxes

 Imposed taxes

 When people sell goods, they have to pay a  fraction of their profits to the Spanish crown for  defense expenses

 New tensions appear

o Heightened oppression of Native American and mixed  race populations

 Produces greater oppression of native American  community

 Unwilling to tolerate mixed race

∙ Olympe de Gouges

o Decides to pin own document

o Declaration of Rights to Women

 Argues that there should be female citizens

 Equal rights in marriage and land

∙ Napoleon Bonaparte

o Rising star of French army

o Napoleon Bonaparte

 Appointed to crush the counterrevolution

 Abolishes the Directory

∙ The Consulate

o 3 person gov’t -> 1 person gov’t

 Military dictator

o Centralization of the Napoleonic Code

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 Civil code of 1804

 Not only is the old order swept away

∙ Also swept away of most of Europe

 Serfdom ends

 Distinctions between classes end

 All people made similar in eyes of state

o Wars of Conquest

 Master of using media  

 Stages rigged elections

 Armies win enormous victories

 Makes him very popular  

 French people don’t pay price of war

∙ Europeans pay the price of the wars

∙ The Reign of Terror

o France is gripped by this

o Committee of public safety is executing anyone who is viewed as an opponent of the French revolution

o Any danger of counterrevolution triumphing

∙ Phrygian Cap

o Gold symbol associated with republican gov’t under  romans

o Idea of liberty in FR

o Very easy to manufacture

o Sans Culottes

o Wore Phrygian caps

 Demanded reforms on France streets

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∙ Conservatism

o Much greater violence

o Threat to leaders

o Fear that influence of France could spread  

o Too much change could be a bad thing

∙ Sans Culottes

o Wore Phrygian caps

o Demanded reforms on France streets

∙ Nationalism

o Strong belief that the interests of a particular nation state are of primary importance

o The belief that a people who share a common culture  should constitute an independent nation

o Free of foreign domination

Be able to identify, describe and explain: 

∙ Why do historians study and teach world history?

o Comparison, connection, change, chronology, context, contingency, complexity

∙ What makes global history different from other kinds of  history?

o Global history is the context for all other histories ∙ What is the difference between history and the past?

o History is the study of events that have already  occurred, the past is everything that has occurred  before the present day.

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o History is always changing

∙ What do historians mean when they describe the past as a  foreign country? 

o

∙ What are some benefits of using objects to study the past?

o They can show historians what resources were  available

∙ What are some of the potential pitfalls or complications of  using them as sources?

o They can only infer the meaning unless specifically  noted

∙ Why do historians focus so much on moments of revolution in world history?

o They are the turning points to how the society we  have today came to be

∙ What is the relationship between premodern, early modern, and modern eras in world history?

o Modern era 1770-present

o Early modern era 1500-1700

o Pre modern era <1500

∙ What types of characteristics do historians associate with  the premodern era?

o Agricultural and organic

o Oral, local, limited ideas

o The biological old regime (nasty and short)

∙ What is the concept of the dual revolution and what was  the role of these revolutions in world history?

o Economic – Industrial Revolution

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o Political - Atlantic

∙ The organization of the World Economy before 1800: o How was trade conducted?

o Who was trading and for what?

o Who dominated the global economy?

o How did Europeans attempt to break into Asian  markets?

 British – trading slaves, addicted to Chinese  Products

 India – largest exporter of goods, highly diverse  and specialized economy

 China – wealthiest country in early modern era bc of trade, highly commercialized, non

industrialized society, 90% of production is used,  very little imported and exported, very  

sophisticated society

 Guangzhou (British/Chinese trading market)

 People of great Britain hooked on Chinese  

products

 Sends representatives to make deal with  

McCartney and it fails

 GB now inspired to make risks and build a  

stronger economy

∙ What can Henry Smeathman’s golf game on Bunce Island  tell us about the early-modern world economy?

o Shows how normal slavery was time for a leisure  game of gold and how slow the trading system  was/ability to have extravagant dinners

∙ What were the consequences of the Slave Trade in Africa  before 1800?

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o Internal warfare

o Demographic instability

o Inhibited economic development in Africa

o Legacy of racism

o Creation of the African diaspora

∙ What types of changes do historians identify in the history  of the world economy during the 18th century and what  were the sources of these changes?

o Historical changes favoring Europe

o Global economic divergence from Asia to Europe o Preconditions for the industrial revolution

o Global population explosion

 Improved food supply

 Decline of plague

o Growing importance of new world

o Imitation of Chinese and Indian goods

o Opium trade

o Global Economy shift

o Industrial revolution  

∙ Nature of the Early Modern Empires:

o How were they organized?

 Mostly empirical, dynastic, religious

 People ruled by family and distinct religious  traditions

o What types of ranks of society existed and how were  they defined?

 Monarch – family ruled

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 Elite nobility – educated executive administrators, tax collectors

 Middling sorts – merchants, manufacturers, lots of tax, some education

 Peasants – agriculture, soldiers, public works,  tons of tax, no education

 Slaves – similar to peasants

o How did they address questions of race/religious  difference?

 Race determined rank

o How were they ruled? How did they grow?

 More cultural norm

∙ What was the relationship between religion and early  modern empires?

o Determined by culture/empire “dynastic”

∙ What are the religious tradition associated with the  following empires?

o Ottoman Empire: Sunni Muslim

o Chinese Empire: Confucian

o Safavid Empire: Shi’a Muslim

o Mughal Empire: Sunni Muslim

o Russian Empire: Christian (Eastern Orthodox) o Spanish Empire: Christian (Catholic)  

o British Empire: Christian (Protestant)

∙ What types of changes do historians identify in the history  of world empires during the 18th century and what were the sources of these changes?

o Rise of public sphere  

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o European enlightenment

o Embattled social elites and disillusioned middling sorts o Divergence between Asian and European militaries o Military innovation and improvement  

o creolization

∙ What were the differences between the early-modern  militaries of European and Asian Empires?

o Asia grew by land, Europe grew overseas (colonies)

∙ Why do historians refer to the Seven Years War as World  War Zero?

o It was the first world war before WWI

∙ What were the consequences of the Seven Years War in  Europe, Asia and the Americas?

o Britain won and gained control of N. America o Britain in debt and had to tax colonists heavily

o Limited colonial migration, said they can’t go west of  Appalachian Mountains

o Colonies had to house imperial soldiers (protection)  (quartering act)

∙ Who/what were the primary causes, phases, participants,  and short and long-term consequences of the : o American Revolution

 Cause:  

∙ colonists were taxed heavily to help pay off  

debt of seven years’ war/had to house  

imperial soldiers

 Phases:  

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∙ Committees of correspondence/continental  congress

∙ Boycotting British goods that were heavily  

taxed

∙ Riots: Boston massacre

∙ Public sphere made soldiers look brutal and  the colonists innocent

∙ 13 colonies began to see themselves as  

community  

 Participants:  

∙ Colonists vs. GB

 Short Term/Long Term Consequences:

∙ Declaration of Independence

o Other nations and colonies apply this  

document to their declarations

∙ Right to revolution

o Community should exercise when  

necessary universal human rights

 Life, liberty, pursuit of happiness

∙ Sovereign nation-state

o Free and independent states

∙ Limited sense of equality – only white adult  men could vote

o 3/5 compromise

o French Revolution

 Cause:

∙ Public sphere and public opinion

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∙ Enlightenment

∙ Rousseau and other leading men pushed  

popular sovereignty

 Phases:

∙ Estates General called

o Great fear results: national assembly  

thinks the fix is to make France secular

∙ People and clergy dissatisfied with national  assembly’s decision

∙ Call to put end to radicalization

∙ Louis XVI executed

∙ War of kings

∙ Reign of terror

∙ Napoleon is dictator

 Participants: France vs. France

 Short Term/Long Term Consequences:

∙ Louis VI becomes king

∙ Holy Alliance

∙ Dedicated to preserving balance of  

monarchy power and keeping order

∙ Documents of Rights of Man

o Ideas spread around the world

∙ People identify with their countries

o Haitian Revolution

 Cause:

∙ Declaration of Independence in America

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∙ Heavily taxed after 7 years’ war

∙ Tons of slaves working for sugar productivity ∙ Culture of insurrection

o Every slave worked for resistance

∙ Civil war in Haiti

∙ Declaration of Rights of Man

o Island in flames during fighting

 Phases:

∙ Slaves revolt because of the Extended Rights of Citizenship

∙ Sugar fields burned

∙ Slaves control all of Haiti but port cities

 Participants:

∙ French Haiti vs. Slaves

 Short Term/Long Term Consequences:

∙ Haiti wins war of racial extermination against France

∙ Isolation of Haiti

∙ Abolition of Atlantic slavery (eventually)

o Spanish American Revolutions

 Cause:

∙ Harsh treatment of people working the cash  crops

∙ Creoles officer positions taken by the elites

 Phases:

∙ Temporarily abolishes the Spanish monarchy 23

∙ Revolution in Spanish America

∙ Guerilla Warfare in Spain

o Little wars

o Emergence of untraditional warfare in  

response to Napoleons influence

o Napoleon slaughters everyone

∙ Creating independent states

∙ No enlightenment experiments

∙ Bourbon reforms and the Peninsulares

o Bourbon Reforms

 Rules and reforms enforced by  

Bourbon Family  

 Dramatically reorganizes Spanish  

colonies

 Brings whole new cast of Spanish

born bureaucrats

∙ Increased taxation and colonial sales taxes o Imposed taxes

o When people sell goods, they have to  

pay a fraction of their profits to the  

Spanish crown for defense expenses

o New tensions appear

∙ Heightened oppression of Native American  and mixed race populations

o Produces greater oppression of native  

American community

o Unwilling to tolerate mixed race

 Participants:  

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∙ Civil war

 Short Term/Long Term Consequences:

∙ Debt

∙ Reforms

∙ Oppression for mixed race populations

∙ Compare and contrast the events and ideas in the  American and French Revolutions

o American began on borders of the British empire o French began in capital city

o So many differences  

 French was more violent

∙ How did the European Enlightenment contribute to the  Atlantic Revolutions?

o It was the basis of all revolution ideas

∙ How did Enlightenment thinkers specifically criticize: o Existing political systems

 Critical of absolute rule and reign

o Existing economic systems

 Critical of heavy taxation

∙ How closely did these revolutions come to realizing  Enlightenment ideas in practice?

o Society is more productive by paying laborer’s, the  idea that all men are born equal, power of the masses, international trading

∙ How did European Enlightenment contribute to European  ideas about racial and cultural differences?

o More documents supporting equality of man 25

∙ How were the American and French Revolutions each  important political experiments?  

o All tested enlightenment ideas brought on rights of  man and citizen

o Goals were male emancipation, freedom from tyranny

∙ Did the actual systems of gov’t they created live up to the  ideals of the revolutionaries?

o American – successful gov’t  

o Haitian – least successful

∙ Why didn’t British Caribbean colonies revolt in 1775 (or at  any point during the Atlantic Revolutions)?

o Challenges created by geographic potion

o Only source of survival were ports controlled by GB,  revolting would make them lose this freedom

∙ Why didn’t Britain have a political revolution like France in  1789?

o It was more about enlightenment ideas than  secularism

∙ Know the chronology and historical significance of the  following objects:

o The David Vases

 Part of David gallery

 Sir Percival Davis collected them

 British man interested in spending tons of money  on a collection of porcelain

o Holy Thorn Reliquary

 Understanding of time based on theology

 Religion is important in the premodern worlds and is a focus on artistry and wealth

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o Ming Banknote

 Threshold of modernity

 Shows how many copper coins the banknote  represents

o Mechanical Galleon

 Toy ship sits on dinner table

 Represents perfect empire

 Clockwork

 Space shuttle of century

 Symbolic of technological achievement

o Pieces of Eight

 Standard Spanish coin that became medium of  exchange in Europe

o Reformation Centenary Broadsheet

 Document trying to express ideas

 Convert people to sense of ideas

 Catholics are dangerous so you should convert o Miniature of a Mughal Prince

 Meeting with Hindu religious leaders

 Treated with respect

 Tolerates the existence of these religions

o Jade Bi

 Inscribed jade disk

 McGregor says it tells us about premodern and  early modern era

o North American Buckskin Map

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 Explains origins of the American Revolution  

because it shows how the colonists were going  behind the backs of the British gov’t

 Gap between how N Americans saw territory and  how the British gov’t saw it

o French Revolutionary Medals and Jetons  

 Medals that showed the progression of separating monarchs and the people (removal of fleur di les)

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