Vocabulary Terms For the Christmas Break

TASK: WORK must be typed!  Each answer must be at least 2 sentences and contain the following: 
1) What is the meaning of the term?   2) Why is it an important name or moment in history?

& 1. Absolutism


2. Divine Right

3. Louis XIV

4. Peter the Great

5. Revolution

6. Scientific Revolution

7. Geocentric Theory

8. Heliocentric Theory

9. Galileo Galilei

10. Scientific Method

11. Enlightenment

12. Social Contract

13. John Locke

14. Rousseau

15. Enlightened Despots

16. Old Regime

17. Third Estate

18. Louis XVI and Marie Antoinette

19. Estates-General

20. National Assembly

21. Tennis Court Oath

22. Declaration of the Rights of Man

23. Reign of Terror

24. Maximilien Robespierre

25. Napoleon Bonaparte

26. Napoleonic Code

27. Congress of Vienna

28. Klemens von Metternich

29. Peninsulares

30. Simon Bolivar

31. Nationalism

32. Giuseppe Garibaldi

33. Otto von Bismarck

34. “Blood and Iron”

35. Industrialization

36. Agricultural Revolution

37. Factors of Production

38. Urbanization

39. Middle Class

40. Adam Smith

41. Laissez-faire

42. Capitalism

43. Communism

44. Karl Marx and Friedrich Engels

45. Union

46. Imperialism

47. Social Darwinism

48. “White Man’s Burden”

49. Berlin Conference

50. Sepoy Mutiny

51. Opium War

How was Social Darwinism used as a justification for imperialism?

In 1859, Charles Darwin published Origin of Species, which explained his theory of animal and plant evolution based on "natural selection." Soon afterward, philosophers, sociologists, and others began to adopt the idea that human society had also evolved. The British philosopher Herbert Spencer wrote about these ideas even before Darwin's book was published. He became the most influential philosopher in applying Darwin's ideas to social evolution. Born in 1820, Herbert Spencer taught himself about the natural sciences. For a brief time, he worked as a railroad surveyor and then as a magazine writer. Spencer never married, tended to worry a lot about his health, and preferred work to life's enjoyments.

In 1851, he published his first book. He argued for laissez-faire capitalism, an economic system that allows businesses to operate with little government interference. A year later, and seven years before Darwin published Origin of Species, Spencer coined the phrase "survival of the fittest." Darwin's theory inspired Spencer to write more books, showing how society evolved. With the financial support of friends, Spencer wrote more than a dozen volumes in 36 years. His books convinced many that the destiny of civilization rested with those who were the "fittest."

Herbert Spencer based his concept of social evolution, popularly known as "Social Darwinism," on individual competition. Spencer believed that competition was "the law of life" and resulted in the "survival of the fittest."  "Society advances," Spencer wrote, "where its fittest members are allowed to assert their fitness with the least hindrance." He went on to argue that the unfit should "not be prevented from dying out." Unlike Darwin, Spencer believed that individuals could genetically pass on their learned characteristics to their children. This was a common, but erroneous belief in the 19th century. To Spencer, the fittest persons inherited such qualities as industriousness, frugality, the desire to own property, and the ability to accumulate wealth. The unfit inherited laziness, stupidity, and immorality.

According to Spencer, the population of unfit people would slowly decline. They would eventually become extinct because of their failure to compete. The government, in his view, should not take any actions to prevent this from happening, since this would go against the evolution of civilization. Spencer believed his own England and other advanced nations were naturally evolving into peaceful "industrial" societies. To help this evolutionary process, he argued that government should get out of the way of the fittest individuals. They should have the freedom to do whatever they pleased in competing with others as long as they did not infringe on the equal rights of other competitors. Spencer criticized the English Parliament for "over-legislation." He defined this as passing laws that helped the workers, the poor, and the weak. In his opinion, such laws needlessly delayed the extinction of the unfit.

Herbert Spencer believed that the government should have only two purposes. One was to defend the nation against foreign invasion. The other was to protect citizens and their property from criminals. Any other government action was "over-legislation."  Spencer opposed government aid to the poor.

He said that it encouraged laziness and vice. He objected to a public school system since it forced taxpayers to pay for the education of other people's children. He opposed laws regulating housing, sanitation, and health conditions because they interfered with the rights of property owners. Spencer said that diseases "are among the penalties Nature has attached to ignorance and imbecility, and should not, therefore, be tampered with." He even faulted private organizations like the National Society for the Prevention of Cruelty to Children because they encouraged legislation.

Spencer argued against legislation that regulated working conditions, maximum hours, and minimum wages. He said that they interfered with the property rights of employers. He believed labor unions took away the freedom of individual workers to negotiate with employers.  Thus, Spencer thought government should be little more than a referee in the highly competitive "survival of the fittest." Spencer's theory of social evolution, called Social Darwinism by others, helped provided intellectual support for laissez-faire capitalism in America. 

How was the idea of the "White Man's Burden" used to justify imperialism?

Rudyard Kipling, The White Man's Burden (1899)

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Born in British India in 1865, Rudyard Kipling was educated in England before returning to India in 1882, where his father was a museum director and authority on Indian arts and crafts. Thus Kipling was thoroughly immersed in Indian culture: by 1890 he had published in English about 80 stories and ballads previously unknown outside India. As a result of financial misfortune, from 1892-96 he and his wife, the daughter of an American publisher, lived in Vermont, where he wrote the two Jungle Books. After returning to England, he published "The White Man's Burden" in 1899, an appeal to the United States to assume the task of developing the Philippines, recently won in the Spanish-American War. As a writer, Kipling perhaps lived too long: by the time of his death in 1936, he had come to be reviled as the poet of British imperialism, though being regarded as a beloved children's book author. Today he might yet gain appreciation as a transmitter of Indian culture to the West.

What is it today's reader finds so repugnant about Kipling's poem? If you were a citizen of a colonized territory, how would you respond to Kipling?

Take up the White Man's burden--
Send forth the best ye breed--
Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild--
Your new-caught, sullen peoples,
Half-devil and half-child.

Take up the White Man's burden--
In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain
To seek another's profit,
And work another's gain.

Take up the White Man's burden--
The savage wars of peace--
Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch sloth and heathen Folly
Bring all your hopes to naught.

Take up the White Man's burden--
No tawdry rule of kings,
But toil of serf and sweeper--
The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go mark them with your living,
And mark them with your dead.
Take up the White Man's burden--
And reap his old reward:
The blame of those ye better,
The hate of those ye guard--
The cry of hosts ye humor
(Ah, slowly!) toward the light:--
"Why brought he us from bondage,
Our loved Egyptian night?"

Take up the White Man's burden--
Ye dare not stoop to less--
Nor call too loud on Freedom
To cloke (1) your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your gods and you.

Take up the White Man's burden--
Have done with childish days--
The lightly proferred laurel, (2)
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years
Cold, edged with dear-bought wisdom,
The judgment of your peers!

(1) Cloak, cover.
(2) Since the days of Classical Greece, a laurel wreath has been a symbolic victory prize.

Black Man’s Burden
It is [the Africans] who carry the 'Black man's burden'. They have not withered away before the white man's occupation. Indeed ... Africa has ultimately absorbed within itself every Caucasian and, for that matter, every Semitic invader, too. In hewing out for himself a fixed abode in Africa, the white man has massacred the African in heaps. The African has survived, and it is well for the white settlers that he has....
What the partial occupation of his soil by the white man has failed to do; what the mapping out of European political 'spheres of influence' has failed to do; what the Maxim and the rifle, the slave gang, labor in the bowels of the earth and the lash, have failed to do; what imported measles, smallpox and syphilis have failed to do; whatever the overseas slave trade failed to do, the power of modern capitalistic exploitation, assisted by modern engines of destruction, may yet succeed in accomplishing.
For from the evils of the latter, scientifically applied and enforced, there is no escape for the African. Its destructive effects are not spasmodic: they are permanent. In its permanence reside its fatal consequences. It kills not the body merely, but the soul. It breaks the spirit. It attacks the African at every turn, from every point of vantage. It wrecks his polity, uproots him from the land, invades his family life, destroys his natural pursuits and occupations, claims his whole time, enslaves him in his own home....
. . . In Africa, especially in tropical Africa, which a capitalistic imperialism threatens and has, in part, already devastated, man is incapable of reacting against unnatural conditions. In those regions man is engaged in a perpetual struggle against disease and an exhausting climate, which tells heavily upon child­bearing; and there is no scientific machinery for salving the weaker members of the community. The African of the tropics is capable of tremendous physical labors. But he cannot accommodate himself to the European system of monotonous, uninterrupted labor, with its long and regular hours, involving, moreover, as it frequently does, severance from natural surroundings and nostalgia, the condition of melancholy resulting from separation from home, a malady to which the African is specially prone. Climatic conditions forbid it. When the system is forced upon him, the tropical African droops and dies.
Nor is violent physical opposition to abuse and injustice henceforth possible for the African in any part of Africa. His chances of effective resistance have been steadily dwindling with the increasing perfectibility in the killing power of modern armament....
Thus the African is really helpless against the material gods of the white man, as embodied in the trinity of imperialism, capitalistic exploitation, and militarism....
To reduce all the varied and picturesque and stimulating episodes in savage life to a dull routine of endless toil for uncomprehended ends, to dislocate social ties and disrupt social institutions; to stifle nascent desires and crush mental development; to graft upon primitive passions the annihilating evils of scientific slavery, and the bestial imaginings of civilized man, unrestrained by convention or law; in fine, to kill the soul in a people-this is a crime which transcends physical murder.
From E. D. Morel, The Black Man's Burden, in Louis L. Snyder, The Imperialism Reader (Princeton, N.J.: Van Nostrand, 1962), pp.l63­l64. First published in 1920 in Great Britain.

Name: _________________________           Class: __________

Assignment Directions: Using the list below, shade or color the maps to indicate which

European nation controlled each African or Asian territory. For cities on the Asia map, color a

larger circle around the dot. Then answer the questions found on Worksheet 7:4 using the

completed maps and your class notes.

Africa

Belgian Congo (Belgium)

Sierra Leone (Britain)

Gold Coast (Britain)

Nigeria (Britain)

Egypt (Britain)

Uganda (Britain)

British East Africa (Britain)

Northern Rhodesia (Britain)

Nyasaland (Britain)

Walvis Bay (Britain)

Bechuanaland (Britain)

Southern Rhodesia (Britain)

South Africa (Britain)

Swaziland (Britain)

Basutoland (Britain)

British Somaliland (Britain)

Gambia (Britain)

Sudan (Britain)

Spanish Morocco (Spain)

Rio de Oro (Spain)

Spanish Guinea (Spain)

Liberia (Independent)

Ethiopia (Independent)

Togoland (Germany)

Cameroon (Germany)

German East Africa (Germany)

South West Africa (Germany)

Libya (Italy)

Eritrea (Italy)

Italian Somaliland (Italy)

Port Guinea (Portugal)

Cabinda (Portugal)

Angola (Portugal)

Morocco (France)

Algeria (France)

Tunisia (France)

French Equatorial Africa (France)

French West Africa (France)

French Somaliland (France

Madagascar (France)

 

Name: _________________________           Class: __________

Assignment Directions: Using the list below, shade or color the maps to indicate which

European nation controlled each African or Asian territory. For cities on the Asia map, color a

larger circle around the dot. Then answer the questions found on Worksheet 7:4 using the

completed maps and your class notes.

Asia

Bhutan (Britain)

Brunei (Britain)

Cambodia (France)

Ceylon (Britain)

Chinese Republic (Independent)

Hong Kong (Britain)

India (Britain)

Indonesia (Portugal)

Korea (Japan)

Japan (Japan)

Laos (France)

Macao (Portugal)

Malay States (Britain)

Maldives (Britain)

Nepal (Independent)

North Borneo (Britain)

Outer Mongolia (Independent)

Philippine Islands (United States)

Port Arthur (Japan)

Sarawak (Britain)

Siam (Independent)

Taiwan (Japan)

Tibet (Independent)

Timor (Portugal)

Vietnam (France)

  

 1. Which nation controlled the most land in Africa?

______________________________________________________________________________

2. Compare the Africa map to the physical map of Africa in your textbook. Which nations

do you think started late in the race for an empire in Africa, why?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Why do you think Belgium, which was not a large military power, was able to gain

control of a sizeable portion of central Africa?

______________________________________________________________________________

______________________________________________________________________________

4. Compare the Africa map to the political map of Africa in your textbook. Are the modern

borders similar to the borders arbitrarily drawn by the Europeans in Berlin? What longterm

effects did this have on Africa?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. On the Asia map, which nation controlled the most territory?

______________________________________________________________________________

6. China remained independent, but there were several port cities controlled by European

powers. What is it called when one power controlled the trade exports of another?

______________________________________________________________________________

New Unit Starts Today - Imperialism

You will have an essay on Imperialism over the break!  The more work you complete in class the easier this task will be!  Please begin your research NOW in conjunction with your classnotes and work.

You will recieve a preliminary handout to get you started.  SEE BELOW!


TASK: 
1) Define Imperialism
2) explain New Imperialism 1800's - early 1900's
3) list the major imperialist countries and the areas of the world that they controlled
4) List and carefully explain the Economic causes for imperialism
5) List and carefully explain the Political causes for imperialism
6) List and carefully explain the Social causes for imperialism
7) List and carefully explain the effects of imperialism on native peoples and those who have created colonies

Please use Overview of Industrialization to prepare for exam!

Please use these slides to bolster your understanding of this unit!
Click on Link Below!
http://my.brainshark.com/Overview-of-Industrialization-404395162  155 Slides

Soldiers Surprising Their Loved Ones: PART THREE

Cartoons explaining Capitalism