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)

---

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

HW industrial Revolution Due 11-28-11 (Typed on a seperate sheet!)

Industrial Revolution


1) Use the following reading to complete the organizer and explain the terms below on a separate piece of paper.

What was it?
Where did it begin?	When did it begin?
Why did it begin?	Who was involved?
Positives	Negatives

2) Explain or describe the following terms:



Most products people in the industrialized nations use today are turned out swiftly by the process of mass production, by people (and sometimes, robots) working on assembly lines using power-driven machines. People of ancient and medieval times had no such products. They had to spend long, tedious hours of hand labor even on simple objects. The energy, or power, they employed in work came almost wholly from their own and animals' muscles. The Industrial Revolution is the name given the movement in which machines changed people's way of life as well as their methods of manufacture. About the time of the American Revolution, the people of England began to use machines to make cloth and steam engines to run the machines. A little later they invented locomotives. Productivity began a spectacular climb. By 1850 most Englishmen were laboring in industrial towns and Great Britain had become the workshop of the world. From Britain the Industrial Revolution spread gradually throughout Europe and to the United States.
Changes That Led to the Revolution
The most important of the changes that brought about the Industrial Revolution were (1) the invention of machines to do the work of hand tools; (2) the use of steam, and later of other kinds of power, in place of the muscles of human beings and of animals; and (3) the adoption of the factory system.  It is almost impossible to imagine what the world would be like if the effects of the Industrial Revolution were swept away. Electric lights would go out. Automobiles and airplanes would vanish. Telephones, radios, and television would disappear.  Most of the abundant stocks on the shelves of department stores would be gone. The children of the poor would have little or no schooling and would work from dawn to dark on the farm or in the home. Before machines were invented, work by children as well as by adults was needed in order to provide enough food, clothing, and shelter for all.
The Industrial Revolution came gradually. It happened in a short span of time, however, when measured against the centuries people had worked entirely by hand. Until John Kay invented the flying shuttle in 1733 and James Hargreaves the spinning jenny 31 years later, the making of yarn and the weaving of cloth had been much the same for thousands of years. By 1800 a host of new and faster processes were in use in both manufacture and transportation.
Expanding Commerce Affects Industry
Commerce and industry have always been closely related. Sometimes one is ahead and sometimes the other, but the one behind is always trying to catch up. Beginning in about 1400, world commerce grew and changed so greatly that writers sometimes use the term "commercial revolution" to describe the economic progress of the next three and a half centuries. Many factors helped bring about this revolution in trade. The Crusades opened up the riches of the East to Western Europe. America was discovered, and European nations began to acquire rich colonies there and elsewhere. New trade routes were opened. The strong central governments which replaced the feudal system began to protect and help their merchants. Trading firms, such as the British East India Company, were chartered by governments. Larger ships were built, and flourishing cities grew up.
With the expansion of trade, more money was needed. Large-scale commerce could not be carried on by barter, as much of the earlier trade had been. Gold and silver from the New World helped meet this need. Banks and credit systems developed. By the end of the 17th century Europe had a large accumulation of capital. Money had to be available before machinery and steam engines could come into wide use for they were costly to manufacture and install. By 1750 large quantities of goods were being exchanged among the European nations, and there was a demand for more goods than were being produced. England was the leading commercial nation, and the manufacture of cloth was its leading industry.
Organizing Production
Several systems of making goods had grown up by the time of the Industrial Revolution. In country districts families produced most of the food, clothing, and other articles they used, as they had done for centuries. In the cities merchandise was made in shops much like those of the medieval craftsmen, and manufacturing was strictly regulated by the guilds and by the government. The goods made in these shops, though of high quality, were limited and costly. The merchants needed cheaper items, as well as larger quantities, for their growing trade. As early as the 15th century they already had begun to go outside the cities, beyond the reach of the hampering regulations, and to establish another system of producing goods.
From Cottage Industry to Factory
Cloth merchants, for instance, would buy raw wool from the sheep owners, have it spun into yarn by farmers' wives, and take it to country weavers to be made into textiles. These country weavers could manufacture the cloth more cheaply than city craftsmen could because they got part of their living from their gardens or small farms. The merchants would then collect the cloth and give it out again to finishers and dyers. Thus they controlled cloth making from start to finish. Similar methods of organizing and controlling the process of manufacture came to prevail in other industries, such as the nail, cutlery, and leather goods.
Some writers call this the putting-out system. Others call it the domestic system because the work was done in the home ("domestic" comes from the Latin word for home). Another term is cottage industry, for most of the workers belonged to the class of farm laborers known as cotters and carried on the work in their cottages. This system of industry had several advantages over older systems. It gave the merchant a large supply of manufactured articles at a low price. It also enabled him to order the particular kinds of items that he needed for his markets. It provided employment for every member of a craft worker's family and gave jobs to skilled workers who had no capital to start businesses for themselves. A few merchants who had enough capital had gone a step further. They brought workers together under one roof and supplied them with spinning wheels and looms or with the implements of other trades. These establishments were factories, though they bear slight resemblance to the factories of today.
Why the Revolution Began in England
The most important of the machines that ushered in the Industrial Revolution were invented in the last third of the 18th century. Earlier in the century, however, three inventions had been made which opened the way for the later machines. One was the crude, slow-moving steam engine built by Thomas Newcomen (1705), which was used to pump water out of mines. The second was John Kay's flying shuttle (1733). It enabled one person to handle a wide loom more rapidly than two persons could operate it before. The third was a frame for spinning cotton thread with rollers, first set up by Lewis Paul and John Wyatt (1741). Their invention was not commercially practical, but it was the first step toward solving the problem of machine spinning.
Inventions in Textile Industry
As the flying shuttle sped up weaving, the demand for cotton yarn increased. Many inventors set to work to improve the spinning wheel. James Hargreaves, a weaver who was also a carpenter, patented his spinning jenny in 1770. It enabled one worker to run eight spindles instead of one.  About the same time Richard Arkwright developed his water frame, a machine for spinning with rollers operated by water-power. In 1779 Samuel Crompton, a spinner, combined Hargreaves' jenny and Arkwright's roller frame into a spinning machine, called a mule. It produced thread of greater fineness and strength than the jenny or the roller frame. Since the roller frame and the mule were large and heavy, it became the practice to install them in mills, where they could be run by water power. They were tended by women and children.
Changing Conditions in England
The new methods increased the amount of goods produced and decreased the cost. The worker at a machine with 100 spindles on it could spin 100 threads of cotton more rapidly than 100 workers could on the old spinning wheels. Southern planters in the United States were able to meet the increased demand for raw cotton because they were using the cotton gin. This machine could do the job of 50 men in cleaning cotton. Similar improvements were being made in other lines of industry. British merchants no longer found it a problem to obtain enough goods to supply their markets. On the contrary, at times the markets were glutted with more goods than could be sold.
Building Canals and Railways
Many canals were dug. They connected the main rivers and so furnished a network of waterways for transporting coal and other heavy goods. A canal-boat held much more than a wagon. It moved smoothly if slowly over the water, with a single horse hitched to the towline. In some places, where it was impossible to dig canals and where heavy loads of coal had to be hauled, mine owners laid down wooden or iron rails. On these early railroads one horse could haul as much coal as 20 horses could on ordinary roads.
Early in the 19th century came George Stephenson's locomotive and Robert Fulton's steamboat, an American invention. They marked the beginning of modern transportation on land and sea. Railroads called for the production of more goods, for they put factory-made products within reach of many more people at prices they could afford to pay.
The Condition of Labor
As conditions in industry changed, social and political conditions changed with them. Farm laborers and artisans flocked to the manufacturing centers and became industrial workers. Cities grew rapidly, and the percentage of farmers in the total population declined.
The population of England as a whole began to increase rapidly after the middle of the 18th century. Because of progress in medical knowledge and sanitation, fewer people died in infancy or childhood and the average length of life increased.
Far-reaching changes were gradually brought about in the life of the industrial workers. For one thing, machines took a great burden of hard work from the muscles of human beings. Some of the other changes, however, were not so welcome.
The change from domestic industry to the factory system meant a loss of independence to the worker. The home laborer could work whenever he pleased. Although the need for money often drove him to toil long hours, he could vary the monotony of his task by digging or planting his garden patch. When he became a factory employee, he not only had to work long hours, but he had to leave his little farm. He lived near the factory, often in a crowded slum district. He was forced to work continuously at the pace set by the machine. The long hours and the monotonous toil were an especially great hardship for the women and children. The vast majority of the jobs were held by them by 1816.
The change was particularly hard on the weavers and the other skilled workers who sank to the position of factory workers. They had been independent masters, capitalists in a small way, and managers of their own businesses. They had pride in their skill. When they saw themselves being forced into factories to do other men's bidding for the same pay as unskilled workers, it is no wonder that they rioted and broke up looms.

Classwork/HW Sheets

Causes of Increased Nationalism in Colonial Latin America

1)  In the Spanish-American social hierarchy, an exceptionally well-defined pecking order based on birth, the Creoles come second.  At the top of the society were Spaniards born in the Iberian peninsula who have come to America to take up an official position in government or church, or else to make their fortunes; they are known as peninsulares . It has always been Spanish policy to favor the peninsulares, in terms of appointments to high and profitable office, above the Creoles - the term for people of pure European origin born in the American continent. The Creoles resented being discriminated against in this way. If there is to be a nationalist rebellion against Spain, its leaders will come from their class.

2)  More than a few people in Spain's colonies were influenced by the Enlightenment and the American and French revolutions the American Revolution was seen by many in South America as a good example of colonies throwing off European rule and replacing it with a more fair and democratic society.

3)  There was a growing dislike of Spain's restrictions over economic matters. There were restrictions on trading with foreigners, restrictions against growing crops that would compete with crops grown in Spain, and restrictions on making goods that would compete with goods made in Spain. Taxes imposed by Spanish authorities were also annoying. The vast Spanish New World Empire produced many goods, including coffee, cacao, textiles, wine, minerals and more. But the colonies were only allowed to trade with Spain, and at rates advantageous for Spanish merchants. Many took to selling their goods illegally to British and American merchants. Spain was eventually forced to loosen some trade restrictions, but the move was too little, too late as those who produced these goods demanded a fair price for them.

4)  People of Spanish heritage born in Latin America were not participating in government the way that people of British heritage had been in Britain's colonies. Criólles (those born in America claiming pure Spanish blood) were living under the more authoritarian (Government with complete power) tradition of the Spaniards.  Spaniards dominated the Church and its Inquisition. So too was the military in Latin America. The families of Spain's officials enjoyed their authority and higher status. They looked down on the creoles as well as toward Indians, and the creoles resented it. Many of them had a non-white in their family sometime in the 200 years since the Europeans had arrived in the New World, while people born in Spain prided themselves on their purity.

5)  There was a growing sense in the colonies of being different from Spain: these differences were cultural and often took the form of great pride in the region that any particular creole belonged to. By the end of the eighteenth century, the visiting scientist Alexander Von Humboldt noted that the locals preferred to be called American.

6)   Napoleon invaded in 1808 and quickly conquered not only Spain but Portugal as well. He replaced Charles IV with his own brother, Joseph Bonaparte. A Spain ruled by France was an outrage even for New World loyalists: many men and women who would have otherwise supported the royalist side now joined the insurgents. Those Spaniards who resisted Napoleon begged the colonials for help but refused to promise to reduce trade restrictions if they won. The chaos in Spain made the perfect excuse to rebel and yet not commit treason: many said they were loyal to Spain, not Napoleon. In places like Argentina, colonies "sort of" declared independence: they claimed that they would only rule themselves until such a time as Charles IV or his son Ferdinand were put back on the Spanish throne. 

Name________________________________________________                                    Social Structure of Latin America

Read and analyze the following documents and answer the guided questions that follow.                                                                        

Here those Christians perpetrated their first ravages and oppressions against the native peoples. This was the first land in the New World to be destroyed and depopulated by the Christians, and here they began their subjection of the women and children, taking them away from the Indians to use them and ill use them, And the Christians attacked them with rocks and beatings, until finally they laid hands on the nobles of the villages. Then they behaved with such nerve and shamelessness that the most powerful ruler of the islands had to see his own wife raped by a Christian officer. From that time onward the Indians began to seek ways to throw the Christians out of their lands. They took up arms, but their weapons were very weak and of little service in offense and still less in defense. (Because of this, the wars of the Indians against each other are little more than games played by children.) And the Christians, with their horses and swords and pikes began to carry out massacres and strange cruelties against them. They attacked the towns and spared neither the children nor the aged nor pregnant women nor women in childbed, not only stabbing them and tearing limb from limb them but cutting them to pieces as if dealing with sheep in the slaughter house. They laid bets as to who, with one stroke of the sword, could split a man in two or could cut off his head or spill out his insides with a single stroke of the pike. They took infants from their mothers' breasts, snatching them by the legs and pitching them headfirst against the crags or snatched them by the arms and threw them into the rivers, roaring with laughter and saying as the babies fell into the water, "Boil there, you offspring of the devil!" Other infants they put to the sword along with their mothers and anyone else who happened to be nearby.

Document#1  Treatment of the Native Americans From writings 

of Bartolome de las Casas

     

1) How did las Casas describe the Spanish treatment of Native Americans?

2) What was the response by the Native Americans ?  How did the Spanish react?

3) How would others reading this respond?

Document #4 Description of the classes.                 

Class	Description
	People born in Spain and immigrated to colonies, has the fewest numbers and most power. controlled the government and economic affairs of the colonies.
	People of European ancestory but born in the colonies, meaning their parents were European but this group was born in the colonies.
	people of mixed Native American and European descent. Offspring of one (white) Spanish parent and one Indian parent
	people of mixed African and European descent Offspring of one Spanish parent and one African/Black parent
Castizo	Offspring of one Spanish parent and one Mestizo parent
Morisco	Offspring of one Mulatto parent and one Spanish parent
Zambo	Offspring of one Black or Mulatto parent and one Indian parent
Coyote	Offspring of either one Mestizo parent and one Indian parent

1) Match the following classes with their description: Creole, Mestizo, Mulatto, Peninsulare.

2) According to the chart how is class determined?

3) How could this effect the social, political and economic growth of the colonies?

4) Would Spain encourage or not? Explain.

Summary:  Finish the statement. The society of Latin America was......................

BIOGRAPHY OF SIMON BOLIVAR             Read this biography and identify six important moments in Bolivar’s life for your story board.                       

→Born to wealthy Creoles in Caracas, Venezuela, on July 24, 1783, his father died when he was three and his mother six years later. Simon was raised by an uncle with a tutor who exposed him to the writers of the Enlightenment, such as Voltaire and Rousseau, who were inspirations for the French Revolution. The tutor, Simon Rodriguez, fled the country when he was suspected of conspiring to overthrow Spain's colonial rule in 1796. At 16, Bolivar was sent to Spain to complete his education. In 1802, he married the daughter of a nobleman in Spain and returned to Caracas, only to have her die a year later from yellow fever. As a way of keeping his mind off of his grief, Bolivar decided to return to Europe to immerse himself in the intellectual and political world he had found so stimulating.

→While in Paris, he met Alexander von Humboldt, the great naturalist who had just returned after five years in South America. As von Humboldt spoke of the enormous natural resources and wonders of the continent, Bolivar remarked, "In truth, what a brilliant fate--that of the New World, if only its people were freed of their yoke (a device that confines cattle)." Von Humboldt responded, "I believe that your country is ready for its independence. But I can not see the man who is to achieve it." It was a fateful comment Bolivar was to vividly recall the rest of his life. He also witnessed the coronation of Napoleon as emperor on December 2, 1804. Bolivar was appalled at what he felt was a betrayal of the principles of the Revolution, yet he took note of the ability of one man to change the course of history.

→As he returned to Venezuela, Bolivar joined the group of patriots that seized Caracas in 1810 and proclaimed independence from Spain.  He went to Great Britain in search of aid, but could get only a promise of British neutrality.  When he returned to Venezuela, and took command of a patriot army, he recaptured Caracas in 1813 from the Spaniards. Royalist (loyal to the king) forces defeated him again in 1814, and he went into exile in Jamaica. In December of 1815 he took refuge in Haiti's southern territories. There, he received a hero's welcome by General Marion, the military commander of the South. He received weapons and ammunitions and was allowed to enroll several Haitians soldiers and freedom fighters who also wanted to set free all colonial territories. Haitian president Petion made only one request to Simon Bolivar namely: the freedom of all slaves in the countries that he was going to set free. It was here that the The Carta de Jamaica (English: Letter from Jamaica) was written by Simón Bolívar in response to a letter from Henry Cullen. In it, Bolívar began by analyzing what had been until that time the historical successes in the struggle for liberty in the Americas. In general terms, it was a balance of force achieved by the patriots in the years from 1810 to 1815. In the middle part of the document are explained the causes and reasons that justified the "Spanish Americans" in their decision for independence, followed by a call to Europe for it to co-operate in the work to liberate the Latin American peoples. In the third and final part, he speculated and debated on the destiny of Mexico, Central America, New Granada, Venezuela, Río de la Plata, Chile, and Peru. Finally, Bolívar ends his reflections with an imprecation that he would repeat until his death: the necessity for the union of the countries of the Americas. This would be called Grand Colombia.

→Bolívar again invaded Venezuela in 1817. He established a revolutionary government at Angostura (now Ciudad Bolívar), and he was elected president of Venezuela. In 1819 Bolívar's army defeated the Spanish at Boyacá. Several months later he became president of the newly formed republic of Colombia, consisting of Venezuela and New Granada.In 1824 Bolívar led the revolutionary forces of Peru in their fight for independence. He was elected president of Peru in 1825 and later organized in southern Peru a new republic, which was named Bolivia in his honor. Bolívar resigned the presidency of the republic of Colombia in August 1828. He later assumed dictatorial control. Unable to pacify contending factions, he relinquished power in 1830.

→Today he is known as "The Liberator" ("El Libertador"). His integrity, high morals, and perseverance in the face of overwhelming odds made him a role model to many. Simon Bolivar was the first President of Bolivia, which became independent of Spain in 1824, and gave his name to the country.

After Napoleon’s defeat, the Congress of Vienna broke Italy into many small kingdoms. Some of these kingdoms were ruled by powerful families. The Catholic Church, under the leadership of the pope, ruled a block of territory in Italy known as the Papal States. Most of the other kingdoms in Italy were ruled or controlled by Austria. The rulers of the various Italian kingdoms often had conflicting interests and were always fighting each other. Many Italians fought the foreign domination of their country. They wanted a Risorgimento, or revival of the glory Italy had known during ancient Rome and the Renaissance. Patriotic societies, mostly secret, were formed to spread nationalistic ideas among the people. One

secret society known as the Carbonari started rebellions throughout Italy to overthrow foreign rulers. Another patriotic group was Young Italy. Young Italy attempted to create a republic, but both France and Austria sent troops to crush the rebels.

Northern Italy United under Sardinia

Almost all of the revolutions of 1848 failed in Italy. In the Kingdom ofSardinia, which included the island of Sardinia and the mainland regions of Savoy, Piedmont, and Nice, revolution did succeed. Sardinia gained independence and developed a constitutional monarchy, similar to that of Great Britain. Beginning in 1859, the Kingdom of Sardinia began the process of unification. Only the Kingdom of Sardinia was strong enough to unite Italy into an independent nation. Sardinia was led by a very clever prime minister named Camillo di Cavour, nicknamed The Brain. Cavour worked hard to bring reforms to the people in the Kingdom of Sardinia. He took much power away from the Church. He strengthened the country by promoting industry, building railroads, improving agriculture, supporting education, and enlarging the army. He carried out a series of diplomatic moves to achieve Italian unity. Perhaps most importantly, Cavour took steps to break Austria’s hold on

Italy. He formed an alliance with France and offered Italian lands in exchange for French help if war broke out between Sardinia and Austria. Cavour then provoked Austria into declaring war against Sardinia. With France's help, Sardinia defeated Austria and gained control of Lombardy, a territory in northern Italy. By 1860 Cavour had united most of northern Italy with Sardinia. Only the two sections in southern Italy and the Papal States remained under the Austrian monarch’s control.

In 1860 an Italian freedom fighter named Guiseppe Garibaldi wanted to bring the southern Italian states into a unified Italy. With his army of 1,000, called the Red Shirts, Garibaldi sailed south to Naples to help overthrow its French ruler. Garibaldi defeated the army of the Kingdoms of Naples

and Sicily. Garibaldi then made plans to march north towards Rome and Venice. At this time, Cavour was worried that France and Austria might send an army to stop Garibaldi and destroy the efforts of unification. On its way south, Cavour’s army defeated the army of the Papal States. A few months later, Cavour’s army united with Garibaldi’s army in Naples. Except for the capture of Venetia and Rome, the unification effort had succeeded. In early 1861, an Italian Parliament similar to Great Britain’s established the Kingdom of Italy. Victor Emmanuel II of Sardinia became king of Italy. The unification of Italy was not yet complete, however. Venetia and a few of the other northern states were still ruled by Austria. Rome was still ruled by the pope and occupied by the French. Italy gained Venetia in 1866 after siding with Prussia against Austria in the Seven Weeks’ War. French soldiers stayed in Rome until the Franco-Prussian War of 1870 forced them to leave. When French troops left, Italian soldiers entered Rome. The Italian Kingdom then annexed most of what was left of the Papal States and named Rome as the capital of Italy. The pope was given the right to rule a small area in Rome called the Vatican. It took 12 years of fighting and diplomacy, but by 1871, Italy had achieved unification.