Chapter 19 Documents
Document 19.1 talks about a Confucian scholar whose views informed the hundred days of reform in 1898. Kang Youwei argued that the Chinese emperor could be an active agent for China's transformation while operating in a parliamentary and constitutional setting. In a memorial to the emperor in early 1898, Kang Youwei spelled out his understanding of what China needed. Document 19.2 talks about the education and examination. Those examinations were used to select the officials who governed China. For those seeking fundamental change in China, the examination system represented everything that was conservative, backward, and out of date. In 1905 the examination system was formally and permanently abolished. The two brief selections that follow makes the case for educational reform. The first comes from an anonymous editorial in the Chinese newspaper in 1898. And the second was reforming the Guangxi during the Hundred days of Reform. Document `9.3 talks about Gender, Reform, and Revolution. The question of Women roles in society has arose. For traditional marriage,, they were hoping it would be replaced by a series of one year contacts between man and women which would lead to gender equality. The most well known advocate women was Qui Jin. She was born into a well to do family with liberal inclinations and was married to a man who was much older at 18 years old. In 1903 she left her husband and children to pursue an education in Japan. Returning in 1906, she stayed a women's magazine and became in the revolutionary circles.
Wednesday, March 23, 2016
Chapter 19
China was among the countries that confronted an aggressive and industrializing West while maintaining its formal independence. They shared their colonized counterparts with four dimensions of the European moment in world history. First they faced that the military might have political ambitions of rival European states. Second they became enmeshed in networks of trade, investment, and sometimes migration that arose from an industrializing and capitalist. Third they were touched by various aspects of traditional European cultures. Some of them learned French, English, German, and studied European literature and philosophy. Population growth and peasant rebellion wracked China. In 1793, the Chinese rejected the request of Britain for open trade. In many ways China was the victim of its own earlier success. The economy and the American food crops had enabled substantial population growth, from a bout 100 million people in 1685 to some 430 million in 1853. In Europe, the population was similar. There wasn't any Industrial Revolution. And Chinas expansion to the West and South generated anything like the wealth and resources that derived from Europe's overseas empires. Chinas famed centralized and bureaucratic state didn't enlarge itself to keep pace with the growing population. Like China, the Islamic world was a really successful civilization. Islamic civilization had been near neighbor to Europe for 1,000 years. The Ottoman Empire had governed some parts of Balkans and posed a clear military and religious threat to Europe in the 16th and 17th century.
China was among the countries that confronted an aggressive and industrializing West while maintaining its formal independence. They shared their colonized counterparts with four dimensions of the European moment in world history. First they faced that the military might have political ambitions of rival European states. Second they became enmeshed in networks of trade, investment, and sometimes migration that arose from an industrializing and capitalist. Third they were touched by various aspects of traditional European cultures. Some of them learned French, English, German, and studied European literature and philosophy. Population growth and peasant rebellion wracked China. In 1793, the Chinese rejected the request of Britain for open trade. In many ways China was the victim of its own earlier success. The economy and the American food crops had enabled substantial population growth, from a bout 100 million people in 1685 to some 430 million in 1853. In Europe, the population was similar. There wasn't any Industrial Revolution. And Chinas expansion to the West and South generated anything like the wealth and resources that derived from Europe's overseas empires. Chinas famed centralized and bureaucratic state didn't enlarge itself to keep pace with the growing population. Like China, the Islamic world was a really successful civilization. Islamic civilization had been near neighbor to Europe for 1,000 years. The Ottoman Empire had governed some parts of Balkans and posed a clear military and religious threat to Europe in the 16th and 17th century.
Wednesday, March 16, 2016
Chapter 18 Documents
18.1 Documents. Seeking western education talks about a man named Ram Roy who was educated within a Brahmin Hindu family and studied both Arabic and Persian. Then came in contact with British Christian missionaries and found employment. In 1823 he learned about a British play to establish a schooling Calcutta to focus on Sanskrit texts and traditional Hindu learning. 18.2 Documents. The indian rebellion begun in 1857-1858. The rebels imagined that the Mughal Empire might be restored to its former power and glory. 18.3 Documents. The credits and debits of British Rule in India. Dadabhai Nairobi was a well educated Indian intellectual, a cotton trader in London, and a founding member of the Indian National congress. This was established in 1885 to press for a wider range of opportunities for educated Indians within the British parliament. Document 18.4 Gandhi on modern civilization. Indians most beloved leader was Mahatma Gandi.
18.1 Documents. Seeking western education talks about a man named Ram Roy who was educated within a Brahmin Hindu family and studied both Arabic and Persian. Then came in contact with British Christian missionaries and found employment. In 1823 he learned about a British play to establish a schooling Calcutta to focus on Sanskrit texts and traditional Hindu learning. 18.2 Documents. The indian rebellion begun in 1857-1858. The rebels imagined that the Mughal Empire might be restored to its former power and glory. 18.3 Documents. The credits and debits of British Rule in India. Dadabhai Nairobi was a well educated Indian intellectual, a cotton trader in London, and a founding member of the Indian National congress. This was established in 1885 to press for a wider range of opportunities for educated Indians within the British parliament. Document 18.4 Gandhi on modern civilization. Indians most beloved leader was Mahatma Gandi.
Chapter 18
With Europe's growing affluence, this created the need for extensive raw materials and agriculture products. Such as wheat from the American Midwest and southern Russia, meat from Argentina, bananas from Central America, rubber from Brazil, cocoa and palm oil from West Africa, tea from Ceylon, gold and diamonds fro South Africa. All of these changed the patterns of the economy and social life in the countries of each origin. Europe still had to sell its own products. In 1840 Britain was exporting 60% of its cotton cloth production, sending 200 million yards to Europe, 300 million years to Latin America, and 145 million yards to India. The Europeans investors often found it more profitable to invest their money abroad than at home. Between 1910 and 1913, Britain was sending about half of its savings overseas as foreign investment. Industrialization occasioned marked change in the way Europeans perceived themselves and others. Ways of working were a huge impact. Many groups such as migrant workers, plantation laborers, day laborers, men and women experienced the colonial era differently as their daily working lives underwent profound changes. Old ways of working were eroded almost everywhere in the colonial world. Many of the new ways of working derived the demands of the colonial state. In 1946 French Africa, all natives were legally obligated for statute labor of ten to twelve days a year. Women lives in Africa were much different. They were active farmers with responsibility of planting, weeding, and harvesting food. Men cleared the land, built houses, herded the cattle and did field work. Women were expected to feed their own families and be involved in local trading activities.
With Europe's growing affluence, this created the need for extensive raw materials and agriculture products. Such as wheat from the American Midwest and southern Russia, meat from Argentina, bananas from Central America, rubber from Brazil, cocoa and palm oil from West Africa, tea from Ceylon, gold and diamonds fro South Africa. All of these changed the patterns of the economy and social life in the countries of each origin. Europe still had to sell its own products. In 1840 Britain was exporting 60% of its cotton cloth production, sending 200 million yards to Europe, 300 million years to Latin America, and 145 million yards to India. The Europeans investors often found it more profitable to invest their money abroad than at home. Between 1910 and 1913, Britain was sending about half of its savings overseas as foreign investment. Industrialization occasioned marked change in the way Europeans perceived themselves and others. Ways of working were a huge impact. Many groups such as migrant workers, plantation laborers, day laborers, men and women experienced the colonial era differently as their daily working lives underwent profound changes. Old ways of working were eroded almost everywhere in the colonial world. Many of the new ways of working derived the demands of the colonial state. In 1946 French Africa, all natives were legally obligated for statute labor of ten to twelve days a year. Women lives in Africa were much different. They were active farmers with responsibility of planting, weeding, and harvesting food. Men cleared the land, built houses, herded the cattle and did field work. Women were expected to feed their own families and be involved in local trading activities.
Tuesday, March 1, 2016
Chapter 17 Documents:
Document 17.1 talks about an experience of an english factory worker. The factory had hard core labor and separated workers from the final product by assigning them highly specialized and repetitive tasks. Owners and managers had strict discipline in each factory. Finally workers were wage earners and dependent on a modest and certain income for their economic survival. One worker Elizabeth testified in 1831 investigating conditions in a textile mill. The investigation limited hours in 1833 for children and women who were working. Document 17.2 talks about a generated new work in factories that destroyed older means of livelihood. In 1860, a group of artisans were in desperate straits. Many of them had to see their looms to the larger manufactures who were organizing more efficient production factories.
Document 17.3 talks about the middle class understanding of the industrial poor.Elizabeth gently and the unemployed may be forgiven for not appreciating the owners of industrialization, many in the middle classes of the 19th century Europe did as well. Samuel Smiles was a Scottish writer and businessman. His making of a good book explained the paradox of industrial wealth and widespread of poverty.
Document 17.4 taks abut socialism according to Marx. Marx was born to a wealth middle class family, which is now Germany and became a radical intellectual journalist. Marx found a refuge in London in 1849, were he lived until his death. Marx pursued both a political life devoted to organizing workers for revolution and more importantly for world history. His life coincided with the harshest phase of capitalist industrialization in Europe.
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