Thursday, February 12, 2015

Excerpts from the Communist Manifesto (Karl Marx and Friedrich Engels)



Excerpts from the Communist Manifesto (Karl Marx and Friedrich Engels)
Marx and Engels used a couple of terms here that need to be clarified. First of all, bourgeoisie referred to the new business and industrial class that had emerged in the last few centuries before his time (as opposed to the traditional landed aristocracy); proletariat referred to the workers in these factories (owned by the bourgeoisie), who, in Marx’ view, were “wage slaves,” bound to work for wages lest they starve.
Part I: Bourgeois and Proletarians
The history of all hitherto existing society is the history of class struggles.
Freeman and slave, patrician and plebeian, lord and serf, guildmaster and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary reconstitution of society at large, or in the common ruin of the contending classes.
In the earlier epochs of history, we find almost everywhere a complicated arrangement of society into various orders, a manifold gradation of social rank. In ancient Rome we have patricians, knights, plebeians, slaves; in the Middle Ages, feudal lords, vassals, guild- masters, journeymen, apprentices, serfs; in almost all of these classes, again, subordinate gradations.
The modern bourgeois society that has sprouted from the ruins of feudal society, has not done away with class antagonisms. It has but established new classes, new conditions of oppression, new forms of struggle in place of the old ones.
Our epoch, the epoch of the bourgeoisie, possesses, however, this distinctive feature: It has simplified the class antagonisms. Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other- bourgeoisie and proletariat. . . .
Modern industry has established the world market, for which the discovery of America paved the way. This market has given an immense development to commerce, to navigation, to communication by land. This development has, in its turn, reacted on the extension of industry; and in proportion as industry, commerce, navigation, railways extended, in the same proportion the bourgeoisie developed, increased its capital, and pushed into the background every class handed down from the Middle Ages.
We see, therefore, how the modern bourgeoisie is itself the product of a long course of development, of a series of revolutions in the modes of production and of exchange..
The bourgeoisie has played a most revolutionary role in history.
The bourgeoisie, wherever it has got the upper hand, has put an end to all feudal, patriarchal, idyllic relations. It has pitilessly torn asunder the motley feudal ties that bound man to his “natural superiors,” and has left no other bond between man and man than naked self-interest, than callous “cash payment.” It has drowned the most heavenly ecstasies of religious fervor, of chivalrous enthusiasm, of philistine sentimentalism, in the icy water of egotistical calculation. It has resolved personal worth into exchange value, and in place of the numberless indefeasible chartered freedoms, has set up that single, unconscionable freedom—Free Trade. In one word, for exploitation, veiled by religious and political illusions, it has substituted naked, shameless, direct, brutal exploitation.
Part II: Proletarians and Communists
What else does the history of ideas prove, than that intellectual production changes its character in proportion as material production is changed? The ruling ideas of each age have ever been the ideas of its ruling class.
When people speak of ideas that revolutionize society, they do but express the fact that within the old society the elements of a new one have been created, and that the dissolution of the old ideas keeps even pace with the dissolution of the old conditions of existence.
When the ancient world was in its last throes, the ancient religions were overcome by Christianity. When Christian ideas succumbed in the eighteenth century to rationalist ideas, feudal society fought its death-battle with the then revolutionary bourgeoisie. The ideas of religious liberty and freedom of conscience, merely gave expression to the sway of free competition within the domain of knowledge..
We have seen above that the first step in the revolution by the working class is to raise the proletariat to the position of ruling class to win the battle of democracy.
The proletariat will use its political supremacy to wrest, by degree, all capital from the bourgeoisie, to centralize all instruments of production in the hands of the state, i. e., of the proletariat organized as the ruling class; and to increase the total productive forces as rapidly as possible.
These measures will, of course, be different in different countries.
Nevertheless, in most advanced countries, the following will be pretty generally applicable.
1.            Abolition of property in land and application of all rents of land to public purposes.
2.            A heavy progressive or graduated income tax.
3.            Abolition of all rights of inheritance.
4.            Confiscation of the property of all emigrants and rebels.
5.            Centralization of credit in the banks of the state, by means of a national bank with state capital and an exclusive monopoly.
6.            Centralization of the means of communication and transport in the hands of the state.
7.            Extension of factories and instruments of production owned by the state; the bringing into cultivation of waste lands, and the improvement of the soil generally in accordance with a common plan.
8.            Equal obligation of all to work. Establishment of industrial armies, especially for agriculture.
9.            Combination of agriculture with manufacturing industries; gradual abolition of all the distinction between town and country by a more equable distribution of the populace over the country.
10.        Free education for all children in public schools. Abolition of children’s factory labor in its present form. Combination of education with industrial production, etc.
In place of the old bourgeois society, with its classes and class antagonisms, we shall have an association in which the free development of each is the condition for the free development of all.
Part IV: Position of the Communists in Relation to the Various Existing Opposition Parties
.. Workingmen of all countries, unite!

Tuesday, February 10, 2015

LECTURE OUTLINE: THE SCRAMBLE FOR AFRICA



Every country under consideration in this course went through a liberalization in the 19th century…more rights, guarantees of freedom, higher levels of representation. Many great documents emerged form this process: the Declaration of Independence, the Declaration of Rights of Man, Declaration of Rights of Woman and Citizen, the Napoleonic Civil Code, the Jamaica Letter, just to name a few.
Considering these advances, how does one explain the Scramble for Africa?
If you believe in rights, in rule of law, and in extending freedom, how could you justify imperialism?

WHAT EXPLAINS THIS NEW THRUST OF EUROPE INTO AFRICA?

1.     TO IMPROVE THE OTHER NATIONS:
 “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 hope to nought ....”
“Take up the White Man's burden Ye dare not stoop to less Nor call too loud on Freedom To cloak 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 proffered laurel, The easy, ungrudged praise. Come now, to search your manhood Through all the thankless years, Cold-edged with dear-bought wisdom, The judgement of your peers!”
From “The Five Nations” Rudyard Kipling


          U.S. becomes an Empire…the Philippines


President William McKinley admitted that when he first heard the news of the victory, he "could not have told where those darned islands were within 2,000 miles."
2.     EXPLORATION:
David Livingstone
Henry Morton Stanley
3.     DOUBLE STANDARDS…freedom and democracy are okay in Europe but not in Africa.



4.     A HIERARCHICAL VIEW OF HUMANITY:


SCRAMBLE FOR AFRICA

I.                          Early Efforts at Attaining Africa:
A.             The French occupy Algeria in 1830:
B.             The Suez Canal…connects the Mediterranean and Red Seas
II.                      EUROPE AVOIDS INTERNAL CONFLICT…BERLIN CONFERENCE (1884-1885)

The Berlin Conference: The General Act of Feb. 26, 1885
Chap. I  
I. The trade of all nations shall enjoy complete freedom
II. All flags, without distinction of nationality, shall have free access to the whole of the coast-line of the territories . . .
III. Goods of whatever origin, imported into these regions, under whatsoever flag, by sea or river, or overland, shall be subject to no other taxes than such as may be levied as fair compensation for expenditure in the interests of trade . . .
IV. Merchandise imported into these regions shall remain free from import and transit duties [subject to review after 20 years]
V. No power which exercises or shall exercise sovereign rights in the . . regions shall be allowed to grant therein a monopoly or favor of any kind in matters of trade...
VI. All the powers exercising sovereign rights or influence in the aforesaid territories bind themselves to watch over the preservation of the native tribes, and to care for the improvement of the conditions of their moral and material well-being and to help in suppressing slavery, and especially the Slave Trade Christian missionaries, scientists, and explorers, with their followers, property, and collections, shall likewise be the objects of especial protection.
Freedom of conscience and religious toleration are expressly guaranteed to the natives, no less than to subjects and to foreigners . . .
Chap. II   Documents relative to the Slave Trade
IX. Powers which do or shall exercise sovereign rights or influence in the territories forming the .. basin of the Congo declare that these territories may not serve as a market or means of transit for the trade in slaves, of whatever race they may be. Each of the Powers binds itself to employ all the means at its disposal for putting an end to this trade and for punishing those who engage in it.

III.                    IMPERIALISM BECOMES CONFLICT…
A.             Fashoda Crisis…
France—Major Marchand
British—Lord Kirchener

B.             Belgian Congo…

IV. CONCLUSION:

Carving up Africa from 1885 to 1914:
(97% colonized by 1914)
                                  Britain 30%
                                  France 15%
                                  Germany 9%
                                  Belgium 7%
                                  Germany 1%

CRASH COURSE FOR WEEK 6

https://www.youtube.com/watch?v=alJaltUmrGo

Imperialism

Thursday, February 5, 2015

ESSAY ASSIGNMENT


This essay is around 3-4 pages, typed, double-spaced. You will turn it into turnitin.com and bring a paper copy to class. This is due to turnitin on February 26th. Answer one of the following:

1.       PONDER GLOBAL MUSIC…Choose one of the following bands or individuals: The Beatles, Bob Marley, Ladysmith Black Mambazo, Cesária Évora, or Antonio Carlos Jobim. Discuss the world historical impact of this musical sensation. How was this individual or group important in countries other than their own? How does this artist or group represent a world historical theme?  (For example, what was the impact of The Beatles in Japan? Place the singer or group into the context of the history.)

2.     PONDER GLOBAL LEADERSHIP…What makes a leader great? Vaclav Havel, Ho Chi Minh, Kwame Nkrumah, Rigoberta Menchú, and Mohandas K. Gandhi were all leaders (not necessarily heads of state) in various parts of the world in the 20th century. Choose at least two and discuss their rise to power and leadership style. What connects the two leaders you have chosen?

3.    PONDER GLOBAL DECOLONIZATION…Examine post-World War Two decolonization in the context of two countries. You must choose one from Column A and one from Column B.  You may compare and contrast the experience of decolonization in two countries. You must make and prove a claim regarding the meaning of decolonization. Use the two countries to make a bold claim.


Column A: AFRICA
Libya
Egypt
Sudan
Tunisia
Morocco
Ghana
Guinea
Cameroon
Mali
Senegal
Madagascar
Somalia
Burkina Faso
Ivory Coast
Republic of Congo
Nigeria
Tanzania
South Africa
Rwanda
Burundi
Nigeria
Cape Verde
Angola
Zimbabwe

COLUMN B: ASIA AND THE PACIFIC
India
Palestine
Burma
Ceylon
Malaya
Sarawak
Borneo
Vietnam
Cambodia
Laos
Singapore
Brunei
Hong Kong
Philippines
Indonesia
Samoa Tonga
Fiji
Papua New Guinea

WEEK FOUR KEY TERMS

WEEK FOUR
Declaration of Rights of Man and Citizen
French Revolution
Elizabeth Cady Stanton
Cry of Hidalgo
Napoleon Bonaparte

Tuesday, February 3, 2015

LECTURE OUTLINE Industrialization and World History



I. STAGES OF INDUSTRIAL REVOLUTIONS:
A. Western Europe and the United States, from
1760 to 1900

B. Russia and Japan, from 1880s onward

C. Pacific Rim, Turkey, India, Brazil and other
parts of Latin America, from 1960s onward.

II. FOUR GLOBAL EXAMPLES OF INDUSTRIALISM:

A.      Transforming Sugar Plantations in Cuba

B.       Liebigs Beef in Uruguay

“Gelatine, when taken in the dissolved state, is again converted, in the body, into cellular tissue, membrane and cartilage; that it may serve for the reproduction of such parts of these tissues as have been wasted, and for their growth.” (Liebig)

C.  Silk Industry in Japan

D. French “mission civilisatrice” in Indochina:

III. The Positive Side of Industrialization:
A.     Inventions:

Kindergarten…Friedrich Froebel, 1837

Medical Advances…xrays, vaccines,

Printing…Friedrich Gottlob Koenig and
Andreas Friedrich Bauer, 1812, created a steam powered printer made it possible to print thousands of copies of a page in a day.

B.    Art:

Town Anthem of Yawata, Japan:

Billows of smoke filling the sky
Our steel plant, grandeur unmatched
Yawata, O Yawata, our city!


Wordsworth:
“Steamboats, Viaducts, and Railways” (1833)

               MOTIONS and Means, on land and sea at war
          With old poetic feeling, not for this,
          Shall ye, by Poets even, be judged amiss!
          Nor shall your presence, howsoe'er it mar
          The loveliness of Nature, prove a bar
          To the Mind's gaining that prophetic sense
          Of future change, that point of vision, whence
          May be discovered what in soul ye are.
          In spite of all that beauty may disown
          In your harsh features, Nature doth embrace                
          Her lawful offspring in Man's art; and Time,
          Pleased with your triumphs o'er his brother Space,
          Accepts from your bold hands the proffered crown
          Of hope, and smiles on you with cheer sublime.

The Erie Canal:
Charles Dickens: “exquisite beauty of the opening day, when light came glancing off from everything; the gliding on at night so noiselessly, past frowning hills sullen with dark trees and sometimes angry in one red, burning spot high up, where unseen men lay crouching round a fire; the shining out of the bright stars undisturbed by any noise of wheels or steam or any other sound than the limpid rippling of the water as the boat went on; all these were pure delights.”

IV. THE SAD TRUTH OF GLOBALIZED INDUSTRIALIZATION:
A. Art
“Let us compare the screen on which a film unfolds with the canvas of a painting. The painting invites the spectator to contemplation; before it the spectator can abandon himself to his associations. Before the movie frame he cannot do so. No sooner has his eye grasped a scene than it is already changed. It cannot be arrested….The spectator’s process of association in the view of these images is indeed interrupted by their constant, sudden change. This constitutes the shock effect of the film, which, like all shocks, should be cushioned by heightened presence of mind.” (Benjamin, 238).
Marx noted the fetish of the machinery of industrialism:
“Machinery, gifted with the wonderful power of shortening and fructifying human labor, we behold starving and overworking it. The newfangled sources of wealth, by some weird spell, are turned into sources of want. The victories of art seem bought by the loss of character. At the same pace that mankind masters nature, man seems to have become enslaved to other men or to his own infamy.”

B. New Forms of Discipline:
            How is your life ordered?
           

Close
In Discipline and Punish. The Birth of the Prison, Foucault wrote,
“In the correct use of the body, which makes possible a correct use of time, nothing must remain idle or useless: everything must be called upon to form the support of the act required.”

You are an industrial creation….

Sunday, February 1, 2015

STUDENT GENERATED MULTIPLE CHOICE BANK FOR HISTORY 212

1. Who was in the Holy Alliance after the reign of Napoleon?
A. Austria, Prussia, and Russia
B. U.S., Canada, and Europe
C. China, Australia, and Russia
D. Austria, Belgium, and France


2. A culture that believes that time is a commodity and must be used to complete one task at a time is
A. monochronic.
B. polychromic.
C. alternative.
D. mainstream.

3. Which disease became a pandemic in the mid-19th century?
A. yellow fever
B. typhus
C. cholera
D. smallpox.

4. Which disease contributed to he winning of the Haitian Revolution against Napoleon?
A. smallpox
B. cholera
C. bubonic plague
D. yellow fever

5. Which historical figure broke from traditional Islam to create his own religion of godism?
A. Babur
B. Hernan Cortes
C. Emperor Meiji
D. Abu Akbar

6. How many centuries of the Trans-Atlantic slave trade were there?
A. 5
B. 2
C. 7
D. 4

7. What is one difference between Catholicism and Protestants?
A. Mary is more venerated in the Protestant churches.
B. Priests are allowed to marry in the Catholic Church.
C. There are no fundamental differences.
D. transubstantiation.

8. Who was the slave who lead a revolution against the French in Haiti?
A. Toussaint Louverture
B. Frederick Douglass
C. Jouvell De’Brousais
 
9. Which city was burned to the ground to destroy Napoleon’s plans of conquest?
A. Heidelberg
B. Moscow
C. Paris
D. Amsterdam

10. Which of the following Russian rulers prompted an extensive program of westernization?
A. Ivan IV
B. Vladimir Putin
C. Joseph Stalin
D. Peter the Great

11. Which of the following countries was known as a trading post empire in the Indian Ocean?
A. Spain
B. France
C. Portugal.
D. India

12. Why was Sor Juana Ines de la Cruz denied the right to further her education?
A. Because she was female.
B. Because she was seen as a threat to the Church.
C. Because she had visions.
D. Because her poetry was seen as good enough without more education.

13. What was Joseph Mazzini’s key goal?
A. to spread the scientific revolution.
B. to unify Italy.
C. to destroy the Catholic Church.
D. to create a pasta sauce that would be popular in the United States.

14. Sikhism grew out of which two religions?
A. Islam and Hinduism.
B. Islam and Godism.
C. Hinduism and Jainism.
D. Christianity and Paganism.

15. What was the historical importance of the silver trade around the world?
A. Silver was worn more often.
B. It gave rise to a global network exchange.
C. It did not have much importance.
D. Since it was lighter than gold, it was easier to transport which gave rise to better shipping.
 
16. When did Cortes begin the conquest of the Aztecs?
A. 1419
B. 1519
C. 1619
D. 1719

17. Which ruler used elephants in battle, as a sort of natural “tank”?
A. Napoleon
B. Songhai
C. Babur the Magnificent
D. Abu Akbar

18. To which country were the largest number of slaves shipped during the trans-atlantic slave trade?
A. Brazil
B. England
C. Mexico
D. The United States

19. What was the name given to people of Spanish and African ancestry?
A. Mestizo
B. Mulatto
C. Creole
D. Peninsular