Transcript
So you want to make your own nation?
• What will you need?
• Brainstorm with your group.
Land
People
Government structure
Economic structure
Military
Experience
Education
Money
What do different governments value?
• Totalitarianism
• Communism
• Dictatorship
• Democracy
• Oligarchy
• Monarchy
• Theocracy
• Fascism
Section 1.aInfluences
Where did modern government get its ideas?
How would you start a government from scratch? What models do you know?
ParentsSchool
TVUtopia
Movies
Quick Vocab
• Common Law
• Natural Rights
• Social Contract
• Direct Democracy
• Due Process of Law
• Separation of Powers
• Checks and Balances
Let’s do this together.
Influence:Ancient Greece
Things work because of fixed laws. (They do not change.)
• Plato
– Wrote The Republic
– About a perfectly governed society
– Who should rule?
• Not the rich
• Not the powerfulTHE WISE
Influence:Ancient Greece
• Aristotle
– Wrote Politics
– Government is natural
Do you agree? Could we live without government?
Influence:Ancient Rome
Revolution 309 BC
• Romans overthrew king
– Set up a republic (representative government)
– Set up different branches to government
Twelve Tables
• WRITTEN law
• Much more reliable
Influence:Judeo-Christian
Judaism, Islam and Christianity have contributed to modern government philosophy
• Duty of the individual
• Worth of the individual
• Equality of the individual
Duty Worth Equality
Influence:Judeo-Christian
Jewish beliefs
• Humans have the ability to choose between good and evil.
• Humans have the responsibility to choose good.
What part of this is good for
governments?
Influence:Judeo-Christian
Christian beliefs
• Humans should love their neighbors.
• Equality of all human beings.
What part of this is good for
governments?
Influence:Judeo-Christian
Islamic beliefs
• Brotherhood of all people.
• Tolerance of different groups.
What part of this is good for
governments?
Influence:Enlightenment
Enlightenment (mid-1700s)
• The Age of Reason
• Period of new ideas about science and art and government.
• Emphasized natural rights and the value of reason.
Influence:Enlightenment
Thomas Hobbes
• The best government is an absolute monarchy because people are selfish.
• Relinquish all freedom and submit yourself to one all powerful ruler.
Influence:Enlightenment
John Locke
• All people are born free and equal
• Natural rights
– Life
– Liberty
– Property
The job of government is to protect these rights.
Influence:Enlightenment
Voltaire
• Tolerance of others
• Reason to solve problems (THINK!)
• Freedom of religion
• Freedom of speech
Influence:Enlightenment
Baron de Montesquieu
• Separation of powers keeps a government balanced (checks and balances)
Influence:Enlightenment
Jean Jacques Rousseau
• Civilization corrupted people’s natural goodness.
• The best government is direct democracy.
• Social Contract– People must give up some freedom
for the greater good of society
Influence:Enlightenment
Cesare Beccaria
• We have laws and punishments to keep order not to avenge crimes
• “the punishment should fit the crime”
• Cruelty/torture should never be used
Influence:Scientific Revolution
Scientific Revolution (1500s-1700s)
• Developed the Scientific Method
– Observe
– Question
– Form hypotheses
– Experiment
Humans do not need to rely on their mind alone to discover the answers to questions.
Influence:Scientific Revolution
What are some other ways to figure things out?
– How do you KNOW what is true?
– Brainstorm some ideas of different methods.
– Pair and share with your neighbor.
Influence:Scientific Revolution
Why is the Scientific Revolution important?
This new way of thinking brought about major social, economic and cultural changes.
Section 1.bDocuments
What are the most influential documents about government?
Which ones do you already know about?
Brainstorm
Pair and Share
Section 1.bDocuments
The following slides are some of the most influential documents in modern government.
Document:Ten Commandments
1300 BC
Laws given by God
Key ideas:
Laws come from God.
People should be moral.
Document:Magna Carta
1215 AD
English Parliament forced King John to sign it.
Key ideas:
The king has limited power.
Individuals have a right to due process of law.
Document:English Bill of Rights
1689 AD
English Parliament wrote it to say what a ruler could not do.
Key ideas:
Laws are fixed.
Right to freedom of speech.
No taxation without representation.
Document:Declaration of Independence
1776 AD
United States writes it to separate from the government of England.
Key ideas:
Citizens have a right to overthrow an unjust ruler.
Document:US Constitution
1787 AD
United States writes it to define the structure and ideals of the government.
Key ideas:
Separation of powers, representatives, checks and balances, due process of law, natural rights, equality of people.
Document:US Bill of Rights
1788 AD
United States adds to the Constitution to guarantee rights of citizens.
Key ideas:
Freedom of speech, assembly, press, and religion.
Document:Declaration of the Rights of Man and the Citizen
1789 AD
French National Assembly wrote a statement of ideals for the French Revolution
Key ideas:
Men are born and remain free in equal rights to liberty, property, security and no oppression.
Section 2The Industrial Revolution
Your goal: Understand how invention led to social and economic progress worldwide.
Section 2.aProgress
Was the world making progress?
What is progress?
How can we tell whether we are making progress or just changing?
Don’t take notes. Just listen.
(2.a.i) Progress:Agriculture
The industrial revolution began with agriculture.
Agriculture - Technology – Power – BOOM!
The world was industrialized.
Crop Rotation
• This is scientific farming.
• Different crops have different needs.
• Result:
– Healthier plants
– Less disease
– More to eat!
(2.a.ii) Progress:Technology
Benefits of technology:
New tools to do old jobs better
• What is better?
– Quicker
– Cheaper to produce
– Better quality
• More time to spend on other things
• More money to spend on other things
Textiles
• What are textiles?
• Where did cotton come from?
• How was it turned from a plant into something more useful?
Spinning Jenny
• What is a spinning Jenny?
• Why was it helpful?
• How was this different from previous methods?
• Look this up on page 286
(2.a.iii) Progress:Power
• Kinds of power:
– Water
– Wind
– Livestock
– Human
That’s about all there is for power sources.
(2.a.iii) Progress:Power
• Steam power!
• James Watt
– (Watt Avenue)
• Built a steam engine with an entrepreneur’s money.
(2.a.iv) Progress:Transportation
• Robert Fulton
– (Fulton Avenue)
• Bought Watt’s engine
• Made a steam powered boat
• Much better than pushing by pole upstream!
Steam Engine
• The steam engine was not just a transportation device. It ran entire factories the way rivers used to.
Don’t take notes. Just listen.
Transcontinental Railroad
• The transcontinental railroad made travel across the United States faster, cheaper and more efficient.
Don’t take notes. Just listen.
Transportation benefits
• Affordable industrial growth
• New jobs
• Helped other industries
• People move around more
• 1879
• Thomas Edison improved someone else’s invention.
• The light bulb allowed factories to work at night.
• More Work!
The Light Bulb
How could this affect the world economically, socially and culturally?
(2.a.v) Progress:Urbanization
Urbanization is the process in which rural populations move to urban areas.
RURAL URBAN
What’s the difference?
• Rural– Living out in the country
– Do everything for yourself
– Agricultural economy
• Urban– Living in the city
– Do one thing for your job
– Buy whatever you need
– Industrial economy
Why would someone move?
• Factories
– Built near other factories (energy and people)
RURAL URBAN
• Stores
✄Buy what you need instead of making it at home.
• Electricity
1882 beginning of power stations
How could someone move?
• Trains, beginning in 1804
RURAL URBAN
• Automobiles, beginning in 1885
• Steamboat, beginning in 1807
LOTS of people moved.
Section 2.bEconomy
• Shift from agriculture-based economy to industry-based economy
• Production is faster
• Shift away from a traditional economy.
– You must have money!
What kind of economy will you choose?
(2.b.i) Economy:Labor
The industrial revolution improved production.
Better production means more specialization.
Factories specialized on specific products.
Workers specialized on specific jobs.
Specialization:
Producing just one thing instead of everything.
Better production means more specialization.
I don’t need to make my own clothes or grow my own food anymore.
I can buy
them in the city.
I have extra time and
money now.
I will try a new
business idea.
I will start a factory that
makes nothing but
green buttons!
I could never have
done this before!
More people try more ideas.
• What kind of economy is this?
– People try ideas.
– Some succeed and get rich.
– Some fail and become poor.
(2.b.i) Economy:Markets
More ideas. More inventions. More products.
Problems:
1. How are you going to make these products?
2. Where are you going to sell these products?
A market is anywhere you sell products.
(2.b.ii) Economy:Markets
If more people are making more things to sell, what additional problem will businesses have?
COMPETITION
Section 3Imperialism
Your goal: Understand the economic reasons and the cultural impact of European empires.
Section 3.aEconomy
Economic reasons for imperialism:
• Businesses need resources
• Businesses need labor
• Businesses need markets
European nations begin empires.
• Africa
• Asia
• North America
• South America
• Australia
Why not Antarctica?
Europe spreads to
every continent.
Section 3.bForeign Policy
Definition of Foreign Policy:
How your nation plans to interact with another nation.
What do you want from that nation?
What will you do to get it?
Racism
• Africa had long been a source of slaves.
– Since 1502, slaves were brought to the Americas.
• Justified by Social Darwinism
– Europe gets to dominate, because it can.
Charles Darwin
• Observed changes in animals over time
• Small changes helped or hurt an animal’s chance of survival.
The first explorers of Africa
• Missionaries
• Trying to help end slavery
• Trying to spread Christianity
• Missionary David Livingstone and reporter Henry Stanley
– Explored central Africa
– “Dr. Livingstone, I presume?”
(3.b.i) Foreign Policy:CompetitionEuropean nations were competing with each
other for resources, labor and markets.
Some nations made treaties with tribes.
Some nations had conflicting treaties.
Belgium and the Belgian Congo
• Compare the sizes of the Belgian Congo to the nation of Belgium.
• How would a Belgian justify this?
Belgium’s foreign policy earns $$
• King Leopold II
– Licensed rubber companies
– Forced Africans to collect sap
Britain and her colonies
• Cecil Rhodes, businessman
– Britain is the best nation in the world and it is our duty to take over the world.
– It is best for the world.
Britain’s foreign policy earns $$
• Cecil Rhodes, businessman
– Founded DeBeers
– The largest diamond company
Berlin Conference
• Competition to get African colonies was fierce.
• In 1884, European nations met in Germany to divide up Africa.
– NO AFRICAN rulers were invited
Imperialism and Economics
• Europe took whatever resources Africa had.
– Sometimes they paid the Africans.
• Europe expected Africans to buy European goods.
– They didn’t.
• Europe forced Africans to do jobs that helped Europe.
– Africans did not need so much rubber or diamonds.
(3.b.ii) Foreign Policy:Influence
What Europe gave the colonies:
• Territory boundaries
• Capitalism
• Industry
• Christianity
• Government
• Education
Why was colonization possible?
• Europe had superior weapons.
– Maxim machine gun
• Europe had superior transportation.
• Africans could not unite against the Europeans.
– Many different ethnic groups
– Many different languages
Europeans were role models
What did Europe teach the colonies?
• Territory boundaries
• Capitalism
• Industry
• Christianity
• Government
• Education
Paternalism
• Europeans felt they were like parents to a young civilization.
• Colonial government
– Provide for needs of Africans
– BUT
– Do not give them rights
Assimilation
• Assimilation – becoming SIMILAR
• Assimilation is one thing becoming a small part of something else.
• Europe believed that eventually, Africans would become more like Europeans.
Assimilation
• Assimilation is one thing becoming a small part of something else.
• Europe believed that eventually, Africans would become more like Europeans.
Assimilation
• Europeans influenced Africans to assimilate to European culture.
• Africans adopted
– Technology
– Clothing
– Language
– Systems
Cash Crops
• A cash crop is agriculture that is only good for selling.
• For example:
– An entire village spends their entire time specialized to harvest rubber tree sap.
– They can sell the sap, but they cannot eat it.
Cash Crops
• The danger of cash crops:
• What happens when the market for rubber tree sap changes?
• What happens if Europe no longer buys their product?
• How will the Africans feed themselves?
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