Unit 3 nationbuilding3

Unit 3Nationbuilding, Industry and

Imperialism

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 1Government Philosophy

Your goal: Understand where the ideas of modern

government came from.

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


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?


Christian beliefs

• Humans should love their neighbors.

• Equality of all human beings.


governments?


Islamic beliefs

• Brotherhood of all people.

• Tolerance of different groups.


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.


Thomas Hobbes

• The best government is an absolute monarchy because people are selfish.

• Relinquish all freedom and submit yourself to one all powerful ruler.


John Locke

• All people are born free and equal

• Natural rights

– Life

– Liberty

– Property

The job of government is to protect these rights.


Voltaire

• Tolerance of others

• Reason to solve problems (THINK!)

• Freedom of religion

• Freedom of speech


Baron de Montesquieu

• Separation of powers keeps a government balanced (checks and balances)


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


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.


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.


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:Twelve Tables

451 BC

Law was written down.

Key idea:

Written law is more reliable.

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.

Where did the Industrial Revolution

begin?

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?

Cotton gin

• His cotton gin removed the seeds out of raw cotton.

Textiles

• John Kay

• Flying Shuttle

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.


• Steam power!

• James Watt

– (Watt Avenue)

• Built a steam engine with an entrepreneur’s money.


• What could this steam engine do?

(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!

Transportation

Transportation• Better roads

• Then trains!

Steam Engine

• The steam engine was not just a transportation device. It ran entire factories the way rivers used to.


Railr

oads

Transcontinental Railroad

• The transcontinental railroad made travel across the United States faster, cheaper and more efficient.


What are some benefits?

• Better agriculture

• Better textiles

• Better power

• Better transportation

Transportation benefits

• Affordable industrial growth

• New jobs

• Helped other industries

• People move around more

• Samuel Morse invented the telegraph. It communicated using a series of beeps (Morse code).

• 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?

The Light BulbHow could this affect the world economically, socially and culturally?

Phonograph How could this affect the world economically, socially and culturally?

1877Thomas Edison

• 1895

Motion picture camera

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.

rural

urban

Where people lived before the Industrial Revolution

rural

urban

Where people lived after the Industrial Revolution began (1900)

rural

urban

Where people lived after World War II (1950)

rural

urban

Where people lived after Obama became president (2008)

rural

urban

Where people of industrialized nations live (2011)

What good came of this?

You get to live here.

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?

I don’t have any money today. Can I trade you my

jacket for this food?Probably

not.

(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!

The Green Button Store

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.

My Idea:

Talk, text and surf the internet without saying a word or lifting a finger.

Which location is more likely to invent a Brainphone?

(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.

Maasai people of Kenya

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.

Why couldn’t businesses get those things in

Europe?

COMPETITION

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?

What did Europe want?• Resources

• Labor

• Markets

What would Europe do?• Conquer

• Enslave

• Abuse

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.

Charles Darwin

• If a change in an animal gave it an advantage, he called it Natural Selection.

Social Darwinism

• Applies to HUMANS

• Usually is used to justify inequality.

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?”

Congo River Valley

(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

Rubber Trees

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?

Clash of Cultures

• How are European and African values different?

• Should the colonies be grateful to Europe for their influence?

Unit 3 nationbuilding3

Education

balances influence

best government

speech influence

job of government

ideas of modern government

government balanced

government philosophyyour

different governments