What Should I Know For Module 6?

6.00: 19th Century Changes- Introduction

After completing the Module 6 Pre-Test, please open the Pre-test and look
over the questions you missed. It is a great idea to write down all of the
questions you missed so that you’re sure to add this information to your
notes.
6.01: Independence and Reform
-Why did the colonies in Latin America decide to fight for independence?
What inspired them and what did they want to change?
1) People in Latin America were inspired by the ideas of The
Enlightenment. They were spurred on by the success of The American
Revolution. they admired the ideals of the French Revolution. ±hey were
motivated by social inequality, economic injustice, and the desire to be
Free.
-How would you describe the class system in colonial Latin America?

The Spanish began colonizing Latin America and the Caribbean at the
very end of the 1400s. They quickly developed a rigid class system that
remained unchanged into the early 1800s. The system was very strict
class system, how people are treated, what rights they have, and what
they can expect to do with their lives are all determined by the position in
society that they are born into—who their parents are.

 Peninsulares: Europeans who had been born in Europe (Spain and

Portugal make up the Iberian Peninsula, which is where the word
comes from). They completely controlled the governments of the
colonies.

 Creoles: Europeans who had been born in the colonies and who owned
most of the land, but they had no say in the government. They were
second-class citizens, but at least they were citizens
  Mestizos: People of mixed European and Indian ancestry who had no
political rights, and few social or economic rights

 Mulattos: People of mixed European and African ancestry who had no

political rights, and few social or economic rights

 Indians: They had few, if any, rights.

 Free Africans: Some slaves managed to gain their freedom, but once
they did, they still had few, if any, rights.

 Slaves: These Africans were not considered to be people. They were

property.

-Describe the Caribbean revolutions in the following areas:

-Haiti: L'Ouverture invaded the colony and proclaimed the abolition of
slavery. Spain finally regained control, but with so many problems in Spain
and in the other colonies, Spanish authorities showed little interest in the
colony. Haitians Themselves captured and occupied Santo Domingo,
renaming it Spanish Haiti. But in 1844, a number of wealthy backers and
revolutionaries declared independence from Haiti. L'Ouverture helped to rid
Haiti of both British and Spanish influence. He then set about firmly
establishing his own power. This resulted in increased tensions between
mulatto and black Haitians. Thus, a war that had started between classes
resulted in a race war between blacks and mulattos, whites and blacks, and
blacks and mulattos both against whites. L'Ouverture had issued a
constitution for the colony calling for a sovereign state. This was
unacceptable to Napoleon, and he unsuccessfully attempted to retake the
island and reinstitute slavery. This failure spelled the end of any colonial
aspirations Napoleon or the French may have had.

-Dominican Republic: The Haitians themselves captured and occupied

Santo Domingo, renaming it Spanish Haiti. This occupation lasted for 22
years, and the historical memory of this period continues to fuel bitter
relations between the two countries. But in 1844, a number of wealthy
backers and revolutionaries declared independence from Haiti. Despite
several attempts by the Haitians to restore control and one successful but
short-lived attempt by the Spanish to regain the colony, the Dominican
Republic has maintained its independence ever since

-Cuba: Had experienced attempts to establish independence in the early

19th century. However, unlike many of the others, slave-owners and other
influential persons in Cuba considered the relationship with Spain essential
for maintaining slavery in the island, which was a vital part of the colony's
economy. however, a few major revolts throughout the 19th century. The
first, in 1836, was quickly put down and the organizers executed. The second,
starting in 1868 and lasting for 10 years, was also quelled. But this rebellion
had the effect of convincing the Spanish to abolish slavery in the island,
which they did in 1884. The final rebellion, starting in 1895, brought in the
forces of the United States and resulted in the Spanish American War of
1898. The United States had long been interested in the Spanish colony.
When the Spanish attempted to end the rebellion by using brutal
extermination tactics, many in the U.S. used this opportunity to negotiate an
end to Spanish occupation. Ultimately, the United States was drawn into war
with Spain and swiftly ended Spanish colonial control. Three years later, the
United States handed over control of the island to the Cuban government.
However, the United States maintained unofficial control over the governing
of the island for decades afterwards.
-What impacts did the Spanish War for Independence have on the Latin
American colonies?

After gaining independence from Spain and Portugal, did anything change in
Latin America?

6.02: The Industrial Revolution

-What innovations led to the Industrial Revolution?
 The Industrial Revolution (Modern Era) started to urbanize large cities.
More people came from farms to the cities in order to work in factories.
People worked in horrible conditions which led to the establishment of
labor unions to help remedy the way people worked.
 industrial revolution led to the rise of industrial innovations in many
parts of Britain and Europe which saw the invention of agricultural
machinery, building equipment’s and improved infrastructural
machines and buildings
-The Second Agricultural Revolution:
 The Agricultural Revolution (during the Neolithic Age) specialized
labor and established sedentary communities where people could build
up societies in a centralized area. As religion spread into these societies,
it taught people the way to live as well
-The Textile Industry:
 The manufacture of goods such as clothing from different types of
fabrics.
-Why was the invention of the cotton gin so important to the
textile industry?
 was the most important economic sector in the early stages of the
Industrial Revolution. Wool and cotton were leading types of fabric.
But cotton had several advantages over wool. Cotton did not shrink as
much as wool when it was washed, for example. Cotton also absorbed
colored dyes better.

-What were the impacts of coal and steam?

Coal:
 Coal was also needed as a source of energy to smelt iron. Fortunately,
England had ample supplies of coal, especially in the Midlands and the
 North. Mining grew to be an important activity. To extract more coal,
however, miners needed to drill deeper and deeper. They also needed
better pumps to get rid of water flooding the mine shafts.
Steam:
 Steam power was being used in textile mills. Water power was no
longer an essential requirement for mills, so they could be built almost
anywhere.
-How did the Industrial Revolution change the economy? (Jobs, Prices,
Salary, Trade, etc.)
 In 1717, Manchester was a market town with a population of about
10,000. By 1851, the population had grown to more than 300,000.
Sixty years later, in 1911, there were more than 2,300,000 people living
in the greater Manchester area.
-What impacts did urbanization have on the US?
 industrial cities were hard to live in due to public health issues from the
contaminated water as well as air and the spread of diseases from
overcrowding.
-What was the Meiji Restoration?
 a chain of events in the late 19th century that brought the emperor to
power and began a process of social and industrial moderniza

-How the Industrial Revolution change culture? (Art, Literature,

Photography)
 In the Industrial Revolution, the culture shifted from making goods to
the consumption of goods. Men left the home to make these products
and the women controlled on how much the household will consume.
Women became the ones who spent the money but our culture tells that
the one who earns the money is the most valued. It definitely lead to
more gender inequality in our society.
  Romanticism became established in many of the arts. Literature,
painting, and music were all affected. The Romantic movement
rejected the emphasis on rationalism during the Enlightenment. Instead,
Romantic poets, painters, and composers valued imagination, emotion,
and the natural landscape. Romantic reactions to the Industrial
Revolution were largely negative. In the 1790s, the English poet and
engraver William Blake harshly criticized the abuse of child labor in
London. In a famous poem called "Jerusalem," he denounced the "dark,
satanic mills" dotting the English countryside. Blake believed that
industrialization amounted to the exploitation of fellow human beings.
-What are some of the main arguments for and against Industrialization?
-Critics (negative side): "But as to the great mass of working-people,
the state of misery and insecurity in which they live now is as low as ever, if
not lower. The East End of London is an everspreading pool of stagnant
misery and desolation, of starvation when out of work, and degradation,
physical and moral, when in work. And so in all other large towns—
abstraction made of the privileged minority of the workers; and so in the
smaller towns and in the agricultural districts. The law which reduces the
value of labour-power to the value of the necessary means of subsistence, and
the other law which reduces its average price, as a rule, to the minimum of
those means of subsistence, these laws act upon them with the irresistible
force of an automatic engine, which crushes them between its wheels."
-Champions (positive side): "Labor is indeed the price set upon
everything which is valuable. Nothing can be accomplished without it. The
greatest of men have risen to distinction by unwearied industry and patient
application. They may have inborn genius, their natures may be quick and
agile, but they cannot avoid the penalty of persevering labor. Labor, however,
is not a penalty: work, with hope, is a pleasure. 'There is nothing so
laborious,' said St. Augustine, 'as not to labor. Blessed is he who devotes his
life to great and noble ends, and who forms his well-considered plans with
deliberate wisdom.' It is not, however, in the noblest plans of life, but in the
humblest, that labor avails most. Idleness wastes a fortune in half the time
that industry makes one. 'Fortune,' says the Sanskrit proverb, 'attendeth that
Lion amongst men who exerteth himself: they are weak men who declare
Fate to be the sole cause.”

The increase in philanthropy (supporting charitable causes or cultural

institutions) and the major reform movements that came out of the Industrial
Revolution such as the Temperance Movement, Abolitionist movement,
progressive reforms, and labor unions will be addressed in greater detail in
Lesson 6.06.

6.03: Political and Economic Ideologies

- What does ideology mean?
 is the set of ideas at the basis of an economic or political theory. Some
examples are Marxism, fascism, totalitarianism, communism, and
capitalism. Usually, an ideology involves a fixed and somewhat
inflexible cluster of opinions or beliefs.
*Born out of the ideas of the Enlightenment and the social and economic
changes created by the Industrial Revolution
(1) Capitalism: the most popular economic system presently found in the
world; ex: USA
-Who is the person most associated with explaining how capitalism works?
 Scottish economic philosopher of the Enlightenment Adam Smith
(1723-1790). As you may recall, Smith believed that people behave in
accordance with their own self-interest. Nonetheless, he argued, the
self-interest of individuals often promotes the well-being of society as a
whole. Producers and consumers meet in the marketplace, Smith
asserted, to sell and purchase goods. Smith argued that markets should
be free to find their own levels. Indeed, his central point was that the
"invisible hand of the market" would act to regulate the economy
according to supply and demand. The idea that governments should not
interfere with markets is called laissez-faire economics.
-How does capitalism work? What is the relationship between the individual
and the government?
 Depending on the position, some may see capitalism as a liberating
concept. Indeed, capitalism supports the idea that people have value
because of what they do, not who they are. However, others may see
capitalism as a system that inevitably leads to oppression for the
majority of people while only the privileged few reap the benefits. The
base of the word "capitalism," is capital is money or property that is
invested or used to produce goods and services. In a capitalist economy,
the means of production are mostly or entirely in private hands.
Business owners, such as factory owners, hope to make a profit on their
investment. In a cycle, profits are often reinvested in the business to
advance economic growth.
(2) Socialism: no true socialist economy exists; all contain aspects of
capitalism; ex: Canada
-Who are the people most associated with explaining how socialism works?
 Charles Fourier in France and Robert Owen (1771-1858) in Britain.
The economic theories of Fourier and Owen became known as
socialism.
-How does socialism work? What is the relationship between the individual
and the government?
 economic production are owned in common or by the government.
Charles Fourier, for example, promoted the idea of cooperative
communities that would have a responsibility regarding the social
welfare of their members. Fourier believed that the competition typical
of capitalism was wasteful.

 And Owen defied convention by raising wages for his workers,

reducing working hours, and building schools for his employees. He
promoted the necessity of education. Owen believed that through
universal education humanity could achieve unprecedented harmony
 and progress. This belief, as well as some of his other ideas, caused him
to be considered a utopian socialist.
(3) Communism: less of an authoritarian version of socialism and more of a
theory that explains how capitalism will end; ex: China
-Who are the people most associated with explaining how communism
works?
 Karl Marx, political philosopher named Friedrich Engels.
-How does communism work? What is the relationship between the
individual and the government?
 Many people think of communism as a stronger, more authoritarian
version of socialism. In some ways, this is a useful but simplistic way
to think about communism. But in other ways, it distorts the difference
between these two systems of ideas. In the most general sense,
socialism is an ideology that seeks to regulate capitalism, whereas
communism is a theory of socialism that explains how capitalism will
be overturned.
-How did the Industrial Revolution take us from Mercantilism to
Communism?
 Capitalism emerged as a response to the excessive regulation of the
state in the form of mercantilism; socialism emerged in response to the
excessive exploitation brought about by capitalism; and communism
resulted from the frustrations of those who saw socialism as structurally
inadequate.
6.04: Imperialism
-What is imperialism?
 The system under which nations take over other countries either by
conquering them or by gaining control over their political and
economic system.
-What are the purposes of imperialism? Why would a country participate in
imperialism?
Try to include Economic, Political, and Social reasons
 For example, America and Europe started increasing their power by
taking over land in another part of the world. The first reason for
imperialism is the nations wanted to take an empire to give it new
markets in which to sell goods, and from which to buy raw materials.
The second reason is they felt that taking an empire would give it more
naval bases from which to project power, this would allow their nation
to become a more important power. The third reason are the need to
civilize other cultures on the rest of the world of US, and European
countries felt that they had a superior civilization and that they had an
obligation to spread that civilization to other countries. The imperialism
affected all over the colonies. ²or Asia it bought modernization, for
Africa it bought degeneration of its population and resources, for Latin
America it destroyed their culture but bought a new one which was
destined for greatness but somehow failed.
-How does the imperialism during the Age of Discovery compare to the
imperialism during the Industrial Revolution?
 The Frst was a product of the Age of Exploration. This process resulted
in the colonization of most of the Western Hemisphere by Spain,
France, Britain, and Portugal. The second imperialist expansion
occurred later and was largely a product of the Industrial Revolution.
This process resulted in the colonization of most of Africa, the Middle
East, India, China, and the South Pacific.
-How did imperialism impact China?
 Europeans decided to take china because its military was weak so they
could not fight back, and china had abundant natural resources. China
refused to have anything to do with Britain and Europe so war started,
Britain won, so china back down. Opium became widespread into
 china, and china lost all their natural resources like silk, tea, and
porcelain.
-What role did propaganda play in imperialism?
 Everyone became racist. Britain, Spain, and France reinforced the
notions of white power and the civilizing mission of colonialism.
European nations entered Africa and Asia armed with the idea that they
were bringing civilization to an area without it. This idea assumed that
European civilization was the only legitimate form of civilization.
Therefore, when colonized groups refused to act "European," they were
demonstrating how uncivilized they were. Colonizers were in turn
compelled to try to "civilize" them. This cycle perpetuated the
institution of imperialism.
-How did imperialism impact Africa and other parts of Asia?
 Under Belgian rule, the Congo was a brutal place. Greed and racist
sentiment combined to make torture and brutality common tools for
extracting resources out of the region. When Japan was forced out,
Korea found itself split into two groups. The north was under the
control of those influenced by bi²er war with Japan in China. In the
south, control passed to those who maintained an exiled Korean
government abroad.
6.05: Italian and German Unification
-What was the propose of the Concert of Europe?
 The host of the Concert of Europe was Austrian Prince Clemens von
Metternich. He championed the idea of "balance of power." He led the
way to legitimizing national governments, stopping revolutions,
international peacekeeping, and stabilizing Europe. the distribution of
power among countries so that no one na²on can seriously threaten the
fundamental interests of another
-What was the main role of each of the following men who helped to unify
Italy?
 -The Carbonari:

-Giuseppe Mazzini:
 Propagandist, He was forced into exile while in his twenties for his
radical beliefs. In 1831 he founded the Young Italy movement.
Members called for the creation of a republican nation of Italy free
from Austrian rule. Many rallied around Mazzini, agreeing with his cry
of "God and People" and call for a "Third Rome." Mazzini spread his
ideas and increased his following through publications and speeches.
Mazzini was called "the Prophet," preparing the way for future leaders
in Italy's unification.
-Count Camillo Benso di Cavour:
 was a politician, rich industrialist, and a great statesman. Opposite of
Mazzini, Cavour believed in compromise and the power of the
parliament.
 Paving the road to Italian nationalism, Cavour started a newspaper.
Cavour wrote and published articles in the newspaper advocating for
war against Austria. He soon moved up through the ranks of elected
and appointed political positions. He worked with the French to drive
the Austrians out of Italy. In exchange, France gained the territories of
Nice and Savoy. It was under Cavour's leadership that northern and
central Italy gained independence.
 Firm in his belief in the importance of a constitution, Cavour designed
the national constitution and served as the first prime minister of
unified Italy under King Victor Emmanuel II of Italy. He also worked
tirelessly to promote industrialization on the primarily rural peninsula.
-Giuseppe Garibaldi:

 was the key military leader of the Risorgimento. A supporter of

Mazzini, Garibaldi was a revolutionary, spent time in exile, and was
 also a skilled propagandist. He was trained in guerrilla warfare and won
military victories. In 1858, Cavour appointed the rebel Garibaldi an
army general to fight Austria. Garibaldi returned a hero.

-What were the effects of Italy’s unification?

 The people of Italy spoke many different regional languages known as
dialects. Most people lived in poor, rural areas and were not well
educated. They could not read, write, or speak one another's languages.
Geographically they were also separated, not only by mountains and
waterways, but by the lack of roads, railways, and other infrastructure.
-Briefly describe the three main events that led to German unification:
-Zollverein: Zollverein is German for “Customs union” it was started
by Prussia to increase trade and transport of goods.
-Seven Week’s War: War between Prussia and Austria, Austria’s
military was defeated after the battle of Koniggratz.
-Franco-Prussian War: War between France and young Germany that
lasted until France decided to surrender. This marked the end of Frances
military domination and the start of Germany’s military domination in
Europe.

-What were the effects of Germany’s unification?

 German unification brought a period of stability to the cultural
landscape. This led to a number of intellectual achievements, including
the work of scientist Max Planck, philosopher Nietzsche, composer
Richard Wagner, and engineer Karl Benz. To keep the desired peace,
most German politicians learned to exercise diplomacy with the many
neighboring countries.
 unification of Germany is that it upset the delicate balance in Europe. It
also established a pattern of war that would wreak havoc on Europe in
the 20th century. Following unification, Wilhelm II dismissed Bismarck
from his position as Chancellor because he wanted control over the
 foreign policy of Germany. This decision however resulted in the
breakdown of the balance of power created by Bismarck between
Russia, Germany, and France. The result was a complex system of
treaty arrangements that finally led to World War I.
6.06: Modern Reform and Independence
-Reform movements result in significant changes to culture, society,
governments, and economies. Briefly describe each major Reform Movement
between the 1800s and 1900s.
-Education:

 had visited Prussia and became convinced that the reforms they had
instituted there would work in the U.S. The Prussian system
emphasized the idea that all students should have access to the same
education content, school should be compulsory, and the children in
school should be divided into different grades.

-Women’s Suffrage:

 The movement to gain the right to vote for women.

-Abolitionism:

 is the movement to end slavery.

-Healthcare:

 Many European scientists made advances in medicine and health

during the 1800s, none more important than Frenchman Louis Pasteur.
Pasteur discovered that bacteria cause and spread disease. As a result,
he has saved millions of lives.

-African Reform Movements:

 Negritude Movement: A movement that emphasized African culture,

values, and traditions.
  Pan-Africa movement: A movement that promoted the independence of
African countries and encouraged unity among the back people
worldwide.

-Meiji Restoration:

 was an event that restored practical imperial rule to Japan in 1868

under Emperor Meiji.

-Latin American inds:

 Mexico viewed the rule of President Porfirio Diaz as oppressive.

Radicals began a movement to remove him from office. Led by
Ricardo Flores Magón, this movement came to be called the
Regeneration.

 Jamica, brazil, Puerto rico,

-Use the map on page 7 of 10 to compare revolutions in the following

countries:
-Jamaica: Jamaica formed a House of Representatives in 1944. The
event established the basis for self-government. Three years later, Jamaica
constructed a branch of the University of the West Indies, which further
helped the Jamaican people to prepare for independence. In 1958, Jamaica
formed the West Indies Federation. This group united the British Caribbean
islands into a unit of the Commonwealth. Then in 1962, Jamaica became an
independent nation within the Commonwealth.

-Libya: Italy invaded Libya and took control of most of the country by
1912. A Muslim brotherhood called the Sanūsīyah (Sanūsīyah: Muslim
brotherhood that formed in Libya in the early 1900s) unified the Libyans
around Islamic principles and offered strong resistance to Italian rule. Then
during World War II, the Sanūsīyah agreed to assist the British with their
fight against the Italians. In return, the British agreed that Libya would no
longer be a subject of Italy. By 1942, the British had gained control of
northern Libya. After the war, the United Nations voted that Libya should
become an independent nation by 1952. The leader of the Sanūsīyah, Idris,
became the king of an independent United Kingdom of Libya

-India: Mohandas Gandhi and many other Indians had been protesting
for more than 20 years for India's independence from British rule. Finally,
after World War II, Britain agreed to grant this independence. However, the
Muslim league in India wanted the nation to be partitioned along religious
lines into Pakistan and India. Pakistan would be primarily Muslim, and India
would be mostly Hindu. British and Indian leaders agreed to the partition. In
1947, India and Pakistan became independent states. Then in 1948, Gandhi
was assassinated on his way to a prayer meeting by someone angry over his
concessions to Pakistan.

-How has social media made it easier to organize and protest?

 Throughout the revolting Arab nations, people used Facebook and
Twitter to communicate about the political situation in their countries.
These people often shared criticisms and discontent about their
respective rulers. In fact, many people who support democracy
organized large social networks to help start political action. By sharing
messages about freedom, protestors created a sense of unity. They also
began to believe that they could succeed in overthrowing their
governments.
-How did F.W. de Klerk prevent a civil war in South Africa?
 became the president of South Africa. He feared that apartheid could
lead to civil war. As a result, he freed Mandela in 1990. In addition, de
Klerk set up talks between the government and the ANC. Soon the
government abolished all apartheid laws and, with the ANC, began to
form a new constitution. In 1993, the government granted blacks the
right to vote. The following year, South Africa had its first elections
that were open to all races. Voters elected Nelson Mandela president.
Then the government approved a new Constitution in 1996.FGF