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Day 1. Homework. Day 1 “The Problems of Decolonization” Table Bring Textbooks next class!. Grading Ch. 23-24 Quiz. Ch. 23-24 Quiz. 1) B 2) E 3) E 4) B 5) E 6) C 7) A 8) A 9) E 10) C 11) B 12) E 13) D 14) D 15) B 16) D 17) B 18) A 19) B
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Homework Day 1 • “The Problems of Decolonization” Table • Bring Textbooks next class!
Ch. 23-24 Quiz 1) B 2) E 3) E 4) B 5) E 6) C 7) A 8) A 9) E 10) C 11) B 12) E 13) D 14) D 15) B 16) D 17) B 18) A 19) B 20) A 21) A 22) C
Chapter 25 The Consolidation of Latin America, 1830-1920
Describe the degree to which Latin American states were successful in shaking off their colonial past.
Describe the deg. to which L.A. states were suc. in shaking off their colonial past. • With independence, most nations had republican governments. • Liberal constitutions extended the vote. • Their economies no longer were under European dictation. • Slavery, the base of exploitative labor, ended by 1888. • The colonial heritage of a society based on castes of color and race was more difficult to overcome.
Describe the deg. to which L.A. states were suc. in shaking off their colonial past. • Indians continued to be oppressed and remained at the bottom of the social structure. • Even liberal land reforms and redistribution plans discriminated against Indians and mestizos. • There were frequent rebellions of peasants and Indians against governments dominated by Creole aristocracies.
Compare the relationship of the Latin American nations with the West at the end of the 19th century with the relationship of the West to true colonies created through imperialism.
Relationship of the Latin American nations. • Latin America remained independent, did not provide military forces to the West, and was outside of the imperial scramble. • The profits of economic expansion were not drained off by Western merchants.
Relationship of the Latin American nations. • But Latin America was in many ways reduced to an economic dependency typical of true colonies. • Economic expansion was based on the export of raw materials, and markets were dependent on the West.
Relationship of the Latin American nations. • The West provided capital for initiation of industry and often owned the industries. • The labor force often was exploited in a manner similar to that of colonial labor forces.
Table “The Problems of Decolonization”
“The Problems of Decolonization” • Begin a table called “The Problems of Decolonization.” • As a class, we need to agree on the topics for the table, based on a reading of the section entitled “Conclusion” on text pp. xxx–xxx. • We will then fill in the table for Latin America as a whole-class activity.
“The Problems of Decolonization” • Continue this table as you study the decolonization efforts of Southeast Asian, African, and Middle Eastern nations in the 20th century. • The completed table will be an invaluable tool in helping you review for the AP* World History exam. • Completed one will be due next class.
Ch. 25 Analysis Class work and study time.Bring Textbooks next class!
Ch. 25 Analysis • Leader Analysis: Simon Bolívar • Conflict Analysis: Independence struggles in Latin America • Change Analysis: Independent Latin American Nations: Continuity and Change • Societal Comparison: Latin American Nations Before and After Independence • Document Analysis: Confronting the Hispanic Heritage: From Independence to Consolidation • Dialectical Journal: In Depth: Explaining Underdevelopment
Analyze the reasons why England and the Western Europeans were able to createindustrial economies and the Chinese were not.
Based on the documents provided by the text, evaluate attitudes about the role Native American labor served in the Spanish colonies in the Americas in the 16th and 17th centuries. Explain what kind of additional documents would help you evaluate these attitudes.
Plot Summary • Native Americans were used by the Spanish in mines, on farms, and as general laborers. • There was certainly a labor shortage as far as the Spanish were concerned. • As the native population collapsed by 1600, African slaves replaced them. • Although the King and some priests called for the humane treatment of Native American laborers, these laws seemed unenforceable, and many Spanish creoles and priests abused these mita laborers by overworking and underpaying them in pursuit of profit for themselves and the crown.
Framework • Students are asked to integrate written and visual/statistical documentation in this DBQ in order to answer two questions: • the reasons for the uses of Native American labor • and the reasons for the abuses of Native American labor. • The adaptation of the mita system in Peru made it easy to obtain Native American laborers, who were used in the silver mines and as workers on estates by secular and ecclesiastic lords.
Framework • The Native Americans seemed to be the only available workers, based on population figures. • Even though King Charles (Carlos) I demanded that the courts enforce his laws of humane treatment of the Native American workers in the 16th century (Which document?), all the other written documents show that the King’s laws were not enforced.
Framework You should speculate why: • because of distance from Spain, • or lack of on-the-ground enforcement, • greed of the creoles and the crown itself for profits, • lack of any other forms of labor until the African slave trade is employed in the 17th century.
Framework • You may become distracted by the charts and graphs, but will have to both understand their basic meanings (plot summaries), be able to integrate them into an argument, and assess their POVs. • (Since the graphs are all from recent scholarly works, you should note they can be accepted as the most current and correct information historians have.)
Framework • The obviously missing voices are from the Native Americans themselves. • Others are from law enforcement or crown officials (a viceroy, for example). • The third group might be from a landowner or mine owner explaining his rationale for using Native American laborers. • A fourth might be a graph showing numbers of mita laborers used in specific venues.
8–9 essays • Contains a thesis that specifies both uses (mines, farms) and abuses (overwork, underpaid) and why (profit, labor shortage, availability of mita workers). • Uses all the documents. • Creates at least three groups, and uses documents to support each argument
8–9 essays • Analyzes POV correctly in most of the documents. • The POV of the charts and graphs must be addressed, essentially by writing that each appears to be the latest data historians have, and can be used without much concern for bias. • Some of you may know that there is a long-term debate over the actual numbers involved in the African slave trade, and may use that information to question the overall reliability of document 7.
8–9 essays • Explicitly asks for at least three additional documents (one per analytical group/paragraph) and explains why each document would be helpful to their argument. • The ability to integrate the statistical information smoothly into the essay will probably differentiate the better essays from the medium and weaker ones.
Ch. 25 Class Discussion Class work and study time.
Ch. 25 Class Discussion • Trace the causes of political change in Latin America. • Contrast the Brazilian move to independence with other Latin American independence movements. • Compare the centralist versus the federalist controversy. • Characterize the liberal politics of the period from 1850 to 1870. • Identify the successes of reform at resolving the problems of race, class, and gender. • Summarize the economic boom of the period after 1870. • Generalize the ways that the United States entered the political and economic affairs of Latin America.
