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Civilizations • Civilizations- the single largest unit of human organization, bigger than an Empire. They share similar laws and languages, their scientists and merchants learn from each other, they have similar political and economic institutions. They often have a common cultural heritage. • ‘Civilization is in fact the longest story of all, it can exist through a series of economies or societies’ Braudel
Western civilization • Western civilization- Can comprise a number of empires and countries. France, Britain, Northern America, Portugal, Spain, Holland, Habsburgs, Prussians, Polish, States of modern day Italy. • The ancient Greek and Roman empires (classical civilization) laid the foundations for Western civilization.
Great civilizations- can you name any? • Mesopotamian, Egyptian, Cretan, Classical (Greek and Roman), Byzantine, Middle American, Andean, Chinese, Japanese, Indian, Islamic, Western.
The rise of the west • 1500 western europe: • Made up 16% of population. • 1913 western europe: • Controlled 50% of the earth’s population • By the 1980s the average American was 80 times richer than the average Chinese
What does this painting tell us about life in Europe in the Middle Ages? (triumph of death, Peter Bruegel)
What does this painting tell us about life in Europe in the Middle Ages? (human frailty, Salvator Rosa)
What does this tell us about life in the Middle Ages? • Conceptio culpa, nascipena labor vita necessemori • Conception is sin, birth is pain, life is toil, death is inevitable.
The 15th Century • What was life like in Europe in 1400? • What was the most advanced country/region in the world at this time?
Chinese greatness • Seed drill- 300BCE • Astronomy • Paper money • Mechanical clock 1086 CE • Gunpowder • Ink • Paper • Suspension bridge- 65 CE • Iron production • They were world leaders in silk and porcelain production • They had the world’s most advanced cities and economic markets • They had the finest ships and navigation expertize in the early 15th century
Chinese Exploration • Admiral Zheng He was the most famous maritime explorer in Chinese history. He was a eunuch and former servant to the Emperor, Yongle. 1405-1424 he embarked upon a series of voyages that took him to Thailand, Sumatra, Java, Calicut, Temasek (Singapore) Mallaca, Ceylon and east Africa. • The purpose of the trips was to; • ‘go to the (barbarians) countries and confer presents on them so as to transform them by displaying our power’. The Sultan of Malindi (Kenya) give tribute and his most warmly received gift was a giraffe; ‘a symbol of perfect virtue, perfect government and perfect harmony in the empire and the universe’.
Chinese Exploration • In 1424 when Yongle died, Chinese overseas ambitions died with him. The new leaders did not feel they could gain anything through navigation and trade. Zhong He’s journeys had been seen as something like the American moon landing in 1969, a hugely expensive show of power.
Chinese Exploration • Why do many historians see this as a turning point in world history? • How could Zheng He’s exploration have secured China’s place as the most powerful country in the world?
Watch the following documentary and answer the questions; • What types of competition were happening in Europe? • Why were European states competing? • Explain why competition helped Europe to develop economically and militarily • Why did China stagnate (stop growing/developing economically)?
The Spice Trade • Make a diagram (half page) on paper sketching the route of 1. The ancient spice trade and 2. The spice route used by Vasco da Gama. • Mark Calicut on your map. • Download the article ‘a taste for adventure’ from the website. • Why did Da Gama use this route? Why had it not been used before?
A taste for adventure • What was the motto of the Portuguese spice traders? • Why did the Portuguese settle in Calicut? • Why is Kerala’s pepper the best in the world? • What did the Egyptians use spices for? • What did the Europeans use spices for? • How did Arabs keep control of the spice trade for so long? • How did Portugal gain control of the spice trade and what was the impact of this? • What was the Treaty of Tordesillas? • Where were nutmeg and mace found? • What are they and why were they so prized?
Spice trade- research Question- Are local uses different from international uses? Question-What did the western world use it for? In medieval times? In modern times? Question- What was trade worth to the Portuguese/ British/ Dutch/ Locals? $$$ Question- How does it grow? What does the tree/shrub, root look like? Question- Where was it originally found? Question- What impact did the spice trade have on the region? +/- Question- What impact did technology have on its production ? Question-How is it mass produced? Question-What did the western world use it for? RECIPES Question- Are there health benefits from using this? FIND QUOTES ABOUT IT Question- How is it farmed? Question- describe it. Smell, taste, feel. Can you get some and add it to your display?
Spice trade • 1. Cinammon • 2. Cloves • 3. Nutmeg • 4. Pepper • 5. Ginger • 6. Cardadmom • 7. Tumeric • 8. Saffron • 9. Vanilla • 10. Cocoa
Presentation • This will be presented on poster paper and should be colourful and informative with a mix of text, photos, maps and diagrams. • It is due on Monday 21st January
The rise of the West- 1. Competition • On your whiteboards answer the following question: • Why did COMPETITION help the West to become more powerful (economically, militarily and in terms of knowledge) than China?
The West explored the world to make a profit- spice trade Constant warfare between small states developed military technology Competition Navigational expertise increased and the quality and speed of ships improved Small warring states kept monarchs weak and allowed businesses to become strong The western diet improved increasing health and life expectancy The West learned new production techniques (ie textile manufacture- India, porcelain and watch making- China) and used new raw materials.
2. Science • Arguably, the Islamic world was the leading scientific power up until the 17th century. • Abbassid caliphate was at the cutting edge of science. Bayt al-Hikma, the ‘house of wisdom’ was home to classical Greek texts that were translated into Arabic. • The first true hospital ‘Bimaristan’ was founded in 707 in Malek, Damascus. • First true institute of Higher Education was situated in Fez in 859, university of Al-Karouine. • Muslim mathematicians founded algebra (al-jabr: ‘restoration’). • Medieval Islamic scholars led the way in mathematics, optics, cartography, medicine and philosophy.
The Ottoman Empire- 1299-1953 The Ottoman Empire at the zenith of its power in 1590
Science • Central question: • Why did the Islamic world stagnate while the West moved ahead?
The invention of the printing press 1. The church could no longer stop the development of science in Europe. Science The development of institutions that shared scientific knowledge Rational application of science to warfare
1. The weakening of the Church in Europe • Nicolaus Copernicus, Giordano Bruno and Galileo Galileiwere punished for their research showing that the earth moves around the sun. • Copernicus did not publish his research until his death grew near. He correctly believed that the earth was just one of the planets of the solar system and not the centre of the universe. • Galileo is known as ‘the father of modern science’ and is renowned for improvements made to the telescope. He was tried by ‘the Inquisition’ and put under house arrest. He was forced to swear that the earth was the centre of the universe but is believed to have muttered the famous phrase ‘and yet it moves…’
Prep question • Get into groups of 3. • One should research Copernicus, one Galileo and the other the Inquisition. • Make a fact sheet with 10 key facts that your partners should know about them.
How did the Church inhibit the development of science in Europe? • What changed?
The Church and the Government • For most of the 16th century the monarchy and the catholic church were the most powerful forces in Europe. • The Reformation began in Europe in the late 16th century. • In simple terms this was a movement to ‘reform’ the Christian church. Men like Martin Luther objected to corruption in the Catholic church. • His message spread across Europe thanks to Guttenberg’s printing press. • This weakened the Catholic Church. • A separation of the church and the government took place- this is called secularization. The rule of law became more important. • Scientists in the 17th century and onwards could work with out fear. • This situation was very different in the Islamic world (Ottoman Empire)
The relationship between the Church and government • Watch Civilization and answer the following questions: • 1) What are the strengths of Prussian king Frederick the Great as a leader? • 2) What are the weaknesses of Sultan Osman III of the Ottoman empire? • 3) How did religion stop the development of Islamic science? • 4) Why was Ottoman scientist Takyuddin’s observatory destroyed? • 5) How was scientific knowledge shared in Europe? • 6) How did science help the Prussians to win wars? • 7) When did the Ottomans eventually allow the printing of books? • 8) What was the overall impact of the different views on science held in Europe and the Ottoman empire?
Science and warfare Benjamin Robins a self taught mathematician and engineer in the East India Company. He calculated the effect of air resistance on projectiles and recommended egg shaped bullets fired out of rifled barrels to give greater accuracy. Rifling is when the barrel of a gun is grooved to impart spin on a bullet or shell which makes it’s projectory more reliable. The western powers honed their knowledge at institutions like the Woolwich Academy of Engineering and Artillery.
Case study • George and the Chocolate factory pp98-101 • Q1-4 p101
United States and Peru • Make a table showing the GDP per capita and life expectancy in Peru and the US in the following years: • 1800, 1850, 1900, 1950, 2000, 2011 • Describe the trend in growth in both countries. Use phrases such as ‘between 18__ and 19___ Peru’ ‘grew rapidly’ ‘growth slowed’ ‘grew steadily’ • What have you learned about a) how life has changed since 1800 throughout the world b) the differences and similarities between the US and Peru (paragraph for each) • Make your own graph and print it out comparing life in Peru and the US. • Describe the pattern of growth and what we can learn from it. (Paragraph). • Print another graph from gapminder which is of interest to you. Explain why it’s interesting and what you can learn from it. (any countries, any stats)
Measuring standards of living • How do we measure standards of living? • What is the weakness of GDP per capita as a measure of standards of living?
Which parts of the world are most equal? Which parts of the world are most unequal?
Land ownership • How did land ownership differ in different parts of the world in 1800? English Common law Russia- Serfdom Peru- All land owned by the Spanish crown • Why does the opportunity to own land help the economy? Use these words in your answer: FREELAND- Productivity*, competition, consumer society, accumulation of wealth, technology, education, rule of law TYRANNYLAND- Lethargy, stagnation, poverty, oppression, resentment • Productivity: output per unit of input eg wheat per acre or metres of cloth per worker
United States and Peru • Watch 15 minutes of the documentary and answer the following: 1) Who went to Peru? (Conquistador) 2) Who went to North America? (indentured labourer) 3) What did the Spanish and the British find when they got there? 4) What was so exciting about moving to North America? 5) What is the ‘American dream’? (social mobility, democracy, rule of law) 6) How was Peru governed? (mita) 7) How would the Peruvian population have felt being governed by the Spanish? • Why did this lead to greater economic and political success in North America? • Why did Bolivar fail and Washington succeed? (American constitution, representation (democracy), land ownership)
Prep: essay preparation • On Monday’s lesson you will be writing an essay on one of the following questions under timed conditions: • How did competition help the west rise above China and become the dominant political and economic world power. • How did a knowledge science help the west to rise above the Ottoman empire to become the dominant political and economic world power.
Essay plan • Introduction: (i) Define the key terms (ii) Outline the 3 or 4 main arguments that will answer the question • Main body: One paragraph for each main argument. Each argument backed up by evidence: statistics, facts or quotes. • Conclusion: Answer the question. Which is the most important argument you have put forward?
Question • How did a knowledge science help the west to rise above the Ottoman empire to become the dominant political and economic world power.
The dark side of the western ascendency • So far we have looked at the positive impacts of western civilization; • Improvements in science leading to more efficient and productive agriculture, industrial development military progress, medical improvements. • Competition leading to greater international trade and specialization, ‘globalization’, improved geographical and cultural knowledge and wealth creation. • More advanced systems of government; private land ownership and democracy which has been adopted by societies across the world.
The dark side of the British Empire • We are now going to the dark side. We will study; • The slave trade • Racial theory (eugenics) • The opium trade
Great resources • http://www.slaverysite.com/ • http://www.spartacus.schoolnet.co.uk/USAslavery.htm • http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_section9.shtml
Task • You will take on the role of a newspaper reporter / radio broadcaster from 1800. • How does the slave triangle operate? • What were conditions like on a slave ship? • What work did slaves do and why were they punished so harshly? • Who were the key figures in the campaign to end slavery?
How to make a great report • Use the textbook p126-135 as a starting point for you research. • Be specific in your discussions. Find out about ‘working conditions in Virginia tobacco plantations in 1750’ or ‘the experience of OlaudahEquiano’ instead of general discussions. • Source the evidence you use. Which website, book did you find the statistics or information? • Use images to support your evidence. Discuss the images in your report. • Make the presentation professional. • Your role is to inform the public and back give them evidence of what is happening in the slave trade. Present and discuss sources from Spartacus. • Your role is a journalist is to be balanced, but your job also allows you to make a reasoned judgement on what was happening. • Report length: • 200-300 words per section • Equivalent to 1m30s- 2mins per section • We will have a minimum of 2 lessons in class to work on this • Discuss at least 6 images and 6 primary sources in your report.
