The Ascent of the West

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, nasci pena

labor vita necesse mori

• 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- Where was it originally found?

Question- Are local uses different from international uses?

Question- describe it. Smell, taste, feel. Can you get some and add it to your display?

Question- How is it farmed?

Question- What impact did the spice trade have on the region? +/- Question-How is it mass

produced?

Question- What impact did technology have on its production ?

Question-What did the western world use it for? In medieval times? In modern times?

Question- How does it grow? What does the tree/shrub, root look like?

Question-What did the western world use it for? RECIPES

Question- What was trade worth to the Portuguese/ British/ Dutch/ Locals? $$$

Question- Are there health benefits from using this?FIND QUOTES ABOUT IT

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?

CompetitionSmall warring states

kept monarchs weak and allowed

businesses to become strong

The West explored the

world to make a profit- spice trade

Constant warfare between small

states developed military technology

The West learned new production techniques (ie textile manufacture- India,

porcelain and watch making- China) and used

new raw materials.

Navigational expertise increased and the quality and

speed of ships improved

The western diet improved

increasing health and life expectancy

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.

Abbasid Caliphate 750-1258

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?

Science

The development of institutions

that shared scientific

knowledge

1. The church could no longer stop the

development of science in Europe.

The invention of the printing

press

Rational application of science to

warfare

1. The weakening of the Church in Europe

• Nicolaus Copernicus, Giordano Bruno and Galileo Galilei were 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 warfareBenjamin 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 lawRussia- SerfdomPeru- 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?8) Why did this lead to greater economic and political success in North

America? 9) 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/fea

tures/storyofafrica/index_section9.shtml

Trans-Atlantic slave traingle

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 Olaudah Equiano’ 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.

British Empire• 166 countries came under British rule by 1900. This gave Britain a monopoly on

the trade of natural resources in many of the world’s most resource rich countries. (monopoly- they controlled trade and could buy land and resources at the cheapest prices)

• Using the blank world map and the atlas you have been given, shade some of the key countries in the British Empire in 1900:

• Canada, Australia, New Zealand, India (including Pakistan and Bangladesh), South Africa, Rhodesia (Zimbabwe and Zambia), Gold Coast (Ghana), Sudan, Ireland (whole), Singapore, Hong Kong, Guiana, Jamaica, Egypt, Burma, Nepal, Papa New Guinea- Write the names on the map

• Firms made fortunes exporting huge quantities of raw materials back to Britain to be manufactured into goods in Britain’s factories. Put the information in this table onto your map. Use symbols and make a key:

Country Resources

Gold coast Gold

Canada Wood, gold, copper, wheat, salmon, dairy farming

India Tea, cotton, spices, wood, rubber, coffee

Jamaica Sugar, rum

Hong Kong (goods from China) Porcelain, silks, tea

Australia Wool, meat, dairy farming, copper, gold

Britain in India• The British East India was founded in 1600 to compete with the Dutch in the Spice Trade. Until

1694 they were the only British company allowed to trade with India as they had been granted sole trading rights by Elizabeth

• With approval of the local rulers the company founded trading posts in Madras, Calcutta and Bombay. The company began exporting indigo, saltpeter, silks, tea and most importantly cotton fabrics. At this time Indian cotton textiles were the best in the world.

• There was a huge demand in Europe for Indian cotton fabric as it was washable, lightweight and incredibly cheap and was used to make dresses, shirts and home fabrics.

Britain in India• By the 1750s other European powers, notably France, started trying to get a slice of the

profits in India and this led to armed conflicts in many regions. The British and French supported rival Mughal claimants to the Indian regional thrones.

• The British and their Mughal Princes won most of the conflicts against the French. The British army who had helped win the battles stayed in India and gradually took power for themselves. Men such as Robert Clive held the real power in India.

• The British by the early 1800s took formal control of India, introduced a British system of law and forcibly took control of the most valuable natural resources in the country.

Britain in India• Once the industrial revolution was fully underway the British stopped importing

Indian cloth and just imported the raw cotton.• They also placed high taxes on cotton fabric producers in India. The British

manufactured the cotton into cloth in factories in Lancashire and other parts of the Britain and exported them back to India in huge quantities.

• They sold the cloth in Indian markets and this crippled the Indian economy because this was one of their main sources of wealth. They could not compete with the British as the Indians produced their cotton by hand whereas the British used high-tech machinery.

British in India• Make a cartoon to illustrate either the story of

the British in India or in China.• Extension: Find out 10 facts about Robert

Clive.

The British in China

• China’s last dynasty was the Qing. They ruled between 1644-1912. The Qing dynasty followed an isolationist policy which saw China cut off from the rest of the world.

• The Emperors and Empresses had no interest in learning from the rest of the world. They viewed themselves as superior, with China at the centre of the universe (Zhong Guo- middle kingdom)

• Anyone lucky enough to enter the royal court would have to kow-tow to the Emperor

The British in China• As a result of this policy the Chinese

economy stagnated and as Britain and the rest of the West went through the industrial revolution China fell further and further behind.

• In the early 19th century the Chinese had no interest in opening its doors to western trade and only allowed foreigners meet with Chinese merchants (cohong) on the outskirts of Guangzhou (Canton) for a few weeks a year.

• The British East India company carried out the trade until 1834. At this point the British government took over. They were keen to expand trade due to China’s huge population and valuable resources such as porcelain, tea, rhubarb and of course the very best silks in the world.

The British in China

• The British government officials would of course not kow-tow to anyone and forced their way into China.

• They took advantage of China’s growing desire for opium and imported huge quantities grown and processed in Afghanistan, India and Nepal into the country’s main ports.

• By 1879 6,700 tons were being imported annually and 13.5 million Chinese were addicted to this dreadful drug.

• China was selling their most precious resources and giving away their silver to feed their addiction.

Impact of opium

smoking on China

Increased crime levels: violence, theft, vandalism

Destroyed the organisation,

effectiveness of the army

Increased corruption in the

government.

Economy: Outlfow of siver. Increased

unemployement, increased helath

problems.

Highly addictive: Users experience a euphoric ‘high’ and it eliminates

pain

Bowel problems and heart failure

Drowsiness, respiratory problems, weakness, dizziness

Dependency becomes so great that users

often do not eat, sleep or drink.

individual society

The British in China• The Chinese tried to resist the British aggression and

importation of this dangerous drug and in 1839 the Chinese commissioner at Guangzhou, Lin, collected in all the opium and destroyed it.

• Shortly after the British unleashed the full force of their army and navy on the Chinese and roundly defeated them, destroying many historic buildings and disgracing the emperor.

• Another war would follow in 1857 and after this British and other European goods flowed into the country and GB France, USA, Germany and others moved in to open factories and import products.

• China could levy only a 5% tax on imports and parts of the country came under direct Western rule. These places were called ‘concessions’. The British took Hong Kong after the first opium war and had concessions in Shanghai and Guangzhou. The French had a concession in Tianjin and the Germans in Qingdao.