Summer World History (module 7).
1) What was The Great Dying? Cite examples and details from the historical record in your response. Could this be considered a genocide? Why/ why not?
The great dying is when native American peoples came into contact with diseases in Europe and Africa. Is the destruction of Native American populations carried over from Europe by diseases. Because the Indians had never been exposed to diseases like small pox and measles in Europe, they had no exposure to them and therefore died.
Many died from the plague, and many others died of hunger. They could not get up to search for food, and everyone else was too sick to care for them, so they starved to death in their beds.
Due to the plague Native America population decreased by 90 percent of the population.
Central Mexico, was estimated with a population of 10 t0 20 million before the Spanish arrival conquest, declining to about 1 million by 1650.
It could be more of a genocide. In almost the entire book I have seen that the Europeans were hungry for conquest. They knew how to fight and as we have seen, they did not care about the suffering of the people. Europeans were clever and realized that it was an isolated band of Native Americans. They already knew how to fight before coming up with the concept of conquest. In this case, illnesses were a strong tool. The Europeans managed to dominate thanks to the death of many of the Native Americans.
2) What did native Siberians and native Americans have in common in terms of their experiences with Europeans during the early Modern period?
A parallel cycle of European migration likewise occurred in the vast territories of the Russian Empire. Since the serf feeding in 1861, about 13 million Russians and Ukrainians moved to Siberia where they displaced the region's indigenous population while millions more settled in Central Asia.
By the end of the century, native Siberians amounted to only 10 percent of the population of that region. The availability of land, the prospect of greater freedom from tsarist restrictions and the exploration of aristocratic landowners, and the construction of the trans-Siberian railway all facilitated Siberia 's continuing Europeanization. (Strayer, p, 757).
Both Native Siberians and Native American were decreased in population size and territory. They were also victims of exploitation and abuse.
3) Discuss the history and impact of the Indian Ocean trade network (the Sea Roads) from the Classical to Modern periods.
Trade routes in the Indian Ocean linked Southeast Asia, India, Arabia and East Africa, beginning at least as early as the third century BCE. This vast international network of routes connected all these areas as well as East Asia (particularly China). For centuries, the Indian Ocean has been home to shippers and merchants, linking Middle East and Africa to East Asia through the Indian subcontinent.
For centuries, the Indian Ocean has been home to shippers and merchants linking Middle East and Africa to East Asia through the Indian subcontinent. Yet maritime technology was not fully established until about 800 CE, at which point the Indian Ocean became the primary outlet for some of the world's largest international networks of trade. This ancient place and rich network of trade that extended from East Africa to China were encountered by Europeans. They were mindful of the commercial network's richness. Over several years, trade goods from across the entire Afro-Eurasian Supercontinent have passed through the Indian Ocean. Goods from the Persians and influential Turkish Caliphates of the Middle East were traded for goods sold to Indian and Chinese empires in African kingdoms. When Portuguese sailors first reached the east coast of Africa in the last decade of the 15th century, they were amazed to find thriving trading cities, massive networks and immense wealth flowing across the Indian Oceans. The Portuguese knew there was wealth in China, and they knew that during the age of the Silk Roads, trade made it into Europe, but they never fully realized the enormity of the Indian Ocean trade routes that transported those goods. Portugal continued to push on and off the Indian Ocean trade routes, finally connecting the Indian Ocean with the emerging European Atlantic and Pacific markets. Dominance of Indian Ocean trade routes declined throughout the 15th century, but this ocean remains a significant part of international shipping today. Europeans did not achieve what they wanted, yet they managed to become merchants in the culture of the East.
https://study.com/academy/lesson/indian-ocean-trade-route-network-history.html
4) Look at the pie chart titled “The Destinations of Slaves” on page 627 of our textbook. What might people find surprising about the percentages of slaves who disembarked in different parts of the Americas? What factors explain why the percentages were this way? The number of slaves brought to these two places was massive. We can see that the number of slaves 40 per cent lower than the number of slaves in Brazil and the Caribbean between Mainland North America and Mainland Spain America. All is related to the demand for labor in these two places. Europeans set up sugar-producing plantations in the Mediterranean, and later on numerous islands off the West African coast. It was a "modern" industry, maybe the first, in that it needed massive capital expenditure, significant technology, and near-fabric-like discipline among workers, and a mass consumer market. The tremendous difficulty and danger of the job, the restrictions attached to ser-labor and the general absence of wage-workers all pointed to slavery as a source of labor plantations with sugar.
5) What does Strayer mean by the “echoes of Atlantic Revolutions”? Cite examples and details from the historical record in your response. Are the Atlantic Revolutions still echoing in the 21stCentury?
Strayer describes the Atlantic Revolutions across the Atlantic Ocean as "echoing," a metaphor that describes the inspiration and influence of the successive Atlantic Revolutions. It started with the North American Revolution, which then "echoed" and contributed to the French Revolution. Shortly after those, we witnessed the Haitian Revolution, and finally the Spanish Revolution. Following these global revolutions, many people were inspired to make improvements and therefore there were various movements. Some of those movements included the Civil War, abolishing slavery in Brazil and Cuba, ending slave trade, gaining women's rights, etc. All these movements were crucial in our history and were caused by the revolutions in the Atlantic. Such radical echoes gave people hope for reform, and contributed to major movements.
Of all the 21st century Atlantic revolutions still echo. We are also fighting racial discrimination right now. Recalling previous successes, people develop confidence and hope that the present will improve.
6) What did feminists and abolitionists have in common? How and why did they sometimes work together?
The women's rights and abolitionist movements had similarities and differences pertaining to their goals, the tactics they implored, and the successes and failures they faced.
The Abolition and the Women's Rights movements both consisted of a similar objective: to give free and eventually better lives to the leaders of their respective communities. The Abolition movement focused on giving freedom to slaves. Yet it also hoped to end racial inequality and racism between white and black people. The women's rights movement has fought to grant women the right to vote. It also protested that women lacked educational and economic opportunities. A main goal in all these campaigns was to give the right to independence to the people concerned.The women's right movement and the abolition revolution offered opportunity for men and women alike to come together and fight for their fundamental human rights.
8) What was the Industrial Revolution? Where and when did it begin? Discuss its long-term significance to people, cities and the planet.
The Industrial Revolution was a global phenomenon in the period from about 1760 to 1840, marked by the transition to new production processes. It began in the United Kingdom, and in the early nineteenth century mechanized textile production spread from Britain to continental Europe and the USA. Changes in agriculture , manufacturing, mining , transportation, and technology profoundly influenced the social and economic conditions in the United States during this Revolution.
Increased automation and mechanization, facilitated by new machine tools and interchangeable parts, revolutionized manufacturing particularly in the textile sector.
Increased transport networks and the increasing urban populations have allowed domestic markets to grow.
Over this time, unparalleled output rates in domestic manufacturing and commercial agriculture significantly strengthened the American economy and reduced reliance on imports.
The Industrial Revolution brought more wealth and a greater population in both Europe and the United States.
The Industrial Revolution was an significant cultural turning point. The real income and population began to display unprecedented, sustained growth during this time period. The world's average per capita income rose more than tenfold in the two centuries following the 1800s, while the world's population expanded more than sixfold.
The dramatic structural developments sweeping through the United States contributed to social and cultural transitions of equal significance. Some of the most striking trends has been the emergence of distinct groups , especially in the rapidly industrializing North. Newly created income differential distribution sparked new tensions along class lines. Every class had its own unique culture and views on slavery. Apart from leaders of the rising middle class, the wealthy worked and socialized. The middle class respected employment, consumption, and education and dedicated their energy to maintaining or advancing their status. In industrial cities and mill villages, wage workers established their own society, while lack of resources and long working hours effectively prevented the working class from eating the fruits of their labour, educating their children or advancing the economic ladder.
https://courses.lumenlearning.com/boundless-ushistory/chapter/the-industrial-revolution/
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