World History II: Emergence of Modern Global Community
Georgia Southern
University,
Department of History
History 1112L Spring 2008
Three Credit Hours, Fulfills Area B Requirement, CRN 12924
Tuesday and Thursday
1232
Prof. Robert Batchelor
Office Hours: T-R 1:00
Office:
E-mail: batchelo@georgiasouthern.edu
Office Phone: 681-5607 [e-mail gets a quicker response]
Introduction:
The past five hundred years of human history have witnessed some astonishing developments. Goods that a few centuries ago took a year to reach their destination can now travel virtually anywhere in the space of less than a week. Whole populations now move around the world on an unprecedented scale, and anyone with access to the Internet can correspond with people, read newspapers and see images from around the world. We have the capacity to feed, clothe and shelter the entire world as well as the capacity to make it entirely uninhabitable, neither of which options we have as yet chosen. The energy sources of coal (widespread use began 800 years ago in China), oil and natural gas (widespread use began a little over 100 years ago in Britain and the US) have fundamentally transformed the way in which we live and over the past thirty years have begun to transform the very climate of the planet. Whole plant and animal species, languages and cultures are disappearing at alarming rates, but at the same time new cultural forms are rapidly appearing, generated from contacts made between people who never would have met or even known about each other in 1400. Five hundred years ago the first people circumnavigated the globe in ships, and just over thirty years ago humans left the planet for the first time. We live, as Charles Dickens said, in the best of times and the worst of times. For the citizen of the world in the twenty-first century, an understanding of history is a vital tool to help prepare ourselves for the unforeseen changes that are yet to come.
The study of history is not a three-month activity but a life-long endeavor. The goal of this class is to begin the process of investigating the questions “What is world history?” and “How can we think about modern global community?” You will read, discuss and write about texts revealing processes that have had a profound impact on the way the world has taken shape over the past five hundred years. Along the way, you will find some of the joys and struggles people have faced in the past. Look for the unexpected, and it may teach you something you never knew about yourself.
Learning Outcomes:
Departmental:
1) To introduce students to
the major developments in world history and to emphasize those events that will
help students better understand the world we live in today.
2) To help students further develop their analytical and communication skills.
3) To instill in students the ability to employ independent and objective
reasoning as well as the ability to organize and synthesize information.
4) To evaluate societies and historical eras within their own chronological and
cultural contexts.
5) To approach historical events as complex issues subject to multiple
interpretations.
Professorial:
1) The student should learn
the necessary skills to read and interpret primary and secondary historical
texts
2) The student should learn
core concepts, critical issues and historical examples associated with the
period 1500 to the present in world history (cf. weekly headings)
3) The student should be able
to use core concepts, critical issues and historical examples to place
historical texts in larger contexts.
4) The student should be able
to communicate 1-3 through discussion and written formats.
In general, this class
emphasizes two areas of learning. The first is gaining a basic knowledge
of world history during the “modern” period, approximately the last five or six
hundred years. Rather than focusing on names and dates, you should
develop an understanding of the broader social and historical processes behind
change and continuity as well as exemplary turning points, individuals and
institutions that help illuminate these. Obviously, world history is a
huge topic. We could easily spend a whole semester on the last decade of
history, let alone the last half millennium. So rather than seeking
comprehensive knowledge, the longer-term goal of the class is to open doors
onto a variety of aspects of history and world cultures, a process which might
suggest a journey (real or metaphorical) you might not otherwise have taken.
The second aspect of the
class emphasizes developing a set of skills that you will want to perfect over
the course of your education. One of these is close reading—the ability
to analyze the logic (or lack thereof) in a text, to examine nuances in
language that indicate conflict or change and to watch for the historical
development of concepts that have reframed the ways that people understand the
world. A second important skill is writing—making a clear argument with a
strong and concise thesis that opens up new readings or understandings of a
text or event. Learn to make arguments that are both supported by
evidence and not immediately apparent (a thesis makes you say aha! rather than
duh!). Finally, you will need to develop your discussion and presentation
skills. A good discussion involves throwing your ideas in the hopper
(brainstorming), working with others to refine those ideas (conversation) and
ultimately each person taking on a leadership role in the discussion (drawing
conclusions). Wherever you work after college, reading and writing will
be essential aspects of preparation, but you will ultimately need to deploy
that work in a dynamic conversational setting. This means learning how to
listen carefully to the ideas and opinions of others, weighing them objectively
in relation to your own, questioning and evaluating your own thoughts
critically (Do I have evidence? Why am I resisting that idea so strongly?), and
finally helping to lead the discussion in a productive direction without
dominating. In the complex environments in which we live and work, it is
important to listen to as many different views as possible, to consider
carefully all the facets and possible interpretations of a question and to draw
carefully considered conclusions from that process.
Try to develop your reading,
writing and conversation skills on a weekly basis. Make some friends in
the class and talk with them about what you have read (this is a great way to
build a group of people to study with when exam time rolls around).
Bounce your ideas off of other people, watching to see if you have come up with
something interesting that other people had not noticed. Learn how to
take good notes in lecture and during discussions—see how others are doing it
and what you can learn from them.
Requirements (General):
Drop/Add:
There is an initial week of
drop/add for classes from January 14-17.
I will take attendance the first day of class to confirm your
registration in the class. You will not
be penalized for missing class in the first week if you add.
Freshmen will receive a
pass/fail grade on based on class participation, your first paper and your
midterm on February 29.
The final drop date is March
10.
Required Texts:
You are required to bring to
class the reading for that week. Some
readings are on the web, and you may print them out if you wish. I will project them on the wall during class
discussion as well. The following books
are required:
1. Timothy Brook, Confusions of Pleasure, (Berkeley:
University of California Press, 1999) ISBN: 0520221540
2. Charles Mann, 1491: New Revelations of the
3. Ihara Saikaku, The Life
of an Amorous Woman, trans. Ivan Morris (New York: New Directions, 1969)
ISBN: 0811201872
4. Charles Dickens, Hard Times, ISBN:9780486419206
5. Will Eisner, The Plot:
The Secret Story of the Protocols of the Elders of
6. Flora Nwapa, Efuru,
(Heinemann, 1966) ISBN: 0435900269
Other required readings for
the class are on-line and can be linked through the online syllabus on my web
page (www.georgiasouthern.edu/~batchelo).
There is no textbook for the
class. If you are feeling a little
uncertain about the big picture, I recommend Peter Sterns, Encyclopedia of
World History, (2001) which is online at:
http://www.bartleby.com/67/ and for specific facts I find Wikipedia
generally reliable (although it is very uneven and often includes wrong or out
of date information and especially interpretations). Lectures are very important for understanding
the general concepts in the class. Avoid
whenever possible random information from the web, especially in your papers
and exams, as that is not what you
are being tested over (that includes Sterns and Wikipedia).
Many readings are primary
sources—sources written during the period of history we are studying. If
you are not familiar with reading primary sources, the first thing to remember
is not to get bogged down in details. Look for the big ideas and themes
of a text and then look for key moments in the text that you thing illuminate
those ideas or raise questions about how they are framed. As in class,
when reading you should take notes. Write down the general themes—try to
come up with three or four sentences that summarize the reading. Then
mark particular passages you think are the most important, most interesting,
and/or raise questions for you. “Glossing” a text in this way will help
you immensely on the exams.
Assignments:
Paper 1 (20% of grade): Due
February 12. A comparison of two texts from the first half of the class using a
prompt or question from a list handed out two weeks before the paper is due.
Midterm (20% of grade): March 4 (In Class). Consists of historical identifications (4 of
6), interpretation of a reading passage or image, and one essay question
oriented around concepts and readings.
Paper 2 (20% of grade): Due
April 29. A comparison of two texts from
the second half of the class using a prompt or question from a list handed out
two weeks before the paper is due.
Final: (20% of grade): May 8,
Class Participation (20% of
grade): Includes small assignments, in-class writing and discussion.
Assessment:
Grades on written work will
be based on the following:
A = Exceptional work: shows
the ability to repeat and articulate information given in class, interpret the
readings, and synthesize this work into an original thesis.
B = Good work: shows the
ability to repeat and articulate information given in class, interpret the
readings and do some synthesis.
C = Passing work: shows
attentiveness and participation and some understanding of the information and
texts used in class.
D = Substandard work: not
engaging with assigned materials.
Final grade rubric: A=90-100, B=80-89, C=70-79, D=60-69, F is below 59
Basic Rules:
College is a transition into
professional life and you are expected to behave as a professional would. You should be self-motivated,
self-disciplined and professional in your demeanor. In relation to that, there are three basic
rules for making the class function properly.
By enrolling in this class you assent to them.
Attendance:
You should miss no more than
three classes. If you miss more than
three classes, you may be dismissed from the class with a failing grade at my
discretion. You are asked to attend
actively, which means focusing on what is happening in class.
Civility:
You should feel free to
express opinions (preferably backed up by evidence) but personal attacks,
verbal or otherwise, are cause for dismissal from the class with a failing
grade at my discretion. Raise your hand
to answer questions and defer to me if two or more people are trying to speak
at once. Cel phones and pagers should be
turned off.
Honesty:
All members of the community
recognize the necessity of being honest with themselves and with others.
The integrity of the educational experience is diminished by cheating in class,
plagiarizing, lying, and employing other methods of deceit. None of these
should be used as a strategy to obtain a false sense of success. The need
for honest relations among all members of the community is essential. The
exercises in the class are designed to help you, and thus cheating is
counterproductive. Any cheating in the class
or plagiarism (using the words or work of another without quoting or giving
credit) will be grounds for failing the assignment or the class as a whole,
again at my discretion.
Commitment: All members of the community understand that to
succeed in classes, students must be active participants in their education
while understanding and complying with each course syllabus. Students
should plan on spending at least two hours of study for every one
hour in class. For example, a 15-credit-hour schedule requires at least a
45-hour commitment per week. Outside preparation and class attendance
alone do not guarantee success or the highest grades; rather, mastery of the
material and acquisition of necessary skills determine success and
grades.
Disabilities:
This class complies with the
Americans with Disabilities Act (ADA). Students with disabilities needing
academic accommodations must register with and provide documentation to the
Student Disability Resource Center (SDRC), and provide a letter to the instructor
from the SDRC indicating what your need may be for academic
accommodation. This should be done within the first week of class.
The SDRC is located in Building 805 on
The class schedule and
procedures are subject to change in the event of extenuating circumstances at
the instructor’s discretion.
Requirements (Week by Week):
Week 1: 1/15
Big Concept: Agrarian Empires
Period: 14th
and 15th centuries
Identifications:
1) Mongol Empire (1206-ca. 1360) and Timur (aka.
Tamerlane, 1336-1405)
2) Black Plague (ca. 1330’s to 1350’s)
3) The West African Crucible (ca. 1350-1500): Ibn
Khaldun vs. Alvise da Cadamosto
1) Ibn Khaldun, Muqaddimah (1377) [Handout or http://www.humanistictexts.org/ibn_khaldun.htm#_Toc483891010 ]
2)
Alvise da Cadamosto, Voyage to
Related Websites:
1) The Mongol Empire
a. Spread and Divisions [http://www.lacma.org/khan/map.htm]
b.
Image of court from the Mongol Shahnama, (
2) The Black Plague
a.
Map of Spread from Yuan Dynasty (Mongol)
b.
Spread in the
3) Ibn Khaldun (1332-1406)
a. Al-Idrisi World Map (Morocco/Sicily, 1154) [http://upload.wikimedia.org/wikipedia/commons/4/47/1154_world_map_by_Moroccan_cartographer_al-Idrisi_for_king_Roger_of_Sicily.jpg]
b. Islamic Trade Routes: [http://personal.georgiasouthern.edu/~batchelo/islamicworld.htm]
c.
Timbuktu Desert Library,
d. Map of the Songhai Empire [http://www.metmuseum.org/TOAH/HD/sghi/hd_sghi.htm]
4) Alvise da Cadamosto (Ca’da Mosto, ca. 1428-1483)
a. Fra Mauro and Andrea Bianco World Map (Venice/Portugal, ca. 1459) [http://en.wikipedia.org/wiki/Image:FraMauroMap.jpg]
b. Spanish image of Mansa Kankan Musa I (Ruler of Mali, ca. 1312-1337) [http://www.metmuseum.org/TOAH/HD/gold/gold_1.htm]
c. Empire of Mali (1235-1389/1610) [http://www.metmuseum.org/toah/hd/mali/hd_mali.htm]
d. Map of Early 15th Century Portuguese Exploration [http://cache.eb.com/eb/image?id=1240&rendTypeId=4]
Week 2: 1/22
Big Concept: New Kinds of Empire—Ming
Period: Late
14th to 16th centuries
Identifications:
1) The Ming Empire (1368-1644), Zheng He and the Great Wall
2) Babur, the Baburnama (ca.
1528) and the Mughal Empire (1707/1857)
3) Chinese Examination System (Neo-Confucianism) vs. Sufi Court Culture
1) Timothy Brook, The Confusions of Pleasure, 1-152
2) Babur’s early life from the Baburnama (ca. 1528) [http://depts.washington.edu/silkroad/texts/babur/babur1.html#samark]
Websites:
1) The Ming Empire
a.
Kangnido World Map (
b.
“Map of
c. Zheng He’s voyages [http://chinapage.org/zhenghe.html]
2) The Mughal Empire
a. Images from the Baburnama [http://www.chandnichowk.com/miniatures/min_babur.htm]
b. Images of Akbar’s reign (r. 1556-1605) [http://www.chandnichowk.com/miniatures/min_akbar.htm]
3) The Chinese Examination System
a. Zun Yun Ming’s (1460-1526) calligraphy: official [http://www.chinapage.com/calligraphy/chuyun07.html] and cursive [http://www.chinapage.com/calligraphy/chuyun09.html]
b. Images of Chinese Exams during the Ming and Qing dynasties [http://personal.georgiasouthern.edu/~batchelo/Chineseexams.htm]
c.
Jiao Hong, “Illustrations and Explanations on
Correct Cultivation,” (
4)
a. Jami (1414-1492), “Haft Awrang (Seven Thrones)—Chain of Gold” (1556) [http://www.asia.si.edu/exhibitions/online.htm#] Scroll down the page and click on the link under “Arts of the Islamic World” focus on the text “Chain of Gold”.
Week 3: 1/29
Big Concept: The “Columbian Exchange”
Period: Late
15th and 16th Centuries
Identifications:
1) The ‘Spanish’ Reconquista (ends 1492) and
Inquisition (1478)
2) The Triple Alliance (aka. Aztecs, 1428-1521),
Tenochtitlán and La Malinche
3) The Tawantinsuyu Empire (aka. Inka, 1438-1527)
and Civil War (Atawallpa vs. Washkar, 1527-1533)
1) Charles Mann, 1491, pages 1-27, 62-133, 252-267, 280-311, 312-358
Websites:
1) From Iberian Reconquista to Spanish Empire
a. Animated Map to 1300 [http://upload.wikimedia.org/wikipedia/commons/c/ca/Spanish_reconquista.gif]
b.
c.
Spanish Empire Map in
2) Map of the Tawantinsuyu, Triple Alliance and Mayan empires, [http://www.wwnorton.com/college/history/ralph/resource/americas.htm]
3)
The Triple
a. Aztec Sun Stone [http://en.wikipedia.org/wiki/Image:Aztec_calendar_stone.jpg]
b. La Malinche and Cortez from the “History of Tlaxcala” (1585) ([http://en.wikipedia.org/wiki/Image:Malinche_Tlaxcala.jpg] for other images from this text see [http://special.lib.gla.ac.uk/exhibns/month/jan2003.html]
c.
Map of Tenochtitlán from From Hernán Cortes, Praeclara
Fernandi . . . epistola (
4) The Tawantinsuyu Empire
a. Inca Officials from Don Philipe Guaman Poma de Ayala, Nuevo coronica y bien gobierno, [Letter to a King] (1567/1615) look at images under “Table of Contents” scrolling down to those in Chapter 18 at [http://www.kb.dk/permalink/2006/poma/1/en/text/] (starting from p. 342 in the text).
SPECIAL: The Scholar’s Techniques, essay, bibliography and footnotes.
TURABIAN/CHICAGO MANUAL OF STYLE: http://library.osu.edu/sites/guides/turabiangd.php
NUTS AND BOLTS OF COLLEGE WRITING (in depth)
http://nutsandbolts.washcoll.edu/chicago.html
Week 4: 2/5
Big Concept: The
First Global Economy—
Period: 16th to 17th Century
Identifications:
1) Banking Dynasties: The Fuggers and the Medici
2)
The Portuguese Empire, Malacca (1511) and
Spanish
3)
1) Brook, Confusions
Pleasure, 153-263
2) Peter Spufford, “From Antwerp to
Websites:
1) Banking Dynasties
a. The Medici and the Fuggers [http://personal.georgiasouthern.edu/~batchelo/mediciandfuggers.htm]
b. Images of the Medici [http://www.paradoxplace.com/Perspectives/Italian%20Images/Montages/Firenze/Medici%201.htm]
2)
The Portuguese Empire and
a.
Old Trade Routes in the
b.
The
c.
Ortelius’s World Map and Atlas (
3) The Silver Cycle
a. Map [http://personal.georgiasouthern.edu/~batchelo/silvercircuit.htm]
b.
The
c. Mining techniques from Agricola, De re Metallica (1556) [http://www.btinternet.com/~stephen.henley/agricola/]
PAPER 1 DUE 2/12
Week 5: 2/12
Big Concept: War, Opinion and Authority in the Mediterranean World
Period: 16th Century
Identifications:
1) The Ottoman Empire and the
Conquest of
2) Florentine Republicanism (1494-1512)—What is virtu? (virtue)
3) Protestantism, Catherine de Medici and the St. Bartholomew’s Day Massacre (1572)
1) Muhammad El-Halaby, “The Conquest of Constantinople” 1453 [http://web.archive.org/web/20001209110900/http://www.islam.org.au/articles/14/consta.htm]
2) Niccolo Machiavelli, The Prince, (1515) [http://etext.library.adelaide.edu.au/m/machiavelli/niccolo/m149p/m149p.html]
3)
Martin Luther, “On Translation” (
Websites:
1)
The
a. Tughra (Imperial Cipher) of Süleyman the Magnificent (r. 1520–1566), ca. 1555 [http://www.metmuseum.org/TOAH/ho/08/eusb/hob_38.149.1.htm]
b.
Expansion (1300-1699) and Collapse (1807-1924)
of
2)
The
a.
b. Leonardo da Vinci, “An Artillery Park” (ca. 1487) [http://www.visi.com/~reuteler/vinci/artillery.jpg]
c. Leonardo da Vinci, “Vitruvian Man” (1492) [http://gallery.euroweb.hu/art/l/leonardo/10anatom/1vitruviu.jpg]
d. Michelangelo, “David” (1501-4) [http://dsc.discovery.com/news/briefs/20050103/gallery/david_zoom.jpg]
3) Protestantism
a.
Catholics and Protestants in the territories of
the
b. Spread of Protestantism [http://home.uchicago.edu/~vfalbrit/Reformation%20map.jpg]
Week 6: 2/19
Big Concept: Urbanization and Commercialization in
Period: 17th and 18th Centuries
Key Terms:
1) Tokugawa Shogunate (bakufu) and the chonin class
2) The English Civil War (1642-9), Restoration (1660-1688) and Glorious Revolution (1688-9)
3) Buddhist Illusion vs. Calvinist Predestination
1) Saikaku, Life of an Amorous Woman, 3-15, 55-263.
2)
John Bunyan, from Pilgrim’s Progress, (
3) “An Act Declaring the Rights and Liberties of the Subject and Settling the Succession of the Crown,” (1689) [http://www.yale.edu/lawweb/avalon/england.htm]
Websites:
1) Japanese Print Culture and the Pleasure
Districts of Kyoto/Osaka
a. 17th to 19th Century
Japanese Prints of Geishas and Pleasure Districts [http://www.artnet.com/Magazine/features/cone/cone1-28-05.asp#1]
b. The Floating World of Ukiyo-E Exhibit [http://www.loc.gov/exhibits/ukiyo-e/intro.html]
2) English Print Culture and
a. William
Hogarth, “
b. William Hogarth “A Harlot’s Progress,” (1732)
[http://en.wikipedia.org/wiki/A_Harlot's_Progress]
NOTE: 6 images
Week 7: 2/26
Big Concept: Public Space—Cosmopolitan Cultures and the Search for Fundamentals
Period: 17th and 18th Centuries
Identifications:
1) The Trial of Galileo (1633) and the Book of Nature
2) John Wesley and Methodism (ca. 1730’s)
3) Sunni Salafism and Muhammad ibn 'Abd al-Wahhab (1703-1792)
1)
Galileo Galilei to Benedetto Castelli,
2) The Sacred Edict of Emperor Kangxi of the Qing Dynasty, (1670) [http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/sacedict.html]
3) Documents on the Chinese Rites Controversy (1692-1721) [http://www.fordham.edu/halsall/mod/1715chineserites.html]
4) Descriptions
of a Coffee House (ca 1675) [http://www.fordham.edu/halsall/mod/1670coffee.html]
5) John
Wesley, “A Short History of Methodism” (1781) [http://gbgm-umc.org/umw/wesley/shorthistory.stm]
6) Voltaire
“A Treatise on Toleration,” (1763) [http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/voltaire.html]
Websites:
1) The Galileo Trial
a. Biblical Verses used in the dispute [http://www.law.umkc.edu/faculty/projects/ftrials/galileo/scripture.html]
b.
Nicholas Copernicus, “Heliocentric Cosmos” De
Revolutionibus, (
c. Galileo’s Dialogue (1632) title page [http://www.law.umkc.edu/faculty/projects/ftrials/galileo/dialogue.html]
2) Public Spaces and Commodities
a. Images and History of Islamic Coffee Houses [http://www.superluminal.com/cookbook/essay_coffee.html]
b. The History of Tobacco [http://www.jti.co.jp/Culture/museum/english/tabacco/route/index.html]
c.
Tea houses, restaurants and shops in
3) The Qing Dynasty
a.
“
2/28 MIDTERM REVIEW
Week 8: 3/4
MIDTERM 3/4
3/6 + Week 9: 3/11
Big Concept: The Atlantic Revolutions and the Rise of Nationalism
Period: Late Eighteenth Century
Identifications:
1) Social Revolution: Maroon Rebellions and the Haitian Revolution
2) Political Revolution: The American and French Advocacy of Rights
3)
National Revolution: Simon Bolivar in
1)
“Declaration of the Rights of Man” (
2) Marquise de Condorcet, “On Giving Women the Right to Citizenship” (1790) [http://www.pinn.net/~sunshine/book-sum/condorcet4.html]
3) Olympe de Gouges, “The Rights of Women” (1791) [http://www.pinn.net/~sunshine/book-sum/gouges.html]
4) Napoleon’s Civil Code on Women’s Rights (1804) [http://chnm.gmu.edu/revolution/d/509/]
5) Napoleon’s instructions to General LeClerc for suppressing the Haitian Revolution, (1801) [http://www.websteruniv.edu/~corbetre/haiti/history/revolution/secret.htm]
6) Toussaint’s Memoir and Appeal to Napoleon from Prision (1804) [http://thelouvertureproject.org/index.php?title=Memoir_of_Toussaint_Louverture%2C_Written_by_Himself]
7) Simon Bolivar, “Message to the Congress of Angostura,” (1819) [http://www.fordham.edu/halsall/mod/1819bolivar.html]
Websites:
1) Maroon Rebellions, Free Black Soldiers and the Haitian Revolution
a.
Images of punishments during the First Boni
Maroon War,
b. Jean Baptiste de Vergier, Sodiers from a Rhode Island Regiment in the American, from his diary [http://hitchcock.itc.virginia.edu/SlaveTrade/collection/large/BMC-1.JPG]
c.
J. Merigot, “The Maroons in Ambush on the Dromily
Estate in the Parish of
d.
Abuse of Slaves in
e. The Haitian Army takes revenge against the French, from Marcus Rainsford, An Historical Account of the Black Empire of Hayti (1805) [http://chnm.gmu.edu/revolution/d/225/]
f. Toussaint L’Ouveture (1802) [http://thelouvertureproject.org/images/4/40/Toussaint_louverture_horse.jpg]
2) The French Revolution
a. “La Republique” [http://chnm.gmu.edu/revolution/d/71/]
b. “The King Accepts the Constitution” (September 1791) [http://chnm.gmu.edu/revolution/d/143/]
c. William Dent, “The Gallic Declaration of War or Bumbardment of All Europe” (April 1792) [http://chnm.gmu.edu/revolution/d/131/]
d. The Parisian Crowd Captures the King (April 1792) [http://chnm.gmu.edu/revolution/d/174/]
e.
“The Execution of Louis XIV,
f. Napoleon as First Consul (1800) [http://chnm.gmu.edu/revolution/d/130/]
3) Simon Bolivar
a.
Simon Bolivar in
b.
Bolivar meets Jose de San Martin in
SPRING BREAK
Week 10: 3/25
Big Concept: Industrialization, Informal Empire and Liberal Nationalism
Period: Early nineteenth century
Identifications:
1) Chartism (1837) and the 1848 Revolutions
2) The British Factory Acts (1802-1891)
3)
The Opium War (1839-1842) and the Treaty of
1)
Charles Dickens, Hard Times (
2)
Interviews with child laborers in
3)
Lin Zixu, “Letter to Queen
