chapter 18 test Flashcards
“social welfare measures” in Germany
Who: Otto von Bismarck (German chancellor)
What: measures to defuse the appeal of socialism. legislation insured workers against illness, accidents, and old age. Established maximum working hours
When: 1883-1884
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• More workers led to rise of industrialism in Germany
• Other countries soon followed suit, and represents transformation of countries.
• Theme of social relations because more workers got rights
Banks of London
Who: Industrial magnates like J.P. Morgan and Rockefeller, and financiers who ran the banks
What: The economy of the early twentieth century was dominated by big industry and big banks. Adam Smith’s small-scale laissez faire economics succumbed to industrialized, international flows of money. These large scale interactions were handled by a system of banks whose hub was in London.
Where: London, rest of the world
When: early twentieth century
———–
• Symbolized shift to corporation based economies from laissez faire free trade.
• Monopolies continued to rise.
• Theme of commerce because these were new companies.
Caucasian tsunami
Who: Massive groups of Europeans that migrated to the US after the Napoleonic wars. Irish also were a major portion of this group, and came to US during Potato Famine.
Where: Mainly North America and Australia, but also to places like Argentina, Africa, and Cuba.
When: After the Napoleonic wars, gaining speed in the 1840’s
———————-
•Showed the migration of dissatisfied people to seek better life, underscoring a major theme of the late 19th century.
• Demonstrated a “reordering” of the world, and set up the population basis for places like North America (ie. there are lots of Europeans in North America).
• Theme of migrations, as many groups were on the move.
Control over reproduction
What: One of the major ways in which women asserted control over their own lives was through the control of reproduction. Although contraceptive devices were still illegal in many countries, the birthrate at the start of the twentieth century was half of what it was at the start of the nineteenth century.
Where: All over the world, especially in the United States and Europe.
Where: Beginning of twentieth century
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•Enabled women to assert thri rights and paved way for new movements.
•Curbed the birthrate in many countries
• Theme of gender relations to allow pursuit of own methods.
globally recognizable symbols of the modern economy
Who:Symbols of modern economy and its effects
What:These symbols were mainly the railroad and the factory. They were also representative of the positive and negative effects of the economy. Having a railroad meant that a village or town was new and modern. Industrial production was a key theme.
When: 1914
Where: all over the globe
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• Represented uniting and integration of the world through new technologies.
• Theme of cultures, since these themes were recognized globally.
Indian National Congress
Who: Urban professionals such as lawyers, prominent merchants, and local notables established and led the congress
What: a political party committed to constitutional methods, proposing petitions demanding greater representation of the Indian people in administrative and legislative bodies. They were known for critiquing the government’s economic policies and supporting India’s industrialization.
When: established 1855
Where: India
——————-
• Enabled minimal representation of Indians against the British, gave voice
• Theme of political structures since this was a new group created
Jose Vasconcelos
Who: Mexican writer, philosopher and politician who began to disagree with Diaz’s policies during rule. He did endorse Diaz’s embracing of Indian past, because he believed that the Mexicans were able to achieve a superior form of civilization by focusing on the past. “He is one of the most influential and controversial personalities in the development of modern Mexico. His philosophy of “indigenismo” affected all aspecsof Mexican sociocultural, political, and economic policies”
Whar: writer whose works influenced policies in Mexico.
When: 28 February 1882 - 30 June 1959
Where: Mexico cabrones
———
• THeme of class conflict between Mexicans and wealthy
La Vanguardia & La Prensa
Who: La Vanguardia was written by Argentine socialists; La Prensa by Latin American bourgeois class
What: La Vanguardia was extremely popular in Buenos Aires, where it was read and discussed by the urban working class in cafes. Those who read La Prensa were often looked down upon by the proletariat.
When: beginning of 20th century
Where: Latin America
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• Demonstrates rising up of lower social classes when contrasting two works, and larger shift
• Theme of social relations
Maji-Maji Revolt
What: A revolt in German East Africa started by a man named Kinjikitile who claimed he could protect them from European bullets. He was executed in 1905, but they could not suppress his mass of followers from revolting the Germans. Over 200,000 Africans were killed in the ensuing conflict.
Where: German East-Africa
When: 1905-1906
—————-
• Demonstrates devastating opposition between the African natives and European powers
• Created tension in long-term and intl pressure to end colonialism
• Theme of statebuilding and expansion because government went to extremes for control.
massive migrations of mid-19th to mid-20th centuries
What: A time period of huge migrations off all different types of people all over the world. Mostly European peoples, but also millions of Indians flowed to places like Indonesia and East Africa. Chinese flowed to places like North/South America, New Zealand and the West Indies due to domestic issues. Also, domestic migrations were common within the US, Russia, Asia, and Africa. Lots of people followed gold rushes.
Where: All over the entire world.
When: Mid 19th to 20th century.
Sig: This was quite literally the reordering of the world. The cultural influences brought by migration is still present today. The mass movement of people affected a huge scope of things like government, economics, but mainly the cultural shift was profound.
The Mexican Revolution
Who: Lower-class Mexicans versus regime of Porfirio Diaz. Leaders of the revolution included Pancho Villa and Emiliano Zapata
What: Mexican peasants revolted against Diaz regime to change the social order and fight back against wealthy domination of lords. One million Mexicans were killed.
Where: Mexico
When: 1910-1920
———————-
• Led to new political movements in Mexico after Diaz regime was overthrown.
• Long-term impacts are visible today in the form of a democratic, progressive country.
• Theme of revolts and revolution because it’s a revolution.
Modernism
Who: Europeans after industrialization/imperialism
What: movement that rejected cultural norms and presented new ideas that showed humans were not rational, logical thinkers
Where: Europe
When: After imperialism and industrialization, late 1800s
——————–
• New focus on rationality and technology led to shift in thinking.
• Showed how the industrial revolution created an ideological backlash
• Theme of cultural expansion since this was a new way to think.
Primitivism/Pablo Picasso!!!
Who: Started by many artists, including Pablo Picasso
What: New way of expression. European artists began to stray away from the traditional enlightenment art, and began to look at more primitive art forms. Included African Influences
Where: Europe
When: In the beginning of the 20th century
——
•Demonstrates globalization of European culture
• Theme of art and architecture
Qiu Jin
Who: Chinese radical woman who challenged the established order by leaving her husband and heading to Japan to study. She met with other radicals and distinguished herself by learning bomb making, dressing in men’s clothes, and carrying a sword. She came back to China in 1906 and founded the Chinese Women’s Journal. She was executed after participating in a revolt against the Qing in 1907.
When: 1875-1907
Where: Qing China, Japan
—————-
•Combined radicalism and women’s movements.
• Theme of gender relations
Ren Xiong
Who: A famous artist of the Shanghai School of late Qing art. Famous for his use of early photography in a self-portrait
What: One of the most well-known figures of a period of cultural modernism in Qing China. The artists of the Shanghai School were known for their innovations and incorporation of foreign techniques.
Where: Qing China
When: 1820-1857
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• Symbolized Western influence spreading to China
• Theme of cultural integration
Scientific Management
Who: Frederick Winslow Taylor
WHAT: A system in which was intended to make humans perform more like machines to maximize efficiency and productivity in factories. Workers opposed this idea, as they did not want to be “scientifically managed.” They thought this would give even more power to their employers. This “Taylorization” resulted in many labor strikes.
When: he lived from 1856-1915
Where: America
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• Rejection represents strong voice of lower classes in speaking up to big businesses.
• Theme of economic expansion, as its success would have led to greater wealth for many industrial leaders.
Sigmund Freud
Who: A Jewish physician who emphasized the power of sexual drives in the formation of individual character.
What: He excavated the layers of the human subconsciousness. He thought that the human nature was not as simple as said by Enlightenment thinkers and humans were driven by sexual longings and childhood traumas.
When: 1856-1939
Where: Vienna, Austria
———–
• Represents overall shift in culture, as new ideologies and through processes were considered in Europe
• Theme of cultural development because of new ideology.
South African War
Who: Conflict between British colonists in South Africa, Dutch Afrikaners, black South Africans
What: Conflict over control of gold and diamond mines in South Africa. Over 4 million Black South Africans were caught up in the middle of the conflict.
Where: South Africa, the Transvaal
When: 1899-1902
——————-
• Led to S African resentment of British rule
• White Holocaust camps led to pressure to end colonialism
• Theme of conflict because it was a war.
The Stone of Goddess Nuwa
What: Novel that depicted a technologically advanced feminist utopia in which they all were experienced in many fields such as physics and art, and fed by big breasts filled with liquid food. Their mission was to rid society of corrupt male officials.
When: 1905
Where: China
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• Demonstrates changing acceptance of woman’s rights
• Theme of gender relations
Suffrage Movements
Who: Women throughout the Western societies
What: Campaigns that initially had little effect, but in 1868, women were granted the right to vote in Britain in local elections. Male alarmists did not like this.
When: 19th and 20th centuries
Where: Europe, esp. Britain, Finland, and Norway
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•Allowed continuation of feminisim movement, gave more important role in society
• Theme of gender relations
Sun Yat-sen
Who: A Chinese leader who studied medicine in Hong Kong in the late 1880s. Turned to politics during the Sino-Japanese War. Set up an organization in Hawaii to advocate the Qing downfall. His organization advocated republicanism and articulated a vision of a new China free of Manchu rule.
Where: China
When: Around 1905
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• called for a gradual shift to a democratic government and represented shift in government.
• Attempted to make China a Republic
• Demonstrated military strength of Chinese govt
• Theme of revolts and revolution because he incited a rebellion
True Chinese
Who: Sun Yat-sen What: Sun's idea of the inferiority of the rule of the Manchus, who were considered outsiders, and the superiority of a sovereign political community of the Han. Strong influence of Han nationalism. When: late 19th century Where: China ------- • Demonstrated tensions in relation • Influenced public view on Manchu • Theme of political structures
The Woman Question
Who: Women, mostly in Europe and America
What: Concept of allowing women to expand their spheres of life. Restrictions such as prohibiting women from working outside of home for wages were breached as economic developments created new job opportunities such as teachers, secretaries, typists, department store clerks, social workers, and telephone operators.
When: 19th century
Where: western countries
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•Allowed women to play more important role in society
• Theme of gender relations
Theodore Roosevelt
Who: 26th President of USA, who had many lasting laws such as National Parks.
What: in 1906 issued a meat inspection. He helped restore the public’s confidence in companies (meat, steel, railroads). He created national forest service to protect environment. He set aside national parks and wildlife reserves
Where: In America
When: (1859-1919)
——————-
• Set precedent for government regulation of food and other industries
• Saved environment from logging and destruction
• Theme of political structures because of regulation.
Anglo‐Boer Wars
War between Britain and the Afrikanners in South Africa over the rights to land in
the Drake mountains, which was being populated by the British after the Diamond rush . NO regulation of people coming in led the Afrikanners to feel threatened, and they fought against British influence
Significance: WHAP themes of State‐Building
Showed the other side of imperialism ‐> British journalists saw what happened with the concentration camps
Boxer Rebellion
hinese peasant movement that rose in opposition to foreign influence from Europe, especially Christian missionaries; it was finally put down after the Boxers were defeated by a foreign army comprised mostly of Japanese, Russian, British, French, and American men.
Significance : Typified growing Chinese nationalist resistance to European influence in China Growing resentment with Qing‐dynasty
New Chinese identity being formed in response to growing foreign influences
Gehzi huibian
apanese name for the Scienec jounal being published in China by Christian missionary Charlie Fryer in order to attract followers to Christianity. Chinese elites used it as a method to get power, not a world view.
Significance: WHAP theme of Cultural development
Chinese elites were willing to adapt western knowledge for power, but not for cultural change
Pan Movements
Movements sought to link people across state boundaries
Included pan-Asianism, pan-Islamism, pan-Slavism, pan-Germanism, and Zionism
Grand aspiration was the rearrangement of border to unite dispersed communities
Posed a threat to rulers of Russian, Austrian, and Ottoman empires as well as the
overseers of the British and French colonies
Represents the growth in regional and transregional structures and organizations under
State-Building and expansion
Impressionism
Artistic movement of the 19th and 20th century that emphasized depicting light and its changing forms through art
Incorporated different elements of human perception of nature as well as unusual visual angles in the art
Impressionist painters included Claude Monet and Camille Pissarro
Represents the values of a new cultural artistic movement that began to grow and gain support in the 19th century
Pullman Strike
Strike by the American Railway Union in 1894 directed against the maker of railway
sleeping cars, George Pullman
Involved about 3 million wokers
Unsuccessful, as Pullman simply hired new workers, showing the enormous demand for
such jobs and the inability of even large workers to sufficiently protect their workers
Hired troops to protect his operation, leading to violence
After strike leaders were arrested, the movement fell
Represents theme of interaction in Economic systems as revolts against large
companies arose
Shanghai School
Late 19th Century in China
Painters from Lower Yangzi region congregated in Shanghai
Known as Shanghai School, vitality of artistic scene
Adopted elements from indigenous and foreign sources
Western technical structure in art
Theme: Cultural Development and interaction, art
Swadeshi Movement
Early 19th CE in India
Activists who wanted to rid of British goods in India, Hindu revivalism
Radical leadership, made more people angry
GB turned to force to keep India a colony
Theme of political structures, nationalism
Zulu Wars
Six-month war
1879, Southern Africa
British vs Zulu people
Great Britain wanted “Zululand” (diamond mining labor of Zulu)
Zulu didn’t want British involvement, led to military so war
Theme of state-building, revolts/revolutions
JP Morgan
American financed, banker - General Electric merger, Steel, Iron, refer to “Banks of London”
