1st OPIUM WAR‏ Lecture

Dr. Alex Day
April 22, 2008
Wayne State University AP Day
 
‘1st Opium War’:  Example of Immanuel Wallerstein’s World Systems theory
 
British 1839–1st Opium War  (2 wars)
 
British=Core Nation in Wallerstein’s lexicon (see first lecture from Wayne State AP Day by
Dr. Retish)
Why OPIUM?
 
BACKGROUND
 
1490’s Portuagal and Vasco da Gama sails into India
1511 Portugal in Malayan ports–Malacca
1520’s China-trade ports
 
China bans trade with Portugal
Ottomans had blocked European trade routes (Silk Road) 1453 by taking Constantinople…
 
(Of course, this will cause European Atlantic states to search for Atlantic Ocean route to India,  etc. al, Columbian exchange….)
 
ASIA=Center of World economy 1400’s-1799
Silver flows to Asia–’Silver Sink’–Potosi, Bolivia Spanish and Japanese SILVER
China blocking European trade to China.  Europeans wanted that ’silver’ trade reversed, ie.,
silver flowing into Europe, NOT CHINA!
 
SILVER and OPIUM
 
Silver=Chinese money (for taxes and trade)
Chinese silver mined in China enough for China trade in 1430’s
 
Chinese economy boomed–needed silver–Japan and Americas supplied this need.
Any analogy to OIL today???
 
Acupulco, Mexico–Spanish silver port to China.  50% of Spanish Americas silver shipped to China.
Manilla, Philippines 1571 becomes first global port through Japanese, Spanish, Chinese silver trade.
 
European silver buys Chinese silk, tea, porcelain, etc. al
 
China not interested in ‘cheap’ European trade goods.
 
CANTON (S. China) is port that Chinese govt. (in North China) limits European trade to.
China viewed Canton as ‘periphery’-North Central China was center of Chinese wealth and
economy…
 
British E. India Co. 1600-1830’s has a monopoly on China trade though trade is strictly regulated by Chinese administrators who regulate prices and control the European trade.  Europeans must negotiate and pay fees to these Chinese administrators representing the govt. in Beijing.
 
BRITISH-FREE TRADE
 
How do the British reduce flow of silver into China?  or, How do the British reverse the silver trade into China and move it into England???
 
Triangle Trade:
BRITISH——–to——-India————–to——–China
sells textiles                raw cotton, opium          Chinese silk, etc. to England
to India
 
British begin to see opium as a means to control silver flow in this triangular trade system.
 
1804-1810  Opium sales cause more silver to flow of China to England.
1830’s Imperial State of China worried about silver flow out of China.
 
1838 Chinese Beijing govt. assign Lin Zexu to Canton to ‘control’ (ban) opium trade in Canton and stop silver flow out of China.
 
English were shipping 30, 000 chests of opium to China per year.  (**Maunu aside: this sounds light, but that is what I heard Dr. Day say)
 
Lin’s actions to stop opium trade:
 
1.  Lin Zexu first writes letter to England as to immorality of Opium trade and how it is harming
China.
http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/com-lin.html
 
2.  Tried to stop opium dealers-executions
 
3.  Tried to stop opium use of Chinese citizens through intervention programs
 
4. 1839 forced British merchants to give up opium–lay seige to British port.  Stop Chinese
    labor in Canton.  Chinese workers moved out..
http://koreanhistoryproject.org/Ket/C18/E1802.htm
5.  British retreat to Macau (Portuguese port)
6.  Lin Zexu confiscates 3 million pds. of British opium–destroyed in trench dug to sea.  Opium
    mixed with lime and salt…
 
7.  British govt. will protest to Chinese govt.
8.  British opium dealers will smuggle opium—Chinese naval expedition with army sent to
     Macau.  British flee to small island of Hong Kong or Victoria Island.
9.  Chinese follow to Hong Kong
10. British navy sent to Canton to stop harassment, but then move up coast NORTH and
threaten Beijing.  1839-1842.
 
Steam powered British ship called ‘Nemesis’ destroyed Chinese navy.  (Industrial Revolution effect)
 
As British steam warships get too close to Beijing, Chinese govt. capitulates.
 
1842 Treaty of Nanjing:  (Unequal Treaties)
1. cedes Hong Kong to Eng.
2. direct diplomatic relations between English govt. and Chinese govt. in Beijing
3.  huge silver indemnities paid to English opium ‘merchants,’ and British govt. for war costs,  
     ie., loss of British ships.
4.  5 new ports opened to British trade–CANTON System ended
5.  reduction of Chinese tariffs.
 
2nd Opium War–1857-1860
New ports created.  1860 China legalized Opium Trade…
 
SILVER is key–British-Europeans will sell commodities to China and start to ‘dig’ for Chinese
resources, within China.
 
Missionary activity allowed in China after 1860.
 
Will lead to a loss of respect of Chinese govt. (MANCHU’s-Qing) by Chinese citizens.
Mandate of Heaven?
 
Collapse of Manchus will follow by early 1900’s.
 
New ports, Opium trade, and British and other Europeans in China river systems will cause
dislocation of Chinese river workers–who will stage rebellions..
 
1911 Manchus end–China becomes periphery—CHANGE OVER TIME
China moves from CORE power to periphery from 1799 to 1860…
 
***Maunu note—Wow, From super power to colony in 60 yrs.  Warning to America???
**********************************************************************
 
Dr. Day After thought:
 
Dr. Day’s Lecture shifts to ‘WHY CANTON?’
Why did Beijing allow British trade into Canton?
 
Chinese Imperial system under Manchus ORDERS all relationships.  Tribute system…all ‘colonies’ pay homage, and tribute to imperial court in Beijing.
Don’t want foreigners in China.
 
Canton far from Beijing capitoal in North China, thus British allowed to trade in far off ‘foreign province’ away from Chinese economy in north central China.  
 
Qinglong Emperor had told British-Europeans, ‘We don’t need your trade.’  (before 1799)
 
Analogy?  America today—–Iran, Iraq OIL
              British 1800’s——China, Silver
 
Dr. Day ends his short 20 minute lecture with this question or fact:
‘Is core moving back to Asia?’  ie,. will Pacific Asiatic rim be the economic (CORE) power soon?

Imperialism Lectures

Wayne State AP Day
AP World lectures
Theme:  IMPERIALISM
 
Lecture 1
Dr. Reddich
Russian expert
 
Imperialism:  world systems theory:
 
Key is interaction of cultures.  Introduction by Dr. Reddich was a document by a British
ship captain talking to Samoan chiefs in 1866.  The ship captain was trying to convince
the Samoan chiefs to stop their monetary system (mat trade) and switch to money.
He said their is huge advantage in coin $ and picking cotton for Samoan people who had
disagreements over “mat” money, ie., carrying around a bunch of mats was cumbersome and
money was easier to carry.
 
*Dr. Reddich said this is an ex. of Europeans trying to change indigenous economy from mats
to $ or global colonial economy.
 
Dr. Reddich explained old traditional reasons for Imperialism —3 G’s:  God, Glory, and Gold–Dr. Reddich is going to discuss “Gold,” ie., economic rationale then summarize God and Glory in
“summary.”
 
Source:   Emmanuel Wallerstein (today at Princeton) modern world systems theory and then, as you
will see, critiques Wallersteins POV (Marxist and euro-centric).
 
1.  GOLD, ie., economic
Modern World systems
 
16th century Europe in economic crisis.  Need to expand, ie., global exploration, colonization, and
dominance of globe by 19th century.  (Wallerstein’s economic theories–historiography)
 
Global capitalism and European expansion=Modern World System theory developed by Europeans.
 
{Would be interesting, I thought, to compare and contrast Lynda Shaffer’s, “Southernization” to
Wallerstein’s point of view and theories}
 
Wallerstein’s Modern World System is labeled a “hierarchy of Zones,” 1. Center Zone, 2. semi-periphery or in-between powers, and 3. periphery.  (like solar system)
 
Colonial Power is in center-colonies on outside of Powerful state’s orbit..
ex.  Soviet union and Iron Curtain countries–satellite countries.
A. 16th-18th cent. Core Power=economic dominant countries, ex. Mercantile powers such as Portugal, Spain, England, France, etc.
B.  19th cent. Industrial powers-British, Fr., Germans
C.  20th cent. post-WW II–American and Soviets
 
Semi-periphery powers–Russia 1500-1945.
 
Key is economic commodities and Wallerstein claims military power comes from Economic power.
 
Note Monarchies were core zones, now republican democracies and colonies were periphery zone.
 
Wealthy elites in core–TRADE and WAR and Wallerstein says Trade more important.
 
Wallerstein says 1500’s begin global economic exchange with 16th century Spain as Core power.
Periphery ex. could be Mexico.
 
Wallerstein’s error?? Critique of Wallerstein’s Modern World Systems theory:
Too Euro-centric.  Wallerstein does not talk about prior global exchange systems, ie., Indian O.,
Ottoman Empire, Medit. Sea, ie., there was global exchange before 1500’s.
 
Today Core shifting to Pacific rim countries, ie., China, etc. al..
 
2.  GOD
European core powers forced religion on indigenous people.  Church worked with elites to empower
Imperialism.
Ex.  Russian defeat of Mongols at Kazan 16th century.  Kazan by 1500’s was a Muslim center.
Russian Orthodox Church helped occupation of Kazan by building monasteries in Kazan.
Economic presence would flow from religious monasteries
 
3.  GLORY–Imperial glory, nationalism, patriotism
Wallerstein claims expansion of European Enlightenment, Progress, rationality a factor in Imperialism.
 
Core Power Cultural Institutions to bring “rationality” to indigenous people–ie, periphery
 
Yet, interaction was both ways, ie., from Colony to Colonizer.
(This is Columbian exchange ideas)  Maize, tobacco, Pepper, etc. from colony to Colonizer or
Periphery to Core power.  This caused a revolution in Botany creating new scientific categories.
 
Dr. Reddich says Center Core needs new colonies to “understand Itself.”?????
 ex. “Heart of Darkness,” Joseph Conrad or “Apocalyse Now” Marlon Brando film
These two European art pieces show Africa, SE Asia as dark, savage, scary, yet exotic, erotic
Colonies=fears AND potential.  Colonizer, Core power enlightened while periphery colony needs
Core philosophies, rational thought to improve….
(I use Orientalism art as an example of this)
 
Iraq today as an example?
*************************************************************************
An aside from Mr. Maunu:  AP World is moving toward historiography as a theme.
Dr. Reddich has given us an example with an analysis of Dr. Wallerstein’s World Systems Theory.
 
Wallerstein, like Eric Hobsbawn (European historian), have a Marxist and Euro-centric POV. 
Understanding other authors, Jerry Bentley (Traditions and Encounters, no. 1 selling AP World text), Peter Stearns, etc., will become a necessity to understand for future AP World history curriculum
and AP exams.

2nd Wayne St. AP World lecture: End of Slave Trade in Europe‏

Wayne State AP TuneUp Day
April 22, 2008
“End of Slave Trade in Europe”
Dr. Catherine Ash
West Africa speciality
 
*One can note Dr. Eric Foner’s work on African Atlantic Systems trade.
 
1807 England abolished slave trade for English Citizens.
Would take 100 years to impact other countries.
 
Why did it End after 300 Years?
Today’s POV=immoral
 
Three reasons for End of Slave Trade:
1.  Economic    2.  Humanitarian  3.  African resistance
 
ECONOMIC
Sugar #1 reason for Slavery!!
original reason for Europeans to sail around Africa?  GOLD, routes to Indian trade.
 
Need for LABOR after discovery of Caribbean Islands and fact that sugar grows well there.
Profitable–People left sugar properties in their wills.
Labor NEEDED!!
1600’s-1700’s–Coffee, tea becomes fad and part of European diet.  Sugar as sweetner becomes
more profitable$$$$$$$$
 
Br., Fr. Dutch, etc. al businessmen invest in LAND–plantations
Sugar overproduced in 1700’s
Price of Sugar DOWN
Plantation owners (English in Jamaica or in England) in debt….Also, losing influence in Parliament and with bankers who were nervous about Sugar surplus/glut..
 
Also, French, Dutch, Cubans (Spanish) getting better at producing sugar–better tech. systems.
 
British financiers looking at OLD investment (SUGAR) OR Factories–new investment.
What is going to be more profitable for future?  Factories….Industrial Revolution (1750)
Slave Trade=Labor from Africa to Caribbean very EXPENSIVE.
Industrial Revolution could utilize poor British from farms (China, India today?)  Cheaper workers,
cheaper to finance.
 
Also, PALM OIL became an attractive product–lubrication for machines and Soap
Palm Oil needed more than Sugar, also, gum arabic-dyes.
 
African slavery disrupts econ. systems in W. African colonies….
different goods like palm oil, gum arabic make Africa appear as a market for industrial goods, NOT
as a Slave labor pool.
Can sell industrial goods to W. Africa.  Slave Trade a HEADACHE…Thus, slave trade chaotic, Europeans, specifically England, saw palm oil, etc. and market for their industrial goods as an
‘easier’ system…
 
HUMANITARIAN
Change in “Mentality” in Europe–Humanitarian, Enlightenment philosophy moved through
A. Evangelical Dissenters and B. Enlightenment Philosophy.
A.1700’s Slavery viewed as NOT a sin.
But, in England, Quakers, Protestant Dissenters believed enslavement was a SIN!
 
Evangelical movement=dark areas need “help” via GOD.
Saw English alleys filled with poor and Africa needing Christ, God, Christianity, missionary work
 
**An aside from Maunu–
Were slaves also seen as labor competition for Dissenters?  Thus, another reason to end slavery.
I asked Dr. Ash and she thought it was interesting point, but had no evidence for this….
Said she was going to look into it.
 
Prot. Evangelicalism was a grass roots movement moved through town hall and church meetings.
 
B. Enlightenment philosophy
 
Philosophy discussed at elite intellectual level in late 18th century.
2 Rev=British American Rev. (1776-1780’s) and French Rev. (1789-1790’s)
Dec. of Independence–”all MEN created equal.”
“Liberty, Equality, Fraternity”
“Declaration of Rights of Man and the Citizen”
 
In summary of first 2 views, Econ. and Humanitarian, both are EURO-centric Points of View.
 
AFRICAN RESISTANCE
 
African pov=Africans always resisted slavery
1700-1890’s slave resistance became large scale.
 
Freed slaves in England involving themselves in Church Evangelical movements=
Equiano (Gustava Vassa) who argued that Africa would be improved with Christianity and alternative economies like palm oil trade…and English investment and trade.
http://en.wikipedia.org/wiki/Olaudah_Equiano
and
Cugoano who wanted English govt. to use English navy to block slave trade out of Africa.
 http://en.wikipedia.org/wiki/Quobna_Ottobah_Cugoano
Fredrick Douglas would be comparison to Equiano and Cuguano.
 
French Haiti-San Domingue was largest sugar producing area in WORLD.
400,000 slaves was largest concentration of slaves on globe
 
Independent Black Republic developed using French Rev. ideals–Toussaint Louverture…
Scared Europeans-may have slowed down reforms to end slavery..
http://thelouvertureproject.org/index.php?title=Toussaint_Louverture
 
**Maunu aside–why no American statues as to 6′6″ slave leader who led revolution in Haiti?
Ended Napoleon’s vision of controlling Western United States…Democratic hero?
No, a black man who overthrew white men….Bad…
 
Jamaica–British sugar
Massive revolts across plantations.  Plantation owners nervous, bankers nervous about investing.
 
British 1807 slavery illegal for Br. citizens–Does NOT end slavery.
 
Denmark was 1st country to abolish African slavery in Atlantic World.
US-1808, Holland 1814 follow–of course, Virginia becomes slave breeding state at this time.
Spain and Port. only trade slaves south of Equator.
 
East African coast sees slave trade increase.
 
Brazil 1830 outlaws African slavery.
 
Consequences:
1. New states–Freetown, Sierra Leone (Libesville?) and Liberia, Gabon
2.  Slave trade gradually ends in Africa, but prices of slaves go up in Africa
3.  Legitimate Trade (rubber, gum arabic, palm oil)-commercial relationship between Europe
and Africa changes–
Europe will “go into” or penetrate Africa, not just stay on coast.
COLONIAL CONQUEST begins–Europeans take over “African states.”
Change over Time (COT) Economic exchange now adds POLITICAL CONTROL-Imperialism
 
Berlin Conference 1884 calms down “war” tension due to heated colonial African competition.
Trade rules defined.
 
Palm oil lucrative in Nigeria.  Stanley will go into Congo, Gabon…
 
East Africa slave trade will impact Indian Ocean Trade.
 
Where did E. African slaves go?–Swahili Coast
1. Swahili Coast—–cloves, spices, nutmeg
2.  Mauritius-Islands off coast of East Africa–French will occupy after losing San Domingue-SUGAR
3.  Brazil becomes more desirable–Brazil and Cuba last areas to outlaw slavery

Wayne St. AP World lecture: End of Slave Trade in Europe‏

Wayne State AP TuneUp Day
April 22, 2008
“End of Slave Trade in Europe”
Dr. Catherine Ash
West Africa speciality
 
*One can note Dr. Eric Foner’s work on African Atlantic Systems trade.
 
1807 England abolished slave trade for English Citizens.
Would take 100 years to impact other countries.
 
Why did it End after 300 Years?
Today’s POV=immoral
 
Three reasons for End of Slave Trade:
1.  Economic    2.  Humanitarian  3.  African resistance
 
ECONOMIC
Sugar #1 reason for Slavery!!
original reason for Europeans to sail around Africa?  GOLD, routes to Indian trade.
 
Need for LABOR after discovery of Caribbean Islands and fact that sugar grows well there.
Profitable–People left sugar properties in their wills.
Labor NEEDED!!
1600’s-1700’s–Coffee, tea becomes fad and part of European diet.  Sugar as sweetner becomes
more profitable$$$$$$$$
 
Br., Fr. Dutch, etc. al businessmen invest in LAND–plantations
Sugar overproduced in 1700’s
Price of Sugar DOWN
Plantation owners (English in Jamaica or in England) in debt….Also, losing influence in Parliament and with bankers who were nervous about Sugar surplus/glut..
 
Also, French, Dutch, Cubans (Spanish) getting better at producing sugar–better tech. systems.
 
British financiers looking at OLD investment (SUGAR) OR Factories–new investment.
What is going to be more profitable for future?  Factories….Industrial Revolution (1750)
Slave Trade=Labor from Africa to Caribbean very EXPENSIVE.
Industrial Revolution could utilize poor British from farms (China, India today?)  Cheaper workers,
cheaper to finance.
 
Also, PALM OIL became an attractive product–lubrication for machines and Soap
Palm Oil needed more than Sugar, also, gum arabic-dyes.
 
African slavery disrupts econ. systems in W. African colonies….
different goods like palm oil, gum arabic make Africa appear as a market for industrial goods, NOT
as a Slave labor pool.
Can sell industrial goods to W. Africa.  Slave Trade a HEADACHE…Thus, slave trade chaotic, Europeans, specifically England, saw palm oil, etc. and market for their industrial goods as an
‘easier’ system…
 
HUMANITARIAN
Change in “Mentality” in Europe–Humanitarian, Enlightenment philosophy moved through
A. Evangelical Dissenters and B. Enlightenment Philosophy.
A.1700’s Slavery viewed as NOT a sin.
But, in England, Quakers, Protestant Dissenters believed enslavement was a SIN!
 
Evangelical movement=dark areas need “help” via GOD.
Saw English alleys filled with poor and Africa needing Christ, God, Christianity, missionary work
 
**An aside from Maunu–
Were slaves also seen as labor competition for Dissenters?  Thus, another reason to end slavery.
I asked Dr. Ash and she thought it was interesting point, but had no evidence for this….
Said she was going to look into it.
 
Prot. Evangelicalism was a grass roots movement moved through town hall and church meetings.
 
B. Enlightenment philosophy
 
Philosophy discussed at elite intellectual level in late 18th century.
2 Rev=British American Rev. (1776-1780’s) and French Rev. (1789-1790’s)
Dec. of Independence–”all MEN created equal.”
“Liberty, Equality, Fraternity”
“Declaration of Rights of Man and the Citizen”
 
In summary of first 2 views, Econ. and Humanitarian, both are EURO-centric Points of View.
 
AFRICAN RESISTANCE
 
African pov=Africans always resisted slavery
1700-1890’s slave resistance became large scale.
 
Freed slaves in England involving themselves in Church Evangelical movements=
Equiano (Gustava Vassa) who argued that Africa would be improved with Christianity and alternative economies like palm oil trade…and English investment and trade.
http://en.wikipedia.org/wiki/Olaudah_Equiano
and
Cugoano who wanted English govt. to use English navy to block slave trade out of Africa.
 http://en.wikipedia.org/wiki/Quobna_Ottobah_Cugoano
Fredrick Douglas would be comparison to Equiano and Cuguano.
 
French Haiti-San Domingue was largest sugar producing area in WORLD.
400,000 slaves was largest concentration of slaves on globe
 
Independent Black Republic developed using French Rev. ideals–Toussaint Louverture…
Scared Europeans-may have slowed down reforms to end slavery..
http://thelouvertureproject.org/index.php?title=Toussaint_Louverture
 
**Maunu aside–why no American statues as to 6′6″ slave leader who led revolution in Haiti?
Ended Napoleon’s vision of controlling Western United States…Democratic hero?
No, a black man who overthrew white men….Bad…
 
Jamaica–British sugar
Massive revolts across plantations.  Plantation owners nervous, bankers nervous about investing.
 
British 1807 slavery illegal for Br. citizens–Does NOT end slavery.
 
Denmark was 1st country to abolish African slavery in Atlantic World.
US-1808, Holland 1814 follow–of course, Virginia becomes slave breeding state at this time.
Spain and Port. only trade slaves south of Equator.
 
East African coast sees slave trade increase.
 
Brazil 1830 outlaws African slavery.
 
Consequences:
1. New states–Freetown, Sierra Leone (Libesville?) and Liberia, Gabon
2.  Slave trade gradually ends in Africa, but prices of slaves go up in Africa
3.  Legitimate Trade (rubber, gum arabic, palm oil)-commercial relationship between Europe
and Africa changes–
Europe will “go into” or penetrate Africa, not just stay on coast.
COLONIAL CONQUEST begins–Europeans take over “African states.”
Change over Time (COT) Economic exchange now adds POLITICAL CONTROL-Imperialism
 
Berlin Conference 1884 calms down “war” tension due to heated colonial African competition.
Trade rules defined.
 
Palm oil lucrative in Nigeria.  Stanley will go into Congo, Gabon…
 
East Africa slave trade will impact Indian Ocean Trade.
 
Where did E. African slaves go?–Swahili Coast
1. Swahili Coast—–cloves, spices, nutmeg
2.  Mauritius-Islands off coast of East Africa–French will occupy after losing San Domingue-SUGAR
3.  Brazil becomes more desirable–Brazil and Cuba last areas to outlaw slavery

Unit 3-4

AP World history students–Look at first map carefully on “Trade in Silver and
other Commodities, 1650-1750.”   This is the first document on your next
DBQ.
Mr. M

 

http://www.wwnorton.com/college/history/worlds/ch4/maps.htm

Nationalism Lesson Plan

NATIONALISM LESSON PLAN:
 
http://www.csulb.edu/~ssayeghc/nationalism/guide.html
 
AP Students,
Above is the website to Dr. Sharlene Sayegh’s (California State University) 2008 World History
Association award winning lesson plan.  We are going to work our way through this lesson this
spring.  Take a look at it and become familiar with the sources, readings and plan.

Lincoln’s Jewish Chaplains/NUCLEAR Waste and Somali Pirates‏

Lincoln’s fight for Jewish chaplains   By Michael Feldberg
Unknown to many, the celebrated president was also a champion of
religious liberty for all
http://www.jewishworldreview.com/jewish/history11.php3
 
http://english.aljazeera.net/news/africa/2008/10/2008109174223218644.html
Nuclear Waste and Somali pirates–al Jazeera POV
http://www.voanews.com/english/archive/2005-02/2005-02-23-voa23.cfm
No, nuke waste washed up on Somali shores after Asian tsunami…
http://www.huffingtonpost.com/johann-hari/you-are-being-lied-to-abo_b_155147.html
No, Johann Hari says nuclear waste and Somalia story is a lie….
http://current.com/items/89693421/nuclear_waste_and_the_truth_about_somali_pirates.htm
Gee, who’s a bloke to believe???

Somali Pirate POV by Somali rapper K’Naan–2nd post: http://www.youtube.com/watch?v=UTxJLlQCe4U&feature=related

Somalian pirates POV via K’Naan Somali rapper‏

AP world history colleagues and friends,
 
Note link from one of my AP Euro. students….Somali Rapper
K’Naan defending Somali pirates, er, eco defenders….
K’Naan and I are tight, yo…
“One Man’s Terrorist is another Man’s Freedom Fighter…”

http://www.youtube.com/watch?v=UTxJLlQCe4U&feature=related

Maunu TV Extra Credit: Feb. 16-21

Maunu TV Extra Credit: Feb. 16-21

Mon. 2/16
10:00 pm-11:00 pm, Ch. 56 no cable, PBS, 6 Comcast, 3 Wow, “Simon Schama’s Rough Crossings:
Sierra Leone, AFRICA”–Double extra credit!!
Repeated on Saturday—9:30, 24 Com, and 8 Wow…..See below…:)

6:00-7:00 pm, Hist. Ch., 32 Com, 47 Wow, The Presidents–”1977 to Present”

Tues. 2/17
6:00-7:00 pm, Hist. Ch. 32 com, 47 Wow, Modern Marvels, “Barbarian Technology”
8:00-10:00 pm, NGEO 109 Com, 69 Wow, Building the Great Wall and The Real Dragon Emperor-2 programs
9:00-10:00 pm, Hist. Ch. “How the Earth Was Made”
8:00-8:30 pm, Ch. 9 Wow, 99 Com, Canadian CBC, “Rick Mercer” Canadian political humor

Wed. 2/18
9:00-11:00 pm, Wow 3 and 8 PBS, 6 com, American Masters “Jerome Robbins: American Dance”
8:00-10:00 pm, TCM cable, 66 Com, 41 Wow, 1937 film, “The Life of Emile Zola” essayist in France 19th century

Th. 2/19
6:00-7:00 pm, Hist. Ch., Weird Weapons, “The Axis”

Fri. 2/20
8:00-9:00 pm, CTN/D, 296 Com, 44 Wow, Catholic News Network—”World News” (Note “Word” channel
is Protestant based with Black fundamentalist Prot. ministers–294 Com, 373 Wow…
5:30-8:00 pm, TCM, 66 Com, 41 Wow, 1941 film, “Sergeant York,” WW I pacifist becomes WW I hero–ah,
POV—Propaganda for WW II–note dates

Sat. 2/21
2:30-6:00 pm, AMC, 46, 34, 27 Comcast? 36 Wow, 2003 Film, “The Last Samurai—” Japan in mid 19th century
Japan industrializes and moves military to the West, ie., old fashioned Samurai OUT!!
5:30-8:00 pm, TCM, Ch. 66 Comcast, 41 Wow, 1989 film, “Glory,” Black regiment in Civil War…starring
Matthew Broderick—historically, Pretty accurate….
noon-1:00 pm, Hist. Ch., 32 Com, 47 Wow, “Discoveries”
1:00-2:00 pm, Hist. Ch., “Cities”
9:30-11:00 pm, PBS 28, 24 Comcast, 8 Wow, “Simon Schama’s Rough Crossings–Sierra Leone”
Double Extra Credit
8:00-10:00 pm, Hist. Ch. “Time Machine: Hell-The Devil’s Domain–an in-depth history of Hades”
7:00-8:00 pm, Hist. Ch., Modern Marvels, “George Washington”
8:00-8:30 pm, CBC Ch. 99 Com, 9 Wow, Rick Mercer Canadian political humor–POV galore

Iconoclasm debate–Images and Religous controversy in World History‏

AP World students:
Note these sites as to our “Iconoclasm” assignment which will link
to “Images” and religious controversies in World History…..ie., Bishop Williamson
and Pope Benedict example, opus dei example and others…
Mr. M

http://www.orthodoxresearchinstitute.org/articles/church_history/barrow_iconoclastic_crisis.htm

http://www.metmuseum.org/TOAH/hd/icon/hd_icon.htm

http://www.fray.ca/pedantry/icon.html

http://www.neobyzantine.org/orthodoxy/history/controversy_iconoclastic.php
Interesting neobyzantine site on Iconoclasm controversy

TV Extra Credit (Feb 1-7)

Sunday, Today–Feb. 1
7:00-8:00 pm, PBS 28, 24 Comcast, 8 Wow, Globe Trekker, “Kenya and Niger”
6:00-9:00 pm, Disc. 25 or 42 Comcast, 48 Wow, “Jesus:  The Complete Story,”  3 Extra Credits, 3 pts.
8:00-10:00 pm, Hist. Ch., 32 (or 43, 53) Comcast, 47 Wow, “God vs. Satan–Religious points of view
about Armageddon.

Mon. Feb. 2
8:00-midnight, BET (62,51, or 59 Comcast) 58 Wow, 1992 Film, “Malcolm X“

Tues. Feb. 3
8:00-9:00 pm, PBS 56, Comcast 6, Wow 3, Nova, “The Spy Factory”
9:00-10:00 pm, PBS 28, 24 Comcast, 8 Wow, Nova, “The Spy Factory”
6:00-7:00 pm, Hist. Ch. 43, 53, 32 Comcast, Wow 47, Ancient Discoveries, “Seige of Troy”

Fri. Feb. 6
9:00-11:00 pm, Life, 62,61 or52 Comcast, 27 Wow, 2002 film, “The Rosa Parks Story“
Welcome to Cold War Context:
2 Films on TCM, Ch. 66 comcast, 41 Wow, 1950 film, Seven Days to Noon–(nuclear warhead) 8:00-9:30 pm
AND, 9:45-11:30 pm, “Dr. Strangelove or:  How I Learned to Stop Worrying and Love the Bomb”

Sat. Feb. 7
2 POV on Cleopatra–early Sat. films
5:30 am-7:30 am, 1946 film, “Caesar and Cleopatra“  TCM Ch. 66 comcast, 41 Wow
7:45 am-noon, 1963 film, “Cleopatra” starring Elizabeth Taylor
12:45 pm-4:00 pm, AMC, 46, 34, or 27 Comcast, 36 Wow, 1970 film, “Tora, Tora, Tora,”  Japanese 1941
attack on Pearl Harbor from Japanese and American points of view
4:00-8:00 pm, TCM, Ch. 66 com, 41 Wow, 1962 film, “Lawrence of Arabia,” Col. Lawrence of British army
allies Bedhouin Arabs against Turks in WW I Arabia–lot’s of sand, have beverages to hydrate…and of
course this whole film is setting stage for collapse of Ottoman Empire after 1918….
9:00-11:00 pm, PBS 28, 24 Com, 8 Wow, “Unforgivable Blackness:   The Rise and Fall of Jack Johnson“
No white guy could beat this black Heavyweight Boxing champion, but the white power structure
did knock him out…..early 20th century American history.

Travelor IQ Games

http://www.travelpod.com/traveler-iq
Travelor IQ games….Try them, if you dare….
Mr. M

Hunt Outline Link

http://bcs.bedfordstmartins.com/huntconcise2e/

AP European students, Note Lynn Hunt, 2nd ed. Making of the West AP review site.
Mr. Maunu

AP World History Review Sites

AP World and European students,
I supply the Free on-line World History magazine, World History Connected, with World history
links.  I’m the links guy (Websites for World History Teachers)…..more like missing links, but here are some great AP World and note that the first one has US history outlines also.  Some of the links below have European and American history embedded in them.

http://www.flowofhistory.com/units
Great review site and note US History site also.

#yiv1208517545 .ExternalClass .EC_hmmessage P {padding:0px;} #yiv1208517545 .ExternalClass body.EC_hmmessage {font-size:10pt;font-family:Verdana;} http://wps.ablongman.com/long_stearns_wcap_4/0,8810,1189431-,00.html
Peter Stearns student study guide site, World Civilizations text.  (Very helpful)

#yiv1208517545 .ExternalClass .EC_hmmessage P {padding:0px;} #yiv1208517545 .ExternalClass body.EC_hmmessage {font-size:10pt;font-family:Verdana;} http://highered.mcgraw-hill.com/sites/0072957549/student_view0/
Jerry Bentley’s 3rd ed. Traditions and Encounters review site.  Note chapter outlines….quizzes,
etc. al… (Very very helpful)

http://www.womeninworldhistory.com/
Women in World history site

http://chnm.gmu.edu/wwh/w/13/wwh.html
Another Women’s in World History website

http://www.education-world.com/awards/past/topics/history.shtml
Home site for above link…World and American links

http://www.eyewitnesstohistory.com/index.html

#yiv1208517545 .ExternalClass .EC_hmmessage P {padding:0px;} #yiv1208517545 .ExternalClass body.EC_hmmessage {font-size:10pt;font-family:Verdana;} http://www.studentsfriend.com/sf/downsf.html
Downloadable “book” on World history–great review??
http://www.studentsfriend.com/
Home for Studentsfriend.com
http://www.studentsfriend.com/onhist/onhist.html

http://www.quia.com/pages/solstudies.html
Lots of review

http://www.historyteacher.net/
Must see site for AP European and AP World teachers-Sue Pojer is goddess

http://www.mrburnett.net/apworldhistory/APWorldHistory.htm

http://www.phschool.com/curriculum_support/brief_review/global_history/
Prentice Hall Pearson World history review site:  Essays and multiple choice questions
http://www.ahistoryteacher.com/~ahistory/apwhreview/index.php?title=APWH_Exam_Topics

http://www.eyewitnesstohistory.com/index.html
Can download many articles from this History magazine (s) site
http://www.historytoday.com/frontpage.aspx
Eurocentric, but can find some good stuff navigating through this historytoday.com site
http://regentsprep.org/Regents/core/questions/topics.cfm?Course=GLOB
Regents prep review with sample multiple choice questions, etc.

Maps of War

http://www.mapsofwar.com/

Blog Talk Radio- Congo Crisis

http://www.blogtalkradio.com/worldfocus

Martin Savidge hosted Blogtalkradio.  This is one of first interviews on Crisis in the CONGO.  Gaza will be next.
Congo–3rd largest country in Africa with 50% of it’s population under 16 yrs. of age!!

A Communist Christmas and Viking and Immigrant Song

And by the folks who brought you Viking Kittens, I give you and even better (content-wise, but not musically), Communist Christmas.

http://www. rathergood. com/christmas

I have to learn how to do flash animation and make some of these with our list of history songs.

Mike
Shekou International School
Shenzhen, China

Helpful review Links for May Exam

AP World students:
Here are some review sites for the student who wants to improve their knowledge and
pass the AP World history exam in May…..
Mr. Maunu

http://wps.ablongman.com/long_stearns_wcap_4/0,8810,1189431-,00.html
Peter Stearns student study guide site, World Civilizations text

http://highered.mcgraw-hill.com/sites/0072957549/student_view0/
Jerry Bentley’s 3rd ed. Traditions and Encounters review site. Note chapter outlines….quizzes,
etc. al…
http://www.womeninworldhistory.com/
Women in World history site
http://chnm.gmu.edu/wwh/w/13/wwh.html
Another Women’s in World History website
http://www.education-world.com/awards/past/topics/history.shtml
Home site for above link…World and American links

http://www.eyewitnesstohistory.com/index.html

http://www.studentsfriend.com/sf/downsf.html
Downloadable “book” on World history–great review??
http://www.studentsfriend.com/
Home for Studentsfriend.com
http://www.studentsfriend.com/onhist/onhist.html

http://www.quia.com/pages/solstudies.html
Lots of review

http://www.historyteacher.net/
Must see site for AP European and AP World teachers-Sue Pojer is goddess

http://www.mrburnett.net/apworldhistory/APWorldHistory.htm

http://www.phschool.com/curriculum_support/brief_review/global_history/
Prentice Hall Pearson World history review site: Essays and multiple choice questions
http://www.ahistoryteacher.com/~ahistory/apwhreview/index.php?title=APWH_Exam_Topics

http://www.eyewitnesstohistory.com/index.html
Can download many articles from this History magazine (s) site
http://www.historytoday.com/frontpage.aspx
Eurocentric, but can find some good stuff navigating through this historytoday.com site
http://regentsprep.org/Regents/core/questions/topics.cfm?Course=GLOB
Regents prep review with sample multiple choice questions, etc.

http://www.tntech.edu/history/world.html
Site for teachers and serious history college majors at Grosse Ile High

Clash of Civilizations

http://en.wikipedia.org/wiki/Samuel_P._Huntington
Dr. Samuel Huntington, 1993, “Clash of Civilizations“
 
http://en.wikipedia.org/wiki/Bernard_Lewis
Note Dr. Bernard Lewis, darling of the neoconservatives, himself Jewish and British born,
coined the phrase “clash of civilizations” in 1990.
 
http://www.larouchepub.com/other/2001/2846b_lewis_profile.html
Far Right wing Lyndon Larouch Intelligence Review impales Dr. Lewis as apologist
for Usama bin Laden, which is “nuts.”
http://www.csmonitor.com/specials/neocon/neocon101.html
Neocon 101  Questions and Answers about neoconservatism
http://en.wikipedia.org/wiki/Neoconservatism
Neoconservatism
http://www.csmonitor.com/specials/neocon/index.html
Neoconservatives:  US Empire Builders or Imperialists out to defend Israel?

Oceania

AP World students:
Note great website on Oceania.  Also, note wayfaring game one can play.
Let me know how good it is.
Mr. Maunu

 Early Oceanic societies but this special from PBS

 

http://www.pbs.org/wayfinders/index.html

 

gives an interesting look at the history and mystery of how these people navigated the Pacific

Historiography

http://www.cuw.edu/Academics/programs/history/historiography.html
 
AP Students:
Look at the above website and understand what “http://www.cuw.edu/Academics/programs/history/historiography.html
 
AP Students:
Look at the above website and understand what “Historiography” is.  Be prepared to
discuss in class.
Mr. Maunu” is.  Be prepared to
discuss in class.
Mr. Maunu

Indian ocean trade route maps

http://www.maps.com/ref_map.aspx?pid=11440
Indian Ocean Trade Routes Map.

Great POV examples

Grosse Ile AP students,
Two good examples of point of view analysis for you.
M

AP World Friends,
Why is the KEY to POV. 
An acceptable pov analysis using your example might be:
 
“Jonathan Sampson, a native American, (attribution, student should site the “he”) appears to dislike Anglo Americans because his family was murdered during the Black Kettle uprising, yet his information has been verified by eye witness accounts both native and soldiers, thus making him a credible source. (doc. 7)
 
 ”Miguel Montez’s tone seems angry and resentful, because his ancestor’s land was take by American soldiers during the
Mexican American War.  He offers no evidence for his claims, thus his point of view is questionable.  (doc.5)”
 
 
I caution my students to use “point of view” in analyzing documents, because bias has a negative connotation.  And
gently, yet consistently, move my students to “muscle” up the WHY in point of view analysis.
 
I use MindSparks “World History Unfolding” booklets in my AP World and AP European history classes and Kevin Reilly’s
Comparative Readers to help my students analyze primary sources.  Also, I am constantly using newspaper articles, current
events, Television news clips, Presidential press conferences, whatever, to make analogies to whatever World history
unit, region, event we are studying.  These analogies always move toward WHY…..”Why did Mitt Romney say what he said
in his Mormon speech?”  Why did he add the “minora” alongside the importance of nativity scenes…etc. al.
 
Why did the Chinese emperor assassinate his admirals and destroy the fleet?  Any comparison to cutbacks in the US space
program or move from “heavy” rockets to “space shuttles?”
 
Why did Hillary Clinton move to support the Bush administration and the surge in Iraq this summer?

John Maunu
Grosse Ile High, Mi.

Jonathan Burack
Highsmith Inc.

Gloria Harrison, I think you raise a very critical question here.

I have a different POV problem to ask readers:  I have a student who is excellent at spotting the *bias* (horrid word!) in a document, but consistently doesn’t explain WHY.  She writes things like, “he appears to dislike Americans, but in spite of this bias, he seems to present trustworthy evidence.”  Am I correct in telling her that if she doesn’t give a good reason why the author might dislike Americans, this is not POV?

I would say you are correct. I often get the sense not enough is done to teach students how to look closely at forms of expression, rhetorical techniques, logical and illogical argument, metaphor choices, stereotyping, selectivity, voice or directionality in the way an author positions himself or herself, etc. As for visual sources, paying attention to the use of color, composition, symbols, expressions, exaggerations, etc., in which bias or perspective is embedded. Perhaps I am mistaken, but it seems to me POV all too often means little more than who the writer or creator of the source is, what his or her group identity is, along with a quick identifying of the text’s content or subject content of the image. Am I wrong? I would be very interested to hear what others think, what else they include in POV and how they teach students to analyze it.    

APWH outlines–Mr. Burnett and Bulliet websites‏

AP World students:
Great outlines and links for AP World from a brillant young colleague,
Mr. Jason Brater at South Redford High School…We will see Mr. Brater and his AP
students at Wayne State University in April for AP Tune up Day….
 
M

____________________________________________________________________
one of my students recently posted this to our class’ discussion board — the links are great!

Jason

======================================

Here’s a good resource for chapter outlines and some other cool stuff. The outlines are not for our book but the information is still there.

http://www.mrburnett.net/apworldhistory/

However, for chapter outlines I would definitely recommend this website, they helped quite a bit for APUSH and I’m sure the notes for this book are no different.

http://www.course-notes.org/World_History/Outlines/The_Earth_and_Its_Peoples_4th_Edition_Outlines

 

Religion and Politics are technology

http://www.ted.com/index.php/talks/noah_feldman_says_politics_and_religion_are_technologies.html
Video from Ted Talks…Noah Feldman says politics and religion are technologies.  He uses Islam
as an example….

AP Euronpean Renaissance Political/Economical Notes

Here are Mr.M’s notes on…
AP European Renaissance Political/Economics Powerpoint Notes:
 
The Prince
Nicolo Machiavelli
 
Printing Press—->spread ideas fast—>change—>Reformation–>Nationalism–>Imperialism—>
Globalization
 
subsistence economy=Feudalism
 
Trade Fairs
 
1000 CE incr. trade–Why?
1.  improved agric. techniques—>increased food production  (hoe holing husbandry, fallow field, etc.)
2.  rise in pop—>towns and cities grew
3.  new trade routes—> Crusades, Marco Polo, Baltic Sea
4.  improved transportation—> esp. shipbuilding
5.  currency $ replaces barter–> hurries rise of new middle class merchants, bankers, accountants
     artisans, tradespeople, shopkeepers living in cities.
 
Bourgeoisie
 
POLITICS in N. Italy–250 small states
communes—association of local merchants and guilds who took care of city services, building
                  walls, civil order
local nobles move into cities
Merchant  +  Nobility   HOW?
 
New urban elite
Politics=VIOLENT  Why?
citizenship based on holding property, thus many artisans and lesser merchants had NO power
because….
They also suffered tax burden
 
Popolo
Republican govt. developed as people challenged elites—Republican govts. failed because new
republican leaders did NOT give rights, power to groups that helped them rise to power
No Civil Order—>rise of dictators, oligarchies
 
condottieri
 
City State  “ITALIAN INTRIGUE”
April Blood:  Florence and the Plot Against the Medici, Lauro Martines, c. 2003
Florence, Venice, Papal States, Milan, Naples
 
MILAN
N. Italy
richest Italian city state.  Why?  Location, trade routes, effective tax system
 
Visconti 1300’s
 
Milan vs. Florence rivalry
 
1450-1535 Sforza
Ludovico Sforza was condottieri leader for Visconti in Milan
 
Venice Milan War  (Naples and Venice vs. Milan and Florence)
 
Cosimo de Medici–Florence
Peace of Lodi 1454–40 Year Peace
 
Ludovico Sforza 1451-1508  Milanese leader
opulent court–Renaissance style
da Vince
Donato Bramante
Ludovico “The Moor” Sforza helped Charles VIII of France invade Naples
 
Louis XII (replaced Ch. VIII) forced Ludovico out of Milan—replaced by son Francesco II Sforza
 
VENICE
Adriatic Sea
Special trade privileges with Germany and Byzantines
 
1200’s 4th crusade–will win trade concessions after Venice and French knights take
city, kill Jews, etc…strip wealth from Constantinople
Constantinople and Byzantine Empire will not recover–weakened and then falls to Ottoman
Turks in 1453
 
Doge
Merchant Oligarchy–200 families Great Council ran Venice (Doge a figurehead)
strong navy
 
Venice-Genoa Wars
2 trade route maps in powerpoint
 
1300’s–Venice wins trade route wars 1381 and dominates 1400’s
 
Milan-Venice rivalry 1400’s  and Venetian vs. Ottoman rivalry and wars through 1500’s
(But, new trade system after 1492–Atlantic Trade Route and African route to Indies)
 
FLORENCE
 
banking and manufacturing of textiles
best woolen cloth in Europe  (Netherlands will challenge later)
Vatican as financial $ partner
gold florin
Commune–>Republic–> Oligarchy
 
Medici
1.  Cosimo de Medici 1434-1464
    Cosimo was “behind the scenes” power figure–Why?
    Florence “image” was as a Republic, so dominant dictator or Doge or Medici oligarchy not
   good idea.
   Cosimo held NO formal title, lived frugally, NOT extravagant, did not flaunt power publicly
   patron of the arts–
 
Donatello
Fra Angelico
Brunelleschi’s “Dome on Cathedral of Florence”
1st Public Library at monastery of San Marco
 
2.  Lorenzo–grandson 1469 took over at 20 yrs. of age
    same “style” as Cosimo, POET, popular with the popolo
 
1478 Pazzi conspiracy–Pope Sixtus IV interested in securing titles and power for his nephews
Girolamo Riaro
 
Allied with Salviati families (rival bankers)
April Blook–April 26, 1478  “HIT” on Medicis-Lorenzo wounded survives, his brother killed…
 
Popolo (crowd in Florence) reaction?  found conspirators and killed them…
 
Pope turned to Naples to punish Lorenzo and Florence
Why would Florence use “DAVID” sculptures and art as symbol of their city-state?
 
Lorenzo gambles, travels to Naples to negotiate 1480 peace..
 
SAVONAROLA
Dominican monk 1490’s in Florence
San Marco Monastery
Medieval Man and Fundamentalist
Rages against Florence Renaissance “style” and immorality, sinfulness, Medici corruption,
extravagence, “pagan” secular art
 
Some Florentines tired of Medici rule (60 years)
 
1492–ooh! Lorenzo the Magnificent dies leaving power to son Piero
 
Piero NOT Cosimo or Lorenzo
 
French Charles VIII 1494 invades Florence
Florentine citizens drive Medici out of Florence
 
New Republic with Savonarola’s religious fundamentalism as rules, laws
Religious Police
1497 Bonfire of the Vanities in Piazza della Signoria
 
Pope Alexander VI and Augustinian monks uncomfortable with Savonarola’s Dominican fundamentalism
 
Savonarola refused to take orders from Pope
excommunicated April 1498
 
Florence and Franciscan monks (Pope’s guys) attacked Savonarola at San Marco-
street fight with bow and arrows
 
hanged him and burned body…
 
ROME and PAPAL STATES  S14
 
Avignon 1300’s
Pope trying to be King of Italy.   Evidence:
1400’s more secular Ren. Popes
all that interior design and decoration in Rome–statues, art.  Rome to
be center of a nationalist Italy led by Pope….If he was still Pope of all
Catholics he would not have spent all that annate tax $ on Rome, but spread
it around Europe.
 
S15  POPES and ART
1st Ren. Pope=Nicholas V  1447-55
Vatican Library
Sixtus !V=1471-84
Sistine Chapel
Sistine Bridge over Tiber River.  Vatican now connected to Rome main city…
Pope Julius II 1503-1513
ST. Peter’s Basilica
architect Bramante, painter Raphael, Michelangelo (Sistine ceiling)
 
Papal intrigue:
Colonnas, Orsinis, della Roveres
Borgias
 
Pope Sixtus !V 1471-84 was a member of della Rovere family
Nepotism, ie., placing his “nephews” (really his sons) in positions of power.
 
1478 Pazzi Conspiracy–Why?  Pope Sixtus wanted his “nephew” in control. Note earlier notes.
1481 Venice attack on little Ferrara city state—Why? another “nephew” to put in control
of Ferrara.  FAILED.
 
S17 Pope Alexander VI 1492-1503 was Rodrigo Borgia
corrupt, mistresses
His son Cesare in charge of Papal Armies S18
S19 Juliusd II 1503-1513
was a della Rovere who had ousted rival Borgias
Warrior Pope  (Nephew of Sixtus IV)
expanded and restored Papal Territory in central Italy.
VISION=KING of Italy!!!
S20 Cesare Borgia 1475-1507  illegitimate bastard son of Pope Alexander VI
also sister Borgia involved in intrigues.
Romagna
 
1502 Condottieri Plot
http://en.wikipedia.org/wiki/Vitellozzo_Vitelli
Niccolo Machiavelli–Cesare Borgia viewed as ideal nationalist “Prince”
Alexander died, Julius II stripped Cesare of power and imprisoned him
Cesare exiled, died as mercenary soldier in battle
 
S21  NAPLES
Kingdom–NOT a republic or oligarchy
Vassal state of Rome
More Feudal
King Alfonso 1396-1458
King Ferdinand I aka. Ferrante 1458-1494
Southern Italy–NO dominant merchant class
Fr-Spain claimed southern Italy   WHY?
 
1282-1450? France held Naples
Spain held Sicily
1442 Alfonso=conquered Naples.  He was member of Spanish royal Kingdom of Aragon
 
Alfonso was devotee of Greco-Roman writings–”classics”
 
Ferdinand I 1458 was son of Alfonso
Medici Florentine war with Sixtus XI 1478–remember, Sixtus wanted “nephews” in power
Naples sided with Sixtus XI
Ferdinand was tyrant
1485 nobles revolted, but Ferdinand (Ferrante) able to crush them
 
S22 Exploration and Trade

Marco Polo–Venetian
Silk Road
The Travels
 
Portuguese 1215 Diego Cao-African coast–Niger River mouth
1420’s W. Coast of Africa–Ghana gold
Gold Coast
1492 Columbus for Spain
1498 Vasco da Gama-Portuguese sailed around southern tip of Africa to Calicut, India
and monopoly of Indian Ocean spices..Remember Italians (Venetians) cut off by Ottomans
after 1453 collapse of Constantinople (Byzantine empire ended)
Columbus opens Far East Trade to New world, ie. The Americas. 
1494 Treaty of Tordesillas
http://www.zum.de/whkmla/period/disc/tordesillas.html
 
S23 Black Death 1347
Renaissance was economic recovery from plague
 
S24  Patronage
Social competition of rich-
Types
rationale?
 
S25
Intellectual Basis of Renaissance
Humanism
Greco-Roman values
Revival of Antiquity—>Greco-Roman education, grammar, poetry, history=classical educ.
Individualism
Celebration of Humanity
secular-worldly focus–Christianity is OK, but so is human life, body, etc.
 
Human body=beautiful as in Greco-Roman times
to be celebrated not viewed as “sinful”
Humanists wanted to expand Christianity beyond sin and redemption
to include all human experience
 
 
led to conflict with Catholic Church
 
S27  Castiglione
The Courtier
Sprezzatura 
ease, effortless—”cool”
 
Women—>Chivalry POV  vs.  Castiglione POV
 
S28  Women
 
Social models=women=”trophy wife”
men=political leaders
 
Isabella d’Este 1474-1539
Mantua
 
S28  Isabella d’Este ruled 3 yrs. after husband taken prisoner
husband died 1519–She continue to rule as regent and then counselor to son
Patron of Raphael
 
Caterina Sforza 1463-1509
Countess of Forli (central Itay)
husband murdered in 1488, she ruled to 1500.  Cesare Borgia conquered Forli
 
S29  Italian Wars
 
1494-1559–internal conflicts between city states AND external involving France,
Spain, HRE (Germany)
Here war brings Southern Renaissance (Italian) along trade routes North into Western
Europe.
 
S30  Charles VIII of France (1470-1498)
 
France and Spain both claimed S. Italy because they had been rulers of Naples.
1490’s Ludovico Sforza (Milan) called in France (Ch. VIII) to claim Naples whiched
threatened Milan.  1494
Ch. VIII eagerly entered Italy with an army and forced Florence and Papal States to
surrender.  1495 Ch. VIII crowned King of Naples…this shook up rest of Italy..
 
1495 League of Venice formed  (Spain, HRE, Papal States–Pope Alexander VI, Milan and
Venice in alliance against Charles VIII)   Note even Milan joins feeling threatened by
French power!!!
Battle of Fornovo saw Ch. VIII defeated
 
S31 Louis XII 1462-1515  Invaded Italy in 1499 taking Milan, Genoa and split Naples with Ferdinand
of Spain, yes that Ferdinand who married Isabella united Spain against the Moors then sent
Columbus on Voyage to the Indies in 1492.
http://www.luminarium.org/encyclopedia/louis12.htm
 
Treaty of Blois 1504-1505
http://en.wikipedia.org/wiki/Blois
Spain turned on France–L. XII forced to give up Naples claim
 
S32  Pope Julius II–Italian Wars continued.
Borgias kicked out with Pope Alexander VI died in 1503
Romagna, which is central Italy annexed by Venice.
Julius II demanded Romagna returned to Papal States
Venice says NO!!!!!!
1508 Julius II turns to Emperor Maximilian I of Holy Roman Empire
http://en.wikipedia.org/wiki/Maximilian_I%2C_Holy_Roman_Emperor
Attacks fail…
Max I and Pope Julius II turned to France  Louis XII for help…
League of Cambrai–motive?
1.  defeat Venice
2.  divide Venetian territories for themselves
Battle of Agnadello 1509–Venice loses–sues for peaces with Pope Julius
 
France continued war–Julius now allied with Venice 1510….Why?
fear of France turning on Papal States…if they gain territory in Italy.
Julius recruited Spain and HRE to a “Holy League” in 1511-Battles in N. Italy 3 yrs.
Venice left League and joined France 1513–Are you starting to understand
“Italian Intrigue???”
Battle of Marignano 1515–French win!!
Julius II and Louis XII dead—Treaty of Noyon ended fighting.
French controlled Milan and Venice gained land…
 
S33  HRE Charles V (1500-1558)  Universal Monarch—one of most powerful European
rulers EVER.  WHY?
1.  Grandson of Ferdinand of Spain (Columbus, remember?) and Maximilian I of HRE
thus, he ruled Spain, American colonies, and all of Germany—Wowzer, bowzer!!:)
http://en.wikipedia.org/wiki/Charles_V%2C_Holy_Roman_Emperor
Note Habsburg chin…..
 
Ferdinand died in 1516-Ch. V King of Spain and HRE Emperor after Max. I died in 1519…
and with American silver and gold from Potosi, Bolivia silver mines—a Universal monarch.
Habsburg
Charles V war to take Milan from France….Ch. V viewed himself as Warrior of the Pope…
Protector of Pope
Battle of Pavia 1525–Charles V defeats French and captured French King Francis I.
Francis I gave up all of French claims in Italy and Burgundy (Netherlands) to Holy Roman
Empire and Charles V!!!
MORE power to Charles V!!!
Francis I released, reneged, recruited Pope Clement VII, Henry VIII of England (famous
wrestling match between the two men-Francis I won!!), Venice, Florence against Charles V.
Why would these powers joing France?
Fear of Habsburg domination of all of Italy…..Universal Monarchy”
Papal States had traditional ties to HRE and thus, Charles V….
For siding with Charles V, French troops sack Rome in 1527..
 
But, Charles V wins-1529 Francis I forced, again, to give up French claims in Italy!!!
 
1540’s-1550’s France started 2 more wars trying to get back Italy—-FAILED…
of course, note Reformation in swing and Ottomans advancing on Europe….
1520’s Ottoman attacks had saved Martin Luther from death as Charles V had to focus
on European battles and the Ottomans and not killing the German monk, heretic….
 
1559  Peace—France, again, renounced all claims in Italy–Ending Italian WARS!!!!whew..
 
S34 N. Renaissance
 
Compare and Contrast Italian Renaissance with N. Renaissance
1. N more religious
2.  North Ren. began late 1490’s early 1500’s—effect on Reformation?
 
S35  Printing Press
Johann Gutenerg 1454?–Germanyh
Effect?
1.  Printed books cheaper–books, handbills, woodcut art easier to print and distribute…
2.  more available
3.  increased literacy
4.  new ideas spread faster, technology, Reformation
 
**Printing press replaced ILLUMINATION or writing copies by hand…Many monks in
monasteries lost jobs to machine, ie., printing press.
In Paris, the King and Church actually arrested a printing press and put it in chains
and under a tarp….
 
S36  Christian Humanism-N. Europe (Western Europe)
classical Greco Roman ideals + Christianity
AND desire to reform Church…Pope nervous…
Goal:  Lead a pious and “good life.”
Dutch Desiderius ERASMUS 1466-1536
http://en.wikipedia.org/wiki/Erasmus
caustic satirical attack on Catholic Church –In Praise of Folly
Aim:  clean up Renaissance Popes immorality and lewd behavior—reform not REPLACE Catholic
Church…
Study of Greek and Hebrew—Why?   To study primary sources of older, oriignal Bible
Erasmus produced “modernized” Greek and Latin translations of New Testament
 
Jan van Eyck
Albrecht Durer
Pieter Brueghel
Hans Holbein the Younger
 
S37  Renaissance Political and Economic Legacy—
Merchant power
printing press–incr. information—marketing tool to help capitalism
 
NEW IDEAS—> CHANGE—>REFORMATION and Luther—->NATIONALISM (is more important
to be English or Christian???—–>Imperialism  (if my country is so Exceptional why not
expand our ideas and power to others???—–>Globalization  (capitalism everywhere, er.,
controlled by nationalistic superpowers????

Chapter 15 Summary

 

 

 

Chapter 15

The Struggle for Reformation Europe

 

A New Heaven and a New Earth
As the sixteenth century began, there was a predominant atmosphere of anxiety in Europe. The advance of Muslim Turks on Europe while Christian princes fought among themselves led many to believe that the Last Judgment was about to arrive. Consequently, many people intensified their search for religious comfort while intellectuals criticized the leadership of the church for failing to meet the needs of the people.

The Crisis of Faith, pp.548-549
Some of the signs of mounting spiritual anxiety among the laity included the steady increase in the number of pilgrimages, the dedication of new shrines, and the brisk sale of prayer books in both Latin and the vernacular. Yet in this time of anxiety, the clergy seemed increasingly incapable of meeting the spiritual needs of the people. Clerical privileges and deficiencies in their education or behavior sometimes offended the sensibilities of laypeople who yearned for a religion that fit their daily needs and for earnest, moral priests and edifying sermons. In addition, the church often placed more importance on external behavior than spiritual intent, and set forth numerous regulations to define sinful behavior. In the sacrament of penance, Christians confessed their sins to a priest in order to receive forgiveness. Yet confession did not always ease anxiety about salvation and, worse still, some priests demanded money or sexual favors in return for forgiveness. Although a sincere confession saved a sinner from hell, sinners still faced purgatory after death and, to shorten time spent in purgatory, a person could earn an indulgence by performing specific religious tasks. The church also sold indulgences, which suggested more interest in making money than saving souls. Dissatisfaction with the church’s rules prompted several early reform attempts by bishops and leading clerics, but such movements were limited to individual monastic houses or dioceses.

Christian Humanism, pp. 550-552
Through scholarship and social reform, Christian humanists sought to adapt the ethical ideals of classical antiquity to a Christian society. Christian humanists like Desiderius Erasmus (c. 1466–1536) and Thomas More (1478–1535) emphasized Christian piety as defining true virtue. Erasmus used his sharp wit to criticize the corruption of the clergy and the bloody ambitions of the Christian princes. Erasmus believed that education could reform individuals and society. He dreamed of a unified, peaceful Christendom where learning would eclipse ignorance and charity, and good works would be valued over religious ceremonies devoid of meaning. In his Handbook of the Militant Christian (1503) and The Praise of Folly (1509), Erasmus satirized his contemporaries’ love of power and wealth. A man of peace, Erasmus chose Christian unity over division as the Reformation swept Europe. He pleased neither the Protestants nor the Catholics entirely and ended his career isolated from both. Thomas More, to whom Erasmus dedicated The Praise of Folly, was a lawyer and served as a member of Parliament and ambassador. In 1529, More became Henry VIII’s lord chancellor, but he retired in 1532 in protest of Henry VIII’s control of the clergy. More’s best-known work, Utopia (1516), was inspired by the voyages of discovery. Describing an imaginary land, the book was a critique of his own society. The inhabitants of Utopia are equally dedicated to hard work and education, and do not suffer from crime, starvation, or poverty. More believed that politics, property, and war created human misery.

 

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Protestant Reformers
Out of the predominant atmosphere of spiritual need and resentment grew a movement of explosive protests and reform. Martin Luther began the reform movement in Germany, while Huldrych Zwingli extended the Reformation to Switzerland. A generation later, John Calvin began another reform movement that extended throughout Europe.

Martin Luther and the German Nation, pp. 552–555
Martin Luther, a young German friar tormented by his own religious anxieties, triggered the first major religious reform. After abandoning the law for a monastery, Luther found little consolation in the sacraments. His sense of sinfulness and fear of damnation despite frequent penance deepened his unease with the church. Sent to study theology, Luther experienced grace and insight into salvation, realizing that faith alone saved him from sin. While teaching at the University of Wittenberg, Luther became disgusted when the archbishop of Mainz commissioned the sale of indulgences to raise money for building St. Peter’s Basilica in Rome and to cover the expense of getting elected archbishop. In 1517, Luther posted ninety-five theses—propositions for academic debate—that questioned the sale of indulgences and church offices. Printed and spread rapidly, Luther’s theses released a torrent of pent-up resentment among the laity, many of whom shared Luther’s position. In Freedom of a Christian, Luther distinguished between teachings from the Gospels and invented church doctrines and laws, arguing that faith could be developed “by Scripture alone.” He further argued that sinners were saved “by faith alone” rather than by good works. Finally, he argued that a “priesthood of all believers” should replace professional clerics. In To the Nobility of the German Nation, Luther appealed to nationalism, calling on German princes to defend their nation from corrupt Romans. In On the Babylonian Captivity of the Church, he condemned the papacy as the Antichrist. The church misjudged Luther’s influence when they ordered him to keep quiet. In 1521, Luther defended his faith before Charles V (r. 1520–1558) at the Imperial Diet of Worms, but was spared from the potential consequences of his actions because he enjoyed the protection of Frederick the Wise, the elector of Saxony. The early Reformation was essentially an urban movement, and anti-Roman evangelicals included German princes, city officials, professors, priests, and laypeople.

Huldrych Zwingli and the Swiss Confederation, pp. 556–557
The poor, mountainous country of Switzerland’s chief source of income had been mercenary soldiers recruited for the papal, French, and imperial armies. In 1520, the chief preacher in Zurich, Huldrych Zwingli (1484–1531) criticized his superior, Cardinal Matthew Shinner, for sending the country’s young men off to be killed or maimed while serving in the papal armies. Zwingli developed a reform movement independent from that of Luther. Zwingli was deeply influenced by Erasmus’s ideas on education. He openly declared himself a reformer and attacked the corruption of the ecclesiastical hierarchy and church rules such as fasting and clerical celibacy. Under Zwingli’s leadership, Zurich became the center of the Swiss reform movement. Zwingli brought together religion, politics, and morality, drawing no distinction between the ideal citizen and the perfect Christian—a stance that differed from Luther’s position. The two also disagreed about the nature of the Eucharist. Luther believed that Christ was both truly and symbolically present in the bread and wine of this sacrament, whereas Zwingli believed that the Eucharist was only a symbol of Christ’s union with believers. Troubled by these theological differences, Evangelical princes and magistrates assembled the major reformers at Marburg in central Germany in 1529. Several days of intense discussions resolved some of the doctrinal differences, but Luther and Zwingli did not agree on the Eucharist; therefore, the German and Swiss movements continued along divergent paths.

John Calvin and Christian Discipline, pp. 557–559
John Calvin (1509–1564), a Frenchman who studied law, led another reform movement that took hold in France and Switzerland. Influenced by the humanists, Calvin gradually abandoned the Catholic church. The Reformation found many adherents in France, culminating in the Affair of the Placards in 1534 when church doors were posted with broadsheets denouncing the Mass. This affair provoked a national crackdown on Protestants, and Calvin fled abroad. He stopped in Geneva, which had renounced its allegiance to its Catholic bishop, and there took up leadership of the Genevan reform party with Guillaume Farel. After triumphing in 1541 over the old Genevan families who opposed his regime, Calvin made Geneva a tightly disciplined Christian republic. Calvin’s 1536 publication The Institutes of the Christian Religionmade him the first reformer to organize reformist doctrines, organization, history, and practices in a logical and systematic way. Calvin developed his own doctrine of predestination, according to which God had pre-destined every human to either salvation or damnation before the creation of the world. Fusing society and church into the “Reformed church,” Calvin and his followers created a community that some praised for its lack of crime and low illegitimate birthrate. Intolerant of dissenters and advocating rigorous discipline, Calvin made Geneva the new center of the Reformation, the city in which missionaries trained and from which books of Calvinist doctrine were exported. Calvin’s ideas spread throughout much of Europe and even to New England, the Reformed church becoming the prevailing form of Protestantism in many of these countries.

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Reshaping Society through Religion
The religious upheaval in the early years of the Reformation inspired many to challenge the social order in general. Radical movements such as the Anabaptists and the peasant rebels of the Holy Roman Empire challenged the foundations of the religious and political order. The brutal repression of these radicals ushered in a period of social disciplining as the subversive potential of religious reforms alarmed authorities.

Challenging the Social Order, pp. 559–561
The message of Christian freedom proclaimed by Luther resonated with the oppressed, and popular demand pressured many local officials to appoint new clerics committed to reform. In 1525, a weakened church authority encouraged many peasants who resented the church’s greed to rebel in a massive rural uprising in southern and central Germany that was brutally suppressed. Emerging as champions of an orderly religious reform, many German princes who had suppressed the peasant revolt confronted Emperor Charles V, who supported Rome. In 1529, Charles declared Catholicism the empire’s only legitimate faith. The Lutheran German princes protested and thus came to be called Protestants. In Zurich, while Zwingli was challenging the Roman church, some laypeople secretly pursued their own religious path. Believing that only adults possessed the reason and free will to choose Christ, these men and women believed the baptism of infants was invalid; they came to be called Anabaptists, meaning “those who were rebaptized.” Even though Zwingli condemned this movement, it spread quickly through southern Germany. One group of Anabaptists seized control of the city of Münster. They abolished private property in imitation of the early Christian church and dissolved traditional marriages, allowing men to have multiple wives. Besieged by a combined Protestant and Catholic army in 1535, the city fell and the leaders of the Anabaptists were killed. Yet the Anabaptist movement survived in northwestern Europe under the Dutch reformer Menno Simons (1469–1561).

New Forms of Discipline, pp. 561–565
A new urban, middle-class culture in Protestant Europe dramatically altered European civilization and continued trends toward change begun during the Middle Ages. The Latin Bible—the Vulgate—was the only Bible authorized by the Catholic church. As reformers turned to the Scriptures, vernacular translations of the Bible appeared, making it more accessible to the laity. In the Holy Roman Empire, Luther encouraged princes and magistrates to establish new schools to educate children in the knowledge and fear of God, and medieval church schools were replaced by a state school system intended to train obedient, pious, and hardworking Christian citizens. Secular governments also began to take over public charity. The new Protestant work ethic linked hard work and prosperity with piety and consequently equated laziness and poverty with a lack of moral worth. In Catholic lands, poverty was still considered a Christian virtue, and collective charity persisted, although in a more regulated form. Different educational systems and different attitudes toward the poor widened the gulf between Protestants and Catholics. Protestants, in their quest for order and discipline in worship and in society, reaffirmed the ideal of the patriarchal family.

 

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A Struggle for Mastery
The new patterns of conflict generated by the Reformation were superimposed on traditional dynastic strife. The ambitions of powerful princes combined with the passions of religious reformers fueled widespread violence that ultimately failed to settle religious differences. By 1560, an exhausted Europe found itself in a state of compromised peace that contained the seeds of future conflict.

The Court, p. 566
Throughout Europe, dynastic strife and religious zeal created political instability. A stabilizing center of the politics of dynasty and religion was the royal court, which was used to instill loyalty in nobles and awe in subjects. The court was the royal household, which included a community of servants, noble attendants, officials, artists, and soldiers. Court officials performed a myriad of other tasks. The French court of Francis I (r. 1515–1547) became the largest in Europe, numbering 1,622 members, excluding nonofficial courtiers. Courts were mobile at the time, and entourages of animals, people, furniture, and documents moved among a king’s many palaces. Hunting and other warlike recreations were a passion for the men of the court. The literature of the time reveals much about this court culture. Two writers, Ludovico Ariosto (1474–1533) and Baldassare Castiglione (1478–1529) composed works that glorified this extravagant court culture. Ariosto’s epic poem Orlando Furiosowas modeled after Greek and Roman poetry and portrayed court culture as the highest synthesis of Christian and classical values; it tells a tale of combat and valor in the tradition of the medieval chivalric romance. Castiglione’s equally popular The Courtier represented court culture as a perfect synthesis of military virtues and literary and artistic cultivation. In The Courtier, a man is defined in part by his service to his prince and his lady, but also by his outward appearance. The significance of proper clothing in court culture reflected the rigid distinctions between the classes and the sexes in sixteenth-century Europe.

Art and the Christian Knight, pp. 566–567
The idealized portraits, paintings, buildings, and other works commissioned by the Habsburg emperors and Catholic popes represented an undercurrent of hope and idealism in the charged atmosphere of the sixteenth century. Emperor Maximilian I (r. 1493–1519), for example, dreamed of restoring Christian chivalry and even hoped to rule as both emperor and pope. He appointed the Nuremburg artist Albrecht Dürer (1471–1528) as court painter. Dürer designed a triumphal carriage for the emperor that featured allegorical figures such as Prudence, Justice, Temperance, and Fortitude. For many Catholic artists and humanists, Emperor Charles V, Maximilian’s grandson, represented the ideal Christian knight. The Venetian painter Titian (1477–1576) painted four images from the emperor’s life: two portrayed the prince as victorious over Protestants, and one, Gloria, depicted the emperor in a white robe ascending to God amid a throng of the blessed. In Italy, Florentine artist Michelangelo Buonarroti (1475–1564) matured his talents in the service of the powerful Medici family. He became the favorite artist of the warrior-pope Julius II, painting for him the walls and ceiling of the Sistine Chapel. Later commissioned by Pope Paul III, he became the chief architect of St. Peter’s Basilica in Rome. The work of Michelangelo exemplified the transition from the Renaissance to the age of religious conflicts; Michelangelo’s creations glorified a papacy under siege, just as Titian’s paintings helped defend the Habsburg dynasty against infidels and heretics.

Wars among Habsburgs, Valois, and Ottomans, pp. 568–570
French claims to Italian lands triggered wars between France and Spain for control of the continent. The Italian Wars (1494–1559) between the French Valois dynasty, led by Francis I, and the Habsburg dynasty, led by Charles V, eventually involved most Christian monarchs and the Ottoman sultan. England, for instance, acted out of power considerations, first siding with France and then with Spain. The Italian states fought for their independence, the Protestant princes of Germany used the conflict as leverage to obtain privileges from the emperor, whereas the Ottoman Turks saw the conflict as an opportunity for territorial expansion. Under Sultan Suleiman, known as Suleiman the Magnificent (r. 1520-1566), the Ottoman Empire reached the height of its power, defeating Christian forces in Hungary and laying siege to Vienna. Desperate to overcome the forces of Charles V, who had seized the French city of Nice and were campaigning to capture Tunis on the North African coast, Francis I formed an alliance with the Turks. The alliance between a Christian king and the Muslim sultan shocked many Christians and, although it was brief, the alliance demonstrated that religion was but one of many factors in power politics. Most battles between the Valois and Habsburgs were fought in Italy and the Low Countries. In 1525, the Spanish at Pavia captured Francis I. Francis was detained in Spain until he renounced his claims to Italy; but, he immediately resumed making these claims when he returned to France. In 1527, in retaliation for a papal alliance with France, Charles’s troops, many of whom were German Protestant mercenaries, sacked Rome. Protestants and Catholics alike saw this as a punishment from God, prompting the Catholic church to turn toward reform. The Italian Wars dragged on through the 1540s, ending only when the French king, too bankrupt to keep fighting, acknowledged defeat by signing the Treaty of Cambresis in 1559.

The Finance and Technologies of War, pp. 570–571
Western armies grew and armed themselves with new, more effective weapons. This trend was costly, as were new defensive measures. In England, war expenditures were more than double royal revenues in the 1540s. In response, the government devalued its coinage, which caused rapid inflation. Charles V boasted the largest army in Europe, but was sinking ever deeper into debt, as was his opponent Francis I. The European monarchs raised taxes, sold offices, and even confiscated property and goods to pay for their costly wars. When these efforts proved insufficient, both the Valois and Habsburg monarchs looked to their leading bankers for loans, but these loans carried high interest rates. The German Fugger Bank was the largest in sixteenth-century Europe. Begun by Jakob Fugger (1459–1525), it built an international financial empire that helped make kings. As personal banker to Charles’s grandfather (Maximilian I) and the Habsburg dynasty, the Fugger family reaped handsome profits from the war. In 1519, Fugger assembled a consortium to secure the election of Charles V as Holy Roman Emperor, tightening the alliance between the bank and the imperial office. Between 1527 and 1547, the bank’s assets more than doubled, the majority being loans to the Habsburgs. Charles, however, barely managed to stay one step ahead of his creditors, and his successor in Spain eventually lost control of state finances. To service debts, European monarchs sought revenues in tax increases and wars. But paying for wars took yet more money and more loans. The cycle of war and debt continued for years, draining the French and Spanish treasuries and forcing the monarchs to end sixty years of warfare with the Treaty of Cateau-Cambrésis in 1559.

Divided Realms, pp. 571–573
Throughout Europe, rulers viewed religious discord as a threat to the stability of their realms. In France, the Calvinist movement grew steadily despite a national crackdown on religious dissent in 1534, and some noble families became Huguenots, as French Protestants were called. Francis I and his successor Henry II maintained a balance between the Catholics and Huguenots but, after 1560, France plunged into decades of savage religious wars. English Protestants had been relatively few until the reign of Henry VIII (r. 1509–1547). When Pope Clement VII refused to grant the divorce Henry sought from Catherine of Aragon, the king broke away from Rome. The Act of Supremacy, passed by Parliament in 1529, made Henry the head of the Anglican Church (the Church of England). During the brief reigns of Edward VI (r. 1547–1553) and Mary (r. 1553–1558), official religious policies oscillated between Protestantism and Catholicism. Under Elizabeth I, Anglicanism was restored and came to define the English nation. In Scotland, as Protestantism gained adherents, powerful noble clans directly challenged the devoutly Catholic monarchy. In 1560, the Protestants seized control of the Scottish parliament and queen regent Mary of Guise (d. 1560), a Catholic, fled to England. In Germany, Protestant princes formed the Schmalkaldic League, which assailed the Catholic emperor Charles V, the bishops, and a few remaining Catholic princes. When Charles defeated the league in 1547, he proclaimed the “Interim,” which restored Catholics’ right to worship in Protestant lands. Protestants opposed the Interim, and the Protestant princes, now led by Duke Maurice of Saxony, once more raised arms against Charles and sent the surprised and bankrupt emperor fleeing to Italy where, in 1555, he agreed to the Peace of Augsburg. The settlement recognized the Evangelical (Lutheran) church and allowed the German princes—whether Catholic or Protestant—to determine the religion for their lands. The agreement omitted other groups, such as the Calvinists and Anabaptists, which would lead to conflict in the future.

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A Continuing Reformation
In reaction to the Protestant challenge, the Catholic church mobilized itself for defense and renewal. The Council of Trent gave more clarity and definition to Catholic beliefs, while new religious orders campaigned to regain areas that had converted to Protestantism. Missionaries from Catholic Europe also began to travel to other parts of the world to win converts who might compensate for the millions of the faithful that were lost to the Protestant Reformation.

Catholic Renewal, pp. 574–575
Many Catholics had called for reform before Martin Luther, but the papacy had failed to respond. Under Pope Paul III (r. 1534–1549), the Catholic church finally pursued reform, a movement sometimes called the Catholic Reformation. Pope Paul III and Charles V convened the Council of Trent, which met sporadically from 1545 to 1563 and reached conclusions that would revitalize Catholicism for the following two centuries. The council reasserted clerical supremacy over the laity, required bishops to reside in their dioceses, and ordered the establishment of seminaries to train priests in each diocese. The council also reaffirmed the doctrine of transubstantiation, thus firmly rejecting the Protestant position on the Eucharist. It stipulated that all weddings take place in a church and be registered with the clergy. Finally, the council rejected the Protestants’ permitting of divorce. The council’s proclamations made permanent the divisions between the Catholics and Protestants and ended all hope for reconciliation. The Catholic Reformation also prompted the formation of new religious orders, most important the Society of Jesus (the Jesuits), who became the papacy’s most vigorous defenders. Established by a Spanish nobleman, Ignatius of Loyola (1491–1556), the order was recognized by the church in 1540. Young men were attracted by Ignatius’s austerity and piety and, by the time of Ignatius’s death, Europe had more than one thousand Jesuits who established hundreds of colleges throughout Catholic Europe. In addition, Jesuit missionaries would help spread Roman Catholicism to Africans, Asians, and native Americans.

Missionary Zeal, pp. 575–577
To win new souls to replace those lost to Protestantism, and to convince Catholics and Protestants that the Catholic church enjoyed divine favor, Catholic missionaries traveled throughout the globe. Different missionaries, however, brought differing messages to indigenous peoples. To some, Catholicism offered reason and faith; to others, it was a repressive and coercive alien religion. Some missionaries converted indigenous populations by force, despite criticism. Under the influence of critics such as Bartolome de Las Casas (1474–1566), the Spanish crown tried to protect native peoples from abuse, a policy weakened by the struggles among the missionaries, royal officials, and conquistadores. After an initial period of relatively little discrimination, the Catholic church began to adopt strict rules biased by color in Spanish America. In 1555, it forbade holy orders to Indians, mestizos (mixed European-Indians), mulattoes (mixed European-Africans), Moors, and Jews. The Portuguese, however, were more willing to train Africans and Asians as missionaries. Under Portuguese protection, Jesuit missionaries preached the Gospel to elite Confucian scholars in China and to the samurai (the warrior aristocracy) in Japan. Because European missionaries admired Chinese and Japanese civilizations, they relied on sermons rather than force to win converts. The Jesuit Francis Xavier pioneered missionary work in India and Japan, paving the way for future missionary success in Asia.

Some fun CCOT Stuff

Change Continuity over Time, compare and contrast models to analyze?
 
http://www.youtube.com/watch?v=dMH0bHeiRNg
Evolution of Dance–6 minutes
 
http://www.youtube.com/watch?v=6kID5W9k-Zw
Dani California by the Red Hot Chili Peppers
 
Mr. Maunu

Aryan Invasion Theory

Students:
I thought I would post this wonderful discussion of the Aryan Invasion theory by Jerry Bentley and Marc Gilbert on our blog site.
Mr.  Maunu
 
 
ARYAN INVASION Theory:

Since I sent in my first chapter of a book last year to my publisher that says the same thing as Jerry Bentley just did, I must say I agree with him completely! However, there is a big however!

 

Teachers and scholars of the early Vedic Age must address several other issues:

 

First, there is no demonstrable break between the later cities of Harappan civilization near the head of the Gangetic Plain and the early Vedic Age. This not only means that there was no classic Invasion but:

 

Second, Harappan culture was not erased and its people were not all driven away or merely enslaved. Much of their culture (how much is a matter of debate) survived, as the history of near-contemporary conflict between Akkadians and Sumerians suggest. (In that case Sumerians recovered their power, but retained the name Akkadian!). Which leads to:

 

Third:  Early Vedic Conflict with whom? Compare the Bible’s assertion of the burning of Jericho and its admonition to kill all the Cannanites, especially Moabites (and most explicitly, the execution of those who have sexual intercourse with them) to Vedic accounts of warfare: the city of Jericho was never burnt, yet the Bible tells us so, and the Vedas tell us of the destruction of walls, but we have yet to find evidence of that in the Indus.  Worse, Jesse, King David’s father, is the son of a Moabite woman, so apparently Moabites and Israelites could marry!

 

Hindutva writers say the Vedas are about conflict within Aryan society over who was truly Aryan (noble), not between migrant Indo-European speakers and indigenous people. Was that struggle perhaps owed to uneven rates of cultural change among groups? One could reasonably argue that it occurred between waves of migrants (Hindutva scholars, of course, do not so argue). A similar debate once occurred over whether later Polynesian migrants to Hawaii made the early ones kapu or tapu. Those late comers who went up the Manoa Valley (for example) to see them or otherwise encountered the first wave were to be executed.

 

Sacred oral history is fine, but hotly debated as to accuracy.  Hindutva writers may be wrong about everything, but scholars now face the challenge of replacing the invasion theory with something backed by strong evidence or by default it could pass to Hindutva propagandists whose evidence is, to be polite, questionable, as Jerry, less politely, points out (and cites the scholarship holding that this is the case!)

 

Early and later Vedic India may thus not be easily reducible at the moment, but, as the Chinese symbol for trouble is also the symbol for opportunity (or so it is said), world historians can use this material to demonstrate before their students the humility so lacking in both Aryan Invasion and Hindutva writing. Moreover, the Aryan Invasion theory and the Hindutva riposte makes a great lesson in how the past is politicized.  And that debate is easily Googled! As to what that history may have been, we are not so sure. In the West, Aryan Invasion theory was gospel and central to racist European imperialist ideology (though its progenitor, F. Max Muller, may have other goals). It took a century of sound archeology to kill it. May the resolution of what may come to replace it come sooner and be more benign!

 

Om, Shanti, Om!

 

Marc

 

 Jerry’ also draws attention to the Bantu migration. There is much debate over whether Bantu migration can be attributed to human agency as is attributed to the Aryan migration.  Mande peoples etc from West Africa may not have physically transferred their language–it spread due to its efficiency. Any advice from Africanists the list on this?

 

—–Original Message—–
From: Jerry Bentley [mailto:jbentley@hawaii.edu]
Sent: Saturday, November 03, 2007 12:46 PM
To: AP World History
Subject: Re: [ap-world] Aryan Invasion of India

 

From: Jerry H. Bentley

         University of Hawaii

          jbentley@hawaii.edu

 

You might say that two quite different and separate debates have gotten mingled.

 

The older of the two debates deals with the question of invasion. At one point, some scholars believed that warlike Aryans invaded India, killed Harappan society, and built a new order on its grave. One prominent archaeologist found a group of unburied skeletons in a Harappan building and luridly speculated about their violent deaths at the hands of rude invaders. Gradually, though, a much less dramatic view developed. As Jonathan Burack mentioned, the prevailing view now is that Harappan society was already in deep decline when Indo-European speakers arrived, and furthermore, there was no ‘invasion’ in any meaningful sense of the term. There were waves of migrations, and a great deal of violence undoubtedly resulted from conflicts between older populations and new arrivals. But we are talking about migratory processes lasting centuries, like the Bantu or Germanic migrations, rather than a planned invasion.

 

A more recent debate arises from Hindu nationalist ideology that conflicts with serious scholarship. Generally speaking, and recognizing that there will be differences from one position to another, Hindutva exponents hold there was no invasion or migration at all, rather that Hindus descend from the earliest Indian populations of the Indus River valley (aka Harappan) society. Their reasoning is sloppy, and on more than a few occasions they have irresponsibly and quite transparently manufactured or distorted evidence in arguing their cases. Their position reflects propaganda or mythology rather than respectable history. It is about as persuasive as Holocaust denial. Nevertheless, their arguments play well among some Hindu nationalists in India. They are also popular within some diaspora communities in which there is a strong sense of Hindu identity.

 

Don’t just take my word for this. Consult the following works for critiques of Hindutva views:

 

Michael Witzel and Steve Farmer, ‘Horseplay in Harappa: The Indus Valley Decipherment Hoax,’ Frontline: India’s National Magazine, 13 October 2000, pp. 4-14 (accessible on the internet).

 

Romila Thapar, ‘Hindutva and History,’ Frontline: India’s National Magazine, 13 October 2000, pp. 15-16 (accessible on the internet).

 

Sumit Sarkar, Beyond Nationalist Frames: Postmodernism, Hindu Fundamentalism, History (Bloomington, Ind.: Indiana University Press, 2002).

 

Kristen M. Romey, ‘Flashpoint Ayodhya,’ Archaeology 57 (July/August 2004): 48-55.

 

William Dalrymple, ‘India: The War over History,’ New York Review of Books 52:6 (7 April 2005): 62-65.

 

My own view: There was no ‘Aryan invasion’ of India, but there certainly were waves of migrations into India by Indo-European speakers who called themselves Aryans. Harappan society was already in decline when Indo-European speakers made their way into India, so the migrants did not topple or kill off the earlier society, but there was undoubtedly plenty of violence as peoples from different communities clashed over lands and resources.

 

Cheers,

 

Jerry B.

 

Jerry H. Bentley

Department of History

University of Hawaii

2530 Dole Street

Honolulu, HI  96822

 

Telephone: (808) 956-8505

Fax: (808) 956-9600

 

 

====

Course related website:

http://apcentral.collegeboard.com/world

 

====Course related website: http://apcentral.collegeboard.com/world

AP World test questions

AP World students:

You can check out these sites.  Some of the Tests in the first website (hhhknights) will
not open, but there are great review pdfs and the 2nd site has multiple choice, etc.
to practice.
Mr. M

Bentley/Stearns Practice Tests:

http://hhhknights.com/apwh/apwh.htm

 

Bulliet Practice Tests:

http://college.hmco.com/history/world/bulliet/earth_peoples/3e/students/index.html

 

 

http://apcentral.collegeboard.com/world