Day 1

1. Day 1

2. Chapters 12-14 Quiz

3. Chapter 15 The West and the Changing Balance of World Power

4. The Philosophers Take a Stand Debate Read and take notes on the debate philosophers for Nov. 30/Dec. 01. There will be a 3 question written quiz on the reading for that day. No notes will be allowed. The questions can be found on the bottom of the reading.

5. The Philosophers Take a Stand Debate Assign Debate Philosophers. • Hobbes • Locke • Montesquieu • Rousseau • Debate topics found on the website.

6. Panel Discussion on “The Problem of Ethnocentrism”. Dec. 2/3

7. Panel Discussion on “The Problem of Ethnocentrism”. The feature on pp. xxx–xxx of the text, “The Problem of Ethnocentrism,” begins: • “Many cultures encourage an ethnocentric outlook, and the culture of the West is certainly one of them.” • Use this sentence as the basis for our panel discussion. • We need six students to the panel to discuss whether they think the statement is true or not. Volunteers?

8. Panel Discussion on “The Problem of Ethnocentrism”. • We also need a moderator, a timekeeper, and research assistants to aid the panelists. Volunteers? • All other students are to be audience members, and you must do research and write two questions to ask the panelists. • At the end of the session, these questions and the panelists answers to these questions will be collected and graded.

9. Changing world balance

10. Changing world balance • Chapter 15 establishes the rise of western European nation-states within the larger context of world events. • This chapter deals with Asia, Africa, the Americas, and Polynesia as well as western Europe. • A major factor that the authors emphasize is the influence of shifting trade patterns in the 15th century. • After the Ming dynasty in China receded from world leadership in the area of trade, western European nations began to take the lead. • By the end of the century, the relative power of civilizations and trading networks had dramatically shifted westward.

11. Western Europe in ascendance

12. Western Europe in ascendance • Chapters 16 and 17 provide the details to flesh out the changing fortunes of western Europe. • These two chapters discuss Europe from the early 1400s to 1750 and deal with the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, world exploration, and the commercial revolution that would spawn the Industrial Revolution.

13. Western Europe in ascendance • The emphasis is on how the “process of change produced a particularly dynamic society, whose position depended on establishing a prominent position in the world trade system.” • As the authors also note, the cultures that came in contact with these new European behemoths changed and responded in their own ways.

14. Revival of classicism

15. Revival of classicism • Note that a major influence on the Renaissance was Greco-Roman culture. • This glorification of the classical world was also reinvented at the end of the 18th century during the time of revolutions. • This later Neo-Classical period will not only look back to ancient Greece and Rome but to the Renaissance as well.

16. Evaluate the following statement: the relative rise of the West after the 14th century was not so much the result of Western innovation as the decline of civilizations in the Middle East and Asia.

17. Rise of the West after the 14th century was not the result of Western innovation. • The statement is justified with respect to the changes occurring in the Middle East and China, but only so far as it is recognized that change rather than absolute decline took place in those regions. • In the Middle East, the end of the Abbasids, the rise of the Seljuk Turks, and the disruption of the Mongol empires did not cause total decline. • The Ottomans began building their future major empire. • The Muslim trade empire disintegrated, since the Ottomans were less interested in commerce than their predecessors were.

18. Rise of the West after the 14th century was not the result of Western innovation. • This opened the door for Western trade expansion. • In China, there was no political disruption of traditional centralization under the Ming; there was a brief effort to expand Chinese trade throughout Asia. • The Chinese withdrawal in 1433 left opportunities for the West. • It can be argued that Western advances were the result of perceived weaknesses; an unfavorable balance of trade with other civilizations and a fear of Ottoman expansion led to exploration and new trade routes.

19. Compare the world of 1250 and the world of 1450.

20. Compare the world of 1250 and the world of 1450. • The demise of the Mongol empires led to the disruption of the links connecting the civilizations of the East. • There was relative decline in the Middle East as the great trade empire fragmented. • The rise of the Ottoman Empire, with its political center in Asia Minor and southeast Europe, was a major political factor. • In eastern Europe, Russian independence from the Mongols created a new civilization.

21. Compare the world of 1250 and the world of 1450. • In China under the Ming, traditionalism was reasserted after the expulsion of the Mongols. • In the Americas, the Aztec and Inca empires were disintegrating from internal weaknesses. • Polynesian groups remained culturally isolated and technologically primitive. • In the West, the cultural forms of the Renaissance challenged medieval culture, and Westerners were beginning exploration and attempts to gain control of worldwide trade. • The steps marked the beginning of change in international leadership and dynamism.

22. Chapter 16 The World Economy

23. Describe the ways that the creation of a global economy in the 16th and 17th centuries differed from the previous trade networks that had existed between civilizations.

24. Global economy in the 16th and 17th centuries differed from the previous trade networks. • The global economy of the 16th and 17th centuries was dominated by the West; previous global networks had been dominated by the East or Islamic regions. • New areas were added in the 17th century: Africa became more fully incorporated, and the Americas were added for the first time. • The increase in international trade led to the creation of core regions and dependent zones.

25. Global economy in the 16th and 17th centuries differed from the previous trade networks. • The latter were exploited by Western core regions; they were typified by the production of raw materials, bullion, and agricultural crops, often produced on plantations. • Many had coercive labor systems (usually slavery) and were dependent on manufactured goods from core regions. • The global network was enforced by the West’s military technology, particularly naval gunnery and superiority on the seas.

26. Evaluate the reasons allowing the West to establish its dominance in the global trade network of the 17th century.

27. What allowed the West to establish its dominance in the global trade network of the 17th century? • The withdrawal of possible rivals helped the West, in particular that of China and the Islamic world. • The Ottomans were not as dedicated to commerce as were previous dynasties, and they were not as fully in control of regions obviously critical to the Islamic trade network. • China made the decision to be self-sufficient and withdrew from the world trade network.

28. What allowed the West to establish its dominance in the global trade network of the 17th century? • Japan made a similar decision and isolated itself. • The West had an advantage through: • its relative population growth in comparison with the others • and its technological innovations • directly related to seafaring and military power on the seas • especially the cannon • The West defeated the Ottomans at Lepanto in the 16th century. • China and Japan did not challenge the West.

29. End of Day 1

30. Day 2

31. Website Project In Lab.

32. End of Day 2

33. Day 3

34. Homework • Read “The Problem of Ethnocentrism”. (Dialectic Journal Due on Dec. 2/3)

35. Chapter 17 The Transformation of the West 1450-1750

36. Compare the ways in which the Renaissance, Reformation, and Enlightenment had an effect on the political organization of Europe.

37. Renaissance, Reformation, and Enlightenment • All of the movements invoked changes in popular mentality that affected political organization. • The Northern Renaissance: • attacked the authority of the church and allowed the state to control the church • increased interest in pomp and ceremony • and produced greater interest in military conquest and exploration • The Reformation included a concept of shared authority. • Thus Protestant regions were less likely to develop absolute monarchies and tended to form parliamentary governments.

38. Renaissance, Reformation, and Enlightenment • The success of the Reformation allowed Protestant rulers to seize control of possessions of the Catholic church. • The Enlightenment implied the ability of the state to intervene to benefit all citizens. • It contributed the concept of progress and improvement. • In politics, it led to enlightened despotism. • Particularly in eastern Europe, where Prussia and Austria-Hungary sponsored state reforms. • It also coincided with the development of more centralized governments with more all-encompassing powers.

39. Trace economic changes between 1450 and 1750 and how those changes altered the social organization of western Europe.

40. Economic changes between 1450 and 1750 • Commercialization and inflation caused significant changes. • Individuals who invested gained at the expense of others who simply possessed property. • Thus, the aristocracy was challenged. • At the lower end of the social scale, a proletariat emerged. • People whose income and wealth was separated from possession of real property. • They were associated with the rise of domestic manufacturing and urbanization.

41. Economic changes between 1450 and 1750 • The process created new social classes and social tensions. • There was a wave of popular protests against poverty up to 1650. • Associated with the unrest was a hysteria over witchcraft, which demonstrated a distrust of the poor as a potentially revolutionary group.

42. Hobbes, Locke, Montesquieu, and Rousseau on Government Quiz Take out a sheet of paper. Just answer the questions. No need to write out the questions. Make sure you number the answers to the questions. Make sure you have the proper heading and title. Incorrect headings and/or titles will result in lost points.

43. Quiz • Of the four philosophers discussed in this article, which two do you think differed the most? Why? • Which of the democratic forms of government proposed by Locke, Montesquieu, and Rousseau do you think is the best? Why? • Rousseau wrote in The Social Contract, “As soon as any man says of the affairs of the State ‘What does it matter to me?’ the State may be given up for lost.” What do you think he meant? How do you think his words relate to American democracy today?

44. The Philosophers Take a Stand Divide the class into four groups, each taking on the role of Hobbes, Locke, Montesquieu, or Rousseau.

45. Debate Topic A The best form of government is a representative democracy.

46. Debate Topic B Only the president should have the power to declare war.

47. Debate Topic C A good way to make laws is for all the people to directly vote on them.

48. Debate Topic D Religion should be a part of the government.

49. Debate Topic E The government should have the authority to confiscate a person’s property for the public good.

50. Wrap Up Which one of the four philosophers do you agree with the most? Why?