1 identification (35-40% of the test) - simply test whether you know a fact or facts. analytical...

1

Identification (35-40% of the test) - simply test whether you know a fact or facts.

Analytical (20-25% of the test) - makes you think about relationships, see connections, place in order.

Quotation Based (10% or less of the test) - match the quote with the appropriate person.

Image Interpretation (10% or less of the test) - determine images relevance, purpose, or meaning.

Map Based Questions (10% or less of the test) - identify what a map shows, or interpret its purpose.

Graph & Chart Interpretation (10% or less of the test) - interpret answer from data given in chart form.

What do multiple choice

questions look for?

2

World Population, 400 BCE - 2000 CE

3

But the growth was not equal

everywhere!

0

200

400

600

800

1000

1200

1400

1600

1800

1750 1850 1900

Millions

World Population in long 19th century

4

Year Population in Millions

% of World Population

1750 141 19.3

1850 292 25.0

1900 482 30.0

World Population of People of European Descent in Europe, the

United States, and Canada combined.

For example, the population of European descent in these three regions grew

significantly between 1750 and 1900.

5

Growth of the Population of Boston

1690 - 7,000

1790 - 18,038

1900 - 560,892

158%

3,010%

6

Not only was the human population growing, it

was moving.

7

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Migration from Europefrom 1750 or earlier

8

Microsoft® Encarta® Reference Library 2002 © 1993-2001 Microsoft Corporation. All rights reserved.

Continuing Atlantic slave tradeafter 1750

9

Microsoft® Encarta® Reference Library 2002 © 1993-2001 Microsoft Corporation. All rights reserved.

Labor migration from Asiamainly after 1750

10

Major Global Migrations

Europeans overseas including

Siberia1820-1930

55-60,000,000Africans to the

Americas1811-18701,900,000

Asians overseas1850-19202,500,000

11

But a growing population meant that

human need for resources—for energy—was growing, too.

And humans dealt with

this need by using fossil

fuels. Watch!

12

5 watts

Small wax candle, 800 BCE

13

Parson’s turbine, 1884 CE

100,000 watts

14

The Fossil Fuel Revolution

The biological old regime ends when vast new sources

of energy come into use:

CoalElectricity

GasPetroleum

Nuclear

15

By taking energy from

fossil fuels like coal instead of biomass like

wood…

17

and with better and

better steam engines to

harness coal’s energy…

18

Power loom weaving Lancashire, 1835

People could produce more

efficiently.

19

In Britain coal mines were close to factories and cities.

In China coal mines were far from factories and cities.

How might history have been different if the closest sources of coal available to Britain were, say, in the Carpathian Mountains of southeastern Europe?

21

Robert Fulton’s Clermont steamship

1807

And travel more

quickly.

22

George Stephenson’s “Rocket” steam

locomotive1829

And travel more

quickly

23

The increasing power of steam engines in long

19th century

24

The Industrial Revolution

Fossil fuel energy in production and transportation

25

Cotton exports from agrarian economies to industrial economies

Microsoft® Encarta® Reference Library 2002 © 1993-2001 Microsoft Corporation. All rights reserved.

U.S.A.

EgyptIndia

Russia

26

Textile exports from industrial to agrarian economies

Microsoft® Encarta® Reference Library 2002 © 1993-2001 Microsoft Corporation. All rights reserved.

27

Adam Smith argued for ideas like these in his book The Wealth of Nations (1776).

New economic ideas

• People should be able to buy and sell land freely.

• People should be able to buy and sell labor freely.

• People should be able to buy and sell goods freely.

28

Sounds great!

But what did governments need to do to make these ideas work?

New economic ideas

• People should be able to buy and sell land freely.

• People should be able to buy and sell labor freely.

• People should be able to buy and sell goods freely.

29

Improve public health.

Build railroads, ports, and telegraphs.

Standardize weights and measures.

30

Antiseptic medicine

1867

Transcontinental railroad 1869

Metric system1790

31

Tom Paine argued for these ideas in

Common Sense

(1775)

New political ideas:

•People should be free to choose their government.

•Government should protect people’s liberties.

•People should have equal rights.

32

Sounds democratic!

New political ideas

•A nation should be free to choose its government.

•Government should protect people’s liberties.

•People should have equal rights.

33

Governments created

representative institutions.

Governments wrote

constitutions.

Governments promoted education.

34

French National Assembly

1789

United States Constitution

1787

Ottoman Turkish Regulations for Public Education 1869

35

What happened if governments

wouldn’t make these changes themselves?

36

Change the government!

The Atlantic Revolutions

United States 1776

Venezuela 1811Haiti 1791

France 1789

37

In each country, people

struggled over liberty, equality, and nationalism.

United States 1776

Venezuela 1811Haiti 1791

France 1789

38

Ascendancy of Liberalism

What was it in the 19th century?

39

Ascendancy of LiberalismAre the political and economic tendencies in these two boxes compatible or inconsistent?

• Rational thought and behavior

• Civil freedoms and legal equality

• Rule of law• Constitutional and

limited government • The right to vote and be

educated • Technical and scientific

progress• Free market economy• Nationalism that

advances the community of nations

• Enhancement of state power and centralization

• Increased state military and police power

• State-managed social welfare

• More efficient taxation• State economic

management• Larger-scale economic

enterprise• Imperial conquest and

authoritarian rule over colonized

• Exclusivist or xenophobic nationalism

40

Were these four 19th-century leaders champions of Liberalism?

Napoleon Bonaparte1799-1815

William Gladstone1868-94

Mahmud II1808-1839

Porfirio Díaz1876-1911

41

So much was

changing so fast…

How could people

keep up?

42

People moved more quickly.

Ideas moved more quickly.

43

RailroadSteamboa

t

Transatlantic cableNewspaper

The Communication

Revolution

44

The Speed Revolution

One hour of optimum travel: Walking - 5 km Horse-drawn coach - 10 km Railway locomotive (1847) - 96

km Normannia steamship (1890) -

40 km French rapid train - 297 km Jet plane - 1000 km

45

Railway Development in Europe

1840

1850

46

Railway Development in Europe

1880

47

Railway Construction in India1853-1931

48

$0.00

$500,000.00

$1,000,000.00

$1,500,000.00

$2,000,000.00

$2,500,000.00

$3,000,000.00

1700 1820 1870 1913

The Modern Revolution meant powerful economic growth in the

world as a whole.

World Gross Domestic Product (GDP) in Dollars as valued in 1990

49

Powerful, but not equal.

The countries which

modernized first used it to

their advantage.

50

0

10

20

30

40

50

60

70

1700 1820 1870 1913

Eur./N.AAsia

Percentage of World GDP Western Europe and North America vs. Asia

The Modern Revolution shifted the world’s economic center.

51

India, 1877

After the Modern Revolution, much more food went on the world market…

52

India, 1877

and it was often shipped to where it got the highest price,

53

not to where it was needed most.

54

And industrial technology

could be used not only to

create, but to destroy.

55

And more of the world was colonized than ever before.

56

Battle of Omdurman, Sudan, 1898

Sudanese dead, 10,000

British dead, 48

57

The European Moment

Land surface of the world controlled by Europeans:

•1800 35%•1878 67%•1914 88%

But . . . duration of European world domination in the past 2000 years:

80yrs

58

Some elites around the

world tried to adopt parts of

the Modern Revolution to strengthen their own

governments.

Russia Mexico

JapanEgypt

59

Russia Mexico

JapanEgypt

Modernize the army.

Modernize the economy.

Maintain independence

.

60

People who traveled to learn about one part of

the Modern Revolution, like fossil fuels,….

61

also learned about the democratic part of the

Modern Revolution.

62

And they didn’t keep the ideas to themselves. They

communicated them, because it was all part of the package.

63

And powerful elites who wanted

to modernize in some ways did not

count on people demanding the

democratic part of the package.

64

To:

Mundo

CAUTION:

Contents

Under

Pressure