Transcript Slide 1

What Are We Learning
Today?
2.1 Recognize and appreciate historical
and contemporary consequences of
European contact, historical
globalization and imperialism on
Aboriginal societies
How did globalization begin?
Why did globalization begin?
Why & How Did Globalization Begin?
• First half pg. 116.
The Silk Road
• As early as the 3rd century BCE, a network of
caravan tacks linked Asia and Europe. Known as the
Silk Road after the beautiful cloth made in China
from thread harvested from silkworms, the various
routes provided a way of distributing many prized
goods.
• Figure 5-2
The Travel of Ideas
• But trade goods were not the only things that
travelled the Silk Road. Ideas also moved along this
trade route.
• The Indo-Arabic number system is 1 example. The
system originated in India and was later adopted in
the Middle East. In the 11th century, Europeans who
traded with Middle Eastern merchants introduced
the system to Italy, where the Roman system had
been used. From Italy, this new system quickly
spread throughout Europe – and today, it is used
around the world.
Historical Globalization
• Historical globalization is a time period that some
economists and historians have referred to. It is
often identified as beginning in 1492, when
Christopher Columbus made his 1st voyage to the
Caribbean, and ending after WW II, when the US
and the Soviet Union emerged as superpowers.
• This post-WW II period, (which we are currently in),
is often called contemporary globalization.
http://www.youtube.com/watch?v=jOfEAbNiKFM
What is the biggest invention of
the second millennium (1000 –
2000 CE)?
Why?
The Printing Press
• When Johannes Gutenberg, a German inventor,
pioneered a printing method that used movable
type, he set in motion changes that would have farreaching effects on Europe and the world.
• Until Gutenberg’s innovation in the mid-1400s,
books in Europe had been copied by hand. In the
years after his printed books first appeared, the # of
printing presses in Europe increased dramatically.
As books were produced more quickly and cheaply,
more ppl could afford to buy them, and this
encouraged more ppl to learn to read. Spread new
ideas on science, religion, politics, and philosophy.
Rise of a European Middle Class
• 2nd half pg. 120
Embracing New Ideas
• The growth of towns and cities and the increasing
importance of trade provided fertile ground for the
development of new ideas and technologies. These
new ideas and new technologies, combined with a
desire to profit through trade, helped lay the
foundations of historical globalization.
• From about the 9th to the 13th centuries, Middle
Eastern civilizations were centres of innovation and
learning. Europeans drew on many of these
innovations, especially in astronomy, to develop
technologies that made travel, trade, exploration,
and conquest, easier.
Sails
• The introduction of
large, square sails,
and the lateen (a
triangular, mobile
stern sail that could
be set at an angle to
the wind) meant that
larger ships could be
built. These ships
were faster and easier
to maneuver.
Navigational Tools
• Improvements in
navigational tools, such
as the magnetic compass,
the mariner’s astrolabe,
the sextant, and maps,
meant that sailors could
travel farther from land
without losing their way.
• Sextant = a navigational
instrument that is used to
establish position by
measuring the height of
stars from the horizon.
Gunpowder
• Gunpowder, which
was invented in
China, was first used
in European warfare
in 1324. Its
introduction marked
a dramatic change in
the way wars were
conducted. Muskets
and cannons came
to be widely used.
http://www.youtube.com/watch?v=PsR8
CK2GPnU
What’s a colony?
Get with a partner and name as
many colonies as you can.
Imperialism
• In the centuries after Columbus’s first expedition,
many European countries began competing to
establish colonial empires in the Americas and on
other continents.
• European imperialism: the policy of extending a
country’s power by acquiring new territories and
establishing control over other countries and ppls,
was motivated by trade.
• Trade brought economic prosperity, and economic
prosperity brought power!
• Assignment booklet:
– Map
– Imperialism; French/British colonies
– 1. Exploration
Strictly Controlled Trade
• In the 16th, 17th, and 18th centuries, European gov’ts
strictly controlled trade. To ensure prosperity, they
believed that the balance of trade must favour
themselves: its exports must be higher than its
imports.
• As a result, colonies were viewed as a source of
cheap raw materials.
Raw Materials Sent to Home Country
• Laws often required a colony’s raw materials to be
shipped to the home country. Only there could they
be used to make finished products.
• Colonial entrepreneurs were not allowed to set up
factories and use the colony’s raw materials to
manufacture goods in the colony. The products
made in the home country were then shipped back
to the colony and sold.
Mercantilism
• And to keep their own colonial markets strong,
gov’ts often prohibited colonies from importing
goods from other European countries.
• What would this move cause?
• This eliminated competition and meant that ppl in
colonies could buy only goods made in the home
country.
• This policy was called mercantilism: where in
colonies, trade was strictly controlled to benefit the
economy of the imperial power.
As the 18th century unfolded,
many ppl began to resist
mercantilism. Why?
The American Revolution
• Dissatisfaction with
mercantilism was
especially strong in
Britain’s American
colonies. In 1776,
these colonists
rebelled, and the
American Revolution
began. This war
resulted in the
creation of the US as
an independent
country.
The Birth of Capitalism
• In that same year, the
Scottish economist Adam
Smith published a book
titled The Wealth of Nations.
In writing this book, Smith
was laying the groundwork
for an economic system that
would later become known
as capitalism: an economic
system that advocates free
trade, competition, and
choice as a means of
achieving prosperity.
A Superior Culture
• When the European imperial powers set about
staking their colonial claims, they believed that
their own customs, culture, and beliefs were
superior to those of the Indigenous ppls they met.
As a result, European gov’ts simply declared that
Indigenous ppls were their subjects – and often
displaced (moved) and even enslaved them
• What advantage did European imperial powers
have that allowed them to do this?
A Strong Central Government
• Imperial powers had naval power, as well as guns
and cannons that the Indigenous ppls did not. They
also had strong central gov’ts that could send many
ships and soldiers.
• Few ppl in the Americas, Africa, India, Australia, and
South Asia had developed strong central gov’ts. As
a result, most could organize only limited resistance
– and the Europeans were able to overcome this. In
countries such as China and Japan, European
colonization efforts were less successful because
these countries had strong central gov’ts.
Pushing Imperial Emigration
• Once European countries established colonies, they
encouraged settlers to emigrate from their home
country to the newly acquired lands. This happened
for a # of reasons:
1. Settlers provided a pool of ppl to run the colony,
supervise the gathering of resources, and
protect the home country’s trading interests.
2. It reduced conflict at home. In order to make
agriculture more efficient many European
families were driven off the land. Encouraging
these peasants to emigrate reduced the
potential for conflict at home.
Displacing Indigenous People
• As new settlers moved in, they usually displaced the
Indigenous ppls who had lived on the land. This
disrupted the way of life of Indigenous ppls and
sometimes created conflict as one Indigenous group
was forced to migrate to land that had traditionally
been regarded as another group’s territory.
• Figure 5-7
Results of Contact
• First half of pg. 125.
In Settling with the Indians, author
Karen Kuperman wrote:
“European diseases did more than
European technology to vanquish the
American Indian in the early years of
colonization.” What does this mean?
European Diseases
• Some historians believe that contagious diseases
imported with European soldiers and settlers took
the greatest toll on Indigenous ppls.
• Some estimates suggest that 75 to 90% of the
Indigenous ppl of the Americas (8 to 10 million ppl)
may have died as a result of contact. Most of these
deaths were the result of diseases contracted by ppl
who had no natural immunity against European
illnesses and infections.
• Figure 5-8
Differing Approaches
• Pg. 126
• Assignment Booklet:
– 2. French Colonization
– 3. British Colonization
Why would anyone take part in
slavery? What are it’s
advantages?
Slavery
• Slavery had existed in many civilizations. In the
ancient Middle East and Africa, for example, slavery
was often used as an alternative to imprisonment
or execution for criminals and people who could not
pay their debts.
• Ppl captured during wars were sometimes often
enslaved. But enslavement for unpaid debts lasted
only for a specified period. And other slaves,
especially those who were well educated, might
become high-ranking civil servants or tutors to the
children of aristocrats.
Changes in Approaches to Slavery
The growing demand for labour to work on colonial
plantations brought about 2 changes in these
ancient approaches to slavery:
• Chattel slavery became common. A chattel is a
possession, and chattel slavery meant that slaves
and their descendants were the private property of
their owner.
• Indigenous ppls and captured Africans were
enslaved specifically because of their racial origins.
Slaves & Rights
• In traditional civilizations, where anyone might
become a slave through bad luck, slaves were
granted some rights. But chattel slaves had no legal
standing as human beings. The Europeans who
dominated the Americas could not be enslaved, and
they had no incentive to grant rights to slaves.
• FYI pg. 127
• Pgs 128-129 – Assignment Booklet
Why would other people allow
slavery to exist?
Responses to Slavery
• Slaves were rarely allowed to learn or write or to
leave their plantations supervised. They worked in
harsh, often brutal, conditions and had little control
over their lives. But few ppl outside the plantation
knew what was going on.
• However, by the late 1700s, people started to
publicize the harsh treatment of slaves and many
Europeans came to oppose the practice. The
abolition movement began to grow.
Slavery Abolished
• At first, abolitionists experienced little success. The
ppl who wanted to maintain slavery were often
wealthy and powerful slave owners, and they
lobbied gov’ts to maintain slave laws.
• Gradually, however, public opinion turned against
slavery, and by the 19th century, many countries
were passing laws to make it illegal.
• FYI pg. 130
• William Wilberforce Pg 130
Ethnocentrism
• Ethnocentrism (a word that combines “ethnic” and
“centre”) refers to a way of thinking that centres on
one’s own race and culture.
• Ethnocentric ppl believe that the only valid
worldview is their own, and they judge other ppl
according to their own beliefs, customs, and
traditions (racist).
• For example, in the early 20th century more than
half of Canadians were of British heritage, and
some of them looked down on ppl who immigrated
from non-British countries like China and Ukraine.
Eurocentrism
• Eurocentrism is a form of ethnocentrism that uses
European ethnic, national, religious, and linguistic
criteria to judge other ppls and their cultures.
• Example: 2nd half pg. 138 & pg. 139
The Industrial Revolution
• Industrial Revolution: The period between about
1750 and 1850, when work became mechanized
and began to occur in factories. The Industrial
Revolution brought about dramatic economic,
social, and cultural change.
Contact & Cultural Change in India
• When Queen Elizabeth I of Britain granted the
British East India Company a monopoly on trading
in India and Asia in 1600, the company’s chief
interest was in making money through trade.
• From India, the company imported cotton
cloth, tea, and spices. From the company’s
perspective, the ppl of India were useful
facilitators of this trade.
• Figure 6-13
• The British East India Company pg. 150.
The Raj
• The sometimes brutal business practices of the East
India Company, the high taxes it imposed on Indian
ppl, the corruption of many company officials, and
numerous other factors sparked alarm in both India
and Britain.
• 1858:
– the British gov’t took over direct rule of India
– The period known as the Raj (a term taken from the
Hindi word for “rule”) began.
A Market for British-Made Goods
• As the Industrial Revolution took hold in Britain,
British manufacturers needed
– raw materials to supply the factories that produced
their products.
– markets where they could sell their surplus
manufactured goods, such as cloth, iron, and pottery.
– Their solution was to sell these goods to people in
British colonies.
• As a result, British colonies took on added
importance.
– not only a source of raw materials, AND
– an important market for British-made goods.
Competition Over Cotton Cloth
• Cotton cloth became an important British export
– was also an important Indian export. Indian cotton
competed directly with the British-made fabric.
• 1700: the British gov’t listened to the demands of
British weavers:
– banned the import of all dyed and printed cloth from
India.
• Over the next 200 years, other laws also restricted trade in
cotton. The goal of these laws was to protect the British textile
industry against competition from cloth produced in other
countries, such as India and the US.
Deindustrialization
• The British actions crushed the Indian cotton
industry.
– Indians who had, for centuries, made a living growing,
harvesting, spinning, and weaving cotton could no
longer do so.
• The British laws, and similar laws that affected
other industries, helped contribute to
deindustrialization: the loss of industry, in India.
• Figure 6-16 and FYI pg. 151
Imagine you live on a colony and you
want to get rid of the imperial power
that controls it. Violence is NOT an
option! If you use any type of violence
you will be crushed! What could you
do?
http://www.biography.com/people/mahatma-gandhi9305898/videos/mahatma-gandhi-an-unpeaceful-end-2179183345
Mohandas Gandhi
• Successfully led India to independence in 1947.
• Was born in 1869 in Porbandar, on the west coast of
India.
• Educated in India, became a lawyer in England, and
lived in South Africa for 20 years, where he worked
for the rights of Indians.
• When Gandhi returned to India, he became a leader
of the Indian National Congress Party, which was
one of the earliest and most influential nationalist
movements in European colonies.
Gandhi’s Strategy
• Gandhi had a strategy of peaceful non-cooperation
with the British that was based on the principle of
swadeshi, a Hindi word that means “selfsufficiency.”
• Gandhi used cotton as a powerful symbol of both
British oppression and Indians’ desire for selfsufficiency and independence. He said that one way
for ppl to become self-sufficient was to hand-spin
cotton thread to make their own cloth. If Indians
wore homespun cotton, he said, they would not
only free themselves of the need to buy Britishmade cloth, but also help solve India’s
unemployment problem. (Voices pg. 152).
Buy Local!
• Gandhi extended this belief to other products. He
believed that Indians should eat locally grown food
and buy locally manufactured products.
• Quote pg. 152
• Figure 6-17
British Controlled Everything!
• When the first European traders arrived in India,
they had little effect on Indian culture. The British
Empire, however, left a powerful legacy that had
lasting effects on India’s economic, political, and
social structures.
• Under British rule, areas that had been controlled
by local rulers were unified under a single political
and economic system. The British controlled the
country’s civil administration, as well as the
economics of the export and import trade. Land
was transformed to imperial uses.
India & Pakistan
• Gandhi
campaigned
for 1 central
India gov’t.
However,
India was
divided into 2
countries: one
for Hindus
(India) and
one for
Muslims
(Pakistan).
A Civil War Ensues
• Pakistan was made up of 2 widely separated areas,
East and West Pakistan, divided by about 1600
kilometers of Indian territory. In 1971, East Pakistan
became a separate country known as Bangladesh.
• When the borders between India and Pakistan were
drawn, millions of Hindus found themselves in East
and West Pakistan, while many Muslims lived in
India. During this time, emotions ran high. Riots
were common and ppl were attacked and killed
because of their religious beliefs.
Gandhi Assassinated
• In 1948, Gandhi was assassinated by a Hindu
extremist who believed that Gandhi had weakened
India.
• Many Hindus in Pakistan and Muslims in India no
longer felt comfortable in their homes and
communities. They made the wrenching decision to
move to the country where their religious beliefs
and traditions dominated.
- Text pgs 150-152
-Assignment booklet:
Myanmar (Burma)
Kashmir
• During the British
Raj, Kashmir was a
province of India.
When India gained
independence,
Kashmir’s rulers
decided to join
India, but Pakistan
believed that this
region should be
part of Pakistan.
Pakistan Wants Kashmir
• Pakistan wanted residents of Kashmir to vote on
whether to join India or Pakistan, but India claimed
that Kashmir had already decided to remain part of
India.
• The 2 countries went to war over Kashmir from
1947 to 1949 and again in 1965. These wars
accomplished little, and Kashmir remained disputed
territory.
Development of Nuclear Weapons
• since 1965:
– both India and Pakistan have developed nuclear
weapons
– some observers fear that another war over Kashmir
could trigger a nuclear conflict.
• 2006 and early 2007:
– India and Pakistan held talks in an attempt to find a
peaceful resolution to the dispute.
• Kashmir’s fate remains unsettled.
• Figure 6-24
• Pgs 204-205
A Drastic Language Change
• One way imperial powers altered the lives of
Indigenous ppls in their colonies:
– change the languages they spoke.
• In the European empires:
– the language of the imperial power came to dominate.
• This is 1 of the reasons European languages are so common in
former colonies, such as Canada.
European Languages Everywhere!
• Today:
– French: North Africa
– Spanish and Portuguese: Central and South America;
– English: Ireland.
• Official language of Vietnam (once part of French Indochina) is
now Vietnamese:
• French is still spoken in Vietnam, as well
• Though English is not an official language in India, it
is still widely used in national, political, and
commercial communications.
Get with a partner and rank, by
number of immigrants, the origin of
immigrants that came to Canada in
1913 from:
Russia, Italy, Germany, China, Poland, USA,
Jewish*, England, Finland, Ukraine, Austria
Mass Migration
• During the late 19th and early 20th centuries,
millions of people moved:
– often from the home country of a European empire to
one of its colonies
– sometimes from one colony to another.
• Reasons:
– searching for a better life
– fleeing famine or conflict in their home country.
• 1871 to 1914: 30 million people migrated from
Europe to the US, Canada, Australia, New Zealand,
South America, Algeria, and South Africa.
Record Immigration in Canada
• In 1913 alone, more than 400,000 ppl immigrated
to Canada, a record that still stands today.
Boundaries Ignored
• Traditional forms of government and community
boundaries were often ignored by European
colonial empires.
• The colonizers’ disregard for Indigenous people’s
lives, beliefs, and traditions left legacies of civil war
and starvation. It also destroyed cultures and
communities.
People Displaced
• When European imperialists moved into a colony,
they paid little attention to Indigenous ppls’
relationship with the land where they lived.
• Indigenous ppls were displaced, (forced off the
land), when colonizers needed land for settlements,
railways, mining and lumbering, and large
plantations.
Depopulation
• The forced migration of African slaves led to
depopulation: a reduction in population caused by
natural or human-made forces.
• The effects of this population loss were
devastating:
– Families and communities were shattered.
– Those forced into slavery were often young and
strong.
• In the future, they would have become leaders.
• Their skills and labour would have helped support their
family and community.
• Unlike many of today’s migrants, who send
money and goods to help family members at
home, slaves could do nothing for those left
behind.
Depopulation
• Legacies of depopulation pg. 148
Relationship to the Land
• When Europeans arrived in Canada, at least
500,000 Indigenous ppl occupied the continent.
They usually lived in small bands that ranged over
large territories.
• The First Nation’s relationship to the land defined
their cultural traditions and worldview. Yet the way
of life and worldview of the European newcomers
was different. In Europe, ppl tended to cluster in
settlements, and owning land was an important
status symbol.
• This difference in opinion would lead to many major
misunderstandings between the 2 groups in the
future.
Loss of Land
• Both the French and the British gradually took more
and more land from the First Nations. When
Europeans settled in an area, they took the best
land for themselves, and pushed First Nations into
unproductive spaces. (remember differences
between French and British Colonization tactics in
Canada)
• When First Nations were driven from their familiar
territories, their traditional relationship with the
land and its resources was harmed.
Imperialist War
• France and Britain, in their competition to build
empires, fought over Austria in 1748.
• The settlement of that dispute didn’t really solve
anything, so in 1756 war erupted again. It lasted
for seven years, and the end result was France
losing most of its colonies, including New France.
• Text pg 170 – Figure 7-9
• Assignment booklet: Seven Years’ War pts 1 &2; The
Treaty of Paris; Proclamation of 1763
First Nation Displacement
• First Nations groups often were forced to migrate to
areas occupied by other First Nations. These
migrations sometimes created conflict among First
Peoples and upset the delicate balance between
First Nations and the land.
First Nation Depopulation
• In addition, European diseases often devastated
First Nations.
– 1870: an outbreak of smallpox killed thousands of Cree
and Blackfoot people.
• Also during this time the buffalo population on the
Prairies was declining, and fur-bearing animals were
also becoming harder to find.
• Soon many First Nations groups, especially in the
prairies, were looking to the Canadian gov’t for
some sort of assistance.
Is the First Peoples population of
Canada increasing or decreasing?
(Figure 7-12)
First Nations Assimilation
• 2 years after Confederation in 1867, control of
Rupert’s Land passed from the Hudson’s Bay
Company to the Canadian gov’t.
• The gov’t wanted to attract European settlers to the
West. But to ensure the success of the settlement
plan, the gov’t needed to make sure that First
Nations would give up their territory peacefully. To
achieve this goal, gov’t officials developed policies
designed to encourage First Nations ppl to
assimilate into mainstream Canadian society.
• Assignment Booklet: Numbered Treaties
The Numbered Treaties
• Between 1871 and 1921, 11 treaties were signed. Each
was given a number. The numbered treaties marked
the beginning of a “cash for land” approach by the
gov’t.
• In return for surrendering their territory and agreeing
to live on reserves, First Nations were promised
– annual payments
– other benefits (farm animals and tools)
• But the treaties usually placed the highly productive
land in the hands of the gov’t and confined the First
Nations to smaller, less productive areas. (Figure 7-14)
Oral vs. Written Agreements
• The treaties were negotiated according to the oral
traditions of the First Nations. Then the gov’t
produced written documents. In many cases,
promises that had been made orally by the gov’t
negotiators were not included in the written
versions of the treaties.
• The First Nations and gov’t negotiators also
understood the treaties differently. First Nations
viewed the money they received as a gift in
exchange for sharing their territory with settlers,
not as payment for completely surrendering their
land. (Voices pg. 175)
Why might these differences in
understanding have occurred?
How do these misunderstandings
remain a legacy in Canada today?
Should the First Nations have
signed these treaties? Did they
have any choice? What might
have happened if they had
refused to sign?
The Indian Act
• The Indian Act, which was first passed in 1876, was
one tool the gov’t used to encourage assimilation.
• This act remains in place today, although many of
its provisions (requirements) have changed. But in
the 19th century (1800s) and for much of the 20th
century (1900s), it meant that the lives of First
Nations ppl were strictly controlled by gov’t
officials.
• Assignment booklet: Indian Act
The Indian Act
• One way the act controlled First Nations ppl was by
defining who was (and was not) a status Indian:
– someone who is registered according to the provisions
(requirements) of the act and is therefore eligible to
receive special benefits.
• The act:
– banned certain First Nation traditional practices
– only allowed those who moved off reserves the right to
vote
– made it illegal for First Nations ppl to pursue land claims
without the consent of the superintendent of Indian
Affairs (a gov’t official). (Voices pg. 177)
• Assignment Booklet: Residential Schools
The French Uphold their Culture:
The Quiet Revolution
•
•
•
•
During the Quiet Revolution, which took place from
about 1960 to 1966, Quebec entered a period of
intense social, political, and economic change to try
and reverse assimilation. This included:
Changes in education, it reflected more 20th
century needs and values
Quebecois becoming more aware of Francophone
discrimination
A renewal of Francophone language and culture
Text pg 183
South Africa
• Beginning in 1652, South Africa was colonized by
the Dutch, Portuguese, French and British. With
each wave of colonization, the Indigenous ppls of
the region lost more land and rights.
• The Eurocentric beliefs of the time ensured that
both the Indigenous ppls of the region and
immigrants from India were treated as 2nd class
citizens.
• Assignment booklet: Africa Maps
Racism as Government Policy
• 1926: South Africa became an independent
dominion within the British Empire.
– Because blacks outnumbered whites by more than 10 to
1, the gov’t passed laws to ensure that whites held onto
political and economic control.
• Blacks, for example, weren’t allowed to vote.
• After WW II, when Indigenous ppls across Africa
demanded independence, the South African gov’t
introduced apartheid.
What is apartheid?
Apartheid
• Apartheid: laws that strictly segregated (separated) the
population.
• All South Africans were classified as either:
–
–
–
–
white
Asian
coloured (of mixed ancestry)
black.
• The groups lived in separate areas, went to separate schools,
and worked at racially designated jobs.
• Throughout the 1970s and 80s, many groups struggled to end
apartheid, using non-violent and violent means. The gov’t
responded by banning protest organizations and locking up
their leaders.
• Figure 8-12 pg. 197
Student Protest is Soweto
• 2nd half pg. 176 & Figure 8-13
• http://www.youtube.com/watch?v=FYWz1OPWQ1c
Nelson Mandela
• Pg. 198
http://www.youtube.com/watch?v=JGbZ
wGQ4YNs&feature=fvw
What does the scramble for
Africa, during the late 1800s,
mean?
Hutus & Tutsis
• Before the scramble for Africa in the late 1800s, the
country that is now Rwanda was occupied by 2
main Indigenous groups: the Hutus and the Tutsis.
• Traditionally:
– Tutsis held positions of power,
– Hutus were labourers whose social status was generally
considered to be lower than that of the Tutsis.
– the 2 groups usually coexisted peacefully.
The Scramble for Africa
• In the scramble for Africa, the Rwanda region was
claimed by Germany, and German colonial officials
reinforced the traditional distinction between the 2
groups by appointing Tutsis to key positions in the
colony. The Germans believed that the Tutsis were
more like Europeans than the Hutus, and that this
gave Tutsis the right to a higher status.
• After Germany’s defeat in WW I, the countries that
negotiated the peace treaty gave this region to
Belgium. The Belgians continued to give Tutsis key
positions and fostered even greater divisions by
requiring members of the 2 groups to carry cards
identifying them as Hutus or Tutsis.
What might make the Tutsis
more “European”?
Consider this statement: “the countries
that negotiated the peace treaty gave
this region (Rwanda) to Belgium.” What
kind of thinking about Rwanda and it’s
people does this action suggest?
Responding to Historical Globalization
• Around the world, local and int’l organizations are
working to help rebuild societies that have suffered
the destructive legacies of historical globalization.
• What is an organization?
• An organization is a group of ppl who work together
to achieve a specific goal. Churches, corporations,
armies, schools, hospitals, clubs, and political
parties are all organizations that are responding to
the legacies of historical globalization.
Non-Governmental Organizations
• Non-governmental organizations (NGOs):
organizations established by groups of ppl to work
towards specific goals and to gain public support in
achieving these goals, but are not part of gov’ts.
• NGOs depend on volunteer workers and donations,
but they may also receive grants and contracts from
gov’ts. They may also influence gov’t policies.
Not For Money
• There are tens of thousands of NGOs around the
world. NGOs have goals that may be local,
provincial, national, regional, or int’l in scope.
• They are NOT in the business of making money.
Read pgs. 202-203 and give me 2
positives of NGOs, as well as 2
examples of the positives you came up
with. Next, give me 2 negatives of
NGOs, and 2 examples of those
negatives.
Greenpeace International
• Focuses on environmental issues. Members try and
persuade gov’ts to take action against climate
change and environmental destruction and to
protect the earth’s forests and oceans.
Human Rights Watch
• Advocates for human rights in countries around the
world. Their members investigate and expose
human rights violations and try to persuade the
public and gov’ts to end these violations.
94% of the world income goes to 40% of
the world’s population, while 60% of
people live on only 6% of the world’s
income. Half of the world population lives
on $2 a day. Over 1 billion people live on
less than $1 a day. What does this stat say
about the world’s income distribution?
Global Income Inequality
• A lot of this income inequality can be attributed to
legacies of historical globalization. Most of the
world’s ppl have never had an opportunity to
benefit from the positive aspects of global trade.
• The growing gap between the rich and poor of the
world presents a growing challenge for everyone.
Both gov’ts and NGOs have recognized the need to
deal with this legacy of historical globalization and
are responding to it in a variety of ways.
Examine the map on pg. 206. List 5
countries with the lowest average
per-person yearly income and 5 with
the highest.
Gross National Income
• The United Nations encourages developed
countries to provide foreign aid to less developed
countries and suggests that the amount be tied to a
country’s gross national income.
• Gross national income (GNI): is the amount of
money earned by everyone in the country.
• The UN has set 0.07% of GNI as an appropriate
foreign-aid target but no country has ever achieved
this goal. Canada’s foreign aid contributions, for
example, rose over 0.05% of GNI only once.
Foreign Aid
• Foreign aid: money, supplies, and other goods, as
well as expertise, given by 1 country to another, is 1
response to the inequalities caused by historical
globalization.
• The goals of foreign aid are to reduce poverty and
encourage a more secure, equitable, and
prosperous world.
• Sometimes, though, this aid is ‘tied’ – it has some
kind of ‘string’ attached to it.