ADALI-AYTEMUR: NH 104
BAGBASIOGLU-GOKTUNA: NH 105
GULA-OTER: NH 301
OZBAS-YUKSEL: NH 305
Thursday, June 3, 2010
Thursday, May 27, 2010
The Russian Revolution
The revolution of 1905.
- Until1900s, Russia was successful in the international arena, against the Ottoman Empire.
- Both Russia and Britain had increased their influence in Persia and Afganistan.
- This expansion was not supported by military power.
- Russian expansion into China. Russo-japanese war. Japan won and moved into Korea.
- The unexpected defeat unleashed massive protests. A peaceful demonstration was masscred on the Tsar’s order, 100 victims, Bloodly Sunday. Russians lost their trust to the Tsar.
- He had to change course and open the duma (assembly), where representation was not equal though. A vote of an aristrocrat was equal with several votes of peasanst
-Actuallys, some reforms were introduced for them. Greater freedom from redemption payments. The intention was to introdude capitalist development in to agricultura production.
- Workers rights were not respected thoug and even the duma was gradually marginalised.
First World War
- Success depended on leaders’ ability to maintain social and political cooperation. Tsar Nikolas II’s authority had been shaky for many years, after the October revolution of 1905
- From the beginning of the war he insisted in personally commanding the troops.
- Although, Russian army was the largest in Europe, it was porly trained and equipped.
- By 1915, Russia produced enough food, clothing, amunition, but the tsarist governemnt tried to direct all provisioning itself. Demoralized, the peasants soldiers started to dessert an masse, returning to their farms to guard their families’ holdings.
- The first revolt started in Petrograd, (St Petersburg) on International woman’s day, February 23, people marched for food, fuel and political reform. Troops joined them.
- Nicoals abdicated the throne on March 2.
- After the collapse of the monarch two political centers emerged.
- a) the provisional government, by leaders in the Duma, constitutional rule, civic liberties.
- b) The soviets, local councils elected by workers and soldiers. The soviets forced for social reform, redistribution of lands, and a settlement with Germany and Austria.
- Bolsheviks, wing of the social democratic movement. They had little to do with the events of February 1917. They managed though to become powerful and overthrow the government.
- Marxism had been quite weak in late -19th c. Russia. In 1903, the leadership of Social Democrats split into Bolsheviks (the majority) favoring a centralized party of revolutionaries. The Mensheviks (minority) wanted to move towards socialism gradually. Since 80% was peasantry they thought proletarian revolution was premature.
- Bolsheviks were lead by Vladimir Ilych Ulyanov, Lenin, of middle class origin, believed that the development of russian capitaism made revolution possible.
- Bolsheviks combineed traditional revolutionary zeal with western marxism.
- Theie calls for ‘Peace, Land, and Bread now’ and ‘all powers to the soviets’ won support.
- They organised an attack, on October 24-25 1917. They took over the winter palace, the seat of the government. Bloodless and quick. Life went on as normal.
- They moved though against any political opposition an even dismisse the Assembly,
- In the countryside, the new regime build upn an ongoing uprising. The bolsheviks approved spontaneous redistribution of land without compensation, they nationalised banks.
- They pulled out of the war. Brest-Litovsk March 1918. They surrended many territories.
- Withdwaing from the war plunged the country to a vicious civil war.
Results
a)the Allies were affected since the Germans won the war at the Eastern front
b)the conservative governments were affected, worried about a wave of revolution
c)the expectations of many socialists were now fulfilled.
d)Russian revolution similar to French revolution.
- Until1900s, Russia was successful in the international arena, against the Ottoman Empire.
- Both Russia and Britain had increased their influence in Persia and Afganistan.
- This expansion was not supported by military power.
- Russian expansion into China. Russo-japanese war. Japan won and moved into Korea.
- The unexpected defeat unleashed massive protests. A peaceful demonstration was masscred on the Tsar’s order, 100 victims, Bloodly Sunday. Russians lost their trust to the Tsar.
- He had to change course and open the duma (assembly), where representation was not equal though. A vote of an aristrocrat was equal with several votes of peasanst
-Actuallys, some reforms were introduced for them. Greater freedom from redemption payments. The intention was to introdude capitalist development in to agricultura production.
- Workers rights were not respected thoug and even the duma was gradually marginalised.
First World War
- Success depended on leaders’ ability to maintain social and political cooperation. Tsar Nikolas II’s authority had been shaky for many years, after the October revolution of 1905
- From the beginning of the war he insisted in personally commanding the troops.
- Although, Russian army was the largest in Europe, it was porly trained and equipped.
- By 1915, Russia produced enough food, clothing, amunition, but the tsarist governemnt tried to direct all provisioning itself. Demoralized, the peasants soldiers started to dessert an masse, returning to their farms to guard their families’ holdings.
- The first revolt started in Petrograd, (St Petersburg) on International woman’s day, February 23, people marched for food, fuel and political reform. Troops joined them.
- Nicoals abdicated the throne on March 2.
- After the collapse of the monarch two political centers emerged.
- a) the provisional government, by leaders in the Duma, constitutional rule, civic liberties.
- b) The soviets, local councils elected by workers and soldiers. The soviets forced for social reform, redistribution of lands, and a settlement with Germany and Austria.
- Bolsheviks, wing of the social democratic movement. They had little to do with the events of February 1917. They managed though to become powerful and overthrow the government.
- Marxism had been quite weak in late -19th c. Russia. In 1903, the leadership of Social Democrats split into Bolsheviks (the majority) favoring a centralized party of revolutionaries. The Mensheviks (minority) wanted to move towards socialism gradually. Since 80% was peasantry they thought proletarian revolution was premature.
- Bolsheviks were lead by Vladimir Ilych Ulyanov, Lenin, of middle class origin, believed that the development of russian capitaism made revolution possible.
- Bolsheviks combineed traditional revolutionary zeal with western marxism.
- Theie calls for ‘Peace, Land, and Bread now’ and ‘all powers to the soviets’ won support.
- They organised an attack, on October 24-25 1917. They took over the winter palace, the seat of the government. Bloodless and quick. Life went on as normal.
- They moved though against any political opposition an even dismisse the Assembly,
- In the countryside, the new regime build upn an ongoing uprising. The bolsheviks approved spontaneous redistribution of land without compensation, they nationalised banks.
- They pulled out of the war. Brest-Litovsk March 1918. They surrended many territories.
- Withdwaing from the war plunged the country to a vicious civil war.
Results
a)the Allies were affected since the Germans won the war at the Eastern front
b)the conservative governments were affected, worried about a wave of revolution
c)the expectations of many socialists were now fulfilled.
d)Russian revolution similar to French revolution.
The Great war
Preparation for the war
- The fear of Germany. Triple Entente: France-Britain-Russia, Central Powers: Germany-Austria-Hungary.
- Rivalry and empire-building, possession of colonies.
- Costly armed race, navy building, preemptive strike became an option.
- Foreign policy was tied to domestic tensions.
- Business and the political elites sought successes in order to distress their subjects at home.
The outbreak of the war
- Balkans became the focus, Russia sought to back Serbia against Austro-Hungary.
- Gavrilo Princip assassinates Archduke Ferdinand in Sarajevo.
- Incapable diplomacy and a widespread sense of resignation to the eventual outbreak of war.
- Germans did not manage to overwhelm the French and the British and in Marne river the stage was set for three years of bloody stalemate. A whole generation was lost
- Machine guns, devastating artillery, barbed-wire barriers, poison gas favored the defense.
- The lack of strategic ingenuity among the commanders.
- Russian army was dominated by the dynasty and aristocracy, their weaknesses became apparent, which led to their defeat. Mutinies and peasant revolts.
- Italians entered the war in 1915 but were unsuccessful against A-H, collapsed in 1917.
The home fronts
- Soldiers at the fronts frustrated at political leaders but also the patriotic zeal of civilians.
- Parliamets were bypassed, especially in Germany. Censhorsip. Propaganda departments. The British and American public were bombarded with stories of German attrocities.
- The extent of the involvement of the civilian population and the power of the governments to mobilize men and women and control information made this the first total war.
- Impact of the war. The power of social organization increased, trade unions were broadly recognized as supporting mechanism of the civilian population.
- Apart from the Russian revolution, in Germany labor agitation led almost to revolution.
- Women’s participation in the labor force increased significantly and enhanced emancipation.
The war outside Europe
-The colonial powers mobilized their colonies. The war spread in the Middle East and Africa even up to China. In 1917, the US entered the war. Japan joined on the side of the Entente.
- British dominion troops were vital, non-European Muslim or Indian soldiers were deployed especially by the French as labor force as well.
- The Ottoman enters the war, failures in the Russian front, the Armenian massacres.
-The war made the US, that had built a pacific Empire a major global power.
- Fresh American troops jumped in and Germany agreed to an armistice in November 11, 1918. German public opinion was schcked as they were ill-informed about the war and considered the armistice a socialist and jewish betrayal
The resulf of the war
- 10 million deaths. Huge cost. Fertile lands destroyed. Dislocation of economies.
- The Entente leaders, especially George Clemanceau, whish to maximize their gains against Germany. Lloyd George tried to mediate fearing a revengeful Germany.
- The 14 points of Widrow Wilson, rights of self-determination yet the leaders dropped the demands of the colonized people. Actually British and Fremch expaned their Empires.
-The Peace of Paris became the dictated peace impose without negotiations to Germany.
- A series of new states were born, and the League of Nations to mediate among them.
- The fear of Germany. Triple Entente: France-Britain-Russia, Central Powers: Germany-Austria-Hungary.
- Rivalry and empire-building, possession of colonies.
- Costly armed race, navy building, preemptive strike became an option.
- Foreign policy was tied to domestic tensions.
- Business and the political elites sought successes in order to distress their subjects at home.
The outbreak of the war
- Balkans became the focus, Russia sought to back Serbia against Austro-Hungary.
- Gavrilo Princip assassinates Archduke Ferdinand in Sarajevo.
- Incapable diplomacy and a widespread sense of resignation to the eventual outbreak of war.
- Germans did not manage to overwhelm the French and the British and in Marne river the stage was set for three years of bloody stalemate. A whole generation was lost
- Machine guns, devastating artillery, barbed-wire barriers, poison gas favored the defense.
- The lack of strategic ingenuity among the commanders.
- Russian army was dominated by the dynasty and aristocracy, their weaknesses became apparent, which led to their defeat. Mutinies and peasant revolts.
- Italians entered the war in 1915 but were unsuccessful against A-H, collapsed in 1917.
The home fronts
- Soldiers at the fronts frustrated at political leaders but also the patriotic zeal of civilians.
- Parliamets were bypassed, especially in Germany. Censhorsip. Propaganda departments. The British and American public were bombarded with stories of German attrocities.
- The extent of the involvement of the civilian population and the power of the governments to mobilize men and women and control information made this the first total war.
- Impact of the war. The power of social organization increased, trade unions were broadly recognized as supporting mechanism of the civilian population.
- Apart from the Russian revolution, in Germany labor agitation led almost to revolution.
- Women’s participation in the labor force increased significantly and enhanced emancipation.
The war outside Europe
-The colonial powers mobilized their colonies. The war spread in the Middle East and Africa even up to China. In 1917, the US entered the war. Japan joined on the side of the Entente.
- British dominion troops were vital, non-European Muslim or Indian soldiers were deployed especially by the French as labor force as well.
- The Ottoman enters the war, failures in the Russian front, the Armenian massacres.
-The war made the US, that had built a pacific Empire a major global power.
- Fresh American troops jumped in and Germany agreed to an armistice in November 11, 1918. German public opinion was schcked as they were ill-informed about the war and considered the armistice a socialist and jewish betrayal
The resulf of the war
- 10 million deaths. Huge cost. Fertile lands destroyed. Dislocation of economies.
- The Entente leaders, especially George Clemanceau, whish to maximize their gains against Germany. Lloyd George tried to mediate fearing a revengeful Germany.
- The 14 points of Widrow Wilson, rights of self-determination yet the leaders dropped the demands of the colonized people. Actually British and Fremch expaned their Empires.
-The Peace of Paris became the dictated peace impose without negotiations to Germany.
- A series of new states were born, and the League of Nations to mediate among them.
19th century Russian transformations
- Two aspects of Russian policies: domestic reforms and territorial expansion.
- Starting with Catherine Great, to prevent the impact of the French Revolution.
- Conservative intellectuals supported isolation, serfdom protected the ignorant peasanst.t
- Alexander I, policy of liberalization, which collapsed with the Vienna Congress and the Holy Alliance. Russia was presented as the bastion of sanity in Europe.
- Rupture between those who were fascinated with western progress, political freedom, scientific advance, others turned towards to autochtonism and slavophilia
-1825 Decembrist uprising led to more suppression,
- Territorial expansion: In 1830-31, Russia suppresses a Polish uprising, 1829 Treaty of Adrianople, French and British fear for Russian expansion leads to the Crimean War 1853-56.
- In terms of technology and economy it lagged behind the West, even Prussia and Austria.
- Russian landlords took advantage of western markets for grain, by intensifying labor.
- Russia remained a profoundly agricultural society.
- It became clear that the Crimean war was lost due to industial backwardness,
- The new tsar Alexander II decided to proceed with reforms, abolition of serfdom.
- The purpose was not to imitate the west but to protect russian institutions, such as the landed aristocracy and peasant communities.
- In 1861, serfs received most of the land, nobility, however, remained dominant. The serfs obtained no political rights, they were tied to their villages until they could pay for the land
- Emancipation led to a larger urban labor force. It did not bring larger production, it led to peasant uprisings, substantial population growth.
- A series of laws cutting back traditional punishments, creating local political councils, which gave the middle-class some political experience, however, they had no impact on national policy, dominated by the tsar.
- Recruitment in the army included peasants and promotions was rationalized
- Literacy increased, a new market for popular readings,women’s conditions improved, some achieved higher education, family relations and morality became less strict.
- Industrialization through state support,
- Railroad network, transiberian railroad, end of the 1880s, expansion of metallurgy and coal sector. It also increased the export of grain to the west, more currency, active role in Asia.
- Modern factories appeared and an urban working class appeared.
- Count Sergei Witte minister of finance,in the 1890s, introduced high tarifs to protect industry, improved banking system and encouraged foreign investment.
- The power of Russia lay on its size, population, natural resourses.
- It remained peasant socity, where peasant-soldiers saw their officers as landlords. The absence of a large self-confident middle class.
- Nationalism: the reforms and mobility instigated minorities to make their own demands.
- Social protests were more frequent due to peasants redemption payments and taxes.
- Russian intellectuals opted for social reform while maintaining cultural particularity.
- Intellectuals claimed revolutionary changes. Narodnic, populist movement. Two attitudes. A more moderate and a more radical. Many turned anarchists. Bakunin.
- This triggered supression, censorship, and arrests. Alexander II was assassinated in 1881.
- His successors Alexander III, Nicolas II opposed further political reform.
- They also refused any rights to nationalities. Jews were persecuted and many migrated.
- In the 1890s radical ideologies gained new momentum. Marxism. Vladimir İlyich Ulyanov, Bolsheviks capitalised on the working-class unrest in the cities and peasant revolts.
- Starting with Catherine Great, to prevent the impact of the French Revolution.
- Conservative intellectuals supported isolation, serfdom protected the ignorant peasanst.t
- Alexander I, policy of liberalization, which collapsed with the Vienna Congress and the Holy Alliance. Russia was presented as the bastion of sanity in Europe.
- Rupture between those who were fascinated with western progress, political freedom, scientific advance, others turned towards to autochtonism and slavophilia
-1825 Decembrist uprising led to more suppression,
- Territorial expansion: In 1830-31, Russia suppresses a Polish uprising, 1829 Treaty of Adrianople, French and British fear for Russian expansion leads to the Crimean War 1853-56.
- In terms of technology and economy it lagged behind the West, even Prussia and Austria.
- Russian landlords took advantage of western markets for grain, by intensifying labor.
- Russia remained a profoundly agricultural society.
- It became clear that the Crimean war was lost due to industial backwardness,
- The new tsar Alexander II decided to proceed with reforms, abolition of serfdom.
- The purpose was not to imitate the west but to protect russian institutions, such as the landed aristocracy and peasant communities.
- In 1861, serfs received most of the land, nobility, however, remained dominant. The serfs obtained no political rights, they were tied to their villages until they could pay for the land
- Emancipation led to a larger urban labor force. It did not bring larger production, it led to peasant uprisings, substantial population growth.
- A series of laws cutting back traditional punishments, creating local political councils, which gave the middle-class some political experience, however, they had no impact on national policy, dominated by the tsar.
- Recruitment in the army included peasants and promotions was rationalized
- Literacy increased, a new market for popular readings,women’s conditions improved, some achieved higher education, family relations and morality became less strict.
- Industrialization through state support,
- Railroad network, transiberian railroad, end of the 1880s, expansion of metallurgy and coal sector. It also increased the export of grain to the west, more currency, active role in Asia.
- Modern factories appeared and an urban working class appeared.
- Count Sergei Witte minister of finance,in the 1890s, introduced high tarifs to protect industry, improved banking system and encouraged foreign investment.
- The power of Russia lay on its size, population, natural resourses.
- It remained peasant socity, where peasant-soldiers saw their officers as landlords. The absence of a large self-confident middle class.
- Nationalism: the reforms and mobility instigated minorities to make their own demands.
- Social protests were more frequent due to peasants redemption payments and taxes.
- Russian intellectuals opted for social reform while maintaining cultural particularity.
- Intellectuals claimed revolutionary changes. Narodnic, populist movement. Two attitudes. A more moderate and a more radical. Many turned anarchists. Bakunin.
- This triggered supression, censorship, and arrests. Alexander II was assassinated in 1881.
- His successors Alexander III, Nicolas II opposed further political reform.
- They also refused any rights to nationalities. Jews were persecuted and many migrated.
- In the 1890s radical ideologies gained new momentum. Marxism. Vladimir İlyich Ulyanov, Bolsheviks capitalised on the working-class unrest in the cities and peasant revolts.
Old Empires, the Struggle for Survival
- Empire: The rule or control, direct or indirect, political and economic, of one state or people over similar groups. This rule is associated with the concepts of peace, law and order.
- Obedience and taxes in return for security.
- Romanov, Habsburg, Ottoman Empires. Dynastic, classical,continental.
- Agrarian economies under autocratic rule. Army, bureaucracy, the royal court.
- Belated industrial development. State domination over nascent bourgeoisie
- Appropriation of western technology. Initiators of modernization.
- Legitimation: Imperial heritage, their territories were already under older imperial rule. (Holy Roman, Mongol, Byzantine Empire). Tracing their genealogies back to Rome.
- Universal monarchies, avoiding ethnic identification or single nationality.
- Continental location, less diverse in developement than colonial empires.
- Elements of conflict: Extensive ethnic intermixture in the imperial centers. Turbulent frontier, instability on their frontier pulled them into expansion. Defenders of Christianity/Islam. Not systematic conversion activity though. Frequent warfare among one another. Struggle against Western imperialism. Struggle against democracy & nationalism.
- ‘Prison-houses of nations’. Reforms, standardization, centralization.
- Collective sense of identity, integration. Loyalty to the dynasty, imperial ambitions.
- The double-headed eagle, East and West. Domestic imperial projects as a response to western imperialism.
- Cultural rights of ethnic communities. The idea of progress, development.
- Top-down innovations,through authority. Fast forward modernization.
- French revolution and Napoleonic invasions brought the reforms to a halt.
- Peter the Great (1682-1725), centralizing and westernizing attempts.
- Catherine II (the Great) (r. 1762-1796), economic and legal reforms.
- Maria Theresa (r. 1740-1780), centralized bureaucracy, secularized state.
- Joseph II (r. 1780-1790), further secularization of the state, German as official language.
- Napoleon’s defeat, return to conservatism. Response to revolutionary ideas.
- 1815 Congress of Vienna. The Austrian Klemens Wenzel von Metternich (1773 – 1859).
- Redrawing the continent's political map. Suppressing all nationality problems.
- 1848 uprisings. End of conservative stability in Europe. Social and political motivations. Newspapers, dissemination of ideas. Barricades, the bastions of resistance. Martyrs of nation and democracy. 3-color-flags (after French revolution).
- It resulted to domination of ethnic nationalism and intolerance between ethnic groups.
- Conservative-counter revolution prevailed. Constitutions remained.
- The Habsburg abolished serfdom, introduced new sort of neo-absolutism.
- The rulers opted for popular support. In 1867, the Ausgleich led to Austria-Hungary as a Dual Monarchy.
- Obedience and taxes in return for security.
- Romanov, Habsburg, Ottoman Empires. Dynastic, classical,continental.
- Agrarian economies under autocratic rule. Army, bureaucracy, the royal court.
- Belated industrial development. State domination over nascent bourgeoisie
- Appropriation of western technology. Initiators of modernization.
- Legitimation: Imperial heritage, their territories were already under older imperial rule. (Holy Roman, Mongol, Byzantine Empire). Tracing their genealogies back to Rome.
- Universal monarchies, avoiding ethnic identification or single nationality.
- Continental location, less diverse in developement than colonial empires.
- Elements of conflict: Extensive ethnic intermixture in the imperial centers. Turbulent frontier, instability on their frontier pulled them into expansion. Defenders of Christianity/Islam. Not systematic conversion activity though. Frequent warfare among one another. Struggle against Western imperialism. Struggle against democracy & nationalism.
- ‘Prison-houses of nations’. Reforms, standardization, centralization.
- Collective sense of identity, integration. Loyalty to the dynasty, imperial ambitions.
- The double-headed eagle, East and West. Domestic imperial projects as a response to western imperialism.
- Cultural rights of ethnic communities. The idea of progress, development.
- Top-down innovations,through authority. Fast forward modernization.
- French revolution and Napoleonic invasions brought the reforms to a halt.
- Peter the Great (1682-1725), centralizing and westernizing attempts.
- Catherine II (the Great) (r. 1762-1796), economic and legal reforms.
- Maria Theresa (r. 1740-1780), centralized bureaucracy, secularized state.
- Joseph II (r. 1780-1790), further secularization of the state, German as official language.
- Napoleon’s defeat, return to conservatism. Response to revolutionary ideas.
- 1815 Congress of Vienna. The Austrian Klemens Wenzel von Metternich (1773 – 1859).
- Redrawing the continent's political map. Suppressing all nationality problems.
- 1848 uprisings. End of conservative stability in Europe. Social and political motivations. Newspapers, dissemination of ideas. Barricades, the bastions of resistance. Martyrs of nation and democracy. 3-color-flags (after French revolution).
- It resulted to domination of ethnic nationalism and intolerance between ethnic groups.
- Conservative-counter revolution prevailed. Constitutions remained.
- The Habsburg abolished serfdom, introduced new sort of neo-absolutism.
- The rulers opted for popular support. In 1867, the Ausgleich led to Austria-Hungary as a Dual Monarchy.
Tuesday, May 25, 2010
Anti-colonialism and Nationalism in South Asia
1700s - East India Company, defeating French and Dutch in Bengal
1765 - control of Bengal, EIC becomes an Indian Lord, with an army and government
The British parliament gained the power to control Company policies 1773 and 1784
1857 Rebellion / MUTINY, sepoys of the Company army
1858 India becomes part of the British Commonwealth, viceroy is head of the Indian state
1885 resentment against British rule,
INDIAN NATIONAL CONGRESS: a platform for reform where all peoples of South Asia including the British are members
MOBILIZING SELF-GOVERNMENT
1906 All India Muslim League, joining forces with the National Congress
1909 reforms: Indian member in viceroy’s council & Indian provincial representatives
1915 WWI India also at war with Germany
GANDHI
•Swaraj : Complete freedom (1919)
•Satyagraha : Non-cooperation movement based on non-violence (ahimsa), 1920-22
•Civil Disobedience Movement Quit India Movement 1930
•Salt March & homespun cotton: economic self-sufficiency
•1931 Gandhi & British agreement
•1937 The India Act: a political compromise with institutions of self-government: a two chambered legislative body but cabinet under British control
THE MUSLIM LEAGUE
•Jinnah, a Congress leader
•1934 Jinnah leads the Muslim League, declaring that the Indian National Congress does not represent Muslims
•The idea of Pakistan : land of the pure in Urdu
WORLD WAR II
•India again at war against Germany, promised independence after the war
•1946 negotiations as Britain agrees to independence if Indians find a solution
•1947 partition of Pakistan and India
•1971 BANGLADESH
Reform as Resistance: Meiji Modernity and
Tokugawa Period (1602-1868)
Capital: Edo (Today’s Tokyo)
Shôgun - Supreme General
Tennô -Emperor
Daimyô -Feudal Lords
Sakoku (country in chain)
1844 – the Dutch (the only Western ally of the Japanese since the establishment of the Tokugawa Bakufu, as will be recalled) advised the Japanese that they should open up their markets in order not to face the terrible fate of the Chinese. They asked them to stop their isolationist policy – sakoku.
1853 – Arrival of Commodore Perry from the USA.
1857 – Commodore Perry is granted to have an audience with the Shogun.
1858- Treaty of Amity and Commerce (US and Japan)
-exchange of diplomatic agents
-Edo, Kobe, Nagasaki, Niigata and Yokohamas opening to foreign trade as ports
ability of United States citizens to live and trade in those ports
-a system of extraterritoriality that provided for the subjugation of foreign residents to the laws of their own consular courts instead of the Japanese law system
-fixed low import-export duties, subject to international control
Similar unequal treaties were signed with Britain, France, Russia and Holland
1868 – Meiji Restoration
End of the Tokugawa shogunate, restoration of the empire.
The era of Westernization and heavy industrialization.
1895 – Sino-Japanese war. A very humiliating defeat of China, and a major success for Japan. Treaty of Shimonoseki is signed in the end. The imdemnity paid by China to Japan was used as a subsidy for further Japanese industrialization.
1904-1905 – Russo-Japanese War. Japan defeated Russia and proved that it has become a world-power.
Capital: Edo (Today’s Tokyo)
Shôgun - Supreme General
Tennô -Emperor
Daimyô -Feudal Lords
Sakoku (country in chain)
1844 – the Dutch (the only Western ally of the Japanese since the establishment of the Tokugawa Bakufu, as will be recalled) advised the Japanese that they should open up their markets in order not to face the terrible fate of the Chinese. They asked them to stop their isolationist policy – sakoku.
1853 – Arrival of Commodore Perry from the USA.
1857 – Commodore Perry is granted to have an audience with the Shogun.
1858- Treaty of Amity and Commerce (US and Japan)
-exchange of diplomatic agents
-Edo, Kobe, Nagasaki, Niigata and Yokohamas opening to foreign trade as ports
ability of United States citizens to live and trade in those ports
-a system of extraterritoriality that provided for the subjugation of foreign residents to the laws of their own consular courts instead of the Japanese law system
-fixed low import-export duties, subject to international control
Similar unequal treaties were signed with Britain, France, Russia and Holland
1868 – Meiji Restoration
End of the Tokugawa shogunate, restoration of the empire.
The era of Westernization and heavy industrialization.
1895 – Sino-Japanese war. A very humiliating defeat of China, and a major success for Japan. Treaty of Shimonoseki is signed in the end. The imdemnity paid by China to Japan was used as a subsidy for further Japanese industrialization.
1904-1905 – Russo-Japanese War. Japan defeated Russia and proved that it has become a world-power.
Revolution and Nationalism in China
THE MING DYNASTY, 1368-1644
which represented the revival of Chinese civilization with a new idea of a classical civilization
with a very large population, vast resources, a most advanced technology and skilled engineers and great laborers as well as a very efficient bureaucracy and a well educated elite by the examination system.
THE QING (CHING) DYNASTY, 1644-1911
the last dynasty to be established in Chinese history
founded by non-Chinese emperors, north Asian steppe people from Manchuria
Manchus came over to rid Beijing in 1644 from a rebel to help the Ming and this they did after which they did not leave but declared their own mandate of heaven.
Though viewed as foreign by both the contemporary Mings and later western historical discourses, it was the Manchus that actually established the borders of China in its greatest territorial form (today these are the borders of China)
The growth of agriculture and continuous favorable balance of trade (export of luxury items in exchange for cash, gold and silver)
The Trading System: the Canton/Cohong system (only designated companies the cohongs, could trade with the Europeans, in only designated areas, the cantons.
BUT end of the 18th century brought population increase which meant that the peasant population began to go hungry and China began to experience rebellion which marked Chinese history form then on. These first were peasant rebellions against the landed aristocracy, of the size rarely seen in world history.
The peasant revolutions as of the 1770s and the encroachment of foreign commercial interest as of the 1820s turned this China of immense population into crisis. This is the age of free trade which meant colonization of Asia by the west. The British found something to sell – or rather smuggle to China, opium produced in India. The East India Company retains monopoly over opium trade with China. This sale results in a serious outflow of silver which increases the economic burden of the peasants. Therefore, Emperor Daoguang sends the imperial commissioner Lin Zexu to Canton to stop the opium trade.
Opium Wars (1842-Nanking Treaty and 1858) defeat of China and China opened up to western interests. Free trade instead of the canton/cohong system, much like the Anglo-Ottoman Treaty of 1838 (Baltalimanı).
Sino-Japanese War 1895, another major defeat: China no longer the most powerful state in East Asia. After 1895, Chinese intellectuals turn radical, questioning their imperial system. They urge the reform movements which led to the 1898 reforms – the 100 days reform movement until Empress Cixi consolidates power and ends the reforms. She doesn’t only end the reforms but also executes many of the intellectuals.
The remaining intellectuals take refuge in Japan: hence the influence of Japanese intellectuals
In 1912 a nationalist revolt overthrew the Manchu dynasty. Sun Yat Sen was a Chinese revolutionary and political leader often referred to as the Father of Modern China.
Then a series of great political upheavals in China between 1911 and 1949 which eventually led to the Communist Party rule and the establishment of the People's Republic of China.
which represented the revival of Chinese civilization with a new idea of a classical civilization
with a very large population, vast resources, a most advanced technology and skilled engineers and great laborers as well as a very efficient bureaucracy and a well educated elite by the examination system.
THE QING (CHING) DYNASTY, 1644-1911
the last dynasty to be established in Chinese history
founded by non-Chinese emperors, north Asian steppe people from Manchuria
Manchus came over to rid Beijing in 1644 from a rebel to help the Ming and this they did after which they did not leave but declared their own mandate of heaven.
Though viewed as foreign by both the contemporary Mings and later western historical discourses, it was the Manchus that actually established the borders of China in its greatest territorial form (today these are the borders of China)
The growth of agriculture and continuous favorable balance of trade (export of luxury items in exchange for cash, gold and silver)
The Trading System: the Canton/Cohong system (only designated companies the cohongs, could trade with the Europeans, in only designated areas, the cantons.
BUT end of the 18th century brought population increase which meant that the peasant population began to go hungry and China began to experience rebellion which marked Chinese history form then on. These first were peasant rebellions against the landed aristocracy, of the size rarely seen in world history.
The peasant revolutions as of the 1770s and the encroachment of foreign commercial interest as of the 1820s turned this China of immense population into crisis. This is the age of free trade which meant colonization of Asia by the west. The British found something to sell – or rather smuggle to China, opium produced in India. The East India Company retains monopoly over opium trade with China. This sale results in a serious outflow of silver which increases the economic burden of the peasants. Therefore, Emperor Daoguang sends the imperial commissioner Lin Zexu to Canton to stop the opium trade.
Opium Wars (1842-Nanking Treaty and 1858) defeat of China and China opened up to western interests. Free trade instead of the canton/cohong system, much like the Anglo-Ottoman Treaty of 1838 (Baltalimanı).
Sino-Japanese War 1895, another major defeat: China no longer the most powerful state in East Asia. After 1895, Chinese intellectuals turn radical, questioning their imperial system. They urge the reform movements which led to the 1898 reforms – the 100 days reform movement until Empress Cixi consolidates power and ends the reforms. She doesn’t only end the reforms but also executes many of the intellectuals.
The remaining intellectuals take refuge in Japan: hence the influence of Japanese intellectuals
In 1912 a nationalist revolt overthrew the Manchu dynasty. Sun Yat Sen was a Chinese revolutionary and political leader often referred to as the Father of Modern China.
Then a series of great political upheavals in China between 1911 and 1949 which eventually led to the Communist Party rule and the establishment of the People's Republic of China.
Monday, May 10, 2010
Nationalism-Selim Deringil lectures
Official Nationalism: “An anticipatory strategy adopted by dominant groups who are threatened with marginalization or exclusion from an emerging nationally imagined community”.
----Benedict Anderson, Imagined Communities p 95.
Paradoxes of Nationalism:
1/ Objective modernity vs. Subjective antiquity.
2/ Claimed universality of nationalism.
3/ Political power of nationalism vs. philosophical/theoretical poverty.
4/ The “nation” as a cultural construct.
5/ Actually linked to the rise of capitalism.
Invented Tradition:
“ ‘Invented tradition’ is taken to mean a set of practices, normally governed by overtly or tacitly accepted rules and of a ritual or symbolic nature, which seek to inculcate certain values and norms or behaviour by repetition which automatically implies continuity with the past. In fact, where possible, they normally attempt to establish continuity with a suitable historic past.”
Eric Hobsbawm, “Inventing Traditions” p 1.
The Ottoman Empire as a part of World Developments.
The Tanzimat Edict of 1839.
1/ The result of foreign pressure or domestic forces?
i)The idea of “equality for all subjects of the empire”
ii) Quarantee of Life, Honour and Property.
iii) Just taxation
iv) Defined period of military service.
2/ The idea of the “rule of law”. Şeriat meaning both religious and secular law.
The Reform Edict of 1856.
1/ Much more openly foreign intervention. Immediately after the Treaty of Paris of 1856. Price paid for the inclusion of the Ottoman Empire in the “European Concert of Nations”. Deals almost exclusively with rights and privileges of non-Muslims. Foreign pressure: good or bad?
The issue of “equality” in the world at the time of the declaration of the Tanzimat Edict of 1839.
1/ In Britain Roman Catholics could not be elected to Parliament untill 1829.
2/ Russia still had serfdom. Serfdom abolished in Russia in 1861.
3/ The United States fought a civil war over the issue of slavery in the 1860’s.
The World of Revolutions . What Lenin called “the combustible material of world politics”.
1/ The Russian Revolution of 1905.
2/ Young Turk Revolution of 1908.
3/ Iranian Revolution 1906
4/Chinese Revolution 1911.
5/ Mexican Revolution under Emiliano Zapata (1879-1919)
----Benedict Anderson, Imagined Communities p 95.
Paradoxes of Nationalism:
1/ Objective modernity vs. Subjective antiquity.
2/ Claimed universality of nationalism.
3/ Political power of nationalism vs. philosophical/theoretical poverty.
4/ The “nation” as a cultural construct.
5/ Actually linked to the rise of capitalism.
Invented Tradition:
“ ‘Invented tradition’ is taken to mean a set of practices, normally governed by overtly or tacitly accepted rules and of a ritual or symbolic nature, which seek to inculcate certain values and norms or behaviour by repetition which automatically implies continuity with the past. In fact, where possible, they normally attempt to establish continuity with a suitable historic past.”
Eric Hobsbawm, “Inventing Traditions” p 1.
The Ottoman Empire as a part of World Developments.
The Tanzimat Edict of 1839.
1/ The result of foreign pressure or domestic forces?
i)The idea of “equality for all subjects of the empire”
ii) Quarantee of Life, Honour and Property.
iii) Just taxation
iv) Defined period of military service.
2/ The idea of the “rule of law”. Şeriat meaning both religious and secular law.
The Reform Edict of 1856.
1/ Much more openly foreign intervention. Immediately after the Treaty of Paris of 1856. Price paid for the inclusion of the Ottoman Empire in the “European Concert of Nations”. Deals almost exclusively with rights and privileges of non-Muslims. Foreign pressure: good or bad?
The issue of “equality” in the world at the time of the declaration of the Tanzimat Edict of 1839.
1/ In Britain Roman Catholics could not be elected to Parliament untill 1829.
2/ Russia still had serfdom. Serfdom abolished in Russia in 1861.
3/ The United States fought a civil war over the issue of slavery in the 1860’s.
The World of Revolutions . What Lenin called “the combustible material of world politics”.
1/ The Russian Revolution of 1905.
2/ Young Turk Revolution of 1908.
3/ Iranian Revolution 1906
4/Chinese Revolution 1911.
5/ Mexican Revolution under Emiliano Zapata (1879-1919)
Monday, May 3, 2010
OBJECTION
HIST 106 Midterm exam objection will be held on Wednesday (May 5) at Cultural Heritage Museum (50 meters down the Female Dorm at South Campus), 17.00.
Wednesday, April 21, 2010
MIDTERM EXAM RESULTS
NUMBER TOTAL
2008209087 71
2007100040 57
2007100961 28
2008207057 54
2008208015 70
2008208102 83
2008209081 67
2008110117 60
2008301324 32
2007300085 0
2008208120 72
2008207099 102
2008208135 86
2007101096 33
2007200124 62
2008210006 88
2004101570 62
2007102401 99
2004103070 0
2009302198 98
2009205024 0
2008110015 78
2008208084 33
2008207003 42
8682458 0
2008107060 27
2007101924 87
2009209099 0
2007100487 48
2008209060 90
2004102104 0
2008110072 36
2008208063 63
2009207081 42
2008207111 101
2007104201 50
2006103085 54
2009207171 67
2007101774 86
2007102851 0
2008110075 92
2005200069 0
2007103376 70
2007101474 54
2008207081 80
2008110018 74
8906453 0
2008208129 78
2008209015 66
2008207039 96
2008207114 80
2008110147 68
2004100046 0
2007101021 90
2008110105 61
2008208060 74
2009209153 78
2008209126 0
2008302225 16
2007200324 25
2008209075 78
2004104489 51
2000101834 0
2008208045 82
2008302204 64
2008208000 28
2008207075 50
2004102221 21
2008208069 51
2005100934 86
9311109 0
2008302216 74
2008302258 93
2007100334 64
2008110060 72
2007101297 34
2008302039 52
2006104525 70
2007104129 0
2008110030 60
2008207090 55
2008207060 69
2008209105 0
2008110129 90
2008208105 95
2008207042 92
2009208030 91
2009690441 50
2008207138 81
2007101939 36
2008209036 68
2009208039 80
2009208126 86
2009302195 79
2008302057 84
2008207069 75
2007103025 38
2009302087 101
2004101069 0
2008110000 45
2008209042 76
2005102866 0
2007101834 103
2008207063 65
2005101954 12
2008302162 87
2008302240 81
2008207120 64
2008502141 43
2007103430 38
2009208024 90
2007104306 0
2008208072 54
2008301213 85
2007100703 62
2008208024 61
2008207036 54
2008207048 74
2008207051 79
2008208057 52
2007101126 70
2007101933 48
2008208054 68
2007300004 90
2008207054 69
2008209069 43
2008209090 22
2008209054 81
2008208087 43
2008207129 87
2005100718 0
2008209123 37
2008208111 58
2009680697 98
2008209117 75
2008209114 89
2006104747 79
2007100457 43
2007103214 82
9900223 0
2003200087 0
2009660369 82
2007103208 82
2008110078 48
9900442 0
2008208093 51
2006103478 0
2008302069 65
2009207075 51
2008209024 80
2005100553 58
2008110042 47
2008209063 49
2008110135 70
2008502171 53
2008207093 78
2007100475 45
2009209081 75
2006100934 70
2005101975 72
2008207012 69
2008110141 19
2008302090 57
2006000097 0
2008207045 43
2008209045 41
2008301207 32
2008208108 68
2008110003 28
2008302018 77
2009302141 98
2009302279 104
2007100694 49
2008207078 70
2008302255 22
2008302042 80
2008302036 95
2008207132 95
2008208048 74
2009302135 92
2008208042 79
2006101270 79
2006102416 54
2008110093 58
2009302261 66
2009302291 84
2008207033 89
2008207102 0
2008208006 38
2007102233 84
2005100427 15
2003101072 85
2006101120 38
2008207027 93
2008209027 87
2008207105 69
2008110066 73
2008110096 69
2008207084 40
2000102413 0
2008207126 80
2007102389 32
2008208009 57
2008207135 58
2008208126 58
2005100139 43
2007103841 45
2008208027 57
2009302267 99
2006104495 27
2008302144 56
2007101171 72
2008208003 71
2003102932 0
2008302066 97
2009208141 70
2009690522 0
2008207009 59
2005101789 97
2009208090 80
2008209078 91
2007104075 0
2003104423 25
2008207066 77
2002101714 0
2005102905 0
2008205006 26
2008302237 95
2009302297 96
2008110024 52
2009302009 102
2008209129 56
2008302120 73
2005000113 37
2008207108 55
2008302075 73
2006100940 49
2009207096 85
2009302282 12
2008207018 57
2005103286 0
2007103853 49
2007103142 43
2006100730 0
2008110087 60
2004100727 92
2006102083 53
2006102602 59
2008208018 75
2009208018 64
2007100544 0
2007100085 0
2008302174 83
2006103235 52
2007101504 80
2008110120 65
2005101318 62
2008209030 87
2009302231 78
2008209093 42
2008209120 62
2008209000 27
2009302300 87
2008209156 0
2008302138 64
2008207006 75
2007101705 33
2008110048 30
2008208132 48
2007100958 79
2007101408 73
2008208099 77
2008208066 59
2005103241 0
2008208039 60
2008207123 59
2009660492 98
2006105077 61
2008207024 94
2007101642 21
2004101936 16
2008302222 69
2009302150 90
2008209132 30
2009201030 0
2007101099 62
2008110090 50
2008208141 68
2007103394 31
9500730 0
2008302126 81
2008209099 104
2008207030 88
2009208051 94
Average:56.4
2008209087 71
2007100040 57
2007100961 28
2008207057 54
2008208015 70
2008208102 83
2008209081 67
2008110117 60
2008301324 32
2007300085 0
2008208120 72
2008207099 102
2008208135 86
2007101096 33
2007200124 62
2008210006 88
2004101570 62
2007102401 99
2004103070 0
2009302198 98
2009205024 0
2008110015 78
2008208084 33
2008207003 42
8682458 0
2008107060 27
2007101924 87
2009209099 0
2007100487 48
2008209060 90
2004102104 0
2008110072 36
2008208063 63
2009207081 42
2008207111 101
2007104201 50
2006103085 54
2009207171 67
2007101774 86
2007102851 0
2008110075 92
2005200069 0
2007103376 70
2007101474 54
2008207081 80
2008110018 74
8906453 0
2008208129 78
2008209015 66
2008207039 96
2008207114 80
2008110147 68
2004100046 0
2007101021 90
2008110105 61
2008208060 74
2009209153 78
2008209126 0
2008302225 16
2007200324 25
2008209075 78
2004104489 51
2000101834 0
2008208045 82
2008302204 64
2008208000 28
2008207075 50
2004102221 21
2008208069 51
2005100934 86
9311109 0
2008302216 74
2008302258 93
2007100334 64
2008110060 72
2007101297 34
2008302039 52
2006104525 70
2007104129 0
2008110030 60
2008207090 55
2008207060 69
2008209105 0
2008110129 90
2008208105 95
2008207042 92
2009208030 91
2009690441 50
2008207138 81
2007101939 36
2008209036 68
2009208039 80
2009208126 86
2009302195 79
2008302057 84
2008207069 75
2007103025 38
2009302087 101
2004101069 0
2008110000 45
2008209042 76
2005102866 0
2007101834 103
2008207063 65
2005101954 12
2008302162 87
2008302240 81
2008207120 64
2008502141 43
2007103430 38
2009208024 90
2007104306 0
2008208072 54
2008301213 85
2007100703 62
2008208024 61
2008207036 54
2008207048 74
2008207051 79
2008208057 52
2007101126 70
2007101933 48
2008208054 68
2007300004 90
2008207054 69
2008209069 43
2008209090 22
2008209054 81
2008208087 43
2008207129 87
2005100718 0
2008209123 37
2008208111 58
2009680697 98
2008209117 75
2008209114 89
2006104747 79
2007100457 43
2007103214 82
9900223 0
2003200087 0
2009660369 82
2007103208 82
2008110078 48
9900442 0
2008208093 51
2006103478 0
2008302069 65
2009207075 51
2008209024 80
2005100553 58
2008110042 47
2008209063 49
2008110135 70
2008502171 53
2008207093 78
2007100475 45
2009209081 75
2006100934 70
2005101975 72
2008207012 69
2008110141 19
2008302090 57
2006000097 0
2008207045 43
2008209045 41
2008301207 32
2008208108 68
2008110003 28
2008302018 77
2009302141 98
2009302279 104
2007100694 49
2008207078 70
2008302255 22
2008302042 80
2008302036 95
2008207132 95
2008208048 74
2009302135 92
2008208042 79
2006101270 79
2006102416 54
2008110093 58
2009302261 66
2009302291 84
2008207033 89
2008207102 0
2008208006 38
2007102233 84
2005100427 15
2003101072 85
2006101120 38
2008207027 93
2008209027 87
2008207105 69
2008110066 73
2008110096 69
2008207084 40
2000102413 0
2008207126 80
2007102389 32
2008208009 57
2008207135 58
2008208126 58
2005100139 43
2007103841 45
2008208027 57
2009302267 99
2006104495 27
2008302144 56
2007101171 72
2008208003 71
2003102932 0
2008302066 97
2009208141 70
2009690522 0
2008207009 59
2005101789 97
2009208090 80
2008209078 91
2007104075 0
2003104423 25
2008207066 77
2002101714 0
2005102905 0
2008205006 26
2008302237 95
2009302297 96
2008110024 52
2009302009 102
2008209129 56
2008302120 73
2005000113 37
2008207108 55
2008302075 73
2006100940 49
2009207096 85
2009302282 12
2008207018 57
2005103286 0
2007103853 49
2007103142 43
2006100730 0
2008110087 60
2004100727 92
2006102083 53
2006102602 59
2008208018 75
2009208018 64
2007100544 0
2007100085 0
2008302174 83
2006103235 52
2007101504 80
2008110120 65
2005101318 62
2008209030 87
2009302231 78
2008209093 42
2008209120 62
2008209000 27
2009302300 87
2008209156 0
2008302138 64
2008207006 75
2007101705 33
2008110048 30
2008208132 48
2007100958 79
2007101408 73
2008208099 77
2008208066 59
2005103241 0
2008208039 60
2008207123 59
2009660492 98
2006105077 61
2008207024 94
2007101642 21
2004101936 16
2008302222 69
2009302150 90
2008209132 30
2009201030 0
2007101099 62
2008110090 50
2008208141 68
2007103394 31
9500730 0
2008302126 81
2008209099 104
2008207030 88
2009208051 94
Average:56.4
Sunday, April 18, 2010
MIDTERM MAKE UP
HIST 106 midterm makeup will be held tomorrow (April 20 Tuesday), at TB 415, 13.00 o'clock. You must have medical reports in order to be able to take the exam.
Sunday, April 11, 2010
MIDTERM EXAM PLACES
HIST 106 Midterm exam will be held at 12 April 2010, 17.00. Exam places are as follows:
ADALI-DOKMECIER: NH 101
DONMEZ-GUZELOGLU: NH 102
HAPPANI-KONYA: NH 103
KOSTOJCINOSKI-OZGUMUSTAS: NH 104
OZKECECI-YUKSEL: NH 105
ADALI-DOKMECIER: NH 101
DONMEZ-GUZELOGLU: NH 102
HAPPANI-KONYA: NH 103
KOSTOJCINOSKI-OZGUMUSTAS: NH 104
OZKECECI-YUKSEL: NH 105
Saturday, April 10, 2010
AGE OF CAPITALISM (ALL LECTURES OUTLINE)
Origins of Capitalism
Capitalism, as a social system, where production is organised for exchange in the market for profit.
The novelty of this form of social organisation, historically specific.
Different accounts of the rise of capitalism
Commercialisation model: assumes rational individuals, markets as arenas of opportunity, associates capitalism with cities, continuity in history, bourgeois as the agent of change.
Critiques of the commercialisation model
Karl Polanyi: from markets to the market society
The rise of the market society in historically specific conditions and the necessary intervention of the state
The transition from feudalism to capitalism
England
France
The dynamics of agrarian relations: the agrarian origins of capitalism.
Mercantilism and Free Trade
Mercantilism as economic nationalism, protectionism
Rise of the absolutist states in Britain and France, and mercantilist policies
Colonialism and mercantilism
Adam Smith and laissez faire
The idea of a natural order: the invisible hand, division of labour
English industrialisation and free trade policies
The Industrial Revolution
Technological development is the result, not the cause
Agricultural origins
Creation of markets in land, labour and goods
English industrialisation:
the role of enclosures for the creation of a market in labour power, dispossession of peasants, emergence of a gentry and a class of wage labourers, the role of the Tudor monarchy, creation of a home market
The factory system
The family firm
Continental industrialisation as a reaction to English industrialisation
Latecomers
Protectionism
The role of railway construction
German industrialisation
Imperialism (1875-1914)
Imperialism and capitalism
Imperialism and industrialisation
The distribution or redistribution of the world as colonies among half a dozen European states
(land grab)
Economic motives
White settler communities
Raw materials
Markets
Protectionism
The fusion of economic and political motives
Impact on the colonized world
Impact on the metropolitan countries
The Working Class and the Bourgeoisie
Democratisation of politics at the turn of the 20th century
Expansion of the electorate
Participation of the poor and the unprivileged to politics
Rise of mass working class parties
Trade unions
Suburban lifestyle as symbolic of the waning of middle class influence on politics
The link between the bourgeoisie and puritan values broken: spending as important as earning, the birth of the leisure class, tourism, sports
Changing structures of the bourgeois family
Who is middle class?
lifestyle and culture, leisurely activities and education as class markers
The growth and insecurity of the lower middle classes
Radical right in politics
Imperialism, war and nationalism
Capitalism, as a social system, where production is organised for exchange in the market for profit.
The novelty of this form of social organisation, historically specific.
Different accounts of the rise of capitalism
Commercialisation model: assumes rational individuals, markets as arenas of opportunity, associates capitalism with cities, continuity in history, bourgeois as the agent of change.
Critiques of the commercialisation model
Karl Polanyi: from markets to the market society
The rise of the market society in historically specific conditions and the necessary intervention of the state
The transition from feudalism to capitalism
England
France
The dynamics of agrarian relations: the agrarian origins of capitalism.
Mercantilism and Free Trade
Mercantilism as economic nationalism, protectionism
Rise of the absolutist states in Britain and France, and mercantilist policies
Colonialism and mercantilism
Adam Smith and laissez faire
The idea of a natural order: the invisible hand, division of labour
English industrialisation and free trade policies
The Industrial Revolution
Technological development is the result, not the cause
Agricultural origins
Creation of markets in land, labour and goods
English industrialisation:
the role of enclosures for the creation of a market in labour power, dispossession of peasants, emergence of a gentry and a class of wage labourers, the role of the Tudor monarchy, creation of a home market
The factory system
The family firm
Continental industrialisation as a reaction to English industrialisation
Latecomers
Protectionism
The role of railway construction
German industrialisation
Imperialism (1875-1914)
Imperialism and capitalism
Imperialism and industrialisation
The distribution or redistribution of the world as colonies among half a dozen European states
(land grab)
Economic motives
White settler communities
Raw materials
Markets
Protectionism
The fusion of economic and political motives
Impact on the colonized world
Impact on the metropolitan countries
The Working Class and the Bourgeoisie
Democratisation of politics at the turn of the 20th century
Expansion of the electorate
Participation of the poor and the unprivileged to politics
Rise of mass working class parties
Trade unions
Suburban lifestyle as symbolic of the waning of middle class influence on politics
The link between the bourgeoisie and puritan values broken: spending as important as earning, the birth of the leisure class, tourism, sports
Changing structures of the bourgeois family
Who is middle class?
lifestyle and culture, leisurely activities and education as class markers
The growth and insecurity of the lower middle classes
Radical right in politics
Imperialism, war and nationalism
Friday, April 9, 2010
FRENCH REVOLUTION
French Revolution is also an Enlightenment practice, but there is a mismatch between ideals of the Enlightenment and social realities of 1780s.
Social structure of France, 3 orders: 1. Nobility 2. Clergy 3. The Rest/Third Estate/Tiers Etat. Each had only one vote in the Parliament.
Third Estate dominated by the bourgeosie, ambitious to be recognized as equal to the others, unconcerned with the case of large masses.
First phase of the revolution, 1789-1792, king remains in his place, bourgeois phase.
Second phase, 1792-1794, is the radical phase, led by the Jacobins under the leadership of Maximilien Robespierre. King executed, new calendar, Christianity prohibited, the cult of the Supreme Being.
Increasing strength of Napoleon Bonaparte in France, finally declaring himself as emperor.
DANTON
Social structure of France, 3 orders: 1. Nobility 2. Clergy 3. The Rest/Third Estate/Tiers Etat. Each had only one vote in the Parliament.
Third Estate dominated by the bourgeosie, ambitious to be recognized as equal to the others, unconcerned with the case of large masses.
First phase of the revolution, 1789-1792, king remains in his place, bourgeois phase.
Second phase, 1792-1794, is the radical phase, led by the Jacobins under the leadership of Maximilien Robespierre. King executed, new calendar, Christianity prohibited, the cult of the Supreme Being.
Increasing strength of Napoleon Bonaparte in France, finally declaring himself as emperor.
DANTON
AMERICAN REVOLUTION: AN ENLIGHTENMENT EXPERIMENT
1. The Political Philosophy of the Enlightenment: The Glorious
Revolution, John Locke, and the theory of balanced government
2. Rational Claims for Self-Rule: The Declaration of Independence
3. The Machinery of American Democracy: A rational system of checks and balances
The abortive Articles of Confederation
The U.S. Constitution: A balance no longer between estates, but between types and sources of power
Vertical: Federal, state, county, and municipal
Horizontal: Executive, legislative, and judicial
Bill of Rights: Balance between government and individual;
Freedom “from” and the freedom “to”
4. Classical Foundations of Republican Virtue
“L’enfant’s District of Columbia
Revolutionary heroes as Roman senators
5. Republicanism to Liberalism: Tocqueville in Jacksonian America
Nature and capitalism in the new American West
6. Testing the Limits of Independence: The War for the Union and the Definition of American Democracy.
John Adams, the second president of the USA
Revolution, John Locke, and the theory of balanced government
2. Rational Claims for Self-Rule: The Declaration of Independence
3. The Machinery of American Democracy: A rational system of checks and balances
The abortive Articles of Confederation
The U.S. Constitution: A balance no longer between estates, but between types and sources of power
Vertical: Federal, state, county, and municipal
Horizontal: Executive, legislative, and judicial
Bill of Rights: Balance between government and individual;
Freedom “from” and the freedom “to”
4. Classical Foundations of Republican Virtue
“L’enfant’s District of Columbia
Revolutionary heroes as Roman senators
5. Republicanism to Liberalism: Tocqueville in Jacksonian America
Nature and capitalism in the new American West
6. Testing the Limits of Independence: The War for the Union and the Definition of American Democracy.
John Adams, the second president of the USA
ENLIGHTENMENT
Enlightenment can be considered as an outcome of Scientific Revolution.
The idea that human reason can alleviate the social conditions gave way to the obsession of the Enlightenment thinkers on the ideal form of government.
Political despotism and religious dogmatism challenged.
John Locke: Two Treatises on Government, legitimation of the English constitutional monarchy.
Montesquieu, the principle of division of powers: legislative, executive, judicial
Voltaire, "enlightened despotism", society ruled by a king who is attached to the principles of Enlightenment and advised by a group of philosophers.
Rousseau, Social Contract,
Encyclopedia, supervised by Denis Diderot and Jean Le Rond d'Alembert, claimed to encompass information on all branches on knowledge, systematically classified. Knowledge ceased to be acquired through an intermediary such as a priest.
The idea that human reason can alleviate the social conditions gave way to the obsession of the Enlightenment thinkers on the ideal form of government.
Political despotism and religious dogmatism challenged.
John Locke: Two Treatises on Government, legitimation of the English constitutional monarchy.
Montesquieu, the principle of division of powers: legislative, executive, judicial
Voltaire, "enlightened despotism", society ruled by a king who is attached to the principles of Enlightenment and advised by a group of philosophers.
Rousseau, Social Contract,
Encyclopedia, supervised by Denis Diderot and Jean Le Rond d'Alembert, claimed to encompass information on all branches on knowledge, systematically classified. Knowledge ceased to be acquired through an intermediary such as a priest.
SCIENTIFIC REVOLUTION
16th and 17th centuries
1. The term scientific revolution - itself not even used before the 1930s- was coined by historians when the academic world believed and relied on the existence of a coherent and catalysmic event that irrevocably and fundamentally changed what people knew about the natural world. This was seen as the moment at which the world was made modern. Historians called it the most profound achievement of the human mind. As such it outshone everything since the rise of Christianity and that Renaisssance and reformation were nothing compared to it.
2. The idea of revolution first in science and then in political life came after the Enlightenment as the people of the 18th century believed that they were doing something very radical about the ancien regime.
3. Today: a diverse array of cultural practices aimed at understanding, explaining, and controlling the natural environment. The continuity of the medieval past and natural philosophy together with no practice of a universal science method is more and more accepted. So instead we need to look at the aspects of the changes in knowledge about the natural world and changes in means in securing that knowledge.
4. From Copernicus’s new astronomy in the 16th century to Newton in the 17th century. The stages of this are:
mechanization of nature, using mechanical metaphors to explain nature
separating experiencing nature from viewing what nature is really like: depersonalization of knowledge about nature
formulating rules of method to take out human emotion – objevtivity
assuming that this reformed knowledge of nature is benign, powerful and disinterested so that it can be used in social and political life as well.
PRACTITIONERS
Copernicus: Heliocentric Theory (sun-centered astronomy)
Tycho Brahe and his sister Sophia: mid-16th to 17th century, movement of planets around the sun
Johannes Kepler, 1571-1630, Planetary motion and optics
Galileo Galilei 1564-1642, telescope
Descartes, 1596-1650, ‘I think therefore I am’
Isaac Newton, 1642-1727, gravity
1. The term scientific revolution - itself not even used before the 1930s- was coined by historians when the academic world believed and relied on the existence of a coherent and catalysmic event that irrevocably and fundamentally changed what people knew about the natural world. This was seen as the moment at which the world was made modern. Historians called it the most profound achievement of the human mind. As such it outshone everything since the rise of Christianity and that Renaisssance and reformation were nothing compared to it.
2. The idea of revolution first in science and then in political life came after the Enlightenment as the people of the 18th century believed that they were doing something very radical about the ancien regime.
3. Today: a diverse array of cultural practices aimed at understanding, explaining, and controlling the natural environment. The continuity of the medieval past and natural philosophy together with no practice of a universal science method is more and more accepted. So instead we need to look at the aspects of the changes in knowledge about the natural world and changes in means in securing that knowledge.
4. From Copernicus’s new astronomy in the 16th century to Newton in the 17th century. The stages of this are:
mechanization of nature, using mechanical metaphors to explain nature
separating experiencing nature from viewing what nature is really like: depersonalization of knowledge about nature
formulating rules of method to take out human emotion – objevtivity
assuming that this reformed knowledge of nature is benign, powerful and disinterested so that it can be used in social and political life as well.
PRACTITIONERS
Copernicus: Heliocentric Theory (sun-centered astronomy)
Tycho Brahe and his sister Sophia: mid-16th to 17th century, movement of planets around the sun
Johannes Kepler, 1571-1630, Planetary motion and optics
Galileo Galilei 1564-1642, telescope
Descartes, 1596-1650, ‘I think therefore I am’
Isaac Newton, 1642-1727, gravity
Monday, April 5, 2010
Absolutism and beyond: France and English Revolution
The struggle of the European kings to centralize their political control.
Remnants of feudal political system, nobility enjoying a semi-autonomous status, therefore resisting any attempts toward centralization.
The age of Louis XIV (r. 1643-1715)
First cooperation then manipulation and control of the aristocracy.
Sale of offices, creation of a new type of aristocracy totally faithful to Louis.
The old aristocracy kept under surveillence by Louis in Versailles.
Representation of the king as a semi-divine ruler through paintings that depicted him as Apollo or a Roman emperor.
L'Etat, c'est moi (I am the state).
The English kings failed in their struggle toward absolutism.
Stuarts were staunchly resisted by the Parliament, which finally managed to establish constitutional monarchy.
Glorious Revolution 1688.
Louis as a child
Louis and his family
Louis mocked by a comic strip
Versailles
Remnants of feudal political system, nobility enjoying a semi-autonomous status, therefore resisting any attempts toward centralization.
The age of Louis XIV (r. 1643-1715)
First cooperation then manipulation and control of the aristocracy.
Sale of offices, creation of a new type of aristocracy totally faithful to Louis.
The old aristocracy kept under surveillence by Louis in Versailles.
Representation of the king as a semi-divine ruler through paintings that depicted him as Apollo or a Roman emperor.
L'Etat, c'est moi (I am the state).
The English kings failed in their struggle toward absolutism.
Stuarts were staunchly resisted by the Parliament, which finally managed to establish constitutional monarchy.
Glorious Revolution 1688.
Louis as a child
Louis and his family
Louis mocked by a comic strip
Versailles
Wednesday, March 24, 2010
The Ming Bureaucratic Empire in China
The Hongwu Emperor (1368-1398)
The Forbidden City in was built in the 15th century and it continued to be the imperial headquarters until the fall of the Qing Dynasty in 1911.
The Imperial State Examination Rooms
As the candidates are waiting for the results of civil service examination
Temple of Heaven: Built during the same period as the Forbidden City, 15th century. It was the temple for the Emperors' prayers to Heaven.
Tokugawa Centralised Feudal Order in Japan
The Battle of Sekigahara, 1600, Japanese feudal lords divided into two camps, resulted in the victory of the Tokugawa family.
Tokugawa Ienasu
Shogun
The Tokugawa Bakufu
The Sankinkotai: yearly imperial festivities celebrated in the capital Edo (today Tokyo) where all the daimyos were also invited, a mechanism of controlling the feudal lords and weakening them financially.
A peculiar instance of feudalism where the Tokugawa family managed to establish some kind of a centralized control over the feudal lords, the daimyos.
The samurais were the military ruling elite. They were the warriors as well as the unquestioned rulers of the land. Besides their status as warriors, they also had judicial powers, thus they were also the kadıs. Moreover, the samurai legally had the right to kill, so for instance when a samurai was humiliated in a way by a lay person, he had the right to kill him right on the spot.
Tokugawa's policy of isolation – sakoku. The Christian missionaries were banned from entering the Tokugawa domain and the ones who were inside were simply killed. It was only the Dutch that had access to trade with Japan, and that was mainly because the Dutch were Protestant which meant they weren't loyal to the Pope and thus they could provide the shogunate the intelligence about the Western world.
Tuesday, March 23, 2010
Post-Mongol Middle East-Ottoman Absolutism-The Mughal Empire, 10-12-15 March
THE SAFAVIDS, THE OTTOMANS AND THE MUGHALS
‘Muslim’ empires,
not simply gunpowder empires or oriental despots?
THE SAFAVIDS: Shah Ismail 1501-1524
the Safeviye order
1514 Battle of Çaldıran
Consolidation of state power
Silk trade, patronage of art: Shahname by Firdawsi
Shah Abbas 1588-1629
OTTOMAN STATECRAFT: 1300-1453 the Sultan as Primus inter pares – first among equals
1453-c.1700: A legal culture and practice that placed the Sultan above KUL in rank and prestige
The Janissaries
Imperial successsion system
Timar system
Orthodox sunnism
Kapikulu system
Topkapi Palace
After the conquest of Constantinople: a ruling elite, fed by Central Asian, Persian, Arabic, Islamic and Byzantine civilizations
Ruling elite with no basis in ethnicity, race, or religion
From a common sense of justice, and taxes under a shared ruler to government, collective leadership
Civilian oligarchy: pasha households as part of government which included the janissaries, and vezirs,
THE MUGHALS: TURCO-MONGOL RULE from AFGHAN LANDS AND SAMARKAND
CENTRALIZATION 1526 BABÜR
TURNING INTO RULING DYNASTY WITH AN ARMY, LAND TENURE AND CENTRAL GOVERNMENT.
1556-1605 AKBAR
1658-1707 AURANGZEB
A modern state environment for agrarian history: 16th century: An imperial state extending its authority over a vast terrain of a network of urban centers, inter-city routes, and state elites
Adapting the Islamic state to a non-Muslim population: abolition of Jizya and cultural synthesis via Din-al-ilahi
Central administration : a consistent supply of taxes and troops, and loyalty to the state
Zamindari (tımarlı)
Mansabdar (kul)
Raiyat or ryot (peasantry)
Shahname
Akbar
Topkapi Palace
The Power of the Prince: the Renaissance state
The expansion of trade all over the world and the European expansion also came with changes in political authority which supported the expansion.
15th century Europe, this was a post-feudal Europe that had seen the Mongols, the Bubonic Plague, as well as the Crusades: in short in close contact with the Islamic Mediterranean and already studying the Greco-Roman past. Upon this Europe experienced the cultural flowering of the Renaissance, again with the support of political authority.
Transition to regional (territorial states): from the rule of of feudal lords in Europe and from post-Mongol principalities in the frontiers on the remnants of the Roman Empire, Byzantium stil surviving but not in a strong centralized polity.
New forms of ruling in the entire Mediterranean that went hand in hand with two phenomena: one is socio-economic, the transition to capitalist society, and the emergence of new cultural-religious traditions, a changing Christianity in the continent of Europe and Islam as the spiritual bases of empire formation.
By the end of the 15th century, these regional states around the Mediterranean whether in city states in Italy, principalities in Germany, feudal monarchies in France and England, the kingdom based on uniting different geographies as in the case of Spain, formations of empire in the case of Habsburg, Safavid and Ottoman involved two importants elements: taxation as a new source of finance levied directly on citizens or subjects, and standing armies composed of mercenary forces and equipped with gunpowder, supported by state funds. These two elements are everywhere in the early modern era, and more than anything else these two elements that make the state made the modern world. They brought us to today, to the modern nation-state.
The Renaissance State
Duchy of Milan,
Republic of Venice,
Republic of Florence,
the Papal state in Rome,
the Kingdom of Naples.
BEYOND THE ALPS
France, three estates and Louis XI
England, Tudor dynasty and Henry VII
Spain: Fernando and Isabel, the Catholic Kings
The Counter Reformation: Society and Culture in the Early Modern Era
Counterreformation: The Catholic Response
Pope Paul III 1534-1549
Ignatius Loyola founded the Society of Jesus
1534 (1540 the date of approval)
The Jesuits acted as missionaries
1545 The council of Trent
The Counterreformation aimed at the restoration of papal authority yet the split could not be recovered.
The doctrines of the Catholic faith were redefined
Abuses were forbidden
Inquisition was revived
Following the Reformation and the Counterreformation:
The religious unity of Europe was broken, but the early modern state formation accelerated in Europe
Max Weber,
The Protestant Ethic and the Spirit of Capitalism, 1904-5 “ The Protestant ethic was a secular ethic, an ethic of this world. As such it includes an economic ethic”.
Pope Paul III 1534-1549
Ignatius Loyola founded the Society of Jesus
1534 (1540 the date of approval)
The Jesuits acted as missionaries
1545 The council of Trent
The Counterreformation aimed at the restoration of papal authority yet the split could not be recovered.
The doctrines of the Catholic faith were redefined
Abuses were forbidden
Inquisition was revived
Following the Reformation and the Counterreformation:
The religious unity of Europe was broken, but the early modern state formation accelerated in Europe
Max Weber,
The Protestant Ethic and the Spirit of Capitalism, 1904-5 “ The Protestant ethic was a secular ethic, an ethic of this world. As such it includes an economic ethic”.
The Reformation: Change in Society and Culture
THE REFORMATION
A change of the religious dogma. A split in religious belief
with enormous political consequences in Europe and beyond
Europe was divided between the Catholic and Protestant states.
The reformers were protesting the medieval institution of the church which held the
monopoly of the means of salvation
1)THE CAUSES OF THE REFORMATION
a) Historical context
b) Theological disputes
2) THE OUTCOMES OF THE REFORMATION
Historical context:
Europe in the Early Modern Age, the beginnings of the reformation coincided with the era of European expansion which culminated in the rise of the capitalistic mode of production and market based economy.
Politically:
The growth of national consciousness and the rise of the absolute monarchies led to a
conflict of interest with the institution of the church
Corruption, abuses of the Catholic Church and objection to the doctrine of papal supremacy challenged the Catholic Church
THE RELIGIOUS DISPUTE
Why and how did the early 16th century upheaval bring about a revolution?
The sale of dispansations and indulgences
Martin Luther 1483-1546, declared in 1517 his 95 thesis and attacked the practice of selling indulgencies
The doctrine of JUSTIFICATION BY FAITH
The theology of Saint Paul
1521 Diet at Worms. Excommunication of Luther. Luther translated the Bible into German
Ulrich Zwingli 1484-1531
John Calvin 1509- 1564
THE OUTCOME
Reformation had farreaching consequences in the political and economic affairs of Europe
The support of the upper middle classes and the princes
A change of the religious dogma. A split in religious belief
with enormous political consequences in Europe and beyond
Europe was divided between the Catholic and Protestant states.
The reformers were protesting the medieval institution of the church which held the
monopoly of the means of salvation
1)THE CAUSES OF THE REFORMATION
a) Historical context
b) Theological disputes
2) THE OUTCOMES OF THE REFORMATION
Historical context:
Europe in the Early Modern Age, the beginnings of the reformation coincided with the era of European expansion which culminated in the rise of the capitalistic mode of production and market based economy.
Politically:
The growth of national consciousness and the rise of the absolute monarchies led to a
conflict of interest with the institution of the church
Corruption, abuses of the Catholic Church and objection to the doctrine of papal supremacy challenged the Catholic Church
THE RELIGIOUS DISPUTE
Why and how did the early 16th century upheaval bring about a revolution?
The sale of dispansations and indulgences
Martin Luther 1483-1546, declared in 1517 his 95 thesis and attacked the practice of selling indulgencies
The doctrine of JUSTIFICATION BY FAITH
The theology of Saint Paul
1521 Diet at Worms. Excommunication of Luther. Luther translated the Bible into German
Ulrich Zwingli 1484-1531
John Calvin 1509- 1564
THE OUTCOME
Reformation had farreaching consequences in the political and economic affairs of Europe
The support of the upper middle classes and the princes
The Renaissance in Italy and Northern Europe
RENAISSANCE EUROPE
The term “Renaissance”, meaning rebirth, is basically a revivalist movement of the 1300s in Italy which can be summarized as the revival of ancient civilizations.
But the Renaissance led to many other transformations:
-the rise of the independent city state (republic)
-the rise of capitalistic production
-a new urban aristocracy
-a naturalistic, realistic style of art
THE RISE OF THE ARTIST IN SOCIETY
Discoveries in the realm of science greatly influenced developments in art.
Painters and sculptures utilized the knowledge of anatomy, mathematical perspective, and optics to create a convincing and realistic view of nature and the human figure in art.
artist vs artisan ; art vs craft
This rise in status reflects the dramatic changes taking place in society at the time.
Dante (1265-13219)
Petrarch (1304-74)
Boccaccio (1313-1375)
Machiavelli (1469-1527)
NORTHERN RENAISSANCE
Difference between South and North
Erasmus of Rotterdam 1466-1536
The Praise of Folly
Thomas More 1478- 1535
Utopia
Michel de Montaigne 1533-1592
Miguel de Cervantes 1547-1616
Don Quixote de la Mancha
William Shakespeare 1564-1616
The term “Renaissance”, meaning rebirth, is basically a revivalist movement of the 1300s in Italy which can be summarized as the revival of ancient civilizations.
But the Renaissance led to many other transformations:
-the rise of the independent city state (republic)
-the rise of capitalistic production
-a new urban aristocracy
-a naturalistic, realistic style of art
THE RISE OF THE ARTIST IN SOCIETY
Discoveries in the realm of science greatly influenced developments in art.
Painters and sculptures utilized the knowledge of anatomy, mathematical perspective, and optics to create a convincing and realistic view of nature and the human figure in art.
artist vs artisan ; art vs craft
This rise in status reflects the dramatic changes taking place in society at the time.
Dante (1265-13219)
Petrarch (1304-74)
Boccaccio (1313-1375)
Machiavelli (1469-1527)
NORTHERN RENAISSANCE
Difference between South and North
Erasmus of Rotterdam 1466-1536
The Praise of Folly
Thomas More 1478- 1535
Utopia
Michel de Montaigne 1533-1592
Miguel de Cervantes 1547-1616
Don Quixote de la Mancha
William Shakespeare 1564-1616
Thursday, March 4, 2010
European Expansion in the Atlantic and Indian Oceans: The Mercantile Trade
- The birth of the world economy in the mercantile era
- Mercantilism and the construction of the market: political and economic
- Conquest of the Americas by the Spanish and the Portuguese
- Local trading networks (regulated by Aztec and Mayan empires) replaced by the Atlantic trade (regulated by Spanish and Portuguese crowns)
- Differences between Spanish and Portuguese expansion
- Portuguese in Africa and the Indian Ocean in the 15th century: establishment of commercial bases and a trading network
- Spanish in America: establishment of an empire
- Demographic collapse and slavery, establishment of a plantation economy
- Emergence of new political and economic structures in Latin America
- Flow of silver: a mixed blessing for Europe
- Reasons for the decline of Spanish and Portuguese power
EARLY EXPEDITIONS and ASIAN TRADE
Silk Road and Arab Sea Trade
Routes followed by Ibn Battuta and Marco Polo
Marco Polo
Ibn Battuta
Mongol World Empire and globalization
Ming China and Zheng He Expedition
Zheng He
Coin commemorating Zheng He
Wednesday, February 24, 2010
DISCUSSION SESSIONS
CEREN ABİ
09.00 KPARK 7
2003101072
2004102104
2006100934
2006101120
2006102602
2006103235
2006104495
2006104747
2007101705
2008110120
2008110129
2008209000
2008209036
2008209042
2008209045
2008209129
2008209156
2009302291
2009501183
10.00 KPARK 7
2005100427
2007100961
2008110066
2008110072
2008110141
2008207012
2008207048
2008207078
2008207081
2008207120
2008208012
2008208024
2008208039
2008208120
2008301207
2008302057
2008302090
2008302240
2008302258
2009207171
2009208030
2009208126
11.00 KPARK 7
2006100940
2006102416
2007100475
2007101933
2007103853
2007104285
2007200124
2008207027
2008207051
2008207063
2008207111
2008207135
2008207138
2009207096
2009690522
2003000215
2004104393
2005101318
2005103286
2005200069
2006000097
2006102440
2006103478
2007100364
2007100487
2007102308
2009205024
SİNEM ERDOĞAN
09.00 KPARK 3
9500730
2003102932
2004103070
2005100718
2007100703
2007101021
2007101096
2007102389
2008110048
2008204078
2008209024
2008209060
2008209075
2008209078
2008209117
2008209132
2008301324
2009201030
10.00 KPARK 3
2006104525
2008110018
2008110024
2008110042
2008110060
2008110078
2008110087
2008110093
2008110096
2008205006
2008207102
2008208054
2008208072
2008208141
2008302126
2009208051
2009208141
2009302009
2009302135
2009302141
2009302198
2009660492
13.00 KPARK 3
2005101789
2006102047
2007102113
2007102297
2007102983
2007104030
2007104090
2007300004
2008207057
2008207066
2008207123
2008208042
2008208060
2008208093
2008209090
2008209093
2008500271
2009208042
2009302087
2009302267
2009302279
ULUĞ KUZUOĞLU
09.00 KPARK 2
2004103787
2006103085
2007101099
2007101774
2007102233
2007104201
2007200324
2008110063
2008207006
2008208102
2008209030
2008209051
2008209054
2009209099
2009302150
2009302300
2009401063
2009660474
10.00 KPARK 6
2004101936
2006100730
2007100511
2008107060
2008108000
2008110003
2008110105
2008207084
2008208009
2008208045
2008208048
2008208063
2008208087
2008208108
2008208135
2008302069
2008302075
2008302120
2008302216
2008302222
2008302237
2009302297
13.00 KPARK 5
8682458
2007100511
2007101126
2007101159
2007101297
2007101834
2007101924
2007103025
2007103376
2007103430
2008207042
2008208069
2008208099
2008208105
2008208129
2008209024
2008302018
2008302066
2008302225
2009207081
2009208090
ÜMİT FIRAT AÇIKGÖZ
10.00 KPARK 9
2005100139
2007100694
2007101408
2008110000
2008110015
2008110030
2008110090
2008110117
2008110135
2008110147
2008207108
2008207129
2008208126
2008302036
2008302039
2008302144
2008302162
2008302174
2009208024
2009208039
2009302195
2009302231
11.00 KPARK 9
2004100727
2005100571
2006102047
2006102839
2006105077
2007101474
2007103394
2008107063
2008207009
2008207024
2008207033
2008207054
2008207060
2008207075
2008207125
2008207132
2002102983
2004101069
2005102866
2006103793
2007100085
2007101939
2007102767
2008202087
2008207036
2008208123
13.00 KPARK 4
2006102584
2007100253
2007100334
2007100556
2007100958
2007101171
2007102311
2007102401
2007103208
2007103214
2007104015
2007104216
2008207003
2008207018
2008207090
2008207105
2008208003
2008208018
2008208084
2008302042
2008302138
2008302204
2008302255
GİZEM TONGO
11.00 NH403
2004104489
2005100934
2005101954
2007100160
2007101396
2007104129
2008207030
2008207045
2008207069
2008207093
2008207099
2008207114
2008208111
2009207075
2009660369
2000101834
2004100046
2007102179
2008105006
2008209105
2008209126
2008302045
8906453
9311109
9900223
9900442
13.00 KPARK 7
2004102221
2005100553
2007100040
2007300001
2008207039
2008208015
2008208027
2008208057
2008208066
2008209027
2008209063
2008209087
2008209099
2008209114
2008209120
2008209123
2008210006
2009209081
2009302261
2009680697
14.00 KPARK 7
2004101570
2005101975
2005103241
2006101279
2006102083
2006300039
2007100457
2007101474
2007102851
2007103142
2007103841
2008208132
2008209015
2008209069
2009208018
2009209153
2000102413
2002101714
2003104423
2005000113
2005102905
2008204048
2008208006
2008208096
2009302282
9008250
09.00 KPARK 7
2003101072
2004102104
2006100934
2006101120
2006102602
2006103235
2006104495
2006104747
2007101705
2008110120
2008110129
2008209000
2008209036
2008209042
2008209045
2008209129
2008209156
2009302291
2009501183
10.00 KPARK 7
2005100427
2007100961
2008110066
2008110072
2008110141
2008207012
2008207048
2008207078
2008207081
2008207120
2008208012
2008208024
2008208039
2008208120
2008301207
2008302057
2008302090
2008302240
2008302258
2009207171
2009208030
2009208126
11.00 KPARK 7
2006100940
2006102416
2007100475
2007101933
2007103853
2007104285
2007200124
2008207027
2008207051
2008207063
2008207111
2008207135
2008207138
2009207096
2009690522
2003000215
2004104393
2005101318
2005103286
2005200069
2006000097
2006102440
2006103478
2007100364
2007100487
2007102308
2009205024
SİNEM ERDOĞAN
09.00 KPARK 3
9500730
2003102932
2004103070
2005100718
2007100703
2007101021
2007101096
2007102389
2008110048
2008204078
2008209024
2008209060
2008209075
2008209078
2008209117
2008209132
2008301324
2009201030
10.00 KPARK 3
2006104525
2008110018
2008110024
2008110042
2008110060
2008110078
2008110087
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ULUĞ KUZUOĞLU
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ÜMİT FIRAT AÇIKGÖZ
10.00 KPARK 9
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GİZEM TONGO
11.00 NH403
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2000102413
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2003104423
2005000113
2005102905
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9008250
CONTACTS OF THE T.A.s
umitfiratacikgoz@gmail.com
ceren.abi@gmail.com
ulugk@hotmail.com
sinem.erdogan@boun.edu.tr
gizemtongo@yahoo.com
ceren.abi@gmail.com
ulugk@hotmail.com
sinem.erdogan@boun.edu.tr
gizemtongo@yahoo.com
HIST 106 SYLLABUS
Boğaziçi University Department of History
HIST 106: THE MAKING OF THE MODERN WORLD, SPRING 2010
Coordinator: Meltem Toksöz
e-mail: toksozme@boun.edu.tr office hours: Wednesday 10:00-11:45, Museum
Teaching Assistants: Ümit Fırat Açıkgöz (Head T.A.), Uluğ Kuzuoğlu, Gizem Tongo, Sinem Erdoğan, Ceren Abi
Lectures: MWF 4, GKM
Discussion sessions: Fridays, Kuzey Park, hours TBA
Web: hist106-2010.blogspot.com
Course Description:
The Making of the Modern World (Hist 105; Hist 106) is a two-semester elective course providing a thematic history of the world from ancient to modern times. The course surveys the major patterns and events of human activity from a global perspective within a broad chronological framework, while familiarizing students with interactions, parallelisms, and incongruities in the historical and cultural patterns of diverse societies and civilizations. The course aims to develop an understanding of modes and patterns of historical change, and provides a perspective on the complex ways in which the legacy of the past shapes our present.
Hist 106 explores the paths of specific historical change in the early modern and modern periods in different regions of the world, covering the period between the later 15th and the early 20th centuries. Therefore the course is as much about the Renaissance and Reformation in Europe as about culture and society in the early modern Middle East; as much about transformations in European feudalism as about the methods of rule of East Asian polities; as much about the revolutions of 1789 and 1848 in Europe as about the transformation of Ottoman political power in relation to the Habsburg and Russian empires. Issues regarding political, cultural, ideological and institutional structures and transformations that ushered in the modern era are discussed, as well as aspects of daily life and material culture. Connections and interactions across spatial and cultural divides remain a focus throughout the survey.
Format:
Hist 106 is team-taught by members of the History Department. Lectures of each week will be followed by one-hour discussion sessions led by the teaching assistants on Fridays.
There are two types of reading for the course. Two textbooks [P.N. Stearns, M. Adas, S.B. Schwartz, M.H. Gilbert, World Civilizations: The Global Experience (New York, 2007), and C. A. Bayly, The Birth of the Modern World, 1780-1914 (Oxford, 2004)], provide an introduction and background to the topics to be covered in the lectures. The primary source readings for each week introduce a set of particular issues and themes directly related to the lecture topics. The Friday sections with the teaching assistants will be devoted in part to the in-depth discussion and interpretation of the primary sources, and in part to the discussion of the main themes and issues of the week. Four historical movies or documentaries related to course themes will be screened through the semester.
It is highly important that you participate fully in the course by attending the lectures, doing the readings (preferably before lectures, certainly before the Friday discussion hours), and partaking in the discussions led by the teaching assistants.
All readings will be available as electronic documents on the Boğaziçi Library web site (go to Catalogue Search; Search Course Reserves). Stearns, et. al, World Civilizations: The Global Experience is also available in the Boğaziçi University Bookstore. Lecture outlines and course announcements will be posted on the course website.
Requirements: (There are no pre-requisites for Hist 106.)
Mid-term exam: 40%
Final exam: 45%
Attendance and participation in discussion sessions: 15%
HIST 106 THE MAKING OF THE MODERN WORLD, 2 SPRING 2010
22 February M Introduction Toksöz
A.) DISCOVERIES AND EXPANSION
24 February W Early Expeditions and Asian Trade Esenbel
26 February F European Expansion in the Atlantic
and Indian Oceans Terzibaşoğlu
1. Discussion:
Readings: Stearns, chapter 20 (pp. 434-438), chapter 21, ch. 24 (pp. 514-531), ch. 27 (pp. 592-601)
B.) RELIGION, CULTURE AND SOCIETY IN THE EARLY MODERN ERA
1 March M The Renaissance in Italy and
Northern Europe Babaoğlu
3 March W The Reformation: Change in Society and Culture Babaoğlu
5 March F The Counter Reformation: Society and Culture
in the Early Modern Era Babaoğlu
2. Discussion: From discovery to cultural and religious change
Readings and sources: Stearns, ch. 20 (pp. 438-442), ch. 22 (478-486)
Francis Drake, Voyages, 1580
Dante, from the Divine Comedy
Suggested: Paul Lunde, “Piri Reis and the Columbus Map,” and “A Muslim Discovery of the New World”
Film: Medici: Godfathers of the Renaissance 1 March 17.00 İbrahim Bodur
C.) THE AGE OF ABSOLUTISM: STATE-BUILDING AND POLITICAL CONFLICTS
8 March M The Power of the Prince: the Renaissance state Toksöz
10 March W The Power of the Prince: post-Mongol Middle East Toksöz
12 March F Ottoman Absolutism and its Limits Toksöz
3. Discussion: Mirrors for princes
Readings and sources: Stearns, ch. 26, Bayly, ch. 1
Machiavelli, from The Prince, 16-19, 67-71 [parts IV ve IX]
Castiglione, from The Book of the Courtier
Mustafa Ali, from The Tables of Delicacies
15 March M Absolutism in South Asia: The Mughal Empire Toksöz
17 March W The Ming Bureaucratic Empire in China Esenbel
19 March F Tokugawa Centralised Feudal Order in Japan Esenbel
4. Discussion: Absolutism in Asia
Readings and sources: Stearns ch. 27 (pp. 601-612)
Yamamoto Tsunetomo, (1659-1719), Hagakure and The Way of the Samurai, pp. 473-480.
From the Fatwa on Jizya by Aurangzeb
22 March M Expansion of Russia: Tsarist Primacy Toksöz
D.) REASON AND REVOLUTION
24 March W Absolutism and beyond: France and
the English Revolution Eldem
26 March F The Scientific Revolution: from the Renaissance
to Newton Eldem
5. Discussion: Critique of Absolutism
Readings and sources: Stearns ch. 22 (pp. 486-496)
Voltaire, from the English Letters
Montesqieu, from The Persian Letters
29 March M The Enlightenment: Man as an object of science Eldem
31 March W An Enlightenment Experiment: The
American Revolution Mazzari
2 April F Destroying the Ancien Régime:
The French Revolution Eldem
6. Discussion: Enlightenment and Revolution
Readings and sources: Stearns ch. 28 (pp.622-631), Bayly ch. 3
Declaration of the Rights of Man and the Citizen
Rousseau, from The Social Contract
From The Encyclopedia: “Philosophe”
Film: Danton 2 April 17.00 İbrahim Bodur
E.) AGE OF CAPITALISM
5 April M Transition to capitalism: agricultural origins Terzibaşoğlu
7 April W Diverging Paths: Mercantilism vs. Free Trade Terzibaşoğlu
9 April F Industrial Revolution Terzibaşoğlu
7. Discussion: Review for the midterm exam
Reading: Stearns, pp. 631-639, Bayly, ch. 2
12 April M MID TERM EXAM
14 April W Colonialism and imperialism: a project for
world domination Terzibaşoğlu
16 April F Society Transformed: Peasants, Workers, Consumers
and Capitalists Terzibaşoğlu
8. Discussion: Social transformations in the age of capitalism
Readings and sources: Stearns ch. 29, Bayly ch. 4 pp. 125-138, and Bayly ch. 5
Karl Marx and Friedrich Engels, from The Communist Manifesto
Balzac, from History of the Thirteen
Engels, “Industrial Manchester”
F.) States and Nations
19 April M Nations and nationalism in Europe Deringil
21 April W Towards a Europe of Nations and Latecomers Deringil
Film: Les Misérables 21 April 17.00 İbrahim Bodur
23 April F NO CLASS
24 April – 30 APRIL SPRING BREAK
3 May M Old Empires, the Struggle for Survival:
Romanovs, Ottomans, and Habsburgs Deringil
5 May W 19th century Ottoman transformations Deringil
7 May F 19th century Russian transformations Deringil
9. Discussion: Perspectives on the nation
Readings and sources: Stearns ch.31 (pp.700-714), ch.32 (724-732) Bayly ch. 4, 138-148 and 155-169, Bayly ch. 6
Renan, What is a nation?
Ahmed Midhat, from The Basis of Reform
Peter the Great, “The Table of Ranks”
G.) REVOLUTION, WAR AND MODERNITY
10 May M Revolution and Nationalism in China Esenbel
12 May W Reform as Resistance: Meiji Modernity and
Japan’s Asian Empire Esenbel
14 May F Anti-colonialism and Nationalism in South Asia Toksöz
Film: All Quiet on the Western Front 14 May 17.00 İbrahim Bodur
10. Discussion: Reform and Revolution: Westernism versus Asianism
Sources: Stearns ch. 31 (pp.714-723), ch.32 (735-743), Bayly, ch. 11
Fukuzawa Yukichi, (1835-1901), Civilization and Enlightenment, pp. 705-707.
Sun Yat-Sen, (1866-1925), The Three Principles, pp.767-771.
From the Reports of the Proceedings of the Indian National Congress, “Origin and Composition of the Congress”
Suggested: Amur Society (Black Dragons) Anniversary Statement, 1930, pp. 951-953.
Liang Ch’i-Ch’ao, (1873-1929) A People Made New, pp. 755-759.
17 May M The Great war Kechriotis
19 May W NO CLASS
21 May F The Russian Revolution Kechriotis
11. Discussion: War and Revolution
Readings and sources: Stearns, ch. 32 (pp.724-735), ch. 33, Bayly, ch. 13, Barkley’s Letters
Lenin, “Our Party Programme”
24 May M Women, Power and Modernity: cross-cultural
perspectives Öztürkmen
26 May W The world between the two wars:
an overview Toksöz
Reading: Stearns, ch.34
HIST 106: THE MAKING OF THE MODERN WORLD, SPRING 2010
Coordinator: Meltem Toksöz
e-mail: toksozme@boun.edu.tr office hours: Wednesday 10:00-11:45, Museum
Teaching Assistants: Ümit Fırat Açıkgöz (Head T.A.), Uluğ Kuzuoğlu, Gizem Tongo, Sinem Erdoğan, Ceren Abi
Lectures: MWF 4, GKM
Discussion sessions: Fridays, Kuzey Park, hours TBA
Web: hist106-2010.blogspot.com
Course Description:
The Making of the Modern World (Hist 105; Hist 106) is a two-semester elective course providing a thematic history of the world from ancient to modern times. The course surveys the major patterns and events of human activity from a global perspective within a broad chronological framework, while familiarizing students with interactions, parallelisms, and incongruities in the historical and cultural patterns of diverse societies and civilizations. The course aims to develop an understanding of modes and patterns of historical change, and provides a perspective on the complex ways in which the legacy of the past shapes our present.
Hist 106 explores the paths of specific historical change in the early modern and modern periods in different regions of the world, covering the period between the later 15th and the early 20th centuries. Therefore the course is as much about the Renaissance and Reformation in Europe as about culture and society in the early modern Middle East; as much about transformations in European feudalism as about the methods of rule of East Asian polities; as much about the revolutions of 1789 and 1848 in Europe as about the transformation of Ottoman political power in relation to the Habsburg and Russian empires. Issues regarding political, cultural, ideological and institutional structures and transformations that ushered in the modern era are discussed, as well as aspects of daily life and material culture. Connections and interactions across spatial and cultural divides remain a focus throughout the survey.
Format:
Hist 106 is team-taught by members of the History Department. Lectures of each week will be followed by one-hour discussion sessions led by the teaching assistants on Fridays.
There are two types of reading for the course. Two textbooks [P.N. Stearns, M. Adas, S.B. Schwartz, M.H. Gilbert, World Civilizations: The Global Experience (New York, 2007), and C. A. Bayly, The Birth of the Modern World, 1780-1914 (Oxford, 2004)], provide an introduction and background to the topics to be covered in the lectures. The primary source readings for each week introduce a set of particular issues and themes directly related to the lecture topics. The Friday sections with the teaching assistants will be devoted in part to the in-depth discussion and interpretation of the primary sources, and in part to the discussion of the main themes and issues of the week. Four historical movies or documentaries related to course themes will be screened through the semester.
It is highly important that you participate fully in the course by attending the lectures, doing the readings (preferably before lectures, certainly before the Friday discussion hours), and partaking in the discussions led by the teaching assistants.
All readings will be available as electronic documents on the Boğaziçi Library web site (go to Catalogue Search; Search Course Reserves). Stearns, et. al, World Civilizations: The Global Experience is also available in the Boğaziçi University Bookstore. Lecture outlines and course announcements will be posted on the course website.
Requirements: (There are no pre-requisites for Hist 106.)
Mid-term exam: 40%
Final exam: 45%
Attendance and participation in discussion sessions: 15%
HIST 106 THE MAKING OF THE MODERN WORLD, 2 SPRING 2010
22 February M Introduction Toksöz
A.) DISCOVERIES AND EXPANSION
24 February W Early Expeditions and Asian Trade Esenbel
26 February F European Expansion in the Atlantic
and Indian Oceans Terzibaşoğlu
1. Discussion:
Readings: Stearns, chapter 20 (pp. 434-438), chapter 21, ch. 24 (pp. 514-531), ch. 27 (pp. 592-601)
B.) RELIGION, CULTURE AND SOCIETY IN THE EARLY MODERN ERA
1 March M The Renaissance in Italy and
Northern Europe Babaoğlu
3 March W The Reformation: Change in Society and Culture Babaoğlu
5 March F The Counter Reformation: Society and Culture
in the Early Modern Era Babaoğlu
2. Discussion: From discovery to cultural and religious change
Readings and sources: Stearns, ch. 20 (pp. 438-442), ch. 22 (478-486)
Francis Drake, Voyages, 1580
Dante, from the Divine Comedy
Suggested: Paul Lunde, “Piri Reis and the Columbus Map,” and “A Muslim Discovery of the New World”
Film: Medici: Godfathers of the Renaissance 1 March 17.00 İbrahim Bodur
C.) THE AGE OF ABSOLUTISM: STATE-BUILDING AND POLITICAL CONFLICTS
8 March M The Power of the Prince: the Renaissance state Toksöz
10 March W The Power of the Prince: post-Mongol Middle East Toksöz
12 March F Ottoman Absolutism and its Limits Toksöz
3. Discussion: Mirrors for princes
Readings and sources: Stearns, ch. 26, Bayly, ch. 1
Machiavelli, from The Prince, 16-19, 67-71 [parts IV ve IX]
Castiglione, from The Book of the Courtier
Mustafa Ali, from The Tables of Delicacies
15 March M Absolutism in South Asia: The Mughal Empire Toksöz
17 March W The Ming Bureaucratic Empire in China Esenbel
19 March F Tokugawa Centralised Feudal Order in Japan Esenbel
4. Discussion: Absolutism in Asia
Readings and sources: Stearns ch. 27 (pp. 601-612)
Yamamoto Tsunetomo, (1659-1719), Hagakure and The Way of the Samurai, pp. 473-480.
From the Fatwa on Jizya by Aurangzeb
22 March M Expansion of Russia: Tsarist Primacy Toksöz
D.) REASON AND REVOLUTION
24 March W Absolutism and beyond: France and
the English Revolution Eldem
26 March F The Scientific Revolution: from the Renaissance
to Newton Eldem
5. Discussion: Critique of Absolutism
Readings and sources: Stearns ch. 22 (pp. 486-496)
Voltaire, from the English Letters
Montesqieu, from The Persian Letters
29 March M The Enlightenment: Man as an object of science Eldem
31 March W An Enlightenment Experiment: The
American Revolution Mazzari
2 April F Destroying the Ancien Régime:
The French Revolution Eldem
6. Discussion: Enlightenment and Revolution
Readings and sources: Stearns ch. 28 (pp.622-631), Bayly ch. 3
Declaration of the Rights of Man and the Citizen
Rousseau, from The Social Contract
From The Encyclopedia: “Philosophe”
Film: Danton 2 April 17.00 İbrahim Bodur
E.) AGE OF CAPITALISM
5 April M Transition to capitalism: agricultural origins Terzibaşoğlu
7 April W Diverging Paths: Mercantilism vs. Free Trade Terzibaşoğlu
9 April F Industrial Revolution Terzibaşoğlu
7. Discussion: Review for the midterm exam
Reading: Stearns, pp. 631-639, Bayly, ch. 2
12 April M MID TERM EXAM
14 April W Colonialism and imperialism: a project for
world domination Terzibaşoğlu
16 April F Society Transformed: Peasants, Workers, Consumers
and Capitalists Terzibaşoğlu
8. Discussion: Social transformations in the age of capitalism
Readings and sources: Stearns ch. 29, Bayly ch. 4 pp. 125-138, and Bayly ch. 5
Karl Marx and Friedrich Engels, from The Communist Manifesto
Balzac, from History of the Thirteen
Engels, “Industrial Manchester”
F.) States and Nations
19 April M Nations and nationalism in Europe Deringil
21 April W Towards a Europe of Nations and Latecomers Deringil
Film: Les Misérables 21 April 17.00 İbrahim Bodur
23 April F NO CLASS
24 April – 30 APRIL SPRING BREAK
3 May M Old Empires, the Struggle for Survival:
Romanovs, Ottomans, and Habsburgs Deringil
5 May W 19th century Ottoman transformations Deringil
7 May F 19th century Russian transformations Deringil
9. Discussion: Perspectives on the nation
Readings and sources: Stearns ch.31 (pp.700-714), ch.32 (724-732) Bayly ch. 4, 138-148 and 155-169, Bayly ch. 6
Renan, What is a nation?
Ahmed Midhat, from The Basis of Reform
Peter the Great, “The Table of Ranks”
G.) REVOLUTION, WAR AND MODERNITY
10 May M Revolution and Nationalism in China Esenbel
12 May W Reform as Resistance: Meiji Modernity and
Japan’s Asian Empire Esenbel
14 May F Anti-colonialism and Nationalism in South Asia Toksöz
Film: All Quiet on the Western Front 14 May 17.00 İbrahim Bodur
10. Discussion: Reform and Revolution: Westernism versus Asianism
Sources: Stearns ch. 31 (pp.714-723), ch.32 (735-743), Bayly, ch. 11
Fukuzawa Yukichi, (1835-1901), Civilization and Enlightenment, pp. 705-707.
Sun Yat-Sen, (1866-1925), The Three Principles, pp.767-771.
From the Reports of the Proceedings of the Indian National Congress, “Origin and Composition of the Congress”
Suggested: Amur Society (Black Dragons) Anniversary Statement, 1930, pp. 951-953.
Liang Ch’i-Ch’ao, (1873-1929) A People Made New, pp. 755-759.
17 May M The Great war Kechriotis
19 May W NO CLASS
21 May F The Russian Revolution Kechriotis
11. Discussion: War and Revolution
Readings and sources: Stearns, ch. 32 (pp.724-735), ch. 33, Bayly, ch. 13, Barkley’s Letters
Lenin, “Our Party Programme”
24 May M Women, Power and Modernity: cross-cultural
perspectives Öztürkmen
26 May W The world between the two wars:
an overview Toksöz
Reading: Stearns, ch.34
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