Related Issue #2
Globalization’s Beginnings
Experts disagree on why and how globalization began. Although there is no agreement on when and why it
began, it is generally agreed that globalization began with ______________________. It resulted in the
_________________________ of goods and ideas which connected people to each other
(_____________________________________________) and changed the way people lived both positively and
negatively.
Theory of Evolution of Globalization
There is a generally accepted belief that globalization happened in phases.
Historical Globalization refers to significant events from Round 1 and Round 2 that contributed to globalization.
This phase ended with the end of WWII.
Round 1 – As early as the third century BC, a fragile network of caravan tracks linked Asia and Europe;
this route was known as the ____________________________________- named after the beautiful cloth.
Ancient routes such like this one allowed goods and knowledge to be exchanged.
Examples of goods traded along ancient trade routes:
Examples of knowledge traded along ancient trade routes:
Round 2 – This phase grew out of the first round and began in the late 1400s (1492) with
_________________________________________________. Round 2 was made possible and motivated by a
number of factors including the emergence of capitalism, industrialization, colonialism, Eurocentrism, and
imperialism.
Contemporary Globalization refers to significant events after WWII.
Round 3 – This phase evolved from the second round. It is a time of rapid growth of world markets and
nearly instant communications.
Foundations of Historical Globalization
Although transportation was primitive in the early years of historical globalization, some people saw the
economic opportunities of trade and made the difficult journey. Others were motivated by the adventure much
like later explores (ie Christopher Columbus) were. Although goods and ideas were exchanged throughout
Round 1, exchange did not occur as rapidly nor as wide spread as during Round 2.
When Columbus returned to the Americas in 1493, he had no way of knowing that his voyage would change the
world. Aboard his ships were seeds, fruit trees, and livestock. This cargo would start a revolution that would
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change the diet of the world forever – and form the basis of a trading system that is sometimes called the Grand
Exchange.
Grand Exchange –
Goods Introduced to Europe and Asia
Goods Introduced to the Americas
The combination of new materials and markets discovered by Columbus and subsequent explores as well as
changing European ideologies at the time sparked an increase in global trade. At the time, ideologies such
capitalism and mercantilism were taking root in Europe.
Capitalism:
Mercantilism
European powers viewed the resources in the new lands as a way of further adding to their wealth and powers.
Raw materials in the new land could be purchased for even cheaper than domestic materials so Europeans
began the practice of colonizing new lands to gain control over resources.
Colonization
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Settlers were encouraged to colonize new lands through promises of good land and the granting of monopolies.
Monopolies
For the people granted monopoly rights, they were guaranteed the profit from the resources in their land. The
catch was that in exchange for being granted such rights, they had to agree to only sell to their mother country.
Resources were exploited from the colonies to benefit the home country. Permanent settlements were
established throughout the new territories as more and more settlers immigrated into the colonies. As the
presence of immigrants increased, they began to influence the social, political, and economic structures of the
new world. Although permanently living in new areas, settlers often maintained ties to their home country and
believed they were right and justified in imposing their lifestyles on the aboriginals who originally inhabited the
land.
Eurocentrism
In addition to changing ideologies and practices, Europeans were experiencing increased industrialization which
further helped the globalized spread of goods.
Industrialization:
Improved industrialization meant an increase in produced goods. Stuck with a surplus of goods due to high
tariffs, European used colonies as an extension of the domestic market. Excess goods produced through
industrialization could be sold their without being subjected to tariffs.
Industrialization led to improved transportation technologies which allowed transportation of goods more
frequently, safer, and quicker. In addition to benefiting from new physical resources, Europeans quickly found
that they could further profit by the use of slave labour. Slaves quickly became a commodity traded and
transported as readily as other goods.
(Slave Questions)
The practice of colonization had allowed European powers to gain holds in some areas including:
but permanent colonies were not as established in Africa. Through the slave trade, Europeans had relied on
Africans to bring slaves to the ports rather risking the dangers of the interior themselves. Without large
networks of permanent settlements in Africa, the few Europeans that settled were in the minority. In order to
gain control in Africa, European powers began a policy of imperialism.
Imperialism:
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Imperialistic policies were designed to strengthen imperials powers and by meeting political, economic, and
humanitarian goals.
Political - In order to build or maintain a strong empire, many European leaders used imperialism as a
vehicle to build up their status. As countries expanded on to their empires, other countries felt pressured to add
on to their empire. This eventually created fierce competition known as the Scramble for Africa. In addition,
fighting over land abroad was a way to settle grudges that couldn’t be settled in Europe. Instead they were
fought and settled over seas.
Economic - By taking control of colonies abroad, many natural resources came with the land. These
resources brought great economic gains to European countries. By controlling colonies, they also created trade
markets.
Humanitarianism -European countries wanted to convert the ‘savages’ to their way of life and religion.
White Man’s Burden –
The height of imperialism is often called The Scramble for Africa. It ended with the Berlin Conference in 18841885. Imperial countries were tired of using resources to fight for new land, so they decided to sit down and
divide up the continent. USA, Austria-Hungary, Denmark, France, Germany, Britain, Italy, Netherlands, Ottoman
Empire, Portugal, and Spain divided up the continent of Africa as a means to avoiding future conflict and
protecting markets.
Impacts of Historical Globalization
Regardless of the motive, historical globalization immediately impacted Indigenous and Non-Indigenous alike
and has created lasting legacies.
Indigenous/Aboriginal
Legacy
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Historical Globalization’s impacts on Canadian Indigenous Peoples
The beginning of globalization in Canada is marked with the ____________________________________. In the
second half of the 1500s, fashionable men wore felt hats. Felt was made from beaver fur, and as the popularity
of the hats increased, so too did the demand for pelts. In search of new sources of beavers, European hunters
began coming to North America. Governments of France and later Britain were eager to become involved in
the Fur Trade because it allowed them to obtain new markets and settlements. To exploit the resources of
North America, France and Britain set up a few monopolies.
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Trade and agreements with the Indigenous peoples was an important aspect of the fur trade. Europeans were
eager to use traditional Indigenous knowledge and trade networks to maximize trade and profit. As the need
for fur dwindled, and the need for agricultural land increased, Europeans began implementing polices that
would give them control over the fertile land. To assist with this, Indigenous people were placed on reserves
which made it easier for the government to account for them and freed up the valuable farm land. In addition,
treaties pertaining to rights and use were agreed to between the government and Aboriginals. In Canada, as in
other places that were being colonized, policies were initially put in place to marginalize the Indigenous and
have them “voluntarily” convert to “civilized” European practices. Many of the policies were targeted at the
First Nations and the Inuit.
Indigenous/Aboriginal
The__________________________________________________________, passed in 1867, made Aboriginal
people and the reserves responsibility of the government. Under the Indian Act, Status Indian was defined as
someone who was registered according to the provisions of the act. It also gave the government discretionary
powers to control almost every aspect of their lives. The following provisions were also part of the Act.
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While under The Act, although some Aboriginals did voluntarily renounce their Status Indian identity, the results
were not the government hoped for. In 1920, further laws were passed which were designed to assimilate the
First Nations and the Inuit.
Our object is to continue until there is not a single Indian in Canada that has not been absorbed into the
body politic, and there is not Indian question and no Indian Department.
Under the new laws, Aboriginals automatically lost their Status Indian identity if became professionals or even
obtained a university degree. If their lost their status, they lost their right to live on the reserves which further
tore apart the social fabric of their communities. With the goal of assimilating Aboriginal populations, a system
of industrialized schools was developed starting in the 1880s. These schools became known as
__________________________________. The schools combined academic studies with “more practical
matters”. The schools were built around the motto “Kill the Indian and save the man”. It was believed that the
most effective way of assimilating them was to remove them from their families and communities and put them
into boarding schools where they were severely punished if they spoke traditional languages or practiced
traditional ways. Because Aboriginals were wards of the state, they had no say. Education of the children was
left to the government and to Christian churches.
Colonial powers were not accustomed to the nomadic lifestyles of the Inuit and the First Nations. To make it
easier to account for them, they were required to live in European-style villages in order to receive benefits.
Furthermore, location names which had originally been given native names of significance were replaced by
European names. The government also refused to acknowledge any traditional names. Rather, they identified
First Nations and Inuit through a government issued number.
Legacies of Historical Globalization on Aboriginals in Canada
Government policies put in place had immediate impacts on Aboriginals, but they have also created legacies that
are evident today.
The issue of land treaties has lead to mistrust between the government and First Nations. First Nations viewed
the terms of the treaties as a gift for sharing the land rather than a transfer of ownership like the British viewed
them. In addition, early colonial agreements did not differentiate between the various First Nation cultures.
They saw First Nations as a solitary group, so they assumed that they could all be dealt with in a single manner.
They believed that trading alliances and agreements with one extended to the others. This was problematic for
Canadian First Nations because they do not see themselves as a solitary group. The various tribes in Canada
have differing cultures and therefore needed to be dealt with as individual tribes rather than an Indigenous
collective. In addition, terms agreed upon orally were not written down. Many groups are taking their claims
to the court. Today, there are more than 1000 claims yet to be settled. Occasionally, disputed land claims have
led to increased tensions. (Oka Crises)
Residential schools also created legacies. Through classes and harsh punishment, many children lost touch with
their own history, language, and culture. When children were allowed to go home, they often felt like strangers
because they had been cut off from their past for too long. They had not learned about love and nurturing from
their parents, so they could not properly care for their own. As a result of the abuse suffered, a distressing cycle
of abuse within many Native communities continues. Residential schools also focused on reforming the
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students rather than educating them. This led to a poor education and therefore poor job prospects. As school
survivors had children of their own, they were often brought up in poverty and the cycle continued. Some
survivors of residential schools also had a mistrust of the education system and were not eager to send their
children to school. As a result of the suffering at residential schools, some turned to substance abuse or
suffered from post traumatic stress. Individuals trying to cope with the consequences of their experiences may
be reluctant to seek counseling as many services were provided through the government and they were
untrusting to any government services after their schooling experiences. Unable to break their negative habits,
a cycle of substance abuse and stress has continued. The aftermath of residential school experiences has also
been linked to suicides.
Being confined to villages hurt the cultural aspect of many Aboriginals. The traditional way of living off the land
was harder to pass on from generation to generation. Stripping traditional names of people and places also
contributed to a loss of culture and an increased sense of resentment by the Aboriginals.
Attempts have been made to address the problem; however, that has also created issues between Aboriginal
and non-Aboriginal people. Non-Aboriginals sometimes see the government’s actions in terms of addressing the
Native issues as being special treatment. This creates further resentment prejudice which can lead to racism.
Attempt to Address Problems in Canada
Steps have been taken to address the injustices of the past. The last residential school closed in 1996. Since
then, the government has issued a verbal apology as well as monetary compensation to those involved. In 1996,
______________________________________________________________________was created to study the
situation. Aboriginals, government officials, and other authorities were consulted in an in-depth investigation.
The Commission documented the injustices suffered by Aboriginal populations in Canada and concluded that
the relationship between Aboriginal and non-Aboriginal people is of central importance. It also acknowledged
that the distortion of that relationship has lead to a loss of land, a loss of power, and a loss of dignity for the
Aboriginal population. In by report, it was also noted that the main policy pursued in the last 150 years by
colonial and Canadian governments has been wrong.
Other significant steps have been taken
Other Legacies of Historical Globalization in Canada
Due to the fact that Canadian settlement was influenced by British, French, and Aboriginal influences, we are
considered a multicultural country and many of our social, political, and economic institutions reflect our
founding partners.
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Imperial Policies and Practices Impacts on India
Part of Britain’s imperialist expansion policies included expansion into India. In order to help gain control in the
area, Queen Elizabeth granted ___________________________________________________ a monopoly on
trading in India in 1600. The goal of the company was to make money though trade. The company imported
several goods in to Britain from India.
To protect their monopoly, company officials formed political alliances with traditional Indian rulers, whom they
counted on to persuade their subjects to co-operate with the company and keep goods flowing smoothly. The
company also created its own army. Officers were usually British, but enlisted men called sepoys whom were
Indian. This army not only supported the company’s Indian allies, but also protected its monopoly by keeping
out rival trading companies such as the Dutch East India Company. Company officials were also accused of
taking brutal measures to guard its trade interests. For example, they would cut the thumbs off of Indian
weavers who were caught selling their cloth to other companies. This harsh punishment prevented people from
continuing to work as weavers and instilled fear in others who might have been tempted to ignore company
rules. In 1858, the British government took control of the company because of the monopolies history of
excessive corruption and taxation and the extreme brutal measures.
As the Industrial Revolution took hold in Britain, British manufactures needed raw materials to supply the
factories that produced their products. They are also needed markets where they could sell their manufactured
goods. Their solution was to utilize their colonies to supply the raw material and then turn around and sell their
finished goods to the people living in their colonies. As a result, colonies such as India took on increased
importance. They became not only a source of raw materials, but also an important market for British-made
goods.
As technological advancements developed in Britain, British manufacturers were able to produce vast amounts
of cloth and therefore, the textile became an important British export. This caused problems because the British
export conflicted directly with Indian-made fabrics. Due to pressure from the British weavers, the British
government banned the import of all dyed and printed cloth from India. Over time, other laws were put into
place to restrict trade and protect the British textile industry from competition. These actions caused economic
problems in India as the cotton industry was crushed. These actions also helped to contribute to
deindustrialization in India.
Legacies of Imperial Policies in India
As with many other colonies, when Britain colonized India, they drew lines that were convenient to them
regardless of the people living in the area. The lines drawn by the imperialist countries grouped Hindus and
Muslims together. At independence in 1947, the decision was made to create two countries – India and
Pakistan. When these borders between the new countries were drawn, millions of Hindus found themselves
living in Pakistan and many Muslim were living in India. Emotions ran high. Riots were common. People were
attacked and killed because of their religious beliefs. Tension was so high between the two countries that they
went to war over the area of Kasmir. Today, the geographical area of Kasmir is partitioned into three areas and
controlled by Kasmir, Pakistan, and China. In 1950, the country’s constitution made India a parliamentary
democracy based on the British model.
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