Social 10
Historical Globalization
 The
Evolution of Globalization – Three
Phases
• Phase #1:
Goods/ideas exchanged along trade routes
(Silk Road).
Arab civilizations were the first to transfer
Indian knowledge of medicine, science, &
mathematics to Europe.
 Phase
#2:
 Began in the late 1400’s.
 Influenced by phase #1, Europeans
developed technologies, allowing them to
sail much farther around the world.
 Related to European imperialism: One
country dominates another’s economic,
political, and cultural organizations.
 Phase
#3:
 Present Day
 Evolved from the second phase and started
after WWII.
 This is a time of rapid growth
Ex. World markets, Instant communications
(internet, cell-phones, e-mail, etc.)
 Increasing rise of China/India as economic
powers.
1. Creation of
Printing
Press
2. Rise of
European
Middle Class
3. Growth of
New Ideas &
Technologies
4. Global
Competition
for Trade
5. Rise of
Imperialism
6. European
Colonial
Settlement
 Impact
on Indigenous
People and Europeans.
1. Disease
2. Enslavement
3. Grand Exchange
4. Industrialization
Estimated Indigenous
populations in 1492 and 1992
The Grand Exchange changed how the world ate. This may seem like a small thing but
this is a symbol of what historical globalization was all about. Expanding trade from local
markets to global markets.
European diseases destroy large segments of indigenous
populations.
Slavery forcefully takes millions of innocent people out of
Africa and ships them to the Americas.
The Grand Exchange develops as the first large scale global
trade network.
The industrial revolution spurs more development and more
need for resources and trade.
 “Ethnic” + “Centre”
A
way of thinking that focuses on your
own race and culture.
 People believe the ‘best’ worldview is
their own; judge other people by their
beliefs, customs, and traditions.
 Early 1900’s; 50% of Canadians were
from British decent. Many looked down
upon Ukrainian & Chinese immigrants.
1884; Africa was divided
up by the major
European powers.
 Goal was to avoid
conflicts, protect trade
routes, and gain
resources such as gold,
diamonds, and rubber.
 However, Indigenous
people were left out;
lands and resources
were taken from them.

 As
Europe became increasingly wealthy
and advanced life expectancy increased.
• Dramatic rise in population
• Population of Europe more than doubled from 188
million in 1800 to 432 million in 1900.
• More people means less land and less opportunity
(land hunger).
• During the 19th century Europeans shift away from
mere military and economic domination of territory
towards outright settlement of those territories at the
expense of indigenous populations.
 European
migration naturally leads to the
displacement of indigenous peoples.
 Indigenous peoples were:
• forced off their land
• colonizers needed land for settlement, railways,
mining, and plantations (Sugar).
 Traditional
forms of government and
community boundaries were also ignored
by the imperialists. New borders were
drawn, social structures were destroyed.
 FAMINE
and DISEASE played a part in
depopulating India.
• 1876-1879; 6-10 million Indians died of starvation
alone.
• 1896-1902; 19 million died of starvation and disease.
 These
famines were largely created by British
deindustrialization of India (destroying local
Indian economy to improve British
commercial activities).
 There
were 60 million European migrants
between 1815 and 1932. From the
European perspective depopulations was a
good thing.
 From an indigenous perspective this is not
the case.
• Forced migrations (slave trade, indentured labour,
etc.)
• Disease (Indigenous populations of the Americas)
• Direct massacre (King Leopold in the Congo)
 The
company controlled trade within India, and
company officials became more powerful as a
result.
 The company created a private Army to defend
their interests.
 Supported the company’s Indian allies, but also
kept out rivals.
• Ex. Dutch East India Company
 Officers
in the army were labeled as heroes
back in Britain and as cruel taskmasters in
India.
 Did
imperialism have benefits for
indigenous people?
• Many argue that the exchange of goods and
technology improved the lives of the indigenous
people over time.
 Modern medicine and education
 Modern transportation (ships, trains, roads, canals,
etc)
 Modern communication (newspapers, telegraph, etc.)
 Modern architechture
 Access to world markets
• Do you see any merit in this argument?
 Imperialism
also changed the cultures of the
people under European control.
• Religious beliefs; Christianity was spread to the
countries under European rule.
• Art; Any art exported to Europe had to reflect
European taste and preferences.
• Architecture; The British built massive buildings
throughout India such as this railway station in
Mumbai on the next slide.



Early contacts between Europeans and Aboriginals were
usually friendly, and beneficial.
Aboriginals were excited to obtain goods such as axes,
cooking pots.
Europeans were eager to trade for food and animal pelts,
most notably Beaver pelts.
 Europeans
• Social status was based on land ownership and wealth.
• Land ownership was a symbol of security, social status,
and how much money you had.
 First
Peoples
• Status defined by ability, people shared the land to
hunt, trap, etc.
• Saw themselves as spiritual guardians of the land and
stewards.
The Seven Years War and British defeat of French in the Americas
European Immigration and the displacement of aboriginal peoples
Depopulation of Indigenous peoples
Assimilation of the Indigenous peoples




The proclamation limited
settlement in Eastern
North America.
This land was reserved for
the First Nations people.
This was done by the
British to maintain peace
with the First Nations.
They had previously been
driven out of coastal areas,
and pushed further
inland.
 The
Numbered Treaties
• Eleven treaties were signed with aboriginal groups
between 1871 and 1921. They were designed to gain
access of land controlled by aboriginals.
• The government essentially offered cash for land. In
exchange for moving to reserves aboriginals were
given annual cash payments and other benefits. This
system remains to this day.
• This system essentially kept the aboriginal
community isolated from the rest of society.
 The
Indian Act
• First passed by parliament in 1876.
• It meant that the First Nations people were under the
complete control of government officials.
• It defined who was and was not a status Indian.
• It restricted movement and settlement, political rights,
and employment.
• It also opened the door to the residential school
system.
 Early
1900’s; Immigration to Canada did
not benefit everyone.
 Immigration policy was based on RACE.
 Those not from Europe/U.S. were
discriminated against.
 By 1968, Canada’s immigration policy
began to change.
 More people came from Asia, Caribbean,
and Africa.
 Quebecois
became aware that
Francophones were being discriminated
against.
 The Quiet Revolution gave a voice for
those wishing for a renewal of
Francophone language and culture.
 Some believed the only way to gain
renewal was to separate Quebec from
Canada.
 Ex. Parti Quebecois
 Rwanda
is largely made up of two Indigenous
groups: The Hutus and the Tutsis.
 Before the scramble for Africa in the 1880’s:
• Hutus: 85% of the population
• Tutsis: 15% of the population
 Tutsis
were given more power than the Hutus
by Belgian colonial powers.
• Tutsis were more ‘European’, that is they were
taller and lighter skinned.
• This is an example of a divide and conquer
policy.
 South
Africa has a history of racism. The
20% white minority has historically
controlled and exploited the 80% black
majority. This is a clear legacy of the era of
imperialism.
 In 1991 South Africa ended the Apartheid
regime, ending years of state-sanctioned
racism.
 In 1994 they elected their first black
president, Nelson Mandela.


In 1995, President
Mandela created the Truth
and Reconciliation
Commission.
It confronted the country’s
past, unite the
victims/those accused of
crimes.
 The
increase in speed, range, and the
depth of global trade has had a huge
impact.
 Global Income Equality
• growing gap between the rich and the poor.
• NGOs help this issue by providing aid, loaning
money, and distributing food.
 What
is ‘Foreign Aid’?
 Money, advice, material supplies, and
other goods given by one country to help
another.
 In most cases, developed countries
provide for undeveloped countries.
 MAJOR GOAL=REDUCE POVERTY!
 Also, the aim is to promote a secure, and
prosperous world.
 STUDY....
 Look
through your notes, formative
booklets, take a text book home, quiz
each other, review the vocabulary,
 Social is Conceptual... Know the concepts
and major ideas
 Know examples of the major ideas