Slavery and the New History of Capitalism‡
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Revolutionary Networks in the Age of Revolutions
REVOLUTIONARY NETWORKS IN THE AGE OF REVOLUTIONS Heather Freund University of Illinois at Urbana-Champaign In Paris in 1790, the Marquis de Lafayette gave the key to the Bastille to Thomas Paine to present to George Washington. Paine wrote to Washington that it was “an early trophy of the Spoils of Despotism and the first ripe fruits of American principles transplanted into Europe...That the principles of America opened the Bastile [sic] is not to be doubted, and therefore the Key comes to the right place.”1 Paine and Lafayette knew each other, and Washington, through their participation in the American Revolution. Thus, the episode was a symbolic token of the connection between the American and French Revolutions and tangible evidence of lasting personal relationships in the Age of Revolutions.2 Along with Thaddeus Kosciuszko, Paine, and Lafayette are examples of individuals who participated in more than one theater of this revolutionary age. This paper focuses on how their international fights for liberty resulted in complex notions of personal and national identity and connections between revolutions. The fact that these individuals and others participated in more than one theater of the Age of Democratic Revolutions and recognized it as a time of great promise demonstrates its significance and the importance of understanding the dynamics of the period from both an individual and international perspective. Historians often refer to the period from approximately 1776-1830 as the Age of Atlantic Revolutions, a time in which people on both sides of the Atlantic rebelled in the name of liberty and equality, amongst other things. -
The Russian Revolutions: the Impact and Limitations of Western Influence
Dickinson College Dickinson Scholar Faculty and Staff Publications By Year Faculty and Staff Publications 2003 The Russian Revolutions: The Impact and Limitations of Western Influence Karl D. Qualls Dickinson College Follow this and additional works at: https://scholar.dickinson.edu/faculty_publications Part of the European History Commons Recommended Citation Qualls, Karl D., "The Russian Revolutions: The Impact and Limitations of Western Influence" (2003). Dickinson College Faculty Publications. Paper 8. https://scholar.dickinson.edu/faculty_publications/8 This article is brought to you for free and open access by Dickinson Scholar. It has been accepted for inclusion by an authorized administrator. For more information, please contact [email protected]. Karl D. Qualls The Russian Revolutions: The Impact and Limitations of Western Influence After the collapse of the Soviet Union, historians have again turned their attention to the birth of the first Communist state in hopes of understanding the place of the Soviet period in the longer sweep of Russian history. Was the USSR an aberration from or a consequence of Russian culture? Did the Soviet Union represent a retreat from westernizing trends in Russian history, or was the Bolshevik revolution a product of westernization? These are vexing questions that generate a great deal of debate. Some have argued that in the late nineteenth century Russia was developing a middle class, representative institutions, and an industrial economy that, while although not as advanced as those in Western Europe, were indications of potential movement in the direction of more open government, rule of law, free market capitalism. Only the Bolsheviks, influenced by an ideology imported, paradoxically, from the West, interrupted this path of Russian political and economic westernization. -
The Age of Revolution
57358_U04C11_IAS pp3 6/24/04 3:04 PM Page 35 Name Date CHAPTER 11, LESSON 3 Summary: The Age of Revolution Changes in Science and Industry Find and circle each In the 1600s, scientists and inventors began to make many vocabulary word. new discoveries. Galileo Galilei explored the stars and Scientific Revolution noun, planets with a telescope. Antoni van Leewenhoek used a a time in the 16th and microscope to see into a drop of water. The Scientific 17th centuries when Revolution was a time of great scientific discoveries. scientific changes and discoveries occurred Modern societies grew from the Scientific Revolution. Industrial Revolution For example, new inventions changed how Europeans noun, a time in the late worked. Machines now did much of the work that had been 18th century when done by humans and animals. These inventions changed how power-driven machines first made goods The Industrial Revolution had begun. goods were made. labor force noun, a group In the late 1700s, English factories made cloth. A great of workers number of factories were built in English cities. Soon capitalism noun, a system England was called “The Workshop of the World.” Workers where privately owned could earn more money in cities than on farms. Long hours factories and businesses make goods for profit and low pay were common, though. In 1838, three-fourths of the labor force was made up of women and children. England’s early cloth industry was part of the beginning of capitalism. Factories and other businesses were able to REVIEW How did the Scientific Revolution lead make and sell goods that were not owned or controlled by to the Industrial the government. -
Empire of Cotton"
Swarthmore College Works History Faculty Works History Spring 2017 Finding Value In "Empire Of Cotton" A. G. Jakes Ahmad Shokr Swarthmore College, [email protected] Follow this and additional works at: https://works.swarthmore.edu/fac-history Part of the History Commons Let us know how access to these works benefits ouy Recommended Citation A. G. Jakes and Ahmad Shokr. (2017). "Finding Value In "Empire Of Cotton"". Critical Historical Studies. Volume 4, Issue 1. 107-136. DOI: 10.1086/691060 https://works.swarthmore.edu/fac-history/498 This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in History Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. REVIEW ESSAY Finding Value in Empire of Cotton Aaron G. Jakes, New School for Social Research Ahmad Shokr, Swarthmore College urveying the progress of human history roughly a century ago, an editor of the official organ of Egypt’s foremost nationalist party saw a glaring contra- S “ ” diction. Oh emancipators, he asked in the title of a column he published in May 1907, “how can you free a slave [āmah] and enslave a nation [ummah]?” Through this clever bit of Arabic wordplay, the author Ahmaḍ Hilṃ ī introduced a strident critique of the colonial order that held sway in Egypt as in many other parts of the globe. At the dawn of a new century, he explained, “breaking the shackles of slavery from the hands of negro individuals [afrād al-zunūj]” repre- sented one of the proudest accomplishments of the world’s governments. -
The Age of Revolution 7 3
Teaching Thinking for Effective Learning in History Sample Assessment Tasks for the Revised Secondary Two Syllabus Prepared by Personal, Social and Humanities Education Section, Curriculum Development Institute, Education Department, Hong Kong First Print: 2000 © 2000 Copyright belongs to the Education Department, Hong Kong. Except for teaching and other non-profit-making purposes, no part of this book should be duplicated without the written consent of the Education Department. ISBN 962-8103-50-4 Contents PREFACE I. Multiple Choice Questions 1 1. Renaissance 2 2. The Age of Revolution 7 3. Life in the Age of Machines 18 4. East-West Encounters 20 II. True or False 24 1. The Age of Revolution 25 2. Life in the Age of Machines 27 3. East-West Encounters 29 4. Growth and Development of Hong Kong up to the Early Twentieth Century 31 5. Mixed Topics 33 III. Fill in the Blanks 35 1. Renaissance 36 2. Life in the Age of Machines 38 3. East- West Encounters 42 IV. Fact or Opinion 44 1. Renaissance 45 2. The Age of Revolution 46 3. East-West Encounters 47 V. Long Questions 49 1. The Age of Revolution 50 2. Life in the Age of Machines 54 3. East-West Encounters 61 VI. Creative Questions 63 1. The Age of Revolution 64 2. Life in the Age of Machines 66 3. East-West Encounters 68 PREFACE In May 1999, the Humanities Unit of Curriculum Development Institute produced a handbook on "Teaching Thinking for Effective Learning in History - Sample Assessment Tasks for the Revised Secondary One Syllabus" to support the implementation of the revised S1-3 History Syllabus and to change the traditional emphasis on rote learning in assessment. -
Slavery and Anglo‐
Economic History Review, 0, 0 (2020), pp. 1–31 Slavery and Anglo-American capitalism revisited † ∗ By GAVIN WRIGHT British and American debates on the relationship between slavery and economic growth have had little interaction with each other. This article attempts intellectual arbitrage by joining these two literatures. The linkage turns on the neglected part two of the ‘Williams thesis’: that slavery and the slave trade, once vital for the expansion of British industry and commerce, were no longer needed by the nineteenth century. In contrast to recent assertions of the centrality of slavery for US economic development, the article argues that part two of the Williams thesis applies with equal force to nineteenth-century America. Unlike sugar, cotton required no large investments of fixed capital and could be cultivated efficiently at any scale, in locations that would have been settled by free farmers in the absence of slavery. Cheap cotton was undoubtedly important for the growth of textiles, but cheap cotton did not require slavery. The best evidence for this claim is that after two decades of war, abolition, and Reconstruction, cotton prices returned to their prewar levels. In both countries, the rise of anti-slavery sentiment was not driven by the prospect of direct economic benefits, but major economic interest groups acquiesced in abolition because they no longer saw slavery as indispensable. he relationship between slavery and the industrial revolution is one of the oldest T debates in British economic history. On the American -
Enlightenment, Latin America, Age of Revolutions, Spanish America, Brazil Katherine A
Student Publications Student Scholarship Spring 2017 Enlightenment, Latin America, Age of Revolutions, Spanish America, Brazil Katherine A. Lentz Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/student_scholarship Part of the International Relations Commons, Latin American History Commons, and the Political History Commons Share feedback about the accessibility of this item. Lentz, Katherine A., "Enlightenment, Latin America, Age of Revolutions, Spanish America, Brazil" (2017). Student Publications. 504. https://cupola.gettysburg.edu/student_scholarship/504 This open access student research paper is brought to you by The uC pola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The uC pola. For more information, please contact [email protected]. Enlightenment, Latin America, Age of Revolutions, Spanish America, Brazil Abstract An essay analyzing the effect of Enlightenment thinking on the political and societal elite of the colonial Spanish and Portuguese Americas, and the subsequent colonial revolutions. Keywords Enlightenment, Latin America, Age of Revolutions, Spanish America, Brazil Disciplines International Relations | Latin American History | Political History Comments Written for POL 103: Intro International Relations. Creative Commons License Creative ThiCommons works is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License. License This student research paper is available at The uC pola: Scholarship at Gettysburg -
Rethinking Capitalism and Slavery New Perspectives from American Debates
Rethinking capitalism and slavery New perspectives from American debates Pepijn Brandon TSEG 12 (4): 117–137 DOI: 10.5117/TSEG2015.4.BRAN Review article of: Edward E. Baptist, The half has never been told. Slavery and the making of American capitalism (New York: Basic Books, 2014) Sven Beckert, Empire of cotton. A global history (New York: Alfred A. Knopf, 2014) Greg Grandin, The Empire of necessity. Slavery, freedom, and deception in the new world (New York: Metropolitan, 2014) Walter Johnson, River of dark dreams. Slavery and Empire in the cotton kingdom (Cambridge, MA / London: The Belknap Press of Harvard Univer- sity Press, 2013) Calvin Schermerhorn, The business of slavery and the rise of American ca- pitalism, 1815-1860 (New Haven / London: Yale University Press, 2015) 1 Introduction1 So many books and articles have been published in recent years discussing the relationship between slavery and the development of capitalism that it 1 In the preparation of this article, which I wrote as part of a NWO-Rubicon funded research project, I benefited from discussions with students and colleagues in the Atlantic History seminar at the University of Pittsburgh, participation in the Mapping Slavery expert meeting organized by Dienke Hondius and Anthony Bogues at Brown University’s Center for Slavery and Justice Stu- dies, and from the many conversations on these and related issues with colleagues in my second research project ‘Slaves, commodities and logistics’ at the VU, IISG and Leiden University. Karel Davids, Seymour Drescher and Marcus Rediker read and commented on the text. I am greatly indebted to each of them for their encouragement and constructive remarks. -
The Attitude of William Wilberforce and the Evangelicals Toward the Reform of Working-Class Conditions in Early Nineteenth-Century England James J
College of the Holy Cross CrossWorks Fenwick Scholar Program Honors Projects 5-1970 The Attitude of William Wilberforce and the Evangelicals Toward the Reform of Working-Class Conditions in Early Nineteenth-Century England James J. Dorey '70 College of the Holy Cross, [email protected] Follow this and additional works at: http://crossworks.holycross.edu/fenwick_scholar Part of the History Commons Recommended Citation Dorey, James J. '70, "The ttA itude of William Wilberforce and the Evangelicals Toward the Reform of Working-Class Conditions in Early Nineteenth-Century England" (1970). Fenwick Scholar Program. 4. http://crossworks.holycross.edu/fenwick_scholar/4 This Thesis is brought to you for free and open access by the Honors Projects at CrossWorks. It has been accepted for inclusion in Fenwick Scholar Program by an authorized administrator of CrossWorks. THE ATTITUDE OF WILLIM; WILBERFORCE l;ND THE EVANGELICALS TOWARD THE REFORM OF WORKING-CLASS CONDITIONS IN EARLY NINETEENTH-CENTURY ENGLAND Exiled in America in 1818, \>lilliarri Cobbett mentioned its advantages in a letter to Henry Hunt: "No Cannings, Liverpools, Castlereaghs, Eldons, Ellenboroughs, or Sidmouths. No bankers. No squeaking \>lynnes. · No Wilberforcesl Think of~~ No 1 W'ilberforces!" Wilberforce was "an ugly epitome of the devil," according to another democrat, Francis Place, after the Peter- 2 loo debate. The substance of the charge was that the benevolence Wilberforce expended on African slaves and Indian savages, on everyone everywhere except in England, could have been better expended at home. Abolitionist and Evangelical, '•o/ilberforce _abhorred chattel-slavery abroad but tolerated wage-slavery in England. He was a hypocrite. More recently, commentators have noted the Evangelicals' "willful blindness," "atrophy of conscience," and "lukewarn;- ness" toward the plight of the working man. -
CAPITALISM and SLAVERY in the CARIBBEAN Semester I, 2014-15
University of Wisconsin–Madison Department of History History 730 Pro-Seminar in Latin American History CAPITALISM AND SLAVERY IN THE CARIBBEAN Semester I, 2014-15 Francisco A. Scarano Office hours: 4134 Humanities Thursdays 12:00-1:00 (walk-in) 263-3945/263-1800 Thursdays 1:00-3:00 (sign-up only) [email protected] Course description: This seminar will explore crucial debates on the history of Caribbean working peoples from the sixteenth to the nineteenth centuries. One of Europe’s foremost tropical frontiers in the age of merchant capitalism, the Caribbean islands and the contiguous lowlands of South and Central America were, along with Brazil, a locus of plantation systems created to satisfy the demand for tropical staples such as sugar, tobacco, cotton, and coffee. Because the area’s native population was practically annihilated during its initial contact with the Europeans, the establishment of efficient and profitable exploitation colonies in these relatively empty spaces hinged on the adoption of labor systems that subjected large numbers of forced migrants to working and living conditions so rigorous as to be universally abhorred by their vic- tims. After some experimentation before 1650, African chattel slavery became the preferred mode of ex- ploitation. The workers, brought from Africa in numbers that exceeded 4 million--for the Caribbean alone--between 1500 and 1865, were stripped of the individual rights which in Europe at the time were being increasingly regarded as “universal”. African slavery laid the material and demographic founda- tions for those “entirely new societies”, fashioned by the European colonizers as if they were the antithe- ses --albeit indispensable ones-- of the emerging capitalist-liberal order. -
Art in the Age of Revolution and Reaction
Art in the Age of Revolution European Art 1800–1880 and Reaction Hippolyte-Jean Flandrin. René-Charles Dassy and His Brother Jean-Baptiste-Claude Amédé Dassy, 1850. Sweeping historical events shaped the character Oil on canvas. Leonard C. Hanna Jr. Fund 2000.17 of European art of the 1800s, beginning with the Napoleonic wars, and continuing through the revolutions of 1830 and 1848, and the Franco-Prussian War of 1870. The unification of Italy in 1861 and Germany in 1871, along with expansion of the British and Russian Empires, were accompanied by rising nationalism and waves of counter-revolutionary reaction. As the industrial revolution brought tremendous wealth, the European powers fought to control trade and colonies across the globe. The romantic idea of overthrowing tyrannical oppression through violent uprisings first unleashed by the American and French Revolutions fired the imaginations of poets and artists. French painter Eugène Delacroix, like the British poet Lord Byron, became an ardent supporter of the Greeks during their war for independence (1821–29) against the Ottoman Empire. Many Europeans regarded the Greek uprising as an effort to reclaim the birthplace of democracy for Western Eugène Delacroix. Greek Cavalry Men Resting in a Forest, 1858. Oil on canvas. Gift of Mr. and civilization. The war even influenced French fashion, as reflected Mrs. J. H. Wade 1916.1032 in the man wearing a black velvet suit in the exotic à la Grec mode in Hippolyte-Jean Flandrin’s portrait of two brothers Francisco de Goya. The Disasters of War: (to the right). And There Is No Remedy, 1810–20. -
Edward V. Sparer Symposium: "Reparations. Now."
Selected Bibliography for: 37TH ANNUAL SPARER SYMPOSIUM REPARATIONS. NOW. FRIDAY, JANUARY 19, 2018. Underneath the Archives: How Institutions Benefitted Allison Baker et al., Slavery at South Carolina College, 1801-1865: The Foundations of the University of South Carolina, NEW UNIVERSITY LIBRARY WEB SITE (May 2011), available here. ALFRED L. BROPHY, UNIVERSITY, COURT, AND SLAVE (2016), available at Biddle. Paul Finkelman, Slaves as Fellow Servants: Ideology, Law, and Industrialization, 31 AM. J. LEGAL HIST. 269 (1987), available here. ROBERT WILLIAM FOGEL, WITHOUT CONSENT OR CONTRACT (1989), available at Van Pelt. WITHOUT CONSENT OR CONTRACT. TECHNICAL PAPERS: THE RISE AND FALL OF AMERICAN SLAVERY (Robert William Fogel & Stanley L. Engerman, eds. 1992), available at Van Pelt. Eugene D. Genovese, ROLL, JORDAN, ROLL; THE WORLD THE SLAVES MADE (1974), available at Van Pelt. _______, The Medical and Insurance Costs of Slaveholding in the Cotton Belt, 45 J. NEGRO HISTORY 141 (1960), available here. CLAUDIA DALE GOLDIN, URBAN SLAVERY IN THE AMERICAN SOUTH, 1820-1860: A QUANTITATIVE HISTORY (1976), available at Van Pelt. Chris Hayes, The New Abolitionism, THENATION.COM (Apr. 22, 2014), available here. WOODY HOLTON, FORCED FOUNDERS: INDIANS, DEBTORS, SLAVES, AND THE MAKING OF THE AMERICAN REVOLUTION (2011), available online via Van Pelt (with Penn login). In Re African-American Slave Descendants Litigation, 375 F. Supp. 2d 721 (N.D. Ill. 2005), available here. In Re African-American Slave Descendants Litigation, 471 F. 3d 754 (7th Cir. 2006), available here. 1 Evan Kutzler, Sarah Conlon, Jamie Diane Wilson & Joann Zeise, Revealing Slavery's Legacy at a Public University in the South (Part 1), HISTORY@WORK (Oct.