The Transformation of the World
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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. -
Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2013 Long Live the Revolutions: Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880 Heather Marlene Bennett University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the European History Commons Recommended Citation Bennett, Heather Marlene, "Long Live the Revolutions: Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880" (2013). Publicly Accessible Penn Dissertations. 734. https://repository.upenn.edu/edissertations/734 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/734 For more information, please contact [email protected]. Long Live the Revolutions: Fighting for France's Political Future in the Long Wake of the Commune, 1871-1880 Abstract The traumatic legacies of the Paris Commune and its harsh suppression in 1871 had a significant impact on the identities and voter outreach efforts of each of the chief political blocs of the 1870s. The political and cultural developments of this phenomenal decade, which is frequently mislabeled as calm and stable, established the Republic's longevity and set its character. Yet the Commune's legacies have never been comprehensively examined in a way that synthesizes their political and cultural effects. This dissertation offers a compelling perspective of the 1870s through qualitative and quantitative analyses of the influence of these legacies, using sources as diverse as parliamentary debates, visual media, and scribbled sedition on city walls, to explicate the decade's most important political and cultural moments, their origins, and their impact. -
Re-Evaluating the Communist Guomindang Split of 1927
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School March 2019 Nationalism and the Communists: Re-Evaluating the Communist Guomindang Split of 1927 Ryan C. Ferro University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the History Commons Scholar Commons Citation Ferro, Ryan C., "Nationalism and the Communists: Re-Evaluating the Communist Guomindang Split of 1927" (2019). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/7785 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Nationalism and the Communists: Re-Evaluating the Communist-Guomindang Split of 1927 by Ryan C. Ferro A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of History College of Arts and Sciences University of South Florida Co-MaJor Professor: Golfo Alexopoulos, Ph.D. Co-MaJor Professor: Kees Boterbloem, Ph.D. Iwa Nawrocki, Ph.D. Date of Approval: March 8, 2019 Keywords: United Front, Modern China, Revolution, Mao, Jiang Copyright © 2019, Ryan C. Ferro i Table of Contents Abstract……………………………………………………………………………………….…...ii Chapter One: Introduction…..…………...………………………………………………...……...1 1920s China-Historiographical Overview………………………………………...………5 China’s Long -
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. -
Liudmyla Hrynevych the Price of Stalin's “Revolution from Above
Liudmyla Hrynevych The Price of Stalin’s “Revolution from Above”: Anticipation of War among the Ukrainian Peasantry On the whole, the Soviet industrialization program, as defined by the ideological postulate on the inevitability of armed conflict between capitalism and socialism and implemented at the cost of the merciless plundering of the countryside, produced the results anticipated by the Stalinist leadership: the Soviet Union made a great industrial leap forward, marked first and foremost by the successful buildup of its military-industrial complex and the modernization of its armed forces.1 However, the Bolshevik state’s rapid development of its “steel muscle” led directly to the deaths of millions of people—the Soviet state’s most valuable human resources—and the manifestation of an unprecedented level of disloyalty to the Bolshevik government on the part of a significant proportion of the Soviet population, particularly in Ukraine, not seen since the civil wars fought between 1917 and the early 1920s. The main purpose of this article is to establish a close correlation between the Stalinist “revolution from above,” the Holodomor tragedy, and the growth of anti-Soviet moods in Ukrainian society in the context of its attitude to a potential war. The questions determining the intention of this article may be formulated more concretely as follows: How did the population of the Ukrainian SSR imagine a possible war? What was the degree of psychological preparedness for war? And, finally, the main question: To what extent did political attitudes in Ukrainian society prevalent during the unfolding of the Stalinist “revolution from above” correspond to the strategic requirement of maintaining the masses’ loyalty to the Soviet government on an adequate level as a prerequisite for the battle-readiness of the armed forces and the solidity of the home front? Soviet foreign-policy strategy during the first decade after the end of the First World War resembled the two-faced Roman god Janus. -
Revolutions Against the State*
Revolutions Against the State* Colin J. Beck Pomona College Forthcoming. The New Handbook of Political Sociology, edited by Thomas Janoski, Cedric de Leon, Joya Misra, and Isaac Martin. New York: Cambridge University Press. Address correspondence to: Colin J. Beck Department of Sociology Pomona College 420 N Harvard Ave Claremont, CA 91711 [email protected] * Acknowledgments: This chapter was informed by conversations with the participants of the Rethinking Revolutions Workshop at the London School of Economics and Political Science in May 2017. In particular, I thank Mlada Bukovansky, Erica Chenoweth, George Lawson, Sharon Nepstad, and Daniel Ritter. I also thank John Foran for his comments on a prior version. Beck Revolutions Against the State Introduction The way social scientists think that others think about revolutions has been shaped primarily by Jack Goldstone. In his influential review essays, Goldstone (1982, 2001) presents the 20th century study of revolution as occurring in generations—from natural historians of the 1930s to general theorists of the mid-20th century, from state-centered scholars in the 1980s to a contemporary fourth generation basket of approaches. Because it is so familiar, his reading animates nearly all contemporary literature reviews in revolution studies. Goldstone’s categorizations have even impelled new work, as in Sohrabi’s (1995) research on models of revolution or Lawson’s (2016) recent theoretical synthesis. There is a problem with this way of thinking about the field of revolution studies, however. Social science of any sort, let alone in the study of revolution, does not cohere in neat generations. I offer a few examples. During the so-called natural history phase, other scholars like Merriman (1938) argued for general structural theories of revolution that look much more like the state-centered accounts of four decades later. -
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. -
Passive Revolution: a Universal Concept with Geographical Seats
1 Passive revolution: A universal concept with geographical seats Abstract In this article, I argue that Antonio Gramsci’s concept of passive revolution makes a foundational contribution to International Relations (IR), yet has been relatively under appreciated by the broader discipline. Within the Historical Sociology of International Relations, uneven and combined development has recently been postulated as a key trans-historical law that provides a social theory of the ‘international’. Drawing from, but moving beyond these debates, I will argue that passive revolution is a key conditioning factor of capitalist modernity. I will demonstrate how the concept of passive revolution is the element that explains the connection between the universal process of uneven development and the manner in which specific combinations occur within the capitalist era as geo- political pressures, in tandem with domestic social forces become internalised into geographically specific state forms. It therefore offers a corrective to the frequently aspatial view that is found in much of the literature in IR regarding uneven and combined development. Additionally, passive revolution provides a more politicised understanding of the present as well as an important theoretical lesson in relation to what needs to be done to affect alternative trajectories of development. Key words Gramsci, passive revolution, uneven development, capitalism, revolution 2 Introduction The title of this article takes its cue from a remark by Antonio Gramsci in the Prison Notebooks -
From Socialism to Market Economy: the Transition Problem
Upjohn Press Upjohn Research home page 1-1-1992 From Socialism to Market Economy: The Transition Problem William S. Kern Western Michigan University Follow this and additional works at: https://research.upjohn.org/up_press Part of the International Economics Commons Citation Kern, William S., ed. 1992. From Socialism to Market Economy: The Transition Problem. Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. https://doi.org/10.17848/9780880995641 This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. This title is brought to you by the Upjohn Institute. For more information, please contact [email protected]. C/5"T1 ^ut^r :Svv=a J^F>?MS 1^1^ ^^PSg-pwpt^lMl^S^^I5*! B-ft) From SOCIALISM to MARKET ECONOMY The Transition Problem William S. Kern, Editor 1992 W.E. UPJOHN INSTITUTE for Employment Research Kalamazoo, Michigan Library of Congress Cataloging-in-Publication Data From socialism to market economy: the transition problem / William S. Kern, editor, p. cm. Includes bibliographical references and index. ISBN 0-88099-129-1 (hard). — ISBN 0-88099-130-5 (pbk.) 1. Soviet Union—Economic policy—1986-1991—Congresses. 2. Post- communism—Soviet Union—Congresses. 3. Europe, Eastern—Economic policy—1989—Congresses. 4. Post-communism—Europe, Eastern— Congresses. I. Kern, William S., 1952- HC336.26.F77 1992 338.947—dc2 92-26336 CIP Copyright © 1992 WE. Upjohn Institute for Employment Research 300 S. Westnedge Avenue Kalamazoo, Michigan 49007 THE INSTITUTE, a nonprofit research organization, was established on July 1, 1945. It is an activity of the W.E. Upjohn Unemployment Trustee Corporation, which was formed in 1932 to administer a fund set aside by the late Dr. -
Industrial Revolution from Wikipedia, the Free Encyclopedia
Industrial Revolution From Wikipedia, the free encyclopedia A Watt steam engine, the steam enginefuelled primarily by coal that propelled the Industrial Revolution in Great Britain and the world.[1] The Industrial Revolution was a period from the 18th to the 19th century where major changes in agriculture, manufacturing, mining, transport, and technology had a profound effect on the socioeconomic and cultural conditions starting in the United Kingdom, then subsequently spreading throughout Europe, North America, and eventually the world. The Industrial Revolution marks a major turning point in human history; almost every aspect of daily life was eventually influenced in some way. Most notably, average income and population began to exhibit unprecedented sustained growth. In the two centuries following 1800, the world's average per capita income increased over 10-fold, while the world's population increased over 6-fold. [2] In the words of Nobel Prize winning Robert E. Lucas, Jr., "For the first time in history, the living standards of the masses of ordinary people have begun to undergo sustained growth. ... Nothing remotely like this economic behavior has happened before."[3] Starting in the later part of the 18th century there began a transition in parts of Great Britain's previously manual labour and draft-animal–based economy towards machine-based manufacturing. It started with the mechanization of the textile industries, the development of iron-making techniques and the increased use of refined coal.[4] Trade expansion was enabled by the introduction of canals, improved roads and railways. The introduction of steam power fuelled primarily by coal, wider utilisation of water wheels and powered machinery (mainly in textile manufacturing) underpinned the dramatic increases in production capacity.[5] The development of all-metalmachine tools in the first two decades of the 19th century facilitated the manufacture of more production machines for manufacturing in other industries. -
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