Second Contact (Colonization, Book One)
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English, French, and Spanish Colonies: a Comparison
COLONIZATION AND SETTLEMENT (1585–1763) English, French, and Spanish Colonies: A Comparison THE HISTORY OF COLONIAL NORTH AMERICA centers other hand, enjoyed far more freedom and were able primarily around the struggle of England, France, and to govern themselves as long as they followed English Spain to gain control of the continent. Settlers law and were loyal to the king. In addition, unlike crossed the Atlantic for different reasons, and their France and Spain, England encouraged immigration governments took different approaches to their colo- from other nations, thus boosting its colonial popula- nizing efforts. These differences created both advan- tion. By 1763 the English had established dominance tages and disadvantages that profoundly affected the in North America, having defeated France and Spain New World’s fate. France and Spain, for instance, in the French and Indian War. However, those were governed by autocratic sovereigns whose rule regions that had been colonized by the French or was absolute; their colonists went to America as ser- Spanish would retain national characteristics that vants of the Crown. The English colonists, on the linger to this day. English Colonies French Colonies Spanish Colonies Settlements/Geography Most colonies established by royal char- First colonies were trading posts in Crown-sponsored conquests gained rich- ter. Earliest settlements were in Virginia Newfoundland; others followed in wake es for Spain and expanded its empire. and Massachusetts but soon spread all of exploration of the St. Lawrence valley, Most of the southern and southwestern along the Atlantic coast, from Maine to parts of Canada, and the Mississippi regions claimed, as well as sections of Georgia, and into the continent’s interior River. -
The Impact of the Second World War on the Decolonization of Africa
Bowling Green State University ScholarWorks@BGSU 17th Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 13th, 1:30 PM - 3:00 PM The Impact of the Second World War on the Decolonization of Africa Erin Myrice Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Myrice, Erin, "The Impact of the Second World War on the Decolonization of Africa" (2015). Africana Studies Student Research Conference. 2. https://scholarworks.bgsu.edu/africana_studies_conf/2015/004/2 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. The Impact of the Second World War on the Decolonization of Africa Erin Myrice 2 “An African poet, Taban Lo Liyong, once said that Africans have three white men to thank for their political freedom and independence: Nietzsche, Hitler, and Marx.” 1 Marx raised awareness of oppressed peoples around the world, while also creating the idea of economic exploitation of living human beings. Nietzsche created the idea of a superman and a master race. Hitler attempted to implement Nietzsche’s ideas into Germany with an ultimate goal of reaching the whole world. Hitler’s attempted implementation of his version of a ‘master race’ led to one of the most bloody, horrific, and destructive wars the world has ever encountered. While this statement by Liyong was bold, it held truth. The Second World War was a catalyst for African political freedom and independence. -
World Geography: Unit 6
World Geography: Unit 6 How did the colonization of Africa shape its political and cultural geography? This instructional task engages students in content related to the following grade-level expectations: • WG.1.4 Use geographic representations to locate the world’s continents, major landforms, major bodies of water and major countries and to solve geographic problems • WG.3.1 Analyze how cooperation, conflict, and self-interest impact the cultural, political, and economic regions of the world and relations between nations Content • WG.4.3 Identify and analyze distinguishing human characteristics of a given place to determine their influence on historical events • WG.4.4 Evaluate the impact of historical events on culture and relationships among groups • WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) In this instructional task, students develop and express claims through discussions and writing which Claims examine the effect of colonization on African development. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How does the history of colonization continue to affect the economic and social aspects of African countries today? (WG.1.4, WG.3.1, WG.4.3, WG.4.4, WG.6.3) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How and why did the How did European What perspectives exist How did colonization Supporting Questions colonization of Africa countries politically on the colonization of impact Africa? begin? divide Africa? Africa? Students will analyze Students will explore Students will analyze Students will examine the origins of the European countries political cartoons on the lingering effects of Tasks colonization in Africa. -
Colonialism and Economic Development in Africa
NBER WORKING PAPER SERIES COLONIALISM AND ECONOMIC DEVELOPMENT IN AFRICA Leander Heldring James A. Robinson Working Paper 18566 http://www.nber.org/papers/w18566 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 November 2012 We are grateful to Jan Vansina for his suggestions and advice. We have also benefitted greatly from many discussions with Daron Acemoglu, Robert Bates, Philip Osafo-Kwaako, Jon Weigel and Neil Parsons on the topic of this research. Finally, we thank Johannes Fedderke, Ewout Frankema and Pim de Zwart for generously providing us with their data. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2012 by Leander Heldring and James A. Robinson. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Colonialism and Economic Development in Africa Leander Heldring and James A. Robinson NBER Working Paper No. 18566 November 2012 JEL No. N37,N47,O55 ABSTRACT In this paper we evaluate the impact of colonialism on development in Sub-Saharan Africa. In the world context, colonialism had very heterogeneous effects, operating through many mechanisms, sometimes encouraging development sometimes retarding it. In the African case, however, this heterogeneity is muted, making an assessment of the average effect more interesting. -
Roma and Sinti Under-Studied Victims of Nazism
UNITED STATES HOLOCAUST MEMORIAL MUSEUM CENTER FOR ADVANCED HOLOCAUST STUDIES Roma and Sinti Under-Studied Victims of Nazism Symposium Proceedings W A S H I N G T O N , D. C. Roma and Sinti Under-Studied Victims of Nazism Symposium Proceedings CENTER FOR ADVANCED HOLOCAUST STUDIES UNITED STATES HOLOCAUST MEMORIAL MUSEUM 2002 The assertions, opinions, and conclusions in this occasional paper are those of the authors. They do not necessarily reflect those of the United States Holocaust Memorial Council or of the United States Holocaust Memorial Museum. Third printing, July 2004 Copyright © 2002 by Ian Hancock, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Michael Zimmermann, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Guenter Lewy, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Mark Biondich, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Denis Peschanski, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by Viorel Achim, assigned to the United States Holocaust Memorial Museum; Copyright © 2002 by David M. Crowe, assigned to the United States Holocaust Memorial Museum Contents Foreword .....................................................................................................................................i Paul A. Shapiro and Robert M. Ehrenreich Romani Americans (“Gypsies”).......................................................................................................1 Ian -
From Colonization to Integration in Britain and France
The Legacies of History? From Colonization to Integration in Britain and France Erik Bleich Department of Political Science Munroe Hall Middlebury College Middlebury, VT 05753 [email protected] The Legacies of History? From Colonization to Integration in Britain and France “The tradition of all the dead generations weighs like a nightmare on the brain of the living.” --Karl Marx, The Eighteenth Brumaire of Louis Bonaparte How do we understand the effects of colonialism and decolonization on integration in Europe and the Americas?1 One important way is to gauge the institutional legacies of history. During the colonial era, countries such as Britain and France established a host of political and administrative institutions to rule beyond their borders. These had significant effects on how people worked, where they lived, what they learned, how they interacted with one another, and even how they understood themselves. It is natural to assume that some of these institutions have had enduring effects on metropolitan societies, particularly given the increasing diversity—in no small measure due to former colonial subjects migrating to the heart of the empire—in Western European societies after World War Two. Yet the relationship between managing ethnically diverse societies in the colonies and managing them at home has rarely been carefully scrutinized. It is sometimes asserted that Britain and France had different colonial policies and that they now have different integration policies that seem in important respects similar to their colonial policies. Ergo, the logic goes, there must be a connection between colonial and integration policies in both Britain and France. Favell (1998: 3-4) sketches out the implicit argument as follows: The responses of France and Britain [to the problematic of immigration], as befits their respective colonial reputations, appear to be almost reversed mirror images of one [an]other: France emphasizing 1 I am grateful for the excellent research assistance of Jill Parsons in the preparation of this paper. -
Present Day Effects of French Colonization on Former French Colonies
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work Spring 5-1998 Present Day Effects of French Colonization on Former French Colonies Lori Liane Long University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Recommended Citation Long, Lori Liane, "Present Day Effects of French Colonization on Former French Colonies" (1998). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/266 This is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. UNIVERSITY HONORS PROGRAM SENIOR PROJECT - APPROVAL Name: lO I t-DI/\q ----------------- ~ ----------------------------------- I \ - . fj College: jJrJ~~ _~.f_1Ck"_ ~~~___ Departmen t: .' ~L_=b~- i- ~ __~(~ _ . J~~ __ _ Faculty Mentor: _ hi. -"- :~ _Q._~t.:.~~~~::_______________________________ _ PROJECT TITLE: I have reviewed this completed senior honors thesis with this student and certify that it is a project commensurate with honors level undergraduate research in this :i~~:e ~~___ :::~ ________________________ , Facu Jty Men tor Da te: !-~Llft - ~<j- ] -l-------- Comments (Optional): The Present-Day Effects of French Colonization on Former French Colonies Lori Liane Long Senior Project May 13, 1998 In the world today. it is indisputable fact that some states have much higher standards of Jjving than others. For humanitarians, concerned with the general state of mankind, this is a troublesome problem. -
Behind Enemy Lines: World War II Civilian Resistance Efforts in Europe by Felishia A
Behind Enemy Lines: World War II Civilian Resistance Efforts in Europe by Felishia A. Hendra Elliot L. Hearst, Faculty Mentor PACE UNIVERSITY August 31, 2019 Cover of the underground Yiddish newspaper, Jugend Shtimme (Voice of the Youth), which was distributed in the Warsaw Ghetto. The Yiddish caption reads "Fascism must be smashed!" Date: 1941 | Source: United States Holocaust Memorial Museum Introduction The notion that perception is reality is often false. During World War II, the Nazis put their long-held plans of annihilating the Jews from Europe into action. Members of other groups they believed to be inferior were also targeted, such as those with developmental or mental issues, Romani, homosexuals, and Jehovah’s Witnesses. Many people are of the opinion that their victims went to their fates passively, sometimes described with the cliché of going “like a lamb to the slaughter”. The well-known Warsaw Ghetto Uprising is widely recognized as one of the few, if not only, attempts at resistance. While it is true that many of the doomed did not resist much, if at all, important considerations to keep in mind are that for the most part these individuals were unarmed due to Nazi-imposed gun control laws, they were minorities who were vastly outnumbered, and many of their neighbors were either Nazi sympathizers or outright collaborators themselves. It is also important to note that their captors constantly and deliberately lied to these people, routinely telling them they were going to work camps for a short time, or sent them to live in other areas, when in truth death was their ultimate predetermined destination. -
Memory Unearthed: the Lodz Ghetto Photographs of Henryk Ross October 27, 2018 - February 24, 2019
Memory Unearthed: The Lodz Ghetto Photographs of Henryk Ross OCTOBER 27, 2018 - FEBRUARY 24, 2019 PORTLAND ART MUSEUM The Last Journey of the Jews of Lodz OCTOBER 9, 2018 - FEBRUARY 24, 2019 OREGON JEWISH MUSEUM AND CENTER FOR HOLOCAUST EDUCATION Memory Unearthed: The Lodz Ghetto Photographs of Henryk Ross Man walking in winter in the remains of the synagogue on Wolborska Street, destroyed by the Germans in 1939, 1940, gelatin silver print Henryk Ross (1910-1991), a Polish Jew, worked as a photojournalist identification pictures as well as propaganda photographs before World War II. He was living in Lodz, Poland, in 1940 when depicting workshop laborers producing supplies for the Nazi occupiers forced all area Jews into the neighborhood of German Army and luxury goods for private companies. Baluty, the poorest area of the large industrial city. Over the four Without the Nazis’ knowledge, Ross hoarded film and used years that the Nazis controlled the Lodz Ghetto and used it as it to photograph birthday parties, wedding ceremonies, and a labor camp, more than 200,000 people were confined within other life-affirming events that continued during the early its boundaries, some staying for only a short time before being period of the Jews’ confinement in the ghetto. As deportations deported to concentration or extermination camps. and malnutrition increased, he photographed fragile bodies The Lodz Ghetto’s Jewish Council, which was overseen destroyed by overwork and starvation, gallows executions, and by German administrators, hired Ross to make resident people being forced onto train cars destined for extermination camps. He took these pictures at great risk, keeping his camera under his coat and hiding in attics or empty storerooms to photograph without detection. -
{DOWNLOAD} Liberating Atlantis Ebook Free Download
LIBERATING ATLANTIS PDF, EPUB, EBOOK Harry Turtledove | 452 pages | 07 Dec 2010 | Penguin Putnam Inc | 9780451463203 | English | New York, United States Liberating Atlantis | Turtledove | Fandom Original Title. Other Editions 4. Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Liberating Atlantis , please sign up. Lists with This Book. Community Reviews. Showing Average rating 3. Rating details. More filters. Sort order. Start your review of Liberating Atlantis Atlantis, 3. Dec 29, David R. One of Turtledove's silliest books. The series now at 3 has become a total mess. In this one, we are supposed to imagine that an ad hoc servile insurrection changes entire folkways after one battle. What is worse is the endless talking by uninteresting characters. I hope he end this series. Jun 07, Angus Whittaker rated it did not like it Shelves: read-in I only wish I could give this thing negative stars. It is bad - laughably bad. Or cry-ably bad. For starters, everyone in the novel is an idiot, and I mean that as sincerely as possible. The entire cast has about half a cup of intelligence between them, though Harry Turtledove seems to think they're all sharp as tacks. He repeatedly tells us how clever and wry his characters are, even as they spout their idiotic nonsense ineffectually masquerading as wit. Turtledove seems to have only enough ima I only wish I could give this thing negative stars. Turtledove seems to have only enough imagination for about five different types of scenes in the whole book. -
Neocolonialism in Disney's Renaissance
Neocolonialism in Disney’s Renaissance: Analyzing Portrayals of Race and Gender in Pocahontas, The Hunchback of Notre Dame, and Atlantis: The Lost Empire by Breanne Johnson A THESIS submitted to Oregon State University Honors College in partial fulfillment of the requirements for the degree of Honors Baccalaureate of Science in Public Health: Health Promotion/Health Behavior (Honors Scholar) Honors Baccalaureate of Science in Sustainability (Honors Scholar) Presented June 7, 2019 Commencement June 2019 AN ABSTRACT OF THE THESIS OF Breanne Johnson for the degree of Honors Baccalaureate of Science in Public Health: Health Promotion/Health Behavior and Honors Baccalaureate of Science in Sustainability presented on June 7, 2019. Title: Neocolonialism in Disney’s Renaissance: Analyzing Portrayals of Race and Gender in Pocahontas, The Hunchback of Notre Dame, and Atlantis: The Lost Empire. Abstract approved:_____________________________________________________ Elizabeth Sheehan The Walt Disney Company is one of the most recognizable and pervasive sources of children’s entertainment worldwide and has carefully crafted an image of childhood innocence. This wholesome image is contradicted by Disney’s consistent use of racist and sexist tropes, as well as its record of covertly using political themes in its media. Disney has a history of using its animated films to further a neocolonial ideology – an ideology that describes how current global superpowers continue to control the natural and capital resources of underdeveloped countries and to profit off of the unequal trading of these resources. The period of Disney’s history known as its animated Renaissance marked a clear return to the brand’s championing of American interventionism abroad. -
Cultural Consequences of Colonization
Cultural Consequences of Colonization CDI Course proposal submitted by: Salikoko S. Mufwene, Department of Linguistics, Chicago & Dain Borges, Department of History, Chicago Rationale: Colonization has interested many scholars in various research areas, including: • economic and political history (investigating economic causes of colonization and the legacy of colonial rules in today’s societies); • cultural and social anthropology (dealing generally with the destructive impact of colonization on indigenous cultures and with the cultural identity of descendants of the colonists and former slaves in former settlement colonies of especially the New World and Indian Ocean); • literature and culture studies (with particular interest today in postcolonial productions and also with phenomena such as the “créolité” movement in French overseas departments); and • linguistics (focusing on the emergence of new language varieties, particularly creoles, pidgins, and indigenized varieties of colonial European languages in Africa and Asia, as well as on language loss in former colonies, chiefly the Americas and Australia). Generally, the relevant scholars have focused on the colonization of the world by Europe since the 15th century, with colonization too often dealt with as a uniform enterprise from one colony to another. Except in history, rare are studies that have discussed the causes of colonization and why there are so many differences in the resultant socio-economic structures and cultures of former European colonies. For instance, why is it