Power, Conquest, and a World System
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| territory under the immediate political control of a nation state | colony
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| unpaid labor required by a governing authority | corvée labor
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| joint stock company chartered by Dutch government to control all Dutch trade in Indian/Pacific Oceans | Dutch East India Company
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| Dutch East India Company also known by its Dutch initials | VOC, for Verenigde Ostendische Compagnie
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| the Lords Seventeen, members of board of directors of Dutch East India Company | Heeren XVII
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| firm managed by a centralized board of directors but owned by its shareholders | joint stock company
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| agricultural plantation specializing in large-scale production of single crop to be sold on market | monoculture plantation
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| strip an area of money, goods/raw materials through threat/use of physical violence | pillage
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| Tirailleurs Sénégalais | Senegalese Riflemen
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| army existing from 1857-1960 composed largely of soldiers from French W African colonies led by officers from Metropolitan France | Tirailleurs Sénégalais
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| our world is result of __ __ processes that involved __ & __ of wealth & power | large-scale historical; ebb; flow
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| probably appeared about 5500 years ago | earliest writing
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| invented in China about 1000 years ago | first movable type printing press
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| first European to use movable type printing press about 570 years ago | Gutenberg
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| invented about 165 years ago | telegraph
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| invented about 135 years ago | telephone
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| invented about 90 years ago | radio
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| invented about 70years ago | TV
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| invented about 50 years ago | satellite
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| invented about 25 years ago | internet access
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| seeming to be present everywhere at once within last 10-15 years | cell phones
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| our world today was substantially created by a specific instance of state-level societies | expanding & contracting
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| most important factor in determining political/economic condition of world in past several hundred years expansion of N Europe & settled colonies of | English-speaking subjects & citizens
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| world economic system resulted in __ __ both within & among nations | enormous inequalities
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| world economic system created __ __ necessary for Industrial Revolution & development of capitalism | financial accumulation
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| Ottoman Empire, Russia & Japan played critical roles in development of | world economic system
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| expanding influence & power of W European states had the greatest __ __ on development of world economic system | impact worldwide
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| had expanded steadily in 5 centuries leading up to 1400 | Islamic powers
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| often made longer ocean voyages than Europe | Arab & Chinese
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| stretched from Spain to Indonesia in/around 1400; improved on ancient scholarship; important discoveries in astronomy, mathematics, medicine, chemistry, zoology, mineralogy, & meteorology | Muslim societies
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| believed China to be most powerful state in world | Emperor Ch'ien Lung
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| at the end of __ __ __ Britain & other European powers virtually controlled China | First Opium War
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| desire of pious to Christianize world was motivating factor for | European expansion
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| archives of __ __ include more than 15,000 letter (written btwn 1550-1771) from people wanting to be missionaries | Jesuit order
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| powerful but hidden Christian monarch | Prester John
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| searched for mythical kingdom on Prester John, fountain of youth & seven cities of Cibola | Europeans
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| chronicler of Spanish conquest of Americas & swordsman under command of Cortex | Bernal Diaz del Castillo
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| poor & oppressed of Europe saw opportunities for wealth/respect in | colonies
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| Europeans were aided in pursuit of expansion by rise of __ & __ class | banking; merchant
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| Europeans were aided in pursuit of expansion by __ population | growing
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| Europeans were aided in pursuit of expansion by development of __ | caravel
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| Europeans were aided in pursuit of expansion by new ship better at sailing __ __ __ | into the wind
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| had critical impacts on world's people | monoculture plantation & joint stock company
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| key advantage Europeans had over other people was the __ they carried | diseases
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| almost every time Europeans met others who had been isolated from European, African, Asian land masses they brought death & destruction in form of | microbes
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| European tactics for searching for wealth were | ancient
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| tow of quickest ways to __ __ were to steal it from others & get people to work for you for free | accumulate wealth
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| no earlier nation had been able to practice war, slavery, exploitation, & inequality on the __ of European nations | scale
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| European expansion, for 1st time in history of all other nations, linked entire world into __ __ | economic system
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| Britons of almost all social classes expressed __ __ of world in their daily pattern of consumption | economic unification
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| European economic unification created much of __ of Europe & many of today's industrialized nations | wealth
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| European economic unification systematically __ much of world's populations | impoverished
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| pillaging was one of the most important means of __ __ | wealth transfer
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| Europeans were driven by search for __ __ | precious metals
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| when Europeans found precious metals they moved quickly to __ __ | seize them
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| precious metals belonging to indigenous people were sent back to Europe & __ placed under European control | mines
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| 1531 captured Inca emperor Atahuallpa & received 88.5 million in gold/2.5 million in silver as ransom | Pizarro
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| early 17th century 58,000 __ __ forced into silver mining in town of Potosi in Peruvian Andes | Indian workers
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| 1500-1600 __ colonies in Americas exported 30 tons of gold & 25,000 tons of silver | Spanish
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| after came to power in India, plundered treasury of Bengal sending wealth back to investors | British East India Company
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| 1860 __ __ west of Beijing was looted & contents auctioned off to looters for 260,000 pounds | Summer Palace
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| art, artifacts, curiosities, & occasionally human bodies were __ around world & sent to museums & private collections in Europe | stolen
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| plundered 7-ton head of Ramses from mortuary temple of Pharaoh Ramses II & (4) tombs in Valley of the Kings | Giovanni Belzoni
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| Giovanni Belzoni was sometimes known as __ __ Belzoni | The Great
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| sent to British museum where it remains today | 7-ton head of Ramses
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| key element of European expansion; most notorious example African slavery, along with impressing local inhabitants, debt servitude, & other forms of peonage | forced labor
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| Europeans forced both peopled whose land they conquered & their own lower classes into | vassalage
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| probably exported more than 7 million African slaves to Islamic world between 650-1600 | non-Europeans
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| Europeans practiced __ __ on larger scale than any people before them | African slavery
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| between end of 15th/19th century approximately 11.7 __ were exported from Africa to Americas | slaves
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| more than 6million slaves left __ in 19th century alone | Africa
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| scholars estimate for every African slave successfully landed in Americas, __ __ __ other Africans died in process of slave, capture, holding, & transportation | one to five
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| use of slave labor was __ __ for both slave shippers & plantation owners | extremely profitable
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| slave labor created continuous __ & ___ in areas which slaves were drawn | warfare; impoverishment
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| loss of so many people, violence, & political instability resulting from capture & transport of slaves __ __ African societies | radically altered
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| __ __ __ was created by monoculture plantations | demand for slaves
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| through 19th century __ was most important monoculture crop | sugar
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| 1701-1810 imported 252,500 slaves almost all of whom involved growing & processing sugar; island given over almost entirely to sugar production | Barbados
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| most early European exploration was __ & __ by aristocratic governments or small firms | financed; supported
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| by turn of 17th century __ & __ had established joint stock companies | British; Dutch
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| by mid-17th century French, Swedes Danes, Germans & Portuguese had established __ __ companies | joint stock
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| joint stock companies are __ of today's publicly held corporations | predecessors
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| exploration & trade by joint stock companies were able to raise a great deal of __ rapidly, & business ventures could be __ than previously possibly | capital; larger
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| aristocratic governments that dominated early European exploration were motivated, not only by money, but also by __ __ & desire for __ | missionary zeal; prestige
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| joint stock companies pursued wealth with __ & __ that governments often lacked | single-mindedness; efficiency
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| joint stock companies were frequently empowered to __ trade | monopolize
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| joint stock companies were frequently empowered to raise __ & conduct ___ | armies; wars
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| joint stock companies were frequently empowered to engage in __ __ | diplomatic negotiations
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| empowerments of joint stock companies frequently had __ __ on societies they penetrated | devastating effects
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| Dutch East India Company is a __ __ of a joint stock company | model example
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| shares in VOC were available on __ __ & held by __ __ of Dutch society | reasonable terms; wide cross-section
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| Dutch East India Company was empowered to make __ with local rulers in __ of Dutch Republic | treaties; name
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| Dutch East India Company was empowered to __ lands | occupy
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| Dutch East India Company was empowered to __ __ | levy taxes
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| Dutch East India Company was empowered to raise __ | armies
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| Dutch East India Company was empowered to __ war | declare
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| governments were some degree __ to those they governed | beholden
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| VOC interested solely in __ __ to its shareholders | returning dividends
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| through 17th-18th centuries, VOC distributed __ __ between 15.5-50% | annual dividends
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| VOC returned dividends on 40%/year for 6 __ years | consecutive
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| through 17th century VOC used its powers to __ __ of many of Indian Ocean islands (Java, Sri Lanka, & Malacca | seize control
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| VOC acquired right to control __ & __ of cloves, nutmeg, & mace) taking __ __ to maintain monopoly | production; trade; brutal steps
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| cloves, nutmeg, & mace were the __ __ spices of Indian Ocean islands | most valuable
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| 1620s, almost entire population deported, driven away, starved to death, or massacred; replaced w/Dutch colonists who used slave labor to operate nutmeg plantations | Banda
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| by 1670s Dutch gained control of all __ __ in what is now Indonesia | spice production
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| acquired slaves through warfare, purchase, & levy from China, India, Indonesia, Madagascar, & E Africa | VOC
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| 17th century controlled most of central Java | Maratram Dynasty
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| treatment of Chinese in Batavia is an example of the VOCs __ __ | extraordinary brutality
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| burden of continual warfare & corruption/inefficiency forced VOC into __ __ | financial difficulties
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| Heeren XVII were __ by Netherlands government in 1796 after investigation revealed corruption & mismanagement in all quarters | dismissed
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| Dec. 31, 1799 VOC __ __ | formally dissolved
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| Dutch client state of France | Batavian Republic
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| other mercantilists trading firms organized by British, French, Germans & Portuguese, Danes, Swedes eventually __ or __ __ by their national governments | dissolved; taken over
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| became one of sources for Industrial Revolution & rise of capitalism | supply of wealth
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| British mutinied, overthrowing Mighal emperor of India 1857 | The Great Mutiny
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| colonies were created when nations __ & __ political domination over geographically separate areas & political units | established; maintained
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| European colony existed primarily to exploit native people & resources | Belgian Congo in Africa
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| key goal of colonies was settlement of surplus European population | Australia & N America
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| colony seized for control of strategic local, bordering Red Sea & controlled shipping through Suez Canal | Yemen
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| colonized 1500-1600s | Americas
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| 19th century, gave Europeans & N American descendants advantages in technology & quantity of arms | Industrial Revolution
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| relatively few Europeans settled permanently in colonies of | Africa & Asia
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| Europeans, Africans, & Americans shared similar __ & __ | diseases; immunities
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| in wake of contact with Europeans, 95% of population of __ __ died | New World
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| Europeans saw the devastation from disease on Native Americans, as God's __ for them to populate the America's & was __ native population to make that possible | intended; removing
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| New World natives lacked immunity to European diseases because many N American groups were too small to sustain such __ __ & therefore had no immunity to them | crowd diseases
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| smallpox, influenza, tuberculosis require __ __ of populations | large reservoirs
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| New World natives lacked immunity to European diseases because most crowd diseases originated in __ __ which were largely absent from Americas | domesticated animals
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| __ epidemic killed up to 1/2 of Aztec population due to contact w/Cortes | smallpox
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| __ __ was also decimated by disease due to contact w/Europeans | Inca empire
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| disease swept across Central/South America __ __ of the Europeans | in advance
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| __ of Native Americans had dire effects throughout the Americas | die-off
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| resistance could not be effective for Native Americans due to __ populations of Europeans & __ populations of natives | increasing; diminishing
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| first governor of Massachusetts | Winthrop
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| Winthrop declared that settlers had __ __ to the land because it was __ __ | fair title; vacuum domicilium
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| empty land; legal fiction created by Winthrop | vacuum domicilium
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| beginning of 19th century industrialization enabled Europeans & Americans to __ __ in greater quantity & quality than any other people | produce weapons
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| beginning of 19th century industrialization created __ __ for raw materials that could not be satisfied by Europe | enormous demand
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| discoveries in __, particularly __ & __ drugs, improved odds of survival for Europeans in places previously considered deadly | medicines; vaccines; antimalarial
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| by 1900 most nations in Americas had achieved __, but much of rest of world was under __ __ | independence; colonial rule
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| effective, fast ways to get wealth & plunder | mercantilists firms
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| using mercantilists firms to colonize an area required some level of __ expenditure | government
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| government expenditures involved w/mercantilists firms' colonizations included | government officials & troops to back them
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| government officials & troops to back them involved w/mercantilists firms' colonizations were paid out of __ __ | government funds
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| European governments felt forced to assume colonial control because of __ surrounding collapse of involved mercantile companies (i.e. VOC/British East India Co.) | scandals
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| European governments felt forced to assume colonial control out of fear that their __ __ __ were threatened, generally by other European nations | national commercial interests
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| example of European governments felt forced to assume colonial control out of fear that their national commercial interests were threatened | Berlin Conference partitioning Africa among European powers in late 19th century
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| Europeans used combination of __ & __ __ to force colonization on subject populations | diplomacy; military conquest
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| Europeans created & used military forces of __ __ led by European officers to conquer areas they wished to colonize | native troops
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| Tirailleurs Sénégalais is an example of the way in Europeans __ native troops to __ areas for colonization | utilized; conquer
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| European __ & __ leaders often created colonies without full back of __ of their nations | politicians; military; citizens
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| after European governments established colonies they had to __ both their own __ & __ __ the colonization was beneficial | convince; populations; colonial subjects
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| European governments attempted to convince that a colonization was beneficial through cloaking their actions in | ideology of social betterment
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| example of British attempts to convince that a colonization was beneficial by Rudyard Kipling | the white man's burden of bringing civilization to the savage
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| example of France attempts to convince that a colonization was beneficial the population was told that | it had a mission civilisatrice
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| civilizing mission that would savages in colonized areas & increase political/cultural power throughout the world | mission civilisatrice
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| French government considered mission civilisatrice as rayonnement, which meant | lighting the way for others
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| once colonies were seized they had to be __ and made __ | administered; profitable
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| hoped that tax revenues from colonial subjects would support cost of colonial government & construction of various public works | colonizing power
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| many cases tax revenues from colonial subjects were insufficient & __ were required to make up difference between colonial __ & __ | taxpayers; income; expenses
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| colonies gave businesses based in colonizing country places in which to operate | free of competition
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| colonies created __ __ __ for older British industries & newer French manufacturers, enabling __ __ for firms in these nations | zones of protection; higher profits
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| costs of colonies were __ __ by subject colonial population & by colonizing-country taxpayers | born unequally
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| windfall profits from colonialism went to __ __ __ operating in the colonies | shareholders of companies
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| finding ways to extract taxes & create conditions in which corporations could make money often meant __ __ of indigenous ways of life | systematic undermining
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| accounted for only small percentage of indigenous way of life | trading
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| indigenous ways of life were drawn among __ __ & most of their production was for __ __ | kinship lines; own consumption
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| colonial subjects had to be made to produce the goods that __ __ wanted & to __ in ways that would profitable to colonizers | colonizing societies; labor
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| changing the __ way of life was a key problem in making colonies profitable | natives'
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| control of local leaders, forced labor, forced production of particular commodities, taxation & direct propaganda through education were __ that colonizers used to change native way of life | methods
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| seizing direct control of __ __ was expensive & foreign colonial leaders often lacked __ __ of local language & culture | political leaders; sufficient knowledge
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| more often colonialists ruled directly through __ __ | native leaders
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| promises of power/wealth & realization that colonial governments held reins of power drew colonial subjects to __ __ | support them
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| needed for colonial powers to rule effectively | well-organized chain of command
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| most often sympathetic to colonizers & were able to retain degree of power, although answerable to colonial authorities | local elites
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| those __ to colonial rule were rapidly replaced | unsympathetic
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| regions were precolonial relationships were __ posed more difficult problem for colonizers | egalitarian
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| in egalitarian societies were there was no __ or __ __ colonizers created new chiefly offices | chief or co-reigning chiefs
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| lumping together people with different traditions/languages, egalitarian societies, sometimes done by colonialists/missionaries to forge | new ethnic groups
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| did not exist before era of colonialism, created by actions of colonial/post-colonial governments in central Ivory Coast of Africa | Bete
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| policies of __ __ created preconditions for instability & violence | indirect rule
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| ethnic groups created for purposes of colonial rule tended to __ when rule diminished | fragment
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| one of most direct ways European governments tried to make their colonies profitable was | forced labor, or corvée labor
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| until WWII most colonial governments insisted on __ __ from their subjects | substantial labor
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| 1926 French enacted a law permitting __ __ of labor for their W African colonies | annual draft
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| compelled to work for 3years on bridge & road building, irrigation projects, & other public works by French's annual draft of labor | conscripts
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| mortality rates high during 3years of forced labor making this one of most hated | institutions of colonialism
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| natives resisted forced labor by __ __ or by __ authorities when such work was demanded | hiding workers; fleeing
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| economic & social policies of colonial regimes often required natives to __ __ their culture | radically alter
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| Portuguese colonial policy in __ forced almost 1 million peasants to grow cotton; controlled what they produced, where they lived, with whom they traded & how they organized labor | Mozambique
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| by 1960s in Mozambique, brutality & terror used by colonial regime resulted in __ __ that continued into 1990s | civil war
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| at turn of century each native owed government 40 hours of labor/month in exchange for token wage | Congo
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| by time Belgium government stripped __ of his control on Congo 4-8million Congolese had starved to death/killed | Leopold
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| included groups from Algeria, Morocco, Madagascar, Vietnam, Cambodia, & other French colonial possessions | Tirailleurs military units
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| in E Africa British drafted & recruited | King's African Rifles
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| in India British created entire army of colonial subjects drawn from ethnic groups the British considered | particularly warlike
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| about 1.3 million of __ __ serves in WWI, primarily on Western Front but also in Middle East | Indian Army
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| key mechanism for accomplishing population to work for colonial masters voluntarily or produce goods desired | taxation
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| taxation forced colonial subjects into __ __ | market system
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| taxes generally had to be paid in __ __, which native subjects could obtain only by __ __ colonist, or __ something that they want to but | colonial money; working for; producing
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| participation in __ & __ __ was viewed as essential precondition for civilizing natives | market; wage labor
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| taxation often forced colonial subjects into __ __ of dependency on market system | vicious cycle
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| natives entered __ __ __ as producers of raw materials & consumers of manufactured goods | global capitalist economy
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| often designed to convince subjects that they were the cultural, moral, & intellectual inferiors of those who ruled them | colonial eduction
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| education in __ __ encouraged children to aspire to be like the ideal Englishman | 19th-century India
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| children were directly taught to obey colonial masters | France’s African colonies
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| school for hostages, created by Faidherbe in 1860s and requested newly conquered chiefs to send son to be educated in French W Africa colony | école des otages
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| école des otages was eventually changed to school for chiefs, even though many students were still hostages | école des chefs
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| at colonial schools the colonizing powers tried to create class of __ subjects who would serve as junior grade __ __ | literate; civil servants
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| colonial schools taught students that they were __ __ than their uneducated countrymen | more advanced
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| France’s African colonies, those who were assimilated & educated to French culture were known by colonials & themselves as | evolues
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| evolues means | evolved people
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| title of evolues increased perception of uneducated/unassimilated as being __ & __ | backward; primitive
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| colonial schooling __ colonizer’s position & created __ educated class convinced of its superiority | reinforced; subservient
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| origins & practice of __ __ are bound up in colonial era | modern anthropology
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| products of 18th-century age of Enlightenment, romantic retrenchment of 19th-century, Industrial Revolution, birth of modern science, & other historical/philosophical forces | anthropology & 19th-century colonialism
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| __ __ of 19th-century anthropologists described world in which all societies were evolving toward perfection | evolutionary theories
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| evolutionary theories of 19th-century anthropologists shows elements of __ __ where anthropologists were systematizing knowledge & trying to discover laws of social development | enlightenment rationality
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| evolutionary theories of 19th-century anthropologists shows elements of __ __, the idea that nations were moving toward perfection | 19th-century romanticism
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| evolutionary theories of 19th-century anthropologists was a __ __ that could be pressed into service as __ for colonization | convenient philosophy; rationale
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| one of most important impacts colonialism had on anthropology was determining | location of fieldwork
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| in some cases, ___ may have played role in determining topics of anthropological research | colonialism
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| tended to promote kind of anthropology where anthropologist speaks as active authority claiming objectivity in description of passive subjects | colonialism & discourse of rationalism/science
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| 1st ½ of 20th century colonial governments faced with political problems of governing their __ sometimes relied on info provided from anthropologists | possessions
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| colonial officials generally __ anthropologists, believing they were too __ to colonial subjects | mistrusted; sympathetic
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| 1st ½ of 20th century most anthropological research was funded by __ __ with __ agendas | charitable organizations; reformist
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| civil disobedience, changing political structures, & changing economic structures are the reasons colonized territories are | granted independence
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| expansion of European influence probably had __ __ on cultures worldwide | greatest effect
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| growing sugar was __ __ that created demand for African slaves in Americas | critical thing
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| authors of our book argue that critical factor enabling Europeans to colonize successfully in 19th century was | mass production of weapons
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| in colonies, education was most frequently aimed at training __ __ __ | children of elites
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| idea that although nations were no longer colonized, many institutions of colonialism remained | neocolonialism
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| main reason for __ __ __ in the Americas was disease | rapid European success
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| notion that colonialism was a duty for Europeans and a benefit for the colonized | civilizing mission
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| active possession of foreign territory & maintenance of political domination over that territory | colonialism
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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lfrancois
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