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Chapter 15 - ANT2410
Power, Conquest, and a World System
| Question | Answer |
|---|---|
| territory under the immediate political control of a nation state | colony |
| unpaid labor required by a governing authority | corvée labor |
| joint stock company chartered by Dutch government to control all Dutch trade in Indian/Pacific Oceans | Dutch East India Company |
| Dutch East India Company also known by its Dutch initials | VOC, for Verenigde Ostendische Compagnie |
| the Lords Seventeen, members of board of directors of Dutch East India Company | Heeren XVII |
| firm managed by a centralized board of directors but owned by its shareholders | joint stock company |
| agricultural plantation specializing in large-scale production of single crop to be sold on market | monoculture plantation |
| strip an area of money, goods/raw materials through threat/use of physical violence | pillage |
| Tirailleurs Sénégalais | Senegalese Riflemen |
| army existing from 1857-1960 composed largely of soldiers from French W African colonies led by officers from Metropolitan France | Tirailleurs Sénégalais |
| our world is result of __ __ processes that involved __ & __ of wealth & power | large-scale historical; ebb; flow |
| probably appeared about 5500 years ago | earliest writing |
| invented in China about 1000 years ago | first movable type printing press |
| first European to use movable type printing press about 570 years ago | Gutenberg |
| invented about 165 years ago | telegraph |
| invented about 135 years ago | telephone |
| invented about 90 years ago | radio |
| invented about 70years ago | TV |
| invented about 50 years ago | satellite |
| invented about 25 years ago | internet access |
| seeming to be present everywhere at once within last 10-15 years | cell phones |
| our world today was substantially created by a specific instance of state-level societies | expanding & contracting |
| 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 |
| world economic system resulted in __ __ both within & among nations | enormous inequalities |
| world economic system created __ __ necessary for Industrial Revolution & development of capitalism | financial accumulation |
| Ottoman Empire, Russia & Japan played critical roles in development of | world economic system |
| expanding influence & power of W European states had the greatest __ __ on development of world economic system | impact worldwide |
| had expanded steadily in 5 centuries leading up to 1400 | Islamic powers |
| often made longer ocean voyages than Europe | Arab & Chinese |
| stretched from Spain to Indonesia in/around 1400; improved on ancient scholarship; important discoveries in astronomy, mathematics, medicine, chemistry, zoology, mineralogy, & meteorology | Muslim societies |
| believed China to be most powerful state in world | Emperor Ch'ien Lung |
| at the end of __ __ __ Britain & other European powers virtually controlled China | First Opium War |
| desire of pious to Christianize world was motivating factor for | European expansion |
| archives of __ __ include more than 15,000 letter (written btwn 1550-1771) from people wanting to be missionaries | Jesuit order |
| powerful but hidden Christian monarch | Prester John |
| searched for mythical kingdom on Prester John, fountain of youth & seven cities of Cibola | Europeans |
| chronicler of Spanish conquest of Americas & swordsman under command of Cortex | Bernal Diaz del Castillo |
| poor & oppressed of Europe saw opportunities for wealth/respect in | colonies |
| Europeans were aided in pursuit of expansion by rise of __ & __ class | banking; merchant |
| Europeans were aided in pursuit of expansion by __ population | growing |
| Europeans were aided in pursuit of expansion by development of __ | caravel |
| Europeans were aided in pursuit of expansion by new ship better at sailing __ __ __ | into the wind |
| had critical impacts on world's people | monoculture plantation & joint stock company |
| key advantage Europeans had over other people was the __ they carried | diseases |
| almost every time Europeans met others who had been isolated from European, African, Asian land masses they brought death & destruction in form of | microbes |
| European tactics for searching for wealth were | ancient |
| tow of quickest ways to __ __ were to steal it from others & get people to work for you for free | accumulate wealth |
| no earlier nation had been able to practice war, slavery, exploitation, & inequality on the __ of European nations | scale |
| European expansion, for 1st time in history of all other nations, linked entire world into __ __ | economic system |
| Britons of almost all social classes expressed __ __ of world in their daily pattern of consumption | economic unification |
| European economic unification created much of __ of Europe & many of today's industrialized nations | wealth |
| European economic unification systematically __ much of world's populations | impoverished |
| pillaging was one of the most important means of __ __ | wealth transfer |
| Europeans were driven by search for __ __ | precious metals |
| when Europeans found precious metals they moved quickly to __ __ | seize them |
| precious metals belonging to indigenous people were sent back to Europe & __ placed under European control | mines |
| 1531 captured Inca emperor Atahuallpa & received 88.5 million in gold/2.5 million in silver as ransom | Pizarro |
| early 17th century 58,000 __ __ forced into silver mining in town of Potosi in Peruvian Andes | Indian workers |
| 1500-1600 __ colonies in Americas exported 30 tons of gold & 25,000 tons of silver | Spanish |
| after came to power in India, plundered treasury of Bengal sending wealth back to investors | British East India Company |
| 1860 __ __ west of Beijing was looted & contents auctioned off to looters for 260,000 pounds | Summer Palace |
| art, artifacts, curiosities, & occasionally human bodies were __ around world & sent to museums & private collections in Europe | stolen |
| plundered 7-ton head of Ramses from mortuary temple of Pharaoh Ramses II & (4) tombs in Valley of the Kings | Giovanni Belzoni |
| Giovanni Belzoni was sometimes known as __ __ Belzoni | The Great |
| sent to British museum where it remains today | 7-ton head of Ramses |
| key element of European expansion; most notorious example African slavery, along with impressing local inhabitants, debt servitude, & other forms of peonage | forced labor |
| Europeans forced both peopled whose land they conquered & their own lower classes into | vassalage |
| probably exported more than 7 million African slaves to Islamic world between 650-1600 | non-Europeans |
| Europeans practiced __ __ on larger scale than any people before them | African slavery |
| between end of 15th/19th century approximately 11.7 __ were exported from Africa to Americas | slaves |
| more than 6million slaves left __ in 19th century alone | Africa |
| scholars estimate for every African slave successfully landed in Americas, __ __ __ other Africans died in process of slave, capture, holding, & transportation | one to five |
| use of slave labor was __ __ for both slave shippers & plantation owners | extremely profitable |
| slave labor created continuous __ & ___ in areas which slaves were drawn | warfare; impoverishment |
| loss of so many people, violence, & political instability resulting from capture & transport of slaves __ __ African societies | radically altered |
| __ __ __ was created by monoculture plantations | demand for slaves |
| through 19th century __ was most important monoculture crop | sugar |
| 1701-1810 imported 252,500 slaves almost all of whom involved growing & processing sugar; island given over almost entirely to sugar production | Barbados |
| most early European exploration was __ & __ by aristocratic governments or small firms | financed; supported |
| by turn of 17th century __ & __ had established joint stock companies | British; Dutch |
| by mid-17th century French, Swedes Danes, Germans & Portuguese had established __ __ companies | joint stock |
| joint stock companies are __ of today's publicly held corporations | predecessors |
| exploration & trade by joint stock companies were able to raise a great deal of __ rapidly, & business ventures could be __ than previously possibly | capital; larger |
| aristocratic governments that dominated early European exploration were motivated, not only by money, but also by __ __ & desire for __ | missionary zeal; prestige |
| joint stock companies pursued wealth with __ & __ that governments often lacked | single-mindedness; efficiency |
| joint stock companies were frequently empowered to __ trade | monopolize |
| joint stock companies were frequently empowered to raise __ & conduct ___ | armies; wars |
| joint stock companies were frequently empowered to engage in __ __ | diplomatic negotiations |
| empowerments of joint stock companies frequently had __ __ on societies they penetrated | devastating effects |
| Dutch East India Company is a __ __ of a joint stock company | model example |
| shares in VOC were available on __ __ & held by __ __ of Dutch society | reasonable terms; wide cross-section |
| Dutch East India Company was empowered to make __ with local rulers in __ of Dutch Republic | treaties; name |
| Dutch East India Company was empowered to __ lands | occupy |
| Dutch East India Company was empowered to __ __ | levy taxes |
| Dutch East India Company was empowered to raise __ | armies |
| Dutch East India Company was empowered to __ war | declare |
| governments were some degree __ to those they governed | beholden |
| VOC interested solely in __ __ to its shareholders | returning dividends |
| through 17th-18th centuries, VOC distributed __ __ between 15.5-50% | annual dividends |
| VOC returned dividends on 40%/year for 6 __ years | consecutive |
| through 17th century VOC used its powers to __ __ of many of Indian Ocean islands (Java, Sri Lanka, & Malacca | seize control |
| VOC acquired right to control __ & __ of cloves, nutmeg, & mace) taking __ __ to maintain monopoly | production; trade; brutal steps |
| cloves, nutmeg, & mace were the __ __ spices of Indian Ocean islands | most valuable |
| 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 |
| by 1670s Dutch gained control of all __ __ in what is now Indonesia | spice production |
| acquired slaves through warfare, purchase, & levy from China, India, Indonesia, Madagascar, & E Africa | VOC |
| 17th century controlled most of central Java | Maratram Dynasty |
| treatment of Chinese in Batavia is an example of the VOCs __ __ | extraordinary brutality |
| burden of continual warfare & corruption/inefficiency forced VOC into __ __ | financial difficulties |
| Heeren XVII were __ by Netherlands government in 1796 after investigation revealed corruption & mismanagement in all quarters | dismissed |
| Dec. 31, 1799 VOC __ __ | formally dissolved |
| Dutch client state of France | Batavian Republic |
| other mercantilists trading firms organized by British, French, Germans & Portuguese, Danes, Swedes eventually __ or __ __ by their national governments | dissolved; taken over |
| became one of sources for Industrial Revolution & rise of capitalism | supply of wealth |
| British mutinied, overthrowing Mighal emperor of India 1857 | The Great Mutiny |
| colonies were created when nations __ & __ political domination over geographically separate areas & political units | established; maintained |
| European colony existed primarily to exploit native people & resources | Belgian Congo in Africa |
| key goal of colonies was settlement of surplus European population | Australia & N America |
| colony seized for control of strategic local, bordering Red Sea & controlled shipping through Suez Canal | Yemen |
| colonized 1500-1600s | Americas |
| 19th century, gave Europeans & N American descendants advantages in technology & quantity of arms | Industrial Revolution |
| relatively few Europeans settled permanently in colonies of | Africa & Asia |
| Europeans, Africans, & Americans shared similar __ & __ | diseases; immunities |
| in wake of contact with Europeans, 95% of population of __ __ died | New World |
| 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 |
| 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 |
| smallpox, influenza, tuberculosis require __ __ of populations | large reservoirs |
| New World natives lacked immunity to European diseases because most crowd diseases originated in __ __ which were largely absent from Americas | domesticated animals |
| __ epidemic killed up to 1/2 of Aztec population due to contact w/Cortes | smallpox |
| __ __ was also decimated by disease due to contact w/Europeans | Inca empire |
| disease swept across Central/South America __ __ of the Europeans | in advance |
| __ of Native Americans had dire effects throughout the Americas | die-off |
| resistance could not be effective for Native Americans due to __ populations of Europeans & __ populations of natives | increasing; diminishing |
| first governor of Massachusetts | Winthrop |
| Winthrop declared that settlers had __ __ to the land because it was __ __ | fair title; vacuum domicilium |
| empty land; legal fiction created by Winthrop | vacuum domicilium |
| beginning of 19th century industrialization enabled Europeans & Americans to __ __ in greater quantity & quality than any other people | produce weapons |
| beginning of 19th century industrialization created __ __ for raw materials that could not be satisfied by Europe | enormous demand |
| discoveries in __, particularly __ & __ drugs, improved odds of survival for Europeans in places previously considered deadly | medicines; vaccines; antimalarial |
| by 1900 most nations in Americas had achieved __, but much of rest of world was under __ __ | independence; colonial rule |
| effective, fast ways to get wealth & plunder | mercantilists firms |
| using mercantilists firms to colonize an area required some level of __ expenditure | government |
| government expenditures involved w/mercantilists firms' colonizations included | government officials & troops to back them |
| government officials & troops to back them involved w/mercantilists firms' colonizations were paid out of __ __ | government funds |
| European governments felt forced to assume colonial control because of __ surrounding collapse of involved mercantile companies (i.e. VOC/British East India Co.) | scandals |
| European governments felt forced to assume colonial control out of fear that their __ __ __ were threatened, generally by other European nations | national commercial interests |
| 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 |
| Europeans used combination of __ & __ __ to force colonization on subject populations | diplomacy; military conquest |
| Europeans created & used military forces of __ __ led by European officers to conquer areas they wished to colonize | native troops |
| Tirailleurs Sénégalais is an example of the way in Europeans __ native troops to __ areas for colonization | utilized; conquer |
| European __ & __ leaders often created colonies without full back of __ of their nations | politicians; military; citizens |
| after European governments established colonies they had to __ both their own __ & __ __ the colonization was beneficial | convince; populations; colonial subjects |
| European governments attempted to convince that a colonization was beneficial through cloaking their actions in | ideology of social betterment |
| 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 |
| example of France attempts to convince that a colonization was beneficial the population was told that | it had a mission civilisatrice |
| civilizing mission that would savages in colonized areas & increase political/cultural power throughout the world | mission civilisatrice |
| French government considered mission civilisatrice as rayonnement, which meant | lighting the way for others |
| once colonies were seized they had to be __ and made __ | administered; profitable |
| hoped that tax revenues from colonial subjects would support cost of colonial government & construction of various public works | colonizing power |
| many cases tax revenues from colonial subjects were insufficient & __ were required to make up difference between colonial __ & __ | taxpayers; income; expenses |
| colonies gave businesses based in colonizing country places in which to operate | free of competition |
| colonies created __ __ __ for older British industries & newer French manufacturers, enabling __ __ for firms in these nations | zones of protection; higher profits |
| costs of colonies were __ __ by subject colonial population & by colonizing-country taxpayers | born unequally |
| windfall profits from colonialism went to __ __ __ operating in the colonies | shareholders of companies |
| finding ways to extract taxes & create conditions in which corporations could make money often meant __ __ of indigenous ways of life | systematic undermining |
| accounted for only small percentage of indigenous way of life | trading |
| indigenous ways of life were drawn among __ __ & most of their production was for __ __ | kinship lines; own consumption |
| colonial subjects had to be made to produce the goods that __ __ wanted & to __ in ways that would profitable to colonizers | colonizing societies; labor |
| changing the __ way of life was a key problem in making colonies profitable | natives' |
| 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 |
| seizing direct control of __ __ was expensive & foreign colonial leaders often lacked __ __ of local language & culture | political leaders; sufficient knowledge |
| more often colonialists ruled directly through __ __ | native leaders |
| promises of power/wealth & realization that colonial governments held reins of power drew colonial subjects to __ __ | support them |
| needed for colonial powers to rule effectively | well-organized chain of command |
| most often sympathetic to colonizers & were able to retain degree of power, although answerable to colonial authorities | local elites |
| those __ to colonial rule were rapidly replaced | unsympathetic |
| regions were precolonial relationships were __ posed more difficult problem for colonizers | egalitarian |
| in egalitarian societies were there was no __ or __ __ colonizers created new chiefly offices | chief or co-reigning chiefs |
| lumping together people with different traditions/languages, egalitarian societies, sometimes done by colonialists/missionaries to forge | new ethnic groups |
| did not exist before era of colonialism, created by actions of colonial/post-colonial governments in central Ivory Coast of Africa | Bete |
| policies of __ __ created preconditions for instability & violence | indirect rule |
| ethnic groups created for purposes of colonial rule tended to __ when rule diminished | fragment |
| one of most direct ways European governments tried to make their colonies profitable was | forced labor, or corvée labor |
| until WWII most colonial governments insisted on __ __ from their subjects | substantial labor |
| 1926 French enacted a law permitting __ __ of labor for their W African colonies | annual draft |
| compelled to work for 3years on bridge & road building, irrigation projects, & other public works by French's annual draft of labor | conscripts |
| mortality rates high during 3years of forced labor making this one of most hated | institutions of colonialism |
| natives resisted forced labor by __ __ or by __ authorities when such work was demanded | hiding workers; fleeing |
| economic & social policies of colonial regimes often required natives to __ __ their culture | radically alter |
| 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 |
| by 1960s in Mozambique, brutality & terror used by colonial regime resulted in __ __ that continued into 1990s | civil war |
| at turn of century each native owed government 40 hours of labor/month in exchange for token wage | Congo |
| by time Belgium government stripped __ of his control on Congo 4-8million Congolese had starved to death/killed | Leopold |
| included groups from Algeria, Morocco, Madagascar, Vietnam, Cambodia, & other French colonial possessions | Tirailleurs military units |
| in E Africa British drafted & recruited | King's African Rifles |
| in India British created entire army of colonial subjects drawn from ethnic groups the British considered | particularly warlike |
| about 1.3 million of __ __ serves in WWI, primarily on Western Front but also in Middle East | Indian Army |
| key mechanism for accomplishing population to work for colonial masters voluntarily or produce goods desired | taxation |
| taxation forced colonial subjects into __ __ | market system |
| 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 |
| participation in __ & __ __ was viewed as essential precondition for civilizing natives | market; wage labor |
| taxation often forced colonial subjects into __ __ of dependency on market system | vicious cycle |
| natives entered __ __ __ as producers of raw materials & consumers of manufactured goods | global capitalist economy |
| often designed to convince subjects that they were the cultural, moral, & intellectual inferiors of those who ruled them | colonial eduction |
| education in __ __ encouraged children to aspire to be like the ideal Englishman | 19th-century India |
| children were directly taught to obey colonial masters | France’s African colonies |
| 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 |
| école des otages was eventually changed to school for chiefs, even though many students were still hostages | école des chefs |
| at colonial schools the colonizing powers tried to create class of __ subjects who would serve as junior grade __ __ | literate; civil servants |
| colonial schools taught students that they were __ __ than their uneducated countrymen | more advanced |
| France’s African colonies, those who were assimilated & educated to French culture were known by colonials & themselves as | evolues |
| evolues means | evolved people |
| title of evolues increased perception of uneducated/unassimilated as being __ & __ | backward; primitive |
| colonial schooling __ colonizer’s position & created __ educated class convinced of its superiority | reinforced; subservient |
| origins & practice of __ __ are bound up in colonial era | modern anthropology |
| 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 |
| __ __ of 19th-century anthropologists described world in which all societies were evolving toward perfection | evolutionary theories |
| evolutionary theories of 19th-century anthropologists shows elements of __ __ where anthropologists were systematizing knowledge & trying to discover laws of social development | enlightenment rationality |
| evolutionary theories of 19th-century anthropologists shows elements of __ __, the idea that nations were moving toward perfection | 19th-century romanticism |
| evolutionary theories of 19th-century anthropologists was a __ __ that could be pressed into service as __ for colonization | convenient philosophy; rationale |
| one of most important impacts colonialism had on anthropology was determining | location of fieldwork |
| in some cases, ___ may have played role in determining topics of anthropological research | colonialism |
| tended to promote kind of anthropology where anthropologist speaks as active authority claiming objectivity in description of passive subjects | colonialism & discourse of rationalism/science |
| 1st ½ of 20th century colonial governments faced with political problems of governing their __ sometimes relied on info provided from anthropologists | possessions |
| colonial officials generally __ anthropologists, believing they were too __ to colonial subjects | mistrusted; sympathetic |
| 1st ½ of 20th century most anthropological research was funded by __ __ with __ agendas | charitable organizations; reformist |
| civil disobedience, changing political structures, & changing economic structures are the reasons colonized territories are | granted independence |
| expansion of European influence probably had __ __ on cultures worldwide | greatest effect |
| growing sugar was __ __ that created demand for African slaves in Americas | critical thing |
| authors of our book argue that critical factor enabling Europeans to colonize successfully in 19th century was | mass production of weapons |
| in colonies, education was most frequently aimed at training __ __ __ | children of elites |
| idea that although nations were no longer colonized, many institutions of colonialism remained | neocolonialism |
| main reason for __ __ __ in the Americas was disease | rapid European success |
| notion that colonialism was a duty for Europeans and a benefit for the colonized | civilizing mission |
| active possession of foreign territory & maintenance of political domination over that territory | colonialism |
Created by:
lfrancois
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