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I. European States and the World: The Colonial Empires
- a. WWI and Great Depression affected colonies
- b. Despite war, Allied nations managed to keep colonial empires intact
- i. Great Britain and France added to empires by dividing up Germany’s colonial possessions and taking control of Middle East through mandates
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Europe's political and social foundatiosn
- a. Europe’s political and social foundations and its self-confidence were undermined
- i. Asia and Africa: unrest against European domination à worker activism, protests, national fervor
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The Middle East
- i. period between two wars= transition
- ii. fall of Ottomans and Persionsà new modernizing regimes in Turke and Iran
- iii. independent government established in Saudi Arabia
- iv. Iraq ahd independence form Britain
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Brits and French
- i. Brits and French maintained other mandates
- 1. had plans to divide Ottoman territories in Middle Eeast, but General Mustafa Kemal led Turkish forces to create new republic of Turkey in 1923
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Kemal wanted to?
- a. he wanted to modernize Turkey along Western lines
- i. trappings of a democratic system were put in place, although the new president didn’t tolerate opposition
- ii. in addition ot introducing a state-run industrial system, Kemal westernized Turkish culture
- 1. the Turkish language was written using the Latin alphabet
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Popular education
- 1. Popular education was introduced, and old aristocratic titles were abolished
- a. All Turkish citizens were forced to adopt family names in the European style
- i. Kemal= Ataturk; he made Turkey a secular republic and broke the power of the Islamic religion
- 1. new laws gave women equal rights with men in all aspects of marriage and inheritance
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1934
- 1. 1934: women received the right to vote
- a. education and professions opened to both sexes
- i. Turkish republic was product of Ataturk’s determined efforts to use nationalism and Western ways to create modern Turkish nation
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India
- i. Indian people began to refer to Gandhi as India’s Great Soul, or Mahatma
- 1. set up movement based on nonviolent resistance whose aim was to force British to improve the poor and grant independence to India
- a. when Brits tried to suppress call for independence, Ghandi called on followers to follow a peaceful policy of civil disobedience by refusing to obey British regulations
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Gandhi
- i. Gandhi began to manufacture his own clothes and dressed in a simple dhoti, or loincloth made of coarse homespun cotton
- 1. adopted the spinning wheel as symbol of India’s resistanc eot imports of British textiles
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British resisted
- i. Although British resisted Gandhi’s movement, in 1935, they granted India internal self-government to be implemented through a gradual program
- 1. legislative councils at local level were enlarged and responsible for education, local affairs, and public health
- 2. Indian participation in govenrmnet increased
- ii. Brits still controlled law and order, land revenue, and famine
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Africa
- i. Blacks who fought wanted independence
- 1. good enough to fight= good enough to be free
- ii. peace settlement after WWI turned out to be great disappointment
- 1. germany stripped of African colonies, but they were awarded to Brits and French to administer as mandates fo rhte League of Nations
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After WWI
- i. After WWI, Africans became more active politically
- 1. ones who fought learned Western ideas about freedom and nationalism
- a. in Africa, missionaries taught Africans about liberty and equality
- i. as more Africans became aware of the enormous gulf between Western ideal sna dpractices, they wanted reform
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Protest
- i. Protest took different forms
- 1. trade unions to gain benefits for workers
- 2. violent protest
- a. women protested high taxesà riotà women called for white men to leave
- i. Brits ended the riot, killing fifty women in the process
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Colonial response
- i. although colonial powers responded to protest movements with force, they made reform in hope of satisfying indigenous peoples
- 1. reforms were too late and African leaders wanted independence, not reform
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Clearest calls
- i. Clearest calls came from generations of young African leaders educated in Europe and US
- 1. US ones were influenced by pan-African ideas of WEB Du Bois and Marcus Garvey
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Du Bois and Garvey
- a. Du Bois: educated in Harvard
- i. leader of movement that tried to make all Africans of their own cultural heritage
- b. Garvey
- i. stressed need for the unity of all Africans
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Leaders and movements
- 1. Leaders and movements in individual African nations appeared
- a. Jomo Kenyatta wrote Facing Mount Kenya, and argued that British rule was destroying traditional culture of the peoples of black Africa
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