Globalization Ch08 PDF

10-2 Globalization Ch8 4/8/07 6:52 PM Page 122 Chapter Foundations of Historical 8 Globalization Chapter Fo...

10-2 Globalization Ch8 4/8/07 6:52 PM Page 122 Chapter Foundations of Historical 8 Globalization Chapter Focus Have you ever thought of exploring your roots? This might mean researching your family tree. It might mean talking to older family members to find out about your family history. It might mean visiting a place where your ancestors came from, finding out about what your ancestors valued, or reconnecting with your cultural roots. Any of these efforts will help you understand yourself. In this chapter, you will have a chance to explore the roots of globalization: early international trade, the rise of capitalism, and industrialization. This will help you understand globalization today. Think about the Main Issue for Part 2: Should people in Canada respond to the Ke y Te r m s legacies of historical globalization? Your point of view on this depends on how you think globalization has affected various peoples. By exploring the Eurocentrism past, you have a better chance of understanding the present. international trade As you read, think about the values that underlie the ideas you are historical fiction reading about. Did these values permit one group to benefit over another? mercantilism monopoly How did various peoples benefit or lose out from historical globalization? HBC Are those same patterns continuing today? By answering these questions, capitalism you can begin to form an opinion about the best ways to respond today. free market industrialization entrepreneur Chapter Issue ILO Investigating the roots of globalization will help you explore the following Eurocentrism the belief that Chapter Issue: To what extent did historical globalization change people’s European concerns, cultures, lives? and values are superior to those of others Figure 8-1 Who would be most ▲ comfortable with each map? Which looks upside down? Why do you think so? For centuries, the Mercator map projection was used throughout the world. It showed a European world view, with Europe at the centre. Today, most world maps This Mercator map projection shows the This map shows all of the world’s still show Europe at the centre. This world as Westerners thought of it for continents and oceans. The perspective, reflects Eurocentrism: a belief that centuries. It was useful for navigation however, is quite different from the one Europe and Europeans are superior because it showed latitude and longitude on shown at left. to others. a square grid. 122 Chapter 8: Foundations of Historical Globalization 10-2 Globalization Ch8 4/8/07 6:52 PM Page 123 SP Research for Deliberative Inquiry Use the Internet In this chapter, you will have opportunities to make several Internet inquiries to help you explore the Chapter Issue: To what extent did historical globalization change people’s lives? Your Task: To make more effective Internet inquiries, review the SKILL P A T H step-by-step process outlined on these two pages. Then apply the process to make an inquiry about Marco Polo, a well-known figure in the history of globalization. Work with a partner or in a team to find out about his ventures. Begin by reading pages 125–128. Then narrow your research to gain an informed opinion about Marco Polo’s contact with Indigenous peoples. ▲ Figure 8-2 Two students in a computer class at the Ataguttaaluk school in Igloolik, Nunavut. Computer technology helps us to access information from sources around the world, as well as information from our local communities. What evidence of this do you see in the photograph? Step 1 Step 2 Employ Journalists’ Tools Prepare for Your Search Review the five Ws plus How in the chart With your team, brainstorm key words and phrases for your below. These are a journalist’s standard tools topic (for example, Marco Polo and Silk Road). for both researching and writing news stories. Think of synonyms (words that mean the same, for example, You can see these in the left side of the chart. camel and dromedary). They can help you make sure you cover all the Think of related words and phrases (for example, Dunhuang bases, whether you are researching a news and porcelain). story or a Chapter Issue. Eliminate repetition (for example, trader and trading). Look in the right column of the chart. You will Check your spelling. see that the same five Ws plus How can help Refer to the Skill Path for Chapter 1 (pages 7–8) for guidance you conduct effective Internet searches. in effective brainstorming techniques. Tools for Effective Research Your Cue Tools for Effective Internet Research What are you researching? What happened? What? What kind of search should you perform? A search of the World Wide Web? A visit to a favourite dependable site, such as the Stats Canada website? When did the events take place? When? When was the information posted? When was it written? When was the website last updated? Who is your topic or issue about? Who? Who wrote the material? (Material on a personal website may not be reliable.) Where did the events take place? Where? Where does the information come from? Is the website reliable (for example, from a university)? Why is this topic or issue significant? Why? Why is the information available? Does the website’s sponsor have an agenda? How can the issue be resolved? How? How much information do you need? How will you document your research? Part 2 Issue: Should people in Canada respond to the legacies of historical globalization? 123 10-2 Globalization Ch8 4/8/07 6:52 PM Page 124 Step 3 Step 4 Perform Your Search Evaluate Sources Most search engines offer Be selective when deciding what information to use from the Internet. Use guidelines for using their research your critical eye! tools. They might advise, for Is the material relevant to your topic? example, putting quotation marks around phrases. Some offer an Are statistics related to the time period you are researching? “advanced search” feature to steer Is the sponsor of the site reputable and reliable? For example, is it a you to specifics. government source or an educational or cultural organization? Enter a key word or phrase. What is the bias of the author? Does he or she support opinions with facts If you have too many or and arguments? Is the material balanced or provocative? unrelated hits, use more key Can the author honestly represent the group he or she is talking about? terms and phrases, or use Sources within a community, such as a knowledgeable Cree Elder, for different ones. example, have more authority to talk about their community than an If you get too few hits, try outside source. different key words or phrases, Overall, have you found a variety of perspectives? or use fewer of them. For more on evaluating sources, refer to the Skill Path in Chapter 2 Pay attention to links to related (pages 23–24). sites. Internet versus Other Research Tools Step 5 Although this Skill Path focuses on Cite Your Internet Sources the Internet as a research tool, Give credit where it is due to protect your sources. there are other tools to consider as Bookmark valuable sites as you find them. well. When would books, archival documents, and ancient maps be As you take notes, record your sources. useful? When would an Internet- To avoid errors while copying down web addresses, use the cut-and-paste based summary of historical events feature to move the addresses into a sources file for your project. be useful? Title Author, Periodical, Date Web Address or Sponsor of Site Job Link Historique du L’Association Accessed http:www.acfa.ab.ca/ drapeau franco- canadienne March historique_drapeau.asp albertain française de 2006 Many careers require an l’Alberta ability to research using the Internet. Teacher, travel Factfile: Global BBC News Accessed http://news.bbc.co.uk/ advisor, and stockbroker are migration January 1/shared/spl/hi/world/ ▲ Figure 8-3 Here is one chart 2006 04/migration/html/ just a few. Think of a few for recording references you global_picture.stm more. find on the Internet. You can develop your own. 124 Chapter 8: Foundations of Historical Globalization 10-2 Globalization Ch8 4/8/07 6:52 PM Page 125 Reaching Outward Question for Inquiry What were the beginnings of global trading networks? How do you get the things you need or want? Most of us earn money, go to a store, and purchase what we need. We can even acquire things Archaeological evidence shows that produced far, far away because of globalization. Through our networks of Indigenous nations traded all across planes, trains, trucks, and ships, goods are transported from far and wide North America. For example, the Pueblo people of the American Southwest so that we will buy them. In this section, you will have a chance to made and traded blue-green turquoise explore the roots of historical globalization in early international trading beads throughout the Southwest and networks. This will give you context in which to consider the Chapter into what is now called Mexico. How Issue: To what extent did historical globalization change people’s lives? could modern transportation networks extend the market for Pueblo turquoise beads today? Early Global Trade Have you eaten an orange lately? This fruit does not grow well in Canada’s climate, so we ship them in from places such as Brazil and California. At international trade the exchange of raw one time, northern Europeans thought of oranges as a very special treat, to materials, goods, and services among be enjoyed only on rare occasions. Why were oranges so valued? They taste distant groups of people good, but they were also hard to get. Until a few centuries ago, transportation technologies consisted of boats powered by the wind or human effort, or beasts of burden such as horses, Travelling Travelling burrows, and camels. It took a lot of time and effort to get even a eastward westward small bag of oranges from southern Europe to northern Europe! Horses Silk Despite the long months of travel required to get items such Buddhist relics Precious gems as oranges, people still wanted things they could not grow or Amber and ivory Animals and plants make in their own environment. People’s desire for goods Perfume Spices spurred on international trade, the exchange of raw materials Glass Porcelain and manufactured goods among distant groups of people. Syrian jugglers Gunpowder and acrobats Paper International trade has since developed into the extensive global Grapes trading networks you began to think about in Chapter 1. ▲ The Silk Road Figure 8-4 When people traded material goods, they also learned different The Chinese emperor Wu Di (141–87 BCE) wanted the very large Iranian languages and exchanged ideas. Few warhorses that were extremely effective in battle. So he sent off a general, traders actually travelled an entire route Zang Qian, to find some. Central Asia was a dangerous place, and the between East and West. Speculate on how general failed to get the horses. However, he did find the way to the West. goods could still travel from one end of the route to the other. Through the centuries, Zang Qian has been honoured as the founder of the Silk Road. Eventually Emperor Wu Di acquired warhorses by force. After the Chinese controlled much of Central Asia, trade began in earnest between the East and the West. Part 2 Issue: Should people in Canada respond to the legacies of historical globalization? 125 10-2 Globalization Ch8 4/8/07 6:52 PM Page 126 “The Silk Road” is a name given to the network of trading routes that lay between the Mediterranean and China. The three routes of the Silk Road ran between mountain ranges, along the edges of deserts, and up river valleys. Both European and Asian traders travelled the routes. They passed through bustling market towns, hiked rough trails, and rested at oases inhabited by many, varied peoples. The Chinese have grown oranges for 2500 years. Europeans first brought orange trees from India around 100 CE. Eventually, orange trees crossed the Atlantic to North and South America. In 2005, 400 000 Brazilians on 20 000 farms grew enough oranges to supply half of the world’s orange juice. In this context, how has historical globalization affected people’s lives? ▲ Figure 8-5 A fruit seller minds her goods at a bazaar in Kathmandu, Nepal, 1999. In many locations, trade and commerce in the 21st century look much the same as they did when the Silk Road was at its busiest. What might be the same for this fruit seller? What might be different? EUROPE The Silk Road Venice M Rome JA PA N ed N Sea of ite J a p a n Kyoto rrane a Bl KOREA Istanbul ac k Beijing Se n a Fukuoka Aral n S ea Se Ankara Sea Ürümqi a Bishkek B Y Z A N T I U M Tashkent Lop Nor Turpan East C a s p ia Bukhara Dunhuang China Tyre Palmyra Sea Samarkand Xi’an Alexandria Damascus Tehran Chardzhev Dushanbe Cairo C H I N A Baghdad TAIWAN ▲ E G Y P T Herat Lhasa Figure 8-6 The PERSIA main routes of the Medina Delhi South Silk Road. The China Mecca Sea Chinese knew how Ahmadabad to make silk. Others I N D I A would pay a high Arabian Bay of Sea Bombay Bengal price for this fine cloth. How does this explain why the Chinese rulers kept 0 1000 km Scale the mystery of silk production a secret? 126 Chapter 8: Foundations of Historical Globalization 10-2 Globalization Ch8 4/8/07 6:52 PM Page 127 Voices Journey along the Silk Road Seeing life through the eyes of someone in the past can help us understand their experiences. Do we have historical journals in which young people describe their experiences of life along the Silk Road? No. Do we have videos or photographs of the time period? Not possible. What we do have are writers of historical fiction. Authors such as Luann Hankom help us bridge the gap between past and present. She began by doing extensive research to learn about the Silk Road as it was in the 8th century. In this period, the network of the Silk Road was at its most extensive. She studied what people wore, what they traded, where they traded, and how ▲ they lived. Then she used her talents as a writer to show us what life might Figure 8-7 This rubbing was taken have been like for a teenage boy and his father, a trader. from a T’ang-era (618–907 CE) tile in a tomb near Dunhuang, China. My name is Fa Zang. I am 12 years old, and the year is A.D. 742. I am excited! Dunhuang was the first Chinese city I am joining my father on my first caravan to a far-off city called Dunhuang. a European trader would have seen. It was the last stop for a Chinese My father has obtained porcelain, rhubarb, herbal medicine, and silk cloth trader. This image shows a typical to trade. What treasures will we find on our journey? Central Asian caravaner with one of We begin our journey in Chang’an, China, where we live. Chang’an is a his camels. How could examining bustling city with two million people. Our caravan includes private merchants images like this help you if you such as my father, Chinese government officials, and of course, camels. were going to write historical Camels may be slow, but they are sturdy animals that can carry our heavy fiction about the Silk Road? loads. historical fiction stories set in a Our prized trading item is silk, which comes from silkworms. People in foreign specific time and place in history, lands use our silk cloth for fancy clothes. sometimes using historical characters We leave Chang’an and travel through the Wei River valley along the Imperial Highway. The landscape is green and yellow-bright green fields and mulberry trees. The ground is yellow with loess, a fine dust that blows in the wind. If the wind is harsh, I will put a mask over my face, so the dust doesn’t get inside my mouth or eyes. In recent years, tour At night, my feet are sore from walking. Our caravan stops at a shelter, so we operators have enjoyed a don’t have to sleep out in the open. Other traders are at the shelter, too. They booming interest in a new have dates, pistachio nuts, peaches, and pears. Someone tosses me a pear. Its type of travel adventure in sweet, slippery juice drips down my chin while I eat it …. I am intrigued as my Southeast Asia: journeys father starts exchanging goods with caravans from the West. along the Silk Road. It might be said that the travel route There are rare items such as green and white jade, fine-colored glass, itself has become the largest and exotic perfumes. My father trades his silk for white jade and Persian “trade good” of all. Part 2 Issue: Should people in Canada respond to the legacies of historical globalization? 127 10-2 Globalization Ch8 4/8/07 6:52 PM Page 128 1 a) What material goods do Fa metalwork. He trades the rhubarb for pistachio nuts and walnuts. He Zang and his father trade exchanges the herbal medicine for musical instruments. The government away along the Silk Road? officials trade silk for horses. The officials are pleased—the horses will be b) What goods do they bargain for the Emperor’s army. for in return? The men from the West describe unusual, foreign places on their journeys: c) Who are some of the people Tyre and Byzantium. I have not heard of these cities before. They speak of they meet? the difficult journeys through the Taklamaken Desert and the Pamirs. Such d) How has international trade adventures! affected their lives? I can barely fall asleep, for thoughts of these exotic places and peoples fill 2 If you had written this piece of my brain. I will travel to these cities someday! My father and I will travel historical fiction, what other back to Chang’an, so I must get my rest. It has been an exciting journey. aspects of life along the Silk I dream of the travels yet to come. Road would you like to have shown in the story? Source: Luann Hankom, “Journey on the Silk Road,” AppleSeeds. Vol. 5, No. 2: November 1, 2002. Explore the Issues 1 Evaluate Visual Images. An image is a powerful 2 Research and Develop Historical Fiction. Perhaps the communication tool. best-known traveller of the Silk Road was the Venetian Marco Polo. Starting in 1271, at the age of only 17, he a) What criteria would you use in choosing a powerful travelled with his father and uncle across Persia. They image? For example, is the subject in focus? went farther, along the southern branch of the Silk Road b) On the Internet, find two powerful images related to to Khanbalik, the site of present-day Beijing. Marco the Silk Road, and print them. Alternatively, Polo’s accounts of his journeys still exist. Take the photocopy two images from books, magazines, or following steps to write a piece of historical fiction about academic journals. The images might relate to the Marco Polo’s adventures along the Silk Road. geography, peoples, cultures, night sky, or artifacts. a) The best authors research their topics. First, They could be maps, photographs, paintings, or other research Marco Polo’s adventures on the Internet or artistic forms. in books. Find out what Marco Polo learned of Asian c) Identify each image and describe its significance in geography and the Indigenous peoples he met in two sentences. his travels. Refer to the Skill Path in this chapter to This image shows … It helps us understand … help you conduct an effective search. SKILL P A T H d) Choose what you think is the most powerful image, b) Now write a piece of historical fiction in the form of according to the criteria you identified in part (a). one page from Marco Polo’s journal. e) In a class collage, post your chosen image. 3 Draw Conclusions. In your own words, explain how f) Using a word processor, summarize your impressions early international trading, one of the roots of historical of the collage in a well-written paragraph titled globalization, affected people’s lives. “Impressions of a Trading Network.” 128 Chapter 8: Foundations of Historical Globalization 10-2 Globalization Ch8 4/8/07 6:52 PM Page 129 Organized Trade Question for Who benefited from mercantilism? Inquiry Many economic terms in European A Fish Tale d underwater languages, such as tariff and traffic, lantic cod was a prize come from Arabic languages. For centuries the At d mi llions, and build nations, fee currency that helped th e Vi kings in the Follow the links at the Living in a bal conflict. Histo rians believe Globalizing World website to find stir glo set bait for e first Europeans to 10th century were th ing that is traded] in a glossary of economic terms. Find odity [someth ▲ This description of a the treasured comm the origins of one or two other ores off the coast of video clip describes the well-populated sh ark is CBC Radio clip M codfish as “currency,” common economic terms, such as Newfoundland. In th Biogr aphy of the Fish That budget, capital, cash, economy, Cod: A which means a type Kurlansky, author of h e that tal recounts a peculiar fis of money. Why would money, and trade. Changed the World, s, and Vikings, the Basque the author compare hearkens back to the na da. g country named Ca codfish to money? eventually to a youn 97 ast Date: June 24, 19 CBC Archives: Broadc mercantilism a Eurocentric economic policy whereby European monarchs increased their wealth through international trade During the Tang Dynasty (618–907 CE), China developed a strong international ocean trade. Chinese seafarers travelled far and wide by sailing ship. They traded with many peoples, including Arabic peoples, Monarch who controlled the waters of the Mediterranean. Arab seafarers sailed to European ports to trade Chinese goods for European goods. Not until the 1300s were Europeans driven by their own ambitions to explore distant grants authority to … gives parts of the globe. a portion of profits to … Eventually, Europeans developed an economic system called mercantilism, which you will be able to investigate in this section. Under Company mercantilism, governments controlled international trade to increase their wealth. It was popular among European monarchs of the 18th century. They sponsored colonies, which provided natural resources. The codfish operates a business in … described above was just one product gathered by Europeans in colonies to sends natural resources to … process and sell for a profit. In the view of European monarchs, the level of gold, silver, and jewels in their treasury reflected their level of prestige. In the view of some Indigenous peoples, the business opportunities were Colony welcome when they were offered as a respectful partnership. In the system of mercantilism, monarchs and their governments had the right to control trade for their own benefit. Monarchs would sponsor monopoly occurred in the past when a some trading ventures with their own money. They also granted the right monarch granted one individual or a single to trade to their friends, relatives, and allies. These friends paid high taxes company the sole right to gather and trade in a particular good; today, monopolies in return, so the monarch made even more money. Sometimes the exist when a business has no competition in monarch would grant a friend a monopoly: the sole right to harvest and a market, such as when a product or service trade in a particular good. Here are three examples of monopolies: is controlled by one company Part 2 Issue: Should people in Canada respond to the legacies of historical globalization? 129 10-2 Globalization Ch8 4/8/07 6:52 PM Page 130 The Dutch East India Company was founded in 1602. It held a monopoly on trade in the East Indies for 200 years. The role of this company was threefold. It brought money into the Dutch treasury. It fought the enemies of the Dutch monarch. Finally, it prevented other European nations from entering the East India trade in Indonesia, Malaya, and Ceylon (Sri Lanka). A charter gave the HBC the sole In 1627, the French crown granted Le Chevalier Isaac de Razilly and trading rights to the entire region his Compagnie des Cent-Associés (or Company of One Hundred drained by all rivers flowing into Associates) a charter over New France. The company profited from Hudson Bay (an area of four million square kilometres). Follow the fur trade. In return, the company established a French presence by the links on the Living in a supporting a French colony. Globalizing World website to view In 1670, two Frenchmen, Pierre Esprit Radisson and Médard Chouart artifacts and historical Des Groseilliers, told some exaggerated tales about North America to documentation of the HBC. King Charles II of England. Inspired, the king granted a charter to “The Company of Adventurers of England Trading into Hudson’s Bay.” He gave it the sole right to trade in furs in North America. We HBC Hudson’s Bay Company commonly know this company as the Hudson’s Bay Company (HBC). Figure 8-8 French explorer, Jean- ▲ François de Galoup, Comte de La Pérouse (1741–1788) is shown meeting with peoples of the West Coast. He visited Canada’s West Coast in 1786 for the purpose of developing the relationships needed to conduct whaling and fur trading in the region. How would you describe the level of respect shown in this 19th century illustration by G. Bramati? How does it compare with the relationship shown image in Figure 8-9 on the next page? Balancing the Benefits? READING GUIDE Could the benefits of a Eurocentric system such as mercantilism be shared? Before you consider this question, refer to the Perspectives How does labelling something diagram on page 3 of this book to remind yourself about why it is as Eurocentric reveal a important to investigate a variety of perspectives on an issue. perspective? As you read, If you look at the purpose of mercantilism—to enrich European think about how an analysis monarchs—you might wonder how anyone else could benefit. European of the past tells as much monarchs and their advisors thought their mercantilist system was about the analyst as it wonderful: they designed it so they could build up great wealth. Do you does about the past. think the Indigenous peoples in the territories where they operated had the same perspective? As always, the answer cannot be a straight yes or no. If you look at the two visuals in Figures 8-8 and 8-9, you will see two 130 Chapter 8: Foundations of Historical Globalization 10-2 Globalization Ch8 4/8/07 6:52 PM Page 131 examples of ways that Europeans and Indigenous peoples interacted. How are the relationships shown different? How would the Indigenous peoples’ views of mercantilism differ from those of Europeans? Why did some Europeans treat Indigenous peoples with respect? Why did some Indigenous peoples benefit to some degree from partnerships with Europeans? The difference can be explained in part because some natural resource extraction requires a healthy, co-operative workforce. That was generally the case in New France, where the First Nations were critical to the success of the fur trade. The French goal was to develop a permanent, thriving French colony. The colony required income from the fur trade, which depended on the skills and expertise of the First Nations to extract the resource. First Nations benefited from the European goods that the French traded, so a business partnership was born, and both the First Nations and the colonists benefited to some degree. In many parts of the world, however, Indigenous peoples were unable to resist European resource exploitation or permanent occupation of their lands. ▲ Figure 8-9 Felipe Guaman Poma de Ayala (1583–1615) illustrated this scene in which a Spanish conquistador beats a young Quechuan man while his mother begs for mercy. Guaman Poma, who was Quechuan, spent many years of his life creating an 800-page history of the Quechuan people of the Andes, including 400 full-page drawings. Why would Guaman Poma want to record this particular scene? How does the drawing convey his people’s perspective? Explore the Issues 1 Evaluating Images. Examining visuals can tell you a lot 2 Explain visually. Create a labelled diagram to show about the past. Compare the relationships shown in the how mercantilism worked. Add examples. On your two images in Figures 8-8 and 8-9. What do these diagram, show how various people benefited under illustrations tell you about who benefited from mercantilism. Whose lives were affected by this form of mercantilism? historical globalization? Figure 8-8 Figure 8-9 Artist Perspective shown Description of the relationship shown Part 2 Issue: Should people in Canada respond to the legacies of historical globalization? 131 10-2 Globalization Ch8 4/8/07 6:52 PM Page 132 Making Profit Salve lucrum! Question (Hail profit!) for What values drove capitalism? Inquiry Lucrum gaudium! (Profit is joy!) —Ancient You have likely seen the occasional headline such as “Profits jump at West Roman sayings Jet!” or “Healthy profit margin for Sycrude’s last quarter.” Profits are the bread and butter of the Canadian economy, and profits are always good. Right? Capitalism is a foundation for modern economic globalization. In this section, you will have a chance to investigate the beginnings of capitalism. ▲ You will consider the values—such as the respect for profit—that have These were mottoes to live by in Pompeii, encouraged many governments to embrace capitalism. These values one of the urban centres of the ancient include competition, economic freedom, personal responsibility, and Roman Empire in 79 CE. What values are consumerism. You will begin to think about your own assumptions related revealed by these sayings? How does this compare with messages about profit that to these values, and what the upside and downside of each one might be. you might find in media advertising today? Early Capitalism capitalism an economic system based on You have read that mercantilism was an economic system designed to free markets, private ownership of business increase the wealth of monarchs. Capitalism is similar; it is an economic and industry, and the profit motive system designed to increase the wealth of business people. Through mercantilism, many merchants had successfully built up their wealth. Some business people went into money lending: making money by charging interest. Others financed large-scale business enterprises in trade Private Businesses and manufacturing. Partnerships and companies formed to spread the risk. All of these people were generating wealth, not only to support themselves and their families but also to reinvest to generate even more wealth. This was the start of the economic system known as capitalism. The business people wanted to use their money freely, without government interfering. PROFITS In capitalism, private businesses generate profits, which are ideally reinvested to Competition and Freedom generate even more profit. The 18th century was a time of turmoil in Europe. People wanted political change—they challenged the rights of monarchs and wanted more rights and freedoms for ordinary people. Freedom is an important idea in capitalism, too. free market an economy in which Capitalism requires a free market. In a free market, government does government does not interfere in business not restrict or control how people make or spend their money. Capitalism activities; supply and demand are not also allows private ownership of businesses, requires open competition, and regulated, or are regulated with only minor restrictions supports the profit motive. Scottish philosopher and economist Adam Smith (1723–1790) was a critic of mercantilism and the granting of monopolies. He believed that individualism and competition should be encouraged. He thought that these 132 Chapter 8: Foundations of Historical Globalization 10-2 Globalization Ch8 4/8/07 6:52 PM Page 133 values would create more wealth. In his opinion, the “strongest” (the hardest working, the most entrepreneurial) would succeed and survive. Smith’s Wealth of Nations, along with the writings of Thomas Malthus, David Ricardo, John Stuart Mill, and others, became the foundation for the economic system of modern capitalism. These thinkers believed in four key ideas: Individual initiative and the desire for profit motivate people to work. People compete in their own self-interest. Individuals have the right to own private property and to accumulate wealth through development and use of that property. Most of the production, distribution, and ownership of the goods of a country should be in the hands of private individuals and companies. Voices Freedom to Lose Out On the surface, the values that underlie capitalism can seem very positive. Freedom, for example, is a very appealing idea. Capitalism now offers consumers the freedom to buy. Critics point out, however, that capitalism does not consider such freedoms as the freedom from poverty, freedom from exploitation, and freedom from a ravaged planet. Here is what one Canadian expert has to say. With the computer, you can get anything you want from [the] outside world, without actually having to go there. ▲ Or can you? If what you want is silk pyjamas, a cocktail dress, or an exquisite Figure 8-10 Students at Rosslyn watch, the possibilities are endless. But there’s no icon to click on if you want Junior High in Edmonton get ready to a clean environment, to save an endangered species, streets that are safe to climb aboard a city bus after final walk on, a public education system so your children can go to a decent school, exams. Think about how public transit a public transit system that will take you where you want to go. … All our is paid for in Canadian communities. Who is affected when governments public systems—public health care, public education, public pensions, take away or provide additional public transit—are underfunded and under attack. Although we are richer … funding for public transit? Are you? than we’ve ever been before, we are told we can’t afford the level of spending on public programs that we managed to afford in the past. Source: Linda McQuaig, All You Can Eat: Greed, Lust, and the New Capitalism, (Penguin, 2001). 1 How are public programs under fire, according to McQuaig? Give an example of a scenario in which cutbacks—real or potential—might affect your life. 2 Make a list of freedoms you have under capitalism. Make another list of freedoms that Canadian society aims to protect. Which are more important to you, and why? Part 2 Issue: Should people in Canada respond to the legacies of historical globalization? 133 10-2 Globalization Ch8 4/8/07 6:52 PM Page 134 The early capitalists argued (as modern capitalists do now) that the creation of wealth is good. Many societies, however, qualify that statement. One position is that the creation of wealth is good if the wealth is shared with the disadvantaged in society. Another position is that the creation of wealth should not exploit workers or damage the environment. That is where governments come in. Governments have the capability of controlling capitalism, redistributing wealth (via taxes), and supporting other values that people hold dear (through laws and social Figure 8-11 Canada has several programs). In the Voices feature on the previous page, you read about one characteristics that support the values Canadian expert’s opinion about how the values of capitalism fall short. of capitalism to some degree. Which of the early capitalists’ ideas have become Canada has a relatively free market. (You values in the society you live in today? can purchase pretty much what you like, From your point of view, is this positive but the government exercises some or negative? ▲ control, for example, by regulating the safety of many products.) Canada has both private and public Canada has open competition in most ownership of business. (You have the right areas. That means Canada supports the to run a business, but the government Capitalism profit motive. If you run a business, you runs many “businesses,” such as mail in Canada can keep your profits (after you pay your delivery and public transit.) taxes, of course). Explore the Issues 1 Express Main Ideas. Create a drawing about capitalism one. Rewrite each definition to match your to go with the one you created to illustrate mercantilism understanding of the term. (Activity 2 on page 131). Think about who benefited most c) Explain how each of the values has helped make from each system. Think about your intended audience, capitalism work. and then write a caption for each of your drawings to help d) Now explain the downside of each value, if you your audience understand what they are looking at. think there is one. Ask yourself who benefits, who 2 Retrieve and Evaluate. does not, and to what degree. a) With a partner, create a list of values that drove the e) How can knowing about the values of early move toward capitalism. capitalism help you decide on the extent to which b) Consult a dictionary to find a definition for each we should embrace globalization today? Full Steam Ahead Question for How did industrialization change people’s lives? Inquiry As you have probably seen in life, one thing always leads to another. This is true in human history. Early international trade led to mercantilism, designed to help monarchs get rich. Mercantilism led to capitalism, designed to help business people get rich. Now you will have a chance to investigate 134 Chapter 8: Foundations of Historical Globalization 10-2 Globalization Ch8 4/8/07 6:53 PM Page 135 another foundation of historical globalization: industrialization. In this section, industrialization the shift of a country’s you can explore how industrialization changed people’s lives. You will have an major economic activity from agriculture to opportunity to think about what values made industrialization possible. You manufacturing may also consider who benefited, and to what degree. By looking at the experiences of the past, you can better evaluate present-day globalization, which came from these roots. Driving Industrialization As you saw in the section about mercantilism, Europeans sought out raw materials in North and South America, Africa, and Asia. They used these in their manufacturing industries. As time went by, these industries became larger. They also increased in number. Increased manufacturing leads to industrialization, which occurs when the major economic activity of a country shifts from agriculture to manufacturing. Industrialization first took place in European countries such as Great Britain, France, Spain, and Belgium. Other European countries, such as Sweden, became banking and financial centres because of their geographic locations. Canada became industrialized, too, but it did so later and over a longer time period. As you will see in the next chapter, the industrialization of European countries made possible the extensive global economic networks of imperialism. ▲ Figure 8-12 Great Britain was the CAUSE: Large first country to transform itself into landowners wanted to farm sheep, an industrial country. Here are some so they evicted farmer-tenants who EFFECT: MASSIVE had farmed the land for generations factors that led to industrialization in LABOUR FORCE Great Britain. Look at each cause. CAUSE: New types of farming machinery led to healthier diets, Think about what values allowed which led to population growth industrialization to occur. What is an upside to each of these values? A downside? CAUSE: Massive labour force CAUSE: Individuals were responsible for looking after EFFECT: LOW WAGES themselves; government help in the AND POOR WORKING form of welfare did not exist CONDITIONS CAUSE: The government did not make any laws about workplace safety CAUSE: Low labour costs CAUSE: The government EFFECT: FLOURISHING banned or taxed imports, MANUFACTURING protecting British industries CAUSE: Demand for goods rose Part 2 Issue: Should people in Canada respond to the legacies of historical globalization? 135 10-2 Globalization Ch8 4/8/07 6:53 PM Page 136 The Inventions! Inventions and innovations in the workplace Figure 8-13 This 1830 illustration shows the “Rocket,” the made industrialization possible both in Britain winner of a competition to find the most efficient locomotive and elsewhere. For example, Sir Mark Isambard for hauling heavy loads. Inventors George and Robert Stephenson had also invented the “Puffing Billy,” one of the Brunel, a French inventor living in England, earliest locomotives built for coal mine work. How could invented the first production line that used hauling capacity affect industry capabilities? How would you specialized machinery. Here are three examples of describe the public reaction to the Rocket, based on the machines that drove industrialization: evidence you see here? ▲ Steam Engine: At one time, production depended on water, wind, or human energy. The invention of the steam engine changed that. Wood and coal were burned as fuel. The fire heated water into steam, and the tremendous pressure created by the expansion of the steam provided energy that could be used in any industrial process. In France, Jacques Perrier invented the first steamship in 1775. Blast Furnace: The introduction of large blast Smelting removed impurities from the iron to create furnaces revolutionized iron and steel production. very hard steel. The result was a vastly improved The new furnaces used coal to smelt iron ore. finished product. Iron production in Britain quadrupled between 1788 and 1806 to meet the increasing demand. At the time, Britain was at war with France, so it increased production of steel to [CATCH VISUAL 8O – build a bigger navy and railway network. ILLUSTRATION: ENGRAVING, FLAX HECKLERS, 1700S] Power Loom: The flying shuttle, the spinning jenny, and the power loom transformed the textile industries. Factories had machines and access to power that individual households did not have. In factories, operators could produce cloth of a consistent quality at a fraction of the cost of homespun (handmade cloth). Some inventions did not affect production, but still ▲ affected people’s lives. For example, in 1783, the Figure 8-14 Flax hecklers, shown in an illustration from Montgolfier brothers invented the hot air balloon in the 18th century. Flax heckling is the process of combing France. Jules Verne featured it in his popular adventure out the flax fibres. The newly invented factory machinery novel Le tour du monde en quatre-vingts jours (Around could produce consistent goods at a small cost per item. the World in 80 Days) in 1872. How would factory owners benefit? Would workers benefit? Explain your thoughts. 136 Chapter 8: Foundations of Historical Globalization 10-2 Globalization Ch8 4/8/07 6:53 PM Page 137 The Effects on Working People Under the modern factory system, as it first developed both in Canada and elsewhere, entrepreneurs owned the factories, machinery, tools, and entrepreneur a person who sets up or materials. Many of these business owners hired workers as cheaply as finances a new business or industry to make a profit possible so that they could make good profits. Entrepreneurs made great fortunes selling manufactured goods to the emerging consumer class. But what of the workers? Primary sources tell of unhealthy and unsafe workplaces. Many men, women, and children worked in coal mines, cotton mills, and textile factories, where they could earn money to support their The transformation in the 19th families. In some workplaces, conditions were acceptable. In some, century was so dramatic that conditions were dreadful. The government believed in capitalism because historians call it the Industrial it allowed people to support themselves. It also believed in personal Revolution. Why do you think it responsibility, though, so it did not feel an obligation to protect workers. is called a revolution? As a Canadian, you may have a different opinion about society’s role in protecting people’s rights. Keep in mind that your perspective is that of a present-day Canadian. People had different ideas about the role of government in the past. Over time, though, people responded to industrialization by making laws to protect working people. These laws helped form Canadian laws, which now protect you. Read the accounts of two different miners in two different times and places in the Global Connections feature on the next two pages. Think about whether or not the situation has changed since the Industrial Revolution. Geographers understand the world You will also come across terms such as First World better by dividing it into regions of and Third World, industrialized and industrializing, various types. When you research North and South. These are all used to describe economic globalization, you will come different economic categories. across a variety of terms to describe world 1 Refer to the Skill Path in this chapter, and use the economic regions. Most geographers agree that when Internet to find definitions for these terms. In countries are grouped according to their economic what ways is each set of terms unsatisfactory? Are development status, they fall into two general any Eurocentric? Explain. SKILL P A T H groups—more developed and less developed. 2 How are the terms more developed and less Countries within each group are said to have certain developed unsatisfactory? characteristics in common. Understanding terms like 3 Think of another way to categorize countries these will help you in your inquiries. according to their economic characteristics. Conduct research on the Internet or in the library to find one example of unacceptable working conditions in factories that make products for North Americans. (Review the Skill Path in this chapter.) Express your opinion about what should be done about this situation in a letter to the CEO of the company responsible for distributing the goods in Canada. SKILL P A T H Part 2 Issue: Should people in Canada respond to the legacies of historical globalization? 137 10-2 Globalization Ch8 4/8/07 6:53 PM Page 138 Lancashire ENGLAND Working Conditions Then and Now KENYA ▲ Figure 8-15 I n the following 1842 testimony, I work for Andrew Knowles, of Little Lancashire, England, and Kenya, Africa Betty Harris, a 37-year-old miner, Bolton [Lancashire, England], and make tells about her working life. She was sometimes 7 shillings a week, sometimes a drawer—she dragged wagons of coal not so much. I am a drawer, and work upward through narrow, steeply from 6 in the morning to 6 at night. Stop What was the worth of Harris’s inclined tunnels of the mine. Keep in about an hour at noon to eat my dinner; weekly wage? Work it out: mind that children were hired and have bread and butter for dinner; I get 20 shillings = 1 pound worked beside Harris doing the same no drink. … 1 pound = about 4 dollars or similar tasks. As you read, think (in 1842) about what conditions would not be I have a belt round my waist, and a chain Harris probably paid about permitted today if you were to take on passing between my legs, and I go on my 1.5 shillings a week in rent. a job as a miner in Canada. hands and feet. The road is very steep, and we have to hold by a rope; and when there is no rope, by anything we can catch hold of. There are six women and about six boys and girls in the pit I work in; it is very hard work for a woman. The pit is very wet where I work, and the water comes over our clog-tops [wooden shoes] always, and I have seen it up to my thighs; it rains in at the roof terribly. My clothes are wet through almost all day long. … My cousin looks after my children in the daytime. I am very tired when I get home at night; I fall asleep sometimes before I get washed. I ▲ am not so strong as I was, and cannot Figure 8-16 A woman drags a sledge of coal along a narrow tunnel in a mine in stand my work so well as I used to. South Wales, about 1848. Many drawings like this were created for a series of government reports that led to laws limiting the employment of women and girls and Source: “Women Miners in the English Coal Pits,” boys younger than 13 in mines and other dangerous occupations. What do you think Internet Modern History Sourcebook, was the main point the artist was trying to make with this drawing? http://www.fordham.edu/halsall/mod/ 1842womenminers.html. 138 Chapter 8: Foundations of Historical Globalization 10-2 Globalization Ch8 4/8/07 6:53 PM Page 139 Do you think that conditions in mines problems that would affect have improved? Perhaps in Canada. them throughout their However, in June of 2005, the United lives…. The plight of children Nations International Labour who labour in mines and Organization (ILO) stated that at quarries that [are] often least one million children aged 5 to 17 dangerous, dirty, and can worked in small, unregistered mines pose a grave risk to their around the world. These small-scale health and safety, will be the operations are considered some of the focus of the Fourth World world’s most dangerous workplaces. Day against Child Labour, The ILO urged a ban on permitting scheduled for June 12, this this practice. As you read the year. following 2005 account by African In both surface and journalist Florence Gbolu, think about underground mines, children what values employers demonstrate work long hours, carry heavy when they employ children in these loads, set explosives, sieve conditions. sand and dirt, crawl down narrow tunnels, breathe in These children work in the worst harmful dust, and work in conditions imaginable, where they are water, often with the presence faced with the risk of dying on the job of dangerous toxins [poisons] ▲ or sustaining injuries and health such as lead and mercury. Figure 8-17 In your mind, picture a typical Canadian miner. Does the person Source: Florence Gbolu, “One Million Kids Work in Mining,” All Africa (May 24, 2005), (Ghanaian Chronicle/All look anything like the miner pictured Africa Global Media via COMTEX), http://www.ghanaian-chronicle.com/. here? This photograph shows a Turkana boy working in a gold mine in northern Kenya. (The Turkana people number 1 Compare and Contrast. Create a chart to show the similarities and differences in about 340 000, and live in northwest the working conditions described in these two articles. How have things changed Kenya east of Lake Turkana.) What in 160 years? How have they stayed the same? What does this say about present- impression do you think the day globalization? What do improvements in some areas of the world, such as photographer was trying to make with Canada, say about people’s ability to respond to problems generated by this photograph? Would a mine owner industrialization? SKILL P A T H have taken a similar picture? Why or why not? 2 Practise Your Skill. Use the Internet to research the day-to-day lives of workers during Britain’s Industrial Revolution. Find one piece of information that caught your interest. Share it with your class. What findings showed improving living standards? ILO International Labour Organization 3 Look at Another Perspective. Historians try to understand why people did the things they did. Assume you were an employer at the mine where Betty Harris worked. Write a response to a letter-writer who challenges you to justify the conditions in your mine. Part 2 Issue: Should people in Canada respond to the legacies of historical globalization? 139 10-2 Globalization Ch8 4/8/07 6:53 PM Page 140 Explore the Issues 1 Practise Your Skill. Review Step 2 of this chapter’s Skill 2 Defend an Informed Position. Today, because of Path. SKILL P A T H globalization, many kinds of manufacturing have moved a) Use the Internet to investigate one invention of the from more developed to less developed countries, where Industrial Revolution (19th century) that dramatically wages are low. In some cases, child labour is used to changed people’s lives. As you research, answer each produce goods imported to Canada. In other cases, of the questions in the chart under Tools for Effective safety or health standards are lower than Canada’s. This Internet Research. Look ahead to the Skill Path in places workers at risk. Defend your informed position on Chapter 10 (pages 157–158) for guidance in taking this question: Should Canadians pay attention to where and using research notes. products are made before they buy? Use word-processing technology to compose, edit, revise, and rewrite. b) Create a one-page report. At the top, place a picture or drawing of your invention. Underneath, write at 3 Promote Your Values. Canadian law cannot be used to least one sentence after each of these headings: Who, regulate industries far from our shores. What other What, When, Where, Why, and How. Using your means do Canadians have—through government or chosen invention as an example, explain how individually—to be active citizens and support their industrialization changed people’s lives. values? What co