The Influence of the Environment in Modern History
A Webinar for High School Teachers
Technical Support
• Download documents (teacher resources & presentation slides) from the share pod.
• Use the Chat box to submit responses or any questions you may have. • See video but no sound? Check if your computer speakers are turned on.
• If you are experiencing trouble, please close other tabs and programs during this program and have this site open in only one browser. • If your issues persist, remember that we’ll be recording this session so you can view the webinar at a later date. Copyright © 2016, The Regents of the University of California, All Rights Reserved
“The Open Door”
Copyright © 2016, The Regents of the University of California, All Rights Reserved
California’s
Environmental Principles and Concepts
PRINCIPLE I
People depend
on natural systems
PRINCIPLE II People influence
natural systems
PRINCIPLE III
Natural systems change in ways that people benefit from
and can influence
PRINCIPLE IV
There are no permanent or impermeable boundaries that prevent matter from flowing between systems
PRINCIPLE V
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Decisions affecting resources and natural systems are complex and involve many factors
4
An environmentally literate person has the capacity to act individually and with others to support ecologically sound, economically prosperous, and equitable communities for present and future generations. Through lived experiences and education programs that include classroom-­‐
based lessons, experiential education, and outdoor learning, students will become environmentally literate, developing the knowledge, skills, and understanding of environmental principles to analyze environmental issues and make informed decisions.
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Given this definition, how do you see the HSS classroom as poised to impart environmental literacy?
10.4.1 Describe the rise of industrial economies and their link to imperialism and colonialism.
Identify the role of natural resources (goods and ecosystem services)—most of which were supplied by the colonial possessions in Africa, Southeast Asia, China, India, Latin America, and the Philippines)—in the rise of industrial economies.
Describe how the practices of resource extraction, transport and consumption affected the natural systems and economies in the colonies.
HSS Framework: What were the results of the Industrial Revolutions? How was technology, and the environment transformed by industrialization? Why did industrialized nations embark on imperial ventures? 10.4.3 Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-­‐term responses by the people under colonial rule.
Describe imperialism from the perspective of local control and economic benefit from natural resources versus control and economic benefits gained by the colonial powers.
HSS Framework: How did native people respond to colonization?
11.4.2 Describe the Spanish-­‐American War and U.S. expansion in the South Pacific.
HSS Framework: “How did America’s role in the world change between the 1870s and 1910s?” “Did the United States become an imperial power? Why or why not?”
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Copyright © 2016, The Regents of the University of California, All Rights Reserved
From EEI Unit 10.4.1
New Imperialism: The Search for Natural Resources
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Copyright © 2016, The Regents of the University of California, All Rights Reserved
From EEI Unit 10.4.1
New Imperialism: The Search for Natural Resources
“Finance capital is interested not only in the already discovered sources of raw materials but also in potential sources, because present-­‐day technical development is extremely rapid, and land which is useless today may be improved tomorrow if new methods are devised . . . , and if large amounts of capital are invested. This also applies to…new methods of processing up and utilizing raw materials, etc. etc. Hence, the inevitable striving of finance capital to enlarge its spheres of influence and even its actual territory.”
-­‐Vladimir Lenin, 1917
Copyright © 2016, The Regents of the University of California, All Rights Reserved
How would you help students see Lenin’s points about industrialization, resources, and territorial expansion?
“The War in China,” 1858
Copyright © 2016, The Regents of the University of California, All Rights Reserved
The Stacking Room, Opium Factory at Patna, India
“In the Stacking Room the balls are stacked before being packed in boxes for Calcutta en
route to China…To clear them of mildew, moths or insects, they are rubbed with dried and crushed poppy petal dust.”
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Opium Fleet Descending the Ganges on the Way to Calcutta
Note: the timber raft shown in the sketch has been floated down from the Nepal Forests and will be used in making packing-­‐
cases for the opium.
Copyright © 2016, The Regents of the University of California, All Rights Reserved
What was the relationship between the natural resources and the economic and political developments that led to the Opium Wars?
1885 Pears Soap Advertisement
How are race, the environment, and an imperial product – soap –
shown in this advertisement? Why might this have been an effective advertisement? How do geography, available natural resources, and different conceptions of people’s place within nature all factor into a discussion about this advertisement?
Copyright © 2016, The Regents of the University of California, All Rights Reserved
“The Longest Reach in Land Grabbing,” 1900
Why did industrialized nations embark on imperial ventures?
How did geography and natural resources affect relationships among different countries?
Copyright © 2016, The Regents of the University of California, All Rights Reserved
2,000 feet underground in the Kimberley Diamond Mine, South Africa, circa 1900
How does this labor likely compare to traditional forms of labor in South Africa?
Premier Diamond Mine, South Africa, circa 1900
How were the local ecosystems likely impacted by these mining operations?
Copyright © 2016, The Regents of the University of California, All Rights Reserved
1927 British Poster
What social, economic, and environmental changes does this poster suggest were unfolding in British territories?
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Mapping the Environmental Impact of the Global Commodity Trade
Chocolate
Coffee
Cotton
Fur
Opium
Oil
Gold
Silver
Spices
Sugar
Tea
Timber
Tobacco
Wheat
Copyright © 2016, The Regents of the University of California, All Rights Reserved
“Lift your eyes to the horizons of business, let your thoughts and your imagination run abroad throughout the whole world, and with the inspiration of the thought that you are Americans and are meant to carry liberty and justice and the principles of humanity wherever you go, go out and sell goods that will make the world more comfortable and more happy, and convert them to the principles of America.”
-­‐President Woodrow Wilson, Address to the Salesmanship Congress in Detroit, 1916
Copyright © 2016, The Regents of the University of California, All Rights Reserved
How would you help students connect matters of economics, politics, race, and the environment with this Wilson quote?
Sugar Cane Production, Hawaii, early twentieth century
What do these images tell us about the environmental transformations in Hawaii as a result of industrialization and imperialism?
Copyright © 2016, The Regents of the University of California, All Rights Reserved
“Prodigal Nature: a pine-­‐apple plantation in Hawaii” circa 1900
Japanese on Sisal Plantation, Hawaii, circa 1900
Copyright © 2016, The Regents of the University of California, All Rights Reserved
“In Favor of Annexation: Hawaii of Great Value to the United States” New York Tribune, January 30, 1893 (excerpts)
“The Hawaiian revolution has been the absorbing topic of discussion all day. In the face of the general protest stated to have been sent by the deposed Queen declaring that she yielded only to the superior force of the United States and appealing to the United States to reverse its action and reinstate her in authority…”
Senator Morgan: “Of course there can be no question of the great desirability of the islands as a naval station…”
Judge Chipman, House Committee on Foreign Affairs: “ The Sandwich Islands are extremely fertile…As a naval station and point of commercial advantage in the Pacific they are vital to us.”
Copyright © 2016, The Regents of the University of California, All Rights Reserved
“I, Liliuokalani of Hawaii, by the will of God, named heir apparent…do hereby protest against the ratification of a certain treaty…
I declare such treaty to be an act of wrong towards the native and part-­‐native people of Hawaii…
Because [it] never received any such authority from the registered voters of Hawaii, but derives its assumed powers from the so-­‐called Committee of Public How did Queen Liliuokalani respond to the United States’ Safety…largely [composed] involvement in Hawaii? Judging by the previous photos, how of persons claiming did resource-­‐dependent economic endeavors likely shape American citizenship, and the relationship between Hawaiians and Americans? not one single Hawaiian.”
-­‐1898
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Debating annexation of the Philippines
“I recognize the existence of a national sentiment...against the acquisition of foreign territory; but...we have to compete with the commercial nations of the world in far-­‐
distant markets. Commerce, not politics, is king....There is a boundless future which will make the Pacific more important to us than the Atlantic....The possession [of the Philippines] gives us standing and influence. It gives us also valuable trade both in exports and imports....We are taking our proper rank among the nations of the world.”
-­‐Charles Denby, U.S. Minister to China, “Shall We Keep the Philippines?”
“The United States from now on is destined to be a world power...
From a nation of shop-­‐keepers we become a nation of warriors. We escape the menace and peril of socialism and agrarianism, as England has escaped them, by a policy of colonization and conquest…”
-­‐Henry Watterson, Newspaper Editor, 1898
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Debating annexation of the Philippines
“Who can estimate in money and men the cost of subduing and keeping in subjection eight millions of people, six thousand miles away, scattered over 1200 islands, and living under a tropical sun?”
-­‐William Jennings Bryan, “Will It Pay?” 1899
“I am not in sympathy with those...who would sacrifice our National honor and the high ideals of the Republic, and who would inflict upon our people the burdens of...militarism for a mere matter of dollars and cents…
Tropical countries like the Philippines may be field of profit for rich men who can hire others to work for them, but not for those who have to work for themselves....The profits of the trade with the islands...can never amount to the cost of making and maintaining the conquest of the Philippines.”
-­‐Senator Carl Schurz (R-­‐MO), 1899
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Sugar refinery, Philippines, date unknown
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Lumbering region, Philippines, early twentieth century
exports,
Brazil
(metric tons)
Rubber eRubber
xports, Brazil, 1827-­‐1915 (metric tons)
30000
25000
20000
15000
10000
5000
0
1827-­1831 1832-­1836 1836-­1840 1840-­1845 1846-­1850 1851-­1855 1856-­1860 1861-­1865 1866-­1870 1871-­1875 1876-­1880 1881-­1885 1886-­1890 1891-­1895 1896-­1900 1901-­1905 1906-­1910 1911-­1915
Copyright © 2016, The Regents of the University of California, All Rights Reserved
Rice exports, 1850-­‐1910
Rice Exports, 1850-­1910
2500
2000
India
Thailand
1500
1000
500
0
1850
1855
1860
1865
Copyright © 2016, The Regents of the University of California, All Rights Reserved
1870
1875
1880
1885
1890
1895
1900
1905
1910
World Sugar Production to 1920
World sugar production, 1870-­‐1920
6000
5000
Latin America
Asia-­Pacific+S. Africa
4000
3000
2000
1000
0
1870
1875
1880
1885
Copyright © 2016, The Regents of the University of California, All Rights Reserved
1890
1895
1900
1905
1910
1915
1920
World Gold Production before 1940
World gold production, 1850-­‐1940
500
450
400
350
300
Latin America
USA (+ Philippines)
250
South Africa + Rhodesia
Australia+New Zealand
200
150
100
50
0
1850
1855
1860
1865
1870
1875
Copyright © 2016, The Regents of the University of California, All Rights Reserved
1880
1885
1890
1895
1900
1905
1910
1915
1920
1925
1930
1935
1940
Forest Cover
World forest cover, 1850-­‐1990 (thousand hectares)
5200000
5100000
5000000
4900000
4800000
4700000
4600000
4500000
4400000
1850
1860
1870
1880
Copyright © 2016, The Regents of the University of California, All Rights Reserved
1890
1900
1910
1920
1930
1940
1950
1960
1970
1980
1990
World grassland cover, 1850-­‐1990 (thousand hectares)
Grassland Cover
3200000
3100000
3000000
2900000
2800000
2700000
2600000
2500000
1850
1860
1870
1880
Copyright © 2016, The Regents of the University of California, All Rights Reserved
1890
1900
1910
1920
1930
1940
1950
1960
1970
1980
1990
World Cropland
World cropland, 1700-­‐1950 (thousand hectares)
700000
600000
Africa
Europe
Americas
500000
Asia/Pacific
400000
300000
200000
100000
0
1700
1800
Copyright © 2016, The Regents of the University of California, All Rights Reserved
1870
1910
1930
1950
Famine victim, India, circa 1900
Copyright © 2016, The Regents of the University of California, All Rights Reserved
West Indies: Manufacture of Indigo
Copyright © 2016, The Regents of the University of California, All Rights Reserved
What is the student take away? • The environment (i.e., climate, natural resources, geography) plays a significant role in shaping a society, its economy, and its relationship to other nations. • Industrialization and imperialism initiated long-­‐term environmental changes, changes that we still feel today. These were not one-­‐time static events, but instead these environmental changes reflected a constant negotiation between people and their environment, and played out in multiple arenas, including conditions of labor, consumption patterns, and geopolitics. • Environmental changes -­‐ such as those initiated by large-­‐scale agriculture, timber harvesting, and mining -­‐ shape the future economic and social possibilities available to local communities . These changes of course also alter the future of these local ecosystems.
Copyright © 2016, The Regents of the University of California, All Rights Reserved
For citations for this PowerPoint presentation, please see end of PDF.
Please join us for upcoming webinars: http://chssp.ucdavis.edu/programs/environment
• Middle School -­‐ The focus on civilizations, from ancient times to nineteenth-­‐
century United States history, enables middle school students to weigh the importance of a society’s geographic location, access to natural resources, and trade routes. This webinar will demonstrate how the EP&Cs and environmental literacy can be infused into student investigations to provide depth to World and U.S. History standards. 1/24/17, 4-­‐5 p.m.
• Elementary -­‐ Elementary students focus on their local, state, and national history, and learn that California and the United States have an abundance of natural advantages as well as certain environmental challenges. This webinar will highlight the influence of geography as well as the use, development, and conservation of natural resources to provide depth to elementary history-­‐social science standards. 2/28/17, 4-­‐5 p.m.
Copyright © 2016, The Regents of the University of California, All Rights Reserved
We value your feedback! Please take this short survey to help us improve: https://www.surveymonkey.com/r/EnvtLitHS
Citation Information
Slide
Title
Citation
3
The Open Door
http://www.loc.gov/pictures/item/2012647426/
4
California’s Environmental
http://www.californiaeei.org/abouteei/whatistaught/epc/
Principles and Concepts
5
Blueprint For Environmental
http://www.cde.ca.gov/pd/ca/sc/environliteracyblueprint.asp
Literacy
7-9
EEI Unit 10.4.1
http://www.californiaeei.org/curriculum/unit?unitid=74
10
Vladimir Lenin Portrait
https://en.wikipedia.org/wiki/Vladimir_Lenin
11
The War in China
https://www.loc.gov/item/2002715026/
12
The Stacking Room
https://wellcomeimages.org/indexplus/obf_images/ae/51/fd329437cd0c
605021758db14fdd.jpg
13
14
Opium Fleet Descending the
https://wellcomeimages.org/indexplus/obf_images/1d/a5/3d745c27494
Ganges on the Way to Calcutta
a831949d75655a701.jpg
1885 Pears Soap Advertisement
http://www.ebay.com/itm/PEARS-SOAP-BIRTH-OFCIVILIZATION-WEALTH-ADVERTISEMENT-/400133435784
15
The Longest Reach in Land
https://www.loc.gov/item/2010717656/
Grabbing
16
- 2,000 Feet Underground in the
https://www.loc.gov/item/2001705621/
Kimberley Diamond Mine
- Premier Diamond Mine, South
https://www.loc.gov/item/2001705549/
Africa
17
1927 British Poster
http://www.nationalarchives.gov.uk/education/empire/g2/cs1/g2cs1s4.h
tm
18
Global Commodity Trade Map
Adapted from
http://resourcesforhistoryteachers.wikispaces.com/WHII.11
19
20
President Woodrow Wilson
https://www.loc.gov/item/2002724021/
- Gathering sugar cane
- Experimental Station, Sugar
Planters Association
https://www.loc.gov/item/npc2008011412/
https://www.loc.gov/item/npc2008011404/
The California-History Social Science Project, Copyright © 2016, The Regents of the University of California, All Rights Reserved Citation Information
21
- Sisal Plantation
https://www.loc.gov/item/ggb2005013385/
- Prodigal Nature:a pine-apple
https://www.loc.gov/item/89709172/
plantation in Hawaii
23
Liliuokalani of Hawaii
https://www.loc.gov/item/92513972/
26
- Sugar refinery, Philippines
https://www.loc.gov/item/ggb2006005889/
- Lumbering region, Philippines
https://www.loc.gov/item/93506814/
27-
- World Rubber, Rice, Sugar, Gold
All graphs from The World in the Long Twentieth Century: An
33
Production graphs
Interpretation, University of California Press (forthcoming), by
- World Forest, Grassland, and
Edward Ross Dickinson
Cropland Cover
34
Famine Victim
https://www.loc.gov/item/2007682803/
35
West Indies: Manufacture of
http://www.loc.gov/pictures/item/2003663734/
Indigo
The California-History Social Science Project, Copyright © 2016, The Regents of the University of California, All Rights Reserved