What Are We Learning Today?

2.1 Recognize and appreciate historical and contemporary consequences of

European contact, historical globalization and imperialism on

Aboriginal societies

How did globalization begin?

Why did globalization begin?

Why & How Did Globalization Begin?

• First half pg. 116.

The Silk Road

• As early as the 3rd century BCE, a network of caravan tacks linked Asia and Europe. Known as the Silk Road after the beautiful cloth made in China from thread harvested from silkworms, the various routes provided a way of distributing many prized goods.

• Figure 5-2

The Travel of Ideas• But trade goods were not the only things that

travelled the Silk Road. Ideas also moved along this trade route.

• The Indo-Arabic number system is 1 example. The system originated in India and was later adopted in the Middle East. In the 11th century, Europeans who traded with Middle Eastern merchants introduced the system to Italy, where the Roman system had been used. From Italy, this new system quickly spread throughout Europe – and today, it is used around the world.

Historical Globalization

• Historical globalization is a time period that some economists and historians have referred to. It is often identified as beginning in 1492, when Christopher Columbus made his 1st voyage to the Caribbean, and ending after WW II, when the US and the Soviet Union emerged as superpowers.

• This post-WW II period, (which we are currently in), is often called contemporary globalization.

http://www.youtube.com/watch?v=jOfEAbNiKFM

What is the biggest invention of the second millennium (1000 –

2000 CE)?

Why?

The Printing Press• When Johannes Gutenberg, a German inventor,

pioneered a printing method that used movable type, he set in motion changes that would have far-reaching effects on Europe and the world.

• Until Gutenberg’s innovation in the mid-1400s, books in Europe had been copied by hand. In the years after his printed books first appeared, the # of printing presses in Europe increased dramatically. As books were produced more quickly and cheaply, more ppl could afford to buy them, and this encouraged more ppl to learn to read. Spread new ideas on science, religion, politics, and philosophy.

Rise of a European Middle Class

• 2nd half pg. 120

Embracing New Ideas• The growth of towns and cities and the increasing

importance of trade provided fertile ground for the development of new ideas and technologies. These new ideas and new technologies, combined with a desire to profit through trade, helped lay the foundations of historical globalization.

• From about the 9th to the 13th centuries, Middle Eastern civilizations were centres of innovation and learning. Europeans drew on many of these innovations, especially in astronomy, to develop technologies that made travel, trade, exploration, and conquest, easier.

Sails• The introduction of

large, square sails, and the lateen (a triangular, mobile stern sail that could be set at an angle to the wind) meant that larger ships could be built. These ships were faster and easier to maneuver.

Navigational Tools• Improvements in

navigational tools, such as the magnetic compass, the mariner’s astrolabe, the sextant, and maps, meant that sailors could travel farther from land without losing their way.

• Sextant = a navigational instrument that is used to establish position by measuring the height of stars from the horizon.

Gunpowder• Gunpowder, which

was invented in China, was first used in European warfare in 1324. Its introduction marked a dramatic change in the way wars were conducted. Muskets and cannons came to be widely used.

http://www.youtube.com/watch?v=PsR8CK2GPnU

What’s a colony?

Get with a partner and name as many colonies as you can.

Imperialism• In the centuries after Columbus’s first expedition,

many European countries began competing to establish colonial empires in the Americas and on other continents.

• European imperialism: the policy of extending a country’s power by acquiring new territories and establishing control over other countries and ppls, was motivated by trade.

• Trade brought economic prosperity, and economic prosperity brought power!

• Assignment booklet: – Map– Imperialism; French/British colonies– 1. Exploration

Strictly Controlled Trade

• In the 16th, 17th, and 18th centuries, European gov’ts strictly controlled trade. To ensure prosperity, they believed that the balance of trade must favour themselves: its exports must be higher than its imports.

• As a result, colonies were viewed as a source of cheap raw materials.

Raw Materials Sent to Home Country

• Laws often required a colony’s raw materials to be shipped to the home country. Only there could they be used to make finished products.

• Colonial entrepreneurs were not allowed to set up factories and use the colony’s raw materials to manufacture goods in the colony. The products made in the home country were then shipped back to the colony and sold.

Mercantilism• And to keep their own colonial markets strong,

gov’ts often prohibited colonies from importing goods from other European countries.

• What would this move cause?• This eliminated competition and meant that ppl in

colonies could buy only goods made in the home country.

• This policy was called mercantilism: where in colonies, trade was strictly controlled to benefit the economy of the imperial power.

As the 18th century unfolded, many ppl began to resist

mercantilism. Why?

The American Revolution• Dissatisfaction with

mercantilism was especially strong in Britain’s American colonies. In 1776, these colonists rebelled, and the American Revolution began. This war resulted in the creation of the US as an independent country.

The Birth of Capitalism• In that same year, the Scottish

economist Adam Smith published a book titled The Wealth of Nations. In writing this book, Smith was laying the groundwork for an economic system that would later become known as capitalism: an economic system that advocates free trade, competition, and choice as a means of achieving prosperity.

A Superior Culture• When the European imperial powers set about

staking their colonial claims, they believed that their own customs, culture, and beliefs were superior to those of the Indigenous ppls they met. As a result, European gov’ts simply declared that Indigenous ppls were their subjects – and often displaced (moved) and even enslaved them

• What advantage did European imperial powers have that allowed them to do this?

A Strong Central Government• Imperial powers had naval power, as well as guns

and cannons that the Indigenous ppls did not. They also had strong central gov’ts that could send many ships and soldiers.

• Few ppl in the Americas, Africa, India, Australia, and South Asia had developed strong central gov’ts. As a result, most could organize only limited resistance – and the Europeans were able to overcome this. In countries such as China and Japan, European colonization efforts were less successful because these countries had strong central gov’ts.

Pushing Imperial Emigration• Once European countries established colonies, they

encouraged settlers to emigrate from their home country to the newly acquired lands. This happened for a # of reasons:1. Settlers provided a pool of ppl to run the colony,

supervise the gathering of resources, and protect the home country’s trading interests.

2. It reduced conflict at home. In order to make agriculture more efficient many European families were driven off the land. Encouraging these peasants to emigrate reduced the potential for conflict at home.

Displacing Indigenous People• As new settlers moved in, they usually displaced the

Indigenous ppls who had lived on the land. This disrupted the way of life of Indigenous ppls and sometimes created conflict as one Indigenous group was forced to migrate to land that had traditionally been regarded as another group’s territory.

• Figure 5-7

Results of Contact

• First half of pg. 125.

In Settling with the Indians, author Karen Kuperman wrote:

“European diseases did more than European technology to vanquish the American Indian in the early years of colonization.” What does this mean?

European Diseases• Some historians believe that contagious diseases

imported with European soldiers and settlers took the greatest toll on Indigenous ppls.

• Some estimates suggest that 75 to 90% of the Indigenous ppl of the Americas (8 to 10 million ppl) may have died as a result of contact. Most of these deaths were the result of diseases contracted by ppl who had no natural immunity against European illnesses and infections.

• Figure 5-8

Differing Approaches

• Pg. 126

• Assignment Booklet: – 2. French Colonization– 3. British Colonization

Why would anyone take part in slavery? What are it’s

advantages?

Slavery• Slavery had existed in many civilizations. In the

ancient Middle East and Africa, for example, slavery was often used as an alternative to imprisonment or execution for criminals and people who could not pay their debts.

• Ppl captured during wars were sometimes often enslaved. But enslavement for unpaid debts lasted only for a specified period. And other slaves, especially those who were well educated, might become high-ranking civil servants or tutors to the children of aristocrats.

Changes in Approaches to Slavery

The growing demand for labour to work on colonial plantations brought about 2 changes in these ancient approaches to slavery:

• Chattel slavery became common. A chattel is a possession, and chattel slavery meant that slaves and their descendants were the private property of their owner.

• Indigenous ppls and captured Africans were enslaved specifically because of their racial origins.

Slaves & Rights

• In traditional civilizations, where anyone might become a slave through bad luck, slaves were granted some rights. But chattel slaves had no legal standing as human beings. The Europeans who dominated the Americas could not be enslaved, and they had no incentive to grant rights to slaves.

• FYI pg. 127• Pgs 128-129 – Assignment Booklet

Why would other people allow slavery to exist?

Responses to Slavery• Slaves were rarely allowed to learn or write or to

leave their plantations supervised. They worked in harsh, often brutal, conditions and had little control over their lives. But few ppl outside the plantation knew what was going on.

• However, by the late 1700s, people started to publicize the harsh treatment of slaves and many Europeans came to oppose the practice. The abolition movement began to grow.

Slavery Abolished

• At first, abolitionists experienced little success. The ppl who wanted to maintain slavery were often wealthy and powerful slave owners, and they lobbied gov’ts to maintain slave laws.

• Gradually, however, public opinion turned against slavery, and by the 19th century, many countries were passing laws to make it illegal.

• FYI pg. 130• William Wilberforce Pg 130

Ethnocentrism• Ethnocentrism (a word that combines “ethnic” and

“centre”) refers to a way of thinking that centres on one’s own race and culture.

• Ethnocentric ppl believe that the only valid worldview is their own, and they judge other ppl according to their own beliefs, customs, and traditions (racist).

• For example, in the early 20th century more than half of Canadians were of British heritage, and some of them looked down on ppl who immigrated from non-British countries like China and Ukraine.

Eurocentrism

• Eurocentrism is a form of ethnocentrism that uses European ethnic, national, religious, and linguistic criteria to judge other ppls and their cultures.

• Example: 2nd half pg. 138 & pg. 139

The Industrial Revolution

• Industrial Revolution: The period between about 1750 and 1850, when work became mechanized and began to occur in factories. The Industrial Revolution brought about dramatic economic, social, and cultural change.

Contact & Cultural Change in India

• When Queen Elizabeth I of Britain granted the British East India Company a monopoly on trading in India and Asia in 1600, the company’s chief interest was in making money through trade.

• From India, the company imported cotton cloth, tea, and spices. From the company’s perspective, the ppl of India were useful facilitators of this trade.

• Figure 6-13 • The British East India Company pg. 150.

The Raj

• The sometimes brutal business practices of the East India Company, the high taxes it imposed on Indian ppl, the corruption of many company officials, and numerous other factors sparked alarm in both India and Britain.

• 1858: – the British gov’t took over direct rule of India– The period known as the Raj (a term taken from the

Hindi word for “rule”) began.

A Market for British-Made Goods• As the Industrial Revolution took hold in Britain,

British manufacturers needed– raw materials to supply the factories that produced

their products. – markets where they could sell their surplus

manufactured goods, such as cloth, iron, and pottery. – Their solution was to sell these goods to people in British

colonies. • As a result, British colonies took on added

importance. – not only a source of raw materials, AND– an important market for British-made goods.

Competition Over Cotton Cloth• Cotton cloth became an important British export – was also an important Indian export. Indian cotton

competed directly with the British-made fabric. • 1700: the British gov’t listened to the demands of

British weavers:– banned the import of all dyed and printed cloth from

India. • Over the next 200 years, other laws also restricted trade in

cotton. The goal of these laws was to protect the British textile industry against competition from cloth produced in other countries, such as India and the US.

Deindustrialization

• The British actions crushed the Indian cotton industry. – Indians who had, for centuries, made a living growing,

harvesting, spinning, and weaving cotton could no longer do so.

• The British laws, and similar laws that affected other industries, helped contribute to deindustrialization: the loss of industry, in India.

• Figure 6-16 and FYI pg. 151

Imagine you live on a colony and you want to get rid of the imperial power

that controls it. Violence is NOT an option! If you use any type of violence you will be crushed! What could you

do?

http://www.biography.com/people/mahatma-gandhi-9305898/videos/mahatma-gandhi-an-unpeaceful-end-2179183345

Mohandas Gandhi• Successfully led India to independence in 1947.• Was born in 1869 in Porbandar, on the west coast of

India.• Educated in India, became a lawyer in England, and

lived in South Africa for 20 years, where he worked for the rights of Indians.

• When Gandhi returned to India, he became a leader of the Indian National Congress Party, which was one of the earliest and most influential nationalist movements in European colonies.

Gandhi’s Strategy• Gandhi had a strategy of peaceful non-cooperation

with the British that was based on the principle of swadeshi, a Hindi word that means “self-sufficiency.”

• Gandhi used cotton as a powerful symbol of both British oppression and Indians’ desire for self-sufficiency and independence. He said that one way for ppl to become self-sufficient was to hand-spin cotton thread to make their own cloth. If Indians wore homespun cotton, he said, they would not only free themselves of the need to buy British-made cloth, but also help solve India’s unemployment problem. (Voices pg. 152).

Buy Local!

• Gandhi extended this belief to other products. He believed that Indians should eat locally grown food and buy locally manufactured products.

• Quote pg. 152• Figure 6-17

British Controlled Everything!• When the first European traders arrived in India,

they had little effect on Indian culture. The British Empire, however, left a powerful legacy that had lasting effects on India’s economic, political, and social structures.

• Under British rule, areas that had been controlled by local rulers were unified under a single political and economic system. The British controlled the country’s civil administration, as well as the economics of the export and import trade. Land was transformed to imperial uses.

India & Pakistan• Gandhi

campaigned for 1 central India gov’t. However, India was divided into 2 countries: one for Hindus (India) and one for Muslims (Pakistan).

A Civil War Ensues• Pakistan was made up of 2 widely separated areas,

East and West Pakistan, divided by about 1600 kilometers of Indian territory. In 1971, East Pakistan became a separate country known as Bangladesh.

• When the borders between India and Pakistan were drawn, millions of Hindus found themselves in East and West Pakistan, while many Muslims lived in India. During this time, emotions ran high. Riots were common and ppl were attacked and killed because of their religious beliefs.

Gandhi Assassinated

• In 1948, Gandhi was assassinated by a Hindu extremist who believed that Gandhi had weakened India.

• Many Hindus in Pakistan and Muslims in India no longer felt comfortable in their homes and communities. They made the wrenching decision to move to the country where their religious beliefs and traditions dominated.

- Text pgs 150-152

-Assignment booklet: Myanmar (Burma)

Kashmir• During the British

Raj, Kashmir was a province of India. When India gained independence, Kashmir’s rulers decided to join India, but Pakistan believed that this region should be part of Pakistan.

Pakistan Wants Kashmir

• Pakistan wanted residents of Kashmir to vote on whether to join India or Pakistan, but India claimed that Kashmir had already decided to remain part of India.

• The 2 countries went to war over Kashmir from 1947 to 1949 and again in 1965. These wars accomplished little, and Kashmir remained disputed territory.

Development of Nuclear Weapons

• since 1965:– both India and Pakistan have developed nuclear weapons– some observers fear that another war over Kashmir could

trigger a nuclear conflict. • 2006 and early 2007:– India and Pakistan held talks in an attempt to find a

peaceful resolution to the dispute.• Kashmir’s fate remains unsettled.

• Figure 6-24 • Pgs 204-205

A Drastic Language Change

• One way imperial powers altered the lives of Indigenous ppls in their colonies:– change the languages they spoke.

• In the European empires:– the language of the imperial power came to dominate. • This is 1 of the reasons European languages are so common in

former colonies, such as Canada.

European Languages Everywhere!

• Today:– French: North Africa– Spanish and Portuguese: Central and South America; – English: Ireland.

• Official language of Vietnam (once part of French Indochina) is now Vietnamese:

• French is still spoken in Vietnam, as well

• Though English is not an official language in India, it is still widely used in national, political, and commercial communications.

Get with a partner and rank, by number of immigrants, the origin of immigrants that came to Canada in

1913 from:

Russia, Italy, Germany, China, Poland, USA, Jewish*, England, Finland, Ukraine, Austria

Mass Migration• During the late 19th and early 20th centuries, millions

of people moved:– often from the home country of a European empire to one

of its colonies– sometimes from one colony to another.

• Reasons:– searching for a better life – fleeing famine or conflict in their home country.

• 1871 to 1914: 30 million people migrated from Europe to the US, Canada, Australia, New Zealand, South America, Algeria, and South Africa.

Record Immigration in Canada

• In 1913 alone, more than 400,000 ppl immigrated to Canada, a record that still stands today.

Boundaries Ignored

• Traditional forms of government and community boundaries were often ignored by European colonial empires.

• The colonizers’ disregard for Indigenous people’s lives, beliefs, and traditions left legacies of civil war and starvation. It also destroyed cultures and communities.

People Displaced

• When European imperialists moved into a colony, they paid little attention to Indigenous ppls’ relationship with the land where they lived.

• Indigenous ppls were displaced, (forced off the land), when colonizers needed land for settlements, railways, mining and lumbering, and large plantations.

Depopulation• The forced migration of African slaves led to

depopulation: a reduction in population caused by natural or human-made forces.

• The effects of this population loss were devastating:– Families and communities were shattered. – Those forced into slavery were often young and strong.

• In the future, they would have become leaders. • Their skills and labour would have helped support their

family and community.

• Unlike many of today’s migrants, who send money and goods to help family members at home, slaves could do nothing for those left behind.

Depopulation

• Legacies of depopulation pg. 148

Relationship to the Land• When Europeans arrived in Canada, at least 500,000

Indigenous ppl occupied the continent. They usually lived in small bands that ranged over large territories.

• The First Nation’s relationship to the land defined their cultural traditions and worldview. Yet the way of life and worldview of the European newcomers was different. In Europe, ppl tended to cluster in settlements, and owning land was an important status symbol.

• This difference in opinion would lead to many major misunderstandings between the 2 groups in the future.

Loss of Land• Both the French and the British gradually took more

and more land from the First Nations. When Europeans settled in an area, they took the best land for themselves, and pushed First Nations into unproductive spaces. (remember differences between French and British Colonization tactics in Canada)

• When First Nations were driven from their familiar territories, their traditional relationship with the land and its resources was harmed.

Imperialist War• France and Britain, in their competition to build

empires, fought over Austria in 1748. • The settlement of that dispute didn’t really solve

anything, so in 1756 war erupted again. It lasted for seven years, and the end result was France losing most of its colonies, including New France.

• Text pg 170 – Figure 7-9

• Assignment booklet: Seven Years’ War pts 1 &2; The Treaty of Paris; Proclamation of 1763

First Nation Displacement

• First Nations groups often were forced to migrate to areas occupied by other First Nations. These migrations sometimes created conflict among First Peoples and upset the delicate balance between First Nations and the land.

First Nation Depopulation

• In addition, European diseases often devastated First Nations. – 1870: an outbreak of smallpox killed thousands of Cree

and Blackfoot people.• Also during this time the buffalo population on the

Prairies was declining, and fur-bearing animals were also becoming harder to find.

• Soon many First Nations groups, especially in the prairies, were looking to the Canadian gov’t for some sort of assistance.

Is the First Peoples population of Canada increasing or decreasing?

(Figure 7-12)

First Nations Assimilation• 2 years after Confederation in 1867, control of

Rupert’s Land passed from the Hudson’s Bay Company to the Canadian gov’t.

• The gov’t wanted to attract European settlers to the West. But to ensure the success of the settlement plan, the gov’t needed to make sure that First Nations would give up their territory peacefully. To achieve this goal, gov’t officials developed policies designed to encourage First Nations ppl to assimilate into mainstream Canadian society.

• Assignment Booklet: Numbered Treaties

The Numbered Treaties• Between 1871 and 1921, 11 treaties were signed. Each

was given a number. The numbered treaties marked the beginning of a “cash for land” approach by the gov’t.

• In return for surrendering their territory and agreeing to live on reserves, First Nations were promised– annual payments– other benefits (farm animals and tools)

• But the treaties usually placed the highly productive land in the hands of the gov’t and confined the First Nations to smaller, less productive areas. (Figure 7-14)

Oral vs. Written Agreements• The treaties were negotiated according to the oral

traditions of the First Nations. Then the gov’t produced written documents. In many cases, promises that had been made orally by the gov’t negotiators were not included in the written versions of the treaties.

• The First Nations and gov’t negotiators also understood the treaties differently. First Nations viewed the money they received as a gift in exchange for sharing their territory with settlers, not as payment for completely surrendering their land. (Voices pg. 175)

Why might these differences in understanding have occurred?

How do these misunderstandings remain a legacy in Canada today?

Should the First Nations have signed these treaties? Did they have any choice? What might

have happened if they had refused to sign?

The Indian Act

• The Indian Act, which was first passed in 1876, was one tool the gov’t used to encourage assimilation.

• This act remains in place today, although many of its provisions (requirements) have changed. But in the 19th century (1800s) and for much of the 20th century (1900s), it meant that the lives of First Nations ppl were strictly controlled by gov’t officials.

• Assignment booklet: Indian Act

The Indian Act• One way the act controlled First Nations ppl was by

defining who was (and was not) a status Indian:– someone who is registered according to the provisions

(requirements) of the act and is therefore eligible to receive special benefits.

• The act:– banned certain First Nation traditional practices– only allowed those who moved off reserves the right to

vote– made it illegal for First Nations ppl to pursue land claims

without the consent of the superintendent of Indian Affairs (a gov’t official). (Voices pg. 177)

• Assignment Booklet: Residential Schools

The French Uphold their Culture:The Quiet Revolution

During the Quiet Revolution, which took place from about 1960 to 1966, Quebec entered a period of intense social, political, and economic change to try and reverse assimilation. This included:

• Changes in education, it reflected more 20th century needs and values

• Quebecois becoming more aware of Francophone discrimination

• A renewal of Francophone language and culture• Text pg 183

South Africa

• Beginning in 1652, South Africa was colonized by the Dutch, Portuguese, French and British. With each wave of colonization, the Indigenous ppls of the region lost more land and rights.

• The Eurocentric beliefs of the time ensured that both the Indigenous ppls of the region and immigrants from India were treated as 2nd class citizens.

• Assignment booklet: Africa Maps

Racism as Government Policy• 1926: South Africa became an independent

dominion within the British Empire. – Because blacks outnumbered whites by more than 10 to

1, the gov’t passed laws to ensure that whites held onto political and economic control. • Blacks, for example, weren’t allowed to vote.

• After WW II, when Indigenous ppls across Africa demanded independence, the South African gov’t introduced apartheid.

What is apartheid?

Apartheid• Apartheid: laws that strictly segregated (separated) the population. • All South Africans were classified as either:

– white– Asian – coloured (of mixed ancestry)– black.

• The groups lived in separate areas, went to separate schools, and worked at racially designated jobs.

• Throughout the 1970s and 80s, many groups struggled to end apartheid, using non-violent and violent means. The gov’t responded by banning protest organizations and locking up their leaders.

• Figure 8-12 pg. 197

Student Protest is Soweto

• 2nd half pg. 176 & Figure 8-13• http://www.youtube.com/watch?v=FYWz1OPWQ1c

Nelson Mandela

• Pg. 198

http://www.youtube.com/watch?v=JGbZwGQ4YNs&feature=fvw

What does the scramble for Africa, during the late 1800s,

mean?

Hutus & Tutsis

• Before the scramble for Africa in the late 1800s, the country that is now Rwanda was occupied by 2 main Indigenous groups: the Hutus and the Tutsis.

• Traditionally:– Tutsis held positions of power, – Hutus were labourers whose social status was generally

considered to be lower than that of the Tutsis. – the 2 groups usually coexisted peacefully.

The Scramble for Africa• In the scramble for Africa, the Rwanda region was

claimed by Germany, and German colonial officials reinforced the traditional distinction between the 2 groups by appointing Tutsis to key positions in the colony. The Germans believed that the Tutsis were more like Europeans than the Hutus, and that this gave Tutsis the right to a higher status.

• After Germany’s defeat in WW I, the countries that negotiated the peace treaty gave this region to Belgium. The Belgians continued to give Tutsis key positions and fostered even greater divisions by requiring members of the 2 groups to carry cards identifying them as Hutus or Tutsis.

What might make the Tutsis more “European”?

Consider this statement: “the countries that negotiated the peace treaty gave

this region (Rwanda) to Belgium.” What kind of thinking about Rwanda and it’s

people does this action suggest?

Responding to Historical Globalization

• Around the world, local and int’l organizations are working to help rebuild societies that have suffered the destructive legacies of historical globalization.

• What is an organization?• An organization is a group of ppl who work together

to achieve a specific goal. Churches, corporations, armies, schools, hospitals, clubs, and political parties are all organizations that are responding to the legacies of historical globalization.

Non-Governmental Organizations

• Non-governmental organizations (NGOs): organizations established by groups of ppl to work towards specific goals and to gain public support in achieving these goals, but are not part of gov’ts.

• NGOs depend on volunteer workers and donations, but they may also receive grants and contracts from gov’ts. They may also influence gov’t policies.

Not For Money

• There are tens of thousands of NGOs around the world. NGOs have goals that may be local, provincial, national, regional, or int’l in scope.

• They are NOT in the business of making money.

Read pgs. 202-203 and give me 2 positives of NGOs, as well as 2

examples of the positives you came up with. Next, give me 2 negatives of

NGOs, and 2 examples of those negatives.

Greenpeace International• Focuses on environmental issues. Members try and

persuade gov’ts to take action against climate change and environmental destruction and to protect the earth’s forests and oceans.

Human Rights Watch• Advocates for human rights in countries around the

world. Their members investigate and expose human rights violations and try to persuade the public and gov’ts to end these violations.

94% of the world income goes to 40% of the world’s population, while 60% of people live on only 6% of the world’s income. Half of

the world population lives on $2 a day. Over 1 billion people live on less than $1 a day. What does this stat say about the world’s income

distribution?

Global Income Inequality• A lot of this income inequality can be attributed to

legacies of historical globalization. Most of the world’s ppl have never had an opportunity to benefit from the positive aspects of global trade.

• The growing gap between the rich and poor of the world presents a growing challenge for everyone. Both gov’ts and NGOs have recognized the need to deal with this legacy of historical globalization and are responding to it in a variety of ways.

Examine the map on pg. 206. List 5 countries with the lowest average per-person yearly

income and 5 with the highest.

Gross National Income• The United Nations encourages developed

countries to provide foreign aid to less developed countries and suggests that the amount be tied to a country’s gross national income.

• Gross national income (GNI): is the amount of money earned by everyone in the country.

• The UN has set 0.07% of GNI as an appropriate foreign-aid target but no country has ever achieved this goal. Canada’s foreign aid contributions, for example, rose over 0.05% of GNI only once.

Foreign Aid

• Foreign aid: money, supplies, and other goods, as well as expertise, given by 1 country to another, is 1 response to the inequalities caused by historical globalization.

• The goals of foreign aid are to reduce poverty and encourage a more secure, equitable, and prosperous world.

• Sometimes, though, this aid is ‘tied’ – it has some kind of ‘string’ attached to it.