Tutorial

Week 1

4 weeks
goals per week:
1. defining the early modern period- what and when?
2. the long-run roots of modernity: state building, religion, science
3. Global divergence- can we apply early modern outside Europe? (or whether the term
is Eurocentric, in a sense that Europe was the centre of the world, judging the world
according to a norm which we see in Europe.)
4. uncovering early modern global interactions- globalization, discovery, networks

-Structure analysis 13 November 10%

-Structure analysis 25 November 10%
-Presentation 4 December 20%
-Open book exam 8 December 60%

First structure analysis fill in the spaces with your answers. And re-submit it.

basics we should be learning:

-definition of the early modern period from the big points of several sociological viewpoints
and their critiques.
-connections between early modern periods and to path to modernity in Europe
-why the term early. modern is problematic when applied to reagions outside eruope.
-understand effect of the Black death had on Eurasia how it has reshaped society
-explain why industrial revolution and revolutions in politics have been present as the end of
the early modern period.

Goldstone has problems with the sociological framed ways of thinking, two models of
modernization. The functionalist and the Marxist.
-Functionalist framework: Weber, more political, government is dependent on people.
Economy is dependent on coal and fossil fuels.

most elements weren’t present in all societies according to goldstone^

on the left what it was first and how it evolved, and this is a rationalist theory.

teleological approach: the notion that there must be some kind of designer of the world. A
lot of importance is placed on outcome. It is a story of progress. Conditions such as market
economy state building that lead to modernity. That it is some kind of linear progression.

religious disenchantment: the reformation, the dispute in the Christian church.

Goldstone criticises this theory. What he doesn’t like it because the elements of the
functionalist way of change are difficult to find in this time period all over the world. some
have aspects, (which is debatable) but those are no universal aspects.
-almost no society in the rough 1450-1750 has all three of these elements, and most
societies do not have any
-Religion- most societies are still religious by 1750
-mass production- only takes off from 1750, and then only England. Gradually spread
throughout history.
-Government most political systems exert arbitrary power well into the 18th and 19th c. this
starts to change in late 17th c. some political systems became less arbitrary (willekeurig) due
to the English revolution: Glorious revolution. The power of the king would be checked by
other forces (parliament for example).

how can this period be called early modern when it doesn’t conform to the previously
mentioned?

-Marxist: Karl Marx

tutorial 2
early modern societies are often defined by two models: functionalist and Marxist.
Goldstone finds the name early modern not purposeful. He finds that Western Europe is not
necessarily ‘more advanced’. And he believes that modernization happened rapidly.

Two main questions:

-Did the black death create a significant and lasting change to societies, and if so, why
- does it make sense to call this period ‘early modern’.

Plague- related:
-what is the black death, how did it occur, how did it spread?
what: bubonic plague, cause bacterial infection uricinia pestice. It was present on rodents
and spread to humans from fleas that came from rats. it spread between people too,
humonic plague.
How did the rats get the bacterial pathogen, where does it come from:

when the rodents have died the fleas search for a new host.
the steppes are the natural origin of the plague. How did the disease come from a ‘sleeping
disease’ to a spread to humans across Eurasia:
the bacteria travelled along with trading caravans. Why does it specifically spread in this
time: the pax Mongolica. some of the wild rodents with this disease where pushed to areas
with more people by greater activity of Mongols, who moved westward and Southward.

Caffa on Cremea was important because it was a trading hub, connecting east and west. One
of the first places in Europe is Messina on Sicily.

another theory why it happened in this time:

why the spread of the disease happened from a remote area to an area with many people.
Climate change. 1320-40s colder, more rain. what is suggested is that it may have influenced
the natural ecosystems of the rodents.

! These are all hypotheses

-how did people interpret the plague; how did they believe they got sick from the plague?
How did people believe they got sick? At the time people didn’t have the same knowledge
we have now. See SOURCE BOCCACCIO

Other source: La peste a Valenciennes, 16th c.

What stands out : the classic image of God bringing wrath to this town. It links up to
Boccaccio. Importance of religion.
>How does it match up with the burial scene?
Boccaccio thinks that God brings the plague, however in the scene the people are carrying
the body in sheets, indicating that they might know that with touch the plague spreads. It
feels rather contradictory.
There are several theories that co-existed.

There is a Miasma theory: It’s about a bad feeling, area, corrupted air, darkness, damp air.
Contagion theory: it’s contact that causes the disease.
All these are overlapping.

-consequence of the Black Death, how did it shape the society and to what extend can we
see this as a starting point for the early modern period.
economic consequence: high inflation. less workers, people could ask higher wages for
work. Which meant better life standards. Wages are going up higher than the prices of the
products. Before the Black death there was pressure on the resources. When people die, the
survivors become the owners. The redistribution of wealth between the hears is positive in a
way that it brings better quality of life.
The real wages started to rise after the Black death. The wage adjusted to inflation. The
wages according to the cost of living.

^ male and female agricultural workers. Black lines, black death and the industrial
revolution. The data in this graph indicates that perhaps after the black death women found
work in other places due to movability.
It shows that for the men increase the wages but for women it grows only gradually, and it
looks rather stagnant. Not the whole society (women) did experience the rise in wages.
Be careful who you are talking about

Most of the historical evidence is about what we know about adult males, the knowledge
available of women and children is far less.
However:

Why might feudalism decline after the black death: the idea that the people had leverage to
get better life circumstances.

When 50% of the population dies, the economy is smaller. So, the wage goes up but means
nothing when you cannot work. Because there are fewer job opportunities.

Socio-cultural: People tend to lose faith in the church. people are disenchanted by the
institutional way of religion. they turn to the scripture itself. These people would punish
themselves physically as a penance of God’s wreath.
Increase of universities. They focused on the local population.
Social cohesion, the micro level of the family within the society, had to grieve all the people
that were lost in the family. It destabilized. One had the tendency to leave their house, the
sick to avoid becoming sick themselves.
There was violence against Jews, easy scape goats. There are different narratives as to who
is to blame.

political effects: with regard to cohesion:

changes in dynasty, the Hundred Years’ war, problems, disputes over territories.
Peasant uprising and English revolt. Their position gets a bit better and this leads to greater
expression. For the first time people express their unhappiness.

Important:
-Great schism: the division in the Catholic church. Theres a pope in Avignon, rome and in
pisa after some time. Because Urban the 6th was not living according to the bible well
enough. In Avignon there was a new pope was named that said that he was living to the
bible. It was both power struggle and interpretation of religious texts and patriotic (the
people that support the popes).
-Serfdom
-Bablylonian Captivity: The popes in Avignon instead of Rome. Connected to relations and
partrionatich to the French church.
-Flagellants

Tutorial 3:
issues today:
-industrial revolution, divergence theory.

Malthusian limits to early modern societies. Based on ideas of demographer Thomas

Malthus. The Idea that people might not be able to provide for themselves of others. The
idea that resources are finite. limited number of resources and the population can grow
larger than there is food. A disaster in this situation could be a famine. This represents a pre-
industrial society, the tension between resources and population. And creates a limit in the
premodern society.
 Effect of the Industrial Revolution. Before, it had the Malthusian limits, but now there
can be put less power in and get more food out. The result is a society in which the
income per person can increase. That is a massive change, higher wage, higher living
standard, more people. the world can support more people.
 Why did it first happen in Britain? The governmental support of innovation, fossil fuel
coal (widely distributed around the world. The island had fewer resources in forms of
wood and had to find elsewhere for fuel by digging for example. In England the coal
could be transported more easily, cotton from colonies (provides demand and
supply) but other places had colonies too. Enlightenment, the idea that there is a
greater move towards knowledge economy. The scientific revolution, one can apply
the raw materials to inventions. >not all distinctive to England (maybe geography)
 Distinctive for England: Economic monopoly on cotton, England dominated parts of
the textile market and colonial market. Industrious revolution, the idea that people
start to work harder and desire nice things. These things are cotton shirts, coffee,
more luxury goods. The ideas that many of these things and the access to them are a
result of interaction with other parts of the world. This requires capital extensive
industry. The wages were relatively high, people could send their kids to school.
Human capital was on a rise. It pushes people to find jobs that gain more money.
Britain had more capital-intensive industry instead of labour industry.

-political revolutions, why and consequences

Cause for the American revolution:

Raising of the taxes by the British, didn’t have enough say in the parliament. No taxation
without representation. Taxation becomes a source of resentment in the colonies.

Boston Tea party, tea is put into water. The goods were taxed, which was a violation of the
no taxation, so they threw it into the water. Due to the extra taxes over tea, the British had a
monopoly on tea. The East India company can’t sell directly to population is Asia without
going through the merchant (middleman), making the price higher. Why are the English
implementing higher taxes, the wars on the European continent, 7-years war. With warfare
comes taxation. The taxation was regressive, (wealthy people have special status, find ways
to avoid taxes) so the taxation burden is put on the peasants.

French revolution consequence

Égalité, fraternitee, libertee
Popular representation
Nationalistic ideas
inspiration

Cause
The thinking, enlightenment
little representation in the government. The states-General had not met that often, it cut
absolutism. louis 14th didn’t want to listen to others. King and monarchy are starting to get
resentment from. other nobles.

the declaration of the rights of men, extension of liberties and the rights of representation of
certain people, race and sex are not always extended to all people.

The American revolution influenced the French revolution.

General dissatisfaction under the peasants.

Consequence of this revolution

-Overthrow of the monarchy
-Economically there is not much distinction. Slavery continues.
-The French taxed their people to finance the independence battle in the US.
-Emergence and crystallisation, of nationalism with the foundation of a new country but also
stimulating this concept.

not equality: equality is a relative term. and equality before the law, everyone deserves
justice, everyone deserves representation. Not everyone deserves the same opportunity.
The redistribution of wealth is not part of it.

There should be a distinct division between economic and political equality.

Women’s rights are results of the declaration of men.

week 2
tutorial 4
Revolt of the early modernists. Not everyone agrees with Goldstone. Jan de Vries: the revolt
of the early modernists. He states that Modern wasn’t so different from Early Modern. The
notion that the pre-Modern and the Modern are not that different from each other. Linked
to that, it is important to consider that the Industrial Revolution isn’t that revolutions as
once thought. The industrial revolution can be linked to things that happened in the past.
(Goldstone dismisses it).

Industrious revolution, the whole household would work, gain more money and would buy
luxury products. Not by increasing supply but increasing demand. they were prepared to
work harder to get it. In the medieval period people didn’t want to work hard because there
weren’t such nice things they wanted to have, what is the point in working harder. > the idea
that things like the industrial revolution could emerge through the foundation of the
industrious revolution.

De Vries is built up over time instead of the Radicality of Goldstone

Where are we now:

State formation was an important aspect.

How to define Absolutism and Constitutionalism?

Who does absolutism apply to, the Monarch can be an absolutist ruler? It is a monarch with
the power over everything, they have all the administrative power. They can do as they
please. They get their power from God according to them; However, they did inherit the
title.
Constitutionalism, power of the king is limited by laws in the constitution. A limit is
presented to the power.

^ Theory however in practice is doesn’t always work like this.

Case:
what lead to absolutism in France? Louis the 14th was the sun king. He was ordained by god
to rule. He dressed himself as the sun early in his career. to represent that he is the centre
and that the planets are moving around him. He had very strong predecessors he is building
on the past, he has a solid foundation. If you want to fight people and wage a lot of wars,
armies are needed. They cost money, to raise money one becomes an absolute ruler so that
you can collect taxes as you please without permission from the government. powerful
people, nobles and other aristocrats needed to be at court to support his government. Louis
required the backing of certain people specially nobles, which is a check on his power. he
thought that one way of consolidating power was to kick out the protestants (Huguenots).
They ended up in the Netherlands for example.

other absolutist states: Russia Ivan the Great, and The Terrible. The Habsburgs. The
Ottomans.

Constitutionalism: Estates that are based on the provinces and all have a say.

at the time there was a little ice age, yet in this century there is an emerges of the Dutch
Golden Age.
Military revolution

the drive of 17th c. state building was war fair. Goldstone sees this as negative. He sees
Europe as small states, battling constantly. he contrasts it with the stability of china and
Indian empires. his argument is that West is backwards.
However, it is not controversial to call war bad.
the revolt of the early modernist types zeggen dat de oorlog posiitef is. They say that war is
at the root of the developments and benefits within societies. Logic behind it is, that
development in technology is high while in war. The aspect of taxation how, is it possible to
collect taxes efficiently. To collect it efficiently, one has to do that centrally. States become
more resourceful in getting money from the subject to be able to spend it. It is important
because it is the foundation of the modern ways of taxation.
Tutorial 5:
Reformation is caused by a context. Religion was also influenced by politics.

Long-run foundations of the Reformation. It takes off with Luther in the 16 th c. But these
reformation ideas come a longer way. The Schism attributed to it. The catholic Church that
was split between Avignon and Rome. Different places, kingdom, other allegiances, to these
popes. There was a massive discontent in how the catholic church was run. this is the
beginning of the reformation.

Key Mckay questions:

-what were the central ideas of the reformers and which different social groups did they
appeal to?
Luther:
against, indulgences (the idea that you can pay for a document that releases you from your
sins) and reading scriptures. Luther translated the Bible from Latin= accessibly. allowing a
large portion of the society to engage in the word of God. There is criticism of clerics, they’re
mumbling incoherent Latin without knowing what they are saying, lazy, greedy.

-how did the political situation in Germany shape the course of the reformation
>who did it appeal to? the people were economically and politically interested in the church,
the idea that many of the clerics and the institutions that they do not have to pay tax. That
provides a greater burden on the people that have to pay tax. All the property the church
had was annoying, this wasn’t taxed.
>German Kings were also content with Protestantism. They were able to decide what
religion was to be dominant in the region. It put state and church together, easier to control.
>Faith should be going back to the Bible. People should read the Scriptures. At the bottom of
the society was attracted to Reformists because it was way more approachable.
>the educated liked the idea of the Scriptures being at the centre. It ties a lot with the
Humanistic developments.
>many people thought that with this reformation it was possible catholic property would be
confiscated.
>Anabaptists were more radical. they believed in baptizing adults. They wanted to push
things further. They stimulated in 1525. They took over the City of Münster. They stimulated
other people to revolt against religious orthodoxy. They saw that the land belonged to the
peasant collective. They wanted to escape privileges and wanted to take back from them.
But even the moderate Protestants were not supportive of this.

-How did Protestant ideas and institutions later spread beyond German-speaking lands?
Germany was not one great kingdom. The territory was at that time the Holy Roman Empire.
It consisted of hundreds of individual lordships and states. Which is led by Charles 5. In some
states Protestantism is considered very attractive. Charles is Catholic based his link to Spain.
In the treaty of Augsburg, he ordered all protestants to return to Catholicism. The Emperor
does try to be tolerant with Protestantism and in the end what emerges is a religious wars.
-Which places took on these ideas.?
it spread in Scandinavia, England, continental Europe.
England was a special case. Henry the 8th is not a true believer in faith, but he is attracted by
Protestantism. His interest lies in the ability to divorce, it is a way to full fill other desires.
>Calvinism: it expands upon Luther’s ideas, and has different opinion on certain aspects. Pre-
destination is important. It is the thought that God has already laid out his plan for your life
and you cannot do anything about it. Everything is pre-determined. there is a limited space
for people in heaven and the space is already filled, the ideas connected to this is that
working hard is not enough to go to heaven. Simply by building and providing to the industry
and helping the society something means that you’re on that good path.
(video weber and protestant ethics).

Germany was split in several small kingdoms; the head of Germany (holy roman empire) was
big on Catholicism. He wanted to unite Germany (Charles the 5th) he didn’t want to unite
everyone in one state but wanted to spread Catholicism.

^religion, economic and political interconnection

Tutorial 6
Today is about ideas.

consider
-relationship between renaissance, scientific revolution and enlightenment
Defined concepts
Renaissance: Rediscovering the past, reappreciation of the ancient, classical thought that
emerged is rebirth of great thinking and great ideas that came from ancient texts. After the
Fall of the Roman Empire, the dark ages emerge, where there is no enlightened thinking.
This period in time is one between great ideas. (Greeks and Romans) and the rebirth of this
period. Humanism, human nature and human actions are put into the forefront.
Scientific Revolution: Empirically trying to test things, the idea that things have to be tested
and observed. Rather than having faith and trust in things that cannot be seen. This leads to
new methods and inventions.
Enlightenment: (renaissance is looking backing back at past glories) This is an Intellectual
movement and emphasizes progress and looks forward and rejects things about the past.

The term Dark Ages is Eurocentric.

The scientific revolution took off in the 16th -18th c in Europe. How was it shaped by
interaction with areas outside Europe? New Scientific inventions, ideas. In Germany a
printing press emerges but it was invented in China. the compass ect. those inventions
spread to Europe. This increased interconnected activity between the Isalmic and European
world (crusades ect) allowed exchange of information. In the 11-12 th c the use of Arabic
numerals in Europe. Paper from the Muslim era of southern Spain and how it was used.
Water and irrigation techniques were expanded in the south of Spain. Medical knowledge
required new thinking about diseases etc. it was taken from the Muslim world.>basis
scientific revolution.

the further developments centuries later (scientific revolution), the emergence of knowledge
that comes from observation.
New Thinking required thinkers; it also requires recipients of these ideas. How were new
ideas receiving, exchanged, read, heard and so on in the 17 th and 18thc.
There is progress. More practically, the exchange of these ideas came with the invention of
the printing press, the mass production of texts. In Latin and other languages that people
spoke. Coffee houses where people (men often) come to discuss stuff. Many of these houses
were run by women. The coffee house developed in the Ottoman Empire. This shows
interaction.

-early modern scientific knowledge production, was it really a European development?

-What is the relationship between science and religion/ rationality and the ‘irrational’.

Aristotle vs Copernicus
before 1515, Aristotle’s view on planetary motion prevailed. A Polish priest named
Copernicus challenged that with a radical new vision.

Aristotle believes that that all the planets evolve around the earth. It is intrenched in
Medieval thinking. Copernicus: the sun is the middle; other planets evolve around it.
Why was this important? (consequence) the church believed that the earth was the centred,
things like heaven were in the system according to Aristotle.
Copernicus challenges this, he questions where heaven is in the system. This created
concerns with people who followed the religious interpretation of the world.

Source Galileo
Galileo invented the telescope; he was in the line of thinking of Copernicus.
Week 3 Tutorial 7:
Capitalism
advice presentation: 10 mins
what historians have written about, historiographical debate
analytical question as foundation, how or why

exam is difficult.

>Malthusian limits were they really limiting? could have been pushed upward. and how it
could be lifted.
“girl power” hypothesis, was the rise of women in Europe fuelled by women and marriage
pattern, and if so, why?

Malthusian theory: population higher than number of resources, bad things happen. Famine,
epidemic. Malthusian ceiling is that. this limit can be pushed up higher.
there are 2 ways:
-how could early modern societies create more food?
 Get more people working, for example a higher female and children rate as workers.
Children at the time were supposed to do stuff at home. To contribute.
 exchange in crops, grow crops in all season due to the Colombian exchange.
>potatoes were important it could support more people and it was highly nutrition’s.
 broader contact with outside, Britain gained overseas territory, more excess to food.
 efficiency in forms of industry, specialisation, guilds with monopolies in what they
were doing only members were parts for it. about maintaining quality.
 putting out system: merchants loaned land. a way of managing capital and labour.
wealthy merchants with capital have rural factories, who combined industrial work
with agriculture. In these rural
the merchants would provide capital in forms of a loan. the factories were often cottage
industries.
 improvements in techniques in agriculture, enclosure system: M-E, the form was
communal. This enclosing system put fences in the lands, increased efficiency. there
was more manure, there was therefore more fertile land. many ideas about the
agriculture were communicated through books at the time.
 better infrastructures
-was population really so unstoppable? how could pre-industrial societies reduce
populations?
Malthus: men and women will be attracted to each other and procreate.
Mckay: women would work, marry later, less children born and less would die.

In a premodern society, people can only have children when they’re married. Children
outside marriage, is uncommon. People marry later and would produce less children when
they marry later.

with marrying later in life,

black death disappeared

foods from the new world, balanced diet
roads
wars were not as destructive
Prior to the industrial revolution there was some population growth. early in history in India,
there were spots with many people. Only later, Europe becomes a hub in population
development

(question 2 previous slide) why would a female marry later? 28-29 rather than 19? economic
effect
how could such a system create economic benefit? with women working in labour markets
made more people available to work. because the women worked, to gain financial stability,
they married later and got children later. women went into textiles and servant work.
children are expensive. the idea that more resources are available for fewer heirs.
Children were educated, a knowledge economy was created. the ideas being spread
throughout the society. parents have the ability to learn the children more, quality, quantity
trade off. human capital formation.
question what is the connection between what happened then and then. these connections
are useable. The European marriage pattern can be used like that because they have
consequences for what happens now.

Tutorial 8:

in theory when the Malthusian ceiling is pushed up, it created differences between
countries.

the marriage pattern is one of the most distinctive features of the western European society.

there are great similarities between Asia and Europe, but Europe was exceptional in
marrying late.
The great divergence:
Definition, at a certain point, Europe surpassed Asia economically. How did we get to how
we live today. Why are some societies highly developed and others not. Asia is a key in this
debate.

Chronology is a topic of debate, when did the divergence happen

and how did they happen

Main players in this debate:

-the Californian scholars, they but an emphasize on Asia, decentering Europe. Their thoughts
on chronology is odd. only at the time of the industrial revolution Europe pushes away from
Asia. before that all was the same
-why is there no resolution to this debate?
>some aspects are still not mentioned. Vries: they’re decentering Europe but can we believe
all the Californians stating? he thinks they exaggerate. the Californian school is no the end
station of this debate.

there were scholars before the California school. they are very Eurocentric, that Europe has
been superior for a long time. and that the divergence is born out of specific conditions in
Europe. the cultural interpretation, that it was in the European culture to become special,
but has a negative connotation.

Europe was in the center, like Weber. The protestant ethic, culture that leads to
developments. roots in European progress

Diamond was famous for sees the developments as luck.

^to them before the industrial revolution, there was nothing special about Europe. Frank
hates everything European
Wong put china at the center

maybe Europe was different early on (in the early modern period), laying the foundation for
what happened in the Industrial revolution. because people would emphasize on spreading
knowledge for example.
-Timur says that some parts of the Islamic institutions and state were negative towards
developments.
-difference with the first and the third wave is that global history was properly compared.

the graphs with living standards4 shows that both regions weren’t the same.

Parthasarath he doesn’t like the comparison pommerzon makes. he offers a broad

overarching approach as an alternative for the comparison. He’s interested in individual
preciousness within society. He doesn’t think that the rise of Britain is connected to West
eruope being special. but it was forged due to European contact.
He doenst want to see comparisons but interaction between different areas and different
parts of the world. not just different areas developing. Partharath brings the different
regions together. he sees that the british industrial revoltion is forged by seeing what
happens in india, being impressed by there work and going back to Britain and doing it more
efficiently. this is the link. So Britain doesn’t have all these different things and forging ahead
he seas it as an interaction. there is a deeper history between both countries.

might be in the exam (!), however there is a multitude in approaches to answer the
questions.
a lot of the read pieces is about comparing stuf. Californians what that didn’t like Europe in
the centre, parthasarath says interaction is important.

>limitation to doing history on massive (global) scale> is debate of the great divergence even
sensible and how can we overcome the problems and come up with a convincing
comparison.
possible answer: the obstacles and limitation is that regions have different contexts such as
religion, culture, history ect. one needs to make a fair comparison.
what is a fair comparison: take in consideration everything prior to what happened. so don’t
compare the situation of a child with an adult (as an examp
a part of the divergence debate is the wages in regions far apart. Are there more things to
consider? their both wages, the point is that they’re wages. economies are different,
currencies are different. its not fair to compare the regions. In China people didn’t often
work for a wage perhaps 2% whereas in Britain around 60% worked for wages.
how do we measure of the living standards of person that is self-sufficient? In the
comparison you see numbers but how are they composed. one the surface they make sense
but when diving into them there are different aspects to them. and within the wages, some
might be higher educated, others are peasants.

why have high standards when looking at the past? sometimes, not all expectations can be
met.
Tutorial 9

Europe and the world, global interconnectivity

Global exchange in the early modern world?

>Columbian exchange, focus often on Europe and the Americas.

trading system Europe, America and Africa: the Atlantic trade system, triangle of trade
what we often miss is Asia in this system (south east and China).

What is China’s place within this system?

They imported: opium, tobacco, silver (the one with the most global context, it is used as an
index of wealth in the early modern period. China had a strong demand for silver. their role
in the global context is that the demand for silver was the oil in the machinery. the demand
sets in motion a lot of things. The Spanish went to South America and started mining silver,
to keep this system going, there needs to be demand for it. the consequence is the intensity
of production and greater exploitation of natives. Europeans wanted stuff from China and
East Asia, to get them, silver was needed because that the first time the Europeans have
something the Chinese are interested in.)

WALLERSTEIN: California school emerged due to this theory

problem with this theory:

This linear and teleological process, everything is defined by modes of production.

problems: Early modern economic China is not mentioned and made external. What that
means is that they were isolated from colonialism and global trade. It was self-sufficient too.
California schools’ states that it is nonsense, and that China is at the center. Silver makes
China integrated into the transatlantic system.
how can this describe global economic history?
Wallerstein might make too much sense for historians. Even though his thinking is
intrenched in historiography.
Tutorial 11
History of Early Modern Societies
“Globalizing in History

1)source calicoes
2)Ravi Palat questions
3) historical dimensions of globalization- definition, timing, effects.

according to Parthasarathi how did Britain rise to a global power: it based around textiles,
where Britain first has excess to textiles in india. And after some time starts producing it at a
more productive and competitive, over taking India’s monopoly position.

What is a Calico: native cotton cloth with printing on it.

the two sources.
with a debate on some of the reasons for the nature of the trade between Britain and “the
east indies”.

1) The people are impoverished because of the importation of foreign calicos from India. The
English rioted
2) -On one hand people say that there should be trade restrictions. (answer part) who states
that the workers do not have any work anymore. Put constraints on how much we import.
Specific problem: work taken from the poor workers because the products are made in
foreign countries. Only the rich are benefitting from it. The society as a whole is not
benefitting from it.
-The right sides states that the import is fine, free trade is fine.
>The Dutch are seen as to be trusted with the freedom and have laws that constrain their
actions
3) Parthasarathi brings it as a sudden change, the importantion of cloths and bring it to
Britain and produce it better. (other angles on Partasarathie’s theory) Perhaps the import of
the cloths created a production problem, it created unemployment and resentment. It
pushed the British society to producing the same cloths domestically. It perhaps not
something of preference but necessity.
>Another ratio is that there was manufacturing going on in England. Otherwise there
wouldn’t be a debate and discontent.
> It is about copying Indian what Indians do, but in the backgound there is a story of people
having no employment in England. Instead of what the Californians say that it was a sudden
change.
Tutorial 12
The structural analysis will be recalculated
It was a training exercise. To read something with care, make decisions.

exam:
-4 questions corresponding with the weeks.
-there will be a question on analyzing a primary source (unseen).
(McKay, literature and class discussion, lecture)
-Go back to the final lecture
identifying causes, consequences, social groups (black death had for example results for
certain kinds of groups, which?), comparing and contrasting

1: Renaissance is the rebirth of the ancient classics (architecture, art, science, ways of
thinking), humanism came up.
The Scientific Revolution: empirical thinking
Enlightenment thinking: the ideas of the (universal) rights of men, revolutions, freedoms,
forms of equality.
Rough chronology Renaissance: (after black death) 1500s, science 1600s-early 18thc,
enlightenment: end early modern period late 1700s early 1800s
!>major difference renaissance thinking and enlightenment thinking? renaissance is looking
backward to a more cultured age. rebirth of the classical ideas. enlightenment was about
innovation and looking forward. It is not about the rebirth of the existing things, but looking
forward, to improve.
2: Absolutism (one ruler, rules by the grace of God, Louis the 14th he explicitly justifies his
right as king because he says he got it from god) and constitutionalism (power might reside
with a monarch but has to be justified and checked, it is less arbitrary and seen as modern.
limitation of the government by law, limiting the government and allowing people rights.
Dutch republic and England) different in theory and similar in practice.
>Nuances: Hobs/ declaration of rights (James II, replaced with William of Orange-Glorious
revolution (without fighting)), to draw out things that departed from theory. Problem with a
king, he is not respecting parliament. The justification for replacing him was that he was
catholic. Behind the discussion was religious preference. In our mind constitutionalism
sounds less arbitrary in theory but in practice, constitutionalism can be based on arbitrary
rules. Here constitutionalism is not as modern as we might presume.
> absolutism was not that absolute. He famously wanted all important nobility at Versailles
because he dependent on them, he could not rule without them. Louise 14 th created
Versailles to get important nobles and authorities close to him and their support.
--Important that absolutism and constitutionalism are models and can differ from practice.
3: there was this dissatisfaction with the indulgencies. The general idea was already that the
Catholic church was doing bad (clerics and the rest not knowing Latin). The Literacy
increased, individuality in faith, printing press made it possible to spread the ideas beyond
Wittenberg.
-Schism: three popes that started tearing apart the catholic church. The believers had the
notion that all was not well. It shows the relation between politics and religion, political
elegance with popes.
-Babylonian captivity
-Black death: people saw that it was a punishment from God and felt as if the church wasn’t
able to protect them. It was a disenchantment of the practices of the church. Church had
large amounts of properties and wealth exempt from taxation. People wanted to tax the
church and possibly gain some property from the church.
4: There were certain techniques and technologies that weren’t from Europe. Printing press
(China) compass, literature from the Islamic world and medicine (Arabic numerals). these
were brought to Europe and further developed (on the back of non-European inventions).
They showed that there was more to life. no one disputes that the inventions happened in
Europe, but they are built on the back of older innovations.
>Within the revolution itself: in the late 16th early 17th century the scientific revolution
crystalizes by the travel the Europeans do. they’re seeing new things. This is a move to
categorization/ classification, plants ethnics. discoveries and colonialism are aspects of this.
5: the revolutions evolve about liberty. Enlightenment ideas are essential to the revolution,
they are about freedoms, universal rights, justice, freedom from arbitrary right, a form of
equality. Not about economic equality, just on justice and right, not equal excess to
property. Who did the rights and privileges apply to? White males who own property.
-who didn’t get the rights: gender women, (only 20thc that the world opens for women),
freedom is also about ethnicity. the idea that certain people weren’t allowed to have these
certain rights.
-Haitian revolution is complicated: but at the root of the process was not the slaves but the
freemen of color. they were acting on the status and property, rights they had. The slave
revolt that accidently occurs, is collateral damage.
1: Industrious revolution: women and children started working for a wage, instead of
producing domestically (page 553 Mckay) giving them the ability to buy luxurious products
and create a consuming market. Industrial revolution: one can argue that the industrious
revolution led to industrial revolution (normally people looked at this the other way around)
people wanting to have more luxurious stuff (demand).

industrious revolution: Jan de Vries: essentially the process 16th 17th c idea that people
started to work harder, they waisted less time. They filled their time with work and getting
more people into work. For the first time people had things they wanted to buy: consumer
revolution. they wanted to acquire, tea, cloth, coffee etc. According to De Vries this desire
for products pushed people to work harder.

How does it relate to traditional views of the industrial revolution: it comes down to the
revolt of the early modernist? the traditional view is that it happened sudden, the period
after the industrial revolution was very different from what happened before. early modern
scholars do not belief in a period before or after industrial revolution. it is a process, linked
together in a long term: industrious revolution.

Revolt of the early modernist period: de Vries.

interesting things in the early modern period (18th c build upon things in the 16th c,).
Goldstone: all interesting stuff happens only after industrial revolution.

Weber and Marx: those theories don’t say the early modern period is irrelevant.> relevant.
to go to industrialization first break from feudalism (Marx) important that goldstone takes
these theories and applies the to history. and says actually. no society conforms to these
criteria. >it’s about how goldstone is applying the two theories.
2: how have certain scholars explained the Great divergence. the rise of the west (first
Britain) above other parts of Asia and the rest of the world. everyone: it happened. not
everyone: when/ why

Different scholars:
-Weber: Europe enlightenment intellect
-Marx: exploitation colonies
-Pommerance (California school): exploitation of colonies (coals), late only 18th c. bases on
luck, coal and use of the colonies.
-Parthasarathi: cotton textile. how Britain first liked calico wanted to imitate it and produced
from one moment more than India itself did. more interaction between two area. Britain
and India and evolves around textiles. England ran out of wood, had to turn to coal for fuel.
(two elements: textile copying India, utilizing coal).

-
Darwin in the last one

What links the California school together, is that the industrial revolution happened late and
sudden and (connected to ..?)and they believe that asia was just as advanced, anti-
European.

3: connection with industrialization. agricultural revoltution: long process of developments

in the agraric sector. elements of the Columbian exchange contributed. getting more yields
out of the lands. fertilizer, manure, capital extensice. conversion from grain farming to sheep
farming. effect on industrialization. arable farming requires more workers, convert to
holding animals is less labor extensive. There is less for people to do. These underemployed
starts to seek ubran work. >clear link agriculture revoltuion and industrial revoltuion.

(week 2 questions!)

palat! (wet rice cultivation) and how wet rice cultivation related to nomads. (final lecture)