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117 Terms

1
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Neuroscience

The scientific study of the nervous system.

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Neurons

Specialized cells in the brain that receive and transmit electrochemical signals.

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Neuroplasticity

The brain's ability to modify, change, and adapt both structure and function throughout life and in response to experience.

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Biopsychology

The scientific study of the biology of behavior.

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Neuroanatomy

The study of the structure of the nervous system.

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Neurochemistry

The study of the chemical bases of neural activity.

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Neuroendocrinology

The study of interactions between the nervous system and the endocrine system.

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Neuropathology

The study of nervous system disorders.

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Neuropharmacology

The study of the effects of drugs on neural activity.

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Neurophysiology

The study of the functions and activities of the nervous system.

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Phrenology

A process that involves observing and/or feeling the skull to determine an individual's psychological attributes.

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Trepanation

A procedure of drilling holes in the skull, practiced as early as 7,000 years ago.

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Hippocrates

An ancient Greek physician who believed that the brain was the organ of sensation and intelligence.

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Galen

A Greek physician who made careful dissections of animals and believed that the ventricles played an important role in transmitting messages to and from the brain.

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Rene Descartes

A French philosopher who supported Galen's ideas about the ventricles and fluid transmission in the nervous system.1. Mind-body dualism:The philosophical concept proposed by René Descartes that suggests the mind and body are separate entities.

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Hydraulic transmission

A concept proposed by René Descartes that suggests the transmission of signals in the nervous system is similar to the flow of fluids in a hydraulic system.

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Light microscope

An invention by Anton van Leeuwenhoek that uses light to magnify and observe small objects or organisms.

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Electricity as a means of transmitting messages in the nervous system

The discovery made by Galvani and du Bois-Reymond that electrical signals are involved in transmitting messages within the nervous system.

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Localization of function in the nervous system

The concept demonstrated by Gall, Spurzheim, Broca, Fritsch, and Hitzig that specific functions are localized in different areas of the nervous system.

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Phrenology

A theory proposed by Gall and Spurzheim that suggests the shape and size of the skull can reveal a person's personality traits and mental abilities.

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Localization of speech production

The discovery made by Paul Broca that a specific area of the brain, now known as Broca's area, is responsible for speech production.

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Synapse

The term coined by Charles Sherrington to describe the junction between two neurons where chemical signaling occurs.

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Neurons communicate through chemical transmission

The discovery made by Otto Loewi that neurons communicate with each other through the release and reception of chemicals at the synapse.

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Nervous system composed of separate cells

The declaration made by Ramón y Cajal that the nervous system is made up of individual cells called neurons.

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Brain functions as a hierarchy

The explanation given by John Hughlings Jackson that brain functions are organized in a hierarchical manner, with higher levels of the brain responsible for more complex functions.

26
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Biopsychology

A subdiscipline of neuroscience that focuses on the study of behavior and how it is influenced by biological factors.

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Neuropathology

A subdiscipline of neuroscience that focuses on the study of brain disorders and diseases.

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Human brains vs

The main difference being that human brains tend to be bigger and have more cortex, making them more intricate and complex.

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Sulci and Gyri

The wrinkles in the brain that increase its surface area and optimize brain matter fitting into the skull.

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Human and Non-Human Subjects

The use of both humans and animals in biopsychological research, with humans having more complex brain structures.

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Quasi-experimental studies

Research studies that do not involve random assignment of participants to conditions, but rather select subjects who are already living under specific conditions.

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Case Studies

An intensive study of a person, group, or unit aimed at generalizing over several units.

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Independent Variable (IV)

The variable that is manipulated or controlled by the researcher in an experiment.

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Dependent Variable (DV)

The variable that is measured or observed to assess the effects of the independent variable.

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Confounded Variables (CV)

Variables that may influence the dependent variable and make it difficult to determine the true cause-effect relationship.

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Within-subjects design

An experimental design where each subject is exposed to each condition of the experiment.

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Causal interpretations of experimental results

Difficulties arise when confounded variables make it challenging to establish a clear cause-effect relationship.

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Translational research

Research that aims to apply pure research findings to solve specific human problems.

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Applied research

Research that is intended to bring direct benefit to humankind.

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Corpus callosum

A neural pathway consisting of myelinated nerve fibers that connects the left and right hemispheres of the brain, allowing communication between the two sides.1. Biopsychology:The study of the biological basis of behavior and mental processes.

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Clinical psychology

A branch of psychology that focuses on the assessment, diagnosis, and treatment of mental disorders.

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Physiological psychology

The division of biopsychology that studies the neural mechanisms of behavior through direct manipulation of the brains of laboratory animals in controlled experiments.

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Applied psychopharmacology

The division of biopsychology that focuses on the application of drugs and medications to treat mental disorders and study their effects on behavior.

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Psychopharmacology

The subdivision of biopsychology that studies the effects of drugs on behavior and mental processes.

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Neuropsychology

The subdiscipline of biopsychology that focuses on the assessment and study of cognitive and behavioral deficits associated with brain damage or dysfunction.

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Cerebral cortex

The outermost layer of the cerebral hemispheres, responsible for higher cognitive functions.

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Psychophysiology

The subdiscipline of biopsychology that measures and studies the relationship between physiological processes and psychological experiences.

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Electroencephalogram (EEG)

A measure of brain activity that records electrical signals from the scalp.

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Cognitive neuroscience

The study of the neural basis of cognition, including higher intellectual processes such as thought, memory, and attention.

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Converging operations

The approach of using different research methods and perspectives to address a single problem, with each approach compensating for the weaknesses of the others.

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Morgan's canon

The principle that precedence should be given to the simplest interpretation of a behavior when multiple interpretations are possible.

52
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Prefrontal cortex

The part of the brain located at the front of the frontal lobes, involved in higher cognitive functions and decision-making.

53
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Between subjects design

An experimental design that involves testing different groups of subjects under each condition of the experiment.

54
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Monism

The perspective that the mind is the result of activity in the brain, which can be studied scientifically.

55
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Evolution

The process of change in species over time, driven by natural selection and genetic variation.

56
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Charles Darwin

A British naturalist who proposed the theory of evolution through natural selection.

57
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Fossil records

The preserved remains or traces of organisms from the past, used as evidence for evolution.

58
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Selective breeding

The process of intentionally breeding plants or animals with desirable traits to produce offspring with those traits.

59
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Hominid

A member of the family Hominidae, which includes humans and their closest relatives.1. Dualism:The belief that the mind and body operate in two different ways.

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Monism

The perspective that the mind is the result of activity in the brain, which can be studied scientifically.

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Medelian Genetics

The study of inheritance in pea plants, including dichotomous traits, true breeding lines, dominant traits, and recessive traits.

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Alleles

Two genes that control the same trait.

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Epigenetics

The study of how behaviors and environment can cause changes that affect the way genes work.

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Central Nervous System (CNS)

The division of the nervous system located within the skull and spine, comprising the brain and spinal cord.

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Peripheral Nervous System (PNS)

The division of the nervous system located outside the skull and spine, comprising the spinal cord and nerves across the body.

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Somatic Nervous System (SNS)

The part of the PNS that interacts with the external environment, composed of afferent nerves and efferent nerves.

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Autonomic Nervous System (ANS)

The part of the PNS that regulates the body's internal environment, composed of sympathetic nerves and parasympathetic nerves.1. Parasympathetic input:Input from the parasympathetic nervous system, which controls relaxation and rest.

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Sympathetic changes

Changes in the body that indicate psychological arousal.

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Parasympathetic changes

Changes in the body that indicate psychological relaxation.

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Spinal nerves

Nerves that exit between the bones of the vertebral column.

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Disks

Cushions between the bones of the vertebral column.

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Pinched nerve

Pressure on the spinal nerves due to degenerated disks, causing pain.

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Olfactory nerve

Cranial nerve responsible for the sense of smell.

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Optic nerve

Cranial nerve responsible for vision.

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Oculomotor nerve

Cranial nerve responsible for most eye movements.

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Trochlear nerve

Cranial nerve responsible for moving the eyes to look at the nose.

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Trigeminal nerve

Cranial nerve responsible for face sensation and mastication.

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Abducens nerve

Cranial nerve responsible for abducting the eye.

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Vestibulocochlear nerve

Cranial nerve responsible for hearing and balance.

80
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Glossopharyngeal nerve

Cranial nerve responsible for taste and the gag reflex.

81
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Accessory nerve

Cranial nerve responsible for shoulder shrugging.

82
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Meninges

Protective membranes of the brain.

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Dura Mater

The outer layer of the brain.

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Arachnoid Membrane

Spider-web-like membrane.

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Subarachnoid Space

Space containing blood vessels and cerebrospinal fluid.

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Pia mater

The innermost layer of the brain.

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Blood-brain Barrier

Mechanism that prevents the passage of toxic substances from the blood into the brain.

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Choroid plexuses

Networks of capillaries that produce cerebrospinal fluid.

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Ventricles

Four large internal chambers of the brain.

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Cerebral aqueduct

Connects the third and fourth ventricles.

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Neurons

Cells specialized for the reception, conduction, and transmission of electrochemical signals.

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Glial cells

Cells of the nervous system that support and protect neurons.1. Unipolar neuron:A neuron with a single elongated process and the cell body located off to the side.

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Bipolar neuron

A neuron with two processes separated by the cell body.

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Interneurons

Neurons that have short axons or no axon at all, and their function is to integrate neural activity within a single brain structure.

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Glial cells

Non-neuronal cells located within the central nervous system and the peripheral nervous system that provide physical and metabolic support to neurons, including insulation and communication.

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Superior

Above; toward the head.

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Inferior

Below; toward the feet.

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Dorsal

Toward the top of the brain or the back of the spinal cord.

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Rostral

Toward the front of the brain or the top of the spinal cord.

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Caudal

Toward the back of the brain or the bottom of the spinal cord.

Explore top notes

Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
Updated 450d ago
note Note
Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
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