ASIA IN WORLD HISTORY Why Asia?
Contemporary History
 refers to the history of events usually within the
lifetime of the historian, although sometimes, in
the European or North American context, to post-
1945 or even post-1914 history.
 
 It is usually written with the aim of providing
background for current social and political issues
or influencing the outcome of policy debates and
thus arouses distrust among some historians for its
lack of archival sources or its supposed inability
to incorporate dispassionate perspectives.
 
 Contemporary history has, however, often been
written in an effort to ascertain responsibility for
recent political catastrophes-wars, occupations,
repressive regimes, etc.
 
 Comparative history can be usefully related to
other efforts at 'collective memory' and can
simultaneously draw on the methodologies and
museological or media presentations practiced in
other fields as well.
 
Course Description
 
Contemporary Asia
 This course deals with an in-depth look at
contemporary Asian societies with particular
attention to economic, political and social change
within the region and how these changes have
been manifested in socio-economic and cultural
production.
 
General Course Outline
 
 Overview of Contemporary History
 Imperialism in Asia
 Nationalism and Revolution in Asia
 Japan and the Struggle for Asia
 Revival and Revolution in Japan and China
 Korea and Southeast Asia
 South Asia: Independence and Development
 Contemporary Southeast Asia
 Asia in the Twenty-First Century
 It refers to lands east of the Aegean Sea.
 Referred generically to an amorphous and poorly
known land east of the Nile River and the
Mediterranean Sea.
 
European Centric-Europeans’s point of view
1. Near east
2. Far east
3. Middle east
Asian Centric- Asia’s point of view
1. Timog Silangan
2. Silangan
3. Central Asia
4. South
5. TImong kanluran/South west
Asia- Aso
- Location of the sun where it rises
 
Phil.- Taboon Man
Indonesia-Java Man
China- Peeking Man
Formation of Asian Societies
 
 The establishment of human communities as a
result of migration by the homo Erectus groups
followed later by homo Sapiens.
 Commerce linked lands from Egypt in the west to
the Indus River valley in the east and especially
brisk trade passed between Sumerian city-states
and Harappan society
 Discovery and use of bronze
 Domestication of animals
Technological Exchanges that Influence
the Development of States and Societies
 
 Invention of the chariot with spoked wheels and
techniques of chariot warfare.
 Development of iron technology that spread
from Anatolia throughout Eurasia and Africa
 The widespread availability of iron weapons.
 Strengthening of military technologies.
 
Socio-economic & Cultural Development
 
1. Establishment of large-scale imperial states
2. Development of trade routes (Silk Road)
3. Trade exchange (silk from China, spices from
Southeast Asia, pepper and gems from India,
horses and jade from Central Asia, aromatics
from Arabia, and glass, jewelry, bullion from
the Mediterranean basin.
4. Spread of different religions
5. Absorbed elements from different traditions
 
note: Trade routes were the overland silk roads that
stretched from the Mediterranean basin to China, but
sea lanes through the Mediterranean, the Red Sea, the
Persian Gulf, the Indian Ocean, and the South China
Sea also became busy avenues of commercial exchange
 
Cross-Cultural Interaction
 
 Opening of Asia to other countries
 Trade networks reached almost all regions of
Eurasia and sub-Saharan Africa
 Large volumes of commerce encouraged
specialization of agricultural and industrial
production.
 Spread of Christianity
 Biological diffusions shaped the conditions of
material life for peoples throughout the Eastern
hemisphere.
 
 
WHAT IS REGIONALISM?
 
- defined as a political ideology that favors a specific
region over a greater area. It usually results due to
political separations, religions geography, cultural
boundaries, linguistic regions, and managerial divisions.
 
DIFFERENCE BETWEEN
REGIONALIZATION AND
GLOBALIZATION
Regionalization - a process of dividing an area into
smaller segments called regions
 
Globalization - a process by which the people of the
world are unified into a single society and function
together
 
DIFFERENCE BETWEEN REGIONALISM
AND REGIONALIZATION
 
Regionalism - is the theory or practice of regional rather
than central systems of administration or economic
cultural or political affiliation
Regionalization - division of a nation into states or
provinces
 
* They form regional organization as a way of coping
with the challenges of globalization
 
WHY COUNTRIES FORM REGIONAL
ORGANIZATION?
 
ASIAN REGIONALISM - Product of economic
interaction between Asian countries.
 
EVOLUTION OF ASIAN REGIONALISM
 In August 8, 1967, the ASEAN was born with
five original members: Indonesia, Philippines,
Malaysia, Thailand, and Singapore.
 
ASEAN - Association of Southeast Asian Nations
 ASEAN’s first summit meeting was held in
1976
THREE PROPOSITIONS OF ASIAN
REGIONALISM
 
1. GEOGRAPHICAL ASIA IS TOO DIVERSE FOR
CULTURAL ASIA
Cultural homogeneity is not a guarantee for
regionalist community formation.
 
2.GEOGRAPHICAL ASIA IS TOO SMALL FOR
GLOBALIZING ASIA
It is ironical to say that Asia is too small for Asia.
 
3. GEOGRAPHICAL ASIA IS TOO
CONFLICTUAL INTERNALLY FOR STRATEGIC
ASIA
action tends to be taken without explicitly
distinguishing foes from friends
APEC
 Regional economic forum established with the
United States’ strong support
 
APEC - Asia-Pacific Economic Cooperation
 
In 1997, the ASEAN plus Three (Japan, South Korea,
and China) was instituted.
In 2000s, Japan and China competed over how to adapt
to the relentless tide of globalization via the politics of
membership
 
EAST ASIAN SUMMIT
 a regional forum held annually by leaders of 16
countries in the East Asian, Southeast Asian and
South Asian regions
 
In 2010, the East Asian Summit decided to add two
more members, the United States and Russia
 
 
ADVANCE OF EUROPE IN
ASIA
Introduction
 16th & 17th centuries - beginning of European
influence in Asia-traders-European
Explorations.
 Shift from the Mediterranean to Atlantic-
Mediterranean had been trading and naval
center of Europe and the Near East- The
opening of new sea routes to Asia and discovery
of America - shift to the Atlantic.
 18th & 19th centuries -an extension of European
influence into Asia and Africa.
Phases of Colonialism
 Early phase - Imperialist phase
 Colonies were mainly for trade
 Colonies were trading posts and settlements
 Colonies were located along coastlines or on
smaller islands.
 
Reasons behind the European Advance in Asia
 European traders sought to explore and do
business with the adjacent areas, linked to their
own shores by an easy sail across the narrow
and usually calm Mediterranean and by
relatively easy land routes eastward.
 Throughout the 17th and 18th centuries,
conquests focused on ports along the maritime
routes, that provided a secure passage of
maritime trade.
 
European Adoption of Asian Technology
 Early Portuguese adopted the use of the
compass that was introduced by the Arabs in
Europe in the 13" Century.
 By the late 14" century, , after the Chinese
inventions of gunpowder and cannons had
spread to Europe, the Portuguese and the Dutch
began slow improvements in naval warfare,
developing guns designed for use at sea and
taking advantage of the greater maneuverability
of their vessels with the combination of sails.
 Europeans made their way to Asia with the help
of a variety of originally Asian nautical and
military technology-and came to record their
conquests, profits, and colonial management on
Chinese-invented paper.
 
Portuguese Motives for Expansion
 Perceptions as defenders of faith
 The possibility of finding alternative ways to
access resources provided the major incentive
for the first Portuguese venture abroad, their
capture in 1415 of the Moorish city of Ceuta on
the Atlantic coast of North Africa west of
Gibraltar.
 
VOYAGES OF EXPLORATION
 
 In 1487, Bartolomeu Dias sailed around the tip
of Africa, which he named the Cape of Good
Hope
 In 1497, an expedition of four ships was
prepared under Vasco da Gama with India as its
objective.
 
Spaniards Motives for Expansion
1. Spread of Christianity
2. Secure gold, silver, and valuable agricultural
produce.
3. Strengthen its claim in the new world
 
ADVANCE OF EUROPE IN
ASIA
 
Fernando Magallanes Rediscovery of the
Philippines
 
 Piloted by Juan Sebastian del Cano, a skeleton
crew of only 18 men returned to Spain after
great hardships, They sailed across the Indian
Ocean and around Africa rather than daring
again the dangerous passage through the Straits
of Magellan. This was the first circumnavigation
of the globe.
 Manila was made the colonial capital in 1571,
after earlier Spanish bases and settlements
elsewhere in the archipelago had been
established.
 Manila prospered as an interisland entrepot as
well as the colonial capital, and it provided an
important link between Spanish America and
Asia, primarily through trade with China
 
Manila-Acapulco Trade
 
 It was a heavy, square-rigged, three- to five-
masted sailing ship that from the sixteenth
through the eighteenth centuries sailed between
Manila in the Philippines and Acapulco in New
Spain (present-day Mexico).
 In 1573 the first Manila galleon carried Chinese
silks, satins, porcelains, and Southeast Asian
spices to Acapulco, returning to Manila with
Spanish silver from the Americas.
 Cargo space in the Manila galleon was divided
into shares of fixed size that were controlled by
the Spanish community in Manila.
 
Treaty of Tordesillas
 
  Legitimized Spain's holdings in the New World,
indicating Spanish primacy over Portugal
 The Treaty of Tordesillas in 1494 drew a north-
to-south line through South America. Spain
gained territory west of the line, while Portugal
retained the lands east of the line, including the
east coast of Brazil
 
Result
 
" The Manila galleon trade brought together Spanish,
Chinese, and local Filipino residents, linking them
through both commercial and marriage alliances. By the
end of the nineteenth century, the mestizo offspring of
these marriage alliances would challenge Spanish rule
and claim authority in Manila, although the United
States stepped in and took control of the islands from the
Spanish".
Main Idea
During the 1400s and 1500s European explorers—
inspired by greed, curiosity, and the desire for glory, and
aided by new technologies — sailed to many previously
unknown lands.
 
ADVANCE OF EUROPE IN
ASIA
 
Foundations of Exploration
Renaissance spirit of discovery and innovation in
Europe
Spirit led Europeans to set sail on voyages of discovery
Period is sometimes called the Age of Exploration
Advances in Technology: Navigation
 Sailors needed precise means to calculate
location
 Compass brought to Europe from China, let
sailors know which direction was north at any
time
 Europeans learned to use astrolabe from
Muslims
 Navigators could chart location based on sun,
stars in relation to horizon
Advances in Technology: Shipbuilding
 Deep-draft ships could withstand heavier waves
– rode lower in water and had larger cargo holds
 Caravel, light, fast sailing ship; two features
made it highly maneuverable: rudder and
triangular sails – lateen; equipped with weapons
 Maneuverability, defensive ability made caravel
most popular for exploring
 
Explorers from Portugal and Spain
Drive to Explore
 
 Search for wealth
 Europeans desired expensive luxury goods
 Flow of goods controlled by Italian merchants –
also blocked by Ottoman Empire
 Charged high prices for these rare goods
New Routes
 
 Hoped to find new, faster routes to Asia to gain
trade foothold
 Wealth not only goal - some set out to find
fame, glory
 Hoped making great discoveries would bring
honor to their names
Faith, Curiosity
 Other explorers hoped to spread their faith into
new lands
 Another motive—simple curiosity
 Writings like Marco Polo’s very popular in
Europe, intrigued many with tales of exotic
lands, peoples
The Portuguese
 First country to launch large-scale voyages of
exploration
 Prince Henry the Navigator - patron, supporter
of those who wished to explore
 Early 1400s: established Navigation Court -
ultimate goal—find water route around Africa to
India - Vasco da Gama (1497–1499)
 1488, Bartolomeu Dias became first to sail
around southern tip of Africa
 Portugal established trading centers; became
rich, powerful European nation
The Spanish
 1492, Christopher Columbus; 1493, returned to
Spain - Spanish believed Columbus found new
route to Asia, hailed him as hero
 1502 Explorer Amerigo Vespucci sailed coast of
South America - not Asia
 1513, Núñez de Balboa - Pacific Ocean -
Spanish realized they needed to cross another
ocean to reach Asia
 1519, Ferdinand Magellan set out for Spain with
five ships, 250 men
 1522, 18 survivors of original fleet arrived back
in Spain, first to circum-navigate world
 

The Dutch In Asia
The Dutch In Asia
 
 In the 1600, at this period, the Netherlands was
a more important center of trade and shipping
than England, and Dutch ships had the upper
hand in the English Channel.
 Backed by the Merchant capital earned in trade,
and in 16th century, the Dutch ships became
larger and more powerful as well as more
maneuverable, than the Portuguese caravels.
 Dutch seamen had traveled east on Portuguese
ships and learned what they need to know about
sailing to Asia and about trading.
 The Dutchman Jan Huyghen van Linschoten
sailed on a Portuguese ship to Goa and spent
some six years there from 1583 to 1589 in the
service of the Portuguese archbishop.
 
Jan Huyghen van Linschoten
 He published in 1595-1596 an Itinerario, a
geographical description of the world as he
knew it, his observation in Asia, and set of
sailing direction for reaching most of the major
Asian ports.
 This provided the Dutch an opportunity to
navigate in Asia.
 The Dutch had earlier made determined efforts
to find a northeast passage around Russia but
found (as the English were to do) that this was
not possible. Now a better path east lay open,
and the Dutch also knew that the Portuguese
trade empire was overextended and weakening.
 A Dutch fleet under Cornelis de Houtman
sailed to Asia in 1595, using van Linschoten’s
sailing directions, and this was followed by a
series of trading expeditions financed by various
Dutch syndicates.
 He discovered a new sea route from Europe to
Indonesia (Java, Sumatra, and Bali) and
managed to begin the Dutch spice trade
Implication:
 The battle between Dutch and Portuguese
ships off Bantam in western Java in 1601 led
to a decisive Dutch victory; even though the
Portuguese ships and men outnumbered them,
the Portuguese guns were inferior, and their
ships were less able at maneuvering.
 As the seventeenth century opened, Dutch
ships already outnumbered the Portuguese in
Asia and had established their own semi-
monopoly of the spice trade, concentrating their
Asian effort on what is now Indonesia and
adjacent Malaya.
 They also ousted the Portuguese from Ceylon
beginning in the 1640s and captured Melaka
in 1641, both of them strategic points.
 Dutch conquest signaled the end of the
Portuguese position and the rise of Dutch power
in Asia.
 
Dutch East India Company
 It was a chartered company established in
March 20, 1602 when the States General of the
Netherlands granted it a 21-year monopoly to
carry out trade activities in Asia.
 The company was given the right to conclude
treaties with the natives, build forts and
maintained armed forces, and carry out
administrative functions through officials who
were required to take an oath of loyalty to the
Dutch Government.
 By the late 17th century, the company had
declined as a trading and sea power and had
become more and more involved in the affairs
of Java.
 By the 18th century the company had changed
from a commercial shipping enterprise to a
loose territorial organization interested in the
agricultural produce of the Indonesian
archipelago.
 Toward the end of the 18th century the company
became corrupt and seriously in debt. The Dutch
government eventually revoked the company’s
charter and in 1799 took over its debts and
possessions.
 
 
The English in Asia
 the English first tried to find a northeast
passage, and a company was formed in London
in 1553 to open up trade with “Cathay” by that
route.
 Richard Chancellor went to Russia and
obtained a formal trade agreement from the
czar, Ivan IV.
 The return of Francis Drake after
circumnavigating the world in 1580 and his
successful penetration of the Moluccas,
rekindled English interest in the southern route.
 
 In 1583 Ralph Newberry and Ralph Fitch
sailed to Syria and thence went overland to the
head of the Persian Gulf, where they found a
Portuguese ship to take them to Goa, the first
Englishmen to reach India.
 
 Fitch traveled widely in the subcontinent for
over two years and then shipped on to Burma
 and Melaka before returning to England, via the
Persian Gulf and Syria, in 1591.
 Thomas Cavendish duplicated Drake’s
circumnavigation and his successful raiding of
Spanish and Portuguese ships in the Pacific
from 1586 to 1588.
 In 1589, the year after England’s victory over
the Spanish Armada, a group of London
merchants began to seek support for an
ambitious trading venture to the East using da
Gama’s route around Africa.
 
East India Company/English East India
Company
 
 On the last day of December 1600, Queen
Elizabeth signed a royal charter to a group of
London merchants organized into an East India
Company for trading with all of Asia.
 The company became involved in politics and
acted as an agent of British imperialism in
India from the early 18th century to the mid-
19th century.
 The company settled down to a trade in cotton
and silk piece goods, indigo, and saltpeter, with
spices from South India
 In addition, the activities of the company in
China in the 19th century served as a catalyst
for the expansion of British influence.
 
HISTORY OF KOREA (The 3
Kingdoms)
 
KOREA
 Located between China and Japan
 Continuous cultural and geopolitical interactions
with China and Japan
 Korean language is considered “language
isolate”, a natural language with no
demonstrable genealogical relationship with
other languages; others note possible links to
Altaic, or Japanese.
 
Modern Korea
 One of the world’s fastest growing economies,
South Korea is a developed country and has had
one of the world's fastest growing economies
from the early 1960s.
 Korean GDP ranked No. 12 in the world
 World’s 8th largest exporter, As of 2009,
South Korea is the world's eighth largest
exporter. Well known Korean brands include
Samsung, Hyundai, LG, and Kia motors.
Korean Wave (Hallyu): Korean Cultural Export since
early 1990s
 Korean movies, TV dramas, and pop-music are
very popular around the world; rapidly
spreading beyond Asian countries
 Korea is among the world’s top ten cultural
exporters
The Korean Wave (Hallyu, 한류, 韓流) refers to the
increased popularity of South Korean culture around the
world since 1990s. The term was coined in China in
mid-1999 by Beijing journalists surprised by the fast
growing popularity of South Koreans and South Korean
goods in China. South Korea is among the world's top
ten cultural exporters and the Korean wave began with
the export of Korean TV dramas such as “Autumn Fairy
Tale”, “Winter Sonata”, “Dae Jang Geum” (Jewel in the
Palace), and “Princess Hours” across East and Southeast
Asia. The growing success of Korean dramas was soon
matched by Korean movies, popular music, food and
language. While popular throughout Asia, the Korean
Wave's influence is most visible in China, Japan and
Southeast Asia, spreading to the Middle East and
Russia.
The Korean Wave is rapidly expanding beyond Asia
through the internet and has a substantial presence in
North, Central and South America, and is increasingly
becoming popular in the United States and Canada. It is
gathering positive interest in North Africa. Currently,
the Korean wave is starting to hit Europe (including
United Kingdom, France, Spain, Germany), New  Most of the national treasures of South Korea
Zealand, and Australia. are Buddhist artifacts.
   
Go-Joseon
 King Dan-gun established Go-Joseon in 2333  
B.C.
 According to Korean mythology King Dan-gun
was the founding father of Go-Joseon; his father
was the son of a deity and his mother, a woman
transformed from a bear.
 The Story of Dan-gun from the 13th century
Remnants of the Three Kingdoms explains that
a tiger and a bear prayed to be transformed into
humans.
 The deity instructed them to eat only garlic
while avoiding sunlight by staying in a cave for
40 days. Tiger could not stand it and left the
cave before 40 days. Three Kingdoms About 50 BCE — 668
 The bear stayed in the cave for 40 days and CE
became a woman, Woong-nyeo (in Korean it  Koguryo: Northern Korea 37 BC — 668 AD
means bear woman) and married Hwan-woong, o North, was the largest and strongest
son of the deity. o Included much of Manchuria
 Woong-nyeo may have been a princess of a o Battled and resisted China several times
tribe worshiping bear, Hwan-woong, perhaps a  Baekche: Southwestern Korea 18 BC - 663 AD
prince of a strong tribe. o First to adopt Buddhism
  o Sent scholars, craftsmen and monks to
Japan
  o First destroyed by Silla- Tang alliance
   Silla (Pronounced Sheila) Southeastern Korea
  57 AD — 668 AD (Victory)
o Later developer
o Builds alliance with Tang China to
overthrow both Baekche and Koguryo
by 668 CE
HISTORY OF KOREA (The 3 
o Unites Korea into Unified Silla Dynasty
Kaya (minor and short lived, usually ignored)
Kingdoms)  
 
 
Three Kingdoms to Goryeo Three Kingdoms division
 Buddhism became national religion. replayed?
 Arts and culture flourished during Shilla  Current division lines similar to 3-Kingdoms
Dynasty.  South Korea also divided into East/West regions
 Go-Joseon was divided into three kingdoms, for domestic politics
Goguryeo, Baekje, and Shilla.  Coincidence or resurgence?
 Shilla unified the peninsula by forming an  
alliance with Chinese Tang dynasty and  
attacking Goguryeo simultaneously.  
 Descendants of Goguryeo established Balhae in  
the northern territory.
 Unified Shilla prospered with splendid artistic
and cultural achievements for nearly 300 years.
 Gyeongju historic area , capital of the Shilla
kingdom (57 BC – 935 AD), is a superb
showcase of the kingdom’s achievements in
arts, science, architecture, and landscape design.
 The area was designated as UNESCO’s World
Cultural Heritage in 2000.
 Buddhism was introduced to Korea during the
4th century and later became a state religion
from late three kingdoms to Goryeo dynasty.
HISTORY OF KOREA (The 3
Kingdoms)
 
Unified Silla Dynasty 668 CE — 918 CE
 Silla dynasty unifies Korean Peninsula
 Northern kingdom of Parhae is also Korean
speaking but usually placed into Manchurian
history
 
Unified Silla
 
Sadae Principle
Sadae = 'Serve the great"
 Silla allied with Tang China to Solve its
problem with Koguryo
o First works with Tang to destroy
Baekche and unify
southern Peninsula
o Next works with Tang to destroy Koguryo and
unify
more Of Peninsula
 Silla Korea recognizes its weakness
 Alliance with China provides protector
 Tributary status with China provides
o Guidance
o Protection
o Access to Chinese economy
o Peace
o Help with domestic disturbances if
necessary
 How does a small nation survive? Sadae
 Watch for this repeating theme...
 
 
Joseon Dynasty
 Expanded territory boundary up to Yalu river in
north.
 Confucianism was promoted by government.
 Korean alphabet was invented.
 Sijo became popular.
 Lee Sung-gye overthrew Goryeo dynasty and
established Joseon. He expanded territory to
Yalu river. Current boundary between China
and North Korea, Yalu river and Doo-man
river, was established at this time.
 The fourth king, Sejong (1418-1450) brought
many innovations to government, most
famously Hangul, the Korean phonetic
alphabet.
 
Japanese Rule
 Japan annexed Korea by force in 1910.
 Japan in 1938 outlawed use of Korean language
in an attempt to eradicate Korean national
identity.
 Deep lament and resentment toward invaders
prevailed in Korean literature and music, along
with attempts to grapple with new, modern
forms.
 
Japan modernized its army in late 19th century
and built a strong military power. In early 20th
century Japan invaded Korea and northern China.
In its effort to eradicate Korean culture and
identity, Japan in 1938 banned the use of the
Korean language in schools, forced Koreans to
abandon Korean names and change them to
Japanese names. While many made such changes,
however reluctantly, others, like the poet,
Buddhist monk and resistance leader Han Yong-
un (1879-1945). Korean resistance movement
groups fought the Japanese in Korea and northern
China. Koreans in Shanghai, the US and
elsewhere in exile sought to gain support to free
Korea from Japanese rule, but in vain.
Hwarang
 Elite military academy
 Teaches art, poetry, history, horsemanship, and
weaponry
 
Religion and State in Silla
 Unified Silla adopts Buddhism as official state
religion
 Builds massive "Buddhist Nation -Temple"
 Pulkuksa
North Korea-Conservative communist country
South Korea- Democratic Country
Korea Landform
 Peninsula- Land adjacent to the bodies of
water, but still connected to a huge landmass.
 Sandwich of China & Japan
 Dagger to the heart of Japan
3kingdoms (350 AD)
1. Koguryo-One of the strongest kindom during
that tme, because of the large Goegraphical
sketch
2. Paekche/Baeksche
3. Shilla/Silla
Korea
 Located between China and Japan
 Continuous cultural and geopolitcal
interactions with China and Japan
 Korean language is considered "language
isolate"
Modern Korea
 One of the world's fastest growing economies
 Korean GDP ranked No. 12 in the world
 World's 8th largest exporter (2009)
 (Samsung, Hayundai, LG, Kia motors) alliance they have abled, china has abled to
established korea as tributary.

Korean Wave (Hallyu)Term coined in China in mid199:

Korean Cultural Export since early 1990s Three Kingdoms division replayed?
 Korean movies, TV dramas, and pop music are  Current division lines similar to 3-Kingdoms
very popular around the world; rapidly  South Korea also divided into East/West
spreading beyond Asian countries regions for domestic politics
 Korea is among the world's top ten cultural  Coincidence orresurgence???
exporters
Unified Silla Dynasty
KoreaNovela: Late 1990’s 1920’s 668 CE - 918 CE
 Jewel in the Palace
 Hwarang  Silla dynasty unifies Korean Peninsula
 WinterSonata  Northern kingdom of Parhae is also Korean
 Princess Ours speaking but usually placed into Manchurian
 Girls Generation history
 DBSK
 Rain
 Duper Junior Unified Silla
 Wonder Girls
 Bigbang They established and introduce
Sadae Principle
Go-Joseon Sadae - "Serve the great"
 King Dan-gun established Go-Joseon in 2333  Silla allied with Tang China to solve its
B.C. problem with Koguryo
 First works with Tang to destroy Backche
Three Kingdoms About 50 BCE - 668 CE and unify southern Peninsula
 Koguryo: Northern Korea 37 BC- 668 AD  Next works with Tang to destroy Koguryo
 Baekche: Southwestern Korea 18 BC - 663 AD and unify more of Peninsula
 Silla (Pronounced Sheila) Southeastern Korea  Silla Korea recognizes its weakness
57 AD - 668 AD (Victory)  Alliance with China provides protector
 Kaya (minor and short lived, usually ignored)
Sadae Principle
 Tributary status with China provides
Three Kingdoms  Guidance
 Koguryo: North, was the largest and strongest  Protection
 Included much of Manchuria  Access to Chinese economy
 Battled and resisted China several times  Peace
 Help with domestic disturbances if
 Baekche -- Southwest necessary
 First to adopt Buddhism  How does a small nation survive? Sadae
 Sent scholars, craftsmen and monks to Watch for this repeating theme..
Japan
 First destroyed by Silla- Tang alliance  Established military academy in Korea
 Created an elite force of military to protect kingdoms against
 They defeated Silla local envission (Hwarang)
 Silla -- Southeast Art, poetry, history of korea, Sportmanship, and use of Weapon
 Later developer
 Builds alliance with Tang China to  Hwarang
overthrow both Backche and Koguryo by  Elite military academy
668 CE  Teaches art, poetry, history, horsemanship,
 Unites Korea into Unified Silla Dynasty- and weaponry
Because of the alliances that they created
with china during the teang dynastry, as an  Religion and State in Silla
  Unified Silla adopts Buddhism as official
state religion
 Builds massive "Buddhist Nation Temple"
 Pulkuksa

Jeseon Dynasty
 Expanded territory boundary up to Yalu river
in north.
 Confucianism was promoted by government.
 Korean alphabet was invented.
 Sijo became popular.

4th king King Sojeong

He introduce the famous hanggul-korean alphabeth

Japanese Rule

 Japan annexed Korea by force in 1910.

 Japan in 1938 outlawed 535 -1392 use of
Korean language in an attempt to eradicate
Korean national identity.
 Deep lament and resentment toward invaders
prevailed in Korean literature and music, along
with attempts to grapple with new, modern
forms.
 Harakiri-commit of self suicide

Japanese started By modernizing their army.  

Early 20th century, Japan envaded China in North
Korea c
Japaneses wanted to create a regional
economic block in the 1940’s-1944 - Greater east
Asia co prosperity spear
Implementation of this was not easy for the
Filipino to accept;
1. Long years of relationship with americans
2. The policy implemented Japanese in order to
persuade and send program to filipinos are basically
rude and cruel
3. Japanese slap Filipino from their face
Samurai
The Transition of japan from shogunin period to
modernization.
Shows about Justice
Shows about Value of Culture
History
1. The samurai trace their origins to the Heian
Period campaigns to subdue the native
Emishi people in the Tohoku Region.
2. The two most powerful of these landowning
clans, the Minamoto and Taira, eventually
challenged the central government and
battled each other for supremacy over the
entire country.
3. During the chaotic era of warring states in
the 15th and 16th centuries, Japan splintered
into dozens of independent states constantly
at war with one another.
4. The country was eventually reunited in the
late 1500s, and a rigid social caste system
was established during the Edo Period that
placed the samurai at the top, followed by
the farmers, artisans and merchants
respectively. (Bushi, Samurai)
 

 
 

THE SAMURAI
 
 The Samurai (or Bushi) were the warriors of
pre-modern Japan.
 
 They later made up the rulling military class
which eventually became the highest-
ranking social caste of the EDO Period
(1603-1867)
 
 Samurai lead their lives according to the
Edo period also known as Tukugawa Shogunate
ethic code of Bushido (the way of the
warrior) The code of ethics

Samurai-sword
Bushi-tha person

 
 Strongly Confucian in nature, Bushido
stressed concepts such as loyalty to one's
master, self-discipline and respectful, ethical
behavior.

Integrity of samurai, is very valuable

 More then 50 percent of the country is mountainous
Tokugawa Period (1600-1868)
 Centralized-feudalism What factors contribute to the sustainability of
o Ruled by Shogun environment in Japan
o Capital City of Edo (Tokyo)  Culture
 Rigid Social Structure  Religion- Shintoism (nature, environment)
 Belief Systems -belief system that the spirit of their
o Shintoism ancestor known as the khami- resides and
o Zen Buddhism leave with the environment.
o Prohibited Christianity
  Sacoco period of Japan- Isolation policy long time
Fall of Tokugawa Shogunate before China serve as a middle kingdom, not open
  to trade, even Korea , china and even japan has this
Reasons for the fall: peroiod of isolation
 Western civilization had arrived and was
threatening to gain power there. Kakoku period-starting point as iminating powerful
 Samurai upset at "surrendering" to country unto the present
Westerners.
 Tokugawa Shogunate seen as weak for The period of development of nature
ending 250 years of isolation.
 Some Daimyo saw this as an opportunity to  
change the social structure. Emergence of the Emperor
   
o The Last Shogun, Tokugawa Yoshinobu  The Shogunate was defeated and a new
  emperor named Mutsuhito was proclaimed.
   
 The opening and emergence of Japan  This period is known as the Meiji
Restoration— Meiji meaning enlightened
 Technology rule .
 First world countries (NIC-Newly  
industrialization of country )  Over the next generation the whole society
 Anime, ninja, ronin, and its institutions were transformed to
 Rich in Culture serve the needs of modernization .
 
Geographical nature of Japan
 
Landform in terms of Geography Opening of Japan to the West
 Archipelago/String of Islands  
 Archipelagic states 1. In the 19th century, after a long period of
 On the eastern edge of Asia isolationism, China and then Japan came
under pressure from the West to open to
4 Major Islands of Japan foreign trade and relations.
 Hokkaido-Northern part  
 Honshu 2. When the Meiji emperor was restored as
 Shikoku head of Japan in 1868, the nation was a
 Kyushu militarily weak country, was primarily
agricultural, and had little technological
The territories of Japan covers at least around development. It was controlled by hundreds
377,973, It is the 4th largest island country of semi-independent feudal lords.
 
Japan, Northernmost islands is located on a similar
geographical latitude as Milan or in Portland.

Southernmost latitude-Bahamas
 Pre-conditions for Industrial Take-Off
(17th-Mid 19th Century)
 
 Political unity and stability
 Agricultural development and
commercialization
 Development of transportation and
nationally unified markets
 Rice of commerce, finance, and wealthy
merchant class
 Rise Of pre-modern manufacturing
 Industrial promotion by local government
 High level of education
 
 
Meiji Period (1868-1912)
 
 Forced opening of ports by West ( 1854—);
free trade (1859-)
   Rapid transformation from agro-based
  feudalism to Westernization and
  Industrialization
Japan Ends its Isolation  Industrial revolution (textile) attained in
  1890s, overtaking British cotton industry by
 Trade growing in importance early 20th century
 1853 U.S. sends Commodore Matthew  Strong government with clear goals
Perry to Japan o Introducing Western style
 Treaty of Kanagawa 1854 opened two ports constitution & parliamentary politics
for Americans o Industrialization
 Like China quickly allowed more foreigners o Building strong military forces
and extraterritorial rights  
   

 
 

 
 
 
Meiji Reforms
 
 Abolition of the feudal system
 Modern Banking System
 Written Constitution (Germans)
 Land Redistribution
 Westernize the School System (Fr. a Ger.)
 Modernize the Army (Prussian)
 Build a Modern Navy (British)
 Human Rights & Religious Freedom
 Emperor Worship Intensified
 
Iwakura Mission (Dec.1871-Sep.1873)
 
 Organized quickly after abolishing feudal
political system
 
 Half the cabinet - Iwakura (leader), Okubo,
Ito, Kido, Yamaguchi, and other high
officials (46); attendants (12), students (49);
total 107 members
 
Purpose I : Renegotiate unequal
commercial treaties (failed)
Purpose 2: Inspect Western systems and
technology
 
Valuable insights gained for policy making,
both politically (Western political system) and
economically (industrial technology and
factories, esp. British)
 
 
Studying Abroad (Early Engineers)
 
 First students: bakufu sent 7 students to
Netherlands in 1862 (naval training)
 By 1880s, 80 Japanese studied engineering
abroad (shipbuilding, rnechanics, civil
engineering, mining & metallurgy, military,
chemistry)
 Destination: UK (28), US (20), France (14),
Germany (9), Netherlands (8)
 They received top-class education and could
easily replace foreigners after coming back
 They mostly worked in government (no
modern private industries existed at first)—
Ministry of
 Interior, MoF, Army, Navy, Ministry of
Industry
 
 
Kobu Daigakko (Institute of Technology)
 1871 Koburyo of Ministry of Industry; 1877
renamed to Kobu Daigakko; 1886 merged
with Tokyo Imperial University (under
Ministry of Education)
 Theory and practice--preparatory course (2
years), specialized studies (2 years),
internship (2 years)
 First Principal: Henry Dyer (UK)
 8 courses: civil engineering, mechanical
engineering, shipbuilding,
telecommunication, chemistry, architecture,
metallurgy, mining (classes in English)
 Educating top-class engineers (import
substitution)
 Additionally technical high schools were
established to produce middle-level
engineers on factory floor
 
 
Toshimichi Okubo (1830-1878)
 
 Minister of Home Affairs; top-down
promoter of industrialization and technology
import.
 Policy measures:
o Supporting zaibatsu (business
conglomerates, esp. Mitsubishi) for
industrial promotion and import
substitution
o Establishment of SOEs and research
institutes
o Trade & industry exhibitions (for
Japanese products)
o Set up new ministries, police and
local governments
 
"The strength of a country depends on the
prosperity of its people which, in turn, is based on
the level of output. To increase output,
industrialization is essential. However, no country
has ever initiated the process of industrialization
without official guidance and promotion." (Okubo's
back-to-office report, 1874)
 
 
Rich Merchants in Edo Period (Gosho)
 
Mitsui Family
 17c From Matsuzaka
 Kimono trade & money exchange in Edo,
Kyoto, Osaka - huge success
<Transition to Meiji>
Manager: Minomura Rizaemon
  Cope With policy to protect Mitsui business  SOE privatization scandal
 Support and work with new government  
 Internal reform: gosho to zaibatsu  Super business promoters but they did not
 1876 Establish Mitsui Bank & Mitsui form zaibatsu
Trading Company  
   
Sumitomo Family Final Thoughts
 16c Adopt Western copper refining, copper  
trade (Kyoto) Western technology was adopted which allowed
 17c Move to Osaka the Japanese to fully industrialize in less than 50
 Besshi Copper Mine (under Bakufu's years. By the end of the Meiji Restoration, the
commission) Japanese no longer feared that they would be
  imperialized. Rather, they set out to practice
<Transition to Meiji> imperialism themselves to obtain power and
Manager: Hirose Saihei natural resources. Japan was quickly emerging as
 Avoiding gov't confiscation a world-class power using western and methods
 Introducing Western mining technology to while still maintaining its traditional cultural
renovate Besshi values.
 Business diversification  
Konoike This period was known as the Meiji Restoration .
 Sake making , trading, loans to daimyo
 No serious internal reform in Meiji
 Failed to form zaibatsu (Sanwa Bank)
Yataro Iwasaki (1835-85)
 Seisho (politically well-connected big
business), founder Of Mitsubishi Zaibatsu
 Shipping company - grew fast with
government support (receiving gov't ships,
contract for military transport)
 Established Nippon Yusen (NYK Line),
fierce battle with Kyodo Unyu (anti-
Mitsubushi company), 1883-85
 Expanded to many sectors: trade, banking,
shipbuilding, coal, mining (later. More)
 
 
Eiichi Shibusawa (1840-1931)
 Initially, anti-bakufu fighter
 Next, assistant to last shogun
 Works vigorously for MOF (invited by
Meiji Government)
 President of First "National" Bank"
 Company builder and business coordinator
for many years
 Social contributions
 
Tomoatsu Godai (1836-1885) From Satsuma
 Studies and builds human network in
Nagasaki
 Visits UK; realizes need to industrialize,
writes report
 In Osaka, helps to create copper co.,
railroad, shipping co., rice & stock
exchanges, cham. of commerce, university,
test centers, trading center, etc.

IMPERIALISM TO INDEPENDENCE:
British Imperialism in India
Great Britain Colonized India
Main reason:
1. Trading post;
a)
 
Setting the Stage
 Review: Imperialism is a policy in which a
strong nation seeks to dominate other
countries politically, economically, or
socially.
 The British economic interest in India began
in the 1600s with the British East India
Company
 The Mughal Dynasty began to crumble.
 From 1757-1858, The British East India
Company was the leading power in India.
Reasons why 1757 was a turning point for the
East India Company
 The success of Great Britain in the Battle of
Plassey- Together with the french hey
defeated the Mogal empire.
 Competition from the French East India
Company was removed
 Establishment of a puppet ruler in Bengal.
(British trudge)
 
Two Important Functions of India for Industrial
England
1. Britain viewed India as a source of raw
materials that could be used to fuel the
factories of England.
2. India proved to be an important market for
the goods that were developed in Great
Britain.
Reasons for Coming to India
1. The Industrial Revolution in Great Britain led to
the increase in demand of raw materials for
factories.
2. Need for market to sell their finished goods.
3. Established control over country and implement
new administrative and economic policies.
Great britain called india as Jewel of the crown
Tribute system-Implemented by the japanese in our
country. Taxation
Economic Policies:
1. Land Revenue
2.
Agricultural Resources in India
 Jute
 Tea
 Cotton
 Coffee
 Sugar
 Wheat
ECONOMIC POLICIES IN INDIA
1. Land Revenue policy
2. Commercialization of agriculture with the
growing of various cash crops and raw
materials for the industries in Britain
3. Heavy duties were imposed on Indian goods
entering Great Britain so as to protect their
own industry.
4. Various investments were made to improve
the transport and communication system in
the country to facilitate the easy transfer of
raw materials.
5. English education was introduced to create a
class of educated Indians who would assist
the British in ruling the country and
strengthen their political authority.
 
Methods of Colonialism in India
 Establishment of East India Company that
will facilitate the implementation of
economic policies and control.
 Elimination of rival European powers in
India and interfere in the political affairs of
the Indian rulers.
British Expand Control over India
 The area controlled by the East India
Company grew, eventually controlling
Bangladesh, most of southern India, and
territory along the Ganges River.
 Sepoy: an Indian soldier serving under
British or other European orders
 Sepoys, or Indian soldiers, made up a large
part of the East India Company's army.
 The Governor of Bombay referred to the
Sepoy Army as a "delicate and dangerous
machine, which a little mismanagement may
easily turn against us."
  India was considered the "'jewel of the
crown" due to its profitability for the
British.
 British policy demanded India to produce
raw materials for the British and to buy
British goods; British goods drove out local
producers (economic effect)
 The British set up railroads in India and
transported tea, indigo, coffee, cotton, and
opium.
Negative Effects of British Colonialism
 The British held much of the political and
economic power in India.
 The British restricted Indian industries, such
as textiles.
 An emphasis on cash crops resulted in the
loss of self-sufficiency for many villagers.
 The conversion to cash crops reduced food
production, which caused famines.
 British missionaries and racism threatened
traditional Indian culture.
Positive Effects of British Colonialism
 The British laid the world's third largest
railroad network, creating unity and
allowing India to create a modern economy.
 Road networks, dams, bridges, irrigation,
canals, and telephone/telegraph lines were
built, which helped India modernize.
 Sanitation and public health improved.
 Schools and colleges were established, so
literacy improved.
 British troops cleared central India of
bandits and put an end to local warfare.
War with Spain Erupts
 "Remember the Maine!"
 public opinion favored the war
 April 11, 1898 Mckinley asked for declaration
of war
 April 20, 1898 - Congress declared war
 Teller Amendment - Cuba would be
independent at the end of the war.
War in the Philippines
 5/2/98 - Commodore George Dewey attacks
Spanish fleet in Manila Bay
 In 7 hrs. US had destroyed or captured every
Spanish ship
 8/13/98 - Amer. troops arrive. Over next 2
months take rest of Philippines w/ help of
Emilio Aguinaldo
Emilio Aguinaldo
 Leader of the Filipino Uprising.
 July 4. 1946: Philippine independence
The White Man's Burden
 Kipling's social- Darwinist poem was written in
reference to the US intervention of the
Philippines.
 The "new caught" people referred to in the
poem are the Filipinos.
Take up the White Man's burden--
Send forth the best ye breed-
Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild-
Your new-caught, sullen peoples,
Half-devil and half-child.
War in the Caribbean & Rough Riders
 Naval blockade of Cuba
 June 1898 American forces landed in Cuba
 Rough Riders - volunteer regiment led by TR
 — famous charge on Kettle Hill, but more
fame for San Juan Hill
 July 25 - US invaded Puerto Rico to take
possession of the island
Treaty of Paris
 August 12, 1898 - cease- fire
 Sec. Of State John Hay - "A splendid little
war!"
 16 weeks long
 Spain freed Cuba, turned over Guam & Puerto
Rico to US
 US paid $20 million for Philippines
 Prob's
 — showed political, moral, & economic
questions over imperialism
The American Anti-Imperialist League
 Founded in 1899.
 Mark Twain, Andrew Carnegie, William
James. and William Jennings Bryan among the
leaders.
 Campaigned against the annexation of the
Philippines and other acts of imperialism.
 INTRODUCTION TO NATIONALISM What is Nationalism?
 Intense identification with and loyalty to a
What is State or country nation.
 A political entity having the following  A feeling of loyalty towards one's own land
characteristics: and people; the belief that one's greatest loyalty
 Defined territory (recognized borders) should be to one's country.
 A permanent population
 A government Beliefs and Goals of Nationalists
 Is independent or sovereign.  People do not owe loyalty to kings, but to their
nation - to those people with whom they share
What is State Sovereignty? common bonds.
 The right of an independent state to control  People of a single "nationality," or ancestry,
what happens inside its borders without should unite under a single government to
interference from the outside. create a nationstate.
 Means being able to control your country's  Nations, like people, have the right to
internal affairs and to keep other countries from independence and self-rule (self-
butting in. determination).
 Self-determination is the belief that a group of
people should be able to form their own state
What is a Nation? and live under a government of their own
A group of people with a distinct identity who choosing.
share common bonds:
Positive Results of Nationalism
Race / Ethnicity A common ethnic ancestry.  Can inspire and unify people.
Language A "national language"  Can cause people to overcome differences and
Culture A shared way of life work for the common good.
History A common past  Can motivate people to seek independence and
Religion A common religion overthrow colonial rule.
Territory A certain territory that  Can lead to self-determination and democracy.
belongs to the ethnic group; (its "land")
Negative Results of Nationalism
 Extreme nationalism can lead to feelings of
superiority, which can lead to mistreatment of
other national groups:
 Persecutions / pogroms
 Forced assimilations
 Ethnic cleansing / genocide
 Can lead to aggression and war.
 Can cause the break-up of states.
 Chinese Nationalism
Nationalism- Love of the Country
May include dimension such;
 Sense of belongings
 Sense of attachment to ones specific
geographical areas.
 Collective Identity-that you belong in one
distinct group, ethnicity
 Essence of loyalty of nation.
Historicizing nationalism in China
1. Nationalism
2. Nation
 A group of people sharing the same origin, the
same ancestry, language, religion, or geography
 Collective identity of people.
 Imagine Community
 Inherently limited and soveriegn
3. Nation-State
Factors that shaped how china view itself and how
china is viewed
Qing Dynasty’s Military Defeat
 Granting Foreigners Extraterritoriality
 Ceding of territories
 Paying of indemnities
 Opening of Trade ports
Qing Dynasty Self-Strengthening Project
 Building of arsenal and promoting number of
Western- style ventures.
 Few Chinese began to go abroad to study
 Use of Chinese ways for fundamentals and
western way only as tools.
1860’s to 1890’s- China Launched the self
strenghtening Movement. - represented the most
sistematic effort during the ching dynasty.
Qing Dynasty Self-Strengthening Project
• Building of arsenal and promoting number of
Western- style ventures.
• Few Chinese began to go abroad to study-
Educational Mission, Hundred thousands college
boys
• Use of Chinese ways for fundamentals and
western way only as a tools
Chinese Revolution of 1911
 It was the culmination of decades of social
unrest and political weaknesses. Failed
reforms, colonial pressure, and lack of harmony
between various ethnicity inhabiting the
Chinese Empire led to anger yet unseen
towards the Imperial regime.
 Also called the Xinhai Revolution led by Sun
Yat Sen (Established the revolutionary alliance
also called TUNGMENGWE). Who united the
Chinese people against the imperial system.
 The Revolution Of 1911 was intended to create
a modern republican form of government in
China.
Tungmengwe- becomes the Guomentang
1911 Revolution
 Sun yat-sen's Nationalists rebelled against
weak Qing Dynasty.
 General Yuan Shikai was sent by Qing to
destroy Nationalists.
 Yuan betrayed Qing and helped the
Nationalists oust the Qing Dynasty.
 Yuan made a deal with the Nationalist
Party to be China's first president
Republican Revolution
 Sun yat-sen (Sun Yixian)
 Founded Guomintang/Nationalist party
 Overthrew Qing dynasty
 Established a republic
 President of Chinese Republic who
succeeded him Yuan Shih-k'ai
Three Principles of the People
Book published by Sun Yat-sen before his death in
1925
1. Principle Of Democracy
Democracy — the people are sovereign
2. Principle of Nationalism
Nationalism — an end to foreign
imperialism
3. Principle of Livelihood
Livelihood — economic development,
industrialization, land reform, and
Social welfare — elements of progressivism
and socialism
Sun Vat-Sen and Yuan Shigai
 Sun had to accept Yuan because Sun had no
military.
 Yuan tried to keep power for himself!
○ Nationalists felt betrayed.
 ○ Nationalists rebelled against Yuan, but surrendered to Germany after the Siege of Tsingtao
were defeated. in 1914.
○ Sun fled to Japan
[ Mark as a turning point in a broader anti
traditional new culture movement that so to replace
traditional confusion values. ]
Problems Facing Nationalists and Sun
Yat-sen [Mark as a day of protest]

Days of Protest
Republic of China: Weaknesses
On the morning of 4 May 1919. student
1. Disunity
representatives from thirteen different local
 Local warlords fought Kuomintang for control
universities in Beijing and drafted five resolutions:
 Wars raged between 1912 and 1928
1. to oppose the granting 0t Shandong to the
 The effects were disastrous, particularly on the
Japanese under former German concessions.
peasants who were raped and pillaged and
2. to draw and increase awareness Of China's
forced to pay taxes up to 30 years in advance,
precarious position to the in China.
for their "protection and safety".
3. to recommend a large-scale gathering in Beijing.
2. Poor transportation
4. to promote the creation Of a Beijing student
 1914 — only 6,000 miles of railroad track
5. to hold a demonstration that afternoon in to the
▪ 225,000 miles in the smaller United States
terms Of the Treaty of Versailles
 Few decent roads

Republic of China Weaknesses: Foreign

China's First Civil War: Warlords versus
Imperialists
Nationalists and Communists
a. Yuan died in 1916. Sun died in 1925.
1. Twenty-One Demands (1915)
b. Civil War
 Japan attempted to make China a Japanese
 CHAOS: Local military warlords fought
protectorate
for control of China.
 Action condemned and stopped by other
c. During the 1920s, the Sun's Nationalists would
leading world powers
make an alliance with a new group:
Communists.
2. World War I and the Treaty of Versailles
 Nationalists and Communists would bring
 China attempted to abolish concessions and
some stability to China.
extraterritoriality
 The Civil War continued until 1949.
▪ Attempt failed
 China did not sign the Treaty of Versailles
The Guomintang/Nationalist Party is Split
 On May 4, 1919, over 3,000 angry Chinese
1. Right Wing
students gathered in Beijing to protest the
○ Business people
Treaty of Versailles
○ Politicians
▪ Demonstrations spread to other cities
throughout China
2. Left Wing
 Japan gained mandate over most of Germany's
○ Communists
Asian possessions and rights.
○ Intellectuals
○ Radicals
○ Students
May 4th Movement
 The May Fourth Movement was a Chinese
Communist Party
anti-imperialist, cultural, and political
 In 1921, a group of young men met in Shanghai
movement that grew out Of student protest in
to form the first Chinese Communist Party,
Beijing on May 4, 1919.
headed by Mao Zedong.
 Students gathered in front of Tienanmen (The
 The party promised to improve peasants'
Gate of Heavenly Peace) to protest the Chinese
living conditions and won the support of
government's weak response to the Treaty of
many Chinese people.
Versailles' decision to allow Japan to retain
territories in Shandong that had been
 A civil war soon began between the
Nationalists and Mao's communist followers.
 In 1933, Mao led over 600,000 people on the
Long March through the mountains for over
6,000 miles to avoid being captured by the
nationalist government.
Farmers- land is being used for business activity,
the land has surplussed.
Peasants- only used their lands for survival, no
surpasses, no extras.
"Revolution is ot a dinner party, nor an essay, nor a
painting, nor a piece of embroidery; it cannot be so
refined, so leisurely and gentle, so temperate, kind,
courteous, restrained and magnanimous. A
revolution is an insurrection, an act of violence by
which one class overthrows another."
- Mao Zedong 1927
People's Republic
 The Communists and Nationalists had to call a
truce during WWII as both were fighting to
keep the Japanese out of China.
 The civil war continued from 1946 to 1949,
until the Communists, now called the Red
Army, took control Of China's government.
 On October I, 1949, Mao declared the
creation Of the People's Republic of China,
a communist country.
 Mao was appointed head Of China's
government and had almost complete control
over China.
 He became popular with many Chinese
people when he took land from wealthy
citizens and gave it to peasants.
 He wanted to improve living conditions for
the poor.
Great Leap Forward
 Mao implemented a program in 1958 to
organize all farms into collectives where large
communes of about 25,000 people farmed
together under government supervision.
 He believed this would speed China's
economic development, so the program
was called the Great Leap Forward.
 The Great Leap Forward was a disaster.
 Chinese farmers did not like the
government making all of the decisions
and, because they no longer owned the
land, they had little reason to work hard.
 Droughts and floods damaged the food
supply that year and made things even
worse.
 As a result, about 20 million people died from
1958 to 1960 during one of the largest famines
in history.
Example;
 Women Working together during the great leap
forward
 Collective Farming in 1959-not sustain in the
continuing transition of chine into
modernization.
 The Great famine
Cultural Revolution
 The failures of the Great Leap forward made
many Chinese lose confidence in Mao's
leadership.
 In response, Mao created the Cultural
Revolution in 1966 to stop all opposition to the
Chinese Communist Party.
 He urged students to quit school and wage
war on anyone who opposed communism.
 The students were organized into an army
known as the Red Guards.
 They attacked, imprisoned, and even killed
those suspected of not agreeing with Mao.
 The Cultural Revolution created mass chaos in
China for almost 10 years.
 Many schools and factories were closed,
and people were denied healthcare and
transportation by the government.
New Leader
 Mao Zedong died in 1976 and the Cultural
Revolution finally ended.
 China's new leader, Deng Xiaoping, made
many reforms to Mao's rules, but the
government still stuck to its communist roots.
 He began to allow farmers to own their
own land and to make decisions about
what they should grow.
 He allowed some private businesses to
open.
 He opened China to foreign investments.
 Unfortunately, the Chinese people were still
not given basic human rights like freedom of
speech and religion or the right to a fair trial.
Deng Xiaoping-Was a revisionist- he changed ddiff. Details in
the red books.
Yellow book-that he decided to open china to some private
businesses

NATIONALISM IN INDIA
INTRODUCTION
The British empire which controlled India began to
weaken. This brought nationalist activity in India,
Turkey, and in some southwest Asian countries.
Indians who attended British schools learned
European views of nationalism and democracy.
They applied these ideas to their countries.
 Nationalism in India began in the 1800s.
Indians did not like being under British colonial
rule because:
○ They were treated badly
○ British got the best jobs
○ British got the best education
○ Indian craftsmen were not allowed to run
traditional businesses because they would
compete with British businesses.
First Indian Nationalists
 were upper class
 Were English educated
 Many of them from urban areas like Bombay,
Madras, and Calcutta
 Some were trained in British law
 Some were members of the civil service
 Many preferred reform to revolution
Beginnings of Indian Nationalism
 The new Indian middle classes slowly grew
tired of the injustice of British rule
 Dreamed of ending imperial rule
 The new nationalists wrote in both English and
their regional languages and turned to aspects
of Indian tradition, especially Hinduism, as a
rallying ground for national pride
○ Ignored or overlooked Muslim leaders
Ram Mohun Roy and Indian Nationalism
Ram Mohun Roy (1772-1833)
 well-educated Indian who began a campaign to
modernize India (Writer)
 he was opposed to India's caste system (social
class system that ties a person to the social
class they are into for life: based on Hindu
beliefs)
 opposed to child marriages and widow
suicides.
 believed these practices needed to be changed
if India wanted to be free from rule by
outsiders
 Roy was an avowed "modernist"
 Wanted to meld the best of European-
Christian morality and thought with best of
Hindu piety and thought
 "father of modern India; he was influenced
by Christianity, accepted monotheism (but
not divinity of Jesus), and worked on
reforms
 Combined Western and Indian Ideas:
 Ram Mohun Roy combined both views
and because of his influence, he is often
hailed as the founder of Indian nationalism
Ram Mohun Roy-Was considered as the father of
indian Nationalism.
The Rise of Indian Nationalism
 Groups in India found British rule deeply
disturbing
 Indian elites and middle classes lacked
opportunities
 Indians had little power to influence decisions
at higher levels of government
1. Nationalist Movement (Indians)
 Nationalist movement did not take off until
Indians saw themselves as having same rights
as Europeans
 Idea first expressed by reformer Ram Mohan
Roy, 1820s
 Felt British violating Indian's rights, including
free speech, religion
2. Activating Movement
 Roy wrote texts, opened schools to spread
nationalist ideas
 Despite his efforts. took several decades for
movement to activate
 1885. Indian National Congress, first
nationalist group, founded by English Speaking
Indians
Initial requests of the Congress to British were
modest. such as more positions for Indians in the
ICS, and better representation on government
councils.
Raja Ram Mohan Roy
 Sought to counter the criticisms of Hinduism
made by the British missionaries
 Founded the Brahmo Samaj in 1828 as a new
religion with Christian-style services.
 Encouraged Indians to be egalitarians-—to
move away from the caste system and accept
that all people are equal
 Encouraged Indians to do more social services
for the poor and to reject the belief that their
suffering was okay due to karma and dharma
Brahmo Samaj
 Roy founded the Brahmo Samaj or (Divine
Society/Society of Brahma) in 1828
 This society attracted Indians who sought to
reconcile the values of the West with the
religious traditions of India.
 This Society is what also supported the bans
and changes in Hindu customs that Roy
wanted.
 They outlawed many of the abuses in India
such as slavery and abuses to women,
prohibitions against widows remarrying were
revoked in 1856 and female infanticide was
made a crime in 1870.
Impact of Roy
 Many Indian intellectuals turned to the Western
secular values and nationalism as the way to
reclaim India.
 The western education spread just as Roy ad
imagine played an important role as it was
aided by European/American missionaries.
 Roy had opened many colleges with these
western education such as in 1816 the Hindu
College in Calcutta,
Specifically, the effects of liberal thinking,
the effects of rights & Equality.
 Bethune College in Calcutta, the first secular
school for Indian women in 1849.
 Three other universities were established in
India 1857 and by 1870 there were over 24,000
elementary and secondary schools.
Impact of Ram Roy: Independence Organizations
Formed
1 .Indian National Congress
 Comprised of Middle Class professionals and
lawyers educated in England
 Majority of members Hindu
 Wanted greater self-government for Indians in
India
3. Muslim League
 Comprised Of Middle Class professionals and
lawyers educated in England
 Members Muslim
 Wanted independence for India and creation of
2 countries: India and Pakistan
Mohandas Gandhi
 Studied law in England, practiced in South
Africa
 Joined the INC(Indian National Congress)
before WWI
 Became leader of the INC because he was
better able to relate to the problems of the
common people
 Believed in the idea of non-violent resistance
(Satyagraha)
Role of Gandhi
Message to the Masses
According to Gandhi, what are his three goals to
win independence from Great Britain?
1. Hindu-Muslim Unity
2. Must end "untouchability"
3. Must defy the British —Not through violence
GANDHI'S DOCTRINE (BELIEFS)
 AHIMSA : nonviolence; reverence for all life
 CIVIL DISOBEDIENCE. refusal to obey
unjust laws
Gandhi's Influences
 Hindu religion and Jainism "ahimsa"
 Christ's teaching to love one's enemy
 Henry David Thoreau 's philosophy of civil
disobedience
Fusion of Hindu Traditions and Western Thought
1. HINDU
 Followed Hindu religious practices (no meat)
and beliefs (Polytheistic)
 Wore traditional Hindu clothes: DHOTI
2. WESTERN
 Democracy and Nationalism
 Fought for = rights f or untouchables
 Fought for women's rights
Mahatma Gandhi
 His strategy to gain India's freedom was
SATYAGRAHA or "truth application of
righteous and moral force in politics”
protesting without using violence
 What we now call Civil Disobedience
 It required non-violence based on Hindu
principles and the belief in the ultimate
goodness of the soul
 Requires a core group of self-sacrificing and
disciplined activists
 To be successful, it must have widespread
publicity that generates national concern and
international pressure for change
Satyagraha
 As part of Satyagraha, a Sanskrit term
translated as "insistence upon truth," Gandhi
promoted civil disobedience campaigns and
organized a strike among Indian miners.
 The term "satyagraha" was coined and
developed by Mahatma Gandhi.
 He deployed satyagraha in the Indian
independence movement and also during his
earlier struggles in South Africa for Indian
rights.
 Satyagraha theory influenced Nelson Mandela's
struggle in South Africa under apartheid,
Martin Luther King, Jr.'s campaigns during the
civil rights movement in the United States, and
many other social justice and similar
movements.
 Someone who practices satyagraha is a
satyagrahi.
Gandhi and Nonviolence
 Gandhi named this power satyagraha ("reality
force" or "holding onto truth").
 Gandhi made use of every nonviolent technique
imaginable.
THERE IS NO GOD HIGHER THAN TRUTH
-MAHATMA GANDHI
First they ignore you, then they laughed at you, then
they fight you then you win.
Mohandas Gandhi (1869-1948)
 Gandhi preached/practiced Civil Disobedience
 deliberate and public refusal to obey any unjust
law
 rebellion without violence
 1920 Indian National Congress officially
adopts Gandhi's policy as a means to push for
independence
Gandhi
 "Nonviolence is the first article of my faith. It
is also the last article of my creed."
Instructions to Satyagrahis
 Harbor no anger, but suffer the anger of the
opponent. Do not return assaults
 Do not submit to an order given in anger
 Refrain from insults and swearing
 Protect the opponents from insult or attack,
even at the risk of life
 If taken prisoner, behave in an exemplary
manner
 Obey the orders of the satyagraha leaders
Steps in a Satyagraha Campaign
1. Negotiation and arbitration
2. Preparation of the group for direct action
3. Agitation
4. Issuing an ultimatum
5. Economic boycott and forms of strike
6. Non-cooperation
7. Civil Disobedience
8. Usurping the functions of the government
9. Parallel Government
Gandhi's Tactics of Nonviolence
 Noncooperation
 Gandhi urges civil disobedience
noncooperation
 with British rule
 In 1920, the Congress Party backs the idea
 Boycotts
 Gandhi urges boycott of British goods, schools,
taxes, elections
 Refusal to buy British cloth cuts into important
textile industry
 Strikes and Demonstrations
 Civil disobedience takes an economic toll on
the British
 Thousands of striking Indians arrested; jails
severely overcrowded
Civil Disobedience
"Passive resistance is a method of securing
rights by personal suffering; it is the reverse of
resistance by arms...For instance, the Government
of the day has passed a law which is applicable to
me. I do not like it. If by using violence I force the
Government to repeal the law, I am employing what
may be termed body-force. If I do not obey the law
and accept the penalty for its breach, I use soul-
force. It involves sacrifice of self."
Mohandas Gandhi (1869-1948)
 Gandhi's Plan for Civil Disobedience:
 Refuse to buy British goods
 Refuse to attend British schools
 Refuse to pay British taxes
 Refuse to vote in elections
 Indians weave their own cloth (to put British
textile factories out of business
Indian Nationalism grows
 World War One Increases.
 Rowlatt Acts: allowed government to jail
protestors without trial for as long as two
years.
 Amristar Massacre
 Killing by British troops of nearly 400
Indians gathered at Amristar to protest the
Rowlatt Acts. I, 200 were wounded.
Impact of Rowlatt Acts and Amritsar Massacre on
Gandhi
Changes in India
The early 1900s also saw the rise of
nationalist feeling in India. This soon led to
increasing tension between Indians and their
British rulers.
1. India and World War I
 800.000 Indians served with British in World
war I
 Fought on Westem Front, in Middle East
 Returned home to find sacrifices had not won
them any new freedoms
 Britain planned to keep firm control over India
 Anger, unrest grew
2. Rowlatt Acts
 RowIatt Acts passed, allowed Britain to act
harshly against opposition in India
 British soldiers opened fire on peaceful.
unarmed Indian demonstrators in Amritsar,
April 1919
 Amritsar Massacre convinced Indians they
must rid themselves Of British rulers
World War I
 Great Britain got 1 Million Indians to enlist in
the British army to fight in World War I
 Britain promised Indians self-government in
exchange for them enlisting in the British army
 1918 Indian troops returned home: expected
Britain to fulfill its promise
World War One and Indian Nationalism
 Over a million Indians enlisted to help Britain
in World War I.
 The British government promised India
reforms that would lead to self-government.
 In 1918, Indians were treated as second class
citizens.
 Radical nationalists became violent.
Rowlatt Act of 1919
 allowed British gov't to jail protestors for 2
years with no trial
 violent protests by Indians in Puniab (province
with most Indian World War I veterans)
Amritsar Massacre
 Violent Indian protests swelled.
 10,000 Hindus and Muslims went to Amritsar,
the capital city Of Punjab, in the spring If 1919.
 They went to attend a huge festival to fast and
pray and listen to speeches.
 This alarmed the British. They previously
banned public meetings unbeknownst to the
gatherers.
 Troops fired on the crowd and killed 400
people and wounded 1200.
 New Of the slaughter sparked an explosion Of
anger across India.
 Peaceful demonstration against British
 Resulted in over 300 deaths
 Convinced Gandhi that cooperation with the
British was impossible
Mohandas Gandhi (1869-1948)
 Amritsar Massacre set the stage for Mohandas
Gandhi to become leader of the Indian
Independence Movement
Salt Acts 1930
 These laws required that Indians buy salt only
from the British government (without
refrigeration, salt was crucial to keeping food
from spoiling)
 Required Indians to pay a sales tax to British
on salt as well
Salt March 1930
 The Raj imposed strict controls on salt
production and a stiff tax on its sale
 Indians were arrested for making or selling salt
 This tax on a basic necessity of life was really
hard on the poor.
 To Gandhi, the salt tax was a symbol of the
tyranny of the British rule—like the tea tax on
the American colonists
 To oppose the British salt tax that was
strangling the Indian economy, he organized
the Salt March
 According to law, the British had a monopoly
on the manufacture and sale of salt.
 Indians were arrested if they tried to make salt.
 Gandhi directly defied British law and marched
to the ocean to collect salt.
 Began on March 12, 1930
 Tens of thousands of people cheered as Gandhi
walked 390 km from his ashram to Dandi
Beach
 After morning prayers, Gandhi collected salt on
the seashore and proclaimed: "With this, I am
shaking the foundations of the British
Empire."
 Hearing this, people all across India freely
collected and sold salt
 Ten of thousands of Indians were brutally
arrested by the British police, including 18,000
Indian women
 The march was closely covered by the
international press making Gandhi famous in
Europe and America

Impact of the Salt March

 Six weeks later, hundreds of marchers
attempted to take over the Dharasana Salt
Works outside of Bombay
 The international press reported on the clash
 "Police charged the marchers, swinging their
clubs and belaboring the raiders on all sides.
The volunteers made no resistance. As the
police swung hastily with their sticks, the
natives simply dropped in their tracks. Less
than 100 yards away I could hear the dull
impact of clubs against bodies. The watching
crowds gasped, or sometimes cheered, as the
volunteers crumpled before the police without
even raising their arms to ward off the blows."
 Professor Richard Johnson wrote, "It is widely
believed that the Salt Campaign turned the tide
in India. All the violence was committed by the
British and their Indian soldiers. The
legitimacy of the Raj was never reestablished
for the majority of Indians and an ever
increasing number of British subjects."
 The independence struggle had become a mass
movement.

Quit India Campaign

 On 7 to 8 August 1942, the All India Congress
Committee met in Bombay and ratified the
'Quit India' resolution. Gandhi called for 'Do
or Die'.
 The next day, on 9 August 1942, Gandhi,
members of the Congress Working Committee
and other Congress leaders were arrested by the
British Government under the Defense of India
Rules.
 NATIONALISM IN SOUTHEAST ASIA
INDOCHINA - Laos, Vietnam, and Cambodia
(Kampuchea)
Bodies of water
Peninsula
Hydrolic state
Similarities Southeast Asian Countries
1. Archipelagic States (Composed of Different
Island)
2. Hydraulic states (Surrounded by bodies of water)
3. Agricultural Based Countries
*Similarities in Experience
A. Thematic Overview of Southeast Asian History
1. Word that best characterizes the region is
diversity, . but history of the region has been
influenced by the modern nation-state and regional
perceptions of unities
2. Histories are written to reflect a lineal,
evolutionary, "victorious" narrative of the current
dominant ethnic group in each nation-state
Lineal History- We move through history, things
happen one after the other in a forward
progression..As we move in time things changed
and never turn to the previous, however it maybe
encounter a present, or may occur as a new
experience.
The Rise of Nationalism
Modern Nationalism
 New class Of Westernized intellectuals
 Admired Western culture, but resented
foreigners and their contempt for colonial
people
 Equality in economic opportunity and social
class lacking for western educated natives
 New urban class- began to Organize new
political parties and movements seeking
reforms or the end of foreign rule and the
restoration of independence
Religion and Nationalism
 In Burma. students opposed British persecution
of Buddhist religion
 In Dutch East Indies, Sarekat Islam
(Islamic Association) began as a self-help
society among Muslim merchants to fight
against discrimination by Chinese
interests; eventually became the
Nationalist Party of Indonesia
Independence or modernization? The Nationalist
Quandary
 Need to adopt Western ways, but not at
expense Of traditional culture
 If an impediment to change, independence a
priority
○ Incorporation of traditional way of life
Early Modern Period, c.1450-c.1800
 Period of great expansion of international trade,
termed by A. Reid as the "Age of Commerce"
 Return of Chinese traders in 1567, Japanese
"Red Seal" trade in early 17th century,
continuation of Indian trade, and coming of
Europeans
 Arrival of Europeans bring major changes to
Southeast Asia
 Use of force to maintain monopolies in
spices and later in plantation crops
 Introduction of Christianity by
missionaries, rivalry with Islam
 Europeans become permanent residents in
Southeast Asia and build their own cities
— become part of Southeast Asian
political landscape
Foundations of Current Nation-States
 As a result of increased international maritime
trade, polities with access to the sea benefited
most in wealth, foreign ideas, and firearms
 Ambitious rulers in mainland Southeast Asia
and Java sought power through combining rice
surplus and foreign trade, hence attention to
control of interior and coast
 Island Southeast Asia moved in different
trajectory because of strong presence of
Europeans:
 Spanish colony in Philippines, Dutch East India
Company (VOC) control in Malay Peninsula,
Java and few other areas in Indonesia; (British
and French were 19th century powers)
Mainland Southeast Asia by 1802
 Increasing population, greater wealth, effective
firearms, and ambitious men of prowess
enabled mainland Southeast Asia to evolve
into three major dynasties occupying the main
river basins
 Evidence for what Lieberman describes as the
move toward territorial consolidation,
administrative centralization, and cultural
integration.
Island Southeast Asia by 1830
 Java defeated by Dutch in Java War (1825-30)
and came directly under Dutch government
control; with a few exceptions, other polities in
present-day Indonesia and Malaysia retained
their independence
 The Philippines was divided into the Spanish
Philippines under a colonial administration; the
southern islands of Mindanao and Sulu, and the
highlands of central Luzon retained their
independence
Period of High Colonialism in Mainland Southeast
Asia
 European colonization occurred not because of
any endemic weakness of Southeast Asian
polities but because Of European Imperatives
(search for markets and raw materials, race for
colonies, ideas of racial superiority and "white
man's burden")
 Burma fought the British in three wars but
finally defeated in 1886, losing their
independence, their monarchy and the leader
of the Buddhist sangha
 Vietnam also fought various campaigns against
the French before succumbing in 1883
 Cambodia was annexed in 1863 and Laos in
1893, and so French Indo-China created
 Only Thailand retained its independence
because British and French wanted a buffer
zone between their colonies
Period of High Colonialism in Island Southeast
Asia
 Areas outside of Java gradually came under the
Dutch, last being Bali and South Sulawesi in
first decade Of 20th century; Aceh fought and
lost long war (1873-1912), though Dutch never
re-entered area;
 Malay Peninsula came under British control
after the Anglo-Dutch Agreement of 1824,
which drew a line through the Straits Of
Melaka creating division between present-day
Malaysia and Indonesia
 From 1873 the British Forward Movement
gradually brought the peninsula and the
protectorates in Borneo in 1888 (Sarawak,
North Borneo, Brunei [accepted a British
resident in 1905]) under the umbrella of British
Malaya by 1913
 Philippines fought against Spain and
announced its independence in June 1898; but
Americans moved in and fought against the
Philippines in the Philippine-American War
(1899-1901) and annexed the islands
Era of Nationalism
Reasons for the rise of nationalism
 Colonial education: learning history, treatment
by European children, meeting other colonized
ethnic groups, discrimination in law and
employment; in Thailand it was exposure of
middle classes to education that had similar
impact
 Lack Of political representation
 Victory of Japan over Russia (1905) made
Japan hero and magnet for Southeast Asian
nationalist leaders
 Successful Bolshevik revolution in Russia, rise
Of communist movement, Lenin's Theses on
the Nationalist and Colonial Questions in 1920
calling for cooperation of bourgeois
nationalists and communists
Japanese Occupation
Japanese Occupation (1942-45) a major
watershed in Southeast Asian history
 Overthrew colonial regimes, undermined idea
of European superiority
 Provided military training for youth, creating
military corps that came to play part in war of
 independence
 Gave opportunity for colonized to govern
themselves using a local language
 Laid foundation for independence struggles
Revolutions/Wars of Independence
 Indonesian Revolution (1945-50) led by and
Hatta, well-known nationalists
 Military important in victory over Dutch, hence
assumed role as guardians of the "revolution"
in subsequent governments
 Vietnamese Revolution (1946-72) led by Ho
Chi Minh, well-known communist nationalist,
achieved independence in North in 1954,
struggle continued against Americans till 1972,
when country finally reunited
 Communist party under Ho Chi Minh
dominated
Transition to Independence
 Cambodia and Laos gained independence at
time of withdrawal of French from Vietnam in
1954
 Burma gained independence from Britain in
January 1948 but civil war ensued among the
various ethnic communities; military under Ne
Win gained upper-hand in 1951 though pockets
Of resistance; military functioned as parallel
government
 Philippines suffered during Japanese
Occupation but achieved independence from
US as promised in 1946, leaving Old elites in
power
 Malaya gained independence in a peaceful
transition in 1957, incorporated British Borneo
 (excluding Brunei) and Singapore in 1963 in
new unity, Malaysia; Singapore expelled and
became self-governing in 1965.
Unity out of Diversity
 Creation of Indonesia, Philippines, and
Malaysia were based on colonial policies,
uniting diverse communities under one nation
 Burma, Thailand, Vietnam, Cambodia, Laos
basically followed precolonial boundaries
 But every country, including Thailand and the
former Indo-China, had to contend with the
presence of substantial ethnic communities
unwilling to relinquish control to a central
government dominated by a rival and often
hostile ethnic group.
History as a Tool of the Nation-I
 Post-war nationalist historiography attempted
to counter colonial narrative, often
exaggerating heroic anti-colonial struggles
 In Indonesia where actual internal division did
not end till 1966, history is still seen as
necessary to show how each part of the country
contributed in the anti-colonial struggle
 Vietnam has structured its history around the
anti colonial struggle, going back to early
Chinese invasions, to the French and American
involvement, and even more recent clashes
with Chinese; emphasis on Southeast Asian
roots
History as a Tool of the Nation-2
 Philippine historiography torn between the
elitist interpretation and the more "underside
Of history" advocated by Rey Ileto, among
others; stress on being "Southeast Asian"
 Thailand's history has long been ruler-oriented,
but an alternate narrative is being promoted
based more on class than ethnic unity; power of
monarchy still prevails despite illness of
present ruler
 In Cambodia, the heritage of the Khmer Rouge
forces the historical narrative to the past, to
Angkor; Laos is under a communist regime but
hopes to follow in footsteps of Vietnam and
China regarding the economy
Final Comments on Present Situation
 In all of Southeast Asia, at least two
generations have passed since independence;
national unity is still fragile but no longer in
danger Of splitting apart
 Success of leadership is now being measured
by ability to bring economic prosperity, and
prosperity will mean less resentment and
upheaval among ethnic communities
 Trouble spots remain—southern Philippines,
southern Thailand, highlands of Burma, border
between Thailand and Burma—and continue to
plague ability of Association of Southeast
Asian Nations to act effectively in the
international arena
Independence of the Philippines
 Changes in the Spanish colonial policies
 The cultivation of cash crops was
encouraged
 Educational Code of 1863 on compulsory
and free primary education
 José Rizal and his legacy
 A Western educated poet, novelist,
journalist and activist
 Demanding freedom of press and
representation of the Filipinos
 Liga Filipina established in 1892
 Executed on December 30 1896
 Rizal's novels and poems created a national
consciousness
Nationalist Movements in Indonesia
 Domestic grievance in the early 20th century
 Education gave rise to a new class of
professionals who were discriminated
under the Dutch rules
 The Dutch and Chinese grip on the
economy increased tile economic distress
of indigenous community
 The Sarekat Islam
 Founded in 1912, it Offered a common
binding the divergent Indonesian
communities together
  Promoting a commercial sprit and the true
religion of Islam'
 Anti-Chinese, anti-capitalism
 The PKI and the 1926 revolution
 The Partai Kommunis Indonesia (FKI)
formed 1920
 The PKI uprising and proclaimed a
republic in 1926
 Crushed by the Dutch government
 The PNI movement
 Perserikatan Nasional Indonesia (PNI)
established in 1927 by Sukarno
 PNI was outlawed and its leaders were
jailed in 1930
 Japanese occupation and the Sukarno
government
 Japanese occupation ( 1942-1945):
liberation?
 Sukarno agreed to form a government and
provide assistance
 Pancasjla: nationalism. internationalism,
the principle of consent, social justice, and
the belief in God
 The Indonesian revolution 1945-49
 With the help of Allied troops, the Dutch
tried to reclaimed East Indie
 Sovereignty was finally transferred to
Indonesia on 27 December 1949
Myanmar's Struggle for Independence
 Colonial exploitation of the country
Large tracts of land under rice cultivation for export
Indian money-lenders and labors
Traditional headmen were replaced with salaried
bureaucrats
 Early nationalist organizations
 Young Men's Buddhist Association
(YUBA) formed 1906
 General Council of Buddhist Association
(GCBA)
 Thakin party (1929): Burmese-Buddhist
cultural traditions
 Sinyetha party (1936): tax reduction,
protecting farmers from moneylenders
 Government Of India Act Of 1935: Myanmar
separated from India
 Japanese occupation (1942-1945)
 Cooperative government formed, including
the Burma National Army
 Anti-fascist People's Freedom League
(AFPFL) controlled Myanmar after the
Japanese withdrawal in 1945
 Full independence from Britain on 4 January
1948
Thailand's Constitutional Revolution
 Thailand as an 'equal partner' in Southeast Asia
 Declared war on Germany during the
 The only Southeast Asian member of the
league of Nations
 Till 1930. all unequal treaties with Western
powers were abolished
 The Revolution of 1932
 Background: Gold standard despite
economic difficulties
 Bloodless coup on 24 June 1932
 The end to absolute monarchy: loyal veto
maybe reversed
 Thai nationalism in the 1930s
 Anti-Chinese movement
 Against British timber firms
 Renamed from Siam to Thailand in 1939
 The Japanese occupation (1941-45)
Nationalist Movements in Vietnam
 Early resistance against French rule
 Phan Boi Chau: revolutionary monarchism
 Phan Chau Trinh: Western-style republican
constitution
 Nationalist movements
 VNQDD (Vietnamese Nationality party)
founded in 1927
 Indochina Communist Party (ICP) formed
by Ho Chi Minh in 1930
 VNQDD and CP staged unsuccessful
uprisings in 1930-31
 The WWII and its aftermath
 HO Chi Minh was released, and received
support from the US
 Viet Minh ('League for the Independence
of Vietnam') launched campaigns against
the Japanese-dominated Vichy
government in Vietnam → Democratic
Republic of Vietnam (DRV)
 However, the Allies decided to allow
China occupy north and Britain (France)
the south
Nationalism in Southeast Asia Reconsidered
 The legacy of colonialism
 The roles of religion during the independence
movement: Islam, Buddhism
 The influences of Japanese occupation
 Nationalism and Pan-Asianism
 Nationalism and Communism