HSY2601 Assignment 5 2023 (ANSWERS)

HSY2601 Assignment 5 2023 (ANSWERS) Extract Answer the questions below after you have read this extract from a letter written by a South African settler in 1823: I now avail myself of an opportunity by a medical friend to transmit you a Bushman or Bosjeman's scull for the use of the Phrenological Society. Of the history of the subject I can say little except that he was shot by some Boors of my acquaintance on the Caffer Frontier in the act of stealing cattle - and being left till the vultures and hyenas had picked his bones I had the scull forwarded to me. I sent a Caffer's scull to London by Dr McMunn in November last with the view of being forwarded to you. Mr Stevenson who takes charge of the Bushman's scull has also been so good as [to] promise to present you with an Indian scull which he has brought from Calcutta and of which he can furnish the history. Cited in: A Bank, 'Of "Native Skulls and Noble Caucasians: Phrenology in Colonial South Africa', Journal of Southern African Studies, 22(3), 1996, pp 390-391. 1. What does this letter say about the link between science and colonialism? 2. What does this letter say about race relations in colonial South Africa in the early 19th century?  Extracts Read the following extracts carefully and answer the questions below: The term Industrial Revolution, as it applies to British economic history, means different things to different historians The use is justified on the grounds that the technological and socio-economic changes associated with England's successful industrialization were so great and so radical that it is appropriate to describe the transformation as revolutionary - something no previous society in the world had experienced the length of time it took to bring about the changes notwithstanding. JE Inikori, Africans and the Industrial Revolution in England. A Study in International Trade and Economic Development (Cambridge: Cambridge University Press, 2002), p 9. According to the traditional view, the "industrial revolution" witnessed the implementation of new technical knowledge and profound changes in the organisation of production, in marketing, in the commercial infrastructure, and in the organisation of the firm. Traditional forms of economic activity governed by hierarchically defined institutional arrangements and customary practices were replaced by economic transactions which reflected the operation of impersonal, competitive markets. Even in the case of Britain, as the "first industrial nation," such a view can no longer be sustained. Despite the significance of the changes associated with nineteenth-century industrialization, the transformation of Europe's economy was a long-run process. R Lee, "Industrial Revolution, Commerce and Trade", in Stefan Berger (ed), A Companion to Nineteenth- Century Europe, (Malden, MA & Oxford: Blackwell, 2006), p 53. ... many features of the old agrarian and political order survived to the beginning of the twentieth century. However, to insist that a revolution in means of production and life- styles spread only slowly, and only gradually revealed its true potential, is not the same as saying that no revolution took place at all. CA Bayly, The Birth of the Modern World, . Global Connections and Comparisons (Malden, MA: Blackwell, 2004), p 172.  1. What is the view of the first author regarding the notion of the Industrial Revolution? 2. Why does the second author dispute the idea that industrialisation constituted revolutionary change? 3. What kind of position does the third author take in the debate about the Industrial Revolution?  Internte Modern History Sourcebook Giuseppe Mazzini: On Nationality, 1852 Giuseppe Mazzini (), the founder (1831) of Young Italy, was perhaps the leading figure in liberal nationalism. He saw the creation of a democratic Italian state as crucial to Italy's development. Europe no longer possesses unity of faith, of mission, or of aim. Such unity is a necessity in the world. Here, then, is the secret of the crisis. It is the duty of every one to examine and analyse calmly and carefully the probable elements of this new unity. But those who persist in perpetuating, by violence or by Jesuitical compromise, the external observance of the old unity, only perpetuate the crisis, and render its issue more violent. There are in Europe two great questions; or, rather, the question of the transformation of authority, that is to say, of the Revolution, has assumed two forms; the question which all have agreed to call social, and the question of nationalities. The first is more exclusively agitated in France, the second in the heart of the other peoples of Europe. I say, which all have agreed to call social, because, generally speaking, every great revolution is so far social, that it cannot be accomplished either in the religious, political, or any other sphere, without affecting social relations, the sources and the distribution of wealth; but that which is only a secondary consequence in political revolutions is now the cause and the banner of the movement in France. The question there is now, above all, to establish better relations between labour and capital, between production and consumption, between the workman and the employer. It is probable that the European initiative, that which will give a new impulse to intelligence and to events, will spring from the question of nationalities. The social question may, in effect, although with difficulty, be partly resolved by a single people; it is an internal question for each, and the French Republicans of 1848 so understood it, when, determinately abandoning the European initiative, they placed Lamartine's [Note: A French poet and politician] manifesto by the side of their aspirations towards the organisation of labour. The question of nationality can only be resolved by destroying the treaties of 1815, and changing the map of Europe and its public Law. The question of Nationalities, rightly understood, is the Alliance of the Peoples; the balance of powers based upon new foundations; the organisation of the work that Europe has to accomplish. 1. Think about the purpose of the source. What was the author’s message or argument? What was he/she trying to get across? Is the message explicit, or are there implicit messages as well?