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World History 2

<OpenstaxParagraph>
	When the war ended, the <OpenstaxTerm>suffrage movement</OpenstaxTerm> had been going on for several decades in the United States and Britain. Those who protested in support of women’s right to vote, called a <OpenstaxTerm>suffragist</OpenstaxTerm>, had sometimes taken radical action to highlight their cause, such as Emily <OpenstaxTerm>Davison</OpenstaxTerm> who threw herself in front of the King of England’s horse at a derby in 1913 and was killed. Suffragist leaders in both countries were often arrested, and many went on hunger strikes while in jail, enduring forced feedings to draw more attention to the cause.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Women’s support of the war and their physical work in war industries and the medical corps led politicians to look more favorably on the idea of women voting. Women won the <OpenstaxTerm>right to vote</OpenstaxTerm> in the <OpenstaxTerm>United States</OpenstaxTerm> in 1920, though it was couched as a reward for their war service. <OpenstaxTerm>Britain</OpenstaxTerm> adopted a phase-in approach. First, women over thirty who met a property qualification were given the right to vote in 1918. Then in 1928, the vote was extended to women twenty-one and older. The property qualifications for men were abolished in 1918, and all men twenty-one and older were allowed to vote. For those in the military, the age limit was lowered to nineteen.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Other countries joined the trend. German women won the right to vote in 1918. The new country of <OpenstaxTerm>Poland</OpenstaxTerm> extended the vote to women immediately. Other countries still imposed limitations, such as property qualifications or the need to be a war widow in order to vote. <OpenstaxTerm>France</OpenstaxTerm> and <OpenstaxTerm>Italy</OpenstaxTerm> lagged behind; women could not vote in either country until 1945. In <OpenstaxTerm>Japan</OpenstaxTerm>, female activist groups argued for a role in politics throughout the 1920s and 1930s. Japanese law changed to allow women to attend political rallies, but women did not receive the right to vote until after World War II. Rising <OpenstaxTerm>feminism</OpenstaxTerm> in <OpenstaxTerm>China</OpenstaxTerm> linked to the <OpenstaxTerm>May Fourth Movement</OpenstaxTerm> helped women obtain individual property rights under the law.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Individual female voices were also heard. Huda <OpenstaxTerm>Sha’arawi</OpenstaxTerm> founded the <OpenstaxTerm>Egyptian Feminist Union</OpenstaxTerm> in 1923 and stopped wearing her veil and headscarf. She had already been engaged in providing education for girls and was active in the Egyptian independence movement. She became vice president of the <OpenstaxTerm>International Women’s Union</OpenstaxTerm> in the 1930s. Zaynab <OpenstaxTerm>al-Ghazali</OpenstaxTerm> founded the <OpenstaxTerm>Muslim Women’s Society</OpenstaxTerm> in Europe in 1936. Al-Ghazali contended that women could play a role in politics outside the home while still being adherents to <OpenstaxTerm>Islam</OpenstaxTerm>.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Link to Learning </OpenstaxNoteTitle> 
	<OpenstaxParagraph>
		As an activist in her native Egypt, Huda Sha’arawi advocated women’s rights for decades. This link takes you to the text of her brief opening and closing speeches at <a href="https://openstax.org/l/77EgyptFem">Egypt’s First Arab Feminist Conference</a> that met in 1944. As you read, look for the many rationales she offers for the legitimacy of women’s rights.
	</OpenstaxParagraph>
</OpenstaxNote>
<OpenstaxParagraph>
	Several minority groups in the United States hoped military service would gain them wider acceptance and rights. More than eleven thousand <OpenstaxTerm>Native Americans</OpenstaxTerm> served in the military during the war, and many hoped this volunteer service would provide them U.S. citizenship. Native Americans were in fact granted citizenship in 1924. Another group hoping for change were <OpenstaxTerm>African Americans</OpenstaxTerm>. Long subject to discriminatory laws and <OpenstaxTerm>racial segregation</OpenstaxTerm>, African Americans felt World War I offered them an opportunity to prove themselves loyal citizens. The United States operated a segregated military, and all-Black service member units serving overseas had a unique chance to see how other places treated them. Those in <OpenstaxTerm>France</OpenstaxTerm>, in particular, were struck by the freedom of movement and acceptance they found there. They were allowed in combat, while U.S. units kept them largely in support roles. There was genuine optimism that life in the United States would be different after the war.
</OpenstaxParagraph>
<OpenstaxParagraph>
	However, after 1918, many found that little had changed. Discriminatory laws remained in place, and poor treatment even of veterans was commonplace. What was new was the prospect of mobility. In 1917, the lure of good-paying industrial jobs producing items for the war began drawing African American workers and families north. This movement continued after the war as factories began to pump out consumer products. By 1920, more than a million African Americans had left the south in a <OpenstaxTerm>Great Migration</OpenstaxTerm>, which continued through the next decades as well.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> In Their Own Words </OpenstaxNoteTitle> <OpenstaxH3> Marcus Garvey on Race in the United States </OpenstaxH3>
	<OpenstaxParagraph>
		Marcus <OpenstaxTerm>Garvey</OpenstaxTerm> was a Jamaican-born activist who spoke and wrote about <OpenstaxTerm>Pan-Africanism</OpenstaxTerm> and the need to address racial issues worldwide. This is an excerpt from his 1923 speech, “A Last Word Before Incarceration.” As you read, notice his characterization of African Americans.
	</OpenstaxParagraph>
	<OpenstaxBlockquote>
		<OpenstaxParagraph>
			Those of you who have been observing events for the last four or five weeks with keen eyes and keen perceptions will come to no other conclusion than this—that through the effort to strangle the Universal Negro Improvement Association—through the effort to silence Marcus Garvey—there is a mad desire, there is a great plan to permanently lay the Negro low in this civilization and in future civilizations. But the world is sadly mistaken. No longer can the Negro be laid low; in laying the Negro low you but bring down the pillars of creation, because 400,000,000 Negroes are determined to [be] a man, to take a place in the world and to hold that place. The world is sadly mistaken and rudely shocked at the same time. They thought that the new Negro would bend; they thought that the new Negro was only bluffing and would exhibit the characteristic of the old Negro when pushed to the corner or pushed to the wall. If you want to see the new Negro fight, force him to the wall, and the nearer he approaches the wall the more he fights, and when he gets to the wall he is even more desperate.
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			—Marcus Garvey, “<OpenstaxTerm>A Last Word Before Incarceration</OpenstaxTerm>”
		</OpenstaxParagraph>
	</OpenstaxBlockquote>
	<OpenstaxUl>
		<OpenstaxLi>
			According to Garvey, how have African Americans changed?
		</OpenstaxLi>
		<OpenstaxLi>
			In what ways are African Americans not what Whites in the United States expect them to be?
		</OpenstaxLi>
	</OpenstaxUl>
</OpenstaxNote>
<OpenstaxParagraph>
	Racism was not absent in the North. The summer of 1919 was marked by race riots in many cities, and in the 1920s the <OpenstaxTerm>Ku Klux Klan</OpenstaxTerm>, a White supremacist group formed after the Civil War, spread throughout the nation. Nevertheless, northern <OpenstaxTerm>racism</OpenstaxTerm> seemed mild compared to what African Americans’ southern experience had been, and greater opportunities for jobs and education continued to draw people to the cities of the North and Midwest. New livelihoods and membership in civil rights groups such as the <OpenstaxTerm>NAACP</OpenstaxTerm> drew many into the <OpenstaxTerm>New Negro movement</OpenstaxTerm> in the 1920s. This drive “promoted a renewed sense of racial pride, cultural self-expression, economic independence, and progressive politics.” One of the movement’s first tasks was to agitate for a federal anti-lynching law. Lynching had become a vigilante crime whose targets were overwhelmingly African American. Anti-lynching activists knew that White men who murdered African Americans would not be punished by southern state courts. By making <OpenstaxTerm>lynching</OpenstaxTerm> a crime that would be tried in a federal court, however, they hoped to achieve greater justice. An anti-lynching bill came up for a vote in Congress in 1922 but was rejected, and again in 1935. White southern politicians resisted any federal intrusion, even in humanitarian causes.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Racial pride also influenced the artists of the <OpenstaxTerm>Harlem Renaissance</OpenstaxTerm>, an outpouring of African American literature, art, and music named for a neighborhood in New York City in which many African American participants in the Great Migration settled. The Harlem Renaissance, which was in full bloom in the 1920s, brought into the mainstream the work of many African American writers, such as poet Langston <OpenstaxTerm>Hughes</OpenstaxTerm> and Zora Neale <OpenstaxTerm>Hurston</OpenstaxTerm>, who wrote about the racial struggles of twentieth-century African Americans in her novels, short stories, and plays. The music of African American communities in Harlem and elsewhere featured the distinctive <OpenstaxTerm>blues</OpenstaxTerm> and <OpenstaxTerm>jazz</OpenstaxTerm> styles, which both became international genres and provided the soundtrack for the dynamic changes of the decade following World War I.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Link to Learning </OpenstaxNoteTitle> 
	<OpenstaxParagraph>
		This short video about the <a href="https://openstax.org/l/77JazzOrigins">origins of jazz music</a> was made by the Museum of American History and features both words and music.
	</OpenstaxParagraph>
</OpenstaxNote>
<OpenstaxParagraph>
	The Harlem Renaissance, especially the works of Jamaican-born Claude <OpenstaxTerm>McKay</OpenstaxTerm>, in turn inspired the <OpenstaxTerm>Négritude movement</OpenstaxTerm>, a literary movement that emerged in French-speaking parts of Africa and the Americas. The movement was founded by Léopold Sédar <OpenstaxTerm>Senghor</OpenstaxTerm>, a Senegalese poet and university professor. Négritude, a term coined by Aimé <OpenstaxTerm>Césaire</OpenstaxTerm>, a poet and playwright from the Caribbean island of <OpenstaxTerm>Martinique</OpenstaxTerm> (at that time a French colony), called upon Blacks to reject European culture and values in favor of African ones.
</OpenstaxParagraph>

12.5.1 The Expansion of Democracy

1 Understanding the Past

1.1 Developing a Global Perspective

1.1.1 World History as Preparation for Life After College

1.1.2 World History and Global Citizenship

1.1.3 Features of This Textbook

1.2 Primary Sources

1.2.1 Learning to Evaluate Documents and Images

1.2.2 Documentary Sources: Competing Narratives

1.2.3 Textual Sources: The Importance of Language

1.2.4 Hidden in History

1.3 Causation and Interpretation in History

1.3.1 Levels of Causation

1.3.2 Interpretation in History

2 Exchange in East Asia and the Indian Ocean

2.1 India and International Connections

2.1.1 The Mughal Empire

2.1.2 The Sultanate of Gujarat

2.1.3 The Rise of the Maratha Empire

2.1.4 European Colonialism

2.2 The Malacca Sultanate

2.2.1 The Rise of the Malacca Sultanate

2.2.2 European Malacca

2.3 Exchange in East Asia

2.3.1 Japan

2.3.2 China’s Dynastic Exchanges

2.3.3 Korea and Its Neighbors

3 Early Modern Africa and the Wider World

3.1 The Roots of African Trade

3.1.1 Saharan Trade Routes

3.1.2 The Spread of Islam

3.1.3 The Mali Empire

3.2 The Songhai Empire

3.2.1 The Rise of Imperial Songhai

3.2.2 The Reign of Askia the Great

3.2.3 The Decline of Songhai

3.3 The Swahili Coast

3.3.1 The Rise of the Swahili City-States

3.3.2 Slavery on the Swahili Coast

3.3.3 The Contest for the Swahili Coast

3.4 The Trans-Saharan Slave Trade

3.4.1 The Role of Kanem-Bornu

3.4.2 The Arrival of Europeans

3.4.3 The Later Trans-Saharan Slave Trade

4 The Islamic World

4.1 A Connected Islamic World

4.1.1 Politics and Religion in the Ummah

4.1.2 Islamic Trade Networks

4.1.3 Technology in the Islamic World

4.2 The Ottoman Empire

4.2.1 Culture and Society

4.2.2 Expansion, Revolutions, and Reform

4.2.3 Science and Technology

4.3 The Safavid Empire

4.3.1 The Rise of the Safavid Empire

4.3.2 Establishing Shi‘ism as the State Religion

4.3.3 Safavid Government and Culture

5 Foundations of the Atlantic World

5.1 The Protestant Reformation

5.1.1 The Origins of the Protestant Reformation

5.1.2 Calvinists, Anabaptists, and Anglicans

5.1.3 The Catholic Reformation and the Wars of Religion

5.2 Crossing the Atlantic

5.2.1 The Rise of Maritime Nations

5.2.2 The Columbian Exchange

5.3 The Mercantilist Economy

5.3.1 The Rise of Mercantilism

5.3.2 Mercantilism and the Expansion of Empire

5.3.3 Mercantilism and Its Critics

5.4 The Atlantic Slave Trade

5.4.1 Slavery and the Triangular Trade

5.4.2 African and North American Slavery

5.4.3 The Economics of Slavery

6 Colonization and Economic Expansion

6.1 European Colonization in the Americas

6.1.1 Spain’s Encomienda System

6.1.2 English Settlements in North America

6.1.3 French and Dutch Settlements

6.2 The Rise of a Global Economy

6.2.1 The Seven Years’ War

6.2.2 British Influence in India

6.2.3 China’s Dominance in Trade

6.2.4 Colonial Resistance and Revolution

6.3 Capitalism and the First Industrial Revolution

6.3.1 From Mercantilism to Capitalism

6.3.2 Mechanization

6.3.3 Marxism

7 Revolutions in Europe and North America

7.1 The Enlightenment

7.1.1 The Authority of Reason

7.1.2 Natural Rights

7.1.3 Social Contract Theory

7.2 The Exchange of Ideas in the Public Sphere

7.2.1 Public Debate and Dissent

7.2.2 The Republic of Letters

7.2.3 Academies, Universities, and Intellectuals

7.3 Revolutions: America, France, and Haiti

7.3.1 The American Revolution

7.3.2 The French Revolution

7.3.3 The Haitian Revolution

Question	Answer
a movement that developed in the 1920s as African Americans agitated for increased civil rights	New Negro movement
a person who protested in favor of women’s right to vote	suffragist