Great geographical discoveries changed people's ideas about themselves and the world around them. It turned out that the Earth is inhabited by people with a wide variety of religions, morals, and customs. Their knowledge led, if not all, but some Europeans, to the conviction that the world has many faces and that foreign culture can be no worse, and even better than our own, that we must learn from others and not isolate ourselves in our own civilization.
The colonial system, on the one hand, united the whole world, on the other hand, led to the deepest alienation of people. For on one side of it stood the rich metropolitan countries, and on the other - numerous poor colonies. This system gave a powerful impetus to the development of European industrial civilization, as money, cheap labor and huge markets for European goods appeared.
What did colonization give to European countries?
1. Colonization, with its methods characteristic of the trading stage of capitalism, had a far-reaching impact on the economic and political development of the metropolises. On the one hand, the activities of trading and usury companies created conditions for the formation of new forms of capitalist economy. On the other hand, it often contributed to the emergence of a reactionary oligarchy, closely associated with the nobility. This oligarchy became a brake on the path of progress. In those countries where negative trends were prevalent, the pace of capitalist development slowed down. An example is the East India Company in Holland. Its elite merged with the ruling house and the conservative patriciate. As a result, the formation of the industrial bourgeoisie here was slow. Subsequently, Holland lagged behind England and other countries.
2. The most important result of colonial expansion was the so-called “price revolution”. In the XVI-XVII centuries. A flow of cheap gold and silver from the American and African colonies poured into Western Europe. This led to an increase in prices for all goods, primarily food. The rise in prices took place with a simultaneous relative decrease in wages, which increased profits and strengthened the young European bourgeoisie, “raising the capitalist class,” as Marx wrote.
3. The creation of the world market stimulated the development of the factory industry of the metropolises, because they received excellent markets for their goods. We can agree with the point of view of N.A. Ivanov is that initially, during the period of merchant capitalism, gold and silver mined in America quickly “settled” in the pockets of Arab and Indian merchants - they were used to pay for “high luxury” goods (sugar, spices, coffee, tea). However, in the XVIII-XIX centuries. precious metals “returned” to Europe, and Asian merchants used them to pay for high-quality and, most importantly, cheap European goods.
Consequences of colonial European countries in America and Asia?
1. Colonial expansion meant a violation of the natural process of historical development of the conquered countries, their forced involvement in the sphere of the world market, world capitalism.
2. This led to a crisis and even death, not to mention the destruction of entire nations. The arrival of Europeans in Central and South America, and later in Africa, was especially noticeable. The latter was turned into a “reserved hunting ground for blacks.” In areas captured by Europeans, the local population was exterminated, and the living were turned into slaves. According to the calculations of the black historian W. Dubois, during colonization (XVI-XVIII centuries) the population of Africa decreased by approximately 60-100 million people.
3. The development of new territories by Europeans led to the outbreak of ethnic conflicts between Indian tribes in America, between Hindus and Muslims in India, and between African tribes.
4. The acquaintance of the peoples of the colonies with the achievements of European culture, science, and technology played a positive role. However, colonial capitalism developed poorly and one-sidedly, widening the gap between East and West.
5. Historians of the “peripheral school” believe that in the process of formation of the “modern world system” (Wallerstein E. identifies two stages: 1450-1640 and 1640-1815), the West became the “center” of world development, the countries of the East turned out to be “ periphery." As the East was included in the international division of labor, the dependence of the East on the “center” increased and, as a result, the importance of internal, endogenous development factors decreased. In other words, in the process of unequal exchange, the natural and human resources of the “peripheral” countries became the object of appropriation by the “center”, which, like a vampire, fed on the blood of others. In any case, geographical discoveries changed the face of European civilization. This will be discussed further.
B XVII - XVII centuries. The countries of the East became the main object of the colonial policy of European states. The dominant social system at this time in Asia remained feudalism at various stages of its development.
The colonial expansion of Europeans disrupted the independent development of many countries of the East. They lost political independence - the main prerequisite for normal economic and cultural growth, their economy was bled dry by colonial exploitation and plunder, their productive forces were undermined, and cultural life in most cases fell into decay. Such was the fate of the peoples of the Philippines under the rule of the Spaniards, the peoples of Indonesia and Ceylon under the heel of the Dutch East India Company, the peoples of a large part of India, where at the end of the 18th century. The British colonialists established themselves. Historically, the progressive process of creating a world market, economic rapprochement of peoples and the growth of cultural ties took place in the form of violent suppression of the independent development of enslaved peoples, dooming them to economic and cultural backwardness.
Huge values and treasures plundered by European colonialists in the Asian countries they enslaved were exported to the metropolis and only there were they used in production. For the robbed peoples, this led to the bleeding of their economy. In the first 100 years of their rule in India alone, the British pumped out valuables from there totaling 12 billion gold rubles. The seizure of treasures accumulated by Indian feudal lords, the intensification of feudal exploitation of Indian peasants and the serf-like exploitation of artisans attached to the trading posts of the East India Company; introduction of monopolies on trade in consumer goods; imposing a heavy tribute on the vassal princes and imposing on them enslaving loans with usurious interest - these were the methods of initial accumulation of the English colonialists in India, primarily in Bengal, captured by the East India Company in 1757.
Having arrogated to itself the rights of the supreme owner of the land and strengthened the previously existing forms of feudal-tax exploitation of the peasants, the English East India Company in a short period of time brought the masses of India to complete ruin. The British did not pay attention to maintaining irrigation structures, which had always been a subject of special concern on the part of the feudal states of India. This caused the decline of agriculture in the most fertile areas of India, especially on the eastern coast of the Deccan Peninsula. Here, as in Bengal, the jungle encroached on people, and cultivated lands were abandoned for a long time.
Dutch colonialists first appeared in Java in 1596. In 1602, in order to expand colonial expansion in the East, six Dutch trading companies were merged into a large united East India Company with the same share capital. This company captured during the XVII - XVII centuries. all of Java, including Mataram and Baitam, the Moluccas (Spice Islands), and created a number of strongholds and bases on other islands of the archipelago. The basis of the Dutch colonial system in Java was the feudal exploitation of the peasantry. The company forced peasants to cultivate the export crops needed by the colonialists (coffee, cane sugar, spices) on the best lands and deliver the harvest to the company’s warehouses.
The Dutch East India Company could sell Indonesian spices at incredibly high prices at the Amsterdam Stock Exchange, where merchants from almost all European countries gathered. All of Indonesia was turned by the Dutch colonialists into a supplier of goods for the East India Company's monopoly trade with Europe and the countries of the East.
This policy has brought enormous disasters to the Indonesian population. By his agents to rob Indonesian
17th century engraving
The Dutch made local feudal lords from the peasants, who extorted exported products from the peasants in the form of a tax. The Dutch retained judicial and administrative functions for the feudal lords. Bcex those who opposed the predatory policies of the East India Company were mercilessly destroyed by the Dutch colonialists. Subsequently, the Dutch and English East India Companies became real territorial powers. The first was at the beginning of the 17th century. established itself in Indonesia, the second after the Seven Years' War of 1756-1763. took possession of vast lands in India.
The French East India Company grew up on the basis of feudal-absolutist orders, which left its mark on its character and organization. Entirely financially dependent on the government, the French East India Company was tied hand and foot by bureaucratic tutelage and the petty control of royal officials. Not receiving sufficient support from the state for its colonial enterprises and experiencing a constant lack of funds, it was significantly weaker than its English and Dutch competitors.
The activities of monopoly companies accelerated the development of capitalism in the metropolitan countries, but thereby undermined the foundations of the existence of the companies themselves. The process of development of capitalist - manufacturing - industry and the formation of the industrial bourgeoisie came into conflict with the monopoly rights of the East India Companies, which denied direct access to colonial markets to outside merchants. Broad circles of the bourgeoisie, not associated with this monopoly, increasingly demanded its abolition or limitation. On the other hand, the methods of primitive accumulation practiced by the East India Companies in India and Indonesia brought the economies of these countries into such a state that they threatened the very possibility of further successful exploitation of their wealth. The greed of a handful of rich people who ran these companies (the total number of shareholders in the English East India Company did not exceed 2 thousand, in the Dutch - 500 people) led the monopoly companies to the brink of bankruptcy. When, after France lost its possessions in India in 1769, the French East India Company was liquidated, it turned out that its losses for 1725 - 1769. equaled 170 million francs.
The deficit of the Dutch East India Company reached 96 million guilders in 1791. As for the English East India Company, it hid its deplorable financial situation for a long time, but was finally forced in the second half of the 18th century. also apply to the government for a loan to cover the deficit. By the end of the 18th century. monopoly companies were already obsolete.
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More on the topic CONSEQUENCES OF THE COLONIAL POLICY OF THE EUROPEANS FOR THE EASTERN COUNTRIES:
- § 51. Countries of the East and the colonial expansion of Europeans
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- Financial crises in the markets of developing countries and their consequences for the global economy.
Question at the beginning of the paragraph
What are the main principles of Islam? What technical inventions were made in China during the Middle Ages?
The main tenets of Islam: belief in one, almighty, merciful God (Allah) and in Muhammad as his prophet, belief in God's predestination, in the afterlife, in the resurrection of the dead and in reward for good and evil deeds in heaven and hell.
Technical inventions were made in China in the Middle Ages: paper, printing, gunpowder, compass
Questions for § 29-30. States of the East. Beginning of European colonization
Question 1. Explain the creation of the Mughal Empire. State the reasons that helped Babur conquer vast territories of India.
Political fragmentation and strife at the beginning of the 16th century. in India, they made it easier for the ruler of Kabul (Afghanistan), Babur, to conquer vast territories from Kabul in the west to the borders of Bengal in the east.
In 1526, Babur invaded India with an army, won several battles and laid the foundation for the Mughal Empire. Babur owed his victories over the Indian feudal lords to his experienced army and new combat techniques. Under Babur's successors, the Mughal Empire continuously expanded its possessions. By the end of the 17th century. it included almost all of India except the southernmost tip of the peninsula, and eastern Afghanistan.
Question 2. By what methods did Akbar strengthen the Mughal Empire? Give an assessment of his activities.
The Mughal Empire reached its peak during the reign of Akbar (1556-1605). Akbar understood that the empire would be strong only if the central government was supported by various segments of the population. He carried out management reform. The ruler attracted all the large landowners and traders to his side and encouraged the development of crafts and trade.
He carried out a tax reform, establishing a tax for peasants equal to one third of the harvest from the cultivated plot, which was given directly to the state.
Akbar strove for mutual understanding between Hindus and Muslims and proclaimed the equality of all religions. Akbar's "peace for all" reforms strengthened the Mughal Empire. Akbar was an enlightened and far-sighted ruler.
Question 3. Discuss with your classmates the reasons why the empire began to decline under Akbar’s successors.
Reasons for the decline of the empire under Akbar's successors:
- disunity of society: caste system, Hindu and Muslim religions, different peoples at different levels of economic and cultural development;
- endless wars of conquest caused by the need to grant more and more lands to the nobility, always ready for rebellion;
- The nobility, having received possession of the land, established taxes that were exorbitant for the peasants. There was an impoverishment of the peasantry;
- The increase in the size of the empire led to the weakening of central power.
Question 4. What consequences did its weakening have for the peoples of the empire?
The weakening of the empire led to the country returning to a state of fragmentation, which external forces took advantage of. The north of the empire was settled by Afghans, the capital was plundered by the Persians. Fragmentation and weakness allowed Europeans to carry out colonial conquests in the country
Question 5. Tell us about the conquest of China by the Manchus.
From the end of the 16th century. On the territory of modern Northeast China, the Manchu tribe strengthened and created their own state there. At the beginning of the 17th century. The Manchus began to raid China, then subjugated a number of neighboring tribes and Korea. Following this, they started a war with China.
At the same time, major peasant uprisings were taking place in China. The rebel army defeated government troops and entered Beijing. The Ming dynasty ceased to exist. Frightened by everything that was happening, the Chinese feudal lords conspired with the Manchu rulers and opened access to the capital to the Manchu cavalry. In June 1644, the Manchus entered Beijing. This is how the Manchu Qing dynasty, which ruled until 1911, established itself in China.
Question 6. Tell us about the reign of shoguns in Japan.
In the struggle for power between feudal factions in Japan at the end of the 16th - beginning of the 17th centuries. The victory was won by Ieyasu Tokugawa, who then subjugated all the appanage princes of Japan to his power and assumed the title of shogun. From that time on, the Tokugawa shoguns became the sovereign rulers of Japan for the next 250 years. The imperial court was forced to bow to their power.
By moving princes (daimyo) to new lands and confiscating the lands of the rebellious, the shoguns strengthened their power. The imperial family was deprived of real power. To strengthen the central government, the Tokugawa established their control over major cities, mines, foreign trade, etc.
To subjugate the princes and keep them under control, Tokugawa introduced a hostage system. He built a new capital - the city of Edo - and demanded that each prince live in the capital for a year and in his principality for a year. When leaving Edo, the princes had to leave a hostage at the shogun's court - one of their close relatives. At the beginning of the 17th century. The Tokugawa declared Buddhism the state religion.
Question 7. Discuss with your classmates what caused the “closure” of China and Japan.
"Closing" of China and Japan. The reasons for the policy of “closing” China were that information about the colonialist policies of Europeans in neighboring countries reached the Manchu court. In addition, contacts between Chinese traders and foreigners were considered dangerous by the authorities, undermining the traditional foundations of society.
In Japan, the policy of “closing” the country was caused by the desire of the authorities to prevent the invasion of Japan by Europeans and the desire to preserve intact traditions and order of life. The missionaries preached Christian teaching in the country, and it was successful among the peasants. This caused the displeasure of the central government and the nobility, who saw in the Christian ideas of universal equality a danger to existing traditions.
Assignments for the paragraph – Eastern States
Question 1. What changed in India after Babur conquered it and created the Mughal Empire? What remains the same?
After the conquest of India by Babur, processes of centralization of power began, in contrast to the state of political fragmentation before the conquest. Islam became the state religion, while the vast majority of the population were Hindus. A tax reform was carried out, establishing a tax for peasants equal to one third of the harvest, and abolishing the positions of tax farmers. Now the peasants paid the tax directly to the state. The caste system of Indian society has remained unchanged.
Question 2. Compare the power of the emperors of the Qing dynasty with the power of any of the European monarchs of the 17th - first half of the 18th centuries.
According to the form of government, Qing China in the 17th-18th centuries. was despotism. At the head of the state was the emperor - Bogdykhan, endowed with unlimited power.
The Qing dynasty waged endless wars of conquest. By the middle of the 18th century. she conquered all of Mongolia, then annexed the Uyghur state located south of the Tien Shan, the eastern part of Tibet, to China. Conquest campaigns were repeatedly undertaken in Vietnam and Burma.
This power of the Chinese emperors can be compared, for example, with the power of the French king Louis XIV. He was an absolute monarch, proclaiming the idea “the state is me.” At the same time, Louis XIV waged constant wars - the war with the Netherlands, for the Palatinate, for the Spanish inheritance
Question 3. What methods did Europeans use to conquer Asian countries? What methods did the rulers of various Asian states use to combat the penetration of Europeans?
- trade;
- purchasing land in territories that they wanted to colonize and building fortifications there;
- military conquest;
- missionary activity, spread of Christianity.
Question 4. Evaluate the positive and negative aspects of the “closure” policy of China and Japan. Work in pairs: one of you should put forward arguments in favor of this policy, and the other against it. Draw a conclusion.
The positive aspects of the “closure” policy are the preservation of traditions.
Negatives
– lack of foreign trade. The merchants involved in it began to buy up land from bankrupt peasants.
– lag in technical development.
History lesson in 8th grade Date taughtand I ______________________
Subject: States of the East. Beginning of European colonization (China, Japan)
Objectives: to learn the features of the development of the countries of the East: China and Japan 16-18 centuries
subject : reveal the features of the economic, political and social development of the countries of the East;
-characterize the relations between European and Eastern civilizations;
- search for information in various sources about the peculiarities of the economic, political and social structure of the countries of the East. characterize the policy of “closing” the country;
- search for information in various sources about the process of colonization in countries East.
Metasubject
Regulatory: accept and retain the educational task, take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher.
Cognitive: consciously and voluntarily construct messages in oral and written form, including those of a creative and research nature; use methods of project activity.
Communicative: are active in interaction to solve communicative and cognitive problems (ask questions, formulate their difficulties, offer help and erasedanichestvo.
Equipment: cluster circuits, additional material, tests
States of the East: the beginning of European colonization
1. Manchu conquest of China.
2. "Closing" of China
3. The reign of shoguns in Japan. Tokugawa Shogunate.
4. “Closing” of Japan
Lesson progress
1.Organizational stage of the lesson.
2. Updating knowledge. Checking homework
2.1.Front survey
How and why did the Mughal Empire arise in India?(political fragmentation in these lands, due to constant wars, agriculture was ruined, trade became increasingly difficult; Muslim feudal lords sought to unite, because they were afraid of the strengthening of the Hindu feudal lords.)
Who carried out reforms in the empire? What reforms have been carried out?
Why did the Mughal Empire collapse?
(disunion of Indian society; endless wars of conquest;
weakening of central government;
real power with the princes, a return to the state of fragmentation)
Which European colonialists entered India? Who got India?
(Portugal, Holland, France and England. In the 17th century, the struggle for dominance in India began between the British and French East India Companies, ending in the victory of Britain)
2.2 Checking the syncwine “India”
3.Work on new material
3.1. Determination of the topic and objectives of the lesson.
Scheme
VGO------------colonial conquests--------states of the East
Which states were subject to colonial conquest? Name those that we haven’t met yet? Let's write down the topic of the lesson and define the tasks.
Teacher: With the advent of the Great Geographical Discoveries, attempts to colonize the countries of the East by Europeans began. China and Japan fought against this and tried to maintain their freedom.(finish the diagram)
During the lesson you will learn about the conquest of China by the Manchus and the accession of the Qing dynasty;
About the Tokugawa Shogunate in Japan and the “closing” of China and Japan from other states.
3.2. work in groups:
1 . Making a cluster on the topic China p.290-291 textbook + additional material
(each group received a cluster diagram and additional material)
2.task : Textbook p291-294 Independent work
What caused the “closure” of China and Japan?
Were there similarities in the reasons for the closure of these countries?
What are the consequences of “closing” countries?
3.3. Presentation of the cluster. Answers to questions 2 tasks
4. Lesson summary. We draw a conclusion. Reflection.
4.1.p.297 read the output
4.2.- how do you evaluate your work in class (active - inactive)
What was interesting in the lesson?
What difficulties did you experience while working in class?
Evaluate your work in the group.
5.Homework: paragraph 29 -30, learn concepts, notes in notebooks
CHINA
From the second half of the 17th century. the Manchu emperors became zealous Confucians. They ruled the country following the ancient teachings of Confucius and the advice of Confucian scholar-officials. The traditional Chinese administrative system and the system of reproduction of officials were preserved (the latter was done through the organization of special exams). To become a scientist - “shenshi”, one had to pass exams and receive an academic degree, which allowed one to enter the civil service. To do this, one had to write an essay and memorize the texts of many books, which required many years of preparation. But any subject of the empire had the right to take such exams. There were often cases when members of the village community, having collected the necessary funds from all households, sent a capable young man to the city to study and take exams. This system made it possible to identify the most capable people to govern the country (although some rich people, by giving a bribe, could also pass a difficult exam and get a good place in the public administration system).
The main occupation of the population The state considered agriculture. An ancient saying has been preserved: “Agriculture is the trunk, the foundation; trade, craft and other activities are secondary branches.” The Manchu rulers and their officials paid main attention to the state of agriculture, which provided the treasury with the bulk of income and guaranteed the stability of the empire. The Manchus ensured the obedience of the Chinese population, the symbol of this was the braid - all men had to wear it on pain of death. Having achieved humility, the Manchu rulers began to zealously care about the prosperity of the country's economy, believing in the saying of Confucius that the highest goal of the leaders is the welfare of the people, on which the well-being of the state is based.
Speaking about China’s connections with the outside world, it can be noted that at the end of the 18th century, after the “closure” of the country, European trade with China began to expand again. Chinese silk, porcelain, and tea were in great demand in Europe. They began to be sold to foreign merchants in large quantities. But the Europeans had nothing to offer the Chinese in return for these goods. When the first European mission arrived in China in 1793 (on the ships that carried the mission along the rivers and canals of China, an expressive inscription was inscribed: “Tribute bearer from the English country”), the head of the mission was given an imperial decree to present it to the English King George III. Its content was arrogant and boiled down to approximately the following: “We welcome your desire to join our culture, we are ready to accept your tribute, but do not count on the permanent presence of an ambassador in China, this is not customary with us.” It also said: “As your ambassador could see for himself, we have absolutely everything. We do not attach importance to finely made objects and do not need the products of your country.” The Chinese were satisfied with their own products. The Chinese tradition was not focused on borrowing other people's experience and customs. Considering themselves the wisest thanks to Confucianism, the Chinese sincerely believed that only they could teach other peoples, who are barbarians, to live correctly.
In the XVII-XVIII centuries. China remained one of the largest countries in the world with a fairly stable society, a well-established economy, and a strong army. Until the 19th century Qing China was able to maintain its traditional positions in relations with the outside world.
According to the form of government of China became a despotism, that is, a state with unlimited power of the ruler. At the head of the empire was the emperor, or Bogdykhan. The State Council, the State Chancellery and various chambers were subordinate to him. All the highest positions went to the Manchus.
The army of the empire was divided into Manchu troops - “eight banners”, and Chinese troops - “green banner”.
The empire was divided into provinces , united into 10 governorships. Each province in turn was divided into regions, districts, counties and volosts. The government made every effort to ensure that the provinces were isolated from each other both in government and in the economy. This was done in order to prevent the unification of the Chinese people.
The lower strata of the population found themselves in a difficult situation. The peasants were deprived of all rights, and numerous duties and restrictions were imposed on them. They could not even manage their own household. Slaves were at the lowest level of society. Among them were “eternal slaves” - prisoners of war, and debt slaves - ruined peasants.
All Chinese were ordered to shave some of their hair and wear braids. Those who did not obey the order had their heads cut off.
There was a strict ban on marriages between Chinese and Manchus. Thus, assimilation did not occur and the Manchus secured a privileged position in the empire.
Closing China.
The rulers of the Qing dynasty waged numerous wars of conquest. At the end of the 17th century they captured Mongolia. In the middle of the 18th century, they subjugated the lands of the Dzungar state. In 1759 - East Turkestan. Also, the borders of the empire were expanded by annexing Tibet, Burma, and Nepal.
China has always been of interest to Europeans as a rich and large market. In the first time after the Manchus seized power, Europeans founded trading posts on the territory of the empire. England is in Guangzhou, France is in Ningbo, and Portugal is in Macau. Catholic missionaries who preached their faith were received quite well in China. This was the heyday of Manchu power.
However, over time, power began to weaken, the Manchus were afraid that the Europeans might help the Chinese population. The government decided to isolate itself from the outside world and protect itself by doing so. The process of “closing” the country has begun:
·the activities of Catholic missionaries were declared illegal, and they were gradually expelled from the country;
Chinese merchants were prohibited from sailing on foreign ships and generally speaking with foreigners. The death penalty threatened those who built large ships capable of going to sea over long distances. Thus, the merchants of the empire could no longer conduct foreign trade. Only people appointed by the government could do this;
in 1757, trade was prohibited in all ports except Guangzhou. But within this city, Europeans were forbidden to settle and study Chinese. Residents who taught Europeans the language were executed.
China began to pursue a policy of self-isolation, which subsequently affected the development of the state and led to dependence on Western countries.
state control
CHINA 16-18 centuries
Domestic policy
Foreign policy
Qing Dynasty
O
community farming
Subject: States of the East. The beginning of European colonization (General History 8th grade)
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Lesson Plan: The Mughal Empire of India. 2. "Peace for all." 3. Crisis and collapse of the empire. 4. The struggle of Portugal, France and England for India. 5. Manchu conquest of China. 6. “Closing” of China. 7. The reign of shoguns in Japan. Tokugawa Shogunate. 8. “Closing” of Japan.
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Lesson assignment: Think about how the “closure” of China and Japan affected the economic development of these countries.
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1. The Mughal Empire in India Babur In 1526, the Afghan ruler Babur invaded India with 20,000 men, won several battles and laid the foundation for the Mughal Empire. Babur owed his victories over the Indian feudal lords to his experienced battle-hardened army, excellent artillery and new combat techniques. Having become a padishah, Babur put an end to feudal strife and provided patronage to trade, but in 1530 he died, barely laying the foundations of his empire.
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1. The Mughal Empire in India Under Babur’s successors, the empire by the end of the 17th century. included almost all of India. The religion of the conquerors was Islam, and it became the state religion of the Mughal Empire. The Muslim rulers were representatives of a numerical minority of the population, but the policies they pursued were no different from those of the Hindu princes. They allowed the “infidels”, in exchange for their observance of the laws, to live according to their customs, professing the traditional religion - Hinduism. The Great Mughals - Babur, Akbar, Jahan Sign - the power of the padishah
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2. “Peace for all” Akbar The Mughal Empire reached its greatest prosperity during the reign of Akbar (1556-1605). He went down in history as the builder of the Mogul empire, a talented reformer who sought to create a strong centralized state. Acting sometimes by force and sometimes by cunning, Akbar increased the territory of his state many times over. Akbar understood that the empire would be strong only if the central government was supported by various segments of the population. What did he do for this? Textbook, p.277
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2. “Peace for all” From the Hindu book of golden rules, Akbar also became famous as a patron of art. On his orders, scientists and poets translated works of the ancient Hindu epic into Persian. In the imperial workshop, artists created beautiful examples of Mughal miniatures, copied European engravings brought to the country by Catholic missionaries. In this workshop, portraits were created and genre scenes were illustrated in books. Akbar's reforms, carried out on the principle of “peace for all,” strengthened the Mughal empire.
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3. Crisis and collapse of the empire Akbar’s successors failed to continue the policy of creating a strong centralized state. Indian society was divided by the caste system, different standards of living of numerous peoples and endless wars of conquest. It was necessary to grant more and more lands to the nobility, always ready for rebellion. And the treasury received less and less taxes, and the Mughals again unleashed wars of conquest. But the larger the territory of the Mughal Empire became, the weaker the central government became. Persian conqueror Nadir Shah
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3. Crisis and collapse of the empire Since the beginning of the 18th century. the power of the padishahs becomes symbolic. The provinces were separated one after another. The emperors lost real power, but the princes gained it. In 1739, the cavalry of the Persian conqueror Nadir Shah sacked Delhi and destroyed most of the capital's inhabitants. Then the northern part of India was overrun by Afghans. In the first half of the 18th century. India actually returned to a state of fragmentation, which facilitated European colonization. Nadir Shah's Cavalry
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4. The struggle of Portugal, France and England for India The penetration of European colonialists into India began in the 16th century. Having opened the sea route to India, the Portuguese captured several bases on the Malabar coast. But they did not have sufficient forces to advance into the interior of the country. The Portuguese were replaced by the Dutch, who began to export spices from India in large quantities and were engaged exclusively in trade, without interfering at all in the life of the Indians. The French were next. And finally, the British arrived in India, pushing aside all other Europeans. Discovery of the sea route to India by Vasco da Gama
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4. The struggle of Portugal, France and England for India In 1600, the British founded the East India Company, which created trading posts in different places in India. In 1690, the British built the fortified city of Calcutta on land given to them by the Great Mogul. The company acquired large land holdings, which were controlled by the governor-general, and to protect them, it built fortresses and created troops of hired Indian soldiers (sepoys), armed and trained in the European manner. These troops were commanded by English officers. Modern ruins of the East India Company
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In 1757, the British captured Bengal, which marked the beginning of the systematic conquest of the entire country by the troops of the East India Company, its possessions turned into a real colonial empire. England's main rival in India was France, but it lost its fortresses in India and carried on only minor trade. The British exported fabrics, spices, and porcelain from India 4. The struggle of Portugal, France and England for India
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5. Manchu conquest of China From the end of the 16th century. The Manchu state strengthened in Northeast China. At the beginning of the 17th century. The Manchus began to raid China and subjugate neighboring tribes and Korea. Then they started a war with China. At the same time, peasant uprisings occurred in China due to the introduction of ever new taxes. Creator of the Qing Empire - Nurhaci
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The rebel army defeated the government troops of the Ming Dynasty and entered Beijing. Frightened Chinese feudal lords opened access to the capital to the Manchu cavalry. In June 1644, the Manchus entered Beijing. This is how the Manchu Qing dynasty established itself in China, ruling until 1911. 5. The Manchu conquest of China - the state of the Ming dynasty
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5. Manchu conquest of China The Manchus secured a separate and privileged position for themselves. According to the form of government, Qing China in the 17th-18th centuries. was despotism. At the head of the state was the emperor - Bogdykhan, endowed with unlimited power. The Qing dynasty waged endless wars of conquest. By the middle of the 18th century. she conquered all of Mongolia, then annexed the Uighur state and the eastern part of Tibet to China. Conquest campaigns were repeatedly undertaken in Vietnam and Burma. Palace life during the Qing Dynasty
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6. “Closing” of China In the 17th-18th centuries. English and French merchants began to appear in Chinese ports. The Chinese looked at the arriving foreigners with fear and respect, seeing their superiority over themselves in military affairs and entrepreneurship. But in 1757, by decree of the Qing Emperor, all ports except Guangzhou were closed to foreign trade. Bogdykhan of the Qing dynasty
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This was the beginning of China's isolation. The reasons for the policy of “closing” China were that information about the colonialist policy of Europeans in neighboring countries reached the Manchu court. Contacts with foreigners, as it seemed to the authorities, undermined the traditional foundations of Chinese society. 6. “Closing” of China Sculpture of Buddha
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7. The reign of shoguns in Japan. Tokugawa Shogunate In the struggle for power between feudal factions in Japan at the end of the 16th - beginning of the 17th centuries. Ieyasu Toku-gawa was victorious, and then subjugated all the appanage princes of Japan to his power and assumed the title of shogun. From that time on, the Tokugawa shoguns became the sovereign rulers of Japan for the next 250 years. The imperial court was forced to bow to their power. Founder of the shogunate system Ieyasu Tokugawa
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7. The reign of shoguns in Japan. Tokugawa Shogunate Imperial Palace The imperial family was deprived of real power, it was not allowed to own land, and a small rice ration was allocated for its maintenance. There were always officials at the imperial court who observed everything that was happening. The emperor was given honors, but it was emphasized that it was not fitting for a divine emperor to “condescend” to communicate with his subjects. 
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7. The reign of shoguns in Japan. Tokugawa Shogunate At the beginning of the 17th century. The Tokugawa declared Buddhism the state religion and assigned each family to a specific temple. Confucianism became the doctrine regulating relations in society. Advances in printing in the 17th century. contributed to the development of literacy. Stories of an entertaining and instructive nature were popular among the urban population. But the government made sure that no criticism of the shogun got into print media. In 1648, when a bookstore printed a book containing disrespectful statements about the shogun's ancestors, the store owner was executed. Ieyasu Tokugawa
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8. “Closing” of Japan From 1542, for almost 100 years, the Japanese bought weapons from the Portuguese. Then the Spaniards arrived in the country, followed by the Dutch and English. From the Europeans, the Japanese learned that, in addition to China and India, which in their minds limited the world, there were other countries. The missionaries preached Christian teachings in the country. The central government and nobility saw in the Christian ideas of universal equality a danger to existing traditions. Attack on the British delegation to Emperor Meiji.
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8. “Closing” of Japan In the 30s. In the 17th century, decrees were issued on the expulsion of Europeans from the country and the prohibition of Christianity. The decree of Shogun Iemitsu Tokugawa read: “In the future, as long as the sun shines on the world, no one dares to land on the shores of Japan, even if he was an ambassador, and this law can never be repealed on pain of death.” Any foreign ship that arrived on the shores of Japan was subject to destruction and its crew to death. Decree of Shogun Iemitsu Tokugawa
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8. “Closing” of Japan What consequences did the “closing” of Japan lead to? The despotic regime of the Tokugawa dynasty tried to prevent the destruction of traditional society. Although the "closure" of Japan was incomplete, it caused significant damage to traders associated with the foreign market. Having lost their traditional occupation, they began to buy land from bankrupt peasant owners and set up enterprises in the cities. Japan's technical lag behind Western countries was consolidated Okusha - the tomb of the first shogun of the Edo era, Tokugawa Ieyasu
