 Have studied world history by country, but do countries matter anymore?  Southern California: Collectively 6 th richest country in world  EU under threat now but collectively was 2 nd largest economy to that of the US in 2006  Banks, corporations, even underground drug dealers may be more important in global economy than nation-states?  How does government fiscal policy work?

 Understand the origins and forces that shaped the modern world from 1400 and the emerging factors that contribute to a multipolar world order:  China maybe most powerful country in the world in 1500  Much of class is about how Europe, the U.S., and Japan surpassed China economically and politically  Now? China a powerful economy, but politically ?

 GDP – GROSS DOMESTIC PRODUCT =the market value of all final goods and services produced within a country in a given period. GDP per capita is often considered an indicator of a country's standard of living GDP = private consumption + gross investment + government spending + (exports − imports), or GDP = C + I + G +(X - M )  PER CAPITA GDP=GROSS DOMESTIC PRODUCT PER PERSON= GDP/POPULATION

>$30,000$10,000-29,999$5,000-9,999$2,000-4,999<$2,000 Luxembourg $71,400Taiwan $29,500Thailand $9,200Serbia $4,400Senegal $1,800 United Arab Emirates $49,700 Spain $27,400Romania $9,100Angola $4,400Haiti $1,800 Norway $46,300Israel $26,200Brazil $8,800Egypt $4,200N. Korea $1,800 Ireland $44,509S. Korea $24,500Iran $8,700Syria $4,100Cote d’Ivoire $1,600 U.S. $44,000Kuwait $23,100Dom.Rep. $8,400Cuba $4,000Rwanda $1,600 Canada $35,000Czech $21,900Ukraine $7,800Indonesia $3,900Nigeria $1,500 Australia $33,300Portugal $19,800China $7,700India $3,800Gaza $1,500 Japan $33,100Hungary $17,600Algeria $7,600Vietnam $3,100West Bank $1,500 Netherlands $32,100Argentina $15,200Peru $6,600Iraq $2,900Tajikistan $1,300 Germany $31,900Oman $14,400Jordan $5,100Cambodia $2,700Burkina Faso $1,300 U.K.(England) $31,800 Poland $14,300Philippines $5,000Ghana $2,700Mali $1,300 Singapore $31,400Saudi Arabia $13,600Pakistan $2,600Benin $1,100 France $31,100Croatia $13,400Sudan $2,400Afghanistan $800 Italy $30,200Russia $12,200Bangladesh $2,300Congo (D.R.) $700 Mexico $10,700Zimbabwe $2,100Somalia $600

 Greater LA, Orange, San Bernardino, and Riverside Counties produce more output than Russia  Throw in San Diego County, Southern California Produces more output than most of world

 Legacy of Wars  World War I, exacerbated by Cold War Conflicts  Instability in Middle East  Israel/Palestine  Iraq  Iran  World War II  Japan received over 2 billion dollars from the US to rebuild after war  Both Germany and Japan prevented from spending money on armies  Cold War  U.S. backed countries got better foreign aid and advice  Marshall Funds, Europe  Soviet priorities emphasized more weapons than aid  North, South Korea  East, West Germany  Religious Fundamentalism and Ethnic Tensions  Especially significant in Africa and the Middle East  Civil strife not so good for economic development  Natural Resources Not that Important  France, Germany, Japan lack natural resources  Nigeria and other impoverished countries in Africa extraordinarily rich in natural resources

 To some extent, the development of underdevelopment  Colonial powers reshape economies and production in colonies to benefit themselves  Colonial rule left legacies that made countries unstable— especially in Africa and Latin America  Ruled through wealthy colonial elites, who own most land  Pulled so much wealth out of colonies that it impoverished illiterate poor  Often emphasized and exacerbated ethnic tensions to rule more effectively  Emphasis on cash crops like Coffee and sugar impoverished whole countries except elites (later drugs become powerful cash crops) – retarded industrialization

 Industrial Revolution—late 18 th century  Mechanization of textile industry  Steam engine: use of machines to make things instead of crafting them by hand  Second Industrial Revolution—late 19 th Century  Assembly line—turn people into machines  Era of mass production  Third Industrial Revolution? – Now?  New materials, new processes  Much lower input of labor, especially with robotics—cost of labor as a proportion of production cost will go down  Key demand for labor will be in collaborative manufacturing services available on-line  “The Days of huge factories full of lots of people are not there anymore”—Colin Smith, Director of Engineering and technology for Rolls Royce  Digitization of manufacturing—everything in factory will be run by smarter software—Does this make more training and education crucial?  If so, why is America cutting back on education and training so savagely?  Will this bring production back to rich countries where demand for new goods is highest???????:?

 Understand the recurring themes in the development of diverse cultures and societies since 1500, including the socio-economic, political, cultural and environmental impact of colonialism, industrialism, nationalism, and globalization

 Colonialism – British dominate country for most of its modern history  With industrialization, need to persuade people they want to buy goods and services – Advertising, media a part of this Capitalism – Those who run companies search for those who will work for the lowest wages?  What does it tell us that the lowest wages might be in the U.S.? But do those willing to work for the lowest wages in the U.S. have the same skills as those working for low wages in India handling call centers?

 Don’t think about population much, but it is critical: China has second largest world economy, but per capita GDP still among that of poorest countries: Should China have a one-child policy- what kinds of odd demographic effects produced by policy—aging and male population  India prospering, but large size of population dragging down its economy and the well-being of ordinary people  What is the difference between the ways in which countries, religions, dictatorships, democracy make decisions on population?  How do these decisions affect men, women, and children?

 Much of Chinese History about controlling flood waters  How does population growth and the demands of industrial society affect the environment?  What is the relationship between environment and technology?  Why/are we so inept in dealing with environmental crises?

 Learning Goal C: Critically engage with source material, including original records, eyewitness accounts, memoirs, newsppaers, surveys, statistics, film, and scientific treatises