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TUDO de HISTÓRIA GERAL para o ENEM em 50 MINUTOS — Transcript

by Marcos Vasconcellos · 8,419 words · 1,464 segments · language en · Watch on YouTube

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0:01In this video, you will get a targeted
0:03review of world history for the Enem
0:05exam, covering the most frequent topics
0:08and the key subjects you need to know to
0:11get questions right on this content,
0:13which appears very often on the Enem
0:15test.
0:17Many history questions are specifically
0:19about world history, involving the
0:21history of the world outside of Brazil.
0:24We already have a full class here on the
0:26channel about Brazilian history, which
0:27is the most common subject in humanities
0:29on the Enem exam. And here we've put
0:31together a great summary of world
0:33history for the test.
0:35I'll tell you in advance that I'll
0:37provide a list of questions for you to
0:40practice with before the exam in our
0:42free materials group, which is in the
0:44description.
0:46I will send this list there. If we reach
0:49700 likes and 100 comments here.
0:53So, once we hit that goal, I'll send the
0:55list right away to the group so you can
0:57practice with my world history bets for
0:59the Enem exam.
1:01For this class, I've brought you
1:03Professor Juliano, who is the country's
1:05greatest history expert, or one of the
1:07greatest experts.
1:09He has been teaching for over 10 years
1:11at the top prep schools, covering
1:13history and philosophy. He has an
1:15extensive background and a very good
1:18teaching style that makes it easy for
1:20you to fully understand the material.
1:23Juliano is also a teacher at Protocolo
1:25Enem, my complete platform with the best
1:28teachers so you can have high-level
1:30preparation for the Enem exam. And now
1:32in November, we're going to hold the
1:34biggest Black Friday in our history.
1:36On November 11th, we will reveal an
1:38absurdly good offer.
1:40We're going to run the biggest promotion
1:43we've ever done, and many students were
1:45accepted last year using the platform.
1:48There are several updates we will be
1:50making available to you.
1:52So click the link here in the
1:54description if you're already aiming for
1:56the 2027 Enem; if you're thinking about
1:58the 2027 Enem, it will be lifetime
2:00access, the best offer of the year, and
2:03you'll have the best preparation in
2:05Brazil to guarantee your approval in the
2:072027 Enem.
2:09So guys, without further ado, enjoy the
2:11class.
2:13Remember the goal: 700 likes and 100
2:15comments so we can release the question
2:17list in our free materials group, linked
2:20in the description.
2:22Let's get started, ad-free, so you don't
2:24lose your train of thought. Hey everyone
2:27, how are you doing? It's me, Professor
2:30Juliano, your teacher here for world
2:33history. And folks, for our class today
2:36, the proposal is to work with you.
2:39Everything you need to know about world
2:41history for the Enem in 50 minutes.
2:44I will try to bring this to you—well,
2:45not try, we will get it done, damn it.
2:48I'll bring you the most important topics
2:50in these 50 minutes, how they’ve
2:51appeared on the test, and how you should
2:53think about them, right?
2:56What are the important issues we must
2:58take into consideration regarding the
3:00topics of world history in 50 minutes.
3:03All right? Come with me then to stay
3:06sharp, my people.
3:08The first thing we need to be aware of
3:11relates to the period we call antiquity
3:13, right?
3:16Antiquity is divided into two parts,
3:19then, right?
3:21We have an antiquity called Eastern
3:22antiquity, which is that super boring
3:24subject, right?
3:26Which is Mesopotamia, Hebrews,
3:28Phoenicians, Persians, and Egypt, which
3:30isn't a theme that appears much, right?
3:32Just knowing that these civilizations
3:34exist is enough. Uh, and then we have
3:37what is known as classical antiquity,
3:39which is Greece and Rome, right? Here we
3:42already have an issue. What issue? That
3:44we define the history of European
3:47antiquity as classical, right? So, we
3:50have two civilizations here that we
3:53study and call them classical.
3:55From this alone, we already have a
3:57Eurocentric perspective, right?
4:01So this is an element that is a skill
4:03important for you to be attentive to,
4:05right, which is this gaze, this critical
4:07look that we must have regarding the
4:08construction of historical knowledge,
4:10right?
4:12Because the history called classical is
4:13the history of Europe and the rest is
4:15not.
4:15So you have a stance regarding what to
4:18select, right? Of what historians select
4:21as being the classic, as being the
4:22traditional, as being the most important
4:24.
4:26And so, uh, starting from this intention
4:28, from this idea, right, of knowing that
4:30this is a classical period, uh, and
4:32understanding that it is a Eurocentric
4:35view, we then begin to talk about Greece
4:37and Rome.
4:39All right, folks? Ancient Greece, or as
4:42I prefer to call it, the Greek world in
4:44antiquity, as you saw in class, uh, is
4:46divided into five periods, remember?
4:48Pre-Homeric, Homeric, Archaic, Classical
4:50, and Hellenistic periods. Five periods
4:53of this civilization.
4:54And of these five periods, there are
4:57some subjects, right, that are more
4:59important, mainly from the period we
5:02will have there, the Archaic period,
5:04which is the period of development and
5:06the emergence of city-states. Remember
5:09that, right? So you have to know the
5:11characteristics of the city-state.
5:14So, knowing what a polis is, right,
5:16which is an autonomous administrative
5:18unit.
5:20One factor that kept these cities very
5:23separated from one another was, uh, due
5:26to the geography, right?
5:28So, mountainous terrain and a jagged
5:31coastline meant that cities became more
5:33isolated from each other, right?
5:36And so these city-states, remember, each
5:39one had its own form of government, its
5:41own specific social issues, right?
5:45And the two main city-states we have
5:47here from this period of antiquity and
5:50Greece are the city-state of Athens and
5:53the city-state of Sparta, right?
5:56Knowing, therefore, that in Athens,
5:58understanding that Enem questions now
6:00have these testlets, right?
6:02Therefore, you might have a question
6:04presenting a long text that compares a
6:05bunch of things, and you have to answer
6:07questions from several subjects there at
6:09the same time, right?
6:10It would be a good question to cover
6:12this topic we are looking at here, right
6:13?
6:14So, uh, Athens is a city, right, that is
6:17marked by philosophy, so a question
6:19mixing those two things might appear,
6:21right?
6:22Athens is marked by the emergence of
6:24philosophy, and is marked by the form of
6:27government called democracy.
6:29Got it?
6:30And then within these issues, uh, of
6:32Athens, it's important to remember that
6:35democracy emerges in a specific context
6:37, which is a 5 th-century context, right
6:40?
6:41Which is a context then where, before
6:43democracy arises, we have in Athens,
6:45right?
6:46First you have a monarchy, then you have
6:49an oligarchy, then you have,
6:51subsequently, a democracy.
6:53So, remember that we have the reformers
6:55, Draco, who is the one who records the
6:57laws, remember that, right?
7:00And the Draconian laws, which would be
7:02very authoritarian laws—it's not that he
7:04creates them, he just records these laws
7:06—Solon, who will be responsible for the
7:08end of debt slavery, a very important
7:10detail.
7:11And then Cleisthenes, right, Cleisthenes
7:13, who is the guy responsible for
7:15building the concept of citizenship. And
7:17here we already have an important point
7:19, right? The comparisons between the
7:23pardon, the work done by Cleisthenes,
7:24right? The issue of democracy in Athens
7:27, how it arises, how it develops, and
7:29the comparison between the
7:31characteristics of Athenian democracy
7:33and contemporary democracy, right? It's
7:35understanding that democracy will be
7:38demonized for more or less, let me think
7:40, um, almost 2000 years, right?
7:43It will exist in the 5th century B.C.
7:45Christ, and then it would only return
7:46with the United States in 1776, from
7:48there on, that democracy began to exist
7:50again.
7:51So, democracy as a mechanism of
7:53government, and as a value too, which is
7:55an important detail we have to keep in
7:57mind, right?
7:58So you always have to remember, watch
8:00out for anachronisms, right? Remember
8:02that anachronism is the great sin in
8:04history, right? Judging the past through
8:06the eyes of the present. "Oh, because
8:07they weren't democratic," no.
8:09They were democratic, but for them,
8:11democracy meant that, right?
8:13Remember, it's a very restricted
8:14democracy.
8:15It is a democracy marked by an extremely
8:18restricted concept of citizenship.
8:20Who was a citizen in Athens, remember?
8:22A free man, of legal age, son of
8:25Athenian parents, born in Athens.
8:28If he didn't fit all these criteria here
8:31, he wouldn't be considered a citizen,
8:33therefore he wouldn't participate in the
8:36Polis 'decisions, OK?
8:40And that is a very restricted democracy
8:41, right? We can't deny it, but it is a
8:43democracy; it's different from any other
8:45form of government that existed there.
8:47So, in this context.
8:48And then, along with that, understanding
8:51that democracy there is a direct
8:53democracy, right? We live in a democracy
8:56that is indirect.
8:57Indirect democracy is marked by indirect
9:00elections where people choose
9:02representatives who make the decisions.
9:04Here, democracy is not just a system for
9:07choosing who will govern; it is a way of
9:09life, it is democratic life, it is life
9:11in the polis.
9:13That's why Aristotle will say that human
9:15beings are the "zoon politikon," that
9:16the human being is the political animal
9:18, right?
9:20So, uh
9:22life in the city, participating in city
9:25issues, discussing democracy—that is
9:27also why philosophy emerges, right?
9:30First the pre-Socratics, but here in
9:31this context, the ones who become
9:33popular are the Sophists, remember?
9:35And the drama that will happen later
9:36with Socrates and Plato further on
9:38regarding the Sophists.
9:40Well, and then in Sparta, a city-state
9:43marked, right, by militarism, don't
9:45forget that, therefore, what we need to
9:47stay aware of, marked by militarism.
9:51An important detail, right, that
9:53citizenship in Sparta is different from
9:54Athens, and we have a point about women
9:56that is important to remember, which is
9:58that women have
10:01political participation in Sparta, right
10:03? Women, when the men went off to war,
10:05right?
10:06You had women assuming government
10:08positions, something that didn't happen
10:10in Athens. Got it?
10:12Let's go over a quick question with you
10:14all here.
10:15The sovereignty of citizens endowed with
10:17full rights was essential for the
10:20existence of the city-state.
10:23According to the political regimes, the
10:24proportion of these citizens in relation
10:26to the total population of free men
10:28could vary greatly, being quite small in
10:30aristocracies and oligarchies and larger
10:31in democracies.
10:34In the city-states of antiquity, the
10:36proportion of citizens described in the
10:39text is explained by the adoption of the
10:41following criterion for political
10:44participation.
10:46Letter A, control of the land. Letter B
10:48, freedom of worship. Letter C, gender
10:51equality. Letter D, exclusion of the
10:54military. Letter E, requirement of
10:57literacy. Requirement of literacy, no,
11:00right? That's Brazil during the First
11:03Republic. Exclusion of the military, no
11:05.
11:05Gender equality, women didn't
11:07participate. Freedom of worship, but
11:09when was worship being persecuted, right
11:12?
11:12The criterion for political
11:14participation is that you have freedom
11:16of worship, control of the land. If you
11:18were a landowner, you would participate
11:20in democratic decisions, depending on
11:22each civilization that appeared in that
11:24context. Got it? Let's move on now. Got
11:27it? So, understanding Greece, what we
11:29saw here is the most important thing for
11:31us to remember. Cool. Let's move on so
11:33we can talk a little bit about Rome.
11:35Ancient Rome, guys, remember?
11:37Three periods, a context where we have
11:39an ascent, eh, the same stages as Star
11:41Wars, don't forget that, right.
11:43UERJ has already asked some questions
11:45comparing the Roman Empire, the Roman
11:48Republic, and the Roman monarchy to the
11:50sequence of movies and series in Star
11:52Wars, right, and understanding that Rome
11:54is a civilization marked first by Greek
11:56colonization, right?
11:58The Greeks founded Rome.
12:01That's why the monarchy, eh, not the
12:03monarchy, Roman mythology is so similar
12:06to Greek mythology.
12:09And here then, guys, we have three
12:10stages, right?
12:12From here, the most important are from
12:14the Republic onwards. Oh, one detail
12:16that I didn't end up mentioning to you
12:18here about Greece, folks, sorry, is that
12:20we have the Greek wars during the
12:22classical period, right?
12:24So we have the Persian Wars between
12:26Greeks and Persians and then the
12:27Peloponnesian War.
12:29Don't forget that. Then the last phase
12:32of Greek history, the Hellenistic period
12:34, Alexander the Great, right?
12:35Dissemination of Hellenistic culture and
12:37the formation of a centralized empire,
12:39ending the segregation and division in
12:41the poleis, right?
12:43Back to Rome, so here it is: of these
12:46three periods, the republic and empire
12:48are the most important, right? The Roman
12:51Republic is very important for us to
12:53remember a few things.
12:55First, remember that during the monarchy
12:57, our society was governed by an
12:59Etruscan king, right? In Roman society,
13:02we had patricians, plebeians, clients,
13:05and slaves, right?
13:08And only the patricians at this moment
13:10we're looking at, towards the end, only
13:12the patricians—no, the king took all the
13:15decisions, right, in the monarchy.
13:18Then the patricians organized and
13:20removed this king because he was being
13:21too authoritarian, Tarquin the Proud.
13:23Then we have the republic, the "res
13:25publica," the public affair, right? So
13:27you have more people participating in
13:30political decisions within Rome, taking
13:32on government positions in Rome.
13:35What is going to happen in this context
13:38?
13:39Always remember that we had only the
13:41patricians taking on magistracy
13:44positions here, okay?
13:46In the monarchy, the one who governs is
13:48a king. And in the republic, who governs
13:49? It depends. The Roman Republic was
13:52governed by magistrates.
13:55But the magistrates at the top were the
13:58so-called consuls, okay?
14:02And the magistracies were only held by
14:04those who were citizens, which were the
14:06patricians.
14:08And then the wealthy plebeians began to
14:10demand political participation, okay?
14:13Remember, both Greece and Rome are
14:15civilizations marked by a slave-based
14:18mode of production, where slavery
14:21predominated in these societies.
14:25First in two forms, debt and war, and
14:27later debt slavery ended, leaving only
14:30war slavery, okay?
14:32And during the context of the Republic,
14:34we have the famous plebeian conquests,
14:36okay? The plebeians withdrew from the
14:39city to stage the first, or one of the
14:41first, strikes of all time, okay? And
14:43they only returned to Rome understanding
14:45that Rome in this context is what?
14:46Remember? A small city north of the
14:49Tiber River.
14:50Got it? And so, these plebeians withdrew
14:53, went to the mountains, and there they
14:55would gain rights. First right, the
14:58right to the Tribune of the Plebs, right
15:00? So you have a Tribune of the Plebs who
15:02will represent them in discussions and
15:03assemblies.
15:05We also have the implementation of the
15:07Law of the Twelve Tables, okay?
15:09The first time that Roman laws were
15:11written down. This is quite important
15:13and significant for us to remember.
15:15Then, after nearly 100 years of these
15:18initial conquests, we finally have the
15:21demands of the poor plebeians, right?
15:25The rich wanted the magistracies, what
15:27did the poor plebeians want? The end of
15:29debt slavery.
15:31They wanted an end to debt slavery and
15:33would achieve it after a long time of
15:34struggle and conquest. This is a key to
15:36understanding the Enem exam, right?
15:38Social movements as being responsible
15:41for the conquest, for the achievement of
15:44rights, okay?
15:45Then you have the end of debt slavery.
15:47When debt slavery ends, only slavery of
15:50prisoners of war remains. What will that
15:53mean? That for them to have enslaved
15:55people, they will have to be constantly
15:57at war. And this leads to territorial
16:00expansion. This expansion is divided
16:02into two parts. Remember that? First, an
16:04internal expansion. In other words, Rome
16:06, in this context, Rome was just this
16:08little city here. Then Rome will
16:10dominate the entire Italian peninsula.
16:12This is internal expansion, okay?
16:15And then later we have a context,
16:17external expansion that comes over here
16:18.
16:20This external expansion will be marked
16:22by conflicts against the Carthaginians,
16:24right?
16:26The so-called Punic Wars, difficult wars
16:28that the Romans faced against the
16:30Carthaginians, right?
16:32And with General Hannibal, being an
16:34always very important general. And then
16:37what will happen? Remember they manage
16:39to win, right? The Romans win and then
16:42there are no more enemies for them. And
16:43then they dominate the Mediterranean Sea
16:45as a whole. And then the Mediterranean
16:47Sea will be, they will say the sea is
16:49ours, right? The sea is Mare Nostrum in
16:51Latin. So they dominate this sea.
16:54All the lands that existed on the shores
16:57of the Mediterranean Sea were lands
16:59belonging to the Roman Republic, okay?
17:02And then remember the following question
17:04, the problems we will have here next
17:05will be the following.
17:07If the initial goal they had was to
17:09expand, to wage war to get slaves, what
17:12will happen now that Rome has dominated
17:15all of this? The number of enslaved
17:17people will increase substantially,
17:19right?
17:20And this number of slaves increasing in
17:22this whole way that we are working on
17:24here, will, therefore, cause the
17:26following issue to happen.
17:28It will cause the poor plebeians to
17:31become unemployed. Why?
17:34Because there will be a lot of slaves,
17:35folks. There will be so many slaves here
17:38in this civilization that it will be
17:40cheaper to buy a slave than to put a
17:42plebeian to work.
17:43Then the plebeians are left without a
17:45role in this society and these plebeians
17:47begin to lose their properties because
17:49they cannot compete with the large
17:51landowners, okay? And a process of rural
17:53exodus happens, leaving the countryside
17:54, going to the city. Social problems in
17:56Rome begin to gain strength more and
17:58more. Then arrive the tribunes of the
18:00plebs. Remember them? Tiberius and Gaius
18:03Gracchus.
18:04Tiberius Gracchus proposes agrarian
18:06reform, right? And will be killed by the
18:09senators. Don't forget, the Senate is
18:10the most important institution of power
18:12that existed in ancient Rome.
18:14Then later, right, a little while after
18:16, his brother, Gaius Gracchus, will also
18:18propose similar things.
18:19Understand, an agrarian reform was never
18:21actually carried out, only the proposals
18:23for agrarian reform that happened in
18:25this context we're working on here, okay
18:26?
18:28Gaius Gracchus will be killed by the
18:29senators, okay?
18:31And then after that we arrive at the
18:33context of the triumvirates, right?
18:35First triumvirate, second triumvirate,
18:37and Octavian Augustus starts the empire
18:39and we arrive at the Roman Empire
18:40starting from the year 27 BC. Christ,
18:42the Roman Empire begins with Octavian
18:45Augustus, right?
18:46Then we have the establishment of the
18:48Pax Romana, the decrease in territorial
18:50expansion, and the Christian religion
18:52emerges during this context, right?
18:54Christianity emerges in this era, and
18:56regarding the emergence of Christianity
18:58, it's good to remember that in its
19:00stages, at first Christianity was
19:01heavily persecuted, right? Later,
19:03Christianity becomes an accepted
19:05religion in 313.
19:06And then later, Christianity will become
19:09the official religion of the Roman
19:12Empire, okay?
19:13Then the Roman Empire enters into crisis
19:15and we have the beginning of a new
19:17period of history called the Middle Ages
19:18.
19:19Got it? Here is the image we have,
19:22therefore, this map of the Roman Empire
19:24as a whole at its maximum territorial
19:27extent, okay?
19:28Let's go, guys.
19:30Indeed, until the destruction of
19:32Carthage, the people and the Roman
19:34Senate governed the republic in harmony
19:36and without passion.
19:39And there was no place among the
19:41citizens for a struggle for glory or
19:42domination. The fear of the enemy kept
19:45the city in the fulfillment of duty.
19:49But as soon as the fear disappeared from
19:51their minds, the evils for which
19:52prosperity has a predilection were
19:54introduced. That is, debauchery and
19:57pride. Look how cool this text is, right
19:59? What is he saying? That while they
20:01were at war, the people were united.
20:06There was no passion, there weren't,
20:08there were no individual interests.
20:11They fought for the city.
20:12From the moment there is no longer an
20:14enemy, then other problems begin, right
20:16? The problems referring to debauchery
20:19and pride begin.
20:20The historical event, what is the
20:22historical event, right? The Punic Wars
20:24, the victory in the Punic Wars, right?
20:27The historical event mentioned in the
20:29text by Sallust, dated 1 BC. Christ,
20:31maintained correspondence with the
20:34process of demarcation of public lands,
20:36imposition of debt slavery.
20:39Look at this, guys. Demarcation of
20:41public land. Public land. What do you
20:43mean public land?
20:46Imposition of debt slavery. Man, debt
20:48slavery already ended earlier with the
20:50Tribunes of the Plebs, man. False. That
20:52has nothing to do with it, little
20:53brother. Restriction of citizenship by
20:55kinship.
20:57What is being described here?
20:59What does that have to do with the
21:01restriction of citizenship by kinship?
21:03This is talking about the Punic Wars.
21:05False.
21:07Restoration of ancestral institutions.
21:11Expansion of extra-peninsular borders.
21:13Yes.
21:14What do you mean?
21:16Extra-peninsular.
21:18Borders that are beyond the Italian
21:20peninsula, for example, the region here
21:22where they come into contact, conflict
21:24against Carthage.
21:27In other words, it's talking about the
21:29consequence after the Punic Wars, what
21:30happens due to the expansion of
21:32extra-peninsular borders.
21:34Got it?
21:35Well, so, folks, we leave this context
21:38of antiquity and enter the period called
21:42the Middle Ages, right?
21:44The Middle Ages, guys, first of all, the
21:47concept of the Middle Ages is very
21:49important for us to remember, okay?
21:52I'm trying to adjust my chair here. So,
21:53the concept of the Middle Ages,
21:55understanding who created the concept of
21:57the Middle Ages, don't forget, right? It
21:59was the Renaissance thinkers to say that
22:02the period from the fall of Rome to the
22:0414th century was a dark age, right?
22:07Where no intellectual development or
22:08anything like that happened.
22:11And, therefore, it was a dark period.
22:13Right, an age that would be "middle."
22:15And then there are definitions of the
22:17Middle Ages, other thinkers, like Le
22:18Goff, for example, who will say that the
22:20Middle Ages extends until the 16th
22:21century, 10th century, okay?
22:23And anyway.
22:26And then this Middle Age will be divided
22:28, therefore, don't forget, right?
22:31We have the Middle Ages dividing into
22:33two main parts, not just these two.
22:35So, 5th century to the 15th century,
22:38peak point, 10th century.
22:41So here we have, right, the division and
22:44then that traditional drawing from your
22:46history class,
22:51rise of feudalism and decline of
22:54feudalism, okay? So feudalism will be
22:57here, feudalism will reach its peak
22:59there, more or less 11th century, then
23:00it starts declining, okay?
23:03And the first phase is the Early Middle
23:05Ages, marked, therefore, by the rise of
23:07feudalism. Feudalism arises from a mix
23:10of Roman and Germanic practices, the
23:11colonate and the comitatus, right?
23:13Remember that feudalism will be
23:15understood, right, as a mode of
23:16production, right? An agrarian and
23:18self-sufficient mode of production.
23:21Work is done, therefore, in the
23:23countryside, on the ownership of the
23:24land, right? And it is self-sufficient
23:26because you produce only what, uh,
23:31you produce only what is needed to
23:32survive. It is marked, therefore, by low
23:34productivity. The economy is basically
23:37non-monetary. It's not entirely
23:39non-monetary, because money does exist,
23:41it's just not abundant, but it exists,
23:43right?
23:44And so, this feudalism is based on
23:46various social relations, isn't it?
23:49Such as, for example, first the
23:50relations of suzerainty and vassalage,
23:52which are those relations established
23:54between members of the nobility.
23:57Remember that we have the levels of this
23:59society. We have, therefore, the clergy
24:02, then we have the nobility, and then
24:04the peasants down here. The relations of
24:06suzerainty and vassalage are horizontal
24:09relations that happen only between
24:11members of the nobility, got it?
24:14And it's one noble giving a piece of
24:16land to another, the suzerain and the
24:18vassal, right?
24:20And then this noble determines a
24:22relationship later on that will be a
24:24relationship of serfdom, a vertical
24:27relationship.
24:28Therefore, that is the relationship of
24:31serfdom.
24:32Here you have a noble putting a serf to
24:34work on the land, and this serf will be
24:35tied to the land until they pay all the
24:37taxes.
24:39It was very difficult for this guy to be
24:41freed.
24:42All right? So, feudalism is an agrarian
24:44mode of production, right, based on
24:46vassalage relations and on the relation
24:48of serfdom.
24:49And this economy was also marked by a
24:52high collection of taxes, wasn't it?
24:55Taille, corvée, banalités—anyway, we
24:57must understand that during the Middle
24:59Ages we also have a very strong
25:01expansion of Christianity, right?
25:03Back during the reign of Charles, first
25:06of King Clovis, then Charlemagne, right
25:08?
25:09The ties established and strengthened
25:11between the church and the kingdoms will
25:14happen increasingly from here on, all
25:17right?
25:19Christianity, therefore, gaining much,
25:20much strength during this period that we
25:22will call the High Middle Ages, in the
25:24Late Middle Ages too, but mainly in the
25:26High, okay?
25:28Be careful, be alert for questions that
25:30may appear dealing with the theme of
25:32Islam, right?
25:35Islam always appears trying to catch you
25:37in some little prejudiced opinion, in
25:40some hidden xenophobia that you might
25:42have there, right?
25:45Islam, folks, is a religion that will be
25:47marked by tolerance. "Teacher, but I
25:49only see suicide bombers when they talk
25:51about Islam?" It's because the media
25:53only shows that, right?
25:55So we have 0.2%of Muslims being part of
25:58extremist, terrorist, fundamentalist
26:01groups, okay?
26:03The rest, the 99.8%
26:07are people who are not fundamentalists,
26:09okay?
26:10And during the Middle Ages it was like
26:12that too.
26:13So, Islam was marked by tolerance, by
26:15the perspective that Jesus is one of the
26:17prophets and that a good Muslim must
26:20know and respect the word of Jesus, okay
26:22?
26:23Uh, Islam, therefore, expanding,
26:25dominating North Africa, remember the
26:27branches of Islam, right?
26:30The Sunnis and the, don't forget that,
26:32and especially the religious tolerance
26:35that is characteristic of Muslim peoples
26:37in this context, okay?
26:40All good, folks? Late Middle Ages. What
26:42do we have that is important about the
26:45Late Middle Ages?
26:46This little image is interesting, isn't
26:48it?
26:49An image that represents the horrors of
26:52the time, right?
26:53The horrors that were perpetrated during
26:55that context.
26:57The Late Middle Ages is marked,
26:59therefore, by three factors. The first
27:01of them, the Crusades. Remember what the
27:03Crusades were? Conflicts between
27:05Christians and Muslims initially, right
27:07? Disputing Jerusalem.
27:10And then that unfolds later, right? Into
27:13eight official expeditions, plus a few
27:16unofficial ones.
27:18Of those eight official ones, two are
27:20important, the first and the fourth.
27:23In the first crusade, they reconquer
27:25Jerusalem, and the fourth crusade will
27:27be the taking of Constantinople, known
27:30as the commercial crusade, a crusade
27:32carried out by the Genoese and Venetians
27:34, okay?
27:35The Crusades represent the military
27:38conflict, evidently, between Christians
27:40and Muslims. But beyond that, they also
27:43represent, the Crusades also represent
27:46cultural contact, right, the cultural
27:49exchanges between these peoples, okay?
27:52So, Christians and Muslims sharing
27:54knowledge, art, literature, in that era
27:58. Alright?
27:59Well, another topic here, commercial and
28:02urban revivals. Here, remember that we
28:04have the emergence of a social class,
28:06which will be who? The bourgeoisie,
28:08right? The emergence of cities, again,
28:10resurgence, right?
28:12Ah, commerce returning to have strength
28:14, importance there. And that's it.
28:16Crisis of the 14th century, right?
28:19The Enem once asked a question that
28:20there would be a fifth horseman of the
28:22apocalypse, right?
28:24Here we have the four: famine, plague,
28:26wars, and revolts, right? What would the
28:28fifth one be? Remember? Have you done
28:30this question? A question with Professor
28:32Leandro Rust from the University of
28:33Brasília.
28:35The fifth horseman of the apocalypse
28:36would be, it's right there, it's in the
28:37image here, look. It's catching fire,
28:39look. It would be the fires, right? So,
28:42here we have famine, here plague, here
28:44war, and here revolts. All present here
28:47in this single image, okay?
28:49Famine derived from the deforestation in
28:51the context of the previous class, okay
28:53?
28:54Plague marked by the high number of
28:56people who will die from this disease in
28:59European territory, right?
29:02Reaching about 1/3, as it is determined
29:04, but that is an exaggeration, right?
29:05Because there's no way for us to know
29:07exactly if it's 1/3, since there's no
29:08way to know how many people existed in
29:10total, right? What we do know is that a
29:12lot of people died, okay? The origin of
29:14the disease is Asian. It reaches Europe
29:16due to commercial contacts established
29:18at other times with Asia, right? And a
29:21lot of people are going to die. Why?
29:23A lot of people died because they were
29:25living together inside the burghs, right
29:27? Where the bourgeoisie emerged. So, the
29:29burghs were very cramped places, with
29:31many people living together. If one
29:32person gets the disease, they pass it to
29:34another, who passes it to another, who
29:35passes it to another. And so, that's why
29:37you have an epidemic happening there.
29:39It's not a pandemic, because there was
29:41no contact with the entire world at the
29:43time. Wars, mainly the Hundred Years'
29:45War, right? And revolts. Why revolts?
29:49If the plague killed 1/3 of the European
29:51population, and the European population
29:53was mostly composed of serfs, this group
29:55down here, who is going to die the most
29:56?
29:57The serfs, man, this group here. And
29:59these are the guys here, right? The ones
30:01here, look. The laboratores here, right
30:04?
30:05The oratores, the bellatores, and the
30:07laboratores, the workers, this society
30:08of orders, right?
30:12If 1/3 die, if you had 30 serfs on a
30:14fief, of those 30 serfs we had there,
30:171/3 will die.
30:20How much will that be here?
30:22You have 30, 1/3 died, 10 died, so we
30:25have 20 serfs left.
30:28These 20 remaining serfs will have to
30:31pay feudal taxes as if they were 30.
30:36These guys will start to refuse, and
30:38that is where the so-called jacqueries
30:39arise, the great peasant revolts in
30:41Europe in this context. Cool. Let's go.
30:45Since the 11th century, Western
30:46Christendom was stirred by the challenge
30:49posed by secular culture, that of
30:51chivalric romances, but also the folk
30:53culture of the peasants and equally that
30:55of the townspeople of a more legalistic
30:57nature.
30:58Ecclesiastical culture, whose vehicle
31:00was Latin.
31:02Francis of Assisi came to change the
31:04situation, proposing to his listeners a
31:06message accessible to all and
31:08simultaneously ennobling the vernacular
31:09language through its use in religion.
31:12Look how interesting, right?
31:15The behavior of this religious figure
31:17demonstrates a concern with the
31:19characteristics assumed by the church
31:22and with social inequalities shared in
31:24his time by feudal lords, heretical
31:26movements, members of the crusades,
31:29craft guilds, and medieval universities
31:31.
31:32So, what will we have here determining,
31:35therefore, as correct in these, uh,
31:38these alternatives that we have here? So
31:41, what can we understand as being the
31:44correct alternative? Look, what is it
31:47saying up here?
31:49About a way of acting of Francis of
31:50Assisi, right?
31:52The religious man's behavior shows a
31:54concern for the characteristics assumed
31:56by the church and the social
31:57inequalities shared in his time.
32:00Who shares these understandings, these
32:03conceptions of critique of social
32:05inequalities?
32:07The feudal lords, the feudal lords
32:08aren't the least bit concerned about
32:10that. Heretical movements, heretical
32:12movements, heretical movements were
32:14movements that were movements of
32:15heretics, right, from within the church
32:18. Members of the crusades, no. Trade
32:20guilds, medieval universities, no.
32:22Heretical movements are then the
32:24movements from within the church itself
32:26that were concerned with social issues.
32:29Right, my people? We have arrived then
32:32at the modern world, in the modern world
32:34, right? Or the modern era, as more
32:37recent historians say, right? And we
32:41have here the case, this book that came
32:43out a little while ago, eh, called The
32:46Modern Era, right? Made by great
32:48historians from all over Brazil, dealing
32:50with this new era that we have here. So
32:53, from this point, okay, people? The
32:56modern world will be marked, right?
32:58First, the modern world is one thing,
33:00the modern age is another. We combine
33:01the two things sometimes here, right?
33:03The modern world is marked.
33:05So, first point, eh, first what puts an
33:08end to it here, right?
33:10It's the end of the Hundred Years 'War
33:12in this context we have and also the
33:14fall of Constantinople, which happens in
33:15the same year.
33:17However, some historians place the year
33:201492, which will be the year of
33:21Christopher Columbus's arrival in the
33:24Americas. Here is a context of the
33:26modern world, right? Context marked by
33:28the Renaissance, right? The scientific
33:30and cultural renaissance that we have
33:31here bringing, right? By the valuation
33:34of reason, starting this here, right?
33:37By the values we will have of
33:38rationalism, of individualism, remember
33:40that?
33:41The values also linked to the
33:43heliocentrism, right, and no longer to
33:46geocentrism, okay?
33:49Eh, the great thinkers and names of the
33:51arts there of this context and also the
33:53critique made to the previous period,
33:54okay?
33:56Eh, along with all this, we have the
33:58European maritime expansion with the
34:00commercial intention of reaching the
34:02Indies, but connecting new worlds from
34:04this moment on, okay?
34:06And what about the Protestant
34:07Reformation, people? The Protestant
34:09Reformation having three main branches,
34:11remember what they are? Lutheranism,
34:14right? Then Calvinism and Anglicanism.
34:17Calvin, 1517, his 95 theses criticizing
34:20the church, right?
34:21forming a new Christianity.
34:24Therefore, Calvin with his idea of
34:26divine predestination and Anglicanism,
34:28marked by Henry VIII, who wanted to
34:30separate from his wife and all that, but
34:32also wanted to increase his power and
34:34expel the Catholic Church from his
34:36territories, okay?
34:39Along with all this, remember that we
34:41have a context of great transformations
34:43in Europe initiated by the Glorious
34:45Revolution, right?
34:47The ENEM once had a question that
34:49demanded perspectives on this revolution
34:51with two texts there that compared the
34:52revolution, okay?
34:54The Glorious Revolution is a movement
34:56marked by the Bill of Rights, right? The
34:59Bill of Rights, which will be a moment
35:01there where you have, right, the
35:03Puritans beheading Charles I, okay?
35:06And inaugurating a republic.
35:08The only phase in England's history that
35:10will be a republic is during Cromwell's
35:12Republic, right?
35:13Oliver Cromwell takes power after
35:15killing, then, eh, he kills Charles I
35:17and takes over.
35:18And here the bourgeoisie is inaugurated
35:20in power.
35:22So, here we have the beginning of a
35:23world in which the bourgeoisie will
35:25start to take political power more and
35:26more.
35:27Then we reach, therefore, the
35:29Enlightenment, right?
35:31The characteristics that will develop
35:33from Enlightenment thought and
35:35philosophy, appreciation of reason,
35:37right? Belief in human perfectibility,
35:39the idea that the human being can be
35:41better and better, right?
35:43And the various thinkers, Rousseau, Kant
35:46, right? Baron de Montesquieu, the
35:49Marquis de Condorcet, and so many others
35:52, right?
35:53And the ENEM asked a while ago a
35:55question that was a comparison of the
35:57economic perspectives of mercantilism
35:59and liberalism, right?
36:01Mercantilism marked, therefore, by
36:03bullionism, colonialism, a favorable
36:06trade balance, economic protectionism,
36:08and state interventionism, right?
36:11And liberalism being the opposite,
36:13marked, therefore, by non-intervention
36:15of the state, having as one of its
36:17defining thinkers back then Adam Smith,
36:18right?
36:20Although it is somewhat misguided for us
36:22to say this, but correct, okay? Then the
36:25Enlightenment thinkers criticizing the
36:27Old Regime, remember? Three
36:28characteristics of the Old Regime:
36:30absolute monarchy, social hierarchy, and
36:32mercantilism. The Enlightenment thinkers
36:35criticize this society, these structures
36:36, okay? And from this emerges later, in
36:39sequence, the French Revolution,
36:40inaugurating the contemporary world,
36:42okay?
36:43And during the French Revolution, the
36:44famous Declaration of the Rights of Man
36:46and of the Citizen is signed, which is a
36:48document that will determine the
36:49equality of citizens, right? They are no
36:52longer subjects of the king, okay? But
36:54rather citizens. Everyone is equal
36:56before the law from this moment that we
36:58will be looking at here. Cool. Well,
37:01let's do a little question that
37:02addresses this context we have there.
37:05So, okay, let's do this Habermas
37:08question that we can use as a history
37:10question.
37:12Salons in the context of the
37:13Enlightenment, right?
37:15Uh, investigations into a category of
37:17bourgeois society, structural
37:19transformation of the public sphere.
37:21This book is wonderful, isn't it? Salons
37:23allowed Enlightenment-era writers to
37:26enter the universe of the powerful.
37:28Figures like Voltaire and others
37:31cultivated their peers and took
37:33advantage of the mobility offered by the
37:36Ancien Régime's social order, joining
37:39the elite.
37:41In the final decades of the Ancien
37:43Régime, it increasingly became the
37:45stronghold of high Enlightenment
37:47philosophers, who left the cafés to the
37:49lower literary types.
37:52In effect, the cafés constituted the
37:55logical antithesis of the salons.
37:58They were open to everyone, just a step
37:59away from the street.
38:02As it is possible to observe, salons and
38:04cafés constitute interesting
38:05institutions of the literary public
38:07space, through which it is possible to
38:09glimpse the social bases upon which the
38:11high and low Enlightenment rested.
38:13In other words, what is Habermas talking
38:15about here? About the importance of
38:17public space for the discussion of ideas
38:19, right? That you will have a space for
38:21the elites, which would be the salons,
38:23and the space for the common people,
38:24which is more accessible, which would be
38:25the cafés.
38:26Coffee as a drink, right, and also as a
38:28place, is very important for the
38:30dissemination of ideas, right? People
38:33are drinking coffee, they're excited
38:34there and such, and then they go and
38:35speak there too, it's actually true,
38:36isn't it? And so these Enlightenment
38:38ideas are discussed more in this context
38:40.
38:41In the Enlightenment period, the
38:43mentioned social spaces contributed to
38:46segregating thinkers.
38:48Did they segregate thinkers? They
38:49segregated in a way those who were part
38:51of the high and those who were part of
38:53the low Enlightenment and increased the
38:55circulation of ideas. Yes, this here is
38:57reasonable. Supporting revolutionaries
39:00and persecuting the local nobility. No,
39:01it's not saying anything like that there
39:03, is it?
39:04Rejecting poets and prohibiting the
39:06entry of women. Uh-uh.
39:08Censoring columnists and curbing
39:10editorial patronage. Integrating artists
39:12and expanding urban trade. That has
39:13nothing to do with it. The correct
39:15alternative, therefore, is letter A. All
39:17good, people? And here is the thing, are
39:20you enjoying our class? Are you enjoying
39:22what we have been working on so far? So
39:24, all of our content that we've been
39:25working on so far, in the most detailed
39:27way possible, is for you to remember
39:28everything so you can ace your exam and
39:30do as well as possible on your Enem test
39:31, right?
39:33And so I tell you that your place is
39:35here with us at Protocolo Enem, man. Are
39:37you enjoying the class? There's no
39:39reason not to come study with us if you
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39:42philosophy, and sociology courses, right
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39:45And here's the thing: scan this QR code
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39:50beginning, okay?
39:51And join our WhatsApp group, okay?
39:55You're going to scan it, so grab your
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39:58all right?
40:00Because, hey, join our group, and on
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40:09Do you want to prepare for 2027 and
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40:13This is the moment, okay? Scan this QR
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40:22Scan the QR code and guarantee your spot
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40:31I wouldn't risk it, because you know the
40:33quality of our classes here, don't you,
40:35guys?
40:37Next, here we have the last period of
40:39history, which also has a gigantic
40:42amount of subjects, which is what we
40:44call the contemporary age.
40:47What is the contemporary age? It is what
40:49comes from the process of the French
40:51Revolution of 1789,
40:53right? Remember that the revolution was
40:55from '89 to '99?
40:56The contemporary world is inaugurated
40:58from that moment on, right?
41:00Then we have Napoleon Bonaparte.
41:03Napoleon Bonaparte leaves power in 1815
41:05.
41:06What is going to happen? We have the
41:08return of the kings, right?
41:11We have a restoration of the old regime
41:13that will extend until when?
41:15Until what is here in the image, 1830,
41:17right?
41:18Back in 1830, therefore, we have the
41:20July Days, which will be a revolutionary
41:22movement that will initially take over
41:24France, then spreading in the following
41:26years throughout Europe as a whole,
41:28right?
41:30criticizing political centralization,
41:32criticizing monarchical absolutism above
41:34anything else, okay? So, we are already
41:37talking here about the 19th century,
41:39right? The 19th century is a century in
41:41which the world is becoming increasingly
41:43bourgeois, it is a century in which the
41:46world is also becoming increasingly
41:48urban. What allows the world to become
41:51more urban is the phenomenon of
41:53industrial revolutions, you know?
41:57Remember that we have phases of this
41:58revolutionary process. A first phase, a
42:01second and a third, up to a fourth,
42:02maybe a fifth in geography, people are
42:04already talking about that, right? So, a
42:06first phase from 1760 to 1860.
42:11Then a second phase from 1860 to '45 and
42:13a third phase from '45 to the 90s,
42:15looking further ahead, okay?
42:20Understand that the important points
42:22here that exams cover are related to
42:23workers' rights movements, right, to
42:25social rights, to understanding that the
42:27emergence of new machines will generate
42:29some protests from the people.
42:32Then emerges, for example, the Luddite
42:34movement, right? This is a topic you
42:36need to pay attention to in history
42:38questions, right?
42:40The emergence of labor movements, right
42:43? Gaining a lot of strength in this
42:45context.
42:47And so, folks, remember that in the 19th
42:49century we will have the development of
42:51the Second Industrial Revolution and
42:53along with it, the actions of
42:55imperialism, right?
42:57European countries invading Africa and
42:59Asia with that discourse, right, of
43:01bringing progress, right, that discourse
43:04of the white man's burden, right, that
43:06they would be bringing progress,
43:08therefore having a moral justification
43:10to invade Africa and Asia, massacre
43:13people, right, enslave and kill people
43:15in droves in that context, which is
43:17absurd, right?
43:20Uh, and then the imperialist disputes
43:22that will unfold from then on also in
43:25this context, okay?
43:27Then we reach the beginning of the 20th
43:28century.
43:29Beginning of the 20th century, we have
43:31some important subjects there. The first
43:34of them, for sure, will be the Russian
43:36Revolution, right?
43:39First starting in 1905, then culminating
43:41, right, in February of '17 and October
43:43later in '17.
43:45Menshevik Revolution, then a revolution
43:47that we will call a Bolshevik revolution
43:49. The Bolshevik socialists taking power
43:52, okay? Along with that, we have the
43:55First World War from '14 to '18, okay?
43:57Here beginning the start of a decline of
43:59the great European empires that will be
44:02toppled in '45 with the end of the
44:04Second World War, right?
44:07What we will call, therefore, the age of
44:09catastrophe, because we have the First
44:11World War, then we have a very serious
44:12crisis of '29 and then the Second World
44:14War, right?
44:16So, after the First World War, remember
44:19, we have the rise of totalitarianism,
44:21right?
44:22Fascism and Nazism developing there,
44:24gaining more and more strength in that
44:26context, okay? Nationalist rhetoric
44:29gaining strength that, uh, the German
44:31people were superior to others, the
44:33Italian people were superior to the rest
44:35. This happening there in an important
44:37context of the 1929 crisis as well.
44:40Don't forget the crisis, don't forget
44:41the resolution of the crisis, which is
44:43through the New Deal, right?
44:45Then in 1939, what do we have in '39?
44:48We have in '39 the beginning of the
44:50Second World War. And then we have the
44:53end of an era called the age of empires
44:56in '45 and the beginning of a new
44:58geopolitical era that will be a
45:01bipolarized order, okay?
45:03A very important point in the Cold War
45:05context, we have in the year 1948
45:09the emergence of the UN, right? And the
45:12UN will implement the Declaration of
45:14Human Rights, which is inspired by the
45:16Declaration of the Rights of Man and of
45:18the Citizen back in the French
45:20Revolution process, okay?
45:22Here the fight for human rights,
45:24spreading, gaining strength, right?
45:26Fighting for these rights. And of course
45:28, the Cold War context is to remember
45:30the space race, but it's also to
45:32remember the Afro-Asian decolonization,
45:34right?
45:35Because the imperialist powers that
45:37colonized, now after the Second World
45:39War, are the countries that were
45:41defeated, of course, with the exception
45:43, evidently, of the United States, which
45:45will become an economic power in this
45:47period.
45:48Got it?
45:50And then, folks, uh, in the Cold War
45:52context, it doesn't hurt to remember,
45:53actually, you can't even forget, right,
45:55that the Cold War is a bipolar world,
45:57it's the United States against the
45:58Soviet Union, capitalism against
45:59socialism, okay?
46:02And then these countries inciting
46:03conflicts spread around the world, right
46:05?
46:07Be it, for example, in the Algerian war
46:09, be it in the independence of India, be
46:11it in the independence of South Africa,
46:14or even in the independence of Angola,
46:16Mozambique, Guinea-Bissau, São Tomé and
46:18Príncipe, uh, of Afghanistan, right?
46:22The war that we also have, the Vietnam
46:24War, and then reaching the end there
46:26with the contexts that we have of the
46:28end of the Soviet Union with Glasnost
46:31and Perestroika, right?
46:33I don't remember if I gave you one more
46:35detail about this here, but I don't
46:36think so. And then after all that,
46:38reaching the world of globalization and
46:40marked by neoliberalism, but you see
46:42these issues much more in geography, so
46:45I won't dwell on it here with you. It's
46:47better if we do some questions. Take a
46:50look, the Brussels Conference Act of
46:521890.
46:54So, look, it's talking about the 19th
46:56century, talking about imperialism.
46:59The powers declare that the most
47:01effective means to combat slavery in the
47:03interior of Africa are the following:
47:05the progressive organization of
47:07administrative, judicial, religious, and
47:09military services in African territories
47:12placed under the sovereignty or
47:13protectorate of civilized nations.
47:17The gradual establishment in the
47:19interior, by the powers on whom the
47:21territories depend, of strongly occupied
47:24stations, so that their protective or
47:26repressive action may be effectively
47:28felt in the territories ravaged by
47:30man-hunting.
47:31Look, at the same time they are talking
47:32, right, about criticism, about fighting
47:34slavery, they are talking in these terms
47:36, aren't they?
47:37In the context of colonization, the use
47:39of the civilizing argument presented in
47:41the text sought to legitimize the
47:43establishment of governments for the
47:45constitution of nation-states.
47:47Were they worried about building
47:48national states and countries there? No.
47:51Submission of spaces to alter the
47:53relations of production. How to alter
47:55the relations of production? So, before
47:57that, they were big industrial producers
47:58, and they weren't, were they?
48:00Delimitation of jurisdictions to block
48:02capitalist expansion is the opposite,
48:04right? Imperialism is a necessary
48:07element for the development of
48:08capitalism, okay?
48:10Defense of the continent to end
48:12continuous civil wars.
48:14Hmm, a bit complicated, right?
48:17Recognition of authority to...And now
48:19it's complicated because now everything
48:21is false, right?
48:24Which is the correct alternative in this
48:25thing? In the context of colonization,
48:27the use of the civilizing argument to
48:29enter the text sought to legitimize the
48:31establishment of governments for the
48:32constitution of nation-states.
48:34Submission of spaces to alter the
48:36relations of production.
48:38Hmm.
48:39Delimitation of jurisdictions to block
48:41capitalist expansion. This one,
48:43definitely not. Defense of the continent
48:45to end continuous civil wars.
48:481890.
48:49No. Recognition of alterity to preserve
48:53local practices.
48:55Look, of all these, maybe I have to go
48:57back to this one, right? Submission of
48:59spaces to alter the relations of
49:01production in some way. Ah, okay. It’s
49:02not modes of production, it’s relations
49:04of production. So they will submit
49:05spaces, change the ways of living in
49:07that region, submit them to the direct
49:09control of European nations, right?
49:11One more, um, a question talking
49:14specifically about 1950 and South Africa
49:17.
49:18The actions of the South African state
49:19in the 50s, as described, indicate,
49:21let's see, right? Faced with the unity
49:23and militancy of the Black population,
49:25the nationalist government decided to
49:26apply reactionary and repressive
49:28measures: prohibition of the right to
49:30assembly, police surveillance, and
49:31persecution.
49:32Dissolution of political parties,
49:34torture, house arrest, incarceration of
49:36militants. Look, remember that South
49:38Africa will go through a context of
49:40apartheid, okay? And that is what it
49:41will be talking about. The actions of
49:43the South African state, as described in
49:46the text, indicate that its leaders
49:48sought, the white leaders, sought to
49:50block the violent demonstrations of the
49:53Boers. No, the Boers were the Dutch.
49:55That's false.
49:59Comply with
50:02international legal provisions?
50:04Evidently not. This is not following
50:07human rights, right?
50:08suppress active dissident organizations
50:11.
50:11Certainly they wanted to end dissidents
50:14, that is, the groups critical of
50:16apartheid, to foment ethnic divisions,
50:18not to lure native tribal leaders, that
50:21has nothing to do with it, right?
50:23That has nothing to do with it. Let's do
50:25one more question and then we'll wrap up
50:27. The first half of the 20th century was
50:29marked by conflicts and processes that
50:31inscribed it as one of the most violent
50:33periods in human history.
50:35Among the main factors that were at the
50:37origin of the conflicts that occurred
50:38during the first half of the 20th
50:40century, the First and Second World Wars
50:42, are the crisis of colonialism, yes,
50:43the rise of nationalism and
50:45totalitarianism. It could be the
50:46weakening of the British Empire. Did the
50:49weakening of the British Empire start
50:51the wars? No, the First World War will
50:53not happen because of that. The nuclear
50:54arms race either. This is the Cold War,
50:56right? False. The British decline, the
50:58failure of the League of Nations, and
50:59the Cuban Revolution. Man, the Cuban
51:01Revolution is from '59, right? It's not
51:02in the first half. False. Arms race,
51:05Cold War. Bolshevik Revolution,
51:07imperialism, and the unification of
51:08Germany. Hmm.
51:11The Bolshevik Revolution will not be a
51:13cause of war, right? So the problem is
51:15right here. The unification of Germany
51:18neither. So this is false. The correct
51:20alternative is letter A. And we conclude
51:21, therefore, our little class.
51:24Look, you have 50 minutes and a few
51:25seconds there, and we managed to cover
51:27everything we need from general history
51:29for your ENEM exam, right?
51:32I'm professor Juliano. A big hug to you
51:34, good studies, and see you later.

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