☰ Contents · History of Uzbekistan

Architecture, fine arts and the final review

Lessons 39–40 · 2 lessons · S. Tillaboyev, A. Zamonov. O‘zbekiston tarixi (History of Uzbekistan, second half of the 19th – early 20th century), Grade 9, 3rd edition. “Sharq” Publishing House, Tashkent, 2019
40

Conclusion. Final review

Textbook: pp. 155–156
GoalConclude the course by summarising the causes, processes and consequences of the history of 1850–1920.
New words
colony, a territory ruled by another state · mustamlakarelationship in which a state keeps internal rule but is controlled from outside · protektoratmovement of renewal and enlightenment · jadidchilikmovement for national freedom · milliy-ozodlik harakati
Explanation

According to the textbook’s conclusion, in the 18th and 19th centuries wars among the three khanates and disunity created favourable ground for the Russian Empire’s conquest; military-political disorder and the lack of far-sightedness of rulers were also causes. Historians usually add the empire’s military and technical superiority and geopolitical rivalry. In 1865 Tashkent was taken, in 1867 the Turkestan Governor-Generalship was formed, in 1868 the Emirate of Bukhara and in 1873 the Khanate of Khiva became protectorates, and in 1876 the Khanate of Kokand was abolished. Government was built on a military-administrative basis, land was declared state property, resettlement was carried out, railways were built and cotton growing expanded, while crafts struggled. Discontent appeared in the movements of 1878, 1885, 1892 and 1898 and in the uprising of 1916. At the same time Jadidism from the late 19th century (Gasprali opened the first school in Crimea in 1884) developed new-method schools, the press, theatre and literature, and took a political turn from 1917. In 1920 people’s soviet republics were declared in Bukhara and Khiva in place of the emirate and khanate. The textbook stresses that even under colonial conditions the people preserved their language, customs and culture, and also notes that factories, banks and railways came into the region.

Worked examples
The railway brought both benefit (faster trade) and harm (raw materials taken out, troops moved quickly): historical events should be assessed from both sides.
1865 → 1867 → 1868 → 1873 → 1876: each year is a stage in the change of power in the region.
Class activity

Make a general timeline of 15 key dates for 1865–1920 and divide it into three periods: conquest, colonial system, 1916–1920.

Practice
1
According to the textbook’s conclusion, what internal causes led to the conquest?
2
Write one event for each of 1865, 1867, 1868, 1873 and 1876.
3
Write two economic and two cultural consequences of the colonial period.
4
Why should a historical event be assessed on several sources and not one?