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GLOBAL HISTORY III

GLOBAL HISTORY III. CHATMAN. ENLIGHTENMENT. AIM: WHO SHOULD RULE? DO NOW (5 mins.) Is government a natural development? How did government develop? Where did the Enlightenment Philosophies look to understand the development?. Government Enlightenment/ Age of Reason Key Thinkers:

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GLOBAL HISTORY III

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  1. GLOBAL HISTORY III CHATMAN

  2. ENLIGHTENMENT AIM: WHO SHOULD RULE? • DO NOW (5 mins.) • Is government a natural development? • How did government develop? • Where did the Enlightenment Philosophies look to understand the development?

  3. Government • Enlightenment/ Age of Reason Key Thinkers: a. Thomas Hobbes – people bad b. John Locke – people good c. Voltaire – meritocracy/equality before the law d. Rousseau- rejects reason, society corrupts people. Key Ideas: a. divine right b. force theory c. evolutionary theory d. social contract theory

  4. Prior to the French Revolution Homework: Chapter 19 section 2 AIM: What challenges did France face before the Revolution? Do Now: Have you ever disobeyed your parents? What led you to challenge their authority? • What happened? What was France like in the 18th Century?-

  5. AIM: Why did the Ancient Regime fail? Do Now: What special privileges do seniors have that sophomores don’t? Is this fair? LA: Handout [French Peasants]

  6. France – 18th Century • General • France • Mosaic - Divided by language, geography, climate, custom • 1/7 – 1/5 of pop was homeless(NYC – 8 mil – 1.6 mil) • 20% lived in cities – Paris (600,000) ctr power not gov’t – need control • Economy - pre-industrial

  7. Social Order – Feudal System • First Estate - Churcha. 0.5% of population - 10% of land • Exempt from taxes • Corruption/Noble dominated • Second Estate - Nobility • 1.5% of population - 20% of land • Exempt from many taxes • Reserved positions in gov’t- Venal offices (bought and inherit king can’t fire) esp. crts • Third Estate • 98% of population - 70% of land • Pay all taxes • Denied many offices • Not a unified body- Bourgeoisie (middle class) often gov’t officials- Shop keepers- Wealthy Peasants- Urban poor and peasants

  8. Adam Smith – Wealth of Nations - 1776 • Good Taxation • Fair – proportion to income • Clarity and certainty • Simple and efficient • flexible

  9. Who? • What ? • When • Where? • Why?

  10. “Two Peasants Repairing a Cart" This image of peasants repairing a cart demonstrates both the hard work done by cultivators and their fragile economic situation, which could easily be imperiled by a broken cart. Under such circumstances, poor people constantly repaired durable and personal goods, such as carts or clothing, because they could not afford to replace them with new ones.

  11. Reading Art History • Who • What • When • Where • Why

  12. “People under the Old Regime“ This image shows "the people" as a chained and blindfolded man being crushed under the weight of the rich, including both clergy and nobility. Such a perspective on the period before 1789 purposely exaggerates social divisions and would have found few proponents before the Revolution, but the image does reveal the social clash felt so intensely by the revolutionaries.

  13. National Assembly • AIM: How did the National Assembly try to change France? • Do Now: If you could change anything about Bronx Science, what would it be? What problems would you face in making these changes? • Key Ideas: National Assembly brings about reform and a new government to France.

  14. Early Reforms: Estates General – May 1789 • The Cahiers • Lists of grievances from each Estate • Exposed vast problems • No easy solutions

  15. Voting Power • Each Estate given one vote • Third Estate has more people but less power • Impossible to compromise • Social order already breaking down • National Assembly and Tennis Court Oath • Seek a constitution • Reforms – August 4 • Declaration of the Rights of Man • Equality before law • Freedom of Speech • Freedom of Religion • Right to property • Participation in government

  16. Rights of Man vs Declaration of Independence • Do the French and US view rights the same? Are some more important? • How many rights are acknowledged? • What other provisions are included? • Which philosophies are represented in the document? • Which document guarantees more rights? • Which document would you rather have as the basis of your government?

  17. Who? • What? • When? • Why? • Where?

  18. National Assembly - 2 AIM: How did the National Assembly try to change France? DO NOW: Handout: Painting Key Ideas: National Assembly brings about reform and a new government to France.

  19. 9/22/09 HW: Chapter 19 section 4 DO NOW: Why is there so much violence on television? AIM:How does the radical phase of the revolution lead to the downfall of the monarchy? Pivotal Questions: (15 mins) • Why did radicals abolish the monarchy? • How did the excesses of the Convention lead to the Directory? • What impact did the Revolution have on women and daily life? Learning Activity: (15 mins) Read Robespierre: 1. What does Robespierre means when he argues that terror flows from virtue? • How does the use of terror relates to the essence of the revolution? • How this speech might be interpreted as an Enlightenment attack on the Ancien Regime carried to its logical conclusion?

  20. 9/23/09 HW: Chapter 19 section 5 DO NOW (5 mins): Do good military leaders make good political leaders? Explain. AIM: How did Napoleon rise to power and build a vast empire that included much of Europe? Pivotal Questions: (15 mins) • How did Napoleon rise to power? • How were revolutionary reforms changed under Napoleon? • How did Napoleon build an empire in Europe? Learning Activity: (15 mins) Read Robespierre: 1.What does Robespierre means when he argues that terror flows from virtue? • How does the use of terror relates to the essence of the revolution? • How this speech might be interpreted as an Enlightenment attack on the Ancien Regime carried to its logical conclusion?

  21. 9/24/09 HW: Chapter 20 section 1 due Tuesday (TEST WEDNESDAY) DO NOW (3 mins): What are the characteristics of a dictator? Examples. AIM: How did Napoleon dominate Europe? Pivotal Questions: (15 mins) • What were the social, political and economic conditions that allowed for Napoleon to rise to power? • What is nationalism? What were the causes and effects? • Compare and Contrast France’s geography before and after the Napoleonic war? Learning Activity: (15 mins) Read Napoleon’s Memoir: • Why was Napoleon appealing to the French? What means did Napoleon use to secure his power? • Is it reasonable for Napoleon to have Fouche’ carry out these activities?

  22. 9/24/09 HW: Chapter 21 section 1-2 due NEXT THURSDAY (TEST WEDNESDAY) DO NOW (3 mins): What words are associated with a “hero”? What people are considered to be heroes? AIM: Napoleon Hero or Villain? Pivotal Questions: (10 mins) • What are some examples of Napoleon’s strong leadership? • What are some examples of Napoleon’s weak leadership? • Did he betray the revolution or did he solidify the transformation of France? Learning Activity: (15 mins) Group Discussion: • Read Handout: Should Napoleon be viewed as a hero or villain? (handout)

  23. September 25, 2009 HW: Chapter 21 section 1-2 due NEXT THURSDAY (TEST WEDNESDAY) DO NOW (3 mins): WHO? WHAT? WHEN? WHERE? WHY?

  24. A contemporary rendering of the proceedings of the Congress.ﾊ Is that Metternich on the floor? • AIM: How did the Congress of Vienna restore the balance of power? • Pivotal Questions: (10 mins) • What was the historical context which led to the Congress of Vienna? • What were the goals of the major powers at the Congress of Vienna? • How realistic were the goals and did they meet them? • Learning Activity: (15 mins) • Examine the map: • Locate: a. German Confederation, b. Netherlands, c. Vienna • Name three states that were in the German Confederation. • Why did Congress enlarge some of the countries around France?

  25. September 29, 2009 AIM: How do we write a document-based essay regarding the French Revolution? DN: Examine the graph of the French Revolution. Who, What, When, Where, And Why? PQ: How to write an essay based on the social, political, and economic conditions that led to the French Revolutions? How does the outcome of the French Revolution effect future societies? LA: Handout of DBQ essay on the French Revolution and Ms Chatman’s 3 on 3 essay. 2. Complete the chart.

  26. Liberalism vs Conservatism October 1, 2009 HW: Complete Chapter 21 Section 2-3 DN: Quiz DN2: What limits should there be on freedom of speech? AIM: Why did nationalism develop in Europe? Pivotal Questions: How did conservative success in the Congress of Vienna effect nationalist and liberal movements throughout Europe? What were the perspectives of liberals and nationalists and how did they emerge? Learning Activity: What ideologies are described in Chapter 21 section 1? How did the competing ideologies contributed to unrest in Europe after 1815?

  27. Revolutions of 1830-1848 October 2, 2009 HW: Chapter 21 section 1-3 due Monday; TEST on Monday ; & due Wednesday Chapter 20 Sections 1-4 DN: Quiz DN2: “We are sleeping on a volcano” Alexis de Tocqueville AIM: Why did Europe experience revolutions after the Congress of Vienna? Pivotal Questions: What were the conditions in Europe after the Congress of Vienna? What type of people led these revolutions and why? Should European rulers had granted more autonomy to their citizens? Learning Activity: Read Les Miserables and answer questions Watch video of Les Miserables

  28. October 6, 2009 HW: Begin Chapter 20 sections 1-4 AIM: Why did revolution in Haiti occur? Pivotal Questions: Why did Haiti seek independence from France? Who led the Haitian Revolution and what were their goals? What were the outcomes of the revolution in Haiti? Learning Activity: Read Toussaint L’Overtures Application: Restavak Foundation - CNN Video

  29. October 8, 2009 Latin American Revolutions HW: Create a chart including the geographical, social, political, and economic demographics for each country in Latin America. Complete the handout: “Why Latin America Wanted Independence” AIM: What were the problems with Latin American’s Social Hierarchy? Pivotal Questions: What events and conditions kept the social hierarchy in Latin America in place? Which economic and political forces motivated revolt in Latin America? How did the ideas and events in Europe effect the independence movements in Latin America? Learning Activity: Map Skills - Color and Identify Locations in Latin America Complete handout Applications:

  30. Latin American Revolutions October 8, 2009 HW: Complete Chapter 20 section 1 due Friday; Complete Chapter 20 section 2-4 due Tuesday Due Tuesday: Create a chart including the geographical, social, political, and economic demographics for each country in Latin America. AIM: What were the problems with Latin American’s Social Hierarchy? Pivotal Questions: What caused discontent in Latin America? How did Mexicans and people in Central America win independence? How did the nations of South America win independence? Learning Activity: Read Miguel Hidalgo’s “Decree of Hidalgo” and Simon Bolivar: Address to the Congress of Venezuela Applications:

  31. Dawn of the Industrial Age October 9, 2009 HW: Complete Chapter 20 section 2-4 due Tuesday Due Tuesday: Create a chart including the geographical, social, political, and economic demographics for each country in Latin America. DN: What have you recalled about what we have learned about the French & Latin American Revolutions? How do these revolutions effect society and politics? Write 3 descriptions of how the revolutions affected society and politics? AIM: How did the Agricultural Revolution change European Life? Pivotal Questions: What were the causes of the Agricultural Revolution? How did new technology trigger a new industrial revolution? How did improvements in agriculture affect population? Learning Activity: Handout: James Watt Applications:

  32. October 13, 2009 Chapter 20 Section 2: Britain Leads the Way HW: Turn in homework DO NOW (3 mins): QUIZ AIM: Why was there an Industrial Revolution in England?Pivotal Questions: (10 mins)1. Why did the Industrial Revolution begin in England?2. How did technology change the textile industry?3. How did transportation advance the Industrial Revolution? Learning Activity: (15 mins)Urban Game Primary Source Activity: Riding the Liverpool-Manchester Line

  33. October 14, 2009 Chapter 20 Section 3: Hardships of Early Industrial Life HW: Notebook Check on Friday and Participation Grade TEST Monday!!! DO NOW (3 mins): QUIZ AIM:How did the Industrial Revolution affect society? Pivotal Questions: (10 mins)1. Why were people drawn to the city? 2. How did living conditions in cities differ from those in the countryside?3. How did the factory system effect the working class? Learning Activity: (15 mins)Urban Game Primary Source Activity: The Sadler Committee Parliamentary Investigation, 1832 Application: Writing About Child Labor

  34. October 15, 2009 Chapter 20 Section 4: New Ways of Thinking HW: Chapter 20 Test on Monday and Notebook and Participation due on Friday DO NOW (3 mins): QUIZ AIM:How did the Industrial Revolution change economic thought? Pivotal Questions: (10 mins)1. How did people conduct business before the use of money? 2. How did economic systems change during the Industrial Revolution? 3. Evaluate the changes in the Industrial Revolution? Learning Activity: (15 mins)Urban Game Primary Source Activity:

  35. October 16, 2009 Chapter 20: Understanding Socialism HW: Read and Outline Chapter 22 sections 1-4: Life in the Industrial Age/ Test on Monday DO NOW (3 mins): Turn-in Notebooks AIM:How did socialism address the evils of industrialism? Pivotal Questions: (10 mins)1. What were the characteristics of life during the Industrial Revolution? 2. How did different (Utopia, Karl Marx,) groups deal with the evils of industrialization? Learning Activity: (15 mins)

  36. Chapter 20: Section 4 New Ways of Thinking HW: Chapter 22 section 1 due Friday 10/23 / due Monday 10/26 Essay and Chapter 22 section 2, then Tuesday 10/27 sections 3 & 4 DN: What is classicism? AIM: How did Marx’s theories of class struggle change the peoples’ perspective?Pivotal Questions : 1. Who is Karl Marx?2. Who is Engels?3. How did industrialization motivate the political and economic ideas presented in the work of Marx and Engels? 4. What is class? What is class struggle and what are the implications thereof? 5. How has this changed your ideas about the differences between capitalism and communism? Learning Activity: (15 minutes)Read Karl Marx and answer the pivotal questionsAPPLICATION: (5 minutes)Compare and Contrast

  37. Chapter 22: Section 1 The Industrial Revolution Spreads HW: Due Monday 10/26 Essay and Chapter 22 section 2, then Tuesday 10/27 sections 3 & 4 DN: Quiz AIM: Why did capitalism and industrialization spread?Mini-Lesson: How to take notes for Global History Course on the spread of the Second Industrial Revolution?Pivotal Questions : 1. Why did certain industrial powers emerge in the 1800s?2. How did new technology affect industry, transportation and communication?3. How did big business emerge in the late 1800s?Learning Activity: (15 minutes)Ford Model T - VideoEconomics and Technology: Based on the video, what words would you use to describe working on an assembly line?Charlie Chaplin - “Modern Times” APPLICATION: (5 minutes)Examine the political cartoon: Do you think this cartoonist favored or opposed government regulation of business? Explain.

  38. Chapter 22: Section 2 The World of Cities HW: DN: Quiz AIM: How does the second Industrial Revolution increase urbanization? Pivotal Questions : 1. What was the medical impact of medical advances in the 1800s? 2. How had cities change by 1900s? 3. How did working class struggles lead to improved conditions for workers? Learning Activity: (15 minutes)Examine video about Florence Nightingale: How did Nightingale achieve reforms in British Army hospitals? How did these changes affect the urbanization in urban centers? APPLICATION: (5 minutes)Complete the Cause and Effect Chart about the 2nd Industrialization. Utilize your notes…

  39. Theme: Economics and Technology: Do you think this cartoonist favored or opposed government regulation of business? Explain.

  40. November 2, 2009 HW: Complete Chapter 23 section 1 and 2 AIM: How did Germany unify between 1865-1871?DN: Quiz Pivotal Questions1.What is the location of Prussia, Silesia, Vaaria, and Schlesig on the map?2.What area did Prussia annex to its territory?3.Why do you think Austrian influence was greater among the southern German states than among the northern ones?Learning Activity: Students will decorate the map of Europe.Application: Create an illustrated map and time line of the unification of Germany.

  41. November 4, 2009 HW: Complete Chapter 23 section 2 AIM: How did Otto von Bismarck, the chancellor of Prussia, lead the drive for Germany unity? DN: Quiz Pivotal Questions1. What early changes promoted Germany unity? 2. How did Bismarck unify Germany?3. What was the basic political organization of the new German empire? Learning Activity: Read: Alphonse Daudet “The Last Lesson” then answer the questions Application: What does this story reveal about the times and characters of people during the building of a German nation?

  42. Otto von Bismarck • Prussia’s Junker class • 1st served as a dimplomat • United German states under Prussia rule • “blood” and “iron” speech

  43. November 5, 2009 HW: Complete Chapter 23 section 3 AIM: How did Germany increase its power by building up its industry and armed forces? DN: Quiz : Explain the meaning the following of Bismarck’s aphorisms*: “When you want to fool the world, tell the truth” “Universal suffrage is the government of a house by its nursery” “People never lie so much as after a hunt, during a war, or before an election” Pivotal Questions 1. What marked Germany as an industrial giant? 2. Why was Bismarck called the Iron Chancellor? 3. What policies did Kaiser William I follow? Learning Activity: ACTIVELY READ: “Speeches on Pragmatism and State Socialism” by Otto von Bismarck Application: • How does Bismarck justify his support of “socialist” policies? • Why would Bismarck support such policies?

  44. November 6, 2009 HW: Complete Chapter 23 section 4 AIM: How did influential leaders help create a unified Italy? DN: Quiz Pivotal Questions1. How do the circumstances in Italy differ from Germany? 2. What roles did Count Camilo Cavour and Giuseppe Garibaldi play in the struggle for Italy? 3. Should Italy be unified? Learning Activity: ACTIVELY READ: “The Duties of Man” by Giusepe Mazzini Application: • Why does Mazzini’s nationalistic ideas appeal to the Italian working class? • Why might Bismarck approve or disapprove of these ideals?

  45. Giuseppe Mazzini ( • nationalist leader • Founder of Young Italy • “to constitute Italy, one, free, independent, republican nation” • Spent most of his life in exile • Planted the seed for revolution and Italian unity • Unite for common language and history • United Italy would end trade barriers and stimulate trade

  46. Victor Emmanuel II

  47. November 9, 2009 HW: Complete Chapter 23 section 5 AIM: Can empires survive in a modern world? DN: Quiz Pivotal Questions 1. How did Balkan nationalism contribute to the decline of the Ottoman Empire? 2. How did Francis Joseph maintain power in Austria-Hungary? 3. Could the Hapsburgs or the Ottoman Turks could have built a modern, unified nation from their multinational empires? Learning Activity: 1. Divide into two groups Austrian and Ottoman Empire 2. In each group, outline the conditions that existed in their assigned empire during the mid-1800s 3. Then compare the Austrian and Ottoman empires Application: • Which of the two empires faced the greatest difficulties and why?

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