Answer questions on page 796
4, 5,6
AIM: How did the Mongols create a great land empire?
14 years ago
Monday, December 21, 2009
Friday, December 18, 2009
Thursday, December 17, 2009
Wednesday, December 16, 2009
Tuesday, December 15, 2009
Aim: How did Nationalism and Industrialization lead to WWI?
Do Now: What are the M.A.I.N reasons for WWI?
1. M
2. A
3. I
4. n
1. M
2. A
3. I
4. n
Tuesday, December 8, 2009
Monday, December 7, 2009
Aim: What was U.S. Economic Imperialism?
South America
American Protection or Interference?
Amid the various Latin American independence movements in the early 1800s, the United States issued the Monroe Doctrine in 1823. This stated that any attempt by a European power to reassert control over a rebellious colony in South America would be viewed as a threat to the United States which had only recently won its independence from Great Britain. While the U.S. did not have the military prowess necessary to repel Spain or Portugal in 1823, Great Britain was only too pleased to lend its support in order to gain access to the lucrative South American markets that it had been denied under mercantilism.
While the Monroe Doctrine may have seemed to protect the young nations being created in South America in the 1800s, it also set a precedent for U.S. interference in the region.
Spanish-American War
After winning the Spanish-American War in 1898, the U.S. gained control of Spanish colonial possessions in Asia and South America. While Cuba and Puerto Rico were soon given a measure of autonomy, the U.S. still reserved the right to intervene in their affairs when it best suited the national interests of the United States.
Roosevelt Corollary
As President of the United States, Theodore Roosevelt issued an extension to the Monroe Doctrine that essentially stated that only the U.S. would be allowed to intervene in South America. With European nations trying to collect on bad debts in South American nations, the U.S. actually took over trade in areas in order to provide prompt payment to their creditors.
Panama Canal
A canal corridor between the Caribbean Sea and the Pacific Ocean served the national interests of the United States. The U.S. went so far as to provide aid to the rebelling province of Panama in its bid for independence from Colombia. In exchange, the U.S. was able to dig, maintain, and control access through the canal until 1999 when its lease expired, requiring its return to the Panama government
American Protection or Interference?
Amid the various Latin American independence movements in the early 1800s, the United States issued the Monroe Doctrine in 1823. This stated that any attempt by a European power to reassert control over a rebellious colony in South America would be viewed as a threat to the United States which had only recently won its independence from Great Britain. While the U.S. did not have the military prowess necessary to repel Spain or Portugal in 1823, Great Britain was only too pleased to lend its support in order to gain access to the lucrative South American markets that it had been denied under mercantilism.
While the Monroe Doctrine may have seemed to protect the young nations being created in South America in the 1800s, it also set a precedent for U.S. interference in the region.
Spanish-American War
After winning the Spanish-American War in 1898, the U.S. gained control of Spanish colonial possessions in Asia and South America. While Cuba and Puerto Rico were soon given a measure of autonomy, the U.S. still reserved the right to intervene in their affairs when it best suited the national interests of the United States.
Roosevelt Corollary
As President of the United States, Theodore Roosevelt issued an extension to the Monroe Doctrine that essentially stated that only the U.S. would be allowed to intervene in South America. With European nations trying to collect on bad debts in South American nations, the U.S. actually took over trade in areas in order to provide prompt payment to their creditors.
Panama Canal
A canal corridor between the Caribbean Sea and the Pacific Ocean served the national interests of the United States. The U.S. went so far as to provide aid to the rebelling province of Panama in its bid for independence from Colombia. In exchange, the U.S. was able to dig, maintain, and control access through the canal until 1999 when its lease expired, requiring its return to the Panama government
Friday, December 4, 2009
Aim: What was the Mexican War?
Notes:
Mexican War (1846-1848)
United States Versus Mexico over Texas
Territorial Expansion
Territory- land, or an area of land
Expansion-process of enlargement: the process of increasing, or increasing something, in size, extent, scope, or number
Texas
In 1835 residents of Texas started a war to gain their independence from Mexico. One of the war’s most famous battles occurred at The Alamo, a simple chapel that formed part of a Spanish mission. A group of 187 Texan rebels retreated to The Alamo on February 23, 1836. The Mexicans laid siege to the chapel for 12 days, until March 6, when The Alamo finally fell.
Battle of The Alamo
In February 1836, 187 Texans under the command of Colonel William Barrett Travis held off 4000 Mexican troops led by General Antonio López de Santa Anna at a former Spanish mission called The Alamo. The adobe structure served as a fortress for the Texans, who were fighting to gain their independence from Mexico. The Mexican artillery eventually succeeded in punching a hole in The Alamo’s thick walls on March 6. In the savage hand-to-hand fighting that followed, all the Texans, including Davy Crockett and James Bowie, were killed.
Mexican War
A war between the United States and Mexico, lasting from 1846 to 1848. The war resulted in a U.S. victory and forced Mexico to give up all claims to half its national territory. Mexico had already lost control of its northeastern territory as a result of the Texas Revolution (1835-1836). This land, combined with the territory Mexico ceded at the end of the war, would form the future U.S. states of Arizona, California, Nevada, New Mexico, Texas, and Utah, as well as portions of the states of Colorado, Kansas, Oklahoma, and Wyoming.
What did this war do to Mexico?
Lost Land
Lost Soldiers
Lost Money on the war
Was shown to be weaker than the United States
What did this do to Mexico?
Mexico’s territorial losses signified the end of any likelihood that Mexico, rather than the United States, would become the predominant power in North America. As the first conflict in which U.S. military forces fought almost exclusively outside of the country, the Mexican War also marked the beginning of the rise of the United States as a global military power.
Mexican War (1846-1848)
United States Versus Mexico over Texas
Territorial Expansion
Territory- land, or an area of land
Expansion-process of enlargement: the process of increasing, or increasing something, in size, extent, scope, or number
Texas
In 1835 residents of Texas started a war to gain their independence from Mexico. One of the war’s most famous battles occurred at The Alamo, a simple chapel that formed part of a Spanish mission. A group of 187 Texan rebels retreated to The Alamo on February 23, 1836. The Mexicans laid siege to the chapel for 12 days, until March 6, when The Alamo finally fell.
Battle of The Alamo
In February 1836, 187 Texans under the command of Colonel William Barrett Travis held off 4000 Mexican troops led by General Antonio López de Santa Anna at a former Spanish mission called The Alamo. The adobe structure served as a fortress for the Texans, who were fighting to gain their independence from Mexico. The Mexican artillery eventually succeeded in punching a hole in The Alamo’s thick walls on March 6. In the savage hand-to-hand fighting that followed, all the Texans, including Davy Crockett and James Bowie, were killed.
Mexican War
A war between the United States and Mexico, lasting from 1846 to 1848. The war resulted in a U.S. victory and forced Mexico to give up all claims to half its national territory. Mexico had already lost control of its northeastern territory as a result of the Texas Revolution (1835-1836). This land, combined with the territory Mexico ceded at the end of the war, would form the future U.S. states of Arizona, California, Nevada, New Mexico, Texas, and Utah, as well as portions of the states of Colorado, Kansas, Oklahoma, and Wyoming.
What did this war do to Mexico?
Lost Land
Lost Soldiers
Lost Money on the war
Was shown to be weaker than the United States
What did this do to Mexico?
Mexico’s territorial losses signified the end of any likelihood that Mexico, rather than the United States, would become the predominant power in North America. As the first conflict in which U.S. military forces fought almost exclusively outside of the country, the Mexican War also marked the beginning of the rise of the United States as a global military power.
Wednesday, December 2, 2009
Aim: Why did Japan end its isolation?
Notes: Imperialism-seizure of a country or territory by a stronger country.
Modernization in Japan
Japan Ends Its Isolation
The Demand for Foreign Trade
• Treaty of Kanagawa (1854)—Japan opens two ports to American ships
• By 1860, Japan has trade agreements with many nations
Meiji Reform and Modernization
• Anger over these trade deals forces shogun to step down in 1867
• Meiji era—time of reform begun by Meiji emperor, Mutsuhito
• Meiji emperor reforms, modernizes using Western models
• By early 1900s, Japan has industrialized, is competitive with West
Imperial Japan Military Strength
• By 1890, Japan has strong navy and large army
• In 1894, Japan gets Western nations to give up special rights
Japan Attacks China
• Japan forces Korea to open three ports to Japanese trade in 1876
• In 1885, Japan and China agree not to send troops to Korea
• In 1894, China sends troops to put down rebellion in Korea
• Japan drives Chinese out of Korea, gains Chinese territory
Russo-Japanese War
• In 1903, Japan and Russia begin struggle over Manchuria
• Japan attacks Russia in 1904, launching Russo-Japanese War
• In 1905, treaty ends the war; Japan gains captured territories
Japanese Occupation of Korea
• Japan makes Korea a protectorate in 1905
• In 1910, Japan completes annexation of Korea
• Japan rules harshly in Korea, leading to growing Korean nationalism
Modernization in Japan
Japan Ends Its Isolation
The Demand for Foreign Trade
• Treaty of Kanagawa (1854)—Japan opens two ports to American ships
• By 1860, Japan has trade agreements with many nations
Meiji Reform and Modernization
• Anger over these trade deals forces shogun to step down in 1867
• Meiji era—time of reform begun by Meiji emperor, Mutsuhito
• Meiji emperor reforms, modernizes using Western models
• By early 1900s, Japan has industrialized, is competitive with West
Imperial Japan Military Strength
• By 1890, Japan has strong navy and large army
• In 1894, Japan gets Western nations to give up special rights
Japan Attacks China
• Japan forces Korea to open three ports to Japanese trade in 1876
• In 1885, Japan and China agree not to send troops to Korea
• In 1894, China sends troops to put down rebellion in Korea
• Japan drives Chinese out of Korea, gains Chinese territory
Russo-Japanese War
• In 1903, Japan and Russia begin struggle over Manchuria
• Japan attacks Russia in 1904, launching Russo-Japanese War
• In 1905, treaty ends the war; Japan gains captured territories
Japanese Occupation of Korea
• Japan makes Korea a protectorate in 1905
• In 1910, Japan completes annexation of Korea
• Japan rules harshly in Korea, leading to growing Korean nationalism
Tuesday, December 1, 2009
Aim: Why does China resist outside influence?
Imperialism-seizure of a country or territory by a stronger country.
China Resists Outside Influence
Western economic pressure forces China to open to foreign trade and influence.
China Resists Outside Influence
China and the West -Rejecting Western Goods
• In 1793, China rejects gifts brought by British ambassador
• China is strong politically because it is largely self-sufficient
-agriculture, mining, manufacturing sectors highly productive
The Tea-Opium Connection
• Guangzhou, southern port, is only port open to foreign trade
• China earns more from its exports than it spends on imports
• British smuggle opium (late 1700s); many Chinese become addicted
War Breaks Out
• In 1839, Opium War erupts—fight caused by opium trade
• China loses the war to more modern British navy
• Treaty of Nanjing (1842) gives British control of
Hong Kong
• In 1844, other nations win extraterritorial rights
• Rights mean foreigners exempt from laws at Guangzhou, other ports
Population Problems
• China’s population booms from 1790 to 1850
• Crop yields do not grow as fast, producing widespread hunger, unrest
The Taiping Rebellion
• In late 1830s, Hong Xiuquan recruits followers to build new China
• Taiping Rebellion—name given Hong’s movement; taiping—“great peace”
• In 1850s, Hong’s army grows large, captures large areas in southeast
• By 1864, rebellion defeated by internal fighting, outside attack
Foreign Influence Grows -Resistance to Change
• Dowager Empress Cixi rules China most years from 1862 to 1908
• Supports reforms aimed at education, government, military
• Otherwise prefers traditional ways
Other Nations Step In
• China suffers attacks from other nations; forced to grant more rights
• Europeans, Japan gain spheres of influence—areas of economic control
• U.S. declares Open Door Policy (1899)
-Chinese trade open to all nations
An Upsurge in Chinese Nationalism
Growing Dissension
• Many Chinese resent growing power of outsiders, press for change
• In 1898, Emperor Guangxu enacts reforms; Cixi, restored, ends them
The Boxer Rebellion
• Anti-government, anti-European peasants form secret organization
• In 1900, they launch Boxer Rebellion—their campaign for reforms
• Rebels take Beijing, but foreign army defeats them, ending rebellion
• Though rebellion fails, Chinese nationalism surges
The Beginnings of Reform
• Cixi and other conservatives recognize necessity of reform
• In 1905, she sends officials abroad to study other governments
• In 1906, Cixi begins making reforms but they move slowly
• Unrest continues for four more decades
China Resists Outside Influence
Western economic pressure forces China to open to foreign trade and influence.
China Resists Outside Influence
China and the West -Rejecting Western Goods
• In 1793, China rejects gifts brought by British ambassador
• China is strong politically because it is largely self-sufficient
-agriculture, mining, manufacturing sectors highly productive
The Tea-Opium Connection
• Guangzhou, southern port, is only port open to foreign trade
• China earns more from its exports than it spends on imports
• British smuggle opium (late 1700s); many Chinese become addicted
War Breaks Out
• In 1839, Opium War erupts—fight caused by opium trade
• China loses the war to more modern British navy
• Treaty of Nanjing (1842) gives British control of
Hong Kong
• In 1844, other nations win extraterritorial rights
• Rights mean foreigners exempt from laws at Guangzhou, other ports
Population Problems
• China’s population booms from 1790 to 1850
• Crop yields do not grow as fast, producing widespread hunger, unrest
The Taiping Rebellion
• In late 1830s, Hong Xiuquan recruits followers to build new China
• Taiping Rebellion—name given Hong’s movement; taiping—“great peace”
• In 1850s, Hong’s army grows large, captures large areas in southeast
• By 1864, rebellion defeated by internal fighting, outside attack
Foreign Influence Grows -Resistance to Change
• Dowager Empress Cixi rules China most years from 1862 to 1908
• Supports reforms aimed at education, government, military
• Otherwise prefers traditional ways
Other Nations Step In
• China suffers attacks from other nations; forced to grant more rights
• Europeans, Japan gain spheres of influence—areas of economic control
• U.S. declares Open Door Policy (1899)
-Chinese trade open to all nations
An Upsurge in Chinese Nationalism
Growing Dissension
• Many Chinese resent growing power of outsiders, press for change
• In 1898, Emperor Guangxu enacts reforms; Cixi, restored, ends them
The Boxer Rebellion
• Anti-government, anti-European peasants form secret organization
• In 1900, they launch Boxer Rebellion—their campaign for reforms
• Rebels take Beijing, but foreign army defeats them, ending rebellion
• Though rebellion fails, Chinese nationalism surges
The Beginnings of Reform
• Cixi and other conservatives recognize necessity of reform
• In 1905, she sends officials abroad to study other governments
• In 1906, Cixi begins making reforms but they move slowly
• Unrest continues for four more decades
Tuesday, November 17, 2009
Aim: How did Gandhi change the world?
Do Now:
1. Is imperialism a blessing or a curse?
Please support your answer.
2. Who benefits most imperializer (bully)
or the colony(picked on)?
3. Why would a country become imperialistic?
Imperialism-seizure of a country or territory by a stronger country.
Task for the 1st clip (please explain):
1. Who is the imperialist power?
English Government (England/Great Britain)
2. Who is being imperialized?
South Africans (non-whites).Indian settlers.
3. Why are they being imperialized?
Because they are weaker than the English people.
4. How are both sides being depicted (shown)? The English are violent, mean, and uncaring. They are in charge. The Indians are meek, afraid, and appear helpless.
1. Is imperialism a blessing or a curse?
2. Who benefits most imperializer (bully)
or the colony(picked on)?
3. Why would a country become imperialistic?
Imperialism-seizure of a country or territory by a stronger country.
Task for the 1st clip (please explain):
1. Who is the imperialist power?
English Government (England/Great Britain)
2. Who is being imperialized?
South Africans (non-whites).Indian settlers.
3. Why are they being imperialized?
Because they are weaker than the English people.
4. How are both sides being depicted (shown)? The English are violent, mean, and uncaring. They are in charge. The Indians are meek, afraid, and appear helpless.
Homework
Homework: Explain in your own words what Gandhi means by one of these three following quotes.
1. Be the change that you want to see in the world.
Mohandas Gandhi
2. Even if you are a minority of one, the truth is the truth.
Mohandas Gandhi
3. First they ignore you, then they laugh at you, then they fight you, then you win.
Mohandas Gandhi
1. Be the change that you want to see in the world.
Mohandas Gandhi
2. Even if you are a minority of one, the truth is the truth.
Mohandas Gandhi
3. First they ignore you, then they laugh at you, then they fight you, then you win.
Mohandas Gandhi
Thursday, November 5, 2009
HW# 5-2 Create an Outline for DBQ Essay
Historical Context:In the late 1800s and early 1900s, imperialism affected many societies throughoutthe world. Perspectives on imperialism differed depending on a person’s point ofview.
Task: Using the information from the documents and your knowledge of global history,answer the questions that follow each document in Part A. Your answers to thequestions will help you write the Part B essay in which you will be asked to
• Discuss imperialism from the point of view of the imperialist power
• Discuss imperialism from the point of view of the colonized people
Task: Using the information from the documents and your knowledge of global history,answer the questions that follow each document in Part A. Your answers to thequestions will help you write the Part B essay in which you will be asked to
• Discuss imperialism from the point of view of the imperialist power
• Discuss imperialism from the point of view of the colonized people
Aim: How did the British Imperialize India?
Do Now:1. How does this quote relate to imperialism ?
Quote of the Week:
I know, up on top
you are seeing great sights,
But down on the bottom
we, too, should have rights.
-Yerlte the Turtle and other stories.
2. Why do you think the Suez Canal made India even more attractive to England?
Mini Lesson: Imperialism-seizure of a country or territory by a stronger country.
As the Mughal Empire declined, Britain seizes Indian territory and soon it controls almost the whole subcontinent.
East India Company Dominates
•British East India Company rules India until 1850s
•Company has its own army led by British officers
•Army is staffed by sepoys—Indian soldiers
Britain’s “Jewel in the Crown”
•India is Britain’s most valuable colony, or “jewel in
the crown”
•Forced to produce raw materials for British
manufacturing
•Also forced to buy British goods
British Transport Trade Goods
•Railroads move cash crops and goods faster
•Trade in specific crops is tied to international events
Impact of Colonialism
•British hold much of political and economic power
•Cash crops result in loss of self-sufficiency, famine
•Indian life disrupted by missionaries and racist
attitudes
•British modernize India’s economy, improve public
health
Indians Rebel
•Sepoys refuse to use cartridges of new rifles for
religious reasons
•Many Sepoys are jailed; others start Sepoy Mutiny against British
•Many Indians, especially Sikhs, remain loyal to
British
Turning Point
•British put down rebellion, take direct command of
India
•Raj—term for British rule over India, lasts from 1757
to 1947
•Uprising increases distrust between British and Indians
Call for Reforms
•In 1800s, Ram Mohun Roy leads modernization
movement
•Many Indians adopt western ways and call for
social reforms
•Indians resent being second-class citizens in own
country
Nationalist Groups Form
•Indian National Congress and Muslim League form
•Nationalists angered by partition of Bengal pressure forces Britain to divide it differently
Wednesday, November 4, 2009
HW# 4-2 Create a Political Cartoon
How to Make a Political Cartoon - Answer one or both of these questions with your cartoon.
1. Do countries have the right to expand?(imperialism)
2. Are industrialized societies superior? (industrialization and militarism)
Steps
- Understand and read your topic carefully. After you have understood or read what your cartoon will be on, you have to understand the topic. You cannot create a cartoon without you understanding what you are making it about.
- Brainstorm on what ideas you have in your mind. Think of possible ideas in your head that you could create, even if it is stupid to you, think of some.
- Roughly draw a sketch of the idea that you like the most. Do a rough drawing/sketch on what you think is the best that you thought of.
- Start drawing your idea. Draw your cartoon, have patience and make sure that it is readable.
- Make sure your idea shows symbolism. If you make your cartoon on just 2 people talking and show no symbolism, that is not a political cartoon. Show symbolism about the topic.
- Analyze other political cartoons. In order to create a type of standard for your cartoon to follow, look at other cartoons and see how they use symbolism.
- Do not make the political cartoon too easy to analyze. Make the cartoon understandable, but yet hard to make the reader think about the topic and get their mind working.
- When you are done look at it and see if it makes you think to understand it. Look at it when your done and see if it makes sense and yet still difficult to analyze.
- If needed, create a title. (Make sure it is creative and symbolic. If you are going to create a title, always make it creative, not plain and boring like for example "The trail of tears".
- Have fun and enjoy it. Don't stress, enjoy making it.
Tips
- If you are worried about an idea, don't stress over it, you will think of an idea.
- Always make your cartoon symbolic.
- Make your title creative.
- Make sure if you gave your cartoon to a teacher or friend, it is symbolic enough to make them think about the idea.
- Have fun.
Aim: Why did imperialism begin in the 1800's?
Do Now: What is New Imperialism?
• New Imperialism- 1870-1914 Nationalism produces strong, centrally governed states. Industrial Revolution made economies stronger as well. Japan, the US, and industrialized nations become more aggressive with a need to expand. New Imperialism was focused mainly on Asia and Africa because declining empires, local wars, and the slave trade (Africa) had weakened many states.
Nationalism-A feeling of pride in and devotion to ones country
Belief in European Superiority
•Racism—belief that one race is better than others
•Social Darwinism—survival of the fittest applied to human society
• “White Man’s Burden” – a poem by Rudyard Kipling expressed the idea that white imperialists had a moral duty to educate people in nations that were considered less developed.
Militarism-the glorification of military power.
• New Imperialism- 1870-1914 Nationalism produces strong, centrally governed states. Industrial Revolution made economies stronger as well. Japan, the US, and industrialized nations become more aggressive with a need to expand. New Imperialism was focused mainly on Asia and Africa because declining empires, local wars, and the slave trade (Africa) had weakened many states.
Nationalism-A feeling of pride in and devotion to ones country
Belief in European Superiority
•Racism—belief that one race is better than others
•Social Darwinism—survival of the fittest applied to human society
• “White Man’s Burden” – a poem by Rudyard Kipling expressed the idea that white imperialists had a moral duty to educate people in nations that were considered less developed.
Militarism-the glorification of military power.
Monday, November 2, 2009
HW# 3-2
Using the theme of imperialism please explain this quote.
Quote of the Week:
I know, up on top you are seeing great sights,
But down on the bottom we, too, should have rights.-
Yertel the Turtle and other stories.
Quote of the Week:
I know, up on top you are seeing great sights,
But down on the bottom we, too, should have rights.-
Yertel the Turtle and other stories.
Aim: What is Imperialism?
Do Now:
1. In your notebook discuss a time when maybe you tried to dominate someone younger, smaller, or weaker. How did you assert your power? How did it make you feel?
2. Reverse the situation, How do you feel when someone tells you what to do or dominates over you?
Notes:
Imperialism-seizure of a country or territory by a
stronger country.
• Old Imperialism – 1500-1800 European countries nations establish colonies in the Americas, India, and Southeast Asia and territory on the coast of Africa and China.
Quote of the Week:
I know, up on top
you are seeing great sights,
But down on the bottom
we, too, should have rights.
-Yerlte the Turtle and other stories.
1. In your notebook discuss a time when maybe you tried to dominate someone younger, smaller, or weaker. How did you assert your power? How did it make you feel?
2. Reverse the situation, How do you feel when someone tells you what to do or dominates over you?
Notes:
Imperialism-seizure of a country or territory by a
stronger country.
• Old Imperialism – 1500-1800 European countries nations establish colonies in the Americas, India, and Southeast Asia and territory on the coast of Africa and China.
Quote of the Week:
I know, up on top
you are seeing great sights,
But down on the bottom
we, too, should have rights.
-Yerlte the Turtle and other stories.
Wednesday, October 28, 2009
HW# 2-2
What economic system would be easier for you to live under capitalism or communism? Please explain your answer giving examples in a few sentences.
Tuesday, October 27, 2009
Aim: Who was Karl Marx?
Do Now:1. What is Capitalism? 2. Who is Adam Smith?
Notes -The industrialization that begins in Great Britain spreads to other parts of the
world.
- Industrialization in the United States
• U.S. has natural and labor resources needed to industrialize
• Samuel Slater, English textile worker, builds textile mill in U.S.
• Lowell, Massachusetts a mechanized textile center by 1820
• Manufacturing towns spring up around factories across the country
• Young single women flock to factory towns, work in textile mills
• Clothing, shoemaking industries soon mechanize - Later Expansion of U.S. Industry
• Industrialization picks up during post-Civil War technology boom
• Cities like Chicago expand rapidly due to location on railroad lines
• Small companies merge to form larger, powerful companies - The Rise of Corporations
• Stock—limited ownership rights for company, sold to raise money
• Corporation—company owned by stockholders, share profits not debts
• Large corporations attempt to control as much business as they can - Troubles in Continental Europe
• Revolution and Napoleonic wars disrupted early 19th-century economy
• Belgium has iron ore, coal, water transportation
• British workers smuggle in machine plans, start companies (1799) - Germany Industrializes
• Political, economic barriers; but industry, railroads boom by mid-century - Rise of Global Inequality
• Wealth gap widens; non-industrialized countries fall further behind
• European nations, U.S., Japan exploit colonies for resources
• Imperialism spreads due to need for raw materials, markets - Transformation of Society
• Europe and U.S. gain economic power
• African and Asian economies lag, based on agriculture, crafts
• Rise of middle class strengthens democracy, calls for social reform - The Philosophers of Industrialization
Laissez-faire Economics
• Laissez faire—economic policy of not interfering with businesses
• Originates with Enlightenment economic philosophers
• Adam Smith—defender of free markets, author of The Wealth of Nations
• Believes economic liberty guarantees economic progress
• Economic natural laws—self-interest, competition, supply and demand - The Economists of Capitalism
• Thomas Malthus, David Ricardo boost laissez-faire capitalism
• Capitalism—system of privately owned businesses seeking profits
• Malthus thinks populations grow faster than food supply
• Wars, epidemics kill off extra people or misery and poverty result
• Ricardo envisions a permanent, poor underclass providing cheap labor - The Rise of Socialism
Utilitarianism
• Jeremy Bentham’s utilitarianism—judge things by their usefulness
• John Stuart Mill favors regulation to help workers, spread wealth - Utopian Ideas
• Robert Owen improves workers’ conditions, rents cheap housing
• In 1824, Owen founds utopian community, New Harmony, Indiana - Socialism
• Socialism—factors of production owned by, operated for the people
• Socialists think government control can end poverty, bring equality - Marxism: Radical Socialism
Marxism’s Prophets
• Karl Marx—German journalist proposes a radical socialism, Marxism
• Friedrich Engels—German whose father owns a Manchester textile mill - The Communist Manifesto
• Marx and Engels believe society is divided into warring classes
• Capitalism helps “haves,” the employers known as the bourgeoisie
• Hurts “have-nots,” the workers known as the proletariat
• Marx, Engels predict the workers will overthrow the owners - The Future According to Marx
• Marx believes that capitalism will eventually destroy itself
• Inequality would cause workers to revolt, seize factories and mills
• Communism—society where people own, share the means of production
• Marx’s ideas later take root in Russia, China, Cuba
• Time has shown that society not controlled by economic forces alone - Unionization
• Unions—associations formed by laborers to work for change
• Unions negotiate for better pay, conditions with employers
• Sometimes they strike—call a work stoppage—to pressure owners
• Skilled workers are first to form unions
• Movement in Britain, U.S. must fight for right to form unions
• Union goals were higher wages, shorter hours, improved conditions - Reform Laws
• British, U.S. laws passed to stop worst abuses of industrialization
• 1842 Mines Act in Britain stops women, children working underground
• In 1847, workday for women, children limited to 10 hours in Britain
• U.S. ends child labor, sets maximum hours in 1904 - The Reform Movement Spreads
The Abolition of Slavery
• In 1833, reformers help end slavery in British Empire
• Slavery ends in U.S. in 1865; ends by 1888 in rest of Americas - The Fight for Women’s Rights
• Women pursue economic and social rights as early as 1848
• International Council for Women founded 1888; worldwide membership - Reforms Spread to Many Areas of Life
• Reformers establish free public schools in Europe in late 1800s
• Public schools common in U.S. by 1850s; prison reform also sought
Monday, October 26, 2009
HW #1-2
Who would have a better cell phone Karl Marx or Adam Smith? Please explain your answers in a few sentences. Please make sure you explain what type of cell phone each would have and why.
Aim: How did the Industrial Revolution spread?
Do Now: Please add Meiji Restoration to your vocabulary section.
Notes- The factory system changes the way people live and work, introducing a variety
of problems.
- Factory Work
• Factories pay more than farms, spur demand for more expensive goods - Industrial Cities Rise
• Urbanization—city-building and movement of people to cities
• Growing population provides work force, market for factory goods
• British industrial cities: London, Birmingham, Manchester, Liverpool - Living Conditions
• Sickness widespread; epidemics, like cholera, sweep urban slums
• Life span in one large city is only 17 years
• Wealthy merchants, factory owners live in luxurious suburban homes
• Rapidly growing cities lack sanitary codes, building codes
• Cities also without adequate housing, education, police protection - Working Conditions
• Average working day 14 hours for 6 days a week, year round
• Dirty, poorly lit factories injure workers
• Many coal miners killed by coal dust - Class Tensions Grow
The Middle Class
• Middle class—skilled workers, merchants, rich farmers, professionals
• Emerging middle class looked down on by landowners, aristocrats
• Middle class has comfortable standard of living - The Working Class
• Laborers’ lives not improved; some laborers replaced by machines
• Luddites, other groups destroy machinery that puts them out of work
• Unemployment a serious problem; unemployed workers riot - Immediate Benefits
• Creates jobs, enriches nation, encourages technological progress
• Education expands, clothing cheaper, diet and housing improve
• Workers eventually win shorter hours, better wages and conditions - Long-Term Effects
• Improved living and working conditions still evident today
• Governments use increased tax revenues for urban improvements - Manchester and the Industrial Revolution
• Manchester has labor, water power, nearby port at Liverpool
• Poor live and work in unhealthy, even dangerous, environment
• Business owners make profits by risking their own money on factories
• Eventually, working class sees its standard of living rise some - Children in Manchester Factories
• Children as young as 6 work in factories; many are injured
• 1819 Factory Act restricts working age, hours
• Factory pollution fouls air, poisons river
• Nonetheless, Manchester produces consumer goods and creates wealth
Thursday, October 22, 2009
Wednesday, October 21, 2009
Friday, October 16, 2009
HW #12
Homework: Please write a one paragraph essay on the Meiji Restoration. The Meiji Restoration accelerated industrialization in Japan. How did it change the political, economic and social structure of Japan.
Outline for an One-Paragraph Essay
Introduction:
Thesis statement: _______________________________________________________
Body:
First Supporting Idea (Topic Sentence): ____________________________________
1. ________________________________________________________________
2. ________________________________________________________________
Second Supporting Idea (Topic Sentence): __________________________________
1. ________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
Third Supporting Idea (Topic Sentence): ___________________________________
1. ________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
Conclusion
Restate topic: ______________________________________________________________________
Aim: What was the Meiji Restoration?
Do Now:
1. What is Industrialization?
2. What is Modernization?
3. Why do countries modernize?
4. How do countries Modernize?
Notes:
- The Meiji Restoration accelerated industrialization in Japan.
- The Capital was moved from Kyoto to Toyko
- Industrial growth
The rapid industrialisation and modernisation of Japan both allowed and required a massive increase in production and infrastructure. - Production and Export from Japan increased from 1868 to 1913
With industrialization came the demand for coal. There was dramatic rise in production of Coal in Japan in the Years from 1875 to 1913
Coal was needed for two things: steamships and railroads.
The Size of the Japanese Merchant Fleet in rose in the Years from 1873 to 1913
Thousands of Miles of Train track were laid in Japan in years from 1872 to 1914 - The education system was reformed after the French and later after the German system. Among those reforms was the introduction of compulsory education.
- Military was increase and weapons were produced.
Thursday, October 15, 2009
Aim: What is Industrialization?
Do Now: Describe the social classes in Britain.
Notes: Industrialization
- Industrial Revolution Begins in Britain with New Ways of Working
• Industrial Revolution—greatly increases output of machine-made goods
• Revolution begins in England in the middle 1700s - The Agricultural Revolution Paves the Way
• Enclosures—large farm fields enclosed by fences or hedges
• Wealthy landowners buy, enclose land once owned by village farmers
• Enclosures allow experimentation with new agricultural methods
• Crop rotation—switching crops each year to avoid depleting the soil
• Livestock breeders allow only the best to breed, improve food supply - Why did the Industrial Revolution Began in England ?
• Industrialization—move to machine production of goods
• Britain has natural resources—coal, iron, rivers, harbors
• Expanding economy in Britain encourages investment
• Britain has all needed factors of production—land, labor, capital - Inventions Spur Industrialization -Changes in the Textile Industry
• Weavers work faster with flying shuttles and spinning jennies
• Water frame uses water power to drive spinning wheels
• Power loom, spinning mule speed up production, improve quality
• Factories—buildings that contain machinery for manufacturing
• Cotton gin boosts American cotton production to meet British demand - Improvements in Transportation -Watt’s Steam Engine
• Need for cheap, convenient power spurs development of steam engine
• James Watt improves steam engine, financed by Matthew Boulton
• Robert Fulton builds first steamboat, the Clermont, in 1807
• England’s water transport improved by system of canals
• British roads are improved; companies operate them as toll roads
• In 1804, Richard Trevithick builds first steam-driven locomotive
• In 1825, George Stephenson builds world’s first railroad line
• Entrepreneurs build railroad from Liverpool to Manchester - Railroads Revolutionize Life in Britain
• Railroads spur industrial growth, create jobs
• Cheaper transportation boosts many industries; people move to cities - Worldwide effects of Industrialization
1. European and American investment in much of world
2. massive immigration to Americas
3. international development thanks to foreign investment - Social change as result of industrialization
1. Working Class Life
a. Radical change from Old Regime
b. Urbanization
c. The job
· Very poor working conditions
· Women large part of workforce (cheap labor)
· Child labor also very common
· The all-powerful overseer
d. The Home
· Urbanization of English society
* Haphazard city planning
* Tenements
* Poor diet
* Very short life expectancy
HW# 11
HOMEWORK:
Please find an article concerning labor relations in Great Britain or
child labor worldwide.
Sources should be print media and might include the Internet, news
magazines or newspapers.
Your event should be important to people traveling to the destination
or living there.
You should answer the Questions What, Who, When, Where, Why,
How?
Please find an article concerning labor relations in Great Britain or
child labor worldwide.
Sources should be print media and might include the Internet, news
magazines or newspapers.
Your event should be important to people traveling to the destination
or living there.
You should answer the Questions What, Who, When, Where, Why,
How?
Wednesday, October 14, 2009
Tuesday, October 13, 2009
AIM: HOW DO WE WRITE AN ESSAY?
Do Now: What is an Essay ?
Notes:
I. These simple steps will guide you through the essay writing process:
1. Decide on your topic . INDUSTRIAL REVOLUTION
2. Prepare an outline or diagram of your ideas. (Using one paragraph essay outline.)
3. Write your thesis statement . (an explanation of the topic or purpose of a research paper)
4. Write the body. (The meat of your essay.)
a. Write the main points.
b. Write the subpoints.
5. Write the introduction. (Introduce your idea and thesis statement)
6.Write the conclusion. (Restate your idea and thesis statement)
http://video.google.com/videosearch?q=little+britain&www_google_domain=www.google.com&hl=en&emb=1&aq=0&oq=little+brit#q=little%20britain%20vicky%20essay&hl=en&emb=1&start=0
Notes:
I. These simple steps will guide you through the essay writing process:
1. Decide on your topic . INDUSTRIAL REVOLUTION
2. Prepare an outline or diagram of your ideas. (Using one paragraph essay outline.)
3. Write your thesis statement . (an explanation of the topic or purpose of a research paper)
4. Write the body. (The meat of your essay.)
a. Write the main points.
b. Write the subpoints.
5. Write the introduction. (Introduce your idea and thesis statement)
6.Write the conclusion. (Restate your idea and thesis statement)
http://video.google.com/videosearch?q=little+britain&www_google_domain=www.google.com&hl=en&emb=1&aq=0&oq=little+brit#q=little%20britain%20vicky%20essay&hl=en&emb=1&start=0
Wednesday, October 7, 2009
Aim: So you think you have it BAD?
You are a 15-year-old living in England where the Industrial Revolution has
spurred the growth of thousands of factories. Cheap labor is in great demand.
Like millions of other teenagers, you do not go to school. Instead, you work in
a factory 6 days a week, 14 hours a day. The small pay you receive is needed to
help support your family. You trudge to work before dawn every day and work
until after sundown. Inside the workplace the air is hot and foul, and after
sunset it is so dark it is hard to see. Minding the machines is exhausting, dirty,
and dangerous.
DO NOW: 1. Would you attempt to change your working
conditions in the factory?
2. Would you join a union, go to school, or run away?
conditions in the factory?
2. Would you join a union, go to school, or run away?
Notes:
1. Long hours: The sun may be shining through the windows as this child’s day begins, but it will have disappeared by the time his day ends.
2. Dangerous machines: Children usually worked in bare feet with no safety equipment among machines with many moving parts.
3. Hot temperatures and dust-filled air: Dust particles from thousands of bobbins cling to the clothing and hang in air heated by the machinery.
1. Long hours: The sun may be shining through the windows as this child’s day begins, but it will have disappeared by the time his day ends.
2. Dangerous machines: Children usually worked in bare feet with no safety equipment among machines with many moving parts.
3. Hot temperatures and dust-filled air: Dust particles from thousands of bobbins cling to the clothing and hang in air heated by the machinery.
Tuesday, October 6, 2009
HW #10
Please answer questions-
1. Why did people flock to British cities and towns during the Industrial Revolution?
2. What social class expanded as a result of industrialization?
3. What were some negative effects of the rapid growth of Manchester?
1. Why did people flock to British cities and towns during the Industrial Revolution?
2. What social class expanded as a result of industrialization?
3. What were some negative effects of the rapid growth of Manchester?
Monday, October 5, 2009
Aim: What was life like in the Industrial Age? (1800-1914)
Do Now: What in your life was an industrial invention?
Notes-
United States, Japan joined the growing list of Industrializing countries. (Britain, France, Germany)
What
Steel
Chemicals (Dynamite)
Electricity
Interchangeable parts
Dynamo (electric generator)
Assembly Line
Railroads expanded
Internal Combustion engine
Air flight (1903)
Telegraph
Telephone
Radio
Corporations
Who
Henry Bessemer
Alfred Noble
Ben Franklin, Alessandro Volta
Michael Faraday
Henry Ford
Nicolas Otto (ICE)
Orville and Wilbur Wright
Alfred Morse
Alexander Graham Bell
Guglielmo Marconi
Many Inventors (Corp)
United States, Japan joined the growing list of Industrializing countries. (Britain, France, Germany)
What
Steel
Chemicals (Dynamite)
Electricity
Interchangeable parts
Dynamo (electric generator)
Assembly Line
Railroads expanded
Internal Combustion engine
Air flight (1903)
Telegraph
Telephone
Radio
Corporations
Who
Henry Bessemer
Alfred Noble
Ben Franklin, Alessandro Volta
Michael Faraday
Henry Ford
Nicolas Otto (ICE)
Orville and Wilbur Wright
Alfred Morse
Alexander Graham Bell
Guglielmo Marconi
Many Inventors (Corp)
HW #9
1. . What were four factors that contributed to industrialization in Britain?
2. . How did rising population help the Industrial Revolution?
3. What American invention aided the British textile industry?
4. Was the revolution in agriculture necessary to the industrial Revolution? Explain?
Please define and add Industrial Revolution, industrialization, factors of production, and Economics to your vocabulary section.
2. . How did rising population help the Industrial Revolution?
3. What American invention aided the British textile industry?
4. Was the revolution in agriculture necessary to the industrial Revolution? Explain?
Please define and add Industrial Revolution, industrialization, factors of production, and Economics to your vocabulary section.
Thursday, October 1, 2009
Wednesday, September 30, 2009
Tuesday, September 29, 2009
Aim: Who was Napoleon?
The collapse of Napoleons Empire - The birth of Nationalism
Do Now:
1. What is Nationalism?
2. . How could feelings of Nationalism in European countries hurt Napoleon?
3. What were Napoleons biggest mistakes?
4. What was the Napoleonic Code?
GOVERNING FRANCE
UNDER THE KING – Louis had absolute
power, and could not be removed. There was
no National Assembly (or Parliament) and
there were no elections, so people did not
have a say in who was in power in France. The
King made all the laws, and as a result, some
were very out of date such as the Estates
system, and inequality of different groups in
society.
THE REVOLUTION brought changes. There
was no single ruler of France, and a National
Assembly was elected by voters (all men).
The Assembly made all the laws, which meant
that many new laws were introduced.
UNDER NAPOLEON – More changes were
introduced. Napoleon became Emperor of
France, and could not be removed from
power. There were two National Assemblies,
with members chosen by Napoleon from
candidates elected by the people. All men
could vote, but after 1804, there were no
elections. All laws were made by the
Assemblies.
Napoleon has been remembered not only for his military victories, but
also as a ‘Great Reformer’, bringing about improvements to France and
French Society. Napoleon himself said: “I intend to keep the Revolution’s
useful changes, but not to abandon the good institutions it mistakenly
destroyed.” So, how did France change under Napoleon? And did it change
for the better? To answer these questions, we need to look at France
before, and during Napoleon’s rule.
How Did France Change Under
Napoleon?
CHANGES TO EDUCATION
UNDER THE KING – Only the
privileged went to schools, which were
run by The Church. Pupils were taught
respect for elders and religion.
THE REVOLUTION brought some
change. Revolutionaries proclaimed
that school was for everyone, and
state schools were even proposed, but
none were set up. The Aim was to
encourage pupils to investigate and
question.
UNDER NAPOLEON – The education
system in France changed. Four
grades of school were set up; primary,
secondary, lycées (schools run on
military lines) and technical schools.
Schools now stressed the importance
of obedience and military values –
although primary education stayed
almost as it had been before 1789.
Science and maths became more
important subjects in secondary
schools. In 1814 9000 pupils were
attending the 36 lycées – out of a
population of 30 million.
THINK!! How much
change had taken
place in schools?
THINK!! In what ways
were the regimes of
Napoleon and Louis
different?
By Miss Lavelle www.SchoolHistory.co.uk
“The husband must possess the
absolute power and right to say to
his wife: ‘Madam you shall not go to
the theatre, you shall not receive
such and such a person, for the
children you bear shall be mine’.
Women should stick to knitting.”
Comments made by Napoleon when
drawing up the Code.
The Code Napoleon, 1804
The Code stated that:
• All people were declared equal before the law.
There were no longer any special privileges for
Nobles, Churchmen or rich people
• Feudal rights were ended.
• Trial by Jury was guaranteed.
• Religious Freedom was guaranteed.
• Parents were given powers over their children.
• Wives were not allowed to sell or give away
property.
• A wife could only own property with her
husband’s consent in writing.
• Fathers were allowed to imprison their children
for any time up to a month.
In 1804 the Napoleonic Code was
introduced. It had a set of clear
laws, applicable to all members of
French Society. The Code was also
introduced into other parts of
Europe conquered by Napoleon, like
Italy, Spain and some parts of
Germany.
INDIVIDUAL RIGHTS AND
FREEDOMS.
France under Napoleon sometimes
seemed similar to France under King
Louis. The Prison and Courts system
was ‘officially’ different, in that you
could no longer be put in prison
without charge and everyone was equal
in the courts, nobles did not have
special rights anymore, but even in
Napoleon’s rule there were
restrictions. He had a secret police
force, which from 1810 could arrest
people without trial. Napoleon, like
King Louis, and unlike the Revolution,
tried to censor and control the
newspapers, and free speech was not
slowed in France or the French
Empire.
THE CATHOLIC CHURCH
During the Revolution, the land owned by the Catholic
Church was sold off and any religion was permitted (only
Catholicism was practised in the ‘Ancien Regime’). In 1802,
Napoleon made an agreement with the Pope called the
Concordat in which the Pope agreed that the Church would
not get its land back and in return, Catholicism was accepted
as the religion of the majority. As well as this, it was agreed
that Bishops were to be chosen by Napoleon, and agreed by
the Pope. This meant that the government now had greater
control over the Church.
“If the press is not
controlled, I shall not
remain three days in
power.” Napoleon.
“The People must have religion,
and religion must be in the
hands of the government.”
Napoleon.
ARE YOU STILL THINKING? How
far have things changed under
Napoleon? Are his ways really that
different from Louis?
Some of the things said by Napoleon!
FRENCH SOCIETY
Napoleon tried to make sure that all major groups gained from his rule. For peasants,
Napoleon made sure that they could keep their land by eradicating Feudalism. He restored
the Catholic Church to its former importance through the Concordat, and the peasants no
longer had to pay tithes. For the Nobles, Napoleon offered ‘king-like’ stability. He created
titles for some people, though these new nobles had no special privileges.
Napoleon tried to reward talented and hardworking people by setting up
the Legion of Honour in 1802. It is still one of the highest honours you
can receive in France today.
DID YOU
KNOW?
Napoleon
introduced the
Baccalauréat,
(BAC) an exam still
sat in France
today!
Public education does
not suit women, as
they are not called
upon to live in public…
marriage is their whole
estimation.
In France women are
considered too highly.
They should not be
regarded as equal to
men. In reality they
are nothing more than
machines for
producing children.
The ignorant class will
no longer exercise their
influence on making laws
It is not what is or on government.
true that counts,
but what people
think is true.
BULIDINGS AND ROADS.
Napoleon ordered the building of new roads, canals and
bridges. Huge amounts of money were invested in improving
the image of France’s capital, Paris. Older buildings were
improved, and new buildings were put up. A better network of
roads was planned for Paris, and several memorials to the
Revolution and to Napoleon himself were erected.
L’Arc de Triomphe, Paris – built in
1813 to celebrate Napoleons
victories in wars all over Europe.
THINK! What do
these quotes tell
us about
Napoleon?
1) Go back through all the information on the worksheets. Write down each
underlined word or phrase and its meaning. You night have to ask your
teacher for help with some, or think back to your previous work. There are 6
altogether!
2) In what ways did Napoleon reform the education system in France?
3) Which aspects of Napoleon’s education system did not change?
4) In what ways were the governments of King Louis XVI (pre-Revolution) and
Napoleon different?
5) In what ways were they similar?
6) Read the Napoleonic Code. List the points of the code which you think are:
a. Fair?
b. Unfair?
Give reasons for your choices.
7) How did Napoleon try to restrict individual rights and freedoms?
8) Why do you think Napoleon felt it was so important to control the press?
9) How did Napoleon try to control religion in France?
10) What was the appeal of Napoleon to:
a. The Peasants?
b. The Nobility?
11) Read some of the things said by Napoleon (on all of the sheets). What do
these extracts tell us about Napoleon’s attitude towards:
a. His role as Emperor?
b. Women?
c. The Media?
d. The lower classes?
12) How did Napoleon improve France’s cities and towns?
HOW FAR DID NAPOLEON REALLY REFORM FRANCE?
This is an extended piece of writing, so you should plan your work in the back of
your book first. You should organise your answer into five sections, which you can
later put into paragraphs. The five areas are: Education, The Government, The
Church, Rights and Freedoms and Society. To answer the BIG question, you need to
look at how far Napoleon reformed each of the sections. For example, in some
areas there had been great change, but in others, there were few differences
from the time of King Louis. You can include in your answer quotes and opinions
from the man himself to support your own thoughts. Once you have planned what
you are going to include in your sections, you need to write a brief introduction to
your work, and sum up your arguments with a strong conclusion. Get you teacher to
check it, put it all together in the front of your book, and VOILA! One essay!
HW # 8
BONAPARTE, NAPOLEON
NAME:
BIRTH DETAILS:
POLITICAL IDEAS:
RISE TO IMPORTANCE:
HOW HE BECAME POWERFUL IN FRANCE:
NAME:
BIRTH DETAILS:
POLITICAL IDEAS:
RISE TO IMPORTANCE:
HOW HE BECAME POWERFUL IN FRANCE:
Monday, September 28, 2009
HW # 9
Homework; Please read 714-722
1. What were four factors that contributed to industrialization in Britain?
2. How did rising population help the Industrial Revolution?
3. What American invention aided the British textile industry?
4. Was the revolution in agriculture necessary to the industrial Revolution? Explain?
Please Define and add Industrial Revolution,
industrialization,
factors of production,
and Economics to your vocabulary section.
1. What were four factors that contributed to industrialization in Britain?
2. How did rising population help the Industrial Revolution?
3. What American invention aided the British textile industry?
4. Was the revolution in agriculture necessary to the industrial Revolution? Explain?
Please Define and add Industrial Revolution,
industrialization,
factors of production,
and Economics to your vocabulary section.
Tuesday, September 22, 2009
HW # 7
NAME: ...............................................
LOUIS XVI - BORN TO BE A GOOD KING?
1. Louis was a large man with a big appetite. For breakfast he would eat 4
chops, a fat chicken, six poached eggs and a slice of ham. This was
washed down with a bottle and a half of champagne.
2. Louis was kind to his family but was also a ditherer. He found it difficult to
make decisions. He liked to tinker with his collection of clocks rather than
run the country.
SOURCE A Louis was not the right man to rule a country. He was shy
and had no confidence. Other people could sway his decisions.
- the view of a French nobleman.
SOURCE B Louis does have some common sense. He has
simple tastes. He is honest. But he cannot make up his mind and is
weak willed.
-written by a French monk in 1775.
ACTIVITIES:
Using the information above, fill in this table showing Louis XVI's good
and bad points. How many can you find?
GOOD POINTS BAD POINTS
Do you think Louis XVI was a strong king? Say why.
LOUIS XVI - BORN TO BE A GOOD KING?
1. Louis was a large man with a big appetite. For breakfast he would eat 4
chops, a fat chicken, six poached eggs and a slice of ham. This was
washed down with a bottle and a half of champagne.
2. Louis was kind to his family but was also a ditherer. He found it difficult to
make decisions. He liked to tinker with his collection of clocks rather than
run the country.
SOURCE A Louis was not the right man to rule a country. He was shy
and had no confidence. Other people could sway his decisions.
- the view of a French nobleman.
SOURCE B Louis does have some common sense. He has
simple tastes. He is honest. But he cannot make up his mind and is
weak willed.
-written by a French monk in 1775.
ACTIVITIES:
Using the information above, fill in this table showing Louis XVI's good
and bad points. How many can you find?
GOOD POINTS BAD POINTS
Do you think Louis XVI was a strong king? Say why.
Aim: What were the causes of the French Revolution?
Do Now: Why was the French Government bankrupt in 1787? (think of more than one or two reasons)
By 1787, the French government was bankrupt. It was 4000 million livres in debt. France had spent a lot of money fighting costly wars, but had nothing to show for it. Many people accused the royals, especially Queen Marie- Antoinette of spending too much money on luxuries. Others said that the tax system was corrupt and
some tax-collectors did not hand all their taxes over to the government.
In 1787 the King asked the nobility to help him reform the tax system. As we already know,members of the first and second estate did not have to pay some taxes. King Louis XVI wanted them to start paying some of them. It is not surprising that they refused to do so.
By 1787, the French government was bankrupt. It was 4000 million livres in debt. France had spent a lot of money fighting costly wars, but had nothing to show for it. Many people accused the royals, especially Queen Marie- Antoinette of spending too much money on luxuries. Others said that the tax system was corrupt and
some tax-collectors did not hand all their taxes over to the government.
In 1787 the King asked the nobility to help him reform the tax system. As we already know,members of the first and second estate did not have to pay some taxes. King Louis XVI wanted them to start paying some of them. It is not surprising that they refused to do so.
Monday, September 21, 2009
HW #6
Name:
The causes of the French Revolution
This cartoon was produced in the 1780s and is a comment on the social situation in France at that time. It can be used to help explain the causes of the French Revolution of 1789.
You have two tasks for this piece of homework. You should use your knowledge and evidence from your lessons on the causes of the French Revolution to help you complete the tasks.
1. Label the three figures in the cartoon by writing in the spaces provided:
o Peasant
o Priest
o Noble
2.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Use your own knowledge to explain how the cartoon can be used to describe the causes of the French Revolution.
The causes of the French Revolution
This cartoon was produced in the 1780s and is a comment on the social situation in France at that time. It can be used to help explain the causes of the French Revolution of 1789.
You have two tasks for this piece of homework. You should use your knowledge and evidence from your lessons on the causes of the French Revolution to help you complete the tasks.
1. Label the three figures in the cartoon by writing in the spaces provided:
o Peasant
o Priest
o Noble
2.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Use your own knowledge to explain how the cartoon can be used to describe the causes of the French Revolution.
Aim: What were the causes of the French Revolution?
Do Now:What might a French peasant have grumbled about in 1789?
THE THIRD ESTATE
- Peasants were forced to do military service.
- Peasants could not hunt or fish on nobles’ estates.
- Peasants had to pay taxes to their lord, the king and the Church.
- Peasants had to use the lord’s mill, oven and winepress, and pay for them.
- Peasants made up 90% of the population.
Vocabulary: Revolution, Estates, Bourgeoisie, Nobility, Clergy, Peasants
THE THIRD ESTATE
- Peasants were forced to do military service.
- Peasants could not hunt or fish on nobles’ estates.
- Peasants had to pay taxes to their lord, the king and the Church.
- Peasants had to use the lord’s mill, oven and winepress, and pay for them.
- Peasants made up 90% of the population.
Vocabulary: Revolution, Estates, Bourgeoisie, Nobility, Clergy, Peasants
Saturday, September 19, 2009
Aim: How can we assess our knowledge of important regent's vocabulary?
Quiz: Define, Draw, Describe, Explain Using BLPT:
Bottom Line: the most essential characteristics of the term
Place: the location most closely associated with the term
Time: a date or era associated with the term
Scientific Revolution
Heliocentric Theory
Peter the Great
Monarchy
Absolutism/ Totalitarianism
Religious Tolerance
Christianity
Feudalism
Martin Luther
Extra Credit – Totalitarianism
Bottom Line: the most essential characteristics of the term
Place: the location most closely associated with the term
Time: a date or era associated with the term
Scientific Revolution
Heliocentric Theory
Peter the Great
Monarchy
Absolutism/ Totalitarianism
Religious Tolerance
Christianity
Feudalism
Martin Luther
Extra Credit – Totalitarianism
Friday, September 18, 2009
Aim: How did the American Revolution inspire the French Revolution?
Do Now:
- Define: Inspire
- Name someone who inspired you?
- What did they inspire you to do?
- Define: Liberty
- What is a right?
- What is a Monarch?
- What is a colony?
- What is unfair?
Problems
Political, Economic and Social
1. lack of rights
2. unequal distribution of wealth
3. lack of freedom
4. heavy taxes 5. unfair treatment
Thursday, September 17, 2009
Aim: How did John Locke change the way people think about government?
Do Now:
1. What were the main ideas of Thomas Hobbes?
2. What type of government would he support?
3. What were the main ideas of John Locke?
4. What type of government would he support?
Do Now: Is it better to be loved or feared as a leader?
John Locke : Major beliefs - natural rights, life, liberty (freedom), property (stuff).Government : Democracy
Thomas Hobbes: Major beliefs - People are selfish and greedy. To avoid chaos people must give up their freedom to the government to ensure order.Government: Absolutism
The Enlightenment
1. believing that every natural phenomenon had a cause and effect
2. a belief that truth is arrived at by reason
3. believing that natural law governed the universe
4. progress would always take place
1. What were the main ideas of Thomas Hobbes?
2. What type of government would he support?
3. What were the main ideas of John Locke?
4. What type of government would he support?
Do Now: Is it better to be loved or feared as a leader?
John Locke : Major beliefs - natural rights, life, liberty (freedom), property (stuff).Government : Democracy
Thomas Hobbes: Major beliefs - People are selfish and greedy. To avoid chaos people must give up their freedom to the government to ensure order.Government: Absolutism
The Enlightenment
1. believing that every natural phenomenon had a cause and effect
2. a belief that truth is arrived at by reason
3. believing that natural law governed the universe
4. progress would always take place
Aim: Do you have any rights?
Notes-
Constitution – foundation of all law and government in the United States
Bill of rights- first ten amendments to the United States Constitution are known
Code of Hammurabi –first written code of laws – an eye for an eye
Twelve tables of Rome - written code and constitution of the Roman Republic
Napoleonic Code - French written code of law established under Napoléon I.
Justinian's Code- written code of law under Justinian
Magna Carta – English constitution 1215 limited the kings power
Constitution – foundation of all law and government in the United States
Bill of rights- first ten amendments to the United States Constitution are known
Code of Hammurabi –first written code of laws – an eye for an eye
Twelve tables of Rome - written code and constitution of the Roman Republic
Napoleonic Code - French written code of law established under Napoléon I.
Justinian's Code- written code of law under Justinian
Magna Carta – English constitution 1215 limited the kings power
Wednesday, September 16, 2009
HW# 4
1. Define: Science-
2. How did modern science begin?
3.How did new ideas change accepted thinking in astronomy?
4. What is a heliocentric theory?
2. How did modern science begin?
3.How did new ideas change accepted thinking in astronomy?
4. What is a heliocentric theory?
Aim: What was the Scientific Revolution?
Do Now:
1. Which came first the chicken or the egg?
2. How do you know?
3. Describe the method you would use to figure out the answer.
Scientific Revolution
Bl:The next big change after the Renaissance in which scientist questioned traditional beliefs about the workings of the universe. The main idea to come out of the Revolution was the Scientific Method - the use of observation and experimentation to explain how things work.
P: Europe
T: After the Renaissance and before the Enlightenment.
Tuesday, September 15, 2009
Revolution Lyrics
Revolution
by the Beatles
You Say You Want a Revolution
Well, You Know
We all Want to Change the World
You Tell me that its Evolution
Well, You Know
But When you Talk About Destruction
Don’t You Know that you Can Count Me Out
You Know Its Going To Be All Right
All Right All Right
You Say You’ve Got a Real Solution
Well You Know
We’d All Love to See the Plan
You Ask Me For a Contribution
Well You Know
We’re All doing What We Can
But If you Want Money From People With Minds That Hate
All I Can Tell You is Brother You’ll Have To Wait
You Know Its Going To Be All Right
All Right All Right
You Say You’ll Change the Constitution
Well You Know
We All Want to Change the Land
You Tell Me it’s the Institution
Well You Know
You Better Free Your Mind Instead
But If You Go Carrying Pictures of Chairman Mao
You Ain’t Going To Make it With Anyone Anyhow
You Know Its Going To be All Right
All Right All Right All Right All Right
by the Beatles
You Say You Want a Revolution
Well, You Know
We all Want to Change the World
You Tell me that its Evolution
Well, You Know
But When you Talk About Destruction
Don’t You Know that you Can Count Me Out
You Know Its Going To Be All Right
All Right All Right
You Say You’ve Got a Real Solution
Well You Know
We’d All Love to See the Plan
You Ask Me For a Contribution
Well You Know
We’re All doing What We Can
But If you Want Money From People With Minds That Hate
All I Can Tell You is Brother You’ll Have To Wait
You Know Its Going To Be All Right
All Right All Right
You Say You’ll Change the Constitution
Well You Know
We All Want to Change the Land
You Tell Me it’s the Institution
Well You Know
You Better Free Your Mind Instead
But If You Go Carrying Pictures of Chairman Mao
You Ain’t Going To Make it With Anyone Anyhow
You Know Its Going To be All Right
All Right All Right All Right All Right
Aim: Is there a Recipe for Revolution?
I. Conditions (Ailments)
A. Political -
B. Social -
C. Economic -
II. Aims (Goals or Philosophy)
A. Must be clearly defined -
1. Made into a slogan -
B. Leaders (Accomplished leaders) -
Five A's necessary for Revolution to occur
At least two opposing sides
2. Access to weapons
3. Aims expressed in a slogan
4. Accomplished leaders
5. Ailments present socially, economically, and politically
Revolution by the BeatlesYou Say You Want a Revolution Well, You Know We all Want to Change the World You Tell me that its Evolution Well, You Know But When you Talk About Destruction Don’t You Know that you Can Count Me Out You Know Its Going To Be All Right All Right All Right You Say You’ve Got a Real Solution Well You Know We’d All Love to See the Plan You Ask Me For a Contribution Well You Know We’re All doing What We Can But If you Want Money From People With Minds That Hate All I Can Tell You is Brother You’ll Have To Wait You Know Its Going To Be All Right All Right All Right You Say You’ll Change the Constitution Well You Know We All Want to Change the Land You Tell Me it’s the Institution Well You Know You Better Free Your Mind Instead But If You Go Carrying Pictures of Chairman Mao You Ain’t Going To Make it With Anyone Anyhow You Know Its Going To be All Right All Right All Right All Right All Right
A. Political -
B. Social -
C. Economic -
II. Aims (Goals or Philosophy)
A. Must be clearly defined -
1. Made into a slogan -
B. Leaders (Accomplished leaders) -
Five A's necessary for Revolution to occur
At least two opposing sides
2. Access to weapons
3. Aims expressed in a slogan
4. Accomplished leaders
5. Ailments present socially, economically, and politically
Revolution by the BeatlesYou Say You Want a Revolution Well, You Know We all Want to Change the World You Tell me that its Evolution Well, You Know But When you Talk About Destruction Don’t You Know that you Can Count Me Out You Know Its Going To Be All Right All Right All Right You Say You’ve Got a Real Solution Well You Know We’d All Love to See the Plan You Ask Me For a Contribution Well You Know We’re All doing What We Can But If you Want Money From People With Minds That Hate All I Can Tell You is Brother You’ll Have To Wait You Know Its Going To Be All Right All Right All Right You Say You’ll Change the Constitution Well You Know We All Want to Change the Land You Tell Me it’s the Institution Well You Know You Better Free Your Mind Instead But If You Go Carrying Pictures of Chairman Mao You Ain’t Going To Make it With Anyone Anyhow You Know Its Going To be All Right All Right All Right All Right All Right
HW # 3
Homework: Graffiti quite often carries messages of social and political importance.
You are to create a miniature graffiti mural depicting the ideas of the Enlightenment, Scientific Revolution, or French Revolution.
You are to create a miniature graffiti mural depicting the ideas of the Enlightenment, Scientific Revolution, or French Revolution.
Aim: A recipe for a Revolution?
Do Now: Please share last nights homework with a neighbor.
1. If you could write a recipe for Revolution what would it be? Why?
Example:
I Hate Uniform Stew
1 part non conformist sophomores
1 part actual fashion
2 parts too much drama
1 very hot classroom
Mix 1 part non conformist sophomores with 1 part actual fashion. Allow to stew in a very hot classroom for 18 days add 2 parts too much drama. You have a serving of 66 portions of I Hate Uniform Revolution Stew.
Task :What are the five conditions necessary for a revolution to take place.
Five A's necessary for Revolution to occur
1. At least two opposing sides
2. Access to weapons
3. Aims expressed in a slogan
4. Accomplished leaders
5. Ailments present socially, economically, and politically
Task 1: What are the five A's needed for a revolution ?
Task 2: Review the Recipe for Revolution
Task 3: Do we have enough ingredients to make a revolution at Port Richmond? USA?
1. If you could write a recipe for Revolution what would it be? Why?
Example:
I Hate Uniform Stew
1 part non conformist sophomores
1 part actual fashion
2 parts too much drama
1 very hot classroom
Mix 1 part non conformist sophomores with 1 part actual fashion. Allow to stew in a very hot classroom for 18 days add 2 parts too much drama. You have a serving of 66 portions of I Hate Uniform Revolution Stew.
Task :What are the five conditions necessary for a revolution to take place.
Five A's necessary for Revolution to occur
1. At least two opposing sides
2. Access to weapons
3. Aims expressed in a slogan
4. Accomplished leaders
5. Ailments present socially, economically, and politically
Task 1: What are the five A's needed for a revolution ?
Task 2: Review the Recipe for Revolution
Task 3: Do we have enough ingredients to make a revolution at Port Richmond? USA?
HW # 3
(In at least two paragraph or one page of text.)
Explain how in your own words-Revolution.(this can be as creative a format as you choose. Examples- Song, script, poem. etc.)
Explain how in your own words-Revolution.(this can be as creative a format as you choose. Examples- Song, script, poem. etc.)
Aim: What is a Revolution?
Do Now: Please answer in your own words.
1. What is a revolution?
2. What is evolution?
3. Please list and explain as many kinds of revolutions as you can.
Task 1: Please listen and take notes on the lyrics to the Beatles song the Revolution.
Task 2: What are the five conditions necessary for a revolution to take place.
Five A's necessary for Revolution to occur
1. At least two opposing sides
2. Access to weapons
3. Aims expressed in a slogan
4. Accomplished leaders
5. Ailments present socially, economically, and politically
1. What is a revolution?
2. What is evolution?
3. Please list and explain as many kinds of revolutions as you can.
Task 1: Please listen and take notes on the lyrics to the Beatles song the Revolution.
Task 2: What are the five conditions necessary for a revolution to take place.
Five A's necessary for Revolution to occur
1. At least two opposing sides
2. Access to weapons
3. Aims expressed in a slogan
4. Accomplished leaders
5. Ailments present socially, economically, and politically
Monday, September 14, 2009
Friday, September 11, 2009
Notes on Respect
My role at school is to help myself, and others by:
1. Learning well
2. Staying safe
3. Participating fully
4. Graduating in 20_ _
1. Learning well
2. Staying safe
3. Participating fully
4. Graduating in 20_ _
HW #2
REMEMBERING SEPTEMBER 11 Writing Assignment Imagine you are writing a letter to your grandchild about how September 11 impacted your generation. What would you tell future generations about your feelings in this time? In a one-page letter, describe your feelings about September 11, the war on terrorism, the war in Iraq, the war in Afghanistan, and the national mood a eight years after the tragedies.
Aim: How has September 11 impacted your life and your community?
Do Now: What is your role in Mr. Cassidy's class?
A.
B.
C.
D.
Discussion Questions:
1. Describe your immediate reaction to September 11 on the day of the attacks. Where were you on September 11?
2. How has September 11 impacted your life and your community? Do you think America is more or less vulnerable now? Explain.
3. How should future generations be educated about September 11? In your opinion, will Americans' perceptions of the attacks change as time passes?
4. How has September 11 impacted American culture? For example, how have movies and TV programs been affected? Do you think movies and TV programs should emphasize more patriotic themes? Explain.
5. How best can Americans commemorate September 11? Should September 11 be a national holiday? Why or why not?
6. Where did you get the news on September 11 -- from cable news, network news, newspapers, and/or magazines? Evaluate media coverage of September 11 and the war on terrorism.
A.
B.
C.
D.
Discussion Questions:
1. Describe your immediate reaction to September 11 on the day of the attacks. Where were you on September 11?
2. How has September 11 impacted your life and your community? Do you think America is more or less vulnerable now? Explain.
3. How should future generations be educated about September 11? In your opinion, will Americans' perceptions of the attacks change as time passes?
4. How has September 11 impacted American culture? For example, how have movies and TV programs been affected? Do you think movies and TV programs should emphasize more patriotic themes? Explain.
5. How best can Americans commemorate September 11? Should September 11 be a national holiday? Why or why not?
6. Where did you get the news on September 11 -- from cable news, network news, newspapers, and/or magazines? Evaluate media coverage of September 11 and the war on terrorism.
Thursday, September 10, 2009
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