World History 10

OK, you'll notice at some point that I'm not here in class. The family is healthy, but I have a meeting all afternoon for this MPA committee I'm on. I might have one more session in January, but I should otherwise be done missing class for it. Thanks for your flexibility.

  

Welcome to Unit #6. Consider yourself officially 1/4 of the way done with World History 10. (Or, if you prefer, we're 5/8 of the way done with World History 9/10.)

I'm planning to have at least the multiple choice portion of the quizzes graded, so we can review those Tuesday when we are back together. Remember that I need back those quiz packets from a number of you... The plan is to have the essays ready to hand back at your conferences.

Current Events - I always enjoy getting a chance to talk some current issues and events with you. We'll have you take a bit of time today for that. Basically, I'd like each of you to think of your "best" story from the assignment that you did for last week. You'll briefly share those, and perhaps we can dig a bit deeper on a few of them.

The Industrial Revolution - We're going to try this one a little differently. Since you just came off an essay and a set of DBQs, we're going to try and combine those two skills. We're going to break into six groups of roughly three - four people. I have three different DBQ activities related to the Industrial Revolution. Basically, each group is going to prepare to "talk" an essay tomorrow.  

These are the three DBQs and their essay topics:

The Industrial Revolution: Beginnings

"Why did the Industrial Revolution begin in England?"

The Industrial Revolution: Effects

"Evaluate the positive and negative effects of the Industrial Revolution."

The Industrial Revolution: Responses

"How were the evils of the Industrial Revolution addressed in England in the eighteenth and nineteenth centuries?"

Today, each group should work through their DBQ packet, keeping in mind the essay topic they will address tomorrow.

Your "essay" should be in an outline type form, but it need not flow smoothly or be perfectly worded. In fact, each of you will be expected to talk.

Please incorporate these:

• Some sort of attention getter or "hook" for a first line. (Tell us why you chose what you did.)
• Thesis that is responsive to your specific topic. (This should be carefully phrased, not just made up on the spot.)
• A minimum of three body paragraphs
• Each paragraph should be clearly in support of your thesis.
• Each paragraph should refer to evidence from at least two of the documents.
• You should document which sources you are using.
• You should have a concluding paragraph that ties things together.

Remember, you DO NOT need to write this all out. Think of it as sharing your planning with us. Obviously, we have two goals for this. First, we can think specifically about putting together a history essay. Second, we can start to learn about the Industrial Revolution and its impact on the world.

HOMEWORK for tomorrow - Tuesday, December 2nd

Please read Chapter 25, Section 2, "Industrialization." (pp. 723 - 728) Matching is the quiz format.

I expect you'll more or less finish in class, but each group should be ready to "present" their essay preparation tomorrow.

If you plan to word-process your identifications, you can download a copy of the
Unit #5 Identifications answer sheet.

REMINDER: You must finish the identifications before you leave class. Your essay should be printed out and turned in when you are finished. (You'll be asked to email me your essay if you are turning it in later in the day. Or, better yet, print it out and bring it to me.)

Unit #5 Identifications: You'll receive (or download) a handout from which you will write on your choice of 5 of the 8 identifications that appear. You may have 10 words of "notes" for each of the 15 possible identifications to the exam. You will need to turn in these notes, and I reserve the right to count symbols, acronyms, etc. as one or more words. Each of the five identifications is worth 5 points.

A good identification is typically in the range of 4 to 6 sentences in length. (You do need to write in complete sentences.) You should demonstrate both an understanding of just who / what the ID "is" and place it in the appropriate historical context. In addition, you need to explain the significance of the ID. In other words, answer the "So what?" question.

Unit #5 Essay Exam:

1. We considered the reigns of a number of absolute monarchs. Choose THREE specific monarchs and evaluate the impact of their reigns. Overall, was absolutism a positive or negative force in the Europe of the time?

2. The Enlightenment was a time of significant changes in thinking and values. Identify and evaluate the significance of what you consider to be the THREE most significant contributions of the Enlightenment. Which specific figure do you believe best embodied the spirit of the Enlightenment? Why?

3. We studied the causes of political revolution in places such as England, the American colonies, France, Haiti and Mexico. Choose THREE of these revolutions and evaluate whether each was justified. Which of the revolutions that you discuss do you believe was ultimately the most successful? Why?

Homework for next session - Monday, December 1st

Ms. Murr would tell you that only a real meanie assigns homework the night of the exam. I guess that makes me a meanie... (No complaining. You do have five days to get it finished.)

Please read Section 1 in Chapter 25, "The Beginnings of Industrialization." (pp. 717- 722) This is a relatively short quarter, so we need to keep going. (We are probably going to need to double up once on the reading as it is.)  The format for this quiz will be true/false.

It is a pretty straight-forward plan for today. You'll take the objective portion of the Unit #5 Exam. It has 60 multiple choice questions and 5 DBQs. 

Remember that your Current Events are now due. You can either email them as an attachment or print them out. 

Also, I need to be sure to get back your packet of reading quizzes that I returned for you to review.

HOMEWORK for tomorrow: Tuesday, November 25th

We'll have the Unit #5 Identifications exam tomorrow in class. Your essay is also due by the end of the day. You can find the essay questions and possible identifications here.

We'll spend today doing our review activity. We'll get started right away so that we can get through this all.

UNIT 5: Absolutism to Revolution (1500 - 1900)

Chapter 21: Absolute Monarchs in Europe (1500 - 1800)

"Romanticism and Realism Arts Festival" - Welcome. Today, we'll take some time to consider some of the new movements in the arts that we've been reading about. 

I was going to change the order a little, but I suppose we'll stick with this. It's the way they appear in the readings, so that might be helpful to you in terms of review, etc. Figure that no one should take more than five minutes for their presentation.

 

• art of El Greco and Velazquez
• Don Quixote de la Mancha by Miguel de Cervantes
• art of Rembrandt van Rijn
• Moliere's comedic plays
• baroque art and architecture
• music of Wolfgang Amadeus Mozart
• music of Ludwig van Beethoven
• British romantic poets (choose among Lord Byron, Percy Shelley, John Keats)
• Les Miserables and The Hunchback of Notre Dame by Victor Hugo
• Frankenstein by Mary Shelley
• opera of Giuseppe Verdi and/or Richard Wagner
• Louis Daguerre and the daguerreotype
• works of Charles Dickens
• art of Claude Monet
• art of Edgar Degas
• art of Pierre-Auguste Renoir  

HOMEWORK for tomorrow - Friday, November 21st

You are done with the reading for Unit #5. Congratulations.

Remember that your Current Events are due on Friday, but I'm taking them through class time on Wednesday with no penalty. You can either email them as an attachment or print them out. You can download a template on Lesson #15. There's more information on that lesson, and you can find an explanation of the world history themes on this page.

Your part of the Unit #5 Two-Minute Review should be ready to go for Friday.

We'll have the Unit #5 Exam on Monday and Tuesday. Monday will be the Objective Exam. That will consist of multiple choice questions and some document-based questions. On Tuesday, we'll have the Identifications and the essay is due.  You can find the essay questions and possible identifications here.

Unit #5 Identifications: On Tuesday, November 25th, you will write on your choice of 5 of the 8 identifications chosen from the list below that appear on the Unit #5 exam. You may bring 10 words of "notes" for each of the 15 possible identifications to the exam. (Printed out; not on your computer.) You will need to turn in these notes, and I reserve the right to count symbols, acronyms, etc. as one or more words. Each of the five identifications is worth 5 points.  

A good identification is typically in the range of 4 to 6 sentences in length.  (You do need to write in complete sentences.)  You should demonstrate both an understanding of just who / what the ID "is" and place it in the appropriate historical context.  In addition, you need to explain the significance of the ID.  In other words, answer the "So what?" question.

Philip II
divine right
Louis XIV
Thirty Years' War
Oliver Cromwell
Galileo Galilei
social contract
John Locke
philosophe
enlightened despot
Reign of Terror
Napoleon Bonaparte
creoles
nationalism
Otto von Bismarck


Unit #5 Essay Exam - Questions and Format - You'll write an essay as part of the Unit #5 Exam. This essay will be due by the end of class on Tuesday, November 25th.  Below you can find both the questions from which you will choose and the format for the essay portion of the Unit #5 Exam. The essay is worth 30 points.

Format: The actual essay will be written, by hand or word-processed. You should prepare for a five-paragraph essay. That means that you should include an introduction (with a clear thesis statement), three body paragraphs, and a concluding paragraph. (Note that the questions lend themselves to such a format. That is on purpose.)  

Remember that the questions are not designed for you to tell us everything you have learned. Focus on what the question is requiring you to do.  NOTE: Some of you may have time on Monday to begin the essay in class. Others of you may begin working out of class. Because of this, there is no description of the "notes" you may or may not have. Due to the long break, I want the essays finished by the end of Tuesday.


1. We considered the reigns of a number of absolute monarchs. Choose THREE specific monarchs and evaluate the impact of their reigns. Overall, was absolutism a positive or negative force in the Europe of the time?

2. The Enlightenment was a time of significant changes in thinking and values. Identify and  evaluate the significance of what you consider to be the THREE most significant contributions of the Enlightenment. Which specific figure do you believe best embodied the spirit of the Enlightenment? Why?

3. We studied the causes of political revolution in places such as England, the American colonies, France, Haiti and Mexico. Choose THREE of these revolutions and evaluate whether each was justified. Which of the revolutions that you discuss do you believe was ultimately the most successful?  Why?

Here's a good example of the difference between a "Western Civilization" perspective and a "World History" perspective. Often, the American and French Revolutions are taught as the "culmination" of the Enlightenment. Here, however, we'll also be looking at a variety of revolutions throughout the "Atlantic World" during this time period. In particular, we'll add the Caribbean and Latin America to our attention today.

We'll test next Monday and Tuesday on Unit #5. I'll have more information available regarding the format tomorrow. Expect something very similar to last year.

Napoleon Acrostic: Let's see what you and your classmates posted on Lesson #14.

Current Events: I'm sure many of you were hoping that I forgot... I didn't. We'll do them a little bit differently this year. The Advanced Placement course in World History emphasizes five themes. (You'll remember that our text has a different list.) You can find a page with explanations of the themes of world history for more complete explanations. It's simple. You'll do five stories, one from each of the themes. Reading the subheadings under each theme should help you come up with plenty of ideas.

As with last year, you can download a Current Events template. You'll be expected to follow the format very closely. These are worth a total of 20 points. Current Events #1 will be due at the start of class on Friday, November 21st.

The Atlantic Revolutions - overview jigsaw: We'll continue our look at the revolutions today. First, we are going to do a jigsaw focusing on the success of four particular revolutions in producing the ideas of liberty (freedom) and equality. The four revolutions we'll look at are: American, French, Haitian and Venezuelan revolutions.

First, you and a group will look at one of the revolutions. You'll evaluate how well it achieved the goals of freedom and equality.

Second, you'll hear about each revolution and complete a comparison activity.

After the Revolution - Now what?: It seems fair to evaluate whether the "revolutionaries" lived up to the promises of liberty they once called for once they have assumed power. It might be helpful to think of liberty both in terms of "political independence" and "personal freedom." Let's consider these questions:

• Will the leaders want to restrict liberty for groups they view as threatening their own economic or political liberty: women, people of African descent, slaves, native peoples, some minority religious groups?
• What would the leaders gain by restricting liberty?
• What might they lose?

I'll provide you with some documents from each of the revolutions we have been considering. As you look at the documents, consider these questions.

1. How does each new government in the Atlantic world define citizenship?

2. What rights were guaranteed by the government and to which groups of people?

3. Which documents mention liberty?

4. How is slavery changed or maintained?

5. What kinds of powers does each new government assume? How are those powers divided among branches of government?

Revolutionary Rhetoric - Did it spread?: You'll get a copy of some texts produced by the leaders of two later revolutionary groups of the early twentieth century: the Young Turks and the Chinese revolutionaries. Your job is to read your set for tomorrow's class and be prepared to discuss these questions.

• How does each document define liberty?
• How does each document define citizenship?
• What do the constitutions say about education?

HOMEWORK for tomorrow - Tuesday, November 16th

Please continue reading in Chapter 24 with Section 2, "Europe Faces Revolutions." (pp. 687 - 691) 

You should have read your excerpt (Turkey or China) for the "Revolutionary Rhetoric" exercise described above.

You have your first set of Current Events due on Friday, November 21st. The format is explained above. 

The day will start with the pair of Napoleon quizzes.

We'll wrap up our look at the French Revolution and Napoleon today. Next week, our attention will turn to the waves of revolutions and nationalism that sweep the west, or the Atlantic world.

French Revolution - Cast of Characters

You were asked to "cast" the characters below using figures from a particular genre, profession, group or whatever. Ideally, your choices will help reveal your understanding of the roles these figures played in the French Revolution. Let's hear from some of you...

• member of the First Estate
• member of the Second Estate
• member of the Third Estate
• Jean-Jacques Rousseau
• King Louis XVI
• Marie Antoinette
• Parisian woman rioting over bread prices
• radical member of Legislative Assembly
• moderate member of Legislative Assembly
• conservative member of Legislative Assembly
• Jean-Paul Marat
• Charlotte Corday
• Jacobin
• Georges Danton
• Maximilien Robespierre
• Napoleon Bonaparte

The Political Spectrum - From Left to Right and In-Between Remember that the terms "left" and "right" to describe political views dates back to factions that sat together in the Legislative Assembly hall. Then, the "radicals" sat on the left, a term used today for those who typically are more in favor of change, the liberals. On the right were the "conservatives," the term we still use today for those more likely to want fewer changes. In the center were the moderates.

Let's take a minute to see where you fall. First, I'll show you a political spectrum and invite you to guess where you will end up. Then, you can take a quiz and see where your answers place you.  There are many versions on-line, but we'll take the "World's Smallest Political Quiz." (Note that the survey is hosted on a libertarian political site. The survey itself, however, is developed to be non-partisan and has been taken more than 11 million times. If you want to read a lot more about the methodology of the survey, go to their Frequently Asked Questions.) We'll walk through the questions together to make sure everyone understands them.

Napoleon: PBS Video - I've mentioned it before, but PBS really does an excellent job with their websites that accompany shows they produce. Here are some of the features from their series on Napoleon that you should check out.

Introduction: This is worth watching. It will get you to a menu when it ends.

Timeline: Key events with links to additional information.

Campaigns and Battles

Weapons and Units of the Grand Armee

Interactive Battlefield Simulator: Try to win the Battle of Waterloo. You can be either Napoleon or Wellington.

Perspectives on Napoleon: You can read what some people have to say about Napoleon.

Watch Napoleon Video Clips: You can pick from several scenes here.

Send a Napoleon Postcard: Who wouldn't want to receive one of these?

 

Napoleon's Russia Campaign: As you read, Napoleon's invasion of Russia was perhaps his greatest military error. It took a tremendous toll, both actual and psychological, on his Grand Army. Fewer than 1 in 40 soldiers returned to France. The Russians, of course, also suffered great damage, both from the French forces and their own strategy of scorching the earth.

We're going to take a look at the invasion by considering a single "information graphic," or chart, produced by Charles Minard in 1869. Edward Tufte of Yale University, perhaps the world's expert in information design, considers it "the best statistical graphic ever drawn."

Image of Napoleon's Russia Campaign: Yes, this is in French. However, you should still be able to figure some things out from looking at this version.  

Here's Tufte's description of what is happening.

"Beginning at the left on the Polish-Russian border near the Niemen River, the thick band shows the size of the army (422,000 men) as it invaded Russia in June 1812. The width of the band indicates the size of the army at each place on the map. In September, the army reached Moscow, which was by then sacked and deserted, with 100,000 men. The path of Napoleon's retreat from Moscow is depicted by the darker, lower band, which is linked to a temperature scale and dates at the bottom of the chart. It was a bitterly cold winter, and many froze on the march out of Russia. As the graphic shows, the crossing of the Berezina River was a disaster, and the army finally struggled back into Poland with only 10,000 men remaining. Also shown are the movements of auxiliary troops, as they sought to protect the rear and the flank of the advancing army. Minard's graphic tells a rich, coherent story with its multivariate data, far more enlightening than just a single number bouncing along over time. Six variables are plotted: the size of the army, its location on a two-dimensional surface, direction of the army's movement, and temperature on various dates during the retreat from Moscow" (p. 40).

Here are some "revisions" done to the graphic to try and show additional information or to clarify the information already there.