November 2008 Archives

• Thursday - "Romanticism and Realism Arts Festival"
• Friday - Unit #5 "Two-Minute" Reviews, Current Events due
• Monday - Unit #5 Objective Exam
• Tuesday - Identification and Essay Exam

• loyalty to a nation is above other loyalties or individual interests
• believing a certain group has a shared or collective identity
• valuing a collective identity based on history, culture, language, race, and/or ethnicity
• political claims (land, independence, sovereignty, etc.) are made on behalf of a defined nation

• unification - merging politically divided but culturally similar lands
• separation (or peripheral) - culturally distinct group resists being added to a state or tries to break away
• state-building - culturally distinct groups form into a new state by accepting a single culture
• irredentist - attempt to extend the boundaries of a state by incorporating territory of an adjacent state occupied principally by "co-nationals"

• 19th century Italy and Germany
• the early United States of America
• 19th-20th century breakups of the Austrian and Russian empires 
• current Iraq - Kurds, Sunni, Shiites
• modern Tibet
• advocates for "One" Korea
• Russia's troop movements into Georgia this past summer
• French-speaking citizens of Quebec

• On balance, is nationalism a positive or negative force? Why?
• Should patriotism be considered a type of nationalism?
• Where in the modern world are we seeing the strongest forces of nationalism?
• Does nationalism exacerbate problems of racism in the world? Why or why not?

Revolutionary Rhetoric - Did it spread? You got a copy of a text produced by the leaders of one of two later revolutionary groups of the early twentieth century: the Young Turks and the Chinese revolutionaries. Consider these questions.

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

• 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

• Considering everything you have read and heard about thinking, arts, music, literature, etc., who do you believe is the individual who best epitomizes the spirit of the Enlightenment? Why?
• If you were able to have lived the life of any figure from the Enlightenment, who would you choose? Why?

• Frederick the Great (Look at Memoirs and Essay on the Forms of Government)
• Jospeh II
• Catherine the Great

• Is "enlightened despot" a contradiction in terms?
• Which would tend to win out - "enlightenment" or "despotism?" Why?
• Did the enlightened despots mark a meaningful change in leadership in Europe?

1. British: In 1651, the British Parliament passed the Navigation Act. (textbook)
2. British: In 1765, the British Parliament passed the Stamp Act.
3. Americans: In the summer of 1765, the "Sons of Liberty" used a variety of tactics to undermine the Stamp Act.
4. Americans: The colonists accuse the British King of "taxation without representation." (textbook)
5. British: In 1770, British soldiers fire into a rioting crowd in what comes to be known as the "Boston Massacre."
6. Americans: In 1773, a group of colonists dump a load of British tea in to Boston Harbor. (textbook)
7. British: The port of Boston is closed down by the British navy in response to the "Boston Tea Party."
8. Americans: In September of 1774, the First Continental Congress protests the treatment of Boston.
9. BOTH: On April 19, 1775, gunfire is exchanged at Lexington and Concord. (textbook)
10. Americans: In July of 1776, the Declaration of Independence is issued. (textbook)

• As you read the document, identify its three main parts.  They are the preamble, the list of grievances, and the formal declaration of war. Mark these parts somehow.
• Thomas Jefferson chose to begin the Declaration with the words, "The unanimous Declaration of the thirteen united States of America." Do you feel this was necessary? Why or why not?
• Find three examples of Thomas Jefferson's use of the ideas of the Enlightenment. Mark them.
• What is Jefferson's view of the "social contract?" According to Jefferson, what was the purpose of government? What does Jefferson suggest should happen whenever government becomes "destructive of the ends for which it was created?" According to Jefferson, how do governments derive their powers?
• Jefferson noted that "all men are created equal," suggesting that this was "self evident." Speculate as to what he meant by that statement. What sorts of conflicts and misconceptions may have stemmed from this statement?
• Look at the list of grievances that Jefferson lists as reasons that the King has violated the natural rights of the colonists. Below, list the three grievances that you feel are the worst violations. Explain why you believe them to be important.
• John Locke died in 1704, over 70 years before Jefferson wrote the Declaration of Independence. In your estimate, would Locke be happy with the way Jefferson used his Two Treatises to justify independence from Britain, which was Locke's native country? Why or why not?

• The British monarchs and Parliament had long struggled over issues of money and debt.
• Charles I grew increasingly unpopular as he imposed heavy fees and fines on the people.
• In 1641, Parliament tried again to limit the King's power.
• From 1642-1649, the English Civil War was fought
• Those supporting Charles were called Royalists or Cavaliers.
• Those opposing the King were the Puritans also called "Roundheads."
• The forces of Parliament gained the upper hand under Oliver Cromwell and his New Model Army.
• In 1649, Charles was put on trial for treason and publicly executed.

• Oliver Cromwell ruled England as a sort of military dictator from 1649 to 1658.
• The Puritans tried to bring many reforms to English society.
• Charles II (son of Charles I) was offered the crown in the "Restoration."
• Parliament passed a habeas corpus law in 1679.
• Charles had no heir, so power passed to his Catholic brother James II.
• William and Mary ended fears of a line of Catholic monarchs in the Glorious Revolution of 1688.
• England became a constitutional monarchy, and the office of prime minister came to hold the power of policy making for the country.