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.
