First up today will be some information about the Unit #5 exam
that is scheduled for next Monday and Tuesday. You can find this on a
separate blog entry... We'll also use this opportunity to draw for your
Unit #5 Two-Minute Review assignments. Those will be due on Friday.
Finishing the "Atlantic Revolutions"
- You were asked to do one of two very brief readings in preparation today. We'll start with those.
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?
We'll
wrap up with a quick look at a map of Latin America and a brief
consideration of the revolutions of 1848. If you want to know a lot
more about the specifics on the 1848 Revolutions, you can check out
this timeline. Timeline - Revolutions of 1848
The Rise of Nationalism
- As you will read tonight, your textbook calls nationalism "the most
powerful idea of the 1800s." We're going to work towards defining the
concept today, and we'll look at the examples of Italy and Germany
tomorrow.
I'm
going to give you a handout with paragraphs of three examples of
nationalism. I want to use these "case studies" to derive a definition
of nationalism and its key attributes.
Let's
compare notes and come up with a definition. We'll also throw in the
concept of the nation-state and make a list of some of the results
(positive and negative) of nationalism.
Finally,
I'll have you consider the back side of the handout. Here are three
more examples. In each case, evaluate whether or not we are talking
about an example of nationalism here. We'll discuss these.
"Romanticism and Realism Arts Festival" -
On Thursday, we'll take some time to consider some of the new movements
in the arts that we've been reading about. You'll have a chance to
share with us a topic of interest. (Some of these aren't technically
part of either "Romanticism" or "Realism," but I like the alliteration
in that title...)
You (or you and a partner) will choose from this list (or suggest another appropriate topic).
- 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
I'll
have a projector available. Obviously, you can do music, visuals or
whatever you find appropriate, but there should be something for us to
listen to or see as appropriate. Figure that no one should take more
than five minutes for their presentation.
HOMEWORK for tomorrow - Wednesday, November 19th
Please
continue your reading in Chapter 24 with Section 3, "Nationalism - Case
Study: Italy and Germany." (pp. 692 - 697) The quiz is multiple choice.
Your contribution to the "Romanticism and Realism Arts Festival" needs to be ready to present on Thursday.
Remember
that your Current Events are due on Friday, November 21st. 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, we'll have the Objective Exam. That will consist of multiple choice questions and some
document-based questions. On Tuesday will be the
Identifications and Essay.
