November 2009 Archives

Q2 - Lesson #17 - The Rise of Nationalism

By
Mike Vergin
on November 30, 2009 2:00 AM |
Since you've all got several things coming up, we'll make sure we stop whatever it is we are doing with at least a half-hour left in the block. Here's a reminder of what is coming up:

  • Tuesday - "MPA Romanticism and Realism Arts Festival"
  • Wednesday - Unit #5 "Two-Minute" Reviews, Current Events due
  • Thursday - Identifications and Essay Exam
  • Monday (12/7) - Unit #5 Objective Exam
Following the quiz, we'll touch base on any questions you have regarding the test format. Then we'll return to nationalism for a bit, picking up a couple of specific examples.


The Rise of Nationalism

As we start, we'll have you spend about ten minutes with a DBQ packet that provides a nice overview.

At the risk of incorrectly summarizing your thoughts, our class "definitions" from last session seemed pretty much along these lines.

The "critical attributes" of nationalism include:
  • 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

Now that we have this general consensus, let's look at the various types of nationalist movements. (We'll come back to this topic in future units...) I'm combining what our textbook has in the chart on page 692 with an excerpt from Michael Hechter at The Nationalism Project. Here's one version of a "typology" of nationalisms:

  • 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"

Let's see how we do with these different types. Try to classify each of these historical or current nationalist movements by type.

  • 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 in the summer of 2008
  • French-speaking citizens of Quebec
Some questions for you:
  • 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?

Finally, we need to at least mention the most important aspects of the two classic stories of unification nationalism in 19th-century Europe: Italy and Germany.

Italy - Sardinia's King Victor Emmanuel II and his Prime Minister Camillo di Cavour drove the Austrians out of most of northern Italy with the help of the French. Giuseppe Garibaldi worked to unite the south before joining forces with the Sardinian King. Rome became the capital of a united Italy by 1870. (The pope kept control of what is know Vatican City.)

italy_nationalism.jpeg
Garibaldi is presenting "boot" of Italy to the king of Sardinia. (1860 British cartoon)


Germany - Here, the Prussian state led the process. Otto von Bismarck became prime minister in 1862. His "realpolitik" approach gave him near dictatorial powers, and he pledged to rule by "blood and iron." Wars with Austria and France rallied support of the German peoples, and the Second Reich was established in 1871 with Kaiser Wilhelm I in control.

bismarck_cartoon.jpg
Otto von Bismarck juggling images of war and peace on a see-saw labeled "European Politics" with powder keg and artillery piece visible. (1887 cartoon from US)

Want a challenge? Draw your own cartoon related to a historical or current example of nationalism. (Sounds like a good idea for some type of future assignment... This would be good practice for you.)


HOMEWORK for tomorrow - Tuesday, December 1st

Please finish your reading in Chapter 24 (and Unit #5!) with Section 4, "Revolutions in the Arts." (pp. 698 - 701) The quiz is fill-in-the-blank.

Your contribution to the "Romanticism and Realism Arts Festival" needs to be ready to present tomorrow. I'll have the computer projector and speakers available, but you need to let me know if you need anything else.

Remember that your Current Events are due on Wednesday. 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 Wednesday.

We'll have the Unit #5 Exam on Thursday and Monday. Thursday will be the Identifications and Essay. On Monday, we'll have the Objective Exam. That will consist of multiple choice questions and some document-based questions. You can find the essay choices and identifications on a separate blog entry.

Unit #5 Exam - Identifications and Essay Questions

By
Mike Vergin
on November 24, 2009 2:05 AM |

You'll take the Unit #5 Exam next Thursday (12/3) and the following Monday (12/7). Thursday's two portions of the exam are explained below. Monday's "objective" portion of the exam will consist of 60 multiple choice questions and five "document-based" questions. 

Unit #5 Identifications: On Thursday, December 3rd, you will write on your choice of 5 of the 8 identifications that appear on the Unit #5 exam chosen from the list below. 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 written in class on Thursday, December 3rd. (We'll explain what to do if you run out of time.) Below you can find both the questions from which you will choose and the format for the essay portion on 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. You may bring 100 words of notes for the essay topic of your choice.


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 examples 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?

Q2 - Lesson #16 - The Beginnings of Nationalism

By
Mike Vergin
on November 24, 2009 2:00 AM |
First up today will be touching base 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.


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 next Tuesday, 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 next session - Monday, November 30th

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 Tuesday. (12/1)

Remember that your Current Events are due on Tuesday, December 1st. 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 next Wednesday. (12/2)

We'll have the Unit #5 Exam on Thursday (12/3) and the following Monday (12/7). Thursday will be the Identifications and Essay. On Monday, we'll have the Objective Exam. That's will consist of multiple choice questions and some document-based questions.

Q2 - Lesson #15 - The Atlantic Revolutions

By
Mike Vergin
on November 23, 2009 2:00 AM |
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 week on Unit #5. I'll have more information posted regarding the format tomorrow.

Current Events: I'm not sure what you all did with Current Events last year, but here's what we'll do. 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.

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 Tuesday, December 1st.


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 24th

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

Your Napoleon Acrostic should be posted as a comment on Lesson #14 before the start of tomorrow's class.

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 Tuesday, December 1st. The format is explained above.

Q2 - Lesson #14 - The Rise and Fall of Napoleon

By
Mike Vergin
on November 20, 2009 2:00 AM | | Comments (14)
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.

    Napoleon in Acrostic: An acrostic is a poem or other writing where the first letters of each line (or paragraph, etc. in some cases) spell out another message. For example:

    Kind-hearted eighth-grade teacher of many of you
    Always trying to make everyone happy
    Teaching speech and debate
    Interesting and amusing conversationalist
    Excellent teacher and friend

    Might be reading the blog, so I can make fun of her
    Unique and one-of-a-kind
    Really enjoyed life in the Czech Republic last year
    R    aising two young sons

    Your job: As you've probably guessed, you'll do one for Napoleon Bonaparte. Here's the wrinkle. "Napoleon" should all be about his background and/or rise to power. "Bonaparte" should all be about his decline and fall from power and/or his historical impact. You should post your acrostic as a comment on this entry.


    HOMEWORK for next session - Monday, November 23rd

    Please begin your reading in Chapter 24, "Nationalist Revolutions Sweep the West," with Section 1, "Latin American Peoples Win Independence." (pp. 681 -  686)

    Your Napoleon Bonaparte acrostic should be posted before class time on Tuesday. Post as a comment to this entry. 

    We're still looking at the Unit #5 Exam the week after Thanksgiving. I'll have more information about the format by Monday's class.




    Q2 - Lesson #13 - The Revolution and the Terror

    By
    Mike Vergin
    on November 19, 2009 2:00 AM     |
    Go ahead, do all your complaining about having TWO reading quizzes today. (All I can say is, "Sticks and stones may break my bones, but your names will never hurt me...) We'll start with those two Napoleon quizzes.

    DBQ Activity - We'll start things out giving you ten minutes to work through a DBQ activity on the French Revolution.

    The French Revolution - Chronology of Events: You were asked to draw a "fever chart" and place at least fifteen events/things from the French Revolution along the chart. We'll talk about what you've done. In addition, I've got another list for us all below so that we can check and see if we're at a similar point in our understanding of the model. (You can download a description of the Brinton model for revolutions if you need it.) We'll take a very short field trip to a location where we can build our own "fever chart" for these events.

    Old Regime rules France
    high taxes on nobles and peasants
    American Revolution occurs
    bad weather leads to grain shortages
    price of bread doubles
    King Louis XVI increases war debt
    Marie Antoinette becomes increasingly unpopular
    Estates-General meets for first time in 175 years (May 5, 1789)
    Third Estate becomes the National Assembly, drafts laws (June 17, 1789)
    Tennis Court Oath is taken (June 20, 1789)
    French mob storms the Bastille (July 14, 1789)
    Great Fear rolls through France (Summer/Fall 1789)
    National Assembly ends feudal privileges of 1st and 2nd Estates (August 4, 1789)
    Declaration of the Rights of Man and of the Citizen passed (August 1789)
    Parisian "women's march" over bread prices (October 1789)
    Louis and Marie Antoinette flee Versailles (October 1789)
    King and Queen caught trying to flee France (June 1791)
    New constitution; limits monarchy and creates Legislative Assembly (September 1791)
    War declared on Prussia and Austria (April 1792)
    September Massacres kill more than 1000 prisoners (September 1792)
    National Convention declares France a republic, ends monarchy (September 21, 1792)
    Jacobins try Louis XVI for treason; execute him (January 21, 1793)
    Maximilien Robespierre becomes leader of "Committee of Public Safety" (July 1793)
    "Reign of Terror" grips France (mid-1793 to mid-1794)
    Robespierre sent to the guillotine (July 28, 1794)
    Moderates create the Directory - giving power to upper middle class (1795)
    Napoleon protects Directory from royalist rebels (October 1795)
    Napoleon stages coup d'etat (November 1799)


    Remembering the French Revolution - You can get a good feel for the impact of the French Revolution when you see how many areas of art, literature, music and politics that it affected. We'll take quick looks at some of those.

    Human Rights
    Music
    Art and Images
    Literature
    • Charles Dickens' A Tale of Two Cities - You probably recognize this opening... (Download it all for free from Project Gutenberg if you want.)
    "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way . . ."

    Speeches
    Contemporary Analysis
    • Edmund Burke was a British politician who severely criticized the revolution as early as 1790. Here's an excerpt. Skip down to the last paragraph.
    • American Thomas Paine responded with a defense of the French Revolution that he called, "The Rights of Man."

    French Revolution - Cast of Characters
    From Charles Dickens' A Tale of Two Cities to Les Miserables, the years surrounding the French Revolution and Napoleon have been frequently depicted in literature, film and on stage. Here's your chance to cast your own production. Below is a list of "characters" from this time period. Your job is to cast these parts by naming "actors" to play each role. The idea is that you'll make appropriate choices that show your understanding of these figures. You can select from history, literature, politics, film, music, television, mythology, MPA or whatever makes sense to you. "Bonus points" for casting with some sort of theme in mind. We'll have you share these cast lists and your rationale for them tomorrow.

    • 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


    HOMEWORK for tomorrow - Friday, November 20th 

    Please finish your reading in Chapter 23 with Section 5, "The Congress of Vienna," (pp. 672 -  675)  for tomorrow.

    Have your cast of characters ready to share tomorrow.

    We're looking at the Unit #5 Exam taking place the week after Thanksgiving. I'll have more information about the format by Monday's class.


    Q2 - Lesson #12 - The French Revolution

    By
    Mike Vergin
    on November 18, 2009 2:00 AM     |
    After we hear from you on the "Three-Minute Debates," we'll be turning our attention to the French Revolution for the next couple of days. Napoleon and others will play major roles here in our lessons.

    Three-Minute Debates: The American Revolution and the Early Republic
    We're going to move through these relatively quickly. The person in support of ("affirming") the resolution speaks first. You should be between one minute and ninety seconds. Then, the person opposing ("negating") the resolution speaks for the same time. In your "speech" (which need not be written out or memorized), you should have a main position (or thesis). You should have at least two supporting arguments or claims that are supported by analysis and/or evidence. You will get credit for these.

    Rather than have folks distracted by their computers, I'll have a handout you can use to keep track of these mini-debates.

    Scoring: 10 points total

    Individual - 5 points
    • Are you ready to present? (1 point)
    • Are you speaking on the correct side and obeying the time guidelines? (1 point)
    • Is you thesis (or overall position) clear? (1 point)
    • Do you make and support a first relevant claim/argument? (1 point)
    • Do you make and support a second relevant claim/argument? (1 point)
    Group - 5 points
    • Is the group ready to present at their turn? (1 point)
    • Does the debate follow the prescribed format? (1 point)
    • Does the debate directly address the given topic? (1 point)
    • Does the group communicate clearly/effectively with the audience? (1 point)
    • Does the debate meet/exceed expectations for this assignment? (1 point)

    • Resolved: The British were justified in expecting American colonists to pay for a greater share of Britain's North American war debts.
    • Resolved: The American Revolution would not have happened without the Enlightenment.
    • Resolved: The causes of the American Revolution were more economic than political.
    • Resolved: Thomas Jefferson and the Americans were justified in declaring independence from the British and King George III.
    • Resolved: John Locke would have supported the actions of the American colonists throughout the American Revolution.
    • Resolved: The conflict between the colonists and the British was a "war for independence," not a true revolution.
    • Resolved: The colonists' victory in the American Revolution was a remarkable upset of a much stronger opponent.
    • Resolved: The Articles of Confederation were a sound basis for the American governmental system.
    • Resolved: The United States would have benefited more had the Anti-Federalists won control.
    • Resolved: The "Founding Fathers" are hypocrites for not ending slavery in the Constitution.
    • Resolved: The Constitution failed to fulfill the Declaration of Independence's statement that "all men are created equal."
    • Resolved: The Bill of Rights is a document of greater historical significance than the Declaration of Independence.

    The French Revolution: Throughout the 18th century, France was generally considered the most advanced country in Europe. Through a combination of factors, they found themselves in the midst of a revolution and "reign of terror" as the century came to a close. We'll look at these events, as well as the rule of Napoleon which follows, from a variety of perspectives. Initially, we'll introduce a "model" for revolution and see how well it fits here.

    Crane Brinton - The Anatomy of Revolution In his 1938 book, Harvard historian Crane Brinton argued that a revolution was a process where power was overthrown and which passed through particular phases. He likened it to the process of a fever, leading some to call it a "fever chart" for revolution. In his book, he analyzed the English Civil War, American Revolution, French Revolution and Russian Revolution.

    You can download a description of the Brinton model for revolutions. I'll give you a handout with this description, as well as another, slightly different description of Brinton's stages of revolution. I'm also going to give you a larger sheet of paper. Working in a pair or on your own, I want you to test the model's value in analyzing the French Revolution.

    • Read through the "phases and symptoms" on the handout.
    • Sketch out a fever chart on the paper provided for you.
    • Decide where you think the "phases" should fall along the fever chart.
    • Label you chart with at least fifteen (or more) specific events from Chapter 23's first two sections. (NOTE: You probably won't be all the way to the far, right end of your fever chart. The events from the time of Napoleon are yet to come.)
    This should be ready for discussion tomorrow. Should you finish this early, go back and see how well the model fits what you know about the American Revolution.


    "The Dynamics of Revolution" - Time, March 12, 1979
    Some of you might find this article interesting. It is challenging, but it is an interesting look at the idea of revolutions in the aftermath of the Islamic Revolution in Iran in 1979. We'll look at this event in our final quarter together. The article touches not only on the Brinton model, but also on a number of additional revolutions to which we will pay attention.

    HOMEWORK for tomorrow - Thursday, November 18th 

    Please continue your reading in Chapter 23, "The French Revolution and Napoleon." You'll be asked to read BOTH Section 23:3 ("Napoleon Forges and Empire," pp. 663 - 667) and 23:4 (Napoleon's Empire Collapses," pp. 668 - 671) for tomorrow. You'll have quizzes on each section, but I will allow you to bring in 50 words of notes for each if you would like. (That's for this pair of quizzes only.) 23.3 is matching and 23.4 is multiple choice.

    Your French Revolution "fever chart" should be labeled with at least fifteen specific events.




    Q2 - Lesson #11 - The American Revolution

    By
    Mike Vergin
    on November 17, 2009 2:00 AM     |
    We'll start by looking at the two exercises on the American Revolution that you worked on yesterday.

    The Road to the American Revolution
    Yesterday, you took a look at ten events on the "Road to the American Revolution." (Download a copy of the "Road to the American Revolution" worksheet if you weren't here.) In each case, you were asked to evaluate whether the particular act was justified by the side that carried it out.

    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)

    Underlying Causes of the Revolution
    We've hinted around this topic a bit, but let's confront it directly.

    • What caused the American Revolution?
    We have talked about specific events, but I want you to list underlying political, social and economic causes for the American Revolution. Think on this one.

    The Declaration of Independence
    You also worked on an activity related to the Declaration of Independence. You were asked to
    consider these questions/tasks:

    • 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 Constitution and the Bill of Rights
    Yes, you've probably looked at the Constitution before. That's not an argument not to do it again... Browse these when you get a chance.

    • The Constitution - Here's a pretty interesting version. It is an original draft, but it shows any language that has been amended and/or superseded.
    • The Bill of Rights - Skim through the list and try to summarize each amendment briefly in your own words.
    • The Amendments - Yeah, it's Wikipedia, but it is also a list of the 27 amendments to the US Constitution.

    Three-Minute Debates: The American Revolution and the Early Republic
    These are simple in terms of format. You'll work in pairs. Each of you will take a side on the resolution you receive. The person in support of ("affirming") the resolution speaks first. You should be between one minute and ninety seconds. Then, the person opposing ("negating") the resolution speaks for the same time. We all listen and keep track of things. We will start tomorrow's class with these.

    In your "speech" (which need not be written out or memorized), you should have a main position (or thesis). You should have at least two supporting arguments or claims that are supported by analysis and/or evidence. You will get credit for these.

    • Resolved: The British were justified in expecting American colonists to pay for a greater share of Britain's North American war debts.
    • Resolved: The American Revolution would not have happened without the Enlightenment.
    • Resolved: The causes of the American Revolution were more economic than political.
    • Resolved: Thomas Jefferson and the Americans were justified in declaring independence from the British and King George III.
    • Resolved: John Locke would have supported the actions of the American colonists throughout the American Revolution.
    • Resolved: The conflict between the colonists and the British was a "war for independence," not a true revolution.
    • Resolved: The colonists' victory in the American Revolution was a remarkable upset of a much stronger opponent.
    • Resolved: The Articles of Confederation were a sound basis for the American governmental system.
    • Resolved: The United States would have benefited more had the Anti-Federalists won control.
    • Resolved: The "Founding Fathers" are hypocrites for not ending slavery in the Constitution.
    • Resolved: The Constitution failed to fulfill the Declaration of Independence's statement that "all men are created equal."
    • Resolved: The Bill of Rights is a document of greater historical significance than the Declaration of Independence. 

    HOMEWORK for tomorrow - Wednesday, November 18th

    Please continue your reading in Chapter 23, "The French Revolution and Napoleon." You'll have a quiz tomorrow on Section 2, "Revolution Brings Reform and Terror." (pp. 656 - 661)

    Be prepared for your part of the "debate" tomorrow.

    Note that Wednesday night you'll be asked to read BOTH Section 23:3 and 23:4 for the next day. You'll have quizzes on each section, but I will allow you to bring in 50 words of notes for each if you would like. (That's for this pair of quizzes only.)

    Q2 - Lesson #10 - From Enlightenment to Revolution

    By
    Mike Vergin
    on November 16, 2009 2:00 AM     |
    Welcome back. "Revolutions" will dominate our attention for the last couple weeks of this unit. We'll start by looking at the Enlightenment's influence on the American Revolution. Following that, we'll turn our attention to the French Revolution and a number of others.

    Here's an article some of you might find interesting. I'm guessing a few of you (at least) found the social contract discussion interesting. I'm also guessing a few of you like pirates. If any of you fit into BOTH categories, here's a Freakonomics blog entry: "Three Great Social Contractarians: Hobbes, Locke, and ... Blackbeard?"

    We'll return to our MPA Enlightenment Salon for a few moments. Overall, I thought there was a lot of interesting discussion on Friday. I'm curious as to what people have to say in response to these two questions:

    • 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?

    The Enlightened Despots
    We will also take a few minutes to consider the emergence of a new type of ruler in the later part of the Enlightenment. These "enlightened despots" seemed to embrace much of the Enlightenment while not showing any indication of giving up power. We'll look briefly at this idea as embodied in three rulers: Frederick the Great of Prussia, Joseph II of Austria and Catherine the Great of Russia.

    A third of you will take a look at each of the three. We'll give you some time to figure things out, and then we'll compare notes. At the end, we'll look at the overall idea of the "enlightened despot."

    Download an Enlightened Despots study guide to organize your ideas. In addition to your textbook and Internet sources, you'll be asked to specifically consult one primary source from Paul Halsall's "Modern History Sourcebook," which is probably the most complete on-line collection of primary source material.

    Here are the links you'll need:
    Here are some concluding questions:
    • 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?
    We'll chat a bit more about Catherine the Great since she is such an interesting figure. Let's look at how she came to power, some of her most significant successes and failures, as well as the role her gender has played in her historical legacy.

    The Road to the American Revolution
    We'll do several activities related to the American Revolution and its impact today and tomorrow. First, we'll take a look at the "Road to the American Revolution." Download a copy of the "Road to the American Revolution" worksheet which contains 10 events which helped lead up to the Revolution. In each case, you're asked to evaluate whether the particular act was justified by the side that carried it out. Many are discussed in your textbook, and I have provided specific links to a number of others. We'll talk about your assessments.

    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 soliders 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)

    The Declaration of Independence
    You're certainly at least somewhat familiar with the Declaration of Independence. Today, we'll try to take a little bit different look at the document and its influences and impacts.

    First, you'll need a copy of the Declaration of Independence. Here's an online version. (Notice there are several versions and images of the Declaration on this site.) To complete the following tasks, however, you probably want to download a copy of the Declaration of Independence so that you can mark it as directed.

    Please answer these questions:

    • 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?

    HOMEWORK for tomorrow - Tuesday, November 17th
     
    Please begin your reading in Chapter 23, "The French Revolution and Napoleon." You'll have a quiz tomorrow on Section 1, "The French Revolution Begins." (pp. 651 - 655)

    Note that Wednesday night you'll be asked to read BOTH Section 23:3 and 23:4 for the quizzes on Thursday. You'll have quizzes on each section, but I will allow you to bring in 50 words of notes for each if you would like. (That's for this pair of quizzes only.)

    Q2 - Lesson #9 - MPA Enlightenment Salon 2009

    By
    Mike Vergin
    on November 13, 2009 2:00 AM     |
    We'll turn our attention to the wider idea of the Enlightenment today. In addition to looking at the major contributions of Enlightenment thinkers and artists, we'll also focus on related issues in our world today.

    The MPA Enlightenment Salon: We will attempt to better understand some of the ideas and impacts of the Enlightenment through a quasi-lame recreation of a salon. As you read for today, the salon was a social gathering, typically hosted by a woman of some wealth and means in Paris. Here, philosophes and others could discuss and share ideas.

    Format: You'll circulate at various times during our salon. We'll meet in six small groups. When you circulate, you need to be looking for different partners. At no time should more than two people be in a group two consecutive times. You'll be given a topic to discuss or another task. After a set amount of time, we'll come back together to hear what you think and move forward.

    Topic #1 - The Social Contract
    Let's make sure that everyone understands the differences between the views of Thomas Hobbes and John Locke. Once we have that straight, we'll have you form small groups to consider these questions:

    • Whose view of the social contract do you find more appropriate for the time in which these men lived? Why?
    • Whose view of the social contract do you believe is more appropriate for our modern world? For the United States? For Mounds Park Academy?  Why?
    • What elements of each man's interpretation are reflected in modern American society?

    Topic #2 - Voltaire and Free Speech
    As you read, Voltaire was a brilliant satirist and a very influential philosophe. (You'll get to know him better in English 10...) For our purposes, we're going to look at his campaign for tolerance, particularly in the area of freedom of speech.

    His most famous quote is perhaps this one: "I do not agree with a word you say but will defend to the death your right to say it." Consider these questions:

    • In modern America, do we have too much freedom of speech? Too little? Provide examples to support your points.
    • What limits on the freedom of speech, if any, do you believe are appropriate?
    • As technology advances so rapidly, how can we balance freedom of speech with other concerns?

    CULTURE BREAK #1 - Changes in Artistic Styles
    The dominant artistic style in Europe during the 1600s and early 1700s was baroque. During the Enlightenment, a simpler and more elegant style known as neoclassical emerged. Browse at least five examples of baroque art and five examples of neoclassical art. Identify ways in which the styles differ. Decide which style you prefer and pick an example you like to show someone else.


    Topic #3 - Montesquieu and the Separation of Powers
    We'll touch base to make sure you are all familiar with the idea of the separation of powers advocated by Montesquieu. Consider these questions:

    • Do you think we truly have a separation of powers in our government today? Do the "checks and balances" work? Why or why not?
    • Does the President of the United States have too much power? Why or why not?

    Topic #4 - Jean Jacques Rousseau and Freedom
    Rousseau is known for his belief that, "Man is born free, and everywhere he is in chains." He advocated a form of direct democracy, believing that a good government would be freely formed and guided by the "general will" of the people. Consider these questions:

    • Do you share in Rousseau's belief in the basic goodness of people? Why or why not?
    • Do you agree with Rousseau that "civilization" (then or now) prevents people from realizing their natural goodness? Why or why not?
    • Is a society based on Rousseau's ideas feasible in modern times? Explain.

    CULTURE BREAK #2 - Denis Diderot's Encyclopedia
    As you read, Denis Diderot attempted to collect and publish the works of leading thinkers in his Encyclopedia. Browse this online version of Diderot's Encyclopedia (I'd recommend you browse "by English title of article.") Skim two or three excerpts to get a feel for his work.
     
    Topic #5 - Beccaria and the Criminal Justice System
    Italian philosophe Cesare Beccaria sought to reform the system used to try and punish criminals. He advocated for the abolishment of torture, cruel punishments and the right to a speedy trial. Consider these questions:

    • In America today, do criminals have too few protections or too many? Explain.
    • Is vengeance an acceptable value for a justice system? Why or why not?
    • Are there circumstances where the state is justified in using torture? Why or why not?
    • Is capital punishment consistent with the ideas of a modern justice system?

    Topic #6 - Mary Wollstonecraft and Women's Rights
    Although many during the time continued to believe men and women had distinct roles, writes like Mary Wollstonecraft helped advance the causes of women in a variety of areas. Consider these questions:

    • In America, does our education system treat men and women equally? Why or why not?
    • Are there still meaningful barriers to equality for women in politics? Explain.
    • Fifty years from now, will Americans still be talking about a "gender gap?" Why or why not?

    Closing the MPA Enlightenment Salon: As we close, I have a couple of questions for you to ponder.

    • 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?

    HOMEWORK for next session - Monday, November 16th

    Please finish your reading in Chapter 22 with Section 4, "The American Revolution." (pp. 640 - 645) We'll be back to multiple choice for the reading quiz.

    Q2 - Lesson #8 - The Scientific Revolution(?)

    By
    Mike Vergin
    on November 12, 2009 2:00 AM     |
    After the reading quiz on the Enlightenment, we'll turn our attention to this events referred to as the "Scientific Revolution." At the close yesterday, I mentioned that not everyone agrees that is an appropriate term. I gave you a handout to read for today, and you were asked to consider this question:

    Should the term "Scientific Revolution" be replaced by the term "Scientific Evolution" to best explain the development of modern science?

    Related questions:
    • Have the contributions of non-European Afroeurasians been given too little credit for advancements in science? If so, was this lack of credit intentional? Why or why not?
    • Do we pay too little attention to the scholars of the medieval period? Why or why not?
    • Is there a European bias in the history of science? Why or why not?
    We'll listen to some preliminary comments here, and then we'll dig a little deeper into the subject.

    "Experiments" in the history of science: We're going to have you work in groups on a series of tasks here. Please work in groups of at least three and no more than five. I'd recommend everyone take some notes, or get a copy of the group's notes. I will expect each group to give/email me a copy of your notes.

    First, I want your group to think about just what science is. Assume that you are going to be talking to my daughter's first grade class. If you had two minutes, what would you tell them science "is"? Make some notes and be prepared to share them with the big group.

    Second, I want you to think about what it is that separates "science" from "not science." Do some brainstorming here. It might help you to think in terms of some of the following:
    • subject matter
    • theory and hypothesis
    • methods of observation and/or investigation
    Third, considering what you know about history, I want you to think about the historical conditions and events that you believe would either promote or hinder the development and spread of science. (Some categories of events and/or conditions might include: political, social, economic, religious, technological, intellectual conditions, etc.)

    Fourth, you'll look at some documents in "Was There Science Before the Scientific Revolution?" You'll get a collection of documents spanning the time from the 10th to the 14th centuries. They are from a variety of Islamic and European authors.

    As you take a look at these documents, consider the following:
    • What kinds of support and/or evidence are used by the authors to support their conclusions?
    • Based on the documents, what would you consider to the 3-5 most distinctive characteristics of the science of the medieval period?
    • If you were to award a Nobel Prize to the "Outstanding Medieval Scientist," whom would you select? Why?

    Fifth, you'll look at a parallel set of documents from the 16th-18th centuries in "Science Comes of Age: Was It a Revolution?" These are from European sources.

    As you take a look at these documents, consider the following:
    • What kinds of support and/or evidence are used by the authors to support their conclusions? In what ways is this different from the medieval period?
    • Based on the documents, what would you consider to the 3-5 most distinctive characteristics of the science of 16th-18th Century Europe?
    • If you were to this time award a Nobel Prize to the "Scientist Who Best Represents the Ideals of Modern Science," whom would you select? Why?
    As we return to the big group, we'll discuss what you've found, as well as return to that question with which we began the hour.

    Galileo Galilei - A Case Study: As you read, Galileo's observations published in Starry Messenger seemed to refute the theories of Aristotle while confirming the theories of Copernicus. The Catholic Church, defending Ptolemy's view of a geocentric system, warned Galileo not to continue these studies. In 1632, he published Dialogue Concerning the Two Chief World Systems, clearly favoring the ideas of Copernicus over Ptolemy. Galileo was summoned by the Pope to stand trial before the Inquisition. Under threat of torture, Galileo renounced his own work.

    You can read the original documents here: The Crime of Galileo - Indictment and Abjuration of 1633. Galileo lived under house arrest outside Florence for the last nine years of his life. Interestingly, in 1992, the Catholic Church acknowledged that Galileo had been correct. You can read a New York Times account of this here: After 350 Years, Vatican Says Galileo Was Right: It Moves.


    HOMEWORK for tomorrow - Friday, November 13th:

    Please continue in your reading on the Enlightenment with Chapter 22, Section 3, "The Enlightenment Spreads." (pp. 636 - 639)

    Q2 - Lesson #7 - Absolute Monarchs on Trial

    By
    Mike Vergin
    on November 11, 2009 2:00 AM     |

    We'll start off with the quiz on "The Scientific Revolution" before we move back into our trial activity.

    "Absolute Monarchs on Trial" - We'll pick up where we left off. We'll hear from the defense witnesses and the defendants themselves. Here's a roster of those folks:

    We'll continue with these defense witnesses:

    • Cardinal Richelieu
    • Jean Baptiste Colbert
    • Thomas Hobbes
    • Niccolo Machiavelli

    Then, we'll hear from the six defendants:

    • Philip II of Spain (King)
    • Louis XIV of France (King)
    • Maria Theresa of Austria (Empress)
    • Frederick the Great of Prussia (King)
    • Peter the Great of Russia (Czar)
    • Charles I of England (King)

    After the testimony, all of you but the six monarchs now become jurors. You are freed from your earlier perspective. As we move into deliberations, keep in mind that you can ask questions of our monarchs as well.

    I'll provide you with a sheet to use as an aid in our deliberations.


    The Scientific Revolution and the Enlightenment

    Our next major focus will be on the time period known as the "Enlightenment" in Europe. Following the lead of our text, we'll initially look at the groups of changes referred to as the "Scientific Revolution."

    As you read for today, Europeans made some truly impressive advancements during the time known as the "Scientific Revolution." We're going to start by taking a step back and discuss whether or not they are getting too much credit. Alternately, you might ask whether non-Europeans are getting too little credit for their contributions.

    I'm giving you a broad overview in the form of a handout. It takes a slightly different look at these events than did your textbook. As you read it, consider this question:

    Should the term "Scientific Revolution" be replaced by the term "Scientific Evolution" to best explain the development of modern science?

    Related questions:

    • Have the contributions of non-European Afroeurasians been given too little credit for advancements in science? If so, was this lack of credit intentional? Why or why not?
    • Do we pay too little attention to the scholars of the medieval period? Why or why not?
    • Is there a European bias in the history of science? Why or why not?


    HOMEWORK for tomorrow - Thursday, November 12th:

    Please continue your reading with Chapter 22, Section 2, "The Enlightenment in Europe." (pp. 629 - 634)

    Read the handout, "Scientific Revolution or Scientific Evolution?" and be prepared to contribute to a discussion on the topic listed above.


    Q2 - Lesson #6 - English Civil War / Absolute Monarchs on Trial

    By
    Mike Vergin
    on November 10, 2009 2:00 AM     |
    Today's main focus will be "Absolute Monarchs on Trial." We'd like to hear from all of the prosecution witnesses today. Before we start the trial, however, we'll touch base of the events that took place in England in your last reading.

    The English Civil War:  We'll take a look at these events from the perspective of a British student below. For now, however, let's be sure that you are clear on the main points from this section.

    • 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.
    In the years after the English Civil War, there were several more events worth noting.

    • 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.

    "Absolute Monarchs on Trial"


    THE CHARGES:  The Absolute Monarchs of Europe are charged with: ignoring the needs and well-being of the people, bankrupting the state, pursuing selfish foreign policies and harming the futures of their states.

    First, an introduction of the six defendants:

    • Philip II of Spain (King)
    • Louis XIV of France (King)
    • Maria Theresa of Austria (Empress)
    • Frederick the Great of Prussia (King)
    • Peter the Great of Russia (Czar)
    • Charles I of England (King)
    Today, we'll hear the testimony of these prosecution witnesses:
    • Dutch merchant
    • Spanish sailor from the Armada
    • French peasant
    • French soldier from War of Spanish Succession
    • French nobleman
    • Patriarch of the Russian Orthodox Church
    • Russian serf
    • Russian laborer building St. Petersburg
    • Oliver Cromwell
    • Member of English Parliament
    • Scottish Presbyterian soldier
    • Austrian Protestant merchant
    • Prussian soldier
    Tomorrow, we'll begin with the defense witnesses and then hear from the monarchs:
    • Cardinal Richelieu
    • Jean Baptiste Colbert
    • Thomas Hobbes
    • Niccolo Machiavelli
    Evaluation: As mentioned, all witnesses are expected to have a speech of at least two minutes. In this speech, it should be made clear why you oppose/support the idea of absolute monarchy, as well as one or more of the specific absolute monarchs. Your story can be creative, but it should also be consistent with reality. In addition, you will receive credit for being an active participant in questioning and deliberating.  (The speeches of the six defendants can be more centered on the issue of how each ruler made effective use of their power as absolute monarch for the good of their country.)


    The English Civil War "Across the Pond": We'll take a quick look at the English Civil War as it might be studied over in Great Britain. I've found some online resources largely designed for students in "Year 8," meaning they are 11 and 12. Sounds like you should be able to handle them...

    War - This is a pretty interesting site put together by a British television station. You can find a lot here by browsing around.

    The Long Term Causes of the Civil Wars:  You don't need to do the cutting and sorting to understand this activity. Instead, look at examples of how the causes fell into the categories of money, religion and Parliament.

    The English Civil War: You might learn a little by doing these activities, but you'll probably mostly learn that you are glad not to be in the British equivalent of middle school...

    What sort of man was Oliver Cromwell? - This is a sort of DBQ type activity. You don't need to answer the questions, but reading the sources will give you a feel for some various perspectives on Oliver Cromwell.


    HOMEWORK for tomorrow - Wednesday, November 11th:

    Please start your reading in Chapter 22.  Read Section 1, "The Scientific Revolution."  (pp. 623 - 628)  We'll keep doing the quizzes, and we are back to fill-in-the-blank.

    We'll conclude our "Absolute Monarchs on Trial" simulation tomorrow, so be ready to present if you have yet to do so. Of course, everyone should be ready to ask questions and deliberate as well.

    Q2 - Lesson #5 - Russia's Absolute Rulers

    By
    Mike Vergin
    on November 9, 2009 2:00 AM     |
    Although I'd like to think I did a pretty good job of staying away from doing a lot of unnecessary lecturing in the World History 9/10 courses the last two years, you need to cut me a little bit of slack today.  Russian history is one of my favorite areas, and I've got a lot of pretty good stories to share with you.  After our quiz, we'll look at the two classic examples of the Russian czar, or absolute ruler: Ivan the Terrible and Peter the Great.


    Ivan the Terrible-  A fascinating figure, Ivan the Terrible was the first Russian ruler to formally use the term, "czar."  Download a copy of these From Ivan to Peter notes, and we'll walk through his life, as well as the period of chaos that followed it.  

    The Time of Troubles - While it is certainly not the most important period in Russian history, I think the years after the death of Ivan the Terrible are bizarre enough to deserve our attention for a couple minutes. For many of you, it will be a chance to show us your dramatic skills...

    Impact of Peter the Great    - This list is by no means complete, but it shows the time line of some major events from the time of Peter the Great.

    1695-96 capture of Azov
    1695 beginning of Russian navy
    1696 death of Ivan V; Peter assumes full power
    1697-98 Peter's "Grand Embassy" to the West
    1698 Streltsy revolt crushed
    1700 suspension of patriarchate, new calendar
    1700-21 Great Northern War with Sweden
    1709 victory in Battle of Poltava
    1713 capital moved to St. Petersburg
    1718 Tsarevich Alexis killed
    1721 treaty with Sweden- new lands acquired
    1722 Table of Ranks established, succession law
    1725 death of Peter the Great

    How did Peter alter the future of Russia?

    * Westernization campaign- "Window to the West"
    * modernization of military
    * bringing of industry and technology to Russia
    * introduction of Russia navy
    * ends mestnichestvo- system of precedence
    * secularization of Russian state and culture
    * spiritual regulation- seizure of lands, suspends the Patriachate
    * "Truth of the Monarch's Will"- attempts to end question of succession
    * establishment of St. Petersburg


    HOMEWORK for next session - Tuesday, November 10th

    Please read the final section in Chapter 21, "Parliament Limits the English Monarchy." (pp. 614 - 617)

    We'll begin our "Absolute Monarchs on Trial" activity on Tuesday with the testimony from the prosecution witness.  Here's a reminder about the specifics for the assignment.

    THE CHARGES:  The Absolute Monarchs of Europe are charged with: ignoring the needs and well-being of the people, bankrupting the state, pursuing selfish foreign policies and harming the futures of their states.

    FORMAT:  All witnesses should be prepared to give a "speech" in class.  This should be between 2 and 3 minutes. It need not be memorized. If you are a real person, you should explain why "you" support a particular monarch and/or the idea of absolutism. If you represent a "type" of person, you should create a story consistent with your assigned side and background. Prosecution witnesses may focus on one or more of the charges against a particular monarch. 

    The six monarchs will have two roles. First, they can question the witnesses for the two sides. In addition, they will have a chance to address the jury before deliberation begins.  (All the witnesses become the "jury" at this stage.) In this address, each monarch has between 3 and 4 minutes to summarize his or her accomplishments as a monarch and/or explain why they should not be convicted of the charges. Our jury will then deliberate on the fate of each monarch, and they also can ask questions of the monarchs at this point. (Note that there may well be different verdicts in the different cases.)

    EVALUATION:  You will receive credit for both your "speech" and your participation/conduct during the rest of the trial.

    Q2 - Lesson #4 - Religious Conflict and the Thirty Years' War

    By
    Mike Vergin
    on November 6, 2009 2:00 AM     |
    There's an old saying that there is "nothing certain but death and taxes." You can add daily reading quizzes to that list... We're going true-false today.

    Today, we're going to pick out the topic of religious conflict and focus on that. The period we are studying is sometimes also known as the "Age of Religious Wars" in Europe. We will finish up with a look at the impact of the Thirty Years' War, an event that gave rise to the modern states that we know see in Europe and elsewhere. Note that, in some cases, we'll actually be moving back in time a bit from the events of Louis XIV and some others.


    Why were they fighting? Religious conflict is nothing new to us in our study of world history. I'm often asked versions of the "What was so different between Catholics and Protestants?" This first activity is designed to give you a chance to answer that question for yourself. You might recall from last year that the Catholic Church leadership met at the Council of Trent during what is called the Catholic Reformation or Counter-Reformation. (The Council met from 1545 to 1563.) It issued a clarification of the Church's position on many issues. You'll receive two handouts. The first states the "Protestant" interpretation of an issue. You and a partner can use the handout summarizing the Council of Trent's declarations to try to figure out the Catholic Church's position on each of these issues. We'll talk about what you find.

    Where were they fighting? You've read bits and pieces about the religious conflicts in Spain and France. Those, along with the Thirty Years' War, were major aspects of this "age of religious wars." We'll do a jigsaw activity with these three sets of conflicts. You'll get one of these three handouts:

    • France's Religious Wars
    • Religious Wars in Spain
    • Major Results of the Thirty Years' War, 1618-1648
    In each case, meet with others sharing that reading. Your job is to boil it down to between five and ten brief points that you can share with the other groups. Following that, we'll have you meet in groups of three, with one representative from each group. You'll teach each other the basic points from your reading. I'd recommend jotting down some brief notes (or emailing each other) so that you've got something to review later in the unit.

    The Thirty Years' War in Thirty Seconds: To me, the Thirty Years' War is a very complex and confusing series of events. You can get lost in the details and miss the point. Let's see how you do in seeing the "big picture." You can work with up to 3 others. I want you to prepare to tell the story of the Thirty Years' War to us in thirty seconds or less. (Not by talking fast...) Instead, think of this along the lines of the identifications we did last year and focus on what is important and historically significant. If you want a good source besides your text, The Thirty Years' War has a wealth of information on its site. We'll have you tell your story to the class.

    If you want another challenge, do the Thirty Years' War in thirty words or fewer.


    HOMEWORK for next session - Monday, November 9th

    Please read Chapter 21, Section 4, "Absolute Rulers of Russia." (pp. 608 - 611)

    The "Absolute Monarchs of Europe" matrix should be ready for discussing on Tuesday. (If you don't have the Peter the Great information down, that's understandable, but the rest should be completed.)

    Your role in the trial should be ready for Tuesday/Wednesday of next week. Remember that the prosecution witnesses will testify on Tuesday, while the defense witnesses and the defendants themselves testify on Wednesday.

    Q2 - Lesson #3 - European Absolutism and the "Sun King"

    By
    Mike Vergin
    on November 5, 2009 2:00 AM     |
    We'll take the reading quiz right away again. In case you were wondering, the class averages on yesterday's multiple choice quiz have been 8.7, 8.8 and 8.9 out of 10 in this year's classes. (They'll always be scored out of 5 points possible in PowerSchool.)


    Today we'll take a few minutes and clarify what you should expect for the "Absolute Monarchs on Trial" activity we'll hold early next week.

    THE CHARGES: The Absolute Monarchs of Europe are charged with: ignoring the needs and well-being of the people, bankrupting the state, pursuing selfish foreign policies and harming the futures of their states.

    FORMAT: All witnesses should be prepared to give a "speech" in class. This should be between 2 and 3 minutes. It need not be memorized. If you are a real person, you should explain why "you" support a particular monarch and/or the idea of absolutism. If you represent a "type" of person, you should create a story consistent with your assigned side and background. Prosecution witnesses may focus on one or more of the charges against a particular monarch.

    The six monarchs will have two roles. First, they can question the witnesses for the two sides. In addition, they will have a chance to address the jury before deliberation begins.  (All the witnesses become the "jury" at this stage.) In this address, each monarch has between 3 and 4 minutes to summarize his or her accomplishments as a monarch and/or explain why they should not be convicted of the charges. Our jury will then deliberate on the fate of each monarch, and they also can ask questions of the monarchs at this point. (Note that there may well be different verdicts in the different cases.)

    EVALUATION: You will receive credit for both your "speech" and your participation/conduct during the rest of the trial.

    We'll conduct our trial on Tuesday and Wednesday of next week. (Expect the prosecution witnesses to present on Tuesday, while the defense witnesses and the defendants will present on Wednesday. That will be followed by our deliberations.)

    Louis XIV of France - The "Sun King" Probably the classic example of the absolute monarch is Louis XIV of France. As you read, he sought total control of France and all aspects of life there. By the peak of his reign, France had become the most powerful country in Europe. We'll briefly focus on some of the key points from the reading, and then we'll take a closer look at the court life at Versailles and what that reveals about Louis XIV and absolutism.

    Chateau de Versailles is the official website for the palace and gardens made famous by Louis XIV.  There's a lot of neat stuff here, and I've highlighted some things for you below.

    Think about and discuss: To what degree do modern states and leaders get caught up in ceremony and symbolism?  How useful to you think such efforts are?

    The Age of European Absolutism: You probably worked with these types of charts last year, so this should be pretty straight-forward. Download a copy of the Age of European Absolutism matrix. (You can either print it out or type on your computer.) You can work in a group of 2-3 if you'd prefer. Think of these as notes on these four major figures. We'll discuss what you find on Friday in class, so these should be completed by then. We'll be looking for major comparisons and contrasts among the absolute monarchs.


    HOMEWORK for tomorrow - Friday, November 6th:

    Read Chapter 21, Section 3, "Central European Monarchs Clash." (pp. 603-607) Yes, there will be a quiz tomorrow, and it will be true-false.

    The "Age of European Absolutism" matrix should be completed and ready for discussion at the beginning of Tuesday's class.

    You might think about and start preparing for your role in our "Absolute Monarchs on Trial" activity that will begin on Tuesday.


    Q2 - Lesson #2 - European Absolutism and the Spanish Empire

    By
    Mike Vergin
    on November 4, 2009 2:00 AM     |
    Your first reading quiz will lead us off today. After everyone is done, we can talk a bit about the key issues in Chapter 21, Section #1.

    We'll get started on the "real" history today by beginning our look at Unit #5, "Absolutism to Revolution." As you may guess from the title, this unit focuses heavily on the relationship between people and government. It largely focuses on Europe, and it will trace the transition from the absolute monarchs through the emergence of democracy and revolutions.


    European Absolutism     - We'll spend the next few days looking at the rise and impact of the "absolute monarchs" of Europe. This will culminate when we put a half dozen of them "on trial." That simulation will get explained after we cover some of the basics.

    First, two simple questions for you. (There's a bit of sarcasm implied there, since I don't think the answers are necessarily that simple...)

    • What is the best government? (The logical follow-up: Why?)
    • What are the qualities of the ideal ruler?
    Second, I've got a DBQ activity for you called "Absolutism and Democracy." It draws on the work of a number of influential thinkers, and it also previews some of what we will cover next week in our look at the Enlightenment. You can pair up if you'd like and work on this for about 15 minutes. (This activity also helps preview one of the choices for your first essay.)

    Third, let's look a little bit more closely at the theory of absolutism. We'll try and answer several questions here.

    • What is absolutism?
    • What earlier examples do we have of absolute rulers?
    • What factors led to the rise of European absolutism?
    • What were the signs or effects of absolutism?

    Finally, we'll introduce the "Absolute Monarchs on Trial" activity we'll hold later in the chapter. You'll be selecting your role. Some will be specific historical figures, and others will represent various interests and/or classes. You'll have some freedom to invent a history that is consistent with the reality of the time.

    Here are the roles we'll have:

    DEFENDANTS:
    Philip II of Spain (King)
    Louis XIV of France (King)
    Maria Theresa of Austria (Empress)
    Frederick the Great of Prussia (King)
    Peter the Great of Russia (Czar)
    Charles I of England (King)

    DEFENSE WITNESSES:
    Cardinal Richelieu
    Jean Baptiste Colbert
    Thomas Hobbes
    Niccolo Machiavelli

    PROSECUTION WITNESSES:
    Dutch merchant (not in Q2)
    Spanish sailor from the Armada
    French peasant
    French soldier from War of Spanish Succession
    French nobleman (not in Q2)
    Patriarch of the Russian Orthodox Church
    Russian serf (not in Q2)
    Russian laborer building St. Petersburg
    Oliver Cromwell
    Member of English Parliament
    Scotish Presbyterian soldier (not in Q2)
    Austrian Protestant merchant (not in Q2)

    Prussian soldier (not in Q2)

    THE CHARGES: The Absolute Monarchs of Europe are charged with: ignoring the needs and well-being of the people, bankrupting the state, pursuing selfish foreign policies and harming the futures of their states.

    FORMAT: All witnesses should be prepared to give a "speech" in class. This should be between 2 and 3 minutes. It need not be memorized. If you are a real person, you should explain why "you" support a particular monarch and/or the idea of absolutism. If you represent a "type" or person, you should create a story consistent with your assigned side and background. Prosecution witnesses may focus on one or more of the charges against a particular monarch. 

    The six monarchs will have two roles. First, they can question the witnesses for the two sides. In addition, they will have a chance to address the jury before deliberation begins. (All the witnesses become the "jury" at this stage.) In this address, each monarch has between 2 and 4 minutes to summarize his or her accomplishments as a monarch and/or explain why they should not be convicted of the charges. Our jury will then deliberate on the fate of each monarch, and they also can ask questions of the monarchs at this point. (Note that there may well be different verdicts in the different cases.)

    EVALUATION: You will receive credit for both your "speech" and your participation/conduct during the rest of the trial.


    HOMEWORK for tomorrow - Thursday, November 5th

    Please read Section 2 from Chapter 21, "The Reign of Louis XIV." (pp. 596 - 602) Tomorrow's quiz will be "fill-in-the-blank." You will have a word bank to choose from. 

    Begin to think about and/or prepare for your role in our "Absolute Monarchs on Trial" simulation.


    Q2 - Lesson #1 - World History 10 Course Introduction

    By
    Mike Vergin
    on November 3, 2009 2:00 AM     |
    Welcome back to MPA World History. (or welcome if you are new to MPA...) As I said back at Upper School Back-to-School Night, I taught all of the brand new World History 9 classes two years ago, but then I taught the new World History 10 curriculum last year. I'm looking forward to continuing to make some additions (and improvements) to what I did last year in World History 10, and I expect we should have a pretty good year. Basically, we'll pick up where most of you left off with Unit #5, and our goal will be to get up to very recent/current events around the world.

    What will be the same as last year? Last year should have given you a good feeling for what to expect this year. I recognize that you are a year older (more mature???) and you no doubt have some more developed skills in many areas than you had at the start of 9th grade. We'll try and challenge those new abilities. We'll use the same book as last year, and we'll tackle the final four units- two each quarter.

    What will be different this year? Now that you've had a year with your laptops, I'm expecting that you've got all those annoying 9th grade computer behaviors under control... I am also going to make a more concerted effort to focus on the readings you will be asked to do. One way we'll do that is through almost daily reading quizzes. More on that below.

    Daily reading quizzes: You can expect a short and, hopefully, straight-forward quiz at the start of class each day a reading assignment is due. I will rotate through the following four types of quizzes. All quizzes will be worth five points.

    • Multiple choice (10 questions)
    • Fill-in-the-Blank (10 questions)
    • True-False (10 questions)
    • Matching (10 items)
    In all cases, these quizzes will focus on the "big picture" ideas, examples and specifics. They will be easier than the multiple choice questions on the unit exams. I'll always have a key ready, and you can immediately see what your score will be.

    Why am I doing this? There are a couple reasons. First, I felt there was a wide range in the way people were approaching their homework when I first started World History 9 two years ago. I was pleased to see many people having highlighted and/or taken notes in their readings. I suspect there were others who did the reading only infrequently. Hopefully, taking the quizzes will reward those who are ready for class and provide an incentive for those who need one.

    We'll start with a quiz tomorrow on Chapter 21, Section 1 (Spain's Empire and European Absolutism) on pages 589 - 595.


    Introductory / Review Activities: We'll begin with Unit #5 tomorrow, but we'll do a couple of other things today. I propose the following:

    1. Current Events - We can briefly discuss some major events from recent weeks and months, but I'd also like us to brainstorm a list of ten stories we should be watching closely over the course of our time together.

    2. Twenty-Five Events - We'll have you work in groups of four on this one. We'll make it a competition to spice things up. I'll give you slips containing 25 events from World History 9. Your job is to put them in the correct order. Once you think you are ready, let me know. If you're right, I'll give you a sheet with all 25 events listed in order to aid in your review. If you're wrong, keep working.

    3. Password and/or Charades - We'll give you each a chance to shine with this activity. When it is your turn, you'll draw a slip which features a person, place or thing from last year. Your job is to communicate it to the class in one of two ways - Password or Charades.

    If you choose Password, here are the rules. You give single word clues, one at a time. Call on someone who raises their hand to answer. If they are wrong, you give another clue. You can give up to five clues before you're done.

    If you choose Charades, here are the rules. You cannot talk, and you cannot write out your clue. You have 30 seconds to convey your clue's meaning to the class.


    HOMEWORK for tomorrow - Wednesday, November 4th:

    Please read Chapter 21, Section 1 (Spain's Empire and European Absolutism) on pages 589 - 595. You will have a reading quiz (multiple choice) at the start of the hour.


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