Recently in Unit #5 Category

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

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

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

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

Unit #5 Essay Exam:

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

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

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

Homework for next session - Monday, December 1st

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

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

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

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

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

HOMEWORK for tomorrow: Tuesday, November 25th

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

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

UNIT 5: Absolutism to Revolution (1500 - 1900)

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

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

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

 

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

HOMEWORK for tomorrow - Friday, November 21st

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

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

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

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

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

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

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


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

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

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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3. Which documents mention liberty?

4. How is slavery changed or maintained?

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

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

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

HOMEWORK for tomorrow - Tuesday, November 16th

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

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

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

The day will start with the pair of Napoleon quizzes.

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

French Revolution - Cast of Characters

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

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

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

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

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

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

Timeline: Key events with links to additional information.

Campaigns and Battles

Weapons and Units of the Grand Armee

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

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

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

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

 

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

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

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

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

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

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

We'll continue with the French Revolution today... (No, you didn't miss a lesson. I combined parts of what I did first quarter from Lessons #11 and #12 with what we did yesterday.) Numbering this way makes it easier for me to keep things straight...

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

• Declaration of the Rights of Man and of the Citizen (1789)
• Declaration of the Rights of Women (1791) - Olympe de Gouge

Music

• La Marseillaise - This is the French national anthem (1792). Check out the lyrics. 
• Ca Ira ("We Will Win") - This was the most popular song of the time.

Art and Images

• The Tennis Court Oath by Jacques-Louis David
• The Death of Marat by Jacques-Louis David
• Napoleon Crossing the Alps by Jacques-Louis David
• Liberty Leading the People by Eugene Delacroix (This was actually from the French Revolution of 1830, but it is commonly associated with the one we are looking at.)
• Imaging the French Revolution - This is an interesting site. There are 40+ images, and you can magnify them and check them out "up close." Try using the "image tool."

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

• Edmund Burke, "The Death of Marie Antoinette"
• Maximilien Robespierre, "The Cult of the Supreme Being"
• Maximilien Robespierre, "Justification of the Use of Terror"

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 14th 

Tonight, you're asked to read BOTH Section 23:3 ("Napoleon Forges and Empire," pp. 663 - 667) and 23:4 (Napoleon's Empire Collapses," pp. 668 - 671). 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.

Have your cast of characters ready to share tomorrow.

We're still looking at the Unit #5 Exam on Monday, November 24th and Tuesday, November 25th. I'll have more information about the format by Monday's class.