Homework - Test on Friday
Post War Problems – Non-Question (do not write an answer to this - but, it many be useful for studying for test) – How did the war shatter the optimism of the Age of Progress and
cast doubt upon the liberal belief in a rational world?
Wednesday, December 18, 2013
Tuesday, December 17, 2013
December 17, 2013
Homework - Finish reading the note packet.
Question # 6 - Post War Conflicts – Fredrick Wilhelm Heinz, a World War One veteran and later Nazi Party leader said of the end of the war, “People told us the war was over. That was a laugh. We ourselves are the war: Its flame burns strongly in us.” How did soldiers returning home from the war fuel wars of “national self-determination” that raged after the official peace?
Answer - Main Point – The war caused four empires that covered Eastern Europe and the Middle East to collapse. In the wake of the war, people in these regions began to reorganize countries based on nationalism. However, in many of these places there were intermixed populations and it was difficult to clearly draw national borders. Across this region (and in Ireland) soldiers who fought in the war became engaged in fighting to establish new countries and governments.
Question # 6 - Post War Conflicts – Fredrick Wilhelm Heinz, a World War One veteran and later Nazi Party leader said of the end of the war, “People told us the war was over. That was a laugh. We ourselves are the war: Its flame burns strongly in us.” How did soldiers returning home from the war fuel wars of “national self-determination” that raged after the official peace?
Answer - Main Point – The war caused four empires that covered Eastern Europe and the Middle East to collapse. In the wake of the war, people in these regions began to reorganize countries based on nationalism. However, in many of these places there were intermixed populations and it was difficult to clearly draw national borders. Across this region (and in Ireland) soldiers who fought in the war became engaged in fighting to establish new countries and governments.
· Many soldiers from these regions returned home after the war with weapons and experience – ready to fight for independence.
· Poles fought Germans, Ukrainians and Soviets to establish a Polish nation, Turks fought Greeks for control of Western Turkey, and the Irish fought British for independence
Friday, December 13, 2013
December 13 & 16, 2013
Homework - Read up to "New and Unresolved Problems".
Question 5 - Woodrow Wilson wrote his Fourteen Points to be the template for designing a post-war peace but then, as a result of the negotiations at Paris Peace Conference, agreed to the Treaty of Versialles. Was it correct for the Germans to blame Wilson for the conditions of the Treaty of Versialles or was it the best they could expect given the situation?
Question 5 - Woodrow Wilson wrote his Fourteen Points to be the template for designing a post-war peace but then, as a result of the negotiations at Paris Peace Conference, agreed to the Treaty of Versialles. Was it correct for the Germans to blame Wilson for the conditions of the Treaty of Versialles or was it the best they could expect given the situation?
Thursday, December 12, 2013
December 12, 2013
Homework - Read up to "Division of Austria-Hungary and the Ottoman Empires"
Question # 4 - Why did the process of Total War mean that the war only ended with the collapse of the home fronts of the belligerant countries?
Question # 4 - Why did the process of Total War mean that the war only ended with the collapse of the home fronts of the belligerant countries?
Tuesday, December 10, 2013
December 10 & 11, 2013
Homework - Read up to the section "Treaty of Versailles".
Question # 3 - Total War – Historian Jay Winter has described the development of Total War as, "The nature of that kind of war opens up the whole issue of whether this conflict began in a 19th Century fashion with a degree of understanding about what the limits of violence were, and, slowly but surely – 1915 is a critical moment – those limits were pushed and pushed and pushed until they didn't exist anymore. So that by the end of 1915, you could say that everyone in each combatant country was at risk. No one was safe. Everyone was a target.” How did the process of Total War expand the scope of the war until “Everyone was a target” - killing civilians was considered a legitemate action in war?
Question # 3 - Total War – Historian Jay Winter has described the development of Total War as, "The nature of that kind of war opens up the whole issue of whether this conflict began in a 19th Century fashion with a degree of understanding about what the limits of violence were, and, slowly but surely – 1915 is a critical moment – those limits were pushed and pushed and pushed until they didn't exist anymore. So that by the end of 1915, you could say that everyone in each combatant country was at risk. No one was safe. Everyone was a target.” How did the process of Total War expand the scope of the war until “Everyone was a target” - killing civilians was considered a legitemate action in war?
Monday, December 9, 2013
December 9, 2013
Homework - Read up to "United States Enters World War One"
Question # 2 - How was the horror of the fighting on the Western Front the result of "total war" between evenly matched industrial powers focused on a small geographic area?
Question # 2 - How was the horror of the fighting on the Western Front the result of "total war" between evenly matched industrial powers focused on a small geographic area?
Thursday, December 5, 2013
December 5, 2013
Homework - Read in the notes up to "The War at Sea" (the quiz will be on this reading). In addition, read the excerpt from the Graphic novel "War of the Trenches" and look at the two linked articles on the graphic novel "The Great War" (both are linked on the class web page)
Question # 1 - Europe before World War One – Bismarck was quoted as saying, “If there is ever another war in Europe, it will come out of some damned silly thing in the Balkans.” How did Bismarck’s actions as Chancellor of Germany contribute to a situation where “some damned silly thing in the Balkans” could trigger a world war?” (Hint: you should also go back and look at the notes on the unification of Germany)
Question # 1 - Europe before World War One – Bismarck was quoted as saying, “If there is ever another war in Europe, it will come out of some damned silly thing in the Balkans.” How did Bismarck’s actions as Chancellor of Germany contribute to a situation where “some damned silly thing in the Balkans” could trigger a world war?” (Hint: you should also go back and look at the notes on the unification of Germany)
Tuesday, November 19, 2013
November 19, 2013
Homework - Study for Test on Friday
Question # 5 - Imperialism in Africa - Joseph Conrad described European Imperialism in Africa when he said that it was “the vilest scramble for loot that ever disfigured the history of human conscience and geographic exploration”. How did European imperialism in Africa represent the worst aspects of European imperialism (i.e. an exploitative imperialism)?
Question # 5 - Imperialism in Africa - Joseph Conrad described European Imperialism in Africa when he said that it was “the vilest scramble for loot that ever disfigured the history of human conscience and geographic exploration”. How did European imperialism in Africa represent the worst aspects of European imperialism (i.e. an exploitative imperialism)?
Thursday, November 14, 2013
November 14, 2013
Homework - For Tuesday (11/19) finish reading the notes on Imperialism - this will cover European Imperialism in Africa.
Question # 4 - Imperialism in Middle East - In conjunction with the history of the decline of the Ottoman Empire in the nineteenth century, consider the geographic changes created by the decline as shown in the map below:
How did the weakening of the Ottoman Empire create conflicts between England, Russia and Austria-Hungary as they each sought to expand their sphere of influence for strategic reasons?
Question # 4 - Imperialism in Middle East - In conjunction with the history of the decline of the Ottoman Empire in the nineteenth century, consider the geographic changes created by the decline as shown in the map below:
How did the weakening of the Ottoman Empire create conflicts between England, Russia and Austria-Hungary as they each sought to expand their sphere of influence for strategic reasons?
Friday, November 8, 2013
November 8, 2013
Homework - For next Thursday (11/14) read up to "Imperialism in Africa".
Question # 3 - Imperialism in Japan and China – After signing the Treaty of Nanking, which ended the First Opium War, a Chinese official explained that the view of the Qing emperor Daoguang was that the treaty would, “permanently prevent further troubles from happening.” - essentially the treaty was about economic relations and there was little reason the imperial government should activily engage in dealing with the European powers. Why was it a mistake for the Chinese emperor to percieve things this way and how did this view ultimately result in European domination of China?
Question # 3 - Imperialism in Japan and China – After signing the Treaty of Nanking, which ended the First Opium War, a Chinese official explained that the view of the Qing emperor Daoguang was that the treaty would, “permanently prevent further troubles from happening.” - essentially the treaty was about economic relations and there was little reason the imperial government should activily engage in dealing with the European powers. Why was it a mistake for the Chinese emperor to percieve things this way and how did this view ultimately result in European domination of China?
Tuesday, November 5, 2013
November 5, 2013
Homework - For Friday, read up to "European Imperialism and the Ottoman Empire"
Question # 2 - Imperialism in India – In 1884, a British official working for the British Viceroy wrote, “In this there is nothing offensive or disparaging to the natives of India. It simply means that we are foreigners and that not only in our own interest but because it is our highest duty towards India itself, we intend to maintain our dominion. We cannot foresee the time in which the cessation of our rule would not be the signal for universal anarchy and ruin, and it is clear that the only hope for India is the long continuance of the benevolent but strong government of Englishmen.”
How does this statement demonstrate the idea of the “Civilizing Mission” and, citing examples from the British rule of India, why would Indians find this perspective both incorrect and offensive?
Question # 2 - Imperialism in India – In 1884, a British official working for the British Viceroy wrote, “In this there is nothing offensive or disparaging to the natives of India. It simply means that we are foreigners and that not only in our own interest but because it is our highest duty towards India itself, we intend to maintain our dominion. We cannot foresee the time in which the cessation of our rule would not be the signal for universal anarchy and ruin, and it is clear that the only hope for India is the long continuance of the benevolent but strong government of Englishmen.”
How does this statement demonstrate the idea of the “Civilizing Mission” and, citing examples from the British rule of India, why would Indians find this perspective both incorrect and offensive?
Friday, November 1, 2013
November 1 & 4, 2013
Homework - Read the European Imperialism notes up to the section titled "China".
Question # 1 - The Geography of Imperialism. Use the information on the this web page to color in the blank map (also available on the class web page). To fill in the information for Europe and China, click on these parts of the map. To fill in the information for the Ottoman Empire use this map (you can use either the 1878 borders or the 1914 borders - the empire was in decline, something that we will talk about as part of this unit).
Question # 1 - The Geography of Imperialism. Use the information on the this web page to color in the blank map (also available on the class web page). To fill in the information for Europe and China, click on these parts of the map. To fill in the information for the Ottoman Empire use this map (you can use either the 1878 borders or the 1914 borders - the empire was in decline, something that we will talk about as part of this unit).
Wednesday, October 30, 2013
October 31, 2013 - Happy Halloween!
Homework - Study for Test and do Content Question # 4
Question # 4 - The ideal of the Enlightenment was to use rationality and science to improve the lives of people and to make a better society. How did the Age of Progress represent the ideal of the Enlightenment coming to fruition?
Question # 4 - The ideal of the Enlightenment was to use rationality and science to improve the lives of people and to make a better society. How did the Age of Progress represent the ideal of the Enlightenment coming to fruition?
Monday, October 28, 2013
October 29, 2013
Homework - Finish the packet of notes.
Question # 3 - Over the long-run, the Industrial Revolution held the promise of lifting the urban and rural poor out of poverty. This becomes clear with the increase in real wages and life spans in the second part of the nineteenth century (see charts the after question). British Prime Minister Benjamin Disraeli noted this when he said, “The claims of the future are represented by suffering millions”.
The reality was the terrible working conditions and poverty presented a crucial social problem to economic thinkers and governments in the nineteenth century. This challenge created a division between the liberals (represented by Smith, Ricardo, Mill and Marshall) and radicals (represented by Pierre-Joseph Proudhon and Karl Marx) that could be seen in the violence between radicals and liberals in the "July Days" in Paris in 1848. In essence, both the liberals and radicals laid claim to fighting for "liberty" - however, they had different ideas of what "liberty" meant.
Question - How was the conflict between liberal and radial economics over whether goal of "liberty" means that society should promote the "freedom to do as one wants" or if it should try to create "freedom from want"?
Question # 3 - Over the long-run, the Industrial Revolution held the promise of lifting the urban and rural poor out of poverty. This becomes clear with the increase in real wages and life spans in the second part of the nineteenth century (see charts the after question). British Prime Minister Benjamin Disraeli noted this when he said, “The claims of the future are represented by suffering millions”.
The reality was the terrible working conditions and poverty presented a crucial social problem to economic thinkers and governments in the nineteenth century. This challenge created a division between the liberals (represented by Smith, Ricardo, Mill and Marshall) and radicals (represented by Pierre-Joseph Proudhon and Karl Marx) that could be seen in the violence between radicals and liberals in the "July Days" in Paris in 1848. In essence, both the liberals and radicals laid claim to fighting for "liberty" - however, they had different ideas of what "liberty" meant.
Question - How was the conflict between liberal and radial economics over whether goal of "liberty" means that society should promote the "freedom to do as one wants" or if it should try to create "freedom from want"?
Friday, October 25, 2013
Wednesday, October 23, 2013
October 23, 2013
Homework - Read up to the section "Philosophy and Ideas about Industrialization - Economic Liberalism".
# 2 – Industrialization of Life – How well does the following quotes describe the conflicting realities of the industrial cities? “From this foul drain, the greatest stream of human industry flows. Here humanity attains its most complete development and its most brutish; here civilization works it miracles, and civilized man in turned back almost into a savage.” and “In the midst of plethoric plenty, the people perish” describe the conditions of industrial cities? The word “plethoric” means abundance or great amount.
Consider these three pictures of Coalbrookdale -
Coalbrookdale by Morning
Coalbrookdale by Night
# 2 – Industrialization of Life – How well does the following quotes describe the conflicting realities of the industrial cities? “From this foul drain, the greatest stream of human industry flows. Here humanity attains its most complete development and its most brutish; here civilization works it miracles, and civilized man in turned back almost into a savage.” and “In the midst of plethoric plenty, the people perish” describe the conditions of industrial cities? The word “plethoric” means abundance or great amount.
Consider these three pictures of Coalbrookdale -
Coalbrookdale by Morning
Coalbrookdale by Night
Friday, October 18, 2013
October 18, 2013
Homework - Read in the Industrial Revolution notes up to the section "Industrialization of Life"
# 1 – Industrial Revolution – In its Millennium issue, the British magazine The Economist wrote, “The industrial change, however, was neither as swift nor as complete as is often thought. Tradition describes a roaring take-off between 1770 and 1830, driven by a handful of technological innovations, such as textile machinery and James Watt’s improved steam engines; and, hey presto, Britain is “the workshop of the world”. In fact, the process had begun in the 17th century and was still incomplete in the 1830s, by when only a few industries—mining, metal-working, textiles, brewing—had taken to “factory” methods.”
In contrast, Nobel Prize winner in economics Robert E. Lucas described the Industrial Revolution by saying, "For the first time in history, the living standards of the masses of ordinary people have begun to undergo sustained growth ... Nothing remotely like this economic behavior has happened before".
Is it correct to consider development of industrialism in England an “Industrial Revolution”?
# 1 – Industrial Revolution – In its Millennium issue, the British magazine The Economist wrote, “The industrial change, however, was neither as swift nor as complete as is often thought. Tradition describes a roaring take-off between 1770 and 1830, driven by a handful of technological innovations, such as textile machinery and James Watt’s improved steam engines; and, hey presto, Britain is “the workshop of the world”. In fact, the process had begun in the 17th century and was still incomplete in the 1830s, by when only a few industries—mining, metal-working, textiles, brewing—had taken to “factory” methods.”
In contrast, Nobel Prize winner in economics Robert E. Lucas described the Industrial Revolution by saying, "For the first time in history, the living standards of the masses of ordinary people have begun to undergo sustained growth ... Nothing remotely like this economic behavior has happened before".
Is it correct to consider development of industrialism in England an “Industrial Revolution”?
Tuesday, October 15, 2013
October 15 & 16, 2013
# 4 – Italian and German
unification – How does Bismarck’s
quote, “Germany does not look to Prussia’s liberalism, but to her power”, support Bismarck’s practice of the policies
of Real Politik?
Thursday, October 10, 2013
October 10& 11th
Homework - Finish the Notes, read to the end of the packet.
Question # 2 Napoleon III - Karl Marx wrote the famous phrase, "Hegel remarks somewhere that all great world-historic factsand personages appear, so to speak, twice. He forgot to add: the first time as tragedy, the second time as farce" to describe Louis Napoleon (Napoleon III). Was he correct to be so dismissive of Louis Napoloen's rule of France?
Question # 3 - Revolts of 1848 - British Historian G.M. Trevelyan said, "1848 was the turning point at which modern history failed to turn." Was he correct in describing the events of 1848 that way? When answering, describe about how history might have turned at this juncture in time.
Question # 2 Napoleon III - Karl Marx wrote the famous phrase, "Hegel remarks somewhere that all great world-historic factsand personages appear, so to speak, twice. He forgot to add: the first time as tragedy, the second time as farce" to describe Louis Napoleon (Napoleon III). Was he correct to be so dismissive of Louis Napoloen's rule of France?
Question # 3 - Revolts of 1848 - British Historian G.M. Trevelyan said, "1848 was the turning point at which modern history failed to turn." Was he correct in describing the events of 1848 that way? When answering, describe about how history might have turned at this juncture in time.
Wednesday, October 2, 2013
October 2 & 3, 2013
Homework - Read the "Burke & Mill Reading" on the web page. Next class will be a discussion on their philosophies and the assigned essay question.
Classwork - Question # 1 “Storm and Stress” & German Nationalism – In 1806, when Berlin was under French occupation, German philosopher Johann Gottlieb Fichte said,
Classwork - Question # 1 “Storm and Stress” & German Nationalism – In 1806, when Berlin was under French occupation, German philosopher Johann Gottlieb Fichte said,
“The first, original, and truly natural boundaries of states are beyond
doubt their internal boundaries. Those who speak the same language are joined
to each other by a multitude of invisible bonds by nature herself, long before
any human art begins; they understand each other and have the power of
continuing to make themselves understood more and more clearly; they belong
together and are by nature one and an inseparable whole”.
Johann von Herder said both, "spew
out the ugly slime of the Seine. Speak German, O You German" and “What a
treasure language is when kinship groups grow into tribes and nations. Even the
smallest of nations…cherishes in and through its language the history, the
poetry and songs about the great deeds of its forefathers. The language is its
collective treasure.”
How do these quotes show Romantic ideas inspired and shaped German nationalism?
Thursday, September 26, 2013
September 26, 2013
Homework - Prepare for the Test on Tuesday, October 1, and fully answer Content/Class Questions.
Question # 3 – Napoleon said, “Frenchmen, you will doubtless recognize in this conduct the zeal of a soldier of liberty, a citizen devoted to the Republic.” Did Napoleon complete or destroy the French Revolution?
Question # 4 - Consider the cartoon of Napoleon shown below and answer this question - Why would people across Europe have this image of Napoleon?
Question # 3 – Napoleon said, “Frenchmen, you will doubtless recognize in this conduct the zeal of a soldier of liberty, a citizen devoted to the Republic.” Did Napoleon complete or destroy the French Revolution?
Question # 4 - Consider the cartoon of Napoleon shown below and answer this question - Why would people across Europe have this image of Napoleon?
Tuesday, September 24, 2013
September 24-25, 2013
Homework - Finish reading the notes to the end of the packet.
Question # 2 - War and Terror – Robespierre said, “Terror is nothing but prompt, severe, inflexible justice; it is therefore an emanation of virtue.” How would Robespierre justify the violence of the Reign of Terror as both necessary for the survival of the revolution and for the creation of a new France?
Question # 2 - War and Terror – Robespierre said, “Terror is nothing but prompt, severe, inflexible justice; it is therefore an emanation of virtue.” How would Robespierre justify the violence of the Reign of Terror as both necessary for the survival of the revolution and for the creation of a new France?
Monday, September 23, 2013
September 23, 2013
Homework - Read up to the Section titled "Napoleon Seized Power".
Question # 1 - The preamble to The Declaration of the Rights of Man and Citizen reads,
How does this statement show how the leaders of the French Revolution were using the ideas of the
Enlightenment to justify the French Revolution and state the goals of the Revolution?
Question # 1 - The preamble to The Declaration of the Rights of Man and Citizen reads,
“The representatives
of the French people, organized as a National Assembly, believing that the
ignorance, neglect, or contempt of the rights of man are the sole cause of public
calamities and of the corruption of governments, have determined to set forth
in a solemn declaration the natural, unalienable, and sacred rights of man, in
order that this declaration, being constantly before all the members of the
Social body, shall remind them continually of their rights and duties; in order
that the acts of the legislative power, as well as those of the executive
power, may be compared at any moment with the objects and purposes of all
political institutions and may thus be more respected, and, lastly, in order
that the grievances of the citizens, based hereafter upon simple and
incontestable principles, shall tend to the maintenance of the constitution and
redound to the happiness of all.”
Monday, September 16, 2013
September 16 - 17, 2013
Homework - Study for test on Wednesday and finish off class (content) questions # 2-4.
Test will have four short answer questions and you will have to choose which two you want to answer. Each answer should be a paragraph in length. The answer should begin with a topic sentence that directly answers the question. The subsequent sentences should provide historical evidence and connect it to the topic sentence.
Question # 4 - Enlightenment - German Enlightenment philosopher Emmanuel Kant said, “Enlightenment is humanity’s departure from its self-imposed immaturity. This immaturity is self-imposed when its cause is not lack of intelligence but failure of courage to think without someone else’s guidance. Dare to know! That is the slogan of Enlightenment.” Should this be the quote to define the Enlightenment?
Test will have four short answer questions and you will have to choose which two you want to answer. Each answer should be a paragraph in length. The answer should begin with a topic sentence that directly answers the question. The subsequent sentences should provide historical evidence and connect it to the topic sentence.
Question # 4 - Enlightenment - German Enlightenment philosopher Emmanuel Kant said, “Enlightenment is humanity’s departure from its self-imposed immaturity. This immaturity is self-imposed when its cause is not lack of intelligence but failure of courage to think without someone else’s guidance. Dare to know! That is the slogan of Enlightenment.” Should this be the quote to define the Enlightenment?
Friday, September 13, 2013
September 13, 2013
Homework - Read the rest of the notes until the end.
Questions # 3 - Scientific Revolution – When Newton described his own achievements he said, “If I have seen farther than others, it is because I stood on the shoulders of giants.” Who were the giants he was talking about?
Questions # 3 - Scientific Revolution – When Newton described his own achievements he said, “If I have seen farther than others, it is because I stood on the shoulders of giants.” Who were the giants he was talking about?
Wednesday, September 11, 2013
September 11-12, 2013
Homework - Read up to The Enlightenment (1688 - 1789)
Classwork - Hobbes and Locke Discussion.
Criteria for essay - one page, single space, font no smaller than size 11.
Classwork - Hobbes and Locke Discussion.
Criteria for essay - one page, single space, font no smaller than size 11.
Tuesday, September 10, 2013
September 10, 2013 - English Civil War & Glorious Revolution
For homework read the first, and if you want the second, article about "Hobbes & Locke" posted on the class web page.
Question # 2 - English Civil War & Glorious Revolution – How did the English Civil War and the Glorious Revolution demonstrate the difference between the “rule of power” and the “rule of law”?
Question # 2 - English Civil War & Glorious Revolution – How did the English Civil War and the Glorious Revolution demonstrate the difference between the “rule of power” and the “rule of law”?
Wednesday, September 4, 2013
September 5, 2013 - Louis XIV
Homework for Tomorrow - Read up to "Scientific Revolution & Enlightenment"
Class work materials and question:
Video - Building of Versailles
Video - Music of Versailles
Question # 1 – Louis XIV: Model of an Absolute Monarch – Historian John Miller described the importance of absolute monarchs, like Louis XIV by saying, “Absolute monarchies helped to bring a sense of nationhood to disparate territories, to establish a measure of public order and to promote prosperity… we need therefore to jettison the liberal and democratic preconceptions of the twentieth century and instead think in terms of an impoverished and precarious existence, of low expectations and of submission to the will of God and to the king…” Should students of history ignore modern ideas like the liberal values in judging the reign of Louis XIV?
Class work materials and question:
Video - Building of Versailles
Video - Music of Versailles
Question # 1 – Louis XIV: Model of an Absolute Monarch – Historian John Miller described the importance of absolute monarchs, like Louis XIV by saying, “Absolute monarchies helped to bring a sense of nationhood to disparate territories, to establish a measure of public order and to promote prosperity… we need therefore to jettison the liberal and democratic preconceptions of the twentieth century and instead think in terms of an impoverished and precarious existence, of low expectations and of submission to the will of God and to the king…” Should students of history ignore modern ideas like the liberal values in judging the reign of Louis XIV?
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