Tuesday, September 30, 2014

September 30, 2014

Homework - Finish the reading the notes for a quiz on Friday.  The answer to the question below will be due on Monday.

Question # 2 - Why would Napoleon be a hero to the people of France and a villian to the other people of Europe?

Source # 1 - Map of Napoleon's Empire






















Source # 2 - Video about Napoleon's rule of France.



Source # 3 - Video about Napoleon's wars of conquests across Europe.



Source # 4 - Video about Napoleon's downfall.



 Source # 5 - Napoleon in the Alps by David (1801)


















Source # 6 - Napoleon's Coronation as Emperor - David (1806)















Source # 7 - Third of May, 1808, Goya (1814)


















Source # 8 - Mirand's Graphic of Napoleon's Invasion of Russia (1862)












Video explaining Mirand's Graphic:



Source # 9 - Beethoven Symphony No. 3 (Eroica) - From "Keeping Score" at pbs.org:

"By late 1803, Beethoven had sketched out his new epic symphony, the Eroica. It was inspired by the ideals of the French Revolution and dedicated to its hero, who then seemed to be the great liberator of the people: Napoleon.

Beethoven thought of himself as a free spirit, and he admired the principles of freedom and equality embodied by the French Revolution. He thought he recognized in Napoleon a hero of the people and a champion of freedom, which was why he intended to dedicate a huge new symphony to him.
But when Beethoven heard the news in late 1804 that Napoleon had crowned himself Emperor of France, he was disgusted. “He’s just a rascal like all the others,” he exclaimed.
Beethoven violently erased Napoleon’s name from his manuscript—so forcefully, in fact, that he erased his way right through the paper, leaving holes in the title page.

So this revolutionary piece of music that was originally to be The Bonaparte Symphony became simply Eroica—the heroic."

Listen to it here: 



Source # 10 - 1812 Overture (Finale) by Piotr Ilich Tchaikovsky



Source # 11 - Trafalgar Square in London - the statue in the center is of Lord Admiral Horatio Nelson who died defeating the French fleet at the Battle of Trafalgar.













Source # 12 - Arc de Triomphe in Paris















Source # 13 - Print by Thomas Rowlandson of Napoleon looking at Death at the Battle of Leipzig or Battle of Nations



Thursday, September 25, 2014

September 25, 2014

Homework - Read up to "Rethinking Political Philosophy" for Tuesday.  Question # 1 will be due on Tuesday.

French Revolution Question # 1 - Was the French Revolution an "Enlightenment" revolution?

Source # 1 - This is the preamble to the Declaration of the Rights of Man and Citizen (1789):


“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.” 

Source # 2 - Poster of the Rights of Man and Citizen (1789)























Source # 3La Marseillaise, the French national anthem.  It was composedt during the French Revolution (April 24, 1792) by Claude-Joseph Rouget de Lisle, a captain of the engineers and amateur musician stationed in Strasbourg in 1792. Originally entitledChant de guerre de l'armeĆ© du Rhin (War Song of the Army of the Rhine), the anthem became called La Marseillaise because of its popularity with volunteer army units from Marseilles.

Let us go, children of the fatherland
Our day of Glory has arrived.
Against us stands tyranny,
The bloody flag is raised,
The bloody flag is raised.
Do you hear in the countryside
The roar of these savage soldiers 
They come right into our arms
To cut the throats of your sons,
your country.

To arms, citizens!
Form up your battalions 
Let us march, Let us march!
That their impure blood
Should water our fields

Source # 4 - Maximilian Robespierre speech "Justification on the use of the Terror" (1794)

"But, to found and consolidate democracy, to achieve the peaceable reign of the constitutional laws, we must end the war of liberty against tyranny and pass safely across the storms of the revolution: such is the aim of the revolutionary system that you have enacted. Your conduct, then, ought also to be regulated by the stormy circumstances in which the republic is placed; and the plan of your administration must result from the spirit of the revolutionary government combined with the general principles of democracy...

...This great purity of the French revolution's basis, the very sublimity of its objective, is precisely what causes both our strength and our weakness. Our strength, because it gives to us truth's ascendancy over imposture, and the rights of the public interest over private interests; our weakness, because it rallies all vicious men against us, all those who in their hearts contemplated despoiling the people and all those who intend to let it be despoiled with impunity, both those who have rejected freedom as a personal calamity and those who have embraced the revolution as a career and the Republic as prey. Hence the defection of so many ambitious or greedy men who since the point of departure have abandoned us along the way because they did not begin the journey with the same destination in view. The two opposing spirits that have been represented in a struggle to rule nature might be said to be fighting in this great period of human history to fix irrevocably the world's destinies, and France is the scene of this fearful combat. Without, all the tyrants encircle you; within, all tyranny's friends conspire; they will conspire until hope is wrested from crime. We must smother the internal and external enemies of the Republic or perish with it; now in this situation, the first maxim of your policy ought to be to lead the people by reason and the people's enemies by terror.
If the spring of popular government in time of peace is virtue, the springs of popular government in revolution are at once virtue and terror: virtue, without which terror is fatal; terror, without which virtue is powerless. Terror is nothing other than justice, prompt, severe, inflexible; it is therefore an emanation of virtue; it is not so much a special principle as it is a consequence of the general principle of democracy applied to our country's most urgent needs."

Source # 5 - Emmanuel-Joseph Sieyes from a pamplete "What is the Third Estate" pubished in 1789 before the meeting of the Estates General.
"What is necessary that a nation should subsist and prosper?…  
 The pretended utility [usefulness] of a privileged order for the public service is nothing more than a chimera… All that which is burdensome in this service is performed by the Third Estate…   Who then shall dare to say that the Third Estate has not within itself all that is necessary for the formation of a complete nation? It is the strong and robust man who has one arm still shackled.  
If the privileged order [the nobility] should be abolished, the nation would be nothing less, but something more. Therefore, what is the Third Estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can succeed without it, everything would be infinitely better without the others…
What is a nation? A body of associates, living under a common law, and represented by the same legislature, etc. Is it not evident that the noble order has privileges and expenditures which it dares to call its rights, but which are apart from the rights of the great body of citizens? It departs there from the common law. So its civil rights make of it an isolated people in the midst of the great nation. This is truly imperium in imperia [one state within another]…   
The Third Estate embraces all that which belongs to the nation; and all that which is not the Third Estate, cannot be regarded as being of the nation.   
What is the Third Estate? It is the whole." 

Source # 6Writing in his diary in January 1790, Adrien Duquesnoy, a delegate to the Estates General said, 
"January 16th 1790   …Putting aside priests, nobility, magistrates and financiers, it is clear that all the rest of the kingdom reaps infinite benefits from the revolution. And indeed, amongst those citizens whom I have just listed there are a great number who should judge it advantageous to them, because in truth it is. Thus the clergy of second degree and almost all provincial noblemen, who were recently oppressed by bishops and court nobles, should consider themselves fortunate to be relieved of this aristocracy.   
Moreover, anyone who can for an instant put aside all private interest, cannot but bless this revolution. When one thinks of the great abuses of all kinds which burdened this poor kingdom, it seems obvious that only an upheaval of such intensity could achieve such an end. In any case, one thing is certain — it would be difficult for things to be worse than they were under the former regime. 
I often hear people around me asking a very strange question: they enquire, ‘What has the assembly been doing for the last six months?’ I only know of one reply to this question: ‘Look, and observe: clergy and nobility abolished, provincial privileges gone, ecclesiastical property nationalized. Could you have achieved so much in ten years?"

Source # 7 - From the document "What is a Sans Culotte" (1793)
A sans culotte, you rogues? He is someone who always goes about on foot, who has not got the millions you would all like to have, who has no chateaux, no valets to wait on him, and who lives simply with his wife and children, if he has any, on the fourth or fifth storey.   
He is useful because he knows how to till a field; to forge iron; to use a saw; to roof a house, to make shoes, and to spill his blood to the last drop for the safety of the Republic...
...Finally, a sans culotte always has his sabre well-sharpened, ready to cut off the ears of all opponents of the Revolution: sometimes he carries his pike about with him; but as soon as the drum beats you see him leave for the Vendee, for the Army of the Alps, or for the Army of the North."
Source # 8 - Jean Paul Marat was a leader of the Jacobins and also editor of a newspaper "L'Ami du peuple" or "The Friend of the People",.in 1793 he wrote,
"I founded the Ami du Peuple. I began it with a severe but honest tone, that of a man who wishes to tell the truth without breaking the conventions of society. I maintained that tone for two whole months. Disappointed in finding that it did not produce the entire effect that I had expected, and indignant that the boldness of the unfaithful representatives of the people and of the lying public officials was steadily increasing, I felt that it was necessary to renounce moderation and to substitute satire and irony for simple censure. The bitterness of the satire increased with the number of mismanagements, the iniquity of their projects and the public misfortunes. Strongly convinced of the absolute perversity of the supporters of the old regime and the enemies of liberty, I felt that nothing could be obtained from them except by force. Revolted by their attempts, by their ever-recurrent plots, I realized that no end would be put to these except by exterminating the ones guilty of them. Outraged at seeing the representatives of the nation in league with its deadliest enemies and the laws serving only to tyrannize over the innocent whom they ought to have protected, I recalled to the sovereign people that since they had nothing more to expect from their representatives, it behooved them to mete out justice for themselves. This was done several times.”
Source # 9 - French Tax Payments


Source # 10 - Literacy Rates in France




Source # 11 - Drawing of the Tennis Court Oath by David (1789)
















Source # 12 - Print of the the Tennis Court Oath (1789)























Source # 13 - Print of the September Massacres (1792)


















Source # 14 - Map of the Reign of Terror & Rebellion



Source # 15 - Women marching to Versailles (1789)
















Source # 16 - Cult of the Supreme Being (1794)



Thursday, September 18, 2014

September 18 & 19, 2014 - Test Review

Homework - Study for the test on Monday and finish writing you answer to Content Question # 3

Sample test questions from previous years - Listed below are test questions from the past several years.  Use them to help study.  Keep in mind that the test is geared to evaluating how well you think using the ideas and history covered in the unit.  When I grade test questions I will be looking for three things - identifying the "big ideas" embedded in the question, supporting those ideas with relevant historic evidence and explaining how the evidence is connected to the "big ideas".

On the test, you will have to answer two of the four questions on the test.

1.      How did the work of the writers of the Enlightenment show that the success of Enlightenment ideas about society was dependent on spreading those ideas out to a larger population?


2.      How were the ideas of the Enlightenment in conflict with the Absolute Monarch model of government typified by Louis XIV?


3.      How did the results of the Glorious Revolution demonstrate that Parliament had learned the lessons from the English Civil War about the danger of overthrowing a monarch?


4.      How did the work of Newton and other scientists in the Scientific Revolution affect the way the thinkers of the Enlightenment thought about how to improve society?

5.       How did Enlightenment thinkers think that restraining government power would actually improve society?


6.      Using both examples from England and the United States, how was the development of the “rule of law” based on written documents?


7.      How did the Scientific Revolution involve developing a system for approaching problems that first showed that the solar system and then later the universe worked according to a system of natural laws?



8.      How did the palace of Versailles represent both the benefits and problems associated with Louis XIV’s rule France as an absolute monarch?

Monday, September 15, 2014

September 17, 2014

Homework - Answer the question using the source material shown below and the class reading notes - Your answer will be due on Monday.

Question # 3 - How was the Englightenment more than just an intellectual event (one of ideas) for the elite, it was an event that sought to empower a large part of society with the goal of improving society?

Source # 1German 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.”  What does Kant mean by "self-imposed immaturity"?

Source # 2 - The painting below shows a the salon in the home of Madame Geoffrin in the 1770's.  Why would it be significant that so many important figures of the Enlightenment are in the picture?














Source # 3 - The picture shows a coffee house in London in the early 18th century.  How was this gathering different from the salon shown in Source # 2?














Source # 4 - The map shows various intellectual centers in Europe during the period of the Enlightenment.  How do these intellectual centers correspond with the countries affected by the Enlightenment?


















Source # 5 - The table below shows changes in literacy rates in different European countries from 1500 to 1800.  How does the information in this table correspond to the Source # 4 map?


















Source # 6 -The chart below shows the number of different types of books and periodicals (ESTC stands for "English Short Title Catalog") published in England during the period of the Enlightenment.  What does this show about the spread of literacy and knowledge within and beyond England during this period?
















Source # 7 - he chart below shows the number of different types of books and periodicals (ESTC stands for "English Short Title Catalog") published in England during the period of the Enlightenment.  How do the number of titles correspond with the English Civil War and Glorious Revolution?












Source # 8 - Watch the video at MIT TechTV about the History and Controversy of the Encylopedia.  How did Diderot and the other writers of the Encyclopedia put their ideas into the entries of the Encyclopeida?

  Source # 9 - The picture below is a photo of a page from the Encyclopedia on the topic of print setting.  Would the king of France be happy or troubled by this page?















Source # 10 - The picture below is a photo of a page from the Encyclopedia on the topic of print setting.  How hard was it to make the Encyclopedia?













Source # 11 - Watch the MIT TechTV video about how the Encyclopedia connected the intellectual world to manual labor. Why would Diderot think it was important to elevate the intellectual status of manual labor?

Friday, September 12, 2014

September 12, 2014

Homework - Finish reading the note packet on Europe Prior to the French Revolution and write an answer to the question below.

Question - Philosophy and Government - Who was correct, Thomas Hobbes or John Locke, about the best form of government for 17th & 18th Century Western Europe?  Answer this question drawing on the information in the notes about France and England from the notes.

Tuesday, September 9, 2014

September 9, 2014

Homework - Answer the following question using the information from the class notes and the materials below.  You will turn in your answer at the start of next class.

Question - Why did Parliament and the New Model Army have the advantage in the long English Civil War?


Map of the English Civil War - What Geographic advantage did the Parliamentary forces have in the war?



Watch the following video and consider how the outbreak of Civil War the result of Charles and Parliament being unable to resolve a political conflict - or for having a system for resolving conflict.



Watch the following video and consider why the Civil War was an intractable conflict.



Watch the following video and consider how the New Model Army was just that - a new model for how an army should operate.



Read the article "Choosing Sides in the English Civil War" on the BBC History Site and consider the different factors that divided people in the English Civil War.  Did any of those factors matter in the final outcome of the war?

This is the title page for the training manual of the New Model Army - What does it tell you about the types of soldiers in the New Model Army?

















This is a training diagram for musketeers in New Model Army - What are the characteristics that would make a good musketeer?


















Watch this Animation of musketeer firing line (Flash - may not work on ipad) - Why would musketeers operate in a firing line?

Watch this Animation showing maneuver of a formation musketeers firing.  (Flash - may not work on ipad) - Why would it be important for soldiers to operate together as a unit?


Monday, September 1, 2014

September 2, 2014

Hello and welcome to Modern World History Level Five!

Homework for Tuesday - Read the notes "Europe Prior to the French Revolution" that posted on the class web page up to the section "Scientific Revolution & Enlightenment".  You will have a quiz on this reading.

Question - Louis XIV - Value of the Absolute Monarchs: Historian John Miller described the importance of the 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 promote prosperty... we need therefore to jettison the liberal and democratic preconditions of the twentieth century and instead think in terms of an impoverished and precarious existance, of low expetations and submission to the will of God and the king".

Using the infromation from the notes and the materials below, explain why the way Louis XIV ruled France fit the "traditional values"* and why this style of rule would be valued.

*"Traditional Values are collectivism, order, hierarchy, authority and centralization.

Materials

Sun Symbol on gate at the Palace of Versailles

Why would Louis have this symbol presented like this around Versailles?












The Hall of Mirrors at the Palace of
Versailles - What impression would this throne room have on people at Versailles?












Video about the construction of Versailles



Louis with his court at Versailles


What does the painting tell you about the importance of ceremony and spectacle at Versailles?












Map showing the location of Louis' wars


Where did Louis fight wars and how successful was he in his wars?


















Colbert Showing Louis a map of the Canal du Midi


What does the image tell you about how Louis ruled?










Map of the Canal du Midi


Why was the canal important to the economy of France?










Video on the building of the Canal du Midi


Chart showing the debt that Louis accumulated over his reign


What does the accumulation of debt over the course of Louis' reign tell you about how he ruled France?