Friday, August 8, 2008
Grades are in
Nobody failed! There may be a delay that prevents your grade from being mailed to you in time. Feel free to email me with any questions.
Tuesday, July 29, 2008
Final Exam Info
The exam will be based on all the notes and on the video worksheets taken after the midterm. You will get to choose definitions to answer. Be sure to define the term AND discuss its importance in Western Civilization.
For the essay, you must pick one of the following and write your answer in class:
1.Compare and contrast at least three elements of 16th and 17th century imperialism with imperialism of the 19th century.
2.Assess at least three reasons for the rise of totalitarian states in the 1920's and 1930's.
3.Evaluate at least three factors leading to the collapse of the communist order in Eastern Europe.
There will also be an essay based on the cumulative lessons from the Connections videos.
Due the last day of class:
--Final Exam
--Oral Presentation
--Connections packet
For the essay, you must pick one of the following and write your answer in class:
1.Compare and contrast at least three elements of 16th and 17th century imperialism with imperialism of the 19th century.
2.Assess at least three reasons for the rise of totalitarian states in the 1920's and 1930's.
3.Evaluate at least three factors leading to the collapse of the communist order in Eastern Europe.
There will also be an essay based on the cumulative lessons from the Connections videos.
Due the last day of class:
--Final Exam
--Oral Presentation
--Connections packet
Notes from 7/29
The Cold War
1959: Fidel Castro leads a guerilla revolution to takeover Cuba
Nationalizes US-owned industries
Redistributes land and wealth from rich to poor
Looks for economic aid from the USSR
US: Cuba a threat to the Monroe Doctrine?
Ends treaty agreements
Cubans emigrate to US en masse
Had big economic and political ties to the island
1961: Bay of Pigs invasion staged to overthrow Castro
1962: Cuban Missile Crisis. USSR agrees to take nuclear weapons from Cuba if US takes nuclear weapons from Turkey
Arms Race leads to . . .
Buildup of nuclear weapons
The “Space Race”
Education reform in science and math
Third parties “fighting by proxy”
Soviet-Afghan War 1979-1989
Vietnam 1964-1975
Korean War 1950-1953
Economic “aid” to third-world, “non-aligned” countries
Free weapons
Trade agreements
Free food
International investment
Vietnam
1954: Ho Chi Minh's nationalist communists got support from China to take the French colony from the North. Other nationalists took the South
US allied with the South to stop communism
South was corrupt and unpopular
US supported the government with military “advisors” but wanted the president overthrown
1963: Presidents Ngo Dinh Diem and JFK killed
Guerilla warfare; over 1 million Vietnamese dead
1973: US stops fighting
1975: North overtakes and unites with South
Decolonization
Worldwide independence movement grew out of nationalism
Worldwide anti-imperialism movement grew out of WWII
Sub-Saharan Africa was mostly peaceful, though their independence was gradual
Nations with larger European populations (Algeria, Kenya) had more violent regime changes
US/USSR influence led to wars and revolutions supported by one or both sides (Congo)
Apartheid halted South African progress until 1990
Latin America
Countries wavered between democracy, dictatorship, and communism using violence
The US tried to keep non-communist governments in power using covert means . . . “proxy wars”
In Chile, socialist Salvador Allende was replaced by US-supported General Augusto Pinochet
Pinochet was not elected. His regime led to thousands of deaths
In Nicaragua, US armed the Contras to fight against the Cuban-supported Sandinista rebels
In Salvador, Catholic leaders spoke out against violence but were killed by US-supported troops
The Catholic Church refused to accept the political “liberation theology” of socialist church leaders
The US invaded Grenada in 1983 (Cuban influence) and Panama (Manuel Noriega) in 1989 (“War on Drugs”)
Including Mexico, Latin America was more dependent on the US economy than ever
Post-War Japan
Wrote an Americanized Constitution that did not allow for a military
Instead, Japan focused on industry and trade
US rebuilding and Japanese government led to an “economic miracle” that outpaced the world
Asian Tigers: South Korea, Taiwan, Hong Kong, Singapore, and other Newly Industrialized Economies (NIEs)
Post-War China
Focusing on the peasant class, Mao and the USSR eventually disagreed on communist theories
“Great Leap Forward” was Mao's 30-year plan for industrialization. It failed miserably
The “Cultural Revolution” tried to stimulate youth towards communism. It grew very violent
Eventually China and the USSR parted ways. The US tried to get closer relations with China to split the communist world in half
After Mao's death, later leaders were more open to economic change
Deng Xiaoping Allowed foreign investment, rewards, and competition
China's national output doubled under Deng
Truman Doctrine: The US will support and defend democracies around the world
NATO: military alliance of democracies
Marshall Plan: US rebuilds Europe, $12.5B
Warsaw Pact: communist military alliance
European Community: began with economic alliance between France and Germany. Later became EU
Nonaligned nations: 3rd world caught between 1st world (democracy) and 2nd world (communism)
Universal Declaration of Human Rights (1948)
Bans torture, discrimination, colonialism
Promotes legal rights and freedom of speech
Brezhnev Doctrine: the Soviet Union has the right to intervene in any communist country
Detente: “progressive piecemeal relaxation of cold war tensions”
Globalization:
“Economic, political, and cultural integration and interaction” worldwide
World Trade Organization (WTO):
Encourages freer trade and enforces international trade agreements
Common Market: 6-nation European Economic Community got rid of tariffs for coal and steel
Mikhail Gorbachev became leader of the USSR in 1985, instituting important reforms
Glasnost: “openness” freedom to criticize
Perestroika: “restructuring” more open markets
Solidarity: Lesh Walesa (Poland) led a labor union to reform the economy and take power from the communists
Pope John Paul II, also Polish, encouraged social reforms and freedom of religion
1989: “Velvet Revolution”
Czechoslovakia opens borders, making the Berlin Wall useless.
1991: after a failed coup, the USSR breaks up. Gorbachev loses his job
1959: Fidel Castro leads a guerilla revolution to takeover Cuba
Nationalizes US-owned industries
Redistributes land and wealth from rich to poor
Looks for economic aid from the USSR
US: Cuba a threat to the Monroe Doctrine?
Ends treaty agreements
Cubans emigrate to US en masse
Had big economic and political ties to the island
1961: Bay of Pigs invasion staged to overthrow Castro
1962: Cuban Missile Crisis. USSR agrees to take nuclear weapons from Cuba if US takes nuclear weapons from Turkey
Arms Race leads to . . .
Buildup of nuclear weapons
The “Space Race”
Education reform in science and math
Third parties “fighting by proxy”
Soviet-Afghan War 1979-1989
Vietnam 1964-1975
Korean War 1950-1953
Economic “aid” to third-world, “non-aligned” countries
Free weapons
Trade agreements
Free food
International investment
Vietnam
1954: Ho Chi Minh's nationalist communists got support from China to take the French colony from the North. Other nationalists took the South
US allied with the South to stop communism
South was corrupt and unpopular
US supported the government with military “advisors” but wanted the president overthrown
1963: Presidents Ngo Dinh Diem and JFK killed
Guerilla warfare; over 1 million Vietnamese dead
1973: US stops fighting
1975: North overtakes and unites with South
Decolonization
Worldwide independence movement grew out of nationalism
Worldwide anti-imperialism movement grew out of WWII
Sub-Saharan Africa was mostly peaceful, though their independence was gradual
Nations with larger European populations (Algeria, Kenya) had more violent regime changes
US/USSR influence led to wars and revolutions supported by one or both sides (Congo)
Apartheid halted South African progress until 1990
Latin America
Countries wavered between democracy, dictatorship, and communism using violence
The US tried to keep non-communist governments in power using covert means . . . “proxy wars”
In Chile, socialist Salvador Allende was replaced by US-supported General Augusto Pinochet
Pinochet was not elected. His regime led to thousands of deaths
In Nicaragua, US armed the Contras to fight against the Cuban-supported Sandinista rebels
In Salvador, Catholic leaders spoke out against violence but were killed by US-supported troops
The Catholic Church refused to accept the political “liberation theology” of socialist church leaders
The US invaded Grenada in 1983 (Cuban influence) and Panama (Manuel Noriega) in 1989 (“War on Drugs”)
Including Mexico, Latin America was more dependent on the US economy than ever
Post-War Japan
Wrote an Americanized Constitution that did not allow for a military
Instead, Japan focused on industry and trade
US rebuilding and Japanese government led to an “economic miracle” that outpaced the world
Asian Tigers: South Korea, Taiwan, Hong Kong, Singapore, and other Newly Industrialized Economies (NIEs)
Post-War China
Focusing on the peasant class, Mao and the USSR eventually disagreed on communist theories
“Great Leap Forward” was Mao's 30-year plan for industrialization. It failed miserably
The “Cultural Revolution” tried to stimulate youth towards communism. It grew very violent
Eventually China and the USSR parted ways. The US tried to get closer relations with China to split the communist world in half
After Mao's death, later leaders were more open to economic change
Deng Xiaoping Allowed foreign investment, rewards, and competition
China's national output doubled under Deng
Truman Doctrine: The US will support and defend democracies around the world
NATO: military alliance of democracies
Marshall Plan: US rebuilds Europe, $12.5B
Warsaw Pact: communist military alliance
European Community: began with economic alliance between France and Germany. Later became EU
Nonaligned nations: 3rd world caught between 1st world (democracy) and 2nd world (communism)
Universal Declaration of Human Rights (1948)
Bans torture, discrimination, colonialism
Promotes legal rights and freedom of speech
Brezhnev Doctrine: the Soviet Union has the right to intervene in any communist country
Detente: “progressive piecemeal relaxation of cold war tensions”
Globalization:
“Economic, political, and cultural integration and interaction” worldwide
World Trade Organization (WTO):
Encourages freer trade and enforces international trade agreements
Common Market: 6-nation European Economic Community got rid of tariffs for coal and steel
Mikhail Gorbachev became leader of the USSR in 1985, instituting important reforms
Glasnost: “openness” freedom to criticize
Perestroika: “restructuring” more open markets
Solidarity: Lesh Walesa (Poland) led a labor union to reform the economy and take power from the communists
Pope John Paul II, also Polish, encouraged social reforms and freedom of religion
1989: “Velvet Revolution”
Czechoslovakia opens borders, making the Berlin Wall useless.
1991: after a failed coup, the USSR breaks up. Gorbachev loses his job
Friday, July 25, 2008
Notes from July 25
Effects of World War I
Mass migrations
Europeans within Europe
Jews to the Americas
African-Americans to the Northern US
American troops to Europe
Armenian genocide
Flu epidemic
Spread of Communism
League of Nations proposed by Woodrow Wilson
US enters war, becoming less isolationist in European affairs
Frustrated, poor, angry Germans
Europe divides world
German colonies were taken away by the winners of WWII.
Class A colonies: Arab nations
Britain and France became “Mandatories” to help nations achieve independence
Mandatories would answer to the League of Nations
“liberation” from Ottoman “oppression?”
Arab Nationalism: Arab world unites against occupation
Class B: larger colonies that would become independent later (Africa)
Class C: Small colonies remained colonies (Pacific Islands)
Zionism
A political movement for a Jewish homeland in Israel (Palestine)
Balfour Declaration of 1917:
Great Britain supports the concept of Zionism
Wants to make sure the rights of non-Jewish Palestinians are protected
Though promising to keep Palestine independent, Britain occupied it from 1920-1948
Israel became a separate Jewish state in 1948
Palestine is not recognized as a country by the US
Russia -- USSR
Russia could not support their war effort on the Eastern Front
Many casualties and food shortages at home
Tired of fighting and inept leadership, Russian troops begin to desert
February Revolution:
The Tsar was removed in 1917
April: Russia pulls out of the war, giving up land
October Revolution:
Lenin and hardline Bolshevik socialists take control of Parliament
New Economic Policy allowed for a free market but kept major businesses under government control
Joseph Stalin
Took control after Lenin died in 1924
Focused on modernization through industrialization
Five-Year Plans: industrial reforms controlled entirely by government
Many peasants sent to cities for factory work
Collectivization: others were organized into public farms
Wealthier peasants protested the loss of their land and were persecuted
Famine and unskilled farmers led to millions of deaths
Reparations
Germany and Austria owed money to Britain and France for damages during WWI
To pay debts, Germany borrowed money from US banks. (France and Britain also owed the US)
When the Great Depression hit, US banks called in their loans. Germany defaulted.
While other nations had colonies to support their economies, Germany did not
Famine led to starvation and unemployment in Germany
Germany wanted to regain land lost in WWI to help end their depression
Italy
World War I was never very popular in Italy.
Humiliated by both sides: “London Pact”
The Depression meant many young men lost jobs and inflation was high
Fascism:
Militant nationalism. People work collectively for the benefit of the state
Unlike Communism, the country is primary, not the people
Benito Mussolini started a fascist party hoping to make another (Roman?) empire
“Black Shirts” kept order by persecuting socialists
Important Battles of WWII
Invasion of Poland by the Nazis, 1939
Considered the start of WWII
Blitzkrieg - “lightening war.” Quick deployment of air power, heavy machinery (tanks) and then troops
Battle of Stalingrad
Hitler wanted Russian land and resources for Germany, even though he signed a treaty with them
The first real defeat of the German army
Don't fight a land war in Asia during the winter
Pearl Harbor
Japan tried to make the US accept the Japanese takeover of European colonies in Asia
Instead, US enters war
Siege of Leningrad, 1941-1944
“Total war”
Over one million citizens dead from starvation alone
Battle of Midway
Turning point in the Pacific Theater; US begins to win
D-Day
Allied troops invade Normandy, France and begin to push towards Berlin
Hiroshima and Nagasaki
Only uses of the atomic bomb in warfare
100,000s of civilians dead; leads to Japanese surrender
End of the War
July, 1943: Italy invaded by the Allies. They quickly give up but Germans keep fighting
June, 1944: Allies invade France (D-Day)
February, 1945: Yalta Conference. Britain, US, USSR discuss a post-war Europe
May, 1945: Hitler kills himself, Germany surrenders
August, 1945: Japan attacked by atom bombs. USSR begins to invade from the north
Emperor surrenders to US. Hirohito keeps job
Mass migrations
Europeans within Europe
Jews to the Americas
African-Americans to the Northern US
American troops to Europe
Armenian genocide
Flu epidemic
Spread of Communism
League of Nations proposed by Woodrow Wilson
US enters war, becoming less isolationist in European affairs
Frustrated, poor, angry Germans
Europe divides world
German colonies were taken away by the winners of WWII.
Class A colonies: Arab nations
Britain and France became “Mandatories” to help nations achieve independence
Mandatories would answer to the League of Nations
“liberation” from Ottoman “oppression?”
Arab Nationalism: Arab world unites against occupation
Class B: larger colonies that would become independent later (Africa)
Class C: Small colonies remained colonies (Pacific Islands)
Zionism
A political movement for a Jewish homeland in Israel (Palestine)
Balfour Declaration of 1917:
Great Britain supports the concept of Zionism
Wants to make sure the rights of non-Jewish Palestinians are protected
Though promising to keep Palestine independent, Britain occupied it from 1920-1948
Israel became a separate Jewish state in 1948
Palestine is not recognized as a country by the US
Russia -- USSR
Russia could not support their war effort on the Eastern Front
Many casualties and food shortages at home
Tired of fighting and inept leadership, Russian troops begin to desert
February Revolution:
The Tsar was removed in 1917
April: Russia pulls out of the war, giving up land
October Revolution:
Lenin and hardline Bolshevik socialists take control of Parliament
New Economic Policy allowed for a free market but kept major businesses under government control
Joseph Stalin
Took control after Lenin died in 1924
Focused on modernization through industrialization
Five-Year Plans: industrial reforms controlled entirely by government
Many peasants sent to cities for factory work
Collectivization: others were organized into public farms
Wealthier peasants protested the loss of their land and were persecuted
Famine and unskilled farmers led to millions of deaths
Reparations
Germany and Austria owed money to Britain and France for damages during WWI
To pay debts, Germany borrowed money from US banks. (France and Britain also owed the US)
When the Great Depression hit, US banks called in their loans. Germany defaulted.
While other nations had colonies to support their economies, Germany did not
Famine led to starvation and unemployment in Germany
Germany wanted to regain land lost in WWI to help end their depression
Italy
World War I was never very popular in Italy.
Humiliated by both sides: “London Pact”
The Depression meant many young men lost jobs and inflation was high
Fascism:
Militant nationalism. People work collectively for the benefit of the state
Unlike Communism, the country is primary, not the people
Benito Mussolini started a fascist party hoping to make another (Roman?) empire
“Black Shirts” kept order by persecuting socialists
Important Battles of WWII
Invasion of Poland by the Nazis, 1939
Considered the start of WWII
Blitzkrieg - “lightening war.” Quick deployment of air power, heavy machinery (tanks) and then troops
Battle of Stalingrad
Hitler wanted Russian land and resources for Germany, even though he signed a treaty with them
The first real defeat of the German army
Don't fight a land war in Asia during the winter
Pearl Harbor
Japan tried to make the US accept the Japanese takeover of European colonies in Asia
Instead, US enters war
Siege of Leningrad, 1941-1944
“Total war”
Over one million citizens dead from starvation alone
Battle of Midway
Turning point in the Pacific Theater; US begins to win
D-Day
Allied troops invade Normandy, France and begin to push towards Berlin
Hiroshima and Nagasaki
Only uses of the atomic bomb in warfare
100,000s of civilians dead; leads to Japanese surrender
End of the War
July, 1943: Italy invaded by the Allies. They quickly give up but Germans keep fighting
June, 1944: Allies invade France (D-Day)
February, 1945: Yalta Conference. Britain, US, USSR discuss a post-war Europe
May, 1945: Hitler kills himself, Germany surrenders
August, 1945: Japan attacked by atom bombs. USSR begins to invade from the north
Emperor surrenders to US. Hirohito keeps job
Tuesday, July 22, 2008
Notes for July 22 part 4
Technology
Bessemer Steel Process
Took out impurities at 1/10 of the normal cost
Used in ships, bridges, skyscrapers
Dynamite – Alfred Nobel
More stable explosive
Used to dig canals, build railroad tunnels
Electric Current
DC – Thomas Edison (also the light bulb)
AC – Nikolai Tesla (also Hydroelectricity)
“City of Lights” in Paris, Buffalo
Steam engines were replaced
Victorian Age
Applied to the European middle and upperclass, especially in Britain
Queen Victoria, 1837-1901
Gender: “Separate spheres”
Men worked in the capitalist sphere out of the home
Women ran the domestic sphere in the home, including raising children
Poorer women worked in textiles or out of the home to supplement income
Karl Marx 1818-1883
German who studied British industry
With Friedrich Engels, criticized capitalism
Theorized that history is a series of class conflicts
Bourgeoisie: property owners
Proletariat: workers
Thought proletariat would eventually over the bourgeoisie and create a communist society
Terms
Anarchism: against all forms of governments
Nationalism: a national “spirit;” patriotism
Nationalism united the Germanic and Italian peoples through cultural identities
The spread of anarchism and the foundation of nation-states later led to civil unrest and even assassinations, and eventually WWI
Liberalism:
Constitutional government
National parliament
Freedom of expression
Free, sovereign citizens
Other Empires
Austrian Empire, AKA Austria-Hungary
More diverse cultures than Germany or Italy
Tried to expand empire into the Balkans, upsetting Russia
Japan
Meiji Restoration overthrew the Tokugawa Shogunate
Reformed using European styles of government, learning, and defense
Unlike China, Japan opened up their culture and their trade
Bessemer Steel Process
Took out impurities at 1/10 of the normal cost
Used in ships, bridges, skyscrapers
Dynamite – Alfred Nobel
More stable explosive
Used to dig canals, build railroad tunnels
Electric Current
DC – Thomas Edison (also the light bulb)
AC – Nikolai Tesla (also Hydroelectricity)
“City of Lights” in Paris, Buffalo
Steam engines were replaced
Victorian Age
Applied to the European middle and upperclass, especially in Britain
Queen Victoria, 1837-1901
Gender: “Separate spheres”
Men worked in the capitalist sphere out of the home
Women ran the domestic sphere in the home, including raising children
Poorer women worked in textiles or out of the home to supplement income
Karl Marx 1818-1883
German who studied British industry
With Friedrich Engels, criticized capitalism
Theorized that history is a series of class conflicts
Bourgeoisie: property owners
Proletariat: workers
Thought proletariat would eventually over the bourgeoisie and create a communist society
Terms
Anarchism: against all forms of governments
Nationalism: a national “spirit;” patriotism
Nationalism united the Germanic and Italian peoples through cultural identities
The spread of anarchism and the foundation of nation-states later led to civil unrest and even assassinations, and eventually WWI
Liberalism:
Constitutional government
National parliament
Freedom of expression
Free, sovereign citizens
Other Empires
Austrian Empire, AKA Austria-Hungary
More diverse cultures than Germany or Italy
Tried to expand empire into the Balkans, upsetting Russia
Japan
Meiji Restoration overthrew the Tokugawa Shogunate
Reformed using European styles of government, learning, and defense
Unlike China, Japan opened up their culture and their trade
Notes for July 22 part 3
Otto von Bismarck
Used industry, nationalism to make Prussia a world power
Created the future German nation
Meiji Restoration
“enlightened rule”
Restored emperor to throne and used industry, nationalism to make Japan a world power
Kept European imperialism away, modernized army
“sphere of influence” over east Asia
Suez Canal
In Egypt, opened 1869
Could now sail from Mediterranean to Indies without going around Africa
Europe increased its hold on the canal, imperialist colonies
Battle of Omdurman, 1898
British use machine guns to fight spears of Sudanese
Industry and empire dominated colonies
Exemplifies the “scramble for Africa” by Europe
Berlin Conference
Belgium, Italy begin staking claims in Europe
European powers decide how to “open up” African territory
Cecil Rhodes
Founded what is now Zambia and Zimbabwe with the British South Africa Company
Founded De Beers diamond company
Free Trade Imperialism
Used by later world powers such as the US
Imposed dominance over poorer, undeveloped countries through economic dependence
In South and Central America, included US military intervention
Emilio Aguinaldo led civil war to fight off US in Philippines
Menelik – Emperor of Ethiopia
Modernized by buying weapons from US, Europe
When invaded by Italy, fought back with Italian weapons and won
“The New Imperialism”
Railroads – especially Latin America
Military occupation - Africa
Telephones and telegraphs
“annihilation of time and space”
Canals – Suez and Panama
“Dollar Diplomacy”
Economic Dependence
Puppet governments
Proxy wars and military support
“Liberation”/ “the taming of the wilderness”/ “our civilizing mission”/ “white man's burden”
Used industry, nationalism to make Prussia a world power
Created the future German nation
Meiji Restoration
“enlightened rule”
Restored emperor to throne and used industry, nationalism to make Japan a world power
Kept European imperialism away, modernized army
“sphere of influence” over east Asia
Suez Canal
In Egypt, opened 1869
Could now sail from Mediterranean to Indies without going around Africa
Europe increased its hold on the canal, imperialist colonies
Battle of Omdurman, 1898
British use machine guns to fight spears of Sudanese
Industry and empire dominated colonies
Exemplifies the “scramble for Africa” by Europe
Berlin Conference
Belgium, Italy begin staking claims in Europe
European powers decide how to “open up” African territory
Cecil Rhodes
Founded what is now Zambia and Zimbabwe with the British South Africa Company
Founded De Beers diamond company
Free Trade Imperialism
Used by later world powers such as the US
Imposed dominance over poorer, undeveloped countries through economic dependence
In South and Central America, included US military intervention
Emilio Aguinaldo led civil war to fight off US in Philippines
Menelik – Emperor of Ethiopia
Modernized by buying weapons from US, Europe
When invaded by Italy, fought back with Italian weapons and won
“The New Imperialism”
Railroads – especially Latin America
Military occupation - Africa
Telephones and telegraphs
“annihilation of time and space”
Canals – Suez and Panama
“Dollar Diplomacy”
Economic Dependence
Puppet governments
Proxy wars and military support
“Liberation”/ “the taming of the wilderness”/ “our civilizing mission”/ “white man's burden”
Notes for July 22 part 2
1800s Latin America
The Spanish Empire was weak and too far from its large colonies to control them.
Independence movements sprang up throughout Latin America
Simon Bolivar:
Revolutionary leader in South America
Used English troops and local troops to fight off the Spanish
Conquered and occupied Venezuela, Colombia, Ecuador, Peru, Bolivia
Revolutions
Mexico:
At this point, France controlled the Spanish throne. News of this led to revolts against the old government by politicians and the public
Manuel Hidalgo y Costilla and Jose Maria Morelos, two priests, led a revolution of poor, native farmers against the Spanish elite. Both were executed
In 1862, France invaded Mexico. President Benito Juarez organized a popular resistance to return him to office
Brazil:
France controlled the Spanish throne, and Portugal feared they would be next
King John VI left behind his son Pedro as regent
Pedro declared Brazilian independence and attempted to create a constitutional monarchy
What made revolution successful?
Weakened, distant government
Spain lost almost all of its colonies by 1900
Support of the lower classes
International pressures on colonial powers
--Wars
--Occupations
--Internal revolutions
Strong, charismatic leadership
--Washington
--Toussaint
--Hidalgo
A turbulent economy
Depression, famine, unemployment, poverty
Slave Trade Ends
Haiti's slave revolt led to others that didn't succeed
International abolition movements turned Europe away from slavery, leading to more “legitimate” trade with African nations
Palm-oil trade made West coast exporters wealthy
Ivory trade flourished on East coast using Indian investment and European guns
Recaptives returned to Sierra Leone (Britain) and Liberia (US)
Britain's Eastern Empire
Britain's Asian colonies encompass several themes:
Dominance
Britain overtook the Dutch in Java and most of SE Asia
Britain defeated the French in several wars and in trade competition
Flexibility
Reeling from the American Revolution, Britain gave more autonomy to colonies to prevent uprisings
“Secondary Empires”: Britain supplied the guns and bought the goods, but might not control the empire directly
Newer colonies were allowed to set up their own governments
Immigration
Afrikaners fought the Zulus and started farms
Colonization of Australia and New Zealand with penal colonies and contracts of indenture
Chinese and Indians moved to the Caribbean to take the place of slaves
Shipping
Clipper ships made shipping faster and immigration easier
Colonies bought manufactured goods from England in exchange for raw materials such as palm-oil (West Africa) and cotton (India)
The Spanish Empire was weak and too far from its large colonies to control them.
Independence movements sprang up throughout Latin America
Simon Bolivar:
Revolutionary leader in South America
Used English troops and local troops to fight off the Spanish
Conquered and occupied Venezuela, Colombia, Ecuador, Peru, Bolivia
Revolutions
Mexico:
At this point, France controlled the Spanish throne. News of this led to revolts against the old government by politicians and the public
Manuel Hidalgo y Costilla and Jose Maria Morelos, two priests, led a revolution of poor, native farmers against the Spanish elite. Both were executed
In 1862, France invaded Mexico. President Benito Juarez organized a popular resistance to return him to office
Brazil:
France controlled the Spanish throne, and Portugal feared they would be next
King John VI left behind his son Pedro as regent
Pedro declared Brazilian independence and attempted to create a constitutional monarchy
What made revolution successful?
Weakened, distant government
Spain lost almost all of its colonies by 1900
Support of the lower classes
International pressures on colonial powers
--Wars
--Occupations
--Internal revolutions
Strong, charismatic leadership
--Washington
--Toussaint
--Hidalgo
A turbulent economy
Depression, famine, unemployment, poverty
Slave Trade Ends
Haiti's slave revolt led to others that didn't succeed
International abolition movements turned Europe away from slavery, leading to more “legitimate” trade with African nations
Palm-oil trade made West coast exporters wealthy
Ivory trade flourished on East coast using Indian investment and European guns
Recaptives returned to Sierra Leone (Britain) and Liberia (US)
Britain's Eastern Empire
Britain's Asian colonies encompass several themes:
Dominance
Britain overtook the Dutch in Java and most of SE Asia
Britain defeated the French in several wars and in trade competition
Flexibility
Reeling from the American Revolution, Britain gave more autonomy to colonies to prevent uprisings
“Secondary Empires”: Britain supplied the guns and bought the goods, but might not control the empire directly
Newer colonies were allowed to set up their own governments
Immigration
Afrikaners fought the Zulus and started farms
Colonization of Australia and New Zealand with penal colonies and contracts of indenture
Chinese and Indians moved to the Caribbean to take the place of slaves
Shipping
Clipper ships made shipping faster and immigration easier
Colonies bought manufactured goods from England in exchange for raw materials such as palm-oil (West Africa) and cotton (India)
Notes for July 22 part 1
France After Napoleon
Louis XVIII gave power to lower classes out of fear, but the country thrived
Charles X wanted a return to absolutism, and started a war with Algeria for popular support
Mission Accomplished? At the height of his popularity, Charles X took away rights
Upper classes scared off the king and installed a more sympathetic cousin, Louis Phillippe
Instead of a revolution, the upper classes took the powers of the king. Citizens revolted.
The king abdictated the throne in 1848
Revolts and Revolutions
1846 Austria (Polish separatists)
1847 Swizerland
Radicals vs. Conservatives
1848 Italy (Armed uprising)
1848 France
Lower classes vs. Aristocracy for “universal” suffrage
Socialism vs. liberal capitalism
Louis Napoleon elected head of France
1848 Austria
Aristocracy vs. nationalist minorities
In its weakness, Russia attacked and occupied
1848 Prussia
German nationalists fought off Dutch invaders
Classes were not united until threat of conquest
Louis XVIII gave power to lower classes out of fear, but the country thrived
Charles X wanted a return to absolutism, and started a war with Algeria for popular support
Mission Accomplished? At the height of his popularity, Charles X took away rights
Upper classes scared off the king and installed a more sympathetic cousin, Louis Phillippe
Instead of a revolution, the upper classes took the powers of the king. Citizens revolted.
The king abdictated the throne in 1848
Revolts and Revolutions
1846 Austria (Polish separatists)
1847 Swizerland
Radicals vs. Conservatives
1848 Italy (Armed uprising)
1848 France
Lower classes vs. Aristocracy for “universal” suffrage
Socialism vs. liberal capitalism
Louis Napoleon elected head of France
1848 Austria
Aristocracy vs. nationalist minorities
In its weakness, Russia attacked and occupied
1848 Prussia
German nationalists fought off Dutch invaders
Classes were not united until threat of conquest
Friday, July 18, 2008
Notes from 7/18/08
Dual Revolution
Economic changes and political changes influenced each other
Industry encouraged a middle class, who encouraged ideas about representative government
-Conservatism
-Liberalism
-Nationalism
-Socialism
Balance of Power
After Napoleon, countries wanted to ensure the end of conquest in Europe
Nations extended their powers in colonies and worldwide militaries, but no one nation dominated
Conservatism
blended traditionalist ideas and hopes for stability to protect institutions
Holy Alliance: Austria, Prussia, Russia repelled revolutionary thought through strict rule
Carlsbad Decrees: German censorship and spying
Austrian Prince Metternich thought liberalism would destroy the Austrian Empire
Liberalism and Nationalism
Liberalism
Focused on basic rights of man instead of the stability of the state
Encouraged protest and limited government
Believed the best economy was the least controlled
Nationalism
Each people had a national “identity” and politics should reflect that identity
Language, history, traditions, geography, religion, and other factors determined one's national
“Nation-states” united peoples under the guise of shared identity
Socialism
Early socialists felt the laissez-faire economy fostered selfishness and disunity
After the French Revolution, economic controls brought the nation out of poverty
Parasites/doers
Bourgeoisie/proletariat
Marx/Engles: The Communist Manifesto
Marx believed history was a series of class struggles
“Workers of the world unite”
By uniting, workers would eventually overtake the bourgeoisie and bring equality to the world
Reforms and Revolutions
Greece was controlled by the Ottomans
They kept their language and religion and became nationalistic
Britain, Russia, and France supported independence in 1830 and created a monarchy
In Britain, conservative Tories feared losing the country to a revolution in the 1830s
Battle of Peterloo: British government repressed those who protested against taxes, trade laws, and assembly laws
Reform laws allowed more representatives from working class, factory cities
Potato Famine Causes -- 1840s-50s
British laws against food trade made the Irish Potato famine worse
Racism and religious discrimination did not help, either
Rural poverty and strict landowning controls
Overproduction of potatoes and people
Strict laissez-faire economic rules
Results:
-1.5 million dead
-1 million emigrants
-Intense nationalist feeling united against Britain
Economic changes and political changes influenced each other
Industry encouraged a middle class, who encouraged ideas about representative government
-Conservatism
-Liberalism
-Nationalism
-Socialism
Balance of Power
After Napoleon, countries wanted to ensure the end of conquest in Europe
Nations extended their powers in colonies and worldwide militaries, but no one nation dominated
Conservatism
blended traditionalist ideas and hopes for stability to protect institutions
Holy Alliance: Austria, Prussia, Russia repelled revolutionary thought through strict rule
Carlsbad Decrees: German censorship and spying
Austrian Prince Metternich thought liberalism would destroy the Austrian Empire
Liberalism and Nationalism
Liberalism
Focused on basic rights of man instead of the stability of the state
Encouraged protest and limited government
Believed the best economy was the least controlled
Nationalism
Each people had a national “identity” and politics should reflect that identity
Language, history, traditions, geography, religion, and other factors determined one's national
“Nation-states” united peoples under the guise of shared identity
Socialism
Early socialists felt the laissez-faire economy fostered selfishness and disunity
After the French Revolution, economic controls brought the nation out of poverty
Parasites/doers
Bourgeoisie/proletariat
Marx/Engles: The Communist Manifesto
Marx believed history was a series of class struggles
“Workers of the world unite”
By uniting, workers would eventually overtake the bourgeoisie and bring equality to the world
Reforms and Revolutions
Greece was controlled by the Ottomans
They kept their language and religion and became nationalistic
Britain, Russia, and France supported independence in 1830 and created a monarchy
In Britain, conservative Tories feared losing the country to a revolution in the 1830s
Battle of Peterloo: British government repressed those who protested against taxes, trade laws, and assembly laws
Reform laws allowed more representatives from working class, factory cities
Potato Famine Causes -- 1840s-50s
British laws against food trade made the Irish Potato famine worse
Racism and religious discrimination did not help, either
Rural poverty and strict landowning controls
Overproduction of potatoes and people
Strict laissez-faire economic rules
Results:
-1.5 million dead
-1 million emigrants
-Intense nationalist feeling united against Britain
Notes from 7/15, part 2
Industrial Revolution
A rapid succession of major inventions and technological changes in industry, manufacturing, communication, technology, and society
-International trade
-More goods available to the masses
-Political revolutions
-Allowed people to make more $, pay less taxes, trade with more people
-Better roads
-More, safer traveling
-Population growth
-Farmers move to cities
-Less Plague, more people
Agricultural Revolution
In Europe, new plants and growing techniques increased production (corn, potatoes, manure)
Mass production:
Making identical products or parts quickly
Eli Whitney made parts interchangeable so they could be easily replaced
Division of Labor:
Work is divided into small, repetitive parts
Sexual division: “separate spheres” of work by gender
Josiah Wedgwood made English China cheaply and with high quality. Queensware became a symbol of luxury but was affordable to many.
Business cycles
Bullish and bearish economies
Mechanization
Cotton did not come from Europe. Europeans developed machines to process cotton fibers into fabrics
Instead of buying cloth from foreign countries, Europeans saved money by only buying the fiber
Cotton plantations in America thrived, supporting the slave system
Eli Whitney invented the cotton gin, making cotton production economical in other parts of America
Spinning Jenny
Water Frame – led to cotton mills
Cotton Gin – removes seeds
Laissez-faire (French) “let them do”
Term from Adam Smith's The Wealth of Nations
Smith believed people should have the freedom to create their own wealth
“Invisible hand”
Also by Smith. He believed the free marketplace would make society better by itself, without the need for government intervention
New markets (stocks, bank loans) were more risky but had fewer restrictions. More profit could be made
In reality, the rich were able to invest and make more money, but the poor still had no capital
Results
As the Industrial Revolution progressed, workers began to protest the lack of control in their lives
Labor movements began
Socialist and Marxist ideas took root in Europe
“Class conciousness” and sense of entitlement
Workers also protested working conditions
Shorter work days
Safer factories
Child labor laws: Factory Act of 1833 limited hours
International abolition movement
“Economic nationalism” through government investment and tariff protection
A rapid succession of major inventions and technological changes in industry, manufacturing, communication, technology, and society
-International trade
-More goods available to the masses
-Political revolutions
-Allowed people to make more $, pay less taxes, trade with more people
-Better roads
-More, safer traveling
-Population growth
-Farmers move to cities
-Less Plague, more people
Agricultural Revolution
In Europe, new plants and growing techniques increased production (corn, potatoes, manure)
Mass production:
Making identical products or parts quickly
Eli Whitney made parts interchangeable so they could be easily replaced
Division of Labor:
Work is divided into small, repetitive parts
Sexual division: “separate spheres” of work by gender
Josiah Wedgwood made English China cheaply and with high quality. Queensware became a symbol of luxury but was affordable to many.
Business cycles
Bullish and bearish economies
Mechanization
Cotton did not come from Europe. Europeans developed machines to process cotton fibers into fabrics
Instead of buying cloth from foreign countries, Europeans saved money by only buying the fiber
Cotton plantations in America thrived, supporting the slave system
Eli Whitney invented the cotton gin, making cotton production economical in other parts of America
Spinning Jenny
Water Frame – led to cotton mills
Cotton Gin – removes seeds
Laissez-faire (French) “let them do”
Term from Adam Smith's The Wealth of Nations
Smith believed people should have the freedom to create their own wealth
“Invisible hand”
Also by Smith. He believed the free marketplace would make society better by itself, without the need for government intervention
New markets (stocks, bank loans) were more risky but had fewer restrictions. More profit could be made
In reality, the rich were able to invest and make more money, but the poor still had no capital
Results
As the Industrial Revolution progressed, workers began to protest the lack of control in their lives
Labor movements began
Socialist and Marxist ideas took root in Europe
“Class conciousness” and sense of entitlement
Workers also protested working conditions
Shorter work days
Safer factories
Child labor laws: Factory Act of 1833 limited hours
International abolition movement
“Economic nationalism” through government investment and tariff protection
Notes from 7/15, part 1
French Revolution, 1789-1815
The Catholic Church, the monarchy, and the aristocracy were extremely powerful in France
1st Estate: Clergy. Owned 10% of land and did not have to pay taxes
2nd Estate: Nobility. Owned 30% of the land as well as high offices and church positions
3rd Estate: everyone else
Peasants were 80% of the population
The peasant class had tripled in population in only 60 years
Bad harvests in rural areas, overcrowding in cities
$
Meanwhile, France was nearly bankrupt
Only the poor paid taxes
Attempts to tax the rich failed
War against England cost more money
Power struggles between the King and the Parliament meant little was done
The 3rd Estate tried to make France a constitutional monarchy (Oath of the Tennis Court) and create a National Assembly. The King got his troops ready
7/14/1789, Bastille Day. Violence spread to rural areas as well.
Declaration of the Rights of Man
1789. Also see the Declaration of Independence and the US Constitution
The bad economy led to even more protests by the poor classes. The royal family was forced from its palace in Versailles into Paris
The King was forced to accept Constitutional Monarchy in 1791. Later attempts to escape the country and align with foreign powers failed.
King Louis XVI was convicted of treason and died at the guillotine.
New National Convention
The most radical Jacobins were led by Robespierre, who brought 40,000 people to execution in the name of revolution
Reign of Terror: Eventually Robespierre executed some of his best supporters, leading to his own execution
Foreign countries supported the monarchy and the status quo during this time. Why?
Reactions
More conservative nations around the world feared the spread of revolution. Royalty worried about being overthrown.
Austria, Prussia, Russia, Great Britain created a Quadruple Alliance to defeat Napoleon and return the Bourbon dynasty
Second Revolution:
-Rioters killed French nobles
-French armies attacked nearby nations and “freed” feudal subjects, declaring war on -most of Europe
-France creates a “planned economy” with price controls
-Rise of French “nationalism”
Napoleon Bonaparte
France remained politically and economically unstable
Napoleon provided a means of unifying the people and giving hope to the poor and oppressed
Ended the Holy Roman Empire and created a German Confederation
Napoleonic Code (1804) of the Grand Empire:
Made laws more uniform throughout the country
Protected property and equal rights (of men) before the law
As Napoleon conquered parts of Europe, they also reformed laws according to the code
**DON’T FIGHT A LAND WAR IN ASIA DURING THE WINTER* Napoleon finally lost and was exiled
Meanwhile, in Haiti . . .
The French aristocracy in Haiti wanted more autonomy from France
Mixed-race freemen (“gens de couleur”) wanted equality with whites
They and the aristocracy sent representatives to Paris and sympathized with the poor in France
Officials in Haiti could not keep order
Slaves began uprisings
Rebel groups formed
The Catholic Church, the monarchy, and the aristocracy were extremely powerful in France
1st Estate: Clergy. Owned 10% of land and did not have to pay taxes
2nd Estate: Nobility. Owned 30% of the land as well as high offices and church positions
3rd Estate: everyone else
Peasants were 80% of the population
The peasant class had tripled in population in only 60 years
Bad harvests in rural areas, overcrowding in cities
$
Meanwhile, France was nearly bankrupt
Only the poor paid taxes
Attempts to tax the rich failed
War against England cost more money
Power struggles between the King and the Parliament meant little was done
The 3rd Estate tried to make France a constitutional monarchy (Oath of the Tennis Court) and create a National Assembly. The King got his troops ready
7/14/1789, Bastille Day. Violence spread to rural areas as well.
Declaration of the Rights of Man
1789. Also see the Declaration of Independence and the US Constitution
The bad economy led to even more protests by the poor classes. The royal family was forced from its palace in Versailles into Paris
The King was forced to accept Constitutional Monarchy in 1791. Later attempts to escape the country and align with foreign powers failed.
King Louis XVI was convicted of treason and died at the guillotine.
New National Convention
The most radical Jacobins were led by Robespierre, who brought 40,000 people to execution in the name of revolution
Reign of Terror: Eventually Robespierre executed some of his best supporters, leading to his own execution
Foreign countries supported the monarchy and the status quo during this time. Why?
Reactions
More conservative nations around the world feared the spread of revolution. Royalty worried about being overthrown.
Austria, Prussia, Russia, Great Britain created a Quadruple Alliance to defeat Napoleon and return the Bourbon dynasty
Second Revolution:
-Rioters killed French nobles
-French armies attacked nearby nations and “freed” feudal subjects, declaring war on -most of Europe
-France creates a “planned economy” with price controls
-Rise of French “nationalism”
Napoleon Bonaparte
France remained politically and economically unstable
Napoleon provided a means of unifying the people and giving hope to the poor and oppressed
Ended the Holy Roman Empire and created a German Confederation
Napoleonic Code (1804) of the Grand Empire:
Made laws more uniform throughout the country
Protected property and equal rights (of men) before the law
As Napoleon conquered parts of Europe, they also reformed laws according to the code
**DON’T FIGHT A LAND WAR IN ASIA DURING THE WINTER* Napoleon finally lost and was exiled
Meanwhile, in Haiti . . .
The French aristocracy in Haiti wanted more autonomy from France
Mixed-race freemen (“gens de couleur”) wanted equality with whites
They and the aristocracy sent representatives to Paris and sympathized with the poor in France
Officials in Haiti could not keep order
Slaves began uprisings
Rebel groups formed
Friday, July 11, 2008
Midterm Tuesday, July 15
The test will be based on the notes so far and on the video worksheets. You will get to choose definitions to answer. Be sure to define the term AND discuss its importance in Western Civilization.
For the essay, you must pick one of the following and write your answer in class:
A.) Compare and contrast the development of absolutism in at least two western European nations.
OR
B.) Evaluate three issues related to the significance of mercantilism on the economic development of Europe.
Good luck!
For the essay, you must pick one of the following and write your answer in class:
A.) Compare and contrast the development of absolutism in at least two western European nations.
OR
B.) Evaluate three issues related to the significance of mercantilism on the economic development of Europe.
Good luck!
Notes from 7/11/08, part 2
18th Century Europe
Open-field system: farmland split into several sections for crop rotation or soil replenishment
Grains
Nitrogen-storing crops
Fallow period
Common lands: community-owned grazing land. Absolutist rulers may restrict use
Enclosures for experimentation
Agricultural Revolution: technological progress that increased food output, e.g. Horses, manure, better plows
Population Explosion
Black Death ended in the 1400s
-Labor shortages
-Low food prices
-Led to overpopulation
By 1600, overpopulation limited resources
-Less food
-Fewer births
-More war
Agricultural Revolution brought permanent population growth in the 1700s
More predictable food supply
Healthier citizens
Industry
“Industry” originally was homemade goods made in a family's spare time for profit
Also known as a “cottage industry”
“Putting out”
Peasants got raw materials
Peasants made finished goods, such as clothing
Finished goods were sold back to merchants
Europe, especially England, became known worldwide for the quality of textiles
Europe sold manufactured goods to Africa, who
Sold slaves, to America, who used slaves to
Gather raw materials to sell to Europe
Mercantilism
European nations tried to monopolize trade and contact with their colonies
“Second Hundred Years War.” England and France fought in Europe and America for supremacy
War of Spanish Succession: Louis XIV of France gets control of Spain, then attacks England. Other nations join England; France gives up parts of Canada
War of the Austrian Succession: Frederick the Great (Prussia) attacks Maria Theresa (Silesia). England and France take sides; fighting in America and India. No change in Europe
Seven Years' War
Maria Theresa fights Prussia back
France fights England again
No change in Europe, but England forces France out of North America
Treaty of Paris (1763): Britain completely controls NA
American colonists were sick of war and expected the British army to leave
Merchantilism and absolutist practices cause England to consolidate power. Enlightenment law theories cause Americans to revolt
Merchantilism leads to
Mass migration (forced or not)
Overpopulation in Europe
Slavery
Debt peonage, much like serfdom
Banking and investment
Powerful European navies
International “triangular” trade
Middle and merchant classes
Mixed races: “Creoles”
Adam Smith's The Wealth of Nations (1776) argues for fewer laws. “The invisible hand” would guide the Market Economy
Everyday life
Many Europeans married late until they could afford it
Most lived with their extended families
The poor often worked for other families
“Community Controls” put laws in villagers' hands
With greater chances for wealth, greater populations were possible. With more people, less community control was possible
High infant mortality due to poor health. Were children worth much?
Religion
Everyone's gonna die
Churches found rationalism critical of religion and previous understandings of the universe
Pietism: a Protestant revival for religious purity
Puritans secluded themselves from outsiders and moved west
Methodists, led by John Wesley, believed salvation from God came through faith alone
Catholics reformed by trying to include their practices in everyday life, e.g. Carnival
Open-field system: farmland split into several sections for crop rotation or soil replenishment
Grains
Nitrogen-storing crops
Fallow period
Common lands: community-owned grazing land. Absolutist rulers may restrict use
Enclosures for experimentation
Agricultural Revolution: technological progress that increased food output, e.g. Horses, manure, better plows
Population Explosion
Black Death ended in the 1400s
-Labor shortages
-Low food prices
-Led to overpopulation
By 1600, overpopulation limited resources
-Less food
-Fewer births
-More war
Agricultural Revolution brought permanent population growth in the 1700s
More predictable food supply
Healthier citizens
Industry
“Industry” originally was homemade goods made in a family's spare time for profit
Also known as a “cottage industry”
“Putting out”
Peasants got raw materials
Peasants made finished goods, such as clothing
Finished goods were sold back to merchants
Europe, especially England, became known worldwide for the quality of textiles
Europe sold manufactured goods to Africa, who
Sold slaves, to America, who used slaves to
Gather raw materials to sell to Europe
Mercantilism
European nations tried to monopolize trade and contact with their colonies
“Second Hundred Years War.” England and France fought in Europe and America for supremacy
War of Spanish Succession: Louis XIV of France gets control of Spain, then attacks England. Other nations join England; France gives up parts of Canada
War of the Austrian Succession: Frederick the Great (Prussia) attacks Maria Theresa (Silesia). England and France take sides; fighting in America and India. No change in Europe
Seven Years' War
Maria Theresa fights Prussia back
France fights England again
No change in Europe, but England forces France out of North America
Treaty of Paris (1763): Britain completely controls NA
American colonists were sick of war and expected the British army to leave
Merchantilism and absolutist practices cause England to consolidate power. Enlightenment law theories cause Americans to revolt
Merchantilism leads to
Mass migration (forced or not)
Overpopulation in Europe
Slavery
Debt peonage, much like serfdom
Banking and investment
Powerful European navies
International “triangular” trade
Middle and merchant classes
Mixed races: “Creoles”
Adam Smith's The Wealth of Nations (1776) argues for fewer laws. “The invisible hand” would guide the Market Economy
Everyday life
Many Europeans married late until they could afford it
Most lived with their extended families
The poor often worked for other families
“Community Controls” put laws in villagers' hands
With greater chances for wealth, greater populations were possible. With more people, less community control was possible
High infant mortality due to poor health. Were children worth much?
Religion
Everyone's gonna die
Churches found rationalism critical of religion and previous understandings of the universe
Pietism: a Protestant revival for religious purity
Puritans secluded themselves from outsiders and moved west
Methodists, led by John Wesley, believed salvation from God came through faith alone
Catholics reformed by trying to include their practices in everyday life, e.g. Carnival
Notes from 7/11/08, part 1
Enlightenment
Took on many ideas and movements
Led to new political and scientific theories
“Enlightened Absolutism” in 1700s
Upper classes held salons, spoke French
Rationalism: nothing accepted on faith alone
Belief in progress
Experimental Method: Galileo did tests to prove hypotheses
Empiricism: knowledge from experience and experiments
Cartesian Dualism: matter and mind. The world can be understood through reason
Austrian Absolutism
Gained power under the Austrian Habsburgs and looked to fight the Ottomans
Ottomans grew weaker after powerful rulers died. Millet System allowed for autonomy but also decentralization
Pragmatic Sanction: idea that Habsburg lands should never divide
Habsburgs were Catholic, Hungarians were Protestant, and nobles were a larger and less supportive of the crown
Prussian Absolutism
Brandenburg was militarily weak
Frederick William “The Great Elector” united several provinces into Prussia and built a standing army
Threatened by Louis XIV and warring Russia
Under Frederick William I (1713-1740) power was wrestled from nobles (Junkers) through forced taxation and military rule
“Sparta of the North”
Prussian Enlightenment
Frederick II “The Great” was artistic, not militaristic, but separated war from ideals
Attacked Silesia when Austria's Maria Theresa when she took power.
Allowed religious tolerance, did not rule by “divine right”
Rebuilt infrastructure after Seven Years' War
However, did not give Jews rights or end serfdom
Russia
Economic/Geographic Problems:
-Poor
-Underdeveloped
-Landlocked
-Attempts to get warm-water ports often failed
Unable to trade on westward, warm-water routes, Russians expanded eastward on land
Like the French in Canada, fur trading became an important part of the empire's economy
Trade promoted settlement throughout Siberia and into Alaska
Political Aspects
Greek Orthodox Christians
Dominated by other peoples (the “Mongol Yoke”)
Starting in Moscow, Muscovite princes rapidly began taking over what the Mongols possessed
Tsar:
Word comes from “Caesar.” The Orthodox Church wanted Russia to be the “3rd Rome” of a new Christian Empire
In reality, government was weak and stretched thin
Russia wasn't strong enough to fight Poland, Sweden, or the Ottomans. Sometimes they were even occupied
Siberia was mostly scattered forts
Mikhail Romanov 1613-1645 replaced a weak dynasty
One of the aristocratic elite (“boyars”)
Romanov dynasty begat stronger rulers who consolidated power
Peter the Great
Realized Russia needed a naval presence
Disguised himself to study technology and lifestyles in Europe
Powerful navies
Social tolerance
Less adherence to tradition
Meritocracy
industry
After building a new navy, Peter blockaded the Ottomans on the Black Sea to promote trade
Lost it again in 1713, regained it in 1783
He also fought Sweden for trade routes in the Baltic Sea
Peter connected Russia with Europe in trade and politics
Later, Catharine the Great solidified borders and continued Peter's vision for a stronger, European Russia
Social Aspects
Russia is known for cultural diversity
Cossacks aided in expansion of the empire
Early settlers and soldiers founded eastern towns and forts
Mercenaries from Muscovy area
“They belonged to close-knit bands, were superb riders and fighters, and were feared by both villagers and the legal authorities.”
“As centralized power rose, the freedoms of the peasants fell.”
Serfs were tied to the land, not owned by landowners
Nobles--“plantation owners”--2% of population
Serfs--“slaves”--over 50% of the population
Russian Enlightenment
Catherine the Great
Had her own husband killed
Following Peter the Great, much influenced by Western life and arts
Attempted reforms in education, law, human rights, religion, but kept serfdom to keep down rebellions
Continued Peter's expansion into the Ukraine and Poland
Took on many ideas and movements
Led to new political and scientific theories
“Enlightened Absolutism” in 1700s
Upper classes held salons, spoke French
Rationalism: nothing accepted on faith alone
Belief in progress
Experimental Method: Galileo did tests to prove hypotheses
Empiricism: knowledge from experience and experiments
Cartesian Dualism: matter and mind. The world can be understood through reason
Austrian Absolutism
Gained power under the Austrian Habsburgs and looked to fight the Ottomans
Ottomans grew weaker after powerful rulers died. Millet System allowed for autonomy but also decentralization
Pragmatic Sanction: idea that Habsburg lands should never divide
Habsburgs were Catholic, Hungarians were Protestant, and nobles were a larger and less supportive of the crown
Prussian Absolutism
Brandenburg was militarily weak
Frederick William “The Great Elector” united several provinces into Prussia and built a standing army
Threatened by Louis XIV and warring Russia
Under Frederick William I (1713-1740) power was wrestled from nobles (Junkers) through forced taxation and military rule
“Sparta of the North”
Prussian Enlightenment
Frederick II “The Great” was artistic, not militaristic, but separated war from ideals
Attacked Silesia when Austria's Maria Theresa when she took power.
Allowed religious tolerance, did not rule by “divine right”
Rebuilt infrastructure after Seven Years' War
However, did not give Jews rights or end serfdom
Russia
Economic/Geographic Problems:
-Poor
-Underdeveloped
-Landlocked
-Attempts to get warm-water ports often failed
Unable to trade on westward, warm-water routes, Russians expanded eastward on land
Like the French in Canada, fur trading became an important part of the empire's economy
Trade promoted settlement throughout Siberia and into Alaska
Political Aspects
Greek Orthodox Christians
Dominated by other peoples (the “Mongol Yoke”)
Starting in Moscow, Muscovite princes rapidly began taking over what the Mongols possessed
Tsar:
Word comes from “Caesar.” The Orthodox Church wanted Russia to be the “3rd Rome” of a new Christian Empire
In reality, government was weak and stretched thin
Russia wasn't strong enough to fight Poland, Sweden, or the Ottomans. Sometimes they were even occupied
Siberia was mostly scattered forts
Mikhail Romanov 1613-1645 replaced a weak dynasty
One of the aristocratic elite (“boyars”)
Romanov dynasty begat stronger rulers who consolidated power
Peter the Great
Realized Russia needed a naval presence
Disguised himself to study technology and lifestyles in Europe
Powerful navies
Social tolerance
Less adherence to tradition
Meritocracy
industry
After building a new navy, Peter blockaded the Ottomans on the Black Sea to promote trade
Lost it again in 1713, regained it in 1783
He also fought Sweden for trade routes in the Baltic Sea
Peter connected Russia with Europe in trade and politics
Later, Catharine the Great solidified borders and continued Peter's vision for a stronger, European Russia
Social Aspects
Russia is known for cultural diversity
Cossacks aided in expansion of the empire
Early settlers and soldiers founded eastern towns and forts
Mercenaries from Muscovy area
“They belonged to close-knit bands, were superb riders and fighters, and were feared by both villagers and the legal authorities.”
“As centralized power rose, the freedoms of the peasants fell.”
Serfs were tied to the land, not owned by landowners
Nobles--“plantation owners”--2% of population
Serfs--“slaves”--over 50% of the population
Russian Enlightenment
Catherine the Great
Had her own husband killed
Following Peter the Great, much influenced by Western life and arts
Attempted reforms in education, law, human rights, religion, but kept serfdom to keep down rebellions
Continued Peter's expansion into the Ukraine and Poland
Wednesday, July 9, 2008
Absolutism notes
French Absolutism
By 1589, many problems in France
Poverty and starvation
Weak government
Economic Depression
Civil War
Protestant/Catholic fighting
Henry IV promises a “chicken in every pot”
Edict of Nantes gives Protestants rights
Nobles taxed
With Sully, builds roads and opens trade
Cardinal Richelieu 1585-1642
Became First Minister of the French crown and influenced Louis XIII
Strengthened central government
Limited nobles
Executions
Created 32 “generalities” where each area's leader reported to the King
Limited the power of Protestant Huguenots
Raison d'etat: It's okay to break the law if it's good for the country (536)
Fronde - “slingshot”
Civil wars in France 1648-1653
Richelieu dies, Louis XIV in power
Citizens protested tax collection, limits on rights
Nobles wanted more power
Winning a war against Spain, people thought taxes would disappear
Results
Louis XIV kept elite support by giving back some power
Louis XIV became more “absolutist” to protect himself. “The Sun King”
Louis XIV - 1645-1715
Controlled social classes through collaboration and manipulation
Better supporters got more access to the throne
Some middle class leaders made influential
Created a court palace at Versailles to show off wealth and gain autonomy
Actually, he overspent
Bankruptcy would haunt the monarchy later
Spies everywhere
Never called a meeting of the Estates General
Under Louis XIV, most taxes were paid by the “3rd Estate” - the poor
1st Estate – clergy
2nd Estate – nobles
4th Estate – press
5th Estate – anyone else
Merchantilism – regulation of the economy to benefit the state
Example: colonies exist for the benefit of the mother country
Amount of gold a nation had determined wealth
Jean-Baptiste Colbert used merchantilism to expand and gain wealth for France
Manufacturing and colonies flourished
While poor, the poor had new opportunities
Edict of Nantes revoked
Many Huguenots left France or converted
Louis XIV kept France in wars most of the time, constantly attacking weaker Germany and competing with Britain for colonies
Peace of Utrecht, 1713 – promoted a European “Balance of Power”
Absolutism in Spain
By 1600, many problems
Population decline, sometimes forced (Jews and Muslims)
Increased competition from the Dutch, French, and British
Trade with colonies decreased
Agricultural problems
Growing national debt
Small middle class
Ineffective government, weak Habsburg kings, and wars made Spain even weaker
Absolutism in England
Queen Elizabeth I was extremely powerful and influential
After her death, civil war and power struggles caused people to question absolute rule
King James succeeded Elizabeth and believed in Divine Right. He was unpopular.
Not as good as Elizabeth
House of Commons would not give up power
Economy was doing well without him, but James created more debt
Charles I tried to govern without government
English Civil War 1642-1649
Who should have sovereignty: the King or the Parliament?
Charles I beheaded in 1649. Republican government was established
Oliver Cromwell controlled army, making him the de facto leader. “Lord Protector”
Got rid of constitution, ruled by force
Tolerant of most Protestants
Used merchantilist ideas to promote economy
After Cromwell's death, England brought back the monarchy
English Monarchy Returns
Charles II and brother James II tried to work closely with Parliament
Royalty was required to consult with other people and allow Parliament to meet
Charles did not get the revenue he wanted, so he made a secret agreement with France
Free money! for relaxing laws against Catholics
Charles had to convert to Catholicism
Violation of Test Act. Protestants feared a secret plot against them; Protestant bishops were thrown in prison
Glorious Revolution 1688-9
King James II replaced with William and Mary of Scotland
Had to sign English Bill of Rights
Crown could not suspend laws
End of absolutism
Independent judges
Right to bear arms (Protestants only)
Freedom of religion (Protestants only)
John Locke's “Second Treatise of Civil Government” (1690) said government should protect “live, liberty, and property”
Netherlands
Dutch provinces won independence from a weakened Spain in 1648
“Golden Age of the Netherlands”
Constitutionalism and republicanism
Freedom of the press
Division of powers: executives vs. legislature
Government run by merchants and bankers allowed freedom to invest and speculate
Religious toleration
Seafaring innovation and trade monopolies
Joint Stock Companies – Dutch East India Co.
Chapter 17
Absolutism in Eastern Europe
Loss of religious freedoms
Continuous warfare and political upheaval
Loss of political and economic power
Nobility became more powerful and entrenched
Serfdom – farmers in Eastern Europe were bound to the lands they farm
Paid taxes in crops
Could not leave without permission
Later, hereditary subjugation by feudal lords
Lords controlled more lands and were often more powerful than kings
Places that don't exist anymore
Prussia
Bohemian Estates
Holy Roman Empire
Ottoman Empire
Mongol Empire
Saxony
Transylvania
Wallachia
Silesia
Brandenburg
Moravia
-Many areas loosely held by the Holy Roman Empire
-Many areas run by the Austrian Habsburgs
-Weak sovereignty
By 1589, many problems in France
Poverty and starvation
Weak government
Economic Depression
Civil War
Protestant/Catholic fighting
Henry IV promises a “chicken in every pot”
Edict of Nantes gives Protestants rights
Nobles taxed
With Sully, builds roads and opens trade
Cardinal Richelieu 1585-1642
Became First Minister of the French crown and influenced Louis XIII
Strengthened central government
Limited nobles
Executions
Created 32 “generalities” where each area's leader reported to the King
Limited the power of Protestant Huguenots
Raison d'etat: It's okay to break the law if it's good for the country (536)
Fronde - “slingshot”
Civil wars in France 1648-1653
Richelieu dies, Louis XIV in power
Citizens protested tax collection, limits on rights
Nobles wanted more power
Winning a war against Spain, people thought taxes would disappear
Results
Louis XIV kept elite support by giving back some power
Louis XIV became more “absolutist” to protect himself. “The Sun King”
Louis XIV - 1645-1715
Controlled social classes through collaboration and manipulation
Better supporters got more access to the throne
Some middle class leaders made influential
Created a court palace at Versailles to show off wealth and gain autonomy
Actually, he overspent
Bankruptcy would haunt the monarchy later
Spies everywhere
Never called a meeting of the Estates General
Under Louis XIV, most taxes were paid by the “3rd Estate” - the poor
1st Estate – clergy
2nd Estate – nobles
4th Estate – press
5th Estate – anyone else
Merchantilism – regulation of the economy to benefit the state
Example: colonies exist for the benefit of the mother country
Amount of gold a nation had determined wealth
Jean-Baptiste Colbert used merchantilism to expand and gain wealth for France
Manufacturing and colonies flourished
While poor, the poor had new opportunities
Edict of Nantes revoked
Many Huguenots left France or converted
Louis XIV kept France in wars most of the time, constantly attacking weaker Germany and competing with Britain for colonies
Peace of Utrecht, 1713 – promoted a European “Balance of Power”
Absolutism in Spain
By 1600, many problems
Population decline, sometimes forced (Jews and Muslims)
Increased competition from the Dutch, French, and British
Trade with colonies decreased
Agricultural problems
Growing national debt
Small middle class
Ineffective government, weak Habsburg kings, and wars made Spain even weaker
Absolutism in England
Queen Elizabeth I was extremely powerful and influential
After her death, civil war and power struggles caused people to question absolute rule
King James succeeded Elizabeth and believed in Divine Right. He was unpopular.
Not as good as Elizabeth
House of Commons would not give up power
Economy was doing well without him, but James created more debt
Charles I tried to govern without government
English Civil War 1642-1649
Who should have sovereignty: the King or the Parliament?
Charles I beheaded in 1649. Republican government was established
Oliver Cromwell controlled army, making him the de facto leader. “Lord Protector”
Got rid of constitution, ruled by force
Tolerant of most Protestants
Used merchantilist ideas to promote economy
After Cromwell's death, England brought back the monarchy
English Monarchy Returns
Charles II and brother James II tried to work closely with Parliament
Royalty was required to consult with other people and allow Parliament to meet
Charles did not get the revenue he wanted, so he made a secret agreement with France
Free money! for relaxing laws against Catholics
Charles had to convert to Catholicism
Violation of Test Act. Protestants feared a secret plot against them; Protestant bishops were thrown in prison
Glorious Revolution 1688-9
King James II replaced with William and Mary of Scotland
Had to sign English Bill of Rights
Crown could not suspend laws
End of absolutism
Independent judges
Right to bear arms (Protestants only)
Freedom of religion (Protestants only)
John Locke's “Second Treatise of Civil Government” (1690) said government should protect “live, liberty, and property”
Netherlands
Dutch provinces won independence from a weakened Spain in 1648
“Golden Age of the Netherlands”
Constitutionalism and republicanism
Freedom of the press
Division of powers: executives vs. legislature
Government run by merchants and bankers allowed freedom to invest and speculate
Religious toleration
Seafaring innovation and trade monopolies
Joint Stock Companies – Dutch East India Co.
Chapter 17
Absolutism in Eastern Europe
Loss of religious freedoms
Continuous warfare and political upheaval
Loss of political and economic power
Nobility became more powerful and entrenched
Serfdom – farmers in Eastern Europe were bound to the lands they farm
Paid taxes in crops
Could not leave without permission
Later, hereditary subjugation by feudal lords
Lords controlled more lands and were often more powerful than kings
Places that don't exist anymore
Prussia
Bohemian Estates
Holy Roman Empire
Ottoman Empire
Mongol Empire
Saxony
Transylvania
Wallachia
Silesia
Brandenburg
Moravia
-Many areas loosely held by the Holy Roman Empire
-Many areas run by the Austrian Habsburgs
-Weak sovereignty
First Class Notes
Origins of Western Society
Hebrews
Monotheism – belief in one God
Sons of Abraham
The Bible, Judeo-Christian laws
Greeks
Concepts of democracy
Philosophy and questioning – Socrates, Plato, Aristotle
Alexander the Great – 336-323 BC/Alexandria
Stoicism: a belief in natural laws and ethical standards
Romans
Republic – elected representatives
Civil law to protect the people
Adoption of Greek culture
Constitutional monarchies and colonialism
Transportation and technology
Christianity first persecuted, then adopted in 392
Attempts at revival:
Papacy in Rome
“Holy Roman Empire” founded by Charlemagne
Early Modern Europe
After the Plague, population rebounded
In Italy, international trade brought new ideas, money
The rich could afford to be patrons of the arts
Painting, sculpture, literature
New interest in “classics” of Greece and Rome
New focus on individualism
Humanism: studying human interests and culture
People could save money and plan for the future
The Printing Press spread ideas
New inventions made work easier
Protestant Reformation: Everyone, not just the Church, interpret the Bible
Colonialism
Centralized government began competing for goods and gold
Militaries grow larger. To make sure one country isn't more powerful than the others
Countries explore foreign lands to find more markets to buy goods
Merchantilism: Colonies are created to monopolize foreign markets for the benefit of the mother country
Ideas, inventions, and money changes hands even faster
Absolutism
Kings had sovereignty: ability to control of the law and military in a specific area
“Divine Right:” Kings felt they answered to God alone for their actions
Kings set taxes, made laws, attacked other nations, and maintained armies
No rule of law. “L'etat, c'est moi.” Louis XIV?
Constitutionalism
“The limitation of government by law.” (548)
Constitutions may be:
Single documents (US)
Based on a set of laws and traditions (UK)
Republican, with the power held by the electorate
Monarchical, with an influential head of state and power held by the electorate
Constitutional governments are not pure democracies
Hebrews
Monotheism – belief in one God
Sons of Abraham
The Bible, Judeo-Christian laws
Greeks
Concepts of democracy
Philosophy and questioning – Socrates, Plato, Aristotle
Alexander the Great – 336-323 BC/Alexandria
Stoicism: a belief in natural laws and ethical standards
Romans
Republic – elected representatives
Civil law to protect the people
Adoption of Greek culture
Constitutional monarchies and colonialism
Transportation and technology
Christianity first persecuted, then adopted in 392
Attempts at revival:
Papacy in Rome
“Holy Roman Empire” founded by Charlemagne
Early Modern Europe
After the Plague, population rebounded
In Italy, international trade brought new ideas, money
The rich could afford to be patrons of the arts
Painting, sculpture, literature
New interest in “classics” of Greece and Rome
New focus on individualism
Humanism: studying human interests and culture
People could save money and plan for the future
The Printing Press spread ideas
New inventions made work easier
Protestant Reformation: Everyone, not just the Church, interpret the Bible
Colonialism
Centralized government began competing for goods and gold
Militaries grow larger. To make sure one country isn't more powerful than the others
Countries explore foreign lands to find more markets to buy goods
Merchantilism: Colonies are created to monopolize foreign markets for the benefit of the mother country
Ideas, inventions, and money changes hands even faster
Absolutism
Kings had sovereignty: ability to control of the law and military in a specific area
“Divine Right:” Kings felt they answered to God alone for their actions
Kings set taxes, made laws, attacked other nations, and maintained armies
No rule of law. “L'etat, c'est moi.” Louis XIV?
Constitutionalism
“The limitation of government by law.” (548)
Constitutions may be:
Single documents (US)
Based on a set of laws and traditions (UK)
Republican, with the power held by the electorate
Monarchical, with an influential head of state and power held by the electorate
Constitutional governments are not pure democracies
Friday, June 6, 2008
Summer 2008 Syllabus
GENESEE COMMUNITY COLLEGE
BATAVIA, NEW YORK
SYLLABUS: Western Tradition 2, Summer 2008
70972 HIS 105-54 TF 08:00am-11:45am 06/30-08/02 ARC 6
Office hours: Tuesday from 12:00-1:00
CONTACT INFORMATION:
Fred Schrock, Instructor Office: B265 Batavia Campus
Genesee Community College Telephone: (716) 913-6668
1 College Road E-mail: fcschrock[AT]genesee.edu
Batavia, New York 14020-9704 Web: fredschrock102.blogspot.com
CLASS DESCRIPTION:
We will examine the political, social, economic and intellectual development of Western society from 1500 CE to the present and explore how modern historical and cultural issues shaped the development of contemporary western thought and institutions. We will also emphasize developing and implementing the skills of the historian and a better understanding of the world around us.
TEXTBOOK: McKay/Hill/Buckler. A History of Western Society, Vol. II: From Absolutism to the Present; eighth edition.
PREREQUISITES: None.
COURSE POLICIES:
No work will be accepted late without permission from the instructor. The Research Paper and Final Project will lose one letter grade for every class day they are late. Major papers must be written in the Chicago ("Turabian") formatting style.
All assignments must be completed before class and typed, unless expressly stated otherwise. To encourage homework completion and expedite the attendance-taking process, the instructor will take attendance based on assignments handed in the day of class, such as homework, tests, or class work. Notify the instructor if you are not handing in an assignment to prevent being marked absent.
The instructor has created a web log to post pertinent class information. Students are encouraged but not required to visit the site regularly and post comments as they see fit.
Plagiarism or falsification of information on assignments results in a 0 grade for that assignment. Refer to the attached sheet for a more detailed description, as well as the GCC Library's website. Similarly, cheating on a test results in an automatic 0 for the test.
Cell phones, pagers, PDAs, calculators, computers, alarm watches, audio equipment, and similar electronic devices may not be used during the class. They must remain Off or in Silent Mode and out of view. Failure to adhere to this rule may seriously effect one's class participation grade and, during tests, be considered evidence of cheating.
All rules and dates are subject to change by the instructor. If you have questions, ask.
GRADING:
The final grade in this course will be a letter grade (A, B, C, D, F) based on an average derived from the point system below. There are no + or - letter grades or extra credit. A percentage of 90-100 = A, 80-89 = B, 70-79 = C, 65-69 = D, and 0-64 = F.
Mid-term Exam
100 points
Final Exam
150 points
Video Project
100 points
Research Paper
200 points
Quizzes/Homework/Group Work
100 points
Class Participation
100 points
Oral Presentation
50 points
Mid-term Exam and Final Exam: These tests will consist of multiple choice questions, short answer (several sentence) questions and multi-paragraph essays. You will be advised what topics should be reviewed beforehand. Notes, books, and other information will not be available to you during the test.
Video Project: We will watch a documentary series on Western Civilization to enrich our semester studies. Handouts and other small assignments will be completed as the film is viewed, and reviewed in class immediately after viewing.
Research Paper: You will write a four-to-six page paper based on culturally significant information presented in a film agreed upon by you and the instructor. Using outside sources, you will discuss the film's accuracy and provide a clearer description of the aspects of Western Civilization presented on the screen. More information will follow.
Quizzes/Homework/Group Work: Quizzes will generally test your reading knowledge of a textbook chapter, outside reading, or geography. They usually consist of ten multiple-choice questions or short answers. Homework or group work usually involves writing or participating in small projects during the semester. Usually these assignments receive full credit on completion.
Oral Presentation: At the end of the semester you will find one current news article pertaining to modern Western Civilization and summarize it for the class in a three-to-five minute presentation. You will also demonstrate how your studies of Western Tradition contextualize the article.
Class Participation: Attendance counts as a part of the class participation grade. Missing classes does not automatically affect one's grade, but a student can expect to lose points after more than three absences. Students will receive high participation grades by coming to class alert, prepared, and able to engage in group work when necessary. If absent, the same students will procure missed notes and homework assignments so they may come to the next class without trailing behind. In class, all students are expected to interact with each other in a way that is academically productive, not socially disruptive. If any problems arise the instructor will warn the student before adjusting a participation grade. This grade starts at one hundred points and drops in ten point increments.
The following may affect your participation grade. See the instructor concerning necessary exceptions.
Multiple absences
Chronic tardiness
Sleeping in class
Interrupting/belittling others
Failure to bring class materials
Misuse of E-mail/phone/web log
Excessive dogmatism
Garrulousness
Poor hygiene/inappropriate dress
Preparing to leave class early
Immoderate obscenity
Not doing required readings
Refusal to interact
Arranging/reneging appointments
Presence of electronic devices
CLASS CANCELLATION PROCEDURE:
In the case of an instructor absence, a notice will be posted on the classroom door. The notice will give you assignments for which you are responsible. The class web log will also provide further information.
If weather causes the College to be cancelled, find out by listening to the following radio stations:
AM FM
WBTA--1490 Batavia WBTA--101.7 Batavia
WBEN--930 Buffalo WMJQ--102.5 Buffalo
WHAM--1180 Rochester WVOR--100.5 Rochester
WCJW--1140 Warsaw
SUPPORT SERVICES:
The GCC Library provides access to books, periodicals, media and reference materials and library instruction for all GCC students.
The Center for Academic Progress (in GCC Library) provides academic support for all students. CAP services include professional and peer tutoring, writing and math labs, and placement testing. CAP also has an assisted learning lab with Skills Bank software for math and language development, and other materials, and provides services for students with physical and/or learning disabilities. If you need support services, let me know.
IMPORTANT DATES:
Class Date Event
Tuesday 7/1 First Class
Tuesday 7/15 Midterm
Tuesday 7/22 Research Paper Due
Friday 7/31 Oral Presentations/Final Exam
WEEKLY SCHEDULE
We will examine one or two textbook chapters every class.
1. Absolutism and Constitutionalism in Western Europe
Absolutism in Eastern Europe to 1740
2. Toward a New World View
The Expansion of Europe in the Eighteenth Century
3. The Changing Life of the People in Seventeenth and Eighteenth Century Europe
4. The Revolution in Politics, 1775-1814
The Revolution in Energy and Industry
5. Ideologies and Upheavals, 1815-1850
Life in the Emerging Urban Society
6. The Age of Nationalism, 1850-1914
7. The West and the World
8. The Great Break: World War One and Revolution
The Age of Anxiety: Europe Between the Wars
9. Dictatorships and the Second World War
Cold War Conflicts and Social Transformations, 1945-1985
10. Revolution, Rebuilding, and New Challenges: 1985 to the Present
COURSE OBJECTIVES:
At the conclusion of the course, based upon extended writing, examination questions and classroom activities, students will be able to:
1.Evaluate three factors influencing the development of the Protestant Reformation.
2.Compare and contrast three distinct elements of the Protestant Reformation with the Catholic Counter-Reformation.
3.Assess at least four of the motives shaping the age of discovery.
4.Evaluate four factors contributing to the significance of the wars of religion.
5.Compare and contrast the development of absolutism in at least two western European nations.
6.Evaluate three issues related to the significance of mercantilism on the economic development of Europe.
7.Analyze four examples of the role of the scientific revolution on Western Europe.
8.Evaluate three examples of the significance of the Enlightenment on European cultural and intellectual developments.
9.Assess the impact of at least two philosophies on the intellectual development of Enlightened Despots in Eastern Europe.
10.Identify at least three factors influencing the wars of empire in the 18th century.
11.Compare and contrast three elements of the French and American revolutions.
12.Evaluate at least three effects of Industrial Revolution on European society.
13.Evaluate at least three effects of the Congress of Vienna on 19th century European developments.
14.Compare and contrast at least two elements of the unifications of Germany and Italy in the 19th century.
15.Identify at least three examples of European reform movements in the 19th century.
16.Compare and contrast at least three elements of 16th and 17th century imperialism with imperialism of the 19th century.
17.Identify at least three factors leading to World War I.
18.Analyze at least three effects of the Russian Revolution on 20th century European politics.
19.Assess at least three reasons for the rise of totalitarian states in the 1920's and 1930's.
20.Evaluate at least three impacts of World War II on the development of Europe.
21.Identify at least three reasons for the development of the Cold War.
22.Identify at least four reasons for the recovery and revival of Europe following World War II.
23.Evaluate at least three factors leading to the collapse of the communist order in Eastern Europe.
24.Demonstrate knowledge of the development of the distinctive features of Western Civilization through a set of questions investigating Western political, social and cultural development. *
25.Demonstrate the ability to relate the development of Western Civilization to other regions of the world by writing a 2-4 page paper investigating how a selected Western nation influenced other regions of the world and was transformed by its contacts. The paper will be based upon library research involving a minimum of three sources utilizing online full-text databases. *
* This course objective has been identified as a student learning outcome that must be formally accessed as part of the College's Comprehensive Assessment Plan. All faculty teaching this course must collect the required data (see Accessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Office of Assessment and Special Projects.
BATAVIA, NEW YORK
SYLLABUS: Western Tradition 2, Summer 2008
70972 HIS 105-54 TF 08:00am-11:45am 06/30-08/02 ARC 6
Office hours: Tuesday from 12:00-1:00
CONTACT INFORMATION:
Fred Schrock, Instructor Office: B265 Batavia Campus
Genesee Community College Telephone: (716) 913-6668
1 College Road E-mail: fcschrock[AT]genesee.edu
Batavia, New York 14020-9704 Web: fredschrock102.blogspot.com
CLASS DESCRIPTION:
We will examine the political, social, economic and intellectual development of Western society from 1500 CE to the present and explore how modern historical and cultural issues shaped the development of contemporary western thought and institutions. We will also emphasize developing and implementing the skills of the historian and a better understanding of the world around us.
TEXTBOOK: McKay/Hill/Buckler. A History of Western Society, Vol. II: From Absolutism to the Present; eighth edition.
PREREQUISITES: None.
COURSE POLICIES:
No work will be accepted late without permission from the instructor. The Research Paper and Final Project will lose one letter grade for every class day they are late. Major papers must be written in the Chicago ("Turabian") formatting style.
All assignments must be completed before class and typed, unless expressly stated otherwise. To encourage homework completion and expedite the attendance-taking process, the instructor will take attendance based on assignments handed in the day of class, such as homework, tests, or class work. Notify the instructor if you are not handing in an assignment to prevent being marked absent.
The instructor has created a web log to post pertinent class information. Students are encouraged but not required to visit the site regularly and post comments as they see fit.
Plagiarism or falsification of information on assignments results in a 0 grade for that assignment. Refer to the attached sheet for a more detailed description, as well as the GCC Library's website. Similarly, cheating on a test results in an automatic 0 for the test.
Cell phones, pagers, PDAs, calculators, computers, alarm watches, audio equipment, and similar electronic devices may not be used during the class. They must remain Off or in Silent Mode and out of view. Failure to adhere to this rule may seriously effect one's class participation grade and, during tests, be considered evidence of cheating.
All rules and dates are subject to change by the instructor. If you have questions, ask.
GRADING:
The final grade in this course will be a letter grade (A, B, C, D, F) based on an average derived from the point system below. There are no + or - letter grades or extra credit. A percentage of 90-100 = A, 80-89 = B, 70-79 = C, 65-69 = D, and 0-64 = F.
Mid-term Exam
100 points
Final Exam
150 points
Video Project
100 points
Research Paper
200 points
Quizzes/Homework/Group Work
100 points
Class Participation
100 points
Oral Presentation
50 points
Mid-term Exam and Final Exam: These tests will consist of multiple choice questions, short answer (several sentence) questions and multi-paragraph essays. You will be advised what topics should be reviewed beforehand. Notes, books, and other information will not be available to you during the test.
Video Project: We will watch a documentary series on Western Civilization to enrich our semester studies. Handouts and other small assignments will be completed as the film is viewed, and reviewed in class immediately after viewing.
Research Paper: You will write a four-to-six page paper based on culturally significant information presented in a film agreed upon by you and the instructor. Using outside sources, you will discuss the film's accuracy and provide a clearer description of the aspects of Western Civilization presented on the screen. More information will follow.
Quizzes/Homework/Group Work: Quizzes will generally test your reading knowledge of a textbook chapter, outside reading, or geography. They usually consist of ten multiple-choice questions or short answers. Homework or group work usually involves writing or participating in small projects during the semester. Usually these assignments receive full credit on completion.
Oral Presentation: At the end of the semester you will find one current news article pertaining to modern Western Civilization and summarize it for the class in a three-to-five minute presentation. You will also demonstrate how your studies of Western Tradition contextualize the article.
Class Participation: Attendance counts as a part of the class participation grade. Missing classes does not automatically affect one's grade, but a student can expect to lose points after more than three absences. Students will receive high participation grades by coming to class alert, prepared, and able to engage in group work when necessary. If absent, the same students will procure missed notes and homework assignments so they may come to the next class without trailing behind. In class, all students are expected to interact with each other in a way that is academically productive, not socially disruptive. If any problems arise the instructor will warn the student before adjusting a participation grade. This grade starts at one hundred points and drops in ten point increments.
The following may affect your participation grade. See the instructor concerning necessary exceptions.
Multiple absences
Chronic tardiness
Sleeping in class
Interrupting/belittling others
Failure to bring class materials
Misuse of E-mail/phone/web log
Excessive dogmatism
Garrulousness
Poor hygiene/inappropriate dress
Preparing to leave class early
Immoderate obscenity
Not doing required readings
Refusal to interact
Arranging/reneging appointments
Presence of electronic devices
CLASS CANCELLATION PROCEDURE:
In the case of an instructor absence, a notice will be posted on the classroom door. The notice will give you assignments for which you are responsible. The class web log will also provide further information.
If weather causes the College to be cancelled, find out by listening to the following radio stations:
AM FM
WBTA--1490 Batavia WBTA--101.7 Batavia
WBEN--930 Buffalo WMJQ--102.5 Buffalo
WHAM--1180 Rochester WVOR--100.5 Rochester
WCJW--1140 Warsaw
SUPPORT SERVICES:
The GCC Library provides access to books, periodicals, media and reference materials and library instruction for all GCC students.
The Center for Academic Progress (in GCC Library) provides academic support for all students. CAP services include professional and peer tutoring, writing and math labs, and placement testing. CAP also has an assisted learning lab with Skills Bank software for math and language development, and other materials, and provides services for students with physical and/or learning disabilities. If you need support services, let me know.
IMPORTANT DATES:
Class Date Event
Tuesday 7/1 First Class
Tuesday 7/15 Midterm
Tuesday 7/22 Research Paper Due
Friday 7/31 Oral Presentations/Final Exam
WEEKLY SCHEDULE
We will examine one or two textbook chapters every class.
1. Absolutism and Constitutionalism in Western Europe
Absolutism in Eastern Europe to 1740
2. Toward a New World View
The Expansion of Europe in the Eighteenth Century
3. The Changing Life of the People in Seventeenth and Eighteenth Century Europe
4. The Revolution in Politics, 1775-1814
The Revolution in Energy and Industry
5. Ideologies and Upheavals, 1815-1850
Life in the Emerging Urban Society
6. The Age of Nationalism, 1850-1914
7. The West and the World
8. The Great Break: World War One and Revolution
The Age of Anxiety: Europe Between the Wars
9. Dictatorships and the Second World War
Cold War Conflicts and Social Transformations, 1945-1985
10. Revolution, Rebuilding, and New Challenges: 1985 to the Present
COURSE OBJECTIVES:
At the conclusion of the course, based upon extended writing, examination questions and classroom activities, students will be able to:
1.Evaluate three factors influencing the development of the Protestant Reformation.
2.Compare and contrast three distinct elements of the Protestant Reformation with the Catholic Counter-Reformation.
3.Assess at least four of the motives shaping the age of discovery.
4.Evaluate four factors contributing to the significance of the wars of religion.
5.Compare and contrast the development of absolutism in at least two western European nations.
6.Evaluate three issues related to the significance of mercantilism on the economic development of Europe.
7.Analyze four examples of the role of the scientific revolution on Western Europe.
8.Evaluate three examples of the significance of the Enlightenment on European cultural and intellectual developments.
9.Assess the impact of at least two philosophies on the intellectual development of Enlightened Despots in Eastern Europe.
10.Identify at least three factors influencing the wars of empire in the 18th century.
11.Compare and contrast three elements of the French and American revolutions.
12.Evaluate at least three effects of Industrial Revolution on European society.
13.Evaluate at least three effects of the Congress of Vienna on 19th century European developments.
14.Compare and contrast at least two elements of the unifications of Germany and Italy in the 19th century.
15.Identify at least three examples of European reform movements in the 19th century.
16.Compare and contrast at least three elements of 16th and 17th century imperialism with imperialism of the 19th century.
17.Identify at least three factors leading to World War I.
18.Analyze at least three effects of the Russian Revolution on 20th century European politics.
19.Assess at least three reasons for the rise of totalitarian states in the 1920's and 1930's.
20.Evaluate at least three impacts of World War II on the development of Europe.
21.Identify at least three reasons for the development of the Cold War.
22.Identify at least four reasons for the recovery and revival of Europe following World War II.
23.Evaluate at least three factors leading to the collapse of the communist order in Eastern Europe.
24.Demonstrate knowledge of the development of the distinctive features of Western Civilization through a set of questions investigating Western political, social and cultural development. *
25.Demonstrate the ability to relate the development of Western Civilization to other regions of the world by writing a 2-4 page paper investigating how a selected Western nation influenced other regions of the world and was transformed by its contacts. The paper will be based upon library research involving a minimum of three sources utilizing online full-text databases. *
* This course objective has been identified as a student learning outcome that must be formally accessed as part of the College's Comprehensive Assessment Plan. All faculty teaching this course must collect the required data (see Accessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Office of Assessment and Special Projects.
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