period 3 (1815-1914)
Congress of Vienna to the beginning of World War I
Period 3 encompasses both units 6 and 7
Unit 6: Industrialization and its Effects
Unit 7: 19th century Perspectives & Political Developments
Unit 7: 19th century Perspectives & Political Developments
Lectureshipposin-class reading20-30% of the exam
Industrial Revolution + Effects Nationalism Imperialism things to do:
online quizzes chapter quizzes project 5 GLN/QS unit 6 outlineTuesday 1/14
Go over winter break Pass out Quicksheet 1 Begin Lecture Ag. Rev Lecture 1 Wednesday 1/15 AP Video Update:https://www.youtube.com/shorts/yzhREhGK3kk Continue Ag. Rev Go over DBQ content Friday 1/17 DBQ 1 Continue Ag. Rev Lecture 1 Monday 1/20 No School- MLK Jr Day Tuesday 1/21 Common Day- SUB Pass out Quicksheet 2 Wednesday 1/22 Chapter 20 RQ Friday 1/24 Go over DBQ Finish Ag. Rev Lecture 1 Begin Industrial Rev Lecture 2 CC Industrial Rev Video Tuesday 1/28 Horses discussion Finish Industrial Rev Lecture 2 Wednesday 1/29 Chapter 21 RQ Friday 1/31 Course Selection Presentations Peer-grading Intro paragraph DBQ Tuesday February 4th Unit 6 Exam Review Video Go over DBQ Intro #1 Re-write #1 Pass out Quicksheet 3 & 4 Wednesday February 5th Assign Unit 7 Key Persons Project Friday February 7th Sub Work on Ideologies/Revolutions Quicksheet 3 ISMs Quicksheet 4 or your Key Persons Project Monday February 10th No School- Lincoln's B-Day Tuesday February 11th Common Day Fix project info Begin Ideologies & Revolutions Lecture -It is your job to jump ahead and prepare for your presentation. Wednesday February 12th Continue Ideologies & Revolutions Lecture Work on Persons Projects/Quicksheets Friday February 14th Italian & German Unification HIPPOS + Begin reading Utopian Socialists LAST Re-writes Fr. Rev DBQ during Office Hours 2/13 & 2/14 DBQ Intro paragraph re-writes Monday February 17th NO SCHOOL- PRESIDENTS DAY Tuesday February 18th Common Day Go over Isms Lecture Free time to work on quicksheets or video project Wednesday February 19th Pass back & grade Manchester DBQs Friday February 21st Go over briefly Age of Realpolitik lecture -Small group activity -Failed Revolutions of 1848 -Crimean War -France & Napoleon III -Unification of Italy -Unification of Germany under Bismarck -Austro-Hungarian Empire Tuesday February 25th Assign Empires Group Project Free time to work on quicksheets or video project Video due tomorrow! Wednesday February 26th Unit 7 Video Project Due Friday February 28th Unit 7 Exam HWP Due Tuesday March 4th Begin Unit 8 Unit 7 persons projectHistorical Significance & Video Creation
(Think: Skit, Rap, Music Video, Educational Comedy, Weather Report) Videos must be in between (2-3) minutes in length, or roughly 60-90 seconds per person. Videos can be done solo, or in groups. Every student must cover at least two historical KP 6 individuals... explaining the historical significance by dropping some bars. For example: If you work in a group of three students, you must incorporate six of the individuals above within your historical video creation. 1. Klemens von Metternich (Austria)
2. Tsar Alexander I (Russia) 3. Louis Philippe (France) 4. Louis Blanc (France) 5. Louis Napoleon (France) 6. Giuseppe Mazzini (Italy) 7. Johann Gottfried Herder (Germany) 8. Johann Gottlieb Fichte (Germany) 9. Adam Smith (Britain) 10. David Ricardo (Britain) 11.Thomas Malthus (Britain) 12. Karl Marx (Germany) 13. Edmund Burke (Britain) 14. Jeremy Bentham (Britain) 15. Richard Cobden (Britain) 16. Frederic Chopin (Poland) 17. Eugene Delacroix (France) 18. Caspar David Friedrich (Germany) 19. John Stuart Mill (Britain) 20. Lord Byron (Britain) 21. Charles X (France) 22. Friedrich Engels (Germany) 23. John Bright (Britain) 24. Otto von Bismarck (Germany) 25. Camillo Benso di Cavour (Italy) 26. Charles Darwin (Britain) 27. Queen Victoria (Britain) 28. Emmeline Pankhurst (Britain) 29. Joseph de Maistre (Kingdom of Sardinia (Italy)) 30. Ferdinand VII (Spain) 31. Ferdinand I (Italy) 32. Simon Bolivar (Venezuela) 33. Jose de San Martin 34. Louis XVIII the Desired (France) 35. King Frederick William III (Prussia) 36. Friedrich Ludwin Jahn (Germany) 37. Robert Owen (Britain) 38. Leopold of Saxe Coburg (Germany) 39. Robert Peel (Britain) 40. Kaiser Frederick William IV (Prussia) 41.Louis Kossuth (Hungary) 42. Guiseppe Garibaldi (Italy) 43. Pope Pius IX (Vatican) 44. King Charles Albert (Sardinia) 45. Johann Wolfgang von Goethe (Germany) 46. Thomas Carlyle (Britain) 47. Mary Shelley (Britain) 48. Percy Bysshe Shelley (Britain) 49. William Wordsworth (Britain) 50. Joseph Turner (Britain) 51. Charles Fourier (Britain)
empires group project1. British Empire
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Textbook readingsPeriod 3: 1815–1914 (Congress of Vienna to World War I)
homework1. Quicksheet 1 Ag Rev
2. Quicksheet 2 Industrial Rev 3. Quicksheet 3 Ideologies/Revolutions 4. Quicksheet 4 Isms 5. Realpolitik Study Guide 6. New Imperialism Blank Worksheet Period 3 Key Concept Outline
Key Concept 3.1 — The Industrial Revolution spread from Great Britain to the continent, where the state played a greater role in promoting industry. I. Great Britain established its industrial dominance through the mechanization of textile production, iron and steel production, and new transportation systems in conjunction with uniquely favorable political and social climates. A. Britain’s ready supplies of coal, iron ore, and other essential raw materials promoted industrial growth. B. Economic institutions and human capital such as engineers, inventors, and capitalists helped Britain lead the process of industrialization, largely through private initiative. C. Britain’s parliamentary government promoted commercial and industrial interests because those interests were represented in Parliament. II. Following the British example, industrialization took root in continental Europe, sometimes with state sponsorship. A. France moved toward industrialization at a more gradual pace than Great Britain, with government support and with less dislocation of traditional methods of production. B. Industrialization in Prussia allowed that state to become the leader of a unified Germany, which subsequently underwent rapid industrialization under government sponsorship. C. A combination of factors including geography, lack of resources, the dominance of traditional landed elites, the persistence of serfdom in some areas, and inadequate government sponsorship accounted for eastern and southern Europe’s lag in industrial development. III. During the second industrial revolution (c. 1870–1914), more areas of Europe experienced industrial activity, and industrial processes increased in scale and complexity. A. Mechanization and the factory system became the predominant modes of production by 1914. B. New technologies and means of communication and transportation—including railroads—resulted in more fully integrated national economies, a higher level of urbanization, and a truly global economic network. C. Volatile business cycles in the last quarter of the 19th century led corporations and governments to try to manage the market through a variety of methods, including monopolies, banking practices, and tariffs. Key Concept 3.2 — The experiences of everyday life were shaped by industrialization, depending on the level of industrial development in a particular location. I. Industrialization promoted the development of new classes in the industrial regions of Europe. A. In industrialized areas of Europe (i.e., western and northern Europe), socioeconomic changes created divisions of labor that led to the development of self-conscious classes, such as the proletariat and the bourgeoisie. B. In some of the less industrialized areas of Europe, the dominance of agricultural elites continued into the 20th century. C. Class identity developed and was reinforced through participation in philanthropic, political, and social associations among the middle classes, and in mutual aid societies and trade unions among the working classes. II. Europe experienced rapid population growth and urbanization, leading to social dislocations. A. Along with better harvests caused in part by the commercialization of agriculture, industrialization promoted population growth, longer life expectancy, and lowered infant mortality. B. With migration from rural to urban areas in industrialized regions, cities experienced overcrowding, while affected rural areas suffered declines in available labor as well as weakened communities. III. Over time, the Industrial Revolution altered the family structure and relations for bourgeois and working-class families. A. Bourgeois families became focused on the nuclear family and the cult of domesticity, with distinct gender roles for men and women. B. By the end of the century, higher wages, laws restricting the labor of children and women, social welfare programs, improved diet, and increased access to birth control affected the quality of life for the working class. C. Economic motivations for marriage, while still important for all classes, diminished as the middle-class notion of companionate marriage began to be adopted by the working classes. D. Leisure time centered increasingly on the family or small groups, concurrent with the development of activities and spaces to use that time. IV. A heightened consumerism developed as a result of the second industrial revolution. A. Industrialization and mass marketing increased both the production and demand for a new range of consumer goods—including clothing, processed foods, and labor-saving devices—and created more leisure opportunities. B. New efficient methods of transportation and other innovations created new industries, improved the distribution of goods, increased consumerism, and enhanced the quality of life. V. Because of the continued existence of more primitive agricultural practices and land-owning patterns, some areas of Europe lagged in industrialization while facing famine, debt, and land shortages. Key Concept 3.3 — Political revolutions and the complications resulting from industrialization triggered a range of ideological, governmental, and collective responses. I. Ideologies developed and took root throughout society as a response to industrial and political revolutions. A. Liberals emphasized popular sovereignty, individual rights, and enlightened self-interest but debated the extent to which all groups in society should actively participate in its governance. B. Radicals in Britain and republicans on the continent demanded universal male suffrage and full citizenship without regard to wealth and property ownership; some argued that such rights should be extended to women. C. Conservatives developed a new ideology in support of traditional political and religious authorities, which was based on the idea that human nature was not perfectible. D. Socialists called for the redistribution of society’s resources and wealth and evolved from a utopian to a Marxist scientific critique of capitalism. E. Anarchists asserted that all forms of governmental authority were unnecessary and should be overthrown and replaced with a society based on voluntary cooperation. F. Nationalists encouraged loyalty to the nation in a variety of ways, including romantic idealism, liberal reform, political unification, racialism with a concomitant anti-Semitism, and chauvinism justifying national aggrandizement. G. While during the 19th century western European Jews became more socially and politically acculturated, Zionism, a form of Jewish nationalism, developed late in the century as a response to growing anti-Semitism throughout Europe. II. Governments, at times based on the pressure of political or social organizations, responded to problems created or exacerbated by industrialization. A. Liberalism shifted from laissez-faire to interventionist economic and social policies in response to the challenges of industrialization. B. Reforms transformed unhealthy and overcrowded cities by modernizing infrastructure, regulating public health, reforming prisons, and establishing modern police forces. The reforms were enacted by governments motivated by such forces as public opinion, prominent individuals, and charity organizations. C. Reformers promoted compulsory public education to advance the goals of public order, nationalism, and economic growth. III. Political movements and social organizations responded to problems of industrialization. A. Mass-based political parties emerged as sophisticated vehicles for social, economic, and political reform. B. Workers established labor unions and movements promoting social and economic reforms that also developed into political parties. C. Feminists pressed for legal, economic, and political rights for women as well as improved working conditions. D. Various nongovernmental reform movements, many of them religious, assisted the poor and worked to end serfdom and slavery. Key Concept 3.4 -- European states struggled to maintain international stability in an age of nationalism and revolutions. I. The Concert of Europe (or Congress System) sought to maintain the status quo through collective action and adherence to conservatism. A. Metternich, architect of the Concert of Europe, used it to suppress nationalist and liberal revolutions. B. Conservatives re-established control in many European states and attempted to suppress movements for change and, in some areas, to strengthen adherence to religious authorities. C. In the first half of the 19th century, revolutionaries attempted to destroy the status quo. D. The revolutions of 1848, triggered by economic hardship and discontent with the political status quo, challenged conservative politicians and governments and led to the breakdown of the Concert of Europe. II. The breakdown of the Concert of Europe opened the door for movements of national unification in Italy and Germany as well as liberal reforms elsewhere. A. The Crimean War demonstrated the weakness of the Ottoman Empire and contributed to the breakdown of the Concert of Europe, thereby creating the conditions in which Italy and Germany could be unified after centuries of fragmentation. B. A new generation of conservative leaders, including Napoleon III, Cavour, and Bismarck, used popular nationalism to create or strengthen the state. C. The creation of the dual monarchy of Austria-Hungary, which recognized the political power of the largest ethnic minority, was an attempt to stabilize the state by reconfiguring national unity. D. In Russia, autocratic leaders pushed through a program of reform and modernization, including the emancipation of the serfs, which gave rise to revolutionary movements and eventually the Russian Revolution of 1905. III. The unification of Italy and Germany transformed the European balance of power and led to efforts to construct a new diplomatic order. A. Cavour’s diplomatic strategies, combined with the popular Garibaldi’s military campaigns, led to the unification of Italy. B. Bismarck used Realpolitik, employing diplomacy, industrialized warfare, weaponry, and the manipulation of democratic mechanisms to unify Germany. C. After 1871, Bismarck attempted to maintain the balance of power through a complex system of alliances directed at isolating France. D. Bismarck’s dismissal in 1890 eventually led to a system of mutually antagonistic alliances and heightened international tensions. E. Nationalist tensions in the Balkans drew the Great Powers into a series of crises, leading up to World War I. Key Concept 3.5 — A variety of motives and methods led to the intensification of European global control and increased tensions among the Great Powers. I. European nations were driven by economic, political, and cultural motivations in their new imperial ventures in Asia and Africa. A. European national rivalries and strategic concerns fostered imperial expansion and competition for colonies. B. The search for raw materials and markets for manufactured goods, as well as strategic and nationalistic considerations, drove Europeans to colonize Africa and Asia, even as European colonies in the Americas broke free politically, if not economically. C. European imperialists justified overseas expansion and rule by claiming cultural and racial superiority. II. Industrial and technological developments (i.e., the second industrial revolution) facilitated European control of global empires. A. The development of advanced weaponry ensured the military advantage of Europeans over colonized areas. B. Communication and transportation technologies facilitated the creation and expansion of European empires. C. Advances in medicine enabled European survival in Africa and Asia. III. Imperial endeavors significantly affected society, diplomacy, and culture in Europe and created resistance to foreign control abroad. A. Imperialism created diplomatic tensions among European states that strained alliance systems. B. Imperial encounters with non-European peoples influenced the styles and subject matter of artists and writers and provoked debate over the acquisition of colonies. C. Especially as non-Europeans became educated in Western values, they challenged European imperialism through nationalist movements and by modernizing local economies and societies. Key Concept 3.6 — European ideas and culture expressed a tension between objectivity and scientific realism on one hand, and subjectivity and individual expression on the other. I. Romanticism broke with Neoclassical forms of artistic representation and with rationalism, placing more emphasis on intuition and emotion. A. Romantic artists and composers broke from classical artistic forms to emphasize emotion, nature, individuality, intuition, the supernatural, and national histories in their works. B. Romantic writers expressed similar themes while responding to the Industrial Revolution and to various political revolutions. II. Following the revolutions of 1848, Europe turned toward a realist and materialist worldview. A. Positivism, or the philosophy that science alone provides knowledge, emphasized the rational and scientific analysis of nature and human affairs. B. Charles Darwin provided a scientific and material account of biological change and the development of human beings as a species, and inadvertently, a justification for racialist theories that became known as Social Darwinism. C. Marx’s scientific socialism provided a systematic critique of capitalism and a deterministic analysis of society and historical evolution. D. Realist and materialist themes and attitudes influenced art and literature as painters and writers depicted the lives of ordinary people and drew attention to social problems. III. In the later 19th century, a new relativism in values and the loss of confidence in the objectivity of knowledge led to modernism in intellectual and cultural life. A. Philosophy largely moved from rational interpretations of nature and human society to an emphasis on irrationality and impulse, a view that contributed to the belief that conflict and struggle led to progress. B. Freudian psychology offered a new account of human nature that emphasized the role of the irrational and the struggle between the conscious and subconscious. C. Developments in the natural sciences, such as quantum mechanics and Einstein’s theory of relativity, undermined the primacy of Newtonian physics as an objective description of nature. D. Modern art, including Impressionism, Post-Impressionism, and Cubism, moved beyond the representational to the subjective, abstract, and expressive and often provoked audiences that believed that art should reflect shared and idealized values such as beauty and patriotism. |