World History Unit I: Beginning to the Early Modern World - PowerPoint Presentation

Slide1

World History

Unit I: Beginning to the Early Modern WorldSlide2

Lesson 1 Objectives

Students will be able to:

Explain the goals of the course;

Describe the expectations established by the instructor;

Explain the course methodology that will be used throughout the semester

;

Describe how scientists, archaeologists, anthropologists, and scholars study the prehistoric past;

Explain the differences between early human groups;

Describe life for early humans during the Paleolithic Age;

Describe human changes that took place during the Neolithic Revolution;

Explain where and why civilizations developed as a result of the Neolithic Revolution; and

Describe the six characteristics of civilizations.Slide3

Evidence of the Past

How do we learn about prehistoric early humans?

Prehistory

- time before writing.

Archaeology

- study of past societies through analysis of artifacts, or objects

that people left behind.

Artifacts include tools, weapons, art, and even buildings.

Anthropology

- study of human life and culture.

Culture includes what people wear, how they organize their society, and what they value.

Anthropologists also study artifacts and human fossils (rocklike remains of biological organisms).

Scientific method

- used by archaeologists

&

anthropologists to carry out their work. They excavate, methodically dig up, and examine fossils and artifacts in order to learn about ancient peoples and how they lived.

Dating artifacts and fossils:

0 to 50,000 years old-

radiocarbon dating

(carbon C-14 levels are measured, which gradually dissipate over time).

0

to 200,000 years old-

thermoluminescence

(which measures the light given off by electrons trapped in the soil surrounding fossils and artifacts).

0 to millions of years old-

DNA analysis

if DNA (deoxyribonucleic acid) is present.Slide4

Early Humans

Hominids

: humanlike creatures that walked upright.

Earliest hominids- Africa 4 million years ago.

Australopithecus

“southern apes,” common ancestor of several types of early humans lived about 3.5 million years ago. In 1974,

“Lucy”

discovered in Ethiopia- no tools,

small brain, but walked on two feet

.

Homo

habilis

“handy human,” lived 2.5 million to 1.6 million years ago, had a larger brain, and

used tools.

Homo erectus

“upright human,”

lived 1.8 million to 100,000 years ago, walked on two legs, arms and legs in

modern human proportions

.

F

ound in Asia, indicating that Homo erectus was

first hominid to leave Africa

.

Homo sapiens

“wise human,” about 200,000 years ago

. More

developed brains and mastered fire

. Two types of early humans came from

Homo sapiens

:

Neanderthals

: 100,000 B.C. to 30,000 B.C. in Europe and Turkey, used

stone tools, made animal skin clothes, and buried their dead

.

Homo sapiens sapiens

: first in Africa 200,000 years ago and began migrating out of Africa 100,000 years ago,

replacing earlier hominids

(“out-of-Africa” theory). By 30,000 B.C. replaced Neanderthals (probably out of conflicts).

Homo sapiens sapiens

spread all over the globe. Though it took thousands of years,

today all humans belong to this subgroup.Slide5

Paleolithic Age

Paleolithic Age

(“Stone Age”)

- early period of human history (

2,500,000 B.C. to 10,000 B.C.

) in which

humans used basic tools

.

Characteristics of the Paleolithic Age:

Nomadic hunting & gathering

(hunting animals, fishing, and gathering nuts, berries, wild grains, & plants);

Stone tools

(axes, spear heads, bows and arrows, fish hooks, harpoons, scraping and cutting tools, & needles);

Men hunted and women gathered

edibles and stayed near the camp with children;

Caves or simple structures

with wooden poles and animal hides; and

500,000 years ago

-

used fire

(friction fires and later wood drills) for heat, light, safety, and cooking.

Early humans

survived the

Ice Age

(100,000 B.C. to 8000 B.C.) using fires and protective shelters.

Early Human

Cave Art

:

Art was a communication tool.

Discoveries

: 1879 Altamira,

Spain;

1940

Lascaux, France; and 1994 Chauvet, France.

Most cave paintings relate to animals- religious rituals to bring good luck in hunting.Slide6

Quick Check

Groups A & C: Make a list of the physical & anatomical changes early humans experienced over time.

Groups B & D: Make a list of the key characteristics and behaviors of early humans in the Paleolithic Age that distinguished them from humans in other ages.Slide7

Neolithic Age

N

eolithic Age

-

end of the last Ice Age around 8000 B.C. to 4000 B.C.

in which humans underwent a revolution (the Neolithic Revolution)-

shifting from hunting and gathering to systematic

agriculture

.

Systematic agriculture-

keeping of animals and growing of food on a regular basis

.

Domestication of animals- adapting animals for human use (source of meat, milk, and wool).

Sedentary

lifestyle- because of a consistent source of food

humans settled down instead of remaining nomadic.

Agricultural societies developed around the world in the Neolithic Age.

8000 B.C. to 5000 B.C.-

Southwest Asia

6000 B.C.-

Nile Valley

of Egypt;

6000 B.C.-

Central Africa

;

7000 B.C. to 5000 B.C.-

India

;

5000 B.C.-

Southeast Asia

and

Southern China

;

6000 B.C.-

Northern China

; and

7000 B.C. to 5000 B.C.-

Mesoamerica (present-day Mexico and Central America)

people grew beans, squash, and maize (corn) (the “three sisters”).

Neolithic Farming Villages with

s

pecialization of labor.

Not everyone needed to produce food.

Artisans (skilled workers who made goods to trade) bartered or exchanged goods with neighboring villages.Slide8

Effects of the Neolithic Revolution

Settlements

:

Villages and towns with protective walls and storehouses

for food and goods.

Surplus goods encouraged trade and artisans developed

specialized tools

.

Gender roles:

Men

were dominant and worked outside of the home,

farming, herding, and protecting

the community.

Women

cared for children and wove cloth

near the home

.

Metal

: discovered around 4000 B.C.- some rocks contain metal

and when heated to high temperatures it turns to

liquid and can be molded.

Bronze Age & Iron Age

:

Bronze Age

3000 B.C. to 1200 B.C.-

bronze into tools

;

Iron Age

after 1000 B.C.-

iron into tools

.

Increased

wealth led to the development of great cities

in the river valleys of Egypt, China, India, and Mesopotamia.

Civilization Emerges:

Cultures

(ways of life) became more complex and civilizations developed

.

Civilizations

are complex cultures

with the

6 basic characteristics

:

(1) Cities

;

(2) Government

;

(3) Religion

;

(4) Social Structure

;

(5) Writing

and;

(6) Art

.Slide9

Quick Check

Groups 1

&

3:

Make a list of the

ways that human behavior changed

in the

Neolithic

Age that distinguished them

from earlier ages.

Groups 2 & 4: Make a list of the areas where civilizations developed during the Neolithic Revolution

.

Explain why.Slide10

Problem 1. Civilization

“Civilization,” National Geographic (January 21, 2011).

https://www.nationalgeographic.org/encyclopedia/civilization

/

What

are the key characteristics of civilizations?

What

conditions allowed for civilizations to develop?

What

are some of the reasons why civilizations have failed? Give one example to illustrate your point.Slide11

Lesson 2 Objectives

Students will be able to:

Explain the geography of Ancient Mesopotamia and Ancient Egypt and why the civilizations existed where they did;

Describe life in Ancient Mesopotamia and Ancient Egypt;

Describe the three kingdoms of Ancient Egypt;

Explain what happened to Egypt after the fall of the “new kingdom”;

Describe the rise to power of the “new” civilizations of the Indo-Europeans, the Phoenicians, Israelites, Assyrians, and Persians;

Describe the social life and the achievements of the “new” civilizations;

Explain the rise to power of the Indus Civilization and its achievements;

Explain how the Aryans influenced the Indus Civilization;

Explain the basic beliefs of the Hindu religion and the teachings of Buddhism;

Describe life and the major achievements of the Shang, Zhou, Qin, and Han Dynasties in China; and

Explain the basic principles of Confucianism, Daoism, and Legalism.Slide12

Mesopotamia

Mesopotamia

- birthplace of civilization, located between the

Tigris

and

Euphrates

River Valleys at the eastern end of the Fertile Crescent (the fertile arc from the Mediterranean Sea to the Persian Gulf).

L

ittle rain

but

soil was fertile due to

silt

from the periodic flooding the rivers.

Sumerian Civilization:

Religion-

polytheistic

-

over 300 gods

.

Sumerian

City-States

- walled cities like Eridu, Ur, and

Uruk

.

Political Rulers-

theocracy (government ruled by religious) priests and priestesses;

in Sumer also Kings.

Economy-

farming

but trade and industry existed in Sumer but trade and industry also developed. The invention of wheels in 3,000 B.C. made transportation easier.

Social Structure-

nobles, commoners (90% farmers), and slaves

. It was a patriarchal (male-dominated) society.

Writing- around 3000 B.C.- developed a

cuneiform

system of writing

(reed stylus made wedge-shaped impressions on clay tablets). Select young boys were trained to be scribes (became leaders).

Technology-

wagon wheel, potter’s wheel, sundial, metal works

, and advances in

math, astronomy,

&

geometry

.

Other Empires in Ancient Mesopotamia: Akkad & Babylon (Hammurabi’s Code: “an eye for an eye.”)Slide13

Egypt

Egyptian

Civilization- along the

Nile River

(world’s longest river)

; annual flooding (“miracle”) left

silt that fertilized the river valley

.

Religion-

polytheistic with a number of gods associated with heavenly bodies and natural forces

.

The sun god “

Re

”

was the most important.

Osiris

became a symbol of the afterlife

.

Mummification

preserved the physical body

.

Political-

absolute king was called a

pharaoh

and was

divine

.

Egypt’s three periods:

(1) Old Kingdom- King Menes united Upper and Lower Egypt into one kingdom (2700 B.C. to 2200 B.C.) of prosperity and splendor. This is when they built the

pyramids

(largest

at Giza)

. They also created the

Great

Sphinx

(body of a lion with a human head) at Giza.

(2) Middle Kingdom-

p

eriod of

expansion and strength with fortresses to protect the frontier

(2055B.C. to 1650 B.C.) In 1650 B.C. the Hyksos from western Asia conquered Egypt.

(3) New Kingdom-

massive

wealth

came to Egypt and pharaohs built many temples

. (1550 B.C. to 1070 B.C.)

Pharaoh Akhenaten- worship of the sun disk god “Aten.”

A

fter his death, the boy Pharaoh Tutankhamen, restored the old gods.

Pharaoh Ramses II- conquered new lands.

After 1070 B.C. Egypt was ruled by various other groups for a thousand years

: Libyans, Nubians, Persians, & Macedonians (led by Alexander the Great).

First century B.C.

-

Egypt ended up a province of

Rome

.Slide14

Life in Ancient Egypt

Life in Ancient Egypt was highly structured.

Social structure-

small upper class

(

pharaoh and nobles),

large lower class of peasants

and a small

middle class.

Egyptian goods

- well-built and beautiful stone dishes, wooden furniture, painted boxes, gold, silver, and copper tools and containers, paper and rope made of papyrus, and linen clothing.

Arranged

monogamous marriages (girls around 12 and boys at 14)

.

A

man could take another wife if his first was childless.

Gender roles-

husband was the

master

but wives were respected

(in charge of the household and education but restricted from many public offices).

Writing-

hieroglyphics

(“priest-carvings” or “sacred writings”), often found on temple walls and in tombs.

Hieratic script

- used for

business, record keeping, and the general needs

of daily life. Early writing- in

stone

but later writing on

rolls of

papyrus

.

Discipline- the Egyptians were

strict

with their children and discipline included beatings.

Art- artists and sculptors were expected to follow particular formulas in style.

Science- advances in

mathematics, anatomy, medicine

, embalming the dead, and 365-day calendar. Slide15

Quick Check

Groups A & C: Make a list of the similarities between the Mesopotamian civilization and the Ancient Egyptian civilization.

Groups B & D: Make a list of the differences between the Mesopotamian civilization and the Ancient Egyptian civilization.Slide16

New Civilizations

Indo-Europeans

:

nomadic group

from the steppe region in Southwest Asia

- in 2000 B.C. spread

into Europe, India, Asia.

Phoenicians

:

Area near Palestine

that developed a trade empire:

purple dye, glass, lumber, and ships

and were

expert sailors

.

Created a 22 letter alphabet that was

adopted by the Greeks, Romans, and us.

Israelites

:

Minor group

-

religion influenced

Christianity and Islam

.

H

istory found in the

Torah

.

Descendants of patriarch

Abraham

and their ancestors migrated from Mesopotamia to Canaan and life based on

grazing of animals.

Led out of slavery by

Moses

,

Israelites moved to Canaan and King David came to power

, making

Jerusalem

the capital

. His son,

King Solomon,

known for his wisdom

,

expanded trade and built a

temple in Jerusalem

.

Judaism-

monotheistic

religion (one God) and based on the

Ten Commandments

and God’s covenant to protect the Jews. Jews would not accept the gods of neighbors

,

creating early feelings of hostility towards them.

Assyrians

:

E

mpire in Mesopotamia, Iran, Asia Minor, Syria, Israel, and Egypt by 700 B.C.

known for its communication system (series of posts with horse riders)

.

Persians

:

In 539 B.C. the Babylonian king Nebuchadnezzar fell to the Persian Empire. The Persians were a

nomadic Indo-European group that eventually settled in Iran

and stretched from Asia Minor to India.

Monotheistic Persian religion was called

Zoroastrianism

, considered the “true religion”

&

based on Prophet Zoroaster.Slide17

Indus Civilization

Indus Civilization

- 3000 B.C. to 1500 B.C. civilization in

Indus River Valley

with people called Dravidians.

Two important cities- Harappa and Mohenjo Daro

, each with 35,000 people and buildings of mud bricks, courtyards,

&

sewage systems.

Political rulers- rajas (princes) were considered divine

and wielded absolute power

Economy-

farming

with irrigation systems on the Ganges River, but trade

was also important.

Aryans

(

Indo-European warrior nomadic group) changed

the Indus people and

introduced

Sanskrit writing

.

Socially-

extended families (dominated by

e

ldest male) lived together

.

Arranged marriages

and girls’ parents paid dowries to husbands. Men took second wives if the first was childless. Upon the death of their husbands, women were expected to throw themselves onto a large fire and burn alive along with his corpse in the ritual of suttee.

Social class structure-

four

V

arnas

(social groups)

from highest to lowest: (1)

Brahmins

(priests)

, (2)

Kshatriyas (warriors)

, (3)

Vaisyas (merchant or farmer

commoners), and (4)

Sundras

(peasants

or servants).

Religions of India-

Hinduism

- originating with the Aryans, Hindus believed in a single force of reality in the universe, called

Brahman

. People would try to know this ultimate reality and merge with it upon death

. Yoga and meditation were used so people could try to unite with Brahman. Hinduism came to have a

number of human-like gods:

Brahma

(creator), Vishnu (preserver), and

Shiva

(destroyer). Believed in

reincarnation

(rebirth in a different form)

and

karma

(force generated based on a person’s actions in life determined how they would be reborn).

Buddhism

-

founded by Siddhartha Gautama (known as “

Buddha

” or “Enlightened One”

), who came from the Himalayan foothills (Nepal). Buddhism- people

struggle to lead a simple lives and find wisdom in order to achieve

nirvana

(ultimate reality)

based on deeds in life. Many consider Buddhism a philosophy- Buddha was not to be worshipped.Slide18

Quick Check

Groups 1 & 3: List the most notable achievement for each of the following civilizations.

1. Phoenician

2. Israelite

3. Assyrian

4. Persian

5. Indus

Groups 2 & 4: List the similarities between Hinduism and Buddhism. Explain whether or not the two are compatible

.Slide19

Ancient China

Ancient Chinese Civilization- along the Yellow and Yangtze Rivers

under the Xia Dynasty from 2000 B.C. to 1750 B.C. and later the Shang Dynasty from 1750 B.C. to 1045 B.C.

Shang Dynasty

- 1750 B.C.

farming

civilization, obsessed with war

, and known

for

mastery

of

bronze

casting

.

P

owerful kings, aristocracy,

huge city walls for protection, royal palaces, and elaborate tombs

. Majority were farming

peasants.

Priests interpreted “oracle bone” cracks. They believed in an afterlife and engaged in “ancestor worship.”

Zhou Dynasty

- conquered the Shang Dynasty in 1045 B.C. and ruled until 256 B.C. but continued many of the practices of the Shang Dynasty.

The Zhou Dynasty claimed it had the

“Mandate of Heaven,”

that

nature was kept in order through the king

. The king, in turn, had

to be kind to his people

and rule according to the “

proper way” called the

Dao

.

A

famine or earthquake, for example, gave the people the “right of revolution.”

After 800-years- Zhou Dynasty ended after a bloody civil war and period of “warring states” (iron weapons & crossbows).

S

ystem

similar to European

feudalism

in land ownership, use, and protection. The

family (led by elder male) was sacred

.

Achievements:

irrigation, steel plows, silk trade

, and written Chinese

language (

pictograph

where symbols represented words).

Confucianism

- Confucius, known as the first teacher, was a political and

ethica

l

philosopher (not spiritual) who recorded his sayings in the

Analects

.

Confucius said there was

order in the universe when humans acted in harmony with the universe and one another

. People were expected to work hard, improve life, practice the “way,” and subordinate their own desires for the good of the family and community.

Daoism

- system of ideas based on the

teachings of Laozi (the “Old Master”).

The basic ideas were straightforward but the best way to follow the will of

Heaven is through inaction, not interfering with the natural order.

Legalism

-

philosophy that humans were

evil

by nature and needed a strong

ruler

,

harsh laws, and punishments.Slide20

Rise and Fall of Chinese Empires

Qin Dynasty

-

under Qin Shihuangdi

China was united until his death in 210 B.C., and civil war resumed.

Qin set a

single monetary system, legalism, a system of roads, a series of canals, and a great army

that expanded China.

His burial

tomb included a vast

terra-cotta army

of more than 6,000 soldiers

.

Great Wall of China

- concerned with raiding nomads, Qin Dynasty built the original segments of Great Wall of China for defense.

Anyone who opposed the regime was executed

and it censored speech, had harsh taxes, and forced labor.

Politically- was divided into

three parts: civil, military, &

censorate

(inspectors who oversaw government).

Han Dynasty

- in 202 B.C. Liu Pang (peasant origins) took control of China.

Han emperor abolished the Qin Dynasty’s harsh policies and legalism and instead

adopted Confucian principles

.

P

opulation increased to 60-million and government jobs were given based on merit. Han emperors expanded China.

L

ife was not easy for peasant farmers, who had little land and completed one month per year of forced labor.

Technology- improvements in

textile manufacturing, water and windmills for grinding grain, and iron casting

. Iron casting led to the development of

steel. Paper

was developed and

ships with rudders

led to increased trade.

Eventually peasants rebelled against wealthy nobles who demanded peasant labor. By 220 A.D. the empire was destroyed and the next dynasty would not rise for more than 400-years.Slide21

Quick Check

Groups

A

&

B:

List the most notable achievement for each of the following

Chinese Dynasties. Then explain which was the most successful dynasty and why.

1.

Shang

2.

Zhou

3.

Qin

4.

Han

Groups

C

&

D: List the differences between the following philosophical beliefs and ideas. Then explain which made the most sense given the Chinese values of discipline, obedience, and family and why.

1. Confucianism

2. Daoism

3. LegalismSlide22

Problem 2. Creation Stories

“Enûma elish,” Babylonian Creation Story.

Book

of

Genesis, Israelite Creation Story.

What

similarities exist between the Babylonian and Israelite creation stories?

What

differences exist between the Babylonian and Israelite creation stories?Slide23

Lesson 3 Objectives

Students will be able to:

Explain how the Minoan and Mycenaean civilizations influenced the development of Greek culture;

Describe what the

polis

was and its importance to Greek life;

Explain why independent city-states and rivalry developed in the Greek world;

Describe the relationship between Athens and Sparta;

Describe the violent history between the Greeks and Persians;

Explain the evolution of participation in government by Greek men;

List the key Greek historians, playwrights, philosophers, and scientists and their major achievements; and

Describe the Macedonian invasion and expansion of Greek culture under Alexander the Great.Slide24

Minoan & Mycenaean Civilizations

Greek Geography

:

A

mountainous

peninsula

&

6,000

islands

-Greeks became

seafarers who fiercely defended their city-states

.

Minoans

- centered on Crete, the Minoan Civilization flourished from 2700 B.C. to 1450 B.C.

Although not a Greek civilization, the Minoans

influenced the Greeks through traded and buildings

.

1450 B.C. some scholars believe a

tidal wave

caused a volcanic eruption on the Island of Thera destroying the Minoans

. Other scholars argue that Mycenaeans invaded Crete and destroyed the Minoans.

Mycenaeans

- civilization from

mainland Greece

that flourished from 1600 B.C. to 1100 B.C.

Mycenaean Greeks were

Indo-European warriors that established powerful monarchies, built fortresses

, and gigantic stone

walls.

The most

famous

mythical battle in Greek history put the

Mycenaean Greeks under

Agamemnon

against the Trojans during the

Trojan War

(written

by

Homer

in his

Iliad)

.

The Mycenaean Greeks maintained a loose

alliance of independent states but frequently fought wars against neighbors

. They also had vast

trade networks all over the

Mediterranean

world.

1100 B.C. to 750 B.C. was a Dark Age

(

few written records) but Mycenaeans spread around the Mediterranean.

A

dopted the Phoenician alphabet and

Homer

wrote his

epic poems

(long poems telling the story of a great hero

), the

Iliad

and the

Odyssey

,

based on stories passed down from generation to generation.Slide25

Ancient Greek City-States

By 750 B.C., the

polis

(city-state or local community) became the central focus of Greek life

.

G

overnment provided a place to

protect during an attack

called an

acropolis

.

Below was a place to gather, called an

agora

.

City-states varied but the

polis

gave a

united identity

&

shared common goals.

3 groups of people- citizens with political rights (adult males), citizens without political rights (women and children), and non-citizens (agricultural laborers, slaves, and resident aliens).

City-state

rivalries developed

. Greeks

colonized the Mediterranean world

between 750 B.C. and 550 B.C.: Italy, France, Spain, and North Africa,

Thrace

on the Black Sea,

Hellespont, Bosporus, and

Byzantium

(later

Constantinople

).

The Greeks spread cultural, political ideas, trade, and a wealthy merchant class formed.

Tyrants

(wealthy merchants)

gained power from aristocrats. Once in power the tyrants kept power with hired soldiers. They helped the poor with public works projects and built markets, temples,

&

walls.

Sparta & Athens

:

Sparta

- rigid and strict conquering civilization

that enslaved the captured (helots).

Spartan men remained in the military until age 60

. Because men were away a lot, women gained a degree of independence. Sparta was a strict military state run by 2 kings and an elected council of 28 citizens.

Athens

- civilization on the mainland ruled by a king with upper class aristocrats

.

After civil war, Athens developed a democratic government in the form of a council of 500 that supervised foreign affairs, oversaw the treasury, and proposed laws.Slide26

Quick Check

Groups 1 & 3: Brainstorm and list the reasons why the Ancient Greeks placed such a strong influence on rivalry such as: Mycenaean Greeks v. Troy and Athens v. Sparta. Can we trust the works of Homer as historical sources?

Groups 2 & 4: Brainstorm and list the ways that the Greek concept of the

polis

is still relevant in the world today

.Slide27

Classical Greece

In 490 B.C., the

Athenians and Persians began fighting a series of wars

.

Persians landed in

Marathon

(26 miles from Athens) and the

Greeks won the battle. A runner named Pheidippides ran the 26-miles to Athens to announce the Athenian victory over Persia and then died

.

Xerxes

vowed revenge

and led a massive Persian invasion force of 180,000 troops and thousands of warships.

Athenians, Spartans, and other Greeks united to defeat the Persian invaders

.

Greeks formed an alliance known as the

Delian League

and pushed back Persians from Greek lands.

Athenian Empire expanded under Pericles

, in what historians call

Classical Athenian

or Classical Greek History

. Athens- center of Greek culture and made great strides in

art, architecture, & philosophy

.

Under Pericles,

direct

democracy

(participation by every male)

, an assembly that

met every 10-days on the east side of the

Acropolis

to pass all

laws

, elected public officials

.

System of

ostracism

to protect against ambition

. A petition of 6,000 led to

banishment for 10-years

.

E

conomy based on

farming and trade

.

Grapes and olives

were exported.

Women could take part in religious festivals but were otherwise excluded from public life.

Great

Peloponnesian War

- Athens vs. Sparta. Defeat of Athens

ended the Classical Greek period.Slide28

Important Greeks

Twelve important gods who lived at

Mt. Olympus

; including:

Zeus

(chief god); Athena (goddess of wisdom);

Apollo

(

god of the sun and poetry);

Ares

(

god of war);

Aphrodite

(

goddess of love); and

Poseidon

(

god of the seas) (

Hades

was the god of the underworld).

Rituals, festivals, and

oracles

(

interpreted to guide decisions)

(like the

Oracle at Delphi

).

Greek Drama- outdoor theaters to view

Greek Comedies

(puns and satire) and

Greek Tragedies

dealt with universal themes

(good v. evil, rights, divine,

&

humans).

Euripides

&

Sophocles

were Greek playwrights

(Sophocles-

Oedipus Rex

).

Greek Historians-

Herodotus

is the “

father of history.

”

Thucydides

is the “

greatest historian of the ancient world

.”

P

hilosophy

refers to the organized system of thought and often concerned the nature and the universe

.

Pythagoras

believed the universe could be found in numbers

&

music.

Sophists

were traveling teachers who sold services

to young men.

Socrates

was critical of the Sophists,

believed education was in

questioning and reason

(Socratic Method),

& urged moral lives.

Plato (Socrates’ student)

, focused on the question “how do we know

what is real and what isn’t?

Distrusted masses and favored a republic.

Aristotle (Plato’s student)

believed that

happiness came from living virtuous lives

(virtue was the mid-point of extremes); he pushed for

“moderation in all things”

and believed people learned through observation and classification.

In 338 B.C.

Macedonian king Philip II conquered Greece. After his assassination, his son

Alexander the Great

(20) took over

. Alexander

united the Greeks and Macedonians in an attack of the Persian Empire

,

winning back Syria, Palestine, Egypt,

and the rest of Persia. He then went east into Pakistan and India. Finally, Alexander returned

home, where he died at age 32

in 323 B.C.

Greek Scientists-

Euclid

-

plane geometry and

Archimedes

- geometry of spheres and cylinders and established value of pi.

F

our Hellenistic (Greek-like) kingdoms resulted in Macedonia, Syria, Pergamum, and Egypt. All were later conquered by Rome.Slide29

Quick Check

Group A: List the reasons why other groups, such as the Macedonians, might have wanted to be like the Greeks. What values did others admire about the Greeks?

Group B: Explain the Greek system of democracy (who did it include?) and ostracism (how did it work?). Should the U.S. have a system of ostracism and how could it work?

Group C: List as many Greek gods as you can and what they controlled. Then decide which three were probably the most important to the Greeks and why.

Group D: List the main beliefs of the following and explain which made the most important contribution to Greek civilization. Whose beliefs made the most important contribution to life today, what were they, and why were they so important?

1. Socrates

2. Plato

3. AristotleSlide30

Problem 3. Greek Contributions

Research the important contributions that the Greeks made to modern Western Civilization. Come to an agreement within your group as to the top 3 contributions and why they were so important. Finally, you will present your top 3 contributions to the class.Slide31

Lesson 4 Objectives

Students will be able to:

Describe the founding of Rome and the establishment of the Roman Monarchy;

Explain how Rome changed from a Monarchy to a Republic;

Explain what a republic is and how citizens vote and elect representatives in republican-style governments;

Describe the achievements made by the Roman Republic;

Explain how Rome expanded and how expansion was both good and bad for Rome;

Explain how class conflicts and civil war divided Rome and led to the establishment of an imperial government;

Explain how Julius Caesar gained power and how he was assassinated;

Explain how Augustus Caesar changed Rome to an Empire and how life changed for Romans as a result;

Describe life in Rome and its achievements made in terms of culture, education, art, architecture, and literature;

Describe the role of Christianity in Rome and how it eventually gained acceptance;

Explain the problems faced by the Western Roman Empire and the reasons for its collapse; and

List and explain the ten reasons for the fall of Rome and how those reasons were interrelated.Slide32

Rise of Rome

From 1500 B.C. to 1000 B.C., an

Indo-European group called the

Latins

, moved onto the Italian peninsula.

Herders and farmers

, and

olive and grape farmers

who spread an alphabet, art, and culture through sculpture, architecture, and literature.

In

650 B.C. the

Etruscans

(from Etruria) founded Rome

and made the most significant contribution to Roman culture.

Romulus and Remus

, two brothers were abandoned by an evil uncle in the Tiber River. A

she-wolf found them, nursed them, and raised them

. In 753 B.C., Romulus founded and became king of Rome (monarchy).

Business and trade

, due to geography and access to the Mediterranean Sea. By the 6th Century B.C.,

all trade routes converged in Rome

.

In 509 B.C. the

Romans overthrew the last Etruscan king and established a

republic

(people vote for

representatives

in government).

Under the

Roman Republican Constitution:

Executive

-

2

consuls

(also known as praetors), one civil and one military (1-year terms)

,

elected by

a group

of

aristocrats

and

wealthy.

Legislative

(

law-makers)-

Senate

, made

up of wealthy aristocrats (

Senators served for life), which advised and approved actions of Consuls.

In

times of crisis, a

dictator c

ould

hold absolute power for a term of

6-months.

Class Conflict Divided Rome:

Patricians

– the hereditary aristocrats and wealthy

classes

. The

common

people were known as the

plebeians

.

In the early

Fifth Century

, tensions became so bad that the plebeians threatened to break away from Rome and form a rival

settlement.

To save Rome, the

patricians granted

plebeians

some

rights

.

In 471 B.C., they could

elect

tribunes

within the Council of the Plebs.

By 287 B.C. tribunes could

veto measures they thought were

unfair. Nevertheless, wealthy Romans continued to control Rome.

Roman Code Law

- 450 B.C., the

Twelve Tables

set out important

statutes

(or laws)

. Rome developed a complex system of law with principles like:

innocent until proven guilty, defending oneself

in court, and

a

judge weighing the evidence

.

Roman Republic expanded to encompass most

lands adjacent (next to) the Mediterranean Sea

. After a series of three Punic Wars with Carthage, Rome even gained land in Northern Africa

and controlled Greece, Macedonia, and Pergamum. Slide33

From Republic to Empire

E

xpansion

brought

wealth but it

was unequally

distributed

. The constitution failed with so much territory.

Problems

with conquered

lands:

New

land

went

to the wealthy

who

organized enormous

sheep and cattle herding plantations called

latifundia

.

The

owners of

latifundia

enjoyed great economies of scale, used slave labor, and drove others out of

business.

B

rothers Tiberius and Gaius Gracchus used the Council of the Plebs to redistribute land to the poor. Many wealthy Senators were furious and both brothers were soon assassinated.

C

ivil

w

ar seemed likely.

Two generals, Gaius Marius

(favored reform)

and Lucius Cornelius

Sulla

(sided with rich),

tried to save Rome.

Marius became consul, created a new army recruitment system, and put power in the hands of generals but

Marius died and Sulla

took

over. Sulla

did not address Rome’s most serious social

problems

and engaged in a reign of terror, killing all political opponents. He then eliminated assemblies and put all power in the hands of the Senate.

50-years of

c

ivil war ensued.

Crassus

(richest man in Rome),

Pompey

(general who conquered Hispania), and

Julius Caesar

(general who conquered Gaul). In

the 50s B.C.,

Caesar

led an army that conquered

Gaul making

him very popular.

In 49 B.C.,

after Crassus

died in battle, the Senate favored Pompey because they feared Caesar’s

popularity.

Nevertheless,

Caesar

marched his army across the Rubicon River into to Rome and soon after he named himself

dictator for

life

. A civil war broke out and Caesar won.

Julius Caesar stepped into the

chaos and began the process of changing the

Republic into a centralized

government.Slide34

Julius & Augustus Caesar

Caesar was the nephew of Marius and he favored social

reform.

He centralized all

military and political functions

under

his

control; confiscated

property from the wealthy and gave it to veterans of his army and other

supporters;

launched large scale building projects

to provide employment for the

poor; and

extended Roman citizenship to

conquered people.

His

reforms alienated

the rich

who

called

him

a tyrant and

assassinated

him in

44 B.C

.

(on the Ides of March).

It

was too late to

save the republic;

civil war

raged

and Octavian

became the new leader of Rome.

After the death of Caesar, Octavian (the protégé

,

heir, and grandnephew of Julius Caesar) and Marc Antony fought for power. Marc Antony allied himself with Cleopatra VII of Egypt but lost at the Battle of Actium to Octavian in 31 B.C.

In

27 B.C., the Senate

gave

Octavian the title “

Augustus

”

(suggesting

a

semi-divine

nature). He

ruled unopposed for 45 years in “a monarchy disguised as a

republic.” He

accumulated

vast power, reorganized the military, created a new standing army, and stabilized the land

after years of civil

war.

The

Empire rose and Augustus

Caesar became the

first

Emperor

of

Rome

. Augusts maintained a standing army of

28 legions

(5,000 male citizens each) and auxiliary forces of 130,000 (subject people could be auxiliary forces).

After Augustus, the Roman Empire continued to grow

and

surrounded the Mediterranean

Sea

. Romans

called the Mediterranean

mare nostrum

(“

our sea

”)

. Roman

soldiers,

diplomats,

and merchants

spread and

trade flourished

.

E

mperors

named their successors. The next four came from his family: Tiberius, Caligula, Claudius,

&

Nero.

After Nero a Civil War broke out. The next five emperors were considered “

good emperors” and ruled during the

Pax Romana

(“

Roman Peace”

): Nerva, Trajan, Hadrian, Antonius Pius, and Marcus Aurelius.Slide35

Quick Check

Group 1: List the origins of the following:

1. The Latins

2.

T

he Etruscans

3. The Roman monarchy

Group 2: Describe what a republic is and then write out the makeup of the executive and legislative branches under the Roman Republic.

Group 3: List the major disagreements that existed between the plebeians and patricians and the goals of each group in Rome.

Group 4: List the accomplishments of Julius Caesar and describe how he took power in Rome.Slide36

Roman Culture & Society

Art & Architecture- Roman artists aimed for slightly

more realistic statues

.

T

hey used

Greek

architectural forms

such as colonnades,

arches, vaults, and domes

. They

use massive amounts of

concrete

and improved

engineering

of roads, bridges,

&

aqueducts.

Literature-

Virgil wrote the epic poem, the

Aeneid

,

Horace

was the most famous poet, and

Livy

wrote

The Early History of Rome

in 142-volumes.

Family- headed by

paterfamilias (dominant male),

each son and his wife lived with his father.

Gender- father (or someone he appointed) taught boys to read, write, morals, law, and military training by the age of 16 (adulthood). Women always needed a male “guardian.” Fathers arranged marriages for daughters (between ages of 12-14). Men typically married when older.

Slavery-

Romans heavily relied on

slavery

. Slaves farmed, attended to the house, and did almost any job.

Living Conditions-

City of Rome

was the center of life with

temples, markets, baths, theaters, government buildings, amphitheaters.

It was

busy, crowded, loud, and dirty

. The rich lived well and the poor lived in inadequate, small, and uncomfortable apartments.

Roman Religion-

festivals were held honoring the many Roman gods and goddesses

(including Jupiter, Juno, Minerva, and Mars). Romans thought

success required the favor of gods

but

tolerated other

religions

.

Rise of Christianity-

Greco-Roman religions were incompatible with basic principles of

Christianity

, which favored peace

. Also, Christians

refused to worship the other Roman gods

; this was considered this treason and punishable by death (many found themselves in the gladiatorial arenas). By the Third Century, Christianity began to grow in popularity because: 1. it offered salvation; 2. it was similar to other religions; and 3. followers belonged to a community

and spiritually was equal for all.

In 313, Emperor

Constantine

converted to Christianity

and issued the Edict of Milan, which officially tolerated Christianity.

In 380, Emperor

Theodosius the Great, Christianity was made the official religion

of the Roman Empire. Slide37

Fall of Rome

Reasons for the Fall of Rome

:

1. Rome grew

too large to

manage

(its borders were hard to hold);

2. Increasing

invasions by

barbarians

(consistent invasions by Sassanid, Persians, and Germanic tribes);

3.

Lack

of a unified

Roman

Army

(because of the size, Rome had to begin hiring barbarians who were not reliable or loyal);

4.

Financial crisis

(with little money to pay soldiers, it paid

soldiers in

land

,

which chipped away at Roman territory

);

5. Ineffective

and

corrupt

emperors

(from 235-284 there were 22 different emperors);

6. Moral

and cultural decay (

people lost the love of being Roman

and being civilized

);

7.

Disease

(killed many and caused a shortage of workers, food, trade, and money);

8.

Class

conflicts

(rich versus

poor were constant as a result of the structure of Roman society);

9.

Rise

of

Christianity

(the concept of peace and brotherly love was incompatible with war); and

10.

Division

of the Empire into

East and

West

(Diocletian officially split the empire to try and save it but instead it weakened. The East, centered at Constantinople (previously named Byzantium) remained strong while the

W

est declined and eventually fell).

Barbarian Invasions:

As the Western Roman Empire grew weaker, it faced an increased barbarian migrations, invasions, and

pillagings

.

Huns

- came from Asia (led by Attila);

Visigoths

- originally came from Germany as allies, revolted in 378 A.D. at Adrianople (wanted to be civilized but didn’t know how);

Vandals

- came from southern Spain and Africa and in 455 A.D. sacked Rome

.

Finally, in

476 A.D.

, the

last Roman emperor (a boy emperor)

Romulus Augustulus

was sent into exile by the Germanic army commander

Odoacer

(who named himself king). The Western Roman Empire finally fell. The Eastern Empire continued on as strong for approximately 1,000 more years. The West soon fell into the Dark Ages.Slide38

Quick Check

Groups A & C: List the reasons for the fall of the Western Roman Empire. Which were the three most important causes for the fall of Rome? How were they related to one another?

Group B: List the artistic, cultural, and architectural achievements made by the Roman Empire. Which were the three most important achievements and why?

Group D: List the barbarian groups that invaded Rome and where they originated. Describe how the Western Roman Empire finally fell in 476 A.D.Slide39

Problem

4

. Roman Contributions

Research the important contributions that the Romans made to modern Western Civilization. Come to an agreement within your group as to the top 3 contributions and why they were so important. Finally, you will present your top 3 contributions to the class.Slide40

Lesson 5 Objectives

Students will be able to:

Describe how dangerous life was in Europe after the fall of the Western Roman Empire in 476;

Define the “Middle Ages” and explain how historians divide the Middle Ages;

Explain why many people consider the Early Middle Ages to be the “Dark Ages”;

Explain how the Merovingian Dynasty rose to power and then fell;

Explain how the Carolingian Dynasty united with the Church and gained power;

Explain the idea of “divine right of kings” and why that was important in the Middle Ages;

Explain how Charlemagne and the Church worked together to maintain power;

Explain how the Holy Roman Empire was neither holy nor Roman;

Explain why feudalism was needed and why it was a useful relationship between lords and peasants during the Middle Ages;

Demonstrate a mastery of the feudal relationship that dominated Europe during the Middle Ages; and

Describe the importance and functions of the Medieval Church.Slide41

Early Middle ages

As the

Western Roman Empire

fell

in

476, the

Eastern Roman Empire

survived

until it

was taken over by Ottoman Turks (Muslims) in

1453

. Western Europe descended into the

Middle

Ages

-

time between

the fall of the

Western

Roman Empire and the fall of the

Eastern

Roman Empire (

476-1453)

.

The Middle Ages are

divided

into three periods:

Early Middle Ages

476-1000;

High Middle Ages

1000-1347; and

Late Middle Ages

1347-1492.

Early Middle

Ages-

(

476-1000) also called

the

“

Dark Ages

”

(darkness

(barbarians) overwhelmed the

light

(

Romans).

I

nfluence

of barbarians increased as

Roman Emperors granted barbarian mercenaries land within the Roman Empire in return for military service.

It

chipped away at

Rome and

these barbarians eventually took over

.

Waves

of

barbarians migrated

into areas given up by the

Romans

-

categorized

by language and little else:

Celtic Tribes: Gauls,

Britons;

Germanic Tribes: Goths, Franks, Vandals,

Saxons; and

Slavic

Tribes: Buglers,

Wends.

Merovingian Dynasty

:

Merovingian

Dynasty

originally

a barbarian

group

in Gaul

ruled for 300

years as

the

first

dynasty after

the fall of

Rome

.

481 A.D.-

Merovingian Dynasty united

Frankish tribes

after

Clovis I converted

to

Christianity,

winning

support

of the

Church.

Clovis enforced

Salic

Law, assigning

a specific financial

value, or

wergild

,

to everyone and

everything

. The ordeal was used to determine guilt (cause harm to a person but it was presumed that an innocent person would not actually be harmed).

The Merovingian's

built

many monasteries, churches, and palaces and they spread Christianity throughout

Europe.

Eventually

dynasty

declined as kings relaxed

power

to become figureheads

and aristocrats gained power.Slide42

Carolingian Dynasty & Charlemagne

Carolingian Dynasty

:

In the

Eighth Century

the

aristocrat,

Charles “the Hammer” Martel

(who defeated the Muslim Moors at the Battle of Tours, France in 732),

rose to power in the Frankish

kingdom.

Charles

confiscated land given to the Church and

began Church reforms to restore spirituality

to

priests. His

son,

Pepin the

Short,

continued

Church reforms,

and eventually

removed

the last Merovingian

king.

What resulted was the

Carolingian

Dynasty

, which

vowed

to protect the papacy (Pope) and establish the Pope

and his

bishops as

“the

makers of

kings” or “the

divine right of kings

” (that kings get their power directly from God, making rebellion against a king a crime against God).

When Pepin died in 768, his son

Charles the Great, or

Charlemagne

, took over and reigned from 768 to 814

.

Charlemagne:

Charlemagne

was a

military general who restored the exiled Pope Leo III

as the head of the

Church.

In return, on

Christmas Day in

the year 800,

Pope Leo placed a crown on Charlemagne’s head and named him the “

Emperor of the

Romans

,”

which secured the relationship between

kings

and the

papacy.

Charlemagne became emperor of the

Holy Roman Empire

, a dynasty that lasted more than 700 years

as a

loose

alliance

of Christian states

in modern Germany, Poland &

Hungary.

Charlemagne

imposed

order

through

the Church

and state

,

ordered

the standardization of Latin

, reformed the clergy, and established a

new form of

handwriting. Ironically, Charlemagne was probably illiterate.

After Charlemagne’s death Europe became politically unstable; fighting and wars were a constant danger. In the end, a system called

feudalism

was developed as a new social and political order.Slide43

Quick Check

Groups 1 & 3: Brainstorm and list the characteristics of life during the Early Middle Ages during the Merovingian and Carolingian Dynasties. Did the rise of Charlemagne restore the Western Roman Empire?

Groups 2 & 4: List the ways that Clovis I and Charlemagne gained power. Was there separation of church and state during the Early Middle Ages? Explain.Slide44

Feudalism

Rise of Feudalism:

Middle Ages were dangerous and war

was a constant

concern

due to invasions

for land, food, and

power.

After Charlemagne, the Carolingians

failed to provide

effective means of defending

against

the

Magyars

(in Central Europe),

Muslims

(in

S

outhern Europe),

Vikings

(in Britain and Northern Europe), etc.

Feudalism

was

an agreement between

lords

and

peasants

(called “

serfs

”) whereby

lords

gave the serfs

protection

in times of

danger

and land to

farm.

In exchange,

serfs gave lords

labor

and

a portion of

crops

.

Serfs were not

slaves,

but once they entered into the feudal contract, they were

tied to the

land

.

If another lord inherited the

manor

, he would also inherit all of the serfs

and had to

honor the previous lord’s

obligations.

Feudalism varied from place to place: there

really was no

single

“feudal

system.”

Feudalism-

political and economic system in which lords and vassals provided each other with certain

obligations

. It

worked because

of

mutual

obligations and cooperation

between serfs &

nobles.

Result of Feudalism:

Lords- a

hereditary

class of

nobles

who

lived

off of the agricultural

surplus

that they received from

serfs. Only

by

selling

the surplus could

lords get

the

resources

needed for control

military

, political, and legal

affairs.

Serfs- class

of free peasants who sought protection from a

lord

.

S

erfs

had the right to work certain

lands, they

had to perform labor services and pay rents in kind or a

(portion

of their

harvest) to the lord.

Male serfs typically worked three days a week for their lord, with extra services during planting and harvesting

times; and

Female serfs churned butter, spun thread, and sewed clothes for their lord and his

family.

Lords ran

self-sufficient

manors

-

administering

the

government

,

police force,

and

courts.Slide45

Medieval Church

Role of the Church in Medieval Europe:

Middle Ages were a time of

increased

religiosity

in Europe

. With disease, warfare, and poverty for most people,

heaven

was the ultimate reward for the difficulties suffered during this lifetime

.

Church developed a system of organizing territory into

parishes overseen by

priests

. Parishes were grouped together into

diocese overseen by

bishops

.

The Church got its power from the belief that

Jesus gave the “

keys to the kingdom of heaven

” to his chief disciple,

Peter

, who established the Church

as the first

pope

, or head of the Catholic Church

.

Monastic Life:

A

monk

is a man who separates himself from society to dedicate his life to God. The practice of living like a monk

i

s known as

monasticism

.

Monks followed strict rules established by

Benedict of Nursia (St.

Benedict

)

which divided a monk’s day between prayer (at least seven times

a

day) and physical labor; idleness

i

s the “enemy of the soul.”

Each

monastery

(place where many monks live together in a communal life) was led by an

abbot

.

Monks copied books, ran schools and libraries, taught peasants skills, and served as missionaries (spreading Christianity).

Females could become nuns

and lived in

convents

headed by an abbess.Slide46

Quick Check

Groups A & C: Graphically show the hierarchy of the feudal system. Then list what serfs gave to lords under the feudal contract and list what lords gave to the serfs under the feudal contract.

Groups B & D: Graphically show the hierarchy of the Catholic Church during the Middle Ages. Then brainstorm and list the types duties of the clergy during the Middle Ages.Slide47

Problem

5

. Benedictine Rules

Benedictine Rules, Chapter 5, “On Obedience” & Chapter 6, “On Silence

.”

http

://

www.osb.org/rb/text/rbejms3.html#5

What

does the selection say about being obedient?

What

does the selection say about silence?

Would

you be able to lead a life according to these principles

?Slide48

Lesson 6

Objectives

Students will be able to:

Explain why castles were constructed in the Middle Ages and explain their purposes;

Describe the key architectural components of castles and explain how to sack a castle;

Describe the achievements of Justinian in the Eastern Roman Empire;

Explain what the Byzantine Empire was, where it was located, and what life was like in Constantinople;

Describe some of the achievements of the High Middle Ages;

Explain who knights were, what the Code of Chivalry was, and what rules knights were supposed to live by;

Explain the Pope’s attempts to curb mischief by bored knights;

Explain the causes of the Crusades and the Pope’s goals;

Summarize the achievements and failures of the Crusades; and

Explain the long lasting results from the Crusades and contact with the Middle East to European society.Slide49

Castles & Knights

Castles

were defensive

fortresses

that protected the inhabitants of an area during times of attack.

Often only wealthy nobles (lords and knights) had the means to construct such large structures. They were also

vassals

of the king and obligated to administer their

fief

, or lands that the king (chief feudal lord) had granted them. Lords, in turn, owed protection and loyalty to the king when called upon.

Castles were made up of:

Defensive curtain walls

(inner curtain wall and outer curtain wall);

F

ortified entryways with

drawbridges, moats, gatehouses, portcullises, heavy doors with draw bars

;

Defensive positions like

arrow loops (or slits), murder holes, machicolations,

merlons

(top of wall)

towers, and turrets

; and

I

nnermost stronghold of the castle-

keep

. The great hall was often located within the keep and was the last line of defense.

Knights

: trained fighters

who were often part of the aristocracy and owned castles.

Church

officials originally proposed a

chivalric code to curb fighting

within Christendom.

12th

Century,

dubbings included

placing a

sword

on

an altar and pledging

to serve God, feudal lord, and the king.

Code of Chivalry

evolved and knights adopted

higher ethical standards, refined manners, &

leadership.

C

hivalric code- knights were to follow

the

ideals

of

order, piety, and

Christian

faith

rather than

wealth

and power

.

Knights were required to

put women on pedestals

and to treat them with dignity and respect.

During inactivity

knights kept busy, avoided mischief,

proved bravery, and combat skills in

tournaments

.

Aristocratic Women:

Most women were under the control of their fathers until marriage and then their husbands after they married.

Aristocratic women

, however, often had

great responsibilities in managing the officials, servants, food, supplies, and finances of a manor while their husbands were away

.

Eleanor of Aquitaine

is one example of a remarkable aristocratic woman.Slide50

Problem

6

. Song of Roland

Song of Roland can be found at:

https://

sourcebooks.fordham.edu/basis/roland-ohag.asp

Which

were the three most important aspects of chivalry listed above? Explain why they were the most important for knights.

Why

would using a poem or song have been necessary and helpful during the Middle Ages in order to communicate important rules?Slide51

Byzantine Empire

In 527,

Justinian

became emperor of the Eastern Roman Empire in Constantinople (took Theodora as his wife)

and wanted to

reestablish the old Roman Empire as a

Mediterranean Lake

. By 552 he achieved his goal but shortly after his death in 565 the

reconquered land was lost.

Justinian’s Contribution:

Reformed legal system

and established Justinian’s Code under

The Body of Civil Law

;

Constantinople

became a great city of over 100,000

with a rich culture of art, architecture, and education; it also became the

trading center of the world

at the crossroads of Europe, Asia, the Middle East, and Africa.

Built an enormous

palace complex, hundreds of churches, the

Hippodrome

, public works projects like roads, bridges, walls, baths, law courts, schools, and underground reservoirs

; and

Built the magnificent

Hagia Sophia

-

The Church of the Holy Wisdom

.

In 1054 a

schism

divided the Christian Church into (1) a Catholic Church centered in

Rome

(headed by the

Pope

) and (2) an Orthodox Church in

Constantinople

(headed by a

Patriarch

).

Byzantine Empire

was much smaller in scale

;

it consisted of just

Greece

,

Turkey, & Egypt

.

At the same time, the

Islamic faith grew in strength

and conquered Syria, Palestine, and Jerusalem. It soon posed a serious threat to the rest of the Byzantine Empire.Slide52

High Middle Ages

England in the High Middle Ages:

In the 9th Century

Alfred the Great united most of England

under one monarchy.

1066 William of Normandy invaded England, defeated King Herold at the

Battle of Hastings

, and became king.

King’s power

expanded under King Henry II

but was drastically limited when nobles forced

King John to sign the

Magna Carta

at Runnymede in 1215, limiting the monarchy and giving rise to

Parliament

under the reign of Edward I

. Nobles and Church Lords made up the House of Lords and knights and prominent townspeople (2 per town) made up the House of Commons.

France in the High Middle Ages:

In 987 when the last of the Carolingian kings died, the west Frankish nobles made

Hugh Capet their king, establishing the

Capetian Dynasty

in France

. In reality, the Capetians had little power outside of Paris.

Capetian power

increased under Philip II Augustus

(1180-1223)- took control of Normandy, Maine, Anjou, and Aquitaine.

1302 the

Estates General

(French Parliament) met for the first time

, bringing together the Three Estates of French society

(First Estate- Clergy; Second Estate- Nobles; and Third Estate- wealthy townspeople (bourgeois)

).

Holy Roman Empire in the High Middle Ages:

Eastern Frankish kings ruled the

Holy Roman Empire

since Charlemagne, but the alliance

weakened until Otto I took control. Otto vowed to protect the Pope

and

in 962, became the second king to take the title of Emperor of the Romans.

Unfortunately, German kings (Frederick I, Frederick II, etc.)

made the repeated mistake of trying to bring Italy into the empire

, which

weakened the Holy Roman Empire

to the point that it no longer controlled Italy or Germany. Instead, hundreds of independent states existed as a loose alliance of states.Slide53

Problem

7

. Magna Carta

King John, Magna Carta (1215).

http://

www.ushistory.org/documents/magnacarta.htm

Who

are the parties to this agreement?

How

would you characterize the long list contained in the document?

Why

is the Magna Carta an important document?Slide54

Trouble With Knights

New ideas

&

cultural improvements of

the High Middle Ages:

Guilds

and c

ommunes in the trades

;

Towns,

cities

, &

manors;

New

philosophers, scholars, and writers;

Universities

and improvements in

monastic life furthered

education

;

New techniques in art

and

architecture;

Courtly

entertainment

;

BUT- it was still the Middle Ages and things would get much darker!!!

In the High Middle Ages, lords

and knights had little loyalty to one another and began competing more fiercely for land, power, influence, and control.

Knights

roamed Europe looking for adventure and to prove their honor

, but in many cases,

they were the cause of violence.

The Pope responded to help control the knights:

Peace of God

: papal decree in

989-

prohibited stealing church property, assaulting clerics, peasants, and women by threat of excommunication

.

Truce of God

: papal decree in

1027- outlawed

all fighting from Thursday to Monday morning, on important feast days, and on religious days

(only fighting that is pleasing to God should be allowed

).

The Crusades

: in

1095,

Pope Urban II

called the

Christian

knights of Europe

to

fight

the First Crusade against Muslims for control over the

Holy Land

(Jerusalem

).Slide55

Call for Crusades

Crusades:

series of holy wars between

Christian Crusaders

&

Muslims

for control of the Holy Land (Jerusalem).

Causes of the Crusades

:

Byzantine emperor asked the West for help

in fighting against the Muslims to regain the Holy Land;

Adventure

;

Intense

religiosity

; and

F

or

European expansion

in opposition to recent

Muslim

advances into

Christian

territories.

In 1095, Pope

Urban

II’s Crusade had the following goals:

Drive the

Turks from

the Eastern Roman Empire

;

Obligate

the Eastern Roman Empire

(they would then owe the

west one);

Heal

the s

chism

on Rome's

terms; and

C

apture

the

Holy

Land

from the Muslims.

First

Crusade

1097-1098:

Crusaders achieved

all major

objectives

in the

Holy

Land. It was a military

victory for the

Christians. The Turkish

Muslim threat was reduced, but not

eliminated.

Unfortunately, all initial

gains in land

were lost through diplomatic bargaining.

The Second Crusade,

1147-1148:

A total military failure

for the Crusaders and discredited them

as a military

threat. It was a military

victory for the

Muslims.

The Third Crusade,

1189-1191:

Well-known in literature (Robin

Hood), this Crusade involved

Richard I of England, Phillip II of France, Frederick I of the Holy Roman

Empire. Saladin was the leader

on Muslim

side. Frederick died and after the French returned home,

Richard I negotiated free access for Christians in the Holy Land.Slide56

Holy Wars

Fourth Crusade,

1199-1204:

Western

and Greek relations were strained and each disliked the other.

Crusaders

marched into and

sacked

Constantinople in 1204

. This Crusade was really Western Christians against Eastern Christians.

Any the

chance to heal the Great Schism was lost forever and in 1453, when the Eastern Roman empire was

attacked

by Turks, they preferred surrender than to ask Rome for

help.

Fifth Crusade,

1218-1219:

Crusaders

captured

Damietta and swapped it for

Jerusalem

. As a result, for

a short time the Christians held the Holy

Land,

but then lost it again.

Sixth

Crusade,

1229:

Frederick II of Germany negotiated a

treaty that gave the Crusaders Jerusalem

, all the other holy

cities,

and a ten year

truce. He

was criticized for negotiating rather than

fighting.

Seventh

Crusade,

1248-1254:

Led by Louis IX of

France, it was nearly

an exact repeat of the Fifth Crusade.

Damietta was won but swapped for

Jerusalem

.

Eighth Crusade, 1270

Led by Louis IX of

France, Louis

’ brother, Charles of Anjou, king of Sicily, had his own plans and brought the expedition to Tunisia, where

Louis

mysteriously died

.

The

last Crusader cities on the mainland of Palestine fell in

1291.

The Crusades died out due to

lack of interest

,

rising European economic prosperity and

trade

, and

repeated military failures.

Effects of the Crusades:

Fatal weakening

of the

Byzantine

Empire;

Increases

in

culture

,

banking, and

Mediterranean

trade

;

New technology, education, and

knowledge

introduced

into Europe;

H

eavy

stone masonry, construction of

castles,

stone

churches,

siege

technology, tunneling,

and sapping of castles

improved; and

Wakening

of

the nobility

and a

rise

in the

merchant

class.

All of the enrichment flowed

primarily from East to

West; Europe

had little to give in

return- then 1347 changed everything!Slide57

Quick Check

Groups 1 & 3: List the achievements of the Crusades. What positives resulted from contact with people in the East?

Groups 2 & 4: List the failures of the Crusades. Why did the Crusades die out?Slide58

Lesson 7

Objectives

Students will be able to:

Explain how life in the High Middle Ages improved and people moved back to the cities;

Describe the high point of religion in the High Middle Ages;

Explain how France, England, and Spain developed strong centralized monarchies in the Late Middle Ages;

Explain the scientific causes of Black Death and how it spread;

Explain how people of Europe responded to the Black Death;

Explain how Black Death ended the High Middle Ages;

Hypothesize how Black Death could have weakened the Medieval Church; and

Explain the long lasting results of the Black Death and explain how it actually helped to pull Europe out of the Middle Ages.Slide59

Life in the High Middle Ages

Agricultural Innovations:

Carruca

- a heavy wheeled plow

with an iron plowshare;

f

ield rotation; & crop rotation

(3-field rotation) increased food yields.

Hanseatic League

- trade organization of over 100 cities

in Northern Europe for mutual trade.

Annual trade fairs

and festivals.

Shift towards a

money-economy

, banking, and commercial capitalism.

Old Roman cities were once again populated

and city life flourished. New towns & cities developed near castles and offered freedoms, liberties, and self-governments.

Cities became

centers for manufacturing a wide range of goods

(cloth, metals, shoes, and leather) and trade guild (business associations) formed, which regulated the methods of production and fixed the price of goods.

Apprentices

(starting at age 10). After 5-7 years

journeymen

worked for masters. The most experienced were

masters

.

Religion

became a dominant force

across Europe by the High Middle Ages:

M

ajor

celebrations

(Christmas, Easter, & Pentecost) and many feast days

(celebrations for the saints like St. Mary, Sunday mass, baptisms, marriages, and funerals

) throughout the year.

Sacraments

- the only ways to receive God’s grace

. Church was critical from birth until death.

Saints and relics were worshipped

for their powers and connections with God. Pilgrimages to Jerusalem or the Spanish town of Santiago de Compostela (the site of the tomb of the apostle James) or to other shrines became popular.

Reforms of Pope Gregory VII- pope’s power extended over the entire Christian world

including the political leaders and that clergy should only be appointed by the Church and not political leaders (this caused conflict between Pope Gregory VII and Henry IV of Germany known as the Investiture Controversy).

New Religious Orders (Monasteries and Convents) Formed:

Cistercians

(very strict),

Franciscans

(founded by St. Francis of Assisi), and

Dominicans

(founded by St. Dominic de Guzmán).

Inquisition

- Church court to try

heretics

(those who failed to follow Church doctrine).Slide60

Late Middle Ages

Architecture

:

large churches, basilicas, and cathedrals

were built.

Romanesque

(imitating Roman architecture)-

thick walls, columns, and barrel vaulting to support heavy stone ceilings (High Middle Ages)

Gothic

Architecture- ribbed vaulting, pointed arches, and flying buttresses

allowed for taller buildings

and many windows.

Universities

:

First university in

Bologna, Italy

.

Later- University of

Paris

and

Oxford

University in England

. By 1500, Europe had 80 universities.

Liberal arts

: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy.

Oral exam after 4-6 years.

Vernacular

Language

:

By the 12th Century Latin was being replaced by the vernacular (

language spoken by local people

) in literature, in courts, and in the cities.

Examples include

troubadour

poetry or

chanson de geste

(

heroic epic

).

The most famous heroic epic was the

Song of Roland

.

In 1347,

Black Death

swept Europe, killing

35%-50%

of the population

and marking the end of the High Middle Ages. Spread of Black Death:

Caffa

on the Black Sea

(Mongol siege of Caffa in 1346);

Medina, Sicily

in October 1347 (boat brought in by the harbormaster);

All of the

Mediterranean coast

of Europe and Africa by the end of 1348;

Each year until 1351, it spread in waves to the north.

P

eople

lost faith in God when the Church failed to protect them

. The good priests helped the suffering and died themselves. The bad priests fled to the hills and the bad priests had to restart the Church again.

F

eudalism ended and

serfs paid money instead of a portion of their crops

for land.

Divisions in the weakened Catholic Church led to the

Dual Papacy

, when from 1378 to 1417 there

were two popes. An Italian pope ruled from

Rome

and a French pope ruled from

Avignon

.

The

Hundred Years War

(1337-1453): war between England and France

that started over a land dispute (Gascony in southern France).

The

New Monarchies

(reestablishment of strong centralized monarchies in the Late Middle Ages):

France- King Louis XI

(1461-1483) who added Anjou, Maine, and Provence to France’s centralized kingdom;

England- Henry Tudor

emerged victorious after the War of the Roses in 1485 and received the support of nobles and the middle class forging a strong central monarchy in England;

Spain- In 1469, Queen Isabella of Castile married King Ferdinand of Aragon

. By 1492, they removed the Jews and Moors from Spain and created a strong central monarchy and Catholicism for the entire kingdom.Slide61

Problem

8

. Black Death

Black Death Reading.

How

as Black Death transmitted?

Essentially

what was the difference between Bubonic and Pneumonic Plague?

How

could someone avoid getting Black Death? Explain your theories.Slide62

The Black Death

1347 - 1351Slide63

The CulpritsSlide64

The Famine of 1315-1317

By 1300 Europeans were farming almost all the land they could cultivate.

A population crisis developed.

Climate changes in Europe produced three years of crop failures between 1315-17 because of excessive rain.

As many as 15% of the peasants in some English villages died.

One consequence of

starvation & poverty

was susceptibility to

disease.Slide65

1347: Plague Reaches Constantinople!Slide66

The Symptoms

Buboes (Bubonic Plague)

Septicemic Plague

almost 100% mortality rate.Slide67

From the

Toggenburg Bible

, 1411Slide68

Lancing a BuboSlide69

Medieval Art & the PlagueSlide70

Medieval Art & the Plague

Bring out your dead!Slide71

Medieval Art & the Plague

An obsession

with

death

.Slide72

Boccaccio in

The Decameron

The victims ate lunch with their friends and dinner with their ancestors.Slide73

The

Danse MacabreSlide74
Slide75

Attempts to Stop the Plague

A Doctor’s Robe

“Leeching”Slide76

Attempts to Stop the Plague

Flagellant:

Self-inflicted “penance” for our sins!Slide77

Attempts to Stop the Plague

Pogroms

against Jews

“Jew” hat

“Golden Circle” obligatory badgeSlide78

Death Triumphant !:

A Major Artistic ThemeSlide79

A Little Macabre Ditty

“A sickly season,” the merchant said,

“The town I left was filled with dead,

and everywhere these queer red flies

crawled upon the corpses’ eyes,

eating them away.”

“Fair make you sick,” the merchant said,

“They crawled upon the wine and bread.

Pale priests with oil and books,

bulging eyes and crazy looks,

dropping like the flies.”Slide80

A Little Macabre Ditty (2)

“I had to laugh,” the merchant said,

“The doctors purged, and dosed, and bled;

“And proved through solemn disputation

“The cause lay in some constellation.

“Then they began to die.”

“First they sneezed,” the merchant said,

“And then they turned the brightest red,

Begged for water, then fell back.

With bulging eyes and face turned black,

they waited for the flies.”Slide81

A Little Macabre Ditty (3)

“I came away,” the merchant said,

“You can’t do business with the dead.

“So I’ve come here to ply my trade.

“You’ll find this to be a fine brocade…”

And then he sneezed……….!Slide82

The Mortality Rate

35%

- 50%

25,000,000 dead !!!Slide83

Lesson 8

Objectives

Students will be able to:

Explain how the Crusades and Black Death actually helped Europe emerge from the Middle Ages and enter a period of rebirth and revival known as the Renaissance;

Describe the origin of the Renaissance and the important achievements made in society during it;

Explain Machiavelli’s political philosophy for Renaissance princes and contrast that to Castiglione’s philosophy;

Explain the importance of medieval towns and cities and explain how their inhabitants were freer than serfs;

Describe humanism and how it changed Europe in the Renaissance;

Explain the importance of the printing press in spreading knowledge and information in the world; and

Describe the changes in art that occurred as a result of new ways of thinking that took place during the Renaissance as well as the major artists.Slide84

Renaissance

Renaissance

- a period of European history between 1350-1550 that began in Italy and spread to the rest of Europe. The word

renaissance

means rebirth

- it was a rebirth of the

ancient Greek and Roman

worlds.

1.

Secular

Movement

-

worldly

view where people enjoyed

wealth and material things

. People were

less obsessed over religion

and more concerned with earthly life.

2.

Age of

Recovery

- from Black Death, instability of the Middle Ages, and the decline of the Church. With ruins all around them, people wanted to bring back the

glories of Greek and Roman civilizations

.

3.

Individualism

- the Renaissance emphasized the

importance of the individual

.

Renaissance began in the

Italian city-states of Milan, Venice, and Florence

, which had prospered from increasing trade (

trading centers

for Middle Eastern goods after the Crusades).

Milan-1447 Francesco Sforza overthrew the Visconti family and built a strong state with an efficient tax system.

Venice- became a republic with an elected leader called the doge and operated as a wealthy trading state.

Florence

- most important trading city of Tuscany

led by the wealthy

aristocratic Medici family

.

Italian Wars- the wealth of the Italian states soon attracted outsiders who wanted their riches.

French King Charles III attacked and occupied Naples in 1494.

Mercenaries of the Spanish King Charles I arrived in Rome to help the Italians but unfortunately they had not been paid and resorted to pillaging, looting, and vandalism to get even. They sacked Rome in 1527.Slide85

Renaissance Society

Niccolò Machiavelli

- Renaissance political thinker who believed leaders should do anything necessary to gain power and keep it by absolute rule

. He collected his ideas and gave

advice

to leaders in the

book,

The Prince

.

“

M

en…are

ungrateful, fickle, liars, and deceivers, they shun danger and are greedy for

profit.”

It is

better for a ruler to be feared than to be

loved.

A ruler should be quick and decisive in

decision-making.

A ruler should

keep power by any means

necessary

.

The

ends justify the

means

.

Be good when

possible

and evil when

necessary

.

Baldassare

Castiglione

wrote the ideal characteristics of a Renaissance noble in his book,

The Book of

Courtier

.

Noble

must have

character, grace, and

talent

.

Noble

must be a

warrior but also be educated and interested in the Classical

arts

.

Noble

had to follow a

certain standard of conduct

.

Middle Ages- society was divided among the nobility, clergy, and peasants and townspeople. While Renaissance kept the general structure of society, several changes occurred:

Nobility- while not as wealthy

, most nobles kept their titles, lands, and continued their political influence (2% of the population).

Peasants- peasants still consisted of the vast majority of society (85%-90%) but serfdom and manors continued to decrease and most peasants were free to move from place to place.

Townspeople

- lived in urban settings and consisted of

three groups: patricians

(wealthy leaders of the towns),

burghers

(shop keepers, artisans, guild masters, and guild members), and

workers

(40% of the urban population) who lived in urban poverty.

Marriage:

Marriages were arranged

and usually served economic purposes.

A

dowry

(money or a valuable gift) was often required in order for a man to agree to marry a woman.

A

father/husband had absolute authority

in the family but the woman managed the household and children.

Children remained under the control of their fathers until the he formally freed them before a judge (early teens and late twenties). Slide86

Quick Check

Groups A & C: Brainstorm and list the types of advice given to the leaders of Renaissance Europe by the following political philosophers:

1.

Niccolò

Machiavelli

2.

Baldassare

Castiglione

Groups B & D:

L

ist the characteristics of the Renaissance. How did life in the Renaissance differ from life in the Middle Ages?Slide87

Renaissance Humanism

Humanism

- intellectual movement

during the Renaissance based on the

works of Ancient Greece and Rome (Humanities: grammar, rhetoric, poetry, moral philosophy, and history)

.

Petrarch

- looked to forgotten Roman manuscripts in monasteries throughout Europe and pushed for the use of Classical Latin. Petrarch and other humanists believed that intellectual life should be one of solitude. Often secretaries to princes, humanists rejected family life

but were involved in civic life (helping government).

Humanists, scholars, lawyers, and theologians (those who study religion) turned to the Classical Latin language, but most people spoke vernacular languages (

languages commonly spoken

by public).

Examples include Dante Alighieri (

Divine Comedy

), Geoffrey Chaucer

(The Canterbury Tales

), and Christine de Pizan

(The Book of the City of Ladies

)

.

Printing Press- in 1455, Johannes Gutenberg

printed the first mass produced book, a

Bible

, with his

moveable-type

printing press

. With the rise of literacy during the Renaissance and the faster production of books with the printing press,

knowledge

and

information

spread

rapidly.

Probably one of the most important inventions of all time.

For the first time, common people could read the Bible on their own and began to question Church authority.Slide88

Renaissance Education & Art

Secular

Education

:

I

nfluenced by humanism, education in the Renaissance took a secular (

less religious

) turn.

Taught

liberal studies

in order to attain “virtue and wisdom” (history, moral philosophy, rhetoric, grammar, logic, poetry, mathematics, astronomy, physical education, and music). Goal was to create a complete citizen.

Renaissance Art: hoped to imitate

nature

and have viewers see the

reality

in their subjects. It focused on the human being and the beauty of the human body.

Frescos

- painting done of fresh, wet plaster with water-based paints (gives depth and the image comes alive).

Sculpture

- realistic, free-standing figures (ex.

Donatello

’s sculpture of St. George).

Architecture

- looked back to classical Rome with columns, rounded arches, and meant to make people feel comfortable within structure (unlike Gothic structures).

High Renaissance

Painters

:

Leonardo da Vinci

: (realistic painting, dissection of human body to know humans better, and perfection of nature and individual).

Michelangelo

: (painter, sculptor, and architect; he focused on perfect human proportions and reflected divine beauty).

Rafael

: (painter; he sought a world of balance, harmony, and order).

Northern Artistic Renaissance: interested in portraying the world realistically and focused on illustrating books and wooden panels for altarpieces (Flanders, Belgium, Luxembourg, Netherlands). Slide89

Quick Check

Groups 1 & 3: List the characteristics of Renaissance Humanism and list the different academic disciplines found within the Humanities and Liberal Arts. How did the Renaissance artists exhibit elements of Humanism in their works?

Groups 2 & 4: Brainstorm, list, and then rank the top five technological inventions of all times. Explain why you chose the inventions you chose. Why was the printing press such an important invention in 1455?Slide90

Lesson 9

Objectives

Students will be able to:

Explain why certain religious reformers were interested in changing the Catholic Church in the 1400s;

Explain the causes of the Protestant Reformation;

Describe the achievements of Martin Luther and his role in the Protestant Reformation;

Describe the roles of Heinrich Zwingli, John Calvin, and the Anabaptists in the Protestant Reformation;

Explain how and why Henry VIII made England a Protestant nation; and

Describe the steps taken by the Catholic Church in the Counter-Reformation.Slide91

Protestant Reformation

Christian Humanism

(Northern Renaissance Humanism): a movement that began in the second half of the 1400s to

reform the Catholic Church

.

Humanists believed people who

read the Bible

would be

inwardly religious

and change the Church and society.

Desiderius Erasmus

- Christian humanist who saw religion as “the philosophy of Christ” and thought that

Christianity should show people how to live good lives on a daily basis

. He published his criticisms of the Church in

The Praise of Folly

in 1509.

Failure of the Renaissance Popes

:

Several popes were

more concerned with Italian politics than spiritual

matters (“warrior-pope” Julius, II).

Many parish

priests were ignorant

of spiritual duties and often used their

positions to gain wealth

or further their other careers.

People were interested in gaining salvation (heaven after death) and priests began actively releasing part of a person’s sins through indulgences (official pardon of some sins) through the veneration of religious relics. The

Church also sold indulgences

.

Martin Luther

:

Luther was a

monk and professor

at the University of Wittenberg, in modern-day Germany who taught the Bible.

“

Justification

by

F

aith

A

lone”- Luther came to believe that people are saved through faith in God and not necessarily through good deeds

, which he concluded from reading the Bible directly. The

Bible should be the only source

of religious truth.

Most of all Luther was

upset by the sale of indulgences.

One monk, Johann Tetzel, sold indulgences and repeated the slogan: “As soon as the coin in the coffer [money box] rings, the soul from purgatory springs.”

95 Theses

: on October 31, 1517 Luther posted his issues with the Church and topics to discuss

in an open forum on the door of the

Castle Church in Wittenberg

. The pope did not take him seriously.

In 1520, Luther called the princes of Germany to break with the Church and form a reformed German church.Slide92

A Break with the Church

In 1521 Luther was Excommunicated:

The

Church

excommunicated

(kicked him out of the Church)

because of his criticisms:

The

Sacraments destroyed the real meaning of the Gospel

(he would only keep baptism and communion);

The

clergy should be allowed to marry

; and

P

eople could achieve

salvation by faith alone

.

Edict of Worms

: Holy Roman Emperor

Charles V kicked Luther out of the Empire and his works burned.

Lutheranism

:

Over 300 rulers within the Holy Roman Empire eventually supported Luther

and his beliefs. Lutheranism was the

new religion

that formed from Luther’s beliefs. However, Luther also became dependent upon political leaders in order to promote his church.

The new church

services

that replaced the Catholic Mass included:

Bible readings, preaching the word of God, and songs

. He also permitted the marriage of clergy and even married a former nun.

Reformation was a disruption to religious

leaders and also political leaders

.

The Holy Roman Empire erupted in war and princes who supported Luther were able to defend themselves against the emperor’s forces. There was a division of Christianity in Germany through the

Peace of Augsburg

. The

leaders

of German states could then

choose

whether their official religion would be

Catholicism or Lutheranism

and they would still have equal rights within the Holy Roman Empire.Slide93

Division of Protestantism

Ulrich Zwingli

:

Zwingli was a Catholic priest in

Zürich, Switzerland

who further reformed the church. He

abolished religious relics and images

; and

removed all decoration

from churches.

Zwingli replaced the Catholic Mass with Scripture reading, prayer, and sermons.

War broke out between Catholics and Protestants and

Zwingli was kille

d and dismembered on the battlefield.

John Calvin

:

Calvin was a Frenchman who fled to Switzerland after he converted to Protestantism. In 1536, he published

Institutes of the Christian Religion

.

Calvin’s beliefs were

similar to Luther

’s in many ways

except Calvin believed in the idea of

predestination

. Predestination- God knew who would be

saved (the elect)

and who would be sent to

hell (the reprobate)

as soon as they were born. Nobody could know their status for sure but most saw it as

a

duty to spread God’s word and lead moral lives to convince themselves and others that they were predestined for salvation.

Calvinism started in Geneva but quickly spread

to France, Netherlands, Scotland, and

E

astern

&

C

entral Europe.

Anabaptists

:

A

radical group

of Protestants that pushed for complete

separation of church and state

.

The true Christian Church was a voluntary

community of adult believers,

baptized as adults, and underwent a spiritual rebirth.

Anabaptists could not take political office and were

pacifists

(the Bible said, “Thou shalt not kill.”)

Because of their strong beliefs Catholics and Protestants in Europe persecuted Anabaptists.Slide94

Quick Check

Groups A & C: List the problems that the Protestant reformers had with the Catholic Church. Which was the most significant problem and why?

Groups B & D: List the different religious beliefs and practices of the following Protestant reformers:

1. Ulrich Zwingli

2. John Calvin

3. AnabaptistsSlide95

Protestantism in England

In 1534, King

Henry VIII

of

England

broke away from the Catholic Church when the Pope refused to grant him a

divorce

from his wife,

Catherine of Aragon

.

Henry wanted to divorce Catherine because she was too old to have children and

they did not have a male

heir

to take the throne upon Henry’s death.

Henry

VIII started his own church, the

Church of England

(or

Anglican

Church)

that was identical to the Catholic Church except for two things: (1) the

king would be in

charge

, &

(2)

divorce

was

allowed

.

Henry went through a total of

6

wives before his son Edward VI was born:

Catherine of Aragon (divorced);

Anne Boleyn (beheaded);

Jane Seymour (died);

Anne of Cleves (divorced);

Catherine Howard (beheaded); and

Catherine Parr (survived and was widowed; she gave birth to a son, Edward

who reigned for 6 years after Henry’s

death until he died at age 16 of tuberculosis).

After Henry’s death Protestants in England changed the Church of England to make it less Catholic-like. Clergy could now marry and the church services were more Protestant.

Bloody Mary

- Henry’s daughter Mary took the throne in

1553 and made England Catholic

again. She had 300 Protestants burned at the stake as heretics and earned the nickname “Bloody Mary.” After Mary’s death in

1558

, her half-sister

Elizabeth

became queen and

made England Protestant

once again.Slide96

Counter-Reformation

After the Reformation:

Women largely remained subservient to men in all organized Christian religions.

Jews continued to be persecuted and

Anti-Semitism

(negative beliefs and actions against Jews) continued.

Catholic Reformation or the

Counter-Reformation

:

Jesuits

:

Spanish nobleman Ignatius of Loyola founded the

Society of Jesus

also known as the

Jesuits

. The Jesuits were a new

religious order of monks who took vows of absolute loyalty to the Pope and used education to spread Catholicism

.

Reform of the Papacy:

The Catholic Church attempted to weed out the corruption. Pope Paul III appointed a

Reform Commission in 1537

.

Council of Trent

:

In 1545 a group of Catholic Church leaders met on and off in the City of Trent (Germany-Italy border) for 18 years.

Council of Trent

reaffirmed traditional Catholic teachings

in opposition to Protestantism:

Faith and good works were needed for salvation

;

The existence of purgatory and indulgences

were upheld but there was a

new ban on the selling of indulgences

;

All seven Sacraments

were considered important; and

Celibacy of priests

was upheld.Slide97

Quick Check

Groups 1 & 3: List the ways that the Catholic Church responded to the Protestant Reformation. Was the Protestant Reformation successful in changing the practices of the Catholic Church? Explain.

Groups 2 & 4: List the major problems that Henry VIII had with the Catholic Church and his response. How did Henry’s problems with the Church change England?Slide98

Problem

9

. Martin Luther

Martin Luther, “Ninety-Five Theses,” Wittenberg (October 31, 1517).

http://

www.luther.de/en/95thesen.html

What

was the most drastic problem with the Church that Luther pointed out?

Was

Luther just a disgruntled employee or did he have a point?Slide99

Lesson 10 Objectives

Students will be able to:

Explain how the Crusades and Renaissance led to the Age of Exploration;

Describe the Portuguese efforts to establish trade in Africa and to discover an oceanic trade route to Asia around the tip of Africa;

Describe the Spanish efforts in finding a western oceanic trade route to Asia;

Describe Columbus’s four voyages to the “New” World;

Explain how the

Conquistadors

were able to defeat great native empires in the “New” World such as the Aztec and Incan Empires;

Compare the

Reconquista

to the conquest of the Americas; and

Define and describe the Columbian Exchange and explain how it changed the world on both sides of the Atlantic.Slide100

Portuguese Exploration

Prince Henry the Navigator:

In 1419,

Prince Henry

founded a school of

navigation

and exploration

and sponsored several expeditions along the western coast of Africa.

New Maritime Technology:

Navigation tools:

compass

,

astrolabe

, and

quadrant

.

Caravel

: sturdier ship with a stern rudder, three masts

, and a combination of square and triangular

lateen sails

.

African Trade:

By the mid-1400s, the Portuguese wanted to trade for

African gold, ivory, and slaves

.

Asian Trade Routes:

By the late-1400s, the

Portuguese wanted to find a

direct trade route

to Asia by

rounding

the tip of Africa

.

In 1488,

Bartolomeu Dias

rounded the tip of Africa

but returned home after facing a mutiny attempt, severe storms, and a lack of supplies (he renamed the tip of Africa, the Cape of Good Hope).

In 1498,

Vasco da Gama

became the first European to successfully reach Asia by sea

. Da Gama rounded the tip of Africa, reached Mozambique, and with Chinese traders and an Arab pilot, sailed across the Indian Ocean to reach Calicut, India.

In 1500,

Pedro Álvares Cabral

led 13 merchant ships along da Gama’s route but went

so far west that he landed on the eastern point of modern-day Brazil and claimed the land for Portugal. Cabral completed the voyage to Asia

and set up peaceful trade relations in India. He also established the Portuguese land claim to Brazil.Slide101

Spanish Exploration & Columbus

Western Trade Route:

With the Portuguese discovery of western islands (Madeira, Azores, and Cape Verde Islands) the

Spanish hoped that other

islands

might lie further to the

west

and that eventually the islands would lead to

China

.

King Ferdinand and Queen Isabella finally agreed to sponsor

Christopher Columbus’s

voyage westward in

1492

.

Columbus was a mariner from Genoa but trained by the Portuguese.

A Catholic (and sailing for the Catholic Monarchs), Columbus

wanted to convert the Chinese to Christianity

and to recruit the Chinese and their wealth in

another Crusade against the Muslims

.

Columbus was influenced by Viking stories of lands to the west discovered during the 9

th

and 10

th

centuries called Vinland, reaching modern-day Newfoundland around the year 1000 A.D.

Columbus (like all other mariners and the educated)

knew the world was round

, unfortunately, he

underestimated the size of the Earth

.

Columbus’s First Voyage:

3 ships (

Niña

,

Pinta

, &

Santa Maria

) & 90 men

;

Set sail August 3, 1492;

Reached land (present-day Bahamas) on October 12, 1492 and

named the first island San Salvador

(33 day voyage from the Canaries);

Columbus landed, gave thanks to God, and

claimed the land for

Spain

;

He also explored the coasts of Cuba and Hispaniola

; and

L

eft 38 men at La Navidad on Hispaniola to form a settlement while he returned to Spain to deliver the good news and bring 10 natives back.

Columbus justified claiming land occupied by other people because they were not

Christians

and he claimed that they should be converted (legally he would not have been able to claim land owned by other Christians).

Division of the “New” World:

In

1493, the Pope

d

ivided the new world

between the

Portuguese and Spanish

and established the

Line of Demarcation

.

In the

1494 Treaty of

Tordesillas

, Portugal and Spain slightly

changed the division

, which ended up giving Portugal part of eastern Brazil.Slide102

Columbus’s Later Expeditions

In

1493, Columbus

made a

s

econd

voyage

to the “New” World

(

exploration, colonization of La Isabella, & search for gold- 17

ships & 1,000 men

).

(Modern Names)

Dominica, Guadeloupe, Montserrat, Antigua, St. Martin, St. Croix, the Virgin Islands, Puerto Rico, Hispaniola

(where he found that the settlers

had

been killed),

Cuba, and

Jamaica

. Then he returned to

Spain.

In

1498, Columbus

made a

t

hird

voyage

to the “New” World

(exploration of Portuguese claims- 6 ships

).

(Modern Names)

Trinidad, Venezuela, Margarita Island, Tobago, Grenada,

Hispaniola

. Then he returned to Spain in chains.

Columbus returned

to Spain

in

chains

and was charged with

mismanagement

(acquitted

by the king).

In

1502, Columbus

made a

f

ourth (and final

)

voyage

to the “New World”

(

exploration for a westward passage to Asia

- 4 ships

).

(Modern Names)

Martinique, Honduras, Nicaragua, Costa Rica,

Panama.

Columbus heard of a

strait to the “

other ocean

”

and sailed up the Río Belén in Panama but it was a trap and Columbus’s crew was

attacked by natives

.

Most of Columbus’s men died in the

native

attacks and his

ships were damaged

. Columbus

and

a small group of Spaniards fled, hit a

storm

,

and

were marooned

in

Jamaica for

over a year

. Finally, one of his men, Diego Mendez, rowed a canoe to Hispaniola.

A

rescue ship finally picked up the sickly Columbus, who returned

to

Spain in 1504.

Columbus

died in 1506 believing he had reached

Asia

. He never realized that he stumbled upon a new continent.Slide103

Quick Check

Groups A & C: What were the goals of Portuguese exploration? List the achievements of the following:

1.

Bartolomeu

Dias

2. Vasco da Gama

3. Pedro

Álvares

Cabral

Groups B & D: What were the goals of Spanish exploration? List the achievements and failures of Christopher Columbus. Was Columbus a hero or villain? Should we celebrate him today?Slide104

Other Spanish Expeditions

Others heard about Columbus’s discoveries and wanted to explore. The

reasons for exploration

were “

the three G’s

”:

Gold

- to obtain wealth;

Glory

- for national glory and fame; and

God

- to spread Christianity.

John Cabot

- sailing for England, reached Newfoundland

in 1497. He set up

England’s land claim

in North America.

Amerigo Vespucci

- exploring for Portugal between 1499-1502 and later Spain,

announced that the land was not part of Asia, but rather a new continent

, inhabited by new people; the

Americas

were named after him

.

Vasco Núñez de Balboa

- exploring for Spain, became the

first to cross the Isthmus of Panama and see the Pacific

Ocean in 1513.

Ferdinand Magellan

- sailing for Spain, became the

first to

circumnavigate

the globe

between 1519-1522 (

well his crew did

, since he was killed by natives in the Philippines during the Battle of Mactan in 1521).

Juan Ponce de León

- exploring for Spain,

conquered Puerto Rico

.

I

n 1513, he

searched for the mythical “Fountain of Youth” in modern-day Florida

and the Southeastern U. S.

Juan Rodriguez Cabrillo

- exploring for Spain,

explored the Pacific

coast all the way

to present-day Oregon

in the 1530s and 1540s.

Álvar Núñez Cabeza de Vaca

,

Hernando de Soto

, and

Francisco Vásquez de Coronado

-

each explored for Spain,

looking for the fabled “

Seven Cities of Gold

,”

and explored the Gulf region and modern-day Southwestern U.S. Slide105

Spanish Empire in the Americas

Aztecs

:

In 1519,

Spanish

c

onquistadors

(conquerors), led by

Hernán Cortés

learned about the Aztec capital of

Tenochtitlán

and gold

.

Cortés gained native allies,

kidnapped the Aztec emperor

Montezuma

, and demanded gold

.

Eventually

Cortés and his 200,000 native allies defeated Montezuma

and gained vast supplies of Aztec gold.

The Aztec gold and silver only encouraged more conquistadors to attempt similar conquests.

Inca

:

In the 1530s Spanish

conquistadors under

Francisco Pizarro

defeated the Incan Empire in the Peruvian Andes using a similar model to Cortés

. He arrived during a civil conflict for the throne between Atahualpa and his brother Huáscar. He then

kidnapped

Atahualpa

at Cajamarca

, paralyzing the Inca. While in captivity Pizarro

demanded large quantities of gold

. Once 24 tons of Incan gold were supplied, the Spanish

assassinated Atahualpa

.

Spanish Justification:

The Spanish argued that they were there to

convert

natives to Christianity. Upon arriving in an area they read the

requiermiento

. Any native

resistance

thereafter was grounds to justify war, plunder, and the confiscation of property

&

land.

This was a

mirror image

to the argument made during the

Reconquista

over the Muslims

in Iberia.

Spanish Advantages

: Guns, Germs, and Steel (Jared Diamond book).

Weapons

(steel-edged swords, pikes, crossbows, & guns);

Horses and War Dogs

(

B

ull Mastiffs);

Native Allies

; and

Disease

(smallpox, diphtheria, bubonic plague, & cholera).

With the devastation of indigenous populations, Spanish needed a new laborers to work their mines and plantations.Slide106

Quick Check

Groups 1 & 3: List the steps the Spanish typically took in conquering Native American groups.

How did the Spanish justify plundering and making war against Native American groups?

Groups 2 & 4: List the one key achievement for each of the following and identify which of the three G’s each explorer was likely driven by:

1. John Cabot

2. Amerigo Vespucci

3. Vasco

Núñez

de

Balboa

4. Ferdinand Magellan

5. Juan

Ponce de

León

6. Juan

Rodriguez Cabrillo

7.

Álvar

Núñez

Cabeza

de

Vaca

8. Hernando

de

Soto

9. Francisco

Vásquez

de CoronadoSlide107

Columbian Exchange

Columbian Exchange- widespread exchange of

plants

,

animals

,

diseases

, peoples, and ideas between the Americas and the “Old” World.

Introduced into the

“Old” World

from the Americas:

Plants:

corn

,

potato

,

tomato

, sweet potato, pepper,

cacao

,

avocado, cashew, cotton, cranberries, peanut, pineapple, pumpkin, quinoa, strawberry, sunflower, tobacco, vanilla, zucchini…

Animals: guinea pig, alpaca, llama, & turkey…

Disease: STDs like syphilis…

Introduced into the

Americas

from the Old World:

Plants: sugar cane, coffee, banana, orange, grapes, apple, peach, pear

, mango, watermelon, asparagus, carrot, broccoli, cabbage, cauliflower, spinach, kale, eggplant, garlic, onion, pea, rice, barley, rye, oats, millet, wheat, turnip..

Animals:

horses

, donkeys, mules,

pigs

,

cattle

,

sheep

, goats,

chickens

…

Disease

:

measles

, chicken pox,

smallpox

, diphtheria, influenza, leprosy, malaria, yellow fever,

bubonic plague,

typhoid, typhus, cholera, whooping cough…

New animals roamed the American landscape, rooted up native fields and destroyed crops.

New crops introduced into Europe enriched and improved their diets and overall health

.

European population growth

from 80-million in 1492 to 180-million by 1800.

New

diseases

introduced into the Americas from the “Old” World devastated the native populations.

In 1492

, native populations were estimated to have been about

90 million

people

.

By 1650

, native populations were

under 20 million

people, mostly due to exposure to disease for which they had no immunity.

Maritime trade and migration opened the Atlantic as a superhighway of exchange of goods, people, and ideas.Slide108

Spanish Empire

Spanish Empire

:

Spain, the Philippines, South America

(except for Brazil),

Central America, Southern North America

, and several Caribbean Islands.

Spanish

galleons

transported large quantities of

gold and silver

from the “New” World back to Spain.

It was a well-planned, urban empire with great cities such as México City, Quito, and Lima.

Cities and towns were set out in a grid pattern

with a great central

plaza

. The highest social classes lived closest to the central

plaza

.

Each town included: churches, hospitals, monasteries, government buildings, and schools.

Governing the Empire:

Encomiendas

, or large tracts of land and the natives who lived on the land

, were granted to

entice Spanish settlers to the Americas

. This essentially amounted to native slave labor and drew 225,000 Spanish settlers in the 16

th

century.

Three Types of Spanish Settlements:

(1)

Pueblos

- towns with central marketplaces.

(2)

Misiones

- religious settlements for conversion and education.

(3)

Presidios

- forts (often established near

misiones

).

The Spanish Empire was divided into

two Viceroyalties

. Each was ruled by the Council of the Indies, a Viceroy, and an Archbishop:

Nueva España

(New Spain)- in México City

(México, Central America,

S

outheastern North America, and the Caribbean); and

Perú

- in Lima

(all of

South America

except for Brazil).

The Spanish developed a complex

s

ystem of

racial

h

ierarchy

(

s

ocial

c

aste

s

ystem

(

castas

)

):

Peninsulares

(Spanish born in Spain);

Criollos

(Spanish born in New Spain to Spanish parents);

Mestizos

(

b

orn to mixed Spanish and Native American parents);

Indios

(Native Americans); and

Esclavos

(Slaves).Slide109

Problem 10. Aztecs

An Aztec Account of the Conquest of

Mexico.

https

://

sourcebooks.fordham.edu/mod/aztecs1.asp

Describe

the encounter between Cortes and Montezuma.

Describe

the massacre in the main temple.

What

were the cultural confusions between the Spanish and Aztecs in the meeting and the massacre? Explain.Slide110

Lesson 11 Objectives

Students will be able to:

Explain how disagreements over religion became intense in Europe and led leaders to attempt to gain converts and oppose competing religious beliefs;

Explain how religious differences led nations to fight wars against one another;

Describe the social issues that existed in Europe in the 1600s;

Describe the English Revolution and explain how the English gradually gained political rights and freedoms;

Explain how the Glorious Revolution resulted in a constitutional monarchy in England and explain the features of a constitutional monarchy;

Explain why many believed that absolutist monarchs were needed in order to maintain order and stability;

Describe Mannerism and the Baroque Style in Art;

Explain the golden age of literature including the work of William Shakespeare and Cervantes; and

Describe the changes in political thought made by political philosophers such as Hobbes and Locke.Slide111

Wars of Religion

Catholicism

&

Calvinism

became militant by 1560 in winning converts and opposing the other.

Catholic King Philip- reigned in Milan, Sicily, Naples, the Netherlands, Spain

, and its “New” World Empire. Spain saw itself as the nation chosen by God

to save Catholicism

.

The

Netherlands

(which included Belgium) resisted

Philip’s attempt to crush Calvinism there but eventually the Northern provinces broke away and formed the United Provinces of the Netherlands.

Elizabeth I

of England transformed

England

into the

leader of the Protestant nations

of Europe. After her sister Mary’s death, Elizabeth repealed all laws favoring Catholicism but she was a moderate Protestant.

In

1588 Philip sent the mighty

Spanish Armada

(fleet of warships) of 130 warships to invade England

. The

English defeated the Spanish Armada

, which hit a terrible storm in its retreat off of Scotland and dozens of ships sank.

O

nly 67 ships returned. The defeat marked a

turning point of power

from Spain to England.

French Wars of Religion

:

The French Wars of Religion occurred from 1562 to 1598 and were religious civil wars pitting ultra-Catholics against Huguenots (French Calvinists) (nobles were split but only 7% of the people were Huguenots). In 1589,

Huguenot Henry IV became King of France

and

converted to Catholicism

to be accepted. 1598, he issued the

Edict of Nantes

, making

Catholicism

the official religion

but giving

religious freedom to

Huguenots

.Slide112

Social Crisis, War, & Revolution

Economic & Social Problems:

1550-1650 Europe faced

inflation

and population decrease

(from war, plague, and famine), which led to social tensions.

Wars against

witchcraft

occurred

(

Catholic and Protestant). More than 100,000 were charged with witchcraft in Europe in the 1500s

&

1600s.

Thirty Years’ War

:

Beginning in 1618, war raged in

Holy Roman Empire

, which pitted the Catholic emperor against Protestant nobles in Bohemia.

T

he war became political and all major powers in Europe except England fought.

The Peace of

Westphalia

resulted in 300 independent states

, each with the power to

determine its own

religion

, replacing the Holy Roman Empire.

English Revolution

:

Elizabeth I (a Tudor), died in 1603 and her cousin,

James I

(a Stuart) took the throne. James was succeeded by his son

Charles I

; both believed in the

divine right of kings (that kings were chosen to rule by God)

and both opposed the Puritans.

Petition of Right

- 1628 Parliament

limited the king’s power to tax, imprison without cause, quarter troops, and institute martial law.

In 1642, Civil War raged when Charles refused to honor

the new principles. Parliamentary forces (Roundheads) under

Oliver Cromwell defeated the Royalist forces

(Cavaliers)

and executed Charles in 1649

. Cromwell eliminated the monarchy and Parliament and

ruled

as “

Lord Protector

of England, Ireland, and Scotland as a military dictator until his death in 1658.

The Restoration

- in 1660, the monarchy was restored and

Charles II was named king

, but Parliament maintained a great deal of power.

When Charles II died without an heir, James II became king. James was a devout Catholic and named Catholics to important positions.

Glorious Revolution

:

To stop England from becoming Catholic, a group of English

nobles invited the Dutch leader, William of Orange to invade England

. William was married to James II’s daughter Mary.

In 1688 William landed in England and began his march towards London.

James II fled to France

. With almost no bloodshed in the Glorious Revolution,

Parliament offered

William and Mary

the throne

and

England remained Protestant

. William and Mary

accepted the English Bill of Rights- and the limited

constitutional monarchy

. Over the next century

Parliament

, would have

true authority in England

.Slide113

Quick Check

Groups A & C: List the results of the following wars of religion that were fought after the Protestant Reformation:

1. Spain vs. Netherlands

2. Spain vs. England

3. French Catholics vs. French Huguenots

4. Thirty Years War

Groups B & D: List the events that led England to become a Constitutional Monarchy from Elizabeth I through the Glorious Revolution.Slide114

Absolutism

Absolutism

- a system in which the

ruler holds total power and kings receive their powers from God

. These leaders made laws, collected taxes, administered justice, and controlled officials and foreign policy.

France

:

Louis XIV

became king in 1643 at the age of 4 (Cardinal Mazarin, controlled the government until his death in1661). In 1661, Louis

announced his complete control and became the “

Sun King

”

(the source of light for all his people).

Louis established his

court at Versailles

, which served three purposes: (1.) the king’s home, (2.) the location of chief political offices, and (3.) it was the place where people came to seek favors or offices for themselves.

Louis took

control over taxes, foreign policy, and religion

(making Catholicism the official religion). He also

increased the military

to a size befitting a “Sun King” and to ensure the Bourbon dynasty dominated Europe.

Prussia

:

Frederick William the Great Elector emerged as the leader and established a strong military to protect Prussia. His

son, Frederick I became

k

ing

in 1701.

Austria

:

The Hapsburgs lost the German Empire but created a

new Austrian Empire

instead (in present-day Austria, Czech Republic, Hungary, Transylvania, Croatia, and Slavonia).

Russia

:

Ivan IV (known as “

Ivan the Terrible

”) became the first “

czar

” (Caesar) of Russia and crushed the power of the boyars (Russian nobility). Ivan was ruthless

and even stabbed his own son to death over an argument.

When Ivan died a “Time of Troubles” resulted until the Parliament named Michael Romanov as the new czar in 1613.

The

Romanov

dynasty ruled until 1917

. The best Romanov czar was

Peter the Great

who westernized Russia

and made it a great military nation by his death in 1725.Slide115

European Culture

Mannerism

:

Art movement

in Italy in the 1520s and 1530s, which ended the artistic Renaissance- used

elongated figures to show suffering, heightened emotions, and religious ecstasy

. The movement was influenced by religious upheavals, tensions, and the Reformation. The most famous painter was “

El Greco

.”

Baroque

Period

:

Art movement that replaced Mannerism

around 1600 and included

richly detailed

buildings at Catholic courts in Madrid, Prague, Vienna, and Brussels. It tried to

bring together the classical ideals of Renaissance art and the 16th Century religious revival

.

Dramatic effects

were used to

arouse

emotions

. The most famous architect- Gian Lorenzo

Bernini

(St. Peter’s Basilica).

Golden Age of

Literature

:

In Elizabethan England, theater and drama were enjoyed by all (even the lower classes).

William Shakespeare

was best known for writing

tragedies, comedies, and sonnets

, but he was also an actor and shareholder in performance troupes.

In Spain,

Miguel de

Cervantes

(

Don Quixote

)

tried to imitate the dual nature of Spanish society (the visionaries (Don Quixote) and the realists (Sancho

Panza

)).

Political Thought:

Thomas Hobbes

(

Leviathan)

: before society was organized human life was “solitary, poor, nasty, brutish, and short.”

To save people from destruction they made a social contract and agreed to form a state

. People turned to

absolute leaders

.

John Locke

(

Two Treatises of Government

): argued

against absolute rule of one person

. Before states were organized people lived in a

state of equality and freedom, not war. In the state of nature, people had certain universal

natural laws

that they were born with (life, liberty, and property). Problems existed

in the state of nature, causing people to

turn to social contracts and government

but the people had the

right to rebel against a repressive or dysfunctional government

.Slide116

Quick Check

Groups 1 & 3: List the characteristics of Constitutional Monarchy. How was life like for the average person within a Constitutional Monarchy?

Groups 2 & 4: List the characteristics of Absolutism. How was life like for the average person with an Absolutist leader?Slide117

Problem 11. Witch Hunts

University of Pennsylvania. Dept. of History: Translations and Reprints from the Original Sources of European History, University of Pennsylvania Press. Vol III: 4, pp, 7-10 (Papal Bull), 10-13 (Hammer).

https://

sourcebooks.fordham.edu/source/witches1.html

Why

were Europeans interested in finding witches in the 1500s and 1600s?

How

tools were used to identify witches?

What

would happen to a person accused of being a witch?Slide118

END OF UNIT Lesson 12-13 Objectives

Lesson 12: Review- Students will review and refine their understandings of the unit content objectives.

Lesson 13: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.Slide119

World History

Unit II: Revolution & Enlightenment in the Early Modern WorldSlide120

Lesson 14 Objectives

Students will be able to:

Explain how scientists in the Middle Ages simply studied and accepted the work of the ancients in the field of science and technology;

Explain how scientists during the Scientific Revolution no longer simply accepted the work of the ancients but turned to observation and experimentation for new advances in science and technology;

Describe the advances in mathematics and science that were made during the Scientific Revolution, the key theorists, and their discoveries;

Describe the progression of discoveries made with regards to astronomy and how the Church reacted to them;

Describe the advances in medicine and chemistry as well as the contributions made by women;

Explain Rationalism and the theories of Descartes; and

Explain how Francis Bacon introduced the Scientific Method and describe the Scientific Method.Slide121

Causes of the Scientific Revolution

Causes of the

Scientific Revolution

:

Medieval scientists

, known as “natural philosophers,”

relied on ancient authorities

(like Aristotle) for their scientific knowledge.

Renaissance

reading of

Greek

&

Latin sources

revealed that

not all ancients agreed

with Aristotle or the “accepted” authorities.

New technical problems

- exploration and long-distance ocean travel, required accurate measurements and new observations.

The invention of new instruments

like the telescope

and microscope opened up new worlds of science.

The printing press

greatly expanded scientific knowledge and information throughout the world more quickly.

Advances in math

also greatly advanced science:

François Viète (France) used letters to represent unknowns (as in algebra) and laid the foundation for trigonometry;

Simon Stevin (Flanders) introduced the decimal system; and

John Napier (Scotland) invented a table of logarithms.

Renaissance mathematicians like

Nicolaus Copernicus, Johannes Kepler, Galileo Galilei, and Isaac Newton expanded upon the knowledge of the ancients, proposed, and defended new theories.

Discoveries in

Astronomy

:

Ptolemaic Universe

of Middle Ages (

geocentric

- Earth at the center

and all other bodies rotating around it) was questioned.

In 1543,

Nicolaus Copernicus

(Poland) published

On the Revolutions of Heavenly Spheres

(

heliocentric

- sun was at the center

and all other bodies rotated around it; and that the

earth rotated on its axis

).

Johannes Kepler

(Germany) agree but argued the

planetary orbits were

elliptical

(egg-shaped) not circular

-

Kepler’s First Law.

Galileo Galilei

(Italy) with his telescope Galileo argued that what was seen were

planets, not just orbs of light

.

Isaac Newton

(England) wrote

Principles of Natural Philosophy,

in which, he described his three laws of motion that govern planetary bodies. Most significantly, his law of

gravity

explained all motion in the universe.

Slide122

A Break from Medieval Science

Medieval Astronomy

:

Universe:

Earth-centered

;

Stars and Planets: pure

orbs of light; move in perfect circles

;

Motion: all motion was caused by a

prime mover (God)

; and

Method of Investigation: observation of natural events.

Scientific Revolution

:

Universe:

Sun-centered

;

Stars and Planets: made of

material substance; move in elliptical orbits

;

Motion:

gravity governs motion

of objects on Earth and of planetary bodies; and

Method of Investigation: observation of natural events and

experimentation to test possible explanations

.

Advances in Medicine

:

Medieval medicine

centered on the teachings of the ancient

Greek physician Galen

(100s A.D.) but Galen

relied on animal dissections

and was often wrong.

In the Scientific Revolution,

Andreas Vesalius and William Harvey

dissected

humans

at the University of Padua to get a better sense of the human body.

Advances in Chemistry

:

Robert Boyle (properties of gases) and Antoine Lavoisier (system of naming chemicals).Slide123

Quick Check

Groups A & C: List the major scientific breakthroughs made during the Scientific Revolution. Which was the most important and why?

Groups B & D: List the understandings of astronomy during the Middle Ages. List the understandings of astronomy during the Scientific Revolution. Why would the Catholic Church see the new discoveries in astronomy as a threat?Slide124

Philosophy & reason

Women’s Contributions:

Margaret Cavendish

(England)- female

philosopher

who argued against man as the master of nature.

Maria Winkelmann

(Germany)- female

astronomer

worked with husband and discovered a comet.

Philosopher

René Descartes

(France):

“I think, therefore I am.”

“The mind cannot be doubted but the body and material world can, the two must be radically different.”

Matter

was something totally

detached from the mind

and

could be investigated by reason.

Rationalism

-

theory that reason is the chief source of knowledge.

Scientific Method

: a systematic procedure for collecting and analyzing evidence.

Invented by the English philosopher

Francis Bacon

.

Bacon believed that scientists should learn by using

inductive reasoning

.

From observing nature, scientists produced

hypotheses

(theories)

and then used carefully designed

experiments

to test

the hypotheses, which

led to accurate general principles

.

Much of Bacon’s motivation was to use science to “conquer nature in action.” In other words, humans could dominate nature and the science and technology that accompanied it.Slide125

Problem 12. Trial of Galileo

The Trial of Galileo: An Account, Douglas O. Linder.

http://

www.famous-trials.com/galileotrial/1014-home

Which

of Galileo’s beliefs came into conflict with the Church?

What

was Galileo’s response to the allegations against him?

What

ended up happening to Galileo during and after the Inquisitorial proceedings?Slide126

Lesson 15 Objectives

Students will be able to:

Explain the causes of the Enlightenment and who the

philosophes

were;

Describe the governmental changes called for by Montesquieu;

Explain Voltaire’s position on religious tolerance and describe Diderot’s contributions to the Enlightenment;

Explain Adam Smith’s economic theories and Beccaria’s theories on crime and punishment;

Explain Rousseau’s theories related to social contracts;

Describe Mary Wollstonecraft’s contributions to women’s rights;

Explain the role of literacy rates and the printing press in spreading knowledge and information in the Enlightenment; and

Describe John Wesley’s experience and the new Methodist Church.Slide127

Path to the Enlightenment

Enlightenment

: 18th century intellectual and philosophical movement that applied the scientific method and

reason

to gain an understanding of the whole world.

John Locke

- people are molded by

experience

; if environments were changed and people were

exposed to the right influences

, then people could be changed and develop a new and

better society

.

Isaac Newton

- believed that if

natural laws could be uncovered

through systematic investigation for the

physical world, so too could

natural laws

be uncovered for

governing human society

, leading to an ideal society.

Ideas of the

Philosophes

:

Intellectuals the Enlightenment were known as

philosophes

. Most were writers, professors, journalists, economists, and social reformers.

Reason

(an appeal to facts) and rational criticism was applied to everything, including religion and politics.

Charles-Louis de Secondat, Baron de

Montesquieu

:

French noble who wrote

The Spirit of the Laws

in 1748 as a study of government. He

tried to find the

natural laws

that govern social and political relationships of human beings.

3

ideal types of governments: (1) republics (small states); (2) despotism (large states);

&

(3) monarchies (mid-size states).

Governments should be broken up into

branches

based on their functions through a

separation of powers

that could then be limited and could

control each other through a system of

checks and balances

. His ideas were worked into the U.S. Constitution.

François-Marie Arouet, or simply

Voltaire

:

Middle-class Frenchman who urged for

religious toleration

and in 1763 wrote

Treatise on Toleration

.

D

eist (

deism

- religious philosophy based on reason and natural law).

God

made the world, set it into motion, and then let it operate

without his interference according to natural laws.

Denis

Diderot

:

Diderot was a writer who wrote a

28-volume

encyclopedia

or a collection of enlightenment knowledge

. Many of his articles attacked religious intolerance and pushed for social, legal, and political reforms.Slide128

New Social Sciences

Economics

:

French economists argued for

free enterprise with as little government interference as possible

. They argued for a

laissez-faire

policy

, or to let (people) do (what they want) in terms of economics.

Adam Smith wrote

The Wealth of Nations

in 1776 and argued for

laissez-faire

governmental policies. He believed that the government only served three purposes: (1) protect society from invasion; (2) defend citizens from injustice; and (3) to complete public works projects necessary for trade.

The Wealth of Nations

argued for

free capitalism

, which would improve the economy.

Criminal Justice

:

Cesare Beccaria

wrote

On Crimes and Punishments

in 1764, arguing that

corporeal and capital punishments did not deter

others from committing crimes.

Social Contract Theory

:

Jean-Jacques

Rousseau

argued that

people adopted laws and government in order to preserve their private property

. He argued in his 1762 work,

The Social Contract

, that through a social contract an entire

society agrees to be governed by its general will

. Since everyone is part of society, all people must abide by the social contract. Liberty, is achieved by following what is best for the “general will.”

Rousseau valued reason and emotions in developing the human mind

and argued that education should foster a child’s natural instincts. He also argued that women should be educated in their roles as wives and mothers by learning obedience and nurturing skills.Slide129

Spread of Ideas

Women’s Rights

:

For centuries intellectuals argued that nature made women inferior to men.

Mary Wollstonecraft

, who wrote

A Vindication of the Rights of Women

, argued that the

Enlightenment stood for the ideal of reason in all human beings, not just men

. Since

women have reason, they are deserving of the same rights

as men in education, economics, and political life.

Growth of Enlightenment:

Ideas spread rapidly

to the educated due to the

printing press

and the growth of the

literate

population

.

New books often targeted the newly literate middle-class (including women and artisans).

Newspapers and magazines

for the general public spread ideas.

F

irst daily newspaper printed in London in 1702.

Salons

, elegant drawing rooms of the

wealthy urban houses, were places that invited guests could debate and discuss new ideas and

philosophes

. These gatherings helped to spread Enlightenment ideas.

Religion:

Most Europeans during the Enlightenment were Christians

and sought a deeper devotion to God.

Methodist Church

-

John Wesley

, an Anglican minister, had an experience of God’s grace and went on a mission to

spread “glad tidings” to the English people about

salvation

. He preached in open fields, in halls, and cottages. His sermons caused people to have conversion moments and appealed to lower and middle-classes in England. After Wesley’s death,

Methodism became a new Protestant religion.Slide130

Quick Check

Groups 1 & 3: List the beliefs held by the following Enlightenment

philosophes

and why did beliefs spread so easily throughout Europe and North America.

1. John Locke

2. Montesquieu

3. Voltaire

4. Rousseau

Groups 2 & 4: List the beliefs of the following Social Reformers and why their beliefs spread so easily throughout Europe and North America

1. Adam Smith

2. Cesare Beccaria

3. Mary Wollstonecraft

4. John WesleySlide131

Problem 13. Women’s Rights

Vindication of the Rights of Women, Mary Wollstonecraft (1792).

https://

sourcebooks.fordham.edu/mod/MW-VIND.asp

Why

did Wollstonecraft write her book?

Did

Wollstonecraft convince you that Women’s Rights had a place within the Enlightenment?Slide132

Lesson 16 Objectives

Students will be able to:

Summarize the Enlightenment’s political beliefs and how they impacted European governments;

Explain the concept of Enlightened Absolutism and why it was believed to be necessary;

Assess the impact of Enlightened Absolutism in places such as Prussia, Austria, and Russia;

Describe the War of Austrian Succession and why it turned into a major European conflict;

Explain the results of the Seven Years War in Europe, India, and North America;

Describe the new Baroque and Rococo styles in art and architecture; and

List the important musical composes in the Baroque and Classical genres.Slide133

Enlightenment & Absolutism

Enlightenment

p

olitical beliefs

influenced European politics:

Equality

before the law;

Freedom of

religious worship

;

Freedom of

speech

;

Freedom of

press

; and

Right to

assemble, hold property, and pursue happiness

.

Declaration of Independence

: “We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.”

To preserve natural rights, most

philosophes

believed that people needed

enlightened rulers

who would

obey the laws and enforce them fairly for all subjects

. Most thought only strong monarchs could do so.

Enlightened Absolutism

: a type of government whereby rulers tried to

govern by Enlightenment principles while maintaining their royal powers

. Many leaders of Europe looked willing to make Enlightenment changes in their countries but

political reforms were limited

, and when they were enacted, many failed.

Prussia

: Frederick William I made Prussia a strong nation based on a strong military. Subjects were devoted to the king and the values of obedience, honor, and service. Frederick II (Frederick the Great) was well-educated and cultured but maintained serfdom and a rigid social structure. He avoided Enlightenment reforms beyond freedom of speech, press, religion, and no torture.

Austria

: In 1740, Maria Theresa took the throne and attempted to centralize and strengthen her diverse empire. Although she worked to improve lives for the serfs, she did not commit to Enlightenment reforms. Her son Joseph II abolished serfdom and the death penalty. He made everyone equal under the law and allowed for religious toleration

but alienated nobles, Church, and serfs.

Russia

: From 1762-1796 Catherine the Great ruled. She invited Diderot to Russia and seemed interested in reforms but could not bring herself to make any major reforms to society. She continued Russian feudalism and her policies favored the nobility.Slide134

Quick Check

Groups A & C: List the rights and liberties of the individual expressed during the Enlightenment. How were those made a reality in the United States?

Groups B & D: What was enlightened absolutism and explain whether it worked or failed in the following:

1. Prussia

2. Austria

3. RussiaSlide135

Seven Years War

War of

Austrian

Succession

(1740-1748):

In 1740,

Charles VI died without a male heir. His daughter Maria Theresa took the throne

.

In the confusion,

Frederick II of Prussia invaded Austrian

Silesia

and

France sided with Prussia

against mutual enemy Austria.

Austria allied itself with Great Britain

.

In 1748, the Treaty of Aix-la-Chappelle returned all land to its former nation except Silesia.

Following the war Maria Theresa worked diplomatically to break up the French and Prussian alliance.

Diplomacy

changed alliances

. Two new rivalries replaced the long-standing rivalry between France and Austria. The new rivalries were Britain v. France and Austria v. Prussia.

Seven Years War in Europe-

in 1756

France, Austria, and Russia now fought a war against Britain and Prussia

.

Russia withdrew when Peter III became czar out of admiration for Frederick the Great of Prussia. The result was a stalemate.

W

ar ended in 1763 and

all land was once again returned

to prior nations except Austria finally recognized Prussian control of Silesia.

Seven Years War in India

:

I

n India it was a war between France and Great Britain.

Britain won because it were more persistent

and the French withdrew.

Seven Years War in North America

:

I

n North America it was also a

war between France and Great Britain over

colonies

. France used its sparsely populated empire in North America for trade (fur, leather, fish, and lumber). Great Britain established thirteen prosperous and more populated colonies.

M

ainly in the

Ohio River Valley and near Quebec

and the French (and native allies) won several key battles at first but the British defeated the French fleet and won key battles on the Plains of Abraham (outside of Quebec), Montreal, the Great Lakes,

&

Ohio.

Treaty of Paris ended the war and the French gave up Canada and the lands to the east of the Mississippi River

. France’s ally Spain lost Florida but took control of France’s Louisiana Territory.Slide136

Enlightenment & The Arts

Architecture & Art:

Grand royal palaces inspired by

Versailles

but modeled after the Italian

baroque-style were built it Austria and Sweden

(architect Balthasar Neumann).

New artistic style called

rococo

developed by 1730s emphasizing

grace, charm, and gentle action

. The highly secular style made use of

delicate designs colored in gold with graceful curves

. It spoke to the pursuit of pleasure, happiness, and love.

Baroque Musical Style

:

Johann Sebastian

Bach

(Germany)

Mass in B Minor

.

George Frideric

Handel

(Germany but spent most time in England)

Messiah

.

Classical Musical Style

:

Franz Joseph

Haydn

(Hungary but spent time in England)

The Creation;

and

The Seasons

.

Wolfgang Amadeus

Mozart

(Austria)

Gave his first harpsichord concert at age 6 and wrote his first opera at age 12;

The Marriage of Figaro

;

The magic Flute

; and

Don Giovanni

.

Literature: realistic social themes rather than heroic deeds and supernatural.

Novels- popular with middle-class.Slide137

Problem 14. Music

Compare Bach’s

Mass in B Minor

to either Mozart’s

The Marriage of Figaro,

or

The Magic Flute

.

Bach:

https://

www.youtube.com/watch?v=lnrHhYSGzd4

Mozart,

The Marriage of Figaro

:

https://

www.youtube.com/watch?v=ikQNFqVkNNc

Mozart,

The Magic Flute

:

https://

www.youtube.com/watch?v=s2Gedb05J5M

Compare

the tempo.

Compare

the mood.

What

did you envision while listening to each?

How

did each make you feel while listening?

Which

was more pleasing to hear? Why?Slide138

Lesson 17 Objectives

Students will be able to:

Explain how the United Kingdom of Great Britain came into existence;

Describe how the growth of trade and prosperity led to British colonization around the world;

Explain how British taxation after the Seven Years War led to the American Revolution;

Explain the outcome of the American Revolution;

Describe the fears of the American Founding Fathers and their creation of the Articles of Confederation;

Explain the failure of the Articles of Confederation and creation of a new Constitution based on Enlightenment principles; and

Explain the Enlightenment principles found in the American Bill of Rights.Slide139

Great Britain & The American Revolution

United Kingdom of Great Britain

:

N

ation formed in 1707 with the

unification of England & Scotland

(people were the

British

);

Power in government shared between the

monarch

and

Parliament

. King chose ministers

but Parliament made laws, levied taxes, and passed a budget.

Hanoverian Dynasty

-

1714 when the

Stuart Queen Anne died without an heir

. Her nearest relatives from the

German state of Hannover took power. George I

did not even speak English and since George I and II did not know the British system well, the ministers dealt directly with Parliament. 1721-1742 Prime Minister Robert Walpole led a peaceful foreign policy.

The growing

middle class favored expansion of trade and a British world empire

. Prime Minister William Pitt the Elder acquired Canada and India through the

Seven Years War

.

The Thirteen American Colonies were well-populated and prosperous trading colonies of more than 1 million people by 1750.

The American Revolution:

After the Seven Years War the British began

taxing

its Colonies

to help pay down its war debt and to pay for a standing army to defend the Colonies. In 1765 Parliament passed the Stamp Act but it was soon repealed due to violent protest. One crisis followed another in the Colonies, eventually leading to the American Revolution.

April 19, 1775 the

shot heard ‘round the world

in Lexington

, Massachusetts occurred. Soon after the Second Continental Congress established an

army and made George Washington the commander-in-chief

.

On July 4, 1776, the American Colonies approved the

Declaration of Independence

, largely written by

Thomas Jefferson

.

American Allies were critical to their war effort. After the Battle of Saratoga the

French not only supplied money and weapons to the Patriots, but it also sent its navy and a large land force

to help the Americans against the British.

The

Spanish and Dutch also supported the Patriots

. The British now faced European foes as well as American foes.

In 1781, General Charles

Cornwallis surrendered to the French and Americans at Yorktown

, essentially ending the war and the Treaty of Paris officially

recognized the

independence

of the United States of America

as a new nation.Slide140

New American Government

Fears of the Founding Fathers

:

Feared a

strong centralized government

so they ratified a constitution known as the

Articles of Confederation

, which created a weak central government but it

was far too weak and failed

.

In 1787, delegates from the states met in Philadelphia at the

Constitutional Convention

to revise the Articles of Confederation but ended up drafting a

new constitution

.

U.S. Constitution:

Federal system with a

national and state governments that shared powers (

Federalism

)

;

The national government was

separated into three

branches

: legislative (makes the laws); executive (enforces the laws); and judicial (interprets the laws)

, all based on the theories of

Montesquieu

.

Each branch had the

power to

check or restrain

the acts of the other branches

, also based on Montesquieu.

The

Legislative

branch was further divided into two branches: the

Senate and House of Representatives

.

The

Executive

branch was headed by a

President

who served a 4-year term.

The

Judicial

branch was led by the

Supreme Court

and other lower federal courts.

Bill of Rights (The First 10 Amendments)

:

12 Amendments were proposed but only 10 were ratified to make up the American Bill of Rights.

The Bill of Rights guaranteed

freedom of religion, speech, press, petition, assembly

. They gave the right to

bear arms and protected against unreasonable searches and seizures

. They guaranteed the right to

trial by jury, due process of the law, and the protection of property rights

.

Many of the rights in the Bill of Rights

came from the

natural laws

proposed by

John Locke

.

Many people in Europe saw the American Revolution as a

proof that Enlightenment principles

were possible.Slide141

Quick Check

Groups 1 & 3: List the Enlightenment principles, expressed in the Declaration of Independence, that inspired the American Revolution.

Groups 2 & 4: List the Enlightenment principles, incorporated into the new American republic.Slide142

Problem 15. Declaration of Independence

Preamble of the Declaration of Independence of the United States of America, July 4, 1776.

https://

www.archives.gov/founding-docs/declaration-transcript

Identify

all Enlightenment principles that you can in the Preamble of the Declaration of Independence of the United States. Identify the Enlightenment philosophe associated with each principle that you listed.Slide143

Problem 16. Bill of Rights

Amendments 1-10 of the Constitution of the United States of America, March 4, 1789 (Ratified December 15, 1791).

http://

hrlibrary.umn.edu/education/all_amendments_usconst.htm

Identify

all Enlightenment principles that you can in the Bill of Rights of the United States. Identify the Enlightenment philosophe associated with each principle that you listed.Slide144

Activity Lesson 18-19 Objectives

Students will be able to:

D

emonstrate

understanding of the unit objectives through a Talk Show Project based either on the Renaissance, Reformation, Scientific Revolution, or Enlightenment.Slide145

Lesson 20 Objectives

Students will be able to:

Explain France’s Three Estates;

Describe the causes of discontent among the

Bourgeoisie

in the late 1700s;

Explain the actions taken by the Estates General when Louis XVI called it in 1789;

Explain the causes and effects of the storming of the Bastille;

Explain the rights given to citizens in the Declaration of the Rights of Man; and

Describe the events that led to the end of the “

Ancien Régime

.”Slide146

France’s Three Estates

First Estate-

clergy

;

0.5% of society and owned

10% of the land

. Did not have to pay the

taille

(France’s chief tax

).

Cardinals, Bishops, and Abbots were from noble families, whereas common priests were poor commoners.

Second Estate-

nobles

;

1.3% of society and owned

25-30% of the land

. Did not have to pay the

taille

.

Often held leading positions in the government, military, law courts, and Catholic Church.

Third Estate-

anyone else

(from the poorest peasant to the wealthiest merchant)

.

98.2% of society and owned 60% of the land.

Third Estate was divided into subgroups based on occupation, level of education, and wealth.

80% of the Third Estate were peasants

and owned 35% of the land in France but nearly half had no land at all.

20% of the Third Estate were the

Bourgeoisie

(Middle-Class merchants, bankers, industrialists, and professionals)

and owned 25% of the land in France.

Discontent of the

Bourgeoisie

:

Many were

dissatisfied with the privileges held by the nobles

. Many tried to level the playing field with the nobles. About 6,500 received new titles of nobility and joined the Second Estate during the 1700s.

Many held

Enlightenment ideas

and were upset with privileges and social ordering.

Financial crisis

-

bad harvests in 1787-1788, slowdown in manufacturing,

rising price of food, and unemployment

hurt the economy and people. Despite this, the king spent money on war, the American Revolution, and luxuries.Slide147

1789 Estates General

France’s National Assembly, the

Estates-General

, had not met since 1614 but the

financial crisis required

King Louis XVI

to call a meeting

, which was held in Versailles on May 5, 1789.

First and Second Estate had 300 representatives. The

Third Estate

had 600 representatives, most of whom

wanted to set up a constitutional government and abolish tax exemptions for the nobles and clergy

.

Traditionally each estate had one vote but the Third Estate demanded that each member should vote.

June 17, 1789-

Third Estate announced it was now the

National Assembly

and would draft a constitution.

June 20, 1789-

doors were locked

. They moved to a

nearby indoor tennis court

and vowed to keep working until they had a new constitution. This became known as the Tennis Court Oath.

King Louis XVI threatened to use force against the Third Estate.

July 14, 1789 about

900 people stormed the

Bastille

(French prison and armory) looking for ammunition. After 4-hours of fighting the rebels succeeded; they released the 7 prisoners inside and cut off the warden’s head. They did not find any guns or ammunition inside so they instead demolished the building.

When the king heard about the fall of the Bastille he realized that a revolution loomed and had no power.

Peasants, fearful the revolution would be crushed by foreign troops, stormed into noble homes and

destroyed records of their feudal obligations

in what became known as the “

Great Fear

.”Slide148

Quick Check

Groups A & C: List the people who made up the three French Estates and their feelings towards King Louis XVI.

Groups B & D: List the events that led to the storming of the Bastille. Why was the storming of the Bastille so important in French history?Slide149

End of the Old Regime

August 4, 1789 the National Assembly

abolished all legal privileges of the nobles and clergy

.

Declaration of the Rights of Man and the Citizen

:

August 26, 1789 the National Assembly passed the Declaration of the Rights of Man based on the English Bill of Rights of 1789, the American Declaration of Independence, and American Constitution.

The document provided for the

natural rights

of man to “liberty, property, security, and resistance to oppression.”

It declared that

all men were free and equal before the law. Freedom of speech and press

were affirmed. It also announced that

public office should be based on merit

and not privilege and

abolished taxation exemptions

.

King Gives In

:

August 5, 1789 the king saw armies of women marching towards Versailles with broomsticks, pitchforks, and guns.

After meeting with the starving women, King Louis XVI accepted the decrees and moved his family back

to Paris

with wagonloads of flour.

Catholic Church:

Rebels wanted

Catholic Church land

as part of its reform. National Assembly seized Church land and

sold it in order to raise money

.

Civil Constitution of the Clergy was passed- now priests were elected by the people and paid by the state.

New

Constitution of 1791

:

Established a

limited monarchy

. There was still a king but the Legislative Assembly made the laws and all men over 25 who paid a certain amount of taxes were “

active citizens

”

and could vote

; all others were “

passive citizens

” and had rights but could not vote.

All clergy, government officials, and judges were elected

and only local governments could tax.

“

Ancien Régime

” Ends:

1791 the king and his family tried to flee

France in disguise but were captured.

Fearing that Austria would intervene, the French declared war on Austria.

1792 food demonstrations

occurred in Paris and a mob resulted,

calling itself a “

commune

” (or city council of the people), and attacked the royal palace and National Assembly.

Called

“

sans-culottes

” (

without breeches

),

t

he

commune wanted more radical reforms

. The revolution now became violent.Slide150

Problem 17. Declaration of the Rights of Man

Declaration of the Rights of Man, August 26, 1789.

http://

avalon.law.yale.edu/18th_century/rightsof.asp

What

are the similarities between the Declaration of the Rights of Man and the Enlightenment ideas found in the U.S. Declaration of Independence and the U.S. Constitution?

What

are the differences between the Declaration of the Rights of Man and the Enlightenment ideas found in the U.S. Declaration of Independence and the U.S. Constitution?Slide151

Lesson 21 Objectives

Students will be able to:

Explain the immediate causes that pushed the French Revolution towards increased violence and radicalization;

Describe the First Republic and the threats of invasion made by the other nations of Europe;

Describe the execution of Louis XVI and Marie Antoinette;

Explain why France needed a Committee of Public Safety and describe its Reign of Terror policies;

Describe the violence experienced throughout Paris and France during the Reign of Terror;

Explain how France built a 1-million man people’s army; and

Describe the Directory government and the issues it faced.Slide152

Radicalism

1792 France:

With food shortages, military setbacks, and royalist conspiracies King Louis XVI’s reign was coming to an end.

New Minister of Justice,

Georges Danton, led the

sans-culottes

to attack the palace

and the king went to the Legislative Assembly for help. That failed as well due to rumors that nobles were conspiring to defeat the revolution.

In September, violence left thousands dead. The

people chose a new leader for the revolution, Jean-Paul Marat.

First Republic

:

September, 1792 a new constitution was drafted and the

National Convention

made up entirely of the Third Estate (professionals, lawyers, and property owners) continued to rule France.

September 21, 1792 the National Convention

abolished the

monarchy

and instituted the

French Republic

.

The fate of the king was debated.

The Girondins

-

conservative deputies

who mostly lived outside of Paris, feared the mobs, and wanted to keep the king alive.

The Mountain

-

radical deputy group

that included many of the Jacobin Club, wanted to execute the king.

The Plain

-

neutral deputies

that did not belong to either group and were in the majority.

The Mountains won and on January 21, 1793

King Louis XVI and Marie Antoinette were executed by

guillotine

.

Threat of Invasion:

Fearful that the revolution would spread

Austria, Prussia, Spain, Portugal, Britain, and the Dutch Republic readied for war

against France to crush the revolution.

In response, the French gave broad powers to the radical

Committee of Public Safety

, led briefly by Georges Danton and then by

Maximilien Robespierre

. Slide153

Reign of Terror

Reign of Terror

- new policies of the Committee of Public Safety to defend France from domestic threats

.

Revolutionary Courts

- established to try traitors and counterrevolutionaries. 40,000 were executed, most by guillotine.

Revolutionary Armies

were set up to bring rebellious cities under control of the National Convention.

De-Christianized society

- looting church property, removing “Saint” from street names, encouraging priests to marry, and a new calendar with September 22, 1792 as the first day. Nevertheless most people remained Catholic.

Blood from guillotines ran along the streets

. The commander of the revolutionary army proudly announced: “The road is strewn with corpses. Women, priests, monks, children, all have been put to death. I have spared nobody.” Executions included:

Clergy- 8%

Nobles- 10%

Third Estate- 82%

Committee of Public Safety said the

bloodshed was temporary

and the true

“Republic of Virtue” would follow

.

Republic of Virtue

- democratic-republic of good citizens

.

People now called themselves

citoyen

(men) and

citoyenne

(women) instead of

monsieur

and

madame

.

Laws- required

p

rimary school

education

and set

prices

on essential goods like food and clothing.

Women played key roles in the revolution, yet they had no official power.Slide154

A Nation in Arms

The Committee of Public Safety

instituted a

levee en masse

(mass uprising), and called upon French men and women to prepare for war

.

By September 1794 there were

1-million

soldiers in the French army

.

People’s Army pushed back foreign invaders and conquered Austrian Netherlands

(

west Belgium

&

Luxembourg).

By the summer of 1794 the French

defeated international foes

and there was

no longer a need for Reign of Terror

.

Robespierre continued the Reign of Terror to arrest and execute any enemies of the revolution

.

Deputies in the National Convention

guillotined Robespierre

on July 28, 1794

and the Reign ended.

The Directory

:

The Constitution of 1795 set up a two house legislature:

Lower House- the

Council

(500) wrote law proposals; and

Upper House- the

Council of Elders

(250) accepted or rejected the proposed laws.

The

executive was a 5-member committee called “The Directory.”

P

roperty owners or renters of land worth a certain amount

were allowed to vote (only 30,000 qualified).

The Directory government lasted form1795-1799 and became known for corruption.

Facing conservative and radical enemies the Directory relied on the army to stay in power.

In 1799, the military general,

Napoleon Bonaparte

toppled the Directory in a

coup d'état

(government overthrow).Slide155

Quick Check

Group 1: List the events that led to the execution of Louis XVI.

Group 2: List the actions taken by the Committee of Public Safety during the Reign of Terror.

Group 3: List and describe the branches of government of the new French Republic under the Constitution of 1795.

Group 4: Brainstorm and list the reasons why the French Revolution become so violent in France and why it spread abroad.Slide156

Problem 18. Citizens

Maximilien Robespierre Speech, October 1789.

“The Injustices of the Laws and Favor of Men at the Expense of Women,” by Etta Palm d’Aelders, December 1790.

What

are the similarities between the two points of view?

What

are the differences between the two points of view?Slide157

Lesson 22 Objectives

Students will be able to:

Explain how Napoleon ended the French Revolution;

Explain Napoleon’s vision for a French Empire and explain his goals and how he accomplished French expansion;

Defend of Reject Napoleon as a preserver of the French Revolution;

Explain Napoleon’s military failures that led to his fall; and

Describe Napoleon’s final defeat.Slide158

Napoleon Bonaparte

Background

of

Napoleon Bonaparte

:

Born in 1769 on Corsica to a middle-class Italian family of minor nobility;

He went to military school and was commissioned as a Lieutenant in the French army;

By 24 he was a Captain and popular with his troops;

During the

French Revolution he rose to Brigadier General

and in 1796 he was commander of the French army in Italy, won a series of key battles, and took possession of parts of northern Italy for France; and

Napoleon also seized parts of British Egypt but it was later lost when the British defeated the French navy.

In 1799,

Napoleon led the

coup d'état

that overthrew the Directory government

.

Although on paper Napoleon set up a republic, he was actually a

dictator and was called the “first consul.”

In 1802, Napoleon was made

consul for life

. In 1804, he

crowned himself

Emperor Napoleon I

.

Napoleon’s France:

Peace with the Church

;

Napoleon was not religious but wanted peace with the Church since most French were Catholic but he did not return seized Church lands.

Code Laws

;

Before the Revolution, France had many different law systems. Napoleon established a uniform system of Civil Code or

Napoleonic Code

. The statutes

preserved revolutionary ideals like equality, religious toleration, economic freedom, and abolition of feudalism

.

Strong Central Government

(promotions based on merit and not birth);

Preservation of the Revolution

(or at least he claimed to). In reality

l

iberty was replaced by despotism

.Slide159

Napoleon’s Empire & His Fall

War with Britain, Austria, Russia, Sweden, and Prussia:

Napoleon’s army defeated the Austrian, Prussian, and Russian armies

and turned to expansion of his empire (that he hoped would last centuries).

Napoleon’s Empire grew and he now became leader of (1) the French Empire (enlarged French nation), (2) dependent states (kingdoms where he placed relatives on the throne), and (3) allied states (countries defeated by Napoleon). Within his empire, Napoleon hoped to spread the liberal reforms of the French Revolution.

(1) Napoleon’s First Mistake: The Continental System:

Napoleon’s Failure to conquer

Britain

(because of its strong navy) and defeat at Trafalgar in 1805 ended his desire to invade Great Britain.

Instead, he focused on a naval blockade to prevent British goods from being traded in Europe called

The Continental System.

It failed because people in Europe resent Napoleon’s attempt to control them.

(2) Napoleon’s Second Mistake: The Peninsular War:

Napoleon controlled Spain but wanted Portugal

too. 1808-1814 Napoleon lost many men on the Iberian peninsula and never defeated Portugal;

(3) Napoleon’s Third Mistake: The Invasion of

Russia

in 1812

:

Russians failed to do battle and retreated further into Russia, burning their own villages and fields along the way to prevent Napoleon’s troops from finding food (scorched earth policy).

When Napoleon’s arrived at

Moscow, the city was on fire and there was no food

. He decided to abandon Russia in the

“

Great Retreat

.”

Many men starved and froze to death in the Russian winter.

Of the

600,000

men

in his Grand Army,

fewer than

40,000

made it to Poland

in January 1813.

A sense of

nationalism

(the sense of unique

identity of a people based on a common language, religion, and national symbols

) also hurt Napoleon and

conquered people united to overthrow

the

invaders

.

The defeat of Napoleon in Russia caused a

series of uprisings against France across Europe

. Napoleon was sent into

exile on the Island of Elba

and the invading forces restored Louis XVI’s brother Louis XVIII to the throne of France.

Napoleon’s Return:

Napoleon

snuck back into Paris

on March 20, 1815. He convinced his troops to rejoin him, shouting “Vive l’Empereur!”

Raising a new army, Napoleon met a combined British and Prussian army

under the Duke of Wellington on June 18, 1815 at the

Battle of Waterloo

in Belgium

. Following his

defeat Napoleon went into exile on the Island of St. Helena

where he remained until his death in 1821.Slide160

Quick Check

Groups A & C: List the achievements of Napoleon Bonaparte. Explain how he gained power.

Groups B & D: List the three mistakes of Napoleon Bonaparte. Explain why each was so significant and why he lost power.Slide161

Problem 19. Coup D'état

Napoleon Bonaparte, Coup D'état, September 10, 1799.

http://www.columbia.edu/~

iw6/docs/nap_coup.html

How

does Napoleon describe his coup d’état?

How

does Napoleon make himself look in his description? Explain.Slide162

DBQ Lesson 23-24 Objectives

Students will be able to:

Use primary sources to write an essay

on the French Revolution.

Clearly integrate evidence from the primary sources in writing a cohesive and well-constructed essay on the topic.Slide163

END OF UNIT Lesson 25-26 Objectives

Lesson 25: Review- Students will review and refine their understandings of the unit content objectives.

Lesson 26: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.Slide164

World History

Unit III: Industrialization & NationalismSlide165

Lesson 27 Objectives

Students will be able to:

Explain why the Industrial Revolution began in Britain;

Describe the changes made in the production of cotton cloth from the “Cottage System” to the “Factory System”;

Explain the reasons for the growth of factories;

Explain the importance of the Railroad in Industrialization and Urbanization;

Explain the social changes and how life changed for many people as a result of the Industrial Revolution;

Describe the spread of the Industrial Revolution; and

Describe the development of the new Industrial Middle Class and the Industrial Working Class.Slide166

Industrial Revolution in Great Britain

Great Britain’s Industrial Revolution of the 1780s occurred for several reasons:

1.

Agrarian Revolution

changed agricultural practices.

F

ood supplies increased

(more were fed at lower prices) and income could be spent on manufactured goods;

2.

Population increased and poor moved into towns and cities

, providing a

ready

labor class

for factories;

3. Britain had

capital

(money) to invest

in new machines and entrepreneurs (businessmen) looked for new ways to make a profit based on supply and demand;

4. Britain had

plenty of natural

resources

(rivers, iron ore, and coal)

; and

5. Britain had a large

colonial empire

to sell finished products

.

Cotton Production:

Cottage Industry

- making cotton cloth was a two-step (and labor-intensive) process that took place within a woman’s home:

1.

Spinners

made cotton threat from raw cotton; and

2.

Weavers

wove cotton thread into cloth on hand looms.

Factory System

- inventions changed cotton production- now workers traveled to the machines at

factories

:

1. “

Flying Shuttle

” made weaving more efficient;

2. 1764, James Hargreaves invented the “

Spinning Jenny

” to make spinning cotton into thread more efficient; and

3. 1787, Edmund Cartwright invented the “

Water-Powered Loom

” to make weaving even more efficient.Slide167

Growth of Factories

Steam

Power

:

In 1782,

James Watt

(Scottish engineer) invented engines that could drive machinery using steam power

fired by coal

so factories no longer had to be

located near rivers

.

British cotton

goods became its most valuable product and was sold all over the world:

1760- 2.5 million pounds; 1787- 22 million pounds; and 1840- 366 million pounds.

Coal & Iron

:

Steam power required coal so England’s coal production greatly expanded.

Britain also contained large deposits of iron ore and in the 1780s Henry Cort developed the process of puddling (using coke to burn away impurities in crude iron), which improved high quality iron. 1852, Britain produced more iron than rest of the world combined.

New Factories

:

Factory owners

wanted machines to run constantly

to maximize profits. Workers began

working in

shifts

using

regular hours and repetitive tasks

. Discipline in factories was strict and workers were easily replaceable.

Railroads

:

British railroads developed in early 1800s as a

faster way to move raw materials and finished goods

.

In 1804, Richard Trevithick built the first steam locomotive (only went 5 mph);

In 1813, George Stephenson invented a locomotive with wheels that ran on top of the tracks, improving speed.

In 1829, the Stockton & Darlington Company chose the locomotive, the

Rocket

, to connect the manufacturing town of Manchester to the port town of Liverpool (16 mph); and

By 1880 trains traveled at a speed of 50 mph.Slide168

Quick Check

Groups 1 & 3: List the reasons the Industrial Revolution occurred in Britain in the 1780s and the significance of each.

Groups 2 & 4: Identify the importance of each of the following in the Industrial Revolution:

1. Iron

2. Coal

3. Steam

4

. RailroadsSlide169

Social Changes & Growth

Before the Industrial Revolution

, most people:

W

orked on

farms and in homes

;

Lived in

rural

areas; and

Families

produced things from start to finish

.

After the Industrial Revolution

began, many people:

Bought

manufactured goods

instead of making them at home;

Worked in factories

instead of at home;

Moved from rural areas to

urban areas

, causing population growth, overcrowding, and filth in cities;

Completed

one repetitive task in the process

of production;

Worked

long hours under harsh working conditions

; and

Experienced employment

inequality

(women & children).

Growth of

railroads

rippled through Britain, improved the economy, and led to industrial expansion:

Less expensive transportation led to lower priced goods

;

Lower priced goods allowed

people to buy more products

;

The sale of more products

led to more factories

and more machines;

With more profits, owners expanded, bought new machines, hired more workers,

& made more money.Slide170

Industrialization

Spread of the

Industrial Revolution

:

Europe-

Belgium, France, and the German states

.

North America

- between 1800-1860 the U.S. population exploded (5-million to 30-million), cities developed, the nation industrialized

,

infrastructure (roads, canals, and railroads) improved, and there was a ready labor force

(

women and children from farms migrated to cities).

Urban Growth:

Populations

in Europe grew

from 140-million in 1750 to 266-million in 1850 due mainly to

lower death rates (better nutrition, fewer diseases, and fewer wars)

. Due to increased food,

people were better nourished

and more resistant to illness.

Poverty and Famine (Irish potato famine) led to urban migration as well as migration to America.

Migration from Rural to Urban

locations where factory jobs became available also led to population shifts.

By 1850 London had 2.5 million; 9 cities had 100,000 or more;18 cities had 50,000-100,000; and over 50% lived in towns or cities.

Industrial

Capitalism

- economic system based on industrial production and trade, led to

Industrial Middle Class

.

The bourgeois

(middle class town-dwellers)- often lawyers, teachers, doctors, merchants, officials, artisans, and intellectuals.

Industrial Working Class

- those who worked for low wages in the factories and dangerous conditions, from 12-16 hours per day, 6 days per week (coal mines &

c

otton mills).

Early

Socialism

- economic system where the government owns and controls business and attempts to equitably distribute wealth

.

Karl Marx called them utopians and said their theories were just dreams.Slide171

Quick Check

Groups A & C: List the status of each of the following before the Industrial Revolution and after the Industrial Revolution:

1. Where people lived

2. Where people worked

3. Who completed each step in production

4. What the steps in production involved

Groups B & D: Brainstorm and list the reason why people moved to cities during and after the Industrial Revolution? Why do you suppose people would want to work long hours for low pay in filthy and dangerous factories as opposed to farming?Slide172

Problem 20. population Control

Marjie Boyd, “Thomas Malthus’ Essay on Population,” 2003.

http://

www.victorianweb.org/economics/essay.html

What

does Malthus argue is the cause of society’s problems?

Explain

Malthus’s solution to the problem and the complications that he anticipates.Slide173

Problem 21. Lives of Workers

Betty Harris, Testimony Before the Royal Commission on British Coal Mines, 1842

Friedrich Engels,

The Condition of the Working Class in England in 1844

, 1844.

Describe

the lives of England’s workers in the early 1800s.

If

you were an adviser to the British government in 1845, what changes would you have recommended?Slide174

Lesson 28 Objectives

Students will be able to:

Explain how conservatism prevailed after the French Revolution;

Describe the goals and actions of the Congress of Vienna to divide up Europe and re-establish the old order throughout the continent;

Explain the principles of liberalism that began to spread throughout Europe in the 1840s;

Explain the rise of nationalism across Europe and the challenges that it posed for existing leaders;

Describe the revolutions that occurred throughout Europe in the name of liberalism and nationalism; and

Explain the conservative result for the revolts across Europe.Slide175

Conservatism versus Liberalism

Conservatism-

Congress of Vienna

(peace meeting in Europe following the French Revolution)- goal of the alliance of

Great Britain, Austria, Prussia, and Russia

was to

restore the ruling families of Europe

, to promote

peace and stability

, and limit the impact of the French Revolution.

Re-arranged territories

in Europe to keep any one country from dominating.

A

ttempted to

limit

the forces of change inspired by the

French Revolution

.

P

romoted

conservatism

(social stability)

,

obedience to political authority

, and the power of religion to keep order in society.

A

greed to

meet in conferences going forward

(the meetings were later named the “

Concert of Europe

”).

Principle of

Intervention

- the great powers agreed

to send armies into countries

where

revolutions broke out in order to restore legitimate monarchs

to their thrones.

Although Britain disagreed, the other parties used this principle to restore order in Italy and Spain.

Liberalism

- political philosophy that

people should be as free as possible from government restraint and should enjoy certain civil liberties

(basic rights of all people) that should be guaranteed in a Bill of Rights.

Rights of

equality before the law and freedom of assembly, speech, and press

.

Religious toleration, separation of church and state, the right to peacefully protest

the government, that a representative assembly should make the laws, and that a government’s power comes from the rule of law and from the citizens who vote.

L

iberals did

not believe in democracy

and feared mob rule. They preferred to give the

vote only to property-holding men

.

Constitutionalism

- government based on a written constitution

with guidelines for leaders to follow.Slide176

Quick Check

Groups 1 & 3: Who were “liberals” in the mid-1800s. List the political beliefs of liberals.

Groups 2 & 4: Who were “conservatives” in the mid-1800s. List the political beliefs of conservatives. Slide177

Other Forces of Change

Nationalism

:

People began to

identify themselves as a nation defined by a distinctive language, common institutions, and customs

. In the past, they identified by region but now united as nations.

After the French Revolution people believed

each nationality should have its own national government

.

German-speaking people called for a

unified German nation

instead of hundreds of individual principalities and states.

Subjugated regions wanted to break free

and form their own nations (Hungarians wanted freedom from Austria).

Conservatives feared nationalism’s potential to destroy existing power structures but found it hard to stop it.

Revolutionary outbursts based on Liberalism & Nationalism:

France

: Bourbon monarch Charles X was replaced by King Louis Philippe;

Belgium

: broke away from the Netherlands and created his own independent state;

Poland

: attempted to break away from Russia in the name of nationalism but failed; and

Italy

: attempted to break away from Austria in the name of nationalism but failed.Slide178

Liberal Revolutions of 1848

Second French Revolution

:

E

conomic issues and the desire of the middle class to vote caused revolution and the

overthrow of King Louis Philippe in 1848

.

The

provisional

(temporary) government called for France to be a

republic

(where people elect their representatives) and for universal male suffrage (voting by all men).

It also started

workshops for the unemployed,

emptying the treasury and leading to 4-days of war between workers and the army.

On November 4, 1848, France’s new constitution was ratified and the

Second Republic

was born

: one house legislature, universal male suffrage, president (with 4-year term).

Louis Napoleon was overwhelmingly elected (nephew of Napoleon Bonaparte)

.

German States:

In 1848 the

Frankfurt Assembly

proposed a constitution to unite the 38 independent German states

recognized by the Congress of Vienna (German Confederation).

Constitution: called for a

Parliament (elected by universal male suffrage) and a hereditary emperor ruling as a limited monarch

but German unification did not get the support it needed and

failed

.

Revolutions in Central Europe (Austrian Empire):

The

Austrian Empire

, led by the German-speaking Hapsburgs (Germans were only ¼ of the population), was a collection of different peoples (Germans, Czechs, Hungarians, Slovaks, Romanians, Slovenes, Poles, Croats, Serbians, Ukrainians, and Italians).

Revolutions in Vienna, Prague, and Hungary

were crushed in 1848 by the Austrian army, aided by the Russian army.

Italian States

:

Italy was a

collection of 9 states

, many ruled by foreign powers. In 1848-1849 the Austrian army put down revolutions in Lombardy and Venetia and the

old order was re-established in all of Italy despite the liberal revolts

that called for Italian unification.Slide179

Quick Check

Groups A & C: Brainstorm and list the reasons why nationalism was such an important movement throughout history.

Groups B & D: List the results of the liberal revolutions of 1848 in the following places:

1. France

2. Germany

3. Austrian Empire

4. ItalySlide180

Lesson 29 Objectives

Students will be able to:

How the outcome of the Crimean War shifted the balance of power in Europe and led to unification movements in German and Italian lands controlled by the Austrian Empire;

Explain how Italy and Germany unified during the mid-1800s;

Connect politics in Europe to politics in the U.S. during the early 1800s;

Describe how Britain became more liberal in the early 1800s and avoided revolution when much of Europe fought wars over individual liberties;

Describe how France, Austria, and Russia became more authoritarian in the mid-1800s;

Explain the role of Romanticism in society, art, literature, and music;

Explain the new focus on science in the age after the Industrial Revolution; and

Explain the role of Realism in society, art, and literature.Slide181

National Unification Movements

Crimean War

:

Ottoman Empire

(centered in Turkey)

controlled most of the

Balkan

Peninsula

. By 1800, the Ottoman Empire was in decline.

Russia

needed a warm-water port

and always wanted land in the Balkans. It set its

sights on the Crimea so it could sail through the Dardanelles

(straits between Black and Mediterranean Seas) and become a major power in the Mediterranean.

In

1853, Russia invaded the Turkish states of

Moldavia and Walachia

. In response, the Ottoman Empire, Great Britain, and France, fearing Russian gains, declared war against Russia starting the Crimean War.

H

eavy losses occurred on both sides and

Russia was willing to give up Moldovia and Walachia for peace

.

Because

Austria

refused to support Russia

in the war, it resulted in the destruction of the Concert of Europe. Austria and Russia

were now enemies

.

Without any allies in Europe, Austria faced the loss of Italian and German lands to unification.

Italian Unification:

With the help of France, the

Kingdom of Piedmont

(northern Italy) fought a war and won independence from Austria.

Other Italian states began to overthrow their governments

and joined Piedmont, creating a

unified Italian nation

.

In southern Italy,

Giuseppe

Garibaldi

raised an army (Red Shirts)

. Garibaldi

overthrew

the governments in

Sicily and Naples and marched northward

.

Garibaldi

turned all of his conquests over to Piedmont

. On March 17, 1861 a new

state of Italy

was proclaimed under

King Victor Emmanuel II

. Only Venetia and Rome remained outside of Italian control.

Italians soon

gained

Venetia

as a result of the Austro-Prussian War of 1866 (Italians allied themselves with Prussia).

In 1870 the

French troops withdrew from

Rome

during the Franco-Prussian War and Rome was annexed

by Italy on September 20, 1870, becoming the capital of the Italian state.Slide182

German Unification & Nationalism in The U.S.

Otto von Bismarck

:

Germans turned

to the militaristic state of

Prussia in the cause for German unification

.

Prime Minister Otto von Bismarck of Prussia declared war against Austria in 1864 and quickly defeated it.

Franco-Prussian War

:

Bismarck

united the German provinces north of the Main River

as Prussian allies and soon added most of the German provinces in the

south

. Prussia and France next disputed who should take the Spanish throne, leading to the Franco-Prussian War.

At Sedan a huge French army and Napoleon III were captured. Paris fell to the Prussians on January 28, 1871.

Peace Treaty-

France paid 5-billion Francs and gave up the provinces of Alsace and Lorraine

.

German Unification (the Second Empire):

January 18, 1871 the

German Confederation held a meeting in the

Hall of Mirrors

at Versailles

; German princes, generals, and nobles all met with Bismarck. They

named William I of Prussia “

Kaiser

” (emperor) of the

Second German Empire

(first- Holy Roman Empire) and Germany became Europe’s most powerful country.

United States

:

Two political parties formed and challenged one another for control in the government.

Federalists

supported strong central government and

Republicans

wanted the states to maintain more power than the national government

.

In 1812, Republicans gained control and pushed to fight a war against Britain, the

War of 1812

.

In 1860, the Civil War was fought between the slaveholding South and the free North. When Abraham Lincoln was elected president in 1860, the southern states voted to secede (break away) and formed the Confederate States of America. A bloody

Civil War raged from 1861-1865 and slavery was forever abolished

.

T

he former slaves were freed, made citizens, and given the right to vote. Slide183

Quick Check

Groups 1 & 3: List the events that led to Italian Unification. How did the Crimean War “pave the path” to Italian Unification?

Groups 2 & 4 List the events that led to German Unification. How did the Crimean War “pave the path” to German Unification?Slide184

Nationalism & Reform

Great Britain (grew more liberal)

:

1832

Parliament expanded

suffrage

to more male voters

in the industrial middle class, which

avoided a revolution in 1848

.

Economy continued to grow

from industrialization and trade- even the working classes shared in the prosperity.

Queen Victoria’s reign

(

the

Victorian Age

)

(1837-1901)

reflected feelings of national pride.

France (grew more authoritarian)

:

1852

Napoleon III

became Emperor, vowing a

Second Empire

.

R

uled as an authoritarian-

controlled the army, police, and state. He limited liberties; only he could declare war or introduce laws

F

irst 5-years-

expanded economy, built railroads, harbors, roads, canals

,

& modernized Paris (streets, sewers, gas lights, parks).

After the

defeat in the

Franco-Prussian War

, the Second Empire fell

.

Austrian Empire (grew more authoritarian)

:

Containing

so many ethnicities and cultures

was a challenge. After crushing independence movements 1848-1849 the Hapsburgs restored centralized authoritarian rule.

After

Austria’s loss to Prussia in 1867 the Hungarians were given a degree of power

. The

Compromise of 1867

created the

dual monarchy

of Austria-Hungary

. Holding them together was

one monarch Francis Joseph

- one army, foreign policy,

&

finances.

Russia (grew more authoritarian)

:

The

czar used soldiers, secret police, repression, and censorship to prevent revolution

in the mid-1800s.

1861

Czar Alexander II abolished

serfdom

and freed the serfs. Peasants could now buy land though, it wasn’t good land.

Land Reform failed

, as did other attempted reforms, and people were not happy.

R

adicals assassinated Czar Alexander II in 1881.

Czar Alexander III turned back to repression

, although he did build a Trans-Siberian Railroad to unite Russia.Slide185

Quick Check

Groups A, B, C, & D: Why do you suppose France, Austria, and Russia became more authoritarian at the same time as other nations were becoming more liberal in terms of rights and freedoms for the individual?Slide186

Problem 22. Italian & German Unification

Speech of Vittorio Emanuele I, King of Italy, 1861.

https://

sourcebooks.fordham.edu/mod/1861italianunif.asp

Imperial Proclamation of Germany, January 18, 1871.

https://

sourcebooks.fordham.edu/mod/germanunification.asp

Summarize

each document’s main point.

Is

there any evidence of nationalism within either speech?Slide187

Romanticism

Romanticism was a reaction to the Enlightenment’s focus on reason. It was a

new artistic movement that focused on

individualism, emotion, feelings,

&

imagination

as the sources of knowing

.

Romantics

rebelled against industrialization as soul-less

and wanted to look back to previous ages.

Neo-Gothic architecture

aimed to bring back medieval styles- large castles and cathedrals.

A

rt- focused on

artists’ inner feelings, imagination, emotion, and warmth

and abandoned classical reason (French artist Eugène Delacroix).

M

usic-

Ludwig van

Beethoven

(

bridge between classical and romantic music)

(Beethoven’s

Third Symphony

). Beethoven wrote music that reflected

his feelings

; he said, “I must write, for what weighs on my heart, I must express.”

Literature

-

combined

medieval

themes and

nationalism

(Walter Scott’s

Ivanhoe

).

Gothic literature was also born (Mary Shelley’s

Frankenstein

in Britain and Edgar Allen Poe in the U.S.). They explored

dreams, nightmares, and altered states

of consciousness.

Romantic poetry-

direct expression of the soul

and incorporated nature and a criticism of science.

R

omantic writers feared industrialization would hurt people’s connection to the inner-self and nature.Slide188

Science & Realism

Science-

r

esearch

became important.

Industrial Revolution

improved the lives of everyone

and

s

ociety became increasingly secular (less religious).

T

ruth was now found in science and not religion.

Louis Pasteur

(France): new

germ theory

of disease.

Dmitry Mendeleyev

(Russia): new

classification of elements

based on atomic weights.

Michael Faraday

(Great Britain): new generator and foundation for

electric current

.

Charles Darwin

(Great Britain): organic

evolution

- that each species evolved over a long period of time from simpler forms of life to the present. Some species survived and others did not through a process called

natural selection

(“

survival of the fittest

”). He also argued that humans evolved from animals. Many argued that this took the creation of man away from God and was incompatible with Christianity.

Realism:

Realism

was the belief that the world should be viewed realistically

.

Realism in literature

rejected romanticism

. Wrote about

ordinary characters from life

and not romantic heroes in exotic settings.

W

rote to

criticize evils of society

, especially Industrial Age (Gustave Flaubert’s

Madame Bovary

and

Charles Dickens’s

O

liver Twist and David Copperfield

).

Realism in art showed

everyday life of ordinary people

and the world of nature through photography.Slide189

Problem 23. Frankenstein

Mary Wollstonecraft Shelley, Preface to Frankenstein, 1831.

https://

www.rc.umd.edu/editions/frankenstein/1831v1/intro

How

did Mary Shelley get her idea or inspiration for Frankenstein?

How

was Frankenstein an example of romantic literature?Slide190

Lesson 30 Objectives

Students will be able to:

Explain the differences between the First and Second Industrial Revolutions;

Describe the new products and inventors in the Second Industrial Revolution;

Explain who was able to benefit from the new products;

Describe life for the working classes during the Second Industrial Revolution and the reform movements that hoped to make life better for workers;

Explain urbanization and the creation of new social classes in Europe as a result of industrialization;

Describe the women’s rights movements and patterns of employment and family life in the 1800s;

Explain how education improved and why governments supported public education after the Second Industrial Revolution; and

Describe the role of leisure for the middle and working classes at the turn of the twentieth century.Slide191

Second Industrial Revolution

Two Industrial Revolutions

:

1st: textiles, railroads, iron,

&

coal; 2nd: steel, chemicals, electricity,

&

petroleum

.

New Products:

Steel

-

Bessemer Process

:

Henry Bessemer’s new process for making steel efficiently and cheaply. Steel was now used to make lighter, stronger, and faster engines and machines, railways, ships, weapons, and tall buildings.

Electricity

- valuable new form of energy that flowed in currents through wires which connected homes and factories.

Thomas Edison in the U.S. and Joseph Swan in Great Britain created the lightbulb

. Edison and J.P. Morgan teamed up in 1878 to create Edison Electric Light Co.

1876

-

Alexander Graham Bell

invented the

telephone

. 1901-

Guglielmo Marconi sent the first radio waves across the Atlantic

.

1880s

electric streetcars and subways

were found across Europe and the U.S.

Internal-combustion engines

allowed for oil and gasoline fueled power- gave rise to new ocean liners, automobiles, and planes.

1903

-

Orville and Wilbur Wright

made the first

airplane

flight at Kitty Hawk, N.C.. It lasted 59-seconds and went 852-feet.

1803-1901 cars were handmade.

1908

-

Henry Ford

began

mass producing

the

Model T

; by 1916, factories produced 735,000/year.

New Patterns:

Middle

c

lass families in U.S. and Europe could

afford to purchase more

manufactured consumer products

because wages were higher,

prices were lower

from mass production on the

assembly line, and lower transportation costs

.

Consumers bought new products in department stores and mail order catalogues.

Europe was Divided:

H

igher standard of living: Great Britain, Belgium, France, Netherlands, western Austro-Hungarian Empire, and northern Italy.

Agricultural areas without higher standards of living: southern Italy, Austro-Hungarian Empire, Spain, Portugal, Balkans,

&

Russia.

Because of the Ocean Liner and Railroad there was a

true global economy

.Slide192

Working Class

Workers lived in

crowded, filthy slums and worked long hours in dangerous factories, for low wages.

Social Reformers:

Many

worked within the system to make legal changes for workers-

fewer hours, better benefits,

&

safer conditions.

Others wanted to abolish capitalism

and create a

socialist system

(government owned and ran businesses, not individuals).

1848, two Germans,

Karl Marx and Friedrich Engels, wrote the

Communist Manifesto

,

appalled by the horrible conditions in factories. Marx argued world history was a “

history of class struggles

” between oppressor (haves) and oppressed (have nots).

Bourgeoisie

- middle class oppressors (haves); and

Proletariat

- working class oppressed (have nots).

Marx predicted

the proletariat would

eventually have a revolution and overthrow the bourgeoisie

and institute a dictatorship to organize production and create a class-less society (stay tuned for the 1917 Bolshevik Revolution in Russia).

Pure Marxists versus Revisionists:

Pure Marxists

believed socialism could only succeed after violent revolutions

;

Revisionists

believed that workers could achieve reform working within democratic systems

.

Trade Unions:

Labor unions looking to improve wages, hours, and working condition

for workers through collective bargaining (united voice).

At first laws prohibited strikes and supported employers but over time strikes were legalized and workers gained employment rights. Slide193

Quick Check

Groups A & C: List the major inventions of the Second Industrial Revolution including the inventions of the following:

1. Henry Bessemer

2. Thomas Edison

3. Alexander Graham Bell

4.

Guglielmo

Marconi

5. Orville & Wilbur Wright

6. Henry Ford

Groups B & D: List the challenges faced by the working class in the Second Industrial Revolution.

Is Karl Marx correct

that the

history of the

world is really just

a “history of class struggles” between oppressor (haves) and oppressed (have nots

), where the

rich always seemed to control the

poor? Explain.Slide194

Urban Improvements

Growth of Urban Populations:

19th Century- vast

migrations from rural areas to urban

areas in order to find work in

urban factories

.

By 1890- urban populations increased to: 60% in Great Britain, 25% in France, 30% in Prussia, and 10% in Russia.

1800-1900 the population of London increased from 960,000 to 6,500,000.

I

mprovements in

public health

and

sanitation

:

Cities created boards of health; city medical officers and building inspectors inspected for public health hazards, clean water pipes, and sewage removal systems.

New Social Classes:

New Elite

:

top 5% of the upper middle class

(bankers, industrialists, and merchants) joined with the

upper class landed aristocracy

- controlled 30%-40% of the wealth and became the leaders in the military and government.

Diverse Middle Classes

:

A

comfortable middle class-

lawyers, doctors, managers, engineers, architects, accountants, and scientists.

A

lower middle class-

shopkeepers, traders, and prosperous farmers.

A

lower class-

traveling salespeople, bookkeepers, telephone operators, department store clerks, and secretaries.

All of the middle classes believed hard work could improve one’s standing and wanted to accumulate goods.

Working Classes

:

80% of society-

land-holding peasants, farm laborers, sharecroppers, domestic servants, and factory laborers.

Because of the low cost of consumer goods, even the working classes were able to buy new manufactured products.Slide195

Rights of Women

New Job Opportunities:

New

jobs

opened up to

women

in factories and retail shops as clerks, typists, and secretaries

.

Government jobs for women included

secretaries, telephone operators, teachers, and jobs in health and social services

.

Marriage & Family:

Many continued to believe that a woman’s role was at home caring for the family while the man worked outside of the home as the key wage earner. However, women began to have fewer children in the 1800s.

Most working class women had to work

to earn wages for the family, though they were less than their husband’s wages. They often relied on older children or relatives for child care and education.

Childhood for working class children ended by age 9 or 10, when they became apprentices or worked odd jobs.

By 1900 working class male wages had increased, allowing many working class women to remain at home.

Women’s Rights:

Feminism

(

women’s rights

) started in the Enlightenment. 1830s many in Europe and the U.S. argued for the right of women to own property, divorce, receive education, and work in male-dominated occupations.

Many became

nurses

:

Amalie Sieveking (Germany), Florence Nightingale (Britain), and Clara Barton (U.S.).

1840s or 1850s women

called for equal citizenship, political rights, and suffrage (right to vote).

British Women’s Movement was founded in 1903 by Emmeline Pankhurst.

It took

World War I

before male-dominated governments allowed women’s suffrage.Slide196

Education & Leisure

Public Education:

1870-1914 many western governments supported

public education

for boys and girls ages 6-12

.

1900 employers demanded

workers with a basic education

in

railroads, post offices, schools, and hospitals

.

Expansion of the vote required educated voters

.

P

ublic schools also

spread

patriotism

&

nationalism.

Teacher-training schools for women were set up to train teachers. Women could also be paid less than men.

Increase in Literacy:

1900 most adults in Western Europe could read

. In places that did not support public education, literacy remained low (Serbia and Russia had only 20% literacy rates).

With increases in literacy, mass media and

newspapers

became important.

London Evening News

in 1881 and

London Daily Mail

in 1896 sold millions of copies each day.

New Forms of Leisure:

Leisure

what

you did for fun after work

. New work schedules caused leisure time to be scheduled as well.

Leisure was now more passive (not as participatory). Often people had to pay for leisure activities.

Amusement parks, dance halls, and sports

all became ways for people to spend leisure time.Slide197

Quick Check

Groups 1 & 3: List the improvements that society experienced as a result of the Second Industrial Revolution. Did the benefits outweigh the negatives?

Groups 2 & 4: List the improvements in women’s rights that occurred in the late 1800s. What were the shortcomings?Slide198

Problem 24. Communist Manifesto

Karl Marx & Friedrich Engels,

The Communist Manifesto

, 1848.

https://

www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm

What

is the problem with the bourgeoisie according to the passage?

Are

the authors correct in their description of class conflict? Explain.Slide199

Lesson 31 Objectives

Students will be able to:

Explain movements in modern art, architecture, music, and literature that took place from 1870-1914;

Explain the advances in science around the turn of the twentieth century;

Explain how Social Darwinism fueled racism, anti-Semitism, and radical nationalist beliefs;

Explain the political changes that took place in western European governments;

Explain how some central and eastern European nations became more authoritarian; and

Describe how new national rivalries were formed leading up to World War I.Slide200

Modern Arts

Modernism

- a artistic movement 1870-1914 that

rebelled against traditional styles

.

Literature

:

Naturalists

- wrote about

social problems like urban slums, alcohol, and women’s rights

.

Symbolists

- believed the external

world was a collection of symbols reflecting the reality of the human mind

.

Painting: instead of representing reality, modern artists turned to new forms of art:

Impressionism

- went into

nature

to paint nature directly (Claude Monet

&

Pierre-

Auguste

Renoir).

Postimpressionism

- used

color and structure to express mood and emotion

(Paul Cezanne

&

Vincent van Gogh).

Photography

- new form of realism.

Modern Art

- created new meaning in individual consciousness in painting and sculpting (Pablo Picasso and his Cubism, which used geometric designs).

Abstract Painting

- art should speak to the soul- using lines and colors and avoiding reality.

Architecture

-

a new movement called

functionalism

was adopted (that

buildings should be functional

-

purposes for which they were built). Skyscrapers using steel, concrete, and elevators).

Music- expressive sounds and bold rhythms

(Igor Stravinsky).Slide201

Science & Extreme Nationalism

Science:

Nature is orderly

and therefore by studying nature

using science, people could understand the physical world

and reality.

Marie Curie

-

atoms

were not just hard material bodies, but

small active worlds

with differing numbers of electrons.

1905 Albert Einstein published

theory of relativity

, stating that

space and time are relative to the observer

- led to Atomic Age.

Sigmund Freud

proposed theories of

psychology and began interpreting people’s dreams

through

psychoanalysis

(diving into a person’s memories and retracing their repressed thoughts in order to begin to heal the patient of mental illness).

Social Darwinism & Racism:

Social Darwinism

- theory used by western nations to justify their dominance; based on Charles

Darwin’s theory of natural selection, “the survival of the fittest,” and applied to modern human societies

- the

strong in society advanced and the weak declined

- no obligation for the fortunate to take care of the less fortunate.

Extreme nationalists argued that strong nations survived and weak nations fell and therefore war was healthy.

In Germany

Houston Stewart

Chamberlain

believed that the ancestors of modern-day Germanic peoples, the

Aryans

were a “superior” group

. He argued that the Jews were out to destroy the Aryans and must be stopped.

Anti-Semitism

:

Hostility towards and discrimination against

Jews

was around since medieval times (blamed as murderers of Jesus).

F

orced to wear distinctive clothing and live in ghettos, away from Christians.

Persecutions and pogroms

(organized massacres) were widespread (especially in Russia). To avoid violence, many Jews migrated to the U.S. or Palestine (Zionism was the nationalist movement for a Jewish homeland in Palestine). Slide202

Quick Check

Groups A, B, C, & D: How could Social Darwinism be used to support racist beliefs?Slide203

Political Democracy in Western Europe

Major

changes in governments

in Western Europe at the end of the nineteenth century:

1. Universal

male suffrage

;

2. Ministerial Responsibility-

Prime Ministers

were

responsible to a popularly elected legislature

and not a king;

3.

Political parties

formed.

Great Britain

:

Two-party

parliamentary democracy

(dominant party chooses the Prime Minister);

Reform laws in 1867 and 1884

expanded

the number of

adult male voters

; and

Two political parties formed:

Liberals

and later the Labour Party (supported by working class) and

Conservatives

.

France

:

1875

Third Republic

-

established a republican constitution though it didn’t develop a great parliamentary system.

President and two house legislature

(Senate was conservative and elected by high-ranking officials and a Chamber of Deputies)

Premier (Prime Minister)

led the government and was responsible to the popularly elected Chamber of Deputies.

Italy

:

Though it was a united country many in the south were

poor and constantly disagreed with the wealthy

and industrialized north. The government also experienced issues with corruption.

1912

universal male suffrage

was adopted but conflict continued.Slide204

Central & Eastern Europe

Central and Eastern Europe was less industrialized

, less educated, and more conservative.

Germany

:

Two-house

legislature (

Reichstag

) with a

Chancellor

(Prime Minister) was elected based on universal male suffrage

but government ministers were responsible to the emperor and not the legislature.

Emperor controlled the military, foreign policy, and government

.

1888-1918 Germany became the strongest in Europe in military power and industrialization.

To oppose calls for democracy, conservatives supported a

foreign policy of expansion

to increase profits.

Austro-Hungarian Empire

:

After setting up the

dual monarchy

, Austria established a

parliamentary system (on paper) but all power remained with the emperor, Francis Joseph

.

The

diverse groups

in the Parliament pushed for independence- Francis Joseph ignore the Parliament.

Russia

:

1849

Czar Nicholas II

ruled by absolute power

. 1900 Russia became an industrialized nation with its steel production, which generated large working class and socialist parties.

1905 a

peaceful demonstration of workers went to the

Winter Palace

in St. Petersburg and

troops opened fire

, killing hundreds in what became known as “Bloody Sunday.”

Reluctantly Nicholas established the Duma (legislature) and granted civil liberties. He rarely respected either.Slide205

U.S. & New European Rivalries

The

United States after the Civil War

:

Although the

Civil War saved the U.S.

and the 13

th

, 14

th

, and 15

th

Amendments incorporated the

freed

slaves

into the American system,

white supremacists in the South continued to restrict

their rights.

From 1860 to 1914 the U.S.

agricultural economy changed to an

industrial economy

.

Industrialization led to

urbanization

.

1900 the U.S. was the

richest nation in the world

but its top 9% owned 71% of the wealth.

U.S. began to expand: Samoan Islands, Hawaii, Puerto Rico, Guam, Philippines (after Spanish-American War).

Defensive Alliances in Europe

:

Otto von Bismarck

organized a defensive alliance against France

that included

Germany, Austria-Hungary, and Italy

.

Bismarck also tried to remain peaceful with Great Britain and formed an independent alliance with Russia. In

1890, the emperor William II fired Bismarck and dropped his Russian alliance

.

1907

Russia, France, and Great Britain formed an alliance

known as the

Triple Entente

.

Balkan Crisis

:

Ottoman Empire crumbled

and new Balkan provinces gained freedom.

Both Russia and Austria-Hungary

hoped to add territory from the

Balkans

.

Greece, Serbia, Romania, and Montenegro became independent.

Bulgaria was semi-independent and protected by Russia.

Bosnia and Herzegovina were annexed by Austria-Hungary

, which became known as the

Bosnian Crisis

.

Following the annexation, the

Russians planned to protect Serbians

as their fellow Slavs. As Serbia planned to go to war against Austria to build a united Serbian nation, Germany threatened war against Russia unless it recognized the annexation.

Russia backed down but vowed revenge

. Several small wars occurred over the next few years in the Balkans.

All nations were on edge and determined not to back down. They also called upon allies to honor alliances if war were ever to result.Slide206

Quick Check

Groups 1 & 3: List the political changes that took place in Western Europe at the end of the 19th century.

Groups 2 & 4: List the two major alliances that divided Europe in the late 19th century. How did nationalism and new alliances create a dangerous situation for war in Europe? Explain.Slide207

Problem 25. Social Darwinism

Herbert Spencer: "Progress: Its Law and Causes,"

The Westminster Review

, Vol 67 (April 1857), pp 445-447, 451, 454-456,

464-65.

https

://

sourcebooks.fordham.edu/mod/spencer-darwin.asp

What

is Spencer’s main point?

What

are the problems with his argument?Slide208

DBQ Lesson 32-33 Objectives

Students will be able to:

Use primary sources to write an essay

on the Industrial Revolution.

Clearly integrate evidence from the primary sources in writing a cohesive and well-constructed essay on the topic.Slide209

Lesson 34 Objectives

Students will be able to:

Explain the causes European Imperialism in Africa and Southeast Asia;

Explain the difference between direct and indirect rule;

Explain the effects of European Imperialism in Africa and Southeast Asia; and

Explain the causes and effects of British Imperialism in India.Slide210

Causes & Effects of Imperialism

Imperialism

:

Imperialism is the

extension of a nation’s power over other lands

.

1800s Europe saw

Africa and Asia as possible

colonies

for

raw materials

and

to sell manufactured goods

.

Imperialism was fueled by intense rivalries and

tied to Social Darwinism and Racism

, both argued that some people are superior to others.

Europeans also believed they had a

duty to Christianize and “civilize”- “

white man’s burden

.”

Direct Versus Indirect Rule:

Direct

Rule- where Europeans replaced local leaders

.

Indirect

Rule- where local leaders continued to govern under the direction of European officials

(cheaper and less culturally disruptive).

Effects of Imperialism:

Some n

ations

ruled by indirect rule (British

) and kept

certain

groups

in

power

.

O

ther

nations ruled by direct rule (French) and tried to

change cultures

to European ways.

In either case,

Europeans

expressed

their

superiority

through racism and segregation

.

Many educated

natives

hated colonial rule and began to

assert their own nationalities

and began independence movements to end foreign rule

.Slide211

Imperialism in Southeast Asia & Africa

Southeast Asia

:

1800

-

only two areas of

S

outheast Asia were under European control: Spanish Philippines and Dutch East Indies. 1900

-

virtually the entire area was colonized.

Britain

: Singapore (1819) and Burma (modern-day Myanmar) (1824).

France

: Vietnam (1887), Cambodia (1887), and Laos (1893).

U.S.

: Philippines (1898- after the Spanish-American War).

Thailand remained the only independent state

in the region.

1900

nearly all of Africa was

colonized. Great

Britain, France, Germany, Belgium, Italy, Spain, and Portugal had divided

it up. New products became important: peanuts, wood, hides, and palm oil. Imperialism

in

Africa

:

Great

Britain

: Gold Coast, Nigeria, Egypt (after the Suez

Canal),

Sudan & British East Africa

(after

the Berlin Conference).

France

: French West Africa (very large area of western Africa), Algeria, Tunisia, & Morocco.

Germany

: Togo, Cameroon, German Southwest Africa, & German East Africa

(after

the Berlin Conference).

Italy

: Libya

(failed

to conquer Ethiopia).

Belgium

: Belgian Congo (after the exploration of central Africa by the Englishman David Livingstone, and later Henry

Stanley).

Portugal

: Mozambique

.

By 1914,

only Liberia

(slave colony established by the U.S.)

and Ethiopia remained free states

.

Southern

Africa- Dutch

settlers, the Boers

(or Afrikaners) in the area around Cape

Town in 1700s.

During the

Napoleonic Wars, Britain

seized

from the Dutch.

Boer Republics

: many Dutch left British controlled land and settled further north after battles with Zulu and other native African groups. The lands became known as the Orange Free State and Transvaal (South African Republic).

Boer War

: war between Britain and the Boers from 1899 to 1902.

It

ended in a British victory and the creation of

the Union

of South Africa

(combined the Boer Republics and the old Cape Colony). N

ew

state

was

self-governing

but within

the British Empire. To appease the Boers, only whites were given the vote

.Slide212

Imperialism in India

British Control of India:

British took power in India in the 1600s with Sir Thomas Roe

. Mogul rulers grew weaker and the British stronger.

1757-1858 the

East India Company

was actively involved in India’s political and military affairs

. It hired its own British soldiers, built forts, and hired Indian soldiers, known as

sepoys

to protect company interests.

1857 an Indian revolt called the

Sepoy Mutiny

occurred after a rumor that the gun cartridges were greased with pig and cow fat (cow was sacred to the Hindus and pig was taboo to Muslims). The soldiers refused to use the cartridges the British humiliated and imprisoned them. Indians weren’t organized and Britain ended the rebellion.

1858 the British crown directly ruled India

through a viceroy (governor) and in 1876 Queen Victoria became the Empress of India. Despite the Indian loss, the rebellion sparked Indian nationalism.

Benefits of British rule- order and stability to a badly divided India and schools to train rich Indian children (top 5%). Infrastructure and railroads were also built.

British became rich at the expense of Indian workers.

British manufactured goods destroyed local industries and led to unemployment and poverty. Growing cotton instead of food led to starvation.

Indian Nationalists

- in 1885 a small group of Indians met in Bombay at the Indian National Congress but disagreements between Hindus and Muslims divided Indians until

Mohandas “Mahatma”

Gandhi

and his nonviolent resistance movement

united them in 1915, forcing the British to help the poor and later grant India its independence.Slide213

Quick Check

Group A: List the reasons why Europe established colonies in Africa & Asia in the 1800s?

Group B: List the results of European imperialism in Africa & Asia for the people of those regions.

Group C: Did Europeans have any good intentions through their imperialistic policies? Explain.

Group D: Create a timeline of imperialism for British controlled India. What challenges did the British face in India?Slide214

Problem 26. Imperialism

J.A. Hobson, Imperialism, 1902.

https://

sourcebooks.fordham.edu/mod/1902hobson.asp

What

did Hobson say about nationalism?

What

did Hobson say about imperialism?

Does

Hobson take a Eurocentric approach? Explain.Slide215

Lesson 35 Objectives

Students will be able to:

Explain how the Latin America nations gained their independence from Spain (and Brazil from Portugal);

Describe the roles played by key revolutionaries in South America like

José de San Martín (of Argentina) and Simón Bolívar (of Venezuela

);

Explain the impact of the Monroe Doctrine and Roosevelt Corollary;

Describe U.S. “dollar diplomacy” and how the U.S. directed the development of Latin America;

Explain why wealthy caudillos took power in many Latin American nations, leading to dictatorship; and

Describe American involvement and interventionism in Latin America.Slide216

Revolutions in Latin America

Criollos

(Creoles) in Latin America resented

control of trade and government by the

P

eninsulares

. When

Napoleon

overthrew the Portuguese and Spanish monarchies

(1807

&

1808, respectively) during the Peninsular War, the Spanish and Portuguese Empires were

vulnerable

.

1807-1825 a series of revolts

led most of Latin America to become independent:

French,

St. Domingue

fell in a slave revolt led by

Toussaint

L

’Ouverture

in 1804 to become Haiti (first independent state in Latin America);

Mexico

declared independence in 1821 after priest

Miguel Hidalgo

inspired a combined native and mestizo rebellion against the Spanish;

José de San Martín (of Argentina) and Simón Bolívar (of Venezuela) soon became known as the

Liberators of South America

for leading revolutions throughout the continent.

Bolívar liberated

Venezuela, Columbia, and Ecuador

. By 1819, all three were independent of Spanish rule.

San Martín liberated

Argentina

in 1810 and

Chile

in 1818. He then moved onto Lima Peru, joined forces with Bolívar, and defeated the Spanish in 1824.

E

nd of 1824-

Bolivia, Paraguay, and Uruguay

were also independent.

1822

-

Portuguese prince of Brazil declared Brazil’s independence

from Portugal under his rule.

1823

-

the

Central American states

were independent;1838- they divided their territories into the republics of

Guatemala, El Salvador, Honduras, Costa Rica, and Nicaragua

.Slide217

Nation Building in Latin America

Monroe Doctrine

:

1820s Europe wanted to using troops to restore Spanish control in Latin America.

British and U.S. disagreed and wanted to trade with the new Latin American nations.

Acting without the British- President James Monroe issued the

Monroe Doctrine

in 1823, which said that the Americas were off limits for any further European colonization efforts and warned against future European intervention in the Americas

.

Challenges

to new Latin American Nations:

Loss of people, property, and livestock

from the wars of independence.

Border disputes

.

Thick jungles and mountains

were challenging for road and railroad building, communication, transportation, and national unity.

Caudillos:

R

epublics were established but soon

strong leaders known as

caudillos

gained power and ruled as

military dictators

.

Antonio López de Santa Anna in Mexico

- called himself “Napoleon of the West,” misused state funds, stopped reforms, and caused chaos. He also lost Texas and later half of Mexico’s national territory to the U.S.

Economically

- new Latin American nations were

dominated by U.S. investors

:

Britain dominated trade in Latin America for most of the 1800s.

U.S. practiced “

dollar diplomacy

” where it loaned and invested in Latin American nations and thereby extended its influence.

F

oreign investors

wanted to improve infrastructure and production of

export goods

(wheat, tobacco, wool, sugar, coffee, and hides).

Latin American then

imported finished products

limiting industrial development

and causing dependence on Western nations.

Land was unevenly divided

. Rich grew richer from massive cash crop plantations

but the poor didn’t have farm land.Slide218

Change in Latin America

U.S. in Latin America:

In the 1800s the

U.S. began to intervene in the politics and affairs of Latin American nations

.

1898 the

Spanish-American War

led the U.S. to control Cuba and Puerto Rico.

1903 President Theodore Roosevelt supported Panama in its separation from Columbia. In exchange the U.S. was given a 10-mile strip through the nation on which to build the

Panama Canal

(which opened in 1914).

U.S. sent troops to protect American interests in Cuba, Mexico, Guatemala, Honduras, Nicaragua (1912-1933), Panama, Columbia, Haiti (1915-1934), and Dominican Republic

.

Roosevelt Corollary

:

In 1904, President Theodore Roosevelt expanded on the Monroe Doctrine, stating the

U.S. could intervene in any Latin American nation guilty of “chronic misconduct.”

It then took control of debt collection in the Dominican Republic. The U.S. gained the reputation as the “big bully” to the north.

Revolution in Mexico:

From

1877-1911 Porfirio Díaz ruled Mexico

with the support of the wealthy, the army, foreign investors, and the Catholic Church. About 1,000 families owned all of the land in Mexico and 95% owned no land at all.

In

1911, liberal landowner Francisco Madero forced Díaz from power

but then his revolutionary forces were out of control.

Pancho Villa’s armed bandits swept the north

.

Emiliano Zapata led the poor masses of landless peasants

to seize and redistribute the large estates and land of the rich.

In 1917 a new Constitution set up a presidency, land reform policies, limited foreign investments, and attempted to help workers.

1900 Latin America was economically dependent

on western nations but

slowly industrialized

.Slide219

Quick Check

Group 1: List the territories that gained their freedom as a result of the following people:

1. Toussaint

L’Ouverture

2. Miguel Hidalgo

3. José

de San

Martín

4

.

Simón

Bolívar

Group 2: Identify the following U.S. policies in Latin America.

1. Monroe Doctrine

2. Dollar Diplomacy

3. Roosevelt Corollary

Group 3: List the key events in the Mexican Revolution and the overthrow

of Porfirio

Díaz

.

Group 4: Was the U.S. really a big bully in Latin America? Did the U.S. have any good intentions through its imperialistic policies in Latin America? Explain.Slide220

Problem 27. Jamaican Letter

Simón Bolívar,

Letter from Jamaica, 1815.

https://library.brown.edu/create/modernlatinamerica/chapters/chapter-2-the-colonial-foundations/primary-documents-with-accompanying-discussion-questions/document-2-simon-bolivar-letter-from-jamaica-september-6-1815

/

What

is Bolívar’s main point?

What

does he suggest that Spain should do?Slide221

Activity Lesson 36-37 Objectives

Students will be able to:

Design a board game that will simulate European imperialism and the division of the globe into empires by the following European nations Britain, France, Germany, Italy, Portugal, Spain, and Belgium. The game must clearly demonstrate the goals of imperialism and must provision for power for each of the European nations based on historical power held for imperialism during the 1800s to early 1900s.Slide222

END OF UNIT Lesson 38-39 Objectives

Lesson 39: Review- Students will review and refine their understandings of the unit content objectives.

Lesson 40: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.Slide223

World History

Unit IV: World WarsSlide224

Lesson 40 Objectives

Students will be able to:

Describe how tensions in Europe were heightened at the start of the 1900s;

Explain why nations were militarizing;

Explain the role of alliances in Europe in 1900;

Describe the “powder keg” that was the Balkan Peninsula;

Explain how the assassination of the Archduke of Austria sparked war;

Explain how the war grew to become a “World War”;

Explain the role that trench warfare played in the stalemate on the Western front and describe the invasions and other strategies used on the Eastern Front;

Explain how new allies and new weapons changed the war; and

Describe the impact of a total war on the nations involved in World War I.Slide225

Competition in Europe

By 1900,

rivalries

in Europe over imperialist expansion, trade, and nationalism led to tension

.

Nationalism create new nations but several ethnicities still remained under the control of others.

Examples include: Slavic minorities in Austro-Hungarian Empire, the Irish in the British Empire, and the Poles in the Russian Empire. Many dreamed of their own nation states.

Two loose alliances formed:

Triple Alliance

(1882): Germany, Austria-Hungary, and Italy.

Triple Entente

(1907): France, Great Britain, and Russia.

Several crises challenged these alliances. 1908-1913

c

onflicts in the Balkans

left many

eager for revenge

.

Socialism

: by 1900 many nations saw socialist worker strikes that attempted to bring about changes.

Militarism

: by 1900 industrialization, new methods of shipbuilding, and products like iron, steel, and chemicals helped

nations prepare in case of war

. They also built large armies and navies.

Many nations enacted

conscription

(military draft) laws.

Militaries doubled in size

from 1890 to 1914.

Plans

were drafted for

quick mobilization of troops and supplies

in case of war.Slide226

Crisis in the Balkans

Serbia:

1914,

Serbia

(supported by Russia) was determined to

create a large, independent Slavic state

and break away from Austria-Hungary

. Austria-Hungary was determined to prevent this.

June 28, 1914

heir to the Hapsburg throne,

Archduke Francis (Franz) Ferdinand

,

visited Sarajevo, Bosnia.

Serbian terrorist group, the Black Hand

, wanted Bosnia to break free and become part of a Serbian kingdom. Members hid among the crowd as the Archduke’s car drove through the city.

Francis Ferdinand wanted to change Austria into a triple monarchy that would include a Slavic kingdom.

Assassination: As Francis Ferdinand’s car approached, 19-year old

Black Hand member and Bosnian-Serb,

Gavrilo Princip

, held out his gun and fired, killing the Archduke and his wife Sophia

.

Austria-Hungary’s Response to the Assassination:

Austria was fearful of a Russian response. After it

solidified its German alliance

with

Emperor William II’s

blank check

, promising Germany’s full support,

Austria declared war and attacked Serbia

on July 28, 1914.

Russian Czar Nicholas II mobilized his army

(assembled troops and supplies for war). In response,

Austria and Germany declared war on Russia

.

Germany unleashed its

Schlieffen Plan

(named after General Alfred von Schlieffen), calling for a

small part of the army to contain Russia

while the majority invaded Russia’s ally France.

Only after defeating France would Germany focus on defeating Russia

.

Germany declared war on France

on August 3, 1914 and

Great Britain declared war on Germany

on August 4, 1914 (when Germany violated Belgium’s neutrality).

All major powers of Europe were at war by August 4, 1914. Slide227

Quick Check

Group A: Identify the goals of Serbian Nationalists and the Black Hand.

Group B: Was the situation in the Balkans a powder keg? Is this good analogy? Explain.

Group C: What steps towards militarization occurred prior to World War I?

Group D: Describe the events following the assassination of Archduke Francis Ferdinand.Slide228

Start of the War

Government Propaganda:

Propaganda

(ideas spread to influence public opinion) stirred national hatreds

before the war. Most nation’s

genuinely believed that their cause was just

. Most also thought war would be over in

just a few weeks,

or at least by Christmas.

Western Front

:

According to the Schlieffen Plan, the German army marched through Belgium to France

. The march was

stopped short of Paris at the

First Battle of Marne

(

September 6-10, 1914). It was a

stalemate

as

both sides dug massive

trenches

protected by

barbed wire fences

.

Trench Warfare

: soon

two great trenches

stretched form the

English Channel to the Swiss border

, which held for nearly

4-years of fighting

.

Eastern Front

:

Russia invaded Germany early in the war but was decisively stopped

.

The Russian invasion of Serbia and Galicia, however, was successful

.

In May 1915,

Italy betrayed the Triple Alliance, attacking Austria

and joining the alliance of France, Great Britain, and Russia (now called the “

Allied Powers

” or the “

Allies

”).

By 1915, a

combined German-Austrian

army pushed Russia out of Serbia, Galicia, and

deep into Russia severely crippling Russia

in the war. It also eliminated Serbia from the war.Slide229

Great Slaughter & New Allies

New Weapons & Tactics in the Trenches:

Machine guns

and heavy artillery

now protected the massive trenches occupied by France and Germany.

Occasionally

offensive

attacks were called

. After an

artillery barrage, troops with affixed bayonets charged towards opposing trenches

. Because they ran across unprotected fields, machine guns mowed down attackers and offensives were rarely successful.

The war turned into a

war of attrition

(wearing the other side down)

.

Airplanes

appeared in war for the first time by 1915. Germans also used massive

zeppelins (giant airships)

to bomb London and eastern England (more fear than damage).

P

rotected by armor and using caterpillar tracks,

tanks

also appeared for the first time in battle in 1916.

Stalemate & New Allies:

Because of the

stalemate on the Western front

, both sides

looked to add new allies

:

Central Powers

(Germany, Austria-Hungary, and the Ottoman Empire)

n

ew ally:

Bulgaria

.

Allied Powers

(Russia, Great Britain, and France) new

a

llies:

Italy

(with the promise of some of Austria’s land);

India, Australia, New Zealand

(British controlled territories);

Arabia

(after the urging of Lawrence of Arabia to overthrow Ottoman overlords);

Japan

(which seized German-held islands in the Pacific); and

United States

.Slide230

Quick Check

Group 1 & 3: List the goals of

the Schlieffen

Plan on the Eastern and Western Fronts.

Group 2 & 4: List the new weapons and tactics used during World War II and their consequences.Slide231

Impact of a Total War

United States:

T

ried to remain neutral but was eventually drawn into the war.

Germany and Great Britain’s naval war resulted in each establishing a blockade of the other.

German submarines sank any British ship

including passenger liners like the

R

MS Lusitania

on May 7, 1915 (which resulted in over 100 American deaths).

U.S. protested, Germany stopped its

unrestricted submarine warfare

,

but resumed it in January 1917.

U.S. entered the war in April 1917

, giving the Allied powers a major boost in morale and a new source of money and war goods.

Total War

: a war that involves a complete mobilization of resources and people, afflicting the lives of all citizens

in the warring countries, even those remote from the battlefield.

War lasted much longer

than anticipated.

More men and supplies

were needed and governments instituted

drafts

;

Capitalist economies were put on hold

and all industries focused on the war effort. Governments set price, wage, and rent controls; rationed food and supplies; and controlled imports and exports;

T

ransportation systems and industries critical to the war were taken over by governments

; and

Most of all, governments

manipulated public opinion

. Authoritarian regimes used force and even democratic nations stopped internal dissent for the war.

Protests were outlawed; newspapers were censored; and governments used patriotic recruiting posters and propaganda.

New Roles for Women:

Because so many men fought,

women

were called upon to take over male jobs

.

After the war women returned to the home

but the experience of working help strengthen the women’s movement including suffrage.Slide232

Quick Check

Groups A & C: List the different ways that a total war impacts society.

Groups B & D: Brainstorm and list the arguments that you think the women’s rights movement made in support of their cause after World War I?Slide233

Problem 28. Christmas Truce of 1914

http://www.christmastruce.co.uk/christmas-truce-general-overview/

What

did the Christmas truce show about human nature?

What

did the truce suggest about the war?Slide234

Problem 29. “Suicide in the Trenches”

Siegfried Sassoon, “Suicide in the

Trenches,”

Cambridge Magazine,

1918.

https

://www.eecs.harvard.edu/~keith/poems/suicide.html

What

does the poem suggest about trench warfare?

In

what ways did the boy’s life change as a result of World War I?

Why

do you think the author refers to the civilians as “smug-faced crowds”?Slide235

Lesson 41 Objectives

Students will be able to:

Explain Russia’s failures in World War I and its unpreparedness during the war;

Explain the hardships facing Russia prior to the March Revolution;

Describe the events of the March Revolution, the abdication of the czar, the rule of the provisional government;

Describe the rise of soviets throughout Russia and the Bolshevik Party;

Explain the role played by Lenin in the Bolshevik Revolution;

Describe how the Bolshevik’s seized power of Russia and how the Party became the Communist Party;

Explain how Lenin removed Russia from World War I; and

Describe the Civil War in Russia that resulted from the rise to power of the Bolsheviks.Slide236

Background to the Russian Revolution

Russia was unprepared for World War I’s total war

:

Czar Nicholas II personally led the military despite lack of ability and training;

Russian

industry

was not prepared to produce the weapons and supplies needed; and

Military training, transportation, and communication

were not adequate.

By 1917 the Russian

will to fight was gone

(2-million dead and 4-6 million wounded soldiers).

Russian people lost confidence in Czar Nicholas and his wife Alexandra:

While

Czar Nicholas

was off at war

,

Alexandra gained confidence in Grigory

Rasputin

(who helped her hemophiliac son) and consulted him on every major decision. The

people finally assassinated Rasputin

and knew that the czar also had to go.

March Revolution

:

In March the Russian government began

bread rationing

. People worked 12-hour days then stood in line for hours for bread;

W

orking-class women

were fed up with high prices for bread and led a

series of strikes

in

Petrograd

(St. Petersburg).

March 8, 1917,

10,000 women marched

in protest demanding “Peace and Bread!” By March 10 the strike included

most workers

and shut down all of the factories.

Czar Nicholas ordered his troops to disperse the crowds and to shoot if necessary but his

troops refused and joined the protest.

Czar Nicholas stepped down on March 15, 1917

. A

provisional government

under Aleksandr Kerensky took over.

He remained determined to continue fighting World War I to preserve Russia’s honor.

At the same time

soviets

sprang up all over Russia (councils of workers and soldiers)

demanding change.Slide237

Bolshevik Revolution

Bolsheviks

:

The Bolsheviks began as a

small, violent branch of the

Marxist

party

led by Vladimir Ilyich Ulyanov

(

V. I. Lenin

). They were dedicated to change in Russia through violent revolution.

Lenin believed that only a violent revolution could destroy the capitalist system

.

With the provisional government, Lenin saw an opportunity for the Bolsheviks to seize power.

In April 1917, the

Germans sent Lenin to Russia in a sealed train car, hoping he would cause disorder…he did

.

Lenin’s

Bolsheviks gained control of many soviets

throughout Russia and promised to end the war,

redistribute land

,

take control of factories

, and to

replace the provisional government with the soviets

.

Slogans spread quickly: “Peace, Land, Bread,” Worker Control of Production,” and “All Power to the Soviets.”

Bolsheviks Seize Power:

November 6, 1917

, Bolsheviks

stormed the

Winter Palace

(seat of the provisional government) and the

provisional government collapsed

with little bloodshed. Lenin declared all power turned over to the

All-Russian Congress of Soviets

.

Secretly, Lenin passed real power to a small committee and

renamed the Bolsheviks the

Communist

Party.Slide238

Quick Check

Groups 1 & 3: List and describe the political beliefs of the Bolsheviks.

Groups 2 & 4: How were the Bolsheviks opportunists; in other words, how did they take advantage of the situation?Slide239

Communism in Russia

World War I:

March 3, 1918 Lenin signed the

Treaty of Brest-Litovsk

with Germany, pulling Russia out of World War I and giving up eastern Poland, Ukraine, Finland, Latvia, Lithuania, and Estonia.

He thought communism would spread across Europe so the loss of the territory was irrelevant.

Russian Civil War:

Civil War soon broke out in Russia.

A

nyone opposed to the Communists (those loyal to the Czar, liberals, and anti-Leninist socialists), were known as the

White Army

. The Allies also sent thousands of troops to aid the White Army.

Red Army

(Communists)

fought against the White Army and on

July 16, 1918 Czar Nicholas II, his wife, and five children were murdered

(

bodies were burned in a mine shaft in the Ural Mountains).

By 1920, the Red Army gained control of Ukraine, Georgia, Russian Armenia, Azerbaijan.

Communist Victory:

Led by

Leon Trotsky, the commissar of war, the Red Army was a well-disciplined fighting force

. Anyone who was

disloyal or deserted was executed on the spot

.

Communists also had a single purpose- to establish a unified socialist order. The Whites had varying beliefs and objectives and were not unified in terms of purpose.

War communism

- government controlled banks, industries, grain, and supplies aided the Red Army’s war effort.

The Red Army’s

secret police, the

Cheka

, began a reign of

Red Terror

and destroyed all opponents

.

Russian patriotism was strongly aroused by the presence of foreign forces on Russian soil. This favored the Communists.

1921 the Communists controlled

Russia, turning it into a

centralized single-party state.Slide240

Quick Check

Groups

A

& C: Was a violent revolution truly necessary for communism to succeed? How did the Bolsheviks use terror to hold power?

Groups B

&

D:

Create a timeline of the events of the Russian

Revolution.Slide241

Problem 30. Lenin

V. I. Lenin, “The Tasks of the Proletariat in

O

ur Revolution,”

A New Type of State Emerging From Our Revolution,

1917.

https://

www.marxists.org/archive/lenin/works/1917/tasks/ch07.htm#v24zz99h-067-GUESS

How

is the Russian government going to be different from other governments according to Lenin?

What

will happen to the police according to Lenin?

Is

Lenin’s argument convincing? Explain.Slide242

Activity Lesson 42-43 Objectives

Students will be able to:

Demonstrate an

understanding of

the events surrounding the Russian Revolution by creating a newspaper cover page on the Russia Revolution containing the newspaper’s title and date (1917), headlines, images, and a minimum of three news stories about the Russian Revolution.Slide243

Lesson 44 Objectives

Students will be able to:

Explain Germany’s offensive military gamble on the western front;

Explain the events that led to the end of the war and the role played by the Americans;

Describe the goals of the Big Three nations as they negotiated peace;

Describe Wilson’s Fourteen Points and the goals of his League of Nations;

Explain the compromises made by the Big Three in the Paris Peace Talks;

Describe the Treaty of Versailles and what it meant for Germany;

Explain the impact that the Treaty of Versailles had on Europe and the new territorial borders that were drawn as a result; and

Hypothesize as to the weaknesses of the Treaty and its consequences in Europe.Slide244

Last Year of World War I

1917- Allies faced stalemate on the western front, failed offensives, and the withdrawal of Russia from but the entry of the U.S. gave a psychological boost.

German Offensive

:

Germany launched a

massive offensive to break the stalemate in the west

. Running low on provisions, soldiers, and morale,

Germany put all of its efforts

into the offensive, which was a

significant military gamble

.

The Great

O

ffensive started in March 1918 and by April

German troops were 50 miles from Paris

.

The offensive was

stopped short at the

Second Battle of the Marne

on July 18, 1918 by French, Moroccan, and American troops.

August 8, 1918 the

Germans lost the

Second Battle of the Somme

and 1-million American troops joined the

Allies pushing into Germany

.

T

he German director of military operations

Erich Ludendorff

admitted the gamble had failed and the

war was lost

.

Conflict in Germany:

Allies were unwilling to make peace with the German emperor so he abdicated and fled Germany.

Two days later Germany

announced the creation of a democratic republic and signed an armistice

.

December 1918 Communists tried to seize power in Germany but the new Social Democrats crushed the revolt and murdered the German Communist leaders Rosa Luxemburg and Karl Liebknecht.

After a second Communist revolt also failed in Munich, the Germans developed a deep fear of communism.

Austria-Hungary also fell apart and new independent republics resulted in Austria, Hungary, Czechoslovakia and a large monarchical state called Yugoslavia.Slide245

Paris Peace Negotiations

In January 1919 peace negotiations began in Paris.

U.S. President

Woodrow Wilson

outlined his ideas for peace in his “

Fourteen Points

”

to the U.S. Congress:

Reduce military

forces and weapons to a point “consistent with domestic safety”;

Self-determination

, allowing each people to have their own nation;

World War I was a war against “absolutism and militarism.” To ensure liberty,

democratic nations were needed

; and

The

League of Nations

was needed to guarantee “political independence and territorial integrity.”

Paris Peace Conference:

Pre-war agreements over land

soon surfaced and often went against self-determination.

National interests also complicated the peace talks.

British Prime Minister David

Lloyd George

promised the British people that the Germans would pay

for the war.

French Premier Georges

Clémenceau

wanted to ensure French security against future German invasions

, wanted Germany

stripped of all weapons

, vast German

reparations

(repayments) to cover the cost of the war; and a

separate

Rhineland

as a buffer between Germany and France.

The “

Big Three

” (

U.S., Great Britain, and France

) made most of the important decisions in the peace settlement. Italy was one of the “Big Four” but played a minor role in negotiations.

Germany and Russia did not attend

.Slide246

Quick Check

Groups 1 & 3: List and describe the events leading to the end of World War I. Was Germany impatient or was the final offensive necessary? Explain.

Groups 2 & 4: List the peace agreement goals for each of the following:

1. Woodrow Wilson and the United States

2. David Lloyd George and Great Britain

3

. Georges

Clémenceau

and FranceSlide247

Treaty of Versailles

Differences Among the Big Three:

Wilson wanted to create a League of Nations (an international peacekeeping organization) to prevent future wars.

Clemenceau and Lloyd George wanted to punish Germany.

Compromise:

Wilson’s League of Nations was accepted

but, in exchange, Wilson accepted

certain land arrangements

that he personally opposed.

Clemenceau gave up its demand for a separate Rhineland

in exchange for a defensive alliance with Great Britain and the U.S.

The

Treaty of Versailles

was actually 5 treaties

, one with each losing nation: Germany, Austria, Hungary, Bulgaria, and Turkey.

Terms of the Treaty

“

War Guilt Clause

”-

Germany and Austria

were forced to admit

responsibility

for starting the war;

Reparations

-

Germany was forced to pay

reparations for all damages the Allies sustained as a result of the war;

Germany’s army was limited to 100,000

, its

navy

was significantly

reduced

, and its

air force was eliminated

.

Territorial changes:

Alsace & Lorraine

(taken by Germany in 1871) were returned to France;

Sections of eastern Germany were made into a new

Polish state

; and

Areas along the

Rhine River became a demilitarized zone

(no weapons or fortifications) to prevent advances into France.Slide248

Legacy of World War I

Redrawing of the Map (mostly out of German, Russian, and Austro-Hungarian lands):

New Nations formed: Finland, Latvia, Lithuania, Estonia, Poland, Czechoslovakia, Austria, and Hungary

.

Romania gained more land

; and

Serbia became the center of the new

state of Yugoslavia (combined Serbs, Croats, and Slovenes).

Self-Determination

:

Theoretically

each nationality was to be given its own land and nation

, but in several instances diverse people were combined together.

M

any served as barriers against Germany and Communist Russia:

Poland, Czechoslovakia, Yugoslavia, and Romania.

Almost every eastern European nation was left with ethnic minorities

:

Germans in Poland;

Hungarians, Germans, and Poles in Czechoslovakia;

Hungarians in Romania; and

Serbs, Croats, Slovenes, Macedonians, and Albanians in Yugoslavia.

Ottoman Empire was broken up into several Arab states

controlled by western nations, officially called “

mandates

” (

temporary control of a territory as a mandate on behalf of the League of Nations

):

Syria

controlled by France; and

Iraq and Palestine

controlled by Great Britain.

Liberal society crumbled by the destruction caused by the war and 10-million deaths. World War I was a total war. Governments gained power and people’s liberties were restricted in the name of national security. After the war, strong central authority was a way of life and new problems resulted.Slide249

Quick Check

Groups A & C: List the provisions of the Treaty of Versailles. Was it a fair agreement? Explain.

Groups B & D: List the new nations created after World War I. Despite the goal of self-determination, why do you suppose each nationality was not given its own territory and nation?Slide250

Problem 31. Fourteen Points

Woodrow Wilson, “Fourteen Points Speech,” January 8, 1918.

http://

avalon.law.yale.edu/20th_century/wilson14.asp

Which

of Wilson’s Fourteen Points involved the re-drawing of borders or the creation of new nations?

Which

point suggested the creation of a League of Nations?

What

were the three most significant points made by Wilson? Explain.Slide251

Simulation Lesson 45 Objectives

Students will be able to:

Explain the causes of World War I through a classroom simulation game on the causes of the war.Slide252

Activity Lesson 46 Objectives

Students will be able to:

Demonstrate an understanding

of the unit objectives through a

map activity, in which students will make two maps next to one another, comparing the territorial boundaries of Eurasia before World War I (1914) and after World War I (1922). On each map (or on the side with a line connecting to the state), students will indicate the type of government and the leader’s name of each state as of the respective date.Slide253

Lesson 47 Objectives

Students will be able to:

Explain the failures of the League of Nations and the Treaty of Versailles;

Describe how economic considerations in Germany and inflation prevented Germans from making reparations;

Explain the temporary period of peace and prosperity experienced in Europe from 1924-1929;

Explain how the Great Depression impacted Europe; and

Describe how the western democratic nations attempted to recover from the Great Depression and led some towards radical governments in order to bring about quick changes in society.Slide254

A Brief Peace

League of Nations

:

U.S. Senate refused to ratify the Treaty of Versailles

and

the

U.S. did not join the League of Nations

; most Americans wanted to avoid involvement in European affairs; and

Without the U.S., the League of Nations was weak

.

Reparations

:

France demanded Germany make reparations. In April

1921 Germany owed 132-billion marks

($33-billion today), which it was to pay

2.5-billion marks per year

.

Germany paid in 1921

, but claimed it could

not make any more payments

due to financial crisis. As a result, France sent troops into the Ruhr River Valley (Germany’s chief industrial and mining center). In response, German mine and factory workers went on strike.

Inflation:

To

meet its debts and pay workers the German government simply printed more paper currency- leading to inflation

. By 1923 the German mark was worthless.

Dawes-Plan

- 1924 a new reparation plan was drafted, which reduced the reparation amount and based annual payments on Germany’s ability to pay. It also began with a $200-million loan

which opened up Europe for significant American investment.

A

brief period of European economic prosperity

occurred between 1924-1929.

A Brief Peace

:

In 1925, a new spirit of cooperation was born between France and Germany through the

Treaty of Locarno

;

In 1926,

Germany joined the League of Nations

; and

In 1928, the

Kellogg-Briand Pact

was

signed by 63 nations

to “renounce war as an instrument of national policy.”Slide255

Great Depression

Causes of the

Great Depression

:

1.

Series of downturns in the economies of individual nations from 1925-1929

and a significant drop in the prices for many goods, especially agricultural goods; and

2. The

U.S. stock market crashed in October 1929

(Europe’s prosperity was tied to U.S. and

U.S. investors pulled funds out of Europe

- making European banks weaker).

Impact of the Great Depression:

Banks failed, trade decreased, industrial production declined, and unemployment rose rapidly

.

1932 (worst year) 1 in 4 British workers and 30% of German workers were unemployed.

Many saw Marxism as a solution

and Communism was popular among the workers and intellectuals.

Great Depression

led people to follow political leaders who offered simple solutions in return for dictatorial power

.

Democratic Governments in Europe:

Following World War I, most European nations had parliamentary systems and individual liberties but it was a difficult process

.Slide256

Democratic States In Crisis

Germany

:

Weimar Republic

replaced Germany’s emperor

but inflation, social issues, and economic devastation resulted from the Great Depression.

Eventually

extremism took hold

in the midst of rampant

social fears, unemployment, and poverty

.

France

:

Rebuilding from the war

during the Great Depression turned into political chaos.

In 1936

leftist parties (Communists, Socialists, and Radicals) joined to create the

Popular Front

government

.

Allowed workers unions (collective bargaining), 40-hour workweeks, 2-weeks of vacation, and minimum wage (

French New Deal

).

Great Britain

:

Wartime industries laid off workers after the war (coal, steel, textiles) but the economy was strong. 1929 the Great Depression hit.

The

Labour Party failed to heal Britain and the

Conservative Party

took control

of the government.

British economist

John Maynard Keynes

argued that unemployment came from a decline in demand and not overproduction

. He argued that governments

could increase demand by creating jobs through deficit spending

(going into debt). The

British ignored Keynes and instead followed the

Austrian School

of economics that argued for laissez-faire and free markets

. It didn’t work.

United States

:

The U.S. was

hardest hit by the Great Depression

and it impacted all segments of society. By 1933, unemployment was 12-million.

Franklin Delano Roosevelt

(FDR)

won the presidency in 1932 by and argued the government had to intervene to save capitalism.

New Deal

:

a series

of federal programs, public work projects, and financial reforms and regulations, enacted in the United States during the 1930s in response to the Great Depression.

The

programs included support for

farmers

,

unemployed

,

youth

, and

elderly

, as well as

new

constraints and safeguards on the banking

and

changes to the monetary system

.

New Deal did not solve unemployment;

only World War II

and the war industry brought U.S.

workers back to work

.Slide257

Quick Check

Group 1: Was the League of Nations a success or a failure? Explain.

Group 2: Was the demand that Germany pay reparations a success or a failure? Explain.

Group 3: List the causes of the Great Depression. Were there international causes? If so, what?

Group 4: List the results of the Great Depression. Why did it spread to the rest of the world?Slide258

Problem 32. Fireside Chats

Franklin Delano Roosevelt,

“

Fireside Chats,” 1933-1938 (various selections).

http://

havefunwithhistory.com/movies/chats.html

Was

radio an effective means of communication in the 1930s? Is it the best way for a president to communicate with his people today?

What

was the underlying message of FDR in his Fireside Chats?

What

were the solutions to the Great Depression discussed by FDR in his Fireside Chats?Slide259

Simulation Lesson 48 Objectives

Students will be able to:

Describe the terms and consequences of the Treaty of Versailles in the aftermath of World War I.Slide260

Lesson 49 Objectives

Students will be able to:

Describe the modern totalitarian state and its typical features;

Explain what fascism was and why it took hold in some European nations following World War I;

Explain the rise to power of Benito Mussolini;

Describe the measures taken by Mussolini to create a fascist dictatorship in Italy;

Describe the New Economic Policies of the U.S.S.R. that replaced war communism;

Explain how Lenin created the U.S.S.R. and how communism there was established;

Describe the rise to power of Joseph Stalin, his 5-year plans, and his goal to industrialize Russia;

Explain the repression used by Stalin to eliminate opponents through purges;

Describe the authoritarian changes that replaced liberalism in Eastern Europe following World War I; and

Explain how Francisco Franco came to power through the Spanish Civil War and established a dictatorship in Spain.Slide261

Rise of Mussolini In Italy

Modern Totalitarian State:

By 1939, only France and Great Britain remained democratic while Italy, Germany, and Russia turned totalitarian.

Modern Totalitarian State

- led by a single leader and party, the government aimed to control the political, economic, social, intellectual, and cultural lives of its people

.

M

ass propaganda

and high-speed modern

communications

.

Leaders rejected limited government and individual freedoms. People were expected to help achieve state’s goals.

Fascism in Italy:

Post-World War I problems included:

Great Depression, inflation, strikes, and fears of a Communism

.

Benito Mussolini

(originally a Socialist) established a

Fascist state in Italy

.

Fascism

- political philosophy that glorifies the state above individuals, & sets up a strong dictatorship

.

Italians hated Communism and were angry at Treaty of Versailles. Mussolini played on emotions & nationalism to gain power.

After threats of violence, King Victor Emmanuel III made Mussolini Prime Minister, he establish a Fascist Dictatorship, and ruled as “

Il Duce

” (

the leader

).

Mussolini made the Prime Minister head of the government; allowed him to make

laws by decree

;

limited the mass media

;

used propaganda

to mold and influence people. He gave

significant power to the police, started the secret police force (OVRA),

jailed political opponents

,

outlawed all other political parties; and established organizations to promote the ideals of

fascism and control the people

.

Mussolini- not like other fascists and kept many traditions, values, and institutions (role of women, Church, king).Slide262

U.S.S.R. Under Stalin

After the Russian Civil War, war communism ended but people were still starving. Some hoarded food.

1921, Lenin implemented the

New Economic Policy

or “NEP

,” which was a

modified version of the old capitalist system

.

Peasants could

sell produce

openly;

businesses

with less than 20 employees could be

privately owned

; but

h

eavy industry, banking, and mines remained under government control.

Although the

NEP saved the nation from collapse

,

Lenin saw it as only a

temporary retreat from Communism

.

Union of Soviet Socialist Republics

(U.S.S.R. or Soviet Union)

:

1922, Lenin officially created the U.S.S.R. and in

1924, Lenin died.

S

truggle for control

ensued in

the

Politburo

.

Rise of

Joseph Stalin

:

Held the most important political job,

General Secretary

(

appointed regional, district, and local officials