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GLOBAL HISTORY III CHATMAN. ENLIGHTENMENT AIM: WHO SHOULD RULE? DO NOW (5 mins.) –Is government a natural development? –How did government develop? –Where.

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Presentation on theme: "GLOBAL HISTORY III CHATMAN. ENLIGHTENMENT AIM: WHO SHOULD RULE? DO NOW (5 mins.) –Is government a natural development? –How did government develop? –Where."— Presentation transcript:

1 GLOBAL HISTORY III CHATMAN

2 ENLIGHTENMENT AIM: WHO SHOULD RULE? DO NOW (5 mins.) –Is government a natural development? –How did government develop? –Where did the Enlightenment Philosophies look to understand the development?

3 Government –Enlightenment/ Age of Reason Key Thinkers: a. Thomas Hobbes – people bad b. John Locke – people good c. Voltaire – meritocracy/equality before the law d. Rousseau- rejects reason, society corrupts people. Key Ideas: a. divine right b. force theory c. evolutionary theory d. social contract theory

4 Prior to the French Revolution Homework: Chapter 19 section 2 AIM: What challenges did France face before the Revolution? Do Now:Have you ever disobeyed your parents? What led you to challenge their authority? What happened? What was France like in the 18th Century?-

5 AIM: Why did the Ancient Regime fail? Do Now: What special privileges do seniors have that sophomores don’t? Is this fair? LA: Handout [French Peasants]

6 France – 18th Century –General France –Mosaic - Divided by language, geography, climate, custom –1/7 – 1/5 of pop was homeless (NYC – 8 mil – 1.6 mil) –20% lived in cities – Paris (600,000) ctr power not gov’t – need control –Economy - pre-industrial

7 Social Order – Feudal System First Estate - Church a.0.5% of population - 10% of land –Exempt from taxes –Corruption/Noble dominated Second Estate - Nobility –1.5% of population - 20% of land –Exempt from many taxes –Reserved positions in gov’t - Venal offices (bought and inherit king can’t fire) esp. crts Third Estate –98% of population - 70% of land –Pay all taxes –Denied many offices –Not a unified body - Bourgeoisie (middle class) often gov’t officials - Shop keepers - Wealthy Peasants - Urban poor and peasants

8 Adam Smith – Wealth of Nations –Good Taxation Fair – proportion to income Clarity and certainty Simple and efficient flexible

9 Who? What ? When Where? Why?

10 “Two Peasants Repairing a Cart" This image of peasants repairing a cart demonstrates both the hard work done by cultivators and their fragile economic situation, which could easily be imperiled by a broken cart. Under such circumstances, poor people constantly repaired durable and personal goods, such as carts or clothing, because they could not afford to replace them with new ones.

11 Reading Art History Who What When Where Why

12 “People under the Old Regime“ This image shows "the people" as a chained and blindfolded man being crushed under the weight of the rich, including both clergy and nobility. Such a perspective on the period before 1789 purposely exaggerates social divisions and would have found few proponents before the Revolution, but the image does reveal the social clash felt so intensely by the revolutionaries.

13 National Assembly AIM: How did the National Assembly try to change France? Do Now:If you could change anything about Bronx Science, what would it be? What problems would you face in making these changes? Key Ideas:National Assembly brings about reform and a new government to France.

14 Early Reforms: Estates General – May 1789 –The Cahiers Lists of grievances from each Estate –Exposed vast problems –No easy solutions

15 –Voting Power Each Estate given one vote –Third Estate has more people but less power –Impossible to compromise –Social order already breaking down –National Assembly and Tennis Court Oath –Seek a constitution –Reforms – August 4 Declaration of the Rights of Man –Equality before law –Freedom of Speech –Freedom of Religion –Right to property –Participation in government

16 Rights of Man vs Declaration of Independence Do the French and US view rights the same? Are some more important? How many rights are acknowledged? What other provisions are included? Which philosophies are represented in the document? Which document guarantees more rights? Which document would you rather have as the basis of your government?

17 -Who? -What? -When? -Why? -Where?

18 National Assembly - 2 AIM:How did the National Assembly try to change France? DO NOW: Handout: Painting Key Ideas:National Assembly brings about reform and a new government to France.

19 9/22/09 HW: Chapter 19 section 4 DO NOW: Why is there so much violence on television? AIM: How does the radical phase of the revolution lead to the downfall of the monarchy? Pivotal Questions: (15 mins) 1.Why did radicals abolish the monarchy? 2.How did the excesses of the Convention lead to the Directory? 3.What impact did the Revolution have on women and daily life? Learning Activity: (15 mins) Read Robespierre: 1.What does Robespierre means when he argues that terror flows from virtue? 2.How does the use of terror relates to the essence of the revolution? 3.How this speech might be interpreted as an Enlightenment attack on the Ancien Regime carried to its logical conclusion?

20 9/23/09 HW: Chapter 19 section 5 DO NOW (5 mins): Do good military leaders make good political leaders? Explain. AIM: How did Napoleon rise to power and build a vast empire that included much of Europe? Pivotal Questions: (15 mins) 1.How did Napoleon rise to power? 2.How were revolutionary reforms changed under Napoleon? 3.How did Napoleon build an empire in Europe? Learning Activity: (15 mins) Read Robespierre: 1.What does Robespierre means when he argues that terror flows from virtue? 2.How does the use of terror relates to the essence of the revolution? 3.How this speech might be interpreted as an Enlightenment attack on the Ancien Regime carried to its logical conclusion?

21 9/24/09 HW: Chapter 20 section 1 due Tuesday (TEST WEDNESDAY) DO NOW (3 mins): What are the characteristics of a dictator? Examples. AIM: How did Napoleon dominate Europe? Pivotal Questions: (15 mins) 1.What were the social, political and economic conditions that allowed for Napoleon to rise to power? 2.What is nationalism? What were the causes and effects? 3.Compare and Contrast France’s geography before and after the Napoleonic war? Learning Activity: (15 mins) Read Napoleon’s Memoir: Why was Napoleon appealing to the French? What means did Napoleon use to secure his power? Is it reasonable for Napoleon to have Fouche’ carry out these activities?

22 9/24/09 HW: Chapter 21 section 1-2 due NEXT THURSDAY (TEST WEDNESDAY) DO NOW (3 mins): What words are associated with a “hero”? What people are considered to be heroes? AIM: Napoleon Hero or Villain? Pivotal Questions: (10 mins) 1.What are some examples of Napoleon’s strong leadership? 2.What are some examples of Napoleon’s weak leadership? 3.Did he betray the revolution or did he solidify the transformation of France? Learning Activity: (15 mins) Group Discussion: Read Handout: Should Napoleon be viewed as a hero or villain? (handout)

23 September 25, 2009 HW: Chapter 21 section 1-2 due NEXT THURSDAY (TEST WEDNESDAY) DO NOW (3 mins): WHO? WHAT? WHEN? WHERE? WHY?

24 A contemporary rendering of the proceedings of the Congress. ハ Is that Metternich on the floor? AIM: How did the Congress of Vienna restore the balance of power? Pivotal Questions: (10 mins) 1.What was the historical context which led to the Congress of Vienna? 2.What were the goals of the major powers at the Congress of Vienna? 3.How realistic were the goals and did they meet them? Learning Activity: (15 mins) 1.Examine the map: 1.Locate: a. German Confederation, b. Netherlands, c. Vienna 2.Name three states that were in the German Confederation. 3.Why did Congress enlarge some of the countries around France?

25 September 29, 2009 AIM: How do we write a document-based essay regarding the French Revolution? DN: Examine the graph of the French Revolution. Who, What, When, Where, And Why? PQ: 1.How to write an essay based on the social, political, and economic conditions that led to the French Revolutions? 2.How does the outcome of the French Revolution effect future societies? LA: 1.Handout of DBQ essay on the French Revolution and Ms Chatman’s 3 on 3 essay. 2. Complete the chart.

26 Liberalism vs Conservatism October 1, 2009 HW: Complete Chapter 21 Section 2-3 DN: Quiz DN2: What limits should there be on freedom of speech? AIM: Why did nationalism develop in Europe? Pivotal Questions: 1.How did conservative success in the Congress of Vienna effect nationalist and liberal movements throughout Europe? 2.What were the perspectives of liberals and nationalists and how did they emerge? Learning Activity: 1.What ideologies are described in Chapter 21 section 1? 2.How did the competing ideologies contributed to unrest in Europe after 1815?

27 Revolutions of October 2, 2009 HW: Chapter 21 section 1-3 due Monday; TEST on Monday ; & due Wednesday Chapter 20 Sections 1-4 DN: Quiz DN2: “We are sleeping on a volcano” Alexis de Tocqueville AIM: Why did Europe experience revolutions after the Congress of Vienna? Pivotal Questions: 1.What were the conditions in Europe after the Congress of Vienna? 2.What type of people led these revolutions and why? 3.Should European rulers had granted more autonomy to their citizens? Learning Activity: Read Les Miserables and answer questions Watch video of Les Miserables

28 October 6, 2009 HW: Begin Chapter 20 sections 1-4 AIM: Why did revolution in Haiti occur? Pivotal Questions: 1.Why did Haiti seek independence from France? 2.Who led the Haitian Revolution and what were their goals? 3.What were the outcomes of the revolution in Haiti? Learning Activity: Read Toussaint L’Overtures Application: Restavak Foundation - CNN Video

29 October 8, 2009 Latin American Revolutions HW: Create a chart including the geographical, social, political, and economic demographics for each country in Latin America. Complete the handout: “Why Latin America Wanted Independence” AIM: What were the problems with Latin American’s Social Hierarchy? Pivotal Questions: 1.What events and conditions kept the social hierarchy in Latin America in place? 2.Which economic and political forces motivated revolt in Latin America? 3.How did the ideas and events in Europe effect the independence movements in Latin America? Learning Activity: 1.Map Skills - Color and Identify Locations in Latin America 2.Complete handout Applications:

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31 Latin American Revolutions October 8, 2009 HW: Complete Chapter 20 section 1 due Friday; Complete Chapter 20 section 2-4 due Tuesday Due Tuesday: Create a chart including the geographical, social, political, and economic demographics for each country in Latin America. AIM: What were the problems with Latin American’s Social Hierarchy? Pivotal Questions: 1.What caused discontent in Latin America? 2.How did Mexicans and people in Central America win independence? 3.How did the nations of South America win independence? Learning Activity: Read Miguel Hidalgo’s “Decree of Hidalgo” and Simon Bolivar: Address to the Congress of Venezuela Applications:

32 Dawn of the Industrial AgeOctober 9, 2009 HW: Complete Chapter 20 section 2-4 due Tuesday Due Tuesday: Create a chart including the geographical, social, political, and economic demographics for each country in Latin America. DN: What have you recalled about what we have learned about the French & Latin American Revolutions? How do these revolutions effect society and politics? Write 3 descriptions of how the revolutions affected society and politics? AIM: How did the Agricultural Revolution change European Life? Pivotal Questions: 1.What were the causes of the Agricultural Revolution? 2.How did new technology trigger a new industrial revolution? 3.How did improvements in agriculture affect population? Learning Activity: Handout: James Watt Applications:

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