Unit 3
Democracies
Chapters 8, 10 & 12
Mrs. Tucker
World History
Victor Valley High School
Democracies
 California Standards:
 10.2.1 –Compare the major ideas of philosophers and their effects
on the democratic revolutions in England the United States, France,
and Latin America (e.g. John Lock, Charles-Louis Montesquieu,
Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, and
James Madison;
 10.2.2. – List the principles of the Magna Carta, the English Bill of
Rights (1689), the American Declaration of Independence (1776),
the French Declaration of the Rights of Man and the Citizen (1789),
and the U.S. Bill of Rights (1791).
 10.2.4. – Explain how the ideology of the French Revolution led
France to develop from constitutional monarchy to democratic
despotism in the Napoleonic empire.
Democracies
 Standards, Continued:
 10.2.5 – Discuss how nationalism spread across Europe with
Napoleon but was represented for a generation under the Congress
of Vienna and Concert of Europe until the Revolutions of 1848.
 10.3.7 – Describe the emergence of Romanticism in art and
literature (e.g., the poetry of William Blake and William
Wordsworth), social criticism (e.g., the novels of Charles Dickens),
and the move away from Classicism in Europe.
 10.4.2 – Discuss the locations of the colonial rule of such nations as
England, France, Germany, Italy, Japan, the Netherlands, Russia,
Spain, Portugal, and the United States.
Democracies
 Standards, Continued:
 10.4.3 – Explain imperialism from the perspective of the
colonizers and the colonized and the varied immediate and
long-term responses by the people under colonial rule.
 10.4.4 – Describe the independence struggles of the colonized
regions of the world, including the roles of leaders, such as
Sun Yat-sen in China, and the roles of ideology and religion.
 10.9.6 – Understand how the forces of nationalism developed
in the Middle East, how the Holocaust affected world opinion
regarding the need for a Jewish state, and the significance and
effects of the location and establishment of Israel on world
affairs
 Common Core
 Reading Standards for Informational Text 6-12, Grade 9-10
 5. Analyze in detail how an author’s ideas or claims are developed
and refined by particular sentences, paragraphs, or larger portions of
a text (e.g., a section or chapter).

a. Analyze the use of text features (e.g., graphics, headers,
captions) in functional workplace documents.

Integration of Knowledge and Ideas
 8. Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant
and sufficient; identify false statements and fallacious reasoning.
Common Core Standards

WRITING STANDARDS, Grades 9-10 Students

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level and
concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
Common Core Standards, Continued

d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument
presented.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.

a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic.
Common Core Standards, Continued

c. Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.

d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).

9. Draw evidence from literary or informational texts to support analysis,
reflection, and research
Democracies - Main Ideas

Discontent and Enlightenment Ideas spurred people in Latin America to Fight
Colonial Rule;


Liberal and Nationalist Uprisings Challenged the old Conservative Order of Europe;


The System of Nation-States established in Europe during this Period
Continues today;
Nationalism Contributed to the Formation of Two New Nations and a New Political
Order in Europe;


Sixteen of Today’s Latin American Nations gained their independence at this
time;
Nationalism is the Basis of World Politics Today and has often Caused
Conflicts and Wars;
Artistic and Intellectual Movements both Reflected and Fueled Changes in Europe
During the 1800s;

Romanticism and Realism are Still Found in Novels, Dramas, and Films
Produced Today;
Divisions in Spanish Colonial Society, 1789
Social Classes
Spread of Enlightenment Ideas
Creoles Lead Independence
Miguel Hidalgo, Simón Bolivar, José de San Martín, José Maria Morelos
Changes in Rule in Latin America
Clash of Philosophies
 Conservative: usually wealthy property owners and
nobility – protecting traditional monarchies of Europe;
 Liberal: mostly middle-class business leaders and
merchants – more power to elected parliaments – only
educated and landowners would vote;
 Radical: drastic change to extend democracy to all
people – governments should practice ideals of French
Revolution – Liberty, Equality, and
Fraternity/Brotherhood
Nationalism
Belief that people’s greatest
loyalty is not to a king or
empire but to a nation of
people who share a common
culture and history;
Nation-State
History
Language
Nationality
Territory
Religion
Culture
Positive and Negative
Results of Nationalism
Positive Results
Negative Results

People within a nation
overcoming their differences for
the common good

Forced assimilation of minority
cultures into a nation’s majority
culture;

The overthrow of colonial rule


Democratic governments in
nations throughout the world
Ethnic cleansing, such as in
Bosnia and Herzegovina in the
1990s;

Competition among nations
spurring scientific and
technological advances
The rise of extreme
nationalistic movements, such
as Nazism;

Competition between nations
leading to warfare

The Balkans

The Balkans – all or part of present-day Greece, Albania, Bulgaria,
Romania, Turkey, and the Former Yugoslavia;

Balkan Peninsula controlled by Ottoman Empire – Turkey – Muslim;

Religion – Greek Orthodox – Ties to Russian Orthodox - Russia, along
with France and Britain support Greek’s Independence against
Ottoman;

Greek Independence a popular cause against the world – Western
Civilization – Respected Greek Culture;

Many different languages, cultures, histories, and religions;

Ruled by an Empire;
Nationalists Challenge
Conservative Power
 Revolutions of 1820s –
1830s - Revolutionary zeal
swept across Europe
 Belgians declared
independence against Dutch
Rule;
 Greek Independence –1830
– Independent Kingdom of
Greece – supported by
Britain, France, and Russia;
 Italy – Nationalist worked to
unite many separate states
on Italian Peninsula – Order
restored by Austrian troops
sent by Metternich;
 Poles in Warsaw revolt -Russian rule in 1830
Russian army crushed revolt
;
Revolutions of 1848
Questions, page 257, 6-9
 Why might liberals and radicals join together in a nationalist
cause?
 Why did some liberals disapprove of the way Louis-Napoleon
ruled France after the uprisings of 1848?
 What consequences did Alexander’s reforms have on Russia?
 Imagine you live in Europe in 1848. Write a letter to a friend,
stating your political position – conservative, liberal, or
radical. Relate your feelings about the uprisings and Europe's
future. (1 page).
Nationalism
Nationalism Shakes Aging Empires
 Austrian Empire Austria-Hungary
 Slovenes, Hungarians, Germans, Czechs, Slovaks,
Coats, Poles, Serbs, and Italians
 Russian Empire
 Ukrainians, Poles, Lithuanians, Latvians, Estonians,
Finns, Jews, Romanians, Georgians, Armenians, Turks,
and others;
 Ottoman Empire Weakens
 Greeks, Slavs, Arabs, Bulgarians, and Armenians;
Italian Unification
Italian Unification
 Prime Minister of Sardinia – Camillo di Cavour - unites
the North;
 Giuseppe Garibaldi – Red Shirts – Unites the South
 Sardinian King, Victor Emmanuel Rules – 1860
 1866 – Venice Added from Austria
 1870 – Papal States added – Popes Continues to Rule
Vatican City
German Unification
 Prussia Leads German Unification
 Otto von Bismarck


Realpolitik – The Politics of Reality
Iron and Blood
 Prussia Grows toward Building a German Empire


Seven Weeks’ War – defeats Austria – unites Northern Germany
Franco-Prussian War - staged war – “insult” by French
ambassador to Prussian king – united Southern and eventually all
of Germany;
 German King – Title of Kaiser
German Unification –
1865 - 1871
Revolution in the Arts Romanticism
 Ideas of Romanticism
 Emphasized inner feelings, emotions, and imagination
 Focused on the mysterious, supernatural, exotic, grotesque, or
horrifying
 Loved beauties of untamed nature
 Idealized past as simpler and nobler time
 Glorified heroes and heroic actions
 Cherished folk traditions, music, and stories
 Valued common people and individual
 Promoted radical change and democracy
Romanticism in Arts
 Literature and Poetry

William Wordsworth

Samuel Taylor Coleridge

Lord Byron

Percy Bysshe Shelley

John Keats

Johann Wolfgang von
Goethe

Jakob and Wilhelm
Grimm

Victor Hugo
 The Gothic Novel
 Mary Shelley – Frankenstein
Music
 Composers

Franz Liszt

Ludwig van Beethoven

Felix Mendelssohn

Robert Schumann

Frederic Chopin

Guiseppe Verdi

Richard Wagner
Realism
 Realism shows life as it was
and not as it should be

Photography

Louis Daguerre

William Talbot

Writers

Honoré de Blazac

Émile Zola

Charles Dickens
Impressionism
 1860s – Movement in Paris
against Realist style
 Tried to show their
impression of a subject or
moment in time;
 Light, pure shimmering
colors used to capture a
moment in a glance
 Artists

Claude Monet

Edgar Degas

Pierre-Auguste Renoir
 Composers

Maurice Ravel

Claude Debussy
Water Lilies - Monet
Questions
 Page 267, 6-9
6.
How are the movements of
Romanticism and Realism
alike and different?
7.
How might a realist novel
bring about changes in
Society? Describe the ways
by which this might happen.
8.
How did nationalism
influence the artistic
movements?
9.
Listen to a piece of music by
Beethoven, and then listen to
a piece of contemporary
music that you like. Write a
compare and contrast essay
on the two pieces of music
EXTRA CREDIT – 50 points
An Age of Democracy and Progress
– British Reforms
 The Reform Bill of 1832:

Extend Suffrage/Voting

Fear of Revolutionary Fever
from France heading to
Britain prompts reforms;



Lessened property
requirements so wealthy
middle class men could vote;
Modernized districts for
electing members of
Parliament which gave cities
more representation;

Chartist Movement – People’s
Charter of 1838

Suffrage for all men

Yearly Parliamentary
elections

Secret Ballot for
Parliamentary Votes;

End to Property
Requirements;
By 1900 – all demands of
Chartists except for annual
elections became Law;
Women Get the Vote?
 By 1890, several industrial countries had universal male
suffrage;
 No country allowed women to vote;
 Women in Britain and US organized reform societies
and protested unfair laws and customs;
 Women’s Suffrage – some though it was too radical –
some thought women lacked the ability to vote;
 Militant Protests – Emmeline Pankhurst – formed
Women’s Social and Political Union (WSPU) 1903;
Militant Protests

The WSPU – most militant
organization for women’s rights.

Goal – draw attention to cause of
woman suffrage;

“I want to say here and now that
the only justification for violence,
the only justification for damage
to property, the only justification
for risk to the comfort of other
human beings is the fact that you
have tried all other available
means and have failed to secure
justice.”
Emmeline Pankhurst, Why we are
Militant
France and Democracy
 Third Republic
 Aftermath of Franco-Prussian War;
 Crises and changes in government almost
yearly;
 a dozen political parties competing for power;
 1875 National Assembly agree on a new
government;
 Divisions in France;
Rise of Zionism

The Dreyfus Affair


1880s-1890s, The Third Republic
threatened by Monarchists,
Aristocrats, Clergy, and Army
Leaders who wanted Monarchy
or Military rule;
Émile Zola – open letter in
J’accuse! It denounced army for
covering up scandal;

Dreyfus was eventually declared
innocent by French government;
Widespread feelings of antiSemitism led to accusing Captain
Alfred Dreyfus, one of the few
Jewish officers in French army, of
selling military secrets to
Germany;

This gave rise to Zionism, leader
Theodor Herzl – quest for a
Jewish Homeland;

Other movements in Russia and
Eastern Europe – Pogroms –
campaigns of violence against
Jews – immigration to US and
Palestine;


Found guilty on false and vague
charges and sentenced to life in
prison – Devil’s Island
Self Rule – British Colonies


Canada – 1839 – Canada united
(upper and lower Canada) as
Province of Canada;

British immigration
encouraged;

Canada should be allowed to
govern themselves;

Westward expansion –
Transcontinental railroad –
1885;
New Zealand

Australia

Native Population –
Aborigines;

Colonized as penal colony
in 1788 to resolve
overcrowded prisons in
Britain;

Free Settlers joined former
convicts in early 1800s;

Sheep farming;

Native Population – Maori;

Cheap land;

Free Settlers;

Gold Rush in 1851;

Self governing in 1850s;

Self governing in 1850s;
The Great Famine

The Great Hunger

Irish peasants dependent on potatoes as sole source
of food;

From 1845 – 1948 a plant fungus ruined nearly all
Ireland’s potato crop;

Our of 8 million population, 1 million died from
starvation and disease;

Most, About 1 ½ million left Ireland to the US,

Immigrants also immigrated to Britain, Canada,
and Australia;

Britain enforced demands of English landowners
that Irish peasants pay their rent – many Irish lost
land and fell in debt;

Large landowners profited from higher food prices;
Irish Immigration
Self Rule – British Colonies
 Ireland




English control of Ireland –
joined to Ireland in 1801;
Conflict between British
Protestants and Native Irish
Catholics;
Catholic Emancipation Act in
1829 restored many rights to
Catholics;
Irish Potato Famine

Demand for Irish Home Rule
– control of internal matters
only or Independence.

Irish Republican Army – IRA

Ireland divided into

Northern Ireland –
controlled by Britain

Ireland – Home Rule – 1921;

1949 – Irish Free State
becomes Independent
Republic of Ireland Ireland;
War and Expansion in the United States
 Manifest Destiny

Americans believe they
have the right and duty to
rule North American from
Atlantic coast to the
Pacific;

War with Mexico – US
gains Texas, New Mexico,
Arizona, California,
Nevada, and Colorado;
Civil War Tests Democracy

Causes of the War

Divided Interests

North/East – Industry,
Trade, farms – Free
Workers;

South – Agricultural – Cash
Crops – slave labor;

States Rights vs. Rights of
Federal Government;

Climax of Tension in 1860 –
When Abraham Lincoln Elected;

Civil War Breaks Out
Civil War


April 12, 1861 – Confederate
forces fire on Fort Sumter in
Charleston, South Carolina to
start war;

Emancipation Proclamation –
Declared all slaves in Confederate
states were free;

Showed European nations that
war was “fought against slavery,”
and did not support South;
Four years of fighting:

South – advantages –
superior military leadership;

13th Amendment – Abolished
Slavery – Ratified December,
1865;

North – advantages – larger
population, better
transportation, greater
resources, more factories;

Fourteenth and Fifteenth
Amendment extended rights of
citizenship to all Americans and
guaranteed former slaves right to
vote;

April 1865 – South
Surrenders;
New Ideas in Science
 Germ Theory
 French Chemist Louis
Pasteur – mid-1800s



While examining
fermentation process of
alcohol discovered
microscopic organisms bacteria;
Learned heat killed
bacteria;
Developed process of
pasteurization to kill germs
in liquids like milk;
 Charles Darwin

Theory of Evolution

Naturalist

Voyage of H.M.S. Beagle

theory that all forms of life
evolved

On the Origin of Species by
Means of Natural Selection

Survival of the Fittest

Theory of Evolution
 Social Darwinism
New Ideas in Science
 Marie Curie
 Worked with her husband
Pierre Curie
 Discovered two missing
elements – Radium and
Polonium;
 1898 – Radioactivity
 1903 – The Curies shared
the Nobel Prize for
Chemistry;
New Ideas in Science

Social Science Explore
Behavior

Psychology

Ivan Pavlov

Human actions were often
unconscious reactions to
Experiences through training

Sigmund Freud

Unconscious mind drives how
people think and act about it

Psychoanalysis – deal with
psychological conflicts;