UNIT 1
8000 BCE – 600 CE
(FOUNDATIONS)
UNIT 2
600 CE – 1450 CE
Unit 3
1450-1750
The Origins of Global Interdependence
We'll be fighting in the
streets
With our children at our
feet
And the morals that they
worship will be gone
And the men who spurred
us on
Sit in judgment of all wrong
They decide and the
shotgun sings the song
I'll tip my hat to the new
constitution
Take a bow for the new
revolution
Smile and grin at the change all
around me
Pick up my guitar and play
Just like yesterday
And I'll get on my knees and
pray
We don't get fooled again
Don't get fooled again
Unit 4: 1750 – 1914
Unit 4: 1750 – 1914
• Revolutions and independence movements transformed
the political and social landscape of many parts of the
world
– Enlightenment philosophies of 17th and 18th century taking hold
• leads to a developing sense of nationalism
• Patterns of world trade and technology changed
– Industrial Revolution revolutionized communications and
commerce.
• Industrialization had a huge impact on the environment
– demands for new fuels came about
– cities dominated the landscape in industrialized countries
– less industrialized countries often supplied the demand for raw
materials, altering natural landscapes further
Unit 4: 1750 – 1914
• Serf and slave systems became less common
– gap between the rich and poor grew in industrialized countries
– new social and gender roles emerged for both men, women, and
children as result of industrialization
• Huge numbers of people migrated to the Americas from
Europe and Asia
– population in the western hemisphere grew dramatically
• the slave trade and forced migrations from Africa to the New World
came to an end
• The definition of "west" expanded to include the United
States and Australia
– western dominance reached not only economic and political
areas, but extended to social, cultural, and artistic realms as
well.
– Europeans undertook “imperialism”
Taken from Anatomy of a Revolution, 3rd ed., Crane
Brinton (New York: Vintage Books, 1965)
A. Old Regime (Right)
1. Economically weak -- The government has
deficits and must tax.
2. Politically weak -- The government is
ineffective and cannot enforce policy.
3. Intellectuals desert -- Reformers speak out
against the government.
4. Class antagonism -- There is a conflict
between the old regime and new forces.
B. First stages of Revolution
1. Symbolic actions -- There is a rallying point
against the old regime.
2. Planning -- The new forces plan
"spontaneous" revolt.
3. Role of force -- The government cannot
repress the rebellion.
C. Rule of Moderates
1. Dual sovereignty -- There is a much better
organized and obeyed government.
2. Moderates take over mechanism of
government -- make a new constitution; fight
a war
D. Accession of Extremists
1. Coup d’état -- The illegal government
seizes power.
2. Organization -- A small number of devoted,
disciplined radicals govern.
E. Reigns of Terror and Virtue
1. Forced conformity or punishment.
2. Spread the gospel of revolution
3. Causes of terror: habitual violence, pressure
of war, economic crisis, class or ideological
struggles
F. Thermidore (Center)
1. First convalescence from fever of revolution
2. Amnesty or repression
3. Return of pleasure, religion, status quo, etc.
So What Led To All This
Revolution…
• The Enlightenment
– A change in thought led by philosophers with the goal of
studying society in order to make people better and happier.
– It impacted many different areas of society in Europe
• Economics
– Laissez-faire system
• Rights of Women
– Mary Wollstonecraft, A Vindication of the Rights of Women
• Social Life
– Growth of Reading
– The Salon
• Religion
– Renewed interest
– Rise of Methodism
In order for Revolutions to work, there
must first be a strong belief in the idea
of Popular Sovereignty. This is the
belief that the legitimacy of the state
(government) is created by the true will
or consent of its people. Under this
system, citizens are the source of all
political power.
26: Revolutions in
the Atlantic World
• New Ideals
– Enlightenment ideals of freedom, equality, and
popular sovereignty now enacted
• The Enlightenment challenged this right
– made the monarch responsible to the people
– traditionally monarchs claimed a "divine right" to rule
• John Locke
– theory of government as a contract between rulers and subjects
– authority comes from the consent of the governed
» inspired the leaders of the American Revolution.
• Jean-Jacques Rousseau
– concept of a "social contract" based on the "general will“
– found expression in the National Assembly of France
Social Contract Philosophers
The French
Revolution
Causes of the Revolution…
• The division of classes greatly upset those
at the bottom of society.
– 400k Nobility, 100k Clergy, 24 Mil. Everyone else
– Taxes for 3rd estate were high, famine widespread yet
“perks” for nobility continued.
– Had to pay to use community facilities
• The 3rd estate forced Louis XVI to
assemble the Estates General
– Hadn’t been called to order in over 100 years
– They had delegates but votes were only 1 per estate
for big matters….so it didn’t do crap for the 3rd estate.
Ancien Regime / The
Three Estates /
Estates General
Goals of the Revolution…
• The 3rd Estate hoped to set up a
constitutional government
– This would abolish tax exemptions for 1st/2nd estates
– This would also eliminate the king and queen, as
constitutional governments have elected officials
– Hoped this would solve the financial crises and
poverty
Key Events…
• Tennis Court Oath
– After the 3rd Estate was outvoted in the
Estates General meeting, they quickly
assembled to draft a French Constitution.
– When they arrived at the meeting place, the
doors were locked so they moved to a nearby
indoor tennis court…
– The oath they swore to continue meeting until
the constitution was done was called the
“Tennis Court Oath”
The Tennis Court
Oath, May 1789 /
National Assembly
Key Events
• Storming of the Bastille
– When King Louis decided to use force against
the 3rd Estate, they reacted by storming into
the Bastille, an armory and prison in Paris.
– They dismantled it brick by brick as a show of
rebellion and force
Storming of the Bastille /
July 14th, 1789
Bastille Day / July 14th
Bastille Day
•
There's no bread, let them eat
cake
There's no end to what they'll take
Flaunt the fruits of noble birth
Wash the salt into the earth
But they're marching to Bastille
Day
La guillotine will claim her bloody
prize
Free the dungeons of the innocent
The king will kneel, and let his
kingdom rise
Bloodstained velvet, dirty lace
Naked fear on every face
See them bow their heads to die
As we would bow as they rode by
And we're marching to Bastille
Day
• La guillotine will claim her
bloody prize
Sing, o choirs of cacophony
The king has kneeled, to let his
kingdom rise.
Lessons taught but never
learned
All around us anger burns
Guide the future by the past
Long ago the mould was cast
For they marched up to Bastille
Day
La guillotine claimed her
bloody prize
Hear the echoes of the
centuries
Power isn't all that money buys
Key Events
• The Great Fear
– After the Bastille, King Louis could no longer
trust his troops to enforce his laws.
– Peasant rebellions began to take place all
over the countryside
– A panic spread through France. Citizens
feared invasion by foreign troops who would
support the monarchy…so they formed
militias and prepared to fight.
Key Events
• Declaration of the Rights of Man and
Citizen
– After the Great Fear, the new National Assembly began to meet
to make changes.
– Their first change was to abolish the privileges given to nobility
and clergy.
– Inspired by the American Declaration of Independence, they
created a declaration which said, “Liberty, property, security, and
resistance to oppression.”
• But, did this apply to women?
– Yep, as long as women “did not hope to exercise political rights
and functions”
– Only one woman spoke out, and she was ignored by the
assembly.
“Liberty, equality,
fraternity!”
The Declaration of the
Right of Man and Citizen
Key Events
• The King Concedes
– After speaking with armed women about their starving children,
Louis was convinced to travel to Paris.
– He brought along flour to feed the starving, but was basically
held captive once he and his family arrived.
• Catholic Church Reforms
– The new assembly sold off Catholic landholdings
– Bishops and priests were to be elected by the people and the
government would control the church
– Many Catholics became enemies of the Revolution
Key Events
• A New Constitution
– New constitution set up a limited monarchy which would allow a
king but a Legislative Assembly would make the laws.
– The Assembly would have 745 representatives and only affluent
members of society would be elected
– Only men over 25 who paid a specific amount in taxes could
vote.
• The Paris Commune
– After war with Austria, members of society were again upset with
the king and established a commune, took the king captive, and
power passed from the National Assembly to the Paris
Commune
Key Events
• Move to Radicalism
– After gaining power, the Paris Commune
sought revenge on those who had aided the
king…thousands were caught and murdered.
– King Louis XVI was beheaded by the
Guillotine
Radicalization: new
calendar, closing of
churches, force
priests to take wives,
wear working class
clothes, etc.
The Directory
Key Events
• The Reign of Terror
– Between 1793 and 1794, the new government set in motion an
effort that became known as the Reign of Terror
– This was meant to protect France from both foreign and
domestic enemies
• Close to 40,000 people were killed
– When Guillotining proved too slow to kill so many, grapeshot
was used. Some were sunk in barges.
– Robespierre became obsessed with ridding France of any
“corrupt” elements. Many deputies were against Robespierre
and they rallied enough votes to condemn him. He was
guillotined in 1794.
The Convention /
“Reign of Terror” /
Guillotine / C.P.S.
Key Events
• The Directory
– After Robespierre was killed, a new
government called The Directory came to
power.
– They had two houses, with approx. 750
representatives. This was an era of
corruption.
– Eventually this led to a Coupe D’etat led by
the popular Napolean Bonaparte.
Napoleon Bonaparte
Concordat / Civil Code
Consul / Emperor for Life
Napoleon’s Retreat
1812 Overture
from Moscow
“Waterloo”
palindrome
A man, a plan, a canal, Panama!
Able was I ere I saw Elba.
St. Helena
Revolutionary Re-enactments
• PROMPT:
– Based on the stated goals, analyze to what
degree the French Revolution might be
considered a “success”. Additionally, assess
to what degree the revolution follows the
Crane Brinton model of revolution.
Revolutionary Re-enactments
• PROMPT:
– Based on the stated goals, analyze to what degree the _______
revolution might be considered a “success”. Additionally, assess to what
degree the revolution follows the Crane Brinton model of revolution.
– Working with a group of 4-8 members, you will research, storyboard,
screenplay, and perform a reenactment that portrays one of the
revolutions referenced below.
•
REENACTMENT REVOLUTIONS:
–
–
–
–
–
–
–
French Revolution (Whole Class / 1789-?)
Haitian Revolution (1791-?)
Mexican Revolution (1910 -?)
Chinese Revolution (1911-?)
Russian Revolution (1917-?)
Cuban Revolution (1953-?)
Iranian Revolution (1979-?)
gens de couleur
01/01/1804:
Touissant L’Ouverture
Republic of Haiti
Simon Boliviar
Gran Columbia
Father Hidalgo / 18101821 /Mexican Indp.
Seneca Falls
Convention, NY, 1848
Elizabeth Cady
Stanton
Vindication of the
Rights of Woman,
1792
Mary Wollstonecraft
Frederick Douglas
Abolitionism
William
St.Wilberforce
Helena
The Declaration of the Rights of Woman, 1791
Preamble
• Man, are you capable of being just? It is a woman who poses the
question; you will not deprive her of that right at least. Tell me, what
gives you sovereign empire to oppress my sex? Your strength? Your
talents?
Article I
• Woman is born free and lives equal to man in her rights. Social
distinctions can be based only on the common utility.
Article IV
• Liberty and justice consist of restoring all that belongs to others; thus,
the only limits on the exercise of the natural rights of woman are
perpetual male tyranny; these limits are to be reformed by the laws of
nature and reason.
Article VII
• No woman is an exception; she is accused, arrested, and detained in
cases determined by law. Women, like men, obey this rigorous law.
Postscript
• Woman, wake up; the toxin of reason is being heard throughout the
whole universe; discover your rights.
Otto von Bismark:
realpolitick, blood
and iron, 1871
Nationalism
Germania
Giuseppe Garibaldi.
26: Revolutions in
the Atlantic World
ANALYSIS:
• What specific ways did the ideals of the Enlightenment
challenge long-held assumptions about government and
social order?
• What was the impact of the ideals of the Enlightenment
and the events of the revolutionary era on the status of
women?
• What are the characteristics of political and social
revolutions?
– How do we determine the “success” of a revolution?
– Are there predictable patterns we can use to analyze them?
• What role does nationalism play in national identity in
revolution and in the modern world?
– How does political nationalism differ from cultural nationalism?
– And what is the place of minorities such as the Jews within this
new concept of nationality?
26: Revolutions in
the Atlantic World
• New Governments
– Vastly different governments
• United States, France, and Latin America
–
–
–
–
American Revolution
French Revolution
Haitian Revolution
Mexican Independence
• Based on written constitutions, statements of individual
rights, and elected assemblies
– Articles of Confederation / Declaration of Independence /
Constitution
» Continental Congress
» Constitutional Convention
» Congress
26: Revolutions in
the Atlantic World
• Declaration of the Rights of Man and the Citizen
– National Assembly (June 1789
» Tennis Court Oath
» Bastille Day 14 July
» "Liberty, equality, and fraternity"
– The Convention
» Radical Jacobins dominated the Convention
in 1793-94 in a "reign of terror"
» Revolutionary changes: in religion, dress,
calendar, women's rights
– Directory
» A conservative reaction against the excesses
of the Convention
» Executed the Jacobin leader Robespierre,
July 1794
Revolutionary Re-enactments
• Revolutionary Research Criteria:
– GOALS
• Consider PERSIA categories to break it down
– MAJOR EVENTS
• 5-10 that reference “plot line” of revolution
– KEY PLAYERS
• Important individuals from BOTH sides of the fray
– KEY VOCABULARY
• What terms and concepts must people know to be fluent in
the language of your revolution?
– OUTCOME/SUCCESS
• Did they achieve stated goals? Does this revolution follow the
model we’ve studied?
Revolutionary Re-enactments
• PROMPT:
– Based on the stated goals, analyze to what degree the _______
revolution might be considered a “success”. Additionally, assess to what
degree the revolution follows the Crane Brinton model of revolution.
– Working with a group of 4-8 members, you will research, storyboard,
screenplay, and perform a reenactment that portrays one of the
revolutions referenced below.
•
REENACTMENT REVOLUTIONS:
–
–
–
–
–
–
–
French Revolution (Whole Class / 1789-?)
Haitian Revolution (1791-?)
Mexican Revolution (1910 -?)
Chinese Revolution (1911-?)
Russian Revolution (1917-?)
Cuban Revolution (1953-?)
Iranian Revolution (1979-?)
Chapter 30: Big Ideas
• Uneven Social Progress
– Some changes profound and permanent
• abolition of feudal rights and obligations in France, were
– Other changes came more slowly and piecemeal
• abolition of slavery in the Americas
• political power generally the privilege of men of property
– only Haiti empowered all men regardless of race
– Equal rights for women: no momentum until late in the
nineteenth century.
• Women used logic of Locke to argue for women's rights
• Mary Astell attacked male dominance in the family
• Mary Wollstonecraft
– Vindication of the Rights of Woman
» women possessed same natural rights as men
– Mother of Mary Shelley: Frankenstein
26: Revolutions in
the Atlantic World
• Nationalism
– popular sovereignty gave voice to a new form of identity
– based on notions common cultural and historic experience
• Cultural nationalism: an expression of national identity
– Emphasized common historical experience
– Used folk culture and literature to illustrate national spirit (Volkgiest)
– Political nationalism more intense in the nineteenth century
• Demanded loyalty and solidarity from members of the national
group
• Minorities sought independence as a national community
– like the Greeks within the Ottoman empire
– Scattered cultural groups like the Italians and the Germans
created new states to house their national identities.
• Young Italy formed by Giuseppe Mazzini
• Otto Von Bismark (1871)
– Blood and iron, “realpolitik”
26: Revolutions in
the Atlantic World
• The consolidation of national states in
Europe
– Zionism: Jewish nationalism as a response to
widespread European anti-Semitism
• Movement founded by Theodor Herzl to create a
Jewish state in Palestine
• Jewish state of Israel finally created in 1948
• Map Study
– American Revolution & Napoleonic Europe:
Bentley 3rd.
Production Tools
• Understanding the Basics
– Must know your revolution.
• Fill out this sheet with your group before any other work
proceeds
• Storyboards
– Graphic interpretation of video
• Example 1 ; Example 2 ; Example 3
• Blank Sheets/Format
• Screen Plays
– Add direction and dialogue
– Uses specific format
• Example 1 ; Example 2; Example 3
Revolutionary Re-enactments
• RE-ENACTMENT LOGISTICS:
– 4-6 minutes reenactment must make sense and be
easy to understand
• Screen Play
– Follows protocol for screenplays cited on website.
• Story Boards
– Only key scenes of the play must be storyboarded,
– Must be historically accurate
• Accurate portrayal of goals, key players, events, terms and
concepts, and its outcome … culturally appropriate.
– Must include all members
• In production and performance
– Should consider the use of costuming and props
• “less is more”; be creative with weapon substitutes
Revolutionary Re-enactments