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Unit 1 – The Renaissance
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Learning Goal 1 – I will be able to:
-Define Middle Ages
-Define Crusades
-Summarize how the Crusades brought Europe out of the Middle Ages
-Locate Jerusalem on a map and explain why the city was important to all three major world religions
-Explain the social effects of the Crusades
-Summarize the political effects of the Crusades
-Explain the economic effects of the Crusades
I.
The Renaissance
a. Means rebirth
b. Was a rebirth of science and the arts from the Middle Ages
c. Middle Ages = long time period (500 – 1400) of very little change.
i. Remembered for castles/churches, emphasis on power & authority (kings & church)
ii. B/C of the Crusades, shift towards importance of protection
d. The Crusades brought Europe out of the Middle Ages
i. Definition = holy wars started by the Catholics in the Middle East
ii. Muslims controlled Jerusalem (holy city to Jews, Christians, AND Muslims) and would
not permit Christians to travel there.
iii. Began in 1096, lasted around 200 years (multiple Crusades to the Holy Lands)
iv. Remembered in vivid artwork
v. Dome of the Rock on the Temple – Jerusalem
1. Christians – site of one of first Christian churches
2. Jews – site of the Second Jewish Temple
3. Muslims – believe Mohammad ascended into heaven from here
vi. How they changed Europe and brought it out of the Middle Ages
1. Socially – Middle class developed and towns emerged; increased trade created a
middle class who could afford to live in towns
2. Politically – Decline of smaller, local governments and the emergence of stronger,
more centralized governments because of the need for protection
3. Economically – trade developed, Money economy (used to be a barter system
where people traded what they could do for what they needed, so if I was a
teacher who needed food, I would trade tutoring sessions with a farmer’s children
in return for some of his food)
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Learning Goal 2 – I will be able to:
-Define Renaissance
-Locate the Italian Peninsula
-Explain the three reasons why the Renaissance began on the Italian Peninsula
-Define and explain the two new ways of thinking that emerged during the Renaissance
I.
Renaissance and the Italian Peninsula
a. Definition = Renaissance means rebirth and this was a rebirth of science, art, and literature in
Europe
b. Began on the Italian peninsula between 1350-1600
c. Why did it begin in Italy?
i.
Heritage of the Roman Empire – tradition of greatness there…why do sports “rebirths”
happen in Pittsburgh?
ii.
Wealthy part of Europe
iii. Geography - peninsula, helped with trade with the Middle East
d. Changes came gradually over 250 years
e. New ways of thinking
i.
During Middle Ages, big castles and churches showed importance of power and
authority, change during Middle Ages towards importance of people and their
individual qualities
ii.
Humanism – focusing on human accomplishments and potential
1. Major intellectual movement
2. Clashed with the Church’s demand that everyone agree with it
3. Helped break people away from the Catholic Church
4. Led to study of “humanities” – grammar, history, poetry
iii. Secularism – concern with what is worldly and not what is spiritual
1. People still religious, but also focused on what was happening in this world;
enjoyed life on earth!
2. Patrons – those who donated their own money towards the arts and literature
because of these new beliefs
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Learning Goal 3: I will be able to explain the differences between Medieval & Renaissance art and identify the
contributions of Italian artists Leonardo, Donatello, Raphael, and Michelangelo.
I.
II.
Medieval Art vs. Renaissance Art
a. Medieval Art – religious themes and darker colors
b. Renaissance Art – human themes, brighter colors, more perspective
Italian Artists
a. Leonardo da Vinci
i.
Leonardo da Vinci 1452-1519 – Mona Lisa, Last Supper, “Renaissance Man”
a. Someone who excels at many different tasks
i. Art, engineering, science, art, helicopter?
ii.
Donatello 1386-1466 – “David” = first nude, bronze statue of Renaissance
a. Art based on human beings, not religious themes
iii. Raphael Santi 1483-1566 – “School of Athens”
a. Painting of great writers and philosophers, not Biblical people
iv.
Michelangelo 1475-1564 – Sistine Chapel, St. Peter’s Basilica (US Capitol Building),
“David” a 17 foot statue
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Learning Goal 4 – I will be able to:
-Identify Dante and his most famous work
-Explain how and why language is spread
-Explain why Dante was so important
-Identify Niccolo Machiavelli and his most famous work
-Explain the adjective “Machiavellian”
-Summarize why Machiavelli was so important to European history and why he is important in this class
moving forward
I.
Italian Writers
a. Dante
i. 1265-1321 – Divine Comedy, Inferno most famous, story of journey through hell
ii. Most important Renaissance poet, called the “Father of the Italian language”
iii. What makes someone the “father of the language?
1. He is most responsible for spreading it and making it consistent
iv. Before, writings published in Latin, many people didn’t read or understand it. Publishing
in Italian meant more people read it, and spread the language.
v. Sign on the Gate of Hell in Inferno
1. through me you enter into the city of woes
through me you enter into eternal pain,
through me you enter the population of loss.
...
abandon all hope, you who enter here.
b. Niccolo Machiavelli 1469-1527 – The Prince
i. Machiavelli’s writings
1. Better to be feared than loved
2. The end justifies the means
3. A prince never lacks legitimate reasons to break his promise
4. Before all else, be armed
5. If an injury has to be done to a man it should be so severe that his vengeance need
not be feared.
6. Politics have no relation to morals.
ii. Machiavellian – adjective that describes someone who cares more about power than
morals
1. Will do anything to get power
iii. Important because…
1. He continued to promote the importance of power
2. His book was read by European princes and kings, many of whom we’ll study in
this course
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Learning Goal 5 – I will be able to:
-Summarize how the ideals of the Renaissance moved into northern Europe
-Define/Explain Christian humanism
-Identify William Shakespeare and Johan Gutenberg and explain the contribution(s) of each
-Compare and contrast the Northern Renaissance and the Italian Renaissance
I.
Northern Renaissance
a. The Northern Renaissance
i. Renaissance ideas moved north
1. Hundred Years War ended
a. Societies now more stable, cities and populations grew rapidly
2. Printing Press invented by Johann Gutenberg in 1440
a. Easier to get ideas to universities which were plentiful in northern Europe.
i. Christian Humanists
1. Northern humanists critical of failure of the Church to inspire people to live the
Christian life.
2. Christian humanism born out of this criticism
3. Christian humanism focused on reforms to society, especially in education
4. Thomas More of England
a. Wrote Utopia – which means “ideal place”
i. Book about an imaginary land with no greed, corruption, war, or
need for money, but is it human nature?
ii. William Shakespeare 1564-1616
1. Almost 2,000 new words, led to standardization of English language
2. Invented new sayings
I’ve “seen better days.”
Things have come “full
circle.”
It’s “a foregone
conclusion.”
What “a sorry sight.”
“As dead as a doornail.”
Stuck “in a pickle.”
It hurts “like the Dickens.”
“The Devil incarnate.”
“Vanish into thin air.”
“high time”
“lie low”
That’s “much ado about
nothing.”
“wherefore art thou
Romeo?”
“Send him packing.”
“Wild goose chase.”
“mum’s the word”
“at one fell swoop.”
“neither here nor there.”
“foul play”
“the game is up.”
3. Conspiracy Theory – Was it him that wrote all those plays and sonnets?
a. Never in southern Europe, yet wrote about the themes debated there.
b. How many words did he use?
i. According to an article on the University of Denver website
1. Shakespeare’s works = 31,534 different words.
2. His vocabulary was estimated at 66,534
3. Average person knows 10,000-20,000 words
4. Not formally educated – how did he learn all these words?
5. Was it several different people writing these?
iii. Gutenberg & Shakespeare – Gutenberg’s Printing Press (1440) made it easier to
reproduce Shakespeare’s works.
iv. Italian Renaissance vs. Northern Renaissance
1. Common – New ways of thinking, focus on literature and the arts
2. Different – Northern Renaissance held on to religious ideals more & art more
focused on realistic lives of the people and less on classical ideas
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Unit 1 – Need to Know
Assignment: For each term/item/name on your Need to Know List, you must look through the notes and find
two facts about each. This may be completed in several ways. You may make notecards with the term on the
front and the information on the back. You may take notebook paper and make a review sheet that way. You
may also choose to type it. A final way to complete this is to use your iPod or iPhone and use one of the apps
or quizlet.com website. All are fine. I did one for you so you know what’s expected. Need to Know Lists are
ALWAYS due the day before the test, and there is NO PARTIAL CREDIT IF TURNED IN LATE! NO
CREDIT IF THIS ASSIGNMENT IS COMPLETED ON THIS HANDOUT! THERE IS NOT ENOUGH
ROOM!
Middle Ages
(definition/description,
years)
Crusades (definition, 3
effects on life in Middle
Ages)
Italian peninsula
Renaissance
Why began on Italian
peninsula
Humanism
Secularism
Renaissance Man
Renaissance Art vs.
Medieval Art
Leonardo da Vinci
Donatello
Michelangelo
Raphael Santi
Dante
Niccolo Machiavelli
Northern Renaissance
Christian Humanists
Utopia
William Shakespeare
Johan Gutenberg
Italian vs. Northern
Renaissance
Why this time period was
so important.
1. Means “rebirth”
2. Renaissance was a rebirth of science, art, and literature in Europe
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Unit 2 – The Protestant Reformation
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Learning Goal 1 – I will be able to:
-Define Protestant Reformation
-Summarize the state of religion in Europe in 1500
-Explain how the Protestant Reformation began
-List and explain the four causes of the Protestant Reformation in Europe
II.
The Protestant Reformation
a. Definition and description
i. PR = time period of serious criticism of the Catholic Church & start of Protestantism in
Europe
ii. Religion in Europe in 1500
1. Christianity primary religion in Europe – only church was Catholic Church
iii. How the Protestant Reformation began
1. Began in town of Wittenberg in the Holy Roman Empire (Germany today) a
group of about 300 states, many of which were the size of counties in PA
iv. Causes
1. Social – Renaissance values of humanism and secularism led people to question
the Church & the Printing Press spread ideas critical of it.
2. Political – Monarchs challenged Church and its supreme power as many leaders
viewed the Pope as a foreign ruler and challenged his authority
3. Economic – Princes & kings jealous of Church’s power and merchants resented
paying its taxes
4. Religious – Some Church leaders became corrupt and the people found the sale of
indulgences unacceptable
i. Indulgence = pass to heaven/forgiveness of sins (typically earned)
ii. Pope Leo X approved selling them
iii. John Tetzel sold them in Wittenberg, where Martin Luther lived
iv. Martin Luther – Theology at Univ. of Wittenberg, started
Protestantism
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Learning Goal 2 – I will be able to:
-Identify the Protestants
-Define 95 Theses and explain its importance
-List and explain the six tenants of the Lutheran Church
-Contrast the Lutheran and Catholic Churches
b. Protestantism
i. Broke from Catholic Church in 1517 because they “protested” what the Church was
doing
ii. Started when Martin Luther wrote 95 Theses
1. List of 95 complaints against the Church
2. Nailed to door of the Church at Wittenberg
3. Wanted Church to read them/ make changes
a. Never intended to start a new church
4. Because of the printing press, widely published and spread easily
c. Basis of Lutheran Church (founded in 1522)
i. Faith alone required to go to heaven
1. Catholics were selling passes
ii. Baptism & Communion only required sacraments or sacred traditions
1. Church created new ones to make $
iii. Bible to be used only as a guide – no more Inquisitions of those who disagree
1. Church continued them
iv. The Bible was translated into German so everyone could read it
1. Church continued to publish in Latin, so only educated could read it
v. Church services held in German so average person could listen, understand more, and
learn and that since people were equal priests not needed to interpret Bible for the people
1. Catholic services continued in Latin
vi. Luther denied the authority of the Church. Kings and princes were to be the head of the
Lutheran Church in their own countries.
1. Pope the leader of entire Catholic Church, and therefore of all Christians before
Protestant Reformation.
d. Questions to ponder:
i. Did the Catholics willingly give up this power? Or did they see the Protestant
Reformation as illegitimate?
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Learning Goal 3 – I will be able to:
-Summarize what happened to Luther and why
-Define Imperial Diet of Worms and explain its importance in the Protestant Reformation
-Define Edict of Worms and explain problems it may present
-Identify the Counter/Catholic Reformation, list the decisions made at the Council of Trent and explain why
they were important
e. Response from Catholic Church
i. Pope called Luther to Rome, tried to scare him into keeping quiet
ii. Luther continued to speak and write against the Church
iii. 1521, Luther summoned to Imperial Diet of Worms
a. Ordered to recant or admit he’s wrong
b. Luther refused, and was excommunicated or kicked out of Catholic
Church
2. Luther returns to Wittenberg and tosses Papal Bull (excommunication papers) into
the fire
iv. Edict of Worms – prohibited reading and distributing of Luther’s works
f. Luther & War
i. Many peasants used ideas about Christian freedom to protest serfdom and revolt against
the rich nobles
ii. Some stayed loyal to the Pope; others did not
iii. Peace of Augsburg (1555) – each German prince has power to decide if his state is
Protestant or Catholic
1. Beginning of religions warfare in Europe
g. Protestant Churches today (non-Catholic Christian Churches)
i. Anglican, Episcopalian, Presbyterian, Lutheran, Methodist, Baptist
h. The Counter Reformation/Catholic Reformation
i. Protestants called it the Counter Reformation because it countered their beliefs
ii. Catholics called it the Catholic Reformation to make it sound as if they were trying to
make major changes within the Catholic Church
iii. The Council of Trent was called in 1545 by Pope Paul III
1. Church’s interpretation of the Bible is final. Anyone who substituted their own
personal interpretation was a heretic
a. Heresy = crime of going against the Church and punishable by death.
2. Faith AND good works required for salvation, not just faith as Luther taught.
3. Sale of indulgences prohibited
4. Agreed to the formation of a new religious order called the Jesuits
a. Founded by a Spanish soldier named Ignatius Loyola
b. Enforced Edict of Worms
5. Created the Index a list of books that a “good” Catholic was not to read b/c they
were considered to be “damaging to the soul” (Index stopped on June 14th, 1966)
6. More Inquisitions – trials of accused heretics
i. Geography
i. Geography played a key role in determining which nations remained faithful to the
Catholic Church and which nations converted to one of the Protestant religions.
ii. Those closest to Italy tended to remain Catholic further away tended to be Protestant
j. Relevance
i. Because of the debate between Protestants and Catholics, religion is still a cause of war in
the world; over ½ of wars fought in the world not over money or land, over religion.
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Learning Goal 4 – I will be able to:
-Identify Henry VIII
-Summarize why he broke England from the Catholic Church
-Explain the Act of Supremacy and the Anglican Church
k. Henry VIII – 1491-1547 – Married 6 times
1. First wife Catherine of Aragon gave him only a daughter.
a. Wanted to divorce his wife to marry the younger Anne Boleyn to get a son
b. Pope refused to grant divorce, so Henry formed his own church.
i. Act of Supremacy of 1534 made him (not the Pope) the head of the
church.
c. Catholics like Thomas More objected, so they were executed
d. Henry broke from the Catholic Church when Pope refused his request for
a divorce
2. No son with Anne Boleyn, so he started seeing Jane Seymour
a. Anne Boleyn not happy about this, so he had her arrested and tried for
treason – found guilty and beheaded
3. Jane Seymour has a son – became Edward VI, she died shortly after giving birth
a. Edward VI king at 9 years old, surrounded by Protestant advisors
i. Served as king for only 6 years
4. Henry marries Anne of Cleves – marriage later annulled
5. Married Catherine Howard
a. He was 50, overweight, she was young & attractive, cheated, beheaded
6. Married Catherine Parr, his final wife
7. Important for breaking England from the Catholic Church
l. Elizabeth I
i. Daughter of Henry VIII and Anne Boleyn
ii. Worked with Parliament to solve England’s religious drama
iii. Formed the Anglican Church, a blend of Protestant and Catholic elements.
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Learning Goal 5 – I will be able to:
-Define Calvinism
-Identify John Calvin and explain his importance
-Identify the Presbyterian Church and explain why John Knox was important
-Define Theocracy and explain its relevance
-Identify the Huguenots and the Anabaptists
m. Calvinism – Protestant church founded by John Calvin (Luther created Protestantism, but Calvin
spread it!)
i.
Calvin 25 years younger than Luther.
ii.
Belief in predestination
a. God determines at birth the fate of a person’s soul
iii. They believed in the Elect
a. Those chosen at birth to go to heaven.
i. All Calvins believed they were the “Elect”
ii. Spent their lives trying to prove it.
iv.
Spread to Scotland by John Knox, called Presbyterian church
1. Calvin led city government in Geneva
2. Calvin = ideal government was a theocracy
a. Government run by religious leaders
v.
Also spread to France, followers called Huguenots
1. 1572, Catholic mobs in France killed 12,000 Huguenots
vi.
Anabaptists
1. Preached people should be baptized into their faith
2. Taught separation of Church and state
a. Protested theocracy
b. Not all Protestant Churches were the same!
3. Refused to fight in wars
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Learning Goal 6 – I will be able to:
-Summarize how this time period changed Europe
-List and explain the importance of the Religious & Social Effects of the PR
-List and explain the importance of the Political Effects of the PR
-Define the Enlightenment
n. Legacy of the Protestant Reformation
i.
Ended Christian unity in Europe & left it culturally divided
ii.
Religious & Social Effects
1. Protestant churches emerged and new denominations developed
2. Roman Catholic Church more united b/c of Council of Trent
3. Increased emphasis on education
a. Local schools and more colleges/universities
b. Why?
i. In raging battle over religion, the more educated you are in your
own beliefs, the less likely you’ll accept the beliefs of others
iii. Political Effects
1. Moral and political authority of the Church declined, monarchs and states gained
power
2. Development of modern nation-states and rulers seeking to gain power
3. Led to the Enlightenment
a. Movement throughout Europe that questioned religion and government
b. Some rejected all religion
c. Others called for overthrow of government
o. Predict: In the next unit, we’ll discuss the Enlightenment. What do you think we might study?
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Unit 2 – Need to Know
Protestant
Reformation
Causes of
Protestant
Reformation
Martin Luther
95 Theses
Basis of Lutheran (Don’t have to fill this in or do a
Church and
notecard, but you must be familiar with it
differences between for the Celebration of Learning!)
the two.
Imperial Diet of
Worms
Recant
Excommunicated
Edict of Worms
Peace of Augsburg
Examples of
Protestant Churches
Henry VIII
Elizabeth
Anglican Church
John Calvin
Predestination
Elect
John Knox
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Theocracy
Huguenots
Anabaptists
Counter
Reformation /
Catholic
Reformation
Council of Trent
Pope Paul III
Heresy
Indulgences
Jesuits & Ignatius
Loyola
Index
Inquisition
Geography &
Protestant vs.
Catholic Church
Religious & Social
Effects of
Protestant
Reformation
Political Effects of
Protestant
Reformation
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Unit 3 – Absolutism, The Enlightenment, & The French Revolution
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Learning Goal 1 – I will be able to:
-Define absolutism and absolute monarch
-Identify Henry IV and his influence in making France a wealthy nation
-Define and explain the importance of the Edict of Nantes
III.
Absolutism, Enlightenment, French Revolution
a. France
i. Strong, central government (more power to national government than local) developed in
France by 1500s – need for protection
ii. Population of around 30 million
iii. France plagued by religious wars in 1580s and 1590s
b. Henry IV 1553-1610
i. Originally a Huguenot but converted to Catholicism because France was mostly Catholic
1. Knew what it was like to be a religious minority, so took steps to help Huguenots
ii. Passed Edict of Nantes
1. Freedom of religion
2. Freedom to hold public office
3. Allowed Huguenots to fortify (build walls around) 100 cities for protection from
Catholic mobs
4. 1572, Catholic mobs in France killed 12,000 Huguenots
iii. Called Henry the Great – worked with Duke of Sully (chief advisor) to make France a
wealthy and powerful nation
iv. 1610, Henry IV murdered by insane monk Francois Revaillac
1. Revaillac worried about religious future of France
2. Revaillac tortured and executed for killing well liked king
a. His family exiled, and not permitted to use last name
v. Henry succeeded by his son, Louis XIII
1. Beginning of absolute monarchy in France
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Learning Goal 2 – I will be able to:
-Identify Louis XIII
-Define regent and summarize how they were used
-Identify Cardinal Richelieu and Cardinal Mazarin & explain their goals of assuming power
c. Louis XIII
i.
Too young to be king when father died (he was 9) so needed a regent
1. A regent holds the position until the king is old enough to take power
2. Louis’ regent was his mother, Marie de Medici (unusual for woman to hold that)
ii.
Louis controlled by two men, Cardinal Richelieu and Cardinal Mazarin
3. Unlike Duke of Sully, who understood that the king had the true power, Cardinals
Richelieu and Mazarin felt they had the true power, and Louis XIII fell into the
background
a. Cardinal Richelieu
i. Primary villain in 3 Musketeers
ii. Thought he was more powerful than the king
iii. 2 strategies to make France more powerful
1. Centralize power (more power to government)
2. Oppose Habsburgs in Austria (get rid of competition)
b. Cardinal Mazarin
i. Became minister in 1624
ii. Strategies
1. Make policies to benefit all, not just the Catholics
2. Gain land for France
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Learning Goal 3 – I will be able to:
-Identify Louis XIV and summarize his rule
-Identify the roles of Jean Colbert and Francois Louvois in making France a wealthy and powerful nation
d. Louis XIV
i.
France’s most famous and important absolute monarch
a. Monarchy = power passed down in the family (like Simba in Lion King)
b. Absolutism = government has absolute power
c. Absolute monarchy = government has absolute power and passes it within the
family
ii.
In 1661, at age of 23, Louis decided that he alone would make all major decisions
(influenced by the abuse of power by Cardinals Richelieu and Mazarin)
iii. Firm believer in Divine Right of Kings
a. God (Divine) had given kings the right to rule
b. Believed “I am the State.”
c. Thought France needed him for survival
d. Called the “Sun King” because as planets move around the sun and rely on it for
survival, so too does France rely on him
iv.
Advisors not too powerful, but quite important
a. Jean Baptiste-Colbert – Economic advisor, helped with building of Palace of
Versailles
b. Francois Louvois – Military advisor, built France’s military into one of
strongest in world, but powerful army creates desire to use it.
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Learning Goal 4 – I will be able to:
-Define balance of power and explain why one emerged in Europe
-List and explain the three reasons for the decline of France during the reign of Louis XIV:
e. Decline of France under Louis XIV
i. As France grew more powerful, other smaller countries feared France’s power and joined
together in an alliance
1. Called a balance of power
a. When several nations join together to balance the power of one
ii. Three reasons for France’s decline
1. Spending too much money – the Palace of Versailles & wars
2. Revocation (or taking away) the Edict of Nantes – Huguenots no longer had
religious freedom so they left France and took their wealth with them
3. Too many wars – between 1667 and 1715 France fought four major wars, costing
them too much money, and their loss in the War of Spanish Succession cost them
land, their economy was drained, and poverty went up
iii. Death of Louis XIV in 1715
1. 77 years old, king for 72 years
2. Holds record for longest reign in European history, succeeded by great grandson,
Louis XV
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Learning Goal 5 – I will be able to:
-Explain the roots of modern science
-Identify and list the contributions/accomplishments of scientists, Copernicus, Kepler, Galileo, Bacon,
Descartes, Newton, & Harvey
-Define heliocentric and geocentric, heresy, heretic, and Inquisition.
f. Scientific Revolution - change in way people thought; promoted logic and reason
i. Roots of Modern Science
1. 1300-1600 time of changes in the way people viewed the world
a. 1492 – Christopher Columbus sailed across a “flat” world
2. Medieval view of science – Earth was an immovable object at center of universe
a. Moon, sun, planets all moved in perfectly circular paths around earth
b. Called Geocentric theory
3. New way of thinking
a. Mid 1500s, began to challenge ideas of Greek scientists and the Church
4. New theories called the Scientific Revolution – new way of thinking about natural
world, began to question, observe, & challenge traditional beliefs
ii. Revolutionary Model of the Universe
i. Nicolas Copernicus 1473-1543
1. Heliocentric model – everything rotates around the sun
2. Earth rotated on an axis & orbits the sun which sits at center of universe
3. Studied in his free time, without a telescope
4. Theories proven later by Galileo
5. Feared the Church & did not publish findings until final year of his life,
received published book on his deathbed
ii. Johannes Kepler 1571-1630
1. Planetary motion – Planets move in an elliptical orbit around the sun
iii. Galileo Galilei 1564-1642
1. Built own telescope in 1609 and used it to prove Copernicus’ theories
2. Findings went against Church teachings
3. Fear that if Church proven wrong, people will question everything
4. Accused of heresy – going against the teachings of the Church
a. Heretic (someone who commits heresy)
5. Summoned by the Pope to stand trial before the Inquisition in 1633.
a. Under threat of execution, knelt before officials and read aloud a
signed confession, stating the ideas of Copernicus were false
b. Lived last 9 years of his life under house arrest
c. Catholic Church formally apologized & said he was right in 1992.
iv. The Scientific Method
1. Logical procedure for gathering and testing ideas
2. Francis Bacon – Experimental model
3. Rene Descartes – Analytical geometry
4. Sir Isaac Newton 1643-1728
a. Discovered laws of gravity (did not invent it!) and developed Calculus
b. Stated belief in a God that created the universe and set it in motion
5. Sir William Harvey 1578-1657 – Circulatory system
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Learning Goal 6 – I will be able to:
- Identify and list the contributions/accomplishments of Hobbes & Locke and explain how they affected views
of government during their times
-Define philosophes and list/explain their core values
-Identify Voltaire, Montesquieu, Rousseau, and Wollstonecraft and list one enduring idea of each.
g. The Enlightenment in Europe
i. Two Views on Government
1. Thomas Hobbes’ Social Contract (Leviathan 1651)
a. In order to provide protection, government needed to be total and absolute
– favored an absolute monarch
2. John Locke’s Natural Rights
a. Believed people learn from experiences and improve themselves
b. Favored limited government over an absolute monarchy
c. Believed that if government fails, the people should have the right to
change it – New thinking?
ii. The Philosophes Advocate Reason
1. Enlightenment peaks in France in mid-1700s
2. Paris the meeting place for people to discuss politics and ideas called
“philosophes”
3. Five concepts that formed their core
a. Reason – use logic to understand the world
b. Nature – what was natural was good and reasonable
c. Happiness – rejected Medieval thought
d. Progress – human nature and mankind can always improve
e. Liberty – importance of individual freedom
4. Voltaire
a. “I do not agree with a word you say but will defend to the death your right
to say it.”
b. Believed every man should have the freedom of thought, expression, and
religion
5. Baron de Montesquieu
a. Thought governmental powers should be divided to keep each in check
b. “checks and balances”
6. Jean Jacques Rousseau
a. Direct democracy – the people should create the government and have a
say in how it is run; everyone votes on everything
b. The Social Contract
i. Contract between people and government. People give up some
freedoms in return for protection from government.
7. Mary Wollstonecraft
a. Women’s equality and advocated for women to receive same education as
men
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Learning Goal 7 – I will be able to:
-Explain how the decline of France’s wealth and the growth of its thinkers brought about the French Revolution.
Reasons for the Decline of France
New Ways of Thinking at the Time
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Learning Goal 8 – I will be able to:
-List and define the three French Estates
-Identify and explain the three primary causes of the French Revolution.
IV.
French Revolution
a. The French Revolution
b. Old Regime – period before 1789
i. Outdated, unrealistic, outdated way of life against which the French people revolt in 1789
after kings did nothing to fix problems and help the average person
c. Three causes of the French Revolution
i. Bourgeoisie unrest – Bourgeoisie (the middle class) had a lot of wealth, but no power,
thought monarchs were doing a poor job leading the country
ii. Outdated, unfair, and unjust social structure
1. 1st Estate = Roman Catholic Clergy
2. 2nd Estate = Nobility
3. 3rd Estate = Everyone else: (bourgeoisie, skilled workers, and peasants)
iii. Financial troubles (running out of money!)
1. Kings spent country’s money on himself and gifts for other kings
2. Financing American Revolution against arch-rival Britain
d. Revolution predicted by King Louis XV, who before his death said, “After me, the deluge.”
e. Louis XVI calls advisors Robert Turgot and Jacques Nekar to Versailles
i. Louis ignored their advice
1. Tax everyone – rejected b/c the 1st and 2nd Estates would revolt against him.
2. Get loans from the bourgeoisie – If he did, he would have to give them power.
3. Don’t spend as much money & live more like the middle class - That goes
against his belief in the Divine Right of Kings, that God had chosen him to be
king and that he answered not to the people, but only to God
The period in France before 1789 is called the OLD REGIME because it was outdated and unrealistic. For
many years France had been experiencing serious social, political, and economic problems. No king had done
anything to correct the problems. King Louis XIV spent lavishly on the Palace of Versailles, and King Louis
XV continued fighting wars on the European continent. Before his death, he predicted a catastrophe for France
with his famous line, “After me, the deluge!” Unfortunately LOUIS XVI and his wife, MARIEANTOINETTE, could not stop it, and both paid dearly, as their lives were ended by the blade of the guillotine.
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Learning Goal 9 – I will be able to:
-I will be able to list and explain the early steps of the French Revolution.
-I will be able to define Estates General, Tennis Court Oath, National Assembly, Bastille, Declaration of the
Rights of Man, and memorize the date of the storming of the Bastille
f. Steps in French Revolution
i. After dismissing advisors, Louis called the Estates General
1. Estates General was a group consisting of representatives from each French estate
2. Louis wanted the 1st and 2nd Estates to raise taxes on The Third Estate
a. Each Estate given one vote
i. 1st Estate = 1-1.5% of population, 2nd Estate = 1-1.5% of pop
ii. 3rd Estate = 97% of population – so 3% can outvote the other 97%!
rd
3. 3 Estate wanted a change in voting procedure – Unable to do so…
rd
ii. 3 Estate left Estates General and wrote the Tennis Court Oath
1. Promise to write a new constitution for France
2. 3rd Estate in Tennis Court called themselves the National Assembly
iii. National Assembly declared itself a provisional (or temporary) government
1. Located in Paris – advantage since in the city and close to the people
2. King at Versailles – in the country, disadvantage since further from the people
3. Hated “commoners” and lived 12 miles outside the city
iv. Louis XVI at Versailles, advised to send troops to Paris to break up government there
1. People in Paris heard the troops were coming
v. French people stormed the Bastille, a large, fortified building used in the past as a fortress
and a prison – rumors of weapons supplied there
1. Storming of the Bastille = Bastille Day, July 14, 1789 (memorize date!)
2. Bastille Day – end of the Old Regime
vi. National Assembly gained control of France, wrote Declaration of the Rights of Man
1. Document declaring all men (not women) created equal
a. Got help from Thomas Jefferson in writing this!
b. New constitution finished in 1791
2. Limited power of the king like in England
3. Different branches of government like in the United States
vii. Members of nobility flee the country (called Emigres) taking great wealth with them!
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Learning Goal 10 – I will be able to:
-Summarize the different governments in France in the early 1790s
-Identify the roles played by Maximillien Robespierre, Jean-Paul Marat, and Georges Danton
-Explain the Reign of Terror and why it was so important
-Summarize why Robespierre’s supporters turned on him and what it meant for France
g. After upheaval in 1789, France goes through many different governments, adding to instability
i. Constitution of 1791 established the Legislative Assembly, which wanted a constitutional
monarchy (monarch’s power limited by a constitution, not having absolute power), but
only accepted the wealthy landowners as members
1. Already abandoning ideas of the French Revolution and making the same
mistakes again!
ii. 1792, National Convention established
1. Considerable fighting, new political parties emerge
2. Jacobins & Girondists
a. Jacobins gain power, led by Maximillien Robespierre
iii. “Reign of Terror”
1. Carried out by Maximillien Robespierre
2. Execution King Louis XVI and Queen Marie Antoinette in 1793
a. Marie Antoinette: allegedly said, “Let them eat cake!”
i. Cake = soot caked on the inside of the ovens
3. Those thought to be against the Revolution were executed
4. Twice as many peasants executed than any other group
a. The people the French Revolution was supposed to help!
5. Estimates as many as 40,000 – 50,000 killed
a. Some arrested in the morning, put on trial early afternoon, executed before
dinner
b. One 18 year old killed for cutting down a tree someone claimed was
planted to represent liberty
6. French people growing more scared and angry, Robespierre’s supporters turned
on him out of fear of their own lives
7. 1794, Robespierre executed by supporters, ending the “Reign of Terror.”
iv. 1794, new government called the Directory created, only lasts 4 years
v. 1799, Napoleon Bonaparte takes power, essentially ending the French Revolution and
bringing some stability to the country.
vi. American Revolution established a new, democratic government that still exists today!
vii. The French Revolution established many different governments in a short time
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Learning Goal 11 – I will be able to:
-Identify the Declaration of the Rights of Man
-Explain why the French Revolution was so important and compare and contrast the American Bill of Rights
and the French Declaration of the Rights of Man.
h. Why was the French Revolution so important?
i. First revolution within a country by the people to advance ideas of liberty & equality
ii. French people thought that since the American colonists did it to the British from across
the Atlantic, they could do it to their own king from within their country
iii. American Revolution not a revolution within a country, but rather colonies revolting
against a mother country – much more common than a revolution by the people within a
country
iv. Revolutions TODAY (Egypt, Libya) from same spirit of the French Revolution
In 1789, two separate efforts were made to definitively state the rights that each individual had. In that year the
French National Assembly approved the Declaration of the Rights of Man and the Bill of Rights, the first ten
amendments to the Constitution that lists the rights our founding fathers determined to be safe from government
control were written.
Your task is to read the entirety of both documents, and find two similarities between them. You will be
expected to copy lines from each article to defend your stance.
Example: Let’s say I was doing a comparison between the Declaration of Independence and the Declaration of
the Rights of Man. Here’s how I would go about completing this…
Similarity #1 Both documents state that liberty is a right that we as people have and that the government cannot
take from us.
Line from the Declaration of the Rights of Man that proves this: Article 2 states: The aim of all political
association is the preservation of the natural and imprescriptible rights of man. These rights are liberty,
property, security, and resistance to oppression.
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Name ____________________________________________________________________________________
Line from the Declaration of Independence that proves this: The second paragraph states: 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.
Similarity #1 ______________________________________________________________________________
__________________________________________________________________________________________
Line from the Declaration of the Rights of Man that shows this: ______________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Line from the Bill of Rights that shows this: ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Similarity #2 ______________________________________________________________________________
__________________________________________________________________________________________
Line from the Declaration of the Rights of Man that shows this: ______________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Line from the Bill of Rights that shows this: ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Declaration of the Rights of Man - 1789
Approved by the National Assembly of France, August 26, 1789
The representatives of the French people, organized as a National Assembly, believing that the
ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the
corruption of governments, have determined to set forth in a solemn declaration the natural,
unalienable, and sacred rights of man, in order that this declaration, being constantly before all the
members of the Social body, shall remind them continually of their rights and duties; in order that the
acts of the legislative power, as well as those of the executive power, may be compared at any
moment with the objects and purposes of all political institutions and may thus be more respected,
and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable
principles, shall tend to the maintenance of the constitution and redound to the happiness of all.
Therefore the National Assembly recognizes and proclaims, in the presence and under the auspices
of the Supreme Being, the following rights of man and of the citizen:
Articles:
1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon
the general good.
2. The aim of all political association is the preservation of the natural and imprescriptible rights of
man. These rights are liberty, property, security, and resistance to oppression.
3. The principle of all sovereignty resides essentially in the nation. No body nor individual may
exercise any authority which does not proceed directly from the nation.
4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise
of the natural rights of each man has no limits except those which assure to the other members of the
society the enjoyment of the same rights. These limits can only be determined by law.
5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is
not forbidden by law, and no one may be forced to do anything not provided for by law.
6. Law is the expression of the general will. Every citizen has a right to participate personally, or
through his representative, in its foundation. It must be the same for all, whether it protects or
punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all
public positions and occupations, according to their abilities, and without distinction except that of
their virtues and talents.
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7. No person shall be accused, arrested, or imprisoned except in the cases and according to the
forms prescribed by law. Any one soliciting, transmitting, executing, or causing to be executed, any
arbitrary order, shall be punished. But any citizen summoned or arrested in virtue of the law shall
submit without delay, as resistance constitutes an offense.
8. The law shall provide for such punishments only as are strictly and obviously necessary, and no
one shall suffer punishment except it be legally inflicted in virtue of a law passed and promulgated
before the commission of the offense.
9. As all persons are held innocent until they shall have been declared guilty, if arrest shall be
deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be
severely repressed by law.
10. No one shall be disquieted on account of his opinions, including his religious views, provided
their manifestation does not disturb the public order established by law.
11. The free communication of ideas and opinions is one of the most precious of the rights of
man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for
such abuses of this freedom as shall be defined by law.
12. The security of the rights of man and of the citizen requires public military forces. These forces
are, therefore, established for the good of all and not for the personal advantage of those to whom
they shall be entrusted.
13. A common contribution is essential for the maintenance of the public forces and for the cost of
administration. This should be equitably distributed among all the citizens in proportion to their
means.
14. All the citizens have a right to decide, either personally or by their representatives, as to the
necessity of the public contribution; to grant this freely; to know to what uses it is put; and to fix the
proportion, the mode of assessment and of collection and the duration of the taxes.
15. Society has the right to require of every public agent an account of his administration.
16. A society in which the observance of the law is not assured, nor the separation of powers
defined, has no constitution at all.
17. Since property is an inviolable and sacred right, no one shall be deprived thereof except
where public necessity, legally determined, shall clearly demand it, and then only on condition that
the owner shall have been previously and equitably indemnified.
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The Bill of Rights
With modern language explanations of each article
Amendment I - Congress shall make no law respecting an establishment of religion, or prohibiting the free
exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to
assemble, and to petition the Government for a redress of grievances.
Government can neither impose a state religion upon you nor punish you for exercising the religion of your
choice. You may express your opinions, write and publish what you wish, gather peacefully with others, and
formally ask government to correct injustices.
Amendment II - A well regulated Militia, being necessary to the security of a free State, the right of the people
to keep and bear Arms, shall not be infringed.
Individuals (the people) have the right to own and use weapons without interference from the government.
Amendment III - No Soldier shall, in time of peace be quartered in any house, without the consent of the
Owner, nor in time of war, but in a manner to be prescribed by law.
The government cannot force you to house its agents.
Amendment IV - The right of the people to be secure in their persons, houses, papers, and effects, against
unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause,
supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things
to be seized.
You may not be arrested or detained arbitrarily. No agency of government may inspect or seize your property
or possessions without first obtaining a warrant. To obtain a warrant, they must show specific cause for the
search or seizure and swear under oath that they are telling the truth about these reasons. Furthermore, the
warrant itself must state specifically and in detail the place, things, or people it covers. Warrants that are too
general of vague are not valid; searches or seizures that exceed the terms of the warrant are not valid.
Amendment V - No person shall be held to answer for a capital, or otherwise infamous crime, unless on a
presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia,
when in actual service in time of War or public danger; nor shall any person be subject for the same offence to
be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against
himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be
taken for public use, without just compensation.
No one outside the military may be tried for a serious crime without first being indicted by a grand jury (of
citizens). Once found not guilty, a person may not be tried again for the same deed. You can't be forced to be a
witness or provide evidence against yourself in a criminal case. You can't be sent to prison or have your assets
seized without due process. The government can't take your property for public use without paying market value
for it.
Amendment VI - In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by
an impartial jury of the State and district wherein the crime shall have been committed, which district shall have
been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be
confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and
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to have the Assistance of Counsel for his defense.
Trials cannot be unreasonably postponed or held in secret. In any criminal case against you, you have a right
to public trial by a jury of unbiased citizens (thus ensuring that the state can't use a "party-line" judge to
railroad you). The trial must be held in the state or region where the crime was committed. You cannot be held
without charges. You cannot be held on charges that are kept secret from you. You have a right to know who is
making accusations against you and to confront those witnesses in court. You have the right to subpoena
witnesses to testify in your favor and a right to the services of an attorney.
Amendment VII - In suits at common law, where the value in controversy shall exceed twenty dollars, the right
of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any Court of the
United States, than according to the rules of the common law.
The right to trial by jury extends to civil, as well as criminal, cases. Once a jury has made its decision, no court
can overturn or otherwise change that decision except via accepted legal processes (for instance, granting of a
new trial when an appeals court determines that your rights were violated in the original proceeding).
Amendment VIII - Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual
punishments inflicted.
Bail, fines, and punishments must all fit the crime and punishments must not be designed for cruelty.
Amendment IX - The enumeration in the Constitution, of certain rights, shall not be construed to deny or
disparage others retained by the people.
You have more rights than are specifically listed in the Bill of Rights.
Amendment X - The powers not delegated to the United States by the Constitution, nor prohibited by it to the
States, are reserved to the States respectively, or to the people.
The U.S. federal government has only those specific powers granted to it by the Constitution. All other powers
belong either to the states or to individuals.
The Ninth and Tenth Amendments, taken together, mean that the federal government has only the authority
granted to it, while the people are presumed to have any right or power not specifically forbidden to them. The
Bill of Rights as a whole is dedicated to describing certain key rights of the people that the government is
categorically forbidden to remove, abridge, or infringe. The Bill of Rights clearly places the people in charge of
their own lives, and places the government within strict limits - the very opposite of the situation we have
allowed to develop today.
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Learning Goal 12 – I will be able to:
-Identify Napoleon Bonaparte and explain how he became a general in the French Army
-Identify the Battle of the Nile and explain its importance and how it shaped French foreign policy
-Define coup d’etat.
-Summarize and explain the importance of the new government Napoleon formed.
i. The Rule of Napoleon Bonaparte
i. Bio
1. Remembered for being short (only about 5’4 – “Napoleon Complex”)
2. Born on island of Corsica – French territory with Italian culture, and people born
there are not French citizens
3. Similar to Puerto Rico American territory with Latin culture, though PR citizens
ii. Became great hero in French military during war against Austria and Prussia
1. Before, only French citizens could become generals
2. After Emigres left France, great need for generals, so French military loosened
standards, allowed non-French citizens to be generals if they were skilled
a. Napoleon definitely good enough to be a general!
ii. Battle of the Nile
1. 1797, Napoleon took army to Egypt to block British trade routes through
Mediterranean
2. Battle of the Nile – Under leadership of Admiral Horatio Lord Nelson, British
defeated Napoleon’s army – Napoleon’s hatred of British grows because of this!
iii. Napoleon takes power in France
iv. In 1795, the Directory was formed – governing body of 5 men
1. Named Napoleon commanding general of French Armies
2. Later, Napoleon defended them and was seen as a savior of the French Republic
v. In 1799, Napoleon successfully overthrew the French government (Directory), in a “coup
d’état.” – a military overthrow of the government
1. Napoleonic Era lasts from 1799-1815
vi. Napoleon established a Consulate – type of government where 3 Consuls rule
1. Napoleon put himself in position of First Consul for a life term, and he dominated
the other 2
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Learning Goal 13 – I will be able to:
-Define domestic policies
-Identify and explain the importance of Napoleon’s domestic policies.
j. Napoleon’s domestic policies
i. Domestic policies refer to plans that are within your country, like their economic
plans, educational policies, etc.
ii. Foreign policies refer to policies with other countries like trade agreements, potential
wars, etc.
iii. Allowed French people to vote in a plebiscite – a simple yes or no vote
iv. 1802, asked French people if office of First Consul should be permanent and
hereditary
1. People answered “yes”
v. 1804, asked people if he should be crowned emperor
1. People answered “yes
vi. Why was Napoleon so popular?
1. Used the Declaration of Rights of Man – more freedoms
2. Everyone paid taxes – not just the middle & lower classes
3. Public works projects like building roads, bridges, armaments etc. getting
France ready to fight wars – jobs and doing things in best interest of the
country
4. Education – high school and university.
5. The Bank of France established – The bank became the recipient of all the
taxes, not Napoleon. Rather than spending this money on palaces and gifts, he
financed all his wars.
6. Napoleonic Code which brought order and stability to a country that spent the
previous two decades cutting off people’s heads!
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Learning Goal 14 – I will be able to:
-Define foreign policies
-List and explain the importance of Napoleon’s foreign policies
-Identify and explain the significance of Napoleon’s invasion of Russia
-Identify and explain the importance of the Battle of Leipzig
-Explain the significance of Napoleon’s two exiles
-Identify the Duke of Wellington, the Battle of Waterloo, and explain their importance
k. Napoleon’s foreign policies = those with other countries
i. Defeat Great Britain in battle
1. Hatred grew after losing the Battle of the Nile
2. Had architects draw plans to build a bridge connecting England and France
3. Sold Louisiana Territory to US to pay for wars with Great Britain
ii. Hurt Great Britain’s trade
1. 1807, Continental System
a. Blockade of England to hurt their economy
b. Conflict with other European nations who were also affected
iii. Increase France’s boundaries
1. 1792-1815, France almost always at war
2. By 1815, most of Europe had either been conquered by Napoleon or were
allied with him
3. Most nations welcomed French at first, but soon overstayed welcome
a. Quartering of soldiers, Fighting Wars, Paying taxes
l. Napoleon’s downfall
i. 1812, invaded Russia, thinking they were going to violate Continental System
1. Thought in six weeks, he’d have the Russians surrendering
2. Russia used Scorched-Earth Policy of destroying everything in their retreat
that the French might use (food, buildings, bridges, etc.)
3. Napoleon’s troops eventually too far from supplies, could not survive the
Russian winter, and almost 2/3 of them died during the retreat
4. Word of Napoleon’s troop’s struggles reach rest of Europe
5. Same mistakes made that Hitler would make 128 years later
ii. Allied army waiting in the Holy Roman Empire for Napoleon’s weakened troops, and
defeat him at the Battle of Leipzig (also called Battle of Nations or War of
Liberation)
1. Napoleon forced to step down, exiled to Elba
iii. Louis XVI’s brother assumes power, rules as King Louis XVIII
1. The emigres returned, and trouble started brewing in France
iv. Napoleon escaped from Elba, Louis XVIII flees from France
v. Napoleon regains power
1. For 100 days, works to build up military for final conquest of Europe
2. European nations teaming against him
vi. June 15, 1815, Battle of Waterloo in Belgium
1. Duke of Wellington leads Allied army in defeat of Napoleon
2. Napoleon loses, exiled to island of St. Helena until death in 1821
vii. Louis XVIII back to France
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NEED TO KNOW LIST
Henry IV
Jean Jacques Rousseau
Huguenot
Mary Wollstonecraft
Edict of Nantes
Old Regime
Duke of Sully
3 Causes of French Revolution
Francois Revaillac
Louis XVI
Regent
Robert Turgot & Jacques Nekar
Louis XIII
National Assembly
Marie de Medici
Tennis Court Oath
Cardinal Richelieu
3 French Estates
Cardinal Mazarin
Bastille (including date)
Louis XIV
Declaration of the Rights of Man
Absolutism
Constitution of 1791
Monarchy
Constitutional monarchy
Absolute Monarch
National Convention
Divine Right of Kings
Jacobins & Girondists
Jean Baptist-Colbert
Reign of Terror
Palace of Versailles
Marie Antoinette
Francois Louvois
Jean-Paul Marat
Balance of Power
Georges Danton
France’s Decline – 3 Reasons
Geocentric vs. Heliocentric
2 similarities between Declaration of the Rights of Man
and the American Bill of Rights
Napoleon Bonaparte
Nicolas Copernicus
Battle of the Nile
Johannes Kepler
Coup d’état
Galileo Galilei
Consulate
Francis Bacon
Domestic Policies
Rene Descartes
Foreign Policies
Sir Isaac Newton
Reasons Napoleon was so popular
Sir William Harvey
Continental System
Thomas Hobbes
Scorched Earth Policy
John Locke
Battle of Leipzig
Philosophes
Battle of Waterloo
Voltaire
Duke of Wellington
Baron de Montesquieu
Battle of Waterloo
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Unit 4: The Growth of Parliament
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Learning Goal 1 – I will be able to:
-List the three branches of government in the United States
-Explain the jobs of each of the three branches of government
-Summarize how each branch balances the power of the other two
-Identify my representatives in the United States Congress
IV.
The Growth of Parliament in England
a. Three branches of government in the federal government (national government in Washington,
DC)
i. Legislative
1. Congress
a. House of Representatives and Senate
b. Write bills (proposed laws) and vote some into law, set tax rates, control
budget
2. Executive
a. President, Vice President, Cabinet
b. Enforce the laws
3. Judicial
a. Supreme Court and Federal Courts
b. Interpret the laws; determine if new laws are unconstitutional
ii. How powers are balanced
1. Each branch has powers
a. Supreme Court cannot write new laws
b. President does not determine constitutionality
2. Each branch has a way to balance the power of the others
a. Supreme Court – President nominates new justices, but US Senate has the
final say on whether that person is qualified
b. Congress – President can veto a law he/she does not like, Supreme Court
can rule the law unconstitutional if it is unconstitutional
c. President – If the president commits a crime, he/she is impeached (put on
trial) with the Congress as the jury and the Chief Justice of the Supreme
Court as the presiding judge, or if the President vetoes a law, the Congress
can override the veto with a 2/3 vote. So if 2/3 of the Congress approves
of the law, there is nothing the president can do
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Learning Goal 2 – I will be able to:
-List and explain the three reasons a representative government (Parliament) began more easily in Great Britain
-Define and explain the importance of the Magna Carta
b. Representative government in England
i. Why representative government began more easily in England
1. Witan – early kings called knights for advice, so tradition of power being
distributed
a. Knights of the Round Table
2. No absolute monarchs in England…ever
a. Easier to divide power – no tradition of absolute rule
3. Social structure not as rigid as the three French estates, and everyone paid taxes
a. Royalty, barons, nobility, gentry, burgesses (m. class), skilled workers,
peasants
ii. The Magna Carta
1. Signed in 1215 by King John
a. Unpopular king who tried to raise taxes to pay for failed wars with France
2. Barons and Nobles tired of high taxes and wanted some representation
3. The Magna Carta is the most fundamental document in European history
a. Gives the rules the king has to follow while government – NO
ABSOLUTE POWER!
i. Statement of rights people have
ii. Limits power of the government
b. Original document of English liberties, and since US comes from English
traditions, quite important to the history of America as well.
c. Magna Carta 1215  English Bill of Rights 1689  American Bill of
Rights 1789  RIGHTS AND PROTECTIONS WE STILL HAVE
TODAY!
4. Some examples:
a. The Church will not be controlled by the King and Parliament (no absolute
power)
b. No taxes can be levied by the King alone; only by consent of a General
Counsel, a group of advisors/representatives; today Parliament divided
into House of Lords and House of Commons, like the US Congress has the
House of Representatives and the Senate (no absolute power)
c. Right of Trial by Jury (no absolute power)
d. All rules uniform and consistent to everyone (no absolute power)
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Learning Goal 3 – I will be able to:
-Identify each of the Tudor Monarchs and explain their significance
-Define and explain the importance of the Act of Supremacy
-Generalize the relationship between Monarch and Parliament
c. The Tudor Dynasty – Ruled England from 1485 – 1603 as a monarchy
i. Henry VII – r. 1485-1509
1. 1st Tudor, rebuilt English prosperity, didn’t waste $ on himself like French kings
2. Avoided war, using diplomacy (talking with other countries) and royal marriages
to keep England strong, resulting in Tudor Dynasty that lasted over a century.
ii. Henry VIII – r. 1509-1547
1. Son of Henry VII, most powerful Tudor monarch, married 6 times
a. First wife Catherine of Aragon gave him only a daughter.
i. Wanted divorce to marry the younger Anne Boleyn to get a son
ii. Pope refused to grant divorce, so Henry formed his own church.
1. Act of Supremacy of 1534 made him (not the pope) the
head of the church.
iii. Catholics like Thomas More objected, so they were beheaded.
b. No son with Anne Boleyn, so he started seeing Jane Seymour
i. Anne Boleyn not happy about this, so he had her arrested and tried
for treason – found guilty and beheaded
c. Jane Seymour has a son – became Edward VI, died after giving birth
d. Henry marries Anne of Cleves – marriage later annulled
e. Married Catherine Howard
i. He was 50, overweight, she was young and attractive
ii. She cheated, he lost his mind, she lost her head
f. Married Catherine Parr, his final wife
2. Most powerful Tudor monarch, broke England from Catholic Church.
iii. Edward VI – r. 1557-1563
1. 9 years old when became king, after his death at age 16, Protestant nobles fought
to keep his half-sister, Mary, from becoming queen because she was Catholic.
2. English liked Mary, but Protestant nobles get Lady Jane Grey named monarch
iv. Lady Jane Grey is de facto monarch July 10-19, 1553 (9 days)
1. Catholics get Mary named queen, Jane Grey tried for treason & beheaded at 16.
v. Mary I and Phillip II of Spain r. 1553-1558
1. Mary marries Phillip II of Spain and restores Catholicism in England
2. Burns 300 Protestants at the stake, nicknamed Bloody Mary
3. Dies and Protestant half-sister Elizabeth becomes new monarch
vi. Elizabeth I – r. 1558-1603
1. 25 when became queen, used authority for common good, not to get more power
2. Loved by the people refused to marry
3. Helped Scotland become Protestant and an ally of England with cousin Mary,
Queen of Scots, who she later had executed.
vii. Death in 1603 ended the Tudor dynasty and all its drama
45
Learning Goal 4 – I will be able to:
-Identify James I and explain his contribution to Catholicism
-Explain James I’s view of his own power
-Summarize how he upset Parliament with his spending
-Identify Guy Fawkes and summarize the Gunpowder Plot and its relevance today
d. The Stuart Dynasty: James I and the Gunpowder Plot
i. James I
1. Son of executed Mary, Queen of Scots (executed by cousin, Elizabeth I)
2. United England & Scotland
3. Believed in “divine right” that monarchs got power from God
4. Upset Parliament
a. Unlike Tudors, asked Parliament for money then spent on himself
b. Sold titles of nobility
c. Put England deep into debt
d. Tried to marry his son to a Catholic princess
e. Religious policies drove many to settle in North America
f. King James version of the Bible
5. Gunpowder Plot
a. November 5, 1604
b. Guy Fawkes plotted to kill King James (Protestant) and put his daughter
into power
c. Hid barrels of gunpowder under the Parliamentary building in London
d. News leaked back to England
e. Fawkes found with matches and a watch
f. Put on trial, found guilty, tortured and executed
i. Jumped from gallows, broke neck, avoided most painful part of
execution
g. November 5th a night of celebration in London today with bonfires and
fireworks
46
Learning Goal 5 – I will be able to:
-Identify Charles I and explain his relationship with Parliament
-Summarize the events of the English Civil War and explain why it was important
-Identify Oliver Cromwell and explain his importance
e. Charles I
i. Son of James I, took power in 1625
ii. Opposed Puritans
iii. Believed in Divine Right of Kings
iv. Married Catholic sister of France’s King Louis XIII
v. Asked Parliament for money to fight war against Spain and France
1. In return for additional taxes to keep fighting, Parliament forced Charles to sign
Petition of Right
a. Limited power of the monarch
2. When more funds not given the following year, Charles dissolved Parliament and
raised money for himself by forcing landowners to loan him money, jailing them
if they refused
a. Ignored Petition of Right he signed…one of the causes of the English
Civil War.
vi. Forced people to house and freed troops in their homes
1. (3rd Amendment!)
vii. Last straw was when he came to Parliament with troops to arrest leaders, and both sides
prepared for civil war
viii. English Civil War
1. 1642-1646
2. Royalists (Cavaliers) vs. Parliamentarians (Roundheads)
a. Cavaliers – House of Lords, Church officials, Large Landowners, rural
b. Roundheads – House of Commons, Merchants, Townspeople, urban
3. Caused by fighting between monarch and the Parliament over who had what
power (Petition of Right)
a. Didn’t have a constitution like we have in America today!
b. President can be impeached and removed if breaks the law
4. Winning of extreme importance because of power!
5. Oliver Cromwell – Cavalier
a. Creates military dictatorship
b. Purges House of Commons of anyone who isn’t anti-monarchy
i. Results in “Rump Parliament”
1. Voted 68-67 to execute Charles I
c. Rules England, but not as a monarch (Interregnum – 1649-1660)
47
Learning Goal 6 – I will be able to:
-Summarize the Restoration and explain its importance
-Define constitutional monarchy
-Identify James II and explain his view of power
-Summarize and explain the importance of the Glorious Revolution
-Identify William and Mary and explain their importance
-Explain the significance of the English Bill of Rights
-Identify and explain the importance of Queen Anne
f. The Monarchy returns to England
i. Charles II – r. 1660-1685
1. Restoration of the Monarchy in 1660
a. Puts Stuart Monarchy back in power
i. Gave England constitutional monarchy – monarch limited by
constitution
2. Had charm, poise, political skills
3. Restored the theaters and reopened the pubs
4. Nicknamed the “Merry Monarch” because of laid back nature and parties
5. Unlike father, limited royal power
6. Religious Problem – member of Church of England but favored Catholicism
ii. James II – r. 1685-1688
1. Ended peaceful relations between Parliament and the Crown
2. Wanted absolute power for the King
3. Appointed Catholics to government, but Parliament patient with him b/c heir to
the throne was his Protestant daughter Mary
4. 1688, son who would become King instead of Mary, would be raised Catholic
5. English leaders invite William of Orange, king of the Netherlands to invade
England assume the Crown as a Protestant.
a. A bloodless revolt called the “Glorious Revolution”
iii. King William III (1650-1702) and Queen Mary II (1662-1694) r. 1689-1702
1. Co-Constitutional Monarchs who helped pass English Bill of Rights
a. 1689, settled major disputes between monarch and Parliament
i. Model for US Bill of Rights, limited power of monarchy
iv. Queen Anne – r. 1702-1714
1. Sister of Queen Mary II
2. No children so succession went to the granddaughter of James I, meaning
England’s royal family now German!
v. Act of Union – 1707
1. United England and Scotland
a. Scots received representation in British Parliament but retained laws,
courts, Calvinist religion, educational system, etc.
b. English and Scots are “British” – British Open golf tournament sometimes
played in Scotland
48
Unit 4 Need to Know
Legislative Branch
Executive Branch
Judicial Branch
Who paid taxes in England
King John
Magna Carta
Tudor Dynasty
Henry VII
Henry VIII
Edward VI
Lady Jane Grey
Mary I & Phillip II of Spain
Elizabeth I
James I
Gunpowder Plot
Guy Fawkes
Charles I
Petition of Right
Oliver Cromwell
Royalists & Parliamentarians
Rump Parliament
Charles II
James II
Glorious Revolution
Restoration
Constitutional monarchy
William of Orange & Mary II
English Bill of Rights
Queen Anne
Act of Union
49
Unit 5 – The Industrial Revolution
50
Learning Goal 1: I will be able to:
-Define Industrial Revolution.
-Summarize the change(s) seen in Britain and the effects.
-Define Enclosure Act, summarize the effect it had, and explain how greed played a role.
-Summarize how and why more people moved to the cities
V.
The Industrial Revolution
a. Industrial Revolution Begins in Britain
i. Industrial Revolution refers to shift to machine made goods beginning in England in the
mid-1700s
ii. 1700, Britain primarily small farms until wealthy landowners bought them up and made
fewer, larger farms with improved farming methods
1. Led to agricultural revolution
iii. After buying land of village farmers, the wealthy enclosed land with fences
1. Called enclosures – 2 important results
a. Landowners tried new methods
b. Forced small farmers to become tenant farmers or give up farms and move
to cities because the Enclosure Act allowed wealthy to build fences and
“enclose” their farms
iv. Better food production
1. Seed drill
a. Invented by Jethro Tull, allowed farmers to plant in well-spaced rows,
larger share took root, more crops harvested
2. Crop rotation – changing crops to keep soil fertile
a. 1733 Charles Townsend found that turnips replenished the soil; planted
every 4 years
3. Led to population increase
a. More need for food and clothing
i. More tenant farmers gave up farms and moved to cities to work in
factories, since there was a need for the things the factories
produced – jobs available
51
Learning Goal 2 – I will be able to:
-List and explain the three factors of production
-Summarize and explain why the Industrial Revolution began in England
b. Reasons the Industrial Revolution began in England
i. England had all factors of production: land, labor, capital
1. Land = natural resources on or below it
a. England had a lot of coal and iron-ore
2. Labor = workers
a. Lots of people moving into the cities
3. Capital = money to invest in new machinery, warehouses, and to grow a business.
a. England wealthy b/c of political stability and no absolute monarchs
Pick any company in America (restaurant, store, .com business, etc.) and list their factors of production.
Company I picked:
Factors of Production
Examples
52
Learning Goal 3 – I will be able to:
-Define mechanization
-Explain why mechanization was taking place in England
-Cite examples of new machines
-Summarize the importance of all the new machines
-Define factory system
c. Mechanization and the Factory System
i. New inventions
1. Flying shuttle – modernized cotton industry
2. Spinning wheel – spinning jenny allowed one spinner to work eight threads at a
time
3. Water frame – water to drive spinning wheels
4. Spinning mule – made thread stronger, finer, and more consistent
5. Power loom – sped up weaving of thread
6. England got cotton from plantations in American South in 1790s
7. 1793, Eli Whitney invented cotton gin
a. American cotton production up from 1.5 million pounds in 1790 to 85
million in 1810
ii. Inventions created the “Factory System”
1. Factory System – process of shifting manufacturing into big factories in cities
2. Raw materials needed
a. England had supply of coal and iron-ore
3. People needed to run factories and to make products
4. Easy to find, many unemployed after recently losing farms
iii. Source of power needed to run the machines
1. Water used at first, but not portable or dependable
2. 1712 Thomas Newcomen invented first steam engine
a. Modernized by James Watt in 1769
53
Learning Goal 4 – I will be able to:
-List/explain examples of improvements in transportation
-Summarize why those improvements were so important
-List/explain examples of improvements in communication
-Summarize why those improvements were so important
d. Transportation and Communication
i. Transportation
1. Improvements in road surfaces
2. Built over 400 miles of canals – island nation
3. 1807, Robert Fulton invented the steamboat
4. 1829, George Stephenson’s locomotive called “Rocket”
5. Effects
a. Easier to move raw materials to factories and finished goods to markets
and then to people’s homes
ii. Communication
1. Transportation of ideas easier b/c…
a. 1844, invention of Morse Code – long range communication
b. 1846, Atlantic Cable
2. Communicate ideas and orders much quicker
54
Learning Goal 5 – I will be able to:
-Explain why skilled workers struggled to keep their jobs
-Summarize why working conditions were so dangerous
-List examples of difficult working conditions
-Summarize living conditions with examples
-Explain why child labor was so prevalent and what it caused
-Explain the day of William Cooper and his impact on the Industrial Revolution
e. Life During the Industrial Revolution
i. People had to adapt
1. Skilled workers no longer necessary – not much skill needed to do these tasks!
2. Older adults struggled to find work – managers preferred to hire younger workers
ii. Working conditions terrible
1. Making a profit at expense of workers
a. Cheap machines, wouldn’t fix broken machines, no vacation/sick days, no
workman’s compensation if injured
iii. Working class called proletariat – proletariat had no representation in Parliament
1. Owners sat in Parliament and were not going to pass laws that would cut into their
profits
iv. Living conditions terrible
1. Homes quickly and poorly built, would be condemned today!
2. Inadequate water supply, diseases plentiful and easily/quickly spread
v. Child labor
1. Perhaps the worst aspect of the IR
2. Some hired kids as young as 5
3. Worked in coal mines, glass factories, and some swept chimneys
4. Paid VERY low wages, kept prices down and profits up
5. The day of William Cooper
a. Began working in a textile factory at age of 10
b. Sister worked upstairs in same factory
c. 1832, testified before parliamentary committee about conditions among
child laborers.
i. 4:30 am, woke up
ii. 5:00 am, reporting time at factory
iii. 12:00 pm, 40 minutes for lunch, only break of the day
iv. 3:00 pm, midafternoon sweeps by the adult overseers, would whip
the children who were drowsy, tired, or working too slowly
v. 6:00 pm, dinner, but no break; children ate on the run while
working
vi. 9:00 pm, quitting time. How long was the shift? ______________
55
Learning Goal 6 – I will be able to:
-Summarize and explain Wealth of Nations
-Explain why government did nothing at first to help workers
-Summarize the views of Smith, Malthus, and Ricardo and explain how their views affected the Industrial
Revolution.
f. Government and the Industrial Revolution
i. Believed it wasn’t their duty to stand in the way of business and their profits
1. Adam Smith – wrote Wealth of Nations in 1776
a. Only laws governing economic life are supply & demand and competition
b. Smith promoted “laissez faire” economics or “hands off” economics
i. Government officials believed it was best to stay out of business
ii. Laws to help workers would hurt profits, and the country wouldn’t
become as rich.
2. Thomas Malthus
a. Population growing faster than food supply
b. Only disasters like war, disease, famine, natural disasters (floods) kept
population from outgrowing food supply in the past
c. If the government corrected things, the population would increase and that
would put further strain on food supply
3. David Ricardo
a. Iron Law of Wages
b. Said population goes through cycles
c. If wages are increased, people will have more children, resulting in
surplus, or too many workers
i. Drive wages down, fewer children b/c people can’t afford them
56
Learning Goal 7 – I will be able to:
-Define humanitarians
-Identify Charles Dickens and explain his impact on the Industrial Revolution
g. Humanitarians and Charles Dickens
i. Humanitarians – people who cared for and helped the welfare of others (volunteers)
ii. Charles Dickens
1. Great Expectations, A Tale of Two Cities, Oliver Twist, A Christmas Carol
2. “It was the best of times; it was the worst of times.”
3. From Mt. Holyoke University website
a. Charles Dickens was vehemently opposed to the Industrial Revolution. He
was part of the literary circle/genre that wrote "the industrial novels,"
which described the grim realities of child labor, the rise of machines,
overpopulation, etc. His novels Oliver Twist and Hard Times illustrate
child labor hardships and the pollution/damage to the cities and natural
greenery that industrialization brought about. What bothered Dickens the
most was the loss of individualism. Humans became mere "hands" and
"machines" who were overworked by the heartlessness of utilitarianism.
Dickens saw it as his duty as an author to publicize and make others aware
of the brutalities towards labor and the destruction of nature that this age
of "advancement" caused.
4. Hard Times – book most devoted to evils of industrialization
a. "It was a town of red brick, or of brick that would have been red if the
smoke and ashes had allowed it; but as matters stood, it was a town of
unnatural red and black like the painted face of a savage."
b. "You don't expect to be set up in a coach and six, and to be fed on turtle
soup and venison, with a gold spoon, as a good many of 'em do!"
57
Learning Goal 8 – I will be able to:
-Explain why changes were demanded from Parliament
-List and explain the importance of the three major laws passed by Parliament
-Define union and explain why they were formed and how they were important
-List and explain three reasons life for the working class in England improved in the late 1800s
h. Legislation and Unions
i. Workers demonstrated to demand change from government – Parliament passed laws to
help
5. 1831 – Parliament investigated mines and factories for unsafe working conditions
6. 1833 – Factory Act
a. 9-13 years old, could only work 8 hours
b. 14-18, could only work 12 hours
7. 1842, Mines Act – Women and children prohibited
8. 1874, Ten Hour Act – 10 hour day for all
ii. Labor Unions
1. Combinations Act in 1799 that outlawed unions repealed in 1820s, so workers
could try to form unions.
2. First union formed in 1847, by 1870s won the right to strike and to picket
peacefully
3. Idea for unions to create a united front – power in numbers
4. Fought for better pay and working conditions
5. Unions and their demands resisted by the factory owners for several reasons
a. Fewer hours and higher wages would cause goods to cost more
b. Reduced profits
iii. Between 1870 – 1914, life for proletariat had improved
1. Wages doubled
2. Employers realized workers more productive in healthier and safer environments
3. Parliament passed laws forcing industries to make working conditions
ii. No communist revolution in England
58
Learning Goal 9: I will be able to:
-Define socialism
-Explain what nationalized industries means, including why it was demanded, why it is good in theory, and why
it fails
-Explain (with examples) why the Communist Revolution did not occur in England
i. Socialism
i. Socialism = where government determines which products to make, how much to charge
for them, and how much to pay workers.
1. Has never worked
ii. Terrible poverty in England
iii. Nationalized industries – Major means of production owned & operated by government
1. Coal, steel, medicine, education, transportation, communication
iv. Karl Marx and Friedrich Engels
1. Blamed poverty on greed and capitalism
2. Wrote Communist Manifesto in 1848
a. Believed society is divided into the haves and the have nots
b. Have nots would rise above and carry about violent revolution (Russia
1917)
c. Revolution did not happen in England because Parliament began to pass
laws to help workers, and there was no absolute monarch against whom to
revolt
59
Learning Goal 10 – I will be able to:
-List and explain two methods Great Britain used to keep a monopoly on industrialism
-Identify the importance of Samuel Slater
-Summarize why France and Germany did not industrialize as quickly as Great Britain
-List and explain four positive effects of the Industrial Revolution
-List and explain four negative effects of the Industrial Revolution
j. Legacy of Industrial Revolution
i. Great Britain wanted to maintain her monopoly when it came to industrialism
1. Kept industrial plans secret
2. Skilled workers were not allowed to leave the United Kingdom
3. Samuel Slater – stole idea of textile mills from England and brought them to the
US
a. Called father of American Industrial Revolution
ii. Many nations had factors of production that were necessary but the process was slowed
down for several reasons
1. France
a. French Revolution – 1789
b. Napoleonic Era (1799-1815)
2. Germany
a. not yet a united nation
b. had tremendous industrial capacity
iii. Effects of the Industrial Revolution
1. Positive
a. New inventions
b. Better ways of doing tasks
c. New and innovative jobs
d. New laws to make workplaces safer
2. Negative
a. Workers exploited, or paid little to do important jobs in unsafe conditions
b. Imperialism resulted
i. One nation extends rule and authority over another for the purpose
of industry
ii. Nations wanted greater supply of natural resources
iii. Nations wanted to extend markets and sell to more people
iv. Nations needed cheaper labor
c. Arms race – countries raced to develop new weapons
d. Set the stage for WWI
60
Unit 6 Need to Know
Enclosure Act
Industrial Revolution
Reasons the Industrial Revolution began in England
Factors of Production
Eli Whitney
Morse Code
Atlantic Cable
Working conditions
Living conditions
Child labor
William Cooper
Adam Smith
Thomas Malthus
David Ricardo
Charles Dickens
3 laws passed by Parliament to help workers
Union
Nationalized
Socialism
Friedrich Engels and Karl Marx (together on one card
Why Great Britain industrialized before France and Germany
Positive effects of industrialization
Negative effects of industrialization
Imperialism
61
62
Learning Goal 1 – I will be able to:
-Define Holy Roman Empire
-Define/Explain each of the 4 steps to German Unification
-Identify and explain the historical importance of Otto von Bismarck
VII.
19th Century Europe and Rise of Totalitarianism
a. Germany
i. In 1860s, Germany not yet a country – Holy Roman Empire, a confederation of German
states
1. German people thought uniting would make them more powerful
a. Italian states united into nation of Italy in 1870
ii. Confederation of the Rhine – created by Napoleon in 1806, 100 German states loosely
joined together, but not a strong agreement that allowed them to trade or that joined them
into a country
iii. 1840s, created the Zollverein, an agreement that removed trade barriers between states
1. If one state has natural resources but no factories, and another has factories but no
natural resources, they need to be able to trade freely in order to make the country
powerful
iv. Otto von Bismarck – Became Prime Minister of Prussia in 1862 (a European country that
does not exist anymore)
1. Master plan to unite Germany, then have Prussia control it (Prussia now part of
Germany)
2. Shrewd politician – fight wars, insult others!
a. Ems Dispatch – An intercepted a telegram between France and Prussia,
Bismarck changed the words to embarrass the French, then had it
published in newspapers
i. Caused France to declare war on Prussia = Franco-Prussian War
3. Fighting wars led to Germany adding land rich in natural resources – combined
with factories to give Germany an industrial revolution, later than Britain’s and
America’s
v. German states unified to create “Germany” in 1871
1. Used its industrial revolution to create a powerful military – claimed it wanted to
be powerful enough to keep France from being aggressive, but Bismarck’s actions
and policies helped lead to WWI.
63
Learning Goal 2 – I will be able to:
-List and define the 4 MAIN causes of World War I
-Summarize the “spark” that ignited the fighting
-Explain how alliances led to a war between many countries
b. Causes of WWI
i. Militarism
1. Glorification of weapons
2. Countries throughout 1800s building new, powerful weapons
3. Tensions build because no one trusts anyone else as they are building militaries
ii. Alliances
1. Coalitions or friendships between countries
2. Started by Bismarck to keep France isolated – Germany and France are enemies!
3. Many made in secret – when something is done in secret, people get suspicious!
4. Examples
a. Three Emperor’s League = Germany, Austria, Russia
b. Triple Alliance = Germany, Austria, Italy
c. Reinsurance Treaty = Germany and Russia (made in secret!)
d. Dual Alliance = France and Russia
e. Triple Entente = England, France, Russia
iii. Imperialism
1. Extending authority over others – usually done by one country over another that
has natural resources
2. Africa a prime target, and Belgium, Italy, England, Portugal, France, Spain, and
Germany all fighting for control over northern Africa (created tension and rivalry
between all these countries, which are building their militaries, with new
weapons, and making secret alliances, and don’t trust each other, and who have a
history of war with each other)
iv. Nationalism
1. Belief that people of the same culture should be part of same country.
2. Balkan States – peninsula in Europe with many different ethnic groups
3. Serbia wanted a country just for the Slavs, but they lived in several different
countries
a. Felt threatened by this, thinking they’d lose land and resources
v. Spark that caused fighting
1. Assassination of Austrian Franz Ferdinand by Serbian Gavrilo Princip
a. Austria wanted revenge, Germany gave them a “blank check” to do as
they pleased
b. Austria declared war on Serbia
c. Russia declared war on Austria
d. Germany declared war on Russia
e. Germany declared war on France
f. Germany declared war on Belgium
g. France declared war on Germany
h. Great Britain declared war on Germany
i. WWI was on like Donkey Kong!
64
Learning Goal 3 – I will be able to:
-Define the two major alliances and identify America’s allies and enemies
-Summarize trench warfare and explain how it led to a lengthy conflict
-Identify six new weapons of WWI and explain how they changed warfare
c. World War I: 1914-1918
i. Central Powers = Austria, Hungary, Germany, Bulgaria, Ottoman Empire
ii. Allied Powers = Britain, France, Russia, Italy, USA, Albania, Portugal, Japan, China,
Serbia, Belgium, Romania, Greece, Canada
iii. Neutral Nations = Spain, Norway, Denmark, Sweden, Netherlands, Switzerland
iv. Trench Warfare – each side dug trenches with open space called “no man’s land” in
between
1. Always trying to develop weapons and strategies to allow them to capture enemy
trench
2. Trenches = horrible/disgusting places to live
v. 2 Fronts – Eastern Front (trenches dug along German/Russian border) and Western Front
(trenches dug along German/French border) A front is a location of battle
vi. Battle of the Somme – 60,000 British casualties
vii. New weapons – tank, machine gun, poison gas, plane, artillery, barbed wire
viii. War of Attrition – long, drawn out conflict with neither side gaining upper hand
1. After 12 months of fighting, neither side gaining on the other, long war predicted
ix. Christmas Truce of 1914
1. England & Germany
2. Soccer, exchange of gifts
65
Learning Goal 4 – I will be able to:
-Define neutrality
-Explain why the US was neutral
-Identify and explain the two events that brought the United States into WWI
-Explain why Russia left the war and its impact on the fighting that continued
-Identify the armistice and explain its relevance today
d. Americans in World War I
i. America neutral at first
1. Saw no need to send troops
2. Most Americans favored staying out of it
3. Didn’t send troops, but sent weapons and supplies to the Allies
ii. 2 events brought the US into war
1. Sinking of the Lusitania
a. British passenger liner sunk off coast of Ireland, 128 Americans killed
2. Zimmermann Note
a. Proposal from Germany to Mexico
b. Germany and Mexico ally themselves together, beat the US in war,
Mexico gets back land lost in Mexican War from 1840s (American
southwest)
iii. Russia left the war in 1918
1. Socialist/Communist revolution in Russia (predicted by Karl Marx and Frederick
Engels in The Communist Manifesto) because Russia had an absolute monarch
that did not pass laws to help workers like Britain did
2. Advantages/Disadvantages
a. Allied Powers – got fresh troops from US on western front
b. Central Powers – with Russia out of the war, could concentrate troops on
western front
iv. Armistice – 11/11/18, 11am
v. End of the war
1. 9 million killed, 21 million wounded
a. Dead
i. Germany 1.73 million
ii. Russia 1.7 million
iii. France 1.385 million
iv. America 116,000
66
Learning Goal 5 – I will be able to:
-Identify and define 14 Points
-Explain how the 14 Points addressed the 4 MAIN causes
-Summarize examples of Germany being punished by the Big Four
-Define Reparations and explain why they were issued
-Define League of Nations and explain how it led to the defeat of the Treaty of Versailles in the US Senate
e. The Peace Settlement
i. US President Woodrow Wilson – 14 Points
1. Open alliances
2. Limits on military strength
3. Peaceful drawing of new country boundaries
4. European boundary lines around where ethnic groups lived
5. League of Nations to solve world problems peacefully
ii. Big Four
1. France = Georges Clemenceau, Italy = Vittorio Orlando, Great Britain = David
Lloyd George, America = Woodrow Wilson
iii. Europe wanted to punish Germany
1. Germany given no representation at peace settlement
2. Reparations = Germany had to pay each country for their war bills
a. Germany had to pay $33 million
b. No overseas colonies
c. Had to sign a document admitting guilt for WWI
d. Only allowed 100,000 men in their military
3. Treaty of Versailles signed June 28, 1919, 5 years to the day after assassination of
Franz Ferdinand
iv. Treaty of Versailles in America
1. Rejected because did not want to be part of a League of Nations, which would
potentially drag them into future wars they had no interest in fighting
2. League of Nations created w/o the US, came up with the idea in the 1st place!
v. European Boundaries before and after WWI
67
Learning Goal 6 – I will be able to:
-Define Totalitarianism
-Explain why Totalitarian regimes take root
-Summarize how Totalitarianism began in Italy
-Compare Fascism to Communism
f. Totalitarianism in Italy
i. Totalitarianism
1. Type of government where a ruthless dictator rules, and what he says is law
a. Like an absolute monarch, but power is not passed within the family in a
Totalitarian government
2. After WWI, European countries fell into economic hardship
a. Totalitarian rulers promised they alone could fix things, and the people
believed them
3. Totalitarian governments have total control over the lives (and deaths) of the
citizens
ii. People live to serve the state, not themselves
iii. Totalitarianism in Italy
1. Fascism – new, militant political movement emphasizing loyalty to the state and
obedience to the leader
a. Fiercely nationalistic
b. Peaceful states doomed to suffer
c. Similar to Communism
i. Believed in only one political party
ii. Dictatorial
iii. Denied individual rights
iv. Different in that Communism had worldwide goals and Fascism is
more focused on the individual country, and Fascism recognizes
that there are different classes in society and each has a role
2. Italy suffering greatly after World War I
a. Impatient with democratic government, wanted immediate action
b. Benito Mussolini promised to save Italy from its despair
i. Abolished democracy
ii. Jailed political opponents
iii. Government censorship of radio stations and newspapers
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Learning Goal 7 – I will be able to:
-Summarize how Totalitarianism existed in Russia
-Explain why Tsar Nicholas II was unpopular and what impact that had on the Russian Revolution
-Explain Vladimir Lenin’s importance in the Russian Revolution
-Summarize how Stalin wrestled power from Leon Trotsky
-Explain why Josef Stalin’s brutal rule in the USSR was important in Europe and to the US
g. Totalitarianism in Russia
i. Russian Revolution in 1917 (got Russia out of WWI in 1918) started Russia down the
path towards a Totalitarian government
ii. WWI = disaster for Russia
1. Poor military leadership, not enough supplies, 1.7 mil dead, almost 5 mil more
wounded
iii. 1917, Russia ruled by absolute monarch Tsar Nicholas II
1. He and his wife Alexandra were very unpopular
a. Made decisions in the best interests of his family and power, not in the
best interests of the country
b. Took the advice of an insane monk
iv. Russian people wanted Russia out of WWI
v. Eventually Tsar Nicholas steps down as ruler and Alexander Kerensky sets up a
temporary government
1. Eventually overthrown by Vladimir Lenin
vi. Vladimir Lenin
1. Belonged to political party called Bolsheviks (Communist)
vii. Russian Civil War
1. 1918-1921, over 25 million killed
2. Royal family of Tsar Nicholas murdered in their homes
3. Lenin has to rebuild a totally devastated country, but dies in 1924
viii. Power struggle between Leon Trotsky and Josef Stalin to take power after Lenin’s death
1. Stalin wins and forces Trotsky into exile in Siberia
a. Trotsky eventually sneaks out and moves to Mexico, where he is murdered
with an ice axe
ix. Josef Stalin
1. Russia becomes Communist, called the Union of Soviet Socialist Republic
(USSR)
2. Collectivized Agriculture
a. Big farms taken over by government – definitely socialism! Did it work?
3. Controlled all media
4. Great Purge of 1934 = mass murder of anyone who disagreed with Stalin
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Learning Goal 8 – I will be able to:
-Explain the impact of WWI on Germany
-Identify Mein Kampf and explain Hitler’s views
-Summarize how and why Hitler came to power
h. Totalitarianism in Germany
i. WWI destroyed the country, and they had to pay reparations to the winning nations
1. Any time they got money or resources they had to give to other countries instead
of using it to help themselves
2. People upset at the government
ii. Adolf Hitler
1. Born in Austria (VERY gifted artist!), WWI veteran, Anti-Communist
2. Blamed all Germany’s problems on the Jews
3. Fiercely nationalistic – Germany above all; believed in superiority of German
culture
4. 1923, took part in Munich uprising, a revolt against the government
a. Spent 9 months in prison
b. While in prison, wrote Mein Kampf (My Struggle)
i. Main Themes
1. Germany not responsible for losing WWI
2. Jews to blame for Germany’s defeat and its current
problems
3. Germans were a master race and would rule all
5. During the Great Depression, he promised that he had a plan for recovery
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Learning Goal 9 – I will be able to:
-Cite and explain the importance of examples of Anti-Semitism
-Cite examples of Hitler breaking the Treaty of Versailles
-Define appeasement and explain why it does not work
-Summarize how Hitler brought on World War II
i. Hitler and Anti-Semitism
i. Believed in Aryan or superior race, blonde hair, blue eyes (yet he had brown hair/eyes)
ii. Anti-Semitic = anti Jew
iii. Moved ruthlessly against the Jews
1. 1935, stripped Jews of their German citizenship
2. November 1938, Kristallnacht, attacked Jews on the streets, destroyed their
businesses, burned synagogues – many Jews sent to concentration camps
iv. The Third Reich
1. Hitler called his government the Third Reich and predicted it would last 1,000
years and would rival the Roman Empire
a. All political parties against the Nazi Party were banned
b. No freedom of the press, assembly, or speech
c. If not a member of the Nazi party, employers cannot hire you
v. Broke the Treaty of Versailles
1. Increased the military, quit paying reparations
2. Believed that wherever a German lived, the land belonged to Germany, so took
parts of Poland and Czechoslovakia and claimed them for Germany.
vi. Britain, France, and America tried to use appeasement with Hitler
1. Appeasement = giving in to small demands to avoid larger conflict – doesn’t
work!
2. Kid in the cereal aisle at the grocery store
vii. World War II
1. September 1, 1939, Germany invaded Poland
2. Hitler and the Germans defeated in 1945
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NEED TO KNOW
Learning Goal 1 – Holy Roman Empire, Confederation of the Rhine, Zollverein, Otto von Bismarck, Ems
Dispatch
Learning Goal 2 – Militarism, Alliance, Imperialism, Nationalism, Franz Ferdinand, Gavrilo Princip
Learning Goal 3 – Central Powers, Allied Powers, Trench Warfare, Eastern Front, Western Front, 6 new
weapons of WWI, War of Attrition, Christmas Truce
Learning Goal 4 – Neutrality, Lusitania, Zimmermann Note, The Communist Manifesto, Armistice
Learning Goal 5 – 14 Points, Big Four, Reparations, Treaty of Versailles, League of Nations
Learning Goal 6 – Totalitarianism, Fascism, Benito Mussolini
Learning Goal 7 – Russian Revolution, Tsar Nicholas II, Vladimir Lenin, Leon Trotsky, Josef Stalin, Union of
Soviet Socialist Republic (USSR), Great Purge
Learning Goal 8 – Adolf Hitler, Mein Kampf
Learning Goal 9 – Aryan Race, Anti-Semitic, Kristallnacht, Appeasement
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