Transcript wh unit 3 notes - Augusta County Public Schools

World History 1500 to
Present
Unit 3 Notes: French Revolution and other
Enlightenment inspired revolutions, spread of
nationalism; Unification Movements; Industrial
Revolution
SOLs: 1 a-e; 6 d-g; 7 a-d; 8 a-c
French Revolution and Napoleonic
Era (1789-1815)

Between 1789 and 1815, the French Revolution
destroyed an absolute monarchy and disrupted a
social system that had existed for over 1,000
years. The events of this time ushered in what
many historians call the “modern era” in
European politics
France before the Revolution

Outdated social class
system (Estates General)



First Estate = Clergy (no
taxes)
Second Estate = Nobility (no
taxes)
Third Estate = “Everyone Else”
(HEAVY TAXES)


Severe Financial Crisis:
Indecisive Monarch:
“Voting Rights” in France




Traditionally, each “estate” had 1 vote
New idea was to allow each deputy in the
Estates to have 1 vote
King Louis XVI says, “No, I think the old
way is the best” and locks doors on Third
Estate
A Paris mob storms the Bastille, July 14th
1789
Phase 1 = National Assembly
(moderate)


Third Estate calls itself
the National Assembly
and vows to keep
meeting until they can
produce a French
Constitution
TENNIS COURT
OATH

Destruction of Aristocratic privileges
(Abolish tax exemptions for clergy and nobles)



Proclaim freedom and equal rights for
all men!
LIBERTY, EQUALITY, FRATERNITY!
Capture the royal family and return
them to Paris
"Liberty leading the People" by Eugene
Delacroix
The Catholic Church



Oldest of “Old Order”
(Clergy =1st estate)..needed
reform
National Assembly took
Church lands and sold them
Secularized the Church
(elected by people, paid by state)

Many Catholics become
“Enemies of the Revolution”
Constitution and Commune





Constitution = limited monarchy
King tries to flee France
National Assembly declares war on
Austria, Prussia and eventually Britain
Radical groups in Paris called themselves a
commune and capture the King
Sans-culottes (without fine trousers)

Georges Danton minister of justice
Phase 2: National Assembly
RADICAL phase




Radicals take over Assembly and set up
National Convention (abolish monarchy
and declare France a republic)
Execute King Louis XVI and Marie
Antoinette
Committee of Public Safety (Robespierre)
Reign of Terror (40,000 executed)
Phase 3: The Directory 17951799





Moderate Constitution
5 man Directory established
Riots suppressed
Corrupt leadership
Chaos threatens …….
Napoleon Bonaparte






General Bonaparte helps overthrow the
Directory and sets up the Consulate with
Napoleon as “First Consulate”, later names
himself “Consulate for Life” and then
“Emperor of the French”
Economic and religious reforms
Napoleonic Code established
Military victories create French empire
Upsets the balance of power in Europe
French defeat at the Battle of the Nations
Legacy of Napoleon


Unsuccessful attempt to “unify” Europe
under French control
Napoleonic Law Code introduced many to
basic Enlightenment principles




Equality before the law
Religious toleration
Merit being basis for advancement
Spread of Nationalism….
After Napoleon takes over most of
Europe…….

Most conservative
monarchs will
FEAR any
“Enlightenment
Inspired Ideas that
Could Fuel
Revolutions”
Liberal vs. Conservative Ideas 1800s
LIBERAL





1. Male property
owners
2. protect basic
rights/property
3. REPUBLIC
(constitution and
separation of
powers)
4. Laissez-faire
5. Freedom of
religion
CONSERVATIVE
1. WHO
should
rule
2. Goal of
Gov’t
3. FORM of
Gov’t
4. Economy
5. Religion





1. Monarch/nobles
2. stability and
order
3. Monarchy
4. controlled by
nobles
5. Established
church
Liberal vs. Conservative: a visual
comparison….
Congress of Vienna

Significance: leaders will re-draw map of
Europe without consideration of population
interests



Languages, religions, cultures
Effects: leaders underestimate the power of
NATIONALISM and give oppressed people
incentive to REBEL
Increased NATIONALISM will lead to WAR
by 1914
NATIONALISM




“Excessive pride in one’s own people, culture,
language and religion that can be both a
unifying and dividing force”
“NATION”: does not always mean “Country
with political boundaries”…
NATIONALISTS……think it should
NATIONALIST movements will want their
“nations” to have their own countries and run
their own governments
NATIONALISM

Nationalists and their unification movements
will serve as a threat to the existing political
order



Italian Unification:
German Unification:
Other areas of concern: ANY multi-national
empire!
Congress of Vienna
Main leaders: each will want peace on his own
terms






1.
2.
3.
4.
Austria: Clemens von Metternich
Russia: Alexander I
England: Lord Castlereagh
France: Maurice Tallyrand
Settlement:
Surround France with strong countries
Restore legitimate monarchs
Create of peace keeping organization (Concert of
Europe)
Agree to crush all Enlightenment inspired uprisings
Colonial “Latin” America at
about 1750




HUGE plantations give high income and
status to landowners (oligarchs)
Trade was with mother countries as part of
MERCANTILISM
Soon British and French move in to trade
areas
CATHOLIC religion was very strong
Napoleon Upsets Balance of
Power in Europe….

Spain, Portugal, and eventually FRANCE
are weakened….colonies get
independence





Haiti
Mexico
Colombia
Venezuela
Brazil
SOL 7a: Demonstrate knowledge of the Latin
American revolutions of the 19th century by
describing the colonial system as it existed by
1800:



What were the characteristics of the
colonial system in Latin America in the 19th
century?
How did Spain and Portugal maintain
control over their Latin American domains?
How did the American and French
Revolutions influence independence in
Latin America?
Latin American colonial system




Duplicated “home” gov’ts : absolute
monarchies and rigid class structure
Catholic Church extremely strong in colonies
Mining of Gold/silver for export home was
the major element of the colonial economy
Major cities were established as “outposts” of
colonial authority in the region…..
Major Colonial Cities in Latin America:





Havana (Cuba)
Mexico City
(Mexico)
Lima (Peru)
Sao Paulo
(Brazil)
Buenos Aires
(Argentina)
“Rigid” Class/Social Structure

Viceroys
(colonial
officers) from
the Iberian
peninsula…or
peninsulares



Creoles
Mestizos
Natives/slaves
Notable revolutionaries



Toussaint
L’Ouverture in
Haiti
Father Miguel
Hidalgo in
Mexico
Simon Bolivar in
Northern areas
of South America
7d: assess the impact of the
Monroe Doctrine


Announced the end
of European
colonialism in
Western
Hemisphere
Latin American
nations to be
acknowledged as
“independent”
7d: assess the impact of the
Monroe Doctrine


United States would regard any attempt by
European powers to impose their systems
on any of these independent nations as
threat to US peace and safety
At the time…it was just words..Teddy
Roosevelt later issues the Roosevelt Corollary to
put military power behind the warning
Toussaint L’Ouverture



Former slave
Led Haitian
rebellion against
the French for
independence
Abolished slavery
(first land to do so
in Western
Hemisphere)
Simon Bolivar


Native-Born
resident (Creole)
who led
revolutionary
efforts
Liberated northern
areas of South
America
Italian Unification
Count Cavour unified Northern
Italy.
 Giuseppe Garibaldi joined
southern Italy to northern Italy.
 The Papal States (including
Rome) became the last to join
Italy.

Italian Unification 1850-1870
Count Cavour
Garibaldi & the
Red Shirts
Garibaldi
Mazzini
German Unification


Otto von Bismarck led Prussia in the
unification of Germany through war
and by appealing to nationalist
feelings.
Bismarck’s actions were seen as an
example of Realpolitik, which
justifies all means to achieve and
hold power.
Realpolitik: means….
“Do whatever it
takes to git ‘er
done!”
“You must
have read my
book!”
German Unification

Economic interdependence (Zollverein tariff
union)

German nationalism among German
speaking areas : Before unification, German territory
was made up of 26 duchies, kingdoms, principalities



Schleswig-Holstein
Austrian-Prussian War 1866
Franco-Prussian War
German Unification




Called “the most important political
development in Europe between 1848 and
1914
Upset the balance of power
METHOD of unification helped define
German state character
(United by conservative military, monarch,
Prussian PM…all in cahoots to out fox the
Prussian LIBERALS)
German Unification (behind the scenes)




Railroad system linked states and the tariff union
of Zollverein
Hohenzollern tradition was to keep Prussian
army strong, Wilhelm I wanted that…
BUT…the Prussian parliament created in 1850
refused to increase taxes…2 year deadlock
Enter Otto von Bismarck and his “Iron and
Blood” speech
German Unification
Franco-Prussian War 1870-1871
Kaiser Wilhelm I :
Hohenzollern royal, King of
Prussia & First Emperor of
United Germany

Otto von Bismarck:
Chancellor/Prime Minister of
United Germany
6F: expansion of the arts, philosophy,
literature and new technology from the 15001800s



Who were some artists, philosophers and
writers of this era?
What were the different “schools” of art and
music?
What improved technologies and institutions
were important to European economies?
16th-17th century: Music

Baroque
Composer:


Johann
Sebastian Bach
Classical
Composer:
Wolfgang
Amadeus
Mozart
16th-18th century: New schools of
Art Baroque, Classical, Romantic,
…etc.



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“Classical
subjects”
(Greek and
Roman myths)
philosophers
public events
Natural scenes
Living people
(portraits)
16th-18th century: Art

Eugene Delacroix: Liberty Leading the People


Romantic School painter
Emphasis on emotions, movement and feelings
ARTIST Eugène
Delacroix
(Eugene Delacroix)
Eugene
Delacroix
of Dante1834
Women ofPAINTING
Algiers in The
theirBarque
Apartment,
16th-18th Century: Philosopher (one
of MANY!!)

Voltaire


Free speech advocate
Author of Candide
“I may not like what you
say but I will defend to my
death your right to say it”
16th-18th Century: New form of
Literature: The NOVEL!

Miguel de
Cervantes
 was a Spanish
writer of the
Golden Age
(spanish?)
 satiric novel Don
Quixote
masterpieces
world literature
Industrial Development Background

Industrial Revolution = (?) Neolithic Revolution

“200 years of Industrial development has
brought about a complete change in the basic
pattern of human life”

Positives vs. Negatives:
Q: Do the benefits of Industrialization outweigh the
negatives?
Various advances that assist trade





All weather roads (improve transportation)
Improved farm tools (iron plows)
Improved farming techniques (crop rotation)
Increased food production = increase in
population
Improved ship design improves sea
transportation and lowers cost of trade
Industrial Revolution (1750-1850)

CONDITIONS in England favor Industrial
growth






Natural resources (coal, iron)
Human resources
Favorable economic conditions (available capital,
stable economy)
Favorable political conditions
Favorable social/cultural conditions
New technology and inventive minds
Industrial Revolution

Only when first conditions are “favorable” will
technology and resources lead to industrial
development


Q: How can a country sit on top of HUGE oil reserves and be dirt poor?
Q: Why are political or social problems a barrier to economic prosperity?
Industrial development: Concepts





Places that are quick to industrialize will get
ahead of those that do not
First places to industrialize will be the first to
experience the NEGATIVE effects* of
Industrialization
MISERY FESTERS
Benefits of industrial life will lead people to
COMPROMISE to improve conditions
RISE of a new middle class, change, etc.
Negative Effects of Industrialization






Rapid urbanization (too fast for city
infrastructure to handle)
Miserable living conditions (slums)
Miserable working conditions (factories)
Child Labor and Women (CHEAP)
*Emergence of radical ideas (utilitarianism,
socialism, communism)
Imperialism, Westernization, ethnocentrism,
racism, greed, and …WARS….to be
continued!
Positive Effects of Industrialization







Urbanization in general (can be good too)
Population Increase (fewer people die as
medicine gets better)
Standard of living increases (for many)
Improved transportation
Improved education (access and equity)
“Rise of the Middle Class” and …
….”PROGRESS” as a result of compromises
between business owners and workers
Industrial revolution spreads….


Rising Economic Powers are all industrial
Each will want access and control over RAW
MATERIALS and MARKETS
raw materials:
 Markets:
Q: What might happen when industrial nations want what
NON-industrial nations have? What effect will the
“industrial vs. NON-industrial tension” have on the
world?

CAPITALISM

Capitalism is an economic system based on
PRIVATE OWNERSHIP and the use of
CAPITAL

Growth of towns and cities and the expansion of trade in the
late Middle Ages sparked this economic development
 Three
Main Features to learn BY
HEART:
CAPITALISM
1.
Private Ownership
2. Profit motive
3. Free-Market Economy
with competition
CAPITALISM

1. Private
Ownership: Capital
belongs to
individuals who are
FREE to do what
they wish with it.
For this reason,
capitalism is also
called the “freeenterprise” system
CAPITALISM

2. Profit Motive:
based on the
economic laws of
supply and demand,
when enough
people want
something,
producers make it
because they want a
PROFIT
CAPITALISM

3. Market Economy: a
money value can be placed
on everything in the
marketplace: land, goods,
time, and labor. Buyers
and sellers are free to
exchange goods and
services at prices
determined
by…..”SUPPLY and
DEMAND”
Basic Laws of Supply and Demand

DEMAND = “More of a good will be
demanded the lower its price. Less of a good
will be demanded the higher its price”


Ex 1. Diamonds are expensive because they are
rare. (Women do not want cut quartz in their
rings!)
Ex. 2. When calculators first came out, they
were over $600. Now you can get them in cereal
boxes!
Basic Laws of Supply and Demand

SUPPLY: “More of a good will be supplied
the higher its price. Less of a good will be
supplied the lower its price”.
 EX: If a person can get 300% profit on
selling smartees, more people will start
supplying smartees to get the profit. But it
won’t last long…because more people
selling the same product means more
product to sell….demand drops and the
price comes down….
Role of “PRICE” in relation to the
laws of supply and demand:
“When the quantity DEMANDED is
GREATER than the quantity SUPPLIED,
prices tend to…. “GO UP/INCREASE” .
(WHY?)
 “When the quantity SUPPLIED is greater
than the quantity DEMANDED, prices
tend to….”GO DOWN/DECREASE”.
(WHY?)

On a “price/quantity” chart……

Q: Why does
a DEMAND
curve always
slope
downward?
Q: Why does a DEMAND curve always slope
downward?

Answer: The
demand curve
always slopes
downward because
as more of an item
becomes available,
the lower the price.
IR and Capitalism: Laissez-Faire figures

Adam Smith :
CAPITALISM/Laissezfaire

Wealth of Nations, 1776

“the individual, pursuing
his SELF-INTEREST, will
bring on general benefits
to society”

NEED for free markets (no
government intervention)
SUPPLY & DEMAND are
invisible forces that drive
the economy

IR and Capitalism: Laissez-Faire figures

Thomas Malthus:
predicted that the
population would
outpace the world’s
food supply
 People should limit
kids
 Wrote: An Essay on
the Principle of
Population
 No gov’t help for the
poor
IR and Capitalism: Laissez-Faire figures

David Ricardo: “iron
law of wages”



IRON LAW OF
WAGES

Limit kids b/c people
have more kids when $
is strong;
increase in labor later
means a decrease in $$
and….
Unemployment
increases
“No gov’t help for the
poor”
Effects of Capitalism
“Profit” for owners of
production/business
 Industrial vs agricultural economies
 Market competition = price of “things”
goes down……(because)
 Increased supply of “things”/goods
 Focus on PERSONAL
RESPONSIBILITY

Criticisms of Capitalism

Uneven distribution of WEALTH


Poor people live in SQUALOR: slums, bad
sanitation, etc.
Working conditions are miserable, etc, etc. see
negative effects of Industrialization
Responses to “Capitalism”

“ISMs…..all over the place”, focus on keeping
them straight!
 Utilitarianism
 Utopianism
 Socialism
 Communism
Utilitarianism: “greatest good for the
greatest number”
“Government should enact
reforms that promote more
happiness”
John Stuart Mill
“advance the greatest good
for the greatest number”
Jeremy Bentham
Utopianism: ideal society based on
cooperation instead of competition


Utopia By Thomas More described an
ideal society
 “utopia” in Greek means NO
PLACE!!
Robert Owen: campaigned for child
labor laws
 Encouraged unions
 Set up model, self-sufficient
community to show that it was
possible to be nice to workers and still
make a profit
 New Lanark, Scotland worked
 New Harmony in AMERICA failed
Socialism: society (In the form of the
government) owns the means of production
and key infrastructure

Principles:



“Equality of all
People”
Cooperation is
better than
competition
…at least in
industry
COMMUNISM:
extreme form of
socialism in which “all
people” own the means
of production as the
state “withers away”
and produces a
classless society
Karl Marx’s theory of Communism


Idea: that History is shaped by
ECONOMIC FORCES (the way
goods are produced and
distributed)
CLASS STRUGGLE has always
existed between the “haves” and
the “have nots”

In industrial times the “haves” are
the bourgeoisie/middle class
capitalists; the “have nots” are the
wage earning laborers
Marx’s communist ideas…continued



The social class that holds the economic power
also controls the government for its own
advantage… (class wealth = class power)
Middle class shrinks (small businesses are
ruined by capitalist giants)
Working class GROWS as masses of poor labor
at the mercy of a small, rich elite class
How communism is supposed to happen:

Poverty and desperation drive
MASSES of workers
(proletariat) to:
 seize control of the
government and the means of
production
 destroy the capitalist system
 wage a VIOLENT
REVOLUTION
 establish a “dictatorship of
the proletariat”
After the “dictatorship of the
proletariat” occurs…..
 All
property and the means of
production are owned by “the
people”
 All goods and services are “shared
equally”
 A “classless society” emerges
 the “state withers away”
“Communist Paradise?”
See page 402
Effects of Marxist thought

Formation of socialist
political parties
 Advocate and support
revolutions
 Push for work reforms
 Fight against
“capitalism”

Communists take over Russia
 Communism used by
revolutionaries
 Dictatorships of Communist
Party leaders
 No communist paradise
established anywhere
Effects of Marxist thought




“Red Scare” = hysteria
over perceived threat of
communism/ civil
liberties revoked
US foreign policy based
on fighting spread of
communism after
World War II
“COLD WAR” with
USSR and allies
Proxy wars fought on
both sides
The “perceived threat of communism”…a
visual

As of 2010, there are five one-party
communist nations:
People's Republic of China
Republic of Cuba
Democratic People's Republic of Korea
(North Korea)
Lao People's Democratic Republic
(Laos)
Socialist Republic of Vietnam
CH:10 Topics

Democratic Progress:


Extension of Suffrage and efforts at self-rule
inside British Empire
Anti-Semitism in Western Europe and Zionism

Review concept of
NATIONALISM


Civil War in USA
Inventions & technology
Inventions & technology

Thomas Edison of
Menlo Park, NJ



Alexander
Graham Bell


Light bulb
Phonograph
telephone
Marconi

radio
Inventions & technology

Henry Ford
 Assembly line
production of
AUTOMOBILES

Wright Brothers
 airplane
New
IDEAS
DARWIN’s Theory of
Evolution



Natural Selection… (see
Mendel’s work with
genetics)
Survival of the Fittest
Denies “special creation”
and upsets people
New IDEAS
Science
 Periodic table
 Marie Curie and
radioactivity
 Freud and
Psychoanalysis



Id
Ego
Superego
MASS CULTURE



More educated middle
class creates
DEMAND for books,
magazines,
entertainment, sports,
etc.
Factory production
makes “things”
cheaper and easier to
get
Work hours get
shorter and days have
hours left for “fun”
Unit 3 Concepts Review







Enlightenment inspired revolutions
Conservative vs. Liberal Ideology
NATIONALISM
Industrial Revolution & Effects
Unification Movements
Capitalism, Socialism, Communism
DO YOUR MAPS!!!!