RBV AP European History Unit 6

Rancho Buena Vista High School

ADVANCED PLACEMENT EUROPEAN HISTORY

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UNIT VI: REVOLUTION IN INDUSTRY, THOUGHT, AND POLITICS

SYLLABUS AND DAILY ASSIGNMENTS:

Unit 6 Syllabus
Unit 6 Calendar in block form
Unit 6 Calendar in linear form with daily assignments

London (here seen in the 1840s) was the first city in the world to experience the modern problems of industrialization and urbanization.

TEXT READINGS:

McKay, Hill and Buckler. A History of Western Society. Chapter 22, pp. 724-753 (glossary) and Chapter 23, pp. 754-787 (glossary). (The publisher's web site provides on-line chapter quizzes, primary source readings, and other support material.)

SUPPLEMENTAL READINGS:

Sherman. Western Civilization: Images and Interpretations, Selected readings.
Hammond Historical Atlas of the World. (For another on line equivalent, try Periodical Historical Atlas with maps of Europe from A.D 1100-2000.)
Class handouts as distributed. Many of these are published below.

CONSULT THE CALENDAR ON YOUR SYLLABUS FOR DAILY ASSIGNMENTS

Unit VI Journal Topics (These are the topics given in Mr. Roswell's class and may not always be the same as those for Mr. Arias.) The topics will be added at the earliest opportunity after they are given in class.

On line assistance -- Lecture Notes and Powerpoints:

Industrial Revolution (Lecture Notes)
The Industrial Revolution (Powerpoint)
The Industrial Revolution: Interactive time line
The Congress of Vienna (Lecture Notes)
The Congress of Vienna and Changes in Europe, 1789-1815 (Powerpoint)
Romanticism and the Romantic Era (Powerpoint)
Romanticism (Notes)
Romanticists in Their Own Words: Quotes from the Romanticists
Revolutions in Europe, 1820-1850 (Lecture Notes)
'Isms': The Ideologies of Our Time (Powerpoint)
For additional connections to interesting web sites, see below.

In his Sea of Ice, Caspar David Friedrich, like many of the romanticists, portrays the theme of Nature's power over man as he shows the end of an ill-fated early nineteenth-century attempt to reach the North Pole.

CALIFORNIA STATE STANDARDS: The following State of California content standards for Grade 10: World History, Culture and Geography, will be dealt with completely or in part:

10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

1. Analyze why England was the first country to industrialize.

2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.

Analysis skills standards are embedded in the content and will be interwoven throughout this and every unit.

UNIT OBJECTIVES:

List the factors that led to the Industrial Revolution.
List the factors that allowed Great Britain to be the early leader in industrialization.
Explain the effects of the Industrial Revolution on the people of Europe.
Analyze the positive and negative outcomes of the Industrial Revolution.
Discuss the factors in the romantic revolt against the classicism of the Enlightenment.
Discuss the factors in romanticism’s revolt against the ideals of the French Revolution.
Explain the implication of this revolt for politics, the arts, and society.
Analyze the lingering effects of the French Revolution.
Explain the residual effects of the French Revolution upon the political developments of the first half of the nineteenth century.


Europe in 1815 after the settlement at the Congress of Vienna	Sites of Revolutionary Activity in the 1830s and in 1848

DISCUSSION QUESTIONS:

Describe the different agents of industrialization and their function in the process of industrialization.
Describe the basic tenets of romanticism and the romanticists.

SHORT ANSWER QUESTIONS (SA's):

What factors led to the Industrial Revolution beginning in Great Britain.
How did industrialization revolutionize the production of textiles.
How did steam power affect industry and transportation in the Industrial Revolution.
How did industrial development and other changes affect population growth.
How did the Industrial Revolution affect and change the class structure of Europe.
Describe the new classes or sub-classes that emerged because of the Industrial Revolution.
Describe the working condition in the factories of the early Industrial Revolution. How did these conditions especially affect women and children?
Discuss the early growth of the labor movement in Britain, its goals, and achievements.
What were the provisions or terms of the Final Act of the Congress of Vienna?
What roles did the Quadruple Alliance, Holy Alliance, and Congress System play in establishing the Concert of Europe? How did it propose to repress liberal reforms and nationalist uprisings?
Describe the basic tenets of classical liberalism and the goals of liberal reform in the early nineteenth century.
Discuss the effects of the doctrine of nationalism that emerged from the French Revolution.
Describe the basic ideas for reform proposed by the utopian socialists and in the "scientific socialism" (communism) of Karl Marx.
Describe the revolutionary successes and failures from 1820 up to the "Year of Revolution", 1848.
Discuss political and economic reforms in Great Britain from the end of the Napoleonic Wars (1815) to mid-century (1850).
Describe the results of the Revolutions of 1848 in France, Italy, the Austrian Empire, and the German states.


James Hargreaves' Spinning Jenny (1767) and Richard Arkwright's Water Frame (1769), two of the inventions that revolutionized the production of cloth in eighteenth-century Britain

James Watt's steam engine probably changed the world more than any invention since the printing press.

The power loom helped make the textile industry the first to industrialize.

IDENTIFICATIONS:

1)James Watt; 2)George Stephenson; 3)Thomas Malthus / Essay on the Principle of Population; 4)David Ricardo, "Iron Law of Wages", On the Principles of Political Economy and Taxation; 5)protective tariff; 6)Zollverein; 7)limited liability; 8)Luddites; 9)Factory Act of 1833; 10)Mines Act of 1842; 11)Ashley Mines Commission. 12)Congress of Vienna; 13)Quadruple Alliance; 14)Clemens von Metternich; 15)"Congress System" / Concert of Europe*; 16)German Confederation; 17)Adam Smith, Inquiry into the Nature and Causes of the Wealth of Nations; 18)laissez-faire economics; 19)Utopian socialists; 20)Karl Marx, The Communist Manifesto; Capital (Das Kapital); 21)bourgeoisie and proletariat (as defined by Karl Marx); 22)Georg Hegel; 23)Sturm und Drang; 24)Johann Wolfgang von Goethe; 25)Victor Hugo; 26)Amandine Aurore Lucie Dupin (George Sand); 27)Eugéne Delacroix, Liberty Leading the People; 28)Ludwig von Beethoven; 29)Théodore Géricault; 30)Caspar David Friedrich; 31)Franciso de Goya*; 32)Germaine de Staël; 33)Corn Laws; 34)Reform Bill of 1832; 35)Chartist movement / "People’s Charter; 36)Irish potato famine; 37)Second Republic of France; 38)Louis Napoleon Bonaparte; 39)Emperor Francis Joseph I (Franz Josef I); 40)Frankfurt Assembly (Frankfurt Parliament).


George Stephenson's Rocket sped along the Stockton to Darlington railroad at the incredible speed of 25 miles per hour. The real fascination came from the constant speed and the lack of any visible form of propulsion except for the steam engine. This first operating railroad enabled countries like the United States to bring together resource, products and people over large distances.

Romanticism in Art examples (Click on thumbnail for larger image.)
The Third of May, 1808 by Francisco de Goya	Abbey in an Oak Forest by Caspar David Friedrich	The Raft of the Medusa by Theodor Gericault	Liberty Leading the People by Eugene Delacroix
The White Horse by John Constable	The Ancient of Days by William Blake	The Burning of the Houses of Parliament by Joseph Mallord William Turner	Nightmare (The Incubus) by Henry Fuseli

Links to sites of interest:

Internet Modern History Sourcebook
Let's Build a Steam Engine (complete with an animated demonstration)
Tables Illustrating the Spread of Industrialization (from the Internet Modern History Sourcebook)
The Textile Industry
Encyclopedia of Revolutions of 1848 (An incredible collection of articles)
Revolution of 1848 at Encyclopedia.com
Romantic Chronology
Selected Poetry by the Romantics:

Johann Wolfgang von Goethe; William Wordsworth; George Gordon, Lord Byron; Percy Bysshe Shelley; John Keats; William Blake; Samuel Taylor Coleridge; and others.

Mark Harden's "The Artchive"
Art History - Dr. Christopher Witcombe
CGFA - A Virtual Art Museum
Artcyclopedia
Web Gallery of Art
Tigertail Virtual Museum
Web Museum

Return to Advanced Placement European History Title Page.
Go to Unit 7 Syllabus.
Go to Unit 5 Syllabus.
Go to Mr. Roswell's Home Page.
Go to IB/AP Stress Relief Page.

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E-mail to Mr. Arias

This page is maintained by George A. Roswell

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