10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
The principles established in these ancient cities were the basis for western political views. The first Democracy was establish in Athens during the reign of Pericles, without the steps that Ancient Greek made in government today�s governments would not be where they are today.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Judeo-Christian law, and faith is based off of the ten commandments, including laws against murder, theft, and bearing false witness, and all three of these were punishable by death in the Greco-roman Empire. Early Greeks and Romans were known for their polytheistic views, while Christians are monotheistic. The Romans worshiped statues as if the gods were the statue, but Christians only use statues as reminders.
The basic idea of equality of man comes from Athens, were all male citizens were given equal say in the government. This idea has also evolved into equality for women in the western world.
2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.
Western Political ideas of the rule of law and illegitimacy of tyranny were based from Plato�s republic and Aristotle�s Politics. Both of these philosophers believed that the most intelligent people should rule, instead of the strongest military leader. Unlike Plato and Aristotle, modern democracy allows equal opportunity for all, even those who are not intelligent or even educated.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
The constitutions of Britain and France are based off the American constitution, and contain many of the same principles. The French were influenced by the american�s revolt against the British crown, this encouraged them to overthrow their monarchy system.
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.
The Glorious Revolution, the American Revolution, and the French revolution were all revolutions that took place due to unhappiness in the lower class.
1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Sim�n Bol�var, Thomas Jefferson, James Madison).
The ideas of these philosophers influenced such documents as the bill of rights and the declaration of the rights of man. Human rights, democracy, common sense, social contract, Jefferson followed the examples of the fathers of the enlightenment. There is a change from faith to reason.
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Weakened the power of kings across Western Europe and gave more power to the people. They protect the rights of man, they insist that everyone has the right to persue happiness, and property. The French declaration impacted the American Revolution. All of these documents were a shift away from monarchy.
3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
The character of American revolution was unique because it was the first working democracy, it set the stage for the French revolution. The American revolution spread the thought of democracy throughout Europe.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
During the French Revolution, the people wanted a democracy because the monarchy was oblivious to the fact that they were starving. The violent rebellion, however, weakened the country so far that Napoleon�s quest to turn France into a world power was welcomed by the people. Napoleon convinced the people that he was bringing them 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.
Nationalism spread across Europe because Napoleon was a glorious nationalist, their military was the best and France was proud. When napoleon was removed Nationalism spread throughout Europe. Metternich said they needs to return to the monarchy, conservative.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
The Industrial Revolution brought about a new time that changed the way that people lived and worked. It brought new technology that would change the world forever. Populations grew, cities rose, and factories began to pollute the atmosphere and oceans. New transportation made it possible to explore and more food made population grow.
1. Analyze why England was the first country to industrialize.
England was the first country to industrialize because they had the most natural resources because there imperialized throughout the world. They had a strong economy, and it was central in Europe. They had a large population
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).
When new technology was invented such as machines, factories came into the picture, and people moved into cities (urbanization) in order to get work. People had never lived so close together before. The Steam Engine, revised by James Watt, allowed people to travel to new places they had never been before and visit family members they never got to see before, and allowed for faster trade. The cotton gin made it possible to mass produce clothing and other cotton goods.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
With the industrial revolution, people moved into cities, and with more resources populations grew because there was more food and clothing available. Population in cities grew so quickly that cities were constantly expanding their walls. There wasn�t enough housing for all of the immigrants
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.
The industrial revolution created a need for workers and manual laborers, which set up the slave trade because wealthy Europeans did not want to do the hard work by themselves and capitalism dictated that they find the cheapest labor possible, which came in the form of African slaves. Because of the dangers inherent in this type of work, and the horrible conditions in the factories, work unions were organized to protect the interests of the laborers and people were not allowed to work unless they were part of a union.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Natural resources give the money and the raw materials for new technologies and businesses that allow entrepreneurs to become rich. The labor is done by the poor, uneducated majority while the capital goes to the smaller percentage of wealthy factory owners.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Capitalism was a form of social Darwinism. It caused utopianism beliefs along with socialism and communism because capitalism allowed the weak to starve and humanists wanted a form of government that would take care of everyone.
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.
The industrial revolution was a dark time, living standards went down and the cities were dirty and unkempt. Romanticism was made to make this time look better and to lead the people to believe that they lived in a great time. Classicism said that your class could not change your standing in society and you were stuck poor or rich, but during this time a middle class was made and people were given social mobility.
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Global changes will take place as a result of industrialization, there is a new thirst for cheap labor and resources. Countries want to expand so they can be taken seriously.
1. Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
Industrialized countries needed to imperialize to gain resources and larger markets by taking over the trade of other countries. They wanted new markets to sell their stuff to, they didn�t have to pay taxes.
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
England: the Americas, India, Africa, Australia, Netherlands, Ireland
Russia: Soviet block countries
Spain: South America, Africa
Portugal: Africa
France: Africa, North America
Germany: Africa, parts of Europe
Japan: China
Italy:
France and Britain were the leading imperialists Britain had indirect rule while France had direct. The 19th century was the British century; they had colonies all over the world.
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
Colonizers believed that they were spreading western ideas and saving the souls of the heathens. Colonized countries believed that the foreign invaders were tyrants.
Colonizers wanted to help people by changing their religions and beliefs; there was less tribal wars after the British laid down their influence. Colonizers wanted to give them technology, but also take away all of their resources.
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-Sen in China, and the roles of ideology and religion.
The Chinese wanted to close themselves off from the west, they believed they were barbarians. The Chinese finally end up adopting Western ideas as a means of survival. Euro-centrism takes over.