Gericault, "The Raft of the Medusa," 1818-1819
Eugene Delacrois, "Liberty at the Barricades,"
Unit 7: The Revolutions of the 19th Century and the Age of Social and Political Change
Unit Assignments
Tuesday, January 28
We'll quickly examine the Concert System that emerged from the Congress of Vienna [notes on board].
Prior to class, read in the text, 453-463. Most of this information will be review material since all of you have studied the Industrial Revolution at some point during your academic career.
During class, we have a 'Industrial Revolution' Scavenger Hunt that will help you master the basic information regarding England's industrial supremacy and the changes in agricultural and industrial worlds.
Wednesday, January 29
Prior to class, read in the text, 463-474 to gain an understanding of these important concepts:
liberalism
radicalism
socialism
conservatism
individualism
constitutionalism
humanitarianism
monarchism
Nationalism
anarchism
communism
capitalism
Marxism
Romanticism
While we will not talk about each of these terms in context today [but we might see them in some form . . .], these concepts will be the foundation for our discussions during this entire unit. Come to class comfortable in your knowledge of each term and its applicability to 19th century Europe.
Thursday, January 30
Mr. Vey will join our class today to talk about the evolution of music in Europe through the Romantic period. He'll show you how the use of instruments and voice often reflected the politics and social structure of the era.
Prior to class, read the description of Romanticism posted below:
ROMANTICISM: A far different reaction emerged in the literature of Europe, and ,as it gathered strength as the protest of Romanticism, it soon allied itself with the forces of nationalism and liberalism which erupted throughout Europe in the form of revolution, despite the machinery of the Congress System. Romanticism began in European literature at the end of the 18th century, spread to the other arts, and flowered during the first quarter of the 19th century. It was essentially a protest against the rigid limitations of Neoclassicism and the increasingly mechanistic world inferred from the discoveries of science. It stressed intense individualism, the worship of nature, the revolt against authority and social convention, and exalted physical passion and free love, while delving into the mysteries of the unknown.
Romanticism found expression in literature in passionate poetry, romances of love and adventure, and in tales of fantasy and horror. In architecture there was a revival of the Gothic style, while in painting, landscape painting with its theme of nature predominated. Above all, emotion and imagination were substituted for the dependence on reason of the previous era of the Enlightenment [which had helped bring about the French Revolution]. Not only literature and the arts, but religion, philosophy and political thought as well came under the spell of Romanticism.
In contrast to the exaggerated self-restraint of the man of reason, conforming to well-defined laws, self-determination became the guide to the behavior of the romanticist and his personal life reflected the "wild" and the unruly with no restraints. Translating this concept of self-determination to political affairs, such poets as Byron and Lamartine took physical part in the revolutions against tyrannical governments. Politically, therefore, Romanticism reinforced nationalism and reflected liberalism, with the belief that nationalities everywhere had the right to choose their own representative governments.
Now, I know that you've studied Romanticism in your literature courses [and perhaps in art] but if you need a short refresher course, here's the site for you that lists the characteristics of Romanticism and a list of the Romantic writers that I will assume you know. You may not be familiar with Goethe and Pushkin so we'll talk about them in class.
Friday, January 31
Prior to class, read
1. Annotated Mona Lisa, 76-80. You should be able to talk about the significance of these paintings:
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2. Review Text, 465- 474. We'll begin talking about the political and social implications of sudden industrial change.
Tuesday, February 4
The Revolutions of the Early 19th Century
Prior to class, read text, 474b - 484b and complete the reading guide. Why should I complete the reading guide? Because it will help you manage the host of revolutions that occur during the 19th century.
Wednesday, February 5
The Revolutions of the 1830s
Prior to class, SCAN text, 484b-499. The important word here is S-C-A-N! Again, using the reading guide will help you pinpoint what is important and what is nice to know, but not quite so critical.
Thursday, February 6
1848: Pivotal Year in the 19th Century
No, we are not finished revolting! "Once more to the barricades, dear friends!" S-C-A-N text, 500-520, in an attempt to understand how revolutions erupted all across Europe in 1848. The reading guide will focus your scanning!
Tuesday, February 18 and Wednesday, February 19
We'll proceed with the 'great minds' of the 19th century. Prepare for class according to the assignment list posted below. Everyone will read about Karl Marx; each of you will have one other philosopher to "meet and greet." You will be asked to share your philosopher's ideas with the class during our discussion; I have given you a link to a basic summary of your philosopher's ideas. You must find other information about your 'thinker' since this will be a graded exercise - - and you would prefer a passing grade.
I'll lead the discussion, but you must assist me - - especially with some of the interesting, quirky stories!
Jeremy
Bentham: Mae Mae, Ellie and Maggie
John Stuart Mill: Dannelly,
Grace and Rachel N.
Robert Owen: Kate,
Lisa and Krista
Saint Simon: Wendy,
Kristen and Catherine
Pierre Proudhon: Mary Katherine, Mary and Karisa
Mikhail Bakunin: Lauren, Taylor and Ali
Georges Sorel: Anna, Shelley and Rachel S.
Review - - Adam Smith: Ali, Emily and Brennan [No link; you get to review
your notes and research Smith!]
EVERYONE: Karl Marx and Friedrich Engels
Thursday, February 20
DBQ [In-Class]
Friday, February 21
Test on Revolutions of the Early 19th Century and the 'Political Thinkers'.