HOW+DID+-ISMS+DEFINE+THE+NINETEENTH+CENTURY?

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Congress of Vienna 1814-1815
Welcome to the Congress of Vienna! We have invited you here from all across Europe to make peace after the Napoleonic Wars. As you can tell from our Congress map, Napoleon made quite a mess of our continent. He shattered borders and basically called Europe, France. Now, we need to work together to recreate our countries and forge a lasting peace in Europe. Here is some background info to get you started on this hefty challenge:

The major powers in Europe by the late 1700s consisted of Britain, France, Prussia, Austria and Russia. Poland, Ottoman Empire and the Netherlands were powers in decline. Most of central Europe was divided into small states who could be dominated by the major powers. French support for Poland had previously limited Russia, Prussia and Austria in their desire to take Polish territory. When war with France broke out in the early 1790s, Poland was divided between the three powers: Prussia seized West and North Poland, Austria annexed South Poland and Russia took East Poland. French military successes in the late 1790s resulted in France annexing the Austrian Netherlands and Palatinate. By 1803, Napoleon had added the Italian areas of Piedmont and Parma to his empire. A series of French victories from 1805 to 1809 over Austria, Prussia and Russia resulted in the total restructuring of central Europe. The Netherlands, Munster, Oldenburg, Hanover and Tuscany were all incorporated into the French Empire. Croatia and Tyrol were taken from Austria with Croatia being annexed into the French Empire. The Grand Duchy of Warsaw was created by taking South Poland from Austria and both West and North Poland from Prussia. After Napoleon's disastrous invasion of Russia in 1812, Britain, Austria, Prussia and Russia formed a coalition that defeated Napoleon in 1814 and again in 1815.
 * HISTORY**

The map is set up to show what Europe looked like during the height of Napoleons' power in 1810. The map is separated into two sections: 1. French Territories and 2. French Dependents.



For the purpose of clarity in this simulation, the area that constituted Poland just prior to the French Revolution has been identified as the Grand Duchy of Warsaw. You will need to create make believe lines that will separate Warsaw into four sections of North, South, East and West. The boundaries of these regions are based on how Poland was divided by Prussia, Austria and Russia in 1793 and 1795. Similarly, to facilitate the simulation, some of the small German and Italian states have been consolidated and labeled with regional names.


 * DIRECTIONS**

Students will be divided into small work groups. Each group will receive a Map of Europe and an Options Sheet, listing the various choices available for consideration at the Congress of Vienna. Each group will consider the various options in light of the four goals listed below and come to a consensus decision as to which options should be selected. Information concerning the history, language, religion, ethnic composition and economic development of areas can be obtained from the instructor. Only the last item is really relevant to the goals listed below. The actual participants at the Congress of Vienna ignored the first four issues as part of their rejection of nationalism. Decisions will be recorded on the Options Sheet and notes can be written there or in the Work Area below. The instructor will select a member of the group to report the group decisions and the logic behind them. Other members of the class will be called upon to critique the decisions.



1. Reward victorious allies Russia, Prussia and Austria. (Britain is rewarded with some islands in the Caribbean.)
 * GOALS**

2. Reestablish a "Balance of Power" between the five major powers: Russia, Austria, Prussia, Britain and France.

3. Provide for the containment of France in the future.

4. Reestablish the French monarchy and provide for good relations with the new French government.

How may the delegates contain and make peace with France? Prevent future wars in Europe? Establish strong stable governments in Europe? After 15 minutes, a 1-2 minute proposal speech must be delivered to the delegation by one person/team. Students will vote on proposals and comment on the speeches.

Post Congress of Vienna Options Sheets here.

[|Interactive Map of Europe in the Nineteenth Century]

 * Goals:**

1. Prevent future French aggression by surrounding France with strong countries 2. Restore a “balance of power” between European countries 3. Restore Europe’s royal families to the thrones they held before Napoleon’s conquest


 * Member States:** Prussia, Russia, Austria, Britain and France


 * Process:**


 * Scheduled to last 4 weeks; lasted 8 months
 * Decisions made in secret between “five great powers”
 * Prince Klemens von Metternich of Austria took the lead in decision-making
 * Distrust of goals of the French Revolution due to anarchy that ensued in France
 * Emphasized stability of laws


 * Containment of France**


 * Austrian Netherlands and Dutch Republic became Kingdom of the Netherlands
 * 39 German states were loosely joined as German Confederation, dominated by Austria
 * Switzerland became an independent nation
 * Kingdom of Sardinia in Italy added Genoa
 * Allowed other European countries to contain France and prevent it from attacking/overpowering other nations.


 * Balance of Power**


 * Did not want to overpunish France out of fear of revenge or creating another superpower elsewhere in Europe
 * France maintained borders of 1790
 * France retained most overseas possessions, army and independent government
 * Europe had major powers, but no superpower.


 * Legitimacy**


 * Former kings should be restored to their thrones
 * Believed that monarchs would stabilize political relations among nations


 * Outcomes**


 * Fair treatment overall of participating countries
 * First time ever that nations of a continent met to stabilize continent’s political affairs
 * Agreed to come to each other’s aid in case of threats to peace
 * Maintained peace for almost 50 years in Europe

After the fall of Napoleon's Empire, a new era emerged through the a course of multilateral negotiations. It was decided by European countries that it was unacceptable to have one nation rule with absolute power over the region. This took place during the Congress of Vienna. As a reminder, you can [|click on the link] for more in-depth information. There were many decisions that were made throughout the proceeding but the one I want us to focus on is the idea of balance of power. What is **balance of power?**

__**Homework:**__ Read the following explanations of conservatism, liberalism and radicalism. Understand the main points of those philosophies and the reading. Why do you think conservatism wins out more than liberalism/radicalism?

Five Factors of Nationalism
Even though the diversity of political competition was an important part of the creation of the nation-state there were other factors that also contributed. Today we will look at these factors.


 * 1. __The Blank Slate Factor__:** When creating the nation-state there were no rules as to how it should be done. The only factor that had to be kept in mind was the social contract in which governing bodies and those with power would have to agree with the new rules that would fuse the state together. How nation-states were built comes in a variety of packages. Think about the difference between the French (revolution against the social structure), Greeks (revolution against an occupier), Germany (nationalism and military might) and Italy (political "diplomacy" and conquering). Think of these nations as a phoenix in the fact that the old form died and out of the ashes a new form of political and cultural ideology was created within the similar landscape.


 * 2. Nationalism:** We should all know this by now, but basically it is the feeling of intense pride of your nation's identity. Even though politically this is important, one cannot overlook how nationalism redefined the military. People were now fighting in the name of their country in which their relatives, friends, colleagues and respected superiors all resided. To fight with passion and purpose would change the world's history forever.


 * 3. Shift of World Powers:** After the Vienna Conference in 1815, the major powers in the region were Austria, Russia, France, Great Brittain, Prussia and the Ottoman Empire. By the end of Prussian unification into Deutschland (or modern-day Germany), it was clear that Great Britain and Germany were far ahead of the rest world (1871). Germany was an up and coming industrialized state with a very strong military. Great Britain was the oldest industrialized state and had a superior navy. Nations such as the Ottoman Empire and Austria-Hungarian Empire were having revolts within their borders because of the nationalism movement taking place throughout Europe. The idea of an Empire was slowly becoming more of a way to lose power instead of achieve it.


 * 4. The Romantic Movement:** You have all studied the Romantic Movement in English class, so let's take a couple of minutes and think about what you learned. Now, let's look at a couple characteristics of the time period and see how it (Step 2: Gain Deeper Meaning) effected history.


 * 5. Realism:** To make this short, sweet and to the point life was hard in most cities. The Romantic Movement was pushed forward by the upper and middle classes. The lower class (majority of the people) had a much more objective outlook on life. For the first time the importance of the working class was starting to take hold. This would only make nationalism more potent as there was now a deeper meaning in life.

Developing Your Nation-States
I can tell that we are starting to get that nationalistic fever! WOW it is hot in here! So let's take this a step further and show that we can make a nation. You will be assigned a plot of land that will need to be brought alive through the ideas of nationalism, romanticism and realism. Remember that the only rule that exists is a social contract that must be signed by all of the society's members before it becomes a nation-state. You will also be given background knowledge about your countries. You will now be divided into six groups. The following items must be made and presented before your nation-state will be recognized as official:

1. Pick the best poem out of your group. You will pick 2-4 stanzas and set them to a song. This will be your country's national anthem. 2. Flag 3. Currency/Money (Need an example of a bill) 4. Social Contract of Some Form 5. Cultural Analysis of Your Country: Examples include but are not limited to language, foods, national sport, traditions, holidays, etc. 6. Speech Convincing Others to Join Your Nation

Here are a list of countries and a brief description of their current state. From here let your imagination run free. You will have two full class periods to work on this project. On the third day you will introduce your countries by singing your anthem, showing your flag and preforming your speech. May the most nationalistic country win! Good luck!


 * ====**Country**==== || ====**Description**==== ||
 * ====Caldonia==== || ====Your kingdom is based on a peninsula. You have the largest and most powerful navy in the world. Your geographical location has been an asset to you historically. The mountain range to your east has provided you with protection against invasion from your neighbors. For the most part you have separated yourself instead of interacting with other. This has made it so that you have a unique culture. Your people tend to be very industrious and hard working.==== ||
 * ====Morovia==== || ====You are located in the central heartland of the continent. For the past couple of centuries you have been able to expand your borders and create a large empire. You are well respected in the region but secretly you are losing power. Being in the middle of the continent you tend to be wary of others to a point but have faith in a balance of power system. You could hold your own until allies would join you.==== ||
 * ====Penland==== || ====Strong, tough and intelligent. You are the people of the regional lands Penland. Traditionally you have been separated into small kingdoms. It has become obvious that it is time to unite. In the region you feel as though you are not getting the respect that you deserve. As a group this frustrates you.==== ||
 * ====Yorkton==== || ====The highest and mightiest of the region. Your region is very diverse as it has fertile grounds, mountains, rivers, and a majestic forest. There is a natural pride that exists within you borders. Many of the other surrounding countries have been weary of you wand your intentions. But pay no attention to that because in many ways you are cultural superior to others and you know that it would not hurt if some Yorkton influence off in the rest of the region.==== ||
 * ====Sandia==== || ====The lands of Sandia can be stated on only one word... HUGE! Sandia does a good job of representing this idea by the size of its land mass, population, mountains, and people. The only thing that is not big in Sandia is the economic status. Out of the region it by far the poorest. There are a number of factors to blame on this but most notably the geography is harsh on it's inhabitants. But overall people in Sandia are happy as they have there local drink to keep them warm during the long winters.==== ||
 * ====Bahkan====

|| ====You have been repressed by a foreign power for way to long now. The empire that once took you over has started to crumble and you now see a chance to get freedom. There are surrounding countries that would support your cause and even though your land would be small it would be made up of people who are very much like you in every way (religion, language, ethnicity, etc.)! Historically you have been a proud people. It has been only 100 years since your own king had ruled. It is time to gain your independence and show the rest of the world what you are made of.==== ||

Nationalistic Poetry
Here are some examples of poetry during the time period. Your assignment is to pick one of the following poems and analyze it. While reading the question ask yourself: What feelings do you have when reading these poems? How would you feel if this was written about/for your country? What factors from above do you see in your poetry? Discuss and review nationalism. These are good links for nationalistic poetry if you need them:

[] []
 * Germany**

[]://www.warwick.ac.uk/fac/arts/History/teaching/sem10/scott.html
 * Great Britain**

[]
 * Greece** (a long poem, but it gets the idea across even if they don't read it all; Lord Byron is brilliant.)

[]
 * France** (Victor Hugo's ode to Napoleon's conquest and defeat)


 * Editing:** Now it is time to pull out your poems and make sure that you have all of these elements inside of them. You will now have time to edit your poems. In the next class we will be reading these poems to each other in small groups and you will be graded not only on the content but also the delivery of your speech.


 * Homework:** Nationalism Project Work.

How did nationalism affect Europe at this time?
Watch/listen to the interactive map activities below and complete the questions afterwards to be able to discuss this question based on your own nation-building work and the history of Germany and Italy that you learn from these activities.

Unification of Germany Map Activity Unification of Italy Map Activity


 * Homework:** Watch the film "Life During the Industrial Revolution" and answer the following questions for class:

=Industrialism=



Viewing the Industrial Revolution

 * 1) What was life like before and after the Industrial Revolution in England?
 * 2) Describe the geogrpahical and social climate of the time.
 * 3) Why did the Industrial Revolution begin there?
 * 4) What industries sparked the Industrial Revolution?
 * 5) What other causes can you identify that led to the Industrial Revolution?
 * 6) What consequences can you already predict?

Photographing the Industrial Revolution
You and your partner will read about one aspect of the Industrial Revolution and try to portray the cause and effects of it in a photo essay for our next class. You may do this in PowerPoint so that you can arrange your photo slides in the order that you think will clearly tell your story.

Click on the following ABC-CLIO Eras link to find your article.
 * Username:** KIS
 * Password:** welcome

Photo Essays
World's Columbian Exposition Julia Electrifying Changes David & Hendrik Medicine Martin & Vivien Agricultural Innovations Max & Carolin The Surge in Immigration Pia & Melissa The Automobile Industry Lukas & Sophie Railroads & Steamships Sara Growth of the Cities Julian

Consequences of Industrialism
As a class, we will explore the thoughts and ideas that established themselves during the 1800's. The modern world is slowly coming into view as we continue exploring history up to the modern age. Industrialization sets new standards of living for millions, but at what cost? The early nineteenth century brings an abundance of new challenges. How does the mindset of Europeans change as the chains of the feudal system, church authority, and extreme poverty fall to the wayside? What was the new destiny of human history?

The consequences you read about and predicted in class not only impacted Great Britain and the United States. They began to have effects for the rest of the world that we continue to see today. When you look at other students' photo galleries, think about the following questions:


 * How did this process impact the world?
 * What kinds of problems do you foresee as result of industrialization?
 * What do you dislike most about what you have seen?

Discuss this in your teams and be ready to share your team's thoughts with us in a larger discussion after the gallery.

Philosophers' Roundtable--Wednesday, April 28th

 * Researching Your Philosopher**

We will create an industrialism philosophy wiki where you will help us learn about a prominent philosopher from this era. You must research primary and secondary sources about your philosopher and incorporate them on your wiki.
 * **Influences--**What happened in history and in their life that might have influenced their ideas?
 * **Problem--**What is the main problem that your philosopher was trying to solve?
 * **Philosophy--**Key or main points of their philosophy.
 * Remember to cite all sources that you use at the bottom of the page. (www.easybib.com)

Based on your work here, you will be prepared to become your philosopher in a roundtable discussion that we will have about the consequences of the Industrial Revolution on Wednesday, April 28th.

For the remainder of class, you may finish writing your wikiposts and search for Primary and Secondary Sources for your philosopher.


 * Click on the following link to discover primary sources from your philosopher**: Philosophers Ball Primary Sources.

Julian -- Otto von Bismarck Julia -- William Wilberforce Carolin -- Friedrich Engels Sophie -- Andrew Ure Lukas -- Adam Smith Hendrik -- John Stuart Mill David -- David Hume Melissa -- Jane Addams Max -- Karl Marx Martin -- David Ricardo Pia -- Immanuel Kant Vivien -- Thomas Carlisle Sara -- Charles Darwin

"The White Man's Burden"


During my absence today, I would like you to become acquainted with the Age of Imperialism, the last -ism we will explore in this unit. Below, you will find two resources, a PowerPoint presentation and a website that will introduce you to the causes of imperialism. During our next class, we will finish our Philosophers' Roundtable and explore imperialism in more depth. I will expect all of you to be able to intelligently discuss the causes of imperialism next class. This background information will help you with the family homework assignment below the PowerPoint and website link. The family homework will be due in class on **__Thursday, 6 May.__** After you feel confident about the information on imperialism, you may use the rest of the period to begin reading and interpreting the family homework assignment to share with your parents. I appreciate your hard work in my absence and look forward to seeing you in class on Monday.

Partners are as follows: Max, Lukas & Pia--Spain & Portugal Melissa & Hendrik--Great Britain Vivien & Carolin--France Julia & Martin--Netherlands & Italy David & Sara--Germany Sophie & Julian--Belgium



Introduction to Imperialism

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The Scramble for Africa


[|Berlin Conference General Act of 1885]

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Activity #1: Follow-Up Notes on Berlin Conference and Scramble for Africa
Please read these notes in your teams and challenge each other to ask the questions below:

The act of imperialism has truly changed the face of the earth. The world's distrust towards nations with wealth become much clearer as the Age of Imperialism unfolded. The first example we will be looking at is the relationship between Europe and Africa. Here are some questions you should ask yourself while studying this unit. **Answer these questions together in your teams after reading through the following notes together.**

1. Why did imperialism start in Europe? 2. What was the incentive of Europe to become imperialists over other countries? 3. Why was Africa imperialized? 4. How did imperialism change the world? 5. Do the benefits of imperialism outweigh the costs?

Imperialism Study Case 1: Africa and Europe Relations (1450-1890)

 * Part 1- A Brief History of the Relationship Between Sub-Saharan Africa and Europe**


 * The Period of Initial Contact (1450-1530)**
 * The initial reason for Europe's contact with Sub-Saharan Africa was that many countries within Europe were trying to find a way to bypass Muslim traders that dominated the land routes through the Middle-East and Northern Africa.
 * The country to first explore Sub-Saharan Africa was the Portuguese. They landed on the west side of the continent (modern day Ghana and Nigeria) and established ports for the purpose of resupplying their expeditions while trying to find a route to India, China and the Spice Islands.
 * There was a small amount of legitimate trading on the coast of western Africa. Items included gold, ivory and coconuts. Compared to India, China and the Spice Islands, there was very little economic interest in the region.
 * Africa's east coast and interior were not explored. It was perceived as a dangerous and dark place. The Portuguese did not start "exploring" the east coast of Africa until the 1530's when it needed to supply China and India with gold at a more constant rate. At this period of time, Africa was simply a nuisance for those trying to establish trade routes with the "East."


 * The Enslavement of Sub-Saharan Africans to the Americas (1490's-1880's)**
 * Slavery began prior to this era but became more of a widespread practice in Europe and the Americas because of Europeans' 'sweet tooth' for tobacco, sugar and rum.
 * The amount of Africans that were displaced during this time period is very much disputed. Some estimate as few as 6 million to as many as 30 million people were taken from the interior of Africa and shipped over to the Americas.
 * As Europe started to dominate the world, a feeling of superiority started to spread throughout the region. The idea of Eurocentrism, the belief that those from Europe were from a superior bloodline, took root. The concept of "race" started to be used during this time period. This easily allowed the human mind to justify social structures. Eventually, the word "slave" became associated with black Africans, this was how African slavery became both accepted and justified.
 * When slavery became illegal in Africa, a majority of European nations started to lose interest in the region. At this point, Africans were seen as savage animals or at least lesser humans by most Europeans. This belief was fueled by Charles Darwin's theories. A new concept known as Social Darwinism became very popular among educated circles.


 * The Age of Land Exploration in Sub-Saharan Africa (1840-1890)**
 * Even though traders were losing interest in Sub-Saharan Africa (only palm oil and ground nuts which were low in profit margin compared to slavery), a rising social class in Europe started to take notice of its raw materials. Take a guess....
 * Yes! Europe needed raw materials to produce goods and Sub-Saharan Africa had an abundance of such raw materials.
 * Between 1840-1890, explorers started to go into the interior of Africa. As each country started to send more and more expeditions out, it became clear that a fierce competition was starting to develop for access to African resources.
 * Europe had been in relative peace after the Congress of Vienna, which was a direct cause of Napoleon's takeover of Europe. Through the Congress's established policy of "balance of power," no __one__ country was stronger than another, but with the scramble for Africa taking in full swing, there were hints of war in the air once again. Business interests really began the tensions between nations rather than the governments themselves.
 * Instead of going to war, a conference was set up by the major European powers. Today, that conference is know as the Berlin Conference and you just simulated it. What lesson did you learn from the simulation?
 * What were the direct effects of colonization? This opened up a floodgate for European powers to set up colonies and spread Christianity and industrialization throughout Africa and eventually a majority of the world.


 * Motives**
 * 1) Business: Access to natural resources and goods of Africa, Asia and Middle East
 * 2) Nationalism: Growing sense of national identities and pride fueling competition between European states
 * 3) Global dominance: Desire to establish global empire and overseas colonies were a means to do that
 * 4) Racism: Belief in Darwin's theories of natural selection and survival of the fittest made Europeans think they were superior to all other cultures
 * 5) Technology: Development of the following technologies were crucial to conquest of the world.
 * 6) Penetration: Quinine to cure malaria and steamships to rapidly access interior regions of countries
 * 7) Weapons: Rapid-fire rifles and machine guns
 * 8) Consolidation: waterways like Suez Canal, steamship lines, cables and railroads allowed Europeans to stay in closer contact and gain easier access to their holdings

Activity #1: Imperializer Skits
Start class by watching your classmates' Imperializer Skits. Make sure you understand all of the terms after watching the skits. If not, be sure to ask the other teams to help you better understand them.

Indirect Rule Divide and Conquer Paternalism Assimilation Force Policy
 * Terms:**

Activity #2: Imperialism Jigsaw Challenge
Over the course of this unit, we have been examining imperialism from both a European and African perspective. As your first reading explained, imperialism in the 19th century was a global phenomenon. Now that we have examined the causes of imperialism, we must tell the rest of the story from both perspectives and the consequences of global imperialism.

In teams, you will read about one part of the world that was overtaken, colonized, and exploited by Europe. Together, you will tell both sides of the story for the region you have been assigned. Finally, you will summarize what the consequences of imperialism were for your region. You will do this by creating a jigsaw presentation that you will share in class on Monday. Do your best work!

In addition, check out ABC-CLIO to supplement the textbook. First, you will need to sign into ABC-CLIO.

Sign In: KIS Password: welcome

Once signed in go to: [| http://www.worldhistory.abc-clio.com/Eras/Default.aspx]

Scroll down to the era entitled, **Spheres of Influence, 1776-1914,** and find your region there. If you want to conduct additional research outside of the sources recommended to you, that is fine but remember that you will have to cite all sources. In addition, please remember not to plagiarize. If you are not sure if you are plagiarizing, please see your teacher for assistance.


 * American Imperialism
 * The Opium War
 * U.S. Pressure to End Japanese Isolation
 * From Trading Posts to Empire

Primary Source Practice: Imperialism!
Read the following sources and answer the questions that follow each source. These will help you prepare for the test.


 * "On French Colonial Expansion"** [| http://www.fordham.edu/halsall/mod/1884ferry.html]

What were the motives behind French Colonial expansion and did they correspond to the motives of other European imperialistic countries in this era?


 * The Platt Amendment** [| http://www.fordham.edu/halsall/mod/1901platt.html]

How much did the Platt Amendment allow the U.S. to infringe upon Cuba's independence?


 * "The Benefits of British Rule"** [| http://www.fordham.edu/halsall/mod/1871britishrule.html]

After analyzing the author's analysis of British rule in India, do you believe that there were more benefits or costs from the Indian perspective?


 * "When the whites came to our country, we had the land and they had the Bible, now we have the Bible and they have the land."** -- African proverb

Explain the paradox in the proverb above using examples from your studies regarding Imperialism.


 * Political Cartoon Question**



Closely examine the political cartoon above. What caption would you give this cartoon and why?