Unit 4 Industrial Revolution to 1848

Mr. Baker AP Euro 0809 UNIT 5: THE INDUSTRIAL REVOLUTION TO 1848 The Dual Revolutions, 1789-1848

Chapter 22 The Revolution in Energy and Industry Chapter 23 Ideologies and Upheavals, 1815-1850 Chapter 24 Life in the Emerging Urban Society

Syllabus with Focus Questions

Day 1 M January 12 The Industrial Revolution in Britain In what year did the Industrial Revolution begin? What was the key event?

Day 2 W January 14 Unit 4 MC and FRQ Test

Day 3 Th January 15 Continental Europe Capital and Labor Was the Industrial Revolution a blessing or a curse? Melbach DBQ

Day 4 M January 19 Congress of Vienna Panel discussion Political stability is more important that popular participation.

Day 5 W January 21 Radical Ideas and Early Socialism Romanticism was a complete break from the Italian Renaissance.

Day 6 Th January 22 Romantic Movement

Day 7 M January 26 Reforms and Revolutions Revolutions of 1848 The Revolutions of 1848 were the unfinished French Revolution. Why did German liberalism and unification fail in 1848? DBQ Why did the Revolution of 1848 fail in Paris? DBQ

Day 8 W January 28 Taming the City Was 19c urbanization a progressive or regressive force?

Day 9 Th January 29 Science and Thought Describe and compare the utopias of Jean Jacques-Rousseau and Karl Marx. What were the chief faults they found with their own societies and how were their utopias designed to correct them? Did Karl Marx and other 19c thinkers, like Darwin, reject the Enlightenment concepts of progress, natural law, and reason?

Day 10 M February 2 Unit 1-5 MC and/or DBQ Test

Resources

 Sources of the Western Tradition, Chapter 7  Women in the Industrial Revolution DBQ in McKay  Ideologies and Nationalism DBQ in McKay

INTERNATIONAL SCHOOL OF THE SACRED HEART Mr. Baker AP Euro 0809

 Bela Bartok’s three Hungarian folk songs  Power of Art: Turner

Panel Discussion

Be prepared to discuss the following statements in a student-led discussion.

1. The Congress of Vienna had no other choices. 2. Political stability is more important than public political participation. 3. Metternich was a moderate. 4. France gained the most from the Congress. 5. The Congress saved Europe from self-destruction. 6. The Congress was as reactionary as the French Revolution had been radical.

In the panel discussion, individual students will be asked to both be familiar will the outcomes of the Congress and the motivations and roles of specific countries listed below:

Country Representative Representative Britain Russia Prussia Austria France Spain

Key Unit Vocabulary

Chapter 22 Dual revolution Industrial Revolution Congress of Vienna Edmund Cartwright Holy Alliance 1815 Coke German Confederation Flying Shuttle Carlsbad Decrees 1819 Spinning Jenny Liberalism Richard Arkwright Laissez-faire James Watt Adam Smith David Ricardo Nationalism Crystal Palace Socialism Thomas Newcomen French Utopian Socialism 18c Energy Crisis Henri de Saint-Simon Steam engine Karl Marx Thomas Malthus The Communist Manifesto Zollverein Romanticism Credit Mobilier Eugene Delacroix class-consciousness Joseph MW Turner Luddites Ludwig van Beethoven Robert Owen Greek Independence Chartists (749, 773) Corn Laws Battle of Peterloo Chapter 23 Great Famine

INTERNATIONAL SCHOOL OF THE SACRED HEART Mr. Baker AP Euro 0809 Louis Philippe (r. 1830-1848) Chapter 24 Revolutions of 1848 Sigmund Freud June Days Charles Darwin Louis Napoleon Social Darwinists Austria 1848 realism Frankfurt or National Assembly Emile Zola Leo Tolstoy

General Unit Vocabulary

Chapter 22 27. Robert 53. Victor Hugo 1. Water frame Castlereagh (Br) 54. Hunchback of 2. Steam condensor 28. Charles Tallyrand Notre Dame 3. Henry Cort (Fr) (1831) 4. Methodism 29. Tsar Alexander I 55. George Sand 5. David Ricardo (Rus) 56. Jacob and 6. Iron Law of 30. Holy Alliance Wilhelm Grimm Wages 1815 57. Aleksander 7. Thomas Malthus 31. German Pushkin 8. Essay on the Confederation 58. Eugene Delacrois Principle of 32. Carlsbad Decrees 59. Joseph MW Population (1798) 1819 Turner 9. Tariff Protection 33. Liberalism 60. Ludwig van 10. Friedrich List 34. Laissez-faire Beethoven 11. Zollverein 35. Adam Smith 61. Franz Liszt 12. corporate banks 36. Inquiry into the 62. Greek 13. Credit Mobilier Wealth and Independence 14. class- Poverty of 63. Alexander consciousness Nations Ypsilanti 15. Luddites 37. Physiocrats 64. Corn Laws 16. Robert Owen 38. Nationalism 65. Battle of Peterloo 17. Friedrich Engels 39. Socialism 66. Six Acts 18. Factory Act of 40. French Utopian 67. Reform Bill of 1833 Socialism 1832 19. Mines Act of 1842 41. Henri de Saint- 68. Great Famine 20. Combination Acts Simon 69. Louis Philippe (r. (1799) 42. Charles Fourier 1830-1848) 21. Grand National 43. Karl Marx 70. Revolution of Consolidated 44. The Communist 1830 Trades Union Manifesto 71. Revolutions of 22. Chartists (749, 45. bourgeoisie 1848 773) 46. proletariat 72. June Days 47. Georg Hegel 73. Louis Napoleon Chapter 23 48. Romanticism 74. Austria 1848 23. Dual revolution 49. Sturm und Drang 75. Frederick William 24. Congress of 50. William IV (Pru) Vienna Wordsworth 76. Frankfurt or 25. Balance of power 51. Sir Walter Scott National 26. Klemens von 52. Johann Wolfgang Assembly Metternich (Aus) von Goethe

INTERNATIONAL SCHOOL OF THE SACRED HEART Mr. Baker AP Euro 0809 Chapter 24 6. Sigmund Freud 12. The Origin of the 1. Benthamite 7. organic chemistry Species 2. Miasmatic theory 8. Michael Faraday 13. Social Darwinists 3. germ theory 9. Auguste Comte 14. realism 4. pasteurization 10. evolution 15. Emile Zola 5. labor aristocracy 11. Charles Darwin 16. Leo Tolstoy

Past FRQs and DBQs

1. "The Romantic Movement was an extreme reaction to the enlightenment, so extreme that it set back the cause of human progress." Support or refute. 2. Discuss some of the ways that Romantic musicians, writers, and artists responded to political and socioeconomic conditions from the period 1800 to 1850. Document your response with specific examples from at least 2 of the 3 disciplines: visual arts, music, and literature.

Reaction, Restoration, and the ISMs

1. Evaluate Metternich's attempts to maintain the old order in Europe. Be sure to discuss their short term and long term success. 2. Compare and contrast conservatism, nationalism, and liberalism. 3. Evaluate the effectiveness of collective responses by workers to industrialization in Western Europe during the course of the 19th Century. 4. A favorite device of social critics has been to construct model societies to illuminate the problems and short-comings of their times and to project a possible blueprint for the future. Describe and compare the utopias of Jean Jacques Rousseau and Karl Marx. What were the chief faults they found with their own societies and how were their utopias designed to correct them? 5. How and in what ways did the writings of Karl Marx draw on the Enlightened concepts of progress, natural law, and reason? 6. Compare and contrast political liberalism with political conservatism in the first half of the nineteenth century in Europe.

1. In February 1848, the middle classes and workers in France joined to overthrow the government of Louis Philippe. By June the two groups were at odds in their political, economic, and social thinking. Analyze what transpired to divide the groups and describe the consequences for French politics. 2. 1848 was a critical year for the conservative interests trying to maintain the ways of the Ancien Regime. Discuss three of the "revolutions" of 1848 and evaluate the ways in which they put an end to the old order. 3. Compare and contrast the roles of British working women in the pre-industrial economy (before 1750) with their roles in the mid19th century. 4. Between 1815 and 1848 the condition of the laboring classes and the problem of political stability were critical issues in England. Describe and analyze the reforms that social critics and politicians of this period proposed to resolve these problems. 5. Analyze and compare the effects of nationalism on Italian and Austro-Hungarian politics between 1815 and 1914.

INTERNATIONAL SCHOOL OF THE SACRED HEART Mr. Baker AP Euro 0809 6. Although the revolutions of 1848 took place at roughly the same time and in reasonable proximity to one another, in certain ways they were different from one another. Compare the 1848 uprisings in France and Austria in terms of causation, participants, goals, and outcomes of each revolution. What were the key differences? In what ways were they similar? 7. The uprisings of 1848 enjoyed early success only to see their gains destroyed by counterrevolution. How do we account for the early success and later collapse of the revolutionary movements of 1848?

Agricultural/Industrial Revolutions

1. Discuss the combination of social, cultural, political, and economic factors that allowed Great Britain to be the first nation to industrialize. 2. How did the agricultural revolution serve as a starting point for the industrial revolution and the changes it made on society? 3. Describe the change in the lifestyle and working conditions of the average peasant forced out by the enclosure movement. 4. Describe and analyze the economic, cultural, and social changes that led to and sustained Europe's rapid population growth in the period from approximately 1650 to 1800. 5. Analyze the changes in the European economy from about 1450 to 1700 brought about by the voyages of discovery and by colonization. Give specific examples. 6. In 1490 there was no such country as Spain, yet within a century it had become the most powerful nation in Europe and within another had sunk to the status of a third- rate power. Describe and analyze the major social, economic, and political reasons for Spain's rise and fall. 7. Compare the economic, political, and social conditions in Great Britain and in France during the eighteenth century, showing why they favored the Industrial Revolution in Great Britain more so than in France.

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