DOCUMENT RESUME

'ED 113 254 SO 008 645

TITLE World . Social Studies Grade Nine. ' INSTITUTION Baltimore City Ablic Schools,, PUB DATE 75 NOTE 230p.

I EDRS PRICE MP-50.76 HC-$12.05 Plus, Postage DESCRIPTORS *AntEropology; *Cross ; *Cultur al Awareness; Cultural:Context; Cultural Differences; ; *Global Approach; Grade 9rInquiry TrOiliing; Secondary Education; Social Studies; *SOcial-Studiee

Units; Teaching Guides; World History .

ABSTRACT . Tlipurpose of this teaching guidtr-lkanthropology, for. ninth -grade students is to provide them with an 'Opportunity to

study perception, disparate societies,. and the. similarities and . dissimilarities that exist among societies. The content material is world history used to'illustrate general historical probleis,and processes and approached from the viewpoint _of cultural. . As a course of. study, the guide praposeb an inquiry-conceptual approach to the investigation of significant topics. It develops modes and processes of inquiry along with concepts that are useful in

reflectively studying issues in the closed, areas of culture. Nine -., units comprise the instructional episodes of this guide: Perception: - To Understand Is to Invent; Origins of Humanness; Emergence of Complex Societies; Rise and Transformation, cil as a Model of Cultural Change; Medieval : Europe, Islam, and Africa; Rise of the West; The Industrial Revo ution as a Strategy of Adaptation; Conflict and Coisensus in Complex Societies; and Impact of Complex Societies at Traditional Ohes. Each unit is ,one- to 11 five -weeks long:(AuthorZED)

*********************t**********************.i**************************. Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * reproducibility are often encountered and Oils affects the ,quality * * of the microfiche and hardcopy reprokAuctions ERIC makes available * * via the ERIC DocumentAteproduCtion Service.(BDRS). EDRS is not * responsible forthe'-quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from. the original. * *********************************************************************** AA 4 I AIL --- ill

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US DEPARTMENT OF MERLIN, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT Has BEEN REPRO OUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATIONORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY entIrl 'World 1p 41 IF'C.11ltuGR it STUDIES It...1 Al151. ADE NINE ir4 1,1r 1975

DIVISION OF INSTRUCTION AND CU)RICULUM MANAGEMENT BALTIMORE CITY PUBLIC SCHOOLS 1401 -EAST OLIVER STREET BALTIMORE, MARYLAND 21213

00003 Board of School Commissioners

Norman P. Ramsey, President Dr. Beryl W. Williams, Vice-President Oscar L. Helm Howard E. Marshall Grover L. McCrea, Jr. Sheila K. Sachs

, Robert W. Schaefer Dr. W. Eugene Scott David ,E. Sloan

Student Commissioners

Miguel Aponte Curtis Boothe

,

-1 - Dr.Roland N. Patterson, Superintendent, Public Instruction Dr., Vernon S. Vavrina, Deputy Superintendent of Education Dr. Rebecca E. Carroll, Assistant Superintendent of Instruction and Curriculum Management

Joseph Heaps, Curriculum Writer Ernest C. Widenhouse, Jr., Curriculum Writer

Processed by Publications Office 1975 00004 Contents

Former Members of the Commission iv

A Message from the Superintendent

Foreword I vii

Rationale

Unit IPerception: To Understand Is To Invent (1-2 weeks) 5

Unit IIOrigins of Humanness(4-5 weeks) 17

Unit IIIEmergence 9f Complex Societies(3-4 weeks) 37

Unit IVRiSe and Transformation of Civilization as a ) Model of Cultural Change(4-5 weeks) 47

Unit VMedieval Civilizations: Europe, Islam, and Africa(4-5 weeks) 107

Unit VIRise of the West(3-4 weeks) 137

Unit VIIThe Industrial RevolutiOn as a Strategy . of Adaptation(4-5 weeks) I 149

Unit VIIIConflict" and Consensus in Complex Societies (4-5' weeks) ' 181

Unit IXImpactof Complex Societies on Traditional Ones (2-4 weeks) 223 '\

:900P5 ,.

4 , former Members of the Commission 4&' Elementary Committee

A. Katherine Gross, Chairman Sarah Elias Betty Fields Samuel Sokolow Samuel Wilson

Junior High Committee

William Britt, Chairman Doris Levi Richard Wilson

Senior High Committee

Myron Winer, Chairman Joseph Heaps Bernard Raynor Ernest Widenhouse

Summer Revision Team (1973)

Betty Hines Francis Wolff Samuel L. Banks, Coordinator of Social Studies, K-12

6 iv A Message from the Superintendent

. One of the Major objectives of education is to develop astudent's pride in his personal worth and pride in his background. Thismeans,teaching every student to understand and'appreciate not only himself, but others also. The diversity of American society, the immediacy of worldwide communication, and the mobility of people emphasize the significance of this importanttask. This involves making the classroom a virtual learning laboratoryfor cultural exchange.

,? With this goal in mind, the members of the Commission on Revisionof. !the Social Studies have' worked arduously to produce this unique andchal- lenging Curriculum guide for use in the secondary .schools. However, the' goal will be achieved only to the degree that teachers use their creative energies in translating these materials into meaningful learning experiences for their students. The study of world cultures, past and present, is the study of people, their similarities and their differences. All human beings have the samebasic needs. The diverse ways they act to satisfy those needs make socialstudies a vitally interesting area of inquiry. 'All social studies teachers should utilize this educational tool to its full- est. Theirkno'wledge and skill in providing a rich variety of resources, both human -and material, will greatly enhance the opportunity forstudents to broaden their understanding of other people and to deepen theirunderstand- ing of themselves.

Roland N. Patterson Superintendent, Public Iristraction`.

April 1975

00097 Foreword

The materials contained in this World Cultures Guiderepresent the cul- mination of the work of theiforrner Commissionon Revision of the Social Studies. These. materials have been piloted in six secondary schools(Lom- bard Junior High, Herring Run Junior High, Northern ParkwayJunior High, Booker T. Washington. junior High, Cherry Hill Junior High, andWestern Senior High) in order to determine their applicability and suitability for secondary students. The results ofour piloting proved to be enormously successful in delineating areas of the Guide that required modification. The revisions that are included herein represent the work d'uringa sum- mer of Mrs. Betty Hines, teacher at Herring Run Junior High SchCol, and Francis Wolff, teacher at Northern Parkway Junior High School. TheGuide has been enhanced and strengthened by their work. The World Cultures Guide hasan anthropological focus. Ample oppor- tunity is provided students to study perception, disparatesocieties (viz., Africa,. Asia, etc.), and the similarities and dissimilarities thatexist among societies. The instructional episodes conta ined in this Guide shouldprove valuable to teachers in achieving excellence, excitement, and pertinence for allstu- dents.

- Samuel L..Banks Former Director of the Commission on Revisibn':of the Social Studies Coordinator of Social Studies

April 1975

vii 00008 a r . Rationale Rationple / 1 canobjectives-isIit owis beha'rdly he constructed. wants likely the to onlythat teach. heway will-Using a consistent have a base/of anyiriOrif anda teacher solidly meaningfulidea about has understood no what course or clear conception of why a course exists, ratioopenedmentedly toof his a bychild's byfamily, reading a feW vicarious neighborhood, atwin'dows home experience or toin andtheschool. community.putsidetoIn his a directsociety world Itexperience wasthatwith supplehe this had much poverty of information, the -. certainlems,should both essentialprepare personal students information, and public. to cope increase withThil-course Inpresentproficiency pursuit and of of infuturethis study symbolic- general prob- is b objective sed on the the assumptioncourse should that convey it childrenoustweenmethodswas experiencevery direct nowlow.of communication and Today,confront for vicarious all however,of-us. information experience Insteadsuch with as theof richness.television, has informationemergerice shifted Instead the toward Ofpoverty, balance electronic of vicari- being ourbe- realizedstudentsconcepts.technical koi skills, _these must practice objectives be led modes to to develop beof achievedinquiry, a sense:of andanother develop the must power basiC be whichstarvedconfusion. threatens for more to experiences, overwhelm ourthem children as a big, now live in a world k booming, buzzing tant.ofandout their ofa feeling minds,the affairs that ofto thedo soworld will andmake their a Havingdifference personal developed andexperiences, is impor-the will and the confidence, together with a belief that they are capable of makifig-sense' betogether,cepluilthe to help means the as childmuch and build as'cognitive possible, up his skills own forThus, himself.wherebypicture the of realOnly he the canjob worldif putofour teachinguman thingsyoungand condition, in the social to aid studies in the ought development to of the con"- - whomothers.awareandthe conceEtuat)means render ofthey 'They themselves, 'itintelligible,live should and the anabecomeof place otheis,skillsthe studentswhere awarenecessary and theyof of should their a.tolive thepersonsorder relationship influencebecome experience morewithhow to 4 ceptsture:Ourablethepeople blizZard to which developcope students willofeffectively stimulithe permit need means impingingthe themwith powerto thetostructure structure complex ofon thetheir and great their sensesrealities render organizing experiences, will intelligibleof ourthey con-cul- be to andtionsthey judgments.otters, perceiveof groups and themselves ofof the people assumptions affect and others, the underlying way Theof they how insights thesejudge society's which, perceptionsthemselves defini- the students develop and the experienCes Rolewhichtheyunderstand of the live.Teacher and, perhaps, to predict or change the world in listenexpandshouldthey have to leadtheir and in themempathize areainteracting oftb significantbecome with with a morewider one identifications another openvariety with ofduring people.andother to this people,be courseable to taws.classroomtogether the learning and organized making process tii`permit- sense and does of ,themchoices, notThe confuse is development bestwhere accomplished teaching the teacher of withthe facili- conceptualin a means of putting-things. . tionRole froni of Social direct Studies experience. It was informationNot many yetrsrestricted ago large-a child obtained most of his informa- thatbeforelearning. turnpeople.have theirthey Students owncan devised makereality sh.duld useto into makebe of symbols,given the sense great the of anfreedom sets. the Knowledgeattempt world. of tosigns theydevise andis must structuredways codes make to experience and the structure of a alizationsdiscipline2children.models cannot whichis All tl* they proper maysimply would mean-much. emphasis be learn turned is ir,r intowordsto theeducation, word's teacher and but handedRationale structuralwhich for or sits of figures, gener- to the concepts.'topics.an 4inquiry-conceptual This What course is proposed of study approach inthis develops course4 'to the study of significant m des and processes of study, therefore, is someaexcitement disciplinethem of will the about shouldexciting,be just discoveryy.. bemore sequences presented answers Thtls, that in the tosuch lead Anbefundamental memorizedaimpOrtanta waystudent as to to ingredient preserve fOrdiscover in genuine education is structure of a sense of a test. ,Contentreflectivelyinquiry, along issues With in the the closed concepts that areas of ou culture. are m st useful in studying giveofouslyfor self-confidenceone 'himself. unrecognized a sense The- of theexcitement in relations one'spower)of abilities. ofand the discovering similarities mind,In with the regularities betweenteaching ideas Ofof this will course, therefore the role of the a resulting sense previ- .given madeandconceptsconsiderable-attention, S.outh.America to survey\vill be or that of but world develop history.The T material e Western to betradition used in developing modes cover areworld also history. brought What int is dealt with is focus. ents-inNo attempt Asia, is Africa, of inquiry and is deedsaequally newconceptualteacher torole, impo" help is onecritical. students reant, that the is"First, define foreign, course thetasks demands toteacher ofmany investigation thatis teachers. required the teacher and The establish teacher strucpare inherent in the course. Second, and to grasp the assume thepologist.utilizedgeneralconsidered anthropological historicalthroughout The in centralsome problems depththe and &ler-arching and and is processiis. treatedas cOcept The concept of culture. Thus, men are regarded co\irse is thlt of the cultural anthro- illustrations of more of the basiccourse approach is O dent-andworking group centered arrangements inquiry classroom. experiences and to guide while students maintaining throughindividual. an open, stu- histories.waysthustodueas thesebeing to varying needsendowed creating environmentaland with utilizediffering the these same and cultures1 abiliyiesbasic cultural needs and in and abilities; hut, factors, they respond a wide varietyhaving of different C himsituationMethodology to cope seeks with interpretation it. Learning of the situationwhichLearning is will the enable process by which a as insight arises from problematic person in an unclear Consequences This course of study will lead ( tions,situationisthingsituations. merely doubtful,there suggests perception, "Unless," is same the "different situation point asrecognition, John at meanings,isissue, Dewey read notsome off contends,judgment." rivalat matter possible "there If, however,interpreta- is a glance, ... and there at stake .. . and some- a 'roomcourseof anothertakingsituationa resource will the in inlead initiative,developing personw.rich the studentsandthe setting solutions. studentscoordinator. to.their set will Thetasks, certain Thebecome teacher and basic will problems become for to the development of a class-- materialinteracting used with in the one more active, more judgmentlearning,situation.doubt takes and Thus theall learninginquiryform of is controversyas an insightproceeds integral within Inquiryaspect thefrom ofcan, themind." however, Every proceed only with the instruments of someprocess- such of oftoshouldgroupthernselves lookcurrent discussion, comeat himself,culture. which for both and theyat'others, personalteachers will attempt and reflection.and at studentsthe problems Out of this and experience to solve by further reading, a new way for each processes C°-

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UNIT ONE

0 00011 =7: . J It Unit One / 5 . Introduction . Perception: To Understand Is To Invent nature of reflective thought. tts basic principles are summed up illustratedessesstudy. 'ofIt dealsthought over directly and that over underlieand from simply unitthe Thiswith year'sto unit. unitthe study prin Iton is perception is central to the e iplesandtire and coursewhichof course,proc- are of not Conceptsand illustrated and Generalizations in the unit on perception. , andthesetion.important generalizationstheir Itconcepts illustrations that and the generalizationsstudents which in the are beunit 'illustrated able onbe,made toperception verbaliz in increasingly the fait be referredon percep-explicit' to portant, however, that during the subsequent units- the concepts fromcepts).erllizationsWe thingsperceive Our developedperceptions about and us think andbut do inthroughillustrated notterms come of in categoriestoFolloWinKs Unit us neatly I. (models and directly a briaf'resume of the basic concepts and gen- our senses which have been or con- 'revolutionaries,Chinationtime of as and1950 cultural again. in rebelled France change, and of 1789,thec4r. question ried in RussiathroughFor of example,their 1917, respective and in thein unit, which consid .rs political revolu- arise asking why the perienceCategoriesderivedhowconditioned we and fromsee areofare categoriesperception usedconstructed with of purpose.and whatwith thought ourexists What expectations, are and we derived what perceive followsand from theseand past what. its ate exa. certain things certain ways. What we see and ., . mainwhorevolution haveacquies sufferedwhile ent vastand far,treater passive.numbers indignitiesof people,Also,wh both and pastdeprivations e studying and present, revolutionary re- conflict, it will be necis- 4, Mostandoursignificance ofassumptions,seek the to categori fulfill are largelyand our s byour purposes which thepurposes. result we are of-ourorganize relative previous toour our experiences cultureexperience, akul Thisfactionssary type to try per to unclerstland not only how the various embattled f question is dealt with in a simple and direct man- the social situation differently, but also why. Althoughtheresubcultures. are any necessary Only universal when instruments categories speaking ofveryfor human experience, generally experience. categories by can we say th = fectconditionner inhis the perception? hisperception present unit: How does one,'s past experience ercesption? How° does one's, purpose af- f . Categoriesfiltertheir in very stimuli organize nature by theset excluding ,limitsfiltered-in on and experiences. stimuli filtering into Categories outparticular other stimuli.selectintcl- and stand=theymakeimaginatively political should intoand various Moralbe encouraged judgmerkttin revolution to yapplyFurthermore, short,situations these to take and..askedquestions when a personal the to tostMents a/.e led to place themselves -ligible formi otheratFie the potentialneed, same therefore, time forms. that a sensethey ignoreof ahem) or' ate_categories overlook of perception 4.. ments?Howfort.abespierre?themselves: do my Whatpresent Or inagainst purposesmy past Lenin? experienceaffect Or myagainst perceptions conditioned Chiang Kai- and me sh'ek? judg-to be lookinggoriesand thought. we into are a Weusingthing. Reed together a sense with of a theknowledge limitations of other of the ways cate- of 44 Such is the process of the inquiry method, and such is the `Underlyingassumptions, every frequently complex category not expressed of perception and ,usually are certain held un-. 1 '6 / Unit consciously.One Cognitive, attitudinal, and valuational, th for rendering experience connected and easy to handle. comehimselfphilosophydons,knowledge atif atthisstated tltis level, ofand level. fullylife develop the dr Also, andlevel a worldself-control,explicitly', ifof oneassumptions. view. is to hearechange, will the have foundations the tochange gra'pple must of with a one is to gain self - sump - a" ConceRtsA forsameconcept alternate time oror it models nr6delsets concepts. limits ispermit an on instrument experience;.-thus, us to understandand for experience, it 4Ire0t-e§ sometimes yet the at neti1/44- the to - _Weassumeattemptwhich are unlikelythey ions are lead to based alter us to d'firuntil have perceptions or perceptions unless weand are ofthe what frustratedassumptions is and in what onout* to do something based on them. As long as our perception.Thepredict following or Control terms the needworld toin whichbe understood: we live. assumption, thehowever,ourpurpoought assumptionsa sumptions: es, willwe are lead underlyingFrustration,not us likely to question to them, or question the our in sense hopes perceptions our of-facing perceptionsthatnew and, a mental problestn, perhaps, or alter sets o be, which in turn lead us effectively to fulfill our -particularternsPercexionandSubject from cukurethinks toobjects istheina 1dan terms teachings .active:they of see; basic process. ofIiis hoping concepts culture, Peoplefor a match.which an constantly individual are relative extract perceives to pat- his thinkingwill be more starts effective with a recognized in achicliing need our or problem.purposes. All genuine! LESSON 1 lookingObjectiveswifeStudents and at mother-in-law theshould goblet be picture*theable picture. to recognize rabbit-duck and identify picture, two and ways the0 oe. ContentInfluence of conceptsOrganizationInstrumentsSelection and mind of of ofsetsstimuli stimuli experience on experience tuderits shouldhisStudentsanother particUlar be ableby' should. interestwitching to alternate be isable from to from oneillustrate mind-set one how perce to the another. role one \plays and y to influence his perception.: n to Concepts And GeneralizationsCulturalinstreients relativity of perception . theyStudentstions approach limit should certainor tudentsblotk attemptproblems their should perception to beand solve able explain ofato simple possibledescribe how problemthese solutions.the assumptions with the with which assump- toTheprogrammCdnAkworldOur scc) programmedexperience is constructed but readiness is isinfluenced readiness not Awithof directour byofour senses). our what andexpectations senses neat we are reflection (what prepared and we these ofare to our preparedsec are ext de- Studentsareinformationfill, unable to describe.theshould to providedsolve attempt the beforeprocedureproblem, to solve the they problemfora simple shouldfinding iproblem explain the solution. the-on thebasis failure. If set and, if succes;..1 the( - rived frOm models ,orConceptsfollows concepts what. or about models what of anyeists body and ofwhat knowledge are inventions . . Eachtodescribeof explainrestricting student the the liberatingshould assumptionsfailure. become assumptions; and, aware having or, of succeeded,having and be failed, able to beto ablebestate able to Unit One / 7 v tto, ktowclearly and his be perception able to explain of the whyMuller-Lyer Figure 1 many psychologists believe arrow illusionand to the students to see the profrl& in'Figure 2. Figurp 2 -'17 that our "ilksion" is a good example of a . , whichthat what they theyorganize -perceive sensory is 'stimuli. determinedThen byshow the Figure I again, demonstrating to the students categories by 5T* . Development pereep No n t&another by alternatingsing Figure their 2, havecategories the students of percep- switch from ope = 1.(models Draw andattention concepts); to the show straw the in students theTa child's demonstrate the mouth.drawing thatThis in Figure we will perceive and think in categories 'Whention.head,termsdescribe !fill, Mk switchforehead,of them theihe category towhatfacts theeyes, happensof ofthe profilesthat to their perceptioif is, have them of theidentify goblet the nose, lips, chin, and neck. Then,category having of profiles.matter Have while the students they are perceiving in ) theyedgeprobably see of ain lead goblet the virtuallycartoon. pr vase: all Askof the the students students to see a child on the to jot down what -.them focusthecategory on fact the of offact the goblet ofnose. the (or Whatnose, vase). doesask Then them this asktell them what us about the nature of to switc iejt' ppens to to the e") onlye the goblet in Figure 2. By hintsThen andto see, how t eto go the e class the in igur icture in Figure 2. Having been su them)facts? wi Do we .erceive facts outoThis?- doing so in t ms of categories? an we percei s ificant facts) independentthings (and of make sense of 8 3./ UnitInstruct One the students not to confer withNow oneshoW another to the sostudents that the rabbit-du k dra in Figure gaged in vandalism. Windows were brokenIn a inbrief three paragraph stores. for each of the following, write what, evokedhowleadsselves.they wearrivewill one Askwhen beto themseeforced weat a ourfocus rabbitorto to perceptions?identify work on' athe outduck. the clue the key WhatWhat ofalternate cluethe modeldoes nose? in perceptionthethis (or On figure tell category) the us cluewhich them-about of,is avolvedpoliceman,you nd--(6-)- would' in the (2)consider vandalism), merchant, to be (5) (3) a youth typicalsocial (involved worker, verbal responsein(4) the youth vandalism), by (not a (1)in- .Law," SRSS,exercises.the1969), bill Imagesor p.beak? 2. Reviewof People the (Boston: generalizationsAsk Allyn similar and illustrated Bacon;questions by about these "The Wife and the Mother -In-

Figure 4 -3- -Figure 3 -2- torows, describediagram with fouronthe paper assumptionschairs how in each they which row. would (SeeinhibitedTo arrange illustrateFigure them ten 4.) the chairsfromAsk function students solving in five of assumptions, ask the students Threefollowed.leftCenter. thepolicemen Twelveconcert, About thousand intervened. thirtya fight kids broke young wandered Further out people involving confusionupA attended. rockHoward concertfive and StreetAs youngsters. conflictthe was and crowd held en- on a Saturday night at the Civic the(Seetodraw problem cut Figure a the circ immediately.ca 5.)e eto into represen''t eight equal a cake. pieces ThenHave using ask the their only students to three find get slices. a wayout. a piece of paper. Tell them to Unit One / 9

Figure 5 judgment as to the relative lengths of the Showlines. theMost students Westerners the lines in Figure 7. Ask them to make a Figure 7 Show the students the Muller-Lyer illusion in Figure 6. Ask Figure 6 -4- perceivedoanotherone. some These theAmerican illustrate linesperpendicular differences to Indians) bethat equal, the line and perceptionswhile to dense be people longer forests are living than relative( thein canyons horizontalin to Africa) our (as cul- in perception from one culture to theiragainperceivethanloni.them_ that-inost' lineAsk ifto 'they lineidet4ify Awinch'them non-Western Ahave toif which theybeincked any longer can generalhori ispeople explain thanthe±ontal explanationfact. lineperceive linethis VirtuallyB. they illusion.Then line perceivefor askB all this'toThen theWeslerners be fact. tostudentslonger inform be The the importantp.ture. not?"3. A discussion factor in question the way forpeople this lookreadingRead at things? could"Are There be,Why "Is orFilters rac why an for Perception?" Images of linespsychologiststhreewea Society becauseautomatically dimensions. filled ourtell experiences uswith and'unconsciously that man-made we misperceive haye been interpret conditioned the reality of by these living two in geometric structures, and thus things in terms of otheronstrations.2. Have students the students who are participate having difficulty: in AskReadthe three students "Can perception We who Trust perform Ourdem- Own. the Eyes?" exercise Images correctly of People, to help p. 10 / Unit One Ask the students what happens to our noses When we look were heavy rain, high winds, lightning, and thunder. Most will results.try-thesemorewiththis: bothwith Ask exercises theireyes. the eyesstudents Another on closed? their what families,.exercise Why? noises The Ask theystudents them hear. to reportmight Do theyonwant their hearto that might be tried is wind,probiblythecept objectrain, that lightning,answer,is and different the ``Acategory and fromstorm." thunder. the(or This ideaactual isor Askphysicalconcept if any for phenomena of abstraction) the students of- recognize the difference between a category, idea, or con- isSome in the possible minds discussion, of the artists questions concerning areView the the following: thetree? film Why Four (1) do What- ,Artiststhe Paint One Tree (Sa 1221.2). . fre the- Mert.Have the students arrange the following into Categories ost concrete to the most abstract: men; living animatedwoulddifferent you film?artists_p_exceive-th-lifferently? paint What th is gained in a collective effort?(2) Which What is lost? ng a tree and a group of artists producingyou,Jike an best? Least? at is the difference between an e why? How includedescriptionthisanimals.things; exercise? more What is and necessaryconclusion As more you objects.go because regarding up the the ladder categories categories of abstraction, Fred, the friendly fireman; humans; fireman; and can be made fromare broader and more whathemainquestions says pointwe that expect ofare what-we .the t tofollOwing: filter see? see What is based (1)implication Whatin partView do does youthe this film believe have Visual foi:"us is Perception.the Some possible discussion (2)-Whit cibes the narrator illeati-when on our assumptions of Content LESSON 2 'tt burstudyourasSuiliption,sin our attitudeview? ,this everyday year(4)' when when What of life? we variouswe are learn (3)see the Can something culturesabout implications we people's do in so anythinghistory? that customs, ofwe this What doto- notfilm controlhabits, should prejudice for andour be Influence of felt needsRelativityOrganizationSelection and purposes of of perceptionof stimuli stimuli to purpose on experience -6. Beforebeliefsof the categories Which,are reading the withdifferent -teacher the fromstudents. may ours? want Some to explorekead suKestions "fow the Doidea We Sort Things Out?" Image,c,of People, are the p. preparedAnConcepts observer's andto see GeneralizationA perception (his programmed is determined teadiness) riot only-by but also what by thehe is 0 ...... - _ individual,respondhand.-following: Ask byconcrete the identifying student object theitself. category of(1) the Hold object an objectand (book, ruler, handke4chief, etc.) in your what' they see you holding: Most will not the Developmentpurposes).specific motives in play at the time (his felt needs and objectmostout in will itself.their prbbably 'minds thatdescribe they thesaw category on the(3)(2) wayAsk and to thenot school. students the concrete Again whaCtheyif they can wouldrecall anybe witnessing objects that if standthere untilproblenits;tion inafter terms the the ofstatement class. felt needs Do has andbeen purposes, read.To demonstrate read the- thatfollowing we organize our thoughts and not ask a question or set a problem percep- Unit One /11 floor,the second four menfloor, leave three and get oneoff andgets twoSix men enter an elevator on the first floor, going up, On on. On the fifth floor, twomore enter. On the third Development 4 t lem,secondmen there floor? is no mental set by which theSince informatiOn the students given have not been given a questionon or anda prob- two men get off. How many men got off on the can (ReviewFigure 8Ask the meaning students of theseto 'classify terms.)PresentShow the classdiagram with with a line a line diagram added of as angle in 'Figure a-o-c 9. as Most in it acute, right, or obtuse. byallbethe organized,ofmost theinformation of details. the andstudents. Clearly, wasthus read, most if thethe of questionanswerthe students would had beenwill have forgetposed been almostbefore retained sionalstude10. tskvill one,. and agree angle that a-o-c there asare three obtusePr sent angles. the angle a-o-e in the contextst students of will now see the diagram as a three dimen- a cube as in Figure ninging the by various(1) a man perceptions who has not of eatena crowded inHave two restaurant days;the students (2) in the write a series of short paragraphs describ- -2- a husband eve fectedtheanglesoutlin p per, byA protractorexperiencewhich,but it appears would to be measurein aturn, right is the angle.affected Perception by is af- of a cube has this shape, and that a right angle. We know that the same obtuse angle on ° a cube has right our culture. lookingninging for to for ahold female his upwife thecompanion; whom joint. he is(4) to an meet; escaped (3) convict who is plan- a lonely man look- :f 00 A s 0A d 0 Content LESSON 3 igure 8 C Figure 9 C Figure 10 ConeeptsInfluencePeciple andtend of Generalizations to.context organize of perception: their experiences contrast into and whole, assimilation continu- handtainers in with the cold-and waterhot, one cold; hand -and in lukewarm;theFor hcit; a home and then finally assignment, to place ask the students to fill three -2- to place con- one thatPerceptionstendsous figures.what to fill we in areIf see thethe often depends missingstiMulus affected elements.on pattern the by framework the is contextincomplete, in of which observation, the weperceiver see it.so toone describe and then their the experienceother in the and lukewarm,water. then explain it. Ask the students LESSON 4 It6 ofStudentsObjectives an object should or an be event able tois giveinfluenced two examples by its setting. of how otac's view PrejudiceContent and stereotypes distort perception ConceptsStereotypes and Generalizations distort perception: they/ Unit reason One from categories to Imagesing. -How of People? would you respond to the last question on p. 16 in r servedtrait,fromScientificre-examined but solely observable never concepts in in termsfrom view traits reason oftraitsof categories,the back tonotparticulars. categories. toonly categories, while from the categoriesParticulars categories to are traitsare ob- not but activitiesthei;minds to develop concerning the idea automobiles. that the studentsUse Distribute the possess Automobile copies images of Image inthe Summary Sheet and related :2- StudentsObjectives should be able to explain she characteristics of stereo- Asksmallsheetthetwo the resultsandgroups.cars. students ask-the When with Each where the thestudents trait sheetsclass. the should toareDidimages fill completed abe thempattern checkedof the in, ofandautomobile individually responsesfor tabulated, no more ownersemerge? analyzeor than in typesDevelopment. basedand be on able the tocriteria analyze mentioned and judge in Imagesthe accuracy of People. of stereo- camekindsbelievecommercials from. of thatpeople. Ask advertising thatif any would students havecampaigns can produced recall are any thedesigned advertisements image. for Ask specific if theyor Can6. the students think of any other reasons.DiscussRead "How the Dothree We reasons Sort Things for the Out?" importance Images of of categories. People, p. mademobile related questionnaire- to this exercise. activity. SeveralThisRead assignments reading "Do Images could could beSell discussed beCars?" Images as a follow-up of People, to p. the 24. auto- -3- togories 15-16.another require person. tfie most and least descriptionReadLook "Whatto at convey the Are diagram meaning Images?" in Images Images of People, of People, p. 7. pp. Which 10-12,, cate- cials(b).describe the of rivalperson the imageproducts who thatshould (automobiles, is being buy the produced product.beverages,(2)(1) ofAsk (a) clothing, thethe the students studentsproduct airlines, and toto analyzeanalyze several a single different commercial commer- and statement,any others? "Engineers Ask the students are smarter how than theyDiscuss sheet would metalthe characteristicsreact workers." to the of stereotypes. Can anyone list andetc.). (b)the Compare.ifie thesimilarities person whoandtypes differencesshould of images buy inor projected the use selling the product.of campaigns. (a) the What product are _ stereotypes.generalizations.types?Use the Discuss statistics What someare in theImages stereotypes dangers of People, in whichusingDiscuss p. and you11, relyinget)believe the form four on aresome conclusionsstereo- damag- valid concerning the accuracy imagedislikelarlythe like commercial projectedit. andAsk one them and theyand if theirattitude theyparticularlysee ifcan they see towardcan dislike.the figure (3)relationship it. AskAsk out thethem why studentsbetween.the to they analyze like to chooseor a commercial they particti-,,. Unit One / 13 VW Sedan AUTOMOBILE IMAGE SUMMARY SHEET Chevrolet - , Mustang Station Wagon Lincoln ' Pontiac Modern Owners Owners Owners Owners ' Owners Owners RotAti . --, - s RichBrainy . . - -, . ActiveLow-classOrdinary . , . . . . . Old- fashioned . , . . , . DangerousFriendly . . ' _OldPlain .... ' , PopularMarriedFat . . . , 7 r StrangeImportant . , . / Strong . \ > . , BusysesA ,p/ YoungParticular - . 1 . 14 / Un' One Beeler,Alexenberg, Nelson, Melvin and BranL., Light ley, Franklyn.and Sound.tice-Hall, Experiments Englewood, 1969. Cliffs, in Optical Illusion. ReferencesNJ.: Pren- for Teachers Thurston,Luckliesh; Jacqueline,Matthew. Visual and Carraher,Illusions:Applications. TheirRonald. New York: Dover Publications, Causes, Characteristics and 1965.Optical, Illusions. New fttleson,Carini, E.William Take AnotherH. Ames Look.Demonstrations Englewoodner1969.New Publishing York:in Perception. Cliffs, Thomas Co., NJ.: 1968. Y. Prentice-Hall, Crowell Co., 1951. New York: Haf- Wentzell,Tolansky, Samuel.Melinda, Optical and Holland, Illusions. D. Elmsford,cisco:.1964.York: VanTroubador Nostrand Press, Reinhold 1973. Co., 1966. K. Optical Illusions. N.Y.: Pergamon Press, an Fran- r r e

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UNIT TWO

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. 00022 Introduction to Anthropology Units Origins of Humanness close and careful adherence to the',- Teaching Plan, few if any Unit Two / 17 portedauspicesAnthropologywith the by thirdof the the NationalandCurriculum American ninth Science units AnthropologicalStudy are.three Foundation ProjectThe parts developed second Association,and of thepublished unit, underfour-part the sup- the by"Origins of Humanness," together overallteachinginvolvementsecondary teachingstructure plan social by is the guidesostudies of teacher.detailed, the is: coursesentire perhaps coursefor requireSince the such properexample, this active and function theand to nextnotecreative of unit thethe are so tightly structured and the (1) to coordinate these units with the cards,wallkit:the readings charts, Macmillan etc. Thus, overhead for students,Company.a full transparencies, complement plan for teachers, of blackline Eachmaterials filmstrips,Unit ma of this, records, project is composed of a multi:;i edia ordinateders, evidence by thefromsuggestorrelationship subsequent salient getting where features betweeninvolved units and howofand concepts in the thosemassivethe Anthropology teacher anddeveloped and insights candifficult preventinProject developed these reading; istheunits;'(2) that instudents (One Unit it ob- toof 1 eachlesson,activities.tionsa Teaching of butthe is aananthropological planNotPlan integral foronlyis provided. a part specificeach of units lesson,a Furthermore, unifiedsequence is not but whole a of alsoset topics,the whichof each Teachingcasual materials, ispart revealed sugges- ofPlan each and forby Ke()studeviates t passrive readingthropolo-gy of long sections. units readingsYet for some ethfrom S. of otherCooper, our sourcesfor Man ands, integrateexample,some Change of (Morristown,the into readings the frame ateN.J.: of too referenceSilver long and proVided too difficult.) by the ingeffective.unitsthe Teachingmerely must bea understoodPlan. Thus, and the adheredstructureThis to anddoes if the rationale teacher of is theseto be of mean that the teacher ish reduced to''performi bookssuitableEducationsman,Burck 71z anniticles for Rtiblications, the students; which c-an 1970); and be (5) (4)easily to to list stiL.4est obtained and annotate outside by teachers specificreadings to Co., 1972) and Fbank J. CappellutiHuman and RuthAdventure (Berkeley Heights, N.J.: Field Gross- himselfingtheplan. disciplineof Rather the creatively, 'structure itof meansanthropology ands of th this improvise discipline'and develop and so ainnovate thatworking he can'ex tounderst suit ress thend- cal task according to the dictates of tl?'e the teacher must give of himself to units.increase their understanding of the problems dealt with in the INTRODUCTORY LESSON materials-theunitspeculiar readings are needs structured, for and students,and otherinterests is toby materials be design fowls and use Thefir goo content of the Anthrop. students. :y Project, upon wh/iCh these the Teaching Plan; not in the s ea t dents.ns, have The no -ContentI. Knowledge of prehistoric past underoutthisinquiry-discoveryobvious ofmeans thethe +anization. control processthat the of Qfprocesssignificance the Thisinquiry, teacher. forstrategy the.and of Thus, the discoverystudent. .avoids course while On the which undetininingis thealmostcourse willother requireswhollyemerge hand, the geography,science,TheConcepts following economics, and termsGeneralilations history, need andto be prehistory. understood:'social science, anthropology,. archaeology, sociology, political 18The /A Unit socialperson's Two sciences assumptions-and-values help us understand are man. very important in under- , finished.probably We are be living sumrned in the up as follows: "The present and will have to cope with past is dead and Objectivesstanding how he views history and man. theusparedthe studying to future. better to live Soof understand inwhythe the pat waste present by the arguing,time andpresent." on face /the "Studying theProbablypast future?" while the there will. be students who will attempt to justify we are so ill-pre- past will help _Students,Students shoulddo.byabout giving be shouldhistory ableexamples to ,beand recognize able man of theto when identify kindsthe theyassumptions of the discussthings various the thethey social socialbenefit have sciencesscientists Or futility thestudyingstate basic clearly mankindobjective their assumptions implicit which is in deemed their concerning statements.After the eliciting In all probability responses from the students, lead them proper in studying the past proper reason for to Developmentof studying history. studyingbecomecoursewill be of that fully mankindstudy. stated aware apdin ofthe to their understandrationale values motivating (purposesThetheir role assumptions of and the guiding teacher thisat this point is to get the students to or objective's) in concern- willogy,social12-25. bepolitical used,sciences: This science, throughoutchapter geography, economics, introduces the anthropology,course and the history. Haveisvarious here thearchaeology, Terminologydefined disciplines students in readbrief. sociol- ofthat the The Human Adventure, Ch. 1, pp. consensusinganother.ing' the one nature "at pointDo the ofnot of endthe feelview studyof thatthe to ofattemptdiscussion. there history. is to persuadeLeadIf discussion the thosestudents setting among forth students lags and their objectives a need for any conclusion or espous- and thatceptsdevelopedMany their rather of initial thethan during termsunderstanding to memorizethe represent rest of short-definitions theof, concepts say,course.Attempt the which concept to of getwill each. of the beculture, Explain studentsused isand to give examples of these con- wemeningassumptionsthing havestatements: don't after any learn arepoweranother. (1) not from The ofclarified, (3)anticipating onlyhistory. It is tiling have only them theby future. respond And, to theif we follow- have (2)we learnHistory from history is ourthat ideas of the past that is merely one . justandcourse a beginningthird of theunits: year's and anthropology, that study. this concept archaeology, Thewill followingdevelop history, through are terms natural the especially important in the second race, tohaveaction lowernogo powertendedand but animals.(4) how the of to physicalbessanticipating go, we toIf weget shallimpulse knowthere. the know future, wherewhich better wewe where willhave have been no and principle where of we have in common with we are destined we fossils,forenvironment The artifacts, Human orand Adventure' habitat, evolution. for See a completep-. 13 of1the listing Teacher's Guide heredity, culture, civilization, ot .terms. Suggested Readings for the Teacher tivetopast leadgive viewsis worth thetheir rather students theirviews than time toconcerning their express and pOsitive effort. clearly whether ones.It is After andperhaps Their or explicity the not negative morestudents a study theiritega- important views haveof thecan read and 'discussed C 1,,,ask them HistorianandMcGraw-Hiller: Carl"The As G.Past Detective Gustayson, Bookin the Co.,Present" (New 19,55), A York:Preface (Ch. "The 2);HarperThe RobintoNovice Historyfollowing and W. Historian" Row( Winks, (New readings Publish- ed., (Ch.York: The 1)might pr'ove helpful to the teach- .. Howarders, 1969), Zinn, "Every The Man, Politics His ofOwn History Historian" (Boston: by Carl Beacon L. Becker; Press, (NewA. Knopf, York: 1953), Alfred "Introduction's; A. Knopf, 1962), t. H. "The Can, Widening What Is Horizon"History? - Unit Two / 19 (NewKnows"Row,Hughes,1971), Publishers,York:,. History (Ch."Knowledge 1);E. As P.Martin Art'Dutton As and Duberman, a As Farm& ScienceCo., of 1970), Power"The Uncompleteelegrast :`On (Ch. Becoming 1); H. Stewart 1964y; "What the (New York: Harper andHistorian Thinks He an HistoryIdentity"York:(Ch.1959), Alfred in "The(Ch. Our A. 15);TimeHiltorian Knopf, Hans (Garden 1964),inMeyerhoff, a City?Changing "History N.Y.: ed., World" andTheDoubleday thePhilosophy by Search Geoferey & Co., for of 4); Page Smith, The Historian and History (New York:(Ch.Historian" Macmillan1); Marc (part Block, Co.,IV); 7"4e1966),-"WhatA. L. Historian's Rowse, TheIs Craft the Use Use (New of of History York: History?" Alfred(New x worDcl.Banaclough and "The Historical Imagination" by R. G. Coiling- . Preparation for Lab Problems Content LESSON 1 Studentsingdrawn a combination by should examining give of items.atwo single item but can be drawn by examin- Concepts and Generalizations .B.A. HowWhat wewe cancan know it Developmentthe significance of the archaeological data found. or more reasonable interpretations of interpretation,EvidenceThe following acquireis and terms system. significance need to as its relationship with other understood: model, evidence, themofquestion people. how which Afterthey knewcan the bestudents to used ask to suchhave analyze questionsThis the culture lesson and also ofwill lead the students Model and Questions set up a list of questions, ask to develop a set of basic any group e t1ObjectivesevidenceHistorical'evidence becomes known. is meaningless without interpretation. andhowfailedtation.instance, utilizedwe to thinkaskThese in some interms and arethis questions.to theof courseand ask'questions models.of three mostLqAci human important in them nature, culture, and adap- every ninth grade student will_ terms of modelsin this to becomeconcepts aware of developed why they Studentsdata.several things ,shouldshould' that listgive cannot,several an example,of thingsabout thatpeople information Can frombe learned, archaeological that . cannotas be well as varietythehave heart some of of factors,notion the matter, of and the that that lead take to intoAsking consideration the proper questionsthe questions that strike concepts. a more comprehensive and a wide to tion.su20 And questions about a particular situation arise in-the light perspectiveis onenit- Twoof the foremost concerns of educa- tancerecent ofpast Structure," and present. The See Process Jerome S.of Bruner,Education "The .,(Cam- Impor- theof models students or shouldconcepts. know not only whatWith can particular be known respect but also to the study of prehistoric peiVples, Evidence and Interpretation andRobin"Everybridge: historians Winks, Man Harvard His ed.have Own (NewUniversity in common,Historian," York: HarperPre7sid--Carl---L-:-- see The E. andWith HistorianCassirer, Row, regard 1969). "History,"As to Detective, theBecker, question An as to what the archaeologists whatpeople),say,When cannot the we survivingwe use be will evidenceknown get relics onlyone by that of studying the is sort surelymaterial of archaeological Okw archaeological 'culture of the "of.past. remains. an(that Since extinct is we to historyEssayFacts,"historicalfats, on andthe Man interpretation witliout,truth." (New See thisHaven: also interpretationof symbols E.Yale H: UniversityCarr, precedes there"The Press,theisHistorian no approach1944): and "In ofHiS to What Is History? (New York: Alfred A. Knopf, s will be bylargematerialconstructing the extent means products aan technologicalof image the of theirapproach of these crafts one. people we and use skills,,our on Our(the the viewmodelsbasis_ view of of theor willthe concepts past, be to then, a is directly conditioned not only Although_thedealtof 1962):the with past, "We the only essentialscanBushmen through view the ofwhothe thispast, eyes inhabited lesson andof the achieve Atdo thepresent." times not site requireour this being understanding lesson any studied. priorrefers to a preceding unit which in part weevidence).dealing use) but with also prehistoric by the type societies, of evidence technological we employ and (usually, economic in , Systems, Anal pis, Schuiter,Colininformation, M. 1961).Turnbull, such informationThe Forest People may be (New obtained York: bySimon reading and .1) in integraltheoftheir human holistic totality, whole. activities. approachan to This see the Thisapproach interrelaVonship attemptapproach assumes to isThe see sometimes that anthropological thingsbetween a particular as referred allparts.ot: aspects approachaspect to an as attempts to see human affairs Content LESSON 2 thingsrelationshipof a culture in terms canto ofother be systems. understood aspects of culture;fully only thus, by the studying.it attempt to in see its Archaeologists and Historians Concepts and Generalizations D.C. WhatChoosing men have among thought alternate about interpretations it ,pdfal-y-I.ii.timethe past. same back that many the millionsancient past of years." has forThe By the real using study relevance theof thedisciplines contem-prehistory has for the study,. of history is it is certainly not that prehistory "extends Manterpretation,The followingorganizes and histerms value thought need judgment. into to be categories understood: or concepts. fact, opinion, in- conceptualof archaeology means and anthropology,by which they the can students better willunderstand develop thethe it ,0 eKcesThe prevailing the perception 'or conventional with which newwisdom ideas of are an viewed. 4e greatly 40r. LNObjectives t.; See Teaching Plan, p. 9, for suggestions to get the students Unit Two / 21 .opinion.onStudents new ideas. shouldshOuld recognizethe understand theinfluence need to of distinguish the historical fact setting from dangerous,values,whereto consider the they reasonsand how'live the roleforand people resistance of with a nonconformist.come whom to to new theinfluenceThese ideas, beliefs insights why their they this will viewshold, can prepare be howand the students to 'better understand Development IP historicdiscoveredwhy men man, in at1848 why the couldscientists Rock not of couldevenGibraltar haverecognize asconsidered being this onlythat an ofafterold a skull pre--they . reading(NewProject, York: Originsselection "Macmillan of (the Humanness, full Co.,article 1971),"The goes Search Have pp:to p. 5-8. 14)forthe This Ourisstudents suggested Ancestors"shortened read as Anthropology Curriculum Study coldAsk-howhad,become isto the causedprepare students familiarby people a tovirus, explain with to thatevaluate evolutionary howthe basic theyexpertOne unit theory.kno0of opinions the of thatmostall matter a rationally. importantcommon is the _problems in education today is are:easy-to-readpresentedthe least (1) that the in form we-thestudents perceive latterin The should part Humah and of read. thinkthe Adventure,ghe article Somein primary terms can of pp. theofalso 35-37. categoriesfor information be found in insights to be derived from this reading opipionofatom, outerwhomthe expertsor space.which thatwill thesaybelieve Thenis worlddividedthat ask aboutthey is the over, round.believe the students possibilitysay, Then in whetherUFO'S) to ask choose of the whatspaceit studentsis between better virtually ships to(most fromexpert cut all ence,creation;example,partthealso thelarge setof means(2) theirthelimits organizing thatconcept culture, byon concepts whichpossible of ideas,and evolution we are thus experiences; makeof not any the as onlysense social historicalopposed instruments out(3) groups ofthat to orthings, that basiccultural are'an ofof but experi-concepts,special integral setting.they questionscorporateawarethe economy. not taxesshould only or of bepersonal what asked they incomein believe order taxes tobutAt get everyalso in theorder why. opportunitystudents to stimulate to throughoutbe the course, these types of Teachingthenewof a insights ideas.people Plan developed determines(Origins of during Humanness),the possiblities the preception pp.In of pursuing9-10, the unit. pleasedevelopment Forthese example,refer objectives to of together with those listed in.the evidence105. Ask of the early students man. Whywhy Dr.do youLeakey thinkRead looked he Man was where and interested Change, he did in forp. 103, and the first paragraph Supplement on p. words,characteristicshavingthehaveto remind Wife them the and the remember factsstudents Olestudents of of Mother-in-Law,the the reflect ofparticulartheir matterandhow experiences weon image.perceivethe and the relationship the imagein in Duck-Rabbit.intheir viewing terms itself, minds-Tin betweenof the havecategories, ThenGoblet, themother the- by 'know anythingglossaryyearsfinding ago? about to early learnthe whatman anywhere?'manmeaning was of likeWhat archaeologist a differencecoupleRead "Louis of and doesmillion anthropolo- Leakey's it make if Idea," pp. 105408. Use the text and we defineiaeipretation,and opinions.the relationship opinion, Distinguish betv'een and value among facts judgment. and the interpretations following terms: or facts fact, S gist.early In whatman onways the was map, Dr. p. Lealsey 106. 'Havea detective? the students ideitify Olduvai Gorge and other sites of Content22 / Unit Two LESSON 3 mationillustratedWhen You recounted with Find visual One," in aids.the Origins reading of "How Humanness, to Know p. 15, can be an Ancestor II. 15.A.The How evolution physical of man anthropologists work kelaTiMrstririretweeirform and-function-- phy§igialLaAnimal Barre (Chicago: notattributes only University describesof humans ofthe but Chicago evolution alsoFor shows Press, background of the 1954),the relationship distinctive Ch. read: Weston La Barre, The Hutnan 1-5. magnum.TheConcepts following and Generalizations terms need to be understood: fossils, foramen between these developments and man's cultural evolution. LESSON 4 Theing.kinds amount of conclusions of informationfossil evidence they mayavailable for 'make early to from scientistsman the is evidence.not influences Itoverwhelm- the is sufficient, though, for some reasonable hypotheses, Content 2.1. SpecializationGeneralization Objectivesearlyalthougl) man's many evolution. doubts still persist about the exact pattern of t TheAanimal,Concepts comparisonfollowing specialized and Generalizations ofterms human animal, need anatomical form, to be and understood: features function. with generalized thine-of other mustevolutionStudentsteristics remain for should are fossil flexible. still realizeunderstandidentification. in question that' andmany and recognize thatspecific interpretation diagnosticaspects of of charac-human these periodsChangesformanimals and of isin function. time. oftenhuman useful anatomical in studyitigl features the took relationship place between 4 over very long tiveDevelopment about man physically, and of Thisthe relationshiplesson answers between the question concerning what is distinc- questionandStudentsObjectives specialized and should support animals. be theirable todistinctions) distinguish between (and at thegeneralized same time mustinformationtirety.these physicalbe If conveyedthe readingsas characteristics cannot by are thebe tooobtainedteacher. anddifficult humanness. Virtuallyby in Boththe spots studerits readingsevery or too bitthemselves long, forof infor- thesuch students tnustbe read in their en- timeof-consequenceStudentsfunction encompassed shouldand toonly seebeginbydevelop inthe the relation toPleistocene. functions seesome form to conceptionthe inof anatomical termsanatomical ofof itsthe wholes. relationship hitge parts as bring span of to Unit Two / 23- NoticeDevelopmentfunction that isjust in as a sensethe campsite-in the culmination LessonThis ofOne lessonthe was foregoing dealingregarded withlesson. as a the relationship between form and 'humanitsprobably habitat forms (or complementedevaluate and environmental funt,tionan with niche),anthropocentric an ethnocentric many of the bjegbias. students which will is its form and function in relationship to wholeeachwholewhole, being. so part also of is the each animal creature analyzed considered in its relationship here regarded to itsas a . quentthe minds chapters. of the An students understanding if they areof Thethese to understandconcepts concepts of isgeneralizedthe essential subse- and specialized must be clear in lyingget"betterthat assumptiondirectly human off" beingsatthan the and any concept are also, other, "better perhaps, of lead adaptation.off" them valuethanBy to apes,judgments. examineInsteadhaving or one theof their This evaluatingcreature students under- will is discuss what they mean by saying ManMeaningteachersto in understanding Adaptation: prepare of Fitness for andthis Thehuman thelesson.Biosocial Futureevolution See ofBackground Therealso Man,"and P. the B. Y. origins Medawar, A.(Chicago: Cohen, of culture. "The ed.,Al- is much excellent background. material,.. to help the form and function of a particular animal in .relationship to 41* dine-Atherton, 1968). a- S.' , . / LESSON 1 Problem 1 Fossil and Cultural Evidence Students should be able to distinguish among the uses of major Content D.C. theDating natural methods scene encesprehistoricStudents about dating shouldthe earliest techniques. begin human to use ways the data of life. they have to make infer- ConceptsScientists and use Generalizations" various kinds of fossil data . to form hypotheses whichDevelopmentimportant, man adapted however, and thatin which the Pleistocene he evolved,The lesson Era,be understood is the relatively habitat at tosimple and straightforward. It is opmentsVariousabout early dating occurred man. -techniques in man's helpdistant scientists past. determine when devel- * , . leastScientificHawkes, in outline "The Development. form.Natural For Stage," Vol.further 1,History part background 1, of Prehistory Mankind see (NewCulturalJacquetta York: and ObjectivesStudents can make distinctions based on pictorial data, recalling r .., 47.4. WorldYork:Natural Publishing World Environment," Publishing Col, n.d.). Co.,,1964). See The also World I. W.For Cornwall,of background Ancient "Factors Man 9n dating(New, of techniques see Ashley Montagu, information from earlier lesstins to support.their decisions. Man: His First Two Million Years (New York: Columbia Uni- t 1 a varsity24 / Press.,Unit Two1958), Ch. 5. See also Ruth Moore, Man, Time, and ences about the artifact that its physical characteristics impose. haveCards.Fossilsopportunity` Here,sthe(New York: for students Alfredthe teacher will A. Knopf, get to a lead chance 1967),The the best to studentsCh. utilize part 16-18. of what to this become they lessonlearneil will be the use of the Evidence thus far. This exercise offers an excellent fromStudentsportable a range should conclusions of data reach that some about includes broad, the cultural Australopithecine tentative implications. but logically way of life sup- sameinmore terms awaretime of check ofwhich hoW the we weadequacy thenthink, interpret of of how our model.we dataand, assume perhaps, certain models at the Supplement theone.Development students Here toagain learn much how of to theask lesson rewarding Thisis directed questions,lesson towards continues and togetting bethe line of inquiry begun in the last thep. 29. paragraph. Speculate-on answers to the fourExamineRead questions "Man's the at mapFirst the onendEnvironment," p. of 29. Answer The the Human questions Adventure, concern- toable,to orunderstand spirit categorize highlighted the naturetheir questions. inand this development lesson;SpecialAlso, for, of itattentionstep culture. by step should and inductively,be given to the intellectualstudents are attitude being led is hoped, that this ing the ice ages that are in the caption. LESSON 2 theattitude truth ofwill inquisitiveness, characterize the openness, entire course. and genuine concern for LESSON 3 TheConceptsArtifacts folloWing and are Generalizations termsa valuable need sourceto be understood: of information aYtifact, about tool. early man. Content E. Evolution: the process of change ObjectivesThefor kinds knowledge. of questions asked are important in guiding`.`the quest TheConcepts,A varietyfollowing and of Generalizations interrelatedterms need tochanges be understood: in anatomy fossil, and technology accordingStudentstheStudenti quality to shouldshould theof the degree 'raise bequestions able of questions reliability to they categorize ask.about that anmay the artifact kindsbe expected andof questions examine from ObjectivesStudentsproduced shouldHomo sapiens.utilize the skills of observation, inference, and directStudentstheir physicalanswers. should terms be able and toin describeterms of an the artifact limitations in detail, on infer-both in ( establishedtoverification sort the criteria; visual (1) to data; (2)organize to and explain (3)viSual, to in relate detaildata familiar,according the criteria organized to they previously used data to new, unfamiliar data (Culture Cards), and test their infer- Cards. For an explicit statement of the intellectual process Unit Two / 25 L humanbyStudentsenees observing against skull should formthe the be additional approximate byaware comparing of data. changes date skull duringand tracings; degree the Pleistocene and of change (2) by (1) re-in Methodbeing1968). practiced ofSee Inquiry especially here, (Belmont, read pp. Bernice 1-8. Cal.: Goldmark, Wadsworth Social Publishing Studies: Co., A Supplement viewingDevelopmentvertical the posture/locomotion, apparent relationship between pelvic shape and . Complete the exercise "A Puzzle," Man and Change, p. 42. This lesion continues and finishes the use of the Evidence Problem 2 - ToWhat Do Did with Culture Ea if; Other? and Anatomy Have LESSON 1 . , Studentsthe potentiality should for be change. able to see that in a discussion of "nature ContentIII. Physical and cultural evolution versusopposing. nature," those Concepts are compleinentary rather than . TheConcepts following and Generalization's terms need to be understood: process,A. physical Physical development and the uniqueness of man ProbablyDevelopmentteacher tothebest evaluate way the to concepts help the developed studentsThis 'lesson toin thislearn describes lesson and the isand by explains the process of evolution. change,andAnimals reproduced.. and which natural were selection. able to adapt to their environment survived cleanwhiteoncestandingsetting was atmosphere.moths up of freecertain natural which from problems. Onselection weresoot, the smog,difficultother For ask example,hand, andthe to following: dingysee dark againstto airmoths, test there In=for the anwhich abounded clearanarea under- were thatand ObjectivesStudentstion, how shouldshouldit is possible bebe able able for torelate to a ,explain, the importancein orterms A species, of ofnatural variation to change. selec- to conspicuoussmogthefoodreason clear andand was, environment. fedsoot in that suchup polluted onthe 'an the -birds atmosphere, theWithdark hithertofound motht-whichthe industrialization moths wereclear almostenvironment.a weredelightful extinct.easily of the_area,source seen The inof , II"' scribedlation,26 / bothinUnit terms whiteTwo of natural and dark `selection. moths, andEx Plainhow whatthis is likely to have happened the moth can be de- popu- Therebipedism. are several theories _ . Concerning the origins of man's long-neckedareintionthat response then passed is, to giraffefirst, need; on totheylieve asand the an second,next example, generation that that explain theseMost genetically. ofthat the students ,,se Lamarckian in their view of evolu- physical attributes develop acquired attributes genetic muta- Using the bipedism,StudentsObjectives basingshould theirevaluate criticism several on their own hypotheses about the origin of experience and longcouldwords,tion neck reach ofisthe randomthe becausegiraffe foliagearea andsurvivedin of whichhigh need independent off and it livedthe theflourished exercise becauseof need in of it stretching.had ground. It_did not develop a or usefulne.A. In other spite of the desicca- a long neck and clusive.cies,allshouldintuitive of suchthe devik hypotheses asjudgment, the idea as that well the as hypotheseson the1ata yet another hypothesis that includes elements of presented while eliminating logical falla- presented. Then they are mutually ex- 'WorlddomScientific"The Publishing Chaue Evolution Development. and Co., Selective 1964).of Man," Vol.See Advantage," also 1, part Klass 1,For PrehistbryTheand background, Hellman,Kinds (Newof "Ran-Mankind the York: teacher should History of MankirtdCultural and see Jacquetta Hawkes, tool-usingStudentsdevise a working should and erect definition.beginconsider posture to examinethe in earlyidea ofthehuman feedback evolution. concept of culture and in relation io Culture,viewsYork:ing(Philadelphia: of onAlfredLamatck and evolution Man"; A. J.read Knopf, B. andTheodosius LippincottRuth adaptation,1961)?, Moore, Dobzhansky, Co.,Ch. Man, read V.1970). ForTime, theFor "Genetic and an Fossils understand- Drift (New and George Beadle, "Genes, most up-to-date betweenlogicalDevelopment and tool-using cultural andevolution. erect SpecificallyThe focus the ideain this of feedbacklesson is on the posture is used to explain the early reciprocity between bio- cA Backgroundtoand tions";SelettionAnthropology, -Hoijer, Y.A. (Chicago: "Theof GeneCohen, 4thProblems Aldine-Atherton,ed.Systems" ed., (New of Man HumanYork: and in Adaptation:Macmillan"Man Variation," 1968). and See Co.,Natural IntroductionalsoThe Beals Selec- 1971). culturalprocessstages of adaptationdescribed human evolution. hereand the s that interplay of adaptationboth betweenThe term the adaptation physical and is is not mentioned in this lesson, but the two. 9 Content .` LESSON 3 Concepts and Generilizations LESSON 2 Concepts ail B. / The Symbol and the Generalizations : uniqueness of man culturalThe following change, terms and feedback. .need x, to e understood; physical 'change, language,The following and symbol. terms need to be understood: physical change, Man's use of symbolic communication (language) is unique. LESSON 4 Unit Two / 27 iObjectivesStudents should recognize several characteristics of human lan- Content C. Reciprocity between physical and cultural6 evolution guageStudentscommunication. andthat should the seem place tobe makeof able the toitmeaning-process uniquespeculate among about inall thehuman forms place evolution.of ofanimal lan- ConceptsincludesTheReview change and the interaction Generalizations-meaningin an organism, andof feedback. feedback particularly among one many as complexcomponents. as man, C, Development In this lesson emphasis should be placed on language as a StudentsObjectives recognize that feedback is an interaction between York:"Language,"tomeans get along Macmillanof adaptation, in Introduction the Co.,world. an 1971). instrument This is by perhaps Forwhich background, manthe best is better treatment the' able teacher may see Beals and Hoijer, to Anthropology, 4th ed. (New cations.ualinteractionStudentsorganism and group andrecognize involving behavior. behavior, that, all aspects becauseno study of feedbackthe organism is and of individ- can describe all its ramifi- a very complex Asamantiedof language Subversiveinand with Weingartner, thein an Activityunit introductory on "Man perception.(New and York:text. the ForMeaning-Maker," ThisDell background sectionPublishing dealing Co.,read Teaching with1971). Post- man ,as the meaning-maker can be lessonoutDevelOpment the in Unitpreceding 2. lessons. As such, itThis may lessonbe considered sums up the much key that has been developed through- Problem 3 LESSON 1 Cultural Development from Australopithec,ines to Homo Sapiens Concepts and Generalizations ContentIV. Cultural developments to Homo sapiens,A. How the archaeologist and anthropologist think TheingItand isfollowing the artifacts.possible objects termsto the deduce cultureneed information to left be behind.understood: about atools, culture technology, by examin- The28 /search Unit forTwo meaning in examining data is determined not just Development Objective'sdata.by the data itself but also by the kinds of questions asked of the ti theyingful are questions asking. The and educational to be aware value ofThis the in lesson this types and focusesof like questions lessons on getting the students to ask mean- StudentsLower should and Middle recognizeexamine Pleistocene the the kinds differences stone of objects tools. in efficiency in between an archaeologi- asis notin the so thought much inprocesses the conclusions used by them. reached by the students Supplement availableStudentscal procedure,site and should to their Homo they acquiredistribution; shoulderectus an deduce ideaand and beof, additionalby ablethe applying technological to debate information. the facilitiespossible a simple statisti- pp.andp. 104, 108 make 108, in theup and a Teacher's definition. 109. Discuss Edition. the classification DiscussReadHave "Thethethe studentsquestionconcept Toolmaking examine (5)of tool,on Animal," the pictureiih pp. 108-110. Man and Answer Change, the Developmentmorality,andnature thought and etc. complexity processes of with his social relation organization, to magic, specialiiation,superstition, cepts,"questiontion (1) Activity within on p. 1051,the Man textin the and on Teacher's p.Change, 109. Answer y.Edition. For189. extrathe hypothesis credit you might want to as%ign "Applying Con- ques- thesedevelopment. It deals with man's 'earliestFrom technology this lesson and forward what therchaeological focus is on remainsman's cultural tell us about him and how he lived. Content C. Modern men of Late Pleistocene LESSON 3 LESSON 2 psychologicalTheConcepts' following and tools. Generalizations terms need to be understood: sculpture, art, and ObjectivesContent B. What we know about early man andEarly values man (hisproduced culture). art which reflected his behavior, beliefs, 'of speculation,reconstruction.withStudents a professional'salways should feeling be able in free terms to-compare to question of factual their the agreement professional'sown reconstructions and degree broaderentireStudentsObjectives course cultural should of implications.be the able Pleistocene to describe and the to major _speculate tool types for the on their a 'Unit Two / 29 ogyStudentsDevelopment on tht should basis ofbe thisable additional to speculate evidence. about Mousterian psychol- Studentsthesuggestsof nonutilitarian purposes exploreabout and psycho-social or meaningsand "psychological" debate of the Paleolithic evolution. likelihood tools art. andThey that what speculatethe this Upper evidence about Pale- backgroundevidencetory of MankindCulturalof thebeginningsread Jacquetta of andHawkes, human Scientific philosophies.''ArtIn Development.and Religion," For teacher Vol. His- 1, his lesson the students begin to -look for the earliest Developmentguage,humanolithic trimology,wasts'apieties, a time andusing of major art. data breakthroughand speculations in theconcerning evolution lan- of (NewReadpart 1, alsoYork: Prehistory Chester McGraw-Hill Chard,(New York: "IntellectualBook Co.,World 1969). Life," Publishing Man in Co., Prehistory 1964). Supplement WillendorfthanRinction a chipped ofis' art.no stone less Havethe-students anor instrumenta clay pot. ThisFor orexplain abackground, lessonmeans how leadsof the adaptation the theVenus teacher students of to speculate on the social Adventure,Thetionsindividual, questions should py.group, challenge 48,asked or50, classare 51,the the exercises.students53, kinds 54, of55,The to The questions use 56,pictures questions their can imaginations.be thatconcerning usedin scientists the for cap- Neolithic culture in The Human Nortonmay read & PhilipCo., 1969), Stein, pp. Prehistoric 113446. EuropeLook (New at York: the picture F. W. in The Human Adventure, p. 28. Ask Supplement tivelemaskforfinding whenofanswers the unraveling With. evidencethey (hypotheses) observe The the (art, students past. evidence.artifacts, is Asking an should important bones) questionsIt could also iselement beonlybe and made pointed paitforming in aware theof outthe search tenta- thatofprob- the ontothe mightthe answersstudents questions be interestedtoto usethe in theirthequestions in caption.' imaginations trying in to the findCompare captions.to out arrive more theat Some someabout picture studentsanswers primitive on .2 with that on p. 38. Speculate emphasizesquestionsdecipherprintedtentativeness matter. inthe the past. of-what captionstough Having intellectualthey maythem read seem wrestle in work textbooks,frustrating, with that the isas buthowrequired well it and nicelyas other whyto pretationPictures"needsman's ofart. the andand class. analysis."Observing The activities Technological underThe theactivities Change" headings on require "Comparingpp. 58-59 inter- can be used, depending upon the Objectives LESSON 4 V.Content Man and His Imagination LESSON 5 Studentsoverallexamine culturalOtronology. theexplore review relationship thethe evidence evidende of Upper for for Late Paleolithic technological Paleolithic technology development change to and the, ThetionConcepts following distribution. and terms Generalizations need to be understood: migration, popula- 30 / Unit Two ObjectivesEurope.Early nvitAnigrated throughout" much of Africa, Asia, and wereofStudentsand culture changes after shouldthe and inPleistocene.period. human. the be distributionable to reach of some human agreement on definitions during Studentsandbetween earlier theshould ways way of beman life. able lived to attemptspeculatein the post-glacial briefly Mesolithic period an explanation of why there on the differences PleistocenewithDevelopment the distribution period. of human populationThis duringlesson and after the is rather simple and straightforward, dealing Content LESSON 1 Summation systemscalterms evolution. of whicha Here together the emphasis compose isa total system. Each aspect of to_ a}- system was developed in the sections on physi- on seeing culture in-terms of .VI.The ConceptsSystems term system analysisand Generalizations needs in the to bestudy understood. of man viewedaspectsinculture asis man'stoits berelationship meansseen in of its adaptation. tointegral the total relationship culturewhich is then to all other 441 tionshipstandingUnderstandingika and the interrelatednessvarious totality components or witha system each of the involvesother. system not but only their under- rela- Content LESSON 2 Objectivessystem.theirth'eStudents concept relationships should system be in ableby a technologicalgiving to demonstrate examples system oftheir the and understanding in of components and a biological Concepts and Generalizations A. Of cultural complex beenbevelopmet implicit, in the earlier lessons. SeeingMost theof whathuman is bodysummarized in and made explicit here has TheinConiparison understanding humanterm human adaptive of human needswhat system isand to unique be nonhuman is understood. unique about in adaptivehuman the world. beings. systems is useful _ ObjectivesStudents demonstrate an understanding of several relationships Development This lesson should lead the students to think not only about Unit Two / 31 humandiffeeencesStudentse.g.,between between adaptive particulardemonstrate between undeveloped system, components thetheir such human brain understanding as thatofat adaptive birththe of humanthe and ofbaboons. system family. several adaptive and important system; a non- andalsothe tendencies dangersby themselves. of magical towards Also thought. magicalhave them thought identify by the other adaptive people values but . temandDevelopment culturalof adaptation. adaptation Furthermore, are seen asthe components uniquenessIn this lesson of athe total relationshiphuman sys- between physical adaptation VII.Content Adaptive functien of magic and religion LESSON 4 "adaptivetureof particular system of the entireis importavedeveloped. course. because This lesson they and get the directly next one,are at the struc- Themagic,Concepts following belief, and Generalizations displacement,terms need toand be projection. understood: psychology, LESSON 3 ToObjectivesvalues satisfy syste p s. h-ological needs, men have developed beliefs and Content B. Of role-and status phenomenaStudentssentedutilities in or theshouldshould' functipns in case the bematerials.becases. ableofable at toleastto giveidentify five an of example psychological the beliefs of displacemen,tthat and social are repre- ObjectivestheofStudents more power general should of words phenomena;be orable word to see magic. e.g., the a cases number as particularof the cases instances concern Developmentphenomena.Students should be able to give an example of projection arerepfe-sentedStudentsthe subclasses tendency should in theofto be anmagicalcases able even to(witchcraft, thought.moresee that general the ghost several human beliefs, classes predisposition divining, of beliefs etc.) as adaptiveopposed functionto psychological of a belief ones. as if facilitatesThis lesson sociological leads the benefits students to distinguish between the 7-11 32 / Unit Two Bibliography Babun,Asiniov, Edward. The Varieties of Man:New AnYork: York: Introduction Abelard-Schuman, Macmillan to Human'Races. Co., 1969.1955.* Isaac, and Boyd, William C. Races and People. New Hall;Gregor,Glubok, Jennie. Arthur. Shirley. Buried The Art Cities.Adventure and Rev. Archaeology. of ed. Man. NewPublishers, New York: New fork: Macmill 1966. York: Macmillan nHarper Co., Co, 1964. & f. Row,1966. - - StoneBaumann,Bateman,Baldwin, Age Walter.Gordon. Hans.Peoples HowThe Calendars Today. CavesMan Began. of Newto the the Westchester, York:Great Past:logical Hunters. HowGrosset Ruins. Ill.: Science New & Dunlap, York:DatesYork: Grosset Archaeo-Pantheon 1964.' & Dunlap, 1971. Benefic Press:1966.* Jessup,Howell,Horizon Ronald. F.Magazine. Clark. The EarlyWonderful The Man. Search WorldYoung for Heritageof EarlyReaders Books,Archaeology. Man. Press, 1970.ed. Ne 1963. Rev. ed. Garden w York: Time -Life York: American Brennan,Braymer, Marjorie.Louis. The Buried TreasuredomSchliemann.Books, of Archaeology.House, 1962. 1964.New York: New HarcourtYork: Ran- Brace Jovanovich, 1960. Walls of Windy Troy: A Biography of Heinrich LifeKubic, Magazine. Nora B. The'Epic The First of BookMan. Youngof Archaeology.Press,Watts,City, Readers N.Y.: Western 1957. ed.Doubleday Nett'PublishingRacine, York: Wis.:& Co., Franklin Golden 1962.1968. Clymer,Chapin,Cahn, William, Henry.Eleanor. The and The Search Cahn, Case of forRhoda. the Atlantis. Missing TheBooks,Hudson, New Story Link. 1968.* York:N.Y.: ofRev. Writing. MacmillanHarvey ed. New Irvington-on-House, York: Co., 1963.196g.Basic _ PeopleMead,Marcus, Margaret. and Rebecca. Places Anthropologists Prehistoric New York: Cave World and Paintings. Watts,What 1968.Publishing They1968. New Do. York:Co., New 1959.'Franklin York: Franklin Watts, - TheCottrell,Cohen, Second Robert. Leonard. Greatest The.Color Digs Invention: and of Diggers; Man. SearchNew AYork: Book York: for WorldHolt, of theRandom World Rinehart FirstPublishing Archaeology. House,Farmers. & Winston,Co., 1968. 1964.*New New 1969. Quennell,Pfeiffer,Petersen, Kai.Marjorie,John, Prehistoric and and Coon, Quennell, Life C. on CharlesEarth.York:1961.* New- H. Harper Everyday- York: & RowE. Life P. Publishers,Dutton in Prehistoric & Co.,1963. S. The Search for Early Man. New Elting,Edel,Dickinson, May. Mary, Alice. The and Story The Folsom, First of Our Book Michael. Airbestors. of Stone1955.Watts, The AgeBoston: Story1962. Man. of Little, NewArchaeology York:Brown Franklin & in Co., the Samachson;Ravielli, Anthony. Dorothy, From and Fins Samachson, to Hands:of Joseph.YorkTimes.Archaeology.An Adventure : Rev. Good ed. Chicago:Digging: in New Evolution. York: Rand-McNally The G. StoryNew P. Putnam's & Co., Sons, 1960. 1960. Viking Press, 1968. Epstein,Evans, Sam and Epstein, Beryl. AllYork:.York:Americas. About Random Capitol,'Prehistoric Irvington-on-Hudson, 1961.*House, Cave 1959. Men. New N.Y.: Harvey House,Eva. 1960. The Golden Adventure Book of Archaeology. New Selden,-Scheele, Prehistoric George. William. Man Heinrich The and Cave theSchliemann: Hunters.Primates. DiscovererNewCo.,1959. New York:1957. York: of World Buried World Publishing Treasure. Publishing Co.,Nev; -:.Friedman, Freed,Man in Stanley. theEstelle. Making. ManDigging New from into York: the Yesterday. Beginning. G.Sons, EducationalP. Putnam's1958. New Mankato, York:Society, Sons, G. Minn.:1960. 1967.* P. Putnam's Creative Silverberg,Shippen,, Katherine. Portals to the Past:phia:York: The Chilton StoryVikingMacmillan of BookPress, Archaeology. Co., Co.,1963. 1964. 1962. New Robert. Lost Cities and Vanished Civilizations. Philadel- Garnett,'Out of Henry. print: Treasures of Yesterday.Co., Garden 1964. City, N.Y.: Doubleday & *Out- of print. Conn.: New York Graphic Society,The 1967. Morning of Mankind: Prehistoric Man in Europe. Greenwich, Stilwell, Hart. LOoking At Man's Past. Austin, Tex.: Steck-Vaughn Co., / . . WattsEdith. Archaeology: Exploring the Past. Greenwich, Conn.: Memo- Unit Two / 33 , '',:' Z. A.-- 4 ----"-- ' *-Suggs, Robert. Modern Disco'veries in Archaeology.'1965. New York: Thomas k.,.., White, Anne. All About Archaeology. Newpolitan York: Museum Random of Art, House, 1965: 1959. Turnbull, Colin. Peoples of Africa. NewY. 1962.Crowell ,..1:45Tk: Co., World 1962. Publishing to., .: Wyler, Rose, and Ames, Geirald. The Story of the Ice Age. New York:The First Men in the World. New York: Raridom House, 1953. Vlahos, Olivia. Human Beginnings. New York: Viking Press, 1966. . . Supplementary or ,Substitute eading,.. Materials Harper & Rov..;, Publishers, 1956. asHuman thatthe main are History, tooreading difficult could materials be forused for titer the toThe parts supplement following of the recommended thebooks, course with or anreadings to easier serve reading level than the Patterns in .some students. It should be kept in mind HowbecausePatternsrecommended Man of in Began. its Human logical Westchester,supplementary, History rationale is and the easy-to-read thoughtful plan that thesequencing texts teacher are: Bateman, ofshould ideas. follow Three Walter, Beriefic Press, 1966; Dickinson, Alice, whileIntroduction,'that thePatterns supplementary Lesson, in Human II, Search materials History for Ancestors usesdo not., basically the Teacher's an inductive Guide method for . Bateman II (13), III (19-25), IV (26-30),Books,Howell,The First V1970. F. (31-34),Book Clark, of VIEarlyStone (35-38), Man.Age Man. VIIYoung (39-46). New Readers York: ed.Franklin New York:Watts, Time-Life 1962; and Sw ProblemIntroduction, I, Lesson Lesson I, Ice III, Ages, Fossils Dating HowellBatemanHowellDickinson I (7-20), II II (23-28, I (14,II(1-5), (30-36), 18). 37).III (9-17), III (38-55), IV (20-21). IV (57-68). Problem I, Lesson III,II, StoneSkulls Tools ow. HowellDickinson VII (28-29). (71-85).IV (17-19).(920-21). Problem H,II, Lesson IV,III,I, Evolution LanguageBrains-Tools-Society and Race DickinsonBateman IXIX (7-12).II (62-73). (74-78).(5-9), V (27-34). Problem III, Lesson IV,III,II, HuntersMousterianCave Art and MindGatherers 4 BatemanHowell VI VIII (87-94). (49-50).(46-48, 51-53).- c Summation,Problem III, LessonLesion V,III, Mesolithic Psychological Man Fallout -HowellBatemenDickinson VI (94-105). XI VIIIVI (78-81), (35-45), (57-62). XII VII (82-91). (46-56). Ancient34 / WorldUnit Inheritance.Two Sd 34.1 (11 min.). Some, Suggested t F&sils: Clues to Prehistoric Times. Sd Films 842.1 (10 min.). DinosaurBeginningAnimalsBeginning ofAge. ofthe ofHistoryStoneHistoryBronze SdIce HistoryIron 683.2 Age. (13Sd 904.1Age.min.). Age.Age. Sd (16.min.). SdSd 308.2 310.2309.2 (20 (15(13 min.). min.).min.). Totems.StoryPrehistoricPrehisioricAnimals`of of'Prehistoric Sd MarrinImages.1225.2 Northern (15SdMan. the583.2min.). Sd Tar Europe. 637.1(17'min.). Pits. (10Sd Sd min.). 574.2 (13 min.).809.2 (14 min.)? UNIT THREE Emergence of Complex Societies Unit Three / 37 takesbroadensIntroduction the family group within which earlyThis manunit begins lived 'andthe concept of group living development. It. it into the development of a society. The early What caused those`Whatsmallten peoplecausedform family of aliving communication?division units in develop aof group lab ©ra towritten Whyand develop what didn't form were a ofwrit-the communication.?these members divisions? of the emphasiswhichhunters, should of this be unit includedWhy should did inman be this starton unit the living are: development in large groups? of tribes, gatherers, agriculture, and cities. Some questions -.What were sent-dayHowWhatthe roles didwere man? theyof considered art differ and religionfrom to be those crimes in early.of early civilization? man and those of-pre- forearly civilization \ -* -How did man useWhycities?WasHow animals'? were didthere womenagriculture a relationship the begin?first farmers? between agriculture and living in How did a civilizationJarmo?existDid all today? liketribes Babylon dev arise out of Sumer and p into a complex society? Do tribes still 1.. Topic 1 Jarmo Content LESSON 1 theytoolsStudentsObjectives suggest. from should other beartifacts able to and distinguish to speculate typical on hunter-gathererthe way of life genceJarmoAnthropologyp. of1. Complex Societies Curriculum (New York: Study Maemillan Project, Co., The 1971), Emer- studentsDeVelo pment to develop inductively conceptsThis of lesson culture begins and human. a series of lessons' which will lead the facts;ConceptsThe apd artifactsfollowing hunter-gatherers. and ofGeneralizations terms a culture need reveal to be muchunderstood: about the , culture tool, itself. arti- A.bytivenature,these L.step that Kroeber conceptsinductively,concepts the students and whichin Clyde mind:Thebut be complementallowedit Kluckholn,is perhaps teacher, to develop wellone eds., for another. thatbackground, Culture:these the concepts teacherIt ,Ais,impera- Criticalmay havestep read 38 / Unit Three ..,, .Adaptation:ofHouse,Review1968). Culture n.d.), of bnConcepts The andthe CulturalCliffordConcept and Geertz,PresentDefinitionsof Man," "The(Chicago: Y. (New, A.Impact Cohen, Aldine-Atherton, York: of theed., Random Concept Man in suitananimalspleasure? interesting his needs.through`breeding? Should examplePerhaps there some.ofof be man's control the using studentsThe and case changing would study be"`A animals interested New-Breed to Solves over man's manipulation of a Problem," p. 113, is relateask questions these functions which indicateto the basic the functionshumadneedsTo develop of thethey these artifacts concepts and inductively with the students, serve. thein asking library their to discover science the teachers limitations or doing in cross-breeding animals. LESSON 2' some investigating in Read "Man Matures," Frank J. cappelluti and Ruth H. Supplement .1 Heights, TheConcepts following and termsGeneralizations need to be understood: Neolithic Rei)- WhatdencehundredsN.J.:Grossman, does does Field the ofthe authorthousands Theauthor Humanindicate give of gearsthat was Adventure man's wasstill missing?successful?. fight (Berkeley against Why Do wasnature this for . Educationg Publications, 1970), p. 44. What evi- you agree? so TheducingChangesolution,domestication. development food, in onecaused of aspect agriculture great of changes,:kn culture, transformed such all °their aspects-of culture. as eman means society. of pro- important?cultural revolution? What is the meaning and significanceLesson '2, Ch. of the5, from agri- Kenneth S. Cooper, Man and Change Supplement 2 StudentsObjectives should be able to identify at least three respects in whichoftopics(Morristown, Animals," analyze§ "Use and p. the N.J.: 111. Control differences Silver of BurdettFire," among p. TheCo.,the 110, keymotivational 1972) and terms "Domestication considers recognize, technique, the Teacher's Edition, p. 111, Development"newhunterwhich -Jarmo gatherers.kind .was of presumablysociety," significantly from that different, and thus o_ f 'Pleistocene a t aboutactivityuse,110, control, man's gives then anddiscoverythe uses author'schange the sameof couldviews the key uses beon termused. theof fire.useStudents schemeThe offire: The first couldfirstto developmental hypothesize reading, read "Men Learn to Use Animals," p. 111, to p. onceoped.hunter-gatherers, specific The teacher and detailedthe background idea of the providedNeolithicBy comparingRevolutionfor this lesson Jarmois devel- with the society of the Pleistocene is at Whatdodiscissioti:donsget youthecontrols concerning author's believe The are views teacherman therepets, uses onoverp. may 111,how other man's raise mencould living such first be questions usedthings toanimals. forstimulate his The benefit? a ques-' class use of animals for work or as these: Why speculationture, concern Read "The Agricylfural Revolution," he Human Adven-45-46. As 'the students to comment heSLpplement beginning of agriculture. Encourage on the authors' difficultthe students for scientists to imagine to discoverother possible theThe answer authorsorigins. to this say,Why question? that is the_tse of agriculture spread cornit -so developmentsthat man is incontinually ways that seem adapting sensibIetoThe to ".Visual him. Summary" exercise, The Human Adventure, new circumstances and Unit Three / 39 p. . nitythisparatively indicatedid the farming. about ,man's Why doabilities you think andThe this attitudes? authorsWas say that most likely the women of the rapidly. Why do you" think this was so? What does so? What effect commu- venture,48, could pp.be used 48, to50, reinforce 51, 53, time54, 55,conceptsThe 56, pictures can and be graph concerning used skills. for in- Neolithic culture, The Human Ad- Humaning?tionships?do you Why thinkAdventlftre. noti. Do this women has Ask had in themAmericaon future.male-female to try today toHave answer do themost thestudents roles of questions 'the and studyfarm- rela- ill' the pictures on pp. 44; 46, 47, The . ingwhenquestionsshoulddividual, evidence they challenge group, asked observe such or are theclassas evidence. the art,students exercises. kinds artifacts, It ofto could questionsuseThe or bonestheirbequestions ppinted imaginations. thatis only inscientists out the part that captions of find- The askthe recordwaswanttothe encourage, captions. doingto it point in artisticbut This outmutual also mightthat expr6ssion. that effortthe be heartwork a and goodhad exchange enoughactivitynot only foroftime indicates views.small and You abilitywhat might man to group work 'truth.printedtivenesstentativeproblem The matter. ofanswersstudentsof unravelingwhat Having istheyshould an theimportantread them alsopast. in wrestle be textbooksAsking elementmade with questions inas the the well howsearch and as and informing for other why the aware of the tenta= whichUnitman's47,48. II. life.Discussproduce A changeReinforce the' other made effect thechanges, in "systems"of a farmingsystem etc Alsoideatriggers andRead thattamingemphasize "Varming off otherof animals thechanges,Is Improved," point The Human AdZnIture, as developed in pp. on isquiredy.ou,questions a short-review but to decipherit M emphasizes the of captions theman's past. the first may tough million seem intellectualThe or frustrating so "Survey years. work of to Early themthat is Man," and re- The Human Adventure, p. 57; Topic 2 aboutAnalysisSumer their of cultureswritten textsand pointsleft by toearly differences-between societies reveals much hun- ) ContentSocieties,Deciphering p. 4. cuneiform writing The Emergence of Complex differentTheter-problems gatherer analysis kinds that and of ariseof writtenfrd-producing interpretational in the records analysis kinds left ofproblems ofby fossil societies. early and comparedsocieties artifact remains. with poses justice,ConceptsThe following status, and aml Generalizations terms role. need to be understood: cuneiform, law, leastStudentsObjectives one ofshould the texts. be able to su lk: est a modern equivalent for at . 40 / Unit Three fromaboutStudents texts difference's should as opposed be in ablethe to thosetype to offer ofdrawn inferences at leastfrom artifacts.one that generalization Can be drawn theidea invention of learning of writing.from artifacts. The Lessonparticular 1, Ch.example 3, Man used and is Change, pp. 38-44, explores the Supplement DevelopmentseveralStudentsof the differences society should that be between ableproduced to identify,the the culture texts. on of the Jarmo basis and of theTexts culture AE, groupManymotivation projects.of the and recommendations "Adevelopmental Puzzle," p. 42, couldactivities, could beIn usedbethe pp. used Teacher's 39,for toindividual43 stimulate and Edition T-13. or a there are numerous suKestiousfor tionsInand short, ofthe writing, type writing of thesociety is viewedkinds in whichof as needs a means oneThis that can lessonof gave expect adaptation, riseleads to tofind the writing, i culturalwriting.students to consider the .various func- changeclassminoritychangecould discussion among be involving groups,mentioned people. on and the such Current youth.as question examplestopics. exampleg of as change ofrole change of and controversial and status andresistance resistance. of women, issues to to artifact developed to satisfy needs and to secure life. LESSON 2 LESSON 3 4 4. cieties,CuneiformContent p. 5. 'text translationsThe Emergence of Complex So- band-levelStudentsObjectives will and state-level handling of wrongs in terms of sta3 . be able to describe the differences between .ObjectivesStudents are able to identify status names in the texts. Mbutiwrongs.statusestus/rolei. society. in SuchFor _this example, positions society there whose or "offices" function are is notto settle appafent disputes in the or are specialized social positions of' et 4 simplerStudents are able to describe this society and compare it to societies (hunter-gatherers and simple villages like wrongsNot only but thereare there are formal formal positions related to the handling of procedtres in this society in marked A Jarmo)Developmentthe intexts. terms of the kinds of status relationships implied by Developmentcontrast to the ad hoc procedures in Thisthe Cephu 'lesson story, refers back to a lesson in a unit not a part of this studied..cuneifo)rnthin compare' tablets, this identify the status Inpositions this lesson in Sumer, the students, and using written texts .taken from society' to the earlier societies already ,studentparison.portForestcourse toto read Peopleofthe study. class."The (New CrimeItThen should York: theof Cephu,"notstudentsSimon be difficult and Colin will Schuster, have M. for Turnbull, athe basis 1961) reacher for The and com- or re- a , Content LESSON 4 Therepeoplereligion. is ain connectionAll the revealsociety. the beliefs and the value among a society's art, architecture, and systemUnit heldThree by the/ 41 Two Sumerian statuesThe Emergence of Complex Societies, - p. Objectives ConceptsThe 13.term andartifacts Generalizatibns needs to be understood: values,itiesideaStudents thatand and architecturestyleshould social of be a. organization ablesociety reflects but by:also (1) its analyzing fundamental to indicate their understanding of the not only the technological capac- the--, functions concepts, Comparison of the artifacts left by a society . over a period of functionsof the largest of the architectural largest architectural structures in our society versus the structures in ancient so-, undergoing.timeObjectives helps to reveal the kinds of changes that the society was . cieties;churchcommunitymultiplewhere (2) duringin purposesdeterminingcontemporary churcha modern of invariousthe religioussociety.terms .significance of service; the social of andwho functions of rooms and spaces of a modern (3) analyzing the sits or, stands the StudentsSumeriantexts and can shouldsociety vice propose, versa. befrom able at the least artifacts one significant that to state *hat one can know about , one cannot know from contrast between T. Development Analyzing artifacts from other aspeCts of Sumerian culture, c Developmentthe Sumerian artifacts and the JarmoThis artifacts. lesson continues to develop the concept of culture and referencealsoSumerandthe notices student is madewholly that continues toin theirbythe the tostudy develop of Sumerian artifact's counterparts in contemporary processsociety. of induction. The student a view of the total culture of frequerit society.ofthe Sumerian process of artifacts adaptation and whatby describing these functions the possible tell -functions us about this Objectives LESSON 6 TheConcepts following and terms Gener4lizations heed to be understood: archaeology, reli- LESSON 5 Studentstheirconceptions historyearly shouldshould of the be be andgodsable able later. toarecast orto supernaturaldistinguish the author's andforces describe description Sumerian of t at two points in the gion, site, architecture, and sculpture. master-servantactivities centering relationship. around the temple god in terms of .the ..1 42Development / t Unit Three LESSON 8 orderhow theand Sumeriansmeaning. structured their livesThis lessonby deali 'with the function of art and religion, of imparting to it - andTheConcepts complexfollowing and society. Generalizations terms need to be understood: civilization, state, C TheConcepts term andchronology Generalizations needs to be understood. LESSON 7 ObjectivesThe(what interaction is commonilsOled of a civilization). many factors produces a complex society ifAn the understanding meaning of the of eventsthe is to be understood. sequence of a series of events is useful civilizationfactorsStudents in is.should shouldthe be be able able to toidentify 'say what points a stateof interaction emergence and maintenance of complex societies. is and-what a among rizationutilityperiodsStudentsObjectives in ofin understandingshould thisa time information be order, able the tobut iscultural onlydefinitely for purposes not important. of immediate put the names of the protohistoric sequence; long-term memo- ofDevelopment a civilization, the traits that distinguishThis lesson complex leads societies the students to delineate the characteristics Studentsandrelationship excavation should between levels. bebe ableable various toto demonstrate describe "period" several names, understanding trends particular or devel-of sites, the otherthatofthefrom cultural students orwriting. thetraits traditional development.of to civilization? seeWhat the societies. is reciprocity its The function? cultural Again among, thereHowfactor these isdoes emphasized an various it relate here to the is attempt to get - aspects literateshouldtecture,opments period also 'domesticated during bein abl&tothose the protohistoricterms. characterizeanimals, irrigation period;at least agriculture, e.g.,Uhaid religious and theetc. Proto-archi-They Content LESSON 9 Development This lesson develops two understandings: first, the se- JarmoSocieties, co Sumer_ p. 26. to BabylonThe Emergence of Complex . understandingiousriseBabyloninquence of aspects civilization; other of is culturecentral words, and tosecond, duringfrom the entire the thethis Neolithic courser,reciprocity development. revolution The tolatter the of developments which' led from Jarmo to Sumer to among the var- TheAConcepts termcharacteristic differentiation and Generalizations of complex needs societiesto be understood:, is differentiation Of roles andpresent. statusesthat is, distinct functions and lines of authority are Sumerthese categories, to one another. and to relate the particular characteristics of "Uriit Three / 43 differentiationObjectivesStudents should and be to able distinguish between to demonstrate an understanding of Protoliterate rulers Development* Having seen how the process -of differentiation resulted in a Developmentroleappearanceand distinct Early Dynasticfrom in Early that.of xulers Dynastic in times of a kinglike figure with a temple high priest). terms of differentiation (e.g., the a , somethatheterogeneous hold of the a0leterogeneous integrative society, farces thesociety studentsin our together. society.. examine the many forces Have them identify societies.plains how this social' trait is This lesson develops the concept of differentiationa distinctive- and ex- feature of civilized ductivity,.4yrnmetry,TheConcepts f011owing and Generalizations terms integration, need andllifferentiatiat: LESSON 11 to be understood: scale, pro- TribesContent LESSON 10 Objectivesanother.entiation,Certain are useful in distinguishing 'one kind categories, such as .scale, productivity, and differ- of society from TheConceptsIn terma complex integrative and Generalizationssociety forces integrative needs forces, such to be understood. as religion, patri- gratesgrativeStudentsportingStudents ourmechanisms: the societyare are idea able able (e.g., thatto to identify _demonstratemass media) familiarityand a differentiated society must have inte- at least one mechanism4 that inte- compare it with thewith evidancd sup- gether.otism,Objectives and *, mass media, are necessary to hold the society to- Developmentsmechanisms that-might have integratedThe characteristics of Sumerian society. theis,productivity,with categoriesStudents they regard should should Comean, asynimetry, bethe ablebe followingto ablecharacterize to integration, demonstrateto discuss categories the the and Sumerian understanding ofcharacteristics differentiation. information: of of data under a statescale,whatThat theditionalintegration,discussed.summarized course. societies The and andale five analyzeddifferentiationby the categoriesscale, significance will be of a complex or cixiliz d society are, used throughoutwhich theproductivity, complex a these char teristics is mmetry, nd tra- st of 44 / Unit Three -Falls, C. B. The First Three Thoitsancl Years: AncientTigris, Euphrates,' Civilizations nd, of Nile the , and ever Valleys and the Mediterranean Sea. ReVerences for Teachers Stilwell, Hart. Looking at Man's past. Austin, Tex.: Steck-Vaughn Co., , Honour, Alan. Cave of Riches/ The York:NewStory York: ofMcGraw-Hill.Book the Viking Dead SeaPress, Scrolls. 19 Co., 1956. New , ,r t 0 . Winer,Unstead, Bart. Life in the Ancient World. New York: Random House; 1961. J. Looking at Ancient History. New York: Macmillan Co., UNIT FOUR

4 The Rise and Transformatiori of Civilization Unit Four / 47 \ Introduction As a Model of Cultural Change ofhave how the thingscould imagination be to betterdream withof an a easier, few innovations. fuller, and safer So their life, t practicetwotion,inquiry previous culture, much method andunits. that thehuman has Thus, three been nature thisbasic learned unit developedinterrelated summarizes inThis the unit twoinductively concepts develops anthropologyand puts of in adapta- furtherinto the and explicitly by the concept- thralledownmodestendency inherent of by toadaptation.to their seekseek tendencies extant theout securityYetnew culture. isolatedhave ways; of for old more groups -the ways effectivemost of is humans counteredpart and remained left satisfying by to theirtheir en- courseconcept,tions,units and and and generalization,at understandings. bythe most same social time and develops scientists,For understanding a clear new see definition concepts, Kenneth as ofused generaliza-S. the Cooper, in terms this . responses;wlenand groups these which failmust to makeprovide--developed decisibns,-but adequate as adaptations guidance, Habitthere and to circumstancescustom, no doubt, usually reign when individtals are times of crisiswhen traditional developed,BurdettMan and Co., Change, the 1972), most Teacher's importantpp. T5-T6. Ed. are Of (Morristown, those the new of cultural concepts N.J.: change, Silver td be mostcontemporarywhich people have sincebecome circumstances. ceased Confused to exist,In suchand do gropemoments for ofmore history, adequate when not fit the demands of . lyments.calideology and framework usedTo or this orientation,to end,whichanalyze the may concepttheand be transitionstyle. used of toculture analyze fromThe is foremost thedeveloped historical traditional objective develop-explicit- folk of this unit is to develop a theoreti- totendencyintowhoways, a new theirare ideas morepattern own.to andconsolidate perceptive During programsof social stable habits and andof action, technicalperiods--however,reflectir-,have.a and beliefevolved r after by chance adaptingthose people very have them few ationships. to come a ----and-reintegration which are present in a society in transition. ~ancient civilizationstermsor tribal will of to theexemplify the model complex ofthe cultural forcesurban orof change, civilizeddisintegration,.Change the societies. rise and and transformation Vieweddecline inof are processes inherent in-human _tom andinitiateuphistorical perpetuate the routinenew pio'cess culturalpatterns of is habit change.to of identify thought to which those,bas and humbehaviorThe c variablesfirst step, that then, in analyzing ultural chagte s are inc at disrupt cus- andeak thecalculture.affairs, historic2.process.developments,nature Toand ofunderstand thus culture must either change, political, be past considered oror social, inpresent, other economic,when words, we the studyand nature ideologi- human -of we must understand theenvironment,sapiens;universal culture, (2) dimensions: a'the precipitatefor habitat example, (1) or from, thenatural the biological densitypast environment; eventsAll of equipment humanpopulation;-and ,which (3)action, has the of inHomo 'socialbeliefs, part (4) and behavior are framed by four ittendcustom,and is familiar, soto isattract and every routine,safe, powerful human and which, dependable. emotionalsociety. once Humans attachment OnestablishedEaCh the areother human Simply byhand, beingrepetition, becausehumans is dominated by habit most of the time, prone to habit, suchconsequence.astaken they as its cultureexisted character of that atthe as somealready selective a consequen point existed; force 'ofThese a four universal dimensiOns of hu i the 'ast And in part asf thea first three variables historicalati precipitate existence may be 48 / Unit Four willalterregarded give the degreeriseas basic to theof variables, adaptation need for thenew provided change culturalWhen ofby developments. any the we oneculture, take of which the and long thuswill view of man's history, from its pre- whichcultureto changes is or an inthe independentthe movement social and variable. ofPolitical the historical aspectsThus,The 'historical there of prcicess, culture. are manyprocess none' variables ofis determining the change of dealingvariablecarefully,ahistO 'c originswith dealing as awe much(say, withdid from shorterinthe Unit biological about span2, "Originsoneent of equipment millionhumanof the of first yearshistoryHumanness," ofneolithic agoman. this until But issocieties), notthe in it is necessary to consider howcalpurposevariablesengendered process things in but focusing is happenby -alsosimply a complex among onin to these humanlead thereciprocity factorsthe variousaffairs students contributing or, aspectsnot to bettstill,. onlydevelop of toamong culture. the histori- these The a sensea sense of of relative(althoughnecessary,tivelytant variable togashort biological not million period, becausein explaining changeyears such man ago) asinhas cultural thatman butstopped since becausehas developments probably evolvingthe itadvent is notslowed biologically ofanover neolithicimpor- down a rela- .howsimplisticimportant,thingments. things happened It explanationsdon't is tofrequently happen,set in limits the of to past;impossible historicalon know whatbut whatit is andis to plausible posiible, is knowcontemporary Wrong exactly and with perhapsto hoWpopular develcip-know some- how more today,theofsocieties. the -following last and 5,000 perhaps factors: years, in certainit (1) is necessarythe instancesnatural toIn environment take analyzingin the into past, consideration the orit dynamics ishabitat prob- of cultural change of any society -changetraditionalitsthings within ideology. didn't a chilization,to andAsa complex wedon't shall is happen. markedsociety,, learn inby as this socialwell'Any unit, substantialasand anythe psychologi- changekind-of change fromfurther of a a culture will involve changes in situation.);doneablyofnatural thebetterwith population environment it to(2) (Sometimes broaden the social and butthis the itenvironment alsoiscategory pressure called what the tomartof for encompassecosystemthe has, example, population for betteror not thesimply ononly ordensity liMited worse, thethe andethnicdesperateconfusioncal the unrest. strains, rapid of desire Increasedsuccessidn thevalues, decline to reestablisha social senseof ofnew oldmobility,of fads disorder, beliefs a senseand the fashionsand aof mixtureloss orientation.ways of bring identity, ofof conduct,social about When and anda ra' ,seenbehaviorgroupmentresources; by mostto through havenot historians easily (3) to most copethe reconciled contactasof with the modesmainspringrecorded withwith oftheiralien thoughtpast, for own cultureswhich historicalfor traditions and; without patterns develop- such(This leads -of con- is a tion;ways,dominance.ingshared ways and aideas prevailing ofa Gradually,- newperceivingand idealsscheme ideology are andfrom ofchallenged believing arisestheorientation, welter to copeandemerge of breakconflictinga with sense and down,the"new.situa- competeof ideasidentity, conflict- and.. for precipitatewellofcestraltact culture, menas patternstechnological would offor the example, of not past life.); have whichand (4)religiods, beeneconomic; the acts processstimulated as esthetic, a kind(5) of the inventioninof tosocial, existingfilter change determiningpolitical, cultureor theirall areas an- as aspectvariousorder,peculiar and of aspects culturevalue, to man of is mostculture. amongdeveloped. purely Ifall culture animals,mental, issues al thenand a from sense, sinceit is a_mental the ideology most abilitybasic is thatthe most distinctively human of the -discoveriesaspectgrativewhichwhat is ofis characterandborrowed boirowedculture, inventions forof shallor culturewhichexample, rejected once be incorporated, they the from are economiccauses made;alien developmentsand cultures,and aspect what (6) whichthe happens how inte- in leads thatone to butbythisorientingand bread also end.direct hisalone himself, psychicindicator and sincesome needs, dour heof humanness. hisboth-must most satisfyrational creative Since not and onlyefforts man emotional, hjs does have physical not been by live to At the root of ideology is explanation. Ideologies explain to cogency of their supporting principles of ideology. For aspira- Unit Four / 49 asdefinedmanandthe essential why universe the as heend that tois, tooperates, hisparthis which identity origin ofhis howculture imageand or the hisdestiny. struggles.environmentof image the Ideologiesworld of Anhimself maya ideology person explain be A dealtperson's defines may how with, be gatheredsymbolscivilization.tion, not authority,towardby whichAn aideological focus. isthe the energies motivater, of aspirationbuildersClearly and aredistinguishable transformer-of worked and from but not independent of the principle is an organization of I himwhichence,ideology by or is providing evenessential does itslirger not, to answrs then, part. encompass toIt thedoes, fundamental however,,embraceithat his total range questions of experi-. as part to his` sense of being, that part which orients asexpresses unlikeconceptwell as ideology, aofa culturalpatterned ideology it phenomenon, is is waynot the expressed ofconceptof perception but directly. itstyle. is and-expression;in Likeits Style cultural ideology, is a personalaspect butstyle whoingtionof hesignificance, himself. of is, an where ideology In heproviding a is,clear is and that sense why an it providesindividual heo is.\ himFrom with with a role, a role: an'ideology a feeling tk 'e individual's perspective, the most impOrtant func- purpose, and a means of, fulfill- confrontsive,thatmodels we a simpleare us.of most

r

UNIT FIVE t,

tor Medieval Civilization's: Europe, Islam, aid Africa Unit'Five / 107 changingtural-diffusion,Introduction circ mstances, the evolution andThe the of agreatunit cultural onman the system in Middle history. in response' As deals to with three concepts: cul- gleanedlearningintellectualGreek,artifacts. Persian, throughout andThe foundation systematic role and of theEastern the forIslamic translation Arabs the ideas modern Empire as was preserver into aage. made crucial Arabic The possibleand oneMoslem of transmitter informationin thelaying love subse- the of 4 intellectualroughly,usedIt -by A W convenience stern historians to ismark tonot mark 'offa preciseThe aoff distinctly ter the. term, period evendifferent ofin time,-Western cul civilization, but is an . MiddleAges,500-1500, or between Medieval the civilization, classical and is one modern that is eras: quenttioncultures.throughout agein. Europeof It science isthe an earl),was oversimplification in merely theMiddle Western-world. a mixtureAges toinsured ofsayIn Roman thatEurope-the a steady Medieval law exchangeand continuous civiliza- organi- of migrations, raids, and invasions becauseregionssignificance.Westerntural system ofAfricathey the fromThe developed world and civilizations the the areones Moslem logicallyduring that preceded world,the included same the and timeterm in followed the periodhas same even it,as unit lessForthe that developed in those two Crusades,tion.latedtribeszation The andand wassocieties impactGerman tremendously o thatenergy intermingled, and significant. strength. acculturated, In truth all and the assimi-various . ontributed to the evolution of Western civiliza- t Islamic world, particularly after the Midthreeofleading .their cultures because poweru anin andboth thekingdoms influence. weresame flourishing unit or theAnother is Islamicthe civilizationsrelationship reason Empire for were includingatthat the middleexisted height all, eras is mis- Ages in Europe. However, to infer that the Western encouragedtheme.also,course, there Inthe each ismajor to ample 'see of theme thethe opportunity culturessystem of the t entirestudied, to demonstrateThe year's the concept course.students and ofIn review should manthis Unit, andthis be societies in adaptation is, of at evolved and understand, the flourishedamongtomodern a decline them. duringera Islamwhichin he. influence.a time expandedinfluence foll inwed, of-bothwhich andofthe theEurope rithetl Mosleme WestArab was Africanand worldweak. African Duringnkingdoms both worlds. Africatke and Europe of Europe will correspond "institutionsbasicperceive.interrelatednessshould problemsthat 'alsothe developed inner of of logicthe life helpedparts ofin theways of the, systet that people made to.%cive sense to their them. It be stressed that institutions evolved'{ graduallysystem. The students shoulds and understand that the Westernenceswas'thelogical significant. inisleading had Sudanic to great include Thetermimpact cultures. the cultural Middle three on For the Agesdiffusioncultures all evolution of as the thein above thetitle. o samethe reasons European u it seems and slamic arts and sci- t, even with armedtribes,Europe.Athrough good retainers,were time,Whenexample a thatsecurity it knights,became theyis threat,did obviousto not hel the spring kingsthat upoutside or full/ local blownforces, chieftains overn barbarian paid the evolution of the feiidal system in rotect their kingdoms. As the t. withinunderdomsspreadrfrom andone the thegovernmentlands society Islamic guaranteed to Empire society. and the-diffusion the In widespreadCultural bothphysical ofthe ideas, diffusionWestextent trade customs,African of carried theis the landsking- and processon by which culture traits knights,ful,forcatedequipment their it and was services,for expensive, andnatural their, training Since military that the ofmone5,grantskings these services. had of wasreta landt scarce A wouldfeudal and contractbeland given was system plenti-to the ers became more sophisti- more than subsistence 108hadevolved / Unit certain Fivein which duties eacheid obligations. party, king andEach knight, vassal lord would, and in vassal, turn, thoughtof social of forces men." which change the shape of the world and the- needsthatvariedcrop.protect this'adaptive Theof in the the detail entire-feudal peasants society from system which onplace systemthe evolved developed to land place. became inslowly return-The it. quite overpoint for complicatedtimea stressed portion to meet hereof andthe is ofstudents.course,to cultural place on on system, the the interests three and concepts the and great abilities of mancultural Theof in both kindhistory, -diffusion, the of teacher attention depend, evolution and andof the emphasis that the teacher wants Charlemagne,oped.bringpire, The likewise up connectionsthe Mansathird evolved major Musa, throughof greatconcept, and time leadersAskia Thewhich to meetwithevolution such is needsspecificthaf as Muhammad, theof as the theygreatsocieties African devel- 'man kingdoms and the Islamic Em- The Human Adventure, pp. 254-287.The Man following and Change, textbooks have materials on this subject: Europe pp. viewedleaders.thatin history.history asThe part more of the accepted stream view of history is thatMost and great that historians leaders it is a should combina-today denybe the great man theory of history, is really the biographical study of significant History,pp.199-207. 168-213. pp. Living 135-171. Men World-History, and Nations, pp.pp. 188-234.-134-173. StoryExploring of Nations, Wofld Islam greatthetoday.torytion Arabman. ofand Thus,circumstances peopleorders-The if view conditions in it the that and 7th the indiVidual century, were great not manneither suitablepersonality stands Muh'ammacilnor for outside that a man produce's ofto unite any a to his will is held by very few historians ExploringStory293-297;The Human of World Nations,405-406; Adventure, History, pp.416-417. 156-10. pp. pp. 122434.Living 236-251. Men World and Man Nations, History, and Change,pp. pp. 244-255. 174-191. pp. .Individual,"Charlemagne"WhatKnopf,other E.H. man seems 1962) Carr, would and tois What Mansanievery have:been essential goodIs Musa. History? on isableThe this tq (NeWrecognizetochapter concept. do it.Yoil: l'eagoc;iityThe Carrin Alfred thesame says great A.is and-theon trueman p. 68,for an 544-549.280The = Human 281;'286 Men Adventure, - and288; Nations, 311-312. pp. pp.Living152-167. 255-258; World Man History,528 and -542; Change, pp. 766-782. 249-253; Africa pp. theoutstanding historical individual process, at who once is the at oncerepresentative a productand and anthe agent creator of ' Story of Nations,1724-79; pp. 446-459; 636-663. 582-590. Exploring World History, pp. fl Europe Unit Five /109 ContentMap work LESSON 1 flict,ConflictTheConcepts and Following cultural among and Generalizations diffusion.terms different need groups to be 'understood:of people has Barbarian, often occurred con- Concepts-andempire.The following Generalizations terms need to be understood: river, 'channel, and WhenofIfwhen thethe thepoliticalpeople, two groups cultures new arrangements come .arrangements have in contact prolonged of will with be contactone evolved. another. with each other, a people do not meet the needs 2., .Student§,,should;beObjectives able to locate on a map the numerous places't--4\ Objectivesboth cultures tend to change toward a new culture which in- ts of each. thatDevelopment will hold Prepare and distribute a map of Europe in duting this unit. the Middle Ages. Studentsmaketribes' some system shouldshould contemporary of bebe law able able and to to comparisons explain justice.describe the Students and reasons to analyze this should system.for the beGermanicsuccessful able to `4* ToursParisLondonEnglandHave 3 the students locate the following places: 'Rhine RomeDanubeRiverItaly River JerusalemThamesByzantiumLoire RiverRiver andbarbarianDevelopmentEurope. the development invasions and of a the new connection civilization, between the feudal the system,invasions in HolySpainFrance Roman Empire EnglishPapalNaples States Channel VeniceHastingsNormandy TheMiddleChristendom,"Civilization concepts Ages. defense,(Boston: Refer pp. 65-70 toauthority, Allyn the for two & the Bacon, andcolorful background theRead 1971), role maps Educational of "The for onthe pp.the ChurchRise 67rise Research ofand of Latinare the69. Council of America, Medieval ContentBackground LESSON 2 andtosome discuss authority. possibilities the meaning for class of these discussions.ReadReview The students Frank these 4171weappelluti might terms: wane Dark Ages, and medieval,Ruth H. Grossman, Christendom, The concepts in their lives today. Publications,Human,110 / Unit Adventure Five 1970), (Berkeley The Bgbarian Heights, Invasions," N.J.: Field- Educational pp. 220-223: theysatisfactory feel. that solution the author to ofproblems the textbook in life? is fairAsk in the his students if treatment soldiergDescribementstribes. wouldAskonthe German government,the be students more courage,em courageous laws, toin readbattle?_Do p. 'and and222. life-styleif comment' theirDo young you families of believepeople the Germanic could today modern act in a different man- on Tacitusi corn, see shouldsystemihg'sof the on Saracens, of seethe invasionsthis Magyars,as another developed is to and' establish example Vikings? ,in Western some of The man'sof Europe. the adaptabilityreasons The whystudents the purpose of the read-., to Whyanotherner wou1 it thel Way when his friends are with him?Ask, the students to comment' on the questions in the first a person act one way when b their families or friends? himself. an tookchanging place circumstances. amon& the groupsshould The amount also ofRead be,cultural noted.Kenneth exchange S. Cooper, that Man and Change (Morristown, Supplemental Lesson B 0,0.0 manicsystemifparagraph, therefamilies law someof system,justice?p.were 223.people responsible How who(Organized in wouldourdo you society for take thinkcrime, pioteCtion carewho our gangi,of trysociety people to from etc.)provide would who crime?in thewere theiroperate Ger-Are tooown tionN.J.:themselvesLand," to Silver the pp. rise Burdett 203-207. in of the the Co.,roles feudal This 1972), of reading system. the "Governmentsvarious can Ask be participantsthe used students Defend of Their, as an introduc- to put- these, system?weak to take care pf themselves? What is your opinion of this Supplemental Lesson A mensystemtheydescribeevents t did. (raiders,evolved howThe studentsthey from farmers, felt the should about breakdown local bethe rulers, able raids of to king).a andexplain strong Why They centralhow they could the actedgovern- feudal then as studentssions255-258. of reportWestern mightAsa backgrour,iTh-ts--.the onfind Europe,Charlemagne, it interesting you- might his to influence,9thdiscuss Readwant, and The 10ththeto and have breakupHuman_Adventure, century' legacy. a group of inva-Your his of "Barbarian Invasions," pp. the disintegration of a strong central Thegovernment..Read maps Man on andpp. 204Change, and 205"Feudalism could also and be Manorialism," used to explain Supplemental Lesson C pp. cens,countryAskkingdom the Magyars, werestudents among divided and hiswhat grandsonsVikings. among would the happen Ask as rulers' shown the to Askstudentsfamilies? the. on the Unitedthe students whymap States onthey top. ifwereread232. the and discuss the raids of the Sara- thebecomeasand206-207. a Middleconcepts ,simple 'familiar This Ages. associatedexpository brief Itwith couldreading the with alsoexercise terms is the bea suitableMiddleusedand to concepts asenable aAges.summary springbo theIt could studentsof d devicethe be terms used to ssociated with to their,the233.able various toAsk actions. get the awaywarring students Do with you groups it.to believe Theimagine in author'sthe that 9th themselves "Might century. explanaiiori makes Haveto be is themmembersrightN' given justify- is of on p. a specificcouldtionget the about leadstudents,to information the to individualgeneralized ask about questions fifeor type group in ofseekingthe information inquiryMiddle more Ages. into detailed presented. informa- This a search for LESSON 3 concluding reading on the structure of medieval society. The Unit Five / 111 ContentFeudal system emphasisevolved?should,responsethemes is'couldbe Howto stressedthe askeda certain didbe that,againit satisfy setevolution once andof thecircumstances. again,again needs of aoneare: cultureand ofWhat desires the The is course'skindman's questionsof the of adaptive people?culturemain that TheConceptsvassal, following fief, and feudal termsGeneralizations contract,-law, need to be understood: order, and justice. feudalism, lord, prevalenttofirstWhy medievalcompare paragraph did ittoday. developlife medieval couldwith It could thesociety be customs, waychanged be today.pointed it,did? attitudes,to An getTheout activity tltd insecond suchandstudents could valuesanquestion exercise be developedto inthose thatthe to compare 10thsponseA new centuries. politi91to the invasions and military that -occurredorder evolved during in theEurope 6th through as a re- willdescribesgeneralizations include somemany Aboutofoiceptions. the suchmajor a political,large topicThe economic, as section comparative "Feudalismand social cultures and Manorialism," pp. 259-266, ar- -Law,government.will Iforder, looka central toand more justicegovernment local are arrangements a cannotfundamental. protect for protection. responsibility its people, the of people shouldthroughoutrangements alsobe, thenotedbe that pointedMiddle werethat outAgesthese in thateffect or arrangements thein duringa arrangements particular the were Middlearea evolved notof Europe. Ages.uniform over ItIt a ObjectivesStudents should be able to describe the major components of betweensomemean?followingperiod duties ofWhat feudalism time questions: ofare as the some the andvassal circumstances What dutiesmanorialism? to do hisof the lord? wordslordand Have What needsto lord,histhe was changed.vassal?students vassal, the difference What describe andAsk arefiefthe StiftlentsdevelopevolutionStudentsthe feudal a should newshouldsystem.of the system. be feudalbe able able systeinto to explain explain' and the thethat, connection needs fundamental of the between people human the to ism,"codethein their food. of pp. chivalry?own good?259-260, words What life"The- didin the Feudalthe castle. women Contract," (WasHave do? it etc.) thecomfortable? p. 260,studentsWhat and read"The Was The Human Adventure, "Feudal `j' was the ing-toGivenproblems role-playcertain thatsuch backgroundall asvarious:situations. societies protection, mustinformation, order,,j face and and students try justice to resolve. should are persisting be will- .basicsfeudalhavemutualDuties of demonstrated thesystem, ofrights Lordfeudal and youand system. duties Vassal,"might that can wantThethey pp. be ideathem understand260-261.pointed of to 'speculate out. This theAfter section nature the gives students of thethe a contract involving on its merits Adventure,De'velopment p. 254, could be used either Theas an one-page overview or as a summar:y (*Feudal Society," The Human and knightslordsthesystem?as a better system. in hadthe Do of firsttoward they Wouldthe place? deal?believe the they peasants?WhatHow thathave attitudedo either liked they the dotosuppose theyparticipatelord supposeor lords the invassal got the such tolords got bea44. 112 I Unit Five See "Feudalism and Manorialism," p. 259. Have the stu- question being\ 4+4, LESSON 4 dentsan,as ed? theread Recallinability the first the of paragraph.raids the bycentral the What Saracens, authority is the Magyars,basicto provide and protection Vikings . Content -go4rnmentwhichabilitytionin their eithera in groupneighborhoods. meeting from of people,thehis neMiddle You Cls feel shouldmight Ages threatened askbe or emphasized.them contemporary and to role don't - playa .have times situa- a"'- in strong enoug to protect them. Again, man's adapt- ConceptsMilitary system and Generalizations discussesthesyste s stem. the Tfrepoliti pictures al arrangements. of the castles The and"The diagram the1 Feudal inquiry on theSy questions feudalem," pp. 76-77, in Medieval Civilization,p. 77, i,portrays very simply the hierarchal make-up of Thechivalry, significancefollowing knight, termsof jousting, myths need and and to mythology heraldry.be understood: should be tournament, grasped. 0 should pro . 1 to be stimulating for class or group activities. ,Supplemental Lesson D cavalryTheunderstood.Epic central poems or the military and knights. their force place in inthe medieval Middle Ages literature was theshould armed be examplesComparefer? Why? ofthetwo each. Are waysboth waysof settling still used disputes. Studyin the Which theUnited pictures do States? you on pre- Givepp. 201 and 203 in Man and Change. defendTheresponsibilitiesA set level of themselves. values of technology calledof knights. Technology chivalry of a people evolved influences helps concerning determinemilitary the institutions. dutieshow they and tionsthey about more the similar similarities or different in the instyles style?ReadCompare of Makethe "The two thesome pictures.Judgement styles generaliza- of the of artworkGod," pp. in the200-202. two pictures. in Man Ar-e and Objectivesknights.Students should be able to describe the role and function of aboutmethodsChange. theyour Explain ofvalues assumptions? settlingsettling ofthe the disputes.assumptionsdisputes? Middle What Do_youAges? doesWhat of thethis does believe personsreading your they whoselection answer are Used suitable revealreveal these . hadStudentschivalry. on technological should bebe ableable developments toto explain explain the andthe effect majorsocial that ideasdevelopments. military concerning needs A it* evolved?Change. Why Why do do pin you suppose suppose this this method happenedRead of "Reason resolving in the late Rather disputes Middle than Luck," pp. 202-203 in Man and Developmenttomilitary a special system place that in societyrequired for special the military training man, and theequipment knight. led placedisputesAges? in the What related Middle does to Ages? the it indicatesystem How developedis about our present changes in the system Middlethat ofwere Settling.Ages? taking . tion helps answer the question concerningThe sectionthe military "The defense'Knight," pp. 71-75, in Medieval Civiliza- Unit Five / 113 turesthatforinterest. was onreports allprevalent The five or inquiry grouppages during questionsshouldactivities. the Middlebe within examinedWhy Ages. the..weren't textfor The motivationmountedcould excellent be assignedsoldiers pic-and knighted,reportsforceties the of on popular tournamentsthe the weapons training image forandand of knighthood, whatthe jousting, armor knighthoo of the t the eisure leremonyactivitiesknights, ofof being thewas activi- like. Student 86-92,advantagesveryknights effective include cause and before somethedisadvantages rise thegeneral of Middle a feudal comments of Ages? the society? knight"The What on Age inchivalry4ta-sfory were battle? of Chivalry"some How of didthe and "The Stories of Chivalryx",p.p. beiisedTechnolsigical-rlian-ge"someknights,the-students of to the stimulate idealsstudents. might of thinkinglike chivalry, Theand to "Obse,rvingspeculateend and ofetc., inquiry.Other unit shabout Jousting,"activities or try questions to"Observing find that d be of interest to p. 271, could answers sion:prejudiceaboutused forAsk Roland.Christian-Muslim,attitudes individual andthe students ethnocentrismThe responsg' questions if they or and atbelieve clasq the their could enddiscussion. that link 9f bestories, theto usedartistic story The songs, to questionscould expres-discuss and be to Whatweapons?didcouldmuch a-suit did include did aof How knight itarmor cost? such comfortable do weigh? How questionswhen effective Howhe was fell as was itorthewas in wasit following:battlefittedit inknocked warding toon the summery Howoff knight? off his muchblows horse? days? How and -againstjokes reducethe aboutgroups. prejudices particular Ask themamong groups what groups of they people of thinkpeople. can can encourage be done prejudice to Howrewardscompin onedid ahand knight and guide a shield his horse in the when, other?d inhorses? Where battle Howwith did knightsacould weapon knights get identify friende armor? or foe Where when werein'cl a knighta knight's get forvulnerable being victorious spots? What in battle? awnmottothel...,malce last name. 'should onef theybe inc cannot find oneHave for theirth name, have students find and draw a coat of arms for their . A report on their real coat of armsHomeded. andAssignment' If they make their own, have their andfulthe tocodes to his protect lordof chivalry? and women, vows, Did children, to the support knights and. theTwo liveIn thechurch general inquiryup infirm. to against the thequestions Bycodes? code enemies,the of12th concerning chivalry required chivalry a knightare: What to be were faith- ture,report gives deal with the studentswhy ea a brie "Knights and CastleS;" pp. 262-263 in The Human Adven- Supple ental Lesson E one chose what he did. general account of castle life' foronlywooingtowardand the 13th for peasant womanhood, the thecenturies beloved.aristocracy class. it includedIteven should and a didstylized abe romanticnot noted include method that notion specialthe-code of pursuingof reverancetreatment applied and duringitants.structurestudent the reportsMiddle of the castle,onAges. more Theits detailed\clefenseX rea 4 g could ndBefore dailybe supplemented the life students of its inhab- readby "Feudal L e Changes" and "Chiv- formation concerning the LESSON 5 'chivalrywhilepp.alry," and 262,to pp. ascertainthe 264,263-264 life-styles and what in265 Theofthe shouldmedieval studentsHuman lie Adventknig knowanalyzed t e, it might be worth-out thes: concept The pictures of Onsee if they rein- ManorialContent system . TheConcepts114 /following Unit and Five Generalizations terms need to be understood: manorialism, onthedid "Peudalism lifethey-complain? of the peas/ and ant the How? class? Church," What (Some p.was 267.)hints the view of the church are given in the section on WheningAmanor, fundamental sufficient surplus surplus, food. problemfood and economicis available, that every organization somesociety people must and solve arelabor freed is systems. produc- from -_ LESSON 6 agricultureObjectivesStudents to should perform be otherable kindsto explain of pursuits. the connection between SocialContent system manorialStudentshavefood thesurplus latter.system. should and be civilization. able to list Only the major with thecomponents former can of you the Classclass,TheConcept folldwing socialsystems and class, termsGeneralizationsoften status, needreflect and to therole.be understood: kinds of work 'serf, responsibilities noble, middle MedievalDevelopment Civilization, describe the economic"The New institutions Agriculture" during and "The Manor," pp. 80-83 in class.Inthat the exist Middle in' a society. Ages, agricultural workers made up the lowest interestedprovedealsthe Middle with a. good thein Ages. comparing necessity opportunity The very of the food first viewto surplusesr inquiry given question, of_peasztitfor civilization p. 80, shOuldwhich ourth units. The student; 11.1-__gii h.t-he concept which was e in the ObjectivesStudentsthree classes shouldshould of people -be be a-bleable who to, to composed listspeculate_onrOles-bi and give medieval the main society. duties society of andthe cultfersinvarious doesthe reading guide. thebooks life and being of pictures the used peasant which and appeari depict tomanorial"Manorialism," be in these life. pictures?`How pp. diffi-259-262 in The Human Adventure, of- a of the poems included Studentssocieties.onhow the people influenceshould fit beinto 4bleof roles. transmission to compareThey shoUld ofdifferent roles also in viewsbe different able of to the speculate kinds peas- of manorialviewpoint?listedComparethe studentsin thesystem. the Which guide. view to Whyspeculate is Howgiven closer do doyou in toon youthese supposethe what accounttruth? pictures the. they How peasants for didn't and canthe;difference in complain?you thought .the tell? poems Askof Orin the livedsocialStudentstextual.ants' in scientistslives the and- past.should as poetic. expressed can be discover able in to pictures hypothesizemore aboutand written howon how averageaccounts, historians people Vc(itth and Development OneInHis mighta wifecutted reckonwalked skirt rib,cuttedwith so hirit ruefulfull with high, were a long they. goad, Unit Five / 115 suchpeasantin Thetopics Human life. as diet, It Adventure.could clothing, ke supplemented recreation,This sectionHave tools, bygives thestudent health some students care,reports details read and on "The Life of the Serf," pp. 264-266 AndBarefootWrappedAnd at'the thereintwain onin field's thea of winnowinglay baretwo end a little years ice,lay childsoa oldsheet little that uponwrapped bowl,tothe keep anotherblood in her rags,follpwed. side;from the weather, yearlythree routine. groups as-King "men Alfred of prayer, the Great men of of England war and described men of work." the The work of the priest is to pray to God, A 13th Century Poor AndThat allthecried of poor themall aman cry,sang sighed a asorrowful song sore, that note,andsorrow said, was "Children, to hear, be still." OfThusOneAnd theAll knightplou$11i,of each three the following l'aboiertolive giveone in harmony.prays; justice,to his find proper and bread one trade; fordefends. all. Flow do ThePeasantsthe poetsdevil are did.reflect those not who asmelledwant view can the be tooof calledpeasants lifethatbadly. cattle. inis differenthell because from they youAges think mentioned about the in arrangement the poem? WhidhWhat of isthe necessary roles would for a yousociety, to live in harmony? What do of duties during the -Middle , thelifegeratedthizedpoets one was presentedwere with inlike? their peasantsthe Do life poems?in you manyof themselves? thebelieve How textbooks?peasants? couldit would Do Do youDo you beyou youfind worthwhile believe believeout what they that topeasant exag-com-the believe they sympa- How?acceptrolesprefer?from during In. their generationWhy? the roles? the MiddleWhy Middle toIf do generation.someone Ages you Ages? supposeit was Do Serfs' customarymost many sons people menbecame to acceptedin pass ourserfs, on society nobles'their doesn't, can he change his role? roles ,19th centurypareyouthe peasant Europe pastbelieve lifeth4usand ort'tiis with America? pattern the years life will kiasbeenof beslaves the thattrue life in inof of thepeasant most men or worker?in Do future?slavery or workers in childrenment?sons-parents'? became To today what nobles, acquireextent etc. is roles- this What true and tostatuses AmericaThe twodifferent today? following from How medieval their can poems reflect both the life of do You think of this arrange- LESSON 7 ant.the peasant and the attitude of the noble class towardAllI saw thebefouled a poorPeas- manwith o'ermud, the as ploughhe the ploughbending followed. ReligiousContent and intellectual system ThisAndTwoFour themittenswight oxen fingers (creature) hadwere were he, beforeankle; scanty, worn was him, out bemiredand thatand made feeblefilled in all the full ofhad mudrags, of become, mud. almost to the oConceptsThe tions,and following Generalizations Monk, terms'bureaucracy, need to hierarchy, be Understood: heretic, church-state and monastery. rela- 116impactStudents / Unit on Fivebehavior should recognize and history. varieties of religious belief and their Youthe mightadvantages also wantand disadvantages the students ofto havingreflect one religion dominant on the question of supplyingcontrollingTheIn naturemany the'unifyingvalue societiesideas_and importanceshould religious be understood. system. of institutions values and playtheir arelationship leading role toin playreligion?thein advantages ain society. establishing Are there Is of there diversityany morala disadvantages?dominant ofnorms religious religion and What ethicalbeliefs in role -values?and should freedom religion From,- of our country? What are . fulInwellReligious the institticon. as Middle spiritual institutions Ages concerns. the oftenChristian had churchdominant in Europe roles in political was a power- as whereshouldinto eachThe should Humanprovokeperson's these Adventure. establishingsome norms interesting and The valueshis inquiry own come? moral Havequestion- What code? the students-read in this reading "Feudalism and the Church," responses. You might want to are the limits p. 261 ObjectivesMedieval'art reflected the influence of the church. churchmenaspectsspiritualsecularfollow it affairs.ofaspects up man? inby the Shouldaskingof Ask manMiddle theaboutaor religion should Agesstudents the "began it'concernconcern why to theyitself itselfconcentrate believe withwith onlythe some total the proper role of the church in more normsStudentsChristian and church should shouldvalues. duringbe be able able medieval to to speculate analyze European onthe the rolehistory. origins played of bymoral the concepts267-269upon their withinin worldly The this Human duties reading thanAdventure. that their might spiritual HaveThere be worthy theones." are students at of least reflection, readthree "The Church Grows Stronger," pp. tudesStudentsa bureauchcy. of "true shouldshould believers" be be able able to and to describe analyze "heretics." and the draw assumptions a chart illustrating and atti- tolieversanalysis, mightunderstand, and want and heretics, discussionorganizationtO .the organize structureand institutions a small and function bureaucracy asWith and unifying bureaucracy, aof society bureaucracy. inforces. the as class. large true YouBetter be-and complex as ours it is important DevelopmentunifyingStudents force should in abe society. able to explain the role co£ a church as a ingcommunity,tionstillthe tryinhave organization which to thekeep a thestudentspolitical the students andfocus campaign,do not it.representon getYou the sidetracked .amightstructure school,a group try etc. andtrying In functioning theto organizerole-play- of ona role-playing tte issue under situa- a particularlyinfluence266-269 in and The Sumer. importance Human Recall Adventure. of the religion role playecibyRecall inHave the withancient the 'religion the students civilizations, students in acting the *re.iad "The- Medieval Church," pp. dentspeopleconsideration.any might group who arewant in persecutedauthority to role-play insist for some their on ideas"brain-washing"conformityAsk orbetiefs. the students. to itsWhy, sessions ideas? ifwould they Stu-in know of any examples today of ' oftheas athe role cohesive fdations of the forcechurch performed in in that the society.by Middle religion AskAges. in the theAsk students two for civilizations.comparisons to analyze sponseswhichthe accepted a "heretic"to a question ideas is encouraged, orconcerning doctrine. orally, whatYou mightideas to come someget into Americans line with a variety of re- Unit Five / 117 4 understandthethanmight ideas give cherish expressed them the so up.frame ,highly inStudents the of thatlastreference couldparagraphthey wouldbe of asked the on accept p.churchmen their 269. death opinionsAsk ifratherin they the of PeoplepersonAn ortend soc to be ethnocen idual's or society's perception helps determine what ees. a MiddleimportancepowerThe Ages. Human held by ofAdventure. thereligion church in The duringboth last spiritual theparagraphHave Middle theand studentssummarizesAges. political Recall read life the the "Thein Medieval Church," p. 269 in ofStudentsObjectives the Crusades. should be able to explain the major causes and results , Jarmoreli&iousfreedom?stability?invantages secular and Sumerin affairs?(Again, having (Unit How the recall 3).church does What Unit it (or contribute are3.) religion) theHow advantages to doesplay social ait significant tend andand politicaltodisad- deny role "StudentshistorianssameStudents topic should' have-in suchshould be as ablelearning bethe able siegeto describe toabout of evaluate Antioch. what some reallyconflicting of thehappened. difficulties evidence on the ingMedieval_ some conclusions Civilization, aboutcould bea civilization viewedThe for illustrationsthefrom purpose its artistic of shown draw- ex- in "Medieval Art," pn. 95-101 in Supplemental Lesson F sades,"Development pp. 104-108 in Medieval Civilization.I-fave theDiscuss students the role read of "The Age of Faith" and "The Cru- flectedpression. in manyThe emphasis of the pictures. of religion as a unifying force is re- Ages.cernsMushmkout peri!cution of Jerusalem. of Jews by The the inquiry Christians questionchurch during during on thep. 105 thepMiddleMiddle con! Ages and the efforthis to drive the is another good opportunity to discuss ethno- Content LESSON 8 peopletherethecentrism. use countries toof participateComparemilitary in force thethe in worldChristianreligious to expand today wars?and their which MuslimHave religious could the beliefs studentS influence. still concerning get read their Are "The Crusades," pp. 278-280 in The TheConcepts Crusades and Generalizations ofHuman Muslimimportantforthe the results. Adventure. Crusades, culture, than Historically, theeweCially someThis reasons readingof the the or results actionscientificthe includes actions. of of the theideas, some Crusades TheCrusades, is ofinfluence very the are significant andreasons more ofsome the resultsActionstdralculturalThe following contact which diffusion,designed andare terms completelydifferentiation. forcrusade., need a certain to be ethnocentric;unforseen. understood_ result sometimes perception,: produce and other'cul- cultural exchange, which -someincultural thea crusaders crusade? rise diffusion of the Theyare West could trying could as be a to stresseddominating role-play persuade here. a Studentsculture.others 12th century to Themight join concepts be'scene asked ofin if they would want to participate 118them. / Unit.tive; Ask the students if they know any present-day examples betweenfluenceAskof athe crusade-like ofstudentsthe the code church ofif activity. theychivalry and see (Civilthe andany the connectionsrights crusader. Marches? You between VietnamWar?)might the 'Want in- structure of the feudal system; KnighthoodFeudalismBarbarianinterrelatednessothers. The invasions students of the should system. be able to diagram and explain the M'anorialismChWalry , TheThe church Crusades a to Unitrefer 2. back _to the ideas of the seeing system and feedback in Supplemental Lesson G Middle Ages"See- system ing in System" Europe. The You ErenkupThe or following of the Middleare some Ages of thein Europe factors in the breakup of the Class structure your students may wish we,studentsfromtenCabout learn. the to The reflectunit the first Middleon on twoperception. using Ages,paragraphs judgment specifically Ask on theie-YdecipheringThe p. stndenteto447the material Crusades, refer onto recall conceptsanythingpp. to get447-456 what the in Man and Change uses con- TheCOntactNwithbreakupandto Crusadesadd explain other of the the factorsThe IslamMiddle interrelatedness and Ages. Byzantium students Of should these faCtors be _able in causingto diagram the dationsandintroducingthey the Consider backgroundfor getting the the unit .maininformation.across could points the be informationused, fromThere utilizing,thatThe are unit. recommendationseveral in thethe map recoMmen--conflicting on p. in 448 the Teacher's Edition on p. 448 -for GrowthIncreasedAgrieulttiratrevolution of population middletownstrade class someanything,withinaccountsthe extent,concltision the of youtext theis based'aremight siege is excellent drawn on wantof whatAntioch, that to for wepointwe stimulating believercan pp. out never449-453. that to classknowbe o'ur true. The discussion. behavior,the The quAtionstruth search about to If DevelopmentSecularizationStimulus of new of of universitiesideas the church etc.).redsoAlsofor that light pointwhatThe people means latter outis true thatcan partstop, is livecultures whatof your withthe science lesson.considers.thisshoesor one societies another belongand education agree (100to you on cents many shouldandvery =not problem.practices1 be dollar,to about. me, Content LESSON 9 'group_askingTeacher's questionsYouwork important might or Editionindividual on even pp.questions. want'on 453-456 assignmen4.these to haveAgain pages concerning a theseparate should recommendations making belesson read onjudgments for the ideas inideas the for and ConceptsBreakup of and the Generaliz'ations Middle Ages system Middle Ages system. You .or your studentsThe following may wish are to someadd of the rnajor componenof the"Seeing System"The Middle Ages in Europe . . guilds,inAThe changeother followingmiddle parts in class,one of termsaspectIle and culture. civilization needof .a cultureto be (its understood: sets nature, off a rise series urbanization,and of fall). changes ObjectivespartStudents of the should Middle be able Ages to andexplain how why this towns urbanization grew in the led latter to a can.government.'shifts, towns, Asktrade, the wealth, students industry, to include guilds, snore middle factors class, if theyand Unit Five / 119 breakupDevelopment of the medieval system. "The Rise of Towns,", Pp 193 -94 in Medieviil Civilization, z.,61101"' 1. Make a map of medieiralrivers, Europe trade showing routes, thland important cities. -Some Suggested Activities conceptonclassthegives buildingMiddle ofsome people of Ages.reasonsBlack walls in Whythe aroundinner-citywhite why medieval would towns cities the grewhierarchy? couldgrowth suburband be whatof Theused townsthat effect inquiry tochafacterizes, lead analyze this questionto had a newthe on 3.2. DrawPr some medieval costumesserfs.tionterms ofworn a feudal by nobles, kingdom. clergy, and are a chart of the "Pyramii.e., lord, vassal, fief) used of feudalism." Define alldescribing the organiza- manywhyinvisible- Americanis housing walls cities. sodo segregated? efist Ask around the Ifstudents American they do, if should cities.they believe theyIf they be that don't,taken . 4. Prepare a short biography ofMiddle several Ages. important leaders of the changeschangeHumandown? How? Adventure,inthroughout one part demonstratesthe of culture.a culture See- beautifullysets if "The offthe ,anstudents, Growth the .entire concept either of series Medieval that indi- of a Towns," pp. 273-277 in The '6. Build 7.5.a modelFind,Draw list, severalof a draw, feudal examples and manor explain ofor Gothiccastle.. medieV'alknight'sture, explainingand weapons.. tortureRomanesque equipmentthe important architec-- or apoints of each: , institutions.evalvidually "Agricultural or in Among groups, Revolution," the can factors trace the which p. consequences273, you on couldmedieval ofas the life medi- and them to 8. 9.As Make a feudal a chart lord;virtte showing a letter thesystemking's tocomparison another attempt acrd alord feudal to betwee establishcriticizing system. a strongthe central government. . a guild include would be food surpluses, population groiwth, po ulation r A 120 / Unit Five jT'` LESSON 1, Islam Objectives ContentDevelopmentIslam: map work theconceptsStudentscorrectly. determining shouldofshould geography factor be be able able in as toexplaining toa explain signifinntuse terms thethe factor differenceconnectedculture and of geography abetween withpeople. Islam the as the ,students locate the followingMeccaDitto places: and distribute a map of the Moslem world today. Have 3. Suez Canal Jerusalem AbdulwhoDevelopment Jabbar,have changed a Muslim; their Mohammed beliefs Seeto Ali, the if theaMuslim Black students Muslim) faith. can (Karreem bring up the names of any Americans PersianArabianRedMedina Sea GulfPeninsula BaghdadPalestineArabianSyria Sea (Israel) . DamascusCairoMediterranean Sea onshowreadthing?pictures pp. Afterpeople 13-16.on p. they 'live.14. Discuss Howhave 'witarevie theyed theLook both pictures, atvisual the map hs' ve onthe p. students 5 in Medievalthem Civiliz the influe tion andce of the geography s of the same LESSON. 2 differences between the Muslim andHave Black the studentsMuslim faiths.prepare a report on the similarities and the _.Y Home Assignmint ConceptsGeographicalContent and termsGeneralizations, Content LESSON 3 MniThe followingzmads termsos need to be understood:lem desert climate, , An and Islamic terms suchd Koran. s Islam, Muhammad, -Allah, TheConceptsMuhammad following and terms Generalizations need to be understopd: legends, prophet, t Man adapts to his environment. v and monotheism. ,ReligiousSpiritual leaders leaders can sometimescamsometimes become unite political a people. leaders also. WhenAn accepted a people's faith material orideology and spiritual helps unite needs a people.are satisfied by the Unit Five / 121 ,i. ObjectivesMuhammad'sStudents should life that be niade able him to adescribe leader of the Arabs.major events in cultures.Thesame idea activity, of God there and isbelief a great in one incentive God are to fun-damental perform the activity.to some . politicalStudents ideasshould that be unitedable to the explain Arabs the under synthesis Muhammad. of religious and StudentsObjectives should be able-,to define ideology and to explain its DevelopmentCivilization. Ask the students toRead discuss "The the Early inquiry Life ofquestions Muhammad," pp. 16-18 in Medieval Studentsanyfunction group inshould of integrating people berecognize able who a toculture. want thatexplain to unity ai:complish why and war purpose is something. often are justified needed onby ,.. individualtionspp.concerningtance 18 in -21, isMedieval theresponsesandmonotheism one The Civilizatibn,concerning Human or andclass Adventure,the discussion. storiesthe p. 21,religious about couldpp. Of 244-246. Muhammad. particular politicalbeead the 'About Thebasis nature impor- ques- forthe oflife of Muhammad in Medieval Civilization, religiousDevelopment or moral principles. Read about the five pillars of Islam, pp. 21-24 in Medieval . Muhammad'sSumerian concept laws. ofOnce a ruler again, deity a referenceshould emphasize to Unit IIIthe onIntegra- the Civilization.andticular tradition. importance The Some.inquiry are additional the questions ones that questionscould concern be discussed. might concepts be: Of ofWhy par- unity is spiritualtion of a sanctions.society around a value system that has both social and meaninglessisunity andreviewtradition important? 3. question important? outside What for a thecan ,Man cultural concept unite is a a context.social peopleof culture being besides This developed whose could religion? identityserve in Why.Units as isa 2 ContentIslamic beliefs LESSON 4 at'contextexamined24-27 least. in of TheMedieval inthe muchtribal Islam Civilization, greaternature world of depthit Arabkeadis Theimportant in social"The Unitconcept- BrotherhoodVII.organization to lookof However, loyalty at it briefly,priorwillof in Faith" thebe to and "Holy 'War," pp. Concepts and GeneralizatiOns . peopleunifyingMuhammad did force the kept appearedArabs the Arabs become and weak was a significant andaccepted disorganized. byfactor large in Only numbers world when his- of a pillarsThe following of Isldn, Mosque, terms needand holy to bewar. v ideology, five , tory.class This reflect lesson upon(. might relatively be used "powerless" groups (minorities, s a-springboard to have the 1 122mightorganizedpoor) / Unit inbe Fivethepointed and United united out Statesthat- to bring the and great about what diversity changescan be amongdone in their to Americans get lives. them It ConflictBehavior plays is affected' an important by one's role ideas in andhistory. beliefs. sion.unitywantmakes When towould unifying speculate economic tend efforts to on gainunite the very and.morality orquestion difficult.divideThe concept ofthe Thearewhether nation. joined _students of a racialholy in a mightcommonwar or ethhicshould also prove fruitful for discus- wasStudentsObjectives spread should in the be 7th able and to 8th explain centuries. ,how the Muslim influence thesionsexaminedarecause, Coldbeing of action variousWar. later satisfied is ineasy ideologies, the toatcontext justify.the sameand of Both thethe time. Crusades, motivationsspiritual This and totalitarian concept of material both willsides aggres- needs be in DevelopmenttweenStudents belief should and action,be willing ideas to and speculate behavior. on the connections be- mightdiscussedand looting be broughthere. during up a forcivil discussion. disturbanceThe Arabmorality If the(riot) World's students question could concept arepossibly in aware income of a beholyof tax war cheating, against shoplifting, Israel today curred.thecouldtells students about be Such used the might questionsas success a motivating speculate of as Arab how device.on "Theexpansion.a how leader SpreadWithout the would great The of reading Islam,"expansionbe chosen, the pp. text, 29-33who ". in Medieval Civilization, map on p. 31E. oc- briefexpansionbethe mentioned summary Near acts East ofisas situation, thatIslam'sa spur the todaybeliefs. early it could to history"What motivate be fruitful. Is of Islam," theIslamic Arabs. An pp. idea success 246-247 that couldand in The Human Adventure, is a theandwould selectionshow make they the treatedto seedecisions, what, conquered in why truth,The peopleAfter the boys,did Arabs speculating happen.should in wereparticular, arise:: so on successful, the might questions,, be interested the students in the couldwarfare read LESSON 5 theirtraryattitudetactics subjectsto mentioned thepopular Muslims by force."notions, on .took,. 31. (See thetoward Teacher's ArabsYou people mightdid Guide, notof alsoother impose p. 45.)want faiths. Islam to "Con- point on out the relatively tolerant ContentConceptsSpread 'of andIslam Generalizations wereevensummarizes harsh,integral all partsthe of expansionthe of doctrinesa uniquely of Muslim governing"If"The organized at Spreadtimes influence. a someMuslim'ssystem of Islam," of of their behaviorbeliefsa p. strictures247 in The seemed Human dogmatic, Adventure, or belief.WarsThe of term conquest caliph areneeds sometimes to be understood. waged in the name ofreligious lifeeconomicsystemmademillionsit served thatit. possibleof remainedso individual andwell politicalfor the constant them 'people Muslims, asto overlivewell for in Islam theaswhom harmony spiritualyears provided it preciselywas with and designed. atheir socialthattotal because universe way For of Unit Five / 123 Desmonditsystemand to toburst dieserved Stewart, atout peace Islam of Arabis Great withas a whole, themselves. Agesand transform ofproviding ManEarly Just much theas Islam, significantly,force of thatitsp. 40.world.r enabled this firstal-scientific)importancetion, paragraphtransmission, world.in onthe p. eventualand 38. invention Ask evolutiontheAn studentsinteresting of jdeas of to thewas substituteclassroom "mrn" of tremendous (ration- another exercise might be tried with the LESSON 6 possibletheanotherterm paragraph for term solutionArabs forwould theeverytime would lastmake three he sense studentsit wordsappears in contemporary The or inyouths Arab the paragraphCulture, and America. educated, so andOnethat Content powerfulconceptlearning persons. for with young power In people the and minds controlto believe of many over in. one'speople life the is equation of an important . IslamicConcepts civilization and Generalizations (system) g choosethinkingmightsing the bealternatives reasonsskills useful on for one on studying hand,the other. and Thehistory. power, first Again,inquiry control, an question and approach freedom on p.that 38 might be used for discus- is the 'connection between knowledge and to CulturalThe following diffusion, terms role need of to slaves, be understood: role of women, cultural and exchange, cultural . Medieval Civilization. The significanceRead "The of trade Economic and cultural Life of the Empire," pp. 43-44 in ex- withCulturedifferentiation others. is transmitted and contact. when diverse people come in contact evalEuropesignificancechange Civilization. andcould Africa. of be the discussed. A Arabcomparison Empire A hintRead of on could Greek, "Thefuture be Role Roman, madedevelopments of ofSlives Arab, the and and in Women," pp. 44-45 in Medi- . great ObjectivesStudentsa person's should life, in bebe history, ableable toto and discuss explain in particular the the significance contributions cultures. of inlearning learning in AskgivesiveAmerican itifreading. athe try. slaverystudents Perhaps might see a any bestudent interesting, connections Theor two question but could between would of be woman's challengedrequire other aspects roleexten- toin society is always provocative. changeStudentsthat the andArabs should diffusion. made. be able -to explain the process of cultural ex- TheIslamicof relatednessIslamic students system. culture ofshould theYou and system. beor the -ableyour role students toallotted Thediagram following tomay women.and wish explain are to addsome the others. inter-of the major components of the zation,aboutDevelopment andthe attitude"The Birth of the of Arabs ArabThe toward Cultu.re," introduction learning. p. 38, to Their Chaptertells preserva- much 2, pp. 29-30 in Medieval Civili- ,....6.. PoliticalGeographicSocialReligious 'orderunity settingbelief and ideas Cultural'GrowthCultural,Military ofcontact ability diffusiontrade 124Content / Unit Five LESSON 7 studentsextrapp.35-45 28,credit. in could34, Medieval 37,If at no 41, least class andCivilization be 42time invited that is reflect could devotedto look beMuslim at assignedto the these artisticillustrations fortopics, reportsstyle. the for 0 on ConceptsIslamicIslamic decline andaccomplishment Generalizations century,toanswers.Civilization. question. Thethe Historian worldThisdate givenreading of BernardIslam for seems the was LewisbeginningRead toin aska "Thebelievesstate more of Arabof the questions manifestthat decline World by the isdecay, thanStops open11th it Growing," p. 47, Medieval TheThesetoday; faith concepts civilizationitsof Islam shouldis a widespread nature, be understood: rise religion and fall. today.the extent of Islam mandscouldtheimplying Muslims also were that be also itsdidn'targued declineresponsible question that had singleminded begunfor TheMuhammad's the authorsearlier. growth adherance implyof commands; the empire.that to thehis butcom-Arab it Einpire declined because ObjectivesA Studentscivilization should declines be ablewhen to it describe can no longer the similaritieS solve its problems. and differ, largethatculture scholars and of powerfulIslam have came great empire to difficulty a standstill allowsMaybeAlso, in smaller answering. are the the very questions mostand complicated technologically intriguing why the onesquestion Arabs grew concerns satisfied how orand why why the a declineencesStudents in of two the should maps Arab on heworld. the able same to speculate topic'. on some reasons for the withbeinferiorthe America's Romea United great societies might variety Sfates;frustration atbe itswin ofuseful. fringesresponses in in Vietnam?" Vietnam.An to example make to the If theyinroads. question thecloser "-Mightstudents toA "Why homecomparison understandcome didn'tcould up agree?thatDevelopment in MedievalDo they disagree Civilization in any Compareon areas p. 12. of Inthe general, mapworld? in WhyThedo the Human do maps you Adventure on p. 245 with betterhistory. the difficulty of answering this kind of question in faith?of havedrawing,thinka population itsthis regiona ismap so? would showingdesignated What have problems religions to on belong a map ofwould, tothe as a woad?beingparticular a map Whatprimarily maker religion percentage have of to that in would fit inkwell. Most school librariesAt this point,have a a copy general of the lesson Ten on the world's major religions-- LESSON 8 deriveddonsHuman M fromscholarshipAdventure the Arabic listsand, themightthe achievementssciences. beThe"The of sectionsinterest AccomplishmentsThe listoftheislaruksiviliza- to on of the IslamicEnglish students. arts,words of Islam," language, and science on pp. pp. 247-248 in The enablingMajorLocationthein a preparation'comparativeReligions his of students Founding of of thefashion. thisto World. prepare(Country), chart Some Thisare: a chart topics ChiefFounder,book covering thatTenetscan couldaidDate theseor the ofBeliefs,be teacher Founding,religionsutilized Holy in in Unit Five / 125 todayBook, Sizefollows of Religion such religious Today,The and beliefs. Symbolstudents This of could thecould Religion. locat be used to n a world map the area that in.famousCordova, for Toledo, and list and the Cairo. modern Name country one productthat each that is locatedeach is . - itself,impressopposeddemonstrate but onto only the thethe multi-culturalgetting studentsmono-cultural an thatoverview religiousthey religiousNOTE. areof thebeliefsnot lbeliefs It religions studyingis aof goodof others. some of religion idea the areas world before asin presenting this lesson to 4.3.2. DrawPrepareMake a a picture aposter newspaper ofwhich the collectionMoslem couldspectMoslem be warriordifferent of used the countries articlestoand religions. teach label today.that people each talk piece aboutto re- of soSome1. that Make Suggested they a canchart Activitiesunderstand listing the howfollowing religion cities: has' Bagdad, affected Damascus, history. 5. Make a list of words -meaning.we haveknight'shisShow equipment. today equipment the that Arabic Acome comparison and word,from the desertArabic. today's could warrior's. Englishbe made word,between and the the Africa Content LESSON 1 ObjectivesoralStudents history. should recognize the difference between written and GeographyBackgroundConcepts and of Western.Generalizations Sudan DevelopmenttoryStudents has been should neglected be able by to non-Africanlist several reasons scholars. why African his- AfricanAfricahistory,The following has artand areveals longorallradition. terms and African rich need history. beliefs to be understood:and values. objectivity, oral Africantheomissions reasons Eyes in (New for including these 'pork: omissions. AfricaPraeger in Publishers, history, It TheRefercould but"Introduction," tobe1971), alsothe used Teacher's gives p, not 15. someonly pp. Edition toof3-7, not of Leononly tellsClark, of ed., some Through of the couldquestionintroduce126torian refresh / Unit of or the thesocial in Five work framethe scientist. students' on of Africa, reference A mindsreference but also-to orthe perception toproblems "Perception" get involved involvedof this in with 1.1.,riit his- in the 1 theanbelieve49, army peoplecould the equipped be (government,Arabs a good werewith introduction ironsurprised organization, weapons at to what reveal the technology)? theylesson. about saw? Whythe WhatThis culture do does of story you historiansWhatmind-setbeing objective. kinds didlooking ofEuropeans aidence for? (3) ofhave How the when Africanvalid they Somewould past went suggested you were to say Africa? European European questions (2) for discussion: (1) What kind of p. centers.thecould50, reasonsplus be followedthe for pictures, the up development by pp. the 52 question and of 53, rich and "Naturalcould and informpowerful Environment the trading stu- of the Sudan," Medieval Civilization, answers, p. 50, -about convenient.toWhatingconclusions today?other kinds (5) believe would Why Of evidence that dobe you aboutAfrica think are African had historians Europeans no pastListculture oforfacts in Africaculture? andthe about pasthistory? recogniz- medievalfound (4) it Africa that have changed West- of-outthatimagedents landforms thethey of theyvastness The thought hid geography and ofof Africa thetheclimate geographycontinent ofwas the conditions a Westernland and of of Africa.the jungle, thatSudan. tremendous make If yOu Asksome stereotypescould them variationrespond pointwhat ducederners' byopinion having of Africathe students (Students look Text,The at the .unitpp. illustrations 3-4). on Africa in The Human Adventure could be intro- Supplements on pp. domstriedtoabout as that tothe African conquerarose "Land during geography ofthis Gold"? theterritory? Middle incorrect. (2) What (3) Ages. List (1)happened theWhat three area when African the ArabsKing- was referred ducedcreatedtechnology,form154, such156, hypotheses the works157, art? artistic 158, of about ability,art. 160, What the and and kinds 164.can value they ofAsk systemcivilizations tellthem about ofto thespecUlate the whichpeople level whoandof pro- LESSON 3 If available, show the film recording African Art. LESSON 2 GhanaeconomicsContent Content, Concepts and Generalizations,-ObjectivesUse those listed under the preceding lesson. men,TheConcepts following barter, and and terms Generalizations trade. need to be understood: savannah, middle- . betweenDevelopment-- the Arabs and the Ghanaians, TheMedieval account Civilization, of the first p. encounter in the early 8th century large-scaleTheAfrica. developmentWestern organization Sudan 'of was trading (civilization): a natural centers trading in the Western Sudan led area for Northwestern to Objectives includeof a civilization. technology, The social ones mentionedorganization, by foodthe author surplus, of thiseffective book Unit Five / 127 StudentsopmentStudentsancientin trade should West ofand should a civilization.theAfrican be besignificance able able civilizations. to to explain list ofat this leastthe function four factors ofin themiddlemen in thegrowth devel-, of makeleadership, a list theinselvesand common and belief compare or ideology. it with the Have one above.the students Development The selection "Ghana and the Trade in Gold and Salt," GhanaContent government LESSON 4 ofeconomicMedieval thisbarter,,,middleman, lesson. Civilization,foundation of and pp. the silent54-55, Kingdom barter gives of shouldSome aGhana. good highlybe pictureThe developed motivatedconcepts of the in student might want to investigate system.TheConcepts following and termsGeneralizations need to be understood: civilization and couldinquirythinkmoditythe importance aboutbe inquestion used history. the to significanceofstimulate concerning Whysalt as wouldn't aa discussion'desirable saltof salt as the moneyin average on andthe the livesfought-overand economic American salt of men?as aprinci- goodcom- everThe GovernmentObjectivesnomic and militarydeveloped needs. in ancient Ghana as a response to eco- Arabples concerning merchants moneytraded theirand its goods use. andExplain salt. the curious way the natives of Wangara and the Activity nomics,Studentsthe king politics,in shouldshould Ghana. andbe be able ablereligious to to explain analyze belief thein the Ghana. relationship status and amongfunction eco- of today is one of the most expensive. DoHowSalt you clop today think a middleman isthe one natives of theecheapestmake of a'trade? goods we know. Gold (Discussion Questions ThecouldDevelopment latter be read part forof thetwo section, different describing kinds "Governmentof purposethe royal or court, inemphasis. Ghana," could Medieval Civilization, pp. 56-57, Wangarasome ideas had theof the same kinds values of things of the necessarytwo? FrtitnWhy for orthe whythe previous development not? units of work, the students should have Home Assignment becaninterconnectionture,first used handle section,once to demonstrate againthe which two ofbrings questions variousdescribes the up wealth the aspects that the topic of concerncomponents the ofof Ghana culture.the civilization seeing Kingdom. of If Ghana's thesystem, onstudents Thep. cul-the56, , 128about.they / Unitwill be Five demonstrating that they knowWho cirld what Ghana? the Who was in charge of each area of land? course is Development Have tudents read "The Twin Cities of Kumbi" and Whoideathink paid of -the aof good other taxes? king examples with the from Ghanaian theirHave previousone. the Can students study?the students Doread the "How the.Medieval King Controlled Givilization, the pp. 57-58. Compare the Sumerian explainedCivilization,"Muslemcivilization;.these readingson Influence p. pp. 59. 59-60.Theare Some slavery, natureand Among of the the ofcultural Downfall students the-Conceptstraditional exchange, might of slaveryGhana," that want and are thetoincluded Medieval try decline the in of in Africa is (controlbelief;studentspeople'smake the ofup religious inflation, politicalGhana's beliefs loyalty,controlcivilization help of and the the Kingprice stable keepof gold) economic his power?which systemhelped How did understand the connection between the or "system"? How -did religious the onesomeConcerningwillinginquiry generalization to the toquestion culturalArab accept culture, about regardingexchange,any of cultural but it? not AfricanwhyAsk exchange.all wouldthe of andstudentsit? the WhyNew Perhaps Ghanaians wouldtoWorld form the they slavery.accept entireat leastbe the King of Ghana keep gold from losing its value? LESSON 5 Kurnbi.concerningclass could the wrestle decline with of Ghana. What was the capital of Ghana? Describe the twin cities of Supplement the last inquiry question, p. 60, TwinMuslemContent cities influenCe of Kumbi and the downfall of Ghana economicpp. 159-160. and From political this lifeselection of the whatempire Havecan of beGhana" the learned students about read the "Ghana," The Hu-man Adventure, Home AssiRent - slavery,TheConcepts following and and the Generalizations terms decline need of civilizations.to be understood: cultural exchange, fered from African slavery. ,Find information which tells how New World slavery dif- turalStudentsObjectives exchange. should be able to understand the importance of cul- MaliContent LESSON 6 ;StudentsofintroducedStudents should Ghana. be should to able Ghana. to be explain able to the list reasons three importantfor the downfall things Tabs AMaliConcepts civilization developed and Generalizationsdeclines a culture when to satisfy it can itsno needs.longer solve its problems. Unit Five / 129 ObjectivesMansaStudents Musa. should be able to describe the wealth and power of the circumstancesreallyspeedlate makeOn up their a that process must ideas much be thatof rightdifference the was greatfor bound a greatinman history? to maninoccur history. to Or anyway? come is Doesit forwarda case Ask one that them manto declineStudentscal leadership of shouldshouldcivilizations. and be beof able ablethe greatto to speculate speculate nian in onhistory. on the the concepts reasons of for politi- the Americaif today. they"The Kingdom of Mali," Through African Eyes, pp. 23-32,believe an American leader could appear to unite Activity 11 DevelopmentMnsa," and "The Decline of Mali-," MedievalHave the students read "Sundiata," "The Reign of Mansa p onhandledcourt,includes its and inselections security groupomp work,and and on circumstances Mansajustice. with each Musa'sPerhaps group of Cairo thethese reporting. royal journey, readings court. to the couldthe Why royal class bewould Ameri- findings. Some students might .want to role-play the declinequestionstarting60.63. The ofpoint on thea civilization.inquiry p. Africanfor 62. a classraises questions kingdoms 'Casks discussion the question onthe studied. p.students on 61 Mali.of Thecould the to students The speculate reasonsbe lastused might inquiry for onas the be MakecaprobablyKoran kfind sure such bethe subsequentmost reference alarmed behaviorto and punishment disapproving in a political for of.not leadersuch learning harsh strange? teach-the ')s krough.t to the attention of the class. Students will -requireshouldasked course,tionsan abundance to bein make questions askedgeneral. some ofto informationapplyAftersuch hypotheses as themmaking these .toto aboutarc makethecontemporary extremely hypotheses, the really decline good complicated America. ofthe gen- civiliza- students Of and ingsuch methods. a method Ask might them be. what the benefits'andHave the studentsdrawbacks read of "Mali" and "King Mansa Musa," The Supplement society.soneveneralizations, to without think butabout a scholar's it is his worthwhile own background, connection to speculate Discussbecause to his on the itown suchgets following: culture questionseach per- orways the Kingdom of Mali was simi- text,Human what Adventure,- were the dominant p. 161. featuresAccording of the tp Kingdomthe author of of Mali? this MusaKingdom,lar to thedid Kingdomfor of the Ghana; Kingdom of andGhana; someof Mali. ways of the Mali important was different things from Mansa the Songhaiaccomplishments,Content decline LESSON 7 cohesivenesswell-organized and kingdom. power. AskAfter the his students death,,thCUnder to reflect kingdomthe rule and of lostspecu- Mansa its Musa, Mali was a powerful and Activity I The Concepts,followingmusic, andand terms literature.Generalizations need to be understood: leadership, arts, ^ AfricaSonghai130 / leftUnit developed a richFive legacy a culture of arts to fromsatisfy its its past. needs. LESSON 8 ObjectivesAges.Africa developed complicated civilizations during the Middle ConceptsContent,East Africathe and Generalizations land, the'people, the cities DevelopmentcontributionsStudents should from be Africa. aware of artistic accomplishments and ObjectivesEastEast Africa Africa has is many one of faces. the oldest inhabited parts of the world. theforSonghaiGreat," acivilization civilization Theflourish? Human possess? to How expand Adventure, was Under into the Kingneighboringkingdom HaveAskia expanded?, thewhat areas, students did what SonghaiIn ordermustread "Songhai" and "King Askia the pp. 161-162. What made DevplopmenttheStudents diversity should of life know in each. the principalrnations of East Africa and death?accomplish? Why do you believe Songhai declined after Askia's Activity 'recordinggroundnati: East McCormick-Mathersreading Africa on toEast introduce Africa., Publishing theIf available, materialRefer Co., toshow Frances1967); the filmstrip for Carpenter, back- Story of East Africa on the-nations formationthetwoAskiaAfrican studygreat Muhammad Eyes, ofleaders the pp. empire.two 47-53.of could themen SonghaiReports supplyshould by Empire.morebe students theirStudents information Thecontribution on central maySunni about read pointAll to andthe"The in Rise of Songhay," Through of countriesFromEast Africa.the offilmstrip East Have Africa alist guide important (Kenya, sheet Tanzania,to facts accompany about Ethiopia). each the offilmStrip. the major Africa. See The Human Adventure, pp. 162-164.List the major accomplishments in law and government in Assignment withshows the threethe' diversity principal of nations the Continent of East Africa.ofRead Africa*. "The It Land,"deals mainly Story of East Africa, p. 10. This lesson Supplement the164-165, art, music, could and be enrichedliterature byof studentAfrica."Cultural activities Accomplishments,"or_ reports on The Human Adventure, pp. Supplement of East Africa or one of the leaders of EastHave Africa. students write reports on one of the modern Assignment nations Unit Five / 131 Content, Concepts and Generalizations, ObjectivesUse those listed under the preceding lesson. LESSON 9 .. country,andDevelopment supply population, the following types informationof jobs available,Students for each: imported arc description, to list and the ex- cities of Africa, possibly on a.chart, Development portedrefer products,to "Cities language,of East Africa," and its Story claim of to East fame. Africa, Students may Long-Term Assignment pp. 52-66. . . Eastaralellfamilytribe Africa. in whatofEast the This Africa.each Kikuyu story word Discuss dealstribe. withHavethe events the students life-styleRefer that selectarc to taking ofthe Kikuyuthe Kikuyuplace terms in a story "A Family Celebration" from .Story of means (Pombe, AsanteShasuba). ingZanzibari:as the for following: each The tribe: information ifanter, location, Kikuyu, gathered language, Masai, shouldHave occupations,-customs, Iba includethe Zulu, students Fulani,the follow find and information on such tribes of Africa -___ principalAfrica),Uganda, the cities; Tanzania,students and Lake should and Victoria. Zanzibar:locate the Usingfollowingcapitals the of places:map each of Kenya.country;East Africa (cover page of Story of East andto population.Story of East Africa, p. 136. Have the students make a timeline on African history. Refer Other Suggested Activities a . label all of the countries. Refer to Alan HaveMakeand Change, studentsa map entitled read about "Africa the Today."various nationsHave the of students modern p. 48. Content, Concepts and Generalizations, ObjectivesUse those listed under Lesson 7. LESSON 10 Africathethem. importance and discuss of the this information they haveRead read. "Jomoother stories Kenyatta," from ManStory and of EastChange, Africa and discuss great man. p. 322. Discuss V 4 132 / Unit Five- References Asimov,Arnold,Black, Ralph. Isaac.Irma., The Castle,Kings, Dark Abbey Bishops, Ages. analBoston: Knights, Town.Society. Houghton New and New York:Pawns: Mifflin York: Holiday Life Co.,W. W. in1968. House, aNorton Feudal 1963. & Co., 1964. Middle Ages Quennell,Branley, Marjorie, Franklyn. and The Quennell, Mystery Charles ofAnglo-SaxonCrowell Stonehenge. H. EverydayCo., 1969. Times. New Life York: New in Roman York:Thomas andG. Y.P. Putnam's Sons, 1959.t Ancient Briton Boardman;Buehr,Brooks, Walter, Fon-W.;Polly, Chivalryand Jr. Walworth,Castles. and Newthe Nancy Mailed York:phia:Sons, Z. -HenryKnight.J. The B.1963. Lippincott WorldWalck, New York:of 1957. Walls.Co., G.P. 1966. Philadel- Putman's Chu, Daniel, and Skinner, Elliott. Glorious Age in Africa. Garden City, - Africa 0 Denny,- TheKnights CrUsades. Norman, and Castles, andNew Filmer-Sankey, York: and Feudal G. P. Putnam's Life.Josephine.Sons, New 1957. Sons, TheYork: 1959.Bayeaux G. P. Putnam'sTapestry. Gardner,Fulks,Dobler, Bryan. Lavinia, Brian. Black Theand Struggle. QuestBrown, for NewWilliam. Timbuktoo. York:GardenN.Y.: Great Dell Doubleday NewCity, PublishingRulers York:N.Y.: of & the DoubledayCo.,HarcourtCo., African 1970. 1965. Brace &Past. Co., 1965. Duggan,Donovan, Frank, Alfred. and Growing Kendrick, T.Up D. York: inTheRow,New Vikings.Pantheon York:Publishers, Atheneum New Books, 1964. York: 1962. Publishers, Harper & 1966. 13th Century England. New Mitchison,Hughes, Langston. Naomi. TheAfrican First Heroes. BookJovanovich, of New Africa.1968.1964. York: New 1968. Farrar, Yorc: Straus Franklin & Giroux, Watts, HorizonHamilton, Magazine. Franklin. TheCharlemagne. Crusades. NewNew York: York: Dial American Press, 1965.Heritage Press,The Castle Book. New York: Pantheon Books, 1961. Polatnick,Shinnie,, Margaret. Ancient African York:Kingdoms. Simon New ind York:Schuster, St. Martin's1969. Florence, and Saletan, Alberta. Shapers of Africa. New King,- Knights Fred. ofHow the Peopli Crusades. Lived inNew the Middle York:fic1962.1968. Press, Ages.American 1966. Westchester, Heritage Ill.: Press, Bene- Turnbull,Vlahos, Colin.Olivia. AfricanAfrican Beginnings.Tribal Life. NewNew1966.Press, York: York: 1965. Viking World Press, Publishing 1967. Co.,The Peoples of Africa. New York: World Publishing Co., 1962. * Rowling,Munz, Peter. Marjorie. Life in Everyday the Age of Life Charlemagne. inSons, Medieval 1969. New Times. York: New G. York:P. Putnam's G. P. Islam Uden,Suskirid,Sellman, Grant. RogerRichard. A R. Dictionary TheMen Crusades. in Armor: of Chivalry. New TheNewPutriam's York:Story New York: Royof York:Sons, Knights W. Publishers, W.1968. Thomas Nortonand Knighthood.1955. Y. & CrowellCo., 1968. Price,Fitch,Asimov, Christine.Florence. Isaac. The Allah:The Near Story The East: of God Moslem10,000 of ShephardtonIslam. Years Art. Mifflin NewNew of Co., History.Co., York:York: 1950: 1968. Lotltrop,E.Boston: .P. Dutton Hough- Lee & Williams,West,-, ed. Anthony.Hero Jay. Life Tales The in the fromdrusades. Middle the New Ages.Age York: PublishingCO..,ofNew Chivalry. Random1968.York: Co., Random House, New1969. House,York:1954. 1966.World Warren,Stewart, Ruth:Muhammad,Desmond. Early Islam. Prophet Morristown, ofCo., Islam.1965.1967. 1964. New N.J.: York: Silver Franklin Burdett Watts, Co., Some Suggested Films Unit Five/ 133 tharlemagneArt of tie Middle and HisAges. Empire. Sd 433.3 Sd 1202.2(10 min.). (14 min.). Europe DesertMajor Nomads. Religions. Sd Sd152.2 394.2 (20 (20 min.). min.). Islam EuropeLifeChristianity in in aiMedieval Transition: in World Town. Late History. Middle Sd 1208.2 Sd Ages. 1205.2 (16 Sd min.). (14 1219.2 min.). (14 min.). AfricaChange and' Challenge. Africa 1592.2. 2 MedievalMeaning of Guilds.Crusade. Feudalisni., Sd Sd 492.2 218.3Sd 4049.1 (21 (27 min.). (,10min.). min.). AfricanAfricaliving Odyssey:Storytellers. in Two The SdWorlds. Two 1083.2. Worlds Sd 1752.2. of Muslims. Sd 1741.2. 4 MedievalltWieval Knights.World.Manor.TimesThe SdSd Sd 388.1535.2Crusades.. 536.2 (10(21 (22 min:).min.). Sdmin.). 1172.2 (14 min.). PeopleEastScreenPygmiesContiasting Africa. of Newsthe of Sd Congo.Africa.Cultures. 431.2Digest Sd(20 May Sd364.198.2 min.). 142,1. 1966. (22 (10 min.). Sdmin.). 1048.2(26-min.). PP.(NewLeonedition Clark, York: of Through 'Praeger, African Publishers, Eyes. 1971)Additional films and filmstrips on Through African Eyes: Africa'Cultures areUnit suggested in Change. III, pp. in Teachers7-8, teachers and ed.Unit IV, .4.. r 4

41.

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UNIT SIX

Am/

le .4 ..." Unit Six / 137 The: Rise of the.West, 4 . LESSON 1 The Renaissance meanings.sancc. (3) (4)Defiir Why humanism. was humanism giving a return both to its Greek early and and Roman later ContentIntroductionConcepts and to Generalization the Renaissance `(Newism.values? York: See Harcourt. (5) Anatole List the Brace,Mazour characteristics and and World. John orPeoples, 1968), ideals pp. relatedMen 239-244. and to Nationshuman- Thehumanism.the Renaissancefollowing beginning terms of thinkers modern need and times.to writersbe understood: viewed the Renaissance Renaissance and as Content LESSON 2 ObjectivesStudents should know why the Renaissance began in Italy. ( WL-itersConcepts of the and Renaissance Generalizations - characteristics.Students should understand the concept of humanism and its . ManRenaissance and his lifewriters, on earth: artists, and sculptors renewed interest in (BerkeleyCappellutiDevelopment Heights, and Ruth N:J.: H. Field GrOssman, Educational ReadThe Publications, Humanes` Adventure 19:70), ntro.duction to the Renaissance," Frank J. humanistStudentsObjectives movement.should know how Renaissance writers reflected the tellsp. 328, where which the discusses attitude began the definition and why. of Explain the word and renaissance, discuss the , , Development aylistconcept of of countries humansm'ana in Europe\th/ its characteristics. were(1) involved What was in the timeRenais period of the Renaissance? (2) Make i i Activity tantdentssancepp. 330-337. writer: shouldwriters his Thisknowand country, those,lesson the followiniformation hisfrom deals occupation, oother mainly alropeanRead with his "Writerstheimpactabout countires. Italian each on of Renais- the theimpor- Sturm era,Renaissance," The Human Adventure, 138movement.his /important Unit Six work Or writings, how he reflected the humanist - Read "Visual Summary," The Human Adventure,. p. -147, Activity East.to label the Italian Peninsula, WesternDraw Europe, and and label the a mapMiddle showing Renaissance Europe. Be sure Activity "Comparingand "The Renaissance Art," p. 348, Men," "Comparing p. 349.Report Architecture,"' on one of p.these 349, famous Renaissance rien: Petrarch, Assignment Content LESSON 3 Michelangelo.Bocc3ccio, Machiavelli, Leonardo da Vinci, \Erasmus, or ManyConceptsArt, sculpture,building:: as and sculptures, architectUre etc., of.the were Renaissance copied from those of er. izations The printing press nt LESSON 4. ObjectivesRome and Greece. 4` TheConcepts invention' and Generalizations of the printing press helped to Spread Renais- Developmentsanceriters,Students should Artists, be givenpoets, examples etc. of works of early Renais- ObjectivesPrintingsance ideas. had a revolutionary effect on European civilization. Donatello,somesance," of The the find changesHuinan Michelangelo, Adventure,the Renaissance decide pp. 337-347. introducedwhichUsingRead field "Art,Be names tosure these art.Sculpture, to such mendiscuss are and Architecture of the Renais, as Leonardo da Vinci, Raphael,. ComparisonsothertheStudents printing technological should press.should be inventionsablebe made to list between that several have theimportant changed printing man's advantages press life. and of buildingsfrometc.).generally Rome associatedor structuresand lateers.. with that (i.e., Showprove sculpture," this.examplesDiscuss painting, or illustrations-how architecture, architecture of of the Renaissance was copied p.Development 332, to see how printed books helpedRead to.spread.,the "The Humanist writing and Printing," The HuMon- Adventure, of the Renaissance.period. Books also spread new scientific knowledge 4 LESSON 5 Unit Six life;tant; any how other a technological inventions that invention have had canDiscuss this change effect. why- an entirethe invention way of of moveable lype was impor- Activity Content, Concepts and Generalizations, SeeObjectiv'es material in the preceding. lessons. Adventure. Do the visual summary exercise on. 'p. 333, The ... Human Development Students are to complete a chart in their notebooks entitled . Discuss the importance of Gutenberg's Readprinting to gather information on.6utenbetIg and parchment. Supplement press. literature,complete"Discoveriespossible the sculpture,subjects chartof the are:has Renaissance."and beenpainting; architecture. supplied science, The in information mathematics, needed education, -3 previous lessons. Some to LESSON 1 The'' Reformation Objectives ContentTheConcepts Reformation and Generalizations KnowChurch?What-were theleaders the problems of the Reformation that lesl to and a bra( their from ideas. the Catholic -Theses,TheTheCatholic Reformation Catholic,following Church. and terms was Protestant. need to be an effort tounderstood: change conditions indulgences, in the95 theirChurch,whenDevelopment nations. rulers when of Resentmentthey growing thought nations was of it based as in interferringThe Europe on Reformation, the wentfact in thatthe affairs much which Ofof began in Germany, came aboutagainst the Church.Discontentmentthe140 money collected grew in whichchurches 10 was'sent to a break to thefrom Pope.in the Catholic/ Rome.Unit 'Six EUroPe.The Reformation spre,ad quickly and ,affected other parts of andissueThemain whatHuman diddifferences thewere Adventure,1,eformatibn his ideasbetween abou$pp. be 14ither's351 in? the -353.(2)- Church? HaveWho ideas(1) Over was,Mariinstudents(3) and What what those read specific Lutherof "The the Background of the.Jkeformation," were -the ObjectivesReformation.Be familiar with the ideas of the leaders Who helped spread the andRomaiv, preVestination. Catholic? Define the4 terms:Have indulgences, students 95 think Theses, of a reform movement that has come Act vity I - DevelopmentEurope.Students should be Able to list ways- the Reformation affected taryabout reform). in recent years. (prison reform, WomeitsHave them Liberation, list the catises mili- f or the particular movement, how / -Luther'sideas.ment ideas beganBe while sire others toto spreadinclude came toin up otherthis with lesson countries.theirReid the own The part Protestant HumanSome that adopted Adventure, p. 354. The Protestant move- was played ofthe.group the movement. protested, and,wha changes have Occured as a result Activity II -. York:Solby John Holt Globe, Calvin, and JohnBook Henry R. Co., O'Connor,, VIII 1969)s and hispp. Exploring successors, 231-234. World and.Zwingli-.,See History (New Q- ture, p. 353. Discuss the questions besideStudy the thepicture. picture of Markin Luther in The Human Adven- partand itsin thespread Reformation. in other.countries. List each"PersonMake a "time who line played showing the beginning of the Reformation Activity I a LE SON 2 . on: (1) Anne Boleyn (See novel and Illovie,AAs an enrichmentmie of a Thousand activity, some students may read a report Assignment ,r-- SpreadCiIntent of the Reformation Days.);eachMary played (2)Tudor; Queen in and the Elizabeth (5)Reformation. Henry VIII. Be ,sure to mention the part I of England; (3) Edward VI; (4) / Calvanism,TheConcepts following and and Generalizations Reformationterms need toin-England. be Understood: :Lutheranism, 1500s. Refer to the textbook Men andComplete Nations, a p. map' 309. showing the spread of Protestantism in the;. Activity II I Introduction Exploration and Discovery Development Unit SiX / 141 - water,ledearlyomeu people and foundationsDias, to exploreChristophertravel beyondfor new the ColUmbus, lands. new familiar colonialAdventurous anc;1shores,The, mpires. Vasco same to men cross datypeThoe like Gama uncharted of Barthol-new spirit laid lands thethat brought forth the Renaissance Scandinavia,tugal,aroundstudents 1400. label I Maketaly, and, and sure shade: China. the followingin the known Duplicateplaces world are andcovered: in distributethe years Por- copies ofSpain, a world map.. Have the France, England, North Africa, Middle East; Industrialhavewealthseveralwith theiran ofnew eventual Revolution.Europeans, new nations. wealth culminating in forSeveral Europeeventually thegoods topics effect and of twthat intheir re thewill to new -beginningcause be exploredlands the were rise of here the toof increase the power ind bebytionsthe somewhich canmiddleman reasons beroute explored: did why concept goods early (1) arrivepreviously Ifsea these travel in wereEurope wasdiscussed.)When the not from only thedev'eloped? China?(Recallmap (2)lands What work known, (Poor wouldis completed, several discussion ques- -. howandare:don. discoveriesfactorsexploration that occurred;caused empiresexploration;1 who was to forM; responsible where and results the for explorations exploration; of explora- ceptetc.)maps, of little size equipmentand shape ofto thewithstand known longland,Examples voyages, are effective. of thesea earlymonsters, maps of the times, showing the con- Content LESSON 1 I- ploration. A recap, of cartography may be useful when studying ex- Supplement MapConcepts work on and the Generalizations known world Content LESSON 2 now.The Objectives.known world., was much smaller during the 1400s than it is - MiddlemanCauses of exploration concept tionStudentsknown. should should explain discover the reasonsjust how for little the increase of the world in explora- was willcreasedExplorationConcepts develop_the goods and andGeneralizations at tools reduceddiscovery necessary prices. developed to As satisfy man from developsthat need.the needthe need, for in- hei middlemanStudentsObjectives142 / Unit should in Six trade. be able to undersarid the need to eliminate the History,'pp.Development 217-219; and Men and Nations,Read pp.The 316-320. Human Adventure, pp. 367-375; Exploring World Development,nationsStudents to should compete be with led to-Italy. discover the need of the European doeswithgainthe insightne major explorers of the old WorldThe were point and of this lesson isis to innovaticns have students in methods understand of obtaining who theseproducts, products: and need for these productsto the concept increases, that as man's culture, acquaintance to have them so pointtory to p. a216; discussion and Men of and why Nations, exploration pp.The 314-315.Read developed. two The guide Hurt= questionsT Adventure, from p.Lesson 366; Exploring1 World His- may be a star con- Vespucci,meution routesDias, PedroChristopher of the Cabral, following Columbus, Vasco People: Balboa, VascoHave Prince Ferdinand the da Henry, studentsGama., Megellan,B4rtholo- Amerigo find the significance of and the explora- tanceandcept(compass, caravels). 'of of increased Italy astrolabe,as an trade early andimpjved trade new center. equipmentmathematics,The Have continuation canthe porstudentsbe br, ghtof tracethis out lesson should deal with the impor- an charts, and Marco Polo. (ItaliansConstantinopleRivercaravansthe trade by from ofroutecaravan Arabs; Venice from or to PersianAlexandria ChinaConstantinople or Genoa) Gulfto Etfrope: to wereto European Euphrates orinvolved China Alexandria; ports. River;to only Indii Europeans Euphrates- and by tradefrom on the last Content, Concepts and Generalizations, Objectives LESSON 4 prices.tohavemenleg have of causedthe such to students developtravels. prices realize to Thetheir increase. students thatown the Thetrade should European end routes point recognize innations of order this that lesson to 'middle- reduce is to were going Development ReadSee material The Human in I,esson'l Adventure, and Lesson pp. 375-380; 2. Exploring World '-'significance,onlyHistory, andtravel pp.the south 223-227;countries and east, andof the Menbut .following eventually and Nations,OnceThis people: west lesson pp.again also. Ponce321-330. attemptsthe students to point should out concentrate that the explorers on the routes,.did not Content, Concepts and Genera izatio--ns,See O bjectives material in LESION1 an 3 Lesson 2. --- andDavis,GiovanniHernandode Leon, John Henry Hawkins.Hernandoda de Verrazano, Hudson, Cortes, Samuel Jacques Francisco Champlain; Cartier, Pizarro, Martin Rob'ert Frobisher,Francis de La Drake, Salle, John Soto, Francisco. de Coronado, John Cabot, Content, Concepts and G.eneralizations, Objectives LESSON 5 (Newbefrom able markets, toVenice come precious andup with Genoa metals, several to London,banking discoveries Amsterdam,systems, or results shifirin andrn-twerp.of this trade age. Unit Six 1.143 See material in` Lesson 1 and Lesson 2. . spices,corn,porcelain, `gems,lemons, textiles, paper, bananas, oranges-;furs, grapefruits, tea, coffee,strawberries, codfish, tobacco, pineapples, lye, potatoes, pitch, ivory, turpen-cocoa, , --- HistOry,Development .pp. 225-227; and Men and-Nations, pp. 330-334. The 1110.41.1 Advonti'cre,.pp. 380-381; Exploring World colonies;tine, sugar, and Molassei,.rum, peanuts.) -indigo, slaves, insurance [boats] Assignment and discovery: Fr9m their Rrevious reading,This lesson the students deals with should the result's of the age of exploration...... _ i, EuropeanNew,World. ship Write fult.of a white short men.descriptionPretend of.your ,you first are aview black of man a in Africa or a- red man in the R . - . _ Absolutism and Enlightment A theIntroduction.the units. strongest The strongest-man and/or the wisest ruled ruledin Thethe in hunters-gatherers'concept the days of ofrule early or time; authority 'com- has traveled throughout all ,men.Ofandbrought.powers law, fightingThey and to thattook its order.of prominencebethe their are PowerMiddle rightordained Was Ages, toin ruletheconcentrated of tfre 1600s. God.")from average the Following According in Scripture.man the handswanted the to ("The of turmoilthis a a time few doc- Middleaand Ages;fewplex became strong,societies; but Itstates; waswealthy, governments during power and thebecame sometimes became1600s concentrated that established powerwise men wasin as the societies duringtruly hands,of the rose sacredtrine, the in hisking, person, By the and grace responsible of God,This onlywas concentration absoluteto God. :in of his power power, did"not, stop the human mind - is theexistedconcentratedcalled Great, absolutism. in Egyptand in in the withRorne hands the with pharaohs,of men Julius who Caesar.inPolitical ruledGreece asThis withtheirabsolutism concept Alexanderright. This waswas not, however, a new concept. It theforfrom thiscenturiesRenaissancetime thinking, rebirth to think were andof and andman's advanceschallenged Reformation,experiment. interest in andthe in sciencesreplaced.Manyscience many reasonsideas andoccurred This theaecepted challenging can arts. as be men During givendown had of 144 / Uhit Six '. milted.the accepted led directly to advances as time and interest per- AbsoluteContent rulers LESSON 2 AbsolutismContent LESSON 1 Crcepts.andInRulers the of1600s absolutism Generalizations theie were five major countries with absolute divineTheConcepts folloWing right. and Generalizations terms need to be Understood: absolutism and Objectivesrulers. Objective's luteStudents rulers. should bebe ableable to name five countries' and diet abso- to tiscoyer what policies these absolute - DevelopmenttheThe words students absolutism should be'able,to and divine develop right. a working knowledge of Developmentrulers used to make themselves absolute.Read The Human Adventure, pp. 391-397 and 400-413; andocean33,6-337. powers liner. Seeof the if theycaptain. can Asexplain they ordevelopHaveRead list someThethe these studentsHuman of theideas, Adventure, dutiespretend the they p. are390; taking Men anda 'voyage Nations, on pp. an reading,Meritries:for andbeing France Nations, absolute,monarchs. '(Louis pp. 337-360. XIV), Prussia Have (FredericktheCertain students, _rulers the by Great), utilizingin certain Russia the countries have gained a reputation list the absolute rulers of the following coun- thesetheyabsoluteconcept name people theyruler. parents must should See still orif theyarriveprincipals, operate can at nameunderis try,that anysomeoneto theDevelop develop othercaptain else'sabsolute athe workingof concept laws.a ship rulers. definition is that an If of absolutism and divine right. ifJoseph themselves(Peterthey II),can and atid,Englandcomprise Catherine absolute. a list(James theSome of Great), items IT.that thatshouldAustria theAfter bekings (Maria theyincluded used have Theresa correctly and identified the absolute rulers, see are:to makethe Cuba). Find and list the absolute- rulers of today (e.g., Castro in Assignment 'severely E.g.,nobles;creationlimiting I cu-t destructionOfreforms the a large beards in powerfulgovernment. of,off mythe subjects.localarmy; formsabolishmentA I am"Who of government; am of I the?" activitypower and of may be 'developed at this point. 1 LESSON 3 Development Read The Human Adventure,- pp. 397 -400 and 382-385; Unit Six / 145 ContentAdvances in science, philosophy, and the arts Menence.Theit be and need by During Nations, itrventions of man the pp. to Middle improve378:383.or by Agesthe has use inalways of Ettrope, flowersMan been becausehas anilf alwaysongoinga peasant's of soughtthe experi- con-hut. to improve his own culinre,,whether CultureConceptstocontributed the isIndustrial anda fermentative Ceneralizatiotisto the Revolution advancement process. Duringin culture the which1600s,, eventually many-men led 'stant.as wars,orscience war philospher decreasedfew and men mind, with had and instead.of histhe law, invention, free and time to orderweapons tophilosophy, spend Theevolved, and studentson, orfighting.scienceCbut, mandiscovery': should turned use to the.readings to match thescientitt, , Objectives . . GalileoCopernicusKepler RousseauVoltaireMontesquieu , GibbonCavendishDefoe lobesMoliereHoward° VesaliusBaconHaryey plishmentsStudents should of the becomeAge of Reason familiar and with Science. the names and accom- --- - DescartesBoyleNewton *Locke BachPope HaydnSwift ; DiderotParacelsils ; FieldingMozart Cassire.Baker, ,rNina B. Peter the Great. New York: Vanguard Press, 1943. Ernst, et al., eds. The Renaissance Philosophy of Man. Chi- Bibliography Mills, Dorothy. Renaissance and reformationPutnam's Sons,Times. 1939.. New York: G.. P.. Durant,Hewes,Easton, Will. A.S. C,SpiceThe Heritage Reformation. Ho! A of Story the NewPast:of Discovery. York: Fronted.cagO: NewSimon the New EarliestUniversityYork: & York: Schuster, Holt, Times Alfredof Rinehart Chicago 1957. to A.1500. Knopf, & Press, Winston,3rd 1948. 1970. Taylor,Simon, Edith.F. Sherwood. The Making Illustrated of Frederick HistoryPublishers,Co., the of 1963. Great., Science. 1955. Bodoti: New Ljttle,Yorlc: Brown Praeger,v & --Kendall, Paul. TheLucas,Komroff, Yorkist. Mark. Manuel.Age: Vast Daily MarcoHorixdris. Life Polo. during New New the' York: Yokk:-/Julian New1968.Wars Viking York:of the Press, W.Roses.Messner, W: 1961. Norton 1952. & co., 1970. Walsh,Trevelyan, Ronald. George. Ferdinand Illustrated Magellan. English NewCentury, SocialStewartEngland York: vol.4-listory. Period, Criterionand 4. Newthe vol. 4 Early Books,vols.York: 2; The Tudors,Chaucer'a David 1956. Eighteenth McKayvol. 1;' Cebtury, Co.,Age 1949-52.of vol.Shakespeare 3; The Nineteenth ,and the EnglishBeginningAge ofDikoverz: and of Dutch ExploratiOn. Spanish Explorers; Sdand Sd1121.1. Portuguese: 1193.1. S English History Absolutism.eformation..Some Suggested Sd Sd 862.1.531.2. Films z Age ofofEnlightenmentin Europe. in Europe. Sd 1170.2. Sd 1171.2.

Unit Seven /-149 Introduction The Indus.t.Pitil Revolution as a Strategy of Adaptation .(usually implicit rather than explicit) that people cannot treat. , - comedmainspringhimself technological-innovations from of the cultural restrictions development. and limitationsthat TheAlthough have fact provided. of that peoplehis man, habitat them have from iswithwel- the his' beginnings, has sought to free socialcoveredgroupsultlightly if liferevery or it. allow andOrder, timenew they to someone technique,regularity. happen must govern learnedwithout idea,and theintrOductionstability aboutor direction. custom it areor independently wasChaos-thy andadopted hallmark' would adopti by dis-re- of a' peoplesocialIttheincreasing is necessary relation intend the to masteryinstitutionaland andexhibit accompanying in their overtheir intellectual theirgreatest ideological habitat,changes conservatism. and they inspiritual aspects their have organization tendeetcrresistorientatitint---zof culture that of ofdecision-4secure new cultural enoughlevied cleinei foOdfrom as a unit hsof habitat,adaptation. enough for individual sur- foremost conecru, like that of any Other-animal. is to and decision-implementing within the group, encc, cultural evolution--tequire_s. otherthevalues;and sourcesdevelopmentthe populationresulting of cultural disseminationof growth; the development: nation and state.politicalof information, NonecontactIn innovations-especiallyaddition of between these techniques, to is technological groupsan inde- and innovations, there ace. three ---,ilia] and for the reproductiSnandPeopletionsurprising, evenof ofprimacymust theirthe therefore. organize group. thought in human It.that their processes, is productive institutionsin social no way inrelationships ways activities and that modes willoccupy and of make activities. thought. a posi- their habitationalotherandispendent especially political factors variable; resources. truesuchdevelopment, of allas the ofthe themrelationship level which tend of technological to are betweenoccur obviously simultaneously. population development dependent growth This and on survive.productivefindingstion of productive ofactivities modern effective; archaeologicalactivities otherwise, is repeatedly andThe ethnological importancetheir underscored societies research. to willthe by notrest The the of the' culture of the organiza- places,tural'ing groups.development and then spread was frbm discovered its center independently ofEvery invention major to technologicalneighbor- invention in the course of a Cul- in a few equalculture.adoptionfied.followed to The Theabout of average by areason new onechanges tenthsource adultfor this in ofman of theacan unit energyis institutional becapable of clearly horsepower;by ofa society andexerting configurations simply hence,is energy invariably exempli- a manthat_is of its 'others.ments Thus,theIt- is content from -estimatedhuman one of groups group any culture addto another to theirmay as storeshaveAnthropologists been of knowledge borrowed generally from refer to the spread of cultural ele- that perhaps eighty percent or more of diffi4sion and borrowing. verywhotively,productionorated reliessmall technologicalin onlysocietysuch because ona society ofhis meneveryonelevel. own there at Therephysical a isrelativelyis no equalis centralizedno energy centralizedas simple a producer.is restricted control and control unclab-, Correla- overthe to' ov'er ortously.importantly,and religion, ,productive The legal.system,adoption by contact techniques of with aor new mode notother technology, only of groups. etiquette byCultural themselves ceremonial reflects borrowing but,a decision pattern more does not occur at random or fortui- divisionelectricity,extrapersonaldistribution of andlabor.of sourcesfood other These and fuels-they of other specializationsenergy-animals, commodities. developAs inevitablythesyeciilizations water people power, inlead a societysteam.into thethe begin to use increasingly efficient, 150Aingmustestablishment corollary /the Unitassume activities Seven of positions ofthe ofhierarchy development those of dominancewho in productivedo of the centralized in bulk organizing activities: of the control manual and a overfewsupervis- work. menpro- decision-makinginsourcechanges their of adaptive his energy, environment andlevel,he alters implementing different by.harnessing these institutions.indiViduals institutions. and Asintroducinr-oand Wheneversocietiesthange groups in new the man ofdistribution.ductive adaptation activities take is place an increasing in groups, .centralization in anBecause organized, all of productive control systematic, over activities in all societies at all levels , nation,ticipatesorganizationdecision-making.adaptive civilization,-world inunit a is larger standthat One at groupin each of new the community)successive(band, featuresrelationships lineage, of level inthe which community,theevolutionto theindividUal the proCess decision- of socialtribe, par- of workconstructenergy.thatand ,predictablemust in ,Aden thembe terraces made do as manner, not about yr simply irrigation theall ofgoallocation; theseout networks, to activities hunt, use, plant, buildand rest distribution tend factorieson decisionsanimals, orof if they were a random alt:lomeratian of community,respondscentralsocieties,making state.to centers units-such and In Suchasaretothat those more arecases, very withthatand each closemore arepeasant group very to distant him, tendsclasses,distant, such,from to regulatean suchashim. individualthe asIn local differ- thesome whereregularlybutionRobinsontohow cultivation, landof'terraces abouttheCrusoes. will resultant whatwherebeor Eachallocated, directions animalswealth, of these which requireswill men activities, be plotswill driven that takeof as decisions landforwell to grass huntwill as the beanimals,and distri-madeopened water, irrigation' networks will be built, where entsociety.tolevels aspects the ofdecision-making adaptationof life. One is of that theand the consequences implementing individual hasof mechanisms the decreasing succession accessof ofhis ofbewhosourcesfactories incomedivided, will of engav*inwill (about power.allocated, be erected, theSimilarly,each andcriteria of organized) theseand decisionsaccording how activities theyand have to about(aboutwill which to have thebe how each madedistribution access labor person, about will xo , LESSON 1 product).featuresfamily, andof every household adaptation, will ofbe. every awardedThus, strategy a share for exploiting in the social the decision - making and implementation are central Man,Content the toolmaker , ..-- energygrammardodecisions,not so,always potentials anymore that nor fully governare of1a aware thanthey particular their peopleawarethat lathey ofguages. arehabitat. theare fully mechanismsmaking Nevertheless, Obviously, aware and of byimplementing peoplethe which no rules signifi- arethey of Culture:Conceptsattempt everything andto make Generalizations life -a easier people and WaS more invented meaningful. and used in an thatdecisions,incant permitchange 'conscious its can adoption. occur or in unconscious, a cul ure,its neitherinstitutions deliberateEach in level its or ortechriology'nor of ideologies,inadvertent,_ adaptation :without has an appropriate an accumulation organization of . _ giveAdaptation:Inventionsfor rise productive td new the arise needsprocess ends in response ofand 'bythe new whichenergy toinventions. needs, a potentialpeople needs makes in which its habitat.effective when solved use - Unit Seven / 151 TheEverycerned, most culture is'elementary muscular. can be source defined of energy,in terms as of far specific as man sources is "con- of developedfield give rise in Unitto the need for developmentsIn discussing in others. these readings, review ihnnsights about tools 3 and utilize the concepts,of culture and GivenObjectivesenergy the and ',concepts the social Of institutions culture and by adaptation, which energy students is utilized. sho adaptation.tiotechnology: Also Man develop and Change the concepts sets forth ofs manyanenergy, excellent material, sugges- and questions which develop these and.other concepts.Culture: 4 .Wrategy offildaptation 'chippedmentsbeStudents able stones of to should the explainof earlypast 'be howtwomenable centuriesindustrialtoin giveUnit examples2. canand betechnological ofstudied how men as weredevelop- the first used theiricaltionary evolution. habitats, process, theIn was discussions term originally adaptation of developed the refersrelationshipThe concept into thesuccess, studyof of organisms adaptation, ofmeasured biolog- to the key mechanism in the evolu- utilized.someStudentsfire and technological animals. should be abledevices to list by somewhich basic'sources certain types of of energy energy andare populationbybecAiseittive art has abilityrelationship been of no organismsableof adaptation populations to with perpetuate is a considered habitat,is topermanent surviveits to form to_havebe an,d4sproduce.adapted ofand life. AcliTawfl.an because Evolutionto that no habitat,Thus, effec-habitat occurs a if socialexplainingStudents organization. should the relationships be able to formulatebetween energy, a tentative technology, hypothesis and beremainstionfective maintained. and unchanged. relationships survival. AdaptationNew with adaptations altered in man, habitational mustSimilarly, however; be developed/if conditions adaptation does not aretake.s.,,..inef- manto refers to fitness for reproduc-,:, Developmentfactsfrom chippedinvented stones and usedto atomic in pursuit generators, ofFrom the are fulfillmentthe regarded point of asof view arti- the of the anthropologist, all things, elementaryproductivetationtoplace make' throughin manuse, endssource isof genetic ilte energyof of theprocess energy, mutation; energy potentials by at potentialwhich least but, in theasrather,he_makes far iiihis"habitat.physical as throtigh man effective,use habitat. is concerned.his The ahill?y Adap- most for Thesetheused(Morristown,needs present.readings to and analyze potentialities Man set N.J.: industrializationthe is Silveranthropologicalhere of vieweda Burdettpeople. fromas Co., approachaHave toolmaking the 1972), the19th whichstudents pp.century animal. 108-116.will read untilbe KennethIn S. Cooper, Alan and Change bludgeons,is animals,energy-organizationmanymuscular. human withhoes,water, Reliance societies of suchand chemicals,social digging onsources andthis relations. hassourcesticks steam,of immediate extrapersonal is inWe andbasic the may electricity.use toconsequences thecontrastof energy bows.food Whenever quest muscularspears, as for draft in the whenInventionsiscomfortable,attempts the solved mother to arisegive satisfy peopleof invention;andrise their inventareto new utilized needs inventionnew problems. andtoolsin response-to to isand makeDevelopmentsthe techniques. mother themselves problems of necessity.Necessity in which onemore thechange,organizationspeople energy introduce so sourcethat of the social aon latternew which relations, energy will they be system rely.appropriate that is,Every into their their cultureto institutions, efficient habitat, is a special use 'their also of case of the adaptive process, of the complex152ofenergy specific / Unitways 'potentials. so.urces in which Thus, of peopleenergy a culture andmake must-firsttheir effective social be correlates. defineduse of theirin Eyeryterms Seven t effectVof institutions use of eachand socialparticular relations energy that system. are appropriate to the 'organizationsfromeachculturetive represents thein can human, habitat.of be social conceptualized societya Every uniquerelations; without energy social no as energygroups designsystema strategy systemthat for requires are ofextracting candesignedadaptation, beappropriate effec- energyfor andusing typeproductelectricalit. A ofvery personnel simple energy example_will orgasnization. that illustrate The personnelFactory the point. work,recruited in forwhich the exclusive reliance is placed onto be sold for is devoted' to the manufacture aof a profit, requires a very special ConceptsTechnology:,Content and surveyGeneralizations of the last two thousand years onlyTheeachdofactory's their labor ofother the respectivetasks force numberor toshould ofthe ofthejobs, factory.bepeople factory evaluatednot necessarymanagerin should,terms in terms ofbyto ideally, theirproduce blood of theirrelationship beor the composedabilitiesmarriage. product, to TheObjectivestion, following invention, terms technology, need to beand understoOd: institutions. culture, ',adapta- - becauseeffectivelyfinishedmaintain they theproduct. very wereplant, long relatives Suchacquire if the an of raw peopleorganization the materials, owner. in it----were Thus,andcould ship recruiteda not -culture and function sell onlyincludes the both the technology and the insti- conceptGivenmentsStudents throughthe shouldof story invention, the beof ages ableHerb's in tostudents terms interpretdesign of shouldstrategieifor the a technological steam be of able adaptation.engine to develop-set and up the a . tionaryartifacts,tutions behaviors of theappropriate institutions; energy with potentials 'which to ideologies, that a technology.society of its and particular isThe theequipped Itrecord total habitat. range forof humanthe of exploita- custom- evolution suggests that man's cultural an be defined as the Studentstechnologicalhypothesis should explaining developments speculatebe able why to his on andexplain plan the institutional wasrelationship the not relationship developed developments. between and between used.tech- maximalmeeteffectivehisadaptations habitats. the demandssourcesuse haveHe of has it.increasingly of ofaccomplishedHence energy' each weenergy and freed.are thisby systemgoing him shaping by harnessingfrom to so speak his thatthe institutions limitationshe ofincreasingly can levels make ofto Development,nological developments and a people's desiresThis lesson and values. surv,eys some of the major strategies of adapta- Thetionstrategtechnological ,concept refers notof levelsdevelopment, only toof techniquestechnological each successive but development also to level the configurations representingand adapta- a of exploiting the ofenergy cultural resources adaptation available in which to athere grdup. are more efficient Change,"years.tionHelp illustrated Men Man Think," byand various Change, pp. 129-132. cultures pp. 117-128, duringHave the-past and the "Machines students two thousand T.hatread "Two Thousand Years of Slew These selections trace man's development of sources of T that represents, as far as we know, the first level -of dultural Unit Seven / 153 energy,tionsandandVatt's put fromare to steammade muscularuse. The engines,and toinsight used nuclear fsk in to why response-energy:be developedtheseAfter enginesto the needs. here students were isIf, that developedby have inven-some read about Savery's, Newcornen's, gatheringadaptationandenergy:environment arrows, collectingis achieved a spe4rs,technique by an wild by bludgeons,'almost :man. ofgrowing extracting In foodsnets; aand laidlivelihood the hunting like. from Typically,with thebows exclusive,. reliance its sitnplesr- form, hunting- oti muscula,r York:point,it,developedmagic, McGraw-Hill the steam ancient engine, Egyptians Book it Co.,is unlikely had1955),let been alonethatCh. presented 11.they improve would with haveon a it. fullyused For teachei background onsee this Carl Gustayson, A Preface to History (New samedependingmonthsheadssmallforaging familiesofbands several thesesocieties on that thefamilies thatbands rangeabundanceare come nomadic: will often in together congregate,size being of Nomadicfromfood. brothers. every oneSince the hunters summer,to size Duringit five is of notusually fajnilies,these the therealways summer groupslive is the the anin Many scientists phrase questions about adaptation in terms .. Five-Strategies of Adaptation -. ceremonials.elementspouses,from one of gossiping, unpredictabilityyear to the visiting next. with,in SuAnner the distant composition is relatives, the time of and forthis' conductingacquiring group 'howsettlementThereof man man's isis ableoften alterations patterns, to an achieve explicit offreedom hisvarious or physical implicit densities premiseand 'socialof population that environments. we must and learn fro e restrictions of the several varieties. Horticulture, Ita second strategy of adaptation,is a technology also has in which a people `plants imposestationstheenthabitat, degreescorollary on the on man ofameliorationhis question: social habitats?himself? complexity. What What,Howand iselimin is thefor 'Whatman effectexample., shaped too of ofteneach areby isofthe neglectedthese effectsshapes adap- onhe is ir, on of disease, and differ- areexploitativeists,diggingseeds, responsible like roots, stick hunters, activities, oras for tubersits therely principal but presence-and primarily with harvests means an of importanton theof muscular production. product,food difference: on energy usingwhich Horticultur- ain theytheyhoe their or ''dispersed, of horizontalenvironmental'peoplemuscularsmall ofcommunities different energy noise, or densitiesextrapersonaldietary or no communitiesvariety, of population? sources architectual ofat energy?all? Of styles, Of compact reliance-on large or or vertical settlement patterns? Of subsist.thatcoveringclearingproductivity he Since shift andbrush his is.the preparing cultivatedgenerallyand horticulturist burns the limited. plotsit, soil,rapidly everydoes especiallyFurthermore, notexhadstfew turn years. whenthethe his soil,topsoil, ,methodshe requiring cuts his the of as he shapes his'teacher environment.createsthe should other a unique dealsbear Either in withenvironment mindset only of that questions half e for the-These the processwithout 'tx, questions of adaptation. are importantwbecause The man shapes h)mself h strategy -idual. Every -culture of adaptation forththatanthropologists.evolution horticulture in .a revolutionaryused Ittoevdlved is be now called eruption. slowlyknown the and from"Neolithic ThereThe gradually; archaeological development is no Revplution" single it did nothorticul- researchof horticultureburst by in the course of cultural . setpresents of tools the withindividual which with to exploit a self -contaa habHunting at.ed worl and gathering refer to a partic ar. energy, not mer system a guishedsentingturalfoods pattern; ain successive dieterms instead,total of diet.the stage there different of are development different proportieSns patterns, that of candomesticated each bedistin- repre- ', 154 / Unit Seven -OS gainingandseenwhich Asian in depends thealiveli4Ood pastoralists. differences largely frqm on Pastoralismamong the habitational care East of Pastoralism,islargeAfrican, circumstances,a technology herds North of in domesticated' itsAmerican,devoted as various can beto forms, is a strategy of adaptation 'must be,sideration.animals inofmost agric draft disputesfor anima's can be and toseen manorialthe in memberi medieval regulations of Englishthe village.. involve-d\she records, Similarly, in allocation.which social c entire community..The importance of this con-ture, - an adequate and reliable supply of draft '. (milk,animals.Indians.who meat, Sustenance blood) used orhOrses may from be to the derived hunt use bison). of from theinstruments domesticated theLike herds all ofthemselves other production animals- levels of technological development, pas- (as among North American 'animals-aretemporaryrequiresnancerelationships pivotal of specializedMexico depenth in suchthat and centerblediverse groups . supplies upon agricultural Inof all thepersonsof such livestockownership Socie.ties societiegto care; for and As'con.protect, draftthe use mainte- purpOses of Ineed, draft . permanentherderspastoralismparticulartoralism seasonally is system avillages particular of drive production.and kind fieldstheir of animalssocial The essential organization from lowlandsocial as clement well areas as of a is transhumance, a settlement pattern in which to highland pastures. Trans- Agriculturalpropriatequiringand oversee the institutions Organization technology the distrIbutiqn for also of regulation, laborinvolves of the forTerrac animals..construction;specializations protection, ing demandand in produc-repair.. ap- - and large-scale irrigation. networks, besides re- , - but over a wideagain,humancepeoplement territory whereas is makediffersfrom in search anomadsfixed move,from settlementsof nomadism theyusually food. remain After move toin relatively transhumanthighlandthat not thebetween pattern stationarypastures fixed. of and move- untilpoints back the systems.urbanizaticin,tion, the development, and the biftircatioA of markets orof otherrural andgieihs. urban of trade,value .- briefresultinghighlands;next periods. season, in' nomads Thus,differentUnless there generallythere organizations are is aentirely shortage remain o different socia stationaryof water r patterns and only food forin in thevery the alists and nomadic foragers, tills difference machine.social-sonalsocial energy organization relations; in complex these as it center formsis a technology. -uponrequiresIrrditstrialism, man's its The own relationship use organizations of like eNtraper-, other to the of adaptations, is as use a unique horticulture Agriculture, a fourth strategy of adaptation, differs from technology as well as in social organization. outdifferentmachine; regard machinein to if other people. a different He holds his posntoi example, man in an re support his family by moving to a industrialo society- follows the e does so, largely with- tion to at moretheseCentrallyAgriculture of the techniques, following: controlled is a system singly plows irrigatiol ofor and cultivation.n draftcombination,networks, animals, that and isrequireslarge-scale terracing. based ona specificEach andone orof of isindustrialpayshiskinsmen source for the andsociety of use subsistenceby of inheritance.is histo runlabor itselfthrough power The like intellectualized att ratherthe impersonal. machines than through upon goal system whichaof group an t it sourcesenergy,Organization, andand products. each of laborinvolves to maintain its own modesand protect of distributing its sources re- of - production;entirely on rational not, as considerationswith thebased. working of-profit,The unit organization efficiency, of anda factory is supposed to rest in preindustrial toolsof draft of animals.industrialism, Mechanical which tractors,will be disctisseksowers,in agriculture, and below. reapers the There: use are of a plow depends entirelyon the use 4." thesociety, emergence on considerations of a world community,of consumption. andIndustrialism thus it is tied is closely to very related to state organization and to -complex intersocietal political developments that are still at an LESSON 3 Unit Seven / 155 stampstrategyisearly industrialthat stage onthere-has toits-own of develop.pattern their not local history. beenis Althoughapplication.emerging, enough A corollary timeit each for nationof local these willvariations considerationS place ofits the own appears that 'a worldwide TheContent Industrial Revolution tionarytionlatterenergy to recordthan anotherbut-also the suggests former. requiresalterations thatThe the morein,transition harnessing social time institutions, frorbisCultural ofrequired newone evolutionlevelenergy toand effect ofthe sourcesadapta- evolu.involves the not only changes in sources of ConceptsTheNecessity term and cultural Generalizations is the feedback mother ofneeds invention; to be-um:Iet-stood. invention is the mother of accompanyinglike.organization,plusmotivations-, Sochanges long as political setsthesewere oCpersonal organizationslimited institutions, to values;local, ofreligion, autonomoussocial modes relations,education, of cognitioh, groups, with and changetheir andthe in settlement patterns, household and family TherequisitDevelopmentsnecessity. Industrial to developments Revolution, in one field in others.by are and at oncelarge, dependent raised the standardon and pre- Of, - variablyenclaves,wastural likely evolution, traditional corporate to be slow. had and cities, profound Groupsconservative autonomous 'of consequences this inThe thekind regions extredevelopment kin in -aregroups, speeding almost ofethnic stateup in- the organizations, a watershed in cul- livingGivenObjectives of the commonnames of people. well-known 'inventors, students should- be economiclogicalofFurther,specialistsrate centralized of ady'ances cultural surplusesone to of these politicalchange..andthe that consequencesandtaskschanges Statescontrol .and in by aresocial in developing able state relationsalso to organizations catalyze one byof the assigningthe means- techno- is the can be used for these reallocating purposes. viewbackableStudents toof demonstrate the shouldIndustrial be an ableRevolution understanding to compare with andthatof the contrastof principleArnold John aildToynbee. of U. thefeed- Nef's nature of invention. '-.groups; the.weakening stateways statesforgenerally andloyalties ofare to traditionally ablesubvertregards of,indi,viduals simultaneously resistancesuch conservative, groups and.seeksto it."toas encouragecompetitors locally to eliminate changeautonomous them. in positive Thus, viewsStudentsDevelopment and justify shodld their be evaluation.willing to evaluate these two conflicting organizationinmakes his habitat. effective ofCultural usesocial for evolution,relations productive bythe ends whichsuccessiveSummaryCultural of thepeople potential strategies make energy useadaptationin the of is the process by which man correspondingN.J.:Grossman,identify Field the Educational The inventionssections flu mart in Publications, o( Man eachAdventure and of Changet,,the 1970),Have following (Berkeley the pp.Have students 446-450, met%.and the students read and then Frank ppelluti and Ruth H. Heights, selffromharnessed the energies, limitations is a ofproduct his habitats. of man's attempts to free him- d .. developinventions. a hypothesis, explaining the relationships among,their Clohn Jameslkichard156 -HargreaVes 1 Ark'sSiright Kay , Seven **-\ Georgekobert StephensonFulton' HenryEli Whitney Corr, Aboutorganized 1760 into the what' inventions might be in called the textile industry, thedevelop- a capitalistic enterprise_ (2) JamesEdmund Watt gartwfight HenryCyrus BC.seeinerMcCormick SamuelEliasHowc,, Crompton - These new developmentsquantitiesment of tice soon-transformed inere se British industn stc am- engine, and the. smelting of iron in . . ro uction tremendously, , n new. (3) The objective here is to get the students to derponsi,rate for'thebut the few distributi 'anct new, untold , c new wealth `resulted in,m untold iscry forriches the many. . . : --field-,-developments whichfurthersponsethree." are understandings:developmentsin made others; possible and in third, by first,these developments developments other -fields in possible,others, rice4; second, developments in inventions arc developed in re- one field necessitate which illus-in a given make dieingOh au the 14th, 15th, 1.6th, 17th; and 18thNew centuries. 1,""ie'''iv. Large-sc4le (1) Steam and textile.inventionsalluost.changeless. did no world. break inImport:ant changes took place ..( trateschangesas the trya 5encs principle in of.revolutiolis. 'all ofaspects feedback. of Technologicalsocietyreligious,The developments Inddstrialintellectual,wcrc Re-volutionaccompanied in soCiat, indus- is bestand understood foll9wed bywhen radical regarded. and. rapid ,n-rajority probablystillsconditiOnspowder.organizafrequentlying, shipworkedweft not deplorable. atgobd home. by 'Working 'the and living on,-. of industryanyuilding, of thdemployees had-takenbricks, paper, place worked glass inmining, making, for wages. sugar leather, refill,although and-gun- the' our standards; 'indeed, they were tin*."numberIndustrialpolitical, in ofmilitary, Revolution facts as anci it is economic:Sec not,the developmentso much thethe chartmemorizing of "Needs ofand Cul- The great effort required in understanding the a scheme of Com- a large frequentWageshours. Children were and lowandsevere. were Accidents 7tfrequently a subsistence, were dmployed frequent evl. LIncniployment ,and sickness customary work day was twelve . at ages four and five. waswas :4'1 Industrialhistoricalprehension Revolution. processnto which will an Thesynthesize image old simpleview, theTliere simultaneous whichenough are is totwo still be fundamental views and evaluations of.the aspects of thisre meinbered. current in . changesusuallygenerallymost common. tookwcrc unhealthful. the already WOrking side_ underway.And, of condition's,the when eMplo'yet. (2),Thechic. sere conflicts quickening-in often-damp.befinitel,y arose-,-the bey the,,-usr 1700, . ark, -and 4 state .York:viewItyluvriaiArnoldmany Harper iS highcehocCand ,Toynbee,& Royv,school Publishers, textbooks,-furtherthe,great-uncle developed was1958): firstof Thethe byset current Pautforth Mantoux, around Teynbee. 1880 The This by Retx-34t, ioir in the Eighteenth Century (New new view is best ofutilizedengineevenrealized. machinery here was machinery The ,the employed took (Ace first place slowly,'exceptionpoweetoom i,ery,sibwiy. much (3) There was Most set were of evils the elothingill the slums, industry -was in shetextile_ induti-V. And more slowly than is usually in 18-40. Watt's steam but .Revolution:York:simplerMaterialset forth -W.1760-1830 versionWorldW. by Norton John (Chicago: is(New expressed & York: Co., University 1968) byOxford T. S.and of UniversityAshton ChicagoThe Conquest in Press, ThePress, Industrial 1964),of the A Nef, War andaHumin ,Prog.ress, (NeW ofchildrensystem;conditions warthese and did conditionsnone post-warnotwere of create causedthe weretown adjustmenta nowby notgovernments at,least condition. new. dislocatedthree ,,Long The-hadother hours -the sh.iinsconditiOns: Tower for and pOor the- economic. -women and to cope years changing1960). world. Small-scale handicraftOld vitas View. only (1), infrequently Prior to 1760' there existed an almost un- . ing water;simplyavailable.necessarywith and the cheap not new toFurthermore, adequate solvebuildingproblems some:of for materials such copingold the as needs sewagewith (bricks, the(31' disposal thepipes, city, andetc.), -Were pure' not drink- yet ways of thinking and acting were new pioblems. . Unit.Seven / 157 Content . -LESSON 4 andthetion Industrialinvention tb 'keep Revolutionis in the mind rpotherjf is: in terms necessity.. ofsystems. The .generaliza: n cessity is the mother of invention,. . SeeingCOncepts systems and Generalizations in industrialization ..., gin;betweenprincipleup the (2) system illustrating technologicalof feedback of culture: the' between Listed feedbackdevelopments .(1)' below textilespinning between are inindustry, someand textilesle-thnology' weaving, of illustrating and.,thethe systems 'and and cotton iristi- also the which together make' AllThechangerapidly; aspects term more c"atttrat/ag such of slowly, a culture'as suchneeds do- assinstitutions totrot be change uriderstood. together,.andideOlogies. Some change technologies and; ,economies; while others lutionsvarietyindustrialtutions;illustratingnological, of,industries; on.) illustrating population institutional, the influence (5) the and illustrating social,reciprocity ofon the thought andagricultural the politicalbetween reciprocityabout anddevelopments; populatiim;agricultural induitrial among tech- (-7)andrevo- ,(61 (4) illustrating the. feedback among a ObjectivestheGivendents nature an should .understanding of cultUral be able change to ofset cultural upin andiagrammatic industrial clittuge andsociety, models invention, illustra'ting stu- (10)(9)my,developinents;",(8)illustrating illustrating theilluStrating social the system, thefeedback the feedback illustratinginteraction and between the between politicaltheamong severalfeedback needs man, ideolOgtes large-scaled andteclinology,'among iniehtions; of,a the cultural people; econo-indus- and .- understandingsStudentsstandingSlo should ou' are curent bebe of able ablepractical cultural toto apply explain value situation. these for how us ,concepts today.such concepts and under- and mysteriesnamestry,podge. and.the and Students, of development;habitat. feedback aware and of systems,which,. these. concepts, to-will-appear thoseListed uninitiated'should below to beuse are a thishodge-' someto thelistto facts and figures, dates and data, DevelopmentRevolution not merely as"a" series of technologicalThis lesson attempts or economic to get the students to see the Industrial °dietwhichteacherviews;taneous words;the they andWill aspects may finally, be teacher addto leading of into the diagram leads thea Induitrial comprehensive students 'the sotne students Revolution tosystems develop toview: -focus of a In theirintocomprehensive. doingthe Coherentown. sitnul- so,:the In anddevelopmentsare;essentiallyof militaty.culture culture, - The;religious, butadaptation, as concepts an adaptive intellectual, feedback, developed movement andsocial, andsystems. affecting economic, utilized The all here objeCtiveaspectspolitical, are those used in Unit 2. Specifically the concepts HargreavesKaycompltexview of thesocieties. nature of tae historical 'process as illustrated in RefcirmSlavery in-the Pill of U.S. 1832 JohnKarl Stuart Marx Mill events.systemsis to get.:Sttidnts and to use to the look holistic at cultural approach developmentisThe in exercise analyzing 'in. in historical termsLesson of '3 is , ,the first step in understanding CoalCottonPowerLpcomotiveSteam mining loomgin engine ... NationalismMalthusImperialismFrench Revolution 'of 1830 . JeremyEdmundMethodismIronSecularisin smelting Bentham Buike .158Bankirrg I Unit Seven Citizen armies Welter Bagehot -a- C BourgeoisieDemocracyRomanticismSteamboatFactory system ProtestantIdeaDestructiveMaxSpecialization of Weberprogress ethnic warfare EnclosureAlfredRudyahlSamuelHerbert T. SmilesSpencer KiplingMahan Textile Industry MNallurgical Indutry ProletariatIncrease in population ProfessionalismR. H. TawneySeeing Systems CivilCollectivization War in U.S. . ShuttleKay's Flying (weaving) Hargreaves' Spinning -1 - Technoldgical Developments Factory System JennyCrompton'sFryne-Arkwright's Water "Mule" (spinning) (BourgeoisiuRise of New Ecm4micand Proletariat) Classes NorthwestfromShiftUrdatization Ruralin Population Southeast. in Englandto Urban LoomC.artwright's (weaving) Power."( Whltney's Cotton Gin Jew Further Inventions in Spinning d7 Reform Bill of 1832 -6- SpinningTechnological and Weaving Developments in.4 -2- ).-Factory-Szstem Agricultural Revolution 4 Or industrial Revolution DecreaseRise in Standard in Death.Rate of Living and(collectivizationAgricultural machanizatibn) Developments or enclosure er Industrialization . Increase inoverpopulation)Malthus. Population (concern about. AgriculturalIndustrial Revolution .7. -10-Man Unit Seven / 159 RiseMass in Living Staraard ciety Imernational Trade Habitat Technolcigy War The Historical Process and the Industrial Revolution -8- thememorizing simultaneous of a large aspects number of a ofparticular facts;The rather, historical great it iseffort the development focusing required of in studying history is -not the ay FactoryIndustrialization Syst m bere4.into1700 a single one weavercomprehensive could keep view six simple spinnersThe Industriai'. enough busy. to InRevolutionbe 1733 remem- Kay began in the textile industry. In . RiseSamuel of BourgeoisieSmiles . Karl Marx Rise of Proletwill twelvetwiceinvented as spinners4busy. Muchthe flying as,forn-4erly. shuttle_ which As a result, allowed one a weaver couldto produce keep 4 1 wereinventions,HargreavesNewArkwright combined inventions both invented hy of becameCrompton which the the water improvednecessaryspinning into frame: a-machine jennytheinIn Ten the responseprocess years fieldincalled 1764. oflaterof the to weaving:Tospinning, In thesea"mule." 176reed two for better metbds of spinnin An analysis of industrial -9. development should reveal tht machinerymeet this need, which Cartwright in turn created invented an increasedThese the power new need inventionsloom for iron.in 1785. put.:led to the development of complex Humantechnologicalinterdependence Needs and and Desires economic of human developments, needs and desires, on the other. on the one hand, and . Industrialization ^ -- . Thebutcharcoalin reason1760 she did Englandand was not England thathave had -this the wasto material prOductimport short oftoabout was wood.make refined80 it.England percent by neededtheof heruse iron,of and,MoreMore Goods Leisure and Services, Time - . precinctiron was invented which used coke,In Jmaderesponse from t& coal.this problem;`anothe?' But this process of smelting hard to obtain because there was no means of steampumping160 / engineUnit water Seven 'to frompower the a pumpdeep mines.to drain 'What the water was toneeded get the_coal was a problems., not the least of which was spiritual:In the -cities In the the,city people the were faced With 'a multitude of ' to makebetter theclothe coke-to the people. smelt the 'iron to build the textile machines. ' - poseuprooted or meaning. individual In feltresponse lost, alone,to thIS and condition hapless, hew without religicins Pur- machinesbythere which was ironplentywere was made. of smelted,coalcoal The` new andfrom steamiron which byIn engine which1875coke wasWatt the -made,also newinvented usedtextile coke. ato workable steam engine. As a result The Seekingdeveloped,Wesleyhardfrugal work, salvationlives,brothers the and andbest taught,and dedicationhope known those forthat of the Saved. pe_opl-si.whichwere' 'future theinMethodism, life.England essentialu They taughtsovirtues fitted that ofto thosethrift,the was Methodism.work ltard,dive powermovedportationtions, the great new'the by steam whichmachines.distances. engine, raw withmaterial made little andpossible cost_. finished-The One newthe solution ofproductsmachines the early to could createdthis inven- prob-',be a need for new triodes of trans- -economicoriginalcentralturn,led people realitieslessened 'ideas, form.. to of be theand-thus, the successful,economiclly psychological early 'ledstages to oftheneeds industrial 'decline which and ofdevelopment, firstsoeially;-which, MethodismA gave rise to itsin lem Areams,whennearthe power theEngliSh which 'sources boats hadpopulation and ofbeen steamraw their moved-materials. locomotives source from Theof Assoutheastern power,came steama result, into. to engine the thebeing.England interior allowed to the factories to move from the bulk of slavepeculiarinthe the cotton systemU.S., institution," gin. which-in the This World made theturn ha§ possiblemost stimulated ever repressive- known,large-staleIn theresponse- developmentwhich and growing dehumanizingto in -the turn of need of cottonled "the tofor more, cotton, Whitney invented , fulIndustrialsystenCTonorthwestern people, Revolution complicatethe bourgeoisie, gave the risepolitical who to aclamored new problem,,,;keven class for of politiCalrich and more, power-powermalapportionment.of the representatives, the rotten borough region. This created a grave political prob- ' North and-War.political, Northwest,militaryCivil and, economic;Warwhich victory whichincreased some by and development historians the moral-conflicts,the North. rate call of 'insured industrialthe fieSt which an 'modern eventualdevelopment led to war.the Civil The in the responseequalrisingshifted1832; to capitalists. which their topopulation ihis,problem newly apportioned acquired and was enfranchised representation the economic passage power.the ofto correspond.thebourgeoisie The- political with or the the Reform'Bill of LESSON 5 agrariannewproduceddevelopmeits factories revolution by fewer andon the atpeople had thecountryside, to same ifaccompany more time people for ha've-enoughIndustrial .movethe were Industrial food,had developmentsto work to Revolu-eat. into Anthebe in the cities required revolutionary SocialContent Conditions of Industrialization combinemore.increasedpossibletion, butpeople were -an thethe agrarian productsto efficiencyproducts leave revolution. the of of ofthecountryside thefood factory IndustrialFor production example, system,and go 'Revolution toandproducts the allowed'reaper which- and made even' the the cities. Theconditions, ConceptsdeclineIndustrialization in ledand the to Generalizationsdeath an raisedincrease rate, the-.standardwhich in the was population. a resultof living of-better of most living people. Unit Seven / 161- 7 -ObjectivesperceptionA person's and-economic evaluAion and ofsocial his society. position usually influences his theincreasedreasonsnineteenth, death are:byrate 40by in percent;more England than and dropped50 in percent. the first aboutIn Between thethree. 35 second percent.decades 1740 half and ofSome .of the1820 the eighteenth century, population .theseearlyGiven conditions. 'industrial readings describing England, thestudents economic should and be-,able social conditions to dokrjbe of . winter months and thus supply fresh meatWheatRoot throughout craps was made the it possibleyear. to feed more animals during the substituted for inferior cereals, and more .StudentsevaluateGiventhings should the so excerptsdifferently. attempt from to explain'. the Sadler why Report,.Engels, studentsand tire sawshouldte the reportof Engels and Ure. s' . and cheaper cottontovegetables disease. underwear were were consumed, raised, lesseningall of whichStandards the strengthened danger of personal resistance' cleanliness associated with more soap DevelopmentmostshouldStudents, minorities evaluate assuming" thein the Social the U.S. frames and today. economic of reference. 'conditions of Engels enjoyed and Ure, by infectiousandof slateinfection.' pests.instead of thatched roofs,The reduced use of brickthe number in place of of timber in the walls of cottages, , m.ents Howtrial Revolution: were the relationships How did technological amongThis perke and lesson affected?ecOnomic focuses Diddevelop- on most the socialaffect consequences those aspects of the of twins- life usually categorized as social? ,s .tals Theand dispensarieshomes of workers increased. brought greateedomesticTheKnowledge removal cornfort. of of the medicine noxious and processes surgery ofdey manufacture eloped, and fromhospi- questions':peopletrial, experienceRevolutionFor Whom doan youimprovement and tend Against," to believe, in below. theirHave Engels standard Askthe studentsorthe Ure? of folloWing living?' Whyread "Social Consequences of the Indus- refuse, and the burial of the ded: More landattention was put. was under given, cultivation,- to the disposal marshes of were'sewage drained and - dotto yon believe think one they and see distrust things the so other? differently?Also- Why have do'you the students tend read the excerpts from the Sadler andand.coinmon Politics" pastures and T. S.were Piltton, cultivated. "The Treatment-ofFor background, Capitalise; teachers may read F. A. Hayek,:'14Tstory ,` . stances?Engels1840,Report. or what Ure? Then would If.you ask: you Doeshad haveproposedlived the duringSadlerThe this _Report populationin period,view oftend say, inthese Englandto 1830 supportcitcum- to increased dramatically: Hobsbawn,ans,bytrialization1968), HistOrians" (Chicago: Ch. Industry are4. University inTwo Barrington F. A.generaland Hayek, Empireof Moore,Chicago studiesof ed., (New Capitalisnil-indSocial Press, the Fork: socialOrigins 1954). Pantheon history Seeof the Dictatorship also Histori- Books,of E.indus- J. 1750: 61/21700: million 51/2 million 1830:_1800: 914. million million Co.,andStearns, Democracy1967). European (Boston: Society Beacon in Upheaval Press,' (New 1566)..and York: MacMillan Peter N. .. 162 / Unit Seven SocIal Consequences of the Industrial `- righteous and peaceful life; and their material position was 'far a includedrialand well-being.a progressive a progressive From increase lightening the inoutset the ofstandards of Thethe industrialization burdenlonprange of comfort of human effects andwell labor mate-of into the process of industrialization RevolutionFor and Against betterwhatwork;andgarden than they thator couldneeded.did field, of no their take workmore They successors.van which, than besides had they inleisure Theyitself, inchose the didfor wasrecreations to nothealthfuldo, recreation needand-yet and to work over-forgamesearned them, in of weretodeadeningworkersthe .the twentieth crowded, unhealthful have effects century, beenand on conditionto-the inthe the workers' early evils of effectsof theminds, female chic's of tothis and. theinto revolution loss which of security, people on the dispute. Critics have pointed to the child labor. De; discoverable.etc.contributedtheirlittlefor neighbors,the or most no difference Their part, toand their-physical strong,childrenall Thesefrom well-built grewthat gamesbowling, health of -up their people, in and thepeasant vigor. freshinwicket. whose neighbors Theycountry football, physique were, air was beingandfender's biased.have of accused the new their system opponents have praised of usingTwo its offalse greater the evidence early productivity debators Und of on this issue were Friedrich nosionally;and, question.... if they while could of eight,help ortheir twelve parents hours at workwork, (Ure]'for it wasthem ,The only there blessings occa- was which mechanical science has given to lishedexcerpts,AndrewEngels, between who Ure,which latera 1835 defendergive Became andboth 1845,of sides thea collaborator offactory the argument, system. of Karl Thewere Marx, following and first pub- . otherofsociety,ingcapitalists mankind, fromhand, and the asitthe have hasworkeran means instrument beenbeen an it accused increasedhasto little forstill harassing ofindwelt rate storelending of upon; forwork.the itself.betteringpoor, while, It has.been toand the onofthe richexact-the lotsaid, workingman'sspinningThe Effects and of Machirreeryweaving home. Wife of raw and materials daughter[Engeli] -wasspun carriedthe Beforeyarn on th n,t thethe introduction of machinery, the veniende.mandingrace;withfor example, such but machine, thatspeedThere that the as is,the hand-weaver, to canhowever, steam force thrOw engineweavers this' his not shuttlenowdifference to being work.' drives and subjected inatmovethe the power sametwoat tohis cases;lawnsa- rapid con- de, Theselaywages....offather the byweaver wovesomethhig So familiesorit wasthat and thatthey lived rent thesold, in weavera-little the if liecountry piecedidwas nOt in.theof work land neighborhood itthat up heh!inself. culti- towns and could get on fairly usually in a positionto well with their ThatshipTtothat in. fordo, the 'himwhereascertainly drivingfactory, noforce every muscular leaves member fatigue the ofattendant theto sustain,'while loom nearly is so nothing adjusted it procures at all good, e nonfactory,..weaver,unfailing wages, besides having everythingA healthy work-to vatednoficiently,pleased.to -take, proletarian,in his True, since oftenleisure he he'obtaining he hours,was couldhad a badofa Jutweavestake which farmer poor in he cropS; theand had country, manag-ed as nevertheless, many ashis he land chosehe...was inef- whenever and as long as he he was perma-. thetionally,_consequehcexecute"With dampness by regafdo or to hisSir hovel.Robert Dr.Peel's Carbutt assertion of IAancliestesay-s,a few evenings ago, wages,many while hesculat.exertion,linds loses his health by the poor labor diet irksome, and. makes in short pauses, band earns therefore propor- Englishnently settled, workman and of he today. stood one...step higherSo the inwailers society lived' than athe passably comfortable life, leading a . -' .. - ,:\can be a greater mistake;thattogether, theythe hand live, in loomweaversor the rather most they miserable arejust mostly keep manner, life small farmers,in the cellars nothing and garrets of the to'n, working sixteen or eighteep hours for the being 2,882, or 941 annually, the resulting _rate of mortality is Unit Seven / 163 merestConditions pay.... in the Cities [Engels1.Every great city has one or' ore slums where the 71,602,onehaveandor.1,718 in a begunthirtyandhalf. annually, the Thus, totwo burials be andsinceenjoyed, giving of a the thehalf. a comfortablethreetherate mortality of years mortality preceding wages has of diminished oneof were factory in forty-one 5,153, inlabor the In 1831 the population was TheseseparatehiddenWorkingthe sight shims alleys territoryclass of are thecloseis prettycrowded hashappier to been theequally together.classes,palaces assigned arranged it ofTrue, mayto the it, in povertyrich; strugglewhere, all thebut, oftenremoved greatalong in general, dwellstowns ,as from it in ofcan.a ageis,proportion only of precarious three of thirty-twopersons rural ordie and domestic now, a half where employment.to forty-one four died and in athe half; golden that 'housesEngland,cellarsusuallyEngland, of three used someone- theor as or fourpartsworst dwellings, .two-storied roomsof houses London andalmost incottages aexcepted, the kitchen always worst in long form,the irregularlyquarters general igws, throughout of perhaps built.dwellings the towns; These with workingLivinghowings are,Conditionssick people how and everywelllive, sleepwhen nook in oneand the thinkscorner same how swarmroom, [Engels]crowded inwith the human sametheirWhen dwellbed, beings, one the remembets under what conditions the of over,gutters;dirty,toe -working filledventilation but with supplied class. vegetable is Theimpeded with sfreets andfoul by animalare stagnant the generally bad, refuse, pools confused unpaved, without instead. method sewers rough, More- orof spreadonly wonder yet further.... is that a contagious diseaseAnother like this category fever does of notthe diseases arises directly-from the , imagined....vailsherebuilding live ofcrowded the whole into quarter,a small space,and Thesince the death atmospheremany rate human is keptthat beings pre- so high chieflyin 'these by the 'workingmen's heavy mor- quarters may readily be lousinmorechildren,laborer,food neck) parentsrathersuitable indigestibleis and almost than havehefood.... thehas universal scrofulous dwellingsenoughneither Scrofula among meansin (tuberculosisofitself,children, thethe nor workers.isworking timeutterly especially ofto class, Thetheunfitget lymph hisfood and Torwhen children scrofu-youngof gland the oftenencesframetality subjected, amongof aan child. inferior young when isleast childrenlot both ablein life; toparents in withstand thethe neglectworking work the orto unfavorableclass. whichone isThe they,dead, tender influ- are- subjectoriginalinherited in influences consequence tendency continue of of the fluctuations inchildren.... full force in totrade,How _operate greatlywdrit.of uponare all work, -increasedthesethe by the chances to which the workers are ) quitesevencountrychester,avenges thirty:twopereent die accordingitself under of promptly,percentthe five-years childrento the of and reportthe of no childrenage..the last-quoted,one working need of all wonderclass more,classes thatithan in Man-thefifty- and not sufficienthismosteverydwv11and life, the upon,"Telnpoisary scantyonly but workingman badcontributes wages diet. ofChildren is times exposedtowant intensify of ofwho crisis,atsufficient leastare the half-starvedit once effectsis food, not in necessary theofto whichhisjustcourse usualwhen' al- toof justify1801factoriesishect the was sinceassertion established 30,669; 1801, that atand which thein the sit. mortality.of,that burials time-thereThe population of the were[Ure] three townhas scarcelyof Theyearsthe township dirriin-statistics.gathered anypreceding manu- in bk Mr. Thorpe, of Leeds, shows.degree.musttherethey mostareinevitably TheAnd during need neglect that every..becomeample they to docrisisand.which wealc, become. nutritious and thescrofulous, even great"so, foodandwhen theirmass and trade appearance of howrachitic workingmen'sis atmany its in hest---= amplyt Such high -- 164children / Unit are Seven condemned leaves ineradicable traces and brings the -r is forty-six. As many of these-children as are able tb work, and onlyenfeeblementpermits,tionsthe too unsuitable against commonetack .want of colds,, clothingthe:made whole moretheof of all necessity thisrace -diremedical class, of when workers ofa!sistance;the sicknesstoiling impossibility with so and.appearsit. long Add we of as haveto andprecau- healththis athe atroomscan ing:breakfast find rentedpOrridge vacancies, time, from and andthe are milk owners,the employed mealfor the and was children; inare composed theinill. well lodged.coffee. They of the Ieggs, allsaw follow- live thembread. in worker.class.rough Inidea a comfortless, of the sanitary filthy 'condition house,TheSocial hardly of the' good English order enough makes working for family life almost impassible. for the oatentheChild cake, manufacturers Lab and or butter began for the'father...." to employ children[Engels rarely ] ofTbe five report years, of the Centtal Commission relates that _human beings,elderworkswarmed,mere children, nightlyno the domestica wholefoul shelter, all atmosphere inday comfort different ill-furnished, through, is places;filling possible. perhaps often theyrooms The Meet,theneither overcrowded husbandwife night 'rain-tight also and and morn- with notthe exclusivethatoftentookmitted the -of-six, an working "overlookeis activeof mealsvery part dayoften and in often so tointervals;of doing flogseven, lasted and themselves. usually that fourteenmaltreat the of manufac-turers Oneeight children,to sixteen case to nine is and relatedhours, years; per-often of lifeingenablewages isonly possible ofallthem our under undei tofactory live perpetual such in:a work conditions? comfortable -temptation people= ifmanner, toprudently,[lire] drink; andIt what seems spent,much family establishedwouldbetter by a body of facts that the asa Scotch* aaway,the long master's whip.forced manufacturer horsehim to trotted, return, who androde- running beat after himbefore a sixteen-year-oldthe the whole-way:With employer run-as fast donefocid,than Formerly, tofuel, their lodgings, .health as a result and by enteringclothing.... of.the relative a. factoryAnd decline .as in to early inthe the charge, life,price the ofwhich has been made of the injury 'and ininstancealone,months, at of different enteringphysical times thepunishment spinning of the day, inflicted rooms and [Ure]'unexpectedly, Ion never a child, -I sawhave nor A visitedand singleindeed often many factories, both inthe Manchester surrounding districts, during, a period- of several artists,peciallytwelve,feelfollowing convincedpreserve females, independently refutation their ofwho heah:hfrom of have itof observation, better, their begun becomingand mill-work possess that youngmuch sounder at from morepersons, feet ten expert and to es- most decisive. "There is one thing I cheerfuldidindustry,muscles, I ever and see enjoying so alert:-children far from thetaking in mobilitycausing ill pleasurehumor. naturalsad They emotionsin tothe seemed their light inage. playtomy Thebe mind, of always scene their of was legs at twenty-five"the thqn teenspinners those to sixteenwho are allhave andmaleS. commencedupwards." I visited thefrom"At dwellings thir- the Blantyre of nine mills,"-says of that the same competent observer, leisure,beganwithamusealways which to after themselvesrecede.fromexhilarating. they a few pieced seconds'in, the It any the was-delightfulfixed attitudebroken exercise roller-beam, theyends, of to chose, theirobserveas and the tinytill to-see:mule the fingers, nimblenessstretchcarriage them and toat bornaclass mill:girl,earlythem towithout thesewasas atsome married, sixnine making andof couple's..was aand anyhalf that selection.years the fifty-one; wifeof age. I had found Thethe been number numberthat in every now of ,instanceonechildren living of women having begun factory work as work,elves,seemedwinding-ontopleasing show they it dexterity:evincedwere off to resembletoonce any no Conscious more trace.stranger. a completed.sport, tf it of on Asintheir emerging whichto The skill,exhaustion work habit they from of gave these bythe them, themill lively day's in were delighted a Unit Seven / 165 . bymoreovermentsneighboringthe bad evening, with parents my the playground, forfirm orsame they guardians, convictions liveliness immediately and butto thatas commence receive boys if began children leaving in tofoodtheir skip are a and littleschool. not about clothing ill-usedamuse- Itany is QAA toAtAbout yourwhatnine a labour? atmiledistance time night. and had mighta youhalf. youto get have up livedin the from morning the mill? to attend apartmentswhenthe full employed benefit tod often ofin ourwhat ill modernaired, they damp, earn, factories andthey cold. thanwould if left thrive at homeln better t _ ,Q A - When we began at WhatIfive had in intermissionsto the be morning,up soon had-you after we wentfourfor_M_eals? o'clock....on - until Sadler Report QA 'noon, and No,Hadthencatet-L.1aHad...you weyou we got nohad it timeYorkshireany asforty we timefor minutescould, breakfast? for "your an while atrernoonrefreShment,fddrinking'? (linnet. we were working. or what is thetectmede. Parliamentaryall He children took the working Comlead inMime in fighting factories, to-investigate forMichael anda Ten-Hour in Sadler the1832, actual wasBill he chaired atocondi- philanthropist pro- and a member of Parlia- Q.A tioned?DidwasNo. youWhenonly ever one we workstoppage, began even at thencion,.welater forty than minutes thewenton time for youtill dinner.. night; "'dire theremen-: . towardsbeforeworkerstions of the family factorywere Committee ablelife, children. factoryto speakreflects Beforework, for their religion,themselves. the views Sadler and about Committee,capitalism.Theiitestimony their outlook the AQA. wOrked upstairs, andI cannot-AtAt'what she the workedsama say'time that timein till the I as workedeleven morning myself... atlater did/ night.. .L there. she begin I had to a work? sister who.. . 1831-32, House of Commons, Vol. XV:The following excerpts are from the Brilish SessionalPapers. 011 Q -Tb keepespecially you at towardsyour work the fortermination such a length of such of a time,day.'s and labour as AWilliamQ Cooper What is your business?follow the cloth-dressing at present. A toTheytentive?that, be whatdoffingstrapped means the us frame atwere times, when taken when it towas wekeep full. Were you notawake quite and ready at- AQ -L When did you first begin to work in millsWhat orWhenI wasfactories? is youreightI was age? andabout wenty ten years last February.of age.- , QAA AtWereYes;Were times you.frequently they any we wereof were the strapped femalefrequently strapped? children in the strapped.... same strapped? way as the lesser boys. . .-A QA theWeWhatAt-Mr.With morning.began whomwere Benyon's atyour did five, youusualflax and firstmills, hours gave work? in. ofover Meadowlane, working? at nine; at Leeds. five o'clock in QQA attendWhenIWhat think were a4iayyour it was your hoursschool? fourthillings wages were at so ten long,a years week.... you old hadat Mr. not Benyon's? any time to Q And you gave over at nine o'clock? - A-- We had no time to go to a day school, onlyschool; to- a andSunday, then with working such long hours we wanted to have a bit of rest, so' that IUnit slept Seven till afternoon, some- as they, can see, and they can see to Work in these mills, . as AQ didwasIDidtimes Mouldnot youin liketill the attendhave dinner,to habit go gone afor ofandplace fear fallingto sometimes a of ofplace worship?beingasleep, of after.asleep.worship and that many kept metimes, away; but I 1 QA 1YouTong livethatto millssay asnearthese youthat for to childrencould on parentsa greatyour see are-. ownnumberwhoto read. personalhave of beenyears, knowledge? sending and I know their childrenpositively QA Yes....ingfalling,asleep,Do week?you mean in that conseque you could not prevent yourself from of the fatigue of the preced- -Q QA WhatFrequently....mills?Your has business been the as treatment a clothier which has ofteny ou have led you-observed that into these ti Mr.'Q Abruha/rn Whitehead, What is your business? A" They are generally cruelly treated; so cruellytheyattentivethese treated, darepot children for that sohardly many,hourshave for received their at lives such at the be early toomills, ages?late to- at keeptheir work-,them QA IsAtWhereA clothier.not Scholes, that do you in near the reside? Holmfirth.center of very considerable woolen mills? . Q themknowsuchin awhen. --morn.... awhether,they.are state I have of apathyseenMy heartThem doingand so hasinsensibility their fatigued, been work ready for as they reallyto appear bleed ,not infor to or not.'. . 1/4 QA centerYes, for of a thirty space or of forty three woolen or four miles;mills.... I live nearly in the A whenYes;Do theythus the fatigued?frequently errors they fall'into make errors When and thls mistakes fatigued in areRiecing that AAQ TheYes.theseAreAt childrenyoungest howmills? eairly and age an young atage which are persons children children of employed?both are employedsexes employed is never in "Damnseesflying,theyinstead that,are whichofthee, apt placinghe toclose takesmakes place the it, his badcording,. littlethem strap yarn; devil, oblique or inand the close wh billy it! -is way [describirig it r, and that causes athe'billy-spinnePoiler, andand says, then smite AQ theirHowwoolenunder earlywork, five, mills have,you butspeaking at somepiecing. observed are for employedthe presentthese youngbetween in the children summerfive and going time?six into Q situationconfinedYouthe child say withthatofin childre'nthese theAoralsthe strap-or mills. -who of Whatthe the have .biltycroller.... Children do notlik 'you .congiderareto do, very and bad to are bewhen run- the generalworkIIi the between summer practice fi*and,sixintime r h-ave frequentlythe morning, seen and them I know going the to. . is for them to go as early to all the A Childrenkeepning aboutthem that out such areof townsmischief? not emp,144in-trills as -Leeds; with areno employment'generally to more AQ nineIremarkedHow have and late seen ten themin them thein returningthe evening at evening; work tohave in their theythe you homes?summer contirtuito seen them season.between work at work, as long or AQ fnThatareThosemoral employed? is and'betterin not perfect a common behavedidleness.are thing; thanmills. better theychildren behavedeithe -who ;'employ than are employedthose th that em in Q - Are there no day, schools to Which thesesome Tactory kind ohildren of busines's at home, or send them to"sehook Q A- You Nent 'CIA at about.fourteen years of age?Yes.... . Unit Seven / 767 QA -r- IThey do not have knows... no opportunity of going to Doare/thusgo?school not whenthey employed go they to theat the Sunday mill. school? Q QA- What - Do Tect you ha.sattribute your working that to thein Mills had uponcrookedIt mill?"has yoU?. lirW and a weak. great effect; I can scarcely walk; my knee is !Ong hours of labour at the . William Swithenbank A - Yes..)7 childrenWhat has who been have your been observ-ation little under of the the instruction cdnduct of of other their ,Q - WhatQ A- Whereis- Ayour cloth-dresser. do business?, you reside? Part-lone, Leeds. Theyoftheyparets, time talk behaved andin; who theyact have indecently'in encourage point '-been of whenmoralitylabouring one theyanother and inhave decency?the when been mills; theya lengthhow have have AQ - What age are you2- At what age did you first begin to work in a factory? AQ - Are'they immodest in their talk?'enough atverybeen last, well. any a deal matter of kliern, of time although in the mills;.theywhen they behave are impudent r Q.A --,Just - Will turned you state eight to years the Committee of age.... whetheropportugoity you had anyOf going to a day or a night School? Q -. And immoral in their conduct? Yes. Q A- You - I had mean no becauseopportunity. of the labour, which is a quitereason. suffic But ient did you go to a Sunday school, so as to learn the., Q.-A - Yes,Do you immoral think in that their the conduct; abridgment going ofthe to thegoing hourSbad.... factories to of a labourschool,is like but it t. is to learn everything that is QA - !anSometimes you read Iwent and write? to .a Sunday school, but`cOnfined,rudiments being so we ofclose did a decent not like education? to go.. Q A- And that they would be content with lessthanYes,would wages, hive.nor dobe athinkrather great mitigation so. 'benefit ofto thisthe workinglabour? classes? BeonjaminA - I canFox do neither.... Q A-A-Are - IYes; have they I am'heardvery sure anxious my I would; chilcVen for forthis mysay, opportunity? part. "I wouldnight.".Mywithout rather,go supper,' tolittle bed childthan has cried for his supper, and l.have I would work till nine o'clock at . A - Yes,.aboutQ QA- Where - Haveforty-twoAt Dewsbury... do you you worked live?- in factories?. years: Q - From the whole of youtigaperienCe, youmorning;giventhat are the itconvulsed to hemills 'him, was and soand`I factories,tired have he could 'foundunregulated not it eat.it.... as they. are,,,arse in his ,bed in the 168 1 Unit seven .., . T-' ., . ' .. , . population,prbductive of,veryand qspecially great- mischiefto theirehildren?.. .. to the- m annfactoring . / .. . -A tricts.'lBecause have I have travelled travelled in- much different among the agricultural dis- parts of the north of A .Yes, they 4re schgols of vice...... Q -7 Have you been employed Yorkshire.... . a preacher for some religious . Mr. Benjamin Bradshaw . , ' , . A Yes,connecti9n? for ihe Primitive MeThodists. -., .. -Q Do you. know.afny other instances of the, oppressiongoing on that in consequenceofiA this system?. i Q Do you' think that the children of the agriculturalgenerallymanufactories? better educated than those who are empl9yed in poor are : A ---. Yes, i towas'.thepal the factories-,part introduct.d.atid unhappy of my pierlife: circumstance's since For I 'have nearly the frequently,machinery twentyunder which been for:dressing an eyeivitness cloth d'os;.1 IraVe been acquainted with it during, the pritici years I hilve lived.in, children have A I do.... Q -- You ,say. . beamto labour Ititely, through carried the per.. factory systetni-partictiltury as- it has the labour has become more severe of. late- . .' - i -Content LESSON 6 ' .A -.!---Q.--; 9es; Have there nor been great improvements inyears the machinery? than it was formerly?" e , . . . . ` . ' . Ideological response to industrialization NS aoubt;:and NS .. Q,A.,:- There -have, been imprtweinents 0Is the::tendenoy of imprOvements in machinery to lessen-or. aare- t itnp.rovvements. in the machinery, no ' - Concepts and GeneralizationsPolitical thought is best understood by analyzing it in terms of . A -increase:manual:labour?infantit is to labour. lessen the manual labour ofmen, aralto increase . . -' Itthat is Whichnecessary it rejected to understand when it thewas unexpEessed first expressed. assumption's of a. .AQ = Are children thbrefore often at work when buttheirl'know of work? it. to.my sorrow. , parents are orientation.Theperson's following thought terms if it need is to be appreciated.4 to be understood: ideology and QA atTheynot Youtheir so were bad statework.. asnot, that they because .some are now? Yearsthe children ago they were 'the not factories] kept so long were Locke'sStudentsObjecjives thought should beand able explain' to exiire'ss'the how these assumptions controlled hisunderlying percep- Q.A'Q YouHow t,ted do yotiknow that their that condition fact? was .much thoseIof said labourers that the it mo of Children in the ogri ultutil districts. he 'agricultural' districts, did you not?- of those children. were worse than worse than that. withtionsStudents thoseand evaluations. of shouldshould Locke. bebe willing able to tocontrast express the assumptions of Burke a preference for Locke or StudentsandBurke needs. and should explain be their able preferencesto give illustrations in terms.of of howclick politicalinterests ofanotherbourgeoisie the proletariat class or of .capitalists. people, were expressed the proletariat.,The by Karl Marx needs and and:interests Friedrich Industrialization also gave rise., to Unit Seven ./ 169 interests.ideologies are instruments for furthering and justifying one's existstnittivatedEngels,Stuart first Mill.and inby timeto self-interest some and importanceextent and by guided Jeremy overJohn by society; Lockereason;Benthant (3) assumed (2) that and that institu- Johnman (1) that man is a rational creature. zationDevelopmentally andall of its the attendani.social social, political, and intellectualandThis economic lesson problems:. analyzesthought Virtu- ofthe the ideological response to industriali- tions (e.g.,serveand(buttoo government) their complex(6)not that rationallyinterests; freedom to be are (4)contrived) planned: is instrumentsthat fitting cultural_ (5)andinto that are contrivedthe change relative lawsexisting justare byto socialhappenscreated timemen andorder.to byand place; men is 'nineteentlyv InchofAlso Marx's. century arose have asViewthem was a result ofreaddeveloped HiitorY," of Samuel the Industrialin on Smiles'response p. 171.Have Revolutipn. "Self Remind to thethe Help" studentsproblems the and students read"Outline Thethat Human Adventure, pp. 450-451. toists?appeal our What socialto the are scene'?aristocrats? the implications Atc.ording How did ofto 1.-.Yocky Locke,applyingQuestions Smith, appealthe thought thatSmiles, to themay of capital-Burke, beeach used are these.: How did Burke dentsviewFriedrich if oflheSmiles Engels social would was conditions have a dose agreed friendof industrialism. with of Karl Engels'. Marx.--ASk Ask or withthe students Urc'sthe stu- natureisand the Bentham, view of man of whateachand freedoin? is-thebased proper bit an roleassumption of the government? concerning How the 4 ccording to Marx, what is the thoughtsevalUatetodayto look using at die certain Smiles' assumptions social and Marx'sand and economicvalues frames Toimplicit of appreciateconditionS reference. in their nineteenth inHaveschemes the,U.S. them ofcentury thought, it is necessary to -role o theself-interest'actingisolated' overnment? individuals. creatu and guided The individualby reason. wasThe Eightcent seenMaximizing as being of moved i;leasure by century thought regarded the individualociety, aswas An viewed'A an aggregation Of inter- StuartthoughtSmith.set it against Mill, Also eventually bitt it that also whichprevails, Edmund iris such Burke-andrejecting as Jeremy ThusHerbert Bentham it isSpencer. necessary and -John to is .well to coirsider not only those. men. whose of _men such as John Locke and -A-dam restrictive.happiness.conditionthisand thewas minimizing accomplishM LawsSo the fewer of pain by laws rational vas (apart the endcalculation'. froin and thosepurpose Freedom needed 61:-.ilLiand. to was pro- 'a in which the individual was left, alone to pursue were regarded as -being. by their very nature, was 'Edmundofthe wealth*, aristocrats. Burke and, defended industrializationthus, the the threatened ,developsaIndustrialization position new andbasis power of gradually wealth of undermined the.agricultural basis' the ohpower of thy- aristocrats. wasfreedomtectthe essentiallyproperty problems from and thatcontrolarising person),of a from_industrializatiN;. bypoliceman._ -others. -,the better, TheGiven role Freedom of theseApply the was governmentassUmptions, thisjrame seen as (.4. attempt to suggest solutions to and,thebourgeoisie. in conditions the process, The of ideas angives earlier of rise Adam toage a Smith,1levcloped,inanew theand thought ambitious of in 'Smiles class,response the and to today?reference`" to today s society. How are our assumptions diffvrent Spencer, rationalized the interests and aspirations of the During the nineteenth T. century a new v ew of the nature of 4 -in tufn,moldedman ledwas toby developed, a the new "conclitionS.of view which of the led-to proper his a society. new role view of People govdrnment of freedoA; whoselivi-are The- come.Kto be viewed as a social creature, whose life is . which, 7.5.:Wc;r1cIw 8.Centralized Immense i dc State-production interdependent-societyUrban metropolitan society: r a- t . tialities.stuntedopportunitiesnon are and In not other warped seen to words, satisfyas by being poverty, people'their free. need's must Toignorance, be andliefree free, to. people disease,torealize achiesve-happi- must "their, an have paten- the reject I. Antithesis:'wagesearning (factory) workers1.0. Nourishes9: Mtire its own anti enernY. more severe.dspre'ssions . legalaggregateofness, government restrictions ndt of merely isolated. becomes will-insure free individuals," from positive freedom, political and then But.if restrikions,larger. merely society If the society Thus, removal is isthe' "an of,_role form B.A. -RiSeConditions 'of proletariat if' Proletariatmore numeroustniserable1 and more _ s' governthent.andof helpful-land'association blocked from. by the whichits leastimprovement," government members arethen is 'notImplsoved positive .necessarily lawsor inhibited can the bebest C, Steps in 'keletariats;developrnent2, Workers2. l';"F'OliiidaLpower smash machinery IndividualEconomic power% vs.bourgeoisio ." 11, ..problems'schemethought arming doe- from each inclustrializatidn? -thinkerieme youdo yOu Intohave Whichagree wilich considered ,wA.Eith?.Why?. frameschetrie. offalls reference, Which Do you is -agreeCapable with of Mani's coping with tlie _ 4.3. 6.5.'Proletariat .Political used party by " bourgeOisie aganisraristocrats.NationalizationPort-nation of trade of unions unions `, viewAuguWne?man's of miseryhuman and nature? evil? WhatinWho is closeryour opinion, to 'Karl Mark; isthe Sourcekousseau of or , . . 7. 8..LegialatiOn. passed IVetiolution.. ed for workers *Outline of "Communist Manifesto'. IV. Synthesis: world communistic societyAt , No,,pivate property in means of production: only in r . . , I, Central theme of class struggle J. No power for exploitation so no exploitationarticles of private of man use - Thesis-:-A., Rise capitalistic of capitalism era To economic power .,. D.C. Different philosophy will dorninatg-thinking.1'1\lYOmn:tili-Ohal of age antagonism , ti _. . -B. Characteiistics of the capitalistic era,2:- To:political power ,s_ '-.., E. F.GOverrunencownership, of means' ofTremendously production productive society . 1. Capitalistic', control of economic power uti lized to GA No'right inlieritince : - . 2:'Ccotrof,(fre'conwctition, of politica lfree powerincrease tiascle) used favOrablecapitalists'to 'create conditions towealth accumuld-, And exploit workers - 1-I. J .I CollectiveFreeEveryone public farms._ must education worfc for eVety,One 'antagonisin.snc i h i 4.3.-MI FluM relations'among and fast-changing:society'tion ofmen wtAltli-hy reduced wealthyto cash basis ,. . , ... . ,... 7 J.,K. LibertyNo.clais- and deinoc'racy..less society (political) e there, is only one classclass- , . . , g.. 1)171' V. Tactics- of proletariat' despotically through a-dictatorship, of the proletariat to initiate' Unit Seven . C.,A. ForqWhen political time is partyright, turn against liberalclassAlly themselvesreform followers party andtemporarily (Popular Front). with any liberal 'Diddle' anyby degrees need'for awcfldWide it. c. Combjutist s'oiety,"(9),(8) Private The propettyState will Wither-away sincenger be longer exist. , - D. Reform is gratual until conditionscarry don,'are outright then revolution for'power revolu- is seized quickly 'clombyvVorkwhich a consists dialectic inare and knowable ofthrough process.' living eneu. to-Men in IfaVress accord _History by withtheis ev.olVes;.natural light theseBasic of andlaws reason. inevitable.Ideas. of nature These World andFree- laws is .goyerned. -by lawslaws of growth, moves ever upward. betionform explained. and the exchange basis the upon political and which the and social is intellectual founded organizationfollowingfroni.(1) and Inhistory from any historiCalwhichor,titat alone epoch. epoch, can the pievailing mode of.produc- 014 dine of Marx's View of History 'history.solclythe causeeconomicCotninuf,i because °Levi( istorder. they (oralid MarXist)are Menmisery: caught arc viewThe inclined in personalityofan the.entangling to Mature be evil'of of humanstheir web(orinau selfish) ofand eco- thOughts. and abtionsis tiltimately deferinined by socialis.. determined,by, solely because the economicthey-'(2) are Thecaught order. personality inMen an are'entangling selfish of menhow and web- anti- ofthey feel, thini knd act desires,annomic era ofscarcity. men plenty will whenSelfishness cease every being man isselfish. not will inherent Men reeeive'all will in no.longerhuman that he nature. useneeds each Inor anandeconottliouseneed' era, services, %cacti ofDK plenty scarcity. desire; menother when tendthen forIn thetoperswillevery, usb mad cease and man scramble to.to will exploitbe selfish. receive for one the Men allanother; limited thatwill heno goodsbut willlonger in gain but will, live together' in --other.love.`misery, for -noera personal 041 of arta economic add economic gain misery. of abundance advautage. scarcity isthereMen the willwillsource live be of noin allbrotherlyscarcity greed. and, In an thus.According 0:5"141,arx, greed; is the source of all, evil and barinony.brotheily-loVe. Spontaneous (3)' Because7.of these conditions (economic scarcity); the : and in freedom, men will live in , Sainuel Smiles ,Self,Help by . * history of mankind hasthe twobeen proletariat classes: the story willcapitalist. of inevitablyclass andstruggle. proletariat. triumph. , (5)(4) InIn modern-this struggle industrial the economic society the conditions struggle is are'such narrowed that: to -truth expres'sagtrueindividual;The sourcespirit ofin andof briefself-telp national' exhibited the resultsin igor thein' andthe rootof :vastlivesstrength. of. all-,humanof"Heaven tilany,itgenuine Help eiperience. helps'from constitutesgrowth withoutthose' in whothe is help- themselves " is a vvelbworn 'pate hi the.ists historical,parties; parties ('b) to inevitable makeallying pprtial themselv.ds*temp.orarily process gains by(a) against forming(6) any The capitalists; political,With Communist liberal and capital- leadersthen and the proletariat can partici- selves;,andextent,strengthens.often enfeebling, takes Miere.tmen Whatever'away inthe 'its stimulus isare effec' dozie subjected ts,and}*or bin necessity menId help over-guidance or from 'classes-of doing within to and fora alwayscertain them-over- 1.t (c) by ieizing.4 ppwe and rule. (7) Communist .leadeis' will 0 then _, use political poWer .. government; the Eyen the -best institutions eari 'give a Man no active aid. inevitable tendency,is to render them' helpless. 172 / Unit Seven Perhapsmenhimself have the and utmostbeen improve prone they his to.believecan individual do is tothat leave condition.. their him happiness free But to ip developand all timeswell- . LESSON bybeingitin their human were own toadvancement conduct. be secured Hence hasby themeans-ofalways valueis been of institutions, legislation greatly over-estimated. ratheras an agent- thanevery day becoming more clearly* understood that the s" :ReligiousContent response to industrialization - ti9nprotection offunction actionslife,awaypdsitive liberty, 'Of ofwith governmenttheand andrestrictions. last active; property- fifty being isyears negative But . Hence, resolvablehave ,there and consisted, theis restrictive; no chiefprincipally power mainly ofrather lawinto of than-doing thatprotec- can TheConceptstion, following ethic, and and Generalizations terms capitalism. need to be understood: ideology, orient-a- itsworthandthesedrunkenmake -institutions *self-denial-. if theand he sober; idle will,strength man bythough 't Indeed, anthef-exercise industrious, of upon aevery state all the experience individualdepend cliaracte'Kofthe his'own thriftress far serves can lessfree of beprovident, itsuponpowersto each provemen. he and of Forformthat oraction all the-- the ofof StudentsreligionObjectives in should -anindividual's bebe ableable personal toto describe explain life. howthesoine_of Protestant the functions eth icof k andzationnation uprightness, itselfis only is the-aggregatebut as a national question decay ofof individualpersonal is ofNational individual improvement. condititns, progress idleness, and is civili- self-the sum of individual 'industry, energy, StudentssocialStude.ntssuited control...people should Should to servebe be able able the to needsto set explain 'up of aindustrialization. hypothesis how religion explaining is what a factor` in deavoursocialtheyoutgrowthishness, evilswill to and cutonly will, of themvice. our spring for own downWhat dub up perverted andmost weagain- extirpateare part, withaccustomed life; be freshthemand found though luxarianceby toto means decrybe we only of mayasin law, somegreatthe en- Development.prosperedhappened andto the became original successful. spirit of Methodism as its believers , characternotfollowsother so. areform, much that radically unless the in Alteringhighest improved.the individual patriotism'laws If and this conditions modifying and_view philanthropybe correct, ofinstitutions, human then consist,life itas and in spiritual".needsIndustrials Revolution. Of the people Develop in England withThe the.students lesson considers MaxWeher's one of the religious responses at the time of _the to the . . by-theirhelpingof success. andown stimulating free;It earries* :and independent 5men man to onward elevate action Practicaland and as upward, improveindividuals. industry, btin'gs" themselves wisely out his and vigorously applied, never fails WhichScribner'sEthicdevelopmenttheses commandedand concerning Sons, the of .1930).eapitaliSm. people. the Weber influence to Seework .argifes Max ofhard,-live the thatWeber, Protestant the -Protestant'ethic,The Protestant- ethic Spirit bf- Caiitalisin (New York: on the,hai-les muchothers,individual 'aecordingcto All character,may notwhat rise andhe equally.deserves. powerfully yet each, stimulates on the the whole, action very'- of .! ,economicallyhard,save theirdefer money,during consumption, the4early -and stages invest. of industrialitatiian-work.' This, cif Coiit-Se,4an lea people to do precisely' What was needed simplelife,and. ample of the influence' of religion on economics. See also R. H. course, those of the established Church, but Wesley provided an . Unit Seven / 173, AmericanTawney,opment.fromReformation economics, Library,Religion separated1935).and thus, the leaving Tawney Rise religidn of the Capita.lism argues latter from unintibitedthat ethic's, (New the Protestantand York: in then its Newdevel- ethiCs causeandorganizationtunities, their they sense Wereimpelling in of whichfitted duty. willy-nilly to they economic could a societyfulfillneedsThose theirand moralwith economic need implicit virtues for powerfaithwere into transform English society be- oppor- , tion.a religious Ask the response following to thequestions: conditions What ofRead werethe toIndustrial the the emotional students Revolu- the (or statemental) needs onof theMethodism people who below became as Methodists? What virtuehadlaissez-fairethe ever by knownits socialto a before.closer values knit AsMethodism .itiost social its ownorganization soulcame in to the thanflame-likejudge pure mankind humanfervor, quality it gave perso salvation. At 84,_ /conditions gave rise to these needs?_find aWhyWhatsupposethese home did was,people in _was theseKarlthe Anglican the Marx'stopeople copeattitude view fail church?with of toof the-capitaliststheirreligion? How conditions? did Methodism toward What Methodism? help do you Wesleytheflesh,proportionablyand formfrugal; thewrote: ofdesire co,usequently, religion "The increase of theMethodists remains, eyes, in they pride, and insheincrease the everyin spirit pride-01de.anger, inplace goods. in he So,desire Hence, although of they the is swiftly vanishing grow diligent appeal; it contained so much thatAs was 4 way capable of life, of satisfying there can the be no doubt of M'ethodism's Methodism away." LESSON 8 e . ed'pest needs4edgestrainthysteria of tolife humanwhich were in seemsnature. the commonplaces eighteenth to, In us the almost sexercise no century of emotionalpathological. MetTiodisi ofreligion, which restraint. Butisfervorailack there hard there Sobbing, for was us of an to re- weeping, laughter, and ConceptsPoliticalConterit, and Generalizations response to industrialization ,4 ,violence,recapture.,InAtty and thee.no everywhere.andpoint fantastic everydid the gambling class Anglican always there and is ora drinking; theconstantdissenting. same sense thetaut churches riots, neurotic of death.. brutality of quali- the dayand zation,createdDemocrac greater abundance for all. and mass society were not possible until industriali!- , ... release;oftouch Methodism. itthis,inner brought But.Methodism tragedya sense ofof purposeman, gave which and far awasmore field the..emotional thanfor the emotional exercise core - 4.- ThuspeopleThe Industrial the ihEngland rotten Revolution bormigh to move system gayefrom risethe emerged, southeastto the bourgeoisiewhich to the necessitated northwest. and led _povertyorboth bytration the will dint of and ofwill their power. -and To own menpurpose thrifty and was women'endeavor, particulaily who this were concert- appealing. just climbing The out or'utter. . To . Objectivesthe Reform Bill of 1832. ,oligarchicalsocialthere and rigidwas conscience. little nature scope pfAll lOcal fordoOrs 'amt` institutions were itious closed then meant to and them that women including, with ofa . ,,,-, - Studentitonew new technology leadership.should 'be is able likely to toexplain upset anhow old the hierrohy development and give of risea massStudents174 /production Unit-Seven should and'be democracy.able. to explain the relationship between ObjectivesStudents sholild be able to define imperialism and explain its beveloprnentprestigepeopleStudents. and should will eventually tie willing become to speculate the rulers on 'Whichof our society. grOup of in -our culture are experiencing -a rise in power and 'StudentstoStudentsrelationship should particular be should- able tosituations industrialization. to be give able describedinexamples to apply of Hobson's the imperialism. readings view and of thenimperialism critique economicgaveIndustrial rise topower, Revolutionnew groups-demanded as of illustrated peoplealso new who,This in political England. lessonhaving power. focusesIndustrializationachieved Also, on new thethe political consequences of the bevelopmentthis interpretation in the light of Hobson'sHave critics. the students read Man and Clinge; pp. 262-26_6, and governmentssocietiestionalnew economic role. changed. couldnotHence, order the cope,created role given of problems modern the constraints Have-governments with whichthe of studentsk'read their the in complexexisting tradi- Man and Change, pp. 262-266, and 'whichChapterdevelopingis concernedhas 6a indifferent Matrand countries .primarily fociA, Change and with willalso the bedeals influences. used with in imperialism,a subsequentof technology, bur lesson. it'" on, intelligiblewithThetion,,surveys Hurna'nthe Reform only Adventure, whenthe Bill rise ofseen 1.832 ofpp. asbemocracy. 454-458.outgrowths in England The Both of and firstindustrialization. thedevelopments selection second selec-deals are ThisstoodshipImperialism is tothe only economic classic on '(Ann the statement basisdevelopment. Arbor;. of hisUniversityof imperialismprimary Hobson's of Forinterest Michigan andthesisbackground inof cantheits Press, relation- social.andbe the'under- teacher may read' John A. Hobson, sumetion.primarilyeconomicbecause According what aproblemsthey vehicle,was-and did to Hobson,notfor of could publicizinghaveBritain. the thebe In...apeoplemoneyproduced his sense theory ofto Englandbuy his of theimperialism underconsump- available did, not con- goodswas by industry simply Content LESSON 9 No themselvespowerand services. simply and In becauscthe paid addition, the workers thecapitalists people too little. took-failed too to much have moneythe buying for Imperialism:: a response to industrialization thesharecrease capitalists of the theprofits buying. overseas ofpower industry; where of 'workers it (2) could investThere byearn givingthe area highsurplus two the interest possible capital rate. ofsolutions to this proble . a higher: (1) in `capital,perialistn,TheConcepts and following investment. and , Generalizations terms and Hobson's concepts' theOry need ofto underconsumption,be understood: . . ..who, as:a consequence,Capitalistssolution,.Accordidi have Imperialism, to profiteer Hobson, too little at,the the anmoney captainsexternal expense to buy symptomof of industrythe the goods masses of chose a social of the workersmalady. second Unit Seven 7 175 availableailproduced...byfclreig,nthe abundance' capitalists goods policy the of offers toofnewmoney Ore-at indu*striAord.er. no fo reason.Britain,has invest, for but-tIld industry been Thus,-tliecapitalists underconsumptionprimarily a struggle, have of for - invest at home. Hobson urges that the modern expand,xp'and, or for - ObjectivescoUntries._trializeaStudents shouldwithout. be engaging411e.to explain why a country cannot,indu&_- in extensive . trade --- with- other wasprofitably the direct-and markets n'tees-ary of investments. result -of the need of capitaliststo- - .. .. ,drive to acquire colonies , . scientificStudents and should industri be'-urbie to illustrate how the introduction of techniqu.es.into- a traditional soday will .cepted theoryexpo -a-Capital. is thlit.it simply.- isThe' -not only true: thing Steil K. Fie1dhouse, , graptiical. Revision."with- this heat 7e Economic'and still widejy ac- . . , affectisttsStudents mostand colonials shouldother area's by in willinga ofrole-playing the to culattal tissUrne exercise. order, the positions'of imperial- . capitalNista:), went-Review,fm.perialisin: to the Second'Setics, U.S Canada, Vol:;An Aiistrlia.,and N1V: 1-11storibThe No."2 South.(1961 Africa; , Mo.st- .- .- . '' .11e -velqpinent- - all:,..,..Brisish., of whom .1u-nuptIon.were materials producip-g needed These prmary..muitentilsinvestments to inereaAeproductiOn Were :jss;ritiu,11 ,used" for British con in order to oblain ., . this l'essononstders the. influence Of, technologi'cal and . technological , ---- -r-u allncected d.f.wlliefu.1;6115ed raw:inaterlids,rnd Englishmen increase at thehome. export Relativ.e4 of British little ,gq64s.,eapIt'.11 . :. ., , ,-especiallY.*-theyindustrial aredevelopments illustrated by on the all rapici.-industriztlizaiion or -- i . other, :tspcts of a cuLture-- . ..- ' - 7`..,-pevopte"a'n4"--,,... iiiilitarrpoi!ver, it syiirit'and prestige a; uilde_tde.veloped was sup-ported enihUsiastically areas. A search- by for then political security, was the source "of the dinaniic force of nineteenth . . . ' Japan..material will' take seileral days to coverHavetthe sluice it students is divided read' into Man auUtC/unige, pp: 115-157. This, . . -however,century stresses imperi.ulism..TIth the psychological new and view irrational of the nature frather of inuperialim-.thaii . ..1 _'four lesson.s: l' The first ' . . . factors that. wereboth economic and rational.'' s ' P i;the .time itsociety demonstwes to the theintroduction eventual influence of alien technology,- of dynamic teclinol: At the, same, lesson' conskiers the resistance of ,4 iditional LESSOf:1 'ogy tin athediffusion. 'traditional multitudinous society fOrms and this the Influence selective:4rueThe takes,-Of second of acultiiral lessonillustrat6scultur*aldevel- the 0 rofoupd-i nflpences ...ma Content donsopment ofcultural in one area change on cultural under de'veloplucnts *Thethe pressure third of in_ industrialization other areas. . and fourth lessims.consider the complex ramifica-- t impactConcepts-and of inaustrialism Generalizations' on developing countries . , : `aniple, the data chartthethey'in terms onrelationships have page which 'developed 154 allowwhi*clibetween thethus delineates -coal, students far insteel; inquiry statisticallyto winter utilize eSercises. and the sewage major.concepts. See, facilities, for ex-, . . , the 1 .- . .0 I. doaopinrcountries,The folloiv' ing terhis traditional:and need to-be understood: feedback. cultural diffusion, . ,natureillustrate8imedia of -services,culture deveropments and and the .educatio"-ii. nature hi of-the Here. historical once .wain. pro'cess one area of culture arear .on . again, integral' of176 dependentculture. / Unit on and prerequisite to developments in other areas even remakelate on "man. how Herethe technology a Concept developedof the future in Unitwill 2influence is used and and lasthand, lesson, and, agriculture,is of particular on importance. the other,The Tinslesson continualwhich is explained interaction in thebetween industry, on tire one sums up much that is central to the entire course further developed. man Society Technology of study. LESSON 11 forable doing and at things. home Inn the doing.so, world, theycreate reconstruct newHumans, techniques theirin an socialand tools in to make themselves more comfort- en- ThreeContent views of technology - , ,arrangementstiontinualnologyvironment and and remaking affect ecologicalhow which they men Of in evaluate conditions man. directly,turn Howreconstructs it butvaries whichpeople also widely. make seethem.gives the for Notrisetechnological the onlyto con- institutional does situa-tech- Concepts and Generalizations .. (2)Underlying Mary Shelly, these and views(3) Gandhi. should The Thebe assumptions made three clear,views and and,presented values in are those of (1) Francis Bacon, the 1- The folloWirig terms need to Objectiveshum:lite, and science fiction. be understood: humanize, de- process,Press,Cultures:views and1964).the Avalues:students Second See also should-be Lopk'(New "The Treatment led York:to an of.Forawareness Cambridge Capitalisni' background of _University their by theConti-- own teacher may read C. P. Snovi,, Two. cationsStudentsogy presented of_each should in view: Man.a bebe ableable and ft:0'to Change. describe describe the the three assumptions -vjews of and technol; impli- . -. Ynental Intellectuals," F.toriahs A. Hayek,ed.,'Capiralism (Chicago: University ofand Chicago the- His- Press, 1-954), o- 6 evaluations.theirStudentsStudents,should own. should bebe-able_tb willing to explain evaluate the these reasons views for ir\ each the oflight their of ProblemsContent and_ppospects of technology LESSON 12 effects-ofDevelopmentreflect on technology Wow technology on man. has This lesson is designed to . . transformedThelead studentsthe man,students shouldbut alsoto analyze not specu- merely ,the ,aliendtion,.dehutnanize,TheConcepts following and Generalizations terms and community.need to-be understood: feedback, ail. omie,, Objectives section deals with the influence of regularityHave students (time) and read routine Alan and_Changev pp. 168-187. The Unit Seven / 177 first standardsCoordination of procedures,is of human essential-inactivities by an conceptsindustrial stwiety.of tinie and . . "withanalyzes(factory problems specializationsystem) -of waste on the disposaland lives urbanization. of and people. pollution. The The third secondThe reading reading. deals fourth Toturn,Industrializationsary understand this to isunderstand a set has of things affected- cOmplex,cultural °int habitat phenomena, profoundly it is'and, neces- in affecting people. in terms of'sy stems. 1 readingingwarfare,readingindustrial leads focuses explainsis theculture. a threat onstudents how how(See to the to the"Seeing autoniObileexistence'reflect new Systems"technology,on ofthe is.an mankind. integralin, Unitwhen 'rite part2.) applied final Theof our, read- fifth to three views of technol- TechnologyDevelopmentused tb enhance is not andnecessarily dignify man.dehumanizing. Indeed, it can be *-, ogyespeciallyHuman pi:esented Progress Ch. in 15the (Chicago andlalfslesson 16: John and U. to Nef,For The background Conquest, the of teacher the may read John U. Nef, War University of Chicago Pre, 1968), clarify their own views. and onbeji)gs.withand people, social a single on relationship5.:This th,eir concern: life-styles, the effects lesson patterns of isThisindustrialization really of lesson-Considers perception, a cluster. onof lessons some of the effects-of industrialization humanvalues, MaterialFrankenstein:especially5,Values 6, 7,World 16,(Ann Ch. and (Chicago: .45,ArBor: 21.Primer Indiana Universityon Modern University of Technology Chicago Press, Press, 1971), add 1964),Human Ch. 1, 4, 7, and 9: Herbert J. Muller, Children of

- Bibliography nology and Human Values. Bloomington; Ind.: Indiana University Ashton,Fieldhousc, Thomas, D. Si.Jndustrial-K. "Imperialism: Revolution: Annomic'Historyfbrd HistOriographicil University1760-1830. Review Press;1960. New Revision."14, York: no. 2 (1961).Ox. , , . . Ear- Nef, John. Conquest of the Material cagoPress,World. Press, 1971. Chicago: 1964. University of Chi- 1'.. , 14:4totix,'Hayek; Friedrich Paul.. Industrial 'A., ed. Revolution-Capitalism in andginning4 theversity- theEighteenth Historians. of of the Chicago ModernCentury; Piess, Factory 71W 1954. Be- System in England. New . . Chicagibt,. Uni-York: 1-arp- - Stearns,Snow,War Charles. Peter. European The Two Society.in'Upheatral. Cultures: Abridge- Second U;liversitY New Look. York: -Press,New 1909. and Human Progress. New York: W. W. Norton & Co., 1968. Ivfacmillan co., York:, Cam- . !Moore,.Muller, BarringtOn. Rerbert, Social Children Origins 'of of Frankenstein: Dictatorshipton:or &Row, Beacon andA Publishers,Primer Democracy.Press, on1966. 1958. Bos- , Modern *Tech-. TaWne,y, Richard H. Religion and the RiseAnerican1967. of Capitalism. Library, New 1935. "York: New 178American / Unit Seven" Road. Sd 2524 (43 min.). Some Suggested Films 4 Industrial Revolution. Sd 328.1 (10 min.). ablimialAtomicAndrew Power. Carnegie.Expansion Sd Sd21.2 of 260.1 European ('19 min.).(19 min.'). Nations. Sd 529.2 (14 mm.). - IndustrialismIndustrialismIndustrial Revolution in inAmerican American in Growth,England. Growth, Part Sd Part 286.3II, I.Sd Sd (25810.2 809.1 min.). (10 (10 min.). min.). 0 - Cif irg

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UNIT EIGHT

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,

/77 a Conflict and Consensus in Complex Societies Unit Eight / 181 the-introduction groups .comat sing them as well Societiesas by a basic are characterized'consensus by unresolved 'tensions among enhancedwell-uptuted; with being thesecondly, by`the is larger tied prestigeto theinterests the feeling well- and starth. ding of the socie r g of the societythe societyinas it is consti- short,one-'s that dignity his and worth arc vis-a-vis whoandresolveconcerning -asee division these their the tensions. position rulesof ,labor which" as whichrelatively govern involve adrantageoUstheComplex ever-recurring conflict societiesbetweei; and whoefforts arethose seek tocharacterized by status distinctions somethingothercapacitysystem societies, greater and of aarethat social than the'siources his himself. orderidentity or of isvooteda politicalloyalty. in SuchLegitimacy system his feelingsbei to engender involves certify andthe -legitimacy of a society's _political a part of flfct.withpositionto defend this as experienceand disadvantageous. increase by theiradvanyages escape, and by 'Who accommodation, and seek othersewho to come br -to. leysee terms con-_their n maintainappropriate the beliefones for the.soCiety. One's sense of the legitimAcy,of a political system is felt and hat the existing institutions, are the molt R ruptiveandualspies frustrationsanditnd effects, groups,procedures of thatis unbridledessential whichpermeate transcend for human every every ambitionsAtsociety specialsociety. the same interestsalong Given arid time with' -emotions,the of a cons individ-tensionsthe dis-ensus, a. an agreement on ba. '" p rinci- zationfromstatushierarchiesexpressed of onegroups. superiority, into which termsthe And other. of hierardhydifferentiateinferiority, sytribols. Authwities is Social andepressed/thyougli men equality,seek orcrer,is into to ranks, create and'o'f,passageexpressed theclasses, attitudes symboli- through and of Nin_dictatorial societiesestsconsensus are where to beconcerning pursuedforce ishow necessary individual to preserve ambitionsForCe iscivil theand 'order: last groupiinter- resort in maintaining social order. But even is re.adity,used to Coerce systemTheinferiorsuperiorobedience, authorities which reaches becomes loyalty.,`: they are fulfillment likelythe administer dutyadd to devotion,be ofjn successful the'engendersthe inferior,leadership, in whichas a long andsense of the theas theof the will ;itssuperior. political of the legiti- groupsbindexternalcitizens,beliefs are, within the forceinover the massive and'alonelastthe soci4analysis;beyond usein maintaining ofThey propaganda theideological ideasbelieve socialandThe ratherevidences-thethemselves interests members order. than The physical.of associatedof thefailyre tieseach various that society of are taught certain- communal communityformacy the controlin the or vastfor of traditionalthemajority creation of symbols itsof citizens.new symbols Inthat periods move that ofmen will transition, to further- act in however, when, there is a struggle societycertainarisetheytogether seein, key come andbythese symbols.reasons continue toreasons feel thatvtranscend Through andte; 4eflected exist to express thesethrciugh, in those certainsymbols the the of-sense symbols.thecommunication the individual, ofmembers a commonSocieties andof of a symbols,himanothersanctionedpassagethe .interests become old leadsfrom roles means a oldtoand man, socialmust to needs ofnew if be passagedisorder.a must black'abandoried.of groups be man from Ifestablished. a frustrated'boy'scannot onenew p. socialroles rise -rentsFailthe By created,in,society condition Willtraditional to provide not and be- letto confersfeelings:"we-ness." certain Making advantages, up this sensethat his of personal "We-ness" interests are two are distinct bound first, the feeling that one's membership in the society status,andcause well-informed ofsecret his race,rebellion or people if or a opennewclass.of is denied revolt willpolitical economically occur. power andsuccessful social ^vs 182Russia / Unit during 'Eight the first quarter of theFrance, twentieth during century, the -second and. half of the eighteentlicentury, Nr- Livelikely. grtoupsand If, on the symbols other hand, a threatened, the status as of it the major was in France, revo- , conserva- many-periodsChina around of of their transition the citizens, middle which the -eft uvalidity of the symbols which had It twentieth Ceptury went throughnined,'SOfn the viewpoint of lutionary political. changei The second aspect of the loss of legitimacy is related to the I tionalRevolution,order.hitherto societyThe determined developmenteof which and heralded led social to the the relationshipsthe breakdown rise Reformation of-a---technological andof aand insured relatively the Industrial political society tradi- . waysshallintoand societies political politics"obtain access facilitate positions',"crisis, to the "passage politicaldecision the ways from proces.s..lf 'asto societiesinferio'r when accessto handlene; superior social the sooi "entry to the legiti- groups A "clew classesOnewhich allowletariat, socialof people.itself them position did is These-notinto arise to statefind classes,another, socially ofavailable perpetual the norand bouigeoisie tothe politically transformation,them opportunities means and as oftheypro= passagegavethawould had-. riqe risenfrom to oldtions'isIf,newmate dominating on groups the denied, other are groups ashand;likely it wasto accessto maintain inbe France, loyal to the to the legi'imthe new system and permitpolitical the institutions is facilitated; as it was.in England, the a large degree of their status. e politicaloups institu- are likely to-- basiseconoiriically. of consensus The duringReformation the Middle fragmented' Ages and the brought ideological into , - inatingdenyhopes, the groups. andlegitimacy to work of for the the system; violent to overthrow c-onjpre of the A dom- . . - up millennial wouldc5estionthetheirarrangements. emerging legitimizeinterests classes according"Frustrated new hierarchical developed in to their the new, establishedattemptarrangements symbolic to, pursue.rules schemesand of'the facilitateeffectively whichgame, the legitimacy of political institutions and social fective-mostlegitimacy, of in thecarrying but citizens 'also out onand the its the basiceffectiveness. ,powerful' functionsThe groupsIfstability ofa . government see of them, any. is governmentit, ef- is depends not only on its' as Q.% transitiontheir movement to a newocial upward sociallystructure-A crisist and when patiea-rly:of legitimacy(1) the status is a of crisis majcir of change. It occurs during a is 'likelyhand,challengEffective to if maintain the governments legitimacy at least are of the nota-government passive likely tosuppOrt collapse is not of in questionedits the citizens. face of by those who deny their legitimacy. On the other or a " s . havechange,conservative access and to (2) the . instit ions icai institutions. emerging groups in the society do not' .threatened, during. the period of . likelyunder challenge,to bring on the a revolution. ineffectivenes's ofPolitical -a political violence and revolutions. are likely in periods of 4 1. system is not V whenismacy:graphic destroyed, the "...old description epochs'customsof religious sometimes of abelief peoplethe first'shaken, are occur aspect changed, andAlexis' in of the the pithlic Despelllife loss Tocqueville of of morality ofa tradition natiOri legiti- in Democracy-in America gives- a tionsmovedpoliticalespeciallyrapid questioneconomic by system whennewly the development bothareacquired legitimacy being the legitimacy economicquestioned..When when of an new ineffective andpower' classes the effectivenessa id-risingttnergiiig oyernment, classes of the are emergi.g and expecta- con- brokenlic;triotism ..." of The a monarchy citizens then nor thehave reflecting "neither... they pairiOtism the haye ,instinctive stopped of a repub- pa-between the two in the midst °Leon-- exists.flict incr.eases and', consensus declines.In A illustrating revolutionary these situatior,,____ insights, the followilig- lessons will de- , . .." sition,groupsfusicfn asand it-wasand symbols 'distress." not inis notEngland, lf) threatened the statusevolutionary during of the this majorpolitical period conservative change c,Atran- is C rotebasisvelop of ofthe the loyalty, concepts individual, the concerning roleof and theideas, historical thk the functiOns nature of of socials institutions, forIez, the ciacl The. French Revolution, Unit Eight 'I 183 Content GivenObjectives the concepts off 41. classes, social forces, and institutions. the Two typos of political change: revolution and evOlutiim evolutionaryyiolentstudents revolutio should political b -Ale change. to explain why Franke underwent a , whereat England in 1832 experienced an , ConceptsSocial forces: and Generalizations tho-royalStudents1791 was should family an aspect beby able many of theto 9fexplain revolutionary the common how the situation. people fear and in distrustFrance inof - Theremotivations, are six coalesce' general typesinto a.collectiye of social forces; manifestation (1) economic, of sower. (2) human energies-which:originating in individual forStudents example, should 5 revolution be able to from define. a a revolution; to distinguish, conp d'etat., , . c religious,(6)patterns,hatitntions: military. (3) from institutional, organizeds- language and habits(4) sociallytechnolOgical, to nationalism. sanctioned (5) ideological, sets of behavior and a . Studentsunderlay should politicalshould. be developmentstake able sidesto explain in inthe howboth political economicFrance conflicts and developments England. in both sededARevolution Legitimacy:revolution in control vs. occurs evolution. of thewhen state a socl by anotheror economic, group group under is circum- super- (See introductory material in this Unit.) FranceDevelopment and England and be able to rationalize,At the end their of positions.this lesson, students shctild be able to set up velopmcntWhenstancesresultof emerging a of iscountry violence.likely does classes nottowhich be provide social fromis undergoing disorder.the.institutionalone social economic condition means growth to for passageand de another_t.1143jciass' so,wastentative the evolutionary, students, hypotheses should while explaining bein Franceled towhy use it politicalwayevolutioilary. explicitlyHave thechange studentsthe conceptsin EnglandIn read doingsocial ofKenneth fdrcpieand S. Cooper, institu tion. At; and Chalw GivenevolutionHad the the -evolution inpolitical political institutionsin matters,the 'economy no in revolutionEngland, in France the need been emerging have paralleled occurred, capital- by followingdetailsuggested(Morristown,, at questions:this that tiine. N.J.: these Why Silver selections was Burden the King be Co.;1972), studied Inand reviewing his.familYThttempt- briefly, pp. the251,266. and reading not It inbetweenis pp. 251 and 255; ask the, nomictionistie, to class power. another was andable toto gainmake political the page power from equalorre, socialto their condi: eco- . goinging toto leavejoin, andtheir what country? was he'going--to Where was hedo going,once liewas --4om oust was_he of ry 4 4 Ver'saillesFrance?184 / Unit Why, to EightParis had in the the King first place?and his family been Wroughtiroin evolution in political matters, no rc:olutionHad need the' Ithye evolution occurred_ in France's econolm been paralleled by at Varcnnes.seeing their why king did somein of the French,When people the break into tears ,King was this situation? How did thee peoplerecog,nried and apprehended at Thenousbalancecountries, without of powetdo, either permit to bedisrupting 'thereflected 'the in the equilibrium' nation's, laws or goadin and lip;titu-ears of reform, which come periodicallx gradual shifting. In the domestic in democr=atic the differpoisonthatnation!" from some them rath9,r those of tell the than, 'thatus people about "Longshouted theirfelt live thatto attitudethe the theKingl? King,, Queentowards What "Long might does,thethe live King welt the andfact to f -institn.tiom.tectlosers and Antherasto violencj.instruments their Developpersonal thiough theinterests. whichconcepts peopleFor of background ekus work and to pro-of the po/itifa/ teacher 1118V read: Carl G. Gustayson. thattowardsQueen?Revolution?family the thenewWhat royal attitude had ,family, been of thesay,the Trench attitudefive years people of earlier?most towards French Drs the peasant loyal had any influence on the coining 'of the french ou find.' tiocid/19591,19551. /3.+.c Ch. 3:-7 Hannahand 8: SeYlnour Arendt,The/,,ce On M. Repo/Haw/ Lipset, Political ti\lrw York:Alan: Vitt-The to Histo,Po/inc y (New (Garden York: CaN. McGraw-Hill Book Co.. DoubledaN z?.' Co., aristocratstherositionEngland following of indiffer thequestions:France? fromaristocrats thatWhat How .of ingroup thedid England_ Kingthe Or positionclass inIn France?differ of o-f_thepeople from 'Hoiv. that wantedKing did d "thein the reviewing the reading between 'pp. 262 and 266, ask ing Press. 19631. tudeearliermanyopposedreform? towards of attitude What those the kind desiredWellington towardswho of desiredrefor'm reform? him.? and was Wellington? CanhisWhy? wanted?. feelingsyou What explain What aboutwas claessthehad the the sailors' beenattitude ofcrowd people their atti- of Content, LESSON tions:What1794protestors? wereWhy revolutionary? thewas Whatresults political was of Why changethe the Reformwas King's in political France Bill,positionIn ofcomparing change1832? between on reform? in France 1789England 'Why?and with in England. ask the' following ques- ConceptsHistoricalecnterpretation.: and Generalizations models and-modes of thought explainingFrance1832 evolutionary? hi why 1789? changes In England What in France-between wouldin 1 832? yourAfter position 1789 thestudents and have' 1794 been werehave in attempted, to formulate' hypothesis derii,edjfrom'conceptsly,categories).illode/$program hu,t dirough isOur constructed the perceptibris programmed of what with do exists no,-t our readiness &mileetiOctaticins,andcwhat to of; us ourfollows directly ,andsenses:The.- what: or then neat- we perceive 1nd-think in terms of 1110i:ids' (.concepts or whileary,socialtorevolutionaiy presentconsider in 1789forces to wasagain themEllen while out theintheir those bofmotion following hypotheses: date, in throughout England did statement not The properlyin the 1832 Frenchand land. then wererepresent government, ask evolution- them the Thenot history factual we at read. all. but though a series based of acceptedjudgments. on 'facts,flowing is, strictlyAnd speaking, ehiluation`r or 11107,1/ , terms need to be understood: filet, interpret& doThe'fracted not facts and through of cannot history the exist nevermind in ofcome a thepure torecorder. form.us in pure They'-arelways form since they re- - whichminesi'sBut Confused, usciiallyis.a.ho'clgepodge his interpretation an froth author contradictory of will, bits of writeofevents information from-a points or developments.4 point of signifying vie) Of -whichview nothing. (or,one deter- if be- he Unit Eight . 18.5 1 whichhistoriannotWhen be hewewith selectswho take the wrote up so-calledand a organizesworkit, with factsof Isishistory, his which mind' story. our itset, contains first with concern the but models with should the by 'persorialitiesattitudeslargelieves historical that of are greatthe the greatdevelopments, mencontrolling men.in positions If factors,in one he ofwillbelieves power concernhistory, 'rarethan himselfhe basicideas will sources andstressvottli the of I ourgenera4ations,awarenessitUntil explicitis that historians they historical of they arethe and studying.-Thelatentwill statements,students ,frequently generalizations 'recognize urgent not even need theirwhich .understand isown peniadefor concepts a systematic most'what and of studyeverythingpolitically,makes of intellectualit's-living in and terms Aeterinineswhether history. of economics. Ifor one hownot contends it makesthinks,The th-aft generalorganizeswar, IfF3w he aimwill socially a peopleofexplain this and lesson is to lead the students to bodyHistoryObjectives of isknowledge, best understood as a wa,y of thought rather than a 'comingearlyhavingbecomecauses of stages thethem more operate French of discern aware the in Revolution. Frenchbringing ofand the state Revolution?nature about Cappelluti'sWhat ofa revolution? historicalwere How, the interpretation exactly, causesinierffethtion of did the of these theby ableGivenis notto the explain so readingmuch how a "Historical-Mindedness,"subject the study as a ofway history, of understanding. properly, students understood, should be N.J.:Gros4Askthem s.m Field them to a nlist Educational, to the separate causes immediatePublications, of the revolution causesHave 19;70), fromset the pp.forth studentsunderlying 42'2-426. in these read causes. Askpages: Frank J. Cappelluti and Ruth H. The Hu man .4.(-1 iten tare (Berkeley Heights. `historical-mindedness.GivenStudentsto 'explain the article should and "Modelsillustrate be able and tothe describe History,"function the of.models,students major shouldcharacteristicsof concep&s. be able, or . , pearsThenillustrating below. ask them The their if general they operation can purpose e with exam-ples.ofRead this readingto the students is to lead "HistoriLlrMindedifess,"-w4ich the ap- lain how these causes operated Studentscategories?theStudentsexpressed nature should inshould hereof historical, historical beto be thoseable able interpretation. todevelopedthought to relate critique giventhe in the principlesUnit at commonplace the 1. end of of perception the view lesson. .of ofstandunderstandingstudents their .tbe operation to characteristics know rather inthat one's than history of hiStoricalas histOrical a isset best body-of thought. understood thought,-andAlso knowledge, read as 'Modelstoa -modebeto under-fware andof History.''.Use this readi toget DevelopmentF It ch Revolution which is withoutpossible any for discernablea writer to putinterpreta= together a chapter on the . Henry Graff write in The ModernwhichbackcoUrtmodels Researaier to, we Braceonce pe'rceiveand inagain,Jovanovich, (New pursuit and the York: think. offundamental n.d.):.certain Hat.-We "Weperceive interests. mayprinciples andsay Jacques thinkthat according the inBarzun historian'sterms toofand tion, Which presents.nO coherent picture of v,/.hat happened, 40- Sta.....o.:1].4mr41 0.,44.,.-., interests. (his present _questions and intentions) will determine 4 ,. 186 1 Un'it tivetation.his disco person This veries, willis unavoidable recognizehis selection, the in hisdoubleall patternproducts condition making, of the'inind. of and the hissearch A presen- reflec- for fight. struggle:colorfulfoci's of 'and Historicalattention dramatic isfigures upon episode!and seem Co" the be excitement making their of theown human deCi- . - the sto'y or narrative in itself, ,the a answerstruthit must some in implied the end or produceexpressed a interest," form, and at any point it persofialities.sionir in reasonabl Th ir .v: free actionswill ,hut of the .resources of their own . are -judged according .to a moral, facts.following Tire statefacts merit:are available "History to consists the historianIn "the of alight body in documents,-of ofthis known statement have the students critique the . code,.perhaps,easilyas the reader"aware or -that enjoysaccording the tostory, their however, successes he and may failures. become Even un- his judgments are too hastily concocted collectservesTheinscriptions,Ideally, historian tthethem facts and incollects shouldwhatever so on, them, be like allbwedstyle takes-thempacka6s'of that to appeals speak home,food for into and athemselves.him. supermarket. prepares But first and The' facts, then draw your conclusions` from therii. helpedperhapsstariteslfbecOuselhe. Nleterm-ine unreadizodthe has'episode. based the by He coursethemthe has historiil onlycaught of their upon figuresa Theglimpsecareers. the historian, immediate thenwlves, of other while circutn-factors, which relishing the 'excitement of the adven- tory?speak.historianplicit (New through Data should York: 'and him. assume AlfredImplicit " :--Adapted anA'. Assumptions,". objective Knopf, from 1962). postureFor E. H.background Louis Carr, and A.letWhat Gottschalk,'the the 4 facts teacherHis- may see: David M. Potter, "Ex- .are ofterissioundbubtetilyplaneture-,terrible ofremains- be broa 4t4sionsseen had ass,personalunsatisfied alternatives and pressures until' embodiments to he- facewithin penetrates in makingsociety.of powerful into hisWhile this decisions, secondthe actor 'd' causation. Here the figures 'on the historical stage and ed.,sity Generalization of Chicago Press, in the 1963). -Writing of History - (Chicago: Univer- Historical-Milidedness' . . ° they,. were greatlytakepossible,figurehe limited mbve.d this has intoby-and -andbeela the account. many byset forced the of a famouscircumstancesresources, to act disaster within at his in wasdisposal. thewhich causedlimits Every ofby whatfa-ilure historical was to problems.reasoning whenUse of dealing it occurs with to historkal a greater materialsHistoricalnnindedness or lesser-extent and present in other -day is ."a way_ of 'thinking;"- a form- of U if de rl i es The2.The first' historically-mindeerson characteristic: A natural kno ocUriosity ws that events as to whatdo nottke surface appearances of any historical event. and condi-- _ thislosophy,fields way besides of literature thinking:a history and studentproper; geology iseconomics, also are enharrcingamong political these. -his In science,capacities mastering phi- in . to.tionedoccur seek- in by isolation.; fora-series associations of every everts. happening between He will, th_espiticular iseonseqtlently,-be hrought about episode impelled' . and these other fields. We may, for present purposes, list the chafacteristics of his: . problem,others which -idea, may event, be connected or institution, with it../n the tuna."studying of the any Nstoriatz present ti a_torical-mindedness superficial observatioia in seven of categjnies.. the actors1. and. -It isevents, possible to see-history on two.separate planes. One is wherein the . relationship's,inevitably gravitates and comparisons. in the clirgcti.on of 31the, the past, natural seeking scientist origins, studies the forces in the physical the FromMcGraw-Hill A Preface to ,Book History Company; by Carl G. InZ. Gtistayson.*Copyright 1955 by Used with permission of world.thefor measuringshapes He learns and them. whatcontours Thethey stifdent ofare the and forces of has society developed whitlz' Must are trytechniques dynamic to discern in N.- MCGraw-Hill Book Company. society. They are of various kinds: The needs of different eco- SI" nomicing mustclasses be are acquired one of theof theforemost, outlook and of hence the so-called an understand- middle is unique. He can scarcely hope to discover7. Finally, laws the in historianhi,welfare,The greater,the power-, intensity --and status. of relative the greaterdeprivationI theolN whichnitensityv,ith respect of the to c i s used t o It t IC ( and to jUSCI f canthe othergive anhand, added' we havedi nension written to documents our view of of the some past kind, by using we_ . HI.1111,111the push for behaviora new social in general and politicaland political order, .4 order in \ tivitiesthethey documentary madewhich and are used. notevi directlyence to reflectedobtain information in the material on those objects ae- . ----,- plartion/ular, cannot o'r Ibutnan -motives. -Both the situation and human be explained b reference solely to either the situa- revolutions motives, partic- whatofwayswe evidence Must informationand rememberthat on the whichor sort ei'ideoce that of it past we iscanwe relevant. sec perceive is conditionedif We the are past to by understand int the arying type what the historian is trying, o s4iY, is based. And the mOdel determines causesideration.and the insurrection. interaction The mere between e:tistence the two, of privation must be isnot taken, enough into cons to ObjectivesinStudents 1788 was should bankrupt. he able to explain why the French-government LESSON 3 burdenStudents of court should be able to explain how popular accounts deal- economicuse; of the French Revolution expensese arc \vrong..TheN siNda stressing alw the ContentEconomic causes of the French Revolution revolutionsbeStudentsperpetuate able to.s;paulate sh(Addare more be about, likely able towhy takeset such up place a myths hypothesis ii4-societies get started explainiirg, and .ak \\IN' 4;1 , vation.ConceptsRising expectations and Generalizations + lagging accomplishments = relative depri- *societiessomewhatpressive.more which and are the economically social order isstagnant opening and up politicallymore, rather re- than in progressive, where the economic order:, moducing -2, which are Theintensity potential and forscope political of relative violence deprivation varies stronglyamong members zwith the of a theStudents riots which should occurred be able into theapply U.-S. these cities concepts aker the and assa4ination insights to . group.increasesaccompanyingAny increase the intensity inincrease the average of in relative the averagelevel deprivation. of expectationslevel of accomplishments without an ti(insStudentsof FrenchDr. take Martiii should governmentplace Luther nobe able King. in t o much b 1 T88 illustrates that s iccessful revolt'.explain how the 1.1.' nkruptey of the use of the strength and deter- urination of the revolutionaries 4s because of the weakness and tion," which may be found below. Also read _"the Econoniic Unit'tight / 1£39' stupidityDevelopment bf the old rulers. Did the revolution take place in France because she was the a whichOriginsinformationviews also ofconcerning maythe in Frenchhe these found the readings Revolution: economicbelow. Will cauSes probablyThe Poverty students of lead theor Prosperity?",revolution. shouldthem to have modify The developed, by now, some distinct causecallyitoutmost pbssible ofsite advadefleconomically hope was to-argue andeconomically country anticipatiZi thatadvanced in France Europe backwards? or country Outwas (excluding ofindeed fearDidon the and thethe England) continent peOpledesperation?most economi- andrevolt or thatbe- Is, thegovernment?ansomecrease importantincrease of theirin income. in(The-importantviews. factor expenses It For contributingis alsoexample, between'1774 important thing was forto theto andbe expensestudents able 1788 to oftoandexplain thenotice the court whatin- is tfie bankruptcy of the tiontimethis factdidmaintaining contribute did contribute that to theeconomic to revolt? the revolution, desperationArid how -whileaccurate and fearpf at is the it starva- tosame talk Regimethis means should with regardbe used to by taxes the forstudents theThe peasants.) in figures' an inquiry on Ole exercise rise of prices -at the end of the Old , Whatspoken'of,inaboutman, determinesthe beyond hopes the singular?which andwhat fears andhe cannothow of the much bypeople, pushed Ispeople there as willwithoutif a peoplethreshold tolerate? revolting? can Canof be tolerance -built into the' nature of Remindwouldmasseseconomicwhich-will have in the desperationthe lead been students cities, them vulnerable without didtothat concludeinde bread which-to ed the contribute was that use the the -fear ofrevolting force,staple to of the starvation by revoltbourgeoisiefood the ofKing:of andthe weonquestions,peopleagainsrwhich explain perception in whyPakistan have they menwhich the andrevolt? revoltstudents dealt India, byWhy, with reflectnotreferring thearerevolting? oneffectsthe solely,the millions exercises Inof consideringtocontext ofthe half-starved insituation andthe these Unitcon- wascommonfiscatedfrequentaverage two t6peopleworker. bydisturbances. four famished attimes Throughout this* behordes. Grain France shipments The marketspoor wereleft their halted villages and con- to By July 1789,"cl the price of bread the financia capacity of the Were the scenes of -trastCh.ofteacherdeyelop on Violence 19. peeption. may the concept referin America The to of Hughquestion relative (Newyork: Graham shoulddeprivation. and Praeger lead Ted ForGum-,the Publishers, backgroundstudents eds., History 1969),to the -1 plunder:-whichcrowdReYolution: intocoursed towns Thethrough or bankruptcy else the to beComecountry of the threateningvagabonds, governmentTo sum -tofamily' led pillage the groups King and to p the economic factors contributing to the,French o frustrationperiodare on therisebt_sharp that and develops, reversal, are being revolutionas satisfiJd thr gap When isbetweenmay followed be a conditionthe expectations by outcome. even in a which short The and expectations and gratifications manyofitscall moneyimportation the aristocrats Estates-General. relative into (whose to Europe supply Thewealth, caused ofdiscovery ,goods based inflation andon land, services) (increased was 'relativelywhich supply put gold in America and gratificationpowerviolentaffected' structure. actions and widens, the may disillusionment may result lead toin violence.the overthrowRead If enough with of the thepeople studerfts existing are "The Coming of the French Revolu- is widespread enough, the static)amongthefeudalon to under the obligations.the peasants masses.economic by TileAt pressureincreasing the calling same whichof timefeudal the Estates-Generaltaxesthey dues'and attempted were increasedreceivingpeasant's. togave pass risefor Thus, economic problems sowed ,discontent old 190geoisiefamineto / proposalsUnit gave gave Eight rise forrise to remedying todesperate, fear. The thishope, revolutionary discontent. to vague visionsDirepush poverty,by of the bour- and a new ofand the prestige French of Revolution. Louis XVI are important factors in the coming ,.repress hopesandthemasces- revoltbetter inflamed ofworld, the violent bourgeoisie to revolutionary passions. becauseof The Foridealism. King thebackground couldrevolt And of these thethe teacher may see George Lefebvre, The not forcefully great powerful*tocracytablesLouis XVIwas rather ancalled initial tlian .together . .notifyingsurrender: a group itthe of King hisofsnotables,In will.order- was Whenconsulting to thecope the rich with notables hisand the aris- the financial crisis of the government, men of France. The calling of this assembly of no- socialmoreexplainsn.d.).Corning complexLefebvre,order ofhow the- in class terms Frenchthan the Structure ofdeanofis Revolutionthe supposed three theof pre-revolutionaryestates. historians (Newby those York: ofwho Rarrdomthe describeFrance revolution, House, is thefar theterms._Thetheirchangefaced financing taxthe in aristocratsexemptionsunlesstheirKing's of privilegedthe financial government of France position. "minister, theywere only For couldwilling if theyexample they dictate to could contributethis theirtake for were against any was true in own to 'Gabon, The Social Interpretation(New York: ofCambridge the French University Revolution Press,For 1964),a sophisticated especially critique ch. of Lefebyre's- views, see -Alfred Kiq.themselves So the assembly some of wt the dismissed politicalThe bypower jLonistreasury now XVI. exercisedwas now byempty. the Pensionsmoney paid to ziller,Aspectshistorians2, 3, 1968), 15, of andthe on Ch. the14.French 2. -causesFor, Revolution an ofexcellent the revolution, (New. survey York: seeof the Alfred George views Cobban,- Bra-of the confidence,Necker,whichissuedsomein the aristocrats hada tax. thecall 'not foil-tier farm wasfor met forthe recalledorganizations since doing financeEStates-General, 1614. nothingto minister his Itreceived oldwas had post, into tothe whom meetnothing.-So, be Onnational cut. on Septemberthe' StockholdersMay people assembly Louis1, 1789. had23, XVI Jfirst phase lay the aristocracy. The immediateThe French Revolution was started and led to victory in its The Corning of the French Revolution cause of the revo- 'dyes andwouldOrders.stared1Y88, would that be.determinedEach the vote the parliament order Estates-Generalas a wouldunit; by which that havea vote is represented thetowould ofsay, its hebe members. willcomposed the ofrich Eachand ,cif powerful orderthree same number of rePresenta- an 6rder -Necker,Augustpaying;lution the andofffinance was 20, debts.his a 1786, financialsuccessor,minister, The Calonne deficit crisis hid Calonne, financed sentOriginating grew Louis had to the such used XVI with war`by proportionsthe athe note same warborrow- asserting in-method America. that thaton to mouldtocratsvote.fulsenting express Sincewere would'always the assureditsthe members will two in aorders votetwothe of -Estates-General theto togetherrepresenting one third victory estate,arid againstthe in the byclergy rich casting"onethe and andorder theipower- the repre- aris- any political struggle .perative.the state was on the verge of bankruptcyFrom and thatetechnicil reform waspoint im- of view, the crisis could be easily betweenGeneral the firstin 1789, two theestates privileged and, the groups thirdDuring acted together the year in leading foining up to the meeting of the Estates- estate. ever,powerresolved: Louis and XVIequality prestige had ofneither to taxation carry the out strengthwould such aprovide ofprogram. personality the The funds. characternor How-the ofity. propagandathe They' King) not and only and army rousedprotest le theorganiiations intendants to(local protest representatives royal author- against the King, but also share- . croppersnot to be and forgotten. domestics. These revolutionary precedents were - nobilitypraisedto the nation Marius in Rome." because "for havingextermitiatedThese of its were do-nothing fearful words,the idleness." aristocracy heralding Mirabeau and civil the, Unit Eight /-1-91 partEstates-General-ofnotably through in1788 significant lawyers,brought the bourgeoisie: _political favored nowas evidence ,to theconvene developments. revoltthe that King senttheofTo the bourgeoisie wasannoya tremornobility. But asking the news of ministers, The themwouldexcitement summer to take astate number'of well-to-do commoners, that an war:venienced.Vefsailles.far from Paris,Prudence On the but very theadvised Kingnext that and'eta* the Queen theOn deputies thirdMay didn't 5,estate should 1789,want refused to assembleLouis be incon- XVIto opened the Estates-General at /--114-ather-than by head, the battle lines for thewereintentionsParis,their forthcoming set. case. representing Now Afterby it conflict declaringwas September warthe betweeninterests that 23, the the1788,of voting thethird whenaristocrats, shouldestate the and Parliamentbe showed theby ordersother its of joinwastheorders,follow paralyzed. third thebtit estate, methodfor The over led third ofby a monthvotingSicycs, estate nothingby arguedinvited order, wasforthe and a privilegedresolved. fusing the Estates-General of it.On membersthe Some June_10 three parishto priests responded. On June 17 the third Mirabeau.theupperSuchtwo orders. notables bourgeoisie The However, government included to some Lafayette,form sank of thethefurther National'Talleyrand,great intoNecker's liberal bankruptcy. or Abbearistocrats Patriot hope Siey.es, was Party. joined that and the Estates-General would abolish wasestatethe threemajorityacknowledged King's assumed orders. approvalof thethe thatclergy title which these "National declared was revolutionary not itself Assethbly." forthcoming. to beresolutions in favorOn On June June ofrequired Fusing 2v19 itthe the doublingtoernmentfiscal favor, privileges, solvent.would thethat third order be Ifthus attheestate, and itsincreasing nobiljx-yEkaminated mercy.by without limiting Necker,revenue being the andvote the rendering by estates, head tothethe finan- gov-gov- therefore, was incline&under its power. By hadthatnearby been they tennisclosed would -"court.without remain Here, notice until Mouniera or constitution warning.OnQn proposed.the June' June So.they was 20, 23 established.1789, thewmoved famous the to thirdoath a estate discovered that its hall an impressive show Of armed force. mouldcialflict be questions, adopted day.and require An while "Orderall arbitration could constitutional of be the reconciled.by Council" the reformwould King. ofEqualityThe December aristocracy bring of taxation con- 27 protested granted avehemently? but Necker won the beallocations;powerLouisthrough read to consent thedeclarations: (q) provincial perSOrial to taxes (1) libertyestates. theand Estates-General and loans,In sum,freedom and a guaranteed;constitutional to'of variouswasthe pressto have wouldsystem, the (3) decentralization would be carried out b'bdget won;estateregarddoublingtested thecried to the voting.nobilityof doublingvictorythe third Was denied and whichestate, voting pretended this had but to interpretation be givenno to.by stipulation consider risehead to or thisand the order?was conclusion. vote tirade The by withthird violently pro- head -civil liberty,animposecommon andequal inheritance achievement taxation of and'reinained mittancemonarch of national andto public. unitynation.Silent were uponoffice; But toLouis restrictedthe behe question the expresslyfailed the to Itt) ,voting retained by thehead, orders the manorial system, and__ third estate, annoyed, moved towardsIn Britanny, class struggle degenerated into civil war. The radical solutions. In a preservationsocial privileges. of the The traditional throne thereby.social hierar.chy committed aud,aristocratic itself to the , ary, inspiredfamousSicyes pamphletdescribed in him by 44WIlat withthe nobility: cool Is the ran "ThisThird our theclassEstate?" is assuredly iss'ued in foreign Pebru- barred and scorn thirdpreeminence. estate, through Mirabeau, expressedThe King their ordered position: the estates "We to separate into orders. The . . point,will192 not / resistanceUnit stir frOmEight to our the seats third unless estate forceddisintegrated. by bayonets." A majority At this of sufferwith such and half-starvedrefuse to yield? husbandmen, The yearly or,produce,no that' the land longer should suf- sembly27the11 theclergy Lafayette King-asked appointed and forty-seven.nobles submitted athe committee others his to di'-aft 9nfollow joinedthe .for constitution,Forsuit. the'a adeclaration while andevents of human passed smoothly. On July 7 the As- commons: on June on July less."fices"Ai first for thesight year( it seems As we hard approach to account 1789, for Nature this steady yields increaseless and -Jules Michelet however,commonsfound.ship.rights. Indeed The made favored clergy, thirdit seemed it estateknown athe party likely liberal did that of notthat theythe nobility, try a middle. bymoderate to no institute and means Most majority class consideredof the dictator-would nobles, the be a segment of the vagarieswhichshortcomingsprosperin the industry wealthof and local ofgrow oflaws, the the rich,administration internal country given: customs despite the inequalityand barriers, the the obstacles feudalof taation, rights. with the still had to contend.... That France could as yet unremedied force.andmatterthe Versailles, kingdom. settled. When theThe King Assembly troops was were suspected expected seen,Or throngingof theJuly preparing worst, 11 Necker around and the was Paris bour- hastily dismissed and banished from a show of land."didwellthe grow seem trade richer hardly corpoptions, and credible. living the condition's Yet sales the of factreinainsthat offices improved and throughout all thethe the Alexis Dc Tocqueville rest. maycountry geoisrevolution,into revolution civic war gave seethed which,.-abruptly it a,,,seope lost. They that werechanging far surpassed savedResort the by to characterpopular armswhat transformedthe force. ofbour- the the struggle of the social,orders cessiveyears"Examine preceding suffering, administrative the even revolution. when correspondenZt not Countless terminating statements, for in the fury. reveal Life to ex- last thirty a 'provoked geoisiethe'suddett.theRegime, simultaneous had issued intendedcollapse from influence 'ofor progressive expected.the social of the Popularmobilizationsystem economic ofintervention, the crisis of'tlae Old and masses whichthe con by - alwayssimplytheman tabor of gettheenough of that."lower his ownto class, keep hands, to him an is artisan,from evidently starvation or workman, precarious; mid subsistinghe he does obtains on not vocationcreate a ofmentality the EstateS-Gencral. of insurrection. These two causes fused to was'.commodities,`.!An that infallible the population land, sign andthat was thehouses wealthgrowing were of rapidlysteadilythe country and rising.... thewas prices increasing Comfort of Hippolyte "Not only does the land produce less, but it is less cultivated. In -Revolution:The Economic Poverty Origins or Prosperity? of the French days....Peoplelowerwas gradually middle dressedAnd classso spreading betterthe and revolution thatand downwards,' of had artisans wasbetter notand fromfood tosmall breakthe shopkeepers.upper out to:thein - than i n former an expands....improvements.neverprietorsmany placesreturn, tired How neglectof The advancingcan portion wethe he land.whic:h surprisedcultivated'to thatwouldgrows the lessrequire .crops and should expensivethe desert fail it is not worthwhile to cultivate their peasants sunetlwr, they it. Large pro- arisebutaexhausted rising it from cannot tide countrya disturbanceof bring progress. but, about on of Poverty greatsocial thethe contrary,balance may upheavals. between sometimesin a flourishing the These classes."lead landtoalways rVs, Albert Mathiez- on misery.takenMichelet,"The revolutionup Not by and Mathiez,that in Jauresindeed contradiction to and litiveappears Mathiez been to in athe many revolutiondenied"the ideas 'respects of stemmingJauresreality as itasand did fromtater the to LESSON 4 Unit Eight,,/ 193 influenceminor and of incidentalmisery, but role." according to them it played only a 41- C. E. Labrousse Content.,Ideological causes or the French Revolution TheEconomic Coining Conditionsof the French Contributing Revolution to ConceptsneedsIdeas oror and ideologiesin Generalizationsan effort are to developedsolve problems. and utilized Frequently in responseto ideasrationalize are to or justify actions which emanate from pa , whichcrop.ruptcy: ledfai to the French Revolution.TheCauses bankruptcy or Factors of the Contributing government to set the in Government's train those eventsres; (2)..inflation from 1727-1741business to depressionTrade treaty with England and 1785-1789 infla- Bank- ticahumanAnno day individual ideology today energies concerns orgenerates, groupinto alcolleCtive orhas from any realthe manifestation presscontrol. of eventspver of social power mobilizes, and coalesces individual which'' debt-51%(4)tionAmerican system of 65% of of becausetotalRevolution; collec'ting expenditures. or the taxes; a'hd influx (5)(7) of courtdebt gold;Possible. expenseexpenseonly (3) tax Solutions:exemptions;or interest 6%; (6) (1)on repudiation of tax exemptions of or better.forstaticIdeologiessocial the societies forces. better of progressand but whoamong andhave people revolution been who given arehave reason experienced to expect change even most effective not in countrylifttionfearednobles,penditures clergy, tradeby for many towns, 9:ample,restrictions; Frenchmen; etc.; pensions. (2) and repudiation (4) (3) Costeconomize increase of of French debts prosperity on Involvement courtby infla- ex- of in intensityTheviolentsocio-political potential and overthrow. scope for of. orderpolitical ideological and violence the condemnationsideological correlates justifications ofhighly the existing with for the its American Revolution: 1774277325 IncomeExpenses 1788504630 "the symbolilationSocial -intoof superiority When orderranks, isthe classes,..and expressed' ideology throughstatuswhich groups. symbolizes hierarchies This isandwhich_place expressed expresses through men the hier- inre`riority, and equality. OldRise Regime: of Prices at End of -48 1771-89 Deficit 1785-89 -126 1789 _orderarchies system,.Everywill not Of society lasta a social complex for is long. orderheld of togetheris dominating questioned by a andthought-formsmyth-system discredited, or thethat ideology-, social deter- WineWheatRye 41%56%69% 66%65%13% 136%127%-45% changesmines and willin sustains the myth all system its activities. will lead Technological to further technologicaicd ecsmomic 31 undermine the . established myth-system. And---- a.. ment,194and / eekv.economic Unit ed.Eight (Newchanges. York: Sec Free R. M. Press, Maclver, 1965), The C. Itleb1 and-3. of Govern- ' ideastant.: in The political four views change, are: thrice of tihich hold idea to beim. p'or- ObjectivesbeGiven able the to # concepts explain hpwof ideology the dec.!' an c of an ideologicalgitimacy, system students should . bodiedRevoltitionfortruth(1) reform'Liberal. about them andthe simplyByin institutions. cosmos madesheer carried itreason these the philoso her seenn morally imperative.The French. ociety. T icy taught the necessity utlis into action and Givenhoodleads the ofto violence/andexcerpt'sthe declin'e from.Bossuet's ofrevolution. the establish defense d authority of divine and right the rule,likeli disaster.(2)tionsideas: Conservative. of but,The the sincerevolutionaries irutt, theyThe they were-Frenc were shallOW,applied dangerous the superficial, superficial and the revtlution ideas Of Revolution vas' produced by or gross distor- was a the . Givensostudentsideology long the as should itexcerpts of was the believed, bedivine from able right Locket6insured outline rule and socialand Rousseau,the explain.lickw order. essential students ideas this ideology, shouldof the conspiracy.militaryabandonEnlightenment dictatorship. and the to theresult Thesepolitical ideas situatio9 in France withsreckless was anarclfT chaos, terror, War, and were spread by a network of , , order and howStudentsinterestsdemnedbe, able this tothe of shouldnew explainthe old emergingorder orderbe howable was and the tobourgeoisie., suitedjustifiedinterpret ideology to the- -the theof the establishmentneedsrole Enlightenment of andideas in of human a new con- bourgeoisiesociety.1Thethey(3) Marxist.kieas -arise from toideas rationalize and of are the rpflect important Enlightenment their the claims economic in the td "\Arre'-'=-trged-- affairsPractical. conditi6ns.N:f of people,All through' but therevolution- ideas played little in power. -' by the the; NecklaceStudentsticalaffairs views. in theshouldAffair,oit light be of the ablethe coming liberal, to explain ofconservative, the the French probable Revolution.Marxist, effect and of the prac- tatedimmediate,mostdetermining byoften circumstances, prescribedproblems. policies. Their Theby not the actionsby need precOnceived to'of find the rEvalutiopariespractical ideas of solutions the response to. new challenges was dic- men of were to . s -on our society:between-Students extreme shouldthe two attempt extremes.left, extreme to outline right, two orideologicaLperspectives Any of those . theHowever,revolutiontion Enlightenment. which afterwasis probably notthe caused-revolution, held byby ideas,,buti3v mostbegan, scholarsThe the view revolutionaries specific is concerning grievances. the went role of ideas in the French 11.evolti- , . as follows: The theRevolution?Development strect'sacting To what under extent the influence were the of peopleWhat the ideaswas who the of "rovOlted theinfluence philos- in of the Enlightenment on,the French pickedtractalizeback hadtheirdesires.outto the thebeets writingsideas published. by ofwhich, the Before men' they theofcouldBefore therevolution Enlightenment 179Lonly he was 3,000 better and cbpies- of Rousseau's Social Con- express and ration- . Whatinfluenceophers? are the To the roles what political of extentideas decisions in did the the ofideas theThere revolutionaryiof arethe four Enlightenment schools leaders? of thought concerning .the role of affairs of people. . of the revolution.wasRousseauknown the aristocratsMils, for said his it that iseducational not who deinacy likely first thatideas.isquoted inapplicable "millions In Rousseau fact, ofin in savageshis inFrance. Socialthe early AlsoContract part it _ ; wereEnlightenment. ..launcli&I into The question about the role of ideas in the French Rcvolti-- action" by the ideas of the then =of dip following:ideas of increasing (1) a decline -11-kflueticingnanbcrs irk. the influenceof people and reflecting of In the Fr' cl basicice urch, cbangcs both in th Unit Eight / 195 attitudes and vere the in ever,enceainfluencedLion group_of asto thewellver, the peoplechtucter asturnlon developments in tht.political to whetherof a thesituation situation of oraffairs the notcannot revolution. the'alone. of people beideas Oneexplained The .of.does must the not, takeby Enlightenment refer-how-. iiito response, of adisrespectattitudeits feeling that for thesocial traditional institutions symbols arc political notof power divinely power and ordained, authority; and spiritual but (3) hold on the people; (2) of irreverance Which was reflected- in a' general an theirideassituation'consideration' response of people is perceived toihe .must a attitudessituation. he and taken evaluated.and into ideas _consideration inThus, the light the attitudesand ofin whichexplaining the f - froththebenefitare artificial,interests of men that of arishould.men; is to say,and therefore,(4)that a they new arc visionbc.adjuste.to created of life b)rnicn that better turned for suit the ascetic to 'hedonist, from static to crQativi.s., from From Ideas to Institptions thcdcentric to humanistic. - side situations arethrough(1) dissatis- hisspry into out- Individuals moving todevelopfled solve Fr/ perplexedtheirideas in an and _.effort thus ti -- (2) fromno.ncentralthenthe ideas- movewhich they into the developed ideassmall are or These individuals or institutions tr. further expreised. als(3) -Finally,Or ideas these move individu- to cen: tr ..part .oftionalizedtionstral tradition. And beco,rneand an integral institu- or dominant institu- P. 1.96 / UnaEights Culture represents a people's response to their baSic needs. also mobilize and coalesce the energies of people into collective 4 It is theirway of making themselves more at home and comfort- , :1 commonableand in sentiments, the territory world. who ideasIt .is have theand createdinstitutions. language and tools, services way of ,life of a people occupying a expressions of powersocial forces., anddevelOpetkin as a-means resp6nse of making to lifeneeds, more in ineaningfutin effortTheIdis ideasariseto andsolve andfrom, worthwhile. problems actions and are of stimulated .by, tension. They are men can be unde'rstood only within of "PolitiesKing Louis Drawn X/1'. from Tile thefollowing Very 'Cords is anBishop of Holy Jacques Bosstwt (1627-1704) was a tutor !maw son The Ideology of Divine Right Rule excerpt from his classic tutions.notisthe viewed contextworking, Gradually. in of its in history. historicalor' speaking-(1) Any through context. philosophy through individual their is Idea:;unintelligible society's men are who usuallycentral move-into unless insti-deVeloped it by outsiders, people who. are teachescommandabsolutewriting' expressed themrule them by in a ashis king. thehis Scripture. ideology'agents. Hears,Learn which Ootifromlegitimatized ishim the the orrules' justified and king of kings. He has the right to instruct and my lord, the lessons,: he Scripture.--This being-adoptedthesenumberscentral ideas positions of filter.people and and used, accepted (2) theyfrom byare the politicians modified and out amplified of 'to fit central institutions, In the pressure of ideas from late expediency,process of examplesvery beginning upon which and they'shows should us, more base .theirclearly conduct. than .and other his:. Scripture . . . records the history of the.world from its otherwerethe words,ideas needs developed are the translated ideas as attempts into actions to lolve which Allproblems socialbecome ideascrated habituated. which ,by the In of -.the prevailing conditions. Then gradually these are institutionalized. were developed between 1820-1880 , themthosewithintory, those andwhich the irreligion human;principles overthrow heart, toupon destroy thethem, which things whattheni.... whichNo were other established. history reveals more clearly the good and the evil religion does to establish support kingdoms and whichnewtheIndustrial problems, meanings provide Revolution. make newand purposes.understavdingsthem intelligible, In the and light andProblems pUrpbks,-, at'of the these givesame actionsnew rise time ideas,to arenew ideas which. are used to analyze give orderwishedirfestablishinglearn to reign thewell.... magistracy- One according.toGod God's laws. He hasupon which Al ..others depend.... to commanddoes all notorders overlook of men any and, lesson most ofby all, which that they - part of Christian morality consists can they willintegralortaken.habituated, challenges,be repeated if part these of they theyaction~andtradition. eventually will beThe strecessfid. poople.will habituated. ff;they thenHaving become:aware -are become successful, of will become institutionalized and Made an are suited- to the problems confuted;,thethirdly, it is policy, absolute: as you fourthly; will see, it is trulysubjectFirst,... Thosedivine. toroyal reason.... who authority believe that piety weakens polic will be is sacred: secondly, it . is paternal: providetheir traditions. people Theywith awill distinct rationalize perception.(a. andIdeas, especially view -of thethose past in the form of an ideology,- not only venerate them. Maud.*antstbrime of God hiniself.... Princes, therefore,upon earth. act as Through God's. them God. Wields;The royal his pow.er,throne isof notcom- the throne of a man. but the agents and are his heuten- and present), a goal (a vision of the future), and. a - strategy 'or The respect which we pay, to the prince, therefore, has living (a means for moving Iron) the present to:_the future), but -; . : within it something. or religion. The service, of God and respect dutiesfor kings fbgether:_:"E'eatGod; go hind', In hanit:it. is hohor:the SaFint.,PeterGod king." had, W110' (1 Peter joins 2:17.)these the.OSie,-',.injeeted sornathing of divinity two in ". the same skills,"more sametheypower shouldspecies or.anthoiity .heand equal rank than.another. have to each .the other.same Since without advantages all and the use of , . Unit creatures of the Eight- .1197 princes:of the "1 Most-have 'taia: ...There ar..t.Ifose whO:pretend that they cannot digcover (Psalin L-X-r)(Fi are 'gads,. ancl all of you are the sons -, .. any 'harm anotherthat,naturesubordination in since histo govern life, all men orhealth, subjection..The's-it. are Reason liberty,equal isand that independent, state Jaw. of It 'nature,teaches hasall mankind no one ougrit to a law of ferable'wantdiffefeicce..be.tw;*lit.sqltite to snake :.. and aliiitrary goyernment. They n-arilizimolzate"iiweetirrient:ociioui: and insuf- . worldare all madeto servantsdo byHis'husiness. one ,of omnipotent 'one sovereign They are-His-property;and Master' jriinitely who wise sent made Maker. them into They the or possessionsAll men to live public.poWertonor escape repress- him, must:be .. theielni-locenCe.nice'Without prince,' 4i-solute authOrity theJ(Ing Can- neither do good asHis%powe must be such thata',PrinC'e,-the nb only one defense canis hope of individualsagainst the not 0th:be -cOnsiclererla, priVate bypoliticalrallyduring their into ownHi,,not society. a stateconsent, one of another's,independence, they choose pledsure. to and become theyHe has: remain members put in it ofuntil, men natu- a manpersonsandstaterperson;_he -victuts the joi'ned will.of is are a'PqbliC 'in joined, duf...printe's figure, iti,:-Gpc1 nr.wholn person.What-great -so is isthe contained powers;oul mess of the: all dla that privateWhole rLso one ettich powers wliole: people. Just- as All the perfections domhisinof own theany?-\Vhy person' stateperson will of and'possessiOns, ornaturehe institution!? subject are himself`tovery The uncertainwhy obvious willtheIf man dOininion hefor answer partin the with stateandis histhat control of free rights nature is free, if he isabsoliite lord of are constantly - hiskingdomthroughputworld hand to as'and,the thedoes othto-a-oyal thekingdom.- -God world with will it,,,preserve's diepavver Whole takes world.God's the the orderpowerLet same God of time thetake wholeto act sActufrn fall back into nothingness;cously let fkm one end of the away_ justice,theandexposed mutualthesinceinsecure. enjoyment tomost preservation the Hence, menattacks of do rightseach notof hisothers.Sircemanconcern in life,the joins stateliberty, themselves in ofsociety natureand estates, withwith is unsafe equityothers which andfor 1 every man-is his equal authority fail ih the ,Ctingdoin, and total confusion will follow. ". . objective they sought to-call attain.government, by the When gentral legislatorsthey name will property. not try want to destroy that governmentSince men tohope destroy to secure, the' their property by establishing a tion in which mature puts all`rnen. ToIt is uondersiand a state of perfect politiCal free- power, we-must consider the condi-. Two'Treatises oj Government Johir Locke : or take When-legisla'-qfawaytion,slavery war the try:with underproperty to, the Cots,tain arbitrary,populace.whb.can or-give motivatedof the power,people,:someone by.ambition, they orthen else to put refuse-toreduce absolute themselvesfear, folly,them obey power intothe laws." or corrup- over the a state to othernature.possessionsdom'. man.- to They do asas need theythey not wishthink alic and fit, permission disposewithinThe the of or state themselves'bounds the Of .consent nature of theand ofislaw thei'r alsoany of a state of equality. No-One has executive,theirlegewhichlives, ofsafeey.and liberties, the the who,'people p'etple andsecurity".helps hadto estates establishto put make -These Ofinto .thelaws.and a their priiiciple-41SOnew people; hands.legislature early they-abuse Itthem is hold then true thethe for privi- the to provide forout.... power 198 / Unit Eight thationandnew anddiscontented,no legislaturegovernmentcan funcertain a wheneverhumor government exist will for they be longbased unstable. do if Perhapsnot onthe their cikepeople They some theunsteady mightmay old will, setone. argueopin- say up But that, since the people are ignorant a himselflimitfreedom his ...? ofstrength action andto protect his freedom and preserve of actionSome himself. without form How of injuringassociation must be found which can rally the can he 'peoplenesssome dolords,us not to,of are thesoandor apt easily broughtpeople commons. to suggest. give tous throw upback In,England, their againout old their formsto, for ourold example, of constitutionold government legislature the unwillini- has of kept king, as istohetywhole the hisofis a eachbasicown communityvoluntary ofwill problem its and citizens member forhence solved the in remains of protection bysuch the the association,a socialas way free of that contract. theas heeach personrenders was man, before. and obedience because That proper- longcausedfrequent train by of everyrebellion.abuses, little lies, To mismanagement and which tricks, I answer, all tendinginHowever, suchpublic revolutions'arethe affairs. same it will But be if said that this philosophy may lead to way, not a meeting,associationmodification,nature of theythe may will actare never [ofeverywheremake association] havethem beeninvalid. the sameinformallyThe suchEven andprovisions a though wayaccepteduniversally that the of thein socialleast contract are determined by the terms of recog- open cannotmenthandstheymake willwashelp awhich government's.had originally thenseeing will roust wheresecure organized. themselves, theyto intentions them are thegoing. and visiblepurpose try It isto to noforput the wonderwhich thepeople, rule that theyinto govern- originallylibertywerethennized. each his Ifby the ingavelosingindividual thesocial up statethe his contract liberty couldfreedomof nature. atwereof onceofthe action.Hein Social resumeany would way contract all regainbroken the forrighti his by which natural which he anyone Jean Jacques RousseauThe Social Contract munity.simply:interesttion, all EachSince toare make equal.individual each life manAnd pleasant surrendersbecause foris all The allhis arefellows. rightsequal, essence withoutit is to of everyone's the social contract his.`rights to the com- can be reserva- stated tions,statetime ofreached the nature original. aoutweighed, point state when. pf- ttte.aotva-niages.011eler.nature-6:Aild'no the disadvantakidrreI assume, longer for maining'endure-. these 'the sakecondi- inThe aof arguinait, that. mankind at some. , ,,`, authorilygood,withoutany to decide-then reservation, each between man no would oneindividual has try any to rightsextendclaimSince andagainst thestOpe allthe rightsthepublicrights ofgroup. havethose 'were if.been surrendered to the community left: to individuals and no One was given waystatecanhuman unite thatof race nature andwould would control .cauidtekti)getlier,' permiiikin'tZ have tAe perishiici pol,S?ers meet ifthey 'poolingit, any Men, badalready:have. challenge. not being their changed humail,"5aitucit''develornewstrength MenThey its in way. hadin the a pow,erS. But they .rightssimply:dered;that he has a statenone reservedEach may^beof ofnature:still usfor places himself. .existed,his. This person- situatiOn AllThe andsights heart authdrity would mustof the mean be underidea surren- of the the social contiact.M4 be stated .io leart tctButabout work cacIrindivIclul only togetiA,,iinder as the Kel4lt malt -central relics, direction..'A real contentratlog of human powers could be -brought . . agreement among individtialMen: his own otrength and his own formula,eachsupreme individdal dire'cteveryone4nust as an indivisible Understand part of that Inthe order any 'individualthat the social who -contract may mat be a mere empty ion 'of the general will;, d group receives mandorefuses so. to This beto obeyfree; is a Way freedomthe generalof saving in this will that casemust it may beingbe forcedbe obedience necessary by his fellowsto theforce will to a byand virtue obvio,usly of a lawnecessary; established and and promulgated8. The law is to establish only penalties that no one may be punished except Unit Eight / 199 are absolutely of . Declaratim, of Riigits guiltyoffencefor soif arrestand curbing legally be deemedthe applied. person indispensable, of the accused9. all Since every man is presumed innocent until declared mustunnecessary be severely severity re- prior to the distinctionof the natural may be and based inalienable only upon rights general of2. 1.usefulness.man;The Men aim these are of bornevery rights and political are remain association free and ecjual is the inpreservation rights; social licreligious,pressed ordevstablished provided their by law. manifestation does10. No one is to be disquieted becauseby oflaw. his opinions. not disturb the pub- even emanatingnation;liberty, property, no gum!), security, no individual and resistance may exercise 3.to Thuoppression. source authority of all not sovereignty resides essentially in the expressly therefrom. the abusemay.most precious speak,of such write, liberty of the and inrightg the print casesof freely, man. determined Consequently.subject-11. Free to by communicationresponsibility law. every citizen for of ideas and opinions is one of the mayberseveryinjurious be_determinedof man society to hasothers; thefor itsedjoyment thusonly limits bythe law.only enjoyment of thosethose4. that of the assure natural other rights mem- Liberty consists of the power to do whatever is same rights; such. limits n thosefornecessitates the to advantage whom a publicit is entrusted.of force; all and such not a for force, the12. therefore,particular The guarantee is benefit instituted ofof the rights of an and she citizen notbeinjurious prescribe. prevjnted, to socity. and no Whatever one may beis notconstrained forbidden5. The tolaw bydo hiks lawwhat maythe it does rightnot to forbid only actionswhich are means.mustexpenses be assessed of administration equally on a commonall citizens tax13. in isForproportion indispensable; the maintenance to their it of the public foi-ce,and for the . the right to concur personally, or through6. 1...w their is representatives, the expression of the general will; all citizens have through their representatives, the necessity14. of Citizens the public have the right to ascertain. by themselves or orin missibleitspunishes. formatiot.; All itcitizens, must be being the same equal for before all, whether it, are equally it protects ad- to ;11 public offices, positions, and employments, quota,consent assessment, to it freely, payment. to supervise and duration. its use,15. andSociety td determine has the right its to require of every public agent an tax. to scribedthethataccording casesof virtues thereby. determinedto their and Whoever talents.capacity, by law,solicits, and and without expedites, according7. other No toman distinction the may forms be than accused, arrested, or detained except in or executes arbi- pre- accountingstitutionassured orat of theall. his separation administration. of powers not determined16. Every societyhas in which the guarantee Of rights is no con- not everyresistance.lawtrary citizenmust orders, obey summoned 'or immediately; has them or apprehended executed, he renders [must in' himself pursuance be punished; culpable of the but by previousnecessitymay be deprivedindemnity. obviously thereof requires onless it, and a upon legally17. condition Since established property of a just public is and a sacred and inviolable right, no one: 200 / Unit Eight despise"Coolputepresumptuous all yourtheir pin,5,:sec,whatpredecessors, speculationsFrench whichand is got allRevolution: have theirby those taughtcontemporaries, Creative, your leaders Disastrous, and to The Influence of the Elightenthent or Non-Existent? on the extravagant-. - and thespokeweepsfrom"Montesquie soul byand the o the Rousseau'sclamors false mouth science for of genius.it;another, ofand the Rousseau When bytime, Mirabeau, once and found fromhe servedit himself is the writer, the interpreter of Right. Voltaire yet it is noa no less less false... Rousseau ,becamefreshnationfiaseven boughttruly ruinsto has despise despicable. purchasedof undisguised France, themselves, By whichthe calamitiesfollowing most shock until unequivocal thosethe moment false blessings! lights', in which France they our feelingsat .wherever a higher we price can than any ... The guage,revelation....inspiration,gence-Duey,society, impregnated you o£'abehold NobodyRight! revelation thein hisknows air, writings thefrom why, temperature above? the but dawn since Yes, of hasthat there a-celestial changed; glowing has been efful- lan-it .. . Is it the power of an idea, of a new a sadtimeturn gut ourof instructive profound eyes, are monuments peace."not the devastation of rash and of civil ignorant war; counselthey are ii tilt) -Edmund Burk . 1 haveworld;"theseems bofne." as though earth begins a breath to bear of life fruits had that been she waftedwould over the -Jules Michclet never else subjectweight;philosophers....those".The andofonlyperiods government, by signs the are All. whichdifferent to those be Montesquieu appeared found mannerwritings in of thein and the which bywritings manyspirit his diary judgment ofothers ofliberty treated the had Frenc durin theirthe an i LESSON 5 beganwithmaximstheirknowledge something icidiffuse animation, and systemsof laws, toitself their and Voltaireof through taste, economy,Quesnay byand his a readers andwit,spirit TurgotRousseau of of political every by and theirclass Raynalinqui5y moralmkt by , the nation at the time the dis- Violence,Content terror, and revolution :"Atout."pute bottom, between the glory England of having and the caused then coloniesthe revolution of America belongs broke - Thomas Paine . Terror,thoroughViolenceConcepts systematic politicalandis an Generalizations ineluctable and. revolution. calculated, part of is any real political revolution. an integral aspect of any . gardedexclusivelyisophical lig, as its sect to leaders. neither claims While Voltaire its !Art, one nor underminedbut Rousseau. these two politics Themen entiremorals, shouldby philo- be the other corrupted moral's by undermining corrupt- se- Anypre-revolutionary,There moral is a terrorevaluation societies.and ofviolence the violence inherent and, terrorin the of status a revolution quo of ful,whichinfluencepolitics. like.poison they of wielded Voltaire and fire." over and histheir ilk; century. let Yes, they ... After this, let no one go into raptures over the no one speak of the power -Joseph DeMaistre were power- sufferingboneinherentmustIf such beaspect made in mustissues the must against bemaintenance are. madehe toconfronted, the beconcrete. backgroundcomprehended of the and status theof the abstractionmorally, terror andtheir of violence humanflesh and quo. ObjectivesBefore eyewitness accounts of violence and students indulgetember Massacresin a partisan and trick. forget Moore the cautionshorrors behindtis not tothem overlook 'is to Unit Eight / 201 AfterFrenchshould having Revolution.make beenmoral co judgments nfronted with about the the idezis desirability of Barring of tonthe terroS killed.ofample,the the violence socio-economic thein other massive and' manners) repression misery situation hadand possible itsdeath of, tragic say, which in Pakistan and"Thatthe is statusunjust an this orintegral India.quo, bloodbathaspects foraspect ex- (17,000 executed plus about 20,000 no tionStudentsMoore, whichwhich students should itrin theirtheir s)iouldbe opinionsableopinion reviewto characterize doesjustifies their not moralviolent justify the judgments.socio-political revolution.'violent revolution. situa- enlighteningtragicresponse.mindserious the thinker repressiveThe to prevailing will calculate deny;aspects ordertheyet, of death in theof assessing societysocial rate of orer alwaysit,the one toold which hasgrinds regime to itkeep out was from its in atoll; of unnecessary death year after year. It would be Developmentviolence and terror of the French Revolution.Have the students See Georges read eyewitness accounts of episodes of such"openagainstproportionsAms factorst' think to very:unlikely an dispute. as estimatedof preventable .0016 The which populationthat conclusion starvation this the wouldfigure of andaroundto ofbewhich injustice. 40,000 twenty-four they yields Offhand point when million. is it less it Would be vastly higher. The figures themselves are very much bero.w the set York:Pernoud witnesstheG. P.Terror Putnam's and stories (Philadelphia: Sabine ofSons, the Flaissier, gore1970) J.of B.and theThe Lippencott Stanleyrevolution. French Loomis, RevoltitionCo., It is 1964). likely Paris that(New,fbrin eye-such Bar,gettso:rac. Ito ligington dwell that Moore,of on 'normal' the horrorsSocial times Origins of is revolutionary merely of Dictatorship partisan violence: hypocrisy." and while Denzoc- for-SeeLord and Peasant in the Making of the Modern World Frenchrevolutionarystudentsstories will Revolution to elicit face situation. from some justified the of studentsWere the in harddoing those feelings questions so? Atwho .this'Is of participatedthere horror time,inherent any and likeliMecl. outrage. inin anythe it will be good for the teacher to lead the ( Brodthrtheclue cal aspect.modernes:ugh the The world fires,jo revolutionn :through of the therevolution, mortally democratic wounded including door"It sheis the thevery had whole violent difficult to pass and to deny that ifBeacon France were to enter Press, 1966), pp. 40-110. Moore con- sharehavedifferentathat peaceful the beensome changes terms, andpersuaded of theirorderly isthey it wealth possible desired to manner? step and couldthataside power Or, the haveorderly to rich withask been and the theand brought powerfulsame newly peacefully question aboutemergibg colci-.&'` andin,)%-:&:int raclaCFI es."rlocking... complex ofname aristocratic of private privilegethe essential features in Western parliam property and equality an tary beforedemoc-it did so in the . broughtgroups? Isby there the French any possibility -Revolution that thecould revolutionary have been changesaccorn- Werecalculated,activitiesplished senseless. without of while the calculatedCommittee those of the terror of mob Public and in the Barringtonsenseless Safety September were, violence? Moore Massacresof course, argues The that to express outrage at the Sep.- ouen selvess weIt isboth want time of Cotothe state attain;obstacles clearly which the goalstill keep of the us revolution from reaching andthe Robespierre's Speech of February 5, 1794 it is time for us .to become aware 202that / goal,Unit and.of Eight the means which We must adopt to a hieve But what is the fundamental principle of the democratic or ,whosethemerit laws hearts.of haveof liberty been `all engraved; and.eqnality,-themenreven in the.heart reignWhats df of the thethat aim eternal we want to achieve? The peaceful not in stone and marble, slave who forgets j njo y-ut sticein onesandpublicsustainspopular Rome yet virtue it government,in and, and'which republican which makes brought itmustthat France;move? is bring to`about It of is about that virtue: virtue which is nothing say, the essential strength that so many marvels in Greece much more astonishing I am speaking of the -glory andarousedpassions thews,to serve by oare thethethe unknown fatherland;tyrantlaws; Wherewho. anall where denies ambitiOnsis kind them. andWe w t a state of affairs where all despicable and cruel distinctionsgenerousthe desire arisepssioris toonly deserve are terrorandthemore strength, terror; than is powerless. love terror' of ofpopular fatherlandwithout Terror 'virtue is and nothing of is its ifdisastrous; laws.thebut strength of 'popular government in revolution is both virtue government in peacetime is virtue, prompt, severe, and virtue without glorywherethefrom fatherland magistrateofeach equality the individual fatherland; itself;guarantees -to the whereenjoys people where the the with well-being andcitizen all pride the submits thepeople of each souls elev'ate themsAlves prosperity toand thee the tomagistrate, justice; where individual` and ment.land.ofparticularinflexible democracy ItDoes is said oursprinciple justice; that appliedthen terror than resembleit isto isthus the the ? strength of Yes, despotic a consequence of the general principlean emanation of mostvirtue; urgent it is less needs a of the father- as the sword govern- Wherethroughthethrough monstrousarts commerce constant theare needthe opillence communicationis decorations tothe, deserve of the of liberty, that ennobles them, source of publicwealth and nota fewonly houses. of esteem of a great people;or republican wia4e sentiments 4nd. youasdespotonethat willa withshinesdespot. be-rightgovern which in Subdue thehis as the handsbrutalizedfounders thesatellites enemiesof theof subjects the of.heroes of Republic.tyranny liberty through of liberty arethrough The armed. Let the terror; he is right resembles the government terror and vicethehonesty rul6 for fortheof reason honor,contempt`of forprinciples the'tyranny misfortuno,'pride for ,customs, of custom,In our dutiesfor country the, insolence, for we .want to substitute morality for contempt of decorum, egoism, mag- of revolution is the despotism of liberty against LESSON 6 tyranny. ,,sensuality,'peopletruthnanimity greatness for pompouswell-bred for of vanity, man action,people, for love warmthpettinessmerit of -forglory of of intrigue,happiness thefor love genius" for of for money,great; gooda mag-boredom of wit, Content "... .inonarchy.of picablenimous,the Republic peoplethatpowerful, for all happy is:the to vices people and' for Inall onetip. word,absurdities we Want to fulfill the wishes pf say, all the virtues and all the miracles. a polite,' frivolous, des- of-the ConceptsStages 9fand a revolution'Generalizations deniocraticabsolveplish the' Providence destinyor republican of fronihumanity, government....the long keep reign theWhat ofpromises crime kind ofand of government philosophy, can realize these marvels? Only a nature, accom- tyranny. limitedDuringceedsdevelopment,A full-fledged objectives, tothe power early butpoliticalover usuallystages a another.series of revolution of revolts is in which assume power. .a revolution the never a moderates,singleone with historical group suc- During the latter stages of a revolution the radicals, whose high .. Third, there is the revolt of the people who are not satisfied Unit Eight/ 203 theofAfterreplacehopes the radical a turmoilhave theperiod revolutionaries;moderates not ofof yet intensereyolution'and.refuse .been in power.. repression'and realized,then the-moderates appeal control continued to mobilizethe the masses peoplesupport to takeandtire of withcalduringthere politicaland is a economicthe period changesreaction of power authoritarian that to the benefitby theexcesses bourgeoisie. rule;only theofIf the bourgeoisie.,consolidationtextbooks populai 'are revolt Fourth, of-available politi- and, which deal with the French Revo- backObjectives the power they had early in the revolution. ..7 thelution revolution.students in greater use thesedetail in than order does.The to identify Human the va-rio&Adventure, stages have of Givenstagesstages an of overvieVeof as a revolutiou,'studentsthey are revealed Brinton's in andtheirshould Mathiez's textbOok be able views readings.to delineate about thethese appear.tion.(New See Some York: Crane of Random these Brinton, are House, The Anatomy 1957).BrintonDiscuss of seesRevolution, wit'h six-stages the students rev. in ed.a revolution: Crane Brinton's (1)" The, view symptoms ,of revolu- an expanclirrg.econo-my, bitterness hastakedentsGivenStudents been over should some discredited and should understariclingbe carry able be andtizthe _able explain o'verthrownrevolution toof delineatethewhy concepts furtherlt-isby.the pOssiblethe moderates. onceofReVolution institutions, thefor oldradicalsto oforder stu-1830 ofrevolutionariesHostilitiesgovernment,between the governing. classes occur and _that a Generallythatwhich desertion if are met result almost woulda ofrevolution thefrom e§u. mean system ,demands al. isabdication socially, linkedby intellectuals. onithe with on financial the part part (2) of inefficient accomentbeUsing ableding characteristic' to illustratethe. classical the & revolution.patteinsocial forces:andof rei,olutions. the.stages of:develop- elacrois' Leading the -Peotile,' students should. . -usemanyenthoneymoonbreakdown force that important theeffectively, forcesofperiod the matters. ofgovernment. ensues powerre-volution duringModerates goes When do towhich thenot control the revolutionaries: attime all,seesgovernment it-becomes the eyegovernment to fails(3) appar-eye A to-in O . beginduring a this program period. of (4) propaganda. Extremists (5.)consolidate An extremist ;their forcesvictory and is composedsingleDevelopilient event of aor, multitude at least, acif single economic, §eries Althoughof social, events, political% weit*is, refer of course, -to-and the French Revolution as ifiltivere a expressed.,Poweragainsttypeusually and gainedterror civil rights tacticsat the is are costconcentrated and generally of a adesire reign ignored. forinof theterror a return person (6) during Ateaction to of normalcy which a dictator, sets time inisis centralized in the person of a dictator or a strong-arm ' Perhipsinfluencemilitary itdeveloprrients.. tois best-,be categorized to think' Some of as the aredistinct French broad' historicalmovements. enoughRevolution in scope as being and .exiles'men arewho allowed led the to terror, return, and there people is a-general relapse into outcry their against old habits. the commensuratetheforcomposed somearistocratsBourgeoisie time o' f aagainstbeen serieswithwho in desire theirofthe decline. revolutions: King newly political' whoseSecondly, 'First,power power there fltere and and is social isinfluence the the revolt revoltpiestige had ofor accjuied economic.. power. bles.Revolt (2) or Revolt the aristocracy: ofath; asses:bourgeoisie: or July AugustFebruary 14, June 10,1789, 22, 1792,Also20, 1787, fall 1789, discuss attack ofCalonne's Tennisthe Mathiez'son Bastille. Tuileries CourtNota- stages (3) and Revolt of fall the of French ofthe Revolution: M 204 / Unit Eight tion:organizationterror:throne; execution June or 2,September of 1793,of the Robespierrists, Committeeexpulsion 20, 1792, of ofclosing theGirondist public Convention. of Safety.Jacobin deputies (4)(5)Club, and ReignReac- andthe of Afterdays.and,.tions ofuninstructed.Theythe power Restoration expected and wealth.returned to of 1815, The determined theseemigree aristocrats, resume their old positions in the govern- men maintained their posi- to revive the good old unrepentant ed.Encyclopediad'etatreturn" (NeW and of York:Napoleon.Girondist of Macmillanthe Social deputies.See Albert Sciences,Co., (6) 1937).Mathiez, End vol. of 6,"French Edwin Revolution,"R. Seligman, el-a: "Brumai?e's coup tionaryandarynewment, leadersarmy rich and church, officers includingandNapoleonic confiscate and who thearmy. eras.rose businesstfien, their They to pydminenceproperty. wanted government Theyto duringhang clashed the administrators,the revolution- withRevolu- the cratsquestions:frustratedin theirset the revolt If stageand the againsthurtaristocrats for thein France? therevolt hadKing, of been How the what successfulbourgeoisie? did groupsIn the analyzing revolt wouldin Whatthe of the longhavethe groups stages aristo- been of a revolution, ask the following run havegain their. little into terests.do with the Ultra-Royalists.The These Louisissue revolved XVIII, the on kingwho afterWas ablethe Restoration of 1815, would to use the Paris mob to were people who forbourgeoisie?haveinglymoderate -the been 'radicalrevolt repressedrevolts How of revolts? the did are masses? andthe likely Why revolt expNited to isWhy beof followedthe is by itbourgeoisie-set the!likely bydominance that successful the of the it likely that a reaction to .the a series, of increas- stage leaderloyaltygoverndreamed of andwith theof dynasty. restoringUltra-Royalists, the moderates and pre-revolutionary to insure becameof each againsttevolution. king.factiontoIn 1824. FranceHe vowed winupon and France the tried death of Louis XVIII, Charles X, the to "terrorN.J.:lence:lution" and turmoilPrentice lievolution,, in Carl of -Hall, aLeiden radical 1968).in theand revolt Modern Karl will Schmitt, take World place?For The(Englewood background Politics of Cliffs,the Vio- teacher may see "The Pattern of Revo- the 18thrich.payedfiedpursued century for Education for land these by privilegesconfiscated reducingaims was relentlessly. turned the ofduring theinterest nobilitythe The French aristocrats and Revolution; clergy and over to the church. The men who on bonds held by the new were indemni- to restore this was O to Frenchtoriansclassicuse for revolutionWho Revolutionillustrating are seeking and ofthe 1830,is classic theto develop onehowever, model most Thea modeloftenofis Frenchtherevolution. referred easiestofrevolution. Revolution revolution It takes The of 1789-1799 is considered the to by his- government.coalesce.Royalistrose under as Opposition 'Napoleonchief minister, wereto Charles opposition systematically XOn Co August. Charles excluded 18. 1829, from thewith the appointment of anwas Ultra- divided into three X began td socialtermshowwhichplace revolts change: ofreplaces Within abstract arise anfive fromideas old days classeconomicand and shows too illustrates stupid interests the inter-attion to therule.which rise It demonstrates ofof groups in are justified in a vital class groups:thebeaggressivewho the French, favored (1)new theand king; Revolutionresistance newwho (3) hadrich the alreadyto who who revolution: dreameddecided (2) that of the Louis true republicans, old men active during were 'timorous and passive: and a society innew -which rich who were Philippe would werethirtycrats.two army groups, menDuring officers became the the newand Revolutionary immensely government rich versus rich. administratorsandthe AssoFiatedThe returnedNapoleonic Revolution emigree withof Napoleon.eras, oftheSemen 1830 aristo-.about was essentially a conflict between ,head in.Ordinances July 1830.ruleliberty which 'ofOn andthe July went king.eqahty 26, a At1830,long would first Charles Paris be guaranteed X issuedThe contr5versy over the Ultra Royalists minister way wasin reesmblishing quiet. Only a the few absolute journalists, to all citizens. came to a the July whosethat1830, "obediencepapers Thiers, had a journalist, beento tyranny close pu is lished no longer a proclamation the duty of declaring French- , were disturbed. On July 22, cliqueists putof capitalists down the who challenge arrived underof the Napoleon.Louis emigree Philippe aristocratsThese represented capital- and the interests of a very small Unit Eight / 205 (one can now actstreets.closedmen and ... resist."theirThiers' factories presses wereso that br4ken the people upAlso by theonwould Julypolice. 27,throng. The1830, dis-the the leading industrialists. ," deliberately that the "Charter 14 been torn to shreads, so every- menaceingsparkedoverthrowsecured which themselvesofrevolutions thethe mob patternBourbons. into...drive in power was)repeated.other The bycountriesout Revolutionusing &he theTheroyal throughout disgruntled well-to-do troops,of 1830 Europe then inmasses used France seized dur- the to withthroughThiers,gruntledprinted the on King'sthemob papers the streets in sameministers!" the urging chanting, streetsday, the put broler people 1?is `Long into presses to livetherevolt. armory theback TheCharter! together, andzotmob marchedDown guns. then People."interest,showpower the andBy and studentsruledasking revolutionary their the Eugene interests. students role Delacrocs' to of Toidentify the initiate various "Liberty the or class, characterssum Leading special por- the an analysis'of the Revolution of 1830, "Longbarricades live thein the nation! streets. Down Now withl th people theOn Bourbons!" July in the 28, streets university chanted, students and working' men raised . trayed1830 in in this particular picture, and it is the possible nature tsi,of revolutionsanalyze the inRevolution general. of chanted,increasedevening "Long in of intensity July live 29, the andthe nation! Republiclanspread. LcOg AndOn live leaders theJuly the people 29, Republic!" were fighting, in inthe the streetsBy which palace the had broken out the day before, .. LESSON 7 . A 9 ' of nowurgedthe Tuileries old Lafayette and a and bit to Lafayettesenile, call a constituenthesitatttd wa.. in the and assembly. City the Hall.industrial But The Lafayette,, peopleleader-S Content . . Julyleaderssimply'ousted', 29, juggledof after Thiers,France thevictory whohad battle bee'nfromhad head been hismeeting hanks.bepn in contact inkvionOn Paris. July with and In27, the the 28, industrialists, eveningBourbons and 29, of the letcling industrial and business NApoleonTheConcepts outstanding and and the Generalizations roleindividual of the'iridividual is at once in'thea creature historical and creatorprocess in estscontroMdPrepublic,told ris, ofthem in the conflict so thatnewit..The they irich. republicwith committee,blithely Lafayette was appointed insured. of and corste, the aBut Republicans, committeerepresented they did notto theas govern wantif inter- they a hisThethepolicies. peculiarhistorical social structure psychologiN process. in which traits, one determines plays out one's his role, principles as well and as ofcaptivated.drapedHe cheers. rode himself a Ahorse thefew crowd.. toindays the later Cityflag, Louis the Hall, was-embraced old Philippe said charterOn a fewJuly returned was ambigitOus30,by altered Lafayette,Louis to theslightly. Philippe words,sound and was found and brought td Paris. Theof individualwhichthe actionsoutstanding ,milieu impersonal ofdoes in an which leaveleaderindividual social he its is mark forcenotacting. are merelyon intelligiblework. history. Thean instrument characteronly in the of through contextthe great 442 06 / StudentsObjectives s ould be able to describe and apply the three basic -it Eight .** themselvesare- so forceful into positions.-of and dynamic authority that they. and inevitably leave the imprint of maneuver whichdeyelopmetheoriesStudents have co cerningshouldtot and be consideredthe bethe characteristicsable role to of in identify thtl explaining individual of the his his social in conduct. history. snviro,nment aspect of an individual's Catlylestancestheirideas. personality ] of their times on theirand remold culture. them (2)They Theaccording theory toof then-own the determinists. if "Historycertain individuals is the biography of great men." [Thomas master the circum- had thementsStUdents role in 114 sh' did be able layed.rfare influenced the personality of NapOleon and to ex in how technological develop, - , not appearednevertheless,torical to developments take com-mand with at which., a given they iave *continifed,' and other Then would have were associated would moment, the his- Civilsociety.fluenceStudents ofIf /"iiD rtin Luth r King, Jr., and John F. Kennedy Rights i:) Movement have been differentshckuld ?` If President . King had not lived or become a leader, would the le to 'formulate hypotheses about the in- . on our "labelswithistorymen,appeared according givingby -and virtue givennames to of this beingtheir to view, namesin theare right.no:rnore place than instrumentsthe right of ideas and actions. Great events, vessels through which social to the developments.' Great men are no more than at the right time DevelopmenthaveKennedy been 'ha different? not beenJo* assassinated, would the Vietnam War ., ''' angreatforces agent man, work."of the oroutstanding historical[Leo Tolstoy] process. individual, atonce(3) is theThe at rcpreseutaive theory of t11, and individual as creature and creatot. The - once a product 'and 41X -large-developmentsgreatwhat men degree mer of caly instruments of impei*nalWhat :degr social e offorces? influence To individuals in positions of power culture? To 'what degree are so-called can an individual exercise on the create and --'way of challenge towho,eitherandthe existing creatorthe happens of thoughts existingautlorilsy. of social to beofmen.forces Theforcesat the dreventfulThe right Which,changeof 'greatforcekwhich'he place the shapehelps of the man is always representativeat the right time, and due to create byman is one world havecontrolTheuniversal been Human the answe preanswer Adailing ed enture, toby socialthese various pp. typesforces historians,428-430; of Of questions?To havedevelop the 'students read asic points of view from which these questions a society?present Are there to the any 'students: hecontrolappearsto wishes theto itmake events to go. them. to a degreeThe event-making and driveForhis soCiety,in backgroundman position, is actually the and the able power, reacher makes may important see Sidney Hook, The direction toor individualquestions.variousthe three aspects onviews major outlined of historical Napoleon's below; develonts. yehave There; the are students three basic views concerning the influence of the . and ask the suggested report on Fox,House,andHero' 9;3rd 1962),E.'in ed. H.History (New Carr,Ch. York:2;(Boston: and Oxford Isaiah Beacon Berlin,University The Press, Hedgehog 1963). and the !Whit 1s ,History' (New York: Random Press. 1943y., especially Ch. 1 theirto men,the times works or intellectuin` of their gil atvision ls, men but andwho who ability may seem be to(1) to generals,lead Thetower others. great over saints, manSome the theory.men of Human progress is primarily due states- men nothischaractermust intellectualbeing examine: onof the milieu,(`1) scene.society and in (4),which the he possible achieve!To understand prominence, an individual and his influence on.history his early childhood .experiences, (2) the consequences of his (3)we nineteenth century Eur pe Second son. B Factors in Napoleon's Early Experience a second-son in late eighteenth and early was very significant. The system of home.Paoli.by the FromHe Corsican was this totally point. nationalists alie Marriage. He married the former Mistress of Napoleon was deprivedted from ofsociety: his spirittial movement and 'condemned by"' Unit Eight / 207 a political 'positionwhichpowerson'primogeniture; ccf areis thechOenged t.eplacing father, istothe still make traditional in effectit through institutions today. the Thus, emerging the second, institutions ant. prestige. Bismarck, in which the eldest son inherits the wealth and Wellington, and Cavour were as the bastions of wife.perately,fiveopponent: years he hisNapoleon strove elder andto was be well successfulpassionately .knownBetrayal. in and in love While with in Josephine, Egypt on a military campaign, Napoleon, aristocratic circles. Des- prove himself to his infant.footintosecond theas sonsa pipiition result and of Talleyrand,of being a second dropped whoson whenwasby hisWet he developed nurse. Unlike his older brother, Napoleon an eldest son, was pushed nurse when he was an a crippled was nbt andveilthoughhisreceived ardent isgrandeur comple she word' a d hatdeis ily Josephine was being unfaithful ge a wo an of fifty. Hely tornwrote away,... his brother: I am "The rate love letters she replied,. he said,burden as to me. Feeling hai withered; weary of hum to him. To nature, andsleptnursed, to in havel bytherikftzher his roombeen mother cool rodm.with towards buthis byparents, hisa wet father. OedipuINapoleon His mother had l complex. Napoleon is said to have loved his mother nurse. Also while Joseph to sleepwas strongin encourageegotist..'...dregs.glory has There become the is students nothing stale; toleft speculate for Relate these facts about Napoleon's persOnal experiFice and t twenty-nine, I.have drunk life to the me but to become a complete. on their influenceon the great(Boston:and hisme fat' L ttle,er weak, Brown which & Co., was 1962).4, usuallyStature. the family He was situation five feet of and two inches tall, short for . See Victor Goertzel, Cradles of Eminence even theirdevelopment own personal of his experiences. personality. in doing so' they will cl rity adolescenceplacednineteenth in a t ntury Frenchmen. Difficuiti acialzseence. At ot*, s ati exileilitary In an schoolenemy incountry. France During t so, he this went period through his age of nine Napoleon was The French people had been brought Cultural Conditions and Napoleon's Personality up to resp t authori- day-Corsicaidentifiedliepractical was an wit ojoke wtsider uld win and its frequently independence the object- from France. of ridicule- and . A Corsicanhis native patriot land, and drew a-follower inward, and of Paoli,dreamed he of the , imperious,rolebeingtarian weakleaders. and toThey not win deserving wouldrespect have and obedience from the people. respect. So Napoleon plays theseen a democratic leader as L Frencyen,oin his fellow tudents in their socialPoor. activities. Alt ough he associated with the sons of .well-to-do apoleonifficulties. had littkmoney Napoleon always and could had difficultynot easily with againstthemilitary an Conquerordevelopments`in offense. technology, Thus, would rmies milit thehave defense werery been technology usually impossible. couldiS.,efok stalemated.always during,the Giventhe winlatter the lateWith in part of the eighteenth century, Napoleon statea battle of 1700s, down on tiecau e of his grammatical mistakes.,Exile. DuriN his late adolescence hisnc,h family lan wasuage ostracized. and frequently was laughed at and looked lY warfare-Napoleon,which were could the utilized offensebe successful. by gained the For the background the teacher military schools attended by upper hand and 'aggressive may O . York:'see208 Theodore / Unit Eight Ropp, War in thitriociern World, rev. ed. (New MacmillanCo.; 1966). Ch.Preface' 10. to History (New York: McGraw-Hill' Book Co., 1955) As a student NapokonThe Intellectual read Plutarch Ali lieu and and other Napoleon's classical Development Content -LESSON 8 writersthese pwho rtrayals portrayed as models Greek for aid himself. Roman leaders, and he used % whitwas Ev i creasinglyhitherto undermining had given order sincethethe old to Frepchinstitutions Renaissance society. and and Thus,ideas Reformation the a skepticism ConceptsCoalition and in Generalizationswar and coalition in peace justifyFren hishwere actions. receptive to new ways andNapoleon ideas.. lases aspects of Enlighteninent to rationalize and " InCoalitions thepose,ofignore heat potentialofimmediate are a crisismade conflicts in thidangers. response members'of of interestsCo the a coalitionrise in oforder play to meet down and dis- a common enemy. or _ table?yimpossible. If hC, had been executed duringAskWititoin the the period following the of rise reaction quesiiofis:, of French to Wasnationalism:, Napoleon,'s during reign theineV1- early- nue__Lietss. ns_b__ century, Napoleon would .have been ----,----_, - enemy...common As purpose.soonieparateCoalitions as victory tendseems to assured, fall apart the with consciousness the decline of of the interests reemerges and overshadows the sense of common Ifmotherhavethe EmperorNapoleon reign been' -and- of very ofFrance hadterror;Josephine, di been fferent would inPresident would1864,- k ifthe he he how history9fof-had have the might U.S.ruled Fradce hisin France 1970 ;personality and differently?rather Europe than have "felt, t -himsel f loved by his continent.preventbeenIn modern concerned One times nation to or maintain since,from establishingsa) a balance of its hegemony on the , the Renaissance, England has power in Europe. to hestillenmentbeen did? believed different Ifthought there in from divine-righthad and beenwhat most noit nineteenth was? rule,significant couldIf there century Napoleontechnological had been Frenchmen have no develop- Enlight-ruled had as .GivenObjectivesMaintainexisted. the anarchical since peace the is state byrise the oof principlenationalism, of balance perhaps of the power.' bestway international affairs which has z. et' to exploits?eighteenththents in the century, means could of warfare Napoleon during have therepeated latter hispart military of the _ Given the concept of coalition, students should be able to dem- York:Row,11-eroldNapoleon Publishers, New J. (NewChristopher, American 1963); AgeLibrary, Felix of NapoleonM. n.d.); Markham, CarlPOI- (New G.backgroundNapb/e'on York: Gustayson, Haiper ,(New the Sz Ateacher May read: Herbert Butterfield, Macmillan Co., 1966), Ch. 1 and 2; mentbalanceStudentsbyonstrate working of ofthe an should "power Congresswithunderstanding abe tomap able analyzeof describingVienna. to of usethe the Napoleonicthe principleshypothetical concepts warsof of situations.balanc4f coalitionand the powersettle- and Devqlopment The concept of coalition, used in Unit 4 to analyze the expansionEuropeNapoleon's into by a solid Stalin'sFrance and Russiacould formidable haveafter alliance.unitedWorld Warthe Only governments II thecould threat have of of , Unit Eight / 209 - nental- countriesPersianwars to maintain andwars the against settlement a balance the Greeks, ofof the poWer Congressis applicable onIt thehas of conti-beenVienna. to the tile Napoleonic concern of England and most of the conti- united(1) the Coalitions nations of always the West form into in responsean effectiveCommon to fearalliance. qualitieswhich leads of coalitions tw& are as follows: enedGermany,nent,ll'sEurope. towith preycnt EVcryandsubservience Stalin's any-one-nail-On -titnc.Jany Russik-England have nation managed from has establishing threatened andto thrust theSpain, nations their'hegemonyto do Lou mutual so-Philipthreat- iS inX1V's France, Napoleon's France, Hitler's power.sometimesor(2)put more Coalitionsdown political conflicting a powerful usually. powers interest aggressorform to subordinatevery to a andslowly single reestablish -andpurpose-usuallytheir reluctantly, separate a balance and eachto of Precariousadistrust coalitionpecially and `Theto Balanceconflicts establish French (Newof aRe'Volution balanceinterests York:, of into RsliZlom power.and theF9r Napoleon"; background background House, L. n.d.), andC. the Seaman, form teacher may {cad Ludwig Dehio, The es- Originalearlyheight,problem.party stages waiting partners, are, Alliancesof joineda conflict.on whiz) the by-seldom other laterstandUsually partntrs t'oassumealone afight coalition when whotheir and the stand completesolvedevelops dangetr_ aside the gradually. shapedangerous until is at in theyits the lishers,From n.d.), Vienna Ch. to 1 andVersailles 2;Ana and (New Harold(New York: York:Nicolson, Harcourt Harper The Brace &Congress Row, Jovanovich, Pub- of 1946). .enemy.and(3)feel Strategy politicalthat their andstrategy aid tacticsis absolutely are are hampered .short-sighted. essential by the to short-subdueMilitary sightedness the campaigns common of. s4 Concept of Alliances and Coalitions (4)forthe itsCoalitionsparticipants, self-interest. are each usually jealous absolutely of the othernecessary and eachto prevent looking defeat out , monseparatebetwecii enemy. interests two or more to a single sovereign purpose, groupsThe usually normalbasis to subordinate to or relationship defeat any alliance a coin-their among or coalition sovereign states is distrust, is an agreement. - (5) Coalitions fall apartjustasand at strongpeaceultimate theto insure end isenough established-Victory of victory the to war,insure seems overand usually: victory. assured,finala common settlembnts before the enemy.consciousness are Usually arranged. of theyseparate As aresoon variousfeartobut the fearis development interpretations.of a common of enemy temporary can override unity.Coalition Once this distrust thisagreements overriding and lead are always very vague and subject to distrust rises again and divides. formedthetions'moninterests light purpose. wliich the reemergesbf internationalnucleus they Victorious interpret and Of» tends countriesrequirements,a incoalition termsto overshadow seek of and national Originalrewards bore the theinterests, andpartners,sense brunt compeiva- of not ofcorn- who the in Greeceenemy.enemy,III and -arcOnlyinto Xerxes 'dissolved athe workable threat could by posed haVe thecoalition. declitlg byunited the Only andPersian Coalitionsthe collapse city-statesthe Empire threat and of a posedalliances, ofcommon DariusAncient by created by the rise of a common ( conflict, victorybeenfeeltionLater that decisive, in waspartners, final won settlements. feel andwhose that that, itassistance, wastherefore, owing although theyto their merit delayed,inter top considera- it is they who merit prior considerations. il1 ' ntion that ay have 210 / Unit Eight Given 'the following situations, solve the problems below. Nation I is a small country surrounded by moun tains. . deed,politicallyUse the map consolidated, on p. 211. has occupied NationH and,as B, invading C; in- it threatens to take over all of the -countries on the large, populous, economically advanced: and politicalthe same groupings. language. These' people areG Nationdoes divided not H markinto is weak numerous a nation politically but a group and hasof people been occupiedwho speak by water,Continent.free tradeis rich, with strong, all of a the maritime continental.countries. state,Nation andNation desires .0 A,is small toinsulated maintain in land from area the but continent dynamic bypolitically. a few miles 'She of tion_nation by B. nations A, C, E, and F? Problem 2.I. What isare the likely likely to response be the responses of nation toI? this situa- arepeopledesires politically of to C. consolidate fragmented under but speakher rule the theNation same people lanplageE, large in area and as':the Jpopulous, who is economically backward 4,n d z to be the foremost concern of nation ProblemA? 3.4. IfBy and her when actions nati4 ancridps. B is defeated, nation Bwhat did ismuch likely to borderssionpolitically. ofsuch her asweak. territoryat- D. She desires the securityexpense from of weak invasion states and on expan- ber-- . fearfulthroughoutstimulate d the the the sentiment development continent. o nationa What of th4 Country ism? sentiment is most of likelynationalis to notpeoplesagainst a unified any and major culturescountry. country. held together byNation the conservative D is weak, rule; disorganized is politically, and helpless F, a multi- ethnic empire consisting of diverse ambitionstheto likely';esponse consolidate of nations and Of assumeC nationsand E? control A, 'E., over andPrRPlmProblem area F to J? the 6. 5.Why? After Howexpansionist isthe nation war is F over going and. to respond,4oB is checked, C's what (1 is .(3 Unit Eight / 211 4

0 / 212 / Unit Eight The Russian Revolution Content LESSON 1 Tolevelscaldeprived what and ofextent economic ofgovernment property should change? orgovernment take security (4) leadership To during whatextentbe responsible periods should of forrapid differentpeople politi- in promoting drastic TheConceptsThe following background and Generalizationsterms of the need Russian to be Revolution erstood: revolution, Russiantheshouldchanges midst be RevolUtion, thatof the revolutionary willrole affectand have the large massobligationsthe students numbersmovements? ofFor read of an, citizens?" Russia: overview (5)An Over-Whatof nineteenth century Russia and the an individual, caught in StudentsObjectiveslence, outside should 1,igitatio, be able pa to stages compare of rev° the stages in the French revolutionstheAdventure,view" students in 20th werepp if theCentury alike Russian or Russia,different. Revolution pp.es-seen 6-7, followed and in intie the TheFrench 'Human Revolution and in what ways the two . 476-482, In connection with these readings. ask he pattern or lutionaryernmentscerningStudentsan,I Russian change; shouldsituation.and revolutions,. individuals power,be able responsibility, tonotingmust analyze,the resolve similarities when violence,kinds and involved of differences. problems etc:, inthat a revo-gov- con- --- DevelopmentvolvedStudents in revolutionaryshould empathize situations. with the plight of individuals in- Czar.iitt.Russia and the Narodniki 1968),Russia"The Ordeal p.(Columbus, 5: it of IS Revolution" important Ohio: Americanthat in AEPthe students Unit EducationAs anBooks, get introduction in Publications, 20thmind Century clearly to this section, have the students read Thetatiou,Concepts following ana and outside terms Generalizations agitation.need to be understood: oppression, exploi . gainsomerally"organized:the political recurring circumstances?within (1.) apower, questionscommunity,Should and (2) change aroundifIs so,itor morally beisunder which outsideall8wed what rightthiiNkection agitation to circumstances? to arise use onlyviolencejustified "natu- (3) into on Russia is theStudents',SliouldObjectives peasants in pre be- revolutionary able to describe Russia. the general conditions of RussiansperceptionsStudents viewedshould and thebeframes ablesocial, ofto poiiireal,analyzereference -the.;effectand had.tn economic the that way situation different various in LESSON 3 Unit Eight / 213 learnedStudentspre-revolutionaryissues inand should problems. kiissia.be able to transfer the ideas and concepts the context of Russian history to contemporary ContentConceptsReform on and the Generalizations eve of the Russian Revolution DevelopmentRussia, pp. 8-18. This is easy to read andHave sets the up students the situations read "The Narodniki" in 20th Century TheObjectivesstatus, following and Marxism. terms need to be understood: perception, class, inawareofficials,obliviouscalling his efforts? of for their to theor oppression acquiesce recurring inand question: their exploitation? own Ifexploitation a group Is Nicholai of by people repressive justified are is it proper for outsiders to attempt to make them StudentstowardStudentsRussian variousshouldsocio-economic should attitudes be be able able order. concerningto to analyze interpret the different Russiantheir own viewsRevolution. sympathies of the doesdoubtthoseis a Nicholai's resultNicholai? of the of ignorance,peasants? viewsIn their of acceptance theandWhose Czarhow views muchand ofAsk the the dois situation, alsochurcha you result the think differof followinghow fear? are muchfrom. moreHow questions: Why do the peasants Developmentproblems.inStudents the context should of beRussian able to history transfer into ideas contemporary and concepts issues learned and Why?inaccurate? nineteenth. Also, Issee it questions centurylikely that Russia at fundamental the inend a peacefulofThe the change reading"Persisting and couldorderly on p. Questionstake 18. manner? place of Modern Life," 20th Century given.persons,RusWa, Ask pp.a worker, the 23-29. students aIn student,- this the selection following Czar Nicholasthe Havequestions: views the II, of studentsand fourIn whatLenin, different readways are "Reform Begins" in 20th Century jectchannelssonalsion.Russia, into The obligation contemporary pp. areconcepts 18-21, the majorand areoutside sacrifice,and excellent focJ personal agitation, points and for thatrelevance.groupchange community bring work through the The or problems,historical classreferences established discus- sub-per- doRussiathesehi'sthe their socialperception? fourperceptions was? positionpeople, With Given whichof whatand the thepeCuliar personsituation particular:angle are interests in you Russia most of ofdiffer? eachsympathetic? vision person How of eachdoes affect With of you suppose the real situation in 46. ducebanaretteonment p. on cigarette21 smoking televisionon to theirthe.efforts consumption. should awn advertising. reactions of be the brought Federal toThe '''the. up students Government to government's date mayby mentioning towant reduce efforts to com- cig- theto re- whichposeinterests?sympathies .several influenced conflicting byviews your of socialAmericanAsk positionthe societystudents, and today. eitherpeculiar Ask individually or inperson groups, to com- are you least sympathetic? How are your 214them / Unit why theyEight believe there are conflicting views about the concernedtoday.American withscene, Marx's political, ideas economic, and studentThe and"Persisting social in Questions America of History," unrest in America, canpp. 29-30, which are raised.p.episodeChange," 40, the Thefrom inquestion role-playing20th Boris Century Pasternak's of personal Russia, novel involvement DoctorIn "Persisting Zhivago. in revolution Questions is of History," 20th Century Russia, activities pp. 31-40. The reading is an recommended could be contemporarybe used to bring America. concepts from the history lesson into issues of reasonsglannihrsessionsbackgroundsmentioned.broadened why some by Thedo havingcould not.persons students be the joinheld studentsmay revolutionson howalso role-play towant handleand others the the authorities.ofsituations similar to refItct on the TheContent turmoil of revolution LESSON 4 involvement.TheConcepts following and Generalizations terms need to be understood: chaos and personal GovernmentContent control and collectivization LESSON 5 tivity.StudentsObjectives should be willing to accept roles in a role-play,ing ac- TheConceptsmorality, following and and Generalizations coercion.terms need to be undertiood: collectivization, becomeaboutStudentsalsStudents in a the role-playing involved shouldreasons should in-be bewhy revolutionaryactivity. able some toto analyze reflect people activities. the join roles and of others various refuse individu- on and form hypotheses fo inStudentsObjectives Communist should Russia. be able to describe the collectivization process Development Have the students read the selection "The Turmoil of issues.Studentsvarious They attitudes 'should should should betoward be willingbe able able collectivization. to to explain participatejustify moralthe inreasoning decisionsdiscussions behind of made. moral the Development This lesson deals with the processes and consequences of Content LESSON 6 Unit Eight / 215 theCenturyernment.rapid end and of Russia,Specifically, massivethe reading, pp. changes 41-49. it have deals In pushedthe withaddition students collectivizing through Haveto reflect the bythequestions the onfarms. thecentral develop-raised gov- at students read "Collectivizing Farms," 20th ConceptsCondition and and Generalizations effect of political repression indescribezatioiihadment a tocountry of goor, agriculture briefly through indeed, such for asa of inprocessthe England. collectivizationthe students U.S. of byBegovernment-enforced the asking sure process atthat themall. the ofAlso, why studentscollectivization weif collectivi- possible, have under- not loyalty,TheObjectives following public goods, terms guilt, need and national security. to be understood: repression, governmentallyevitablystandprocess how coerces of such industrialization. enforced and a process kills rapid a number in and agriculture massive of Havepeople change isthe inessential studentsthe which process. to cope in- the In with the moral issues inherent in repressioninvolvingStudents and should shouldpersonal resistance be empathize loyalty, able to to repression. publicdescribe with good,persons the reasonsguilt, caught responsibility, behind in dilemmas political etc. -below.getting Thiscapable.to get situation.at people these tocanmoraj face be issues,modifiedcertain set moral andfor the Youelaboratedproblems students are an whichin theexpert order problem are and ines- an experienced sailor who is in 'today.DevelopmentinStudents the Russian should situation te able toto transfercontemporary ideas and issues concepts and problems leatned Thechargeiffore,is thealifeboat tricky ofyou people a lifeboatmust isbusiness supposed in stick the filled requiringboatwith towith areholdyour people.'Maneuvering to skill notask have more andof any commanding experierkce,than chance thirty-six theof the and,surviving. lifeboat people lifeboat there- Russia,51-59, pp. and 60-61. "Persisting QuestionsThe ofHave questionHistory," the students concerning 20th Century read personal "The responsibilitySecret Police raises Agent," issues pp. willonbehorizoncounting the bedone verge lost. andquickly the Whatof the sailor,capsizing. seawouldor theis but beginning lifeboatyou Stormit is do? filled isclouds Andto likely getwith h,.o.w loomrougher. to forty-eight capsize wouldominously Something andyou people everyone justifyon mustthe and anOnconsiderexcellentof valuesindividual's what basis difficult andquestions judgments canmoral moralindividuals askedchoices dilemmasthat on affect should makepp. 60 society?allvalue concern and individuals judgments?61, us you all. havemay Besides How wantto face.does the to decisionsmoralyour issuesdecision we make which in moralevery on aday.terms? smaller scaleThe are purpose inherent of thisin many problem is to force people to cope with 9 Communistuseof the of strong-armpolice succeed?regimes. force, tactics. both Both Whyopen tried did andto themaintain secret, CzaristAnother byfirm effort theidea control Czarist failthat and can by and thethebe discussed is ale comparison of use ^; 216 / Unit Eight The Chinese Revolution LESSON 1 offirst which loyalties he islie a with-himself part? (2) To or what with the state and the extent is it necessary to society TheContent socio-economic order of Old China e iscriteriainsocial sacrificesuccessfulthe anddistribution should economic individual or beworth used of equality? the personal :freedomin sacrificesevaluating (3) wealthand On it whetherprivacywhatrequires? be basisjustified? in j5) order 'In what(4) What a socialtevolution can inequalities to achieve ways distributionConcepts' ofand wealth, Generalizations and inequality. following terms need to be understood: loyalty, pribacy, thewassystemChina, French the Chinese pp.in and rural 5-13, Russian Revolution China describes revolutions? before similar the the economic, Communistto Theand -differentreading social, Revolution. "Bandand from political bothand The Class in Long Bow," Communist reading.politicalStudentsObjectives situation should inbe preable to describe the economic, social, and-, - revolutionary China, as related in the Chinacouldexcellentmoralityquestions and role-play Americaand askedand economic should membersconcerning stimulate survival, of responsibility various class and socio-economic distributiondiscussion. and ofThe wealth classes students c4uses of poverty, are in people.economicStudents conditionsshould beudents able and to theshould analyze entire be willingduthe iturerelationship to of participate betwedn in a role-playing situa- a group of peasantssponseblarheto blame fortendis closer poverty?the to blametenants? to the Whom the truth?In wealthy America do' Why? rich landlord whom peopleHow dodoio. andblame? poor theu know?people landlordsWhich Howtend to give conflicting views. Why would the re-to tionstion depictingof the various the Chinapeople situationbeing role and to analyze the - played: M 'percep- statingcondition?much is reasons your Is itanswer for possible poverty? based fora Howon social "'id-or can scientist` he own social overcome his own class to be objectivein or economic RevolutionculturalDevelopment situation of 1950. in China which eventuallyThis 'lesson led presents in graphic terms some aspects of the to the Chinese studentsAEPunitcan. Unit Educationis haveorganized: Boas, in mind-Publications',Communist 1) the UndeA,what recurring China :1968), questions (Columbus,conditionsHave around the do Ohio: students which Afneri- readthis "band and Class in Long Bow" pp. 5-13. Be sure .that the an individual's in TheContent role of ideology in the Chinese Revolution LESSON 2 ConceptsThetion, following identity, and Generalizations terms and values. need to he understood: ideology, orienta- systems.on the values of the Marxist system butActivities also on their should own encourage value the students to reflect not Only Unit Eight / *7 ObjectivesideologyStudents andshould, revolution. be able to explain the relationship between . or LESSON 3 andperfoimStudentstemporary values. in ashould'should issuesperson's' beandbe' ableife ableproblems. "Concerning to to describe apply the the his concepts functionsorientation, learned that identity, ideology to con- ,. ContentConceptsRevolution and and Generalizations the new order Development From the point of view of a psychologist, ideologies orient The tation.tion,following revolution, terms distributionneed to be understood: of wealth, property', social classifica- and exploi- . ideologies.tivemeansvalue.individuals, expression Fromfor mobilizing TheprOvidingthe pointdeclineof social and of 'for of viewfocusing power. themold of ideologies a humansociologist,Societiessense ofenergies and identity, are ideologiesthe sustained into rise order, a of collec- arenew andby a revolted.StudentsObjectives should be able to explain why the people of China munistareonespp. prerequisites are16-19. China; inevitable pp.'14 to revolutions.developments -16, and "Persisting in anyHave Questionschanging the students societyof History," read and "Ideology and Revolution," Com- bothporaryStudents the peasantsissues shouldshould and and be problems.be ablethe able landlords to to describe transfer in China.the the feelings concepts and to attitudes contem- of ideasideOlogycriteriamarized concerning .here. may be The criteriaused last for .two for group income questions activities. 'paymentsSome on Students p. of 19 maythe that major-doctrineswith be deal grouped similar with of Marxist ideologyfor are just sum- deserts and comparison and evaluation of landlordsDevelopment in Long Bow, is a logical Thissequel lesson, to Lesson which 1, deals which with the peasants' revolt against the demandclassandtogethermany effort, should .explanationscombinationsto prepareaccomplishment challenge .defenses on ofthe howprinciples various andfor the their competition:-principles groups including proposals. on would their such Menibers There proposals work. items could asof and needthebe dealstory,"Communist with pp. the 33-35: socialChina; and pp. economic 20-32, and order "Persisting inAskHave Long the the Questions Bow.students students to ofread commenttlis- "Settling on Accountsthe,nature in of Long the revolu- Bow," w. h tion"Bow.tion218 may in The/ China Unit be sections used astight seen as ```Distributing examples through the of Wealth"examplefundamental andof the "Social economic village Classifica- of.Long and Development This lesson considers the influence of the revolution on the haveenragedtheirlistedsocial feelingsyour inchange peasants.the past Introduction, inabout experiences a Thensociety. the ask,: beatings Applyp.' and Why 4. present Ask to given'do this the reading intereststhe students landlords the conditioned questions by the you feel that way? How to express China,manualreeducatedcolleges pp. labor in-Chinaor 37-41, to after the andgoalsthe better, "Sentdevelopment of thehow Down revolution college to ofHave Shengchen," the students theand students introduced in China read "University Reforms," new China. pp. 43-49 CommunistIf wereinto ofpathizeversa?you the toconcepts Thenwith side the ask with group property,questions the for peaSants which privatethat willthey against enterprise, lead"Persisting thethe landlords,students Questions" or vice should be useful for class discussion are less sympathetic. exploitation, to em- orallytothetimethese reflect "Persisting theto readings haveincidents on issuesthe areQuestions" students in tooand the difficult value story. read in thesejudgments thetselections, Theor you sectionsimportant do that haveyou thing meaning is for not want to taketo theget the students may describe to use equality, and social classification. -the purposeachieveallis: men, "What of it?"not education,A-question just kind Chinese of .future or Americans. do we underlying want,The andtopics all how of that them can are we included best range from family loyalty to RevolutionContent and the colleges LESSON 4 education,TheConcepts following and and Generalizations higher terms education..-.,need to be understood: family loyalty, ContentAchievements and loss of the Chinese Revolution LESSON 5 anStudentsObjectives educational should system. be able to analyze the functions performed by TheConceptsindividual following and freedom, Generalization's terms needand public to be good.underkood: privacy, sacrifice, hypothesesStudentseducational .shouldshouldabout institutions the bebe educational ableable to totoachieve explainask systempertinent its howpurposes. in government questionsthe United and States. form can use ChineseStudentsObjectives Revolution. should be able to evaluate the achievements of the sacrificeStudents when should radical be able social to 'changeexplain is the achieved. cost in terms of human 1 Communist China, pp. 53-61, "PersistingHave Questions the students of History," 'tea& `-`A:Chievements of the Revolution," Unit Eight / 219 thetionaryStudents views change should they do. and- be willing to explain, to express at least their partially, own views why on they revolu- have studyingpointp. of62, .charts,view and "Review,of graphs, the questions percentages,Reflection, onThe Research," p.and statistical 62. statistics If the p. charts studentsin their and math aregraphs may be analyzed from the DevelopmentChina is-organized, is applicable in thisOne lesson: of the Whatrecurring criteria questions, around which this unit on classes,mathseesection a and connectionthe as socialmath his data studiesteacher between to teach classes. may the hiswant value concepts. to Forofuse what athe considerationThe examplesthey students learn in inshouldof this their the personal accounts of Mark Gayn, neighbors.theycessfulshouldby sympathize'his beor neighbors used worthThen in askwiththe evaluating and themsacrifices Mr. being Chow'sif they whether held it think requires?resentment responsible a thatsocial theAsk atrevolution radical for beingthe spying students,if spiedachieve- is on On his suc- enceineachintoKeith China, to groupsaccount UnitBuchanan, there I within illustrates willthis andeach beGuide Jacques groupa adiversity different may responsible Marcuse, be of perspectivehelpful views the for forinclass one explaining discussion.on may account. the berevolution divided how Refer-Since achievewithoutaboutments socialsacrificingwithout of the and Chinese doing economic individual away Revolution equality. with freedom the could privileges and privacy have of been inprivacy order brought toand "differenttionpossibilities- viewpoints on Communist for are individual, developed. China. group, orThe class three summary activities of the on p. 63 in Communist China offer sec- Bianco, Lucien. Origins of the Chinese Revolution, 1015-1949. Stanford, Bibliography Kaplow, Jeffry, ed. New Perspectives on the French Revolution: Readings Grey,Chen,Carlyle, Tan, Theodore Thomas.. The Romanovs. E., French ed. Chinese Revolution. Ncw York: CommunistCommentary.Cal.: NewDoubleday Stanford York: Regime: & Random NewUniversity Co., York: Documents1970. House, Ptess,Praeger 1956. 1971. and Pub,lishers, 1967. Orczy,Michelet,Ludwig, Emmuska. Emil.-Napoleon. Jules. HistoryScarlet ofPimpernel. New the FrenchYork:Chicagoin NewSimonHistorical Revolution. York: Press, & Schuster, Sociology. 1,967.G. Chicago: P. Putnam's 1954. New University York: Sons, John of Wiley & Sons, 1965. Kielty,Hookham,Hoctzsch, Bernadine. Otto. Hilda. Evolution ShortMarie History Antoinette. of Rus;ia. of Claim. Ncwvich,Ncw1970. York:1966.York:Ncw York: RandomHarcourt St. House, Martin'sBrace 1971.Javano- Press, - Williamson,Sabatini,Ron'tulo, Rafael. Carlos. Joanne Scaramouche. Cru"sade S. Jvcobin's in Asia. New Daughter. New York:1930.1960. York: NewHoughton John York: Day Mifflin Alfred Co., 1956. Co.,A. Knopf, 1925. , ChinaCommunismCommunism. under Communism. ComesSd +63.1 to (10China. Sd min.).749.2 Sd (221052.1 min.). (4 min.). Some Suggested Films - TaleFamily of ofTwo Free Cities. China. Sd Sd117.4 L201.2 (40 min.).(22 min.). UNIT 'NNE

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ti 004 Ni'n .7(4- 223 .. Introduction 2The,impAct of Complex Societies On Traditional Ones events in the lives of the various groups and would thus be . casethe MacMillan study,of Kenya series in Patterns the 20th in century. HumanThis History;unit includes the other two is:a case studies: one is the last unit in gainedcountrymotivatedmodel its infor independenceby East- Third the liumanAfrica-that World onlyexperiences nations wasten .yearswhichcolonized Thedepicted: ago. are Kenya undergo'14'nyaby thecase isBritish ingstudyused tremen- as andis amore of-a microscopic IdOk at a thetheVicos,phasis West kit Peru.ofonOn materials anindividuals The anthropological Teacher's included, and Guidesmall needs experiment groups,isThe ftoexplicit, Macmillanfurther with withacrd elaboration.particular withthe unit people the is em-a aid microscopicThe ofof view of the impact-of colonialism,andcultureceptsdous looked changeof systems, the atentire in from challenge, course another including and angle, response majorperception, which concepts are adaptation, reinforced such as racism, the 20thprogress, century.' Besides the basic con- myth, revolution, violence, \_-ifeedkack_which Itteacherthestudent is student hoped couldis asked thatreadings summarize the to recallstudents and theorally the couldvocabulary concepts the experierfee-major culture, present points adaptation, invicariouslya problem,the readings. andthethe were stressed, in earlier units. If the length of beculturestudy,balancenationalism, emphasized. theand of impactpowerthe the resulting aregreat of emphasized.the manchanges complet in history,iii cultureThroughoutthe emerging the upon Third thC cuiturdthe entire-li'orhl..and traditional -should case LESSON I Kenyd in the 20th Century. Concepts.and Generalizations 0 . ContentI. A.The Kinship, Kikuyu clap,culture land ObjectivesandThe kinship. following terms need to be understood: culture,system,. 46. I 11; D.C.B. ReligionArtsi Education. k integratedStudents shOuld system. be able to describe the Kikuyu cultust Or the - Students224 / Unitshould Nine be able to describe the interrelationship of theStudentsKikuyu.family coming should'group, of the beeconomic English. able to explain system, the values, Kikuyus' and educationattitude toward of the tionalwhenmodern,integrated, comparedKikuyu industrial tribal youth withsociety society. would the ,Kikuyu study aboiaIf Baltimorethe students yotith. see little advantage in our educational system as opposed to the open, fragmented, one, ask them if the tradi- Does Development For background information, the teacher ofWhat?peoplethe initiation fact (and that or people riteour of students all over learnthe world) aboutAnother have interesting comparison would involve the passage into adulthood. In the American, East African young any significance? questign KenyayaYork:yatta,Thefollowing Praeger,"Myth Facing (London: books: of Mount 1966);Mau Carl Secker KenyaMau: G.Montagu ROsberg,-and (NewNationalism Warburg, Slater, York: Jr., andThe 1956);Vintage. John Trial Jomo Nottingham, 1938);of Jomo Ken- and in Kenyamay (New refer to the societyarechange.religions,When graduation, is does thereOther particularly a anythingyoung special obtaining American the occasions comparable Jewish, a become whichhave to the might Kikuyu signify adulthood full-time job, getting married, a ceremony to signify thean adult? Some of our ceremony? ofRelations; 1967),ForeignEast' Africa pp. 1970).Affairs, 1-10, (Cincinnati: andOct. "Mwangi 1970 McCormick-Mathers (New Comes York:Both to CouncilManhood" `.!). Publishing Family in Celebration," A.Co., EP in Frances Carpenter, Story on Foreign discussed:parent.orbecoming the armed it eighteen, would forces, seem getting living best away to leaveQuestions from Question home, 1 and or becoming3, Colonial _Africa, a driver license, going into college p. 15, could also be 2 until the a theductionsritescationUnit students for Public'ations,Books, the into Kikuyubecause the Colonial Kikuyu youth. the1968), Africa focus culture They pp. is(Columbus, would12-15, and should conccrh Ohio: be oftheAmerican interest initiation Edu- on young people and coming serve asexcellent intro- to theacoming culture. evolution of Recallthe ofEnglish religion the conceptsis taken in Sumer. up. from How UnitAskRead IIIthe "Religion which students dealt and to Magic,"reflectwith Story of East Africa, on the significance of religion in pp. 90-96. - grasp the logicpracticalselves.of age of athe topic educational Kikuyu which culture issystem of greator thatsystem hadThe and evolved main to see objectives the of this ,lesson concern to the students them- arc to hive the students to prepare the givingquestions.wantKikuyu answersto youthaskan Theti 'integralhim visitedbased aboutask part thethe-on his class religious ofclass, religious their., to, what respond totalbeliefs beliefs? questions cultnral held Make would by different was the religionOfto the the questions by system? if aa list of the the class placeours.mightyatta'syouth Whichin adult towantchapter become systemsociety? to oncontrast; fullyeducationbetter Why functioning preparestheis this Kikuyuis excellent.so? a Whatadultsyoung educational makes'it Perhaps inperson the culture. tothe take students Ken-his system with' so difficult wouldKikuyubeliefs.Americans. have religiousAsk difficulty Ask the studentsthebeliefs students in understandingand to- makewhether`Helpful they background believe East information Africans some Western religious beliefs. a list of similaritiescan between be found in Facing Alt: some of our religious oftionalto establish the as the an Kikuyu educational system?A system clue, in our of society that is as func- two societies themselves: the S course, is the contrast closed, traditional, introducesKenya concerning the students Kikuyu to beliefs and practices.Chapter 6, "The Arts," .tor.)i of East Africa. some of the East African art forms. pp. 102-116, Unit Nine / 225 Thisingtheprojectsthe topic studentsyoung arts ifcould is children.you whythe bedecide rstories Handled &point riot or fablesto byto make beindividual areemphasized it so a widelyfull or classgroup in used this activity. reports insection instruct- Askor on ariOnship between art on the one hand and the colonialism.StudentsDevelopment should know that racial discrimination was part of bothrestthe ofreflect educationalsame the tu time.the ural culture Eastand complex religiousAfrican and are of art lifeaan people also integralof the played onsociety. part the a of significantother. the culture The part arts at in el animalsparable?pp. 49-51.. represented. Is itAsk a suitable the What students story do theyfor to explainingidentify thinkRead is who the colonialism? "The meaning the manMan ofand andDo the the notthe Elephant," Viroiliz African tts, '34 LESSON theMauconcerning.thehave unit. MauAthe hestudentsIt parableis Question hoped Mau read be thatMau ofrereadthe Interpretation"the atintroduction thisstudentsand time. examined who Itor is follow-up consideredrecommended doin morenot understand questionsdepth later thatwhen in "The II.Content The coming of the English A. Colonization ism,"sensethe1972), parable Manafter pp. studyingand in316-322. theChange first Kenya (Morristown,reading in this will unit. N.J..:findRead that Silver Kenneth it makes Burdett S. moreCooper, Co., "KenyaA Story of Colonial- paternalism,TheConcepts following and exploitation, Generalizationsterms need and todiscrimination. be understood: colonialism, withualincolonial the response_ she text involvement class, provide to the the reading. inbest Kenya. basis If youThefor classThispreferinquiry readingdiscussion to questions skim includes this or includedindivid- section some interesting details of the British it might be worthwhile to emphasize the old ObjectivesStudentsthe context should of historical be able to events. interpret the meaning of a fable in sametionsEuropean,theman's railroad, inquestions thestory, and last the Africanthe areparagraph question- need treated views for of inof a of this greaterrailroad,land European section use, depth the and, aresettlement. problemsin veryin Colonial particular, good. Theof fifrica, buildingThese ques- the partStudentshuman of therelationships. shouldshould colonial know know philosophy. that that the colonialism idea of white was superiority destructive was of Europeaninbut shouldthe this reading conflict.will serve serve are as aopenly asbasis a suitable forasked much in introduction Colonial of Somethe discussion ofAfrica, tothe the political, p. concerningAfrican- 4. They economic, and mor al questions raised . : ,ploitation.Students shouldshould know be able the tomeaning empathize of paternalism. with the victims of ex- studentsinferiorthatcolonialism discussion understand kinds and of can simplisticindependence thego beyondissues ideas. andgood in theKenya. guy arguments vs. It bad is important guy, presented superior that so vs.the 226 / Unit Nine. Content B. African and European attitudes LESSON 3 lenttheyreaction forwere getting to the the judge, trial?students Ask to them face what and The'Persistmg clarifyverdict their Questions Of History," pp. 31-32, are excel- they would give if own thinking Concepts and Generalizations C. Two views of progress .Formgethermorehison groups explainingresporses. and formal clarify of studentsdiscussion Holdunknowns their a generalviews.with providing in similar.responses- Role-playclass discussionthe groupsthe time our lives. Haveeach student write J l collieon mentioned the questions. to carry on_a to meet to- ethnocentrism,The Objectivesfollowing prejudice,terms need and bias. to be understood: progress, myth, importanttionsThisin the readingof incidents.the for Europeans points the students out andagain to Africans the completely concerningRead "Two Views of Progress," Colonial Africa, grasp the paternalistic and ethno-' different percep- Kenya. It is pp. 33-37. Studentslike a human should should being be be ablewith able todignity. toanalyze appciate the natureman's of myth. need to be treated . viewpoints.38-40,analyze1centric from looks attitude "Reviewingthe- Lt mightEuropeanat ofthe thebe land the worthwhileBritish view: conflict Case," toward"The fromto Searchrecall non-Europeans. the theEnglish for fable and-Kikuyu p. 37, asks the students to Solutions.' pp. "Man 4ndQuestion economicStudentsmyths. system shouldshould on bebe personal -ableable relationships. to recognizedevelop empathy the effects for ofvictims a socio- of solutionsofclassBurden"the the Elephant" could Kenyans. could and role-play theirat beThe this used own thestudents time. commission'sto judgments reflect Kipling's might beof hearing askedthe on European attitudes. The poem "The White Man's commission's case.toon givethe grievances their own youDevelopment do not want to take the time to haveRead the "Sammy's students readRevenge," the Colonial Africa, pp. 23 -26. _if andtwoAsk speculation.landthem dispute why they Thecases believe which the could Thestimulate "Persisting class discussionquestions of History," Fogg Island Case could be handled by commission responded as`it did. pp. 41 -44. contains Whateffect?wouldmakestory, was explainHow himyou the well?docould attitude Njombo's we Howsummarizeexplain of could thesickness. things the it for work Why them. of couldn't -the Ask wizard thein howhave they we really don't understand? the doctors. any Casegrouppp.a group could,be 6-11-workeach which Questions handled ofputs the forth by undervarious a simulatedeach "Reviewing claimants claimant'sRead beingthe views. Case,"`'Ati represented The Englishman's p. Tuscarora 11, could by View of Africa," Colonial Africa, court hearing. secQuestionsaffair? if the students, from "Revie understand the reading.Read What-"T-wo is theLegal student Tradition " t le Case," p. 31,two could Europeans be used totoward the entire 61O-uial Africa, pp. a7-31. _ 'terns-assumptionswetibn.be or asked.- filter conceptsRecall our Didcolor that ekperiences Groganor toeverything categories an extent have so he evidencewethat saw? our Recall for'existing his the views unit perceptual on see what we expectare to reinforced, see, and rather than or did his percep- pat- N NNNYINNN.rorn challenged. This seems particularly true of prejudiced.or'closed- Objectives Unit Nine / 227 - theirmindedofviews Njombo. Njombo'sassumptions. persons.could How beillness? They changed: didAsk simply,theirHow the Alsoassumptions-influence studentscould don't recall their perceive' if thetheyviews .story believe contradictionsbe changed?of their Sammy Grogan's perception How toand nationalism.StudentsStudents should should know know the that factors the :41evelopment behind the growth of self-awareness of African Thetodayinfluencedare' questions racial to change attitudesby under their racial "Reviewing assumptions?held perceptions by many the What Americans,for 'Case," theRead can better? p.be "The 20, doneblack can English in and be America usedwhite, Settlers," Colonial Africa, pp. 16-20. superiorityStudentswas the first, should myth. step -know in the what African.in led to ependencethe breakdown movement. of the white- Kikuyubetterthemunicationfor discussion.British weapons culture betweenviewsdominate? Howthewhich complete thedoes made British this themanswer? Isreading and superior more Kikuyu Werereveal cooperative- technolczy cultures?there the lackfacets,of Whyandofwith com- less the didits analyticalStudents-Students should purposes.should be be able able to use narrative material for social- to infer the moral of a parable. challengingbelligerent toward and relevant. the British? to AmericaThe today. "Persisting This mightQuestions be a of History," pp. 20-22, are both Development , notgoodknowbut to opportunitytopermit the vary ideas the the andstudents groupfor thinking group membership to formactivity. of many the sameItof so mighthis that groupsclassmates,. beeach a every good may time ideaget to Parableductioiis(New24-29, York: of bothto the the Praeger relateEagle," section to Publish pp. several on 12-1'5, the ors, importantstruggle acid1971) "TheTwo for could ideas readingsindependence.Cracking beconcerning used from Myth:' asLeon intro- coloni-"The 4pp. 2-1 a r k Through African vol, 5 LESSON 4 ingalismtothatperception the his and a classgoalsperson the bydiscussion Thirdand hasindividuals behavior, Worldof himself toward independence andyou and groupsanmight hisanalysis culture wantis movement. the the()f focus. and ;tho.students its Before Onceperception relationship to again specu-direct- CotitentIII. The struggle for independence A. Background Worldwant'latethenumber on myththe independencthe ofstudents meaningof peoPie European tomovementinof respondthe superiority. Thirdparable was to World theof only the hypothesis questioned possible eagle: You if andthata mightsignificant challenged a Third also TheConceptsindependence,' following and Generalizations termsand myth. need to be understood: natibnalisni, Worldlargergovernment45-48. War voiceThe II onimportant instructure colonialism. the government ideas in Kenya, in this by thereading AfricAs, protestRead involve "Pressures andmovement the the effectcolonial for for Independence,"- of a Colonial Africa, pp. 228 / Unit Nin9 LESSON 5 to thegain class independence to form a hypothesis in the 1920s, about but why were Africans successful in the were unable Content B. Jomo Kenyatta worktheearlyEuropeans seudents 1,960s. in England? about what Africans," Whatthey feel 'is Alanis the mu] majorRead Change, result "Kenyatta of Takes the Struggle to Europe" and "Telling the relationship between public pp. 326-328. Ask Kenyatta's bias.TheConcepts followingrising and expectations. Generalizations terms need and to politicalbe understood: trial. great mail theory, theyoupp.bookopinion readers 327-328believe Facing and handle, mostMountthatgovernment Kenyattaauthors theKenya? bias showaction? showed ofDo bias Why bias in their didtoward Kenyattawritings? his people? Howwrite can theDo an author inyou any believe work fromlie reads? the reading on StudentsofObjectives his people should in their be able independence to discussevaluate the Jomo problem Kenyatta of dealing with movement. as a leader andsomeoneHow education? can else a 'reader has written? handle What his ownis the bias relationship in interpreting between what bias Studentsprosecutionbias in the should writings and the be of defense ableable any toauthor.to in -analyzerecognize Kenyatta's the personal trial. motives behind the concepts of Content LESSON 6 Developmentfreedom. Read "Jomo Kenyatta." Man and Change: pp. 322-324. Concepts and Generalizations C. Mau Maua problem of interpretation KenyaneducationindependenceJomoReview Kenyatta educated theand, ideas movement. his in roleof the. "the as West Whatleadergreat have manis of the leadhis in connection history"pedple? the struggle foundCOuld between for in only Unitinde- his V. is the acknowledged' leader of the Kenyan a The follOwingoath: termsObjectives violence. need to and be nationalism.understood: gperilla rearfiire. expectations,thirdofpendence? peopl$ paragraph with Why and risking asksor why the wectationdeveloped not? same Refer question to Read.the regarding in "Harry Unit VIII. education,Thuku," Mu and Change, resistance mentioned earlier. Why were concept of the revolt pp. 324-325. The differentStudentsprogress of nationalistshouldshould the nationalist beidentify able to movements.the recognize forces that parallel conditions movements. promote or cletr the in the Thuku's activities significant? What was their 'major result? Ask Students should know that sigiumagigalsamaisiisgow....,meno,4*. strong resistance to Kenyan largedemands commutuity for iticee'pindance of white settlers. was the. result of the presence of a most sympathetic to the Europeans? Why? Which version are Unit Nine / 229 , StudentsMauStudents revolt:- should should know know that that the land grievances was the mainof-the issue Kikuyu in the Mau were Colonialcontroversialtheyou truth most Africa,about sympathetic nature. the pp. Mau 55-59. with? Mau Do Why? oryou about observe HowRead is it"The possible Lari Incident,"to learn and "Justice during Mau Mau," any historical event of a any bias on the part theStudentsbylong-standing. part their of inflexibility. whiteshould settlers. knowbe able that to theinfer white the reasons settlers forprovoked inflexibility violence on . accounts- makes fiction63-73.authorsofin theColonial author?How hold? Africa?does Read What this "The Ask viewcompare yourMartyr," of MauEnglish with Through Mauthe teacher type do African of what writing Eyes, in the truthful? "Persisting Questions of History," you believe the pp. behaviorStudentsnationalist accordingshould movement. know to specific thatwhat oaths role values. theare designedoath played to controlin the Kikuyu human tionsorofColonial violenceindividual that Africa,come and reports, rebellion.with p. 60, these the are Throughstudents concepts. thought-provoking couldclassReread discussion, grapple "The with Man the ques- and the Elephant," Through African on the concepts group work, mentStudentsof oaths. to an should oath. formdeduce hypotheses the necessary about conditions the social forsignificance commit- theBritonyourmentionedEyes, expressions attitude pp. and 47-52. inthe toward the African, Have"asleep" introduction. the the Mau p. studentsor 52, "awake"?Mau? Howwhat discuss In do the Inthesethe dialogue thewhat speakers-mean factorseconomic between influence factors theby ways would a society.oath-taking.Students shouldshould infer appreciate from Kikuyu the far-reaching oaths the value implications of Kikuyu of MauBaltimoreKikuyufollow Mau: youthnaturally. youthNationalism mentioned be considered in Kenya, in the"asleep" pp.first 199-279.The teacher Discussions may read willWith the class selections from Myth of orpart "awake"? of the unit and a DevelopmentEyesandin Change,this and reading Colonial pp. 329332: with Africa. that Compare Readin the "Taking readings the treatmentRead the in "The Oath,"Through of Demand Mau Colonial African Mau for Freedom Grows Stronger," Man. Africa,bothCompare52. Man p: 49 theand Answer handling Change the and of questions,- the Colonial Mau.Read Mau Afri&i."Reviewing "Mau in this Which Mau book the Revolt,"account withCase," that isThrough p. the in African Eyes, pp. 53-62. Content D. Independence LESSON '7 Concepts230 /. andUnit Generalizations Nine / . LESSON 8 f symbols,TheObjectives following democracy, terms and need ruce to relations. be understood: independence, ContentIV. The new Kenya A. Kenya today themselvesStudentsneeds for independence.should to ideas. bebe ableable toto develop know that an symbogappreciation point for beyond man's TheConceptsObjectivescomplex, following and technological Generalizations terms need society, to be understood: adaptation, traditionaland change. society, yatta'sStudents handling should of be the able racial to describesituation inand Kenya. evaluate Jomo Ken- ... tionalStudents and should the new be, in ableAfrica to today.describe the mixture of the tradi- KenyansStudents inshould their questbe able for toand describe achievement the attitudes of independence. held by the transitiontakingStudents place should from in Africatraditional be able today to toexplain andcomplex, the the difficulties kinds of changes inherent-in that the "!.,F are Development Why do ydu believe Kenya established the kind of govern- WesternStudents myths should about be Africa. able to expose the fallacies in - many of the . \ governmentment it develop democrat), for theOf new what nation? importance did when it gained independence? Why would the are symbols to a country? What sym- diversityDevelopment and that the transition fromTwo traditional points may be ;tressed: that Kenya is .1.-- a land of great to complex Editionviewbols the in of symbolsAmerica Man and with are Change importantrespect? contains to our excellent DevelopmentalWhatpeople? does inquiry it mean questions Activity when someno. 6 peopleon p. 332 in of the Teacher's a country do not ethnocentrisminferior"shouldmodificationstechnological be andstressed insocietiesat"new patternsits thatworst. or isequatingmodern" of producing Perhaps thought the with theand rapid"traditional" class "goodbehavior. changes could Once analyzewith that again"badrequire why it or superior" is or - pp.on 332-335. public opinion and decision-makingHowRead by a"Africansdid government. Kenyatta Take handle Power thein Kenya," racial question Man and when Change, he : study,fypointableAmericans their thatterms should .needs men andwould berespond and "traditional"made, maketend and as to sense it adaptregard has in to unfavorablebeen culturally them."new Thgand in modern" in favor- so. often in this course of contact withterms. other Again, the ways that satis- - 4. don? What doesracialperceptions?it?became your What situation answer the is yourleader in Perhapsreveal the opinion ofUnited about Kenya?the of studentsyourStates the How wayassumptions with wouldelse he that handled could wantin and Kenya. he tothe have compare racial handled the ques- . changesculturestraditionaltravel,response producesarefor that example),made pattern change a. in modification theis theother altered, system old adjustments pattern never(automobiles in needsor tosystem. mustreturn and be replacingalternativesOnce made significant and foot in the to its 'original Unit Nine / 231 adaptations.nowform. undergoing Kenya and Africathose typesand the of entire adjustments, Readworld "A for responses, Busthat Ride,"matter and areStory of East Africa, pp. 26-29. Ask groupgapcanKenyans exist heof acquirepeople?between proud? it? If future aCanWhy person anyoneteenagers is pridedoesn't else importantand helphave you? himpride Why? acquireto in a himself,person Why it? How?are or how the to a theseemand students the to prefer?new to infind Why?this examples reading. ofWhich the contrasts do theRead young between "Nairobi, boy the and old Capitalgirl of Kenya" and "MombasaOcean couldvalueexcellentpp. 87-96. besystems invited opportunity This of toselection Africa examine for with studentson their thethose. ownAfrican toRead of opminevalue America. "Thevalue systems. and African systems Thecompare Ask students Outlook," isthem thean Through African Eyes, vol. 5, studentsonly,stereotypicatPort," the thesepicturesStory why ideas wordsof cities,on Fast ofpp. and Africa Africa, the52, pictures world53, as pp. and a over, land52-58. should60,, ofjungle haveIf Haveany dispel many of theand the them. commonstudents wildstudents Askanimals look fea-hadthe whythereencesdiscussand it diverse is bebetween difficulttheir a difference? asown whatAfrica to value pinpoint they Whereand systems, believe the a dovalue United peopleask and systemthem how States. get ifthey their forthere If landsact. thevalue are Whystudents anyas systems? large might_differ- do thisthem.growthtures? selection, What of large are the urbansome contrast areasof the between imply common about the Read features?traditional the "Thesocieties What Schools,"and that thedoes buildcom- theStory of East Africa, pp. 124-128. In How can value systems be modified and changed? LESSON 9 studentspatternsthetheirplex training slotietyyoung. to ofrecall the of Theis the howgroup.seen entire children traditional through Why society inis thethe theresocieties acted focusvalues, a asneed oneducatedguides beliefs, education.for separateand andand teachers trained behaviorAsk educa- the in Content B. Problems of independence groupcation'?childrenthetional Amish institutionsmembers In rather inthe America reading, thanto in schools? complexexpose prefer what Why them are tosocieties? have some do to somanytheir of fewWhy the own years Kenyans objectionswould schools of publicgroups go for ofto older hightheiredu-like risingTheConcepts following expectations, and Generalizations terms and need poverty. to be understood: independence, schooldevelopmentneeds128-132. or college? for ofWhen the Kenya? Whatfuture? Kenya does How became this do seem theindependent, government toRead indicate "Plans what forleaders were forfuture Tomorrow," itshope great to Story of East Africa, pp. ObjectivesbyStudents newly shouldindependent be able countries. to describe some of the problems faced worldchangesKenya?themeet needs? today? these in Do Kenya? Why? needs?Is-you there believeWhyDo Whatone you do lit problemsgeneration somebelieveAmerica? of athe mustgeneration Why?gaps older be exist Will leadersovercome gapthroughout a generation opposeexists to meet in thethej pendAtStudentsmentsnations, should countries. should such try beas beto willingthewillipgsolve United their to to speculate discuss problems.States, thehave on obligationshow toward the new the that govern=new richer inde- - 232 / Unit Nine = DevelopmentTeacher'spp. 335-337: Edition The should "Motivational be an interesting Technique"Read way "Theto geton Problemsp.started, 335 in By theof Independence," Man and Change,- ThirdStudentscanceStudents World of should theshould movement. Third know be World willing that in African tothe speculate future. nationalism on the roleis 4nd signifi- part of the compiledtoday.usetheusing evidencesthe theAfter pictures illustrationsa list the ofof tostudents, the problems,speculate old in therdeither the onasktext, typesindividually newthem the in of studentsto Africa.problems classify or shouldin They thegroups, Africa problems alsoobserve faceshave can Development Read "The Introduction," Through African Eyes, pp. 3-11. andconceptsopF(ortunityquire,as political, do more not or havethaneconomic,categories for onereviewingexact classification? orarecorrespondence social. conveniences the idea Do This somedeveloped exerciseinor of 'thetools the inreal problems forprovides Unit worldthinking I that re- anof ThishaveableWorldchanges selection tostudied duringdraw that nicely theconcerning havethe connections last summarizes taken twenty-five Kenya place between the andin Africa the the kinds particularand of the generalizations entire Third years. The students shouldreasons be for the tremendous events they ofyattastudents-opportunitythings the in Teacher'sand getting to events. speculateto reflect aEdition newThis onon nationselection could the the kinds leadershipstarted.be alsoused of gives options Theto generateof questionsthe Kenyatta. available students discussion on Ask toanother p. Ken- 337the of World5,whichmade pp. War 126-132. byhas H. the characterized author What isconcerning Malcolm Third World X's the viewRead anti-colonialefforts of "A the Newin Third the Balance World of and Power," Through African Eyes, vol. yearsmovement since the social, economic, and demographic changes in Kenya. LESSON. 10 orimportantyouisthe yourwhy future? do not?perceptionon factor theWhy Third indo determiningof you Worldhis believe ideas? and perception heWhy the, perceived dofuture? on itsuch Is that race issues? way? the WhatWhymost you have the outlook Content C. The Third World, a new balance of power --- withgeneralizationswhere,"logical many Man conclusion other and can newly Change, be to drawn independentthe pp.unit. which 337 From are -339countries. thetrueRead This in "What varyingselectionThe Happened degrees is the in Kenya Also Happened Else- case study of Kenya, concept of ThebalanceConcepts following of and power, generalizationsterms and need anti-colonialism. to be understood: Third World, tion,.Worldpendent,Americanthe Third and in should' increasingtermscountries, World, of be size,composed politicalmanydeveloped. population, of powerwhom of The Asian, shouldhave importance recently African,be stressed. becomeOf and the Students Latin Thirdinde- resources, -geographic loca- developmentStudentsObjectives should in 20thknow century 'that African history. nationalism is an important - ' persuadedWorldThird tothecould support ThirdWorld economically? be foreign-aidasked World?nations. to reflectWhatShould How?programs? should on Howthe the United beAmeric's possibilities States relationship forassist the the future withThird of can. American taxpayers be__ Annotated Bibliography for Teacher's Bibliography 233- entireandwhich third year'sin particular units work. and complementsThe in generaltheme unifying developsthe anthropologicalThis these thebibliography readings frame material of is forreference the teachers roleof the of forsecond physi-is athe carefully selected group of readings Clark, Grahame, and Piggot, Stuart. Prehistoricworldstudy ofup the to Societies. thedeclinerise and decjineNew of the York: of Roman the Al- cultural WhatEmpire. and ,Happened moral values in History. in the oldNew York: Penguin Books, 1954. A CulturalHoijer'scourse,cal and the cultural Introductionand process Social adaptation focused Anthropology. to Anthropology on in throughouthum'an Both,Two history. ofmost thethese of Culturalbest the books college-level course. adaptation have long introductions bibli-'is, of to the subject are Beals and Hammond's Introduction to- Cohen, Yehudi A., ed. Man in Adaptation.Vol.sapienscalfred 2, Vol.organization A.Culturalin the1,Knopf, Biosocial paleolithic Ptesent, 1965.in the Background; Chicago: era Allneolithic and that of isAldine-Atherton, theera known beginningsto the of dawn the of evolution of1968. social recorded An and anthol-of politi-history. Homo possessionsographies. of a teacher without any formalThe booksbackground by Kluckhohn, in anthropology. Oliver, and Pelto should be the personal icaladaptationogy make-upof articles in man'sand by naturalanthropological attempt habitats, to transcend experts the which restrictions focus ofon his the biolog- role of . . The first volume deals with physical InCulture.Units paperback 2, 3, and editions 4 are theyCoon's are Therelatively. StoryTwo inexpensive.of otherMan books,and Linton's inexpensive The Tree paperback of editions, which complement ' - Coon, Carleton S. The Story of Man. 2ndanthropology. ed.throughpologistthirdsKnopf, New of 1962. the thebyYork: Irondealingbook For Alfred Age. developslaymen, with The A. theby thelatter aearly distinctivenoted third cultural anthropologist. of theperspectives developments boOk then The of deals the first of anthro- withtwo-man Beals, Ralph, and Hoijer, Harry. IntroductionandNewofdents differentiation anthropology.York: which to Macmillan Anthropology. aims of Itfor man has aCo., simple astwo 4tha1971. biologicalmajor anded. A balanced themes: basic organism; textbook presentationthe origin, and for the developrfient,college of concept all aspects stu- of Cornwall, Ian W. The World of AncienttheirLibrary,U.S.S.R.fromrecent Man. environment-. historical 1964.New anthropologicalYork: A vivid issuesfor A New study reconstruction American of example, perspectives.how the of massivethe prehistoric forces communities of climate and social structure of the Braidwood, Robert J. Prehistoric Men.environmentalculture,mariperhaps 7th ed.& its Co., theGlenview, structure best1964.adaptation. found Emphasizes andIll.: in development.Also an introductoryemphasized the way Its that aretreatmenttextbook. prehistoric their cultural of menlanguage remains. lived theiris Scott Fores- Cottrell, Leonard, ed. The Concise Encyclopediaence.York:topography Well Hawthorn illustrated influenced of -Archaeology. Books? and the suitable 1971:development New A for very use of convenientin man. the classroom. and useful refer- Ceram, C. W. Cods, Graves, and Scholars:ThisEgypt,byed, bookThe aNew professional StoryAssyria, isYork: primarily Alfred Babylonia, archaeologist about A. Knopf, the Sumer, stages 1967.on thePompeii, of Thirty-two Aztecs, Western Troy, Mayans, cultural easy-to-read Mycenae, and tradition. Toltecs. essaysCrete,' of Archaeology. Rev. Cover, Lois Brauer. Anthropology forandstudyanthropology.Book Our today. ofCo., Times. man 1971. inAs New the the distant York:title indicates, Oxfordpast with this that book of man attempts in the to recent integrate past easy-to-read textbook covering all aspects of a Chard, 'Chester S. Man in Prehistory, Newareas1969.togetherThis York: book ofA withtheclear McGraw-Hill also, world. their and depicts peculiarstraightforward Deals Book the solely interests personalities Co., with accountand man's ways. of ofculturalthe prehistoric great adaptation archaeologists man infrom all Dobzhansky, Theodosius. MankindbiologicalnaturaltheficultHuman Evolving: biological but Species.selection perhaps present The evolution, New Evolutionarethe and Haven:bestwoven future. human book ofYaletogether Very theon genetics, Universitythe good evolutioninto as and a backgrounddistinctPress, effects of 1962. view of cultureforA of very the man's lastdif- man. The data on on Child; V. Gordon. Man Makes Himself.lowerastheLibrary, background emergencePleistocene New 1952. York: for ofTheto New urbancitiesUnits doielopment American andculture.2 and states. 3. of It man is easy from to his obtain primitive and very origins useful to Gelb,Eiseley, Ignace Loren. J. Darwin's A Study Century: EvolutiongroundIt. halfGarden ofin and Unitworking City, the 2. N.Y.:Men with Who Doubleday lessons Discovered on evolution.& Co., 196Y. Very good for back- of Writing. Rev. ed. Chicago: University of Hammond,234 / Bibliography Peter opment.Chicago Press, 1963. The best available study of writing and its devel- B.,. ed. Cultural and Social Anthropology. New La Barre, Weston. 71ze Humin Animal.sourcesHistory. Chicago: for Garden these essaysCity, N.Y.:are the Doubleday clay tablets & of Co., Sumer. 1959. The primary Culture"Thesystems,ofYork: culture: Change)Concept Macmillan ideology technology, isand especially Co., esthetics,Method 1964. economic relevantof andSelected Cultural language. systems,to readingsthe Ecology" entire Julian social that course (fromH. dealsyste Steward's of hiswith.-aspects study. Theory article of political Leakey, Louis S. Adam's Ancestors:clearlymillanturalPress, The Evolutiondevelopments 1954.unit Sapir's "Origins Emphasizes understanding of inof man'sHumanness." the evolutionrelationship of the Thenature which. chaptert- between and is functiOn stressed biological of and cul- University of Chicago on language explain in the Mac- language. interrelationshipsshipgoriesMacmillan that of unitesculture Co., 1971. them. with for comprehendingCombines aRefers theory pointedly that descriptiveAn suggests notIntroduction to only coveragethe the man, significance casual to society,of Cultural theinterrelation- basic ofand and these cul- Social Anthropology. New York: cate- Levi-Strauss, Claude. Structural Anthropology.Publishers,theture.of very researchNew important York: T963. Newin Old Harper Represents York:fossil World &Basicremains physicalRow, a Books,school inPublishers, anthropologyEast of Africathought 1963: writes andthat The archaeology.regards from discoverer of Man wid His Cul- a lifetime processmillansocietyture in Co., general,andof man's culture1964. butphysical Part in also particular. one forevolution. of understanding these Partselecteded. two Physical focusesourselvesreadings onAnthropology focuses andthe processour own of and Archaeology. New York: Mac- - -- on the orderelaboratelectivehuttiansystems to consciousness, needs, getand ideation at ideological butthe ideasas system surfacea consciousness that-lie systems that representations beneaththe not anthropologist presumably so. and much explainof men'sas made functions the underlying variations to meet in must uncover in concrete in an kinship col- Hawkes, Jacquetta. History of MankindCultural1963.ment.civilizations.man's DealsVol. cultural1, andwith part Scientific the 1, evolution Prehistory.evolution Develop- from of New man, the York:paleolithic the environmental New era American to the conditions rise Library, of the first Linton, Ralph. The Tree of Culture.discoveriesture:Themen's New first the cultural York: halfchange and ofbehavior.Alfred inventions the from book A. food KnOpf,1955. dealswhich gathering with have the given to general food raising development and the of other cul- man constantly improving Kardiner, Abram, and sN'reble,,York:Mesolithictoout neolithic of whichNew and American' he neolitIlic evolved, Library, stagesand his of1961. cultural man's A development. critiquedevelopment of the from social paleolithic sciences Brutus. )-las good chapters on art and religion for the Edward. They Studied Man. New Malinowski, Bronislaw. Magic, SciencemythGardenthecontrol andgrowth in over City,primitive of his civilizations.N.Y. environment. psychology. :I Doubleday Its scope The The & second authorisCo., the 1954. whole halfcontends ofAnalysis world. the that book of dealsthe role with of _ Religion and Other Essays. every culture Kla;s, Morton, and Hellman, Hal. Thequirycontributionsand Kindsto anthropology Race into of Mankind:theand to natureRacism. the in understanding Anwhich of IntroductionNewrace are andYork: analyzed anof J. examinationman, B. ten Lippincott society, major ofscientistsand Co.,attitudes culture. 1971. and which Antheir in- Montagu, Ashley, ed. The Human Revolution.ofthecultureforis athis whole. functioning GuideNew Thisexample, York: and, is andone indeed,World religioncan integratedof the Publish-pervading assumptions wholebe the understood entire and,underlying thus, thatUnit course. except in relation to no part2 and of Unita 3 Kluckhohn, Clyde. Mirror for Man.book, Newhave sections York:developed Fawcettof it aboutcan Worldbe human read Library, by variances. many ninth Although graders. this is a scholarly scribesingwhat Co., whatis 1965. most is Deldistinctivelydistinctive primarily about human with him. the about physicalThe Humanization evolution of of Man. New York: Grove Press, 1962. man, how he got that way, man and 1-,)e- Moderncentral"Potsherds"the1970. Macmillan to Myth"An the easy-to-get entirewhichis alsounits courseexplainexceptionally perfectly. book of the by study. Chapters anthropologicala wellnoted The done. anthropologist.entitled chapter concept"Queer entitled Customs"Complementsof "Race: culture Aandare fromversitythehe conditions isprehistoric Press,to become 1958.which times more Traces threaten to humanized. the man's present his humanity, physical day. TheMan: and and chapters cultural His-what First analyzing development Two Million cul- Years. New York: Columbia Uni- must be done if Kramer, Samuel Noah. The-Sumerians:complement(Ver.Sumer Their Chicago: History, by theits University sectionforemost Culture, in historian.ofUnitand Chicago Char- 3 which HistoryBoth Press, deals this 1971. Beginswith and Sumer.The the at Sumer:bestfollowing history Twenty-seven book of Firsts in Man's Recorded Moore, Ruth. Man, Time, and Fossils:canaroundtureYork: be 71ze,Storyare used original simpleAlfred tothinkersofA. understand Evolution.Knopf, -in 1967. various and Short, accurate. areas easy-to-read of anthropology. chapters This organized book ninth graders. New L. .1111.1=1MIIMPO.111111111 ography / 235 Oliver, usedissuesHistory by of most Press,anthropology. ninth 1964. graders. A Shot ninety-page Id be in the book hands which ,ofDouglas every surveys teacher; the salientcan be Invitation to Anthropology. New York: Natural Sapir,Ribeiro, Edward. Darcy. Culture, The Civilizational Language, and Process.pastPublishers, Personality. ten Newmillennia 1971. York: Los in SurveysAngeles: Harperterms of the & Univer-successive Row,history of technological human societies revolutions. during- the 1. Pelto, ChapteracquaintedOhio:for useCharles 5 inis with secondarycentral E. anthropology.Merrill to the'entireschools. Publishing TheIt course. is conceptCo.,well 1965.suited of An culturefor eighty-pagethePertti. teacheras delineated wnobooklet is in not The Nature of Anthropology. Abr. ed. Columbus, Shapiro, Harry L., ed. Man, Culture,individualstudy.ings.sity and of The TheCaliforniaSociety. first to last his three three culture.New Press, essays deal York: 1949. w deal thOxford' A personalitywith selection, language, ofand Sapirls Sapir's the relationship best-known princi?al fieldof writ- the of Piggot, Stuart. Ancient Europe: Fromfirstthe untilthe Classicalinterpretatidn agricultural Beginnings the incorporation Antiquity. communities ofof theAgriculture Chicago: main of inmuchlines the Aldine-Atherton,to ofsixth of European barbarian or seventh prehistory 1965.Europe millennium An within fromessay B.C. the in the Silverberg, Robert, ed. Great AdventuresconceptwithUniversityPress, in a Archaeology. wide of 1964. Press,culture, variety Dramatic, 1971. are Newof of topics.Articles particular York:easy-to-read Chapters byDial outstanding relevance articles 7 and to anthropologistsorganized11, this which course. aroundanalyze dealing famous the room.with1961.Ronian the The inquiry-conceptualA Empire. large well-illustrated This book process. sets book forthed. which materialThe Dawnis very that of usefulcan Civilization. easily in the be class- Newused York: McGraw-Hill Book Co., ictures and diagrams in this book lend themselves to the Simpson, George Gaylord. The Meaningevolutionstandard,Universityarchaeologists of Evolution. of and Press,life destiny.and and 1967. Newtheir its meaningdiscoveries.ConsidersHaven: Yale in the terms fundamental of man's questions nature, ethicalabout the -Redfield, R)bert. The Primitive WorldsocietyinquiryChilde'sN.Y.: and andme,Cornell Itscharacterization tod.world Transformation. view. It isof most urban Ithaca, useful (or civilized) when set society. against V. Gordon University Press, 1967. Characterizes the primitive Woolley, Leonard. The Beginnings of RisesiveduringcanCivilization. Library, volumeof the Complex rise 1965.isNew ofideal theSocietis." York: Surveys asearly teacher New civilizations. all Ameri-" aspectsbackground of This man's materialwell-illustrated, cultural for developmentUnit inexpen- 3, "The