Describe and analyze the differnences in the ways in which artists and writers portrayed the individual during the Italian Renaissance and the Romantic Era of the late eighteenth century and early nineteenth centuries. Refer specifically to at least ONE example from art and ONE from literature.
Compare and contrast Enlightenment and Romantic views of nature, with reference to specific individuals and their works. (2011).
BELOW ARE IMAGES USED IN CLASS OR RELEVANT TO OUR STUDY. IN SOME CASES INFORMATIVE CAPTIONS FOLLOW.
Pictured above is The Royal Pavilion in Brigthon, England designed by John Nash. It was built in 1818. It's style is called the Indian Gothic, and is considered characteristic of Romanticism. Remember that the Romantics were entralled with the foreignand exotic, mysterious East.
After 1800, the Gothic style gained steam. Nationalist sentiment, strengthened in the Napoleonic Wars, became an important factor, for England, France, and Germany each tended to think that Gothic expressed its particular national genius. Certain theorists of the time, notably John Ruskin, also regarded Gothic as superior for religious reasons (it was "honest" and "Christian"). All these considerations were evident in the design by Sir Charles Barry and A. Welby Pugin for the House of Parliament (1836) in London, the largest monument of Gothic revival.
TUESDAY, JAN 17
TOPIC: Art of the Revolution and an Introduction to Romanticism
POWERPOINT: Art in the Age of Revolution
Discussion: What is Romanticism? Students will discuss the ideas presented in the weekend HW reading.
HW: Cultural Revolt: Romanticism (Coffin 725-732) FINISH THIS BY FIRDAY
HW: Convservatism and Liberalism (Coffin 717-719): Focus on: What did Conservatives believe? Who was most likely to be conservative? What did Liberals believe? Who was most likely to be a liberal?
MONDAY, JAN 23
Identify the core ideals of liberalism, consrevatism, radicalism, and nationalism. Who was most likely to support each?
Evaluate the terms of the settlement of the Congress of Vienna.
TOPIC: The International Conservative Order: The Congress System
DIRECTIONS: In this reading you will focus on how Conservatives instituted thier ideals in Austria, Prussia, and Britain. While you're reading, look for events, people, or ideas that demonstrate how the conservative order was established in each place. To organize and kepe track, create the chart shown below on a page in your notebook (landscape, turn your page on its side). As you take note, underline the events, people, or ideas that demonstrate the conservative order. THIS IS DUE TOMORROW. FOLLOW DIRECTIONS!!
TITLE: THE DOMESTIC CONSERVATIVE ORDER ESTABLISHED (KAGAN 727-733)
AUSTRIA
PRUSSIA
BRITAIN
(take notes, underline the events, people, or ideas that demonstrate the conservative order)
(take notes, underline the events, people, or ideas that demonstrate the conservative order)
(take notes underline the events, people, or ideas that demonstrate the conservative order)
TUESDAY, JAN 24
What measures were taken to implement the conservative order in Britain? Austria? France?
Why were the Corn Laws such a lightning rod for debate?
TOPIC: The Domestic Conservative Order: Conservative Governments in Britain, France
This segment focuses on Britain during the Napoleonic Era (begin at 4:00)
M.C. Exam. French Rev, Napoleon, Romanticism, Conservative Order
HW: The following assignements (CATCHING UP WITH RUSSIA) are due MONDAY when we return to normal classes.
DIRECTIONS: Watch the three videos below. We last left Russia in the hands of Peter the Great and his efforts to "Westernize" a backward Russia. These videos pick up at his successor, Catherine the Great, who ruled from 1762-1796. Pay close attention to the problems of serfdom and attempts at reform (Pugachev). Catherine the Great was considered an ENLIGHTENED DESPOT, an absolute monarch who considered implementing ideals of the Enlightenment when they suited her rule. READ COFFIN PAGES 560-561 about Catherine's rule and the PARTITIONS OF POLAND. The remainder of the video carries us through to 1825, to our main topic, the DECEMBRIST REVOLT (third video). TAKE NOTES!!!
MONDAY, JAN 30
REVIEW AND RELAX! TESTS RETURNED. QUIZZO REVIEW
HW: Be sure you have the homework above finished!
TUESDAY, FEB 1
Discuss the origins, goals, and outcome of the Decembrist Revolt in Russia. How did the event represent a challenge to the conservative order?
Explain the causes of the 1830 Revolution in France. Evaluate the outcome of the Revolution. Who ultimately gained power and influence thanks to the revolution?
TOPIC: The Conservative Order Challenged: Russia 1825 & France 1830
"France sneezes and Europe gets a Cold": Long and short term causes of the 1848 revolutions
TIMELINE: Revolution in France: 1830 and build up to 1848
And... the influence of Socialism....
WATCH THIS VIDEO IF YOU WANT A QUICK REVIEW OF FRANCE 1815-1830
HW: The Origins of European Socialism (PDF) Check your email! Print, read, margin note, highlight, etc. Be ready to discuss the two questions included in the body of the email.
WEDNESDAY, FEB 1
TOPIC: Socialism: Utopians
What common concerns motivated the Utopian Socialists to concieve of their plans? Describe the roles of alienation and injustice in popularizing socialist thought in France and Britain. To what extent was that popularity dependant on the politcal and social climate of the time?
PART 2: TOPIC: Introduction to Marxism: Dialectic Materialism
HW: Primary Source: Communist Manifesto (DUE TOMORROW) HW: PRINT and READ the document below. It contains selected excerpts of the Communist Manifesto which we will discuss on Monday. YOU MUST HIGHLIGHT AND TAKE DILIGENT MARGIN NOTES. Extra space is provided for note taking along the right margin. I will be checking your notes. It is inconceivable to read this for the first time without taking MARGIN NOTES. Read for understanding, not to finish! These ideas will be the driving force in history until the 1990's.
Opening: Small group discussion of primary source: Excerpts from the Manifesto
Quote Analysis...
What contemporary social issues did Marx address?
Marx's lasting influence ...
Marx was a materialist -> Our material conditions determine how we understand reality -> An individual's economic well being and social class shape the way they understand the world around them -> "class consciousness"
Marxist interpretations of history and literature seek to explain motives and beliefs based on an individual's material and economic well being.
HW: Be sure that you have finished the Was Marx Right? reading. This will be the primary source for discussion on Monday. Spend a few minutes reviewing it Sunday, maybe during Super Bowl half time (the performers usually stink worse than the game).
Online Quest. Use your internet research savvy to find out more about the issues below. PLEASE TYPE AND PRINT A BRIEF RESPONSE FOR EACH ISSUE. I WILL COLLECT THIS AS A HOMEWORK GRADE. PLEASE LIST (copy/paste)THE WEBSITES YOU USED TO ANSWER THE QUESTIONS. QUESTION 4 IS NOT A RESEARCH QUESTION. YOUR ANSWERS TO 1 THROUGH 3 WILL HELP YOU ANSWER 4. DUE MONDAY
Questions for online quest:
Who is John Rawls?
What did he have to say about distributive justice?
According to Rawls, what is the "orignal position?"
According to Rawls, what is the "veil of ignorance?"
What might Rawls' opinon be of Marxist "class consciousness?"
PROJECT WORK DAY: Theories of Distributive Justice
TOPIC: Debating Theories of Distributive Justice
THEORIES OF DISTRIBUTIVE JUSTICE DEABATE PREP
In a freak, unexplainable disaster of which we cannot ask any questions, the American economy has evaporated! Conisder that all economic activity has ceased, yet all else remains unchanged. (this is a practice in suspended disbelief) You and your partners are commissioned to propose a new economic system. You must research one of four possible ways to distribute goods and services in our society. You must convince a panel of judges that your system presents a just method of distributing goods.
1. Get to know your assigned theory. Read the information on the website provided. You can further your research to answer any questions that arise from the reading. All group members are responsible for this.
2. Construct your proposal. Your goal is to convince a panel that your theory is the most just method of distributing goods (a.k.a. economic system)
- You must explain your theory correctly and effectively
- You must use examples (real or fictional) that help to clarify your theory in practice
- You must be prepared to defend your theory during a cross examination period during the debate.
- A clear, effective powerpoint will be used duirng your proposal
- Your proposal is limited to 10 minutes, all group members must be involved
3. Prepare to defend your theory. Each member of the group will have to address questions during the cross examination.
4. Prepare to question other theories. During the debate, each group will have the opportunity to cross examine others. Read over the other theories to find "holes" to attack.
Each group will have a maximum 10 minute proposal period. In that time you must:
- Summarize your theory of distributive justice
- Use examples, real or fictional to describe how it works
- Prove that your system is the most just way to distribute goods and services
Following each proposal, there will be a 10 minute crossfire. I will choose the group that will pose the question. While each group is presenting their proposal, other groups in the audience should be planning their attack for crossfire. Remember that you want to attack the JUSTICE issue, not the mechanics, or practical issues of implementation.
I will reveal the winner tomorrow!
"It's on like Ghengis Khan wearin' Sean John in Bhutan" ~ Andy Bernard, the Office
HW: Read the article linked below. Answer the following questions on a separate sheet of paper:
1. Briefly describe the issue that is causing protests in Britain.
2. Explain how this is, at it's core, an issue of distributive justice.
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