Below are essay questions that you should be able to answer by the end of this unit. All of these are actual AP exam questions. This should give you a taste of the type of thinking required of you on the AP Exam.
1. Discuss how the two structures shown above reflect the societies and cultures that produced them. (2006B)
2. Discuss the ways in which European Jews were affected by and responded to liberalism, nationalism, and anti-Semitism in the nineteenth century.
3. Describe the physical transformation of European cities in the second half of the nineteenth century and analyze the social consequences of this transformation.
4. Analyze the policies of Britain, Belgium, and France regarding Africa between 1871 and 1914.
5. In the period of 1850-1900, political liberalization progressed much further in Western Europe than in Russia. Analyze the social and economic reasons for this difference.
6. Analyze how industrialization and imperialism contributed to the development of consumer culture in the period 1850–1914.
7. In the late nineteenth century, millions of workers and intellectuals proclaimed themselves socialists, yet few worked toward the violent revolution predicted by Karl Marx. Analyze the major factors that account for this phenomenon.
8. Analyze the extent to which conservatives in continental Europe were successful in achieving their goals in the years between 1815 and 1851. Draw your examples from at least two states.
9. Analyze the impact of science and technology on European society in the period from 1800 to 1900.
10. Analyze artistic and literary responses to industrialization over the course of the nineteenth century. (2009)
11. Analyze the effects of nationalism on the Austrian Empire in the period 1815 to 1914. (2009B)
12. European women’s lives changed in the course of the nineteenth century politically, economically, and socially. Identify and explain the reasons for those changes. (2008)
13. Analyze the similarities and differences in the methods used by Cavour and Bismarck to bring about the unification of Italy and of Germany, respectively. (2008B)
14. Analyze the factors that prevented the development of a unified German state in the sixteenth and seventeenth centuries. (2007)
15. Historians speak of the rise of mass politics in the period from 1880 to 1914. Define this phenomenon and analyze its effects on European politics in this period. (2005)
16. Compare and contrast the relationship between the artist and society in the Renaissance/Reformation period to the relationship between the artist and society in the late nineteenth century. (2006)
17. “In the second half of the nineteenth century, most European governments were conservative.” To what extent is the quotation an accurate statement? Use specific examples from at least TWO countries.
18. Describe and analyze the differences in the ways in which artists and writers portrayed the individual during the Italian Renaissance and the Romantic era of the late eighteenth and early nineteenth centuries. Refer specifically to at least ONE example from art and ONE example from literature.
We left off our last unit in 1848, with these conclusions...
France finally granted universal male suffrage, the age of mass politics hit France.
Britain made incremental changes to avoid revolution. Britain's smug, progressive confidence becomes the backbone of British nationalism and pride.
In both Britain and France, the middle class liberals have gained political power. They were becoming increasingly wary of socialism and sought to defend their gains from working class socialists.
In Vienna, Austria the 1848 revolutions were prompted by Hungarian (Magyar) nationalism. Though the revolutions caused Metternich to flee, Czar Nicholas I and the Russian army crushed the uprisings. Serfdom was abolished in the Austiran Empire as a means of placating the masses of rural peasants living in poverty.
In both German and Italian lands Romantic nationalist revolutions in 1848 sought to oust foreign rule and create a nation state. Though both causes were frustrated and failed, there remains strong nationalist feeling among both groups.
International relations based on the Congress system sought cooperation among conservative leaders to crush the challenges of liberalism, radicalism, and nationalism. However, it is obvious that national self interest can override any sense of cooperation. Russia, Austria, Britain and France all awaited the downfall of the Ottoman Empire, the "sick man of Europe."
MONDAY, FEB 6
TOPIC: Was Marx Right?
READING DUE TODAY: Was Marx Right?
Opening Quote analysis activity.
HW: DUE WEDNESDAY: Victorian Britain Packet. Victorian Britain reading (or check your email for attachment!) Read for UNDERSTANDING, not COMPLETION! There is a lot of important information in this packet. You are responsible for any/all information in this reading. Take diligent notes while reading. Consider the social, political, economic, technological, intellectual and religious climate of Victorian Britain. How do each of these "spheres"overlap and impact each other? Pay attention to details and changing political and social attitudes.
TUESDAY, FEB 7
Compare and contrast the theories of Rawls and Marx.
How did Napoleon III deal with France's stagnant economy?
Evaluate the motives for the renovation of Paris. Describe the positive benefits.
Today you are listening to: Jacques Offenbach (a popular composer in France's Second Empire), songs from his opera titled Orpheus in the Underworld
INTRO: Rawls Theory of Justice
Listen to the audio lecture from Philosophy Bites. While you listen, evaluate your answers to the internet quest. Make corrections based on the information in the lecture. Following the lecture we will compare and contrast Marx and Rawls. We will discuss and evaluate Rawl's theory of distributive justice. How does he deal with equity, equality, and need?
MAJOR SIMILARITY: Both Marx and Rawls sought to address ALIENATION, MARGINALIZATION, and especially INJUSTICE. Both were concerned with the condition of the least among us in society, the poor. Both understood that a person's material surroundings and economic status impact that person's understanding of the world and definition of justice.
Be sure to find free webspace for your gallery. At least post good images of the assigned paintings.
FRIDAY, FEB 10
TOPIC: VICTORIAN BRITAIN
Small group, then class discussion of focus questions listed below.
The reading spends a lot of time developing the term “Victorian consensus.” In one, complete, coherent statement define the Victorian consensus at the opening of the 19th century. What were the economic and social ramifications of this consensus?
Describe the Victorian attitudes toward religion. What appears to be the “truth” about Victorian religious practices? What are the social ramifications stemming from this attitude?
Who were the Chartists? What were their goals? Why did Britain void the revolts that plagued Europe in 1848?
Summarize the causes of the Crimean War. Identify the combatants. What role did Britain play in the war?
The Whig party transformed into the Liberal Party in the late 1800’s. Identify William Gladstone? Describe the “platform” of the new Liberal Party. To who does it appeal?
The reading elaborates on the “working class quiescence” in Britain. What evidence is there to bolster this description of the working class? How does the British working class compare to their French counterparts?
Describe the political maneuvering that led to the passage of the Reform Bill of 1867. What changes did it enact? Who politically benefitted from these changes?
The Victorian consensus regarding the poor began to change by the mid 1800’s. Account for the change of attitude. What were the political and social ramifications of this change in attitude?
Account for the Conservative revival in the 1870’s. What demographic group was drawn to the Tory party? How did this new group “reshape” what it meant to be a conservative in Britain?
The reading begins with a description and picture of the Great Exposition of 1851. Describe how this exposition was symbolic of and a metaphor for Victorian Britain.
Fred Flintstone, a blue collar quarry worker supported William Gladstone.
The Charge of the Light Brigade
Alfred, Lord Tennyson
Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns!" he said: Into the valley of Death Rode the six hundred.
"Forward, the Light Brigade!" Was there a man dismay'd? Not tho' the soldier knew Someone had blunder'd: Theirs not to make reply, Theirs not to reason why, Theirs but to do and die: Into the valley of Death Rode the six hundred.
Cannon to right of them, Cannon to left of them, Cannon in front of them Volley'd and thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred.
Flash'd all their sabres bare, Flash'd as they turn'd in air, Sabring the gunners there, Charging an army, while All the world wonder'd: Plunged in the battery-smoke Right thro' the line they broke; Cossack and Russian Reel'd from the sabre stroke Shatter'd and sunder'd. Then they rode back, but not Not the six hundred.
Cannon to right of them, Cannon to left of them, Cannon behind them Volley'd and thunder'd; Storm'd at with shot and shell, While horse and hero fell, They that had fought so well Came thro' the jaws of Death Back from the mouth of Hell, All that was left of them, Left of six hundred.
When can their glory fade? O the wild charge they made! All the world wondered. Honor the charge they made, Honor the Light Brigade, Noble six hundred.
HW:
MONDAY, FEB 13
TOPIC: British Imperialism: Cases studies in Ireland and India
Identify the major figures behind British imperialism. Compare and contrast British imperialism in India and Ireland.
DIRECTIONS: As you are entralled by the magical voice of Simon Schama (you know you can friend him on Facebook!),
*** If you're interested... this is the time/reason for the growth of Irish Nationalism. Specifically, the Irish Republican Brotherhood is created at this time. This is the precursor of the IRA (Irish Republican Army) which terrorized the British in the 1960's and 1970's.
The Apple Store, NYC (is this the new Crystal Palace?)
The Crystal Palace
THURSDAY, FEB 16
EXAM: Multiple Choice and Short Answer
(everything from 1815 up to and including Victorian Britain reading)
Below are two actual free-response questions from the 2011 exam. Are you ready?
FRIDAY, FEB 17
(McCauley Absent)
The class can begin reading notes about German Unification. They can use the Kagan and Coffin textbooks.
If they choose, they can also use the laptops to work on their art projects.
Please distribute the German Unification copies.
Please announce that the reading notes and the art projects are DUE TUESDAY.
MONDAY, FEB 20
NO SCHOOL!!! Be sure you are finished with the reading from Friday. The online web gallery must be finished by TOMORROW!!! Presentations will take place later this week (see schedule)
TUESDAY, FEB 21
TOPIC: German Unification
Identify the steps taken to achieve German unification.
Analyze the methods employed by Bismarck. Explain how Bismarck's methods exemplify Realpolitik.
Intro lecture: Bismarck and Realpolitik
Johann Gustav Droysen: Speech to the Frankfurt Assembly, 1848
We cannot conceal the fact that the whole German question is a simple alternative between Prussia and Austria. In these states German life has its positive and negative poles--in the former, all the interests which are national and reformative, in the latter, all that are dynastic and destructive. The German question is not a constitutional question, but a question of power; and the Prussian monarchy is now wholly German, while that of Austria cannot be. . . .We need a powerful ruling house. Austria's power meant lack of power for us, whereas Prussia desired German unity in order to supply the deficiencies of her own power. Already Prussia is Germany in embryo. She will "merge" with Germany…
Friedrich Wilhelm IV, King of Prussia: Proclamation of 1849
I am not able to return a favorable reply to the offer of a crown on the part of the German National Assembly [meeting in Frankfurt], because the Assembly has not the right, without the consent of the German governments, to bestow the crown which they tendered me, and moreover because they offered the crown upon condition that I would accept a constitution which could not be reconciled with the rights of the German states.
Otto von Bismarck: Letter to Minister von Manteuffel, 1856
Because of the policy of Vienna [the Congress of Vienna, 1815], Germany is clearly too small for us both [Prussia and Austria]; as long as an honorable arrangement concerning the influence of each in Germany cannot be concluded and carried out, we will both plough the same disputed acre, and Austria will remain the only state to whom we can permanently lose or from whom we can permanently gain. . . .I wish only to express my conviction that, in the not too distant future, we shall have to fight for our existence against Austria and that it is not within our power to avoid that, since the course of events in Germany has no other solution.
Field Marshal Helmuth von Moltke: 1866
The war of 1866 [between Prussia and Austria] was entered on not because the existence of Prussia was threatened, nor was it caused by public opinion and the voice of the people; it was a struggle, long foreseen and calmly prepared for, recognized as a necessity by the Cabinet, not for territorial aggrandizement, for an extension of our domain, or for material advantage, but for an ideal end--the establishment of power. Not a foot of land was exacted from Austria, but she had to renounce all part in the hegemony of Germany. . . Austria had exhausted her strength in conquests south of the Alps, and left the western German provinces unprotected, instead of following the road pointed out by the Danube. Its center of gravity lay out of Germany; Prussia's lay within it. Prussia felt itself called upon and strong enough to assume the leadership of the German races.
The Imperial Proclamation, January 18, 1871
Whereas the German princes and the free cities have unanimously called upon us to renew and to assume, with the restoration of the German Empire, the German imperial office, which has been empty for more than sixty years; and Whereas adequate arrangements have been provided for this in the constitution of the German Confederation;
We, Wilhelm, by the grace of God King of Prussia, do herewith declare that we have considered it a duty to our common fatherland to answer the summons of the united German princes and cities and to accept the German imperial title. In consequence, we and our successors on the throne of Prussia will henceforth bear the imperial title in all our relations and in all the business of the German Empire, and we hope to God that the German nation will be granted the ability to fashion a propitious future for the fatherland under the symbol of its ancient glory. We assume the imperial title, conscious of the duty of protecting, with German loyalty, the rights of the Empire and of its members, of keeping the peace, and of protecting the independence of Germany, which depends in its turn upon the united strength of the people. We assume the title in the hope that the German people will be granted the ability to enjoy the reward of its ardent and self-sacrificing wars in lasting peace, within boundaries which afford the fatherland a security against renewed French aggression which has been lost for centuries. And may God grant that We and our successors on the imperial throne may at all times increase the wealth of the German Empire, not by military conquests, but by the blessings and the gifts of peace, in the realm of national prosperity, liberty, and morality. Wilhelm I, Kaiser und König.
Students will use their HW reading notes to find examples of Realpolitik in the process of German unification.
HW: Rehearse your art presentation. Be sure you ar caught up wiht reading!
WEDNESDAY, FEB 22
TOPIC: Bismarck's Domestic Policy
Explain how and why Bismarck changed from a war monger to a diplomat in search of peace after 1871.
Analyze the goals of Bismarck's domestic policy.
List the treaties orchestrated by Bismarck after 1871. What was the primary objective of that foreign policy? (We will address this issue later, when we look at the lead-up to WWI)
Opening Reading: Ems Dispatch
Timeline Created: 1848-1871: Germany
Steps of Unification added to timeline, Realpolitik discussed
(IN YOUR NOTES DEDICATE A PAGE TO A TIMELINE, FROM 1848 to 1900. MAKE A LINE FOR ITALY, GERMANY, BRITAIN, FRANCE, RUSSIA.)
We have to put off the Bismarck's Domestic policy lecture because McCauley is a dummkopf!
HW: Read Coffin pages 758-763. Focus on the steps taken to unify Italy. Do read the primary sources. As you read, create an annotated map demonstrating how and when the "pieces" were added to the "Italian puzzle." Use a logical color scheme, and create a key. Your key should provide a summarized explanation about how the "piece" was added.
THURSDAY, FEB 23
TOPIC: Italian Unification
Identify the steps taken to achieve Italian unification.
Analyze the methods employed by Cavour. Explain how Cavour's methods exemplify Realpolitik.
Analyze the debates over Italian national identity and unification in the period form 1830 to 1870.
TODAY'S MUSICAL SELECTION: You are listening to Giuseppe Verdi, the composer who somewhat unwittingly created the "theme music" of Italian unification when his opera Nabucco premiered in 1842. Nabucco is based on the story of King Nebuchadnezzar assaulting, conquering, then expelling the Jews from their homeland. In the third act of Nabucco, the exiled and defeated Jews sing a beautiful chorus, Va, pensiero (Chorus of the Hebrew Slaves), longing for their homeland. It's simple, folk quality, the swelling music, and the content of the lyrics ("Oh, my country so beautiful and lost! Oh, remembrance so dear and so fatal!") struck a nationalistic nerve, and it does so to this day. Many people saw the opera as a symbol of the people’s struggle with foreign captivity, and the characters representing political and religious leaders of the time. Verdi became a symbol of Italian patriotism, and the slogan “VIVA VERDI” was used to symbolize the people’s choice for their new king of united Italy – “Vittorio Emanuele Re D’Italia” (who later became known to us as King Victor Emanuel II).
IN CLASS TIMED DBQ: Analyze the debates over Italian national identity and unification in the period circa 1830-1870.
MINI LECTURE: Bismarck's Domestic policy
HW: Be sure you are finished with your annotated Italy map.
FRIDAY, FEB 24
TOPIC: Art Project Presentations
Identify major movements in the visual arts during the nineteenth century. Associate important artists and works with the correct movement.
Explain the ways in which artists reacted to/against their contemporary social, political, economic, artistic circumstances.
OPENING ACTIVITY: You grade a DBQ. You will be provided with actual answers to the DBQ you completed yesterday. We will review the expectations and requirements the AP graders will use to score your DBQ. We will apply those expectations to the examples and your answer.
Brief oral presentations. This is an informal presentation of your reserach and learning. No real time requirement, be brief, but complete. What was interesting about your reserach? What did you learn about the painting, the artist, the movement?
Following oral presentations, students will be given time to browse the online galleries.
Half a league onward,
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