Mr. Baker
AP Euro 2011-12
UNIT 5: THE INDUSTRIAL REVOLUTION TO 1848
The Dual Revolutions, 1789-1848
Chapter 22 The Revolution in Energy and Industry
Chapter 23 Ideologies and Upheavals, 1815-1850
Chapter 24 Life in the Emerging Urban Society
DBQS
Choose one of the following:
1. Peterloo Massacre DBQ or
2. Greek Independence DBQ
Syllabus with Focus Questions
Day 1 T January 11 Unit 4 MC and FRQ Test
Day 2 Th January 12 Unit 4 Test Return
Day 3 M January 16 Congress of Vienna article on (Wikispace)
Map Simulation
How successful was the Congress of Vienna?
Day 4 W January 18 The Industrial Revolution in Britain
Continental Europe
Capital and Labor
Was the Industrial Revolution a blessing or a curse? Melbach DBQ (Wikispace)
Industrial Revolution Notes HO (Wikispace)
Day 5 Th January 19 Romantic Movement
The Annotated Mona Lisa
Romanticism was a complete break from the Italian Renaissance.
Romanticism article (Wikispace)
S. Schama Power of Art: Turner (YouTube)
Day 6 M January 23 Radical Ideas and Early Socialism
Marx article (Wikispace)
Rousseau article (syllabus HO)
Describe and compare the utopias of Jean Jacques-Rousseau and Karl Marx. What were the chief faults they found with their own societies and how were their utopias designed to correct them?
Did Karl Marx and other 19c thinkers, like Darwin, reject the Enlightenment concepts of progress, natural law, and reason?
Day 7 W January 25 Revolutions of 1848
1848 Map H.O.
Why did the Revolution of 1848 fail in Paris? DBQ (Wikispace)
Why did German liberalism and unification fail in 1848? DBQ (Wikispace)
The Revolutions of 1848 were the unfinished French Revolution.
Day 8 Th January 26 Reforms and Revolutions
Taming the City
What were the causes of the Reform Bill of 1832? DBQ
Peterloo or Greek DBQ due in class
Day 9 M January 30 Science and Thought
Day 10 W February 1 Unit 5 MC Test and FRQ Test
Resources
q Women in the Industrial Revolution DBQ in McKay
q Ideologies and Nationalism DBQ in McKay
q Bela Bartok’s three Hungarian folk songs
Key Unit Vocabulary
INTERNATIONAL SCHOOL OF THE SACRED HEART
Mr. Baker
AP Euro 2011-12
Chapter 22
Industrial Revolution
Edmund Cartwright
Coke
Flying Shuttle
Spinning Jenny
Richard Arkwright
James Watt
David Ricardo
Crystal Palace
Thomas Newcomen
Limited liability company
18c Energy Crisis
Steam engine
Thomas Malthus
Zollverein
Credit Mobilier
class-consciousness
Luddites
Robert Owen
Chartists (749, 773)
Chapter 23
Dual revolution
Congress of Vienna
Holy Alliance 1815
German Confederation
Carlsbad Decrees 1819
Liberalism
Laissez-faire
Adam Smith
Nationalism
Socialism
French Utopian Socialism
Henri de Saint-Simon
Karl Marx
The Communist Manifesto
Romanticism
Eugene Delacroix
Joseph MW Turner
Ludwig van Beethoven
Greek Independence
Corn Laws
Battle of Peterloo
Great Famine
Louis Philippe (r. 1830-1848)
Revolutions of 1848
June Days
Louis Napoleon
Austria 1848
Frankfurt or National Assembly
Chapter 24
Sigmund Freud
Charles Darwin
Social Darwinists
realism
Emile Zola
Leo Tolstoy
INTERNATIONAL SCHOOL OF THE SACRED HEART
Mr. Baker
AP Euro 2011-12
INTERNATIONAL SCHOOL OF THE SACRED HEART
Mr. Baker
AP Euro 2011-12
General Unit Vocabulary
INTERNATIONAL SCHOOL OF THE SACRED HEART
Mr. Baker
AP Euro 2011-12
INTERNATIONAL SCHOOL OF THE SACRED HEART
Mr. Baker
AP Euro 2011-12
Chapter 22
1. Water frame
2. Steam condensor
3. Henry Cort
4. Methodism
5. David Ricardo
6. Iron Law of Wages
7. Essay on the Principle of Population (1798)
8. Tariff Protection
9. Friedrich List
10. corporate banks
11. Credit Mobilier
12. Friedrich Engels
13. Factory Act of 1833
14. Mines Act of 1842
15. Combination Acts (1799)
16. Grand National Consolidated Trades Union
Chapter 23
17. Dual revolution
18. Congress of Vienna
19. Balance of power
20. Klemens von Metternich (Aus)
21. Robert Castlereagh (Br)
22. Charles Tallyrand (Fr)
23. Tsar Alexander I (Rus)
24. Concert of Europe
25. German Confederation
26. Carlsbad Decrees 1819
27. Liberalism
28. Inquiry into the Wealth and Poverty of Nations
29. Physiocrats
30. French Utopian Socialism
31. Henri de Saint-Simon
32. Charles Fourier
33. Pierre Joseph Proudhon
34. bourgeoisie
35. proletariat
36. Georg Hegel
37. Romanticism
38. Sturm und Drang
39. William Wordsworth
40. Sir Walter Scott
41. Johann Wolfgang von Goethe
42. Victor Hugo
43. Hunchback of Notre Dame (1831)
44. George Sand
45. Jacob and Wilhelm Grimm
46. Aleksander Pushkin
47. Franz Liszt
48. Alexander Ypsilanti
49. Corn Laws
50. Six Acts
51. Reform Bill of 1832
52. Great Famine
53. July Revolution
54. Revolution of 1830
55. June Days
56. Austria 1848
57. Frederick William IV (Pru)
Chapter 24
1. Benthamite
2. Miasmatic theory
3. germ theory
4. pasteurization
5. labor aristocracy
6. organic chemistry
7. Michael Faraday
8. Auguste Comte
9. evolution
10. The Origin of the Species
INTERNATIONAL SCHOOL OF THE SACRED HEART
Mr. Baker
AP Euro 2011-12
Past FRQs and DBQs
1. "The Romantic Movement was an extreme reaction to the enlightenment, so extreme that it set back the cause of human progress." Support or refute.
2. Discuss some of the ways that Romantic musicians, writers, and artists responded to political and socioeconomic conditions from the period 1800 to 1850. Document your response with specific examples from at least 2 of the 3 disciplines: visual arts, music, and literature.
Reaction, Restoration, and the ISMs
1. Evaluate Metternich's attempts to maintain the old order in Europe. Be sure to discuss their short term and long term success.
2. Compare and contrast conservatism, nationalism, and liberalism.
3. Evaluate the effectiveness of collective responses by workers to industrialization in Western Europe during the course of the 19th Century.
4. A favorite device of social critics has been to construct model societies to illuminate the problems and short-comings of their times and to project a possible blueprint for the future. Describe and compare the utopias of Jean Jacques Rousseau and Karl Marx. What were the chief faults they found with their own societies and how were their utopias designed to correct them?
5. How and in what ways did the writings of Karl Marx draw on the Enlightened concepts of progress, natural law, and reason?
6. Compare and contrast political liberalism with political conservatism in the first half of the nineteenth century in Europe.
1848
1. In February 1848, the middle classes and workers in France joined to overthrow the government of Louis Philippe. By June the two groups were at odds in their political, economic, and social thinking. Analyze what transpired to divide the groups and describe the consequences for French politics.
2. 1848 was a critical year for the conservative interests trying to maintain the ways of the Ancien Regime. Discuss three of the "revolutions" of 1848 and evaluate the ways in which they put an end to the old order.
3. Compare and contrast the roles of British working women in the pre-industrial economy (before 1750) with their roles in the mid19th century.
4. Between 1815 and 1848 the condition of the laboring classes and the problem of political stability were critical issues in England. Describe and analyze the reforms that social critics and politicians of this period proposed to resolve these problems.
5. Analyze and compare the effects of nationalism on Italian and Austro-Hungarian politics between 1815 and 1914.
6. Although the revolutions of 1848 took place at roughly the same time and in reasonable proximity to one another, in certain ways they were different from one another. Compare the 1848 uprisings in France and Austria in terms of causation, participants, goals, and outcomes of each revolution. What were the key differences? In what ways were they similar?
7. The uprisings of 1848 enjoyed early success only to see their gains destroyed by counterrevolution. How do we account for the early success and later collapse of the revolutionary movements of 1848?
Agricultural/Industrial Revolutions
1. Discuss the combination of social, cultural, political, and economic factors that allowed Great Britain to be the first nation to industrialize.
2. How did the agricultural revolution serve as a starting point for the industrial revolution and the changes it made on society?
3. Describe the change in the lifestyle and working conditions of the average peasant forced out by the enclosure movement.
4. Describe and analyze the economic, cultural, and social changes that led to and sustained Europe's rapid population growth in the period from approximately 1650 to 1800.
5. Analyze the changes in the European economy from about 1450 to 1700 brought about by the voyages of discovery and by colonization. Give specific examples.
6. In 1490 there was no such country as Spain, yet within a century it had become the most powerful nation in Europe and within another had sunk to the status of a third-rate power. Describe and analyze the major social, economic, and political reasons for Spain's rise and fall.
7. Compare the economic, political, and social conditions in Great Britain and in France during the eighteenth century, showing why they favored the Industrial Revolution in Great Britain more so than in France.
INTERNATIONAL SCHOOL OF THE SACRED HEART