Mr. Baker

AP Euro 2009-10

UNIT 5: THE INDUSTRIAL REVOLUTION TO 1848

The Dual Revolutions, 1789-1848

Chapter 22 The Revolution in Energy and Industry

Chapter 23 Ideologies and Upheavals, 1815-1850

Chapter 24 Life in the Emerging Urban Society

Syllabus with Focus Questions

Day 1 M January 11 Napoleon

Was Napoleon a “child of the Revolution” or something else? DBQ
Day 2 T January 12 Unit 4 MC and FRQ Test

Day 3 Th January 14 The Industrial Revolution in Britain

Continental Europe

Capital and Labor

Was the Industrial Revolution a blessing or a curse? Melbach DBQ

Day 4 M January 18 Congress of Vienna

Panel discussion

Political stability is more important that popular participation.

Day 5 T January 19 Radical Ideas and Early Socialism

Day 6 Th January 21 Romantic Movement

The Annotated Mona Lisa

Romanticism was a complete break from the Italian Renaissance.

Day 7 M January 25 Reforms and Revolutions

Taming the City

What were the causes of the Reform Bill of 1832? Historiography DBQ

Day 8 T January 26 Revolutions of 1848

Why did German liberalism and unification fail in 1848? DBQ

Why did the Revolution of 1848 fail in Paris? DBQ

The Revolutions of 1848 were the unfinished French Revolution. (as time permits)

Day 9 Th January 28 Science and Thought

Describe and compare the utopias of Jean Jacques-Rousseau and Karl Marx. What were the chief faults they found with their own societies and how were their utopias designed to correct them?

Did Karl Marx and other 19c thinkers, like Darwin, reject the Enlightenment concepts of progress, natural law, and reason?

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

Resources

q  Sources of the Western Tradition, Chapter 7

q  Women in the Industrial Revolution DBQ in McKay

q  Ideologies and Nationalism DBQ in McKay

q  Bela Bartok’s three Hungarian folk songs

q  Power of Art: Turner

Panel Discussion

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

1.  The Congress of Vienna had no other choices.

2.  Political stability is more important than public political participation.

3.  Metternich was a moderate.

4.  France gained the most from the Congress.

5.  The Congress saved Europe from self-destruction.

6.  The Congress was as reactionary as the French Revolution had been radical.

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

Country / Representative / Representative
Britain
Russia
Prussia
Austria
France
Spain

Key Unit Vocabulary

INTERNATIONAL SCHOOL OF THE SACRED HEART

Mr. Baker

AP Euro 2009-10

Chapter 22

Industrial Revolution

Edmund Cartwright

Coke

Flying Shuttle

Spinning Jenny

Richard Arkwright

James Watt

David Ricardo

Crystal Palace

Thomas Newcomen

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 2009-10

INTERNATIONAL SCHOOL OF THE SACRED HEART

Mr. Baker

AP Euro 2009-10

General Unit Vocabulary

INTERNATIONAL SCHOOL OF THE SACRED HEART

Mr. Baker

AP Euro 2009-10

INTERNATIONAL SCHOOL OF THE SACRED HEART

Mr. Baker

AP Euro 2009-10

Chapter 22

  1. Water frame
  2. Steam condensor
  3. Henry Cort
  4. Methodism
  5. David Ricardo
  6. Iron Law of Wages
  7. Thomas Malthus
  8. Essay on the Principle of Population (1798)
  9. Tariff Protection
  10. Friedrich List
  11. Zollverein
  12. corporate banks
  13. Credit Mobilier
  14. class-consciousness
  15. Luddites
  16. Robert Owen
  17. Friedrich Engels
  18. Factory Act of 1833
  19. Mines Act of 1842
  20. Combination Acts (1799)
  21. Grand National Consolidated Trades Union
  22. Chartists (749, 773)

Chapter 23

  1. Dual revolution
  2. Congress of Vienna
  3. Balance of power
  4. Klemens von Metternich (Aus)
  5. Robert Castlereagh (Br)
  6. Charles Tallyrand (Fr)
  7. Tsar Alexander I (Rus)
  8. Holy Alliance 1815
  9. German Confederation
  10. Carlsbad Decrees 1819
  11. Liberalism
  12. Laissez-faire
  13. Adam Smith
  14. Inquiry into the Wealth and Poverty of Nations
  15. Physiocrats
  16. Nationalism
  17. Socialism
  18. French Utopian Socialism
  19. Henri de Saint-Simon
  20. Charles Fourier
  21. Karl Marx

44.  The Communist Manifesto

  1. bourgeoisie
  2. proletariat
  3. Georg Hegel
  4. Romanticism
  5. Sturm und Drang
  6. William Wordsworth
  7. Sir Walter Scott
  8. Johann Wolfgang von Goethe
  9. Victor Hugo
  10. Hunchback of Notre Dame (1831)
  11. George Sand
  12. Jacob and Wilhelm Grimm
  13. Aleksander Pushkin
  14. Eugene Delacrois
  15. Joseph MW Turner
  16. Ludwig van Beethoven
  17. Franz Liszt
  18. Greek Independence
  19. Alexander Ypsilanti
  20. Corn Laws
  21. Battle of Peterloo
  22. Six Acts
  23. Reform Bill of 1832
  24. Great Famine
  25. Louis Philippe (r. 1830-1848)
  26. Revolution of 1830
  27. Revolutions of 1848
  28. June Days
  29. Louis Napoleon
  30. Austria 1848
  31. Frederick William IV (Pru)
  32. Frankfurt or National Assembly

Chapter 24

  1. Benthamite
  2. Miasmatic theory
  3. germ theory
  4. pasteurization
  5. labor aristocracy
  6. Sigmund Freud
  7. organic chemistry
  8. Michael Faraday
  9. Auguste Comte
  10. evolution
  11. Charles Darwin
  12. The Origin of the Species
  13. Social Darwinists
  14. realism
  15. Emile Zola
  16. Leo Tolstoy

INTERNATIONAL SCHOOL OF THE SACRED HEART

Mr. Baker

AP Euro 2009-10

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