Geography: Production Spaces – case studies

Globalization has meant that there is an international division of labour. The fabrication of many products is divided into several steps (from design to assembly) spread out over the world according to the advantages offered by each country.
Decision making functions are concentrated in the most developed countries. For example, the USA dominates research and development (R&D) and accounts for 1/3 of global spending in this domain.
Processes requiring low levels of skill are dispersed throughout the developing world. Companies locate the manufacturing process in whichever economy offers the lowest costs (e.g. often countries in South-East Asia such as China).
Globalisation is dominated by flows of merchandise across countries, continents and oceans and by HUGE companies known as TNCS – Trans National Corporations.

Actors and Production Spaces 1°euro

Silicon Valley Case Study:

Silicon Valley is a region in Northern California that serves as a global center for high technology and innovation. Located in the southern part of the San Francisco Bay Area, it corresponds roughly to the geographical Santa Clara Valley.
Video:
https://www.youtube.com/watch?v=M4VP7TuZjt8
Silicon Valley Resources:

Silicon Valley Presentation

Singapore Case Study

Singapore is another global centre for high-tech industry. It is the smallest country in South-East Asia and is located on one of the world’s busiest maritime routes. It is also a major financial centre and production space which is fully integrated into the regional and wider world economy.

History Themes 1, 2 and 3

Theme 1: Europe Faced with Revolution

This first chapter begins by examining the French Revolution which led to the creation of modern political principles within the Declaration of the Rights of Man and the Citizen in 1789.

PowerPoint Resource:

FR FEV TO NAP OVERVIEW

Crash Course European History on the French Revolution:

 

 

WEEK COMMENCING 18 SEPT

FRENCH REVOLUTION EXERCISE

Part One (page 31)

Complete all parts of Question 8 after having completed homework reading assignment of pages 19-21 ‘The Revolution Outside France’

Part Two (pages 13-18)

How did the nature of the French Revolution change between 1789 and 1794?

HELP

You should aim to write a response of one – two paragraph.

Answer should focus on the main features of the revolution and how these altered to the extent what began as a liberal revolution (King retained within the Constitution of the First Republic) then became radical in character (Church abolished, calendar changed, monarchy removed and executed).

 

 

French Revolution DBQ essay assignment including methodological help:

French Rev Assignment1

 

REMEMBER: additional information is available on the 1°OIB HG folder (History Theme 1) shared on the Google Drive – particularly the Chp18 pdf document.

DBQ Title Question:

Using the documents and your knowledge analyze how France was transformed by the Revolution in the period 1789-1804.

Discuss the values and limitations of the documents in your response.

Proposed Introduction (which you are free to copy, adapt or disregard):

This essay will analyse how France was transformed by the Revolution focusing on the period 1789 to 1804. 1789 is regarded as the start of the Revolution due to the momentous events that occurred over the course of the year. These included the meeting of the Estates General and subsequent creation of the National Assembly, the symbolic storming of the Bastille and the seismic changes wrought by the Declaration of the Rights of Man and the Citizen in August. 1804 also witnessed lasting changes with the entering into force of the Napoleonic Code which enshrined into law the gains made by the Revolution. This work will describe how the country was organized prior to 1789 and then go on to utilize the documents provided to examine some of the really major changes made during the Revolution which led to an unparalleled transformation of the country between 1789 and 1804.

 

Your following paragraphs should identify the important changes made to France which you have learnt about in lessons and use the information in the documents (do not forget, at an appropriate point, to also discuss the values and limitations of each document) to analyse (this means methodically examining, so explaining and interpreting each change and identifying why it was important).

Below  is a suggested structure for your essay: (I suggest you also access the

  • Contextual paragraph about the ancient regime (making use of document 1)
  • Analysis of the Declaration of the Rights of Man and the Citizen (see pg 581 in chapter 18 of the pdf and making use of document 2)
  • Analysis of the New Constitution of 1791 (Chapter 18 pdf pg 582)
  • Napoleon’s peace with the Church in 1801 and the Civil Code (Chapter 18 pdf pg 599 and making use of document 3)
  • Conclusion: look to write half a page for a good conclusion. Summarize what you have examined in the essay and show how these changes really led to profound changes.

Do not forget, first person personal pronouns are not to be used in BFI HG essays.

 

Part Two: The Congress of Vienna

 

After the defeat of Napoleon, European governments wanted to establish a lasting and stable peace for the continent. This resulted in an 8 month meeting in Vienna which is known as the Vienna Congress and the most influential representative was the Foreign Minister of Austria Prince Klemens von Metternich who distrusted the ideals and results of The French Revolution and sought to establish a balance of power so that no country would be a threat to others.

Overview Power Point:

Congress of Vienna

Crash Course European History Episode:

 

Part Three: The Springtime of the Peoples, 1848

The Revolutions of 1848 were a series of republican revolts against European monarchies, beginning in Sicily and spreading to France, Germany, Italy, and the Austrian Empire. They all ended in failure and repression and were followed by widespread disillusionment among liberals.

 

Link to an article for further details on these revolutions:

http://www.inquiriesjournal.com/articles/1411/the-seeds-of-the-springtime-of-the-peoples-a-study-in-the-causes-of-the-revolutions-of-1848

 

Meanwhile in America…

This part of Theme 1 examines what was happening in the USA around the time of the French Revolution and Congress of Vienna. You will be using primary documents and learning how to analyse them for their values and limitations.

Do not forget to consult the Methodology Booklet or Methodology section on this blog for how to analyse documents.

Overview – Who was President Jefferson?

Adapted from History.com:

Thomas Jefferson (1743-1826), author of the Declaration of Independence and the third U.S. president, was a leading figure in America’s early development. During his two terms in office (1801-1809), the U.S. purchased the Louisiana Territory and Lewis and Clark explored the vast new acquisition. Although Jefferson promoted individual liberty, he was also a slave owner. After leaving office, he retired to his Virginia plantation, Monticello, and helped found the University of Virginia.

Link to original article: https://www.history.com/topics/us-presidents/thomas-jefferson

Resources for this study:

US Growth 1803 to 1850

Lewis and Clarke expedition introduction: 

https://www.britannica.com/video/226652/Lewis-and-Clark-expedition-importantance-of-Native-American-women-assistance

US Lewis and Clark Document Activity

 

Overview- Who was President Jackson?

Adapted from History.com:

Born in poverty, Andrew Jackson (1767-1845) had become a wealthy Tennessee lawyer and rising young politician by 1812, when war broke out between the United States and Britain. His leadership in that conflict earned Jackson national fame as a military hero, and he would become America’s most influential–and polarizing–political figure during the 1820s and 1830s.

He became the nation’s seventh president (1829-1837) and, as America’s political party system developed, the leader of the new Democratic Party. A supporter of states’ rights and slavery’s extension into the new western territories, he opposed the Whig Party and Congress on polarizing issues such as the Bank of the United States (though Andrew Jackson’s face is on the twenty-dollar bill). For some, his legacy is tarnished by his role in the forced relocation of Native American tribes living east of the Mississippi.

 

Indian Removal Primary Documents

Information and maps about the Trail of Tears

Trail of Tears

Manifest Destiny and the 1850 Compromise:

This video based lesson and follow up homework lays IMPORTANT GROUNDWORK for History Theme 2 – US Civil War2 and context for Geography Theme 3 – Texas Case Study.

 

VIDEO 1

QUESTION SHEET FOR THIS VIDEO:

VIDEO ONE Manifest Destiny

VIDEO 2 

QUESTION SHEET FOR THIS VIDEO:

VIDEO TWO American Mexican War

VIDEO THREE: COMPROMISE OF 1850:

https://www.youtube.com/watch?v=aHIZONFF4nk&list=PLEHRHjICEfDUUtmhaZpPb-ND-fqr3t-SI&index=3

 

Theme 2:  France and US society between 1848 and 1871.

Part One begins with a survey chapter of the short lived Second Republic which became the Second Empire (with an authoritarian and liberal phase), ending with the fall of Louis-Napoleon and the crisis of 1870 to 71 in France.

Part Two, the following chapter, focuses on the USA and the crisis of the republic with the onset of the American Civil War.

The theme concludes with Part Three which examines the economic and social transformations in France and  the USA between 1800 and 1870.

Part One: France

Resources

Overview: France, 1850-1914

The Second Republic

Louis Napoleon ends the Second Republic

The Liberal Empire, 1859-70

Article and exercises on the end of the Second Empire:

Fall of Nap III

 

Part Two: The USA

 

1860 US Presidential Election Map:

https://www.270towin.com/historical-presidential-elections/timeline/

Causes of the Civil War:

Textbook chapters:

American Rep chap6

The war and Reconstruction:

American Rep chap7

Key documents:

Emancipation Proclamation

Gettysburg Address

PowerPoint Resources:

The Civil War:

US Causes of Civil War

DBQ Exercises and Documents:

Civil War DBQ-1

Reconstruction:

RECONSTRUCTION OIB

Theme Three: France and USA Economic and Social Transformations

FR Indust Map and Haussmann

PowerPoints:

Hist Chp 5 PPT Overview

Hist Chp 5 PPT US

Key documents:

Lowell System

TransContinental Railroad

 

This theme compares the social and economic transformations of French and American societies in the late 19th – early 20th centuries. In France, the First Republic (1792-1804) and the Second Republic (1848-1852) were both replaced by imperialist and authoritarian regimes. However, following the collapse of the Second Empire (under Louis Napoleon), the Third Republic (1870-1914) survived for decades and constructed a nation around the republic ideal. The theme concludes with a study the development of French and American imperialism.

Learning Objectives

  • Analyze the main advances in production methods.
  • Evaluate the social and economic impact of industrialization.
  • Analyze the ideology of American expansionism
  • Analyze the causes and consequences of the Spanish-American War and Philippine Rebellion

Key Questions

  • What were the major consequences of industrialization?
  • How important was the impact of immigration?
  • How did women’s workforce and social roles evolve?
  • What were the economic, political, ideological, and military motivations behind American imperialism?
  • What were the consequences of Westward expansion to the Pacific?
  • Why and how did the US acquire an overseas empire at the end of the 19th century?
  • How did American imperial ambitions compare with European Imperialism in the broader global context?

1°OIB His Th3 Introa

 CHAPTER 7 : Consolidating the Republican regime, its Values and Defining Citizenship

Points de passage:

  • 1871 – Louise Michel during the Paris Commune
  • 1885 – The national funeral of Victor Hugo
  • 1905 – The Law of Separation of Churches from the State: debates & implementation.

Louise Michel

The National Funeral of Victor Hugoa

1905 Law of Separationa

Main PowerPoint for this chapter:

Hist Chp6 Overview

Additional video resource (3m) about the Paris Commune:

Follow this link for a short review (4mins) of secularism or the separation between Church and State in France:
https://www.france24.com/en/20160121-laicite-secularism-france-history-philosophy-government-state-public-schools-religion-extre

  Theme 3 Fr Indust Activity

 

 

Chapter 8: Continuity and Change in French Society & in the United States 1870-1914

Points de passage:

  • John D. Rockefeller and Standard Oil
  • 1893 Columbian Exposition (Chicago’s World Fair) & 1900 Universal Exposition
  • International Ladies Garment Workers Union & Triangle Shirtwaist Fire (1911)

What were the impacts of industrialization on France Activity:

Theme 3 Fr Indust Activity

Gilded Age Overview PowerPoint:

Hist Ch7 Gilded Age

 

The 1911 Triangle Shirtwaist fire

 

1°OIB US 19th C

 

 

Chapter 9: American and French Imperialism

Points de Passage:

  • Manifest Destiny (US) / Civilizing Mission (FR)
  • Dawes Act of 1887 and Wounded Knee 1890
  • Philippine Rebellion 1899

French and European Imperialism:

19th Century FR Imperialism

19th Century French Imperialism worksheet

1° Scramble Africa Article

American Imperialism:

Powerpoint:

Rise-of-American-Imperialism

The Rise of American Imperialism worksheet

 

 

Theme 4: WW1

Powerpoint material for overview and aftermath of  WW1:

End of WW1

 

Crash course episode relating to American in WW1:

Extract from a BBC2 programme about the end of the war, 1917-1918:

Article about why Germany lost:

1° Why did Germany Lose WW1

Article about the Versailles Treaty (aka The Paris Peace Treaty):

1° What was Versailles Treaty?

WW1 Overview Powerpoint:

End of WW1

Useful site with a further video looking at the Versailles Peace Treaty:

“Crime of the Century”/What are some of the provisions of the Treaty of Versailles that angered Germans?

 

 

 

 

 

 

 

General Question Thesis Statement workshopping

To what extent does James make Dr Sloper a frightening character?

Thesis statements proposed by groups in class (we marked in bold which elements we thought were the strongest in the thesis statement):

 

In Henry James’ novel Washington Square, James makes Dr Sloper a frightening character through his rude treatment of Morris, his systematic rejection of Catherine’s demands, and his sexist attitude.

 

James makes Dr Sloper a very frightening character through his relationship with Catherine, his sexist point of view, and his wickedness towards Morris.

 

In Henry James’ novel Washington Square, James uses interior monologue, thought vs dialogue, and             to make Dr Sloper a cold-hearted, stubborn and pessimistic character.

 

James makes Dr Sloper a slightly frightening character through the way he talks to Catherine, how he wants to control her, and the way he has satisfaction in her suffering.

James makes Dr Sloper a cruel and authoritative character through his brutal and vicious thoughts, his cold-hearted reactions to Catherine’s struggle, and his hypocritical way of addressing people.

 

Proposed “winner” rewrite of the thesis:

 

In Henry James’ novel Washington Square, James shows how Dr Sloper is a cold-hearted, stubborn, and pessimistic character through his sexist point of view, his systematic rejection of Catherine’s demands, and his vicious thoughts of satisfaction in Catherine’s suffering. 

 

OIB Oral Practice Schedule

OIB Oral Practice “examens blancs”

 

Student Passage Date
Thel-Mina Passage 1  Wed Nov 10th
Eugenie Passage 9 Wed Nov 17th
Louis To Earthward Wed Dec 1st
Allegra Passage 2 Wed Dec 8th 
Brune Passage 8 Wed Dec 15th 
Yolo The Wood Pile  Wed Jan 5th
Martin Passage 3 Wed Jan 12th 
Azi Passage 7 Wed Jan 19th
Capucine  An Unstamped Letter Wed Feb 2nd
Tanguy  Passage 4  Wed Feb 9th 

 

Prepare your 15 minute commentaire

Make a “Fiche” outline of your commentary + links

 

Extract Practice

The Doctor almost pitied her.  Poor Catherine was not defiant; she had no genius for bravado; and as she felt that her father viewed her companion’s attentions with an unsympathising eye, there was nothing but discomfort for her in the accident of seeming to challenge him.  The Doctor felt, indeed, so sorry for her that he turned away, to spare her the sense of being watched; and he was so intelligent a man that, in his thoughts, he rendered a sort of poetic justice to her situation.

“It must be deucedly pleasant for a plain inanimate girl like that to have a beautiful young fellow come and sit down beside her and whisper to her that he is her slave—if that is what this one whispers.  No wonder she likes it, and that she thinks me a cruel tyrant; which of course she does, though she is afraid—she hasn’t the animation necessary—to admit it to herself.  Poor old Catherine!” mused the Doctor; “I verily believe she is capable of defending me when Townsend abuses me!”

And the force of this reflexion, for the moment, was such in making him feel the natural opposition between his point of view and that of an infatuated child, that he said to himself that he was perhaps, after all, taking things too hard and crying out before he was hurt.  He must not condemn Morris Townsend unheard.  He had a great aversion to taking things too hard; he thought that half the discomfort and many of the disappointments of life come from it; and for an instant he asked himself whether, possibly, he did not appear ridiculous to this intelligent young man, whose private perception of incongruities he suspected of being keen.  At the end of a quarter of an hour Catherine had got rid of him, and Townsend was now standing before the fireplace in conversation with Mrs. Almond.

“We will try him again,” said the Doctor.  And he crossed the room and joined his sister and her companion, making her a sign that she should leave the young man to him.  She presently did so, while Morris looked at him, smiling, without a sign of evasiveness in his affable eye.

“He’s amazingly conceited!” thought the Doctor; and then he said aloud: “I am told you are looking out for a position.”

“Oh, a position is more than I should presume to call it,” Morris Townsend answered.  “That sounds so fine.  I should like some quiet work—something to turn an honest penny.”

“What sort of thing should you prefer?”

“Do you mean what am I fit for?  Very little, I am afraid.  I have nothing but my good right arm, as they say in the melodramas.”

“You are too modest,” said the Doctor.  “In addition to your good right arm, you have your subtle brain.  I know nothing of you but what I see; but I see by your physiognomy that you are extremely intelligent.”

“Ah,” Townsend murmured, “I don’t know what to answer when you say that!  You advise me, then, not to despair?”

And he looked at his interlocutor as if the question might have a double meaning.  The Doctor caught the look and weighed it a moment before he replied.  “I should be very sorry to admit that a robust and well-disposed young man need ever despair.  If he doesn’t succeed in one thing, he can try another.  Only, I should add, he should choose his line with discretion.”

Serena’s Garden Passage

That was in May. Spring has now been undergone. The tulips have had their moment and are done, shedding their petals one by one, like teeth. One day I came upon Serena Joy, kneeling on a cushion in the garden, her cane beside her on the grass. She was snipping off the seed pods with a pair of shears. I watched her sideways as I went past, with my basket of oranges and lamb chops. She was aiming, positioning the blades of the shears, then cutting with a convulsive jerk of the hands. Was it the arthritis, creeping up? Or some blitzkrieg, some kamikaze, committed on the swelling genitalia of the flowers? The fruiting body. To cut off the seed pods is supposed to make the bulb store energy.

Saint Serena, on her knees, doing penance.

I often amused myself this way, with small mean-minded bitter jokes about her; but not for long. It doesn’t do to linger, watching Serena Joy, from behind.

What I coveted was the shears.

Well. Then we had the irises, rising beautiful and cool on their tall stalks, like blown glass, like pastel water momentarily frozen in a splash, light blue, light mauve, and the darker ones, velvet and purple, black cat’s-ears in the sun, indigo shadow, and the bleeding hearts, so female in shape it was a surprise they’d not long since been rooted out. There is something subversive about this garden of Serena’s, a sense of buried things bursting upwards, wordlessly, into the light, as if to point, to say: Whatever is silenced will clamour to be heard, though silently. A Tennyson garden, heavy with scent, languid; the return of the word swoon. Light pours down upon it from the sun, true, but also heat rises, from the flowers themselves, you can feel it: like holding your hand an inch above an arm, a shoulder. It breathes, in the warmth, breathing itself in. To walk through it in these days, of peonies, of pinks and carnations, makes my head swim.

The willow is in full plumage and is no help, with its insinuating whispers. Rendezvous, it says, terraces; the sibilants run up my spine, a shiver as if in fever. The summer dress rustles against the flesh of my thighs, the grass grows underfoot, at the edges of my eyes there are movements, in the branches; feathers, flittings, grace notes, tree into bird, metamorphosis run wild. Goddesses are possible now and the air suffuses with desire. Even the bricks of the house are softening, becoming tactile; if I leaned against them they’d be warm and yielding. It’s amazing what denial can do. Did the sight of my ankle make him lightheaded, faint, at the checkpoint yesterday, when I dropped my pass and let him pick it up for me? No handkerchief, no fan, I use what’s handy.

Winter is not so dangerous. I need hardness, cold, rigidity; not this heaviness, as if I’m a melon on a stem, this liquid ripeness.

The Handmaid’s Tale, chapter 25