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.
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:
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 suggestedstructure 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.
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:
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
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.
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.
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.
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?
The megacity Mumbai is located in the state of Maharashtra in India on the west coast of India with an extended metropolitan population of around of 20.4 million inhabitants. It used to be known as Bombay until its name was officially changed in 1995.
It accounts for 1/3 of India’s tax revenue and is experiencing massive urbanisation due the growth of its economy in manufacturing. An increase in tertiary sector jobs such as IT and financial services means it has become a major centre for out-sourced work. It also has one of the largest film industries in the world located there, ‘Bollywood’. Despite this 42% of its population live in slums. One major slum or squatter settlement is Dharavi, which is home to 1 million people. Dharavi is located between two railway lines on a low-lying land once a garbage dump. A highway that divides the formal city from the informal city determines which areas are slums and which areas are not. A slum is a term that people use to identify unauthorized and illegal residents. Slums often lack basic amenities, including safety measures.
This chapter is about how, at the global scale, the principal places and actors involved in the production of wealth are undergoing change, becoming more numerous and interconnected in addition to being concentrated in metropolises and along the coasts.
Learning Objectives
Identify the different types of production areas
To be able to define the role of different actors in the supply chain
Understand how production areas constitute networks
Understand the New International Division of Labor
Understand how the digital economy influences production area
Key Questions
What are the different types of production areas?
How are production areas changing in the context of globalization?
What are the major actors of production at different scales?
To what extent do flows drive global production?
What is the impact of the digital economy on production area?
How do metropolises and coastal areas fit into production networks?
Explanation of globalization and how it affects economy, politics and culture (8m):
Globalisation involves widening and deepening global connections, interdependence and flows (commodities, capital, information, migrants and tourists).
This means increases in flows of:
goods and services (including commodities) products and commodities, that can be bought, and are often made or grown in other countries
capital: flows of money between people, banks, businesses and governments
people (including migrants and tourists)
information e.g. data transferred between businesses and people, often using the internet
Supply Chain: a connected system of organizations, activities, information and resources designed to source, produce and move goods from origin to a final destination.
Value added: amount by which value of a product increased at each stage of the production process.
How to organize the short essay on Singapore: introduction – thesis statement– development and conclusion.
Essay Plan
See below for the introduction and thesis statement example to copy.
Development paragraphs: this will likely consist of several paragraphs in which your describe and analyse how Singapore is connected first to the local region and then the wider world (docs 1, 3 and 5 can be specifically used for the local region). Remember your paragraphs all contribute evidence to the argument identified in the thesis statement.
Each paragraph should begin with a topic sentence in the first line (which shows what the paragraph will prove), followed by explanation sentences, then evidence sentences and finally a clincher or summary which restates your point
Conclusion: Summarize the evidence you have analyzed and restate your argument which you could do by reformulating your topic sentences. Do not introduce any new information in the conclusion or open up a new issue (Elvis has left the building or drop the mic ending).
Remember BFI American Section Geography essays are written in the present tense, do not use first person personal pronouns and they generally have shorter paragraphs compared to French HG compositions.
Title: To what extent is Singapore firmly connected to the regional and wider world economy?
The city-state of Singapore is located at the southern tip of the Malaysian peninsula on one of the most frequented shipping lanes and operates the world’s second busiest container port. Heavily urbanized, with a population of just under 6 million inhabitants, it also hosts the planet’s sixth larget stock market. The presence of significant numbers of multinational firms provides further clear indication of the extent to the ways in which Singapore is intricately weaved into both the regional and wider world economy.
The reconfiguration of rural spaces is characterized by the paradox of closer links between rural and urban areas whilst some rural areas at the same time are excluded and remain peripheral. The state of Texas presents dramatic contrasts between urban and rural spaces. The state is experiencing impressive population growth and immigration along the Mexican border while rural communities struggle to maintain public services.
Introduction PowerPoint for Theme 3
This is a useful starting point for key ideas in this theme including the differing importance of rural areas in national economies, the concept of the urban-rural continuum and an understanding of rural fragmentation and rural gentrification:
An example Map of Rural Change and Challenges in Texas which you can use to create your own map (with around 12 symbols in the legend) – don’t try and copy it all that is not the objective of the exercise!
China and several of its neighbours have been involved in a decades-long dispute over who controls the South China Sea. China claims most of the sea as its territory, but the Philippines, Vietnam, Malaysia, Brunei and Taiwan say parts of the sea belong to them. Tensions have risen over the years and resulted in several confrontations as well as US involvement. The South China Morning Post looks at the origins of the dispute, what these countries are fighting over and what they’re doing to assert their territorial claims.
As we move towards the end of this theme and prepare for the first Theme of History in T°OIB it is vitally important your carefully read and think about the ideas raised on pages 456-469 (which constitute two sections) from The American Republic textbook, chapter 14 below.
Once you have read each of these chapters please complete the two Google docs quizzes to show your understanding.
1) watched the video WW1 in colour and written your comments on the blog (see blog entry below this one) 2) completed the WW1 Learning Pack holiday homework.
This week you will be learning about Why the USA entered WW1 in 1917. The objective is to complete the following DBQ essay question (and submit it before Wednesday 6th May):
* Why did the USA abandon its neutrality, choosing to enter World War One on the side of the allies? *
To introduce this topic there are links to two short videos below and The American Republic Since 1877 Chapter 14 – you must read ONLY section 1 for this work. You should make notes of any relevant information which helps to explain why the USA joined the war from the videos and Section 1 of the chapter. This will then be the context you can use to inform your DBQ essay (essay worksheet with documents is also attached below).
2) Read and annotate the 7 documents in the DBQ essay pdf document (either highlight useful information or make notes on last two pages of the DBQ essay pdf document: 1h (or 1.5 lessons)
3) Write your essay response: 2hrs (or 2.5 lessons)
The chapter (you only need to read Section One for your essay) can also be found here: https://docs.google.com/file/d/0B_JyI9HR2YxidXNBckZ0VFhPem8/edit