Course Profile World History: The West and the World (CHY4U), Grade 12, University Preparation, Catholic
Unit 3: The Promethean Spirit Unleashed 1815–1914
Time: 29 hours
Activity
3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4
| Activity 3.5 | Activity
3.6
Unit Description
The problems of the 19th century emerged from the crosscurrents of two of the greatest revolutions of the modern age: the Industrial Revolution in England and the French Revolution on the continent. Together they would make necessary a reformation of the economic, social, and political thought of Europe and, through Europe, the rest of the world. However, in the early decades of the 19th century the struggle between the old order and the new was still unresolved. This was evidenced in Metternich’s re-establishment of the old political order on the Continent. Simon Bolivar embodied Latin and South America’s attempt to chart their own course of independence.
In contrast to Metternich’s conservative creed, the Industrial Revolution created two new social classes: a wealthy, powerful bourgeoisie that was no longer tradition- or land-based, and a new urban working class that lived on the margins of society. Students examine the Promethean-like challenges and the reactions that abounded. Romanticism produced an emotional movement centred in the arts. Goethe’s character, Werther, represents a sentimental, anti-social intellectual reaction to this new order, while Shelley challenges the notion of progress and atheism seemingly represented by triumph of science over religion. Simultaneously, the desire to create a more equitable social order was embodied by movements that included the Chartist movement, trade unionism, Utopian socialism, and Communism. By 1848, the disenchantment with the old order ‘boiled over’ into revolution. Through an examination of primary sources, students debate the causes and consequences of the Revolutions of 1848 and why their failure was short lived. They observe that within twenty-five years, most of the revolutionary goals had been achieved, ironically, by a new breed of conservative statesmen who used a combination of nationalism and pragmatism. By the turn of the century, it was becoming obvious to social observers that the great changes of the 19th century had produced a new kind of society. The demographic, political and industrial revolutions had brought the emergence of the individual, the belief in perpetual progress, and the perfectibility of humankind, as well as, the decline of traditional values and attachments of the past. At the same time, society was becoming more structured and technologically based. Students examine the way the average individual coped with the almost incomprehensible changes that occurred at the end of the nineteenth century. The private life of the individual in mass society was becoming more disorganized. The citizen appeared to be alienated and anchorless. In a search for meaning, people were attracted to common bonds of nationalism expressed in the philosophy of social Darwinism and its outward application; imperialism. Europe raced headlong to impose itself, once again, on Africa and Asia. The unit’s culminating performance task will encourage students to examine and illustrate the fundamental problems that beset the nineteenth century and set the world on the course toward total war.
|
Activity/ Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
COV.03, CCV.01 CCV.03, CO3.02, CC1.03, CC3.01, CC3.03 |
Knowledge/ Understanding Thinking/ Inquiry Application Communication |
Short argumentative paper in response to Metternich’s “Confession of
Faith” |
|
3.2 |
COV.01, CCV.02, CCV.03, CHV.01, CHV.04, SEV.01, SEV.02, SEV.04,
HIV.02, CO1.03, CC2.01, CC3.01, CC3.02, CC3.03, CH1.02, CH4.01, SE1.02,
SE1.04, SE2.02, SE4.02, HI2.05 |
Knowledge/ Understanding Thinking/ Inquiry Application Communication |
Class evaluation of the merits of Marx’s criticism of the nature of
industrial society |
|
3.3 |
CHV.01, CHV.03,
CH1.01, CH3.01, CH3.02, CH3.03, CH3.04, SEV.04, SE4.03 |
Knowledge/
Understanding Thinking/ Inquiry Application Communication |
The Romantic
Rebellion |
|
3.4 |
CHV.01, CH1.01,
CH1.02, SEV.03, SE3.01, SE3.04, CCV.01, CCV.03, CC1.03, CC3.03 |
Knowledge/
Understanding Thinking/ Inquiry Application Communication |
1848 – A turning
point in history that failed to turn? An examination of conservatism,
liberalism, socialism and Marxism |
|
3.5 |
COV.03, CO3.01,
CHV.01, CHV.02, CHV.03, CH1.03, CH2.01, CH2.02, CH2.04, CH3.02, CH3.03,
CH3.04 |
Knowledge/
Understanding Thinking/ Inquiry Application Communication |
Imperialism – The
West reimposes itself on the World An examination of
the “White Man’s Burden” |
|
3.6 |
CHV.01, CHV.02,
CHV.03, CH1.01, CH1.03, CH2.01, CH2.04, CH3.01, CH3.03, SEV.O3, SE3.04,
CCV.01, CC1.03, CC3.01, HIV.01, HIV.02, HIV.03, HIV.04, HI1.02, HI2.04,
HI3.03, HI4.01 |
Knowledge/
Understanding Thinking/ Inquiry Application Communication |
The Freud-Holmes
“Firing Line” Salon An investigation
of the irrational |
Time: 2 hours
This lesson extends student understanding of
the fragile nature of the European countries in the aftermath of the French
Revolution and the Napoleonic Wars and the forces that were pulling at the
reins of power, with emphasis on the person of Metternich. Students examine
maps and discuss the nature and causes of changing boundaries. Student-led
presentations and discussions enable students to contrast the attitudes of
leading nationalists, liberals, and conservatives. After examining a primary
source document, students write a brief position paper to challenge or support
Metternich’s view of human nature and social values. Students then take lecture
notes and use a timeline organizer to help them understand the collapse of the
ideals of the Concert of Europe in nineteenth-century Europe. The teacher
introduces, “The Freud-Holmes Firing Line” to initiate preparation for the
unit’s culminating performance task.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written materials effectively;
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Communities: Local, National and Global; Change and
Continuity
Overall
Expectations
COV.03 - evaluate
the key factors that have led to conflict and war or to cooperation and peace;
CCV.01 - demonstrate
an understanding of how the historical concept of change is used to analyse
developments in the West and throughout the world since the sixteenth century;
CCV.03 - demonstrate
an understanding of the importance and use of chronology and cause and effect
in historical analyses of developments in the West and throughout the world
since the sixteenth century.
Specific Expectations
CO3.02 - demonstrate
an understanding of the consequences of war;
CC1.03 - assess the
influence of key individuals and groups who helped shape Western attitudes to
change;
CC3.01 - demonstrate
an understanding of the importance of chronology as a tool in analysing the
history of events in the West and the rest of the world since the sixteenth
century;
CC3.02 - explain how
viewing events in chronological order and within specific periodization
provides a basis for historical understanding.
·
Students should
know the facts of the French Revolution, the Napoleonic Wars, and the turmoil
that resulted from the decades of war in Europe.
·
Students should
know the details of the Congress of Vienna, and why a new map of Europe was
drawn to accommodate the wishes of Austria, Prussia, Russia, and Great Britain.
·
Students should
have knowledge about how to read and analyse primary resources, including
letters and documents.
·
The teacher
locates maps of the political boundaries of Europe in 1789 and in 1815, either
on a transparency, textbook, or separate paper copy.
·
The textbook
should have the basic information on Metternich, but the teacher should
investigate more detailed information on Metternich, and particularly his article
Confession of Faith.
·
The teacher
prepares an organizer on the forces present in Europe after the Congress of
Vienna.
·
The teacher
prepares a timeline and a lecture on European events between 1815–1848.
·
The teacher
prepares to discuss Metternich’s Confessions
of Faith, if it is not in the text.
·
To prepare the
students for Activity 6: the Freud-Holmes Firing Line Salon, the teacher should
read Activity 6 Teaching/Learning Strategies and photocopy Appendices 3.6.1 and
3.6.2 for the students.
1. While viewing a map of Europe in 1789 and
Europe in 1815, the teacher identifies the new political boundaries in Europe
and outlines how they had changed as a result of the decisions made at the
Congress of Vienna. The teacher focuses on the new balance of power in Europe,
and the domination of the Quadruple Alliance and the Holy Alliance, that formed
the Concert of Europe.
2. The teacher divides the class into three
groups – one to represent the forces of liberalism, one to represent the forces
of conservatism, and one to represent the forces of nationalism. Each group
reads from their text the information on the goals and leading figures of the
forces present in Europe after the Congress of Vienna and presents their
findings to the class. The teacher may wish to distribute the organizer
Appendix 3.1.1 – Political Forces Present in Europe after the Congress of
Vienna to aid in the collection of that information, including the definition
of terms, characteristics, and principles.
3. The teacher initiates a discussion centring
on the question, Which of the three forces would be the strongest in 1815 in
Europe and why? When the discussion on the strength and weakness of those
forces is completed, the teacher should remind the students that they were not
the only forces present in 1815 in Europe.
4. Students read biographical information on
Prince Klemens von Metternich. After reading the biographical information, the
teacher asks the questions: Why was Metternich a conservative? and, Was there
anything in his background that led him to be so opposed to the forces of
liberalism and nationalism?
5. Students read Metternich’s Confessions of
Faith and analyse whether Metternich’s view of human beings and of society
would have been the same as other European leaders at that time. Students state
whether they agree or disagree with Metternich’s view. The teacher can decide
whether the students should remain in their former roles of conservative,
liberal, or nationalist forces or be objective.
6. The teacher lectures on the chronology of
events that challenged the Concert of Europe, beginning with forces in Germany
that lead to the issuing of the Carlsbad Decrees, and revolutions in Spain, the
Spanish colonies in North America, Greece, Belgium, Poland, and France. To help
the students understand the magnitude of the challenges to the Concert of
Europe, the teacher should use a map to show the countries involved. (The
teacher should be aware that some students are not adept at note taking and
should keep this in mind while lecturing.) To conclude, students answer the
question: Why did some of the revolutions succeed in their liberal goals of
independence, such as those in Greece and Belgium, but for the most part fail?
7. The teacher introduces the unit culminating
activity. Students are assigned to a group, responsibilities and a timeline to
complete the task are outlined. The expectations of this activity are
discussed. The teacher supplies the students with the Freud-Holmes Firing Line
overview and rubric, Appendix 3.6.1 and
3.6.3.
Note: Numbers refer to the Teaching/Learning Strategies.
2. Assessment: The teacher assesses the
students’ research and their ability to stay on task and their participation in
the group activity.
3. Assessment: The ability of the student to see
the cause and effect relationship gives the teacher an opportunity to assess
the students’ understanding of key events and the students’ ability to draw
conclusions.
3. Assessment: The teacher may wish to collect
the organizers of each group to assess completeness and accuracy of
information.
5. Assessment: The teacher assesses the quality
of the students reasoning and their ability to examine all side of the issue.
6. Assessment: The quality of note taking and
listening skills are assessed.
·
Many students may
find the language in primary resources difficult. A list of unfamiliar words
could be distributed.
·
Students who find
note taking difficult during lectures, may wish to bring in a tape recorder to
review and transcribe notes later.
·
Students who are
working at an enriched level can further examine Metternich’s arguments and
develop a short argumentative paper agreeing or disagreeing with the view that
Metternich sets down.
Print
Christopher,
James R. and George G. Witter. Modern
Western Civilization. Toronto: Oxford University Press, 1991.
Fenton,
Edwin. 32 Problems in World History.
Glenview, Illinois: Scott, Forman and Co., 1964.
Haberman,
Arthur. The Making of the Modern Age.
Toronto: Gage Publishing, 1987.
Kissinger,
Henry. A World Restored; Metternich,
Castlereagh and the Problems of Peace, 1812-1822. Boston: Houghton Mifflin,
1957.
Milne,
Andrew. Metternich. London:
University of London Press, 1975.
Newman,
Garfield and Cynthia Grenier. Impact-Western
Civilization and the Wider World. Toronto: McGraw-Hill Ryerson, Ltd., 1996.
Perry,
Marvin, ed. Sources of the Western
Tradition, 2nd ed. Boston:
Houghton-Mifflin Company, 1991.
Perry,
Marvin, et al. Western Civilization; Ideas,
Politics and Society. Toronto: Houghton-Mifflin Company, 1992.
Weber,
Eugene. A Modern History of Europe.
New York: W.W. Norton Company, Inc., 1971.
Weisner, Merry E.,
et al. Discovering the Western Past: A
Look at Evidence. Boston: Hougton Mifflin Company, 1989.
Websites
The Concert
of Europe – www.puhs.chico.k12.ca.us/~bsilva/projects/concert/concessy.html
Kissinger,
Metternich and Realism – www.aeiou.at/aeiou.encyclop.m/m583439.htm
The Memoirs
of Prince Metternich. – www2.h-net.msu.edu/~habsweb/sourcetexts/mettsrc.html
Modern
History Sourcebook: Prince klemens von Metternich: Political Confessions of
Faith, 1820.
– www.fordham.edu/halsall/mod/1820metternich.html
Prince Klemens
Lothar Wenzel Von Metternich – www.newadvent.org/cathen/10245a.html
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Term |
Definition |
Characteristics |
Goals |
Leading Figure |
Achievements |
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Nationalism |
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Liberalism |
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Nationalism |
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Time: 3.5 hours
This activity
examines the causes of the Industrial Revolution and the effects that it had on
industry, the economy, and society in nineteenth-century Europe. Students
discover that it created two new social classes: a wealthy, powerful
bourgeoisie that demanded political power and a new, urban working class that
lived on the margins of society. Students read excerpts from those who profited
and those that suffered and draw conclusions. The Catholic Church is very clear
on its stand for Social Justice and our role as our brother’s keeper. Students examine their conscience about what
is correct and just and draw co-relations to today’s less fortunate in society.
As a result of industrialization, many individuals tried to solve society’s problems
in their own ways. Students examine the growth of trade unionism and the
development of socialism, both Utopian and Scientific. Students examine and
assess the success and failures of the various reformers.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written materials effectively;
CGE3f - examines,
evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
CGE5b - thinks
critically about the meaning and purpose of work.
Strand(s): Communities: Local, National, and Global; Change and
Continuity; Citizenship and
Heritage; Social,
Economic, and Political Structures; Methods of Historical Inquiry
Overall
Expectations
COV.01 -
demonstrates an understanding of the various types of communities that people
have formed since the sixteenth century;
CCV.02 - demonstrate
an understanding of how the historical concept of continuity is used to analyse
developments in the West and throughout the world since the sixteenth century;
CCV.03 - demonstrate
an understanding of the importance and use of chronology and cause and effect
in historical analysis of developments in the West and throughout the world
since the sixteenth century;
CHV.01 - demonstrate
an understanding of key Western beliefs, philosophies, and ideologies that have
shaped the west and the rest of the world since the sixteenth century;
CHV.04 - demonstrate
an understanding of the range and diversity of concepts of citizenship and
human rights that have developed since the sixteenth century;
SEV.01 - demonstrate
an understanding of diverse social structures and principles that have guided
social organization in Western and non-Western societies since the sixteenth
century;
SEV.02 - analyse
significant economic developments in the West and the rest of the world since
the sixteenth century;
SEV.04 - demonstrate
an understanding of key aspects of women’s economic, social, and political
lives in the Western and non-Western societies since the sixteenth century;
HIV.02 - critically
analyse historical evidence, events, and interpretations.
Specific
Expectations
CO1.03 - describe
the development of modern urbanization;
CC2.01 - describe
key social institutions that have tended to reinforce continuity in history;
CC3.01 - demonstrate
an understanding of the importance of chronology as a tool in analysing the
history of events in the West and the rest of the world since the sixteenth
century;
CC3.02 - explain how
viewing events in chronological order and within a specific periodization
provides a basis for historical understanding;
CC3.03 - explain how
and why an understanding of cause-and-effect relationships is an essential tool
for historical analysis;
CH1.02 - assess the
impact of modern Western thought on economic, social, and political
developments in the West;
CH4.01 - analyse a
variety of forms of human servitude;
SE1.02 - describe
key social developments that have occurred as a result of Western technological
innovations;
HI2.05 - demonstrate
an ability to develop a cogent thesis substantiated by effective research;
SE1.04 - describe
how family structures have changed or why they have remained stable in various
societies throughout the world;
SE2.02 - explain how
the first and second industrial revolutions affected the economies of the West
and the rest of the world;
SE4.02 - analyse the
impact of industrialization, urbanization, and modernization on women’s lives
in the West and the rest of the world.
·
Students should
be familiar with the various inventions, discoveries, and improvements made in
the fields of astronomy, science, medicine, political thought, philosophy,
economics, and the amount of knowledge available during the Scientific
Revolution and the Enlightenment.
·
Students should
know how to read primary documents and select evidence to be used to develop
and prove a thesis.
·
Students should
know how to develop a hypothesis and write an argumentative essay.
·
Students should
be familiar with the concepts of organizer, chronology, critical thinking, and
causation.
·
The teacher
schedules the TV/VCR and obtains videotapes on the Industrial Revolution and a
biography of Karl Marx.
·
The teacher
prepares a list of the reasons to identify why the Industrial Revolution
occurred in Great Britain to ensure that students cover all points. The teacher
may wish to have a map on the Growth of Industrialization in Europe on hand.
·
The teacher selects
a series of readings that demonstrate both the positive and negative aspects
and effects of the Industrial Revolution on nineteenth-century Britain.
1. The teacher assigns the students to read
about the Industrial Revolution. This reading could have been assigned for
homework the night before. The teacher asks the students a series of questions
to determine the relationship between the series of events that led to the
Industrial Revolution in Great Britain beginning with the agricultural
revolution, the changes in textile manufacturing, and the new machinery that
was developed. Additional discussion leads to the changes that resulted in
mining, specifically iron and coal mining, and steel production; the changes in
power production and the invention of the steam engine; and the resultant
changes in transportation and communication in Great Britain. Because of the
volume of information, students should develop a timeline and an organizer to
help summarize the information. The teacher may wish to show a video about the
Industrial Revolution.
2. Students speculate about why the Industrial
Revolution would have occurred in Great Britain first. If the student’s list of
reasons is incomplete, the teacher should supplement any missing ones. Based on
the reasons given, the students should then predict which European or
non-European countries would industrialize next.
3. In order to understand the second wave of
rural displacement, the teacher asks a number of cause-and-effect questions such
as: What would be the effects of new farm machinery on the number of tenant
farmers needed in Great Britain? or How would the displacement of large numbers
of unemployed from the rural areas of Great Britain change the look of the
cities?
4. Students make a list of effects that resulted
from industrialization to help answer the question presented in Strategy 5. The
following headings are to be used: working conditions in mills, mines and
factories, changes to family life, living conditions, urbanization, sanitation,
public health, benevolent societies, and demographic impact.
5. The problem question is presented: Were the
benefits of industrialization worth the human cost? The class is divided into
two groups each receiving articles that outline the evidence needed to support
its argument. One half should receive articles such as Edward Baines’ Britain’s Industrial Advantages and the
Factory System, Andrew Ure’s Decent
Working and Living Conditions, and the other half would receive articles
such as Freidrich Engel’s, The Condition
of the Working Class in England, and the Sadler Commission, Report on Child Labor (sic). The teacher
should separate the class into two sections and lead a class discussion,
debating the problem question.
6. As a debriefing technique, the teacher
presents article 2434 of the Catechism of the Catholic Church, which states:
A just wage is the legitimate
fruit of work. To refuse or withhold it can be a grave injustice. Renumeration
for work should guarantee man the opportunity to provide a dignified livelihood
for himself and his family on the material, social, cultural and spiritual
level, taking into account the role and the productivity of each, the state of
the business, and the common good.
The teacher asks the class to speculate whose responsibility it was to
correct the problems associated with industrialization, and to suggest possible
alternatives.
7. Students should read about and take notes on
the trade union movement in Great Britain, outlining union demands and the
changes that resulted to the factory laws. Students respond to the question:
Was the trade union movement able to meet the demands of the people in 19th
century Britain? and in a discussion that follows, students investigate the
alternatives, including the Chartist Movement.
8. The teacher gives a short introductory lesson
on socialism. Students then differentiate between Utopian Socialism and
Scientific Socialism. The immediate successes of Robert Owen, his experiment in
New Lanark, Scotland, and why such attempts ultimately failed should be
examined.
9. Students examine the background of Karl Marx
to see that ideas are created within a historical context. For Marx, this
context included Jewish scholarship, German philosophy, the French
Revolutionary tradition, and English industry and commerce. Using excerpts from
Karl Marx’s Communist Manifesto,
students examine Marx’s view on the nature of work, the possibilities of
liberation, and the drive toward a new society. Students differentiate between
the ideals of the Utopian Socialists and the Scientific Socialists and
determine why there were differences between the two. Students consider why the
workers of Europe and the Western Hemisphere never fully embraced the socialist
ideal.
10. Students formulate a thesis and write a short
position paper supported with evidence on who was better able to implement the
reforms necessary to meet the needs of the people: the trade union movement,
the Chartists, or the Socialists.
Note: Numbers refer to Teaching/Learning Strategies.
1. Formative Assessment - The teacher assesses the timeline and organizers
for accuracy and completeness.
10. Summative Assessment - The teacher evaluates the position paper using a
teacher-developed rubric.
·
Many students
find reading primary documents difficult; a list of definitions can be
provided.
·
Students who find
it difficult to take class notes may need a scribe or to bring a tape recorder
into class
·
Students who are
working at the enrichment level can read Karl Marx, The Communist Manifesto.
·
Allow ESL/ESD
students and other students with oral communication difficulties to have
another role during the class discussions.
Print
Catechism of the Catholic Church. Toronto: An Image Book, Doubleday, 1995.
Christopher,
James R. and George G. Wittet. Modern
Western Civilization. Oxford University Press, 1991.
Haberman,
Arthur. The Making of the Modern Age.
Toronto: Gage Publishing, 1987.
Killingray,
Margaret. The Agricultural Revolution.
St. Paul, Minnesota: Greenhaven Press, Inc., 1988.
Knox, Diana.
The Industrial Revolution. St. Paul,
Minnesota: Greenhaven Press, Inc., 1980.
Marx, Karl
and Freidrich Engels. The Communist
Manifesto. London: Penguin Books, 1967.
Newman,
Garfield and Cynthia Grenier. Impact –
Western Civilization and the Wider World. Toronto: McGraw-Hill Ryerson,
Limited, 1996.
Perry,
Marvin, ed. Sources of the Western
Tradition, 2nd ed. Boston: Houghton Mifflin Company, 1991.
Perry,
Marvin, et al. Western Civilization; Ideas,
Politics and Society. Toronto: Houghton Mifflin Company, 1992.
Weber,
Eugene. A Modern History of Europe.
New York: W.W. Norton, Company, 1971.
Videotape
The Industrial Revolution. Clearvue/eav.1985
Out of the Fiery Furnace. The Learning Channel. Opus Films, 1993.
Websites
The
Industrial revolution: The Agricultural revolution of the 17th and 18th
Centuries
– www.fordham.edu/halsall/modsbook14.html
Lectures on
the Industrial revolution in England
–
www.socsci.mamaster.ca/~econ/ugcm/3113/toynbee/indrev
Socialism
from the Root Up – www.marxists.org/archive/morris/works/1887/sru/ch15.html
The
Transition from Utopists to Modern Socialism –
www.marxists.org/archive/morris/works/1886/sru
Time: 5 hours
Romanticism is the political, social, literary,
and artistic movement that appeared in the first half of the 19th century as a
reaction to, and a rejection of, the precepts of order, calm, harmony, balance,
idealization, and rationality that typified classicism, industrialism, and
materialism in late 18th century. Romanticism emphasized the individual, the
subjective, the imaginative, the spontaneous, the emotional, the visionary, and
the transcendental. Qualities of Romanticism included a heightened appreciation
of the beauties of nature; the preference for emotion over reason and for the
senses over intellect; the exaltation of the genius, the hero, and the
exceptional figure in general, and a focus on his/her passions and inner
struggles; the artistic desire to rely on the creative spirit as opposed to
formal rules and traditional procedures; an emphasis on the idea that the
journey is as important as the outcome, a reliance upon and praise for the
creative powers of the imagination; an obsessive interest in folk culture,
national and ethnic cultural origins, for the exotic, for nature, the
mysterious, the weird, the occult, the monstrous, the diseased, and even the
satanic. In this activity students begin to examine the ideals and values of
Romanticism through hands on experience with excerpts from poetry and art that
exemplified this movement. Students have the opportunity to critically reflect
on the Church’s similarity and differences with the Romantics. Students are
responsible for preparing for a discussion on the theme developed in the New
Prometheus and for examining the present day applications of the values of
Romanticism. Students have the opportunity to analyse and assess how artists,
both poets and painters, interpreted this period. Students practise the skill
of précis when creating captions for artwork. Students respond to a
teacher-developed quiz on Romanticism.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written materials effectively;
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Communities: Local, National
and Global; Change and Continuity
Overall
Expectations
CHV.01 - demonstrate
an understanding of key Western beliefs, philosophies, and ideologies that have
shaped the West and the rest of the world since the sixteenth century;
CHV.03 - demonstrate
an understanding of the importance and use of chronology and cause and effect
in historical analyses of developments in the West and throughout the world
since the sixteenth century;
SEV.04 - demonstrate
an understanding of key aspects of women’s economic, social, and political
lives in Western and non-Western societies since the sixteenth century.
Specific
Expectations
CH1.01 - identify
the central tenets of selected modern beliefs and philosophies and describe how
they have shaped Western thought;
CH3.01 - describe
key developments in a variety of modes of artistic expression in the West since
the sixteenth century;
CH3.03 - describe
key elements of selected forces that helped to bring about changes in modern
Western artistic expression;
CH3.04 - assess the
extent to which art reinforces and/or challenges prevailing social and
political values;
SE4.03 - demonstrate
an understanding of the efforts and achievements of individuals and groups who
have worked for the advancement of women’s status.
·
The teacher
reviews with students the proper format for writing position papers.
·
The teacher has an
overhead projector available.
·
The teacher
reviews with students the 19th century notion of progress.
·
The teacher makes
available a variety of pictures of British Romantic art and excerpts of British
Romantic poetry.
·
The teacher
provides the students with excerpts of Frankenstein.
·
The teacher makes
available the Papal encyclicals Centesimus Annus and Veritatis
Splendor.
·
Continue with the
glossary of new terms and phrases. Encourage students to add their own words
and to continue doing so throughout the unit.
1. The teacher begins this activity by
brainstorming the term Romanticism with the class.
Once the students have volunteered a variety of suggestions, the teacher
can present Appendix 3.3.1 – Romanticism: An Overview, for the class to
supplement their notes.
2. The teacher presents the material found in
Appendix 3.3.2 – The Features of Romanticism. Students research and answer the
following questions: What is a hero? Who was Prometheus, and why would anyone
want to emulate or admire him? Who was Pandora and how can she be seen as a
heroine? Why is Satan a tragic hero? What does the term Gothic mean in both the
past and in today’s context? The teacher can add to these questions and then
use them as the basis for discussion. The teacher can conclude by asking if, at
this point, there is anyone who feels that they are a Romantic by nature or is
acquainted with a Romantic.
3. The teacher re-introduces the concept of the 19th century notion of progress.
Students form into groups of four or five. Using a copy of Appendix 3.3.3 – How
to View a Painting or Read A Poem, they visit all five stations that display
one example of a work by a British Romantic poet, and one example of an artwork
by a painter who commented on industrial society and its impact. In this
exercise, students travel to the various workstations and examine the painting
and excerpt of poetry. In alternate turns, at each station, each group member
records the group’s impressions. At the end of this exercise, the group shares
its findings and individuals record the impressions for all five-work stations.
Once the students have completed the task, they discuss their reflections
regarding the artist’s impression of the impact of British industrialism on
society and nature. The teacher may close this task with a discussion focused
on the question, Were the Romantics, such as Constable, Turner, Coleridge, and
Wordsworth, the first environmentalists? How do they differ in their attitudes
and tactics from Greenpeace or the Sierra Club? and did they hold the same
values as modern poets such as Joni Mitchell in her songs, Woodstock, (…back to the garden) or, Big Yellow Taxi (…they paved paradise and put up a parking lot)?
What are the religious principles that the Romantics illustrated in their
works?
4. The teacher provides students with either
excerpts, the novel, or the movie Frankenstein:
The Modern Prometheus. Students read
or view before participating in a classroom discussion that focuses on one of
the following questions. 1) Why is this work considered a model of Romantic
literature and why is the novel subtitled the New Prometheus? 2) How does the Gothic setting reflect the beliefs
of the Romantics? 3) Does Shelley identify a fundamental flaw in sciences? 4)
Is Shelley’s challenge more spiritual and religious in nature? Is she calling
into question the notion of progress and our desire to replace the Divine with
the new Secular God, science? As an assessment tool, the teacher develops a
rubric to use in providing students with feedback on their contribution to the
discussion.
This prepares students for the unit and course
culminating activity that stresses this skill. After the discussion and
feedback, students read a brief excerpt from Pope John Paul II’s Encyclical
Letter, Centesimus Annus and/or Veritatis Splendor. The students discuss
whether the Pope’s views on Reproductive technology and cloning, differ from
Shelley’s.
5. The teacher introduces the concepts of
nationalism, sacrifice, and liberation to the Romantic lexicon. The teacher
illustrates how Nationalism and Romanticism are intertwined with the
development of such nations as Colombia, Bolivia, Poland, Germany, and Greece.
Students illustrate in a brief biography how the themes of Romanticism,
Nationalism, and Liberation could be linked in a short biographical sketch of
either Marx, Byron, Bolivar, or Chopin. The teacher can extend this activity or
Strategy 4 as an enrichment activity.
6. As an extension activity the students could
conduct a round table on the questions: Were the rebellious youth of the 1960s
Romantics? or, Does the youth culture of today reflect a Romantic leaning?
7. Students complete a quiz on Romanticism.
Note: Number refers to the Teaching/Learning Strategy.
4. The teacher develops a rubric to assess
student contributions to the discussion.
·
Students may tape
record the lecture to review and transcribe notes later, or the teacher may
provide students with an outline of the lesson or discussion.
·
Use visuals along
with verbal instruction (charts, outlines, key words).
·
For the position
paper, conference regularly to ensure understanding and allow for varied format
such as point form, or a mapping chart with written or oral explanation.
·
For classroom
discussion, allow for verbal rehearsal.
Print
Clarke K.
“Unnatural selection: How biotechnology is redesigning humanity.” US
Catholic. 2000.
Day, A. Romanticism. NY. 1995.
Einstein,
Alfred. Music in the Romantic Era.
NY, 1947.
Haberman, A.
Readings in the Modern Age. Toronto,
1989.
Harvey,
Robert. The Liberators. NY, 2000.
Heath,
Duncan. Introducing Romanticism. NY,
2000.
Kipperman,
M. Beyond Enchantment: Romantic Poetry.
Philadelphia, 1986.
Pope John
Paul II Encyclical Letter Centesimus Annus
(1 May 1991), 37: AAS 83 (1991),
Encyclical Letter Veritatis Splendor
(6 August 1993), 95-101: AAS 85 (1993).
Shelley, M. Frankenstein. NY, 1993.
Talmon, J.L. Romanticism and Revolt. London, 1967.
Video
The Romantic Spirit. Rm3 Productions, London, 1989.
Websites
http://raven.cc.ukans.edu/~kansite/ww_one/imagarch.html
– World War I Image Archive
http://www.fordham.edu/halsall/mod/modsbook.html
– Internet Modern History Sourcebook
It
has been said that those who seek to define romanticism are entering hazardous
waters and those who seek to lead the romantic life are entering a typhoon. In
the opening to Dickens’ A Tale of Two Cities “it was the best of times….it was
the winter of our despair, we had everything before us, we had nothing before
us, we were all going direct to heaven, we were all going direct the other
way…..” we see a multitude of beliefs synchronous with the Romantic Period. The
concepts of the Romantic Movement vary from person to person and from group to
group. The most basic viewpoint, however, was that it was an artistic and
intellectual movement that rejected classicism, correctness, and social
conventions and placed a new reliance on emotion and imagination. Gone was the
assumption that reason alone could unlock the secrets of nature, human
existence, and liberation. Discarding what was believed to be uniform and
general, the Romantics valued what was unique and individual and celebrated the
cultural diversity of humanity as a whole. Most literary critics date the
beginning of the period in 1798 with the publishing of Wordsworth’s Lyrical Ballads although Goethe produced
The Sorrows of Young Werther
in 1774. The period falls into decline with the death of Walter Scott in 1832,
but it truly ends with the supremacy of the industrial revolution and the
political, social, and national revolts of 1848.
This period has been compared to the
Elizabethan period. Like the earlier period, Romanticism placed a strong
emphasis on emotion and humanism. J.J. Rousseau was the first philosopher to argue that man’s feelings were more important
than his reason. The Romantics reacted against the general order of society
and the contradictions that presented themselves before them. These were the
intrusive aspects of the new society: the onslaught of the rationalist clock
played out in the factory, mill, and mine, the intrusiveness of industry and
the city on the garden as a representation of Eden and of God’s creation heaven
on earth. The tension in German is known as sturm
und drang (storm and stress). It was their quest, their journey, to find
the naked heart: the inward struggle
to know thyself, and the outward
struggle to be at one with nature and the community.
On a different level the rigidity and class
subservience to economics and institutionalized religion during the Romantic
period polarized the general population into “two nations”: capital and labour,
the bourgeoisie and the proletariat. The dichotomy was
between the very rich and the very poor.
Besides the impact of the machine and
materialism, this was also a time when the eighteenth-century concept of a
passively receptive mind responding to a locked in universe, subject to no
further change, was rejected and replaced with the newer concept of the mind as
itself the creator of a perceivable universe: the imagination.
The Romantic
climate also presented a more significant personal and spiritual challenge,
which are generally of more concern to writers and artists. The creative
members of society showed greater concern for the human condition, the state of
the individual, and the state of nature. For guidance, the poets, writers,
painters, musicians, architects, critics, and historians who embraced the
Romantic ideal returned to the Golden age of Greek and Roman literature,
culture, and mythology. What they found was an idealistic model to help
illustrate and challenge what was most evident to them, the all-pervasive
feeling of alienation, solitude, and solitariness. In a more figurative sense,
the poet illustrated the struggle between the ideal and the real, between
nature and science, between self and society and, most importantly, between
good and evil. It is presented often through the figures of Satan and
Prometheus. The two figures are superlative non-conformists. Like Satan,
Prometheus is a superlative non-conformist opposed to deity itself or to the
concept of deity. Unlike Satan, however, he is an unflawed non-conformist,
because he acts as a champion rather than an enemy to the Human race. The
satanic hero is the more common nihilistic figure.
Like the scientific
and the industrial revolution, the significance of the French revolution should
not be underestimated in its impact on the Romantic ideal. A priest claimed
that the French Revolution was the stage preceding the millennium as promised
in Revelations. Like the previous political and social revolutions, the
Romantic revolution also became a spiritual revolution. The new earth and the
soul became the driving force for the creation of a new “old” world. Although
the Romantic Movement faded in the second half of the 19th century, its values
can be witnessed in many guises today.
The leaders of the
Romantic movement in literature and poetry were: Blake, Byron, Coleridge,
Goethe, Holderlin, Keats, Novalis, Poe, Shelly, and Wordsworth; in painting:
Constable, Delacroix, Goya, Gericault, and Turner; in music: Beethoven, Chopin,
and Schubert.
The
following features may be found in the works or the acts of these Romantics:
1) Faith in the instinctive goodness in human
beings (no original sin). Sympathy and benevolence are believed to be high
moral values.
2) Themes quite often dealt with the expression
of powerful feelings such as love, rebellion, wonder, passion or man’s quest to push himself beyond his limits. There was glory in the imperfect. There
is glory in the hero and this hero, be it author or other, is typically a
solitary figure, sometimes an outsider engaged in a long journey and sometimes
a futile quest. The protagonist is quite often a rebel, whether good or evil,
and is often imbued with the Promethian spirit, which is sometimes revealed as
Cain, Sidhartha, Eve, Pandora, the wandering Jew, Satan, or the great outlaw.
3) Nature is the revealer of truth. Nature also
has a religious significance and God is found in Nature.
4) Symbolism is an important device used to show
that common objects can be given significance beyond their physical qualities.
5) An elegiac interest in death, mutability,
mourning, and melancholy. Life was to be lived to the fullest and exhausted
like a spent rocket. This led to sacrifice, and sometimes, suicide.
6) Interest in humanitarian movements and
reforms. Leads to challenges against tyranny.
7) The individual is the centre of all things
socially and politically, yet the betterment/liberation of the community is the
ultimate desire.
8) Interest in the state of nature: the “noble
savage,” a preference for life in simpler times, primitive religions, folk, poetry, the wild, and the
irregular and grotesque in nature.
9) Interest in things Medieval (Gothic), things
chivalric, Shakespearean, and Spenserian.
10) Use of local dialects and culture, idealisation
of rural life and everyday life.
11) Blurred distinction between myth and reality.
Fostered interest in mysticism and the supernatural. Night becomes the central
theme.
12) Reverence for childhood.
13) Emotion and
passion over reason and logic.
Are there people in
the painting or the poem?
What is the time of
day?
Describe them and
what they are doing.
What is the setting
of the poem or the photograph? Outdoors or indoors?
Give a description
of the setting including any objects or features that are well defined.
What is the mood of
the piece and what tools does the author use to portray this?
What romantic
characteristics are reflected in the work? Explain why the characteristics that
you select are romantic.
A caption is
a short description or explanation of a photograph or picture. It often
includes information about what is happening in the picture, where and when the
picture was taken, and who is in the picture.
Using the
information you have gathered above, write a caption for a painting or poem.
What is the name of
the poem or painting?
Who is the
poet/painter?
Share your answers.
Time: 5 hours
The forces of
nationalism influenced central Europe from Italy through the Hapsburg
territories to the Baltic Sea. Napoleon had performed a great, though
unintended, service for the Germans and the Italians through his intervention
and governing of these areas and by his revision of the European map. After
1815, the region became aware of the effects of a different style of governing
and was divided into a more rational set of political units based on geography,
culture, language, common history, and tradition. First, students examine the
roots of the nationalist movement and trace its growth in Europe using the
development of the state of Germany as a model. The activity exposes students
to the philosophy of influential nationalists such as Mazzini, Fichte, Bolivar,
and Bismarck; the philosophy of influential socialists such as Blanc and Marx;
as well as prominent liberals such as John Stuart Mill. Second, students
examine the great year of revolutions – 1848, where the clashes between these
philosophies came into focus. Students discuss the question: Was 1848 a turning
point in history that failed to turn? The activity concludes with the
assignment of a two-page essay asking students to apply their knowledge of a
model of nationalism, either civic or cultural, in order to examine the
challenges that face a modern multi-cultural state in its dealings with
emerging cultures.
Ontario Catholic
School Graduate Expectations
CGE1c - actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE3f - examines,
evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
GGE5d - finds
meaning, dignity, fulfillment, and vocation in work which contributes to the
common ood;
CGE7e - witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful, and compassionate society.
Strand(s): Change and Continuity; Citizenship and Heritage; Social,
Economic and Political Structures
Overall
Expectations
CHV.01 - demonstrate
an understanding of key Western beliefs, philosophies, and ideologies that have
shaped the West and the rest of the world since the sixteenth century;
SEV.03 - describe
key developments and innovations in political organization in the West and the
rest of the world since the sixteenth century;
CCV.01 - demonstrate
an understanding of how the historical concept of change is used to analyse
developments in the West and throughout the world since the sixteenth century;
CCV.03 - demonstrate
an understanding of the importance and use of chronology and cause and effect
in historical analyses of developments in the West and throughout the world
since the sixteenth century.
Specific
Expectations
CH1.01 - describe
the main tenets of key modern beliefs and philosophies and explain how they
have shaped Western thought;
CH1.02 - assess the
impact of modern Western thought on economic, social, and political
developments in the West;
SE3.01 - demonstrate
an understanding of the rise of the modern nation state in the West and
subsequently in the rest of the world;
SE3.04 - describe various government responses to the social
consequences of key economic changes in the West and the rest of the world;
CC1.03 - assess the
influence of key individuals and groups who helped shape Western attitudes to
change;
CC3.03 - explain how
and why an understanding of cause-and-effect relationships is an essential tool
for historical analysis.
·
Students are able
to write a short paper in a cogent, convincing style.
·
Students are
familiar with Napoleon’s impact on rationalisation of government in the
conquered lands.
·
The teacher
provides students with excerpts from Mazzini, Fichte, and Bismarck on their
philosophy regarding the rationale for the development of a nation.
·
The teacher
reviews with students the model for writing an effective position paper.
·
The teacher
defines the following terms: cultural nationalism; civic and political
nationalism; Realpolitik; conservatism; liberalism.
·
The teacher
provides students with maps of Europe in 1815, Europe prior to 1848, Europe in
1849, and Europe in 1871.
1. The teacher poses the questions to the class:
To what culture or what community do I belong? What has shaped me? What has
made me what I am? The teacher brainstorms with the class and records responses
on the board. The teacher, if necessary, prompts the class into considering the
influence that the state has had on their personal development and sense of
self. Once students have a sense of how the nation has had a formative effect
on their development, the teacher can now brainstorm with the class about the
concept of nationalism.
2. The teacher asks the question: If you had the
opportunity to form a nation, what criteria would you use to create your
nation? (e.g., common language, geography, religion, etc.)
3. The teacher supplies students with Fichte’s
“Address to the German Nation” and Mazzini’s “The Duties of Man.” The readings
place special emphasis on how the ideas of both men contributed to the
consciousness of Europeans in measuring the importance of the things that they
shared with one another and the subsequent call to brotherhood which would be
manifest in the creation of a state. The teacher discusses what, for
nationalists, was the role and functions of government.
4. Students create a timeline for the
Revolutions of 1848. On the timeline students identify the revolution’s stages.
Appendix 3.4.1
5. Students investigate from readings, the
Revolutions of 1848 with two questions in mind: Were the Revolutions of 1848
about nation building? and, Were the goals set out in Marx’s Communist
Manifesto attainable through the Revolutions of 1848?
6. The teacher brings this examination of the
Revolutions of 1848 to a close by discussing with the class Marx’s statement “The
Revolutions of 1848 were a turning point in history that failed to turn.”
7. The teacher introduces Bismarck’s statement:
“The great questions of the day will not be decided by speeches or by majority
decisions – that was the mistake of 1848 and 1849 – but by blood and iron!” The
teacher discusses with the class how this statement represents a mindset that
is different from that which existed in 1848/49.
8. The teacher introduces the
topic of German unification with a discussion of Realpolitik. Through a jigsaw
activity, the students examine Bismarck’s strategy in forming the unification
of Germany under Prussian dominance. Appendix 3.4.2
9. The teacher develops a rubric with which to
evaluate the short paper.
Note: Number refers to the Teaching/Learning Strategy.
9. Teacher uses rubric to evaluate the short
paper.
Bruun, G. Revolution and Reaction 1848 – 1852. New
York: Anvil Books, 1989.
Fasel,
George. Europe in Upheaval: The
Revolutions of 1848. New York: Rand McNally, 1964.
Robertson,
Priscilla. The Revolutions of 1848: A
Social History. Princeton: Princeton University Press, 1987.
Stearns, Peter. 1848. New York: Norton, 1996.
http://www.ohiou.edu/~Chastain/
– Encyclopedia of Revolutions of 1848
http://www.fordham.edu/halsall/mod/modsbook19.html
– Internet Modern History Sourcebook – 1848
http://www.ucl.ac.uk/history/courses/europe1/chron/48pr.htm
– Chronology of 1848 Revolutions
Once
students have created a timeline for the Revolutions of 1848 in Germany and one
other country of their choosing, they are asked to compare the development and
demise of the Revolutions. One interesting thing about these revolutions is how
closely they resemble one another. Most occurred in four stages. A model of the
four stages of the revolutions is placed below. It is recommended that students
have between 15 to 18 descriptors for their timeline. Once the descriptors have
been created, students study the descriptions of the four stages of the
Revolutions. Then, they identify on their timeline at which point each stage
occurs.
Stage One – In the first stage, students, workers, middle class liberals and
nationalists, pressure the established regime for reforms or a constitution or
national independence. Spontaneous fighting breaks out.
Stage Two – In the second stage, the revolution gathers steam and the established
regime gives in. Sometimes the rebels gain actual power, but in most cases the
government does not give up power although many of the protesters’ demands are
temporarily granted.
Stage Three – In the third stage, the revolutionaries begin to fight among
themselves. The middle class often turn on the workers or different ethnic
groups turn on each other. Revolutionary solidarity is broken.
Stage Four – In the fourth and final stage, the established regime takes advantage
of the rebels’ disunity to reassert its power, usually by military force. This
is often followed with brutal repression.
Bismarck is one of
the dominant political personalities, if not the dominant personality on
continental Europe at the end of the nineteenth century. He made famous the use
of Realpolitik. The group examines the way in which this man managed to
transform Prussia, the weakest of the great powers in 1862, into the dominant
state on continental Europe and one of the most powerful nations in the world
by the 1890s. Each group analyses a particular example of how Realpolitik
was used by Bismarck to achieve the ends that he so coveted. Each group
provides its findings to the class. Therefore, each group is responsible for
appointing a spokesperson to present its example to the class. This is a group
effort and each member is to share equally in the preparation of the report.
(Teacher
lists names of group members:)
Group 1
Group 2
Group 3
Group 4
Group 5
Assignments
Group 1 – Examine Bismarck’s use of Nationalism, War and post-War Reconciliation and what he was able to accomplish through the exploitation of these factors that he otherwise may not have achieved. Students should pay heed to Bismarck’s axiom, “Never fight a two-front war” and “The Balkans are not worth one dead Pomeranian grenadier.”
Group 2 – Examine how Bismarck managed to win support of the Public even though he ignored and bypassed the popularly elected Prussian Diet that was dominated by the Liberals. How did he beat the Liberals and Socialists at their own game?
Group 3 – Examine the strategy that
Bismarck used in issuing the Kulturkampf and how and why he retreated
from this program. Keep in
mind the axiom, “Qui mange de Pape, mon
morte de Pape.”
(He who eats the Pope, chokes on the Pope). Note to
teacher – As an extension activity
students would examine Rome’s relationship with Bismarck prior to Kulturkampf
and its reaction and subsequent relationship to Bismarck after this policy was
initiated.
Group 4 – Examine how Bismarck manipulated the media to accomplish his goals. An example to pursue would be his manipulation of the Ems Dispatch.
Group 5 – Examine Bismarck’s relationship with the Junker class and with the
Industrialists.
An Examination of the “White Man’s Burden”
Time: 5 hours
This activity
examines Europe’s imperial experience during the nineteenth and twentieth
centuries. Though the notion of empire was not a new experience for European
powers, the late nineteenth and early twentieth-century imperial experience
witnessed a quickening of competition among the colonial powers for land. This
frantic competition was witnessed most powerfully on the African and Asian
continents. Students have the opportunity to examine the mindset that enabled
Europeans to view the world in a manner that not only encouraged, but
justified, the exporting and imposition of European values into those lands,
and onto the people who lived there. This imposition was justified on a wide
range of criteria, which included a belief in the superiority of European
civilisation, of European economy, of European technology, racism, and the
preponderance of Social Darwinism. The activity concludes with a jigsaw group
exercise with students exploring different views on the subject in order for
them to enter the nineteenth century mind as it pertained to the imperial
perspective.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE1g - understands
that one’s purpose or call in life comes from God and strives to discern and
live out this call throughout life’s journey;
CGE1h - respects the
faith traditions, world religions and the life-journeys of all people of good
will;
CGE7e - witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful, and compassionate society.
Strand(s): Communities: Local, National and Global; Citizenship and
Heritage
Overall
Expectations
COV.03 - evaluate
the key factors that have led to conflict and war or to cooperation and peace;
CHV.01 - demonstrate
an understanding of key Western beliefs, philosophies, and ideologies that have
shaped the West and the rest of the world since the sixteenth century;
CHV.02 - demonstrate
an understanding of ideas and cultures from around the world that have
influenced the course of world history since the sixteenth century;
CHV.03 - analyse
different forms of artistic expression and how they reflect their particular
historical period.
Specific
Expectations
CO3.01 - demonstrate
an understanding of the key factors that have led to conflict and war;
CH1.03 - describe
the impact of modern Western thought on the non-Western world;
CH2.01 - demonstrate
an understanding of key characteristics of and significant ideas emerging from
various cultures around the world;
CH2.02 - analyse how
selected non-Western ideas and cultures influenced developments in indigenous
societies;
CH2.04 - describe
key conflicts and controversies that arose as a result of resistance to the
assertive spread of modern Western ideas;
CH3.02 - demonstrate
an understanding of key forms and styles of artistic expression throughout the
world;
CH3.03 - describe a variety of forces that helped to bring about changes
in modern Western artistic expression;
CH3.04 - assess the
extent to which art reinforces and/or challenges prevailing social and
political values.
·
Students are
capable of using the jigsaw group learning model. This is used during an
interactive activity exposing the different perspectives on Imperialism.
·
Students are able
to make an oral presentation effectively.
·
The teacher distributes
maps outlining Britain’s imperial experience during the late nineteenth and
early twentieth century.
·
The teacher
provides information about Social Darwinism; the imperial mindset of people
such as Chamberlain and Rhodes; the Boxer Rebellion; Gandhi’s views on British
imperialism; the Catholic Church’s involvement in imperial ventures and its
subsequent views on this chapter of its history, and passages from Kipling’s,
“White Man’s Burden”; Morel’s, “Black Man’s Burden”; Labouchere’s, “Brown Man’s
Burden.”
·
The teacher books
the school library/computer lab for a period of research.
1. The teacher introduces/reviews what the term imperialism
means. The teacher provides background information/reading on the dynamics
of late nineteenth century/early twentieth century European competition for
empire in Africa/Asia.
2. The teacher provides maps, either individual
copies for each student or overhead maps, familiarizing students with the
geography of both continents and the impact that imperial competition was
having on each continent.
3. The teacher poses a series of questions, for
students to answer, intended to explore the imperial mindset: How important is
land in claiming one’s sovereignty as a nation/as a people? Does one country
have a right to claim another country’s land as its own? For what reasons may
one country wish to claim another’s territory as its own? Discounting security
reasons as a possible rationale for occupying another’s territory, what other
reasons might be used? Is it ethical/moral for one country to forcefully seize
another’s territory? Why? or why not? At this point the teacher discusses what
is meant by the words “moral” and “ethical” and the difference between them.
4. The teacher develops the point of discussion
that attempts to understand how the imperial powers rationalized their imperial
pursuits. The teacher provides information on Social Darwinism, and information
from the various Christian Churches of the day that encouraged and supported
this pursuit. The teacher may wish to provide excerpts from literature such as
Kipling’s “White Man’s Burden” to capture this ethos.
5. The teacher provides students with
information on the British imperialist mindset. The teacher should include
information on Dr. Livingstone, Joseph Chamberlain, and Cecil Rhodes. Students
examine Rhodes’s attitude, “I contend that we are the first race in the world
and that the more of the world we inhabit the better it is for the human
race.... I contend that every acre added to our territory provides for the
birth of more of the English race, who otherwise would not be brought into
existence.... I believe it to be my duty to God, my Queen and my country to
paint the whole map of Africa red.... That is my creed, my dream and my mission.”
How does this statement reflect the imperialist outlook at the turn of the
century?
Encourage the students to find documents that
reflect a similar attitude. Students respond to the question: What would cause
the British to change their attitude and policy from one of cooperation and
equality that was exhibited, for example, in Ghana prior to the 1860s?
6. The teacher provides students with
information on the Imperial experience in British, Belgian, German, and Dutch
African countries from both the colonizer’s perspective and from the
perspective of the colonized. An example of this would be to contrast the words
of O.P. Austin with that of Nnamdi Azikiwe on the “benefits” of imperialism
from the colonizer’s perspective and negative aspects of the experience from
the colonized perspective. Austin: “Modern progressive nations lying in the
temperate zone seek to control “garden spots” in the tropics [mainly in Africa,
Latin America, and Asia]. Under [the] direction [of the progressive nations],
these places can yield tropical produce. In return, the progressive nations
bring to the people of those garden spots the foodstuffs and manufactures they
need. [Progressive nations] develop the territory by building roads, canals
railways, and telegraphs. They can establish schools and newspapers for the
colonies... [and] give these people the benefit of other blessings of
civilization which they have not the means of creating themselves.” Azidiwe:
“There exists in colonial lands a rule which has a stranglehold on the
country’s economy. I regard the idea of imperialism as a crime against
humanity, because it enables any part of the human race which is armed with
modern scientific knowledge to rule over less fortunate sections of mankind,
simply because the latter are unable to resist the force which supports such
rule. We demand the right to take over responsibility for the government of our
country. We demand the right to be free to make mistakes and learn from our
experience.” As an extension the teacher could have the students read excerpts
from King Leopold’s Ghost to appreciate how the genocide in the Congo
occurred.
7. The teacher divides the class into groups of
five for a jigsaw exercise. Each group is given the task of researching an
individual who experienced nineteenth-century imperialism. With the help of
library staff and the Internet, the teacher provides the class with appropriate
background readings. Some guideline questions for research include a) Answer
the Five Ws regarding your character and his/her experience under imperial
control or as a member of the dominant power? b) Put yourself in your
character’s shoes. How would you imagine your character felt about the imperial
experience? Would your character be an advocate or critic of imperialism? Some characters
from which the groups may choose include: a) Joseph Chamberlain; b) Cecil
Rhodes; c) Pope Pius IX; d) Pope Leo XIII; e) The Ecclesiae; f) Rudyard
Kipling; g) Edward Morel; h) Mahatma Gandhi; i) Labouchere; j) James Africanus
Horton; k) Dr. J.F. C. Easmon; l) Emily Parkhurst and any other individual the
teacher deems appropriate for this exercise. As an extension activity the
teacher may suggest an examination of the Imperial experience in China. For
example, using a Boxer from the Boxer Rebellion; a British legislator on the
trade of opium; an opium addict; an American sailor patrolling the Yangtze
River, etc.
8. After research, the class reconvenes and the
five expert groups are reorganized into the jigsaw to share their information.
9. Each group is given the task of discussing
the following statement, “Imperialism, in spite of its excesses, did improve
its colonies, technologically, politically, and spiritually and provided the
impetus for progress.”
10. The floor is now opened to the class to discuss
the impact of Imperialism on Africa in the nineteenth century.
Note: Number refers to the Teaching/Learning Strategy.
7. The teacher uses an assessment form for
purposes of reporting to students their performance in a group dynamic. This is
supplied to the students once the activity’s culminating task has been
assigned. The teacher may use Appendix 3.5.1, which assesses the students’
learning skills.
·
Students who are
unable to present in front of the class may present to the teacher or present a
taped copy to the teacher and/or class.
·
Students may tape
record the lecture to review and transcribe notes later, or the teacher may
provide students with an outline of the lesson or discussion.
Print
Blaut, J. M.
The Colonizer’s Model of the World:
Geographical Diffusionism and Eurocentric History. Guilford Press. 1993.
Chaudhuri,
Nupur and Margaret Strobel, eds. Western
Women and Imperialism: Complicity and Resistance. Bloomington: Indiana
University Press, 1992.
Fieldhouse,
D.K. Economics and Empire 1830-1914.
Ithaca: Cornell University Press, 1973.
Murphey,
Rhoads. The Outsiders: The Western
Experience in India and China. Ann Arbor: University of Michigan Press,
1977.
Porter, A. European Imperialism, 1960-1914.
Basingstoke, Hampshire: Macmillan, 1994.
Uday Mehta. Liberalism
and Empire: A Study in 19th-Century British Liberal Thought. Chicago:
University of Chicago Press, 1999.
Websites
http://web.jjay.cuny.edu/~jobrien/reference/ob70.html
– Speech of Joseph Chamberlain March 31,1897
http://web.jjay.cuny.edu/~jobrien/reference/ob73.html
– Report of Roger Casement on Atrocities in Congo Free State
http://www.hope.edu/academic/history/baer/h131/part1.html
– Modern Western History Resource
http://academic.brooklyn.cuny.edu/history/virtual/shaping-mw.html
– Shaping of the Modern World
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Date:____
Time:____ Student Names: |
Volunteers
information for others |
Contributes
information or ideas when called upon |
Questions
the ideas of others |
Modifies
views when faced with new or conflicting evidence |
Considers
facts before reaching conclusions |
Shows
respect for ideas of others |
Supports
ideas and observations with facts or details |
Listens
to others’ views without interrupting |
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Adapted from
Public Profile for CHC2D Public Profile Writing Team
Time: 8.5 hours
The unit culminating
activity will have students focus on a debate which occupied the minds of
nineteenth century intellectuals. The nineteenth-century notion of progress was
based on the Newtonian principles that posited the idea that the universe was
rational, predictable, and comprehensible. It was believed that eventually all
things could be understood and, therefore, life on the planet could only move
in a positive direction. All things could improve. Therefore, many
nineteenth-century philosophers believed that humans were in control of their own
destiny. However, a series of late nineteenth-century discoveries challenged
this optimistic notion. The contrast to this belief came from a group of men,
such as Darwin, Freud, Nietzsche, Spencer, Rhodes, Chamberlain, Rockefeller,
Einstein, Dostoyevsky, and Leo XIII, whose works challenged this model of a
rational, progressive world. They introduced ideas that would eventually lead
people to reassess their faith in this system. The pillars of
nineteenth-century belief had been shaken. What they revealed was a universe
that was neither apprehendable for the common man, nor understandable through
rational thought. In reality, life was chaotic, unpredictable, and disturbing
to many. For most, this has not changed. Developments such as electricity are
incomprehensible to the average person today. To gain insight into this turn of
the century debate that gives rise to the irrational, students engage in what
is entitled, The Freud-Holmes “Firing Line” Salon. This exercise gives students
the opportunity to participate in the discussions/disagreements between those
who saw the world through a rational model and those who offered that the world
in which we live, the way in which we behave and the things in which we believe
were not ordered and logical, but often chaotic and irrational.
Ontario Catholic
School Graduate Expectations
CGE2a - listens
actively and critically to understand and learn in light of Gospel values;
CGE1h - respects the
faith traditions, world religions and the life-journeys of all people;
CGE4b - demonstrates
flexibility and adaptability;
CGE4c - takes
initiative and demonstrates Christian leadership;
CGE5a - works
effectively as an interdependent team member.
Strand(s): Change and Continuity, Citizenship and Heritage; Social,
Economic and Political Structures;
Methods of
Historical Inquiry
Overall
Expectations
CHV.01 - demonstrate
an understanding of key Western beliefs, philosophies, and ideologies that have
shaped the West and the rest of the world since the sixteenth century;
CHV.02 - demonstrate
an understanding of ideas and cultures from around the world that have
influenced the course of world history since the sixteenth century;
CHV.03 - analyse
different forms of artistic expression and how they reflect their particular
historical period;
SEV.03 - describe
key developments and innovations in political organization in the West and the
rest of the world since the sixteenth century;
CCV.01 -
demonstrates an understanding of how the historical concept of change is used
to analyse developments in the west and throughout the world since the
sixteenth century;
HIV.01 - demonstrate
an understanding of historians’ methods of locating, gathering, and organizing
research materials;
HIV.02 - critically
analyse historical evidence, events, and interpretations;
HIV.03 -
communicate opinions and ideas based on effective research clearly and
concisely;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and work
effectively in independent and collaborative study.
Specific
Expectations
CH1.01 - describe
the main tenets of key modern beliefs and philosophies and explain how they
have shaped Western thought;
CH1.03 - describe
the impact of modern Western thought on the non-Western;
CH2.01 - demonstrate
an understanding of key characteristics of and significant ideas emerging from
various cultures around the world;
CH2.04 - describe
key conflicts and controversies that arose as a result of resistance to the
assertive spread of modern Western ideas;
CH3.01 - describe
key developments in a variety of modes of artistic expression in the West since
the sixteenth century;
CH3.03 - describe a
variety of forces that helped to bring about changes in modern Western artistic
expression;
SE3.04 - describe
various government responses to the social consequences of key economic changes
in the West and the rest of the world;
CC1.03 - assess the
influence of key individuals and groups who helped shape Western attitudes to
change;
CC3.01 - demonstrate
an understanding of the importance of chronology as a tool in analysing the
history of events in the West and the rest of the world since the sixteenth
century;
HI1.02 - conduct
organized research, using a variety of information sources;
HI2.04 - draw
conclusions based on effective evaluation of sources, analysis of information,
and awareness of diverse historical interpretations;
HI3.03 - express
opinions and conclusions clearly, articulately, and in a manner that respects
the opinions of others;
HI4.01 - demonstrate
an ability to think creatively in reaching conclusions about both assigned
questions and issues and those conceived independently.
·
Students have
effective oral presentation skills.
·
Students employ
proper etiquette in a “firing line” salon dynamic including being an active
participant in the discussion at the appropriate time.
·
The teacher books
library/resource centre for research period.
·
The teacher
becomes familiar with the firing line dynamic. Appendix 3.6.4 provides background
information.
1. The teacher reviews the pillars of
nineteenth-century rationally ordered life and contrasts it to the new
sciences, philosophy, and literature of the irrational
2. The teacher presents students with topics and
an overview of the exercise at the beginning of the Unit. Appendices 3.6.1 and
3.6.2 are distributed to students.
3. As an introduction or extension activity, the
teacher may invite a guest speaker to talk about the works of Sigmund Freud and
psychoanalysis, and/or a detective who may speak on criminal investigation
techniques, and/or an expert on Sir Arthur Conan Doyle and the character of
Sherlock Holmes.
4. Groups of three are organized.
Each group has: a) a person representing the belief in a rationally ordered
world e.g., Holmes b) a person representing the notion of a world that is at
times irrational and chaotic e.g., Freud, and c) a moderator who conducts the
exercise.
5. The teacher explains the process of the
activity: a) each group is responsible for researching their character and
choosing an issue that their characters will debate, b) each group is to
develop the outline of a script that guides their “Firing Line” segment. The
segment is to last thirty minutes.
6. The teacher provides format for a “Firing
Line” presentation. Consult Appendix 3.6.4
7. Pre-meeting takes place one week before the
presentation. At this meeting students provide: a) readings with which to
prepare the class for the presentation. With proper preparation the class is
encouraged to participate through their questions, b) the script outline. The
teacher has the opportunity to make suggestions for improvement at this meeting
8. The teacher begins presentations.
Note: Numbers refer to the Teaching/Learning Strategies.
8/9. The teacher uses the rubrics for the oral
presentation that are teacher created and/or provided in Appendix 3.6.3.
Print
Lindemann,
A. The Jew Accused. Cambridge, 1993.
Macmillan, M. Freud
Evaluated: the Complete Arc. Boston, 1997.
Websites
eghs.dist214.k12.il.us/html/academics/english/humanities/nietzche.html
– Friedrich Nietzche
freudnet.tripod.com/
– Sigmund Freud Life and Work
http://www.csun.edu/~dgw61315/debformats.html
– Debate formats
http://www.isacs.org/monographs/7PercentSolution.htm
– Film review of the 7% Solution
http://www.kiosek.com/dostoevsky/contents.html
http://www.rpi.edu/~brings/LOG+AI/lai/node25.html
– Reflections on a robotic Sherlock Holmes
http://www.serve.com/Lucius/VanGogh.index.html
– Genius Ignored – Van Gogh
http://www.virtualsalt.com/think/deduhypo.htm
– Deduction and Hypothetical Syllogisms
us.history.wisc.edu/hist102/photos/html/1052.html
– Herbert Spencer
www.fordham.edu/halsall/mod/spencer-darwin.html
– Modern History Sourcebook – Herbert Spencer and Social Darwinism
www.freud.org.uk/
– Freud Museum
www.humboldt1.com/~gralsto/einstein/einstein.html
– Albert Einstein Home Page
www.infovillage.com/PatronSaints/Nietzche.html
– Friedrich Nietzche
www.kafka.org/
– The Kafka Project
www.newadvent.org/cathen/12134b.htm
– Catholic Encyclopedia – Pius IX
www.pbs.org/wgbh/nova/einstein/
html – Nova – Einstein Revealed
www.plough.com/uk/thinkers/dostoyevsky/
– The Gospel in Dostoyevsky
www.saint-mike.org/Library/Papal_Library/PiusIX/PiusIX.html
– The Writings of Pius IX
www.temple.edu/kafka/
– The Kafka Society of America
www.utm.edu/research/iep/s/spencer.htm
– Herbert Spencer
www.womenpriests.org/teaching/piusix.htm
– The Errors of Pius IX
1. Every firing line consists of three students.
a) The moderator who assumes the
role of William F. Buckley.
b) One student assumes the
character of Sherlock Holmes and interprets the rationalist perspective.
c) One student assumes the
character of Sigmund Freud and interprets the new perspective.
2. Each group is responsible for choosing a
topic, creating a script, and presenting it to the class.
3. Topics:
a) Herbert Spencer/Scrooge – Is
it rational to refuse to help the poor?
b) Nietzsche – Is God Dead?
c) Einstein – Is time relative?
d) Pius IX – Can a Pope be
infallible on faith and morals?
e) The Grand Inquisitor
(Dostoyevsky) Is it rational to believe in Divine Intervention?
f) Van Gogh/Edward Munch/Picasso
– Is it great art?
g) Kafka – Great Literature?
h) Dreyfus – Did the facts prove
his guilt?
i) Rockefeller – Is the
accumulation of wealth sensible?
j) Alfred Nobel – Should science
develop destructive technology?
k) Chamberlain/Wilhelm II – Weltpolitik
– Is the ambition for empire rational?
l) Emily Pankhurst – Is suffrage
rational?
m) Pickett’s Charge – Is it
rational for a soldier to run headlong into death?
Group members’
names: ____________________________
____________________________
____________________________
|
1. |
Topic and
Bibliography |
Due date:
_________ |
/5 marks |
|
2. |
Focus questions
for research |
Due date:
_________ |
/10 marks |
|
3. |
Script outline |
Due date:
_________ |
/25 marks |
|
4. |
Class readings |
Due date:
_________ |
/10 marks |
|
|
|
Total |
/50 marks |
|
Categories/ Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding of the
character and the facts that support his/her position |
- demonstrates
limited understanding of the character and the facts that support his/her
position |
- demonstrates
some understanding of the character and the facts that support his/her
position |
- demonstrates
considerable understanding of the character and the facts that support
his/her position |
- demonstrates a
high degree of understanding of the character and the facts that support
his/her position |
|
Critical Thinking Quality of character’s
engagement and rebuttal |
- character’s
engagement and rebuttal has limited effectiveness in expressing counter
arguments |
- character’s
engagement and rebuttal is somewhat effective in expressing counter arguments |
- character’s
engagement and rebuttal is effective in expressing counter arguments |
- character’s
engagement and rebuttal is highly effective in expressing counter arguments |
|
Communication (oral) |
- communicates
opinions and ideas based on research with limited effectiveness |
- communicates
opinions and ideas based on research with some effectiveness |
- communicates
opinions and ideas based on research with considerable effectiveness |
- communicates
opinions and ideas based on research with great effectiveness |
|
Application Knowledge gained
from research is transferred to the debate |
- knowledge gained
from research is transferred to the debate with limited effectiveness |
- knowledge gained
from research is transferred to the debate with some effectiveness |
- knowledge gained
from research is transferred to the debate in a considerably effective manner |
- knowledge gained
from research is transferred to the debate in a highly effective manner |
Note: A student whose achievement is
below Level 1 (50%) has not met the expectations for this assignment or
activity.
Student’s Name
__________________ Overall
level _____ Mark ______
Next Steps:
1. Moderator presents an overview of the topic
and introduces the historical characters in the debate.
(3 minutes)
2. First affirmative position – the rationalist
argument (2 minutes)
3. First irrational position – the new
perspective (2 minutes)
4. Affirmative rebuttal (1 minute)
5. Irrational rebuttal (1 minute)
6. Moderator-directed question period (5
minutes)
7. Open forum – characters field questions from
class (8 – 10 minutes)
8.
Wrap-up. Each
character is permitted a two-minute summary. Moderator concludes with a
two-minute overview and editorial. (6 minutes)
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