GENOVESE STUDY QUESTIONS

Size: px
Start display at page:

Download "GENOVESE STUDY QUESTIONS"

Transcription

1 GENOVESE STUDY QUESTIONS 1. What does the title mean? What do rebellion and revolution mean? What is the difference between the two? For Genovese? 2. What is a maroon society? Who are maroons, and what is maronnage? 3. What is the distinction he draws between restorationist and revolutionary movements? 4. Why was collective slave resistance more rare on mainland North America than in the Caribbean? 5. Why does Genovese focus so much on maroon societies? 6. What, for Genovese, is the transformation slave revolts underwent? What was new about the new ones? Be very exact, and find the places in the text which tell you the answers. 7. Why, for Genovese, was the revolution in Saint-Dominigue revolutionary?

2 PRINCIPLES 1. Transition from A. Paleolithic(old stone age) B. Neolithic (new stone age), agricultural revolution C. The modern age 2. Concept of core vs. periphery 3. A more detailed look at the modern revolution: Transition from early capitalism to mature capitalism A. Feudalism or seigneurialsm B. Plantation capitalism, mecantilism, proto-capitalism C. Bourgeois capitalism, industrial capitalism, mature capitalism

3 Maroon society/community Maroon: a person who lives in a Maroon society Maronnage: the phenomenon of Maroon societies Quilombo: Portugese(Brazilian) term for maroon society

4 What does the title mean? What does he mean by these words? Restorationist : goal of revolt = recreation of traditional communities (e.g., maroon communities) Revolutionary goal of revolt = overthrow of slavery as a social system (e.g., Haiti).

5 seigneurial: Production for use rather than for exchange control of state in the hands of military elites A stage in between feudal and bourgeois bourgeois the class of property owners under capitalist and proto-capitalist systems of production wealth is urban-and trade-based rather than rural- and land-based (landed aristocracy) development of capitalism in Europe from 15th century = rise of bourgeois to control of state

6 GENOVESE S ARGUMENT We re talking about how slavery came to be seen as illegitimate (and hence abolish-able), and what the role of African-descended peoples was in that process.

7 1. Transition from A. Paleolithic(old stone age) B. Neolithic (new stone age), agricultural revolution C. The modern age 2. Concept of core vs. periphery 3. A more detailed look at the modern revolution: Transition from early capitalism to mature capitalism A. Feudalism or seigneurialsm B. Plantation capitalism, mecantilism, proto-capitalism C. Bourgeois capitalism, industrial capitalism, mature capitalism

8 Agricultural periphery In New World Metropolitan core in Europe

9 His thesis: The goals of the revolts... changed with the revolutionary changes in the social relations of production and the ideology of European and American society as a whole. (xiv) There s going to be more

10 Explaining the relative lack of collective violent resistance in mainland North America v. Caribbean 1. Geography 2. Population demographics 3. Resident/absent planters 4. Political in/stability 5. Slave trade and demographics

11 Pre-capitalistic / Feudalistic / Seigneurial (c. 900c.e. -c c.e.) state controlled by military elites (aristocracy) capital (the means of production) owned by military elites (aristocracy) non-capitalistic relations of production (those who own means of production [the aristocrats who own the land] don t manage production non-capitalistic relations of exchange (production primarily for local consumption rather than exchange) no periphery (periphery discovered by explorers c. 1500) freedom not an absolute right; measure of possibility on social hierarchy

12 Plantation Capitalism / Mercantilism / Proto-capitalism (c c.e. -late 1800s) state controlled by colonial elites (proto-capitalists defeat military elites) capital owned by colonial elites (plantations) non-capitalistic relations of production (slavery) capitalistic relations of production (production for exchange) production controlled from periphery (plantations in colonies) rights of property developing; notions of freedom emerging

13 Bourgeois Capitalism / Industrial Capitalism / Mature Capitalism (c c.e. -present?) state controlled by bourgeoisie (defeat colonial elites) capital owned by bourgeoisie capitalistic relations of production (wage labor) capitalistic relations of exchange (production for exchange) production controlled from the core (plantations relegated to secondary role) freedom is an absolute property right

14 Genovese Phenomenon: Until the bourgeois/democratic revolutions, collective slave resistance yielded restorationist rather than revolutionary results

15 Genovese Problem: Why did collective slave resistance tend to yield, restorationist rather than revolutionary results until the bourgeois/democratic revolutions? Premises Collective slave resistance Bourgeois revolution Before: only restorationist results What is restorationist? After: possibility of revolutionary results What is revolutionary?

16 Genovese Problem: Why did collective slave resistance tend to yield, restorationist rather than revolutionary results until the bourgeois/democratic revolutions? Explanation: something about the bourgeoisdemocratic revolution changed the character or consequences of collective resistance, so that results could become revolutionary

17 WHY did slave revolts in pre-capitalist (feudalistic, seigniorial) societies tend to yield restorationist rather than revolutionary results? Before the bourgeois-democratic revolution: slavery not seen as a socially illegitimate wider range of acceptable social statuses focus on social hierarchy rather than the presumption of equality slave differed from non-slaves in degree, not kind to revolt in such a system is to leave society, place one s self outside the accepted social order ( isolationism )

18 WHY did slave revolt in bourgeois (industrial, mature) capitalist societies tend to yield revolutionary results? New values of the bourgeois-democratic revolution: New commitment to the value of absolute property Labor as a market commodity Freedom as an absolute property right Slavery = total denial of freedom Slavery irreconcilable with value of absolute property, hence illegitimate Slave revolts can imagine slavery s destruction

19 TIME STYLE OF SLAVERY ECONOMY IDEOLOGY up to c "Old World Slavery" Pre-capitalistic / Seigneurial / Feudalistic Slavery a legitimate social institution "New World Slavery" c c. 1770s(transitional) Proto-capitalistic / Plantation capitalism / Mercantilism Slavery a legitimate social institution c. 1770s - "New World Slavery" (mature) Bourgeois capitalism / Industrial capitalism / Mature capitalism Slavery violates values of bourgeois-democratic revolution

Introduction to Marxism. Class 1. Social inequality & social classes

Introduction to Marxism. Class 1. Social inequality & social classes Introduction to Marxism Class 1. Social inequality & social classes Capitalism marked by extreme social inequality In the US, the top 1% own more than 36% of the national wealth and more than the combined

More information

French Revolution(s)

French Revolution(s) French Revolution(s) 1789-1799 NYS Core Curriculum Grade 10 1848 Excerpt from this topic s primary source Where did Karl get these ideas? NOTE This lecture will not just repeat the series of events from

More information

PERIOD 5: Industrialization and Global Integration c to c. 1900

PERIOD 5: Industrialization and Global Integration c to c. 1900 to c. 600 B.C.E. c. 600 B.C.E. c. 600 C.E. c. 600 C.E. c. 1450 c. 1450 c. 1750 c. 1750 c. 1900 c. 1900 PRESENT PERIOD 5: Industrialization and Global Integration c. 1750 to c. 1900 to c. 600 B.C.E. c.

More information

A TRUE REVOLUTION. TOPIC: The American Revolution s ideal of republicanism and a discussion of the reasons for. A True Revolution

A TRUE REVOLUTION. TOPIC: The American Revolution s ideal of republicanism and a discussion of the reasons for. A True Revolution A TRUE REVOLUTION Name: Hadi Shiraz School Name: Hinsdale Central High School School Address: 5500 South Grant Street Hinsdale, IL 60521 School Telephone Number: (630) 570-8000 Contestant Grade Level:

More information

Model of Causes Economics/ Environment

Model of Causes Economics/ Environment Model of Causes Economics/ Environment Opposition (people) Int'l Situation Ideology/ Information (technol.; media) Culture/Institutions Elites/ LEaders Model of Causes in History (EIEIO) Economics/Environment

More information

ATR 220: Cultural Anthropology

ATR 220: Cultural Anthropology ATR 220: Cultural Anthropology Marc Healy Chapter 2: The Laborer in the Culture of Capitalism Capitalism, Labor and Alienation work vs labor People have always worked, but in the capitalist system work

More information

American Revolution : A Message From Below

American Revolution : A Message From Below American Revolution : A Message From Below --defeat of slave revolts and urban insurrections of the 1730s and 1740s --defeat of slave revolts and urban insurrections of the 1730s and 1740s --allows slavery

More information

Period V ( ): Industrialization and Global Integration

Period V ( ): Industrialization and Global Integration Period V (1750-1900): Industrialization and Global Integration 5.1 Industrialization and Global Capitalism I. I can describe and explain how industrialism fundamentally changed how goods were produced.

More information

Economic Change and The Bi-Polar World Economy

Economic Change and The Bi-Polar World Economy Economic Change and The Bi-Polar World Economy During the late Middle Ages and into early modern times, all economic patterns were constrained by a demographic fact: there were two great peaks of population

More information

AP European History Outline Period 2,

AP European History Outline Period 2, AP European History Outline Period 2, 1648-1815 Key Concept 1. Different models of political sovereignty affected the relationship among states and between states and individuals. 1. In much of Europe,

More information

Period 5: industrialization and Global integration

Period 5: industrialization and Global integration Period 5: industrialization and Global integration c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Industrialization fundamentally altered the production of goods around the

More information

Era 5: Industrialization & Global Integration, c to c. 1900

Era 5: Industrialization & Global Integration, c to c. 1900 Era 5: Industrialization & Global Integration, c. 1750 to c. 1900 Key Concept 5.1: Industrialization and Global Capitalism Industrialization fundamentally altered the production of goods around the world.

More information

Key Concept 5.1 Industrialization and Global Capitalism

Key Concept 5.1 Industrialization and Global Capitalism Snapshot Beginning of Unit: Early Industrial Revolution in Great Britain Ethnocentric Qing China (Manchus) facing domestic crises Large, decentralizing and weakening, Ottoman empire w/ disengaged sultans

More information

Period 5 Industrialization and Global Integration c to c. 1900

Period 5 Industrialization and Global Integration c to c. 1900 Period 5 Industrialization and Global Integration c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Industrialization fundamentally altered the production of goods around the

More information

Period 5 Industrialization and Global Integration, , Bulliet, chapters & STRAYER (online), chapters 16-19, (6 weeks, 20% of AP Exam)

Period 5 Industrialization and Global Integration, , Bulliet, chapters & STRAYER (online), chapters 16-19, (6 weeks, 20% of AP Exam) Period 5 Industrialization and Global Integration, 1750-1900, Bulliet, chapters 23-29 & STRAYER (online), chapters 16-19, (6 weeks, 20% of AP Exam) Key Concept 5.1 Industrialization and Global Capitalism

More information

Political Science Introduction to American Politics

Political Science Introduction to American Politics 1 / 13 Political Science 17.20 Introduction to American Politics Professor Devin Caughey MIT Department of Political Science Lecture 3: The American Political Tradition February 12, 2013 2 / 13 Outline

More information

SNAPSHOT ~1750 Key Concept 5.1 Key Concept 5.2 Key Concept 5.3 Key Concept 5.4

SNAPSHOT ~1750 Key Concept 5.1 Key Concept 5.2 Key Concept 5.3 Key Concept 5.4 SNAPSHOT ~1750 Early Industrial Revolution in Great Britain Ethnocentric Qing China (Manchus) facing domestic crises Large, decentralized and weakening, Ottoman empire w/ disengaged sultans Russia-huge

More information

Period 5: Industrialization and Global Integration, c to c. 1900

Period 5: Industrialization and Global Integration, c to c. 1900 The Concept Outline: Key Concept 5.1 Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Industrialization fundamentally altered

More information

Period 5: industrialization and Global Integration

Period 5: industrialization and Global Integration Learning Objectives for 5.1 ENV-9 Analyze the environmental causes and effects of industrialization. SB-5 Assess the degree to which the functions of cities within states or empires have changed over time.

More information

-Evaluate sources and evidence through contextualizing and corroborating in order to make a claim.

-Evaluate sources and evidence through contextualizing and corroborating in order to make a claim. Course: Grade 8 Social Studies: American History Year: 2016-2017 Teacher: C. Sabetta and P. DePalma Unit 1: What is History? CCSS- -What is history? RH 6-8.1 RH 6-8.2 RH 6-8.4 RH 6-8.6 RH 6-8.8 Frameworks-

More information

COMPARATIVE ECONOMIC SYSTEMS: PAST, PRESENT, AND FUTURE BEFORE YOU BEGIN

COMPARATIVE ECONOMIC SYSTEMS: PAST, PRESENT, AND FUTURE BEFORE YOU BEGIN Name Date Period Chapter 19 COMPARATIVE ECONOMIC SYSTEMS: PAST, PRESENT, AND FUTURE BEFORE YOU BEGIN Looking at the Chapter Fill in the blank spaces with the missing words. Wrote of and Wealth of Nations

More information

THEMATIC ESSENTIAL QUESTIONS BY UNIT

THEMATIC ESSENTIAL QUESTIONS BY UNIT THEMATIC ESSENTIAL QUESTIONS BY UNIT Directions: All responses must include evidence (use of vocabulary). UNIT ONE: 1492-1607: GEOGRAPHY AND ENVIRONMENT PRE-COLUMBIAN TO EARLY COLONIZATION How did the

More information

PHILOSOPHY OF ECONOMICS & POLITICS

PHILOSOPHY OF ECONOMICS & POLITICS PHILOSOPHY OF ECONOMICS & POLITICS LECTURE 4: MARX DATE 29 OCTOBER 2018 LECTURER JULIAN REISS Marx s vita 1818 1883 Born in Trier to a Jewish family that had converted to Christianity Studied law in Bonn

More information

Essential Question: How did both the government and workers themselves try to improve workers lives?

Essential Question: How did both the government and workers themselves try to improve workers lives? Essential Question: How did both the government and workers themselves try to improve workers lives? The Philosophers of Industrialization Rise of Socialism Labor Unions and Reform Laws The Reform Movement

More information

Period 5: Industrialization and Global Integration, c to c. 1900

Period 5: Industrialization and Global Integration, c to c. 1900 Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Industrialization fundamentally altered the production of goods around the

More information

Illustrative Examples Unit 5

Illustrative Examples Unit 5 Illustrative Examples Unit 5 Complete your chart using the information provided in this document. Other acceptable sources are: -Traditions and Encounters -The AMSCO Review Book -Any AP approved review

More information

I. A.P UNITED STATES HISTORY

I. A.P UNITED STATES HISTORY I. A.P UNITED STATES HISTORY II. Statement of Purpose Advanced Placement United States History is a comprehensive survey course designed to foster analysis of and critical reflection on the significant

More information

Period 5: Industrialization and Global Integration, c to c Stearns Chapters: 23 through 27

Period 5: Industrialization and Global Integration, c to c Stearns Chapters: 23 through 27 Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 Stearns Chapters: 23 through 27 Key Concept 5.1 Industrialization and Global Capitalism Industrialization fundamentally altered the

More information

ERA: Three Worlds Meet (Beginnings to 1620) Content Statement Strand CPI Cumulative Progress Indicator

ERA: Three Worlds Meet (Beginnings to 1620) Content Statement Strand CPI Cumulative Progress Indicator ERA: Three Worlds Meet (Beginnings to 1620) A. Civics, 6.1.8.A.1.a 1. Three Worlds Meet Government, and Human Rights Indigenous societies in the Western Hemisphere migrated and changed in response to the

More information

Central idea of the Manifesto

Central idea of the Manifesto Central idea of the Manifesto The central idea of the Manifesto (Engels Preface to 1888 English Edition, p. 3) o I. In every historical epoch you find A prevailing mode of economic production and exchange

More information

CLASS AND CLASS CONFLICT

CLASS AND CLASS CONFLICT Karl Marx UNIT 8 CLASS AND CLASS CONFLICT Structure 8.0 Objectives 8.1 Introduction 8.2 The Class Structure 8.2.1 Criteria for Determination of Class 8.2.2 Classification of Societies in History and Emergence

More information

I.S.P.I.C.E. Concepts

I.S.P.I.C.E. Concepts I.S.P.I.C.E. Concepts I.S.P.I.C.E. serves as a unifying thread through which you can examine broader concepts throughout each topic and time period. I.S.P.I.C.E. gives you examples to discuss Perspectives.

More information

Boyd County Public Schools

Boyd County Public Schools SOCIAL STUDIES 8 TH Grade Checklist Civics and Government SS-08-1.1.1 I can define monarchy. I can define democracy I can define republic I can identify the purposes and sources of power in a monarchy.

More information

LATIN AMERICAN REVOLUTIONS

LATIN AMERICAN REVOLUTIONS LATIN AMERICAN REVOLUTIONS It takes a revolution. to make a solution. - Bob Marley WHAT WERE THE PROBLEMS? LATIN AMERICAN REVOLUTIONS: MENU CAUSES LEADERS EFFECTS PROBLEMS OF THE SPANISH EMPIRE THE ENLIGHTENMENT

More information

Period 5: TEACHER PLANNING TOOL. AP U.S. History Curriculum Framework Evidence Planner

Period 5: TEACHER PLANNING TOOL. AP U.S. History Curriculum Framework Evidence Planner 1491 1607 1607 1754 1754 1800 1800 1848 1844 1877 1865 1898 1890 1945 1945 1980 1980 Present TEACHER PLANNING TOOL Period 5: 1844 1877 As the nation expanded and its population grew, regional tensions,

More information

KIPP: Inspire Academy

KIPP: Inspire Academy KIPP: Inspire Academy Social Studies Benchmark 4 6 th Grade Part I: 46 Multiple Choice Questions Part II: 10 Constructed Response Questions Objective 1: World Geography- 1, 11 Objective 12: Slave Trade-

More information

American History: A Survey

American History: A Survey National ADVANCED PLACEMENT* Traditional and Thematic CORRELATION GUIDE to accompany Brinkley American History: A Survey 12e *AP and Advanced Placement Program are registered trademarks of the College

More information

AP US HISTORY HOMEWORK SHEET #1. Textbook: Carnes C. Mark & John A. Garraty. The American Nation: A History of the United States

AP US HISTORY HOMEWORK SHEET #1. Textbook: Carnes C. Mark & John A. Garraty. The American Nation: A History of the United States AP US HISTORY HOMEWORK SHEET #1 Textbook: Carnes C. Mark & John A. Garraty. The American Nation: A History of the United States H.W. #1 - Read 3-16 Native Americans Advanced Causation Essay - Explain why

More information

Starter Feb. 15th and 16th

Starter Feb. 15th and 16th Unit 3 Revolutions Day 1 Starter Feb. 15th and 16th In your own words, what is the definition of a revolution? What must happen in order for a revolution to occur? TYPES OF REVOLUTIONS AMERICAN FRENCH

More information

(3) parliamentary democracy (2) ethnic rivalries

(3) parliamentary democracy (2) ethnic rivalries 1) In the Soviet Union, Joseph Stalin governed by means of secret police, censorship, and purges. This type of government is called (1) democracy (2) totalitarian 2) The Ancient Athenians are credited

More information

Essential Question: What were the important causes & effects of the French Revolution?

Essential Question: What were the important causes & effects of the French Revolution? Essential Question: What were the important causes & effects of the French Revolution? Do Now On your ipad or blank piece of paper write down one example on what is needed to consider a revolution as successful.

More information

Demographic and Environmental Changes

Demographic and Environmental Changes Demographic and Environmental Changes 1750-1914 Key changes -- overview End of Atlantic slave trade and slavery Large scale migration to the Americas Dropping birth rates in the west due to industrialization

More information

early twentieth century Peru, but also for revolutionaries desiring to flexibly apply Marxism to

early twentieth century Peru, but also for revolutionaries desiring to flexibly apply Marxism to José Carlos Mariátegui s uniquely diverse Marxist thought spans a wide array of topics and offers invaluable insight not only for historians seeking to better understand the reality of early twentieth

More information

Nation Building and economic transformation in the americas,

Nation Building and economic transformation in the americas, Chapter 23 Nation Building and economic transformation in the americas, 1800-1890 BEFORE YOU BEGIN Most students have significantly more knowledge of U.S. history than other regions in the Americas. This

More information

Course Text. Course Description. Course Objectives. Course Prerequisites. Course Evaluation Criteria. StraighterLine USHIST101: US History I

Course Text. Course Description. Course Objectives. Course Prerequisites. Course Evaluation Criteria. StraighterLine USHIST101: US History I US History I Course Text All materials required for this course are now integrated to the learning management system and course environment. Some text materials may even be downloaded for offline use.

More information

NATIONAL BOLSHEVISM IN A NEW LIGHT

NATIONAL BOLSHEVISM IN A NEW LIGHT NATIONAL BOLSHEVISM IN A NEW LIGHT - its relation to fascism, racism, identity, individuality, community, political parties and the state National Bolshevism is anti-fascist, anti-capitalist, anti-statist,

More information

From Revolution to Government

From Revolution to Government From Revolution to Government The Second Continental Congress declared independence from Britain in 1776. The Revolutionary War lasted from 1775 to 1783. Congress developed a new government for America:

More information

Soc 1 Lecture 6. Tuesday, February 17, 2009 Winter 09

Soc 1 Lecture 6. Tuesday, February 17, 2009 Winter 09 Soc 1 Lecture 6 Tuesday, February 17, 2009 Winter 09 1 The Institutional Construction of Deviance I. Announcements: Midterm Exam, Grades, etc. Writing assignment, Prof. Flacks. Politeness Questions? 2

More information

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 8/29/13 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

Stratification: Rich and Famous or Rags and Famine? 2015 SAGE Publications, Inc.

Stratification: Rich and Famous or Rags and Famine? 2015 SAGE Publications, Inc. Chapter 7 Stratification: Rich and Famous or Rags and Famine? The Importance of Stratification Social stratification: individuals and groups are layered or ranked in society according to how many valued

More information

ERA 4 REVIEW

ERA 4 REVIEW APWH Massey ERA 4 REVIEW 1750-1914 Name Date Block OMH 1. Compare the similarities and differences between the French Revolution, American Revolution, Haitian Revolution and the Latin American Independence

More information

Period 1: Period 2:

Period 1: Period 2: Period 1: 1491 1607 Period 2: 1607 1754 2014 - #2: Explain how intellectual and religious movements impacted the development of colonial North America from 1607 to 1776. 2013 - #2: Explain how trans-atlantic

More information

Period 5: Industrialization and Global Integration, c to c. 1900

Period 5: Industrialization and Global Integration, c to c. 1900 Key Concept Focus Questions 21 Period 5: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1 Industrialization and Global Capitalism Industrialization fundamentally altered the

More information

Required Text: Howard Zinn. Voices of a People s History of the United States

Required Text: Howard Zinn. Voices of a People s History of the United States United States History 101 Sections: 2326 Mon-Thurs 1:00-3:10 PM & 2332 Mon-Thurs 4:00-6:10 PM El Camino College Summer 2011 Room Art B 338 Office hours 3:30-4:00 PM Mondays -Thursdays Instructor: Edgar

More information

Economic Systems and the United States

Economic Systems and the United States Economic Systems and the United States Mr. Sinclair Fall, 2016 Another Question What are the basic economic questions? Answer: who gets what, where, when, why, and how Answer #2: what gets produced, how

More information

Industrial and social revolutions Reforming and reshaping of nations

Industrial and social revolutions Reforming and reshaping of nations Industrial and social revolutions Reforming and reshaping of nations -Switch from manpower to machine power THE INDUSTRIAL REVOLUTION - Great Britain leads the way - factors of production needed for growth:

More information

Sociology 101: The Social Lens

Sociology 101: The Social Lens Sociology 101: The Social Lens Unit 6 Overview: Social Stratification Introduction What post-industrial nation has both one of the highest per capita incomes i as well as the highest poverty rate of any

More information

AP History Disciplinary Practice & Reasoning Skills Objectives

AP History Disciplinary Practice & Reasoning Skills Objectives TAVERNIA American Heritage School AP AP WORLD HISTORY 2017-2018 Course Objectives AP History Disciplinary Practice & Reasoning Skills Objectives and AP Course Thematic Objectives AP Objectives AP Historical

More information

MRS. OSBORN S APWH CRAM PACKET:

MRS. OSBORN S APWH CRAM PACKET: MRS. OSBORN S APWH CRAM PACKET: Period 5 Industrialization & Global Integration, 1750-1900, chapters 23-29 (20% of APWH Exam) (NOTE: Some material overlaps into Period 6, 1900-1914) Questions of periodization:

More information

Originates in France during the French Revolution, after Louis XVI is executed. Spreads across Europe as Napoleon builds his empire by conquering

Originates in France during the French Revolution, after Louis XVI is executed. Spreads across Europe as Napoleon builds his empire by conquering Originates in France during the French Revolution, after Louis XVI is executed. Spreads across Europe as Napoleon builds his empire by conquering neighboring nations. Characteristics: Historical Origins:

More information

Common Core Standards Standards Content Skills/Competency Suggested Assessment

Common Core Standards Standards Content Skills/Competency Suggested Assessment 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 5/10/11 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

Antonio Gramsci. The Prison Notebooks

Antonio Gramsci. The Prison Notebooks Antonio Gramsci The Prison Notebooks Ideologies in Dead Poets Society! How can we identify ideologies at work in a literary text?! Identify the imaginary relationship of individuals to their real conditions

More information

Living in our Globalized World: Notes 18 Antisystemic protest Copyright Bruce Owen 2009 Robbins: most protest is ultimately against the capitalist

Living in our Globalized World: Notes 18 Antisystemic protest Copyright Bruce Owen 2009 Robbins: most protest is ultimately against the capitalist Living in our Globalized World: Notes 18 Antisystemic protest Copyright Bruce Owen 2009 Robbins: most protest is ultimately against the capitalist system that is, it opposes the system: it is antisystemic

More information

Required Text: Howard Zinn. Voices of a People s History of the United States

Required Text: Howard Zinn. Voices of a People s History of the United States United States History 1A: Section 2264 Monday and Weds. 7:45 9:10AM Fall 2009 Room Soc Sci 109 Instructor: Edgar Pacas Contact information: eapacas@hotmail.com (primary email) Office SS 202B Course Syllabus:

More information

The difference between Communism and Socialism

The difference between Communism and Socialism The difference between Communism and Socialism Communism can be described as a social organizational system where the community owns the property and each individual contributes and receives wealth according

More information

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2014 HISTORY

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2014 HISTORY CARIBBEAN EXAMINATIONS COUNCIL REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2014 HISTORY Copyright 2014 Caribbean Examinations Council St Michael, Barbados All rights

More information

Individuals and Societies

Individuals and Societies Individuals and Societies Subject Group Overview North American History (to 1800) YEAR 0 (Grade 5) Unit Title Key Concept Related Concept(s) Context and Exploration Native American Cultures of North America

More information

Economic Systems and the United States

Economic Systems and the United States Economic Systems and the United States Mr. Sinclair Fall, 2016 Traditional Economies In early times, all societies had traditional economies Advantages: clearly answers main economic question, little disagreement

More information

II. Thematic Learning Objectives

II. Thematic Learning Objectives II. Thematic The thematic learning objectives describe, at a high level, the knowledge colleges expect students to develop in the AP World History course in order to be qualified for credit and placement.

More information

1. The Enlightenment was the intellectual movement in which

1. The Enlightenment was the intellectual movement in which TE&IP Ch 21-22 Chapter 21 1. The Enlightenment was the intellectual movement in which a. the methods and questions of the Scientific Revolution were applied to human society. (pg. 602) b. the methods and

More information

POL 343 Democratic Theory and Globalization February 11, "The history of democratic theory II" Introduction

POL 343 Democratic Theory and Globalization February 11, The history of democratic theory II Introduction POL 343 Democratic Theory and Globalization February 11, 2005 "The history of democratic theory II" Introduction Why, and how, does democratic theory revive at the beginning of the nineteenth century?

More information

Institutions Hypothesis. Economic growth is shaped by institution Geography only plays a role indirectly if it shapes them

Institutions Hypothesis. Economic growth is shaped by institution Geography only plays a role indirectly if it shapes them Institutions Hypothesis Economic growth is shaped by institution Geography only plays a role indirectly if it shapes them Institutions: formal (i.e. laws) and informal (i.e. culture) Better institutions

More information

Bentley Chapter 28 Study Guide: Revolutions and National States in the Atlantic World

Bentley Chapter 28 Study Guide: Revolutions and National States in the Atlantic World Bentley Chapter 28 Study Guide: Revolutions and National States in the Atlantic World Eyewitness: Olympe de Gouges Declares the Rights of Women (621-622) 1. What did Olympe de Gouges campaign for in Declaration

More information

Teacher Overview Objectives: Karl Marx: The Communist Manifesto

Teacher Overview Objectives: Karl Marx: The Communist Manifesto Teacher Overview Objectives: Karl Marx: The Communist Manifesto NYS Social Studies Framework Alignment: Key Idea Conceptual Understanding Content Specification 10.3 CAUSES AND EFFECTS OF THE INDUSTRIAL

More information

Manifesto of the Communist Party

Manifesto of the Communist Party Karl Marx and Frederick Engels Manifesto of the Communist Party 1848 A spectre is haunting Europe -- the spectre of communism. All the powers of old Europe have entered into a holy alliance to exorcise

More information

Unit Overview. Unit Title: Revolutionary War Unit: 2

Unit Overview. Unit Title: Revolutionary War Unit: 2 Content Area: Social Studies Unit Overview Unit Title: Revolutionary War Unit: 2 Target Course/Grade Level: Seventh Grade Timeline: 6-8 weeks Unit Summary: Through the study of the events that led to and

More information

Atlantic Revolutions and Their Echoes

Atlantic Revolutions and Their Echoes Atlantic Revolutions and Their Echoes 1775-1914 The Enlightenment was the intellectual movement in which A) the methods and questions of the Scientific Revolution were applied to human society. B) the

More information

Communism. Marx and Engels. The Communism Manifesto

Communism. Marx and Engels. The Communism Manifesto Communism Marx and Engels. The Communism Manifesto Karl Marx (1818-1883) German philosopher and economist Lived during aftermath of French Revolution (1789), which marks the beginning of end of monarchy

More information

SOCIALISM. Social Democracy / Democratic Socialism. Marxism / Scientific Socialism

SOCIALISM. Social Democracy / Democratic Socialism. Marxism / Scientific Socialism Socialism Hoffman and Graham emphasize the diversity of socialist thought. They ask: Can socialism be defined? Is it an impossible dream? Do more realistic forms of socialism sacrifice their very socialism

More information

O A K W O O D J U N I O R / S E N I O R H I G H : S O C I A L S T U D I E S

O A K W O O D J U N I O R / S E N I O R H I G H : S O C I A L S T U D I E S A.P. United States History A.P. United States History This year long course combines a general survey of American history with in-depth analysis of important events, themes, and issues from 1607 to the

More information

SOCIAL STUDIES Grade 8 Standard: History

SOCIAL STUDIES Grade 8 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early

More information

APUSH Period Review Guides: Period 3 ( )

APUSH Period Review Guides: Period 3 ( ) APUSH Period Review Guides: Period 3 (1754-1800) Description: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic,

More information

AP World History (Povletich) CHAPTER 29 OUTLINE Revolution and National States in the Atlantic World

AP World History (Povletich) CHAPTER 29 OUTLINE Revolution and National States in the Atlantic World AP World History (Povletich) CHAPTER 29 OUTLINE Revolution and National States in the Atlantic World BACKGROUND KNOWLEDGE: The years 1776 and 1789 are pivotal dates in world history. The impact of the

More information

UNIT 3 NOTES George

UNIT 3 NOTES George UNIT 3 NOTES 1754-1800 George THE UNIFYING EFFECTS OF THE WARS ON BRITISH COLONIES The colonial governments grew stronger and more independent through the early decades of the 1700s. Benjamin Franklin

More information

THE FRENCH REVOLUTION

THE FRENCH REVOLUTION THE FRENCH REVOLUTION 1) WHEN WAS THE FORTRESS PRISON BASTILLE STORMED? WHAT DID BASTILLE STAND FOR? On the morning of 14th July 1789, Bastille was stormed by a group of several hundred people. It stood

More information

INTRODUCTION. Notes for this section begin on page 8.

INTRODUCTION. Notes for this section begin on page 8. INTRODUCTION This work seeks to reclaim the idea that the French Revolution was a bourgeois revolution. It asserts that in 1789, a massive popular uprising allowed the middle class to assume power by overthrowing

More information

Globalization in History

Globalization in History Globalization in History What is YOUR understanding of globalization? Is globalization a new phenomenon? 5 min. discussion Globalization in World History Peter N. Stearns Globalization new and old. Whats

More information

Guided Reading & Analysis: Sectionalism Chapter 9- Sectionalism, pp

Guided Reading & Analysis: Sectionalism Chapter 9- Sectionalism, pp HW: 32 PLEASE KEEP IN MIND CONTENT IN THIS CHAPTER IS HEAVILY EMPHASIZED & ALSO RELEVANT TO THE NEXT UNIT! Name: Class Period: Due Date: / / Guided Reading & Analysis: Sectionalism 1820-1860 Chapter 9-

More information

The Atlantic Revolutions as a World Event Lesson 1: Definitions of Liberty CE

The Atlantic Revolutions as a World Event Lesson 1: Definitions of Liberty CE The historical context The revolutions of the late eighteenth and early nineteenth centuries should be taught as one unit because the political influences of the Enlightenment appear in all of them and

More information

Chapter Seven. The Creation of the United States

Chapter Seven. The Creation of the United States Chapter Seven The Creation of the United States 1776-1786 Part One Introduction The Creation of the United States 1776-1786 What does the painting tell us about who fought for the creation of the United

More information

Chapter Quizzes: 100 Pts: Chapter Quiz done on Quia (Due Feb 15) 100 Pts: Chapter Quiz done on Quiz (Due Mar 6)

Chapter Quizzes: 100 Pts: Chapter Quiz done on Quia (Due Feb 15) 100 Pts: Chapter Quiz done on Quiz (Due Mar 6) Unit 6: AP World History Schedule To be completed the week of March 12 100 Pts: Unit 6 Notes Due March 14: Prior to each quiz the notes must be shown and stamped. After each chapter show me them to be

More information

THE POLITICAL STORM: GLOBAL CLIMATES OF CHANGE Revolutionary concepts and movements in North America, Latin America, Europe and Asia By

THE POLITICAL STORM: GLOBAL CLIMATES OF CHANGE Revolutionary concepts and movements in North America, Latin America, Europe and Asia By THE POLITICAL STORM: GLOBAL CLIMATES OF CHANGE 1750-1914 Revolutionary concepts and movements in North America, Latin America, Europe and Asia By Josh Hardie, Phyllis McDonald, Dan Leyba 1 LESSON OBJECTIVES:

More information

Grade 8 Pre AP United States History Learner Objectives BOE approved

Grade 8 Pre AP United States History Learner Objectives BOE approved Grade 8 Pre AP United States History Learner Objectives BOE approved 2-17-2017 Learner Objective: Develop the ability to make informed decisions for the public good as citizens of a culturally diverse,

More information

Section 4 Notes Window panes

Section 4 Notes Window panes Term Picture 10 word max summary Answer questions at the end of the section. Section 4 Notes Window panes Laissez-faire Capitalism Utilitarianism Socialism Karl Marx Communism Unions Factory Act of 1883

More information

INDEPENDENCE MOVEMENTS IN LATIN AMERICA

INDEPENDENCE MOVEMENTS IN LATIN AMERICA INDEPENDENCE MOVEMENTS IN LATIN AMERICA Essential Question: Why and how did the independence movement occur in Latin America? Standard: SS6H2c: Explain the Latin American independence movement: include

More information

Warm ups *How would you describe the physical geography of Central America? *How would you describe the ethnic breakdown of the region?

Warm ups *How would you describe the physical geography of Central America? *How would you describe the ethnic breakdown of the region? Warm ups 10.21.2016 *How would you describe the physical geography of Central America? *How would you describe the ethnic breakdown of the region? Lesson Objective: *describe the distribution of wealth

More information

Introduction to Cultural Anthropology: Class 14 An exploitative theory of inequality: Marxian theory Copyright Bruce Owen 2010 Example of an

Introduction to Cultural Anthropology: Class 14 An exploitative theory of inequality: Marxian theory Copyright Bruce Owen 2010 Example of an Introduction to Cultural Anthropology: Class 14 An exploitative theory of inequality: Marxian theory Copyright Bruce Owen 2010 Example of an exploitative theory of inequality: Marxian theory the Marxian

More information

Rights, Revolution, and Regicide: John Locke and the Second Treatise on Government (1689) Monday, May 7, 12

Rights, Revolution, and Regicide: John Locke and the Second Treatise on Government (1689) Monday, May 7, 12 Rights, Revolution, and Regicide: John Locke and the Second Treatise on Government (1689) Biographical Sketch 1632, Born in Wrington, West England. Puritan Family, Pro-Cromwell Patronage of Alexander Popham

More information

How Industrialization Changed the Lives of Workers in Great Britain: More people worked in factories and lived in cities. Workers in Great Britain:

How Industrialization Changed the Lives of Workers in Great Britain: More people worked in factories and lived in cities. Workers in Great Britain: Theme: Economic Change Since the 19 th century, industrialization has had positive and negative effects on the lives of workers. Define the term industrialization Select one nation you have studied and

More information

Social Studies World History Unit 07: Political Revolutions,

Social Studies World History Unit 07: Political Revolutions, Social Studies World History Unit 07: Political Revolutions, 1750 1914 2012 2013 1 Use the graphic organizer and your knowledge of social studies to answer the following question. All of the following

More information