Journal Entries.
History 061
Journal Entries
Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives.
| Unit 1 & 2: Greek & Romans |
10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Complete the following chart by using the sources provided below.
| Greeks & Romans
(use your textbook as your main source) |
Judaism
(“Principles of Judaism” reading) |
Christianity
(“The Rise of Christianity” reading) |
|
| Law | |||
| Reason & Faith | |||
| Duties |
10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided below.
| Plato’s Republic | Aristotle’s Politics | |
| From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.) |
· | · |
10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world.
| Greeks & Romans | Judaism | Christianity | |
| What influence did the following civilizations and religion have on the U.S. Constitution? |
| Unit 3: Revolutions |
10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison).
Complete the following chart to compare and contrast the revolution with the impact of the following individuals:
| Glorious Revolution of England | American Revolution | French Revolution | |
| John Locke | |||
| Charles-Louis Montesquieu | |||
| Jean-Jacques Rousseau | |||
| Simon Bolivar | |||
| Thomas Jefferson | |||
| James Madison |
10.2.2: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the US Bill of Rights (1791).
Complete the following graphic by listing the principles that helped motivate the Glorious Revolution of England, the American Revolution, and the French Revolution. Make sure to list at least 3 principles from each document.
| Documents | Principles |
| Magna Carta | · |
| English Bill of Rights (1689) | · |
| Declaration of Independence (1776) | · |
| French Declaration of the Rights of Man and the Citizen (1789) | · |
| U.S. Bill of Rights (1791) | · |
10.2.3: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
Answer and reflect on the following question. Your response should be made up of at least 3 small paragraphs.
| According to you, what are three effects or impacts of Glorious Revolution of England, the American Revolution, or the French Revolution? Make sure to mention the unique character of the American Revolution and how that revolution made an impact worldwide. |
10.2.4: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic Empire.
| Response: Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic Empire. Explain what factors helped these transitions. |
10.2.5: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
| Respond to the following questions:
1. How did nationalism spread across Europe with Napoleon? 2. How was nationalism repressed under the Congress of Vienna and the Concert of Europe until 1848? 3. What were some characteristics of nationalism that helped it spread as well as caused it to be repressed? |
| Unit 4: Industrial Revolution |
10.3.1: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. Analyze why England was the first country to industrialize.
10.3.3: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. Describe the growth of population, rural-to-urban migration, and growth of cities associated with the Industrial Revolution.
10.3.4: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
10.3.5: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Complete the following chart for each country. Make sure to include for each country: effects of Industrial Revolution, growth of population, migration, growth of cities, work and labor, impact of the slave trade, and natural resources.
| Country | Effects of Industrial Revolution |
| *England | |
| France | |
| Germany | |
| Japan | |
| United States |
| *Respond to the following question:
1. Why do you believe England was the first country to industrialize? What characteristics of England allowed it to be a great place to begin this Industrial Revolution? |
10.3 2: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison).
10.3.6: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
10.3.7: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
| Respond to the following questions:
1. What were some of the scientific and technological changes that occurred during the Industrial Revolution? 2. How did these new inventions produce social, economic, and cultural changes? 3. Why was capitalism an emerging economic strength during the Industrial Revolution? 4. Choose 2 of the following: Utopianism, social democracy, socialism and/or communism, and explain how they differed from capitalism. 5. How did art and literature change during the Industrial Revolution? Give specific examples and artists. Why do you believe the characteristics of art and literature changed during the Industrial Revolution? |
| Unit 5: Imperialism |
10.4.1: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; and material issues such as land, resources, and technology).
10.4.2: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines . Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
10.4.3: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
10.4.4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. Describe the independence struggles of the colonized regions of the world, including the roles of leaders such as Sun Yat-sen in China and the roles of ideology and religion.
| Country | Describe the rise of industrial economies and their link to imperialism and colonialism | What countries colonized this area? | What was the perspective of the colonizers versus the colonized? Consider whether they stayed for an immediate or long term and how the colonized reacted to that. | What was the independence struggle like for this region of the world? Include rulers, ideology, and religion. |
| Africa | ||||
| Southeast Asia | ||||
| India | ||||
| Philippines |
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