Unit 3 (Revised)

By , November 2, 2012 8:00 am

What Re-Shaped the World?


Please do your CCA Working Bibliography. It is due Thurs. Nov. 9. See CCA post. After that your CCA notes from 4-5 sources are due on Fri. Nov. 24. Thesis conferences will follow outside of class time, the week of Nov. 28 to Dec. 6.


Fri. Nov. 3 – Wed. Nov. 8: French Revolution (and Historiography)

Fri. Nov. 3: Causes of the Revolution

Minds On: Do revolutions re-shape the world? What is revolutionary about this scene?

The Schiller Institute., Nov. 6-12, 1794,  2016
http://schillerinstitute.org/educ/hist/eiw_this_week/nov6_1794.html (March 23, 2016)


Worksheet: Day 1 “Instead of Board Notes”.

Note date of French Revolution Quiz later on. Tues. Nov. 21

Abbe Sieyes: What is the Third Estate? PSD.

*** If you did not do so in class, please annotate this PSD according to how each estate (1st, 2nd, 3rd) would react to Sieyes’s speech. If you don’t remember who the estates are, please see the PPT that was emailed to you Nov. 3.

2017_French_Revolution_Day1_Intro (PPT)

159-162 in textbook – recommended reading: it is very important to stay on top of the lessons – the information will come quickly!

  • Causes
  • Cahiers
  • Estates General voting
  • Abbe Sieyes
  • National Assembly
  • Bread riots
  • Bastille


Mon. Nov. 6: Phase 1 of the  Revolution – Constitutional Monarchy 

Jacques Louis David, Serment du Jeu de Paume, 1790, portraying the “tennis court oath.”  https://en.wikipedia.org/wiki/The_Tennis_Court_Oath_(David)#/media/File:Serment_du_Jeu_de_Paume_-_Jacques-Louis_David.jpg

What is the bias of the painting? Does it reflect or challenge the values, beliefs and ideas of the time?


Worksheet: Day 2 “Instead of Board Notes.”

Minds On: Fr_Rev_Perspectives_Organizer (additional handout)

Declaration of the Rights of Man and of the Citizen PSD. Annotate according to estate (1st, 2nd, 3rd). Which articles did each estate like, dislike, live with? What are the overall biases of the PSD?

2017_French_Revolution_ Day2 (PPT)

Recommended reading: pages 165, 167 and 169 in text.

Note: CCA step 2 is due Thursday: Working Bibliography.


Tues. Nov. 7: Phase 2 of the Revolution – Jacobins and The Terror

Execution of Louis XVI, 1793
Journée du 21 janvier 1793 la mort de Louis Capet sur la place de la Révolution : présentée à la Convention nationale le 30 germinal par Helman

Minds On: Fill in the blanks on the day 3 worksheet to see if you know the basics. Use HTC journal. 

Worksheets: Day 3 and 4 “Instead of Board Notes.”

Jacobins: tyrannical or virtuous?

additional worksheets:  CHY4U_Unit3_Act1_French_RevPerspectives_Organizer_day2   Fr_Rev_The_Terror_2017

2017_French_Revolution_Day3 (PPT)

Recommended reading: 169-172 in text.

Note: CCA step 2 is due Friday: Working Bibliography. Will be accepted until Monday. Nov. 13.


Wed. Nov. 8: Women in the Revolution

To begin, we reviewed how the Jacobins were or were not demonstrating enlightened characteristics (plus democracy and centralization).


Minds On: historiography is one of the layers of a cake. This course is like a cake with four layers (from the bottom up): the facts, the HTCs, historiography, inquiry.

A Versailles, October, 1789 (women march to Versailles)


Olympe de Gouges, Internet Encyclopedia of Philosophy, http://www.iep.utm.edu/gouges/

Worksheets: Rebel Daughters , DeGouge_Dec_Rights_Women_adapted (PSD)

Historiography: feminist historiography – Feminist historians believe that women made many contributions to history. However, these contributions may have to be unearthed/dug up because history has tended to be written by men about topics that focused on men. Feminist historians tend to focus not on top-down history such as monarchy but on bottom-up or social history, the history of people’s everyday lives.

Note: CCA step 2 is due tomorrow: Working Bibliography. (accepted until Mon. Nov. 13)



Feminist school of thought (The History Learning Site)

Schools of Historiography (Library Thing)

October Days of 1789 (Law Library of Congress)

Olympe de Gouges (Internet Encyclopedia of Philosophy)

Mary Wollstonecraft (Stanford Encyclopedia of Philosophy)

Mary Wollstonecraft (BBC)


Thurs. Nov. 9: Industrialization in Britain – economic intro

Minds On: In what ways did industrialization affect women’s lives positively and negatively (see images on PPT)? 

Today the class got an introduction to industrialization (which would never have been possible without imperialism). The focus here is on an overview of how industrialization affected the economy.

Worksheet in handouts.


HW: finish anything not done on industrialization worksheet. Meet in library tomorrow.


Fri. Nov. 10 – Wed. Nov. 15:  Industrial Revolution Assignment (library periods)

work on Industrial Revolution Assignment in library. Assignment due in class on Wed. Nov. 15 in class – when we have our in-role discussions. See separate blog post.

Take notes from these sources: CHY4U_Industrial_Revolution_Websites_2017_18


Cotton Mill 1:

  • owner – Julia
  • commissioner – Cathy
  • male  – Boris
  • woman – Shameela
  • child – Tanusha

Coal Mine 1:

  • owner – Widad
  • commissioner – Kiera
  • male  – Victoria
  • woman – Annie
  • child – August

Cotton Mill 2:

  • owner – Steven
  • commissioner – Olivia
  • male  – Tian
  • woman – Junior
  • child – Mana

Coal Mine 2:

  • owner – Gloria
  • commissioner  – Valentina
  • male  –
  • woman – Liam
  • child – Zain



Wed. Nov. 15: in-role negotiation for industrial revolution simulation.

Hand in profile and notes and rubric.


Thurs. Nov. 16 – Tues. Nov. 21: Isms and Ideologies


Minds On: political slogans – how do they reflect different attitudes toward the past and future?

Ideologies chart in handouts: Review of liberalism, introduction to the 19th century British political spectrum, status of “dirty D” word, new liberalism.

Political Consequences of Industrialization (PPT)



Minds On: why is gun control such a polarizing topic in America (as related to the political spectrum)?

Introduction to Marxism (AKA scientific socialism)

CHY4UMarx and Engels PSD make sure you are able to answer the questions on this sheet.


Tuesday: Quiz on ideologies and Fr Rev.

Format: Open notebook but PLEASE prepare because one period is all the time you have. You won’t have time to read your notes/handouts for the first time. Don’t forget your HTC journal on the day of the quiz.

  1. French Revolution fill in blanks. (Knowledge /12)
  2. PSD: De Gouges and the French Revolution (you have this PSD in your handouts). Note: there will be a question related to feminist historiography in this section. (Thinking /6)
  3. Ideologies: given 2 statements –  identify whether they are left, right or centre, and explain why. (Thinking / 4)

Continue working on CCA Research Notes from 5 new sources. They are due on Fri. Nov. 24. 


Wed. Nov. 22 – Wed. Nov. 29: Globalization, Imperialism and Colonization


Minds On: a bunch of states or countries under one ruler – what is it? What do some famous empires have in common? What are some advantages and disadvantages of empire, for the mother country and the colonies? Use the 2 sources below to brainstorm some answers.

Source 1: map below from 1909

1909 map of British railways in India from a British atlas https://commons.wikimedia.org/wiki/File:India_railways1909a.jpg

Source 2: quote below by Indian nationalist (anti-imperialist) Bal Gangadhar Tilak

Tilak addressing the Indian National Congress in 1907:

“One thing is granted, namely, that this government does not suit us. As has been said by an eminent statesman – the government of one country by another can never be a successful, and therefore, a permanent government. …One fact is that this alien government has ruined the country. In the beginning, all of us were taken by surprise. We were almost dazed. We thought that everything that the rulers did was for our good …We are not armed, and there is no necessity for arms either. We have a stronger weapon, a political weapon, in boycott. We have perceived one fact, that the whole of this administration, which is carried on by a handful of Englishmen, is carried on with our assistance. We are all in subordinate service. … I want to have the key of my house, and not merely one stranger turned out of it. Self-government is our goal; we want a control over our administrative machinery. We don’t want to become clerks and remain [clerks]. At present, we are clerks and willing instruments of our own oppression in the hands of an alien government, and that government is ruling over us not by its innate strength but by keeping us in ignorance and blindness to the perception of this fact.”


Note on terminology: colonist = someone who lives in the colony but is not native to it (i.e., American colonists in the 13 colonies, not indigenous people such as the Iroquois; British East India  Company officials and their families in India, not Indians).


Intro to imperialism through maps. Write down your questions as you view the maps.

CHY4U_Imperialism_Maps (PPT)

Motives for imperialism:

  1. economic (resources, labour, markets)
  2. national prestige (other countries have colonies – why not us?)
  3. conversion to Christianity

Enabling Factor = technology (see 19th Century Firsts handout) – did it make the world smaller?





below are older PPTs but you may look at them for background if you wish:




Thurs: Congo Case study day 1

Minds On: Think of a resource that is highly prized today that has caused social and/or environmental damage because of its harvesting/mining?

Rubber – bicycle craze. See history of cycling.

White king, red rubber, black death video excerpt (historical perspectives)


preview of King Leopold’s Ghost (movie adaptation of Adam Hochschild’s book)



Add PSD quotes from Leopold’s letters, George Washington Williams and Casement Report to Congo Outline. This shows how primary evidence can be used to support an argument.


Mon and Tues.: China


Minds On: How can the results of wars reshape the world? Read the Treaty of Nanjing for clues as to how China’s relationship with Britain was re-shaped after Britain defeated China in the first Opium War.



What is significant about the year 1793 in this Economist cover?

For Opium War: identify and support with evidence:

  • Causes of the first  Opium War (long-term, medium, short?)
  • Differing British and Chinese perspectives on the sale of opium (see Lin Zexu PSD).
  • Differing British and Chinese views on the results of the war. Did all British agree? Which Chinese people might have benefited from the treaty?


thesis conferences start and continue until Wed. Dec. 6



China: Why So Many Revolutions?

Minds On: what is the difference between a revolution and a rebellion? Can a rebellion/revolution also be a civil war? What would be an example from history?

Read these excerpts from a treaty and decide who wrote the treaty.

2017_China_Imperialism (PPT)

Taiping Rebellion handout – identify HTCs and use headings from “French Revolution Overview”.

1898 Cartoon analysis: what does it show about the relationship between China and the world?


Wed: wrap up imperialism

HTC journal: Why did we study the Taiping Rebellion in a unit on imperialism?

Out of the topics we have studied so far in unit 3, which re-shaped the world most?

  • French Revolution
  • Industrialization
  • Ideologies
  • Imperialism

Go back and re-consider your original top 3 technologies that enabled imperialism. Do you still agree?


Thurs. Nov. 30 and Mon. Dec. 4: Social Movements and Reform (Abolition of Slavery in the British Empire and Women’s Rights)


Minds On: Is slavery dead and gone? 

Video of slave auction in Libya (Nov. 2017)

Anti-Slavery International

CHY 4U Timeline of Abolition and Emancipation in the British Empire

vested interests



Minds On: What is the current state of women’s rights in Canada?What would feminist historians say about #MeToo?





OLD – please ignore

Imperialism – India


Fill in worksheet section on India: Western Imperialism and Non-western Responses.



 Imperialism – Japan

Japan – coming out of isolation. Video (Japan: Memoirs of a Secret Empire – The Alien Barbarian) worksheet. CHY4U_Japan_Video_Perry_Questions

Japan – Meiji Restoration and rise of Japan as a world power.Meiji_Restoration_and_Japanese_Imperialism

not done May 2017: please read the section below on Marxist History and Historiography and Great Man Theory of History (now that you know what Marxism is  you should be able to understand what Marxist historiography is all about and make a comparison to Great Man Theory)

Marxist Historiography (School of Advanced Studies, University of London)

From Marxist Historical Writing in Britain by Dave Renton (Making History):

“The founding figures of social history in Britain were the first editors of the journal Past & Present, launched in 1952. One part of the collective, distinguishing the journal from the majority of academic enterprises, was a small group of writers who belonged to a single generation and shared a common political heritage. They were Marxists, being members or fellow-travellers of the Communist Party of Great Britain. They were young, aged typically in their 20s or early 30s. Such figures as Rodney Hilton, Edward (E. P.) Thompson, Christopher Hill and Eric Hobsbawm are often said to have invented a new way of historical writing, ‘history from below‘, in which the emphasis was put on radical movements, social classes and the campaigns of the dispossessed. Such were the forces which had made the world. These are often said to have been their first and most distinguished historians.”

(emphasis Ms. G’s)

Great Man Theory of History

Great Man Theory (Villanova University)

For a contrast between Great Man Theory and Marxist Theory, see August Turak’s “Eight Lessons from the Great Man (or Woman) School of Leadership” in Forbes, 2013. Please note that Ms. G does not endorse this article. She is just posting it to show you how other people think.

For a subtle critique of unintentional great man theory, read the Globe and Mail’s review of historian Margaret MacMillan’s History’s People: Personalities and the Past.

Finally, to see historiography in action, we need only look to the writing of history on Columbus. See the Hampton Institute’s “Confronting Columbus: Revisionism vs. Reality.” Again, Ms. G is not endorsing this institution. She’s just showing a view on Columbus. Or, read Charles Mann’s 1491: New Revelations of the Americas Before Columbus.










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