Revolution+in+Arts+Industries,+and+Work

=Unit 11: Revolutions in Arts, Industries, and Work=

Key Words

 * boycott:** to join together in refusing to buy, sell, or use something or to have any dealings with someone
 * racism:** the belief that some races of people are morally, culturally, or physically superior to others

Lesson 1: Romantic Art in an Age of Revolution
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Lesson Objectives
• Recognize that the early nineteenth century revolution in the arts known as Romanticism rejected the ideas of the Enlightenment. • Describe Romanticism. • Identify Jean-Jacques Rousseau. • Identify major writers, artists, and composers of the Romantic period and the kinds of works they are known for


 * 1) Read Chapter 6, from the beginning to "John Constable: Painter of Gentle Landscapes," pages 430-438, and complete Day 1 of [[file:Lesson 1 Reading Guide.pdf]]

//One impulse from a vernal wood// //May teach you more of man,// //Of moral evil and of good,// //Than all the sages can.// —** [|William Wordsworth] **, for team Romanticism

//"People aren't going to change, for better or for worse. Technology's going to be so cool. All in all, the future will be okay! note "// —** [|Randall Munroe] **, for team Enlightenment Some Eighteenth century people believed that reason and science are good and therefore things would just go on improving forever. This optimism characterized a period that came to be known as the Age of Enlightenment. Eventually, though, a sense of disillusionment and alienation from society began to spread, and the [|Romanticist] movement rose up as a backlash. Romanticists believed that the advances made by the Enlightenment were creating a [|deeply unequal, oppressive, and conformist society] - and that science and rationality could never hope to truly understand the world and the human personality. Though the Enlightenment and Romanticist movements are long gone, the general ideas behind each survive today.

Romantic and Enlightened themes are very common in fiction. For example, Enlightenment-themed science fiction might portray the future as a world of progress, [|friendship], brotherhood and [|Crystal Spires and Togas], with [|barbaric forces] threatening the new [|utopia] (e.g. [|Star Trek]). Romanticist-themed science fiction might portray the future as an unpleasant [|Crapsack World], with high technology but low social quality, full of depression, dehumanization and alienation (e.g. everything [|Cyberpunk]).

Romanticism and Enlightenment are also tied to the[|Dionysian (wild, visceral, ornate) and Apollonian (restrained, cerebral, classicist)] ideals of aesthetics in the arts. Compare the Apollonian/Enlightenment musical style of [|Mozart] with the Dionysian/Romantic musical style of[|Richard Wagner], for example, or the Apollonian/Enlightenment style of ancient Roman architecture with the Dionysian/Romantic style of medieval Gothic architecture.

Writers and artists tend to gravitate towards Romanticism; scientists and (in most places) politicians favor the Enlightenment. Seeing as [|Most Writers Are Writers], Romanticism is generally overrepresented in media, with the exception of [|Science Fiction] writers (and even there most well-known classics usually have a Romanticist message).

2. Complete 3. Read Chapter 6, from "John Constable: Painter of Gentle Landscapes" to the end of the chapter, pages 438-443, and complete Day 2 of the Reading Guide. 4. We've seen how Romantic writers expressed themselves. Now consider how the Romantic movement affected painters. Complete 5. Take the Quiz for this lesson (on Schoology - 2T34C-CBSDG access codes)

Lesson 2: Britain Begins the Industrial Revolution
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Lesson Objectives
• Define Industrial Revolution. • Identify the factors that allowed the Industrial Revolution to begin first in England. • Describe the advances made in the textile industry in England in the eighteenth century. • Describe the beginnings of the coal and iron industries. • Explain the significance of the steam engine to industry. • Identify Adam Smith and what he is known for. • Identify the achievements of individuals who made major contributions to the Industrial Revolution in England. • Recognize that the changes in manufacturing brought hardships to many people. • Summarize the major ideas of The Wealth of Nations.


 * 1) Read Chapter 7, from the beginning to "From Handmade to Machine-Made," pages 444-449 and complete Day 1 on [[file:MS_WDHISTB_11_02_ReadingGuide.pdf]].
 * 2) Carry out some primary source analysis by completing [[file:MS_WDHISTB_11_02_thewealthofnations.pdf]]
 * 3) Read about Adam Smith and the Invisible Hand at Adam Smith
 * 4) Read Chapter 7, from "From Handmade to Machine-Made" to the end, pages 451-457 and complete Day 2 of the Reading Guide.
 * 5) Why did the Industrial Revolution begin in Great Britain? Because of Adam Smith? No, not just because of Adam Smith, although he was an important contributor. In the 18th century, all the necessary factors came together in Britain. See what they were by completing [[file:MS_WDHISTB_11_02_whybritain.pdf]].

Lesson 3: A Revolution in Transportation and Communication
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Lesson Objectives
• Describe the need for better roads in the 1700s and 1800s and the attempts to improve roads. • Describe the rise of canal building in the late 1700s and early 1800s. • Explain how better transportation led to more trade and lower prices for goods. • Identify Fulton and his contribution to steam-powered boats. • Identify Morse and his contribution to rapid communication. • Identify Stephenson and his contribution to railroad travel. • Recognize the changes that the revolution in transportation and manufacturing brought. • Trace the development of railroads in the first half of the nineteenth century.


 * 1) Read Chapter 8, from the beginning to the end of page 467, and complete Day 1 of [[file:MS_WDHISTB_11_04_ReadingGuide.pdf]]
 * 2) Visit the link above and do the Erie Canal virtual tour. When finished, answer the following questions in your History Journal:
 * Which two bodies of water does the Erie Canal link?
 * Why was the canal called "Clinton's big ditch"?
 * Why did canals have towpaths?
 * What is the purpose of locks?
 * What is the canal most often used for today?

3. Read Chapter 8, from "on the Move" to the end of the chapter, pages 468-473, and complete Day 2 of the Reading Guide. 4. Thank about all the things you do on a day-to-day basis--what you eat, what you wear, where you go, etc. For example, you might have orange juice from Florida and cerreal from the Midwest for breakfast. You might ride in a car manufactured in Japan that runs on fuel brought from oilfields in the Middle east. You might walk around in sneakers made in Thailand and a shirt exported from China. For lunch, who knows? Mexican tacos? An Italian sub sandwich? French Fries? Fill out

Lesson 4: Slavery in the Modern World
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Lesson Objectives
• Compare and contrast the European and Muslim slave trade of Africans with earlier slave systems. • Describe slavery in the Muslim world. • Describe the slave trade in Africa as it existed by 1700. • Describe the transatlantic slave trade and its consequences. • Explain the relationship between slavery and the growth of racism. • Give examples of the kinds of work slaves did in the Americas and the economic factors that encouraged it. • Identify major leaders of the abolition movement, what they are known for, and the results of their work. • Recognize that Enlightenment ideas about human rights conflicted with the reality of life for most people in the world at the time. • Recognize that slavery still exists in parts of the world today. • Summarize the experiences of Equiano. • Trace on a map the major routes the slave trade took.

3. Read Chapter 10, from "Slavery and Racism" to the end, pages 501-507, and complete Day 2 of the Reading Guide.
 * 1) Read Chapter 10, from the beginning to "Slavery and Racism", pages 490-501, and complete Day 1 [[file:MS_WDHISTB_11_06_ReadingGuide.pdf]].
 * 2) Read again the account by Olaudah Equiana, "Aboard a Slave Ship," on pages 496-497. When you've finished answer the following questions in your History Journal:
 * Why did slavers treat slaves so inhumanely, like squeezing so many of them together in the holds of their ships?
 * How did the slavers try to justify their actions?
 * What explains the slavers' unnecessarily harsh treatment of slaves, like throwing overboard the fish they did not intend to eat rather than giving it to the starving Africans?
 * How might enslaved Africans view not just their slavers but all white people?