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AP U.S. HISTORY CHAPTER 31: AMERICAN LIFE IN THE “ROARING TWENTIES 1919-1929

2012-01-30T12:33:00.002-08:00

FOCUS QUESTIONS

The popular image of the 1920's is of flappers and the Charleston. Indeed the country changed radically during this decade into one with which we would be more familiar today - a mass consumption society, strong economy, big time spectator sports and entertainment, fads and superheroes, mobility, suburbs, etc. But notice as you read the chapter how strong the popular resistance was in m any quarters to the brave new world thus created. Today’s societal changes provoke similar resistance in many.

1. Prejudice, Immigration, and Anti-Foreignism

a. The authors attribute much of the anti-foreignism of the post-World War I period to disillusionment after Wilson’s idealistic crusade in Europe had resulted in so little. The ______________________ Revolution in Russia in 1917 sparked fears that every labor dispute was stirred up by foreign “communists” bent on overthrowing the capitalist system and installing a “dictatorship of the proletariat.” The “_______ Scare” of 1919-1920 was led by Attorney General A. Mitchell ____________, who rounded up some _________ thousand suspected subversives on flimsy evidence (Remember him when we get to the rabid anticommunist of the 1950's, Sen. Joseph McCarthy). Another example cited is the famous case of Nicola _____________ and Bartolomeo _________________ , whose Italian origin and anarchist political leanings were at least a contributing factor to their hysterical trial and ultimate execution for murder. Why do the authors say that the Red Scare “was a godsend to conservative business people”?

b. In this atmosphere, the once moribund Ku ____ ______ expanded to some ________ million members and marched openly on Washington, expanding its agenda well beyond its anti-black crusade to oppose anything not purely Anglo-Saxon. The government moved to sharply cut back the “new wave” of immigrants now coming from the poorer regions of southern and eastern Europe. In the ____________ __________ Act of 1921, immigration was restricted through the use of annual quotas related to national origin of the population as of 19_____ census. Three years later, the ___________ Act of 1924 further reduced unwanted immigrants by pegging the quotas to the census of 18____, when there were far fewer people of eastern and southern European origin. Look at the chart on page 724. How would you describe the change in immigration patterns between 1914 and 1924.

2. Booze and Monkeys

a. The temperance ladies finally got their way and booze was outlawed in 1919 by the __________ Amendment to the Constitution (repealed in 1933). Gangsters such as Al _________ took advantage of Prohibition to sell “bootleg” liquor. Remembering that Wilson wanted to “make the world safe for democracy,” what do the authors mean when they say that this Amendment and its enabling ____________________ Act “made the world safe for hypocrisy”? What does “hypocrisy” mean in this context?

b. A high school education was largely mandatory in the 1920's under the progressive theories of Prof. John ___________ of Columbia. However, the “fundamentalists” got their day in court when science teacher John ____________ was brought to trial in Tennessee for the “crime” of teaching the evolutionary theories of Charles _____________ rather than the biblical interpretation of creation. The old war-horse, William Jennings ______________ came in to prosecute the case, but he was bested in the battle by criminal lawyer Clarence ____________ and he died a few days after the trial.

3. Automobile Revolution

Just as the railroad was the catalyst for the Gilded Age industrial boom, the automobile was the centerpiece of 1920's prosperity and cultural change, led by the “scientific management” theories of Frederick W. ____________ and the assembly line mastery of Henry ________. The chart on page 734 shows that a Model T cost about ________ months, wages for the average worker in 1924, down sharply from ____________ months wages in 1908. If a schoolteacher now makes $30,000 per year after tax and an average new car costs $20,000, it takes _______ months, salary to pay for a new car today!) The automobile had huge “spin-off effects” on the country.

A. Advertising: What is the image being portrayed of the Model A in the ad on page 735?
B. Name a few non-automotive businesses that benefitted from the auto boom.
C. Name a few social changes that were spurred by the effect of the automobile.

4. Communications and Cultural Revolution

a. As you read these pages about the massive cultural changes in the 1920's, note one or more significant things in the following areas:

airplane
radio
movies
women’s role/rights
sexual mores
music
literature
African-American culture

b. Reflecting on this section, do you have any thoughts on what it would have been like to have been a middle class, urban young person in the 1920's? What would be the pros and cons?

5. Wall Street Boom

Wealth accumulation in the 1920's was encouraged by the pro-business policies of people like Secretary of the Treasure Andrew ____________. On the stock exchanges, the authors say that “speculation ran wild” and led to an excessive _______________ (bull or bear) market. What do you think the word “speculation” means in this context? Are people still “speculating” in stocks, real estate, or other such investments today?

AP U.S. HISTORY CHAPTER 31: AMERICAN LIFE IN THE “ROARING TWENTIES 1919-1929

2012-01-30T12:33:00.001-08:00

TOPIC AND TERMS

Bolshevik Revolution
Seattle general strike
“Red Scare” 1919-1920
A. Mitchell Palmer
Sacco & Vanzetti 1921
Ku Klux Klan
“New Immigration”
1921 Emergency Quota Act
1924 Immigration Act
Eighteenth Amendment
Volstead Act
“Speakeasies”
Al Capone
Religious fundamentalists
John Scopes “Monkey Trial”
William Jennings Bryan
Clarence Darrow
Bruce Barton
Babe Ruth
Jack Dempsey
Frederick W. Taylor
Henry Ford
Model “T”
“Tin Lizzie”
Wright Brothers
Charles A. Lindbergh
Guglielmo Marconi
Amos ‘n’ Andy
Thomas A. Edison
D.W. Griffith
Birth of a Nation
Al Jolson
The Jazz Singer
Margaret Sanger
“Flappers”
Dr. Sigmund Freud
Jazz
Langston Hughes
Marcus Garvey
H.L. Mencken
F. Scott Fitzgerald
Ernest Hemingway
Sinclair Lewis
William Faulkner
Ezra Pound
T.S. Eliot
Robert Frost
e.e. cummings
Eugene O’Neill
Harlem Renaissance
Frank Lloyd Wright
“Speculation”
Buying “on margin”
National debt
Andrew W. Mellon

AP EUROPEAN HISTORY: Mercantilism and the Rise of Capitalism: The Industrial Revolution

2012-01-30T12:32:00.000-08:00

FOCUS QUESTIONS

1. What were some of the results of the opening of the Atlantic to commerce with Europe

2. What kind of goods could be produced with the new technological advances

3. Why was Newcomen’s pump considered a radical invention.

4. Which countries held overseas colonies. Who led in exploration and expolitation?

5. What was the result of the commercial revolution that increased production brought about by `precious metals coming from the Americas?

6. What were the two new social classes developed by the Industrial Revolution

7. What were the parts of the theories of Marx?

8. What three countries established colonial empires during the 18th century?

9. What country led the Industrial Revolution? Why?

10. What were some of the advances in energy during the Industrial Revolution?

11. Define Marxism, liberalism, radicalism, conservatism, socialism

12. Who were the Utopian socialists? Thomas Malthus? David Ricardo?

AP EUROPEAN HISTORY: Mercantilism and the Rise of Capitalism: The Industrial Revolution

2012-01-30T12:31:00.000-08:00

PRACTICE ESSAY QUESTIONS

1. Analyze the way the opening of the Atlantic sparked the rise of capitalism

The question requires all the applications of analysis: examining in detail, determining relationships, explaining. A special emphasis should be on determining the relationships between what appears to be remotely connected events. How could the Atlantic discoveries and colonization of the New World have encouraged the growth of capitalism in Europe. The relationships are complex but strong. Precious metals from the New World colonies of Spain, mainly, led to runaway inflation in Europe; that inflation influenced productivity and commerce, which, in turn, created wealth and the possibilities of its investment. Be sure to show the causal relationships, to describe the effects, and to define terms such as “inflation,” “surplus wealth,” “capitalism.”

2. Explain why the monarchs of Europe favored mercantilism

In this and any “explanation” essay, the task is to offer reasons for your answer: The monarchs of Europe, the question is saying, DID favor mercantilism. Approach this first by considering what mercantilism was and what it accomplished, and then by examining how that would benefit the growing nation-states and their monarchs in the 15th and 16th centuries. Money is the clue.

3. “It is no accident that the Industrial Revolution occurred in late 18th century England.”Assess the validity of this statement.

“To determine the truth: of this assertion, it is necessary to examine what fertile fields nurtured the development of industrialization in England from 1780 to 1830. You must identify the links in the causal chain: the supremacy of Parliament after 1688, the Enclosure movement, he Agricultural Revolution, the growth of towns, the improvement of technology..

4. The Industrial Revolution diminished the quality of life of the common person in Europe.” Defend or refute this statement.

Use facts to argue for or against. In this case, the prevailiing bias of our times - that industrialization subjected the masses to miserable labor and grinding poverty - may not be either accurate or easily defended. In deciding whether to defend or refute, consider: What was the quality of life for peasant farmers before industrialization? Did life in manufacturing towns offer advantages? Did the increase in productivity benefit the common person?

5. Explain how Marx’s theories offer both a reason for, and a solution to, mass poverty in the industrialized world.

In order to “make clear” and “detail,” you must understand Marx’s critique of capitalism and his theory of revolution, the social, economic, and political environment of his day (mid-19th century). And the failure of classical economics to alleviate poverty. Ths is a very tough question. The core of the answer lies in Marx’s theories: the dialectic, the class struggle, surplus-value theory, inevitable revolution, socialism, and Communism.

AP EUROPEAN HISTORY: Mercantilism and the Rise of Capitalism: The Industrial Revolution

2012-01-30T12:30:00.000-08:00

TOPICS AND TERMS

- mercantilism, rise of capitalism
- the Commercial Revolution
- inflation
- cash crops
- rise of capitalism
- capital
- chartered companies
- joint-stock companies
- limited liability
- the bourse
- mercantilism
- theory of mercantilism
- bullionism
- balance of trade
- mother country
- essential industries
- overseas colonization
- aka Old Imperialism
- the Industrial Revolution
- agricultural revolution in England
- the enclosure movement
- Jethro Tull
- industrial proletariat
- technical advances
- energy
- water, coal, steam engines
- textiles
- fly shuttle, spinning jenny, water frame, steam engine, cotton gin
- coal
- steam pump, improved pump
- transportation
- steamship, railroads, canals
- Oil
- internal combustion engine
- Results of the Industrial Revolution
- increased production, availability of manufactured goods
- bad working conditions, sweat shops
- the Sadler Commission
- Luddities
- effects on class and gender
- industrialists/capitalists
- child labor laws
- Jeremy Bentham
- utilitarianism
- women and children’s rights
- feminism
- theories of economics
- Adam Smith
- Wealth of Nations
- laissez-faire
- Thomas Malthus
- David Ricardo
- Iron Law of Wages
- Utopian Socialists
- “dismal science”
- Robert Owen
- Comte de Saint-Simon
- technocrats
- Karl Marx
- Hegelian dialectic
- Dialectical materialism
- communism
- Class Struggle
- inevitable revolution
- surplus value theory
- dictatorship of the proletariat
- the Technical Revolution
- mass production
- consolidation
- big business
- population shift
- partial list of inventors
- John Kay
- James Hargreaves
- Richard Arkwright
- Eli Whitney
- Thomas Newcomen
- James Watt
- Robert Fulton
- George Stephenson

AP EUROPEAN HISTORY THE GROWTH AND SUPPRESSION OF DEMOCRACY

2012-01-25T07:17:00.000-08:00

TOPICS AND TERMS

- The growth of democracy
- England
- food riots
- the Tory Party
- House of Commons
- the Great Reform Bill 1832
- rotten boroughs
- the Chartist Movement
- one man, one vote
- Revolutions of 1848
- the Whig Party
- William E. Gladstone
- Benjamin Disraeli (Tory Party)
- Second Reform Bill 1867
- labor unions
- secret ballot
- free public education
- Third Reform Bill 1885
- social welfare state
- right to strike
- government supplied worker’s compensation insurance
- unemployment insurance
- old-age pensions
- compulsory school attendance
- France
- Age of Metternich
- Bourbon dynasty
- bourgeois King
- Marquis del Lafayette
- Louis Phillipe
- Louis XVIII
- Charles X
- Chamber of Deputies
- constituent assembly
- battles between the classes
- legislative assembly
- universal male suffrage
- Louis Napoleon Bonaparte
- the Second Republic
- Emperor Napoleon III
- Second French Empire
- Liberal Empire
- Crimean War
- the French in Mexico
- Franco-Prussian War
- the Third French Republic
- Paris Commune
- Chamber of Deputies
- Senate
- ceremonial president

- Prime Minister or Premier
- the Dreyfus Affair
- social welfare system
- old liberalism
- laisssez-faire
- new liberalism
- extension of suffrage
- improvement of living conditions

- The Suppression of Democracy
- Germany through the Age of Metternich
- Congress of Vienna
- Germanic Confederation
- Burschenschafts
- Carlsbad Decrees
- Revolution of 1830
- the Zollverein
- Frederick William III
- the Frankfurt Assembly
- Greater Germany
- Lesser Germany
- Otto Von Bismarck
- Blood and Iron
- Austria from the Age of Metternich to World War I
- Emperor Ferdinand I
- ethnic makeup of Austria
- Germans, Hungarians, Slavs, Czechs,
Italians, Serbs, Croats, and others
- Louis Kossuth
- Hungarian Diet
- the Prague Conference
- Austroslavism
- Franz Joseph
- the Compromise of 1867
- dual monarchy
- the Austro-Hungarian Empire
- Pan-Slavic Movement
- Russia from the End of the Napoleonic Wars to World War I
- Alexander I 1801-1825
- Constantine and Nicholas
- the Decembrist Revolt
- Nicholas I
- the Third Section
- “orthodoxy, autocracy, nationality”
- slavophiles
- mir
- Westernizers
- Alexander II
- Emancipation Proclamation
- narodnicks
- Industrialization
- Trans-Siberian railroad

AP EUROPEAN HISTORY THE GROWTH AND SUPPRESSION OF DEMOCRACY

2012-01-25T07:16:00.000-08:00

PRACTICE ESSAY QUESTIONS

1. To what extent and in what ways did the move toward unification in mid-19th century Germany fall out of the hands of the constitutionalists and into the hands of the Prussian militarists?

There is little room for choice in this question, since it requires that you show “how and how much” of German unification was the result of a failure of the forces of democracy to take the lead, thereby leaving it to the militarists in Prussia. Refer to specifics in the breakdown of the leadership of constitutional forces, in the assumption of leadership by Prussia, and in the militaristic nature of Prussian leadership.

2. “Attempts at reform and modernization in 19th century Russia were inevitably diluted by the habit of reaction.” Assess the validity of this statement.

To “assess the validity” is to determine whether a statement is true, false, or partly both. The pivotal concept in this statement is “inevitably diluted.” Does it mean that “the habit of reaction” canceled or weakened “reform and modernization”?

3. “Austria’s suppression of Slavic autonomy within the empire created more dissolution than unity.” Defend or refute this statement.

“Defend or refute” usually allows the presentation of a mixed argument. In this case - because of the crucial phrase “more dissolution than unity”- the argument must show that one or the other was true. As if often the case, the question itself shows the direction of the best possible argument: that dissolution was the result of Austria’s policy toward its Slavic minorities.

4. Evaluate the achievements of Napoleon III

There is always room in an “evaluation” question since it requires “judging the worth” or comparing “pluses and minuses.” The trick here is to give a balanced view. History’s greatest villains appealed to somebody for some reason. Napoleon III was immensely popular for a time and for specific achievements.

5. Contrast and compare the growth and suppression of democracy in 19th century Europe.

This is a double effort: to “show differences” and to “examine similarities.” Democracy did not grow easily in the states where it was ultimately successful nor did it flounder completely in those where it was suppressed. This is a broad question that requires more than a comparison of only two states.

AP EUROPEAN HISTORY THE GROWTH AND SUPPRESSION OF DEMOCRACY

2012-01-25T07:15:00.000-08:00

TOPICS AND TERMS

1. What were some of the conservative policies of the English government from 1815 to 1832?

2. What was the political situation in France from 1815 to 1914?

3. What were the consequences of the Revolutions of 1848?.

4. What were some of the reforms in Russia from 1815 to 1914?

5. During the period between the Second Empire of France and the start of World War I, what was the political situation in that country?

6. Who were some of the principle characters involved in the Dreyfus Affair?

7. Why were the years 1815 to 1848 called the Age of Metternich?

8. What kinds of reforms were the Chartists insisting on?

9. Who was the leader of the Second French Empire and how did he become leader?

10. What were the goals of the Frankfurt Assembly?

11. What were some of the changes in the democratic movement in Europe in the last 30 years before 1900?

12. Who was responsible for condemning Dreyfus to life in prison under false pretenses?

13. Who was responsible for France’s prosperity in the middle of the 18th century, and it’s collapse later on?

14. France’s development of the science of bacteriology was because of these people. Who were they?

15. List some of the features of the social welfare systems in France and England up to 1914.

AP UNITED STATES HISTORY WILSONIAN PROGRESSIVISM AT HOME AND ABROAD

2012-01-20T10:37:00.001-08:00

TOPICS AND TERMS

Woodrow Wilson
Progressive (“Bull Moose”) Party
“New Nationalism
Herbert Croly
“New Freedom”
“Triple Wall of Privilege”
Underwood Tariff
Sixteenth Amendment
“Elasticity” of the currency
Federal Reserve Bank
Federal Reserve Notes
Federal Trade Commission
Clayton Anti-Trust Act
“Populist” farm laws of 1916
Adamson Act
Louis D. Brandeis
Jones Act
Haiti and Dominican Republic
Gen. Victoriano Huerta
Venustiano Carranza
Francisco “Pancho” Villa
Gen. John “Black Jack” Pershing
Central Powers
Neutrality Proclamation
Kaiser Wilhelm II
British blockade of Germany
Neutral rights
U-Boats
“Lusitania”
Sussex Pledge
Charles Evans Hughes
Robert M. LaFollette
Allied war debts
German reparations
Dawes Plan
Alfred E. Smith/1928 election
Agricultural Marketing Act
Federal Farm Board
Hawley-Smoot Tariff
Speculative bubble
“Black Tuesday” (October 29, 1929)
Great Depression
“Hoovervilles”
“Trickle down” economic theory
“Public works” project
Reconstruction Finance Corp. (RFC)
Norris-LaGuardia Act
“Yellow dog” contracts
Bonus Army
Gen. Douglas MacArthur
Manchuria
Henry L. Stimson
“Collective security”
“Good Neighbor” Policy

AP UNITED STATES HISTORY WILSONIAN PROGRESSIVISM AT HOME AND ABROAD

2012-01-20T10:36:00.000-08:00

FOCUS QUESTION (NOTICE: SINGULAR)

1916 Election

Roosevelt refused to run in 1916, which killed the ______________ Party. Wilson then defeated the Republican candidate, ex-New York governor and Supreme Court Justice Charles ____________, ironically (in view of what you’ll see in the next r happens shortly afterward) on the strength of the slogan “He Kept Us Out of _______.”

AP UNITED STATES HISTORY WILSONIAN PROGRESSIVISM 1912-1916

2012-01-20T10:32:00.000-08:00

ESSAY

VARYING VIEWPOINTS

WHO WERE THE PROGRESSIVES?

In a way, it’s not surprising that historians should disagree about who were the “progressive” reformers of the early 20th century. After all, Theodore Roosevelt’s “Bull Moose” Party notwithstanding, this was not a coherent, centralized movement led by one identifiable group of people. Many people called themselves “progressives” during this period. In this essay, the authors identify five different perspectives taken by historians on this question. In one or two sentences each, who were the “progressives” according to each of theses historical schools? Put a (1) by the side of the school of thought that you feel the authors emphasized most in the last two chapters, and put a (5) by the one you think they would most take exception to.

______ 1. Traditional view (first paragraph)

______ 2. “Psychological” view (Hofstadter)

______ 3. “New Left” view (Kolko)

______ 4. “Organizational” school (Weibe/Hays)

______ 5. Gender emphasis (Mancy/Gordon/Skocpol

AP EUROPEAN HISTORY Mercantilism and the Rise of Capitalism The Industrial Revolution

2012-01-20T10:29:00.000-08:00

AP EUROPEAN HISTORY MERCANTILISM AND THE RISE OF CAPITALISM, THE INDUSTRIAL REVOLUTION

2012-01-20T10:28:00.000-08:00

AP EUROPEAN HISTORY: MERCANTILISM, THE RISE OF CAPITALISM, THE INDUSTRIAL REVOLUTION

2012-01-20T10:27:00.000-08:00

AP U.S. HISTORY: THE PROGRESSIVES AND ROOSEVELT

2012-01-12T08:47:00.000-08:00

TOPICS AND TERMS

Henry Demarest Lloyd
Thorstein Veblen
Jacob Riis
Lincoln Steffans
Theodore Dreiser
Ida Tarbell
Hiram Johnson
Frances Willard
Florence Kelly
Upton Sinclair
John Muir
Gifford Pinchot
Eugene V. Debs
Nelson W. Aldrich
William Howard Taft
Richard Ballinger

initiative
referendum
recall
conservation
preservationism
“rule or reason”

muckrakers
17th Amendment
18th Amendment
Elkins Act
Hepburn Act
Northern Securities Case
Women’s Trade Union League
Muller v. Oregon
Triangle Shirtwaist Fire
The Jungle
Pure Food and Drug Act
Newlands Act
Sierra Club
Yosemite National Park
dollar diplomacy
New Nationalism
Ballinger-Pinchot Affair
Old Guard

AP U.S.: THE PROGRESSIVES AND ROOSEVELT

2012-01-12T08:41:00.001-08:00

1. Part Five Introduction.

This introduction gives you a preview of the authors’ answers to the many key questions about America in the first half of the 20th century that will be addressed in the next nine chapters. Look at this section and list three major questions that may interest you.

2. Philippine “Insurrection”

a. The authors devoted eight pages in the last chapter to the five month Spanish-American War, but only two pages here to the far more brutal three-year war against Filipino nationalists seeking their independence. The U.S. president who decided to keep the Philippines after the war was William ________. The leader of the “insurrection” in the Philippines was Emilio ______________, while the first American governor of the Philippines was future president William Howard ________. The Philippines were not granted their independence until after World War II, in 19____.

b. Given that you may know about American involvement in Vietnam in the 1960's, compare and contrast that experience with out suppression of the Philippine independence movement in 1899-1901. Would you have pursued the same or a different policy?

I. Similarities
II. Differences
III. Your View

3. China and the “Open Door:

Trade with China has always been a prize coveted by countries around the world. At the turn of the century, a weak China was being carved up by European powers and the United States was late getting into the game. Secretary of State John ______________ then worked to get an acceptance of an “__________ Door Policy” which would respect Chinese rights while opening up the market to all comers. Anti-foreign feelings in China erupted in the “__________ Rebellion” of 1900, which was suppressed by a large international military force.

4. The Rise of Roosevelt

a. Look at the highlighted quotes from Senators Beveridge and Hoar. What is the essence of their arguments for and against U.S. imperialism?

b. In the election of 1900, the Republicans nominated William ____________ but then added the young war hero Theodore ________________ to the ticket as vice president. The Democrats again nominated the energetic orator William Jennings _______________. The party that stressed prosperity and the gold standard. In September 19___, the re-elected McKinley was assassinated and the amazing Roosevelt took over. List a few of the words used by the author to describe this remarkable man.

c. What is your view as to whether or not a virile, cheerleading flag-waver such as Roosevelt could get elected in America today? Why or why not?

AP EUROPEAN HISTORY: FRENCH REVOLUTION AND NAPOLEON

2012-01-09T11:28:00.000-08:00

AP EUROPEAN HISTORY: The French Revolution, Napoleon, and the Congress of Vienna

- The French Revolution
- the Old Regime
- the First Estate
- the Second Estate
- the Third Estate
- the First or Moderate Stage of the Revolution (1789-1792)
- meeting of the Estate General
- creation of the National Assembly
- Tennis Court Oath
- storming of the Bastille
- abolishment of feudalism and manorialism
- Declaration of the Rights of Man and the Citizen
- Constituent Assembly
- march on Versailles
- seizure of Church and monastery lands
- Civil Constitution of the Clergy
- Flight to Varennes
- Declaration of Pillnitz
- the Second or Radical Stage of the Revolution (1792-1795)
- the Legislative Assembly
- Wars of Revolution
- Brunswick Manifesto
- storming of the Tuileries
- the First French Republic
- the First Coalition
- Jacobins and Girondists
- National Convention
- Maximilien Robespierre
- Louis XVI and Marie Antoinette
- The Enrages
- Committee of Public Safety
- Republic of Virtue
- Danton
- the Final or Reactionary Stage of the Revolution (1795-1798)
- The Thermidorian Reaction
- The Directory

- Napoleon
- the Consulate
- the Concordat
- Code Napoleon
- merit system
- victories in Italy
- victories in Germany
- Confederation of the Rhine
- the Continental System
- War with Spain
- war with Russia
- the Grand Armee
- collapse of Napoleonic Empire
- Battle of Leipzig
- aka Battle of Nations
- abdication of Napoleon
- Frankfurt proposals
- Bourbon dynasty
- Louis XVIII
- island of Elba

- the Congress of Vienna
- rule of legitimacy
- Clemens Von Metternich
- Viscount Castlereagh
- Czar Alexander
- Prince Hardenberg
- Foreign Minister Tallyrand
- settlement of the Napoleonic Wars
- the Hundred Days
- Concert of Europe
- aka Quadruple Alliance

AP EUROPEAN HISTORY; FRENCH REVOLUTION AND NAPOLEON

2012-01-09T11:27:00.003-08:00

AP EUROPEAN HISTORY: THE FRENCH REVOLUTION, NAPOLEON, AND THE CONGRESS OF VIENNA
PRACTICE ESSAY QUESTIONS

1. Contrast and compare the stages of the French Revolution

The contrast part of this question is easy since the various stages of the Revolution have significant differences: the groups, personalities, and methods are glaringly different in each. The tough part of this question is to detail what they had in common, whatt their similarities were. Each had a form of government, a type of leadership, a constitution, a legislative body, goals. Sort them out and stress their similarities.

2. Analyze he way Louis XVI’s attempt to raise taxes to pay off his government’s debts precipitated the French Revolution.

To answer this question, you must apply all the meanings of the term “analyze.: You must “determine the relationship” between Louis’s attempt to raise taxes and the Revolution. The calling of the Estates General for the first time in over 150 years started the chain of events. You must “examine” the sequence oof events “in detail.” Class factionalism in the Estates Genera,l led to the creation of the National Assembly. And you must “explain” why this particular attempt to raise taxes was significantly different from previous attempts. Louis wanted to tax the Frst and Second Estates, which had been exempt since the Middle Ages.

3. “Napoleon’s very successes in battle awakened the nationalistic forces that defeated him.” Assess the validity of this statement.

In this case “assess the validity” means to “determine the truth” of the statement. Almost inevitably, the statement itself is the easiest to argue for in “assess” questions. The strategy is simple: Show how his victories over a specific state led to the awakening of nationalism there. Remember that Napoleon deliberately consolidated parts of Italy and Germany, and this had the samae effect.

4. To what extent and in what ways did the Congress of Vienna restore the Old Order in Europe?

“How and how much” did the Congress restore the Old Order. What had the Old Order been? How had the Revolution and Napoleon changed it? What provisions of the Congress dealt with it? Hat was the overall result - immediately and in the long term

5. “The accomplishments of the French Revolution were not worth the violence, instability, and war it led to.” Defend or refute this statement.

Argue for or against or a little of each. What were the accomplishments - an end to the Old Regime, the spread of democratic ideals? What were the costs - the Terror, the Wars of the Revolution, the rise of Napoleon? Beware of simplistic moralizing. Great developments in human history arre riddled with rights and wrongs on all sides.

.

AP EUROPEAN HISTORY; FRENCH REVOLUTION AND NAPOLEON

2012-01-09T11:27:00.001-08:00

AP EUROPEAN HISTORY; FRENCH REVOLUTION AND NAPOLEON

2012-01-09T11:23:00.000-08:00

The French Revolution, Napoleon and the Congress of Vienna
Focus Questions

1. Before the Revolution, did France’s wealth and size of population give any
warning of the problems to come?

2. What caused the outbreak of the Revolution?

3. What is the difference between the storming of the Bastille and the Tennis Court
Oath

4. Arrange these in chronological order: convening of the Estates General,
Declaration of the Rights of Man and the Citizen

5. What were the three stages of the Revolution?

6. What document alienated the French Church and her believers?

7. Arrange these in chronological order: Consulate, National Assembly, Directory,
National Convention.

8. When it was all over, how many died during the Reign of Terror?

9. Did the Revolution end the legal inequities between the classes? If so, how? If
not, Why?

10. What were some of Napoleon’s positive accomplishments?

11. What was the purpose of the Continental System?

12. How did Napoleon make the Revolution an international movement?

13. How did the Congress of Vienna restore the balance of power in Europe.

14. Who were the important members of the Congress of Vienna. Which dominated the
proceedings?

15. What did the map of Europe look like in 1789? 1800? 1815?

11. Define agnosticism, atheism, rationalism, deism

12. What role did Voltaire play in enlightenment thinking?

13. Which philosophes were influential in spreading Enlightenment thinking to the
Americas?

AP UNITED STATES HISTORY: THE GILDED AGE

2011-12-05T09:26:00.001-08:00

FOCUS QUESTIONS I

1. Part Four Intro:

This introduction gives you a preview of the authors’ answers to certain key questions about the “pallid politics” and corruption but at the same time massive changes taking place in American life in the latter part of the 19th century. Look at this section and list three major questions you think the authors will be addressing in the next five chapters.

2. Grant and Corruption:

a. The authors’ opinions are obviously not high regarding any of the late 19th century political leaders, especially Gen. Grant - calling him “inept” and a political “greenhorn.” How important was the black vote in electing Grant and how did this political factor affect the Reconstruction policy of the Republican party?

b. Jay ________________ and Jim ___________________ are cited as examples of post-Civil War corporate corruption. Boss ________________ in New York City is cited as an example of political corruption. A combination of the two was the “Credit Mobilier” scandal. What did the Credit Mobilier scandal involve?

3. 1873 Depression and “Hard Money”

a. The first paragraph of this section summarizes nicely the boom and bust cycles that seem to afflict American capitalism every generation or so. In your own words, what caused the economic panic of 1873?

b. We are used to inflation today (when prices are higher this year than last). But in the lat 1800's, the government actually contracted the money supply per capita (per person). For example a loaf of bread would cost less this year than last year. Why would debtors in the countryside who owed people money want more silver to be coined and more dollars to be printed? Why would eastern financial interests who lent money (creditors) oppose these inflationary actions?

4. Death of Reconstruction and Birth of “Jim Crow#”

a. Politics in the “Gilded Age” was passionate if not particularly inspiring. Party distinctions had many similarities to the present day. List a few words to describe Republican and Democratic parties of the period.

b. The backroom Compromise of 1877 involved ______ (a number) disputed electoral votes in the 1876 election between Republican Rutherford B. ______ and Democrat Samuel J. _______. The deal gave the presidency to __________ in return, among other things, for the Democratic desire to withdraw the last federal troops from the South. This ended Republican commitment to racial equality in the South and completed the reversion of southern state governments to the white “redeemers.” What effect did the Compromise of 1877, the Civil rights cases of 1883, and Plessey v. Ferguson (1896) have on the institution of legalized social segregation (“Jim Crow” laws) and black economic subservience in the South?

1. Compromise of 1877
2. Civil Rights cases (1883)
3. Plessy vs. Ferguson (1896)
5. The Chinese

The Chinese - mostly as single men from southern China - came to the West Coast primarily during the Gold Rush and to work on the railroads, after which they ventured into other areas. This created resentment, especially during the hard economic times of the 1870s. Demagogues such as San Francisco’s Denis _________ agitated and Congress finally passed the Chinese ___________ Act in 18___, creating ethnic-based immigration restrictions that remained until 19___.

5. Politics of the 1880's

Republican James __________ of the key swing state of _______ was elected in 1880 and assassinated by a disgruntled office-seeker less than a year later. Vice President Chester ______________ then took over and pushed through the ___________ Act of 1883, which started to control the abuses of the “spoils system” by classifying government jobs, testing applicants, and setting up a ____________ Service Commission. Democrat Grover ________ then beat Blaine in 1884 thanks to the desertion to the Democrats of some reform-minded, sound-money Republicans called “____________.” Cleveland liked small government which, when combined with the revenues generated from high tariffs, was producing a large government budget surplus. Cleveland tried to lower tariffs, which raised the ire of the Republicans and got Benjamin _________ (grandson of old “Tippecanoe” ) elected over Cleveland in 1888 in one of the first campaigns heavily financed by big industrialists.

6. Populists and Politics of the 1890's

a. The newly formed ___________ Party, or “Populists,” made a remarkable showing in the 1892 elections, backing ex-general James B. ____________. Their platform called for unlimited coinage of silver, a graduated income tax, and government ownership of certain large industries such as railroads. Choose one of these planks from the Populists platform and explain why it would be favored by farmers and/or debtors.

b. Labor never fully joined the Populist crusade and southern whites used old racist arguments to make sure that the white Populists would not join forces on a class basis with the Colored National Farmers Alliance. Jim Crow laws and black disenfranchisement were tightened throughout the South. Though the Populists made a strong showing, the Democrat Grover ____________ returned to the White House in 1893 in time for the worst economic depression the country had yet seen. (Note: today, the government would probably take steps to relieve suffering through welfare and unemployment insurance and by pumping more money into the economy, but then the philosophy was to “let nature take its course.”) To save money, Cleveland angered rural interests by suspending the 1890 ____________ Purchase Act and borrowing $65 million from Wall Street banker J.P. Morgan.

Varying Viewpoints: The Populists

From what you’ve read so far (there’s more on the Populists in the following chapters), do you tend to favor Richard Hofstadter’s critical view of Populists as rural hicks resisting inevitable progress? Or do you like the positive view of Lawrence Goodwin (influenced by the popular uprisings of the 1960's) that the Populists represented a pure, progressive, grassroots movement (a “shining, popular democratic moment”)? Why do you favor one of these viewpoints?

AP UNITED STATES HISTORY: THE GILDED AGE

2011-12-05T09:25:00.001-08:00

TOPICS AND TERMS

“Waving the bloody shirt”
“Jubilee Jim“ Fisk
Jay Gould
“Boss” Tweed
Thomas Nast
Credit Mobilier
Whiskey Ring
Liberal Republicans
Horace Greeley
General Amnesty Act 1872
Panic of 1873
“Greenbacks”
Resumption Act of 1875
“Crime of ‘73"
Greenback Labor Party 1878
“Gilded Age”
“Stalwarts”/Sen. Roscoe Conkling
“Half-Breeds“/Sen. James B. Blaine
Rep. Rutherford B. Hayes 1876
Dem. Samuel J. Tilden 1876
“Compromise of 1877"
Civil Rights Act of 1875
Civil Rights Cases 1883
“Jim Crow” Laws
Plessy v. Ferguson 1896
Denis Kearney
Chinese Exclusion Act 1882
U.S. v Wong Kim Ark 1898
James A. Garfield 1880
Charles Guiteau
Chester A. Arthur 1881
Pendleton Act of 1883
Civil Service Commission
“Mugwumps“ 1884
Dem. Grover Cleveland
Rep. Benjamin Harrison 1888
Rep. Thomas B. Reed
“Billion Dollar” Congress 1889
McKinley Tariff Act of 1890
Farmers’ Alliance
People’s Party (“Populists”)
Gen. James B. Weaver
Homestead Steel Strike 1892
Colored Farmers’ National Alliance
Tom Watson
Depression of 1893
J.P. Morgan
Wilson-Gorman Tariff 1894

AP EUROPEAN HISTORY: THE BEGINNING OF MODERN EUROPE

2011-12-05T09:24:00.000-08:00

READING HOMEWORK:

PAGES 410 TO 530. YOU HAVE TWO WEEKS! DON'T TRIP. CHILL!

AP EUROPEAN HISTORY: THE BEGINNING OF MODERN EUROPE

2011-12-05T09:21:00.000-08:00

AP EUROPEAN HISTORY 04 THE EXPANSION OF EUROPE AND THE ENLIGHTENMENT
FOCUS QUESTIONS

1. What were some of the factors in the development of science that came from the Renaissance? The ancient Greeks? The Protestant Reformation? Direct Observation?

2. Why do they call Copernicus’ discoveries a “revolution”?

3. What did Newton demonstrate in his Principia Mathematica?

4. What were some of the characteristics of the philosophes?

5. Explain how “cogito ergo sum” served as a basis for Cartesian duality?

6. What is enlightened despotism?

7. Which of the European monarchs were Enlightened despots? Which were not?

8. Why would Rousseau be called an apologist for dictators?

9. Which scientist championed the use of the experimental or inductive method of inquiry. How?

10. Which astronomer validated the discoveries of Copernicus?

11. Define agnosticism, atheism, rationalism, deism

12. What role did Voltaire play in enlightenment thinking?

13. Which philosophes were influential in spreading Enlightenment thinking to the Americas?

AP EUROPEAN HISTORY: THE BEGINNING OF MODERN EUROPE

2011-12-05T09:20:00.000-08:00

TOPICS AND TERMS

OVERVIEW
- the agricultural revolution
- open field system
- enclosure movement
- the Seven Years’ War (French & Indian War)
- the American Revolution
- Science
- Aristotle, Ptolemy
- individualism and the church
- Luther
- Copernicus
- Galileo
- Newton
- skepticism and rationalism
- the French Revolution
- The Expansion of Europe
- the Columbian Exchange
- mercantilism: relating to trade or commerce
- Adam Smith
- The Enlightenment’s Roots in the Development of Science
- the philosophers of modern science
- Francis Bacon
- Rene Descartes
- cogito ergo sum
- the revolutionary thinkers of science
- Nicolaus Copernicus
- geocentric vs heliocentric universe
- Concerning the Revolutions of the Heavenly Bodies
- Johann Kepler
- Galileo Galilei
- trial of Galileo
- Isaac Newton
- natural laws of motion
- deism
- rationalism
- scientific revolution
- learned societies
- salons
- French Academy of Sciences
- Royal Society of London
- end of the age of religion
- the Enlightenment
- the philosophes
- Voltaire
- #“ecrasez l’infame” Crush the infamous thing!
- Jean Jacques Rousseau
- the noble savage
- state of nature
- The Social Contract
- the general will
- treatise #“Emile”
- Baron de Montesquieu
- Spirit of the Laws
- checks and balances
- Denis Diderot
- Encyclopedia
- Francois Quesnay
- physiocrats
- laissez-faire
- Adam Smith
- Wealth of Nations
- supply and demand
- John Locke
- Two Treatises on Civil Government
- consent of the governed
- social contract
- right of revolution
- Enlightened Despotism
- Russia
- Duchy of Muscovy
- Ivan the Great
- the fall of Constantinople
- the Tarters
- Basil III
- Ivan the Terrible
- the Boyars
- the Duma
- Peter the Great
- Westernization of Russia
- St. Petersburg
- window to the West
- Catherine the Great
- Czar Peter III
- Pugachev’s Rebellion
- Prussia
- Hohenzollerns
- Frederick William
- Frederick I
- Frederick William I
- Frederick William II (Frederick the Great)
- the Junkers

- Hapsburg state of Austria
- Maria Theresa
- Joseph II

AP EUROPEAN HISTORY: THE BEGINNING OF MODERN EUROPE

2011-12-05T09:17:00.000-08:00

WORLD HISTORY NOTES 34
THE BENEVOLENT DESPOTS OF EUROPE

- The Hapsburgs
- ruled Austria, but also were rulers of the Holy Roman Empire
- but after religious strife between Catholics and Protestants ended
grew less interested in HRE in Germany
- instead tried to build up a strong empire by uniting Austria & Bohemia
- by 1700 Vienna became capital city of Austrian empire
- as it grew, the rulers became stronger
- their palace rivaled Versailles
- one of greatest rulers was Maria Theresa
- she helped make Austrian empire more powerful
- by uniting the many different peoples
- by 1780 she had made Austrian Empire one of strongest nations in Europe
- Austria’s ruler had absolute or complete power
- Maria Theresa’s son, Joseph II, tried to use that power to improve life
- an absolute ruler who tries to help people is called a benevolent despot
- he gave Protestant and Jews equal rights with Catholics
- tried to make the many different people of Austria feel included
- made German the official language of Austrian Empire
- replaced old laws with new set that were more modern
- freed the serfs in Austria
- they could now own land, and have rights
- forced nobles to pay their share of taxes
- many nobles, the church and others disagreed with the changes
- before he died in 1790, he was forced to end most of them

- The Hohenzollerns
- With Hapsburgs out of Germany, the Prussians ruled
- led by Hohenzollern family
- between 1600 and 1700 built up Prussia’s power
- Frederick William became king in 1640
- took power away from nobles
- strengthened the government
- built up the Prussian army
- rulers who followed Frederick continued his plan
- Prussia became a well organized nation
- always prepared to fight a war
- around 100 years later, Frederick the Great ruled Prussia
- he conquered a good deal of land increasing Prussia
- got nickname from his success as a benevolent despot
- improved Prussian in many ways
- opened elementary schools
- set up trade schools for older children
- allowed Prussians freedom to worship as the chose
- built canals and encouraged trade with other nations
- encouraged creation of new industries
- so he ruled well
- but he did not free Prussian serfs
- did not want to upset Prussian nobles
- the Spanish Bourbons
- during 1600's Spain lost its place as most powerful nation in Europe
- after 1700's ruled by same family as in France
- like the French rulers, tried to make gov’t stronger
- by cutting power of the nobles
- and ruling as absolute monarchs/despots
- but benevolent ones
- allowed Protestants to have religious freedoms
- encourage trade and industry
- wrote new modern laws
- but Spanish Bourbons would never make Spain a powerful nation again

WORLD HISTORY NOTES 35
THE RUSSIANS

- Russia had been ruled by Mongols until late 1400's
- when Ivan the Great, Grand Duke of Moscow freed most of it
- in 1500's his grandson, Ivan the Terrible became czar
- Russian word for Caesar or emperor
- czars were very powerful
- controlled both government and church
- most also controlled the nobility
- but they did not use their power to help the Russian people
- during 1500-1600's, passed laws forcing farmers to become serfs
- worked on their lords estates
- by mid-1600's most farmers were serfs for life
- for them, life sucked
- but not all farmers became serfs
- some lived on plains of Russia
- where they hunted and traded
- they were famous for their equestrian abilities
- which helped them be able to move from place to place
- they were called Cossacks
- during 1600-1700's Russia took over much land from Asia
- Cossacks moved into these frontiers
- some moved near the Black Sea
- others eastward to Siberia
- as late as 1600's, Russian life more like Asia than Europe
- they belonged to Greek Orthodox Church, not Roman Catholic
- the people included mainly small class of rich nobles
- and large class of poor serfs/farmers
- very little to no middle class of merchants
- they traded more with Asia than with Europe
- because Russian did not have seaports in Europe
- The Romanov Family
- 1689 Peter the Great became czar
- he believed Russia must learn more about western Europe
- or Russia will never develop into a modern nation
- believed Russia must increase trade with the west
- he took land from the Turkish Empire Black Sea port of Azov
- took some land from Sweden along the Baltic coast
- now Russia had western Seaports
- Peter tried to build up army and navy like Western counterparts
- replaced Russian nobles with government officials
- just like in the west
- encouraged Russians to set up industries like the west
- opened schools to teach European science
- moved the capital from Moscow to St. Petersburg
- his plan to “westernize” Russia did not sit well with the nobles
- when he died in 1725, they regained power
- in 1762 Catherine the Great became ruler
- she continued Peter’s plans
- improved local government
- limited the powers of the nobles
- encouraged spread of European science and learning
- increased trade with Europe
- by forcing Turks to allow ships to sail from Black Sea to
Mediterranean
- by the time she died in 1796, Russia had taken over eastern Poland
- Russian nation now included part of central Europe
- but even then, few European ideas spread into Russia
- the few who learned were only merchant traders and nobles
- most Russians remained serfs on large estates

WORLD HISTORY NOTES 36
THE BIRTH OF MODERN SCIENCE

- During the late middle ages, scientists studied ideas of Greek and Arab scientists
- by 1500's European scientists beginning to make new discoveries
- astronomy
- used to believe that earth was at center of universe
- geocentric theory
- in 1540's Copernicus discovered earth/planets revolved around the sun
- called it the Copernicus or Copernican theory
- heliocentric theory
- this could not be proven until invention of telescope in early 1600's
- primarily through the works of new astronomers
- Galileo Galilei of Italy
- Tycho Brahe of Denmark
- Johann Kepler of Germany
- there were also discoveries in medicine
- 1543 Vesalius wrote a book about anatomy
-it corrected many ideas about the human body
- later the English doctor William Harvey discovered blood flows through veins
- there was also progress in mathematics
- before end of 1500's, Dutch citizen Simon Stevin invented decimal system
- used to find correct weights and measures of objects
- in 1600's, Rene Descartes united algebra and geometry
- created new subject in math called analytic geometry
- used by astronomers to calculate distances between stars and planets
- in late 1600's, Wilhelm Leibnitz of Germany and Isaac Newton of England
- developed a math system called calculus
- made it possible for engineering to develop
- Galileo also discovered the law of falling bodies
- two objects of different size/weight dropped from same height would fall to the
ground at the same speed
- this law became one of the laws or main ideas of physics
- science of matter and energy
-Newton also discovered the law of gravity
- all objects tend to attract or pull each other toward each other
- made easier to understand by the legend of the falling apple
- this discovery helped to explain how planets and stars moved in space
- and why the earth and other planets move around the sun, not each other
- during 1600-1700's, new discoveries about electricity
- 1600, Englishman William Gilbert helped identify it
- 1752 Benjamin Franklin proved lightening was form of electricity
- 1800, Allesandro Volta of Italy invented the battery
- making it possible to do experiments in a lab using electricity
- Modern chemistry was developed
- Robert Boyle of England
- the “father of modern chemistry”
- scientists discovered new elements
- basic kinds of matter
- gasses in the air, liquids, etc.
- Joseph Priestly of England was first to identify oxygen
- most people thought fire burned because of a magic substance
- but in 1700's Frenchman Antoine Lavoisier proved fire needed oxygen

WORLD HISTORY NOTES 37
YEARS OF REVOLUTION AND CHANGE

- Great Britain’s first successful colony in N. America, Jamestown, VA
- started in 1607
- other colonies in 1600's and 1700's
- with Georgia in 1732, there were 13 colonies along Atlantic coast
- American colonists given more freedom than any other European colonies
- each had own legislature
- divided into governor’s council and the assembly
- assembly elected by voters in colony
- had very important power
- the power to tax
- colonies also controlled own governments
- in towns they usually chose own judges, police and jury members
- in New England, local matters discussed at town meetings
- attended by all townspeople
- here they made own decisions over local matters
- most colonies allowed religious freedom
- many Quakers, Jews, Catholics, and Protestants came for this freedom
- built own churches
- learned to live with each other in peace and harmony
- in spite of different beliefs
- others came to make a better living
- in New England, many became merchants, shipbuilders
- some owned fishing fleets
- in Middle Colonies (NY,NJ,PA,DE)
- from trade, industries and farming
- In Southern Colonies (VA, MD,NC,SC,GA)
- tobacco and rice plantations (large farms)
- not all new setters became rich
- but most better off than where they came from
- many without jobs or lived hard lives
- in American colonies, easy to buy land, settle as a farmer, and be a good citizen
- During French & Indian War (1754-1763) GB spent a lot of money for troops/supplies
- to help colonists defeat French forces
- after the war, GB kept soldiers in colonies
- to protect colonists from Indian attack
- but in order to support this, GB needed more money
- 1760 GB government raised money by taxing the colonists
- but colonists said they could protect themselves from Indians
- besides, GB had no right to tax colonies
- only elected assemblies could
- and only if the people approved
- taxes did not help colonists, only GB
- taxation without representation
- Parliament continued to try and tax colonists
- When they sent soldiers to force colonists to pay, end of “good guy”
- colonists decided time to declare independence
- Declaration of Independence
- written by Thomas Jefferson
- approved July 7, 1776
- United States born!
- took 8 years for colonists to win American Revolution
- France, defeated in French/Indian war, helped colonists
- sent army leaders, ships, and lots of money
- Spain and Netherlands also helped
- by 1783, GB defeated
- U.S. now a democracy

WORLD HISTORY NOTES 38
REVOLUTION IN LATIN AMERICA

- Spanish colonies helped establish New World
- but not allowed to govern themselves
- mostly by Spanish officials
- highest was Viceroys
- chosen by rulers of Spain
- took orders from the monarch’s council
- Spain kept strict control over trade in colonies
- expected them to send gold, silver, and farm products to Spain
- also expected to buy all manufactured goods from Spain
- machine made products
- tools, furniture, etc.
- these rules helped make Spain a powerful rich nation
- but also held back growth of the colonies
- colonies forced to accept Spain’s rule for many years.
- when 13 colonies won in U.S., they began their try for freedom and independence
-1808 Napoleon Bonaparte conquered most of Spain
- now Spain too weak to control colonies
- next few years, most Spanish colonies declared independence
- one of early wars for independence broke out in 1810 in Venezuela
- led by Francisco Miranda
- Venezuela tried to set up own government
- but Spain able to defeat revolt
- however by 1826, Simon Bolivar helped win independence for several colonies
- Venezuela, Columbia, Bolivia, Ecuador
- meanwhile, Argentina, Chile and Peru gained their independence
- led by Jose de San Martin and Bernardo O’Higgins
- by 1822, Brazil won independence from Portugal
- Mexico won independence in 1821
- 1804 Haiti won independence from France
- but Spain” islands in West Indies remained with Spain, Cuba and Puerto Rico
- with Latin American freedom, democratic governments did not develop right away
- Spain and Portugal did not allow the colonists practice in governing themselves
- trade and industry had been held back
- as result, people too poor, uneducated, unable to set up democratic gov’t
- for this reason, most countries in Latin America accepted strong military rulers
- army generals, etc.
- lasted most of the 1800's
- Spain wanted colonies back
- But US and GB warned them to keep out of American affairs
- President Monroe came up with the Monroe Doctrine
- any move to colonize the Western Hemisphere is considered an
attack on the United States
- so Spain gave up
- during late 1800's-early 1900's some European nations loaned money to Latin America
- sometimes Latin American unable to pay these loans back
- European warships would then try to force nations to pay money owed
- 1904 Theodore Roosevelt decided to prevent this from happening
- his philosophy as leader of the most powerful nation in the world
- “Speak softly, but carry a big stick.”
- sent in US troops to protect these Latin American nations
- many Latin Americans did not agree with this program
- in fact many hated U.S.
- they had taken control of Panama Canal Zone in 1903
- but US continued to send troops
- to “protect American interests”

AP EUROPEAN HISTORY THE REFORMATION

2011-11-17T07:17:00.000-08:00

AP European History: Protestant Reformation, Catholic and Counter-Reformations, Wars of Religion (1517-1648) Practice Questions for Discussion

1. "Calvin's doctrines were a radical departure from those of both the Roman Catholic Church and Luthernanism" Evaluate this statement.

2. "The reformation was caused by long-term political, social, and economic developments" Discuss this statement.

3. "The Catholic and Counter Reformations attempted not only to reform the Church but to suppress heresy" Defend or refute this statement

4. "The Protestant emphasis on one's personal relationship with God was a logical outgrowth of the Renaissance" Assess the validity of this statement.

5. "Protestantism spread with the growth of nationalism" Discuss this statement.

1. This question leaves some room for choice. In evaluating the statement, one may choose to compare the doctrines on salvation of each of these Christian sects. In his stand against the indulgences, Luther departed from Roman Catholic doctrine and from Church tradition. Calvin argued still another view. The question could be approached throught this issue alone. Another way to attack the question would be through the differing relations of each of these sects to the issues of religion and the state and of church government. A clear contrast can be shown among the three.

2. The "discuss" essay is, by nature, less focused than other variations. Like the others, it requires that the student take a stand on the statement; unlike the others, it does not narrow the possible approaches. Choices bring opportunities and dangers. This type requires strict organization. In this particular question, the crucial term is "caused." Any great historical event is brought about by multiple and complex developments. There are the long-term causes. For instance, corruption among Church officials and the influence of Renaissance ideas are long-term causes of the Reformation. But people - personalities- are often at the center of immediate causation. Immediate causes are actions that precipitate great events. Tetzel's sale of indulgences provoked Luther to issue his 95 Theses.

3. In a "defend or refute" essay, it is still possible to present a mixed argument - party for, partly against. After all, there are few human endeavors that do not encompass the whole range of moral possibility. To "reform" implies a noble goal for a noble institution; to "suppress" implies the application of power for the denial of freedom. The point to remember with this question is not to make moral judgments but rather to consider the varying roles of individuals and organizations during the Catholic response to Protestantism.

4. A reminder: to "assess validity" is to determine whether a statement is true or false, or partly both. The pivotal concept in this statement is "logical outgrowth." Consider its implications before choosing an approach. Does it mean a necessary effect? Or the result of one influence among many? In order to answer this, the student must be familiar with the Renaissance ideas that emphasized individuality as well as how they differed with notions of the preceding age (the medieval period). These ideas must then be linked as influences for various Protestant theological or social concepts that differed from Roman Catholic views. This is a tough question. It would be easy to fall into the trap of over-simplifying by jumping to conclusions based on a superficial knowledge of complex ideas and doctrines.

5 This question implies a link between what would appear, at first glance, to be two diametriccally opposed forces: the spiritual and the political. Of course, religion has influenced politics throughout the ages; it continues to in our own country. It is less common or at least appears to be for politics to influence the growth of a new religion or, more accurately, a new dogma. The key to answering this question is an understanding of the changed attitudes and political relationships in the 16th century and of the way Protestantism fostered nationalism.

AP European History The Reformation Focus Questions

2011-11-17T07:15:00.000-08:00

AP European History: Protestant Reformation, Catholic and Counter-Reformations, Wars of Religion (1517-1648)Topics and Terms
- Chronological Overview of Events, Personalities, Ideas
- Johann Tetzel
- indulgences
- Martin Luther
- 95 Theses
- Salvation by faith alone
- Bible is the ultimate authority
- Grace of God brings absolution
- Baptiism and communion are the only valid sacraments
- transubstantiation
- consubstantiation
- Clergy is not superior to the laity
- Church should be subordinate to the state
- papal bull
- Pope Leo X
- Emperor Charles V
- Frederick the Wise
- the Diet of Worms
- Lutheranism spreads
- Franz von Sickengen
- Peasants' War
- anabaptists
- millennarians
- Albert of Brandenburg-Prussia
- the Diet of Speyer
- League of Schmalkalden
- Huldreich Zwingli
- Peace of Cappel
- Pope Paul III
- reform popes
- Act of Supremacy
- Anglican Church
- Henry VIII
- Catherine of Aragon
- Thomas Cranmer
- Anne Boleyn
- abolition of monastaries in England
- John Calvin
- Institutes of the Christian Religion
- Predestination
- elect or saints
- conversion
- Puritan or Protestant ethic
- Church government
- theocracy
- England
- Statute of the Six Articles
- Mary Tudor
- Puritan Revolution
- Presbyterians
- Huguenots
- Calvinists
- Separatists
- Catholic and Counter-Reformations begin (1540s)
- Ignatius Loyola
- Jesuits (Society of Jesus)
- Spanish and Italian Inquisitions
- Index of Prohibited Books
- Council of Trent
- salvation by good works and faith
- seven sacraments valid
- religious authority is with the Bible, traditions of the Church,writings of Church fathers
- Monasticism with celibacy, purgatory reconfirmed
- principle of indulgences upheld but abuses corrected
- Peace of Augsburg
- Cuius regio, eius religio
- Results of Protestant Reformation
- Northern Europe
- unity of Christianity shattered
- Wars of Religion
- Protestant spirit of individualism
- Protestantism justified nationalism
- The Thirty Years War (1618-1648)
- the four phases
- the Bohemian Phase
- the Danish Phase
- the Swedish Phase
- the French-Swedish Phase
- the Peace of Westphalia
- effects of Thirty Years War
- Germany
` - Balance of Power politics
- the Hapsburgs
- slowing of Catholic and Counter Reformations

AP U.S. HISTORY CHAPTER 21 TOPICS, TERMS AND FOCUS QUESTIONS

2011-11-09T14:43:00.000-08:00

TOPICS AND TERMS

“On to Richmond!”
Bull Run
Gen. “Stonewall” Jackson
Gen. George McClellan
Peninsula Campaign
Gen. Robert E. Lee
Seven Days’ Battles
Merrimack
Monitor
Second Battle of Bull Run
Gen. John Pope
Antietam
Emancipation Proclamation
Thirteenth Amendment
Gen. Ambrose Burnside
Fredericksburg
Gen.“Fighting Joe” Hooker
Chancellorsville
Gen. George Meade
Gettysburg
Pickett’s Charge
Gettysburg Address
Gen. Ulysses S. Grant
Forts Henry and Donelson
Shiloh
Adm. David Farragut
New Orleans (spring 1862)
Vicksburg
Chattanooga
Gen. William Tecumseh Sherman
Burning of Atlanta
“March to the Sea”
Savannah
Election of 1864
“Peace Democrats”
“Copperheads”
Clement Vallandingham
Union Party
Andrew Johnson
Dem. George McClellan
Wilderness Campaign
Appomattox
Lincoln assassination
John Wilkes Booth
Death Toll
Monetary cost

FOCUS QUESTIONS

Note: The review in this chapter of the military leaders, strategies, and key battles can#’t fully convey the sheer magnitude of the conflict or the often horrendous human aspects of the Civil War. However, it is important to have a solid overview of the military strategies involved and of those turning points that could have gone either way and thereby greatly influence the world we live in today.)

1. Strategy and Early Battles: The authors contend that had the North prevailed at the first “picnic-like” Battle of __________ Run (just south of Washington) in July 1861, southern states might have been re-admitted on easy terms. But after the bloody ______________ Campaign, in which Union forces under young General George _________ failed to take the Confederate capital of ______________, Virginia, the Union strategy turned to “total war.” List the six elements of the new northern strategy mentioned on page 457-458

2. Antietam and Emancipation

a. Note the importance of the embargo on southern ports (keeping cotton in and war supplies out). Southerners tried to get around the embargo, partially through the use of their ironclad ship named the _____________, which in 1862 was challenged by the Northern “cheesebox on a raft,” the _______________________

b. Emboldened by his successes, Confederate Gen. Robert E. ____ advanced his army into northern territory and, on September 18____ was engaged at Antietam Creek, in the western part of the state of _________________. This bloody battle was a military draw. However, list the two reasons why the authors call this engagement “the most decisive of the of the Civil War.”

c. What were Lincoln’s objectives in issuing the Emancipation Proclamation? How did this proclamation signal a change in northern war aims?

d. Why was the proclamation technically less than it appeared? Why do the authors summarize by saying “....where he could he would not, and where he would he could not.”

e. About ________ blacks joined the army after Emancipation, representing about _____ percent of Union forces, including the famed Massachusetts 54th, which attacked Fort Wagner in South Carolina (dramatized by the movie “Glory”)

3. War at Midpoint

After Antietam, Lincoln tried a variety of new generals, who proceeded to chase Lee’s army around northern Virginia. Lee and his brilliant lieutenant “Stonewall” _____________ were then encouraged by a stunning victory at C____________ to advance into the North again in the hope of breaking the Union will to fight. For three days in July 18___, at the Pennsylvania town of G___________, his troops assumed the unaccustomed offensive role against dug-in Union Army troops under General George G. _________. After the famous “charge“ by troops under Confederate General George ________ on the last day, Lee was forced to withdraw. His army would fight on for two years, but was never again a real threat. In the west, the Union strategy was to capture the mouth of the Mississippi at New Orleans and then for General Ulysses S. ______ to move south and capture the rest of the river. This was accomplished with the Union victory at V___________ on the day after the Confederate defeat at Gettysburg. The remainder of the western strategy involved the brutal march under Union General William Tecumseh ________ from the Cumberland Mountains, through the burning of A___________ (spectacularly recreated in the movie “Gone With the Wind), finally reaching the sea at Savannah, Georgia.

4. Politics of War

Objections to the war were always strong in the North, especially among “Peace” Democrats mostly in the Midwest and the so-called ______________ (a poisonous snake), who openly obstructed the war (using many tactics perfected later by Vietnam War protesters). Lincoln treated these critics harshly and, in 1864, formed a political coalition between Republicans and “War” Democrats called the ________ Party, which - to balance the ticket - chose as Lincoln’s running mate the “War” Democrat from Tennessee, Andrew ____________. Lincoln was re-elected against the Democratic candidate, the erstwhile General ____________.

5. War’s End and Lincoln’s Death

After Gettysburg, Grant was made commander of all Union armies and proceeded to chase Lee around the Virginia countryside in a series of bloody battles until Lee was forced to surrender at __________ Court House in April 18___. Less than two weeks later, Lincoln was killed at ________ Theater by southern sympathizer John Wilkes ______. Lincoln and his Vice President Johnson had many of the same views about quickly binding up the wounds of war and letting the Southern states back into the Union on relatively easy terms. Why then do the authors argue that the highly contentious battle with Congress over a harsh or gentle “reconstruction” policy after the war would have turned out much differently (and better?!) had Lincoln lived? Any thoughts on this hypothetical conclusion?

6. Reflections

Over _____________ men were killed or seriously wounded in this war (more than ALL other U.S. wars combined!) And $______ billion was spent. Despite this toll, the authors reflect a northern perspective and are pretty positive about the outcome. List three positive results of the war cited by the authors. Then, on the right side, come up with two or three counterarguments or differing interpretations that might be p ut forward by skeptics of southern partisans.

Positive Results Counterarguments

1

2

3

AP U.S. HISTORY CHAPTER 19 TOPICS, TERMS AND FOCUS QUESTIONS

2011-11-09T14:26:00.000-08:00

TOPICS AND TERMS

Harriet Beecher Stowe
Uncle Tom’s Cabin
Hinton Helper
New England Emigrant Aid Company
Henry Ward Beecher
John Brown
Pottawatomie Creek
Lecompton Constitution
Buchanan Veto
Douglas reservations
Sen. Charles Sumner
Sen. Preston Brooks
1856 election
James Buchanan (Dem)
John C. Fremont (Rep)
The (“Know-Nothing”) Party
Dred Scott
Chief Justice Roger B. Taney
Dred Scott Decision
Crash of 1857
Homestead Act
Tariff of 1857
Abraham Lincoln
Lincoln/Douglas debates
The "Little Giant”
“Freeport Doctrine”
John Brown
Harpers Ferry
1860 election
Douglas (No. Dem)
John C. Breckinridge (So. Dem)
John Bell (Const. Union)
William H. Seward
Lincoln (Rep)
South Carolina secession
Confederate States of America
Jefferson Davis
Sen. James Henry Crittenden
Crittenden compromise attempt

FOCUS QUESTIONS

1. Literary Incendiaries

List two effects cited by the authors of the publication of Uncle Tom’s _______, written by Harriet ________ _____ in 18___, including the significance of its impact on public attitudes in England and France

2. #“Bleeding Kansas”

Although not really suited for plantation agriculture, the South expected a pro-slavery vote in Kansas following the 1854 Kansas-Nebraska Act. Outsiders in both New England and the South helped finance settlers who would favor their position on slavery, creating an explosive situation. The most famous and fanatical antislavery outsider was John _______ who in 1856, massacred some proslavery people at __________ Creek. In a semi-rigged 1857 election, the proslavery ___________ Constitution was passed and sent to Democratic President ____________ in Washington, but Democratic Senator ______________ (author of the Kansas-Nebraska Act) smelled a rat and blocked approval. What did this whole Kansas mess do to the nationwide Democratic Party?

3. Election of 1856

The inflamed passions of the time were reflected in 1856 when South Carolina Senator Preston ________ blasted abolitionist Massachusetts Senator Charles _________ over the head with a cane on the Senate floor. In the 1856 election, the mediocre Democrat James __________ beat the first candidate of the two year old _____________ Party, John C. _________ - the western explorer and California hero of the Mexican War. Remember the Republican Party was formed largely of free-soilers and Northern Whigs after the #“popular sovereignty” Kansas-Nebraska Act was passed in 1854. What do the authors believe might have happened if the Republicans had won and the South had seceded following the 1856 election?

4. 1857: Dred Scott and Financial Crash

a. The slave Dred Scott had been taken to a free territory by his master and therefore sued for his freedom. In 1857, the Southern-dominated Supreme Court, under the leadership of Roger B. _________, ruled 1) that slaves couldn’t sue, 2) that slaves were property and could be taken anywhere, and 3) that because property rights were protected by the ______ Amendment, Congress didn#’t have the power to ban slavery anywhere. This effectively invalidated the ______________ Compromise of 1820 and caused deep resentment in the North. From a strictly legal perspective, do you see any valid points in the Court’s decision in the Dred Scott case?

b. Problems were exacerbated by the “Crash of 1857.” Note again the more-or-less twenty year cycle of economic downturns, so far 1819, 1837, and 1857. The authors note that ________ prices remained high and the South therefore avoided the full effects of the economic downturn. This, they say, gave the South a false sense that it could prosper economically as a separate country and that it would inevitably gain the support of its major customers, ____________ and France. When the Democratic president vetoed a ____________ act and Congress failed to raise protective ________, the authors say that “two surefire economic issues” were handed to the Republicans for the 1860 election. What were they?

5. Abraham Lincoln

In 1858, Lincoln challenged Sen. Stephen A. Douglas to a series of very high toned debates in their race of his Senate seat. Summarize the subtle differences between Lincoln and Douglas on the issue of slavery in the territories

6. John Brown’s Raid

After abolitionist John Brown’s unsuccessful and fanciful attempt to start a slave rebellion by attacking the federal arsenal at _______________ Ferry, Virginia in 18____, why do the authors say that Brown realized that he would be #“worth much more to the abolitionist cause dangling from a rope than in any other way#”

7. The 1860 Election

This #“most fateful election in American history” was the first fought almost exclusively along regional lines. The Democrats split in two, with the Northern Democrats nominating Steven A. _________ and the Southern Democrats nominating John C. ________. The all-Northern Republicans went for the little known Abraham _____________. Look at the chart on page 425. Testing your knowledge of constitutional quirks (Art. II, Sect. I, Clause 2), explain how it is possible that Lincoln could receive only 40% of the popular vote but still obtain almost 60% of the electoral vote (180 out of 303)

8. Secession

a. Before Lincoln could take office in March 1861, seven states led by South ________ had seceded from the Union, formed the _______________ States of America, and elected Jefferson _______ as president. Although Lincoln pledged not to interfere with Southern institutions (i.e. slavery) these states felt they had lost al power in Washington. Kentucky Senator James Henry ____________ then proposed a last ditch compromise, which would have extended the old Missouri Compromise line (36 degrees/30') all the way to California. Lincoln rejected this because at least theoretically it might allow some extension of slavery. If you had just been elected president under these circumstances, would you a) let the southern states go in peace, trusting that they would apply for readmission once they discovered that they couldn’t make it on their own; b) try to buy time by accepting the Crittenden Compromise; or c) prepare to use force to keep all states in the Union? Why would you choose this course?

b. Southerners felt that they were simply following the principles of the Declaration of Independence in seeking self-determination and freedom from oppression. Do you buy this argument? What differences or similarities do you see between the two cases?

VARYING VIEWPOINTS

1. Whether discussing current events or reading history, you always have to be sensitive to the value judgements contained in the words we use and the names we give. The saying goes that history is a story told by winners, not losers. With this in mind, which of the following do you believe would appear today in most history books if the South had won the war: the Civil War, the War Between the States, War for Southern Independence, or another title.

2. This section summarizes several ways in which historians have viewed the Civil War including:

(1) Nationalist/Neo-Nationalist: It was an unavoidable clash between regions with differing views about the morality of slavery and the nature of the Union as well as differing economic bases and social values - and the good guys won

(2) Progressive: It was basically an economic struggle between the industrial North and the agricultural South

(3) Political: The war was avoidable and resulted from the breakdown of political institutions within the democracy and the failure of political leaders to at in the best interests of the country.

After reading about events leading up to the Civil War in the last two chapters and perhaps constructing a timeline of events, write a few sentences about your thoughts on the essential causes of this massive conflict.

AP U.S. HISTORY: CHAPTER 18 TOPICS, TERMS AND FOCUS QUESTIONS

2011-11-09T14:24:00.000-08:00

TOPICS AND TERMS

1848 election
Gen. Lewis Cass (Dem)
Gen. Zachary Taylor (Whig)
“Popular sovereignty”
“Free Soil” Party
Martin Van Buren
California Gold Rush (1848)
California admission application
Underground Railroad
Fugitive Slave laws
Henry Clay
Daniel Webster
Harriet Tubman
John C. Calhoun
Seventh of March Speech
William H. Seward
Millard Fillmore
Compromise of 1850
Election of 1850
Franklin Pierce (Dem)
Gen. Winfield Scott (Whig)
Whig Party demise
William Walker
Clayton-Bulwer Treaty
Com. Matthew C. Perry (Japan 1854)
Ostend Manifesto
Pacific railroad route
Jefferson Davis
Gadsen Purchase
Sen. Stephen A. Douglas
Kansas-Nebraska Act
Missouri Compromise
Republican Party (1854)
filibuster
“conscience” Whigs
“fire eaters”
“higher law”
Treaty of Wanghia

FOCUS QUESTIONS

As you read the next two chapters on the march of events leading to the thoroughly devastating Civil War, think about the question of inevitability. Perhaps draw a timeline of the key events between 1848 and 1861, and try to decide at what point you think an armed conflict between the two regions became inevitable - beyond which even extraordinary statesmanship could not have healed the wounds.

1. Slavery in the New Territories

a. One proposed solution to the question of whether slavery should be allowed into the new territories acquired from Mexico was called #“popular sovereignty.” What was #“popular sovereignty” and why did it appeal to many moderates?

b. The authors say that, in 1848, both the Whigs and the Democrats were national parties, providing a #“vital bond of national unity.#” The first truly sectional party (#“foreshadowing the emergence of the Republican Party six years later”) was the Free-______ Party. How did they propose to handle the question of slavery in the territories?

C. In 1848, Whig Gen. Zachary __________, a potential Southern ally, was elected President. Sectional passions were aroused, however, when a gold rush prompted the new territory of ____________ to apply for early admission as a free state in 1849. If accepted, this would upset the delicate North-South sectional balance, then existing of _______ states each. Southerners were concerned about what they called the fugitive slave problem (facilitated by people like Harriet _______ and the #“Underground ___________ “ to Canada). Does this worry appear to have been a practical one or more a matter of the principle of protecting property? Why?

2. Compromise of 1850

a. In the momentous debate sparked by California’s request for statehood, summarize the positions and critical roles played by the following three Old Guard politicians in putting together the Compromise Act of 1850

(1) Henry Clay (2) John C. Calhoun (3) Daniel Webster (7th of March Speech)

b. The Compromise of 1850 achieved some Northern objectives by admitting ___________ as a free state, taking away some disputed territory from the slave-holding state of ___________, and abolishing the slave trade (although not slavery per se) in _____________ D.C. In return, the main concession to the South was the tightening up of the _________ Slave Law. Why do the authors conclude that the North “got the better deal” and that emphasizing fugitive slaves was #“an appalling blunder on the part of the South#”

3. Expansionism in the 1850s

a. In 1852, the Democrat and #“pro-southern northerner”, Franklin ________ won the presidency. Why do the authors conclude that this election was #“fraught with frightening significance#”

b. Expansionists, especially in the South, had a field day in the early 1850s. Note the adventures of William ________ in Nicaragua and the resolution of disputes with Britain over a potential canal route across the Isthmus of Panama in the Clayton-_________ Treaty of 1850. A fleet under Commodore Matthew ___________ helped open _______________ to trade ties in 1854. And plans to grab ________ from Spain were foiled when the __________ Manifesto became public in 1854.
b. The authors obviously consider pushing the Kansas-Nebraska Act to have been a major blunder on the part of
Douglas, making the #“dreaded sectional rift” permanently irreversible. The act he pushed through in 1854 required repeal of the ______________ Compromise of 1820, which had prohibited slavery in any territories formed from the _______________ Purchase north of the southern boundary of Missouri (latitude 36 degrees/30'). Why did Northern free-soilers, soon to form the purely-sectional ____________ Party around this very issue, so vehemently oppose the bill, even though it would promote a railroad that would benefit their region economically?

TIMELINE TO THE CIVIL WAR

Refer to the note at the beginning of these questions. Draw a timeline of the key events between 1848 and 1861 and try to decide at what point you think an armed conflict between the two regions became inevitable - beyond which even extraordinary statesmanship could not have healed the wounds.

1844
1845
1846
1847
1848
1849
1850
1851
1852
1853
1854
1855
1856
1857
1858
1859
1860
1861

AP EUROPEAN HISTORY

2011-11-04T12:10:00.001-07:00

WORLD HISTORY NOTES 27
THE RENAISSANCE

- New way of life emerging from Dark Ages in Europe
- Began in 14th century and lasted until the 16th
- mostly in Italy
- called the #“Renaissance#”
- French for re-birth
-circa 1350 in northern Italian city/states
- had been profiting from their central location
- trade routes between Europe and Middle East
- by 1300's had become richest cities in Europe
- Italian bankers & merchants had enough wealth to do what they wanted
- buy libraries and fine art
- admired and encouraged art, literature and scholarship
- surrounded by Greek/Roman reminders
- amphitheaters, monuments, sculpture
- caused them to take an interest in classical culture and thought
- in Italy, most famous patrons (supporters) of the arts were Medici family
- they were bankers
- had banks in cities all over Europe
- became active in politics of Florence in 1400's
- controlled that city for next 300 years
- best known was Lorenzo de Medici
- called Lorenzo the Magnificent
- was scholar, poet, architect
- had huge collection of classical manuscripts
- let other thinkers use it
- expanded university of Florence
- hired painters, architects, sculptors to create art for his palace
- also for Florence
- many still survive to this day
- today Florence is one of most beautiful cities in world
- Patrons took interest in ancient Romans
- paid to restore old monuments, works of art
- searched monastaries for classical manuscripts
- often in poor condition or entirely forgotten
- Popes, princes, merchants collected them
- stored them in great libraries
- studied by scholars from around the world
- All this scholarship developed interest in study of the humanities
- study of humankind and culture
- as opposed to study of science
- included Latin, Greek language
- also literature, composition, history, philosophy
- sometimes music, math
- people who read/wrote about these subjects were called humanists
- Enthusiasm for this new knowledge spread to upper classes
- people began to imitate customs and ways of life of past
- some tried to trace their ancestry to ancient Rome
- One early humanist in Renaissance was Francesco Petrarch
- believed Roman times were grander than his own
- studied Roman culture, literature
- encouraged others to do same
- collected ancient manuscripts
- many of which had been long forgotten
- wrote in Latin the ideas of Roman writers
- also wrote hundreds of love poems in Italian
- often worked all night at his desk
- was once told to relax a bit
- said #“nothing weighs less than a pen, and nothing gives more pleasure”
- July 19, 1374, found dead at his desk, his head on an open book
- his pen had fallen from his hand
- thinkers in middle ages were called Scholastics
- used ideas from ancients to support/clarify churches position
- believed this life was preparation for afterlife
- Renaissance humanists tried to understand the entire civilization of
Ancient world
- believed life on earth should be lived to fullest
- Humanists believed in the intense appreciation of the individual
- what makes people stand out from others
- what makes us ambitious for fame and success
- like Greeks, believed mankind could achieve great things
- this attitude encouraged curiosity and adventure
- Upper class benefited from this new spirit
- and had the money and leisure to develop their talents
- ideal Renaissance person
- educated, witty, charming, artistically creative
- effective at public speaking, elegant writing
- men expected to practice swordsmanship, military skills
- both sexes developed their athletic ability
- like Greek/Romans, upper class valued public service
- praised those useful to society
- humanities education was good preparation for successful life
- knowledge valuable for future social and public leaders
- Political Climate in Renaissance Italy
- There was intense rivalry
- Pope, Holy Roman Emperor, and rulers of France/Spain
- all hungered for power
- turned to guidebooks on how to succeed in politics
- Most famous handbook was called The Prince written in 1513
- by Niccolo Machiavelli of Florence
- student of politics and diplomat
- drew on Roman history to set up guidelines for rulers of his time
- The Prince taught a ruler must do whatever necessary to gain power
- they can lie, break treaties, and kill if necessary
- actions must be judged by results
- this book has been debated ever since
- women in the Renaissance
- Men held center stage in business and politics
- women expected to make use of their education and talents at home
- wealthy women studied poetry, languages, and music
- in order to entertain and be a credit to husband
- one of most known women was Isabella d’Este
- art patron, patron of learning, and skilled diplomat
- few women had as much power as she did
- most had less chance to shape political and economic life
- Renaissance technology
- most exciting development was printing press
- invented in Europe around 1450
- usually credited to Johann Gutenberg
- first printed Bible
- by 1500 hundreds of printers in nearly every European country
- invention of moveable type had three main effects
- bookmaking now cheaper
- now almost anyone could afford books
- as a result, literacy spread
- bookmaking became faster
- more books could be published
- earliest books had religious subjects
- but new reading public wanted other kinds of books
- many of the books were written in the vernacular
- language of the common people as opposed to Latin
- scholars had better access to each other’s works
- and great books of ancient and mediaeval worlds
- this brought important advances in knowledge
-Northern Renaissance
- printing helped spread spirit and ideas of renaissance
- from Italy to FR, ENG, GER, and the Netherlands
- while sharing admiration for classics and the individual
- northerners also deeply concerned with religious questions
- Desiderius Erasmus
- most influential humanist of northern Renaissance
- trained as Catholic priest
- studied both humanities and Christian teachings
- said church had become greedy and corrupt
- called for return of simple faith of early Christianity
- wrote In Praise of Folly (1509)
- criticized scholars, scientists, philosophers and clergy
- too narrow minded
- book had wide influence
- he also wrote New Testament in Latin
- was admired for its style and scholarship
- new printing press spread his books all over Europe
- one of first whose writings read by thousands
- Sir Thomas More
- another important scholar of the Northern Renaissance
- an English statesman and close friend of Erasmus
- was devout Catholic and student of dogma AND humanities
- wrote Utopia (Greek for nowhere) in 1516
- described an ideal peaceful society
- also criticized politics, society and religion of the time.

WORLD HISTORY NOTES 28
RENAISSANCE LITERATURE & ART

- As mentioned before, Renaissance spirit renewed interest in Greek/Roman
- began a creative period in literature and art
- Literature
- Miguel de Cervantes y Saavedra of Spain
- his life filled with adventure
- soldier against Turks
- imprisoned by pirates in N. Africa
- tax collector for Spain
- helped him write Don Quixote (1605)
- mocked old ways of knights of middle ages
- story of kind old man who read too much about this
- eventually loses his sense of reality
- wants to be a knight, too
- tilts at windmills thinking them giants
- fights a flock of sheep he thinks are soldiers
- Francois Rabelais of France
- was a monk, scholar and physician
- also studied plants and archeological sites
- encouraged Renaissance idea of living life to the fullest
- #“Let nothing in the world be unknown to you”
- took 20 years to write his famous 5 vol. book
- Gargantua and Pantagruel
- made fun of those who did not believe in humanism
- combined humor, imagination, and adventure
- with scholarship
- William Shakespeare of England
- actor, poet, playwright, but he was NOT a classical scholar
- but shared interest w/humanists in ancient times
- Julius Caesar
- Antony and Cleopatra
- other stories revolve around Renaissance Italy
- also mediaeval England, Scotland, Denmark
- admired humanist ideals
- Hamlet’s “What a piece of work is man…”
- his characters were real people with real problems
- complex and believable
- few writers have explored human behavior, feelings
with such insight.
- Renaissance Art
- again, a reach back to Greek/Roman times for themes/ideas
- ancient works of art modeled for paintings of various subjects
- Greek mythology
- Roman history
- incidents from the Bible, church history
- also painted scenes from Renaissance life
- politicians, patrons, and ordinary people
- Middle ages artists used their work to serve the church, religious feelings
- people were stiff, faces had little individuality
- Renaissance art, like the Greeks, showed uniqueness of the human face
- tried to show individual’s character and personality in lifelike way
- artists saw nature as standard for balance and proportion
- mediaeval painters had people bigger than buildings
- Renaissance artists showed people, trees, buildings, etc. properly
- another step toward realism was perspective
-impression of depth and distance on a flat surface
- Giotto used this first in 1300
- seemed weird to medieval eyes
- he was ignored until the Renaissance
- in 1400's, Filippo Brunelleschi used math laws in planning a painting
- showed perspective more accurately
- new materials were being used
- mediaeval painters used a kind of paint called tempera
- tried so quickly artists could not change or correct the painting
- oil painting was first developed by Jan van Eyck, Flemish painter
- could work more slowly, create new colors, more lifelike
- use of oil spread quickly all over Europe
- Italian Renaissance artists soon used perspective and oil
- produced many of the masterpieces we see today
- often paintings were anachronistic
-Three geniuses of Renaissance Art
- Raphael
- combined religion w/Renaissance spirit
- became famous for his Madonnas (pictures of Mary)
- instead of mediaeval angelic otherworldly Mary
- painted human, loving mother
- he was also a master of design
- used perspective to create a sense of space and balance
- Michelangelo
- painter, poet, architect
- but considered himself a sculptor above all
- called it #“the first of the arts#”
- #“…each act, each limb, each bone is given life and,
lo, man’s body is raised breathing, alive, in wax
or clay, or stone.#”
- went to academy of sculpture in Florence at 14 y/o
- at 23 sculpted the Pieta in marble
- Mary holding Jesus after the crucifixion
- 1508 Pope Julius II, a patron of arts, called him to Vatican
- to decorate ceiling of Sistine Chapel with frescoes
- watercolor on fresh plaster
- to show Biblical events from creation to Noah’s flood
- he worked on it 4 years at nine cents an hour
- painted on his back
- paint dripped into his eyes
- at night, worked by candlelight
- chapel made his reputation as Rome’s greatest artist
- Leonardo da Vinci
- considered a genius
- painter, inventor, scientist
- had all the properties of Renaissance man
- curiosity, energy
- only a few of his paintings are still around
- The Last Supper
- The Mona Lisa (La Giaconda)
- proof of his genius lies in his notebooks
- to learn about the human body, he dissected corpses
- made careful drawings of bones, muscles, etc.
- he observed natural objects and drew them in detail
- bird’s wings
- vein of a leaf
- leg of a horse
- he tried to find general rules from information learned
- this method began the modern study of science
- his inventions were way ahead of their time
- flying machines
- submarines
- parachutes
- machine guns
- Artists of the northern Renaissance
- did not share the Italian interest in classical things
- rather emphasized precise, realistic detail
- and use of light and shadow
- many used religious themes and symbols
- other showed life in towns and the country
- Northern Renaissance art was centered in the Netherlands
- especially area of Flanders
- remember it was the Flemish van Eyck who used oil first
- Pieter Brueghel the Elder
- painted realistic scenes
- often with humourous touches
- painted farmers and townspeople at work and play
- Rembrandt van Rijn
- Dutch art was at its height around 1600's
- he painted nearly 100 self portraits
- was expert in the use of light and shadow
- Albrecht Durer
- leading German artist
- artist, woodcuts, engravings
- he was court painter to Holy Roman Emperor from 1512-1528
- Hans Holbein the Younger
- most famous German painter of his time
- his portraits showed personality of his subjects
- also detail in the clothing and surrounding objects
- his two most famous paintings
- portrait of Erasmus
- portrait of Sir Thomas More
- during religious wars in Germany he moved to England
- became court painter to King Henry VIII in 1536

AP EUROPEAN HISTORY

2011-11-03T09:23:00.000-07:00

PRACTICE ESSAY QUESTIONS: AP European History: The Italian and Northern Renaissance (1450-1550)

Below are 5 questions that have appeared in AP European History exams. The corresponding paragraphs will show you how to analyze the questions to come up with the answer AP examiners will look for.

1. To what extent and in what ways did the Italian Renaissance result from Italy's
geographic advantage in he world trade of the 15th century?

2. "Although the term "renaissance" is misleading, the modern world began with
Renaissance secularism and individualism." Assess the validity of this
Statement

3. ExplaIn why Machiavelli's The Prince is both one of the most misinterpreted
books of modern times and the first modern treatise in political science

4. Contrast and compare the Italian and Northern Renaissance

5. Analyze how the Northern Renaissance gave rise to two diverse trends:
religious mysticism and revival and science and technology.

1. "Geography is destiny" So it is said. And the strategic location of Italy, a peninsula jutting into the Mediterranean, gave it advantages in the world trade of the 15th century. "How and how much" are the questions to answer here. The clues are inherent in the geography. With what parts of the world did the Europeans carry on trade at this time? Why did Italy have an advantage? What were the rewards of that advantage? How were those rewards instrumental in fostering the greatest brief period of creativity in history?

2. "To judge the value" or "determine the truth:" of this statement, you must ascertain why the term "renaissance" may be misleading and what the "modern world" is. Then you must determine whether or not the modern world began with secularism and individualism. Can we claim that any era, especially one so complex, began at a specific time or with a few ideas? Did these concepts affect other developments - the Reformation, for instance? This abstract question requires careful thought and organization to answer.

3. "Explain" offers no choice. You must "make clear," or "detail," and "offer meanings, causes, reasons for." The essence of the book is in the phrase "The welfare of the state justifies everything....." Is this equivalent to arguing that the end justifies the means? What was Machiavelli's purpose in writing the book? How did his methods of observation and his arguments make it the "first modern treatise in political science?" Would medieval philosophers have considered the same issues? If so, what would their arguments be based upon?

4. "Show differences"; "examine similarities." In showing the differences, consider how each began, which influenced which, how their emphases differed, how they interpreted common concepts differently, how they expressed their differences. How did the art and literature of each differ? How did the personalities vary - who was the "ideal Renaissance man: in Italy, in Northern Europe? What were the accomplishments of each? In examining similarities, consider common concepts such as "individualism" and "secularism"; look for similarities in their religious commitments, in their artistic and literary techniques and themes, in their approaches to defining human life.

5. In this case, analyze means primarily to "determine the relationships" between the Northern Renaissance and two glaringly different approaches to the human condition: religion and science. How did the study of ancient texts - specifically Hebrew and Greek versions of the Bible and the writings of the early Church Fathers - revitalize religious devotion? How did the concept of "individualism" encourage the very personal religious experience of mysticism? How did "individualism" and "skepticism" give rise to modern science? Why did the revival of religion and the growth of mysticism occur primarily in Northern Europe? Was Italian religious devotion centered on the arts? Did the papacy have less sway in the North? Why did Northern Europe give birth to modern science? Was the desire to understand and control nature the Northern counterpart to Italian virtu or richness of the human spirit? Was it a tradition that began with the mathematician Regiomontanus and evolved into the Copernican formula for a heliocentric universe?

AP UNITED STATES HISTORY THE JACKSON YEARS, MANIFEST DESTINY AND THE MEXICAN WAR

2011-10-24T10:31:00.000-07:00

U S. HISTORY: THE JACKSON YEARS

- the first half of the 1800's greatly changed America
- 1800 pop. was 5.3 million
- 1850 pop. was 23 million
- country now included land from Atlantic to Pacific
- there was great economic growth
- profits from farm goods soared
- wheat, corn cotton
- a factory system was being developed and growing
- after 1815 need for national transportation system
- roads and rivers linked nation’s communties
- new roads, canals, invention of steamboat
- travel now easier, cheaper
- also expanded markets
- made industrial growth possible
- NY had one of greatest achievements
- the Erie Canal finished in 1825
- 363 mi. connected Erie at Buffalo to Hudson R. at Albany
- then down Hudson to ports of NYC
- was important artery for settlement and trade
- linked the Great Lakes with the Atlantic
- but canals were doomed almost from beginning
- competition from RR’s
- signaled a revolution in transportation
- Baltimore & Ohio RR 1827
- carried passengers in horse drawn car
- over 15 miles of track in 1830
- by 1830 RR system had nearly 3,000 mi of track
- by 1850 more than 9000 mi.
- improved transportation, technology new sources of capital
- just ripe for growth of factories
- increased mechanization and new forms of power
- helped fuel the American Industrial Revolution
- the change from home industries to factories
- started in N. Eng. textile industries
- powered first by water wheel
- then by steam
- Eli Whitney’s Cotton Gin 1793
- was invented to make life easier for negro slaves
- but it only made it worse
- could now remove seeds from cotton faster than slaves
- more raw cotton for textile mills
- town of Lowell, MA is good example
- first community of industrial workers
- factory towns depended on women and children for long hours of labor
- usually 12 or 13 hours a day, six days a week
- 1820's-1830's some workers tried to improve conditions
- and better pay
- these early attempts at labor orgs. met with little success
- increasing number of immigrants meant cheap labor supply
- if workers had a problem, there were others who wanted job
- politics changed during this period as well
- Americans tried to get rid of property qualification to vote
- by 1820's now voting right of free, white, male citizens in all states
- but not women or free African Americans
- Native Americans and slaves were not Americans
- so although electorate had increased, majority c/n participate
- many states called for elections of officials who used to be appointed
- by 1824 18 of 24 states elected the President, not Congress
- instead of Congressional caucuses now nominating conventions
- which we still have today
- with the Federalists gone, the GOP was the only party
- but they were far from united
- fierce competition for power had been brewing for years
- election of 1824 made that struggle public
- and permanently split the GOP
- 5 candidates, all Republicans, ran that year
- John C. Calhoun dropped out to run unopposed for Veep
- the rest represented a particular part of the US
- John Quincy Adams had backing of New England
- Sec. of State under and son of Pres. John Adams
- William H. Crawford had South
- but he suffered a stroke, dimming his chances
- Henry Clay backed by West
- was Speaker of House for 14 years
- Andrew Jackson had West AND the South
- hero of Battle of New Orleans
- with this many candidates, the vote was badly split
- popular and electoral vote (99) winner was Jackson
- Adams came in second with 84
- Crawford had 41, and Clay 37
- since no majority, vote went to House
- would choose top three (12th Amendment to Constitution)
- Clay threw his support to Adams
- who was elected by the House
- He announced Clay as his Sec. of State
- pissing Jackson off greatly
- called it a “corrupt bargain”
- he had been denied the presidency
- but would try again in 1828
- even before Adam’s inauguration, Jackson’s camp began to forge coalition
- b/t Jackson’s west, the south, and key northern states (like NY & PA)
- this was all masterminded by Martin Van Buren of NY
- brilliant organizer and head of NY political machine
- a tightly run, organized political group
- with a record of winning political office
- controlled one wing of GOP in NY state
- Van Buren created a similar machine for Jackson’s camp
- calling it the Democratic Party
- together w/Jackson’s popularity this created pol. Power
- the Democrats created political excitement to appeal to the masses
- town meetings all over the country
- established newspapers to put down the opposition
- to support their candidate
- rallies, speeches, songs, cartoons, slogans
- all presenting Jackson as a man of the people
- Jackson swept pop. vote & kicked booty electorally 178 to Adam’s 83
- so now a new political party and new campaign style is born
- Jackson soon proved that he was running things
- saw nothing wrong with political patronage
- putting people in office who supported you
- instead of people qualified to do the job
- sometimes they were both, sometimes not
- Jackson believed “to the victor belong the spoils”
- beginning what is known today as the spoils system
- unlike other presidents who relied on their cabinet for advice
- Jackson appt’d men he could dominate
- his first serious challenge came from his own VP John C. Calhoun
- Calhoun raised the states rights question over the fed gov’t
- said states had right to “nullify” laws that went beyond limits
- the “nullification” question went to Senate 1830
- while they were debating on what to do with new western lands
- soon it became an argument about the role of Federal gov’t
- and the rights of the state
- Daniel Webster (MA) argued against states rights
- his speech almost predicted what would happen if states won
- “When my eyes shall be turned to behold, for the last time, the sun shining in heaven, may I not see him shining on the broken and dishonored fragments of a once glorious Union; on States dissevered, discordant, belligerent; on a land rent with civil feuds, or drenched, it my be, in fraternal blood.”
- he closed his speech w/one of most famous phrases in US history
- “Liberty AND Union, now and forever, one and inseparable.”
- over next few years tempers began to rise
- 1832 NC nullified tariffs against its goods
- and declared federal customs (tax) no longer collected in state
- Calhoun resigned as VP to run for Senate
- and led fight for nullification there
- Jackson was PO’d
- “If one drop of blood be shed there in defiance of the laws of the United States, I will hang the first man of them I can get my hands on to the first tree I can find.”
- Dec. 1832 Jackson issued proclamation condemning nullification
- “incompatible with the existence of the Constitution”
- Jan 1833 Congress debated a bill approving use of troops to collect taxes
- tariff and customs duties in South Carolina
- he sent warship to Charleston
- threatened to take over the state
- cooler head prevailed
- Calhoun came up with a compromise tariff
- which SC accepted
- Jackson then went to war with Second National Bank
- they collected taxes and was depository for US funds
- controlling issuance of paper money
- made loans to gov’t
- business people (esp. In West) resented the bank’s power
- eastern states didn’t like it much either
- NY taxes sent to PA where main branch located
- Jackson hated it
- had too much power and no one to account to
- When Congress approved recharter in 1832, Jackson vetoed
- killing the bank
- during Jackson’sterm, Indians got the short end of the stick
- most moved to “Indian Territory”
- now parts of OK
- he believed Indian land m/b freed for economic development
- 53,000 Creeks, Cherokee, Choctaw, Chickasaws and Seminoles
- still lived in those lands, all w/culture and communities
-1828 GA legislature denied Cherokee right to the land
- 1830 Congress passed #“Indian Removal Act”
- gov’t took land as long as they paid for it
- Cherokees took their case to Supreme Court
- Chief Justice John Marshall saw for the Cherokee
- said law was unconstitutional
- Jackson said “John Marshal has made his opinion, now let him
enforce it.”
- 1838 7,000 fed.. Troops forced Cherokees out of GA
- 15,000 men, women, children forced to march to OK
- 4,000 died along the way
- became known as the “Trail of Tears”
- soon other tribes were moved as well
- others fought back, but eventually lost
- by 1834 the GOP had reformed into two new parties
- the Democratic Party of Jackson
- and the Whig party of his enemies
- name came from party in England who supported parliament
- and opposed King
- Dems led by wealthy southern planters and businessmen
- attracted every class of people, including immigrants
- Dems favored conservative gov’t
- citizens pursue prosperity w/limited gov’t intrusion
- Whigs led by wealthiest Americans
- southern planters, commercial farmers, businessmen
- non-immigrant workers
- they favored active gov’t that promoted Nat’l development
- Whigs unable to agree on who to run for Pres so ran three
- Wm Henry Harrison (OH)
- Hugh White (TN)
- Daniel Webster (MA)
- Dems ran Martin Van Buren (NY)
- who won easily
- his term plagued by financial depression and panic in 1837
- also issue of slavery was a problem
- to keep southern voters, he refused to interfere w/slavery
- pissing off many northern supporters
- election of 1840 Whigs ran one person, Wm. Henry Harrison
- like Jackson, he was military hero and Indian fighter
- was called “Old Tippecanoe” after 1811 battle against Shawnee
- although wealthy, Whigs showed him as a man of the frontier
- choosing to ignore key issues
- with John Tyler as running mate
- Tippecanoe and Tyler too
- in addition, another campaign slogan “WE GO FOR OUR
CANDIDATE” which was a take off on a new expression for “all correct”
- in other words, we go for OK (our candidate)
- more than 2 million voted that year, twice that of 1828
- Whigs won, but Harrison had flu on inauguration day died one month later
- as Jackson era ended, Tyler became president.

U.S. HISTORY: REFORMS SWEPT THE US

- while Jackson changed political life, others changed society
- the Second Great Awakening
- led by Lyman Beecher in New Eng., Charles G. Finney in NY
- like before this was an intense religious
- but this time challenging awareness of social problems
- borne out of industrialization and other economic changes
- the GA stimulated social reform
- overcome your bad habits and reshape your character
- also spread the gospel
- Christians must “commit themselves to the universal reformation of the
world” Finney
- the Temperance movement - temperance = avoiding alcohol
- this came from the religious revivalism
- American Society for the Promotion of Temperance
- founded by Lyman Beecher 1826
- said alcohol ruined lives, families, homes
- caused criminal acts
- by 1834 1 million belonged to these groups
- lobbied for total prohibition
- called for total abstinence
- w/n be successful until the 1920's
- the Social Reform movement
- Education
- we must educate or we shall perish in our own prosperity
- Lyman Beecher
- tried to reform education in America
- Horace Mann leader in ed. reform head of Mass. Board of Ed.
- created a model of tax supported schools
- that model is carried on today in our public schools
- believed schools were a debt the rich owed to the country
- criticized undereducated, unskilled and temp teachers
- fought for more professional ones
- to do this invented the Normal School
- teacher training academies
- Mentally ill and handicapped
- championed by Dorothea Dix
- traveled state to state inspecting institutions
- publicizing their abuses
- “proceed, gentlemen, briefly to call to your attention the present state of insane persons confined within this (state) in cages, closets, cellars, stalls, pens! Chained, naked, beaten with rods, and lashed into obedience.” D. Dix, to Mass. Legis. 1843
- back then we d/n know how to deal w/insane
- but Dix brought some help to them by showing how
they were treated
- there was more success for the handicapped
- Thomas Hopkins Gallaudet
- dev. method for teaching the deaf
- by 1851 14 states had schools using method
- Samuel Gridley Howe
- dev. method for teaching the blind
- Women’s Rights
- Elizabeth Cady Stanton, Lucretia Mott
- organized Seneca Falls Convention
- to discuss social, civil & religious rights of women
- Stanton wrote manifesto just like Declaration
- passed several resolutions
- women may own property
- can go to college or professional schools
- can vote
- few of these were achieved before the Civil War
- only one woman who attended go to vote
for president 72 years later
- the Abolition Movement
- addressed the peculiar institution of slavery
- abolitionist = people who worked to abolish slavery
- used revivalist methods of fervent preaching
- come forth and renounce slavery
- also used mass vote gathering techniques
- used during presidential elections
- held parades and rallies
- distributed millions of antislavery tracts and leaflets
- 1837 there were more than 1000 societies in nation
- William Lloyd Garrison
- his newspaper Liberator
- used it to promote abolition

- “I will be as harsh as truth, and as uncompromising as justice...I will not retreat a single inch- AND I WILL BE HEARD.”
- founded Anti-Slavery Society in 1831
- many abolitionists were ex-slaves themselves
- Henry Highland Garnet, Frederick Douglass
- fled north and became abolition leaders
- often competed for the leadership mantle
- Garnet called for slaves to rise up against owners
-“Think of the tears you have shed and go to your lordly enslavers and tell them plainly, that you are determined to be free...If they then commence the work of death, they, and not you, will be responsible for the consequences. You had better all die...die immediately, than live slaves...If you would be free in this generation, here is your only hope...there is not much hope without the shedding of blood. If you must bleed, let it all come at once...rather die freemen, than live as slaves.” Garnet
- Douglass opposed violence
- abolitionists also debated whether slavery should
end slowly or right away
- by political channels or appeal to morality
- should women be allowed to participate?
Though they had their differences, their voices would
contribute to the crisis in the growing nation.

U S. HISTORY: MANIFEST DESTINY

- It was John L. O’Sullivan who coined the phrase Manifest Destiny
- #“The American claim is by the right of our manifest destiny to Overspread and to possess the whole of the continent...#”
- many people were beginning to agree with him
- attention first turned to TX, a province of Spanish ruled Mexico
- 1820 Moses Austin of CT convinced Spain to grant him 200K acres
- for settlement of TX
- he died one year later and his son Stephen F. Austin took over
- took group of settlers to fertile land
- b/t Brazos and Colorado Rivers
- when Mexico won indep. from Spain, encouraged more settlement
- most of them from US
- by 1833 TX had pop of more than 35,000 Americans
- all agreed to abide by Mex.law, pay taxes &convert to Catholic
- but they lied
- moreover they were bringing their slaves w/ them
- Mexico forbid slavery
- because of this Mex. forbid immigration to TX after 1830
- Ams who settled in TX had legit. Complaints against Mex. Gov’t
- pols in Mex. City believed in strong central gov’t
- ignoring Const. which supported local self-gov’t
- Austin tried to negotiate w/Gen. Antonio Lopez de Santa Anna
- dictator who seized control of Mex. in 1834
- had abolished the constitution
- threatened to us military force against Texicans
- unless they obeyed Mex. law
- Texicans also heard rumors they were going to be kicked out
- consequently fighting broke out between the two groupg
- Feb 1836 Santa Anna led troops of several thousand to San Antonio
- town was being defended by handful of Texicans and a few volunteers from the US
- all totalling some 150 men
- they took refuge in the mission Alamo now being used as a fort
- Santa Anna surrounded the mission and fired light cannon
- defenders could have escaped but chose to fight
- March 6, Mex troops stormed the mission
- some say they brutally massacred the Texicans
- some say they put them on trial then executed them
- some say the Mex. Army was well armed
- some say the Texicans died with their boots on
- while the Alamo siege was happening, some Texicans declared their
independence from Mexico
- drew up a constitution for the Republic of Texas
- appt’d Sam Houston as President
- and Commander in Chief of the Army
- there was yet another “massacre” of Americans at Goliad
- 3,000 American prisoners mowed down
- Meanwhile Santa Anna went after Houston and his 700 man army
- they met at the Battle of San Jacinto in SE TX
- April 21 1836 Houston launched a surprise attack
- even though outnumbered
- won great victory
- Santa Anna captured but released and allowed to return to Mex.
- in rtn for treaty acknowledging independence of Texas
- later Santa Anna went back on his treaty
- but political instability in Mex precluded any reprisal against Texas
- in next few years, TX pop grew greatly
- so greatly Mex had little hope of regaining what they had lost
- however refused to accept Rio Grande (Rio Bravos) as border
- chose Nueces River instead
- this disagreement would lead to war w/US in 1846
- which we# talk about later
- from that war, US gained CA, NM, UT, NV, AZ, CO AND WY)
- during this time w/TX, the Oregon Country was vying for attention, too
- lush valleys, snow capped mtns., pristine rivers
- perfect for the pioneer
- at one time or another it had belonged to several different countries
- but also had been home to NW Coast and Plateau Indians
-the US and GB c/n agree on boundary line b/t US & Canada
- so 1818 decided to accept joint occupation of Oreg. Country
- then 1825 Spain and Russia w/d their claims
- U.S. interest in trapping and fur traders grew challenging GB monopoly on fur
- these American fur trappers were known as Mountain Men
- they mapped out routes over the mtns to both OR and CA
- they were the first of a huge immigration to these parts
- b/t 1843 - 46 some 10,000 Americans followed
- using the now famous Oregon Trail
- as more and more Americans came, OR became an American community
- by sheer force of numbers
- election of 1844 Dem. Candidate James K. Polk won
- by campaigning for annexing all of the OR Country
- US and GB finally settled border dispute
- made 49th parallel dividing Can. from Or. Country
- below became OR, WA, ID, and parts of WY and MT
- pioneer were mostly families who wanted to settle and start farms
- those who came to CA were mostly men who left families behind
- the discovery of gold at Sutter’s mill drew people from all over world
- as far away as China
- these pioneers were called 49'ers b/c gold discovered 1849
- made port city of San Francisco a boom town
- the gold hysteria lessened in 1850's
- but now growing base of non-Hispanic settlers
- by 1860 >40% of CA residents were foreign born including 35,000 Chinese
- also during this period there was another group looking for paradise in west
- the Church of Jesus Christ of Latter Day Saints
- aka Mormons
- under leadership of Brigham Young, marched to salt flats of Utah
- looking for place to worship in peace
- church founded 1820's in NY by Joseph Smith
- grew rapidly in the 30's
- but much opposition and distrust of the religion
- Smith’s followers forced to move to OH, MO, then IL
- by 1844 much prejudice against Mormons
-soon erupted into violence
- Smith murdered by mob in Nauvoo, IL
- followers decided to travel to Great Salt Valley, UT
- then governed by Mexico
- this is where their base would be
- 1847 Young led first group to area near Great Salt Lake
- by 1849 more than 6,000 had made the trip
- dug ditches to get water from Mtns to feed their crops
- the Gold strike brought many through their town on way to CA
- and new treaty w/Santa Anna now gave their area to US
- so much for being left alone to worship in peace
- 1849 Mormons set up a gov’t and dev. plans to apply for statehood
- reasoning their religious freedom needed to be backed up
- by passing state laws

U S HISTORY: US ACQUIRED WESTERN LANDS
FROM MEXICO

- when TX got independence from Mex., had hoped to become part of US
- but not everyone in US wanted TX
- Whigs said no because would provoke war with Mexico
- abolitionists from north d/n want another slave state
- but those who favored it cited that it was our manifest destiny
- though annexation was important, few talked about it
- Van Buren ignored the question altogether
- John Tyler worried about GB’s interest in TX
- believed question needed to be addressed soon
- or GB would negotiate with Rep. of Texas
- GB wanted it because of steady supply of cotton
- TX w/benefit b/c GB w/gty its independence.
- and protect TX against Mexico.
- March 1, 1845 James K. Polk got Congress to pass a resolution
- annexing TX as a slave state
- TX drew up constitution and entered Dec. 1845, the 28th state
- Mexico accepted loss of TX, but not lands b/t Nueces and Rio Grande Rvrs
- rich fertile land
- Mexico reacted to annexation by breaking off diplomatic relations
- and prepared for war with the US
- President Polk followed suit
- sent Gen Zachary Taylor & 4000 troops to Corpus Christi
- at mouth of Nueces river
- Polk tried to avoid conflict
- sent rep to Mex. to try and find resolution to conflict
- by selling NM and CA to US
- when Wash. learned that Mex had refused to see the rep Polk made his move
- he concluded force would be needed to achieve his goals
- ordered Taylor to advance to N. bank of Rio Grande near Matamoros
- with 8,000 Mexican soldiers across the river
- a clash b/t the two was highly likely
- April 25 1600 Mex troops engaged 60 of Taylor’s mounted soldiers
- killing several and taking the rest prisoner
- Taylor answered by defeating numerically superior Mex army
at Palo Alto
- Pres. Polk asked Congress to declare war on Mexico
- stated Mex had attacked US and shed American blood on Am soil
- now with war, Polk was going to achieve what he c/n do by negotiation
- in war message to Cong., said aim was to “acquire CA, NM.…”
- and other further territory
- as compensation for expenses and losses
- most Ams supported the war, but some d/n
- as stated above, Whigs and abolitionists were against it
- some Whigs accused Polk of expansionism
- go to war only to gain land
- Rep Lincoln (IL): Polk must prove Ams had been killed on Am soil.
- essayist Henry David Thoreau refused to pay taxes
- spent a night in jail for it until a relative paid his taxes
- he later justified his actions in #“Civil Disobedience”
- “If the alternative is to keep all just men in prison, or give up war and slavery, the State will not hesitate which to choose. If a thousand men were to pay their tax bills this year, that would not be a bloody measure, as it would be to pay them, and enable the State to commit violence and shed innocent blood.”
- more than 100 years later, his essay would influence civil rights and anti-war movements in America
- some people in Mexico were against the war as well
- but most saw it as a last ditch effort to get TX back
- although smaller in pop. & economically weaker, Mex had advantage
\ - had larger army and would fight defensive war
- the American campaign to win the war happened in 3 areas
- CA.. NM., and Mexico itself
- very little bloodshed in the first two territories
- both under total control of US by end of 1847
- the geography of the southern areas helped Mexico and hindered Am.
- the US did have a brilliant strategist in 60 y/o Gen. Winfield Scott
- was vain, pompous, often quarrelsome
- nicknamed #“Old Fuss and Feathers”
- insisted on strict discipline
- fond of dazzling heavily decorated uniforms
March 22, 1847 Scott & 10,000 staged assault on important port of Vera Cruz
- 250 miles east of Mexico City
- took Vera Cruz in 18 days and headed out for Mexico City
- by August troops surrounded the city
- then entered and engaged in bloody hand to hand combat
- finally took control Sept. 14
- war now over
- cost 13,000 American lives
- mostly from disease (@ 11,000)
- cost $100 million (10 X what Congress permitted)
- the Treaty of Guadalupe Hidalgo signed at Campo Cahuenga
- signed Feb. 2, 1848
- US gained CA,NV, UT, parts of NM, AZ, CO and WY
- Mexico also gave up claim to TX north of Rio Grande
- in return US paid Mexico $15 million
- and took over Mexican debts to US citizens of $3.25 mil.
- 5 years later U.S. paid addt’l $10 million
- for disputed land along the Gila River
- the Gadsen Purchase
- would round out the bottom border of the United States
- our Manifest Destiny was complete

AP EUROPEAN HISTORY: THE LATER MIDDLE AGES

2011-10-24T10:29:00.000-07:00

WORLD HISTORY NOTES 21
GROWTH OF EUROPEAN TRADE

- we are exploring the later Middle Ages 1000 to 1500
- even after end of Roman Empire, trade continued
- during feudal period, manors traded w/manors
- European trade carried on w/Byzantine Empire
- spices, silk from Asia were traded for olive oil, wine from Europe
- Europeans needed spices from Asia
- kept food from spoiling and tasted better
- even after Muslims controlled Med. Sea some Europeans con’t to trade w/Near East
- by 1000's, Europe’s trade on increase again
- after conquering island in Med. held by Muslims
- the Crusades helped trade increase even more
- men/women taken back and forth
- from Holy Land to Europe
- Venice, Genoa, Padua handled most of it
- ships carried goods from as far as China
- from Italy, goods traded to other nations
- but one needs products to trade with
- at first Europe only had raw materials to sell
- products from nature like hides, lumber, fur
- later Europeans learned to make woolen/silk cloth, metalware, leather goods
- these were traded to Byzantine and Muslim empires
- by late 1300's, Italian traders sending ships to W. Med.
around to England and Scandinavia
- taking goods imported from Asia and brought back copper, wood, furs, grain, fish
- trade increased all over Europe
- much took place in fairs
- large trading meetings lasting weeks
- several held ea. year in Champagne, NE France
- merchants (traders) came from all over Europe
- some fairs still held today
- money is needed before large trade can be carried on
- at first only a small amt. of money used
- as trade increased, so did use of money
- Kings, nobles had coins made that were used
- but trading difficult
- some coins worth more than others
- Venetian coin c/b worth more than 4French
- problem partly solved
- money changer booths
- decided how much money worth
- then exchanged coins at certain rates
- money kept in strong boxes
- Merchants would give money to changers
- to keep in these boxes for safekeeping
- paid money changers for services
- soon money changers had large amts.
- forerunners of banks and bankers
- European trade increased in spite of bad travel condition
- roads too rough for wagons
- instead, goods carried by mules or horses
- also Europe had bad bridges
- so merchants carried goods by water, not land
- either way, merchants had to pay a toll every time they
crossed a noble’sland
- toll = tax
- and was still danger of being robbed by bandits
- sea travel not much safer b/c ships were small, had to sail close to land
- where sea was safer but also dangerous
- ships c/b wrecked by strong winds
- privateers (pirates)
- in spite of all this, trade began to increase

WORLD HISTORY NOTES 22
THE GROWTH OF EUROPEAN TOWNS

- after Roman Empire collapsed, some cities survived
- in Italy, many old Roman cities remained although much smaller
- outside of Italy, some Roman cities became church centers
- where church leaders lived and worked
- these centers attracted many settlers/visitors
- many castles were built in early mid-ages
- castle = burg in German
- many located in N. & E. Europe which d/n have Roman towns
- people who lived there called burghers
- some burgs grew larger and eventually became towns
- w/trade increasing @1000
- church centers & burgs that were good trading places grew into towns
- some along rivers or near harbors
- some where two roads crossed or rivers met
- however most towns still ruled by feudal lord
- people still had to pay taxes and work for the lord
- this work slowed growth of business
- to gain more freedom, rich townspeople offered
their lord money in exchange for a charter
- document making the burghers free people
- d/n have to serve the lord and could govern themselves
- some charters given in return for taxes
- b/t 1000 & 1300, most towns had a charter
- New towns governed by merchant guilds
- group of merchants in the same kind of business
- merchants were first to form these groups @ 1000
- later barbers, tailors, lawyers & skilled workers
- leaders of guilds often members of town council
- made town’s laws and acted as court
- most laws made to help town#’s guilds
- guilds main purpose was protect workers in that biz
- only guild members c/buy/sell goods or do business
- they set up rules for their own members
- all paid their workers the same wages
- all worked same number of hours
- all charged the same price for same goods
- all tried to keep quality at high levels
- there were 3 classes in guilds
- apprentices, beginners or boys learning skill
- got food, clothing, shelter but no wages
- at 19 y/o, became a journeyman or day worker
- if skilled enough, became a master
- but only after proving it
- had to crated a #“masterpiece” (a really fine piece of work)
- once a master, he opened a shop
- in this way, guilds trained very good artisans
- most European towns had small populations
- 1200, Paris largest town in W. Europe pop. @ 100,000
- most were small, protected by walls
- streets were narrow @10 feet wide and houses made of wood
- largest buildings were church and guild hall
- as population grew, houses built closer together and often 7 to 8 floors high
- towns became crowded w/all these wooden homes
- fire a constant danger which could destroy large parts of the town
- from these towns came a new class
- city middle class made up of merchants of the town
- many rich through trade and other business
- would be an important development in Euro.Gov’t

WORLD HISTORY NOTES 23
FRANCE & ENGLAND IN THE LATER MIDDLE AGES

- after Charlemagne died, empire taken over by nobles
- in time, this western part of the empire b/c France
- 987 French nobles chose Hugh Capet to be king
- but he only controlled land around Paris b/c most of France controlled by nobles
- 1180 Philip Augustus became king
- was powerful enough to conquer large part of Fr. held by England
- including Normandy & Anjou
- 1226 to 1270, France ruled by Louis IX
- he improved French court system
- sent officials to provinces to check up on locals
- both he and Philip helped build Fr. into one nation
- England also becoming a nation
- 40 to 410, England a Roman province
- after Rome, Angles, Saxons, Jutes took over
- Angles and Saxons merged into Anglo-Saxons
- most famous was Alfred the Great
- ruled England 871 to 899
- set up schools, encouraged learning
- formed a code of laws and improved local gov’t
- built a strong navy and army
- after Alfred died, the Danes began to conquer England
- but by 1042 the Anglo-Saxons regained power
- 1066 William, Duke of Normandy and Norman Army invaded England
- defeated Anglo-Saxons at battle of Hastings
- so William the Conqueror b/c first Norman king
- under Normans, England changed greatly
- most important nobles, church leaders were Norman
- the king gained more power over feudal nobles
- William divided lands owned by A/S and gave them to Norman followers
- in return Normans swore fealty only to William making William even more powerful
- 1154 to 1189 Henry II now king
- set up courts to replace those of nobles/Church
- serious crimes now tried in royal courts by royal judges
- Henry also dev. the jury system
- group of people reporting to the judge names
of people who might be guilty of crimes
- judge decided innocence or guilt
- later this job also went to the jury
- who also decided punishment
- when judges decided, wrote down their decisions
- over centuries these decisions became
known as English common law
- beginning of equal justice for all
- another imp. development happened under King John, son of Henry II
- John was unpopular ruler who refused to give the nobles more power
- 1215 nobles revolted and forced John to sign the Magna Carta
- Great Charter
- gave nobles certain rights as well as rights to the common people
- king c/n tax w/o approval of the council
- king c/n imprison anyone b/c he d/n like them
- citizens c/refuse to obey king if rights denied
- so Magna Carta was imp. document of freedom but the King was still powerful
WORLD HISTORY NOTES 24
EDUCATION AND LEARNING IN THE LATER MIDDLE AGES

- people who study certain subjects very carefully are called scholars
- had imp. role in later mid ages
- 1100 studied Christianity in new way
- tried to show faith & science agreed w/ea other
- this was called scholasticism
- Peter Abelard of Univ of Paris was one of most famous
- helped make scholasticism imp. method of learning
- during late 1100, Eur. scholars began to study Greek writings
- esp. Plato and Aristotle
- brought by Greek, Arabic and Hebrew books
- also Arabic books about science and math
- these were translated in Latin
- at first scholars felt Aristotle d/n agree with Christianity
- Thomas Aquinas, Roman Catholic philosopher wrote book showing how they did agree
- as a result, more accepted Aristotle’s ideas
- after Aquinas’ death in 1275, scholasticism less imp.
- scholars began arguing about less imp. matters
- later, though, scholasticism became imp. again
- still used by Catholic leaders today
- during 1100's, universities and colleges started in Euro.
- schools of higher learning w/outstanding teachers
- began as guilds of groups of students/teachers
- some univ. were controlled by students like the University of Bologna in Italy
- others followed Univ. of Paris
- teachers set up rules, students took orders from teachers
- this system is followed in most universities today.
- most universities received charters from king or pope
- gave many rights/freedoms
- including power to run own affairs
- students/teachers not forced to pay tax
- students/teachers not forced to serve in army
- even had own law courts
- these freedoms very imp. all over the world
- these were called academic freedoms
- Univ. d/n have libraries or labs, only places were teachers/students lived
- and few large lecture halls
- if students/teachers d/n like town Univ. is in, moved to town they DID like
- many universities developed in this way
- main power of Univ.s was right to give teaching degrees
- after 4 yrs of study, got Bachelor’s degree and could become a beginning teacher
- could study 2-3 more yrs and get Master’s degree now well trained to be teachers
- highest degree was the doctorate or doctor’s degree
- given to advanced student in law, medicine, religion
- took many years to get this
- had to spend all day answering questions from teachers, other scholars
- if passed, then now able to become a scholar
- universities helped make learning more important
- trained students to be teachers, doctors, lawyers, gov’t leaders, even church leaders
- today’s colleges carry on the work of the later mid ages

WORLD HISTORY NOTES 25
SCIENCE, BUILDING AND WRITING IN LATER MIDDLE AGES

- @1100 Eur. scholars began study Arabic and Greek ideas in science and math
- they used Arabic numerals and the zero from Arabs
- improved Arabic & Greek ideas in algebra, geometry, trigonometry
- also studied Arabic astronomy, medicine, chemistry
- Roger Bacon best known Eur. scientist of mid-ages
- invented the scientific method
- find truth by experimenting and observing
- Bacon only accepted fact proving using sci. meth.
- but sci.meth. d/n become popular till way after Middle ages over
- several new inventions after 1100
- magnetic compass from China used to find direction at sea
- invention of the rudder or steering lever
- easier to steer ships
- better sails speeded up sailing
- other inventions
- spinning wheel, mechanical clock, the button
- better ways of making iron. and gunpowder from China
- imp. in warfare
- most imp. change was new kind of power to do jobs
- Eur farmers learned to use water power
- turned machinery to grind grain, saw wood
- the windmill used to pump water from ground
- by later mid ages most Eur. use more machine power
- and less human power than ever before in history
- many famous churches built in later mid ages
- in early years, built in Romanesque style based on Roman buildings
- thick walls, round arches, narrow windows
- late 1100's, new Gothic style
- higher, thinner walls, larger windows w/stained glass and many statues
- all the people helped build these churches
- and ea. town tried to build a bigger, better one
- some took hundred of years to build
- many book in mid ages written in Latin the official language of the church
- works in religion, history, poetry also much church music
- other writers began to use language of their own country
- earliest ones were long poems called epics
- Anglo-Saxon Beowulf
- Spanish El Cid
- French Song of Roland
- no one knows who really wrote these epics
- perhaps may different people
- 2 writers of the time were Dante (It.) & Chaucer (Eng.)
- Dante born in Florence
- wrote in Italian
- the Divine Comedy
- describes a trip to heaven & hell as he pictured them to be
- is one of the greatest of all poems
- Chaucer born in London
- wrote in English
- the Canterbury Tales
- describes a group of people who made
a trip to Canterbury, England @1300
- tells a lot about life then
-like Dante, helped shape his country’s language

WORLD HISTORY NOTES 26
THE ROMAN CATHOLIC CHURCH IN THE LATER MIDDLE AGES

- the Church favored the growing trade in Europe
- trade provided what people needed in their lives
- church helped by building/maintaining roads
- or Order of Bridge Builders helped build bridges
- church also encouraged the guilds
- and guilds worked w/in the church
- each had its own patron saint
- aids and protects guild and its members
- guild members put on plays
- and attended church as a group
- they gave money/labor to help build churches in their towns
- the church also tried to keep guilds from cheating people
- they required merchants/artisans to charge fair price
- enough to pay expenses and small profit
- it was a sin to charge more
- growth of trade helped money changers/lenders to become bankers
- but church d/n allow the charging of interest
- a fee for lending money
- therefore many early lenders were Jews
- however, as need or money increased, church let up
- bankers could charge low interest
- soon Italian Catholic merchants took over banking
- large banks appeared all over Europe
- even the church used them to take care of its money
- Education
- almost all teachers in Eur. universities were priests
- or at least members of Catholic groups
- church was interested in education
- to train people to be church leaders
- or scholars in church law
-leading scholars (Abelard, Aquinas) and scientists (Roger Bacon) were very religious people
- after all, main reason to study science in mid-ages was to aid people in u/s God
- As Eur. life changed, so did the Roman Catholic Church
- tried to make itself more powerful in affairs of Eur.
- was Pope Innocent III’s new plan
- led church 1190 to 1216
- same time rulers in Eng./Fr. getting more powerful
- Innocent wanted a league of Christian nations
- w/Pope at its head
- could live together peacefully and fight only the Muslims
- he never formed this league
- however he did get powerful enough to make Eng., Port., Hung., Pol.,and other nations his vassals
- he was also strong enough to chose the next Holy Roman Emperor
- German Emperor
- also under him, better leaders trained and the church grew stronger
- Innocent encouraged monks to leave monastaries
- to work among the people
- those who did were called friars
- freres = brothers
- friars were both monks & priests
-not allowed to own property
- not allowed to earn wages
- depended on others for food, clothes, shelter
for whom they served
- two most famous groups of friars were the Dominicans and Franciscans
- Dominicans founded by St. Dominic
- known as famous teachers and taught in many Eur. universities
- Franciscans founded by St. Francis
- carried on missionary work while some became teachers
- both groups encouraged others to follow their example
- and help spread religion all over Europe.

AP European History: The Early Middle Ages

2011-10-18T09:30:00.000-07:00

WORLD HISTORY NOTES 14
THE GROWTH OF FEUDALISM

- early middle ages 500 to 1000
- feudalism was the style of government
- the feudal system was like a giant pyramid
- Ruler was supposed to own all the land
- but really the nobles owned it
- were called vassals/servants of the crown
- they promised to obey the Lord, or master
and fight for him if necessary
- the land given to the noble called a fief
- nobles gave fiefs to those who became their
vassals
- who would promise to obey the lord
and provide knights in time of war
- but remember that the nobles were vassals
to the ruler king, too
- noble#’s vassals had vassals of their own
- gave fiefs to their vassals
- could have several
- therefore a noble might be both a lord and a
vassal or even vassal to several lords
- lords main duty was to protect the vassals
- vassal expected to provide knights
- also to pay the lord for a fief
- also must feed the lord when he visits
- which could cost an entire harvest
- feudalism began W. Eur. after western empire died
- during this time German kingdoms were weak
- rulers d/n have strong armies
- as a result, landowners built their own armies
- local ones to defend them
- farmers gave up their land to the landowners
- in return for protection
- some landowners got more land than they
could use
- gave it to non-landowners
- in return for staying and farming it
- large landowners became known as Nobles
- German leaders would pay their soldiers w/food, shelter
weapons and a share of the loot
- when they conquered Rome, they were paid in land
- in return for not fighting against the leaders
- cavalry was very important part of feudalism
- by mid-800's only armies w/cavalries won wars
- to build strong armies, kings needed noble#s’ help
- who had their own cavalries
- would join king’sforces
- and brought knights
- soldiers w/armor
- if rulers were strong, d/n need as much help from nobles
- like Clovis and Charlemagne
- but weaker kings needed this help
- and this is how feudalism spread
- they spent much time fighting each other
- to get nobles to fight, had to give up some
of their powers to them
- after 830 Frankish kingdom attacked by Spain, northern
Africa, Hungary and N. Europe
- Frankish ruler forced to give up even MORE power
- nobles now stronger than before
- by 900 feudalism spread through most of Europe.
- KNIGHTS
- knights had a long training period
- only sons of nobles could be one
- at 7, sent to castle of parent’s lord
- served as a page (helper) until 14
- taught religion, manners
- sometimes reading, music
- at 14/15 became a squire
- assistant to knight
- now real training begins
- ride a horse, hunt, wear armor
- and how to use weapons
- at completion, w/be knighted in a ceremony
- swore fealty to the lord he would serve
- all knights followed a special code of life
- chivalry
- m/b brave and loyal
- must fight for the lord
- must treat people politely
- must fight to defend Christianity
- must protect farmers who lived on land
- was beginning of today’s good manners
- Feudal wars different from wars of today
- armies much smaller
- fewer weapons
- fewer died b/c of armor
- also tried to capture, not kill enemies
- could be paid a ransom
- people most hurt by feudal wars were commoners
- lost homes and lives
- to protect them, Popes created two new rules
- Peace of God
- illegal to harm farmers, traders, priests
- Truce of God
- illegal to fight b/t Wed. eve.& Mon. morn
during certain times of year
- so the church helped out here, too
- feudal nobles lived in castles
- at first simple wooden forts
- by late mid-ages were large stone buildings
- high towers, thick walls
- usually built on hills surroun\ded by a moat
- used drawbridge
- if attacked, raised the drawbridge
- gate made of heavy iron for extra protection
- strongest part was the donjon
- storerooms & rooms where lord & family lived
- also had cells or rooms for prisoners
- donjon = dungeon
- most castles built were too difficult to capture
- not until gunpowder & guns was it easier
- b/t 1300 and 1400
- castles were strong but uncomfortable
- rooms dark b/c windows small
- rooms were cold and dank
- heat came from fireplaces used for cooking
- floors made of stone covered w/straw
- water came from a well in courtyard
- rooms furnished simply
- large boards used as tables
- stools and benches were chairs
- wooden chests stored clothes & bedding
- beds on platforms and covered w/curtains
- to keep drafts out
- nobles were heavy eaters/drinkers
- when not fighting, hunted and listened to singers
- or played chess or dice
- but favorite sport was fighting
- in peacetime held tournaments (battle games)
- sometimes seemed like real battles
- knights c/b killed
- but were exciting and many watched

WORLD HISTORY NOTES 15
FEUDAL LIFE IN THE MANOR

- during early mid-ages, most people in Europe farmers
- lived on nobles’s land who was their lord
- and farmed it for them
- this land called a manor
- most manors were large amts of land
- and most included a village
- w/a manor house, church, farmer’s huts, barns,
and a mill to grind grain
- lord lived in a castle’s land who was their lord
- and farmed it for them
- this land called a manor
- most manors were large amts of land
- and most included a village
- w/a manor house, church, farmer’s huts, barns,
and a mill to grind grain
- lord lived in a castle
- stayed in the manor house when visiting a village
- two main groups lived in the manor
- free people
- owned or rented the land, but free to leave
- serfs
- largest of the two groups
- they had no freedom
- not allowed to leave w/o lords permission
- had to pay for use of lord’s grain mill
- pmts made in farm products, not money
- required to work 2-3 days a week for lord
- in return, given a hut to live in & some land
- could use lord’s pasture for their cows,pigs
- could gather wood from lord’s forest
- and they were protected from enemies
- by 1000 new farming tools were developed
- the heavy iron plow
- easier to cut through the hard soil
- the use of horses not cows to pull plow
- two inventions made this easier
- iron horse shoes
- protected horse’s feet
- wooden horse collar
- protected horse’s neck
- could pull heavier loads
- another innovation was the three-field system
- instead of two field system
- one field planted while other recovered
- in 3 field system, field divided into 3
- 1 planted w/wheat, rye in winter
- 1 planted w/oats, barley, beans, peas in spring
- 1 left to recover
- was used all over Europe by 1000
- increased the amt and diversity of crops grown
- each field divided into strips
- one third belonged to the lord
- the rest divided among the serfs
- got some land from each of the 3 field
- so serfs had good land AND bad land
- some land close to village, some far
- serfs worked together to plant and reap each other’s
crops
- serfs huts had no windows
- hole in roof let in air & light & let out smoke
- bed, table, few stools and perhaps a chest
- serfs ate whatever they raised
- if crop bad (often) might go hungry
- but serfs sometimes enjoyed themselves
- d/n work on Sundays
- or religious holidays
- on these days, sang, danced, wrestled, played games

WORLD HISTORY NOTES 16
ROMAN CATHOLIC CHURCH IN THE EARLY MIDDLE AGES

- western Roman Empire became weaker during
Early middle ages
- rulers were weak
- nobles had the real power
- more & more people depended on the church
- for protection
- soon the Pope not only leader of the church
- but the “Papal States” as well
- large territory in N. Italy
- included Rome
- while some religious people turned to politics
- some turned away from the “everyday” world
- wanted to worship God in peace
- these people were called hermits
- some hermits became monks
- Greek word monk = alone
- groups of monks lived in settlements called monasteries
- later women who wanted to do the same b/c nuns
- lived in a nunnery
- both nuns & monks had to give up everything
- lived half life in work, half in prayer
- could not marry
- monks helped spread Christianity
- both monks/nuns nursed the sick, care for poor
- some started schools
- some copied Greek & Latin books
- to preserve the knowledge
- some helped turn swamps/forests into farmland
- some became artisans/craftsmen
- glassmaking, stone & woodcarving, weaving
winemaking
- it was monks who invented brandy
- burnt wine
- nuns made fine lace and embroidery
- as feudalism grew, nobles grew more powerful
- by 900 rulers c/no longer protect church property
- and nobles w/take it over
- other nobles forced Pope to let them choose the
church leaders for their property
- a bishop or abbot
- who in turn became a vassal of nobles
- but rulers & nobles often chose people more interested
in money, not religion
- some bishops and abbots paid to be chosen
- the church also grew weaker b/c church leaders d/n obey
church rules
- b/t 900-1000 Popes c/n improve conditions of church
- but 1070's new Pope
- Gregory the VII
- said only Popes c/chose bishops/abbots
- Henry IV, King of Germanic tribes refused to obey
- Gregory asked German nobles to choose new king
- unless Henry agreed to obey
- nobles hated Henry
- ordered him to obey the Pope
- Henry agreed
- went to all way to Rome
- stood barefoot 3 days in snow until Gregory
forgave him
- but fights b/t leaders & church not over
- Henry returned to Rome w/army
- forced Gregory to leave Rome
- 1122 agreement worked out
- Concordat of Worms
- concordat = agreement
- Pope can choose bishops
- but king has to approve
- by 1070 most W. Europeans were catholic
- church required all to obey certain rules
- like take part in sacraments
- if not, c/b excommunicated
- forced to leave church

AP EURO, AP U.S., AND HONORS GEOGRAPHY

2011-10-14T08:05:00.000-07:00

WEEKEND ASSIGNMENTS FOR 10/15 AND 10/16

AP European History: Review "The Rise of Islam" pp. 192 to 196, including the article on page 194. Test on Monday 10/17.

Honors Geography: Reading pp. 100 to 105. Complete the following: Reading Focus on page 100, Vatican City on page 101, Authoritarian Government in China on page 102, Democracy in Haiti on page 103, Diagram Skills on page 104, and New York Stock Exchange on page 105. Also complete the Section 2 Assessment, 1 - 6. You do not have to do the Activity on pag 105.

AP U.S. History: Continue reading The Confederation and the Constitution, pages 166 to 189, including the articles on pages 167, 168, 169, 176, 177, 179, 180, 181, 182, 183, 185, 187, and Varying Viewpoints on pages 188 and 189. And this time, read the whole thing (I think most of you have figured that out already, LOL.)

AP EUROPEAN HISTORY ADDENDUM CULTURE OF THE MUSLIMS

2011-10-13T07:19:00.000-07:00

THE CULTURE OF THE MUSLIMS

- What we know about the culture can be seen in today’s
movies and famous stories
- Aladdin
- Sinbad the Sailor
- these tell only a small part about the culture
- as the Muslim empire grew, the capital city moved
- to Damascus
- about 760 moved again to Baghdad
- the ruler was called the Caliph
- early ones appointed only Arabs as gov’t officials
- later Syrian, Persian & Egyptians also served
- Arabic was the official language
- Caliphs had Arab coins minted
- replaced the Byzantine & Persian ones
- Caliphs set up postal system
- carried mail to all parts of the empire
- they built roads, irrigation ditches, canals
- all helped unite the empire
- The empire was well organized
- but much to large for one ruler
- by 800's, split into several parts
- ex: Spain, Egypt, Persia had their own ruler
- but these lands remained Muslim
- Muslim leaders encouraged trade
- traded from India to Spain w/o having to pay a tax
- as result, products moved easily w/in empire
- fine cloth, metalware, rugs, leather goods, spices
- could be found in all Muslim cities
- rich Muslims could buy things not found anywhere
in Europe
- easy travel and Arabic helped spread learning
- also practice of visiting Mecca
- Muslims from all over met there
- exchanged ideas, new knowledge
- took this back home with them
- much science, writing, art, ideas borrowed from peoples conquered by the Muslims
- Muslims respected the learning of these peoples
- encouraged people of all religions/countries to
increase their knowledge
- many educated people were Christians and Jews
- both allowed to live in Muslim countries
- as long as they paid taxes to gov’t
- many re-wrote books by Greek/Roman thinkers
-and translated them into Arabic
- Muslims greatly respected writings of Greek philosoph.
- esp. Plato and Aristotle
- favorite was Aristotle
- Averroes & other Muslim philosophers
tried to prove that Aristotle#’s ideas were
same as Islam’s
- this helped preserve Greek ideas
- later Europeans learned about Plato/Aristotle
- from works of Averroes!
- Muslims had great scientists
- their doctors rediscovered Greek med.knowledge
- most famous was Avicenna
- his books studies in Europe for 100's of years
- Muslim mathmeticians borrowed written numbers from
India
- these became the numbers we use today
- also improved on Hindu & Greek discoveries
- about math, astronomy, geography
- Muslim writers wrote wonderful books
- Among famous was Arabian Nights
- series of adventure stories
- they were also fond of poetry
- Many important books were written about history
- Ibn Khaldun one of world’s greatest historians
-Muslim religion d/n allow drawing humans/animals
- therefore painting/sculpture d/n develop
- but mosques were works of art in themselves
- everyone had a tall minaret
- decorations inside and out
- some features used later in Europe bldgs.
- Muslims had good schools
- often held in a mosque
- children began at 5 or 6
- learned reading, writing, arithmetic
- also studied the Koran
- rich families continued studying
- science, great writings
- Muslims had advanced schools
- much like today’s colleges
- religion, law, math, science were studied
- House of Wisdom
- famous school in Baghdad
- had libraries, astronomy section,
language dept.

AP U.S. History: The Constitution and New Government

2011-10-11T09:45:00.001-07:00

U S. HISTORY: THE FRAMERS CREATED
A FEDERAL SYSTEM

- the constitution is very carefully worded
- nowhere are the words national or federal used
- instead they used the expression the United States
- Madison and Hamilton came to the convention thinking national govt
-with states used as administrative districts
- others envisioned a more effective federal govt
- with the states giving them power to do only certain things
- one thing was clear, the Art. Of Confed. was unacceptable
- it was also clear states had no intention of disappearing
- the framers found a solution
- strong central gov’t would co-exist w/ state gov’ts
- ea. w/separate areas of responsibility
- w/some powers overlapping
- this compromise is called federalism
- it satisfied both the states and the central gov’t
- states laws w/b guaranteed and all w/b equal under law
- the framers made sure they w/n make the same mistake w/the Articles
- Nat’l go’t could tax, borrow, coin money, regulate interstate/foreign
- also maintain army, navy
- this authority is expressed in the Const’s supremacy clause Art. VI, Clause II
- Const., its Nat’l laws/treaties are “the supreme law of the land”
- in age of slow communication and travel, Nat’l gov’t remote to most Ameri.
- therefore natural for states (local govt) 2B responsible for its citizens
- Constitution says states have power to provide for several things
- health, welfare, safety, and morals of their citizens
- state govts supervised education, marriage, divorce,
- and inheritance, elections, and aspects of criminal law
- now, the national govt has supremacy clause
- but states now have the concept of reserved powers
- any right or power not specifically assigned or denied in the
Constitution was reserved to the states or the people
- the 10th Amendment confirms this doctrine of reserved powers
- govts at any level have certain basic needs
- with money at the head of the list
- the Constitution gives states and Nat’l govt certain concurrent powers
- powers that they both can exercise
- power to tax
- to borrow money
- to establish courts
- to charter banks
- to build roads
- to enforce laws

- What are the powers of the national government?
- What are the powers reserved for the states?
- What concurrent powers do both share?

- disagreements @ powers of Nat’l govt and states have been frequent
- at times dangerous, and at one time it was disastrous
- differences like minimum wage, max. speed limits
- today the nat#’l govt plays a larger role in daily life than ever before
- federalism still holds
- the compromises that made the Constitution continues into 3rd century
- it was Shays’ Rebellion that showed Americans the need for strong govt
- 1794 another rebellion in western PA
- people were protesting a rather large tax on whiskey
- The Whiskey Rebellion
- a militia of 13,000 war raised against the rebellion
- even Washington joined them for a bit
- the contrast b/t Shays’ and this rebellion was obvious
- w/strong central govt, any rebellion could be dealt w/fast
- but the new govt effectiveness extended beyond military/politi al strengths
- several provisions in Const. contributed to a revitalized economy
- with the plans for this drawn up by Alexander Hamilton
- took advantage of Congress’ power to tax, pay debts, & borrow
- with the money, the US was able to repay all its war debt
- a good thing to pay back debts when they’re due
- meant the US had good credit around the world
- the Const. prevented states from interfering w/interstate trade
- the Nat’l govt was prohibited from taxing articles exported from states
- the Nat’l govt created a standard system of currency
- and a uniform system of weights and measures
- ensured that #“The privileges & immunities of citizens” w/b respected
- this would create a large common market for goods to be traded
- this free market and sound economy brought prosperity to many
- the Const. protected private property
- Americans who grew rich from farming could reinvest in the country
- ex: Samuel Slater arrived in US 1789 (year Const. was effective)
- he was only 21 years old
- he didn’t have much money but he did have an idea
- he wrote to his Moses Brown, who w/be his future partner
- #“I was informed that you wanted a manager of cotton spinning, etc...I can give the greatest satisfaction, in
making machinery, making good yarn, as any that is made in England.”
- in Pawtucket, RI, Slater saw that American cotton was primitive
- and its machines virtually useless
- England was far more advanced in cotton industry
- and they guarded their secret to perfect cotton
- banned exportation of their machines
- and emigration of textile workers
- Slater worked for one of these companies
- he had to sneak out of England in disguise
- Brown challenged Slater to make his machine
- w/help of skilled blacksmith, Oziel Wilkenson
- he would be his future father-in-law
- Slater tried to recreate the water-powered textile machines
- w/o a single note or diagram
- he did it totally from memory
- #“I don’t make as good yarn as they do in England, I will have nothing for my services, but will throw the whole of what I attempted over the bridge.#”
- w/time, tinkering and his incredible memory, he did it
- by Dec. 1790 his automatic machinery was producing quality cotton
- but at a great personal cost
- in winter, he had to break the water wheel free of ice
- he would get soaked with frozen water
- would affect him the rest of his life
- twenty years later, >160 cotton mills were busy in RI, MA & CT
- Slater owned seven of them
- was on his way to being one of the first American millionaires
- what he did w/n only person, but touched many other lives
- cost of cotton was greatly reduced
- several of his employees founded their own mills
- Slater later built schools for his employees
- and enlarged his investment in America
- started a Bank and textile machine factory
- helped build turnpikes (toll roads)

U S. HISTORY: THE NATION DEVISES A NEW GOVERNMENT

- by end of 1777 ten of former colonies wrote new state constitutions
- by 1780 all 13 had new governments w/new constitutions
- new governments differed from state to state
- all reflected Locke’s idea of social contract
- gov’t based on consent of people
- and of Montesquieu
- separation and balance of powers
- state gov’t divided into legislative, executive and judicial branches
- the legislative branch also divided into two parts
- two separate houses to check each other’s actions
- the new constitutions also showed American distrust of too much govt
- like their old rulers
- a constitutional govt was created by the Americans
- June 1776 Cont. Congress had apptd committee to draft nat. const.
- The Articles of Confederation
- mostly the work of John Dickinson of PA
- but greatly weakened by Congress
- it was sent to legislature for ratification 1777
- but wasn#’t ratified until 1781
- conflicts among states over western lands
- Articles created a loose alliance of 13 states
- while preserving the powers and independence of all of them
- each state had one vote in Confederation
- no decision made w/o approval of at least nine
- any amendments had to be approved by all
- these restrictions reflected fear of strong central authority
- which might conflict with rights and powers of the states
- what it did produce was a national govt w/severe restrictions
- the Confederation govt had power to conduct foreign affairs, make treaties
- also given authority over the Indians
- could settle disputes b/t states
- could conduct a postal service
- the Confederation could not make money
- meaning each state may have to mint its own
- they c/n raise taxes except by requesting it from the states
- which is why the Continental Army had so very few supplies
- the Articles said nothing about an executive or judicial branch
- Congress was lawmaker and executive
- wrangling in Congress made it impossible to carry out laws
- quick action in time of emergency was impossible
- nevertheless, the new govt succeeded in taking some positive actions
- most significant, it provided for expansion
- the opening of the west sparked intense debate over who has the right to
exploit them
- speculators or individual settlers
- national govt or individual states
- Land Ordinance of 1785
- tried to provide for orderly sale of settlement in Northwest Territory
- the Ohio River to Great Lakes and the Mississippi
- it created a system of townships, areas of land six miles square
- to administer the Ordinance, Northwest Ordinance of 1787 created
- made for creation of three to five new states in the territory
- in which slavery was forbidden
- in early stages, Congress would appt territorial governor
- when pop. reached 60k could write Constit. and apply for statehood
- this insured that the new nation w/n create colonies if its own
- it soon became evident the Confederation wasn’t working
- states took advantage of right to regulate own trade
- they taxed goods crossing their borders from other states
- more than half issued their own money
- some states were less responsible than others
- by 1785 rivalries b/t states were erupting into violence
- summer 1786 postwar depression, increased taxes in W. Mass.
- angry farmers rose up in rebellion
- led by former captain of Continental Army, Daniel Shays
- Shays’ Rebellion
- state governor sent militia to crush it
- however the rebellion brought a new fear
- what if a rebellion like that succeded?
- how could we stop it?
- many Americans believed that a stronger national govt was needed
- if only to bring order
- Sept. 1786 small political group of leaders from 5 states met at Annapolis
- to discuss problems of interstate commerce
- but the conversation soon turned to national problems
- delegates recommended a new convention be held
- to revise the Articles of Confederation
- Spring 1787, in Philly, 55 men, representing 12 states met
- Rhode Island refused
- all were well educated, wealthy, members of what Jefferson called:
- #“that natural aristocracy of talent#”
- they elected Washington as chairman and set the ground rules for the mtg
- each state had one vote, regardless of number of delegates
- a simple majority decided all decisions
- all meetings were to be held in secrecy
- this protected the delegates from criticism
- it allowed them to go beyond amending the Articles
- instead, they would write a new Constitution
- several points of major importance were accepted w/o debate
- all approved of a written constitution
- all assumed the continued existence of the states
- they also wanted a republican form of govt
- with some separation of powers
- the Virginia delegation was the first to arrive at the convention
- James Madison had already drawn up a plan for a govt
- became known as the Virginia Plan
- called for 3 branches of govt
- executive, judicial, legislative
- it would be bicameral
- a two house legislature
- number of seats depended on population of the state
- delegates from smaller states d/n like this
- they had fewer people, therefore less representation
- William Patterson of NJ called for executive committee
- which would be chosen by congress
- instead of an executive branch
- there followed weeks of debate on this idea
- broken by Roger Sherman and his compromise
- Lower House (Representatives)
- states members based on population
- Upper House (Senate)
- each state w/have two senators, regardless of pop.
- this solution was called The Great Compromise
- another dispute rose over issue of slavery
- were they counted as people or property?
- North said since slave were considered form of wealth
- should not be counted
- remember South is crawling with slaves
- South said unless they were counted, they w/have less represent
- again, a compromise was reached
- for representation and taxation, five slaves = three people
- The Three-Fifths Compromise
- by Sept. 10, all issues were settled
- the Convention voted to approve the constitution
- it was sent to a Committee on Style
- chaired by PA gov. Morris
- it was he who added #“We, the people....#”
- leaving no doubt this new govt was of the people
- not all delegates were satisfied
- some refused to sign it
- but most doubters followed this wise advice:

# “I confess that there are several parts of the Constitution which I do not at present approve but I Am not sure that I shall never approve them...Thus I consent, sir, to this Constitution because I expect no better, and because I am not sure that it is not the best ...I cannot help expressing a wish that every member of the Convention who may still have objection to it, would with me, on this occasion, doubt a little of his own infallibility, and to make manifest our unanimity, put his name to this instrument.” Benjamin Franklin
- the constitution provided for special meetings in each state
- a Constitutional Convention
- as soon as 9 of them approved the Constitution, gov#’t goes into effect
- but only in those states
- but before that happened, those who approved it or against it had the
opportunity to give their opinions
- those for the constitution were called Federalists
- implying they were for a strong federal central gov#’t
- they turned to political writers to get people to agree
- to argue the virtues and advantages
- John Jay, Alexander Hamilton, James Madison
- published series of 85 newspaper essays in NY
- later to be put together in book form
- The Federalist
- those against the constitution were called Anti-Federalists
- believed strong state gov’t was the goal of the revolution
- they’re more democratic, responsive to the people
- unlike a distant national gov’t
- but what really disturbed them was from Enlightenment
- there was nothing about rights of man
- a Bill of Rights
- asked why convention d/n address individual liberties
- using essays and speeches
- In VA the debate got hot and heavy
- Federalists and Anti-s were divided equally
- the debate raged 23 days
-but by June 21, 1788 the required nine states ratified it
- DE, PA, NJ, GA, CT, MA, MD, SC, NH
- NY and VA were the most populous states
- and they had not yet voted
- June 25, Federalists won in VA by vote of 89 to 79
- next day NY followed w/another narrow margin 30 to 27
- RI was the last holdout
- but finally came around in 1790
- AFTER new gov#’t had been installed

U S. HISTORY: FRAMERS BALANCED THE ROLES OF GOVERNMENT
- framers of the constitution adopted easily the idea of separation of powers
- a separate branch of gov’t for each function
- Congress makes the laws
- the President (the Chief Executive) carries out those laws
- the judiciary, or court system, interprets or applies the laws
- to insure a bal.of powers among branches we have checks & balances
- each branch is subject to checks or restraints from the others
- the branches must interact w/each other
-in order for them to do their work
- Article 1 assigns Congress powers to make the laws
- it does so through a series of interactions
- the first is internal
- Congress is bicameral
- both houses are slightly different
- 2 Senators/state for 6 year terms
- House of Reps depends on population
- and they serve two terms
- a bill must be approved by both b4 it goes to Pres.
- the second is external
- the bill is sent to Pres. for signing
- but he also has the power to reject or veto
- Congress may override with 2/3 of both houses
- President may call special session of Congress
- he has special powers over Congress
- uses public opinion and private conferences
- helps to sway Congress his way
-the third is also external
- Supreme Court checks lawmaking powers of Congr.
- can rule on constitutionality of the law
- and make it invalid
- Article II gives Pres. power to admin. (carry out) the laws
- most of the framers had deep fear of monarchy
- took care to provide restraints against Exec. Power abuses
- Congress may remove the President
- if found guilty of misusing power
- this action is another internal interaction
- the House votes for a bill of impeachment
- a formal list of charges
- the Senate conducts the trial of the Pres
- only two presidents have been put on trial
- Andrew Johnson in 1868
- found not guilty by one vote
- Wm. Jefferson Clinton in 1998
- also found not guilty
- Congress has other less drastic powers over the Pres
- Senate has approval power over treaties
- also approval power over government posts
- and federal judgeships
- with 2/3 vote in both houses, they can override
- over the years the Exec. Br. has dev. independent powers
- and Congress has one strong constitutional restraint
- Presidential actions cost money
- Congress controls taxation and spending
- the power of the purse
- Article III gives judiciary power to intrepret laws
- once appointed, they’re there for life
- #“during good behaviour”
- framers wanted to keep judges free of presidential control
- but there are still several checks on judicial power
- Congress has power to impeach judges
- and has done so several times
- it can also control the number of judges on the bench
- today it’s fixed at nine
- but has been as few as 5, as many as 10
- by making const. amendments the can negate SC opinions
- they’ve done this 4 times
- 11th, 14th, 16th & 26th amendments
- all have overturned Sup Ct decisions
- after appointing a judge, the Pres. c/n control his/her actions
- Sandra Day O’Connor was appt’d by Reagan
- was supposed to be conservative
- but has voted liberally on many occasions
- however the Pres#’s power of appt is important
- means s/he can fill vacancies w/people who share ideals
- therefore changing the character of the Sup Ct
- another restraint on courts is Pres’s power to pardon
- those convicted of federal crimes
- another is Pres#’s control over enforcement of Sup Ct decisions
- ex:Chief Justice John Marshall favored Indian rights inGA
- Pres. Andrew Johnson wanted them out of GA
- #“John Marshall has made his opinion; now let him enforce it.” # Johnson
- ex. of interplay b/t all three branches was Truman Admin. 1948
- labor unions were getting too powerful
- Congress pass law enabling gov’t to delay/prevent strikes
- Truman disagreed and vetoed it
- Congress passed Taft-Hartley Act over his veto
- 1952 during Korean War, needed steel
-but industry refused to grant pay hikes or bargain
- workers went on strike
- Under Taft-Hartley Truman could force them back
- but that#’s not what he did
- he ignored Taft Hartley
- put steel co.s under gov’t control
- Steel co.s went to Sup Ct
- they declared his action unconstitutional
- an abuse of his powers
- this separation of powers and checks and balances were important
- created protection against governmental tyranny
- but framers had another goal
- wanted to make gov’t safe and level field of competition
- for opposing interests and viewpoints
- they realized that humans differ and are competitive
- Madison said society includes rich/poor/debtors/creditors
- people in commerce, agriculture
- citizens of different religious beliefs
- these interests are often in conflict. How to cope?
- #“There are again two methods of removing the causes of faction; the one, by destroying the liberty which is essential to its existence; the other, by giving to every citizen the same opinions, the same passions, and the same interests. It could never be more truly said than of the first remedy that it was worse than the disease... the second expedient is as impracticable as the first would be unwise. As long as the reason of man continues fallible, and he is at liberty to exercise it, different opinions will be formed.” James Madison
- with no choice, tyranny of oppression would rule
- so what happens to the minority?
- the new gov’t allowed differing ideas and interests to exist
- they are able to compete under rule of law
- checks & balances and sep. of powers prevents a single group/interest
from dominating
- consider the following
- a would-be dictator & his/her political party would have to win Pres.
- and majorities in both houses
- little by little, could gain control of Sup. Ct
- but every two years people could elect new reps. and senators
- every four years they could elect a new president
- after eight years they MUST do so
- this highlights wisdom in have system of sep.of powers,checks & bal.
- now, even if Fed govt dominated by single interest group
- there is still a balancing force
- governors and legislatures of the states
- Federalism is essential ingredient in checks and balances
- federalism: system of gov’t where fed gov’t and state gov’t share power
- the constitution offers protection of minority from majority
- tyranny of the majority would make for a simple, speedy efficient govt
- but framers preferred safeguarding liberty over efficiency
- the fact that we’re here is testament to that!

U. S. HISTORY: THE CONSTITUTION PERMITS CHANGE

- like Franklin said, the framers d/n expect Const. to be perfect
- most believed that the omission of a bill of rights was a huge mistake
- other shortcomings would soon appear
- framers d/n see formation of political parties
- would make orig. system of Pres. election unworkable
- bitter political opponents d/n make good Pres & VP
- the system w/b revised w/in next 15 years
- some of the compromises in the Const. failed to hold
- states#’ rights and slavery were to settled later by a war
- but despite this, the Const. met needs of nation from 18th c. to 20th c.
- the Constitution is oldest still functioning written constitution in world
- the secret to its longevity w/n genius of Philly delegates
- the secret was they let the future make its own decisions
- part of its flexibility can be seen in its style of language
- it’s a short, terse doc w/little room for explanations, definitions, lists
- framers expressed its intentions in broad statements
- which would require interpretation rather than blind obedience
- ex: Article I: Congress is given power to regulate commerce
- framers d/n define #“commerce” or “regulate”
- it gives Congress ability to adjust business
- as it moves from oxcart to jet planes and laser printrs
- Sup. Ct h/b called a “constitutional convention in continuous session
- b/c makes frequent decisions about meaning of Const.
- ex: Plessy v Ferguson: Sup. Ct. ruled #“separate but equal” legal
- 1954 a diff. Sup. Ct thought differently and reversed decision
- Brown v Board of Education of Topeka
- found #“sep but equal” unconst.#in regard to public schools
- beyond flexibility of language, Const. also responds to change
- final clause of Article I, Section 8, known as elastic clause
- #“To make all laws which shall be necessary and proper for carrying into execution the foregoing powers, and all other powers vested by this Constitution in the government of the United States, or in ay department or officer thereof.#”
- those two words made all the difference
- instead of having to write amendments over and over again
- could use #“necessary and proper#”
- Congress has used this time and again
- ex: 20th c laws governing working conditions have been judged
necessary and proper to the regulation of interstate trade
- few can challenge the wisdom of the elastic clause
- but many have debated it
- what is a #“necessary and proper#” law?
- the Constitution is silent on that
- Chf Justice John Marshall ruled court h/power to apply elastic clause
- did so b/t years of 1801 and 1835
- he also used clause to give Congress wide scope for action - McCulloch v Maryland (1819): #“Let the end be legitimate, let it be within the scope of the Constitution, and all means which are appropriate, which are plainly adapted to that end, which are not prohibited, but consist (agree) with the letter and spirit of the Constitution are constitutional.#” John Marshall
- Marshall’s decision d/n end the debate
- his reference to #“letter and spirit” highlights point of contention
- some Americans wanted to emphasize letter of the Constitution
- must follow the literal interpretation
- after all, it was the original intent of the framers
- others chose to emphasize the spirit of the Constitution
- a looser, broader understanding
- goes beyond actual wording of the document
- but all agreed, elastic clause was very effective
- in over two centuries, there have been only 27 amendments
- and two of the cancel each other out
- the clearest example of Const. ability to change is its amendments
- framers provided 2 ways of providing change & 2 ways of ratification
- What are the methods of proposing and ratifying the Constitution?
- the Const. was written to be completed by experience
- over the years traditions/procedures rose essential to modern govt
- but are not mentioned in the Const.
- procedures/traditions are part of an unwritten Constitution
- ex: Const has no provision for political parties
- but parties have become essential to modern govt
- unwritten Const. is not a monument to the framers
- about things they forgot or never imagined
- it is a reminder that it is a living document
- a system of growing and changing according to need
- the genius of the framers is not that they predicted the future
- but that they saw change as inevitable
- the Constitution protects civil liberties
- basic rights guaranteed by laws or constitution
- cannot be tampered w/by govt or particular leader
- Americans usually associate civil liberties w/bill of rights
- but body of Const. has powerful language against tyranny
- it is because of this that these protections are taken for granted
- Article I, Section 9 Congress is forbidden to pass bills of attainder
- law designed to punish a specific person or group w/o a trial
- attempts to pass this kind of law have been rare
- WWII Cong. passed law w/holding pay of suspected spies
- thought of as “un-American”
- later the Sup. Ct. would void the law
- the same article forbids Congress to pass ex post facto laws
- punishment for an action that took place b4 law was passed
- commit a crime not on the books on Monday
- pass a law on Tuesday making what you did illegal
- or it might increase the penalty for the crime
- you would be arrested
- ex post facto means “after the deed”
- Section 9 also protects ancient right of habeas corpus
- c/n arrest/imprison someone w/o charging them with a crime
- if you are arrested and not charged, your lawyer files
- writ of habeas corpus
- govt required to “produce the body” of person held
- also must produce proof of wrongdoing
- prisoner released if evidence is insufficient
- powerful tool against govt efforts to suppress dissent/criticism
- Pres. can suspend it in most extreme cases (rebellion, invasion)
- and only w/Congressional approval
- during Civil War, Lincoln became 1st president to suspend it
- at first in ltd areas for military reasons
- and w/o Congress’ approval
- was not in session at the time
- later, w/Congress’ approval, suspended it nationwide
- scholars are still debating the legality of this
- Article VI is brief but powerful assertion to religious freedom
- summer 1787 Jonas Phillips, self-described #“being one of the people
called Jews of the city of Philadelphia, a people scattered & disbursed
among all nations.”
- wrote to the delegates of the Constitutional Convention
- reminded them that anyone in PA public office must swear to
God and acknowledge Old & New Testaments were divinely
inspired.
- said that that should not be the way with the national govt
- delegates did him one better
- banned use of any religious test for public office
- the Const. d/n provide a list of guaranteed freedoms
- you already know that some delegates objected to this lack
- they insisted that a bill of rights be included...a guarantee of
- political, economic, religious and civil rights
- “...a Bill of Rights is what the people are entitled to...
and what no just government should refuse.”
Thomas Jefferson
- even the Bill of Rights was flexible
- w/in 2 years the amendments would begin
- Amendment 1: Freedom of (and from) religion, speech, the press, to peaceably assemble, to petition govt for grievances
- Amendment 2: A well trained militia being necessary to the security of a free state, the right of people to keep and bear arms shall not be infringed.
- Amendment 3: No quartering of soldiers w/o permission of owner, nor in time of war unless it is prescribed by law
- Amendment 4: Right against unreasonable search and seizure
- Amendment 5: No one may be tried in a federal court unless a grand jury has accused that person.. This does not cover members of the services in times of war or public danger. No person may be tried twice for the same offence (double jeopardy), unless the crime is also a crime under state law. No one may be forced to testify against him or herself (self-incrimination). The govt may not deprive a citizen of life, liberty and property without due process of law. However the gov’t may do so if it is for the benefit of all People. This is called eminent domain.

- Amendment 6: The right to speedy trial by a jury in the state or district the crime was committed. The law must already be on the books. The accused must be charged and must be present when witnesses come to speak. The accused has a right to have a lawyer
- Amendment 7: In disputes of more than 20$, either side of the dispute can insist on a jury trial or not. Powers of the judge in influencing the jury shall be limited.
- Amendment 8: Bails, fines and punishments must not be excessive or cruel and unusual.
- Amendment 9: The rights written in this constitution does not mean that these are the only rights of the people, and does not make other rights less important.
- Amendment 10: The “Reserved Power” amendment. All rights and powers not assigned to the federal govt
shall be reserved for the states and the people.

- many of these rights have their roots in the Magna Carta 1215
- the first amendment, for example
- the Bill of Rights pays a lot of attention to the phrase “due process of law”
- including right to know what your accused of
- including right to not be subjected to cruel and unusual punishment
- the framers knew personal rights m/b balanced w/rights of others, society
- it d/n protect right to persuade others to overthrow the govt by force
- in certain times, some rights may be taken away
- habeas corpus during Civil War
- this is still being debated
- determining limits on civil rights is usually job of Judicial Br.
- in protecting these rights, court has expanded the scope of them
- Thurgood Marshall once said “We the people..” meant majority of Amer.
- “On a matter so basic as the right to vote, for example, Negro slaves were excluded, although they were counted for representational purposes-at three fifths each. Women did not gain the right to vote for over a hundred and thirty years.”
- among the others not represented
- Indians and white men without property
- Patriots were against king who would reduce them to slavery
- yet they bought and owned slaves
- “How is it that we hear the loudest yelps for liberty from the drivers of negroes.” British writer Samuel Johnson
- slavery was thought of as “that peculiar or strange institution”
- self interest was not only reason South hesitated to end slavery
- Jefferson agreed slavery was morally wrong
- “I tremble for my country when I reflect that God is just”
- yet he himself was a slave owner
- including Sally Hemmings
- he wondered what role these thousands of slaves would play
in the US if they were free?
- he believed former slaves could never be citizens
- w/these views, he showed himself as a man of his times
- the Constitution d/n challenge slavery, it tiptoed around it.
- the words "slave” and “slavery” never appear
- it used “other persons” and “such persons”
- many of the framers probably hoped it would disappear
- the states would be responsible for getting rid of it
- but 3/5ths Compromise & extension of slave trade made it last longer
- the Constitution granted Congress to #“regulate commerce w/the Indians”
- this single reference showed govt meant to treat them as countries
- over the next 80 years, govt & tribes produced 389 treaties
- Congress promised lands w/never be taken w/o consent
- except in a “lawful war”
- every treaty was broken by our gov’t
- govt never declared war on the Indians
- but all the laws in the world c/n stop land hungry settlers
- govt took lands and gave to non-Indians
- moved Indians to unwanted lands in the West
- As for women!
- there was not one woman delegate at the convention
- Abigail Adams had asked the men to “Remember the ladies!”
- give them more rights
- but the men never even thought about it
- tradition dictated that women were the dependents of husbands
- not independent adults!
- men of the time believed that men protected and represented women
- therefore they had no need for a separate voice in govt
- neither state nor federal constitutions could reform the old laws
- women continued to be represented by their men
- and single women were not represented at all!
- in the years since then things have changed
- thanks to Sup. Ct, federal laws and executive actions
- they have worked together to reduce oppression and unfairness
- for Indians, Women, African-Americans,
- all this comes from our Constitution
- but as we all know, we have a long way to go

US. HISTORY: THE FEDERALISTS YIELD TO THE REPUBLICANS

- throughout the Const. convention all knew Washington w/b 1st president
- elected unanimously and joined Congress in NYC
- which served as seat of gov’t until it moved to Philly in 1790
- the constitution was a blueprint of gov’t…now leaders must build that govt
- Washington was well aware of the importance of his presidency
- “I walk on untrodden ground. There is scarcely any part of my conduct which may not hereafter be drawn into precedent.” Geo. Washington
- so now we have the legislative and executive branch but no judicial branch
- Congress passed the Judiciary Act of 1789
- creating a federal court system
- federal district courts
- circuit court of appeals
- Supreme Court
- w/chief justice and 5 associate justices
- Washington, w/Senate approval, named John Jay as 1st chief justice
- Congress organized the Exec. Br.
- created depts of state, treasury, war
- created an Attorney General and postmaster general
- he named Thos. Jefferson as 1st Sec. of State
- Alexander Hamilton as Sec. of Treasury
- Henry Knox as Sec. of War
- Benjamin Franklin as postmaster General
- these appointments were the first presidential cabinet
- group of advisors chosen by the president
- choosing Jefferson and Hamilton was good/bad idea
- good b/c both most brilliant and talented men in country
- bad b/c both had different ideas about role of gov’t should be
- Jefferson opposed strong central gov’t
- “I own (admit) I am not a friend to a very energetic government.”
- state govts w/b more responsive to the people
- this put him at odds with Hamilton
- believed in strong central govt
- was suspicious of giving too much power to the people
- “The voice of the people has been said to be the voice of God but it is not true in fact. The people are turbulent and changing; they seldom judge or determine right.” Alexander Hamilton
- these two had other disagreements as well
- during French Revolution of 1789
- France had gotten rid of their king
- wanted to pattern their new govt after the Americans’
- France was also at war with GB
- Jefferson approved of the revolution
- “No country should be long without one.”
- he was a friend of France and distrusted GB
- Hamilton saw only chaos in France
- and wanted closer ties with GB
- trade would benefit merchants
- also bring govt income from import duties (taxes)
- he wanted to build US’ economy by trade, commerce, mfrg.
- urban centers would benefit every citizen
- Jefferson d/n trust industry and commerce
- he wanted a nation of independent farmers
- transforming wilderness into cultivated farmland
- and he hated the city
-“I think our government will remain virtuous for many centuries as long as they (the people) are chiefly agri-cultural. When they get piled upon one another in large cities, as in Europe, they will become as corrupt as Europe.” - Thos. Jefferson
- capable indiv. farmers w/conduct own affairs
- so well that gov’t w/b reduced to minimum
- the two clashed over and over again
- w/Washington trying to maintain peace b/t them
- but disputes weren’t just b/t members of his cabinet
- disputes arose in Congress as well
- in the House, Madison was leading those who sided w/Jefferson
- a strong force against Hamilton
- esp. when Hamilton talked about his economic plans
- he wanted US to pay it overseas war debt
- and to repay the states
- and to repay citizens
- esp. officers and soldiers of Revolution
- had been paid w/certificates, not money
- but most had sold their certificates
- to speculators at reduced prices
- Ham. wanted them paid full price
- Jeffersonians said s/b paid to original holders
- not speculators who w/profit from them
- this showed again the regional split b/t N & S
- most speculators were New Englanders
- Southerners objected to Natl govt assume state debts
- all of the South already paid their debts
- except N. Carolina
- Hamilton suggested they pay for other States#’
- a bargain was struck b/t the two sides
- the Jeffersonians accepted Hamilton’s plan
- in return, North would construct a “federal city” in South
- it would later be called Washington D.C.
- Hamilton proposed creation of a National Bank
- this again, caused bitter debate
- Jeffersonians feared it would favor northern commercial interests
- over the agricultural sector
- Jefferson also said the Constitution said nothing about a national bank
- establishing one w/b unconstitutional
- Hamilton took the position of the #“elastic clause” and he won
- 1791 Congress passed bill est. Bank of the United States
- and Washington signed it
- but battle of opposing opinions was not over
- in spite of their differences, Wash’s cabinet d/n think of selves as opponents
- near the end of his term, Wash. warned of #“faction”
- which would divide Americans
- make it impossible to cooperate in national affairs
- but factions already existed
- by time of 1796 election, two political parties ran candidates
- Federalist Party was the party of Hamilton
- and those who believed in his policies
- Wash’s VP John Adams was their candidate
- Democratic Republican Party was party of Madison/Jefferson
- often called Jefferson Republicans or just Republicans
- the election produced an unexpected result
- Adams received the most votes in the electoral college & became Pres
- Jefferson got the next most votes
- according to Constitution, he became VP
- Adams was a Federalist, Jefferson a Republican
- it produced a stormy administration
- Hamilton & supporters pushed Congress to pass Alien &Sedition Act 1798
- 2 of the acts lengthened time necessary to become a citizen
- and authorized President to deport dangerous aliens
- many immigrants supported the Republicans
- these acts were like a political weapon against them
- a third act The Sedition Act imposed fines/prison terms for sedition
- speech or acts against the government
- several Republican newspaper editors were imprisoned over this
- in response Jefferson and Madison struck back
- Jefferson drafted a set of resolutions adopted by KY legislature
- Madison did the same for VA
- The Kentucky and Virginia Resolutions
- said Alien & Sedition Act violated freedoms in Bill of Rts
- therefore unconstitutional
- said any state had right to nullify/void these laws
- the issue was not fully settled until late 1700's
- would return to create new tensions in the 1800'
- popular concern over the A&S acts damaged the Federalists
- plus Adams and Hamilton were having internal party bickering
- both were struggling for power
- Sept. 1780 Adams got a treaty ending undeclared naval war w/France
- won him the Federalist nomination for Pres. in 1800 election
- but it d/n increase his popularity
- he lost the election
- the winners were Jefferson and Aaron Burr of New York
- but both had the exact same number of electoral votes
- the election went to the House of Reps for a decision
- took 2 days, voting over and over w/o a winner
-“Many members of the House had sent home for night-caps and pillows, and wrapped in shawls and great-coats, lay about the floor of the committee rooms, or sat sleeping in their seats.” Witness
- Hamilton broke the deadlock
- much as he hated Jefferson, he hated Burr even more
- he gave Jefferson his support
- and he was elected on the 36th ballot
- the Republicans are now in charge
- and would hold on to the presidency for the next four decades

U.S. HISTORY: WAR SHAPED A NEW NATIONALISM

- in keeping with his republican principals, Jeff. kept govt small
- and out of the affairs of the people and the states
- he hoped to avoid foreign entanglements and run a thrifty govt
- he urged Congress to repeal 2 unpopular taxes and the A&S acts
- he also cut military spending made possible by Federalists
- he d/n try to destroy all Federalist programs
- he honored the debt repayments arranged by Hamilton
- he allowed Bank of the United States to continue to operate
- his first major political battle involved the federal court system
- just before new Congress took over and Federalists still in power
- passed Judiciary Act of 1801
- increased # of judges in circuit and lower courts
- before leaving office John Adams appointed loyal Federalists to bench
- hoping to secure at least the judicial branch for his party
- Republicans believed he stayed up all night on his last night to do this
- which is why they called the appointed judges midnight judges
- one of those appointed was John Marshall
- as chief justice he would dominate Sup.Cts of 5 Presidents
- Jefferson got Republican Cong. to repeal Judiciary Act of 1801
- but one of the midnight judges Wm. Marbury, w/n accept that
- asked Sup Ct to force Sec of State (Madison) to commission him
- Marbury vs Madison
- Chief Justice Marshall denied Marbury’s request
- ruled the Judiciary Act of 1789 was invalid
- Marshall had set a precedent
- he asserted the Sup. Ct’s power of judicial review
- right to declare any law unconstitutional
- Jefferson’s problems only got worse
- farmers in the west depended on the Miss. River and its tributaries
- to transport goods to New Orleans
- then shipped to eastern ports or overseas markets
- whoever controlled Big Easy controlled the economy of West
- in 1801 Jeff. learned that Sp had secretly given Louisiana back to FR
- which was now being ruled by Napoleon Bonaparte
- Jeff. sent Am. Representatives to FR to offer $2 mil.
- for New Orleans and the Floridas
- Napoleon then stunned the reps.
- said he’d sell all 817,000 sq.mi. of Louisiana
- the reps settled at a price of $15 mil.
- tho they had no authority from Congress to do so
- they hoped Pres. and Congress w/approve of the deal
- this was the Louisiana Purchase
- but it was a problem for Jeff.
- remember he was a strict interpreter of the Constitution
- so he knew he had no power to get new territory
- he considered amending the Const. to allow the purchase
- but feared Napoleon w/change his mind
- by the time an amendment w/b approved
- he decided to go ahead w/the deal
- and Congress confirmed it by voting the funds
- now the United States has doubled in size
- months B4 the purchase, Jeff. asked Cong. to fund a western expedition
- led by his secretary Meriwether Lewis
- and joined by a vet of the Indian Wars, William Clark
- the purchase of LA made the expedition urgent
- it took 18 mos. to travel from St. Louis to the Pacific
- they were helped by a Shoshone Indian guide Sacajawea
- who carried her “papoose” on her back the entire time
- they reached the Pacific in November of 1805
- and returned to St. Louis by Sept. 1806
- w/maps, samples of plants, animals and insects fm Far W.
- the people were totally surprised to see them
- they had been given up for lost and dead
- Jeff’s accomplishments got him re-elected by a landslide in 1804
- but his second term would be troubled by wars in Europe
- Napoleon was determined to conquer Europe
- and the British were determined to stop him
- by 1803 both were at war and had fought to a stalemate
- France controlled Europe and GB controlled the seas
- both sides tried to block its enemy’s overseas trade
- at first neutral US profited by trading w/both sides
- but that stopped when GB began to blockade American ports
- and intercepted AM ships w/cargoes for France
- 1806 & 1807 FR & GB passed laws restricting rights of neutral countr
- US ships were also the target of impressment by GB ships
- many GB sailors, lured by better pay on AM ships deserted
- and joined the American merchant ships
- they disliked the harsh conditions on British ships
- often not allowed off the ship for weeks
- wives and sweethearts were smuggled on board
- would meet sailors when ship was in port
- no privacy to “make up for lost time”
- one place was under a cannon
- safe and dark and secluded
- children were often the result of such meetings
- where we get the expression “son of a gun”
- GB declared right to stop and search ships for deserters
- and impress, or seize, sailors they “thought” were British
- desperate for men, they impressed anyone, British or not
- American anger grew, and Jeff knew he needed to do something
- but he wanted to avoid getting entangled in the war
- got Cong. to impose an embargo
- an order forbidding all merchant ships from leaving port
- no matter whether British or French
- the Embargo Act of 1807 w/eliminate possibility of impressment
- Jeff also felt GB & FR w/recognize US freedom of seas
- by cutting off goods from the US
- but both FR and GB ignored the embargo
- and American merchants were losing money hand over fist
- bringing an economic depression here at home
- merchant and shippers began to ignore the embargo as well
- especially in New England
-they showed their anger by electing Federalists
- during the elections of 1808
- Jeff could no longer run for president, having served 2 terms
- he chose James Madison to replace him
- Madison lost all but one state in New England
- some New Englanders began to talk about leaving the union
- 1809, 3 days before he left office, Jeff signed the Non-Intercourse Act
- replaced the Embargo Act of 1807
- it reopened overseas commerce w/all nations except GB & FR
- when he left office, Jefferson was relieved
- “Never did a prisoner, released from his chains, feel such relief as I shall on shaking off the shackles of power.”
- but the Non-Intercourse Act was just as effective as the Embargo Act
- Pres Madison tried to reason w/GB, but it didn’t work
- meanwhile a group of Congressmen felt war was only way to defend Amer.
- this group was called War Hawks
- an agricultural depression in South led both S & N to favor war
- Westerners also claimed GB arming Indians
- and encouraging attacks on frontier settlements
- only New England, dominated by Federalists, resisted the call
- but on June 18, 1812 Congress declared war on Great Britain
- The War of 1812 was a disaster for the US
- we were totally unprepared for war
- when we tried to invade Canada, we were humiliated
- the British invaded Washington DC
- the Madisons were having a dinner party at White House
- James had to flee to avoid capture
- as the British watched, Dolly tried to save what she could
- then the British burned it to the ground
- as well as Capitol & other public buildings
- the Americans did have some victories
- Captain Oliver Perry defeated British fleet in Lake Erie
- securing control of the lake
- Ft. McHenry, MD, Americans w/stood 3 days of bombardment
- kept British fleet from capturing Baltimore
- the British had captured an American
- held him prisoner on board ship
- he watched the bombardment of Ft. McHenry
- in the a.m.when he saw the American flag still there
- put new words to an old English drinking song
- Anacreon in Heaven
- he called it “The Star Spangled Banner”
- his name was Francis Scott Key
- the greatest American victory came at the last major battle of the war
- Jan. 8, 1815 in New Orleans
- Gen. Andrew Jackson led 5k militia, sailors and citizens
- defeated GB#’s 8k seasoned troops
- GB suffered 2k casualties, US suffered 21
- but the battle was unnecessary
- peace treaty had been signed in Ghent, Belgium 2 weeks earlier
- another casualty of war was the Federalist Party
- Dec. 1814, 26 Feds met in Hartford CT
- they d/n know peace talks were close to agreement
- they drew up the Hartford Convention
- indiv. states c/reject national policies or laws they objected to
- this is what the Jeffersonian Republicans have been saying
- which the Feds. used to oppose
- remember the Virginia and Kentucky Resolutions?
- news of the peace caught them by surprise and they were humiliated
- they looked foolish and unpatriotic
- Republicans took advantage of the situation
- accused the Federalists of treason
- so Hartford Conv. was just another nail in the coffin of Federalists
- with the downfall of the Federalists, Republican James Madison easily won
- in the election of 1816 AND 1820
- opposition to him was weak
- some called this period of time the #“era of good feeling”
- they would do it again with another president much later
- w/war over the economy thrived w/overseas trade which also increased
- the population also grew from 7 mil. In 1810 to 13 mil. By 1830
- many of these immigrants came from western Europe
- GB, Ireland, Germany
- as pop. grew, so did westward expansion
- by 1800 VT, KY & TN joined the other 13 states
- by 1819 OH, LA, IN, MS, IL, & AL brought number to 22
- 11 were slave states, 11 were free states
- settlers were already moving into lands west of Miss. River
- esp. territory of Missouri
- they applied for statehood in 1819
- Missouri’s application caused a problem
- the states WERE balanced regarding slavery
- if MO came in a slave state, it would be unequal
- also there w/b a question about slavery in the west
- “This question involves not only the future character of our nation, but the future weight and influence of the free states. If now lost, it is lost forever#” Newspaper editorial
- the issue was settled when ME applied for statehood in 1820
- the Missouri Compromise
- MO would enter as slave, ME as free state
- in addition, slavery banned north of 36'30" N Lat.
- except in MO
- the compromise brought back the balance
- but the issue would continue for years
- Many problems b/t US and GB after the War of 1812
- agreements solved most of the problems
- these agreements made under leadership of John Quincy Adams
- Monroe’s sec. of state
- son of ex-Pres. John Adams
- one agreement reduced number of warships
- on the Great Lakes and Lake Champlain
- another GB and US agreed 49th parallel bordered US & Canada
- another was treaty w/Spain that gave legal title of FL to US
- and est. western boundaries of LA Purchase
- during this time there were several revolutions in South America
- trying to throw off rule of the King of Spain like northern cousins
- by 1823 most had succeeded
- the US grew concerned other Europeans might try to colonize SA
- or other places in the Western Hemisphere
- at the same time Russia was est. colonies as far south as California
- and other areas along the west coast
- Adams urged Monroe to issue a warning to Europeans who tried
- Monroe finished speech Adams was to give in annual msg to Congress
- Dec. 1823 the Monroe Doctrine
- said the US recognizes the new govts in Latin America
“...the American continents are henceforth not to be considered as subjects for colonization by any European powers.”
- in return the US w/n interfere in European affairs
- the doctrine was mostly symbolic at the time
- we d/n have the power to enforce it
- but it would be an important part of our foreign policy later in 19th cen
- when we would be ready and able to stand behind its words

AP EURO, AP U.S., AND HONORS GEOGRAPHY

2011-10-07T10:51:00.000-07:00

WEEKEND ASSIGNMENTS

AP European History: Reading, pages 177-186 (Development of the Christian Church), pages 186-192 (The Byzantine Empire), and pages 192-196 (The Rise of Islam). Remember to read the short articles on some of the pages.

AP U.S. History: Take Home Sample AP Test - Chapter 8 America Secedes From the Empire.

Honors Geography: Reading, pages 86-99 (Population and Culture: The Study of Human Geography). As usual, answer the questions on the reading focus (page 87), Applying the Geographic Themes (pages 88, 92, and 94), Urban Change (page 90), Chart Skills (pages 91 and 96), Cultural Landscape in China (page 97), Cultural Change in the South Pacific (page 98), and the Section 1 Assessment (page 98). You do not have to do the Activity on page 98. Bring your book on Monday, Bring your book on Monday, Bring your book on Monday, Bring your book on Monday! There, I've said it four times.

AP U.S. History Addendum

2011-10-04T09:21:00.000-07:00

PLEASE ADD THESE TO YOUR REVOLUTIONARY WAR NOTES:

U.S. HISTORY: THE AMERICANS WIN THE WAR FOR INDEPENDENCE

- both sides had advantages and disadvantages during the war
- GB had strong central gov't under King & Parliament
- Continental Congress had little authority over 13 colonies
- British well equipped, well trained, army
- its navy was weakened because of financial probs
- but still a force to be reckoned with
- capable of blocking American coasts
- by contrast Americans were untrained, undisciplined, poorly equipped
- they were highly individualistic
- so only agreed to serve for limited periods
- then they would go home
- another British advantage was the split opinion of the war w/in America
- not all Americans were Patriots
- those in favor of independence
- about 1/3 remained neutral, 1/5 stayed loyal to Britain
- latter numbered >30,000 Loyalists
- they took up arms on Britain's side
- outnumbered patriots in NYC, Philly, parts of Carolina & GA
- Geographic factors helped the Americans
- first, 3,000 miles separated GB from America
- supply lines long
- communications between London and America delayed
- America had no strategic center for Britain to conquer
- the continent wa huge, settlements widely scattered
- colonial militias were everywhere
- Continental Army evaded superior British forces
- Army led by Washington
- war was fought over very rugged terrain
- British used to fighting on level fields
- now fighting in swamps, forests, hills
- allowed Americans to use surprise raids and ambushes
- something they often did
- mid-1775 British army under Gen. Thomas Gage occupied Boston
- supported by British warships in Boston Harbor
- surrounded by American militias from all over New England
- Gage fortified Dorchester Heights
- hilly peninsula SE of Boston
- good view of both the harbor and the city
- June 16, Americans countered by occupying Bunker Hill
- across the bay from Boston in Charlestown
- but they missed Bunker Hill and dug in at Breed's Hill
- next hill over
- this led to confusion leading to Battle of Bunker Hill
- June 17 Gen. Wm Howe led 2500 men against 2200 Americans on Breeds
- wearing red coats in full battle uniform and carrying heavy knapsacks
- they climbed up the hill to the American's position
- sharpshooters waited till they were almost on top of them then fired
- cutting them down in droves
- they beat down a second assault
- then ran out of gunpowder and forced to retreat
- British took both Breed's and Bunker Hill
- but it was a costly victory for both sides
- Dr. Joseph Warren died in that battle
- when Washington arrived in Boston, he took command of the militias
- they became the nucleus of the Continental Army
- and forced the British to evacuate Boston
- Howe took British by sea back to NYC
- by mid-Aug joined by Gen. Henry Clinton & Lord Charles Cornwallis
- plus 32,000 new troops
- Washington's army of 19,000 went there to face them
- British forced them out of the city northward to White Plains
- Washington's army was replenished with reinforcements
- decided on daring raid on British garrison at Trenton, NJ
- snowy Dec. 25, 1776 led force across Del. Riv. from PA to NJ
- at dawn, he raided the garrison
- surprising German mercenaries (Hessians)
- they killed 30 and took 918 prisoners
- only 3 Americans were wounded
- Sept. 19, 1777, American troops defeated British at Battle of Saratoga
- it was an important victory
- the news shocked Europe
- some nations were hesitant to support the Americans
- now it looked like they may win this
- some decided that now was the time to give their help
- France and Spain gave money and supplies
- 1778 France declared war on GB
- 1779 Spain fights war on France's side
- remember Spain owned land west of Mississippi
- Bernardo de Galvez, governor of Louisians
- opened New Orleans to American privateers
- they harassed British all along Gulf of Mex.
- captured thousands of enemy soldiers
- along with foreign support, both patriots and loyalists got help
- this time from colonial women
- almost immediately after Lexington, women collected money/supplies
- many patriot women formed spinning/sewing clubs
- to make clothing for the men
- something they lacked and needed badly
- they ran the farms, shops and households for the men
- some joined their men at the front lines
- taking their entire families with them
- they performed vital services
- sewing, cooking, nursing the sick
- some volunteered as soldiers or spies
- most famous was Deborah Sampson
- disguised as a man, served at Pvt. Robert Shurtleff
- under Washington himself.
- women contributed a great deal, more than bravery and fortitude
- they showed they were capable of keeping their committments
- that they backed up what they believed
- late 1778, British now commanded by Gen. Henry Clinton
- he began to take his troops south
- believed if he controlled ports, southern loyalists would rise up
- and defeat patriot forces in the interior
- Dec. 29, 1778 British took Savannah and soon most of GA
- May 1780 after month long siege, took Charleston
- and then confidently sailed back to NYC
- leaving Cornwallis to sweep up
- Spring 1781 Cornwallis pushed into VA
- "I am tired of marching about the country in search of adventure."
- Cornwallis to his superiors
- he asked Clinton to send massive reinforcements for one last battle
- Clinton feared an attack on NY byWash's extra 5,000 troops
- mostly French
- he ordered Cornwallis to take up defensive position in VA
- and await further orders
- Cornwallis settled in Yorktown, on a peninsula
- where Jame and York Rivers feed in Chesapeake Bay
- Sept. 25, 1781 Wash's American & French troops met w/Southern Patriots
- under command of French nobleman Marquis de Lafayette
- the combined army faced British near Yorktown
- outnumbered two to one (he had only 7500 redcoats)
- Cornwallis was trapped b/t Wash's army and guns of French fleet
- the siege lasted only a few weeks
- he surrendered Oct. 17, 1781
- When Lord North, who directed British policy during the war heard of this
- "Oh, God! It is all over."
- except for in the west, where the Indians helped the British, it was!
- two years later, after difficult peace talks a treaty signed in Paris
- Treaty of Paris of 1783
- Americans are now a sovereign people
- gained most of the lands b/t Great Lakes, Appalachians,
- and the Mississippi River
- won right to continue fishing off coast of Canada
- the French got a few islands in the Caribbean
- and an empty treasury
- which would help fuel the French Revolution in 1789

AP EUROPEAN HISTORY: THE RISE OF CHRISTIANITY AND ISLAM

2011-10-03T09:24:00.000-07:00

WORLD HISTORY NOTES 12
THE RISE OF THE CHRISTIAN RELIGION

- To understand how Christianity started
- need to know history of Jews in Palestine
- Jews were conquered by Mesopotamia 586 BCE
- forced to live in city of Babylon
- when Persians conquered Babylon, Jews allowed to
return to Palestine
- during these years the Old Testament (Torah) became Jewish law
- first five books of the Torah
- Pentateuch
- Genesis, Exodus, Leviticus, Numbers, Deuteronomy
- one of the teachings said that someday there
would be a Messiah (savior/leader)
- would help build a new nation
- This belief became more important after Rome
conquered Palestine in 64BCE
- Jews very unhappy under Roman rule
- believed messiah would help end Roman rule
- not all Jews wanted to wait for the Messiah
- some chose to fight the Romans ex: the Masada
- began little wars against Rome in Palestine
- Romans defeated them
- and in revenge, destroyed Jerusalem
- It was during this time that Jesus was born
- real name Yeshuva ben Josef
- we know very little about his youth
- what we know was written by his followers
- he was a carpenter
- he studied Jewish law and teachings of the Torah
- he accepted many of the teachings
- began to preach and win followers
- he chose 12
- the Apostles
- one who follows someone
- no one knows how long he preached
- but probably only a few years
- yet his teachings formed a new religion
- would help shape the history of the world
- his main teachings were that God loved all people
- all men and women were brothers and sisters
- many believed that Jesus was the long awaited Messiah
- others did not
- meanwhile Romans feared he might become too powerful
- might cause a revolt against Rome
- therefore Roman general and procurator condemned him
- was accused of being a traitor to Rome & the people
- after Jesus’ death, some of his followers declared him the Messiah
- began to spread his teachings
- Most famous of these missionaries was Paul
- a Jew from Asia Minor
- may have been responsible for the destruction of Ephesus
- pagan city that refused to convert
- most early Christians were Jews
- continued to follow Jewish law
- as well as Christian teachings
- Paul found many new converts in Near East
- Christian religion appeared during Empire’s decline
- when people unhappy under Rome
- no longer believed in their old gods
- Christianity gained more followers
- preached love and familyhood of all people
- also taught that there was life after death
- Roman roads helped spread the religion
- and Latin language spread the religion too
- all of the Empire spoke Latin
- early Roman emperors hated Christians
- because they refused to worship Roman gods
- and support Roman officials or serve in the army
- they made being Christian a crime
- punishment was death
- thousands killed
- but the religion still grew
- slowly Christianity grew into a powerful religion
- the Bishop of Rome became the head
- bishop means guardian or overseer
- i.e, the Pope
- sometime @ 313 ACE, Emperor Constantine
- was battling invading Germanic Tribes
- asked that if he prayed to the Christian god,
would He help him win in battle
- went out to pray
- saw words form in the sky
- #“In hoc signo vinces”
- under this sign you shall conquer
- then a giant cross appeared
- Constantine won the battle
- legalized Christianity
- & by 380 ACE it became the official religion of
the Roman empire

WORLD HISTORY NOTES 18
THE MUSLIM EMPIRE

- Arabia is hot, dry land surrounded by water on 3 sides
- Red Sea to west
- Arabian Sea to SE
- Persian Gulf on NE
- most Arabs were Bedouins
- desert wanderers
- divided into tribes that often fought each other
- most were polytheistic
- and gods lived in trees and stones
- holy city was Mecca
- old temple called the Kaaba was there
- held a sacred black stone in honor of one
of the most important gods
- @ 570 Muhammad born in Mecca
- very poor and little education
- later earned living as leader of camel caravans
- during trips w/often meet Christians and Jews
- spent a lot of time thinking about religion
- at 40 he began to preach a new religion to Arabs
- Islam
- people who accepted it called Muslims
- people of Mecca hated this new religion
- forced Muhammad to flee to Medina in 622
- the Hegira
- this became the year 1 in the Muslim calendar
- Islam is based on 5 rules or pillars
- found in the Muslim holy book, the Koran
- written a few years after Muhammad died
- 1. Worship only one god Allah
- and accept Muhammed as his prophet
- “There is no God but Allah, and Muhammad is his ]Prophet!”
- 2. Must pray 5 times a day always facing Mecca
- 3. Must fast sunrise to sunset during holy month of Ramadan
- 4. Treat all Muslims as brothers/sisters
- 5. Must visit Mecca at least once
- Islam had many other rules
- no pork, drinking liquor,
- no gambling, treat slaves well, etc.
- many people accepted the religion
- taught familyhood among people
- but Muslims also believed must convert others
- any Muslim who died fighting for Islam entered
heaven
- when Muhammad was forced to flee Mecca, jihad began
- by 630 Mecca conquered
- became holy city of Islam
- the Kaaba and its stone taken over
- by Muhammad’s death 632, most Arabs were Muslim
- and one of his closest friends became leader
- remember that Persians & Byzantines at war then
- just ripe for Muslims to conquer Egypt, Persia, etc.
- later, would conquer parts of India
- in early 700's, Moors crossed into Europe from Africa
- conquered most of Spain
- Muslim victories weakened Byzantine Empire
- also many European nations
- Muslims gained control of Med. trade routes
- cut trade b/t Byzantines and Europe
- as result, western part of old Roman Empire totally cut
off from eastern part.

AP U.S. History: Enlightenment and Revolution in the Colonies

2011-10-03T09:19:00.000-07:00

U.S. HISTORY: ENLIGHTENMENT IDEAS CAME
TO THE COLONIES

- As English colonies began to grow talented leaders were emerging
- they were influenced by European thought
- but they never forgot they were “Americans”
- adapting their ideas to the American situation
- nowhere in colonies was education more important than in New England
- Puritans wanted to build a model society based on religious principals
- the Bible was the basis of society
- and everyone must be able to read and study it
- 1636, 16 yrs after Mass. Bay colony est., leaders est. Harvard in Cambridge
- just across the Charles River in Boston
- is the oldest university in the country
- was to educate ministers for the Puritan congregations
- by time Harvard opened New Eng towns had est. elem&grammar sch.
- elem. schools taught reading, writing
- grammar schools prepared kids for college
- 1646 Mass. passed law: every town >50 households m/provide teacher
- for reading and writing
- every town >100 m/set up grammar school
- other colonies lagged slightly behind in setting up schools
- public schools were government supported
- private schools were evident as well
- since settlement in north were centered @ town, easy to set up schools
- but southern settlements were spread out
- large plantations and numerous small farms
- attempts were made to est. schools, but all failed
- hard to find enough students to justify hiring a teacher
- but some students got an education
- wealthy planters hired an indentured servant to teach sons
- person who pledged several years of service
- in exchange for passage to America
- less often, planters sent sons to England
- particularly Oxford, Cambridge
- or London Inns of Court which trained lawyers
- middle colonies were also lacking in schools
- Dutch had setup schools, but NY failed twice to pass laws for free sch
- many of schools in NY were in towns settle by New Englanders
- Penns. Quakers & German communities were concerned w/education
- formal ed. for girls/women were far more rare but did exist
- esp. from wealthy families
- learned reading, writing, spinning, needlework
- perhaps music and dancing at “dame” schools
- where women taught girls in their own homes
- sometimes if a female really wanted to learn, she was allowed
- Mercy Otis read along w/her brother when he studied
- even when he went to college, he sent his notes home to her
- Mercy Otis Warren became noted poet, author
- 3 vol. History of the Rise, Progress & Termination of
The American Revolution (1805)
- the majority of colonists d/n have access to education like the wealthy
- but even though first necessity was to scratch out a living, America
produced a large number of literate, politically aware citizens
- and highly intelligent and cultured leaders
- Europe’s new/revolutionary ideas of 18th century influenced the Americans
- esp. their relationship w/Britain
- mid-1600's thru 1700s called The Age of Reason
- when the Enlightenment movement developed
- thinkers dev. new ideals about nearly every aspect of human life
- including gov’t
- John Locke (1632-1704) most influenced ideas about gov’t
- said people possessed certain natural right
- life, liberty and property
- when they est. a gov’t, they gave it power to protect those rights
- he called this agreement a social contract
- if gov’t failed to protect those rights, people could depose it
- and set up a new one
- this is revolutionary idea in time of absolute rulers in Europe
- Baron de Montesquieu (1689- 1755) also influenced Americans
- he was French noble and judge
- criticized absolute monarchy
- defended liberty against tyranny
- said indiv. freedom m/b protected against absolutism
- a rational society m/include layers of social structures
- and governing bodies
- liberty requires a sep. and bal. of powers in gov’t
- he used England as an example
- Monarch and Parliament balanced each other
- and both controlled by independent judiciary
- this idea of sep of powers w/later guide the Constitution
- Jean Jacques Rousseau (1712-1778) went beyond Locke
- wrote Social Contract
- a community is based on an u/s of all its members
- all people feel they are among those who share values
- the Enlightenment went beyond philosophers and theorists
- journalists, social critics, reformers, popularizers
- spread idea of Enlightenment to the masses
- via letters, newspapers, pamphlets, journals, meetings, debates
- societies were formed to promote knowledge and ideas
- ex: Royal Society of London had several Americans
- Benjamin Franklin
- read his report on studies w/electricity
- Enlightenment ideas were eagerly studied and discussed in the colonies
- would play a big part in US’ decision to declare independence
- and the est. of the gov’t that we have today
- at the same time as the Enlightenment, another movement was spreading
- the Great Awakening
- unlike Enlight., it appealed to faith thru pure emotional means
- a revival of intense religious expression
- flourished thru colonies from 1720's to 1740's
- reached its peak w/work of Jonathan Edwards and George Whitefield
- Whitefield was traveling Methodist preacher from England
- “itinerant preacher”
- traveled from town to town
- Edwards was a congregationalist minister from Mass.
- believed in predestination
- gave scary sermons on what would happen if not saved
- So that thus it is, that natural men are held in the hand of God over the pit of Hell; they have deserved the fiery pit, and are already sentenced to it;...the Devil is waiting for them. Hell is gaping for them, the flames gather and flash about them, and would fain lay hold on them and swallow them up.
- his preaching revitalized Protestantism
- brought intense religious experiences to his followers
- Whitefield’s sermons were different in content
- but he too left his sinners trembling in their pews
- some openly wept and declared their sins out load
-by mid-1740's revivalist movement began to fade
- but the impact continued to increase church membership
- Great Awakening had other impacts as well
- intensity of rel. experience inspired sense of democracy, equality
- all people had opportunity to win salvation
- meaning all people were equal before God
- to many this sense of equality applied to society as well as relig.
- revivalists encouraged rebellion against conventional relig. authority
- giving colonists a willingness to criticize est. political authority
- including the monarch and Parliament

U.S. HISTORY: THE COLONIES MOVED TOWARD WAR

- during early half of 1700s, few thought about breaking w/England
- GB and Fr. had fought 3 major wars b/t 1689-1748
- and each war involved the colonists
- as 1750's began, fear of Fr. and Indian allies still strong in colonies
- esp. along the frontier
- both GB and Fr., long rivals, were trying to build world empires
- each had extensive possessions in North America
- trouble began in terr. both claimed
- the Ohio Valley
- had both fertile land and rich Indian fur trade
- group of VA planters formed Ohio Co. in 1747
- intended to profit on fur trade
- and sell farmland to settlers in Ohio Valley
- if they were willing to move west
- Fr. began to build forts to protect from British expansion
- early 1754 Ohio Co. sent party of men to build fort
- where Monongahela rivers meet to form Ohio River
- where Pittsburgh is today
- young VA military officer knew the importance of this valley
- I spent sometime in reviewing the rivers and the land in the fork; which I think extremely well suited for a fort, as it has the absolute command of both rivers
- George Washington
- the French had the same idea
- forced Virginians to leave and built their own fort
- Fort Duquesne
- the governor of VA was clueless as to what the French had done
- sent two companies of militia to protect the VA fort builders
- commanded by none other than George Washington
- on the way Wash. learned about the French
- and heard there was a small party of French troops ahead
- he attacked and killed the commander and 9 troop members
- then fell back and quickly built a crude fort
- Ft. Necessity
- July 3, 1754, French & Indian forces attacked
- Wash. forced to surrender and take his militia back to VA
- this was first of long worldwide war b/t GB and France
- in America, we called this the French and Indian War
- because the Indians fought on the French side
- the British tried again to gain Ohio Valley in 1755
- large force of British regulars & VA militia headed for Ft. Duquesne
- led by Gen. Edward Braddock
- they were ambushed by Fr.& Ind. and humiliatingly defeated
- the war con’t to go badly for GB until it got a new PM William Pitt
- reorganized army in 1758 and planned strategy to defeat France
- he was committed to victory at any cost
- levied heavy taxes on British
- gov’t also borrowed heavily
- pay for ships, weapons, troops, military supplies
- his strategy turned the war around
- many British victories followed
- capped by French defeat at Battle of Quebec 1759
- next year French surrendered in Montreal
- the war would continue elsewhere
- but in North America, it was over
- peace treaty signed in Paris 1763
- France gave up all land east of Mississippi River
- except for 2 small islands off Newfoundland
- British allowed France to give Louisiana to Spanish
- which gave Florida to British in return
- terms of the treaty nearly doubled British North America
- and led to new problems
- w/French gone, many colonists wanted to move west to new lands
- but the Indians would resist threat of white settlement
- w/Ottawa chief Pontiac, attacked Br. forts/trading posts in Ohio
- killing more than 200 of them
- British crushed Indian uprising
- began to forbid settlement west of Appalachians
- land hungry colonists were p/o’d
- some even ignored the ban
- war costs had left Britain w/enormous debt
- forcing gov’t to increase already high taxes
- some in England rioted against this
- felt Americans should pay their part
- “…after all, we were defending them”
- 1764 Parliament passed what colonists called Sugar Act
- tax on sugar/molasses imported from West Indies
- 1765 Parliament passed Stamp Act
- all legal papers m/b required a stamp
- newspapers, playing cards, legal documents, etc.
- stamps sold to merchants who would paste them onto products
- cost passed on to customers
- both laws met with vigorous protests from colonists
- American newspapers wrote angry editorials against Stamp Act
- crowds demonstrated in the streets
- a Stamp Act Congress was formed to plan joint action
- in Boston, Stamp Act agents were attacked and property destroyed
- American merchants refused to carry British goods
- and many American families refused to use them
- all this struck at British merchants
- who pressured Parliament to drop the hated taxes
- some Americans opposed the idea that Britain had power to impose taxes
- especially on them
- they said they could be taxed, but only by their own assemblies
- made up of representatives they had elected
- “No taxation w/o representation” was rallying cry
- the colonists eventually won their war against the Stamp Act
- but Parliament d/n accept colonists view regarding taxation
- so when Stamp Act repealed, they passed Declaratory Act
- law that Parliament had power to:
- “… laws for the colonies and people of America...in all cases whatsoever.”
- also said any acts the colonial assemblies passed that questioned
Parliament were null and void.
- this struck at the heart of colonists ideas of self-government
- 1767 Charles Townshend took financial leadership of Parliament
- tried again to tax Americans
- w/ the response of increased protests
- customs agents were attacked in port cities
- merchants again agreed not to carry British goods
- those who sold them were threatened
- and their shops attacked
- protests were particularly violent in Boston
- radical leader Samuel Adams encouraged public anger
- esp. against Townshend’s acts
- British troops sent to Boston 1770 to contain the protests
- drilled regularly in town square
- to jeers of crowds who threw rocks at them
- the tension b/t the two sides continued until March 5, 1770
- rowdy crowd threw rocks and snowballs at soldiers
- soldiers fired into the crowd, killing five Bostonians
- including first African-American to die for America
- Crispus Attucks
- colonists would call this the Boston Massacre
- ironically that same day Revenue Act was repealed
- but Townshend tax on tea remained
- to show Parliament still had right to tax
- next crisis happened December 16, 1773
- Bostonians dressed as Indians boarded British ships loaded w/tea
- threw 342 chests of tea into Boston Harbor
- to protest new taxes on tea
- the Boston Tea Party
- Parliament reacted by passing Coercive Acts
- which the Americans called the Intolerable Acts
- one act closed the Boston harbor and ports
- until the lost tea was paid for
- another put Boston under military governor’s control
- moving colony’s gov’t out of Boston
- town meetings, mainstay of N.Eng., political life were limited
- c/take place only w/permission of governor
- another: any royal officer accused of crime punishable by death
could only be tried in England
- Americans took quick and decisive action against Intolerable Act
- Sept. 1774 First Continental Congress met in Philadelphia
- all colonies represented except Georgia
- all believed Parliament had no right to tax/govern colonies
- saw colonial bodies and Parliament as equal governing bodies
- linked only by shared loyalty to King
- passed resolution people of Mass. arm selves and organize militias
- also appealed to King George III
- please end punishment of Boston
- take an active role in restoring peace
- but George had already declared colonies in rebellion
- while troops drilled in Boston, militias drilled all over Mass.
- April 18, 1775 colonists learned troops planned to march to Concord
- were to seize weapons and arrest Samuel Adams, John Hancock
- on their way, passed Lexington
- where colonial militias were drilling on the green
- British officer ordered them to disperse
- but B4 they could, shots rang out
- fired by nervous British
- 8 Americans killed, 10 wounded
- the first shots of the American Revolution was fired
- “The Shot Heard Round the World”
- Second Continental Congress met in Philly to begin planning for war
- delegates called for Continental Army
- w/Washington as Commander in Chief
- but even while preparing for war, the Congress tried to avoid it
- sent a petition to King proposing an end to violence
- and lifting of the Coercive acts
- it did no good
- Autumn 1775 Parliament British navy to seize American ships
- considered enemy vessels
- this was as good as a declaration of war
- so by end of 1775 each American had a choice
- loyalty to the King or revolution
- was not an easy choice
- they had been raised to respect the king
- and honor British constitution
- radical Thomas Paine tried to help them forget their loyalty to King
- Jan. 1776 published pamphlet Common Sense
- sep. of children from parents when old enough is good
- was natural part of life
- so it is with American and Great Britain
- time for independence had finally come, simple as that
- this open attack on George shocked many Americans
- but it also convinced them
- w/in 3 months he had sold 120,000 of his pamphlets
- became best seller
- stirred debate on independence
- and put pressure on moderates
- who still hoped for reconciliation
- June 1776 Congress appt’t committee to draft declaration of independence
- there was some debate over the wording
- Thomas Jefferson wrote most of it
- July 4, 1776 Congress adopted Declaration of Independence
- to British, this was an act of treason
- it presented ideas that would stun the world
- no longer about defending their rights
- now fighting for new way of life
- and independence

AP EUROPEAN HISTORY: ROMAN ARCHITECTURE

2011-09-27T09:11:00.000-07:00

HERE IS A FREE WEBSITE THAT HAS DIRECTIONS ON HOW TO BUILD MODELS OF ROMAN BUILDINGS LIKE TEMPLES, THE COLOSSEUM, AND ARCHES. YOU'LL HAVE TO LOOK FOR THEM, BUT I GUARANTEE THEY'RE THERE.

http://www.ss42.com/pt-buildings.html#5

http://www.paperlandmarks.com/pont-du-gard.htm

http://cp.c-ij.com/en/contents/3154/03368/index.html

AP European History: Rome

2011-09-19T08:16:00.000-07:00

WORLD HISTORY NOTES 7
RISE OF THE ROMAN REPUBLIC

- Just before he died Alexander planned to invade Italy
- but already been conquered by one of its own cities
- Italy is also a peninsula
- twice the size of Greece
- north bounded by high mountains, the Alps
- divided Italy from rest of Europe
- also mountains throughout Italy
- divided by rich land, warm climate, lots of rain
- good for farming
- so early Italian settlers were farmers
- @1000 BCE three groups wandered into Italy
- Latins
- came in over the Alps from the north
- settled in what was to become Rome
- Etruscans
- from Asia Minor
- settled in west Italy
- Greeks
- settled in south Italy
- Latins learned a lot from the Etruscans & Greeks
- Etruscans taught them how to build roads
and plant crops
- Greeks taught them alphabet and religion
- all three lived in polis
- Rome founded @ 750 BCE
- became powerful polis
- built on 7 hills along Tiber River
- protected them from attack
- but Rome able to attack and conquer polis
in the north and south
- Rome became a major trading center
- b/c it was located near several trade routes
- this helped Rome grow rapidly
- b/t 750 & 500 BCE Rome ruled by Etruscans
- Etruscan King ruled w/help of rich landowners
- Patricians aka nobles
- slowly gained power
- @ 500 BCE overthrew the Etruscan King - set up a republic
- gov’t where officials elected by citizens
- but republic really ruled by Patricians
- at head of republic were two elected consuls
- usually leaders of army, gov’t or religion
- their power limited b/c could only serve one year
- real power was in the Senate
- 300 Patricians appointed by the consuls for life
- they passed laws and chose who w/b voted on for
consul
- only Patricians c/b consuls, senators or other
Gov’t office
- Commoners called plebians
- Roman soldiers, farmers, workers, traders, etc.
- They elected the Assembly
- but had little power in gov’t
- Plebians finally gained power by clever plan
- they moved out of Rome!
- Patricians helpless w/o them
- Plebians won right to elect 2 tribunes to
represent them
- they had power to veto laws they d/n like
- the Assembly also gained power
- Plebians won right to have laws written down
- later the right to be senators or other gov’t
- but Plebians still most important officers
- by 270 BCE Rome ruled most of Italy
- allowed conquered cities to rule themselves
- in return, pay taxes and supply soldiers for Rome
- needed b/c feared attack from Carthage
- huge empire that included part of Spain,
northern Africa, and some Med. islands
- 264 BCE war b/t Carthage & Rome broke out
- The Punic Wars, there were several
- Rome won the first one
- but 2nd time Carthage led by Hannibal
- great general
- decided to attack Rome by surprise
- marched through Spain
- captured city and named it after
his father Barca for his birthday
- Barcelona
- crossed Alps into Italy
- conquered Rome & stayed 15 years
- but in 202 BCE Roman army conquered Carthage
- took over and ultimately destroyed it in revenge
- stone by stone

WORLD HISTORY NOTES 8
THE END OF THE ROMAN REPUBLIC

- after defeat of Carthage in 202 BCE
- Rome now strongest nation in known world
- conquered Macedonia, Spain & Greece
- and later part of Asia Minor
- Didn’t try to conquer Egypt (at least yet)
- both countries had become allies
- Egypt allowed to remain independent
- by 133BCE, Rome controlled entire Med. region
- Before Punic Wars, most Romans, rich or poor, led
a simple life
- but afterwards a new class of rich appeared
- would change Roman life
- here’s how it happened
- When Rome conquered a land, that land was
made a province of Rome
- & that land was ruled by a Roman official
- a governor, usu. an ex-general
- a procurator, one of the conquered
peoples chosen to represent Rome
- most infamous procurator in
history was Pontius Pilate
- man who condemned Jesus
- often they ruled badly
- conquered people forced to pay
heavy taxes
- tax money used to make officials
rich
- some became rich by selling food to Roman
Armies in the provinces
- built large fortunes this way
- others became rich by buying up farms
- during wars taxes very high
- farmers had to sell farms to pay taxes
- rich Romans bought these farms
- combined then into one large farm
- worked by slaves
- farmers now jobless
- moved to city to find work
- but no jobs there either
- many formed homeless gangs
- or became beggars
- These new rich Romans gained power in the Senate
- main interest was to protect their wealth
- poor classes & jobless had little to no power
- yet depended on gov’t to feed them
- the growing underclass worried leaders
- might revolt
- 133 BCE Tiberius Gracchus, rich Roman plebian
- elected tribune
- wanted to help the poor
- tried to limit amt of land one could own
- any land over limit div’d up and given to poor
- many rich Roman senators were landowners
- d/n want to give up land
- had Tiberius murdered
- 123 BCE younger bro. Gaius became tribune
- tried to pass laws to help poor
- to give them land
- to create colonies were poor could start over
- to have gov’t sell food to poor at lower prices
- Senate d/n like these changes
- 121 BCE Gaius learned Senators were going to
have him killed like his brother
- he committed suicide
- Afer Gaius’ death, things got worse
- army generals fought for control of gov’t
- some supported by Senate, some by the people
- fought for many years in this civil war
- Meanwhile the country grew weaker
- Finally it came down to 2 generals
- Pompey
- Julius Caesar
- famous general who conquered Gaul
- present day France
- peopled by western European tribe known
as the Celts x2
- most Celts were Druids 2
- nature worshipers
- he returned to Italy & was strong enough to
take control
- new ruler of the republic
- used his power to help common people
- gave citizenship to provinces
- passed laws to help poor pay debts
- unified provinces w/Rome by roads
- improved the calendar
- Julian Calendar
- used for next 1000 years
- was about to make other changes
- but Senate feared he was about to name self King
- and take away their rights
- March 15, 44 BCE (the Ides of March)
- Caesar X2 assassinated on steps of the Senate
- Marcus Antony delivered the eulogy
- (read soliloquy from Shakespeare)
- After Caesar’s death civil war resumed
- lasted 27 years
- in 27BCE Caesar’s grandnephew Octavian defeated
other generals
- became first emperor of Roman Empire
- changed his name to Augustus Caesar
- to tie himself with beloved Julius

WORLD HISTORY NOTES 9 THE CULTURE OF ROME

- Romans carried on Greek culture X2
- w/o Romans Greece w/have been forgotten
- Romans accepted Gr.art X3, writing, ideas, science
- helped spread ideas throughout empire
- also spread idea of democracy
- Empire lasted nearly 500 years
- 27BCE to 576 ACE
- at its largest empire included all of W.&S. Europe,
N. Africa, Asia Minor, Syria, Palestine, Mesopot.
- large area difficult to govern
- but Romans did it
- Most of gov’t power centered in Rome
- other powers given to provinces
- main gov’t d/n try to rule provinces
- just obey laws, pay taxes and keep peace
- very similar to U.S. gov’t
- central gov’t in Wash. D.C.
- states like provinces
- but Americans are a free people
- and have part in gov’t
- not Romans
- Latin language also important contribution
- is basis for all modern Romance languages
- Spanish, French, Portuguese, Italian
- even English
- art = ars= art
- culture = cultura = to grow
- government = gubernare = to steer
- language = lingua = tongue
- after empire ended, Latin still used
- by educated people all over Europe
- Roman Catholic Church
- doctors, lawyers
- Roman law spread
- remember Plebians forced laws to be written down
- later laws became more difficult to understand
- but were also more fair
- during the Republic, special lawyers explained laws
- beginnings of judges
- later most famous code or collection of laws c. 500 ACE
- Emperor Justinian
- Justinian’s Code of Laws
- contained all laws and explained them
- would become basis of laws all over world
- Architecture
-Romans were great builders
- not as beautiful as Greeks
- but larger, stronger
- b/c used new invention
- cement or concrete
- also new innovations
- arch, vault, barrel vault, etc.
- Colosseum
- Roman arena w/arches
- Aqueducts
- brought water to cities
- Monuments
- arches to honor emperors or battles
- some still stand today after 2000 years
- Romans built paved roads
- thousands of miles tied empire together
- most famous was Appian Way
- from Rome to SW Italy
- Romans wrote plays, poems
- different writing style than Greeks
- interesting stories about Roman life
- Most famous poet was Virgil
- wrote “The Aeneid”
- story about founding of Rome
- Much about what we know of Rome written by
two Roman historians Livy and Tacitus
- Great speech writers and orators
- Cicero
- famous Roman leader told about Roman life

WORLD HISTORY NOTES 10
LIFE IN ROME

- Romans were polytheistic
- same gods as Greeks, but renamed
- plus they had other gods
- including “household” called lares
- religion was very important to the Romans
- had many priests & temples
- some priests were called augers
- told gov’t officials what the gods said
was important
- no business was done w/o augers approval
- had many religious holidays
- Family life
- during Roman Republic, father ruled the family
- wife, children, grandchildren
- also ran wife’s property
- also chose wives for sons and husbands
for daughters
- women had few legal rights
- c/n vote or serve in gov’t
- but had more freedom than Greek women
- directed household work
- trained the children
- greeted, took care of guests/visitors
- could visit other homes w/husbands
- Romans married at a young age
- sons at 14, daughters at 12
- families treated each other w/respect
- Education
- Roman education shaped by Greek ideas
- but they were also taught to do good work
- not be good citizens, like in Greece
- all schools were private
- in early years both boys/girls learned to read,
write, do arithmetic
- afterwards only sons of rich attended school
- studies Latin & Greek
- read books of the great writers
- learned public speaking
- some even went to Greece
- to continue studies
- would be prepared to become lawyers or gov’t officials
- Slavery
- Romans depended on slaves
- most captured in wars
- some were artisans, doctors, teachers, engineers
- some used as household servants
- most used to do hard work
- farms, artisans shops, mines
- most of these were treated badly
- slavery not only hard on the slaves
- it caused unemployment by thousands
- as more used, more Romans jobless
- also more Romans became lazy
- depended on slaves to do everything
- therefore Romans no longer worked hard to
improve themselves
- bathhouses
- one of the Romans’ favorite pleasures
- as important as sports were to Greeks
- more than just a place to bathe
- had libraries, gardens, exercise rooms
- were low cost
- some had up to 3000 bathers at one time
- Baths of Caracalla (p.278 in art book)
- also good place to socialize, network
- therefore good social centers
- entertainment
- Romans went to theaters and plays like Greeks
- but enjoyed chariot races X2, too
- also gladiator fights held in arenas
- gladiator was slave trained to fight
- sometimes wild animals
- sometimes each other
- loser was killed
- thumbs up or down
- Romans grew to love slaughter
- perhaps helped to deal with death
- or maybe they became used to it
- Theater of Marcellus X2

WORLD HISTORY NOTES 11
THE END OF THE ROMAN EMPIRE

- Augustus now Emperor of Rome
- knew why Julius was murdered
- Senate feared loss of their power
- Augustus allowed Senate to keep their power
- in return, he would be crowned Emperor
- and have all the powers he needed
- Augustus d/n try to conquer new territories
- worked to improve the provinces already there
- to be more honest and well run
- in this way the people there w/n revolt
- used propaganda to tell Roman people there was peace throughout the empire
- this peace lasted 200 years
- The Pax Romana
- Augustus died 14 ACE
- Rome w/b ruled by many successive emperors
- Until 180 ACE most emperors ruled wisely
- but in 100 years after 180, successive bad emperors
- gov’t not ruled well
- caused many revolts and wars in empire
- 284 ACE general Diocletian became emperor
- was strong ruler
- had to be to keep empire together
- made all gov’t officials report to him
- as a result, Senate lost its power
- and Roman people lost many of their rights
- Diocletian divided empire into two
- eastern and western half
- he ruled the eastern half
- another emperor rules the western half
- these changes saved the Roman empire
- but at the cost of Roman freedom
- When Dioclectian died, the 2 empires became separate
- Rome remained capital of western
- Constantinople became capital of eastern
- eastern empire lasted until 153 ACE
- but western was destroyed 476 ACE
- Why?
- one reason was high taxes
- turned Romans against gov’t
- another was diseases during period
- resulted in smaller population
- had to hire soldiers from other
nations to fight for them
- many not loyal to Rome
- some would desert
- others turn against Rome
- another reason was slavery
- Romans had become lazy
- jobless turned against the gov’t
- another reason was brutality
- excesses in arena
- licentiousness, orgies, anomie
- more reasons, too, but all added up to one
- Romans no longer supported western
empire
- Western empire was always in danger of attack
- invading Germanic tribes from the north
- when empire was strong, held them back
- but now weak, and German tribes settled
w/in Rome’s borders
- 378 ACE Romans fought battle with Visigoth tribe
- they would found the country of Spain
- Visigoths won
- showed the rest of the Germanic peoples that Rome
was now too weak to defend itself
- Germanic tribes began to attack Rome itself
- 410 ACE King of the Visigoths, Alaric captured Rome
- 455 another Germanic tribe, the Vandals, nearly destroyed Rome
- was basis of new word, vandalism
- 476 Rome asked German general Odoacer to help
defend it
- Odoacer agreed, but just when the invaders attacked
he turned on the Romans and conquered the city
- the Roman Empire now came to an end

AP U.S. HISTORY: EUROPEAN COLONIES

2011-09-19T08:14:00.000-07:00

U.S. HISTORY: EUROPEANS FOUNDED THE
13 AMERICAN COLONIES

- As English colonies began to grow, trouble was brewing back home
- politically, religioiusly, and economically
- monarchs that followed Eliz. I saw selves ad absolute monarchs
- which d/n sit well w/Parliament
- which had been slowly building its own power
- granted since the Magna Carta in 1215
- religious controversy began in 1534
- when Henry VIII left Roman Catholic Church
- est. self as head of Protestant Church of England
- aka Anglican Church or Episcopalians
- Eliz. I brought some standard of tolerance
- but it also flamed a new radical brand of Protestantism
- Puritanism
- they wanted to “purify” the church
- of all traces of Catholicism
- most radical puritans were the Separatists
- believed only hope was to separate from
the Anglican Church
- during time of Eliz.’s successors conflict b/t absolute and puritan controlled
Parliament brought almost continual political conflict
- would lead to civil war b/t throne and those supporting Parliament
- plus there were changes in the economy
- growing dependence on wool trade meant needed more land
- pastures already had cows
- now they would be used for sheep
- which meant many were forced off their own land
- this was called the enclosure movement
- many farmers flocked to cities for jobs
- where there were none
- large group of restless, unemployable people w/little hope
- they believed that England was overpopulated
- which helped fuel the desire to go overseas
- a group of English Separatists had fled to Holland
- were looking for religious freedom
- now asked Virginia Co. for permission to colonize N. part of terr.
- summer 1620 about 30 of these people in search of religious freedom left
- they were the Pilgrims
- stopped in England to get supplies and other group of colonists
- Sept. 1620 on board the Mayflower, they set out
- with 101 passengers
- rough weather prevented them from landing where they wanted
- they put ashore at Plymouth in what is now Mass.
- before they left ship men got together and signed agreement
- the Mayflower Compact
- bound them to make a gov’t based on church covenants
- like they have in their own congregations
- that first winter they had a lot of hardships
- half did not survive that winter
- w/help of local Indians, planted corn and other crops
- others arrived from England
- this only helped the colonies grow bigger
- 1630 more prosperous Puritans set sail for New England
- they were facing increased religious persecution back home
- they were well financed and supplied
- established the Massachusetts Bay Colony along Charles River.
- led John Winthrop
- they came here with a mission
- to build a model community for England to see
- “…shall be as a city upon a hill, the eyes of all people
upon us” Winthrop
- they came to America for religious freedom
- but d/n tolerate religious freedom to others
- they were intensely religious and committed to Calvinism
- no tolerance for dissent or controversy
- nevertheless, dissent rose
- 1631 Roger Williams came to Mass. Bay town of Salem
- he criticized the policies of and leadership of Mass. Bay colony
- took issue with many of its religious beliefs
- he was threatened with banishment
- and warned he would be sent back to England
- instead, he fled Mass. in dead of winter in 1635
- he took refuge with Narragansett Indians
- then in spring settled near Narragansett Bay
- named his settlement Providence
- members of the Salem congregation joined him
- mostly those who agreed with him
- together they built a new colony
- 1644 it was chartered as Rhode Island
- another major challenge arose in 1636
- Anne Hutchinson
- wife of a merchant, mother of a dozen children
- she was by no means ordinary housewife
- well educated, articulate, XCLNT interpreter of scriptures
- it was said had she been a man she w/h/b a minister
- instead, she became a critic of the ministry itself
- she said no minister or church could save your soul
- suggesting ministers were unnecessary
- more than Puritan leaders could take
- b/c she attracted a large following
- which bothered leaders even more
- they put her on trial in winter of 1636 while she was pregnant
- lasted weeks
- despite the fact they c/n see how she was guilty
- they never let her sit down (remember, pregnant)
- despite discomfort, she matched wits and words
- until weariness and pride got best of her
- in dramatic moment said views were directly from God
- a revelation
- to Puritans, this is heresy
- like Williams, she was banished
- others left Mass. Bay colony for land and opportunity to better lives
- Thomas Hooker led Puritan Congregation to Ct. River Valley 1636
- founded the town of Hartford
- others founded towns nearby
- 1622 Hartford and 14 other towns given a charter by Charles II
- the Connecticut Colony
- some moved north and settled what would be Maine and New Hampshire
- New Hamp was part of Mass, but broke free w/charter in 1679
- as Puritans settled New England Dutch traders & farmers New Netherland
- English wanted to drive them out of N. Am
- they were blocking English expansion
- also controlled the fur trade w/Iroquois
- 1664 Charles II offered New Nether. to brother James Duke of York
- if he could take it away from Dutch
- James sent fleet to harbor and demanded surrender of colony
- took it over and renamed it to honor himself
- New York
- now in control, James gives two friends lge tract of land N. of Del. River
- Lord Berkeley
- Sir George Carteret
- they named this tract New Jersey
- 1681 Charles II gave William Penn huge tract W. of Del. River
- he founded colony of Pennsylvania
- haven for Quakers
- believed anyone could experience revelation from God
- no need for priests, ministers, preachers
- men/women could speak w/authority at services
- disregarded social status and religious authority
- for this, they were thought of as radical & more dangerous
- even more than the Puritans
- they were harshly treated in England
- Penn supported religious toleration in Pennsylvania
- one year later Penn bought more land from Duke of York
- they were called the “three lower colonies”
- which would later become Delaware
- this would insure than Penn. would have a seaport
- and make Philadelphia a major city
- the middle colonies had more diverse pop. than New Eng. or VA.
- thousands of English Quakers flocked to Penn.
- but so did thousands of non-Quakers
- attracted to freedom of opportunity
- by 1685 some 8,000 settlers had arrived from Europe
- Eng., Scot. Ire., Fr., Holland, Ger., Sweden and Den.
- New York’s pop. was equally diverse
- w/Dutch were Eng., Ger., and Scandinavians
- plus Dutch East India Co. brought African slaves
- 1632 Sir George Calvert (aka Lord Baltimore)
- given land by Charles I to create haven for Catholics
- he died before he could realize his dream
- his oldest son, Cecilius, promoted a colony
- which would eventually become Maryland
- was well suited for growing tobacco
- settlement continued at a rapid pace
- Baltimore knew Cath’s would outnumber Prots soon
- so he set up gov’t separating Church and state
- offering religious freedom to all Christians
- b/t 1663-1665 Charles II gave 8 friends land grant S. of VA
- they named their colony Carolina
- good for farming tobacco, corn
- could draw tar from local pine trees to produce naval stores
- turpentine, pitch, resin
- a second Carolina evolved far to the south
- this settlement was called Charles’ Town
- later Charleston
- had fertile land and harbor port
- attracted planters from W. Indies
- as well as Scots, French and German settlers
- they est. large plantations rice plantations north
- worked by African slaves
- so two diff. Societies arose in Carolina
- mostly tobacco and farms in north
- large rice plantations in south
in 1729 the Carolinas split into North and South Carolina
- the large southern plantations relied on slave labor
- the Atlantic crossing for them was a middle passage
- b/t all that was familiar and all that was foreign
- Olaudah Equiano aka Gustavus Vassa was one of these slaves
- kidnapped from Benin in mid 1700's
- wondered if he’d entered a world of “bad spirits”
- and was to be killed
- when he boarded the ship for the Americas, that horror
turned to fear
“…When I look round the ship too, and saw a large furnace of copper boiling, and a multitude of black people of every description chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted of my fate; and quite overpowered with horror and anguish, I fell motionless on the deck and fainted...I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life; so that, with the loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste anything. I now wished for the last friend, death, to relieve me.”

- as the ship set sail, more horrors
- confined tightly w/in dark hold of ship
- c/n sit nor stand
- slaves suffered horribly inhumane conditions
- 1732 King George II granted James Oglethorpe charter
- for new colony b/t S. Carolina and Spanish controlled Florida
- would be called Georgia
- served as a buffer zone b/t Spanish and S. Carolina
- where Eng. debtors could start new life
- there were restrictions on how much land one could own
- 500 acres
- and ban on slavery
- this slowed the colony’s growth
- but these were removed after GA became Royal Colony 1752

HONORS GEOGRAPHY: MAPS

2011-09-19T08:11:00.000-07:00

GEOGRAPHY NOTES 2
MAPS
- Introduction
- Geographers need tools to help them study the earth
- books
- can tell story of people in other countries
- can give population or city, country
- can say how many cars are owned by people in US - statistics and other facts can be found in books
- photographs
- whether from air or ground, are good sources
-shows what an area looks like
- from the air, can show distribution of bldgs/roads
- but of all tools for a geographer, most important are maps
- can show in picture form areas that are complex
- best model is globe
- so why are maps invaluable?
- globes have disadvantages
- impossible to see more than half of the earth at one time
- most are 16 inches in diameter (1" = 500 miles)
- making most small countries very tiny
- very little information can be gotten from that
- so make globes larger?
- one big enough to show rds/cities/rr w/b huge!
- difficult to store and very expensive
- maps have none of these advantages
- can study several points on earth at one time
- can show small countries in great detail
- can be stored easily
- but even maps have disadvantages
- distortion
- most maps are flat, the earth is a sphere
- it is impossible to reproduce exactly a sphere on a flat surface
- think of trying to lay an orange flat
- in order to make features on a map, they must be stretched
- this is called distortion
- it doesn’t mean the maps are wrong
- just not perfect representations
- cartographers (mapmakers) understand this problem
- they try to design maps with the least distortion as possible
- long thin countries like Chile
- they would choose little distortion as possible for N & S
- states like Tennessee
- they would choose little distortion as possible for E & W
- but no matter what is chosen, there will be a little distortion
- so you must remember this so as not to make wrong decisions
- ex: map of US, west coast appears to run in straight line
- from north to south
- L.A. appears to be west of Reno
- but Reno is west of L.A.
- the coast curves to SE as you go south
- on a globe this is easy to see
- no so on a map
- process of putting earth on a flat surface is called projection
- all maps are really map projections
- there are many different types
- some are done mathematically
- but basically there are three types
- cylindrical projections
- paper is wrapped around a globe
- light from globe projects features onto the paper
- least distortion happens when paper touches globe
- ex: the equator
- move N or S, distortion increases rapidly
- most famous cylindrical projection is Mercator
- dev. 1569 by Gerhardus Mercator
- Flemish cartographer
- conical projections
- from fact that projection is made onto a cone
- cone c/b made to touch globe @base of cone only
- again, least distortion where paper touches globe
- this is often used to map areas in middle latitudes
- b/t @ 35' and 55' N latitude
- or b/t 35' and 55' S latitude
- maps of US are often conical projections
- b/c country falls in middle latitudes
- flat-plane projections
- flat paper touches globe at only one point
- areas near that point show little distortion
- often used to map N & S. Poles
- one such proj. called gnomonic projection
- all meridians appear as straight lines
- useful b/c any straight line b/t 2 points forms great-circle route (GCR)
- can cut any sphere into two equal parts
- b/c of distortion most maps d/n show GCR as
straight lines
- gnomonic projections show shortest distance b/t
2 points as a straight line
- which is why it is used in navigation
- great circle sailing routes
- map parts
- not only should you know about making maps
- you should know their properties and parts once they are made
- there are five basic parts that maps have to help you read them
- the title
- all maps have a title, just like books
- tells what information you’ll find there
- the legend
- tells you what the colors or symbols mean on a map
- if several maps are used, there might be only one
- the grid system
- series of lines to help find exact locations
- there are several different kinds
- but most use the geographic grid
- in other words, longitude and latitude
- directions
- usually in the form of a compass rose
- could show one direction (north)
- could show all four cardinal points
- north, south, east, west
- some show all the other directions in between
- SE,SW,NE,NW,SSE,SSW,NNE,NNW
- you can find directions on the geographic grid
- east and west c/b found on the latitude
- north and south on the longitude
- the scale
- the relationship b/t a unit of measure on the map
and a unit of measure on the earth
- toy cars, planes, etc. are scale models of the real
- their scale is shown as a fraction
- like a toy car is 1/72 the size of the real
- 72 toy cars would make the real
- a map might show 1/62,500, also written 1:62,500
- this is called a representative fraction
- it means one inch equals 62,500 miles
- scale is important to show distances
- most maps use miles or kilometers
- 10 miles X 1.61 = 16.1 kilometers
- 10 kilometers X .6214= 6.214 miles

- maps are drawn to different scales
- 1:10 might mean a city
- 1:12,500 would mean what(an ocean/country)
- properties
- the four map properties deal w/
- size of the areas shown on a map
- shapes of the areas
- consistent scales
- straight line directions
- equal area maps
- meridians and parallels are drawn so areas have
same proportions as on earth
- ex: Greenland is 1/8 size of S. America
- so on map it would be 1/8 size of S. Am.
- Mercator maps are not equal area maps
- on it Greenland looks same size as S. Am
- b/c distortion is greater at the poles
- conformality
-conformal maps are as close as possible to being real
- there are no maps that can be perfectly real
- especially large areas and their exact shapes
- the US is usually shown on that kind of map
- called Lambert Conformal Conic Projection
- consistent scales
- maps that try to use same scale on all parts of it
- easier to do when showing small part of surf.
- ex: map of Indiana
- maps showing large areas are not consistent scale
- because of distortion
- they usually have two scales on the legend
- one for scale to measure distance @ equator
- one to measure distance from pole to pole
- straight line direction
- this is map navigators use
- draw straight line b/t two places
- then follow that line
- and know they will get to destination
- Mercator projection is a straight line direction
- General reference maps
- a lot of maps are general reference maps
- gives info @an area, place,location,size,&distances b/t places
- many can be called political maps
- show boundaries of areas like countries
- often they show the capital
- where the national gov’t c/b found
- sometimes show largest cities, RR lines, large airports
- some show physical as well as political features
- lakes rivers mountains
- roadmaps are an example of this kind of gen.ref.map
- maps showing physical features show elevation or relief of land
- elevation is distance above or below sea level
- relief shows the shape of the land surface
- flat, rugged, rolling, mountainous
- knowing an area is 1,500' above sea level
- but you can’t tell what the surface is like
- by showing relief, you have a better idea
- this is often shown by shading of colors
- another way of showing relief is contour lines
- they connect all points of land at the same height
- ex: 100' b/t lines
- cartographer must decide how many lines to use
- depends on area being mapped
- on flat surface, every 5 or 10'
- on rugged area every 50 or 100'
- thematic maps
- shows more specific info on a single theme or topic
- example is a map showing population density
- how many people live in one particular area
- such a map would use dots representing say 1,000
- areas with high density would show many dots
- can also show info on other things
- geography
- economic information
- political information
- physical information
- cultural information
- like concentration or population of a religion
- so maps reflect the great variety of knowledge in geography
- once understood they provide a solid foundation for geographic study

#

##

#GEOGRAPHY NOTES 2a MAPS

- Important things to know about latitude and longitude
- grid system necessary to be able to locate places on the globe
- ex: if you took a ball and put a piece of tape on it
- bounce the ball with the tape
- then take the tape off the ball
- no way of knowing where the tape was in first place
- this is why grids necessary
- we can locate place through intersecting lines
- on the equator 1' of latitude = 69.7 miles
- but unless exact navigation necessary rounded up to 70 miles
- each degree is divided into 60 minutes which are divided into 60 secs.
- there are five special lines of latitude
- equator at 0'
- Tropic of Cancer at 23’ N
- Tropic of Capricorn at 23' S
- Arctic Circle at 66' N
- Antarctic Circle at 66’ S
- reason these lines are important have to do with the sun
- also the revolution of it and the tilt of the earth
- earth is tilted at 23 1/2'
- at some time in the year sun directly overhead some place
- between Tropic of Cancer and Tropic of Capricorn
- sun is never north or south of these lines
- further north you go from Tropic of Cancer
- greater the angle of the sun’s rays on the earth
- same with the Tropic of Capricorn
- this decreasing angle is why it’s colder in the N and S
- near the equator the sun’s rays hit head on
- in northern and southern latitudes sun’s rays “glance off”
- The Seasons
- one day of the year the sun d/n set or rise in Arctic Circle
- further to north pole, number of days sun d/n rise/set increases
- because northern hemisphere is 23' inclined toward sun
- for approximately 6 months
- June 22 to Dec. 21
- the other six months the sun is not seen at all
- b/c northern hemisphere inclined away from the sun
- Dec. 22 to June 21
- the reverse process happens in Southern hemisphere
- at and south of Antarctic Circle
- when lands north of Arctic Circle are having summer
- lands south of Antarctic Circle are having winter
- and vice versa
Lines of Longitude
- diameter of earth at equator is 7,927 miles
- from pole to pole diameter is 7,900 miles
- reason is earth is slightly flat at the poles
- thus, the equator is 24,902 miles in circumference
- while 24,860 miles at prime meridian
- often lines of longitude are numbered in multiples of 15'
- this is because earth turns 15' every hour
- counterclockwise, from west to east
- thus in 24 hours earth rotates 360'
- or 15' every hour (360 */* 15' = 24 hours)
- lines of longitude circle earth, but every line divided into two equal parts
- and has two numbers
- ex: 0' at Prime Meridian
- continues on other side of the earth at 180'
- because globe is round, better way to locate places
- but we’ve already discussed what happens when using a flat map
- like taking tennis ball, halving it, then trying to flatten one half
- can’t be done
- you could be cutting “gores” in the ball
- but this creates distortions
- Mercator map is good way for reading latitude and longitude
- but is misleading in matters of direction and size
- b/c lines of longitude as shown as being vertical straight lines
- or lines up and down
- actually these lines converge at the poles
- mapmakers then fill in surplus space w/continuous lines
- making northernmost/southernmost lands larger than real
- another fault of the Mercator map
- d/n tell most direct route of travel b/t distant places
- ex: looks like most direct way from Beijing to Philadelphia is 40' Lat.
- it’s true you’d get to Philadelphia using 40' parallel
- but it is much longer than Great Circle Route
- shortest distance b/t places over surface of earth
- as shown on globe or polar projection map

- Look at your copy of the Mercator map of the world
- draw straight dashed line on 40' parallel from Philadelphia to Beijing
- label it 10,050 miles
- how many American cities would you fly over?
- Pittsburgh, Indianapolis, Denver
- perhaps Salt Lake City, Cincinnati, Sacramento
- now look at polar projection map
- draw straight solid line from Beijing to Philadelphia
- label it 6,844 miles
- over what countries would you fly?
- Canada, Russia, Mongolia
- how many miles saves using Great Circle Route?
- 3,206 miles
- when reading globe map directions m/b determined using grid lines
- otherwise errors will result
-Longitude and time
- earth rotates on axis every 24 hours
- direction of rotation is counterclockwise, west to east
- in complete 24 hour rotation, earth turns 360'
- 15' every hour
- each 15' of longitude represents 1 hour of time
- Prime Meridian is starting point for telling time on earth
- if 12 o’clock noon at Prime Meridian, 11:00 a.m. all places 15' W
- and 10 a.m. all places 30' W, and so on
- all the way to 180' line of longitude
- if 12 o’clock noon at Prime Meridian, 1:00 p.m. all places 15' E
- and 2:00 in all places 30' E
- and so on to 180' line of longitude
- the earth is turning a “new face” to sun constantly
- thus a person on a line will experience dawn, day, dusk, night
- all of this applies to “solar time”
- which most countries follow
- in doing so, communities w/in a zone will have same time
- as you go from one zone to another, lose or gain an hour
- depending on whether traveling west or east
- time zones sometimes have irregular dividing lines
- avoids dividing communities or states
- if not, one hour on one side of the street
- and another on the other side
- times zones are usually shown on a Mercator type map
- where lines of longitude are shown as parallel
- makes it easier to read

AP UNITED STATES HISTORY: ENGLAND AND FRANCE CHALLENGE SPAIN

2011-09-13T10:04:00.000-07:00

SPAIN
- in the 15th century, Spanish conquest had changed to colonization
- conquistadors replaced by pioneers
- they had hoped to convert these new Spanish subjects
- and also to make Spain rich from the resources
- this would mean subjugation of the Indians
- the Americas had a vast wealth in resources
- rich silver mines, fertile fields of sugar cane
- both these required intensive labor
- enter the Indians as laborers for the Crown
-also the Spanish land policy ensured Indians always worked for whites
- King granted trusteeship over the Indians
- given to colonists in return for loyalty
- these were called encomiendas
- Indians were often treated as slaves
- many died under horrible work conditions
- their treatment bothered some Spanish esp in the church
- Bartolome de las Casas
- first outspoken critic of Spanish rule
- wrote about mistreatment of Indians
- it is from his writings that we know today
how cruel the Spanish were
- this high demand for labor soon spread to Africans as well
- thousands brought here as slaves during 16th century
- most were skilled
- metal work, herding, horseback riding
- fishing, rice cultivation
- most were West Africans
- sold along coast from Senegal to Angola
- 3,000 mile stretch
- they labored in the sugar fields as well
- making Europeans rich
- helped make industrialization possible
- and money made in GB help buy more slaves
- Spain wanted to protect its interests from other European colonies
- which accounts for most of it settlements north of Mexico
- Florida, Texas, New Mexico, California
- served as buffer zones b/t Spain and her rivals
- each outpost organized around two institutions
- the presidio
- fortified area of the settlement
- if attacked, settlers took shelter inside
- the mission
- religious center of the settlement
- priests devoted to converting the Indians
- and teaching them Spanish culture
- among most important settlements were three of them
- Saint Augustine, founded in 1565
- oldest European town in America
- Spanish Navy protected its ships from there
- San Juan Pueblo founded 1598
- today it’s called San Gabriel but not this one
- it’s actually in what is now Colorado
- was an outpost on the Rio Grande
- El Paso founded 1690 in what was then part of N. Mex.
- now in Texas
- built to stop French from Mississippi and Red Riv.s
- Spain’s New World Empire made it the most powerful nation in the world
- yet they had their weaknesses
- its size made it difficult to run efficiently
- Its tight control over all aspects of life d/n sit well w/colonists
- finally, Spain d/n have sufficient $ to pay for everything tried
- this meant that Spain’s hold was not as firm as they thought
- meaning other countries could, and will, challenge that power

ENGLAND
- 1497 King Henry VII sponsored first voyage to New World
- hired Genoese John Cabot
- Cabot wanted to find the NW Passage
- land link b/t Atlantic and Pacific
- never found it
- nor did his son, Sebastian in 1509
- but it did give the English a claim to America
- under Henry VIII and his daughter Elizabeth, things got better
- under then England grew stronger and richer
- the English were filled with pride
- their navy was one of the world’s best
- protection against rivals
- as their power grew, so did their desire to take on the Spanish
- both politically and economically
- King Phillip was devoutly Catholic
- Queen Elizabeth was head of the Protestant Church
- so religious nationalism also drove ambitions
- Elizabeth d/n want to challenge Spain too soon
- instead, she gave money to merchant sailors
- to support them in their efforts
- to steal Spanish gold and sink the ships
- they were called sea dogs
- today we would call them pirates
- most famous was Sir. Francis Drake
- dashing, daring, a favorite of Elizabeth
- Dec. 1577 he began his most famous adventure
- sailed through straits of Magellan to the west coast of Ctl. America
- where the Spanish never expected an attack from Pacific side
- so left treasure ships unarmed and unguarded
- Drake’s “Pelican” was soon laden with Spanish loot
- he then continued his journey around the world which took 3 years
- upon his return to England, renamed Pelican the “Golden Hind”
- all of England celebrated
- the Spanish less so
- the King demanded Drake be executed for piracy
- Drake sailed the Hind up the Thames and invited Queen to dinner
- she accepted
- at dinner, she made fun of the Spanish King
- “The King of Spain has demanded Drake’s head of me.,
and here I have a gilded sword to strike it off.”
- she ordered Drake to kneel before her
- “I bid thee rise, Sir Francis Drake#”
- what Elizabeth had done was virtually declared war on Spain
- Spain began to amass a huge navy to invade England
- the Spanish Armada
- 1588: 130 ships, 30,000 troops set sail for England
- under Drake’s command, smaller English navy held its ground
- they were smaller and faster
- Spanish ships larger and slower
- battle lasted 10 days
- Spanish pulled back along the Scottish coast to make repairs
- a huge storm destroyed most of the ships
- Drake’s ships destroyed the rest
- the entire Armada was lost...Spain had met defeat

FRANCE
- France joined the rush to colonize America in the early 1500's
- discovery voyages by Giovanni da Verrazano, Jacques Cartier
- gave them claim to part of N. America
- first successful settlements were est. by Samuel de Champlain
- 1608: Indian village called Stadacona
- along the St. Lawrence River
- he est. the new city of Quebec
- he then traveled south to NY state
- made friends with the Huron
- helped them defeat their enemies, the Mohawks
- bad thing to have done
- Mohawks belong to League of the Iroquois
- powerful confederation
- from that day on, Mohawks fought w/enemies of FR
- Champlain explored the Great Lakes region
- other explorers sent to the river valleys
- Jesuit missionary Father Jacques Marquette
- daring fur trader Louis Joliet
- 1673 canoed from Lake Michigan down Mississippi
- went for hundreds of miles
- few years later Robert de la Salle reached the mouth of MS
- claimed it for France, and named it after King Louis XIV
- Louisiana
- France now claimed all land from mouth of St. Lawrence,
west to Rockies, and south along Mississippi to Gulf of Mexico
- French success rested mainly w/fur trade
- well organized and grew rapidly
- but required a relationship with the Indians who supplied the furs
- except for the Iroquois
- missionaries and traders lived with the Indians
- some intermarried
- traders were known as coureurs de bois, runners of the woods
- left Montreal in fall and headed for interior
- returned with canoes piled high with furs
- they would celebrate together on banks of St. Lawrence
- party lasted several weeks
- Indians traded pelts for knives, axes, hatchets, hoes, kettles
- woolen blankets, colored cotton cloth, guns, gunpowder, brandy
- New France had several weaknesses
- few colonists came to settle in the region
- most preferred to be couriers du bois, not settlers
- King’s Louis land policy was to blame mostly
- gave large grants to nobles called seigneurs
- rather than give land to ordinary French citizens
- only Roman Catholics could settle in New France
- Protestants never made to feel welcome
- like Spanish, French exercised strict control over settlements
- colonists had no say in how they were to be governed
- therefore developing any kind of self reliance

JAMESTOWN
- Spain’s defeat in the Armada let GB focus on its claim to the New World
- even before Drake, British eager to colonize
- one was Walter Raleigh
- made several attempts to colonize Virginia
- first success was Roanoke 1587
- led by John White
- went so well White ret’d to GB for more supplies
- but c/n b/c of Drake’s war with the Armada
- stuck in England 3 years
- when he returned, 1590 site deserted
- all disappeared
- name Croatoan carved on poast
- only clue as to what happened
- among missing was White’s own daughter
- Virginia Dare
- first child born in America
- financial loss from this disaster was tremendous
- unlike kings of Spain and France, GB refused to pay for its colonies
- few individuals willing to risk their fortunes
- as Raleigh had done
- so question remained, how will England create its empire in New Wor
- answer was a new business venture
- the joint stock company
- owned by investors who bought shares in it
- since there were many investors, less chance of total loss
- 1606 two joint stock companies formed
- Virginia Company of Plymouth
- Virginia Company of London
- both granted a charter by James I to create colonies
- Plymouth company failed to est. colony b/t Chesapeake Bay and ME
- so it meant London company would have to try
- on land south of Chesapeake Bay
- to north of Spanish Florida
- Dec. 1606 120 men and boys left London on rainy day
- last hope for London company
- they arrived in the spring at Virginia
- spirits soared at lush green and blooming flowers
- they named the river they were on James River
- 30 miles upstream they weighed anchor
- and established Jamestown (after the King)
- to them, the location was ideal
- on a peninsula w/view of river
- any Spanish ships c/b sighted
- GB#’s position c/b defended
- but appearances were deceiving
- Low ground meant well water was brackish, polluted
- marshes and swamps breeding ground for mosquitos
- over the years malaria, typhoid ravaged the settlement
- London Co. had sent along instructions for the colonists
- ordered to search for gold and other valuable minerals
- explore the regions waterways
- look for NW passage
- convert the Indians to Christianity
- live and work for the common good
- reality made a mockery of these orders
- No gold, no NW passage
- Indians (Powhatan Confederacy) not interested in conversion
- few settlers had survival skills for harsh life there
- so different from England’s cultivated green farms
- spring passed, then summer
- colonists were still not ready for winter that lay ahead
- man who salvaged the situation was John Smith
- had escaped Middle East Turks
- spent most of his time on ship below deck in irons
- was rowdy, overconfident, boastful, liar, self-promoter
- but he knew how to take advantage of a situation
- and how to milk it for all it was worth
- soon he was in command of the colony
- ordered the men to work
- they had done little to prepare
- they cut logs to build a fort
- while he explored the countryside
- watching for hostile Indians or Spanish
- on one trip, captured by the Powhatans
- this is the origin of the Pocahontas myth
- but she was only 12 years old
- the story may have been false
- but he did manage to get Powhatans’ help
- arranged to buy corn to feed starving men
- sent colonists to fish and hunt oysters
- as taught by the Indians
- he dominated the colony until 1609
- a suspicious explosion of gunpowder injured him
- he returned to England
- most of the 500 colonists celebrated when he left
- by stopping the work they were doing
- by winter, they realized their mistake
- quotation from one of the 50 survivors re: The Starving Time
- “…as for corn, provision, and contribution from the savages, we had nothing but mortal wounds, with clubs and arrows...so great was our famine, that a savage we slew and buried, the poorer sort took him up again and ate him, and so did diverse one another boiled and stewed with roots and herbs. And one amongst the rest did kill his wife, powdered (salted) her, and had eaten part of here before it was known.”
- despite the starving time, London Co. still sent colonists/supplies to VA
- soon survival became an economic rather than physical one
- what could colony produce that would make it profitable
- the answer: a weed called tobacco
- Indians grew it for their own use
- but too bitter for British taste
- John Rolfe began to experiment with milder strains
- imported from West Indies
- his experiment was a success
- tobacco became brown gold of the colony
- when London Co. revised its land policies Virginia colony grew population
- it was finally making a profit
- but needed more people to work the land
- so London company created the headright system
- if colonists pay their way across were given 50 acres of land
- this increased the population
- but still most were male
- so 1619 company sent “young maids”
- “…to be housed, loged, and provided for of diet until
they be married.”
- to buy a bride cost 120 lbs. of the best leaf tobacco
- as part of its policy, London company gave male colonists new power
- they elected a representative body
- House of Burgesses
- 22 members
- first freely elected representative body in America
- settlers w/h all “rights of Englishmen”
- these rights have a long history
- 1215 Magna Carta cut power of king
- and created Parliament
- this was a guarantee against absolute rule
- this displeased James in 1619
- preferred to think of himself as an absolute ruler
- resented London company’s actions w/colonists
- took away Virginia’s charter and made it a Royal Colony
- under his direct control
- d/n abolish Burgesses
- continued to meet and assist in making laws
- thus began the English experience in North America

AP EUROPEAN HISTORY: CRETE AND GREECE

2011-09-13T09:46:00.000-07:00

WORLD HISTORY NOTED #3 CULTURE OF CRETE
- CRETE
- half way between Egypt and Greece
- c. 3000 BCE
- Egypt & Mesopotamia carried goods there
- soon Crete began trading w/them
- and other Mediterranean lands
- Cretans learned from these people.
- to make better tools of copper and bronze
- to make pottery & jewelry
- to build stone buildings
- learned Egyptian art
- and religions of the area
- they made many changes to what they learned
- art was different than the Egyptians
- writing was different from Mesopotamians
- The culture became known as Minoan
- after King Minos
- by 2000 BCE Crete was a great trading nation
- olive oil, wine, jewelry, fine pottery, tools
- brought back grain, tin, ivory, gold, and salt
- these traders started colonies in Greece, Asia Minor and other lands
- and w/traders, the culture followed
- During early days, Crete divided into many city/states
- c. 2000 BCE Thira exploded and destroyed most Cretan city/states
- Knossos became strongest city and capital
- ruins of palace show that the King was rich and powerful
- palace had several chapels, throne room, mtg rooms, etc.
- even had running water for sewers!
- Life was easier than Egyptians and Mesopotamians
- Crete d/n need a large army
- their navy was powerful enough
- they had enough food and plenty of rain and good land
- their trade brought in goods that most Cretans could afford
- .c. 1400 BCE Knossos & other Cretan cities destroyed by navy of Mycenae
- a city in southern Greece
- was begun around 3000 BCE
- ruled by Achaeans
- they took over Crete’s trade
- also Crete’s way of life
- also made jewelry, pottery, metal ware
- able to build walls 30-50' thick
- But they never became as powerful as the Cretans
- so Minoan culture d/n develop under Mycenae
- Achaeans were very warlike people
- attacked Troy
- written in book by Homer called The Iliad
- Troy in Greek is Ilium
- i.e. The Trojan War
- and conquered it
- Hellas (Helen) = Greece
- was metaphor
- But soon Mycenae invaded by northern Greeks
- The Dorians
- by 1000 BCE they conquered all of Greece
- also destroyed much of Mycenaean culture
- reading, writing no longer important
- pottery & tools not as well made
- but the idea of city/state remained
- also certain ideas about religion

WORLD HISTORY NOTES 4 GREEK CITY/STATES

- Greece is a peninsula
- land surrounded on three sides by water
- @ size of state of Pennsylvania mostly mountains
- divided Greece into many small sections
- difficult to travel from one place to another
- explains why most Greeks settled in small cities
- also explains why Greece d/n become united, like Egypt
- After Dorians conquered Greece they became farmers
- mixed w/conquered peoples
- Greeks of today come from this mixture
- slowly cities became center of Greek life each one a small nation
- called polis
- had own king, laws, army of free citizens
- thought of themselves as citizens of polis
- not citizens of Greece
- City included all the land around it
- had less than 10,000 people
- were well organized & had strong gov ’ts
- fought wars, made treaties, collected taxes
- Kings ruled w/help of the nobles
- but by 750 BCE nobles became too powerful
- took away most of King’s power and used powers to tax the people
- most people were small farmers unable to pay taxes
- nobles took their farms
- many farmers sold into slavery
- some farmers tried to improve their lives
- left Greece and began colonies
- along coast of Asia Minor, Italy, N. Africa
- also many Mediterranean islands
- others fought w/nobles
- tried to replace them with tyrants
- a ruler who controls the gov’t
- many were wise rulers
- cut power of the nobles
- allowed the people to make their own laws
- was beginning of democracy
- a gov’t ruled by the people
- Athens was leading polis where democracy was born
- during 600's BCE, Athenian nobles made all laws
- were not written down
- few commoners knew what laws were
- @ 620 BCE nobleman Draco wrote them down
- helped people know what their rights were
- 594 BCE another noble, Solon, also helped people
- times were bad for farmers
- many owed money to nobles
- who already owned most of the land & $
- Solon ordered that $ d/n have to be paid
- also made it illegal to be sold into slavery if unable to pay
- also limited amt. of land anyone can own
- and allowed common people to share in making the laws
- for this, Solon was called “The Lawgiver”
- When Athenian nobles tried to stop changes, people supported the tyrants
- and defeated the nobles
- by 500 BCE Athens ruled by the Assembly
- meeting of all male citizens over 18 years old
- this soon became too large
- so they elected a Council of 500
- and a group of 10 generals
- these people ran the gov’t
- w/all actions approved by the Assembly
- in this way, Athens became a limited democracy
- Not all polis became democracies - Ex: Sparta in southern Greece
- ruled by 2 Kings and Council of Nobles
- one king in charge of religion. i.e. high priest?
- to Spartans, the need of state more imp. than needs of the individual
- boys had to serve in army from 7 y/o to 30
- girls trained to be mothers, wives
- Sparta became a strong, warlike state

WORLD HISTORY NOTES 5 THE GOLDEN AGE OF GREECE

- Greece’s number one enemy, The Persian Empire
- included Greek colonies in Asia Minor
- fought w/Greek polis, including Athens
- started in 500 BCE
- when Greek colonies revolted against
Persians in Asia Minor
- Athens sent ships to help colonies
- Persia declared war on Athens
- 490 BCE Persians sent 25K men to city of Marathon
- 25 miles north of Athens
- 10K Athenians waited for Persians to invade from
the north
- while Athens waited for sea attack
- Athenians at Marathon outnumbered
- but charged the Persians
- who were unused to fighting Greek style
and on rocky land
- also they wore light armor
- the Athenians were well disciplined
- after several hours, the Persians fled
- finally tally
- Persians lost 6,400
- Athenians 192
- But now Athens defenseless
- most in Marathon fighting off Persians and all tired
- and Persian navy on the way
- Army leaders knew that if they could inform Athens
of their victory, Athens w/n give up
- so they chose young Pheidippides
- he ran 25 miles to tell king of victory
- “Rejoice! We conquer”
- then he fell dead at the King’s feet
- but Athens now knew they should not give up
- actually waited at shore line for Persians
- who took one look and turned around
- Persian wars continued
- Athenians lost at Battle of Thermopylae in 480BCE
- but by 479 BCE Greeks won Persian War
- at final battle at Plataea
- Much of Athens destroyed during the wars
- now time to rebuild
- rebuilt temples on the Acropolis (High City)
- religious center of Athens
- most important building was Parthenon
- temple to Athena
- most buildings made of marble, very beautiful
- statues made by greatest sculptors in world
- between 460-429 BCE Athens became more democratic
- Assembly gained power
- now all citizens had right to be gov’t official
- however only men whose both parents born in
Athens could be citizens
- women, slaves, foreigners could not
- was same in other polis’
- so democracy was a limited one
- and this idea would spread
- Athens led by Pericles
- greatest leader in history of Athens
- under him Greece would reach its Golden Age
- produced great plays
- Athenians loved the theater
- comedies made fun of leading citizens
- tragedies dealt w/serious matters
- good vs evil, etc.
- Oedipus Rex
- most plays still seen today
- produced philosophers (lovers of knowledge)
- Socrates: search for truth by asking questions
- Plato: “The Republic” how to have utopia
- Aristotle: studied science and gov’t
- Hippocrates: the “Father of Medicine”
- Herodotus: the Father of History
- most of what we know @ Egypt &
Persian wars comes from him.
- Even after winning, the Greeks still feared Persia
- so developed a strong army
- which helped build strong trade and economy
- Athens eventually became leader of more than
200 polis
- Sparta feared Athens’ strength
- went to war in 431 BCE
- lasted 27 years (ended 404 BCE)
- Sparta won
- but both weakened and no longer powerful
- The Golden Age is over
- Greek Life
- Religion
- Gods were a family
- Zeus, Hera, Athena, Aphrodite
- lived on Mt. Olympus (northern Greece)
- controlled peoples’ actions
- but also behaved like humans
- quarreled, played tricks on each other
- were worshiped in temples and home
- no priests
- no one forced to worship
- Schools
- Greeks believed education made good citizens
- schools were private
- read/write/arithmetic/poetry/music/athletics
- if rich, private tutors hired
- geometry/astronomy/grammar/public speaking
- would grow up to be useful citizen
-Sports
- building bodies just as important as education
- running/jumping/boxing/wrestling/discus
- would practice in large sports area
- gymnasia, Greek for naked
- every 4 years, even during war, would gather at
polis called Olympia
- for Olympic Games
- was an honor to win for your polis
- Women
- had no rights
- ruled by fathers till married, then ruled by husbands
- married at 15 or 16
- Could see a play or take part in religious ceremonies
- but c/n go to party where there were men
- wife’sjob is to look after home and make clothes
- if rich, had a slave to help and protect her
- poor women had more active life
- did all kinds of jobs
- including selling goods at market
- Greeks used many slaves to do their work
- rich Greeks could own up to 50 slaves
- this freed citizens to take part in gov’t or athletics
- slaves had to be treated well
- but slaves with special skills treated best
- some saved up enough money to buy
their freedom

WORLD HISTORY NOTED 6 THE HELLENISTIC WORLD

- Athens’ war w/Sparta ended 404 BCE
- weakening both
- Some polis continued to fight
- to gain control of Greece
- the strongest was Macedonia
- and it was getting stronger
- Macedonia, new nation just north of Greece
- were very similar to Greeks
- esp. language and religion
- Philip II of Macedonia became King at 23 y/o
- built a strong army
- began to conquer Greek polis’
- by 338 BCE had complete control of Greece
- Philip allowed conquered polis’ to run themselves
- but he remained leader of all armies and navies
- so finally Greece united
- but it took Macedonians to do it
- Philip planned to use combined armies of Macedonia
and Greece to use against the Persian Empire
- but he was murdered 336 BCE
- at daughter’s wedding, drunken former guard
stabbed him
- his 20 y/o son Alexander became King
- had received a good education
- was tutored by Aristotle
- was fine soldier, athlete where he met Hephaestion
- would be lifelong partners
- so Alexander was prepared to be great ruler
- if any polis rebelled, he just put it down
- he became one of greatest generals of all time
- before long, he ruled all of Greece
- He set his eyes on his father’s prize, the Persian Empire
- they had very large army
- but not as well trained as Alexander’s
- by 331 BCE conquered all of Asia Minor, Egypt, Syria,
Palestine, Mesopotamia, and rest of Persian Empire
- defeating Darius III at Granicus
- But he wanted more...India
- so he began to march his soldiers there
- but most of them too tired of fighting
- forced him to turn back
- as Alexander conquered land, he wanted to spread Greek
culture, too
- wanted to start a “world culture”
- based on best ideas of Greek, Persian & Hindu cultures
- w/Greek laws & language the basis of this culture
- called “Hellenistic Culture”
- Hellas = Greece
- Hellenistic = like Greece
- this period lasted 200 years from 323-133 BCE
- Alexander started many colonies all over his empire
- settlers introduced Greek language & culture to
conquered peoples
- They also learned from these conquered peoples
- Alexander built new cities and rebuilt old ones
- tried to make all people feel they were united
- encouraged international marriages
- took all religions into his army
- set us same $ system throughout empire
- easier to trade
- would have been nice to see what would have happened
- but he died 323 BCE at age 32
- returned to Babylon and contracted fever
- his empire divided into 3 parts ruled by 3 generals
- Macedonia & Greece to Antigonus
- Egypt & Palestine to Ptolemy
- The Rest to Seleucus
- each general tried to be strong ruler of his part
- except for Greece and Macedonia
- they continued to make own laws
- Hellenistic culture produced important ideas/discoveries
- contributions made possible by mixing best ideas of
the empire
- center of the culture was Alexandria, Egypt
- largest city in the Hellenistic world
- culture produced great art, writing, science advances
- discovered earth was round
- learned how to measure earth’s size
- discovered earth moves around the sun
- Euclid advanced geometry
- Archimedes discovered how to weigh matter
- law of displacement
- “Eureka!”
EXERCISE:

In a short essay, answer the following questions: Do you think Alexander the Great was a good ruler? How might world history have been different if Alexander had lived for another twenty years?

New Places I've Been

2011-07-21T15:10:00.001-07:00

visited 34 states (15.1%)
Create your own visited map of The World

2011-06-22T10:21:00.001-07:00

The latest "places I've been."

visited 33 states (14.6%)
Create your own visited map of The World

Places I've Been To.....Revised

2011-01-16T18:20:00.001-08:00

visited 32 states (14.2%)
Create your own visited map of The World

Places I've Been To.....

2011-01-16T09:05:00.000-08:00

visited 33 states (14.6%)
Create your own visited map of The World

The Ripple Effect

2010-12-26T13:17:00.000-08:00

I've often taught that one small thing can change everything. In weather, a butterfluy farting in Australia can cause drastic weather changes in the U.S. Here's a short story about a man who is visited by his dead mother, who gives him some very good advice:

The mother says, “Let a few things be repaired. A few is a lot. One thing repaired changes a thousand others.” The son replies, “So?” And out flows a maternal speech:

"The dog down there is on too short a chain. Change it, lengthen it. Then he’ll be able to reach the shade, and he’ll lie down and he’ll stop barking. And the silence will remind the mother she wanted a canary in a cage in the kitchen. And when the canary sings, she’ll do more ironing. And the father’s shoulders in a freshly ironed shirt will ache less when he goes to work. And so when he comes home he’ll sometimes joke, like he used to, with his teenage daughter. And the daughter will change her mind and decide, just this once, to bring her lover home one evening. And on another evening, the father will propose to the young man that they go fishing together… Who in the wide world knows? Just lengthen the chain."

In this season of peace, may you lengthen a dog’s chain. And then see what happens.

Back By Popular Demand

2008-11-11T12:26:00.000-08:00

Here's the link again to that scene from the 1990's TV movie The Big One: The Great Los Angeles Earthquake. Again, there are lots of clues about what to do if a 10 pointer hit us. Please, please note that everyone who runs, whether it's in a building, or down staircases, or in the streets, DIE! Listen to what the experts tell you. Watch what the earthquake people at Cal Tech do to survive. Do like they do; stay where you are until it's safe. Get under a desk or a four legged table. And remember that aftershocks often do worse damage than the original quake. And above all, do not panic. I'm not trying to scare you. I'm trying to prepare you. The more you know, the better chance of you and your loved ones surviving something this awful. I'd appreciate comments.

http://www.youtube.com/watch?v=vDoX6l98KOY

One Door Closes, Another One Opens

2008-06-25T14:12:00.000-07:00

Well, it’s been almost a month since Butler went to that big dog park in the sky. I have to admit, for the first couple of days I was pretty depressed. There are always nagging thoughts in the back of my head; Could I have done more? Did you cause his illness? Stuff like that, all untrue, but there nonetheless. Lots of people in my building who knew Butler were also saddened by his passing, and of course they offered their suggestions about what to do next. Some said, "Wait a bit before getting a new dog. You need to process your grief." Others said, "Get a dog right away. It’ll ease the pain." And blah, blah, blah. One thing was certain. The next dog could never be Butler’s replacement. He could NEVER be replaced. He now sits in the place of honor with all the others, to go with me when I do.
So Ted and I have been looking through all the books, looking for a breed that would be compatible with us while having a longer life span. Those of you who remember my Great Dane, Giva, know that she died of old age at 7 years, and Butler had just turned 8. It’s true that the bigger the dog, the younger they die. The dog before both of them was a Scottish Terrier named Gramps. He was one of the loyalest (and long lived, lasting until he was 16) dogs we ever had. And while he was purebred, we didn’t know enough about purebred dogs when we got him, so we could never show him (not that we wanted to). Now, after three dogs and 25 years of experience with purebred dogs, we’ve learned a lot, and decided that we’re going back to our original breed and get another Scottish Terrier, but this time a small female (less than 20 lbs) as opposed to a large male like Gramps (who weighed a hefty 35 lbs). For the past couple of weeks, we’ve scoured the internet and newspapers for Scottie puppies, and while they had a few, none of them were purebred. Then last Wednesday (the 18th), Ted called me from work and told me he’d found a female that was just the right age (4 months) and totally purebred. Only problem was that she was in Portland, Oregon. To make a long story short, on Saturday we flew up to Portland, spent the night in the city, then on Sunday morning drove to the suburb of Gresham and picked up our new little girl. She’s a bundle of energy, and we hadn’t thought about how to bring her back to Southern California. Fortunately the breeder was professional, and gave us all the information we needed (dog carrier that could fit under the seat on a plane, etc.) Now she’s here and has made herself at home with a beginning relationship with our cats (nothing dangerous), and she’s already paper trained, so that’s a relief. Her name is Torrey, and it’s pronounced TAHR-REE, not TOE-REE. It’s a Scottish name (meaning "victorious from the craggy hills") and Ted’s mother’s maiden name (as well as Ted’s and my middle name). We’ll have her until next Wednesday (the 2nd) and then we’ll take her to Pearblossom (about 75 miles north of here) to the same trainer who has trained Gramps, Giva, and Butler. There she’ll go through a one month training program (the school has a neat name; "Kamer Canine College"). We’ll pick her up around the first week of August, where we’ll re-bond with her and get her ready to leave alone in the apartment while Ted’s at work and I’m at school. It’s been a complicated summer, but things are starting to look up.
Furthermore, we leave for Europe on the 3rd, and will arrive in Barcelona on Friday, one day before the cruise sets sail for the Mediterranean. I’ll be sure to send reports on this blog while there, and look forward to sharing the pictures with you when we get back to school in September.
In case you haven’t received the message, your grade assignments for summer are on the SAS blog at the Hollywood High School website. Just go there, click programs, choose SAS, and the assignments will be there for your particular grade. Please be sure to complete the assignments before September so that you can go back and edit it before turning it in (are you listening, Carlos and Jon?) Oh, and one more thing. Thanks to all who sent their condolences regarding Butler. He was worth it. So, until next time, ta!

Resquiscat in Pacem

2008-06-03T20:41:00.000-07:00

Butler Budlong-Burciaga of Cafe D'Etoile 5/18/00 - 6/03/08

Many of you know who Butler was. He was just fine until yesterday afternoon, then quickly got sicker and sicker. Tonight at 7:30 he was diagnosed with acute prostatitis and cancer of the abdomen. To save him would have cost up to $15,000, and even then his quality of life would be compromised, so we made the decision to let him go. Butler was both a beautiful companion and a pain in the butt, with equal measure of both personas. We are sad that he's gone, but revel in the memories this quality animal person has left in our lives. We'll miss you Baby. Sleep well.

My First Blog

2007-04-30T09:21:00.000-07:00

This is, by way of introduction, my first blog for my Hollywood High School students. It is to be used for students to access the notes for AP U.S. History and Honors World History classes. AP European History will have occasional postings as the topics and necessary student work will be important to this particular class. The notes will be used along with the readings from the texts. A more detailed syllabus will be forthcoming so that every student will know exactly what is due and when.

I look forward to hearing from you, my students, during this 2007-2008 academic year.

Mr. BurciagaPublish