Unit 6: The Fall of the Bastille

Author Bio: This is a statement from an observer of the fall of the Bastille. The exact person is not known to history, but they would have been known as a person of France.

Date/Context: The date is obviously the fourteenth of July in 1789, since that is the day this historic revolutionary event occured. The context is the height of discontent in France. People are dying due to food shortages and economic conditions. The urban masses are demanding something be done, and  today will be the day that change shall commence.
Summary: The text is giving a short description of the events that happened that day. It details the soldiers final willingness to stop the masses, that they cannot harm so many people. It describes the soldiers dragged through the streets, the assassinations, and the soldiers taken to the Grève. In the end it describes the King's reaction to what had happened. The text is mainly focusing on the events, and it serves it's purpose well by giving a little bit of info on all major actions that happened that day.
Key Quotes:
"After a few moments' silence the king said 'It is then a revolt.' 'No, sire,' replied the duke. 'It is a revolution.'"

Unit 6: Utopian Socialism

Author Bio: Robert Owen was the son of a saddle maker. He left school at the age of 9 to work in a draper's shop. When he was 18 he borrowed money and set up a small cotton mill in Manchester. Within 10 years of starting that he was very wealthy and the joint owner of the New Lanark mills.

Date: Utopian Socialism was written in 1816. It was delivered in the address on the opening of an "Institution for the Formation of Character".

Summary: In this writing there is a notable emphasis on morality as an essential ingredient of change. Also in the text there are principles listed. The first one states that there is the power of every individual to form his own character. Second, that the affections are at the command of the individual. Third, that it is necessary that a large portion of mankind should exist in ignorance and poverty, in order to secure to the remaining part such a degree of happiness as they now enjoy.

Quote: "Every society which exists at present, as well as every society which history records, has been formed and governed on a belief in the following notions, assumed as first principles."

Unit 6 PDP- The Decleration of the Rights of Man and of the Citizen

Author Bio: The declaration of the rights of man and of citizen was issued by the National Assembly which were influenced by Thomas Jefferson and the General Lafayette.

Time Period: The document was passed during the French Revolution in 1789 which was a time where human and civil rights were important.

Summary: The concepts in the Declaration come from the philosophical and political duties of the Enlightenment, such as individualism, the social contract , and the separation of powers. As can be seen in the texts, the French declaration was heavily influenced by the political philosophy of the Enlightenment and principles of human rights as was the U.S. Declaration of Independence which preceded it (4 July 1776).

Quotes: "Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good."
"The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression"

Unit 5: The Grievances of Carcassonne

Author Bio: This writing is from the representatives of the Third Estate in Carcassonne. Carcassonne is located in Southern France. The author of the document is unknown to historians today. It is likely that the writer originated from the bourgeoisie and spoke on behalf of the people in the Third Estate. It addresses their wants and necessities in regards to how France should be governed.

Date Context: "Grievances of Carcassonne" is from James H. Robinson and Charles A. Beard's Readings in Modern History, which was published in 1908.

Summary: The writing specifically addresses concerns as to how the people of the Third Estate feel France should be governed. It includes topics such as religion, equality, and civil liberties. At first it requests that the king ban all public worship that is not Roman Catholicism. The author also tends to criticize the king and the current state of government in France.

Unit 5 - "An End to the Woes of Anarchy"

Author Bio: The author of "An End to the Woes of Anarchy, Napoleon Bonaparte, was a French military and political leader and he became more well known during the French Revolution. He was emperor of France from 1804 to 1814 and Napoleon dominated much of Europe during his reign. He won most of the wars that he fought and helped build up a large empire until the collapse of it. He is known as one of the greatest commanders in history and his legacy as a political and military leader continue on.

Context/Background: "An End to the Woes of Anarchy" was written during the French Revolution, which then leads to the uprising of Napoleon Bonaparte. France was in a state of turmoil and Napoleon saw this as an opportunity to gain control of France and fix the problems France faced. He wanted to establish a government that was favored by the people, however he still wanted to be in complete control of this government he wanted to create. By still wanting absolute power, Napoleon created more of a dictatorship in France, than a government that favored the people.

Summary: Napoleon thought his duties once he assumed the throne of France were to establish the destinies of France, determine the fate of the people in France, ensure stability and order, and end anarchy in France. Also, by gaining the throne Napoleon states he is done with Italy, and wants to let the people in France create their own fate, thus honoring the government and himself.

Key Quotes:

• "I gave you a prince of my own blood to govern you..."
• "...establishing the forever destinies of France, to determine the fate of all those people who formed a part of the empire, to insure for all the benefits of stability and order, and to put and end everywhere to the owes of anarchy."

Unit 5- Duties of Man

Author Bio: The author of "The Duties of Man" Giuseppe Mazzini, was an Italian author who wrote to promoting the unification of Italy in the 1830-40s. Mazzini was considered a liberal at the time for his nationalist ideas, but they nonetheless became important as Italy began merging into one united country by 1870. His works helped to lay the foundations for the constitutional monarchy that would be established in Italy.

Context/Background:  During the 1800s, Italy and other European countries such as Germany were comprised of many small nation-states left over from the Middle Ages through the Renaissance and Enlightenment. As Europe grew into a more modern age, however, unification became increasingly prominent and was propagated to the masses by advocates such as Mazzini in order to raise nationalism. These hopes for a united Italy finally came about by 1870 through Count Camillo Cavour, whose efforts united the diverse regions and created the independent state of Italy.

Summary: Mazzini first states that a man's absolute primary duty is to humanity and his family, the next and hardly less important duty is to his country and the brotherhood and unity focused towards the higher goal of a united country. He declares that united, independent countries are the highest order of nation, and what God originally intended before they were corrupted by greedy monarchs. The "Divine design" of unity will, Mazzini writes, transcend class and monarchy to unite all people of the country in harmony. The ideal nation would be one whose people are united by language, economic tendencies, culture, and history. When the people of a country are united together in brotherhood, this heavenly purpose can be fulfilled.

Important Quote: "O my brother, love your Country! Our country is our Home, the house that God has given us, placing therein a numerous family that loves us, and whom we love... Our country is our common workshop, whence the products of our activity are sent forth for the benefit of the whole world."

Unit 5: "Virtue and Terror"

Unit 5- “Virtue and Terror”

Author Bio: Author- Maximilien Robespierre (ca. 1758-1794) - French lawyer and later politician who was born in Arras, France; he had an important and influential role in The French Revolution and the Reign of Terror. During the French Revolution he advocated for universal male suffrage in France, the abolishment of slavery in the French colonies and played a major role in executing King Louis XVI, helping to pave the way for the establishment of the first French republic. He is arguably best known for his notorious role in the Region of Terror in which Robespierre used the Committee of Public Safety to help cement a totalitarian police state in France where thousands upon thousands of people were executed as supposed traitors to the Revolution.

Speaker: Maximilien Robespierre

Date/Context:  February 5th, 1794, Maximilien Robespierre delivered a speech to the National Convention in order to convince them of the reasons for the need to execute massive amounts of suspected traitors to the Revolution and to establish a totalitarian regime that would squash out any future opposers to the Revolution and the high set of moral principles and values that is at the very heart of the revolution.

Summary: Maximilien Robespierre believes that the only way to truly achieve the virtues of the French Revolution (the virtues being of course Liberté, égalité, fraternité) is through the necessary evil of terror. Virtue and terror go hand in hand in defense against the tyranny of the monarch and to fulfill justice for the people of France. In order to eliminate any remaining traces of the monarchy, you need to use terror to fully eradicate the notion of absolute power over the people of France. In peacetime, the strength of government is in virtue, however the strength of a government in a time of revolution is determined by both virtue and terror. In conclusion, Robespierre is declaring that terror and virtue are interconnected with each other, terror is needed to demolish any remaining influence of the monarchy, and most importantly terror and virtue play a pivotal role in maintaining liberty, equality, and justice in the time of revolution.

Key Quotations:   

“. . . we want to fulfill the wishes of nature, accomplish the destiny of humanity, keep the promises of philosophy, absolve Providence from the long reign of crime and tyranny.”

“If the strength of popular government in peacetime is virtue, the strength of popular government in revolution is both virtue and terror; terror without virtue as disastrous, virtue without terror is powerless.”     

“The government of revolution is the despotism of liberty against tyranny.”  

Unit 5: The Dependent Poor

Author Bio: David Davies lived from 1742-1819. He was a Welsh clergyman who was highly interested in the lives of the poor. He studied their labor, wages, costs etc., and published these findings in Cases of Labourers in Husbandry Stated and Considered, which contains The Dependent Poor.

Date Context: This excerpt is a part of the book, Cases of Labourers in Husbandry Stated and Considered, which was written in 1795.

Summary: At this time, rich farmers realized that it would be most profitable to claim as many farms as they could and then combine them into one big farm. This, however, meant that those who had previously owned and worked on those farms were now unemployed. He states that "as many individuals as possible in a state should possess an interest in the soil; because this attaches them strongly to the country and its constitution, and makes them zealous and resolute in defending them," however then goes on to mention that though that is the way things should have been, it seems that quite the opposite had occurred.

Key Quote: "And the great plenty of working hands always to be had when wanted, having kept down the price of labor below its proper level, the consequence is universally felt in the increased number of dependent poor."

Unit 5: "We Germans Fear God, and Naught Else in the World"

Author Bio: Otto Von Bismarck was a Prussian statesman who held power throughout Europe, and created a powerful German empire under Prussian rule. He was born in 1815 and died in 1898. He was the chancellor of Germany and the prime minister of Prussia. He created a powerful empire while intentionally leaving Austria out. 

Time Period: This was a speech given to the German Reichstag in 1888 saying unity demands great goals. In 1888 Germany had been annexing many territories. The German Empire was made great by Bismarck and he helped them to defeat many countries such as Denmark and Austria.

Summary: Bismarck called for an expansion of the army to meet existing and potential foreign threats. Near the end of his long speech, Bismarck told the house: “We Germans fear God and  naught else in the world!

Quotes: 

• "We Germans fear God, and naught else in the world."
• "We must be able to face our fate placidly with that self-reliance and confidence in God which are ours when we are strong in our cause is just."
• "It is this fear of God which makes us love and cherish peace."

Unit 5: A Citizen Devoted to the Republic

Authors bio: author- Napoleon Bonaparte(1769-1821) he was born in France in a middle class family. From a young age napoleon knew he wanted to be a military leader. He is considered on of the world greats military leaders.  He went to the military college of Brienne for five years and then the military academy in Paris. He wanted to take over Europe and had aspirations for the world.

Date/context: This was a speech given on nov 10 1799. He was addressing the people of France to explain his role in the overthrow of the directory and the establishment of the consulate. He had just became the leader of the consulate and wanted to make sure he had the support of the people.

Summary: He explains that he found a broken France when he came back from his Egyptian campaign. He says that all the parties wanted his support but the good leader he is said that he does not want to be confined to a party. The council of elders came to him to remove the legislative bod. They gave him the authority to do what is necessary to remove them. He thought it was his duty to France to accept the command. The council assembled at Saint Cloud and the republican troops were there for security but on the inside of the council of 500 there were assassins yelling death threats.  The meeting was disorganized. He went out in front of them to assure them the execution of the new plan. He went out unarmed and alone and assured the council of elders of it power. Some assassins attacked him but his soldiers stopped them but one did get hurt. The assassins tried to threaten the president to outlaw him. He he rescued him from the attacks. They cleared out the trouble makers and the new proposal was deliberated. Then he just tried to make them see him as a good guy.

Key quotes: 
"It was a fierce cry of assassins against the power destine to repress them."

"Frenchmen, you will doubtless recognize in this conduct the zeal of a soldier of liberty, a citizen devoted to the republic."

How Are Men to Provide for Their Families?

Author Bio: J.F.C. Harrison was a British author who was really popular at this time. He was born in 1921, and during his life  spend his time educating himself and others through lectures and reading. he wrote many books to an informed public to help them understand their society and his point of view. He is well regarded for his many publications. 
Date Context: The excerpt assigned to me was a part of a workers petition, backing a Staple Factory. This was written well into the industrial revolution, so it is clear that the stamce it gives for the growth of industry is regarded by the time period. 
Summary: In the lightnof many workers being laid off, the beginning illustrates how this affects these now unemployed workers' families. It then calls the reader to action to look at the facts presented to understand the voice of its workers. These men have been replaced by machines, who can clearly surpass the men in their jobs and benefit the company immensely. The men who petition against this believe it instills the wrong values for the work and for their children, and that this world is more just than to replace man with machine. 

Unit 5 - The People and the Fatherland (1807-1808)

Authors Bio: Author - Johann Gottlieb Fichte (1762-1814) - Born in Rammenau, Germany; Tutor; Philosopher; Founding Figure for German Idealism; He attended the Pforta school (1774-80), University of Jena (1780), and the University of Leipzig (1781-84); His major influence was Immanuel Kant. Kant was influential in the way Fichte thought, or viewed different topics. In 1792, Fichte submitted his Versuch einer Kritik aller Offenbarung ("An Attempt at a Critique of All Revelation") to Kant who published this work. The Versuch explained the conditions in which revealed religion was possible; In 1795, Fichte became an editor of Philosophisches Journal; Other important works of Fichte's include Nachgelassene Werke (“Posthumous Works”) and of the Sämmtliche Werke (“Complete Works”). These works had a centralized focus on the topic of the unification of Germany, national recovery, etc; He died in 1814, in Berlin, Germany.

speaker - Johann Gottlieb Fichte

Date/Context: Written between 1807 and 1808, Fichte delivered numerous addresses regarding the frustration of German disunity and the drastic change in German Nationalism that arose in the 19th century. Germany was not officially unified until about 60 years later. Despite that, many people wanted Germany to be unified, and these same people offered an idealistic and practical foundation which resulted in new policies. Germany was unified in 1871. 

Summary: Fichte explains that the oldest common ancestors opposed the worldwide rule of the Romans, and believed that the people of Germany who were faced with Napoleonic rule should potentially oppose it as well. Fichte asked the question of why the German's would just give up what their ancestors fought for, and surrender to Napoleon and his tyrant-like rule. Johann continued to explain that Germans should fight to be Germans, instead of the subjects or more powerful nations.

Key Quotes: "... a true German could wish to live only to and to remain a German, and to have his sons the same."

Unit 4: "What is Enlightenment?"

Author Bio: Immanuel Kant was born on April 22, 1724 and passed away on February 12, 1804. Hometown of Konigsberg Germany. He attended the university of Konigsberg at the age of 16. He Is considered to be one of the central figures of modern philosophy and took part in the scientific enlightenment. He created Kantian Philosophy in which He focused mainly on ethics. His most famous book is the critique of pure reason. It is considered to be one of the most influential works in the history of philosophy. One of his popular beliefs was the rightness or wrongness of actions does not depend on their consequences but on whether they fulfill our duty as human beings.

Date/Context: In this time period Kant believed that man needed to be released from their intellectual chains which were laziness and cowardice according to Kant. During this time period there were many more enlightened thinkers such as Rousseau and Newton. This was a time of intellectual growth and many new thoughts and ideas were brought about. 

Summary: According to Immanuel Kant, enlightenment was man’s release from “self-incurred tutelage.” The enlightenment was a time in which man could release themselves from intellectual bondage. He wanted people to be enlightened in order to excel in the world.  Tutelage occurs because of two things, laziness and cowardice. Cowardice is fed by the laziness so they work together. The general public feared to use their reason because they were not willing to venture in to uncharted waters. Kant presents the requirements for enlightenment. The foremost requirement is freedom. He believes that freedom to express oneself honestly is paramount for enlightenment. This is important because when a man is allowed to freely express his thoughts and opinions without penalization, he will offer ideas without fear and restriction.

Key Quotations:

• "Enlightenment is man's release from his self-incurred tutelage."
• "Laziness and cowardice are the reasons why so great a portion of mankind, after nature has long since discharged them from external direction, nevertheless remains under lifelong tutelage, and why it is so easy for others to set themselves up as their guardians."

Unit 6: "Sybil"

Author Bio: Benjamin Disraeli (1804-1881) was a novelist and politician and served as a prime minister in two terms. He was one of the most ardent reformers of working conditions in the factories. He hoped to gain working class support for a group of reforming aristocrats in his Tory party.

Date/Context: A little before this book was written, the industrial revolution in Britain occurred. The economy changed from agricultural to industrial and people started moving from farms to factories, especially women and children. Specifically, Disraeli used information from the subject of the Chartist movement to write his novel Sybil. The Chartist movement was a working class political reformist movement that sought for universal male suffrage and parliamentary reform.

Summary: Disraeli explains how so many people are coming to work in the industries of all walks of life, of different races, nationalities, and genders. Even with all these differences, no one can tell the difference between each person though, not even their employers, unless you looked close as they were covered in dirt and coal, therefore no one notices their suffering.

Key Quotations: 

• “Those worthy gentlemen, too, appear to have been singularly unconscious of the sufferings of the little trappers, which was remarkable, as many of them were in their own employ.”
• “They endure that punishment which philosophical philanthropy has invented for the direst criminals, and which those criminals deem more terrible than the death for which it is substituted.”

Understanding the French Revolution - Thesis & Medium

As you prepare your unit 5 project, you need to keep the "Big Picture" in mind.  In short, you must have a guiding thesis statement to tie your project together.  In a comment to this post, please identify your choice medium and your thesis statement.  If you are working with a partner, make sure to include your partner's name on the comment.

Example Comment:
Medium - Poem
Partner - Mrs. Kozel
Thesis - The social, political, and economic impacts of the Industrial Revolution shaped 19th century Europe and contributed to a new world order.