Today we started off by taking out the homework, which I did not do...then Ms. Separ gave us a hand out that we were not allowed to write on. The hand out was composed of 7 scenes and a epilog about European nation's economic status before the revolution and after the revolution. Before we started the scene acting, Ms. Separ yelled at Alex again for sleeping during class. After all the commotion, Ms. Separ finally assigned people to roles in the scenes, after the scenes were done we briefly went over them. For example the nations before the revolution mainly focused on gold and silver from the colonies, which made them extremely dependent on these colonies, and forced them to expand and create more thus starting Mercantilism. Some nations wanted to become self sufficient by making citizens only buy stuff within the nation. Then we started the economic systems after the revolution, which will see drastic changes. During this time the enlighenment was wide spread, which made Capitalism popular and created Laissez Faire(hands off theory). Some names that should be remembered is Adam Smith who was a enlightenment thinker and was the father of Capitalism, also Karl Marx who disagreed with Capitalism and created Marxism which was highly popular amongst the working class. But eventually Marxism turns into Communism which seems good with all the equality but is later on taken advantage of from the upcoming leaders. We ended the day after going over the epilog and we have no homework! =
Elana is next to post
Tuesday, January 26, 2010
Sunday, January 24, 2010
Rachel said 1/22...
In class today (Friday, January 22nd) we discussed three major aspects as the Industrialization. The first was the was the working and living conditions the workers endured. Firstly, the factories began to dominate the slums of the cities and poor housing and tenement homes surrounded them. The factories gave way to air and water population (since the factories needed to be station on the rivers to fuel them.) These factories had cramped quarters and terrible conditions which sometimes resulted in injuries, and the factory owners would not compensate you with money if you did get harmed. During this time, women began to leave their role as a domestic worker in the home where they cared for the household and children. The factories hired the women because they were only required to pay them half as much as they would pay men. Both the husband and wife being at work instead of home hurt the family structure drastically. However, if the workers tried to fight against the conditions and the low wages they would just be replaced with other willing workers. The workers were not willing to lose pay entirely so they kept the jobs anyways. The next topic was the effects of the revolution outside Great Britain and the West. There were major increases in energy and technology over a 15-20 year time period. World trade drastically increased as new means on communication and travel developed. The economy increased in the industrialized nations as they exported manufactured goods to non industrialized nations to make a profit. This is why Great Britain eventually takes over India in order to obtain their cotton and other natural resources. By doing so, they don't have to pay money to import the cotton and they're able to make a larger profit when they sell it in a manufactured form. Eventually, the Britain government wants to establish railroad systems in India in order to further the transportation of cotton and other goods. Around the 1870's, the governments of Great Britain and Germany begin to give more rights to their workers by establishing set wages and allowing unions to form. The unions pressured the government to clean up the cities and make them more safe.
We also went back and looked at the drawing we created and focused in on the Enclosure Movement. In this act, all the land was required to be enclosed. This didn't allow for poor farmers to use the Commons, an area of farm land divided off for the poor farmers so they could make a living and support their families. The poor farmers, and even some middle class farmers with unenclosed land, were unable to keep up with the wealthy landowners production. Since they were rich, these landowners could afford new machinery that was used to make farm production easier and faster. This increase in production put the other farmers out of business. The new farming techniques helped to speed up industrialization.
...next up, Hsiesh.
We also went back and looked at the drawing we created and focused in on the Enclosure Movement. In this act, all the land was required to be enclosed. This didn't allow for poor farmers to use the Commons, an area of farm land divided off for the poor farmers so they could make a living and support their families. The poor farmers, and even some middle class farmers with unenclosed land, were unable to keep up with the wealthy landowners production. Since they were rich, these landowners could afford new machinery that was used to make farm production easier and faster. This increase in production put the other farmers out of business. The new farming techniques helped to speed up industrialization.
...next up, Hsiesh.
Thursday, January 21, 2010
Jut said 1/19...
So first off...today we got markers and white boards...YAY! Well on to the history part. we talked about the Monroe Doctrine. It was written in 1823 and it was about keeping the estern hemisphere closed to colonization. The basically tell Europe to back the hell off. But it really wasnt a big deal. It was like,(and I loved this analogy), a whimpy four year old kid flexing his noodle like arms. :) Also Britain was no longer intrested in the west. To them the west was like ehhhh but the east like India and Africa was pure gold.
Well i'm gunna jump around a lot but Britain wanted to ally themselves with America to protect South america so Britain could keep trading, leaving Spain out in the cold. But America didn't want to do that because it would interfere with expansion and America would somehow "owe" britain (and on a small note monroe was originally for this allience but John QUINCY Adams was like hell no.). America didn't need this alliance because if Spain ever tried to recolonize Britain would still fight. It would be like an instinct to protect their trade and power. The doctrine was also about the US remaining neutral unless their freedoms were threatened. Then we looked at some political cartoons which were pretty self explainitory. That's my review of the day! the next victim...err...i mean...person to go is.....Rachel. :) (Best of luck)
Well i'm gunna jump around a lot but Britain wanted to ally themselves with America to protect South america so Britain could keep trading, leaving Spain out in the cold. But America didn't want to do that because it would interfere with expansion and America would somehow "owe" britain (and on a small note monroe was originally for this allience but John QUINCY Adams was like hell no.). America didn't need this alliance because if Spain ever tried to recolonize Britain would still fight. It would be like an instinct to protect their trade and power. The doctrine was also about the US remaining neutral unless their freedoms were threatened. Then we looked at some political cartoons which were pretty self explainitory. That's my review of the day! the next victim...err...i mean...person to go is.....Rachel. :) (Best of luck)
Tuesday, January 19, 2010
Homework 1/19/10
Tonight's homework 1/19/10
1. Google Modern History Sourcebook
2. Click on first link
3. Once on the webpage go to left-hand side and click Industrial Revolution.
4. Scroll down to social and political effects
5. Read Women Miners in English coal pits
6. Read Lowell Mill Girls
****Write a summary for each reading. What insights does it give us to the Industrial Revolution.
1. Google Modern History Sourcebook
2. Click on first link
3. Once on the webpage go to left-hand side and click Industrial Revolution.
4. Scroll down to social and political effects
5. Read Women Miners in English coal pits
6. Read Lowell Mill Girls
****Write a summary for each reading. What insights does it give us to the Industrial Revolution.
Saturday, January 16, 2010
Eliner said 1/15...
Today in class, we focused mostly on Mexico and South America. The majority in South America are Portuguese and Spanish. We briefly went over the social hiearchy, emphasizing the fact that the peninsulares, those who are born in Spain that moved to the New World, have most of the social, political and economic power. The creoles are upset since they are as educated and as rich as the peninsulares, but don’t have as much political power since creoles are born in the New World. Simon Bolivar, a creole, strongly believes that this is unfair and is angry at the Spanish for treating the people in South America badly and for taking their money. His main goal is to help the people and free South America from Spain. So he decides to take action while Napoleon is revolting against France and conquering Europe since the government would be weakened. Bolivar organizes a meeting to discuss his plan to liberate South America. Keep in mind that the Spanish would never expect Bolivar to rebel because he’s already wealthy, however the Spanish think the natives (peasants) will rebel. Bolivar liberates Venezuela, Colombia, Ecuador, Bolivia, Panama, and Peru after a long period of conquest. A creole named San Martin helps liberate Argentina as well as another creole named O’Higgins who helped liberate Chile. When Bolivar gets back to Spain, he decides to meet with the leaders of the liberated nations and tells them he wants to unify them and form the Grand Colombia, all of South America. He tries convincing them to give up their power to unify, but all of them don’t want to. Since the countries aren’t cooperating and are consistently arguing against Bolivar’s plan, he is devastated and leaves South America, returning to Europe.
Before the period ended, we reviewed two worksheets. One was about Bolivar’s message to the Congress of Angostura (the creoles) saying how unfair it is that the creoles are being ruled by peninsulares. He pretty much bad-mouths about Spain and ends it by talking about democracy in North America. The document shows that Bolivar wants enlightenment to the creoles. Now the second sheet – on the front was about Mexico and a revolt lead by Father Hidalgo, a mestizo. Father Hidalgo wants an enlightenment government and wants independence from Spain, as well as equality. The back illustrates parts of the Mexican Constitution of 1824 which was after Father Hildago is dead (dies in 1814). The difference about Mexico is that the revolution is by the people and for the people unlike the revolution in South America. Lastly, Ms. Separ gave us a series of events that came before this constitution. In 1820, they gained their independence. 1821, Mexico was appointed an emperor who was miserable. 1822, Mexico established a republic that was controlled by the creoles.
The homework is the Monroe Doctrine packet and the comparative essay. Sorry for the long blog, guys! The next person to blog will be Jut.
Before the period ended, we reviewed two worksheets. One was about Bolivar’s message to the Congress of Angostura (the creoles) saying how unfair it is that the creoles are being ruled by peninsulares. He pretty much bad-mouths about Spain and ends it by talking about democracy in North America. The document shows that Bolivar wants enlightenment to the creoles. Now the second sheet – on the front was about Mexico and a revolt lead by Father Hidalgo, a mestizo. Father Hidalgo wants an enlightenment government and wants independence from Spain, as well as equality. The back illustrates parts of the Mexican Constitution of 1824 which was after Father Hildago is dead (dies in 1814). The difference about Mexico is that the revolution is by the people and for the people unlike the revolution in South America. Lastly, Ms. Separ gave us a series of events that came before this constitution. In 1820, they gained their independence. 1821, Mexico was appointed an emperor who was miserable. 1822, Mexico established a republic that was controlled by the creoles.
The homework is the Monroe Doctrine packet and the comparative essay. Sorry for the long blog, guys! The next person to blog will be Jut.
Wednesday, January 13, 2010
Nick P said 1/13...
In today's class we talked about the revolution of Haiti. Haiti's social classes were made up of black slaves, mulattos (mixed heritage), freed blacks, poor whites, and rich landowning whites. because Haiti was a colony of France, Hati could trade with no country other than France. In 1789, France has their revolution. Whites, especialy rich landowning ones, suport the revolution because changes in france could alow for the rich haitians to trade with other nations. However the new French constitution did not pertain to the colonies. The lower classes, made up of blacks mostly, wanted to abolish slavery. In 1793 an educated freed slave named Toussaint L'Ouverture led the black population to abolish slavery. By 1799, while the French where busy with their own political turmoil, Toussaint L'Ouverture had taken power as the millitary dictator. By 1800, Napoleon has taken power in France. He is worried that Haiti wants independance. Despite fighting major wars in Europe with Great Britain, Prussia and Russia, Napoleon decides to send troops into Haiti to put down any potential revolution. Keep in mind all Haiti wanted was to abolish slavery. Toussaint L'Ouverture is arrested and sent as a prisoner to France (where he died), and the Haitians go bananas. The Haitians fight the French soldiers. They fight rough, and with the help of Frances enemy Great Britain, Haiti is able to gain independance and issue a constitution around 1803 or 1804. Their constitution holds true to enlightnment ideas remarkably well. The govornment of Haiti was a democracy for about 20 years, before sliping into the state of turmoil that still exists today in Haiti.
the next up will be Elener, send my regards to the twins.
the next up will be Elener, send my regards to the twins.
Monday, January 11, 2010
Michelle said 1/11...
We started off the class discussing Napoleon, and the large empire he set up for himself, which brought unity and stability to France.
Napoleon divorces his wife Josephine and marries the daughter of the Austrian king. This allows France to become allies with Austria. With France expanding, Great Britain still remains the biggest threat to France. Napoleon wants to hurt Great Britain but he knows there is no way he can defeat them through war, so he makes an attempt to hurt Great Britain economically. Through these efforts Napoleon developed a continental system. This was a policy that says all nations in Europe are not allowed to trade with Great Britain. Keep in mind that Great Britain was at the height of its industrial revolution and most civilizations desire to trade with it. It turns out, Napoleon end up cancelling this policy and goes for Russia. 1812, Napoleon take 400,000 troops from Paris ad go across Austria to attack Russia. Russia is not modernized yet, and knew that they did not have the proper weaponry to defeat France. France ends up entering Russia, dressed in summer cloths, with the idea that they would get in and out of Russia, as champions, within 6 weeks. To their surprise, Russia had already destroyed their towns with nothing for France to take. This technique the Russians used is known as the scorched earth policy. After 6 months, Napoleon has no choice but to retreat with 7,000 soldiers back to France. This was a devastating loss for Napoleon, and the army was very difficult to rebuild.
After discussing the loss in Russia we went over a chain of events that occurred in France. First Napoleon returns back to France as a big loser in 1812. By now, the revolution in France is over. France is now battling Prussia, Russia, and Great Britain. April of 1814, after a major downfall in France, Napoleon steps down from power, leaving Louis XVIII to fill in as the new leader of France. Napoleon then tried to flee to Austria with his wife and son, but was stopped and sent to Elba, an island right next to southern France. With Frances support, Napoleon was able to sail back to France, train his army, and overthrow Louis XVIII. He was in control for 100 days, when Great Britain and Prussia send their forces into France. They fight the battle of Waterloo where Napoleon is defeated for the last time. Napoleon is sent to St. Helena with nobody on the island but his cook and doctor.
In class we also discussed Napoleons code, which he will consider his best accomplishment. He took all 14,000 laws that were in France before he came to power, and combines them into 50 laws. These laws appealed to the natural rights of men, but still had it’s weak points towards women.
At the end of class we briefly discussed the congress of Vienna, which consisted of Austria, Prussia, Russia, Great Britain, and France. They all gathered to decide what to do with France now that Napoleon was out of the picture. They felt that punishing France would be the wrong decision because France may revolt, but instead they wanted to “push the clock back” and bring France back to it’s old ways.
For homework we were assigned a quick worksheet, and our DBQ projects are due tomorrow. The next person to blog will be Nick P.
Napoleon divorces his wife Josephine and marries the daughter of the Austrian king. This allows France to become allies with Austria. With France expanding, Great Britain still remains the biggest threat to France. Napoleon wants to hurt Great Britain but he knows there is no way he can defeat them through war, so he makes an attempt to hurt Great Britain economically. Through these efforts Napoleon developed a continental system. This was a policy that says all nations in Europe are not allowed to trade with Great Britain. Keep in mind that Great Britain was at the height of its industrial revolution and most civilizations desire to trade with it. It turns out, Napoleon end up cancelling this policy and goes for Russia. 1812, Napoleon take 400,000 troops from Paris ad go across Austria to attack Russia. Russia is not modernized yet, and knew that they did not have the proper weaponry to defeat France. France ends up entering Russia, dressed in summer cloths, with the idea that they would get in and out of Russia, as champions, within 6 weeks. To their surprise, Russia had already destroyed their towns with nothing for France to take. This technique the Russians used is known as the scorched earth policy. After 6 months, Napoleon has no choice but to retreat with 7,000 soldiers back to France. This was a devastating loss for Napoleon, and the army was very difficult to rebuild.
After discussing the loss in Russia we went over a chain of events that occurred in France. First Napoleon returns back to France as a big loser in 1812. By now, the revolution in France is over. France is now battling Prussia, Russia, and Great Britain. April of 1814, after a major downfall in France, Napoleon steps down from power, leaving Louis XVIII to fill in as the new leader of France. Napoleon then tried to flee to Austria with his wife and son, but was stopped and sent to Elba, an island right next to southern France. With Frances support, Napoleon was able to sail back to France, train his army, and overthrow Louis XVIII. He was in control for 100 days, when Great Britain and Prussia send their forces into France. They fight the battle of Waterloo where Napoleon is defeated for the last time. Napoleon is sent to St. Helena with nobody on the island but his cook and doctor.
In class we also discussed Napoleons code, which he will consider his best accomplishment. He took all 14,000 laws that were in France before he came to power, and combines them into 50 laws. These laws appealed to the natural rights of men, but still had it’s weak points towards women.
At the end of class we briefly discussed the congress of Vienna, which consisted of Austria, Prussia, Russia, Great Britain, and France. They all gathered to decide what to do with France now that Napoleon was out of the picture. They felt that punishing France would be the wrong decision because France may revolt, but instead they wanted to “push the clock back” and bring France back to it’s old ways.
For homework we were assigned a quick worksheet, and our DBQ projects are due tomorrow. The next person to blog will be Nick P.
Sunday, January 10, 2010
Matt said 1/8
In social studies world history AP class yesterday, we all learned about The Directory, the war with Prussia and Austria, and Napoleon Bonaparte.
The Directory was the government that followed Robespierre's Republic, which unfortunately turned into a dictatorship. The Directory was made up of 5 consuls(unsure of spelling?), each who has equal power to the next. The reason it's made up of 5 people is so each person could check the next so not one becomes to powerful, and to make decisions and come to agreements on ideas to benefit France. The only problem is that the consuls would take bribes, they couldn't agree with one another, and they were constantly fighting for power.
As for the war between France and its neighboring absolute countries, it was a battle that took place all throughout Europe, N. Africa, and in some parts of the middle east. Robespierre was the one who started this whole mess, declaring war before he was executed. The greatest general, who won many battles, and killed many enemies, was ol' Napoleon Bonaparte.
Napoleon Bonaparte was very pompous and full of himself. Another fun fact is that Napoleon was the first ruler to not be called by his last name, because, well say Bonaparte 5 times fast, and you'll understand what i mean. Every decision he made was to gain popularity and fame, even though some of those decisions helped France. Napoleon went to Egypt in 1798, stole some things like mummies and raided some tombs, but he ALSO discovered the Rosetta Stone, a stone that was used to translate other reservations. He returned to France in 1799, and all the citizens praised him and were in love with him. The citizens told Napoleon that their government was in shambles and had to go. So he marched into the capital building and told the Directory leader that he will become the leader of the directory, and of the consuls. Even though he became ruler, he was still a general in the war. During his reign as leader, he had many portraits drawn for him, and by the most influential artist of that time period Geen'Jaas David, (painted the Tennis Court Oath picture). In 1802, a new constitution was added, and Napolean was named Consul for life. In 1804 he was declared emperor of France. When he was declared Emperor (all catholic emperors are crowned by Pope), he made the Pope come to France in Notre Dame Cathedral. But on that day, instead of the Pope allowing him to put the crown on his head, he takes it out of the Popes hands, places it on his own head, basically declaring he is stronger than the church, and it is NOT part of the government anymore, Napoleon has such guts doing that to the most powerful man in the world. While emperor, he conquers Italy, some German states, and Spain.
THE NEXT BLOGGER WILL BE...michelle
The Directory was the government that followed Robespierre's Republic, which unfortunately turned into a dictatorship. The Directory was made up of 5 consuls(unsure of spelling?), each who has equal power to the next. The reason it's made up of 5 people is so each person could check the next so not one becomes to powerful, and to make decisions and come to agreements on ideas to benefit France. The only problem is that the consuls would take bribes, they couldn't agree with one another, and they were constantly fighting for power.
As for the war between France and its neighboring absolute countries, it was a battle that took place all throughout Europe, N. Africa, and in some parts of the middle east. Robespierre was the one who started this whole mess, declaring war before he was executed. The greatest general, who won many battles, and killed many enemies, was ol' Napoleon Bonaparte.
Napoleon Bonaparte was very pompous and full of himself. Another fun fact is that Napoleon was the first ruler to not be called by his last name, because, well say Bonaparte 5 times fast, and you'll understand what i mean. Every decision he made was to gain popularity and fame, even though some of those decisions helped France. Napoleon went to Egypt in 1798, stole some things like mummies and raided some tombs, but he ALSO discovered the Rosetta Stone, a stone that was used to translate other reservations. He returned to France in 1799, and all the citizens praised him and were in love with him. The citizens told Napoleon that their government was in shambles and had to go. So he marched into the capital building and told the Directory leader that he will become the leader of the directory, and of the consuls. Even though he became ruler, he was still a general in the war. During his reign as leader, he had many portraits drawn for him, and by the most influential artist of that time period Geen'Jaas David, (painted the Tennis Court Oath picture). In 1802, a new constitution was added, and Napolean was named Consul for life. In 1804 he was declared emperor of France. When he was declared Emperor (all catholic emperors are crowned by Pope), he made the Pope come to France in Notre Dame Cathedral. But on that day, instead of the Pope allowing him to put the crown on his head, he takes it out of the Popes hands, places it on his own head, basically declaring he is stronger than the church, and it is NOT part of the government anymore, Napoleon has such guts doing that to the most powerful man in the world. While emperor, he conquers Italy, some German states, and Spain.
THE NEXT BLOGGER WILL BE...michelle
Friday, January 8, 2010
Grace said 1/7
Unfortunately, Ms Separ was not in class to inspire our young minds today. However, by reading five documents, we were (hopefully) able to understand these readings and answer the questions about the Reign of Terror.
Reading #1 describes the acts King Louis XVI committed that led him to his trial. These include: preventing representatives from attending the Estates-General, using troops against citizens, trying to flee the country for his own benefit, signing a constitution that he didn’t follow, and refusing to sign any other documents to limit his power. Reading #1 also mentions the French term “émigrés,” which is someone who fled the Revolution and then lived in a foreign nation.
Reading #2 is written by a radical political leader named Camille Desmoulins, who expressed his opinion on Maximilien Robespierre’s ways of establishing a republic. Desmoulins basically said that the reasons why so many people were executed or arrested are foolish and are definitely not a threat to the republic. Camille Desmoulins mocked the fact that innocent acts caused severe punishments, and he was then later blamed for “ruining the Republic” himself, which just proves his point.
Reading #3 is the speech that Robespierre gave to gain support for the Revolution and the establishment of a republic. He claimed that the goal of the Revolution is to provide liberty, equality, eternal justice, and laws that everyone can agree with. These ideas coincide with Enlightenment values.
Reading #4 lists the laws enforced by Robespierre that lay out his definition of tyranny and punishment. All people that possess anything resembling monarchs or absolutism faced punishment. “Enemies of liberty” were those who speak or write of ideas that oppose the Republic. People who didn’t participate in the Revolution were also considered “enemies of liberty.”
Reading #5 provides information about the execution of Robespierre. At first, Robespierre was seen as an “idol” for his radical ideas of completely removing the king. Then again, it seems that anyone that supported rights for the majority of the population were well-liked. Eventually, after executions of people without any investigating, Robespierre was guillotined just like what happened to his victims.
I apologize for the long blog; Summarization of each document was necessary in my opinion. Matt P., you better be ready to write the next blog!
Reading #1 describes the acts King Louis XVI committed that led him to his trial. These include: preventing representatives from attending the Estates-General, using troops against citizens, trying to flee the country for his own benefit, signing a constitution that he didn’t follow, and refusing to sign any other documents to limit his power. Reading #1 also mentions the French term “émigrés,” which is someone who fled the Revolution and then lived in a foreign nation.
Reading #2 is written by a radical political leader named Camille Desmoulins, who expressed his opinion on Maximilien Robespierre’s ways of establishing a republic. Desmoulins basically said that the reasons why so many people were executed or arrested are foolish and are definitely not a threat to the republic. Camille Desmoulins mocked the fact that innocent acts caused severe punishments, and he was then later blamed for “ruining the Republic” himself, which just proves his point.
Reading #3 is the speech that Robespierre gave to gain support for the Revolution and the establishment of a republic. He claimed that the goal of the Revolution is to provide liberty, equality, eternal justice, and laws that everyone can agree with. These ideas coincide with Enlightenment values.
Reading #4 lists the laws enforced by Robespierre that lay out his definition of tyranny and punishment. All people that possess anything resembling monarchs or absolutism faced punishment. “Enemies of liberty” were those who speak or write of ideas that oppose the Republic. People who didn’t participate in the Revolution were also considered “enemies of liberty.”
Reading #5 provides information about the execution of Robespierre. At first, Robespierre was seen as an “idol” for his radical ideas of completely removing the king. Then again, it seems that anyone that supported rights for the majority of the population were well-liked. Eventually, after executions of people without any investigating, Robespierre was guillotined just like what happened to his victims.
I apologize for the long blog; Summarization of each document was necessary in my opinion. Matt P., you better be ready to write the next blog!
Sam S said 1/6
To start off the class this Wednesday, Mrs. Separ gave us the quiz she had told us about previously. It consisted of three pictures that we had to give a description for, two straight from the notes the day before. The first was the invasion of the Bastille, where frustrated peasants attacked the prison and released seven prisoners, and killed both the governor and guards. The second picture represented the Tennis Court Oath, the 3rd estate pledged they wouldn’t give in until a constitution for their rights was created and named themselves the National Assembly. The last picture was a cartoon of French king, frankly, riding on the back of a lower-classmen, or peasant. It showed how he was wearing out the 3rd estate and ignoring their requested constitution.
After turning in our quizzes, Mrs. Separ stressed that we, if not, had to be taking our upcoming projects more seriously, and coming into extra help with our progressing work, she is worried (mad).
We then went on to take more notes with the packet we had gotten on Tuesday. We focused on France’s changing government. In the Legislative Assembly was the parliament, which was divided into three groups, the left wing, the right wing and the center. These titles were solely based on where the groups sat. The right wing did not favor change in the government and heavily supported the king, while on the other hand, the left wing, opposed the king and desired change. The center did not have an extreme opinion on either, neither opposing nor favoring fully. The leader of the ‘radical’ group, the left wing, was Robespierre. He brought the idea of a republic, without a King, and was eventually put into power as more agreed with his opinion. Robespierre gained more and more power, becoming crazier with it and paranoid. He had a police force that patrolled France searching for those with ideas of absolutism. This group was called the “Committee of Public Safety”. ANY trace of monarchy in one’s speech or home would have them thrown in jail. Under Robespierre’s rule from 1793-1794, the “reign of terror”, 40,000 would be executed and 300,000 were arrested. One of the last executions being Louis XIV and his family.
The next to post will be from Grace.
After turning in our quizzes, Mrs. Separ stressed that we, if not, had to be taking our upcoming projects more seriously, and coming into extra help with our progressing work, she is worried (mad).
We then went on to take more notes with the packet we had gotten on Tuesday. We focused on France’s changing government. In the Legislative Assembly was the parliament, which was divided into three groups, the left wing, the right wing and the center. These titles were solely based on where the groups sat. The right wing did not favor change in the government and heavily supported the king, while on the other hand, the left wing, opposed the king and desired change. The center did not have an extreme opinion on either, neither opposing nor favoring fully. The leader of the ‘radical’ group, the left wing, was Robespierre. He brought the idea of a republic, without a King, and was eventually put into power as more agreed with his opinion. Robespierre gained more and more power, becoming crazier with it and paranoid. He had a police force that patrolled France searching for those with ideas of absolutism. This group was called the “Committee of Public Safety”. ANY trace of monarchy in one’s speech or home would have them thrown in jail. Under Robespierre’s rule from 1793-1794, the “reign of terror”, 40,000 would be executed and 300,000 were arrested. One of the last executions being Louis XIV and his family.
The next to post will be from Grace.
Wednesday, January 6, 2010
Alex M said...1/5/10
In class Nick Protan told us about an article of getting pregnant which was really funny and weird. After that the class reviewed the information about the french revolution and reasons why it accord from the previous day. We also continued the rest of the notes on the french revolution and we saw images about the underlying causes of the french revolution and took a lot of notes on it. We learned about the tennis court oath and why they had to meet on the indoor tennis courts, we also learned about what angered the peasants and lead them to rebel for example even after King louis agreed to sign the declaration stating he would lower the taxes and be fairer to the people he still wasn't. This eventually lead to event like the storming of the bastille which was when peasants took over a prison freed the seven slaves and killed all the guards and took the mayors head off this represented that the peasants were tired of this unfairness and were going to rebel also another event was the march of vasille and this was when women gathered together on a Sunday and marched to vasille wanting to speak with the queen and beg her for bread so they could feed their starving children. After we finished the notes for the day Mrs. Spear informed us about the quiz that we will be having tomorrow.
Next to post is Sam S
Next to post is Sam S
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