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We will have two ten-minute breaks: at 7:30 and 9 pm. The Discussion will be at 9:45 before dismissal at 10:00 pm.
- Complete and submit Week 5 Quiz 4 covering Chapters 27 and 28 - 40 Points
- Read the following from your textbook:
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- Chapter 29: Defining a Nation – Culture in America
- Chapter 30: Global Confrontation and Modern Life – Europe and Asia in the 1800s
- Explore the Week 5 Music Folder
- View the Week 5 Lecture videos
- Do the Week 5 Explore Activities
- Participate in the Week 5 Discussion (choose only one (1) of the discussion options) - 20 Points
*Deadline for submitting activity proposal for Week 10 paper (Assignment 3)*
How did the coming of the railroads transform inner-city London?
Warehouses displaced the poor |
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Why did the Romantics revere Prometheus?
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According to Ralph Waldo Emerson, transcendentalism’s fundamental principle was
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What other movement did Sojourner Truth and others view as part of the abolitionist
movement?women’s rights
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One of the effects of Stephen Foster’s plantation melodies was tohumanize African Americans.
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Why, in 1877, did Southern African Americans lose many of the freedoms they had gained from the Civil War?Union troops withdrew from the South.
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Henry David Thoreau began his Walden Pond experiment tolive simply.
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Naturalism differs from literary realism in that it is moresubjective.
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In 1882, the United States outlawed Chinese immigration with the Chinese Exclusion Act for fear of Chinese immigrantstaking jobs from Americans.
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How did Richard Wagner accomplished his new “music drama” withleitmotifs.
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Which nineteenth-century artist was most enthusiastic about Japanese prints?
Vincent van Gogh
When viewers saw Édouard Manet’s Le Déjeuner sur l’herbe at the Salon des Refusés, they reacted with
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REVIEW
American Transcendentalism, 2:32
American Realism, 2:09
American Civil War, 2:20
Liberalism & Nationalism (and the Hausmannization of Paris), 2:00
Pre-Built Course Content
HUM112 Music Clips for Week 5
This Week's music clips relate to Chapters 29 and 30.
Stephen Collins Foster (July 4, 1826 – January 13, 1864), known as "the father of American music", was an American songwriter primarily known for his parlor and minstrel music. Foster wrote over 200 songs; among his best-known are "Oh! Susanna", "Camptown Races", "Old Folks at Home", "My Old Kentucky Home", "Jeanie with the Light Brown Hair", "Old Black Joe", and "Beautiful Dreamer". Many of his compositions remain popular more than 150 years after he wrote them. His compositions are thought to be autobiographical. He has been identified as "the most famous songwriter of the nineteenth century", and may be the most recognizable American composer in other countries. His compositions are sometimes referred to as "childhood songs" because they are included in the music curriculum of early education. Most of his handwritten music manuscripts are lost but copies printed by publishers of his day can be found in various collections.[3]
Sentimental Reflections The Music of Stephen Foster, 3:56
Sentimental Reflections is a quarterly video series produced by Sentimental Productions that presents America's heritage in story, scenery & song. This is a short clip featuring the music of Stephen Foster, who is considered America's first great songwriter. The full segment is in the Spring 2012 Edition of the video magazine. For more information, go to: www.sentimental.cc
https://youtu.be/DgNbU1dkXzs
Stephen Collins Foster (July 4, 1826 – January 13, 1864), known as "the father of American music", was an American songwriter primarily known for his parlor and minstrel music. Foster wrote over 200 songs; among his best-known are "Oh! Susanna", "Camptown Races", "Old Folks at Home", "My Old Kentucky Home", "Jeanie with the Light Brown Hair", "Old Black Joe", and "Beautiful Dreamer". Many of his compositions remain popular more than 150 years after he wrote them. His compositions are thought to be autobiographical. He has been identified as "the most famous songwriter of the nineteenth century", and may be the most recognizable American composer in other countries. His compositions are sometimes referred to as "childhood songs" because they are included in the music curriculum of early education. Most of his handwritten music manuscripts are lost but copies printed by publishers of his day can be found in various collections.[3]
Sentimental Reflections The Music of Stephen Foster, 3:56
Sentimental Reflections is a quarterly video series produced by Sentimental Productions that presents America's heritage in story, scenery & song. This is a short clip featuring the music of Stephen Foster, who is considered America's first great songwriter. The full segment is in the Spring 2012 Edition of the video magazine. For more information, go to: www.sentimental.cc
https://youtu.be/DgNbU1dkXzs
- Stephen Foster, "Camptown Races" (also called "Camptown Ladies"
-
- "Gwine to Run All Night, or De Camptown Races" (popularly known as "Camptown Races") is a minstrel song by Stephen Foster (1826–1864). (
Play (help·info)[2]) It was published by F. D. Benteen of Baltimore, Maryland,
in February 1850. Benteen published another edition in 1852 with guitar
accompaniment under the title, "The Celebrated Ethiopian Song/Camptown
Races".
Richard Jackson writes,
Foster quite specifically tailored the song for use on the minstrel stage. He composed it as a piece for solo voice with group interjections and refrain ... his dialect verses have all the wild exaggeration and rough charm of folk tale as well as some of his most vivid imagery ... Together with "Oh! Susanna", "Camptown Races" is one of the gems of the minstrel era."[3]
In The Americana Song Reader, William Emmett Studwell writes that the song was introduced by the Christy Minstrels, and noting that "[Foster's] nonsense lyrics are much of the charm of this bouncy and enduring bit of Americana ... [The song] was a big hit with minstrel troupes throughout the country." Foster's music was used for derivatives that include "Sacramento", "A Capital Ship" (1875) and a pro-Lincoln parody introduced during the 1860 presidential campaign.[4]
In America's Musical Life, Richard Crawford observes that the song resembles Dan Emmett's "Old Dan Tucker", and suggests Foster used Emmett's piece as a model. Both songs feature contrast between a high instrumental register with a low vocal one, comic exaggeration, hyperbole, verse and refrain, call and response, and syncopation. However, Foster's melody is "jaunty and tuneful" while Emmett's is "driven and aggressive". Crawford points out that the differences in the two songs represent not only two different musical styles, but a shift in minstrelsy from the rough spirit and "muscular, unlyrical music" of the 1840s to a more genteel spirit and lyricism with an expanding repertoire that included sad songs, sentimental and love songs, and parodies of opera. Crawford explains that by mid-century, the "noisy, impromptu entertainments" characteristic of Dan Emmett and the Virginia Minstrels were passé and the minstrel stage was evolving into a "restrained and balanced kind of spectacle". He writes, "In that setting, a comic song like 'De Camptown Races', with a tune strong enough to hold performers to the prescribed notes, proved a means of channeling unruliness into a more controlled mode of expression."[5]
Its tune has also been adopted for use in football chants, most notably in England's Two World Wars and One World Cup chant.
- http://www.youtube.com/watch?v=VXE_PfcXtYE (chap. 29, pp. 967-968) See lyrics at http://www.songlyrics.com/various-artists/camptown-races-lyrics/ .
- "Gwine to Run All Night, or De Camptown Races" (popularly known as "Camptown Races") is a minstrel song by Stephen Foster (1826–1864). (
Read
carefully pp. 967-8 (in chap. 29) about Stephen Foster's attempt to do a
"new kind of music that did not "trivialize the hardships of slavery"
and would "humanize the characters", black and white. Often he succeeded, but some of his lyrics retained racial tones common in the earlier minstrel music.
This minstrel song ("Camptown Races") was composed in 1850, a decade
before the Civil War. Note how Eastman Johnson's painting (p. 967, fig.
29.15) is thematically connected to many of Foster's songs. A camptown
was more like a tent city for poor blacks and whites; they were often
set up near railroad tracks so that trains could be easily hopped to go
to jobs down the line. The song has poor folks discussing bets on horse
races to try to make some money. See
http://www.npr.org/templates/story/story.php?storyId=126035325 for a discussion of Foster's contributions and work.
http://www.npr.org/templates/story/story.php?storyId=126035325 for a discussion of Foster's contributions and work.
------------------------------
Giuseppe Fortunino Francesco Verdi (Italian: [dʒuˈzɛppe ˈverdi]; 9 or 10 October 1813 – 27 January 1901) was an Italian composer of operas.
Verdi was born near Busseto to a provincial family of moderate means, and developed a musical education with the help of a local patron. Verdi came to dominate the Italian opera scene after the era of Bellini, Donizetti and Rossini, whose works significantly influenced him, becoming one of the pre-eminent opera composers in history.
In his early operas Verdi demonstrated a sympathy with the Risorgimento movement which sought the unification of Italy. He also participated briefly as an elected politician. The chorus "Va, pensiero" from his early opera Nabucco (1842), and similar choruses in later operas, were much in the spirit of the unification movement, and the composer himself became esteemed as a representative of these ideals. An intensely private person, Verdi however did not seek to ingratiate himself with popular movements and as he became professionally successful was able to reduce his operatic workload and sought to establish himself as a landowner in his native region. He surprised the musical world by returning, after his success with the opera Aida (1871), with three late masterpieces: his Requiem (1874), and the operas Otello (1887) and Falstaff (1893).
His operas remain extremely popular, especially the three peaks of his 'middle period': Rigoletto, Il trovatore and La traviata, and the bicentenary of his birth in 2013 was widely celebrated in broadcasts and performances.
Aida (Italian: [aˈiːda]) is an opera in four acts by Giuseppe Verdi to an Italian libretto by Antonio Ghislanzoni. Set in Egypt, it was commissioned by and first performed at Cairo's Khedivial Opera House on 24 December 1871; Giovanni Bottesini conducted after Verdi himself withdrew. Today the work holds a central place in the operatic canon, receiving performances every year around the world; at New York's Metropolitan Opera alone, Aida has been sung more than 1,100 times since 1886. Ghislanzoni's scheme follows a scenario often attributed to the French Egyptologist Auguste Mariette, but Verdi biographer Mary Jane Phillips-Matz argues that the source is actually Temistocle Solera.[1]
Notes on Opera: OPERA is not just singing by fat people. In
fact, perhaps more than any art form, OPERA combines multiple elements
of the fine arts: extraordinary singing, musical composition and
instrumentation, lyric, artistic stage sets, costume design, dance,
acting, and story-telling. And often it was presented in a magnificent
opera house with exquisite architecture and a dazzling array of
sculptures, paintings, and interior design. I tell students they owe it
to themselves ONCE to pay out the heavy expense, dress up, and take the
family to a good opera at a good venue with a decent seat. But, before
going, go online and read all you can about the opera you will see--read
up on the composer, read a summary of the story, and read translations
of the songs.
There are three clips under number 2 below from works composed by Giuseppe Verdi. The great Italian opera composer, Giuseppe Verdi, is discussed in our class text (Sayre, 2015, pp. 1000-1001, 1008, 1298). See
if you can broaden your musical horizons--even a little. Verdi was
both a realist and pragmatist, yet he was also a nationalist (don't
forget, his native Italy only became a country in 1871) and out of the
dramatic Romantic tradition of music. Verdi was also a showman who
played a key role in making opera a popular art form, not just an elite
interest.
---------------------
- Verdi, Rigoletto; Quartet from Act III:
-
- http://www.youtube.com/watch?v=Q5NEOh-XhyA (chap. 30, pp. 999-1001) For text and translation see http://www.metoperafamily.org/PageFiles/43577/MusicalHighlightResource3.pdf.
This tragic opera was composed in 1851. Read carefully the discussion on pp. 1000-1001 (in chap. 30).
It is always helpful to read up on an opera before listening to it or
attending a performance of it. For background and story summary of Rigoletto, see http://www.npr.org/templates/story/story.php?storyId=96714680 .
For more from Verdi, read pp. 999-1001 and p. 1008 in chap. 30 and then try these:
2b: From Verdi's Opera, Aida: The Triumphal March:
This opera, Aida, premiered in 1871 in Cairo, Egypt. It is mentioned in our class text (Sayre, 2012, p. 1008), and Verdi is discussed on pp. 1000-1001. This is a wonderful opera set in Egypt. See this link for background about this dazzling opera: http://www.npr.org/2011/06/03/136888669/love-triangles-and-pyramids-verdis-aid.
2c: From Verdi's Requiem, Dies irae
The Messa da Requiem is a musical setting of the Roman Catholic funeral mass (Requiem) for four soloists, double choir and orchestra by Giuseppe Verdi. It was composed in memory of Alessandro Manzoni, an Italian poet and novelist whom Verdi admired. The first performance, at the San Marco church in Milan on 22 May 1874, marked the first anniversary of Manzoni's death. The work was at one time called the Manzoni Requiem.[1] It is rarely performed in liturgy, but rather in concert form of around 85–90 minutes in length. Musicologist David Rosen calls it 'probably the most frequently performed major choral work composed since the compilation of Mozart's Requiem.'[2]
This is a musical presentation of a traditional Catholic funeral mass (=Requiem). The Latin Dies Irae means "day of Wrath"--the Day of Judgment. This musical presentation was composed by Verdi in 1874; what we have here is a small part of it.
This part captures the drama of such a last day. Note--other greats
had also composed versions of this--Mozart, Berlioz, and others.
Verdi's composition is very well known, and may sound familiar.
------------------------
Tannhäuser (full title Tannhäuser und der Sängerkrieg auf Wartburg / Tannhäuser and the Singers' Contest at Wartburg Castle) is an 1845 opera in three acts, music and text by Richard Wagner, based on two German legends; Tannhäuser, the legendary medieval German Minnesänger and poet, and the tale of the Wartburg Song Contest. The story centers on the struggle between sacred and profane love, and redemption through love, a theme running through much of Wagner's mature work.
- Wagner, from Tannhauser, Act II, Scene 1: "Dich, teure Halle" (=Thou, Beloved Hall) (chap. 30, pp. 1001-1002)
-
- http://www.youtube.com/watch?v=1-dnIc0bp88 (singing by Jessye Norman); for the staged opera of this, see http://www.youtube.com/watch?v=zwKQV8HhTPE For German lyrics and English translation, see http://www.rwagner.net/libretti/tannhauser/e-tannh-a2s1.html.
Wagner composed this opera in 1861; our selection above is an aria from this production. Read pp. 1001-1002 (in chap. 30) carefully about the background and story of Tannhauser and also about Wagner's extraordinary contributions, but also his prejudices and adversities.
----------------------------
Tristan und Isolde (Tristan and Isolde, or Tristan and Isolda, or Tristran and Ysolt) is an opera, or music drama, in three acts by Richard Wagner to a German libretto by the composer, based largely on the romance by Gottfried von Strassburg. It was composed between 1857 and 1859 and premiered at the Königliches Hof- und Nationaltheater in Munich on 10 June 1865 with Hans von Bülow conducting. Wagner referred to the work not as an opera, but called it "eine Handlung" (literally a drama, a plot or an action), which was the equivalent of the term used by the Spanish playwright Calderón for his dramas.
Wagner's composition of Tristan und Isolde was inspired by the philosophy of Arthur Schopenhauer (particularly The World as Will and Representation), as well as by Wagner's affair with Mathilde Wesendonck. Widely acknowledged as one of the peaks of the operatic repertoire, Tristan was notable for Wagner's unprecedented use of chromaticism, tonality, orchestral colour and harmonic suspension.
The opera was enormously influential among Western classical composers and provided direct inspiration to composers such as Gustav Mahler, Richard Strauss, Karol Szymanowski, Alban Berg, Arnold Schoenberg and Benjamin Britten. Other composers like Claude Debussy, Maurice Ravel and Igor Stravinsky formulated their styles in contrast to Wagner's musical legacy. Many see Tristan as the beginning of the move away from common practice harmony and tonality and consider that it lays the groundwork for the direction of classical music in the 20th century.[1] Both Wagner's libretto style and music were also profoundly influential on the Symbolist poets of the late 19th century and early 20th century.[2]
- Wagner, from Tristan und Isolde, Prelude. (chap. 30, pp. 1002-1003)
Wagner composed Tristan und Isolde in 1865; he called it "music drama'; preferring that term to "opera". Read carefully pp. 1002-1003 (in chap. 30) about the story presented in this work, but also about the concept of the leitmotif or "leading motive"--a brief recurring musical idea . After reading this three paragraph description, see if you can pick up the leitmotif in this Prelude.
-------------------------
Orphée aux enfers, whose title translates from the French as Orpheus in the Underworld, is an opéra bouffe (a form of operetta), or opéra féerie in its revised version. Its score was composed by Jacques Offenbach to a French text written by Ludovic Halévy and later revised by Hector-Jonathan Crémieux.
The work, first performed in 1858, is said to be the first classical full-length operetta.[1] Offenbach's earlier operettas were small-scale one-act works, since the law in France did not allow full-length works of certain genres. Orpheus was not only longer, but more musically adventurous than Offenbach's earlier pieces.[2]
This also marked the first time that Offenbach used Greek mythology as a background for one of his pieces. The operetta is an irreverent parody and scathing satire on Gluck and his Orfeo ed Euridice and culminates in the risqué Galop infernal ("Infernal Galop") that shocked some in the audience at the premiere. Other targets of satire, as would become typical in Offenbach's burlesques, are the stilted performances of classical drama at the Comédie-Française and the scandals in society and politics of the Second French Empire.
The "Infernal Galop" from Act 2, Scene 2, is famous outside classical circles as the music for the "can-can" (to the extent that the tune is widely, but erroneously, called "can-can"). Saint-Saëns borrowed the Galop, slowed it to a crawl, and arranged it for the strings to represent the tortoise in The Carnival of the Animals.
- Offenbach, Orpheus in the Underworld, the Can Can (from Act 2, Scene 2) (chap. 30, p. 1004)
Jacques Offenbach called this form "operetta"; it is also known as "comic opera". Read carefully p. 1004 (in chap. 30) and then listen to and watch the YouTube. You will see why.
US Constitution is Anti-Slavery.mp4, 4:46
Dave Barton from wallbuilders.com demonstrates how the US constitution is actually an anti-slavery document.
This is a clip from the American Heritage series. Every citizen needs to see these videos in order to get a true hope for positive change in America. Every Christian needs to see these videos because they demonstrate the true and proper manner in which Biblical Christianity can be a blessing to every society on earth.
https://youtu.be/ySEZqTUgGvI
Week 5 Explore
US Constitution is Anti-Slavery.mp4, 4:46
Dave Barton from wallbuilders.com demonstrates how the US constitution is actually an anti-slavery document.
This is a clip from the American Heritage series. Every citizen needs to see these videos in order to get a true hope for positive change in America. Every Christian needs to see these videos because they demonstrate the true and proper manner in which Biblical Christianity can be a blessing to every society on earth.
https://youtu.be/ySEZqTUgGvI
American Dilemma--Slavery – The Art & Literature of Protest
Intrusions in Asia
Opera and Society
- Chapter 29 (pp. 962-976); slavery, literature, and art
- Haven's article on Goodman's scholarship on art protesting slavery before the Civil War at http://news.stanford.edu/news/2009/february18/artists-slavery-protests-021809.html
- Art and Slavery article at http://www.realhistories.org.uk/articles/archive/the-art-of-slavery.html
Intrusions in Asia
- The Opium Wars and Foreign Encroachment: http://afe.easia.columbia.edu/special/china_1750_opium.htm
- Opium Wars with visuals at http://ocw.mit.edu/ans7870/21f/21f.027/opium_wars_01/ow1_essay01.html
- Key documents from China at http://www.fordham.edu/halsall/mod/1793qianlong.asp and http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/com-lin.html
Opera and Society
- Chapter 30 (pp. 999-1004), Wagner and Verdi; (pp. 1133-1134), Puccini; review the Week 5 “Music Folder”
- Huizenga article and audio selections at http://www.npr.org/blogs/deceptivecadence/2012/04/11/150420827/talk-like-an-opera-geek-how-verdi-wagner-and-puccini-got-their-grooves
- Wagner video of a stage production (Tristan und Isolde) at http://www.youtube.com/watch?v=OAEkTK6aKUM
- Verdi video clip of stage production (Rigoletto) at http://www.youtube.com/watch?v=Q5NEOh-XhyA
- Puccini video clip of stage production (Tosca) at http://www.youtube.com/watch?v=5sSoKbv46zc
29 Defining a Nation
AMERICAN NATIONAL IDENTITY AND THE CHALLENGE OF CIVIL WAR 953
American Landscape: The Cultivated and the Sublime 955
Museum Exhibition /// Compass for Surveyors: 19th Century American Landscapes, 2:59
Associate Curator José Luis Blondet discusses the reinstallation of the American Art galleries.
https://youtu.be/pT-NpB2RXMg
Washington Irving’s Satiric Vision 955
0:02 / 2:50 Washington Irving: Biography, Works and Style, 2:50
Visit http://www.education-portal.com for thousands more videos like this one. You'll get full access to our interactive quizzes and transcripts and can find out how to use our videos to earn real college credit.
YouTube hosts only the first few lessons in each course. The rest are at Education-Portal.com. Take the next step in your educational future and graduate with less debt and in less time.
https://youtu.be/pa_g9KZI1QE
A view from Irving Cliff in Honesdale, PA, :40
https://youtu.be/WHJvmLM-jYk
The Hudson River Painters 957
The Establishment of an American Landscape and the Hudson River School, 4:07
Presented by Beyond the Notes (http://beyondthenotes.org), a multimedia guide to music and art.
Art historian Linda S. Ferber describes the importance of landscape, and the fate of the wilderness, to Hudson River School painter Thomas Cole. This video features a string quartet composed by Nell Shaw Cohen inspired by the paintings.
https://youtu.be/MWE0NSpcttk
Transcendentalism and the American Romantics 958
Romanticism in American Literature, 3:38
-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
https://youtu.be/Nq87S8N-5AE
The Philosophy of Romantic Idealism: Emerson and Thoreau 958
Emerson and Thoreau: American Transcendentalism, 1:27
In the 19th century, a small group of New England radicals seeking a break with spiritual conventions, an immediate encounter with the natural world, and a revitalization of daily life—what Emerson called "an original relation to the universe"—became known as transcendentalists. What kind of individual life, and what sorts of social communities, did the transcendentalists imagine? How did they understand notions like "self-reliance" and "experience"? Is Thoreau's famous move to Walden Pond best interpreted as a proto-libertarian withdrawal from the community, or the first step towards a new community, differently oriented and committed? In this course we will read Emerson's Nature and his major essays, and Thoreau's Walden and selections from his journals. We will be attentive to how transcendentalist thought was influenced by German idealists, English romantics, the Bhavagad-Gita, and other sources, and how it in turn influenced abolitionist actions and communal utopian experiments. (Thoreau, on a visit to Brook Farm: "As for these communities, I think I had rather keep a bachelor's room in Hell than go to board in Heaven.") Critical reading will include Stanley Cavell, Barbara Packer, and Leo Marx.
https://youtu.be/7vI9QBkyQ_s
Herman Melville and the Uncertain World of Moby Dick 960
Book Summary of "Moby Dick" by Herman Melville, 4:49
Are you a leader or a follower? The herder, or the herded? Unfortunately for Ishmael and crew, they let themselves be Ahab’s flock in this story. And learned why that wasn’t such a good choice a little too late.
https://youtu.be/rcav9FuAfvA
The Abolitionist Movement 962
Frederick Douglass 962
Voices of the Civil War Episode 19: "Douglass and Lincoln", 5:22
By August 1863, African American soldiers within the Union Army had proven themselves in battles such as Port Hudson, Milliken's Bend and Fort Wagner. On August 9, 1863, abolitionist and orator, Frederick Douglass met with President Abraham Lincoln to discuss his concerns in regards to the fair treatment and equal pay of African American soldiers within the Union Army. Douglass discussed three concerns with President Lincoln and Secretary of War, Edwin M. Stanton, without resolve. On the same day as Frederick Douglass' visit to the White House, President Lincoln wrote to Union General Ulysses S. Grant to express his favor in using black troops in the war.
https://youtu.be/IPgn7j7RMZs
Other Slave Narratives 963
Harriet Beecher Stowe and Uncle Tom’s Cabin 963
Who is Harriet Beecher Stowe? 2:50
AMERICAN EXPERIENCE's "The Abolitionists" premieres on PBS January 8, 2013 at 9/8c. Learn more: http://www.pbs.org/wgbh/americanexper...
Subscribe to American Experience YouTube: http://www.youtube.com/AmericanExperi...
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Follow American Experience on Twitter: http://twitter.com/AmExperiencePBS
https://youtu.be/ijFy4RjYGbQ
Harriet Beecher Stowe, Uncle Tom's Cabin, 2:51
text
Uncle Tom's Cabin by Shmoop, 2:53
Could one of our country's most famous anti-slavery books... be a little bit racist? It seems unlikely. After all, several of this book's best friends are black.
http://www.shmoop.com/uncle-toms-cabin/
https://youtu.be/3QP6rrkBvbU
Agassiz versus Darwin 965
Protestantism, especially in America, broke out in "acrid polemics" and argument about evolution from 1860 to the 1870s—with the turning point possibly marked by the death of Louis Agassiz in 1873—and by 1880 a form of "Christian evolution" was becoming the consensus.[9]
Agassiz, like other polygenists, believed the Book of Genesis recounted the origin of the white race only and that the animals and plants in the Bible refer only to those species proximate and familiar to Adam and Eve.
Polygenism is a theory of human origins positing that the human races are of different origins (polygenesis). This is opposite to the idea of monogenism, which posits a single origin of humanity.
Modern scientific views no longer favor this model, with the monogenic "Out of Africa" theory being the most widely accepted model for human origins.
Agassiz, Josiah Clark Nott, and other polygenists such as George Gliddon, believed that the original Hebrew form of the name Adam came from a Biblical Hebrew consonantal root referring to redness, so that the name can be interpreted to mean "to show red in the face" or "blusher"; since only light-skinned people can blush, then the biblical Adam must be the Caucasian race.[29] Agassiz believed that the writers of the Bible only knew of local events, for example Noah's flood was a local event only known to the regions that were populated by ancient Hebrews. Agassiz also believed that the writers of the Bible did not know about any events other than what was going on in their own region and their intermediate neighbors.[29]
Charles Darwin - The Theory Of Natural Selection, 3:02
Learn a bit about Charles Darwin's Theory of Natural Selection with this neato cartoon. There are Giraffes and stuff!
-----------
VOICES-
Narrator - Rebecca Duenow
Darwin - Chris "Mo" Mochinski
Chalk - Chris "Mo" Mochinski
DIRECTED BY - Rebecca Duenow
ANIMATION - Chris "Mo" Mochinski
Created with Anime Studio Pro 9.5, Pixelmator, Logic Pro X and iMovie. All artwork is original except the chalkboard background, c/o Shutterstock.com.
https://youtu.be/vnktXHBvE8s
Romanticizing Slavery in Antebellum American Art and Music 966
The Civil War 968
Representing the War 969
Lucretia Giese - Representing Civil War, 9:37
This lecture by Lucretia Giese illuminates how the American Civil War (1861-65) was represented by artists including Albert Bierstadt, Sanford Gifford, Jarvis McEntee, Frederic Church, and Emanuel Leutze.
https://youtu.be/rsN5865BEtE
Reconstruction 972
READINGS
29.1 from James Fenimore Cooper, The Pioneers (1823) 954
29.2 from Washington Irving, “Rip Van Winkle” (1820) 955
29.3 from Washington Irving, “The Legend of Sleepy Hollow” (1820) 956
29.4 from Ralph Waldo Emerson, Nature, Chapter 1 (1836) 958
29.5 from Henry David Thoreau, Walden, or Life in the Woods, Chapter 2 (1854) 959
29.6 from Henry David Thoreau, “Life without Principle” (1854) 959
29.7 from Henry David Thoreau, “Civil Disobedience” (1849) 960
29.8a from Herman Melville, Moby Dick, Chapter 3, “The Spouter Inn” (1851) 960
How did Herman Melville's view of nature differ from that of other Romantics?
It was a challenge, not an inspiration
|
29.8b from Herman Melville, Moby Dick, Chapter 35, “The Mast-Head” (1851) 961
29.9 from Narrative of the Life of Frederick Douglass: An American Slave, Chapter 1 (1845) 979
29.9a from Narrative of the Life of Frederick Douglass: An American Slave (1845) 962
29.10 from Sojourner Truth, “Ain’t I a Woman?” (1851) 963
29.11 Letter from Harriet Beecher Stowe, Andover, to Mrs. E[liza] L[ee] Follen, 16 December 1852 964
29.12 from Harriet Beecher Stowe, Uncle Tom’s Cabin (1852) 965
29.13 from Charles Darwin, Voyage of the Beagle (1839) 966
29.14 from Abraham Lincoln, Address Delivered at the Dedication of the Cemetery at Gettysburg (1863) 981
29.15a from Mark Twain, Huckleberry Finn (1885) 973
29.15b from Mark Twain, Huckleberry Finn (1885) 976
FEATURES
CLOSER LOOK Homer’s A Visit from the Old Mistress 974
CONTINUITY & CHANGE Painting Modern Life 977
30 Global Confrontation and Modern Life
THE QUEST FOR CULTURAL IDENTITY 983
The Revolutions of 1848 984
Marxism 984
The Streets of Paris 985
The June Days in Paris: Worker Defeat and the Rise of Louis-Napoleon 985
The Haussmannization of Paris 986
Revolution across Europe: The Rise of Nationalism 989
Paris in the 1850s and 1860s 990
George Sand: Politics and the Female Voice 990
Charles Baudelaire and the Poetry of Modern Life 993
Édouard Manet: The Painter of Modern Life 994
Émile Zola and the Naturalist Novel 998
Nationalism and the Politics of Opera 999
Empire and the Colonial Aspirations of the West 1004
The British in China and India 1005
China and the Opium War 1005
Indentured Labor and Mass Migration 1007
The Brief Rise and Quick Fall of Egypt 1007
The Opening of Japan 1008
READINGS
30.1 from Karl Marx and Friedrich Engels, Communist Manifesto, Part 1, “Bourgeois and Proletarians” (1848; English edition 1888; trans. Samuel Morse) 1016
30.2 from Alphonse de Lamartine, History of the Revolution of 1848 (1849) 985
30.3 from George Sand, Histoire de ma vie (1854–55) 991
30.4 from George Sand, Lélia (1832) 991
30.5 from Charles Baudelaire, Salon of 1846, “To the Bourgeoisie” (1846) 992
30.6 Charles Baudelaire, “Carrion,” from Les Fleurs du mal (1857) (trans. by Richard Howard) 993
30.7 Charles Baudelaire, “The Head of Hair,” from Les Fleurs du mal (1857) (trans. by Richard Howard) 994
30.8 from Charles Baudelaire, “The Painter of Modern Life” (1863) 994
30.9 from Émile Zola, Édouard Manet (1867) 998
30.10 from Émile Zola, “The Moment in Art” (1867) 998
30.11 from Émile Zola, Preface to Thérèse Raquin, 2nd edition (1868) 999
30.12 from Émile Zola, Germinal (1885) 999
FEATURES
CLOSER LOOK Manet’s Olympia 996
CONTINUITY & CHANGE Impressionist Paris 1014
EXPLORE ACTIVITY
American Dilemma--Slavery – The Art & Literature of Protest
Chapter 29 (pp. 962-976); slavery, literature, and art
Haven's article on Goodman's scholarship on art protesting slavery before the Civil War at http://news.stanford.edu/news/2009/february18/artists-slavery-protests-021809.html
Art and Slavery article at http://www.realhistories.org.uk/articles/archive/the-art-of-slavery.html Intrusions in Asia
The Opium Wars and Foreign Encroachment: http://afe.easia.columbia.edu/special/china_1750_opium.htm
Opium Wars with visuals at http://ocw.mit.edu/ans7870/21f/21f.027/opium_wars_01/ow1_essay01.html
Key documents from China at http://www.fordham.edu/halsall/mod/1793qianlong.asp and http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/com-lin.html
Opera and Society
Chapter 30 (pp. 999-1004), Wagner and Verdi; (pp. 1133-1134), Puccini; review the Week 5 “Music Folder”
Huizenga article and audio selections at http://www.npr.org/blogs/deceptivecadence/2012/04/11/150420827/talk-like-an-opera-geek-how-verdi-wagner-and-puccini-got-their-grooves
Wagner video of a stage production (Tristan und Isolde) at http://www.youtube.com/watch?v=OAEkTK6aKUM
Verdi video clip of stage production (Rigoletto) at http://www.youtube.com/watch?v=Q5NEOh-XhyA
Puccini video clip of stage production (Tosca) at http://www.youtube.com/watch?v=5sSoKbv46zc
DISCUSSION
"Intrusions in Asia; Opera and Society and a Dilemma" Please respond to one (1) of the following, using sources under the Explore heading as the basis of your response:
Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
Describe the key motives involved in the increased presence of Westerners in India, China, and Japan in the 1700s and 1800s. Identify the key factors that led to Britain's successful imposition of its presence and trade policies on China, despite communications like those from Emperor Ch'ien-lung (i.e., Qianlong) and Commissioner Lin Zexu (i.e., Lin Tse-hsu). Argue for or against the British policies regarding China in the 1800s, using analogies from our own modern times.
Read, listen to, and watch the sources for the opera composers at the Websites below and in this week's Music Folder. Describe the major influences that Verdi, Wagner, or Puccini exerted upon opera in terms of making it more innovative, realistic, and even controversial. Next, consider Wagner and this dilemma: Wagner's brilliance is clear because his works remain some of the most popular and admired productions in our own time. Yet, he was a blatantly antisemitic and held notions of racial purity, traits that have stained his artistic legacy. (This was compounded by the later celebration of Wagner's music by Hitler and the Nazis). New York Times writer Anthony Tommasini wrote of Wagner in 2005: "How did such sublime music come from such a warped man? Maybe art really does have the power to ferret out the best in us." So, consider the issue of whether we should or can separate the artist from the art, whether we can appreciate the art but reject the artist. Or whether we should reject both the person and his or her art. Identify one (1) modern musician or artist where this dilemma arises.
Industrialization
The Industrial Age in America: Robber Barons and Captains of Industry
The Industrial Age in America: Sweatshops, Steel Mills, and Factories
19th Century
Imperialism
Mass Society and Democracy 1870-1914
Cultural Revolution
In-class assignment: working with a partner, summarize the ideas of the thinker below.
1. Karl Marx
http://vozme.com/index.php?lang=en
Complete a chart like this one about Britain during the 1800s and early 1900s: consider (pp. 983-986) the revolutions of 1848, Marxism, the Streets of Paris, and the June Days of Paris.
Reading Skill: Identify Main Ideas As you read this section, complete an outline of the contents.
Reading Skill: Identify Main Ideas As you read this section, complete an outline of the contents.
Industrialization of Europe by 1914
European Population Growth and Relocation, 1820-1900
In-class assignment: in two groups, look over the word list and then we will fill in the crossword.
Crossword Puzzle
The Growth of Industrial Prosperity
Media Library
The Second Industrial Revolution introduced important new products, such as steel and chemicals, and new sources of power, such as electricity and the internal-combustion engine. These changes led to cheaper transportation and made amenities such as electric lights widely available. Higher wages and lower transportation costs made consumer products more affordable, and industrial production rose sharply. These changes occurred primarily in Northern and Western Europe. Other parts of Europe remained largely agricultural. Industrial workers seeking to improve their working and living conditions formed socialist political parties and trade unions. Socialism was based on the ideas of Karl Marx, a nineteenth-century thinker who blamed capitalism for the horrible conditions of industrial workers. He predicted that capitalism would be overthrown in a violent revolution. However, many Marxists sought change by non-revolutionary means.
Main Ideas
New sources of energy and consumer products transformed the standard of living for all social classes in many European countries.
Working-class leaders used Marx's ideas to form socialist parties and unions.
Key Terms
bourgeoisie
proletariat
dictatorship
revisionist
The Second Industrial Revolution
New Products
New Patterns
Toward a World Economy
Reading Check
Explaining
Why did Europe dominate the world economy by the beginning of the twentieth century?
Organizing the Working Classes
Marx's Theory
In-class assignment: individually, consider one of the quotes from Marx and explain it in your own words.
A thought provoking collection of Creative Quotations from Karl Marx (1818-1883); born on May 5. German socialist leader, philosopher; He originated the idea of modern communism (Marxism); wrote "Communist Manifesto," 1848, 1:23.
Marx developed the theories upon which modern communism is based and is considered the founding father of economic history and sociology.
Marx set down his ideas in The Communist Manifesto(1848) and Das Kapital (3 vol., 1861, 1885, 1894) arguing that economic relations determined all other features of a society, including its ideas.
He also outlined the goal of Marxism - the creation of social and economic utopia by the revolution of the proletariat which would "centralise all instruments of production in the hands of the state."
All class boundaries would be destroyed and each individual would find personal fulfillment, having no need for the bourgeois institutions of religion or family. Marx himself was an atheist, coining the phrase, "Religion is the opium of the people"
Marx continued to express views about class struggle and bourgeois oppression throughout his life, despite being exiled from his homeland and coping with both his own illness and the death of his children.
Most modern socialist theories are drawn from his work but Karl Marx has had a wider influence touching on many areas of human thought and life such as politics, economics, philosophy, and literature.
Karl Marx Explains Class Struggles
In the 1840s, Karl Marx, a German philosopher, condemned the ideas of the Utopians as unrealistic idealism. He formulated a new theory, “scientific socialism,” which he claimed was based on a scientific study of history. He teamed up with another German socialist, Friedrich Engels, whose father owned a textile factory in England.
Vocabulary Builder
formulated—(fawr myoo layt id) vt. devised or developed, as in a theory or plan
Marx and Engels wrote a pamphlet, The Communist Manifesto, which they published in 1848. “A spectre [ghost] is haunting Europe,” it began, “the spectre of communism.” Communism is a form of socialism advocated by Marx, in which an inevitable struggle between social classes would lead to the creation of a classless society where all means of production would be owned by the community.
In The Communist Manifesto, Marx theorized that economics was the driving force in history. He argued that there was “the history of class struggles” between the “haves” and the “have-nots.” The “haves” had always owned the means of production and thus controlled society and all its wealth. In industrialized Europe, Marx said, the “haves” were the bourgeoisie. The “have-nots” were the proletariat, or working class.
According to Marx, the modern class struggle pitted the bourgeoisie against the proletariat. In the end, he predicted, the proletariat would be triumphant. Workers would then take control of the means of production and set up a classless, communist society. Such a society would mark the end of the struggles people had endured throughout history, because wealth and power would be equally shared. Marx despised capitalism. He believed it created prosperity for only a few and poverty for many. He called for an international struggle to bring about its downfall. “Workers of all countries,” he urged, “unite!”
Checkpoint
What did Marx predict was the future of the proletariat?
Marxism in the Future
At first, Marxism gained popularity with many people around the world. Leaders of a number of reform movements adopted the idea that power should be held by workers rather than by business owners. Marx’s ideas, however, would never be practiced exactly as he imagined.
Workers of the World
An 1895 leaflet urges that “Workers of the World Unite,” the slogan of the socialist movement of Marx (above) and Engels’.
Marxism Briefly Flourishes
In the 1860s, Germany adapted Marx’s beliefs to form a social democracy, a political ideology in which there is a gradual transition from capitalism to socialism instead of a sudden violent overthrow of the system. In the late 1800s, Russian socialists embraced Marxism, and the Russian Revolution of 1917 set up a communist-inspired government. For much of the 1900s, revolutionaries around the world would adapt Marxist ideas to their own situations and needs. Independence leaders in Asia, Latin America, and Africa would turn to Marxism.
Marxism Loses Appeal
As time passed, however, the failures of Marxist governments would illustrate the flaws in Marx’s arguments. He predicted that workers would unite across national borders to wage class warfare. Instead, nationalism won out over working-class loyalty. In general, people felt stronger ties to their own countries than to the international communist movement. By the end of the twentieth century, few nations remained with communist governments, while nearly every economy included elements of free-market capitalism.
Checkpoint
How accurate did Marx’s predictions about social classes prove to be?
Economic Systems
What types of economic systems have societies used to produce and distribute goods and services?
When Adam Smith wrote The Wealth of Nations in 1776, traditional agriculture formed the heart of nearly all world economies. In the 1800s, industry began to dominate, especially in Europe and the United States. Industrialists wanted to control their own businesses. Using Smith’s laissez-faire ideas, they pushed for free markets and an end to government interference. The resulting market economy is one of the basic economic systems in the modern world. Other systems followed. These systems can be differentiated by those who make the following key economic decisions: (1) What will be produced? (2) How will it be produced? (3) To whom will the product be distributed?
Adam Smith vs. Karl Marx - The Industrial Revolution Philosophers, 12:34
https://youtu.be/E4YlOyugato
What is Marxism?
What did Marx believe?
What were the two main classes?
What is the working-class?
What is the bourgeois class?
What will the proletariat do?
What will occur?
How is socialism defined here?
How is communism different?
Is Marxism a (n) economic philosophy?
How does change occur?
http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0
This is a project from a History Day: a documentary. The project made it to the regionals competition for a student, 9:59.
http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0
A thought provoking collection of Creative Quotations from Karl Marx (1818-1883); born on May 5. German socialist leader, philosopher; He originated the idea of modern communism (Marxism); wrote "Communist Manifesto," 1848, 1:23.
Marx developed the theories upon which modern communism is based and is considered the founding father of economic history and sociology.
Marx set down his ideas in The Communist Manifesto(1848) and Das Kapital (3 vol., 1861, 1885, 1894) arguing that economic relations determined all other features of a society, including its ideas.
He also outlined the goal of Marxism - the creation of social and economic utopia by the revolution of the proletariat which would "centralise all instruments of production in the hands of the state."
All class boundaries would be destroyed and each individual would find personal fulfillment, having no need for the bourgeois institutions of religion or family. Marx himself was an atheist, coining the phrase, "Religion is the opium of the people"
Marx continued to express views about class struggle and bourgeois oppression throughout his life, despite being exiled from his homeland and coping with both his own illness and the death of his children.
Most modern socialist theories are drawn from his work but Karl Marx has had a wider influence touching on many areas of human thought and life such as politics, economics, philosophy, and literature.
Karl Marx Explains Class Struggles
In the 1840s, Karl Marx, a German philosopher, condemned the ideas of the Utopians as unrealistic idealism. He formulated a new theory, “scientific socialism,” which he claimed was based on a scientific study of history. He teamed up with another German socialist, Friedrich Engels, whose father owned a textile factory in England.
Vocabulary Builder
formulated—(fawr myoo layt id) vt. devised or developed, as in a theory or plan
Marx and Engels wrote a pamphlet, The Communist Manifesto, which they published in 1848. “A spectre [ghost] is haunting Europe,” it began, “the spectre of communism.” Communism is a form of socialism advocated by Marx, in which an inevitable struggle between social classes would lead to the creation of a classless society where all means of production would be owned by the community.
In The Communist Manifesto, Marx theorized that economics was the driving force in history. He argued that there was “the history of class struggles” between the “haves” and the “have-nots.” The “haves” had always owned the means of production and thus controlled society and all its wealth. In industrialized Europe, Marx said, the “haves” were the bourgeoisie. The “have-nots” were the proletariat, or working class.
According to Marx, the modern class struggle pitted the bourgeoisie against the proletariat. In the end, he predicted, the proletariat would be triumphant. Workers would then take control of the means of production and set up a classless, communist society. Such a society would mark the end of the struggles people had endured throughout history, because wealth and power would be equally shared. Marx despised capitalism. He believed it created prosperity for only a few and poverty for many. He called for an international struggle to bring about its downfall. “Workers of all countries,” he urged, “unite!”
Checkpoint
What did Marx predict was the future of the proletariat?
Marxism in the Future
At first, Marxism gained popularity with many people around the world. Leaders of a number of reform movements adopted the idea that power should be held by workers rather than by business owners. Marx’s ideas, however, would never be practiced exactly as he imagined.
Workers of the World
An 1895 leaflet urges that “Workers of the World Unite,” the slogan of the socialist movement of Marx (above) and Engels’.
Marxism Briefly Flourishes
In the 1860s, Germany adapted Marx’s beliefs to form a social democracy, a political ideology in which there is a gradual transition from capitalism to socialism instead of a sudden violent overthrow of the system. In the late 1800s, Russian socialists embraced Marxism, and the Russian Revolution of 1917 set up a communist-inspired government. For much of the 1900s, revolutionaries around the world would adapt Marxist ideas to their own situations and needs. Independence leaders in Asia, Latin America, and Africa would turn to Marxism.
Marxism Loses Appeal
As time passed, however, the failures of Marxist governments would illustrate the flaws in Marx’s arguments. He predicted that workers would unite across national borders to wage class warfare. Instead, nationalism won out over working-class loyalty. In general, people felt stronger ties to their own countries than to the international communist movement. By the end of the twentieth century, few nations remained with communist governments, while nearly every economy included elements of free-market capitalism.
Checkpoint
How accurate did Marx’s predictions about social classes prove to be?
Economic Systems
What types of economic systems have societies used to produce and distribute goods and services?
When Adam Smith wrote The Wealth of Nations in 1776, traditional agriculture formed the heart of nearly all world economies. In the 1800s, industry began to dominate, especially in Europe and the United States. Industrialists wanted to control their own businesses. Using Smith’s laissez-faire ideas, they pushed for free markets and an end to government interference. The resulting market economy is one of the basic economic systems in the modern world. Other systems followed. These systems can be differentiated by those who make the following key economic decisions: (1) What will be produced? (2) How will it be produced? (3) To whom will the product be distributed?
Adam Smith vs. Karl Marx - The Industrial Revolution Philosophers, 12:34
https://youtu.be/E4YlOyugato
What is Marxism?
What did Marx believe?
What were the two main classes?
What is the working-class?
What is the bourgeois class?
What will the proletariat do?
What will occur?
How is socialism defined here?
How is communism different?
Is Marxism a (n) economic philosophy?
How does change occur?
http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0
This is a project from a History Day: a documentary. The project made it to the regionals competition for a student, 9:59.
http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0
Marx/Engels: communism
Events From 1750–1850
For: Interactive time line
Web Code: nap-1901
Concept Connector
Cumulative Review
Record the answers to the questions below on your Concept Connector worksheets. In addition, record information from this chapter about the following concepts:
Economic Systems: market economy
Economic Systems: centrally planned economy
Economic Systems: mixed economy
Economic Systems
What is socialism? Compare socialism to mercantilism, another economic system. Research to learn how they are similar and different. Think about these factors:
who supported each system
main theories
existence today
Socialist Parties
Trade Unions
Reading Check
Summarizing
How would you summarize Marx's theory as expressed in The Communist Manifesto?
The Emergence of Mass Society
By the end of the nineteenth century, a mass society emerged in which the concerns of the majority of the population—the lower classes—were central. Many people moved to the cities which grew faster because of improvements in public health and sanitation. Despite crowded urban conditions, most people after 1871 enjoyed an improved standard of living. Europe's elite now included both aristocrats and a wealthy upper middle class. The middle class expanded to include a wide range of professions. The middle class served as a model of family life and proper social etiquette. Many women now found jobs as low-paid white-collar workers. Feminists began to demand equal rights and full citizenship, including the right to vote. Most Western governments began to set up primary schools to train children for jobs in industry. Society became more literate and enjoyed new mass leisure activities.
The National State and Democracy
By the late nineteenth century, progress had been made toward establishing constitutions, parliaments, and individual liberties in the major European states. In practice, however, the degree of democracy varied. Political democracy expanded in Great Britain and France, while regional conflicts in Italy produced weak and corrupt governments, and an anti-democratic old order remained entrenched in central and eastern Europe. In Russia, working-class unrest led to “Bloody Sunday” and a mass strike of workers in 1905. After the American Civil War, slavery was abolished and African Americans were granted citizenship. American cities grew, and unions campaigned for workers' rights. The United States also gained several offshore possessions. In foreign policy, European powers drifted into two opposing camps. Crises in the Balkans only heightened tensions between the two camps.
Main Ideas
Key Terms
People to Identify
Western Europe and Political Democracy
The Victorian Web
France
The news sent shock waves through Paris. Napoleon III had surrendered to the Prussians and Prussian forces were now about to advance on Paris. Could the city survive? Georges Clemenceau (kleh mahn soh), a young French politician, rallied the people of Paris to defend their homeland:
“Citizens, must France destroy herself and disappear, or shall she resume her old place in the vanguard of nations? . . . Each of us knows his duty. We are children of the Revolution. Let us seek inspiration in the example of our forefathers in 1792, and like them we shall conquer. Vive la France! (Long Live France!)”
Focus Question
What democratic reforms were made in France during the Third Republic? p. 985-986
The United States
In a small group, read p. 981 and answer the "Reading Critically" question.
A living museum can be viewed at Old Sturbridge Village. At the village visitors can ride the stagecoach, interact with the farm animals, talk with costumed historians, and watch the blacksmith, cooper, potter, and farmers at work. In the village visitors can experience life in the 1830s--with 40 antique homes, buildings, and water-powered mills. The village is well worth exploring in some detail.
The flag is central to village life.
Our relationship to God is of paramount importance.
Defense is always a concern for a nation.
If you have questions about 19th Century life you can always "Ask Jack."
Jack Larkin is the Chief Historian and Museum Scholar at the Village, where he has worked since 1971. He is also Affiliate Professor of History at Clark University in Worcester, MA, and consults for many museums and historical organizations.
His latest book, Where We Lived: Exploring the Places We Once Called Home. The American Home from 1790 to 1840, was published in 2006.
To feel more at home in the village you will need to know the tools of the trade. A number of fun and educational links are available for the OSV.His latest book, Where We Lived: Exploring the Places We Once Called Home. The American Home from 1790 to 1840, was published in 2006.
Old Sturbridge Village Feature Shown on Al Jazeera Television winter 2008
Laura Linney and Ken Burns on the importance of Old Sturbridge Village
4th of July at OSV.
Redcoats to Rebels at OSV.
Mystic sign.
Mystic Seaport -- The Museum of America and the Sea is the nation's leading maritime museum. In it, you can explore American maritime history first-hand as you climb aboard historic tall ships, stroll through a re-created 19th-century coastal village, or watch a working preservation shipyard in action.
Traditional American Music performed live at Mystic Seaport, CT: Part 1
Traditional American Music performed live at Mystic Seaport, CT: Part 2
Traditional American Music performed live at Mystic Seaport, CT: Part 3
The Charles W. Morgan embarks on a voyage of restoration at the Henry B. DuPont Preservation Shipyard at Mystic Seaport. Shipyard Director, Quentin Snediker explains what is done to prepare the ship for the historic journey.
The Charles W. Morgan is the last surviving wooden whaling ship from the great days of sail. Built in 1841 in New Bedford, MA, the Morgan had a successful 80-year whaling career. She made 37 voyages before retiring in 1921, and was preserved as an exhibit through the efforts of a number of dedicated citizens. After being on display in South Dartmouth, MA, until 1941, she came to Mystic Seaport, where each year thousands of visitors walk her decks and hear the fascinating story of her career as a whaling vessel, historic exhibit, film and media star, and a porthole into America's rich history.
Over the last three decades, the Charles W. Morgan has undergone two regimes of partial restoration along with annual maintenance. Despite these efforts, the inevitable effects of time on the wooden fabric of the vessel's structure demand additional extensive restoration. If left unchecked, these deficiencies will threaten the structural integrity of the Morgan and her use as a primary artifact in Mystic Seaport's interpretive programs.
Mystic Seaport, 1960 (No, this is not Dean Smith as a boy), from family home movies.
Whaling in popular culture: Mountain, "Nantucket Sleighride"
The cold hard steel of the harpoon's point
Struck deep into its side.
We played out line and backed the oars
And took the cruel sleighride.
The term "Nantucket Sleighride" was coined by the whalers to explain what happened after they harpooned a whale. (Nantucket Island was considered the whaling capital of the world during the 19th century.) The first strike of the harpoon was not intended to kill the whale but only to attach it to the whale boat. The whale would take off pulling the whale boat along at speeds of up to 23 mph (37 kmh). The whale would eventually tire itself out, the leading officer in the boat would then use a penetrating lance to kill the whale.
Nantucket Sleighride is Dedicated to Owen Coffin who was cabin boy aboard the whaler Essex, which was destroyed by a sperm whale in 1819. Owen ended up in the lifeboat with Captain Pollard, his uncle. Two other lifeboats also put out. During the next 3 - 4 months, the lifeboats separated. One was never seen again, but some of those on the remaining two boats were eventually rescued.
During those long months at sea (and on desert islands), many of the men died. The remainder eventually had to resort to cannibalism to survive. After the dead of natural causes were consumed, the men determined to draw lots to see who would sacrifice his life for the others. Owen Coffin ``won'' the lottery. The Captain tried to take Owen's place, but the youth insisted on his ``right''. The executioner was also drawn by lot. That ``winner'', another young man named Charles Ramsdell, also tried vainly to swap places with Owen. Again he refused. Owen's body kept the others alive for ten days (Captain Pollard refused to eat his nephew). Another man died, and his body kept Pollard and Ramsdell alive a few more days until they were rescued.
Lyrics
Goodbye, little Robin-Marie
Don't try following me
Don't cry, little Robin-Marie
'Cause you know I'm coming home soon
My ships' leaving on a three-year tour
The next tide will take us from shore
Windlaced, gather in sail and spray
On a search for the mighty sperm whale
Fly your willow branches
Wrap your body round my soul
Lay down your reeds and drums on my soft sheets
There are years behind us reaching
To the place where hearts are beating
And I know you're the last true love I'll ever meet
Starbuck's sharpening his harpoon
The black man's playing his tune
An old salt's sleeping his watch away
He'll be drunk again before noon
Three years sailing on bended knee
We found no whales in the sea
Don't cry, little Robin-Marie
'Cause we'll be in sight of land soon
Agriculture
Farming and everyday life during the past 250 years
Children who lived in the English countryside
The Agricultural Revolution
Transportation, Industrial Revolution
Stephenson's Rocket Animation
The Spinning Mill Animation
Britain at the time of the Great Exhibition
Who Wants to Be a Cotton Millionaire?
Iron Bridge Virtual Tour
New machines that brought changes in America
Review changes of the 18th and 19th centuries
The Industrial Revolution
The everyday life of children in Victorian Britain (including the cities)
Online game about life in an industrial Victorian city
Take a tour of a workhouse
Children were often exploited during the Industrial Age; one of the most well-known stories from the period is the story of Oliver.
The 2005 trailer for Oliver Twist by Charles Dickens, in the film adaptation:
Aftermath of the Civil War
Economic differences, as well as the slavery issue, drove the Northern and Southern regions of the United States apart. The division reached a crisis in 1860 when Abraham Lincoln was elected president. Lincoln opposed extending slavery into new territories. Southerners feared that he would eventually abolish slavery altogether and that the federal government would infringe on their states’ rights.
North Versus South
Soon after Lincoln’s election, most southern states seceded, or withdrew, from the Union and formed the Confederate States of America. This action sparked the Civil War, which lasted from 1861 to 1865.
The South had fewer resources, fewer people, and less industry than the North. Still, Southerners fought fiercely to defend their cause. The Confederacy finally surrendered in 1865. The struggle cost more than 600,000 lives—the largest casualty figures of any American war.
Challenges for African Americans
In a small group, read pp. 979-980 and answer the "Reading Critically" question on p. 980.
During the war, Lincoln issued the Emancipation Proclamation, by which enslaved African Americans in the South were declared free. After the war, three amendments to the Constitution banned slavery throughout the country and granted political rights to African Americans. Under the Fifteenth Amendment, African American men won the right to vote.
Still, African Americans faced many restrictions. In the South, state laws imposed segregation, or legal separation of the races, in hospitals, schools, and other public places. Other state laws imposed conditions for voter eligibility that, despite the Fifteenth Amendment, prevented African Americans from voting.
Economy
By 1900, the United States had become the world's richest nation.
After the Civil War, the United States grew to lead the world in industrial and agricultural production. A special combination of factors made this possible including political stability, private property rights, a free enterprise system and an inexpensive supply of land and labor—supplied mostly by immigrants. Finally, a growing network of transportation and communications technologies aided businesses in transporting resources and finished products.
Business and Labor
By 1900, giant monopolies controlled whole industries. Scottish-born Andrew Carnegie built the nation’s largest steel company, while John D. Rockefeller’s Standard Oil Company dominated the world’s petroleum industry. Big business enjoyed tremendous profits.
Vocabulary Builder
dominate—(dahm un nayt) vt. to rule or control by superior power or influence
But the growing prosperity was not shared by all. In factories, wages were low and conditions were often brutal. To defend their interests, American workers organized labor unions such as the American Federation of Labor. Unions sought better wages, hours, and working conditions. Struggles with management sometimes erupted into violent confrontations. Slowly, however, workers made gains.
Populists and Progressives
In the economic hard times of the late 1800s, farmers also organized themselves to defend their interests. In the 1890s, they joined city workers to support the new Populist party. The Populists never became a major party, but their platform of reforms, such as an eight-hour workday, eventually became law.
By 1900, reformers known as Progressives also pressed for change. They sought laws to ban child labor, limit working hours, regulate monopolies, and give voters more power. Another major goal of the Progressives was obtaining voting rights for women. After a long struggle, American suffragists finally won the vote in 1920, when the Nineteenth Amendment went into effect.
For many Irish families fleeing hunger, Russian Jews escaping pogroms, or poor Italian farmers seeking economic opportunity, the answer was the same—America! A poem inscribed on the base of the Statue of Liberty expressed the welcome and promise of freedom that millions of immigrants dreamed of:
“Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tossed to me.
I lift my lamp beside the golden door.”
—Emma Lazarus, “The New Colossus”
Learn
Focus Question
How did the United States develop during the 1800s?
In the 1800s, the United States was a beacon of hope for many people. The American economy was growing rapidly, offering jobs to newcomers. The Constitution and Bill of Rights held out the hope of political and religious freedom. Not everyone shared in the prosperity or the ideals of democracy. Still, by the turn of the nineteenth century, important reforms were being made.
Expansion Abroad
U.S. Expansion, 1783–1898
From the earliest years of its history, the United States followed a policy of expansionism, or extending the nation’s boundaries. At first, the United States stretched only from the Atlantic coast to the Mississippi River. In 1803, President Thomas Jefferson bought the Louisiana territory from France. In one stroke, the Louisiana Purchase virtually doubled the size of the nation.
By 1846, the United States had expanded to include Florida, Oregon, and the Republic of Texas. The Mexican War (1846–1848) added California and the Southwest. With growing pride and confidence, Americans claimed that their nation was destined to spread across the entire continent, from sea to sea. This idea became known as Manifest Destiny. Some expansionists even hoped to absorb Canada and Mexico. In fact, the United States did go far afield. In 1867, it bought Alaska from Russia and in 1898 annexed the Hawaiian Islands.
Industrialization
The Industrial Age in America: Robber Barons and Captains of Industry
The Industrial Age in America: Sweatshops, Steel Mills, and Factories
19th Century
Imperialism
Mass Society and Democracy 1870-1914
Cultural Revolution
In-class assignment: working with a partner, and in four columns, summarize the ideas of the four thinkers below.
1. Adam Smith
2. Jeremy Bentham
3. John Stuart Mill
4. Karl Marx
http://vozme.com/index.php?lang=en
In-class assignment, with a partner, consider the following chart.
Note Taking
Reading Skill: Categorize
Complete a chart like this one listing the reforms in Britain during the 1800s and early 1900s.
Note Taking
Reading Skill: Identify Main Ideas As you read this section, complete an outline of the contents.
Note Taking
Reading Skill: Categorize
Complete a chart like this one listing the reforms in Britain during the 1800s and early 1900s.
Reading Skill: Identify Main Ideas As you read this section, complete an outline of the contents.
Industrialization of Europe by 1914
European Population Growth and Relocation, 1820-1900
In-class assignment: in two groups, look over the word list and then we will fill in the crossword.
Crossword Puzzle
Section 1 The Growth of Industrial Prosperity
Media Library
The Second Industrial Revolution introduced important new products, such as steel and chemicals, and new sources of power, such as electricity and the internal-combustion engine. These changes led to cheaper transportation and made amenities such as electric lights widely available. Higher wages and lower transportation costs made consumer products more affordable, and industrial production rose sharply. These changes occurred primarily in Northern and Western Europe. Other parts of Europe remained largely agricultural. Industrial workers seeking to improve their working and living conditions formed socialist political parties and trade unions. Socialism was based on the ideas of Karl Marx, a nineteenth-century thinker who blamed capitalism for the horrible conditions of industrial workers. He predicted that capitalism would be overthrown in a violent revolution. However, many Marxists sought change by non-revolutionary means.
Main Ideas
New sources of energy and consumer products transformed the standard of living for all social classes in many European countries.
Working-class leaders used Marx's ideas to form socialist parties and unions.
Key Terms
bourgeoisie
proletariat
dictatorship
revisionist
The Second Industrial Revolution
New Products
New Patterns
Toward a World Economy
Reading Check
Explaining
Why did Europe dominate the world economy by the beginning of the twentieth century?
Organizing the Working Classes
Marx's Theory
In-class assignment: individually, consider one of the quotes from Marx and explain it in your own words.
A thought provoking collection of Creative Quotations from Karl Marx (1818-1883); born on May 5. German socialist leader, philosopher; He originated the idea of modern communism (Marxism); wrote "Communist Manifesto," 1848, 1:23.
Marx developed the theories upon which modern communism is based and is considered the founding father of economic history and sociology.
Marx set down his ideas in The Communist Manifesto(1848) and Das Kapital (3 vol., 1861, 1885, 1894) arguing that economic relations determined all other features of a society, including its ideas.
He also outlined the goal of Marxism - the creation of social and economic utopia by the revolution of the proletariat which would "centralise all instruments of production in the hands of the state."
All class boundaries would be destroyed and each individual would find personal fulfillment, having no need for the bourgeois institutions of religion or family. Marx himself was an atheist, coining the phrase, "Religion is the opium of the people"
Marx continued to express views about class struggle and bourgeois oppression throughout his life, despite being exiled from his homeland and coping with both his own illness and the death of his children.
Most modern socialist theories are drawn from his work but Karl Marx has had a wider influence touching on many areas of human thought and life such as politics, economics, philosophy, and literature.
This is a video made for a 12th grade World History class to define Marxism.
In-class assignment: working with a partner, answer the following questions.
What is Marxism?
What did Marx believe?
What were the two main classes?
What is the working-class?
What is the bourgeois class?
What will the proletariat do?
What will occur?
How is socialism defined here?
How is communism different?
Is Marxism a (n) economic philosophy?
How does change occur?
This is a project from a History Day: a documentary. The project made it to the regionals competition for a student, 9:59.
Socialist PartiesA thought provoking collection of Creative Quotations from Karl Marx (1818-1883); born on May 5. German socialist leader, philosopher; He originated the idea of modern communism (Marxism); wrote "Communist Manifesto," 1848, 1:23.
Marx developed the theories upon which modern communism is based and is considered the founding father of economic history and sociology.
Marx set down his ideas in The Communist Manifesto(1848) and Das Kapital (3 vol., 1861, 1885, 1894) arguing that economic relations determined all other features of a society, including its ideas.
He also outlined the goal of Marxism - the creation of social and economic utopia by the revolution of the proletariat which would "centralise all instruments of production in the hands of the state."
All class boundaries would be destroyed and each individual would find personal fulfillment, having no need for the bourgeois institutions of religion or family. Marx himself was an atheist, coining the phrase, "Religion is the opium of the people"
Marx continued to express views about class struggle and bourgeois oppression throughout his life, despite being exiled from his homeland and coping with both his own illness and the death of his children.
Most modern socialist theories are drawn from his work but Karl Marx has had a wider influence touching on many areas of human thought and life such as politics, economics, philosophy, and literature.
This is a video made for a 12th grade World History class to define Marxism.
In-class assignment: working with a partner, answer the following questions.
What is Marxism?
What did Marx believe?
What were the two main classes?
What is the working-class?
What is the bourgeois class?
What will the proletariat do?
What will occur?
How is socialism defined here?
How is communism different?
Is Marxism a (n) economic philosophy?
How does change occur?
This is a project from a History Day: a documentary. The project made it to the regionals competition for a student, 9:59.
Trade Unions
Reading Check
Summarizing
How would you summarize Marx's theory as expressed in The Communist Manifesto?
Section 2 The Emergence of Mass Society
Media Library
By the end of the nineteenth century, a mass society emerged in which the concerns of the majority of the population—the lower classes—were central. Many people moved to the cities which grew faster because of improvements in public health and sanitation. Despite crowded urban conditions, most people after 1871 enjoyed an improved standard of living. Europe's elite now included both aristocrats and a wealthy upper middle class. The middle class expanded to include a wide range of professions. The middle class served as a model of family life and proper social etiquette. Many women now found jobs as low-paid white-collar workers. Feminists began to demand equal rights and full citizenship, including the right to vote. Most Western governments began to set up primary schools to train children for jobs in industry. Society became more literate and enjoyed new mass leisure activities.
Main Ideas
A varied middle class in Victorian Britain believed in the principles of hard work and good conduct.
New opportunities for women and the working class improved their lives.
Key Terms
feminism
literacy
The New Urban Environment
Reading Check
Explaining
Why did cities grow so quickly in the nineteenth century?
Social Structure of Mass Society
The New Elite
The Middle Classes
The Working Classes
Reading Check
Identifying
Name the major groups in the social structure of the nineteenth century.
The Experiences of Women
New Job Opportunities
Marriage and the Family
The Movement for Women's Rights
In Britain, as elsewhere, women struggled against strong opposition for the right to vote. Women themselves were divided on the issue. Some women opposed suffrage altogether. Queen Victoria, for example, called the suffrage struggle “mad, wicked folly.” Even women in favor of suffrage disagreed about how best to achieve it.
Suffragists Revolt
By the early 1900s, Emmeline Pankhurst, a leading suffragist, had become convinced that only aggressive tactics would bring victory. Pankhurst and other radical suffragists interrupted speakers in Parliament, shouting, “Votes for women!” until they were carried away. They collected petitions and organized huge public demonstrations. When mass meetings and other peaceful efforts brought no results, some women turned to more drastic, violent protest. They smashed windows or even burned buildings. Pankhurst justified such tactics as necessary to achieve victory. “There is something that governments care far more for than human life,” she declared, “and that is the security of property, so it is through property that we shall strike the enemy.” As you have read, some suffragists went on hunger strikes, risking their lives to achieve their goals.
Vocabulary Builder
drastic—(dras tik) adj. severe, harsh, extreme
Victory at Last
Even middle-class women who disapproved of such radical and violent actions increasingly demanded votes for women. Still, Parliament refused to grant women’s suffrage. Not until 1918 did Parliament finally grant suffrage to women over age 30. Younger women did not win the right to vote for another decade.
Reading Check
Identifying
What was the basic aim of the suffragists?
Universal Education
Reading Check
Why did states make a commitment to provide public education?
New Forms of Leisure
Reading Check
Explaining
How did innovations in transportation change leisure activities during the Second Industrial Revolution?
Section 3 The National State and Democracy
Media Library
By the late nineteenth century, progress had been made toward establishing constitutions, parliaments, and individual liberties in the major European states. In practice, however, the degree of democracy varied. Political democracy expanded in Great Britain and France, while regional conflicts in Italy produced weak and corrupt governments, and an anti-democratic old order remained entrenched in central and eastern Europe. In Russia, working-class unrest led to “Bloody Sunday” and a mass strike of workers in 1905. After the American Civil War, slavery was abolished and African Americans were granted citizenship. American cities grew, and unions campaigned for workers' rights. The United States also gained several offshore possessions. In foreign policy, European powers drifted into two opposing camps. Crises in the Balkans only heightened tensions between the two camps.
Main Ideas
Key Terms
People to Identify
Western Europe and Political Democracy
Great Britain
Audio
A series of political reforms during the 1800s and early 1900s transformed Great Britain from a monarchy and aristocracy into a democracy. While some British politicians opposed the reforms, most sided in favor of reforming Parliament to make it more representative of the nation’s growing industrial population.
“No doubt, at that very early period, the House of Commons did represent the people of England but . . . the House of Commons, as it presently subsists, does not represent the people of England. . . . The people called loudly for reform, saying that whatever good existed in the constitution of this House—whatever confidence was placed in it by the people, was completely gone.”
—Lord John Russell, March 1, 1831
Audio
One day a wealthy Englishman named Charles Egremont boasted to strangers that Victoria, the queen of England, “reigns over the greatest nation that ever existed.”
“Which nation?” asks one of the strangers, “for she reigns over two. . . . Two nations; between whom there is no [communication] and no sympathy; who are as ignorant of each other’s habits, thoughts, and feelings, as if they were . . . inhabitants of different planets.”
What are these “two nations,” Egremont asks. “The Rich and the Poor ,” the stranger replies.
—Benjamin Disraeli, Sybil
In the 1800s, Benjamin Disraeli and other political leaders slowly worked to bridge Britain’s “two nations” and extend democratic rights. Unlike some of its neighbors in Europe, Britain generally achieved change through reform rather than revolution.
Audio
In 1815, Britain was a constitutional monarchy with a parliament and two political parties. Still, it was far from democratic. Although members of the House of Commons were elected, less than five percent of the people had the right to vote. Wealthy nobles and squires, or country landowners, dominated politics and heavily influenced voters. In addition, the House of Lords—made up of hereditary nobles and high-ranking clergy—could veto any bill passed by the House of Commons.
Reformers Press for Change
Long-standing laws kept many people from voting. Catholics and non-Anglican Protestants, for example, could not vote or serve in Parliament. In the 1820s, reformers pushed to end religious restrictions. After fierce debate, Parliament finally granted Catholics and non-Anglican Protestants equal political rights.
An even greater battle soon erupted over making Parliament more representative. During the Industrial Revolution, centers of population shifted. Some rural towns lost so many people that they had few or no voters. Yet local landowners in these rotten boroughs still sent members to Parliament. At the same time, populous new industrial cities like Manchester and Birmingham had no seats allocated in Parliament because they had not existed as population centers in earlier times.
Vocabulary Builder
allocate—(al oh kayt) vt. to distribute according to a plan
Reform Act of 1832
By 1830, Whigs and Tories were battling over a bill to reform Parliament. The Whig Party largely represented middle-class and business interests. The Tory Party spoke for nobles, land-owners, and others whose interests and income were rooted in agriculture. In the streets, supporters of reform chanted, “The Bill, the whole Bill, and nothing but the Bill!” Their shouts seemed to echo the cries of revolutionaries on the continent.
Parliament finally passed the Great Reform Act in 1832. It redistributed seats in the House of Commons, giving representation to large towns and cities and eliminating rotten boroughs. It also enlarged the electorate, the body of people allowed to vote, by granting suffrage to more men. The Act did, however, keep a property requirement for voting.
The Reform Act of 1832 did not bring full democracy, but it did give a greater political voice to middle-class men. Landowning nobles, however, remained a powerful force in the government and in the economy.
The Chartist Movement
The reform bill did not help rural or urban workers. Some of them demanded more radical change. In the 1830s, protesters known as Chartists drew up the People’s Charter. This petition demanded universal male suffrage, annual parliamentary elections, and salaries for members of Parliament. Another key demand was for a secret ballot, which would allow people to cast their votes without announcing them publicly.
Twice the Chartists presented petitions with over a million signatures to Parliament. Both petitions were ignored. In 1848, as revolutions swept Europe, the Chartists prepared a third petition and organized a march on Parliament. Fearing violence, the government moved to suppress the march. Soon after, the unsuccessful Chartist movement declined. In time, however, Parliament would pass most of the major reforms proposed by the Chartists.
From 1837 to 1901, the great symbol in British life was Queen Victoria. Her reign was the longest in British history. Although she exercised little real political power, she set the tone for what is now called the Victorian age.
The Victorian Web
Symbol of a Nation’s Values
As queen, Victoria came to embody the values of her age. These Victorian ideals included duty, thrift, honesty, hard work, and above all respectability. Victoria herself embraced a strict code of morals and manners. As a young woman, she married a German prince, Albert, and they raised a large family.
A Confident Age
Under Victoria, the British middle class—and growing numbers of the working class—felt great confidence in the future. That confidence grew as Britain expanded its already huge empire. Victoria, the empress of India and ruler of some 300 million subjects around the world, became a revered symbol of British might.
Infographic
From Monarchy to Democracy in Britain
During her reign, Victoria witnessed growing agitation for social reform. The queen herself commented that the lower classes “earn their bread and riches so deservedly that they cannot and ought not to be kept back.” As the Victorian era went on, reformers continued the push toward greater social and economic justice.
In the 1860s, a new era dawned in British politics. The old political parties regrouped under new leadership. Benjamin Disraeli forged the Tories into the modern Conservative Party. The Whigs, led by William Gladstone, evolved into the Liberal Party. Between 1868 and 1880, as the majority in Parliament swung between the two parties, Gladstone and Disraeli alternated as prime minister. Both fought for important reforms.
Expanding Suffrage
Disraeli and the Conservative Party pushed through the Reform Bill of 1867. By giving the vote to many working-class men, the new law almost doubled the size of the electorate.
In the 1880s, it was the turn of Gladstone and the Liberal Party to extend suffrage. Their reforms gave the vote to farmworkers and most other men. By century’s end, almost-universal male suffrage, the secret ballot, and other Chartist ambitions had been achieved. Britain had truly transformed itself from a constitutional monarchy to a parliamentary democracy, a form of government in which the executive leaders (usually a prime minister and cabinet) are chosen by and responsible to the legislature (parliament), and are also members of it.
Limiting the Lords
In the early 1900s, many bills passed by the House of Commons met defeat in the House of Lords. In 1911, a Liberal government passed measures to restrict the power of the Lords, including their power to veto tax bills. The Lords resisted. Finally, the government threatened to create enough new lords to approve the law, and the Lords backed down. People hailed the change as a victory for democracy. In time, the House of Lords would become a largely ceremonial body with little power. The elected House of Commons would reign supreme.
France
Audio
The news sent shock waves through Paris. Napoleon III had surrendered to the Prussians and Prussian forces were now about to advance on Paris. Could the city survive? Georges Clemenceau (kleh mahn soh), a young French politician, rallied the people of Paris to defend their homeland:
“Citizens, must France destroy herself and disappear, or shall she resume her old place in the vanguard of nations? . . . Each of us knows his duty. We are children of the Revolution. Let us seek inspiration in the example of our forefathers in 1792, and like them we shall conquer. Vive la France! (Long Live France!)”
Learn
Focus Question
What democratic reforms were made in France during the Third Republic?
For four months, Paris resisted the German onslaught. But finally, in January 1871, the French government at Versailles was forced to accept Prussian surrender terms.
The Franco-Prussian War ended a long period of French domination of Europe that had begun under Louis XIV. Yet a Third Republic rose from the ashes of the Second Empire of Napoleon III. Economic growth, democratic reforms, and the fierce nationalism expressed by Clemenceau all played a part in shaping modern France.
Italy
Reading Check
Summarizing
What is the principle of ministerial responsiblity?
Central and Eastern Europe: The Old Order
Germany
Austria-Hungary
Russia
Reading Check
Identifying
What was the role of the Duma in the Russian government?
The United States and Canada (Is Canada a part of the United States?)
Aftermath of the Civil War
Economic differences, as well as the slavery issue, drove the Northern and Southern regions of the United States apart. The division reached a crisis in 1860 when Abraham Lincoln was elected president. Lincoln opposed extending slavery into new territories. Southerners feared that he would eventually abolish slavery altogether and that the federal government would infringe on their states’ rights.
North Versus South
Soon after Lincoln’s election, most southern states seceded, or withdrew, from the Union and formed the Confederate States of America. This action sparked the Civil War, which lasted from 1861 to 1865.
The South had fewer resources, fewer people, and less industry than the North. Still, Southerners fought fiercely to defend their cause. The Confederacy finally surrendered in 1865. The struggle cost more than 600,000 lives—the largest casualty figures of any American war.
Challenges for African Americans
During the war, Lincoln issued the Emancipation Proclamation, by which enslaved African Americans in the South were declared free. After the war, three amendments to the Constitution banned slavery throughout the country and granted political rights to African Americans. Under the Fifteenth Amendment, African American men won the right to vote.
Still, African Americans faced many restrictions. In the South, state laws imposed segregation, or legal separation of the races, in hospitals, schools, and other public places. Other state laws imposed conditions for voter eligibility that, despite the Fifteenth Amendment, prevented African Americans from voting.
Economy
By 1900, the United States had become the world's richest nation.
Audio
After the Civil War, the United States grew to lead the world in industrial and agricultural production. A special combination of factors made this possible including political stability, private property rights, a free enterprise system and an inexpensive supply of land and labor—supplied mostly by immigrants. Finally, a growing network of transportation and communications technologies aided businesses in transporting resources and finished products.
Business and Labor
By 1900, giant monopolies controlled whole industries. Scottish-born Andrew Carnegie built the nation’s largest steel company, while John D. Rockefeller’s Standard Oil Company dominated the world’s petroleum industry. Big business enjoyed tremendous profits.
Vocabulary Builder
dominate—(dahm un nayt) vt. to rule or control by superior power or influence
But the growing prosperity was not shared by all. In factories, wages were low and conditions were often brutal. To defend their interests, American workers organized labor unions such as the American Federation of Labor. Unions sought better wages, hours, and working conditions. Struggles with management sometimes erupted into violent confrontations. Slowly, however, workers made gains.
Populists and Progressives
In the economic hard times of the late 1800s, farmers also organized themselves to defend their interests. In the 1890s, they joined city workers to support the new Populist party. The Populists never became a major party, but their platform of reforms, such as an eight-hour workday, eventually became law.
By 1900, reformers known as Progressives also pressed for change. They sought laws to ban child labor, limit working hours, regulate monopolies, and give voters more power. Another major goal of the Progressives was obtaining voting rights for women. After a long struggle, American suffragists finally won the vote in 1920, when the Nineteenth Amendment went into effect.
Audio
For many Irish families fleeing hunger, Russian Jews escaping pogroms, or poor Italian farmers seeking economic opportunity, the answer was the same—America! A poem inscribed on the base of the Statue of Liberty expressed the welcome and promise of freedom that millions of immigrants dreamed of:
“Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tossed to me.
I lift my lamp beside the golden door.”
—Emma Lazarus, “The New Colossus”
Learn
Focus Question
How did the United States develop during the 1800s?
In the 1800s, the United States was a beacon of hope for many people. The American economy was growing rapidly, offering jobs to newcomers. The Constitution and Bill of Rights held out the hope of political and religious freedom. Not everyone shared in the prosperity or the ideals of democracy. Still, by the turn of the nineteenth century, important reforms were being made.
Expansion Abroad
U.S. Expansion, 1783–1898
From the earliest years of its history, the United States followed a policy of expansionism, or extending the nation’s boundaries. At first, the United States stretched only from the Atlantic coast to the Mississippi River. In 1803, President Thomas Jefferson bought the Louisiana territory from France. In one stroke, the Louisiana Purchase virtually doubled the size of the nation.
By 1846, the United States had expanded to include Florida, Oregon, and the Republic of Texas. The Mexican War (1846–1848) added California and the Southwest. With growing pride and confidence, Americans claimed that their nation was destined to spread across the entire continent, from sea to sea. This idea became known as Manifest Destiny. Some expansionists even hoped to absorb Canada and Mexico. In fact, the United States did go far afield. In 1867, it bought Alaska from Russia and in 1898 annexed the Hawaiian Islands.
REFERENCE
REFERENCE
MUSIC FOLDER
This Week's music clips relate to Chapters 29 and 30.
- Stephen Foster, "Camptown Races" (also called "Camptown Ladies")
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- http://www.youtube.com/watch?v=VXE_PfcXtYE (chap. 29, pp. 967-968) See lyrics at http://www.songlyrics.com/various-artists/camptown-races-lyrics/ .
Read carefully pp. 967-8 (in chap. 29) about Stephen Foster's attempt to do a "new kind of music that did not "trivialize the hardships of slavery" and would "humanize the characters", black and white. Often he succeeded, but some of his lyrics retained racial tones common in the earlier minstrel music. This minstrel song ("Camptown Races") was composed in 1850, a decade before the Civil War. Note how Eastman Johnson's painting (p. 967, fig. 29.15) is thematically connected to many of Foster's songs. A camptown was more like a tent city for poor blacks and whites; they were often set up near railroad tracks so that trains could be easily hopped to go to jobs down the line. The song has poor folks discussing bets on horse races to try to make some money. Seehttp://www.npr.org/templates/story/story.php?storyId=126035325 for a discussion of Foster's contributions and work.
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Notes on Opera: OPERA is not just singing by fat people. In fact, perhaps more than any art form, OPERA combines multiple elements of the fine arts: extraordinary singing, musical composition and instrumentation, lyric, artistic stage sets, costume design, dance, acting, and story-telling. And often it was presented in a magnificent opera house with exquisite architecture and a dazzling array of sculptures, paintings, and interior design. I tell students they owe it to themselves ONCE to pay out the heavy expense, dress up, and take the family to a good opera at a good venue with a decent seat. But, before going, go online and read all you can about the opera you will see--read up on the composer, read a summary of the story, and read translations of the songs.
There are three clips under number 2 below from works composed by Giuseppe Verdi. The great Italian opera composer, Giuseppe Verdi, is discussed in our class text (Sayre, 2015, pp. 1000-1001, 1008, 1298). See if you can broaden your musical horizons--even a little. Verdi was both a realist and pragmatist, yet he was also a nationalist (don't forget, his native Italy only became a country in 1871) and out of the dramatic Romantic tradition of music. Verdi was also a showman who played a key role in making opera a popular art form, not just an elite interest.
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- Verdi, Rigoletto; Quartet from Act III:
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- http://www.youtube.com/watch?v=Q5NEOh-XhyA (chap. 30, pp. 999-1001) For text and translation see http://www.metoperafamily.org/PageFiles/43577/MusicalHighlightResource3.pdf.
This tragic opera was composed in 1851. Read carefully the discussion on pp. 1000-1001 (in chap. 30). It is always helpful to read up on an opera before listening to it or attending a performance of it. For background and story summary of Rigoletto, see http://www.npr.org/templates/story/story.php?storyId=96714680 .
For more from Verdi, read pp. 999-1001 and p. 1008 in chap. 30 and then try these:
2b: From Verdi's Opera, Aida: The Triumphal March:
This opera, Aida, premiered in 1871 in Cairo, Egypt. It is mentioned in our class text (Sayre, 2012, p. 1008), and Verdi is discussed on pp. 1000-1001. This is a wonderful opera set in Egypt. See this link for background about this dazzling opera: http://www.npr.org/2011/06/03/136888669/love-triangles-and-pyramids-verdis-aid.
2c: From Verdi's Requiem, Dies irae
This is a musical presentation of a traditional Catholic funeral mass (=Requiem). The Latin Dies Irae means "day of Wrath"--the Day of Judgment. This musical presentation was composed by Verdi in 1874; what we have here is a small part of it. This part captures the drama of such a last day. Note--other greats had also composed versions of this--Mozart, Berlioz, and others. Verdi's composition is very well known, and may sound familiar.
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- Wagner, from Tannhauser, Act II, Scene 1: "Dich, teure Halle" (=Thou, Beloved Hall) (chap. 30, pp. 1001-1002)
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- http://www.youtube.com/watch?v=1-dnIc0bp88 (singing by Jessye Norman); for the staged opera of this, see http://www.youtube.com/watch?v=zwKQV8HhTPE For German lyrics and English translation, see http://www.rwagner.net/libretti/tannhauser/e-tannh-a2s1.html.
Wagner composed this opera in 1861; our selection above is an aria from this production. Read pp. 1001-1002 (in chap. 30) carefully about the background and story of Tannhauser and also about Wagner's extraordinary contributions, but also his prejudices and adversities.
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- Wagner, from Tristan und Isolde, Prelude. (chap. 30, pp. 1002-1003)
Wagner composed Tristan und Isolde in 1865; he called it "music drama'; preferring that term to "opera". Read carefully pp. 1002-1003 (in chap. 30) about the story presented in this work, but also about the concept of the leitmotif or "leading motive"--a brief recurring musical idea . After reading this three paragraph description, see if you can pick up the leitmotif in this Prelude.
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- Offenbach, Orpheus in the Underworld, the Can Can (from Act 2, Scene 2) (chap. 30, p. 1004)
Jacques Offenbach called this form "operetta"; it is also known as "comic opera". Read carefully p. 1004 (in chap. 30) and then listen to and watch the YouTube. You will see why.
REFERENCES: Beyond the Sound Bites
British Islamist Advocates Death Under Sharia for Geller
Geller: No Government Protection After Islamist Attack
Megyn Kelly vs. Richard Fowler
DISCUSSION
"Intrusions in Asia; Opera and Society and a Dilemma" Please respond to one (1) of the following, using sources under the Explore heading as the basis of your response:
American Dilemma--Slavery – The Art & Literature of Protest
Opera and Society
- Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
- Describe the key motives involved in the increased presence of Westerners in India, China, and Japan in the 1700s and 1800s. Identify the key factors that led to Britain's successful imposition of its presence and trade policies on China, despite communications like those from Emperor Ch'ien-lung (i.e., Qianlong) and Commissioner Lin Zexu (i.e., Lin Tse-hsu). Argue for or against the British policies regarding China in the 1800s, using analogies from our own modern times.
- Read, listen to, and watch the sources for the opera composers at the Websites below and in this week's Music Folder. Describe the major influences that Verdi, Wagner, or Puccini exerted upon opera in terms of making it more innovative, realistic, and even controversial. Next, consider Wagner and this dilemma: Wagner's brilliance is clear because his works remain some of the most popular and admired productions in our own time. Yet, he was a blatantly antisemitic and held notions of racial purity, traits that have stained his artistic legacy. (This was compounded by the later celebration of Wagner's music by Hitler and the Nazis). New York Times writer Anthony Tommasini wrote of Wagner in 2005: "How did such sublime music come from such a warped man? Maybe art really does have the power to ferret out the best in us." So, consider the issue of whether we should or can separate the artist from the art, whether we can appreciate the art but reject the artist. Or whether we should reject both the person and his or her art. Identify one (1) modern musician or artist where this dilemma arises.
American Dilemma--Slavery – The Art & Literature of Protest
- Chapter 29 (pp. 962-976); slavery, literature, and art
- Haven's article on Goodman's scholarship on art protesting slavery before the Civil War at http://news.stanford.edu/news/2009/february18/artists-slavery-protests-021809.html
- Art and Slavery article at http://www.realhistories.org.uk/articles/archive/the-art-of-slavery.html
- The Opium Wars and Foreign Encroachment: http://afe.easia.columbia.edu/special/china_1750_opium.htm
- Opium Wars with visuals at http://ocw.mit.edu/ans7870/21f/21f.027/opium_wars_01/ow1_essay01.html
- Key documents from China at http://www.fordham.edu/halsall/mod/1793qianlong.asp and http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/com-lin.html
Opera and Society
- Chapter 30 (pp. 999-1004), Wagner and Verdi; (pp. 1133-1134), Puccini; review the Week 5 “Music Folder”
- Huizenga article and audio selections at http://www.npr.org/blogs/deceptivecadence/2012/04/11/150420827/talk-like-an-opera-geek-how-verdi-wagner-and-puccini-got-their-grooves
- Wagner video of a stage production (Tristan und Isolde) at http://www.youtube.com/watch?v=OAEkTK6aKUM
- Verdi video clip of stage production (Rigoletto) at http://www.youtube.com/watch?v=Q5NEOh-XhyA
- Puccini video clip of stage production (Tosca) at http://www.youtube.com/watch?v=5sSoKbv46zc
