Juvens+Mizero+Q3

Juvens Mizero 10 B Social Studies Great Person Theory Ms. Clough 22 January 2011

__Karl Marx__ (1) ||= Below Average (2) ||= Average (3) ||= Above Average (4) ||= Outstanding (5) ||
 * =  ||= Poor
 * Charisma ||=  ||=   ||=   ||= 4 ||=   ||
 * Intelligence ||=  ||=   ||=   ||=   ||= 5 ||
 * Determination ||=  ||=   ||=   ||=   ||= 5 ||
 * Ability to Problem-Solve ||=  ||=   ||= 3 ||=   ||=   ||
 * Decision-Making Ability ||=  ||=   ||=   ||=   ||= 5 ||
 * Describe the person's leadership style ||=  ||=   ||=   ||= 4 ||=   ||
 * Significance to others ||=  ||=   ||=   ||= 4 ||=   ||
 * Evidence of Achievements ||=  ||=   ||=   ||=   ||= 5 ||
 * Relevance to Contemporary History ||=  ||=   ||=   ||=   ||= 5 ||
 * Overall Impact on History ||=  ||=   ||=   ||= Score: ||= **36** ||
 * Overall Impact on History ||=  ||=   ||=   ||= Score: ||= **36** ||

Juvens Mizero 10 B Social Studies Great Person Theory Ms. Clough 2 February 2011

__Napoleon Bonaparte__ (1) ||= Below Average (2) ||= Average (3) ||= Above Average (4) ||= Outstanding (5) ||
 * =  ||= Poor
 * Charisma ||=  ||=   ||=   ||= 4 ||=   ||
 * Intelligence ||=  ||=   ||=   ||=   ||= 5 ||
 * Determination ||=  ||=   ||=   ||=   ||= 5 ||
 * Ability to Problem-Solve ||=  ||=   ||=   ||=   ||= 5 ||
 * Decision-Making Ability ||=  ||=   ||=   ||=   ||= 5 ||
 * Describe the person's leadership style ||=  ||=   ||=   ||= 4 ||=   ||
 * Significance to others ||=  ||=   ||=   ||= 4 ||=   ||
 * Evidence of Achievements ||=  ||=   ||=   ||=   ||= 5 ||
 * Relevance to Contemporary History ||=  ||=   ||=   ||=   ||= 5 ||
 * Overall Impact on History ||=  ||=   ||=   ||= Score: ||= **38** ||
 * Overall Impact on History ||=  ||=   ||=   ||= Score: ||= **38** ||

Juvens Mizero 10 B Social Studies Great Person Theory Ms. Clough 18 February 2011

__3 Factors Leading to the French Revolution__: Social Inequality, Financial Struggles, Enlightenment Ideas Make People Question Society

__4 Stages of France's Revolution__: Strife leads the people to attack the monarchs and imprison them, then the people formulate a constitutional monarchy but the monarchs try to flee the the country and are considered traitors. Soon after they are killed, a series of killings occur, known as the Reign of Terror, then Napoleon, a French general rises to power and makes himself Emperor of France.

__"Man is born free and everywhere he is in chains." (Rousseau)__: Prior to the French Revolution, people in France were free, however some had more freedom than others due to where they stood in society. The less importance or amount of goods you held meant that you were inferior to others. The poor did not take this too well, so they began to revolt, and later members of the middle and upper class joined in when they felt that their own freedom was being threatened by the system of things in France at the time.


 * = Person ||= Estate ||= Privileges /Complaints ||= Desire for Change ||=  ||=   ||
 * Nun ||= 1 ||= Not taxed ||= Religion's influence should be extended ||=  ||=   ||
 * Priest ||= 1 ||= Not taxed ||= Indifferent ||=  ||=   ||
 * Nobleman ||= 2 ||= Not taxed, claims to many properties, etc ||= Wants things as they are, unless you are progressive and don't like absolutist monarchy ||=  ||=   ||
 * Banker ||= 3 ||= Taxes should be levied ||=  ||=   ||=   ||
 * Manufacturer ||= 3 ||= Taxes should be levied ||=  ||=   ||=   ||
 * Lawyer ||= 2 ||= Opposes taxes ||= If the opportunity to become a powerful politician presents itself, then change is considered ||=  ||=   ||
 * Peasant ||= 3 ||= Taxed heavily, no jobs or foods ||=  ||=   ||=   ||
 * Member of Royal Family ||= 2 ||= Lots of privileges ||= Gets almost anything so no change is desired ||=  ||=   ||
 * Journey Man ||= No Estate ||= Not a citizen so you receive none ||= Indifferent, unless a chance to gain influence is present ||=  ||=   ||
 * Servant ||= 3 ||= Wants increased freedom ||= No longer serving a master ||=  ||=   ||

Juvens Mizero 10 B Social Studies French Revolution Ms. Clough 22 February 2011

Article 6 of The Declaration of the Rights of Man and the Citizen states that all are equal under the law and should view themselves and others as such. It is significant because the old French regime did not respect the people's rights and inequality and many relative struggles were included. The French "Declaration of the Rights of Man and the Citizen" was made to propose or shed light on the rights that the French people deserve. The Americans "Declaration of Independence" was written to declare independence from Britain, and also to break the social contract with the King. What is similar between the the two documents was that both governments addressed the people's freedom from the current oppressive regime.

1. Jacques Necker's financial recommendations to Louis XIV included reducing the taxes imposed on the poor and increasing those on the Second and First Estates, reduce extravagant court spending, and reform government. 2. The Committee of Public Safety was created in order to combat foreign threats (Austrians across the border included) and rid France of those who opposed the Revolution. The Committee of Public Safety was created by the National Assembly which was lead by Maximilien Robespierre. 3. Napoleon was able to rise to power so quickly because at the time, France was in a state of turmoil so anyone who was willing could get further ahead. In order to achieve his goal of conquering France, Napoleon overthrew the then current government. 4. As ruler of France, Napoleon established some reforms, including abolishing feudalism, claiming all citizens equal under the law and religious tolerance, supports industries, makes public education possible. 5. If I were a French voter in 1803, I would not vote on the plebiscite for to make Napoleon emperor. Rather, I would prefer it if he became 6. Napoleon came to dominate most of Europe by 1812 through building the French army into the strongest one in Europe. With this new army, Napoleon was able to quickly extended French borders and put the people he confronted under his rule. 7. At the height of its power, Napoleon's Empire began to crumble. First cold winters and blockades set up by Russian troops forced Napoleon's forces to retreat and losing the war with Austria later on. This resulted in France experiencing many financial troubles and Napoleon's exile in Elba. He takes over Elba and leads the battle of Waterloo but is defeated at the hands of European nations that have put their struggles with each other aside to eliminate a common enemy. 8. Napoleon redrew the map of Europe and wrote the Napoleonic Code, which still serves in France, Spain and Italy as the basis for government and/or related affairs. 9. The Congress of Vienna wanted to restore stability and order in Europe, ensure that the balance of power was restored and maintained.

__Napoleon Bonaparte__ Napoleon was born in Corsica to minor nobles, and since childhood he trained for the French military. Later, he would become and soldier and a powerful general thereafter. At the beginning of his political career, Napoleon helped overthrow the weak Directory and replaced it with the Consulate. As France's ruler, Napoleon drafted a new Constitution and took the title of First Consul of France. By 1802, he declares himself consul for life, then hosts an election where he is crowned emperor of France, in 1804. As part of Napoleon's domestic policy, the central government was strengthened; building of roads, canals and new industries; public school under government control; women lost right of citizenship; peasants kept lands bough during the Revolution; emigres (French people who fled during the Revolution), etc. Napoleon annexed Netherlands, Grand Duchy of Warsaw, Belgium and parts of Italy and Germany, proposed the Confederation of the Rhine (abolished Roman Empire). Of the many nations that Napoleon tried to conquer, Britain holds out completely (Russia resisted for a while, but some parts fell prey to Napoleon's conquest). France and those under its rule had naval blockades put in place to restrict movement or trade by Britain with other nations. To combat this threat, the British took up a similar approach (naval blockades sent to restrict movement of French and French-allied groups and trade).

Juvens Mizero 10 B Social Studies Industrial Revolution Ms. Clough 01 March 2011

__Revolution__: The overthrowing of a government in favor of instituting a newer, often fairer or more appealing system. __Technology__: The application of science so as to improve human living conditions. Technology can also deteriorate living conditions. __Nationalism__: Feeling of patriotism and loyalty to a cultural group, country. __Liberalism__: Open new and/or revolutionary ideas. __Conservatism__: Sticks to the current order in society and in some cases revert to earlier views. __Ideology__: System that serves as a foundation for political and economic theories and policies. __Recession__: The decline in the economic growth of a region.

(1783) || Contains steam to build pressure. Uses energy to generate mechanical movement. || Steam engine was used in different machines. Replaced by the horse and buggy. || Still used sparingly. Began a domino effect of inventions. || (1779) || Spins yarn. Combines the spinning jenny and the water frame. || Textiles became more readily available. Textiles became cheaper and served as a source of income in some nations. ||  || Stevenson || Burning coal, other fuels, generating steam that mechanically moves a vehicle. || Sped up transportation of people and goods. ||  || __Entrepreneur__: A person who has ideas of how to satisfy wants and needs by pulling factors of production thereby producing goods and services for profit. __Agricultural Revolution__: farming tools, seed drill, farming methods, seed drill, farming methods, enclosures increase and surplus of food. __Advances in Technology__: steam engine, cotton gin, spinning jenny, spinning mule, dynamo, water frame, etc.
 * Invention || Description || Impact || Connection to Today ||
 * Steam Engine by James Watt
 * Spinning Mule by Samuel Crumpton
 * Steam Powered Locomotive of George

Great Britain had a great amount of natural resources, a colonial empire from which more goods could be extracted, and a constitutional monarchy which supported capitalism. Britain's navigable rivers and

The industrious middle class and the new middle class are are similar yet also different, all at the same time. Both groups had or currently have equal rights and opportunities as those of higher social standings. The difference is between the two was competition; new middle class workers could establish their own unique business systems that utilized the technology of the time to meet the consumers needs and wants. In the case of industrial middle class workers, all the work one put in did not allow them to make a profit,rather it was their bosses who received everything. Also, industrial middle class workers rights were often neglected and they had little free time.

Karl Marx put forth the ideas of socialism, which taught that people must belong to the same social class, be of equal rights, etc thereby contributing to an ideal society. Middle class workers embraced his ideas because the current relations they had with upper-class men and women were strained. By basing a society on socialist principles, the middle class believed that all would be well and that economic and social struggles would end. Karl Marx and other socialists put forth their ideas for the same reason(s).

Juvens Mizero 10 B Social Studies Industrial Revolution Ms. Clough 03 March 2011

__Benefits of Industrialization__: i) some people became wealth ii) new technology simplified life iii) surplus of food and higher population growth iv) greater specialization v) growth of town into cities vi) social classes changed __Challenges of Industrialization__: i) horrible working conditions ii) people work longer hours and have no right to profit iii) no worker rights iv) machines outpaced people in their designated jobs, hence the people were fired

__How was Karl Marx's //Communist Manifesto// a reflection of the times he lived in?__ - Karl Marx (1818-1883) i) Lived in Germany and England. Witnessed unfair working conditions of factory workers in both nations. He noticed that the middle class capitalists were living lavishly, while those in their factories lived in terrible ones. ii) Ideas of the //Communist Manifesto//: Government should own the factors of production and completely control the economy. With government in control, no social classes will exist, making all political and social or economic troubles end since the government will make sure that everyone has equal amounts of everything. iii) " The history of humankind is the history of class struggles... workers of the world, UNITE!"