AP European History 2016-17 Unit 3 Part IV (continued): The Crisis of Modernity: The Birth of Modern European Thought; 1830-1933 Calendar Friday 2.17 No class - But check out the Extra Credit Assignment that everyone should do! Have a Wonderful February Break! Don t forget to read that AP Prep Book! Tuesday 2.28 Due: Chapter 15 Homework 12 In Class: Homework: Assignment 13 Thursday 3.2 Due: Homework 13 Topic: The Birth of Modern European Thought In Class: Homework: Assignment 14 Monday 3.6 Due: Assignment 14 In Class: Chapter 16 Quiz In Class: Homework: Unit 3, Part V, Assignment 15 (Imperialism Unit coming soon over break) AP Thematic Learning Objectives (Relates to historical content of Chapter 16) Objective Knowledge and Subjective Visions (OS) Starting in the 15 th century, European thinkers began developing new methods for arrive at objective truth - substituting these methods for appeals to traditional authorities - and then gradually moved away from belief in absolute truths to increasingly subjective interpretations of reality. Over time, the new methods for acquiring knowledge through observation and experimentation raised questions about the relationship between the observer and the observed. Beginning in the 19 th century, new theories called into question the supremacy of reason and the possibility of finding objective truth in favor of subjective interpretations of reality and the importance of non-rational forces. In physics, quantum mechanics and Einstein s theories of relativity, which took the observer into account, challenged Newtonian mechanics, and in psychology, Freud emphasized the importance of irrational drives in human behavior. Beginning in the 19 th century and accelerating in the 20 th, European artists and intellectuals, along with a portion of the educated public, rejected absolute paradigms (whether idealist or scientific), replacing them 1
with relative and subjective ones, as exemplified by existential philosophy, modern art, and postmodernity ideas and culture. The emergence of these ideas created a conflict between science and subjective approaches to knowledge. Europeans continued to engage in science and to regard the results of science as being of universal value, while postmodernist thinkers emphasized the subjective component - the role of the actor - in all human activities, including scientific ones. Translation of this narrative into overreaching questions: 1. OS-5 Analyze how the development of the new print media contributed to the emergence of a new theory of knowledge and conception of the universe. (Mass media, mass printing of literature; The Birth of Science Fiction, page 583.) 2. OS-8 Explain the emergence, spread, and questioning of scientific and positivist approaches to addressing social problems. (Don t forget to read Auguste Comte, Course of Positive Philosophy (France) 1830-1842 found on page 582, and see how it would be used in a response to this question.) 3. OS-12 Analyze how artists used strong emotions to express individuality and political theorists encouraged emotional identification with the nation. (Romanticism, Freudian psychology, and modern art) 4. OS-13 Explain how and why modern artists began to move away from realism and toward abstraction and the non-rational, rejecting traditional aesthetics. (Impressionism, Cubism, and subjectivity in the arts) Assignment 13: Due Thursday 3.2- Assignment to hand in for credit 1. Please read Chapter 16, The Birth of Modern European Thought, pages 580-592. 2. It is so important for you to read all the sources, Encountering the Past readings, and Compare and Contrast primary source readings, as well as answering the questions on the sources. (If you want to do well on the test you must do this. The test will use these key historical sources in multiple choice questions, SAQ s, and the DBQ. Practice!) 3. Please read the following sources and answer the questions provided. Think about the structure of your argument as you write and include specific and relevant evidence to support that argument. 1. Modern History Sourcebook Crib Sheet: Late 19 th Century Science and Culture http://sourcebooks.fordham.edu/halsall/mod/19csci.asp (Outline that puts works in context.) 2. The Descent of Man, 1871, (excerpts) Charles Darwin http://sourcebooks.fordham.edu/halsall/mod/1871darwin.asp As you read this, can you see: - He uses a mechanical interpretation? - He puts forth a naturalistic explanation? - He presents the theory of natural selection - which is? - He states that moral nature and religious sentiments had developed naturally largely in response to survival requirements? - He established a belief in differences in man based on culture? (If not, please ask in class.) 2
3. Herbert Spencer, Social Darwinism, from The Data of Ethics (1857) found on page 583. Please compose responses to the 3 questions at the end. Be sure to think about what you read in Darwin s work from #2. 4. As you read Matthew Arnold s excerpt from Dover Beach, can you see the depth of the conflict brought on by the new sciences? The conflict manifested itself in literature and poetry. (No questions to answer.) 5. Compare and Contrast: The Debate over Social Darwinism - Please compose responses to the 5 questions on page 586. Be sure to include what you know about Darwin s theory in your responses, when needed. 6. Good time to read the handout on Bismarck s Kulturkampf and analyze images in the political cartoon, page 589, Conflict between Church and State in Germany. (No questions to answer.) 7. Read Pope Leo XIII, Rerum Novarum (Of New Things), 1891 on page 590. 8. Please read Leo XIII Considers the Social Question in European Politics, Please compose responses to the 4 questions on the reading. 9. Read The Syllabus of Errors Condemned by Pius IX found at this this website: http://www.papalencyclicals.net/pius09/p9syll.htm (No question to answer, but be sure that you consider how you would use these sources and history in answering this: How did the Catholic Church respond to the scientific, technological, political, and social changes that abounded in the last half of the 19 th century?) 10. Sayyid Jamal al-din al-afghani, Lecture on Teaching and Learning : The textbook narrative speaks to the anti-islamic attitudes that were reinforced by Christian missionaries; how does this jive with the source? (No questions to answer.) 11. What are religious pilgrimages? What are the motivations and goals? How do they relate to the new science and the response of Catholic Church? Read and analyze A Closer Look: Popular religion and Pilgrimage, found on page 590. (No questions to answer.) Questions to consider but not part of the assignment: 1. What were the basic scientific principles of Charles Darwin s theories, as stated in The Descent of Man? How did they challenge established assumptions in science and theology? 2. Why do you think that Huxley s discussion of the struggle for existence was so unsettling for his audience? 3. What put the various churches on the defensive and heightened the tensions between church and state? Assignment 14, Due Monday 3.6 1. Please read Chapter 16, pages 592-613. 2. Please read the sources found on pages 595, 596, 598, 600, 605, 607, 610, and 611 3. Please read the handout on Music and Nationalism, and Realism and Art. Think about how you would use these narratives in answering: ~ OS-12 Analyze how artists used strong emotions to express individuality and political theorists encouraged emotional identification with the nation. (Romanticism, Freudian psychology, and modern art) ~ OS-13 Explain how and why modern artists began to move away from realism and toward abstraction and the non-rational, rejecting traditional aesthetics. (Impressionism, Cubism, and subjectivity 3
in the arts) 4. Please visit this website and examine the art from the different movements mentioned in the textbook. ARTCYCLOPEDIA. Artists by Movement: Fauvism, 1898-1908. http://www.artcyclopedia.com/history/fauvism.html 5. To gain a deeper understanding of the significance of Nietzsche s philosophy of Nihilism, these two lectures can do that for you, as well as the third source: The History Guide: Lectures on Twentieth Century Europe. Lecture 2: Nietzsche, Freud and the Thrust Toward Modernism (1). http://www.historyguide.org/europe/lecture2.html The History Guide: Lectures on Twentieth Century Europe. Lecture 3: Nietzsche, Freud and the Thrust Toward Modernism (2).http://www.historyguide.org/europe/lecture3.html The Perspectives of Nietzsche http://www.pitt.edu/~wbcurry/nietzsche.html Be sure to take notes from these sources. [OS-12 Analyze how artists used strong emotions to express individuality and political theorists encouraged emotional identification with the nation. (Romanticism, Freudian psychology, and modern art)] 6. Who is Max Weber? His works are some of the most famous writings of the era. How does his contributions, Georges Sorel, Émile Durkheim, Count Arthur de Gobineau, and Houston Stewart Chamberlain contribute to the rise of pseudo sciences and the use of those theories to racism or the constructed idea of cultural superiority? Both will be used (and still are) to justify inhumane treatment of anyone who is not white Anglo-Saxon Protestant (WASP) beginning with the age of imperialism and culminating in Adolf Hitler s fascism. Questions to use to check your understanding: 1. Explain what Freud means by dreams of consequences. 2. Explain Freud s theory of human motivation and behavior. Why were dreams important to Freudian psychoanalysis? 3. What is the ego? id? superego? 4. What does Nietzsche mean by nihilism? What is your position toward such an outlook? 5. What were the prevailing views regarding women s roles and status in the nineteenth century? How were they beginning to change? 6. How did the various art movements of the mid-to-late nineteenth century reflect the social and political tensions between the individual and society? How were they an expression of the new political/scientific ideas of the times? [Look at the different types of artistic styles within the modernist movement, too] 7. What different aspect of realism can be seen in the works of Zola, Dickens, and Thomas Hardy? 8. Describe the steps taken between 1832 and 1918 to extend the suffrage in England. What groups and movements contributed to the extension of the vote? 9. To what extent did Marx and Freud each challenge the nineteenth century liberal belief in rationality and. progress? 10. Discuss the ways in which European Jews were affected by and responded to liberalism, nationalism, and anti-semitism in the nineteenth century. 11. Evaluate how the ideas of Charles Darwin and Sigmund Freud challenged Enlightenment assumptions about human behavior and the role of reason. 4
12. Describe and analyze the ways in which Marxism, Freudianism, and the women s movement challenged traditional European beliefs before the First World War. Turgenief's definition of Nihilism, as presented in the Novel, Fathers and Sons [excerpted from Readings in Modern European History, James Harvey Robinson and Charles Beard, eds., vol. 2 (Boston: Ginn and Company, 1908), pp. 353-354] "Well, and what sort of person is Mr. Bazaroff himself? he asked, with pauses between the words. "What sort of person is Bazaroff? " Arkady laughed. "Would you like to have me tell you, my dear uncle, what sort of person he is?" "Pray do, my dear nephew." "He is a Nihilist." "What? " asked Nikolai Petrovitch ; and Pavel Petrovitch elevated his knife, with a bit of butter sticking to the blade, in the air, and remained motionless. "He is a Nihilist," repeated Arkady. "A Nihilist," said Nikolai Petrovitch. "That comes from the Latin nihil, 'nothing,' so far as I can judge; consequently that word designates a man who recognizes nothing." "Say, 'who respects nothing,' " put in Pavel Petrovitch, and devoted himself once more to his butter. "Who treats everything from a critical point of view," remarked Arkady. "And isn't that exactly the same thing? " inquired Pavel Petrovitch. "No, it is not exactly the same thing. A Nihilist is a man who does not bow before any authority whatever, who does not accept a single principle on faith, with whatever respect that principle may be environed." "And dost thou think that is a good thing? " interrupted Pavel Petrovitch. "That depends on who it is, dear uncle. It is all right for one man and very bad for another." "You don't say so. Well, I see that that is not in our line. We people of the old school assume that without principles it is impossible to take a step or breathe.... We shall content ourselves, therefore, with admiring these gentlemen -- what do you call them? " 5
" Nihilists," replied Arkady, with distinctness. http://www.shsu.edu/~his_ncp/nihil.html 6