Between the eighteenth and twentieth century, many different aspects of western society changed by an immense amount. The significance of this is that things such as Darwin's Theory of Evolution, and the steam train, have revolutionized society today. Through many different wars and revolutions, politics in this time period changed, especially in France and in the United States. Many outlooks on society also changed during this period, such as the emancipation of slavery. New ideas also spread, such as new steam engines, and new philosophies.
The change over time during this period concerning politics is significant because there was a drastic change in the way government functioned that differed greatly from other time periods. In 1776, the American Revolution made America a free nation, as opposed to being under European rule, and in 1789, George Washington became President of the United States, beginning a new era in history. 1789 also marked the time when the French Revolution began, and after it ended in 1815, the old French government no longer existed, and instead a new, fully redressed government stood in it's place. England, during the year of 1832, had made the Reform Bill of 1832, and in 1861 the American Civil War began. In 1870 through 1879, the third French Republic was instituted.
In this time period, intellect became more than just mere philosophy, and extended towards creating industrialized modes of transportation. The start of the Industrial Revolution began with the steam train, created in Europe in 1770, and some years later, in 1820, industrialization entered the United States. In 1859, Darwin revolutionized man's view on religion and how we perceive our own being by writing his origin of species, and introducing the Law of Natural Selection.
Society also changed in many ways during this period. Between 1730 and 1850, population boomed in the west because of the Industrial Revolution and the new found methods of harvesting food. In 1863, at the end of the American Civil War, slavery in the United States was emancipated. The emancipation of slavery is an incredibly major fact in this time period seeing as it was the abolition of a long lasting method of work in the west.
Although so much changed during this time period, something that did not change was the aesthetical view of art and poetry. This may not have been changed because it was something not necessarily new, or exciting.
Tuesday, November 17, 2009
Thursday, November 5, 2009
Page 533, DBQ
During the 19th century, the leaders of many countries, Europe, the United States, and Japan in particular, decided that an expansion of educational opportunity was extremely necessary. These leaders used a variety of different causes in order to justify their push towards education.
Several of the justifications that they used were involved with society. Albertine Necker de Saussure writes in 1838 that society sees women merely as wives, and young girls as future wives, however, she says that since women can support themselves without an education, and without a man, they would have much more potential to be something more if they were educated properly (Document #1). This point of view is predictable seeing as Albertine Necker de Saussure was a woman living in the 19th century, and the fact that she was a Calvinist, believing that all souls, meaning men and women alike, are equal before God. Another reason for education was pressed by Horace Mann in 1840, saying that an educated people would create a more stable society that could better follow the law (Document #2). Horace Mann's standing on this situation is obvious because was a Secretary of the board of education in Massachusetts. In 1874, Eliza Duffy explains her reasons for spreading education. She says that women wants to learn, and that they should be treated equally, although they do not learn in the same ways that men do. She also goes on to explain that the stronger women, and the unattractive women will lead the future (Document #3). This point of view is easily determined by the fact that Eliza Duffy was a leading feminist in the 19th century. The Japanese empire's account on the spread of education is that it will bring the utmost and highest honor to Japan if their people become educated and preserve their culture (Document #4). The Japanese also feel that they need to educate themselves in order to compete with the rest of the world. A stupid country simply wouldn't function the way that they wanted it to (Document #5).
Although the leaders in different societies noticed that society itself would benefit from better education, they also noticed that the people of these societies would benefit from intellect. Albertine Necker de Saussure explained that since women had the capacity to be educated, they should, and as an educated people could serve a better purpose (Document #1). Horace Mann expressed that an educated people could keep themselves under control, and that they could lead lawful lives, seeing as they would be more aware (Document #2). Eliza Duffy said that the expansion of education into the lives of women could not be stopped, and that they have the desire to learn (Docoment #3). In Document #4, Japan feels the need to expand education because intelligence and sophistication are coupled together, and with intelligent people they would pursue the cultivation of arts. However, Japan also wants to expand intellect because they believe that eastern teachings are "saturated with confucian teachings" and they want to be on the same educational level as the west (Document #5).
In conclusion, the leaders of Europe, the United States, and Japan justified their claims for an expansion of education by saying that it would enrich their cultures, and that it would make society more lawful and acceptable.
Additional documents that would assist in this evaluation would be another document from Europe so that a more rounded view of Europe's intentions in this situation could be more attainable.
Several of the justifications that they used were involved with society. Albertine Necker de Saussure writes in 1838 that society sees women merely as wives, and young girls as future wives, however, she says that since women can support themselves without an education, and without a man, they would have much more potential to be something more if they were educated properly (Document #1). This point of view is predictable seeing as Albertine Necker de Saussure was a woman living in the 19th century, and the fact that she was a Calvinist, believing that all souls, meaning men and women alike, are equal before God. Another reason for education was pressed by Horace Mann in 1840, saying that an educated people would create a more stable society that could better follow the law (Document #2). Horace Mann's standing on this situation is obvious because was a Secretary of the board of education in Massachusetts. In 1874, Eliza Duffy explains her reasons for spreading education. She says that women wants to learn, and that they should be treated equally, although they do not learn in the same ways that men do. She also goes on to explain that the stronger women, and the unattractive women will lead the future (Document #3). This point of view is easily determined by the fact that Eliza Duffy was a leading feminist in the 19th century. The Japanese empire's account on the spread of education is that it will bring the utmost and highest honor to Japan if their people become educated and preserve their culture (Document #4). The Japanese also feel that they need to educate themselves in order to compete with the rest of the world. A stupid country simply wouldn't function the way that they wanted it to (Document #5).
Although the leaders in different societies noticed that society itself would benefit from better education, they also noticed that the people of these societies would benefit from intellect. Albertine Necker de Saussure explained that since women had the capacity to be educated, they should, and as an educated people could serve a better purpose (Document #1). Horace Mann expressed that an educated people could keep themselves under control, and that they could lead lawful lives, seeing as they would be more aware (Document #2). Eliza Duffy said that the expansion of education into the lives of women could not be stopped, and that they have the desire to learn (Docoment #3). In Document #4, Japan feels the need to expand education because intelligence and sophistication are coupled together, and with intelligent people they would pursue the cultivation of arts. However, Japan also wants to expand intellect because they believe that eastern teachings are "saturated with confucian teachings" and they want to be on the same educational level as the west (Document #5).
In conclusion, the leaders of Europe, the United States, and Japan justified their claims for an expansion of education by saying that it would enrich their cultures, and that it would make society more lawful and acceptable.
Additional documents that would assist in this evaluation would be another document from Europe so that a more rounded view of Europe's intentions in this situation could be more attainable.
Monday, November 2, 2009
Summer DBQ
Noah Brown
Summer DBQ
Soon after the west's rise to power, a great amount of western influence spread to the eastern Asian countries, particularly Japan. Although the Japanese did not completely replicate the western styles, the fact that the Japanese borrowed so much is significant in showing the rise in influence that coupled the west's rise to power.
The Japanese Constitution of the Empire of Japan (Document #3) shows the different laws and rights of the Japanese people. Many of these laws, however, are very similar or identical to the laws of Western societies, especially concerning the rights and duties of subjects. During the Treaty of Portsmouth (Document #11), America acts as a kind of overseer during Japan's dealings with the Russians, debating over Manchuria. However, as America acts as a sort of role-model for the Japanese government, America does not want the Japanese to come into America because they are afraid of overpopulation, race contests, and violence (Document #1).
Document #10 shows the optimistic side of a Japanese man on tour in America. This man recognized the opportunity to trade with America via sea trade with Japan to California. This was beneficial for both societies, as it provided wealth and trade routes for Japan, and cut the shipping costs of goods for California by a large amount.
To better understand the influence of Western society on Japan, we can take a look at the Mei Prefectural Normal School (Document #2). It is clear in this document that western architecture has had an impact on Japan because the building has pillars, as well as very square windows. Japanese schools also took to the western way of having three periods of school which are similar to pre, middle, and high school (Document #6). Besides school, after Japan allowed Westerners to enter Japan, they had a new found competition with western business. With the new competition and extra opportunities to make a profit, silk and coal production in Japan skyrocketed (Document #7). Most of the trade was not conducted on the mainland, but was done by sea travel (Document #12).
Trade, architecture and education were not the only things that came out of Japan's connection with the Western world. New industrialized ships, along with new weapons of warfare such as bayonets were included. Western fighting styles were also incorporated into the Japanese way of battle (Document 9).
Although the Japanese and western customs were not entirely alike, the Japanese did, however, borrow many laws and styles of fighting, architecture, and family life. This is significant in showing how far the west's hegemony has spread.
An additional document that would be useful would be another one on the Japanese fighting styles, seeing as document 9 was somewhat vague.
Summer DBQ
Soon after the west's rise to power, a great amount of western influence spread to the eastern Asian countries, particularly Japan. Although the Japanese did not completely replicate the western styles, the fact that the Japanese borrowed so much is significant in showing the rise in influence that coupled the west's rise to power.
The Japanese Constitution of the Empire of Japan (Document #3) shows the different laws and rights of the Japanese people. Many of these laws, however, are very similar or identical to the laws of Western societies, especially concerning the rights and duties of subjects. During the Treaty of Portsmouth (Document #11), America acts as a kind of overseer during Japan's dealings with the Russians, debating over Manchuria. However, as America acts as a sort of role-model for the Japanese government, America does not want the Japanese to come into America because they are afraid of overpopulation, race contests, and violence (Document #1).
Document #10 shows the optimistic side of a Japanese man on tour in America. This man recognized the opportunity to trade with America via sea trade with Japan to California. This was beneficial for both societies, as it provided wealth and trade routes for Japan, and cut the shipping costs of goods for California by a large amount.
To better understand the influence of Western society on Japan, we can take a look at the Mei Prefectural Normal School (Document #2). It is clear in this document that western architecture has had an impact on Japan because the building has pillars, as well as very square windows. Japanese schools also took to the western way of having three periods of school which are similar to pre, middle, and high school (Document #6). Besides school, after Japan allowed Westerners to enter Japan, they had a new found competition with western business. With the new competition and extra opportunities to make a profit, silk and coal production in Japan skyrocketed (Document #7). Most of the trade was not conducted on the mainland, but was done by sea travel (Document #12).
Trade, architecture and education were not the only things that came out of Japan's connection with the Western world. New industrialized ships, along with new weapons of warfare such as bayonets were included. Western fighting styles were also incorporated into the Japanese way of battle (Document 9).
Although the Japanese and western customs were not entirely alike, the Japanese did, however, borrow many laws and styles of fighting, architecture, and family life. This is significant in showing how far the west's hegemony has spread.
An additional document that would be useful would be another one on the Japanese fighting styles, seeing as document 9 was somewhat vague.
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