... The American and French Revolutions: Compared and Contrasted The history of the human race always has been, and most likely will always be, that of evolution and revolution. – Lewis F. Korns, Thoughts A revolution occurs when one government is overthrown and replaced with another (Yahoo). The American and French revolutions can be both compared and contrasted in their origins and outcomes. Both revolutions began due to the common peoples’ need to obtain independence and liberty from an oppressive government (2). The American Revolution was triggered by the American colonists’ need for financial independence from the overpowering nation of Great Britain, while the French revolution was a struggle to gain social equality among the masses. Although the American and French Revolutions were fought over some of the same ideas, the American Revolution is considered more "conservative" than the French is (2). The intent of the American revolutionaries was not to initiate a revolution, but rather to gain their freedom from a "long train of abuses" (Jensen). In contrast, the French were trying to cause a true revolution because they were not just fighting for freedom but rather to over throw and remove the monarchy (3). The American revolutionaries had no choice but to defend their liberties and the tactics used by the Americans were not as directly aggressive as those used by the French. The American and French Revolution...
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...This historical analysis will define the causes, changes, and effects of the French Revolution from 1789-1795. The primary cause of the French Revolution was the growing concern over the absolute power of the monarchy that excluded the middle and lower classes from participation in the government. Louis XVI was the absolute monarch during the early stages of the revolution, which served as a catalyst for extreme governmental neglect, starvation, and abuse of the lower and middle classes during the 1780s. More so, an increased interest in Enlightenment principles, the American Revolution, and Republican government created a middle class platform for protesting the king as a threat to participatory governance. Eventually, the Estates-General sought diplomatic means to end the monarchy, but Louis XVI refused to abdicate. However, the Estates General formed a military and overthrew the monarchy, which resulted in the formation a Republican government in 1792....
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...During the French Revolution the colony of St.Domingue now known as Haiti furnished almost two-thirds of France’s trade. Motivated by not only slave labor but fertile soil they produced several things such as sugar, coffee, and cotton on their main land France. By 1789 this colony along with Jamaica became not only the richest European colony but the main supplier of the world’s sugar and coffee which made it one of the most flourishing slave colonies in all of the Caribbean. The French Revolution of 1789 gave light to the Haitian Revolution of 1791. This revolution would soon lead to the emancipation of slavery and Haiti becoming the first republic to be ruled by African ancestry. The revolutions success can be accredited to several Haitian heroes but the most notable, Toussaint L’Overture. When the French Revolution began in the colony of St. Domingue there were four separate distinct groups of people. The first group being the white people who made up approximately 20,000 of the population and were further more broken down into two groups: The Planters and The Petit Blancs[3]. In comparison and contrast The Planters and The Petit Blancs were opposite. The Planters were wealthier, owned plantations and slaves, as far as politically they wanted independence, in the sense of the United States. On the other hand, the Petit Blancs were less powerful, often had very few slaves and were less independent-minded as far as Haiti’s independence and were more loyal to the French. The second...
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...Given the relative weakness of the 16th century Europe, how do we account for the fact that European nations came to dominate most of the world by the end of the 19th century? In the 16th century, majority of the population in Europe was living in poverty. Europe paled in comparison to the great empires of the Ming, Ottoman and Mughal. Though Portuguese and Spanish represented Europe civilization to set sail and explore new lands in search of new settlements and viable trade routes, the Chinese empire lead an expedition of a massive scale larger than ever known earlier than that time with a different motive. Such expeditions imply these major empires could be suitable candidates for world domination. However, they became insignificant in the world politics arena due to internal declines and isolation. Strong and impregnable as they seem, these great empires had their weaknesses and suffered downfalls due to inefficient government and inadequate resources. The Ottoman Empire has expanded beyond what its resources could sustain. Coupled with widespread corruption and incompetent leadership, the empire’s armies suffered and became vulnerable to its Christian and nomadic rivals. The Mughal empire leader Aurangzeb, expanded his empire in name of purifying Islam hence weakening alliances with Hindu princes and disrupted the already fragmented social order. With focused expansion of territory using obsolete armies and tactics, the empire was drained of its wealth and fell when civil...
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...Why was Socrates regarded as a man of virtue? Why was Socrates regarded as a man of virtue? Socrates: Man of Virtue (470-399 B.C.E.) Socrates proposed the theory of value in which there are two sorts of good: virtue and happiness. Both are unconditional goods. But happiness is a "self-generated" good in that it "derives its value strictly from its inherent properties;" whereas virtue is an "other-generated" good in that it derives its value from happiness, precisely from its conduciveness to happiness. Virtue is an instinct in all humanity which can be aroused through self-examination. This universal truth is accessible to everyone who thinks and question. Socrates assumes that any person with whom he talks has the resource to answer his question correctly, that is, that no specialist knowledge is required. Socrates thought that knowledge is virtue, and virtue leads to happiness. It makes sense to think that moral people know what morality is. If you know right from wrong, then you might be able to choose to do what you know to be right. It also makes some sense to suspect that our beliefs about right and wrong influence our decisions. If we believe its right to help a drowning child, then it would be fairly shocking to decide not to do so—and it would less surprising when we decide to help the child. It is quite a shocking statement to say that virtue always leads to happiness. Criminals commit crimes that hurt others to help themselves. To think that their crimes would...
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...Why and What Do We Compare? The Story of Revolution and Democratization Mehrzad Boroujerdi, Syracuse University Introduction The field of comparative politics starts with the assumption that knowledge in the social sciences must proceed by way of the search for comparisons, or what has been called "suggestive contrasts." Scholars of comparative politics compare in order to discover similarities and explain differences. As infrequent and highly complex events, revolutions have attracted a great deal of attention from comparativists. In this article, we will address the following topics: • The Concept of Revolution • Why Revolutions Happen? • Can Revolutions be Predicted? • What Do Revolutions Accomplish? • What Are some of the Failures of Revolutions? • Comparing Characteristics and Outcomes of Some Revolutions • Questions The Concept of Revolution: According to the American philosopher Richard Rorty "revolution," like such other words as "reason," "democracy," and "socialism" is a "thick word" which can be contrasted with such "thin words" as truth, dialogue, and justice. How do we define a "revolution?" How are revolutions distinct from other forms of political change such as Coup d'état, rebellion, mutiny, insurrection, or uprising? All of the above nouns may denote acts of violence aimed at changing or overthrowing an existing order or authority. However, there are important legal and political differences among them as well. ...
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...What major prerequisites allowed the industrial revolution to begin in Britain? Somewhere between 1740 and 1780, Britain experienced a series of rapid economic and social changes. This was to be the beginning of the Industrial revolution. Whilst this revolution would spread to other major countries around the world, it is undeniable that it all started off in Britain. There are many reasons for this, and it is important to note that there was nothing particularly unique about Britain in comparison with the rest of Europe, it was simply a combination of factors came together at the right time for Britain and allowed it to gain a head start in its own industrial revolution. One of the reasons why Britain’s industrial revolution began first actually has a large element of luck involved. Britain was very fortunate in that it had a large amount of natural resources, especially coal, that could be mined. This meant that Britain did not have to rely on foreign trade in order to manufacture their own goods, they could simply mine it for themselves. Iron was another natural resource that Britain was lucky to have in abundance. Both coal and iron would prove to be crucial in the construction of railways, which were vital for transporting resources, goods and people around the country at a much faster rate than had previously been possible. Coal and iron would also be required to build and, subsequently, fuel the factory machines that would manufacture all of Britain’s industrial goods...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...The Problem of Bread and the French Revolution at Bordeaux Author(s): Richard Munthe Brace Source: The American Historical Review, Vol. 51, No. 4 (Jul., 1946), pp. 649-667 Published by: Oxford University Press on behalf of the American Historical Association Stable URL: http://www.jstor.org/stable/1843902 . Accessed: 31/05/2014 09:57 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . Oxford University Press and American Historical Association are collaborating with JSTOR to digitize, preserve and extend access to The American Historical Review. http://www.jstor.org This content downloaded from 168.28.193.235 on Sat, 31 May 2014 09:57:49 AM All use subject to JSTOR Terms and Conditions The Problem of Breadand the French Revolution at Bordeaux RICHARD MUNTHE BRACE* IN France throughout the eighteenth century, the city of Bordeaux experienced a progressive commercial development. Among the assets contributing to this growth were excellent harbor facilities and the fortunate location for trade with the West Indies...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...The Concept of Nature in the Poetry of William Wordsworth and Robert Frost : A Comparative Study Chapter One Introduction 1. Background Poets have long been inspired to tune their lyrics to the variations in landscape, the changes in season, and the natural phenomena around them. The Greek poet Theocritus began writing idylls in the third century B.C.E. to glorify and honor the simplicity of rural life--creating such well known characters as Lycidas, who has inspired dozens of poems as the archetypal shepherd, including the famous poem "Lycidas" by John Milton. An idyll was originally a short, peaceful pastoral lyric, but has come to include poems of epic adventure set in an idealized past, including Lord Alfred Tennyson's take on Arthurian legend, The Idylls of the King. The Biblical Song of Songs is also considered an idyll, as it tells its story of love and passion by continuously evoking imagery from the natural world. The more familiar form of surviving pastoral poetry that has retained its integrity is the eclogue, a poem attuned to the natural world and seasons, placed in a pleasant, serene, and rural place, and in which shepherds often converse. The first eclogue was written by Virgil in 37 B.C.E. The eclogue also flourished in the Italian Renaissance, its most notable authors being Dante and Petrarch. It became something of a requirement for young poets, a form they had to master before embarking upon great original work. Sir Philip Sidney’s Arcadia and Edmund Spenser’s...
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...The 1960’s were a time of nationwide tension when all of the revolts about the proletarian movement broke out. The goal of the radical student movements was to advocate a government that allowed all citizens to make decisions, rather than one government that a majority of the nation disagreed with. For many months they had been disagreeing with the authorities of Sorbonne University in France and it finally led to a large radical movement. Eventually, workers got involved in support of the students as well. These younger students hoped to create a revolution of their own for the educational system and strived for a time in history that was full of originality and consensus decision-making. Part of the intentions of these radical students came...
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...Blacks World Spotlight: on the International Stage in the 1920s During World War I the United States bought nearly 200,000 African-American soldiers to France. Majority of the African American soldiers were from the southern region of the United States of America. Many Blacks stayed after the war, generating a permanent Black population in France. The ending of the First World War also marked the beginning of the New Negro Movement or Harlem Renaissance in the United States. During this time African Americans emerged as talented, creative intellectuals leaving their footprint on 1920s America. While much focus of the New Negro Movement is centered in the United States, it indeed was an international affair. The purpose of this research is to examine how a number of African Americans launched their creative debut from the international stage of Paris, France. Additional focus will center on black artists turning to Africa as a source and facture in the art. Last but not least, the effort of Author Schomburg to collect and house international works about blacks will be addressed. Utterly intrigued by African Americans and thoroughly consumed with their talents, the French displayed a respect for Blacks unseen in the United States. While a great number of African-American soldiers remain in Paris, many journeyed back to the United States. Those soldiers certainly were not greeted by change. The United States remained the same racially tensed nation. If there was any change, it...
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...Quotas: From Discrimination to Democratic Legitimacy EARLY DRAFT – NOT FOR CITATION It is an established rule of U.S. constitutional law that the state cannot impose or pursue race or gender quotas.[1] In the private sector, an employer’s pursuit of numerically fixed race or gender balance is suspect under Title VII.[2] Under both bodies of antidiscrimination law, quotas are regarded as discrimination. If a civil rights initiative can be portrayed as encouraging employers to adopt quotas, its political demise is nearly certain in the United States.[3] Narrow forms of affirmative action have survived, legally and politically, only to the extent that they can be distinguished from quotas. Quotas are so widely regarded as legally, politically, and morally repugnant that they are taboo: The “q-word”[4] is rarely the subject of any serious debate, even by those who favor stronger civil rights protections for women and minorities. The related belief in the illegitimacy of ever pursuing numerically informed demographic balance – especially along lines of race or gender -- is gaining strength in the Supreme Court’s major antidiscrimination cases in the last several years.[5] It is widely accepted – even by civil rights advocates – that pursuing racial or gender balance as a goal, “for its own sake,” would be illegitimate.[6] This principle threatens the constitutionality of race-based affirmative action, which may meet its demise in Fisher v. Texas next Term. Meanwhile...
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...Events in Iraq have prompted some people on the left to make comparisons to the American experience in the Vietnam War. These people argue that the United States has put itself into an in-extractable “quagmire” from which there is no feasible withdrawal. This type of reasoning by historical comparison is not wise because no two historical events are completely alike. In the case of Iraq and Vietnam, extreme caution should be exercised in comparing two wars so far apart in historical circumstances, geography, and time. It becomes pretty obvious that the differences between the two conflicts greatly outnumber the similarities. This is especially true in the strategic and military dimensions of the two wars. There is simply no comparison between the environment, the scale of military presence, losses incurred over time, the quality of enemy resistance, the role and scope of enemy allies, and the duration of open warfare style combat. There are, however, two political parts of the Iraq and Vietnam wars that are similar in nature: our attempts at nation-building in a foreign culture, and our trying to sustaining domestic popular support in a long and drawn out war against insurgents. Policymakers should have an understanding of the reasons for U.S. political failure in South Vietnam, as well as for the Johnson and Nixon administrations’ failure to sustain popular support for the accomplishment of U.S. military objectives in Vietnam. A repeat of those failures in Iraq could have...
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