For next Friday (which is the official half way point of summer break!) July 16th. And keep in mind speaking of revolution- July 14th is what important holiday?
Ok---here are the second set of prompts I would like you to think about for your responses. For purposes of making this a bit cleaner on the blog---everyone must do # 1 then just pick 1 other to write about on the blog. In the end you will have a total of 2 responses. And please no redundant ones. If Jamie posts first and he chose prompt # 3 stay away from # 3. Make sure you read and think about all the prompts though.
1. What does Roberts mean "revolution from above and below"? What does this say about the nature of unpacking the meaning revolution?
2. Explain 2 important short term outcomes as a result of the French Revolution (the first act). Next, consider 2 long term outcomes.
3. Explain 2 trends (patterns) that emerged within the conservative success (1815-1848)? Does this come about about from above or below?
4. What does Roberts argue about the year 1848? Was this the result of above or below sources?
5. Comment on one of the images within this chapter. What does the image do to help explain the story of revolution?
6. What were the revolutionary wars (pg 26) Roberts discussed? Would you argue above or below revolutionary forces?
7. What were the reasons for the marked period of peace from 1871-1914? Again--are these forces from above or below?
8. Finally, what forces made the roof blow in 1914 (WWI commences---one of the most complex topics of the 20th Century)? And yes are these above or below?
Enjoy, MZ
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Hey everyone, just wanted to let you guys know that I am in Wolfsberg, Austria right now. It's a small town in the southern part of Austria and very beautiful. I've been here for three days and have already experienced a lot of the Austrian culture and seen some beautiful sights. I've been on top of some enormous mountains here in the Alps and I am soon going to visit an old castle that's located in the middle of the town. The European culture is very different from American culture. Here in Austria, the drinking age is only 16 so I have seen many kids hanging around the bars at night. It is very strange! Also, the people here are very serious about keeping the environment clean and the streets of the towns are always kept very clean. Most young people here speak English very well, so it is not difficult to communicate with the locals (thankfully!). Hopefully I will be able to post more about my trip and experiences here in Europe, since I cannot post about the book, sorry! -Meghan
1) By using the term “revolution from above and below,” Robert’s is expanding on the sources of a revolution. A revolution from above refers to a rebellion that is imposed by the elite and upper class of a society while a revolution from below is caused by the commoners, middle class, or working class of a social order. Roberts implies through this classification of Europe’s “revolution” that not only were certain changes in government, culture, and European life affected by the rulers of the continent, but they were also affected in time by the Europeans themselves.
7) The Great Peace from 1871-1914 was arguably caused by the rise in material wealth in Europe and the integration of the societies and their effective governments. Education was on the rise, as well as literacy rates. But perhaps it was political reform that most greatly affected the peace that was held during the era. An example from the time period was the French Commune’s revolt in 1871. Although the revolt did cause significant damage, what stopped the social revolution from spreading outward into the continent was the strength of the French government, and more importantly its army. Roberts says that the revolt showed that was only a very small chance that the people could rebel and take over when a government was strong, and showed its will and capacity to use its army. Cleary, these forces are from above as the government and army were keeping order all over Europe. But, Roberts does mention one other aspect that kept the peace into the 20th century; one thing had not been released by the people of Europe: the strength and spirit of nationalism.
and July 14th is Bastille Day in France!
Thanks for checking in Megan---sounds terrific. Just keep taking in that history / culture. Asking why do people do what they do based on the standards and criteria of the "other" is a great way to approach visiting another country. And at the same time comparing it to your own culture has value in that you understand your own ways of doing things with broader lenses. I like the emphasis on being green that seems to envelop many parts of Europe. This is the space we occupy-it is old, it is rather small-let's keep it beautiful. See you soon. MZ
In regards to Aminah's post:
Well considered response! Your analysis of Robert's look at revolutions is a first class explanation. And your example (always a powerful way to showcase your understanding of a point using the Paris Commune suggests revolutions are rarely so pure in describing them as from above or below. It is often an amalgamation of many above and below forces. But the binary structure makes us think which forces are coming from where and how could they be operating on the same stage? Great job. Look forward to reading some other posts.
I have to prepare myself for an on-line class I am taking this summer. We have to present an article today. Homework never stops.
1. the idea that revolution can come from above and below shows that revolution isnt only cause by a dislike in a way the government is running the show, like most revolutions. Revolution from above would be for example the governement changeing its people in order to better the country. and that could be done using propoganda for instance. also there is then revolution from below. this "kind" of revolution is more like we know where the people of an area or country want change and therefore revolt. by understanding how revolutions can be started the idea of revolution in a whole and the study of revolutions becomes easyer to understand
5.on page 33 of the text there is a picture of a postcard with a young boy on it and the title of the card says" who said we're to have home rule?" "come to belfast and we'll shew 'em". this photo shows that in order for a revolution to begin you need some backing. this post card is gathering people in one place so that their revolution will be stronger. it shows revolutions need planning and man power to be a threat.
1) Roberts expressed the revolution in this way to give the readers a hint at what the recipe for a real revolution is about. All successful revolutions are not only an upper class revolt, but a nation coming together as a whole demanding reform. This is what separates a revolution from a revolt.Ideas, notions, and different perspectives feed into a revolution giving it a moral cause, something a healthy percentage of the nation can relate to. This gives the revolution its appeal and this is why so many different socioeconomic demographics submit to the cause.
8) WWI is a controversial topic when it comes to what caused what. Dating back to 1814 after the Napoleonic wars was the Congress of Vienna with Klemens von Metternich. You may ask how could someone 100 years prior have a lasting effect like this? The Congress' main goal was to restore the balance of power. Bring back the old dynasties, replace revolutionary governments, and draw the borders back where they were in the first place. Not only did this put nationalities back together that were not meant to be, but it also divided Italy back up and placed Germany back into shambles. This Metternich system would create tension for the next 100 years until the cracks in the system would finally be its own downfall. Following the congress in the years to come would be tiny revolutions which cracked the system and gave surrounding nations the idea of "hey, if they can do it why don't I?". This feeling was felt throughout Europe by the lower class, the upper class was fine with the system, it put them in a position of power without having to earn it but by way of Revolution many nations challenged this. Making Europe ripe for conflict. While the Duke's assassination was the spark of the war, it was not the deep rooted cause, rather instability in Europe and the use of 19th century strategy on an ever-changing 20th century Europe.
2. Two short term outcomes of the French Revolution were feudalism and national bankruptcy. The system of status and birthrights were demolished and every person could now rise up out of their social surroundings. The Revolution also brought about bankruptcy, leading to the sale of land and paper currency. Two long term effects of the French Revolution are national sovereignty and anticlericalism. A French constitution was written after the Revolution which deemed all citizens to be equal to one another. The separation of church and state, first starting in France, spread quickly throughout Europe as well and created tolerance towards other religions and even Atheism.
3. One important pattern seen in the Conservative Success is the spread of revolutions. Political reformation was first seen in France after the overhaul of the French system. This spread to Poland and later, to the rest of Europe. A second pattern seen is a major period of peace among European countries. Diplomacy played a major role in this pattern as major powers cooperated with one another to avoid war.
1) Revolution from above refers to the revolution imposed upon the mass of middle to lower class "proles" who make up the majority of a society by the elite upper class or government, usually through force or law. This primarily occurs in totalitarian (fascist, dictatorships) countries, and is generally bloody or otherwise not peaceful. On the other hand, revolution from below comes from the people and involves an entire reorganization of the government. These revolutions are also bloody (as with the French Revolution), but have the capacity to be peaceful. The people's revolution is generally more evolutionary than revolutionary.
part two cont'd....
1. From absolute to constitutional rule, monarchies to republics, revolution is often dramatic and can lead to substantial progress. At the time of the French Revolution, this concept became a capitalized term as well as the prevailing mood--it’s influence was everywhere. Both the highly educated and the illiterate could understand what was occurring, could realize if they were for or against this revolution, and act upon it. As social and economic climates were changing around them, the people wanted the government to change as well. The goal was to come together to overthrow the ancient regime and to create a new one in which the power would lie with the people. This cause was nondiscriminatory--both the upper and lower classes were involved, fighting with the moral high ground.
5. The image at the bottom of page 23 shows the true beauty of the French Revolution. This painting combines militia, men, women, and children of seemingly different classes. These people are all gathered together to plant “trees of liberty,” reinforcing the cause of revolution, the people’s wish for a more representative government. The tree is symbolic in itself, reminding the people that revolution takes care and time as well. The act captured in this image illustrates the insight and hope of the masses at the time of the revolution.
1. In Chapter one, Robert's explains the "above and below" revolution. He emphasizes that the above revolution would commonly be the upper class citizens as well as the the power of the government. Whereas the "below" revolution would be considered the common people, also known as the middle class. In my perspective, the more commonly seen throughout history would be the "below" revolution where people want to overthrow the ruler or disagree with how the government is handling decisions.
2. The French Revolution caused both short term and long term outcomes. Short term outcomes of the French Revolution was the idea feudalism as well as the fall of the economy. As we just recently studied feudalism, this let people trust the military services. The Revolution also brought about economic depression, also known as bankruptcy. This lead to the selling of property. With short term effects in mind, the French Revolution also caused long term effects. During this time, a constitution was made to make everyone equal, this is a long term effect because it is effective throughout history and was a major turning point on the way people of different classes were viewed to each other. Finally, when France first started the idea of secularism, which is when religion and government is separated. France helped spread that idea throughout Europe making it a common and popular idea.
1) 1. Throughout this chapter, Roberts focuses tightly on the phrase “revolution from above and below” and distinguishing between the two. In general this is a term that differentiates among the sources of a revolution. When referring to a revolution from above, he means a revolution that was forced by the upper class of the society. While on the other hand, referring to a revolution from below makes reference to a revolution facilitated by the middle and working class. In my opinion, a revolution from below seems to be the more common example throughout history, where people want a change in the government and revolt. By creating these different categories, it is as if Robert’s is suggesting that Europe’s revolution was not only controlled by the leaders of the countries and upper class, but that the lower and middle class also had an impact.
1) In the first chapter, Roberts', in a way, splits the term "revolution" into two categories-"revolution from above and below." A "revolution from above" refers to major changes (politically or socially) that are imposed by an upper class on the people (of lower class) it oversees. While a "revolution from below" refers to when the working class rebels against a hierarchy in order to make momentous changes. And so, this shows that revolution doesn't simply just imply that a revolt has occurred, it could also mean that the elite class felt changes were necessary to make progress for the better, in their opinion.
5) On page 27, the painting shows how much enthusiasm and patriotism was involved in the major social and political changes of Italy. The painting depicts the recruitment of Garibaldi's 'Thousand' volunteers. Among them were many veterans of the Napoleonic Wars, young boys, and even one woman. This demonstrates the intensity of their patriotism and how their passion allowed people of all different ages and social standings to unite under one cause.
6) The years between the 1950’s and 1960’s were once again dominated by warfare among the great powers. France had just undergone many political changes (democratic election of a president, coup d’etat by that president, his support as an empire, and finally the creation of the French second empire with dictatorial rule by Napoleon III) France’s ending position under Napoleon brought about problems due to his want for overturning the 1815 settlement and promoting the cause of nationality. However, he took France into war with a conservative cause. Along with Great Britain, France fought Russia in 1854 to protect the Ottoman Empire. This upset the previous balance and questions as to what should be done with the territories when the empire fell apart, and what should be done to speed or delay that process were asked. This resulted in the guarding of the Ottoman empire, the emergence of Romania as independent, and brought revolution to Russia from above. The Tsar passed an emancipation of the Russian serfs. This opened the way to many revolutions further west. For example, Sardinia and Prussia sought to assure their survival and preponderance of the states they represented, Italy and Germany.
1. Roberts splits the term revolution into two categories based on social class, revolutions from above and revolutions from below. Revolutions from above refer to any revolution led by the wealthy upper class. A revolution from below defines any revolution set off by the common man, or middle class. Roberts uses these terms to explain how a revolution is not just about the aspects being revolutionized, but the people behind it as well.
2. The large colored painting that envelops all of page 22 symbolizes the Second Republic. The date etched into the bottom of the statue commemorates it by stating the years it was to remain in function, 1848 to 1852. The objects within the painting are all symbols that stand for the revolution, such as the lion and the Roman helmet. This painting helps one further understand the story of the revolution by portraying the government of France at the time.
1. When describing a revolution as coming from "above" or "below", one could see it as describing the origin of the revolution in terms of class, above describing a revolution started by the elite upper class, most likely using individual influence and ideas to start, and below describing a revolution started by a working class "common man", using numbers and power as the foundation with which society is generally built on to overthrow or change what is seen as an oppressive or unfair ruling system. All this shows that a revolution doesn't just start in a day, it takes time, and more importantly, can come about from any number of issues or people, not just some generic picture of the general populace ruled over by some tyrant.
4. Roberts seems to be arguing for 1848 as a pivotal year in Europe. Essentially, it was the year where just about everything hit the fan, from peasantry overthrowing landlords and the old bonds of feudalism to revolution starting up and spreading throughout France, Vienna, and other areas. While a combination of things, the main sparks that set this large fire came from below.
1. A revolution is only powerful if enough people are involved in the cause. Fighting from "above and below" meant that the elite social class and lower classes revolted. More importantly, however, they revolted as a united force. This made the revolution much more powerful. Also, I agree with Ameer that the use of propaganda and the spread of new ideas caused the revolution to spread even faster and with more force.
1) When Roberts uses the term “revolution from above and below” he is saying that revolution can start from anywhere. When one thinks of a revolution, they usually think of a large lower class that is trying to overthrow a government because they are ready for change. The higher social classes can also start revolutions. All people want some type of change and some will go to extreme lengths in order to jumpstart that change. Throughout history we see many revolutions. In Europe, the French Revolution was a cry to change how the French saw social and governmental matters. Around the same period of time across the ocean, the United States was going through the same thing. A revolution can influence many aspects in life; both the educated and the poor can understand the meanings of a revolution and conquer it with great desire.
5) On page 24, there is a picture depicting the July Revolution in 1830 in France. This is a great image of how people of all social classes (above and below) came together to defend their constitution. This is a great picture because it shows how far people will go in the defense of their beliefs. It is meant to tell the view the great lengths that the French went to.
4.
The year was one of revolution and revolutionary thought. Blanning's theory is that Frances proclamation of a democratic republic seemed to be infectious, as soon the rest of the continent was going through their own (violent and bloodless) revolutions. These included sicilian, parisian, germanic, hungarian, and austrian reorganizations and evolutions of the governmental struggle. Many of these wer caused by the "below" revolutionaries, those directly opposed and opposite of the ruling class and the elite. These were generally unsuccesful, as the revolutionaries remained too unorganized, too divided to actually maintain any momentum when facing a highly organized united group of government officials and the "above" class of those who wished only for stagnation of power held with them. Both sides used nationalism in their arguments to represent interests- by conservatives to preserve traditional values, and by liberals to promote the value of a "new, greater country".
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