Explore commonly taught topics along with related primary sources, discussion questions, teaching strategies, and annotated bibliographies.
One fault line that has divided inquiries into the Terror has been its connections to the democracy introduced in 1789. For some, the Terror had to occur, either to sweep away the remnants of the Old Regime or, from a more critical perspective, because the revolutionaries had inadvertently introduced authoritarianism with their seeming democratic principles.
Although the monarchy had always struggled against elites over the definition of royal power, virtually no one could imagine France being governed without a king. At the outset of the French Revolution, only a handful of citizens had even contemplated a republic.
Women participated in virtually every aspect of the French Revolution, but their participation almost always proved controversial. Women's status in the family, society, and politics had long been a subject of polemics.
The world was shocked by the swiftness and strength with which radicalism emerged in the first years of the Revolution. Interestingly, it is not so surprising that throughout the two centuries that have elapsed since then, labor has remained mainly arrayed on the political left. But was this an inevitable circumstance of the French Revolution?
When the French revolutionaries drew up the Declaration of the Rights of Man and Citizen in August 1789, they aimed to topple the institutions surrounding hereditary monarchy and establish new ones based on the principles of the Enlightenment, a philosophical movement gathering steam in the eighteenth century.
Reality never matched the popular image of the all-powerful French King. Even Louis XIV, exalted by his own propagandists and many historians as the Sun King, never actually enjoyed that kind of authority. Theories of divine right, which linked the King to God, proved untenable for many.
This module has students examine the roots of “modern” racism and make connections between the status of Black individuals in the United States and in South Africa. This approach is designed to foster a discussion on American “exceptionalism,” in particular that U.S. history is also rooted in colonial and imperial relations, exchanges and forced migrations. If students have not studied U.S.
Primary texts about women in classical Athens and Sparta provide an excellent, if extreme, example of one of the main themes in the 100-level “World History to 1500.” This theme is the relationship between social structure and political institutions.
When I teach a survey of the colonial history of Latin America, I often focus on the era’s cultural history, and specifically on the issue of hegemony and resistance.
Instead of bringing unity and a quick, political resolution to the questions of 1789, as intended by its originators, the Revolution was producing further conflicts. What had happened? Had the revolutionaries expected too much? Did the fault lie with the new political elite, because they excluded the lower classes from the optimistic prospects for change?
In this case study, developed for a lower-division lecture class on “World History 1400-1870,” students explore gender though a primary source the personal account, “The History of Mary Prince, A West Indian Slave Related by Herself.” This first-person account was written by British abolitionists and disseminated through the London Society for the Abolition of Slavery in 1831.
In order to help students think about the dynamics of power in different kinds of societies, this case study attempts to challenge the black-and-white thinking to which students are inclined when thinking about Communism. By analyzing jokes from the German Democratic Republic (East Germany) we can see how people sought to create their own sense of freedom.
How do you study the history of young people? What can primary source documents reveal? What limitations do they pose? What light can the history of young people shed on the past? This essay aims to serve as a guide to finding, interpreting or “reading” primary sources on young people from ancient civilizations to the present.
This lesson on Filipino “comfort women” fits into a women’s history course. I chose this topic because it exposes the false dichotomy between being a victim and being a forceful advocate for your cause. These women prefer the word “survivors” as opposed to the word “victims” to describe themselves.
With its strong emphasis on commercial and cultural interactions, the Advanced Placement World History course is enriched by student exposure to the accounts of traders and travelers. From the 15th to the 18th centuries, Indian Ocean trade provided the stage for a rich drama of commercial and cultural interchanges.
Horáková makes a good case study for several reasons. One of the most prominent European feminists of the first half of the 20th century, she was an active member of the resistance during the Nazi occupation of Czechoslovakia. Arrested by the Gestapo in 1940, she and her husband, Bohuslav, spent the rest of World War II in the Terezín (Theresienstadt) concentration camp.
The December 1989 revolution in Romania has been the subject of scholarly discussions, passionate debates, conspiracy theories, and political struggles. In 2004, for instance, an Institute for the study of the Romanian Revolution of December 1989 (IRRD) was founded in Bucharest, headed by then President Ion Iliescu whose term in office was soon to expire.
Throughout Eastern Europe, the decade of the 1980s was a time of significant change, including the everyday lives of average citizens. This case study looks at visual representations of consumer culture in Poland in an effort to examine the larger role that consumer goods played in the daily lives of those who lived in Eastern Europe.
This case study examines how a group of East German dissidents re-appropriated the memory of Rosa Luxemburg and turned her writing against the Communist Party during an annual parade in January 1988.
This short teaching module includes an essay containing context, discussion questions, and a guide to incorporating the three primary sources.
In June 1987, President Reagan delivered an important speech in front of the Brandenburg Gate in West Berlin. This case study looks at how to use the speech as a means to examine US foreign policy and the end of the Cold War.