Effects of Threatened Authority

Napoleon was a French military and political leader who rose to prominence during the later stages of the French Revolution and its associated wars in Europe. Napoleon conquered many countries and was threatened by many. Napoleon, one of the strongest military leaders of the world, had his power threatened by the major countries of France, Russia, Prussia, Austria, and Great Britain. As Napoleon's power was threatened, he continued to conquer and gain military support instead of creating peace. When one's power or authority is threatened, it is best not to resort to violence, but to create peace. Often, those in a position of power or authority resort to coercion or violence in order to maintain violence. During class this week, we learned about reactions of European powers towards the end of Napoleon's rule and the defeat of his reignofemperor. To learn about Europe's decision making after Napoleon's defeat and aNapoleans actions, we analyzed the document, The Congress of Vienna Decision Making Process, as well as watched a video about Metternich and Napoleon. These activities advanced the class' understanding of the effect of Napoleon, his actions towards Europe, and what superior forces often do and should do when threatened.

After Napoleon's defeat, Europeon powers made changes the the map of Europe. At the Congress of Vienna, European powers would "...plot, scheme, jockey for position, and, in short, infuriate each other as they competed in affairs of state and the heart." Klemens Von Metternich, an Austrian politician and diplomat was one of the most involved European powers regarding the changes made after the defeat. Metternich created an alliance system amongst the European powers which contributed to political and territorial changes. Changes of the map included territorial expansions and the development of new kingdoms. Land was given back to France, Austria, Russia, and Prussia. Also, conservative ways of European society were restored and preserved and Napoleon's nationalistic ways were demolished. This alteration in the map of Europe created a balance of power between Russia, Austria, Prussia, Britain, and France. This balance of power was the idea that national security enhances when military capabilities are distributed so that no one state is strong enough to dominate all others. Balance of power created a defensive coalition because as one European nation or group grew stronger, neighboring countries built up their own strength or formed alliances for mutual defense. Nations continually shifted their support as their allies or rivals changed their aims or grew stronger or weaker, preventing further conquests by theorizing that if one state gains inordinate power, it will take advantage of smaller, weaker neighbors in an effort to motivate those that are threatened to unite. The main goal of balance of power was to match the power against the enemy. Ultimately, the Congress of Vienna labeled Napoleon as the enemy, not all of France. Although France was maintained and given it's own government, they still had to return Napoleon's stolen artwork and accept few punishments.

Although the decisions made after Napoleon's defeat were somewhat successful and war between the five powers of Europe was avoided until 1853,  I believe that more effective decisions and changes could have been established. For example, the balance of power could have been considered aggressive. The balance of power created a climate of fear, manifesting itself in arms races, formed alliances, and in many cases opened conflict. In cases like Napoleon's, the more powerful should be willing to sacrifice some of their power in order to maintain peace. Napoleon should have been willing to compromise with other European forces in order to reach acord regarding power and land. Good, moral leadership occurs when a person or power or moral authority is willing to sacrifice their own person gain for the benefit of other.



Citations:

"Balance of Power - HowStuffWorks." HowStuffWorks. N.p., n.d. Web. 30 Oct. 2014. <http://history.howstuffworks.com/european-history/balance-of-power.htm>.

"The Balance of Power: A Cause of War, a Condition of Peace, or Both?" EInternational Relations. N.p., n.d. Web. 30 Oct. 2014. <http://www.e-ir.info/2011/01/31/the-balance-of-power-a-cause-of-war-a-condition-of-peace-or-both/>.

The Congress of Vienna: 1814-1815. S.l.: S.n., 1983. Web. 30 Oct. 2014. <http://www.edline.net/files/_5TIQE_/994b31edbc4efc0c3745a49013852ec4/Unit_2_Activity_3_CongressofViennaBackground_Rdg.pdf>.

Influential Ideologies of the Nineteenth Century

This week during class, we learned about the major political ideologies of the 19th century and how they influenced social and political action. To help learn and introduce these concepts to the class, students developed presentations and skits to define these ideologies and explain their effectiveness on 19th century society. In order to define these important concepts of nationalism, liberalism, and conservatism, many students used the software, Chatterpix to depict 19th people describing their ideology through historical images. My group, however, created a skit to describe the ideology of nationalism. These presentations furthered the students' understanding of 19th century systems of political belief and how they influenced the social and political action of their time.

For my group's presentation, we made a skit to introduce the ideology of nationalism. Before the skit commenced, I read a brief summary on the concept of nationalism. This summary explained that nationalism is the belief that nations are natural entities that have natural boundaries and consist of people that share language, culture, and history. Nationalism motivated people to be more unified within their country and encouraged the expulsion of foreign rulers. It also motivated people to improve themselves and to become the best nation possible. An example of nationalism is Germany unifying its small countries to create one nation. To further explain this concept, we acted out the unification of Germany. One member of the group represented France and conquered other members of the group who represented separate parts of Germany. Small German countries then combined into one nation to conquer France. To depict the creation of one German nation, the three colors of the German flag were pieced together to create one flag. Nationalism influenced political action in the 19th century by encouraging citizens to fight against foreign rulers to prevent tyranny or dictatorship. Social action was influenced as small countries combined to form one united nation.

Other ideologies represented by student presentations included conservatism and liberalism. Conservatism is the ideology that asserted that tradition is the only trustworthy guide to social and political action.Conservatives influenced political action as they opposed any form of revolution. Conservatives opposed innovation and reform and believed that only bloodshed and chains would result from violence. Conservatives influenced social action by striving to preserve aristocracy and monarchy. Through the preservation of aristocracy and monarchy, social classes were also encouraged. Lastly, the last ideology of liberalism was explained as the belief that the task of government was to promote individual liberty. Liberalism affected political actions by asserting that there are natural God-given rights. During the 19th century, two important philosophers, John Locke and Adam Smith were considered the fathers of liberalism and motivated people to think with reason. These natural rights were granted to everyone, excluding women and the poor. Contrasting conservative views, liberals encouraged innovation and reform. Liberals affected social action in Europe by creating constitutional monarchy, preventing tyrannical rule, and encouraging middle class participation in government matters. Through the use of these three ideologies, 19th century society had differentiating views on political and social matters in Europe.

Referenced Websites:

The French Revolution Had Challenged Europeans' Beliefs In And Assumptions About, Society; The Second Industrial Revolution Seemed To Be Transforming Society At A, Dizzying Pace. In Order To Cope With These Changes, And To Answer The Questions Posed, and By Them, Nineteenth Century European Intellectuals Created, Or Elaborated On, A Variety. "Conservatism Introduction." CONSERVATISM Introduction (n.d.): n. pag. Web. 23 Oct. 2014

Props Used During Presentation:

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Effects of Napoleon's Reign

Napoleon Bonaparte was  a French military and political leader. Napoleon was one of the most brilliant military strategists of all time. During the 1800's Napoleon controlled parts of Europe and impacted much of the the European systems. Napoleon impacted the social, economic, and political systems of Europe. A social system is defined as the patterned series of interrelationships existing between individuals, groups, and institutions and forming a coherent whole. Napoleon also affected the economic system, a system of production and exchange of goods and services as well as allocation of resources within a society. Lastly, Napoleon impacted the political system of Europe, a system of politics and government.

Napoleon has been considered to be one of the most brilliant leaders of his time. He conquered much of Europe in the early 19th century. Napoleon had a great impact on the the face of Europe. History has shown that Napoleon was an effective and charismatic leader. Napoleon was admired by many because of his many conquests and huge armies that he gathered. He was able to convince thousands of people to repeatedly go into battle. Although Napoleon was often admired, he was also considered dangerous and was regarded as tyrannical by many. Napoleon was often regarded as dangerous because he had so much wealth and success, yet he felt the need to continue conquering. His actions represented  greed because of his continuous crave for more power and success. Also, Napoleon was often criticized for his approach as a leader. Napoleon was a hero to some, but a tyrant to others. One who bitterly opposed him was Madame de Stael. Madame de Stael believed that Napoleon forced others into battle, indulged to men's interests , corrupted public opinion, and waged constant war. Madame de Staele stated, "He would like to persuade men by force and by cunning, and he considers all else to be stupidity or folly..." Madame de Staele looked down upon Napoleon and the approaches he took to rule. In contrast, Marshal Michael Ney admired Napoleon as one of his trusted commanders. Marshal Michael Ney stated, "Liberty triumphs in the end, and Napoleon, our august emperor, comes to confirm it. Soldiers, I have often led you to victory. Now, I would escort you to join this immortal legion which the Emperor Napoleon conducts to Paris, and in a few days will reach the capitol." Marshal Michael Ney admired Napoleon more for his military strategies and less for his approaches to rule. Marshal Michael Ney allied with Napoleon and believed that victory would be achieved. Another who admired Napoleon is Boston's John C. Ropes. Ropes stated in his 1885 book, "While we recognize these defects and faults, let us be equally frank in acknowledging his great qualities, -- his untiring industry, his devotion to the public service, his enlightened views of government and legislation, his humanity." Ropes acknowledges both Napoleons faults and strengths. Ropes lists his failures: "....reckless course in 1813 and 1814, of his obstinate adherence to a military solution of the difficulties which encompassed his Empire, of his indifference as a soldier to the evils of war, of his forgetfulness as soldier of his duties as a sovereign.", yet Ropes also acknowledges his successes and presents two perspectives of Napoleon. Ropes has justified that one's perception of Napoleon depends on whether his faults or strengths are valued.

Although opinions of Napoleon May vary, he did impact the social, economic, and political systems of Europe. Napoleon impacted the social systems of Europe by allowing more citizens to more property and access to an education. Napoleon also redrew the map of Europe until only Britain remained outside his empire. This expanded view of the map of Europe depicted how much he had expanded France.  Napoleon impacted economic systems in Europe by restoring economic prosperity. Napoleon achieved this through controlled prices, encouraging new industry, and building roads and canals. The creation of these roads and canals allowed for new industry and increased trade between countries. Also of importance, Napoleon sold the Louisiana Territory in 1803 to the United States.This doubled the size of America and influenced American expansion. Lastly, Napoleon directed French armies to abolish titles of nobility and serfdom, ended Church privileges, removed trade barriers, and stimulated industry throughout Europe. Napoleon impacted political systems of Europe by overthrowing the French Directory. The French Directory planned on using Napoleon for their own achievements. However, after hearing Napoleons plan to overthrow the Directory, five members resigned. Napoleon impacted political systems in Europe by creating a meritocracy. This meritocracy gave power to people selected for their ability, rather than their social class.

Although some may believe that Napoleon was a tyrant, he impacted Europe in many positive ways. Napoleon proved to be a brilliant military leader, conquering numerous countries and recruiting thousands of men to fight for him. Napoleon changed the face of Europe, providing citizens with more rights, increasing industry, and influencing American expansion. Although some criticize Napoleon’s approach as a leader, most would agree that these social, economic, and political changes offered Europe a change for the better.

Unit 3A Activity 1 Review Of Napoleon.notebook, and October 0. Unit 3a Activity 1 Review of Napoleon.notebook (n.d.): n. pag. Mrs. Gallagher. Web. 16 Oct. 2014. <http://www.edline.net/files/_5HGn0_/5651effb1c9e29e53745a49013852ec4/Unit_3_Activity_1_Lesson_Notes.pdf>.

Capitalism, Socialism, Communism: Chocolate Edition

During class this week, we demonstrated the concepts of capitalism, socialism, and communism using Hershey kisses. These Hershey kisses represented money in this activity. Few students were given eight Hershey kisses while most were given two. This separation of students with few Hershey kisses and many Hershey kisses represented the separation of the wealthy and the poor. Students then played a round of rock, paper, scissors to gamble their candy. The concept of capitalism was demonstrated by the students owning their own candy, choosing who to play with, and the possibility of winning or losing more candy. Reflecting all economic systems, there were complaints from students with few Hershey kisses, and the arguments about the fairness of the game. Next, the concept of socialism was demonstrated. It was demonstrated by the recollection of Hershey kisses by the teacher and equal distribution of Hershey kisses to every student. Lastly, the concept of communism was represented. This was represented by the students' refusal to gamble their new amount of candy and the teacher role no longer needed in the activity. I really enjoyed this activity. I thought it was a good hands-on activity that taught students the meaning of capitalism, socialism, and communism. It was fun to gamble our candy, but was frustrating at times to see that students that initially had more candy were still participating in the game.

During the Industrial Revolution, Karl Marx's theory changed the way people viewed the rich and poor. Marx created the theories of capitalism, socialism, and communism, also known as Marxism.  He theorized that capitalism consisted of private ownership of industry, freedom of competition, unequal economic classes, class struggle, and revolt of workers. Capitalism is an economic and political system in which a country's trade and industry are controlled by private owners for profit, rather than by the state. Marx believed that in order to make things fair, people would create a government system of socialism. Marx theorized that socialism consisted of government ownership of industry and the goal of economic equality and a classless society. Socialism is a political and economic theory of social organization that advocates that the means of production, distribution, and exchange should be owned or regulated by the community as a whole. Lastly, Marx theorized that communism would be used to avoid sharp divisions of rich and poor. Communism consists of the goal of a classless society and a society without the need of government. Communism advocates class war and leads to a society in which all property is publicly owned and each person works and is paid according to their abilities and needs. Through the use of these three practices, the poor were able to create a fair, equal society. During this era, economist Adam Smith developed the theory of theinvisible hand. Smith theorized that the poor would be able to help themselves by spending their money on their own interest. This means that producers would offer the best deals as consumers demanded good quality products. The producers would expand their business by meeting the consumers' standards. If producers work hard to make high quality products at low prices, then they will make money. Smith's theory helps the poor by limiting the government, allowing free trade and free markets, and allowing all workers to be consumers. All workers are able to be consumers as they are paid fair wages from their hard work to help maintain successful businesses and to ensure that workers take part in in the purchasing of goods.

I believe that both Marx's and Smith's theories are accurate and I don't believe that there is another solution. However, I agree most with Smith's theory as it is very evident in present day industrialization. Today, businesses are constantly trying to offer sales and deals to their consumers, while still offering high quality products. With these offers come more consumers, which inevitably expand their business. Workers are paid fair wages as they have to work to provide products for their business and must take the role of a consumer. Also, if one's business becomes successful from the production of high quality goods at low prices, then workers are allowed a higher wage from the expanded income. To this day, both theories are somewhat evident and help to industrialize our generation.

"What Motivated Adam Smith?" YouTube. N.p., n.d. Web. 09 Oct. 2014. <http://youtu.be/kqMK3LmHPZs>.
"What Motivated Adam Smith?" YouTube. YouTube, n.d. Web. 09 Oct. 2014. <https://www.youtube.com/watch?v=kqMK3LmHPZs&feature=youtu.be>.
"Mini Bio: Karl Marx." YouTube. YouTube, n.d. Web. 09 Oct. 2014. <https://www.youtube.com/watch?v=16IMc5mhbZk&feature=youtu.be>.

Women Making A Difference

Option 2: Explain what motivated women to go to work in the Lowell mills. What were the costs and benefits of their decision? How did opportunities for women and restrictions on their working lives reflect attitudes towards women during the 1800's?

During the era of the Industrial Revolution, most families faced social and economic hardships. Almost all families were below the poverty line, despite working long hours. Living conditions became so horrid during this time period that many families began to live in slums. The Lowell Experiment was developed to change the way that industrialization affected families during the 1800s. The Lowell Experiment was an industrial project that was established to avoid the negative aspects of industrialization. The Lowell Experiment was a method of recruitment used to persuade girls to come work at the factories.  As this project became more popular, more girls became part of this movement to support their families and earn more money to supplement their household incomes.

The Lowell Experiment persuaded families to allow their daughters to come and work at the Lowell mills by providing a stable working environment for the girls. Strict rules and behavior codes were enforced on the girls such as, going to church at ten o’clock on Sundays, receiving an education, and avoiding relationships with males while working in Lowell. The Lowell Experiment also provided a mother figure for this young work force. The mother figure, the boardinghouse keeper, would supervise the girls after their work in the boarding house. There was also a “paternal system” created similarly to 19^th century dynamic, which protected the women. The Lowell Experiment provided a “home-like” environment, which persuaded families to allow their daughters to work in Lowell. This experiment offered both benefits and disadvantages to the girls of Lowell and their families. The girls of Lowell were by benefited by earning their own money, getting the opportunity to buy their own clothes from the city, receiving an education, and gaining independence. However, the girls were rarely able to see their families, were prone to injuries in the mills, especially if they had long hair. In addition, the girls could be targets for unfair wage cuts in the mills and they had to follow strict behavior codes. Also, the girls had the possibility of becoming blacklisted if caught doing something bad. This mill status could cause girls to have a bad reputation and a hard time getting married. More importantly, possible health issues could result from the strenuous work. The girls’ families were benefited by receiving some of their daughters’ wages, while knowing that their daughters were being well cared for at the mills. Despite the financial benefits, the separation from family and potential injuries often overshadowed this gain.

According to A World In Transition, “Women had fewer rights than men...and life outside the family was almost impossible for women during these years.” Mills girls changed the common perception of women by working outside of the home, living away from their parents, being educated, writing for the public and taking part in labor reform.  Prior to the Lowell Experiment, girls were forced to stay at home, help take care of the family, and forgo an education. However, a boy’s wage remained significantly larger than that of a girl’s. This implied that men were still seen as superior to women both socially and economically. After working at the mills, around the age of twenty one, many women would go on as outspoken abolitionists and women’s rights activists. The Lowell Experience changed many families’ lifestyles and contributed to women’s rights.