SSH 104 Western Civilization Discussion

SSH 104 Western Civilization Discussion

Instructions:

SSH 104 Western Civilization Discussion

Isms of the 19th century in the realms of culture, economics, philosophy, politics, science, and more. From conservatism and liberalism to Marxism and from Romanticism to Realism to Nationalism, the pendulum of history swings back and forth between revolution and reaction. Romanticism and Conservatism, largely reactions against the Enlightenment project that drove the French Revolution, appear early on in the 19th century are accompanied by more attempts at revolution in France and in Europe. We are going to attempt to untangle all the ideologies that went with this process.

In many parts of Europe, the workers (the proletariat), fueled by revolutionary Marxist ideology, unsuccessfully attempted to man the barricades in conflict with the bourgeoisie (middle-class owners of the means of production). Religion was again on the defensive when Charles Darwin published his Origins of Species, introducing Darwinism to the world, and Nietzsche pronounced God dead. We are covering chapters 13 to 15 this week, so read judiciously. What appears at the end of the century is a toxic brew of Nationalism and Racism (partly wrought by “social” Darwinism) that brings on a new era of Imperialism, which sees Europe carve up Asia and Africa and divvy it up among its newborn “nations.” We’ll have more on that development next week, but I want to emphasize one more -ism that developed alongside the formation of the 19th-century European class structure. After getting its start in France with Olympe de Gouges and in England with Mary Wollstonecraft in the latter part of the 18th century, Feminism blossomed in the 19th century in the midst of the Industrial Revolution and the middle-class reform movement. As it continues to develop among approximately half of the world’s population, it may be the most important -ism of them all.

Part one: In this week’s material we have seen the development of many different ideologies and cultural movements, but perhaps the most potent (and potentially dangerous) ideology that develops in the 19th century is nationalism, as it would eventually explode into World War I. How does a population begin to think of itself as a nation? And how did various historical events, such as the French Revolution, and movements, such as Romanticism and the Folk Movement, contribute to the formation of nationalism? In what ways can nationalism be seen in a positive light? In what ways can nationalism be viewed as a negative force? Finally, has nationalism become outdated in these times? Why or why not? Must be 250 words or more.

Part two: First do a little research on the backgrounds of Karl Marx and Friedrich Engels and include some biographical information in your post. What is the historical epoch that Marx and Engels find themselves in? Who are the Bourgeoisie, who are the Proletariat, and why are they opposed to each other? What would the Proletariat gain through revolution? Finally, do you think that the revolutionary scenario that Marx and Engels are describing was plausible? Why or why not? Must be 250 words or more.

References:

Western Civilization a Brief History, vol. II Since 1600. Eleventh Edition

https://interestingliterature.com/2016/10/a-short-…

https://www.poetryfoundation.org/poems/45557/the-t…

SSH 104 Western Civilization Discussion

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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