January 26- February 1

Introduction to “natural history of revolutions” and other ideas of Todd and Brinton.

Study Guide for Week of January 26th

January 28: On campus. Introduction to Brinton’s and Todd’s “natural history of revolutions” and other ideas.

Please complete this reading by class time, and review the questions on the study guide, as we will discuss them:

  1. Read Todd, Revolutions 1789-1917, 1-7, 20-23, 31-32, 45-46, 51-52, 71-72, 80-81, 99-100, 111, and Review Analysis of Crane Brinton. MLA students: Also, read Goldstone, 85-107.
  2. View PowerPoint on Crane Brinton’s, The Anatomy of Revolution.
  3. As you are reading, it is a good idea to write out or outline short answers to the questions below. These should be in your own words as they will help you answer the online questions and prepare for the midterm and research paper.
  4.  By Thursday, January 30th@ midnight, post answers on the Blackboard discussion board to the two questions to which you were assigned in class.
  5.  Comment on at least one classmate’s posting by Saturday, February 1st at Noon.

Do not get discouraged. This is difficult in the beginning. I will help you, if you do not understand some of this; but read the material and try your best to grasp it. It will make more sense when we apply it to specific revolutions.

Study Guide Questions:

Allan Todd:

  1. Compare and contrast the documentary’s definition of revolution to Todd’s definition of revolution and to De Fronzo’s definition of “revolutionary movement.” What are the major characteristics of most revolutions?
  2. Compare and contrast political and social revolutions.
  3. Why do women often become involved in revolutionary activity?
  4. According to Todd, what are the stages of revolution? Why do the moderates usually fall from power? (See Brinton #2 for similarities and differences. Both Todd’s and Brinton’s accounts are considered “natural history of revolution.” This means that they both believe that revolutions have specific stages that they go through, beginning with a moderate phase. )
  5. On page 7, Todd lists 5 economic changes/developments that help to undermine the old order. Examine how at least 2 of these factors could have an important impact on old regime societies.
  6. Examine the four conditions that Todd says may help to cause political crises. From your previous learning, give an example of one of these that applied to a revolution that you studied or read about. (See Brinton #1 for similarities)
  7. Why do you think ideology plays such an important role in revolutions?
  8. What effect do urban crowds often have on revolutions?
  9. What is the purpose of “revolutionary terror?”
  10. Explain Todd’s statement, “It became increasingly obvious to revolutionaries and conservatives alike that revolution – like economic developments – was fast becoming a globally interrelated phenomenon” (72). What is cultural, economic, and political globalization; and how does globalization affect revolutions?

Crane Brinton: (also called “a natural history of revolutions”)

  1. What are some “symptoms” of revolution Brinton says are prevalent in old regime societies?
  2. What stages do revolutions go through? (Also see DeFronzo 25).
  3. Why is the Reign of Terror called the Reign of Terror and Virtue?
  4. Is the “Thermidorian Reaction” virtually inevitable? Why?
  5. Do Brinton and Todd believe revolutions ordinarily accomplish all their goals? Explain. At this point, what are your views on the achievements of revolutions?

MLA students: Answer Todd #6 or 8 and Brinton #2. Reread pages 2-4 of Goldstone, and compare his ideas to Brinton’s. Lindsay and Sara- briefly summarize the main ideas in Kelly and Klein’s article about the outcomes of revolutions (85-94). Compare and contrast Kelly’s ideas with those of Brinton and Todd. (Total length should be no more than 250 words or 1 page). Post this on the discussion board. Brittany and Michael- Write a brief (no longer than 250 words or 1 page) analytical summary of Moghadam’s article about gender and revolutions (94-107). Post this on the discussion board.

Estimated time: class time-1.25 hrs; reading -4 hrs.; viewing time -1 hr.; answering questions, reviewing other students’ postings, and posting comments- 2.5 hrs. Total: (8.75 hrs.)  Additional reading and writing time for MLA students: (4 hrs.)