Wednesday, December 30, 2009

Simulation Questions

1) Two accuracies were that the largest countries gained the most land, and that the smaller, weaker countries did not claim much land. This was similar to real imperialism, because the larger countries were more powerful, and therefore they could claim and keep control of new land, while smaller countries were weaker, and could not claim and control much new land.

2) My group only had seven members, so even though we found tons of colonies, only once did we have enough members to actually claim the colony.

3) We were small, so we just stayed together, which is similar to smaller colonies who did not separate from each other.

4) We briefly would pass other colonies, and they always made fun of us because we were so small and we lost, which is similar to real imperialism, where the smaller countries were looked down upon.

5) Overall, I liked the simulation, for it was a fun way of looking at and learning about imperialism. I learned first hand the struggles of having a smaller country, which is what happened in real life.

6) A. Tell students before they choose groups that being in a smaller group automatically means losing.
B. Instead of claiming colonies simply through numbers, we should have to complete a mini task
C. Make more colonies so the simulation last longer.

Saturday, December 19, 2009

Motives For British Imperialism

1) Slavery began to decline in the 1800's because the British realized that it wasn't economically beneficial to them, although they could care less about the moral aspects of the situation. Because of the abolition of slavery, British didn't have to worry about taking or bring slaves from colonized lands, therefore, they could focus entirely on free trade.

2) He said that religion was not an aspect of imperialism, although I disagree, for changing or trying to change ones values and beliefs can strongly affect natives and colonists, and therefore it was a large aspect of imperialism.

3) Halstead believed that trade contributed to imperialism, while Cobden believed that the source of imperialism was the free market. Halstead's theory resembles the mercantilism in many ways.

4) Halstead said that the final motives for imperialism were colonization, competition for free markets and settlements.

Sunday, December 13, 2009

The White Man's Burden

1) Kipling is saying that Imperialism is the white man's burden, for the Europeans considered it their responsibility to help civilize the natives of different lands.

2) To justify imperialism, Kipling says that they are helping the natives, and benefiting their societies.

3) It is appealing, because it makes imperialism seem more noble, instead of simply stating that is a way to make countries more powerful.

4) Religion helped spread Imperialism, because one of the justifications was that they were spreading Christianity to all of the natives.

Tuesday, November 24, 2009

Unit 2 Short Answer Questions

Industrial Revolution
2) Machines had a positive and negative impact on society. They quickly and efficiently created products, allowing mass production, but they created dangerous jobs in the factories, and even got rid of the need for some jobs, despite the growing population.
3) Crop rotation is the use of the same land to grow different crops throughout the different seasons. This practical, efficient use of land allowed for more food to be grown on a smaller space, therefore supporting a larger population quite efficiently.

Social Ramifications
1) With the Industrial Revolution came many new social developments. For example, before, it was common for many generations, or extended families, to live in the same house, but with the revolution, nuclear families became common. Nuclear families only consisted of parents and children.
3) The Factory Acts were reforms that improved working conditions for children during the Revolution. They reduced the workday to a maximum of twelve hours, and made it illegal for children under the age of eight to work in the cotton mills.

Inventors and Inventions
1) Cotton gins are machines that pick and separate cotton. Before the invention of the cotton gin, this was the tedious job of many slaves in the south. Therefore, this new means of production did the job of the slaves, and therefore they could do different jobs.
5) Advancements in medicine contributed to the population growth in many ways. Many people were dying due to the unsanitary, poor living conditions of the city, and many diseases were common. Advancements in medicine were able to combat these diseases, such as cholera, which decreased the death rate due to disease and therefore increased the size of the population.

2nd Industrial Revolution & Mass Society
1) During the nineteenth century, the lower class made up the majority of the population. Politicians realized this, and began to target them, such as in the British Labour Party. Trade Unions also allowed a rise in their power, for they gave the lower classes a voice that they never had before.
2) The original Industrial Revolution and the second Industrial Revolution differed for the original focused more on improvements and technological advancements in agriculture, while the second Industrial Revolution focused on the advancement of technology in every day life, as well as new ideas and theories on society.

Labor Unions
2) The goal of the British Labour Party was to help the general public and to bring trade unions into politics. Their goals included the involvement of government in business, the distribution of wealth and publicly funded healthcare and education policies.
3) The AFL was formed due to the leaders of the trade unions dislike of The Knights of Labor, another large, powerful union of the time. The American Federation of Labor distinguished itself by only allowing workers and organizations of workers to join.

Japanese and Russian Industrialization
3) The Industrialization of Japan required the wars because with Industrialization came expansion. The Japanese needed to grow in power to match their growth in technology and government, thus requiring wars for land.
11) The Industrialization of England occurred first, therefore naturally. The Japanese industrialized quickly and proficiently, while the Russians simply tried to keep up with the rest of the world.

Tuesday, November 10, 2009

1st Person Child Labor Journal Entry

My name is Victoria, I am eleven years old and I work in a large factory in the city. This morning, I ran to the factory a little before sunrise. I was late, and didn't want to be beaten, so I skipped the little amount of breakfast that my mother had left for me and sprinted to the factory so that I would not be beaten by my boss. I was so scared, but somehow I made it. My tummy was growling, but I had to work 5 more hours before I was allowed to take a thirty minute lunch break. While I was working, Edward, the boy who had the machine next to me, came in late. The boss, in his fury, beat Edward with a whip, and although he got hurt really bad, and was crying, Edward had to work the rest of the day, without a lunch break. This made me glad that I was able to run here on time. Finally, lunch came, and I graciously ate my slice of bread and enjoyed the thirty minutes free of labor. All to soon, we were called back in to finish our shifts. The rest of the day seemed to be uneventful, until Emily, a little six year old girl, was killed! Her machine broke down, and the Boss said that she was small enough to crawl inside and fix it. Everything seemed to be fine, until suddenly, an ear shattering scream filled the air. My heart fell, as I realized what I was watching. Emily's leg got caught in the grinder as she was climbing out, and she bled to death. Despite this tragedy, we were forced to continue out our shifts. At dusk, we were released, and I walked home, crying all the way because of the terrible acts that I had witnessed today. As soon as I arrived home, I went to sleep, for I was exhausted and there was no meal for me to eat, anyways. Tomorrow, I will wake up and go through all of this again.

Monday, October 5, 2009

Declaration of the Rights of Man


This image of the Declaration of the Rights of Man uses the image of angels and other holy looking symbols to create a positive connotation of its ideas. It reminds me of the Declaration of Independence, and to an extent, it looks a little bit like some pictures of the Biblical Ten Commandments. The creators of this declaration are definitely trying to send out a positive, perfect idea of their declaration to the people of France.


1) All men are born equally, and social classes should only benefit society instead of oppressing the people.

2) The main purpose of a government is to protect the rights of men, not to destroy them.

3) The people have the power in a nation, and one person or group cannot control an entire population.

4) Men have the freedom to do what they want, unless it infringes on another man's natural rights.

5) The law can only be involved with society, and not individuals.

6) Everyone has the right to participate in the law if they choose to, and all are treated equally by the law.

7) People can only be punished by the law, but not in forms not described by the law.

8) The law will only be involved in what is necessary, and not what it is not related too.

9) All men are innocent until proven guilty, and until they are proven, no violence is to be enforced.

10) As long as they don't affect society as a whole, all men are entitled to their own beliefs.

11) All men have the right to the freedom of speech, in all forms.

12) Public security must be used to protect mans rights only, and not for someone's personal gain.

13) A fair an equal tax is necessary to the success of a society.

14) Men have the right to choose the laws and taxes for their society.

15) Society has a right for all men to have identification.

16) If the law is not enforced in society, there is not point in having a legal system at all.

17) Unless there are specific special circumstances, all men have the right to their own property.

Saturday, October 3, 2009

French Revolution Terms

The Estates General~The Estates General was a group of representatives of each class in France. It was comparable to English Parliament, but it had no true power of its own. It met in 1789 to discuss a financial crisis in France. Ultimately, the third estate took control and paved the way for the French Revolution.


1st Estate~The 1st Estate of France was made up of the church clergy members. In France during this time, the Church had much political and social power in society, therefore, members of the clergy were at the top of the social pyramid. Not all clergy members were as well off as the bishops and abbots, though. The 1st Estate had nuns, monks and priests in charge of running schools, hospitals and orphanages.


2nd Estate~The 2nd estate was made up of the nobility. Noble knights lost their military power under Richelieu and Louis XIV, but they were given the right to have top jobs in the government, army, courts and the church. They were landowners, but most did not have much financial income. They tended to hate absolutism, and they feared that they would eventually lose their traditional privileges and soon their status as well.


3rd Estate~The majority of the French population made the up the last, 3rd Estate. Bourgeoisie was at the top of the 3rd estate, and they were the middle class, including bankers, merchants, manufacturers, lawyers, doctors, journalists and professors. The rural peasants made up the majority of the 3rd Estate, and they ranged from prosperous landowners to day laborers. Urban workers also made up this last estate. All members of this Estate resented the 2nd and 1st Estates, especially all of their traditional privileges. The Enlightenment caused the population to question the upper Estates, and demand their fair share of things.


Bourgeoisie~Bourgeoisie, or middle class, were members of the 3rd Estate, but they tended to be wealthy or well off compared to the majority of the population. They included bankers, merchants, manufacturers, lawyers, doctors, journalists and professors. Unlike the upper Estates, members of the Bourgeoisie had to work for their wealth and power, but they were deprived of traditional privileges that the 1st and 2nd Estate members enjoyed.


Declaration of The Rights of Man~The declaration was written by the National Assembly, and it was modeled after the American Declaration of Independence. The Declaration of the Rights of Man says that all man were born and remain free and equal in rights. Men have the natural rights to liberty, property, security, and resistance to oppression. It also said that all Frenchmen had equal rights in law and politics, and it believed in freedom of religion. Women were disappointed when the Declaration did not grant them the same equal rights as men.


Era of Mutual Discontent~Members of the 3rd Estate began to complain of their lack of traditional privileges as well as their natural rights. They became very upset and discontent, causing the 1st and 2nd Estates to also grow upset and discontent, thus leading to the Era of Mutual Discontent.


National Assembly~The National Assembly was a transitional legislative group from Estates-General to the National Constituent Assembly. After the Estates General, the 3rd Estate was unhappy with its lack of power, so its members decided to form their own National Assembly, in which all common class people were able to join. The other Estates were invited, but none joined in the National Assembly's meetings. King Louis was against this new group, but he could not stop them or their force in politics.


Tennis Court Oaths~The delegates of the National Assembly went to Versailles to try and solve the financial crisis as well as to ask for a political reform. Their meeting room was locked and guarded, so they went to an indoor tennis court in fear that the king was upset at them. There, they took an oath, saying that they would never separate and that the would meet whenever they could until their circumstances were met. All but one man signed the oath.


King Louis XVI~King Louis was the king of France from 1754 to 1793. Louis was disliked during his time, for he was conservative in a country of revolutionists. His people blamed him for their problems, although he tried his best to change the monarchy. He had good intentions, but the French public used him as a scapegoat for all of their problems. King Louis was married to Marie Antoinette, and he was often blamed for being a tyrant.


Maximilien Robespierre~Maximilien Robespierre is was an important, well known, influential figure of the French revolution. He was involved in what is known as the Rein of Terror, which ended with his own death. He was influenced by the ideas of the Enlightenment, especially those of Rousseau and Montesqueiu. He believed in a left winged bourgeoisie. He had many supporters who called him the Incorruptible and many opposers who called him the Tyrant.


Reign of Terror~The Reign of Terror was a time period during the French Revolution which went from 1793 until 1794. Symbolized by the guillotine, it is not known how many lost their lives, but many famous deaths include the death of Marie Antoinette and the death of Madame Roland. The Terror was mainly caused by conflict between Girondins and the Jacobins. Finally, the French government stepped forward and ended the reign with the deaths of many powerful supporters of the reign, such as Robespierre and Saint-Just.


Jacobins~The Jacobin Club was the most powerful group during the French Revolution. The club had many chapters throughout France, but after the death of Robespierre, it ended. It became notorious during the Reign of Terror, and they are known to have conflicted with the Girondins.


Committee on Public Safety~The National Convention created the Committee on Public Safety, which is made up of twelve members. It had almost absolute power during the Revolution, and it prepared the country for war. Maximilien Robespierre quickly rose to power in the committee. They sent recruits to spread the revolutionary fever, and soon they had conquered Italy and the Netherlands all while keeping down the revolts in England as well. Soon, members of the Convention turned on the committee, and killed its main players, such as Robespierre, thus ending the Reign of Terror.


Girondins~The Girondins, the enemies of the Jacobins, consisted of the other half of the National Assembly. They were an unorganized bunch, without an extremely organized cause or leader. There political beliefs during the Assembly more closely resembled those of republicans than those of monarchs. They were named after Gironde, whose theories they were modeled after.

Sunday, September 27, 2009

"What is Enlightenment?" Questions

1.What does Kant mean by “Freedom”

Kant uses the word freedom to represent the ability to use ones reason and mind without being persecuted for his or her logic. The text describes it as the "the freedom for man to make public use of his reason in all matters."

2.Why does Kant feel “freedom” is so central to the Enlightenment?

Kant believes that the Enlightenment is the term to describe the time when man comes out of his immaturity. He considers immaturity to be man's inability to reason logically without the help of others, so freedom is central for it is the ability to use ones mind.

3.How do people become enlightened and what is the appropriate environment to accomplish this?

According to Kant, people become enlightened by forcing themselves to think and reason logically

despite societies nature against reason. People can become enlightened anywhere, as long as they were willing to do it.

4.How does Kant relate enlightenment and politics?

Kant believes that rulers and political figures have no right to think for their people, but according to the enlightenment, people can think for themselves.

Tuesday, September 22, 2009

Enlightenment terms

Enlightenment~The enlightenment was a time when reason and logic were highly valued. The age of enlightenment occurred during the eighteenth century, simultaneously throughout many parts of Europe and the New World. This movement was inspired by many scientific successes, such as the development of a smallpox vaccine. It is thought that the writers of the Declaration of Independence were inspired by the ideas and movement of the Enlightenment, showing the importance and effect it had on the future of the world.


Scientific Revolution~In the fifteenth and sixteenth centuries, philosophers and scientists began to discover new theories and information like never before. Later, in 1939, Alexandre Koyre named this period the scientific revolution. The scientific revolution began the ideas of modern science apart from those of ancient philosophers. New findings in medicine, biology, physics and many other sciences encouraged the revolution and people had a hunger for knowledge. The discoveries they made then are still being used today.

Copernicus~Copernicus was one of the great scientists of the Renaissance. He was known for many things, such as being a mathematician, physician, classical scholar and artist. He is most widely known for being a astronomer. Copernicus was the first astronomer to recognize that the universe revolves around the sun, not the earth. This discovery is known as heliocentric cosmology. He is also well known for his book, which is titled On the Revolutions of the Celestial Spheres. Copernicus contributed much knowledge and discoveries to many different fields of science and he helped the development of the knowledge of the world.


John Locke~John Locke helped pave the way for the enlightenment in the seventeenth century. He lived through the English Civil War, and had an optimistic view of human nature. In his opinion, all people were born with the natural rights of life, liberty and property. Locke thought that governments were formed to protect peoples rights, and that to succeed, they must have limited power and also be accepted by all citizens. He said that governments have obligations to their people, and if they fail to protect ones natural rights, then the people have the right to overthrow the government. His ideas went on to influence the writers of the Declaration of Independence, therefore extremely affecting the future of the world.


Montesquieu~Baron de Montesquieu was a French man who took part in the Enlightenment. He studied many different types of government from many different countries, and studied ancient cultures. He strongly disliked absolute monarchy. He published his own book in 1748, which was entitled The Spirit of the Laws. In it, he talks about his studies of the different governments throughout history. He thought that the best form of government is when it is divided into three separate branches; legislative, executive and judicial. According to his theory, the different types of government should use a system of checks and balances to keep power in check. This idea would later influence America's founding fathers.


Jean Jacques Rousseau~Jean Jacques Rousseau is also a French man who lived in the eighteenth century. He believed that people were naturally good, but that society corrupted them, especially through the unequal distribution of wealth and property. Many people agreed with his theories. He published his work, The Social Contract, in 1762, and it is based on his theories about society and corruption. In his opinion, people only needed minimal control by the government of their lives, and that the government should be elected. His ideas and values have influenced many politicians since his death, and they would inspire many revolts of economical and social oppression in the future.


Voltaire~Francois-Marie Arouet, who later renamed himself Voltaire, is one of the most widely known of the French philosophes. He lived a very controversial life, for he did not regard what others thought of him as important. Voltaire was extremely outspoken, and he often wrote of his hate for corrupt officials, idle aristocrats, inequality, injustice, superstition, slave trading and religious prejudice. Although his words were often offending, he did not care, and therefore he made enemies with the Catholics and the French government. After being forced into exile, he continued to fight for the right of freedom of speech.


Thomas Paine~Thomas Paine was born in England, but he moved to the United States in the eighteenth century and went on to become one of our founding fathers. He was an author, radical, and inventor among other things. He is best known for his pamphlet, Common Sense. He wrote many other pamphlets as well, and became somewhat of a hero among the French. In 1792, he was elected to be in the French National Convention. Paine was arrested and then later released in France for promoting freewill and thinking. Years later, he returned to America where he died, but his ideas and beliefs, as well as there outcomes (America, free from Britain) live on today.


Thomas Hobbes~Thomas Hobbes helped pave the way for the enlightenment in the seventeenth century. He lived during the same time as John Locke, although their ideas were radically different. Hobbes wrote the work of literature, Leviathan. In his work, he proposed the notion that people are cruel, greedy and selfish, and he had a rather pessimistic view of society in general. He argued that people enter a social contract, where they enter an organized society by giving up their freedom. Hobbes believed that the best form of society was an absolute monarch. His ideas were quite different than Locke's, but they still affected the society that they lived in as well as our own.


Common Sense~Common Sense is one of the famous pamphlets written by Thomas Paine in the mid eighteenth century. The pamphlet series was written anonymously during the American Revolution. It helped convince the colonists that independence from Britain was what they needed at the time. Unlike most authors of the Enlightenment era, Paine wrote in a way that common people could understand, which also helped the popularity of his work. Some examples of his ideas included the thought that it is ridiculous for an island to rule a continent, America was composed of all nations of Europe, not just Britain, and that it was obvious that Britain did not have Americas best interests in mind. These are just a few of the reasons that convinced the colonists to revolt, thus changing the history of our country forever.

Sunday, September 20, 2009

Offices of the Roman Republic

The American position of presidency and the Roman position of consul have both similarities and differences. The president of the United States and the consuls both hold the highest military command in their respective countries, they both have a minimum age requirement, and they both are the in the highest political office. They also have their differences, however. While there is only one president at a time, consuls served in pairs of two. Presidents can serve up to two terms of four years while consuls can only serve one year long term. Consuls also hold religious responsibilities while presidents remain impartial.

The Roman Praetor can be compared to an American judicial court judge. Praetors and judges both work in courthouses, and they are both in charge of laws. Praetors can also be in charge of the military, though, while court judges only work for the legal system.

While the American senate and the Roman senate are similar in many ways, they also have a few outstanding differences. Roman senators served for life, but members of the American senate only serve staggered, six year terms. In Rome, senate meetings had no set location, and they occurred either inside or outside the city. The American senate specifically meets in the Chamber of the United States Senate which is located inside of the north wing of the capitol building.

Saturday, September 19, 2009

Term Definitions (Group 2)

Polis: A polis is a unique form of a Greek city-state. Polis's tend to have small populations, and they usually consist of a high city, often known as an acropolis. Acropolis's are built on top of hills, and the city's temples are usually located at the cities acropolis. Around the acropolis, each polis has a main city, which contains a market place and other general living spaces, like houses and public buildings. Polis's began with rule by a king, but they slowly progressed from a monarchy to rule by noble landowners throughout the years.

Homer: Homer is a Greek legend, known for writing the epic poems, The Odyssey and The Iliad. No one is certain whether not Homer is a myth, or if he truly lived, for their is no factual evidence proving he existed. Many sources say that he lived during the eighth or ninth century BCE. Even though his very existence is questioned, Homer is known for his style of poetry.

Iliad & The Odyssey: The Iliad and the Odyssey are supposed to be written by the legendary poet, Homer, although their origin is not certain. They are both epic poems, starting with the Iliad, and finishing with the Odyssey. The Iliad documents the Trojan War, while the Odyssey follows Odysseus's journey home to his wife, Penelope.

Pericles: Pericles is known as the first 'citizen of Athens' for he was a general, statesman and one of the brains behind many of Athens fundamental values. It was Pericles who made art and literature so important to the Athenians, for he had a huge influence in Athens. Pericles was around during the Golden Age of Athens also. Pericles played a very large role in the formation of Athens, and the beautiful city and its legacy would not have been the same without him.

Persian War: Starting at around 500 BCE, the Persian empire became a large threat to the Greece city-states. At the time, Athens was the wealthiest of all the city-states. During their first attempt to attack Greece, a small Athenian army defeated the Persians. After ten more years, however, the Persians came back, and all of the city-states united to defeat them and keep their freedom. The Persian war allowed the Greeks to put aside their differences and to combine forces for a common good. This put an end to their disagreements for many years, allowing them to live in peace.

Peloponnesian War: For 27 years, from 431 to 404 BCE, the Greeks were involved in the Peloponnesian war. The Peloponnesian war was a civil war that took place after the Persian war, for the different city-states, mainly Sparta and Athens, couldn't agree on many of the events from the war. It eventually turned into a power struggle between the two main city states, with Sparta winning in the end. Athens soon lost much of its spirit and ideals, ending its Golden Age.

Centuriate Assembly: The Roman Centuriate Assembly was used during the Roman Republic. Citizens divided into centuries, and they voted for legislative, electoral and judicial purposes. Each century was counted as one vote, no matter how many were in it. They had the power to declare war, and to elect the high ranking officers. The Century Assembly held much of the Roman Republics power in the hands of citizens.

Conflict of the Orders: The conflict of the orders was a disagreement between the plebeians and the patricians in the roman republic. Patrician's, the aristocrats of the republic, held most of the political power, and the plebeians wanted more power for themselves. They eventually were able to join the Roman senate, and they were able to run for office as well. The power struggle continued on until Julius Caesar turned the Roman republic into an empire, thus ending the conflict of the orders.

Tribal Assembly: The Roman republics tribal assembly was a system used for legislative, judicial and electoral purposes. It is made up of Roman citizens, who are divided into tribes. There are 4 urban tribes, which consist of citizens from Rome, and 31 rural tribes, which are made up of people living in the country outside of Rome. Each tribe gets one vote, and they are usually led by a consul or praetor.

Patrician: Those belonging to the wealthy class of the Roman republic were called patricians. Patricians were upper-class, landowners. They made up the Roman Senate, and they held most of the power as well. They were an elite group of people, and they held the majority of Rome's power. During the conflict of orders, the patricians and the plebeians had a power struggle, although, ultimately, the plebeians came out victorious.

Plebeian: Roman plebeians were technically considered to be in the middle or lower class, although they were sometimes able to attain much wealth and influence in Roman society. They held little power, for they were not allowed to join the senate, but they were involved in their own tribal assembly. During the conflict of the orders, the plebeians fought for their rights to power, and they earned equal rights from the patricians after almost 2 centuries of disagreement.
Senator: The Roman senate was one of the longest lasting political institutions in Roman history. It began with little power, but after a few generations, it gained respect and power from the magistrates. The senate had 300 patrician members, and senators served for life. They were in charge of making the laws for Rome. By the late Roman republic, however, the senates power slowly began to decline again. All in all, the Roman senate lasted for about two thousand years, with varying degrees of political power.

Consul: Once every year, the senate elects two of its members to be consuls. Consuls are the most powerful senators, and they supervise the government and are in charge of the Roman army. Their power was limited by the senate, though, for they had to consult with the senate for major issues, and new consuls were reelected each year in order to keep the power equally spread.

Monday, September 14, 2009

Plato and Aristotle Notes

~Plato was Aristotle's teacher
~Socrates taught Plato
~Plato:
-428-347 BCE
-came from wealthy family, born in Athens
-disciple of Socrates, present at Socrates execution
-started his own school- The Academy
-Plato thought people with "filters" were better than those without
-came up with the ideas of Atlantis and Hell
-thinks people are close minded, and that they should think outside the box
-thought the brain consisted of desire, spiritual and the rational part
-he thought upper class should rule the lower class
-Plato thought your status should be based on your education
~Aristotle:
-387-322 BCE
-not as wealthy as Plato, but still had wealth
-more of a scientist
-moved to Athens at 17 years, went to the Academy
-left Athens and went to Asia Minor, married King Hermius's niece
-moved to Pala, became King Philips advisor (the Macedonian Emperor)
-went back to Athens, tutored Alexander the Great
-started his own school, called Lyceum
-was more casual than Academy, a "walking school"
-wondered why we are here
-believed people had to work for intelligence
-first to think universe centered around the earth
-first to think of earth, air, fire and water as elements
-thought soul and body were the same thing

EXAMPLES:
~Plato had the belief that those in upper classes should rule those below them. He was born into a wealthy family, so he was always in the upper class himself. Therefore, he would be giving himself the advantage by ruling all of those below him.
~Aristotle had believed that there was a need for social classes, with those who are wealthy choosing the leaders. He himself was considered wealthy, and therefore, he was saying that he and those like him should be in charge of their societies, not the poor, lower class.