Global History and Geography an Amsco Publication

Global History and Geography An Amsco Publication

Use the review book and your knowledge of Global Studies to complete this packet. Period 2: Revolutions, Industrialization, and Empires, 1750-1914 Chapter 2: Enlightenment, Revolution, and Nationalism

Name: ______Period ______Due Date: ______

1 Period 2 Revolutions, Industrialization, and Empire, 1750-1914

Directions: Using the map at the start of Period 2, briefly describe the events going on in the locations below. Name of Location/Region Image of Location or Region Describe events in that location/Region between 1750-1914 A: North America -

B: South America -

C: Europe -

D: China -

E: Japan -

F: Africa -

G: India -

H: Indonesia -

2 Chapter 2 Enlightenment, Revolution, and Nationalism Directions: Using the Chapter Overview, Complete the following section. 1. Complete the chart below. Read about each issue in the overview and then explain how views changed between 1750-1914. Follow the example for guidance. Issue: World View in 1750 World View in 1914 Individual Rights

Nobles vs Commoners Nobles held more power and religious Equality, democracy, and religious and Religious Toleration discrimination was common. toleration were widely accepted.

Colonies and Slavery

Large multiethnic empires and nationalism

2. AN ENDURING ISSUE: IDEAS - One enduring issue in this chapter is the importance of ideas. Debates about the ideas underlying government, slavery, and nations shaped the most important events between 1750 and 1914. An ENDURING ISSUE is a challenge or problem that a society has faced and debated or discussed across time. An enduring issue is one that many societies have attempted to address with varying degrees of success.

Criteria for an Enduring Issues Here is how new IDEAS can be an enduring issue for a society:  It is a challenge or a problem.  debate over value of accepting a new idea  It existed in the past and exists to-  unintended consequences of embracing new day. idea  It has affected a lot of people.  debate over whether the acceptance of a new idea strengthens or weakens a culture Match the new debated IDEAS on the left to the unintended consequences on the right: A. German Unification, Italian Unification, Otto- ____. New Ideas of the Enlightenment: demand for man Empire disintegration, Austria-Hungary Dis- rights and equality; questioning Divine Right, slav- integration, Sepoy Rebellion, Boxer Rebellion, ery; old regime Taiping Rebellion, Indian Independence ___. New Ideas of the 18th and 19th centuries: new B. The French Revolution, Haitian Revolution, Latin agricultural practices, the factory system, child la- American Revolutions, American Revolution bor, capitalism, social Darwinism, unions, Marxism C. The Industrial Revolution, the Sadler Report, ____. New Ideas about sovereignty: nationalism The Commercial Revolution, The Russian Revo- lution, The Chinese Revolution, the Cuban Revo- lution 3 Chapter 2 Enlightenment, Revolution, and Nationalism

From the book... People have long debated what gives a government the right to rule over individuals. In the 17th century, most Europeans believed that governments authority came directly from God. Late in the century, an English philosopher, John Locke, argued that the right to rule came from the consent of the people being governed.

Analyze a Primary Source John Locke, Second Treatise on Government, 1691 Men being, as has been said, by nature, all free, equal, and independent, no one can be...subjected to the political power of another, without his own consent [permission]. The only way, whereby any one divests [gives up] himself of his natural liberty, and puts on the bonds of civil society, is by agreeing with other men to join and unite into a community for their comfortable, safe, and peaceable living one amongst another, in a secure enjoyment of their properties, and a greater security against any, that are not of it. This any number of men may do, because it injures not the freedom of the rest; they are left as they were in the liberty of the state of nature. When any number of men have so consented to make one community or government, they are thereby presently incorporated, and make one body politic, wherein the majority have a right to act and conclude the rest. For when any number of men have, by the consent of every individual, made a community, they have thereby made that community one body, with a power to act as one body, which is only by the will and determination of the majority: or else it is impossible it should act or continue one body, one community, which the consent of every individual that united into it, agreed that it should; and so every one is bound by that consent to be concluded by the majority... And thus every man, by consenting with others to make one body politic under one government, puts himself under an obligation, to every one of that society, to submit to the determination of the majority, and to be concluded [act according to its decisions] by it. Source: John Locke, Two Treatises of Government, 1691.

1. Who is John Locke’s intended audience?

______

2. What is John Locke’s purpose in this selection from the Two Treatises of Government?

______

3. Locke indicates that people need to be willing to give up some liberty or freedom. According to Locke, what bene- fits do people get by giving up that freedom?

______

4 Chapter 2 Enlightenment, Revolution, and Nationalism Directions: Using the Enlightenment and Rights section, complete the following section.

1. Define: The Enlightenment—______

2. Explain how Enlightenment thinkers were similar to each of the following:

• Renaissance Humanists: ______

• Scientific Revolution Thinkers: ______

3. Define: Divine Right Monarchy - ______

4. Enlightenment philosophers argued that all people were born with ______.

5. Using the word bank on the right, match the English Philosopher to the correction description.

A. ______B. ______Word Bank

Two Treatises of Government and The Leviathan The Essay Concerning Human Understanding

People were naturally selfish and combative. People were born with a tabula rasa or “blank John Locke Without a strong government, life would be slate.” Believed that everyone was born with the “nasty, brutish, and short.” People needed to natural rights of life, liberty, and property. Govern- enter a social contract to create a government: ments are meant to protect these rights. Govern- Thomas Hobbes give up some freedom in exchange for security. ments get their power from the consent of the Only an absolute monarch could maintain people and people had a right to overthrow a ty- peace. rannical government. 6. Complete the chart below. Baron de Voltaire Jean-Jacques Montesquieu Rousseau List the three branches of government: He believed in ______In The ______

• ______, or the right to say and ______, he said that peo-

• think what you want. ple need to give up some of their freedom to serve the common interest. •

Explain Checks and Balances: Explain religious tolerance: Explain the General Will:

5 Chapter 2 Enlightenment, Revolution, and Nationalism From the book... Read the excerpt and answer the questions. Jean-Jaques Rousseau, The Social Contract, 1762 So long as men remained content with their rustic huts, so long as they were satisfied with clothes made of the skins of animals and sewn together with thorns and fish-bones, adorned themselves only with feathers and shells, and continued to paint their bodies different colors, to improve and beautify their bows and arrows and to make with sharp- edged stones fishing boats or clumsy musical instruments; in a word, so long as they undertook only what a single person could accomplish, and confined themselves to such arts as did not require the joint labor of several hands, they lived free, healthy, honest and happy lives, so long as their nature allowed, and as they continued to enjoy the pleas- ures of mutual and independent intercourse. But from the moment one man began to stand in need of the help of another; from the moment it appeared advantageous to any one man to have enough provisions for two, equality disap- peared, property was introduced, work became indispensable, and vast forests became smiling fields, which man had to water with the sweat of his brow, and where slavery and misery were soon seen to germinate and grow up with the crops. Source: Jean-Jaques Rousseau, The Social Contract, 1762 Historical Context—refers to the historical circumstances that led to this event/idea/historical development.

1. Explain the historical context in which Rousseau wrote this document:

______

2. In the first line of The Social Contract, Rousseau claimed that “man is born free; and he is everywhere in chains.” How does this document support this claim? ______

7. Complete the timeline based on the information on page 37. ______:1792 Landmarks of the Enlightenment ______1734: ______1651: ______1689: ______1750: ______

______1650 1700 ______:1762 1800 ______:1776

______:1789

6 Chapter 2 Enlightenment, Revolution, and Nationalism

From the book... Mary Wollstonecraft (1759-1797) was considered a radical for her time. She was a strong advocate for equality between men and women at a time when traditional gender roles were changing.

Analyze a Primary Source Mary Wollstonecraft, A Vindication of the Rights of Woman, 1792 That woman is naturally weak, or degraded by a concurrence of circumstances, is, I think, clear. But this position I shall simply contrast with a conclusion, which I have frequently heard fall from sensible men in favor of an aristocracy: that the mass of mankind cannot be anything, or the obsequious slaves, who patiently allow themselves to be driven for- ward, would feel their own consequence, and spurn their chains. Men, they further observe, submit everywhere to oppression, when they have only to lift up their heads to throw off the yoke; yet, instead of asserting their birthright, they quietly lick the dust, and say, ‘let us eat and drink, for tomorrow we die’. Women, I argue from analogy, are degraded by the same propensity to enjoy the present moment; and, at last, despise the freedom which they have not sufficient virtue to struggle to attain. But I must be more explicit… I lament that women are systematically degraded by receiving the trivial attentions, which men think it manly to pay to the sex, when, in fact, they are insultingly supporting their own superiority. It is not condescension to bow to an inferior. So ludicrous, in fact, do these ceremonies appear to me, that I scarcely am able to govern my muscles, when I see a man start with eager, and serious solicitude to lift a handkerchief, or shut a door, when the LADY could have done it herself, had she only moved a pace or two. Source: Mary Wollstonecraft, A Vindication of the Rights of Woman, 1792

1. Based on this excerpt, identify Mary Wollstonecraft’s point of view concerning the general attitude of men towards women. ______

2. How are the writings of Mary Wollstonecraft an example of someone challenging traditional beliefs?

______

Directions: Using the New Ideas About Rights section, complete the following section. 1. Fill in the chart below based on British Reformers. British Reformers Individual Goal Accomplishments Mary • Wollstonecraft •

William • Wilberforce •

7 Chapter 2 Enlightenment, Revolution, and Nationalism

2. Define: Enlightened Despot -______

3. Fill in the chart below based on the actions of three enlightened despots. Follow the examples for help.

Policies of Enlightened Despots

Reforms Frederick the Great (Prussia) Catherine the Great (Russia) Maria Theresa and Joseph II (Austria)

Religion Ended persecution of Protestants and Jews and gave them civil rights.

Laws

Serfdom Tried to end serfdom, but even- tually gave landlords even greater power over serfs.

Foreign Seized Silesia from Austria, Policy part of Poland, and other territo- ries to unite Prussian lands.

From the book...

Who is the intended audience of this petition? ______

8 Chapter 2 Enlightenment, Revolution, and Nationalism From the book... In France in 1789, one of the most important revolutions in world history began. The symbolic beginning oc- curred on July 14, When a mob seized control of a prison, the Bastille. Among the leaders was Camille Des- moulins, whose speech identified the problem that the outraged crowd wanted to address.

Analyze a Primary Source Camille Desmoulins, Speech at the Bastille, July 14, 1789 There is one difference between a monarchy and a republic, which alone should suffice to make people reject with hor- ror all monarchical rule and prefer a republic regardless of the cost of its establishment. In a democracy, though the people may be deceived, yet they at least love virtue. It is merit which they believe they put in power as substitutes for the rascals who are the very essence of monarchies. The vices, concealments, and crimes which are the diseases of republics are the very health and existence of monarchies. Cardinal Richelieu avowed openly in his political principles, that “kings should always avoid using the tal- ents of thoroughly honest men.” Long before him Sallust said: “Kings can not get along without rascals; on the contrary, they should fear to trust the honest and upright.” It is, therefore, only under a democracy that the good citizen can reasonably hope to see a cessation of the triumphs of intrigue and crime; and to this end the people need only to be enlightened. There is yet this difference between a monarchy and a republic: the reigns of Tiberius, Claudius, Nero, Caligula and Domitian [these were five rulers in Classic Rome whose reigns ended in conflict] all had happy beginnings. In fact, all reigns make a joyous entry, but this is only a delusion. Source: Camille Desmoulins, Speech at the Bastille, July 14, 1789. William Jennings Bryan, The World’s Famous Oration: Volume VII, Continental Europe, 1906.

1. Who is Camille Desmoulins’ audience in this Speech at the Bastille? ______2. What is Camille Desmoulins’ purpose in this Speech at the Bastille? ______Directions: Using the An Era of Revolution section, complete the following. 1. List and explain three long-term causes of the French Revolution: I. ______II. ______III. ______9 Chapter 2 Enlightenment, Revolution, and Nationalism

PERCENTAGE OF POPULATION, PERCENTAGE OF LAND BY ESTATE

SECOND ESTATE FIRST ESTATE SECOND ESTATE 2% of population 1% of population 25% of Land

“Any institution which does not suppose the people good, and the THIRD ESTATE magistrate THIRD ESTATE 97% of population corruptible, is evil” 65% of Land - Maximilien Robespierre FIRST ESTATE 10% of Land

PERCENTAGE OF TAXATION, 2. Why was the Third Estate so disgruntled over land own- BY ESTATE ership and taxation in France in 1789? ______

______THIRD ESTATE More than ______98% of Taxes 3. Shade in the pie charts using different colors or patterns for each of the three estates.

4. Identify who each figure in the cartoon represents. 2. ______

1. ______

3. ______

10 Chapter 2 Enlightenment, Revolution, and Nationalism 5. In the chart below, For each stage of the French Revolution please identify the items listed: Stage 1 Stage 2 Stage 3 The National Assembly The Reign of Terror The Directory 1789-1791 1792-1794 1795-1799 King Louis XVI: Maximilien Robespierre: Oligarchy:

Bourgeoisie: Sans-Culottes: Coup d’etat:

National Assembly: Committee of Public Safety: Napoleon Bonaparte:

Storming of the Bastille: Guillotine:

Declaration of the Rights of Man and Jacobins: Citizen:

6. Define: Declaration of Rights of Woman and of the Female Citizen - ______

7. What happened to the author of that document, Olympe de Gouges? ______

8. Why did Napoleon Bonaparte rise to power in France? ______

9. What happened to Napoleon and his troops in Russia? ______

11 Chapter 2 Enlightenment, Revolution, and Nationalism 10. Complete the chart of about Colonial Revolutions in America. Haitian Revolution South American Revolutions Why was Saint-Domingue such a valuable French Why were Creoles upset with Spanish rule? ______colony? ______Why did French slaves revolt during the French Rev- Which European movement influenced the educa- olution? ______tion Creoles? ______Who was Toussaint L’Ouverture? ______What did Napoleon Bonaparte do in 1808 that gave ______Latin American Colonists a chance to revolt? ______Why was the Haitian Revolution so significant? ____ Where did Simon Bolivar help lead independence ______movements? ______

From the book... Read the excerpt and answer the questions. Simon Bolivar, The Jamaica Letter, 1815 The role of the inhabitants of the American hemisphere has for centuries been purely passive. Politically they were nonexistent. We are still in a position lower than slavery, and therefore it is more difficult for us to rise to the enjoyment of freedom. Permit me these transgressions in order to establish the issue. States are slaves because of either the nature or the misuse of their constitutions; a people are therefore enslaved when the government, by its nature or its vices, infringes on and usurps the rights of the citizen or subject… We have been harassed by a conduct which has not only deprived us of our rights but has kept us in a sort of permanent infancy with regard to public affairs. If we could at least have managed our domestic affairs and our inter- nal administration, we could have acquainted ourselves with the processes and mechanics of public affairs… Despite the convictions of history, South Americans have made efforts to obtain liberal, even perfect, institu- tions, doubtless out of that instinct to aspire to the greatest possible happiness, which common to all men, is bound to follow in civil societies founded on the principles of justice, liberty, and equality. But are we capable of maintaining in proper balance the difficult charge of a republic? Is it conceivable that a newly emancipated people can soar to the heights of liberty, and, unlike Icarus [a character in Greek mythology who flew close to the sun and fell to his death when his wings melted], neither have its wings melt nor fall into an abyss? Such a marvel is inconceivable and without precedent. There is no reasonable probability to bolster our hopes. Source: https://library.brown.edu/create/modernlatinamerica/chapters/chapter-2-the-colonial-foundations/primary-documents-with- accompanying-discussion-questions/document-2-simon-bolivar-letter-from-jamaica-september-6-1815/

What is Simon Bolivar’s point of view regarding Spanish control of South America? ______

12 Chapter 2 Enlightenment, Revolution, and Nationalism From the book...

When Otto von Bismarck was born in 1815, Germany did not exist as a unified country as it does today. Germans were divided into many dozens of small kingdoms, dukedoms, etc. Bismarck united them, creating a powerful nation in the middle of Europe. Analyze a Primary Source Otto von Bismarck, Interview with a French Journalist, 1869

What is Otto von Bismarck’s point of view regarding the differences between Germa- ny and France or Italy?

______

Directions: Using the Uniting Divided Cultural Groups section, complete the following.

1. Define: Nationalism- ______

13 Chapter 2 Enlightenment, Revolution, and Nationalism 2. Complete the following charts on German and Italian Unification.

THE UNIFICATION OF GERMANY THE UNIFICATION OF ITALY What country became the leader of the German states Explain the roles of each of the following Italian Na- in the 1830’s? ______tionalist Leaders: Who was Otto von Bismarck? ______Giuseppe Mazzini - ______Count Camillo Cavour - ______What was Bismarck’s “Blood and Iron” policy? ______Giuseppe Garibaldi - ______Identify the Franco-Prussian War: ______Who became the first Italian King? ______Who became the first German King? ______

3. Answer the following questions based on the cartoon below:

How did nationalism affect Germany and Austria-Hungary in the 19th century? ______

14 Chapter 2 Enlightenment, Revolution, and Nationalism 4. What impact did nationalism have on large multiethnic empires like the Ottoman Empire and Austria- Hungary? ______

5. List two European nations that broke away from the Ottoman Empire in the 19th century:

•

6. List two European ethnic groups that began to demand self-government from Austria-Hungary:

•

7. What international conflict finally brought an end to both the Ottoman Empire and Austria-Hungary? ______

Answer the following review questions. Catherine the Great, Tsar of Russia, Instructions to the Legislative Commission, 1767 1. Which clause best supports the claim that Clause 9. The Sovereign is absolute; for there is no other authority but Catherine was influenced by the ideas of the Enlightenment? that which centers in his single Person, that can act with a Vigor proportionate to the Extent of such a vast Dominion. A. Clause 9 stating that the sovereign is absolute and can “act with...Vigor” Clause 10. The Extent of the Dominion requires an absolute Power to be B. Clause 10 arguing that the “Extent of vested in that Person who rules over it. It is expedient so to be, the Dominion requires an absolute that the quick Dispatch of Affairs, sent from distant Parts, might power” make ample Amends for the Delay occasioned by the Distance C. Clause 11 criticizing other forms of of the Places. government that would have “proved its [Russia’s] entire Ruin” Clause 11. Every other Form of Government whatsoever would not only have been prejudicial to Russia, but would even have proved its D. Clause 14 mentioning the “natural liberty” of the people, who are entire Ruin. “rational creatures” Clause 12. Another Reason is: That it is better to be subject to the Laws under one Master, than to be subservient to many. 2. Based on this source, which thinker and idea Clause 13. What is the true End of Monarchy? Not to deprive People of would Catherine the Great agree with? their natural Liberty; but to correct their Actions, in order to A. Locke and his ideas about revolution attain the supreme Good. B. Rousseau and his ideas about the purpose of government Clause 14. The Form of Government, therefore, which best attains this C. Wollstonecraft and her ideas about End, and at the same Time sets less Bounds than others to nat- the slave trade ural Liberty, is that which coincides with the Views and Purpos- D. De Gouges and her ideas on the es of rational Creatures, and answers the End, upon which we rights of women ought to fix a steadfast Eye in the Regulations of civil Polity.

15 Chapter 2 Enlightenment, Revolution, and Nationalism

John Locke on Government 3. Based on the beliefs in the chart, which statement would Topic Belief John Locke support? A. Rights are a reward given to people who behave Human Nature People are born with a mind that is morally. a tabula rasa B. The Laws people write replace natural laws. Equality All people are naturally equal and C. Individuals have a right to pursue life and liberty. independent D. Political leaders derive their authority from God. Law Natural laws govern human society, and they are more basic than laws 4. The statements in which row did Jean-Jacques Rousseau disagree most strongly with? Rights People have no right to harm oth- A. Human Nature ers or deprive them of their liberty B. Equality or possessions. C. Law Government The legitimacy of a government is D. Rights based on the consent of the peo-

French National Assembly, Declaration of the Rights of Man and of the Citizen, 1789 Article 1. Men are born and remain free and equal in rights. So- cial distinctions may be founded only upon the general good. 5. Based on these excerpts, which action would likely be supported by Olympe de Gouges? Article 2. The aim of all political association is the preservation A. executing the king so that a queen of the natural and imprescriptible [inalienable] rights could reign of man. These rights are liberty, property, security, and B. Restricting education by gender resistance to oppression. C. Ending the enslavement of Africans D. Allowing women to serve in the leg- islature

Olympe de Gouges, Declaration of the Rights of Woman 6. Which statement is supported by both ex- and of the Female Citizen, 1791 cerpts? Article 1. Woman is born free and remains equal to man in A. A government’s authority comes form the people rights. Social distinctions may be founded only on the B. All people should have equal incomes. common good. C. Natural laws lead to the oppression of Article 2. The aim of any political association is the preservation some people. of the natural and imprescriptible rights of woman and D. Men and women naturally have equal man: these rights are freedom, property, security, and rights. above all resistance to oppression.

16 Chapter 2 Enlightenment, Revolution, and Nationalism Document 1 Giuseppe Mazzini, “An Essay on the Duties of Man: Addressed to Workingmen,” 1858

Geographic Context—refers to where this historical development/event is taking place and why it is taking place there. Explain the geographic context for the historical development/event in this 1858 essay.

______

Document 2 Otto von Bismark, Describing Prussia’s Decision to End the Austro-Prussian War in 1866, Reflections and Reminiscences, 1898 Identify Bismarck’s point of view about unifying people who were culturally German.

______