Amsco Unit5 PDF

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Name:______________________________________________________________________Date:________Class:______ APWH|Unit 5: Revolutions from c. 1750 - c. 1900 Directions: For each reading section define the important vocabulary words and answer the reading questions that follow using specific details. It is imperative that you complete your readings thoughtfully and independently. Students who do not do their reading will not do well in this course

AP Illustrative Examples | 5.1 Key term/event

Definition (Think - Who, What, When, Where…) and Significance (Why this term matters)

Mary Wollstonecraft’s A

Published in 1792 in England and she argued in it that females should receive the same education as

Vindication of the Rights of

males. Universal education, would prepare women to participate in political and professional society.

Women Olympe de Gouges’s

Pamphlet by Olympe de Gouges published in France in 1791. Modeled on the 1789 document known as

Declaration of the Rights of

the Declaration of the Rights of Man and of the [Male] Citizen. Gouges’s manifesto asserted that women

Woman and of the Female are equal to men in society and, as such, entitled to the same citizenship rights.

Citizen (May need Google) Seneca Falls Conference

Conference in New York 1848 where activists gathered to promote women’s rights and suffrage.

Elizabeth Cady Stanton

Organizers of Seneca Falls “Declaration of Sentiments” and demanded women deserve the right to vote and hold office, hold property and manage their own incomes, and be legal guardian of their children.

Lucretia Mott

Organizers of Seneca Falls “Declaration of Sentiments” In which she declared all men and women are created equal.

5.1| The Enlightenment Objective

Key Developments

Explain the intellectual and ideological context in which revolutions swept the Atlantic world from 1750 to 1900.

The Enlightenment was the shift from tradition to reason and individualism over community values. List the three ideals of the Enlightenment movement: 1. Individualism 2.

Freedom

3.

Self-determination

These new ideas resulted in two things: 1. Challenged the roles of monarchs and church leaders 2.

Planted seeds of revolution in the U.S, France, and around the world.

An Age of New Ideas Ideas from the Scientific Revolution + Humanism and the Renaissance = Enlightenment. Describe the main ideas of thought and the main emphasis of Enlightenment thinkers:  Many writers believed that applying reason to natural laws would result in progress. While not denying the existence of God, they emphasized human accomplishments in understanding the natural world. Such beliefs led to the conclusion that natural laws governed the social and political spheres as well. New ideas emerged about how to improve society: schools of thought arose like socialism, liberalism, and conservatism. The clash between new and old thinking led to revolutions that had two aims: 1. Independence from imperial powers 2.

Constitutional representation.

Define Nationalism. What was the cause of Nationalism?  A feeling of intense loyalty to others who share one’s culture and language. Caused by idea that people who share a culture should also live in an independent nation-state. New Ideas and Their Roots Define Empiricism. Who emphasized Empiricism?  The belief that knowledge comes from sensed experience, from what you observe and experience, including through experiments. Francis Bacon emphasized Empiricism. Empiricism was based on conclusions on observations of natural data as opposed to reasoning about principles provided by tradition or religion. Define Social Contract:  A contract that gave up some rights to a strong central government in return for law and order. Summarize the beliefs and important works of Thomas Hobbes:  Author of Leviathan, 1651, argued that people’s natural state was to live in a bleak world in which life was “nasty, brutish, and short.” Summarize the beliefs and important works of John Locke:  Locke argued that the social contract implied the right, even the responsibility, of citizens to revolt against unjust government. Locke thought that people had natural rights to life, liberty, and the pursuit of happiness. Author of Two Treatises of Government, 1690 and An Essay Concerning Human Understanding, in which he proposed that a child was born with a mind like a “blank slate” (Tabula rasa) to be filled with knowledge.  Locke believed that environment and education were more important to someone than their ancestors. The Philosophes Who were the Philosophes and what did they explore?  In the 18th century, a new group of thinkers and writers who came to be called the philosophes explored social, political, and economic theories in new ways. In doing so, they popularized concepts that they felt

followed rationally upon those of the scientific thinkers of the 17th century. Philosopher

Important Work

Important Beliefs

Impact

Baron Montesquieu

The Spirit of Laws (1748)

Praised ideas of checks on power that British govt had.

Influenced American system, which split into 3 separate branches.

Voltaire

Candide (1762)

Religious liberty Advocacy for civil liberties Judicial Reform

Brought back ideas of civil rights and constitutional monarchy to France from England. Religious liberty ideas influenced U.S Constitution.

Jean-Jacques Rousseau

On Education (1762) The Social Contract (1762)

Expanded on idea of social contract Laid out ideas on child rearing and education Presented concept of General Will of a population and obligation of a sovereign to carry out that General Will.

Rosseau inspired many revolutionaries of the late 18th century, believing that society could improve.

Adam Smith

The Wealth of Nations (1776)

Laissez - Faire: A french phrase for “leave alone” which meant governments should reduce their intervention in economic decisions. Capitalism: An economic system in which the means of production such as factories and natural resources, are privately owned and operated for profit.

His ideas provided foundation for capitalism

Thomas Paine

The Age of Reason (1794) Common Sense (1776)

Militant in his defense of Deism in the book The Age of Reason, he advocated liberty from Britain

Anti-church writings damaged his popularity, but Common Sense made him popular in America

Who were Deists and what did they believe?  People who believed in Deism, the belief that a divinity simply set natural laws in motion. LOOKING BACK (Chart) Briefly summarize Medieval Scholasticism:  St Thomas Aquinas, used reason to defend faith, argued through writing and debating, relied heavily on Aristotle, used little experimentation. Briefly Summarize Renaissance Humanism:  Erasmus and Mirandola, wrote practical books and emphasized human achievements and focused on secularism and the individual. Briefly Summarize Scientific Revolution and Enlightenment:  Emphasized use of empirical data, believed in natural rights, progress, and reason, wanted new constitutions, supported religious toleration, wrote for the reading public. Thinkers included Francis Bacon, Sir Isaac Newton, Thomas Hobbes, John Locke, and French philosophes. Explain how the

The Age of New Ideas Continues

Enlightenment affected societies over time.

Describe what the world was like for the poor at this time:  Poor workers lived in slums without proper sanitation and without political representation. Define Conservatism. What did they believe?  A belief in traditional institutions, favoring reliance on practical experience over ideological theories, such as that of human perfectibility. Utopian Socialism Define Socialism and its beliefs:  Socialism refers to a system of public or direct worker ownership of the means of production such as the mils to make cloth or machinery and land needed to mine coal. Define Utopian Socialism and its beliefs:  The idea of utopian socialism was the belief that society could be channeled in positive directions by setting up ideal communities. Summarize the beliefs of the following Utopian Socialists: ❏ Henri de Saint-Simon: of France, believed that scientists and engineers, working together with businesses, could operate clean, efficient, beautiful places to work that produced things useful to society. Advocated for public works that would provide employment. ❏ Charles Fourier: Identified some 810 passions that, when encouraged would make work more enjoyable and workers less tired. Like other utopian socialists, Fourier believed that a fundamental principle of utopia was harmonious living in communities rather than the class struggle that was basic to the thinking of Karl Marx. ❏ Robert Owens: Born in Great Britain. Established international communities – small societies governed by the principles of utopian socialism – in New Lanark, Scotland and New Harmony, Indiana. Believed in education for children who worked, communal ownership of property, and community rules to govern work, education and leisure time. Fabian Societies: gradual socialists who favored reforming society by parliamentary means. Classical LIberalism Define the beliefs of Classical LIberalism  A belief in natural rights, constitutional government, laissez-faire economics, and reducing spending on armies and established churches. What did classical liberals want in Parliament?  They pursued changes in Parliament to reflect changing population patterns so that new industrial cities would have equal parliamentary representation. Feminism What was Olympe de Gouges reaction to “Declaration of the Rights of Man and of the Male Citizen” during the French Revolution?  He wrote the “Declaration of the Rights of Women and of the (Female) Citizen,” to point out that woman’s rights had not been addressed. What did Mary Wollstronecraf believe about education?  She believed that females should receive the same education as males. Universal education would prepare women to participate in political and professional society, enabling them to support themselves rather than relying on men.

Outline the demands of listed in the “Declaration of Sentiments”.  Demanded woman deserved right to vote and hold office, hold property and manage their own incomes, and be the legal guardians of their children. Abolitionism Define Abolitionism:  The movement to end the Atlantic slave trade and free all enslaved people, gained followers in the 18th

century. Why did slavery decline in many countries?  Slavery declined because the slave trade stopped because the slave system depended on steady supply of new enslaved people in order to function. The End of Serfdom Why did Serfdom decline?  It declined in Europe as the economy changed from agrarian to industrial. Peasant revolts pushed leaders toward reform. What was the largest single emancipation of people in bondage in human history?  The Russian emancipation of 23 million Serfs. Zionism Define Zionism:  The desire of Jews to reestablish an independent homeland where their ancestors had lived in the Middle East. Why did Jews want their own land to control?  After centuries of battling Anti-Semitism, many European Jews had concluded that living in peace and security was not a realistic hope, to be safe they needed to control their own land. What was the Dreyfus Affair and what did it illustrate?  A scandal in France that led to increase in support for Zionism. IN 1894, Alfred Dreyfus, a military officer who was Jewish, was convicted of treason against the French govt. The conviction had been based on forged documents by people promoting Anti-Semitism. It illustrated how widespread anti-Semitism was in France, one of the countries where Jews seemed least oppressed What were some obstacles Zionist faced before the establishment of Israel in 1948?  The land they wanted was controlled by the Ottoman Empire, and Palestinian Arabs were already living in the region. Both Ottomans and Palestinians were predominantly Muslim, which added religious aspect to conflict. Zionist movement grew in strength until 1948, when the modern country of Israel was founded.

AP Illustrative Examples for 5.2 Key term/event Propaganda Movement in the Philippines

Definition (Think - Who, What, When, Where…) and Significance (Why this term matters) 

A movement that involved magazines, pamphlets, and other publications advocating for greater autonomy for the Philippines. It did not call for revolution or independence led by Jose Rizal.

Maori Nationalism

Nationalism by Polynesian people who occupied New Zealand since at least mid-1200s.

The New Zealand Wars

Series of wars between Maori and British won by the British in 1872.

Puerto Rico and the writings

Contributed to spirit of Puerto Rico and was famous for eloquent critiques of Spain’s exploitive rule over

of Lola Rodriguez de Tio

Puerto Rico.

German and Italian Unifications Balkan Nationalisms Ottomanisms

A movement that developed in the 1870s and 1880s that aimed to create a more modern, unified state.

5.2| Nationalism and Revolutions Objective

Key Developments

Explain the causes and effects of the various revolutions in the period from 1750 to 1900.

American Revolution: CAUSES: 1. The economic ideas of physiocrats, providing a defense of free market ideas in opposition with mercantilism. 2. American colonists had become increasingly independent politically. 3. Colonial legislatures were making decisions usually made by Parliament. 4. Great distances separated colonists from Parliament and king in London 5. With economic and political desires for independence grew a new social spirit. Who wrote the Declaration of Independence and who influenced these ideas?  Thomas Jefferson wrote the DOI and the ideas were influenced by John Locke. What are unalienable rights?  Unalienable rights were the right to life, liberty, and the pursuit of happiness. Who helped the colonists defeat Great Britain?  France The New Zealand Wars Summarize the causes of the New Zealand Wars:  After the British colonized and annexed New Zealand, English control over Maori fairs increased, as did pressure for their land. These issues resulted in a series of wars between the Maori and British. What was the outcome?  The outcome was victory by the British in 1872. The French Revolution CAUSES: ★ Liberte, egalite, et fraternite (liberty, equality, and fraternity) ★ Economic Woes: ○ France was spending more than it was making. ○ Aiding the US was expensive ★ Estates General ○ The clergy ○ The nobility ○ Commoners ■ Why were the commoners upset and what did they break away to establish? ● Inequality in voting caused them to break away to form the National Assembly. It seemed like moderates such as Marquis de Lafayette was going to establish a constitutional monarchy, but the National Assembly grew unhappy and stormed the Bastille. ➔ Summarize what the Bastille represented: ◆ It was a former prison that symbolized the abuses of the monarchy and the corrupt aristocracy.

The two most permanent changes that took place in the early French Revolution were 1. The abolition of feudalism. 2. The adoption of the Declaration of the Rights of a Man King Louis XVI refusal to accept the new government created by the National Assembly resulted in dissatisfaction among radical groups such as the Jacobins and inspired the establishment of the First French Republic. ➔ What was the Reign of Terror? ◆ A period during which the government executed thousands of opponents of the revolution, including the king and queen, sprang from the Jacobins. The turmoil ended when Napoleon Bonaparte became the French emperor in 1804. The Hatian Revolution Who was Toussaint L'Ouverture and describe his impact:  He was a former slave who joined the slave revolts in 1791 and then lead a general rebellion against slavery. What did L'Ouverture's army establish?  His army of enslaved Africans and Maroons established an independent government and played the French, Spanish, and British against each other. Describe the constitution created by L’Ouverture.  He produced a constitution that granted equality and citizenship to all residents. He also declared himself governor for life. What land reforms were made?  Plantations were divided up, with the lands being distributed among formerly enslaved and free black people. Jean - Jazques Dessalines wrote what? He wrote the Haitian declaration of permanent independence.

Haiti became: 1. The first country in Latin America to win its independence 2.

The first black-led country in the Western Hemisphere

3.

The only country to become permanently independent as a result of slave uprising.

Comparisons: Similarities:  Both grew out of the Enlightenment’s insistence that men had natural rights as citizens, and that legal restraints were limiting the freedom of people by forcing them into various estates (social classes). Differences:  Restraints in Haiti were more severe–the rebellion was led by slaves who had no rights at all. Creole Revolutions in Latin America Define the following Latin American social classes and describe where they stood in society (new the top, or the bottom). ❏ Peninsulares: Colonists born in Spain or Portugal who were at the top. ❏ Creoles: Born of European ancestry in the Americas, superior to mestizos. ❏ Mestizos: Born of European and Indian parents. ❏ African Slaves, Indigenous populations, Mulattoes: at the bottom of the ladder, Mulattoes were those of African and either European or indigenous ancestry. Summarize the three reasons many wanted independence from Spain: 1. Many creoles were wealthy owners of estates, mines, or businesses. They opposed Spain’s mercantilism, which required colonists to buy manufactured goods only from Spain and sell products only to Spain. 2.

Creoles wanted more political power. They resented that Spain tended to give important government jobs in

the colonies to peninsulares. 3.

Mestizos wanted political power and a share of the wealth of the colonies. Many had jobs in the towns or worked in the mines or on the estates of the peninsulares and creoles.

The Bolivar Revolutions What did the Creole class want, and why did they refuse the help of the mestizos, indegenous people, and mulattos?  The Creole class wanted independence from Spain. They refused the support of the mestizos, indigenous, and Mulattoes because they feared the masses. Describe the role of Simon Bolivar in Latin America. (What was his background, what did he want, how did he describe himself?)  He was a creole that continued to push for Enlightenment ideals in Latin America. He became instrumental in the independence of areas that became Venezuela, Colombia, Ecuador, and Peru. He was born in Venezuela in 1783 to a family whose ancestors had been village aristocrats in Spain. The family had grown very Wealthy and Bolivar had access to this wealth for his revolutionary causes. Described himself as a liberal who believed in a free market and the abolition of slavery. Who were the caudillos and how were they involved in the politics of Latin America?  They were strong, local leaders with regional power bases. These men intervened in national politics to make or break governments. Results of the Creole Revolutions How did new constitutions in Latin America keep social structures in place even though they had been banned?  Although the constitutions of the Latin American countries legally ended some s...