Global History and Geography...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

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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: ______________________

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Directions: Using the map at the start of Period 2, briefly describe the events going on in the locations be-

low.

Name of Location/Region

Describe events in that location/Region between 1750-1914

Image of Location or Region

A: North America -

B: South America -

C: Europe -

D: China -

E: Japan -

F: Africa -

G: India -

H: Indonesia -

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

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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.

Chapter 2 Enlightenment, Revolution, and Nationalism

Issue: World View in 1750 World View in 1914

Individual Rights

Nobles vs Commoners

and Religious Toleration

Nobles held more power and religious

discrimination was common.

Equality, democracy, and religious

toleration were widely accepted.

Colonies and Slavery

Large multiethnic em-

pires 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

It is a challenge or a problem.

It existed in the past and exists to-day.

It has affected a lot of people.

Match the new debated IDEAS on the left to the unintended consequences on the right:

Here is how new IDEAS can be an enduring issue for a so-ciety:

debate over value of accepting a new idea

unintended consequences of embracing new idea

debate over whether the acceptance of a new idea strengthens or weakens a culture

____. New Ideas of the Enlightenment: demand for rights and equality; questioning Divine Right, slav-ery; old regime

___. New Ideas of the 18th and 19th centuries: new agricultural practices, the factory system, child la-bor, capitalism, social Darwinism, unions, Marxism

____. New Ideas about sovereignty: nationalism

A. German Unification, Italian Unification, Otto-man Empire disintegration, Austria-Hungary Dis-integration, Sepoy Rebellion, Boxer Rebellion, Taiping Rebellion, Indian Independence

B. The French Revolution, Haitian Revolution, Latin American Revolutions, American Revolution

C. The Industrial Revolution, the Sadler Report, The Commercial Revolution, The Russian Revo-lution, The Chinese Revolution, the Cuban Revo-lution

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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 govern-ment, 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 indi-vidual that united into it, agreed that it should; and so every one is bound by that consent to be concluded by the ma-jority...

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?

_________________________________________________________________________________________________

_________________________________________________________________________________________________


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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

The Leviathan Two Treatises of Government and

The Essay Concerning Human Understanding

John Locke

Thomas Hobbes

People were naturally selfish and combative.

Without a strong government, life would be

“nasty, brutish, and short.” People needed to

enter a social contract to create a government:

give up some freedom in exchange for security.

Only an absolute monarch could maintain

peace.

People were born with a tabula rasa or “blank

slate.” Believed that everyone was born with the

natural rights of life, liberty, and property. Govern-

ments are meant to protect these rights. Govern-

ments get their power from the consent of the

people and people had a right to overthrow a ty-

rannical government.

Baron de

Montesquieu

Voltaire Jean-Jacques

Rousseau

List the three branches of government:

•

•

•

Explain Checks and Balances:

He believed in ___________

__________, or the right to say and

think what you want.

Explain religious tolerance:

In The __________________

_______________, he said that peo-

ple need to give up some of their free-

dom to serve the common interest.

Explain the General Will:

6. Complete the chart below.

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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 contin-ued 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 per-son 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 an-other; 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.

Landmarks of the Enlightenment


1650 1800 1700

1651: _____________________ _____________________

1689: _____________________ _____________________

1734: _____________________ _____________________

1750: _____________________ _____________________

_______________________

_____________________:1762

_______________________

_____________________:1776

_______________________

_____________________:1789

_______________________:1792

_____________________

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From the book...

Mary Wollstonecraft (1759-1797) was considered a radical for her time. She was a strong advocate for equal-ity 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 de-graded 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

•

•

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From the book...

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

Policy

Seized Silesia from Austria,

part of Poland, and other territo-

ries to unite Prussian lands.

Who is the intended audience of

this petition?

____________________________

____________________________

____________________________

____________________________

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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 mon-archies. 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. ________________________________________________________________________________

_______________________________________________________________________________


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SECOND ESTATE 2% of population

FIRST ESTATE 1% of population

THIRD ESTATE 97% of population

FIRST ESTATE 10% of Land

SECOND ESTATE 25% of Land

THIRD ESTATE

65% of Land

THIRD ESTATE More than

98% of Taxes

PERCENTAGE OF POPULATION,

BY ESTATE PERCENTAGE OF LAND

PERCENTAGE OF TAXATION,

BY ESTATE 2. Why was the Third Estate so disgruntled over land own-

ership and taxation in France in 1789? _________________

________________________________________________

________________________________________________

3. Shade in the pie charts using different colors or patterns for each of the three estates.

“Any institution

which does not

suppose the people

good, and the

magistrate

corruptible, is evil” - Maximilien

Robespierre

4. Identify who each figure in the

cartoon represents.

1. ___________________________

2. _______________________

3. ___________________________

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5. In the chart below, For each stage of the French Revolution please identify the items listed:

Stage 1

The National Assembly

1789-1791

Stage 2

The Reign of Terror

1792-1794

Stage 3

The Directory

1795-1799

King Louis XVI:

Bourgeoisie:

National Assembly:

Storming of the Bastille:

Declaration of the Rights of Man and Citizen:

Maximilien Robespierre:

Sans-Culottes:

Committee of Public Safety:

Guillotine:

Jacobins:

Oligarchy:

Coup d’etat:

Napoleon Bonaparte:

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? _________________________________________

______________________________________________________________________________________

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From the book...


10. Complete the chart of about Colonial Revolutions in America.

Haitian Revolution

Why was Saint-Domingue such a valuable French

colony? ____________________________________

___________________________________________

Why did French slaves revolt during the French Rev-

olution? ___________________________________

___________________________________________

Who was Toussaint L’Ouverture? _______________

___________________________________________

___________________________________________

Why was the Haitian Revolution so significant? ____

___________________________________________

___________________________________________

South American Revolutions

Why were Creoles upset with Spanish rule? _______

___________________________________________

___________________________________________

Which European movement influenced the educa-

tion Creoles? _______________________________

___________________________________________

What did Napoleon Bonaparte do in 1808 that gave

Latin American Colonists a chance to revolt? ______

___________________________________________

Where did Simon Bolivar help lead independence

movements? ________________________________

___________________________________________

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 enjoy-ment 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?

_________________________________________________________________________________________

_________________________________________________________________________________________

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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 - ____________________________________________________________________

______________________________________________________________________________________

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2. Complete the following charts on German and Italian Unification.

THE UNIFICATION OF GERMANY

What country became the leader of the German states

in the 1830’s? _________________________________

Who was Otto von Bismarck? __________________

_____________________________________________

_____________________________________________

_____________________________________________

What was Bismarck’s “Blood and Iron” policy? _______

_____________________________________________

_____________________________________________

_____________________________________________

Identify the Franco-Prussian War: _________________

_____________________________________________

_____________________________________________

Who became the first German King?

_____________________________________________

THE UNIFICATION OF ITALY

Explain the roles of each of the following Italian Na-

tionalist Leaders:

Giuseppe Mazzini - ___________________________

___________________________________________

___________________________________________

Count Camillo Cavour - _______________________

___________________________________________

___________________________________________

Giuseppe Garibaldi - _________________________

___________________________________________

___________________________________________

Who became the first Italian King?

___________________________________________

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

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

_________________________________________________________________________________________

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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.

Clause 9. The Sovereign is absolute; for there is no other authority but

that which centers in his single Person, that can act with a Vigor

proportionate to the Extent of such a vast Dominion.

Clause 10. The Extent of the Dominion requires an absolute Power to be

vested in that Person who rules over it. It is expedient so to be,

that the quick Dispatch of Affairs, sent from distant Parts, might

make ample Amends for the Delay occasioned by the Distance

of the Places.

Clause 11. Every other Form of Government whatsoever would not only

have been prejudicial to Russia, but would even have proved its

entire Ruin.

Clause 12. Another Reason is: That it is better to be subject to the Laws

under one Master, than to be subservient to many.

Clause 13. What is the true End of Monarchy? Not to deprive People of

their natural Liberty; but to correct their Actions, in order to

attain the supreme Good.

Clause 14. The Form of Government, therefore, which best attains this

End, and at the same Time sets less Bounds than others to nat-

ural Liberty, is that which coincides with the Views and Purpos-

es of rational Creatures, and answers the End, upon which we

ought to fix a steadfast Eye in the Regulations of civil Polity.

Catherine the Great, Tsar of Russia, Instructions to the Legislative Commission, 1767

1. Which clause best supports the claim that Catherine was influenced by the ideas of the Enlightenment?

A. Clause 9 stating that the sovereign is absolute and can “act with...Vigor”

B. Clause 10 arguing that the “Extent of the Dominion requires an absolute power”

C. Clause 11 criticizing other forms of government that would have “proved its [Russia’s] entire Ruin”

D. Clause 14 mentioning the “natural liberty” of the people, who are “rational creatures”

2. Based on this source, which thinker and idea would Catherine the Great agree with?

A. Locke and his ideas about revolution

B. Rousseau and his ideas about the purpose of government

C. Wollstonecraft and her ideas about the slave trade

D. De Gouges and her ideas on the rights of women

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3. Based on the beliefs in the chart, which statement would John Locke support?

A. Rights are a reward given to people who behave morally.

B. The Laws people write replace natural laws.

C. Individuals have a right to pursue life and liberty.

D. Political leaders derive their authority from God.

4. The statements in which row did Jean-Jacques Rousseau disagree most strongly with?

A. Human Nature

B. Equality

C. Law

D. Rights

John Locke on Government

Topic Belief

Human Nature People are born with a mind that is

a tabula rasa

Equality All people are naturally equal and

independent

Law Natural laws govern human society,

and they are more basic than laws

Rights People have no right to harm oth-

ers or deprive them of their liberty

or possessions.

Government The legitimacy of a government is

based on the consent of the peo-

Article 1. Men are born and remain free and equal in rights. So-

cial distinctions may be founded only upon the general

good.

Article 2. The aim of all political association is the preservation

of the natural and imprescriptible [inalienable] rights

of man. These rights are liberty, property, security, and

resistance to oppression.

Article 1. Woman is born free and remains equal to man in

rights. Social distinctions may be founded only on the

common good.

Article 2. The aim of any political association is the preservation

of the natural and imprescriptible rights of woman and

man: these rights are freedom, property, security, and

above all resistance to oppression.

French National Assembly, Declaration of the Rights of

Man and of the Citizen, 1789

Olympe de Gouges, Declaration of the Rights of Woman

and of the Female Citizen, 1791

5. Based on these excerpts, which action would likely be supported by Olympe de Gouges?

A. executing the king so that a queen could reign

B. Restricting education by gender

C. Ending the enslavement of Africans

D. Allowing women to serve in the leg-islature

6. Which statement is supported by both ex-cerpts?

A. A government’s authority comes form the people

B. All people should have equal incomes.

C. Natural laws lead to the oppression of some people.

D. Men and women naturally have equal rights.

17


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.

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Documents

Global History and Geography...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