What class of people is often associated with Liberalism? What economic policy?

B) Professional class, capitalism

What is the biggest difference between socialism and liberalism?

C) Stance on government intervention

What were Klemens von Metternich's goals at the Congress of Vienna?

D) Promoting the principles of conservatism

A) Promoting the spread of liberalism

C) Containing the spread of nationalism

How did the Reform Act in Great Britain create a more representative government?

C) Expanded voting rights for the middle class

B) Universal suffrage for men and women

During 19th Century Revolutions, generally speaking, what two things do the countries/populations want?

C) Political reform and individual rights

D) Religious freedom and colonization

How did Bismarck say he would unify Germany?

A) "Peaceful negotiations only"

How do Karl Marx and Friedrich Engels define political power in their book, "The Communist Manifesto?" What is their ultimate goal?

A) Political power is held by the working class, and their goal is a classless society.

B) Political power is held by the bourgeoisie, and their goal is to maintain the status quo.

C) Political power is held by the aristocracy, and their goal is to strengthen the monarchy.

D) Political power is held by the clergy, and their goal is to promote religious values.

Explain the concept of Social Darwinism and how it will affect African and Asian countries.

A) Social Darwinism is the idea that the fittest individuals should lead society, leading to imperialism and colonization of Africa and Asia.

B) Social Darwinism is the rejection of scientific principles in favor of religious beliefs, leading to increased isolationism.

C) Social Darwinism is a concept promoting equality among all races, leading to anti-imperialist movements in Africa and Asia.

D) Social Darwinism has no impact on African and Asian countries.

B) Extreme patriotism often marked by an aggressive, warlike foreign policy

A) A political ideology advocating for socialism

Identify one way in which nationalism contributed to imperialism in the 19th century.

Nationalism encouraged countries to expand their territories to demonstrate their power and prestige.

Nationalism led to the formation of international organizations that promoted peace.

Nationalism resulted in the abolition of colonial empires.

Nationalism promoted the idea of free trade and open borders.

What three new world powers begin to assert their dominance on the world stage through Imperialism?

C) Japan, Germany, United States

A) United Kingdom, France, Russia

How did the Berlin Conference of 1884-1885 affect the partitioning of Africa?

It established rules for the peaceful division of Africa among European powers.

It led to the unification of African tribes.

It resulted in the independence of African nations.

It promoted African-led governance.

Identify the book written by Alfred Thayer Mahan, that would be a leading cause for the build up of Naval Arms during the late 19th and early 20th centuries.

D) "The Influence of Sea Power Upon History"

“We have seen above, that the first step in the revolution by the working class, is to raise the proletariat to the position of ruling class. . . . The proletariat will use its political supremacy to wrest, by degrees, all capital from the bourgeoisie, to centralize all instruments of production in the hands of the State, i.e., of the proletariat organized as the ruling class; and to increase the total of productive forces as rapidly as possible. . . .When, in the course of development, class distinctions have disappeared, and all production has been concentrated in the whole nation, the public power will lose its political character. Political power, properly so called, is merely the organized power of one class for oppressing another. If the proletariat during its contest with the bourgeoisie is compelled, by the force of circumstances, to organize itself as a class, if, by means of a revolution, it makes itself the ruling class, and, as such, sweeps away by force the old conditions of production, then it will, along with these conditions, have swept away the conditions for the existence of class antagonisms and of classes generally, and will thereby have abolished its own supremacy as a class. In place of the old bourgeois society, with its classes and class antagonisms, we shall have an association, in which the free development of each is the condition for the free development of all. . . . The Communists disdain to conceal their views and aims. They openly declare that their ends can be attained only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a Communist revolution. The proletarians have nothing to lose but their chains. They have a world to win. Workingmen of all countries, unite! Source- "The Communist Manifesto," Karl Marx and Fredrich Engels What is the evidence provided in the text to support the claim that the working class believes in the need to become the ruling class?

The working class believes that by using their political power, they can gradually take control of all capital from the bourgeoisie and centralize the means of production under the control of the State.

The working class wants the ruling classes to fear a Communist revolution.

The working class believes they have nothing to lose except their chains and have a whole world to gain.

The document ends with a call for workers of all countries to come together.

“We have seen above, that the first step in the revolution by the working class, is to raise the proletariat to the position of ruling class. . . . The proletariat will use its political supremacy to wrest, by degrees, all capital from the bourgeoisie, to centralize all instruments of production in the hands of the State, i.e., of the proletariat organized as the ruling class; and to increase the total of productive forces as rapidly as possible. . . .When, in the course of development, class distinctions have disappeared, and all production has been concentrated in the whole nation, the public power will lose its political character. Political power, properly so called, is merely the organized power of one class for oppressing another. If the proletariat during its contest with the bourgeoisie is compelled, by the force of circumstances, to organize itself as a class, if, by means of a revolution, it makes itself the ruling class, and, as such, sweeps away by force the old conditions of production, then it will, along with these conditions, have swept away the conditions for the existence of class antagonisms and of classes generally, and will thereby have abolished its own supremacy as a class. In place of the old bourgeois society, with its classes and class antagonisms, we shall have an association, in which the free development of each is the condition for the free development of all. . . . The Communists disdain to conceal their views and aims. They openly declare that their ends can be attained only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a Communist revolution. The proletarians have nothing to lose but their chains. They have a world to win. Workingmen of all countries, unite! Source- "The Communist Manifesto," Karl Marx and Fredrich Engels According to the text, what is the main goal of the working class?

To abolish class conflicts and classes altogether.

To increase the overall working capacity through industry and capitalist principles

To oppress the ruling class and establish a dictatorship of the proletariat.

To achieve their objectives through the violent overthrow of the existing social order.

“We have seen above, that the first step in the revolution by the working class, is to raise the proletariat to the position of ruling class. . . . The proletariat will use its political supremacy to wrest, by degrees, all capital from the bourgeoisie, to centralize all instruments of production in the hands of the State, i.e., of the proletariat organized as the ruling class; and to increase the total of productive forces as rapidly as possible. . . .When, in the course of development, class distinctions have disappeared, and all production has been concentrated in the whole nation, the public power will lose its political character. Political power, properly so called, is merely the organized power of one class for oppressing another. If the proletariat during its contest with the bourgeoisie is compelled, by the force of circumstances, to organize itself as a class, if, by means of a revolution, it makes itself the ruling class, and, as such, sweeps away by force the old conditions of production, then it will, along with these conditions, have swept away the conditions for the existence of class antagonisms and of classes generally, and will thereby have abolished its own supremacy as a class. In place of the old bourgeois society, with its classes and class antagonisms, we shall have an association, in which the free development of each is the condition for the free development of all. . . . The Communists disdain to conceal their views and aims. They openly declare that their ends can be attained only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a Communist revolution. The proletarians have nothing to lose but their chains. They have a world to win. Workingmen of all countries, unite! Source- "The Communist Manifesto," Karl Marx and Fredrich Engels According to the document, what is the role of the government in a society where the working class becomes the ruling class?

To increase overall productive capacity and lead to a society without class divisions.

To maintain control over all capital and means of production.

To oppress the ruling class and establish a dictatorship of the proletariat.

To ensure the freedom and well-being of each individual.

“The history of sea power is largely, though by no means solely, a narrative of contests between nations, of mutual rivalries, of violence frequently culminating in war. The profound influence of sea commerce upon the wealth and strength of countries was clearly seen long before the true principles which governed its growth and prosperity were detected. To secure to one's own people a disproportionate share of such benefits, every effort was made to exclude others, either by the peaceful legislative methods of monopoly or prohibitory regulations, or, when these failed, by direct violence. The clash of interests, the angry feelings roused by conflicting attempts thus to appropriate the larger share, if not the whole, of the advantages of commerce, and of distant unsettled commercial regions, led to wars. On the other hand, wars arising from other causes have been greatly modified in their conduct and issue by the control of the sea. Therefore the history of sea power, while embracing in its broad sweep all that tends to make a people great upon the sea or by the sea, is largely a military history...” Source: "The Influence of Sea Power Upon History," Alfred Thayer Mahan According to the text, how has sea power impacted global politics?

It has far-reaching consequences, impacting not only military affairs but also economics, politics, and the overall strength of a nation.

It has only impacted military affairs.

It has had no impact on economics or politics.

It has only impacted the geopolitical landscape.

“The history of sea power is largely, though by no means solely, a narrative of contests between nations, of mutual rivalries, of violence frequently culminating in war. The profound influence of sea commerce upon the wealth and strength of countries was clearly seen long before the true principles which governed its growth and prosperity were detected. To secure to one's own people a disproportionate share of such benefits, every effort was made to exclude others, either by the peaceful legislative methods of monopoly or prohibitory regulations, or, when these failed, by direct violence. The clash of interests, the angry feelings roused by conflicting attempts thus to appropriate the larger share, if not the whole, of the advantages of commerce, and of distant unsettled commercial regions, led to wars. On the other hand, wars arising from other causes have been greatly modified in their conduct and issue by the control of the sea. Therefore the history of sea power, while embracing in its broad sweep all that tends to make a people great upon the sea or by the sea, is largely a military history...” Source: "The Influence of Sea Power Upon History," Alfred Thayer Mahan What is a key objective for nations seeking to enhance their power and influence?

To control trade routes and access to valuable resources

To establish diplomatic relations with other countries

“The history of sea power is largely, though by no means solely, a narrative of contests between nations, of mutual rivalries, of violence frequently culminating in war. The profound influence of sea commerce upon the wealth and strength of countries was clearly seen long before the true principles which governed its growth and prosperity were detected. To secure to one's own people a disproportionate share of such benefits, every effort was made to exclude others, either by the peaceful legislative methods of monopoly or prohibitory regulations, or, when these failed, by direct violence. The clash of interests, the angry feelings roused by conflicting attempts thus to appropriate the larger share, if not the whole, of the advantages of commerce, and of distant unsettled commercial regions, led to wars. On the other hand, wars arising from other causes have been greatly modified in their conduct and issue by the control of the sea. Therefore the history of sea power, while embracing in its broad sweep all that tends to make a people great upon the sea or by the sea, is largely a military history...” Source: "The Influence of Sea Power Upon History," Alfred Thayer Mahan What is the main idea of this passage?

Sea power has significant implications for a country's economic well-being, as well as its military and political power.

Sea power has been closely tied to conflicts between nations throughout history.

The history of sea power is limited to military strategies and battles.

The pursuit of dominance at sea has no impact on economics, politics, or the overall strength of a nation.

The Wealth of Nations carries the important message of laissez faire, which means that the government should intervene as little as possible in economic affairs and leave the market to its own devices. It advocates the liberation of economic production from all limiting regulation in order to benefit the people . . . Source: Introduction to a re-publication of Adam Smith’s The Wealth of Nations Which of the following effects did Adam Smith’s ideas have in England in the 18th and 19th centuries?

(4) Industrial leaders gained in wealth and power.

(1) Workers unionized for better pay.

(2) Governments passed laws to prevent child labor.

(3) Theorists predicted that the population would outgrow the nation’s food supply.

This illustration shows the effect of nationalism among the subject nationalities of the Austro-Hungarian Empire Based on the image, what are the impacts of nationalism on individuals living in the Austro-Hungarian Empire? (Select all that apply)

A) Nationalism shaped the experiences and perspectives of individuals.

C) Nationalism led to the downfall of the Austro-Hungarian Empire.

D) Nationalism caused conflict between different ethnic groups.

B) Nationalism had no impact on individuals in the empire.

This illustration shows the effect of nationalism among the subject nationalities of the Austro-Hungarian Empire According to the image, how did nationalism affect different ethnic and cultural communities within the Austro-Hungarian Empire?

C) Nationalism created division and tension among different ethnic groups.

A) Nationalism brought unity and harmony among different ethnic groups.

B) Nationalism had no effect on ethnic and cultural communities.

D) Nationalism led to the assimilation of different ethnic groups.

This illustration shows the effect of nationalism among the subject nationalities of the Austro-Hungarian Empire What is the main idea of this picture? (Select all that apply)

A) Nationalism played a significant role in shaping the lives and identities of people in the Austro-Hungarian Empire.

B) The Austro-Hungarian Empire was a diverse and multicultural society.

C) Nationalism is a dangerous ideology that should be avoided.

D) The impact of nationalism on individuals is difficult to understand.

“I don’t know how old I am. . . . I began to work when I was about 9. I first worked for a man who used to hit me with a belt. . . . I used to sleep in the pits that had no more coal in them; I used to eat whatever I could get; I ate for a long time the candles that I found in the pits. . . .” — E. Royston Pike, 1896, adapted from Hard Times, Human Documents of the Industrial Revolution What was one thing that happened in response to the conditions described in this passage?

1) Marx wrote The Communist Manifesto

(2) Garibaldi organized the Red Shirts

(3) Charles Darwin developed The Origin of the Species

(4) Atatürk joined the Young Turks

“I don’t know how old I am. . . . I began to work when I was about 9. I first worked for a man who used to hit me with a belt. . . . I used to sleep in the pits that had no more coal in them; I used to eat whatever I could get; I ate for a long time the candles that I found in the pits. . . .” — E. Royston Pike, 1896, adapted from Hard Times, Human Documents of the Industrial Revolution Identify the best use of this document for a historian.

(4) To understand the conditions child laborers experienced

(1) To determine why mine owners employed children.

(2) To study the long term effects of working in mines on child labors

(3) To find out how much money mine owners saved by hiring children rather than adults

Based on these pictures, what is one change in the way cloth was produced in England in the 1800s?

(1) More cloth was produced in a shorter period of time.

(2) Working conditions were more comfortable.

(3) Cloth was produced at home.

(4) The process for producing cloth was safer.

Based on these pictures, how might social change be enacted during the 18th and 19th century?

Working in close quarters, women congregate and begin to become more active in politics

Women learn their place in the home and mother more children

Men get more control over what women think

This is an excerpt from William Cooper’s testimony before the Sadler Committee in 1832. Sadler: When did you first begin to work in mills? Cooper: When I was ten years of age. Sadler: What were your usual hours of working? Cooper: We began at five in the morning and stopped at nine in the night. Sadler: What time did you have for meals? Cooper: We had just one period of forty minutes in the sixteen hours. That was at noon. Sadler: What means were taken to keep you awake and attentive? Cooper: At times we were frequently strapped. Sadler: When your hours were so long, did you have any time to attend a day school? Cooper: We had no time to go to day school. This is an excerpt from the testimony of Joseph Hebergam to the Sadler Committee. Sadler: Do you know of any other children who died at the R Mill? Hebergam: There were about a dozen died during the two years and a half that I was there. At the L Mill where I worked last, a boy was caught in a machine and had both his thigh bones broke and from his knee to his hip . . . . His sister, who ran to pull him off, had both her arms broke and her head bruised. The boy died. I do not know if the girl is dead, but she was not expected to live. Sadler: Did the accident occur because the shaft was not covered? Hebergam: Yes. A historian would find these documents most useful for

(4) depicting 19th century factory life

(1) understanding the lives of the upper middle class in the 19th century

(2) depicting struggles that faced 19th century farmers

(3) examining the effects of pollution in 19th century cities

This is an excerpt from William Cooper’s testimony before the Sadler Committee in 1832. Sadler: When did you first begin to work in mills? Cooper: When I was ten years of age. Sadler: What were your usual hours of working? Cooper: We began at five in the morning and stopped at nine in the night. Sadler: What time did you have for meals? Cooper: We had just one period of forty minutes in the sixteen hours. That was at noon. Sadler: What means were taken to keep you awake and attentive? Cooper: At times we were frequently strapped. Sadler: When your hours were so long, did you have any time to attend a day school? Cooper: We had no time to go to day school. This is an excerpt from the testimony of Joseph Hebergam to the Sadler Committee. Sadler: Do you know of any other children who died at the R Mill? Hebergam: There were about a dozen died during the two years and a half that I was there. At the L Mill where I worked last, a boy was caught in a machine and had both his thigh bones broke and from his knee to his hip . . . . His sister, who ran to pull him off, had both her arms broke and her head bruised. The boy died. I do not know if the girl is dead, but she was not expected to live. Sadler: Did the accident occur because the shaft was not covered? Hebergam: Yes. What action was taken as a result of testimonies like those in these documents?

(1) Child labor laws were passed

(3) Invention of the steam engine

Rudyard Kipling was a British short-story writer, poet and novelist. Considered one of the most popular writers in Britain during the late 19th and early 20th centuries, Kipling eventually won the Nobel Prize in Literature. Kipling was born in Bombay, India in 1865. During this time India was under British control and many young British families lived in colonies like India. His poem, White Man’s Burden was published in a popular American magazine. The White Man’s Burden. “Take up the White Man’s burden— Send forth the best ye breed— Go, bind your sons to exile To serve your captives’ need; To wait, in heavy harness, On fluttered folk and wild— Your new-caught sullen peoples, Half devil and half child. . . .” — Rudyard Kipling, 1899 This stanza from Kipling’s poem is most closely associated with the belief that it was the duty of Western colonial powers to

(3) civilize the people they controlled

(1) learn from the people they conquered

(2) teach their colonies how to produce manufactured goods

(4) welcome less developed countries as equals

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C) Liberalism

D) Romanticism

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What is it called when one person purchases multiple farms and closes production for commercial use only?

Explain how the Industrial Revolution contributed to the causes of 19th-century imperialism.

Louis Pasteur discovered bacteria leading to what major medical breakthrough?

Mass production of ________ drives the 1st IR

What resource is the main source of energy during the 1st IR?

Steel was made cheaper using what process that holds the name of its inventor?

The aristocracy and landed gentry generally follow what type of viewpoint/"ISM"?

What class of people is often associated with Liberalism? What economic policy?

Mary Shelley's "Frankenstein" is often associated with what 19th-century ISM highlighting the need to look outside of science for answers to the human condition?

What is the biggest difference between socialism and liberalism?

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