Key Idea 10.2: Enlightenment, Revolution, and Nationalism

Name the Enlightenment idea behind each document, then trace who used it, where and against whom: a king, a colonial power or a multinational empire.

A lesson for this Key Idea

Quick checks: multiple choice

A historian's summary of the campaign against the slave trade in Great Britain

From the late 1780s, William Wilberforce, a member of Parliament, led the effort to abolish the slave trade in the House of Commons. Abolition societies gathered hundreds of thousands of signatures on petitions, and supporters refused to buy sugar grown by enslaved people. Formerly enslaved writers such as Olaudah Equiano published accounts of the Middle Passage. Josiah Wedgwood's pottery works made a medallion showing a kneeling enslaved man in chains with the words "Am I not a man and a brother?"

Question 1

The summary shows that British abolitionists mainly tried to end the slave trade by

Question 2

Which statement about the results of this campaign is accurate?

A historian's summary of the career of Simon Bolivar

Simon Bolivar was a creole, a person of Spanish descent born in the Americas, from Caracas. After Napoleon invaded Spain in 1808 and placed his brother Joseph on the Spanish throne, creole leaders in Spanish America formed their own governments. After early defeats, Bolivar received ships, weapons and money from Alexandre Petion, president of Haiti, in return for a promise to free enslaved people in the lands he liberated. Armies under Bolivar and his generals went on to free Venezuela, Colombia, Ecuador and the country later named Bolivia, and completed the liberation of Peru.

Question 3

Which group gained the most political power in the new states that Bolivar helped create?

Question 4

Petion's aid to Bolivar, as described in the summary, best shows that

A historian's summary of the reign of Catherine the Great, empress of Russia from 1762 to 1796

Catherine exchanged letters with Voltaire and Diderot. In 1767 she called a commission to draw up a new law code and wrote it a set of instructions that borrowed from Montesquieu, but the commission was suspended in 1768 without producing a code. After a great peasant revolt led by Emelian Pugachev in 1773 to 1775, she strengthened the nobles' control over their serfs, and in 1785 she confirmed the nobles' privileges in a charter.

Question 5

Catherine's reign, as summarized here, best illustrates which feature of enlightened despotism?

A table describing the three estates of France before 1789

The table summarizes the legal position of each estate under the Old Regime.

The three estates of France before 1789
Estate	Members	Taxes and privileges
First Estate	The clergy	Paid almost no direct taxes; collected the tithe; owned much land
Second Estate	The nobility	Exempt from most direct taxes; held the top posts in the army, church and government
Third Estate	Peasants, town workers and the middle class: the great majority of the people	Paid most direct taxes, the salt tax, the tithe and dues to their lords

Question 6

Which grievance of 1789 is best explained by the information in this table?

Question 7

In 1789 the Third Estate demanded that the Estates-General vote by head rather than one vote per estate because

A timeline of France, 1789 to 1804

May 1789: The Estates-General meets at Versailles. June 1789: Deputies of the Third Estate declare themselves the National Assembly and take the Tennis Court Oath. July 14, 1789: Crowds storm the Bastille. August 1789: The National Assembly issues the Declaration of the Rights of Man and of the Citizen. 1791: Olympe de Gouges publishes the Declaration of the Rights of Woman and of the Female Citizen. September 1792: France becomes a republic. January 1793: Louis XVI is executed. 1793 to 1794: The Reign of Terror. July 1794: Robespierre is executed. 1799: Napoleon Bonaparte seizes power. 1804: Napoleon crowns himself emperor and issues the Civil Code.

Question 8

Olympe de Gouges's declaration of 1791 was most directly a response to

Question 9

Which statement best describes Napoleon's relationship to the revolution shown on the timeline?

Excerpt from the Declaration of the Rights of Man and of the Citizen, issued by the National Assembly of France in 1789 (translated by Frank Maloy Anderson, 1904)

1. Men are born and remain free and equal in rights. Social distinctions can be based only upon public utility. ... All citizens being equal in its eyes, are equally eligible to all public dignities, places, and employments, according to their capacities, and without other distinction than that of their virtues and their talents.

Question 10

Free people of color in Saint-Domingue, some of whom owned slaves themselves, most likely used these articles in 1790 and 1791 to argue that

Question 11

Which group in 1789 had the most to lose from the second sentence quoted in this excerpt?

A timeline of the Austrian Empire, 1848 to 1867

1848: Revolts break out in Vienna, among Czechs in Prague, among Hungarians led by Lajos Kossuth, and among Italians in Lombardy and Venetia. 1849: A Russian army helps Austria crush the Hungarian revolt. 1859: Austria loses Lombardy to Piedmont-Sardinia and France. 1866: Prussia defeats Austria, which loses Venetia and its leading place among the German states. 1867: A compromise creates the Dual Monarchy of Austria-Hungary, giving Hungarians control of their own internal affairs.

Question 12

The compromise of 1867 on this timeline is best explained as a response to

Question 13

Which comparison of the Austrian and Ottoman Empires in the 1800s is best supported by the timeline and knowledge of the period?

Excerpt from a footnote in Jean-Jacques Rousseau's The Social Contract, 1762 (translated by G. D. H. Cole, 1913)

Under bad governments, this equality is only apparent and illusory: it serves only to keep the pauper in his poverty and the rich man in the position he has usurped. In fact, laws are always of use to those who possess and harmful to those who have nothing

Question 14

How does the view in this excerpt differ from John Locke's view of government?

Question 15

Which group during the French Revolution would most likely have used this excerpt to support its demands?

A historian's summary of the independence of Mexico, 1810 to 1821

In 1810 Miguel Hidalgo, a creole priest, called on Indigenous and mestizo peasants to rise against Spanish rule. His large, poorly armed following frightened creole landowners, and Spanish troops defeated the revolt and executed Hidalgo in 1811. In 1821 Agustin de Iturbide, a creole officer who had fought the rebels, joined with them and won independence under a plan that protected the Catholic Church and the privileges of the elite.

Question 16

Unlike Hidalgo's revolt, the movement of 1821 won independence mainly because

A historian's summary of the revolution in Saint-Domingue, 1791 to 1804

Saint-Domingue, France's colony on the island of Hispaniola, produced much of the world's sugar and coffee, and enslaved Africans made up the great majority of its people. In August 1791, enslaved people in the north rose in revolt. Toussaint L'Ouverture, a formerly enslaved man, became the revolution's leading general, and in 1794 France abolished slavery in its colonies. In 1802 Napoleon sent an army to restore French control; Toussaint was captured and died in a prison in France in 1803. On January 1, 1804, Jean-Jacques Dessalines declared the independence of Haiti.

Question 17

Which development in France did the most to encourage the revolt of 1791?

Question 18

How did the independence of Haiti in 1804 differ from that of the United States in 1783?

A timeline of Italian unification, 1831 to 1870

1831: Giuseppe Mazzini founds Young Italy to work for a united Italian republic. 1852: Camillo di Cavour becomes prime minister of the kingdom of Piedmont-Sardinia. 1859: Piedmont-Sardinia and France defeat Austria, and Piedmont gains Lombardy. 1860: Giuseppe Garibaldi's Red Shirts conquer the Kingdom of the Two Sicilies and hand it to King Victor Emmanuel II of Piedmont-Sardinia. 1861: The Kingdom of Italy is proclaimed. 1866: Italy gains Venetia after Prussia defeats Austria. 1870: Italian troops enter Rome after French troops leave the city.

Question 19

The timeline best supports which claim about Italian unification?

Question 20

Which pattern links Italy's gains in 1866 and 1870 on the timeline?

Excerpt from John Locke's Second Treatise of Government, published in England in 1690

The reason why men enter into society, is the preservation of their property ... whenever the legislators endeavour to take away, and destroy the property of the people, or to reduce them to slavery under arbitrary power, they put themselves into a state of war with the people, who are thereupon absolved from any farther obedience

Question 21

Which later document most clearly reflects the ideas in this excerpt?

Question 22

How does the view in this excerpt differ from the view of Thomas Hobbes?

A historian's summary of a book by Baron de Montesquieu

In The Spirit of the Laws, published in 1748, the French writer Montesquieu studied governments past and present. He admired the government of Great Britain, where, he believed, the power to make laws, the power to carry them out and the power to judge were held by different hands. When all three are held by one person or one body, he argued, liberty cannot survive.

Question 23

Which feature of later governments most clearly reflects the ideas summarized here?

Excerpt from Jean-Jacques Rousseau's The Social Contract, 1762 (translated by G. D. H. Cole, 1913)

Each of us puts his person and all his power in common under the supreme direction of the general will, and, in our corporate capacity, we receive each member as an indivisible part of the whole ... whoever refuses to obey the general will shall be compelled to do so by the whole body. This means nothing less than that he will be forced to be free

Question 24

In this excerpt, Rousseau places supreme authority in

Question 25

Critics of the Reign of Terror argued that Robespierre's government misused which idea from this excerpt?

Excerpt from Mary Wollstonecraft's A Vindication of the Rights of Woman, published in England in 1792

I have turned over various books written on the subject of education, and patiently observed the conduct of parents and the management of schools; but what has been the result? a profound conviction, that the neglected education of my fellow creatures is the grand source of the misery I deplore; and that women in particular, are rendered weak and wretched by a variety of concurring causes ... the first object of laudable ambition is to obtain a character as a human being, regardless of the distinction of sex

Question 26

Which reform would Wollstonecraft most likely have supported, based on this excerpt?

Question 27

Wollstonecraft's argument applied which Enlightenment idea to women?

CRQ sets and enduring issues essays

The rights of man and the rights of womanPart II CRQ set: cause and effect

Read the two documents and use them, with your knowledge of global history, to answer the questions.

Document 1 A historian's summary of the early years of the French Revolution, 1789 to 1791

In August 1789 the National Assembly adopted the Declaration of the Rights of Man and of the Citizen, which said that men are born and remain free and equal in rights. The constitution of 1791, however, gave the vote only to men who paid a certain amount in taxes, and no woman could vote or hold office. In 1791 Charles Maurice de Talleyrand presented the Assembly with a plan for public education that gave girls far less schooling than boys.

Document 2 Excerpt from Mary Wollstonecraft's A Vindication of the Rights of Woman, published in England in 1792, a book she dedicated to Talleyrand

My own sex, I hope, will excuse me, if I treat them like rational creatures, instead of flattering their FASCINATING graces, and viewing them as if they were in a state of perpetual childhood, unable to stand alone ... the first object of laudable ambition is to obtain a character as a human being, regardless of the distinction of sex

(1) Explain the historical circumstances that led to the developments described in Document 1.

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(2) Explain how Mary Wollstonecraft's point of view affects this document's use as a reliable source of evidence.

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(3) Identify and explain a cause-and-effect relationship between the events and/or ideas in Documents 1 and 2. Be sure to use evidence from both documents in your response.

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From the Old Regime to the rights of manPart II CRQ set: turning point

Read the two documents and use them, with your knowledge of global history, to answer the questions.

Document 1 A historian's summary of France on the eve of revolution

Under the Old Regime, Louis XVI ruled France as an absolute monarch. The clergy and nobles paid almost no direct taxes, while the Third Estate, the great majority of the people, paid most of them. By the late 1780s the government was deeply in debt, and when the privileged orders refused to accept new taxes, the king called the Estates-General to meet in May 1789, for the first time since 1614.

Document 2 Excerpt from the Declaration of the Rights of Man and of the Citizen, issued by the National Assembly of France in August 1789 to be read by the whole nation (translated by Frank Maloy Anderson, 1904)

1. Men are born and remain free and equal in rights. Social distinctions can be based only upon public utility. ... 3. The source of all sovereignity is essentially in the nation; no body, no individual can exercise authority that does not proceed from it in plain terms. ... 13. For the maintenance of the public force and for the expenses of administration a general tax is indispensable; it ought to be equally apportioned among all the citizens according to their means.

(1) Explain the historical circumstances that led Louis XVI to call the Estates-General in 1789, as described in Document 1.

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(2) Explain the bias in Document 2.

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(3a) Identify a turning point associated with the developments related to both documents.

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(3b) Explain why the developments associated with these documents were a turning point.

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Enduring issues: rights, power and equality, 1690 to 1848Part III Enduring Issues Essay, in parts

Read the five documents and use them, with your knowledge of global history, to answer the questions.

Document 1 Excerpt from John Locke's Second Treatise of Government, published in England in 1690

men can never be secure from tyranny, if there be no means to escape it till they are perfectly under it: and therefore it is, that they have not only a right to get out of it, but to prevent it.

Document 2 A historian's summary of French society before and during 1789

Before 1789, French society was divided into three estates. The clergy and the nobles, a small share of the people, paid almost no direct taxes and held most high offices, while the Third Estate, the great majority, paid most of the taxes. In 1789 deputies of the Third Estate declared themselves the National Assembly, and in August the Assembly abolished feudal privileges and declared that men are born and remain free and equal in rights.

Document 3 Excerpt from Mary Wollstonecraft's A Vindication of the Rights of Woman, published in England in 1792

Men, indeed, appear to me to act in a very unphilosophical manner, when they try to secure the good conduct of women by attempting to keep them always in a state of childhood.

Document 4 A historian's summary of the revolution in Saint-Domingue, 1791 to 1804

In the French colony of Saint-Domingue, enslaved Africans made up the great majority of the people and worked on sugar and coffee plantations under brutal conditions. They rose in revolt in 1791. Led first by Toussaint L'Ouverture and then by Jean-Jacques Dessalines, they defeated an army sent by Napoleon, and in 1804 Dessalines declared the independence of Haiti, a state without slavery.

Document 5 Excerpt from Karl Marx and Friedrich Engels, Manifesto of the Communist Party, 1848 (English edition of 1888, translated by Samuel Moore)

The history of all hitherto existing societies is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary re-constitution of society at large, or in the common ruin of the contending classes.

(a) Identify and define an enduring issue raised by at least three of these documents.

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(b) Explain the issue using historically accurate evidence from at least three documents.

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(d) Argue how the issue has continued to be an issue or has changed over time, using outside information.

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