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Global History and Geography II
Unit 5: The Age of Revolutions (1750-1914)
Unit Overview: The years between 1750 and 1914 were years of enormous change. The
Scientific Revolution and the Enlightenment brought a completely new way of looking at the
world. Monarchies were overthrown, and representative forms of government emerged. In
some areas, people tried to return to previous ways. In other areas, however, feelings of
nationalism arose that led to the growth of nations. During this same time enormous changes
were occurring in Europe and Japan. The Industrial Revolution brought changes in social
structure and created new ways of living and working. Industrialization also spurred nations
to build empires in Africa and Asia, creating an economy that spanned the globe.
Key Vocabulary:
Scientific Revolution
Copernicus
heliocentric
Galileo Isaac
Newton
Scientific Method
Rene Descartes
John Locke
Enlightenment
Baron de Montesquieu
Voltaire
Rousseau
Estates General
National Assembly
Robespierre
Louis XVI
Marie Antoinette
Reign of Terror
French Revolution
coup d-etat
Napoleon Bonaparte
Napoleonic Code
Congress of Vienna Metternich
Balance of power
Nationalism
liberalism
conservatism
Russification
pogroms
L’Overture
Bolivar
San Martin
Porfirio Diaz
cash crop economy caudillo
Mazzini
Count Cavour
Garibaldi
Otto Von Bismarck
Zionism
Indian National Congress
Muslim League
Sepoy Mutiny
Young Turks
Pan-Slavism
Agrarian Revolution
Industrial Revolution
enclosure
factory
Laissez faire
Adam Smith
Thomas Malthus
socialism
Karl Marx
“Communist Manifesto”
Utopians
Proletariat
Means of Production
Matthew Perry
Meiji Restoration
Imperialism
Opium War
Sphere of Influence
Boxer Rebellion
Sun Yixian
Kaiser
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Age of Revolutions
(1750-1914)
SECTION 1: SCIENTIFIC REVOLTUION
REVOLUTION: A significant change that usually occurs in a relatively short
period of time
REVIEW: What was the role of the Church during the Middle Ages?
One result of the Renaissance was that people began to question authority and
long-standing teachings
The church taught that the earth was the center of the universe because man
lived on the earthGod created man in his own imageman had a special
place in God’s hearttherefore the earth held a special place in the universe-at
its center.
Scientific Revolution: Period in the 1500s and 1600s in which scientific thinkers
challenged traditional ideas and relied on observation and experimentation.
1. Scientific Revolution: New Ideas and New Ways of Thinking
a. Copernicus- Polish clergyman who went against the official
church teachings that the earth was the center of
the universe.
-Used reason and observation to conclude that the
sun and not the earth was the center of the
universe.
-He understood the power of the church and refused
to allow his findings to be published until after his
death.
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Geocentric
Heliocentric
b. Kepler-observed that the planets follow an elliptical pattern
around the stationary sun.
c. Galileo- using a telescope, he confirmed Copernicus’ idea of a
heliocentric universe.
d. Bacon- promoted the scientific method. As scientists worked
they wrote down their hypotheses, experimentations,
observations and conclusions.
- future scientists could do the same
experiments and check their conclusions
against other scientists.
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e. Descartes- believed that reason, rather than tradition, should be the
way to discover the truth
f. Newton- created a new system of mathematics -CALCULUS
-Explained gravitational force = gravity (keeps objects on the earth
and keeps planets in orbit around the sun)
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SECTION 2: ENLIGHTENMENT
Enlightenment: the period in the 1700s in which people rejected traditional
ideas and supported a belief in human reason
A. Thomas Hobbes - wrote Leviathan
- Felt men were cruel, evil and selfish
-They would kill each other if not controlled
-Best government was an absolute monarchy
B. John Locke- wrote Two Treatises of Government
-Felt man was naturally good
-Said all men have basic natural rights-life, liberty and
property
-If the government did not protect those rights, then
the people had the right to overthrow it.
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C. Baron de Montesquieu
-Advocated for the separation of powers in government
-Checks and balances- so that one branch of the government would
not become too powerful.
D. Voltaire
-Advocated for freedom of speech
-“I do not agree with a single word you say, but I will defend to the
death your right to say it.”
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E. Rousseau- wrote “The Social Contract”
-People would enter into a social contract- they would give
up some of their rights to serve the common interests of all
the people.
F. The Impact of the Enlightenment
The philosophers of the Enlightenment inspired many to look at
their own governments. Some included colonists living under
British rule in the Americas
Thomas Jefferson, the principal author of our Declaration of
Independence, used Locke’s ideas of natural rights to explain the
colonies’ decision to separate from the autocratic rule of England.
When a constitution for the newly formed United States of
America was drafted, Montesquieu’s separation of powers and
checks and balances was included.
The first amendment to the Constitution borrowed from Voltaire’s
advocacy of freedom of speech.
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Case study England
England from an absolute monarchy to a limited monarchy
1. In the year1215, the Magna Carta was signed. It forced the king
to consult the legislature (parliament) if he wanted to raise taxes.
2. Until the death of Elizabeth I, the last of the Tudor family, the
monarchs of England had a working relationship with
Parliament. This two house legislature (bicameral) was composed of
the:
 House of Lords – people in power by birth
 House of Commons – people elected to power
3. Elizabeth had no children when she died, so her nephew James l
(King of Scotland) takes over the throne of England.
4. James I is an absolute monarch. He is a Catholic, sitting on the throne
of a Protestant country. He refuses to deal with Parliament.
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5. Charles I succeeded his father, James I. He too is an absolute
monarch and rules by divine right.
a. Charles finally has to call Parliament because he must
pay for the wars he is waging and only Parliament can
authorize the money (from Magna Carta)
b. Parliament forces Charles to sign the Petition of Right
before releasing any money. This document also limits
the power of the monarch.
c. Charles refused to consult Parliament after he got the
moneycivil war breaks outthe forces of
Parliament (roundheads) led by Oliver Cromwell defeat
the forces of the king (cavaliers).
d. Charles is beheaded and Cromwell rules for 5 years until
his death.
e. The throne
family when
Charles ll is
(Restoration)
is restored to the Stuart
put on the throne
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f. James II, brother of Charles II, is an unpopular, Catholic
absolute monarch.
g. James II is replaced by William and Mary (James’
daughter) after they sign the English Bill of Rights
This bloodless overthrow of a monarch is known as the
Glorious Revolution
SECTION 3: THE FRENCH REVOLUTION
I. BACKGROUND: CAUSES OF THE REVOLUTION
Cause #1: Absolute Monarchy: Most people in France were denied basic
rights and did not have any say in the government
Cause #2: Social Inequality
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a. The French population was divided into classes called
estates.
b. The first estate consisted of high ranking clergy (priests) (1%).
c. The second estate was occupied by the nobility (2%).
d. The third estate included the middle class (bourgeoisie),
city workers and peasants (97%).
e. Although the first and second estates accounted for only
3% of the population - they controlled almost 40% of the
land.
f. For members of the third estate, there was no social
mobility.
g. The lawmaking body of France, the Estates General,
represented all three estates but it rarely met. France
was an absolute monarchy. Therefore, all three estates
lacked political power.
Cause #3 : Economic Injustices:
a. Louis XIV’s extravagant lifestyle and wars against Great Britain
and Spain had depleted France’s treasury.
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b. The support France gave to the American Revolution had been
very costly.
c. Only the third estate was forced to pay high taxes
Cause #4: Unjust Legal System: People could be thrown in jail for life
without ever being charged with a crime.
Cause #5: Enlightenment: Enlightenment ideas led many French to
question the traditional way of ordering society.
Cause #6: American Revolution: The French were inspired by the
American colonies successful fight for liberty and equality in the
American Revolution.
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II. THE BEGINNING OF THE REVOLUTION
1. Louis XVI, unable to finance the government, called together
the Estates General. They had not met for 175 years.
a. Even though the Third Estate’s representatives
out-numbered the First and Second by 2-1, each estate
had only one vote. Therefore, the first two estates could
always outvote the third.
b. The Third Estate wanted each representative to get one
vote but the First and Second Estate voted it down, so the Third
Estate left the Estates General and moved to the tennis court.
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2. The National Assembly
a. The Third Estate formed the National Assembly and vowed
that they would remain united until they had a constitution that would
limit the power of the king and give more rights to the common people
b. Most French citizens supported the aims of the National
Assembly.
c. The king did not. He threatened to arrest the leaders. This
caused riots throughout the country and culminated in ………
d. The Storming of the Bastille on July 14, 1789.
 The Bastille was a symbol of royal tyranny.
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 It was a prison that held, often without just cause, those that
disagreed with the king.
 A crowd of 800 (all members of the 3rd estate) gathered outside the
Bastille and demanded the weapons and gunpowder that was
believed to be stored there.
 The commander of the Bastille refused to open the gates and opened
fire into the crowd.
 This led to a battle at the Bastille – 98 killed included the
commander.
 This event is the symbol of the French Revolution.
“A blow to tyranny and a step towards freedom”
July 14 is known as Bastille Day, the French National holiday.
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3. Social Unrest
a. 1789 yields a poor harvest. The price of bread doubles, the
people of Paris are starving and they riot.
b. In the countryside there is also uprising.
-peasants broke into manor homes
-They robbed granaries (a storehouse for grain or animal feed)
-They destroyed feudal records
-They drove out land owners
4. DECLARATION OF THE RIGHTS OF MAN; (to protect natural
rights)
a. The National Assembly abolishes privileges of the First and Second
Estate and adopted the Declaration of the Rights of Man and the
Citizen.
b. Written in 1789
c. Uses American Declaration of Independence as a model
d. Contained many Enlightenment ideas: all men have natural rights
e. Declares the job of the government is to protect the natural rights of
the people
III. CONSTITUTION OF 1791: MODERATES IN POWER
a. Written by the National Assembly
b. It set up a limited monarchy and a representative assembly
c. King Louis XVI and Queen Marie Antoinette were forced to accept
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d. It put the Church under state control
IV. RADICALS IN POWER
a. News about the French Revolution quickly spread across Europe.
b. Many European rulers feared that revolutionary ideas would spread to
their own countries. They threatened to intervene in order to save the
French monarchy.
c. April 1792, National Assembly declares war on Austria
Prussians joins Austria in the war
d. Results French revolution becomes more violent
e. Radicals took control of the National Assembly in 1792, ended the
monarchy, and declared France a republic.
f. Slogan – “Liberty, Equality, Fraternity”
g. Killed many counterrevolutionaries- enemies of the
Revolution
h. Political groups: Jacobins – Middle Class Lawyers, Intellectuals and
the Sans-Culottes – working class men and women – favored very
radical (extreme) action)
i. Leader of the Jacobins: Maximilen Robespierre
V. REIGN OF TERROR --- BLOODIEST STAGE OF THE REVOLUTION –
between July 1793 and July 1794 estimated 40,000 people died
1. SOCIAL:
a. Efforts were made to create a new society “ a democratic
republic of honest, good citizens”
b. Robespierre led the committee of Public safety - Radical
2. RESULTS;
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a) Churches closed, turned into temples of reason
b) Aristocratic fashions were forbidden ( wigs, knee
britches)
c) Time measured on a new calendar (year 1 - 1st year of the
republic-- 1792-1795) (this calendar would be used for about 12
years and included 10 days during the week)
d) weights and measures made uniform- “metric system”
*** END OF REIGN OF TERROR***
--Death of Maximillian Robespierre
Less radical members of the Middle Class took over the convention.
VI. FINAL STAGE: THE DIRECTORY
a. middle and upper classes now control the Government
b. Executive authority was given to the committee of 5 members
known as the “DIRECTORY” (weak and corrupt)
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c. Overthrown in 1799 by Coup d’ etat – is an overthrow of a government
usually through violent means
SECTION 4: THE RISE AND FALL OF NAPOLEON
1. Napoleon’s Rise to Power
a. Napoleon Bonaparte began his career as a general in the French
army.
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b. In 1799 helped with the overthrow of the Directory-- became
known in 1802 as FIRST CONSUL-military leader ( age 30) for
life
c. School life- from poor family on Corsica
--- Military school--excelled at math and geography
--- Age 16 artillery officer
--- Moves up to general
d. Consul life - Concerned with restoring order & stability to
France;
2. Napoleon’s Achievements
a. Religious Reforms-made peace with the Pope and improved
position of the French Roman Catholics--Napoleon named the
bishops but the French government paid the salaries of all church
officials (Catholic & Protestant)
b. Napoleonic Code--(system of laws) backed “Declaration of
Rights”-- declares all men equal before the law. Code created a
society based on Individual talents rather than social classes.
c. Education: Napoleon established a government supervised public
school system.
d. Economy: built roads and canals and supported new industry
3. GOAL” GRAND EMPIRE” 1804-1814
a. 1802: Napoleon takes the title of “Emperor of the French”
b. GOAL: To unite Europe into one empire = by 1810 he had brought
most of Europe under his control, Or into alliances with France.
c. Napoleon replaced the monarchs of defeated nations with his
friends and relatives.
4. Fall of Napoleon
a. Napoleon’s empire begins to crumble for several reasons.
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b. Most people in conquered states looked on Napoleon’s armies as
foreign oppressors.
c. Inspired by nationalism, people across Europe revolted against
French rule.
d. Unsuccessful Invasion of Russia (May 1812) September he
captures Moscow, a day later Moscow was destroyed by fire.
(Russians) - *** Scorched Earth Policy***
e. Napoleon had to move his men out of Russia before the winter.-He was to late, the Russians attacked *** Russians were used to
the harsh winter, the French were not***
f. NAPOLEONS DEFEAT: An alliance of Russia, Britain, Austria
and Prussia defeated Napoleon, forcing him to step down in 1814
and Napoleon was exiled to the island of Elba
g. March 1, 1815 Napoleon escaped from Elba & returned to
France
h. Battle of Waterloo (June 1815) British and Prussian armies
advanced on to France to bring down Napoleon down—
Napoleon is exiled to St. Helena in the South Atlantic-- died 1821
SECTION 5: REACTION AGAINST REVOLUTIONARY IDEAS
1. Realties of the French Revolution & its impact
a. Ended the old order of Absolute Monarchy
b. Released new ideas & energies that would influence Europe
c. Increased a sense of Nationalism among people
d. Napoleon helped spread liberal ideas to other lands which
increased Patriotism .
2. Europe After Napoleon
Three different viewpoints
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1. Liberals- professionals and businesspeople who made up the
middle class. They supported efforts to make governments
more democratic.
2. Radicals- believed democratic reforms did not improve society
enough. Felt socialism was the way to cooperation and even
distribution of wealth among the population. This group was
led by intellectuals and consisted mainly of workers and other
disadvantaged people. (Socialism = the people as a whole rather
than private individuals own all property and operate all
businesses)
3. Conservatives- those who benefited from the old forms of
government and society and wanted to stop or slow the rate of
changes. They wanted to conserve their way of life.
3. Reaction Against Revolutionary Ideas
1. Congress of Vienna- September, 1814 - major European powers
meet and discuss peace arrangements
a. Powerful European aristocrats gathered to discuss ways to
prevent political and social unrest.
b. Representatives from most European countries, including
France.
c. Prince Klemens Wenzel von Metternich of Austria dominated
the conference – he wanted to keep governments “status
quo” (the way things are) – return to monarchy
d. Prussia, Britain, Russia and Austria (Quadruple
Alliance) made most of the decisions
4. Aims of the Congress
1. Balance of Power- to prevent any one nation from
becoming militarily stronger than its neighbors.
2. Legitimacy-(Reactionary Policy – restoring the
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hereditary monarchies) an absolute
monarchy was the most stable form of
government
-royal power was restored to families who had ruled
before the French Revolution and
Napoleon.
-A call for limiting royal power or increasing
political rights for citizens was dangerous and
revolutionary.
-Compensation was given to those countries
who had lost the most or fought the hardest
in the Napoleonic Wars.
5. Nationalism – pride/strong devotion to one’s country
-The stronger European countries tried to repress
nationalism for fear of more and greater conflicts.
-This attempt failed- as smaller national groups were
deprived of political power and freedom to express
their native cultures, the more nationalistic they
became.
-This movement lasted well into the 20th century.
6. Effect on France
-France lost all territory it had won in the Napoleonic Wars
-France had to pay reparations for war damages
-France had to pay to keep victorious nations armies along
its borders. The victors wanted to confine France within
its traditional boundaries.
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SECTION 6: RUSSIAN ABSOLUTISM AND REFORM
What is a Czar? : Title of the ruler of Russia. Taken from the word Caesar,
which means emperor
A. Political Conditions

Russian czars resisted reforms, fearing change would weaken
their control.

Czars refused to introduce elements of democracy into their
Societies

By 1700s – Russia still had a ridge social feudal structure where
land owning nobles had most of the power and serfs were bound
to the land
B. Alexander ll ((1855-1881)
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1. Freed the serfs in 1861
-Serfs had to pay high prices for the land they were
allotted (given). They had no opportunity to better
themselves and in effect still remain tied to their
land.
2. Established local governments (zemstvos)
-These elected bodies made decisions on how to handle the
district’s education, health and welfare
-They did not have the power to collect taxes to make
improvements
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3. Russians allowed to have a trial by jury
C. Alexander lll (1881-1894). He persecuted liberals, minoritiesespecially the Jews.
Imperialism- more land equals more power.
1. 1700s – Russia expands to the Baltic Sea, to the Black Sea and
occupies much of Poland
2. 1800s – Russia added lands in central Asia – gave Russia the
largest and most diverse empire in Europe and Asia
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Discrimination against non-Russians
1. Tried to force non-Russians to change their culture.
2. Russification: an attempt to make all groups think, act and
believe as Russians
Anti-Jewish actions
1. Government supported discrimination against the Jews.
2. Limited where the Jews could live and took away their
freedom to attend school
3.Failed to protect the Jews from violent attacks
(pogroms)
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SECTION 7: INDEPENDENCE MOVEMENTS IN LATIN
AMERICA
Inspired by the American and French Revolutions
Latin America: Region of the Americas (south of the US) where the
predominant languages spoken are Spanish, French and Portuguese (rooted
from Latin)
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I. Latin American Independence Leaders
A. Toussaint L’Overture
1. Led a slave uprising in the French colony of Santo
Domingo in 1791
2. Fed up with the harsh treatment, the African slaves who
outnumbered the French decided to revolt
3. L’Overture used the timing of the French Revolution,
knowing the French would be too busy at home to worry
about an outlying colony.
4. Touissant defeated the colonial army and remained in
control until 1802 when Napoleon sent an army to retake
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the island.
5. Independence was gained in 1804 when the French were
finally driven out and Santo Domingo was renamed
Haiti.
II. Independence from Spain
1. The hierarchy in Spanish Latin America
a) Peninsulares – Spanish born, held top jobs in gov’t
b) Creoles – European descent, owned ranches and mines
c) Mestizos – Native American and European descent
d) Mulattos – African and European descent, upset with their
status
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e) African Slaves – worked on plantations and longed for
freedom
f) Native Americans – suffered economic misery under the
Spanish who had conquered the land of their ancestors
2. The Creoles (wealthy educated landowners, and
business people)- children of Spanish parents
a. Well-versed on Enlightenment ideas
b. While Spain was busy with Napoleon, the Spanish
colonies in the new world began their revolt
3. Great Liberators
a. Miguel Hidalgo- Mexican priest
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-Began movement for independence
-Won some battles but could not
free the whole country
-Executed in 1811
b. Agustin Iturbide- won freedom for Mexico in 1821tried
To rule as an emperoroverthrownMexico becomes a
republic in 1824
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c. Simon Bolivar-helped to win the freedom of
Venezuela, Columbia and Ecuador. These three
joined together to form Gran Columbia. It was
ruled by Bolivar (called the Liberator)
Bolivar dreamed of a united Latin America but
nationalism, ambitious leaders of individual states
and isolating geography prevented this.
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d. Jose de San Martin- freed Argentina, Chile and
Peru from Spanish control
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III. Achievements and Problems of Independence
A. Creoles had political power and freedom from Spanish
control.
-- They now had trading rights with other countries.
B. The new leaders in Latin American countries were unable to
establish governments that appealed to all citizens.
-As a result, revolutions and dictatorships became common
in Latin America
-The military would take over in a state of emergency and
the military leader would rule as a military dictator
(caudillo)
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-The poorest people in Latin America were the peons
(Native Americans and mulattos) who wanted a fairer
distribution of land.
-Land, power and wealth continued to be controlled by Iron
Triangle landowners, caudillos and the Catholic
Church
IV. Economics
-Latin American wealth came mostly from mines and large
plantations
-They sold mostly to foreign markets because Latin
Americans were too poor to afford the goods
-Each country relied on one or two sources of wealth.
Examples: Bolivia-tin
Chile-copper
Brazil-sugar, coffee
-If demand for these goods decreased, the economy
suffered- also a natural disaster could also wipe out the
economy
V. The Mexican Revolution (1910)
1. Porfirio Diaz became dictator of Mexico in 1876.
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a. To attract investors he brought order to Mexico
b. He used force and violence to bring about order
c. Foreign investors developed businesses in Mexico
d. The rich got richer and the poor got poorer
e. The majority of Mexicans protested the repressive
government of Diaz and the fact that foreigners had too
much control over their economy
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2. Revolutionary Leaders
a. Francisco “Pancho” Villa- led revolution in northern
Mexico
b. Emiliano
Zapata -led forces in the
south of Mexico
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c. Madero- backed by the middle class- replaced Diaz with
a democracy, serves as President 1911-1913
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3. Results of the Revolution
a. Despite political democracy, farmers want land reform
and continue to fight the landowners
b. Mexico continues to attract foreign investment rather
than solve the problems at home.
c. The gap between the rich and poor increases.
**** It is estimated that the war killed more than 1 million of the
1910 population of 15 million.*****
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SECTION 8: GLOBAL NATIONALISM
A. Nationalism is pride in one’s country.
 It can be practical- the people support the country in return for
services and protection
 More often than not it is emotional- often not paying attention to
practical matters and following their hearts and not their heads,
blindly following inspirational leaders.
 It is often a force for unity and self-determination
B. Unification of Germany
William Frederick I of Prussia wanted to be head of a united
Germany- but on his terms.
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a. Otto von Bismarck was enlisted by King William I to achieve this
goal
-“Blood and Iron”- he would go to war to unify
Germany
-Started three wars and won all
1) With Denmark over Schleswig-area where
many Germans lived, Austria helped Prussia
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2) With Austria- Austro-Prussia War-over
administration of German provinces
Result: Bismarck let Austria keep self-rule but
Prussia took some Austria’s northern state
territories --annexed)
3) With France- Franco- Prussian War- France
forced to give Germany border country of
Alsace and part of Lorraine- both rich in coal
and iron. (Germany would keep this territory until
after WWI)
C. Unification of Germany: January 18, 1871
1. At Versailles, the leaders of the German states met with
Bismarck- the southern German states joined with the
Northern German Confederation to form the German
Empire (Reich)
3. King William l of Prussia became the Kaiser (emperor)
of all Germany
3. Bismarck was named chancellor. (he was fearful of the influence
of the Catholic Church and also the Socialists – he was very
conservative and supported the idea of monarchy)
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4. Written constitution with a two-house legislature (however the
Kaiser and chancellor could veto any decisions)
D. Germany after Unification
1. Germany became one of the strongest nations in Europe with
Increased military and naval power
2. Abundant natural resources helped in the growth of industry
3. High standard of living and high rate of literacy
4. Despite democracy- Kaiser held all authority in government
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(Kaiser William II takes over and assumes full power by asking
Chancellor Bismarck to step down in 1890 and stops all moves
towards democracy)
E. Unification of Italy
BACKGROUND INFORMATION: Due to the fall of the Roman Empire, Italy
was split in many kingdoms – Austria controlled northern Italy. Nationalist
feelings started to spread throughout Italy
Reasons for Uniting: 1.) Common Language and history 2.) Economics: It would
end trade barriers and stimulate industry
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Leaders of Unification
1. Giuseppe Mazzini- in the 1830’s founded Young Italy- secret
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society that called for a unified Italy under a representative
government
2. Count Camillo Cavour- Risorgimento or reawakening to
unification
- Stirred anti-Austrian feelings in Italy
- Set foundation for unification
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3. Giuseppe Garibaldi- led many attempts to secure unified
independence for Italy
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-Worked with Mazzini in the 1830’s
-Led northern Italy in an unsuccessful revolt
against Austrian rule
-Led effort to replace pope’s rule over Rome
-Went into exile to keep his freedom
-In May 1860, he landed in Sicily with an army
of Red Shirts (1,000 volunteers)
-After victory in Kingdom of SicilyGaribaldi moved
up the peninsula and by 1871 Italy was united
into one country with the pope having control
over a small portion of Rome- Vatican City
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F. Italy After Unification
1. Northern region of Italy had many cities, flourished due to
business and culture while Southern Region was rural poor
2. Limited constitutional monarchy with a 2 house legislature
3. Only wealthy could vote -1912 all men could vote
4. Widespread corruption (vote-selling)
5. Develops economically after the 1900s and becomes imperialist
SECTION 9: NON-WESTERN NATIONALISM
A. India
1. Colony of Britain
2. Britain built India’s infrastructure
3. Britain brought their government and legal system to
India
4. Britain treated the Indians as lower class- they had no
respect for their religion or way of life
5. Many wealthy Indians were educated in Britain, learned
British ways, civil rights, and government -felt that they
should be able to run their own country
6. Sepoy Mutiny
-East India Company had a trading monopoly in India. It
represented English interests in India and acted as a
government
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-In 1857 sepoys (Indian soldiers who fought for the British
and protected their interests) were given new ammunition
for their rifles.
-The cartridges were greased with beef and
pork fat. The ends had to be bitten off before they could
be inserted into the rifle.
-Hindus were forbidden to touch beef products and
Muslims could not eat pork
-Some were jailed for not using the cartridges and in
response, thousands rebelled against the British
-Regular army from Britain arrived in 1858 and the
fighting lasted another year with Britain victorious
-Government of Britain took over from the East India Co.
-Nationalism took hold of India with the mutiny
7. Indian National Congress
-1885- formed mainly middle class Hindu professionals and
scholars who wanted self-rule
8. Muslim League
-1906-formed with same goals as the Indian National
Congress but was made up those who followed Islam
9. Indians, led by Gandhi, Nehru and Jinnah used civil disobedience
and non-violent, non-cooperation to achieve their goals
Examples: Amritsar Massacre and Salt March
B. Turkey
-For centuries the Ottoman or Turkish Empire unified the
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Middle East politically
-Over the years, the central government in Constantinople (capital
of Ottoman Empire) grew weak and lost respect and loyalty
-New constitution was created in 1876 but the sultan (head ruler)
refused to abide by it and dissolved the lawmaking body in 1878
-1908 a group of army officers, Young Turks, staged a
revolution to restore the constitution and the sultan agreed
-After WWl, the Ottoman Empire was divided among
European nations
-The Young Turks under General Kemal Attaturk, resisted invasion
by Europeans and formed the republic of Turkey in 1923
with Kemal as president of the new government.
C. Israel
-The Jews had remained nationalistic despite their centuries of
persecution and scattering across the continents.
-In the late 1800’s Theodore Herzl, an Austrian Jew, led a
nationalist movement called Zionism - the move to create a
Jewish state in the region of Palestine.
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-They wanted a safe haven for the Jewish people after the
Russian persecution
-During WWl, Britain agreed to help- however, Arabs
outnumbered Jews 8/1 in Palestine.
-During the Holocaust, Britain limited immigration into
Palestine
-Jews in Palestine worked to force Britain out
-1947-UN divides Palestine into a Jewish state and an Arab
state
-1948-Britain leaves and Zionists declare themselves the
State of Israel (capital is Jerusalem)
SECTION 10: INDUSTRIAL REVOLUTION
Section 1: Industrial Revolution: Rise of the Factories/New Inventions
Industrial Revolution: replaced human and animal power with the power
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of machines, involved vast changes in the production of goods
A. Began in England: in the 1750s,
1. WHY? --> An abundance of coal and other natural resources
a. Before most people worked the land using hand made tools
b. Made own clothes
c. Grew own food
d. Work varied according to the season
2. Agricultural Revolution: --> Improved methods of farming
a. Combined smaller fields into larger ones to make better
use of the land
b. Used fertilizer from livestock to renew the soil
c. Crop Rotation Charles Townshend  “Turnip
Townshend”
 Urged farmers to grow turnips which restored the
soil
d. Jethro Tull: Seed drill that deposits seeds in rows
instead of scattering seeds wastefully
e. R. Bakewell: Bred stronger horses for farm workers and
fatter sheep and cattle for meat, Store grain for animals
during the winter
3. Enclosure Movement: Process of taking over and fencing off
land formerly shared by peasant farmers (done by rich
landowners)
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a. Reason: Enclosed land to gain pastures for sheep to
increase wool output
b. RESULT: Large landowners gained more money (profits
rose also due to the need for less workers) and small
farmers lost their farms and move to the cities.
4. Population Explosion:
a. Population increased 50 million through Europe from
1715 - 1789.
b. WHY?  Declining death rates
1) Reduced the risk of famine because of the
Agricultural Revolution
2) People ate better  stronger babies
3) Better hygiene and sanitation
4) Demanded more goods
B. Energy Production:
a. Water: new and more efficient means  water wheels
powered machines
b. Coal: Used to develop steam engines
1) Thomas Newcomen: Steam engine powered by coal
to pump water out of mines
2) James Watt (1769) : Improved the steam engine
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C. Technology:
a. Important part of Industrial Revolution:
1) Skilled mechanics eager to meet growing demand for new
inventions
2) Iron Industry: needed for machines and steam engine
and fuel
 Darby: developed England’s iron industry
 discovered how to remove impurities from
iron
 produced better quality and cheaper iron
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D. Textiles: England’s largest Industry:
a. Before: Peasants would produce cloth in their homes, hand
spinning the cotton
1) Problem?  it took them too long and the demand for
cloth grew
E. Inventions:
a. James Hargreaves: The Spinning Jenny (1764)
1) spun many threads at once
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b. Richard Arkwright: the water frame
1) used waterpower to speed up spinning
F. Factories Begin:
Factory - Places that brought workers and machines together to
produce large quantities of goods
1. 1st ones were long sheds near fast moving streams
G. Increased amount of goods  produced new methods of
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transportation :
1. George Stephenson: Steam locomotive
2. Robert Fulton (1807): American used Watt’s steam engine to
power a boat
Industrial Revolution:
Section 2: Rise of the Cities
A. Urbanization: The movement of people to cities from farms
1. WHY?
a) Changes in farming
b) Growing population
c) Enclosure Movement
d) Demand for workers in the cities
2. Cities grew around coal and iron mines and factories
3. Leads to Problems:
a) Overcrowded cities --> slums ( no running water, no
sewage ) people were packed into tiny rooms, crowded
apartments called tenements
b) Air pollution --> coal vapor
c) Noise pollution
d) Pollution of waterways
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B. Factories:
1. Workers:
a) Workers now face rigid schedule
b) Hours of man, women and children were 12-16 hours per day
c) Dangers: --> dangerous machines
--> coal dust destroyed lungs of the miners
d) If the workers got sick or injured --> lost their jobs
2. Women:
a) Factories liked women workers
-> Easier to control
-> Adapted to the machines easier
b) Paid less wages ($)
c) Worked all day then went home and cooked and cleaned
d) Peasant life was hard for rural people and tougher for
city people
3. Child Labor:
a) Changed spools in textile mills
b) Worked in narrow mine shafts pushing carts
c) Orphans worked for food
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Working Conditions and Punishments: Children who worked long
hours in the textile mills became very tired and found it difficult to
maintain the speed required by the overlookers. Children were usually
hit with a strap to make them work faster. In some factories children
were dipped head first into the water cistern if they became drowsy
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“No time was allowed for breakfast and no sitting for dinner and no
time for tea. We went to the mill at five o'clock and worked till about
eight or nine when they brought us our breakfast, which consisted of
water-porridge, with oatcake in it and onions to flavour it”
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Working hours:
“In reality there were no regular hours, masters and managers did
with us as they liked. I worked from five in the morning till nine at
night.”
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Accidents: “A child was working wool, that is, to prepare the wool for the
machine; but the strap caught him, as he was hardly awake, and it carried
him into the machinery; and we found one limb in one place, one in
another, and he was cut to bits; his whole body went in, and was mangled”
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Cripples in the yard of children's home in London
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C. New Middle Class:
1. Entrepreneurs: benefited the most --> they set I.R. in motion
2. Middle Class: made up of merchants, inventors, skilled
artisans
1) Lived in well furnished houses
2) Dressed and ate well
3) Opposed any effort to regulate factories and start unions
4) Women needed to be “ladies”
-> Drew, embroidered, played piano
-> Daughters were educated
-> Sons became businessmen
D. Benefits of the Industrial Revolution:
a. Reformers pressed for laws to improve working conditions
b. Unions set up better wages and hours for workers
c. Working class gained the right to vote --> Get into politics
d. Wages eventually grew because of the demand for mass
production goods and new factories opened
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Industrial Revolution:
Section 3: Laws of Business
A. Laissez - Faire Economics: “Hands off” approach
1. Belief that government should not interfere in the free
operation of the economy.
2. Free Market: Unregulated exchange of goods
3. Adam Smith: Believed a free market would help everyone not
just the rich
a) More goods would be produced at lower price, making
them affordable for everyone
b) Wrote “Wealth of Nations”
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4. Thomas Malthus: “Essay on the Principle of Population”
-> Predicted that population would outpace food
supply
a) As long as the population kept increasing, the poor would suffer
-> Urged the poor to have fewer children
b) Felt individuals should be left to improve their life
through hard work and by limiting family size with
NO GOVERNMENT HELP!
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B. Utilitarianism: The goal of the society is to bring about greatest
happiness for the greatest number of people. (Utility: is a
measure of the relative satisfaction or desiredness from
consumption of goods)
1. Utilitarian: See the need for the government to interfere at
times
a) John Stuart Mill: Wanted the government to improve lives of
workers, home workers and give women the right to vote (reform
child labor and provide health care)
 Today’s Democratic Government absorbed many
ideas from Mill and other Utilitarians
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C. Socialism:
1. Socialism: People as a whole, rather that private individuals would
own and operate the means of production (farms,
factories, and railways)
2. Believed in basic goodness of human nature and concern for
social justice (main goal: end poverty and injustice)
D. Utopians: Built self-sufficient communities (Early Socialists – “ideal
community” – impractical dreamers)
1) All work is shared
2) Property owned by the common people
3) NO difference between rich and poor
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4) Robert Owen: refused to use child labor (Most Famous Utopian)
 Fought for child labor laws and labor unions, built
homes for workers, schools, treated employees well
E. Karl Marx: condemned Utopian ideas (Unrealistic Idealism)
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1. German who wrote “Communist Manifesto”
a) Communism is a form of socialism that sees class
struggle between employers and employees as inevitable
(unavoidable)
2. Struggle between “Haves” and “Have-nots”
a) Haves: owned the means of production and controlled
society and its wealth. (The Entrepreneurs and middle class
“bourgeoisie”
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b) Have-nots: “proletariat” or working class
-> Marx felt they would win the battle and set up
classless societies by taking control of means of
production.
-> Wealth and power would be equally
shared
 Marx hated capitalism  “workers of the world
unite” – capitalism created
prosperity for a few – must be
brought down
 Marx felt his ideas were based on Scientific Laws.
 Predictions that worker would unite
for warfare.
 Nationalism wins out the people
feel stronger ties to nation than to
communist movement
SECTION 11: GLOBAL MIGRATION AND GLOBAL ECONOMY
A. Global Economy
-Western imperialism in the 19th century set the stage for a global
economy
-Imperialist nations used their colonies as a source of raw
materials and as new markets for manufactured goods.
-Improvements in communication and transportation made
worldwide trade possible
-19th century people started leaving European countries for former
colonies ex. America, Asia and Africa
-Many went to the United States- Atlantic Migration
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-They left for job opportunities, to escape revolutions, religious
persecutions or famines
-Improved technology (transportation and communication) helped to
accomplish this massive migration
B. The Great Irish Famine
1. Between 1845 and 1851 one million Irish emigrated to the
United States
a) During this period, Ireland was part of Britain
b) Most of the land was controlled by a few wealthy
British Protestant landowners
c) The landowners used their land for cash crops
d) The poor Catholics worked on the land for little or no
wages and the small amount of land they rented from the
landlord was all that supported their families
-Because of limited space, the Irish grew potatoesnourishing, easy to plant and take care of and thrived
in Irish climate.
-A fungus killed the potato crop (1845-51) and 25% of
the population starved to death (1 million died in 4 years)
-the poor were evicted from their land because they
could not pay their rent
-With nothing left in Ireland-the poor Catholic Irish
fled to what they hoped would be a better life in
America
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SECTION 12: JAPAN AND THE MEIJI RESTORATION
A. The Opening of Japan
1. 1853-Commodore Matthew Perry of the United States
landed in Tokyo Bay asking for trading privileges.
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2. The shogun could not resist the superior technology and
agreed to trade with the U.S.
3. Increased contact with the west made the Japanese aware of
wealth and military power that they lacked because of their
isolation policy
4. As a result, dissatisfaction with Tokugawa rule increased.
(Tokugawa shoguns gained power in 1600 closed Japan to
foreigners, forbade Japanese to travel overseas, maintained
feudalism, all this led to isolation)
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B. Meiji Restoration 1868 to 1912: major turning point in Japanese
history
1. 1868- the Meiji emperor took power away from the shogun;
wanted to create a strong central government equal to those of
Western powers, Goal: rich country with a strong military
2. rapid industrialization and modernization followed
3. 1889-first constitution created: all citizens are equal before the law
-Parliament formed (legislature called the Diet)
-Emperor seen as a god
-Code of Bushido revived-stressed honor, loyalty,
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fearlessness and absolute obedience to the emperor
C. Japan as a global power
1. Japan lacked natural resources necessary to keep up with its
industrialization
2. Became imperialistic: wanted to keep up with the Western
powers
3. (China) Sino-Japanese War (1894-5) over Korea- Japan won and
gained Formosa (Taiwan) and part of Manchuria and
controlled Korea until 1945
4. (Russia) Russo-Japanese War (1904-5), Japan victorious and
controls southern half of Sakhalin Island (North Pacific) and has
rail rights in Manchuria
SECTION 13: THE NEW IMPERIALISM (1870-1914)
1. Reasons for imperialism- political, social and economic
-The desire for one country to extend its dominance over
another
-Need for raw materials (wood, coal iron), new markets to sell their
products and urge to spread their ethnocentric cultures to those not
so fortunate
- Nationalism
- Social Darwinism “Survival of the fittest” – it is natural for the
strong to dominate the weak
- White Man’s Burden – poem by Rudyard Kipling – it is the white
imperialists moral duty to educate and “civilize” people in less
developed nations.
2.British in India
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-The British, although they helped India with its
infrastructure, were not welcome
-Under British rule, Indians lacked political rights in their
own country
3. Congress of Berlin (1884-5)-Europeans divide up Africa (“Mad Scramble”)
-Three types of imperial control
a. Colony-owned and governed by imperial country, mother
country sends officials/soldiers to govern
b. Sphere of influence-an area where an outside power claimed
exclusive investment or trading privileges
c. Protectorate-country with its own government, but under the
control of an outside power
4. Most European countries were given African colonies but
France and Britain gained the most territory (in 20 years – almost entire
continent partitioned)
-The boundary lines were drawn arbitrarily without
consideration of tribes
-Many tribes were split by the Europeans and conversely
enemy tribes were forced in the same colony.
AFRICA -- 1914
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Cecil Rhodes (from Britain) -- founder of the diamond company
De Beers, which today markets 60% of the world's rough
diamonds and at one time marketed 90%.
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a. African resistance-Zulu Empire
-Not all Africans let the Europeans have their way without a fight
-Boers (Dutch settlers in South Africa) had invaded the
kingdom of the Zulu.
-The Zulu fought a great fight for their territory, but the
Boers, using rifles, were backed by the British. The Zulu
had only spears.
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SECTION 14: EUROPEAN SPHERES OF INFLUENCE IN CHINA
A. Opium War
1. The British began having imperialist ideas about China in
the early 1800’s
2. China’s huge population and raw materials were too good
for the British to pass up
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3. The British began selling opium to China (from India and
Turkey) to get money to buy tea, silk and porcelain)
4. China objected to the sale of opium and asked Britain to stop selling it,
they refused so the Chinese went to war over it (Opium
War)
5. The British won (Chinese and their outdated weapons were easily
defeated) and obtained “spheres of influence”-areas of China under
British economic control
B. Chinese Reactions to European Imperialism
1. Taiping Rebellion
-The Chinese rebelled against the Manchu dynasty because it had
become weak and allowed foreign influence to invade their
country, also life for the peasants was very poor
2. Boxer Rebellion
-Many Chinese hated the foreigners in their country
-One group the “Righteous and Harmonious Fists” wanted to drive
all foreigners out of China
-The westerners called them “Boxers” (b/c they were trained in
martial arts)
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-In 1900, the Boxers set out to eliminate foreign influence in
China by killing Chinese who supported western ideas and
attacking western embassies (Drive out the “foreign devils”)
-American, British, French, German, Russian and Japanese
forces worked together to put down the rebellion.
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-As a result, China was forced to pay damages and give
foreign nations additional privileges in China.
3. Sun Yixian (Yat Sen) overthrew the Manchu Dynasty and
formed a republic (wanted to strengthen China’s gov’t)
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-Formed new political party Kuomintang (Guomindang)
or nationalist party. The three principles of the party
were:
a. Democracy- Desire for a popularly elected form
of government
b. Nationalism- Overthrowing the Manchu dynasty
and ending foreign dominance over
China
c. People’s Livelihood- Helping the common people
through the regulation of the ownership of the
means of production and land (socialism)
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SECTION 15: EFFECTS OF IMPERIALISM
A. Effects of Imperialism on the Colonies
1. Improved medical care, transportation, communication and
education
2. Disrupted traditional way of life
3. Discrimination
B. Effects of Imperialism on Europe
1. Wealth
2. Increased standard of living
3. Balance of power in Europe shifted-Britain had always
been the leader but now concentrated on its colonies
abroad
4. Triple Alliance-agreement between Germany, Italy and
Austria-set up to keep France from gaining too much
power in Europe-became catalyst for WWl.
SECTION 16: THE ANATOMY OF A REVOLUTION
A. Causes Of A Revolution
1. Writers point out the problems of society
2. There is unhappiness among people who feel held down by
restrictions in society.
3. The government experiences economic failures- bankruptcy,
heavy and unfair taxation.
4. There is a weak ruler.
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B. Pattern of a Revolution
1. A violent act occurs
2. A new government is formed. It is moderate and fails to satisfy those
who want further changes.
3. Power is gained by more radical groups. A strong man
assumes great power and tries through radical means to create a
“heaven on earth.” This second government punishes severely all
their opponents.
4. After a reign of terror, power is taken back by a more
moderate group.
5. A new leader appears who says he respects the ideas of the
revolution and will bring the peace, security and glory to the
people.
C. Results of a Revolution
1. All the goals of the revolution are not achieved.
2. A revolution in one country causes fear in other countries that
the revolution might spread. These outside countries try to stop the
revolution.
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