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Multiple Choice: Unit 5 (Section 1-3)
English Reforms
Magna Carta
 Signed in 1215
 limited the power of the king
Glorious Revolution
 Bloodless overthrow of the English king (1688)
 helped remove the absolute monarchy
 New king and queen William and Mary were Protestant limited monarchs
English Bill of Rights
 1689: bill limited the power of the monarch
 No Catholic could be king of England
 Gave Parliament power
 Created a constitutional monarchy
The Enlightenment
Ideas and Philosophers of the Enlightenment
 opposes absolute rule and focused on reason and logic
 John Locke: believed all people had natural rights of life, liberty and property
 gov’t should support the people and if they don’t the people should overthrow them
 Inspired: Jefferson and the Declaration of Independence
 Baron de Montesquieu: separation of powers and three branches of gov’t
 Voltaire: supported freedom of speech
 Jean-Jacques Rousseau: supported the statement that all men are created equal
 influenced the gov’t of democracies in the U.S and other countries
Enlightened Despots
 Absolute rule that used Enlightenment ideas to improve the lives of their people
 Examples: Joseph II of Austria, Frederick II of Prussia, Catherine the Great of Russia
The French Revolution
Causes of the French Revolution
 The wars and debt of Louis XIV and poor rule of Louis XVI
 inequalities in the tax structure
 Third Estate paid ALL the taxes, First and Second paid no taxes
 inspired other peoples seeking democracy and independence (Latin American Rev’s)
Robespierre and the Reign of Terror
 After a few years of an unstable gov’t the radical Jacobin Club comes to power
 Robespierre started Reign of Terror = purged and violently killed his opponents (anti-revolutionaries)
 Reign of Terror ended Robespierre’s death
Napoleon
 Nationalist leader that provided stability for the nation
 Ended the French Rev and started the Age of Napoleon
 Expanded the French Empire (1799-1815) with the Wars of Napoleon
 Finally defeated in Russia because of the severe winters and large size
 The loss at the Battle of Waterloo ended the Age of Napoleon
 Followed by the Congress of Vienna
Congress of Vienna
 1815: treaty signed after the wars of Napoleon
 Redrew the map of Europe
 established a balance of power
Ms. Wang/Ms Messina
Global 2
Topic: Unit 5- Age of Revolution
Part I-Answer all questions in this part.
Directions (1–30): For each statement or question, record on your separate answer sheet the number of the word or expression that, of
those given, best completes the statement or answers the question.
1. What was a major effect of the Magna Carta and the English
2. Enlightenment thinkers encouraged the improvement of
Bill of Rights on Great Britain?
society through the
(1) The power of the monarch was limited.
(1) teachings of the church
(2) Ireland revolted against the monarchy.
(2) use of reason
(3) Parliament was abolished.
(3) development of absolutism
(4) A renewed interest in Greek and Roman culture developed.
(4) establishment of a rigid social hierarchy
3. The Magna Carta, the Petition of Right, and the English Bill of
Rights led the English government to develop a political system
in which
(1) rulers were responsible to the people
(2) religious authorities controlled the lawmaking process
(3) the power of the monarch came from God
(4) the individual was denied a trial by jury
10. The English Bill of Rights and the political philosophy of
John Locke both support the idea of a
(1) coalition government
(2) fascist dictatorship
(3) Marxist dictatorship
(4) limited government
A. Toussaint L’Ouverture declares Haiti independent.
B. Declaration of the Rights of Man and the Citizen is written in
France.
C. The thirteen colonies gain independence from Great Britain.
D. Simón Bolívar frees Colombia from Spanish rule.
4. What is the correct chronological order for these events?
(1) A → B → D → C
(3) A → D → C → B
(2) C → B → A → D
(4) D → C → B → A
5. Which statement about the Scientific Revolution in Europe is
accurate?
(1) The existence of natural laws was rejected.
(2) Scientists questioned traditional beliefs about the universe.
(3) New ideas supported the geocentric theory of Ptolemy.
(4) The Bible was used to justify new scientific findings
6. Simón Bolívar, José de San Martin, and Toussaint l’Ouverture
are best known as
(1) scientists who supported the heliocentric theory
(2) leaders of Latin American independence movements
(3) early Spanish explorers of the New World
(4) communist leaders of the 19th century
Base your answers to the questions on the speakers’ statements
Speaker A: I do not agree with what you have to say, but I’ll
defend to the death your right to say it.
Speaker B: Government has no other end, but the preservation of
property.
Speaker C: Man is born free, and everywhere he is in shackles.
7. Which historical period is best represented in the ideas
expressed by these speakers?
(1) Enlightenment
(2) Counter Reformation
(3) Age of Exploration
(4) Early Middle Ages
8. Which historical figure expressed ideas that are most similar to
those of Speaker B?
(1) Thomas Malthus
(2) John Locke
(3) Peter the Great
(4) Bishop Jacques-Bénigne Bossuet
9. The inhumane policies of the Reconquista, pogroms, and the
Holocaust were all results of
(1) civil disobedience and passive resistance
(2) acculturation and assimilation
(3) war guilt and reparations
(4) intolerance and prejudice
11. Many Enlightenment philosophers used reason to
(1) reinforce traditional beliefs
(2) strengthen religious authority
(3) reveal natural laws
(4) encourage censorship
12. Locke’s Two Treatises of Government, Rousseau’s, The
Social Contract, and Montesquieu’s The Spirit of the Laws were
works written duringwhich time period?
(1) Middle Ages
(3) Enlightenment
(2) Renaissance
(4) Reformation
13. Angry Mob Destroys Bastille”
“Robespierre’s Execution Ends Reign of Terror”
“Napoleon Seizes Power”
12. Which country’s revolution is referred to in these headlines?
(1) Spain
(3) France
(2) Austria
(4) Russia
14. A primary source about the French Revolution is
(1) an eyewitness account from a prisoner at the Bastille
(2) an encyclopedia entry about the Reign of Terror
(3) a recent biography of Robespierre
(4) a movie about Louis XVI
15. Which issue was a cause of the French Revolution?
(1) ineffective rule of Napoleon Bonaparte
(2) nationalization of the Church
(3) outrage over the use of the guillotine by the Committee of
Public Safety
(4) demand of the Third Estate for more political Power
16. What was a result of the efforts of Prince Henry of Portugal,
Christopher Columbus, and Ferdinand Magellan?
(1) The importance of Mediterranean trade routes was
established.
(2) The modern concept of universal human rights was promoted.
(3) The European view of the physical world was transformed.
(4) An understanding of the benefits of cultural diversity was
encouraged.
17.Which event is most closely associated with the French
Revolution?
(1) Council of Trent (2) Thirty Years’ War
(3) Reign of Terror
(4) Paris Peace Conference
18. Akbar the Great, Suleiman the Magnificent, and Louis XIV
are all rulers associated with
(1) natural rights
(3) religious toleration
(2) filial piety
(4) absolutism
19. One way in which Robespierre and Napoleon are similar is
that they both
(1) played an important role at the Congress of Vienna
(2) increased their power during the French Revolution
(3) were executed for treason by French monarchs
(4) led armies against the Haitians
20. Which list of French leaders is in the correct chronological
order?
(1) Louis XVI → Napoleon → Robespierre
(2) Robespierre → Napoleon → Louis XVI
(3) Louis XVI → Robespierre → Napoleon
(4) Napoleon → Louis XVI → Robespierre
21. At the Congress of Vienna (1815), the governments of Europe
reacted to the French Revolution and the rule of Napoleon by
attempting to
(1) restore old regimes to power
(2) spread the idea of democracy
(3) encourage nationalist movements
(4) promote the European free-trade zone
22. Porfirio Diaz, Francisco “Pancho” Villa, and Emiliano Zapata
are best known for their struggles in the
(1) Haitian independence movement
(2) Mexican Revolution
(3) Nicaraguan War
(4) Cuban Revolution
24. Which region’s colonial class structure included peninsulares,
creoles, and mestizos?
(1) western Europe
(3) East Asia
(2) sub-Saharan Africa (4) Latin America
25. One goal of the Congress of Vienna was to
(1) establish a new balance of power in Europe
(2) protect Europe from Ottoman advances
(3) end abuses within the Catholic Church
(4) redraw the boundaries of Africa
26. Which factor most influenced the development of diverse
cultures in pre-Columbian South America?
(1) trade agreements
(2) geographic features
(3) imported religious ideas
(4) peasant revolts
27. Which statement best describes a result of the encounter
between Europeans and native populations of Latin America?
(1) Native societies experienced rapid population growth.
(2) European nations lost power and prestige in the New World.
(3) Large numbers of natives migrated to Europe for a better life.
(4) Plantations in the New World used enslaved Africans to
replace native populations
28. Which region’s colonial class structure included peninsulares,
creoles, and mestizos?
(1) western Europe
(3) East Asia
(2) sub-Saharan Africa (4) Latin America
23. Which social class controlled most of the political, economic,
and social power in colonial Latin America?
(1) peninsulares
(3) creoles
(2) mestizos
(4) native people
Multiple Choice: Unit 5 (Section 4-7)
Nationalism
German Nationalism
Italian Nationalism
 Germany was made up of 39 states prior to 1850
 no political unity in Italy during the 1800s
 there was no political unity
 Nationalist leaders led Italian Unification:
 Otto Von Bismarck: nationalist leader/ German
 Giuseppe Mazzini- nationalist created “Young Italy”
unification
 Camillo di Cavour: Prime Minister of Piedmont-Sardinia
 used blood and iron and realpolitik to unify Germany
expanded the empire and their power
 Bismarck’s wars unified Germany by 1871
 Giuseppe Garibaldi: fought with the Red Shirts to help
unify Italy
Irish Famine
 The English controlled Ireland during the 1800s
 The Irish Famine was caused by a disease that killed
their potato crop
 England did nothing to help the starvation
 Hundreds of thousands starved and tens of thousands
more migrated to other countries
 Ireland became nationalistic
Adam Smith
 Opposed mercantilism
 Laissez-Faire = gov’t should not interfere with business
Jewish Nationalism
 Anti-Semitism (Hatred for Jews) and pogroms (violent
attacks on Jews) occurred all over Europe
 Jews had no homeland of their own
 Theodor Herzl, a Jewish nationalist created Zionism—
the desire for a Jewish state in Palestine
 People should live in a free market
 Production should be governed by supply and demand not government control
 Capitalism: people could own business for profit
 His beliefs fueled the Industrial Revolution
Social Darwinism
 Theory created by Charles Darwin
 Stated “Survival of the Fittest”
 This theory was used to justify imperialism by the European’s during the 1800s
 Claimed the Europeans had a right to control weaker nations
Industrial Revolution
Agricultural Revolution
Factory System
• This event sparked the Industrial Revolution
• Factory System: people worked in the factory instead of
from home
• New technologies improved farming (ex. seed drill and
Enclosure movement) and
• Factories produced goods cheaper and faster
Urbanization
• textile production (ex. spinning Jenny) easier & faster
• Created a food surplus, increased population and life
• Urbanization: mov’t of people to the cities
expectancy
• Railroads: moved goods at a much faster rate
• The construction of railroads helped create cities which increased
urbanization and factories
The Start of the Industrial Revolution
Industrial Problems and Reform
• started in England because it had the resources (coal &
• Pre-1800s: Factories caused pollution, were unsafe, paid
iron), the money to invest in new businesses, and the
low wages, and used child labor
labor force (farmers forced off their lands) to start the
• Urbanization caused pollution &spread disease
revolution
• 1800s Reform: gave workers fair wages, limited child
• The desire to spread created new overseas empires and spread
labor & allowed labor unions
the Commercial Revolution
Karl Marx
 Marx wrote The Communist Manifesto
 Opposed capitalism and Adam Smith
 Said working class would overthrow the capitalist system
 industrial Europe would experience it FIRST, but Russia was the first
 Wanted a classless society
 Supported class struggle and revolutionary change
 Industrialization benefits the wealthy and exploits the poor.
 In a communist society, all the evils of industrial society would disappear.
Meiji Restoration
 Japan 1868-1910
 Matthew Perry and the U.S wanted to trade with Japan
 Rapidly westernized to avoid colonization
 Compared to Peter the Great in Russia and Kemal Ataturk in Turkey
 Built a new strong military and reformed its political and economic systems
 Japan became more modernized, industrialized and imperialist
 By 1910 Japan became one of the strongest and wealthiest places in the world
Imperialism
Imperialism
Sepoy Mutiny
 The Europeans began to take over places in Africa and
 Britain controlled India for centuries
Asia during the 1800s
 1857: India staged a rebellion to remove foreign and
 They had a superior military and were able to conquer
western influence
these areas easily
 India wanted to be independent but lost
 The Europeans wanted raw materials, natural resources
and new markets for products
 Examples of countries effected: Africa, India, China,
and Southeast Asia
Berlin Conference
Chinese Imperialism
 1884-1885: Conference held between European nation
 China was closed to Europe until 1830’s
(Britain, France, Germany & 5 others)
 China opposed Western opium
 Called the Scramble for Africa
 Opium Wars (1839-1842): Britain won and forced
 These countries divided up Africa without any concern
Chinese ports to open
for ethnic or cultural traditions
 China became spheres of influence to European powers
“White Man’s Burden”
 Boxer Rebellion was a failed attempt to remove western


Poem by Rudyard Kipling
Stated that it was the duty of the Europeans to introduce
culture and technology to weaker nations
and foreign influence
Ms. Wang/Ms Messina
Global 2
Topic: Unit 5 Global Nationalism, Economic and Social Revolutions, Japan and the Meiji Restoration and Imperialism
Part I-Answer all questions in this part.
Directions (1–30): For each statement or question, record on your separate answer sheet the number of the word or expression that, of
those given, best completes the statement or answers the question.
1. Which statement represents a central idea of laissez-faire
9. To which situation are these speakers most likely reacting?
economics?
(1) growth of Zionism
(1) Class struggles are based on inequities.
(2) rise of industrialization
(2) Workers should form unions to better their conditions.
(3) division of Africa
(3) Prices are best determined by supply and demand.
(4) formation of military alliances
(4) The government should own all means of production
10. The theory justifying a monarch’s rule by God’s authority is
2. During the first Global Age (A.D. 1450–1770),
called
European countries obtained both a source of raw materials and a (1) laissez faire (3) predestination
reliable market for their
(2) totalitarianism (4) divine right
finished goods by developing
(1) the policy of mercantilism
11. In England, which circumstance was a result of the other
(2) laissez-faire principles
three?
(3) trade cooperatives
(1) availability of labor
(4) forts along the Silk Roads
(2) abundance of coal and iron
(3) waterpower from many rivers
3. What is a major belief associated with Marxism?
(4) start of the Industrial Revolution
(1) The proletariat would rise up and overthrow the bourgeoisie.
(2) Religion should be more important than political forces.
12. What was the primary reason that large numbers of people
(3) Private ownership of property should be expanded.
left Ireland in the 1840s and 1850s?
(4) Peasants would gain control of overseas markets
(1) The people faced mass starvation.
(2) A political revolution had started.
4. “To him who wishes to follow me, I offer
(3) A smallpox epidemic broke out in the country.
hardships, hunger, thirst and all the perils of war.”
(4) The people sought better educational opportunities
— Garibaldi’s Memoirs
This quotation from Garibaldi is most closely associated with
13. Which statement best describes an aspect of a command
Italian
economy?
(1) exploration (3) imperialism
(1) Profit motivates individuals to set up private businesses.
(2) nationalism (4) neutrality
(2) Tradition, religion, and customs heavily influence economic
decisions.
5. The struggles for political independence in Latin America
(3) Supply and demand regulate the economy.
during the early 1800s were most
(4) Government directs and controls the means of production
directly influenced by the
(1) Berlin Conference
Base your answer to the following question on the 19thcentury
(2) doctrine of liberation theology
song lyrics below and on your knowledge of social studies.
(3) American and French Revolutions
. . . What has poor Ireland done, mother, —
(4) writings of Count Camillo di Cavour
What has poor Ireland done,
That the world looks on, and sees us starve,
6. What is a major belief associated with Marxism?
Perishing one by one?
(1) The proletariat would rise up and overthrow the bourgeoisie.
Do the men of England care not, mother, —
(2) Religion should be more important than political forces.
The great men and the high, —
(3) Private ownership of property should be expanded.
For the suffering sons of Erin’s isle,
(4) Peasants would gain control of overseas markets
Whether they live or die? . . .
— A. M. Edmond, “Give Me Three Grains of Corn, Mother”
7. Which pair of ideas were central to the Scientific Revolution?
14. Which event is most closely associated with the conditions
(1) social stability and economic self-sufficiency
described in these lyrics?
(2) observation and experimentation
(1) civil war
(3) technology and military expansion
(2) famine
(4) scarcity and interdependence
(3) Glorious Revolution
(4) independence from Great Britain
8. One result of the Opium War was that China
(1) adopted democratic reforms
15. In The Communist Manifesto, Karl Marx and Friedrich
(2) gained control of Hong Kong
Engels expressed the idea that
(3) regained control of Manchuria
(4) was divided into spheres of influence
(1) religion should be the most important factor in society
(2) power should be determined by a person’s wealth
(3) profits from work should belong to the workers
(4) supply and demand should control prices
16. Adam Smith would most likely agree with which statement?
(1) Revolution is the only solution to economic problems.
(2) Five-year plans are necessary in order to industrialize.
(3) All nations would benefit from an agricultural economy.
(4) Government should follow a laissez-faire policy
25. One way in which the Sepoy Rebellion in India and the Boxer
Rebellion in China are similar is
that both attempted to
(1) remove foreign influences
(2) restore democracy
(3) modernize their economy
(4) end religious conflict
17. “Tokyo Is Firebombed”
“Atom Bomb Dropped on Nagasaki”
Which period of Japanese history is associated with these
headlines?
(1) Tokugawa shogunate
(2) Meiji Restoration
(3) reign of Emperor Hirohito
(4) Japan’s economic miracle
26. The Opium Wars of the mid-19th century marked the
beginning of the
(1) rivalry between China and Taiwan
(2) domination of China by foreign powers
(3) decline of European influence in East Asia
(4) global effort to combat drug use
18. Which action did Japanese leaders take directly following the
visit of Commodore Perry in 1853?
(1) They attacked the British navy.
(2) They opened more ports to trade.
(3) They increased the power of the shogun.
(4) They allowed the importation of opium into Japan
27. The Opium Wars in China and the expedition of Commodore
Matthew Perry to Japan resulted in
(1) the economic isolation of China and Japan
(2) an increase in Chinese influence in Asia
(3) the beginning of democratic governments in China and Japan
(4) an increase in Western trade and influence in Asia
19. What was a direct result of the Meiji Restoration in Japan?
(1) Japan became a modern industrial nation.
(2) The Tokugawa Shogunate seized control of the government.
(3) Russia signed a mutual trade agreement.
(4) Japan stayed politically isolated
Base your answer to the following question on the quotation
below and on your knowledge of social studies.
“. . . I am willing to admit my pride in this accomplishment for
Japan. The facts are these:
It was not until the sixth year of Kaei (1853) that a steamship was
seen for the first time; it was only in the second year of Ansei
(1855) that we began to study navigation from the Dutch in
Nagasaki; by 1860, the science was sufficiently understood to
enable us to sail a ship across the Pacific. This means that about
seven years after the first sight of a steamship, after only about
five years of practice, the Japanese people made a trans- Pacific
crossing without help from foreign experts. I think we can
without undue pride boast before the world of this courage and
skill. As I have shown, the Japanese officers were to receive no
aid from Captain Brooke throughout the voyage. Even in taking
observations, our officers and the Americans made them
independently of each other. Sometimes they compared their
results, but we were never in the
least dependent on the Americans. . . .”
— Eiichi Kiyooka, trans., The Autobiography of Fukuzawa
Yukichi—Fukuzawa Yukichi, The Hokuseido Press, 1934
20. In Japan, the Meiji Restoration and the post–World War II
“economic miracle” can be
described as periods of
(1) political decentralization
(2) revolutionary democratization
(3) reactionary social change
(4) innovative industrial development
21. A major goal of both the Sepoy Mutiny and the Boxer
Rebellion was to
(1) remove foreign influences
(2) restore parliamentary government
(3) improve access to civil service examinations
(4) outlaw caste systems
22. Which written work criticized the capitalist system during the
Industrial Revolution?
(1) Communist Manifesto by Karl Marx and Friedrich Engels
(2) “White Man’s Burden” by Rudyard Kipling
(3) The Wealth of Nations by Adam Smith
(4) The Origin of Species by Charles Darwin
23. Peter the Great is to Russia as Emperor Meiji is to
(1) Mongolia (3) India
(2) Japan (4) Korea
24. • Analyzing the design of a Shang bronze pot
• Deciphering the writing on the Rosetta Stone
• Examining the fabric of a Japanese kimono
28. Which set of events is most closely associated with the nation
described in this passage?
(1) end of the Opium War → creation of European spheres of
influence
(2) end of the Tokugawa Shogunate →beginning of the Meiji
Restoration
(3) fall of the Manchus → rise of Sun Yixian (Sun Yat-sen)
(4) imperialism in China →start of World War II
29. Between 1845 and 1860, which factor caused a large
decline in Ireland’s population?
(1) famine
(3) plague
These actions are most often performed by
(1) a political scientist (3) a sociologist
(2) a geographer (4) an archaeologist
(2) civil war
(4) war against Spain