10th Grade UNIT TWO: REVOLUTION / NATIONALISM1750–1914: An Age of Revolutions, Industrialization, and Empires10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: (15-16)

Stage 1: Desired OutcomesTopic / Unit Title: 10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM:*Under what circumstances should people overthrow their government?NYS Framework10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: ((((15-16))))The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements.

10.2a Enlightenment thinkers developed political philosophies based on natural laws, which included the concepts of social contract, consent of the governed, and the rights of citizens. Students will examine at least three Enlightenment thinkers, including John

Locke, Baron de Montesquieu, and Jean-Jacques Rousseau, and key ideas from their written works.

10.2b Individuals used Enlightenment ideals to challenge traditional beliefs and secure people’s rights in reform movements, such as women’s rights and abolition; some leaders may be considered enlightened despots. Students will explore the influence of Enlightenment ideals on issues of

gender and abolition by examining the ideas of individuals such as Mary Wollstonecraft and William Wilberforce.

Students will examine enlightened despots including Catherine the Great.

10.2c Individuals and groups drew upon principles of the Enlightenment to spread rebellions and call for revolutions in France and the Americas. Students will examine evidence related to the preconditions of the French

Revolution and the course of the revolution, noting the roles of Olympe de Gouges, Maximilien Robespierre, and Napoleon Bonaparte.

Students will examine the evidence related to the impacts of the French Revolution on resistance and revolutionary movements, noting the roles of Toussaint L’Ouverture and Simon Bolivar.

10.2d Cultural identity and nationalism inspired political movements that attempted to unify people into new nation-states and posed challenges to multinational states. Students will investigate the role of cultural identity and nationalism in the

unification of Italy and Germany and in the dissolution of the Ottoman and Austrian Empires.

Common Core Skills Reading-Social Studies (RH)

2. Determine the main idea of a document3. Use information/ideas to determine cause and effect4. Use source information/ideas to differentiate and understand political, social and economic trends6. Compare and contrast various points of view8. Identify and analyze evidence

Writing (W)1. Write an argument to support claims3. Write narratives using effective techniques 4. Produce writing appropriate to task, purpose and audience9. Draw evidence from informational text

Speaking and Listening (SL)1. Initiate and participate in collaborative discussion2. Accurately use multiple sources of information4. Clearly present appropriate information and evidence

Language (L)1. Demonstrate appropriate grammar usage in writing and speaking (sentence complexity)4. Build vocabulary and expand word choice5. Understand and interpret figures of speech and nuances in word meanings

Understandings: Foundations of feudal power & medieval social structures. Copernicus, Galileo, Helio & Geocentric Theory, Absolute Monarchs,

Scientific Method. Reaction of the Church to new scientific concepts. Hobbes, Locke, State of Nature, Natural Rights, Social Contract. Voltaire, Freedom of Religion & Expression, Tolerance. Montesquieu, Separation of Powers, Checks and Balances. Beccaria, Crime & Punishment Wollstonecraft, Rights of Women.

The causes of the French Revolution The role of the National Assembly France’s international relations during the revolution. Robespierre, Reign of Terror and the Guillotine Roccoco vs. Neoclassic Art Napoleon Bonaparte and Coup d’etat Napoleonic Code Napoleonic Wars Effect of Congress of Vienna on European balance of power, geography, and social

structure.

Essential Questions: Why did the French rebel in1789? Could Louis XVI have prevented the revolution? How did the contributions of the National Assembly reflect

the Enlightenment? Did the revolutionaries take the revolution too far? Should other countries be concerned about the French

Revolution? Was an absolute leader needed to regain order in France? Should Napoleon be considered a product of the

revolution? Did Napoleon benefit France?

The possibility of lasting peace on the European continent. The social structure of Latin America prior to various Latin American revolutions. The impact of the French Revolution on Latin American independence movements. The role of nationalism in Latin American revolutions. The differences between political and social revolutions (as related to Europe and

Latin America). Key vocabulary: Congress of Vienna, balance of power, Metternich, Creoles,

Mestizos, Peninsulares, Father Hidalgo, Touissant L’Overture, Simon Bolivar.

Stage 2: Assessments and TasksCommon Core Literacy Task

Prepare a written debate between Hobbes & Locke on their competing ideas regarding government.

Exit tickets with evaluative questions about ideas of the Enlightenment.

Write a 3-5 paragraph essay that answers the overarching unit question using evidence from the Scientific Revolution & the Enlightenment.

Determine the main ideas of various documents for the unit, including The Declaration of Rights of Man, the Constitution of 1791, Robespierre’s laws and the Napoleonic Code.

Analyze causes and effects of the French Revolution using evidence from documents

Write a four paragraph essay evaluating causes of the French Revolution.

Write a four paragraph essay evaluating the leadership of Napoleon Bonaparte.

Exit tickets – How would Enlightenment thinkers feel about…(the events discussed that day, e.g. King Louis XVI, Reign of Terror, Napoleonic code)?

Create a two-page dialogue based on the goals of the leaders of the Congress of Vienna.

Write a 2-page diary entry from the perspective of one of the Latin American revolutionary leaders explaining reasons for revolution and difficulties in achieving their goals.

Write a 3-5 paragraph essay that answers the overarching unit question using evidence how revolutions can change the world.

RAFT Activity Role – African Slave or Native American in colonial Latin America Audience – Peninsulares or “ruling class” of colonial Latin America. Format – poem or song lyrics Topic – treatment of lower classes in Latin America, possibility and growing

sentiments of revolt, unfairness of colonial Latin American social

Performance Task(s) – Other Evidence Write an essay which discusses how Enlightenment

concepts apply to modern society. Create posters, speeches, & obituaries which explain key

concepts of the Scientific Revolution and the Enlightenment.

Write a conversation between the three Estates in France about the Old Regime.

Write an analysis of King Louis XVI’s actions by answering scaffolding questions about each event as it unfolds and make predictions for the future.

Discuss benefits of the Declaration of Rights of Man and the Constitution of 1791.

Write headlines about France’s foreign wars. Write an editorial on Napoleon Bonaparte based on

documents. Give Napoleon a “grade” based on his policies. Analyze and discuss Neo-classical art and the role of

Jacques-Louis David’s work in the revolution.

Write an essay which discusses how revolutionary concepts apply to modern society.

Create posters, speeches, & obituaries which explain key concepts of the Latin American independence movement.

Jig-saw/Expert activity wherein students individually learn about a particular Latin American revolutionary leader and are then tasked with sharing their expertise to the whole class (in speech or written form).

Story Chain, including vocabulary word maps and answers to various AIM questions.

GISTing activity – students will read a topical article, answer the W’s (who, what, when, etc.), and write a limited-word response in paragraph form to demonstrate comprehension (for example, the paragraph can be no longer than 20 words total).

Accommodations: Scaffolds and Differentiation

Cont

ent o Modify primary source texts (variety, complexity, length)

o Incorporate alternative materials (visual, video, audio, internet)o Provide supplementary resources for supports o Group with a purpose

Proc

ess

o Model skills, task and/or product o Utilize graphic organizers / note taking template o Provide individual or group intervention and support o Re-enforce vocabulary / concept developmento Provide choice / variety of activities or tasks o Group with a purpose

Prod

uct

o Assign specific, purposeful assessments to individuals or groupso Allow students to choose from a variety of assessments o Provide scaffolds / supports (outlines, templates, models)o Provide extension activities to expand thinking or understanding o Group with a purpose

How will students reflect upon and self-assess their learning? Written essays with feedback Preparing for writing an essay

Class discussion Homework with feedback Exit Tickets

Stage 3: Learning Plan

Aim: Was the Enlightenment a result of the Scientific Revolution? Identify/Define: philosophies, Age of Enlightenment, natural law, natural rights, separation of powers, checks and balances, tyranny, Age of

Reasons, physiocrats, civil liberties, laissez-faire. Discuss the main ideas of the writings of the Enlightenment: Voltaire, Rousseau, Montesquieu. Explain the main ideas of the Enlightenment. Evaluate whether the ideas of the Enlightenment apply in today’s society. Evaluate whether the Enlightenment was a belief or an idea.

Aim: Did the Enlightenment change people’s views of government? Identify/define: Rousseau’s Social Contract, Diderot’s Encyclopedia, Montesquieu’s The Spirit of Laws, John Locke’s Two Treatises of

Government, Thomas Hobbes’ The Leviathan, Adam Smith’s The Wealth of Nations, democracy, nationalism. Discuss and analyze the impact of the Enlightenment on the development of democracy in Europe. Evaluate the effect of the Age of Enlightenment on ruling monarchs. Describe and analyze the effects of the Enlightenment on 18th century Europe. Evaluate the extent to which the Enlightenment changes people’s views of government.

Aim: Was France under the old regime ripe for revolution? OR Did the Enlightenment provide fertile ground for revolution in France? OR Were the fires of discontent in France fueled by Enlightenment ideas? Identify/define: First, Second, and Third Estates, tithe, taille, gabelle, Old Regime, peasantry, aristocracy, clergy, established church, Estates

General Describe and analyze the political, economic, and social conditions in France under the Old Regime. Explain and analyze the grievances of the Third Estate in France. Describe and analyze the powers and privileges granted to the First and Second Estates in France. Explain the criticisms of the Old Regime made by philosophers and writers of the Enlightenment and evaluate the extent to which these ideas

inspired the French Revolution. Evaluate whether or not France sunder the Old Regime was ripe for Revolution.

Aim: should the French have been satisfied with the changes enacted by the National Assembly (after the Fall of the Bastille)? OR did the National Assembly satisfy the needs of the people? Identify/define: feudalism, assignats, abolition, émigrés, limited monarchy, legislative assembly Explain how the following reforms enacted by the National Assembly “changed” the conditions that existed under the Old Regimes: (a) abolition of

feudalism and special privileges, (b) Declaration of the Rights of Man, (c) Seizure of Church lands, (d) Civil Constitution of the clergy, (e) reform of local government, (f) Constitution of 1791.

Discuss the extent to which the government’s policies reflected Enlightenment ideas. Assess the extent to which the National Assembly met the needs of each class in society. Evaluate whether or not the French should have been satisfied with the changes enacted by the National Assembly to reform the Old Regime.

Aim: Was the Reign of Terror an effort to preserve national security? OR Should freedom be limited to preserve national security? Identify/define: Danton, Marat, Robespierre, Committee of Public Safety, Jacobins, Girondists, “Liberty, Fraternity, Equality”, National Convention,

Directory Explain why each of the following was either satisfied or unsatisfied with the results of the Revolution of 1791: (a) émigrés, (b) churchmen, (c)

radicals, (d) monarchs of Europe, (e) peasant, (f) bourgeoisie. Explain how the National Convention “protected” and “promoted” the French Revolution. Describe the causes and the effects of the Reign of Terror in France. Assess whether or not the French Revolution significantly improved the lives of the French people and changed France for the better and/or

whether the Reign of Terror went too far to preserve the French Revolution.

Aim: Was Napoleon the right man to rule France? Identify/define: Directory, coup d’etat, plebiscite, the Consulate, sister republics. Describe the conditions in France which helped to make Napoleon’s coup d’etat possible. Describe and analyze those traits and character and personal achievement which helped Napoleon rise to power in France. Evaluate the advantages and disadvantages of one-man rule.

Aim: Was Napoleon a true “son of the revolution?” OR Can a dictator bring about democratic reform? OR Was Napoleon a savior or a dictator? Identify/define: Confederation of the Rhine, Grand Duchy of Warsaw, universal manhood suffrage, Concordat of 1801, Napoleonic Code,

Continental System, exile, the Consulate, Legion of Honor, Bank of France. Locate on a map of Europe those areas conquered and/or controlled by Napoleonic France. List, describe and analyze Napoleon’s reforms regarding the legal system, education, taxation, money and banking, relations with the Catholic

Church. Explain and analyze those Napoleonic measures which turned France into a dictatorship. Explain the reasons for Napoleon’s downfall. Evaluate whether or not napoleon was a true “son of the Revolution”. Evaluate whether Napoleonic rule preserved or destroyed the gains made by the French Revolution. Evaluate whether or not a dictator can bring about democratic reform in a society.

Aim: Can an international organization provide stability and peace? OR Did the Congress of Vienna lay the foundation for world stability? OR Can a balance of power maintain world peace? Identify/define: conservative, reactionary, liberalism, balance of power, legitimacy, compensation, Concert of Europe, Congress of Vienna, holy

Alliance, Quadruple Alliance, nationalism. Explain how the territorial changes made at the Congress of Vienna violated the principle of nationalism. Explain how the Congress of Vienna tried to bring about a balance of power. List and explain the methods used by Metternich and his allies to suppress nationalistic and democratic ideas: (a) military power, (b) alliances, (c)

censorship and spies. Evaluate whether a balance of power can exist in a revolutionary world. Evaluate the extent to which an international organization can provide stability and peace.

Aim: Do revolutions have a global impact? OR Did the French Revolution plant the seeds for future revolutions? Show examples of spreading nationalism in other European nations as well as Latin American nations arising from the French Revolution: (a) Latin

American Revolutions from 1810-1832, (b) Revolutions of 1830 – 1832 in France, Belgium, Italy, and Poland: (c) Revolutions of 1848 in France, the Austrian Empire, Italy and Germany

Evaluate the impact of the French Revolution on the revolutionary movements throughout Europe and Latin American during the Age of Democratic Revolution.

Discuss the extent to which the French Revolution overturned the balance of power which previously existed in Europe. Evaluate Metternich’s statement: “When France sneezes, all Europe catches cold.” Discuss this statement in light of the conditions and events in

1830 and 1848. Evaluate whether or not the Metternich System was effective in stopping the spread of European nationalism.

Aim: Did the Latin American revolutions against colonial rule bring about social change? OR Do revolutions create social change? Identify/define: peninsulares, Creoles, mestizos, nationalism, social revolution, political revolution. Discuss the impact of the French and American Revolutions on the Latin American independence movements. Analyze the roles and perspectives of the various social classes on the revolutions in Latin American: (a) land-holding elite, (b) Creoles, (c)

Mestizos, (d) native peoples, (d) slaves Discuss the role of the Church and the military in the revolutions in Latin America. Evaluate the role of nationalism in the Latin American revolutions,. Analyze the difference between a political and social revolution and evaluate whether the Latin American revolutions were social or political

revolutions. Evaluate whether or not the Latin American revolutions significantly changed Latin American society for the better.

Aim: Were the leaders of the Latin American independence movements true revolutionaries? Identify/define: Father Hidalgo, Padre Jose Morelos, Augustin de Iturbide, Simon Bolivar, Toussaint L’Ouverture, Jose de San Martin, Bernardo

O’Higgins, gruto de Delores. Describe the role of Toussaint L’Ouverture and discuss how Haiti achieved independence Describe how Simon Bolivar, Jose de San Martin, and Bernardo O’Higgins ended Spanish rule. Analyze how Bolivar’s ideas on Latin American independence and government reflect Enlightenment thought. Explain the role of Father Hidalgo, Padres Jose Morelos, the Native Americans, and the mestizos in Mexican independence. Compare and contrast the liberation of Brazil with that of the other Latin American nations. Discuss the positive and negative effects of independence on the people of Latin America. Evaluate whether or not the leaders of the Latin American independence movements were true revolutionaries.

Aim: Was nationalism a positive, unifying force in the 19th century? Identify/define: Mazzini, Cavour, Garibaldi, Risorgimiento, young Italy, Bismarck, blood and iron. Compare and contrast maps of Italy and Germany both before and after unification. Describe and compare and contrast the methods used by the Italian leaders and by Bismarck to unify their countries. Discuss how Cavour and Bismarck used their positions of power in Sardinia and Prussia s points of departure for unification. Assess whether or not Germany and Italy benefited from unification. Evaluate whether the methods and efforts of these nationalist leaders were justified. Evaluate whether nation building can take place without strong/great leaders.

Teacher Reflection for Future Planning

Evaluate responses during class discussion Evaluate homework

Evaluate written essays and written classwork Will explore test results and essay writing skills on class exam to shape future writing lessons

January 2008

Theme: ChangeNot all revolutions are political. Nonpolitical revolutions have brought important intellectual, economic and/or social changes to societies.

Task: Identify two nonpolitical revolutions that brought important intellectual, economic and/or social changes to societies and for each ● Describe one change brought about by this nonpolitical revolution ● Discuss an impact this nonpolitical revolution had on a specific society or societies

You may use any nonpolitical revolution that brought important intellectual, economic, and/or social changes from your study of global history. Some suggestions you might wish to consider include the Neolithic Revolution (10,000 B.C. – 6,000 B.C.), the Commercial Revolution (11th – 18th centuries), the Scientific Revolution (16th – 18th centuries), the Enlightenment (17th – 18th centuries), the Agricultural Revolution (18th-19th centuries), the Industrial Revolutions in Europe (18th-19th centuries), and the Green Revolution (late 20th century).

June 2014Theme: Change—Challenges to Tradition or Authority Throughout history, individuals have challenged established traditions and authorities. Their efforts have inspired or influenced change and have met with varying degrees or success.

Task: Select two individuals who have challenged tradition or authority and for each ● Describe the established tradition or authority as it existed before it was challenged by the individual ● Discuss how the individual challenged established tradition or authority ● Discuss the extent to which change was achieved as a result of this challenge

You may use any individual from your study of global history and geography. Some suggestions you might wish to consider include Galileo Galilei, Mary Wollstonecraft.

January 2010Theme: Culture and Intellectual LifeIntellectuals, philosophers, and leaders have often recorded their ideas in written works. These ideas have been used throughout history to guide societies and influence the course of national and regional development.

Task: Select two intellectuals, philosophers, and/or leaders and a writing associated with that person and for each ● Describe the historical circumstances surrounding this writing ● Describe a main ideas found in this writing ● Discuss how this idea has influenced the development of a nation or region

You may use any intellectuals, philosophers, or leaders from your study of global history. Some suggestions you might wish to consider include.

Bartolome de las Casas- Brief report on the Destruction of the Indians Martin Luther- Ninety-five Theses John Locke- Two Treatises on Government Olympe de Gouges- The Declaration of the Rights of Women Karl Marx- Communist Manifesto Theodor Herzl- On the Jewish State Adolf Hitler- Mein Kampf Mao Zedong- Little Red Book Nelson Mandela- Long Walk to Freedom

June 2013Theme: Change—Revolution

Throughout history, revolutions have developed in response to a variety of conditions. These revolutions have often resulted in significant political, economic and social change.

Task: Select two revolutions and for each ● Describe the historical circumstances leading to this revolution ● Discuss the political, economic and/or social effects of this revolution

You may use any revolution from your study of global history and geography. Some suggestions you might wish to consider include the Neolithic Revolution, French Revolution, Haitian Revolution, Industrial Revolution, Russian Revolution, Mexican Revolution, Chinese Cultural Revolution, and Green Revolution in Agriculture.

Multiple Choice1 New scientific knowledge and understandings that developed during the Scientific Revolution were most often based on(1) observation and experimentation(2) church law and faith(3) superstition and ancient practices(4) geometric formulas and astrology

2 Which pair correctly links the region where Enlightenment ideas first developed to a region to which those ideas spread?(1) Asia →eastern Europe(2) Africa →southeastern Asia(3) western Europe →the Americas(4) eastern Africa →India 3 Baron de Montesquieu believed that a separation of powers would(1) prevent tyranny by acting as a check on power(2) restore authority to the Roman Catholic Church(3) increase corruption of political authority(4) decrease the power of the middle class

Base your answer to question 4 on the time line below and on your knowledge of social studies.

4 Which historical period is most closely associated with these achievements?(1) Pax Romana (2) Age of Alexander the Great (3) European Middle Ages(4) Scientific Revolution

5• Copernicus’ heliocentric model of the universe

• Newton’s law of gravitation• Descartes’ belief in truth through reason

This set of ideas from the Scientific Revolution gave Europeans a new way to(1) view humankind’s place in the universe(2) support the core beliefs of the church(3) authenticate historical facts(4) verify civil liberties

6 One way in which the contributions of Copernicus, Galileo, and Newton are similar is that each(1) challenged the heliocentric theory of the universe(2) based his work on Enlightenment principles of social contract(3) practiced observation and experimentation in his work(4) supported the work of the Inquisition

Base your answer to question 7 on the diagram below and on your knowledge of social studies.

7 Which scientist is most directly associated with formulating this view of the solar system? (1) Ptolemy (2) Descartes(3) Copernicus(4) Newton

8 Galileo Galilei and Sir Issac Newton are most closely associated with(1) initiating religious reforms(2) leading political revolutions(3) conducting investigative experiments(4) engaging in foreign conquests

9 Which individual suggested the idea that if a government fails to protect its people’s natural rights of life, liberty, and property, the people have the right to overthrow it?(1) Karl Marx(2) John Locke(3) Thomas Hobbes(4) Niccolò Machiavelli

10 One scientific belief held by both René Descartes and Isaac Newton is that(1) reasoned thought is the way to discover truth(2) new theories should be made to fit existing traditional ideas

(3) the method by which discoveries are made is unimportant(4) difficult problems should be solved by reading religious texts

11 The ideas of Enlightenment philosophers were based on (1) efforts to achieve salvation(2) faith in human reason(3) traditional practices(4) the inevitability of poverty

12 Why is the Enlightenment considered a turning point in world history?(1) The factory system was used to mass-produce goods.(2) Martin Luther broke away from the Roman Catholic Church.(3) Europeans changed their thinking about the role of government.(4) The Columbian exchange occurred.

13 Which step did Catherine the Great take that is consistent with Enlightenment ideas?(1) ordering the burning of books(2) strengthening the institution of serfdom(3) expanding Russian territory into Ukraine(4) considering a law code that would treat all citizens equally

14 Belief in the ideas of the Enlightenment and discontent within the Third Estate were causes of the(1) French Revolution(2) Counter Reformation(3) Industrial Revolution(4) Spanish Reconquista

Base your answer to question 15 on the passage below and on your knowledge of social studies. ...The document so frantically cobbled together was stunning in its sweep and simplicity. Never once mentioning king, nobility, or church, it declared the “natural, inalienable and sacred rights of man” to be the foundation of any and allgovernment. It assigned sovereignty to the nation, not the king, and pronounced everyone equal before the law, thus opening positions to talent and merit and implicitly eliminating all privilege based on birth. More striking than any particular guarantee, however, was the universality of the claims made. References to “men,” “man,” “every man,” “all men,” “all citizens,” “each citizen,” “society,” and “every society” dwarfed the single reference to the French people....— Lynn Hunt, Inventing Human Rights: A History W. W. Norton & Company

15 This passage discusses ideals most directly associated with the(1) Golden Age of Islam(2) Reign of Charlemagne(3) Reformation(4) Enlightenment

16 Which course of action does the theory of laissez-faire suggest a government should follow?(1) providing help for people in need(2) establishing businesses to create jobs(3) letting natural laws regulate the economy(4) controlling the mineral resources of a country

17 • Supported reforms• Believed in natural rights and religious toleration• Viewed themselves as servants of their state

In the 18th century, European leaders that fit these characteristics were best known as

(1) theocratic monarchs(2) enlightened despots(3) totalitarian dictators(4) prime ministers

Base your answer to question 18 on the passage below and on your knowledge of social studies.... Nor is there liberty if the power of judging is not separate from legislative power and from executivepower. If it were joined to legislative power, the power over the life and liberty of the citizens would be arbitrary, for the judge would be the legislator. If it were joined to executive power, the judge could have the force of an oppressor....—Montesquieu, The Spirit of the Laws

19 In this passage, Montesquieu is making reference to(1) an enlightened despotism(2) a policy of mercantilism(3) a separation of powers(4) a social contract

20 Adam Smith’s laissez-faire theories are most closely associated with(1) the separation of church and state(2) minimal government regulation of the economy(3) a command economy(4) high tariffs to protect domestic businesses

21 Laissez-faire practices are most closely associated with a(1) traditional economy(2) market economy(3) command economy(4) mixed economy

22 Which traits characterize a laissez-faire capitalist economic system?(1) slash-and-burn agriculture and animal-powered technology (2) central planning and government quotas(3) private property and profit incentive(4) national health care and social security

23 Which phrase best illustrates the theory of laissez-faire capitalism?(1) businesses operating with little government regulation(2) the state establishing production quotas(3) central planning committees setting prices on goods(4) decisions related to distribution being based on community traditions

24 Which idea is central to John Locke’s Two Treatises of Government?(1) A government’s power comes from the consent of the people.(2) Predestination will determine who will go to heaven.(3) Famine, disease, and conflict are natural checks on population growth.(4) The have-nots will rise up and overthrow the government of the haves

25 Which statement represents a key idea directly associated with John Locke’s Two Treatises ofGovernment?(1) Freedom of speech should be denied.(2) The king’s power on Earth comes from God.(3) All people are born with the right to life, liberty, and property.(4) Individuals acting in their own self-interest will achieve economic success.

26 Which individual suggested the idea that if a government fails to protect its people’s natural rights of life, liberty, and property, the people have the right to overthrow it?(1) Karl Marx(2) John Locke(3) Thomas Hobbes(4) Niccolò Machiavelli

27 Adam Smith’s Wealth of Nations stressed the importance of(1) tradition(2) supply and demand(3) large corporations(4) government ownership

Multiple Choice1 Belief in the ideas of the Enlightenment and discontent within the Third Estate were causes of the(1) French Revolution(2) Counter Reformation(3) Industrial Revolution(4) Spanish Reconquista

2 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

3 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

4 One way in which Robespierre and Louis XVI of France are similar is that both(1) were removed from power during the French Revolution(2) adopted ideas of the Congress of Vienna(3) implemented policies of religious tolerance(4) decreased government control of the economy

5 Maximilien Robespierre and the Jacobins are best known for(1) instituting the Reign of Terror(2) protecting freedom of religion(3) supporting the reign of King Louis XVI(4) sending French troops to fight in the American Revolution

6 One way in which the Justinian Code and the Napoleonic Code are similar is that both(1) made slavery unacceptable(2) gave people a set of rules to follow(3) treated all equally under the law(4) provided for religious freedom

7 Which individual suggested the idea that if a government fails to protect its people’s natural rights of life, liberty, and property, the people have the right to overthrow it?(1) Karl Marx(2) John Locke(3) Thomas Hobbes

(4) Niccolò Machiavelli

8 Which idea is central to John Locke’s Two Treatises of Government?(1) A government’s power comes from the consent of the people.(2) Predestination will determine who will go to heaven.(3) Famine, disease, and conflict are natural checks on population growth.(4) The have-nots will rise up and overthrow the government of the haves.

9 Which statement represents a key idea directly associated with John Locke’s Two Treatises ofGovernment?(1) Freedom of speech should be denied.(2) The king’s power on Earth comes from God.(3) All people are born with the right to life, liberty, and property.(4) Individuals acting in their own self-interest will achieve economic success.

10 In the late 1700s, which situation in France is considered a cause of the other three?(1) meeting of the Estates General(2) unfair policies of taxation(3) execution of the king(4) storming of the Bastille

Base your answer to question 11 on the passage below and on your knowledge of social studies.... We must ask ourselves three questions.

1. What is the Third Estate? Everything.2. What has it been until now in the political order? Nothing.3. What does it want to be? Something. ... — Abbé Sieyès, 1789 (adapted)

11 Based on this passage, what did the Third Estate want?(1) independence from France(2) more influence in the political system(3) removal of the monarchy(4) freedom of religion in France

12 One way in which the caste system in traditional India and the Estates system of pre-revolutionary France are similar is that(1) occupations were attained by merit(2) social mobility was very limited(3) status was determined by education(4) impact on the daily lives of people was minimal

13 “Liberty, Equality, Fraternity” and “Peace, Land, and Bread” are slogans used by revolutionaries to represent (1) frameworks for economic stability(2) political and economic ideals(3) plans for maintaining the social hierarchy(4) methods of political reform

Multiple Choice1 What was one effect of the Latin American revolutions of the 19th century?(1) Democracy became the dominant political system in Latin America.(2) European colonialism replaced the independent governments of Latin America.(3) Many Latin American countries achieved independence.(4) Countries in Latin America deported most people with European ancestry.

Base your answer to question 2 on the cartoon below and on your knowledge of social studies.

2 The idea expressed in this cartoon is most closely associated with the(1) alliances formed in Europe(2) division of Africa discussed at the Berlin Conference(3) spheres of influence established in China by foreigners(4) border changes made at the Congress of Vienna

3 Which region’s colonial class structure included peninsulares, creoles, and mestizos?(1) western Europe (2) sub-Saharan Africa (3) East Asia(4) Latin America

4 •Toussaint L’Ouverture• Bernardo O’Higgins• José de San Martín

These individuals had their greatest impact on the(1) unification of Italy(2) independence movements in Latin America(3) Zionist movement(4) Catholic Counter Reformation

5 Simón Bolívar, Toussaint L’Ouverture, and José de San Martín are all associated with revolutions in(1) Africa (2) Europe (3) South Asia(4) Latin America

6 During the 1800s, many Latin American countries were characterized by a(1) reliance on cash crops(2) transition to command economies(3) redistribution of land to the peasants(4) withdrawal from the world market7 Toussaint L’Ouverture and José de San Martín are leaders best known for (1) leading independence movements

(2) supporting religious reforms(3) promoting civil disobedience(4) opposing democracy

8 One way in which Toussaint L’Ouverture, Kwame Nkrumah, and Ho Chi Minh are similar is that each leader(1) opposed the role of the Roman Catholic Church in politics(2) established the first democratic government in his country(3) fought to free his country from European control(4) embraced the principles of civil disobedience

9 One way in which Toussaint L’Ouverture, Simón Bolívar, and José de San Martín are similar is that they all were (1) supporters of mercantile policies(2) leaders of independence movements(3) democratically elected leaders(4) industrial labor reformers

Base your answer to question 10 on the partial outline below and on your knowledge of social studies.I. __________________________________A. Ideas from the American Revolution spread.B. Enslaved persons burned sugar fields and rebelled against French slave owners.C. Toussaint L’Ouverture organized rebels.

10 Which title best completes this partial outline?(1) Causes for Bismarck’s Rise to Power(2) Factors of the Haitian Revolution(3) Results of the Munich Pact(4) Situations Contributing to the Zionist Movement

11 Which mountains were an obstacle to Simón Bolívar’s efforts to unify Gran Colombia?(1) Alps (2) Andes(3) Zagros(4) Urals

12 Which geographic feature presented an obstacle to Simón Bolívar’s forces?(1) Sahara Desert (2) Andes Mountains (3) Great Rift Valley(4) Strait of Malacca

13 The Andes Mountains and the Amazon River basin affected Simón Bolívar’s efforts to bring about(1) economic imperialism(2) political unification(3) religious solidarity(4) technological improvements