Period 3: c. 1815 to c. 1914

1. Questions 1.1–1.4 refer to the following excerpt. “When the first water-frames for spinning cotton were erected at Cromford…mankind were little aware of the mighty revolution which the new system of labor was destined by Providence to achieve, not only in the structure of British society, but in the fortunes of the world at large. Arkwright alone had the sagacity to discern, and the boldness to predict in glowing language, how vastly productive human industry would become…when made to consist of the task of guiding the work of mechanical fingers and arms, and regularly impelled with great velocity by some indefatigable physical power…” —Andrew Ure, The Philosophy of Manufactures, 1835 1.1. Which of the following contributed to the rise of the new labor system in England that Andrew Ure

referenced? A. competition from continental powers like Prussia and Austria B. available supply of natural materials like coal and iron ore C. French investment in English infrastructure D. the loss of colonial financial opportunity

1.2. Who was most likely to provide the capital needed for this system of labor and production? A. factory owner B. Parliament C. the monarchy D. foreign investors

1.3. Which 19th century writer disagreed with Andrew Ure’s description of labor?

A. Adam Smith B. Robert Owen C. Friedrich List D. Friedrich Engles

1.4. How were artisans negatively affected by the factory system process Ure described?

A. They were forced to immigrate in order to find work. B. They were required to transition into positions of compulsory military service. C. They lost control of their means of production. D. They were denied access to a minimum working wage because they refused to join unions.

2. Questions 2.1–2.4 refer to the following excerpt. “Italians! The Sicilians are fighting against the enemies of Italy and for Italy. To help them with money, arms, and especially men, is the duty of every Italian. If the cities do not offer sufficient basis for insurrection, let the more resolute throw themselves into the open country. A brave man can always find a weapon… Let us arm. Let us fight for our brothers, tomorrow we can fight for ourselves. A handful of brave men, who have followed me into battle for our country, are advancing with me to the rescue. Italy knows them; they always appear at the hour of danger. Brave and generous companions, they have devoted their lives to their country; they will shed their last drop of blood for it, seeking no other reward than that of a pure conscience.” —General Giuseppe Garibaldi, 1860

2.1. What was the objective of the “brave and generous companions [who]…will shed their last drop of blood”? A. the overthrow of the leadership of Victor Emmanuel B. the removal of the pope as the spiritual and temporal leader of Italy C. the unification of the Italian states into one nation D. the establishment of a monarchy under the leadership of Camillo Cavour

2.2. What two ideologies motivated Garibaldi?

A. Marxism and liberalism B. Romanticism and conservatism C. conservatism and nationalism D. nationalism and republicanism

2.3. All of the following events helped inspire this action in 1860 EXCEPT A. the creation of an independent, united German state at the Frankfurt Assembly. B. Mazzini’s establishment of the Young Italy Society. C. the 1849 Roman Republic. D. the Italian nationalist uprising in 1831.

2.4. What government developed in Italy once Garibaldi’s uprising was complete?

A. a republican form of government that recognized universal male suffrage B. a confederation of city-states led by a relatively weak executive council C. a monarchy led by the Piedmont king Victor Emmanuel D. a military dictatorship led by General Garibaldi

3. Questions 3.1–3.3 refer to the following excerpt. “I accuse Lt-Col du Paty de Clam of having been the diabolical agent of a miscarriage of justice (though unwittingly, I am willing to believe) and then of having defended this evil deed for the past three years through the most preposterous and most blameworthy machinations… I accuse General Billot of having in his hands undeniable proof that Dreyfus was innocent and of having suppressed it, of having committed this crime against justice and against humanity for political purposes, so that the General Staff, which had been compromised would not lose face… As for the persons I have accused, I do not know them: I have not seen them: I feel not rancour or hatred toward them. To me, they are mere entities, mere embodiments of social malfeasance. And the action I am taking here is merely a revolutionary means to hasten the revelation of truth and justice… Let them dare to summon me before a court of law! Let the inquiry be in broad daylight! I am waiting.” —Emile Zola, Letter to the President of the Republic, 1898 3.1. What had the victim in this newspaper article been falsely accused of?

A. passing French military secrets to the Germans B. serving as a double agent for the Russian government C. attempting to assassinate the French president during the French Commune D. stealing funds from the government to pay for a revolution against the Third Republic

3.2. Why had evidence proving Dreyfus’ innocence been suppressed, resulting in a false conviction?

A. The government wanted to cover up Marxist attitudes in France by casting blame in a different direction.

B. Dreyfus was a victim of anti-Semitic attitudes in both society and the government. C. The guilty party was a popular government figure and the president wanted to spare him. D. It came from a member of the German press corps and people were hesitant to believe it.

3.3. What did the Dreyfus affair help convince Theodor Herzl to do? A. demand the immediate resignation of the French president B. call for the arrest and prosecution of Emile Zola for libel C. launch the European Zionist movement D. organize the first human rights organization

4. Questions 4.1–4.4 refer to the following excerpt. “The wealth of China is used to profit the barbarians… By what right do they then in return use the poisonous drug to injure the Chinese people?… Since it is not permitted to do harm in your own country, then even less should you let it be passed on to the harm of other countries – how much less to China! Of all that China exports to foreign countries, there is not a single thing which is not beneficial to people… Now we have set up regulations governing the Chinese people. He who sells opium shall receive the death penalty and he who smokes it also the death penalty… [I]n the new regulations, in regard to the barbarians who bring opium to China, the penalty is fixed at decapitation or strangulation. This is what is called getting rid of a harmful thing on behalf of mankind…” —Letter from Lin Tse-hsu (Chinese official) to Queen Victoria of England, 1839 4.1. What motivated the British trade discussed by Lin Tse-hsu?

A. retaliation for overpriced goods like silk and tea B. concern over the closure of Chinese markets to British textiles C. fear that the Chinese market would be taken over by other European nations, as well as the United

States D. desire of merchants to use goods secured in India to improve their trade position in China

4.2. What was the British response to this request by the Chinese government?

A. The British instigated a war using free trade as the justification. B. The British abandoned the opium trade in order to preserve access to Chinese markets. C. The British negotiated a trade agreement that allowed limited opium trade in the port of Canton. D. The British elected to leave the Chinese market entirely and turned their attention in India.

4.3. As a result of this disagreement with China, Great Britain ultimately received all of the following from China EXCEPT

A. control of Hong Kong. B. reparations payments from China. C. tax-free access to Chinese silk and tea. D. permission for Christian missionaries to act freely in China.

4.4. What nineteenth century liberal idea about free trade was challenged by this disagreement with China?

A. Tariffs on trade were the best way to secure a nation’s economic interests. B. Free trade led to peaceful relationships with other countries. C. Opening foreign markets in East Asia would prove to be an impossible task for European nations. D. Rising nations like the United States would not be able to challenge European trade interests in Asia.

5. Questions 5.1–5.3 refer to the following image.

Joseph William Turner – Rain, Steam, and Speed – The Great Western Railway, 1844

5.1. This painting best illustrates which of the following nineteenth century artistic movements?

A. Romanticism B. the Pre-Rapahelite School C. Realism D. the Art Nouveau movement

5.2. What nineteenth century tension does Turner highlight in this image? A. the triumph of the Romantic Movement over Realism B. the value of painted artistic expression over written expression C. the privilege of the upper social classes and the exploitation of the working class D. the new technology of the Industrial Revolution and its interaction with natural world

5.3. Artists like Joseph William Turner often focused intensely on nature in their paintings because they

A. believed that the science surrounding the Industrial Revolution was effectively explaining the forces of nature.

B. wanted to reflect the scientific work of nineteenth century thinkers like Charles Darwin. C. were emotionally drawn to the powerful forces displayed in nature. D. felt that Rococo portraiture had supplanted the traditional landscape painting.

6. Questions 6.1–6.4 refer to the following excerpt. “When, in the course of development, class distinctions have disappeared, and all production has been concentrated in the hands of a vast association of the whole nation, the public power will lose its political character. Political power, properly so called, is merely the organised power of one class for oppressing another. If the proletariat during its contest with the bourgeoisie is compelled, by the force of circumstances, to organise itself as a class, if, by means of a revolution, it makes itself the ruling class, and, as such, sweeps away by force the old conditions of production, then it will, along with these conditions, have swept away the conditions for the existence of class antagonisms and of classes generally, and will thereby have abolished its own supremacy as a class. In place of the old bourgeois society, with its classes and class antagonisms, we shall have an association, in which the free development of each is the condition for the free development of all.” —Karl Marx and Friedrich Engels, Communist Manifesto 1848

6.1. What specific economic and social conditions were Marx and Engels referring to in this selection? A. the social order that developed following the French Revolution B. the impacts of the revolutionary upheaval of 1848 C. the social and economic order that emerged with the Industrial Revolution D. the societal concerns created due to Irish immigration after the potato famine

6.2. What did Marx and Engels view as the fundamental cause of the conflict discussed in this selection?

A. historical tension concerning the control of the means of production B. the failure to give the working classes the right to vote C. governmental failure to improve urban living and working conditions D. gender tension among the members of the working classes

6.3. Marx and Engels’ assertion that “the free development of each is the condition for the free development of all” is an extension of what other intellectual idea?

A. Romanticism B. nationalism C. socialism D. Social Darwinism

6.4. This passage from Marx and Engels demonstrates a significant difference between their ideology and other

thinkers because Marx and Engels A. failed to support gender equality, while other thinkers like Robert Owen actually implemented policies

of gender equality. B. refused to acknowledge any meaningful correlation between social issues and political ideas, but other

reformers said the two were closely linked. C. were adamantly opposed to violence as a tool to accomplish their goals, whereas groups like the

Anarchists saw violence as the only useful technique. D. demanded the complete elimination of private property, whereas other thinkers advocated a significant

rearrangement of society while still allowing for private property. 7. Questions 7.1–7.3 refer to the following excerpt. “That the various forms of epidemic, endemic, and other disease caused, or aggravated, or propagated chiefly amongst the labouring classes by atmospheric impurities produced by decomposing animal and vegetable substances, by damp and filth, and close and overcrowded dwellings prevail amongst the population in every part of the kingdom… That such disease, wherever its attacks are frequent, is always found in connexion with the physical circumstances above specified, and that where those circumstances are removed by drainage, proper cleaning, better ventilation, and other means of diminishing atmospheric impurity, the frequency and intensity of such disease is abated; and where the removal of noxious agencies appears to be complete, such disease almost entirely disappears… The primary and most important measures, and at the same time the most practicable, and within the recognized province, and within the recognized province of public administration, are drainage, the removal of all refuse of habitations, streets, and roads, and the improvement of the supplies of water.” —Edwin Chadwick, Summary from the Poor Law Commissioners 7.1. What specific type of reform did Chadwick’s Summary from the Poor Law Commissioners help promote?

A. hospital reform B. sanitation reform C. medical vaccinations for children D. government-provided medical care

7.2. What disease outbreak prompted this report by Edwin Chadwick? A. cholera B. malaria C. smallpox D. tuberculosis

7.3. What specific reforms were introduced in England in response to Chadwick’s Summary from the Poor Law

Commissioners? A. widespread vaccinations to prevent the spread of disease B. the building of new water and sewer systems C. new medical practices, including the quarantining of sick patients in hospitals D. the introduction of early air pollution controls on factories that used coal

8. Questions 8.1–8.4 refer to the following excerpt. “Required as we are, universally, to support and obey the laws, nature and reason entitle us to demand, that in the making of the laws, the universal voice shall be implicitly listened to. We perform the duties of freemen; we must have the privileges of freemen. WE DEMAND UNIVERSAL SUFFRAGE. The suffrage to be exempt from the corruption of the wealthy, and the violence of the powerful, must be secret… WE DEMAND THE BALLOT The connection between the representatives and the people, to be benefitted must be intimate… To public safety as well as public confidence, frequent elections are essential. WE DEMAND ANNUAL PARLIAMENTS With power to choose, and freedom in choosing, the range of our choice must be unrestricted.” —The People’s Petition of 1838 8.1. Which group of people in England was responsible for the issuance of The People’s Petition?

A. Robert Owen’s New Lanark followers B. the industrial middle class C. women suffragettes D. the Chartists

8.2. In addition to the demands mentioned above, The People’s Petition also called for

A. the end to a “religious test” in order to serve in the government. B. equal taxation for all classes in English society. C. the elimination of property qualifications to vote. D. women to be granted to same voting rights as men.

8.3. What is the significance in English political history of The People’s Petition?

A. Although it did not achieve all six of its demands, it did manage to enfranchise the English working class.

B. It successfully promoted the vote for women. C. It represents the only time in the nineteenth century when Parliament accepted and voted on a petition

introduced by the people. D. It reflected the ideas of the first large-scale working-class political movement in Europe.

8.4. The specific disagreement within the movement that limited the effectiveness of The People’s Petition was

whether A. the movement should use violent or non-violent tactics.

B. the vote should be for all people in Britain or only men. C. the petition should be submitted to Parliament or only to local governments. D. they should work with the middle class to accomplish their objectives.

9. Questions 9.1–9.3 refer to the following excerpt. “The possession of private property is a right given to man by nature…There is no reason why the directing power of the state should be brought in; for man is prior to the state, and therefore he must have had by nature the right to preserve his life and person before any community was organized…The necessary materials for the preservation of life are lavishly supplied by the earth; but the earth could not supply them by itself without man’s cultivation, and since man applies the activity of his mind and the strength of his body in the production of the good things of nature, it follows that he claims for himself the portion of physical nature which he has himself tended, which he has in a sense stamped with his own personal impress. That men should commonly unite in associations of this kind [labor unions and the like], whether made up wholly of workers or of both classes together, is to be welcomed…Natural law grants man the right to join particular associations, and the state is appointed to support natural law, not to destroy it…” —Pope Leo XIII, Rerum Novarum 9.1. Which economic theorist would have vehemently disagreed with Pope Leo XIII’s analysis in this selection

from the Rerum Novarum? A. Robert Owen B. Karl Marx C. G. K Chesterton D. Adam Smith

9.2. What was the political impact of the ideology advocated by Pope Leo XIII in Rerum Novarum?

A. Socialist ideology gained strength in most western European nations, since the Pope seemed to be supporting the fundamental ideas of socialism.

B. Suffrage for both men and women was introduced in both France and England by the end of the nineteenth century.

C. The role of national governments decreased as local governments increased in power. D. New democratic Catholic political parties emerged throughout Europe.

9.3. Which idea found in Rerum Novarum would nineteenth century socialists have agreed with?

A. Private property is a natural right that cannot be denied to a person. B. The government’s primary job is to protect people’s private property. C. Workers should be permitted to join labor unions in order to ensure fair treatment by employers. D. The government should take a “hands off” approach in dealing with labor unions.

10. Questions 10.1–10.2 refer to the following excerpt. “In the partition of the earth, as it has proceeded from the beginning of the fifteenth century up to our times, the German nation received nothing. All the remaining European culture-bearing peoples possess areas outside our continent where their languages take firm root and flourish… The German Reich, great in size and strength through its bloodily achieved unity, stands in the leading position among the continental European powers: her sons abroad must adapt themselves to nations which look upon us with either indifference or even hostility…This fact, so painful to national pride, also represents a great economic disadvantage for our Volk. Every year our Fatherland loses the capacity of approximately 200,000 Germans. The greatest amount of this capacity flows directly into the camp of our economic competitors and increases the strength of our rivals…The alleviation of this national grievance requires taking practical steps and strong action. In recognition of this point of view, a society has been organized in Berlin…to undertake on its own…carefully chosen colonization projects…” —Carl Peters, A Manifesto for German Colonization, 1884

10.1. According to Carl Peters, what is the greatest disadvantage the German nation experienced because they had not developed a colonial empire? A. Germans were immigrating to other European states because there were no German colonies to move

to. B. German economic power benefitted other states, rather than Germany, because they did not have any

colonies they could economically develop. C. German culture was being lost to other European nations because they had no colonies to spread their

culture to. D. Their ability to become a continental power was severely limited since they did not have any colonial

interests outside of Europe. 10.2. How economically valuable were the places that Carl Peters and the Germans colonized?

A. Colonies like Tanganyika proved to be an enormous economic boon for the Germans. B. Colonies in western Africa failed to have an economic impact, but the Germans benefitted from their

colonies in east Africa. C. While their African colonies were productive, German interests in Asia failed to produce economic

benefits. D. German colonies failed to provide much strategic or economic benefit for Germany.

10.3. Why did Otto von Bismarck support the colonial ideas of Carl Peters and others?

A. He understood that their strategic position in future warfare was dependent on controlling critical colonies across the globe.

B. He wanted to improve their overall position in Europe and to redirect French attention away from Germany by shifting the focus to colonization.

C. He was fearful of the economic and political power that Britain held in their colonies and he recognized the need to create buffer zones around the world that limited British expansion.

D. He knew that the growing industrial power of the Russian Empire meant that Germany needed colonies that they could use for resources in the event that war broke out between Russia and Germany.

12. Questions 12.1–12.3 refer to the following excerpt. “There is considerable debate among historians as to Bismarck’s ultimate motivations in establishing a united German empire. Some suggest that he always remained at heart a Junker and a Prussian patriot who simply concluded that, if German unification was inevitable, it was best that the Prussian kingdom play the central role and ensure the creation of a conservative empire. Having presided over unification, Bismarck, as imperial chancellor, was determined to forge an imperial national identity. If the Second Reich was to be internally cohesive, he believed, Germans would have to subordinate their regional, political and religious loyalties to a new national allegiance. During these same years, Bismarck devoted considerable energies to diplomatic affairs, with the intention of establishing a peaceful European order in which the greatest threats, in Bismarck’s estimation, came from a vengeful France and from the potentially volatile Balkan, where Austria and Russian interests might well collide as the decaying Ottoman Empire declined further.” —Jonathan S. Perry, Lives and Legacies – Biographies in Western Civilization, Vol. 2, “The Age of Nationalism – Otto von Bismarck” 12.1. Jonathan Perry suggests that Bismarck’s political loyalties were most closely associated with the

A. traditional noble landlords. B. rising industrial middle class. C. working and artisan groups. D. progressive Catholic political party.

12.2. Why would France be seeking revenge against Bismarck and Germany? A. France lost an important iron-producing colony in central Africa to Germany. B. Germany allied with Britain in the Crimean War against France, leading to a French loss. C. France lost the Franco-Prussian war and had paid a large war indemnity as a result. D. Germany seized several French ports and the fleets in order to expand German naval presence.

12.3. Which two ideologies did Bismarck most embrace during German unification?

A. liberalism and romanticism B. socialism and Catholicism C. Social Darwinism and utilitarianism D. nationalism and conservatism

13. Questions 13.1–13.3 refer to the following excerpt. “The Italy of Mazzini’s youth very much fit Austrian chief minister Klemens von Metternich’s dismissive description of that country as a mere ‘geographic expression.’ A patchwork of conservative kingdoms, principalities, dukedoms and papal states even after the Vienna settlement on 1814–1815, Italy, by its very nature, seemed to pose insurmountable challenges to those nationalists who hoped to unite these component parts into a modern nation-state. The revolutionaries of the 1820’s were often carbonari, members of a secret society that advocated personal liberty and freedom from foreign rule. Their beliefs prefigured the more clearly defined nationalist principles of later years and in 1829, Mazzini joined the group…One admirer described him as ‘the heart and soul of the Italian movement.’ A romantic nationalist, Mazzini had always retained a fresh naïve faith that the Italian people, compelled by untarnished idealism, would free themselves from foreign rule and domestic tyranny. The result of Italy’s unification was otherwise. ‘I had thought to evoke the soul of Italy,” he complained, ‘but all I find before me is the corpse.’” —Jonathan S. Perry, Lives and Legacies – Biographies in Western Civilization, Vol. 2, “The Age of Nationalism – Giuseppe Mazzini” 13.1. What event led to the Vienna settlement referenced by Jonathan Perry?

A. the conclusion of the radical phase of the French Revolution with the death of Robespierre B. the defeat of Napoleon and the pursuit of conservatism by those who defeated him C. the independence of Spanish and Portuguese colonies in the western hemisphere D. the agreement by the German states to form two major Germanic states: Austria and Germany

13.2. Why did Mazzini believe that the steps to unification had failed to reveal the “soul of Italy”?

A. Romantic republican nationalism did not become the guiding force for unification. B. Despite a concerted effort, the Italian peninsula failed to unite into a single state. C. Austrian and French intervention displaced Italian leadership during unification. D. The seizure of power by the Pope after unification did not reflect the ideals of the revolution.

13.3. How was unification ultimately achieved in Italy? A. Mazzini and Garibaldi’s romantic nationalism led to a successful independence movement in 1848. B. Pope Pius IX unified the peninsula by making the papal states the center of the new Italian state. C. Garibaldi led the Red Shirts to unite the peninsula under his leadership and became the first leader of a

unified Italy. D. Mazzini’s ideals were replaced by a Peidmont-led monarchy that embraced the ideas of liberalism.

14. Use the painting and poem to help answer questions 14.1–14.3.

Caspar David Friedrich, The Polar Sea “There was a time when meadow, grove, and stream, The earth, and every common sight, To me did seem Appareled in celestial light, The glory and the freshness of a dream. It is not now as it hath been of yore – Turn whereso’er I may, By night or day, The things which I have seen I now can see no more.” —William Wordsworth, “Ode to Intimations of Immortality”, 1803 14.1. “Ode to Intimations of Immortality” reflects Romanticism’s tendency to believe that

A. the individual’s experience is of utmost importance. B. reason was more valuable to the artist than emotion. C. deism was the preferred religious idea of the age. D. symbols and images of the medieval era should be embraced in art.

14.2. What idea associated with the Romantic movement of the nineteenth century did Caspar Friedrich

demonstrate in The Polar Sea? A. People should no longer be depicted in the visual arts. B. The events of the late eighteenth century had demonstrated that man was on the verge of self-

destruction. C. The power of nature is much greater than the influence of mankind. D. Mankind was not heroic and should not be painted heroically any longer.

14.3. What common element of Romanticism do these two artistic pieces reflect?

A. a general opposition to the Industrial Revolution B. the introduction of Gothic influences into nineteenth century art C. an emphasis on emotion rather than reason

D. the power and attraction of nature 15. Questions 15.1–15.3 refer to the following excerpt. “The confederated governments mutually pledge themselves to eliminate from the university or any other public educational institutions all instructors who shall have obviously proved their unfitness for the important work entrusted to them by opening deviating from their duties, or by going beyond the boundaries of their functions, or by abusing their legitimate influence over young minds, or by presenting harmful ideas hostile to public order or subverting existing governmental instructions. The laws that have for some time been directed against secret and unauthorized societies in the universities shall be strictly enforced…The governments mutually agree that all individuals who shall be shown to have maintained their membership in secret or unauthorized associations, or shall have taken membership in such associations, shall not be eligible for public office. As long as this edict remains in force, no publication which appears daily, or as a serial not exceeding twenty sheets of printed matter, shall be printed in any state of the Confederation without the prior knowledge and approval of the state officials…” —Carlsbad Decrees, 1819 15.1. Which nineteenth century ideology triumphed with the issuance of the Carlsbad Decrees in 1819?

A. conservatism B. Romanticism C. liberalism D. nationalism

15.2. The Carlsbad Decrees limited the activities of all of the following groups EXCEPT

A. university professors B. university students C. Catholic priests and Protestant ministers D. publishers

15.3. Why did the Carlsbad Decrees implement these particular restrictions and limitations?

A. They were concerned about rising anti-Semitism in the German states and wanted to suppress it. B. The government was convinced the education system was teaching students anti-German ideas. C. Secret societies were caught plotting the assassination of the King of Prussia. D. University groups were viewed as promoters of liberalism and nationalism.

16. Questions 16.1–16.3 refer to the following image.

Karl Konrad, The Insurrection of the Decembrists at Senate Square, St Petersburg on 14th December, 1825

16.1. What specific group in Russian society led the uprising depicted in Karl Konrad’s painting? A. disgruntled serfs who were angry over rising labor requirements B. military officers who wanted to see the ideas of the Enlightenment implemented in Russia C. the emerging middle class who wanted the franchise extended to them D. Russian boyars who were upset about their declining position in society

16.2. What was the immediate cause of this uprising in Russia in 1825?

A. the rejection of Nicholas’ leadership and calls for a constitution B. a bloody coup that removed the popular leader Constantine from power C. the failure of the Russians to defeat the Ottomans for control in the Crimea D. an economic depression that created a cycle of famine for over five years

16.3. What political ideology triumphed at the conclusion of the Decembrist uprising?

A. liberalism B. nationalism C. conservatism D. Romantic republicanism

17. Questions 17.1–17.2 refer to the following image.

Crystal Palace during the International Exhibition, 1851 17.1. Where did this International Exhibition take place in 1851?

A. London B. Paris C. Berlin D. St. Petersburg

17.2. The Crystal Palace depicted in this painting was built for which of the following purposes?

A. to commemorate the defeat of Napoleon at Waterloo B. in honor of Queen Victoria’s ascension to the British throne C. to celebrate England’s advancements in commercial interests and industry

D. to serve as a new art museum for nineteenth century artists and designers 18. Questions 18.1–18.3 refer to the following excerpt. “Although we are ready to submit wholly to the popular will, we regard as none the less our duty, as a party, to appear before the people with our program…It is as follows: 1. Perpetual popular representation…having full power to act in all national questions. 2. General local self-government, secured by the election of all officers, and the economic independence of the

people. 3. The self-controlled village commune as the economic and administrative unit. 4. Ownership of the land by the people. 5. A system of measures having for their object the turning over to the laborers of all mining works and factories. 6. Complete freedom of conscience, speech, association, public meeting, and electioneering activity. In view of the stated aim of the party its operations may be classified as follows: 1. Propaganda and agitation. 2. Destructive and terroristic activity. Terroristic activity consists in the destruction of the most harmful persons in

the Government, the protection of the party from spies, and the punishment of official lawlessness and violence in all the most prominent and important cases in which such lawlessness and violence are manifested. The aim of such activity is to break down the prestige of Governmental power…”

—Revolutionary Manifesto of The People’s Will, Russia 18.1. What was the goal of the people who issued this revolutionary manifesto?

A. the creation of a stateless society in which no national government was present B. the introduction of a government based on popular representation C. the implementation of a socialist economic system as Marx envisioned it D. the instigation of a war with the newly independent German state to gain territory in Eastern Europe

18.2. What did Alexander III do in response to the actions of The People’s Will?

A. He created a number of local assemblies and empowered them to make local decisions. B. He wrote a constitution, but did not include any protection for individual rights in the constitution. C. He convened the Duma for the first time in two centuries and empowered them to implement significant

legislative changes. D. He adopted a policy of autocratic repression that overturned most of his father’s reforms.

18.3. The People’s Will took which of the following actions as they sought to accomplish the goals listed above?

A. They assassinated Tsar Alexander II in the hopes of ending the autocracy. B. They organized and participated in a number of crippling labor strikes, forcing the government to

negotiate with the worker. C. They staged a violent uprising in the countryside in order to convince former serfs to join their liberal

cause. D. They took advantage of the first free elections in Russian history to elect candidates who were defenders

of democracy. 19. Questions 19.1–19.3 refer to the following excerpt. “Any agricultural economy that depends on a single product is in a precarious position. If the people that that economy supports also depend on a single source of food, they also stand on the edge of catastrophe – they have nothing to fall back on if their only source of food fails. That kind of catastrophe occurred in Ireland, which was under British rule in the 1840’s when the potato crop failed.

During the eighteenth century, almost half of the Irish population came to depend in the potato, which had been brought to Europe from South America in the seventeenth century, as virtually their only food. On less than one acre, an Irish peasant could raise enough potatoes to feed the other people for a year and pay his rent (few Irish peasants owned their own land). [A] series of Irish potato crop failures was the worst agricultural disaster to strike nineteenth-century Europe. Without potatoes, Irish tenants could not pay their rent. Landlords drove starving tenants off their farms. Disease spread, and tens of thousands died.” —R.N. Salama, The History and Social Influence of the Potato & Cecil Woodham-Smith, The Great Hunger: Ireland 1845–1849 19.1. Which of the following best represents the British government’s reaction to the crisis discussed by R.N.

Salama and Cecil Woodham-Smith in this document? A. The federal government repealed the Corn Laws. B. Queen Victoria refused to take any action at the national level. C. Parliament passed a series of poor relief laws aimed at alleviating the suffering of the Irish. D. The government supplied wheat to needy farmers who lost their potato crops.

19.2. What earlier historical process created the conditions for the mid-nineteenth century crisis discussed in this document?

A. the Industrial Revolution B. Romantic nationalism C. the Columbian Exchange D. mercantilism

19.3. Which of the following is a specific result of the crisis identified by R.N. Salama and Cecil Woodham-

Smith? A. Irish nationalism grew, resulting in independence for the majority of Ireland. B. Many of the Irish poor emigrated to Britain and the United States. C. Settlers from England moved to Ireland to take advantage of land vacated by Irish farmers. D. The Irish population grew rapidly as new crops were introduced to replace the lost potato crop.

20. Questions 20.1–20.3 refer to the following image.

20.1. Which group of women typically composed the work force depicted in the image above? A. middle class married women B. rural peasants C. young, single women and widows D. girls under the age of fifteen

20.2. What type of factory work did the women in the image above do?

A. munitions production B. train engine construction C. manufactured steam engine parts D. textile production

20.3. How did skill requirements for women in this image differ from those in earlier home production?

A. Women had to wait to take this job until they achieved a certain education level. B. Fewer skills were necessary for these jobs than were required for earlier jobs. C. This job required women to secure special skills that men in similar jobs did not have to gain. D. Both jobs required the same skills since they continued to do the same work.

21. Questions 21.1–21.4 refer to the following map.

21.1. All of the following were causes in 1848 of the European event shown on this map except

A. food shortages, a series of poor harvests, and famine. B. widespread unemployment and a depressed European economy. C. political liberalism that emphasized concepts like representative government. D. Napoleon’s aggressive foreign policy that led to the conquest of most of the continent.

21.2. Which European nation’s overthrow of the July Monarchy was the impetus for the revolutions depicted in this map?

A. Russia B. Austria Empire C. The Kingdom of the Two Sicilies D. France

21.3. According to this map, what specific challenge did Austria face in 1848–1849?

A. ethnic nationalities that might threaten Austrian unity B. an unprotected border with Russia that led to war C. a vulnerable trade city on the coast of the Black Sea D. an empire that was divided by a Prussian state in the center of their territory

21.4. Which of the following groups shown on this map did not resist Austrian control during the events of 1848–1849? A. Austrian Netherlands B. Hungary C. Czech nationalists D. Milan

23. Questions 23.1–23.4 refer to the following excerpt. “I had called upon women to join me in striking at the Government through the only thing that governments are really very much concerned about – property – and the response was immediate. Within a few days the newspapers rang with the story of the attack made on letterboxes in London, Liverpool, Birmingham, Bristol, and half a dozen other cities. In some cases, the boxes, when opened by postmen, mysteriously burst into flame; in others the letters were destroyed by corrosive chemicals; in still others the addresses were rendered illegible by black fluids. Altogether, it was estimated that over 5,000 letters were completely destroyed in transit… We had tried every injury to property…and our years of work and suffering and sacrifice taught us that the Government would not yield to right and justice…Now our task was to show the Government that is as expedient to yield to the women’s just demands…we had to discredit the Government and Parliament in the eyes of the world…we had to do as much of this guerilla warfare as the people of England would tolerate.” —Emmeline Pankhurst, My Own Story, 1914 23.1. What was the goal that Emmeline Pankhurst and her followers hoped to achieve through the tactics

outlined in the document selection above? A. equal pay in factories for men and women who performed the same job B. better access to education for young girls under the age of thirteen C. the extension of the franchise to the women of Great Britain D. the opening of new jobs to women, like letter carriers, that had previously only been available to men

23.2. What British writer advocated for women’s rights at the end of the eighteenth century and laid the

groundwork for early twentieth century feminists like Emmeline Pankhurst? A. Catherine de Medicis B. Mary Wollstonecraft C. Margaret Cavendish D. Maria Winkelmann

23.3. How were the tactics of Millicent Fawcett and the National Union of Women’s Suffrage Societies different than those of Emmeline Pankhurst as shown in the document above?

A. Millicent Fawcett relied entirely on editorials in the daily newspapers to publish her message about women.

B. Millicent Fawcett believed that only men in British society could agitate for gender equality. C. Millicent Fawcett worked personally with Queen Victoria to address “the women’s question.” D. Millicent Fawcett believed the goals of the movement would only be accomplished if the protestors

acted respectable and responsibly. 23.4. What was the British government’s response to the tactics and demands of Emmeline Pankhurst and her

followers? A. Parliament continued to refuse to extend the franchise to women and instead arrested and imprisoned

many of the demonstrators. B. Parliament acquiesced to all of Pankhurst’s demands for suffrage in order to stop the violence that

erupted. C. Parliament adopted a policy of limited voting, which allowed women to vote in municipal elections but

not in national elections. D. Parliament amended the English Bill of Rights to grant full equality to women by 1910, bringing an end

to the movement. 24. Questions 24.1–24.4 refer to the following map.

24.1. Which of the uprisings on the map above was suppressed by its own domestic conservative government?

A. Belgium B. Spain C. Greece D. Russia

24.2. Which two uprisings were fueled by nationalism and resulted in independence from another European power?

A. Greece and Belgium B. France and Naples C. Spain and Naples D. Greece and Spain

24.3. Why is there no revolution in the United Kingdom on the map above? A. Britain had suffered a devastating economic crisis that prevented a revolt. B. Britain elected to implement reforms rather than risk revolution by the people. C. The death of the last Hanoverian king brought the divided country together. D. The government actions at the Peterloo Massacre eliminated the desire to revolt.

25. Questions 25.1–25.2 refer to the following excerpt. “I. AIM OF THE SOCIETY 1. The aim of this society is the triumph of the principle of revolution in the world, and consequently the radical

overthrow of all presently existing religious, political, economic and social organizations and institutions and the reconstitution first of European and subsequently of world society on the basis of liberty, reason, justice and work.

II. REVOLUTIONARY CATECHISM 3. Liberty is the absolute right of all adult men and women to seek no sanction for their actions except their own

conscience and their own reason, to determine them only of their own free will, and consequently to be responsible for them to themselves first of all, and then to the society of which they are a part, but only in so far as they freely consent to be a part of it…

6. There is only one dogma, one law, one moral basis for men, and that is liberty. To respect your neighbor’s lib-erty is duty; to love, help and serve him, is virtue…

9. Political organization. It is impossible to determine a concrete, universal and compulsory norm for the internal development and political organization of nations [and] any undertaking of this nature, being utterly devoid of practical utility, would militate against the richness and spontaneity of life, which delights in infinite diversity, and would in addition be contrary to the very principle of liberty. Nevertheless, there do exist essential, absolute conditions without which the practical realization and organization of liberty will always be impossible. These conditions are: 9(a). The radical abolition of all official religion and every privileged or state-protected, -financed or -maintained church… 9(c). Abolition of monarchy, republic. 9(d). Abolition of class, rank, privilege and distinction in all its forms. Complete equality of political rights for all men and all women; universal suffrage.”

—Mikhail Bakunin, “Principles and Organization of the International Brotherhood,” 1866 25.1. What ideology was Mikhail Bakunin influenced by when he developed the anarchist plan in the above

document? A. nationalism B. conservatism C. socialism D. Romanticism

25.2. What was Bakunin’s belief about the role of government in society?

A. He believed that structured governments were oppressive and not necessary in a modern society. B. He felt that formal governments’ only responsibility was to protect the natural rights of its people. C. He argued that governments needed to take a more active role in society in order to protect equality. D. He that that governments should work closely with social and religious institutions to advance the

country.

26. Questions 26.1–26.3 refer to the following excerpt. “In the Cause of Humanity: Abolition of suttee and infanticide. Destruction of Dacoits, Thugs, Pindarees, and other such pests of Indian society. Allowing remarriage of Hindu widows, and charitable aid in time of famine… In the Cause of Civilization: Education, both male and female. Though yet only partial, an inestimable blessing as far as it has gone… Politically: Peace and order. Freedom of speech and liberty of the press. Higher political knowledge and aspirations. Improvement of government in the native states. Security of life and property… Materially: Loans for railways and irrigation. Development of a few valuable products, such as indigo, tea, coffee, silk, etc. Increase of exports. Telegraphs. Generally: A slowly growing desire of late to treat India equitably, and as a country held in trust. Good intentions. No nation on the face of the earth has ever had the opportunity of achieving such a glorious work as this… The Detriments of British Rule: Politically: Repeated breach of pledges to give the natives a fair and reasonable share in the higher administration of their own country, which has much shaken confidence in the good faith of the British word…treating the natives of India not as British subjects… Financially: All attention is engrossed in devising new modes of taxation, without any adequate effort to increase the means of the people to pay… Summary: To sum up the whole, the British rule has been: morally, a great blessing; politically, peace and order on one hand, blunders on the other; materially, impoverishment, relieved as far as the railway and other loans go. The natives call the British system “Sakar ki Churi,” the knife of sugar. That is to say, there is no oppression, it is all smooth and sweet, but it is the knife, notwithstanding. I mention this that you should know these feelings. Our great misfortune is that you do not know our wants. When you will know our real wishes, I have not the least doubt that you would do justice.” —Dadabhai Naoroji, The Benefits of British Rule in India, 1871 (from MyHistoryLab) 26.1. What event occurred in the decade prior to this document that reflected the Indian idea of “Sakar ki Churi”?

A. the “Black Hole of Calcutta” rescue B. the assassination of the last Mughal emperor by mercenaries C. the collapse of the Indian pepper market due to unwarranted British influence D. the Sepoy rebellion against the British

26.2. What shift in British Indian colonial policies does Dababhai Naoroji note in his observations in The Benefits

of British Rule in India? A. The British no longer cared about economic development and, instead, pursued liberal political reforms. B. India was no longer valued as a colonial possession and was allowed to govern itself once again. C. The British expanded their mission from purely economic to also include cultural reforms. D. The British changed their approach to governance and restored local social and religious customs.

26.3. What was one Indian strategy in the latter portion of the 19th century that was intended to address the

political concerns that Naoroji raised in this document? A. the formation of the Indian National Congress B. the demand for Parliamentary representation in England C. the reassertion of local Indian control in remote regions D. the formation of local Indian militias that were independent of British control

27. Questions 27.1–27.2 refer to the following excerpt. “ARTICLE II. His Majesty the Emperor of China agrees that British Subjects, with their families and establishments, shall be allowed to reside, for the purpose of carrying on their Mercantile pursuits, without molestation or restraint at the Cities and Towns of Canton, Amoy, Foochow-fu, Ningpo, and Shanghai… ARTICLE III. It being obviously necessary and desirable, that British Subjects should have some Port whereat they may careen and refit their Ships, when required, and keep Stores for that purpose, His Majesty the Emperor of China cedes to Her Majesty the Queen of Great Britain, etc., the Island of Hongkong, to be possessed in perpetuity… ARTICLE IV. The Emperor of China agrees to pay the sum of Six Millions of Dollars as the value of Opium which was delivered up at Canton in the month of March 1839, as a Ransom for the lives of Her Britannic Majesty’s Superintendent and Subjects, who had been imprisoned and threatened with death by the Chinese High Officers. ARTICLE V. The Government of China having compelled the British Merchants trading at Canton to deal exclusively with certain Chinese Merchants…who had been licensed by the Chinese Government for that purpose, the Emperor of China agrees to abolish that practice in future at all Ports where British Merchants may reside, and to permit them to carry on their mercantile transactions with whatever persons they please…” —The Treaty of Nanjing, 1842 27.1. What event resulted in the creation of this treaty in 1842?

A. competition in the Pacific due to the American opening of Japan to trade B. the closing of Atlantic trade routes after American independence movements C. the dethronement of the Chinese emperor which jeopardized British trade interests D. British success against China in the Opium War

27.2. Which of the following was a provision of the Treaty of Nanking not included in the selection above?

A. trade with the United States was prohibited B. local political officials gained seats in a newly formed legislature C. China was opened to Christian missionaries D. the British gave industrial technology to China in exchange for trade privileges

28. Questions 28.1–28.3 refer to the following image.

28.1. What economic benefit did this industrial innovation have?

A. It allowed for the cheaper and more efficient transportation of raw materials and finished goods. B. It facilitated the movement of people from crowded cities to rural areas in order to meet agrarian labor

needs. C. It created economic competition between England and France to produce less expensive locomotives to

sell in European markets. D. It allowed for the efficient transportation of much-needed grain surpluses to meet Irish food needs after

the famine appeared in Ireland. 28.2. What inventor is credited with inventing “The Rocket,” which is pictured above?

A. James Watt B. John Ruskin C. George Stephenson D. Henry Cort

28.3. How did this innovation further contribute to the Industrial Revolution in the second half of the nineteenth

century? A. It gave Britain an opportunity to catch up to continental industrial development. B. It increased the output of consumer goods, giving workers access to additional goods. C. It changed the power source used by factories from steam engines to internal combustion engines. D. It created additional demand for industrial goods like iron, steel, and glass.

29. Questions 29.1–29.3 refer to the following excerpt. “It will no doubt, be gratifying to some Readers, to be made acquainted with the origin of Luddism. From the enquiries I made in Nottinghamshire, where Luddism originated, I learnt the following particulars, namely, that a good many years ago, there lived a poor man…whose name was Edward Ludd: This man was not one of the brightest cast; in regard to his intellects; and, as is commonly the case with such characters, was of an irritable temper. This Edward Ludd, called by his neighbours Ned Ludd, was by trade a Frame Work Knitter: or in plainer language, and which is all the same, a Stocking Weaver. This man, being irritated, either by his Employer, or his work, or both took the desperate resolution of avenging himself, by breaking his Stocking Frame… About the latter end of the year 1811, the Stocking and Lace Weavers of Nottingham, having been for a long time harassed by abridged wages, and want of employment, in whole or in part, and consequently with want of bread,

entered into a combination, (as report says, upon oath) to break certain proscribed Frames…These Frame-Breakers assumed the name of their proto-type Ned Ludd. Hence when they entered a house in order to break Frames, they would say Ned Ludd or General Ludd, commands us to break these Frames…These men, collectively, were therefore called Luddites, and their system was, and is, called Luddism.” —Kenneth Carpenter, ed. The Luddites: 3 Pamphlets, 1812–1839, 1972 29.1. What was the general complaint of those who participated in the movement originally sparked by Edward

Ludd? A. The British government had failed to extend voting rights to the workers. B. Economic policies like the Corn Laws had impoverished many in the lower classes in Britain. C. The new technologies of the Industrial Revolution threatened traditional textile workers. D. Urban conditions had grown so bad that governmental interference was needed to address the

problems. 29.2. What types of action did the Luddites use in order to bring attention to their concerns?

A. They brought petitions to Parliament containing over a million signatures in an effort to bring change. B. They resorted to breaking machines, which they saw as threats to their traditional way of life. C. They utilized labor tactics like strikes and protests to force factory owners to hear their concerns. D. They refused to take jobs in textile factories, turning to coal mining instead.

29.3. Which of the following is another complaint that workers had about factories beyond those discussed in the

Luddite pamphlet excerpt above? A. Factory overseers resorted to harsh disciplinary tactics, including physical punishment. B. Women were denied work in textile factories, depriving families of needed revenue. C. Workers were limited to working an eight-hour day, which did not generate enough income to live on. D. Government safety requirements meant that work often took twice as long to complete.

30. Questions 30.1–30.4 refer to the following excerpt. “By the Grace of God WE, Alexander II, Emperor and Autocrat of All Russia, King of Poland, Grand Duke of Finland, etc., make known to all OUR faithful subjects: Examining the condition of classes and professions comprising the state, WE became convinced that the present state legislation favors the upper and middle classes, defines their obligations, rights, and privileges, but does not equally favor the serfs, so designated because in part from old laws and in part from custom they have been hereditarily subjected to the authority of landowners, who in turn were obligated to provide for their well being… Having invoked Divine assistance, WE have resolved to execute this task. On the basis of the above-mentioned new arrangements, the serfs will receive in time the full rights of free rural inhabitants. The nobles, while retaining their property rights to all the lands belonging to them, grant the peasants perpetual use of their household plots in return for a specified obligation; and, to assure their livelihood as well as to guarantee fulfillment of their obligations toward the government, [the nobles] grant them a portion of arable land fixed by the said arrangements as well as other property. While enjoying these land allotments, the peasants are obliged, in return, to fulfill obligations to the noblemen fixed by the same arrangements. In this status, which is temporary, the peasants are temporarily bound. WE also rely upon the zealous devotion of OUR nobility, to whom WE express OUR gratitude and that of the entire country as well, for the unselfish support it has given to the realization of OUR designs. Russia will not forget

that the nobility, motivated by its respect for the dignity of man and its Christian love of its neighbor, has voluntarily renounced serfdom, and has laid the foundation of a new economic future for the peasants…” —Alexander II Nikolaevitch, Regulations Concerning Peasants Leaving Serf Dependence, 1861 30.1. What motivated Alexander II to issue the proclamation outlined in this document?

A. He was embarrassed that Russia was the last European nation to still have serfdom. B. He was inspired by Abraham Lincoln’s decision to issue the Emancipation Proclamation. C. His religious beliefs emphasized the equality of all people. D. He believed that serfdom had prevented Russia from becoming a world power.

30.2. What European military conflict highlighted the negative impact that serfdom had on Russia’s development?

A. the Crimean War B. the Franco-Prussian War C. the Revolutions of 1848 D. the Russo-Japanese War

30.3. In general, this proclamation by Alexander II was a disappointment because

A. it did not provide former serfs with the right to move from the place of their birth. B. it did not give the former serfs any personal rights or freedoms. C. it failed to place land in the hands of the former serfs. D. it denied former serfs the right to adopt a new trade.

30.4. How was the proclamation’s description of the nobles’ role in emancipation different than their actual role?

A. It says the nobles will retain their land, but they actually gave it up voluntarily. B. It says that nobles voluntarily supported ending serfdom, but they actually opposed abolishing serfdom. C. It says the nobles will guarantee jobs for the former serfs, but they refused to do so. D. It says the nobles will be allowed to collect payment from the former serfs, but they chose not to collect

it.

Section II: Short Answer Questions 1. For this question, answer parts A), B), and C). A) Identify and explain one similarity between the First and Second Industrial Revolution. B) Identify and explain one difference between the First and Second Industrial Revolution. C) Did the First or Second Industrial Revolution have a more transformative impact on European society? Explain

your answer. 2. Using your knowledge of utopian socialism and Marxism, answer parts A), B) and C). A) Identify one Marxist thinker and their most significant idea about the worker. B) Identify one utopian socialist thinker and their most significant idea about the worker. C) What is the most significant difference between the thinkers included in A) and B) above? 3. During the Age of Metternich (1815–1848), there were several competing ideologies like conservatism, liberalism, and nationalism. Use your historical knowledge of the time period and these ideologies to answer parts A), B), and C) below. A) Provide an example of one country where the conservative ideology prevailed. What challenge to conservatism

did this nation face and what did the government do to limit this challenge? B) Provide an example of one country where Romantic nationalism achieved its goals and explain what factor(s)

allowed for this success. C) Of the three ideologies—conservatism, liberalism, and nationalism—explain which seemed to be the most

powerful in the first half of the nineteenth century and explain why.

4. Use the passage below and your knowledge of European history to answer parts A), B), and C). “You must either make a tool of the creature, or a man of him. You cannot make both. Men were not intended to work with the accuracy of tools, to be precise and perfect in all their actions. If you will have that precision out of them, and make their fingers measure degrees like cog-wheels, and their arms strike curves like compasses, you must unhumanize them… It is verily, this degradation of the operative into a machine, which, more than any other evil of the times, is leading the mass of the nations everywhere into vain, incoherent, destructive struggling for a freedom which they cannot explain the nature to themselves…” —John Rushkin, The Stones of Venice, Vol. 2 A) Explain one change in work patterns discussed in the passage by John Rushkin. B) Discuss an additional change in work patterns that accompanied the Industrial Revolution. C) Discuss one way leisure patterns also changed in the nineteenth century.

Section III: Long Answer Questions 1. Compare and contrast the Industrial Revolution in Great Britain with continental industrialization. 2. Evaluate the political and social goals of middle and working class women. What strategies did they employ in promoting these goals and how successful were they in achieving their objectives? 3. What prompted European governments to implement policies to address problems associated with industrialization and urbanization and what policies did they implement? Did these governmental policies effectively solve the problems they attempted to resolve? 4. How did philosophy, psychology and natural sciences challenge traditional sources of authority and knowledge in the nineteenth century? 5. How did indigenous peoples challenge European colonial rule in at least two regions impacted by European expansionary policies? 6. In what ways did the year 1815 mark a turning point in the history of the European traditional elites ability to dominate politics? 7. What political, social, and economic factors allowed Britain to take a decisive lead in Industrialization versus the rest of Europe? 8. Compare the goals of early 19th century liberals to those of conservatives. Include a discussion of who comprised each group. 9. During the period between 1815 and 1848, describe aspects of the social and political order that were relatively stable as well as those that changed. 10. The industrial and political changes across Europe during the first half of the nineteenth century

produced one of the most intellectually fertile periods in the history of Western Civilization. Compare how two of the following ideologies addressed the problems facing governments in the post Napoleon industrial world.

Conservatism

Liberalism

Socialism