Monday, November 23, 2009

WH II Honors: 24 November 2009

Prayer:
Current Events:


Senator Lindsay Graham assists the Attorney General in understanding the law of the United States.

Once you have the appropriate Scantron look over the Keys of the Tests and email me about any questions in regards to the content or grading.

Test #1 Chapter 10 World History II

KEY Test #2 Chapter 11 Section 1

KEY Test #3 Ch. 11 Sec. 2 and 3

Unit 3 An Era of European Imperialism 1800-1914

Industrialization

The Spread of Industrialization

Europe

Industrial Europe, c. 1850

North America (note how in the Glencoe textbook the entire section is about the United States; it states nothing about Mexico and Canada yet the section is entitled "North America.")

Reading Check

Evaluating

Social Impact in Europe

Growth of Population and Cities

The agricultural revolution contributed to a rapid growth of population. Precise population statistics for the 1700s are rare, but those that do exist are striking. Britain’s population, for example, soared from about 5 million in 1700 to almost 9 million in 1800. The population of Europe as a whole shot up from roughly 120 million to about 180 million during the same period. Such growth had never before been seen.

Vocabulary Builder
statistics—(stuh tis tiks) pl.n. data that are gathered and tabulated to present information

Farming Methods Improve

The Dutch led the way in this new agricultural revolution. They built earthen walls known as dikes to reclaim land from the sea. They also combined smaller fields into larger ones to make better use of the land and used fertilizer from livestock to renew the soil.

In the 1700s, British farmers expanded on Dutch agricultural experiments. Educated farmers exchanged news of experiments through farm journals. Some farmers mixed different kinds of soils to get higher crop yields. Others tried out new methods of crop rotation. Lord Charles Townshend urged farmers to grow turnips, which restored exhausted soil. Jethro Tull invented a new mechanical device, the seed drill, to aid farmers. It deposited seeds in rows rather than scattering them wastefully over the land.

Jethro Tull’s seed drill




Enclosure Increases Output but Causes Migration


This bar graph is titled “Land Enclosures in England, 1500 to 1914.” The following dates appear left to right horizontally along the bottom of the graph: 1500, 1600, 1700, 1760, 1800, and 1914. The word “Year” appears below. Numbers appear vertically along the left side of the graph. These are as follows, from bottom to top: 0, 20, 40, 60, 80, and 100. The text “Percentage of Land Enclosed” appears to the left of the numbers. A blue vertical bar appears above each date. Each bar’s height represents the percentage of land enclosed for that year. This number can be measured by the bar’s height on the vertical scale. The percentage also appears above each bar. Percentages are as follows: 1500: 45 percent 1600: 47 percent 1700: 71 percent 1760: 75 percent 1800: 84 percent 1914: 95 percent SOURCE: Oxford Atlas of World History, 1999

Meanwhile, rich landowners pushed ahead with enclosure, the process of taking over and consolidating land formerly shared by peasant farmers. In the 1500s, landowners had enclosed land to gain more pastures for sheep to increase wool output. By the 1700s, they wanted to create larger fields that could be cultivated more efficiently. The British Parliament facilitated enclosures through legislation.

As millions of acres were enclosed, farm output rose. Profits also rose because large fields needed fewer workers. But such progress had a large human cost. Many farm laborers were thrown out of work, and small farmers were forced off their land because they could not compete with large landholders. Villages shrank as cottagers left in search of work. In time, jobless farm workers migrated to towns and cities. There, they formed a growing labor force that would soon tend the machines of the Industrial Revolution.

Why did this population increase occur? First, the agricultural revolution reduced the risk of death from famine because it created a surplus of food. Since people ate better, they were healthier. Also, better hygiene and sanitation, along with improved medical care, further slowed deaths from disease.

Checkpoint

How did an agricultural revolution contribute to population growth?

The Industrial Middle Class

The Industrial Revolution created a new middle class along with the working class. Those in the middle class owned and operated the new factories, mines, and railroads, among other industries. Their lifestyle was much more comfortable than that of the industrial working class.

When farm families moved to the new industrial cities, they became workers in mines or factories. Many felt lost and bewildered. They faced tough working conditions in uncomfortable environments. In time, though, factory and mine workers developed their own sense of community despite the terrible working conditions.

The Industrial Middle Class

Those who benefited most from the Industrial Revolution were the entrepreneurs who set it in motion. The Industrial Revolution created this new middle class, or bourgeoisie (boor zhwah zee), whose members came from a variety of backgrounds. Some were merchants who invested their growing profits in factories. Others were inventors or skilled artisans who developed new technologies. Some rose from “rags to riches,” a pattern that the age greatly admired.

Middle-class families lived in well-furnished, spacious homes on paved streets and had a ready supply of water. They wore fancy clothing and ate well. The new middle class took pride in their hard work and their determination to “get ahead.” Only a few had sympathy for the poor. Women of the middle class did not leave the home to work but instead focused their energy on raising their children. This contrasted with the wealthy, who had maidservants to look after their children, and the working class, whose children were a part of the workforce.

The Industrial Working Class

As more and more people moved to the cities to work, they had little choice about where to live. There was no public water supply, waste lined the unpaved streets, and disease spread rapidly in these unsanitary conditions. Dr. Southwood-Smith worked in two districts of London and wrote:

“Uncovered sewers, stagnant ditches and ponds, gutters always full of putrefying matter . . . It is not possible for any language to convey an adequate conception of the poisonous condition in which large portions of both these districts always remain, . . . from the masses of putrefying matter which are allowed to accumulate.”
Learn

Focus Question

What were the social effects of the Industrial Revolution?

The Industrial Revolution brought great riches to most of the entrepreneurs who helped set it in motion. For the millions of workers who crowded into the new factories, however, the industrial age brought poverty and harsh living conditions.

In time, reforms would curb many of the worst abuses of the early industrial age in Europe and the Americas. As standards of living increased, people at all levels of society would benefit from industrialization. Until then, working people would suffer with dangerous working conditions; unsafe, unsanitary, and overcrowded housing; and unrelenting poverty.

People Move to New Industrial Cities

The Industrial Revolution brought rapid urbanization, or the movement of people to cities. Changes in farming, soaring population growth, and an ever-increasing demand for workers led masses of people to migrate from farms to cities. Almost overnight, small towns around coal or iron mines mushroomed into cities. Other cities grew up around the factories that entrepreneurs built in once-quiet market towns.

The British market town of Manchester numbered 17,000 people in the 1750s. Within a few years, it exploded into a center of the textile industry. Its population soared to 40,000 by 1780 and 70,000 by 1801. Visitors described the “cloud of coal vapor” that polluted the air, the pounding noise of steam engines, and the filthy stench of its river. This growth of industry and rapid population growth dramatically changed the location and distribution of two resources—labor and people.

Checkpoint

What led to the massive migration of people from farms to cities?

While the wealthy and the middle class lived in pleasant neighborhoods, vast numbers of poor struggled to survive in foul-smelling slums. They packed into tiny rooms in tenements, or multistory buildings divided into apartments. These tenements had no running water, only community pumps. There was no sewage or sanitation system, so wastes and garbage rotted in the streets. Sewage was also dumped into rivers, which created an overwhelming stench and contaminated drinking water. This led to the spread of diseases such as cholera.

Vocabulary Builder
contaminated—(kun tam uh nayt id) adj. unclean and impure; polluted

Workers Stage Futile Protests

Although labor unions, or workers’ organizations, were illegal at this time, secret unions did exist among frustrated British workers. They wished to initiate worker reforms, such as increases in pay, but had no political power to effect change. Sometimes their frustration led to violence. The first instances of industrial riots occurred in England from 1811 to 1813. Groups of textile workers known as the Luddites (lud yts) resisted the labor-saving machines that were costing them their jobs. Some of them smashed textile machines with sledgehammers and burned factories. They usually wore masks and operated at night. There was widespread support among the working class for these Luddite groups.

Workers Find Comfort in Religion

Many working-class people found comfort in a religious movement called Methodism. This movement was influenced by the Industrial Revolution as people moved to cities and lost connections with their old churches. John Wesley had founded the Methodist movement in the mid-1700s. Wesley stressed the need for a personal sense of faith. He encouraged his followers to improve themselves by adopting sober, moral ways.

Vocabulary Builder
stressed—(stresd) vt. emphasized

Methodist meetings featured hymns and sermons promising forgiveness of sin and a better life to come. Methodist preachers took this message of salvation into the slums. There, they tried to rekindle hope among the working poor. They set up Sunday schools where followers not only studied the Bible but also learned to read and write. Methodists helped channel workers’ anger away from revolution and toward reform.

Checkpoint

How did members of the working class react to their new experiences in industrial cities?

Life in the Factories and Mines

The heart of the new industrial city was the factory. There, the technology of the machine age and the rapid pace of industrialization imposed a harsh new way of life on workers.

Discovery School Channel

Watch In Old New York on the Witness History Discovery School™ video program to learn about life during the Industrial Age.

Factory Workers Face Harsh Conditions

Working in a factory system differed greatly from working on a farm. In rural villages, people worked hard, but their work varied according to the season. Life was also hard for poor rural workers who were part of the putting-out system, but at least they worked at their own pace. In the grim factories of industrial towns, workers faced a rigid schedule set by the factory whistle.

Working hours were long, with shifts lasting from 12 to 16 hours, six or seven days a week. Workers could only take breaks when the factory owners gave permission. Exhausted workers suffered accidents from machines that had no safety devices. They might lose a finger, a limb, or even their lives. In textile mills, workers constantly breathed air filled with lint, which damaged their lungs. Those workers who became sick or injured lost their jobs.

The majority of early factory workers were women rather than men. Employers often preferred to hire women workers because they thought women could adapt more easily to machines and were easier to manage. In addition, employers generally paid women half what they paid men.

Factory work created a double burden for women. Their new jobs took them out of their homes for 12 hours or more a day. They then returned to their tenements, which might consist of one damp room with a single bed. They had to feed and clothe their families, clean, and cope with such problems as sickness and injury.

Miners Face Worse Conditions

The Industrial Revolution increased the demand for iron and coal, which in turn increased the need for miners. Although miners were paid more, working conditions in the mines were even worse than in the factories. They worked in darkness, and the coal dust destroyed their lungs. There were always the dangers of explosions, flooding, and collapsing tunnels. Women and children carted heavy loads of coal, sometimes on all fours in low passages. They also climbed ladders carrying heavy baskets of coal several times a day.

Even children as young as five years old worked in the mines. James Kay-Shuttleworth worked as a physician among the different classes of the Industrial Revolution in Manchester. His profession allowed him to see the working conditions of poor in the cities. How was work in factories and mines different from work on the farm?

Children were accustomed to work on a farm: the money earned by children was vital to most working class families during the early 20th century and before.

Primary Source

“Whilst the engine runs, people must work—men, women, and children are yoked together with iron and steam. The animal machine is chained fast to the iron machine, which knows no suffering and weariness.”

—James Kay-Shuttleworth, 1832

Children Have Dangerous Jobs

Factories and mines also hired many boys and girls. These children often started working at age seven or eight, a few as young as five. Nimble-fingered and quick-moving, they changed spools in the hot and humid textile mills where sometimes they could not see because of all the dust. They also crawled under machinery to repair broken threads in the mills. Conditions were even worse for children who worked in the mines. Some sat all day in the dark, opening and closing air vents. Others hauled coal carts in the extreme heat. Because children had helped with work on the farm, parents accepted the idea of child labor. The wages the children earned were needed to keep their families from starving.

Child labor reform laws called “factory acts” were passed in the early 1800s. These laws were passed to reduce a child’s workday to twelve hours and also to remove children under the age of eight or nine from the cotton mills. Because the laws were generally not enforced, British lawmakers formed teams of inspectors to ensure that factories and mines obeyed the laws in the 1830s and 1840s. More laws were then passed to shorten the workday for women and require that child workers be educated.

Families could afford to take trips to such places as the zoo as wages increased.

Checkpoint

How did the Industrial Revolution affect the lives of men, women, and children?

Early Socialism

While the champions of laissez-faire economics praised individual rights, other thinkers focused on the good of society in general. They condemned the evils of industrial capitalism, which they believed had created a gulf between rich and poor. To end poverty and injustice, they offered a radical solution—socialism. Under socialism, the people as a whole rather than private individuals would own and operate the means of production—the farms, factories, railways, and other large businesses that produced and distributed goods. Socialism grew out of the Enlightenment faith in progress, its belief in the basic goodness of human nature, and its concern for social justice.

Are Utopians Dreamers?

A number of early socialists established communities in which all work was shared and all property was owned in common. When there was no difference between rich and poor, they said, fighting between people would disappear. These early socialists were called Utopians. The name implied that they were impractical dreamers. The Utopian Robert Owen set up a model community in New Lanark, Scotland, to put his own ideas into practice.

Infographic
Owen’s Utopia

For: Interactive Village
Visit: PHSchool.com
Web Code: nap-1941

Owen Establishes a Utopia

A poor Welsh boy, Owen became a successful mill owner. Unlike most industrialists at the time, he refused to use child labor. He campaigned vigorously for laws that limited child labor and encouraged the organization of labor unions.

Checkpoint

What did early socialists believe?

Reading Check

Describing

What type of working conditions did the industrial workers face?

References and Resources

Rise of the Working Class by Jurgen Kuczynski

Making of the English Working Class by E.P. Thompson

Cultural Foundations of Industrial Civilization by John U. Nef
Sign entering the village. Graphic source: The Next Generation




A living museum can be viewed at Old Sturbridge Village. At the village visitors can ride the stagecoach, interact with the farm animals, talk with costumed historians, and watch the blacksmith, cooper, potter, and farmers at work. In the village visitors can experience life in the 1830s--with 40 antique homes, buildings, and water-powered mills. The village is well worth exploring in some detail.

The flag is central to village life. Graphic source: The Next Generation



Our relationship to God is of paramount importance. Graphic source: The Next Generation



Defense is always a concern for a nation. Graphic source: The Next Generation



If you have questions about 19th Century life you can always "Ask Jack."

Jack Larkin is the Chief Historian and Museum Scholar at the Village, where he has worked since 1971. He is also Affiliate Professor of History at Clark University in Worcester, MA, and consults for many museums and historical organizations. His latest book, Where We Lived: Exploring the Places We Once Called Home. The American Home from 1790 to 1840, was published in 2006.
To feel more at home in the village you will need to know the tools of the trade. A number of fun and educational links are available for the OSV.

Old Sturbridge Village Feature Shown on Al Jazeera Television winter 2008



Laura Linney and Ken Burns on the importance of Old Sturbridge Village



4th of July at OSV.



Redcoats to Rebels at OSV.


Mystic sign. Photo Source: The Next Generation


Mystic Seaport -- The Museum of America and the Sea is the nation's leading maritime museum. In it, you can explore American maritime history first-hand as you climb aboard historic tall ships, stroll through a re-created 19th-century coastal village, or watch a working preservation shipyard in action.




Traditional American Music performed live at Mystic Seaport, CT: Part 1


Traditional American Music performed live at Mystic Seaport, CT: Part 2



Traditional American Music performed live at Mystic Seaport, CT: Part 3



The Charles W. Morgan embarks on a voyage of restoration at the Henry B. DuPont Preservation Shipyard at Mystic Seaport. Shipyard Director, Quentin Snediker explains what is done to prepare the ship for the historic journey.

The Charles W. Morgan is the last surviving wooden whaling ship from the great days of sail. Built in 1841 in New Bedford, MA, the Morgan had a successful 80-year whaling career. She made 37 voyages before retiring in 1921, and was preserved as an exhibit through the efforts of a number of dedicated citizens. After being on display in South Dartmouth, MA, until 1941, she came to Mystic Seaport, where each year thousands of visitors walk her decks and hear the fascinating story of her career as a whaling vessel, historic exhibit, film and media star, and a porthole into America's rich history.

Over the last three decades, the Charles W. Morgan has undergone two regimes of partial restoration along with annual maintenance. Despite these efforts, the inevitable effects of time on the wooden fabric of the vessel's structure demand additional extensive restoration. If left unchecked, these deficiencies will threaten the structural integrity of the Morgan and her use as a primary artifact in Mystic Seaport's interpretive programs.



Mystic Seaport, 1960 (No, this is not Dr. Smith as a boy), from family home movies.



Whaling in popular culture: Mountain, "Nantucket Sleighride"



The cold hard steel of the harpoon's point
Struck deep into its side.
We played out line and backed the oars
And took the cruel sleighride.

The term "Nantucket Sleighride" was coined by the whalers to explain what happened after they harpooned a whale. (Nantucket Island was considered the whaling capital of the world during the 19th century.) The first strike of the harpoon was not intended to kill the whale but only to attach it to the whale boat. The whale would take off pulling the whale boat along at speeds of up to 23 mph (37 kmh). The whale would eventually tire itself out, the leading officer in the boat would then use a penetrating lance to kill the whale.

Nantucket Sleighride is Dedicated to Owen Coffin who was cabin boy aboard the whaler Essex, which was destroyed by a sperm whale in 1819. Owen ended up in the lifeboat with Captain Pollard, his uncle. Two other lifeboats also put out. During the next 3 - 4 months, the lifeboats separated. One was never seen again, but some of those on the remaining two boats were eventually rescued.
During those long months at sea (and on desert islands), many of the men died. The remainder eventually had to resort to cannibalism to survive. After the dead of natural causes were consumed, the men determined to draw lots to see who would sacrifice his life for the others. Owen Coffin ``won'' the lottery. The Captain tried to take Owen's place, but the youth insisted on his ``right''. The executioner was also drawn by lot. That ``winner'', another young man named Charles Ramsdell, also tried vainly to swap places with Owen. Again he refused. Owen's body kept the others alive for ten days (Captain Pollard refused to eat his nephew). Another man died, and his body kept Pollard and Ramsdell alive a few more days until they were rescued.

Lyrics
Goodbye, little Robin-Marie
Don't try following me
Don't cry, little Robin-Marie
'Cause you know I'm coming home soon
My ships' leaving on a three-year tour
The next tide will take us from shore
Windlaced, gather in sail and spray
On a search for the mighty sperm whale
Fly your willow branches
Wrap your body round my soul
Lay down your reeds and drums on my soft sheets
There are years behind us reaching
To the place where hearts are beating
And I know you're the last true love I'll ever meet
Starbuck's sharpening his harpoon
The black man's playing his tune
An old salt's sleeping his watch away
He'll be drunk again before noon
Three years sailing on bended knee
We found no whales in the sea
Don't cry, little Robin-Marie
'Cause we'll be in sight of land soon

Agriculture

Farming and everyday life during the past 250 years

Children who lived in the English countryside

The Agricultural Revolution

Transportation, Industrial Revolution

Stephenson's Rocket Animation

The Spinning Mill Animation

Britain at the time of the Great Exhibition

Who Wants to Be a Cotton Millionaire?

Iron Bridge Virtual Tour

New machines that brought changes in America

Review changes of the 18th and 19th centuries

The Industrial Revolution

The everyday life of children in Victorian Britain (including the cities)

Online game about life in an industrial Victorian city

Take a tour of a workhouse

HW email to gmsmith@shanahan.org

1. Based on the map covered in class: Industrial Europe, c. 1850, in what nation did 20% of the population live in cities of 100,000 or more?

2. Name at least two of the nations that had between 6-10% of the population living in cities.

AP Economics: 24 November 2009

Prayer:

Current Events:

Troy University professor Christopher T. Warden, the author of an upcoming textbook that Accuracy in Academia is publishing, explains why college tuitions are so high. Hint: It's not because of a lack of government funding.


The Board of Regents on Thursday approved a 32 percent increase in undergraduate student fees, despite protests by hundreds of demonstrators outside the regents' meeting at UCLA.


Chapter 5 Elasticity

The concept of elasticity is thoroughly covered in this chapter, from the definition, to the calculation, and finally to the application. Price elasticity of demand is covered first, followed by income and price elasticities. The price elasticity of supply is covered, and the chapter concludes with an analysis of tax burdens based on differences in the price elasticities of demand and supply.

We can re-assemble in our small groups to discuss and answer.

If you join Dabbleboard (Cf. http://www.dabbleboard.com/); you can draw your graphs online instead of on the board. You can share graphs and chat online as well as use Dabbleboard for your Small Group collaborations.

Post any questions on the content now that we reviewed the material:

Ch. 5 True/False Review; likewise, if you have questions, add them to Shanawiki and we can address them.

We were on #2 on the Ch. 5 Short Answer Review questions.

Ch. 5 Objective Review

We can also consider Hubbert's Peak

Hubbert’s Peak: Are We Running Out of Oil?
In the mid-1950s, Marion King Hubbert (a geophysicist who worked at Shell
Research Labs) created a model of known reserves of U.S. oil and predicted that production in the United States would peak in the early 1970s. The model suggests
that production will peak again in the next decade.

While there are many reasons to believe that oil prices will continue to be high in
the future, the analysis of markets and of elasticity suggests that we are unlikely to run out of oil for a long time, if ever. According to the estimates provided in the text, while the short-term elasticity of demand for gasoline is roughly 0.2, the long-term elasticity is about 0.7. Given more time there can be greater adjustment to higher oil prices, including finding substitutes.

We are working towards the Test, Ch. 5 Multiple choice; and, we can begin Chapter 6.

Chapter 6 Overview Consumer Choice and Demand

The analysis of consumer choice in this chapter begins with the consideration of the
budget line. Total and marginal utility are then introduced and discussed, and an
incremental process is detailed through which a hypothetical consumer (and the
students) can see the utility-maximizing combination of two goods. The derivation
of the demand curve is then presented and the chapter concludes with a discussion
of consumer surplus. For instructors who wish to use indifference curves in the
analysis of consumer optimization, a detailed appendix is provided.

HW: gmsmith@shanahan.org

Chapter 5 Elasticity

1. Finish the final Short Answers Review and Objective Review questions in Chapter 5 posted on Shanawiki if we do not finish in class. Use the Shanawiki space to collaborate outside of class and post suggested answers which we will then review in class. Cf. http://shanawiki.wikispaces.com/.

2. If you join Dabbleboard (Cf. http://www.dabbleboard.com/); you can draw your graphs online instead of on the board. You can share graphs and chat online as well as use Dabbleboard for your Small Group collaborations for the T/F, Short Answer, and Objective Questions as well.

3. Read Chapter 6.

Test #1 Chapter 10 World History II Dr. Smith

Test #1 Chapter 10 World History II Dr. Smith


1. b, federal system

2. b, mestizos

3. b, Mulattoes

4. c

5. d

6. b

7. a

8. d

9. c

10. b, Joseph II

11. c, Catherine

12. a, Frederick II

13. c

14. b

15. b

16. a

17. a

18. b

19. a

20. a

KEY Test #2 Chapter 11 Section 1

KEY
Test #2 Chapter 11 Section 1

1. Which Estate had rights of jobs in government, the army, the courts, and the Church?

a) The First Estate
b) The Second Estate
c) The Third Estate
d) The monarchy
e) The nobles and the aristocracy

b)

2. In France, which class of the three Estates ran the schools?

a) The First Estate
b) The Second Estate
c) The Third Estate
d) The monarchy
e) The nobles and the aristocracy

a)

3. Which Estate was considered the highest group previous to the French Revolution?

a) The First Estate
b) The Second Estate
c) The Third Estate
d) The monarchy
e) The nobles and the aristocracy

a)

4. Which Estate owned about 10% of the best land in France?

a) The First Estate
b) The Second Estate
c) The Third Estate
d) The monarchy
e) The nobles and the aristocracy

a)

5. Which Estate often lived far from the center of power and although they owned land, they received little financial income, which made retaining their status difficult.

a) The First Estate
b) The Second Estate
c) The Third Estate
d) The monarchy
e) The nobles and the aristocracy

e)

6. Which Estate was very diverse, and was made up of the bourgeoisie, or middle class, rural peasants, and urban workers?

a) The First Estate
b) The Second Estate
c) The Third Estate
d) The monarchy
e) The nobles and the aristocracy

c)


7. Which Estate included prosperous bankers, merchants, manufacturers, lawyers, doctors, journalists, and professors?

a) The First Estate
b) The Second Estate
c) The Third Estate
d) The monarchy
e) The nobles and the aristocracy

c)

8. Which Estate made up the rural peasants and were prosperous landowners who hired workers, or were tenant farmers or day laborers?

a) The First Estate
b) The Second Estate
c) The Third Estate
d) The monarchy
e) The nobles and the aristocracy

c)

9. Which Estate was made up of urban workers who were apprentices, journeymen, and others who worked in industries such as printing or cloth making who were the poorest members of society? Many of this Estate worked as servants, stable hands, construction workers, or street sellers or had no job at all. To survive, some turned to begging or crime.

a) The First Estate
b) The Second Estate
c) The Third Estate
d) The monarchy
e) The nobles and the aristocracy

c)

10. What are the four major causes of the French Revolution?

a) Money, Bad Harvest, Estates General, and Anti-clericalism
b) Money, Bad Harvest, Marie Antoinette, and The National Assembly
c) Money, Bad Harvest, Estates General, and The National Assembly
d) Money, Bad Harvest, Marie Antoinette, and King Louis XVI
e) Money, Bastille, Marie Antoinette, and King Louis XVI

c) Money, Bad Harvest, Estates General, and The National Assembly

11. What did the Estates General accumulate, list, and write?

a) Declaration of the Rights of Man and Citizen
b) Declaration of the Rights of Man and Cahiers
c) Citizens
d) Citizens and Cahiers
e) Cahiers

e) cahiers

12. Who called for the meeting of the Estates General?
a) King Louis XV
b) Marie Antoinette
c) Voltaire
d) King Louis XVI
e) Revolutionaries

d) King Louis XVI

13. During the moderate phase of the Revolution, who asked that the nobility help to reform the tax system?

a) King Louis XV
b) Marie Antoinette
c) Voltaire
d) King Louis XVI
e) Revolutionaries

d)

14. What were the years of terrible weather in France?

a) 1786-1789
b) 1787-1789
c) 1787-1790
d) 1785-1789
e) 1784-1789

b) 1787-1789

15. What happened during the years of terrible weather?

a) Food prices went up, income decreased, and many people found themselves unemployed.
b) Food prices went up, income increased, and many people found themselves unemployed.
c) Food prices went down, income decreased, and many people found themselves unemployed.
d) Food prices went up, income decreased, and many people found themselves employed.
e) Food prices went down, income increased, and many people found themselves employed.

a) food prices went up, income decreased, and many people found themselves unemployed.

16. In August of 1788, the Estates General, or a gathering of representatives from all three estates, met at the palace of Versailles for the first time since:

a) 1613
b) 1614
c) 1615
d) 1616
e) 1617

b) 1614

17. The deputies of the Third Estate grew tired of arguments about voting and so declared themselves the:

a) The National Congress
b) The National Representatives
c) The National Guard
d) The National Assembly
e) The National League

d) The National Assembly

18. The deputies decided to create:

a) chaos
b) a Constitution
c) The Declaration of the Right of Man and Cahiers
d) The Declaration
e) The Declaration of the Bill of Rights

b) a Constitution

19. On June 20th the deputies met where?

a) at the Salon
b) at the royal tennis court
c) at the royal badminton court
d) at the royal stables
e) at the royal ring

b) at the royal tennis court

20. The Third estate could be called:

a) "the kitchen cabinet category"
b) "the kitchen sink category"
c) "the kitchen salon category"
d) "the kitchen corner category"
e) "the kitchen category"

b) "the kitchen sink category"

21. The Third Estate included about:

a) 98 percent of the population
b) 98 percent of the Second Estate
c) 98 percent of Paris
d) 98 percent of the cahiers
e) 98 percent of the salons, cahiers, and the peasantry

a) 98 percent of the population

22. Why did the Third Estate object to each estate's having one vote in the Estates-General?

a) The Third Estate objected to each of the Estates having one vote because the First and Second Estate's votes would almost always coincide due to their high placement in society.
b) The Second Estate objected to each of the Three Estates having one vote because the First and Third Estate's votes would almost always coincide due to their high placement in society.
c) The First Estate objected to each of the Estates having one vote because the Second and the Third Estate's votes would almost always coincide due to their high placement in society.
d) The Third Estate objected to each of the Estates having one vote because all the Estate's votes would almost always coincide due to their high placement in society.
e) The Third Estate objected to each of the Estates having one vote because the Second and the Third Estate's votes would almost always coincide due to their high placement in society.

a) The Third Estate objected to each of the Estates having one vote because the First and Second Estate's votes would almost always coincide due to their high placement in society.

23. What was the significance of the Constitution of 1791?

a) It limited the role of taxes
b) It limited the monarchy
c) It limited the bourgeosie
d) It limited the Queen
e) It limited the Declaration of the Rights of Man and Citizen

b) It limited the monarchy

Fill in the Blank
24. The Constitution of 1791 set up a limited monarchy in place of the ________ monarchy that had ruled France for centuries.

a) limited
b) constitutional
c) democratic
d) absolute
e) capitalist

d) absolute

What or Who am I?
25. Feudalism was a type of government practiced in the:

a) middle ages
b) modern ages
c) mid-16th Century
d) middle of the capitalist era
e) middle of the Revolution

a) middle ages

26. A term created 1790 - 1792 by the French to describe the poorer members of the Third Estate, according to the dominant theory because they usually wore pantaloons (full-length trousers) instead of the fashionable knee-length culotte. An extreme radical republican during the French Revolution.

a) bourgeoisie
b) Sans-Culottes
c) First Estate
d) Nobles and aristocracy
e) First Estate and nobles

b) Sans-Culottes

27. Lived from 7 May 1748 – 3 November 1793, was a French playwright and political activist whose feminist and abolitionist writings reached a large audience. French author and activist who achieved modest success as a play wright in the 18th century, but she became best known for her political writing and support of the French Revolution. Considered a feminist pioneer, she was an advocate of women's rights. Her most famous work was "The Declaration of the Rights of Woman", (1791). Even in revolutionary France, feminist ideas were considered radical. In 1793, she was executed for crimes against the government.

a) Marie Antoinette
b) Mistress du Bary
c) Mistress Pompidour
d) Olympe de Gouges
e) Maria Theresa

d) Olympe de Gouges

28. A political and social system that no longer governs (especially the system that existed in France before the French Revolution).

a) Ancien Régime
b) Capitalism
c) Feudalism
d) Commons
e) Syndicalism

a) Ancien Régime

29. The social group between the lower and upper classes. A person whose attitudes and behavior are marked by conformity to the standards and conventions of the middle class. This group was also considered to be the "movers and shakers" behind the French Revolution.

a) Sans-Culottes
b) peasants, but mostly in rural regions
c) Bourgeoisie
d) rising urban unemployed
e) upwardly mobile

c) Bourgeoisie

Who am I?
30. French financier and politician who advocated the formation of the States-General to effect financial reform. His brief dismissal by Louis XVI (1789) precipitated the storming of the Bastille.

a) Marie Antoinette
b) Olympe de Gouges
c) King Louis XV
d) Voltaire
e) Jacques Necker

e) Jacques Necker

KEY Test #3 Ch. 11 Sec. 2 and 3

KEY Test #3 Ch. 11 Sec. 2 and 3



Chapter 11 Section 2 and 3

1. What years were the Consulate in existence?

a) 1789-1812
b) 1789-1790
c) 1799-1812
d) 1799-1812
e) 1799-1804

e) 1799-1804

2. What is nationalism?

a) devotion to religion
b) devotion to the interests or culture of one's nation
c) devotion to the Revolutionary ideals
d) devotion to national law
e) devotion to Napoleon

b) devotion to the interests or culture of one's nation

3. Who am I?
A prominent female writer of the French Revolution and Napoleonic era; helped friends escape France during the Reign of Terror; a bit conceited "could not recognize her shortcomings"; first got along with Napoleon than clashed with him and denounced him as tyrranical. Napoleon banned her books and exiled her to the German states where she continued to write.

a) Madame Marie-Louise
b) Madame Geoffrin
c) Anne Louise Germaine de Staël
d) Anne Louise Germaine von Steuben
e) Anne Louise Germaine Greer

c) Anne Louise Germaine de Staël

4. A direct vote in which the entire electorate is invited to accept or refuse a proposal. A popular vote by ballot.

a) public opinion poll
b) plebiscite
c) poll
d) poll tax
e) pole cat

b) plebiscite

5. In what year was the Napoleonic Code enacted by Napoleon?

a) 1804
b) 1812
c) 1815
d) 1801
e) 1799

a) 1804

6. Another phrase for a blockade might be a:
a) Lincoln Continental
b) Continental System
c) Continental Divide
d) Continental Airlines
e) Continental Shape

b) Continental System

7. The blockade referred to above primarily was aimed at:
a) British
b) Belgium
c) Burkino Faso
d) Brussels
e) Bologna

a) British

8. Before invading Russia Napoleon was bogged down in the:
a) Portua War
b) Port War
c) Peninsulares War
d) Peninsular War
e) Petticoat War

d) Peninsular War

9. In what year did Napoleon invade Russia?
a) 1815
b) 1812
c) 1801
d) 1804
e) 1821

b) 1812

Fill-in
10. During the Napoleonic Wars, _________________________________________

a) guffaw
b) garrulous
c) garrison
d) guerrilla warfare
e) guerrilla marketing

meant the use of hit-and-run tactics by small, mobile groups of irregular forces operating in territory controlled by a hostile, regular force.

d) guerrilla warfare

11. The military practice of devastating the property and agriculture of an area before abandoning it to an advancing enemy.

a) scotch policy
b) scope policy
c) scorched-metal
d) scorched-earth policy
e) scorched-moon policy

d) scorched-earth policy

12. To renounce or relinquish a throne, right, power, claim, responsibility:

a) absence
b) abdicate
c) abolish
d) absolute
e) abandon

b) abdicate

13. The dominant figure whose fortunes were rising during the Congress of Vienna:
a) Marchant
b) Merchant
c) Metternich
d) Module
e) Modicum

c) Metternich

14. The Congress of Vienna was held during:

a) 1814–1815
b) 1804-1812
c) 1812-1815
d) 1801-1804
e) 1888-18889

a) 1814–1815

15. Who am I?
Known as "the Iron Duke." 1769-1852. British general and politician. Commander of British troops during the Peninsular War (1808-1814), he defeated Napoleon at Waterloo (1815), thus ending the Napoleonic Wars. As prime minister (1828-1830) he passed the Catholic Emancipation Act (1829).

a) Duce of Wellington
b) Demand of Wellington
c) Duke of Wellington
d) Duke of London
e) Duke of Waverly

c) Duke of Wellington

16. A status conferred by the people on the government's officials, acts, and institution through their belief that the government's actions are an appropriate use of power by a legally constituted governmental authority following correct decisions on making policies.

a) liberty
b) liable
c) libera
d) legitimacy
e) legislate

d) legitimacy

17. An agreement or understanding between the chief European powers to take only joint action in the (European) Eastern Question.
a) Concertina of Europe
b) Concert of Europe
c) Coherence of Europe
d) Conduct of Europe
e) Conductor of Europe

b) Concert of Europe

18. Two goals of this group was to extend suffrage and the right to vote, and to abolish the French monarchy and establish a Republic. The main purpose of the Committee was to abolish the old regime.

a) Committee of Homeland Security
b) Committee of Security and Firearms
c) Committee of Public Safety
d) Committee of Public Policy
e) Committee of Public Relations

c) Committee of Public Safety

19. Which King was executed during the Radical phase of the Revolution?

a) Louis XVI
b) Louis XV
c) Louis X
d) Louis XIV
e) Louis X

a) Louis XVI

20. Who argued in favor of execution?

a) Moireaux
b) Moliere
c) Monico
d) Marat
e) Monthly

d) Marat

21. Fill-in (Word bank below)

a) Consulate
b) Directorate
c) National Assembly
d) National Convention
e) First Consul

What occurred after radicals took control of the Assembly?

22. After the Radicals took control of the: _______________________________

23. they called for the election of a new legislative body called the
________________

22. c) National Assembly
23. d) National Convention

24. Several new changes were to be made, for example the right to vote was to be extended to:


a) all female citizens
b) all voting female citizens
c) all male citizens, not just property owners
d) all property owners
e) all female property, voting female citizens

c) all male citizens, not just property owners

25. The Convention voted to establish:

a) a monarchy
b) a republic
c) a democracy
d) an oligarchy
e) an aristocracy

b) a republic

26. The Convention abolished:

a) a monarchy
b) a republic
c) a democracy
d) an oligarchy
e) an aristocracy

a) a monarchy

Fill-in
a) Girodins
b) Mountain
c) Jacobins
d) the moderates
e) the reactionaries

27. A new constitution was drawn, and the ____________ set out to abolish all traces of the old order.

c) Jacobins

28. The King was put on trial and was convicted by:

a) a convincing majority
b) a single vote
c) an oligarchy
d) a republic
e) sans-culotte

b) a single vote

29. What did Robespierre think was necessary to achieve the goals of the revolution?

a) Time
b) Telegraph
c) Terror
d) Telepathy
e) Telemachus

c) Terror

30. What said "The first maxim of our politics ought to be to lead the people by means of reason and the enemies of the people by terror."

a) Napoleon
b) Mountain
c) Jacobin
d) Robespierre
e) Richelieu

d) Robespierre

31. During the "Great Fear," approximately how many people were executed?

a) 17,000
b) 7,000
c) 170,000
d) 77,000
e) 71,000

a) 17,000

32. During the "Great Fear," approximately how many people were arrested?

a) 300,000
b) 30,000
c) 33,000
d) 303,000
e) 333,000

a) 300,000

33. A group within another group that has some sort of significance. In this case, dealing with the government and society. A group of persons forming a cohesive, usually contentious minority within a larger group.

a) Party
b) Elector
c) Faction
d) Fiction
e) Coup D'etat

c) Faction

34. Individuals qualified to vote in an election. Qualified voter; someone able to elect another.

a) Party
b) Elector
c) Faction
d) Fiction
e) Coup D'etat

b) Elector

35. The sudden overthrow of a government by a usually small group of persons in or previously in positions of authority. A blow or strike to the state. A forcible override of one's government by a group of individuals tending to find fault with it.

a) Party
b) Elector
c) Faction
d) Fiction
e) Coup D'etat

e) Coup D'etat

Who am I?
36. A significant leader in the French Revoloution, born in 1759 and died in 1794. A catalyst in the overthrow of the ruling class and establishing the First French Republic.

a) George Danton
b) Jean-Paul Marat
c) Jacobins
d) Maximilien Robespierre
e) Reign of Terror

a) George Danton

37. Swiss-born French revolutionary who founded (1789) L'Ami du peuple, which supported the French Revolution. He was elected to the National Convention in 1792 but was assassinated in the following year by a Girondist. Loosely connected to the radical Jacobin group, and gained vast support of the lower class from his fiery and wordy journalism.

a) George Danton
b) Jean-Paul Marat
c) Jacobins
d) Maximilien Robespierre
e) Reign of Terror

b) Jean-Paul Marat

38. A political club of the French Revolution formed in 1789. The members were mostly bourgeois, and they sought to limit the powers of the King. A a member of a radical society or club of revolutionaries that promoted the Reign of Terror and other extreme measures, active chiefly from 1789 to 1794: so called from the Dominican convent in Paris, where they originally met.

a) George Danton
b) Jean-Paul Marat
c) Jacobins
d) Maximilien Robespierre
e) Reign of Terror

c) Jacobins

Dates to Know:
39. Day of Robespierre's death

a) 9 Thermidor - (July 28, 1794)
b) 14 July 1789
c) 18 Brumaire - (November 9, 1799)
d) July 27th 1794
e) September 5th 1793

a) 9 Thermidor - (July 28, 1794)

40. Day of the coup d'état in which General Napoléon Bonaparte overthrew the Directory and replaced it with the Consulate.

a) 9 Thermidor - (July 28, 1794)
b) 14 July 1789
c) 18 Brumaire - (November 9, 1799)
d) July 27th 1794
e) September 5th 1793

c) 18 Brumaire - (November 9, 1799) - day of the coup d'état in which General Napoléon Bonaparte overthrew the Directory and replaced it with the Consulate.