His 2400, Mid-Term Exam II, 1789-1914 (review). Exam, changed to Nov. 13.

Part 1. (20%) Write one sentence (five in all) defining five (only) of the following term, person, event, or place in which you tell what it is, place it in time, and indicate its general significance. I will put six to eight terms on the test.

sans culottes                           the Terror                                Thermidorian Reaction

Napoleon                                Maximillien Robespierre        Peninsular War

Congress of Vienna                Prince von Metternich            Karl Marx

Chartists                                 Grossdeutch                           panslavism

Giuseppe Mazzini                   Camilli di Cavour                   1848 Revolts

Frankfort Assembly                New Imperialism                    Opium War

Sepoy Mutiny                         Boer War                                Suez Canal

Otto von Bismark                   Russo-Japanese War               Schlieffen Plan

Part 2. (30%) There will be a series of quotes from documents assigned (below). Write an essay which you compare and contrast two of the quotes (at least four paragraphs). Be sure to compare argument, intention, and context. I will put at least five of the following passages on the test.

VI THE FRENCH REVOLUTION: THE DEBATE OVER NOBLE PRIVILEGE

            THE THIRD ESTATE TRIUMPHANT

                        Feudal Rights Abolished The August 4th Decrees (August 4-11, 1789)

The Declaration of the Rights of Man and Citizen (August 27, 1789)

From The Civil Constitution of the Clergy (July 12, 1790)

VIII INDUSTRIALIZATION AND SOCIAL UPHEAVAL: THE FACTORY SYSTEM

Principles From Andrew Ure. The Philosophy of Manufactures

Discipline Factory Rules in Berlin (1844)

                        Smith, Ure, Marx (handout)

X STATE BUILDING AND IMPERIALIST EXPANSION

THE UNIFICATION OF ITALY

Diplomacy From Cavour’s Letter to Victor Emmanuel (July 24, 1858)

GERMAN UNIFICATION

Iron and Blood From Otto von Bismarck. Speech to the Reichstag (September 30, 1862)

IMPERIALISM

French Colonial Policy From Jules Ferry. Preface to Tonkin (1890)

The White Man’s Burden From Rudyard Kipling. The White Man’s Burden

XII WORLD WAR I: THE ROAD TO WAR

National Rivalry From An Interview with the Geman Kaiser (Daily Telegraph, 1908)

Popular Propaganda The German “Hasslied”

War Declared The “Blank Check” Telegram From Philipp Scheidemann. The Making of New Germany

Part 3. (50%) I will select two of the following three questions, from which you will select one as the basis for a well-constructed essay. Where possible, define your terms, make an argument, and give specific evidence to back that argument. The evidence--declarations, biographical detail, actions, general social or economic movements, etc.--should be explained to show how it "fits" (or proves) your argument. You should include at least a paragraph each on three documents/primary sources, and evidence from two chapters of Perry, Western (at least five total) which help prove your argument. You may use evidence from any of the quotes not selected in Part 2.

1. What was the impact of the French Revolution (1789-1815) on both the ideas and events of the rest of the nineteenth century? Be sure to define what the meaning and substance of the Revolution was. Then show its specific links to specific thinkers, intellectual movements and reactions, and actions.

2. Does economic history matter to the development of civilization? Argue for the impact, if any, of the Industrial Revolution(s) on the intellectual and political development of nineteenth-century Europe (and its relations with the rest of the world). Be sure to define the development and meaning of the Industrial Revolution(s) and factory system.

3. Ernest Gellner, in Nations and Nationalism (1983), argues that not only was the nineteenth century "the Age of Nationalism," but also that nationalism as a European-wide phenomenon was relatively rare before the nineteenth century. Define nationalism and suggest why such a sentiment or movement might be distinctly associated with the nineteenth century. Be sure to give specific examples.