Fall Final Exam Study Aid 2024 PDF

== Fall Final Exam Study Aid 2024 Test Format: ~10 Content-based multiple choice questions (5 minutes) ​ Objective questions about identifying and applying vocabulary, key concepts, and historical developments ​ How to prepare: Review each vocabulary term for its definition,...

== Fall Final Exam Study Aid 2024 Test Format: ~10 Content-based multiple choice questions (5 minutes) ​ Objective questions about identifying and applying vocabulary, key concepts, and historical developments ​ How to prepare: Review each vocabulary term for its definition, historical context, and significance ~20 Stimulus-based multiple choice(20 minutes) ​ Multiple choice questions with a source/map/chart stimulus to answer questions ​ How to prepare: review sources from class activities and reanalyze them, practice HIPPO analysis, find and practice on primary sources from the book 1 Long Essay Question (40-50 minutes) [Like our second test!] ​ Choice of two prompts focused on BIG PICTURE developments from the semester (what are some historical developments that have greatly impacted world events in our first semester of content?) ​ Respond to the prompt in a an essay with an introduction, 2 body paragraphs, and a conclusion ​ See our LEQ writing guide from test 2 to review preparation ​ Graded according to the 6 point Rubric ○​ Context (1 point): Introduces the topic with relevant and specific historical context ○​ Thesis (1 point): Answers the prompt with an argument and a line of reasoning ○​ Evidence (2 ponts): Uses 4 pieces of evidence to support the ===argument(remember you aren’t given sources, so you need to provide details, events, developments that you remember from class) ○​ Analysis (2 points): Evidence is analyzed in order to support an argument and demonstrates historical complexity (nuanced argument, counter argument, etc.) Unit 1 Vocabulary ​ Perspective ​ Primary Sources ​ Secondary Sources ​ HIPPO (see below) ​ Trade ​ Cross-Cultural Syncretism ​ GDP - Gross Domestic Product ​ Silk Road - An ancient trade route connecting East & West ​ [Rise of] Islam - Isam rose on the Arabian peninsula ​ Jizya (Dhimmi status) - A tax on non-muslims for ‘protection’ ​ Indian Ocean Trade (Monsoon Market according to John Green) ​ Identity - How individuals or groups define themselves ​ Diffusion - The spread of cultural beliefs and practices ​ Expansionism - The policy of territorial or economic expansion ​ Isolationism - The policy of avoiding political or economic entanglements ​ Gunpowder [Empires] - Empires that utilized gunpowder for military power ​ Ottoman Empire ​ Istanbul / Constantinople - Istanbul, formerly known as Constanople ​ Cordoba - A center of learning and culture in Spain (during its peak) ​ Mughal India - Empire associated with India during gunpowder era ​ Ming China - Dynasty that ruled China during gunpowder era ​ Tokugawa Japan - A period in Japan known for its isolationist policies ​ Sakoku (closed country) - the policy of a closed country ​ Zheng He -A chinese explorer known for maritime expeditions → 7 voyages that ranged from southeast asia to eastern africa (along the Indian Ocean) → everywhere he went he distributed “gifts”, silver & silk, to demonstrate Chinese superiority → more than 16 countries sending contribution to Ming court ​ Mercantilism - An economic theory focused on trade and wealth accumulation. Steps → get colonies, extract raw materials from those colonies using coerced labor, protect domestic industries using tariffs to create a good balance of trade (exports/imports), sell, keep as much gold and silver as possible to finance war against European states (ex. India → salt video) ​ Columbus Voyage 1492 -  ​ Columbian Exchange - A transfer of goods and ideas between the Americas & Europe ​ Mestizo - A person of European & Native descent Key Concepts Lesson 1: Why History ​ Why do we study history? What use does it have in our development as a people? ​ -​ We study history to understand our development as a people. -​ To give us information about the past and to help us learn from our mistakes so we don't repeat them again ​ How can perspective influence our study of history? -​ It shapes our interpretation of events. -​ Perspective can influence our study of history because it gives us different viewpoints which lead to different ways of studying history. ​ How can primary and secondary sources both contribute to the study of history? ​ Compare and contrast the advantages and disadvantages of primary/secondary sources Primary and secondary sources provide different viewpoints and contexts. Through primary sources we can learn and understand firsthand what people went through and learned during a time period. However you are getting a one sided point of view on history. Through secondary sources we can learn from the past and understand what people went through (with a wider variety of viewpoints). However history could be altered or changed by the time it reaches us. Advantage - primary sources offer firsthand accounts of events Disadvantage - Secondary sources may misinterpret primary data Lesson 2: Rise of Islam and Eurasian Trade ​ What factors led to the rise of Islam on the Arabian Peninsula?  -​ Trade, social structure, and religious appeal -​ conquest — 100 years -​ trade — next 500 years -​ islam can be found everywhere but Christian Europe and china. ​ How did Islam spread so rapidly in Afro-Eurasian world? How far did it spread and through what methods? -​ Through trade, conquest, and missionary work ​ How did Islam adapt and change based on where it took root? What are some examples of this? -​ By integrating local customs and practices ​ How was Islam both a result of and a contributor to cross cultural exchange and trade? -​ Islam was a contributor to cross cultural exchange and trade because it facilitated trade and cultural interactions Lesson 3: Expansionism and Isolationism ​ What were the gunpowder empires and how did they influence the Middle East and Asia? -​ Empires that used gunpowder for military dominance The gunpowder empires were: ​ Ottoman Empire (Turkey and parts of Europe, Asia, and Africa) ​ Safavid Empire (Persia, modern-day Iran) ​ Mughal Empire (India) They influenced the Middle East & Asia in these ways: ​ Military power (expanded their territories and defended their borders) ​ Cultural Blending (mixed local and foreign traditions) ​ Religious influence ​ Trade and Economy (allowed for exchange of goods and ideas) ​ Who were the Ottomans and how do they illustrate themes of this unit (trade, cross cultural exchange, identity, expansion/isolation) -​ A powerful European empire that controlled trade routes -​ They connected East and West through commerce/trade -​ Cultural exchange - They adopted other cultures writing/art -​ Multi religious empire (Dhimmi paid Jizyah). The empire had many different cultures and religions. -​ Stratified society based on coffee houses - social exchange -​ Trade - they controlled trade routes between Europe & Asia, making money from good like spices and silk. -​ Identity - The Ottomans were mainly Muslim but blended cultures from the areas they conquered. -​ Expansion/Isolation - they expanded their empire by conquering land in Europe, the Middle East, and Africa. Eventually they started losing power and became more isolated. ​ Who were the Mughals and how do they illustrate themes of this unit (trade, cross cultural exchange, identity, expansion/isolation) -​ A dynasty that ruled India and promoted trade → (ie. imperialism and colonization → salt movie) -​ They blended Persion and Indian cultures -​ As Akbar extended the Mughal Empire, he welcomed influences from cultures in empires far away → cultural blending; art, education, politics, & language → Persian spoken at the high court (derived from Sanskrit), Hindu widely spoken today, soldiers developed Urdu (“from the soldiers camp”) a blend of Arabic, Perian, & Hindu (now official language of Pakistan.) -​ Mughals were a Muslim empire that ruled much of India from the early 1500s to the 1700s. -​ Trade - Encouraged trade with regions like Europe and Asia. -​ Cross Cultural Exchange - Ruled over a mix of cultures and religions, including Hindus and Muslims. Supported different types of architecture. -​ Identity - They were Muslim but accepted different religions, especially under rulers like Akbar, who rooted religious tolerance.  -​ Expansion/Isolation - The Mughals expanded their empire though military conquest, covering much of India. Later they became weakened by outside powers and isolated. ​ Who were the Ming and how do they illustrate themes of this unit (trade, cross cultural exchange, identity, expansion/isolation) -​ A dynasty known for its trade and cultural achievements -​ They expanded trade networks across Asi -​ Ming Dynasty ruled China from 1368-1644. -​ Trade - The Ming Dynasty was involved in trade both within Asia and Europe. -​ Cross Cultural Exchange - They engaged with foreign cultures through trade ​ Who were the Tokugawa and how do they illustrate themes of this unit (trade, cross cultural exchange, identity, expansion/isolation) -​ A shogunate (--> shogun; ‘supreme general of the emperor's army’) that enforced isolationist policies in Japan -​ They maintained stability through isolation -​ The Tokugawa Shogunate ruled Japan from 1603 - 1868 and brought long lasting stability to the country. -​ -​ Trade - Limited foreign trade to control outside influences. They allowed limited trade with the Dutch and Chinese through one port only (Nagasaki), but mostly focused on internal trade within Japan. -​ Cross Cultural Exchange - limited to within Japan. -​ Identity - Promoted a strong sense of Japanese identity, rooted in traditional Confucian values and social order. -​ Expansion/Isolation: Isolated Japan from most of the outside world, sakoku (closed country) Lesson 4: European Exploration and the Columbian Exchange ​ What was the state of the “haves” and “have nots” on the world stage in 1500 based on wealth, power, and trade? -​ Wealth and power distributed unevenly ​ How did the Portuguese begin the process of shifting more economic power to Europe and away from the Muslim Empires? -​ By establishing trade routes and colonies ​ What factors lead to the voyage of Columbus and the European discovery of the Americas? -​ Desire for trade routes and exploration ​ How did the discovery of the Americas create the Columbian Exchange and how did this affect Native Americans, Europeans, and the land of America? -​ It initiated the transfer of goods and ideas -​ It introduced new diseases and goods ​ How did colonies in America begin experiencing cross cultural exchange? -​ Through interactions between settlers & natives Unit 2 ​ Scientific Revolution - immediate source of enlightenment thought → a period of major scientific advancements ​ Scientific Method - a systematic approach to inquiry and experimentation ​ Francis Bacon - A philosopher known for promoting the scientific method ​ Descartes - A philosopher known for rationalism and skepticism ​ Ptolemy - An ancient astronomer known for geocentrism ​ Copernicus - An astronomer known for geocentrism ​ Galileo - An astronomer who proposed heliocentrism ​ Heliocentrism - Places sun at the center ​ Geocentrism ​ Newton - A scientist known for laws of motion and gravity​ ​ Galen - the 4 Humors - A physician known for anatomy studies ​ Vesalius - physician known for anatomy studies ​ The Enlightenment - A movement emphasizing reason and individualism → application of reason and empiricism to society and politics. Enlightenment thinkers applied principles of reason and methods of science to all aspects of society. ​ John Locke - A philosopher known for social contract theory ​ Thomas Hobbes - A philosopher known for his views on absolute monarchy ​ Voltaire -A philosopher known for advocating freedom of speech ​ Rousseau - A philosopher known for his ideas on social contract ​ Montesquieu - A philosopher advocating separation of powers in government (ie. Legislative, executive, judicial) —> influenced modern democratic systems ​ Mary Wollstonecraft - Feminist who argued for women’s rights (ie. Education and equality) —> She wrote ‘A Vindication of the Rights of Woman’ book ​ Adam Smith - Economist and philosopher known as the “Father of Capitalism.” Introduced free markets and the “invisible hand” ​ Salons - Social gatherings, often hosted by women, where Enlightenment ideas were discussed and spread ​ Philosophes - Enlightenment thinkers promoting reason, science, progress,and secularism ​ American Revolution - Enlightenment-inspired movement were American colonies fought for independence from Britain, establishing democracy ​ French Revolution (1789) - overthrow of monarchy (influenced by Enlightenment ideas & driven by economic, social,and political inequality) ○​ Estate System/Ancien Regime - pre revolutionary French social structure dividing society into clergy (First Estate), nobility (Second Estate), and commoners (Third Estate)  ○​ National Assembly - Revolutionary body formed by the Third Estate to demand representation and write a new constitution. ○​ Declaration of Rights of Man and Citizen - Foundational document of the French Revolution proclaiming equality, individual rights, and freedom. ○​ Women’s March on Versailles - Demonstration led by women demanding bread and political reforms, forcing the royal family to move to Paris. ○​ Storming of the Bastille - Attack on a royal prison symbolizing the beginning of the French Revolution. ○​ Reign of Terror - Radical phase of the French Revolution under Robespierre, marked by mass executions of perceived enemies. ○​ Robespierre - Leader of the Jacobins and the Reign of Terror, promoting radical policies to protect the revolution. ○​ Jacobins - Radical political group advocating for republicanism and the elimination of monarchy. ○​ Emigres - Nobles and others who fled France during the Revolution, often working to restore the monarchy. ○​ Committee of Public Safety - Revolutionary government body during the Reign of Terror, tasked with protecting the revolution from internal and external threats. ○​ The Directory - Conservative government established after the Reign of Terror, characterized by corruption and inefficiency. ​ Napoleon Bonaparte (First Consul to Emperor of France) - French military leader who rose to power as First Consul, later declaring himself Emperor. He reformed government and expanded French territory but ultimately centralized authority. ○​ Napoleonic Code - A civil code established by napoleon ○​ Corps System - Military organizational structure under Napoleon, dividing the army into self-sufficient units for mobility and efficiency. ○​ Continental System - a blockade against civil trade ○​ Congress of Vienna - a conference to restore European civility ​ Haitian Revolution - A successful slave revolt leading to the establishment of Haiti as the first Black republic and abolition of slavery. ​ Toussaint Louverture - Former slave who led the Haitian Revolution, securing freedom for Haiti. ​ Revolutions of 1830-1848 - Series of uprisings across Europe driven by demands for national self-determination, liberal reforms, and economic justice. ​ Nationalism - Extreme pride in one’s nation, driving unification efforts and revolutionary movements.  ​ Unification of Germany - Led by Otto von Bismarck through diplomacy and wars, uniting German states under Prussian dominance. ​ Unification of Italy - Effort led by figures like Giuseppe Garibaldi and Count Cavour to unify Italian states under the Kingdom of Sardinia. Key Concepts Scientific Revolution - a period of major scientific advancements → application of reason and empiricism to science/natural world 1.​ What were the causes of the Scientific Revolution? -​ A systematic approach to inquiry and experimentation -​ Revival of classical knowledge from the Renaissance. -​ Growth of universities and patronage for science. -​ Development of the printing press for spreading ideas. -​ Emphasis on observation, experimentation, and reason. 2.​ How did the science of the Scientific Revolution go against traditional thinking? -​ Challenged reliance on ancient authorities (e.g., Aristotle, Church doctrines). -​ Replaced superstition with empirical evidence. -​ Advocated for heliocentrism (Copernicus, Galileo) over geocentrism. 3.​ What impact did the Scientific Revolution have on traditional authority structures? On society as a whole -​ Weakened the Church’s intellectual authority. -​ Promoted secularism and independent inquiry. -​ Inspired Enlightenment ideals of reason and progress. The Enlightenment 1.​ What were the causes of the Enlightenment? -​ Scientific Revolution’s focus on reason. -​ Discontent with absolute monarchies and feudal systems. -​ Spread of ideas via printing and salons.  2.​ How did the Enlightenment go against traditional authority structures? -​ Challenged divine right and hereditary privilege. -​ Advocated for secular governance and equality. -​ Critiqued institutionalized religion. 3.​ What were the values/ideals of Enlightenment and how were they expressed through various thinkers, leaders, and artists? -​ Liberty, equality, reason, progress, and secularism. -​ Expressed by thinkers like Locke (natural rights), Voltaire (freedom of speech), and Rousseau (social contract). 4.​ How were ideals of the enlightenment spread and realized? -​ Through literature, salons, and education. -​ Influenced revolutions (American, French, Haitian Revolutions 1.​ How was the American Revolution a product of the Enlightenment? -​ Inspired by ideas of liberty, natural rights (John Locke), and self-governance. 2.​ What were the causes of the French Revolution, both from the Enlightenment and from French society? -​ 3.​ How did the French Revolution progress through its different stages? Why did it start moderate, become radical, then conservative? -​ Moderate Phase: National Assembly and constitutional monarchy. -​ Radical Phase: Reign of Terror under Robespierre. -​ Conservative Phase: The Directory and rise of Napoleon 4.​ What were the ideals of the French Revolution? In what ways were these expressed and undermined throughout the process? -​ Liberty, equality, fraternity expressed in reforms like the Declaration of Rights of Man. -​ Undermined by violence (Reign of Terror) and Napoleon’s authoritarian rule. 5.​ How did the French Revolution give rise to Napoleon? What was Napoleon’s impact on France and Europe? -​ Instability and weak leadership paved the way for his coup. -​ Napoleon restored order but centralized power. 6.​ Napoleon eventually became Emperor, did the French Revolution matter? Was Napoleon an embodiment of the revolution or did his power undermine its ideals? -​ Embodiment: Spread revolutionary reforms like legal equality. -​ Betrayal: Suppressed democracy and declared himself Emperor. 7.​ How did the Enlightenment and French Revolution influence the Haitian Revolution? -​ Inspired ideals of equality and freedom. -​ Slaves demanded the rights promised by French revolutionary ideals. 8.​ What made the Haitian Revolution unique in terms of citizenship and rights? -​ First successful slave revolt to establish an independent state. -​ Extended rights to formerly enslaved people. 9.​ How did Nationalism impact the Revolutions of the 1800s? -​ Fueled independence movements and demands for unification (Italy, Germany) 10.​ How did ideals of the Enlightenment or Nationalism impact 1800s unification movements? -​ Promoted ideas of self-determination and shared cultural identity. -​ Inspired leaders like Garibaldi (Italy) and Bismarck (Germany). Unit 3 Vocabulary ​ Industrial Revolution ​ Cottage Industry -​ Small scale production of goods -​ done at home by families ​ Water Frame -​ a machine that sued water power to spin cotton into a thread ​ Steam Engine ​ Power Loom -​ A machine for weaving fabric, speeding up textile production ​ Factory System -​ a method of production where goods are made in large buildings (factories) using machines ​ Urbanization -​ the growth of cities as people moved from rural areas to work in factories ​ Textile -​ cloth or fabric made by weaving or knitting ​ Assembly Line ​ Interchangeable Parts ​ Bessemer Steel Process -​ a cheap and fast way to make steel by removing impurities from iron ​ Electricity ​ Railroads ​ Telegraph -​ A device for sending messages using electrical signals over wires ​ Child Labor ​ Labor Unions -​ group of workers who join together to fight for better pay and working conditions ​ Liberalism -​ ENLIGHTENMENT (EXPAND PEOPLE FREEDOMS AND RIGHT) GET RID OF KINGDOMS AND POWER (Britain - Liberalism) ​ Conservatism -​ support for traditional and slow change - TRADITION OF EUROPEAN RULE (PUT POWER IN STABLE MONARCHS) Germany - King, Japan ​ Concert of Europe -​ An agreement between European countries to maintain peace after Napoleon's defeat ​ Nationalism -​ extreme pride in ones country (ie. National anthems, etc.) ​ Capitalism -​ trade and industry controlled by private owners for profit (inspires imperialism -> mEns: capitalism) ​ Marxism -​ should be classless, no private property, criticizing philosophy of Capitalism that leads to uneven distribution of wealth and privilege (CLASS STRUGGLE, CRITICIZING INEQUALITY) labor productivity (you don’t own your labor you are selling it to your boss) ​ Socialism -​ major industries are owned by workers rather than private businesses^ ​ Feminism -​ women should move away from traditional female roles (ie. Stay at home mom, cook, etc.) giving women the right to vote —> 1920 (talking about that because of Industrial Revolution) ​ Anarchism -​ against authority, abolishment of institutions, everyone has individual freedoms, no external control (less defined) NO GOVERNMENT - more radical ​ Imperialism -​ Expansion of empire -​ Pseudo science (not based on science) of social darwinism ​ Old Imperialism vs. New Imperialism (justifications -​ Old: -​ Expansion through conquering -​ Expansion of ideas (compass, printing press, caravel ship design) -​ Ottoman empire -​ Slave trade of Africa -​ America’s new world -​ Resources: gold, silver, cotton, tobacco -​ Easy materials -​ New: -​ 1870 -​ Not looking to expand in America’s anymore -​ trade, war (expanding of territores) -​ Less unowned territory -​ US + Canada border established -​ More independent countries -​ 1880→1930 (places like Africa colonized by European powers (France, UK, Belgium, Germany)) -​ Encouraged by Social Darwinism & Militarism ​ Social Darwinism (encouraged new imperialism) -​ Belief in perceived European superiority (to justify expansion) ​ Scramble for Africa -​ Must have physical troops + people -​ Ie. Berlin conference of 1884 (white man conference about Africa but no Africans present!!) ​ Zulu Resistance ​ Imperialism in Japan -​ Tokugawa Shogun -​ Policy of Sakoku (closed country) -​ Edo Period -​ Perrys Chips -​ “unequal treaties” -​ Meiji Restoration ​ Ethiopian resistance -​ Ethiopia defeated Italy —> to stay independent ​ Boer War ​ The Belgian Congo -​ Brutal exploitation of Congo by Belgium -​ One of the first major African colonies -​ King Leopold II ​ Opium Wars -​ The First Opium War was fought from 1839 to 1842 between China and Britain. It was triggered by the Chinese government's campaign to enforce its prohibition of opium, which included destroying opium stocks owned by British merchants and the British East India Company. ​ Spheres of Influence -​ An area where another country has power although it has no formal authority ​ Paternalism -​ A system where an authority figure limits a person's autonomy, or right to make their own decisions, for their own good -​ When one country believes they must “parent” another country ​ British Raj -​ The period of British rule over the Indian subcontinent from 1858 to 1947  ​ Japan’s Meiji Restoration -​ Japan’s modernization and industrialization ​ Japan doing industry and imperialism -​ Japan's rapid growth in factories and military expansion Key Concepts Industrial Revolution 1.​ What were the causes of the Industrial Revolution? -​ Access to natural resources (coal, iron), agricultural improvements, population growth, technological innovation (ie. Steam engine), and expanding trade 2.​ Why did the Industrial Revolution first happen in England? -​ Abundant coal and iron, stable government, strong banking system, colonial empire for raw material, and transportation networks 3.​ How did Industrialization impact: Society, Culture, Economics, Daily Life, Governance/Politics -​ Society: Rise classes, child labor, pace of life, and poor working condition in cities -​ Culture: Shift from rural to urban life, focus on material goods, and rise of consumerism -​ Economics: Growth of capitalism, factory-based economics, and global expansions -​ Daily Life: Longer work hours, factory jobs, and less reliance on farming -​ Governance/Politics: Labor movements, social reforms, and increased government regulation 4.​ How did Industrialization give rise to urbanization and the creation of the working class? Because Industrialization was the modernization of machines and manufactured goods/production, factories needed to be placed in local areas in order for these goods to be made. Consequently the increase of urbanization inflated due to the amount of needed factories placed around cities. Since there were so many factories the necessity for people to work in factories was needed. This resulted in the creation of the working class. 5.​ Did the Industrial Revolution mostly have negative or positive effects? -​ BOTH; it improved production and innovation but worsened inequality, pollution, and labor exploitation. Imperialism 1.​ Compare and Contrast Old Imperialism and New Imperialism -​ Old Imperialism focused on extracting wealth -​ Old Imperialism focused on mercantilism and trade -​ Old Imperialism spread religion -​ Fund interstate wars -​ Ottoman empire -​ Slave Trade of Africa -​ America’s new world -​ Resources; gold, silver, cotton, tobacco (easy materials) -​ New Imperialism focused on increase supply of raw materials -​ New Imperialism focused on creating a new market for mass produced goods -​ Not looking to expand into America’s -​ UK dominating (ie. India) -​ US + Canada established -​ More independent territories -​ 1880-1930 (France, UK, Belgium, Germany etc, colonized (ie. Africa)) 2.​ What were the causes/conditions of New Imperialism? Why wait until the late 19th Century to resume European Imperialism -​ Social Darwinism-Belief in perceived European superiority to justify expansion -​ Militarism- The rapid expansion of militaires and emphasis on martial values -​ Nationalism-extreme national pride, prioritization of your nations goals above all else emphasis on nationality Late 19th century - technological advancements (ie; medicine, weapons)(made expansion easier).  3.​ How was New Imperialism considered a “scramble?” How did these European countries operate as they looked for expansion? -​ European powers competed for African and Asian colonies, disregarding local populations 4.​ How is Nationalism connected to Imperialism? -​ Nationalism was a cause, effect, and justification of Imperialism -​ Pride in empire building fueled competition between nations 5.​ How is Social Darwinism connected to Imperialism? -​ Social Darwinism was a cause, effect, and justification of Imperialism -​ “Naturally superior” 6.​ What were the short term and long term effects of Imperialism on Africa and Asia? Africa before Imperialism: -​ The Dark Continent -​ Limitations of Technology and Exploration -​ Some centralized kingdoms, many decentralized city states -​ Short term: exploitation of resources, forced labor, loss of governance -​ Long term: political instability, economic dependence, cultural loss in colonized areas 7.​ Summarize some of the resistance movements. Were they successful? Why or why not? Think of examples. -​ Zulu Resistance: Africans unsuccessful against British due to inferior weapons -​ Ethiopian Resistance: Ethiopians successful; defeated Italy at the Battle of Adwa -​ India’s Rebellions: British Raj crushed uprising like the Sepoy Rebellion (Ethiopian forces defeating Italian troops at the Battle of Adwa) Age of Isms 1.​ Why did the 19th century have such a diversity of ideologies? Why did they come about in this time period? -​ Sparked by Industrial and French Revolutions  -​ Addressed social, political, and economic upheavals (rise of socialism, feminism, nationalism) 2.​ How did some of these isms play a role in the revolutions and uprisings of the 19th century? -​ Nationalism fueled independence movements -​ Liberalism pushed for reforms (to put in change) -​ Socialism advocated for worker rights 3.​ Which isms were not as popular at first? Why? -​ Feminism limited support -​ Anarchism limited support 4.​ How did the changing economic and political landscape of the 19th century directly impact the popularity and significance of certain ideologies? -​ Industrialisation and urbanization highlighted inequalities, boosted socialism and liberalism, nationalism unifying force F S/M A - responses to what is happening in society lifestyle is not profitable so they move to cities and they find work in factories (urbanization) —> Wages are cheap, Long hours, Dangerous conditions Criticizing that^ through Marxism and Socialism This needs to change