2. Effects of Revolution: Did they Achieve their Objectives? Doc #1 written by Bourgeoisie elite with such enlightened inspired ideals like freedoms of religion, speech, press, assembly, rights to redress of grievances”. Jefferson added these after returning from France to further the inalienable rights. The purpose of this document was to establish a government of popular sovereignty, develop a better tax code, but limited freedoms to “free persons” and not Indians, slaves, women etc. This document can be grouped politically, economically, and/or culturally. It may be grouped by cause to the subsequent revolutions or that the objectives were partially fulfilled limited rights, duties and responsibilities to a few and not the many An additional document from a native American would provide context of their reaction to a document which eliminates them from the narrative of a land their ancestors had utilized far earlier than the individuals establishing this document.

3. French Constitution Document #2 also written by bourgeoisie from the third estate in France establishes the identity and rights of citizenship in France and the rights which are tied to it. The limitations of citizenship appear to be less limited than the United States and include public education, public relief in addition to speech, press and religion. It does not specify slavery (which it had abolished) nor property holders. This may be grouped politically, economically or culturally. It may also be grouped by far more inclusive than the United States of America which may also help to understand why it was short-lived. Napoleon will take over after the chaos of the radical phase ( which may be grouped juxtaposed against moderate grouping with Doc #1) An additional document from a citizen of France would be interesting to see how their newfound rights impacted their lives in comparison to the restrictions brought about by the Bourbon Dynasty.

4. Document #3 is written by a former slave Toussaint L’ouverture and is also inspired by the Revolutionary events in America and France but takes a more moderate approach to ensuring that laborers continue to work on the lucrative sugar plantations. His purpose is to keep the labor in both formerly Saint Dominguez and Spanish-owned portion of the island (Dominican Republic) keep its output and that laborer (although freed) keep working and not remain idle. His audience are the people of the island to instruct them to respect the freed slaves and allow a peaceful transition without tensions between the former slaves and former lave owners. This proclamation is primarily economic but inspired by the cultural components of the enlightenment. It may be grouped by moderate as it is trying to prevent a radical reaction ( usually reigns of terror) or by direct French inspiration. An additional document from a freed slave working on a sugar plantation in Haiti would provide A perspective as to the tensions between former slaves and masters to help identify the concerns Toussaint L’ouverture might be having

5. Document #4 written by Creole Simon Bolivar in this meeting preceding the Latin American constitution in Angostura wishes to create a government of hereditary legislature instead of the elected one. He seems to be appealing to the British form rather than the North American one perhaps to gain the British support in the Wars against Spain in the Latin American (Bolivarian) Revolutions. He seems suspicious of the gullibility of people in elections. This can be grouped politically through the role of government and the underpinnings of constitutions. It may also me grouped either moderately or even conservatively through the inherited senate who, by virtue of birth, seem to have legislative power for life An additional document from a mestizo who fought in the wars of Independence against the Spanish would provide a perspective valuable for understanding why nationalism led to the fragmentation of Bolivar’s Gran Colombia and the rise of Venezuela, Bolivia, Colombia, Peru and Ecuador,

6. Mexican Constitution 1824 Document #5 was written by primarily Catholic creole elites for the purpose of popular sovereignty and an official state religion in addition to providing powers for congress for education and rights like liberty and press. This constitutions purpose was to protect the liberties of a newly independent Mexico and help to promote its independence through competing with former colonial holdings in the region through science, engineering and military. This can be grouped politically or culturally ( France in document #2 was the only other which identified public education as a right), it can be grouped moderately or even conservatively as the Catholic Church remains a holder although the revolution was led by a priest (Father Miguel Hidalgo) who was killed. An additional document from a student would gain an understanding as to how the rights to a public education was supposed to transform the fortunes of a newly independent Mexico.

7. From 1750-1900 the Revolutions of the Atlantic world worked to developed governments of popular sovereignty providing rights to people through newly established constitutions, establishing a fairer tax code based on further representation in governments and providing rights and liberties to the citizens of the newly formed government. Not all people would enjoy these liberties in all regions nor would these constitutions create lasting governments in every revolution. A document from one of the caudillos in Latin America after the failure of the would provide Latin American Revolutions would help illustrate how nationalism and chaos gained the further support of the military and people.

8. The Abolition of Slavery 1780 – 1890 = slavery lost its legitimacy and was largely ended Multiple strands of anti-slavery thinking:  Secular = slavery is a violation of natural rights and the ideas of liberty and equality  Religious = slavery is a moral; a “crime in the sight of God”  Economic = slavery is not necessary for economic progress; countries can be successful with paid labor  Political = slavery is unwise because obviously slaves aren’t content and could rise up and revolt

9. The Abolition of Slavery Most powerful abolitionist movements = in Britain Growing pressure on the government to take action  techniques included:  Pamphlets  featuring descriptions of slavery  Petitions to Parliament  Lawsuits  Boycotts of slave-produced sugar  Public meetings  most of which featured testimony of former slaves Public Meeting Featuring an Abolitionist Speaker

10. The Abolition of Slavery 1807 = Britain ended the sale of slaves within its empire 1834 = Britain freed all remaining slaves British naval vessels patrolled the Atlantic, intercepted illegal slave ships, and freed the people on board Other countries followed suit over the next half century

11. Resistance to Abolition Abolition was not easy Plantation owners = fiercely resisted the efforts of abolitionists Both European and African slave traders also resisted abolitionists Most intense resistance to abolition and persistence of slavery = in the southern United States  Took a WAR to end slavery!

12. Effects of Abolition Economic and political lives of former slaves = did not improve dramatically at all Often could not find work or found work, but were paid VERY little No political equality  in many places, former slaves couldn’t vote and had to live with harsh segregation laws Former slaves had to deal with persistent racism, discrimination, and violence

13. What is a Nation? A “state” = political territory that does not necessarily coincide with the culture of a certain group of people For most of world history, people have been organized into great empires or smaller states like this  These entities governed culturally diverse societies A “nation” = has a distinct culture and territory and deserves an independent political life  Citizens of a nation = feel connected to their fellows by ties of blood, culture, or common experience  Not simply common subjects of a ruling dynasty

14. What did Nationalism Inspire? 1871 = the political unification of Italy and Germany Greeks and Serbs = asserted their independence from the Ottoman Empire Czechs and Hungarians = demanded more independence within the Austrian Empire Poles and Ukrainians = became more aware of their oppression within the Russian Empire Irish = sought separation from Great Britain European Jews = sought a homeland in Palestine

16. Results of Nationalism Intensified rivalries between European states Fueled a highly competitive drive for colonies in Asia and Africa One of the leading causes of World War I

17. Different Versions of Nationalism “Civic Nationalism” = the nation is a particular territory and people of various cultural backgrounds can assimilate into the dominant culture  Example: “becoming American” Other versions = defined the nation in racial terms, which excluded those who did not share common ancestry  Example: Germany expelling all “non- German”, especially Jewish people

18. Europe around 1880

19. Feminist Beginnings Feminist movements took shape mostly in Europe and North America Believed revolutionary ideas of liberty and equality applied to women also First organized women’s rights conference = in Seneca Falls, NY in 1848  Leading feminist and speaker = Elizabeth Cady Stanton

20. Major Goals of the Feminist Movement Access to schools and universities Access to more professions Suffrage (the right to vote)  1893 = New Zealand is the first country to grant all women the right to vote  1920 = 19 th Amendment passed in the U.S.  Most countries did not grant female suffrage until after WWI

21. Some Accomplishments of the Movement Increased entrance to universities and increasing women’s literacy rates Many U.S. states passed laws to let women control and manage their own property and wages Increased access to professions  Medicine opened to a few  Teaching  Social work (invented by Jane Addams)  Nursing (professionalized by Florence Nightingale)

22. Opposition to Feminism Many viewed feminists as selfish and willing to sacrifice their families and/or the nation in order to pursue individual goals Some argued: the strains of education and life in the world outside the home would cause reproductive damage  Result: it would depopulate the nation What many believed women should keep doing