T E A C H E R ’ S
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Below are suggested answers to the Challenge Card questions used during the History Lab activity.
Political Revolutions
A1 control and money
A2 The French supported the Americans after their victories at Trenton and Saratoga. The Spanish and Dutch helped by keeping British naval forces busy in Europe. The British
surrender at Yorktown came after a French blockade of the Virginia coast helped
American ground troops trap Britain’s main army.
B1 They demanded political, economic, and social rights denied them by the two privileg
classes—the nobles and the clergy.
B2 It inspired other people to seek political liberty by overthrowing absolute rulers and
societal restraints.
C1 It inspired slaves in Saint-Domingue to revolt. Led by Toussaint L’Ouverture, the rebels won their revolution, broke free of France, and became the independent nation of Haiti.
C2 Napoleon’s invasion of Spain in 1808 cut Spain off from its colonies. With ties to their home country severed, some Spanish colonists began forming their own, separate governments.
D1 The patriots tended to be Creoles, American-born descendants of Spanish settlers. The royalists were mainly peninsulares, or Spanish-born colonists whose natural loyalty was to Spain.
D2 The Creoles resented Spanish policies aimed at centralizing control. Spain placed peninsulares, not Creoles, in charge of new administrative units. They levied new taxes and took over parts of the economy.
Nationalism and Nation-States
E1 Europeans were demanding political liberalization and social and economic reform.
E2 No great political shifts came directly out of the Revolutions of 1848. The uprisings, however, gave a boost to nationalist movements that, in time, produced several new nation-states.
F1 Sardinia
F2 Sardinia used a combination of force and choice. Some territories became part of Sardinia through warfare. Others were given the choice to vote to join Sardinia.
G1 The shogunate was too weak, militarily and economically, to resist Western pressure to open relations.
G2 The Meiji government realized that only by matching Western advances could Japan survive in the modern world. They governed according to fundamental laws and principles. They also industrialized Japan, using Western powers as a model.
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Era Overview: An Age of Global Revolutions, 1700s–1914 1
T E A C H E R ’ S
G U I D E
H1 The Chinese saw themselves as Han people, or descendants of the Han dynasty. The Qing dynasty, however, was founded by Manchus who had invaded China some 250 years earlier. It was easy to blame this alien dynasty for the weakness of the Chinese state.
H2 urban, educated Chinese
Industrial Revolution
I1 Great Britain had many advantages, including coal, gifted inventors, bold entrepreneurs, a liberal government, rapid population growth, and a good transportation network.
I2 Cotton did not grow in Great Britain. Britain imported raw cotton from the West Indies, India, Egypt, and the American South. By 1800, British merchants had access to overseas markets as far away as China, where they traded cotton cloth and other machine-made goods for sizable profits.
J1
They used water power instead.
J2
Railroads helped manufacturers develop a national market for their goods. Railroads helped factories grow by delivering equipment and supplies quickly. Railroads consumed great amounts of coal and steel, thus helping those industries thrive. In addition, the enormous amounts of capital needed to start and maintain a railroad encouraged inno
vations in financing and promoted the rise of big business.
K1 Capitalism is an economic system in which all resources are privately owned. Markets determine how those resources are distributed.
K2 In a joint-stock company, investors have more legal responsibility for the company’s debts. If a joint-stock company went bankrupt, any of the investors could be forced by law to cover its debts. In a corporation, investors’ liability, or legal responsibility, is limited.
L1 They worked for less pay than adults. Their small size was also an asset in textile facto
ries and narrow coal mines.
L2 Traditionally, manufacturing had taken place in home workshops. The Industrial Revolution changed that, as industrialists gathered their workers together in factories.
Imperialism
M1 Imperialism is a policy in which a state takes political and economic control of areas beyond its borders.
M2 No, imperialism had been practiced by many powerful states long before the Industrial Revolution. The Roman, Athenian, Ottoman, Gupta, Han, and many other states had all practiced imperialism. So, to a certain extent, had Portugal, Spain, Britain, France, and the Netherlands starting in the 1500s.
N1 They needed raw materials to keep their factories going. They also sought sources of food for the workers who labored in those factories. At the same time, they pursued markets for their machine-made products.
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Era Overview: An Age of Global Revolutions, 1700s–1914 2
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N2 They introduced modern industrial practices, built roads and railways, mines and facto
ries, schools and hospitals. They trained police and set up Western-style legal systems. They imposed their own leaders, language, and culture.
O1 The scramble for Africa was an intense competition among European states for control over African territory in the late 1800s. It resulted in European control over almost all of Africa.
O2 They believed they were biologically superior to other races. Therefore, they argued, they had a moral duty to introduce others to the knowledge, wealth, and Christian values of Western civilization.
P1 Britain exploited India’s people and resources for its own benefit. At the same time, it began modernizing India by introducing new technology and greatly expanding access to education.
P2 European powers demanded, and obtained, more open trade. Japan seized control over the Korean peninsula from China. Western powers also challenged China’s influence throughout Southeast Asia.
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Era Overview: An Age of Global Revolutions, 1700s–1914 3