The Age of Revolution:
1750-1914 C.E.

Chp. 30 (Week 17) | Chp. 31 (Week 1) | Chp. 30 (Week 2)|
Chp. 30 (Week 3) | Chp. 30 (Week 4)

Questions of periodization

1. Continuities and breaks, causes of changes from the previous period and within this period
2. Changes in global commerce, communications, and technology
   • Changes in patterns of world trade
   • Industrial Revolution (transformative effects on and differential
     timing in different societies; mutual relation of industrial and scientific developments; commonalities)
3. Demographic and environmental changes (migrations, end of the Atlantic slave trade, new birthrate patterns; food supply)
4. Changes in social and gender structure (Industrial Revolution; commercial and demographic developments; emancipation of serfs/slaves; and tension between work patterns and ideas about gender)
5. Political revolutions and independence movements; new political ideas
   • Latin American independence movements Revolutions (United States, France, Haiti, Mexico, China)
   • Rise of nationalism, nation-states, and movements of political reform
   • Overlaps between nations and empires
   • Rise of democracy and its limitations: reform; women; racism
6. Rise of Western dominance (economic, political, social, cultural and artistic, patterns of expansion; imperialism and colonialism) and different cultural and political reactions (reform; resistance; rebellion; racism; nationalism)

Major Comparisons and Snapshots

• Compare the causes and early phases of the industrial revolution in western Europe and Japan
• Comparative revolutions (compare two of the following: Haitian, American, French, Mexican, and Chinese)
• Compare reaction to foreign domination in: the Ottoman Empire, China, India, and Japan
• Comparative nationalism
• Compare forms of western intervention in Latin America and
  in Africa
• Compare the roles and conditions of women in the upper/middle classes with peasantry/working class in western Europe

Examples of the types of information students are expected to know contrasted with examples of those things students are not expected to know:

• Women’s emancipation movements, but not specific suffragists
• The French Revolution of 1789, but not the Revolution of 1830
• Meiji Restoration, but not Iranian Constitutional Revolution
• Jacobins, but not Robespierre
• Causes of Latin American independence movements, but not specific protagonists
• Boxer Rebellion, but not Crimean War
• Suez Canal, but not the Erie Canal
• Muhammad Ali, but not Isma’il
• Marxism, but not Utopian socialism
• Social Darwinism, but not Herbert Spencer