Review of the "isms"

• 
  Monarch has complete control
  
• 
  Close government control of the economy that sought to maximize exports and accumulate as much precious metals as possible to enable to state to defend its economic and political interests
  
• 
  Examples: Russia under Peter the Great, France under Louis XIV
  

• 
  Belief and political movement
  
• 
  Absence of government is better than any form of government yet perceived
  
• 
  Theory that government and social institutions are oppressive and unnecessary and society should be based on voluntary cooperation among individuals
  

• 
  Belief that Jewish people are inferior and worthy of discrimination
  
• 
  Examples: Hitler Germany
  

• 
  Idea that all the Slavs are better off protected by Austria than being conquered by Russia or extermination each other
  
• 
  Popular in early 20^th century
  

• 
  Economic system
  
• 
  Means of production is controlled by private individuals who engage in business to earn a profit and whose competition created the best mix of output for customers
  
• 
  Key Terms/People: Adam Smith and his An Inquiry into the Nature and Causes of the Wealth of Nations, laissez-faire
  

• 
  Idea tied to imperialism in which a mother country controls colonies for economic growth, political power, and military bases
  
• 
  Examples: England
  

• 
  Economic system that puts all power in the hands of the government to manage the country for the good of the “people”
  
• 
  Key Terms/People: Karl Marx, Lenin, Stalin, Trotsky
  

• 
  Idea that change is bad and should be slowed or fought completely
  
• 
  Support for the established order in church and state
  
• 
  In 19^th century, it implied support for legitimate monarchies, landed aristocracies, and established churched
  
• 
  Favored only gradual or “organic” change
  

• 
  Belief that an all-powerful entity created the universe with rules and stepped back to watch it work
  

• 
  Absolute rule justified by the monarch’s paternalistic outlook for the best interests of his or her people
  
• 
  Used to rationalize and organize several states form the top down during the age of the Enlightenment
  
• 
  Key Terms/People: Catherine the Great, Frederick the Great, Joseph II of Austria, Maria Theresa of Austria
  

• 
  20^th century philosophy wherein each individual is thought to be responsible for adding meaning to his or her existence
  

• 
  Governmental nationalist system in which the state and big business partners eliminate worker rights and any resistance to governmental or corporate power
  
• 
  Political movements that tend to be anti-democratic, anti-Marxist, anti-parliamentary, and often anti-Semitic
  
• 
  Supported interests of middle-class
  rejected ideas of the French Revolution and 19^th Century Liberalism
  
• 
  Key Terms/Figures: Benito Mussolini, Adolf Hitler
  

• 
  Ideal of human possibilities that came from the revival of Greco-Roman literature and other artistic works was an important influence in the Renaissance and continues to influence the liberal view today
  
• 
  Study of Latin and Greek Classics
  
• 
  For people’s own sake and to promote a rebirth of ancient norms and values
  
• 
  Key Terms/Figures: Francesco Petrarch (Father of Humanism), Boccacio, Machiavelli, Lorenzo Valla, Pico della Mirandola, Erasmus (Prince of Humanists)
  

• 
  System of belief that relies on the mental plane rather than the material one
  
• 
  Belief in the idea that one can make the world better and that things can work out well
  

• 
  Doctrine that states that more powerful nations can dominate less powerful ones militarily, economically, politically, and spiritually
  
• 
  Key Terms/ Figures: England’s actions toward India, Belgium’s actions in the Congo
  

• 
  Idea that the desires of each person are important and that every person is important and that neither the state nor other individuals have the right to subvert any individual’s desire
  

• 
  Adherence to the communist theory devised by Karl Marx and Friedrich Engels in which the state owns the means of production and citizens contribute what they are capable of to society while society gives to each citizen what he or she needs
  
• 
  History is the result of class conflict which will end in the inevitable triumph of the industrial proletariat over the bourgeoisie and the abolition of private property and social class
  
• 
  Key Terms/Figures: Karl Marx, Friedrich Engels
  

• 
  Philosophical belief that only the tangible is real
  

• 
  Aka bullionism
  
• 
  Economic system of trade based upon a belief that a national economy must be strong and self-sufficient
  
• 
  Focused on a “favorable” balance of trade in which a nation exports more than it imports
  
• 
  Meant to result in an accumulation of bullion
  
• 
  Opposed by the capitalists who wanted freedom from all government involvement in the economy
  
• 
  Close government control of the economy that sought to maximize exports and accumulate as much precious metals as possible to enable the state to defend its economic and political interests
  

• 
  Idea that people with the same language, traditions, ideas, ideals, culture, heritage, and beliefs should have their own nation and love that nation
  
• 
  Belief that one is a part of a nation
  
• 
  A community with its own language, traditions, customs, and history that distinguish it from other nations and make it the primary focus of a person’s loyalty and sense of identity
  
• 
  Key Figures: Cavour, Bismarck
  

• 
  Idea that nothing but science exists supported by the 19^th century Russian intellectual elites
  
• 
  Key Figures/Terms: Turgenev
  

• 
  Idea that there should be a nation for the Slavic peoples
  
• 
  Supported by Russia
  

• 
  Ideas must be tested and became the basis for modern critical thinking in the social sciences
  
• 
  Key Terms/ Figures: Auguste Comte
  

• 
  Began in England
  
• 
  Called for immediate universal male suffrage
  
• 
  Eventually came to be associated with any movement calling for rapid significant change
  

• 
  Idea that truth is not absolute but rather subjective
  
• 
  Maintains that the basis for judgment depends on the events, people, or circumstances surrounding a given situation
  

• 
  Idea that people should be rules through representative democracy in a republic
  

• 
  Ideas of Darwin’s evolution applied to the classes, implying that those at the top were more fit rather than better connected
  
• 
  Not the idea of Charles Darwin
  

• 
  Idea that the government should manage the economy or aspects of the economy for the good of the people
  
• 
  Believed workers were unfairly treated
  
• 
  Opposed competition, rejected laissez-faire, and questioned validity of the concept of private property
  
• 
  Key Terms/Figures: ideas of Karl Marx
  

• 
  Idea that the government can and should control all aspects of the lives of its citizens, leaving them few choices in life
  
• 
  Key Terms/ Figures: Stalin, Hitler
  

• 
  Idea of the “greatest good for the greatest number”
  
• 
  Key Terms/ Figures: Jeremy Bentham
  

• 
  Idea that the Jewish people should have a nation homeland in Israel
  

Matching
Section I

1. 
   Adam Smith a. Totalitarianism
   
2. 
   Karl Marx b. Utilitarianism
   
3. 
   Maria Theresa c. Fascism
   
4. 
   Benito Mussolini d. Nihilism
   
5. 
   Erasmus e. Capitalism
   
6. 
   Friedrich Engels f. Communism
   
7. 
   Camillo di Cavour g. Humanism
   
8. 
   Ivan Turgenev h. Enlightened Despotism
   
9. 
   Adolf Hitler i. Positivism
   
10. 
    Joseph Stalin j. Marxism
    
11. 
    Jeremy Bentham k. Nationalism
    
12. 
    Otto von Bismarck
    
13. 
    Auguste Comte
    
14. 
    Francesco Petrarch
    
15. 
    Catherine the Great
    
16. 
    Vladmir Lenin
    
17. 
    Frederick the Great
    
18. 
    Niccolo Machiavelli
    
19. 
    Leon Trotsky
    
20. 
    Joseph II
    

Section II

1. 
   Russia a. Absolutism
   
2. 
   England’s actions toward India b. Colonialism
   
3. 
   Russia under Peter the Great c. Anti-Semitism
   
4. 
   England d. Pan-Slavism
   
5. 
   Belgium’s actions toward the Congo e. Imperialism
   
6. 
   Hitler Germany
   
7. 
   France under Louis XIV
   

1. 
   Sir Thomas More
   
2. 
   Erasmus
   
3. 
   Luther
   
4. 
   Cervantes
   
5. 
   Rabelais
   

2. During the 16^th and 17^th centuries, while France developed absolutism, the English monarchy was checked by

(A) a strong peasantry

(B) a few powerful and independent noble families

(C) a Bill of Rights guaranteeing individual freedoms

(D) the Anglican Church

(E) a strong Parliament
3. The most important reason absolute monarchs like Catherine II and Frederick II attempted reform was

(A) because they believed in the Englightenment

(B) to strengthen their states

(C) to improve the lot of their serfs

(D) to gain the respect of the philosophes

(E) because they wanted to show off their power to other monarchs

(A) Protestantism

(B) Agnosticism

(C) Atheism

(D) Rationalism

(E) Deism

(A) the monarch is an educated person who exercises absolute authority solely as he sees fit

(B) The monarch encourages the spread of Deism and rationalism

(C)The monarch supports and fosters the growth of democracy

(D) the monarch rules with absolute authority for the good of the people

(E) The monarch believes in the people’s ultimate right to, and capability for, self-rule

(A) Frederick the Great of Prussia

(B) Peter the Great of Russia

(C) Catherine the Great of Russia

(D) Maria Theresa of Austria

(E) Alexander the Great of Russia

(A) that a nation’s wealth was measured by its accumulation of precious metals

(B) that a nation’s wealth would be increased by a “favorable balance of trade”

(C) that war was a natural state of affairs between nations

(D) that a nation’s accumulated gold and silver was needed to build a navy and to equip a standing army

(E) that government should not regulate or interfere with the nation’s economy

(A) Portugal, Spain, Italy

(B) Portugal, England, France

(C) England, France, Prussia

(D) England, France, Holland

(E) Portugal, France, Holland

(A) Marxism

(B) Liberalism

(C) Radicalism

(D) Conservatism

(E) Socialism

(A) Hegelian dialectic

(B) dialectical materialism

(C) the Class Struggle

(D) natural selection

(E) inevitable revolution

(A) Utopian Socialists

(B) Karl Marx

(C) Proudhon

(D) Robert Owen

(E) Thomas Malthus

(A) socialism

(B) conservatism

(C) liberalism

(D) positivism

(E) realism

(A) Karl Marx

(B) Adam Smith

(C) Charles Fourier

(D) Louis Blanc

(E) Friedrich Engels

(A) Impressionism

(B) Expressionism

(C) Realism

(D) Social Darwinism

(E) Romanticism

(A) overseas mercantilism

(B) development of a profitable trade with non-Western regions

(C) establishment of coastal trading posts in their non-European world

(D) the imposition by Europeans of their social, economic, and political systems upon non-Europeans

(E) the establishment of European democratic government in the non-European world

(A) France

(B) Britain

(C) Germany

(D) Belgium

(E) Austria

(A) the search for new markets for industrial products

(B)the acquisition of raw materials

(C) missionary activities

(D) the desire to absorb the culture of non-Europeans

(E) the race for colonies

(A) China was not directly colonized

(B) China lost its outlying territories

(C) Europeans residing in China were not subject to Chinese law

(D) after the failure of a nationalist uprising, China was forced to pay indemnities to the imperialists

E) China was partitioned by both Europeans and Japan

(A) Western-style education in the colonies

(B) Japanese successes in World War II

(C) the principle of self-determination first espoused at the peace conferences that ended Wrodl War II

(D) the exhaustion of Europe after World War II

(E) the idealism of the Russian Revolution

(A) Trotsky wanted to foster world revolution while Stalin wanted “to build Socialism in one country.”

(B) Stalin wanted to foster revolution in Western Europe while Trotsky wanted to develop the Soviet Union first

(C) Stalin was a Bolshevik; Trotsky was a Menshevik

(D) Trotsky was deviationist; Stalin followed the party line

(E) Stalin believed that Russia was too backward to support Communism; Trotsky believed the opposite

(A) the state has the right to control the lives of its citizens from cradle to grave

(B) total control by the state is essential to victory

(C) the state has an existence apart from the individuals who comprise it

(D) every citizen owes the state absolute obedience unless the government violates individual rights

(E) war brings glory and the state must arm for it while the citizen must train for it

(A) the improvement of municipal government under centralized control

(B) the electrification of rural Italy

(C) overseas colonization

(D) the Lateran Pact with the Pope, 1929

(E) the suppression of the Mafia in Southern Italy

(A) to recapture the moral force of early Christianity

(B) to reform the Roman Catholic Church

(C) to criticize the pomposities of leaders and inequities of society

(D) to support Protestantism

(E) to emphasize the religious aspects of classical literature

(A) he abolished serfdom

(B) he fostered freedom of the press

(C) he granted religious freedom to most Christian sects and to Jews

(D) he abolished the secret police

(E) he suppressed the influence of the Roman Catholic Church

(A) The Philippines

(B) The Belgian Congo

(C) The Dutch East Indies (Indonesia)

(D) Algeria

(E) Indochina

(A) it degraded the subject peoples

(B) it created immensely profitable markets for European goods in the colonies

(C) it introduced progressive economies to the non-Western world

(D) it helped precipitate World Wars I and II

(E) it encouraged the non-West to modernize its social and political systems

(A) a philosophical movement espousing the expansion of women’s roles in modern society

(B) a style of clothing that dispensed with frills

(C) a trend in postmodern painting that used limited colors and set modes of execution

(D) a school of literary critique that argued for precision in language in the age of “doubletalk”

(E) a style of architecture that argued that beauty will follow once a building is well designed to serve its purpose

(A) It set limits on what human beings could accomplish in this world

(B) it emphasized the study of Greek and Roman classical literature

(C) it sought to understand human nature exclusively by means of studying the writings of the early Christian philosophers

(D) it promoted a medieval lifestyle

(E) it discouraged a study of pagan writers

(A) Totalitarian dictators lacked the political power of the absolutist kings

(B) Absolutism sought to subordinate only the nobility

(C) Absolutist states lacked the total control of their citizens “from cradle to grave”

(D) State bureaucracies were absent in absolutist states

(E) Standing armies are an invention of modern totalitarianism

(A) was established with the formation of long-lasting republics in both states

(B) was protected exclusively by unwritten constitutions

(C) limited the powers of the state by law

(D) came about as the result of bloody revolutions in both countries

(E) lacked protection of the rights of individual citizens

(A) the power of the monarchy being challenged and constitutionalism gaining ground on the continent

(B) monarchial power being challenged by the nobility who kept it in check

(C) monarchs consolidating power on the continent by subjugating the nobility through force or bribe

(D)the English Stuarts subjugating the parliament and reigning as absolute monarchs without challenge

(E) the example of Louis XIV being followed in England and the Netherlands

(A) was absent from Eastern Europe during the 17^th century

(B) lasted longer in Western than in Eastern Europe

(C) abolished serfdom in 16^th century Eastern Europe

(D) lasted longer in Eastern Europe than in Western Europe

(E) ended in Prussia and Russia by the early 1700s

(A) Marxian socialism

(B) laissez-faire economic liberalism

(C) political conservatism

(D) nationalism

(E) utopian socialism

34. The “new imperialism” by Europeans from 1880 to 1914 differed from the imperialism of earlier periods in that

(A) it was primarily economic

(B) its goal was the establishment of peaceful trading empires

(C) it involved the political domination of masses of people in Asia and Africa

(D) it was limited to the Pacific Region

(E) it focused mainly on the Middle East
35. The radical dictatorships that grew in Europe during the 1920s and ‘30s and were characterized by a rejection of democratic ideals and by extreme control over every aspect of their citizens’ lives were known as

(A) communistic

(B) fascistic

(C) conservative authoritarian

(D) totalitarian

(E) militaristic

(A) Johann Gutenberg

(B) Martin Luther

(C) Giotto

(D) John Cabot

(E) Christopher Columbus

(A) Guarino de Verona

(B) Giovanni Boccaccio

(C) Cosimo de Medici

(D) Dante Alighieri

(E) Francesco Petrarch

(A) Francis Bacon

(B) Johannes Kepler

(C) Rene Descartes

(D) Galileo Galilei

(E) Isaac Newton

(A) generate free trade for the colonies to spur the local economy

(B) do little or nothing

(C) educate and Christianize the colonies

(D) protect and administer the colonies

(E) produce agricultural and manufactured goods to supply the colonies

(A) military, language, history, and culture

(B) language, customs, culture, and history

(C) residence within its defined borders

(D) culture, language, religions, and customs

(E) religion, culture, customs, and military

(A) early socialists

(B) Republicans

(C) Marxists

(D) utopian socialists

(E) anarchists

(A) abolish military forces as being counterproductive to trade

(B) abolish all aid for the poor

(C) maintain the currency system

(D) take a significant role in economic life

(E) abstain from taxation completely

8. Classical economists advocated growth through:

(A) government control of enterprise

(B) an interdependent approach established by neighboring markets

(C) high taxes

(D) expanded social programs

(E) free enterprise

(A) classical British liberalism

(B) staunch conservatism

(C) radical socialism

(D) reactionary nationalism

(E) renowned republicanism

(A) education leading to better jobs and political influence was within the reach of the masses

(B) education had to be strictly rationed

(C) extensive education was needed for orderly political behavior of new voters

(D) minimal education was needed for orderly political behavior of new voters

(E) literacy would jeopardize the productivity of the work force

(A) positivism

(B) the science of survival

(C) relativity

(D) social relevancy

(E) evolutionary ethics

(A) invested in another country and then used political power to protect these investments

(B) were interested only in building military strongholds and were unconcerned with economic or political issues

(C) used political power to enable economic control of other countries

(D) none of these answers

(E) all of these answers

(A) transcendentalism

(B) absolutism

(C) nationalism

(D) existentialism

Section III

1. The term “humanism” when applied to Renaissance Italy, refers primarily to the

(A) renewed interest in the scientific method at many Italian universities

(B) capitalist values advanced by leading Italian merchant bankers

(C) antireligious movement among leading Italian intellectuals

(D) scholarly interest in the study of the classical cultures of Greece and Rome

(E) non-Christian themes that became prominent in Italian art and literature
2. Which of the following statements best reflects the ideas of Karl Marx?

(A) population grows in geometric progression

(B) humans share a common ancestry with apes

(C) the market is governed by an invisible hand

(D) a classless society will emerge at the end of the dialectical process

(E) happiness results from the greatest good for the greatest number

(A) “Certain innate principles comprise human understanding.”

(B) “Those who cannot remember the past are condemned to repeat it.”

(C) “All are born free and everywhere all are in chains.”

(D) “Comrades, we must abolish the cult of the individual decisively, once and for all.”

(E) “A person is the sum of his or her acts.”

(A) expansion of trade would lead to greater production and lower prices

(B) merchants were subversive elements who should be controlled

(C) the wealth of nations was limited and needed to be carefully preserved

(D) population growth would allow nations to emerge from the cycle of poverty

(E) production of goods for consumer consumption should be encouraged

Answer Key
Matching

Section I