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D. The World, 1789–1900 · The World, 1789–1900

The World, 1789–1900: Unit Review

A1.1 A1.2 A1.3 A1.4 A1.7 A1.8 A1.9 A2 D1 D2 D3About 40 minutes
Learning goals
  • I can explain the major social, economic and political developments of 1789–1900 in many regions of the world.
  • I can assess how revolution, war, reform and empire affected different societies.
  • I can explain how new ideas shaped identity, citizenship and rights.
  • I can use the historical inquiry process and the historical thinking concepts.

Words to know

dual revolution
The linked French (political) and Industrial (economic) revolutions.
settler colonialism
Colonialism in which newcomers settle permanently and take land.
unequal treaties
Treaties forced on China, Japan and others that gave foreign powers privileges.
abolition
Ending slavery by law.
historical significance
How much something mattered: depth, breadth, durability and what it reveals.

Let's review!

In this unit you investigated the world from 1789 to 1900: the French, Haitian and Latin American revolutions; Napoleon and the Congress of Vienna; the Industrial Revolution and the society it created; new ideologies and the revolutions of 1848; nationalism and the unification of Italy and Germany; the abolition of slavery and serfdom; the Scramble for Africa; empire in India and China; reform in Japan, China and the Ottoman Empire; Indigenous peoples and settler colonialism; and new ideas in science, culture and women's rights. You practised the full historical inquiry process along the way.

This review has a few questions from every lesson. Try each one, then press Show answer to check.

How to use this review

Do three or four sections at a time. Write your answer before checking. For every question you miss, note why (forgot a date? mixed up two people? did not explain significance?) and reread that lesson's explanation and modelled example. Then try the 10-question quiz at the end. For essay-style questions, practise writing a thesis first, then list your evidence.

The World, 1789–1900 at a glance (spacing to scale)1789FrenchRevolution1804Haiti1815Vienna1834Britishabolition1842Nanjing1857Rebellionin India1868Meiji1876IndianAct1885Berlin;Batoche1896Adwa
Ten turning points from around the world, spaced to scale. Can you explain why each one mattered?
How the unit's big ideas connectPolitical revolutionrights, citizens,nationalismIndustrializationsteam, factories,global tradeNew ideologiesliberalism, socialism,feminismRights and freedomabolition, women'srightsEmpireAfrica, Asia, settlercoloniesResistance and reformHaiti, Adwa, Meiji,Tanzimat, treaties
The big ideas of the unit fed into one another. Try explaining each arrow in a sentence.

An Age of Revolutions: Framing the World, 1789–1900

1

What is the "dual revolution"?

2

Classify: To what extent did industrialization improve workers' lives by 1900?

3

Is a diary written by a Haitian soldier in 1803 a primary or a secondary source?

The French Revolution, 1789–1799: Rights, Republic and Terror

1

Give one long-term and one short-term cause of the French Revolution.

2

What does Article 3 of the 1789 Declaration say about sovereignty?

3

Name one group excluded from full citizenship in 1791.

The Haitian Revolution, 1791–1804: Freedom Won by the Enslaved

1

Who led Haiti to independence in 1804?

2

Why did the war become a war for independence in 1802?

3

What was the 1825 indemnity?

Napoleon and the Congress of Vienna: Revolution Exported and Restrained

1

Name one way the Napoleonic Code kept revolutionary gains and one way it limited them.

2

What were two goals of the Congress of Vienna?

3

How did Napoleon's invasion of Spain affect the Americas?

Latin American Independence, 1808–1826: Who Won Freedom?

1

Which leaders freed northern and southern South America?

2

How did Brazil's independence differ?

3

Which group gained most from independence?

The Industrial Revolution: Machines, Energy and a Global Economy

1

Give two reasons historians offer for Britain industrializing first.

2

What did Pomeranz argue?

3

How did industrialization affect India's hand-weavers?

Industrial Society: Workers, Cities and the Struggle for Reform

1

What were the Chartists' main demands?

2

What did John Snow show in 1854?

3

Why is the Sadler testimony biased but still useful?

Competing Ideologies and the Revolutions of 1848

1

Match: Burke, Smith, Marx.

2

Name one lasting result of 1848.

3

Why did most revolutions of 1848 fail?

Nationalism and Unification: Italy, Germany and the Breakup of Empires

1

Who were Cavour and Garibaldi?

2

Name Bismarck's three wars.

3

Give one example of nationalism outside Europe.

Ending Slavery and Serfdom: Abolition and Emancipation, 1789–1888

1

What did Upper Canada's 1793 Act do and not do?

2

Who received compensation when slavery ended in the British Empire?

3

Name two people connected to Black communities in Canada West.

The Scramble for Africa: Conquest, Resistance and the Congo Free State

1

Name two means that made the Scramble possible.

2

Why is Adwa significant?

3

Who owned the Congo Free State, and what was its main export after the 1890s?

Empire in Asia: British India, the Opium Wars and Qing China

1

What changed in India in 1858?

2

Give two terms of the Treaty of Nanjing.

3

Why does the name used for 1857 matter?

Reform from Within: Meiji Japan, Qing China and the Ottoman Empire

1

Name three Meiji reforms.

2

What were the Tanzimat?

3

Give one structural reason Japan's reforms went further than the Qing's.

Indigenous Peoples and Settler Colonialism, 1789–1900

1

How do many First Nations understand the Numbered Treaties?

2

What was the Indian Act (1876)?

3

What happened at the Trail of Tears?

New Ideas: Science, Culture and Women's Rights, 1789–1900

1

How did Social Darwinism misuse Darwin?

2

Name one Canadian women's rights milestone before 1900.

3

Which country first gave women the national vote?

Just for fun

Why did the historian bring a ladder to the unit review?

To reach the higher-order thinking. (Explaining why a date matters beats memorizing it.)

Be a Historian: What Was the Most Significant Change of 1789–1900?

1

Name the four significance criteria.

2

What is lateral reading?

3

Write a one-sentence thesis on the most significant change of the period.

Check your understanding

Quiz

1.

Which term did Eric Hobsbawm use for the linked French and Industrial revolutions?

2.

Which revolution created the first state founded by formerly enslaved people?

3.

What was a main goal of the Congress of Vienna?

4.

Kenneth Pomeranz explained the Great Divergence mainly by:

5.

Which law created paid factory inspectors in Britain?

6.

Who used Realpolitik and three wars to unify Germany?

7.

When did slavery end in the British Empire, including British North America?

8.

Which African state defeated an Italian invasion in 1896?

9.

Which treaty of 1842 gave Hong Kong Island to Britain?

10.

Which country first gave women the vote in national elections?

For parents and teachers

Big idea: This review covers all of Strand D (D1, D2 and D3) and the Strand A inquiry skills practised in the unit (A1.1 to A1.4, A1.7 to A1.9 and A2).

Which lesson to revisit:

  • Mixing up causes, phases or dates of the French Revolution: The French Revolution, 1789–1799.
  • Unsure who ended slavery in Saint-Domingue, or about the indemnity: The Haitian Revolution.
  • Confusing Napoleon's reforms, wars or the Vienna settlement: Napoleon and the Congress of Vienna.
  • Mixing up Bolívar, San Martín, Hidalgo or Brazil's path: Latin American Independence.
  • Weak explanations of why Britain industrialized, or of global effects: The Industrial Revolution.
  • Trouble with workers' lives, reforms, bias or citations: Industrial Society.
  • Confusing ideologies or 1848: Competing Ideologies and the Revolutions of 1848.
  • Mixing up Cavour, Garibaldi and Mazzini, or Bismarck's wars: Nationalism and Unification.
  • Crediting abolition only to politicians, or forgetting slavery in Canada: Ending Slavery and Serfdom.
  • Missing motives versus means, resistance, or the Congo Free State: The Scramble for Africa.
  • Confusing India and China, or the Taiping and Boxer movements: Empire in Asia.
  • Explaining reform outcomes by "national character": Reform from Within.
  • Treating Indigenous peoples in the past tense or ignoring oral history: Indigenous Peoples and Settler Colonialism.
  • Confusing Darwin and Social Darwinism, or overstating women's gains by 1900: New Ideas.
  • Writing lists instead of arguments: Be a Historian.

How to help: Ask your teen to pick any two lessons and explain how they connect (for example, industrialization and the Scramble for Africa). Connections are the mark of real understanding.