AMSCO 16-18

Flashcard 1:

Q: What is the main point of Mikhail Bakunin's passage?
A: Bakunin argues that a universal model for political organization cannot be imposed on all nations due to their diverse historical, geographical, and economic conditions. He stresses the importance of abolishing classes and privileges, as well as dismantling the state, to achieve true freedom.

Flashcard 2:

Q: What are the "absolutely essential conditions" Bakunin mentions for the practical realization of freedom?
A: The essential conditions include the abolition of classes, ranks, and privileges; absolute equality of political rights; and universal suffrage. Additionally, the state must be dissolved and dismantled.

Flashcard 3:

Q: What would Bakunin argue against in his passage about political organization?
A: Bakunin would argue against attempts to impose a universal model for the political organization of nations, as it contradicts the principles of freedom and stifles diversity.

Flashcard 4:

Q: In the political cartoon about Tsar Nicholas I, what is being criticized about his actions in 1854?
A: The cartoon criticizes Tsar Nicholas I for playing a "dangerous game" in European politics, implying that his actions were risky and destabilizing.

Flashcard 5:

Q: What "dangerous game" was Tsar Nicholas I playing according to the cartoon?
A: The broader context of the "dangerous game" was Tsar Nicholas I’s alliance with conservative European rulers who opposed liberal political reforms, contributing to tensions in Europe.

Flashcard 6:

Q: Why would the political cartoon about Tsar Nicholas I have been more effective in Britain during the mid-19th century?
A: The cartoon would have been more effective because by the mid-19th century, the British public had greater awareness of world events due to developments like the telegraph and photography, which increased the spread of information.

Flashcard 7:

Q: What is the main argument in Count Camillo di Cavour's passage regarding Italy?
A: Cavour argues that Italy's misfortunes stem from foreign influence and internal divisions, but that nationalism, particularly a strong sense of national pride and unity, is key to Italy's progress and independence.

Flashcard 8:

Q: How does Cavour view the role of nationalism in the intellectual and moral development of a people?
A: Cavour believes that nationalism is crucial for the intellectual and moral growth of a nation. A strong sense of national pride helps elevate the dignity of the masses and fosters personal dignity among the lower classes.

Flashcard 9:

Q: What obstacles does Cavour identify to Italian unification?
A: Cavour identifies internal divisions, rivalries, and distrust between the national princes and the more progressive segments of society as major obstacles to Italian unity.

Flashcard 10:

Q: What was Cavour’s vision for Italy’s future?
A: Cavour envisioned a united Italy driven by nationalism, where the population’s patriotic spirit would overcome internal divisions and foreign domination, allowing for progress and independence.

Flashcard 11:

Q: What did Count Camillo di Cavour mean when he stated that "no people can attain a high degree of intelligence and morality unless its spirit of nationalism is strongly developed"?
A: Cavour meant that a strong national identity is essential for a nation’s intellectual and moral growth. Without a shared sense of pride and belonging, the population would remain in a state of inferiority.

Flashcard 12:

Q: According to the passage, why is national pride essential for personal dignity?
A: National pride provides the lower classes with a sense of importance and dignity, which they might otherwise lack due to their social position.

Flashcard 1: Spread of Ideas

Q: Which of the following most directly led to the spread of ideas such as those expressed in the image?
A: The cultural influence of Romantic writers and artists most directly led to the spread of these ideas. Romanticism, which emphasized individualism, nationalism, and nature, played a significant role in spreading revolutionary and nationalistic ideologies during this period.

Flashcard 2: Undermining Colonial Relationships

Q: The colonial relationship depicted in this image was most directly undermined by which of the following?
A: Ethiopia’s defeat of Italy directly undermined the colonial relationship. This defeat showed that European powers could be challenged and defeated, encouraging anti-colonial movements in Africa.

Flashcard 3: Pan-German League Context

Q: The Program of the Pan-German League is best understood within the context of which of the following developments?
A: The Program of the Pan-German League is best understood within the context of Germany’s shift toward a more antagonistic foreign policy under Wilhelm II. The League advocated for the expansion of German influence globally, reflecting Wilhelm II's more aggressive and expansionist policies.

Flashcard 4: Imperialism and Technological Infrastructure

Q: The policies described in the passage best exemplify which of the following aspects of imperialism?
A: The policies described exemplify the technological infrastructure that facilitated imperial expansion. Germany focused on building networks like telegraph cables, coaling stations, and steamship lines to expand its imperial reach and influence.

Flashcard 5: Advances Impacting Imperial Expansion

Q: In addition to the factors described in the passage, which of the following had the greatest impact on European imperial expansion in the late 19th century?
A: Advances in medicine to combat disease had the greatest impact on European imperial expansion. The development of vaccines and quinine allowed Europeans to survive in tropical regions, making colonization and control of new territories more feasible.

Flashcard 6: Hobson’s Critique of Imperialism

Q: Hobson’s critique of imperialism is best understood in context of which of the following?
A: Hobson’s critique is best understood in the context of rising imperialist tensions in the years leading up to the First World War, where he argued that imperialism was more beneficial to certain business interests than to the nation as a whole, and that it caused economic instability.

Flashcard 7: Challenging Colonial System

Q: Which claim about the colonial system did Hobson challenge most directly?
A: Hobson most directly challenged the claim that imperialists were civilizing colonial subjects. He believed imperialism was driven by economic interests and that the benefits of colonization were largely restricted to certain groups, not the colonized peoples.

Flashcard 8: Groups Sharing Hobson’s Views

Q: Hobson’s view of imperialism most likely would have been shared by which of the following groups in the early 20th century?
A: Hobson’s views would most likely have been shared by socialists, who opposed imperialism on economic and moral grounds, arguing that it primarily benefited the wealthy and imperialist powers at the expense of the working class and colonized people.

Short Answer Flashcards

Short Answer 1: Headrick’s Argument

Q: Explain how ONE piece of evidence supports Headrick’s argument regarding the reason for New Imperialism from 1870-1914.
A: The increase in the land area controlled by Europeans (from 35% in 1800 to 84.4% in 1914) supports Headrick’s argument that technology, like steamships and telegraphs, enabled the rapid expansion of European imperialism during this period by improving communication and transportation.

Short Answer 2: Evidence Undermining Headrick’s Argument

Q: Explain how ONE piece of evidence undermines Headrick’s argument regarding the reason for New Imperialism from 1870-1914.
A: Economic motivations, such as the desire to access raw materials and markets, may undermine Headrick’s argument. These motivations were often more important than technological advancements in driving imperialism, suggesting that economic pressures might have played a larger role than technology alone.

Short Answer 3: Age of Exploration

Q: Explain ONE example from the Age of Exploration (1500-1700) that provoked a similar argument described by Headrick.
A: During the Age of Exploration, European nations expanded their empires in the Americas, driven by economic interests such as trade routes and the desire for gold and resources. Just as technology played a key role in 19th-century imperialism, advancements like navigation instruments facilitated European expansion in the 15th and 16th centuries.

Short Answer 4: Influence of Imperial Encounters on Art

Q: Describe ONE example of how imperial encounters with non-European peoples influenced the styles and/or subject matter of artists from 1870-1914.
A: The influence of African art on European artists during the late 19th and early 20th centuries led to the development of Primitivism in art. Artists like Picasso were inspired by African masks and sculptures, which impacted the development of modern art.

Short Answer 5: Influence of Imperial Encounters on Literature

Q: Describe ONE example of how imperial encounters with non-European peoples influenced the styles and/or subject matter of writers from 1870-1914.
A: Writers such as Joseph Conrad in Heart of Darkness used imperial encounters to explore themes of colonization, the darkness of European exploitation, and the impact of imperialism on both the colonizers and the colonized, reflecting the tensions and moral ambiguities of empire.

Short Answer 6: Influence of Exploration on European Culture

Q: Explain ONE example from the Age of Exploration (1500-1700) on how encounters with non-European peoples influenced European culture or society.
A: The discovery of the Americas during the Age of Exploration led to the introduction of new foods, such as potatoes and maize, which significantly impacted European diets and agricultural practices, influencing European economies and cultures for centuries.

Flashcard 1: Turner’s Artistic Movement

Q: The painting by Turner above, as well as works by artists such as Goya and Delacroix, are examples of the artistic movement known as?
A: These artists are part of the Romanticism movement, which emphasized emotion, individualism, and the awe of nature, often in contrast to the rationalism of the Enlightenment. Romanticism was a reaction against the structured, orderly approaches of Neoclassicism and focused on dramatic, emotional themes.

Flashcard 2: Romanticism vs Enlightenment Principles

Q: As demonstrated in the painting, how was this artistic movement in opposition to certain principles of the Enlightenment?
A: Romanticism was in opposition to Enlightenment principles because it emphasized the natural over the human-made. Romantic artists celebrated nature, the sublime, and individual emotion, contrasting with the Enlightenment’s focus on reason, order, and the improvement of human society through rational thought.

Flashcard 3: Literary Exponent of Romanticism

Q: Which of the following authors is considered a literary exponent of this same movement?
A: Percy Bysshe Shelley was a key literary figure in the Romanticism movement. His poetry explored themes of nature, emotion, and individualism, typical of Romantic literature, aligning with the artistic principles seen in the works of Turner, Goya, and Delacroix.

Flashcard 4: Social Darwinism in Herbert Spencer’s Writing

Q: This passage can best be tied to what scientific theory espoused about this same period of time?
A: The passage aligns with the theory of natural selection, as proposed by Charles Darwin. Spencer’s ideas reflect the application of Darwinian principles to society, suggesting that poverty and suffering were natural outcomes of competition and survival of the fittest, an argument central to Social Darwinism.

Flashcard 5: Support for Imperialism in Social Darwinism

Q: What system found support in the author’s Social Darwinism?
A: Imperialism found support in Social Darwinism, as the theory was often used to justify the domination of weaker nations by stronger, more "fit" civilizations. Spencer's ideas about competition and survival extended to nations, promoting the idea that stronger nations had the right to expand and control weaker ones.

Flashcard 6: Sorel’s View on Societal Transformation

Q: What do people such as Sorel and other anti-capitalists advocate in order to achieve societal transformation?
A: Sorel and other anti-capitalists advocated for proletariat strikes, viewing these acts of violence as necessary to overthrow the state and initiate societal transformation. They believed that the working class, through revolutionary means, could break the capitalist system and bring about change.

Flashcard 7: Philosophical School Represented by Sorel

Q: Which school of philosophy is best represented by this passage?
A: The passage represents Irrationalism, as it suggests that reason alone cannot explain or solve the issues of society. Sorel's emphasis on the need for violent action and his rejection of optimism and gradual reforms aligns with the irrationalist view that human actions are driven by emotion and instinct rather than reason.

Flashcard 8: Thinkers Who Agree with Sorel

Q: Which thinkers would most likely agree with the ideas expressed in this passage?
A: Nietzsche and Bergson would most likely agree with Sorel's ideas. Both philosophers emphasized the irrational and instinctual elements of human nature, and they were critical of the Enlightenment's focus on reason and progress, much like Sorel's call for direct action and his rejection of gradual reforms.

Short-Answer Flashcards

Short Answer 1: Canaday’s Argument on Romanticism

Q: a) Describe the main idea expressed in the passage by Canady.
A: The main idea of Canady’s passage is that Romanticism rejected the structured and orderly principles of Classicism. Canady argues that while classical artists focused on balance and precision, Romantic artists embraced the chaotic, unpredictable world around them, influenced by the events of the French Revolution and its aftermath.

Q: b) Explain ONE piece of evidence supporting the main argument.
A: One piece of evidence supporting this argument is the tumultuous events in France after 1789, including the Revolution, the Terror, and the rise and fall of Napoleon. These events highlighted the unpredictability of the world, which Romantic artists embraced in contrast to the ordered, controlled view of the world held by Classicists.

Q: c) Explain ONE piece of evidence contradicting the main argument.
A: A piece of evidence that contradicts the main argument might be that some Romantic artists still sought harmony and balance in their works, albeit in different ways than Classicists. For example, while Romanticism valued emotion, artists like Turner still employed a careful use of light and color in their paintings, which can be seen as a form of order within chaos.

Short Answer 2: Realism in Art and Literature

Q: a) Describe ONE continuity between the themes of Realist artists and writers and those of earlier European artists and writers of the 18th and 19th centuries.
A: One continuity is the focus on everyday life. Realist artists and writers continued the tradition of depicting the lives of common people, much like 18th and 19th-century artists who explored the human condition, but Realists did so with more focus on social issues and the harsh realities of life.

Q: b) Describe ONE change between the themes of Realist artists and writers and those of earlier European artists and writers of the 18th and 19th centuries.
A: A key change is that Realists rejected idealized depictions of life, choosing instead to portray the world as it was, including its grittier aspects, such as poverty and social struggles. Earlier artists and writers, especially in the Rococo or Neoclassical periods, often idealized human experience or focused on the noble and the heroic.

Q: c) Explain ONE important reason for the continuity or change outlined in part a or b.
A: One reason for the change is the social upheaval brought on by industrialization and urbanization. As society faced significant changes, including poor working conditions and social inequality, Realists sought to address these issues through art and literature, reflecting the harsh realities that earlier artists may have ignored or idealized.