AP®︎ World History: Unit 5 Flashcards

Master key terms and definitions for Unit 5 of AP World History – Revolutions to help you prep for quizzes and the AP exam.


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Term

Scientific Revolution

Definition

Sixteenth- and seventeenth-century transformation that used observation, experimentation, and mathematics to explain nature and challenged reliance on ancient and religious authority

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Scientific Revolution
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Sixteenth- and seventeenth-century transformation that used observation, experimentation, and mathematics to explain nature and challenged reliance on ancient and religious authority

The Enlightenment
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Late seventeenth- and eighteenth-century movement applying reason and empiricism to nature, government, society, and religion while questioning inherited authority

Unit 5: Learning Objective AKC-5.3.I.A
Empiricism
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The belief that knowledge should be grounded in observation and experience rather than tradition or abstract authority alone

Unit 5: Learning Objective AKC-5.3.I.A
Natural Rights
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Rights possessed by nature rather than granted by government; Locke identified life, liberty, and property

Unit 5: Learning Objective AKC-5.3.I.A
Social Contract
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The theory that government originates in a human agreement and is legitimate only under the terms and purposes of that agreement

Unit 5: Learning Objective AKC-5.3.I.A
Popular Sovereignty
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The principle that ultimate political authority belongs to the people rather than a monarch or hereditary ruling family

Unit 5: Learning Objective AKC-5.3.I.A
Separation of Powers
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Division of legislative, executive, and judicial authority so no person or institution controls all governmental power

Unit 5: Learning Objective AKC-5.3.I.A
Religious Toleration
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The principle that governments should permit differing religious beliefs and communities rather than persecute dissenters

Unit 5: Learning Objective AKC-5.3.I.A
Thomas Hobbes
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Social-contract theorist who argued that people transfer extensive authority to a powerful sovereign to prevent violent disorder

Unit 5: Learning Objective AKC-5.3.I.A
John Locke
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English philosopher who defended empiricism, natural rights to life, liberty, and property, limited government, and the right to replace tyrannical rulers

Unit 5: Learning Objective AKC-5.3.I.A
Baron de Montesquieu
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French philosopher who argued that dividing governmental power among institutions could prevent tyranny and protect liberty

Unit 5: Learning Objective AKC-5.3.I.A
Voltaire
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French Enlightenment writer who attacked censorship, religious persecution, and established-church power while defending toleration and freedom of thought

Unit 5: Learning Objective AKC-5.3.I.A
Jean-Jacques Rousseau
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Philosopher who argued that sovereignty belonged to the people and legitimate government should express the general will

Unit 5: Learning Objective AKC-5.3.I.A
A Vindication of the Rights of Woman
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Wollstonecraft’s 1792 argument that denying rational education to women creates dependence and contradicts Enlightenment principles

Unit 5: Learning Objective BKC-5.3.IV.B
Declaration of the Rights of Woman and of the Female Citizen
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De Gouges’s 1791 rewriting of France’s rights declaration to demand for women the same civil and political rights proclaimed for men

Unit 5: Learning Objective BKC-5.3.IV.B
Emergent Feminism
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Developing arguments and organized demands for women’s educational, legal, economic, civil, and political equality

Unit 5: Learning Objective BKC-5.3.IV.B
Women’s Suffrage
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The right of women to vote and the reform movement demanding that right

Unit 5: Learning Objective BKC-5.3.IV.B
Seneca Falls Convention
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The 1848 U.S. women’s-rights convention organized by Elizabeth Cady Stanton and Lucretia Mott that demanded equality, including women’s suffrage

Unit 5: Learning Objective BKC-5.3.IV.B
Abolitionism
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The movement to end the slave trade and slavery, justified through natural rights, human equality, and religious morality

Unit 5: Learning Objective BKC-5.3.I.C
Emancipation of Serfs
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The legal ending of peasants’ inherited bondage and movement restrictions, justified by liberty and equality but often leaving economic dependence intact

Unit 5: Learning Objective BKC-5.3.I.C
Nationalism
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The belief that people sharing identity through language, religion, customs, history, or territory form a nation entitled to political community or self-government

Unit 5: Learning Objective AKC-5.3.II.i
Nation-State
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A state claiming to represent a particular nation and seeking to align political borders with that national community

Unit 5: Learning Objective CKC-5.3.II.iii
Nineteenth-Century Liberalism
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An ideology favoring civil liberties, legal equality, constitutional government, representative institutions, and private property, but not necessarily universal suffrage

Unit 5: Learning Objective CKC-5.3.IV.A.i
Conservatism
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Ideology favoring established institutions, social hierarchy, private property, religion, and gradual change rather than revolutionary transformation

Atlantic Revolutions
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The connected American, French, Haitian, and Latin American revolutions, linked by circulating Enlightenment ideas and revolutionary precedents but differing in causes and outcomes

Unit 5: Learning Objective CKC-5.3
American Revolution
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The 1775–1783 colonial revolt against British taxation and imperial control that created the independent United States and a constitutional republic

Unit 5: Learning Objective CKC-5.3.III.B
Declaration of Independence
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The 1776 document asserting natural rights, government by consent, and the people’s right to replace an abusive government to justify separation from Britain

Unit 5: Learning Objective CKC-5.3.I.B
Republicanism
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Government through representatives and civic institutions rather than hereditary monarchy, often with limited suffrage in this period

Unit 5: Learning Objective CKC-5.3.IV.A.i
French Revolution
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The revolution beginning in 1789 that attacked monarchy and legal privilege, established citizenship and a republic, and later produced terror and Napoleonic rule

Unit 5: Learning Objective CKC-5.3
Three Estates
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France’s legal social divisions: the privileged clergy and nobility formed the First and Second Estates, while everyone else belonged to the Third Estate

Unit 5: Learning Objective CKC-5.3
Declaration of the Rights of Man and of the Citizen
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The 1789 French declaration of liberty, legal equality, fundamental rights, and national sovereignty that rejected inherited privilege and arbitrary rule

Unit 5: Learning Objective CKC-5.3.I.B
Reign of Terror
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The radical phase of the French Revolution in 1793–1794 when the revolutionary government executed suspected enemies amid war and internal conflict

Unit 5: Learning Objective CKC-5.3
Napoleon Bonaparte
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The general who seized power in 1799, ended the revolutionary republic, and spread selected revolutionary reforms through conquest

Unit 5: Learning Objective CKC-5.3
Haitian Revolution
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The 1791–1804 uprising in Saint-Domingue that defeated French colonial rule, abolished slavery, and created the independent Black republic of Haiti

Unit 5: Learning Objective CKC-5.3.III.B
Toussaint Louverture
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The best-known leader of the Haitian Revolution who led formerly enslaved forces and governed Saint-Domingue autonomously before dying in French imprisonment

Unit 5: Learning Objective CKC-5.3.III.B
Latin American Independence Movements
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Early nineteenth-century struggles that ended most Spanish and Portuguese rule in the Americas but generally preserved elite power and social inequality

Unit 5: Learning Objective CKC-5.3.III.B
Peninsulares and Creoles
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Colonial social groups in Iberian America: peninsulares were European-born and favored for high offices, while American-born Creoles held wealth but resented their political exclusion

Unit 5: Learning Objective CKC-5.3.III.B
Simón Bolívar
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The revolutionary leader who led independence campaigns in northern South America and advocated independence and regional cooperation

Unit 5: Learning Objective CKC-5.3.III.B
Letter from Jamaica
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Bolívar’s 1815 argument that Spanish rule had left Spanish Americans politically inexperienced and economically restricted and that independence and regional cooperation were necessary

Unit 5: Learning Objective CKC-5.3.I.B
José de San Martín
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The independence leader who conducted major military campaigns against Spanish rule in southern South America

Unit 5: Learning Objective CKC-5.3.III.B
Miguel Hidalgo
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The leader associated with the popular uprising that began Mexico’s independence struggle and mobilized many Indigenous and mixed-race supporters

Unit 5: Learning Objective CKC-5.3.III.B
Brazilian Independence
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Brazil’s 1822 separation from Portugal under Pedro I, producing an independent monarchy rather than an immediate republic

Unit 5: Learning Objective CKC-5.3.III.B
Congress of Vienna
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The 1814–1815 meeting that restored conservative monarchies and created a European balance of power after Napoleon’s defeat

Revolutions of 1848
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European uprisings demanding constitutions, representative government, national self-determination, or social reform; most were defeated but their demands endured

Unit 5: Learning Objective CKC-5.3.IV.A.i
Italian Unification
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The nationalist combination of popular activism, diplomacy, alliances, and war that created a constitutional Kingdom of Italy between 1861 and 1870

Unit 5: Learning Objective CKC-5.3.II.iii
German Unification
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The Prussian-led process of economic integration, diplomacy, and war that created the German Empire in 1871

Unit 5: Learning Objective CKC-5.3.II.iii
Otto von Bismarck
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The Prussian minister-president who used military reform, diplomacy, and wars against Denmark, Austria, and France to unify Germany under Prussia

Unit 5: Learning Objective CKC-5.3.II.iii
British Agricultural Revolution
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Rising farm productivity from crop rotation, selective breeding, systematic cultivation, and land consolidation that supported population growth, urban labor, and investment

Unit 5: Learning Objective DKC-5.1.I.A
Enclosure
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Consolidation of common and small agricultural lands into private commercial farms, increasing productivity while displacing some rural people into wage labor

Unit 5: Learning Objective DKC-5.1.I.A
Industrial Revolution
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The sustained shift from hand production in households and workshops to mechanized factory production, beginning in Great Britain in the mid-18th century

Unit 5: Learning Objective DKC-5.1.I.A
Domestic System / Cottage System / Putting-Out System
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Preindustrial system in which merchants supplied raw materials to dispersed households, collected their finished goods, and sold them

Unit 5: Learning Objective DKC-5.1.I.C
Factory System
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A production system that concentrated workers, machinery, materials, and power in one location and divided production into specialized tasks

Unit 5: Learning Objective DKC-5.1.I.C
Specialization of Labor / Division of Labor
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Breaking production into separate repetitive tasks performed by different workers, increasing output and reducing reliance on fully skilled artisans

Unit 5: Learning Objective DKC-5.1.I.C
Urbanization
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The growth of cities, which concentrated workers, merchants, consumers, credit, and transportation links and was then accelerated by factory growth

Unit 5: Learning Objective DKC-5.1.I.A
Spinning Jenny
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James Hargreaves’s multispindle spinning machine, which allowed one worker to produce several threads simultaneously and increased textile output

Power Loom
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Mechanized loom powered initially by water and later by steam that greatly increased the speed and scale of cloth weaving

James Watt’s Steam Engine
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A fuel-efficient steam engine improved by James Watt with a separate condenser and rotary motion, making steam power practical for factories, mines, and transportation

Unit 5: Learning Objective FKC-5.1.I.B
Cotton Gin
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Eli Whitney’s machine for rapidly separating cotton fibers from seeds, which expanded cotton production and the demand for enslaved labor in the United States

Fossil Fuels Revolution
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The shift to machines powered by vast stores of coal and oil, greatly increasing the usable energy available for production and transportation

Unit 5: Learning Objective FKC-5.1.I.B
Second Industrial Revolution
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The later phase of industrialization, emerging around 1870, marked by new production methods in steel, chemicals, electricity, and precision machinery

Unit 5: Learning Objective FKC-5.1.I.E
Bessemer Process
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An 1856 process that forced air through molten iron to remove impurities, making large-scale, lower-cost steel production possible

Unit 5: Learning Objective FKC-5.1.I.E
Internal Combustion Engine
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An engine that burns fuel inside its cylinders; its increasing use of gasoline and diesel extended petroleum power to smaller, lighter, and more mobile machines

Unit 5: Learning Objective FKC-5.1.I.B
Railroads
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Steam-powered overland networks that lowered transportation costs and connected interior mines, farms, factories, cities, and ports

Unit 5: Learning Objective FKC-5.1.IV
Steamships
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Fossil-fuel-powered vessels that moved goods and passengers faster and more predictably, including upriver and against unfavorable winds

Unit 5: Learning Objective FKC-5.1.IV
Telegraph
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A system that transmitted electrically encoded messages through wires, allowing distant markets and transportation networks to coordinate within minutes

Unit 5: Learning Objective FKC-5.1.IV
State-Sponsored Industrialization
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Government-directed investment in factories, technology, infrastructure, education, and military industry to accelerate industrial development and strengthen the state

Unit 5: Learning Objective GKC-5.1.V.C
Muhammad Ali’s Industrialization of Egypt
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Muhammad Ali’s state-sponsored program using cotton monopolies, factories, foreign technology, and military reform to industrialize Egypt and strengthen its government and army

Unit 5: Learning Objective GKC-5.1.V.C
Industrialization in Russia
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Late, regionally concentrated industrialization driven heavily by the state, foreign capital, railroads, and growth in coal, iron, textiles, and factories

Unit 5: Learning Objective EKC-5.1.I.D
Trans-Siberian Railroad
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Russian railroad begun in 1891 to connect European Russia with Siberia and the Pacific, linking distant resources and industrial centers

Unit 5: Learning Objective EKC-5.1.I.D
Meiji Restoration
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The 1868 political transformation after which Japanese leaders accelerated industrialization to strengthen Japan against Western pressure

Unit 5: Learning Objective EKC-5.1.I.D
Mercantilism
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Collection of state policies seeking national wealth and power through regulated trade, tariffs, monopolies, bullion accumulation, and controlled colonial markets

Unit 5: Learning Objective HKC-5.1.III.A
Free Trade
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International exchange with reduced tariffs, monopolies, and restrictions on imports and exports

Unit 5: Learning Objective HKC-5.1.III.A
Adam Smith
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Scottish Enlightenment thinker whose 1776 Wealth of Nations defended private enterprise, competition, division of labor, and freer markets and trade

Unit 5: Learning Objective HKC-5.1.III.A
Laissez-Faire Capitalism
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Principle that private economic activity should generally operate without extensive government interference, though government still protects property, contracts, and public order

Unit 5: Learning Objective HKC-5.1.III.A
Industrial Capitalism
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System of private ownership, capital investment, wage labor, mechanized market production, and reinvestment of profits in expanding industrial enterprises

Unit 5: Learning Objective HKC-5.1
Corporation
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Business legally separate from its owners that can own property, make contracts, borrow, and continue despite changes in shareholders

Unit 5: Learning Objective HKC-5.1.III.B
Stock Exchange / Stock Market
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Organized market for buying and selling company shares, making ownership easier to transfer and helping firms attract investment

Unit 5: Learning Objective HKC-5.1.III.B
Transnational Business
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Firm with major operations across countries or imperial territories, linking international sources of capital, raw materials, production, and markets

Unit 5: Learning Objective HKC-5.1.III.B
Labor Union
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Organization of workers seeking shared goals such as higher wages, shorter hours, safer conditions, and the right to organize

Unit 5: Learning Objective IKC-5.1.V.A
Collective Bargaining
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Negotiation by workers as a group with an employer over wages, hours, rules, and working conditions

Unit 5: Learning Objective IKC-5.1.V.A
Strike
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Collective withholding of labor by workers to pressure an employer to meet their demands

Unit 5: Learning Objective IKC-5.1.V.A
Socialism
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Broad family of ideologies favoring social or collective control of productive resources and a more equal distribution of wealth

Unit 5: Learning Objective IKC-5.3.IV.A.ii
Utopian Socialism
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Early socialist approach proposing planned cooperative communities as alternatives to competitive capitalism

Unit 5: Learning Objective IKC-5.3.IV.A.ii
Karl Marx and Friedrich Engels
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Revolutionary socialist collaborators who interpreted history as class struggle, criticized capitalist exploitation, and argued that workers would overthrow capitalism

Unit 5: Learning Objective IKC-5.3.IV.A.ii
The Communist Manifesto
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Marx and Engels’s 1848 revolutionary pamphlet presenting history as class struggle and calling on workers of all countries to unite

Unit 5: Learning Objective IKC-5.3.IV.A.ii
Communism
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Revolutionary Marxist goal of common ownership, abolition of capitalist private property, and an ultimately classless society

Unit 5: Learning Objective IKC-5.3.IV.A.ii
Bourgeoisie and Proletariat
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In Marxism, the bourgeoisie are capitalists who own the means of production, while the proletariat are wage workers who own no productive property

Unit 5: Learning Objective IKC-5.3.IV.A.ii
Utilitarianism
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Reform philosophy associated with Jeremy Bentham and John Stuart Mill that judged institutions and actions by whether they produced the greatest happiness for the greatest number

Tanzimat
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Ottoman reorganization from 1839 to 1876 that centralized administration and modernized the military, taxation, law, education, and infrastructure

Unit 5: Learning Objective IKC-5.1.V.B
Self-Strengthening Movement
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Qing reform movement of the 1860s–1890s adopting Western military and industrial techniques while preserving Confucian political foundations

Unit 5: Learning Objective IKC-5.1.V.B
Hundred Days’ Reform
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Brief 1898 Qing program proposing broader educational, administrative, military, and economic reforms before conservative opponents ended it

Unit 5: Learning Objective IKC-5.1.V.B
Middle Class
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Growing class of managers, professionals, officials, clerks, shopkeepers, and small business owners between wealthy elites and wage laborers

Unit 5: Learning Objective JKC-5.1.VI.A
Industrial Working Class / Proletariat
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Factory, mine, transport, and other manual workers who lacked productive property and depended primarily on wages

Unit 5: Learning Objective JKC-5.1.VI.A
Separate Spheres / Cult of Domesticity
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Middle-class ideal assigning men to wage earning and public affairs and women to household management, morality, and child development

Unit 5: Learning Objective JKC-5.1.VI.B
Child Labor
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Poor families’ need for income led children to work, while industrialization concentrated many in factories and mines under strict schedules and dangerous conditions

Unit 5: Learning Objective JKC-5.1.VI.B
Tenements / Slums
Not Started

Dense, cheaply built or subdivided urban housing marked by overcrowding, poor ventilation, inadequate sanitation, and contaminated water

Unit 5: Learning Objective JKC-5.1.VI.C
Public Health Act of 1848
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Early British national law promoting local sanitary administration in response to urban disease and poor sanitation

Unit 5: Learning Objective IKC-5.1.V.D
Standard of Living
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Material well-being measured through income, consumption, housing, health, nutrition, safety, working hours, sanitation, and services

Unit 5: Learning Objective J