“The French revolution and those in North and South America have been transformed into founding myths in their respective countries and are thought to mark the emergence of citizenship, of national economies, of the very idea of the nation. But in their own time, the revolutions’ lessons were inconclusive. . . . The revolutions of the Americas began by drawing on ideas of [liberty and citizenship] . . . to redefine sovereignty and power within imperial polities but ended up producing new states that shared world space with reconfigured empires. The secession of states from the British, French, and Spanish empires did not produce nations of equivalent citizens any more than it produced a world of equivalent nations. . . . Popular sovereignty was far from the accepted norm in western Europe and within empires’ spaces overseas it was unclear whether the idea of [individual rights] would be a contagious proposition or one [restricted to] a select few. . . . The nation had become an imaginable possibility in world politics. But the leaders of [empires] did not want to limit their political compass to national boundaries.”

Jane Burbank and Frederick Cooper, historians, Empires in World History, 2010

a) Explain ONE difference in the arguments expressed in the two sources regarding the effect of revolutions on the global political order.

b) Explain ONE development from the period of the Atlantic Revolutions that grounded “social relations for the first time on the principle of formal equality” as claimed in the second paragraph of Source 1.

c) Identify ONE way in which empires in the nineteenth century (other than those mentioned in the passage) successfully resisted revolutionary change, as suggested in Source 2.

Answer:

a. One difference in the arguments expressed in the two sources regarding the effect of the revolution on the global political order is the main idea of them. In the first source, it states, " the American and French revolutionaries expanded the whole horizon of the age, opening a path of linear progress, grounding social relations for the first time on the principle of formal equality, lifting the weight of tradition and royal charisma, and instituting a system of rules that made those in political authority accountable to a community of citizens." Meaning, the main idea the "whole horizon of the age" While in the second source it states, "The French revolution and those in North and South America have been transformed into founding myths in their respective countries and are thought to mark the emergence of citizenship, of national economies, of the very idea of the nation. But in their own time, the revolutions’ lessons were inconclusive. . . . The revolutions of the Americas began by drawing on ideas of [liberty and citizenship] . . . to redefine sovereignty and power within imperial polities but ended up producing new states that shared world space with reconfigured empires." Showing that the main idea was the coming(emergence) together of citizenship.

b. One development from the period of the Atlantic revolutions that grounded "social relations for the first time on the principle of formal equality" is the institution a system of rules that made those in political authority accountable to a community of citizens.

c. One way in which empires in the nineteenth-century successfully resisted revolutionary change is the Ottoman Empire. Ottoman isolation was finally and definitively broken, setting the stage for the more significant reforms that transformed the empire during the remainder of the 19th century.

Explanation:

The first source suggests revolutions had a broad, positive impact, while the second source is more skeptical of their outcomes. As an example of grounding relations in equality, the French Declaration of the Rights of Man and of the Citizen symbolizes this shift. As for empires resisting change, Russia's repression of the Decembrist uprising demonstrates such resistance.

The question addresses the contrasting interpretations of the impact of the Atlantic Revolutions on global political orders, the development of equality in social relations during the period of these revolutions, and the ways in which empires resisted revolutionary changes in the nineteenth century.

a) The difference in arguments regarding the effect of the revolutions on the global political order is that the first source seems to suggest that the revolutions had a profound and positive effect on the global political scene, emphasizing the emergence of citizenship, national economies, and the concept of the nation-state, while the second source indicates that these effects were more limited and inconclusive. The revolutions began with high ideals of liberty and citizenship but ultimately created new states with inequities in citizenship and power dynamics, suggesting that the revolutions did not fully realize their goals on an international scale.

b) One development that grounded social relations on the principle of formal equality was the French Declaration of the Rights of Man and of the Citizen, which was proclaimed in 1789. This pivotal document declared that all men were born free and equal in terms of rights and that political association should preserve these natural rights, marking a foundational moment for equality in modern social relations.

c) An example of how empires in the nineteenth century successfully resisted revolutionary changes, besides the British, French, and Spanish empires, is the Russian Empire. The Russian autocracy managed to quell revolutionary movements during this period, such as by repressing the Decembrist uprising in 1825, which aimed to remove Tsar Nicholas I and initiate constitutional reforms. The tight control of the Tsar and the political machinery worked to prevent widespread revolutionary change in Russia until the early twentieth century.

https://brainly.com/question/30448477

#SPJ3

According to the situational leadership theory, a follower with the desired ability and willingness is likely to be ________. lacking in the area of motivation deficient in the specific skills required in need of leadership that is highly task oriented highly skilled in relevant areas but low on experience comfortable in his ability to do the job well

1. People believe that deception is a. Associated with an increase in movements and actually is associated with the same b. Associated with an increase in movements and actually is related to a decrease in movements c. Associated with a decrease in movements and actually is related to a decrease in movements d. Associated with a decrease in movements and actually is related to an increase in movements e. None of the above