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Germany
Italy
Austria
• German states unite under
William I.
• Empire takes leading role
in Europe.
• Bismarck becomes known
as the Iron Chancellor.
• Mazzini founds
Young Italy.
• Garibaldi leads Red Shirts.
• Victor Emmanuel II makes
Cavour prime minister
of Sardinia.
• Italian states become
unified by 1871.
• Francis I and Metternich
uphold conservative goals.
• Dual Monarchy with
Hungary is set up.
• Nationalist groups
grow restless.
• Empire becomes
weakened.
CHAPTER
■ Unification in Europe, 1873
0
50°
N
K
Ba
FRAN
CE
■
If students need more instruction on
analyzing timelines, have them read
the Skills Handbook, p. SH32.
■
When students have completed their
study of the chapter, distribute Chapter
Tests A and B.
Teaching Resources, Unit 3, pp. 37–72
AL
POR
TUG
Italy
Giuseppe Mazzini, founder of Young Italy
Victor Emmanuel II, king
Count Camillo Cavour, prime minister
Giuseppe Garibaldi, leader of Red Shirts
E
W
S
RUSSIA
Vienna
Budapest
SWITZ.
EES
MT
I TA LY
S.
IN
Ro m e
40° N
Medit
er ranea
■ Key Events of
Nationalism
Chapter Events
Global Events
Austria-Hungary
Ferenc Deák, Hungarian politician
Francis Joseph, Austrian emperor, Hungarian king
AU S T R I A - H U N G A R Y
at
ri
Have students access Web Code nbp2264 for this chapter’s
timeline, which includes expanded
entries and additional events.
c
GERMANY
Ad
Note Taking Study Guide, pp. 112, 114,
116, 118, 120
Section Summaries, pp. 113, 115, 117,
119, 121
urg
LUX.
PY
RE
N
S PA
lti
Berlin
ALPS
L3
St. Petersb
N
DENMAR
BELG.
At l
an
Oce tic
an
KINGDOM
20° E
S WED EN A OF
ND
N O R WAY
No r th
Sea
400 km
UN
KIN ITED
GDO
M
Reading and Note Taking
Study Guide
354
60° N
NETH.
Key Events of Nationalism
Section 1, pp. 330–333; Section 3,
pp. 339–340; Section 4, p. 346;
Section 5, pp. 349, 352–353
For Progress Monitoring Online,
refer students to the Self-test with
vocabulary practice at Web Code
nba-2266.
0°
Russia
• Serfs are freed in 1861.
• Alexander III encourages
persecution and pogroms.
• Russia enters the industrial
age late.
• Bloody Sunday leads to
revolution in 1905.
• Duma has limited power.
Germany
Otto von Bismarck, chancellor
William I, Prussian king, German kaiser
William II, kaiser
a
10° W
Conic Projection
0
400 mi
Se
20° W
Balkans
• Serbians achieve
autonomy in 1830.
• Greeks achieve
independence in the 1830s.
• European nations divide
up Ottoman lands.
• “Balkan powder keg”
helps set off World War I.
■ Key Leaders
As the map below shows, nationalist movements led to
the creation of several new nations across Europe.
Key Leaders
Section 1, pp. 331–333; Section 2,
p. 337; Section 3, pp. 338–342;
Section 4, p. 344; Section 5,
pp. 349–353
■
For: Self-test with vocabulary practice
Web Code: naa-2266
Nationalism by Region
Unification in Europe
Section 1, p. 331; Section 3, p. 336;
Section 4, p. 345
For additional review, remind
students to refer to the
Progress Monitoring Online
■ Effects of Nationalism
Have students use the Quick Study
Guide to prepare for this chapter’s
tests. Students may wish to refer to
the following pages as they review:
Effects of Nationalism
Section 1, pp. 331–333; Section 2,
pp. 334–336; Section 3, pp. 338–341;
Section 4, pp. 343–346; Section 5,
pp. 348–353
■
Quick Study Guide
10
Quick Study Guide
■
Page 354 Friday, January 26, 2007 2:05 PM
ic
Se
O
a
TT
O
M
AN
EM
n Sea
Early 1800s
Nationalism rises
in Germany.
PIR
E
Russia
Alexander II, tsar of Russia
Alexander III, tsar of Russia
Nicholas II, tsar of Russia
1814
The Congress of
Vienna redraws the
map of Europe after
Napoleon’s defeat.
1800
1830s
Giuseppe Mazzini founds
Young Italy to encourage
Italian unification.
1825
1804
Haiti declares
independence
from France.
1850
1848
Revolutions
take place
throughout
Europe.
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
For students acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
Adapted Note Taking Study Guide, pp. 112, 114, 116,
118, 120
Adapted Section Summaries, pp. 113, 115, 117,
119, 121
L2 English Language Learners
For Spanish-speaking students:
Spanish Reading and Note Taking
Study Guide
Spanish Note Taking Study Guide, pp. 112, 114, 116,
118, 120
Spanish Section Summaries, pp. 113, 115, 117,
119, 121
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■ Cumulative Review
■ Connections To Today
Record the answers to the questions below on your Concept Connector worksheets.
1.
1.
2.
3.
Empire In 1871, German nationalists celebrated the birth
of the second Reich, or empire. They called it that because
they considered Germany heir to the Holy Roman Empire.
Compare the second Reich to the Holy Roman Empire. How
were they similar? How were they different? Think about the
following:
• structure of government
• power of the kaiser and emperor
• the rule of William II and Otto I
• who had voting rights
• who held the real power
2.
Nationalism During the early 1800s, nationalist rebellions
erupted in the Balkans and elsewhere along the southern
fringe of Europe. Between 1820 and 1848, nationalist revolts
exploded across Italy. Compare and contrast Greece’s unification and nationalism to Italy’s. Think about the following:
• the empires they revolted against
• which countries they turned to for help
• the structure of their governments
Nationalism: The State of Nationalism Today You’ve
read how nationalism was a strong enough force in the
1800s to help unify nations, such as Italy and Germany, but
threatened to destroy the Austrian and Ottoman empires. Do
you think that nationalism is still a force in the world today?
Conduct research to learn more about current nationalist
issues. You may want to focus your research on Kurdistan,
Northern Ireland, the former Yugoslavia, or Russia. Write two
paragraphs on nationalism today, citing examples from current events to support your answer.
Economic Systems: Social Welfare Programs Under
Otto von Bismarck, Germany was a pioneer in social reform,
providing several social welfare programs to its citizens. By
the 1890s, Germans had health and accident insurance as
well as retirement benefits. Social welfare programs soon
spread to other European nations. Conduct research to learn
more about social welfare programs today. Compare social
welfare programs in one country in Europe with those in the
United States. How are they similar? How are they different?
Nationalism During the 1800s, various subject peoples in
the Balkans revolted against the Ottoman empire, hoping to
set up independent states of their own. A complicated series
of crises and wars soon followed. Take notes on the situation
in the Balkans between 1800 and the early 1900s. Why did
competing interests in the Balkans lead the region to be
called a powder keg?
1861
Tsar
Alexander II
frees the serfs.
1870
Bismarck provokes
Franco-Prussian War
to create a unified
German empire.
1905
Revolution breaks out
in St. Petersburg after
Bloody Sunday massacre.
1875
1861
The Civil War
begins in the
United States.
For: Interactive timeline
Web Code: nbp-2264
1900
1898
The Philippines
declares
independence
from Spain.
L2 Less Proficient Readers
Use the following study guide resources to help
students acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
Adapted Concept Connector, pp. 270, 291
Cumulative Review
1. Responses should compare and contrast the second Reich with the Holy
Roman Empire and examine the forms
of government, the styles of the rulers,
and the status of civil rights under each
regime. Responses might mention William II’s belief in his divine right to rule
Germany.
2. Responses should compare and contrast the main reasons for, the role of
nationalism in, and the results of unification of Greece and Italy in the mid1800s. Responses should mention
Italy’s alliances with France and Prussia and Greece’s assistance from Russia.
3. Responses should note that the collapse
of the Ottoman empire combined with
nationalist feelings led to the formation
of many small nations, several of which
were unstable and experienced much
ethnic strife. These nations also drew
the competing interests of the more
powerful European nations. Later, a
crisis would call into play a complex set
of alliances between these greater powers and the Balkan nations, precipitating World War I.
Connections to Today
1925
1914
World War I begins.
Solutions for All Learners
L1 Special Needs
Tell students that the main concepts for
this chapter are Empire and Nationalism
and ask them to answer the Cumulative
Review questions on this page. Discuss
the Connections to Today topics and ask
students to answer the questions that follow.
L2 English Language Learners
Use the following study guide resources to help
Spanish-speaking students:
Spanish Reading and Note Taking
Study Guide
Spanish Concept Connector, pp. 270, 291
1. Responses should be at least two paragraphs long and include examples and
details from current world events to
support their conclusions.
2. Responses should compare at least one
type of social welfare program in the
United States today, such as Medicare,
with one in a European country, such as
the National Health Service in Great
Britain.
L3
For additional review of this
chapter’s core concepts, remind students
to refer to the
Reading and Note Taking
Study Guide
Concept Connector, pp. 260,277
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Chapter Assessment
Chapter Assessment
Terms, People, and Places
Terms, People, and Places
1. anarchist
6. pogrom
Match the following definitions with the terms listed below.
2. Duma
7. emigration
3. kaiser
8. Realpolitik
4. emancipation
9. social welfare
chancellor
Realpolitik
kaiser
social welfare
anarchist
5. chancellor
Main Ideas
10. Bismarck’s goal was to increase the
power of the rulers of Prussia. He
achieved that goal by using Realpolitik strategies: war, deceit, measured
reforms, and propaganda.
11. It became an industrial giant, sought
to keep France weak, and built alliances with Austria and Russia.
12. Camillo Cavour consolidated some
states around Sardinia. Cavour then
allied with France in case of a war
with Austria and later provoked that
war, which Sardinia and France won.
Several northern states then broke
away from Austria and joined Sardinia. In the south, Giuseppe
Garibaldi took over the southern
states, which he gave up so that they
could unite with the northern states
under the rule of Victor Emmanuel,
Italy’s first king.
13. Nationalist movements in both empires
brought about unrest and demands for
democratic reforms that weakened the
ruling empire. The Ottoman empire’s
situation was complicated by the interference of European nations.
14. The Russian economy was based on
agriculture and serf labor, and the
nobles and the tsars resisted changes
that might undermine their power.
Chapter Focus Question
15. Nationalism and the demand for reform
led to the unification of Germany and
its new position as a major power. They
also led to the unification of Italy, the
collapse of the Austrian and Ottoman
empires, and revolution in Russia.
Critical Thinking
16. Bismarck was a practical practitioner of
Realpolitik, not a romantic. To him
nationalism was a tool to use to achieve
his goals, not an ideal to strive for.
17. Both Bismarck and Cavour employed
Realpolitik, and both wanted to
increase the power of the rulers they
356
1.
2.
3.
4.
5.
6.
7.
8.
9.
emigration
emancipation
pogrom
Duma
Critical Thinking
someone who wants to abolish all government
elected national legislature in Russia
emperor of Germany
granting of freedom to serfs
the highest official of a monarch
violent attack on a Jewish community
movement away from one’s homeland
realistic politics based on the needs of the state
programs to help people in need
Main Ideas
Section 1 (pp. 330–333)
10. What was Chancellor Otto von Bismarck’s main goal? What
policies did he follow to meet that goal?
Section 2 (pp. 334–337)
11. How did Germany increase its power in the late 1800s?
Section 3 (pp. 338–342)
12. Summarize the process by which Italy unified. Include
information on the leaders who helped unify Italy.
Section 4 (pp. 343–346)
13. How did nationalism contribute to the decline of the
Hapsburg and Ottoman empires?
Section 5 (pp. 348–353)
14. Why was Russia slow to industrialize?
● Writing About History
Writing a Persuasive Essay Some people define
nationalism as excessive, narrow, or jingoist patriotism. A
nationalist might be described as someone who boasts of
his patriotism and favors aggressive or warlike policies. The
rise of nationalism in Europe led to both division and unification. For example, it unified Germany, but it led Russian
tsars to suppress the cultures of national minorities within
the country. Nationalism remains a powerful force to this
day for unifying countries and for sparking rivalries, conflicts, and bloodshed. Write a persuasive essay in which you
support or oppose the idea that nationalism is an excessive
form of patriotism.
Chapter Focus Question
15. What effects did nationalism and the demand for reform
have in Europe?
16. Make Comparisons How did the nationalism represented
by Bismarck differ from that embraced by liberals in the early
1800s?
17. Make Comparisons Compare and contrast the goals and
methods of Cavour in Italy and Bismarck in Germany.
18. Analyze Information Tsar Alexander II declared that it is
“better to abolish serfdom from above than to wait until it
will be abolished by a movement from below.” Explain his
statement.
19. Geography and History How did regional differences
contribute to continued divisions in Italy after unification?
20. Analyzing Cartoons How
does this French cartoonist view
Bismarck? Explain.
21. Predict
Consequences Based on your
reading of the chapter, predict
the consequences of the following: (a) defeat of France in the
Franco-Prussian War, (b) growth
of German nationalism and militarism in the late 1800s, (c) failure to satisfy nationalist
ambitions in Austria-Hungary,
and (d) weakening of the Ottoman empire.
Prewriting
• Collect the examples and evidence that you need to
support your position convincingly.
• Use a graphic organizer to list points on both sides of
the issue.
Drafting
• Focus on a thesis statement. Clearly state the position
that you will prove. Use the rest of your introduction
to provide readers with the necessary context about
the issue.
• Acknowledge the opposition by stating, and then
refuting, opposing arguments.
Revising
• Use the guidelines for revising your essay on page
SH17 of the Writing Handbook.
served. However, Cavour believed in
liberal ideals, while Bismarck was a
monarchist and conservative.
18. Sample: He felt that if he did not end
serfdom himself, revolutionaries would
eventually do so. By freeing the serfs,
he hoped to avoid revolution.
19. People still had local loyalties rather
than loyalty to the nation. Southern Italy
was poor and rural, while northern
Italy was urban and more prosperous.
20. The cartoonist portrays Bismarck as a
greedy ogre, gobbling everything in sight.
21. Sample: (a) instability in Europe, fear of
Germany in Britain and other countries;
(b) attempts to gain greater and greater
territory, which could lead to war;
(c) unrest and civil war; (d) the breakup
of the Ottoman empire into small, unstable countries.
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Document-Based Assessment
On the Crimean Front
In 1853, the British, the French, and their allies took on the vast
Russian empire in the Crimean War. Called a “perfectly useless
modern war,” it was fought in the Black Sea region, although
major campaigns took place well beyond that area. Like all wars,
it was grim. More than 500,000 people died during the conflict.
Document A
“[The Crimean War] was one of the last times that the massed formations of cavalry and infantry were employed—the thin red
line was to disappear forever. Henceforward, armies would rely
on open, flexible formations and on trench warfare. For the British, it was the end of an era: never again would their soldiers
fight in full-dress uniform. Never again would the colors be carried into the fray and the infantry would no longer march into
battle to the stirring tunes of regimental bands. The Crimean War
ushered in the age of the percussion cap rifle. The new Minie rifle
was the decisive weapon, replacing the clumsy . . . musket. The
weapon fired a cartridge, not a ball, with accuracy far superior to
the old firelocks. . . .“
Document C
■
To help students understand the documents on this page, give them the following TIP: Study each document to
assess its context and purpose. Use
your knowledge of the subject as
well as the information given in the
document and the attribution line
to determine who created it, when,
and why.
■
To provide students with further
practice in answering DocumentBased Assessment Questions, go to
Document-Based Assessment,
pp. 66–78
■
If students need more instruction on
synthesizing information, have them
read the Skills Handbook, p. SH35.
“Men sent in there [French hospital] with fevers and other disorders were frequently attacked with the cholera in its worst form,
and died with unusual rapidity, in spite of all that could be done
to save them. I visited the hospital, and observed that a long
train of . . . carts, filled with sick soldiers, were drawn up by the
walls. . . . the quiet that prevailed was only broken now and then
by the moans and cries of pain of the poor sufferers in the
carts.“
—From The British Expedition to the Crimea by W. H. Russell,
Times correspondent
Document D
—From The Road to Balaklava, by Alexis S. Troubetzkoy
Document B
“I see men in hundreds rushing from the Mamelon [bastion] to
the Malakoff [tower]. . . . with all its bristling guns. Under what
a storm of fire they advance, supported by that impenetrable red
line, which marks our own infantry! The fire from the Malakoff is
tremendous—terrible. . . . Presently the twilight deepens, and
the light of rocket, mortar, and shell falls over the town.“
Document-Based
Assessment
Treating Cholera
—From Journal kept during the Russian War: From the
Departure of the Army from England in April 1854, to the Fall
of Sebastopol, by Mrs. Henry Duberly, an army wife
Analyzing Documents
Use your knowledge of the Crimean War and Documents A, B, C, and D to answer questions 1–4.
1.
According to Document A, the Crimean War marked the
end of
A private soldiers in war.
B most small wars in Europe.
C old ways of fighting.
D soldiers dying of diseases in military hospitals.
2.
With what purpose did the author write Document B?
A to help people understand the dangers of fighting with
new weapons
B to criticize inadequate technology
C to describe the state of mind of the soldiers
D to make the British public understand how quickly the war
was progressing
3.
With what purpose did the artist create Document D?
A to help the British public understand the dangers of
fighting with new weapons
B to criticize the inadequate state of army hospitals
C to describe the dangers of soldiering and soldiers’ valor
D to make the British public understand the toll that disease
was taking on soldiers
4.
Writing Task Suppose you are a surgeon working near the
war front. Write a brief letter home describing your impressions. Use the four documents along with information from
the chapter to write your letter.
● Writing About History
As students begin the assignment, refer them to
page SH16 of the Writing Handbook for help in
writing a persuasive essay. Remind them of the steps
they should take to complete their assignment,
including prewriting, drafting, and revising. For help
in revising, remind them to use the guidelines on
page SH17 of the Writing Handbook.
Students’ persuasive essays should present a clear
thesis with a specific point of view, include
sequenced arguments supported by facts and
details, and provide at least one oppositional
argument. Essays should also be thoughtfully written, stay on the topic, and be free of grammatical
and spelling errors. For scoring rubrics for writing
assignments, see Assessment Rubrics, p. 8.
Answers
1. C
2. A
3. D
4. Letters should show a clear understanding of the
medical issues during the Crimean War and
should be written in the first person. They should
also use specific evidence from the documents
and the chapter to support their conclusions.
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