Romanticism, Nationalism and Revolution History of the Modern World Romanticism, Nationalism and Revolution 1830 and 1848 Mrs. McArthur Walsingham Academy Room 111 People in Bucharest during the 1848 events, carrying the Romanian tricolor

Eugène Delacroix’s Liberty Leading the People, 1830

1 7 5 8 6 9 4 11 3 2 10 Identify the number and name the place Where two states succeeded in becoming independent.

Chap. 20, Section 2: Revolutions of 1830 and 1848, pp 638-643 Witness History Audio: A “Revolutionary Seed” Based on your study, would you agree with Metternich? Witness History Audio: More Revolution in the Wind What kinds of images does Tocqueville use to describe the future of Europe? French Rebels Win in 1830 When Charles X of France tried to move back to absolute rule, French citizens barricaded the streets of Paris and fired on soldiers who would try to stop them. Charles fled to England. In his place came the more moderate Louis Philippe, who instituted limited suffrage. Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show tdoehe related visuals. After listening to the Witness History audio, ask, “ What kinds of images does Tocqueville use to describe the future of Europe?” (images of violence and destruction) ”What does Tocqueville imagine will happen next?” (violent revolution) When showing Color Transparency 120, ask, “How does the artist feel about the July revolution?” (He supports it) “How can you tell?” (He depicted a heroic figure at center, bathed in light, under the tricolor flag) “Why does he include children?” (to symbolize the future) “How does the artist depict violence?” (as heroic, with no blood or gore) When showing Color Transparency 121, ask students to discuss which option was more dangerous to Louis Philippe’s reign in 1848: allowing freedom of the press or forbidding it. When showing Color Transparency 122, ask students to compare how the rulers and the revolutionaries are portrayed in the two cartoons. Color Transparency 120: Fighting at the Hotel de Ville, 28th July 1830 1 of 8

Section 2: Revolutions of 1830 and 1848 The Spirit of Reform Spread Revolutions sprouted in Europe, some successful and some not. Belgium won independence with the help of Britain and France. Polish nationalists lost in their bid to separate from Russia. Witness History Video: Revolutionary France: Les Misérables The French Revolt Again in 1848 In February 1848, French crowds again revolted by blocking streets, and they forced Louis Philippe from the throne. Various factions fought for power. Ultimately the conflict turned into a struggle between the upper and middle-classes and the workers. In the end, a constitution was created that allowed every adult male a vote. Voters then elected Louis Napoleon president. Soon, he would become emperor. Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “ What kinds of images does Tocqueville use to describe the future of Europe?” (images of violence and destruction) ”What does Tocqueville imagine will happen next?” (violent revolution) When showing Color Transparency 120, ask, “How does the artist feel about the July revolution?” (He supports it) “How can you tell?” (He depicted a heroic figure at center, bathed in light, under the tricolor flag) “Why does he include children?” (to symbolize the future) “How does the artist depict violence?” (as heroic, with no blood or gore) When showing Color Transparency 121, ask students to discuss which option was more dangerous to Louis Philippe’s reign in 1848: allowing freedom of the press or forbidding it. When showing Color Transparency 122, ask students to compare how the rulers and the revolutionaries are portrayed in the two cartoons. Witness History Audio: To the Barricades! Color Transparency 121: Freedom of the Press 2 of 8

Kossuth

Which 2 states avoided unrest in 1848?

Color Transparency 120: Fighting at the Hotel de Ville, 28th July 1830 What ideologies are being expressed? Explain. Thursday, 29 July, 1830: Day Three "They (the king and ministers) do not come to Paris," wrote the poet, novelist and playwright Alfred de Vigny, "people are dying for them ... Not one prince has appeared. The poor men of the guard abandoned without orders, without bread for two days, hunted everywhere and fighting." ^ de Vigny, Alfred, Journal d'un poète, 33, (29 July 1830). What is the viewpoint of this writer? 4 of 8

Color Transparency 121: Freedom of the Press After the July Revolution of 1830, Charles X abdicated. Moderate liberals set up a constitutional monarchy , choosing Louis Philippe, the “citizen king.” Louis Philippe tried to steer a middle course between royalists and republicans. However there were several attempts on his life and the press increasingly satirized him. In response he resorted to repressive measures, such as seizing publications and putting pu blishers out of business. Here LP is at the mercy of the press. 5 of 8

Color Transparency 122: Europe: 1848 Uprisings This cartoon appeared in a German newspaper in 1849. It shows the leaders of France, Prussia, Austria. You can see Metternich fleeing to England with his wife, Louis Napoleon is point the way to boats bound for America, King Frederich Wm IV is wearing the spiked military helmet with insignia sweeping the revolutionaries into Switzerland. Franz Joseph is fighting off the Hungarians and Czechs. Reasons for Revolt Who Revolted Results of Revolts France, Austria, Italy, Germany 6 of 8

Section 2: Revolutions of 1830 and 1848 The Spirit of Reform Spread After the 1848 revolt in France, other revolts broke out in Europe. In part of the Austrian Empire, in Hapsburg dominated Italy, and in the German states rebellions erupted and ultimately failed. Witness History Audio: The Hungarian Declaration of Independence Color Transparency 122: Europe: 1848 Uprisings Note Taking Transparency 145 Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “ What kinds of images does Tocqueville use to describe the future of Europe?” (images of violence and destruction) ”What does Tocqueville imagine will happen next?” (violent revolution) When showing Color Transparency 120, ask, “How does the artist feel about the July revolution?” (He supports it) “How can you tell?” (He depicted a heroic figure at center, bathed in light, under the tricolor flag) “Why does he include children?” (to symbolize the future) “How does the artist depict violence?” (as heroic, with no blood or gore) When showing Color Transparency 121, ask students to discuss which option was more dangerous to Louis Philippe’s reign in 1848: allowing freedom of the press or forbidding it. When showing Color Transparency 122, ask students to compare how the rulers and the revolutionaries are portrayed in the two cartoons. QuickTake Section Quiz Progress Monitoring Transparency 1848 painting entitled Germania, by Philipp Veit 3 of 8

Frankfurt 1848

Metternich Flees Vienna

Note Taking Transparency 145 Pius IX (“Pio Nino”) 7 of 8

Progress Monitoring Transparency 8 of 8

Do You Know? Events Ideologies People Congress of Vienna Romanticism Beethoven, Lord Byron, Hugo Revolution: 1830 Liberalism (Louis Philippe, Napoleon III) Revolution: 1848 Conservatism Metternich, Louis XVIII, Charles X, Nationalism Kossuth

Summary: 1815-1848 In an age of ideologies: Europe is Divided Northern and Western Europe Experiences Industrial Revolution Issue: Liberal Demands for Change Southern, Central, Eastern Europe Experiences Revolution and Repression Issue: Nationalist Demands for Change …And Romanticism Shows, Tells, Sings the Story

Assignment 1 In-Class Activities 10/8 Work on Project Project Review Worksheet on Sections 1 & 2

Assignment 2 (due Wed.) Read text, pp. 638 - top of pp. 640 Define 2 blue-bold terms Answer 2 Checkpoint and To The Barricades question.

Assignment 3 (due Thurs. 10/10) Finalize Project using Rubric Hard Copy due at beginning of class.

Assignment 4 (due Fri.) Read text, pp. 640-643 Define blue-bold terms Answer 3 Checkpoint and Analyzing Political Cartoons questions. Complete Infographic questions, pp 641 Participation Grade on Wk 8 .

Assignment 1 (due Thurs. 10/17) Read pp. 608-611 Identify 4 bold-blue terms In a two column chart, summarize life in 1750 and in 1850 Complete reading and study of material in Class notes.

Napoleon and Wellington Student Choice Opportunity, Alt. (Term 1) If you cannot make the rescheduled lecture on Napoleon, Thurs. 10/17 3:00-4:30, here is an alternative: Listen to the Podcast, Napoleon and Wellington (28 min.) located on BBC Radio 4, In Our Time Archive: History. (You will need the Apple App: Podcasts and this program is in its catalog. (Picture on next slide.) Write a 1-page essay in which you explain the connections offered in this program to our own study as well as the additional points presented that were new to you. Due by email, Sat. 10/19.

Napoleon and Wellington Student Choice Opportunity, Alt. (Term 1) Both the Podcasts and the In Our Time: History Apps are free.

Understanding History Through Literature Student Choice Opportunities(Term 2) Choose 1 of the following (10 pts. ea.) See film: Horseman on the Roof , Wed. 10/30, after school from 3-5 (119 min.) Write a 1-page essay based on the 3 questions at bottom of extract of Wordsworth’s poem, The Excursion. (Details Posted on SPA) Due by email, 11/1.