In 19th Century Europe: Part 2 History of the Modern World Nationalism In 19th Century Europe: Part 2 Italy Austria-Hungary Ottomans Russia

Nationalism Triumphs in Europe Section 3: Unifying Italy, pp 700-704 Objectives: List the key obstacles to Italian Unification Understand the roles played by Cavour and Garibaldi in this struggle Describe the challenges faced by the new Italian nation Witness History Audio: Stirrings of Nationalism Obstacles to Italian Unity At the Congress of Vienna, Austria was given much of northern Italy, while the Hapsburgs and a French Bourbon ruler controlled other Italian states. Giuseppe Mazzini and other nationalists wanted to unite the peninsula and its people, who spoke the same language. 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 event is Mazzini describing?” (An Italian rebel was begging for money so that he could escape after a failed revolt against Austria.) “Why was this significant to him?” (He saw this as a turning point when he realized that the Italians should be free from foreign rule.) When showing Color Transparency 133, use the lesson suggested in the transparency book to guide discussion. Note Taking Transparency 140

Section 3: Unifying Italy The Struggle for Italy Victor Emmanuel II of Sardinia wanted to enlarge his kingdom. His prime minister, Count Camillo Cavour, got Napoleon III to agree to aid Sardinia in any war with Austria, and then Cavour provoked the war. France helped Sardinia defeat Austria and annex the province of Lombardy. Other provinces soon also joined Sardinia and with the help of Giuseppe Garibaldi, a nationalist leader in the Kingdom of the Two Sicilies, Victor Emmanuel II became king of Italy. 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 event is Mazzini describing?” (An Italian rebel was begging for money so that he could escape after a failed revolt against Austria.) “Why was this significant to him?” (He saw this as a turning point when he realized that the Italians should be free from foreign rule.) When showing Color Transparency 133, use the lesson suggested in the transparency book to guide discussion. Color Transparency 133: Right Leg in the Boot at Last

Nationalism Triumphs in Europe Section 3: Unifying Italy Challenges Facing the New Nation Italy’s unification was not a smooth process. The industrial north and the agricultural south were difficult to bring together. The Catholic Church asked its members to stand against the government that did away with the Papal States. Leftist radicals also fought against what they saw as a government that was too conservative. History Interactive: Unifying Italy 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 event is Mazzini describing?” (An Italian rebel was begging for money so that he could escape after a failed revolt against Austria.) “Why was this significant to him?” (He saw this as a turning point when he realized that the Italians should be free from foreign rule.) When showing Color Transparency 133, use the lesson suggested in the transparency book to guide discussion. Progress Monitoring Transparency QuickTake Section Quiz

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Color Transparency 133: Right Leg in the Boot at Last This wood engraving was created by English illustrator John Tenniel and published in 1860 in Punch, a magazine well known for its satire. Tenniel later achieved lasting fame as the illustrator of Alice's Adventure in Wonderland, by Lewis Carrol. This cartoon shows Garibaldi helping Victor Emmanuel II forcefully put on a boot, an appropriate representation of the boot-shaped Italy. The reference to “try a little more powder” refers to gunpowder. In 1860, the nationalist Garibaldi, along with 1,000 Red Shirts, conquered Sicily quickly moving to the mainland to conquer Naples. At a meeting near Naples, Garibaldi unexpectedly turned over Naples and Sicily to Victory Emmanuel. Garibaldi fought numerous battles in his struggle for Italian independence and unification. Details: What does the title mean? Why does this cartoon show Garibaldi helping Victory Emmanuel II don the boot, rather than the opposite? Note that Garibaldi is wearing workman’s clothes while Victory Emmanuel is wearing imperial garb. Garibaldi was a sailor in his youth before he joined Young Italy, the revolutionary movement. Victor Emmanuel was the son of the king of Sardinia. Garibaldi is kneeling before the king, a subservient position.

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Section 4: Nationalism Threatens Old Empires, pp705-709 Objectives: Describe how nationalism contributed to the decline of the Hapsburg Empire. List the main characteristics of the Dual Monarchy. Understand how the growth of nationalism affected the Ottoman Empire. The Hapsburg Empire Declines The Austrian Hapsburgs tried to stifle nationalist activity in their lands, but the people were too diverse to coexist under one government. The Hungarians were especially determined to become independent. 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, “Who does ‘they’ refer to in the quotation?” (European powers) “How is this statement an expression of nationalism?” (It says that the Balkan states want to be independent nations, able to control their own destinies.) When showing Color Transparency 135, ask “What made the Austrian empire vulnerable to nationalist efforts?” (It was multinational and fragmented and ethnically diverse.) When showing Color Transparency 134, use the lesson suggested in the transparency book to guide discussion. Witness History Audio: Balkan Nationalism Formation of the Dual Monarchy Hungarian leader Ferene Deák worked out a compromise with Austria that gave Hungary status as a separate state with its own constitution. However, Francis Joseph still ruled both Austria and Hungary. This made other subject peoples more determined to have their own states.

Section 4: Nationalism Threatens Old Empires Note Taking Transparency 141 Geography Interactive: Major Nationalities in Eastern Europe, 1800-1914 Color Transparency 135: Court Ball at the Hofburg The Ottoman Empire Collapses During the 1800s, various peoples ruled by the Ottomans staged revolts. Other European countries seized the opportunity to try to take control of Ottoman lands. One of the most contentious regions was the Balkans, where an event would help to start World War I. 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, “Who does ‘they’ refer to in the quotation?” (European powers) “How is this statement an expression of nationalism?” (It says that the Balkan states want to be independent nations, able to control their own destinies.) When showing Color Transparency 135, ask “What made the Austrian empire vulnerable to nationalist efforts?” (It was multinational and fragmented and ethnically diverse.) When showing Color Transparency 134, use the lesson suggested in the transparency book to guide discussion. Color Transparency 134: Europe, 1803 and 1914 Progress Monitoring Transparency QuickTake Section Quiz

Color Transparency 135: Court Ball at the Hofburg The Hofburg, located in Vienna, was begun in 1278. It was originally intended as a fort. For centuries it was the imperial palace of the Habsburgs. This watercolor by Wilhelm Gause shows a state ball at the Hofburg hosted by Emperor Francis Joseph I (on right) in 1900. These balls were important social occasions, with elaborately dressed attendees. Sometimes music was written for the occasion. The first performance of Johann Strauss II’s waltz, “Flugschriften” took place at the Habsburg Court Ball in 1866. Francis Joseph built many additions to the Hofburg, including a main façade and a museum, which houses collections of armor, musical instruments, and Greek scuptures. Politically Austria at this time ruled over the Dual Monarchy of Austria-Hungary, while many nationalists were pressing for independence. Although WWI ended the Austro-Hungarian empire, the elaborate ball season of Vienna still exists, as does this palace.

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Color Transparency 134: Europe, 1803 and 1914 The map on the left shows European boundaries as they stood in 1803, while the map on the right shows the boundaries in 1914. The boundary lines of the HRE are shown on the 1803 map. Note: During this time the Ottoman Empire collapsed, Germany unified, Italy unified, and the Russian Empire expanded as the Austrian Empire declined. Define nationalism – the desire for or advocacy of national independence. What role did it play in these boundary changes?

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Nationalism Triumphs in Europe Section 5: Russia: Reform and Reaction, pp. 710-715 Objectives: Describe major obstacles to progress in Russia. Explain why tsars followed a cycle of absolutism, reform, and reaction. Understand why the problems of industrialization contributed to the outbreak of revolution. Witness History Audio: Plight of the Serfs Conditions in Russia Russia was the largest nation in Europe. Its social structure gave much power to landowning nobles, who did nothing to improve industry. Most Russians were serfs, who served the landowners. Landowners actions were governed only by the Tsar, who ruled with absolute power. 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, “How would you describe the life of a Russian serf?” (They were virtually slaves and could be moved or sold against their wills.) “To what group in American history could Russian serfs be compared?” (slaves) When showing Color Transparency 136, use the lesson suggested in the transparency book to guide discussion. Color Transparency 136: Gambling with the Lives of Serfs Note Taking Transparency 142

Section 5: Russia: Reform and Reaction Emancipation and Stirrings of Revolution After losing the Crimean War, Russian leader Alexander II was forced to free the serfs. Many serfs moved to cities to work in industry. The tsar also allowed some forms of localized government and introduced legal reforms. When the tsar moved back toward policies of repression, he was assassinated by terrorists. His son then brought more harshness to the throne—increasing the power of the secret police and suppressing non-Russian cultures. Many peoples were persecuted, especially the Jews. 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, “How would you describe the life of a Russian serf?” (They were virtually slaves and could be moved or sold against their wills.) “To what group in American history could Russian serfs be compared?” (slaves) When showing Color Transparency 136, use the lesson suggested in the transparency book to guide discussion. The Drive to Industrialize The revolutionary ideas of Karl Marx got a boost from the discontent of workers as industrialization took hold. Peasants who moved to cities found dangerous jobs, low pay, and slums.

Section 5: Russia: Reform and Reaction Turning Point: Crisis and Revolution Military disasters in a war with Japan drove workers to strike and protesters to fill the streets. When the tsar’s troops fired on peaceful protestors, the revolution of 1905 gained power. Tsar Nicholas II agreed to summon a Duma to approve all laws. He quickly dissolved the Duma, however, after its leaders criticized his rule. Nicholas then appointed conservative Peter Stolypin as prime minister. He was assassinated in 1911. Witness History Video: Crisis and Revolution in Russia 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, “How would you describe the life of a Russian serf?” (They were virtually slaves and could be moved or sold against their wills.) “To what group in American history could Russian serfs be compared?” (slaves) When showing Color Transparency 136, use the lesson suggested in the transparency book to guide discussion. QuickTake Section Quiz Progress Monitoring Transparency QuickTake Chapter Test

Color Transparency 136: Gambling with the Lives of Serfs This cartoon drawn by illustrator Gustave Dore shows Russian nobles playing a card game in which they place bets using bound serfs. Unlike other European countries, in Russia, serfs remained part of the agricultural system until Alexander II abolished serfdom in 1861. Serfs had few rights and were typically sold along with the land, just as if they were buildings or livestock. Any disputes were handled in the lord’s court, where he had absolute jurisdiction. Serfs could not even marry without the lord’s permission. Serfs were like slaves but they could not be sold away from the land. It took a long time to abolish serfdom because tsars feared losing the support of the nobles. Dore’s point of view in this illustration is clearly critical of serfdom and the poor treatment of these people. Contrast this view with that of Tremendous Sacrifice – compare the lives of Russian serfs with that of English textile workers.

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