354

CH

APT

ER

10

10

Solutions for All Learners

Quick Study Guide

■

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

Unification in Europe

Section 1, p. 331; Section 3, p. 336; Section 4, p. 345

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

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 additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 112, 114, 116, 118, 120

Section Summaries, pp. 113, 115, 117, 119, 121

■

Have students access

Web Code nbp-2264

for this chapter’s timeline, which includes expanded entries and additional events.

■

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

For

Progress Monitoring

Online,

refer students to the Self-test with vocabulary practice at

Web Code nba-2266.

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

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

L3

L2

English Language Learners

Progress Monitoring Online

Chapter EventsGlobal Events 1800 1825 1850

Early 1800sNationalism rises in Germany.

1814The Congress of Vienna redraws the map of Europe after Napoleon’s defeat.

1830sGiuseppe Mazzini founds Young Italy to encourage Italian unification.

1804Haiti declaresindependencefrom France.

1848Revolutions take place

throughoutEurope.

1010 Quick Study Guide

Germany

• German states unite under William I.• Empire takes leading role in Europe.• Bismarck becomes known as the Iron Chancellor.

Italy

• Mazzini founds Young Italy.• Garibaldi leads Red Shirts.• Victor Emmanuel II makes Cavour prime minister of Sardinia.• Italian states become unified by 1871.

Nationalism by Region

Austria Balkans Russia

• Francis I and Metternich uphold conservative goals.• Dual Monarchy with Hungary is set up.• Nationalist groups grow restless.• Empire becomes weakened.

• 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.

• 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.

For: Self-test with vocabulary practiceWeb Code: naa-2266

■ Unification in Europe, 1873As the map below shows, nationalist movements led to the creation of several new nations across Europe.

■ Key LeadersGermanyOtto von Bismarck, chancellorWilliam I, Prussian king, German kaiserWilliam II, kaiser

ItalyGiuseppe Mazzini, founder of Young ItalyVictor Emmanuel II, kingCount Camillo Cavour, prime ministerGiuseppe Garibaldi, leader of Red Shirts

Austria-HungaryFerenc Deák, Hungarian politicianFrancis Joseph, Austrian emperor, Hungarian king

RussiaAlexander II, tsar of RussiaAlexander III, tsar of RussiaNicholas II, tsar of Russia

Adriatic Sea

Baltic Sea

O cean

Atlant ic

SeaNor th

Mediter ranean Sea

Rome

BudapestVienna

Berlin

St. Petersburg

PORT

UG

AL

OTTOMAN EMPIRE

SPAIN

FRANCE

BELG.

NETH.

KINGDOM

UNITED

DENMARK

KINGDOM OFSWEDEN ANDNORWAY

ITALY

AUSTRIA-HUNGARYSWITZ.

LUX.

GERMANYRUSSIA

PYRENEES MTS.

ALPS

10°W 20°E20°W 60°N

50°N

40°N

0°

0 400 mi

0 400 km

Conic Projection

N

S

EW

■ Effects of Nationalism

■ Key Events of Nationalism

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355

Solutions for All Learners

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 fol-low.

Cumulative Review

1.

Responses should compare and con-trast 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 Will-iam II’s belief in his divine right to rule Germany.

2.

Responses should compare and con-trast the main reasons for, the role of nationalism in, and the results of unifi-cation of Greece and Italy in the mid-1800s. Responses should mention Italy’s alliances with France and Prus-sia 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 pow-ers and the Balkan nations, precipitat-ing World War I.

Connections to Today

1.

Responses should be at least two para-graphs 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.

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

L1

Special Needs 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

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 270, 291

L3

L2

English Language Learners

1875 1900 1925

1861TsarAlexander II frees the serfs.

1870Bismarck provokes Franco-Prussian War to create a unified German empire.

1905Revolution breaks out in St. Petersburg after Bloody Sunday massacre.

1898The Philippines

declaresindependence

from Spain.

1861The Civil Warbegins in theUnited States.

1914World War I begins.

■ Cumulative ReviewRecord the answers to the questions below on your Con-cept Connector worksheets.

1. 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 unifica-tion 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

3. 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?

■ Connections To Today1. 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 cur-rent events to support your answer.

2. Economic Systems: Social Welfare Programs UnderOtto 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?

For: Interactive timelineWeb Code: nbp-2264

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356

Chapter Assessment

6.

pogrom

7.

emigration

8.

Realpolitik

9.

social welfare

Main Ideas

10.

Bismarck’s goal was to increase the power of the rulers of Prussia. He achieved that goal by using

Realpoli-tik

strategies: war, deceit, measured reforms, and propaganda.

11.

It became an industrial giant, sought to keep France weak, and built alli-ances 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 Sar-dinia. 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 inter-ference 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

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, unsta-ble countries.

Terms, People, and Places

1.

anarchist

2.

Duma

3.

kaiser

4.

emancipation

5.

chancellor

Chapter AssessmentChapter Focus Question15. What effects did nationalism and the demand for reform

have in Europe?

Critical Thinking16. 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 Howdoes this French cartoonist view Bismarck? Explain.

21. Predict Consequences Based on your reading of the chapter, predict the consequences of the follow-ing: (a) defeat of France in the Franco-Prussian War, (b) growth of German nationalism and mili-tarism in the late 1800s, (c) fail-ure to satisfy nationalist ambitions in Austria-Hungary, and (d) weakening of the Otto-man empire.

● 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 unifi-cation. 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, con-flicts, and bloodshed. Write a persuasive essay in which you support or oppose the idea that nationalism is an excessive form of patriotism.

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.

Terms, People, and Places

chancellorRealpolitikkaisersocial welfareanarchist

1. someone who wants to abolish all government2. elected national legislature in Russia3. emperor of Germany4. granting of freedom to serfs5. the highest official of a monarch6. violent attack on a Jewish community7. movement away from one’s homeland8. realistic politics based on the needs of the state9. programs to help people in need

Main IdeasSection 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?

emigrationemancipationpogromDuma

Match the following definitions with the terms listed below.

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Document-Based Assessment

■

To help students understand the docu-ments on this page, give them the follow-ing

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 Document-Based 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.

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.

●

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 writ-ten, stay on the topic, and be free of grammatical and spelling errors. For scoring rubrics for writing assignments, see

Assessment Rubrics,

p. 8.

Document-Based AssessmentOn the Crimean FrontIn 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 for-mations 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 Brit-ish, it was the end of an era: never again would their soldiers fight in full-dress uniform. Never again would the colors be car-ried 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. . . .“

—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.“

—From Journal kept during the Russian War: From theDeparture of the Army from England in April 1854, to the Fall

of Sebastopol, by Mrs. Henry Duberly, an army wife

Document C

“Men sent in there [French hospital] with fevers and other disor-ders 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

Analyzing DocumentsUse 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 ofA 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 weaponsB to criticize inadequate technologyC to describe the state of mind of the soldiersD 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 weaponsB to criticize the inadequate state of army hospitalsC to describe the dangers of soldiering and soldiers’ valorD 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 impres-sions. Use the four documents along with information from the chapter to write your letter.

Treating Cholera

Document-Based Assessment

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