The End of the 1848 Revolution
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Cambridge International Examinations Cambridge International General Certificate of Secondary Education
Cambridge International Examinations Cambridge International General Certificate of Secondary Education HISTORY 0470/22 Paper 2 October/November 2014 2 hours No Additional Materials are required. *9824000361* READ THESE INSTRUCTIONS FIRST An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet. This paper has two options. Choose one option, and answer all of the questions on that topic. Option A: 19th Century topic [p2–p7] Option B: 20th Century topic [p8–p13] The number of marks is given in brackets [ ] at the end of each question or part question. This document consists of 13 printed pages, 3 blank pages and 1 insert. DC (NF/SW) 84788/4 © UCLES 2014 [Turn over 2 Option A: 19th Century topic WHAT WAS THE ATTITUDE OF FREDERICK WILLIAM TOWARDS THE DEMANDS OF THE REFORMERS IN 1848–49? Study the Background Information and the sources carefully, and then answer all the questions. Background Information Frederick William, King of Prussia, was a strange mixture. He believed in the divine right of kings but had a romantic idea of his position and of his relationship with his people. When revolution broke out in Prussia in March 1848 he seemed to be unsure of what to do and his reactions were inconsistent. For example, he called a national assembly but later dissolved it. Because of his actions, his attitudes towards liberal reforms and unifying Germany are unclear. The people also had mixed feelings about him. -
Germany from Luther to Bismarck
University of California at San Diego HIEU 132 GERMANY FROM LUTHER TO BISMARCK Fall quarter 2009 #658659 Class meets Tuesdays and Thursdays from 2 until 3:20 in Warren Lecture Hall 2111 Professor Deborah Hertz Humanities and Social Science Building 6024 534 5501 Readers of the papers and examinations: Ms Monique Wiesmueller, [email protected]. Office Hours: Wednesdays 1:30 to 3 and by appointment CONTACTING THE PROFESSOR Please do not contact me by e-mail, but instead speak to me before or after class or on the phone during my office hour. I check the mailbox inside of our web site regularly. In an emergency you may contact the assistant to the Judaic Studies Program, Ms. Dorothy Wagoner at [email protected]; 534 4551. CLASSROOM ETIQUETTE. Please do not eat in class, drinks are acceptable. Please note that you should have your laptops, cell phones, and any other devices turned off during class. Students do too much multi-tasking for 1 the instructor to monitor. Try the simple beauty of a notebook and a pen. If so many students did not shop during class, you could enjoy the privilege of taking notes on your laptops. Power point presentations in class are a gift to those who attend and will not be available on the class web site. Attendance is not taken in class. Come to learn and to discuss. Class texts: All of the texts have been ordered with Groundworks Books in the Old Student Center and have been placed on Library Reserve. We have a systematic problem that Triton Link does not list the Groundworks booklists, but privileges the Price Center Bookstore. -
Mitteilungen Für Die Presse
Read the speech online: www.bundespraesident.de Page 1 of 6 Federal President Frank-Walter Steinmeier at the inauguration of the Robert-Blum-Saal with artworks depicting Germany’s history of democracy at Schloss Bellevue on 9 November 2020 According to legend, the last words of Robert Blum were “I die for freedom, may my country remember me.” He was executed – shot – by imperial military forces on 9 November 1848, one day before his 41st birthday. The German democrat and champion for freedom, one of the most well-known members of the Frankfurt National Assembly, thus died on a heap of sand in Brigittenau, a Viennese suburb. The bullets ended the life of a man who had fought tirelessly for a Germany unified in justice and in freedom – as a political publicist, publisher and founder of the Schillerverein in Leipzig, as a parliamentarian in the Paulskirche in Frankfurt, and finally with a gun in his hand on the barricades in Vienna. To the very last, Robert Blum fought for a German nation-state in the republican mould, legitimised by parliamentary structures. He campaigned for a brand of democracy in which civil liberties and human rights were accorded to one and all. And he fought for a Europe in which free peoples should live together in peace, from France to Poland and to Hungary. His death on 9 November 1848 marked one of the many turning points in our history. By executing the parliamentarian Robert Blum, the princes and military commanders of the Ancien Régime demonstrated their power and sent an unequivocal message to the Paulskirche National Assembly. -
The Age of Realpolitik: 1848-1871
AP European History: Unit 8.1 HistorySage.com The Age of Realpolitik : 1848-1871 Politics in the “Long 19 th Century”: 1789 -1914 Use space below for notes French Rev & “Age of “Age of “Age of Mass Napoleon Metternich” Realpolitik” Politics” (1789-1815) (1815-1848) (1848-1871) (1871-1914) • Nat’l • Concert of • Second • French Third Assembly Europe French Republic (1789-1791) • Revolutions of Empire • German • Legislative 1830 and • Crimean War Empire Assembly 1848 • Unification of • Imperialism (1791-1792) • Reforms in Germany • Rise of • Nat’l Britain • Unification of socialist • Convention Liberalism/ Italy parties (1792-1795) Nationalism • Ausgleich: • Increased • Directory vs. Austro- suffrage = (1795-1799) Conservatism Hungarian mass politics • Consulate • Romanticism Empire (1799-1804) • Empire (1804-1815) Main Theme: Nationalism became a dominant force in Western society after 1850. I. Failure of the Revolutions of 1848 A. Germany 1. Nationalists and liberals of the Frankfurt Parliament failed to get the support of Prussian king Frederick William IV for a unified Germany • Frederick William refused to “accept the crown from the gutter” and instead claimed “divine right” 2. “Humiliation of Olmutz”: Frederick William IV proposed a plan for German unity. a. Austria would accept a plan for German unity only if Prussia accepted the leadership of the German Bund (which Austria dominated) b. Prussia could not accept its loss of sovereignty and stepped back HistorySage.com AP Euro Lecture Notes Page 2 Unit 8.1: Age of Realpolitik (1848-1871) B. Italy Use space below for 1. Austrian forces were driven out of northern Italy notes while French forces were removed from southern Italy and Sicily. -
The Failure of a Revolution France, Germany and the Netherlands in 1848: a Comparative Analysis
The Failure of a Revolution France, Germany and The Netherlands in 1848: A Comparative Analysis Willem Cleven MA Comparative History Utrecht University Spring 2008 Supervised by dr. I. de Haan Image on front page: Horace Vernet – Barricade at Rue Soufflot, Paris 1848. 2 Table of Contents Chapter 1. Introduction……………………………………………..……………………..1 Chapter 2. The Comparative Method………………………………………………….10 2.1 Units of Historical Study 2.2 What is a Revolution? 2.3 Outline Chapter 3. The Events of the Revolutions...…………………………………………..20 3.1 Spring 1848: Revolution 3.2 Confrontation Chapter 4. Why the Revolution Failed…………………………………………………32 4.1 Internal Coherence of the Revolutionary Faction 4.2 Internal Coherence of the Incumbent Faction 4.3 Control over Sources of Power 4.4 External Intervention Chapter 5. Conclusion: A Theory of Failed Revolutions?...…………………………48 Bibliography 3 Chapter 1. Introduction “The tricolor republic now bears only one color, the color of the defeated, the color of blood.” 1 Karl Marx after the June Days uprising (Neue Rheinische Zeitung, 29 June 1848) As I am writing this opening paragraph, it is 160 years ago to the day that the French National Guard ended a bloody uprising among the Parisian workers. Sometimes labeled a ‘class war’2, the so-called ‘June Days’ uprising posited the urban working class against the Provisional Government of the French Second Republic. It shall become clear in the following chapters that this clash between the revolutionary regime and the masses which had been vital in its victory four months prior, ultimately represented the failure of that revolution, a revolution which made an end to the French monarchy, instated universal male suffrage for a short time and set off a wave of revolutions across the continent. -
Robert Blum Und Die Burschenschaft
Robert Blum und die Burschenschaft von Harald Lönnecker Koblenz 2006 Dateiabruf unter: www.burschenschaft.de Dateiabruf unter: www.burschenschaft.de Robert Blum und die Burschenschaft* von Harald Lönnecker In der Einleitung zur Verfassungsurkunde der Jenaischen Burschenschaft vom Juni 1815 heißt es: „Nur solche Verbindungen, die auf den Geist gegründet sind, auf welchen überhaupt nur Verbindungen gegründet sein sollten, auf den Geist, der uns das sichern kann, was uns nächst Gott das Heiligste und Höchste sein soll, nämlich Freiheit und Selbständigkeit des Vaterlands, nur solche Verbindungen benennen wir mit dem Namen einer Burschenschaft.“1 Die Burschenschaft war die Avantgarde der deutschen Nationalbewegung. Sie wurzelte in den Freiheitskriegen, stand unter dem Einfluß von Friedrich Ludwig Jahn, Ernst Moritz Arndt und Johann Gottlieb Fichte, war geprägt durch eine idealistische Volkstumslehre, christliche Erweckung und patriotische Freiheitsliebe. Diese antinapoleonische Nationalbewegung deutscher Studenten war politische Jugendbewegung und die erste gesamtnationale Organisation des deutschen Bürgertums überhaupt, die 1817 mit dem Wartburgfest die erste gesamtdeutsche Feier ausrichtete und mit rund 3.000 Mitgliedern 1818/19 etwa ein Drittel der Studentenschaft des Deutschen Bundes umfaßte.2 Die zur nationalen Militanz neigende Burschenschaft, zu einem Gutteil hervorgegangen aus dem Lützowschen Freikorps, setzte ihr nationales Engagement in neue soziale Lebensformen um, die das Studentenleben von Grund auf reformierten. Aber nicht nur das: Die Studenten begriffen die Freiheitskriege gegen Napoleon als einen Zusammenhang von innerer Reform, innenpolitischem Freiheitsprogramm und * Zuerst in: Bundesarchiv (Hg.), Martina Jesse, Wolfgang Michalka (Bearb.), „Für Freiheit und Fortschritt gab ich alles hin.“ Robert Blum (1807-1848). Visonär – Demokrat – Revolutionär, Berlin 2006, S. 113-121. 1Paul Wentzcke, Geschichte der Deutschen Burschenschaft, Bd. -
FRENCH KLEINDEUT8CH POLICY in 1848. the University Of
This dissertation has been microfilmed exactly as received 6 8» 724 CHASTAIN, James Garvin, 1939- FRENCH KLEINDEUT8CH POLICY IN 1848. The University of Oklahoma, Ph.D., 1967 History, modern University Microfilms, Inc., Ann Arbor, Michigan ©COPYRIGHT BY JAMES GARVIN CHASTAIN 1968 THE UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE FRENCH KLEINDEUTSCH POLICY IN 1848 A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY BY JAMES GARVIN CHASTAIN Norman, Oklahoma 1967 FRENCH KLEINDEUTSCH POLICY IN 1848 APPROVED BY A • l \ ^ DISSERTATION COMMITTEE PREFACE This work is the outgrowth of an interest in French Diplomatic History and 1848 which I experienced under the questioning encourage ment of Professor Brison D. Gooch. I have especially appreciated the helpful suggestions of Professor William Savage. I am indebted to Professors William H. Maehl and Kenneth I, Dailey for their demanding insistence on detail and fact which balanced an earlier training in broad generalization by Professors H. Stuart Hughes, John Gaus and Herbert Spiro. For the idea of the French missionary feeling to export liberty, which characterized Lamartine and Bastide, the two French Foreign Ministers of 1848, I must thank the stimulating sem inar at the University of Munich with Dr. Hubert Rumpel, To all of these men I owe a deep gratitude in helping me to understand history and the men that have guided politics. I want to thank the staff of the French Archives of the Min istry of Foreign Affairs, which was always efficient, helpful and friendly even in the heat of July. Mr. -
Die Deutschen
Die Deutschen Dokumentarreihe in zehn Folgen Ab 26. Oktober 2008 sonntags um 19.30 Uhr und dienstags um 20.15 Uhr Materialien für den Unterricht – Folge 8: Robert Blum und die Revolution Die Deutschen - Folge 8: Robert Blum und die Revolution 1. Inhalt des Films Im Mittelpunkt der achten Folge der Serie „Die Deutschen“ steht die Revolution von 1848/49. Thematisiert werden kurz die Ursachen, ausführlicher dagegen Verlauf und Begleiterscheinungen sowie die Folgen. Eng verknüpft werden die Ereignisse mit einem wichtigen Protagonisten der damaligen Zeit, dem Revolutionär Robert Blum (1807-1848), einer Symbolfigur der demokratischen Bewegung in Deutschland. Die wichtigsten Schauplätze sind Leipzig, der deutsche Südwesten, Berlin, Frankfurt am Main und schließlich Wien, wo Blum am 9. November 1848 erschossen wurde. Die Verkündung und der Vollzug des Todesurteils bilden die Rahmenhandlung der achten Folge. Die Darstellung beginnt mit einer Szene, die Robert Blum in einer Gefängniszelle beim Schreiben des Abschiedsbriefes an seine Ehefrau Eugenie, genannt „Jenny“, (geb. 1810) zeigt. Bevor das Todesurteil vollstreckt wird, erfolgt ein Rückblick in das Leipzig des Jahres 1844, wo Blum seit 1832 am Stadttheater beschäftigt und wegen eines kritischen Zeitungsartikels schon einmal verhaftet worden war. Als Autor und Herausgeber der regimekritischen Zeitung „Sächsische Vaterlandsblätter“ versuchte er seine Kritik gegen die erstarrte Herrschaftsordnung in den deutschen Ländern durch die Zensur zu bringen. Damit wird auf die innenpolitische Situation -
Syllabus! • Review and Follow the Course Calendar Below: O Students Must Stay on Top of Things Especially in an Online Course
April 27, 2021 Do not copy without the express written consent of the instructor. EUH 4462: History of Modern Germany, 1815-1945 RVC 1208 Dr. Charles A. M. Jones [email protected] (305) 348-2328 Office Hours: TU/TH 2:30-3:45 via Zoom COURSE DESCRIPTION AND PURPOSE This class focuses on German history from the end of the Napoleonic Wars through the end of the Second World War. A number of themes will be explored, including the problems of unification, warfare, empire, conservative vs liberal ideologies and conflicts, monarchy vs democracy, politics, economic and military competition with neighboring powers, societies and cultures within the nation, racism, genocide, and the rise and fall of fascism. These patchwork components, examined together, represent an evolution of the question “Was ist des Deutschen Vaterland?” You will be equipped to critically engage with questions such as: • When did German nationalism take root and what developments encouraged its growth? • Who was Otto von Bismarck and what role did he play in German history? • What events and ideas led to the unification of Germany in 1871? • How did warfare impact German society? • Why did the Weimar Republic collapse? • What were the driving forces behind the Holocaust? COURSE OBJECTIVES By the end of the semester, you should be able to discuss why certain events and people are important and have a sense of how history shapes our contemporary world. After completing this class, students will be able to: • Course Objective 1 (CO1). Assess key events, central themes, and questions pertaining to Modern German history (1815 – 1945). -
History Chapter – 1 the Rise of Nationalism in Europe
HISTORY CHAPTER – 1 THE RISE OF NATIONALISM IN EUROPE Question and Answers from the text book I. Write in Brief 1. Write a Note on: a) Giuseppe Mazzini: Giuseppe Mazzini was an Italian revolutionary, born in Genoa in 1807. He was a member of the secret society of the Carbonari. At the age of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He founded underground societies named ‘Young Italy’ in Marseilles and ‘Young Europe’ in Berne, whose members were like- minded young men from Poland, France, Italy and the German States. b) Count Camilo de Cavour: Cavour was chief misnister of Sardinia-Piedmont state who led the movement to unify the regions of Italy. He was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian. He engineered a careful diplomatic alliance with France, which helped Sardinia-Piedmont defeat the Austrian forces in 1859, and thereby free the northern part of Italy from the Austrian Habsburgs. c) The Greek War of Independence: This was a successful war of independence waged by Greek revolutionaries between 1821 and 1829 against the Ottoman Empire. The Greeks were supported by the West European countries, while poets and artists hailed Greece as the cradle of European civilisation. Finally, the Treaty of Constantinople of 1832 recognised Greece as an independent nation. d) The Frankfurt Parliament: It was an all-German National Assembly formed by the middle- class professionals, businessmen and prosperous artisans belonging to the different German regions. -
The Degree of Growth of German Nationalism an Assessment up to 1850 Definition of Nationalism
The Degree of Growth of German Nationalism An assessment up to 1850 Definition of Nationalism The belief that people with a common culture, language and history should constitute an independent nation free of foreign domination Main Factors • Supporters of nationalism • Opponents of nationalism • Attitudes of the peasants • Political turmoil of the 1840s • The Frankfurt Parliament • The collapse of the 1848 revolutions Supporters of Nationalism • University intellectuals promoting nationalism were the new middle class and their protests relied on the support of a middle class audience • The upper classes were more interested in conserving their individual powers • The Romantic Movement only reached a literate audience Attitudes of the Peasants • Majority of the German population was illiterate peasantry leading traditional lives in farming communities • Those in Eastern states had the status of serfs, bound to their landowners • Unable to participate in the cultural life of the middle classes they made no contribution to the rise of nationalism • However they were an untapped ‘potential’ if their national consciousness could be awakened • 19th century progression meant the movement of the peasantry from the countryside to the new industrial towns, as a result of technological changes such as commercial farming, unlocked the realisation that they had power in numbers and could instigate political unrest Opponents of Nationalism • At the Congress of Vienna in 1815, the main European powers ensured no individual or state could exercise too -
History of the German Struggle for Liberty
' / ~l HISTORY OF TJHE if GERMAN STRUGGLE FOR LIBERTY/ LIBRARY UNIVERSITY OF CALIFORNIA SAN DIC6O if03 WILLIAM THE CHEAT HISTORY OF THE GERMAN STRUGGLE FOR LIBERTY M. UNIV. YALE HON. MEMBER ROYAL A. (HON. CAUSA) ; UNITED SERVICE LIFE MEMBER AMERICAN HISTORICAL INST., LONDON ; ASSOCIATION HON. MEMBER ROYAL ARTILLERY INSTITUTION, WOOLWICH ILLUSTRATED WITH PORTRAITS - IN (THREE^VOLUMES VOL. III. 1815-1848 NEW YORK AND LONDON HARPER & BROTHERS PUBLISHERS 1903 Copyright, 1903, by HAKPKK & BBOTHKM. All riokti nuntd. Published September, 1903. THIS BOOK I DEDICATE TO THE MEMORY OF THE MANY NOBLE GERMANS who have suffered prison, exile, and death in order that their country might be United and Free. CONTENTS OF VOL. Ill I. AFTER WATERLOO 1 II. THE STUDENTS LIGHT SOME DANGEROUS FIRES ON THE WARTBURG 7 III. PRUSSIA SORELY IN NEED OF MONEY 21 IV. THE GERMAN EMPIRE COMMENCES TO TAKE FORM 29 V. BIRTH AND EARLY PRIVATIONS OF ROBERT BLUM . 35 VI. PROFESSOR AND POLITICIAN 44 VII. A CHRISTIAN SPIRIT IN GERMANY 48 VIII. DEMOCRACY AND SCHOLARSHIP 55 IX. POETRY, Music, AND PATRIOTISM 58 X. NATIONAL ART 68 ""* XI. THE EARLY YEARS OF TURNVATER JAHN .... 72 XII. STUDENT AND FIGHTER 80 POPULARIZES THE MODERN TURNS* *^~ XIII. JAHN 90 XIV. METTERNICH DECLARES TURNEN TO BE TREASON . 97 ^ XV. JAHN'S IMPRISONMENT AND DEATH 101 XVI. AIX-LA-CHAPELLE (1818) AND THE HOLY ALLIANCE 115 XVII. PRUSSIAN FREE-TRADE, 1818 123 XVIII. THE FIRST GERMAN EMPEROR EARLY YEARS . 135 XIX. JULIE KRUDENER AND THE CZAR 145 XX. THEOLOGY PATRIOTISM ASSASSINATION .... 156 XXI. CARLSBAD DECREES, 1819 173 XXII. PRUSSIA WELCOMES THE CARLSBAD DECREES .