1010 Quick Study Guide

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Quick Study Guide

Progress Monitoring Online CHAPTER For: Self-test with vocabulary practice 10 10 Web Code: naa-2266 Quick Study Guide ■ Have students use the Quick Study ■ Effects of Nationalism Guide to prepare for this chapter’s tests. Students may wish to refer to Nationalism by Region the following pages as they review: Germany Italy Austria Balkans Russia • German states unite under • Mazzini founds • Francis I and Metternich • Serbians achieve • Serfs are freed in 1861. William I. Young Italy. uphold conservative goals. autonomy in 1830. • Alexander III encourages Effects of Nationalism • Empire takes leading role • Garibaldi leads Red Shirts. • Dual Monarchy with • Greeks achieve persecution and pogroms. Section 1, pp. 331–333; Section 2, in Europe. • Victor Emmanuel II makes Hungary is set up. independence in the 1830s. • Russia enters the industrial • Bismarck becomes known Cavour prime minister • Nationalist groups • European nations divide age late. pp. 334–336; Section 3, pp. 338–341; as the Iron Chancellor. of Sardinia. grow restless. up Ottoman lands. • Bloody Sunday leads to Section 4, pp. 343–346; Section 5, • Italian states become • Empire becomes • “Balkan powder keg” revolution in 1905. pp. 348–353 unified by 1871. weakened. helps set off World War I. • Duma has limited power.

Unification in Europe Section 1, p. 331; Section 3, p. 336; ■ Unification in Europe, 1873 ■ Key Leaders Section 4, p. 345 As the map below shows, nationalist movements led to Germany the creation of several new nations across Europe. Otto von Bismarck, chancellor Key Leaders K William I, Prussian king, German kaiser 20° W 10° W 60° N INGDOM OF 20° E Section 1, pp. 331–333; Section 2, 0° SWEDE Conic Projection N AND William II, kaiser NORWAY tersburg p. 337; Section 3, pp. 338–342; 0 400 mi St. Pe North S N ea a Section 4, p. 344; Section 5, 0 400 km DE e Italy NMARK S UN c E ITE lti W pp. 349–353 KIN D Ba Giuseppe Mazzini, founder of Young Italy GDO 50° N M S Victor Emmanuel II, king NETH. Berlin RUSSIA Count Camillo Cavour, prime minister Key Events of Nationalism GERMANY BELG. Giuseppe Garibaldi, leader of Red Shirts Section 1, pp. 330–333; Section 3, Atl ant LUX. Oc ic pp. 339–340; Section 4, p. 346; ean Vienna FRA st Austria-Hungary NCE SWITZ. Budape Section 5, pp. 349, 352–353 A NGARY ALPS USTRIA-HU Ferenc Deák, Hungarian politician P YR Francis Joseph, Austrian emperor, Hungarian king L E A NE d ES r ■ MT ITALY ia For additional review, remind L3 S. t O ic SPA S T IN ea TO M Russia students to refer to the Rome A PORTUGA 40° N N EM Alexander II, tsar of Russia Med PIR iterra E Reading and Note Taking nean Sea Alexander III, tsar of Russia Study Guide Nicholas II, tsar of Russia Note Taking Study Guide, pp. 112, 114, 116, 118, 120 ■ Key Events of Early 1800s 1814 1830s Section Summaries, pp. 113, 115, 117, Nationalism Nationalism rises The Congress of Giuseppe Mazzini founds 119, 121 in Germany. Vienna redraws the Young Italy to encourage map of Europe after Italian unification. Napoleon’s defeat. ■ Have students access Web Code nbp- 2264 for this chapter’s Chapter Events Global Events 1800 1825 1850 timeline, which includes expanded entries and additional events. 1804 1848 Haiti declares Revolutions ■ If students need more instruction on independence take place from France. throughout analyzing timelines, have them read Europe. the Skills Handbook, p. SH32.

■ When students have completed their study of the chapter, distribute Chapter Tests A and B. Solutions for All Learners Teaching Resources, Unit 3, pp. 37–72 L1 Special Needs L2 Less Proficient Readers L2 English Language Learners

For students acquiring basic skills: For Spanish-speaking students: Adapted Reading and Note Taking Spanish Reading and Note Taking Study Guide Study Guide For Progress Monitoring Online, Adapted Note Taking Study Guide, pp. 112, 114, 116, Spanish Note Taking Study Guide, pp. 112, 114, 116, refer students to the Self-test with 118, 120 118, 120 vocabulary practice at Web Code Adapted Section Summaries, pp. 113, 115, 117, Spanish Section Summaries, pp. 113, 115, 117, nba-2266. 119, 121 119, 121 354

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■ Cumulative Review ■ Connections To Today Tell students that the main concepts for Record the answers to the questions below on your Con- 1. Nationalism: The State of Nationalism Today You’ve this chapter are Empire and Nationalism cept Connector worksheets. read how nationalism was a strong enough force in the and ask them to answer the Cumulative 1800s to help unify nations, such as Italy and Germany, but Review questions on this page. Discuss 1. Empire In 1871, German nationalists celebrated the birth threatened to destroy the Austrian and Ottoman empires. Do the Connections to Today topics and ask you think that nationalism is still a force in the world today? of the second Reich, or empire. They called it that because students to answer the questions that fol- they considered Germany heir to the Holy Roman Empire. Conduct research to learn more about current nationalist Compare the second Reich to the Holy Roman Empire. How issues. You may want to focus your research on Kurdistan, low. were they similar? How were they different? Think about the Northern Ireland, the former Yugoslavia, or Russia. Write two following: paragraphs on nationalism today, citing examples from cur- Cumulative Review • structure of government rent events to support your answer. 1. Responses should compare and con- • power of the kaiser and emperor trast the second Reich with the Holy • the rule of William II and Otto I 2. Economic Systems: Social Welfare Programs Under Otto von Bismarck, Germany was a pioneer in social reform, Roman Empire and examine the forms • who had voting rights of government, the styles of the rulers, • who held the real power providing several social welfare programs to its citizens. By the 1890s, Germans had health and accident insurance as and the status of civil rights under each 2. Nationalism During the early 1800s, nationalist rebellions well as retirement benefits. Social welfare programs soon regime. Responses might mention Will- erupted in the Balkans and elsewhere along the southern spread to other European nations. Conduct research to learn iam II’s belief in his divine right to rule fringe of Europe. Between 1820 and 1848, nationalist revolts more about social welfare programs today. Compare social Germany. exploded across Italy. Compare and contrast Greece’s unifica- welfare programs in one country in Europe with those in the tion and nationalism to Italy’s. Think about the following: United States. How are they similar? How are they different? 2. Responses should compare and con- • the empires they revolted against trast the main reasons for, the role of • which countries they turned to for help nationalism in, and the results of unifi- • the structure of their governments cation of Greece and Italy in the mid- 3. Nationalism During the 1800s, various subject peoples in 1800s. Responses should mention the Balkans revolted against the Ottoman empire, hoping to Italy’s alliances with France and Prus- set up independent states of their own. A complicated series sia and Greece’s assistance from Russia. of crises and wars soon followed. Take notes on the situation in the Balkans between 1800 and the early 1900s. Why did 3. Responses should note that the collapse competing interests in the Balkans lead the region to be of the Ottoman empire combined with called a powder keg? 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- For: Interactive timeline Web Code: nbp-2264 ers and the Balkan nations, precipitat- 1861 1870 1905 ing World War I. Tsar Bismarck provokes Revolution breaks out Alexander II Franco-Prussian War in St. Petersburg after frees the serfs. to create a unified Bloody Sunday massacre. Connections to Today German empire. 1. Responses should be at least two para- graphs long and include examples and 1875 1900 1925 details from current world events to 1861 1898 1914 support their conclusions. The Civil War The Philippines World War I begins. 2. Responses should compare at least one begins in the declares type of social welfare program in the United States. independence from Spain. United States today, such as Medicare, with one in a European country, such as the National Health Service in Great Britain.

Solutions for All Learners For additional review of this L3 L1 Special Needs L2 Less Proficient Readers L2 English Language Learners chapter’s core concepts, remind students

Use the following study guide resources to help Use the following study guide resources to help to refer to the students acquiring basic skills: Spanish-speaking students: Reading and Note Taking Adapted Reading and Note Taking Spanish Reading and Note Taking Study Guide Study Guide Study Guide Concept Connector, pp. 260,277 Adapted Concept Connector, pp. 270, 291 Spanish Concept Connector, pp. 270, 291

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Chapter Assessment Chapter Assessment

Terms, People, and Places Chapter Focus Question Terms, People, and Places 15. What effects did nationalism and the demand for reform 1. anarchist 6. pogrom Match the following definitions with the terms listed below. have in Europe? 2. Duma 7. emigration chancellor emigration Realpolitik emancipation Critical Thinking 3. kaiser 8. Realpolitik kaiser pogrom 16. Make Comparisons How did the nationalism represented social welfare Duma 4. emancipation 9. social welfare by Bismarck differ from that embraced by liberals in the early anarchist 1800s? 5. chancellor 17. Make Comparisons Compare and contrast the goals and 1. someone who wants to abolish all government methods of Cavour in Italy and Bismarck in Germany. 2. elected national legislature in Russia 18. Analyze Information Tsar Alexander II declared that it is Main Ideas 3. emperor of Germany “better to abolish serfdom from above than to wait until it 10. Bismarck’s goal was to increase the 4. granting of freedom to serfs will be abolished by a movement from below.” Explain his power of the rulers of Prussia. He 5. the highest official of a monarch statement. achieved that goal by using Realpoli- 6. violent attack on a Jewish community 19. Geography and History How did regional differences 7. movement away from one’s homeland contribute to continued divisions in Italy after unification? tik strategies: war, deceit, measured 8. realistic politics based on the needs of the state reforms, and propaganda. 20. Analyzing Cartoons How 9. programs to help people in need does this French cartoonist view 11. It became an industrial giant, sought Bismarck? Explain. to keep France weak, and built alli- Main Ideas 21. Predict Consequences Based on your ances with Austria and Russia. Section 1 (pp. 330–333) reading of the chapter, predict 10. What was Chancellor Otto von Bismarck’s main goal? What 12. Camillo Cavour consolidated some the consequences of the follow- policies did he follow to meet that goal? states around Sardinia. Cavour then ing: (a) defeat of France in the allied with France in case of a war Section 2 (pp. 334–337) Franco-Prussian War, (b) growth 11. How did Germany increase its power in the late 1800s? with Austria and later provoked that of German nationalism and mili- war, which Sardinia and France won. Section 3 (pp. 338–342) tarism in the late 1800s, (c) fail- 12. Summarize the process by which Italy unified. Include Several northern states then broke ure to satisfy nationalist information on the leaders who helped unify Italy. ambitions in Austria-Hungary, away from Austria and joined Sar- Section 4 (pp. 343–346) and (d) weakening of the Otto- dinia. In the south, Giuseppe 13. How did nationalism contribute to the decline of the man empire. Garibaldi took over the southern Hapsburg and Ottoman empires? states, which he gave up so that they Section 5 (pp. 348–353) could unite with the northern states 14. Why was Russia slow to industrialize? under the rule of Victor Emmanuel, Italy’s first king. 13. Nationalist movements in both empires brought about unrest and demands for ● Writing About History Prewriting democratic reforms that weakened the • Collect the examples and evidence that you need to ruling empire. The Ottoman empire’s Writing a Persuasive Essay Some people define support your position convincingly. situation was complicated by the inter- nationalism as excessive, narrow, or jingoist patriotism. A • Use a graphic organizer to list points on both sides of ference of European nations. nationalist might be described as someone who boasts of the issue. his patriotism and favors aggressive or warlike policies. The Drafting 14. The Russian economy was based on rise of nationalism in Europe led to both division and unifi- • Focus on a thesis statement. Clearly state the position agriculture and serf labor, and the cation. For example, it unified Germany, but it led Russian that you will prove. Use the rest of your introduction nobles and the tsars resisted changes tsars to suppress the cultures of national minorities within to provide readers with the necessary context about that might undermine their power. the country. Nationalism remains a powerful force to this the issue. day for unifying countries and for sparking rivalries, con- • Acknowledge the opposition by stating, and then flicts, and bloodshed. Write a persuasive essay in which you refuting, opposing arguments. Chapter Focus Question support or oppose the idea that nationalism is an excessive Revising form of patriotism. 15. Nationalism and the demand for reform • Use the guidelines for revising your essay on page led to the unification of Germany and SH17 of the Writing Handbook. its new position as a major power. They also led to the unification of Italy, the served. However, Cavour believed in 20. The cartoonist portrays Bismarck as a collapse of the Austrian and Ottoman liberal ideals, while Bismarck was a greedy ogre, gobbling everything in sight. empires, and revolution in Russia. monarchist and conservative. 21. Sample: (a) instability in Europe, fear of Critical Thinking 18. Sample: He felt that if he did not end Germany in Britain and other countries; 16. Bismarck was a practical practitioner of serfdom himself, revolutionaries would (b) attempts to gain greater and greater Realpolitik, not a romantic. To him eventually do so. By freeing the serfs, territory, which could lead to war; nationalism was a tool to use to achieve he hoped to avoid revolution. (c) unrest and civil war; (d) the breakup his goals, not an ideal to strive for. 19. People still had local loyalties rather of the Ottoman empire into small, unsta- ble countries. 17. Both Bismarck and Cavour employed than loyalty to the nation. Southern Italy Realpolitik, and both wanted to was poor and rural, while northern increase the power of the rulers they Italy was urban and more prosperous.

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Document-Based Assessment Document-Based Assessment On the Crimean Front ■ To help students understand the docu- In 1853, the British, the French, and their allies took on the vast Document C Russian empire in the Crimean War. Called a “perfectly useless ments on this page, give them the follow- “Men sent in there [French hospital] with fevers and other disor- ing TIP: Study each document to modern war,” it was fought in the Black Sea region, although ders were frequently attacked with the cholera in its worst form, major campaigns took place well beyond that area. Like all wars, and died with unusual rapidity, in spite of all that could be done assess its context and purpose. Use it was grim. More than 500,000 people died during the conflict. to save them. I visited the hospital, and observed that a long your knowledge of the subject as Document A train of . . . carts, filled with sick soldiers, were drawn up by the well as the information given in the walls. . . . the quiet that prevailed was only broken now and then “[The Crimean War] was one of the last times that the massed for- document and the attribution line by the moans and cries of pain of the poor sufferers in the mations of cavalry and infantry were employed—the thin red to determine who created it, when, carts.“ line was to disappear forever. Henceforward, armies would rely and why. on open, flexible formations and on trench warfare. For the Brit- —From The British Expedition to the Crimea by W. H. Russell, ish, it was the end of an era: never again would their soldiers Times correspondent ■ To provide students with further fight in full-dress uniform. Never again would the colors be car- Document D practice in answering Document- ried into the fray and the infantry would no longer march into battle to the stirring tunes of regimental bands. The Crimean War Based Assessment Questions, go to ushered in the age of the percussion cap rifle. The new Minie rifle Document-Based Assessment, was the decisive weapon, replacing the clumsy . . . musket. The pp. 66–78 weapon fired a cartridge, not a ball, with accuracy far superior to the old firelocks. . . .“ ■ If students need more instruction on —From The Road to Balaklava, by Alexis S. Troubetzkoy synthesizing information, have them Document B read the Skills Handbook, p. SH35. “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 Treating Cholera the light of rocket, mortar, and shell falls over the town.“ —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 3. With what purpose did the artist create Document D? end of A to help the British public understand the dangers of A private soldiers in war. fighting with new weapons B most small wars in Europe. B to criticize the inadequate state of army hospitals C old ways of fighting. C to describe the dangers of soldiering and soldiers’ valor D soldiers dying of diseases in military hospitals. D to make the British public understand the toll that disease was taking on soldiers 2. With what purpose did the author write Document B? A to help people understand the dangers of fighting with 4. Writing Task Suppose you are a surgeon working near the new weapons war front. Write a brief letter home describing your impres- B to criticize inadequate technology sions. Use the four documents along with information from C to describe the state of mind of the soldiers the chapter to write your letter. D to make the British public understand how quickly the war was progressing

● Writing About History As students begin the assignment, refer them to Students’ persuasive essays should present a clear Answers page SH16 of the Writing Handbook for help in thesis with a specific point of view, include writing a persuasive essay. Remind them of the steps sequenced arguments supported by facts and 1. C they should take to complete their assignment, details, and provide at least one oppositional 2. A including prewriting, drafting, and revising. For help argument. Essays should also be thoughtfully writ- 3. D in revising, remind them to use the guidelines on ten, stay on the topic, and be free of grammatical 4. Letters should show a clear understanding of the page SH17 of the Writing Handbook. and spelling errors. For scoring rubrics for writing medical issues during the Crimean War and assignments, see Assessment Rubrics, p. 8. 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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