CHAPTER 10 1800–1920 Nationalism in Europe

Total Page:16

File Type:pdf, Size:1020Kb

CHAPTER 10 1800–1920 Nationalism in Europe CHAPTER 10 1800–1920 Nationalism in Europe In the 1800s, nationalism sparked revolutions across Europe. New nations, such as Germany and Italy, formed along cultural lines. Absolute monarchies fell. These nation- alist revolutions forever changed the map of Europe—and Europe’s balance of power. Theme The growth of nationalism in the 1800s had major effects on government and citizenship in Europe. In nton von Werner, 1885 Werner, nton von this chapter you will learn how old governments fell, A how new governments were created, and how these by , changes affected citizens. The Proclamation Germanthe The of Kaiser TIME LINE 1834 The Zollverein 1861 Italy unites union economically links as one nation after the German states to one Italian states vote for CHAPTER another through trade. unification. EVENTS 1820 1840 1860 WORLD 1821 Mexico declares 1848 In France, Louis EVENTS independence from Spain. Napoleon becomes president of the Second Republic. 312 CHAPteR 10 History's Impact video program Watch the video to understand the impact of nationalism. Reading like a In this painting, Prussian Historian prime minister Otto von Bismarck (in white) proclaims the Prussian king 1867 Austria and Hungary 1905 Revolution breaks Wilhelm I (on podium) to be Emperor of Germany on become two separate, equal out in Russia after troops January 18, 1871. This ceremony marked the states under the Dual Monarchy. kill some protesters on Bloody Sunday. creation of the German Empire following Prussia’s defeat of France in the Franco-Prussian War. 1880 1910 Analyzing Visuals How can you tell that this painting commemorates an important event? 1869 Suez Canal 1901 Theodore Roosevelt opens in Egypt. becomes president of the See Skills Handbook, p. H26 United States. NAtiONALISM IN EUROPE 313 GEOGRAPHY Starting Points Interactive ¡/ ,*/(%0.0' EUROPE, 1815 48&%&/"/% /038": #PVOEBSZPGUIF 3644*"/ (FSNBO$POGFEFSBUJPO &.1*3& ¡8 /PSUI %&/."3, B F 4FB 4 UJD BM The German Confed- ¡/ # 6/*5&% eration was made up ,*/(%0. of the lesser German states and parts of 13644*" -POEPO /&5)&3-"/%4 Prussia and the Aus- trian Empire. "5-"/5*$ 13644*" 0$&"/ 1BSJT -&44&3 (&3."/ 45"5&4 7JFOOB "6453*"/ '3"/$& &.1*3& 48*5;&3-"/% ¡& 1"3." .0%&/" ¡/ -6$$" 0 " 5 5 E 0 . 564$"/: SJ " 1"1"- BU / .BESJE JD $PSTJDB 45"5&4 4FB $POTUBOUJOPQMF -JTCPO '3"/$& ,*/(%0. 3PNF 10356("- 0'4"3%*/*" & . 41"*/ 1 4BSEJOJB * ,*/(%0. 3 0'5)& & .FEJUFSSBOFBO 5804*$*-*&4 4FB ¡8 ¡ ¡& 4JDJMZ .JMFT Italy was split into ,JMPNFUFST many separate "[JNVUIBMFRVBMBSFBQSPKFDUJPO states. ¡& In 1815 the Congress 1. Analyze How would you describe the of Vienna divided Europe with little regard for political geography of Germany and Italy Listen to History at this time? the nationalities of the people who lived there. Go online to listen to an By the mid-1800s, nationalist movements arose 2. Predict Based on the map, what chal- explanation of the starting which would lead to the breakup of empires lenges do you think Italy would face as it points for this chapter. and the creation of new nations. In Russia, a unified? revolution threatened the power of the czar. go.hrw.com Keyword: SHL NAT 314 CHAPTER 10 SECTION 1 Italian Unification Take notes BEFORE YOU READ on how nationalism in Italy led MAIN IDEA READING FOCUS KEY TERMS AND PEOPLE to unification and, later, In the 1800s, Italian states 1. How did nationalism stir in Giuseppe Mazzini challenges. rebelled against Austria and Italy after the Congress of Camillo di Cavour unified as the Kingdom of Vienna? Giuseppe Garibaldi Nationalism Italy. 2. What role did Cavour and Red Shirts Sardinia play in the path Victor Emmanuel toward Italian unification? Unification 3. How did Garibaldi and the Red Shirts help unite Italy? Challenges 4. What challenges did Italy face after unification? How did the lyrics of an opera help unite all A Composer Italians? During the 1800s most Italians were unhappy being part of the iNspires A NAtioN Austrian Empire. They were beginning to yearn to have their own nation, an Italian nation. Someone had to put these yearnings into words, however, and that someone was Giuseppe Verdi, an Italian composer. In the lyrics to some of his operas, Verdi called for the Italian people to unite. Italians especially identified with his opera, Nabucco. It featured singers praising their home- land with the lyrics, “Go, settle on the cliffs and hills, where the sweet breezes bring the warm, soft fragrances of your native land. Oh my father- land so beautiful and lost!” These words reminded Italians of the beauty of their own land and the fact that it was under Austria’s control. Verdi’s music became a kind of national anthem for Italians seeking unification, inspiring them and urging them to act. The popularity of his music not only made Verdi an international star, but also helped spread the message of Italian nationalism. Giuseppe Verdi conducts an orchestra in Paris in 1880. Illustration of Giuseppe Verdi conducting in Paris, by Stefano Bianchetti, 1800s NATIONAlisM in EUROPE 315 EleMENTS OF NATIONALISM In Europe in the 1800s, devotion to one’s national group, or nationalism, swept through the continent. The elements of nationalism listed below help bond a nation together. How is history an element of nationalism? Culture Shared beliefs and a way of life create a common bond. History A shared past connects people as a group. Religion A common religion helps unite people. Language A common language is a key element of nationalism. Territory A shared land gives people a sense of unity. History The accomplishments of the Roman Empire are a source of national pride for Italians. Austrian Empire was home to Croats, Czechs, Stirrings of Nationalism Germans, Hungarians, Italians, Poles, Serbs, The Italian Peninsula had not been unified Slovaks, and Slovenes. The Italians were split since the fall of the Roman Empire. Although into three groups. The Congress of Vienna had most people spoke the same language, the placed much of northern Italy under Austrian peninsula was divided into several competing rule, other Italian states under control of the states, each with its own government. When Hapsburgs, and still others under control of a Napoleon invaded Italy, he united many of French ruler. Italian nationalism grew in oppo- these states under one government, but that sition to these conditions. unification did not last. After Napoleon was defeated, the Congress Mazzini and Young Italy As Italian art- of Vienna split the Italian states apart once ists, writers, and thinkers became interested more. This time, however, a spirit of national- in celebrating Italy’s cultural traditions, other ism, or a devotion to one’s national group, was Italians in Austria formed secret societies to on the rise throughout Europe. work for political change. They began plotting to overthrow the Austrian government in Italy. After the Congress of Vienna Prince In 1831 a popular writer launched a nation- Metternich of Austria had wanted the Con- alist group called Young Italy to fight for unifi- gress of Vienna to maintain the old Europe cation of the separate Italian states. This writer, with its old relationships. But just 15 years Giuseppe Mazzini, had been exiled because of after the Congress met, a tired Metternich his outspoken nationalism, but he smuggled his admitted that “the old Europe is nearing its patriotic pamphlets into Italy. Mazzini believed end.” Despite his efforts to halt change, the old that Europe needed to redraw the lines set by order had been destroyed beyond repair. the Congress of Vienna in 1815. Nationalism was a growing force in Europe during the 1800s, fostered in part by some of the HISTORY’S VOICES decisions made at the Congress of Vienna. The “Europe no longer possesses unity of faith, of mis- Congress had created political boundaries that sion, or of aim . The question of nationality can only be resolved by destroying the treaties of 1815 ACADEMIC ignored national groups, instead placing these and changing the map of Europe and its public VOCABULARY groups under the control of large empires. law. ethnic common Some of Europe’s empires included people background or ” —Giuseppe Mazzini, “On Nationality,” 1852 culture of different ethnic groups. For example, the 316 CHAPTER 10 Mazzini’s Young Italy attracted tens of In 1852 Cavour became prime minister thousands of Italians to the cause of unifica- of the independent Kingdom of Sardinia. He tion. Italians were ready to unite behind a believed that a thriving economy was impor- strong nationalist leader. tant in order for the nation of Italy to be reborn. Therefore, he worked to build the Sardinian Define What is nationalism? economy. He also believed that Italy should be reborn as a monarchy. By this time, Cavour was in a position to The Path Toward Unity cultivate a powerful ally. He supported France As Italian nationalism grew, some Italians led in a war with Russia and gave France the prov- unsuccessful rebellions. Then two men, Camillo inces of Savoy and Nice. France, in turn, agreed di Cavour and Giuseppe Garibaldi, rose to lead to support Sardinia in its planned war against a successful movement to unify Italy. Austria. The plan worked. By 1860 the north- ern Italian states were liberated from the con- Uprisings and Revolutions Nationalist- trol of the Austrian Empire. inspired revolutions spread throughout Europe Identify Cause and Effect in 1848, and Italian nationalists led rebellions How did Cavour help Sardinia break free from the of their own. In some of the Italian states, citi- Austrian Empire? zens rebelled against Austrian rule. For exam- ple, the state of Piedmont declared war against Austria. That war lasted only a year and ended in Piedmont’s defeat.
Recommended publications
  • A Genealogical Handbook of German Research
    Family History Library • 35 North West Temple Street • Salt Lake City, UT 84150-3400 USA A GENEALOGICAL HANDBOOK OF GERMAN RESEARCH REVISED EDITION 1980 By Larry O. Jensen P.O. Box 441 PLEASANT GROVE, UTAH 84062 Copyright © 1996, by Larry O. Jensen All rights reserved. No part of this work may be translated or reproduced in any form or by any means, electronic, mechanical, including photocopying, without permission in writing from the author. Printed in the U.S.A. INTRODUCTION There are many different aspects of German research that could and maybe should be covered; but it is not the intention of this book even to try to cover the majority of these. Too often when genealogical texts are written on German research, the tendency has been to generalize. Because of the historical, political, and environmental background of this country, that is one thing that should not be done. In Germany the records vary as far as types, time period, contents, and use from one kingdom to the next and even between areas within the same kingdom. In addition to the variation in record types there are also research problems concerning the use of different calendars and naming practices that also vary from area to area. Before one can successfully begin doing research in Germany there are certain things that he must know. There are certain references, problems and procedures that will affect how one does research regardless of the area in Germany where he intends to do research. The purpose of this book is to set forth those things that a person must know and do to succeed in his Germanic research, whether he is just beginning or whether he is advanced.
    [Show full text]
  • QUALESTORIA. Rivista Di Storia Contemporanea. L'italia E La
    «Qualestoria» n.1, giugno 2021, pp. 163-186 DOI: 10.13137/0393-6082/32191 https://www.openstarts.units.it/handle/10077/21200 163 Culture, arts, politics. Italy in Ivan Meštrović’s and Bogdan Radica’s discourses between the two World Wars di Maciej Czerwiński In this article the activity and discourses of two Dalmatian public figures are taken into consideration: the sculptor Ivan Meštrović and the journalist Bogdan Radica. They both had an enormous influence on how the image of Italy was created and disseminated in Yugoslavia, in particular in the 1920s and 1930s. The analysis of their discourses is interpreted in terms of the concept of Dalmatia within a wider Mediterranean basin which also refers to two diverse conceptualizations of Yugoslavism, cultural and politi- cal. Meštrović’s vision of Dalmatia/Croatia/Yugoslavia was based on his rural hinterland idiom enabling him to embrace racial and cultural Yugoslavism. In contrast, Radica, in spite of having a pro-Yugoslav orientation during the same period, did not believe in race, so for him the idea of Croat-Serb unity was more a political issue (to a lesser extent a cultural one). Keywords: Dalmatia, Yugoslav-Italian relationships, Croatianness, Yugoslavism, Bor- derlands Parole chiave: Dalmazia, Relazioni Jugoslavia-Italia, Croaticità, Jugoslavismo, Aree di confine Introduction This article takes into consideration the activity and discourses of the sculptor Ivan Meštrović and the journalist Bogdan Radica1. The choice of these two figures from Dalmatia, though very different in terms of their profession and political status in the interwar Yugoslav state (1918-41), has an important justification. Not only they both were influenced by Italian culture and heritage (displaying the typical Dalmatian ambivalence towards politics), but they also evaluated Italian heritage and politics in the Croatian/Yugoslav public sphere.
    [Show full text]
  • Stewart2019.Pdf
    Political Change and Scottish Nationalism in Dundee 1973-2012 Thomas A W Stewart PhD Thesis University of Edinburgh 2019 Abstract Prior to the 2014 independence referendum, the Scottish National Party’s strongest bastions of support were in rural areas. The sole exception was Dundee, where it has consistently enjoyed levels of support well ahead of the national average, first replacing the Conservatives as the city’s second party in the 1970s before overcoming Labour to become its leading force in the 2000s. Through this period it achieved Westminster representation between 1974 and 1987, and again since 2005, and had won both of its Scottish Parliamentary seats by 2007. This performance has been completely unmatched in any of the country’s other cities. Using a mixture of archival research, oral history interviews, the local press and memoires, this thesis seeks to explain the party’s record of success in Dundee. It will assess the extent to which the character of the city itself, its economy, demography, geography, history, and local media landscape, made Dundee especially prone to Nationalist politics. It will then address the more fundamental importance of the interaction of local political forces that were independent of the city’s nature through an examination of the ability of party machines, key individuals and political strategies to shape the city’s electoral landscape. The local SNP and its main rival throughout the period, the Labour Party, will be analysed in particular detail. The thesis will also take time to delve into the histories of the Conservatives, Liberals and Radical Left within the city and their influence on the fortunes of the SNP.
    [Show full text]
  • By Filippo Sabetti Mcgill University the MAKING of ITALY AS AN
    THE MAKING OF ITALY AS AN EXPERIMENT IN CONSTITUTIONAL CHOICE by Filippo Sabetti McGill University THE MAKING OF ITALY AS AN EXPERIMENT IN CONSTITUTIONAL CHOICE In his reflections on the history of European state-making, Charles Tilly notes that the victory of unitary principles of organiza- tion has obscured the fact, that federal principles of organization were alternative design criteria in The Formation of National States in West- ern Europe.. Centralized commonwealths emerged from the midst of autonomous, uncoordinated and lesser political structures. Tilly further reminds us that "(n)othing could be more detrimental to an understanding of this whole process than the old liberal conception of European history as the gradual creation and extension of political rights .... Far from promoting (representative) institutions, early state-makers 2 struggled against them." The unification of Italy in the nineteenth century was also a victory of centralized principles of organization but Italian state- making or Risorgimento differs from earlier European state-making in at least three respects. First, the prospects of a single political regime for the entire Italian peninsula and islands generated considerable debate about what model of government was best suited to a population that had for more than thirteen hundred years lived under separate and diverse political regimes. The system of government that emerged was the product of a conscious choice among alternative possibilities con- sidered in the formulation of the basic rules that applied to the organi- zation and conduct of Italian governance. Second, federal principles of organization were such a part of the Italian political tradition that the victory of unitary principles of organization in the making of Italy 2 failed to obscure or eclipse them completely.
    [Show full text]
  • Siol Nan Gaidheal Wendy Wood
    Siol nan Gaidheal Wendy Wood Wendy Wood - Patriot and Nationalist Wendy Wood was born Wendy Meacham in 1893 in England. Her maternal grandmother was a highland crofter's daughter called Eilidh Ross, who apparently spoke more Gaelic than English. Eilidh Ross died in childbirth delivering Wendy's mother. Wendy's maternal grandfather was an artist by the name of Peploe. After the death of Eilidh Ross, his first wife, he remarried and had a studio in Italy. The Peploe's were probably related to the Scottish artist Samuel John Peploe who was part of a group of painters known as the Scottish Colourists. Wendy's concern for Scotland was nurtured by her parents: her mother told her stories about William Wallace; she was told never to call any place "home" except Scotland; and her father regularly told her off for omitting post-vocalic/r/in pronunciation. In 1913 Wendy and her husband went on a tour of the highlands in their car. She visited the Wallace monument and was inspired by it. She joined the Scottish League about 1916, the Home Rule Association in 1918, and then the Scottish National Movement led by Lewis Spence in 1927. The National Party of Scotland started in 1928, formed from the Scots League, The Scottish National Movement, The Home Rule Association and the University Nationalist Association. Wendy threw herself into the NPS. Wendy's first public speech took place at Inverkeithing Town Hall. She spoke for twenty minutes. Wendy spoke at public meetings all over Scotland. In 1957, she spoke at 73 public meetings, and her average was 32 per year.
    [Show full text]
  • Germany 1919-1941 U.S
    U.S. MILITARY INTELLIGENCE REPORTS : GERMANY 1919-1941 U.S. MILITARY INTELLIGENCE REPORTS: GERMANY, 1919-1941 Edited by Dale Reynolds Guide Compiled by Robert Lester A Microfilm Project of UNIVERSITY PUBLICATIONS OF AMERICA, INC. 44 North Market Street • Frederick, MD 21701 Copyright© 1983 by University Publications of America, Inc. All rights reserved. ISBN 0-89093^26-6. Note on Sources The Documents in this Collection are from the National Archives and Record Service, Washington, D.C., Record Group #165. Mil- itary Intelligence Division Files: Germany. TABLE OF CONTENTS Red Index 1 Reel I 1 Reel II 6 Reel III 10 Reel IV 15 Reel V 18 Reel VI 22 Reel VII 25 Reel VIII 29 Reel IX 31 Reel X 33 Reel XI 33 Reel XII 34 Reel XIII 35 Reel XIV 38 Reel XV 39 Reel XVI 41 Reel XVII 43 Reel XVIII 45 Reel XIX 47 Reel XX 49 Reel XXI 52 Reel XXII 54 Reel XXIII 56 Reel XXIV 58 Reel XXV 61 Reel XXVI 63 Reel XXVII 65 Reel XXVIII 68 Subject Index 71 Dates to Remember February 3,1917 Severance of U.S. Diplomatic Relations with Germany; Declara- tion of War November 11,1918 Armistice December 1, 1918 U.S. Troops of the 3rd Army cross the Rhine and Occupy the Rhine Province July 2,1919 Departure of the U.S. 3rd Army; the U.S. Army of the Rhine Occupies Coblenz in the Rhine Province December 10, 1921 Presentation of Credentials of the U.S. Charge d'Affaires in Berlin April 22, 1922 Withdrawal of U.S.
    [Show full text]
  • Compare and Contrast Italian and German Nazi Ideology
    1800944 Compare and contrast Italian and German Nazi Ideology Fascism is an ideology that has often been left without a solid definition, and it has been interpreted in a variety of ways.1 Fascism has been interpreted as: capitalism’s response to Communism, totalitarian ultra-nationalism, and a community focused authoritarian system which holds contradictory Socialist and conservative values. 2 3 4 Within these differing interpretations’ fascism has been described as; ultra-nationalist, authoritarian, violent, imperialist, collectivist ideology, which holds populist tendencies. Different stands of fascism also tend to add different policies which are relevant to the socio-economic context in order to appeal to the target audience, the people. Italian Fascism evolved from ‘Italian national syndicalism’, ‘revolutionary syndicalism’, and Italian nationalism taking with it their shared beliefs of productivism, and nationalism; whilst also exhibiting conventional fascist traits such as authoritarianism, imperialism, and violence. 5 6 German Fascism evolved from socialism, but also from the issues that Germany was facing in the aftermath of World War Two. German Fascism exhibited typical fascist traits such being nationalist, authoritarian, and violent, but also demonstrated socialist policies, by focusing on the betterment of the community through national projects. 7 Italian and German fascism had varying traits that appeared in different strengths, but the two different versions of fascism were similar. Both Italian and German Fascism came
    [Show full text]
  • The Geography of Germany: Lessons for Teaching the Five Themes of Geography
    DOCUMENT RESUME ED 460 910 SO 029 411 AUTHOR Blankenship, Glen; Tinkler, D. William TITLE The Geography of Germany: Lessons for Teaching the Five Themes of Geography. Social Studies, Grades 9-12. Update 1997/1998. INSTITUTION Inter Nationes, Bonn (Germany).; Goethe House, New York, NY. PUB DATE 1998-00-00 NOTE 105p.; Transparency 7 is not available from ERIC. For earlier version, see ED 396 972. AVAILABLE FROM National Council for the Social Studies, NCSS Publications, P.O. Box 2067, Waldorf, 'MD 20604-2067. Tel: 800-683-0812 (Toll Free); Fax: 301-843-0159; e-mail: [email protected]; Web site: http://www.ncss.org/home/ncss. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Area Studies; Civics; Cultural Education; Culture; Foreign Countries; *Geographic Concepts; *Geographic Location; *Geographic Regions; Geography; *Geography Instruction; High Schools; *Human Geography; Maps; Multicultural Education; Physical Geography; Social Studies; World Geography; World History IDENTIFIERS *Germany ABSTRACT This packet contains five lessons related to the five themes of geography: location; place; human-environment interaction; movement; and region. The lessons are designed to support the teaching of courses in world geography, U.S. government/civics, and economics from a comparative U.S./German perspective. Lessons include:(1) "Location of Germany on the Earth's Surface"; (2) "Physical and Human Characteristics of Germany"; (3) "The Interaction of the German People and Their Environment";(4) "Cultural Diversity in
    [Show full text]
  • LARSON-DISSERTATION-2020.Pdf
    THE NEW “OLD COUNTRY” THE KINGDOM OF YUGOSLAVIA AND THE CREATION OF A YUGOSLAV DIASPORA 1914-1951 BY ETHAN LARSON DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History in the Graduate College of the University of Illinois at Urbana-Champaign, 2020 Urbana, Illinois Doctoral Committee: Professor Maria Todorova, Chair Professor Peter Fritzsche Professor Diane Koenker Professor Ulf Brunnbauer, University of Regensburg ABSTRACT This dissertation reviews the Kingdom of Yugoslavia’s attempt to instill “Yugoslav” national consciousness in its overseas population of Serbs, Croats, and Slovenes, as well as resistance to that same project, collectively referred to as a “Yugoslav diaspora.” Diaspora is treated as constructed phenomenon based on a transnational network between individuals and organizations, both emigrant and otherwise. In examining Yugoslav overseas nation-building, this dissertation is interested in the mechanics of diasporic networks—what catalyzes their formation, what are the roles of international organizations, and how are they influenced by the political context in the host country. The life of Louis Adamic, who was a central figure within this emerging network, provides a framework for this monograph, which begins with his arrival in the United States in 1914 and ends with his death in 1951. Each chapter spans roughly five to ten years. Chapter One (1914-1924) deals with the initial encounter between Yugoslav diplomats and emigrants. Chapter Two (1924-1929) covers the beginnings of Yugoslav overseas nation-building. Chapter Three (1929-1934) covers Yugoslavia’s shift into a royal dictatorship and the corresponding effect on its emigration policy.
    [Show full text]
  • Pioneers of Modern Geography: Translations Pertaining to German Geographers of the Late Nineteenth and Early Twentieth Centuries Robert C
    Wilfrid Laurier University Scholars Commons @ Laurier GreyPlace 1990 Pioneers of Modern Geography: Translations Pertaining to German Geographers of the Late Nineteenth and Early Twentieth Centuries Robert C. West Follow this and additional works at: https://scholars.wlu.ca/grey Part of the Earth Sciences Commons, and the Human Geography Commons Recommended Citation West, Robert C. (1990). Pioneers of Modern Geography: Translations Pertaining to German Geographers of the Late Nineteenth and Early Twentieth Centuries. Baton Rouge: Department of Geography & Anthropology, Louisiana State University. Geoscience and Man, Volume 28. This Book is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in GreyPlace by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. Pioneers of Modern Geography Translations Pertaining to German Geographers of the Late Nineteenth and Early Twentieth Centuries Translated and Edited by Robert C. West GEOSCIENCE AND MAN-VOLUME 28-1990 LOUISIANA STATE UNIVERSITY s 62 P5213 iiiiiiiii 10438105 DATE DUE GEOSCIENCE AND MAN Volume 28 PIONEERS OF MODERN GEOGRAPHY Digitized by the Internet Archive in 2017 https://archive.org/details/pioneersofmodern28west GEOSCIENCE & MAN SYMPOSIA, MONOGRAPHS, AND COLLECTIONS OF PAPERS IN GEOGRAPHY, ANTHROPOLOGY AND GEOLOGY PUBLISHED BY GEOSCIENCE PUBLICATIONS DEPARTMENT OF GEOGRAPHY AND ANTHROPOLOGY LOUISIANA STATE UNIVERSITY VOLUME 28 PIONEERS OF MODERN GEOGRAPHY TRANSLATIONS PERTAINING TO GERMAN GEOGRAPHERS OF THE LATE NINETEENTH AND EARLY TWENTIETH CENTURIES Translated and Edited by Robert C. West BATON ROUGE 1990 Property of the LfhraTy Wilfrid Laurier University The Geoscience and Man series is published and distributed by Geoscience Publications, Department of Geography & Anthropology, Louisiana State University.
    [Show full text]
  • Topic 1 Lesson 4
    Topic 1 Lesson 4 Topic 1 Germany in the World Lesson 4 What is the landscape of Germany? Lesson Objective ■ The student will describe the climate and topography of Germany. ■ The student will explain the relationship between climate and location. Materials and Resources ■ Worksheet 6 “Geography of Germany” ■ Transparency 1 “Geography of Germany” ■ Teacher Resource 4 “Beautiful Places in Germany” ■ Transparency 2 “Beautiful Places in Germany” ■ Worksheet 7 “The German Landscape” ■ Worksheet 8 “The Geographic Regions of Germany” Strategies southwest corner of Germany is the Black Forest, a Germany’s geography rises from the flat lowlands large hilly area covered with tall pine trees, occasion- in the north to the towering Alps Mountains in the ally broken up by small villages. south. Numerous rivers wind through the country- side. Germany’s geography is varied; as a rule, the On the border of Germany with Switzerland and further south you go, the more mountainous is the Austria, there is a series of lakes created by glaciers. landscape. The northern part, where Bremen and This border is also where the Alps begin. Hamburg are located, is very flat. Because this area To help students identify various types of land- is on the sea, there is a lot of shipping. The ground is forms, distribute copies of Worksheet 6, “Geogra- often wet and marshy. In the central part of Germany phy of Germany” to students. Next, show the trans- there is more heavy industry such as coal mining, parencies of Teacher Resource 4, “Beautiful chemicals and steel production. The land is fairly flat Places in Germany.” For each picture, read the with a few hills, and is used for farming.
    [Show full text]
  • DOCUMENT RESUME ED 384 553 SO 024 877 AUTHOR Blankenship, Glen; Tinkler, D. William TITLE the Geography of Germany: Lessons
    DOCUMENT RESUME ED 384 553 SO 024 877 AUTHOR Blankenship, Glen; Tinkler, D. William TITLE The Geography of Germany: Lessons for Teaching the Five Themes of Geography. PUB DATE 93 NOTE 95p.; For related volume of social studies lessons, see SO 024 876. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Area Studies; Elementary Secondary Education; Foreign Countries; Fundamental Concepts; *Geographic Concepts; Geographic Location; *Geography; *Geography Instruction; History; Human Geography; Physical Geography; Social Studies; Teaching Guides; Teaching Methods; Western Civilization IDENTIFIERS *Germany ABSTRACT This activity guide contains five lessons. Lesson 1 deals with "Location of Germany on the Earth's Surface" with two activities:(1) "Germany's Location in the World"; and (2) "Germany's Location in Europe." Lesson 2 is on the "Physical and Human Characteristics of Germany" with four activities on:(1) "Physical Features of Germany";(2) "Germany's Population Pyramid"; (3) " Population Density in Germany"; and (4) "Population Distribution in Germany." Lesson 3 addresses "The Interaction of the German People and Their Environment" with four activities: (1) "Land Use in Germany";(2) "Industrial Areas in Germany"; (3) "Pollution in Germany"; and (4) "The Environment." Lessc- 4 highlights "Movement and Diversity in Germany" with two activities:(1) "Foreigners in Germany"; and (2) "Immigration to Germany." Lesson 5 develops the theme of "German Unification and Regional Changes" with aix activities: (1) "Regions in Germany";(2) "German Unification"; (3) "Opening the Berlin Wall";(4) "East German Perspectives on Unification, Part A";(5) "East German Perspectives on Unification, Part B"; and (6) "World Press Views on Unification." Complete handouts and instruc'tions accompany the lessons.
    [Show full text]