Unit 9: The Age of Social Revolutions: Romanticism, Nationalism, Liberalism, and Conservatism
"The essential characteristics of a nationality are common ideas, common principles, and common purpose A nation is an association of those who are brought together by language, by given geographical conditions or by the role assigned them by history, who acknowledge the same principles and who march together to the conquest of a single definite goal under the rule of a uniform body of law."
-- Giuseppe Mazzini (1805-1872)
"The essential characteristics of a nationality are common ideas, common principles, and common purpose A nation is an association of those who are brought together by language, by given geographical conditions or by the role assigned them by history, who acknowledge the same principles and who march together to the conquest of a single definite goal under the rule of a uniform body of law."
-- Giuseppe Mazzini (1805-1872)
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Primary Source Readings
In order to complete the unit curve packet and in order to prepare for class assignments are discussions, please read and complete the 6cs reading analysis sheet for each of the following readings: 
Primary Source Files:
Unit 9 Primary sources:
Document 1) Secert Memorandum to Tsar Alexander I, 1820: Conservative Principles, Prince Klemens von Metternich Document 2) Liberalism: Progress and Optimism, The Economist 1851 Document 3) The First Chartist Petition: Demands for Change in England Document 4) An Eyewitness Account of the Revolutions of 1848 in Germany |
Chapter 21 & 22 Readings
Nightly reading assignments are required and are due at the start of class. Please follow the nightly homework model below: Please have the follow pages read by the start of classtime: Wednesday: 02/04 Chapter 21-- Pages 706 to 735 Thursday: 02/11 Chapter 22 -- Pages 743 to 776 Tuesday: Supplemental Reading on Romanticism Link to Supplemental Reading http://public.wsu.edu/~brians/hum_303/romanticism.html | ||
Unit Curve Packet
The unit curve packet is due on test day and they are graded complete or incomplete. Every unit curve is worth 25 points on the summative unit assessment.
The unit curve packet is due on test day and they are graded complete or incomplete. Every unit curve is worth 25 points on the summative unit assessment.
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Unit resources and PowerPoints
Please ensure that you keep copies in your notes of all unit lecture, study guides, and supplemental resources provided below:
Practice Quizzes: See all quizzes on the "ism" The Conservative Order and the Challenges of Reform (Follow the link below)
http://www.historyteacher.net/APEuroCourse/EHAPQuizMainPage.htm
Please ensure that you keep copies in your notes of all unit lecture, study guides, and supplemental resources provided below:
Practice Quizzes: See all quizzes on the "ism" The Conservative Order and the Challenges of Reform (Follow the link below)
http://www.historyteacher.net/APEuroCourse/EHAPQuizMainPage.htm
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| reactionrevolutionromanticism.doc |
| unit9_reactionrevolutionandromanticismoutline.doc.pdf |
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Unit Assignments
Lesson #1 Image Analysis: The Romantics Objective: Students will be able to analyze the Romantic movements of the 19th Century to determine the extent to which it was a reaction to the Enlightenment period. Essential Questions: 1) To what extent did Romanticism react, continue, or remove the Enlightenment spirit? 2) To a romantic, what is the purpose of art? Secondary Source Reading
Source 1:
Source 2:
Source 3: Link: https://www.youtube.com/watch?v=lhLVovrrqEs
Lesson #2 The Congress of Vienna
Objective: Students will be able to examine the positions of the five great powers at the Congress of Vienna. Students will research the history of one of the countries represented at the conference, the biography of that country's representatives at Vienna, the country's aims and priorities, the compromises that were necessary to ensure peace, and political changes resulting from the Congress. Essential Questions: 1) What were the aims, concessions, and reactions of the delegates to the decisions made at the Congress of Vienna? 2) What were the lasting geo-political impacts on Europe as a result of the Congress of Vienna?
Lesson #3 Nationalism, Liberalism, and the Conservative Order
Objective: Students will be able to assess the raise of the 19th century "isms" across Europe after the Congress of Vienna. Students will be able to determine the challenges to the Old Regime via nationalism, liberalism, and socialism, as well as the conservative order. Students will lastly understand the great reform movements of the 19th century and the political and national revolutionary movements. Essential Question: 1) What were the goals of nationalists? Why was it a threat to the Austrian Empire? 2) Describe 19th century Conservatism: 3) What were the tenets of liberalism? And how did those tenets affect the political developments of the early 19th century? 4) Was the Great Reform Bill "revolutionary? 
Lesson #4 Economic and Social Revolutions
Objective: Essential Question: |
Sample FRQs for Unit 9: The Age of Social Revolutions: Romanticism, Nationalism, Liberalism, and Conservatism
The Age of Nation-States (1853-1880) The Age of Nationalism and Nation-States (1974) The dynastic state of the 17th and 18th centuries was succeeded by the nation-state in the 19th century. Describe this evolution and consider the forces responsible for this shift in function and structure. (1975) Write an essay that relates the development of the large conscripted citizen army from its origins in the “levee en masse” to the emergence of the modern nation-state. (1988) Assess the extent to which the unification of Germany under Bismarck led to authoritarian government there between 1871 and 1914. (1989) Analyze and compare the effects of nationalism on Italian and Austro-Hungarian politics between 1815 and 1914. (2004) Contrast the impact of nationalism in Germany and the Austrian Empire from 1848 to 1914. (2005) Historians speak of the rise of mass politics in the period from 1880 to 1914. Define this phenomenon and analyze its effects on European politics in this period. (2002) Compare and contrast the foreign policy goals and achievements of Metternich(1815-1848) and Bismarck. (1862-1890) (2002B) Describe and analyze responses to industrialization by working class between 1850 and 1914. Romanticism (1979) Discuss the extent to which 19th century romanticism was or was NOT a conservative cultural and intellectual movement. (1997) Discuss some of the ways in which Romantic artists, musicians, and writers responded to political and socioeconomic conditions in the period 1800 to 1850. Document your response with specific examples from discussions of at least two of the three disciplines: visual arts, music, and literature. (2003) Analyze three examples of the relationships between romanticism and nationalism before 1850. | ||||||||||||||||