wh07_te_ch20_s01_na_s.fm Page 634 Friday, January 19, 2007 1:55 PM mgwh07_se_ch20_s01_s.
s.fm Page 634 Monday, November 27, 2006 1:39 PM
SECTION 1 Step-by-Step
Instruction
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■ Understand the goals of the
conservatives.
■ Explain how liberals and nationalists
challenged the old order.
■ Summarize the early challenges to the
old order in Europe.
Prepare to Read
Build Background Knowledge
Ask students to recall what factors led to
the revolutions they have studied so far.
Ask what effect Napoleon had on other
nations’ ideas about governing. Then have
them predict what might happen next.
Set a Purpose
■ WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
A “Revolutionary Seed”
Ask students whether, based on their
knowledge of the French Revolution and
the Napoleonic Age, they agree with
Metternich. Then point out the photo of
Hungarian revolutionary Lajos Kossuth.
Ask them to predict how Kossuth might
respond to Metternich.
■ Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 1 Assessment answers.)
■ Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
■ Reading Skills Have students use the
Reading Strategy: Identify Main Ideas
worksheet.
Teaching Resources, Unit 4, p. 64
634 Revolutions in Europe and Latin America
WITNESS HISTORY
A “Revolutionary Seed”
AUDIO
1
Prince Clemens von Metternich warned that a seed had been
planted in Europe that threatened Europe’s monarchs and
undermined its basic social values. This seed was nourished
with the ideas spread by the French Revolution and Napoleon
Bonaparte.
“ Passions are let loose . . . to overthrow everything that
society respects as the basis of its existence: religion, pub-
lic morality, laws, customs, rights, and duties, all are
attacked, confounded [defeated], overthrown, or called in
question.
”
Focus Question What events proved that Metternich was
correct in his fears?
Hungarian revolutionary
Lajos Kossuth
An Age of Ideologies
Objectives At the Congress of Vienna, the powers of Europe tried to uproot
• Understand the goals of the conservatives. the “revolutionary seed” and suppress nationalist fervor. Others,
L3 • Explain how liberals and nationalists challenged however, challenged the order imposed in 1815. The clash of peo-
the old order. ple with opposing ideologies, or systems of thought and belief,
• Summarize the early challenges to the old order plunged Europe into more than 30 years of turmoil.
in Europe.
Conservatives Prefer the Old Order
Terms, People, and Places
The Congress of Vienna was a victory for the conservative forces,
ideology which included monarchs and their officials, noble landowners,
L3 universal manhood suffrage and church leaders. Conservatives agreed to work together—in an
autonomy
agreement called the Concert of Europe—to support the political
and social order that had existed before Napoleon and the French
Revolution. Conservative ideas also appealed to peasants, who
Reading Skill: Identify Main Ideas As you read wanted to preserve traditional ways.
the section, fill in a table like the one below with
Conservatives of the early 1800s wanted to return to the way
main ideas about conservatism, liberalism, and
nationalism.
things had been before 1789. After all, they had benefited under the
old order. They wanted to restore royal families to the thrones they
had lost when Napoleon swept across Europe. They supported a
Conservatism Liberalism Nationalism
social hierarchy in which lower classes respected and obeyed their
• • •
• • •
social superiors. Conservatives also backed an established church—
Catholic in Austria and southern Europe, Protestant in northern
Europe, and Eastern Orthodox in eastern Europe.
Conservatives believed that talk about natural rights and con-
stitutional government could lead only to chaos, as in France in
1789. If change had to come, they argued, it must come slowly.
Conservatives felt that they benefited all people by defending
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 4, p. 63; Teaching Resources, Skills Handbook, p. 3
High-Use Word Definition and Sample Sentence
agitator, p. 637 n. someone who attempts to arouse feeling for or against something, especially
a political cause
During the Vietnam War, many college students became agitators and actively
protested against the conflict.
wh07_te_ch20_s01_na_s.fm
mgwh07_se_ch20_s01_s.fm Page 635Page 635 Monday,
Wednesday, April
February 1, 2006 24, 2006
11:55 AM 2:04 PM

peace and stability. Conservative leaders like Metternich sought to sup- ■ Have students read this
press revolutionary ideas. Metternich urged monarchs to oppose freedom
section using the Structured Read Aloud
of the press, crush protests in their own countries, and send troops to
strategy (TE, p. T20). As they read,
douse the flames of rebellion in neighboring lands.
have students fill in the table recording
What was the goal of the conservatives in the the main ideas of conservatism,
Concert of Europe? liberalism, and nationalism.
Reading and Note Taking
Liberals and Nationalists Seek Change Study Guide, p. 182
Inspired by the Enlightenment and the French Revolution, liberals and
nationalists challenged the conservatives at every turn. Liberalism and
nationalism ignited a number of revolts against established rule. Teach
Liberals Promise Freedom Because liberals spoke mostly for the Analyzing Political Cartoons
bourgeoisie, or middle class, their ideas are sometimes called “bourgeois Conflicting Ideologies This cartoon Conservatives Prefer the
liberalism.” Liberals included business owners, bankers, and lawyers, as shows Prince Metternich standing reso-
well as politicians, newspaper editors, writers, and others who helped to lute against the angry crowd behind
Old Order/Liberals and
shape public opinion. him who are pushing for reform. Met- Nationalists Seek Change L3
Liberals wanted governments to be based on written constitutions and ternich represented the conservative
separation of powers. Liberals spoke out against divine-right monarchy, order and opposed revolutionary ideals Instruct
the old aristocracy, and established churches. They defended the natural such as freedom and progress.
■ Introduce: Key Terms Ask students
rights of individuals to liberty, equality, and property. They called for rul- 1. How does the cartoonist portray
those in the crowd? What does the to find the key term ideologies (in
ers elected by the people and responsible to them. Thus, most liberals
crowd support? blue) in the text and explain its mean-
favored a republican form of government over a monarchy, or at least
2. What did Metternich do to suppress ing. Ask them to name ideologies they
wanted the monarch to be limited by a constitution.
The liberals of the early 1800s saw the
revolutionary ideas? have heard about. (nationalism, utili-
role of government as limited to protecting tarianism, socialism, communism)
basic rights such as freedom of thought, ■ Teach Ask students to compare and
speech, and religion. They believed that contrast the goals of liberals, conserva-
only male property owners or others with a tives, and nationalists. Then display
financial stake in society should have the Color Transparency 119: Liberal
right to vote. Only later in the century and Conservative Ideas in the
did liberals support the principle of
1800s and use the lesson suggestion to
universal manhood suffrage, giving all
generate discussion.
adult men the right to vote.
Liberals also strongly supported the lais- Color Transparencies, 119
sez-faire economics of Adam Smith and
David Ricardo. They saw the free market as Independent Practice
an opportunity for capitalist entrepreneurs Divide students into three groups repre-
to succeed. As capitalists (and often employ- senting conservatives, liberals, and
ers), liberals had different goals from those nationalists in the imaginary country of
of workers laboring in factories, mines, and
Politania, a monarchy. Have each group
other enterprises of the early Industrial
create a manifesto of its beliefs along
Revolution.
with slogans and banners. Use the Num-
Nationalists Strive for Unity For cen- bered Heads strategy (TE, p. T23) to
turies, European rulers had gained or lost have each group share their work with
lands through wars, marriages, and trea- the class.
ties. They exchanged territories and the
people in them like pieces in a game. As a Monitor Progress
result, by 1815 Europe had several empires
that included many nationalities. The Aus- As students fill in their charts, circulate
trian, Russian, and Ottoman empires, for to make sure they understand that liber-
example, each included diverse peoples. als embraced the ideas of the Enlighten-
ment, while conservatives opposed them.
For a completed version of the chart, see
Note Taking Transparencies, 144A
Solutions for All Learners
L1 Special Needs L2 English Language Learners L2 Less Proficient Readers Answers
Guide students in using word relationships to help Use the following study guide resources to help stu-
learn key terms. Tell them that conservative comes dents acquiring basic skills: to restore the political and social order that
from the same Latin root as conserve, which means to Adapted Reading and Note Taking existed before the French Revolution
preserve. Liberal comes from the same Latin root as Study Guide Analyzing Political Cartoons
liberate, which means to free. Nationalism comes ■ Adapted Note Taking Study Guide, p. 182 1. determined men and women who supported
from nation. Have students write a definition of each freedom and progress
■ Adapted Section Summary, p. 183
ideology using a root or related word. 2. urged monarchs to crush revolts

Chapter 20 Section 1 635

wh07_te_ch20_s01_na_s.fm Page 636 Wednesday, April 19, 2006 2:55 mgwh07_se_ch20_s01_s.fm
PM Page 636 Tuesday, August 23, 2005 12:01 PM

Europe Challenges
the Old Order
Instruct
■ Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Ask stu-
dents to list arguments that revolution-
ary agitators might have used during
this period.
■ Teach Have students point out the
location of the Balkans on a map of
Europe. Ask Why were the Balkans a
key area for revolt? (They were
inhabited by people of different reli-
gions and ethnic groups.) How did
European powers intervene in
Greece? (They helped Greece win inde-
pendence but imposed a German king.)
Why might European powers sup-
port nationalism in some cases? (It
might further their own interests.)
■ Analyzing the Visuals Ask them to
describe the different views of battle
and heroism that the two images con-
vey and to explain the significance of
the struggle between the Serbs and the
Ottomans.
L3
Serbs in Battle
Serb leader Karageorge (below left) leads
the Serbs against the Ottomans at the Battle
of Misar during the first Serbian rebellion.
(a) Why would this battle and others like it
help lead to a sense of Serbian national
identity? (b) Why was this sense of
nationalism important for the Serbs?
In the 1800s, national groups who shared a common heritage set out
to win their own states. Within the diverse Austrian empire, for example,
various nationalist leaders tried to unite and win independence for each
particular group. Nationalism gave people with a common heritage a
sense of identity and the goal of creating their own homeland. At the
same time, however, nationalism often bred intolerance and led to perse-
cution of other ethnic or national groups.
How did the liberalism of the early 1800s reflect
Enlightenment ideals?
Central Europe Challenges the Old Order
Spurred by the ideas of liberalism and nationalism, revolutionaries
fought against the old order. During the early 1800s, rebellions erupted
in the Balkan Peninsula and elsewhere along the southern fringe of
Europe. The Balkans, in southeastern Europe, were inhabited by people
of various religions and ethnic groups. These peoples had lived under
Ottoman rule for more than 300 years.
Serbia Seeks Independence The first Balkan people to revolt were
the Serbs. From 1804 to 1813, the Serb leader Karageorge (ka rah JAWR
juh) led a guerrilla war against the Ottomans. The intense struggle was
unsuccessful, but it fostered a sense of Serbian identity. A revival of Ser-
bian literature and culture added to the sense of nationhood.
In 1815, Milos Obrenovic (oh BRAY noh vich) led the Serbs in a second,
more successful rebellion. One reason for the success was that Obrenovic
turned to Russia for assistance. Like the Serbs, the Russian people were
Slavic in language and Christian Orthodox in religion. By 1830, Russian
support helped the Serbs win autonomy, or self-rule, within the

Independent Practice
Have students fill in the
chart showing details of revolts in Serbia,
Greece, and other countries.
Reading and Note Taking
Study Guide, p. 183

Monitor Progress
As students fill in their tables, circulate
to make sure they include supporting
details about revolts in Serbia, Greece,
and other European nations in the 1820s.
For a completed version of the table, see
Note Taking Transparencies, 144B

Connect to Our World

Answers
Liberals supported Enlightenment ideals such
as natural rights, the separation of powers, and
a government that is responsible to its people.
Caption (a) Those who died in the battles
became martyrs, and survivors joined against
an enemy who had killed Serbs. (b) This sense
of nationalism united Serbs and fueled further
struggles.
Connections to Today People in the United
States today are also divided between conservatives
and liberals. Today, however, both conservatives and
liberals believe in democracy and capitalism. Unlike in
the early 1800s, conservatives today tend to favor
laissez-faire economics more than liberals do. Liberals
tend to favor social democracy, or more government
involvement in the economy.
Have students do research on the differences and
similarities between liberals and conservatives in the
United States today. Divide them into groups and
have them present their findings in chart form.

636 Revolutions in Europe and Latin America

wh07_te_ch20_s01_na_s.fm
mgwh07_se_ch20_s01_s.fm Page 637Page 637 December
Thursday, Wednesday, April
15, 2005 19,PM
12:34 2006 2:58 PM

Ottoman empire. The Ottoman sultan later agreed to formal independence.

In the future, Russia would continue to defend Serbian interests and Assess and Reteach
affect events in the Balkans. Reading Skill: Identify Supporting
Details As you read, fill in a table like the Assess Progress L3
Greece Revolts to End Ottoman Rule In 1821, the Greeks revolted, one below with supporting details about
seeking to end centuries of Ottoman rule. At first, the Greeks were badly revolts in Serbia, Greece, and other ■ Have students complete the
divided. But years of suffering in long, bloody wars of independence countries during the early 1800s. Section Assessment.
helped shape a national identity. Leaders of the rebellion justified their ■ Administer the Section Quiz.
struggle as “a national war, a holy war, a war the object of which is to Serbia Greece Other Revolts
reconquer the rights of individual liberty.” The Greeks had the support of Teaching Resources, Unit 4, p. 60
• • •
romantic writers such as English poet Lord Byron, who went to Greece to • • • ■ To further assess student under-
aid the fight for independence. standing, use
Admirers of Greece in Europe backed the Greek rebels. In the late
Progress Monitoring Transparencies, 83
1820s, Britain, France, and Russia forced the Ottomans to grant inde-
pendence to some Greek provinces. By 1830, Greece was independent.
The European powers, however, pressured the Greeks to accept a German Reteach
king, a move meant to show that they did not support the nationalism If students need more instruction, have
that brought about the revolution. them read the section summary.
More Challenges Erupt Several other challenges to the Vienna peace Reading and Note Taking L3
settlement erupted in the 1820s. Revolts occurred along the southern Study Guide, p. 183
fringe of Europe. In Spain, Portugal, and various states in the Italian pen-
insula, rebels struggled to gain constitutional governments. Adapted Reading and L1 L2
Metternich urged conservative rulers to act decisively and crush the Note Taking Study Guide, p. 183
dangerous uprisings. In response, a French army marched over the
Pyrenees to suppress a revolt in Spain. Austrian forces crossed the Alps Spanish Reading and L2
to smash rebellious outbreaks in Italy. Note Taking Study Guide, p. 183
Troops dampened the fires of liberalism and nationalism, but could
not smother them. In the next decades, sparks would flare anew. Added
Extend L4
to liberal and nationalist demands were the goals of the new industrial Vocabulary Builder
working class. By the mid-1800s, social reformers and agitators were agitator—(AJ ih tayt ur) n. someone who Traveler’s Tales To help students bet-
urging workers to support socialism or other ways of reorganizing prop- attempts to arouse feeling for or against ter understand Greece during this period,
something, especially a political cause have them read the selection Writings of
erty ownership.
Lord Byron from Greece and complete the
Why would a monarch order his army to suppress an
worksheet.
uprising in another country?
Teaching Resources, Unit 4, p. 65

1 Progress Monitoring Online

Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Identify Main Ideas
Use your completed charts to answer
the Focus Question: What events proved
that Metternich was correct in his fears?
Comprehension and Critical Thinking
3. Identify Point of View What were
the goals of conservative leaders?
4. Compare Points of View (a) How did
the political goals of liberals differ from
those of conservatives? (b) How did
nationalists threaten the borders set up
by European monarchs?
5. Recognize Cause and Effect (a) Why
did the Serbs and Greeks revolt?
(b) Why were there uprisings in Spain,
Portugal, and the Italian states?
For: Self-quiz with vocabulary practice
Web Code: naa-2011 Answer
to prevent the uprisings and revolutionary
● Writing About History
ideas from spreading to their own countries
Quick Write: Choose a Topic To write an
effective persuasive essay, you should
begin with a clearly stated opinion or argu-
ment on an issue that has more than one
side. Look back over Section 1, jotting
down issues that have two or more sides.
Then choose an issue and write a well-
constructed sentence that states your opin-
ion or argument against it.

Section 1 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. the Serb and Greek wars of independence
and uprisings in Spain, in Portugal, and
in various Italian states
3. restoring monarchies, traditional social
hierarchies, and the established church;
imposing peace by suppressing dissension
4. (a) Liberals wanted the protection of basic
rights and governments based on written
constitutions and separation of powers.
Conservatives supported monarchies and
established churches; they valued order
and stability over change. (b) Nationalists
wanted independence from foreign rule.
5. (a) Serbs and Greeks wanted freedom
from Ottoman rule. (b) Rebels wanted to
set up constitutional governments.
● Writing About History
Responses should state a clear opinion
or position on an issue addressed in the
section.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-2011.

Chapter 20 Section 1 637

WH07_TE_ch22_s01_na_s.fm Page 692 Monday, January 22, 2007 9:42wh07_se_ch22_s01_s.fm
SECTION 1 Step-by-Step
Instruction
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■ Identify several events that promoted
German unity during the early 1800s.
■ Explain how Bismarck unified Germany.
■ Analyze the basic political organization
of the new German empire.
Prepare to Read
Build Background Knowledge
Remind students that in this period,
many peoples with a shared cultural and
ethnic heritage were moved by national-
ist feelings to establish their own political
identities. Have students predict how
nationalism might contribute to the
creation of a German nation.
Set a Purpose
■ WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Blood and Iron
Ask What’s the main idea of
Bismarck’s speech? (Military force
is more effective than slow political
change or reform.) Based on the pic-
ture and speech, what kind of
leader do you think Bismarck will
be? (Sample: strong, forceful, and
aggressive)
■ Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 1 Assessment answers.)
■ Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
■ Reading Skill Have students use the
Reading Strategy: Recognize Sequence
worksheet.
Teaching Resources, Unit 5, p. 27
692 Nationalism Triumphs in Europe
AM Page 692 Monday, December 4, 2006 12:04 PM
Franco-Prussian war era helmet
WITNESS HISTORY
Blood and Iron
AUDIO
1
Prussian legislators waited restlessly for Otto von
Bismarck to speak. He wanted them to vote for more
money to build up the army. Liberal members opposed
the move. Bismarck rose and dismissed their concerns:
“ Germany does not look to Prussia’s liberalism, but
to her power. . . . The great questions of the day are
not to be decided by speeches and majority resolu-
tions—that was the mistake of 1848 and 1849—
Otto von Bismarck
but by blood and iron!
”
—Otto von Bismarck, 1862
Focus Question How did Otto von Bismarck, the
chancellor of Prussia, lead the drive for German unity?
Building a German Nation
Objectives Otto von Bismarck delivered his “blood and iron” speech in 1862.
• Identify several events that promoted German It set the tone for his future policies. Bismarck was determined to
unity during the early 1800s. build a strong, unified German state, with Prussia at its head.
L3 • Explain how Bismarck unified Germany.
• Analyze the basic political organization of the
new German empire. Taking Initial Steps Toward Unity
In the early 1800s, German-speaking people lived in a number of
Terms, People, and Places small and medium-sized states as well as in Prussia and the Aus-
Otto von Bismarck annex trian Hapsburg empire. Napoleon’s invasions unleashed new
chancellor kaiser forces in these territories.
Realpolitik Reich
Napoleon Raids German Lands Between 1806 and 1812,
Napoleon made important territorial changes in German-speaking
L3 Reading Skill: Recognize Sequence Keep track lands. He annexed lands along the Rhine River for France. He dis-
of the sequence of events that led to German solved the Holy Roman Empire by forcing the emperor of Austria
unification by completing a chart like the one to agree to the lesser title of king. He also organized a number of
below. Add more boxes as needed. German states into the Rhine Confederation.
At first, some Germans welcomed the French emperor as a hero
Napoleon raids German lands.
with enlightened, modern policies. He encouraged freeing the
serfs, made trade easier, and abolished laws against Jews. How-
ever, not all Germans appreciated Napoleon and his changes. As
people fought to free their lands from French rule, they began to
demand a unified German state.
Napoleon’s defeat did not resolve the issue. At the Congress of
Vienna, Metternich pointed out that a united Germany would
require dismantling the government of each German state.
Instead, the peacemakers created the German Confederation, a
weak alliance headed by Austria.
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 5, p. 26; Teaching Resources, Skills Handbook, p. 3
High-Use Word Definition and Sample Sentence
edit, p. 695 vt. to make additions, deletions, or other changes to a piece of writing
He edited his paper very carefully before handing it in to his professor.
WH07_TE_ch22_s01_na_s.fm
wh07_se_ch22_s01_s.fm Page 693
Page 693 Wednesday, MayTuesday, June
17, 2006 5:01 PM6, 2006 4:50 PM

Economic Changes Promote Unity In the 1830s, Prussia created an ■ Have students read this
economic union called the Zollverein (TSAWL fur yn). It dismantled tariff section using the Structured Read
barriers between many German states. Still, Germany remained politi- Aloud strategy (TE, p. T20). As they
cally fragmented.
read, have students fill in the flowchart
In 1848, liberals meeting in the Frankfurt Assembly again demanded
showing the sequence of events that led
German political unity. They offered the throne of a united German state
to German unification.
to Frederick William IV of Prussia. The Prussian ruler, however, rejected
the notion of a throne offered by “the people.” Reading and Note Taking
Study Guide, p. 196
What was the German Confederation?

Bismarck Unites Germany Teach

Otto von Bismarck succeeded where others had failed. Bismarck came
from Prussia’s Junker (YOONG kur) class, made up of conservative
landowning nobles. Bismarck first served Prussia as a diplomat in Steps Toward Unity
Russia and France. In 1862, King William I made him prime minister. L3
Within a decade, the new prime minister had become chancellor, or the
Instruct
highest official of a monarch, and had used his policy of “blood and iron” ■ Introduce Have students read the
to unite the German states under Prussian rule. first paragraph under the red heading.
Ask them to predict how a foreign inva-
For: Audio guided tour
20˚ E sion by Napoleon led to the rise of
Unification of Germany, 1865–1871 Web Code: nap-2211
nationalist feelings among Germans.
N
55˚ N
DENMAR SWEDEN ■ Teach Ask In what ways did Napo-
W K
E Baltic Sea leon’s rule bring about a desire for
S German unity? (The Rhine Confeder-
North Schleswig
Sea ation probably encouraged people to
East
5˚ E
Holstein 15˚ E Prussia believe that German states could unite.
A Also, many Germans wanted to free
Mecklenburg Pomerania
Hamburg
West
I themselves from French rule and unite
Hanover S Prussia
into a strong German state.) What was
S RUSSIA
NETHE Brandenburg the Zollverein and how did it encour-
RLAND Vist
u
S la
U Berlin Posen R.
age German unification? (It was a
Westpha Royal house German economic union created by
lia R
Elb

medal of the Prussia that did away with trade barri-

eR

BELG I U
Rhin

P
.

M O Hohenzollerns
de ers; however, the states still remained
e R.

Saxony rR
Thuringia . politically divided.)
Ems
Sedan Silesia
LUX. Frankfurt Prussia, 1865
Prague
Main R. Sadowa Added to Prussia, 1866 Independent Practice
To Pari
s Added to form North German
Metz
Lorraine Bavaria
Confederation, 1867 Have students write a letter from the per-
Württemb Added to form German
erg AU S T R I A - H U N G A R Y empire, 1871 spective of someone who lived in a Ger-
FRANC
ce

E Da Boundary of German man state in the early 1800s to a cousin

Alsa

Munich nub empire, 1871

Baden e R.
Hohenzolle Vienna Battle sites in another country, explaining what has
rn Route of Prussian armies in
Austro-Prussian War
changed since Napoleon invaded.
Conic Projection
0 100 200 mi Route of German armies in
SWITZER Franco-Prussian War
LAND 0 100 200 km Monitor Progress
As students fill in their flowcharts, make
Map Skills In the early 1800s, people 1. Locate: (a) Prussia (b) Silesia 3. Analyzing Information Why do
living in German-speaking states had (c) Bavaria (d) Schleswig you think Austrian influence was
sure that they understand that the Ger-
local loyalties. By the mid-1800s, how- 2. Region What area did Prussia add greater among the southern man Confederation and the Zollverein
ever, they were developing a national to its territory in 1866? German states than among the were steps towards unification. For a
identity. northern ones? completed version of the flowchart, see
Note Taking Transparencies, 151

History Background
Answers
Bismarck’s Appointment The decision to make discussed the situation. Bismarck told the king that, in
Bismarck prime minister came in the midst of a gov- his view, parliamentary government “must be avoided a weak alliance headed by Austria that was
ernment crisis. Liberals in Prussia’s parliament had at all costs, even if by a period of dictatorship.” He created after the defeat of Napoleon
blocked King William I’s plans to reorganize and went on: “I will rather perish with the King than for-
Map Skills
increase the army. After months of disagreement sake your Majesty in the contest with parliamentary
1. Review locations with students.
between king and parliament, the king was about to government.” Convinced that Bismarck would sup-
2. Schleswig, Holstein, Hanover, and parts of
abdicate his throne in favor of his son. Then advisors port his claims to royal power, William named him
central Germany
suggested he turn to Bismarck. The two met and prime minister.
3. Austria was geographically closer to many of
the southern German states than was Prussia.

Chapter 22 Section 1 693

WH07_TE_ch22_s01_na_s.fm Page 694 Wednesday, April 19, 2006 2:12 PM
Bismarck Unites
Germany/Birth of the
German Empire
Instruct
■ Introduce: Key Terms Ask students
to find the key term Realpolitik (in
blue) in the text and explain it. Ask stu-
dents whether they think governments
today follow the ideas of Realpolitik. Do
students think leaders are justified in
taking any kind of action—even those
that are illegal or immoral—if it
strengthens the nation?
■ Teach Clarify for students that
Bismarck’s main goal was to increase
Prussia’s power, not to fulfill German
nationalist aims. Then display Color
Transparency 131: Events Leading
to German Unification. Discuss the
steps Bismarck took to reach his goal of
unification. Ask students to list exam-
ples when Bismarck employed Real-
politik as he worked to create a unified
German state. Then ask Who ruled
Germany after it was united? (Prus-
sia’s King Wilhelm I became Germany’s
kaiser.) How did Prussia unite Ger-
many? (By defeating Germany’s tradi-
tional enemy, France, Prussia won the
allegiance of Germans in other states.)
Color Transparencies, 131
■ Quick Activity Have students access
Web Code nap-2211 to take the
Geography Interactive Audio
Guided Tour and then answer the
map skills questions in the text.
Independent Practice
Have students fill in the Outline Map
Unification of Germany, 1865–1871 and
label the territories and states that
became part of Prussia in 1866 and those
that formed the German empire in 1871.
Teaching Resources, Unit 5, p. 35
Monitor Progress
■ Check Reading and Note Taking Study
Guide entries for student understanding.
■ Check answers to map skills questions
and the accuracy of Outline Maps.
Answer
P R I M A RY S O U R C E in von Moltke’s
view, to establish its power and assert its
leadership of the German states
694 Nationalism Triumphs in Europe
wh07_se_ch22_s01_s.fm Page 694 Wednesday, February 8, 2006 4:57 PM
Master of Realpolitik Bismarck’s success was due in part to his
strong will. He was a master of Realpolitik (ray AHL poh lee teek), or
realistic politics based on the needs of the state. In the case of
L3 Realpolitik, power was more important than principles.
Although Bismarck was the architect of German unity, he was not
really a German nationalist. His primary loyalty was to the Hohenzollerns
(hoh un TSAWL urnz), the ruling dynasty of Prussia, who represented a
powerful, traditional monarchy. Through unification, he hoped to bring
more power to the Hohenzollerns.
Strengthening the Army As Prussia’s prime minister, Bismarck
first moved to build up the Prussian army. Despite his “blood and iron”
speech, the liberal legislature refused to vote for funds for the military.
In response, Bismarck strengthened the army with money that had been
collected for other purposes. With a powerful, well-equipped military, he
was then ready to pursue an aggressive foreign policy. Over the next
decade, Bismarck led Prussia into three wars. Each war increased Prus-
sian prestige and power and paved the way for German unity.
Prussia Declares War With Denmark and Austria Bismarck’s first
maneuver was to form an alliance in 1864 with Austria. Prussia and
Austria then seized the provinces of Schleswig and Holstein from Den-
mark. After a brief war, Prussia and Austria “liberated” the two prov-
inces and divided up the spoils. Austria was to administer Holstein and
Prussia was to administer Schleswig.
In 1866, Bismarck invented an excuse to attack Austria. The Austro-
Prussian War lasted just seven weeks and ended in a decisive Prussian
victory. Prussia then annexed, or took control of, several other north
German states.
Bismarck dissolved the Austrian-led German Confederation and cre-
ated a new confederation dominated by Prussia. Austria and four other
southern German states remained independent. Bismarck’s motives, as
always, were strictly practical. Attempting to conquer Austria might have
meant a long and risky war for Prussia.
War and Power
In 1866, Field Marshal Helmuth von Moltke analyzed the
importance of Prussia’s war against Austria. Why, according to
von Moltke, did Prussia go to war against Austria?
Primary Source
“ The war of 1866 was entered on not because the existence of
Prussia was threatened, nor was it caused by public opinion
and the voice of the people; it was a struggle, long foreseen
and calmly prepared for, recognized as a necessity by the
Cabinet, not for territorial expansion, for an extension of our
domain, or for material advantage, but for an ideal end—the
establishment of power. Not a foot of land was exacted from
Austria. . . . Its center of gravity lay out of Germany; Prussia’s
lay within it. Prussia felt itself called upon and strong enough
to assume the leadership of the German races.
” Austro-Prussian War painting
(above) and a medal of victory (left)
Solutions for All Learners
L2 Less Proficient Readers
On the board, draw a timeline of German unification Use the following resources to help students acquire
and include the following years: 1830s, 1848, 1862, basic skills.
1864, 1866, 1870, and 1871. Ask students to use their Adapted Reading and Note Taking
completed graphic organizers to supply key events, Study Guide
and write their answers on the board. Then ask What ■ Adapted Note Taking Study Guide, p. 196
two main elements led to German unification?
■ Adapted Section Summary, p. 197
(militarism and diplomacy)
0692_wh09te_Ch22s1_s.fm
wh07_se_ch22_s01_s.fm Page 695 December
Page 695 Wednesday, Tuesday,6,June
2006 19,
3:142007
PM 3:49 PM

France Declares War on Prussia In France, the Prussian victory

over Austria angered Napoleon III. A growing rivalry between the two Assess and Reteach
nations led to the Franco-Prussian War of 1870.
Germans recalled only too well the invasions of Napoleon I some 60 Assess Progress L3
years earlier. Bismarck played up the image of the French menace to ■ Have students complete the
spur German nationalism. For his part, Napoleon III did little to avoid
Section Assessment.
war, hoping to mask problems at home with military glory.
Bismarck furthered the crisis by rewriting and then releasing to the ■ Administer the Section Quiz.
press a telegram that reported on a meeting between King William I and Vocabulary Builder Teaching Resources, Unit 5, p. 21
the French ambassador. Bismarck’s editing of the “Ems dispatch” made it edit—(ED it) v. to make additions,
seem that William I had insulted the Frenchman. Furious, Napoleon III deletions, or other changes to a piece of ■ To further assess student under-
declared war on Prussia, as Bismarck had hoped. writing standing, use
A superior Prussian force, supported by troops from other German Progress Monitoring
states, smashed the badly organized and poorly supplied French soldiers. Transparencies, 90
Napoleon III, old and ill, surrendered within a few weeks. France had to
accept a humiliating peace.
Reteach
What techniques did Bismarck use to unify the German If students need more instruction, have
states? them read the section summary.
Reading and Note Taking L3
Birth of the German Empire Study Guide, p. 197
Delighted by the victory over France, princes from the southern German
states and the North German Confederation persuaded William I of Adapted Reading and L1 L2
Prussia to take the title kaiser (KY zur), or emperor. In January 1871, Note Taking Study Guide, p. 197
German nationalists celebrated the birth of the second Reich, or empire.
They called it that because they considered it heir to the Holy Roman Spanish Reading and L2
Empire. Note Taking Study Guide, p. 197
A constitution drafted by Bismarck set up a two-house legislature. The
Bundesrat (BOON dus raht), or upper house, was appointed by the rulers Extend L4
of the German states. The Reichstag (RYKS tahg), or lower house, was
Ask students to review the head-
elected by universal male suffrage. Because the Bundesrat could veto
any decisions of the Reichstag, real power remained in the hands of the
ings and visuals in this section.
emperor and his chancellor. Have them generate five critical thinking
questions, such as How did Napoleon’s
How was the new German government, drafted by invasion inspire nationalism in German
Bismarck, structured? lands? Have them share their questions
with the class.

1 Progress Monitoring Online

Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Recognize Sequence
Use your completed chart to answer the
Focus Question: How did Otto von
Bismarck, the chancellor of Prussia,
lead the drive for German unity?
Comprehension and Critical Thinking
3. Summarize What territorial and eco-
nomic changes promoted German
unity?
4. Analyze Information Identify three
examples of Bismarck’s use of
Realpolitik.
5. Draw Conclusions How did
the emperor and his chancellor
retain power in the new German
government?
For: Self-quiz with vocabulary practice
Web Code: naa-2211 Answers
war, trickery, and propaganda
● Writing About History
Quick Write: Generate Arguments It had an emperor and a constitution, which
Choose one topic from this section that you called for a two-house legislature. The rulers of
could use to write a persuasive essay. For the German states appointed the upper house.
example, you could write about whether Ger-
The lower house was elected by universal male
many’s war against Austria was justifiable.
Make sure that the topic you choose to write suffrage.
about has at least two sides that could pro-
voke an argument.

Section 1 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. Bismarck strengthened the army and
directed the military in three successful
wars. After the last victory, over France,
leaders of most of the German states
invited the Prussian king to become
emperor of all Germany.
3. the annexation of the Rhine lands by
Napoleon, the creation of the German
Confederation, and the creation of the
Zollverein
4. Sample: He used nonmilitary funds to
build up the Prussian army, invented an
excuse to attack Austria, and tricked
Napoleon III into war with Prussia.
5. The upper house, which could veto deci-
sions of the lower house, was appointed
by the rulers of the German states.
● Writing About History
Topics should be drawn from the section and
have at least two ideas that could provoke
argument.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-2211.

Chapter 22 Section 1 695

WH07_TE_ch22_s04_na_s.fm
wh07_se_ch22_s04_s.fm PageDecember
Page 705 Monday, 705 Monday,
4, 2006 January
12:08 PM 22, 2007 10:16 AM

Austria-Hungarian
empire flag

SECTION 4 Step-by-Step
Instruction

4 WITNESS HISTORY AUDIO

Balkan Nationalism Objectives

As you teach this section, keep students
“ How is it that they [European powers] cannot
understand that less and less is it possible . . .
focused on the following objectives to help
them answer the Section Focus Question
to direct the destinies of the Balkans from the
outside? We are growing up, gaining confi-
and master core content.

Hungarian parliament
dence, and becoming independent . . .
—Bulgarian statesman on the first Balkan
” ■ Describe how nationalism contributed
to the decline of the Hapsburg empire.
passes legislation
funding an army to War and the European powers
■ List the main characteristics of the
fight against the Focus Question How did the desire for national
Hapsburg empire, 1848 Dual Monarchy.
independence among ethnic groups weaken and
ultimately destroy the Austrian and Ottoman ■ Understand how the growth of nation-
empires? alism affected the Ottoman empire.

Nationalism Threatens
Old Empires Prepare to Read
Objectives Napoleon had dissolved the Holy Roman Empire, which the Haps-
• Describe how nationalism contributed to the burgs had led for nearly 400 years. Austria’s center of power had
Build Background Knowledge L3
decline of the Hapsburg empire. shifted to Central Europe. Additional wars resulted in continued Ask students to recall what they have
• List the main characteristics of the Dual loss of territory to Germany and Italy. Why did nationalism bring learned about nationalist movements in
Monarchy. new strength to some countries and weaken others? the German and Italian states. Have
• Understand how the growth of nationalism In Eastern and Central Europe, the Austrian Hapsburgs and them predict how nationalist movements
affected the Ottoman empire. the Ottoman Turks ruled lands that included diverse ethnic may have threatened old empires.
groups. Nationalist feelings among these subject peoples contrib-
Terms, People, and Places uted to tensions building across Europe.
Francis Joseph
Set a Purpose L3
Ferenc Deák ■ WITNESS HISTORY Read the selection
Dual Monarchy The Hapsburg Empire Declines aloud or play the audio.
In 1800, the Hapsburgs were the oldest ruling house in Europe. In AUDIO Witness History Audio CD,

Reading Skill: Recognize Sequence Complete a

addition to their homeland of Austria, over the centuries they had Balkan Nationalism
table like the one below to keep track of the acquired the territories of Bohemia and Hungary, as well as parts
of Romania, Poland, Ukraine, and northern Italy.
Ask Who does “they” refer to in the
sequence of events that led Austria into the Dual quotation? (European powers) How is
Monarchy. Look for dates and other clues to
Austria Faces Change Since the Congress of Vienna, the Aus- this statement an expression of
sequence in the text.
trian emperor Francis I and his foreign minister Metternich had nationalism? (It says that the Balkan
Events in Austrian History
upheld conservative goals against liberal forces. “Rule and change states want to be independent nations,
nothing,” the emperor told his son. Under Francis and Metternich, able to control their own destinies.)
1840
newspapers could not even use the word constitution, much less
1848 ■ Focus Point out the Section Focus
1859
discuss this key demand of liberals. The government also tried to
limit industrial development, which would threaten traditional Question and write it on the board.
1866
1867 ways of life. Tell students to refer to this question
as they read. (Answer appears with
Section 4 Assessment answers.)
■ Preview Have students preview the
Vocabulary Builder Section Objectives and the list of
Terms, People, and Places.
Use the information below and the following resources to teach the high-use word from this section. ■ Have students read this
Teaching Resources, Unit 5, p. 26; Teaching Resources, Skills Handbook, p. 3 section using the Paragraph Shrinking
High-Use Word Definition and Sample Sentence strategy (TE, p. T20). As they read,
fraternal, p. 706 adj. brotherly have students fill in the table
Tim and Josh had a very fraternal relationship because they had known each sequencing events in Austria.
other their entire lives. Reading and Note Taking
Study Guide, p. 202

Chapter 22 Section 4 705

WH07_TE_ch22_s04_na_s.fm Page 706 Wednesday, April 19, 2006 3:15 PM
Teach
The Hapsburg Empire/
Dual Monarchy
Instruct
■ Introduce: Key Terms Ask students
to find the key term Dual Monarchy
(in blue) in the text and explain what it
was. Have them predict if this compro-
mise would help restore or further
erode Austrian power.
■ Teach To show the luxurious life at the
Vienna court of the Hapsburgs, display
Color Transparency 135: Court
Ball at the Hofburg. Discuss the
events that led to the decline of the
Austrian empire. Then ask What
made the Austrian empire vulnera-
ble to nationalist efforts? (It was
multinational and extremely frag-
mented, even within the various
regions. Also, it was ethnically diverse,
with Germans in the minority; fewer
than a quarter of Austrian subjects even
spoke German.)
Color Transparencies, 135
■ Quick Activity Have students access
Web Code nap-2243 to take the
Geography Interactive Audio
Guided Tour and then answer the
map skills questions in the text.
Independent Practice
Split students into two groups. Assign
one group the role of Hungarians immedi-
ately after the creation of the Dual
Monarchy. Assign the second group the
role of Czechs from Bohemia. Have the
groups discuss their stance on the Dual
Monarchy among themselves, then have
the two groups debate each other.
Monitor Progress
As students complete their tables, circu-
late to make sure they understand that
the Dual Monarchy was a compromise to
allow the Hungarians to have more con-
trol of their government and yet remain
under Francis Joseph’s rule. For a com-
pleted version of the table, see
Note Taking Transparencies, 154
Answers
He made some limited reforms, such as grant-
ing a constitution that set up a legislature.
Subject peoples other than Hungarians
resented the Dual Monarchy, and unrest
increased.
706 Nationalism Triumphs in Europe
wh07_se_ch22_s04_s.fm Page 706 Monday, August 15, 2005 1:42 PM
L3
Vocabulary Builder
fraternal—(fruh TUR nul) adj. brotherly
Solutions for All Learners
L1 Special Needs L2 Less Proficient Readers
To help visual learners understand why nationalism
challenged the Austrian and Ottoman empires, have
them look at the map on the next page. Have them
compare the ethnic borders in the main map with the
political borders in the inset map. Ask Why would
these borders lead to tensions? (Many groups are
split by borders and combined with other groups.)
Austria, however, could not hold back the changes that were engulfing
the rest of Europe. By the 1840s, factories were springing up. Soon, the
Hapsburgs found themselves facing the problems of industrial life that
had long been familiar in Britain—the growth of cities, worker discon-
tent, and the stirrings of socialism.
A Multinational Empire Equally disturbing to the old order were the
urgent demands of nationalists. The Hapsburgs presided over a multi-
national empire. Of its 50 million people at mid-century, fewer than a
quarter were German-speaking Austrians. Almost half belonged to dif-
ferent Slavic groups, including Czechs, Slovaks, Poles, Ukrainians,
Serbs, Croats, and Slovenes. Often, rival groups shared the same region.
The empire also included large numbers of Hungarians and Italians. The
Hapsburgs ignored nationalist demands as long as they could. When
nationalist revolts broke out in 1848, the government crushed them.
Francis Joseph Grants Limited Reforms Amid the turmoil, 18-year-
old Francis Joseph inherited the Hapsburg throne. He would rule until
1916, presiding over the empire during its fading days into World War I.
An early challenge came when Austria suffered its humiliating defeat
at the hands of France and Sardinia in 1859. Francis Joseph realized he
needed to strengthen the empire at home. Accordingly, he made some
limited reforms. He granted a new constitution that set up a legislature.
This body, however, was dominated by German-speaking Austrians. The
reforms thus satisfied none of the other national groups that populated
the empire. The Hungarians, especially, were determined to settle for
nothing less than total self-government.
What actions did Francis Joseph take to maintain
power?
Formation of the Dual Monarchy
Austria’s disastrous defeat in the 1866 war with Prussia brought
renewed pressure for change from Hungarians within the empire. One
year later, Ferenc Deák (DEH ahk), a moderate Hungarian leader,
helped work out a compromise that created a new political power known
as the Dual Monarchy of Austria-Hungary.
The Austria-Hungary Government Under the agreement, Austria
and Hungary were separate states. Each had its own constitution and
parliament. Francis Joseph ruled both, as emperor of Austria and king of
Hungary. The two states also shared ministries of finance, defense, and
foreign affairs, but were independent of each other in all other areas.
Nationalist Unrest Increases Although Hungarians welcomed the
compromise, other subject peoples resented it. Restlessness increased
among various Slavic groups, especially the Czechs in Bohemia. Some
nationalist leaders called on Slavs to unite, insisting that “only through
liberty, equality, and fraternal solidarity” could Slavic peoples fulfill their
“great mission in the history of mankind.” By the early 1900s, nationalist
unrest often left the government paralyzed in the face of pressing politi-
cal and social problems.
How did Hungarians and Slavic groups respond to the
Dual Monarchy?
L2 English Language Learners
Use the following resources to help students acquire
basic skills.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 202
■ Adapted Section Summary, p. 203
WH07_TE_ch22_s04_na_s.fm
wh07_se_ch22_s04_s.fm Page 707
Page 707 Wednesday, Wednesday,
February April
8, 2006 5:04 PM 19, 2006 2:23 PM

Major Nationalities in Eastern Europe, 1800–1914 For: Audio guided tour

Web Code: nap-2243 The Ottoman Empire
Collapses L3

WHITE T
GREA S
Instruct
NS
RUSSIA RUSSI
AN
■ Introduce Explain to students that
GERMA N
Y POLES the Ottoman empire, like the Austrian
empire, was enormous and contained
UKRAINIANS many diverse states and ethnic
S
INIAN
CZECHS
POLES UKRA groups. As they read, have students
compare how nationalism affected the
FRANC S L OVA K S Ottoman empire with how nationalism
E
ROMANIA
NS affected the Austrian empire.
SWITZ. GERMANS HUNGARIANS
■ Teach Ask What made the Balkans,
ITALIANS ROMANIANS in particular, such an unstable
SLOVENES GREAT
RUSSIA
NS area? (It consisted of many small states
ITALIANS C R O AT S with nationalist movements, and it was
ROMANIA the focus of competing interests and
SERBIANS ROMANIANS N Sea conflicts among the European powers.)
BOSNIAKS SERBIA Black
Ad

I TA LY at W
E What happened once the Ottoman
ri

ic MONTENEGRINS empire began to fail? (European

BULGARIANS
S
Se
a powers, such as Britain, Austria, and
MONT. 30° E Russia, scrambled to divide up Otto-
ALBANIANS
man lands.)
40° N MACEDONIANS

TURK
S ■ Quick Activity Display Color
Me d i t e r ra n Transparency 134: Europe, 1803
ean GREEKS Ae gea n
10° E Sea Sea Conic Projection and 1914. Use the lesson suggested in
0 200 400 mi
the transparency book to guide a dis-
0 200 400 km
GREECE cussion on the changes in Europe dur-
ing this period.
Color Transparencies, 134

The Balkans, 1878

Independent Practice
RUSSIA ■ To help students understand the differ-
Colors reflect the major languages spoken
AU S T R I A - H U N G A R Y in Eastern Europe, 1800 to 1914. ent regions included in the Ottoman
empire, have them fill in the Outline
Map The Ottoman Empire, About 1815.
Bosnia- ROMANIA N Sea Map Skills In the late 1800s, the Bal-
Herzegovina SE R Danub e R
.
Black Teaching Resources, Unit 5, p. 33
Ad

(occupied by BI kans had become a center of conflict, as

ITALY Austria) A Bulgaria E
ri

(autonomous) W
at

various peoples and empires competed ■ Have students fill in the Outline Map
ic

MONTENEGRO S
Se Eastern Rumelia le
for power. The Balkans, 1878, and label the Bal-
a inop
( s e m i - a u t o n o m o us ) Constant 1. Locate (a) Black Sea (b) Ottoman
40° N kan states.
A Conic Projection empire (c) Serbia (d) Greece
Teaching Resources, Unit 5, p. 34
eg

0 300 mi
(e) Austria-Hungary
ea
n

2. Place Which four large seas border

Sea

GREECE 0 300 km

Independent
Balkan states
the Balkan Peninsula? Monitor Progress
3. Identify Central Issues Why do
Ottoman Empire Me d i t e r ra n e a n S e a
you think competing interests in the
■ Check Reading and Note Taking Study
20° E Crete 30° E
Balkans led the region to be called Guide entries for student understanding.
a powder keg? ■ Circulate to make sure that students
are filling in their Outline Maps accu-
rately. Administer the Geography Quiz.
Teaching Resources, Unit 5, p. 36
History Background
Religious Differences The peoples of the Bal- Churches, each national church has its own hierarchy
kans differ not only in their ethnicities, but also in and an independent head. Croats are Roman Catho- Answers
their religions. Bosniaks and Albanians are Muslim. lics. Hungarians, Czechs, and Slovaks are mainly Cath- Map Skills
Although Romanians, Bulgarians, Greeks, Serbs, and olics, though some belong to Protestant churches. 1. Review locations with students.
Montenegrins all belong to Orthodox Christian 2. Adriatic, Mediterranean, Aegean, and Black Sea
3. Sample: Different nationalist interests were
causing unrest with no clear solution, and the
region seemed ready to explode into war at any
moment.

Chapter 22 Section 4 707

WH07_TE_ch22_s04_na_s.fm Page 708 Wednesday, April 19, 2006 2:23 PM
Assess and Reteach
Assess Progress
■ Have students complete the
Section Assessment.
■ Administer the Section Quiz.
Teaching Resources, Unit 5, p. 24
■ To further assess student under-
standing, use
Progress Monitoring
Transparencies, 93
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking L3
Study Guide, p. 203
Adapted Reading and L1 L2
Note Taking Study Guide, p. 203
Spanish Reading and L2
Note Taking Study Guide, p. 203
Extend
Ask students to research recent develop-
ments in the Balkans. Have students give
an oral presentation describing how condi-
tions have changed or remained the same
in the region over the last 100 years.
Answers
Caption The Turkish leader looks weak and pas-
sive as the other two leaders divide parts of the
Ottoman empire.
Austria-Hungary took over Bosnia and Herze-
govina; Russia pushed toward the Black Sea and
Istanbul; Britain and France went after Ottoman
lands in North Africa and the Middle East.
Section 4 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. In 1867 Austria formed the Dual Monar-
chy, giving Hungary its own constitution
and parliament. Other groups continued
to press for national freedom. In the Otto-
man empire, various ethnic groups
demanded independence, and European
708 Nationalism Triumphs in Europe
wh07_se_ch22_s04_s.fm Page 708 Wednesday, February 8, 2006 5:22 PM
L3
“The Sick Man of Europe”
Turkey’s Abdul Hamid II (right) reacts to
Bulgarian and Austrian rulers claiming parts
of the Ottoman empire. How does this
cartoon show the Ottoman empire as “the
sick man of Europe”?
L4
4 Progress Monitoring Online
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Recognize Sequence
Use your completed table to answer the
Focus Question: How did the desire for
national independence among ethnic
groups weaken and ultimately destroy
the Austrian and Ottoman empires?
powers competing for influence supported
some of these groups.
3. Sample: He might have allowed the inclu-
sion of all ethnic groups in the legislature,
controlling unrest and keeping the
empire alive longer.
4. Other nationalities within the empire
gained little from it and continued to
demand national independence.
5. Sample: Various ethnic groups were
demanding independence from Ottoman
rule. European powers interfered.
The Ottoman Empire Collapses
Like the Hapsburgs, the Ottomans ruled a multinational empire. It
stretched from Eastern Europe and the Balkans to North Africa and the
Middle East. There, as in Austria, nationalist demands tore at the fabric
of the empire.
Balkan Nationalism Erupts In the Balkans, Serbia won autonomy in
1830, and southern Greece won independence during the 1830s. But
many Serbs and Greeks still lived in the Balkans under Ottoman rule.
The Ottoman empire was also home to other national groups, such as
Bulgarians and Romanians. During the 1800s, various subject peoples
staged revolts against the Ottomans, hoping to set up their own indepen-
dent states.
European Powers Divide Up the Ottoman Empire Such national-
ist stirrings became mixed up with the ambitions of the great European
powers. In the mid-1800s, Europeans came to see the Ottoman empire as
“the sick man of Europe.” Eagerly, they scrambled to divide up Ottoman
lands. Russia pushed south toward the Black Sea and Istanbul, which Rus-
sians still called Constantinople. Austria-Hungary took control of the prov-
inces of Bosnia and Herzegovina. This action angered the Serbs, who also
had hoped to expand into that area. Meanwhile, Britain and France set
their sights on other Ottoman lands in the Middle East and North Africa.
War in the Balkans In the end, a complex web of competing interests
contributed to a series of crises and wars in the Balkans. Russia fought
several wars against the Ottomans. France and Britain sometimes joined
the Russians and sometimes the Ottomans. Germany supported Aus-
trian authority over the discontented national groups. But Germany also
encouraged the Ottomans because of their strategic location in the east-
ern Mediterranean. In between, the subject peoples revolted and then
fought among themselves. By the early 1900s, observers were referring
to the region as the “Balkan powder keg.” The explosion that came in
1914 helped set off World War I.
How did the European powers divide up Ottoman
lands?
For: Self-quiz with vocabulary practice
Web Code: naa-2244
Comprehension and Critical Thinking ● Writing About History
3. Identify Alternatives What alterna- Quick Write: Draft an Opening
tives did Francis Joseph have in Paragraph In a persuasive essay, you
responding to nationalist demands? want to grab the reader’s attention by
How might Austrian history have been opening with a strong example, and then
different if he had chosen a different convincingly stating your views. Choose a
course of action? topic from the section, such as whether the
4. Draw Conclusions Why did the Dual Hapsburgs or the Ottoman Turks could
Monarchy fail to end nationalist have built a modern, unified nation from
demands? their multinational empires. Then draft an
5. Identify Central Issues How did opening paragraph.
Balkan nationalism contribute to the
decline of the Ottoman empire?
● Writing About History
Paragraphs should focus on one issue,
include a strong supporting example,
and present a convincing statement of
students’ views.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-2244.
WH07_TE_ch22_CC_na_s.fm
wh07_se_ch22_ConCon_NA_s.fm PagePage 709 Friday,
709 Monday, January
November 19,5:57
20, 2006 2007PM 5:59 PM

How have people used nationalism as a basis

for their actions? Nationalism
Starting in the late 1700s, a spirit of nationalism swept across Objectives
Europe and the Americas. Nationalism is a powerful force
characterized by strong feelings of pride in and devotion to one’s ■ Understand how nationalism has been
nation. It gives people a sense of identity beyond their family and a force for political and social change.
local area. Nationalism can compel people to fight to establish their ■ Describe the positive and negative
own nation, through revolution. It can move people to volunteer to aspects of nationalism.
defend their country from outside attack. It can even cause people
to attack another country in order to acquire more territory for the Three Sarajevan girls run through “Sniper Alley”
homeland. Consider the following examples: in Sarajevo.

Revolution Defense Aggression

The American Revolution may have
been the first major eruption of
nationalism. Americans sought
liberty and equality. This search,
prevented by Britain’s efforts to
maintain control, helped unify
the diverse American colonies.
Americans already spoke the same
language and followed the same
basic religion. Faced with Britain’s
tyranny, nationalist feelings arose
in the form of patriotism. Those
feelings gained full expression in the
Declaration of Independence of
July 4, 1776.
In June 1940, the British expected an Yugoslavia has been an ethnic
invasion. Their nation stood alone powder keg since its creation in 1918.
against the German military Nationalist tensions broke up this
machine, which was ready to strike federation of six republics after the
as soon as Britain’s defenses fall of communism. Four republics
weakened. They never weakened. declared their independence, but
Prime Minister Winston Churchill the republic of Serbia aggressively
set the tone when he urged the tried to keep the nation together. It
nation to stand up to Hitler. The supported Serbian nationalists in
British responded with courage and civil wars and used “ethnic cleansing”
devotion to the cause of freedom. to clear regions of non-Serbs in hopes
Despite a bombing blitz that of absorbing those regions into a
devastated London, British morale “Greater Serbia.” Intervention by
remained high, and Hitler gave up NATO finally ended this practice and
his plans. restored an uneasy peace in 1999.
Queen Elizabeth and King George VI
of Great Britain visit a London
neighborhood that had been
bombed by Germany in 1941.
Build Background Knowledge L3
Discuss with students the meaning of
nationalism. Ask them to describe how
nationalism shaped events in the Ger-
man and Italian states in the 1800s.
Instruct L3
■ Refer students to the question at the
top of this page: How have people
used nationalism as a basis for
their actions? Have volunteers
describe how nationalism affected peo-
ple during the American Revolution,
World War II, and episodes of ethnic
cleansing in Serbia.
■ Discuss with students if and how
nationalism plays a role today in Amer-
ican society. Write students’ responses
on the board to help formulate a class
answer to the question.

Thinking Critically
1. (a) Is nationalism a positive force?
Explain your answer. (b) What event
or events in recent years brought out
nationalistic feelings among
Americans? Why?
2. Connections to Today Do library
research to identify an example of
nationalism today.
Independent Practice
Have students fill in
the Concept Connector worksheet on
nationalism, which includes additional
examples and critical thinking questions.
Reading and Note Taking
Study Guide, p. 359
Monitor Progress
Circulate to make sure that students are
filling in their Concept Connector work-
sheets accurately.

History Background Thinking Critically

The World Cup Every four years, a heated soccer
competition called the World Cup arouses nationalistic
feelings around the world. World Cup competitions have
taken place every four years since 1930, except during
World War II. In 2002, Brazil won its fifth World Cup
title—a record. Ecstatic fans celebrated for three days,
draped in green and gold, the colors of Brazil’s flag.
While most of the nationalism inspired by the World
Cup is light-hearted, the competition has led to ten-
sion and even violence. For example, in 1994, angry
fans murdered Colombian player Andrés Escobar upon
his return home from the World Cup because he had
accidentally kicked the ball into his own team’s net,
crushing Colombia’s hopes for the title.
1. (a) Sample: Not always. It can make people
take desperate or illegal actions in the name of
their country. (b) Sample: The terrorist attacks
on the World Trade Center on September 11,
2001, brought out nationalistic feelings in Amer-
icans. These were seen as direct and violent
attacks on the nation within its own borders.
2. Research should identify a specific example of
nationalism today, such as in Northern Ireland
or Sri Lanka.

709