1. Romanticism, Nationalism and Revolution
History of the Modern World
Romanticism, Nationalism and Revolution
1830 and 1848
Mrs. McArthur
Walsingham Academy
Room 111
People in Bucharest during the 1848 events, carrying the Romanian tricolor

2. Understanding History Through Literature X-CRDT Opportunities Posted on SPA
Choose 1 of the following (10 pts.)
See film: Horseman on the Roof , Tues. 10/12, after school from 3-5 (119 min.)
Write a 1-page essay based on the 3 questions at bottom of extract of Wordsworth’s poem, The Excursion.
Due by , 10/18.

3. Eugène Delacroix’s Liberty Leading the People, 1830

4. Assignment 1 Read text, pp. 640-643
Define blue-bold terms
Answer 3 Checkpoint and Analyzing Political Cartoons questions.
Complete Infographic questions, pp 641
Reminders (The following will be on Term 2):
Extra-Credit Opportunities: film: 3-5 PM Tues. 10/12 (You must see entire film: 119 min.) or Poem Analysis (Wordsworth, due by 10/18)
Quiz: Friday, 10/15

5. Chap. 20, Section 2: Revolutions of 1830 and 1848, pp 638-643
Witness History Audio: A “Revolutionary Seed”
Based on your study, would you agree with Metternich?
Witness History Audio: More Revolution in the Wind
What kinds of images does Tocqueville use to describe the future of Europe?
French Rebels Win in 1830
When Charles X of France tried to move back to absolute rule, French citizens barricaded the streets of Paris and fired on soldiers who would try to stop them. Charles fled to England. In his place came the more moderate Louis Philippe, who instituted limited suffrage.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show tdoehe related visuals.
After listening to the Witness History audio, ask, “ What kinds of images does Tocqueville use to describe the future of Europe?” (images of violence and destruction) ”What does Tocqueville imagine will happen next?” (violent revolution)
When showing Color Transparency 120, ask, “How does the artist feel about the July revolution?” (He supports it) “How can you tell?” (He depicted a heroic figure at center, bathed in light, under the tricolor flag) “Why does he include children?” (to symbolize the future) “How does the artist depict violence?” (as heroic, with no blood or gore)
When showing Color Transparency 121, ask students to discuss which option was more dangerous to Louis Philippe’s reign in 1848: allowing freedom of the press or forbidding it.
When showing Color Transparency 122, ask students to compare how the rulers and the revolutionaries are portrayed in the two cartoons.
Color Transparency 120: Fighting at the Hotel de Ville, 28th July 1830
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6. Section 2: Revolutions of 1830 and 1848
The Spirit of Reform Spread
Revolutions sprouted in Europe, some successful and some not. Belgium won independence with the help of Britain and France. Polish nationalists lost in their bid to separate from Russia.
Witness History Video: Revolutionary France: Les Misérables
The French Revolt Again in 1848
In February 1848, French crowds again revolted by blocking streets, and they forced Louis Philippe from the throne. Various factions fought for power. Ultimately the conflict turned into a struggle between the upper and middle-classes and the workers. In the end, a constitution was created that allowed every adult male a vote. Voters then elected Louis Napoleon president. Soon, he would become emperor.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “ What kinds of images does Tocqueville use to describe the future of Europe?” (images of violence and destruction) ”What does Tocqueville imagine will happen next?” (violent revolution)
When showing Color Transparency 120, ask, “How does the artist feel about the July revolution?” (He supports it) “How can you tell?” (He depicted a heroic figure at center, bathed in light, under the tricolor flag) “Why does he include children?” (to symbolize the future) “How does the artist depict violence?” (as heroic, with no blood or gore)
When showing Color Transparency 121, ask students to discuss which option was more dangerous to Louis Philippe’s reign in 1848: allowing freedom of the press or forbidding it.
When showing Color Transparency 122, ask students to compare how the rulers and the revolutionaries are portrayed in the two cartoons.
Witness History Audio: To the Barricades!
Color Transparency 121: Freedom of the Press
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7. Section 2: Revolutions of 1830 and 1848
The Spirit of Reform Spread
After the 1848 revolt in France, other revolts broke out in Europe. In part of the Austrian Empire, in Hapsburg dominated Italy, and in the German states rebellions erupted and ultimately failed.
Witness History Audio: The Hungarian Declaration of Independence
Color Transparency 122: Europe: 1848 Uprisings
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “ What kinds of images does Tocqueville use to describe the future of Europe?” (images of violence and destruction) ”What does Tocqueville imagine will happen next?” (violent revolution)
When showing Color Transparency 120, ask, “How does the artist feel about the July revolution?” (He supports it) “How can you tell?” (He depicted a heroic figure at center, bathed in light, under the tricolor flag) “Why does he include children?” (to symbolize the future) “How does the artist depict violence?” (as heroic, with no blood or gore)
When showing Color Transparency 121, ask students to discuss which option was more dangerous to Louis Philippe’s reign in 1848: allowing freedom of the press or forbidding it.
When showing Color Transparency 122, ask students to compare how the rulers and the revolutionaries are portrayed in the two cartoons.
Note Taking Transparency 145
QuickTake Section Quiz
Progress Monitoring Transparency
1848 painting entitled Germania, by Philipp Veit
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8. Kossuth

10. Color Transparency 120: Fighting at the Hotel de Ville, 28th July 1830
What ideologies are being expressed?
Explain.
Thursday, 29 July, 1830: Day Three
"They (the king and ministers) do not come to Paris," wrote the poet, novelist and playwright Alfred de Vigny, "people are dying for them ... Not one prince has appeared. The poor men of the guard abandoned without orders, without bread for two days, hunted everywhere and fighting."
^ de Vigny, Alfred, Journal d'un poète, 33, (29 July 1830).
What is the viewpoint of this writer?
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11. Color Transparency 121: Freedom of the Press

12. Color Transparency 122: Europe: 1848 Uprisings
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13. Frankfurt
1848

14. Metternich Flees Vienna

15. Note Taking Transparency 145
Pius IX (“Pio Nino”)
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16. Progress Monitoring Transparency
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17. No Homework this Weekend! Looking Ahead: Open Book Black Potatoes or
Assignment 2 (due Fri.)
Study support materials on pp. 642 and accompanying slides, #4-15.
Take practice quiz; there will be an Quiz on this week’s work. (Text, pp lecture + Class Notes)
5 multiple choice (5 pts.)
1 essay (12 pts.)
3 map questions (3 pts.)
No Homework this Weekend!
Looking Ahead: Open Book Black Potatoes or
North &South Quiz Wed. 11/10

18. Do You Know? Events Ideologies People Congress of Vienna Romanticism
Beethoven, Lord Byron, Hugo
Revolution: 1830
Liberalism
(Louis Philippe, Napoleon III)
Revolution: 1848
Conservatism
Metternich, Louis XVIII, Charles X,
Nationalism
Kossuth

19. Summary: 1815-1848 In an age of ideologies: Europe is Divided
Northern and Western Europe
Experiences Industrial Revolution
Issue: Liberal Demands for Change
Southern, Central, Eastern Europe
Experiences Revolution and Repression
Issue: Nationalist Demands for Change
…And Romanticism Shows, Tells, Sings the Story