Nationalism & Italian Unification

Part 1: Reflecting on Nationalism 
Read the following quote from the Palmer European history textbook.  He provides a great definition of what it means to be a member of a "nation."  In your opinion, are these feelings of national belonging - or feelings of nationalism - a positive or negative force?  Are Americans members of a nation?


“A nation-state may be thought of as one in which supreme political authority somehow rests upon and represents the will and feeling of its inhabitants.  There must be a people, not merely a swarm of human beings.  The people must basically will and feel something in common.  They must sense that they belong - that they are members of a community, participating somehow in a common social and cultural life, that the government is their government, and that outsiders are “foreign.” The nation is usually (though not always) composed of persons sharing the same speech.  A nation may also possess a belief in common descent or racial origin (however mistaken), or a sense of common history (sometimes imagined), a common future, a common religion, a common geographical home, or a common external menace. In the nineteenth century governments found that they could not effectively rule or develop the full powers of the state except by enlisting this sense of membership and support among their subjects...Morally and psychologically it meant the creation of new ties between government and governed.”                                                                                                                                                                                                                                                     -Palmer (518-519)

Part 2: Italian Nationalism, Giuseppe Mazzini's The Duties of Man
Purpose: How is a "national identity" justified by Mazzini?

• Paragraphs 1 & 2: What is man's duty?
• Paragraph 3: What is the problem we face living up to that duty?
• Paragraph 4: What is the solution to that problem (and where did the solution come from)?
• Paragraphs 4 & 5: What immediate force has become a roadblock to that solution?
• Paragraphs 5 & 6: What characteristics does Mazzini describe that unify all Italian peoples?

Part 3: Italian Unification
Since Italian unification was a process that spanned the early and late 19th century (about 1830-1870), its key leaders reflect the changing political views of this era.  In particular, we can see how nationalism evolved over time, becoming a political tool of both liberals and conservatives by the late 19th century.

Therefore, the triumph of Italian unification testifies to the strength of nationalism to unify people across the political spectrum.  The four key leaders of Italian unification were: Mazzini, Garibaldi, Cavour, and Victor Emmanuel II.  Where did each fall on the political spectrum?  What were each leader's aims for Italy's political future?

Mazzini

Garibaldi

Cavour

Victor Emmanuel II

While nationalism and the vision of a single Italy helped to bridge these leaders' differences, political compromise and deal-making also played an essential role.  Together, what do the political cartoon and map show about that process of compromise, and the end result of unification?


Part 4: Reflection
To what extent is the following statement true: "Nationalism played a determining role in the unification of the Italian Peninsula."  

19th Century Isms: Nationalism and Romanticism

Objective:
Today you will be guided through a series of activities to deepen your understanding of nationalism and romanticism, particularly their combined impact on the politics of early 19th century Europe.  Along the way, you will maintain your training in key class writing skills.


Steps:

1. 5 minutes: Read the brief background below, which summarizes the significance and major outcomes of nationalism and romanticism.
2. 15 minutes: Maintain your "fitness" by doing some DBQ training: read, annotate, and outline the provided DBQs on Greek independence.  This will deepen your understanding of how nationalism and romanticism powerfully combined in a case study of Greece.  
3. 10 minutes: Analyze the examples of art, music, and literature posted below.  Each is romantic, but also played a central role in the formation of national identity.  These are artists, composers, and writers whose names you should know for this unit (good for buzz words!).  
4. Remainder: Using that analysis, complete the FRQ outline on pg. 22 of your unit packet.  This will help with an "Isms" quiz during tomorrow's class.  

Background:
While nationalism and romanticism aren't purely political ideologies, they were strong cultural and intellectual currents that gave force and direction to many of the other political "isms" of the 19th century.  For example, conservatives often used the words and images of the romantic genre to uphold the ancient customs of European traditions.  On the other hand, liberals used nationalism to rile up working class pride and commitment to government.

Most importantly, when combined, nationalism and romanticism were extremely powerful tools to motivate political movements.  The romantic artists, composers, and writers of the early 19th century were important influences in the creation of national identities - particularly among those peoples who were a "nation" without a state (the Irish, Greeks, Italians, Germans, Poles and countless other Eastern European groups).

Therefore, romantic nationalism tended to have two impacts on the political geography of Europe:

1. A unifying force that brought together nations of people divided by existing borders (i.e. Germany and Italy)
2. A "balkanizing" force that broke apart the old multi-ethnic empires (i.e. the Austrian and Ottoman Empires)

Examples: Art, Music, Literature of Romantic Nationalism

Artist: Eugene Delacroix (click to view larger images)

Greece Expiring on the Ruins of Missolonghi, 1826

The (Greek) Massacre at Chios, 1824

Artist: Francisco Goya

The Third of May 1808, 1814

Artist: Caspar David Friedrich (romanticism, not nationalism)

The Wanderer Above the Sea Fog, 1814

Composers (if the iPad doesn't display the videos below, use your phone)

Literary Poets

"I am of Ireland," William Butler Yeats

'I am of Ireland,
And the Holy Land of Ireland,
And time runs on,' cried she.
'Come out of charity,
Come dance with me in Ireland.'

One man, one man alone
In that outlandish gear,
One solitary man
Of all that rambled there
Had turned his stately head.
That is a long way off,
And time runs on,' he said,
'And the night grows rough.'

...

'The fiddlers are all thumbs,
Or the fiddle-string accursed,
The drums and the kettledrums
And the trumpets all are burst,
And the trombone,' cried he,
'The trumpet and trombone,'
And cocked a malicious eye,
'But time runs on, runs on.'

I am of Ireland,
And the Holy Land of Ireland,
And time runs on,' cried she.
"Come out of charity
And dance with me in Ireland.' 

"Nemzeti Dal" ("Rise Up, Magyar"), Sandor Petofi (Hungarian)

Rise up, Magyar, the country calls!
It's 'now or never' what fate befalls...
Shall we live as slaves or free men?
That's the question - choose your `Amen'!
God of Hungarians,
we swear unto Thee,
We swear unto Thee - that slaves we shall
no longer be!

For up till now we lived like slaves,
Damned lie our forefathers in their graves -
They who lived and died in freedom
Cannot rest in dusts of thraldom.
God of Hungarians,
we swear unto Thee,
We swear unto Thee - that slaves we shall
no longer be!

...

Magyars' name will tell the story
Worthy of our erstwhile glory:
We must scrub off - fiercely cleansing
Centuries of shame condensing.
God of Hungarians
we swear unto Thee,
We swear unto Thee that slaves we shall
no longer be!

English vs. Continental Industrialization

A stamp from 1989 honors the contribution of Friedrich List to

German nationalism through his economic policies. 

Today in class you were asked to "Compare and contrast the factors contributing to the industrialization of England and Continental Europe between 1780 and 1900."

Below is a full FRQ response to the above prompt. Read and score it for tomorrow.

Consider: if you were to "reverse outline" this FRQ, would it look like the outline you turned in today? Find common buzz words, or buzz words you might have been missing.

Sample FRQ: English vs. Continental Industrialization

FRQ Rubric

Industrialization: Issues and Reactions

Manchester, 1793 & 1843

To better understand our goal in FRQ writing, we are going see how a modified DBQ prompt looks as and FRQ prompt & outline.  What are the differences between DBQ and FRQ prompts?  How does the FRQ sample outline below compare to your DBQ outline?

• DBQ Prompt: "Identify the issues raised by the growth of Manchester and analyze the various reactions to those issues over the course of the nineteenth century."
• FRQ Prompt: "Identify the issues raised by early industrialization and analyze the various reactions to those issues over the course of the nineteenth century."
• FRQ Sample Outline: click to view larger.

FRQ Scoring

Not as straightforward as the DBQ rubric!  The best way to understand how to score well on the FRQ is to read various levels of FRQs and score them accurately (and, of course, to know your stuff!).

Your group will be assigned to one of the three samples below.  How would you score it on the 0-9 scale?

• Sample 1
• Sample 2
• Sample 3

Current Events

The issue of industrial pollution
has provoked protest in China

While industrialization occurred in Europe between 1780 and 1914, other nations industrialized much later.  Check out this photojournalism piece on the current issues facing China as a result of a highly industrial economy:

China's Skies: Toxic Levels of Pollution

The Impact of the Dual Revolutions: 19th Century Art

Warm Up: Why was England the First to Industrialize?
According to historian Robert L. Heilbroner, what were the "background factors which distinguished England from most other European nations in the eighteenth century," allowing it to industrialize first? Number them as you annotate.

Scanning your reading from last night, what factor(s) does McKay mention that Heilbroner does not?

What was the most important factor that distinguished the English from other Europeans? (Type your answer to this question in the comment box below.)














History Lab: European Art of and the Dual Revolutions
To continue our preview of the 19th century, your group will make inferences based on the visual arts.

The links below will take you to a set of five paintings of the same subject, spanning the 15th to the 19th centuries.

Using your assigned subject, complete pgs. 14-15 of your History Lab packet.  Be prepared to share your group's findings with the class!

Objective:

• Draw inferences about the broader social, political, economic, and cultural changes in the 19th century based on how the subject and style of art changes over time.

Subject Themes:

1. The City
2. Peasants
3. Still Life
4. Self Portraits
5. The Middle Class
6. Landscape
7. Technology
8. French Rulers

Current Event: If your group finishes, take a look at latest controversy in the fine arts world...

Rotterdam Dutch Art Thefts Lead to Romania Arrests

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