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WEEKLY LESSON PLAN
WEEK OF:
Information: Trenton

Class



 Homework,
quizzes,
classwork, worksheets,
study guides, etc.
M-T: 3:15-3:30 PM
Trenton High: 352-463-3210
Email

morellop@mygcsd.org
Formative Assessment
 50%
Phone


Grading Procedure
Tutoring Times


W. History/Government


Summative Assessment
 50%
 Tests
and projects
Daily Procedures

Bell Ringers








Step one: Name, Week of , Period
Step two: Copy and answer questions
Step three: Be prepared to discuss
responses
Vocabulary Development
Moe Notes
Activities: Hands-on,
Project, Worksheet,
Strategy, Assignment,
Reinforcement, Review, Etc.
Closure
Home Study
Last Friday
February 19, 2016
Bell Ringer


Nationalism definition. The strong belief
that the interests of a particular nationstate are of primary importance. Also,
the belief that a people who share a
common language, history, and culture
should constitute an independent nation,
free of foreign domination.
Patriotism is devotion to one's own
country and concern for its defense.
 Is
there a difference between nationalism
and patriotism? Why or why not?
Activities


Finish Etiquette Power Point
Video: Introduction to nationalism and the result of
nationalism on world war.
 http://www.history.com/topics/world-war-i/world-
war-i-history/videos/nationalism-and-wwi
 What
role did nationalism play in the outbreak of
World War I?
Closure or Review Questions/Discussions



Is nationalism good or bad? Why or why
not?
What are the dangers of extreme
nationalism?
Has the United States ever had a
nationalist movement? (If yes, provide a
historical example. If no, why do you
believe we have not had one?) This question is
an opinion with no right or wrong answer.

Do you believe the United States will ever
have a nationalist movement in the future?
This question is an opinion with no right or wrong
answer.
Home Study





Page 196-197: Complete A & B, read and annotate page
197 and answer questions 1 & 2. (Suggested day: Mon)
Page 198-199: Complete A & B, read and annotate page
199 and answer questions 1 & 2. (Suggested day: Tue)
Page 200-201: Complete A & B, read and annotate page
201 and answer questions 1 & 2. (Suggested day: Wed)
Page 202-203: Complete A & B, read and annotate page
203 and answer questions 1 & 2. (Suggested day: Thurs)
Page 204-205: Complete A & B, read and annotate page
205 and answer questions 1 & 2. (Suggested day: Thurs)
Weekly Schedule
Day
Topic
Chapter/Section
Monday
Date:
2-22-16
•
•
Tuesday
Date:
2-23-16
Bell Ringer Practice
Vocabulary Development
Same
Wednesday
Date:
2-24-16
Building A German
Nation
Same
Thursday
Date:
2-25-16
German Confederation
Same
Friday
Date:
2-26-16
Formative Quiz
50 Points
Nationalism in Europe
Compare/Contrast
Nationalist & Reform
movements in
Germany, Italy,
Hapsburg, Ottoman,
and Russian Empires
Chapter 22, Section 1,2,3,4,5
Pages: 504-533
Cooperative Groups:
• Venn Diagram: Compare and contrast rising Nationalism in Germany & Italy
• Venn Diagram: Compare and contrast the decline of the Hapsburg Empire &
Ottoman Empires due to the threat of nationalism in other parts of Europe.
• Venn Diagram: Compare and contrast reform & reaction in Russia
Test Review
Chapter 22
Study Materials: Moe Notes, Workbook, Venn Diagrams
Bring Laptop to Class.
Topic Introduction
Otto von Bismarck delivered his “blood and
iron” speech in 1862. Bismarck was determined
to build a strong, unified German state, with
Prussia as its head. In January 1871, German
princes gathered in the palace of Versailles
after they had defeated Napoleon III in the
Franco-Prussian War to proclaim the German
Empire to signify that French domination of
Europe had ended and that Germany would
now be the dominate power.
Topic Introduction, Continued…
Meanwhile, by the early 1800’s, Italian patriots
– including Mazzini, an Italian revolutionary, was
determined to build a united Italy with a new and
strong state led by ruthless a politician named
Count Camillo Cavour.
While Germany and Italy were building
empires, the old empires of the Hapsburgs, and the
Ottoman Turks were declining who had ruled
Eastern and Central Europe for over 400 years
made up of diverse peoples known as the Holy
Roman empire. Nationalist feeling and
factionalism of the old empires caused groups to
break away and form alliances that threatened the
rule of the Hapsburgs and Ottomans.
Topic Introduction, Continued…
While the Germans and Italians were building
their empires threatening the Hapsburgs and
the Ottoman Turks, Russia was going through a
reform movement that would free Russia from
autocratic rule, economic decline, and social
injustices caused by the tsars (kings) of Russia.
Reformers wanted to modernize the
government, the economy, and social equality
but the tsars resisted vigorously sending
reformers to prison or into exile inflaming the
citizens leading Russia into revolt and
revolution against the Russian monarchy.
Topic Introduction, Continued…
The rise of nationalism in Europe with Germany
and Italy, the decline of the old Hapsburg and
Ottoman empires, and the reforms and
revolution in Russia, in the late 1800’s, would
set the stage and fan the flames for a powder
keg to ignite called “The Great War” in 1914.
All the powder- keg needed was a spark. The
spark came on June 28, 1914 when a group of
Serbian nationalists successfully assassinated
the Archduke, his wife, and his unborn child
during a parade procession in the city of
Sarajevo.
Learning Targets

Learning Targets



TLW develop and understand vocabulary terms related terms to
rising nationalism in Europe, the decline of old empires of Europe,
and reform and revolution of Russia. (Formative quiz)
TLW will identify and explain historical events concerning the
above topics. (Objective part of Summative Test)
TLW compare and contrast the:
rise of nationalism in Germany and Italy.
 decline of the old Hapsburg and Ottoman empires
 reform and reaction (revolution) movements in Russia.


Literacy Strategies


Note-taking
Venn Diagrams
Vocabulary Terms
Task Assignment: Make a foldable or flash cards with the (1) term, its
(2) definition, and (3) use the word in your own sentence, draw a pic
that illustrates the term, or write a synonym for the term.
Terms
Terms
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Otto von Bismarck
Chancellor
Realpolitik
Annex
Kaiser
Reich
Kulturkampf
William II
Social welfare
Camillo Cavour
Giuseppe Garibaldi
Anarchist
Emigration
Francis Joseph
Ferenc Deak
Dual Monarchy
Colossus
Alexander II
Crimean War
Emancipation
Vocabulary Terms, Continued…
Task Assignment: Make a foldable or flash cards with the (1) term, its
(2) definition, and (3) use the word in your own sentence, draw a pic
that illustrates the term, or write a synonym for the term.
Terms
•
•
•
•
•
Zemstvo
Pogrom
Refugees
Duma
Peter Stolypin
Terms
Monday
Activity
Create a Venn Diagram comparing/contrasting one of
the following. You will work in peer buddy in pairs,
work quietly, and use the textbook to complete your
work. It will be due the day of the test.
 Venn Diagram on “The Rise of Nationalism in
Germany and Italy.
 Venn Diagram on “The Decline of the Old Empires of
the Hapsburgs and the Ottoman Turks.”
 Venn Diagram on “Reform and Reaction &
Revolutions” in Russia.”
Closure or Review Questions/Discussions

What is one important fact about the
rise of nationalism in Germany?
Home Study





Page 196-197: Complete A & B, read and annotate page
197 and answer questions 1 & 2. (Suggested day: Mon)
Page 198-199: Complete A & B, read and annotate page
199 and answer questions 1 & 2. (Suggested day: Tue)
Page 200-201: Complete A & B, read and annotate page
201 and answer questions 1 & 2. (Suggested day: Wed)
Page 202-203: Complete A & B, read and annotate page
203 and answer questions 1 & 2. (Suggested day: Thurs)
Page 204-205: Complete A & B, read and annotate page
205 and answer questions 1 & 2. (Suggested day: Thurs)
Tuesday
Bell Ringer (5 minutes)


Read the Witness History on page 506 and copy
and answer the question in one complete sentence.
As a class discuss the Map Skills on page 507 and
copy and answer all three questions in complete
sentences. (Don’t have to copy and answer)
Vocabulary Terms
Task Assignment: Make a foldable or flash cards with the (1) term, its
(2) definition, and (3) use the word in your own sentence, draw a pic
that illustrates the term, or write a synonym for the term.
Terms
Terms
TLW develop and understand vocabulary
terms related terms to rising nationalism in
Europe, the decline of old empires of Europe,
and reform and revolution of Russia. (Formative
quiz)
Wednesday
Bell Ringer (5 minutes)

Read Witness History on page 510 and copy and
answer the question in one complete sentence.
NATIONALISM TRIUMPHS IN
EUROPE (1800-1914)
Moe Notes
Nationalism: A strong feeling of pride in and
devotion to one’s country.
The last half of the 1800s can be called the Age of
Nationalism. By harnessing national feeling, European
leaders fought ruthlessly to create strong, unified
nations. Germany and Italy unified under nationalism,
the Austrians and Ottomans fought to keep their
empires in tact, and Russians started to challenge the
power of the Czar (Tsar). Under Otto von Bismarck,
Germany emerged as Europe’s most powerful empire
– but at a considerable cost. Where once the world
saw Germany as a center for the Northern
Renaissance, it was now viewed as conquerors and
destroyers. Neither loved nor respected, only feared.
Building a German Nation
In the early 1800s , German-speaking people,
Austrians, and Prussians lived in a number of small
and medium-sized states.
Under Napoleon’s control the people of the area
united to throw the French out.
With Napoleon gone the Congress of Vienna created
the German Confederation headed by Austria.
Building a German Nation
Building a German Nation
In 1848 people again demanded German political unity under the
leadership of Frederick William IV of Prussia – he rejected the
notion of a throne offered by “the people”.
Under a Prussian, Otto von Bismarck, the German states were
united through a series of “wars of unification” against Denmark,
Austria, and France. In the Franco-Prussian War Napoleon III
surrendered after a mere few weeks. Due to this Bismarck is
considered the architect of German unity.
In January 1871, William I of Prussia took the title of kaiser
(emperor) of Germany – ushering in the Second Reich (empire)
– heir to the First Reich, the Holy Roman Empire.
Germany Strengthens
In the aftermath of unification
Germany emerged as the
industrial giant of the European
continent; it’s shipping was second
only to Britain.
Germany had many advantages, its
iron and coal deposits, along with
a population surge (from 41 million
in 1871 to 67 million in 1914)
served to propel Germany
forward.
Germany Strengthens
The Iron Chancellor, Otto von Bismarck, sought to keep France isolated
and weak, while building strong links with Austria and Russia, as well as
erase local loyalties within by attacking the Catholic Church and the
Socialists. His moves backfired, forcing him to make peace with the
church and woo the workers of Germany. Because of this Germany
became the model of social reform for other European countries.
Although workers benefited from Bismarck’s plans, they did not abandon
socialism; the socialist party continued to grow and held the most seats
in the Reichstag (Germany’s parliament) by 1912.
In 1888, William II took over from his father, forced the resignation of
Bismarck, and expanded the German military and navy, while building
an overseas empire.
Otto von Bismarck . . . .
The less people know about how sausages
and laws are made, the better they’ll sleep
at night.
Some damned foolish thing in the Balkans
will provoke the next war.
The great questions of the day will not be
settled by speeches and majority decisions—
that was the mistake of 1848-1849—but by
blood and iron.
Thursday
Bell Ringer (5 minutes)

Read the Biography of Otto von Bismarck on
page 511 and copy and answer the question in a
complete sentence.
The
German
Confederation
Step #1:
The Danish
War
[1864]
The Peace of
Vienna
Step #2: Austro-Prussian War
[Seven Weeks’ War], 1866
Prussia
Austria
Step #3: Creation of the Northern German
Confederation, 1867
Shortly following
the victory of
Prussia, Bismarck
eliminated the
Austrian led German
Confederation.
He then established a new North German
Confederation which Prussia could control
which led to  Peace of Prague
Step #4: Ems Dispatch [1870]:
1868 revolt in Spain.
Catalyst for War
Spanish leaders wanted
Prince Leopold von Hohenz.
[a cousin to the Kaiser & a
Catholic], as their new king.
France protested & his name was withdrawn.
The Fr. Ambassador asked the Kaiser at Ems to
apologize to Nap. III for supporting Leopold.
Bismarck “doctored” the telegram from Wilhelm to the
French Ambassador to make it seem as though the
Kaiser had insulted Napoleon III.
Step #4: Franco-Prussian War
[1870-1871]
To instigate a war
against Prussia and
France so that Germany
and Prussia could unite
to create a northern
confederation.
Step #5: Franco-Prussian War
[1870-1871]
German soldiers “abusing” the French.
Bismarck & Napoleon III
Origin of Reich’s




The three Reich's refer to:
The First Reich - The Holy Roman Empire, from the 10th
century and ending in the 19th century. It spanned the
territories that Charlemagne conquered.
The Second Reich - The German Empire, from 1871 to
1918, where Otto von Bismarck united all of Germany,
ending with the defeat of Germany after WWI and the
birth of the Weimar Republic.
The Third Reich - Hitler's Nazi Germany, from 1933 to
1945. Hitler was obviously hoping to recreate the glory (and
territories) of the Holy Roman Empire, and chose the name to
reflect it.
German
Imperial Flag
German for “Empire.”
Bismarck Manipulating the Reichstag
Bismarck’s Kulturkampf:
Anti-Catholic Program
Take education and marriage out of the
hands of the clergy  civil marriages only
recognized.
The Jesuits are expelled from Germany.
The education of Catholic priests would be
under the supervision of the German
government.
Bismarck’s Reapproachment
With the Catholic Church
Bismarck & Pope Leo XIII
Kaiser Wilhelm II [r. 1888-1918]
Kaiser Wilhelm II
Friday
Bell Ringer (15 minutes)


Study the Moe Notes, your workbook, and Venn
Diagram for the test.
Organize ALL handouts, workbook home study,
and materials in ORDER and staple them together.
Make sure your name is on the first page. File the
packet in the teacher’s mailbox in Period 1’s
drawer.
Formative Quiz (100 points)

Take test:
 www.moes-place.weebly.com
 World
History – Trenton
 Take test called Rise of Nationalism in Germany –
1800’s
 Submit responses
Monday
Bell Ringer (15 minutes)


Read the Witness History on page 514 and copy
and answer the question in one complete sentence.
As a class discuss the Infographic “Unifying Italy”
on page 517. (Don’t have to copy and answer)
Unifying Italy
Although the people of the Italian
peninsula spoke the same
language, they had not
experienced political unity since
the Roman times. By the early
1800s Italian patriots were
determined to build a new,
united Italy.
Under the Congress of Vienna,
Austria controlled northern Italy,
the Hapsburg monarchs ruled
various other Italian states, and
the French Bourbons were put in
charge of Naples and Cicily.
Unifying Italy
Between 1820 and 1848 nationalist revolts exploded
across the region – each time Austria sent troops to
crush the rebels.
Under the shrewd leadership of Count Camillo Cavour appointed prime minister in 1852, and Giuseppe
Garibaldi – a long time nationalist, Italy was united in
1861 with Victor Emmanuel II its king. Later wars would
add Rome and Venitia.
Though united, strong regional divisions between the
north and south, as well as disputes with the Catholic
Church served to impede growth. Growth did come
with industrialization in northern Italy by 1900, which
saw a population explosion and emigration to the
Americas.
Italian Nationalist Leaders
Giuseppi
Mazzini
[The “Heart”]
Count Cavour
[The “Head”]
Giuseppi
Garibaldi
[The “Sword”]
King Victor
Emmanuel II
Pope Pius IX: The “Spoiler”?
Garibaldi Defends Rome Against the French,
(April 30, 1849)
Sardinia-Piedmont:
The “Magnet”
Italian unification
movement:
Risorgimento
[“Resurgence”]
Step #1: Carbonari Insurrections:
“Coalmen.”
1820-1821
Step #2: Piedmont-Sardinia Sends Troops
to the Crimea
What does Piedmont-Sardinia get in return?
Step #3: Cavour & Napoleon III Meet at
Plombières, 1858
What “deals” are made here?
Step #4: Austro-Sardinian War,
1859
Step #5: Austro-Prussian War, 1866
Austria loses
control of
Venetia.
Venetia is
annexed to
Italy.
Step #6: Garibaldi & His “Red Shirts” Unite
with Cavour
Step #7: French Troops Leave Rome, 1870
Italy is
united!
A Unified Peninsula!
A contemporary
British cartoon,
entitled "Right
Leg in the Boot
at Last," shows
Garibaldi helping
Victor Emmanuel
put on the
Italian boot.
The Kingdom of Italy: 1871
What problems still remain for Italy?
Activity
Create a Venn Diagram comparing/contrasting one of
the following. You will work in peer buddy in pairs,
work quietly, and use the textbook to complete your
work. It will be due the day of the test.
 Venn Diagram on “The Rise of Nationalism in
Germany and Italy.
 Venn Diagram on “The Decline of the Old Empires of
the Hapsburgs and the Ottoman Turks.”
 Venn Diagram on “Reform and Reaction &
Revolutions” in Russia.”
Closure or Review Questions/Discussions

What is one important fact about the
rise of nationalism in Italy?
Closure or Review Questions/Discussions

What is one important fact about the
rise of nationalism in Europe?
Home Study





Page 196-197: Complete A & B, read and annotate page
197 and answer questions 1 & 2. (Suggested day: Mon)
Page 198-199: Complete A & B, read and annotate page
199 and answer questions 1 & 2. (Suggested day: Tue)
Page 200-201: Complete A & B, read and annotate page
201 and answer questions 1 & 2. (Suggested day: Wed)
Page 202-203: Complete A & B, read and annotate page
203 and answer questions 1 & 2. (Suggested day: Thurs)
Page 204-205: Complete A & B, read and annotate page
205 and answer questions 1 & 2. (Suggested day: Thurs)
Moe Notes
Nationalism Threatens Old Empires
In Eastern and Central
Europe, the Austrians
and Ottoman Turks ruled
lands that included
diverse ethnic groups.
Nationalist feelings
among these subject
peoples contributed to
tensions building across
Europe.
Nationalism Threatens Old Empires
Austria
• Of its 50 million people in the mid-1800s, fewer that a quarter were
German-speaking Austrians, and almost half belonged to different Slavic
groups including Czechs, Slovaks, Poles, Ukrainians, Serbs, Croats, and
Slovenes.
• Under a new leader, Francis Joseph, and inspired by 1848 revolts,
limited reforms were made. These reforms failed to satisfy Hungary in
their calls for independence.
• In 1867 the dual monarchy of Austria-Hungary was formed; they were
separate states, but would share ministries of finance, defense, and
foreign affairs.
• Ethic unrest continued to rise however…
Differing Nationalities in the
Austrian Empire
Austrian Imperial Flag
Emperor Franz Josef I
[r. 1848-1916]
The Compromise of 1867:
The Dual Monarchy  Austria-Hungary
The Hungarian Flag
Nationalism Threatens Old Empires
Ottomans
• After the independence of Serbia and Greece earlier, various other
groups staged revolts against the Ottomans.
• By the mid-1800s European powers had begun to see the Ottomans
as weak, referring to them as “the sick man of Europe”. Eagerly they
scrambled to divide up the lands; Russia pushed south, AustriaHungary pushed west into Bosnia and Herzegovina, and Britain and
France set their sights on lands in the Middle East and North Africa.
• A complex web of competing interests developed in the region
between regional and European powers, leading to what many
would call the region as the “Balkan powder keg.
The Ottoman Empire -- Late 19c
“The Sicker Man of Europe”
Activity
Create a Venn Diagram comparing/contrasting one of
the following. You will work in peer buddy in pairs,
work quietly, and use the textbook to complete your
work. It will be due the day of the test.
 Venn Diagram on “The Rise of Nationalism in
Germany and Italy.
 Venn Diagram on “The Decline of the Old Empires of
the Hapsburgs and the Ottoman Turks.”
 Venn Diagram on “Reform and Reaction &
Revolutions” in Russia.”
Closure or Review Questions/Discussions

What is one important fact about the
decline of the old European empires of
the Hapsburgs and Ottomans?
Home Study





Page 196-197: Complete A & B, read and annotate page
197 and answer questions 1 & 2. (Suggested day: Mon)
Page 198-199: Complete A & B, read and annotate page
199 and answer questions 1 & 2. (Suggested day: Tue)
Page 200-201: Complete A & B, read and annotate page
201 and answer questions 1 & 2. (Suggested day: Wed)
Page 202-203: Complete A & B, read and annotate page
203 and answer questions 1 & 2. (Suggested day: Thurs)
Page 204-205: Complete A & B, read and annotate page
205 and answer questions 1 & 2. (Suggested day: Thurs)
Moe Notes
Russia: Reform and Reaction
By 1815, Russia was not only the largest,
most populace nation in Europe but also
a great power. However, despite efforts
by Peter and Catharine to westernize
Russia, it remained economically
undeveloped.
Under Alexander II the serfs were freed
(emancipated) from the land, freeing
them to move to the growing cities for
work in Russian industries.
In the early and mid-1800s liberals and radicals created turmoil that
culminated in the assassination of Alexander II in March of 1881. His
son, Alexander III responded with a harsh backlash, suppressing the
cultures of non-Russian peoples through persecutions and pogroms.
Russia: Reform and Reaction
Under Alexander III’s son, Nicholas II, Russia entered the
industrial age in the 1890s with railroads and industry. Poor
conditions saw Marxist ideas gain popularity.
Following the defeat of Russia to Japan in the RussoJapanese wars of 1904-5, as well as “Bloody Sunday” that
saw hundreds dead at the Czar’s Winter Palace on January
22, 1905, discontent exploded all over Russia.
By 1914 Russia was still an autocracy, but one simmering
with unrest…
Russian Imperial Flag
Russian Expansion
A heterogeneous empire
Nicholas I
[r. 1825-1855]
Autocracy!
Orthodoxy!
Nationalism!
Alexander II
Defeat in the
Crimean War.
Emancipation
of the Russian
serfs [18611863].
[r. 1855-1881]
Alexander III [r. 1881-1894]
Reactionary.
Slavophile.
“Russification”
pogram.
Jews  forced
migration to
the Pale
Russian Expansion
The
Pale
Forced Migration of Russia’s Jews
Persecution,
Pogroms,
and
refugees
The Russian Revolution, 1905

Pre-Revolutionary Russia





Only true autocracy left in
Europe
No type of representative
political institutions
Nicholas II became tsar in
1884
Believed he was the
absolute ruler anointed by
God
Russo-Japanese War (1904)
– defeat led to pol.
instability


conditions deteriorated, rev.
became possible, esp. w/ Lenin’s
involvement
he had gravitated towards the
Social Dem. Workers’ Party of
George Plekhanov – they believed
in dialectical materialism and thus
favoured
modernization/capitalism (which
the czars also favoured as a
measure to catch up w/ the w.
Europe, esp. after the Crimean
and Russo-Japanese Wars)
The Revolution of 1905



Rapid growth of
(discontented) working class
Vast majority of workers
concentrated in St. Petersburg
and Moscow
Little help from the
countryside: impoverished
peasants – Populist
Movements of the 1870s and
later had done little to
improve their lot


No individual land ownership
Rural Famine
Conservatism Continues:
1905-1917



Tsar paid no attention
to the Duma; it was
harassed and
political parties
suppressed – only
token land reform
was passed
Nicholas was
personally a very
weak man; he
became increasingly
remote as a ruler
Numerous soviets
thus began to appear
THE RUSSO-JAPANESE WAR AND
THE 1905 REVOLUTION
Causes of Russo-Japanese War








1868: Meiji Restoration
Reasserted sphere of
influence
1894-95: Japan defeated
China
Russia interfered over
Liaodong Peninsula
Russian Empire seeking
warm-water port
Trans-Siberian railway
Vladivostok
1898: Russia forced China to
lease Port Arthur (Lüshun)
Causes of Russo-Japanese War (cont.)

1899-1901: Russians
occupied Manchuria


1903: Japan tried to
negotiate: Manchuria for
Korea




Stayed too long.
Russia never agreed
6 Feb. 1904: Japan recalled
ambassador
8 Feb.: attacked Port Arthur;
then declared war.
16 Feb. 1904: Russia
declared war
Revolution begins…

Opposition:
 Liberals:
 1903:
Union of Zemstvo
Constitutionalists
 1904: Union of Liberation
 Socialists
 Socialist-Revolutionaries
 Russian
Social Democratic
Labour party (RSDRP)
Bloody Sunday, 9/22 January 1905






Sergei Zubatov (Okhrana)
Father Gapon: loyal, workers’ unions
Petition to the tsar at the Winter
Palace
 Improved working conditions
 less overtime
 higher wages
 end Russo-Japanese war
 universal suffrage
Peaceful, patriotic demonstration
About 300,000 people
1000 died, some shot, some trampled.
Bloody Sunday, 9/22 January 1905
From Nicholas II’s diary: 8 January 1905, Saturday:
“Clear, icy day. There were many issues and reports. Breakfasted with
Friderkis. Strolled a long time. Since yesterday all factories and mills went
on strike. From the suburbs were called troops for strengthening the
garrison. Until now workers have behaved peacefully. Their number has
been determined as 120,000. At the head of the workers’ union is some
sort of priest – the socialist Gapon. Mirskii arrived in the evening to
report about measures taken.”
9 January 1905, Sunday:
“Difficult day! In Petersburg serious disorders occurred as a result of
workers’ desire to come to the Winter palace. Troops were forced to
shoot in various parts of the city; many were killed and injured. God, how
painful and difficult! Mama arrived to us from the city directly for mass.
We all breakfasted together. Strolled with Misha. Mama stayed with us
Revolution intensifies…


4/17 Feb. 1905: Uncle Sergei
Alexandrovich (b. 1857) assassinated.
18 February (O.S.): Bulygin Rescript:




'consultative' assembly

religious tolerance

freedom of speech

reduce peasants' redemption
payments
24-25 May: 300 Zemstvo and municipal
representatives passed resolution popular
representation at the national level.
6 June: Nicholas received a Zemstvo
deputation; confirmed his promise to
convene an assembly of people’s
representatives.
Not enough…
Russo-Japanese War ends

Treaty of Portsmouth
5 September 1905



Casualties:




Japan: south Sakhalin, Korea,
Port Arthur
Russia: evacuate Manchuria
(but no indemnity)
Japanese dead: 80,000 (in
combat 47,000; of disease
33,000)
Russian dead: 70,000
Russia’s reputation as Great
Power
First Asian victory over
European power, though at
great sacrifice.
Activity
Create a Venn Diagram comparing/contrasting one of
the following. You will work in peer buddy in pairs,
work quietly, and use the textbook to complete your
work. It will be due the day of the test.
 Venn Diagram on “The Rise of Nationalism in
Germany and Italy.
 Venn Diagram on “The Decline of the Old Empires of
the Hapsburgs and the Ottoman Turks.”
 Venn Diagram on “Reform and Reaction &
Revolutions” in Russia.”
Closure or Review Questions/Discussions

What is one important fact about
reforms, reactions, and revolutions in
Russia?
Home Study
Study for Chapter 22 Test. Study the
vocabulary development, Chapter 22 in
the workbook, and the Moe notes.
Bell Ringer (5 minutes)




Read the Witness History on page 519 and copy and
answer the question in one complete sentence.
As a class discuss the map on page 517 called “Major
Nationalities in Eastern Europe, 1800-1914.” (Don’t
have to copy and answer)
Read the Witness History on page 524 and copy and
answer the question in one complete sentence.
As a class discuss the Infographic called “Tug of War:
Reform and Repression by the Russian Tsars” on pages
526-527. (Don’t have to copy and answer)
Activity
Create a Venn Diagram comparing/contrasting one of
the following. You will work in peer buddy in pairs,
work quietly, and use the textbook to complete your
work. It will be due the day of the test.
 Venn Diagram on “The Rise of Nationalism in
Germany and Italy.
 Venn Diagram on “The Decline of the Old Empires of
the Hapsburgs and the Ottoman Turks.”
 Venn Diagram on “Reform and Reaction &
Revolutions” in Russia.”
Home Study
Workbook: Chapter 26
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