...What factors discouraged an early unification of Italy and how were these overcome? Before the year of 1848, the Italian faced a lot of difficulties to urge the unification movement. Until, 1848, the situation had been changed and directly contributed to the unification movement. After 1815 Italy was once again a mere geographical expression. Austria was to control a large part of Italy directly, that is, Lombardy and Venetia, and indirectly through the restored Bourbon Kings in some minor Italian states. Italian unification was once again frustrated ever the Risorgimento was quickly in advance. The explosion of Austrian power in Italy was the main problem which discouraged an early unification of Italy. Moreover, the general political atmosphere in Europe did not allow new concessions to Italian balance when the powers were concerned with maintaining the balance of power and to prevent the setting of French hegemony in Europe again. So a united Italy in 1815 would only mean French domination of Italy, so the powers generally accepted the settlement even though the 1815 settlement ignored the moral principles which first French Revolution and the Romanticism had unleashed in Europe. Even liberal powers like Britain and the mother of Revolution, France did not dare to take the risk of a war which may be caused if Italy was united and this might invite foreign intervention in the young Italy. So foreign aid was generally unavailable in the first generation of the nineteenth...
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...Count Cavour and Giuseppe Garibaldi both contributed heavily to the Italian unification process. Each of them contributed differently. Garibaldi was more military minded and brought together forces like the red shirts to oppose the Austrian influence with force. Cavour becoming the Prime Minister of Piedmont-Sardinia in 1852 had more of a political stance on unification, Cavour was very ‘tunnel minded’ he was only focused on the welfare of Piedmont; he believed piedmont should be the centre of a united Italian infrastructure. Cavour spent his career improving infrastructure, stabilizing economy and strengthening Peidmont. He built a new railway system in Italy and started a newspaper known as II Risorgemento which spread nationalist feeling in the country and the prepared the people for unification. He believed in a constitutional monarchy and made Italian unification evident at the Paris Peace Conference. Garibaldi was firmly against foreign intervention which caused the two to clash when it came to any coalition efforts. Cavour’s ideology led him to arrange the Plombieres meeting in 1858 which involved a secret agreement between Cavour and Louis Napoleon, Napoleon had promised an army of 200,000 which would drive out Austria from Italy and in return France would receive Nice and Savoy. Garibaldi’s fears of foreign support became plausible as France’s real intentions of taking land became evident. After Cavour mobilized his army, Austria sent their ultimatum in 1859 to Peidmont...
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...Philip Mazzei When Thomas Jefferson was asked to draft the Declaration of Independence, his words “All men are created equal” were paraphrased from the writings of Philip Mazzei, an immigrant from Tuscany. “All men are by nature equally free and independent,” Mazzei wrote in the Virginia Gazette in 1774. “Such equality is necessary in order to create a free government.” Filippo Mazzei was born in Poggio a Caino in Tuscany, Italy on December 30, 1730. He studied medicine in Italy for several years before moving to London in 1755 to begin a career as a mercantile importer. While in London, he met Benjamin Franklin, who convinced him to start a new business in Virginia. In 1773, Mazzei led a group of Italians who cultivated the first vineyards, olives, and other Mediterranean fruits in the colonies. By some historical accident, Mazzei became a neighbor and friend of Thomas Jefferson....
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...How far do you agree that the Catholic Church significantly hindered Italian unity in the years to 1870? The Catholic Church was a major power in Italy during the time of unification. Some people say that they hindered the process of Italian Unity and some say they didn’t. In this essay I will be explain points which back up and go against the statement that the church significantly hindered the process of Italian unity. To a very far extent the Catholic Church did hinder Italian unity as the church was generally a reactionary body as it opposed to new ideas especially, Italian unification. Such as when Pope Pius IX asked the French army to defeat the Roman Republic in 1848. Also the Catholic Church made it forbidden in science to say the Earth travelled around the sun. However the Catholic Church does show little evidence of not hindering unification. Such as in 1846-7, Pope Pius IX appeared to be Liberal and freed 2000 political prisoners who were mostly revolutionaries. To some extent there is evidence that Pope Pius IX did not hinder the unification but actually showed evidence of liberalism. In 1846 with the election of a new pope, Pius IX was believed to have liberal sympathies. E.g. he freed 2000 political prisoners, mostly revolutionaries. He reformed education, the law and papal administration and he gave laymen a greater share in public affairs. He also ended press censorship, allowed Jews out of the ghetto, granted Rome a constitution to replace absolute papal rule...
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...|Analysing an Essay Question | 1. Introduction Common criteria of undergraduate essay writing focus on the following requirements: students need to be analytical and critical in their response students need to structure their writing logically students need to be persuasive writers | students need to answer the question | This booklet looks at, how to analyse your essay question. Other Learning Centre booklets in this series deal with the other aspects: • Analytical Writing deals with the difference between analytical and descriptive writing • Planning and Structuring an Essay deals with logical structures • Developing and Supporting an Argument deals with persuasion Expectations of student assignments One of the difficulties experienced by students, particularly in first year, is understanding what standard is expected in essays at tertiary level. As well as this, each subject discipline has its own ways of doing things and its own conventions about essay structure and writing style. For instance, in some subjects it is acceptable to write very personally and put forward your own opinions and feelings on a topic and in others such a personal response would not be appropriate. You need to find out the expectations and conventions...
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...Section 1: Short Answer (20 points) In this section, you will write a two to threesentence response to each of the following items. Remember to use examples and be specific. In the area of politics, the Irish were upset by their merger with Great Britain into the United Kingdom. Identify and explain two areas of discontent. (4 points) Beginning in 1801, the United Kingdom of Great Britain and Ireland became a single entity. Many Irish were unhappy with this because they felt it diminished their identity as Irish, and because many viewed England as a historical enemy. The merger of northern Ireland into the British Empire replaced the Roman Catholic Church with the church of England as the state church. What is a monopoly? Explain the benefits to owning a monopoly.(4 points) A monopoly is when a person owns or dominates an industry. He will gain so much power that he either buy out competitors or run them out of business. After that he can be the only person that is able to provide his services. So when he is the only one standing, he can name the prices and the customers are forced to pay. Monopoly can make the owner multi millionaire. . What is urbanization? Identify two of the problems that were associated with rapid urbanization.(4 points) Urbanization is the social process whereby cities grow and societies become more urban in areas, be it horizontal or vertical, as opposed to being mostly rural and agricultural...
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...Adam Dees Dr. Herman WOH1030 2 April 2015 Impact of British Imperialism In the late 1800’s, European nations only controlled about 10 percent of the continent of Africa, France to the north and Britain to the south (Edgar, 2008). As time goes by, other countries gain conquests, mostly in western areas of Africa. This essay will go over a few key points in history that led to the Age of Imperialism and the British colonization of Southern Africa. The essay will also identify key players in this age. Southern Africa was known for its gold and other valuable items that made it so appealing to Europeans. This and many other reasons led to wars over the areas that had high gold content. In the mid-1800’s European nations begin seizing power over countries in Africa. “By World War I Ethiopia and Liberia were the only countries not under European control.” (Edgar, 2008). In Belgium, King Leopold II had aspirations of conquest in African nations (Edgar, 2008). In 1876, he started the IAA or the International African Association in which he hires Henry Stanley to lead up exploration of this uncharted area (Edgar, 2008). Stanley was also dispatched to ascertain the whereabouts of David Livingstone, another famed explorer that was lost in the Congo (“Sir Henry…). When Stanley found Livingstone they became friends until his death in 1872 at Lake Bangweulu. Stanley continued where Livingstone left off, however and helped in the development of the Congo (“Sir Henry…). In a journal...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...Naoroji. He developed ‘Drain Theory’ in 1867 in which he argued that Britain is draining the wealth of India. He published Poverty and Un-British Rule in India which is a systematic critique of British colonial rule. R.C. Dutt in his Economic History of India under Early British Rule and Economic History of India in the Victorian Age made similar arguments about the exploitative character of British rule in India. M.G. Ranade published Essays on Indian Economics in 1898. Economic critique of colonialism laid foundation for nationalist movement in India. 2) Political, Administrative and Economic Unification of the Country: British rule introduced modern bureaucracy, professional civil service, unified judiciary and a uniform civil and criminal laws in India which resulted in the political unification of the country. British colonial state also introduced modern means of transport and communication such as railways, roads, electricity and telegraph which resulted in the unification of the country. Political, administrative and economic unification of the country gave a sense of unified ‘nation’ for the people of India. 3) Western Thought and Education: The spread of western ideas and English education in the nineteenth century resulted in the formation of country wide English educated Indian middle class intellectuals. They were exposed to western ideas of nationalism and nationalist movements and political systems. 4) Role of Press and Literature: The technology of printing...
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...Historical Essay (Age of Exploration) By: Paige Yamate P.7 Many people know of Christopher Columbus, a famous Spanish explorer who said to have discovered North America, but what many people fail to realize is that he was not the first to uncover the “new world,” another name for the Western Hemisphere, in fact, there were hundreds of explorers doing just that. This era of unprecedented European Exploration is known as, The Age of Exploration. The Age of Exploration started in the 1400’s, and the motive for the sudden venture is search for new trade routes, wealth, adventure, and a way to spread Christianity and the word of God. Inventions and Technological advancement, such as cartography (the practice of map drawing), astrolabe (a navigation system bearing latitude and longitude), and stronger ships with cartels for faster travel, also played an important role in this era. Many Europeans discovered many new cultures and lands and pushed their own religion and culture onto them, resulting in the disappearance of some societies. However, this is not a bad thing, cultures, such as the Hawaiian culture that was thankfully converted to Christianity, drowned newborns that showed any peculiar defects when birthed. The Age of Exploration had a positive effect on the New Worlds and Europe because both societies gained new goods, proper medicine was discovered, and Europe civilized the New World. The Age of Exploration was positive because both societies gained new animals, crops...
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...Region in Italy and the case of Lombardy Assessed essay for the lecture “Italian Politics and European Integration” Supervisor: Prof. Rugge 1. The institution of Region The formation of the regional order in Italy had a revolutionary meaning, fated to scar a new era in the history of the Italian State. While drawing up the Constitution Project (from July, 20th 1946 to January, 31st 1947), the constituents were fully conscious of it and singled out the matter: the topic of autonomies was immediately identified with the one of the State’s structure, and there was tangible harmony, in the constituents’ opinion, between the problem of autonomies and the one of Region. 1 The initial position of the constituents was divided into those who were for the Region and those who were against – a ridge dividing the parties themselves. Two facts are to be pointed out: firstly, in the Commission there was an overrepresentation of Sicilians, Sardinians and Valle d’Aosta’s representatives, which influenced the Commission’s attitude towards the regional matter because of the cultural and historical reasons of the autonomy claimed by their areas; secondly, nearly all the parties placed in the Commission the most autonomist among their commissioners, evenly convinced that they were the most prepared on that topic. Another interesting element is that nobody defended the administrative centralizing thesis as a new order for the Italian State. According to the administrative science, it...
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...remember or to forget? To perhaps gain "closure" from some past physical or emotional trauma by confronting it or by letting it go? Which between "remembering" or "forgetting" creates more private or social well-being? Or is there a third option? Forgiving - and is this even considered? Which provides "health"? What is "health" - freedom from trauma, management of pain? Can a "country" be seen as suffering "ill health"? Can a nation be diagnosed "healthy" or in "ill-health"? Does a "collective memory" embody collective guilt or collective innocence or collective amnesia? Funder's “Stasiland” provides a relatively balanced but personalised analysis of the rise and then demise of East Germany after 1945 and from Communist occupation to re-unification and democracy. Most potently, Funder "records" the personal testimonies (memories) of how both the victims and perpetrators she interviews were affected by such sweeping changes. As a journalist, while she may bias our interpretation towards the victims of the "Stasi" she does not glibly provide simple answers, but she does perhaps re-emphasise both the dangers of forgetting and the dread of remembering the past – the tyranny and fascism of Nazi Germany and the East German totalitarian regime which supplanted it - "to remember or forget— which is healthier? To demolish or fence it off? To dig it up or leave it in the ground?” Chapter 5: The Linoleum Palace: Funder has been touched by Miriam’s story. Returning to her Berlin apartment,...
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...Interpreting the Risorgimento: Blasetti's "1860" and the Legacy of Motherly Love Author(s): Gabriella Romani Source: Italica, Vol. 79, No. 3 (Autumn, 2002), pp. 391-404 Published by: American Association of Teachers of Italian Stable URL: http://www.jstor.org/stable/3656100 . Accessed: 22/09/2013 08:43 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . American Association of Teachers of Italian is collaborating with JSTOR to digitize, preserve and extend access to Italica. http://www.jstor.org This content downloaded from 149.150.51.237 on Sun, 22 Sep 2013 08:43:40 AM All use subject to JSTOR Terms and Conditions Blasetti's the Interpreting Risorgimento: 1860 and the Legacy MotherlyLove of Alessandro Blasetti's1860has recentlybeen the focus of literaryand film criticism,which analyzedvariousaspectsof the film, including the didactic and ideologicalnatureof the director'sintelpretationof the For Risorgimento.1 his reading of this memorableItalian past, Blasetti used both domestic and foreign...
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...Q7. Discuss the Contribution of either Julius Nyerere or Kwame Nkrumah, in the promotion of Pan Africanism. Introduction Pan Africanism is an ideology and movement that encourages the solidarity of Africans world wide.It is based on the belief that unity is vital to economic, social, and political progress and aims to “unify and uplift” people of African descent. The ideology asserts that the fate of all African peoples and countries are intertwined. At its core Pan-Africanism is “a belief that African peoples, both on the continent and in the Diaspora, share not merely a common history, but a common destiny” The largest Pan-African organization is the African Union. Kwame Nkrumah “I’m not African because I was born in Africa; I’m an African because Africa’s born in me.” Kwame Nkrumah Early Life Education Kwame Nkrumah, was born in approximately 1909 in the town of Nkroful, in the Nzima region of present-day Ghana. His father was a goldsmith by trade and kept many wives, although Kwame Nkrumah was his mother’s only child. His early education was conducted at local missionary schools, and his aptitude enabled him to attend the Government Training College in Accra in 1926. At the Government Training College, Nkrumah was trained to become a teacher and graduated in 1930 (Adi, 2003: 144). He worked as a teacher for five years and although during this time period he also contemplated a move into the priesthood. In 1935 Nkrumah decided to take his studies abroad. After a shorter...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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