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Lesson Plans
The Western Heritage ©2000
by Kagan, Ozment, and Turner
Focus Lesson 13
Chapter 21: "The Conservative Order and the Challenges of Reform (1815–1832)"
AP* Course Description
- Intellectual and Cultural History
- Major trends in literature and the arts
- Intellectual and cultural developments and their relationship to social values and political events
- Developments in social, economic, and political thought
- The diffusion of new intellectual concepts among different social groups
- Impact of global expansion on European culture
- Political and Diplomatic History
- The rise and functioning of the modern state in its various forms
- Relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global interdependence
- The evolution of political elites and the development of political parties and ideologies
- The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority; political persecutions
- The growth and changing forms of nationalism
- Forms of political protest, reform, and revolution
- Relationship between domestic and foreign policies
- Efforts to restrain conflict: treaties, balance of power, diplomacy, and international organizations
- War and civil conflict: origins, developments, technology, and their consequences
- Social and Economic History
- The role of urbanization in transforming cultural values and social relationships
- The shift in social structures from hierarchical orders to modern social classes: the changing distribution of wealth and poverty
- The development of commercial practices and their economic and social impact
- The growth of competition and interdependence in national and world markets
- Development of racial and ethnic group identities
Key Components
- Instructor's Manual: pp. 39–41
- Study Guide and Workbook, Vol. II: pp. 81–91
- Test Item File: pp. 111–117
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check for updated links.
Key Words and Terms
- Six Acts
- republicanism
- socialism
- communism
- Quadruple Alliance
- Cortes
- coup d'état
- guerrilla war
- Act of Union
- Burschenschaften
- Carlsbad Decrees
- peninsulares
- Decembrist Revolt of 1825
- Ultraroyalism
- Concert of Europe
- war reparations
- Chamber of Deputies
- July Revolution
- belligerent
- Whig
- Catholic Emancipation Act
- mulattos
- universal suffrage
- Congress System
- liberalism
- Organic Statute
- reactionary
- indemnify
- conservatives
- Treaties of London
- creole
- mestizos
- junta
- Peterloo Massacre
Suggested Pacing
Chapter 21 should be combined with Chapter 22 (the Industrial Revolution and the revolutions of 1848) and Chapter 23 (the Age of Nation-States) to create a unit on Europe from the Congress of Vienna through the period of nationalism and unification in the last third of the nineteenth century. This unit could be completed in three-and-a-half weeks.
Test Strategy
In writing their essays, it is important students demonstrate a sophistication reflecting both sides of the issue under discussion. College-level analysis assumes that students understand and can articulate all sides of an issue and readers look for writing that indicates that skill.
Key Concepts
- Liberalism/nationalism versus conservatism
As conservatism, embodied by Metternich at the Congress of Vienna, attempted to hold on to the old order, a new order was being constructed from the ideas of liberalism and nationalism. Indeed, the more the old order tried to keep the reins of power, the more its opponents fomented revolution. Whether the advocates of change worked for enfranchisement, constitutional government, independence, or religious freedom, Europe—from Great Britain to Russia—was irrevocably altered in the early nineteenth century.
- Revolutions of the early 1800s
Although not all liberal or nationalist movements culminated in violence, many did. Even though they were staged for a variety of reasons, revolts in Spain, Greece, Haiti, Brazil, most of Spanish America, France, and Belgium were successful. While others did not succeed, they were important because they set the stage for future change.
Summing Up Student Understanding
To better understand the forces underlying the European revolutions of the nineteenth century, students should make a time line of the revolutions of the first third of the century. The time line should include the year(s) of the revolution, its main supporters, the major events of the revolution, and whether it was successful. The time line should include Spain in 1820 (successful), Greece in 1821 (successful), Spain in 1823 (unsuccessful), Serbia from 1804 to 1813 (unsuccessful), Serbia in 1830 (successful), Russia in 1825 (unsuccessful), Belgium in 1830 (successful), France in 1830 (successful), and Poland in 1830 (unsuccessful).