ࡱ> !%  }bjbj aeeq(( 6 6 6 6 66667`;\ 6RE"KLLNP2(U4\Vl######$G 6VPP"VVG 6 6LN\bbbV 6L 6NlbVlbbH4L ͼ~8_0PXr0(r`(44( 6hbVVVGGbVVVVVVV(VVVVVVVVV( 4: Pearson Edexcel AS and A Level in History Topic booklet Route D: Challenges to the authority of the state in the late eighteenth and nineteenth centuries Route D: Challenges to the authority of the state in the late eighteenth and nineteenth centuries This topic booklet has been written to support teachers delivering Route A of the 2015 AS and A level History specifications. Were providing it in Word so that its easy for you to take extracts or sections from it and adapt them or give them to students. For the route as a whole and for each topic within it, weve provided an overview which helps to provide contextual background and explain why we think these are fascinating topics to study. These overviews could be used, for example, in open evening materials or be given to students at the start of the course. Youll also find a student timeline, which can be given to students for them to add to and adapt, a list of resources for students and for teachers, and where possible information about overlap between these topics and the 2008 specification. For more detail about planning, look out for the Getting Started guide, Course planner and schemes of work. Contents  TOC \t " A head,1,B head,2,C head,3 " Route D: Challenges to the authority of the state in the late eighteenth and nineteenth centuries  PAGEREF _Toc400385805 \h 1 Challenges to the authority of the state in the late eighteenth and nineteenth centuries  PAGEREF _Toc400385806 \h 1 Overview  PAGEREF _Toc400385807 \h 1 Paper 1, Option 1D: Britain, c1785c1870: democracy, protest and reform  PAGEREF _Toc400385808 \h 2 Content guidance  PAGEREF _Toc400385809 \h 3 Themes  PAGEREF _Toc400385810 \h 3 Historical interpretations: What explains the abolition of the slave trade at the end of the period, c17851807?  PAGEREF _Toc400385811 \h 4 Mapping to 2008 specification  PAGEREF _Toc400385812 \h 4 Resources and references  PAGEREF _Toc400385813 \h 5 What explains the abolition of the slave trade at the end of the period, c17851807?  PAGEREF _Toc400385814 \h 10 Paper 2, Option 2D.1: The unification of Italy, c183070  PAGEREF _Toc400385815 \h 14 Overview  PAGEREF _Toc400385816 \h 14 Content guidance  PAGEREF _Toc400385817 \h 15 Mapping to 2008 specification  PAGEREF _Toc400385818 \h 17 Resources and references  PAGEREF _Toc400385819 \h 21 Paper 2, Option 2D.2: The unification of Germany, c184071  PAGEREF _Toc400385820 \h 24 Overview  PAGEREF _Toc400385821 \h 24 Content guidance  PAGEREF _Toc400385822 \h 25 Mapping to 2008 specification  PAGEREF _Toc400385823 \h 27 Resources and references  PAGEREF _Toc400385824 \h 31 Student timelines  PAGEREF _Toc400385825 \h 34 Option 1D: Britain, c1785c1870: democracy, protest and reform with Option 2D.1: The unification of Italy, c183070  PAGEREF _Toc400385826 \h 34 Option 1D: Britain, c1785c1870: democracy, protest and reform with Option 2D.2: The unification of Germany, c184071  PAGEREF _Toc400385827 \h 38  Challenges to the authority of the state in the late eighteenth and nineteenth centuries Overview The options in Route D are linked by the theme of challenges to the authority of the state in the eighteenth and nineteenth centuries, which manifested in different ways, such as protests and the growth of nationalist sentiment. In this route, students study: Britain, c1785c1870: democracy, protest and reform and either The unification of Italy c183070 or The unification of Germany, c184071. At the end of the eighteenth century, much like the world around us at the beginning of the twenty-first century, people were experiencing technological changes and ideological shifts which would have a profound effect on politics, society and the economy. In 1785, Europe was ruled by monarchies and governed by aristocratic and wealthy elites. However, revolution was in the air and those in power were going to have to respond to the challenges to their authority if they wanted to survive. In North America a newly emerging United States had just thrown off British rule, and ideas of liberty and equality were increasingly attractive to the European masses feeling down-trodden by the ruling classes and threatened by the advances of the Industrial Revolution. France would experience a series of political revolutions during the period 17851870 but in Britain, Germany and Italy it was different. Although popular pressure challenged authority, the ruling classes managed to introduce reforms or harness popular ideas so that they continued to have influence and/or power. In Britain the government used a combination of reform and repression to undermine revolutionary challenges: extending parliamentary democracy to the middle-classes and using the law to control popular protest. In both Germany and Italy, after the failure of popular revolutions, local rulers in Prussia and Piedmont used support for nationalism to create new unified nations. This period was one in which ordinary people, often with strong leadership, were instrumental in changing the nature of government in their respective countries. It was also a time of major political developments, when state authority in Britain, Italy and Germany was changed dramatically. Studying two different countries allows students to develop a greater appreciation of both the nature of power and the challenges to authority in the given period, and to understand the similarities and contrasts between them (although students will not be required to answer comparative questions that link the breadth and the chosen depth option). Paper 1, Option 1D: Britain, c1785c1870: democracy, protest and reform Paper 1 covers the often turbulent period of British history from the revolutionary atmosphere c1785 the American Revolution having just occurred and the French Revolution just about to happen to c1870 and the high Victorian era of Disraeli and Gladstone. In the modern Britain of today, technological advances are shaping the social, economic and political climate. A similar situation was to be found in the Britain of the late eighteenth century. Machines and steam-power were revolutionising the ways in which people worked, lived and communicated in ways not dissimilar to the advance of the internet and electronic media. Ordinary people moved from the countryside to find work in towns where industrialisation and urbanisation changed the pace of life and peoples expectations. From the 1830s, as mass printing became possible and the new railways delivered news overnight of current events, challenging ideas were able to spread more quickly and were less easy to restrict. As a result the power and authority of a parliamentary system, established after the Glorious Revolution of 1688 by the land-owning elite, was coming under real threat from below for the first time. The Whigs and Tories the two main political groups would have to deal with this threat if they were to survive. The history of Britain between c1785c1870 is the story of how these challenges grew and the extent to which the ruling classes were able to prevent a full scale revolution through a combination of reform and repression. Challenges came from many different sources. The middle classes with their new-found industrial wealth desired political representation. The labouring classes demanded both representation and reform in response to changing work and living conditions. The poor the unemployed and those unable to work needed to be provided for. Evangelical Christians began to question the way humans treated each other the abolition of the slave trade was an early example of this and radical political thinkers began to question why only the wealthy had a say in politics. From c1785 to 1820 with Britain at war with France for much of this time virtually all protest was restricted by law or repressed by the army. However, in the 1820s it became clear that something would have to be done if Britain was to avoid a popular revolution from below. In the Great Reform Act (1832) the ruling classes reluctantly accepted that the British parliamentary system should be reformed to represent the middle-classes as well. After 1832, the government continued to restrict and repress working-class groups such as the Chartists and trade unions, but many MPs in the newly reformed parliament were determined that something still had to be done about the other challenges. An alliance of those MPs scared of revolution and those with humanitarian views passed a series of reforms which provided basic minimum standards for workers and the poor, eg the new Poor Law (1834) and the Factory Acts. By 1870 the political classes now known as the Liberals (Whigs) and the Conservatives (Tories) had managed to prevent revolution by co-opting (bringing onside) the middle-classes, repressing working-class radicalism and providing economic and social reform. These changes would evolve with more than a few protests over the next 150 years into the system of universal parliamentary representation and government welfare that we have today. The option is divided into the following four themes, though students need to appreciate the linkages between themes, as questions may target the content of more than one. Theme 1: The growth of parliamentary democracy, c1785c1870 Theme 2: Industrialisation and protest, c1785c1870 Theme 3: Unionism and cooperation, c1785c1870 Theme 4: Poverty and pauperism, c1785c1870 The historical interpretations focus is: What explains the abolition of the slave trade at the end of the period, c17851807? Content guidance This section provides additional guidance on the specification content. It should be remembered that the official specification is the only authoritative source of information and should always be referred to for definitive guidance. Themes The four themes identified require students to have an overview of political, social and economic change in Britain over the period. Students need to have knowledge of the specified themes and be able to analyse and evaluate cause, consequence, key features and change and make comparisons over and within the period studied in dealing with factors which brought about change. Theme 1: The growth of parliamentary democracy, c1785c1870 In studying Theme 1, students need to understand the nature of the pre-reform electoral system and the demands for reform from those who were excluded from participation in politics, including the growing manufacturing interest. Detailed knowledge of the protests in the years 181520 is not required, but students should be aware of the extent of popular pressure and the governments response to the protests, and students should be aware of the varying attitudes adopted to reform by the political parties. In considering Chartism, detailed coverage of the events of 183848 is not required, but students should be aware of the nature of the demands in the Peoples Charter and why there was little political support for these demands. They should understand the extent, and the limits, of change to the electoral system by 1870. Theme 2: Industrialisation and protest, c1785c1870 In studying Theme 2, students need to understand the extent of industrial development in the given period. Detailed knowledge of the reasons for industrialisation is not required, but students should understand the ways in which a number of separate developments led to industrial change. They should be aware of the development of urbanisation in different parts of the country, and the impact of industrialisation on working and living conditions in towns and cities. They should understand the reasons for popular protests in the first half of the nineteenth century, and the changing government response to demands for change. Theme 3: Unionism and cooperation, c1785c1870 In studying Theme 3, students need to understand reasons why, and the ways in which, groups of workers combined in the years c17851834, along with the governments response to early trade unions. They should be aware of the importance of the Amalgamated Society of Engineers as a model for the development of new unionism among the skilled artisans, and should understand why it proved difficult to unionise unskilled workers. They should understand the significance of the Rochdale Pioneers and the growing popularity of cooperative economics and self-help societies. Theme 4: Poverty and pauperism, c1785c1870 In studying Theme 4, students should understand the operation of the old Poor Law and the nature of the provision of indoor and outdoor relief. They should be aware of the different pressure groups working to change the Poor Law, and the extent of opposition to the Act of 1834. They should be aware of the role of leading campaigners in promoting a climate of change and reform in the years to c1870. Historical interpretations: What explains the abolition of the slave trade at the end of the period, c17851807? The four issues identified in the specification highlight key aspects of the debate, but should not be seen as questions which will be directly reproduced in the examination. This topic focuses on the conditional and contingent factors which influenced the abolition of the slave trade by the British parliament in 1807. Students should be aware that, despite earlier attempts to undermine the slave trade, a concerted humanitarian campaign to abolish slavery began with the founding of the Society for the Abolition of the Slave Trade in 1787. Students should understand the role of religion in the humanitarian campaign and the key influence of the Quakers and the Evangelicals on the nature of the campaign. They should be aware of the influence of popular support for the campaign, including women, and the methods used to bring pressure from both below and within parliament. Students should be aware of the economic and financial benefits which the slave trade brought to Britain and consider the extent to which a decline in the economic significance of the trade contributed to passage of the bill in 1807. They should also be aware of the economic and political impact of the French Revolutionary and Napoleonic Wars, and their link to the fear of slave resistance. They should have knowledge of the role and influence of individuals involved in both the anti-slavery campaigns and the pro-slavery lobby. Students should understand how changing parliamentary circumstances from 1800 enabled the passage of the bill in 1807. Mapping to 2008 specification There is some overlap with the following topics from the 2008 specification: Unit 2, Option B, Topic B1: Britain, 183085: Representation and Reform: overlap mainly with theme 1. Unit 2, Option B, Topic B2: Poverty, Public Health and the Growth of Government in Britain, 183075: overlap mainly with theme 4. Unit 3, Option B, Topic B2: Challenging Authority: Protest, Reform and Response in Britain, c17601830: overlap mainly with theme 2. Unit 1, Option C, Topic C3: The Slave Trade, Slavery and the Anti-Slavery Campaigns, c17601833: overlap with interpretations topic on abolition of slave trade. There is also overlap with the following coursework programme from the 2008 specification: CW14: Challenging Authority: From Corresponding Societies to Trade Unions, 17891889. Resources and references The table below lists a range of resources that could be used by teachers and/or students for this topic. This list will be updated as and when new resources become available: for example, if new textbooks are published. Inclusion of resources in this list does not constitute endorsement of those materials. While these resources and others may be used to support teaching and learning, the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance. Links to third-party websites are controlled by others and are subject to change. A new textbook for this route is expected to be published by Pearson in 2015. ResourceTypeFor students and/or teachers?Clive Behagg, Labour and Reform: Working Class Movements, 18151914 (Access to History, Hodder Education, 2000)TextbookWritten for students.Richard Brown, Revolution, Radicalism and Reform: England 17801846 (Cambridge University Press, 2000)TextbookWritten for A level students.Martin Collier and Philip Pedley, Britain, 181551: Protest and Reform (Heinemann Advanced History, Heinemann, 2001)TextbookWritten for students.Eric J Evans, Chartism (Longman History in Depth, Pearson Education, 2000)TextbookWritten for students. HYPERLINK "http://www.amazon.co.uk/Eric-J.-Evans/e/B001H6MTI2/ref=ntt_athr_dp_pel_1" Eric J Evans, The Forging of the Modern State: Early Industrial Britain, 17831870 (Foundations of Modern Britain, Routledge, 2001) TextbookAccessible for higher-ability students. Useful for teachers.Eric J Evans, The Shaping of Modern Britain: Identity, Industry and Empire, 17801914 (Routledge, 2011)TextbookAccessible for students. Useful for teachers.Michael Lynch, An Introduction to Nineteenth Century British History, 18151914 (Access to History Context, Hodder Murray, 1999)TextbookWritten for students. Currently out of print, but second-hand copies may be available.Annette Mayer, The Growth of Democracy in Britain (Access to History Themes, Hodder Murray, 1999)Textbook Written for students.Trevor May, An Economic and Social History of Britain, 17601990 (Longman, 1996)TextbookAccessible for students. Useful for teachers.Derrick Murphy, Richard Staton, Patrick Walsh-Atkins and Neil Whiskerd, Britain, 17831918 (Collins Educational, 2003)TextbookWritten for students.Peter Murray, Poverty and Welfare, 18151950 (Access to History, Hodder Education, 2006)TextbookWritten for students. HYPERLINK "http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=D%20Peaple&search-alias=books-uk" Derek Peaple and  HYPERLINK "http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=T%20Lancaster&search-alias=books-uk" Tony Lancaster, British History for AS Level: 17831850 (Causeway Press, 2004)TextbookWritten for students and suitable for the new A Level History specification.Robert Pearce and Roger Stearn, Government and Reform, 18151914 (Access to History, Hodder Education, 2000)TextbookWritten for students.Rosemary Rees, Poverty and Public Health, 18151948 (Heinemann Advanced History, Heinemann, 2001)TextbookWritten for students.Michael Scott-Baumann, Reforming Britain, 181550 (Access to History, Hodder Education, 2006)TextbookWritten for students.Neil Tonge, Industrialisation and Society, 17501914 (Challenging History, Nelson Thornes, 1993)TextbookWritten for students. HYPERLINK "http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Dave%20Welbourne&search-alias=books-uk&sort=relevancerank" Dave Welbourne and  HYPERLINK "http://www.amazon.co.uk/Charlotte-Evers/e/B0034NYYF2/ref=ntt_athr_dp_pel_2" Charlotte Evers, Britain 1783-1851: From Disaster to Triumph? (SHP Advanced History Core Texts, Hodder Education, 2003) Textbook with documentsWritten for students. Currently out of print, but second-hand copies may be available.Bob Whitfield, The Extension of the Franchise, 18321931 (Heinemann, Advanced History, Heinemann, 2001)TextbookWritten for students.Sean Lang, Parliamentary Reform, 17851928 (Questions and Analysis in History, Routledge, 1998)Essays and documentsFor teachers, but also accessible for students.John E Archer, Social Unrest and Popular Politics in England, 17801840 (New Studies in Economic and Social History, Cambridge University Press, 2000)AcademicAccessible for students. Useful for teachers.Trevor S Ashton, The Industrial Revolution, 17601830 (Oxford University Press, 1997)AcademicAccessible for students. Useful for teachers.Harry Browne, Rise of British Trade Unions, 18251914 (Seminar Studies in History, Prentice Hall Press, 1979)Academic with documentsAccessible for students.Frank Crompton, Workhouse Children (Sutton Studies in Modern British History, Sutton Publishing, 1997)AcademicFor teachers, but also accessible for students. Case study of the Worcestershire Poor Law.John R Dinwiddy, Radicalism and Reform in Britain, 17801850 (Hambledon Press, 1992)AcademicFor teachers. Specialist studies of aspects of radicalism and reform during the period.David Englander, Poverty and Poor Law Reform in Nineteenth-Century Britain, 18341914: From Chadwick to Booth (Seminar Studies in History, Routledge, 1998)Academic with documentsAccessible for students.Eric J Evans, Parliamentary Reform in Britain, c.17701918 (Seminar Studies in History, Routledge, 1999)Academic with documentsAccessible for students.Eric J Evans, The Great Reform Act of 1832, (Lancaster Pamphlets, Routledge, 1994)AcademicAccessible for students.Derek Fraser, The Evolution of the British Welfare State: A History of Social Policy since the Industrial Revolution (Palgrave Macmillan, 2009) AcademicFor teachers HYPERLINK "http://www.amazon.co.uk/W.-Hamish-Fraser/e/B001HQ5QBO/ref=ntt_athr_dp_pel_1" W Hamish Fraser, A History of British Trade Unionism, 17001998 (British Studies Series, Palgrave Macmillan, 1999)AcademicFor teachers. Detailed historical overview.Stephen Halliday, The Great Stink of London: Sir Joseph Bazalgette and the Cleansing of the Victorian Metropolis (History Press, 2001)AcademicFor teachersAlan Kidd, State, Society and the Poor in Nineteenth-century England (Palgrave Macmillan, 1999)AcademicFor teachers. Detailed historical overview of the poverty issue in England. HYPERLINK "http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Keith%20Laybourn&search-alias=books-uk" Keith Laybourn, British Trade Unionism, 17701990: A Reader in History (Sutton Publishing, 1991)Document collection For teachers, but also accessible for students. HYPERLINK "http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Keith%20Laybourn&search-alias=books-uk" Keith Laybourn, A History of British Trade Unionism, c.1770-1990 (Sutton Publishing, 1997)AcademicFor teachers, but also accessible for students.J D Marshall, The Old Poor Law, 17951834 (Studies in Economic and Social History, Macmillan, 1993)AcademicFor teachers, but also accessible for students.Peter Mathias, The First Industrial Nation: The Economic History of Britain 17001914 (Routledge, 2001)AcademicFor teachers. Detailed historical overview of the British economy.Charles More, The Industrial Age: Economy and Society in Britain, 17501995 (Routledge, 1997)AcademicFor teachers. Detailed historical overview of the British economy and society.Kenneth Morgan, The Birth of Industrial Britain: Social Change 17501850 (Seminar Studies in History, Pearson Education, 2004)AcademicAccessible for students. HYPERLINK "http://www.amazon.co.uk/Henry-Pelling/e/B001HPE5XA/ref=ntt_athr_dp_pel_1" Henry Pelling, A History of British Trade Unionism (Penguin, 1992)AcademicFor teachers, but also accessible for students.Martin Pugh, The Evolution of the British Electoral System, 18321987 (Historical Association Pamphlet, Blackwell, 1988)AcademicAccessible for students.Roland Quinault and John Stevenson (editors), Popular Protest and Public Order: Six Studies in British History, 17901920 (Allen & Unwin, 1975)AcademicFor teachers. Detailed case studies from the period.Adrian Randall, Riotous Assemblies: Popular Protest in Hanoverian England (Oxford University Press, 2006)AcademicFor teachers. Specialist study of different types of protest and rioting in England. HYPERLINK "http://www.amazon.co.uk/Alastair-J.-Reid/e/B001HPR6TA/ref=ntt_athr_dp_pel_1" Alastair J Reid, United We Stand: A History of Britain's Trade Unions (Allen Lane History, 2004)AcademicFor teachers. Detailed historical overview of trade union development in Britain.Michael E Rose, The Relief of Poverty, 18341914 (Studies in Economic and Social History, Palgrave Macmillan, 1986)AcademicFor teachers, but also accessible for students.Edward Royle, Chartism (Seminar Studies in History, Routledge, 1996)Academic with documentsAccessible for students.Michael Willis, Democracy and the State, 18301945 (Cambridge Perspectives in History, Cambridge University Press, 1999)AcademicAccessible for students.Anthony S Wohl, Endangered Lives: Public Health in Victorian Britain (Routledge, 1984)AcademicFor teachers. Detailed historical analysis of public health during the Victorian era.History Today and History Review  HYPERLINK "http://www.historytoday.com/taxonomy/term/20526" Stephen Farrell, Reform Act: A First Step Towards Democracy,  HYPERLINK "http://www.historytoday.com/taxonomy/term/43" History Today, 2010:  HYPERLINK "http://www.historytoday.com/stephen-farrell/reform-act-first-step-towards-democracy" www.historytoday.com/stephen-farrell/reform-act-first-step-towards-democracy Robert Pearce, The Great Reform Act of 1832, History Review, 2007:  HYPERLINK "http://www.historytoday.com/robert-pearce/great-reform-act-1832" www.historytoday.com/robert-pearce/great-reform-act-1832 John Walton, The Impact of the Second Reform Act, History Review, 1998:  HYPERLINK "http://www.historytoday.com/john-walton/impact-second-reform-act" www.historytoday.com/john-walton/impact-second-reform-act Edward Royle, The Language of Class and Radicalism, History Review, 1997: www.historytoday.com/edward-royle/language-class-and-radicalism Geoffrey Crossick, Classes and the Masses in Victorian England, History Today, 1987: www.historytoday.com/geoffrey-crossick/classes-and-masses-victorian-england Eric Evans, Chartism Revisited,  HYPERLINK "http://www.historytoday.com/taxonomy/term/83" History Review, 1999: www.historytoday.com/eric-evans/chartism-revisited Edward Royle, Chartism, History Today,  HYPERLINK "http://www.historytoday.com/taxonomy/term/14759" 1985: www.historytoday.com/edward-royle/chartismArticles For teachers and students. Note that a subscription is required to read the online articles ().Spartacus Educational British history:  HYPERLINK "http://spartacus" http://spartacus educational.com/industry.htmlWebsiteAccessible for students. Wide-ranging website on British history.The Victorian Web:  HYPERLINK "http://www.victorianweb.org/" www.victorianweb.org/ WebsiteAccessible for students. A website which covers the political, economic and social development of Victorian Britain (and much else besides).BBC History Victorians: www.bbc.co.uk/history/british/victorians/WebsiteAccessible for students. Website with numerous useful overview articles on social, economic and political topics.The history of the workhouse by Peter Higginbottom: www.workhouses.org.ukWebsiteAccessible for students.BBC Why the Industrial Revolution Happened Here Professor Jeremy Black, 2013TV programme Accessible for students. Available on YouTube.BBC A History of Britain Professor Simon Schama Particularly the programmes: Forces of Nature Victoria and Her SistersTV seriesAccessible for students. Clips available on YouTube.National Archives Radicalism and Unrest (2008): http://media.nationalarchives.gov.uk/index.php/radicalism-and-unrest/PodcastAccessible for students.Historical Association Social & Political Change in the UK 1800-present: Part 1. Politics, Reform and War www.history.org.uk/resources/student_resource_4701_110.htmlPodcastAccessible for students.Radio 4 In particular, Melvyn Braggs In Our Time has a backlist of all previous broadcasts Democracy Great Reform Act Industrial Revolution Peterloo Massacre Corn LawsRadio programmesMany Radio 4 documentaries are available on BBC iPlayer. What explains the abolition of the slave trade at the end of the period, c17851807? This table lists additional resources that may be useful for the historical interpretations section of this topic. ResourceTypeFor students and/or teachers?Adam Hochschild, Bury the Chains: The British Struggle to Abolish Slavery (Pan, 2012) AcademicFor teachers. Detailed historical analysis of the struggle to abolish slavery. See Part V in particular.Michael Jordan, The Great Abolition Sham: The True Story of the End of the British Slave Trade (The History Press, 2010)AcademicFor teachers, but also accessible for students.Herbert S Klein, The Atlantic Slave Trade (Cambridge University Press, 2010)AcademicFor teachers. Detailed analytical overview of the Atlantic slave trade. Chapter 8 is particularly useful.Kenneth Morgan, Slavery and the British Empire (Oxford University Press, 2008)AcademicFor teachers, but also accessible to students. Concise and well informed history of the slave trade. See chapters 7 and 8.Richard Reddie, Abolition!: The Struggle to Abolish Slavery in the British Colonies (Lion Books, 2007)AcademicFor teachers. Detailed historical analysis of anti-slavery in the British Empire.Patrick Richardson, Empire and Slavery (Seminar Studies in History, Longman, 1968)Academic with documentsAccessible for students. Out of print but second-hand copies available.Simon D Smith, Slavery, Family and Gentry Capitalism in the British Atlantic (Cambridge Studies in Economic History, Cambridge University Press, 2010)AcademicFor teachers. Case study of Yorkshire aristocratic families involvement in the slave trade.Barbara Lewis Solow and Stanley L Engerman (editors), British Capitalism and Caribbean Slavery: The Legacy of Eric Williams (Cambridge University Press, 2004)AcademicFor teachers. Specialist essays on various aspects of the slave trade.Hugh Thomas, The Slave Trade: History of the Atlantic Slave Trade 14401870 (Phoenix, 2006)AcademicFor teachers. Extensive and detailed historical overview of the slave trade. Chapters 2327 cover abolition.James Walvin, Black Ivory: Slavery in the British Empire (Blackwell, 2001)AcademicFor teachers, but also accessible for students. Analytical history of the British slave trade. See chapters 1820.James Walvin, Questioning Slavery (Routledge, 1996)AcademicFor teachers, but also accessible for students. Informed discussion of the phenomenon of slavery. Chapters 810 are particularly useful.James Walvin, A Short History of Slavery (Penguin Books, 2007)AcademicFor teachers, but also accessible for students. Concise historical overview of slavery. Part IV is useful on abolition.James Walvin, The Trader, the Owner, the Slave: Parallel Lives in the Age of Slavery (Vintage, 2008)AcademicFor teachers. Detailed case studies of three individuals involved in the slave trade.James Walvin, Britains Slave Empire (Tempus, 2007)AcademicFor teachersJames Walvin, Atlas of Slavery (Longman, 2006)Historical atlasFor teachersM Dresser, Slavery Obscured (Continuum, 2001)AcademicFor teachers. Case study of slavery in Bristol.Stephen Tomkins, William Wilberforce: a Biography (Lion Hudson, 2007)BiographyFor teachers, but also accessible for students. Shorter account of Wilberforces career.William Hague, William Wilberforce (Harper Perennial, 2008)BiographyFor teachers. Lengthy but stimulating account of Wilberforces life.History Today and History Review  HYPERLINK "http://www.historytoday.com/taxonomy/term/27" Kevin Shillington, British Made: Abolition and the Africa Trade,  HYPERLINK "http://www.historytoday.com/taxonomy/term/43" History Today, 2007: www.historytoday.com/kevin-shillington/british-made-abolition-and-africa-trade  HYPERLINK "http://www.historytoday.com/taxonomy/term/2390" James Walvin, Slavery and the British,  HYPERLINK "http://www.historytoday.com/taxonomy/term/43" History Today, 2 HYPERLINK "http://www.historytoday.com/taxonomy/term/14776" 002: www.historytoday.com/james-walvin/slavery-and-british  HYPERLINK "http://www.historytoday.com/taxonomy/term/106" Marika Sherwood, The Nefarious Trade,  HYPERLINK "http://www.historytoday.com/taxonomy/term/43" History Today,  HYPERLINK "http://www.historytoday.com/taxonomy/term/14781" 2007:  HYPERLINK "http://www.historytoday.com/marika-sherwood/nefarious-trade" www.historytoday.com/marika-sherwood/nefarious-trade Articles For teachers and students. Note that a subscription is required to read the online articles ().BBC British anti-slavery by Dr John Oldfield (2011):  HYPERLINK "http://www.bbc.co.uk/history/british/empire_seapower/antislavery_01.shtml" www.bbc.co.uk/history/british/empire_seapower/antislavery_01.shtml Useful overview of the abolition of slavery:  HYPERLINK "http://www.bbc.co.uk/history/british/abolition/" www.bbc.co.uk/history/british/abolition/Website Accessible for studentsNational Archives Black Presence:  HYPERLINK "http://www.nationalarchives.gov.uk/pathways/blackhistory/rights/abolition.htm" www.nationalarchives.gov.uk/pathways/blackhistory/rights/abolition.htmWebsiteAccessible for studentsSpartacus Educational  HYPERLINK "http://spartacus-educational.com/slavery.htm?menu=industry" http://spartacus-educational.com/slavery.htm?menu=industryWebsiteAccessible for students. Wide-ranging website on different aspects of the slave trade.Recovered Histories:  HYPERLINK "http://www.recoveredhistories.org" www.recoveredhistories.orgWebsiteAccessible for students. Resources from Anti-Slavery International.BBC History Magazine Historian James Walvin explores the abolition of the slave trade (2011):  HYPERLINK "http://www.historyextra.com/podcast/end-slavery-and-headaches-history" www.historyextra.com/podcast/end-slavery-and-headaches-history PodcastFor teachers, but also accessible for students.BBC 2007 In Search of Wilberforce TV programmeAccessible for students. Clips available on YouTube.Stanford University Historian Simon Schama discusses The Abolition of the Slave Trade 200 Years On (2007)Video lecture Accessible for students. Available on YouTube.Radio 4 In Our Time programmes: Wilberforce Empire and Slavery Radio programmesAccessible for students. Paper 2, Option 2D.1: The unification of Italy, c183070 Overview This option comprises a study of Italian history from the 1830 revolutions, through the growing economic and political dominance of Piedmont, to the creation and consolidation of the kingdom of Italy in the years 186170. In 1830, the Italian peninsular was not a unified country. Metternich, the Austrian chancellor, famously described Italy as nothing but a geographical expression. It was split into eight states governed by autocratic rulers, including the pope and the Austrian emperor, who both had great influence over the others. These states were described as restored monarchies because of events which had happened in Europe in the late eighteenth and early nineteenth centuries. Between 1792 and 1815 Europe had been threatened first by the events of the French Revolution and then by the French emperor Napoleon Bonaparte. Napoleon re-drew the political map of Italy by forcing out most of the rulers. When Napoleon was defeated in 1815 these rulers were restored to their original positions by the Congress of Vienna. The restored rulers thought they could also restore the authoritarian style of government which had existed before Napoleon but the events of the previous decades had changed everything in Europe. The French Revolution had encouraged ideas of liberalism: the desire to be free of aristocratic control and to participate in government. While the Napoleonic Empire had encouraged nationalism: the belief that people belonging to the same nation should have the right to rule themselves. In Italy, these two ideas combined to challenge both individual rulers and to spread the belief that the Italian peninsular should be unified as one country. This movement was known as the Risorgimento: the idea that the Italian peninsular would rise again to be unified as it had in ancient times under Rome. In the 1830s and 1840s, it seemed that popular revolutions might free Italy and even create an Italian republic. Agricultural and industrial change created economic hardship and, when combined with radical liberal ideas, many ordinary Italians were willing to challenge the old order. In 1848, in particular, with popular revolution spreading through the whole of Europe rather like the Arab Spring of 2011 it looked as if radical change would happen. However, the revolutionaries were just not strong enough to overcome the conservative forces of the Italian rulers and the might of Austria, and the revolutions failed. This was not the end, though. The rulers of Piedmont took advantage of the failures of 1848 and seized the opportunity to develop a more modern liberal state, modelled in many ways on Britain. Over the next 20 years, Piedmont would oversee the end of Austrian domination, and the creation although somewhat reluctantly in its take-over of the south after Garibaldis conquest of a Kingdom of Italy covering the entire peninsular. In 1870, Italy was no longer just a geographical expression and was, on paper at least, a liberal-led nation state. However, there were many divisions within Italy which would have to be overcome if it was to be a stable country: these included divisions between north and south, resentment of Piedmont and hostility from the pope. These divisions would be an underlying factor in the rise of the dictator Mussolini in the 1920s and even the political intrigues of Italy today. The option is divided into the following four key topics, though students need to appreciate the linkages between topics, as questions may target the content of more than one key topic. Topic 1. Challenges to the restored order and the failure of revolution, c183049 Topic 2. The rise of Piedmont, 184956 Topic 3. The creation of the Kingdom of Italy, 185661 Topic 4. Consolidating the Kingdom of Italy, 186170 Content guidance This section provides additional guidance on the specification content. It should be remembered that the official specification is the only authoritative source of information and should always be referred to for definitive guidance. Overview The focus of this unit is on the process of Italian unification and the key political, economic, social and cultural factors influencing the nature of this process. It considers the extent to which popular pressure for change was undermined by forces from above and the reasons for the emergence of Piedmont as the dominant force in the unification process. Students will be required to place documentary extracts in their historical context, but the knowledge they will need to have will be central to that specified in the topics. Although the unit topics are clarified separately below, students need to appreciate the linkages between them since questions, including document questions, may be set which target the content of more than one topic. For example, students might draw on elements from Topics 2, 3 and 4 to consider the decline of Austrian influence in the years 184866 or from all the topics to consider the influence of nationalism and liberalism on the process of Italian unification. Topic 1: Challenges to the restored order and the failure of revolution, c183049 The topic covers the growth of popular pressure for change in the Italian states in the years before 1848, and the causes, outbreak and failure of the subsequent revolutions in 1848. Students need to be aware of the nature of both the forces for change and the obstacles to change in the Italian states in the 1830s and 1840s. Students do not require knowledge of events before 1830 but should understand that the political geography of the Italian peninsula in 1830 reflected the political order restored by the Vienna Settlement of 1815. In reference to the failure of the revolutions of 183032, students do not need detailed knowledge of the events of the revolutions but do need to know the geography of the revolutions and why they failed. The nature of the revolutionary period of 184849 in the Italian states was often chaotic with many events occurring simultaneously. Students do not need detailed knowledge of the revolutions in individual states, except for the creation of the Roman Republic, but do need to be aware of the variety of causes, the nature of the governments established and the response of the rulers. Students should have knowledge of the effect of the outbreak of revolutionary activity on events in Piedmont and the subsequent war with Austria. Topic 2: The rise of Piedmont, 184956 The topic covers the reasons for and nature of Piedmonts development as a potential force for change in Italy in the post-revolutionary period. Students should understand the impact of the legacy of the 184849 revolutions on Piedmonts development and its implications for the subsequent process of Italian unification. They should be aware of the consequences for Piedmont of Victor Emmanuels decision to retain the Statuto originally implemented under Charles Albert. Topic 3: The creation of the Kingdom of Italy, 185661 The topic covers the national and international course of events involved in the creation of the Kingdom of Italy in the years 185661. Students should have knowledge and understanding of the role of key individuals and the part played by French intervention in the process. Students are not required to have detailed knowledge of military engagements involved in the creation of the kingdom, but should understand the impact of the war of 1859 to the process. Topic 4: Consolidating the Kingdom of Italy, 186170 This topic covers the attempts to overcome the remaining obstacles to Italian unity, and the extent to which they were successful, in the years 186170. Students should understand the extent to which the domination of the unification process by Piedmont caused on-going discontent, despite the creation of a constitutional monarchy in Italy in 1861. They should understand the extent to which territorial consolidation was affected by the international situation. Mapping to 2008 specification There is overlap between this topic and the following topic from the 2008 specification: Unit 1, Option E/F, Topic E/F1: The Road to Unification: Italy, c181570. 2015 specification2008 specificationChallenges to the restored order and the failure of revolution, c183049Challenges to the restored order, 18301847: political geography in 1830; the failure of the 183032 revolutions; the cultural challenge of the Risorgimento; political ideas and secret societies; economic divisions and social problems.Bullet point 1: Centres will have covered Austrian power across the peninsula, and the resulting growth of opposition to autocratic and foreign rule and the failed attempts at revolution in the period. They will also have covered the contribution of economic grievances, especially in the 1840s as a result of poor harvests and early industrialisation. Detail likely to have been covered. Nationalist influences, 183047: Mazzini and Young Italy; Balbo and the rule of Charles Albert in Piedmont; Gioberti and the reforms of Pope Pius IX.Bullet point 1: Centres will have covered the growth of liberal and nationalist sentiment in Italy, including the revolutionary ideas of reformers such as Mazzini. Detail likely to have been covered.Revolutions of 184849: short-term causes; outbreak of revolution in the Italian states; counter-revolutions; the Roman Republic, 184849; the situation in Piedmont, including First Italian War of Independence.Bullet point 1: Centres will have covered the outbreak of further revolutions in 1848. Detail likely to have been covered.Reasons for failure of revolutions: Austrian and French intervention; reaction of the papacy; Piedmonts weaknesses; lack of revolutionary unity and popular support; lack of international support.Bullet point 1: Centres will have covered the lessons that could be learned from the failure of the 1848 revolutions. Detail likely to have been covered. The rise of Piedmont, 184956Legacy of the 184849 revolutions: Victor Emmanuel II and the Statuto; the impact on Austrian dominance; the impact on the papacy; the French occupation of Rome; the failure of Mazzini; developments in liberalism and nationalism.Bullet point 1: Centres will have covered the lessons that could be learned from the failure of the 1848 revolutions. Bullet point 2: Centres will have covered the role played by Victor Emmanuel. Detail likely to have been covered.Political developments in Piedmont: the rule of Victor Emmanuel II; the appointment of Cavour 1852 and its impact; anticlericalism; policies to create political stability; liberal and nationalist influences.Bullet point 2: Centres will have covered the roles played by Cavour and Victor Emmanuel and the significance for unification of Cavours reforms within Piedmont. Detail likely to have been covered.Economic developments in Piedmont: commercial and industrial growth; the significance of trade agreements and the impact of the development of railways; government investment in infrastructure; the significance of Cavour.Bullet point 2: Centres will have covered the significance for unification of Cavours reforms within Piedmont. Detail likely to have been covered.Developments in diplomacy: relationship with Austria 1849; the significance of the Crimean War and Congress of Paris; relations with Britain and France; the significance of Cavour.Bullet point 2: Centres will have covered the significance for unification of Cavours foreign links. Bullet point 3: Centres will have covered the significance of Austrian and French intervention in Italy specifically in 184849 and of their continuing presence across the period. Detail likely to have been covered. The creation of the Kingdom of Italy, 185661Causes of the Second Italian War of Independence, and its outbreak: support from Piedmont for nationalists; relations with Napoleon III; significance of the Orsini Affair and Pact of Plombires; the preparation for and outbreak of war with Austria.Bullet point 2: Centres will have covered the significance for unification of Cavours foreign links Bullet point 3: Centres will have covered the significance of Austrian and French intervention in Italy, specifically in 185961 and of their continuing presence across the period. Detail likely to have been covered.Impact of war with Austria, 185960: significance of Magenta and Solferino; the nature of the peace settlement; Cavours resignation and its significance; annexation of central Italian states; loss of Nice and Savoy. Bullet point 2: Centres will have covered the role played by Cavour. Bullet point 4: Centres will have covered the roles of Piedmont and France in defeating Austria and uniting the north. Detail likely to have been covered. Garibaldis takeover of the south in 1860: Garibaldis aims and objectives; Garibaldis relationship with Cavour and Victor Emmanuel II; expedition to and success in Sicily; invasion and takeover of Naples.Bullet point 2: Centres will have covered the role played by Garibaldi, including Garibaldis intervention in Sicily and Naples. Detail likely to have been covered.The north and south unite, 186061: Garibaldis decision to take Rome and the response of Piedmont; the significance of the meeting at Teano; plebiscites in the south and papal territories; the Kingdom of Italy established.Bullet point 4: Centres will have covered the main stages by which the Italian states came together in 185961. Detail likely to have been covered. Consolidating the Kingdom of Italy, 186170Obstacles to unity after 1861: Austrian and French influence; the papacy; the reaction to Piedmontisation, including the Brigands war, 186165; the economic and social impact of the north-south divide. Bullet point 2: Centres will have covered the role of Pope Pius IX in obstructing unification to 1870. Bullet point 3: Centres will have covered France and Austrias continuing presence across the period. Bullet point 4: Centres will have covered the social, cultural and geographical divisions which affected the extent of unity achieved in these years. Detail likely to have been covered. Solving the Venetian question, 186166: failure of Garibaldi, 186264; aims of Victor Emmanuel; diplomacy with Prussia and war with Austria 1866; union with Venetia.Bullet point 4: Centres will have covered the main stages by which the Italian states came together in 1866 and the role of Prussia in the acquisition of Venetia. Detail likely to have been covered.Solving the problem of Rome, 186170: the papacy and French occupation; the failure of Garibaldi and diplomacy, 186267; the impact of the Franco-Prussian war; the Italian takeover of Rome.Bullet point 4: Centres will have covered the main stages by which the Italian states came together in 1870 and the role of Prussia in the acquisition of Rome. Detail likely to have been covered. Unity in 1870: factors promoting unity including the constitutional monarchy and national institutions; the divisive effects of social and economic problems, papal opposition, political disunity and continued irredenta.Bullet point 2: Centres will have covered the importance of the church as a political factor in Italy, and in particular the role of Pope Pius IX in obstructing unification to 1870. Bullet point 4: Centres will have covered the social, cultural and geographical divisions which affected the extent of unity achieved in these years. Detail likely to have been covered.  Resources and references The table below lists a range of resources that could be used by teachers and/or students for this topic. This list will be updated as and when new resources become available: for example, if new textbooks are published. Inclusion of resources in this list does not constitute endorsement of those materials. While these resources and others may be used to support teaching and learning, the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance. Links to third-party websites are controlled by others and are subject to change. A new textbook for this route is expected to be published by Pearson in 2015. ResourceTypeFor students and/or teachers?Martin Collier, Italian Unification 182071 (Heinemann Advanced History, Heinemann, 2003)TextbookWritten for students.David Cooper, John Laver and David Williamson, Years of Ambition: European History, 18151914 (Hodder Education, 2001)TextbookWritten for students.Alan Farmer, An Introduction to Nineteenth Century European History, 18151914 (Access to History, Hodder Education, 2001)TextbookWritten for students.Derrick Murphy, Terry Morris, Richard Staton and Sally Waller, Europe, 17601871 (Flagship History, Collins, 2000) Chapters 9, 11 and 13.TextbookWritten for students.Andrina Stiles and Robert Pearce, The Unification of Italy, 18151870 (Access to History, Hodder Education, 2006)Textbook Written for students.Eric Wilmot The Great Powers, 18141914 (Challenging History, Nelson Thornes, 1992) Chapter 10.TextbookWritten for students.Vyvyen Brendon, The Making of Modern Italy, 18001871 (History at Source, Hodder Murray, 1998)Commentaries and documentsWritten for students.Michael Morrogh, The Unification of Italy (Documents and Debates, Palgrave Macmillan, 2002) Document collection For teachers, but also accessible for students.Christopher Duggan, A Concise History of Italy (Cambridge University Press, 1994) Chapters 4 and 5.General history bookAccessible for students. Derek Beales and Eugenio F Biagini, The Risorgimento and the Unification of Italy (Pearson Education, 2002)Academic For teachers. Detailed history of the period.Martin Clark, The Italian Risorgimento (Seminar Studies in History, Pearson Education, 2009)Academic with documentsAccessible for students.Christopher Duggan, The Force of Destiny: A History of Italy since 1796 (Penguin, 2008)AcademicFor teachers. Chapters 612 offer a detailed overview of the period.John Gooch, The Unification of Italy (Lancaster Pamphlets, Routledge, 1986)AcademicAccessible for students.Harry Hearder, Italy: A Short History (Cambridge University Press, 1990) Chapters 6 and 7AcademicAccessible for students.Harry Hearder, Italy in the Age of the Risorgimento (Longman History of Italy Volume 6, Routledge, 1983)AcademicFor teachersLucy Riall, Risorgimento: The History of Italy from Napoleon to Nation State (Palgrave Macmillan, 2009) Academic For teachers. Offers a thematic approach to Italian unification.Denis Mack Smith, Cavour (Methuen & Co., 1985)BiographyFor teachersDenis Mack Smith, Mazzini (Yale University Press, 1994)BiographyFor teachersHistory Today and History Review Mark Rathbone, Piedmont in the 1850s,  HYPERLINK "http://www.historytoday.com/taxonomy/term/83" History Review,  HYPERLINK "http://www.historytoday.com/taxonomy/term/14782" 2008:  HYPERLINK "http://www.historytoday.com/mark-rathbone/piedmont-1850s" www.historytoday.com/mark-rathbone/piedmont-1850s Alan Farmer, How was Italy Unified?,  HYPERLINK "http://www.historytoday.com/taxonomy/term/83" History Review,  HYPERLINK "http://www.historytoday.com/taxonomy/term/14780" 2006:  HYPERLINK "http://www.historytoday.com/alan-farmer/how-was-italy-unified" www.historytoday.com/alan-farmer/how-was-italy-unified Graham Darby, Garibaldi - Luck or Judgement,  HYPERLINK "http://www.historytoday.com/taxonomy/term/83" History Review,  HYPERLINK "http://www.historytoday.com/taxonomy/term/25471" 2011:  HYPERLINK "http://www.historytoday.com/graham-darby/garibaldi-luck-or-judgement" www.historytoday.com/graham-darby/garibaldi-luck-or-judgementArticlesFor teachers and students. Note that a subscription is required to read the online articles ().Graham Darby, The Duchies power vacuum and dubious plebiscites in 1860 were key to changes in Italian politics, New Perspective, December 2012, pages 14 ArticleAccessible for students.Tim Chapman, The republicans and the Risorgimento, Modern History Review, September 2000, pages 2831ArticleAccessible for students.BBC Radio 4 The Invention of Italy (Episode 2):  HYPERLINK "http://www.bbc.co.uk/programmes/b03dfpjr" www.bbc.co.uk/programmes/b03dfpjrRadio seriesAccessible for students.BBC Radio 4 In Our Time programme: 1848: Year of RevolutionRadio programmeAccessible for students.Italian Unification revision material www.mrallsophistory.com/revision/category/a-level-and-ib-history-revision/the-unification-of-italySeries of podcastsAccessible for students. Paper 2, Option 2D.2: The unification of Germany, c184071 Overview This option comprises a study of German history from the failure of the revolutions of 184849 and the decline of Austrian power in the 1850s and 1860s to the creation of a new German state under the leadership of Prussia in 1871. In 1840, Germany was not a unified country. It was made up of 39 separate states mostly governed by autocratic rulers and joined together in a loose confederation dominated by the Austrian emperor. Austria and Prussia were the two most powerful states in the confederation but both of them also controlled territories outside. The German Confederation had been created in 1815 at the Congress of Vienna after the defeat of Napoleon Bonaparte. Between 1792 and 1815, Europe had been threatened first by the events of the French Revolution and then by the emperor Napoleon. Napoleon had redrawn the political map of Germany by disbanding and reorganising the Holy Roman Empire. The Holy Roman Empire had been an alliance of hundreds of German territories governed by authoritarian rulers and dominated by the Emperor of Austria. The restored rulers and the Austrian emperor thought they could return to the situation pre-Napoleon, but the events of the previous decades had changed everything in Europe. The French Revolution had encouraged ideas of liberalism: the desire to be free of aristocratic control and to participate in government. While the Napoleonic Empire had encouraged nationalism the belief that people belonging to the same nation should have the right to rule themselves and also seen the emergence of Prussia as a powerful rival state to Austria. In post-1815 Germany, the ideas of liberalism and nationalism combined to challenge both individual rulers and to spread the belief that the German-speaking states should become unified. In particular, many Germans believed in romantic nationalism which emphasised the common language, folklore and traditions of Germany as a reason for political unity. In the 1840s, it seemed that popular revolutions might create a free and united Germany. Agricultural and industrial change created economic hardship and, when combined with radical liberal ideas, many ordinary people were willing to challenge the old order. In 1848, in particular, with popular revolution spreading through the whole of Europe rather like the Arab Spring of 2011 a liberal Germany came tantalisingly close to happening with the Frankfurt Assembly. An inability to deal with initial successes and the resurgence of conservative forces, particularly in Austria and Prussia, meant that the revolution(s) were overthrown within a year. However, the seeds had been sown for the German unification, which was to take place over the next 20 years. Liberal-nationalism was reduced to the side-lines but nationalism remained a potent force and Prussia emerged from the revolutions with the potential to replace Austria as the dominant power. In the 1850s, Prussia developed as an economic power house while Austria declined. In the 1860s, Prussia under the guidance of Bismarck became the dominant German power defeating both Austria (1866) and France (187071) in war and creating a unified German Empire. Germany became a federation of individual states, ruled through a constitution which established an uneasy relationship between authoritarian Prussian-dominated government and parliamentary democracy. This complex relationship between authoritarianism, liberalism and nationalism in Germany would be the background to the rise to power of the Nazi Party in 1933. The option is divided into the following four topics, though students need to appreciate the linkages between topics, as questions may target the content of more than one topic. Topic 1. Popular pressure and causes of revolution, 184048 Topic 2. Failure of revolution, 184851 Topic 3. Austro-Prussian rivalry, 18521866 Topic 4. Prussia and the Kleindeutschland solution, 18661871 Content guidance This section provides additional guidance on the specification content. It should be remembered that the official specification is the only authoritative source of information and should always be referred to for definitive guidance. Overview The focus of this unit is on the process of German unification and the key political, economic, social and cultural factors influencing the nature of this process. It considers the extent to which popular pressure for change was undermined by forces from above and the reasons for the eventual Prussian-led Kleindeutschland solution. Students will be required to place documentary extracts in their historical context, but the knowledge they will need to have will be central to that specified in the topics. Although the unit topics are clarified separately below, students need to appreciate the linkages between them since questions, including document questions, may be set which target the content of more than one topic. For example, students might draw on elements from Topics 2, 3 and 4 to consider the decline of Austrian influence in the years 184866 or from all the topics to consider the influence of nationalism and liberalism on the process of German unification. Topic 1: Popular pressure and causes of revolution, 184048 The topic covers the growth of popular pressure for change in the German states in the 1840s and the causes of the subsequent revolutions in 1848. Students need to be aware of the forces for change and continuity. In reference to the growth of nationalism, students need to understand the cultural connections of romantic nationalism to a united Germany as well as the political developments. Students should also be aware of the relationship between nationalism and liberalism in the 1840s. The nature of the revolutionary period in the German states studied in Topics 1 and 2 was often chaotic with many events occurring simultaneously. Students do not need detailed knowledge of the revolutions in individual states, except for Prussia, but do need to be aware of the variety of immediate causes, the nature of the governments established and the response of the rulers. Also in studying both Topics 1 and 2, students need to have knowledge of the situation in the Austrian Empire but do not require detailed knowledge of events in the non-German-speaking provinces. Students should be aware of the impact of events in the Austrian Empire on the situation in Germany. Topic 2: Failure of revolution, 184851 The topic covers the attempts of the revolutionaries to create a united German government through the Frankfurt Parliament, 184849, the overall failure of the revolutions in the German states and their consequences for the future unification of Germany. Students should be aware of the consequences of the failure of the Frankfurt Parliament for German liberalism and nationalism and the significance of events at Frankfurt and in Prussia on the nature of the eventual unification of Germany. Students should be aware of the nature, and impact of, disagreements within the Frankfurt Assembly with regard to the new constitution and the geographical boundaries of a unified Germany. Students need to understand the extent to which the likelihood of a Kleindeutschland or Grossdeutschland solution was connected to the future political ambitions of Prussia and Austria. Topic 3: Austro-Prussian rivalry, 18521866 The topic covers the divergent development of both Austria and Prussia during the 1850s and the subsequent ability of Prussia under Bismarcks leadership to wrest domination of Germany from Austria in the years 186266. Students should be aware that, despite Prussias increasing rejection of Austrian power and Prussias growing economic strength, most German states still accepted Austrian political leadership until the military defeat of 1866. Students are not required to have detailed knowledge of specific military engagements of the wars covered in either Topic 3 or Topic 4, but they should understand the key features of Prussian military superiority, the reasons for Prussian victory in each war and the significance of the victories for German unification. They should also be aware of the significance of Bismarcks use of diplomacy in the preparation, prosecution, and resolution, of these conflicts. Topic 4: Prussia and the Kleindeutschland solution, 18661871 This topic covers events leading to the creation of the German Empire in 1871 and the reasons why German unification took the form of a Prussian-led Kleindeutschland solution. Students should be aware that, despite the defeat of Austria in 1866, Prussia still needed to establish control of the northern German states in order to create the North German Confederation, 1867. Students also need to be aware of the nature of the relationship between the south German states and the North German Confederation after 1867. Students should understand that, although eventual German unification was Prussian-led and achieved through the prosecution of war, the German Empire created in 1871 was also federal and constitutional in nature. Mapping to 2008 specification There is overlap between this topic and the following topic from the 2008 specification: Unit 1, Option E/F, Topic E/F2: The Unification of Germany, 184890. 2015 specification2008 specificationPopular pressure and causes of revolution, 184048The political situation in the 1840s: political geography of the German Confederation; the dominance of Austria; the growth of nationalism, including the 1840 crisis; growth of liberalism; Prussia under Frederick William III.Bullet point 1: Centres will have covered the forces which supported and opposed greater unification at that time. Detail likely to have been covered.Economic and social developments in the 1840s: economic divisions; economic dominance of Prussia; significance of railway building and Zollverein; impact of urbanisation and industrialisation on social classes. Bullet point 2: Centres will have covered economic developments before 1848, particularly the establishment of the Zollverein, urban and industrial development, and the reasons for, and extent of, the economic domination of Prussia within the Confederation. Detail likely to have been covered. Short-term causes of revolution, 184648: economic crisis, 184647; growing popular unrest; middle-class nationalism and liberalism; constitutional crisis in Baden; impact of revolution in France.Bullet point 1: Centres will have covered the forces which supported and opposed greater unification at that time. Detail likely to have been covered.Outbreak of revolution in 1848: revolution in the German states and response of the German rulers; reasons for initial success; situation in Austrian Empire.Bullet point 1: Centres will have covered the 1848 revolutions and the revolutionary activities within Germany. Detail likely to have been covered. Failure of revolution, 184851 The Frankfurt Parliament, 184849: Vorparlament; the nature and work of the Frankfurt Assembly, including disagreements and the Fifty Articles; the collapse of the Assembly; significance of weaknesses and political divisions.Bullet point 1: Centres will have covered the Frankfurt Assembly and its failure. Detail likely to have been covered.Revolution in Prussia, 184849: events in Berlin and the response of Frederick William IV; liberal government, conservative reaction and counter-revolution; the Prussian constitution. Bullet point 1: Centres will have covered the constitutional developments in 184950 and the Erfurt Union. Detail likely to have been covered.Reasons for failure of the revolutions: counter-revolution and the strength of conservative forces across Germany; the revival of Habsburg power in Austria; weaknesses of, and divisions amongst, revolutionaries.Bullet point 1: Centres will have covered the reasons for the failure of the 1848 revolutions in Germany. Detail likely to have been covered.The political impact of the German revolutions: the ambitions of Prussia and Austria, 184951; re-establishment of the German Confederation; significance of revolutionary failure for German nationalism and liberalism.Bullet point 1: Centres will have covered the impact of the 1848 events on both liberal and nationalist attitudes and on the relationship between Austria and Prussia. Detail likely to have been covered. Austro-Prussian rivalry, 18521866Austrian strengths and weaknesses, 185262: political influence in Germany; economic and financial problems; rejection from the Zollverein; international setbacks.Bullet point 2: Centres will have covered the economic developments after 1848, the increasing imbalance of resources between the industrial north and west, and the agricultural south and east, and hence between Prussia and Austria.Economic developments in Prussia: development of the Zollverein; financial strength; increased industrial production and agricultural reform; expansion of railways and state investment.Bullet point 2: Centres will have covered the economic developments after 1848, the reasons for, and extent of, the economic domination of Prussia within the Confederation and the increasing imbalance of resources between the industrial north and west, and the agricultural south and east, and hence between Prussia and Austria. Detail likely to have been covered.Political developments in Prussia, 185263: Manteuffels reforms; liberal-nationalism and the Nationalverein; regency and accession of William I; reform of the army; constitutional crisis, 186062; the impact of Bismarcks appointment. Bullet point 2: Centres will have covered the implications of industrial growth for military strength. New content, although may have been alluded to. Prussias victory over Austria, 18621866: Bismarcks aims; Austrian attempts to reform the Confederation; significance of Polish Revolt and Austro-Prussian intervention in Denmark; Bismarcks preparations for war; the significance of the Seven Weeks War.Bullet point 3: Centres will have covered the role of Bismarck and the methods by which he pursued unification under Prussian control and Prussian opposition to proposals for reforming the Confederation (1863). They will have covered the implications of Polish rebellion and the Schleswig-Holstein question for moves towards unification and the Danish (1864) and Austrian (1866) wars. Detail likely to have been covered. Prussia and the Klein-deutschland solution, 18661871Prussias role in Germany, 186667: the Treaty of Prague; the annexation of north German states; the North German Confederation; Prussias relationship with south German states; creation of the Zollparlament; Bismarck and the National Liberals.Bullet point 3: Centres will have covered the role of Bismarck and the methods by which he pursued unification under Prussian control and the establishment of the North German Confederation in 1867. Detail likely to have been covered.Prussias relations with France, 186670: Napoleon III and Bismarck; significance of the Luxemburg Crisis, the Hohenzollern candidature and the Ems Telegram; outbreak of war; significance of the international situation 1870.Bullet point 3: Centres will have covered the role of Bismarck and the methods by which he pursued unification under Prussian control to 1871. Detail likely to have been covered.The significance of Franco-Prussian War, including increased support for German nationalism, strengthening of Bismarcks position and creation of German Empire; the significance of the Treaty of Frankfurt 1871.Bullet point 3: Centres will have covered the immediate consequences of the Franco Prussian war for German unification. Detail likely to have been covered.Reasons for Prussias success, including role of Bismarck, military strength, economic factors, German nationalism and international situation.Bullet point 2: Centres will have covered the economic developments after 1848 and the reasons for, and extent of, the economic domination of Prussia within the Confederation. They will have covered the implications of industrial growth for military strength, and the ways in which economic ties and dependency encouraged the development of political links. They will also have covered the increasing imbalance of resources between the industrial north and west, and the agricultural south and east, and hence between Prussia and Austria. Bullet point 3: Centres will have covered the role of Bismarck and the methods by which he pursued unification under Prussian control to 1871 and the implications of Prussian foreign policy for the movement towards unification. Detail likely to have been covered. Resources and references The table below lists a range of resources that could be used by teachers and/or students for this topic. This list will be updated as and when new resources become available: for example, if new textbooks are published. Inclusion of resources in this list does not constitute endorsement of those materials. While these resources and others may be used to support teaching and learning, the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance. Links to third-party websites are controlled by others and are subject to change. A new textbook for this route is expected to be published by Pearson in 2015. ResourceTypeFor students and/or teachers?Alan Farmer and Andrina Stiles, The Unification of Germany, 18151919 (Access to History, Hodder Education, 2007)TextbookWritten for students. See chapters 14.Michael Gorman, The Unification of Germany (Cambridge Topics in History, Cambridge University Press, 1989)TextbookWritten for students.Alison Kitson, Germany, 18581990: Hope, Terror and Revival (Oxford University Press, 2001) TextbookWritten for students See chapter 1. HYPERLINK "http://www.amazon.co.uk/Derrick-Murphy/e/B0034Q33UG/ref=ntt_athr_dp_pel_1" Derrick Murphy,  HYPERLINK "http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=Terry%20Morris&search-alias=books-uk" Terry Morris and  HYPERLINK "http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_3?_encoding=UTF8&field-author=Mary%20Fulbrook&search-alias=books-uk" Mary Fulbrook, Germany 18481991 (Flagship History, Collins Educational, 2008)TextbookWritten for students.Bob Whitfield, Germany 18481914 (Heinemann Advanced History, Heinemann, 2000)TextbookWritten for students.Derrick Murphy, Terry Morris, Richard Staton and Sally Waller, Europe, 17601871 (Flagship History, Collins, 2000)TextbookWritten for students. See chapters 8, 11 and 14.David Cooper, John Laver and David Williamson, Years of Ambition: European History, 18151914 (Hodder Education, 2001)TextbookWritten for students.Alan Farmer, An Introduction to Nineteenth Century European History, 18151914 (Access to History Context, Hodder Education, 2001)TextbookWritten for students.Eric Wilmot, The Great Powers, 18141914 (Challenging History, Nelson Thornes, 1992)TextbookWritten for students. See chapter 12. HYPERLINK "http://www.amazon.co.uk/David-Hargreaves/e/B001KDKJFM/ref=ntt_athr_dp_pel_1" David Hargreaves, Bismarck and German Unification (Documents and Debates, Palgrave Macmillan, 1991)Document collectionFor teachers, but also accessible for students. HYPERLINK "http://www.amazon.co.uk/Clive-Lodge/e/B001KDMR8O/ref=ntt_athr_dp_pel_1" Clive Lodge, From Confederation to Empire: Germany, 18481914 (History at Source, Hodder Education, 1997)Commentariesand documentsWritten for students. HYPERLINK "http://www.amazon.co.uk/John-Breuilly/e/B004K2QMEC/ref=ntt_athr_dp_pel_1" John Breuilly, Austria, Prussia and The Making of Germany: 1806-1871 (Seminar Studies in History, Routledge, 2011) Academic with documentsAccessible for students. HYPERLINK "http://www.amazon.co.uk/John-Breuilly/e/B001HCW8AK/ref=ntt_athr_dp_pel_1" John Breuilly, The Formation of the First German Nation-State (Studies in European History, Palgrave MacMillan, 1996) AcademicAccessible for students. HYPERLINK "http://www.amazon.co.uk/David-Blackbourn/e/B001ITXMQG/ref=ntt_athr_dp_pel_1" David Blackbourn, History of Germany, 17801918: The Long Nineteenth Century (Blackwell Classic Histories of Europe, Wiley-Blackwell, 2002) AcademicFor teachers. Detailed overview of Germany in the nineteenth century. William Carr, A History of Germany 18151990 (Hodder Arnold, 1991) AcademicDetailed overview suitable for teachers but also accessible for students. See chapters 23.Mary Fulbrook (editor), German History Since 1800 (Arnold, 1997) AcademicAccessible for students. See chapters 6 and 7.Michael Hughes, Nationalism and Society: Germany 18001945 (Edward Arnold, 1988)AcademicFor teachers. Thematic approach to modern German history. See chapters 45.  HYPERLINK "http://www.amazon.co.uk/D.G.-Williamson/e/B001IU2OI2/ref=ntt_athr_dp_pel_1" David G Williamson, Bismarck and Germany: 18621890 (Seminar Studies in History, Routledge, 2010) Academic with documentsAccessible for students. HYPERLINK "http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Edgar%20Feuchtwanger&search-alias=books-uk" Edgar Feuchtwanger, Bismarck: A Political History (Routledge Historical Biographies, Routledge, 2014)BiographyFor teachers. Detailed assessment of Bismarcks political career.  HYPERLINK "http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Katharine%20Lerman&search-alias=books-uk" Katharine Lerman, Bismarck (Profiles in Power, Routledge, 2004)BiographyAccessible for students. HYPERLINK "http://www.amazon.co.uk/Jonathan-Steinberg/e/B001JASXDQ/ref=ntt_athr_dp_pel_1" Jonathan Steinberg, Bismarck: A Life (Oxford University Press, 2012)BiographyFor teachers. Full length academic treatment. HYPERLINK "http://www.amazon.co.uk/Bruce-Waller/e/B001HCTYOS/ref=ntt_athr_dp_pel_1" Bruce Waller, Bismarck (Historical Association Studies, Wiley-Blackwell, 1998)BiographyAccessible for students.John Breuilly, The German National Question and 1848, History Today, 1998:  HYPERLINK "http://www.historytoday.com/john-breuilly/german-national-question-and-1848" www.historytoday.com/john-breuilly/german-national-question-and-1848 Robert Pearce, The Austro-Prussian War,  HYPERLINK "http://www.historytoday.com/taxonomy/term/83" History Review,  HYPERLINK "http://www.historytoday.com/taxonomy/term/14784" 2010:  HYPERLINK "http://www.historytoday.com/robert-pearce/austro-prussian-war" www.historytoday.com/robert-pearce/austro-prussian-war ArticlesAccessible for students. Subscription required to access articles online ().John Breuilly, The First German Unification 184771, Modern History Review, February 1996, pages 912ArticleAccessible for students.Graham D Goodlad, The Unification of Germany, Modern History Review, September 2000, pages 1921ArticleAccessible for students.Tim Chapman, Germany 181548, Modern History Review, September 1999, pages 58ArticleAccessible for students.David MacKinnon-Bell and Ian Cawood, Otto von Bismarck and German Unification, Modern History Review, November 2001, pages 811ArticleAccessible for students.Michael John, Unification of Germany: The View from Below, Modern History Review, April 1991, pages 1619ArticleAccessible for students.Fordham University Sourcebook Documents on German unification 184871:  HYPERLINK "http://www.fordham.edu/halsall/mod/germanunification.asp" www.fordham.edu/halsall/mod/germanunification.aspWebsiteAccessible for students.Video lecture by historian Richard Evans (2010): War and Peace in Europe from Napoleon to the Kaiser: The Wars of German Unification, 18641871 www.gresham.ac.uk/lectures-and-events/war-and-peace-in-europe-from-napoleon-to-the-kaiser-the-wars-of-germanVideo lecture Accessible for students.German Unification revision material  HYPERLINK "http://www.mrallsophistory.com/revision/category/a-level-and-ib-history-revision/unification-of-germany" www.mrallsophistory.com/revision/category/a-level-and-ib-history-revision/unification-of-germanySeries of podcastsAccessible for students.BBC Radio 4 In Our Time programme: Bismarck 1848: Year of Revolution Radio programme Accessible for students. Student timelines Two timelines are given below: combining the Paper 1 topic with each of the Paper 2 topics. These could be given to students, and could be further edited and added to by them. Inclusion of dates and events in this timeline should not be taken as an indication that these are prescribed or that students must know them all: the official specification and associated assessment guidance materials are the only authoritative source of information and should always be referred to for definitive guidance. With the Paper 1 dates alongside dates for the chosen Paper 2 topic, the timeline is designed to help students make links between the topics they are studying. Although each student will study only one of the Paper 2 options, this will also provide some context for the period before or after the one they study. Students may find it useful to colour-code events, for example highlighting the different Paper 1 themes in different colours. Option 1D: Britain, c1785c1870: democracy, protest and reform with Option 2D.1: The unification of Italy, c183070 Events in italics are outside the dates of the specification but included for useful context. EnglandUnification of ItalyBill of Rights Society founded1769Wyvill formed Yorkshire Association to support government reform 1779Gilberts Act allowed outdoor relief1782Pitts bill for parliamentary reform defeated in the Commons1785The Society for the Abolition of the Slave Trade founded1787Dolben Act passed 1788Start of French Revolution Olaudah Equiano, published autobiography1789Burkes Reflections on the Revolution in France published 1790Paines Rights of Man published (179192)1791London Corresponding Society formed1792Habeas Corpus suspended1794Two Acts outlawed radical organisations Speenhamland system introduced1795Naval mutinies1797Combination Acts banned trade unions (1799-1800) Slave Trade Regulation Act 1799Foreign Slave Trade Act1806Abolition of the Slave Trade Act 1807Start of Luddite protests1811Formation of first Hampden Clubs1812Repeal of the Elizabethan Statute of Artificers1813Corn Law passed Riots in the North, Midlands and East Anglia (181516)1815Vienna Settlement Spa Fields demonstrations Game Laws1816Pentridge Rising Blanketeers March Habeas Corpus suspended Seditious Meetings Act1817Peterloo Massacre Six Acts Factory Act1819Cato Street conspiracy Queen Caroline Affair (182021) 1820Revolt in the Kingdom of NaplesStockton to Darlington railway opens1821Revolution in the Kingdom of Piedmont put down by Austrian forcesMaster and Servant Act1823Combination Acts (17991800) repealed1824Amending Act1825Test and Corporation Acts Corn Laws relaxed1828Catholic Emancipation Act Attwood founded the Birmingham Political Union1829Swing Riots across South and East Anglia Liverpool to Manchester railway opens1830Revolution in France triggered sporadic revolts in ItalyWidespread riots following the defeat of the Reform Bill in the House of Lords Cholera epidemic (183132)1831Revolutions in Modena, Parma and the papal states suppressed by Austrian troops Mazzini founded the nationalist society Young Italy Charles Albert became King of Piedmont Great Reform Act Poor Law Commission (183234)1832Factory Act1833Mazzinian plot suppressed in PiedmontPoor Law Amendment Act Robert Owen founded the GNCTU Transportation of the Tolpuddle Martyrs1834Mazzinian revolt in Genoa Garibaldi, involved in the Genoa plot, fled to South AmericaMunicipal Corporations Act established elected local councils1835London Working Mens Association founded1836Victorian Age began1837Peoples Charter published Anti-Corn Law League established London to Birmingham railway opened1838First Chartist petition rejected Newport Rising1839First railway opened in Italy, from Naples to PorticiNational Charter Association founded1840Complete Suffrage Union founded Second Chartist petition rejected Plug riots Mines and Collieries Act Chadwicks report on the sanitary conditions of the labouring population1842William Lovett abandoned Chartism1843Publication of Giobertis Primato Bank Charter Act Rochdale Cooperative Society founded Railway mania (184445) Factory Act1844Publication of Balbos Delle Speranze dItalia Chartist Land Cooperative founded1845Revolts in RomagnaCorn Law abolished1846Election of Pope Pius IX Poor Law Act Factory Act1847Cavour and Balbo founded the nationalist newspaper Il Risorgimento (The Resurrection) Customs league established between the papal states, Tuscany and PiedmontThird Chartist petition rejected Collapse of Chartist movement Cholera epidemic Public Health Act established Central Board of Health1848Revolutions took place in many Italian states in 184849 Constitutions granted in Sicily, Tuscany, Piedmont and the papal states Uprising in Lombardy and Venice declared a republic Charles Albert declared war on Austria but was defeated at Custoza Counter-revolution in Naples and Sicily1849Roman Republic declared Charles Albert defeated by the Austrians at Novara. He abdicated and was succeeded by Victor Emmanuel II as King of Piedmont Roman Republic overthrown by French troops Republic of Venice surrendered to Austrian forcesFactory Act Development of New Model trade unions (1850s)1850Cavour became Piedmontese Minister for Trade, Agriculture and the Navy Siccardi Laws passed1851Cavour made commercial treaties with neighbouring countries1852Cavour became Prime Minister of PiedmontBallot Society formed to campaign for the secret ballot Factory Act1853Mazzinian insurrection in Milan suppressed1854Beginning of Crimean War 1855Piedmont joined France and Britain in the Crimean War and sent troops 1856Cavour attended peace conference in Paris1857Italian National Society founded1858Orsini attempted to assassinate Napoleon III in Paris Cavour and Napoleon III met at Plombires and agreed on war against Austria (Pact of Plombires)Emergence of the Liberal Party Molestation of Workmen Act1859Austrian declaration of war against Piedmont Austrian defeated at Magenta and Solferino Armistice at Villafranca prompted Cavour to resign Lombardy formally annexed by PiedmontCoal Mines Regulation Act1860Cavour returned to power Plebiscites in Central Duchies in favour of unity with Piedmont Garibaldis conquered Sicily and the Kingdom of Naples Piedmontese troops took over Umbria and Marches Plebiscites ratified annexation of Sicily, Naples, Umbria and the Marches Meeting between Garibaldi and Victor Emmanuel at Teano1861First elections to Italian parliament Victor Emmanuel II proclaimed King of Italy Death of Cavour Limited Liability Act1862Garibaldis attempt to take Rome defeated by Italian forces at AspromonteReform Union founded Climbing Boys Act1864September Convention between Italy and France on the future of RomeReform League founded1865Capital of Italy moved from Turin to FlorenceSheffield Outrages1866Italian declaration of war against Austria Italian defeated at Custoza and Lissa Union of Venetia with ItalySecond Reform Act passed Hornby vs Close case Factories and Workshops Act1867Garibaldis attempt to take Rome defeated by French forces at MentanaTrades Union Congress formed Torrens Act1868Municipal Franchise Act (single women ratepayers could vote in local elections)18691870Franco-Prussian war began French troops withdrew from Rome Rome occupied by Italian forces and incorporated into the Kingdom of Italy1871Rome proclaimed capital of Italy Option 1D: Britain, c1785c1870: democracy, protest and reform with Option 2D.2: The unification of Germany, c184071 Events in italics are outside the dates of the specification but included for useful context. For the Unification of Germany a brief overview of the events leading up to 1840 would be useful to establish context but students do not need to know these events or refer to them in any essay response. EnglandUnification of GermanyBill of Rights Society founded1769Wyvill formed Yorkshire Association to support government reform 1779Gilberts Act allowed outdoor relief1782Pitts bill for parliamentary reform defeated in the Commons1785The Society for the Abolition of the Slave Trade founded1787Dolben Act passed 1788Start of French Revolution Olaudah Equiano published his autobiography1789Burkes Reflections on the Revolution in France published 1790Paines Rights of Man published (179192)1791London Corresponding Society formed1792Habeas Corpus suspended1794Two Acts outlaw radical organisations Speenhamland system introduced1795Naval mutinies1797Combination Acts banned trade unions (17991800) Slave Trade Regulation Act1799Foreign Slave Trade Act1806Abolition of the Slave Trade Act 1807Start of Luddite protests1811Formation of first Hampden Clubs1812Repeal of the Elizabethan Statute of Artificers1813Corn Law passed Riots in the North, Midlands and East Anglia (181516)1815Vienna Settlement: German Confederation formed Spa Fields demonstrations Game Laws1816Diet of the German Confederation meetsPentridge Rising Blanketeers March Habeas Corpus suspended Seditious Meetings Act1817German Student Associations organise nationalist festival at Wartburg1818Constitutions granted in Baden and BavariaPeterloo Massacre Six Acts Factory Act1819Nationalist students murder Kotzebue Carlsbad Decrees Prussian trade treaty with Schwarzburg-Sonderhausen lays foundation for ZollvereinCato Street conspiracy Queen Caroline Affair (182021)1820Vienna Final Act increases Confederation control over individual statesStockton to Darlington railway opened1821Austria reimposes control in Italy Metternich appointed chancellor of the Austrian EmpireMaster and Servant Act1823Combination Acts (17991800) repealed1824Amending Act1825Test and Corporation Acts Corn Laws relaxed1828Catholic Emancipation Act Attwood founded the Birmingham Political Union1829Swing Riots across South and East Anglia Liverpool to Manchester railway opened1830Revolts in Hesse, Brunswick and Saxony (183031) led to granting of constitutionsWidespread riots following the defeat of the Reform Bill in the House of Lords Cholera epidemic (183132)1831Great Reform Act Poor Law Commission (183234)1832Nationalist festival in Hambach advocates revolt against Austrian ruleFactory Act1833Establishment of Zollverein (German customs union)Poor Law Amendment Act Robert Owen founded the GNCTU Transportation of the Tolpuddle Martyrs1834Launch of Young Germany movement Metternich issued the Six Articles extending the Carlsbad DecreesMunicipal Corporations Act established elected local councils1835Baden joined the Zollverein London Working Mens Association founded1836Victorian Age begins1837Hanoverian constitution of 1833 suspended by new kingPeoples Charter published Anti-Corn Law League established London to Birmingham railway opened1838First Chartist petition rejected Newport Rising1839National Charter Association founded1840Frederick William IV became King of Prussia Rhine crisis with FranceComplete Suffrage Union founded Second Chartist petition rejected Plug riots Mines and Collieries Act Chadwicks report on the sanitary conditions of the labouring population1842William Lovett abandoned Chartism1843Bank Charter Act Rochdale Cooperative Society founded Railway mania (184445) Factory Act1844Chartist Land Cooperative founded1845Corn Law abolished1846Poor Law Act Factory Act1847Frederick William summoned a Prussian United Diet in BerlinThird Chartist petition rejected Collapse of Chartist movement Cholera epidemic Public Health Act established Central Board of Health1848Revolution in France sparked revolutions in the German Confederation and Austrian Empire Resignation of Metternich German National Assembly formed in Frankfurt Prussia went to war with Denmark over Schleswig-Holstein Franz Joseph became Emperor of Austria Prussian National Assembly dissolved and Frederick William IV issued his own constitution1849Frederick William IV rejected offer of hereditary emperorship of Germany by the German National Assembly Counter-revolution in German states and Austrian EmpireFactory Act Development of New Model trade unions (1850s)1850Frederick William IV summoned a German parliament to Erfurt Prussia abandoned its Erfurt Union plan and accepted the authority of the Confederation1851German Confederation formally restoredBallot Society formed to campaign for the secret ballot Factory Act1853Zollverein renewed for a further 12 years Austria signs commercial treaty with the Zollverein Oldenburg and Hanover join the Zollverein1854Beginning of Crimean War: Austria neutral but anti-Russian, Prussia neutral1858Agreement between France and Piedmont to act against Austria Prince William became regent of PrussiaEmergence of the Liberal Party Molestation of Workmen Act1859France and Piedmont at war with Austria Austria ceded Lombardy to Piedmont Formation of the Nationalverein (German National Association) Bismarck appointed Prussian ambassador to RussiaCoal Mines Regulation Act1860Prussian minister of war, Albert von Roon, introduced military reforms into Prussian parliament 1861Death of Frederick William IV William I became King of PrussiaLimited Liability Act1862Bismarck appointed Minister-President of Prussia during constitutional crisis Bismarck delivered his blood and iron speech1863Prussia offered Alvensleben Convention to Russia Schleswig incorporated into DenmarkReform Union founded Climbing Boys Act1864Prussia and Austria went to war with Denmark over Schleswig-Holstein Reform League founded1865Convention of Gastein New Zollverein treaty concluded (Austria excluded) Bismarck and Napoleon III met at BiarritzSheffield Outrages1866Secret alliance between Prussia and Italy Prussia and Italy went to war with Austria Prussian victory at Sadowa Peace of Prague (Austria excluded from Germany)Second Reform Act passed Hornby vs Close case Factories and Workshops Act1867North German Confederation established Customs agreement between the North German Confederation and the south German statesTrades Union Congress formed Torrens Act1868Formation of a customs parliamentMunicipal Franchise Act (single women ratepayers could vote in local elections)18691870Crisis over Hohenzollern candidature to the Spanish throne Franco-Prussian war Prussian victory at Sedan 1871Proclamation of the German Empire William became German Emperor Imperial Reichstag convened and agreed a constitution Treaty of Frankfurt (France ceded Alsace and Lorraine to Germany)           STYLEREF "A head" \* MERGEFORMAT Challenges to the authority of the state in the late eighteenth and nineteenth centuries   STYLEREF "A head" \* MERGEFORMAT Challenges to the authority of the state in the late eighteenth and nineteenth centuries  PAGE 2 Pearson Education Ltd 2014.  PAGE 1 Pearson Education Ltd 2014.   STYLEREF "A head" \* MERGEFORMAT Paper 2, Option 2D.1: The unification of Italy, c183070   STYLEREF "A head" \* MERGEFORMAT Paper 2, Option 2D.1: The unification of Italy, c183070  PAGE 20 Pearson Education Ltd 2014.  PAGE 19 Pearson Education Ltd 2014.   STYLEREF "A head" \* MERGEFORMAT Paper 2, Option 2D.2: The unification of Germany, c184071   STYLEREF "A head" \* MERGEFORMAT Paper 2, Option 2D.2: The unification of Germany, c184071  PAGE 32 Pearson Education Ltd 2014.  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