Table Of Content189
Robin Bunce
1 1
Laura Gallagher
1
Sarrah Ward
. Personal.is_e yo.ur··revision
- -
. Practise .·exatn q:u.estio,n·s ·
G.et your best grade!
A S d e x c e l · istory
T H E T I U
F I I
1896 1943
Robin Bunce
Laura Gallagher
Sarah Ward
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@ Robin Bunce, Laura Callagher~S arah Ward 2014
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C o n t e n t
Introduction 2
Revjsed S c · 1 : I al y 1896 -191 4
:. .... -~ Italy in 1.8 961 4
.
.'I'l l '· •••• ·.- The weaknesses of Italian Liberalism 6,
:
....... ..........
. Italy's ,economic boom 1896-1912 8
rII •···· •·•-• i:
Regional divisiona, 10
i.-.....:
.•" ' f P't rr• Italy as a w,orld power and Italian nationalism 12
.... ........
.
G1iolitti's reforms 14
; :
...... .........
.. . Exam focus 1 fi
"'••"'II•·.
Revised Section 2: The impact of the First World War 1918- 23 18
..a, rr, rf''t
.. Italy's •mutHat,sd victory' 18
... .......
. .
. . The politicaJ impact of the war 20
... .......
.. .
. ..
The economic impact of the war 22
.
s. .... '-~
.
i~ -..... ; The social impact of the war 24
. ....... :..
.... ., .
.. .. D'Annunzio's, Fium,e 26
............
..... .........
... ....... The emergenoe of Fascism 2.8
·-
.. ........ ....
. . The March 0n Rome 30
... .. .... 1
.•1 ........ .
.: ;. The appeal of Fascism 1919--22 32
r·· ··-~
;4 ......; :
. . Exam focus 34
....... ..
,-
Revi1sed Section 3: Power and control in Fascist Italy 36
L.. . J
The consolidation of power 1 922-23 36
··=
L~II! •.• .• J The consolidation of power 1924-25 38
L= .. .. J: F. asc1. st propagand-' a 40
........... z
L~ .. .. J Fascist t,error 42
.a ... .... ••.· Women and children 44
~ ~
... ... ... .
... I'll'"' ... .
i i Education and censorship 46
..........
L;., .. . J~
Fascist economic policy 48
r·····~
Fascism and the traditional ellt,es 50
~a•••.-..,
•il•-11••
i i How successful was Fascism 1922-43,? 52
: ~
:· .. ···~ Exam focus 54
="'""-"'"'i
ReVised Section 4 : Building the new Rornan Empire 56
...... ....
.,
; : Mussolini's foreign policy aims 56i
:.. ..-.~.... .!.
.... .......
• • Fiume and Corfu 58
s
.~ .........
t. ..J
The Abyssinian campaig1n 60
i:· ••• ••;
Italian involvement in 1he Spanish Civil War 62
.~ .........~
e······; B ....
: : Rom,e- ·e m 1in Axis 64
~--~a ....:
[:::J
War and downfall 66
:51 ........ ... E f 68
;,. ... J~ xam OCUS
G:lossary 70
Answers 75
Timeline 78
lntrod uc tion
About Ur1it 1 1. Weaknesses of the political sys.tem and attempts
to stabilise it from 1903 under Giolitti; social
Unit 1 is worth 50 per cent of your ;.,.s level. It requires
discontent and political disorder, 1896- 1912.
detailed knowledge of a historical period and the
2. The impact of the First Wo.rld War on Italy and its
ability to explain the causes, consequences and
impact on the Liberal State, 1918----23: Mussolini
significance of historical events. The:re are no sources
and the message and appeal -of Fascism, 1919- 22.
in the Unit 1 e..xam and there.fore all marks available
are awarded for use of your own kn,owledge. . Power and control in Fascist Italy: propaganda;
te.rro.r; the PN F (Partito N.azionaJe Fascis ta)
In d1.e exam, you are required to answer two
econorn.ic policies; the relationship of the regime
questions from a range of options. The questions Me
w ith the Church and the old elite·s.
all worth 30 mru-ks and therefore you. shou]d divide·
4. Building the new Roman Empire, 1922- 43-:
your time - including any extra time you have been
Abyssinia, Spain and Ica]y's diplomatic and
allocated - equally between the questions.
military preparations fo.r war, 1983- 41.
The questions you answer must be on different topics.
This book deals exclusively with topic E3: The ,Collapse How to use th~ book
of th.e Liberal State and the Triumph of Fascism in Italy,
This book has been designed to help you to develop
1896-1943. However, you must also be prepared to
rhe knowledge and skills necessary to succeed in the
answer a question on another topic.
exam. The book is d.ivided into four sections - one
The exam will test your ability to:
fo.r each get'leral area of the course. Each section is
made up of a series of topics organised into double
• select information that focuses on the question
page, spreads. On the left-hand page, you will find a
• organise this information to provide an answer to
sum mary ot the key content you need to learn ..
the question
Words in bold in the key content are defined in the
• show range and depth in the examples y ou provide
glossary.
• analyse the significance of the information used
On the right-hand page, you will 6.nd exam-focused
to .reach an overall judgement.
activities. T ogethe:r, these tvvo strands of the book
The Collapse of the !Liberal State and the wiU take you through the knowledge and skills
Triumph of Fascism in Italy, 1896-1943 essential for exam. success.
The exam board specifies that students should study
four gene-ral area.s as part of this topic.
Key historical, content Exam-focused1a ctivities
•• I ~l~i!
1
f-, ,.-....,.. r,.. ..,..l..iL. .~. .,~f . R,.o...,-.. ....J t.H.,.t...~.J.l-h...... .-~.:-t,,-."-1J'u ..t ,,i...,~,.- .1,.• ,crh-.-.,. ..I ...~ n. ;.t,,;l..-,..P.,. ,.,-.. .A. 1~aoI ., ~•.~h -t~ -tI~C• _! ,· ..N. .. ."I. .,- ,.";..; .t.._."....'.. "....."... -. . .- t•f
-,.-.~--·..._~ ....... . -•t~t•i,.. • . l~._'f.. .-,, "._,f.. /.-',~ .f ht.iol l~".pJ,".o~."lt .".i'...;,:f. r ...i.t.-,.f..Hl.> -,1•t t1t.. ,o., .. ... rc..,,•.~... . .J,.-,,.ft r-:.1Cf.1 ,,,..,, . t.1,. t...t'~-~ ~._..., -ft+~t--.tL. -...t-r ,.tl.fi"'.r•°7,r"~ '! iM1r'91~f,4tf1f '.l,l.-f..l.o. ·-.toa"!ltfr !'<!, ~I-.L.....,,-.r_t.- . ....,..,.....(.,.n. ,..+
-~._._ _ . ........., .,. ...i ai. tw.. lkrtal• .,. .., .,.~-hit«:,l~~Ai.Ail
·-
!...~....... ....... .........
~
I...,..• .,.....
There are three levels of exam-focused activities.
CD
• Band 1 activities are designed to develop the foundational skills n,eeded
to pass the exam. These have a turquoise heading and this symbol:
Band 2 activities a.re designed to build on the skills d eve.loped in Band 1 CD
activities and to help you to develop the skills necessary for a C grade.
These have an orange he-ading and this symbol:
CD
• Band 3 activities are designed to enable you to access the highest grades.
These have a purple heading and this symbol:
Some of the activities have answers or suggested answers pages 75- 77 and
011
have this symbol:
On pages 16- 17, 34-35, 5~5 and 68- 69 arre four exam-style questions and model
A-grade answer with examine:r's commentary. This will give you guidance on what is
expected to achieve the top grade.
You can also keep track of your revision by ticking off each topic heading in the
book, or by ticking the check.llst on the conte11ts page. Tick each box when you have:
• revised and understood a topic
• completed the activities.
Mark sc heme
For some of the activities in the book it will be useful to refer to the mark scheme for
the unit Below is the mark schem,e for Unit 1.
Level Marks Description
1 1-6 • Lacks focus on the question
• Umit,ed factual accuracy
• H~g1hly generalised
Level 7 answers are hfghly simpllstrc, Irrelevant or vague.
2 7-12 • GenersJI po,~nts With some focus on the que,S'tion
• Some accurate and r:elevant supporting evidence
Level 2 answers might tell the story without addres, sing the question, or addre$-s the
question without providina supporting examples.
3, 13-18 • General points that focus on the question
• Accurate support, but this may bs either only partry rsl,evant or lacking detail, or both
• Attempted anaJysis
Level 3 answers attetnpt to focus on the, question but have· significant araas of weakness.
I
For exampt.e, the focus on the question may drift, the answer may lack specific examples,
or parts of the essay may simply tell th,e story. Answers thal do not deal with factors that
are, stated In the question cannot achieve higher than Level 3.
4 19--24 • Gener~ poiints that clearly focus on the question and show understand1ng of the- most
important i.actors jnvolv.edl
• Accurat,e, r:elevant and detaUed supporting ev~denoe
• Anallysi.s
L,evel 4 answers dearly attempt to answer the question and demonstrate a deta11ed and
wide-ranging knowledge of the period studied.
5 25-30 • As Lave'1. 4
• Sustained analysis
Level 5 answers are thorough and detailed. They clearly engage with the question and o'ffer
a balanced and car:efu/ly reasoned argum,ent, which is sustained throughout the essay.
Section 1:
Italy 1896-1912
.. ...................
: ., :"
n co
Italy was a v ery new country in 1896. Although it The South did not feel like it was a part of the new
had a long and rich history, it suffered from many Italy as all of the political power and wealth was in
problems as a result of its late development. r.h.e N·orth. ltaly also suffered by comparison to the
Unification (which took place in 1870) had othe.r powe.rs of Europe, as it did not possess an
happened quickly and had brought together t\No ,empire and remained unrecognised by the Pope,
ve1y different areas: who had lost lands and power because of the
Risorgi.mento.
the wealthy and more industrially developed
N orth and
the poor and agricultural S0utl1..
Social and economi,c conditions in ttaly in 1896
Condition Socio-economic result
Compared to other countr~ss (espec~aHy thQ second Agn1cultural labourers sarnsd under 50p psr w,eak;
newest country, Germany), Italy 'Has poor and incor-ne per head was under £8 per year in ltaJy
economij cauy und1erdeveioped. compared to £26, in France and £31 11n Blita,n.
Agriculture was by far the b~g1gest employer but there Nearly 60 per cent of the population worked on the,
were wide valiations in the patterns of agriculture. land - in Brjtain only 1 0 per cent did. Farms vari:ed
from small-scale peasant a,gnculture in the AJps 10 vast
estates in the south owned by ar1stocra11ic ~andowners.
The revolution had challenged 1he ofd class structure but The intention to bu~ld ne\,v networks of independent
this jlust meant 1ha1 the aristocracy now shared pmver (and weaithier) peasant farmers was not reaUsed;
wnh 1he new middfe class eUte. when feudal laws were abolished, 1,aVvyers and local
government offl cia~s beneftted.
What was life like for the poor? Nobility did not: automatically er1tail wealth.
Some did still own large estates and were m,ore
• Disease was rife - malaria was particularly
enterprising., hut many otlh.ers relied on inco.m.e
widespread in d1.e south of Italy, killing 15,000
from jobs like army officers that were not
people annually. The water supply was often
particularly well paid.
infected and many died of cholera.
After unification, there were approximately
• Poor diet - in the North the diet of the poor was
200 000 landowners and businessmen with
based on polenta. 1be lack of variety led to
1
w h.om the nobility had to- sl1are power.
vitamin defi.ciencies and tb.e dise-ase pellagra.
Lavvyers and doctors were also landowners
Few of ltaly's poor cou]d afford luxury foods like
and they dominated lo·cal government. These
tomato·es, cheese and ham. Mostwine was sold
people formed th,e bas.is of the new tnid dle
to the middle class or went for export.
class.
Housing conditions were primitive - often ·One·- or
• There were around 250,000 non-man.ual
twowbedroo1n hous,es for large families, whicl1.
government workers, of which 75,000 were
they shared with their animals.
teachers. They were not very highly paid. The
Who were the middle and upper classes jobs were secure, however, which caused them to
value the work more than they might have
of the new Italy?
othe1wise.
• The old elite were the noble aristocratic families.
There· were 7387 nob]e families, many mor,e than
in Britain. Sicily a]one had 208 princes.
Use 1hs information on the opposi1e· page to add detai111o the spider diagram below.
Differences
between
No,rth and South
Local! governm1,ent Italy in 1896 Sod a! co ndit~oin s
Economic
conditions
The Uberat regirrne jn Ually coHapsed in 1922. Many historians beH·eve 1hat the reasons for Its co,Hapse can be dated
back to the end of the nineteenth century. Use the ~nformati,on ·on the ,oppos~te page to comp!ete the tabl,e belovv.
In the feft-hand colurnn, Ust factors that made ltally difficult to govern in 1896. In 1he ri,ght-hand co~umn explain how
each fac1or made naly difficult to gover1n.
Factor How did this make Italy difficult to govern?
setI ·
··Rev 1 1
i
'
. .
. .
....................
In d1: .eoiy, the new Italian state was a triu1nph of the. individual states. In practice, however,
Liberalism. It reff.ected the birth of a new nation. The all three still retained a great deal of po:wer. F,or
old Italian states became one nation, gove.rn·ed by what was meant to be a lib era] system, Italy h.ad
the rule of law rathe.r than the traditional elites: the strong conservative an.cl authoritarian institutions.
Catholic Chur.ch, the a.risto.cracy and the heads of
?..
The Ca1ho~~c Church Afier unilfication Pope Pius IX shut htmself away in the Vatican in protest, as now the
papacy had much lless poHtfcal infiuence across lta11y. Afr1though the ~at,er Pope Benedtct XV
allowed Catholics 1o participate in nat~ona~ el,ections in 1919, no pope· ackno,Mledged the
,existence of the klingdom o,f ltaJy until 1929. Consequently, LiberaJ g1overnmsnts continued
1
to be, locked in confUct with an ,extremely pov,1erful jnstltubon over unsstUsd claims relating
to ·educa1ion ,and charity. Coalition governments found ongoing reUg1ious issues hard to
reso"'e·.
The Church was a source ,o,f instabmty and conflict for governments unti~ the Fascists came
to power.
Monarchj,es Afl:,er unmcafion, there was one 1monarch, form,eny the ruler 01 P~edmont, who ruled over
Italy. Before 1870, every state had its own ruier.
The arjstocracy Thjs remarined the· same. In the new r,egim,e, there were, some ooncesstons to landowners
that madlQ their Hv,es sas~sr than those of the peasants under the new regime ,(ses page 4).
t it utl ? years af.ter their eighteenth birthday. It deliberately
O
taught a sens·e of national identity'. Usually only a
The monarchy
third of all available men were called up as many
The king of Italy was not a constitutional monarch. were u1.1_ _f it. Others, like eldest sons, were needed to
He had direct power: run family farms or businesses. Most o.f the 15,000
officers were from Piedmont, which was essential
• He was head of the army and fully involved in
to keep the army loyal to the Piedmontese
military matters.
monarchy.
• He played a role in foreign policy.
He selected tl1te prime 1ninister.
forn i n1
?
He had to approve the appointments of
ln 1896, there were no strong political parties .in
government ministers.
Italy. Political organisation was not part of tra.dition
There ·were two limits on hls power:
in the former states of Italy. Politicians had strong
l,ocaJ or family links rather than shared political
• Parliament had to approve the taxes dlat paid for
principles. Authority figures like the king were
the army and government.
therefore mo,re easily able to wield power. Th.:ere was
The king's character limited his power.
potential for political manoeuvring. Trasfor111isn,o
The king in 1896 was Umberto I. He was not .an
emerged from this system:
intelligent, strong or popular leader and was rarely in
government. However, he· pushed for the T.riple • The king would appoint a prime minister.
Alliance with ·Germany and Austria. This prim·e minister would manipulate and juggle
inte·rests to ensure a working majority in
The army government, for example, a town would get a
new road or railway to make sure· that the deputy
The armv was a central nationa] institution .
.,.
During peacetime it comprised 215,000 soldiers. would support the government.
All were conscripts ·who had to serve fo.r three • This, in turn, led to widespread corruption.
Beiow are a sampte exam quesi~on and a paragraph wrJtten rrn anSVver to this quesfjon. Read the paragraph and
d,ecide 'lvhich ,of the possib~e options (underuned), is most appropriate. Deriete the lleast appropriate ,opt~ons and
comp~,ete the paragraph by justifying your selection.
Ho\v far was Italy more authoritarian than liberal in the p,eriod 1896-1 B12?
TJ..e to,e of tJ..e ltaJ,ion monarchy indicates- t.hatltoly war more avthorjtarian than
liberal to o 9reat/fa ir/Jim ited extent For- exam pie, tl,,e ki119 e><erciS'ed 9reat polNer
tJ.,rou9h his- role as- head of the army. In addition, J,,e l,va5 involved in tJ..,e government of
the countl'"y. . He Qpproved tl,,e reJection of 9ove,..nme11t mini~terf, appointed the priFY'Je
mi r'tiS"tel'j a 11d Jiel ped to s-J..ape fo rei9n policy. Ho ~eve,:, tt-,e toxeS' tJ.,otfu,,ded the ar~y
and the govetnment J.,od to be a pp roved by parlja,..,.,enij and in tlii~ ren5e tJ;,e power of tJ,e
ki n9 wa~ ~irn ited. In tJ,j~ wayj tiie role of t/.ie ltaJjan monarchy i ndjcater that" lt-aly ~aS'
more authorit,u.. ia n than liberal to a ~teat/fa it/Ii mited extent beca vre
Be1ovv is a list of people or organ~sations that hefrd pow,er in lta'Y ijn this pe11iod. Use your own knowledgre and the
inforrnatfon on the opposite page to re,ach a judgement about the amount of power held by these peopJe and
organjsaUons. Wrrte numbers on the spectrum berow to indicate their relative degrees of povver. Havjng done
this, write a lbrief jus1mcation 01 your pl1acement, explaining why so,me of these people or organisatiions w,ere m,ore
pONertul than others.
1. The CathoUc Church
2. The monarch:y
3. The .aristocracy
4. TI1e army
5. The prime minister
Less powerful Very pow,erfuil
