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The Industrial
Revolution, 1700–1900
Previewing Main Ideas
SCIENCE AND TECHNOLOGY From the spinning jenny to the locomotive
train, there was an explosion of inventions and technological advances. These
improvements paved the way for the Industrial Revolution.
Geography What other European countries besides England had coal, iron,
and textile industries in the 1800s?
EMPIRE BUILDING The global power balance shifted after the Industrial
Revolution. This shift occurred because industrialized nations dominated the
rest of the world.
Geography Study the map. Which country appears to be the most
industrialized?
ECONOMICS The Industrial Revolution transformed economic systems. In
part, this was because nations dramatically changed the way they produced
and distributed goods.
Geography What geographic factors might have encouraged the
development of industry in certain places?
INTERNET RESOURCES
• Interactive Maps
• Interactive Visuals
• Interactive Primary Sources
Go to classzone.com for:
• Research Links
• Maps
• Internet Activities
• Test Practice
• Current Events
VIDEO Patterns of Interaction • Primary Sources
•
Chapter
Quiz
video series: The Industrial
and Electronic Revolutions
714
715
What are fair working
conditions?
You are a 15-year-old living in England where the Industrial Revolution has
spurred the growth of thousands of factories. Cheap labor is in great demand.
Like millions of other teenagers, you do not go to school. Instead, you work in
a factory 6 days a week, 14 hours a day. The small pay you receive is needed to
help support your family. You trudge to work before dawn every day and work
until after sundown. Inside the workplace the air is hot and foul, and after
sunset it is so dark it is hard to see. Minding the machines is exhausting, dirty,
and dangerous.
1 Long hours:
The sun
may be shining through
the windows as this
child’s day begins, but
it will have disappeared
by the time his day
ends.
2 Dangerous machines:
Children usually worked
in bare feet with no
safety equipment
among machines with
many moving parts.
3 Hot temperatures and
dust-filled air: Dust
particles from thousands
of bobbins cling to the
clothing and hang in
air heated by the
machinery.
EXAM I N I NG
the
ISSU ES
• Would you attempt to change your working conditions in
the factory?
• Would you join a union, go to school, or run away?
In small groups, discuss these questions. Share your conclusions
with your class. In your discussions, think about how children lived
in preindustrial and industrial societies all over the world. As you
read about the changes caused by industrialization, note how reform
movements eventually improved conditions for most laborers.
716 Chapter 25
1
The Beginnings of Industrialization
MAIN IDEA
SCIENCE AND TECHNOLOGY
The Industrial Revolution started
in England and soon spread to
other countries.
WHY IT MATTERS NOW
The changes that began in
Britain paved the way for
modern industrial societies.
TERMS & NAMES
• factors of
• Industrial
production
Revolution
• factory
• enclosure
• entrepreneur
• crop rotation
• industrialization
SETTING THE STAGE In the United States, France, and Latin America, politi-
cal revolutions brought in new governments. A different type of revolution now
transformed the way people worked. The Industrial Revolution refers to the
greatly increased output of machine-made goods that began in England in the
middle 1700s. Before the Industrial Revolution, people wove textiles by hand.
Then, machines began to do this and other jobs. Soon the Industrial Revolution
spread from England to Continental Europe and North America.
TAKING NOTES
Industrial Revolution Begins in Britain
In 1700, small farms covered England’s landscape. Wealthy landowners, however, began buying up much of the land that village farmers had once worked.
The large landowners dramatically improved farming methods. These innovations amounted to an agricultural revolution.
The Agricultural Revolution Paves the Way After buying up the land of vil-
Following Chronological
Order On a time line,
note important events in
Britain‘s industrialization.
1700
1830
lage farmers, wealthy landowners enclosed their land with fences or hedges. The
increase in their landholdings enabled them to cultivate larger fields. Within
these larger fields, called enclosures, landowners experimented with more productive seeding and harvesting methods to boost crop yields. The enclosure
movement had two important results. First, landowners tried new agricultural
methods. Second, large landowners forced small farmers to become tenant farmers or to give up farming and move to the cities.
Jethro Tull was one of the first of these scientific farmers. He saw that the
usual way of sowing seed by scattering it across the ground was wasteful. Many
seeds failed to take root. He solved this problem with an invention called the seed
drill in about 1701. It allowed farmers to sow seeds in well-spaced rows at specific depths. A larger share of the seeds took root, boosting crop yields.
Rotating Crops The process of crop rotation proved to be one of the best developments by the scientific farmers. The process improved upon older methods of
crop rotation, such as the medieval three-field system discussed in Chapter 14.
One year, for example, a farmer might plant a field with wheat, which exhausted
soil nutrients. The next year he planted a root crop, such as turnips, to restore
nutrients. This might be followed in turn by barley and then clover.
The Industrial Revolution 717
▲
An English
farmer plants his
fields in the early
1700s using a
seed drill.
Livestock breeders improved their methods too. In the 1700s, for example,
Robert Bakewell increased his mutton (sheep meat) output by allowing only his
best sheep to breed. Other farmers followed Bakewell’s lead. Between 1700 and
1786, the average weight for lambs climbed from 18 to 50 pounds. As food supplies increased and living conditions improved, England’s population mushroomed.
An increasing population boosted the demand for food and goods such as cloth. As
farmers lost their land to large enclosed farms, many became factory workers.
Why the Industrial Revolution Began in England In addition to a large population of workers, the small island country had extensive natural resources.
Industrialization, which is the process of developing machine production of
goods, required such resources. These natural resources included
• water power and coal to fuel the new machines
• iron ore to construct machines, tools, and buildings
• rivers for inland transportation
• harbors from which merchant ships set sail
In addition to its natural resources, Britain had an expanding economy to support
industrialization. Businesspeople invested in the manufacture of new inventions.
Britain’s highly developed banking system also contributed to the country’s industrialization. People were encouraged by the availability of bank loans to invest in
new machinery and expand their operations. Growing overseas trade, economic
prosperity, and a climate of progress led to the increased demand for goods.
Britain’s political stability gave the country a tremendous advantage over its
neighbors. Though Britain took part in many wars during the 1700s, none occurred
on British soil. Their military successes gave the British a positive attitude.
Parliament also passed laws to help encourage and protect business ventures. Other
countries had some of these advantages. But Britain had all the factors of production, the resources needed to produce goods and services that the Industrial
Revolution required. They included land, labor, and capital (or wealth).
Inventions Spur Industrialization
In an explosion of creativity, inventions now revolutionized industry. Britain’s
textile industry clothed the world in wool, linen, and cotton. This industry was the
first to be transformed. Cloth merchants boosted their profits by speeding up the
process by which spinners and weavers made cloth.
Changes in the Textile Industry As you will learn in the feature on textile tech-
nology on page 719, by 1800, several major inventions had modernized the cotton
industry. One invention led to another. In 1733, a machinist named John Kay made
a shuttle that sped back and forth on wheels. This flying shuttle, a boat-shaped piece
718 Chapter 25
Recognizing
Effects
How did population growth spur
the Industrial
Revolution?
Textiles Industrialize First
▲
John Kay’s flying
shuttle (below)
speedily carried
threads of yarn
back and forth
when the weaver
pulled a handle on
the loom. The
flying shuttle
greatly increased
the productivity
of weavers.
▲ Flying
shuttle
British Cotton Consumption, 1800–1900
Cotton Consumption (in thousands of metric tons)
The Industrial Revolution that began in Britain was spurred by a
revolution in technology. It started in the textile industry, where
inventions in the late 1700s transformed the manufacture of cloth.
The demand for clothing in Britain had greatly increased as a
result of the population boom caused by the agricultural revolution.
These developments, in turn, had an impact worldwide. For
example, the consumption of cotton rose dramatically in Britain
(see graph at right). This cotton came from plantations in the
American South, where cotton production skyrocketed from
1820 to 1860 in response to demand from English textile mills.
1000
900
800
700
600
500
400
300
200
100
0
1800 1810 1820 1830 1840 1850 1860 1870 1880 1890 1900
Source: European Historical Statistics, 1750–1975
Patterns of Interaction
Technology Transforms an Age: The
Industrial and Electronic Revolutions
Inventions in the textile industry started in Britain
and brought about the Industrial Revolution. This
revolution soon spread to other countries. The
process of industrialization is still spreading around
the world, especially in developing countries. A
similar technological revolution is occurring in
electronics today, transforming the distribution of
information around the world.
1. Synthesizing How might the
technological innovation and
industrialization that took place in
the textile industry during the
Industrial Revolution have provided
a model for other industries?
See Skillbuilder Handbook, Page R21.
2. Recognizing Effects Research the
textile industry today to learn how it
has been affected by new technology,
including computerization. Prepare a
two-paragraph summary on the
effects of the new technology.
719
Inventions in America
In the United States, American inventors worked at making
railroad travel more comfortable, inventing adjustable
upholstered seats. They also revolutionized agriculture, manufacturing, and communications:
1831 Cyrus McCormick’s reaper boosted American wheat
production.
1837 Samuel F. B. Morse, a New England painter, first sent
electrical signals over a telegraph.
1851 I. M. Singer improved the sewing machine by inventing a
foot treadle (see photograph).
1876 Scottish-born inventor Alexander Graham Bell patented
the telephone.
INTERNET ACTIVITY Create a photo exhibit on
American inventions of the 19th century. Include
the name of the inventor and the date with each
photograph. Go to classzone.com for your research.
of wood to which yarn was attached, doubled the work a weaver could do in a day.
Because spinners could not keep up with these speedy weavers, a cash prize
attracted contestants to produce a better spinning machine. Around 1764, a textile
worker named James Hargreaves invented a spinning wheel he named after his
daughter. His spinning jenny allowed one spinner to work eight threads at a time.
At first, textile workers operated the flying shuttle and the spinning jenny by
hand. Then, Richard Arkwright invented the water frame in 1769. This machine
used the waterpower from rapid streams to drive spinning wheels. In 1779, Samuel
Crompton combined features of the spinning jenny and the water frame to produce
the spinning mule. The spinning mule made thread that was stronger, finer, and
more consistent than earlier spinning machines. Run by waterpower, Edmund
Cartwright’s power loom sped up weaving after its invention in 1787.
The water frame, the spinning mule, and the power loom were bulky and expensive machines. They took the work of spinning and weaving out of the house.
Wealthy textile merchants set up the machines in large buildings called factories.
Factories needed waterpower, so the first ones were built near rivers and streams:
PRIMARY SOURCE
A great number of streams . . . furnish water-power adequate to turn many hundred
mills: they afford the element of water, indispensable for scouring, bleaching, printing,
dyeing, and other processes of manufacture: and when collected in their larger
channels, or employed to feed canals, they supply a superior inland navigation, so
important for the transit of raw materials and merchandise.
EDWARD BAINS, The History of Cotton Manufacture in Great Britain (1835)
England’s cotton came from plantations in the American South in the 1790s.
Removing seeds from the raw cotton by hand was hard work. In 1793, an American
inventor named Eli Whitney invented a machine to speed the chore. His cotton gin
multiplied the amount of cotton that could be cleaned. American cotton production
skyrocketed from 1.5 million pounds in 1790 to 85 million pounds in 1810.
720 Chapter 25
Summarizing
What inventions
transformed the
textile industry?
Improvements in Transportation
Progress in the textile industry spurred other industrial improvements. The
first such development, the steam engine, stemmed from the search for a cheap,
convenient source of power. As early as 1705, coal miners were using steampowered pumps to remove water from deep mine shafts. But this early model of a
steam engine gobbled great quantities of fuel, making it expensive to run.
Watt’s Steam Engine James Watt, a mathematical instrument maker at the
University of Glasgow in Scotland, thought about the problem for two years. In
1765, Watt figured out a way to make the steam engine work faster and more efficiently while burning less fuel. In 1774, Watt joined with a businessman named
Matthew Boulton. Boulton was an entrepreneur (AHN•truh•pruh•NUR), a person
who organizes, manages, and takes on the risks of a business. He paid Watt a salary
and encouraged him to build better engines.
Water Transportation Steam could also propel boats. An American inventor
named Robert Fulton ordered a steam engine from Boulton and Watt. He built a
steamboat called the Clermont, which made its first successful trip in 1807. The
Clermont later ferried passengers up and down New York’s Hudson River.
In England, water transportation improved with the creation of a network of
canals, or human-made waterways. By the mid-1800s, 4,250 miles of inland channels slashed the cost of transporting both raw materials and finished goods.
Road Transportation British roads improved, too, thanks largely to the efforts of
John McAdam, a Scottish engineer. Working in the early 1800s, McAdam equipped
road beds with a layer of large stones for drainage. On top, he placed a carefully
smoothed layer of crushed rock. Even in rainy weather heavy wagons could travel
over the new “macadam” roads without sinking in mud.
Private investors formed companies that built roads and then operated them for
profit. People called the new roads turnpikes because travelers had to stop at tollgates (turnstiles or turnpikes) to pay tolls before traveling farther.
The Railway Age Begins
Steam-driven machinery powered English factories in the late 1700s. A steam
engine on wheels—the railroad locomotive—drove English industry after 1820.
Steam-Driven Locomotives In 1804, an English engineer named Richard
Trevithick won a bet of several thousand dollars. He did this by hauling ten tons of
iron over nearly ten miles of track in a steam-driven locomotive. Other British engineers soon built improved versions of Trevithick’s locomotive. One of these early
▼ First-class
passengers on
the LiverpoolManchester
Railway in the
1830s rode
in covered
cars; all others,
in open cars.
The Industrial Revolution 721
railroad engineers was George Stephenson. He had gained a solid reputation by building some 20 engines for mine operators in northern
England. In 1821, Stephenson began work on the world’s first railroad
line. It was to run 27 miles from the Yorkshire coal fields to the port of
Stockton on the North Sea. In 1825, the railroad opened. It used four
locomotives that Stephenson had designed and built.
The Liverpool-Manchester Railroad News of this success quickly
spread throughout Britain. The entrepreneurs of northern England
wanted a railroad line to connect the port of Liverpool with the
inland city of Manchester. The track was laid. In 1829, trials were
held to choose the best locomotive for use on the new line. Five
engines entered the competition. None could compare with the
Rocket, designed by Stephenson and his son.
Smoke poured from the Rocket’s tall smokestack, and its two pistons pumped to and fro as they drove the front wheels. The locomotive hauled a 13-ton load at an unheard-of speed—more than 24
miles per hour. The Liverpool-Manchester Railway opened officially
in 1830. It was an immediate success.
Railroads Revolutionize Life in Britain The invention and perfec-
tion of the locomotive had at least four major effects. First, railroads
spurred industrial growth by giving manufacturers a cheap way to transport materials and finished products. Second, the railroad boom created hundreds of thousands of new jobs for both railroad workers and miners. These miners provided
iron for the tracks and coal for the steam engines. Third, the railroads boosted
England’s agricultural and fishing industries, which could transport their products
to distant cities.
Finally, by making travel easier, railroads encouraged country people to take distant city jobs. Also, railroads lured city dwellers to resorts in the countryside. Like
a locomotive racing across the country, the Industrial Revolution brought rapid and
unsettling changes to people’s lives.
▲
George
Stephenson’s
Rocket
SECTION
1
Synthesizing
How did
improvements in
transportation promote industrialization in Britain?
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Industrial Revolution
• enclosure
• crop rotation
• industrialization
• factors of production
• factory
• entrepreneur
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of the events listed do
3. What were four factors that
6. EVALUATING Was the revolution in agriculture necessary
you think was the most
important? Explain.
contributed to industrialization
in Britain?
4. How did rising population help
the Industrial Revolution?
1700
1830
5. What American invention aided
the British textile industry?
to the Industrial Revolution? Explain.
7. MAKING INFERENCES What effect did entrepreneurs have
upon the Industrial Revolution?
8. FORMING AND SUPPORTING OPINIONS Do you agree or
disagree with the statement that the steam engine was
the greatest invention of the Industrial Revolution? Why?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write a
letter, as a British government official during the
Industrial Revolution, to an official in a nonindustrial
nation explaining how the railroad has changed Britain.
CONNECT TO TODAY CREATING AN ILLUSTRATED NEWS ARTICLE
Find information on a recent agricultural or technological invention or improvement. Write a
two-paragraph news article about its economic effects and include an illustration, if possible.
722 Chapter 25
2
Industrialization
CASE STUDY: Manchester
MAIN IDEA
ECONOMICS The factory system
changed the way people lived
and worked, introducing a
variety of problems.
WHY IT MATTERS NOW
Many less-developed countries
are undergoing the difficult
process of industrialization
today.
TERMS & NAMES
• urbanization
• middle class
SETTING THE STAGE The Industrial Revolution affected every part of life in
Great Britain, but proved to be a mixed blessing. Eventually, industrialization led
to a better quality of life for most people. But the change to machine production
initially caused human suffering. Rapid industrialization brought plentiful jobs,
but it also caused unhealthy working conditions, air and water pollution, and the
ills of child labor. It also led to rising class tensions, especially between the working class and the middle class.
The pace of industrialization accelerated rapidly in Britain. By the 1800s, people could earn higher wages in factories than on farms. With this money, more
people could afford to heat their homes with coal from Wales and dine on
Scottish beef. They wore better clothing, too, woven on power looms in
England’s industrial cities. Cities swelled with waves of job seekers.
Industrial Cities Rise For centuries, most Europeans had lived in rural areas.
After 1800, the balance shifted toward cities. This shift was caused by the growth
of the factory system, where the manufacturing of goods was concentrated in a
central location. Between 1800 and 1850, the number of European cities boasting more than 100,000 inhabitants rose from 22 to 47. Most of Europe’s urban
areas at least doubled in population; some even quadrupled. This period was one
of urbanization—city building and the movement of people to cities.
TAKING NOTES
Outlining Organize main
ideas and details.
I. Industrialization
Changes Life
A.
B.
II. Class Tensions
Grow
As cities grew,
people crowded
into tenements
and row houses
such as these in
London.
▲
Industrialization Changes Life
CASE STUDY 723
The Day of a Child Laborer, William Cooper
William Cooper began working in a textile factory at the age of ten. He had a
sister who worked upstairs in the
same factory. In 1832, Cooper was
called to testify before a parliamentary committee about the conditions
among child laborers in the textile
industry. The following sketch of his
day is based upon his testimony.
5 A.M. The workday
began. Cooper and his
sister rose as early as
4:00 or 4:30 in order to
get to the factory by
5:00. Children usually
ate their breakfast on
the run.
12 NOON The children were
given a 40-minute break for
lunch. This was the only
break they received all day.
Factories developed in clusters because entrepreneurs built them near sources of
energy, such as water and coal. Major new industrial centers sprang up between the
coal-rich area of southern Wales and the Clyde River valley in Scotland. But the
biggest of these centers developed in England. (See map on page 715.)
Britain’s capital, London, was the country’s most important city. It had a population of about one million people by 1800. During the 1800s, its population
exploded, providing a vast labor pool and market for new industry. London became
Europe’s largest city, with twice as many people as its closest rival (Paris). Newer
cities challenged London’s industrial leadership. Birmingham and Sheffield
became iron-smelting centers. Leeds and Manchester dominated textile manufacturing. Along with the port of Liverpool, Manchester formed the center of Britain’s
bustling cotton industry. During the 1800s, Manchester experienced rapid growth
from around 45,000 in 1760 to 300,000 by 1850.
Living Conditions Because England’s cities grew rapidly, they had no develop-
▼ Elizabeth Gaskell
(1810–1865) was
a British writer
whose novels show
a sympathy for the
working class.
ment plans, sanitary codes, or building codes. Moreover, they lacked adequate
housing, education, and police protection for the people who poured in from the
countryside to seek jobs. Most of the unpaved streets had no drains, and garbage
collected in heaps on them. Workers lived in dark, dirty shelters, with whole families crowding into one bedroom. Sickness was widespread. Epidemics of the deadly
disease cholera regularly swept through the slums of Great Britain’s industrial cities.
In 1842, a British government study showed an average life span to be 17 years for
working-class people in one large city, compared with 38 years in a nearby rural area.
Elizabeth Gaskell’s Mary Barton (1848) is a work of fiction. But it presents a
startlingly accurate portrayal of urban life experienced by many at the time.
Gaskell provides a realistic description of the dank cellar dwelling of one family in
a Manchester slum:
PRIMARY SOURCE
You went down one step even from the foul area into the cellar in which a family of
human beings lived. It was very dark inside. The window-panes many of them were
broken and stuffed with rags . . . . the smell was so fetid [foul] as almost to knock
the two men down. . . . they began to penetrate the thick darkness of the place,
and to see three or four little children rolling on the damp, nay wet brick floor,
through which the stagnant, filthy moisture of the street oozed up.
ELIZABETH GASKELL, Mary Barton
But not everyone in urban areas lived miserably. Well-to-do merchants and factory
owners often built luxurious homes in the suburbs.
724 Chapter 25
Analyzing Primary
Sources
How does
Gaskell indicate her
sympathy for the
working class in this
passage?
3 P.M. The children
often became drowsy
during the afternoon
or evening hours. In
order to keep them
awake, adult overseers sometimes
whipped the children.
6 P.M. There was no
break allowed for an
evening meal. Children
again ate on the run.
9 P.M. William Cooper’s
day ended after an
exhausting 16-hour shift
at work.
11 P.M. Cooper’s sister worked
another two hours even
though she had to be back at
work at 5:00 the next morning.
Working Conditions To increase production, factory owners wanted to keep their
machines running as many hours as possible. As a result, the average worker spent
14 hours a day at the job, 6 days a week. Work did not change with the seasons, as it
did on the farm. Instead, work remained the same week after week, year after year.
Industry also posed new dangers for workers. Factories were seldom well lit or
clean. Machines injured workers. A boiler might explode or a drive belt might
catch an arm. And there was no government program to provide aid in case of
injury. The most dangerous conditions of all were found in coal mines. Frequent
accidents, damp conditions, and the constant breathing of coal dust made the average miner’s life span ten years shorter than that of other workers. Many women and
children were employed in the mining industry because they were the cheapest
source of labor.
Class Tensions Grow
Though poverty gripped Britain’s working classes, the Industrial Revolution created enormous amounts of wealth in the nation. Most of this new money belonged
to factory owners, shippers, and merchants. These people were part of a growing
middle class, a social class made up of skilled workers, professionals, businesspeople, and wealthy farmers.
The Middle Class The new middle class transformed the social structure of Great
Summarizing
Describe the
social classes in
Britain.
Britain. In the past, landowners and aristocrats had occupied the top position in
British society. With most of the wealth, they wielded the social and political
power. Now some factory owners, merchants, and bankers grew wealthier than the
landowners and aristocrats. Yet important social distinctions divided the two
wealthy classes. Landowners looked down on those who had made their fortunes
in the “vulgar” business world. Not until late in the 1800s were rich entrepreneurs
considered the social equals of the lords of the countryside.
Gradually, a larger middle class—neither rich nor poor—emerged. The upper
middle class consisted of government employees, doctors, lawyers, and managers
of factories, mines, and shops. The lower middle class included factory overseers
and such skilled workers as toolmakers, mechanical drafters, and printers. These
people enjoyed a comfortable standard of living.
The Working Class During the years 1800 to 1850, however, laborers, or the
working class, saw little improvement in their living and working conditions. They
watched their livelihoods disappear as machines replaced them. In frustration,
some smashed the machines they thought were putting them out of work.
CASE STUDY 725
One group of such workers was called the Luddites. They were named after Ned
Ludd. Ludd, probably a mythical English laborer, was said to have destroyed weaving machinery around 1779. The Luddites attacked whole factories in northern
England beginning in 1811, destroying laborsaving machinery. Outside the factories,
mobs of workers rioted, mainly because of poor living and working conditions.
Positive Effects of the Industrial Revolution
Despite the problems that followed industrialization, the Industrial Revolution had
a number of positive effects. It created jobs for workers. It contributed to the wealth
of the nation. It fostered technological progress and invention. It greatly increased
the production of goods and raised the standard of living. Perhaps most important,
it provided the hope of improvement in people’s lives.
The Industrial Revolution produced a number of other benefits as well. These
included healthier diets, better housing, and cheaper, mass-produced clothing.
Because the Industrial Revolution created a demand for engineers as well as clerical and professional workers, it expanded educational opportunities.
The middle and upper classes prospered immediately from the Industrial
Revolution. For the workers it took longer, but their lives gradually improved
during the 1800s. Laborers eventually won higher wages, shorter hours, and better
working conditions after they joined together to form labor unions.
Long-Term Effects The long-term effects of the Industrial Revolution are still evi-
dent. Most people today in industrialized countries can afford consumer goods that
would have been considered luxuries 50 or 60 years ago. In addition, their living
and working conditions are much improved over those of workers in the 19th century. Also, profits derived from industrialization produced tax revenues. These
funds have allowed local, state, and federal governments to invest in urban
improvements and raise the standard of living of most city dwellers.
The economic successes of the Industrial Revolution, and also the problems created by it, were clearly evident in one of Britain’s new industrial cities in the
1800s—Manchester.
CASE STUDY: Manchester
The Mills of Manchester
Manchester’s unique advantages made it a leading example of the new industrial
city. This northern English town had ready access to waterpower. It also had available labor from the nearby countryside and an outlet to the sea at Liverpool.
“From this filthy sewer pure gold flows,” wrote Alexis de Tocqueville
(ah•lehk•SEE duh TOHK•vihl), the French writer, after he visited Manchester in
1835. Indeed, the industrial giant showed the best and worst of the Industrial
Revolution. Manchester’s rapid, unplanned growth made it an unhealthy place for
the poor people who lived and worked there. But wealth flowed from its factories.
It went first to the mill owners and the new middle class. Eventually, although not
immediately, the working class saw their standard of living rise as well.
Manchester’s business owners took pride in mastering each detail of the manufacturing process. They worked many hours and risked their own money. For their
efforts, they were rewarded with high profits. Many erected gracious homes on the
outskirts of town.
To provide the mill owners with high profits, workers labored under terrible
conditions. Children as young as six joined their parents in the factories. There, for
six days a week, they toiled from 6 A.M. to 7 or 8 P.M., with only half an hour for
726 Chapter 25
Industrialization
Industrialization is the process of developing industries that use machines to
produce goods. This process not only revolutionizes a country’s economy, it
also transforms social conditions and class structures.
Effects of Industrialization
MANCHESTER
Population (in thousands)
500
400
300
200
100
0
▼
• Factories brought job seekers to cities.
• Urban areas doubled, tripled, or quadrupled in size.
• Many cities specialized in certain industries.
Long-Term Effect Suburbs grew as people fled
crowded cities.
90
1870
BIRMINGHAM
Population (in thousands)
500
400
300
200
100
0
344
74
1800
▼
• Factory workers were overworked and underpaid.
• Overseers and skilled workers rose to lower middle
class. Factory owners and merchants formed upper
middle class.
• Upper class resented those in middle class who
became wealthier than they were.
Long-Term Effect Standard of living generally rose.
351
1800
▼
• Industry created many new jobs.
• Factories were dirty, unsafe, and dangerous.
• Factory bosses exercised harsh discipline.
Long-Term Effect Workers won higher wages,
shorter hours, better conditions.
GROWTH OF CITIES
GLASGOW
Population (in thousands)
500
400
300
200
100
0
522
77
1800
▼
• Cities lacked sanitary codes or building controls.
• Housing, water, and social services were scarce.
• Epidemics swept through the city.
Long-Term Effect Housing, diet, and clothing improved.
1870
1870
LONDON
Population (in thousands)
4000
3,890
3000
2000
This engraving shows urban growth
and industrial pollution in Manchester.
▼
1000
0
1,117
1800
1870
Source: European Historical
Statistics, 1750–1975
1. Recognizing Effects What were
some advantages and disadvantages
of industrialization?
See Skillbuilder Handbook, page R6.
RESEARCH LINKS For more on
industrialization, go to classzone.com
2. Making Inferences Many nations
around the world today are trying to
industrialize. What do you think they
hope to gain from that process?
727
727
lunch and an hour for dinner. To keep the children awake,
mill supervisors beat them. Tiny hands repaired broken
threads in Manchester’s spinning machines, replaced thread
in the bobbins, or swept up cotton fluff. The dangerous
machinery injured many children. The fluff filled their
lungs and made them cough.
Until the first Factory Act passed in 1819, the British government exerted little control over child labor in Manchester
and other factory cities. The act restricted working age and
hours. For years after the act passed, young children still did
heavy, dangerous work in Manchester’s factories.
Putting so much industry into one place polluted the natural environment. The coal that powered factories and
warmed houses blackened the air. Textile dyes and other
wastes poisoned Manchester’s Irwell River. An eyewitness
observer wrote the following description of the river in 1862:
Child Labor Today
To save on labor costs, many
corporations have moved their
operations to developing countries,
where young children work long
hours under wretched conditions. In
2007, their number was estimated at
218 million children aged 5–17. They
are unprotected by labor laws. For
mere pennies per hour, children
weave carpets, sort vegetables, or
assemble expensive athletic shoes.
Several organizations are working
to end child labor, including the Child
Welfare League of America and the
International Labor Rights Fund.
SECTION
2
Drawing
Conclusions
Whose interests
did child labor
serve?
PRIMARY SOURCE
Steam boilers discharge into it their seething contents, and
drains and sewers their fetid impurities; till at length it rolls on—
here between tall dingy walls, there under precipices of red
sandstone—considerably less a river than a flood of liquid
manure.
HUGH MILLER, “Old Red Sandstone”
Like other new industrial cities of the 19th century,
Manchester produced consumer goods and created wealth
on a grand scale. Yet, it also stood as a reminder of the ills
of rapid and unplanned industrialization.
As you will learn in Section 3, the industrialization that
began in Great Britain spread to the United States and to
continental Europe in the 1800s.
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• urbanization
• middle class
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which change brought about
3. Why did people flock to British
6. SUMMARIZING How did industrialization contribute to
by industrialization had the
greatest impact?
cities and towns during the
Industrial Revolution?
7. EVALUATING How were class tensions affected by the
I. Industrialization
Changes Life
A.
B.
II. Class Tensions
Grow
4. What social class expanded as
a result of industrialization?
5. What were some of the
negative effects of the rapid
growth of Manchester?
city growth?
Industrial Revolution?
8. FORMING AND SUPPORTING OPINIONS The Industrial
Revolution has been described as a mixed blessing. Do
you agree or disagree? Support your answer with text
references.
9. WRITING ACTIVITY ECONOMICS As a factory owner during
the Industrial Revolution, write a letter to a newspaper
justifying working conditions in your factory.
CONNECT TO TODAY CREATING A COMPARISON CHART
Make a comparison chart listing information on child labor in three developing nations—one
each from Asia, Africa, and Latin America—and compare with data from the United States.
728 Chapter 25
3
Industrialization Spreads
MAIN IDEA
EMPIRE BUILDING The
industrialization that began in
Great Britain spread to other
parts of the world.
WHY IT MATTERS NOW
The Industrial Revolution set the
stage for the growth of modern
cities and a global economy.
TERMS & NAMES
• stock
• corporation
SETTING THE STAGE Great Britain’s favorable geography and its financial
systems, political stability, and natural resources sparked industrialization. British
merchants built the world’s first factories. When these factories prospered, more
laborsaving machines and factories were built. Eventually, the Industrial
Revolution that had begun in Britain spread both to the United States and to continental Europe. Countries that had conditions similar to those in Britain were ripe
for industrialization.
Industrial Development in the United States
The United States possessed the same resources that allowed Britain to mechanize its industries. America had fast-flowing rivers, rich deposits of coal and iron
ore, and a supply of laborers made up of farm workers and immigrants. During
the War of 1812, Britain blockaded the United States, trying to keep it from
engaging in international trade. This blockade forced the young country to use
its own resources to develop independent industries. Those industries would
manufacture the goods the United States could no longer import.
Industrialization in the United States As in Britain, industrialization in the
▼ Teenage mill
girls at a Georgia
cotton mill
United States began in the textile industry. Eager to keep the secrets of industrialization to itself, Britain had forbidden engineers, mechanics, and toolmakers to
leave the country. In 1789, however, a young British mill worker named Samuel
Slater emigrated to the United States. There, Slater built a spinning machine
from memory and a partial design. The following year, Moses Brown opened the first
factory in the United States to house Slater’s
machines in Pawtucket, Rhode Island. But the
Pawtucket factory mass-produced only one
part of finished cloth, the thread.
In 1813, Francis Cabot Lowell of Boston
and four other investors revolutionized the
American textile industry. They mechanized
every stage in the manufacture of cloth. Their
weaving factory in Waltham, Massachusetts,
earned them enough money to fund a larger
TAKING NOTES
Comparing Use a Venn
diagram to compare
industrialization in the
United States and in
Europe.
United States
both
Europe
The Industrial Revolution 729
Railroad System, 1840
Railroad System, 1890
The United States
Railroad tracks
0
0
500 Miles
1,000 Kilometers
Total trackage: 208,152 miles
Total trackage: 2,818 miles
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region In what part of the country were the first railroads built? By 1890, what other part
of the country was densely covered by railroad tracks?
2. Movement In what direction did the railroads help people move across the country?
operation in another Massachusetts town. When Lowell died, the remaining partners named the town after him. By the late 1820s, Lowell, Massachusetts, had
become a booming manufacturing center and a model for other such towns.
Thousands of young single women flocked from their rural homes to work as
mill girls in factory towns. There, they could make higher wages and have some
independence. However, to ensure proper behavior, they were watched closely
inside and outside the factory by their employers. The mill girls toiled more than
12 hours a day, 6 days a week, for decent wages. For some, the mill job was an
alternative to being a servant and was often the only other job open to them:
PRIMARY SOURCE
Country girls were naturally independent, and the feeling that at this new work the few
hours they had of everyday leisure were entirely their own was a satisfaction to them.
They preferred it to going out as “hired help.” It was like a young man’s pleasure in
entering upon business for himself. Girls had never tried that experiment before, and
they liked it.
LUCY LARCOM, A New England Girlhood
Textiles led the way, but clothing manufacture and shoemaking also underwent
mechanization. Especially in the Northeast, skilled workers and farmers had formerly worked at home. Now they labored in factories in towns and cities such as
Waltham, Lowell, and Lawrence, Massachusetts.
Later Expansion of U.S. Industry The Northeast experienced much industrial
growth in the early 1800s. Nonetheless, the United States remained primarily agricultural until the Civil War ended in 1865. During the last third of the 1800s, the
country experienced a technological boom. As in Britain, a number of causes contributed to this boom. These included a wealth of natural resources, among them
oil, coal, and iron; a burst of inventions, such as the electric light bulb
and the telephone; and a swelling urban population that consumed the new
manufactured goods.
Also, as in Britain, railroads played a major role in America’s industrialization.
Cities like Chicago and Minneapolis expanded rapidly during the late 1800s. This
730 Chapter 25
Analyzing Primary
Sources
Why did Lucy
Larcom think mill
work benefited
young women?
was due to their location along the nation’s expanding railroad lines. Chicago’s
stockyards and Minneapolis’s grain industries prospered by selling products to the
rest of the country. Indeed, the railroads themselves proved to be a profitable business. By the end of the 1800s, a limited number of large, powerful companies controlled more than two-thirds of the nation’s railroad tracks. Businesses of all kinds
began to merge as the railroads had. Smaller companies joined together to form a
larger one.
The Rise of Corporations Building large businesses like railroads required a great
deal of money. To raise the money, entrepreneurs sold shares of stock, or certain
rights of ownership. Thus people who bought stock became part owners of these
businesses, which were called corporations. A corporation is a business owned by
stockholders who share in its profits but are not personally responsible for its
debts. Corporations were able to raise the large amounts of capital needed to invest
in industrial equipment.
In the late 1800s, large corporations such as Standard Oil (founded by John D.
Rockefeller) and the Carnegie Steel Company (founded by Andrew Carnegie)
sprang up. They sought to control every aspect of their own industries in order to
make big profits. Big business—the giant corporations that controlled entire industries—also made big profits by reducing the cost of producing goods. In the United
States as elsewhere, workers earned low wages for laboring long hours, while
stockholders earned high profits and corporate leaders made fortunes.
Continental Europe Industrializes
European businesses yearned to adopt the “British miracle,” the result of Britain’s
profitable new methods of manufacturing goods. But the troubles sparked by the
French Revolution and the Napoleonic wars between 1789 and 1815 had halted
trade, interrupted communication, and caused inflation in some parts of the continent. European countries watched the gap widen between themselves and Britain.
Even so, industrialization eventually reached continental Europe.
▼ Danish
workers labor
in a steel mill
in this 1885
painting by Peter
Severin Kroyer.
731
CHINA
Sea
of
Japan
JAPAN
PACIFIC
OCEAN
Industrialization in Japan
With the beginning of the Meiji
era in Japan in 1868, the central
government began an ambitious
program to transform the country
into an industrialized state. It
financed textile mills, coal mines,
shipyards, and cement and other
factories. It also asked private
companies to invest in industry.
Some companies had been in
business since the 1600s. But new
companies sprang up too. Among
them was the Mitsubishi company,
founded in 1870 and still in business.
The industrializing of Japan
produced sustained economic
growth for the country. But it also
led to strengthening the military and
to Japanese imperialism in Asia.
Beginnings in Belgium Belgium led Europe in adopting
Britain’s new technology. It had rich deposits of iron ore
and coal as well as fine waterways for transportation. As in
the United States, British skilled workers played a key role
in industrializing Belgium.
Samuel Slater had smuggled the design of a spinning
machine to the United States. Much like him, a Lancashire
carpenter named William Cockerill illegally made his way to
Belgium in 1799. He carried secret plans for building spinning machinery. His son John eventually built an enormous
industrial enterprise in eastern Belgium. It produced a variety of mechanical equipment, including steam engines and
railway locomotives. Carrying the latest British advances,
more British workers came to work with Cockerill. Several
then founded their own companies in Europe.
Germany Industrializes Germany was politically divided
in the early 1800s. Economic isolation and scattered
resources hampered countrywide industrialization. Instead,
pockets of industrialization appeared, as in the coal-rich
Ruhr Valley of west central Germany. Beginning around
1835, Germany began to copy the British model. Germany
imported British equipment and engineers. German
manufacturers also sent their children to England to learn
industrial management.
Most important, Germany built railroads that linked its
growing manufacturing cities, such as Frankfurt, with the
Ruhr Valley’s coal and iron ore deposits. In 1858, a German
economist wrote, “Railroads and machine shops, coal mines
and iron foundries, spinneries and rolling mills seem to spring up out of the ground,
and smokestacks sprout from the earth like mushrooms.” Germany’s economic
strength spurred its ability to develop as a military power. By the late 1800s, a unified, imperial Germany had become both an industrial and a military giant.
Expansion Elsewhere in Europe In the rest of Europe, as in Germany, industri-
alization during the early 1800s proceeded by region rather than by country. Even
in countries where agriculture dominated, pockets of industrialization arose. For
example, Bohemia developed a spinning industry. Spain’s Catalonia processed
more cotton than Belgium. Northern Italy mechanized its textile production, specializing in silk spinning. Serf labor ran factories in regions around Moscow and
St. Petersburg.
In France, sustained industrial growth occurred after 1830. French industrialization was more measured and controlled than in other countries because the
agricultural economy remained strong. As a result, France avoided the great social
and economic problems caused by industrialization. A thriving national market
for new French products was created after 1850, when the government began railroad construction.
For a variety of reasons, many European countries did not industrialize. In some
nations, the social structure delayed the adoption of new methods of production.
The accidents of geography held back others. In Austria-Hungary and Spain, transportation posed great obstacles. Austria-Hungary’s mountains defeated railroad
builders. Spain lacked both good roads and waterways for canals.
732 Chapter 25
Analyzing Causes
What factors
slowed industrialization in Germany?
The Impact of Industrialization
The Industrial Revolution shifted the world balance of power.
It increased competition between industrialized nations and
poverty in less-developed nations.
Rise of Global Inequality Industrialization widened the
wealth gap between industrialized and nonindustrialized countries, even while it strengthened their economic ties. To keep
factories running and workers fed, industrialized countries
required a steady supply of raw materials from less-developed
lands. In turn, industrialized countries viewed poor countries
as markets for their manufactured products.
Britain led in exploiting its overseas colonies for resources
and markets. Soon other European countries, the United
States, Russia, and Japan followed Britain’s lead, seizing colonies for their economic resources. Imperialism, the policy of extending one country’s rule over
many other lands, gave even more power and wealth to these already wealthy
nations. Imperialism was born out of the cycle of industrialization, the need for
resources to supply the factories of Europe, and the development of new markets
around the world. (See Chapter 27.)
Clarifying
Why did imperialism grow out of
industrialization?
SECTION
▲ The Crystal
Palace Exposition
in London in 1851
(shown above)
celebrated the
“works of industry
of all nations.”
Transformation of Society Between 1700 and 1900, revolutions in agriculture,
production, transportation, and communication changed the lives of people in
Western Europe and the United States. Industrialization gave Europe tremendous
economic power. In contrast, the economies of Asia and Africa were still based on
agriculture and small workshops. Industrialization revolutionized every aspect of
society, from daily life to life expectancy. Despite the hardships early urban workers suffered, population, health, and wealth eventually rose dramatically in all
industrialized countries. The development of a middle class created great opportunities for education and democratic participation. Greater democratic participation,
in turn, fueled a powerful movement for social reform.
3
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• stock
• corporation
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which development had the
3. What early industries
6. RECOGNIZING BIAS Go back to the quote from Lucy
most impact in the United
States? in continental Europe?
mechanized in the United
States?
4. Why did Belgium lead Europe
in adopting industrialization?
United States
both
5. How did the Industrial
Revolution shift the world
balance of power?
Europe
Larcom on page 730. Do you think her feelings about
working in the mill are typical? Why or why not?
7. MAKING INFERENCES Why was Britain unable to keep
industrial secrets away from other nations?
8. FORMING AND SUPPORTING OPINIONS What was the
most significant effect of the Industrial Revolution?
9. WRITING ACTIVITY EMPIRE BUILDING Draw a political
cartoon that could have been used by the British government to show their sense of their own superiority over
nonindustrialized nations that they planned to colonize.
INTERNET ACTIVITY
Use the Internet to research the economy of a less-developed nation
in either Asia, Africa, or South America. Create a database of economic
statistics for that country.
INTERNET KEYWORD
country profiles
The Industrial Revolution 733
4
Reforming the Industrial World
MAIN IDEA
ECONOMICS The Industrial
Revolution led to economic,
social, and political reforms.
WHY IT MATTERS NOW
Many modern social welfare
programs developed during this
period of reform.
TERMS & NAMES
•
•
•
•
•
laissez faire
Adam Smith
capitalism
utilitarianism
socialism
•
•
•
•
Karl Marx
communism
union
strike
SETTING THE STAGE In industrialized countries in the 19th century, the
Industrial Revolution opened a wide gap between the rich and the poor. Business
leaders believed that governments should stay out of business and economic
affairs. Reformers, however, felt that governments needed to play an active role
to improve conditions for the poor. Workers also demanded more rights and protection. They formed labor unions to increase their influence.
TAKING NOTES
Summarizing Use a
chart to summarize the
characteristics of
capitalism and socialism.
Capitalism Socialism
1.
2.
3.
1.
2.
3.
The Philosophers of Industrialization
The term laissez faire (LEHS•ay•FAIR) refers to the economic policy of letting
owners of industry and business set working conditions without interference.
This policy favors a free market unregulated by the government. The term is
French for “let do,” and by extension, “let people do as they please.”
Laissez-faire Economics Laissez-faire economics stemmed from French economic philosophers of the Enlightenment. They criticized the idea that nations
grow wealthy by placing heavy tariffs on foreign goods. In fact, they argued, government regulations only interfered with the production of wealth. These philosophers believed that if government allowed free trade—the flow of commerce in
the world market without government regulation—the economy would prosper.
Adam Smith, a professor at the University of Glasgow, Scotland, defended
the idea of a free economy, or free markets, in his 1776 book The Wealth of
Nations. According to Smith, economic liberty guaranteed economic progress.
As a result, government should not interfere. Smith’s arguments rested on what
he called the three natural laws of economics:
• the law of self-interest—People work for their own good.
• the law of competition—Competition forces people to make a better product.
• the law of supply and demand—Enough goods would be produced at the
lowest possible price to meet demand in a market economy.
The Economists of Capitalism Smith’s basic ideas were supported by British
economists Thomas Malthus and David Ricardo. Like Smith, they believed that natural laws governed economic life. Their important ideas were the foundation of laissez-faire capitalism. Capitalism is an economic system in which the factors of
production are privately owned and money is invested in business ventures to make
a profit. These ideas also helped bring about the Industrial Revolution.
734 Chapter 25
Summarizing
What did
Malthus and
Ricardo say about
the effects of population growth?
In An Essay on the Principle of Population, written in
1798, Thomas Malthus argued that population tended to
increase more rapidly than the food supply. Without wars
and epidemics to kill off the extra people, most were destined to be poor and miserable. The predictions of Malthus
seemed to be coming true in the 1840s.
David Ricardo, a wealthy stockbroker, took Malthus’s
theory one step further in his book, Principles of Political
Economy and Taxation (1817). Like Malthus, Ricardo
believed that a permanent underclass would always be poor.
In a market system, if there are many workers and abundant
resources, then labor and resources are cheap. If there are
few workers and scarce resources, then they are expensive.
Ricardo believed that wages would be forced down as
population increased.
Laissez-faire thinkers such as Smith, Malthus, and Ricardo
opposed government efforts to help poor workers. They
thought that creating minimum wage laws and better working
conditions would upset the free market system, lower profits,
and undermine the production of wealth in society.
The Rise of Socialism
In contrast to laissez-faire philosophy, which advised governments to leave business alone, other theorists believed
that governments should intervene. These thinkers believed
that wealthy people or the government must take action to
improve people’s lives. The French writer Alexis de
Tocqueville gave a warning:
Adam Smith
1723–1790
In his book The Wealth of Nations,
Smith argued that if individuals freely
followed their own self-interest, the
world would be an orderly and progressive place. Social harmony would
result without any government
direction, “as if by an invisible hand.”
Smith applied an invisible hand
of his own. After his death, people
discovered that he had secretly
donated large sums of his income
to charities.
RESEARCH LINKS For more on Adam
Smith, go to classzone.com
PRIMARY SOURCE
Consider what is happening among the working classes. . . . Do you not see spreading
among them, little by little, opinions and ideas that aim not to overturn such and such a
ministry, or such laws, or such a government, but society itself, to shake it to the
foundations upon which it now rests?
ALEXIS DE TOCQUEVILLE, 1848 speech
Clarifying
How did Mill
want to change the
economic system?
Utilitarianism English philosopher Jeremy Bentham modified the ideas of Adam
Smith. In the late 1700s, Bentham introduced the philosoophy of utilitarianism.
Bentham wrote his most influential works in the late 1700s. According to Bentham’s
theory, people should judge ideas, institutions, and actions on the basis of their utility, or usefulness. He argued that the government should try to promote the greatest
good for the greatest number of people. A government policy was only useful if it
promoted this goal. Bentham believed that in general the individual should be free
to pursue his or her own advantage without interference from the state.
John Stuart Mill, a philosopher and economist, led the utilitarian movement in
the 1800s. Mill came to question unregulated capitalism. He believed it was wrong
that workers should lead deprived lives that sometimes bordered on starvation. Mill
wished to help ordinary working people with policies that would lead to a more
equal division of profits. He also favored a cooperative system of agriculture and
women’s rights, including the right to vote. Mill called for the government to do
away with great differences in wealth. Utilitarians also pushed for reforms in the
legal and prison systems and in education.
The Industrial Revolution 735
Utopian Ideas Other reformers took an even more active approach. Shocked by
the misery and poverty of the working class, a British factory owner named Robert
Owen improved working conditions for his employees. Near his cotton mill in New
Lanark, Scotland, Owen built houses, which he rented at low rates. He prohibited
children under ten from working in the mills and provided free schooling.
Then, in 1824, he traveled to the United States. He founded a cooperative community called New Harmony in Indiana, in 1825. He intended this community to
be a utopia, or perfect living place. New Harmony lasted only three years but
inspired the founding of other communities.
Socialism French reformers such as Charles Fourier (FUR•ee•AY), Saint-Simon
(san see•MOHN), and others sought to offset the ill effects of industrialization with
a new economic system called socialism. In socialism, the factors of production are
owned by the public and operate for the welfare of all.
Socialism grew out of an optimistic view of human nature, a belief in progress,
and a concern for social justice. Socialists argued that the government should plan
the economy rather than depend on free-market capitalism to do the job. They
argued that government control of factories, mines, railroads, and other key industries would end poverty and promote equality. Public ownership, they believed,
would help workers, who were at the mercy of their employers. Some socialists—
such as Louis Blanc—advocated change through extension of the right to vote.
Marxism: Radical Socialism
The writings of a German journalist named Karl Marx introduced the world to a radical type of socialism called
Marxism. Marx and Friedrich Engels, a German whose father
owned a textile mill in Manchester, outlined their ideas in a
23-page pamphlet called The Communist Manifesto.
Karl Marx
1818–1883
Karl Marx studied philosophy at the
University of Berlin before he turned
to journalism and economics. In
1849, Marx joined the flood of
radicals who fled continental Europe
for England. He had declared in The
Communist Manifesto that “the
working men have no country.”
Marx’s theories of socialism and
the inevitable revolt of the working
class made him little money. He
earned a meager living as a journalist.
His wealthy coauthor and fellow
German, Friedrich Engels, gave Marx
financial aid.
RESEARCH LINKS For more on Karl
Marx, go to classzone.com
736 Chapter 25
The Communist Manifesto In their manifesto, Marx and
Engels argued that human societies have always been
divided into warring classes. In their own time, these were
the middle class “haves” or employers, called the bourgeoisie (BUR•zhwah•ZEE), and the “have-nots” or workers,
called the proletariat (PROH•lih•TAIR•ee•iht). While the
wealthy controlled the means of producing goods, the poor
performed backbreaking labor under terrible conditions.
This situation resulted in conflict:
PRIMARY SOURCE
Freeman and slave, patrician and plebeian, lord and serf, guildmaster and journeyman, in a word, oppressor and oppressed,
stood in constant opposition to one another, carried on an
uninterrupted, now hidden, now open fight, a fight that each
time ended, either in a revolutionary reconstitution of society at
large, or in the common ruin of the contending classes.
KARL MARX and FRIEDRICH ENGELS, The Communist Manifesto (1848)
According to Marx and Engels, the Industrial Revolution
had enriched the wealthy and impoverished the poor. The
two writers predicted that the workers would overthrow
the owners: “The proletarians have nothing to lose but
their chains. They have a world to win. Workingmen of all
countries, unite.”
Summarizing
What were the
ideas of Marx and
Engels concerning
relations between
the owners and the
working class?
Capitalism vs. Socialism
The economic system called capitalism developed gradually over centuries,
beginning in the late Middle Ages. Because of the ways industrialization
changed society, some people began to think that capitalism led to certain
problems, such as the abuse of workers. They responded by developing a
new system of economic ideas called socialism.
Capitalism
Socialism
• Individuals and businesses own property and the
means of production.
• The community or the state should own property
and the means of production.
• Progress results when individuals follow their own
self-interest.
• Progress results when a community of producers
cooperate for the good of all.
• Businesses follow their own self-interest by
competing for the consumer’s money. Each business
tries to produce goods or services that are better
and less expensive than those of competitors.
• Socialists believe that capitalist employers take
advantage of workers. The community or state must
act to protect workers.
• Consumers compete to buy the best goods at the
lowest prices. This competition shapes the market
by affecting what businesses are able to sell.
• Capitalism creates unequal distribution of wealth
and material goods. A better system is to distribute
goods according to each person’s need.
• Government should not interfere in the economy
because competition creates efficiency in business.
• An unequal distribution of wealth and material
goods is unfair. A better system is to distribute
goods according to each person’s need.
SKILLBUILDER: Interpreting Charts
1. Developing Historical Perspective Consider the following people from 19th-century Britain: factory worker, shop owner, factory
owner, unemployed artisan. Which of them would be most likely to prefer capitalism and which would prefer socialism? Why?
2. Forming and Supporting Opinions Which system of economic ideas seems most widespread today? Support your opinion.
The Future According to Marx Marx believed that the capitalist system, which
produced the Industrial Revolution, would eventually destroy itself in the following
way. Factories would drive small artisans out of business, leaving a small number of
manufacturers to control all the wealth. The large proletariat would revolt, seize the
factories and mills from the capitalists, and produce what society needed. Workers,
sharing in the profits, would bring about economic equality for all people. The
workers would control the government in a “dictatorship of the proletariat.” After a
period of cooperative living and education, the state or government would wither
away as a classless society developed.
Marx called this final phase pure communism. Marx described communism as
a form of complete socialism in which the means of production—all land, mines,
factories, railroads, and businesses—would be owned by the people. Private property would in effect cease to exist. All goods and services would be shared equally.
Published in 1848, The Communist Manifesto produced few short-term results.
Though widespread revolts shook Europe during 1848 and 1849, Europe’s leaders
eventually put down the uprisings. Only after the turn of the century did the
fiery Marxist pamphlet produce explosive results. In the 1900s, Marxism inspired
revolutionaries such as Russia’s Lenin, China’s Mao Zedong, and Cuba’s Fidel Castro.
These leaders adapted Marx’s beliefs to their own specific situations and needs.
The Industrial Revolution 737
In The Communist Manifesto, Marx and Engels stated
their belief that economic forces alone dominated society.
Time has shown, however, that religion, nationalism, ethnic
loyalties, and a desire for democratic reforms may be as
strong influences on history as economic forces. In addition, the gap between the rich and the poor within the industrialized countries failed to widen in the way that Marx and
Engels predicted, mostly because of the various reforms
enacted by governments.
Labor Unions and Reform Laws
Communism Today
Communism expanded to all parts
of the world during the Cold War that
followed the end of World War II.
(See map on page 963.) At the peak
of Communist expansion in the
1980s, about 20 nations were
Communist-controlled, including two
of the world’s largest—China and the
Soviet Union. However, dissatisfaction
with the theories of Karl Marx had
been developing.
Eventually, most Communist
governments were replaced. Today,
there are only five Communist
countries—China, North Korea,
Vietnam, and Laos in Asia and Cuba
in the Caribbean. (See map above.)
Factory workers faced long hours, dirty and dangerous
working conditions, and the threat of being laid off. By the
1800s, working people became more active in politics. To
press for reforms, workers joined together in voluntary
labor associations called unions.
Unionization A union spoke for all the workers in a par-
ticular trade. Unions engaged in collective bargaining,
negotiations between workers and their employers. They
bargained for better working conditions and higher pay. If
factory owners refused these demands, union members
could strike, or refuse to work.
Skilled workers led the way in forming unions because
their special skills gave them extra bargaining power.
Management would have trouble replacing such skilled
workers as carpenters, printers, and spinners. Thus, the earliest unions helped the lower middle class more than they
helped the poorest workers.
The union movement underwent slow, painful growth in
both Great Britain and the United States. For years, the British government denied
workers the right to form unions. The government saw unions as a threat to social
order and stability. Indeed, the Combination Acts of 1799 and 1800 outlawed
unions and strikes. Ignoring the threat of jail or job loss, factory workers joined
unions anyway. Parliament finally repealed the Combination Acts in 1824. After
1825, the British government unhappily tolerated unions.
British unions had shared goals of raising wages for their members and improving working conditions. By 1875, British trade unions had won the right to strike and
picket peacefully. They had also built up a membership of about 1 million people.
In the United States, skilled workers had belonged to unions since the early
1800s. In 1886, several unions joined together to form the organization that would
become the American Federation of Labor (AFL). A series of successful strikes
won AFL members higher wages and shorter hours.
Reform Laws Eventually, reformers and unions forced political leaders to look
into the abuses caused by industrialization. In both Great Britain and the United
States, new laws reformed some of the worst abuses of industrialization. In the
1820s and 1830s, for example, Parliament began investigating child labor and
working conditions in factories and mines. As a result of its findings, Parliament
passed the Factory Act of 1833. The new law made it illegal to hire children under
9 years old. Children from the ages of 9 to 12 could not work more than 8 hours a
day. Young people from 13 to 17 could not work more than 12 hours. In 1842, the
Mines Act prevented women and children from working underground.
738 Chapter 25
Summarizing
What were some of
the important
reform bills passed
in Britain during
this period?
In 1847, the Parliament passed a bill that helped
working women as well as their children. The Ten
Hours Act of 1847 limited the workday to ten hours
for women and children who worked in factories.
Reformers in the United States also passed laws
to protect child workers. In 1904, a group of progressive reformers organized the National Child
Labor Committee to end child labor. Arguing that
child labor lowered wages for all workers, union
members joined the reformers. Together they pressured national and state politicians to ban child
labor and set maximum working hours.
In 1919, the U.S. Supreme Court objected to a
federal child labor law, ruling that it interfered with
states’ rights to regulate labor. However, individual
states were allowed to limit the working hours of
women and, later, of men.
The Reform Movement Spreads
Almost from the beginning, reform movements rose in response to the negative
impact of industrialization. These reforms included improving the workplace and
extending the right to vote to working-class men. The same impulse toward reform,
along with the ideals of the French Revolution, also helped to end slavery and promote new rights for women and children.
▲ Hungarian
workers meet
to plan their
strategy before
a strike.
The Abolition of Slavery William Wilberforce, a highly religious man, was a mem-
ber of Parliament who led the fight for abolition—the end of the slave trade and slavery in the British Empire. Parliament passed a bill to end the slave trade in the British
West Indies in 1807. After he retired from Parliament in 1825, Wilberforce continued his fight to free the slaves. Britain finally abolished slavery in its empire in 1833.
British antislavery activists had mixed motives. Some, such as the abolitionist
Wilberforce, were morally against slavery. Others viewed slave labor as an economic threat. Furthermore, a new class of industrialists developed who supported
cheap labor rather than slave labor. They soon gained power in Parliament.
In the United States the movement to fulfill the promise of the Declaration of
Independence by ending slavery grew in the early 1800s. The enslavement of
African people finally ended in the United States when the Union won the Civil
War in 1865. Then, enslavement persisted in the Americas only in Puerto Rico,
Cuba, and Brazil. In Puerto Rico, slavery was ended in 1873. Spain finally abolished slavery in its Cuban colony in 1886. Not until 1888 did Brazil’s huge
enslaved population win freedom.
The Fight for Women’s Rights The Industrial Revolution proved a mixed bless-
ing for women. On the one hand, factory work offered higher wages than work
done at home. Women spinners in Manchester, for example, earned much more
money than women who stayed home to spin cotton thread. On the other hand,
women factory workers usually made only one-third as much money as men did.
Women led reform movements to address this and other pressing social issues.
During the mid-1800s, for example, women formed unions in the trades where they
dominated. In Britain, some women served as safety inspectors in factories where
other women worked. In the United States, college-educated women like Jane
Addams ran settlement houses. These community centers served the poor residents
of slum neighborhoods.
The Industrial Revolution 739
In both the United States and Britain, women who had
rallied for the abolition of slavery began to wonder why
their own rights should be denied on the basis of gender.
The movement for women’s rights began in the United
States as early as 1848. Women activists around the world
joined to found the International Council for Women in
1888. Delegates and observers from 27 countries attended
the council’s 1899 meeting.
Reforms Spread to Many Areas of Life In the United States
Jane Addams
1860–1935
After graduating from college, Jane
Addams wondered what to do with
her life.
I gradually became convinced that
it would be a good thing to rent a
house in a part of the city where
many primitive and actual needs
are found, in which young women
who had been given over too
exclusively to study, might . . .
learn of life from life itself.
Addams and her friend Ellen Starr
set up Hull House in a working-class
district in Chicago. Eventually the
facilities included a nursery, a gym, a
kitchen, and a boarding house for
working women. Hull House not only
served the immigrant population of
the neighborhood, it also trained
social workers.
SECTION
4
and Western Europe, reformers tried to correct the problems
troubling the newly industrialized nations. Public education
and prison reform ranked high on the reformers’ lists.
One of the most prominent U.S. reformers, Horace Mann
of Massachusetts, favored free public education for all children. Mann, who spent his own childhood working at hard
labor, warned, “If we do not prepare children to become
good citizens . . . if we do not enrich their minds with
knowledge, then our republic must go down to destruction.”
By the 1850s, many states were starting public school systems. In Western Europe, free public schooling became
available in the late 1800s.
In 1831, French writer Alexis de Tocqueville had contrasted the brutal conditions in American prisons to the
“extended liberty” of American society. Those who sought
to reform prisons emphasized the goal of providing prisoners with the means to lead to useful lives upon release.
During the 1800s, democracy grew in industrialized
countries even as foreign expansion increased. The industrialized democracies faced new challenges both at home and
abroad. You will learn about these challenges in Chapter 26.
Making
Inferences
Why might women
abolitionists have
headed the movement for women’s
rights?
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• laissez faire
• Adam Smith
• capitalism
• utilitarianism
• socialism
• Karl Marx
• communism
• union
• strike
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What characteristics do
3. What were Adam Smith’s three
6. IDENTIFYING PROBLEMS What were the main problems
capitalism and socialism
share?
natural laws of economics?
4. What kind of society did early
Capitalism Socialism
5. Why did workers join together
socialists want?
1.
2.
3.
1.
2.
3.
in unions?
faced by the unions during the 1800s and how did they
overcome them?
7. DRAWING CONCLUSIONS Why do you think that Marx’s
“dictatorship of the proletariat” did not happen?
8. MAKING INFERENCES Why did the labor reform
movement spread to other areas of life?
9. WRITING ACTIVITY ECONOMICS Write a two-paragraph
persuasive essay on how important economic forces are
in society. Support your opinion using evidence from this
and previous chapters.
CONNECT TO TODAY PREPARING AN ECONOMIC REPORT
Research a present-day corporation. Prepare an economic report that includes the
corporation’s structure, products or services, number of employees, and any other relevant
economic information you are able to find.
740 Chapter 25
Using Primary and Secondary Sources
Industrialization
Industrialization eventually raised the standard of living for many people in Europe and
North America in the 1800s. Yet the process also brought suffering to countless workers
who crowded into filthy cities to toil for starvation wages. The following excerpts reveal
a variety of perspectives on this major historical event.
A PRIMARY SOURCE
B PRIMARY SOURCE
C PRIMARY SOURCE
Mary Paul
Andrew Carnegie
Friedrich Engels
Mary Paul worked in a textile factory
in Lowell, Massachusetts. In an 1846
letter to her father in New Hampshire,
the 16-year-old expressed her satisfaction with her situation at Lowell.
In his autobiography, published in
1920, the multimillionaire industrialist
views with optimism the growth of
American industry.
Friedrich Engels, who coauthored
The Communist Manifesto and
also managed a textile factory in
Manchester, England, spent his
nights wandering the city’s slums.
I am at work in a spinning room
tending four sides of warp which is
one girl’s work. The overseer tells me
that he never had a girl get along
better than I do. . . . I have a very good
boarding place, have enough to eat. . . .
The girls are all kind and obliging. . . .
I think that the factory is the best
place for me and if any girl wants
employment, I advise them to come
to Lowell.
One great advantage which America
will have in competing in the markets
of the world is that her manufacturers
will have the best home market. Upon
this they can depend for a return upon
capital, and the surplus product can be
exported with advantage, even when
the prices received for it do no more
than cover actual cost, provided the
exports be charged with their
proportion of all expenses. The nation
that has the best home market,
especially if products are standardized,
as ours are, can soon outsell the
foreign producer.
Nobody troubles about the poor
as they struggle helplessly in the
whirlpool of modern industrial life. The
working man may be lucky enough to
find employment, if by his labor he can
enrich some member of the middle
classes. But his wages are so low
that they hardly keep body and soul
together. If he cannot find work, he can
steal, unless he is afraid of the police;
or he can go hungry and then the
police will see to it that he will die of
hunger in such a way as not to disturb
the equanimity of the middle classes.
D PRIMARY SOURCE
Walter Crane
This political cartoon was published
in Cartoons for the Cause in Britain
in 1886. It shows the vampire bat of
Capitalism attacking a laborer.
Socialism is pictured as an angel
who is coming to the rescue.
1. Why would Andrew Carnegie
(Source B) and Friedrich Engels
(Source C) disagree about the
effects of industrialization?
2. What might be reasons for 16year-old Mary Paul’s (Source A)
satisfaction with her job and life
in Lowell?
3. Why might the political cartoon by
Walter Crane (Source D) be useful
in getting workers to rally to the
cause of socialism?
741
Chapter
25 Assessment
TERMS & NAMES
The Industrial Revolution
Economic Effects
•
•
•
New inventions and development of factories
•
•
Growth of worldwide trade
•
•
Exploitation of mineral resources
•
Advances in transportation, agriculture,
and communication
For each term or name below, briefly explain its connection to the Industrial
Revolution.
1. Industrial Revolution
6. corporation
2. enclosure
7. laissez faire
3. factory
8. socialism
4. urbanization
9. Karl Marx
5. middle class
10. union
Rapidly growing industry in the 1800s
Increased production and higher demand
for raw materials
Population explosion and expanding labor
force
Highly developed banking and
investment system
MAIN IDEAS
The Beginnings of Industrialization Section 1 (pages 717–722)
11. What were the four natural resources needed for British
industrialization?
12. How did the enclosure movement change agriculture in England?
13. What were two important inventions created during the Industrial
Revolution? Describe their impact.
Case Study: Industrialization Section 2 (pages 723–728)
14. What were the living conditions like in Britain during industrialization?
15. How did the new middle class transform the social structure of Great
Britain during industrialization?
16. How did industrialization affect Manchester’s natural environment?
Social Effects
•
•
•
•
•
Increase in population of cities
•
Workers’ progress versus laissez-faire
economic attitudes
•
•
•
Improved standard of living
Lack of city planning
Loss of family stability
Expansion of middle class
Harsh conditions for laborers, including
children
Creation of new jobs
Encouragement of technological progress
Industrialization Spreads Section 3 (pages 729–733)
17. Why were other European countries slower to industrialize than Britain?
18. What might explain the rise of global inequality during the Industrial
Revolution?
Reforming the Industrial World Section 4 (pages 734–741)
19. What were the two warring classes that Marx and Engels outlined in
The Communist Manifesto?
20. How did women fight for change during the Industrial Revolution?
CRITICAL THINKING
1. USING YOUR NOTES
In a chart, list some of the major
technological advances and their
effects on society.
Technological Advance
Effect(s)
2. EVALUATING
REFORM
LAWS
Political Effects
•
•
•
•
Child labor laws to end abuses
•
Reform bills in Parliament and Congress
Reformers urging equal distribution of wealth
Trade unions formed
Social reform movements, such as utilitarianism, utopianism, socialism, and Marxism
SCIENCE AND TECHNOLOGY How significant were the changes that the
Industrial Revolution brought to the world? Explain your conclusion.
3. ANALYZING CAUSES AND RECOGNIZING EFFECTS
ECONOMICS How important were labor unions in increasing the power of
workers? Give reasons for your opinion.
4. DRAWING CONCLUSIONS
How did the Industrial Revolution help to increase Germany’s military power?
Support your answer with information from the chapter.
5. DEVELOPING HISTORICAL PERSPECTIVE
EMPIRE BUILDING Would a nonindustrialized or an industrialized nation
more likely be an empire builder? Why?
742 Chapter 25
Use the quotation about industrialization and your
knowledge of world history to answer questions 1 and 2.
Additional Test Practice, pp. S1–S33
Use the graph below and your knowledge of world history
to answer question 3.
The Growth of Cities, 1700–1900
0
Birmingham
A. people came from the countryside to the city to work in
industry.
B. entrepreneurs built factories.
C. capitalism works.
D. difficult life is for workers in industrial cities.
2. What is Dickens’s view of industrialization?
A. that it is good for factory owners
B. that it brings progress to a nation
C. that it pollutes the air and exploits the workers
D. that it causes population growth
2.7 million
500,000
1.9 million
60,000
Berlin
Vienna
City Population in 1700
1. In this passage, the writer is trying to describe how
1.7 million
110,000
1
500,000
2
15,000
It was a town of red brick, or of brick that would have
been red if the smoke and ashes had allowed it. . . . It was
a town of machinery and tall chimneys, out of which
interminable [endless] serpents of smoke trailed
themselves for ever and ever. . . . It contained several large
streets all very like one another, and many small streets
still more like one another, inhabited by people equally
like one another, who all went in and out at the same
hours, with the same sound upon the same pavements, to
do the same work, and to whom every day was the same
as yesterday and tomorrow, and every year the counterpart
of the last and the next.
CHARLES DICKENS, Hard Times
Population (in millions)
3
Paris
City Population in 1900
Sources: European Historical Statistics, 1750–1975;
Eric Hopkins, The Rise of the Manufacturing Town
3. The graph above shows population growth in four European
cities from 1700 to 1900, that is, before and after the
Industrial Revolution. Which statement best describes the
information in the chart?
A. All of the cities grew at the same rate.
B. The increase in population for each city was less than 2
million people.
C. Paris was the most populous city both before and after the
Industrial Revolution.
D. Berlin’s population in 1900 was four times its size in 1700.
TEST PRACTICE Go to classzone.com
• Diagnostic tests
• Strategies
• Tutorials
• Additional practice
ALTERNATIVE ASSESSMENT
1.
Interact with History
On page 716, you looked at working conditions in an English
factory in the 19th century. Now that you have read the chapter
about the Industrial Revolution, rethink your decision about
what you would do to change your situation. What working
conditions would you like to see change? What benefits might a
union bring? What disadvantages might result if workers
organize? Discuss your opinions with a small group.
2.
WRITING ABOUT HISTORY
The Industrial Revolution’s impact varied according to social
class. Write a three-paragraph expository essay indicating how
these people would view the changes in industry: an inventor,
an entrepreneur, a skilled worker, and a hand weaver.
Using Graphics Software
Make a list of five major inventions or innovations of the
Industrial Revolution. Research each to learn about the
scientific, economic, and social changes that contributed to its
development and the effects that it caused. Use the Internet,
books, and other resources to conduct your research. Then
use graphics software to create a chart, graph, or diagram
depicting the relationship between the inventions and
innovations, the changes, and the effects.
You may include some of the following:
• the plow
• the cotton gin
• the power loom
• the telegraph
• the sewing machine
The Industrial Revolution 743
An Age of Democracy
and Progress, 1815–1914
Previewing Main Ideas
EMPIRE BUILDING During the 1800s, Great Britain gradually allowed
three of its colonies—Canada, Australia, and New Zealand—greater self-rule.
However, Britain maintained tight control over Ireland.
Geography According to the map, what Western democracies existed in
North America and Western Europe in 1900?
POWER AND AUTHORITY The United States expanded across the
continent during the 1800s and added new states to its territory to become
a great power.
Geography What geographical factors might have helped to make the
United States a great power?
SCIENCE AND TECHNOLOGY The transcontinental railroad helped to link
the United States from the Atlantic Ocean to the Pacific Ocean. It was a
triumph of 19th-century technology.
Geography How might a technological achievement such as the
transcontinental railroad have contributed to American prosperity?
INTERNET RESOURCES
• Interactive Maps
• Interactive Visuals
• Interactive Primary Sources
744
Go to classzone.com for:
• Research Links
• Maps
• Internet Activities
• Test Practice
• Primary Sources
• Current Events
• Chapter Quiz
745
What ideals might be worth
fighting and dying for?
You are living in Paris in 1871. France is in a state of political upheaval
following the Franco-Prussian War. When workers in Paris set up their own
government, called the Paris Commune, French soldiers quickly stamp out the
movement. Most of the Communards (the supporters of the Commune) are
either killed or imprisoned. When your good friend Philippe dies in the
fighting, you wonder whether self-government is worth dying for.
▲ Communards lie massacred in this painting titled A Street in Paris in
May 1871, by Maximilien Luce.
EXAM I N I NG
the
ISSU ES
• What might lead you to join a group seeking selfgovernment?
• What ideals would you choose to help shape a new
government?
As a class, discuss these questions. During the discussion, think
about some of the ideals that inspired American and French
revolutionaries. As you read this chapter, consider the ideals that
moved people to action. Also consider how people tried to change
government to better reflect their ideals.
746 Chapter 26
1
Democratic Reform and Activism
MAIN IDEA
WHY IT MATTERS NOW
POWER AND AUTHORITY
Spurred by the demands of the
people, Great Britain and France
underwent democratic reforms.
During this period, Britain and
France were transformed into
the democracies they are today.
TERMS & NAMES
• suffrage
• Chartist
movement
• Queen
Victoria
• Third
Republic
• Dreyfus affair
• anti-Semitism
• Zionism
SETTING THE STAGE Urbanization and industrialization brought sweeping
changes to Western nations. People looking for solutions to the problems created
by these developments began to demand reforms. They wanted to improve conditions for workers and the poor. Many people also began to call for political
reforms. They demanded that more people be given a greater voice in government. Many different groups, including the middle class, workers, and women,
argued that the right to vote be extended to groups that were excluded.
Britain Enacts Reforms
TAKING NOTES
As Chapter 21 explained, Britain became a constitutional monarchy in the late
1600s. Under this system of government, the monarch serves as the head of state,
but Parliament holds the real power. The British Parliament consists of a House
of Lords and a House of Commons. Traditionally, members of the House of
Lords either inherited their seats or were appointed. However, this changed in
1999, when legislation was passed that abolished the right of hereditary peers to
inherit a seat in the House of Lords. Members of the House of Commons are
elected by the British people.
In the early 1800s, the method of selecting the British government was not a
true democracy. Only about five percent of the population had the right to elect
the members of the House of Commons. Voting was limited to men who owned
a substantial amount of land. Women could not vote at all. As a result, the upper
classes ran the government.
Evaluating Courses of
Action Use a chart to list
and evaluate events in
this section according to
whether they expanded
(+) or impeded (-)
democracy.
Event
Evaluation
The Reform Bill of 1832 The first group to demand a greater voice in politics was
the wealthy middle class—factory owners, bankers, and merchants. Beginning in
1830, protests took place around England in favor of a bill in Parliament that would
extend suffrage, or the right to vote. The Revolution of 1830 in France frightened
parliamentary leaders. They feared that revolutionary violence would spread to
Britain. Thus, Parliament passed the Reform Bill of 1832. This law eased the property requirements so that well-to-do men in the middle class could vote. The
Reform Bill also modernized the districts for electing members of Parliament and
gave the thriving new industrial cities more representation.
Chartist Movement Although the Reform Bill increased the number of British
voters, only a small percentage of men were eligible to vote. A popular movement
An Age of Democracy and Progress 747
Expansion of Suffrage in Britain
Before 1832
1832
1867, 1884
1918
5%
2%
7%
26 %
95 %
5%
21 %
28 %
93 %
72 %
46 %
Percentage of population
over age 20
■ had right to vote
■ gained right to vote
■ could not vote
Reform Bill granted
vote to middle-class
men.
Reforms granted vote
to working-class men
in 1867 and to rural
men in 1884.
Reforms granted
vote to women
over 30.
Source: R. L. Leonard, Elections in Britain
SKILLBUILDER: Interpreting Graphs
1. Clarifying What percentage of the adults in Britain could vote in 1832?
2. Comparing By how much did the percentage of voters increase after the reforms of 1867 and 1884?
arose among the workers and other groups who still could not vote to press for more
rights. It was called the Chartist movement because the group first presented its
demands to Parliament in a petition called The People’s Charter of 1838.
The People’s Charter called for suffrage for all men and
annual Parliamentary elections. It also proposed to reform
Parliament in other ways. In Britain at the time, eligible men
voted openly. Since their vote was not secret, they could feel
pressure to vote in a certain way. Members of Parliament
had to own land and received no salary, so they needed to be
wealthy. The Chartists wanted to make Parliament responsive to the lower classes. To do this, they demanded a secret
ballot, an end to property requirements for serving in
Parliament, and pay for members of Parliament.
Parliament rejected the Chartists’ demands. However,
their protests convinced many people that the workers had
valid complaints. Over the years, workers continued to press
for political reform, and Parliament responded. It gave the
Queen Victoria
vote to working-class men in 1867 and to male rural workand Prince Albert
ers in 1884. After 1884, most adult males in Britain had the
About two years after her coronation,
right to vote. By the early 1900s, all the demands of the
Queen Victoria (1819–1901) fell in love
with her cousin Albert (1819–1861),
Chartists, except for annual elections, became law.
a German prince. She proposed to
him and they were married in 1840.
Together they had nine children.
Prince Albert established a tone of
politeness and correct behavior at
court, and the royal couple presented
a picture of loving family life that
became a British ideal.
After Albert died in 1861, the
queen wore black silk for the rest of
her life in mourning. She once said of
Albert, “Without him everything loses
its interest.”
748 Chapter 26
The Victorian Age The figure who presided over all this historic change was Queen Victoria. Victoria came to the throne
in 1837 at the age of 18. She was queen for nearly 64 years.
During the Victorian Age, the British Empire reached the
height of its wealth and power. Victoria was popular with her
subjects, and she performed her duties capably. However, she
was forced to accept a less powerful role for the monarchy.
The kings who preceded Victoria in the 1700s and 1800s
had exercised great influence over Parliament. The spread
of democracy in the 1800s shifted political power almost
completely to Parliament, and especially to the elected
House of Commons. Now the government was completely
run by the prime minister and the cabinet.
Making
Inferences
Why do you
think the Chartists
demanded a secret
ballot rather than
public voting?
Women Get the Vote
By 1890, several industrial countries had universal male
suffrage (the right of all men to vote). No country, however,
allowed women to vote. As more men gained suffrage, more
women demanded the same.
Organization and Resistance During the 1800s, women
in both Great Britain and the United States worked to gain the
right to vote. British women organized reform societies and
protested unfair laws and customs. As women became more
vocal, however, resistance to their demands grew. Many people, both men and women, thought that woman suffrage was
too radical a break with tradition. Some claimed that women
lacked the ability to take part in politics.
Militant Protests After decades of peaceful efforts to win
the right to vote, some women took more drastic steps. In
Britain, Emmeline Pankhurst formed the Women’s Social
and Political Union (WSPU) in 1903. The WSPU became
the most militant organization for women’s rights. Its goal
was to draw attention to the cause of woman suffrage. When
asked about why her group chose militant means to gain
women’s rights, Pankhurst replied:
The Women’s Movement
By the 1880s, women were working
internationally to win more rights. In
1888, women activists from the
United States, Canada, and Europe
met in Washington, D.C., for the
International Council of Women. In
1893, delegates and observers from
many countries attended a large
congress of women in Chicago. They
came from lands as far apart as New
Zealand, Argentina, Iceland, Persia,
and China.
The first countries to grant suffrage
to women were New Zealand (1893)
and Australia (1902). Only in two
European countries—Finland (1906,
then part of the Russian Empire) and
Norway (1913)—did women gain
voting rights before World War I. In
the United States, the territory of
Wyoming allowed women to vote in
1869. Several other Western states
followed suit.
PRIMARY SOURCE
I want to say here and now that the only justification for
violence, the only justification for damage to property, the only
justification for risk to the comfort of other human beings is the
fact that you have tried all other available means and have failed to secure justice.
EMMELINE PANKHURST, Why We Are Militant
Analyzing Motives
Was the use of
militant action
effective in achieving the goal of
woman suffrage?
Explain.
Emmeline Pankhurst, her daughters Christabel and Sylvia, and other WSPU
members were arrested and imprisoned many times. When they were jailed, the
Pankhursts led hunger strikes to keep their cause in the public eye. British officials
force-fed Sylvia and other activists to keep them alive.
Though the woman suffrage movement gained attention between 1880 and 1914,
its successes were gradual. Women did not gain the right to vote in national elections in Great Britain and the United States until after World War I.
France and Democracy
While Great Britain moved toward greater democracy in the late 1800s, democracy
finally took hold in France.
The Third Republic In the aftermath of the Franco-Prussian War, France went
through a series of crises. Between 1871 and 1914, France averaged a change of
government almost yearly. A dozen political parties competed for power. Not until
1875 could the National Assembly agree on a new government. Eventually, the
members voted to set up a republic. The Third Republic lasted over 60 years.
However, France remained divided.
The Dreyfus Affair During the 1880s and 1890s, the Third Republic was threat-
ened by monarchists, aristocrats, clergy, and army leaders. These groups wanted a
monarchy or military rule. A controversy known as the Dreyfus affair became a
battleground for these opposing forces. Widespread feelings of anti-Semitism, or
prejudice against Jews, also played a role in this scandal.
An Age of Democracy and Progress 749
In 1894, Captain Alfred Dreyfus,
one of the few Jewish officers in the
French army, was accused of selling
military secrets to Germany. A court
found him guilty, based on false evidence, and sentenced him to life in
prison. In a few years, new evidence
showed that Dreyfus had been
framed by other army officers.
Public opinion was sharply
divided over the scandal. Many
army leaders, nationalists, leaders in
the clergy, and anti-Jewish groups
refused to let the case be reopened.
They feared sudden action would
▲ This engraving from an 1898 French magazine shows Émile Zola being
cast doubt on the honor of the army.
surrounded by an anti-Semitic mob.
Dreyfus’s defenders insisted that
justice was more important. In 1898, the writer Émile Zola published an open letter titled J’accuse! (I accuse) in a popular French newspaper. In the letter, Zola
denounced the army for covering up a scandal. Zola was sentenced to a year in
prison for his views, but his letter gave strength to Dreyfus’s cause. Eventually, the
French government declared his innocence.
The Rise of Zionism The Dreyfus case showed the strength of anti-Semitism in
France and other parts of Western Europe. However, persecution of Jews was even
more severe in Eastern Europe. Russian officials permitted pogroms
(puh•GRAHMS), organized campaigns of violence against Jews. From the late
1880s on, thousands of Jews fled Eastern Europe. Many headed for the United States.
For many Jews, the long history of exile and persecution convinced them to work
for a homeland in Palestine. In the 1890s, a movement known as Zionism developed
to pursue this goal. Its leader was Theodor Herzl (HEHRT•suhl), a writer in Vienna.
It took many years, however, before the state of Israel was established.
SECTION
1
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• suffrage
• Chartist movement
• Queen Victoria
• Third Republic
• Dreyfus affair
• anti-Semitism
• Zionism
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which of these events most
3. What were some effects of the
6. COMPARING Why was the road to democracy more
expanded democracy, and
why?
Reform Bill of 1832?
4. What was the goal of the
WSPU in Britain?
Event
Evaluation
5. What was the Dreyfus affair?
difficult for France than for England?
7. SYNTHESIZING Look again at the primary source on page
749. What is Pankhurst demanding?
8. RECOGNIZING EFFECTS What was the connection
between anti-Semitism and Zionism?
9. WRITING ACTIVITY POWER AND AUTHORITY Among the
Chartists’ demands was pay for members of Parliament.
Write a letter to the editor that supports or criticizes a
pay raise for your legislators.
CONNECT TO TODAY CREATING A POSTER
Find information on issues in today’s world that involve a call for social justice. Then make a
poster in which you illustrate what you regard as the most compelling example of a current
social injustice.
750 Chapter 26
2
Self-Rule for British Colonies
MAIN IDEA
WHY IT MATTERS NOW
EMPIRE BUILDING Britain
allowed self-rule in Canada,
Australia, and New Zealand but
delayed it for Ireland.
Canada, Australia, and New
Zealand are strong democracies
today, while Ireland is divided.
TERMS & NAMES
•
•
•
•
• home rule
dominion
• Irish Republican
Maori
Army
Aborigine
penal colony
SETTING THE STAGE By 1800, Great Britain had colonies around the world.
These included outposts in Africa and Asia. In these areas, the British managed
trade with the local peoples, but they had little influence over the population at
large. In the colonies of Canada, Australia, and New Zealand, on the other hand,
European colonists dominated the native populations. As Britain industrialized
and prospered in the 1800s, so did these colonies. Some were becoming strong
enough to stand on their own.
Canada Struggles for Self-Rule
TAKING NOTES
Canada was originally home to many Native American peoples. The first
European country to colonize Canada was France. The earliest French colonists,
in the 1600s and 1700s, had included many fur trappers and missionaries. They
tended to live among the Native Americans. Some French intermarried with
Native Americans.
Great Britain took possession of the country in 1763 after it defeated France in
the French and Indian War. The French who remained lived mostly in the lower St.
Lawrence Valley. Many English-speaking colonists arrived in Canada after it came
under British rule. Some came from Great Britain, and others were Americans who
had stayed loyal to Britain after the American Revolution. They settled separately
from the French along the Atlantic seaboard and the Great Lakes.
Country
French and English Canada Religious and cultural differences between the
mostly Roman Catholic French and the mainly Protestant English-speaking
colonists caused conflict in Canada. Both groups pressed Britain for a greater
voice in governing their own affairs. In 1791 the British Parliament tried to
resolve both issues by creating two new Canadian provinces. Upper Canada (now
Ontario) had an English-speaking majority. Lower Canada (now Quebec) had a
French-speaking majority. Each province had its own elected assembly.
Comparing Use a chart
to compare progress
toward self-rule by
recording significant
events.
Political
Events
Canada
Australia
New
Zealand
Ireland
The Durham Report The division of Upper and Lower Canada temporarily
eased tensions. In both colonies, the royal governor and a small group of wealthy
British held most of the power. But during the early 1800s, middle-class professionals in both colonies began to demand political and economic reforms. In
Lower Canada, these demands were also fueled by French resentment toward
British rule. In the late 1830s, rebellions broke out in both Upper and Lower
An Age of Democracy and Progress 751
CANADA
0
0
Acadia
500 Miles
1,000 Kilometers
Acadians to Cajuns
Colonists from France founded the
colony of Acadia on the eastern coast
of what is now Canada in 1604.
Tensions flared between these
settlers and later arrivals from
England and Scotland.
In 1713, the British gained control
of Acadia and renamed it Nova Scotia
(New Scotland). They expelled
thousands of descendants of the
original Acadians. Many eventually
settled in southern Louisiana. Today,
their culture still thrives in the
Mississippi Delta area, where the
people are called Cajuns (an
alteration of Acadian).
Canada. The British Parliament sent a reform-minded
statesman, Lord Durham, to investigate.
In 1839, Durham sent a report to Parliament that urged
two major reforms. First, Upper and Lower Canada should
be reunited as the Province of Canada, and British immigration should be encouraged. In this way, the French would
slowly become part of the dominant English culture.
Second, colonists in the provinces of Canada should be
allowed to govern themselves in domestic matters.
The Dominion of Canada By the mid-1800s, many
Canadians believed that Canada needed a central government. A central government would be better able to protect
the interests of Canadians against the United States, whose
territory now extended from the Atlantic to the Pacific
oceans. In 1867, Nova Scotia and New Brunswick joined
the Province of Canada to form the Dominion of Canada.
As a dominion, Canada was self-governing in domestic
affairs but remained part of the British Empire.
Canada’s Westward Expansion Canada’s first prime minister, John MacDonald, expanded Canada westward by purchasing lands and persuading frontier territories to join the
union. Canada stretched to the Pacific Ocean by 1871. MacDonald began the construction of a transcontinental railroad, completed in 1885.
Australia and New Zealand
The British sea captain James Cook claimed New Zealand
in 1769 and part of Australia in 1770 for Great Britain. Both lands were already
inhabited. In New Zealand, Cook was greeted by the Maori, a Polynesian people
who had settled in New Zealand around A.D. 800. Maori culture was based on farming, hunting, and fishing.
When Cook reached Australia, he considered the land uninhabited. In fact,
Australia was sparsely populated by Aborigines, as Europeans later called the
native peoples. Aborigines are the longest ongoing culture in the world. These
nomadic peoples fished, hunted, and gathered food.
Britain’s Penal Colony Britain began colonizing Australia in 1788 with
convicted criminals. The prisons in England were severely overcrowded. To solve
this problem, the British government established a penal colony in Australia. A
penal colony was a place where convicts were sent to serve their sentences. Many
European nations used penal colonies as a way to prevent overcrowding of prisons.
After their release, the newly freed prisoners could buy land and settle.
Free Settlers Arrive Free British settlers eventually joined the former convicts in
both Australia and New Zealand. In the early 1800s, an Australian settler experimented with breeds of sheep until he found one that produced high quality wool
and thrived in the country’s warm, dry weather. Although sheep are not native to
Australia, the raising and exporting of wool became its biggest business.
To encourage immigration, the government offered settlers cheap land. The population grew steadily in the early 1800s and then skyrocketed after a gold rush in
1851. The scattered settlements on Australia’s east coast grew into separate
colonies. Meanwhile, a few pioneers pushed westward across the vast dry interior
and established outposts in western Australia.
752 Chapter 26
Recognizing
Effects
How do you
think Durham’s
report affected
French-speaking
Canadians?
NG
170°E
150°E
DI
RA
NG
E
L. Eyre
LI
NG
r
Da
gR
lin
.
RA
Port Phillip, 1803 Bass Strait
40°S
0
0
500 Miles
1,000 Kilometers
Brisbane,
1824
.
Great Australian
Bight Adelaide,
M urray R.
1836
Albany, 1827
Melbourne, 1835
200 Miles
500 Kilometers
VI
GREAT VICTORIA
DESERT
R
DA
30°S
OCEAN
0
SIMPSON
DESERT
A U S T R A L I A
Dunedin, 1848
0
DI
GIBSON DESERT
AT
GREAT
SANDY DESERT
20°S
n
Russell, 1829
Coral
Sea
G RE
INDIAN
OCEAN
Tropic of Capricor
Auckland, 1840
New Plymouth,
North I.
1841
40°S
Nelson, 1841
Wellington,
1840
South
PACIFIC
I.
140°E
NEW
ZEALAND
130°E
Tasman
Sea
120°E
Climate Regions
Desert
Grassland
Mediterranean
Rain forest
Savanna
Woodlands
Densest Aborigine
or Maori populations,
around 1770
Date of European
settlement
110°E
Australia and New
Zealand to 1850
Newcastle,
1804
Sydney,
1788
New Zealand
1,300 miles
Launceston, 1804
Tasmania
Hobart, 1804
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region What sort of climate region is found along the eastern coast of Australia?
2. Region What regions of Australia and New Zealand were most densely inhabited by native
peoples?
Settling New Zealand European settlement of New Zealand grew more slowly.
This was because Britain did not claim ownership of New Zealand, as it did
Australia. Rather, it recognized the land rights of the Maori. In 1814, missionary
groups began arriving from Australia seeking to convert the Maori to Christianity.
The arrival of more foreigners stirred conflicts between the Maori and the
European settlers over land. Responding to the settlers’ pleas, the British decided
to annex New Zealand in 1839 and appointed a governor to negotiate with the
Maori. In a treaty signed in 1840, the Maori accepted British rule in exchange for
recognition of their land rights.
Self-Government Like Canadians, the colonists of Australia and New Zealand
wanted to rule themselves yet remain in the British Empire. During the 1850s, the
colonies in both Australia and New Zealand became self-governing and created
parliamentary forms of government. In 1901, the Australian colonies were united
under a federal constitution as the Commonwealth of Australia. During the early
1900s, both Australia and New Zealand became dominions.
The people of Australia and New Zealand pioneered a number of political
reforms. For example, the secret ballot, sometimes called the Australian ballot, was
first used in Australia in the 1850s. In 1893, New Zealand
became the first nation in the world to give full voting rights to
women. However, only white women gained these rights.
▼ This photograph
shows a Maori
warrior with
traditional dress
and face markings.
Status of Native Peoples Native peoples and other non-
Contrasting
How did the
colonial settlement
of Australia and
New Zealand differ?
Europeans were excluded from democracy and prosperity.
Diseases brought by the Europeans killed Aborigines and
Maori. As Australian settlement grew, the colonists displaced or
killed many Aborigines.
In New Zealand, tensions between settlers and Maori continued to grow after it became a British colony. Between 1845 and
1872, the colonial government fought the Maori in a series of
wars. Reduced by disease and outgunned by British weapons, the
Maori were finally driven into a remote part of the country.
An Age of Democracy and Progress 753
The Irish Win Home Rule
English expansion into Ireland had begun in the 1100s, when the pope granted control of Ireland to the English king. English knights invaded Ireland, and many settled there to form a new aristocracy. The Irish, who had their own ancestry, culture,
and language, bitterly resented the English presence. Laws imposed by the English
in the 1500s and 1600s limited the rights of Catholics and favored the Protestant
religion and the English language.
Over the years, the British government was determined to maintain its control
over Ireland. It formally joined Ireland to Britain in 1801. Though a setback for
Irish nationalism, this move gave Ireland representation in the British Parliament.
Irish leader Daniel O’Connell persuaded Parliament to pass the Catholic
Emancipation Act in 1829. This law restored many rights to Catholics.
The Great Famine In the 1840s, Ireland experienced one of the worst famines of
modern history. For many years, Irish peasants had depended on potatoes as virtually their sole source of food. From 1845 to 1848, a plant fungus ruined nearly all
of Ireland’s potato crop. Out of a population of 8 million, about a million people
died from starvation and disease over the next few years.
During the famine years, about a million and a half people fled from Ireland.
Most went to the United States; others went to Britain, Canada, and Australia. At
home, in Ireland, the British government enforced the demands of the English
landowners that the Irish peasants pay their rent. Many Irish lost their land and fell
hopelessly in debt, while large landowners profited from higher food prices.
Demands for Home Rule During the second half of the 1800s, opposition to
British rule over Ireland took two forms. Some Irish wanted independence for
Ireland. A greater number of Irish preferred home rule, local control over internal
Starvation in Ireland
A traveler described what he saw on a journey through
Ireland in 1847:
The Great Famine, 1845–1851
Fate of the Irish during the famine:
PRIMARY SOURCE
We entered a cabin. Stretched in one dark corner,
scarcely visible, from the smoke and rags that covered
them, were three children huddled together, lying there
because they were too weak to rise, pale and ghastly,
their little limbs—on removing a portion of the filthy
covering—perfectly emaciated, eyes sunk, voice gone,
and evidently in the last stage of actual starvation.
WILLIAM BENNETT, quoted in Narrative of a Recent Journey
of Six Weeks in Ireland
70% remained in Ireland, though
millions more Irish emigrated
after 1851
12% died
18% emigrated
Where they
emigrated to (1851):
Australia, 2.5%
Canada, 11.5%
Britain, 36%
DOCUMENT-BASED QUESTIONS
1. Determining Main Ideas What was the effect of the
destruction of Ireland’s potato crop on the population of
Ireland?
2. Clarifying How did 18 percent of the population deal with the
famine?
3. Comparing Which country received the most Irish emigrants?
754 Chapter 26
United States, 50%
Sources: R. F. Foster, Modern Ireland, 1600–1972;
D. Fitzpatrick, Irish Emigration, 1804–1921
matters only. The British, fearful of Irish moves toward independence, refused to consider either option.
One reason for Britain’s opposition to home rule was concern for Ireland’s Protestants. They feared being a minority in
a country dominated by Catholics. Most Protestants lived in
the northern part of Ireland, known as Ulster. Finally, in 1914,
Parliament enacted a home rule bill for southern Ireland. Just
one month before the plan was to take effect, World War I
broke out in Europe. Irish home rule was put on hold.
When Northern Ireland decided to
stay united with Great Britain, many
Catholics there refused to accept the
partition, or division. In the late
1960s, Catholic groups began to
demonstrate for more civil rights.
Their protests touched off fighting
between Catholics and Protestants.
Militant groups on both sides
engaged in terrorism. This violent
period, called the “troubles,”
continued into the 1990s.
In 1999, with a peace accord,
Catholics and Protestants began
sharing power in a new home-rule
government. In May 2007, home rule
returned under a new power-sharing
government.
Rebellion and Division Frustrated over the delay in gaining
independence, a small group of Irish nationalists rebelled in
Dublin during Easter week, 1916. British troops put down the
Easter Rising and executed its leaders. Their fate, however,
aroused wider popular support for the nationalist movement.
After World War I, the Irish nationalists won a victory in
the elections for the British Parliament. To protest delays in
home rule, the nationalist members decided not to attend
Parliament. Instead, they formed an underground Irish government and declared themselves independent. The Irish
Republican Army (IRA), an unofficial military force seeking independence for Ireland, staged a series of attacks
against British officials in Ireland. The attacks sparked war
between the nationalists and the British government.
In 1921, Britain divided Ireland and granted home rule to
southern Ireland. Ulster, or Northern Ireland, remained a
part of Great Britain. The south became a dominion called
the Irish Free State. However, many Irish nationalists, led by
Eamon De Valera, continued to seek total independence
from Britain. In 1949, the Irish Free State declared itself the
independent Republic of Ireland.
Evaluating
Decisions
Was Britain’s
policy in dividing
Ireland successful?
Why or why not?
SECTION
Northern Ireland Today
2
INTERNET ACTIVITY Design a Web page
about the peace process in Northern
Ireland today. Include key figures in the
peace process, especially Gerry Adams
and David Trimble. Go to classzone.com
for your research.
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• dominion
• Maori
• Aborigine
• penal colony
• home rule
• Irish Republican Army
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. In what ways was Ireland
3. What were the two major
6. COMPARING How was Britain’s policy toward Canada
different from the other three
colonies?
reforms urged by the Durham
report?
4. What was unusual about the
Country
Canada
Australia
New
Zealand
Political
Events
first European settlers in
Australia?
5. What are the main countries to
which the Irish emigrated
during the famine?
beginning in the late 1700s similar to its policy toward
Ireland in the 1900s?
7. DRAWING CONCLUSIONS What impact did the Great
Famine have on the population of Ireland?
8. CLARIFYING Why did Britain create Upper Canada and
Lower Canada, and who lived in each colony?
9. WRITING ACTIVITY EMPIRE BUILDING Britain encouraged
emigration to each of the colonies covered in this section.
What effects did this policy have on these areas? Write a
paragraph in which you provide an explanation.
INTERNET ACTIVITY
Use the Internet to find information on Irish emigration to the United
States. Create a bar graph showing the years when the largest
numbers of Irish came to the United States.
INTERNET KEYWORD
Irish immigration
An Age of Democracy and Progress 755
Life in Early Australia
European explorers located Australia long after they had begun
colonizing other lands. Dutch explorers were probably the first
Europeans to reach Australia around 1605. Australia was not claimed by
a European power, however, until the British did so in 1770.
Early Australia had many groups of people with diverse interests,
including a native population that had lived on the island for at least
40,000 years. On these pages you will discover the occupations,
motivations, and interests of some Australians in the 17th and 18th
centuries.
RESEARCH LINKS For more on early
Australia, go to classzone.com
▼ Gold Miners
In 1851, lured by the potential of striking it
rich, thousands of people began prospecting
for gold in Australia. Sometimes whole families
moved to the gold fields, but life in the gold
camps was hard and very few people struck it
rich. Searching for gold was hard and dirty
work, as this painting illustrates.
756
▼ Original Australians
Aboriginal society developed in close
harmony with nature. There were
between 200 and 300 Aboriginal
languages, and most people were
bilingual or multilingual. By 1900, half
of Australia’s original inhabitants had
died fighting the British or from disease.
The engraving below depicts an
Aboriginal man with ceremonial face
paint and scars. The other image below
is an ancient Aboriginal rock painting.
Australia Today
• Australia still mines gold, but it
also produces 95 percent of
the world’s precious opals and
99 percent of black opals.
• Australia has 24 million head
of cattle and is the world’s
largest exporter of beef.
• Australians had 8.6 million cell
phones in 2000.
Australia’s Population
• In 2001, there was an average
of 6.5 people per square mile
in Australia. That same year in
the United States there were
77.8 people per square mile.
• In Australia’s 2001 census,
410,003 people identified
themselves as being of
indigenous origin.
Number of People in Millions
Australia’s Population
▲ Farmers and Ranchers
20
15
10
5
0
1901
Females
2001
Males
Free settlers made the journey to Australia willingly. Many went
into farming and ranching. Farms provided much-needed food, and sheep
ranching provided wool as a valuable export. Convicts were hired out to
farmers and ranchers as cheap labor. Sheep ranching, shown in the picture
above, remains an important part of Australia’s economy.
▼ Convicts
Beginning in 1788, England sent both male and
female prisoners to Australia—sometimes with
their children. Convicts built public buildings,
roads, and bridges. England stopped sending
convicts to Australia in 1868. The prison ship
shown here housed prisoners before they
went to Australia.
1. Forming and Supporting Opinions
Of the groups represented on this
page, which do you believe had
highest quality of living? Why?
See Skillbuilder Handbook, page R20.
2. Comparing and Contrasting Use the
Internet to research the issues that
Australian Aborigines and Native
Americans in the United States face
today and compare them. How are
they similar? How are they different?
757
3
War and Expansion
in the United States
MAIN IDEA
POWER AND AUTHORITY The
United States expanded across
North America and fought a
civil war.
WHY IT MATTERS NOW
The 20th-century movements to
ensure civil rights for African
Americans and others are a
legacy of this period.
TERMS & NAMES
• manifest
destiny
• Abraham
Lincoln
• secede
• U.S. Civil War
• Emancipation
Proclamation
• segregation
SETTING THE STAGE The United States won its independence from Britain
in 1783. At the end of the Revolutionary War, the Mississippi River marked the
western boundary of the new republic. As the original United States filled with
settlers, land-hungry newcomers pushed beyond the Mississippi. The government helped them by acquiring new territory for settlement. Meanwhile, tensions
between northern and southern states over the issues of states’ rights and slavery
continued to grow and threatened to reach a boiling point.
TAKING NOTES
Following Chronological
Order Create a time line
to record major events of
the United States in the
19th century.
Event
one
Event
two
Event
three
Event
four
Americans Move West
In 1803, President Thomas Jefferson bought the Louisiana Territory from France.
The Louisiana Purchase doubled the size of the new republic and extended its
boundary to the Rocky Mountains. In 1819, Spain gave up Florida to the United
States. In 1846, a treaty with Great Britain gave the United States part of the
Oregon Territory. The nation now stretched from the Atlantic to the Pacific oceans.
Manifest Destiny Many Americans believed in manifest destiny, the idea that
the United States had the right and duty to rule North America from the Atlantic
Ocean to the Pacific Ocean. Government leaders used manifest destiny to justify
evicting Native Americans from their tribal lands.
The Indian Removal Act of 1830 made such actions official policy. This law
enabled the federal government to force Native Americans living in the East to
move to the West. Georgia’s Cherokee tribe challenged the law before the
Supreme Court. The Court, however, ruled that the suit was not valid. The
Cherokees had to move. Most of them traveled 800 miles to Oklahoma, mainly
on foot, on a journey later called the Trail of Tears. About a quarter of the
Cherokees died on the trip. A survivor recalled how the journey began:
PRIMARY SOURCE
The day was bright and beautiful, but a gloomy thoughtfulness was depicted in the
lineaments of every face. . . . At this very moment a low sound of distant thunder fell
on my ear . . . and sent forth a murmur, I almost thought a voice of divine indignation
for the wrong of my poor and unhappy countrymen, driven by brutal power from all
they loved and cherished in the land of their fathers.
WILLIAM SHOREY COODEY, quoted in The Trail of Tears
758 Chapter 26
U.S. Expansion,
1783–1853
120°
W
W
40°
80°W
60°N
U.S. in 1783
Louisiana Purchase,Hudson
1803
Florida Cession, 1819 Bay
By treaty with Great Britain,
1818 and 1842
Texas Joins the United States When
Texas Annexation, 1845
Oregon, 1846
Mexican Cession, 1848
Gadsden Purchase, 1853
By treaty with C A NA D A
By treaty with
Great Britain, 1818
Great Britain, 1842
M isso
.
MEXICAN
oR
CESSION orad
ol
iR
.
20°N
o f C a n ce
TEXAS
ANNEXATION
Río
de
an
Gr
Tropic
GADSDEN
PURCHASE
R.
C
PACIFIC
OCEAN
UNITED STATES
in 1783
LOUISIANA
PURCHASE
r
O
40°N
Mississippi
OREGON
ur
Mexico had gained its independence
from Spain in 1821, its territory included
the lands west of the Louisiana Purchase.
With Mexico’s permission, American settlers moved into the Mexican territory of
Texas. However, settlers were unhappy
with Mexico’s rule.
In 1836, Texans revolted against
Mexican rule and won their independence. Then, in 1845, the United States
annexed Texas. Since Mexico still
claimed Texas, it viewed this annexation
as an act of war.
100°W
When the Cherokees reached their destination, they ended up on land inferior to
that which they had left. As white settlers
moved west during the 19th century, the
government continued to push Native
Americans off their land.
o R.
hi
ATLANTIC
OCEAN
Gulf of
Mexico
0
FLORIDA
CESSION
500 Miles
MEX ICO
0
1,000 Kilometers
GEOGRAPHY SKILLBUILDER: Interpreting Maps
War with Mexico Between May 1846
1. Movement What was the first territory to be added to the
and February 1848, war raged between
United States after 1783?
the two countries. Finally, Mexico sur2. Region What present-day states were part of the Mexican
rendered. As part of the settlement of the
Cession?
Mexican-American War, Mexico ceded
territory to the United States. The
Mexican Cession included California and a huge area in the Southwest. In 1853,
the Gadsden Purchase from Mexico brought the lower continental United States to
its present boundaries.
Civil War Tests Democracy
America’s westward expansion raised questions about what laws and customs
should be followed in the West. Since the nation’s early days, the northern and
southern parts of the United States had followed different ways of life. Each section
wanted to extend its own way of life to the new territories and states in the West.
North and South The North had a diversified economy, with both farms and
Contrasting
What were the
main economic differences between
the Northern and
Southern states?
industry. For both its factories and farms, the North depended on free workers. The
South’s economy, on the other hand, was based on just a few cash crops, mainly
cotton. Southern planters relied on slave labor.
The economic differences between the two regions led to a conflict over slavery.
Many Northerners considered slavery morally wrong. They wanted to outlaw slavery in the new western states. Most white Southerners believed slavery was necessary for their economy. They wanted laws to protect slavery in the West so that they
could continue to raise cotton on the fertile soil there.
The disagreement over slavery fueled a debate about the rights of the individual
states against those of the federal government. Southern politicians argued that the
states had freely joined the Union, and so they could freely leave. Most
Northerners felt that the Constitution had established the Union once and for all.
Civil War Breaks Out Conflict between the North and South reached a climax in
1860, when Abraham Lincoln was elected president. Southerners fiercely
An Age of Democracy and Progress 759
Civil War in the United States, 1861–1865
70° W
75°W
80°W
85°W
VT.
N.H.
MASS.
NEW YORK
INDIANA
Mi
s si
St. Louis
iR
pp
s si
r
ive
MISSOURI
Civil War Deaths
PENNSYLVANIA
ILLINOIS
40°N
CONN.
R.I.
New York
Chicago
IOWA
Boston
O
r
ve
Ri
hi o
Gettysburg, 1863
OHIO Antietam, 1862
Bull Run, 1861
W.VA. 1861–65
NEW JERSEY
Philadelphia
Baltimore
DEL..
Washington, D.C.
400
Richmond
ATLANTIC
OCEAN
VIRGINIA
KENTUCKY
1862
–63
186
5
2
1–6
186
NORTH
CAROLINA
Goldsboro
TENNESSEE
Chattanooga,
1863
Memphis
1863
SOUTH
Shiloh,
CAROLINA
35°N
1862
186
Atlanta,
Ft. Sumter, 1861
ARKANSAS
4
1864
(Charleston)
MISSISSIPPI
Savannah
GEORGIA
ALABAMA
LOUISIANA
200
100
0
Vicksburg, 1863
Union
63
0
250 Miles
0
400 Kilometers
Confederacy
FLORIDA
18
1864
300
(in thousands)
United States
Confederate States
Union advances
Major battle
New Orleans
30°N
2
186
Gulf of Mexico
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Movement What can you tell about the strategy of the North to defeat the South?
2. Human-Environment Interaction Which side do you think suffered the most
devastation? Why?
opposed Lincoln, who had promised to stop the spread of slavery. One by one,
Southern states began to secede, or withdraw, from the Union. These states came
together as the Confederate States of America.
On April 12, 1861, Confederate forces fired on Fort Sumter, a federal fort in
Charleston, South Carolina. Lincoln ordered the army to bring the rebel states back
into the Union. The U.S. Civil War had begun. Four years of fighting followed, most
of it in the South. Although the South had superior military leadership, the North
had a larger population, better transportation, greater resources, and more factories.
These advantages proved too much, and in April 1865, the South surrendered.
Abolition of Slavery Lincoln declared that the war was being fought to save the
Union and not to end slavery. He eventually decided that ending slavery would help
to save the Union. Early in 1863, he issued the Emancipation Proclamation,
declaring that all slaves in the Confederate states were free.
At first, the proclamation freed no slaves, because the Confederate states did not
accept it as law. As Union armies advanced into the South, however, they freed
slaves in the areas they conquered. The Emancipation Proclamation also showed
European nations that the war was being fought against slavery. As a result, these
nations did not send the money and supplies that the South had hoped they would.
In the aftermath of the war, the U.S. Congress passed the Thirteenth Amendment
to the Constitution, which abolished slavery in the United States. The Fourteenth
and Fifteenth Amendments extended the rights of citizenship to all Americans and
guaranteed former slaves the right to vote.
Reconstruction From 1865 to 1877, Union troops occupied the South and
enforced the constitutional protections. This period is called Reconstruction. After
federal troops left the South, white Southerners passed laws that limited African
760 Chapter 26
Analyzing Issues
Did the
Emancipation
Proclamation reflect
a change in
Lincoln’s main goal
for the war?
Americans’ rights and made it difficult for them to vote.
Such laws also encouraged segregation, or separation, of
blacks and whites in the South. African Americans continued to face discrimination in the North as well.
The Postwar Economy
The need for mass production and distribution of goods during the Civil War speeded industrialization. After the war, the
United States experienced industrial expansion unmatched
in history. By 1914, it was a leading industrial power.
Immigration Industrialization could not have occurred so
rapidly without immigrants. During the 1870s, immigrants
arrived at a rate of nearly 2,000 a day. By 1914, more than
20 million people had moved to the United States from
Europe and Asia. Many settled in the cities of the Northeast
and Midwest. Others settled in the open spaces of the West.
Lincoln passionately believed in
preserving the Union. His upbringing
might help explain why. The son of
rural, illiterate parents, he educated
himself. After working as rail splitter,
boatman, storekeeper, and surveyor,
he taught himself to be a lawyer. This
career path led eventually to the
White House.
In Europe, people stayed at the
level of society into which they had
been born. Yet the United States had
been founded on the belief that all
men were created equal. Small
wonder that Lincoln fought to
preserve the democracy he described
as the “last best hope of earth.”
The Railroads As settlers moved west, so did the nation’s
rail system. In 1862, Congress had authorized money to
build a transcontinental railroad. For seven years, immigrants and other workers dug tunnels, built bridges, and laid
track. When the railroad was completed in 1869, railroads
linked California with the eastern United States.
By 1900, nearly 200,000 miles of track crossed the nation.
This system linked farm to city and boosted trade and industry. The railroads bought huge quantities of steel. Also, trains
brought materials such as coal and iron ore to factories and
moved the finished goods to market. They carried corn,
wheat, and cattle from the Great Plains to processing plants
in St. Louis, Chicago, and Minneapolis. These developments
helped to make the United States a world leader.
Recognizing
Effects
How did railroads affect the
growth of the
United States?
SECTION
Abraham Lincoln
1809–1865
3
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• manifest destiny
• Abraham Lincoln
• secede
• U.S. Civil War
• Emancipation Proclamation
• segregation
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which events contributed to
3. What territory did the Mexican-
6. DISTINGUISHING FACT FROM OPINION Reread the
U.S. expansion?
Event
one
Event
two
American War open up to
American settlers?
Event
three
Event
four
4. What were some of the
economic differences between
the North and the South before
the Civil War?
5. How did the Civil War speed
up America’s industrialization?
quotation from William Shorey Coodey on page 758.
What facts are conveyed in his statement? What opinions
does he express about the Trail of Tears?
7. COMPARING What were the relative resources of the
North and South in the U.S. Civil War?
8. MAKING INFERENCES How might the Mexican Cession
(see map, page 759) have consequences today?
9. WRITING ACTIVITY POWER AND AUTHORITY Imagine that
you are making the westward journey by wagon train. Write
a number of journal entries describing your experience.
CONNECT TO TODAY MAKING A TABLE
Find information on countries today that are experiencing civil wars or conflicts. Make a table
that includes the name of each country, the continent it is located on, and the dates of the
conflict.
An Age of Democracy and Progress 761
4
Nineteenth-Century Progress
MAIN IDEA
SCIENCE AND TECHNOLOGY
Breakthroughs in science and
technology transformed daily
life and entertainment.
WHY IT MATTERS NOW
Electric lights, telephones, cars,
and many other conveniences
of modern life were invented
during this period.
TERMS & NAMES
• assembly line
• Charles
Darwin
• theory of
evolution
• radioactivity
• psychology
• mass
culture
SETTING THE STAGE The Industrial Revolution happened because of inven-
tions such as the spinning jenny and the steam engine. By the late 1800s,
advances in both industry and technology were occurring faster than ever before.
In turn, the demands of growing industries spurred even greater advances in
technology. A surge of scientific discovery pushed the frontiers of knowledge
forward. At the same time, in industrialized countries, economic growth produced many social changes.
TAKING NOTES
Summarizing Use a web
diagram to connect
people with their ideas
and inventions.
People and Progress
g
Inventions Make Life Easier
In the early 1800s, coal and steam drove the machines of industry. By the late
1800s, new kinds of energy were coming into use. One was gasoline (made from
oil), which powered the internal combustion engine. This engine would make the
automobile possible. Another kind of energy was electricity. In the 1870s, the electric generator was developed, which produced a current that could power machines.
Edison the Inventor During his career, Thomas Edison patented more than
1,000 inventions, including the light bulb and the phonograph. Early in his
career, Edison started a research laboratory in Menlo Park, New Jersey. Most of
his important inventions were developed there, with help from the researchers he
employed, such as Lewis H. Latimer, an African-American inventor. Indeed, the
idea of a research laboratory may have been Edison’s most important invention.
Bell and Marconi Revolutionize Communication Other inventors helped harness electricity to transmit sounds over great distances. Alexander Graham Bell
was a teacher of deaf students who invented the telephone in his spare time. He
displayed his device at the Philadelphia Centennial Exposition of 1876.
The Italian inventor Guglielmo Marconi used theoretical discoveries about
electromagnetic waves to create the first radio in 1895. This device was important because it sent messages (using Morse Code) through the air, without the use
of wires. Primitive radios soon became standard equipment for ships at sea.
Ford Sparks the Automobile Industry In the 1880s, German inventors used a
gasoline engine to power a vehicle—the automobile. Automobile technology
developed quickly, but since early cars were built by hand, they were expensive.
An American mechanic named Henry Ford decided to make cars that were
affordable for most people. Ford used standardized, interchangeable parts. He
762 Chapter 26
Edison’s Inventions
Thomas Alva Edison was one of the greatest inventors in history. He held
thousands of patents for his inventions in over 30 countries. The United States
Patent Office alone issued Edison 1,093 patents. Among his inventions was an
electric light bulb, the phonograph, and motion pictures, all shown on this page.
Some scientists and historians, however, believe that Edison’s greatest
achievement was his development of the research laboratory. Edison worked
with a team of different specialists to produce his creations. His precise manner
is illustrated by his famous quote: “Genius is 1 percent inspiration and 99
percent perspiration.”
RESEARCH LINKS For more on Thomas
Alva Edison, go to classzone.com
▲ Thomas Edison in his West Orange,
New Jersey, laboratory, 1915
▼ Motion pictures The idea of “moving
pictures” was not Edison’s, but his
“Kinetoscope,” shown below, made
movies practical.
▼ Phonograph Commonplace today, a
device for recording sound did not exist
until Thomas Edison invented it. He first
demonstrated his phonograph in 1877.
1. Clarifying What did Edison mean
when he said, “Genius is 1 percent
inspiration and 99 percent
perspiration”?
See Skillbuilder Handbook, page R4.
2. Forming and Supporting Opinions
▲ Light bulb Edison and his team are working on an
electric light bulb in this painting. Edison’s inventions often
developed from existing technologies. Many people were
working on an electric light bulb, but Edison made it practical.
Which of Edison’s inventions shown
on this page do you think has had
the most influence?
763
▲ Airplane
Through trial and error, the Wright
brothers designed wings that
provided lift and balance in flight.
Their design is based on principles
that are still used in every aircraft.
Automobile Assembly Line
Ford’s major innovation was to
improve efficiency in his factory.
By introducing the assembly line,
he reduced the time it took to
build a car from 12.5 to 1.5
worker-hours.
▲
▲ Telephone
Alexander Graham Bell
demonstrated the first telephone
in 1876. It quickly became an
essential of modern life. By 1900,
there were 1.4 million telephones
in the United States. By 1912,
there were 8.7 million.
also built them on an assembly line, a line of workers who each put a single piece
on unfinished cars as they passed on a moving belt.
Assembly line workers could put together an entire Model T Ford in less than
two hours. When Ford introduced this plain, black, reliable car in 1908, it sold for
$850. As his production costs fell, Ford lowered the price. Eventually it dropped to
less than $300. Other factories adopted Ford’s ideas. By 1916, more than 3.5 million cars were traveling around on America’s roads.
The Wright Brothers Fly Two bicycle mechanics from Dayton, Ohio, named
Wilbur and Orville Wright, solved the age-old riddle of flight. On December 17,
1903, they flew a gasoline-powered flying machine at Kitty Hawk, North Carolina.
The longest flight lasted only 59 seconds, but it started the aircraft industry.
New Ideas in Medicine
As you learned in Chapter 22, earlier centuries had established the scientific method.
Now this method brought new insights into nature as well as practical results.
The Germ Theory of Disease An important breakthrough in the history of
medicine was the germ theory of disease. It was developed by French chemist
Louis Pasteur in the mid-1800s. While examining the fermentation process of alcohol, Pasteur discovered that it was caused by microscopic organisms he called bacteria. He also learned that heat killed bacteria. This led him to develop the process
of pasteurization to kill germs in liquids such as milk. Soon, it became clear to
Pasteur and others that bacteria also caused diseases.
Joseph Lister, a British surgeon, read about Pasteur’s work. He thought germs
might explain why half of surgical patients died of infections. In 1865, he ordered
that his surgical wards be kept spotlessly clean. He insisted that wounds be washed
in antiseptics, or germ-killing liquids. As a result, 85 percent of Lister’s patients
survived. Other hospitals adopted Lister’s methods.
Public officials, too, began to understand that cleanliness helped prevent the
spread of disease. Cities built plumbing and sewer systems and took other steps to
improve public health. Meanwhile, medical researchers developed vaccines or
cures for such deadly diseases as typhus, typhoid fever, diphtheria, and yellow
fever. These advances helped people live longer, healthier lives.
764 Chapter 26
Making
Inferences
Why do you
think Ford reduced
the price of the
Model T?
New Ideas in Science
No scientific idea of modern times aroused more controversy than the work of
English naturalist Charles Darwin. The cause of the controversy was Darwin’s
answer to the question that faced biologists: How can we explain the tremendous
variety of plants and animals on earth? A widely accepted answer in the 1800s was
the idea of special creation—every kind of plant and animal had been created by
God at the beginning of the world and had remained the same since then.
Clarifying
According to
Darwin, how does
natural selection
affect evolution?
Darwin’s Theory of Evolution Darwin challenged the idea of special creation.
Based on his research as a naturalist on the voyage of the H.M.S. Beagle, he developed a theory that all forms of life, including human beings, evolved from earlier
living forms that had existed millions of years ago.
In 1859, Darwin published his thinking in a book titled On the Origin of Species
by Means of Natural Selection. According to the idea of natural selection, populations tend to grow faster than the food supply and so must compete for food. The
members of a species that survive are those that are fittest, or best adapted to their
environment. These surviving members of a species produce offspring that share
their advantages. Gradually, over many generations, the species may change. In this
way, new species evolve. Darwin’s idea of change through natural selection came
to be called the theory of evolution.
Mendel and Genetics Although Darwin said that living
things passed on their variations from one generation to the
next, he did not know how they did so. In the 1850s and
1860s, an Austrian monk named Gregor Mendel discovered
that there is a pattern to the way that certain traits are inherited. Although his work was not widely known until 1900,
Mendel’s work began the science of genetics.
Advances in Chemistry and Physics In 1803, the British
chemist John Dalton theorized that all matter is made of
tiny particles called atoms. Dalton showed that elements
contain only one kind of atom, which has a specific weight.
Compounds, on the other hand, contain more than one kind
of atom.
In 1869, Dmitri Mendeleev (MEHN•duh•LAY•uhf), a
Russian chemist, organized a chart on which all the known
elements were arranged in order of weight, from lightest to
heaviest. He left gaps where he predicted that new elements
would be discovered. Later, his predictions proved correct.
Mendeleev’s chart, the Periodic Table, is still used today.
A husband and wife team working in Paris, Marie and
Pierre Curie, discovered two of the missing elements, which
they named radium and polonium. The elements were found
in a mineral called pitchblende that released a powerful
form of energy. In 1898, Marie Curie gave this energy the
name radioactivity. In 1903, the Curies shared the Nobel
Prize for physics for their work on radioactivity. In 1911,
Marie Curie won the Nobel Prize for chemistry for the discovery of radium and polonium.
Physicists around 1900 continued to unravel the secrets
of the atom. Earlier scientists believed that the atom was the
smallest particle that existed. A British physicist named
Marie Curie
1867–1934
Marie Curie’s original name was Marya
Sklodowska. Born in Warsaw, Poland,
she emigrated to Paris to study, where
she changed her name to Marie.
She achieved a number of firsts in
her career. She was the first woman to
teach in the Sorbonne, a world-famous
college that was part of the University
of Paris. She was the first woman to
win a Nobel Prize—two, in fact.
In 1911, she won the Nobel prize
for chemistry. In 1921, she made a
journey to the U.S. In 1934, she died
from leukemia caused by the radiation
she had been exposed to in her work.
RESEARCH LINKS For more on Marie
Curie, go to classzone.com.
An Age of Democracy and Progress 765
Ernest Rutherford suggested that atoms were made up of yet
smaller particles. Each atom, he said, had a nucleus surrounded by one or more particles called electrons. Soon
other physicists such as Max Planck, Neils Bohr, and Albert
Einstein were studying the structure and energy of atoms.
Social Sciences Explore Behavior
The scientific theories of the 1800s prompted scholars to
study human society and behavior in a scientific way.
Interest in these fields grew enormously during that century,
as global expeditions produced a flood of new discoveries
about ancient civilizations and world cultures. This led to
Social Darwinism
the development of modern social sciences such as archaeCharles Darwin (above) was a
ology, anthropology, and sociology.
naturalist, but a number of 19thcentury thinkers tried to apply his
An important new social science was psychology, the
ideas to economics and politics. The
study of the human mind and behavior. The Russian physileader in this movement was Herbert
ologist Ivan Pavlov believed that human actions were often
Spencer, an English philosopher.
unconscious reactions to experiences and could be changed
Free economic competition,
by training.
Spencer argued, was natural selection
in action. The best companies make
Another pioneer in psychology, the Austrian doctor
profits, while inefficient ones go
Sigmund Freud, also believed that the unconscious mind
bankrupt. Spencer applied the same
drives how people think and act. In Freud’s view, unconrules to individuals. Those who were
scious forces such as suppressed memories, desires, and
fittest for survival enjoyed wealth and
impulses shape behavior. He founded a type of therapy
success, while the poor remained poor
called psychoanalysis to deal with psychological conflicts
because they were unfit. This idea
became known as Social Darwinism.
created by these forces.
It also provided a rationalization for
Freud’s theories became very influential. However, his
imperialism and colonialism.
idea that the mind was beyond conscious control also
shocked many people. The theories of Freud and Pavlov
challenged the fundamental idea of the Enlightenment—
that reason was supreme. The new ideas about psychology began to shake the 19thcentury faith that humans could perfect themselves and society through reason.
The Rise of Mass Culture
In earlier periods, art, music, and theater were enjoyed by the wealthy. This group had
the money, leisure time, and education to appreciate high culture. It was not until
about 1900 that people could speak of mass culture—the appeal of art, writing,
music, and other forms of entertainment to a larger audience.
Changes Produce Mass Culture There were several causes for the rise of mass
culture. Their effects changed life in Europe and North America. Notice in the
chart on the next page how working class people’s lives were changed by mass culture. The demand for leisure activities resulted in a variety of new pursuits for people to enjoy. People went to music performances, movies, and sporting events.
Music Halls, Vaudeville, and Movies A popular leisure activity was a trip to the
local music hall. On a typical evening, a music hall might offer a dozen or more
different acts. It might feature singers, dancers, comedians, jugglers, magicians,
and acrobats. In the United States, musical variety shows were called vaudeville.
Vaudeville acts traveled from town to town, appearing at theaters.
During the 1880s, several inventors worked at trying to project moving images.
One successful design came from France. Another came from Thomas Edison’s laboratory. The earliest motion pictures were black and white and lasted less than a minute.
766 Chapter 26
Clarifying
Why was the
work of Pavlov
and Freud
groundbreaking?
Rise of Mass Culture
Cause
Effect/Cause
Effect
• Public education
• Increase in literacy
• Mass market for books
and newspapers
• Improvement in
communications
• Publications cheaper
and more accessible
• Mass market for books
and newspapers
• Invention of phonograph and records
• More music directly in
people’s homes
• Greater demand for
musical entertainment
• Shorter workday—
10 hours
shorter workweek—
5-1/2 days
• More leisure time
• Greater demand for
mass entertainment
activities
SKILLBUILDER: Interpreting Charts
1. Analyzing Causes What was the immediate cause for the increased demand for mass
entertainment activities?
2. Recognizing Effects What was the ultimate effect of public education and improved
communications?
By the early 1900s, filmmakers were producing the first feature films. Movies
quickly became big business. By 1910, five million Americans attended some
10,000 theaters each day. The European movie industry experienced similar growth.
Sports Entertain Millions With time at their disposal, more people began to
enjoy sports and outdoor activities. Spectator sports now became entertainment. In
the United States, football and baseball soared in popularity. In Europe, the first
professional soccer clubs formed and drew big crowds. Favorite English sports
such as cricket spread to the British colonies of Australia, India, and South Africa.
As a result of the growing interest in sports, the International Olympic Games
began in 1896. They revived the ancient Greek tradition of holding an athletic
competition every four years. Fittingly, the first modern Olympics took place in
Athens, Greece, the country where the games had originated.
SECTION
4
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• assembly line
• Charles Darwin
• theory of evolution
• radioactivity
• psychology
• mass culture
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which breakthrough helped
3. What effect did the assembly
6. COMPARING AND CONTRASTING How is the mass culture
people the most? Why?
line have on production costs?
4. How did Joseph Lister improve
the survival rate of his patients?
5. What effect did the spread of
People and Progress
g
public education have on
culture?
that rose at the end of the 19th century similar to mass
culture today? How is it different? Explain your response.
7. RECOGNIZING EFFECTS How did the germ theory change
living conditions in Europe and the United States?
8. ANALYZING CAUSES What changes led to the rise of mass
culture around 1900?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write a
two-paragraph expository essay in which you discuss
whether advances in science and technology have had a
largely positive or negative impact on society.
CONNECT TO TODAY MAKING A POSTER
Find information on the current state of medicines such as antibiotics and problems with their
use and overuse. Create a poster that shows examples of current antibiotics, their benefits,
and their potential negative long-term impact.
An Age of Democracy and Progress 767
Chapter
26 Assessment
TERMS & NAMES
Nineteenth-Century Progress Section 4 (pages 762–767)
16. What was Darwin’s principle of natural selection?
For each term or name below, briefly explain its connection to
the reforms, crises, or advances of Western nations from 1815
to 1914.
17. What prompted the growth of the social sciences?
18. What were some of the effects of increased leisure time?
1. suffrage
5. manifest destiny
2. anti-Semitism
6. Emancipation Proclamation
3. dominion
7. assembly line
CRITICAL THINKING
4. home rule
8. theory of evolution
1. USING YOUR NOTES
Create a web diagram of the
major political, economic, social
and cultural, and scientific and
technological changes of the
1800s and early 1900s.
MAIN IDEAS
Democratic Reform and Activism Section 1
(pages 747–750)
Political
Economic
An Era of Change
Social/
Cultural
Sci/Tech
2. RECOGNIZING EFFECTS
9. What political reforms expanded democracy for men in
Britain?
SCIENCE AND TECHNOLOGY For a worker, what might be the
advantages and disadvantages of an assembly line?
10. Why did the woman suffrage movement in Great Britain
become more militant?
3. ANALYZING MOTIVES
POWER AND AUTHORITY What effect did the call for home rule
in British colonies have on Ireland’s desire for independence?
Self-Rule for British Colonies Section 2 (pages 751–757)
11. What cultural conflict caused problems for Canada?
4. HYPOTHESIZING
Imagine that circumstances had forced the North to surrender
to the South in the Civil War, causing two countries to share
the region now occupied by the United States. What
economic effects might this have had on the North? the
South? the region as a whole?
12. How did Australia’s early history differ from that of other
British colonies?
13. Why did the British pass a home rule bill for southern
Ireland only?
War and Expansion in the United States
Section 3 (pages 758–761)
5. DRAWING CONCLUSIONS
How did manifest destiny help shape the U.S. government’s
policies of land acquisition?
14. In what ways did the United States gain territory in the
1800s?
15. Why was the issue of slavery in the United States so divisive?
An Age of Democracy and Progress
PROGRESS
1860s Medical
1869
advances of Lister Transcontinental
railroad completed in U.S.;
1859 Darwin’s
Origin of Species
1850s Mendel
experiments
with genetics
1830
1896 First modern
Olympic Games
1879 Edison
develops
light bulb
Mendeleev’s
Periodic Table
of Elements 1876 Bell
patents
telephone
1850
1861Outbreak
of U.S. Civil War
1863 Emancipation
Proclamation
1903 First
airplane flight by
Wright brothers;
1908 Ford
1895 Marconi sends
introduces
the Model T
first radio signals
1890
1875 Third
Republic
in France
Bill in Britain
1871 Paris Commune
1867 Suffrage
extended to workingclass men in Britain;
Dominion of
Canada formed
768 Chapter 26
engine perfected
1870
1832 First Reform
DEMOCRACY
1880s Internal combustion
1910
1893 Women
gain voting
rights in New
Zealand
1903 WSPU
founded
1894 Dreyfus affair begins
1884 Suffrage
extended to male
rural workers in Britain
Use the declaration from the Seneca Falls convention (held
in New York) and your knowledge of world history to
answer questions 1 and 2.
Additional Test Practice, pp. S1–S33
The history of mankind is a history of repeated injuries and
usurpations on the part of man toward woman, having in
direct object the establishment of an absolute tyranny over
her. To prove this, let facts be submitted to a candid world.
He has never permitted her to exercise her inalienable
right to the elective franchise.
He has compelled her to submit to laws, in the formation
of which she had no voice.
THE SENECA FALLS CONVENTION, “Declaration of Sentiments”
1. The purpose of the Seneca Falls convention was to
A. call for an end to slavery.
B. call for the South to secede from the Union.
C. call for women’s rights.
D. call for the release of Emmeline Pankhurst.
2. The style of this primary source is based on
Use this cartoon (A Court for King Cholera) and your
knowledge of world history to answer question 3.
3. Cholera is an infectious disease that has claimed many lives.
What details does the artist show about what causes epidemic
disease?
A. open windows and signs for travelers
B. children playing with a rat and a woman digging in trash
C. clothing hanging over the street
D. crowded street scene
A. the U.S. Constitution.
B. the U.S. Declaration of Independence.
C. the Reform Bill of 1832.
D. Émile Zola’s J’accuse!
TEST PRACTICE Go to classzone.com
• Diagnostic tests
• Strategies
• Tutorials
• Additional practice
ALTERNATIVE ASSESSMENT
1.
Interact with History
On page 746, you considered what political ideals might be
worth fighting and possibly even dying for. Now that you have
read the chapter, reexamine your conclusions both in terms of
the content of the chapter and your knowledge of events in the
world today. Discuss your opinions with a small group. Consider:
• political ideals
• religious ideals
• family values
2.
WRITING ABOUT HISTORY
Write an editorial that might have appeared
in a newspaper in 19th-century New Zealand. In the editorial,
address the issue of British settlers’ taking land from the Maori,
and the Maori response.
EMPIRE BUILDING
Consider the following:
• the original inhabitants of New Zealand
Net Explorations: Mass Entertainment
Go to NetExplorations at classzone.com to learn more about
the rise of mass culture and mass entertainment. Then use
the Internet and the material at NetExplorations to research
and write a newspaper article about spectators at one of the
new forms of mass entertainment. Include in your article
quotes from fictional visitors and their reactions to actual
events and spectacles. You may want to mention one or
more of the following:
• the Boston Pilgrims’ victory over the Pittsburgh Pirates in
baseball’s first World Series
• the “Luna” ride at Coney Island
• a late 19th-century European appearance of Barnum &
Bailey’s circus
• a visit to the Palace of Electricity at the 1904 World’s Fair in
St. Louis
• means for negotiating land disputes
• balancing the rights of native peoples and new settlers
An Age of Democracy and Progress 769

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