The Beginnings of Industrialization in Britain

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LESSON PLAN 1 Steam train on the Nancha Power plant in West Virginia, OBJECTIVES Bank, China United States • Explain the beginnings of industrialization in Britain. The Beginnings of Industrialization • Describe key inventions that furthered the Industrial Revolution.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Identify transportation improvements. • Trace the impact of railroads on SCIENCE AND TECHNOLOGY The changes that began in • Industrial • factors of The Industrial Revolution started Britain paved the way for Revolution production British industry. in England and soon spread to modern industrial societies. • enclosure • factory other countries. • crop rotation • entrepreneur • industrialization FOCUS & MOTIVATE Note that the Industrial Revolution SETTING THE STAGE In the United States, France, and Latin America, political revolutions brought in new governments. A different type of revolution now included key changes in the way people transformed the way people worked. The Industrial Revolution refers to the and goods could travel from one place to greatly increased output of machine-made goods that began in England in the another. What are some ways that people middle 1700s. Before the Industrial Revolution, people wove textiles by hand. and goods travel today? (car, airplane, Then, machines began to do this and other jobs. Soon the Industrial Revolution train, truck, ship) spread from England to Continental Europe and North America. INSTRUCT Industrial Revolution Begins in Britain TAKING NOTES Following Chronological In 1700, small farms covered England’s landscape. Wealthy landowners, how- Order On a time line, Industrial Revolution Begins ever, began buying up much of the land that village farmers had once worked. note important events in in Britain The large landowners dramatically improved farming methods. These innova- Britain‘s industrialization. tions amounted to an agricultural revolution. Critical Thinking The Agricultural Revolution Paves the Way After buying up the land of vil- 1700 1830 lage farmers, wealthy landowners enclosed their land with fences or hedges. The • Why might it be easier for large farmers increase in their landholdings enabled them to cultivate larger fields. Within to experiment than for family farmers? these larger fields, called enclosures, landowners experimented with more pro- (more resources) ductive seeding and harvesting methods to boost crop yields. The enclosure • How is population increase connected movement had two important results. First, landowners tried new agricultural to improved food supplies and living methods. Second, large landowners forced small farmers to become tenant farm- conditions? (Possible Answer: people ers or to give up farming and move to the cities. live longer, more babies survive) 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 In-Depth Resources: Unit 6 seeds failed to take root. He solved this problem with an invention called the seed • Guided Reading, p. 1 (also in Spanish) 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 devel- TEST-TAKING RESOURCES opments by the scientific farmers. The process improved upon older methods of Test Generator CD-ROM 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 Strategies for Test Preparation soil nutrients. The next year he planted a root crop, such as turnips, to restore Test Practice Transparencies, TT93 nutrients. This might be followed in turn by barley and then clover. Online Test Practice The Industrial Revolution 717

SECTION 1 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 6 In-Depth Resources: Unit 6 eEdition CD-ROM • Guided Reading, p. 1 • Guided Reading, p. 1 Voices from the Past Audio CD • History Makers: James Watt, p. 16 • Building Vocabulary, p. 5 Power Presentations CD-ROM Formal Assessment • Reteaching Activity, p. 19 Patterns of Interaction Video Series • Section Quiz, p. 400 Reading Study Guide, p. 237 • The Industrial and Electronic Revolutions Reading Study Guide Audio CD ENGLISH LEARNERS classzone.com In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • Guided Reading, p. 175 In-Depth Resources: Unit 6 Reading Study Guide (Spanish), p. 237 • Primary Source: from “The Opening of the Liverpool Reading Study Guide Audio CD (Spanish) to Manchester Railway,” p. 9

Teacher’s Edition 717 CHAPTER 25 • Section 1

More About . . .

The Business of War L An English Warfare in the early 1800s actually farmer plants his helped promote British business. fields in the early 1700s using a A. Answer It Although British trade with Europe seed drill. pushed farmers declined during the Napoleonic Wars, off the land, sent workers to the British victories gained new colonies Livestock breeders improved their methods too. In the 1700s, for example, cities, and created and new markets. The British navy Robert Bakewell increased his mutton (sheep meat) output by allowing only his a ready market ruled the seas, making shipping safe best sheep to breed. Other farmers followed Bakewell’s lead. Between 1700 and for new goods. for British merchants. In fact, French 1786, the average weight for lambs climbed from 18 to 50 pounds. As food supplies increased and living conditions improved, England’s population mushroomed. troops marched into Russia wearing Recognizing An increasing population boosted the demand for food and goods such as cloth. As Effects English-made overcoats. farmers lost their land to large enclosed farms, many became factory workers. How did popu- Why the Industrial Revolution Began in England In addition to a large popula- lation growth spur the Industrial tion of workers, the small island country had extensive natural resources. Revolution? Tip for English Learners Industrialization, which is the process of developing machine production of goods, required such resources. These natural resources included List land, labor, and capital (wealth) • water power and coal to fuel the new machines on the board under the heading factors • iron ore to construct machines, tools, and buildings of production. Clarify what each • rivers for inland transportation factor means. • 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 pro- Inventions Spur duction, the resources needed to produce goods and services that the Industrial Industrialization Revolution required. They included land, labor, and capital (or wealth).

Critical Thinking Inventions Spur Industrialization • Why do you think one invention led to In an explosion of creativity, inventions now revolutionized industry. Britain’s another? (Possible Answer: observers textile industry clothed the world in wool, linen, and cotton. This industry was the get new ideas from seeing other inven- first to be transformed. Cloth merchants boosted their profits by speeding up the tors’ work; new inventions make others process by which spinners and weavers made cloth. possible; exciting atmosphere) Changes in the Textile Industry As you will learn in the feature on textile technology on page 719, by 1800, several major inventions had modernized the cotton • How were England’s cotton industry industry. One invention led to another. In 1733, a machinist named John Kay made and America’s cotton growers linked? a shuttle that sped back and forth on wheels. This flying shuttle, a boat-shaped piece (Possible Answer: interdependent, each needed the other equally) 718 Chapter 25

Name ______Date ______CHAPTER 25 Section 1 (pages 717–722) TERMS AND NAMES Industrial Revolution Great increase in machine production that began in The Beginnings of England in the 18th century DIFFERENTIATING INSTRUCTION: STRUGGLING READERS enclosure Large closed-in field for Industrialization farming crop rotation Planting a different crop in a different field each year BEFORE YOU READ industrialization Process of In the last section, you read about romanticism and developing machine production of realism in the arts. goods factors of production Conditions In this section, you will read about the beginning of needed to produce goods and the Industrial Revolution. services Understanding Technological Advances factory Building where goods are AS YOU READ made Use this chart to take notes on important developments entrepreneur Person who organizes, and conditions that led to industrialization. manages, and takes on the financial Class Time 20 minutes Discuss the following questions: risk of a business enterprise

Agricultural Factors of Inventions Revolution Production Task Identify machines powered by steam engines • What else besides steam might be used to power Increased population

Purpose To clarify the importance of the steam engine in factory machines? Industrialization ed. the development of industrialization and transportation • How else might boats be powered? v Industrial Revolution Begins in ers collected these lands into large ﬁelds closed-in Britain (pages 717–718) by fences or hedges. These ﬁelds were called How enclosures. Many of the poor farmers who lost ights reser did the Industrial their lands became tenant farmers. Others gave up All r Revolution begin? farming and moved to the cities. Instructions Have students view the video, The Industrial • How else might locomotives be powered? The Industrial Revolution was the great increase New farm methods made farmers more pro- in production that began in England during the ductive. For example, Jethro Tull invented a seed 18th century. Before the Industrial Revolution, drill that made planting more efficient. Farmers people made most goods by hand. By the middle of also practiced crop rotation. Crop rotation is the

McDougal Littell Inc. the 1700s, more and more goods were made by practice of planting a different crop in a different and Electronic Revolutions. Provide them with additional © If students need help with the text on pages 721–722, machines. ﬁeld each year. The Industrial Revolution began with an agri- The increase in farm output made more food cultural revolution. In the early 1700s, large available. People enjoyed better diets. The popula- information about technological advances from pages landowners in Britain bought much of the land that tion of Britain grew. Fewer farmers were needed to refer them to the Reading Study Guide for Section 1. had been owned by poorer farmers. The landown- grow food. More people began to make goods

CHAPTER 25 THE INDUSTRIAL REVOLUTION 237 721–722. Then have students work in groups. Ask them to Patterns of Interaction Video Series: The Industrial and use the video and text to brainstorm a list of some of the Electronic Revolutions Reading Study Guide specific machines that were powered by steam engines.

718 Chapter 25 CHAPTER 25 • Section 1

Textiles Industrialize First The Industrial Revolution that began in Britain was spurred by a Global Impact revolution in technology. It started in the textile industry, where British Cotton Consumption, 1800–1900 inventions in the late 1700s transformed the manufacture of cloth. The demand for clothing in Britain had greatly increased as a 1000 OBJECTIVE 900 result of the population boom caused by the agricultural revolution. • Explore the global impact of inventions These developments, in turn, had an impact worldwide. For 800 in the past and today. example, the consumption of cotton rose dramatically in Britain 700 (see graph at right). This cotton came from plantations in the 600 INSTRUCT American South, where cotton production skyrocketed from 500 1790 to 1810 in response to demand from English textile mills. 400 (in thousands of metric tons)

Show the video. Point out that the 300

L first segment traces the origins of the John Kay’s flying 200 Industrial Revolution and its effect on shuttle (below) speedily carried 100 global relations. The second segment threads of yarn 0 investigates how modern technology is back and forth 1800 1810 1820 1830 1840 1850 1860 1870 1880 1890 1900 creating opportunities for the worldwide when the weaver Cotton Consumption Source: European Historical Statistics, 1750–1975 pulled a handle on exchange of information and ideas. the loom. The Discuss how technology affects flying shuttle greatly increased students’ lives. the productivity of weavers. Patterns of Interaction Technology Transforms an Age: The Industrial and Electronic Revolutions Inventions in the textile industry started in Britain History from Visuals and brought about the Industrial Revolution. This revolution soon spread to other countries. The process of industrialization is still spreading around Interpreting the Graph the world, especially in developing countries. A Point out to students that the years similar technological revolution is occurring in increase by decades across the bottom electronics today, transforming the spread of L Flying information around the world. of the chart. Also note that the scale on shuttle the left increases by 100,000 metric tons. Then ask students to identify the decade in which the steepest increase in British cotton consumption took place. (1850–1860) 1. Synthesizing How might the Extension Have students suggest why technological innovation and industrialization that took place in cotton consumption might have fallen the textile industry during the off between 1860 and 1870. (Possible Industrial Revolution have provided Answer: The American Civil War affected a model for other industries? See Skillbuilder Handbook, Page R21. both cotton production and cotton consumption, as well as transportation.) 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

CONNECT TO TODAY: ANSWERS

1. Synthesizing 2. Recognizing Effects Possible Answer: Many of the techniques of production and standardiza- Rubric Summaries should tion were applicable to other industries as the Industrial Revolution • identify technology used in the textile industry. developed. This can be seen, for example, in improvements in trans- • draw cause-and-effect links between technology and industry. portation when the steam engine was adapted to boats and railroads. • reflect effective research and critical thinking.

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CHAPTER 25 • Section 1

Inventions in America In the United States, American inventors worked at making railroad travel more comfortable, inventing adjustable Historyin Depth upholstered seats. They also revolutionized agriculture, manufacturing, and communications: Inventions in America 1831 Cyrus McCormick’s reaper boosted American wheat production. Have students research one of the inven- 1837 Samuel F. B. Morse, a New England painter, first sent tions listed here. Then have them explain electrical signals over a telegraph. basic facts about the invention and the 1851 I. M. Singer improved the sewing machine by inventing a inventor’s life. foot treadle (see photograph). 1876 Scottish-born inventor Alexander Graham Bell patented the telephone.

Rubric Successful photo exhibits should INTERNET ACTIVITY Create a photo exhibit on American inventions of the 19th century. Include • show a range of inventions. the name of the inventor and the date with each • identify each invention and inventor. photograph. Go to classzone.com for your research. • be visually appealing.

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 Tip for Struggling Readers attracted contestants to produce a better spinning machine. Around 1764, a textile worker named James Hargreaves invented a spinning wheel he named after his Help students make a chart like the one daughter. His spinning jenny allowed one spinner to work eight threads at a time. below and list major inventions or At first, textile workers operated the flying shuttle and the spinning jenny by improvements in each category. 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 Textiles Transport 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 Flying shuttle Steam engine more consistent than earlier spinning machines. Run by waterpower, Edmund Summarizing Cartwright’s power loom sped up weaving after its invention in 1787. What inventions The water frame, the spinning mule, and the power loom were bulky and expen- transformed the sive machines. They took the work of spinning and weaving out of the house. textile industry? B. Answer flying Wealthy textile merchants set up the machines in large buildings called . factories shuttle; spinning Factories needed waterpower, so the first ones were built near rivers and streams: jenny; water frame; spinning mule; More About . . . PRIMARY SOURCE power loom A great number of streams . . . furnish water-power adequate to turn many hundred The Cotton Gin mills: they afford the element of water, indispensable for scouring, bleaching, printing, dyeing, and other processes of manufacture: and when collected in their larger Eli Whitney’s cotton gin made Southern channels, or employed to feed canals, they supply a superior inland navigation, so planters rich, but not the inventor. important for the transit of raw materials and merchandise. The gin was easy to make and therefore EDWARD BAINS, The History of Cotton Manufacture in Great Britain (1835) easy to pirate. Whitney later pioneered England’s cotton came from plantations in the American South in the 1790s. the concept of interchangeable Removing seeds from the raw cotton by hand was hard work. In 1793, an American parts, building muskets from inventor named Eli Whitney invented a machine to speed the chore. His cotton gin machine-made components. 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.

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CHAPTER HISTORYMAKERS James Watt 25 Powering the World Section 1 “A New Invented Method of Lessening the Consumption of Steam and Fuel in Fire Engines.”—title on the patent application for James Watt’s ﬁrst invention (1769)

or centuries, human and animal muscle pulled Others could use it, but they had to pay a fee to Fplows and wagons and operated oars. In addi- Watt. In a few years his first partner was replaced DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS tion, wind provided the power to run windmills and by another, Matthew Boulton. Watt and Boulton propel ships. However, these methods put limits on worked together for several decades. They were a Name the amountDate of work that could be done. In 1705, good team, with Watt providing the engineering the development of the steam engine broke through knowledge and Boulton the business sense. these barriers, and in 1765 a Scotsman named Watt continued to find new ways to make the steam engine work better. Then Boulton convinced CHAPTER PRIMARY SOURCE from James Watt further spurred industrialization by “The Openingvastly improving of the the steam engine. Watt to devise one major improvement. Boulton 25 Liverpool to ManchesterWatt was born in Scotland Railway” in 1736. He was a believed that the steam engine could be used in mills by Frances Ann Kemblesickly child, and his mother schooled him at home that made flour and textiles. To be useful, though, Connecting Inventions and Scientific Principles Section 1 for a few years. However, the largest part of his the engine would have to drive machines that moved The railway connecting the port of Liverpool with theeducation city of Manchester was in his was father’s workshop. He was a in a circle, not up and down like a pump. By 1781, the first for which high-speed locomotives were designed.shipbuilder This excerpt, who alsofrom made devices for navigation. Watt had built a motor that rotated a shaft that Frances Ann Kemble’s Some Recollections of a Girlhood,Youngis an Jameseyewitness was givenaccount his own tools, bench, and came out of the machine. As Boulton had predict- of the opening of the Liverpool-Manchester Railway onforge, September and he 15, learned 1830. how to build machines by ed, the new invention caught on quickly. By 1800, What were her impressions of this historic train ride? making models of cranes and organs. his and Watt’s company had sold about 500 steam Class Time 30 minutes • Research Robert Fulton’s steamboat, the At age 18, Watt decided to become a maker of engines in Great Britain, and most were the new rotating type. them. Lordmathematical Wilton, Count instruments. Batthyany, CountAfter some training, he e started on Wednesday last, to the number Watt was also interested in chemistry and won Matuscenitz,moved and Mr.to Glasgow Huskisson to beginamong his the work. rest Local guilds— Wof about eight hundred people, in carriages. credit for an important discovery. He was the first were standingorganizations talking in theof craft middle workers—prevented of the road, him The most intense curiosity and excitement prevailed, to suggest that water was not a basic element but a when an enginefrom onstarting the other his own line, business. which was Some parad- friends, how- and, though the weather was uncertain, enormous compound made of different chemicals. However, Clermont. Students should find out how the ing up and ever,down secured merely himto show an appointment its speed, was at the University masses of densely packed people lined the road, Task Researching inventions and their of Glasgow to practice his craft. he was never able to identify what was involved in shouting and waving hats and handkerchiefs as we seen coming down upon them like lightning. The Before Watt was 30 years old, he had developed making water. flew by them. What with the sight and sound of most active of those in peril sprang back into their his first invention. He was asked to fix a steam Watt was responsible for other inventions and these cheering multitudes and the tremendous seats; Lord Wilton saved his life only by rushing engine used for demonstrations in a physics class. held many different patents. They earned him velocity with which we were borne past them, my behind the Duke’s carriage, and Count Matuscenitz ed.

boat used steam power to travel. Steam engines had been in use for many decades in around 76,000 British pounds in just over a decade. v scientific principles spirits rose to the true champagne height, and I had but just leaped into it, with the engine all but the mining industry, where they pumped water out In 1800, when the patents expired, he and Boulton never enjoyed anything so much as the ﬁrst hour of touching his heels as he did so; while poor Mr. of deep shafts. The problem was that these gave their business to their sons and retired. Watt our progress. I had been unluckily separated from Huskisson, less active from the effects of age and ghts reser

lived 19 more years, spending the time traveling i ill-health, bewildered,machines burned too, by a thetremendous frantic cries amount of of fuel to my mother in the first distribution of places, but by and receiving honors for his work. However, his ‘Stop the engine!make steam.Clear theAs Watttrack!’ repaired that resounded the engine, he All r an exchange of seats which she was enabled to interest in machines did not end. He had a work- Students should draw a diagram to illustrate their on all sides,noticed completely this inefficiency.lost his head, looked help- make she rejoined me when I was at the height of Purpose To understand the science behind the The steam produced by the engine was pushed shop made in the attic of his house, where he con- my ecstasy, which was considerably damped by lessly to the right and left, and was instantaneously into a cylinder where the steam then cooled. The tinued to tinker. finding that she was frightened to death. . . . While prostrated by the fatal machine, which dashed problem was that the cylinder had to be heated I was chewing the cud of this disappointment . . . down like a thunderbolt upon him, and passed over again because it cooled along with the steam. Watt a man flew by us, calling out through a speaking- his leg, smashing and mangling it in the most horri- Questions

findings, and then discuss their diagram and find- invented a separate chamber where the steam McDougal Littell Inc. ble way. (Lady Wilton said she distinctly heard the Industrial Revolution trumpet to stop the engine, for that somebody in 1. Drawing Conclusions Why was the steam © could be condensed without reducing the tempera- the directors’ carriage had sustained an injury. crushing of the bone.) So terrible was the effect ture of the cylinder. As a result, his improved steam engine an improvement in powering work? We were all stopped accordingly, and presently a of the appalling accident that, except that ghastly engines used considerably less fuel. 2. Determining Main Ideas What is a patent? hundred voices were heard exclaiming that Mr. ‘crushing’ and poor Mrs. Huskisson’s piercing Does the right it grants last forever?

ed. Watt then became partners with a business ings in class. The following resources might also v Huskisson was killed; the confusion that ensued is shriek, not a sound was heard or a word uttered owner so he could manufacture his machine. Watt 3. Making Inferences How did Watt’s and Boulton’s indescribable; the calling out from carriage to car- among the immediate spectators of the catastrophe. Instructions Organize students in pairs or small also ﬁled a patent to own the rights to his creation. different abilities strengthen their riage to ascertain the truth, the contrary reports from Frances Ann Kemble, Some Recollections of a partnership? ghts reser i which were sent back to us, the hundred questions Girlhood (1878). Reprinted in John Carey, ed., Eyewitness be useful: All r eagerly uttered at once, and the repeated and to History (New16 York:Unit Avon 6, Chapter Books, 1987), 25 304–305. urgent demands for surgical assistance, created a groups. Challenge them with either of the follow- sudden turmoil that was quite sickening. At last we Discussion Questions distinctly ascertained that the unfortunate man’s thigh was broken. From Lady Wilton, who was in Determining Main Ideas the Duke’s carriage, and within three yards of the 1. How many people rode on the ﬁrst train ride on

In-Depth Resources: Unit 6: “The Opening of the McDougal Littell Inc. spot where the accident happened, I had the fol- the Liverpool-Manchester Railway? ing research tasks: © 2. What happened to William Huskisson? In-Depth lowing details, the horror of witnessing which we were spared through our situation behind the great 3. Making Inferences Based on your reading carriage. The engine had stopped to take in a sup- of this excerpt, how do you know that the Liverpool-Manchester Railway,” p. 9, and James ply of water, and several of the gentlemen in the Liverpool–Manchester Railway was an important Resources: Unit 6 directors’ carriage had jumped out to look about improvement in transportation during the • Research James Watt’s invention to determine Industrial Revolution? the scientific principles on which it operated. Watt, p. 16. The Industrial Revolution 9 In-Depth Resources: Unit 6 720 Chapter 25 wh10te-062501-0717-0722 9/5/03 2:08 PM Page 721

Improvements in Transportation CHAPTER 25 • Section 1 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 steam- powered pumps to remove water from deep mine shafts. But this early model of a Improvements in steam engine gobbled great quantities of fuel, making it expensive to run. Transportation 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 Critical Thinking 1765, Watt figured out a way to make the steam engine work faster and more effi- ciently while burning less fuel. In 1774, Watt joined with a businessman named • Why did James Watt and Matthew Matthew Boulton. Boulton was an entrepreneur (AHN•truh•pruh•NUR), a person Boulton need each other? who organizes, manages, and takes on the risks of a business. He paid Watt a salary (Possible Answer: Inventors need both and encouraged him to build better engines. business and financial know-how.) Water Transportation Steam could also propel boats. An American inventor • What might improved water and road named Robert Fulton ordered a steam engine from Boulton and Watt. He built a transportation mean for families with steamboat called the Clermont, which made its first successful trip in 1807. The workers at distant factories? (Possible Clermont later ferried passengers up and down New York’s Hudson River. Answer: easier contact, travel in In England, water transportation improved with the creation of a network of emergencies or for family events) 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. In-Depth Resources: Unit 6 Road Transportation British roads improved, too, thanks largely to the efforts of • Primary Source: “The Opening of the John McAdam, a Scottish engineer. Working in the early 1800s, McAdam equipped Liverpool to Manchester Railway,” p. 9 road beds with a layer of large stones for drainage. On top, he placed a carefully • History Makers: James Watt, p. 16 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 toll- More About . . . gates (turnstiles or turnpikes) to pay tolls before traveling farther. Roads The Railway Age Begins In the late 1700s, British roads were worse than they had been 1,500 years Steam-driven machinery powered English factories in the late 1700s. A steam ▼ First-class engine on wheels—the railroad locomotive—drove English industry after 1820. passengers on earlier under Roman rule. Rain and mud the Liverpool- often made roads impassable. Men were Steam-Driven Locomotives In 1804, an English engineer named Richard Manchester Trevithick won a bet of several thousand dollars. He did this by hauling ten tons of Railway in the known to drown in potholes. In one iron over nearly ten miles of track in a steam-driven locomotive. Other British engi- 1830s rode region, an inland lighthouse was built to neers soon built improved versions of Trevithick’s locomotive. One of these early in covered guide travelers over treacherous roads. cars; all others, in open cars.

The Railway Age Begins

Critical Thinking • Why did entrepreneurs want to link Liverpool and Manchester? (Textile industry needed a port for its products.) • How do you think most Britains reacted to the railroad? (Possible Answer: enthusiastically)

The Industrial Revolution 721

Name Date

CHAPTER GUIDED READING The Beginnings of 25 Industrialization DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Section 1

A. Percepción de causa y efecto Al leer esta sección, toma notas en el cuadro para explicar las contribuciones de cada factor que se enumera a la Revolución Industrial en Gran Bretaña. Linking Causes and Effects 1. Revolución agrícola 2. Abundantes recursos naturales

Class Time 10 minutes 3. Estabilidad política Causes Effects Task Making a cause-effect diagram 4. Factores de producción • enclosure movement • small farmers move to 5. Adelantos tecnológicos Purpose To understand the causes and effects factory jobs en la industria textil 6. Empresarios d. e of the agricultural and Industrial revolutions v • • 7. Construcción de crop rotation higher crop yields ights reser fábricas Instructions Review the section material All r • increased population 8. Auge del ferrocarril McDougal Littell Inc.

with students. Then have small groups create © • inventions in textile machines • increased textile B. Uso de claves de contexto Al reverso de esta hoja, deﬁne cercado y rotación diagrams that show the causes and effects of the de cultivos, y explica cómo ambos factores prepararon el terreno para la revolu- production ción agrícola. agricultural and industrial revolutions. Provide 250 Unit 6, Chapter 25 • • the following list of causes and effects. Point out transportation improvements: helped people and goods steam engine, better roads move quickly In-Depth Resources in Spanish that some causes will have multiple effects. • railroads expand • enlarged the market for Students who need help may use the Guided industry Reading worksheet in Spanish. Teacher’s Edition 721 wh10te-062501-0717-0722 9/5/03 2:08 PM Page 722

CHAPTER 25 • Section 1 railroad engineers was George Stephenson. He had gained a solid rep- utation 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 Tip for Gifted and Talented locomotives that Stephenson had designed and built. Students The Liverpool-Manchester Railroad News of this success quickly Have students recall the factors that spread throughout Britain. The entrepreneurs of northern England helped Britain establish itself as the wanted a railroad line to connect the port of Liverpool with the inland city of Manchester. The track was laid. In 1829, trials were world’s first industrial power. Then tell held to choose the best locomotive for use on the new line. Five students that, in 1997, Singapore topped engines entered the competition. None could compare with the the Geneva World Economic Forum’s list Rocket, designed by Stephenson and his son. of most competitive economies. Hong Smoke poured from the Rocket’s tall smokestack, and its two pis- Kong came next, with the United States, tons pumped to and fro as they drove the front wheels. The locomo- Canada, New Zealand, Switzerland, and tive hauled a 13-ton load at an unheard-of speed—more than 24 Great Britain following. Ask students how, miles per hour. The Liverpool-Manchester Railway opened officially C. Answer Canals in 1830. It was an immediate success. cut the cost of if at all, the reasons for economic transporting materi- success might have changed since the Railroads Revolutionize Life in Britain The invention and perfec- als; improved roads tion of the locomotive had at least four major effects. First, railroads fostered the move- 19th century. ▲ George ment of heavy wag- Stephenson’s spurred industrial growth by giving manufacturers a cheap way to transport mate- Rocket rials and finished products. Second, the railroad boom created hundreds of thou- ons; railroads linked sands of new jobs for both railroad workers and miners. These miners provided manufacturing cities with raw materials. 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. Synthesizing Finally, by making travel easier, railroads encouraged country people to take dis- How did improvements in tant city jobs. Also, railroads lured city dwellers to resorts in the countryside. Like transportation pro- a locomotive racing across the country, the Industrial Revolution brought rapid and mote industrializa- unsettling changes to people’s lives. tion in Britain?

ASSESS SECTION1 ASSESSMENT SECTION 1 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 After students complete the questions independently, invite volunteers to share USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING the letters they wrote for item 9. 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 contributed to industrialization to the Industrial Revolution? Explain. Formal Assessment important? Explain. in Britain? 7. MAKING INFERENCES What effect did entrepreneurs have • Section Quiz, p. 400 4. How did rising population help upon the Industrial Revolution? the Industrial Revolution? 8. FORMING AND SUPPORTING OPINIONS Do you agree or 1700 1830 5. What American invention aided disagree with the statement that the steam engine was RETEACH the British textile industry? the greatest invention of the Industrial Revolution? Why? 9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write a Use the section subheads to reteach the letter, as a British government official during the information in the section. Have student Industrial Revolution, to an official in a nonindustrial nation explaining how the railroad has changed Britain. pairs generate two key ideas for each subhead. List these on the board in an CONNECT TO TODAY CREATING AN ILLUSTRATED NEWS ARTICLE outline format. Find information on a recent agricultural or technological invention or improvement. Write a In-Depth Resources: Unit 6 two-paragraph news article about its economic effects and include an illustration, if possible. • Reteaching Activity, p. 19 722 Chapter 25

ANSWERS

1. Industrial Revolution, p. 717 • enclosure, p. 717 • crop rotation, p. 717 • industrialization, p. 718 • factors of production, p. 718 • factories, p. 720 • entrepreneur, p. 721 2. Sample Answer: Time lines should show 4. supplied extra workers, created demand 8. Opinions should be supported by facts. events and inventions: seed drill, 1701; 5. Eli Whitney’s cotton gin 9. Rubric Letters should invention of flying shuttle, 1733; spinning 6. Possible Answer: Scientific farming was • show how railroads changed Britain. jenny, 1764; steam engine, 1765; water frame, necessary to feed growing population, and • reflect a government official’s view. 1769; spinning mule, 1779; power loom, also displaced small farmers into industrial CONNECT TO TODAY 1787; cotton gin, 1793; railroad opened, 1825. labor force. Rubric News articles should Possible Answer: the steam engine because it 7. Possible Answer: They promoted it with • use journalistic style. powered other inventions willingness to risk capital on new inventions • describe the improvement clearly. 3. large work force, expanding economy, natural and ideas. • include an illustration. resources, political stability

722 Chapter 25 wh10te-062502-0723-0728 9/5/03 1:59 PM Page 723

LESSON PLAN 2 OBJECTIVES • Describe the social and economic Industrialization effects of industrialization. ASE TUDY • Examine growing tensions between C S : Manchester the middle and working classes.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Identify positive effects of the Industrial Revolution. ECONOMICS The factory system Many less-developed countries • urbanization changed the way people lived are undergoing the difficult • middle class • Describe Manchester as an industrial city. and worked, introducing a process of industrialization variety of problems. today. FOCUS & MOTIVATE Tell students that industrialization had SETTING THE STAGE The Industrial Revolution affected every part of life in Great Britain, but proved to be a mixed blessing. Eventually, industrialization led positive and negative effects on people’s to a better quality of life for most people. But the change to machine production lives in Manchester. Ask students to name initially caused human suffering. Rapid industrialization brought plentiful jobs, positive and negative ways that industry but it also caused unhealthy working conditions, air and water pollution, and the affects their own lives. (Possible Answer: ills of child labor. It also led to rising class tensions, especially between the work- consumer goods and jobs; health ing class and the middle class. problems, pollution) Industrialization Changes Life TAKING NOTES Outlining Organize main INSTRUCT The pace of industrialization accelerated rapidly in Britain. By the 1800s, peo- ideas and details. ple could earn higher wages in factories than on farms. With this money, more Industrialization people could afford to heat their homes with coal from Wales and dine on I. Industrialization Changes Life Changes Life Scottish beef. They wore better clothing, too, woven on power looms in A. England’s industrial cities. Cities swelled with waves of job seekers. B. Industrial Cities Rise For centuries, most Europeans had lived in rural areas. II. Class Tensions Critical Thinking After 1800, the balance shifted toward cities. This shift was caused by the growth Grow • How do you think the life span of a of the factory system, where the manufacturing of goods was concentrated in a child laborer in 1842 compares to the central location. Between 1800 and 1850, the number of European cities boast- 38-year average in a rural area? ing more than 100,000 inhabitants rose from 22 to 47. Most of Europe’s urban (Possible Answer: shorter; more likely to areas at least doubled in population; some even quadrupled. This period was one fall ill or be injured in factory) of —city building and the movement of people to cities. urbanization • How do you think merchants viewed their workers? (as property, as tools) ▲ As cities grew, people crowded In-Depth Resources: Unit 6 into tenements and row houses • Guided Reading, p. 2 (also in Spanish) such as these in London. TEST-TAKING RESOURCES Test Generator CD-ROM Strategies for Test Preparation Test Practice Transparencies, TT94 Online Test Practice CASE STUDY 723

SECTION 2 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 6 In-Depth Resources: Unit 6 • Guided Reading, p. 2 • Guided Reading, p. 2 eEdition CD-ROM • Geography Application, p. 7 • Building Vocabulary, p. 5 Power Presentations CD-ROM Formal Assessment • Reteaching Activity, p. 20 Geography Transparencies • Section Quiz, p. 401 Reading Study Guide, p. 239 • GT25 The Industrial Revolution in Great Britain, 1850 Reading Study Guide Audio CD World Art and Cultures Transparencies ENGLISH LEARNERS • AT54 Arkwright’s Cotton Mill at Cromford, In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS Derbyshire, England • Guided Reading, p. 176 In-Depth Resources: Unit 6 Electronic Library of Primary Sources • Geography Application, p. 180 • Primary Source: Child Labor, p. 10 • from “Child Labor in the Mines” Reading Study Guide, p. 239 • Literature: from Mary Barton, p. 13 • “The Sentencing of the Luddites” Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources classzone.com Teacher’s Edition 723 wh10te-062502-0723-0728 9/5/03 1:59 PM Page 724

CHAPTER 25 • Section 2 The Day of a Child Laborer, William Cooper

William Cooper began working in a textile factory at the age of ten. He had a 5 A.M. The workday 12 NOON The children were sister who worked upstairs in the began. Cooper and his given a 40-minute break for History from Visuals same factory. In 1832, Cooper was sister rose as early as lunch. This was the only called to testify before a parliamen- 4:00 or 4:30 in order to break they received all day. The Day of a Child Laborer tary committee about the conditions get to the factory by among child laborers in the textile 5:00. Children usually Have students study the visuals and industry. The following sketch of his ate their breakfast on imagine what it would be like to be day is based upon his testimony. the run. William Cooper. Ask them if they think child labor exists in the world today. In-Depth Resources: Unit 6 • Primary Source: Testimony on Child Labor Factories developed in clusters because entrepreneurs built them near sources of in Britain, p. 10 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 popu- More About . . . lation 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 Urban Growth Europe’s largest city, with twice as many people as its closest rival (Paris). Newer cities challenged London’s industrial leadership. Birmingham and Sheffield In the 1700s, Britain was primarily a became iron-smelting centers. Leeds and Manchester dominated textile manufac- rural country. By 1851, however, more turing. Along with the port of Liverpool, Manchester formed the center of Britain’s of the British people lived in cities than bustling cotton industry. During the 1800s, Manchester experienced rapid growth in the countryside. In 1901, the ratio of from around 45,000 in 1760 to 300,000 by 1850. urban to rural population was 3 to 1. Living Conditions Because England’s cities grew rapidly, they had no develop- The population of London in 1901 was ment plans, sanitary codes, or building codes. Moreover, they lacked adequate 4.5 million. 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 In-Depth Resources: Unit 6 collected in heaps on them. Workers lived in dark, dirty shelters, with whole fam- • Geography Application: British Population ilies crowding into one bedroom. Sickness was widespread. Epidemics of the deadly Moves to the Cities, p. 7 disease cholera regularly swept through the slums of Great Britain’s industrial cities. Geography Transparencies ▼ Elizabeth Gaskell In 1842, a British government study showed an average life span to be 17 years for (1810–1865) was working-class people in one large city, compared with 38 years in a nearby rural area. • GT25 The Industrial Revolution in Great a British writer Elizabeth Gaskell’s Mary Barton (1848) is a work of fiction. But it presents a Britain, 1850 whose novels show a sympathy for the startlingly accurate portrayal of urban life experienced by many at the time. A. Answer by World Art and Cultures Transparencies working class. Gaskell provides a realistic description of the dank cellar dwelling of one family in describing their • AT54 Arkwright’s Cotton Mill at Cromford, a Manchester slum: terrible living Derbyshire, England conditions PRIMARY SOURCE You went down one step even from the foul area into the cellar in which a family of Analyzing Primary human beings lived. It was very dark inside. The window-panes many of them were Sources broken and stuffed with rags . . . . the smell was so fetid [foul] as almost to knock How does the two men down. . . . they began to penetrate the thick darkness of the place, Gaskell indicate her and to see three or four little children rolling on the damp, nay wet brick floor, sympathy for the through which the stagnant, filthy moisture of the street oozed up. working class in this ELIZABETH GASKELL, Mary Barton passage?

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

Name Date

CHAPTER GUIDED READING Industrialization 25 Case Study: Manchester DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 2

A. Analyzing Causes and Recognizing Effects As you read this case study, take notes to answer questions about how industrialization changed the way people lived and worked.

What changes did industrialization bring about for the following groups of people? Creating a Political Cartoon 1. Poor city dwellers

2. Factory workers

Class Time 15 minutes associated with the Industrial Revolution in Great Britain. 3. Wealthy merchants, factory owners, shippers Task Cartooning to convey views Provide the following suggestions: 4. Children 5. Lower middle class of factory overseers and • air pollution skilled workers Purpose To understand problems of the 6. Large landowners and aristocrats d. e Industrial Revolution • conditions of rich people and poor people v What were the long-term consequences of the Industrial Revolution for each of the following?

7. The environment 8. Education ights reser Instructions Review the primary source excerpt from this • dangerous conditions in factories All r McDougal Littell Inc. page, working with students to paraphrase its meaning in • crowded conditions in tenements ©

B. Determining Main Ideas On the back of this paper, deﬁne urbanization and simple English. (Life was very difficult for city residents. Cartoons should combine drawings and text. Remind middle class and explain how these terms relate to industrialization. 2 They lived in dark and crowded places. Children were students that a political cartoon conveys a message in a Unit 6, Chapter 25 cold. Buildings were polluted.) Discuss other problems of humorous and thought-provoking way. In-Depth Resources: Unit 6 industrialization. Then suggest that students create a Provide the Section 2 Guided Reading as a resource. political cartoon that highlights a condition or problem 724 Chapter 25 wh10te-062502-0723-0728 9/8/03 8:20 AM Page 725

CHAPTER 25 • Section 2

3 P.M. The children 6 P.M. There was no 9 P.M. William Cooper’s 11 P.M. Cooper’s sister worked often became drowsy break allowed for an day ended after an another two hours even during the afternoon evening meal. Children exhausting 16-hour shift though she had to be back at Tip for Gifted and Talented or evening hours. In again ate on the run. at work. work at 5:00 the next morning. Students order to keep them awake, adult over- Tell students that Elizabeth Gaskell’s seers sometimes Mary Barton reflects the literary style whipped the children. called realism. Have students read and discuss the excerpt. In-Depth Resources, Unit 6 • Literature: from Mary Barton, p. 13 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 Class Tensions Grow 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 Critical Thinking catch an arm. And there was no government program to provide aid in case of • Why might the way merchants make injury. The most dangerous conditions of all were found in coal mines. Frequent money make landowners look down on accidents, damp conditions, and the constant breathing of coal dust made the aver- them? (Possible Answers: merchants age miner’s life span ten years shorter than that of other workers. Many women and work hard; work viewed as menial) children were employed in the mining industry because they were the cheapest • Was destroying machines a good solu- source of labor. tion to the problem? (Possible Answers: Class Tensions Grow not wise; new ones could be built; also could lead to factory closings) 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, business- More About . . . B. Answer upper people, and wealthy farmers. class—landowners The Middle Class The new middle class transformed the social structure of Great Luddites and aristocrats; upper middle class Britain. In the past, landowners and aristocrats had occupied the top position in The Luddites were angry not only about —managers, mer- British society. With most of the wealth, they wielded the social and political losing their jobs but also about the life chants, government power. Now some factory owners, merchants, and bankers grew wealthier than the changes forced on them by industrializa- employees, doctors, landowners and aristocrats. Yet important social distinctions divided the two lawyers; lower mid- wealthy classes. Landowners looked down on those who had made their fortunes tion. Instead of working at home along- dle class—factory side their families, textile workers now overseers, skilled in the “vulgar” business world. Not until late in the 1800s were rich entrepreneurs workers; a working considered the social equals of the lords of the countryside. faced dehumanizing factory conditions. class of unskilled Gradually, a larger middle class—neither rich nor poor—emerged. The upper People still sometimes use the term laborers middle class consisted of government employees, doctors, lawyers, and managers Luddites to refer to those opposed to of factories, mines, and shops. The lower middle class included factory overseers modern technology. Summarizing and such skilled workers as toolmakers, mechanical drafters, and printers. These Describe the people enjoyed a comfortable standard of living. Electronic Library of Primary Sources social classes in The Working Class During the years 1800 to 1850, however, laborers, or the • “The Sentencing of the Luddites” Britain. 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 Name ______Date ______CHAPTER 25 Section 2 (pages 638–642) TÉRMINOS Y NOMBRES urbanización Construcción de ciudades y traslado de gente Industrialization hacia ciudades clase media Clase social de trabajadores especializados, Case Study: Manchester profesionales, comerciantes y granjeros ricos ANTES DE LEER DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS En la sección anterior, leíste acerca de cómo empezó la Revolución Industrial. En esta sección, leerás acerca de algunos de sus efectos. AT MCDOUGAL LITTELL 54 Arkwright’s Cotton Mill at Cromford, Derbyshire,AL England LEER Usa el cuadro para registrar los efectos de la industrialización.

Efectos negativos Efectos positivos Understanding Workers and Factory Owners Ciudades congestionadas

Class Time 15 minutes students in pairs. Have them create a short per- Industrialización Task Role-playing a meeting between workers formance piece in which they role-play two main

dades sobrepobladas. Mucha gente no podía contar

ed. Industrialization Changes v con buena vivienda, escuelas o protección policia- types of participants in the Industrial Revolution: Ways of Life (pages 638–640) and factory owners ca. Suciedad, basura y enfermedades eran parte de ¿Por qué la industrialización la vida de los tugurios. La esperanza de vida en las ights reser cambió la vida? ciudades era de 17 años; en el campo, de 38. All r Las condiciones de trabajo también eran malas. factory owners and workers. Tell students that La industrialización provocó muchos cambios en El trabajador promedio trabajaba 14 horas diarias, Purpose To clarify the differences between Inglaterra. Mayor número de gente pudo calentar seis días a la semana. Muchos murieron o reci- sus hogares con carbón, comer mejores alimentos y bieron heridas serias en accidentes. vestirse mejor. La vida de algunos mejoró con la nueva

they should improvise a meeting between a McDougal Littell Inc. Otro cambio fue la urbanización: construc- economía. La Revolución Industrial significó © industrialists and workers ción de ciudades y traslado de gente a las ciudades. nuevas riquezas para la clase media, formada por Durante siglos, la mayoría de la gente de Europa trabajadores especializados, profesionales, comer- había vivido en el campo. En el siglo 19 aumentó ciantes y granjeros ricos. La clase media disfrutaba cada vez más el número de gente en las ciudades. de una vida cómoda en hogares agradables. Esta worker and a factory owner in which the worker d. e Instructions Make sure that students have read v Las condiciones de vida eran malas en las ciu- clase comenzó a aumentar. Algunos reunieron más CHAPTER 25 THE INDUSTRIAL REVOLUTION 239 ights reser ork.

expresses his dissatisfaction with working condi- All r and understood the subsections “Class Tensions tions in the factory and the owner defends his The Granger Collection, New Y McDougal Littell Inc.

Grow” and “Positive Effects of the Industrial © Reading Study practices on practical grounds. Revolution.” Show the art transparency to set the Guide: Spanish mood for the role-play. Ask them to suggest Have students use the Reading Study Guide Translation for Section 2, p. 239, to identify arguments for words that describe the pictured building. (grim, World Art and Culture dark, ugly, scary, unfriendly) Then organize each side. Transparencies Teacher’s Edition 725 CHAPTER 25 • Section 2 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 Positive Effects of the Industrial Revolution Despite the problems that followed industrialization, the Industrial Revolution had Critical Thinking a number of positive effects. It created jobs for workers. It contributed to the wealth • How did the Industrial Revolution of the nation. It fostered technological progress and invention. It greatly increased provide hope of improvement? the production of goods and raised the standard of living. Perhaps most important, (Possible Answer: Now status could it provided the hope of improvement in people’s lives. be achieved by skill and work.) The Industrial Revolution produced a number of other benefits as well. These • How would joining together in groups included healthier diets, better housing, and cheaper, mass-produced clothing. Because the Industrial Revolution created a demand for engineers as well as cleri- help workers win better conditions and cal and professional workers, it expanded educational opportunities. higher pay? (Workers were needed; The middle and upper classes prospered immediately from the Industrial if enough took a stand, owners had Revolution. For the workers it took longer, but their lives gradually improved to listen.) 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 evident. 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 The Mills of Manchester Manchester’s unique advantages made it a leading example of the new industrial Critical Thinking city. This northern English town had ready access to waterpower. It also had avail- • How did geography play a role in able labor from the nearby countryside and an outlet to the sea at Liverpool. Manchester’s growth? (Possible “From this filthy sewer pure gold flows,” wrote Alexis de Tocqueville Answers: available resources and (ah•lehk•SEE duh TOHK•vihl), the French writer, after he visited Manchester in water access) 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 • Why do you think young children con- the poor people who lived and worked there. But wealth flowed from its factories. tinued to do heavy work in Manchester It went first to the mill owners and the new middle class. Eventually, although not factories even after the Factory Act? immediately, the working class saw their standard of living rise as well. What does this suggest about the Manchester’s business owners took pride in mastering each detail of the manu- relative power of industry compared to facturing process. They worked many hours and risked their own money. For their government? (Possible Answer: Owners efforts, they were rewarded with high profits. Many erected gracious homes on the had no fear of the law, so they contin- outskirts of town. To provide the mill owners with high profits, workers labored under terrible ued to use child labor. Industry was conditions. Children as young as six joined their parents in the factories. There, for stronger than government.) 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

Name Date

CHAPTER PRIMARY SOURCE Testimony on Child Labor 25 in Britain DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 2 During the 1800s there were few laws in Britain regulating the employment of children. Elizabeth Bentley testiﬁed before a parliamentary committee investigating conditions among child laborers in Britain’s textile industry. As you read this portion of her testimony, think about the hardships she describes.

COMMITTEE: What age are you? and it has got worse since; it is ﬁve years since BENTLEY: Twenty-three. my mother died, and my mother was never able C: Where do you live? to get me a good pair of stays to hold me up, B: At Leeds. and when my mother died I had to do for Debating Effects of Industrialism C: What time did you begin work at the factory? myself, and got me a pair. B: When I was six years old. C: Were you perfectly straight and healthy before C: At whose factory did you work? you worked at a mill? B: Mr Burk’s. B: Yes, I was as straight a little girl as ever went up C: What kind of mill is it? and down town. B: Flax mill. C: Were you straight till you were 13? Class Time 30 minutes industrialization on page 727. Students can then prepare C: What was your business in that mill? B: Yes, I was. B: I was a little doffer. C: Did your deformity come upon you with much C: What were your hours of labour in that mill? pain and weariness? B: From 5 in the morning till 9 at night, when they B: Yes, I cannot express the pain all the time it was were thronged. coming. Task Preparing position statements and debating the position statements. Invite opposing groups to debate as C: For how long a time together have you worked C: Do you know of anybody that has been similarly that excessive length of time? injured in their health? B: For about a year. B: Yes, in their health, but not many deformed as I C: What were the usual hours of labour when you am. you moderate. Remind students that their position were not so thronged? C: It is very common to have weak ankles and merits of the Industrial Revolution B: From six in the morning till 7 at night. crooked knees? C: What time was allowed for meals? B: Yes, very common indeed. B: Forty minutes at noon. C: This is brought on by stopping the spindle? C: Had you any time to get your breakfast or B: Yes. statements should drinking? C: Where are you now?

B: No, we had to get it as we could. B: In the poorhouse. ed. Purpose To consider the economic, social, political, and v C: Do you consider doffing a laborious employment? Elizabeth Bentley in Report of Parliamentary Committee on B: Yes. the Bill to Regulate the Labour of Children in Mills and C: Explain what you had to do. Factories (1832). Reprinted in John Carey, ed., Eyewitness ights reser B: When the frames are full, they have to stop the to History (New York: Avon Books, 1987), 295–298. • clearly state the issue being debated All r environmental effects of industrialization frames, and take the ﬂyers off, and take the full bobbins off, and carry them to the roller, and Activity Options then put empty ones on, and set the frame going again. 1. Developing an Historical Perspective Imagine C: Does that keep you constantly on your feet? that you are a child who works in a textile mill.

B: Yes, there are so many frames and they run so Write a diary entry in which you describe your cDougal Littell Inc.

• take a distinct position supported by facts M work life and then share it with classmates. Instructions Organize students in groups. Assign each © quick. . . . C: You are considerably deformed in person as a 2. Writing for a Speciﬁc Purpose Imagine your- consequence of this labour? self as a member of the parliamentary committee B: Yes I am. investigating child labor in the textile industry. and examples Write a list of questions that you might want to group a position in favor of or opposed to industrializa- C: And what time did it come on? B: I was about 13 years old when it began coming, ask witnesses like Elizabeth Bentley. tion. Have groups research their position and gather • address opposing viewpoints directly and reasonably 10 Unit 6, Chapter 25 evidence that supports it. Direct students to the Testimony In-Depth Resources: Unit 6 on Child Labor in Britain on p. 10 in In-Depth Resources: Unit 6 and to the information about the effects of 726 Chapter 25 CHAPTER 25 • Section 2

Industrialization GROWTH OF CITIES Industrialization is the process of developing industries that use machines to MANCHESTER Analyzing Key Concepts produce goods. This process not only revolutionizes a country’s economy, it Population (in thousands) also transforms social conditions and class structures. 500 400 OBJECTIVE 300 351 200 100 90 • Trace the effects of industrialization on 0 the people and cities of Britain. 1800 1870

BIRMINGHAM INSTRUCT Population (in thousands) Remind students that this period of 500 400 history is called the Industrial Revolution. 300 344 It was a revolution because industrializa- 200 100 74 tion changed nearly every aspect of 0 1800 1870 people’s lives, from their living and working conditions, to the structure of GLASGOW social classes and even the size of cities. Population (in thousands) As students study the chart, ask them 500 522 to think of other categories that might 400 300 be added. 200 100 77 0 1800 1870

LONDON History from Visuals Population (in thousands) 4000 Interpreting the Chart 3,890 3000 Ask students how many years each of the 2000 1000 graphs covers. (70 years) Then ask how This engraving shows urban growth 1,117 0 much the population of Manchester grew and industrial pollution in Manchester. 1800 1870 during this time period. (261,000) Have Source: European Historical them repeat this calculation for the other Statistics, 1750–1975 cities. (Birmingham: 270,000; Glasgow: 445,000; London: 2,773,000) Which city grew the most? (London) Extension Ask students which city’s population in 1870 was the greatest number of times its population in 1800. 1. Recognizing Effects What were (Glasgow; 6.78 times its population some advantages and disadvantages of industrialization? in 1800.) 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 CONNECT TO TODAY: ANSWERS

1. Recognizing Effects 2. Making Inferences Possible Answers: Advantages were the creation of a prosperous middle Possible Answer: They probably want to gain opportunity for their peo- class, the creation of jobs and wealth, and improvements in diet and ple, to experience economic growth, and to trade on the world market. housing. Disadvantages were exploitation of workers and harsh working and living conditions.

Teacher’s Edition 727 CHAPTER 25 • Section 2 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 Connect to Today lungs and made them cough. Until the first Factory Act passed in 1819, the British gov- Child Labor Today ernment exerted little control over child labor in Manchester Some studies estimate that over half the and other factory cities. The act restricted working age and Drawing clothing sold in the United States is made hours. For years after the act passed, young children still did Conclusions heavy, dangerous work in Manchester’s factories. Whose interests in sweatshops where children work. Like Putting so much industry into one place polluted the nat- did child labor the children of 19th-century Manchester, ural environment. The coal that powered factories and serve? they labor to help support their families. warmed houses blackened the air. Textile dyes and other C. Possible Answer Factory Ask students to find out about overseas wastes poisoned Manchester’s Irwell River. An eyewitness owners profited by manufacturing operations that use child Child Labor Today observer wrote the following description of the river in 1862: being able to pay labor in such places as Haiti, Indonesia, To save on labor costs in the 1990s children low wages; and 2000s, many corporations families also bene- and Honduras. Refer them to Web sites PRIMARY SOURCE moved their manufacturing Steam boilers discharge into it their seething contents, and fited from the for CWFA and ILRF, as well as to the operations overseas to developing drains and sewers their fetid impurities; till at length it rolls on— wages children Readers’ Guide to Periodical Literature, to countries. There, in sweatshops, here between tall dingy walls, there under precipices of red earned. young children work long hours locate current information. Have students sandstone—considerably less a river than a flood of liquid under wretched conditions. They are manure. share their findings, including steps being unprotected by child labor laws. For HUGH MILLER, “Old Red Sandstone” taken to correct the practice. mere pennies per hour, children weave carpets, sort vegetables, or Like other new industrial cities of the 19th century, In-Depth Resources: Unit 6 assemble expensive athletic shoes. Manchester produced consumer goods and created wealth •Primary Source: Testimony on Child Labor in Several organizations are working on a grand scale. Yet, it also stood as a reminder of the ills Britain, p. 10 to end child labor, including the Child Welfare League of America and the of rapid and unplanned industrialization. Electronic Library of Primary Sources International Labor Rights Fund. As you will learn in Section 3, the industrialization that •from “Child Labor in the Mines” began in Great Britain spread to the United States and to continental Europe in the 1800s.

ASSESS SECTION2 ASSESSMENT TERMS &NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 2 ASSESSMENT • urbanization • middle class Organize students in groups of four. USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING After answering the questions independ- 2. Which change brought about 3. Why did people flock to British 6. SUMMARIZING How did industrialization contribute to by industrialization had the cities and towns during the city growth? ently, have students discuss answers greatest impact? Industrial Revolution? 7. EVALUATING How were class tensions affected by the as a group. I. Industrialization 4. What social class expanded as Industrial Revolution? Changes Life a result of industrialization? Formal Assessment 8. FORMING AND SUPPORTING OPINIONS The Industrial A. 5. What were some of the Revolution has been described as a mixed blessing. Do •Section Quiz, p. 401 B. negative effects of the rapid you agree or disagree? Support your answer with text II. Class Tensions growth of Manchester? references. Grow RETEACH 9. WRITING ACTIVITY ECONOMICS As a factory owner during the Industrial Revolution, write a letter to a newspaper justifying working conditions in your factory. Use the Reteaching Activity to help students review Section 2. CONNECT TO TODAY CREATING A COMPARISON CHART In-Depth Resources: Unit 6 Make a comparison chart listing information on child labor in three developing nations—one •Reteaching Activity, p. 20 each from Asia, Africa, and Latin America—and compare with data from the United States.

728 Chapter 25

ANSWERS

1. urbanization, p. 723 • middle class, p. 723 2. Sample Answer: I. A. population growth, 5. crowded housing, poor sanitation, pollution 9. Rubric Letters should B. living and working conditions deteriorate. 6. Possible Answer: factory system led to manu- • state and support the owner’s position. II. A. middle class prospers, B. working class facturing in central locations, creating jobs and • rebut other viewpoints. protests. III. A. improved standard of living, economic opportunity CONNECT TO TODAY B. increased hope for improvement. 7. Possible Answer: upper classes looked down Rubric Charts should IV. A. great wealth for merchants, B. pollution, on new middle class; lower class rebelled • list a country from each continent. C. child labor. Students may say that an against poor conditions • clearly analyze data on child labor. increased standard of living has the 8. Answers will vary but should consider working • compare three countries and the United States. greatest impact. conditions, living standards, family relations, 3. to find jobs in factories and distribution of wealth. 4. middle class

728 Chapter 25 wh10te-062503-0729-0733 9/5/03 2:03 PM Page 729

LESSON PLAN 3 Steam train on the Nancha Power plant in West Virginia, OBJECTIVES Bank, China United States • Describe industrialization in the United States and Europe. Industrialization Spreads • Identify the effects of industrialization on the rest of the world.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES FOCUS & MOTIVATE EMPIRE BUILDING The The Industrial Revolution set the • stock industrialization that began in stage for the growth of modern • corporation Explain that industrialization spread Great Britain spread to other cities and a global economy. unevenly to other parts of the world. parts of the world. Ask students to name countries they know of that are industrialized or are SETTING THE STAGE Great Britain’s favorable geography and its financial still developing. (Possible Answers: systems, political stability, and natural resources sparked industrialization. British Industrialized—U.S., any European nation, merchants built the world’s first factories. When these factories prospered, more Canada, Australia. Still developing—Most laborsaving machines and factories were built. Eventually, the Industrial Revolution that had begun in Britain spread both to the United States and to con- African and Asian nations, many tinental Europe. Countries that had conditions similar to those in Britain were ripe South American nations.) for industrialization. INSTRUCT Industrial Development in the United States TAKING NOTES Comparing Use a Venn Industrial Development in The United States possessed the same resources that allowed Britain to mecha- diagram to compare nize its industries. America had fast-flowing rivers, rich deposits of coal and iron industrialization in the the United States ore, and a supply of laborers made up of farm workers and immigrants. During United States and in Europe. the War of 1812, Britain blockaded the United States, trying to keep it from Critical Thinking engaging in international trade. This blockade forced the young country to use • Why did Britain want to keep industriali- its own resources to develop independent industries. Those industries would United States zation secret? (for financial advantage) manufacture the goods the United States could no longer import. both • Why might railroads be even more Industrialization in the United States As in Britain, industrialization in the Europe United States began in the textile industry. Eager to keep the secrets of industri- important to U.S. industrialization than alization to itself, Britain had forbidden engineers, mechanics, and toolmakers to to that of Britain? (Possible Answer: leave the country. In 1789, however, a young British mill worker named Samuel bigger country, more distance) ▼ Teenage mill girls at a Georgia Slater emigrated to the United States. There, Slater built a spinning machine In-Depth Resources: Unit 6 cotton mill from memory and a partial design. The fol- • Guided Reading, p. 3 (also in Spanish) lowing year, Moses Brown opened the first • Primary Source: “Life in a New England factory in the United States to house Slater’s Factory,” p. 11 machines in Pawtucket, Rhode Island. But the Pawtucket factory mass-produced only one part of finished cloth, the thread. TEST-TAKING RESOURCES In 1813, Francis Cabot Lowell of Boston and four other investors revolutionized the Test Generator CD-ROM American textile industry. They mechanized Strategies for Test Preparation every stage in the manufacture of cloth. Their weaving factory in Waltham, Massachusetts, Test Practice Transparencies, TT95 earned them enough money to fund a larger Online Test Practice The Industrial Revolution 729

SECTION 3 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 6 In-Depth Resources: Unit 6 • from A New England Girlhood • Guided Reading, p. 3 • Guided Reading, p. 3 Formal Assessment • Building Vocabulary, p. 5 • Section Quiz, p. 402 • Reteaching Activity, p. 21 eEdition CD-ROM Reading Study Guide, p. 241 ENGLISH LEARNERS Power Presentations CD-ROM Reading Study Guide Audio CD World Art and Cultures Transparencies In-Depth Resources in Spanish • AT55 Monet’s Arrival of the Normandy Train, Gare • Guided Reading (Spanish), p. 177 GIFTED AND TALENTED STUDENTS Saint-Lazare Reading Study Guide (Spanish), p. 241 In-Depth Resources: Unit 6 Electronic Library of Primary Sources • Primary Source: “Life in a New England Factory,” Reading Study Guide Audio CD (Spanish) • from A New England Girlhood p. 11 classzone.com Teacher’s Edition 729 wh10te-062503-0729-0733 9/5/03 2:04 PM Page 730

CHAPTER 25 • Section 3

Railroad System, 1840 Railroad System, 1890

History from Visuals

Interpreting the Map Have students calculate the increase in

trackage between 1840 and 1890. The United States Extension Ask students to name three Railroad tracks states formed in the West between 1840 0 500 Miles and 1890. (Wyoming, California, Texas, 0 1,000 Kilometers New Mexico, Arizona, Oregon, Montana) Total trackage: 2,818 miles Total trackage: 208,152 miles

GEOGRAPHY SKILLBUILDER: Interpreting Maps SKILLBUILDER Answers 1. Region In what part of the country were the first railroads built? By 1890, what other part 1. Region: East, Midwest of the country was densely covered by railroad tracks? 2. Movement: east to west 2. Movement In what direction did the railroads help people move across the country?

operation in another Massachusetts town. When Lowell died, the remaining part- Tip for Gifted and Talented ners named the town after him. By the late 1820s, Lowell, Massachusetts, had Students 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 Explain that Lucy Larcom was well mill girls in factory towns. There, they could make higher wages and have some educated and, while working in the independence. However, to ensure proper behavior, they were watched closely Lowell mills, began a literary journal. She inside and outside the factory by their employers. The mill girls toiled more than later became a teacher and journalist. 12 hours a day, 6 days a week, for decent wages. For some, the mill job was an Have students describe Lucy’s attitude alternative to being a servant and was often the only other job open to them: toward factory work. (better than PRIMARY SOURCE being a servant) Country girls were naturally independent, and the feeling that at this new work the few Analyzing Primary Electronic Library of Primary Sources hours they had of everyday leisure were entirely their own was a satisfaction to them. Sources They preferred it to going out as “hired help.” It was like a young man’s pleasure in • from A New England Girlhood Why did Lucy entering upon business for himself. Girls had never tried that experiment before, and Larcom think mill they liked it. work benefited LUCY LARCOM, A New England Girlhood young women? More About . . . A. Answer Larcom Textiles led the way, but clothing manufacture and shoemaking also underwent believed that mill Early Railroads mechanization. Especially in the Northeast, skilled workers and farmers had for- work offered merly worked at home. Now they labored in factories in towns and cities such as women more free Trains of the early 1800s were drawn by Waltham, Lowell, and Lawrence, Massachusetts. time and suited the horses or even used sails to harness wind independence of Later Expansion of U.S. Industry The Northeast experienced much industrial their country power. Passengers even had to get out growth in the early 1800s. Nonetheless, the United States remained primarily agri- upbringing. and pull the train at times. Trains also cultural until the Civil War ended in 1865. During the last third of the 1800s, the had no lights, so they couldn’t travel at country experienced a technological boom. As in Britain, a number of causes con- night. With single tracks, trains often had tributed to this boom. These included a wealth of natural resources, among them to wait on sidings for hours to let other oil, coal, and iron; a burst of inventions, such as the electric light bulb trains pass. and the telephone; and a swelling urban population that consumed the new manufactured goods. World Art and Cultures Transparencies Also, as in Britain, railroads played a major role in America’s industrialization. • AT55 Monet’s Arrival of the Normandy Train, Cities like Chicago and Minneapolis expanded rapidly during the late 1800s. This Gare Saint-Lazare 730 Chapter 25

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Analyzing a Primary Source Class Time 20 minutes Write the following examples on the chalkboard as a guide: Task Expressing Lucy Larcom’s words in simpler language hired help means “working as a servant for another family” Purpose To gain increased understanding of factory workers girl means “young woman” Instructions Organize students in four groups and assign each group one entering upon business for himself means “starting a business” sentence from the Lucy Larcom quotation. Ask students to discuss what When students have completed their paraphrases, have groups work their sentence means and to write it in simple language. Encourage together to construct the entire excerpt. students to use the following strategies as they paraphrase: Farm girls liked to do things their own way. They liked factory work • break long sentences into parts, using commas when possible because they had freedom after work. They liked this better than working • define unfamiliar words, using context or a dictionary as a servant for another family. Men feel this way when they run their own • paraphrase figures of speech business. Women hadn’t been able to go into business, and now they had • reread paraphrase to check for sense a chance to be on their own. 730 Chapter 25 wh10te-062503-0729-0733 9/5/03 2:04 PM Page 731

was due to their location along the nation’s expanding railroad lines. Chicago’s CHAPTER 25 • Section 3 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 More About . . . larger one. U.S. Railroads 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 Tell students that the number of miles rights of ownership. Thus people who bought stock became part owners of these of railroad track in the United States businesses, which were called corporations. A corporation is a business owned by increased dramatically during the second stockholders who share in its profits but are not personally responsible for its half of the 1800s. Post the following debts. Corporations were able to raise the large amounts of capital needed to invest years and figures: 1840—3,000 miles; in industrial equipment. 1865—35,000 miles; 1890—200,000 In the late 1800s, large corporations such as Standard Oil (founded by John D. miles. Sketch a quick graph on the board 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 to show the growth. Ask students to make big profits. Big business—the giant corporations that controlled entire indus- speculate about the impact of this growth tries—also made big profits by reducing the cost of producing goods. In the United on the nation. How might the railroads States as elsewhere, workers earned low wages for laboring long hours, while have helped unify the country? (Possible stockholders earned high profits and corporate leaders made fortunes. Answer: through commerce, travel, exchange of ideas and information) 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 ▼ Danish Continental Europe French Revolution and the Napoleonic wars between 1789 and 1815 had halted workers labor trade, interrupted communication, and caused inflation in some parts of the conti- in a steel mill Industrializes nent. European countries watched the gap widen between themselves and Britain. in this 1885 Even so, industrialization eventually reached continental Europe. painting by Peter Severin Kroyer. Critical Thinking • Why do you think Cockerill took secret plans to Belgium? (to make money) • How did German industry help create political unity?. (Possible Answer: railroads linked factories; the growing economy helped create political unity)

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Name Date

PRODUCT AND PERFORMANCE ASSESSMENT Self-Assessment Directions: After you have completed a project or made a presentation, use this form to DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS reﬂect on your work. Fill in the boxes to answer the questions at the left.

1. Imagine that someone from another school asked you about your project. How would you describe what you did?

2. What steps did you Planning an Industrial Fair take to get the project done?

Class Time 30 minutes Invite students to write a description of the exhibits, with 3. Do you feel good about the results? Why or why not? Task Planning an industrial fair that compares today’s a sampling of images and text that show and describe 4. Did you work with others? If so, how did you divide the work? Did major aspects of each exhibition. Tell students to include the group work well products with those displayed at London’s 1851 together?

5. What was the best the following in their descriptions: thing for you about the Great Exhibition project?

• reasons the featured technologies or products All rights reserved. 6. Are there any things Purpose To compare and contrast industrial technologies you would do different- ly if you did the project were chosen again? Please explain.

of the 1800s with those of the present McDougal Littell Inc.

Exhibition in 1851 to showcase industry throughout the industries of today Integrated Assessment 19 world. Have students research this exhibition. Then ask Have students post their exhibit samples and explain Integrated Assessment them to plan another exhibition that places modern prod- them to the class. When they have finished the activity, ucts and technologies alongside those of the 1800s. have students complete the Self-Assessment worksheet. Teacher’s Edition 731 wh10te-062503-0729-0733 9/5/03 2:05 PM Page 732

CHAPTER 25 • Section 3 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 CHINA the United States, British skilled workers played a key role Sea of in industrializing Belgium. Global Impact Japan JAPAN Samuel Slater had smuggled the design of a spinning machine to the United States. Much like him, a Lancashire Industrialization in Japan PACIFIC OCEAN carpenter named William Cockerill illegally made his way to Japan was one of the few countries out- Belgium in 1799. He carried secret plans for building spin- side Europe and the United States to Industrialization in Japan ning machinery. His son John eventually built an enormous attempt industrialization in the 1800s. With the beginning of the Meiji industrial enterprise in eastern Belgium. It produced a vari- era in Japan in 1868, the central ety of mechanical equipment, including steam engines and Others included Mexico and Egypt, government began an ambitious railway locomotives. Carrying the latest British advances, both in the late 1800s. Muhammad Ali, program to transform the country more British workers came to work with Cockerill. Several Egypt’s ruler at the time, led his nation’s into an industrialized state. It financed textile mills, coal mines, then founded their own companies in Europe. progress. He reformed Egypt’s govern- shipyards, and cement and other Germany Industrializes Germany was politically divided ment and improved communications. factories. It also asked private in the early 1800s. Economic isolation and scattered He also established cotton mills, a glass companies to invest in industry. resources hampered countrywide industrialization. Instead, Some companies had been in factory, and a sugar refinery. As with business since the 1600s. But new pockets of industrialization appeared, as in the coal-rich other industrialization processes, Egypt’s companies sprang up too. Among Ruhr Valley of west central Germany. Beginning around often came at the expense of workers. them was the Mitsubishi company, 1835, Germany began to copy the British model. Germany founded in 1870 and still in business. imported British equipment and engineers. German For example, to develop commercial The industrializing of Japan manufacturers also sent their children to England to learn Analyzing Causes agriculture, landlords forced peasants to produced sustained economic industrial management. What factors growth for the country. But it also become tenant farmers and grow cash slowed industrial- led to strengthening the military and Most important, Germany built railroads that linked its ization in Germany? crops for sale to European markets. to Japanese imperialism in Asia. growing manufacturing cities, such as Frankfurt, with the B. Answer Germany Ruhr Valley’s coal and iron ore deposits. In 1858, a German was politically economist wrote, “Railroads and machine shops, coal mines divided, economi- and iron foundries, spinneries and rolling mills seem to spring up out of the ground, cally isolated, and and smokestacks sprout from the earth like mushrooms.” Germany’s economic its resources were More About . . . strength spurred its ability to develop as a military power. By the late 1800s, a uni- scattered. fied, imperial Germany had become both an industrial and a military giant. German Unification Expansion Elsewhere in Europe In the rest of Europe, as in Germany, industri- In the early 1800s, Germany was a alization during the early 1800s proceeded by region rather than by country. Even confederation of 39 independent states. in countries where agriculture dominated, pockets of industrialization arose. For One man played a key role in changing example, Bohemia developed a spinning industry. Spain’s Catalonia processed that. Otto von Bismarck became prime more cotton than Belgium. Northern Italy mechanized its textile production, spe- minister of Prussia in 1862. Bismarck cializing in silk spinning. Serf labor ran factories in regions around Moscow and St. Petersburg. worked to establish Prussia’s dominance In France, sustained industrial growth occurred after 1830. French industrial- and led several successful military cam- ization was more measured and controlled than in other countries because the paigns to expand its influence. Victorious, agricultural economy remained strong. As a result, France avoided the great social Bismarck took lands for Prussia and and economic problems caused by industrialization. A thriving national market restructured the German states into the for new French products was created after 1850, when the government began rail- North German Confederation. In 1871, road construction. Bismarck became chancellor and head of For a variety of reasons, many European countries did not industrialize. In some a united German nation. 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.

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Name ______Date ______CHAPTER 25 Section 3 (pages 729–733) TERMS AND NAMES stock Right of ownership in a company called a corporation Industrialization corporation Business owned by DIFFERENTIATING INSTRUCTION: STRUGGLING READERS stockholders who share in its proﬁts Spreads but are not responsible for its debts

BEFORE YOU READ In the last section, you read about some of the effects of industrialization. In this section, you will see how industrialization spread Understanding Obstacles to Industrial Growth to other nations. AS YOU READ Use the chart below to take notes on how, where, and why industrialization began in other countries. Class Time 15 minutes industry in continental Europe. Tell students to consider Spread of Industrialization

the following: Belgium Germany France Task Making a web graphic to show obstacles to industrial United States Begins in Northeast growth in Europe • geography • war in textile industry d. e Purpose To show why some European nations industrial- • political stability • social structure v The United States also beneﬁted from conﬂict

ights reser Industrial Development in the with Britain. During the War of 1812, Britain All r United States (pages 729–731) ized more quickly than others stopped shipping goods to the United States. As a How did industrialization begin result, American industries began to make many of French in the United States? the goods that Americans wanted. In the United States, industrialization began in Other countries began to industrialize after the textile industry. In 1789, Samuel Slater, a

political disunity McDougal Littell Inc. Great Britain. The United States was one of the British worker, brought the secret of Britain’s tex-

Instructions Review the text under “Continental Europe © Revolution ﬁrst. Like Britain, the United States had a great tile machines to North America. Slater built a deal of coal and water to create power. There was machine to spin thread. in Germany also plenty of iron. In addition, the immigrants that In 1813, a group of Massachusetts investors Industrializes,” using the Reading Study Guide pp. and wars came to the United States created a large supply built textile factories in Waltham, Massachusetts. Obstacles of workers. Just a few years later they built even more factories 241–242 to build understanding. For each nation dis- to CHAPTER 25 THE INDUSTRIAL REVOLUTION 241 cussed, ask students to list one or two factors that Industrial Reading Study Guide affected the rate of industrialization. Invite students to social Growth geographic complete a web with factors that impeded the growth of structure problems 732 Chapter 25 wh10te-062503-0729-0733 9/5/03 2:05 PM Page 733

The Impact of Industrialization CHAPTER 25 • Section 3 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 The Impact of wealth gap between industrialized and nonindustrialized coun- Industrialization tries, even while it strengthened their economic ties. To keep factories running and workers fed, industrialized countries Critical Thinking required a steady supply of raw materials from less-developed lands. In turn, industrialized countries viewed poor countries • What did less-developed countries as markets for their manufactured products. get from industrialized nations? (jobs, Britain led in exploiting its overseas colonies for resources markets for their raw materials) and markets. Soon other European countries, the United ▲ The Crystal • How do you think industrialized nations States, Russia, and Japan followed Britain’s lead, seizing colonies for their eco- Palace Exposition chose the areas they would colonize? nomic resources. Imperialism, the policy of extending one country’s rule over in London in 1851 (shown above) (Possible Answer: on the basis of their many other lands, gave even more power and wealth to these already wealthy celebrated the natural resources) nations. Imperialism was born out of the cycle of industrialization, the need for “works of industry Clarifying resources to supply the factories of Europe, and the development of new markets of all nations.” Why did impe- around the world. (See Chapter 27.) rialism grow out of Transformation of Society Between 1700 and 1900, revolutions in agriculture, industrialization? C. Answer production, transportation, and communication changed the lives of people in Industrialized coun- Western Europe and the United States. Industrialization gave Europe tremendous tries seized colonies economic power. In contrast, the economies of Asia and Africa were still based on for raw materials agriculture and small workshops. Industrialization revolutionized every aspect of and as markets. 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. ASSESS SECTION 3 ASSESSMENT SECTION3 ASSESSMENT Have pairs of students answer the ques- TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. tions, then trade partners with another • stock • corporation pair. The new pairs can compare answers USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING and exchange ideas before returning to 2. Which development had the 3. What early industries 6. RECOGNIZING BIAS Go back to the quote from Lucy their original partners to finalize answers. most impact in the United mechanized in the United Larcom on page 730. Do you think her feelings about States? in continental Europe? States? working in the mill are typical? Why or why not? Formal Assessment 4. Why did Belgium lead Europe 7. MAKING INFERENCES Why was Britain unable to keep • Section Quiz, p. 402 in adopting industrialization? industrial secrets away from other nations? United States 5. How did the Industrial 8. FORMING AND SUPPORTING OPINIONS What was the both Revolution shift the world most significant effect of the Industrial Revolution? RETEACH balance of power? Europe 9. WRITING ACTIVITY EMPIRE BUILDING Draw a political cartoon that could have been used by the British govern- Have students complete the Reading ment to show their sense of their own superiority over Study Guide worksheet for Section 3, nonindustrialized nations that they planned to colonize. then review the diagrams students made for item 2 in the section assessment. INTERNET ACTIVITY Use the Internet to research the economy of a less-developed nation INTERNET KEYWORD Reading Study Guide, p. 241 in either Asia, Africa, or South America. Create a database of economic country profiles statistics for that country. In-Depth Resources: Unit 6 The Industrial Revolution 733 • Reteaching Activity, p. 21

ANSWERS

1. stock, p. 731 • corporation, p. 731 2. Sample Answer: U.S.—Political unity, large 6. Possible Answer: No, given her written record 9. Rubric Political cartoons should distances. Both—Began in textiles, railroads she may have been more independent • show a British point of view. important, resources important. Europe— than others of her time. Yes, she seems • reflect knowledge of industrialization. Slowed by geography and social structure. pleased with the experience and says others • include vivid details. Answers should show impact of industrializa- were also. tion on U.S. and on continental Europe. 7. British workers wanted profits of making new 3. textiles, clothing, shoemaking industries in other nations. Rubric Databases should 4. rich deposits of iron and coal; good water 8. Possible Answers: changes in society; greater • explain the nation’s economic structure. transportation gap between rich and poor; development of • contain sufficient economic data. 5. promoted competition between industrialized middle class; exploitation of colonies • present information clearly. nations and increased poverty in less- developed countries Teacher’s Edition 733 wh10te-062504-0734-0741 9/5/03 1:55 PM Page 734

LESSON PLAN 4 OBJECTIVES Steam train on the Nancha Power plant in West Virginia, • Identify thinkers and ideas that Bank, China United States supported industrialization. • Explain the origins and main concepts Reforming the Industrial World of socialism and Marxism.

• Examine unionization and MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES legislative reform. ECONOMICS The Industrial Many modern social welfare • laissez faire • Karl Marx • Describe other reform movements Revolution led to economic, programs developed during this • Adam Smith • communism of the 1800s. social, and political reforms. period of reform. • capitalism • union • utilitarianism • strike • socialism FOCUS & MOTIVATE SETTING THE STAGE In industrialized countries in the 19th century, the Ask students how today’s American gov- Industrial Revolution opened a wide gap between the rich and the poor. Business ernment regulates industry and protects leaders believed that governments should stay out of business and economic workers. (Possible Answers: safety laws, affairs. Reformers, however, felt that governments needed to play an active role taxes, workplace rules) to improve conditions for the poor. Workers also demanded more rights and protection. They formed labor unions to increase their influence.

INSTRUCT TAKING NOTES The Philosophers of Industrialization Summarizing Use a The Philosophers of chart to summarize the The term laissez faire (LEHS•ay•FAIR) refers to the economic policy of letting characteristics of owners of industry and business set working conditions without interference. Industrialization capitalism and socialism. 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.” Critical Thinking Capitalism Socialism Laissez-faire Economics Laissez-faire economics stemmed from French eco- • How does laissez-faire economics 1. 1. nomic philosophers of the Enlightenment. They criticized the idea that nations reflect Enlightenment ideas of 2. 2. 3. 3. grow wealthy by placing heavy tariffs on foreign goods. In fact, they argued, gov- challenging power and authority? ernment regulations only interfered with the production of wealth. These philoso- (Possible Answer: minimizes govern- phers believed that if government allowed free trade—the flow of commerce in ment’s role in economy) the world market without government regulation—the economy would prosper. • How did capitalism bring about the 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 Industrial Revolution? (led to investing Nations. According to Smith, economic liberty guaranteed economic progress. in factories, mines, railroads, etc.) As a result, government should not interfere. Smith’s arguments rested on what In-Depth Resources: Unit 6 he called the three natural laws of economics: • Guided Reading, p. 4 (also in Spanish) • 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 TEST-TAKING RESOURCES lowest possible price to meet demand in a market economy. Smith’s basic ideas were supported by British Test Generator CD-ROM The Economists of Capitalism economists Thomas Malthus and David Ricardo. Like Smith, they believed that nat- Strategies for Test Preparation ural laws governed economic life. Their important ideas were the foundation of lais- Test Practice Transparencies, TT96 sez-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 Online Test Practice a profit. These ideas also helped bring about the Industrial Revolution. 734 Chapter 25

SECTION 4 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide Audio CD (Spanish) • Connections Across Time and Cultures, p. 18 In-Depth Resources: Unit 6 Electronic Library of Primary Sources STRUGGLING READERS • Guided Reading, p. 4 • from The Communist Manifesto • History Makers: Henri de Saint-Simon, p. 17 In-Depth Resources: Unit 6 • from “How I Served My Apprenticeship” • Skillbuilder Practice, p. 6 • Guided Reading, p. 4 • Building Vocabulary, p. 5 Formal Assessment • Reteaching Activity, p. 22 • Section Quiz, p. 403 eEdition CD-ROM Reading Study Guide, p. 243 Power Presentations CD-ROM ENGLISH LEARNERS Reading Study Guide Audio CD Critical Thinking Transparencies In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • CT25 Industrialists and Reformers • Guided Reading, p. 178 • CT61 Chapter 25 Visual Summary • Skillbuilder Practice, p. 179 In-Depth Resources: Unit 6 Electronic Library of Primary Sources Reading Study Guide (Spanish), p. 243 • Primary Source: from The Wealth of Nations, p. 12 classzone.com 734 Chapter 25 wh10te-062504-0734-0741 9/5/03 1:55 PM Page 735

In An Essay on the Principle of Population, written in CHAPTER 25 • Section 4 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 des- tined to be poor and miserable. The predictions of Malthus seemed to be coming true in the 1840s. History Makers David Ricardo, a wealthy stockbroker, took Malthus’s theory one step further in his book, Principles of Political Adam Smith Economy and Taxation (1817). Like Malthus, Ricardo A. Answer Malthus Ask students how they think buyers and said population believed that a permanent underclass would always be poor. sellers would act in the economy Adam growth could lead In a market system, if there are many workers and abundant Smith describes. (buyers buy what they to starvation. resources, then labor and resources are cheap. If there are most want; sellers make or sell what Ricardo said it few workers and scarce resources, then they are expensive. Adam Smith 1723–1790 caused low wages. Ricardo believed that wages would be forced down as buyers most want) Tell students that In his book The Wealth of Nations, population increased. Smith opposed government interference Smith argued that if individuals freely Summarizing Laissez-faire thinkers such as Smith, Malthus, and Ricardo followed their own self-interest, the in business on principle. For example, What did opposed government efforts to help poor workers. They world would be an orderly and pro- he opposed the mercantilist policy of Malthus and thought that creating minimum wage laws and better working gressive place. Social harmony would Ricardo say about supporting industry through tariffs and result without any government the effects of popu- conditions would upset the free market system, lower profits, direction, “as if by an invisible hand.” other restrictions on competition. Discuss lation growth? and undermine the production of wealth in society. Smith applied an invisible hand how trying to help business might be as of his own. After his death, people harmful as trying to restrict it. The Rise of Socialism discovered that he had secretly In contrast to laissez-faire philosophy, which advised gov- donated large sums of his income In-Depth Resources: Unit 6 to charities. ernments to leave business alone, other theorists believed • Primary Source: from The Wealth of Nations, that governments should intervene. These thinkers believed p. 12 that wealthy people or the government must take action to RESEARCH LINKS For more on Adam • Connections Across Time and Cultures: improve people’s lives. The French writer Alexis de Smith, go to classzone.com Enlightenment Ideals in an Industrial Age, Tocqueville gave a warning: p. 18

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 The Rise of Socialism ministry, or such laws, or such a government, but society itself, to shake it to the foundations upon which it now rests? Critical Thinking ALEXIS DE TOCQUEVILLE, 1848 speech • How does the utilitarian approach judge the worth of ideas? (Possible Utilitarianism English philosopher Jeremy Bentham modified the ideas of Adam Smith. In the late 1700s, Bentham introduced the philosoophy of utilitarianism. Answer: Utilitarians ask if an idea helps Bentham wrote his most influential works in the late 1700s. According to Bentham’s enough people.) theory, people should judge ideas, institutions, and actions on the basis of their util- • Why do you think New Harmony lasted B. Answer He ity, or usefulness. He argued that the government should try to promote the greatest only three years? (Possible Answer: wanted to equalize good for the greatest number of people. A government policy was only useful if it perhaps people didn’t really like living the distribution of promoted this goal. Bentham believed that in general the individual should be free in a utopia) wealth and give the to pursue his or her own advantage without interference from the state. poor a break; he John Stuart Mill, a philosopher and economist, led the utilitarian movement in In-Depth Resources: Unit 6 favored a cooperative system of the 1800s. Mill came to question unregulated capitalism. He believed it was wrong • History Makers: Henri de Saint-Simon, p. 17 agriculture. 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 Clarifying women’s rights, including the right to vote. Mill called for the government to do How did Mill want to change the away with great differences in wealth. Utilitarians also pushed for reforms in the economic system? legal and prison systems and in education.

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Name Date

PRODUCT AND PERFORMANCE ASSESSMENT Standards for Evaluating an Oral Presentation DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Delivery Exceptional Acceptable Poor 1. Speaks clearly and distinctly.

2. Presents information in a logical, interesting sequence.

3. Uses visual media creatively. Researching Socialist, Marxist, and Utopian Societies Rapport with Audience 4. Often makes eye contact.

5. Listens to questions and responds accurately.

Class Time 45 minutes happened as a result. Determine whether any coun- 6. Displays a sense of humor. Demeanor Task Finding and sharing information about socialist, tries today still practice socialism. 7. Stands straight, facing the audience. 8. Uses appropriate movements, without ﬁdgeting. Marxist, and utopian societies • Find out about utopian communities in Britain or the Content 9. Covers the topic well in the time allowed. Purpose To examine how different economic approaches United States. Identify a particular community or 10. Uses appropriate detail.

Comments ______

______

that inspired them. Possible communities include ______McDougal Littell Inc.

Instructions Have students do research in response to © Overall rating ______one of the following prompts: New Harmony in Indiana or Brook Farm near Boston. • Find out about countries that used socialist or Marxist Invite students to share their research findings and 14 Chapter 3 Product and Performance Assessment forms of government, e.g. Scandinavia, Russia, China, materials orally, then respond to questions. Have students Integrated Assessment Vietnam, Cuba, or the nations of eastern Europe. complete the Standards for Evaluating an Oral Learn how socialism was implemented and what Presentation worksheet. Teacher’s Edition 735 wh10te-062504-0734-0741 9/5/03 1:56 PM Page 736

CHAPTER 25 • Section 4 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. Marxism: Radical Socialism 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 Critical Thinking be a utopia, or perfect living place. New Harmony lasted only three years but • How are the “haves” and the inspired the founding of other communities. “have-nots” interdependent? (Possible Socialism French reformers such as Charles Fourier (FUR•ee•AY), Saint-Simon Answer: “Haves” need “have-nots” (san see•MOHN), and others sought to offset the ill effects of industrialization with as workers; “have-nots” need “haves” a new economic system called socialism. In socialism, the factors of production are to fund and run the means of 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, producing goods.) and a concern for social justice. Socialists argued that the government should plan • Do you think Marx agreed that people the economy rather than depend on free-market capitalism to do the job. They work for self-interest? Why or why argued that government control of factories, mines, railroads, and other key indus- not? (Possible Answer: No, Marx tries would end poverty and promote equality. Public ownership, they believed, believed they would work for the would help workers, who were at the mercy of their employers. Some socialists— common good.) 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 intro- History Makers duced the world to a radical type of socialism called Marxism. Marx and Friedrich Engels, a German whose father Karl Marx owned a textile mill in Manchester, outlined their ideas in a 23-page pamphlet called The Communist Manifesto. Ask students why Karl Marx might want The Communist Manifesto In their manifesto, Marx and to go to England. (Possible Answer: It had Engels argued that human societies have always been a more open society than Germany at divided into warring classes. In their own time, these were that time.) Though a revolutionary, Marx the middle class “haves” or employers, called the bour- disliked crowds and avoided demonstra- geoisie (BUR•zhwah•ZEE), and the “have-nots” or workers, tions. He was said to be arrogant in Karl Marx called the proletariat (PROH•lih•TAIR•ee•iht). While the 1818–1883 debate and uncomfortable when he wealthy controlled the means of producing goods, the poor Karl Marx studied philosophy at the performed backbreaking labor under terrible conditions. was in front of a mass audience. He University of Berlin before he turned This situation resulted in conflict: remained poor almost on principle, yet to journalism and economics. In accepted the financial aid of his friend 1849, Marx joined the flood of radicals who fled continental Europe PRIMARY SOURCE Friedrich Engels. for England. He had declared in The Freeman and slave, patrician and plebeian, lord and serf, guild- C. Possible Electronic Library of Primary Sources Communist Manifesto that “the master and journeyman, in a word, oppressor and oppressed, Answer Marx and working men have no country.” stood in constant opposition to one another, carried on an Engels believed the • from The Communist Manifesto Marx’s theories of socialism and uninterrupted, now hidden, now open fight, a fight that each working class and the inevitable revolt of the working time ended, either in a revolutionary reconstitution of society at the owners were class made him little money. He large, or in the common ruin of the contending classes. natural enemies. earned a meager living as a journalist. KARL MARX and FRIEDRICH ENGELS, The Communist Manifesto (1848) His wealthy coauthor and fellow German, Friedrich Engels, gave Marx According to Marx and Engels, the Industrial Revolution Summarizing financial aid. had enriched the wealthy and impoverished the poor. The What were the two writers predicted that the workers would overthrow ideas of Marx and Engels concerning the owners: “The proletarians have nothing to lose but RESEARCH LINKS For more on Karl relations between Marx, go to classzone.com their chains. They have a world to win. Workingmen of all the owners and the countries, unite.” working class? 736 Chapter 25

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CHAPTER SKILLBUILDER PRACTICE Developing Historical 25 Perspective Section 4 SKILLBUILDER PRACTICE: DEVELOPING HISTORICAL PERSPECTIVE When you view events and people from a historical perspective, you view them in the context of their times. You consider the conditions that existed and the attitudes that were commonly accepted at a certain time in history. You do not judge the past solely by the standards and values of today. As you have read, the middle class rose in status and wealth as a result of the Industrial Revolution. The excerpt below is from a book published in 1842 counseling middle-class women on their proper role in society. Use historical perspective as you read the passage. Then answer the questions that follow. (See Skillbuilder Handbook)

Responding to Primary Sources omestic life is the chief source of her influence; plastic herself if she would mould others. . . . Dand the greatest debt society can owe to her is Nothing is so likely to [win over] the affections domestic comfort: for happiness is almost an element of the other sex as a feeling that woman looks to of virtue; and nothing conduces more to improve the them for support and guidance. In proportion as character of men than domestic peace. A woman men are themselves superior, they are accessible to may make a man’s home delightful, and may thus this appeal. On the contrary, they never feel inter- Class Time 15 minutes improve their lives. However, knowing about the difficult increase his motives for virtuous exertion. . . . ested in one who seems disposed rather to offer Perhaps one of the first secrets of her influence than to ask assistance. There is, indeed, something is adaptation to the tastes, and sympathy in the feel- unfeminine in independence. It is contrary to ings, of those around her. . . . It is for woman, not nature, and therefore it offends. conditions of workers can help students realize Marxism’s for man, to make the sacrifice, especially in indif- from Elizabeth Poole Sandford, Woman in Her Social and Task Analyzing a primary source within its ferent matters. She must, in a certain degree, be Domestic Character (Boston: Otis, Broaders, 1842). appeal at the time. Ask students to reread the primary 1. According to the writer, what is the primary role of a middle-class woman? ______historical context ______source on page 736 and answer these questions: ______d.

2. How do the writer’s images of middle-class men and women reﬂect the attitudes and e Purpose To practice the skill of developing v values of an expanding industrial society?______

______ights reser

• What was the relationship between different social All r historical perspective ______

3. The writer advises women to be dependent and ask assistance. How might such advice classes, according to Marx and Engels? be viewed in today’s society? ______McDougal Littell Inc.

Instructions Using historical perspective means evaluating © ______a time in history based on the conditions that existed then • What was the end result of this relationship? ______

rather than judging by current knowledge. For example, • Do the terms oppressor and oppressed seem to 6 Unit 6, Chapter 25 given Marxism’s record of totalitarianism and economic adequately define all social relationships today? In-Depth Resources: Unit 6 failure in the 20th century, some students might wonder Have students use the Skillbuilder Practice worksheet for why people believed that Karl Marx’s theories could more examples and practice. 736 Chapter 25 wh10te-062504-0734-0741 9/12/03 2:05 PM Page 737

CHAPTER 25 • Section 4 Capitalism vs. Socialism The economic system called capitalism developed gradually over centuries, beginning in the late Middle Ages. Because of the ways industrialization Analyzing Key Concepts changed society, some people began to think that capitalism led to certain problems, such as the abuse of workers. They responded by developing a Capitalism vs. Socialism new system of economic ideas called socialism. Point out that the chart is a list of ideas that do not necessarily match up from Capitalism Socialism one column to the other. Note that • Individuals and businesses own property and the • The community or the state should own property capitalism and Marxism differ in their means of production. and the means of production. ideas of progress. In capitalism, progress • Progress results when individuals follow their own • Progress results when a community of producers occurs when people pursue their self-interest. cooperate for the good of all. self-interest. In Marxism, it occurs when • Businesses follow their own self-interest by • Socialists believe that capitalist employers take the state is destroyed and a classless competing for the consumer’s money. Each business advantage of workers. The community or state must tries to produce goods or services that are better act to protect workers. society emerges. and less expensive than those of competitors.

• Consumers compete to buy the best goods at the • Capitalism creates unequal distribution of wealth SKILLBUILDER Answers lowest prices. This competition shapes the market and material goods. A better system is to distribute 1. Developing Historical Perspective by affecting what businesses are able to sell. goods according to each person’s need. The factory worker and unemployed • Government should not interfere in the economy • An unequal distribution of wealth and material artisan would prefer socialism because because competition creates efficiency in business. goods is unfair. A better system is to distribute goods according to each person’s need. it sought to protect the working class. The shop owner and factory owner would prefer capitalism because it SKILLBUILDER: Interpreting Charts encouraged the acquisition of wealth. 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 2. Forming and Supporting Opinions Which system of economic ideas seems most widespread today? Support your opinion. Capitalism seems most widespread; many countries are moving more and more toward that system. 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, More About . . . 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 Revolutionary Upheaval period of cooperative living and education, the state or government would wither The most successful workers’ revolt of the away as a classless society developed. Marx called this final phase pure communism. Marx described communism as 1800s occurred in Paris in 1871. Calling a form of complete socialism in which the means of production—all land, mines, for an end to unfair wages and working factories, railroads, and businesses—would be owned by the people. Private prop- conditions, workers seized Paris and set erty would in effect cease to exist. All goods and services would be shared equally. up a people’s government, called the Published in 1848, The Communist Manifesto produced few short-term results. Paris Commune. The Commune lasted Though widespread revolts shook Europe during 1848 and 1849, Europe’s leaders just two months, then was crushed by eventually put down the uprisings. Only after the turn of the century did the French troops. 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

Name ______Date ______CHAPTER 25 Section 4 (pages 734–741) TÉRMINOS Y NOMBRES laissez faire Teoría económica que propone que los gobiernos no deben Reforming the intervenir en asuntos comerciales DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Adam Smith Filósofo que defendió la economía de laissez faire Industrial World capitalismo Sistema económico en ANTES DE LEER el que se invierte dinero para obtener ganancias En la sección anterior, leíste acerca de la expansión utilitarismo Teoría que propone que de la industrialización a distintas naciones. las ideas sólo son buenas si son En esta sección, aprenderás acerca de nuevas ideas útiles y reformas. socialismo Teoría que propone que los negocios deben ser propiedad de Analyzing Key Terms AL LEER toda la sociedad Llena la red con las principales ideas y cambios Karl Marx Pensador económico que que leas. escribió acerca de una forma radical de socialismo comunismo Forma de socialismo en Economía de la cual toda la producción es laissez faire Class Time 15 minutes Encourage students to quiz each other on the meaning propiedad del pueblo sindicato Grupo organizado de trabajadores que negocian con los propietarios para obtener mejores salarios y condiciones de trabajo of the terms. More fluent students might also explain the huelga Negativa organizada Task Defining key terms and examining their word Nuevas ideas y reformas a trabajar parts to expand understanding meaning of terms based on word parts. For example, capitalism, utilitarianism, socialism, and communism all d. e Purpose To broaden vocabulary and practice v The Philosophers of otros creían que la sociedad se beneﬁciaría con este Industrialization (pages 734–735) sistema. Los defensores del laissez faire se opusie- combine root words with the suffix -ism. In this context, ights reser ron a las leyes de protección a los trabajadores. word analysis All r ¿Qué es el capitalismo? Otros escritores desaﬁaron esas ideas. Un grupo La industrialización llevó a nuevas formas de pen- se llamó los utilitarios. Conforme al utilitarismo, samiento sobre la sociedad. Algunos economistas una idea o práctica es buena sólo si es útil. Los uti- -ism is added to designate a doctrine, theory, or system pensaron que el gobierno no debía intervenir en litarios pensaban que era injusto que los traba- los negocios. Su opinión se llamó laissez faire. jadores trabajaran tanto por tan poca paga y con tan

McDougal Littell Inc. Adam Smith propuso que los gobiernos no malas condiciones de vida. Pensaban que el go- Instructions Pair less-fluent English speakers with © debían limitar a los negocios. Creía que esa libertad bierno debía esforzarse para terminar con las dife- of principles related to the root word. Thus, socialism ayudaría al crecimiento de las naciones. Él y otros rencias entre ricos y pobres. escritores apoyaron el sistema llamado capitalismo. 1. ¿Cómo funciona el capitalismo? more-fluent speakers and have them work with the En una economía capitalista, la gente invierte su means “the belief that the wealth of a country should be dinero en negocios para obtener ganancias. Smith y following terms from this section: CHAPTER 25 THE INDUSTRIAL REVOLUTION 243 shared equally among all its citizens—or its entire society.” • laissez faire • capitalism • utilitarianism Reading Study Guide: Spanish Students who need more help might use the Reading Translation • socialism • communism Study Guide in Spanish for Section 4. • union • strike Teacher’s Edition 737 wh10te-062504-0734-0741 9/5/03 1:57 PM Page 738

CHAPTER 25 • Section 4 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 addi- Connect to Today tion, the gap between the rich and the poor within the industrialized countries failed to widen in the way that Marx and Communism Today Engels predicted, mostly because of the various reforms In the late 1980s, Soviet leaders decided enacted by governments. that communism no longer served their people well. Instead, democratic and capi- Labor Unions and Reform Laws talist systems became the goal. In 1991, Communism Today Factory workers faced long hours, dirty and dangerous the Soviet Union disbanded, and Russia Communism expanded to all parts working conditions, and the threat of being laid off. By the 1800s, working people became more active in politics. To and 12 other nations became independ- of the world during the Cold War that followed the end of World War II. press for reforms, workers joined together in voluntary ent countries. China, on the other hand, (See map on page 963.) At the peak labor associations called unions. continued to operate under communism, of Communist expansion in the Unionization A union spoke for all the workers in a par- although the ideology has evolved. As a 1980s, about 20 nations were Communist-controlled, including two ticular trade. Unions engaged in collective bargaining, more open marketplace led to increased of the world’s largest—China and the negotiations between workers and their employers. They economic growth in the late 1980s, Soviet Union. However, dissatisfaction bargained for better working conditions and higher pay. If China moved away from the strict with the theories of Karl Marx had factory owners refused these demands, union members been developing. could strike, or refuse to work. communist model. In fact, a 1999 Eventually, most Communist People’s Congress officially endorsed governments were replaced. Today, Skilled workers led the way in forming unions because their special skills gave them extra bargaining power. private enterprise. there are only five Communist countries—China, North Korea, Management would have trouble replacing such skilled Vietnam, and Laos in Asia and Cuba workers as carpenters, printers, and spinners. Thus, the ear- in the Caribbean. (See map above.) liest unions helped the lower middle class more than they Labor Unions and helped the poorest workers. Reform Laws 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 Critical Thinking order and stability. Indeed, the Combination Acts of 1799 and 1800 outlawed • How did the growth of unions help unions and strikes. Ignoring the threat of jail or job loss, factory workers joined workers? (Possible Answer: More unions anyway. Parliament finally repealed the Combination Acts in 1824. After workers had more bargaining power.) 1825, the British government unhappily tolerated unions. • How do you think joining a union or British unions had shared goals of raising wages for their members and improv- supporting a reform law made workers ing 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. feel? (Possible Answer: less helpless In the United States, skilled workers had belonged to unions since the early and more hopeful) 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

CT MCDOUGAL LITTELL Critical Thinking: 25 World History: Patterns of Interaction Analyzing Issues

COOPERATIVE ACTIVITY Industrialists and Reformers: A Decision-Making Model

Problems of the Industrial Revolution: • Long hours for low pay • Dangerous, unsanitary working conditions • Harsh or severe factory discipline • Exploitation of child labor Playing an Identity Game • Lack of adequate housing and unsanitary living conditions • Disease and frequent epidemics • Class tensions

Class Time 15 minutes • Adam Smith • David Ricardo Alternative 1: Alternative 2: Alternative 3: Capitalists Marxists/Socialists Social Reformers

• Progress occurs • History is a result • The excesses of when people of class struggles. capitalism must be Task Playing a guessing game to identify historical figures • Thomas Malthus • Jeremy Bentham follow their own • Labor produces controlled and self-interests. profits for employers. regulated. • There will always • The means of • Workers have the be a permanent production should right to bargain under-class. be publicly owned with employers for Purpose To reinforce students’ knowledge of key thinkers • Karl Marx • Friedrich Engels • Governments and operate for the better working shouldn’t interfere benefit of all. conditions and higher in the economy. • A planned economy pay, and to strike.

ed. Creating minimum would eliminate • Legislation should v from the early Industrial Age • Robert Owen • Charles Fourier Saint-Simon wages or regulating poverty, promote protect special conditions upsets equality, and help classes of workers ghts reser i the free market. protect workers. from unsafe Instructions Tell students that they are going to play a Then have students write a sentence or two describing the All r conditions. Solutions:

• Laws to protect children and women workers passed McDougal Littell Inc.

guessing game in which they try to identify important © person without giving away his or her identity. To play the • Maximum work hours and working standards established • Settlement house movement worked to improve living conditions • Workers won the right to collective bargaining and to strike thinkers from the 1800s. Have pairs of students research game, students should say their sentences to the class. • Public education and prison reforms passed the life and ideas of one of the people discussed in this The class can then ask up to five questions to determine section, such as: the identity of the person being portrayed. Refer students Critical Thinking Transparencies to Critical Thinking Transparency CT25 for information.

738 Chapter 25 wh10te-062504-0734-0741 9/5/03 1:57 PM Page 739

In 1847, the Parliament passed a bill that helped CHAPTER 25 • Section 4 working women as well as their children. The Ten Hours Act of 1847 limited the workday to ten hours Summarizing for women and children who worked in factories. What were some of Reformers in the United States also passed laws the important to protect child workers. In 1904, a group of pro- The Reform Movement reform bills passed in Britain during gressive reformers organized the National Child Spreads this period? Labor Committee to end child labor. Arguing that D. Answer Factory child labor lowered wages for all workers, union Critical Thinking Act of 1833; Mines members joined the reformers. Together they pres- • How can slavery be an economic Act of 1842; Ten sured national and state politicians to ban child threat? (Possible Answer: by providing Hours Act of 1847 labor and set maximum working hours. In 1919, the U.S. Supreme Court objected to a unpaid labor that takes jobs from federal child labor law, ruling that it interfered with paid workers) states’ rights to regulate labor. However, individual • What do lower wages for women states were allowed to limit the working hours of suggest about their place in industrial women and, later, of men. society? (Possible Answer: less valued ▲ Hungarian as workers) The Reform Movement Spreads workers meet Almost from the beginning, reform movements rose in response to the negative to plan their strategy before impact of industrialization. These reforms included improving the workplace and a strike. extending the right to vote to working-class men. The same impulse toward reform, Tip for Struggling Readers along with the ideals of the French Revolution, also helped to end slavery and pro- Help students identify connections mote new rights for women and children. between industrialization and reform The Abolition of Slavery William Wilberforce, a highly religious man, was a mem- movements. Post or provide the following ber of Parliament who led the fight for abolition—the end of the slave trade and slav- chart and help students complete it. ery 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. Reform Link to British antislavery activists had mixed motives. Some, such as the abolitionist Industrialization Wilberforce, were morally against slavery. Others viewed slave labor as an eco- Abolition nomic threat. Furthermore, a new class of industrialists developed who supported cheap labor rather than slave labor. They soon gained power in Parliament. Women’s rights 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 Education 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 blessing 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

CONNECTIONS ACROSS TIME AND CULTURES

Reform Through Art and Politics Class Time 30 minutes literature, actors and filmmakers through the visual medium, and politi- Task Researching ways people have sought reform through politics and cians through their rhetoric. Ask students to research one of the following: the arts • the 1979 film Norma Rae Purpose To understand ongoing reactions to economic ideologies • the 1906 book The Jungle by Upton Sinclair Instructions Tell students that people have responded to the effects of • Ross Perot, founder of the Reform Party industrialization in different ways since the 1800s. Many have protested • John McCain, Arizona senator and former presidential candidate industrialization; many have tried to reform its features in order to improve Have students briefly summarize the person or work they researched and the lives of everyday people. Writers have conveyed their views through explain what particular reforms were sought.

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CHAPTER 25 • Section 4 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 History Makers joined to found the International Council for Women in 1888. Delegates and observers from 27 countries attended Jane Addams the council’s 1899 meeting. Making Inferences Ask students what they think Jane Reforms Spread to Many Areas of Life In the United States Why might women Addams meant when she wrote that and Western Europe, reformers tried to correct the problems abolitionists have “women who had been given over too Jane Addams troubling the newly industrialized nations. Public education headed the move- exclusively to study might…learn of life 1860–1935 and prison reform ranked high on the reformers’ lists. ment for women’s rights? from life itself.” (Possible Answer: It would After graduating from college, Jane One of the most prominent U.S. reformers, Horace Mann Addams wondered what to do with of Massachusetts, favored free public education for all chil- E. Possible help women students to see how the rest her life. dren. Mann, who spent his own childhood working at hard Answer Their work to gain rights for of the world lived.) I gradually became convinced that labor, warned, “If we do not prepare children to become it would be a good thing to rent a African Americans good citizens . . . if we do not enrich their minds with house in a part of the city where may have led many primitive and actual needs knowledge, then our republic must go down to destruction.” them to try to gain are found, in which young women By the 1850s, many states were starting public school sys- equal rights for who had been given over too tems. In Western Europe, free public schooling became themselves. exclusively to study, might . . . available in the late 1800s. learn of life from life itself. In 1831, French writer Alexis de Tocqueville had con- Addams and her friend Ellen Starr trasted the brutal conditions in American prisons to the set up Hull House in a working-class “extended liberty” of American society. Those who sought district in Chicago. Eventually the facilities included a nursery, a gym, a to reform prisons emphasized the goal of providing prison- kitchen, and a boarding house for ers with the means to lead to useful lives upon release. working women. Hull House not only During the 1800s, democracy grew in industrialized ASSESS served the immigrant population of countries even as foreign expansion increased. The industri- the neighborhood, it also trained alized democracies faced new challenges both at home and social workers. SECTION 4 ASSESSMENT abroad. You will learn about these challenges in Chapter 26. Have students answer the questions in pairs, then exchange papers with another pair to critique each other’s answers. SECTION4 ASSESSMENT

Formal Assessment TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Section Quiz, p. 403 • laissez faire • Adam Smith • capitalism • utilitarianism • socialism • Karl Marx • communism • union • strike

USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING RETEACH 2. What characteristics do 3. What were Adam Smith’s three 6. IDENTIFYING PROBLEMS What were the main problems capitalism and socialism natural laws of economics? faced by the unions during the 1800s and how did they Present the Visual Summary as an overall share? 4. What kind of society did early overcome them? review. Then have students work in socialists want? 7. DRAWING CONCLUSIONS Why do you think that Marx’s groups to turn each head and subhead Capitalism Socialism 5. Why did workers join together “dictatorship of the proletariat” did not happen? into a question. For example, the head 1. 1. in unions? 8. MAKING INFERENCES Why did the labor reform 2. 2. movement spread to other areas of life? “The Reform Movement Spreads” can 3. 3. 9. WRITING ACTIVITY ECONOMICS Write a two-paragraph become the question “How did the persuasive essay on how important economic forces are in society. Support your opinion using evidence from this reform movement spread?” Invite groups and previous chapters. to pose their questions to each other.

Critical Thinking Transparencies CONNECT TO TODAY PREPARING AN ECONOMIC REPORT • CT61 Chapter 25 Visual Summary 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 In-Depth Resources: Unit 6 economic information you are able to find. • Reteaching Activity, p. 22 740 Chapter 25

ANSWERS

1. laissez faire, p. 734 • Adam Smith, p. 734 • capitalism, p. 734 • utilitarianism, p. 735 • socialism, p. 736 • Karl Marx, p. 736 • communism, p. 737 • union, p. 738 • strike, p. 738 2. Sample Answer: Capitalism: 1. laws of 4. one with cooperation and economic planning 8. Possible Answer: People saw that group effort competition, self-interest, supply and demand; where workers shared profits could achieve reform. 2. middle and worker classes; 3. private 5. to bargain together for better working 9. Rubric Essays should property and production ownership; conditions and higher wages • clearly state an opinion. 4. government doesn’t interfere. Socialism: 6. Possible Answer: denied right to organize or • include supporting evidence. 1. community property and production strike, unskilled workers lacked power; with CONNECT TO TODAY ownership; 2. community protects workers; strikes, by pushing Parliament to repeal Rubric Reports should 3. classless society. Society is organized Combination Acts • clearly state the facts. around economic ideas. 7. Possible Answers: Workers were not united or • explain the economics of the corporation. 3. self-interest, competition, supply/demand skilled enough to take over governments; democratic reforms helped protect workers. 740 Chapter 25 wh10te-062504-0734-0741 9/5/03 1:59 PM Page 741

Using Primary and Secondary Sources CHAPTER 25 • Section 4

Industrialization Different Perspectives 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 OBJECTIVE a variety of perspectives on this major historical event. • Understand that industrialization can be examined from several perspectives.

A PRIMARY SOURCE B PRIMARY SOURCE C PRIMARY SOURCE Mary Paul Andrew Carnegie Friedrich Engels INSTRUCT Mary Paul worked in a textile factory In his autobiography, published in Friedrich Engels, who coauthored Help students understand the many in Lowell, Massachusetts. In an 1846 1920, the multimillionaire industrialist The Communist Manifesto and points of view about the Industrial letter to her father in New Hampshire, views with optimism the growth of also managed a textile factory in Revolution presented here. Mary Paul the 16-year-old expressed her satis- American industry. Manchester, England, spent his faction with her situation at Lowell. nights wandering the city’s slums. describes life as a Lowell mill worker. One great advantage which America Andrew Carnegie offers the experience I am at work in a spinning room will have in competing in the markets Nobody troubles about the poor of a tycoon. Friedrich Engels outlines tending four sides of warp which is of the world is that her manufacturers as they struggle helplessly in the a communist view of industrialization, one girl’s work. The overseer tells me will have the best home market. Upon whirlpool of modern industrial life. The that he never had a girl get along this they can depend for a return upon working man may be lucky enough to and Walter Crane offers a better than I do. . . . I have a very good capital, and the surplus product can be find employment, if by his labor he can pro-socialism picture. boarding place, have enough to eat. . . . exported with advantage, even when enrich some member of the middle The girls are all kind and obliging. . . . the prices received for it do no more classes. But his wages are so low I think that the factory is the best than cover actual cost, provided the that they hardly keep body and soul place for me and if any girl wants exports be charged with their together. If he cannot find work, he can employment, I advise them to come proportion of all expenses. The nation steal, unless he is afraid of the police; Interactive This feature is available in an to Lowell. that has the best home market, or he can go hungry and then the interactive format on the eEdition. especially if products are standardized, police will see to it that he will die of as ours are, can soon outsell the hunger in such a way as not to disturb foreign producer. the equanimity of the middle classes. More About . . .

Effects of Industrialization

D PRIMARY SOURCE Have students consider ways that life today differs from life in the Industrial Walter Crane Revolution era. This political cartoon was published • greater global interdependence in Cartoons for the Cause in Britain • mass production has raised standards in 1886. It shows the vampire bat of 1. Why would Andrew Carnegie of living, but crafts have declined Capitalism attacking a laborer. (Source B) and Friedrich Engels Socialism is pictured as an angel (Source C) disagree about the • nutrition has improved in many places, who is coming to the rescue. effects of industrialization? but many people still live with hunger 2. What might be reasons for 16- • cities have expanded year-old Mary Paul’s (Source A) satisfaction with her job and life • many enjoy good jobs with good pay, in Lowell? but others still work at menial labor or 3. Why might the political cartoon by in poor or dangerous conditions Walter Crane (Source D) be useful in getting workers to rally to the Electronic Library of Primary Sources cause of socialism? • from “How I Served My Apprenticeship” 741

DOCUMENT-BASED QUESTIONS: ANSWERS

1. Possible Answer: Carnegie was an industrialist who made millions from 2. Possible Answer: She was earning wages on her own and had some his factories while Engels worked inside a factory, and saw independence from her family. conditions there. 3. Possible Answer: Workers who felt oppressed might see socialism as a way to improve their working and living conditions.

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LESSON PLAN 1 Activists for woman suffrage in London Thomas Edison with phonograph OBJECTIVES • Describe the evolution of British democracy. Democratic Reform and Activism • Explain the origin and goals of the woman suffrage movement.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Trace the development of democratic institutions in France. POWER AND AUTHORITY During this period, Britain and • suffrage • Third Spurred by the demands of the France were transformed into • Chartist Republic people, Great Britain and France the democracies they are today. movement • Dreyfus affair FOCUS & MOTIVATE underwent democratic reforms. • Queen • anti-Semitism Victoria • Zionism Ask students to name some groups in the United States that have fought for the Urbanization and industrialization brought sweeping SETTING THE STAGE right to vote. (Possible Answers: women, changes to Western nations. People looking for solutions to the problems created by these developments began to demand reforms. They wanted to improve con- African Americans, 18 year olds) ditions 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 govern- INSTRUCT ment. 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

Britain Enacts Reforms TAKING NOTES Critical Thinking Evaluating Courses of As Chapter 21 explained, Britain became a constitutional monarchy in the late Action Use a chart to list • What was the major difference between 1600s. Under this system of government, the monarch serves as the head of state, and evaluate events in the Reform Bill of 1832 and the Chartist but Parliament holds the real power. The British Parliament consists of a House this section according to movement? (Reform Bill extended of Lords and a House of Commons. Traditionally, members of the House of whether they expanded (+) or impeded (-) suffrage to wealthy middle class, Lords either inherited their seats or were appointed. However, this changed in democracy. Chartists wanted suffrage for all men) 1999, when legislation was passed that abolished the right of hereditary peers to • Why was the House of Commons a inherit a seat in the House of Lords. Members of the House of Commons are Event Evaluation elected by the British people. misleading name during the early In the early 1800s, the method of selecting the British government was not a 1800s? (Members were not elected true democracy. Only about five percent of the population had the right to elect by the common people.) the members of the House of Commons. Voting was limited to men who owned In-Depth Resources: Unit 6 a substantial amount of land. Women could not vote at all. As a result, the upper classes ran the government. • Guided Reading, p. 23 (also in Spanish) 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 TEST-TAKING RESOURCES 1830, protests took place around England in favor of a bill in Parliament that would Test Generator CD-ROM extend suffrage, or the right to vote. The Revolution of 1830 in France frightened parliamentary leaders. They feared that revolutionary violence would spread to Strategies for Test Preparation Britain. Thus, Parliament passed the Reform Bill of 1832. This law eased the prop- Test Practice Transparencies, TT97 erty 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 Online Test Practice 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

SECTION 1 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 6 In-Depth Resources: Unit 6 • from Prisons and Prisoners • Guided Reading, p. 23 • Guided Reading, p. 23 • History Makers: Emmeline Pankhurst, p. 40 • Building Vocabulary, p. 27 Formal Assessment • Reteaching Activity, p. 43 eEdition CD-ROM • Section Quiz, p. 416 Reading Study Guide, p. 247 Voices from the Past Audio CD Reading Study Guide Audio CD ENGLISH LEARNERS Power Presentations CD-ROM In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS Electronic Library of Primary Sources • from Prisons and Prisoners • Guided Reading, p. 182 In-Depth Resources: Unit 6 Reading Study Guide (Spanish), p. 247 • Primary Source: from Five Years of My Life, classzone.com Reading Study Guide Audio CD (Spanish) 1894–1899, p. 31

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CHAPTER 26 • Section 1 Expansion of Suffrage in Britain

Before 1832 1832 1867, 1884 1918

5 % 2 % 7 % 26 %

History from Visuals 95 % 5 % 21 % 28 %

Interpreting Graphs 93 % 72 % 46 % Point out that each reform bill added Percentage of population Reform Bill granted Reforms granted vote Reforms granted new groups to the voters’ rolls. Which over age 20 vote to middle-class to working-class men vote to women group was added in 1832? (middle-class ■ had right to vote men. in 1867 and to rural over 30. ■ gained right to vote men in 1884. men) 1867? (working-class men) 1884? ■ could not vote Source: R. L. Leonard, Elections in Britain (rural men) Extension Ask students how a bill to SKILLBUILDER: Interpreting Graphs 1. Clarifying What percentage of the adults in Britain could vote in 1832? raise working-class wages might have 2. Comparing By how much did the percentage of voters increase after the reforms of 1867 and 1884? fared in Parliament—based on who was allowed to vote—if the bill had been arose among the workers and other groups who still could not vote to press for more introduced in 1832, 1867, or 1918. rights. It was called the Chartist movement because the group first presented its (Probably would have been defeated in demands to Parliament in a petition called The People’s Charter of 1838. 1832, gotten more votes in 1867, and The People’s Charter called for suffrage for all men and had a chance of passing in 1918.) annual Parliamentary elections. It also proposed to reform Parliament in other ways. In Britain at the time, eligible men SKILLBUILDER Answers voted openly. Since their vote was not secret, they could feel 1. Clarifying 7 percent pressure to vote in a certain way. Members of Parliament had to own land and received no salary, so they needed to be 2. Comparing 21 percent wealthy. The Chartists wanted to make Parliament respon- sive 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. History Makers Parliament rejected the Chartists’ demands. However, their protests convinced many people that the workers had Queen Victoria and Prince Albert valid complaints. Over the years, workers continued to press for political reform, and Parliament responded. It gave the Ask students how long Queen Victoria Queen Victoria vote to working-class men in 1867 and to male rural work- was in mourning for Prince Albert. and Prince Albert About two years after her coronation, ers in 1884. After 1884, most adult males in Britain had the (about 40 years) The image of Victoria Making Queen Victoria (1819–1901) fell in love right to vote. By the early 1900s, all the demands of the Inferences as stern comes mainly from her later with her cousin Albert (1819–1861), Chartists, except for annual elections, became law. Why do you a German prince. She proposed to years. As a young queen, she was lively. The Victorian Age The figure who presided over all this his- think the Chartists him and they were married in 1840. Ask students to compare Queen Victoria demanded a secret Together they had nine children. toric change was Queen Victoria. Victoria came to the throne ballot rather than to Elizabeth I and Elizabeth II, other Prince Albert established a tone of in 1837 at the age of 18. She was queen for nearly 64 years. public voting? important English queens. politeness and correct behavior at During the Victorian Age, the British Empire reached the A. Possible court, and the royal couple presented height of its wealth and power. Victoria was popular with her Answers allowed a picture of loving family life that subjects, and she performed her duties capably. However, she people to vote their became a British ideal. was forced to accept a less powerful role for the monarchy. conscience, made After Albert died in 1861, the voters less subject queen wore black silk for the rest of The kings who preceded Victoria in the 1700s and 1800s to intimidation, her life in mourning. She once said of had exercised great influence over Parliament. The spread reduced power of Albert, “Without him everything loses of democracy in the 1800s shifted political power almost bribery its interest.” completely to Parliament, and especially to the elected House of Commons. Now the government was completely run by the prime minister and the cabinet. 748 Chapter 26

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CHAPTER GUIDED READING Democratic Reform 26 and Activism DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 1

A. Following Chronological Order As you read about democratic reforms in Great Britain, answer the questions about the time line.

1830 Revolution breaks out in 1. How did this revolution affect parliamentary leaders France. in Britain? 1832 Parliament passes the Reform Creating Campaign Materials Bill. 2. How did this bill advance democracy in Great 1837 Queen Victoria comes to throne. Britain? 1838 Chartists submit The People’s Class Time 40 minutes Groups should represent the views of workers, the Charter to Parliament. 3. Why did the British monarchy become so power- less in the 1800s? Task Creating campaign materials for and against the wealthy middle class, women, and the upper class. They

4. What demands did the Chartists make in their petition? Chartist movement may focus on individual issues such as expansion of suf- 1867 Parliament extends suffrage to working-class men.

frage, reform of Parliament, or secret balloting. Encourage 5. Why did ordinary people want a greater voice in government? d. e Purpose To clarify political issues in Great Britain v Parliament extends suffrage 1884 to male rural workers.

students to reread the text under “Britain Enacts Reforms” ights reser in the 1800s; to improve persuasive writing and All r 6. What were the objectives of this group?

and to use dictionaries or glossaries if needed. When 1903 Emmeline Pankhurst forms the Women’s Social and Political Union.

speaking skills McDougal Littell Inc. © groups are finished, each can display its materials and B. Analyzing Causes and Recognizing Effects On the back of this paper, write a paragraph explaining the reasons for and the impact of the Dreyfus Affair. Use Instructions Divide students into small groups. the following terms in your writing. explain its viewpoint. Third Republic anti-Semitism Zionism Groups should work together to create posters, leaflets, An Age of Democracy and Progress 23 Students who need more help with the text should and slogans for and against the principles of the In-Depth Resources: Unit 6 Chartist movement. complete the Guided Reading activity for this section.

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Women Get the Vote CHAPTER 26 • Section 1 By 1890, several industrial countries had universal male suffrage (the right of all men to vote). No country, however, The Women’s Movement allowed women to vote. As more men gained suffrage, more By the 1880s, women were working women demanded the same. internationally to win more rights. In Global Impact Organization and Resistance During the 1800s, women 1888, women activists from the in both Great Britain and the United States worked to gain the United States, Canada, and Europe The Women’s Movement right to vote. British women organized reform societies and met in Washington, D.C., for the International Council of Women. In American activist Lucretia Mott was one protested unfair laws and customs. As women became more 1893, delegates and observers from of those who thought that universal vocal, however, resistance to their demands grew. Many peo- many countries attended a large woman suffrage was too radical a ple, both men and women, thought that woman suffrage was congress of women in Chicago. They too radical a break with tradition. Some claimed that women came from lands as far apart as New demand. She argued against it in 1848, lacked the ability to take part in politics. Zealand, Argentina, Iceland, Persia, thinking it would discredit the fledgling and China. women’s rights movement and expose it Militant Protests After decades of peaceful efforts to win The first countries to grant suffrage the right to vote, some women took more drastic steps. In to women were New Zealand (1893) to ridicule. Britain, Emmeline Pankhurst formed the Women’s Social and Australia (1902). Only in two Electronic Library of Primary Sources and Political Union (WSPU) in 1903. The WSPU became European countries—Finland (1906, • from Prisons and Prisoners the most militant organization for women’s rights. Its goal then part of the Russian Empire) and Norway (1913)—did women gain was to draw attention to the cause of woman suffrage. When voting rights before World War I. In asked about why her group chose militant means to gain the United States, the territory of women’s rights, Pankhurst replied: Wyoming allowed women to vote in Women Get the Vote 1869. Several other Western states B. Answer The suc- followed suit. PRIMARY SOURCE Critical Thinking cess of the militant I want to say here and now that the only justification for group was not violence, the only justification for damage to property, the only • Why did the idea of woman suffrage achieved until the justification for risk to the comfort of other human beings is the seem radical in the Victorian era? end of World War I fact that you have tried all other available means and have failed to secure justice. but it did call atten- (Possible Answer: Women’s roles were EMMELINE PANKHURST, Why We Are Militant tion to their goals. seen as limited to home and family.) Emmeline Pankhurst, her daughters Christabel and Sylvia, and other WSPU • How might militant tactics have hurt Analyzing Motives members were arrested and imprisoned many times. When they were jailed, the the cause of woman suffrage? (Possible Was the use of Pankhursts led hunger strikes to keep their cause in the public eye. British officials Answer: Violent protest might reinforce militant action force-fed Sylvia and other activists to keep them alive. effective in achiev- the idea that women lacked the ability Though the woman suffrage movement gained attention between 1880 and 1914, ing the goal of to participate in politics.) woman suffrage? its successes were gradual. Women did not gain the right to vote in national elec- Explain. tions 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 France and Democracy finally took hold in France. The Third Republic In the aftermath of the Franco-Prussian War, France went Critical Thinking through a series of crises. Between 1871 and 1914, France averaged a change of • How would you characterize the groups government almost yearly. A dozen political parties competed for power. Not until who opposed the Third Republic? 1875 could the National Assembly agree on a new government. Eventually, the (Possible Answer: privileged classes members voted to set up a republic. The Third Republic lasted over 60 years. who opposed democratic government) However, France remained divided. • Why was there an increase in The Dreyfus Affair During the 1880s and 1890s, the Third Republic was threat- immigration by Eastern European 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 Jews to the United States in the late battleground for these opposing forces. Widespread feelings of anti-Semitism, or 19th century? (They were persecuted prejudice against Jews, also played a role in this scandal. in their home countries.) An Age of Democracy and Progress 749

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CHAPTER HISTORYMAKERS Emmeline Pankhurst 26 Crusader for Women DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 1 “I was fourteen years old when I went to my ﬁrst suffrage meeting. . . . My mother [was] just setting out for the meeting, and I begged her to let me go along. . . . The speeches interested and excited me. . . . I left the meeting a conscious and conﬁrmed suffragist.”—Emmeline Pankhurst, My Own Story (1914)

mmeline Pankhurst was the leading figure in campaigned against members of the Liberal Party, Ethe movement for women to win the right to which then controlled the British government. vote in Great Britain. She fought for suffrage for WSPU disrupted party rallies and interrupted several decades. In 1928, the year of her death, meetings. Many members of the group were Analyzing Primary and Secondary Sources Pankhurst saw victory for the cause for which she thrown in jail; Pankhurst was jailed three times in had worked so hard. 1908 and 1909. Born in 1858, Emmeline Goulden was intro- In these years, seven different bills for woman duced to the suffrage movement by her mother. In suffrage met defeat in Parliament. As a result, the 1879, she married Richard Marsden Pankhurst, group turned even more aggressive. More than 100 who was himself committed to equal rights for women walked along the street of a shopping dis- Class Time 30 minutes of other primary sources on the woman suffrage move- women. In the late 1860s, he had written the first trict in London and smashed store windows. Some proposal for woman suffrage in Great Britain. He set buildings on fire. When they were arrested, they had also written a bill that gave married women went on hunger strikes. A new law allowed prison- property rights. ers to be released when their health was suffering In 1889, Emmeline Pankhurst began the and then imprisoned again when it improved. It ment in Britain. Encourage students to research each side Women’s Franchise League. This group cam- was aimed directly at the hunger strikers, and under Task Reading primary and secondary source material and this law Emmeline Pankhurst was released and put paigned for the right to vote and met some success. In 1894, Parliament passed a law that gave married back in prison 12 times in one year. women the right to vote in local elections. When World War I began, the WSPU ended its of the debate over woman suffrage. Sources might include However, they were still barred from national elec- militant campaign. The government released all pris- creating a display board tions. Beginning in 1895, Pankhurst herself won oners from the movement, and the women devoted several races for local offices. themselves to helping the war effort. This did more Pankhurst’s most important work began in 1903, than anything else to win support for their cause. when she held a meeting of suffrage workers at her In 1918, Parliament finally approved a bill giv- contemporary news articles, pamphlets, letters, or house. They decided to form the Women’s Social ing women the right to vote. However, this was

and Political Union but limited its members to only a partial victory. The law gave the vote only to ed. Purpose To deepen understanding of the woman suffrage women 30 years of age or older. It was not until v women only. The group adopted a motto that showed the spirit it would bring to the campaign. 1928 that the voting age for women was set at 21, The slogan was “Deeds, not Words.” Pankhurst as it already was for men. Pankhurst lived to see speeches both of these successes. She died a few weeks after ights reser immediately took action. Later that year, she movement in Britain attended a meeting between women and members the 1928 vote. All r of Parliament who said they supported the cause of woman suffrage. She stood up and challenged Questions in Parliament. those politicians. She said that it was ﬁne to say they were for woman suffrage, but they had to be 1. Drawing Conclusions Why would the WSPU willing to do something for it. She asked whether not admit men as members? Do you think that was a good idea? Why or why not? McDougal Littell Inc. Instructions Have students complete the History Makers © any were willing to introduce a bill, but none were. The next year, the WSPU began its ﬁght in 2. Comparing and Contrasting Compare and earnest. One of Pankhurst’s daughters and another contrast the women’s tactics before and during Ask students to create a display board, including a brief World War I. Which were more effective? Why? woman were thrown out of a meeting of Britain’s activity on Emmeline Pankhurst in the In-Depth Resources Liberal Party for disrupting it with their calls for 3. Clarifying Explain what a hunger strike is and synopsis of their research and quotations from their suffrage. In later years, Pankhurst and the WSPU why people use the tactic. book, p. 40. Then have them use library sources or the 40 Unit 6, Chapter 26 sources, along with photos or drawings as appropriate. Internet to find examples of Pankhurst’s own writings or In-Depth Resources: Unit 6

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CHAPTER 26 • Section 1 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 evi- More About . . . dence, and sentenced him to life in prison. In a few years, new evidence The Dreyfus Affair showed that Dreyfus had been Even after the forgeries used to convict framed by other army officers. Dreyfus were exposed, the army refused Public opinion was sharply to admit any error. Under pressure, it divided over the scandal. Many tried Dreyfus again, and again found army leaders, nationalists, leaders in the clergy, and anti-Jewish groups him guilty. But this time the government refused to let the case be reopened. pardoned Dreyfus for a crime he had They feared sudden action would never committed. Gifted students may ▲ Zola Under Attack, painted in 1898 by Henry de Groux, shows Émile Zola cast doubt on the honor of the army. want to read the primary source and surrounded by an anti-Semitic mob. Dreyfus’s defenders insisted that summarize it for the class. 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 In-Depth Resources: Unit 6 denounced the army for covering up a scandal. Zola was sentenced to a year in • Primary Source: from Five Years of My Life, prison for his views, but his letter gave strength to Dreyfus’s cause. Eventually, the 1894–1899, p. 31 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 Tip for Struggling Readers more severe in Eastern Europe. Russian officials permitted pogroms (puh•GRAHMS), organized campaigns of violence against Jews. From the late Explain that Zion is another name for 1880s on, thousands of Jews fled Eastern Europe. Many headed for the United States. Israel, the Jewish homeland. 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.

ASSESS SECTION1 ASSESSMENT

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 Have students work through the questions independently and then trade USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING papers with a partner. 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 Reform Bill of 1832? difficult for France than for England? Formal Assessment why? 4. What was the goal of the 7. SYNTHESIZING Look again at the primary source on page WSPU in Britain? 749. What is Pankhurst demanding? • Section Quiz, p. 416 Event Evaluation 5. What was the Dreyfus affair? 8. RECOGNIZING EFFECTS What was the connection between anti-Semitism and Zionism? RETEACH 9. WRITING ACTIVITY POWER AND AUTHORITY Among the Chartists’ demands was pay for members of Parliament. Use the Reteaching Activity to review Write a letter to the editor that supports or criticizes a this section. pay raise for your legislators. In-Depth Resources: Unit 6

• Reteaching Activity, p. 43 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

ANSWERS

1. suffrage, p. 747 • Chartist movement, p. 748 • Queen Victoria, p. 748 • Third Republic, p. 749 • Dreyfus affair, p. 749 • anti-Semitism, p. 749 • Zionism, p. 750 2. Sample Answer: Britain gradually extends 4. to draw attention to the cause of 8. Prejudice against Jews led to work for a suffrage to most adult males; important woman suffrage Jewish homeland. because government became more represen- 5. Dreyfus was falsely accused and sentenced 9. Rubric Letters should tative. Women in many countries demand the to prison for spying. It showed the strength of • support opinions with reasons. right to vote; greatest expansion of democracy anti-Semitism in Europe. • use standard grammar and punctuation. because half the population of the planet is 6. France experienced a series of political and CONNECT TO TODAY female. Dreyfus Affair in France; important social crises that made a stable democracy Rubric Posters should include because related to anti-Semitism and Zionism. difficult to achieve. • at least one visual. 3. eased property requirements to vote; 7. justice • slogans or captions. modernized electoral districts; gave industrial cities more representation 750 Chapter 26 LESSON PLAN

OBJECTIVES 4 Activists for woman suffrage in London Thomas Edison with phonograph • Describe inventions of the late 19th century and their impact on daily life. • Trace advances in medicine Nineteenth-Century Progress and science. • Describe the emergence of the MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES social sciences. • Explain the rise of mass culture. SCIENCE AND TECHNOLOGY Electric lights, telephones, cars, • assembly line • radioactivity Breakthroughs in science and and many other conveniences • Charles • psychology technology transformed daily of modern life were invented Darwin • mass FOCUS & MOTIVATE life and entertainment. during this period. • theory of culture evolution Ask students to discuss how electricity affects their lives today. (Possible SETTING THE STAGE The Industrial Revolution happened because of inven- Answers: lights, heat, power to run appli- tions such as the spinning jenny and the steam engine. By the late 1800s, ances, television, computers, hybrid cars) advances in both industry and technology were occurring faster than ever before. In turn, the demands of growing industries spurred even greater advances in INSTRUCT technology. A surge of scientific discovery pushed the frontiers of knowledge forward. At the same time, in industrialized countries, economic growth pro- Inventions Make Life Easier duced many social changes. TAKING NOTES Inventions Make Life Easier Critical Thinking Summarizing Use a web In the early 1800s, coal and steam drove the machines of industry. By the late • How was harnessing electricity a diagram to connect people with their ideas 1800s, new kinds of energy were coming into use. One was gasoline (made from key to other 19th-century inventions? and inventions. oil), which powered the internal combustion engine. This engine would make the (Electricity was used in the phone and automobile possible. Another kind of energy was electricity. In the 1870s, the elec- the radio and provided power for the tric generator was developed, which produced a current that could power machines. assembly line and other machines.) Edison the Inventor During his career, Thomas Edison patented more than People and Progressg • How were the telephone and the radio 1,000 inventions, including the light bulb and the phonograph. Early in his superior to the telegraph? (Telephone career, Edison started a research laboratory in Menlo Park, New Jersey. Most of transmitted human voice rather than his important inventions were developed there, with help from the researchers he Morse Code; radio did not depend 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. on wires.) Bell and Marconi Revolutionize Communication Other inventors helped har- In-Depth Resources: Unit 6 ness electricity to transmit sounds over great distances. Alexander Graham Bell • Guided Reading, p. 26 (also in Spanish) 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 TEST-TAKING RESOURCES 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 Test Generator CD-ROM of wires. Primitive radios soon became standard equipment for ships at sea. Strategies for Test Preparation Ford Sparks the Automobile Industry In the 1880s, German inventors used a Test Practice Transparencies, TT100 gasoline engine to power a vehicle—the automobile. Automobile technology developed quickly, but since early cars were built by hand, they were expensive. Online Test Practice 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

SECTION 4 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide Audio CD (Spanish) • Literature: from The Origin, p. 37 In-Depth Resources: Unit 6 • Connections Across Time and Cultures, p. 42 STRUGGLING READERS • Guided Reading, p. 26 Electronic Library of Primary Sources • Skillbuilder Practice: Analyzing Issues, p. 28 In-Depth Resources: Unit 6 • from Journal of the Voyage of HMS Beagle • History Makers: Marie and Pierre Curie, p. 41 • Guided Reading, p. 26 • Building Vocabulary, p. 27 Formal Assessment • Skillbuilder Practice: Analyzing Issues, p. 28 • Section Quiz, p. 419 eEdition CD-ROM • Reteaching Activity, p. 46 Power Presentations CD-ROM ENGLISH LEARNERS Reading Study Guide, p. 253 Electronic Library of Primary Sources In-Depth Resources in Spanish Reading Study Guide Audio CD Critical Thinking Transparencies • Guided Reading, p. 185 • CT26 Movers and Shakers, 1815–1914 • Skillbuilder Practice: Analyzing Issues, p. 186 GIFTED AND TALENTED STUDENTS • CT62 Chapter 26 Visual Summary Reading Study Guide (Spanish), p. 253 In-Depth Resources: Unit 6 762 Chapter 26 • Primary Source: from Orville Wright’s Diary, p. 34 classzone.com CHAPTER 26 • Section 4

Edison’s Inventions Thomas Alva Edison was one of the greatest inventors in history. He held Science & Technology 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. OBJECTIVE Some scientists and historians, however, believe that Edison’s greatest • Explain the significance of Thomas achievement was his development of the research laboratory. Edison worked Edison in the history of technology. 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 Thomas Edison in his West Orange, percent perspiration.” New Jersey, laboratory, 1915 INSTRUCT Introduce Edison as a key figure in the Motion pictures The idea of “moving RESEARCH LINKS For more on Thomas pictures” was not Edison’s, but his history of technology for his inventions Alva Edison, go to classzone.com “Kinetoscope,” shown below, made and for his approach to solving problems. movies practical. Discuss with students why his research Phonograph Commonplace today, a device for recording sound did not exist laboratory might be considered his most until Thomas Edison invented it. He first significant achievement. (Possible demonstrated his phonograph in 1877. Answer: It established an approach to problem solving that has been followed for more than 100 years.)

More About . . .

Thomas Edison At age 24, Edison, a self-taught genius, invented a stock market ticker. He sold it for $40,000—a fortune at the time—and used the money to set up his research laboratory. Over the next few decades, inventions poured out of his laboratory at an astonishing rate. Edison has few peers in terms of the number and quality of inventions produced. 1. Clarifying What did Edison mean when he said, “Genius is 1 percent inspiration and 99 percent perspiration”? See Skillbuilder Handbook, page R4. Tip for Gifted and Talented 2. Forming and Supporting Opinions Students Which of Edison’s inventions shown Edison and his team are working on an Light bulb on this page do you think has had The words inspiration and perspiration electric light bulb in this painting. Edison’s inventions often the most influence? both contain the Latin root spirare, developed from existing technologies. Many people were working on an electric light bulb, but Edison made it practical. “to breathe.” 763

CONNECT TO TODAY: ANSWERS

1. Clarifying 2. Forming and Supporting Opinions He meant that genius depends more on hard work than natural talent. Possible Answers: the light bulb, because it is a part of daily life for many people around the world; the phonograph, because its theories are still used in sound recording; the Kinetoscope, because it began the movie industry; the research laboratory, because it defined how system- atic research is done today

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CHAPTER 26 • Section 4

More About . . . ▲ Airplane Through trial and error, the Wright The Wright Brothers brothers designed wings that provided lift and balance in flight. After their history-making flight in 1903, Their design is based on principles the Wright brothers worked for two years that are still used in every aircraft. to develop a more practical airplane. By ▲ Telephone

late 1905 they could fly for 39 minutes. Alexander Graham Bell ▲ Automobile Assembly Line In 1908, the U.S. Army contracted with demonstrated the first telephone Ford’s major innovation was to in 1876. It quickly became an improve efficiency in his factory. them to make the first military plane, essential of modern life. By 1900, By introducing the assembly line, able to fly for an hour, averaging 40 miles there were 1.4 million telephones he reduced the time it took to per hour with a pilot and a passenger. in the United States. By 1912, build a car from 12.5 to 1.5 there were 8.7 million. worker-hours. In-Depth Resources: Unit 6 • Primary Source: from Orville Wright’s Diary, p. 34 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 New Ideas in Medicine 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 Making less than $300. Other factories adopted Ford’s ideas. By 1916, more than 3.5 mil- Inferences Critical Thinking lion cars were traveling around on America’s roads. Why do you think Ford reduced • Why was the germ theory an important The Wright Brothers Fly Two bicycle mechanics from Dayton, Ohio, named breakthrough? (provided a better the price of the Wilbur and Orville Wright, solved the age-old riddle of flight. On December 17, Model T? understanding of how diseases were 1903, they flew a gasoline-powered flying machine at Kitty Hawk, North Carolina. A. Answer so that caused, suggested ways to prevent The longest flight lasted only 59 seconds, but it started the aircraft industry. more people could and treat many illnesses) afford to buy a car and he could sell • How were pasteurization and the use New Ideas in Medicine more of antiseptics similar? (Both were ways As you learned in Chapter 22, earlier centuries had established the scientific method. of killing germs.) 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 alco- More About . . . hol, 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 Louis Pasteur of pasteurization to kill germs in liquids such as milk. Soon, it became clear to In 1885, Pasteur was working on a vac- Pasteur and others that bacteria also caused diseases. cine for rabies, one of the first vaccines Joseph Lister, a British surgeon, read about Pasteur’s work. He thought germs ever developed. A mother rushed in with 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 her boy who had just been bitten by a in antiseptics, or germ-killing liquids. As a result, 85 percent of Lister’s patients rabid dog. With the child facing nearly survived. Other hospitals adopted Lister’s methods. certain death, Pasteur had no choice but Public officials, too, began to understand that cleanliness helped prevent the to try out his still highly experimental spread of disease. Cities built plumbing and sewer systems and took other steps to vaccine. The boy survived and a whole improve public health. Meanwhile, medical researchers developed vaccines or new category of medicine was born. cures for such deadly diseases as typhus, typhoid fever, diphtheria, and yellow fever. These advances helped people live longer, healthier lives. 764 Chapter 26

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding the Germ Theory of Disease Class Time 20 minutes Step 2: Help students formulate questions for reading. Ask them to write Task Reading, creating a chart, and writing a summary the questions in the W (Want to know) column. Questions might be: What Purpose To understand the germ theory of disease is the relationship of germs and disease? Who discovered the existence of germs? How and when was the theory of germs created? How was the Instructions Provide students with a K-W-L chart to fill in for “The Germ theory used? Theory of Disease.” Step 3: Have students read the three paragraphs. As they read, they can Step 1: Work with students to activate their prior knowledge of the topic, write down additional questions or fill in the answers to their questions in then have them fill in what they know in the K (Know) column. Students the L (Learned) column. may say that they know that germs are bad and that it’s good to wash your hands when you have a cold. Step 4: Direct students to fill in the answers to their remaining questions. Step 5: Help students use their K-W-L charts to draft a summary of what they have learned. 764 Chapter 26 wh10te-062604-0762-0767 9/4/03 1:25 PM Page 765

New Ideas in Science CHAPTER 26 • Section 4 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 New Ideas in Science 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. Critical Thinking Darwin’s Theory of Evolution Darwin challenged the idea of special creation. • Besides competing for food, what are Based on his research as a naturalist on the voyage of the H.M.S. Beagle, he devel- some of the other conditions to which oped a theory that all forms of life, including human beings, evolved from earlier living forms that had existed millions of years ago. species must adapt? (changes in In 1859, Darwin published his thinking in a book titled On the Origin of Species geography, climate, disease, predators) by Means of Natural Selection. According to the idea of natural selection, popula- • How would you describe the process tions tend to grow faster than the food supply and so must compete for food. The by which advances in science take members of a species that survive are those that are fittest, or best adapted to their place? (Possible Answer: Scientists environment. These surviving members of a species produce offspring that share build on the work of those who their advantages. Gradually, over many generations, the species may change. In this have gone before, asking and Clarifying way, new species evolve. Darwin’s idea of change through natural selection came answering questions.) According to to be called the theory of evolution. Darwin, how does Although Darwin said that living In-Depth Resources: Unit 6 natural selection Mendel and Genetics affect evolution? things passed on their variations from one generation to the • Connections Across Time and Cultures: next, he did not know how they did so. In the 1850s and Breakthroughs in Science and Technology, B. Answer Because of competition for 1860s, an Austrian monk named Gregor Mendel discovered p. 42 food, only the fittest that there is a pattern to the way that certain traits are inher- • Literature: from The Origin, p. 37 members of a ited. Although his work was not widely known until 1900, Critical Thinking Transparencies species survive to Mendel’s work began the science of genetics. reproduce; these • CT26 Movers and Shakers, 1815–1914 members pass their Advances in Chemistry and Physics In 1803, the British advantages on to chemist John Dalton theorized that all matter is made of Electronic Library of Primary Sources their offspring, and tiny particles called atoms. Dalton showed that elements • from Journal of the Voyage of the gradually the contain only one kind of atom, which has a specific weight. HMS Beagle species evolves. Compounds, on the other hand, contain more than one kind of atom. Marie Curie In 1869, Dmitri Mendeleev (MEHN•duh•LAY•uhf), a Russian chemist, organized a chart on which all the known 1867–1934 elements were arranged in order of weight, from lightest to Marie Curie’s original name was Marya History Makers Sklodowska. Born in Warsaw, Poland, heaviest. He left gaps where he predicted that new elements she emigrated to Paris to study, where Marie Curie would be discovered. Later, his predictions proved correct. she changed her name to Marie. Mendeleev’s chart, the Periodic Table, is still used today. She achieved a number of firsts in How did Marie Curie sacrifice herself for A husband and wife team working in Paris, Marie and her career. She was the first woman to her work? (She developed cancer from Pierre Curie, discovered two of the missing elements, which teach in the Sorbonne, a world-famous college that was part of the University working with radium.) As a young stu- they named radium and polonium. The elements were found of Paris. She was the first woman to dent in Paris, Marie Curie often worked in a mineral called pitchblende that released a powerful win a Nobel Prize—two, in fact. in an unheated laboratory, subsisting on form of energy. In 1898, Marie Curie gave this energy the In 1911, she won the Nobel prize little more than bread and butter. name radioactivity. In 1903, the Curies shared the Nobel for chemistry. In 1921, she made a Prize for physics for their work on radioactivity. In 1911, journey to the U.S. In 1934, she died In-Depth Resources: Unit 6 Marie Curie won the Nobel Prize for chemistry for the dis- from leukemia caused by the radiation she had been exposed to in her work. • History Makers: Marie and Pierre Curie, p. 41 covery of radium and polonium. Physicists around 1900 continued to unravel the secrets of the atom. Earlier scientists believed that the atom was the RESEARCH LINKS For more on Marie smallest particle that existed. A British physicist named Curie, go to classzone.com.

An Age of Democracy and Progress 765

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CHAPTER SKILLBUILDER PRACTICE Analyzing Issues 26 Analyzing issues means examining them in detail to find the different points of view in a disagreement. Historical issues may concern economic, social, political, SKILLBUILDER LESSON: ANALYZING ISSUES Section 4 or moral questions. Darwin’s theory of evolution continues to stir up debate, especially in the field of public education. In 1925, the issue of teaching evolution in public schools was brought to court in the now famous Scopes trial. Read about this trial in the passage below and then fill in the chart below to analyze this historical issue. (See Skillbuilder Handbook)

n March 1925, Tennessee passed the nation’s first plant and animal species evolved over millions of I law that made it a crime to teach evolution. years from lower life forms. Instead, they supported Immediately, the American Civil Liberties Union the Bible’s account of the creation of the world and (ACLU) promised to defend any teacher who of Adam and Eve. Studying Darwin’s Theory of Evolution Issue: How can Earth’s tremendous variety of plants would challenge the law. To the ACLU, the law In the Scopes trial, there was no real question was unconstitutional and a violation of the First of guilt or innocence: Scopes was honest about his Amendment. John T. Scopes, a thin, freckled 24- action. The Scopes trial was a fight over evolution year-old biology teacher in Dayton, Tennessee, and the role of science and religion in public and animals be explained? accepted the challenge. In his biology class, Scopes schools and American society. read this passage from Civic Biology: “We have The most dramatic moment of the trial came Class Time 30 minutes now learned that animal forms may be arranged when Darrow asked Bryan to take the stand as an so as to begin with the simple one-celled forms expert witness on the Bible. After a lengthy cross- and culminate with a group which includes man examination of Bryan’s beliefs, Darrow asked: himself.” Scopes was promptly arrested, and the “Do you think the earth was made in six days?” trial was set for July. Cornered by the questions, Bryan answered, Task Analyzing text and creating a chart The ACLU hired Clarence Darrow, the most “Not six days of 24 hours.” famous trial lawyer of the day, to defend Scopes. With this answer, Bryan admitted that the Bible William Jennings Bryan, a devout fundamentalist, might be interpreted in different ways. In spite of served as a special prosecutor. Fundamentalists this admission, Scopes was found guilty and fined believed in a literal interpretation of the Bible. $100. The Tennessee law outlawing the teaching of Purpose To describe points of view regarding Facts: Millions of different species exist; fossil They rejected Darwin’s theory of evolution—that evolution remained on the books. The Issue: d. e Darwin’s theory records suggest changes over time. v The response: Scopes Trial ights reser Instructions Explain that analyzing issues means examin- All r Argument(s) for Defense Argument(s) for Prosecution McDougal Littell Inc.

Theory of Evolution” subsection. Direct them to look for Biblical explanation Darwin’s theory 28 Unit 6, Chapter 26 a central problem, and then read for facts that can help All species created by Species populations In-Depth Resources: Unit 6 flesh out the discussion. A chart analyzing the issues God at the same time compete for food; only connected with evolution is shown here. in history fittest survive and pass on traits to offspring Teacher’s Edition 765 wh10te-062604-0762-0767 9/4/03 1:25 PM Page 766

CHAPTER 26 • Section 4 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 Social Sciences Explore Behavior The scientific theories of the 1800s prompted scholars to Critical Thinking study human society and behavior in a scientific way. • What was the inherent flaw in Social Interest in these fields grew enormously during that century, Darwinism? (Ideas about the natural as global expeditions produced a flood of new discoveries world do not necessarily apply in the Social Darwinism about ancient civilizations and world cultures. This led to same way to human society.) Charles Darwin (above) was a the development of modern social sciences such as archae- naturalist, but a number of 19th- ology, anthropology, and sociology. • How were Darwin and Freud similar? century thinkers tried to apply his An important new social science was psychology, the (Both challenged previously held ideas to economics and politics. The study of the human mind and behavior. The Russian physi- beliefs about human beings.) leader in this movement was Herbert ologist Ivan Pavlov believed that human actions were often Spencer, an English philosopher. Free economic competition, unconscious reactions to experiences and could be changed Spencer argued, was natural selection by training. in action. The best companies make Another pioneer in psychology, the Austrian doctor C. Possible Answer profits, while inefficient ones go Sigmund Freud, also believed that the unconscious mind because it explored Historyin Depth bankrupt. Spencer applied the same how a part of the drives how people think and act. In Freud’s view, uncon- mind that people rules to individuals. Those who were scious forces such as suppressed memories, desires, and Social Darwinism fittest for survival enjoyed wealth and were not aware of— success, while the poor remained poor impulses shape behavior. He founded a type of therapy the unconscious— Spencer argued against governments because they were unfit. This idea called psychoanalysis to deal with psychological conflicts influences people’s helping the sick and infirm so that became known as Social Darwinism. created by these forces. thoughts and behavior “natural selection” might eliminate these It also provided a rationalization for Freud’s theories became very influential. However, his imperialism and colonialism. people and make society stronger. Ask idea that the mind was beyond conscious control also shocked many people. The theories of Freud and Pavlov Clarifying students to debate Spencer’s view. Why was the challenged the fundamental idea of the Enlightenment— work of Pavlov that reason was supreme. The new ideas about psychology began to shake the 19th- and Freud century faith that humans could perfect themselves and society through reason. groundbreaking? The Rise of Mass Culture The Rise of Mass Culture Critical Thinking In earlier periods, art, music, and theater were enjoyed by the wealthy. This group had • What was the long-term effect of the money, leisure time, and education to appreciate high culture. It was not until movies on vaudeville? (Movies about 1900 that people could speak of mass culture—the appeal of art, writing, ultimately put vaudeville out music, and other forms of entertainment to a larger audience. of business.) Changes Produce Mass Culture There were several causes for the rise of mass • Why did mass culture become big 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 cul- business? (working class was a larger ture. The demand for leisure activities resulted in a variety of new pursuits for peo- audience than wealthy; film technology ple to enjoy. People went to music performances, movies, and sporting events. created an international market; Music Halls, Vaudeville, and Movies A popular leisure activity was a trip to the more profit) 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

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Examining the Technology of Filmmaking Class Time 45 minutes 1. Create a multimedia timeline of major technological advances in Task Researching and creating a multimedia presentation moviemaking (such as sound, color, lighting, special effects, Purpose To understand the impact of technology on movies computerized animation, and digital cameras). Instructions Encourage students to explore the ways that technology 2. Illustrate technological advances by comparing movies that has advanced in different aspects of filmmaking. Students may find have been remade using new techniques (for example, Ben Hur, King resources on the Internet or in the library. For their presentations, students Kong, Superman). may choose a particular film or give examples that illustrate the process 3. Describe how movie makeup artists create different types of characters, in general. Encourage students to include text, graphics, visuals (still such as aliens, characters in horror films, and characters who age or video), and sound as appropriate to their presentations. Some throughout a movie. possible approaches: 4. Explain the importance of music and sound effects and describe how sound editing occurs after a movie has been filmed. 766 Chapter 26 wh10te-062604-0762-0767 9/4/03 1:26 PM Page 767

Rise of Mass Culture CHAPTER 26 • Section 4

Cause Effect/Cause Effect

• Public education • Increase in literacy • Mass market for books and newspapers History from Visuals • Improvement in • Publications cheaper • Mass market for books communications and more accessible and newspapers Interpreting the Chart • Invention of phono- • More music directly in • Greater demand for graph and records people’s homes musical entertainment Explain that the first column lists causes of the rise of mass culture. The second • Shorter workday— • More leisure time • Greater demand for 10 hours mass entertainment lists immediate effects, which are the shorter workweek— activities 5-1/2 days causes of longer-term effects shown in the third column. An immediate cause is SKILLBUILDER: Interpreting Charts the one just before an event; the ultimate 1. Analyzing Causes What was the immediate cause for the increased demand for mass entertainment activities? effects are those in the third column. 2. Recognizing Effects What was the ultimate effect of public education and improved communications? SKILLBUILDER Answers By the early 1900s, filmmakers were producing the first feature films. Movies 1. Analyzing Causes increase in quickly became big business. By 1910, five million Americans attended some leisure time 10,000 theaters each day. The European movie industry experienced similar growth. 2. Recognizing Effects produced a mass Sports Entertain Millions With time at their disposal, more people began to market for media 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 ASSESS 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 SECTION 4 ASSESSMENT Athens, Greece, the country where the games had originated. After students have completed the questions, engage the whole class in a SECTION4 ASSESSMENT discussion of question 6.

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Formal Assessment • assembly line • Charles Darwin • theory of evolution • radioactivity • psychology • mass culture • Section Quiz, p. 419

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 RETEACH people the most? Why? line have on production costs? that rose at the end of the 19th century similar to mass 4. How did Joseph Lister improve culture today? How is it different? Explain your response. Use the Visual Summary to review this the survival rate of his patients? 7. RECOGNIZING EFFECTS How did the germ theory change section and chapter. Ask students to rank 5. What effect did the spread of living conditions in Europe and the United States? the inventions in order of importance. People and Progressg public education have on 8. ANALYZING CAUSES What changes led to the rise of mass culture? culture around 1900? Critical Thinking Transparencies 9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write a • CT62 Chapter 26 Visual Summary two-paragraph expository essay in which you discuss whether advances in science and technology have had a In-Depth Resources: Unit 6 largely positive or negative impact on society. • Reteaching Activity, p. 46

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

ANSWERS

1. assembly line, p. 764 • Charles Darwin, p. 765 • theory of evolution, p. 765 • radioactivity, p. 765 • psychology, p. 766 • mass culture, p. 766 2. Sample Answer: Edison’s electric light; 6. Similarities—New technology and leisure still 9. Rubric Expository essays should Ford’s assembly line; Pasteur’s germ theory shape mass culture; movies and sports still • include positive and negative examples. (most helpful because saved lives); Darwin’s popular. Differences—Internet has transformed • show influences on today’s society. theory of evolution sharing of culture; mass culture is now a • support opinions with facts. 3. It lowered production costs. global business. CONNECT TO TODAY 4. He used antiseptics—germ-killing liquids; 7. Cities built plumbing and sewer systems to ordered his surgical wards be kept clean. improve public health. Rubric Posters should provide 5. increased literacy, bigger market for books 8. spread of education and literacy, new • illustrations of antibiotics. and newspapers, greater demand technologies, more leisure time • data and statistics (both positive and negative) for entertainment about using antibiotics.

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