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Chapter 5 • Section 1 The Second Industrial Revolution TEACH In Western Europe, the introduction of electricity, chemicals, and petroleum triggered the Second Industrial Revolution, and a world economy began to develop. R Reading Strategy Reading Connection Does your life come to a halt when the power goes out? Read to learn what happened when electricity first became a part of everyday life. 1 Summarizing Discuss with students the differences between the First Industrial Revolution and the Second Industrial Revolution. Ask students to write a paragraph summarizing these two revolutions and how they contributed to economic growth and development. AL CA HI1. R 1 R Reading Strategy In the late nineteenth century, the belief in progress was so strong in the West that it was almost a religion. Europeans and Americans had been converted by the stunning bounty of products of the Second Industrial Revolution. In the first Industrial Revolution, textiles, coal, iron, and railroads were major elements. In the Second Industrial Revolution, steel, chemicals, electricity, and petroleum were the keys to making economies even more productive. 2 Reading Primary Sources Have students read Guglielmo Marconi’s description of sending radio waves across the Atlantic. Ask: What does Marconi call this moment? (an epoch in history) Why was this so important? (It meant that information could be sent more quickly using radio waves; it also opened the door for more discoveries in the future.) OL CA HR4. Guglielmo Marconi made one of the era’s most striking discoveries, wireless telegraphy, on December 12, 1901. The scientist and inventor described it in these words: “ Shortly before mid-day I placed the single earphone to my ear and started listening. . . . I was at last on the point of putting . . . my beliefs to test. The answer came at 12:30 when I heard, faintly but distinctly, pip-pip-pip. I handed the phone to Kemp: ‘Can you hear anything?’ I asked. ‘Yes,’ he said, ‘the letter S’—he could hear it. . . . The electric waves sent out into space from Britain had traversed the Atlantic—the distance, enormous as it seemed then, of 1,700 miles—It was an epoch in history. I now felt for the first time absolutely certain the day would come when mankind would be able to send messages without wires . . . between the farthermost ends of the earth. R 2 C Critical Thinking Determining Cause and Effect Ask students to describe the industrial technology that paved the way for the invention of ocean liners, automobiles, and airplanes. (The development of better steel-production methods led to the production of lighter, smaller, stronger machines.) OL CA HI1. Answers and Additional Support Edison in 1915 with his portable searchlight ” New Products C One major industrial change between 1870 and 1914 was the substitution of steel for iron. New methods for shaping steel made it useful in building lighter and faster machines and engines, as well as railways, ships, and weapons. In 1860, Great Britain, France, Germany, and Belgium produced 125,000 tons (112,500 t) of steel. By 1913, the total was an astounding 32 million tons (29 million t). 296 CHAPTER 5 Mass Society and Democracy Bettmann/CORBIS Did You Know? From a technological and social perspective, there was no clean break between the First and Second Industrial Revolutions. As a result, the Second Industrial Revolution is also referred to as the “second phase” of the Industrial Revolution. 296 Electricity was a major new form of energy. It could be easily converted into other forms of energy, such as heat, light, and motion, and could be sent over long distances by means of wires. In the 1870s, the first practical generators of electrical current were developed. By 1910, hydroelectric power stations and coalfired, steam-driven generating plants enabled homes and factories alike to draw upon a reliable, versatile, clean, and convenient source of power. Electricity gave birth to a series of inventions. The creation of the lightbulb by Thomas Edison in the United States and Joseph Swan in Great Britain opened homes and cities to electric lights. A revolution in communications began when Alexander Graham Bell invented the telephone in 1876 and Guglielmo Marconi sent the first radio waves across the Atlantic in 1901. By 1900, streetcars and subways powered by electricity had appeared in major European cities. Electricity transformed the factory as well. Conveyor belts, cranes, and manufacturing machines could all be powered by electricity. With electric lights, factories could operate 24 hours a day. The development of the internal-combustion engine, fired by oil or gasoline, provided a new source of power in transportation. This engine gave rise to ocean liners and warships with oil-fired engines, as well as to the airplane and the automobile. In 1903, Orville and Wilbur Wright made the first powered flight in a fixed-wing plane at Kitty Hawk, North Carolina. In 1908, Henry Ford produced his first Model T. Resources for page 296 People in World History Activity 5: Andrew Carnegie People in World History Activity 5: Guglielmo Marconi Chapter 5 • Section 1 Industrialization of Europe by 1914 20°W 10°W 0° 10°E NORWAY N 50 °N North Sea Atlantic Ocean FRANCE Madrid CA CS2. Belgrade Barcelona Ba Corsica ITALY Sardinia Naples C Critical Thinking Rome 1 Constantinople C The Model T was very affordable and kicked off the era when many people owned cars. C New Patterns Industrial production grew at a rapid pace because the demand, or market, for goods was a mass market. Many more Europeans could afford to buy products. Their wages increased after about 1870. At the same time, manufactured goods were becoming cheaper: both production and transportation were more efficient. One of the biggest reasons for more efficient production was the assembly line, a new manufacturing method pioneered by Henry Ford in 1913. The assembly line allowed a much more efficient mass production of goods. Drawing Conclusions Ask stu- Salerno GREECE 0 a Med ite rra ne Sicily an Se 500 miles 500 kilometers 0 Lambert Azimuthal Equal-Area projection 1. Interpreting Maps Locate places with the heaviest concentration of industry. What geographic factors promoted industry in these areas? 2. Applying Geography Skills Use the information provided in this map to create a chart that shows the types of industry in each country. 2 Black Sea BALKANS Steel, electricity, and chemicals were some of the products of the Second Industrial Revolution. 1 . AUSTRIAHUNGARY Marseille ds Islan learic er R Vienna SWITZ. . SPAIN Dniep e R.Nuremberg nub Da in Limoges St. Etienne Toulouse AL TU G Breslau GERMANY e R. POR Warsaw Berlin R Lisbon RUSSIA Paris Se practice their spatial-thinking skills by considering the link between industry and standard of living in northern and southern Europe as shown on the map. Ask: What basic connections do you see? (The standard of living in the northern industrialized area was quite high. The standard of living in the southern non-industrialized area was much lower.) OL Moscow ea cS l ti NETH. BELG. ro Eb °N Ba London Industry: Chemicals Electricity Engineering Oil production Steel 40 DENMARK UNITED KINGDOM Industrial concentration: Area City S Historical and Social Sciences Analysis Skill Help students St. Petersburg Stockholm E S FINLAND SWEDEN W S Skill Practice 20°E R In the cities, the first department stores began to sell a new range of products made possible by the steel and electrical industries—clocks, bicycles, electric lights, and typewriters, for example. Glass technology also inspired stores to create eye-catching window displays of the latest fashions. Not everyone benefited from the Second Industrial Revolution. By 1900, Europe was divided into two economic zones. Great Britain, Belgium, France, the Netherlands, Germany, the western part of the AustroHungarian Empire, and northern Italy made up an advanced industrialized core. These nations had a high standard of living and advanced transportation. In the rest of Europe—southern Italy, Spain, Portugal, the Balkans, Russia, and most of AustriaHungary—the economy was still largely agricultural. These countries provided food and raw materials for the industrial countries, and their peoples often had a much lower standard of living. CHAPTER 5 Mass Society and Democracy C Critical Thinking 2 Making Inferences Remind students that the invention of the automobile not only created new industries, it destroyed old ones. Ask students to identify and describe businesses that were harmed by the automobile. AL 297 Resources for page 297 Answers: 1. Netherlands, Belgium, Germany, France, northern Italy, United Kingdom, western AustriaHungary; located near waterways, abundant natural resources 2. Answers should be consistent with information in the map. Mapping History Activity 5 History Simulation Activity 5 dents to think of other technologies that were expensive when first produced but were later available at a lower cost. (Answers will vary but could include personal VCRs, DVDs, CD players, personal computers, copiers, and appliances.) Ask students why they think this drop in price occurs. (Answers should mention mass production, economies of scale, and supply and demand.) AL R Reading Strategy Scaffolding—Synthesizing Tell students that the increase in technology was not the only reason for the Second Industrial Revolution. Ask students to consider economic factors that fostered this rapid change in society. (increased wages, lowered production costs, and lower prices of goods) AL This in Chapter 2. was introduced 297 Chapter 5 • Section 1 C Critical Thinking Determining Cause and Effect Toward a World Economy The period of the Second Industrial Revolution marked a major step toward a true world economy. Transportation by steamship and railroad contributed to this advance. A European living in 1900 had the benefit of products from faraway places—beef and wool from Argentina and Australia, coffee from Brazil, iron ore from Algeria, and sugar from Java in Indonesia. Another part of the world economy was financial. European money was invested in other foreign enterprises that would produce a profit—railroads, mines, electric power plants, and banks. Of course, foreign countries also provided markets for the manufactured goods of Europe. With its capital, industries, and military might, Europe dominated the world economy by the beginning of the twentieth century. C Explain that the discovery of the route around Africa in the fifteenth century increased trade between Europe and East Asia. Ask students to explain why new technologies had a similar effect on global trade in the early 1900s. (The growth of transportation by steamship and railroad allowed for increased world trade.) AL CA HI1. Reading Check Explaining What parts of Europe still had an agricultural economy in the early twentieth century? Organizing the Working Class Industrialization gave some a higher standard of living, but struggling workers turned to trade unions or socialism to improve their lives. Reading Connection Do you hear news stories about life in a communist country such as China or Cuba? Read to learn about the first socialist movements in Europe. The transition to an industrialized society was very hard on workers. It disrupted their lives and forced them to move to crowded slums. They had to give up occupations they knew and liked, and work long hours at mind-numbing tasks. Eventually this transformation gave workers a higher standard of living. This was not true at first, however, and for many workers, improved conditions took many decades. Review the Big Idea Review the Big Idea for this section: “New technologies can revolutionize the way people live, work, interact, and govern.” The Second Industrial Revolution and the growth of transportation fostered a world economy with Europe at its center. Ask: How did Europe come to dominate the world economy by the beginning of the twentieth century? (Europeans invested abroad to develop railways, mines, power plants, and banks, while foreign countries provided materials and markets for manufactured goods from Europe.) OL CA HI2. Answer: Southern Italy, Spain, Portugal, the Balkans, Russia, and most of Austria-Hungary still had a largely agricultural economy in the early twentieth century. Answers and Additional Support Distributor The Automobile M any new forms of transportation were created in the Industrial Revolution, but none affected more people on a daily basis than the automobile. It was the invention of the internal-combustion engine that made the automobile possible. A German engineer, Gottlieb Daimler, invented a light, portable internalcombustion engine in 1885. In 1889, Daimler and Wilhelm Maybach produced an automobile powered by a gasoline engine that reached a speed of 10 miles [16 km] per hour. In 1926, Daimler and Karl Benz, another German, merged to form Daimler-Benz, an automotive company that would later manufacture the Mercedes-Benz. Cylinder Piston Internal-combustion engine Early cars were handmade and expensive. Only several hundred were sold between 1893 and 1901. Their slow speed, 14 miles [22.5 km] per hour, was a problem, too. Early models were not able to climb steep hills. An American, Henry Ford, revolutionized the car industry in 1908 by using an assembly line to mass-produce his Model T. Before, it had taken a group of workers 12 hours to build a single car. Now, the same number of workers could build a car in an hour and a half. By cutting production costs, Ford lowered the price of the automobile. A Model T cost $850 in 1908 but only $360 by 1916. By 1916, Ford’s factories were producing 735,000 cars a year. By 1925, Ford’s Model T cars would make up half of the automobiles in the world. Analyzing Why were early cars expensive? 298 CHAPTER 5 1914 Ford Model T Ford Model U, 2003 Mass Society and Democracy (l)Reuters/CORBIS, (r)Tom Burnside/Photo Researchers More Skill Practice Answer: because they were handmade 298 Expository Writing Ask students to write an essay explaining the causes and effects of industrialization in Europe in the nineteenth and twentieth centuries. Students may wish to review Chapter 4 and to consider the impact of industrialization on their own lives as they write this essay. AL CA 10WS2.3 AP/Wide World Photos Chapter 5 • Section 1 C 1 C 2 Reformers of this era believed that industrial capitalism was heartless and brutal. They wanted a new kind of society. Some reformers were moderates. They were willing to work within the system for gradual changes like fewer hours, better benefits, and safe working conditions. Often they used trade unions to achieve these practical goals. Other reformers were more radical or even revolutionary. They wanted to abolish the capitalist system entirely and to create a socialist system. To achieve this goal, they supported socialist parties. Socialist parties emerged after 1870, but their theory for a new society came largely from Karl Marx. Marx was a socialist, and one form of Marxist socialism was eventually called communism (see Chapter 8). defeated. A workers’ revolution was bound to occur. When the revolution came, it would destroy capitalism. Material wealth could then be distributed equally among all workers. Marx believed that the oppressor and oppressed have “stood in constant opposition to one another” through all history. After the Industrial Revolution occurred, the oppressors were the capitalists with the capital, or money, to invest. They owned the land and the raw material; thus, they had total power over production. In Marx’s view, the oppressed were the workers who owned nothing and who depended for their very survival on the capitalists. Around him, Marx believed he saw a society that was “more and more splitting up into two great hostile camps, into two great classes directly facing each other: Bourgeoisie and Proletariat.” The term bourgeoisie was well known as a way of referring to the middle class, but Marx popularized the term proletariat (PROH•luh•TEH•ree•uht) as a way of referring to the working class. Marx predicted that the struggle between the two groups would finally lead to revolution. The proletariat would violently overthrow the bourgeoisie. Marx’s Theory Karl Marx was one of the most influential theorists of the century. His socialist theory first came to light when The Communist Manifesto was published during the Revolution of 1848, just when workers were demonstrating in the streets. In The Communist Manifesto, Marx and his friend and coauthor Friedrich Engels denounced the new industrial economy and predicted that it would be May Day On May 1, 1997, parades and demonstrations took place around the world. Mexican workers poured into the streets of Mexico City to denounce the North American Free Trade Agreement (NAFTA). Workers believed it had caused a decline in their wages. In Seoul, Korean workers hurled rocks at police to protest government corruption in South Korea. In Berlin and Leipzig, union workers marched to protest high unemployment in Germany. In Beijing, people filled Tiananmen Square to praise workers at the beginning of a three-day vacation. In Japan, two million workers attended rallies across the country. Fifteen thousand workers marched in the R C Critical Thinking 1 Scaffolding—Connecting Ideas W This in Chapter 1. C Critical Thinking 2 early socialists believed that implementing Marx’s ideas could eliminate oppression and create an equitable society. Lead students in a discussion of whether these goals are attainable. (Responses will vary but should consider what is known about human nature, methods of resolving conflicts, and people’s capacity for change.) AL CA HI2. W Writing Support Persuasive Writing Ask students to propose a response to The Communist Manifesto, defending an alternative to Marx’s views. Students should include predictions regarding the industrial economy, the possibility of revolution, the distribution of wealth, and ownership of land and resources. AL CA 10WS2.4 䊴 May Day rally near St. Basil’s cathedral in Moscow, May 1, 1997 Using outside sources, research what occurred last May 1. Were May Day celebrations held, and if so, where? Is May 1 still an international labor day? Mass Society and Democracy R Reading Strategy 299 Did You Know? Answer: Answers will vary but should be supported by references. was introduced Making Inferences Explain that streets of San Salvador to demand that the government pass laws to benefit the workers of El Salvador. Why did these marches and demonstrations occur around the world on May 1? In the nineteenth century, the rise of socialist parties in Europe led to a movement to form an international organization. The purpose of this organization was to strengthen the position of socialist parties against international capitalism. In 1889, leaders of various socialist parties formed the Second International, a loose association of national groups. Its first action was to declare May 1 as May Day, an international labor day to be marked by strikes and mass labor demonstrations. Although the Second International no longer exists, workers around the world still observe May Day. CHAPTER 5 Have students identify the reasons why nineteenth century workers might have become dissatisfied with capitalism and therefore turned to socialism. (Workers wanted to improve working conditions and the standard of living.) OL Friedrich Engels was sent to Manchester, England, in the early 1840s to help manage his father’s cotton factory. Engels was shocked by the widespread poverty he witnessed. He wrote an account of this experience of Manchester’s poverty, which was published in 1845 as Condition of the Working Class in England in 1844. Evaluating Ask students why most present-day May Day activities are held. (Although May Day was established by socialist parties, most May Day activities today focus more specifically on promoting the rights of workers.) OL 299 Chapter 5 • Section 1 Then a dictatorship of the proletariat would be formed to abolish capitalism and create a socialist economy. (A dictatorship is a government in which a person or small group has absolute power.) After this dictatorship abolished economic differences among classes, a classless society would come about. The state itself, which had been a tool of the bourgeoisie, would wither away. R Reading Strategy Questioning People inspired by Marx and socialism formed political parties to change society. Some rejected the idea of violent revolution and believed that socialism could be achieved through other means. Ask: How did the revisionists believe that socialism could be achieved? (through the parliamentary system—if more workers won the right to vote, then laws could be changed to help worker) OL ASSESS Resources for page 300 Use these resources to assess student mastery of section content. California Standards Practice Workbook R Section Quiz 5-1 Socialist Parties People inspired by Marx and by the goals of socialism began to form political parties to change society. The most important was the German Social Democratic Party (SPD), founded in 1875. The SPD advocated a Marxist revolution. Bismarck, the German prime minister, outlawed the SPD in 1878, but the party grew and in 1890 it was legalized. In the German parliament, SPD representatives lobbied for laws to improve working conditions. In 1912, four million Germans voted for SPD candidates. It had become the largest party in Germany. Because the German constitution gave greater power to the upper house and the German emperor, the SPD was not able to bring about the kind of changes it wanted. Socialist parties emerged in other European states, too. As early as 1862, the First International was founded to promote socialist goals. It died out quickly because its members could not agree on tactics. In 1889, the Second International was founded, but socialist parties continued to disagree over precise goals and tactics. So-called pure Marxists thought that only a violent revolution could defeat capitalism. Other Marxists, revisionists, rejected the idea of violent revolution. They argued that workers Interactive Tutor Self-Assessment CD-ROM Checking for Understanding Answer: The world’s history of class struggles will end in open revolution and the overthrow of the bourgeoisie by the proletariat. A classless society will emerge, and the state will wither away. 1. Vocabulary Define: generator, transform, assembly line, mass production, emerge, proletariat, dictatorship, revisionist. 2. People Identify: Thomas Edison, Alexander Graham Bell, Guglielmo Marconi, Karl Marx. Study Central provides audio summaries, interactive games, and online graphic organizers to help students review section content. CLOSE Determining Importance Discuss the relationship between the Second Industrial Revolution and the need to organize to protect workers’ rights. OL 300 4. Explain how Marx’s ideas came to directly affect society. 300 CHAPTER 5 Trade Unions Another movement for workers focused on the trade union, or labor union. To improve their conditions, workers organized in a union. Then the union had to get the employer to recognize its right to represent workers in collective bargaining, negotiations with employers over wages and hours. The right to strike was another important part of the trade union movement. In a strike, a union calls on its members to stop work in order to pressure employers to meet their demands for higher wages or improved factory safety. At first, laws were passed that made strikes illegal under any circumstances. In Great Britain, in 1870, unions won the right to strike. By 1914, there were almost four million workers in British trade unions. In the rest of Europe, trade unions had varying degrees of success in helping workers achieve a better life. Reading Check Summarizing How would you summarize Marx’s theory as stated in The Communist Manifesto? HISTORY Study Central For help with the concepts in this section of Glencoe World History—Modern Times, go to wh.mt.glencoe.com and click on Study Central. Critical Thinking Contextualizing What is the relationship between the large number of technical innovations made during this period and the growing need for labor reforms and unions? Analyzing Visuals 7. Compare the photos of the two Ford vehicles on page 298. Do you think that style and practicality weighed equally with car buyers in the 1920s as it does today? Why or why not? CA HI 3 3. Places Locate: the Netherlands, Spain, Portugal, Russia, Austria-Hungary. Reviewing Big Ideas HISTORY 5. could achieve socialism through the parliamentary system. If more and more workers won the right to vote, they said, the laws could be changed and workers would have better lives. In other words, socialism would be achieved gradually and by working through the system, not through violent revolution. 6. Compare and Contrast Use a Venn diagram like the one below to compare and contrast the first and second Industrial Revolutions. First Industrial Revolution Second Industrial Revolution 8. Expository Writing After Marconi’s first transmission across radio waves, he said, “I now felt for the first time absolutely certain the day would come when mankind would be able to send messages without wires. . . .” Write a paragraph about this prophecy. CA 10WA2.3b Mass Society and Democracy 1. Terms are in the Glossary. 2. Thomas Edison (p. 296); Alexander Graham Bell (p. 296); Guglielmo Marconi (p. 296); Karl Marx (p. 299) 3. See chapter maps. 4. Socialist parties formed based on his ideas; worked to pass laws to improve conditions for working class; some socialist parties became very powerful 5. Industrialization changed the way people lived and worked. Reforms and unions worked to improve these conditions. 6. First: textiles, railroads, iron, coal; Second: steel, chemicals, electricity, petroleum; Both: new technologies, products, forms of transportation. 7. Answers will vary but should be supported by logical arguments. 8. Answers will vary. CHAPTER 5 Section 2, 301–309 The Emergence of Mass Society FOCUS Guide to Reading Section Preview The Second Industrial Revolution led to more leisure for all classes, and women began to expand their education and career opportunities. • As workers migrated to cities, local governments had to solve urgent public health problems, and their solutions allowed cities to grow even more. (p. 302) • European society settled into three broad social classes—upper, middle, and lower—but many subgroups existed within the three classes. (p. 304) • Attitudes toward women changed as they moved into white-collar jobs, received more education, and began agitating for the vote. (p. 306) • As a result of industrialization, the levels of education rose, and people’s lives were more clearly divided into periods of work and leisure. (p. 308) Reading Objectives 1. Identify the main characteristics of the European middle class in the nineteenth century. 2. List the major changes in women’s social status between 1870 and 1914. Project Daily Focus Skills Transparency 5-2 and have students answer the question. Reading Strategy Summarizing Information As you read, complete a graphic organizer summarizing social class divisions. Content Vocabulary feminism, literacy Academic Vocabulary Working Middle Understanding Vocabulary: Ask students to write the definitions of literacy and feminism. Ask: What impact did literacy have on feminism? Social Classes innovation, objective Guide to Reading Wealthy People to Identify Florence Nightingale, Emmeline Pankhurst Answers to Graphic: Preview of Events ✦1870 ✦1875 1870 British wives gain greater property rights ✦1880 1881 First publication of London’s Evening News ✦1885 ✦1890 1885 10,000 people watch British Soccer Cup finals ✦1895 ✦1900 1903 Women’s Social and Political Union established California Standards in This Section Working: Rural (landholding peasants, farm laborers, sharecroppers), Urban (artisans, laborers, domestic servants); Middle: Upper (industrialists, bankers, merchants); Middle (lawyers, doctor, civil servants); Lower (shopkeepers, traders, prosperous peasants); Wealthy: aristocrats, business tycoons Reading this section will help you master these California History–Social Science standards. 10.3: Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 10.3.2: Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 10.3.3: Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. 10.3.4: Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. 10.3.5: Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. 10.3.6: Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. CHAPTER 5 Mass Society and Democracy Unpacking the Standards Students will be able to: • Describe the development of a new urban environment and new social structures. • Discuss the growth of opportunities for women. • Explain the changes in education and leisure. 301 SECTION RESOURCES Print Material • • • • • • Reproducible Lesson Plan 5-2 Daily Lecture and Discussion Notes 5-2 Guided Reading Activity 5-2 Reading Essentials and Study Guide 5-2 Active Reading Note-Taking Guide 5-2 Section Quiz 5-2 Transparencies • Daily Focus Skills Transparency 5-2 • Section Graphic Organizer Transparency 5-2 • California Standards Practice Transparencies Technology Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM 301 Chapter 5 • Section 2 The New Urban Environment TEACH As workers migrated to cities, local governments had to solve urgent public health problems, and their solutions allowed cities to grow even more. R Reading Strategy Reading Connection Have you heard adults in your community talk about landfill problems? Read to learn about government solutions to similar problems in the late 1800s. 1 Questioning Discuss with stu- R 1 R Reading Strategy 2 Reading Maps, Graphs, and Charts Have students study the map of European population in 1820. Ask: Which cities were located in areas with more than 100 inhabitants per square mile? (London, Brussels, Milan, Florence) Which cities were located in areas with fewer than 20 inhabitants per square mile? (Stockholm, Warsaw, Barcelona) BL CA CS3. This is the Thames with its cento* of stink, That supplies the water that JOHN drinks. By the end of the nineteenth century, the new industrial world had led to the emergence of a mass society in which the condition of the majority—the lower classes—was demanding some sort of governmental attention. The lower classes were concentrated in cities where, as voters, they became a political force. Governments that used to be concerned only with the interests of the wealthier members of society now had to consider how to appeal to the masses. Housing was one area of great concern—crowded quarters could easily spread disease. An even bigger threat to health was public sanitation. From the 1850s on, this was an urgent mutual concern in many big cities. This is the sewer from cesspool and sink, That feeds the fish that float in the inky stream of the Thames with its cento of stink, That supplies the water that JOHN drinks. ” *Usually refers to a poetic blend of parts of literary works; here used sarcastically to refer to the mucky waters of the Thames River. N CA 10WS2.1 tic Dublin UNITED KINGDOM Birmingham RUSSIAN EMPIRE Amsterdam London Berlin Inhabitants per NETH. Rhine R. Warsaw GERMAN square mile: Portsmouth Brussels CONFEDERATION Fewer than 20 Frankfurt Krak´ow 20–50 Paris Seine R. Prague Loire R . Strasbourg 50–100 Munich Vienna More than 100 FRANCE Z¨urich Budapest SWITZ. Bordeaux Geneva Milan Venice AUSTRIAN EMPIRE Po R. E Genoa Marseille R. 40° D a n u be N Black Florence R Sea Madrid . ITALY Lisbon Corsica Barcelona Rome SPAIN AL UG read the excerpt from Punch. Then ask them to imagine that they are a resident of London in 1849. Have them write a letter to the government complaining about the poor quality of the city’s drinking water. OL E S 50 °N bro 1. Interpreting Maps Where was the heaviest concentration of Europeans per square mile in 1820? 2. Applying Geography Skills Create a database that lists each country or empire shown on the map. Using the legend, estimate the inhabitants per square mile for each country. Which European country had the fewest inhabitants per square mile? 1820 RT In 1820, a small percentage of Europeans lived in cities. Edinburgh North Sea B DENMARK Copenhagen al W NORWAY SWEDEN Stockholm Se a 60°N Atlantic Ocean Letter Writing Have students 10°W Naples Sardinia 0° 0 10°E 500 miles Palermo Sicily 500 kilometers 0 Lambert Azimuthal Equal-Area projection Mediterranean Sea 20°E Crete 302 Resources for page 302 Answers: 1. in and around Brussels, Strasbourg, Milan, Florence, and Prague 2. Databases will vary but should be based on information on the map. 302 W These are the fish that float in the inky stream of the Thames with its cento of stink, That supplies the water that JOHN drinks. European Population Growth and Relocation, 1820–1900 W Writing Support Answers and Additional Support “This is the water that JOHN drinks. PO dents how industrialization created a new urban environment. Ask: What was different about the people who lived in cities? How did governments adjust to these changes? (Lower classes that migrated to cities became a political force that the government had to listen to.) OL The government’s failure to provide clean water was satirized in Punch, the famous humor magazine, in 1849. It was enough to make any Londoner think twice before drinking the next glass of water. Critical Thinking Skills Activity 5 30°E R 2 N 10°W NORWAY SWEDEN Stockholm o R. E Genoa Florence ITALY Corsica Barcelona Rome Marseille R Madrid . SPAIN RUSSIAN EMPIRE Danu . be R Black Sea Naples Sardinia 0° 0 S 10°E 500 miles 500 kilometers 0 Lambert Azimuthal Equal-Area projection Palermo Sicily U Universal Access 2 dents work in small groups to research the industrialization of a major European city. Aspects to consider include the geographical advantages and technological innovations that helped this city become an industrial center, the most important industries in this city, and the positive and negative effects of industrialization on this city. Students should also compare this city today to what it was in 1900. Students should create thematic maps, collages, or other visual displays. AL Two population changes occurred in Europe from 1820 to 1900: the overall population increased, and it shifted from rural to urban areas. 1. Interpreting Maps Which country has the greater population density: Spain or Italy? 2. Applying Geography Skills Analyze the relationship between the increased urban populations shown here and the areas of industrial concentration shown on the map on page 297. S Skill Practice History and Social Sciences Analysis Skill Ask students to Mediterranean Sea 20°E Crete students create a graphic representation of urban population growth in Europe in the nineteenth century. Ask students to create a series of circle graphs showing the urban and rural populations of England, France, and Prussia in the early 1850s and in 1890. Ask students to write a one-sentence summary of what the graphs show. OL Advanced Learners Have stu- tic E bro Lisbon 1 Logical/Mathematical Have Reading Check Explaining Why did cities grow so Dublin UNITED KINGDOM Birmingham Amsterdam London Berlin Inhabitants per NETH. Rhine R. Warsaw square mile: GERMAN Portsmouth Brussels EMPIRE Fewer than 20 BELG. Frankfurt 20–50 Krak´ow Paris Seine R. Prague Loire R . Strasbourg 50–100 Munich More than 100 Vienna FRANCE Z¨urich Budapest SWITZ. Bordeaux AUSTRIAN Geneva Milan Venice EMPIRE P 40° N U Universal Access quickly in the nineteenth century? Edinburgh North Sea B DENMARK Copenhagen S 50 °N Chapter 5 • Section 2 al W supply, was the most deadly disease—a person might die in a matter of a few days. Cholera epidemics ravaged many European cities in the 1830s and 1840s. Reformers blamed some problems on the lack of restraints on builders. City governments responded by creating boards of health to improve housing. Medical officers and building inspectors inspected dwellings for health hazards. Cities began requiring running water and internal drainage systems for new buildings. Clean water and an effective sewage system were critical to public health. The need for fresh water was met by dams and reservoirs to store water and by the aqueducts and tunnels to carry it from the countryside to urban homes. By the 1860s, many more people could take regular hot baths, too, because gas heaters, and later electric heaters, were invented. The treatment of sewage was improved by building mammoth underground pipes that carried raw sewage far from the city for disposal. The city of Frankfurt, Germany, began its program for sewers with a lengthy public campaign featuring the slogan “from the toilet to the river in half an hour.” Se a 60°N Atlantic Ocean 1900 AL 2 UG U RT 1 PO U The population figures tell the story. In the early 1850s, urban dwellers made up about 40 percent of the English population, 15 percent of the French, 10 percent of the population in Prussia (the largest of the German states), and 5 percent in Russia. By 1890, urban dwellers had increased to about 60 percent in England, 25 percent in France, 30 percent in Prussia, and 10 percent in Russia. In heavily industrialized nations, cities grew tremendously. Between 1800 and 1900, for example, the population of London grew from 960,000 to 6,500,000. Cities grew quickly because vast numbers of people from rural areas migrated to them. In the countryside, they no longer had jobs, and in many countries, the land had never been theirs. In cities, they found work in factories and, later, in new whitecollar jobs. Cities also grew quickly after the 1850s because municipal governments had made innovations in public health and sanitation. Thus many more people could survive living close together. Improvements had come only after reformers in the 1840s began urging local governments to do something about the filthy conditions that caused disease. Cholera, which is caused by a contaminated water 30°E 303 consider the following public campaign slogan for sewers: “from the toilet to the river in half an hour.” Ask: Do you think this would be an effective advertisement today? (This would not be an effective ad today, as people are more conscious about environmental concerns than they were in the 1800s.) OL CA CS1. More Skill Practice Answers: 1. Italy 2. Students should recognize the correlation between industrial centers and high population density. Connecting Ask students to make a list of activities in which Americans can participate only if they live in cities. Help students make the connection that industrialization led to the growth of cities, which in turn led to an increase in many activities. OL Answer: because of migration from rural areas; also, in second half of century, they grew faster because living conditions improved, and people could survive there longer 303 Chapter 5 • Section 2 R Reading Strategy 1 Organizing Information Have students make a two-column chart of European social classes in the late nineteenth century and complete it as they read pages 304–305. Students should list classes and subclasses in the left column. On the right, have them list the occupations of people in each class and the percentage of the population that made up each class or subclass. BL R Reading Strategy 2 Questioning Some members of the elite came from aristocratic families and some came from the upper middle class. Sometimes members of these two groups united. Ask: What served to unite the aristocrats and upper middle class of the wealthy elite? (Many worked together as leaders in the government and military. Others were united by marriage.) OL The sumptuous lifestyle of the upper middle class featured formal dress for meals of multiple courses prepared by a kitchen staff. Social Structure of Mass Society European society settled into three broad social classes—upper, middle, and lower—but many subgroups existed within the three classes. Reading Connection Do you think of yourself as belonging to the large American middle class? Read to learn about how your great-grandparents might have viewed themselves in an earlier time. Resources for page 304 After 1871, most people enjoyed an improved standard of living. Their meals more often included meat, their clothes were more often “store-bought,” and they might even have a little money left over from their pay. Even so, poverty remained a serious problem. Several classes can be identified in European society at this time. A very small number were very rich, many more were very poor, and substantial numbers belonged to different middle-class groups. World Art and Architecture Transparencies 39 and 40 Answers and Additional Support The New Elite At the top of European society stood a wealthy elite. This group made up only 5 percent of the population but controlled between 30 and 304 CHAPTER 5 R 2 40 percent of the wealth. During the nineteenth century, the most successful industrialists, bankers, and merchants—the wealthy upper middle class—had joined with the landed aristocracy to form this new elite. Members of the elite, whether aristocratic or upper middle class in background, became leaders in the government and military. Marriage also served to unite the two groups. Daughters of business tycoons gained aristocratic titles, and aristocratic heirs in financial difficulties gained new sources of cash. For example, when wealthy American Consuelo Vanderbilt married the British Duke of Marlborough, the new duchess brought approximately $10 million to the match. The Middle Classes The middle classes consisted of a variety of groups. Below the upper middle class, which formed part of the new elite, was a group that included lawyers, doctors, members of the civil service, business managers, engineers, architects, accountants, and chemists. They made up a solid and comfortable middle-class group. Beneath them was a lower middle class. The lower middle class primarily consisted of small shopkeepers, traders, and prosperous farmers. Mass Society and Democracy Bettmann/CORBIS Did You Know? A mass society is one in which the concerns of the majority—most often the lower classes— take precedence over the concerns of elites. Issues of voting rights, standard of living, and compulsory education, for example, are at the forefront in a mass society. C. Wright Mills, in The Power Elite, describes society as being divided between the power elite and the masses whom they control. 304 R 1 Chapter 5 • Section 2 C Critical Thinking Scaffolding—Connecting Ideas In the late nineteenth century, Thorstein Veblen’s ideas about social forces influenced the relatively new discipline called sociology. Sociologists, who study how people live together in society, have found that institutions mold and shape people’s thinking. Institutions mold pattern of behavior and belief for entire groups from a combination of customs, values, rules, and traditions. Ask students what behaviors and beliefs are considered acceptable in other cultures but not in their own. AL This family scene is typical of the middle class. It is much less formal than the scene on page 304. The aproned woman is probably a servant; if she served in an upper-class family, she would not seem to be participating, as she is here. C R 1 The Second Industrial Revolution produced a new group. These were the white-collar workers who were seen as fitting in between the lower middle class and the lower classes. White-collar workers included traveling salespeople, bookkeepers, telephone operators, department-store salespeople, and secretaries. Their pay was relatively low, but they hoped to join the middle class and were committed to middle-class values. The middle classes shared a certain lifestyle with values that dominated nineteenth-century society. The members of the middle class liked to preach their values not only to their children, but to the upper and lower classes. This was especially evident in Victorian Britain, often considered the model of middle-class society. In part, this was because British prosperity had created a very large middle class. One of the chief objectives was the middle-class belief in hard work. Hard work was open to everyone and, in the minds of the middle classes, it was guaranteed to have positive results. They were also regular churchgoers who believed in Christian morality. Outward appearances were also very important to the middle classes. The etiquette book The Habits of Good Society was a best-seller. This in Chapter 1. was introduced The Working Classes Below the middle classes were the working classes, who made up almost 80 percent of Europe’s population. In eastern Europe, the working classes were often landholding peasants, farm laborers, or sharecroppers. In western Europe, the working classes were urbanized. They might be skilled artisans or semiskilled laborers, but most of them were unskilled. People with no skills were often day laborers or else domestic servants. In Great Britain in 1900, one of every seven employed persons was a domestic servant, and most servants were women. After 1870, urban workers began to live more comfortably. Reforms had created better housing and cleaner streets. Their wages were rising—although wages were not rising as fast as production. And since the cost of consumer goods was less, workers were able to buy more than just food and housing. Now workers even had money to buy extra clothes or pay to entertain themselves in their few leisure hours. Because workers had organized and conducted strikes, they had won the 10-hour workday, with a Saturday afternoon off. R Reading Strategy 1 Connecting Tell students that R 2 R Reading Strategy 2 Scaffolding—Academic Vocabulary The word consumer Reading Check Identifying Name the major groups in the social structure of the late nineteenth century. CHAPTER 5 Mass Society and Democracy The Habits of Good Society: A Handbook of Etiquette for Ladies and Gentlemen was published in 1859. An excerpt on the proper etiquette for visiting friends reads: “A visitor could bring a lady’s maid or valet, but children and horses should never be taken without special mention.” Ask students how the expectations of the behavior of a weekend visitor have changed in the last 100 years. OL CA CS1. was introduced in Chapter 3. Ask a student to define the word. OL 305 Hulton-Deutsch Collection/CORBIS More Skill Practice Summary Writing Ask students to write a paragraph summarizing characteristics of the middle classes. Summaries should include a discussion of the middle class lifestyle and value system. EL Answer: The major groups in the social structure included a wealthy elite, middle classes (high, middle, and low), and working classes. 305 Chapter 5 • Section 2 Governments had also expanded their services, and this, too, created new job opportunities. Women might be secretaries and telephone operators in government offices or work in public education or health. A few men worked in these jobs, but most of them were filled by workingclass and lower middle-class women. For these women, the jobs offered a chance at a better life. S Skill Practice Visual Literacy Have students use library or Internet sources to find a photograph or illustration that shows a location where women work today. Then ask students to identify and explain the differences between their picture and the picture on this page. What conditions have changed in the past century? OL CA CS1. S Marriage and the Family R Reading Strategy Women worked as operators and secretaries at the Paris telephone exchange in 1904. Activating Prior Knowledge Ask students if they can think of another time in history when a high demand for workers allowed women into job fields predominantly held in the past by men. Ask: What caused that high demand? (World War II; women filled jobs left empty by male soldiers) AL CA HI1. The Experiences of Women To what extent are jobs today stereotyped by gender? Read to learn about how women started to expand their options in the late 1800s. In 1800, women were mainly defined by their family and household roles. Growing up, a girl received an education suited to becoming a mother and wife. As a married woman, she was legally inferior to her husband, as well as economically dependent on his income. In the course of the nineteenth century, women’s roles and experiences changed dramatically. Answers and Additional Support 306 New Job Opportunities R 306 During much of the nineteenth century, European men maintained the belief that women should remain at home to bear and nurture children and should not be allowed in the industrial workforce. The Second Industrial Revolution, however, opened the door to new jobs for women. There were not enough men to fill the relatively low-paid whitecollar jobs being created, so employers began to hire women. Many businesses, whether they were industrial plants or retail shops, needed clerks, typists, secretaries, file clerks, and salesclerks. CHAPTER 5 C ” Reading Connection Analyzing Primary Sources Have students read the lines from Tennyson’s The Princess. Ask: How does Tennyson describe women and their place in society? (as wives and keepers of the house) What words and phrases does Tennyson use to characterize women? (hearth, needle, heart, man to command, woman to obey) Ask students to rewrite these lines to characterize women today. OL CA HR4. “ Man for the field and woman for the hearth: Man for the sword and for the needle she: Man with the head and woman with the heart: Man to command and woman to obey. . . . Attitudes toward women changed as they moved into white-collar jobs, received more education, and began agitating for the vote. C Critical Thinking When women began working outside the home, it challenged older ideals about women. For many people, that ideal was best expressed in the lines of Lord Tennyson’s The Princess, published in 1847: This view of the sexes was strengthened during the Industrial Revolution. As the main family wage earners, men worked outside the home. Women were left with the care of the family, and marriage was their only honorable or available career. There was an important change, however. The number of children born to the average woman began to decline—the most significant development in the modern family. The decline in the birthrate was tied to improved economic conditions and to the increased use of birth control. In 1882, Europe’s first birth control clinic was founded in Amsterdam. The family was the central institution of middleclass life. With fewer children, mothers were able to devote more time to child care and domestic leisure. The middle-class family fostered an ideal of togetherness. The Victorians created the family Christmas with its Yule log, tree, songs, and exchange of gifts. By the 1850s, Fourth of July celebrations in the United States had changed from wild celebrations to family picnics. The lives of working-class women were very different from this middle-class ideal. Most workingclass women had to earn money to help support their Mass Society and Democracy Musee de la Poste, Paris, photo J.L.Charmet More Skill Practice Did You Know? Comparing and Contrasting Have students choose a social issue from this section. Then have them identify two individuals who would have opinions on the issue, such as a journalist and a factory worker or a public official and an urbanite. Ask students to compare and contrast the individuals’ points of view on the issue. AL The Victorian Era is defined as the period from 1837 to 1901 when Queen Victoria ruled Great Britain. This era is considered the height of the industrial revolution and British imperial power. R families. Daughters in working-class families were expected to work until they married. After marriage, they had to work at small jobs at home to help in the raising of younger children. The childhood of a working-class girl or boy was essentially over by the age of nine or ten when many became apprentices or worked at odd jobs. ; (See page 773 to read an excerpt from an article on working women in the Primary Sources Library.) Between 1890 and 1914, however, family patterns among the working class began to change. Higherpaying jobs in heavy industry and improvements in the standard of living made it possible for these families to depend on the income of the husbands alone. By the early twentieth century, some workingclass mothers could afford to stay at home just like middle-class women. Working-class families, too, began to save up to buy new consumer products like a sewing machine or a cast-iron stove. Women’s Rights R W Modern feminism, or the movement for women’s rights, had its beginnings during the Enlightenment, when some women advocated equality for women based on the doctrine of natural rights. In the 1830s, some women in the United States and Europe began arguing that women had the right to divorce their husbands and to own property— at that time, the law gave the husband almost complete control over his wife’s property. These early efforts were not very successful, and married women in Britain did not win the right to own property until 1870. The fight for property rights was only the beginning of the women’s movement. Some middle- and upper middle-class women fought for and gained access to universities, while others fought to enter professions and occupations dominated by men. Women could not become doctors, so women with an interest in medicine became nurses. In Germany, Amalie Sieveking was a nursing pioneer who founded the Female Association for the Care of the Poor and Sick in Hamburg. More famous is the British nurse Florence Nightingale. Her efforts during the Crimean War (1853–1856), combined with those of Clara Barton in the U.S. Civil War (1861–1865), transformed nursing into a profession of trained, middle-class “women in white.” By the 1840s and 1850s, the movement for women’s rights expanded: Women now called for equal political rights. They believed that suffrage, the right to vote, was the key to improving their overall position. Chapter 5 • Section 2 In Europe, the British movement for women’s suffrage led the way. The Women’s Social and Political Union, founded in 1903 by Emmeline Pankhurst and her daughters, quickly learned how to call attention to its demands by using publicity stunts. Its members, called “suffragettes” by the press, pelted government officials with eggs, chained themselves to lampposts, burned railroad cars, and smashed the windows of fashionable department stores. British police answered with arrests and brutal treatment of leading activists. These suffragists, as they were more generally known, had one basic aim: the right of women to full citizenship in the nation. Before World War I, demands for women’s rights were being heard throughout Europe and the United States. At the time, women had the right to vote in only a few places—nations like Norway and Finland, and a few American states of the Far West. It took the dramatic upheaval of World War I to make maledominated governments give in on this basic issue. Review the Big Idea Review the Big Idea for this section: “New technologies can revolutionize the way people live, work, interact, and govern.” The lives of working women in the nineteenth century were very different from the lives of working women today. Ask students to analyze the changes in the economic influence of women since 1900. Have them list the ways in which the position of women has improved, worsened, or remained the same. AL CA CS2. Reading Check Identifying What was the basic aim R Reading Strategy of the suffragists? Connecting Explain that married History women had few legal rights in the nineteenth century. For example, in England before 1870, a woman who married forfeited her property and her right to control it, and a man could will his wife’s property to someone else without her consent. Ask students to find out about women’s property rights today. Have each student research the laws of either a developed country or a developing country. Then discuss students’ findings. OL CA CS1. Shown below are Emmeline Pankhurst, her daughters, and a fellow suffragist. Why do you think women such as these had to fight so hard and long to obtain the right to vote? W Writing Support Research Reports Writing CHAPTER 5 Mass Society and Democracy 307 Snark/Art Resource, NY History Answer: Answers will vary but should be supported by logical arguments. Nursing was one of the few professions open to women during the industrial age. Have students work in groups to research and write biographies on Amalie Sieveking, Florence Nightingale, Clara Barton, or another prominent woman in the new field of nursing. Encourage groups to present their findings in creative ways. OL Resources for page 307 Primary Source Reading 5 Answer: the right of women to full citizenship in the nationstate 307 Changes in Education and Leisure C Critical Thinking As a result of industrialization, the levels of education rose, and people’s lives were more clearly divided into periods of work and leisure. 1 Determining Cause and Effect Tell students that in 1900, only 10 percent of American adolescents aged 14 to 17 were enrolled in high school, and most of them were from affluent families. From 1900 to 1966, graduation rates increased from about 6 percent to about 85 percent. Ask: What role did child-labor laws play in the increase in attendance and graduation rates? (Age restrictions and limits on how long a child could work made it possible for many more children to attend school.) OL CA HI1. S Skill Practice History and Social Sciences Analysis Skill Have students interview their parents or other adults about the adults’ educational needs 30 years ago. What has changed to make education more essential for financial success today? Ask students to present the results of their interviews in a one-page report. OL CA CS1. Reading Connection How would our society change if a college education was required? Read to learn about the era when the government required an elementary education. C 1 S C 2 Universal education was the result of the mass societies of the late nineteenth and early twentieth centuries. Before that time, education was reserved mostly for the elite and the wealthier middle class. Between 1870 and 1914, most Western governments financed a system of primary education. Boys and girls between 6 and 12 years of age were required to attend these elementary schools. Why did Western nations make a commitment to education at this time? One reason was that the Second Industrial Revolution helped create jobs that required a higher level of education than in the past. Boys and girls with an elementary education were able to work in white-collar jobs, any job that did not require work clothes. They might be clerks in a bank or a railway, or a teacher or nurse. A second reason that governments backed public education was political. Since more people were going to vote, they needed to be able to read, and they needed to know about citizenship. Primary schools helped to instill patriotism. In fact, during this period, many people felt less attached to their In the late nineteenth century, holiday travel was widespread. As the presence of dogs suggests, these travelers were returning to London from a grouse-hunting holiday in Scotland. CA 10WS1.3 C Critical Thinking 2 Comparing and Contrasting Review the goals of Western nations in making a commitment to mass education in the 1800s. Ask students to compare and contrast those goals with the goals of present-day society. AL Answers and Additional Support CHAPTER 5 Mass Society and Democracy Did You Know? In Britain, by 1880 school attendance was compulsory for children between the ages of 5 and 10. The 1902 Education Act increased the age at which children could leave school to 14, and the 1944 Education Act raised this age to 15. The 1944 act also divided schools into primary and secondary schools. 308 town or region and more attached to their nation. This was a big change in people’s loyalties and in how they identified themselves. Compulsory elementary education created a demand for teachers, and most of them were women. Many men saw teaching as a part of women’s “natural role” to be the nurturers of children. Women were also paid lower salaries than men, which in itself was a strong incentive for states to set up teacher-training schools for women. The first women’s colleges were really teacher-training schools. Better education led immediately to a corresponding increase in literacy, or the ability to read. By 1900, most adults in western and central Europe could read, but the story was very different where governments did not promote education. Only about 20 percent of adults in Serbia and Russia could read. Once literacy expanded, a mass media developed. Newspapers sprang up to appeal to this new reading public. In London, papers like the Evening News (1881) and the Daily Mail (1896) sold millions of copies each day. They simplified their reporting and picked stories to appeal to people who read newspapers to entertain themselves after a long day of work. Newspapers for the general public were often sensationalistic—they peppered their columns with gossip, colorful anecdotes, and the gruesome details of violent crimes. People read this new kind of newspaper in their leisure time. There were other new forms of leisure, too—amusement parks, dance halls, and organized team sports, for example. Christies, London/SuperStock Chapter 5 • Section 2 These forms of leisure were new in several ways. First, leisure was now seen as what people did for fun after work. In an older era, work and leisure time were not so clearly defined. During the era of cottage industry, family members might chat or laugh while they worked on cloth in their homes. Now free time was more closely scheduled and more often confined to evening hours, weekends, and perhaps a week in the summer. Second, the new forms of leisure tended to be passive, not participatory. Instead of doing a folk dance on the town square, a young woman sat in a Ferris wheel and was twirled around by a huge mechanized contrivance. Instead of playing a game of tugof-war at the town fair, a young man sat on the sidelines at a cricket match and cheered his favorite team to victory. A third change in leisure during this era was that people more often paid for many of their leisure activities. It cost money to ride a merry-go-round or Ferris wheel at Coney Island. This change was perhaps the most dramatic of all. Business entrepreneurs created amusement parks and professional sports teams in order to make a profit. Whatever would sell, they would promote. Chapter 5 • Section 2 C Critical Thinking Determining Cause and Effect C ASSESS Resources for page 309 Reading Check Explaining What motivated governments to provide public education? HISTORY Use these resources to assess student mastery of section content. California Standards Practice Workbook Study Central A poster advertising the newest sports craze For help with the concepts in this section of Glencoe World History—Modern Times, go to wh.mt.glencoe.com and click on Study Central. Checking for Understanding 1. Vocabulary Define: innovation, objective, feminism, literacy. 4. 2. People Identify: Florence Nightingale, Emmeline Pankhurst. Reviewing Big Ideas 3. Explain what is meant by the term universal education. Why did the Industrial Revolution help to promote it? Critical Thinking Contextualizing Why have certain jobs, such as elementary teaching and nursing, historically been filled by women? CA HI 3 5. Summarizing Information Use a graphic organizer like the one below to summarize the results of urban reforms. Section Quiz 5-2 Interactive Tutor Self-Assessment CD-ROM Analyzing Visuals 6. Examine the clothing worn by the women in the photos on pages 304, 305, and 307. Do you think there is a connection between changes in women’s dress and changes in their political rights? Answer: partly to instill patriotism and provide trained, skilled labor, but primarily because the extension of voting rights created a need for better-educated voters 7. Persuasive Writing The feminist movement changed the role of women. In an essay, argue whether these changes had a positive or negative impact on society. Urban Reform HISTORY CA 10WA2.3 CHAPTER 5 Mass Society and Democracy 309 Library of Congress 1. Terms are in the Glossary. 2. Florence Nightingale (p. 307); Emmeline Pankhurst (p. 307) 3. mandatory attendance at statefinanced schools; needed trained, skilled labor and better-educated voters 4. Have students consider the following phrases and create a cause-and-effect diagram: shorter working hours, increased attendance at athletic games, building of amusement parks, more populated cities, more free time, better transportation. (shorter working hours led to more free time; better transportation led to increased attendance at games; populated cities led to building of amusement parks) OL women seen as nurturers, cared for children and sick, would work for less pay 5. Reform: boards of health, building inspectors and regulations, fresh water, treatment of sewage, hot water, Results: better living conditions, healthier people 6. Long, restrictive dresses then, now better suited to active lifestyles; Western women have gained full political rights; in past, women were restricted in dress and in rights 7. Answers will vary but should be supported by logical arguments. Study Central provides audio summaries, interactive games, and online graphic organizers to help students review section content. CLOSE Evaluating Ask students to identify and discuss ways in which compulsory education creates opportunities for women. OL 309 History– Social Science Standards The New Team Sports S This feature addresses the following standard: WH10.3.2 Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). TEACH Hulton-Deutsch Collection/CORBIS FOCUS R ports were by no means a new activity in the late nineteenth century. Soccer games had been played by peasants and workers, and these games had often been bloody and even deadly. However, in the late nineteenth century, sports became strictly organized. The English Football Association (founded in 1863) and the American Bowling Congress (founded in 1895), for example, provided strict rules and officials to enforce them. The new sports were not just for leisure or fun. Like other forms of middle-class recreation, they were intended to provide excellent training, especially for youth. The participants could not only develop individual skills but also acquire a sense of teamwork useful for military service. These characteristics were already evident in British schools in the 1850s and 1860s. Such schools as Harrow and Loretto placed organized sports at the center of education. At Loretto, for example, education was supposed to instill “First—Character. Second—Physique. Third—Intelligence. Fourth—Manners. Fifth—Information.” The new team sports rapidly became professionalized as well. The English Football Association, mentioned above, regulated professional soccer. In the United States, the first national association to recognize professional baseball players was formed in 1863. By 1900, the National League and the American League had complete control over professional baseball. R Reading Strategy Activating Prior Knowledge ➤ Have students recall what they learned about ancient societies and compare the role of physical fitness and sports. (Answers should reflect the importance of sport in such societies and Athens and Sparta.) OL C Critical Thinking Analyzing Information Have students consider the list of educational goals of the Loretto school and rank the characteristics in the order in which presentday society would rank them. Discuss students’ opinions of the order of importance of these characteristics. AL This photo of the Eton rugby team dates from the early 1900s. The sport is said to have originated in the 1820s at Rugby, one of England’s famed public schools—schools which are, in fact, private. Eton, another famous public school, is the oldest public school, founded in the 1400s. Rugby remains popular in England, but in the United States, football is the popular game. Answers and Additional Support EXTENDING THE CONTENT Recreational Activity The Boy Scouts were created in 1907 in Great Britain to promote recreational activities centered on military concerns and character building. Many viewed these activities as a way of counteracting the urban decadence that might threaten the military fitness of the male population. There was little organized recreational activity of this kind for girls. When a girls’ division of the Boy Scouts was formed, its founder stated that it “[did] not want to make tomboys of refined girls. The main object is to give them all the ability to be better mothers and guides to the next generation.” 310 C S Skill Practice Visual Literacy Ask students to examine the picture of the game of croquet, focusing on the kinds of clothing worn by men, women, and children. Ask: How would the clothing worn by different groups limit the kinds of physical activities they could perform? How have times changed? BL S W W Writing Support Expository Writing Women’s sports have changed drastically since the nineteenth century. Ask students to write a one-page essay describing how the opportunities for women in the United States to participate in sports have changed. OL CA 10WS2.3 ➤ ➤ Croquet was popular in the nineteenth century. In the United States, there was something of a croquet craze in the 1860s. As the image suggests, it could be a sedate game for women to play, although some versions were more aggressive. In the late 1800s, women were thought too delicate to play vigorous sports. Eventually sports began to appear at some women’s colleges and girls’ public schools in England. This image is from a 1914 football (soccer) match. ASSESS/ CLOSE Ballparks were built once fans had to pay admission to watch a game. In the United States, baseball was so popular that more than 1.5 million fans watched American League games during the 1901 season. ➤ Have students answer the Connecting to the Past questions. CONNECTING TO THE PAST 1. Describing What did sports offer middleclass men of the late nineteenth century? 2. Evaluating Why do you think spectator sports became such a big business? 3. Writing about History Write a brief essay comparing the educational goals at your school with those at Loretto. What are the differences and similarities? CHAPTER 5 Mass Society and Democracy 311 (tl)Bettmann/CORBIS, (tr)Topical Press Agency/Getty Images, (b)North Wind Picture Archives CONNECTING TO THE PAST Answers: 1. They were intended to provide excellent training, especially for youth. Participants developed individual skills and gained a sense of teamwork useful for military service. 2. Answers will vary but should be supported by logical arguments. 3. Answers will vary but should be supported by examples. 311 CHAPTER 5 Section 3, 312–318 The National State and Democracy FOCUS Guide to Reading Section Preview Project Daily Focus Skills Transparency 5-3 and have students answer the question. Democracy triumphed in Western Europe, authoritarianism prevailed in the East, the United States became an industrial powerhouse, and the European powers prepared for war. Guide to Reading • Growing prosperity after 1850 contributed to the expansion of democracy in Western Europe. (p. 313) • Although Germany, Austria-Hungary, and later Russia instituted elections and parliaments, real power remained in the hands of the emperors and elites. (p. 315) Understanding Vocabulary: Discuss with students the concept of ministerial responsibility. Ask: Why is this concept crucial for democracy? • In the United States, the Second Industrial Revolution produced a wealthy society, and wealth was far more concentrated than in Europe (p. 316) • After firing Bismarck, the German emperor pursued aggressive foreign policies that divided Europe into two hostile alliance systems. (p. 317) • When Ottoman control over the Balkans weakened, Russia and Austria competed for power there, while Balkan peoples worked for independence. (p. 317) Content Vocabulary People to Identify Otto von Bismarck, William II, Francis Joseph, Nicholas II, Queen Liliuokalani Reading Objectives 1. List the most serious problems in the American society of the time. 2. Trace the issues that lay behind the Balkan crises. Reading Strategy Summarizing Information As you read this section, complete a diagram listing the countries in each alliance. ministerial responsibility, Duma Triple Alliance 1882 Academic Vocabulary crucial, compensation Answers to Graphic: Preview of Events Triple Alliance 1882: Germany, Austria-Hungary, Italy; Triple Entente 1907: Great Britain, France, Russia ✦1860 1867 Dual monarchy of Austria-Hungary created Unpacking the Standards ✦1870 ✦1880 1870 France establishes the Third Republic ✦1890 ✦1900 1882 Triple Alliance created 1900 Labour Party emerges in Great Britain Triple Entente 1907 ✦1910 1907 Triple Entente formed California Standards in This Section Students will be able to: Reading this section will help you master these California History–Social Science standards. • Describe the growth of democracy in Western Europe. • Understand reasons for the continued existence of the old order in Eastern Europe. • Discuss economic and political developments in the United States. • Explain the results of international rivalry and war in the Balkans. 10.3: national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 10.5: 10.3.2: Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 10.5.1: Analyze the arguments for entering into war pre- 10.4.1: Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for 312 CHAPTER 5 Students analyze the causes and course of the First World War. sented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.” Mass Society and Democracy SECTION RESOURCES Print Material • • • • • • 312 Reproducible Lesson Plan 5-3 Daily Lecture and Discussion Notes 5-3 Guided Reading Activity 5-3 Reading Essentials and Study Guide 5-3 Active Reading Note-Taking Guide 5-3 Section Quiz 5-3 Transparencies • Daily Focus Skills Transparency 5-3 • Section Graphic Organizer Transparency 5-3 • California Standards Practice Transparencies Technology Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM Western Europe and Political Democracy Growing prosperity after 1850 contributed to the expansion of democracy in Western Europe. Reading Connection Does a change in economic status help minorities in the United States increase their political power? Read to learn about the political advances of European workers in the later 1800s. By the late nineteenth century in European nations, especially in Western Europe, democracy was becoming well established. These nations had already had representative government, but now the groups who were represented included the lower classes. The advance in democracy was underscored by comparing it to the situation in Eastern Europe and Russia. In Russia there was still no parliament at the beginning of the twentieth century. On January 22, 1905, a group of peaceful demonstrators in the Russian capital tried to present a petition of grievances to Czar Nicholas II. One witness described the result: “ We were not more than thirty yards from the soldiers, being separated from them only by the bridge over the Tarakanovskii Canal, when suddenly, without any warning and without a moment’s delay, was heard the dry crack of many rifle-shots. . . . A little boy of ten years, who was carrying a church lantern, fell pierced by a bullet. Both the [black]smiths who guarded me were killed, as well as all those who were carrying the icons and banners; and all these emblems now lay scattered on the snow. The soldiers were actually shooting into the courtyards of the adjoining houses, where the crowd tried to find refuge. Chapter 5 • Section 3 body, not to the king or president. This principle is called ministerial responsibility and it is crucial for democracy. Mass political parties were another sign of expanding democracy. As more and more men, and later women, could vote, parties had to create larger organizations and find ways to appeal to many who were now part of the political process. TEACH U Universal Access Interpersonal The specific tradi- Great Britain By 1871, Great Britain had long had a working two-party parliamentary system. For roughly the next 50 years, the Liberal Party and the Conservative Party alternated in power. Both parties were led by a ruling class composed of aristocratic landowners and a wealthy upper middle class. Universal male suffrage came about because Liberals and Conservatives competed with one another to win popular support. Laws of 1867 and 1884 increased the number of adult males who could vote. In 1918, as World War I was ending, another reform law passed which gave the vote to all men over the age of 21 as well as to most women who were over the age of 30. With political democracy established, social reforms for the working class soon followed. In Britain, the working class supported the Liberals, but the Liberals were worried they would lose this support. Trade unions were growing, and they favored changes in the economic system that the middle classes did not like. In 1900, a new party—the Labour Party, which dedicated itself to the interests of workers—emerged. The Liberals held the government from 1906 to 1914. To retain the support of the workers, they cooperated with the small Labour Party and also enacted many basic social reforms. The National Insurance Act of 1911, for example, provided benefits for workers when they were sick or lost their job. R 1 R 2 R Reading Strategy 1 Connecting Help students C understand that a more equal distribution of income and wealth often leads to a more equal distribution of political power. Discuss why poor people are less able to participate in the political process than people who are in the middle and upper classes. OL R Reading Strategy 2 Skimming Ask students to skim the text to find out who could vote in Great Britain in 1918. (all males over age 21, females over age 30) Discuss with students the possible reasons for these different age requirements for voting. OL Czar Nicholas II ” U tions of American political democracy may be unfamiliar to students from different cultures. Discuss with students the basic ideas of the two-party system, the electoral college, and universal suffrage. Ask students with different backgrounds to share the political framework of their countries of origin. AL Russia never did achieve true representative government at this time. Instead the Bolshevik Revolution occurred in 1917, and a communist state was declared in 1918. In the West, however, there were many signs that democracy was expanding. First, laws that granted universal male suffrage were passed. Second, the chief executive officer, usually called the prime minister, was responsible to the popularly elected legislative C Critical Thinking Comparing and Contrasting CHAPTER 5 Mass Society and Democracy 313 AKG London Did You Know? As a young man, Nikolai Aleksandrovich Romanov (Nicholas II) fell in love with Princess Alix of Hesse, a granddaughter of Queen Victoria. However, Nicholas’s father did not approve of the match. When Nicholas proclaimed that if he could not marry Princess Alix, he would never marry, his parents gave in and allowed the engagement. The Liberal Party in Great Britain began to be more aggressive in social reform because it feared losing voters to the newly formed Labour Party. Ask students to compare this situation to the political system in the United States today. What are the main political parties? Ask students to name some smaller parties that on occasion have drawn votes away from the larger parties. AL CA CS1. 313 Chapter 5 • Section 3 Europe, 1871 AL Black Sea Sinope BULGARIA ic a Se Rome Sardinia CRIMEA Da . nu b e R MONTENEGRO at TU G . ROMANIA ri PO R er R Constantinople Naples 10°E Sicily GREECE Athens ALGERIA TUNISIA Mediterranean Sea 20°E Other reforms provided a small pension for workers over age 70 and compensation for workers if they were injured on the job. R Reading Strategy 2 R 1 Answer: A premier (or prime minister) leads the government and is directly responsible to the legislative body, not to the head of state or president. Answers and Additional Support ie p aR . Odessa HUNGARY ITALY France economic differences between northern and southern Italy? (Northern Italy is industrialized and prosperous, while southern Italy has remained largely agricultural and less affluent.) OL Vo SWITZ. Vienna Budapest AUSTRIA Venice 0° MOROCCO AL Inferring Ask: What are the Dn Munich Corsica SPAIN POLAND lg Kiev Prague Marseille 10°W LUX. Ad Have students review the political history of France by tracing the succession of leaders and governments, beginning with the French Revolution. (French Revolution, Napoleon’s Grand Empire, Bourbon monarchy, constitutional monarchy, Second Republic/ Second Empire, Third Republic) R Lisbon Activating Prior Knowledge b 1 Warsaw Dresden Paris FRANCE Madrid RUSSIA Berlin . E . R ne ne N i R. S e Rhi e N El NETH. BELG. S Atlantic Ocean W Moscow Copenhagen 500 kilometers 0 Lambert Equal-Area projection R Reading Strategy DENMARK UNITED KINGDOM London 40° cS ea North Sea 500 miles S St. Petersburg Stockholm 50 °N 0 SWEDEN lti Using Geography Skills Have NORWAY Ba S Skill Practice students study the map of Europe in 1871. Ask: Which present-day countries were once part of Austria-Hungary? (Austria, Hungary, the Czech Republic, Slovakia, Croatia, Slovenia, and parts of Italy, Russia, Poland, and Romania) OL CA CS3. 60°N Austria-Hungary French Empire German Empire Kingdom of Italy Ottoman Empire Russian Empire 314 During this general period, politics in France was not stable. The Second Empire government of Louis-Napoleon collapsed when the Prussians defeated France in 1871. In an atmosphere of bitter defeat, the French set up the Third French Republic, but it took five years for the republican constitution to be proclaimed. The new government had a president and a legislature of two houses. The upper house, or Senate, was conservative. High-ranking officials elected its members, who served for nine-year periods. All adult males, however, voted for the members of the lower house, the Chamber of Deputies. The powers of the president were not well defined in the constitution. A premier, or prime minister, actually led the government and there was ministerial responsibility. France failed to develop a strong parliamentary system, however. Since there were as many as a dozen political parties, the premier had to depend on coalitions to stay in power. Shifting political alliances led to frequent changes of govCHAPTER 5 Crete 30°E Cyprus Various empires dominated the European political scene in the late nineteenth century. 1. Interpreting Maps Which three empires extend beyond the boundaries shown on this map? 2. Applying Geography Skills Pose and answer your own question about how the geographic relationships shown on this map might result in major conflicts, such as the impending world war. ernment. Nevertheless, by 1914, the Third Republic commanded the loyalty of most voters. Italy Italy had emerged by 1870 as a united national state. The nation had little sense of unity, however. In a sense there were two nations because a great gulf separated the poverty-stricken south from the industrialized north. Constant turmoil between labor and industry further weakened national unity. Widespread corruption among government officials prevented the government from dealing with these problems. Universal male suffrage was not granted until 1912, but this reform did little to stop corruption and weakness in the government. Reading Check Summarizing What is the principle of ministerial responsibility? Mass Society and Democracy More Skill Practice Answers: 1. French Empire, Ottoman Empire, and Russian Empire 2. Students’ questions and answers will vary but should be supported by logical reasoning and factual evidence. 314 Monitoring As students read this section, direct them to write down questions about information they read but do not understand. Then have students trade papers and answer their partner’s questions. EL CA 10RC2.3 R 2 Central and Eastern Europe: The Old Order Although Germany, Austria-Hungary, and later Russia instituted elections and parliaments, real power remained in the hands of emperors and elites. Reading Connection Can a country have a constitution but not be a true democracy? Read to learn about the political structures in Central and Eastern Europe in the late 1800s. In Central and Eastern Europe, governments were more conservative than in Western Europe. Germany, the Austro-Hungarian Empire, and Russia were less industrialized, and education was not widely available. It was easier, therefore, for the old ruling groups to continue to dominate politics. Germany Germany became a united state in 1871 under the leadership of Otto von Bismarck and Emperor William I. The constitution of imperial Germany provided for a two-house legislature. In the upper house, or Reichsrat, there were representatives appointed by the 26 princely states. The lower house, or Reichstag, was elected by universal male suffrage. There were two constitutional features that made the German Empire less democratic than nations like France and Great Britain. First, the upper house was a conservative body, and it could veto actions by the Reichstag. Second, government ministers were responsible not to the legislature, but to the emperor. The emperor also controlled the armed forces, foreign policy, and the bureaucracy. Bismarck, the German prime minister, or chancellor, was determined to preserve the power of his king. He directed his policies toward preventing real democracy in the nation. By the reign of William II, emperor from 1888 to 1918, Germany had become the strongest power in Europe. With the expansion of industry and cities came demands for greater democracy. Conservative forces, the landowning nobility and big industrialists, tried to blunt the movement for democracy by supporting a strong foreign policy. They believed that expansion abroad would divert people from pursuing political reform. At the same time, it would increase their profits. Austro-Hungarian Empire In 1867, the Austrian Empire became the Austro-Hungarian Empire. The constitution of this “dual monarchy” gave greater Chapter 5 • Section 3 recognition to Hungary. In theory, it also set up a parliamentary system with ministerial responsibility. In reality, the emperor, Francis Joseph, largely ignored this system. He appointed and dismissed his own ministers and issued decrees, or laws, when the parliament was not in session. The empire remained troubled by conflicts among its many ethnic groups. A German minority governed the empire but felt increasingly threatened by Czechs, Poles, and other Slavic groups. There were Czech, Polish, and Slavic representatives in the imperial parliament, and they continually made speeches demanding their own states. Unlike Austria, Hungary had a parliament that worked, even though it was controlled by Magyar landowners who dominated the peasants and ethnic minority groups. Because Emperor Francis Joseph no longer had any say in internal Hungarian affairs, the acts of the parliament became effective law. R Russia Czar Nicholas II came to the throne in Russia in 1894. His grandfather, Alexander II, had been assassinated in 1882 by Russian radicals, and radical movements still flourished in the Russian Empire. Nicholas was totally devoted to upholding the absolute power of the czars: “I shall maintain the principle of autocracy just as firmly and unflinchingly as did my unforgettable father.” Industrialization, which progressed rapidly after 1890, was changing Russia, however. By 1900, Russia had become the fourth-largest producer of steel. With industrialization came an industrial working class and socialist parties. The two most popular, the Marxist Social Democratic Party and the Social Revolutionaries, were declared illegal and became underground movements. After Russia was defeated in the RussoJapanese War, opposition to the czarist regime exploded into the Revolution of 1905. On January 22, 1905, a massive procession of workers went to the Winter Palace in St. Petersburg to present a petition of grievances to the czar. Troops foolishly opened fire on the peaceful demonstration, killing hundreds. This “Bloody Sunday” caused workers throughout Russia to call strikes. Nicholas II was eventually forced to confer civil liberties and create a legislative assembly, called the Duma. By 1907, however, the czar had already curtailed the power of the Duma, and again used the army and bureaucracy to rule Russia. Review the Big Idea Review the Big Idea for this section: “Moral and ethical principles influence the development of political thought.” Explain that outwardly, the governments of Great Britain and Germany appeared similar. Ask: What traits did the governments of Great Britain and Germany share? (two legislative houses, prime minister, lower house elected by the people) What were key differences? (In Germany ministers of the government were responsible to the emperor, not the people.) OL C Critical Thinking Comparing and Contrasting C R Reading Strategy Scaffolding—Academic Vocabulary The word confer was introduced in Chapter 1. Ask students to list synonyms for the word. OL Reading Check Identifying What was the role of the Duma in the Russian government? CHAPTER 5 Mass Society and Democracy Compare the revolutions in western Europe between 1815 and 1848 with the events in Russia on “Bloody Sunday.” Ask: Why were these events a sign of the decline and eventual fall of the old order? Why did such an event take place in Russia almost a century later? (Industrialization brought socialism; discontent and opposition to the czarist regime resulted in revolution. Industrialization occurred later in Russia than in western Europe.) AL 315 Did You Know? Answer: It was created as a legislative assembly, but the czar curtailed its power. Workers attending the mass demonstration peacefully carried religious icons, pictures of Nicholas, and petitions citing their grievances and desired reforms. However, at the time of their demonstration at the Winter Palace, Nicholas was not even in the city. The chief of the security police tried to stop the march and then ordered his police to fire upon the demonstrators. More than 100 marchers were killed, and several hundred were wounded. “Bloody Sunday” was followed by a series of strikes, uprisings, and mutinies in other cities and became known as the Revolution of 1905. 315 Chapter 5 • Section 3 The United States R Reading Strategy In the United States, the Second Industrial Revolution produced a wealthy society, and wealth was far more concentrated than in Europe. Questioning The adoption of the Fifteenth Amendment gave African American males the right to vote. Ask: What prevented the majority of African Americans in the South from doing so? (States enacted laws restricting voting.) OL Reading Connection Today American power is often exercised through a dominance of world markets. Read to learn about the era when Americans first exercised world power. Between 1870 and 1914, the United States became an industrial power able to compete with the leading industrialized nations of Western Europe. Like them, it now wanted to expand the market for the wealth of goods it was producing. Thus the United States, too, became an imperialist nation. U Universal Access Logical/Mathematical Discuss the distribution of wealth in the U.S. at the beginning of the twentieth century. To help students understand the concept, distribute three dozen apples to the class as follows: 10% of the class receives 70% (23.2) of the apples, the next 10% receives 15% (5.4), and the remaining 8% receives the last 15% (5.4) of the apples. AL Aftermath of the Civil War R S Skill Practice Using Geography Skills Have students locate the Samoan Islands, the Hawaiian Islands, Puerto Rico, Guam, and the Philippines on a map. Then ask them to describe the relative location of each place. Ask: Why did the U.S. want to acquire control of these islands in the late nineteenth century? (to expand its influence abroad) OL U Answer: Hawaii, Puerto Rico, Guam, and the Philippines Answers and Additional Support Four years of bloody civil war had preserved the American nation, but the social structure of the old South was destroyed. Onefifth of the adult white male population in the South had been killed, and four million African American slaves had been freed. In 1865, the Thirteenth Amendment to the Constitution was passed, abolishing slavery. Later, the Fourteenth and Fifteenth Amendments gave citizenship to African Americans and the right to vote to African American males. New state laws in the South, however, soon stripped African Americans of the right to vote. By 1880, supporters of white supremacy were back in power everywhere, and a culture of racial oppression, called “Jim Crow,” made daily life a nightmare for African Americans in the South for the next eight decades. Expansion Abroad In the late 1800s, the United States began to expand abroad. The Samoan Islands in the Pacific were the first important United States colony. By 1887, American settlers gained control of the sugar industry on the Hawaiian Islands. As more Americans settled in Hawaii, they sought to gain political power. In 1893, American residents, aided by U.S. Marines from the ship U.S.S. Boston, then docked in a harbor on the Hawaiian island of Oahu, overthrew the monarchy of Queen Liliuokalani (lee•lee•oo•oh•kah•LAH•nee). Five years later, the United States formally annexed Hawaii. In 1898, the United States also defeated Spain in the Spanish-American War. As a result, the United States acquired the former Spanish possessions of Puerto Rico, Guam, and the Philippines. The Filipino people hoped for independence, but the United States refused to grant it. A fierce revolt broke out, and it took the United States three years to pacify the Philippines and establish control. By the beginning of the twentieth century, the United States, the world’s richest nation, had an empire. Reading Check Identifying Name the territories acquired by the United States in 1898. Hawaiian royalty: Queen Liliuokalani Economy Between 1860 and 1914, the United States made the shift from an agrarian to an industrial nation. American heavy industry, or steel and iron production, was the greatest in the world in 1900. In that year, the Carnegie Steel Company alone produced more steel than did Britain’s entire steel industry. As in Europe, industrialization in the United States led to urbanization. In 1860, 20 percent of Americans lived in cities; in 1900, over 40 percent. By 1900, the United States had become the world’s richest nation, but wealth was very unevenly distributed. In 1890, the richest 9 percent of Americans owned an incredible 71 percent of the wealth. Labor unrest over unsafe working conditions and regular cycles of devastating unemployment led workers to organize unions. By 1900, the American Federation of Labor had emerged as the voice of skilled labor. 316 CHAPTER 5 Mass Society and Democracy Hawaii State Archives Did You Know? The Fifteenth Amendment did not bar the government from requiring that citizens be literate or own property in order to vote. Using this loophole, Southern states began imposing restrictions that barred nearly all African Americans from voting. 316 The union lacked real power, however, because only 8.4 percent of the entire workforce were members. Most workers were unskilled and had no union. Resources for page 316 Skills Reinforcement Activity 5 S Chapter 5 • Section 3 International Rivalries C Critical Thinking After firing Bismarck, the German emperor pursued aggressive foreign policies that divided Europe into two hostile alliance systems. 1 Comparing and Contrasting Reading Connection Remember how the Great Powers acted together in the early 1800s? Read to learn how the Great Powers divided into two hostile camps after the 1890s. C 1 Otto von Bismarck realized that Germany’s emergence in 1871 as the most powerful state in continental Europe had upset the balance of power established at Vienna in 1815. Fearing that France wanted to create an anti-German alliance, Bismarck made a defensive alliance with Austria-Hungary in 1879. In 1882, Italy joined this alliance. This Triple Alliance thus united Germany, Austria-Hungary, and Italy against France. At the same time, Bismarck maintained a separate treaty with Russia. He calculated that such a treaty would prevent France from allying with Russia. Bismarck also tried to remain on good terms with Great Britain. In 1890, the headstrong Emperor William II fired Bismarck and took control of foreign policy. The emperor embarked on an activist policy dedicated to enhancing German power. He wanted, as he put it, to find Germany’s rightful “place in the sun.” One change he made in foreign policy was to drop the treaty with Russia. Almost immediately, in 1894, France concluded a military alliance with Russia. Germany thus had a hostile power on her western border and on her eastern border—exactly the situation Bismarck had feared! Over the next 10 years, the German emperor acted in ways that caused the British to draw closer to France. By 1907, Europe was divided into two opposing alliances: the Triple Entente of Great Britain, France, and Russia, and the Triple Alliance of Germany, Austria-Hungary, and Italy. Europe’s two camps became more and more unwilling to compromise. A series of crises in the Balkans between 1908 and 1913 set the stage for World War I. Reading Check Summarizing What countries formed the Triple Alliance and the Triple Entente? S S Skill Practice Visual Literacy Ask students to find a political cartoon that is critical of a current national leader and compare it with the cartoon of William II on this page. Ask: What similarities and differences do you see in the two cartoons? Why do people often react more strongly to cartoons than to written descriptions of their leaders? (Students’ answers will vary but should include logical reasoning and examples.) AL Analyzing Political Cartoons In 1890, Emperor William II fired Otto von Bismarck and took control of Germany’s relations with other countries. In this scene, the emperor is shown relaxing on a throne made of cannonballs and artillery, while Bismarck bids him good-bye. What do you think the cartoonist is trying to say? Crises in the Balkans When Ottoman control over the Balkans weakened, Russia and Austria competed for power there, while Balkan peoples worked for independence. C Critical Thinking Reading Connection Can you locate the Balkans on a map? Learn why this region is called “the powder keg” of World War I. During the nineteenth century, the Ottoman Empire that had once been strong enough to threaten Europe began to fall apart. Most of its Balkan provinces were able to gain their freedom. As this was happening, however, two Great Powers saw their chance to gain influence in the Balkans: Austria and Russia. Their rivalry over the Balkans was one of the causes of World War I. By 1878, Greece, Serbia, Romania, and Montenegro had become independent. Bulgaria did not become totally independent, but was allowed to operate CHAPTER 5 Mass Society and Democracy 2 Making Generalizations C 2 317 Bettmann/CORBIS Analyzing Political Cartoons Answer: Answers will vary. The cartoon indicates that Germany should fear for the future under the foolish and dangerous emperor. Ask students to compare the foreign policy strategies of Otto von Bismarck with those of Emperor William II. (Bismarck used diplomacy to make alliances with other important countries. William II’s primary goal was a strong Germany, and he disregarded diplomatic relations.) OL Discuss with students why the location of the Balkans made it unlikely that they would be left alone by large, more powerful states. Ask students why the location of the Balkan states made them a target for both military and economic reasons. AL Answer: Triple Alliance: Germany, Austria-Hungary, Italy; Triple Entente: Great Britain, France, Russia Did You Know? Emperor William II was the son of Princess Victoria of England, the grandson of Queen Victoria of England, the nephew of King Edward II of England, and the cousin of Empress Alexandra of Russia. 317 Chapter 5 • Section 3 The Russians, self-appointed protectors of their fellow Slavs, supported the Serbs in opposing the Austrian annexation. Backed by the Russians, the Serbs prepared for war against Austria-Hungary. At this point, Emperor William II of Germany demanded that the Russians accept the annexation of Bosnia and Herzegovina or face war with Germany. Russia was forced to back down because it had just been defeated in the Russo-Japanese War in 1905. Humiliated, the Russians vowed revenge. More tension was created when two wars broke out—first in 1912, and then in 1913—among the Balkan states themselves. The Serbs blamed Austria-Hungary for their inability to create an expanded Serbia. AustriaHungary was convinced that Serbia was a mortal threat to its empire and must be crushed at some point. The Russians were determined not to back down again if there was another confrontation with Austria-Hungary. Finally, the allies of AustriaHungary and of Russia were determined to stand fast in any crisis. By 1914, it would not take much to light the Balkan “powderkeg.” R Reading Strategy Categorizing Information Have students identify the various alliances that contributed to conflict in the Balkans during the late nineteenth and early twentieth centuries. (Russian protection of Slavs, Serbia’s hopes for a large Serbian kingdom, AustriaHungary’s protection of Bosnia and Herzegovina) OL ASSESS Franz Ferdinand, archduke of the Austro-Hungarian Empire, and his wife Resources for page 318 autonomously under Russian protection. The Balkan territories of Bosnia and Herzegovina were placed under the protection of Austria-Hungary. In 1908, Austria-Hungary took a drastic step. It annexed Bosnia and Herzegovina outright. Serbia was outraged because Serbia hoped to take over these two Slavic-speaking territories itself. The Serbs wanted a large kingdom that would include most of the southern Slavs. Use these resources to assess student mastery of section content. California Standards Practice Workbook Section Quiz 5-3 Interactive Tutor Self-Assessment CD-ROM Checking for Understanding 1. Vocabulary Define: ministerial responsibility, crucial, compensation, Duma. Answer: They had hopes to create a large Serbian kingdom that would include most of the southern Slavs, including Bosnia and Herzegovina. HISTORY Study Central provides audio summaries, interactive games, and online graphic organizers to help students review section content. 2. People Identify: Otto von Bismarck, William II, Francis Joseph, Nicholas II, Queen Liliuokalani. Reviewing Big Ideas 3. List the series of events leading to unrest in Russia at the turn of the century. Then focus on the event known as “Bloody Sunday.” Before this event, the Russian people thought of the czar as their “Little Father.” Why did this event change their attitude? 4. Reading Check Explaining Why were the Serbs outraged when Austria-Hungary annexed Bosnia and Herzegovina? HISTORY For help with the concepts in this section of Glencoe World History—Modern Times, go to wh.mt.glencoe.com and click on Study Central. Critical Thinking Evaluating Which country do you think had a stronger democracy at the end of the nineteenth century, France or England? Why? CA HR 3 5. Compare and Contrast Use this chapter and Chapter 2 to create a Venn diagram like the one below comparing and contrasting the systems of government in France and the United States. France Study Central United States Analyzing Visuals 6. Examine the photo on page 317 of Bismarck leaving the presence of William II of Germany. What adjectives would you use to describe the attitude of William? Who is the woman in the background, and what is her attitude? 7. Expository Writing Do some research about recent conflicts in the Balkans. Then write one or two paragraphs comparing the causes of the recent conflicts with the causes of the conflicts between Balkan countries in the early twentieth century. CA 10WA2.3b 318 CHAPTER 5 Mass Society and Democracy Bettmann/CORBIS CLOSE Historical Interpretation Discuss with students how the Industrial Revolution led to political revolutions. Ask students to consider the social upheaval and economic shifts in the countries that experienced revolutions. OL CA HI1. 318 1. Terms are in the Glossary. 2. Otto von Bismarck (p. 315); William II (p. 315); Francis Joseph (p. 315); Nicholas II (p. 315); Queen Liliuokalani (p. 316) 3. Answers should be supported by logical arguments. 4. Answers should be supported by logical arguments. 5. France: premier leads government, many political parties, coalition governments; United States: president is chief executive, two major political parties, federal system; Both: representative democracies with popularly elected legislatures 6. emperor is arrogant, spoiled, infantile; woman is Germany, she is worried 7. Answers should be supported by logical arguments. R CHAPTER 5 Section 4, 319–325 Toward the Modern Consciousness FOCUS Guide to Reading Section Preview Content Vocabulary Reading Strategy Radical change in the economic and social structure of the West created equally dramatic intellectual and artistic change. psychoanalysis, Social Darwinism, pogrom, modernism Identifying Information As you read this section, complete a chart like the one below. For each art movement, name an artist. • Scientific discoveries in this period had a profound impact on how people saw the world and themselves. (p. 320) • In the late 1800s, extreme nationalism was reflected in the two movements of Social Darwinism and anti-Semitism. (p. 321) • In the changing Europe of the late 1800s, dramatic innovation occurred in literature, the visual arts, and music. (p. 323) Preview of Events ✦1890 ✦1895 1896 Herzl publishes The Jewish State Academic Vocabulary discrimination, annually, reinforce People to Identify Impressionism Marie Curie, Albert Einstein, Sigmund Freud, Claude Monet, Pablo Picasso, Frank Lloyd Wright PostImpressionism Guide to Reading Cubism Understanding Vocabulary: Abstract Expressionism Places to Locate Vienna, France Have students define psychoanalysis and modernism. Ask students how psychoanalysis relates to modernism. Reading Objectives 1. Describe ways in which Einstein and Freud challenged the existing views of the world. 2. Explain the key effects of modernism on architecture. ✦1900 1900 Freud publishes The Interpretation of Dreams ✦1905 Answers to Graphic: ✦1910 1905 Einstein publishes his special theory of relativity ✦1915 Impressionism: Monet, paint nature directly; Postimpressionism: van Gogh, stress color; Cubism: Picasso, geometric designs; Abstract Expressionism: Kandinsky, avoid visual reality ✦1920 1913 Stravinsky’s The Rite of Spring is performed in Paris Unpacking the Standards California Standards in This Section Students will be able to: Reading this section will help you master these California History–Social Science standards. 10.3.2: Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). Project Daily Focus Skills Transparency 5-4 and have students answer the question. 10.4.1: Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). CHAPTER 5 Mass Society and Democracy • Describe the developments in physics and psychology. • Discuss the relationship between Social Darwinism and racism. • Trace the growth of antiSemitism and Zionism. • Trace the growth of modernism in literature and the arts. 319 SECTION RESOURCES Print Material • • • • • • Reproducible Lesson Plan 5-4 Daily Lecture and Discussion Notes 5-4 Guided Reading Activity 5-4 Reading Essentials and Study Guide 5-4 Active Reading Note-Taking Guide 5-4 Section Quiz 5-4 Transparencies • Daily Focus Skills Transparency 5-4 • Section Graphic Organizer Transparency 5-4 • California Standards Practice Transparencies Technology Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM 319 Chapter 5 • Section 4 From Certainty to Uncertainty TEACH Scientific discoveries in this period had a profound impact on how people saw the world and themselves. Reading Connection Have you read about Einstein’s theory of relativity in a science class? Read to put this theory into historical perspective. C Critical Thinking 1 Comparing and Contrasting Have students read Pissarro’s description of how to create a painting. Ask: How did Pissarro’s approach differ from the approach of artists during the Enlightenment? (Pissarro: to proceed based on what you observe and feel, and not adhere to rules and principles; Enlightenment artists: expressed lightness, the pursuit of pleasure, happiness, and love) AL Before 1914, many people in the Western world continued to believe in the values and ideals that had been put forth by the Scientific Revolution and the Enlightenment. Reason, science, and progress were still important words in Western societies. After 1870, however, radical ideas in the sciences and the arts opened the way to a modern consciousness. In the visual arts, the modern consciousness was summed up by Camille Pissarro, a French artist who worked during this period. Pissarro expressed his philosophy of painting in this way: C Critical Thinking 2 “ Making Generalizations Tell students that the Scientific Revolution led to an optimistic view that all things could be known. Later developments of science led to the belief in a universe without certainty. Ask: Why do you think this is a less optimistic view of the world? (It challenged the former view that science would inevitably lead to the solution of society’s problems.) AL CA CS2. Answers and Additional Support C 1 Do not define too closely the outlines of things; it is the brush stroke of the right value and color which should produce the drawing. . . . The eye should not be fixed on one point, but should take in everything, while observing the reflections which the colors produce on their surroundings. Work at the same time upon sky, water, branches, ground, keeping everything going on an equal basis. . . . Don’t proceed according to rules and principles, but paint what you observe and feel. Paint generously unhesitatingly, for it is best not to lose the first impression. ” A New Physics One of the first scientists to challenge older views was the French scientist Marie Curie. She discovered that an element called radium gave off energy, or radiation, that apparently came from within the atom itself. Atoms turned out to be not solid bodies of matter but small, active worlds. The true revolutionary, however, was Albert Einstein, a man whose genius ranks with that of the great Newton. Einstein was German-born, but finished high school in Switzerland where he eventually became a citizen. As a young student, he was thought to be slow. Some suggest he may have been dyslexic. He worked in a patent office at first, but made his reputation when he published scientific articles that put forth radical new views of the universe. In 1905, Einstein published his special theory of relativity, which stated that space and time are not absolute but are relative to the observer. According to this theory, neither space nor time has an existence independent of human experience. As Einstein later explained to a journalist, “It was formerly believed that if all material things disappeared out of the universe, time and space would be left. According to the relativity theory, however, time and space disappear together with the things.” Furthermore, matter and energy reflect the relativity of time and space. Marie Curie, c. 1910 The sciences made a dramatic assault on older ideas. Ever since the Enlightenment, science had been one of the chief pillars supporting an optimistic view of the world. Since science was seen as being based on hard facts and cold reason, it seemed to offer a clear basis for believing in the orderliness of nature. Science offered hope, too. By applying its laws, people believed they would eventually arrive at a complete understanding of the physical world and reality itself. This Western attitude about science rested on the mechanical conception of the universe of Isaac Newton, the genius of the Scientific Revolution of the 1600s. In this perspective, the universe was regular and orderly. Time, space, and matter were objec320 CHAPTER 5 Mass Society and Democracy Hulton/Archive by Getty Images Did You Know? Albert Einstein was named the “Person of the Century” by Time Magazine in 1999. With this, Einstein’s popularity led to the use of his likeness in advertising and merchandising. Such popularity even included the registration of Albert Einstein as a trademark. 320 tive realities. Matter was composed of solid, though infinitesimally small, material bodies called atoms. In the late 1800s, leading scientists challenged this idea of the universe. Although educated people who were not scientists might not understand the new research, they recognized that their old certainty about the universe was gone. More Skill Practice English Learners Explain that today the word Einstein is often used to describe a person of high intelligence. Ask students what other words they know of that are used to describe someone who is very smart. EL C 2 C R Einstein concluded that matter is nothing but another form of energy. This led to an understanding of the vast energies contained within the atom and to the Atomic Age. For many, however, a relative universe was a universe without certainty. Social Darwinism and Anti-Semitism Freud and Psychoanalysis Reading Connection Einstein raised very basic questions about the nature of the universe. Sigmund Freud (FROYD), a doctor from Vienna, raised questions about another world, the world of the human mind. Like Einstein, Freud added to the uncertainties of the age. Freud’s major theories were published in 1900 in The Interpretation of Dreams. According to Freud, human behavior is strongly determined by past experiences and mental forces of which people are largely unaware. Freud argued that when painful or unsettling things happen, they are often repressed, hidden from our conscious awareness. Freud believed that these feelings continue to influence behavior, however. Freud also claimed that repression of such experiences begins in childhood, so he devised a method— known as psychoanalysis—by which a therapist and a patient could probe deeply into the patient’s memory. In this way, they could retrace the chain of repressed thoughts all the way back to their childhood origins. If the patient’s conscious mind could be made aware of the unconscious and its repressed contents, the patient could be healed. The full importance of Sigmund Freud’s thought was not felt until after World War I. In the 1920s, his ideas gained worldwide acceptance. Freudian terms, such as unconscious and repression, became standard vocabulary words. Psychoanalysis, pioneered by Freud, developed into a major profession. Reading Check Summarizing What is Freud’s theory of the human unconscious? Sigmund Freud, c. 1938 Chapter 5 • Section 4 C Critical Thinking In the late 1800s, extreme nationalism was reflected in the two movements of Social Darwinism and anti-Semitism. Drawing Conclusions Tell students that Sigmund Freud added to the uncertainties of the time by basing behavior on subconscious desires. Ask: How did this undermine popular beliefs? (Freud’s theories stated that human behavior was determined by past experiences and forces of which people were unaware. Conventional thinking of the time explained people’s actions rationally, but no one could know the reasons for someone’s behavior if its true causes were hidden.) AL What do you think qualifies someone to be an American? Read to learn how some thinkers in the late 1800s felt national identity should be determined. Nationalism became more intense in many countries in the late 1800s. For some Europeans, loyalty to their nation became an anchor, almost a religious faith, in uncertain times. They began to feel that their nation should dominate other parts of the world, and that it should be highly competitive with other European nations. Preserving their nation’s status and their national traditions counted above everything else. Social Darwinism is a major example of extreme nationalism. Social Darwinism was a theory used to justify the dominance of Western nations in the late nineteenth century. Certain thinkers claimed that it was valid to apply Darwin’s theory of evolution to modern human societies. In fact, this was not good science, but what today might be called “junk science.” The most popular exponent of Social Darwinism was the British philosopher Herbert Spencer. He argued that human progress was the result of “the struggle for survival,” as the “fit”—the strong— advanced while the weak declined. Some prominent businessmen used Social Darwinism to explain their success. To them, the strong and fit—the able and energetic—had risen to the top; the stupid and lazy had fallen by the wayside. This kind of thinking allowed them to reject the idea that they should take care of the less fortunate. Social Darwinists went even further in using faulty science. They said that nations were in a “struggle for existence” in which only the fittest nations or races would survive. Extreme nationalists tended to equate the nation with race. They spoke, for example, of “the Anglo-Saxon” race, a formula which has no basis in science. Social Darwinists even suggested that war was useful. In 1907, the German general Friedrich von Bernhardi argued, for example, as follows: “War is a biological necessity of the first importance . . . since without it an unhealthy development will follow, which excludes every advancement of the race, and therefore all real civilization. War is the father of all things.” CHAPTER 5 Mass Society and Democracy R Reading Strategy Questioning Ask students to write their opinion of the value of psychoanalysis on an unsigned paper. Survey students’ opinions, and discuss why some people have a high regard for this process while others do not. OL S Skill Practice Historical and Social Sciences Analysis Skill Ask students to S 321 examine the last line of Bernhardi’s quote: “War is the father of all things.” Ask: What did Bernhardi mean by this quote? (Nothing is accomplished except by conflict, and war is necessary for societies to thrive.) Ask students if they agree with this opinion. OL CA HR4. Answer: Past experiences are repressed but continue to influence behavior because they are part of the unconscious. UNIVERSAL ACCESS Interpersonal Organize the class into five groups. Each group will be responsible for presenting to the class major figures in each of the following areas: 1) Physics (Einstein); 2) Psychoanalysis (Freud); 3) Social Darwinism (Spencer, Bernhardi, Chamberlain); 4) Literature (Ibsen, Zola); and 5) Art (Pissarro, Monet, van Gogh). Have each group assign an interviewer and interviewee. After discussion and preparation, have the interviewers for each group introduce the respective “main characters” to the class. Encourage students to bring pictures, diagrams, models, or graphics illustrating their topic. OL CA 10LS1.7 CA 10LS2.2 321 Chapter 5 • Section 4 C Critical Thinking Identifying Central Issues Simulate a congressional hearing by organizing the class into five groups, with one group being the members of Congress holding the hearing. Have four groups choose an organization to represent (such as the Anti-Defamation League, National Association for the Advancement of Colored People, National Organization for Women, or United Farm Workers). Each group will prepare an argument and go before a congressional hearing convened to discuss the following: What are the causes and possible solutions to the problems of racism and discrimination? AL CA HI1. The Dreyfus affair in France was notorious for showing that old prejudices were still strong in the 1890s. Dreyfus, shown here having his sword broken, was a Jewish officer falsely accused of treason. R Reading Strategy Scaffolding—Academic Vocabulary The word evidence was introduced in Chapter 2. Ask a student to use the word in a sentence. OL S Skill Practice Historical and Social Science Analysis Skill Have students use library or Internet sources to find information about a particular pogrom. Students should share their findings with the class. OL C CA HR4. Answers and Additional Support Nowhere was the combination of extreme nationalism and racism more obvious than in Germany. One of the main champions of German racism was Houston Stewart Chamberlain, a Briton who had become a German citizen. Chamberlain believed that modern-day Germans were the only pure successors of the Aryans. Historically, Aryan is the term used to refer to many tribal peoples from central Asia who are thought to have migrated to northern India, Iran, and parts of Europe about 2000 B.C. Chamberlain falsely portrayed the Aryans as a race. He said that they were the original creators of Western culture, and that Jews were the racial enemy out to destroy the superior Aryans. Anti-Semitism, or hostility toward and discrimination against Jews, was not new to Europe. Since the Middle Ages, Jews had been portrayed as the murderers of Christ and subjected to mob violence. In many places, they could not own land or practice certain professions. They were even physically separated from Christians and required to live in ghettos, or certain areas of the city. By the 1830s, the lives of many Jews had improved. They had legal equality in many European countries. Many had left the ghettos. They became bankers, lawyers, scientists, and scholars, and assimilated into the national culture. Wherever they lived in Western Europe, they felt as patriotic as anyone else. Old prejudices were still very much alive, though, and anti-Semitism grew stronger at the end of the century. One of the most famous examples of antiSemitism was the Dreyfus affair in France. Alfred Dreyfus, a Jew, was a French army captain assigned 322 CHAPTER 5 to the general staff. In 1894, a military court, meeting behind closed doors, found him guilty of selling army secrets to Germany and condemned him to life imprisonment on Devil’s Island, a brutal French penal colony off the coast of South America. During his trial, angry right-wing mobs roamed the streets of Paris, yelling anti-Semitic sayings, such as “Death to the Jews.” Soon after the trial, however, evidence emerged suggesting Dreyfus had been framed by anti-Semitic officers who did not accept that Jews should be part of the army. Another officer, a Catholic aristocrat, was more obviously the traitor. The army, claiming its honor was at stake, refused a new trial. For more than a decade, there were violent debates over the guilt or innocence of Captain Dreyfus. Finally, as evidence clearing him mounted, a wave of public protest forced the government to pardon him in 1899. The affair revealed the bitter divisions that still plagued French society many decades after the French Revolution. Anti-Semitism was also seen in Germany and Austria-Hungary during the 1880s and 1890s. New parties appealed to voters who felt threatened by the economic problems and blamed those problems on Jews. The worst treatment of Jews, however, came at the turn of the century in eastern Europe, where most Jews lived. Russian Jews were forced to live in certain regions of the country. Persecutions and bloody pogroms, or organized massacres, were widespread. Hundreds of thousands of Jews decided to emigrate to escape the persecution. Many went to the United States. Perhaps 25,000 Jews immigrated to Mass Society and Democracy Getty Images More Skill Practice Drawing Conclusions Many say that Adolf Hitler used political power to enforce his personal prejudice and hatred. Discuss the influence of Social Darwinism in Germany at the time of Hitler’s childhood and youth. Ask students to consider whether Hitler may have become powerful partly because of widespread agreement with his views. AL 322 R S C Palestine, which became the center of a Jewish nationalist movement called Zionism. Zionists wanted to establish a Jewish state in Palestine. The site of ancient Israel had long been the land of their dreams. A key figure in the growth of political Zionism was Theodor Herzl, who stated in his book The Jewish State (1896), “The Jews who wish it will have their state.” Settlement in Palestine was difficult, however, because it was then part of the Ottoman Empire, which was opposed to Jewish immigration. Although about 3,000 Jews went annually to Palestine between 1904 and 1914, the Zionist desire for a homeland in Palestine remained only a dream on the eve of World War I. Reading Check Analyzing Why did some Jews feel they needed their own nation? The Culture of Modernity In the changing Europe of the late 1800s, dramatic innovation occurred in literature, the visual arts, and music. Reading Connection How can you recognize that student artwork is from your era? Read to learn how writers and other artists expressed the society they knew in the late 1800s. Between 1870 and 1914, many writers and artists rebelled against the traditional literary and artistic styles that had dominated European cultural life since the Renaissance. The changes that they produced have since been called modernism. Literature Western novelists and poets who followed the naturalist style felt that literature should be realistic and address social problems. Writers like Chapter 5 • Section 4 Henrik Ibsen and Émile Zola explored issues such as the role of women in society. They might set their stories in a slum or show how many poor people drank their sorrows away in a dirty cafe. The symbolist writers had a very different idea about what was real. This group liked the ideas of Freud and believed that it was not possible to know the objective world. The external world was really only a collection of symbols of the true reality—the human mind. Since the human mind was what was most important, symbolists believed that art did not need to examine society. Art should function for its own sake. C Critical Thinking Analyzing Information Discuss with students why Zionism may have grown in Europe as a response to prejudice against Jewish people. Ask: Why have some Europeans who are prejudiced against Jewish people supported this movement? (Some supported Zionism because they believed the Jewish people had a right to their own state. Some supported Zionism because their prejudice against Jews made them desire the removal of Jews from their countries.) AL CA HI1. Painting The period from HISTORY 1870 to 1914 was one of the most productive in the history of the visual arts. Web Activity Visit the Since the Renaissance, Glencoe World History— artists had worked to rep- Modern Times Web site resent reality as accurately at wh.mt.glencoe.com and click on Chapter 5– as possible. By the late Student Web Activity to nineteenth century, artists learn more about were seeking new ways to Impressionism. express their changing ideas about the world. Impressionism was a movement that began in France in the 1870s, when a group of artists rejected the studios where artists had traditionally worked and went out into the countryside to paint nature directly. One important Impressionist was Claude Monet (moh•NAY), who painted pictures in which he sought to capture the interplay of light, water, and sky. Other well-known Impressionists were PierreAuguste Renoir (REHN•WAHR) and Berthe Morisot. In the 1880s, a new movement, known as PostImpressionism, arose in France and soon spread. Painters Paul Cezanne and Vincent van Gogh used Review the Big Idea Review the Big Idea for this section: “New technologies can revolutionize the way people live, work, interact, and govern.” Radical changes occurred in the view and function of literature and art in the late nineteenth and early twentieth centuries. Ask students to write a one-page essay summarizing the modernist movement in literature and painting. Students should refer to the rest of this section, as well as outside sources, for information about modernism. OL CA 10WS2.3 Berthe Morisot 1841–1895—French painter Berthe Morisot was the first woman R painter to join the Impressionists. She came from a wealthy French family that had settled in Paris when she was seven. Her dedication to the new style of painting won her the disfavor of more traditional French artists. Morisot believed that women had a special vision, which was, as she said, “more delicate than that of men.” She developed her own unique style, using lighter colors and flowing brushstrokes. Near the end of her life, she lamented the refusal of men to take her work seriously: “I don’t think there has ever been a man who treated a woman as an equal, and that’s all I would have asked, for I know I’m worth as much as they.” CHAPTER 5 Mass Society and Democracy R Reading Strategy Connecting Ask students to discuss people in art, science, sports, media, or government who have felt discriminated against because of their gender. 323 SuperStock More Skill Practice Response to Literature Writing Select and distribute several poems written by the French symbolist poets Stephane Mallarme, Paul Verlaine, or Arthur Rimbaud. Engage students in a discussion about Mallarme’s belief that “to name an object is to destroy three-quarters of the enjoyment of a poem, which is made up of the pleasure of guessing little by little.” Illustrate this statement with one symbolist poem. Then have students do the same thing by writing a paragraph on a different poem. AL CA 10WS2.2 HISTORY Objectives and answers to the student activity can be found in the Web Activity Lesson Plan feature at wh.mt.glencoe.com. Answer: to escape persecution 323 Chapter 5 • Section 4 S Skill Practice Visual Literacy Ask students to examine Starry Night by van Gogh. Ask: Why do some art critics believe that van Gogh was more interested in color than in form? (Van Gogh’s work is less representational than many painters and invokes the viewer’s imagination with startling and vibrant colors.) OL S C Critical Thinking Determining Cause and Effect Ask students to consider the impact of technology on art. Ask: How did the widespread use of cameras affect painting? (Artists responded to the virtual representation made possible by photography by painting nonrealistic art.) What are some other examples of this? (Answers will vary but may include the effects of computer graphics on movie special effects.) OL CA HI1. History through Art color and structure to express a mood. For van Gogh, art was a spiritual experience. He sacrificed everything to his painting. In his hands, color became almost a language—the intensity of his Sunflowers is a famous example of color matched to feeling. By the beginning of the 1900s, artists were not convinced that their main goal was to represent reality. This was especially true in the visual arts. One factor in the decline of realism in painting was the spread of photography. Invented in the 1830s, photography became widely popular after George Eastman created the first Kodak camera in 1888. Artists tended to focus less on mirroring reality, which the camera could do, and more on creating reality. Painters and sculptors, like the symbolist writers of the time, looked for meaning in individual consciousness. Between 1905 and 1914, this search for individual expression created modern art. One of the most outstanding features of modern art is the attempt of the artist to avoid “visual reality.” By 1905, one of the most important figures in modern art was beginning his career. Pablo Picasso, a Spaniard who settled in Paris, painted in a remarkable variety of styles and created a new style, cubism. Cubism used geometric designs to re-create reality in the viewer’s mind. In his paintings, Picasso R Reading Strategy Connecting Discuss with students how Picasso’s art seems to have been influenced by Einstein’s theory of relativity. (Picasso used geometric designs showing figures from different sides—a relative depiction of reality.) AL C R Answers and Additional Support 324 CHAPTER 5 Starry Night by Vincent van Gogh, 1889 Van Gogh painted many night scenes such as this one. What adjectives would you use to describe this painting? attempted to view the human form from many sides. In this respect, he was probably influenced by the theory of relativity. Another major art trend, abstract painting, emerged around 1910. Abstract painting does not attempt to represent reality, but instead emphasizes form, color, line, and surface. Wassily Kandinsky, a Russian who worked in Germany, was the first painter to adopt this style. His vivid shapes conveyed strong emotion. He believed that art should speak directly to the soul and that to do so, it should use only line and color. Architecture Modernism revolutionized architecture and gave rise to a new principle known as functionalism. Functionalism said that buildings, like machines, should be useful. They should fulfill the specific function or purpose for which they were built. No unnecessary ornamentation was allowed. The United States, especially the city of Chicago, welcomed the new trends. Louis H. Sullivan led the Chicago school of the 1890s, which designed Mass Society and Democracy The Museum of Modern Art, NY/Licensed by Scala/Art Resource, NY History through Art Answer: Answers will vary depending on students’ individual responses to the painting. Resources for page 324 Historical Significance Activity 5 Time Line Activity 5 World Art and Music Activity 5 World Art and Architecture Transparencies 39, 41, and 42 324 Chapter 5 • Section 4 U Universal Access Auditory/Musical Play portions of Stravinsky’s Rite of Spring and music from Bach or Mozart. Ask: How does Stravinsky’s music differ from the music of the Enlightenment? (dissonant, irregular rhythms) How does Stravinsky’s music reflect expressionist theories? (primitive sounds and rhythms) AL History through Architecture Fallingwater by Frank Lloyd Wright, 1936 This home built outside Pittsburgh for a departmentstore owner expresses Wright’s ideas about harmony between man and nature. Why do you think this Pennsylvania house is a good example of modern architecture? skyscrapers of reinforced concrete and steel free of external decoration. One of Sullivan’s pupils, Frank Lloyd Wright, specialized in building homes with long geometric lines and overhanging roofs. He pioneered the modern American home. ASSESS Resources for page 325 while, French composers Maurice Ravel and Claude Debussy created impressionist compositions with subtle and shifting harmonies. Use these resources to assess student mastery of section content. Reading Check Explaining How did the Impressionists radically change the art of painting in the 1870s? California Standards Practice Workbook Music U In the early 1900s, musical trends followed the times. The Russian composer Igor Stravinsky exploited expressive sounds and bold rhythms. His Rite of Spring ballet was so revolutionary, the audience nearly rioted when it debuted in 1913. Mean- Checking for Understanding Section Quiz 5-4 HISTORY Study Central Interactive Tutor Self-Assessment CD-ROM For help with the concepts in this section of Glencoe World History—Modern Times, go to wh.mt.glencoe.com and click on Study Central. Critical Thinking Connecting Ideas Why are times of political and economic change often associated with times of artistic change? CA HI 1 1. Vocabulary Define: psychoanalysis, Social Darwinism, discrimination, pogrom, annually, modernism, reinforce. 5. 2. People Identify: Marie Curie, Albert Einstein, Sigmund Freud, Claude Monet, Pablo Picasso, Frank Lloyd Wright. 6. Organizing Information Use a web diagram to summarize the problems the Jews faced during this time. Analyzing Visuals Answer: They rejected the studios and went out into the countryside to paint nature directly. 7. Compare the painting by van Gogh on page 324 to other paintings of night scenes in art history books. Pick one such painting and tell why you enjoy that painting either more or less than the van Gogh painting. History through Architecture Answer: free of external ornamentation, a geometric structure with long lines and overhanging roofs. 3. Places Locate: Vienna, France. Reviewing Big Ideas 4. Explain why photography caused some artists to reject realism. Problems Faced by Jews 8. Expository Writing Research the symbolist writers. Who were they and what did they write about? Write a short biography of the symbolist who most interests you. HISTORY CA 10WA2.1 CHAPTER 5 Mass Society and Democracy 325 Photo ©E. Louis Lankford 1. Terms are in the Glossary. 2. Marie Curie (p. 320); Albert Einstein (p. 320); Sigmund Freud (p. 321); Claude Monet (p. 323); Pablo Picasso (p. 324); Frank Lloyd Wright (p. 325) 3. See chapter maps. 4. Artists had tried to represent real- ity as accurately as possible, but the camera could achieve this more efficiently, so artists turned to creating a reality of their own. 5. Artists express their reactions to these changes in their art. 6. Problems faced by Jews: ghettos, restriction of rights, persecution, pogroms, anti-Semitism 7. Answers will vary but should be supported by logical arguments. 8. Answers will vary depending on the symbolist chosen. Answers should demonstrate an understanding of symbolist themes. Study Central provides audio summaries, interactive games, and online graphic organizers to help students review section content. CLOSE Visual Literacy Have students write a paragraph explaining which modern artistic movement they find most visually pleasing. Which do they like least? OL 325