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An Age of Democracy
and Progress, 1815–1914
CHAPTER
26
Chapter Overview
Time Line
MAP
GRAPH
SECTION
1 Democratic Reform and Activism
SECTION
2 Self-Rule for British Colonies
SECTION
3 Expansion and Crisis in the United States
SECTION
4 Nineteenth-Century Progress
Visual Summary
QUIT
CHAPTER
26
An Age of Democracy
and Progress, 1815–1914
Chapter Overview
Democratic institutions evolve in western
Europe, North America, Australia, and New
Zealand, although native people are
suppressed. Industrialization and democracy
spur revolutionary changes in the arts and
sciences, transforming people’s daily lives.
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CHAPTER
26
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An Age of Democracy
and Progress, 1815–1914
Time Line
1845 Ireland
struck by famine.
1867 Dominion of
Canada formed.
1815
1889 Eiffel Tower
completed.
1914
1837 Queen Victoria
comes to power.
1859 Darwin
publishes theory
of evolution.
1876 Bell
demonstrates
telephone.
1
HOME
Democratic Reform
and Activism
Key Idea
After considerable struggle, Great Britain
evolves into a constitutional monarchy, while
in France the Third Republic emerges as a
parliamentary democracy. Women in both
nations fail to obtain the right to vote.
Overview
Assessment
1
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Democratic Reform
and Activism
TERMS & NAMES
Overview
• suffrage
• Chartist movement
MAIN IDEA
WHY IT MATTERS NOW
• Queen Victoria
Spurred by the
demands of ordinary
people, Great Britain
and France underwent
democratic reforms.
During this period, Britain
and France were
transformed into the
democracies they are
today.
• Third Republic
Assessment
• Dreyfus affair
• anti-Semitism
• Zionism
1
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Democratic Reform
and Activism
Section
1
Assessment
1. List and evaluate seven significant events from this section. Next
to each event, put a “+” if it expanded democracy, a “-” if it
negatively affected democracy, and a “0” if it had a mixed impact.
Event
Evaluation
Reform Bill of 1832
+
Chartist movement
+
Expansion of male suffrage in Britain in 1867
+
Seneca Falls declaration
0
Paris Commune
-
Third Republic
0
Dreyfus affair
-
continued . . .
1
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Democratic Reform
and Activism
Section
1
Assessment
2. Reread the excerpt from the Seneca Falls “Declaration
of Sentiments.” Why do you think the members of the
Seneca Falls Convention chose to model their demands
on the Declaration of Independence?
ANSWER
Possible
Responses:
• To show that their demands for rights were as
legitimate as the colonists' demands for rights from
Great Britain
• To emphasize the injustice of women’s unequal status
by comparing the tyranny of men to that of King
George
End of Section 1
2
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Self-Rule for
British Colonies
MAP
Key Idea
The British colonies of Canada, Australia, and New
Zealand become democratic states within the British
empire. In Ireland the struggle for home rule fails.
Ireland splits into an independent country and a
British province.
Overview
Assessment
2
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Self-Rule for
British Colonies
MAP
TERMS & NAMES
Overview
• dominion
• Maori
MAIN IDEA
WHY IT MATTERS NOW
• Aborigine
Britain allowed self-rule
in Canada, Australia,
and New Zealand but
delayed independence
for Ireland.
Canada, Australia, and New
Zealand are strong democracies
today, while Ireland is divided
and troubled.
• penal colony
Assessment
• home rule
2
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Self-Rule for
British Colonies
MAP
Section
2
Assessment
1. Compare progress toward self-rule by recording
significant political events in Canada, Australia, New
Zealand, and Ireland during the period.
Country
Political Events
Canada
Given responsibility for own affairs, mid-1800s; dominion status, 1867
Australia
Self-governing, set up legislature, 1850s; male suffrage, secret ballot,
1850’s; dominion, early 1900s
New Zealand
Self-governing, set up legislature, 1850s; women gain suffrage,1893;
dominion, early 1900s
Ireland
Joins the United Kingdom, gains representation in Parliament, 1801;
home rule bill passes, but does not take effect, 1914; southern Ireland
becomes dominion, 1921, becomes independent, 1949
continued . . .
2
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Self-Rule for
British Colonies
MAP
Section
2
Assessment
2. How was Great Britain’s policy towards Canada
beginning in the late 1700s similar to its policy towards
Ireland in the 1900s ? THINK ABOUT
• the creation of Upper and Lower Canada
• the division of Ireland into Northern Ireland and
the Irish Free State
ANSWER
Possible
Response:
In both, Britain created political divisions to resolve
conflicts.
continued . . .
2
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Self-Rule for
British Colonies
MAP
Section
2
Assessment
3. At various times, England encouraged emigration to
each of the colonies covered in this section. What effects
did this policy have on these areas? THINK ABOUT
• cultural divisions in Canada
• native peoples in Canada, Australia, and New
Zealand
• political divisions in Ireland
ANSWER
Possible
Responses:
• In Canada, Australia, and New Zealand, the British
displaced the native populations (in Canada, conflicts with
French caused creation of Upper and Lower Canada).
• Religious differences became political division between
End of Section 2
northern and southern Ireland.
3
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Expansion and Crisis
in the United States
Key Idea
The United States expands to the Pacific Ocean.
The Civil War ends slavery, preserves the
Union, and speeds the industrial development of
the North. After the war, the country experiences
an unprecedented economic boom.
Overview
Assessment
3
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Expansion and Crisis
in the United States
TERMS & NAMES
Overview
• manifest destiny
• Abraham Lincoln
MAIN IDEA
WHY IT MATTERS NOW
• secede
The United States
expanded across North
America and fought a
bloody civil war.
The 20th-century
movements to ensure civil
rights for African
Americans and Hispanics
are a legacy of this period.
• U.S. Civil War
Assessment
• Emancipation
Proclamation
• segregation
3
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Expansion and Crisis
in the United States
Section
3
Assessment
1. Look at the graphic to help organize your thoughts.
List the major events in the United States in the 19th
century.
1819
Florida
Cession
1803
Louisiana
Purchase
1838
Trail of
Tears
1836
Texas
independence
1846-47
MexicanAmerican War
1845 Texas
Annexation
1853
Gadsden
Purchase
1848
Mexican
Cession
1863
Emancipation
Proclamation
1861-65
Civil War
1865-77
Reconstruction
1869
Transcontinental
railroad completed
continued . . .
3
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Expansion and Crisis
in the United States
Section
3
Assessment
2. Reread the quotation from William Shorey Coodey.
What facts are conveyed in his statement? What
opinions—judgment, beliefs, or feelings—does he
express about the Trail of Tears? How does he use his
description of events to help justify his opinions?
ANSWER
Possible
Responses:
Facts: elements of weather, people present, eviction
taking place
Opinions: description of thunder as “divine
indignation,” at the wrong done to “my poor and
unhappy countrymen,” and at the “brutal power” of
the whites
continued . . .
3
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Expansion and Crisis
in the United States
Section
3
Assessment
3. Imagine that circumstances had forced the North to
surrender to the South in the Civil War. Therefore, two
countries shared the region now occupied by the United
States. What economic effects might this have had on the
North? the South? the region as a whole? THINK ABOUT
• the issue of slavery
• the impact of the Civil War
• postwar economic expansion of the United States
ANSWER
Possible
Responses:
If the North had surrendered, it probably wouldn’t have
developed as much industrially, slowing settlement of the
West. The South would have remained agricultural, and
the economy of the country as a whole probably would
not have grown as fast.
End of Section 3
4
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Nineteenth-Century
Progress
GRAPH
Key Idea
Key inventions, new theories in physics
and biology, and medical advances
transform daily life for many people. New
technologies and growing democratic
institutions create a mass culture in the
United States.
Overview
Assessment
4
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Nineteenth-Century
Progress
GRAPH
TERMS & NAMES
Overview
• assembly line
• mass culture
MAIN IDEA
WHY IT MATTERS NOW
• Charles Darwin
Breakthroughs in
science and technology
transformed daily life
and entertainment.
Electric lights, telephones,
cars, and many other
conveniences of modern
life were invented during
this period.
• theory of evolution
Assessment
• radioactivity
• psychology
4
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Nineteenth-Century
Progress
GRAPH
Section
4
Assessment
1. List the inventors, scientists, and thinkers covered in
this section, and connect them with the invention,
discovery, or new idea for which they were responsible.
Thomas
Edison,
light bulb
Alexander
Graham Bell,
telephone
Guglielmo
Marconi,
radio
Henry Ford,
assembly
line
Edwin S. Porter,
feature film
Joseph
Lister,
antiseptic
People and Progress
Wilbur and
Orville Wright,
airplane
Louis
Pasteur,
germ theory
John Dalton,
atomic theory
Sigmund Freud,
psychoanalysis
Charles Darwin,
theory of
evolution
Marie and
Pierre Curie,
radium &
polonium
Dmitri
Mendeleev,
periodic table
Gregor
Mendel,
genetics
Ernest
Rutherford,
subatomic
particles
Ivan Pavlov,
conditioned
response
continued . . .
4
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Nineteenth-Century
Progress
GRAPH
Section
4
Assessment
2. How is the mass culture that rose at the end of the
19th century similar to mass culture today? How is it
different? Explain your response. THINK ABOUT
• the role of technology
• increase in leisure time
• new forms of entertainment
ANSWER
Possible
Responses:
Similarities: New technology and leisure still shape
mass culture; forms of mass entertainment such as
movies still are popular.
Differences: Newer technology such as the Internet
has transformed how people share culture; mass
culture has become big business and is more global.
End of Section 4