Download Chapter 5 • Section 1 Answers and Additional Support Reading

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
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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
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a
Med
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an
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500 miles
500 kilometers
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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
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Vienna
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Toulouse
AL
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Breslau
GERMANY
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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
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NETH.
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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