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