Splash Screen

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Splash Screen
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Chapter Menu
Chapter Introduction Section 1 The Growth of
Industrial Prosperity Section 2 The Emergence of
Mass Society Section 3 The National State and
Democracy Section 4 Toward the Modern
Consciousness Visual Summary
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Chapter Intro
What events can affect the entire world? The 1900
Worlds Fair in Paris celebrated the achievements
of the 1800s. The fair showcased inventions of
the Second Industrial Revolution, especially
those using the newly discovered power of
electricity. In this chapter, you will learn
about the causes and effects of the Second
Industrial Revolution. Name another event that
draws participants from around the world. What
is the significance of the event? What are some
technologies invented in your lifetime? How have
they influenced your life?
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Chapter Intro
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Chapter Intro
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Chapter Intro 1
The Growth of Industrial Prosperity In what ways
did industrialization affect the economies of
European countries and the United States?
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Chapter Intro 2
The Emergence of Mass Society What benefits do
people enjoy today in part because of the Second
Industrial Revolution?
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Chapter Intro 3
The National State and Democracy What factors
might contribute to a failure of democracy?
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Chapter Intro 4
Toward the Modern Consciousness How might art,
science, and thought of this era be characterized?
10
Chapter Preview-End
11
Section 1-Main Idea
The BIG Idea New Technologies Industrialization
led to dramatic increases in productivity and to
new political theories and social movements.
12
Section 1-Key Terms
Content Vocabulary

• assembly line
• mass production
• bourgeoisie

• proletariat
• dictatorship
• revisionists

Academic Vocabulary

• financier

• transition

13
Section 1-Key Terms
People and Places

• Thomas Edison
• Alexander Graham Bell
• Guglielmo Marconi
• Karl Marx

14
Section 1-Polling Question
Our society is a classless society. A. Agree B. Di
sagree

• A
• B

15
Section 1
The Second Industrial Revolution
In Western Europe, the introduction of
electricity, chemicals, and petroleum triggered
the Second Industrial Revolution, and a world
economy began to develop.
16
Section 1
The Second Industrial Revolution (cont.)

• In the Second Industrial Revolution there was
  greater use of steel, chemicals, petroleum, and
  electricity.

• Electricity was a new form of energy that gave
  way to many new inventions.
• In the United States Thomas Edison created the
  light bulb, and homes, businesses, and factories
  used the affordable resource for convenience and
  productivity.

17
Section 1
The Second Industrial Revolution (cont.)

• Alexander Graham Bell, inventor of the telephone,
  and radio pioneer Guglielmo Marconi sparked a
  revolution in communications.

• The internal-combustion engine revolutionized
  transportation with the automobile, while the
  airplane made its appearance as well.

Industrialization of Europe By 1914
18
Section 1
The Second Industrial Revolution (cont.)

• Prices for produced goods decreased as a result
  of lower production and transportation costs. The
  assembly line allowed for more efficient mass
  production of goods.

• In Europe, nations in the north and west had a
  higher standard of living for their citizens,
  while the southeastern regions of Europe remained
  largely agricultural and rural, with lower
  standards of living.

19
Section 1
The Second Industrial Revolution (cont.)

• By 1900, a true world economy was occurring.
  Europe dominated this global economy by the
  beginning of the twentieth century.

20
Section 1
Which of the following nations did not directly
benefit from the Second Industrial Revolution?
A. Belgium B. France C. Germany D. Russia

• A
• B
• C
• D

21
Section 1
The Working Class
Industrialization gave some a higher standard of
living, but struggling workers turned to trade
unions or socialism to improve their lives.
22
Section 1
The Working Class (cont.)

• The transition to an industrialized society was
  hard on the workers, who often worked dangerous
  jobs for poor wages and lived in crowded slums.

• Some reformers of the capitalist society wanted a
  better environment for the working class. More
  radical reformers wanted to abolish capitalism in
  favor of socialism.
• Many socialist ideas were based on the theory of
  the German Karl Marx.

23
Section 1
The Working Class (cont.)

• The Communist Manifesto outlined Marxs beliefs
  that industrial capitalism was to blame for the
  problems besetting society.

• Marx believed that the proletariat would
  violently overthrow the bourgeoisie and establish
  a classless society, run by a dictatorship form
  of government.

24
Section 1
The Working Class (cont.)

• In many European nations, working-class leaders
  formed socialist parties based on Marxs ideas,
  but were divided on their goals.

• Pure Marxists wanted revolution to defeat
  capitalism, while revisionists argued that
  political gains were the key to change.
• To improve their conditions, workers organized
  into unions for better working conditions and
  used strikes as their bargaining tool.

25
Section 1
According to the ideas of Karl Marx, who were the
oppressors of class struggle? A. Dictatorship
B. Bourgeoisie C. Proletariat D. Revisionists

• A
• B
• C
• D

26
Section 1-End
27
Section 2-Main Idea
The BIG Idea Ideas, Beliefs, and Values The
Second Industrial Revolution resulted in an
increased urban population, a growing working
class, and an increased awareness of womens
rights.
28
Section 2-Key Terms
Content Vocabulary

• feminism
• suffrage
• literacy

Academic Vocabulary

• advocate
• passive

29
Section 2-Key Terms
People and Places

• Frankfurt
• Amalie Sieveking
• Florence Nightingale
• Clara Barton
• Emmeline Pankhurst

30
Section 2-Polling Question
Most people move to cities for economic reasons.
A. Agree B. Disagree

• A
• B

31
Section 2
The New Urban Environment
As workers migrated to cities, local governments
had to solve urgent public health problems and
their solutions allowed cities to grow even more.
32
Section 2
The New Urban Environment (cont.)

• As more people moved to cities in search of
  economic opportunities, European society became
  more urban.

• Reformers were able to urge local governments to
  improve conditions in cities.
• Improved housing, water, and sewage systems led
  to a safer living environment.

33
Section 2
The New Urban Environment (cont.)

• Improved living conditions enabled people to live
  in close quarters, and cities such as London and
  Frankfurt were able to accommodate large
  populations.

European Population Growth and Relocation,
18201900
34
Section 2
Why did cities grow so quickly in the 1800s?
A. Improved living and sanitation
conditions B. Lower taxes on businesses and
industry C. Improved transportation
systems D. The advent of high-rise buildings

• A
• B
• C
• D

35
Section 2
Social Structure
European society comprised three broad social
classesupper, middle, and lower.
36
Section 2
Social Structure (cont.)

• The Elite Class

• Made up of wealthy bankers, industrialists, and
  merchants, this minority became leaders in the
  government and military.

37
Section 2
Social Structure (cont.)

• The Middle Class

• The middle class consisted of a variety of
  groups.
• A lower-middle class consisted of small
  shopkeepers, traders, and prosperous farmers.

38
Section 2
Social Structure (cont.)

• White-collar workers, including traveling
  salespeople, bookkeepers, and secretaries, were
  between the lower-middle class and the lower
  class.

• Although incomes varied, the goals, values, and
  lifestyle opportunities were similar among
  middle-class Europeans.

39
Section 2
Social Structure (cont.)

• The Working Class

• The majority of Europeans were considered the
  working class of society and included landholding
  peasants, laborers, and domestic servants.
• Improved working environments facilitated more
  buying power and better social conditions.

40
Section 2
How did life change for urban workers after 1870?
A. They had to work more hours. B. Inflation
led to food shortages in cities. C. Workers had
more money to buy things other than
food. D. The workday was reduced to 8 hours,
with weekends off.

• A
• B
• C
• D

41
Section 2
Womens Experiences
Attitudes toward women changed as they moved into
white-collar jobs, received more education, and
began campaigning for the right to vote.
42
Section 2
Womens Experiences (cont.)

• During the Second Industrial Revolution, women
  began to enter the labor force because of a lack
  of male workers. These positions were generally
  filled by lower-class women.

• In the 1800s, marriage was the only career
  available to most women, although advances in
  economic conditions led to a decline in
  birthrates.
• For women in middle-class families, activities
  centered on the family became common by 1850.

43
Section 2
Womens Experiences (cont.)

• Besides raising their families, lower-class women
  worked to earn additional money.

• Modern feminism began during the Enlightenment,
  and, during the nineteenth century, women argued
  for the rights to divorce and to own property.
• In the medical field, women such as Amalie
  Sieveking, Florence Nightingale, and Clara Barton
  transformed nursing into a professional
  occupation.

44
Section 2
Womens Experiences (cont.)

• In the 1840s and 1850s, women began to demand
  political rights and believed that suffrage was
  key to improving their overall position.

• In 1903 Emmeline Pankhurst founded the Womens
  Social and Political Union in Britain and used
  unusual publicity stunts to draw attention to her
  cause.

45
Section 2
Why did lower-class women work? A. To gain
political rights B. To gain respect in
society C. To supplement the males
income D. By law, they had to perform certain
duties for upper-class society

• A
• B
• C
• D

46
Section 2
Education and Leisure
As a result of industrialization, the levels of
education rose. Peoples lives became more
clearly divided into periods of work and leisure.
47
Section 2
Education and Leisure (cont.)

• Between 1870 and 1914, Western nations began to
  finance a system of primary education for
  children ages 6 to 12.

• Education was considered important for a viable
  labor force and better-educated voters.
• The immediate result of public education was a
  jump in literacy.

48
Section 2
Education and Leisure (cont.)

• Higher literacy rates led to the development of
  mass media. Newspapers were both informative and
  entertaining, and a literate populace purchased
  millions of copies per day.

• New types of leisure were available to Europeans
  and Americans. People went to amusement parks,
  and dance halls, and organized team sports.

49
Section 2
Education and Leisure (cont.)

• Leisure time was now clearly defined as separate
  from work. Leisure time was also more passive in
  nature, and people paid to attend leisure
  activities.

50
Section 2
What was an immediate impact of public education?
A. Higher voter turnout B. More jobs C. More
leisure time D. Higher literacy rates

• A
• B
• C
• D

51
Section 2-End
52
Section 3-Main Idea
The BIG Idea Competition Among Countries While
democracy triumphed in Western Europe,
authoritarianism prevailed in central and eastern
Europe, and industrialization swept the United
States. International rivalries set the stage for
war.
53
Section 3-Key Terms
Content Vocabulary

• ministerial responsibility
• Duma

Academic Vocabulary

• insecure
• controversy

54
Section 3-Key Terms
People and Places

• Otto von Bismarck
• William II
• Francis Joseph
• Nicholas II
• St. Petersburg
• Queen Liliuokalani
• Montenegro

55
Section 3-Polling Question
Do you think there should be more than two major
political parties? A. Yes B. No

• A
• B

56
Section 3
Western Europe and Political Democracy
Growing prosperity after 1850 contributed to the
expansion of democracy in Western Europe.
57
Section 3
Western Europe and Political Democracy (cont.)

• In the late 1800s, political democracy was
  spreading in Western Europe, as universal male
  suffrage laws were passed, political parties
  formed, and ministerial responsibility became the
  dominant political entity.

Europe, 1871
58
Section 3
Western Europe and Political Democracy (cont.)

• Great Britain

• A two-party parliamentary system emerged as the
  Liberal and Conservative parties vied for
  political power.
• The Liberals voted for social reforms, such as
  unemployment benefits and pensions.

59
Section 3
Western Europe and Political Democracy (cont.)

• France

• In 1875 the Third Republic in France gained a
  republican constitution.
• The new government was established with a
  president and a legislature made up of two houses.

60
Section 3
Western Europe and Political Democracy (cont.)

• Italy

• Italy had emerged by 1870 as a united national
  state, but the disparity of wealth and widespread
  government corruption led to a weak, centralized
  political system.

61
Section 3
What is ministerial responsibility? A. A prime
minister or king is responsible to an elected
legislative body. B. An elected government is
responsible to the people. C. The government
is responsible to the church. D. The government
guarantees universal suffrage for men and
women.

• A
• B
• C
• D

62
Section 3
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.
63
Section 3
Central and Eastern Europe The Old Order (cont.)

• In Germany, the government established by Otto
  von Bismarck set up a two-house legislature.

• Although the Reichstag was elected by male
  voters, the emperor still maintained political
  power by controlling the military and foreign
  policy.

64
Section 3
Central and Eastern Europe The Old Order (cont.)

• By the reign of William II (1888 to 1918),
  Germany was the strongest military and industrial
  power in Europe. Conservative forces thwarted the
  rise of democracy in Germany.

• In the Austro-Hungarian Empire, the emperor
  Francis Joseph largely ignored the Austrian
  parliament and governed by imperial decree.
  Ethnic problems threatened the stability of
  Austria.

65
Section 3
Central and Eastern Europe The Old Order (cont.)

• In Hungary, the parliamentary system worked,
  although it was dominated by the nations
  landholding class.

• Nicholas II became the czar of Russia in 1894,
  and was committed to autocratic rule of the large
  nation.

66
Section 3
Central and Eastern Europe The Old Order (cont.)

• Russia was becoming an industrialized nation, and
  the rising working class demanded more political
  power. In 1905 the bloody breakup of a peaceful
  demonstration in St. Petersburg left hundreds
  dead.

• Czar Nicholas relented and permitted the
  establishment of the Duma, although he had
  limited the power of the legislative body by
  1907.

67
Section 3
The ability of the governments in Eastern and
Central Europe to limit democracy was due in
large part to what? A. Central Europe was
separated geographically. B. The lack of an
educational system C. The military strength of
the Eastern European monarchs D. The economies
of Central Europe had become industrialized

• A
• B
• C
• D

68
Section 3
The United States
In the United States, the Second Industrial
Revolution produced wealth that was more
concentrated than it was in Europe.
69
Section 3
The United States (cont.)

• In the United States, the Civil War had destroyed
  the Southern way of life, and new amendments to
  the U.S. Constitution protected the civil
  liberties of African Americans.

• Between 1860 and 1914, the United States switched
  from a farm-based economy to an industrial
  economy.

70
Section 3
The United States (cont.)

• The populations of urban centers soared, and by
  1900, three American cities had over 1 million
  inhabitants.

• Around the turn of the century, America became
  imperialistic and acquired territories abroad.
• American forces deposed Queen Liliuokalani in
  Hawaii and acquired territories from the
  vanquished Spanish in the Spanish-American War.

71
Section 3
How did the United States acquire the Philippine
Islands? A. By overthrowing Queen
Liliuokalani B. By claiming it by force C. The
Filipino people voted to become a U.S.
territory. D. By defeating Spain in a war

• A
• B
• C
• D

72
Section 3
International Rivalries
The German emperor pursued aggressive foreign
policies that divided Europe into two hostile
alliance systems.
73
Section 3
International Rivalries (cont.)

• To prevent France from limiting its power,
  Germany entered into a defensive alliance with
  Austria-Hungary and Italy by 1882. This coalition
  was known as the Triple Alliance.

• In 1890 Emperor William II fired Bismarck and
  took control of Germanys foreign policy. In 1894
  William II ended the treaty Germany had with
  Russia.
• By 1907, France, Great Britain, and Russia had
  drawn into an alliance known as the Triple
  Entente.

74
Section 3
International Rivalries (cont.)

• The two opposing alliances of the Triple Alliance
  and the Triple Entente had become more divided
  and less willing to compromise at the beginning
  of the twentieth century.

• As the Ottoman Empire began to lose power, the
  provinces of Greece, Serbia, Romania, and
  Montenegro in the Balkans began to gain their
  freedom. Austria and Russia vied for influence in
  the region.

75
Section 3
International Rivalries (cont.)

• In 1908 Austria-Hungary annexed the Slavic
  territories of Bosnia and Herzegovina. This
  outraged Serbia, which wanted to establish a
  Slavic kingdom.

• Serbia and its ally Russia prepared for war
  against Austria-Hungary. Germany demanded that
  Russia accept the Austrian annexation or face
  war Russia, weakened by war with Japan, backed
  down.
• By the beginning of 1914, the crisis in the
  Balkans threatened the security of Europe.

76
Section 3
Which countries were part of the Triple Entente?
A. France, Italy, Germany B. Germany,
Austria-Hungary, Italy C. France, Great
Britain, Russia D. Germany, Russia, Italy

• A
• B
• C
• D

77
Section 3-End
78
Section 4-Main Idea
The BIG Idea Ideas, Beliefs, and Values Radical
changes in the economic and social structure of
the West were matched by equally dramatic
artistic and intellectual changes.
79
Section 4-Key Terms
Content Vocabulary

• modernism
• psychoanalysis
• Social Darwinism

• pogroms
• Zionism

Academic Vocabulary

• abstract

• intensity

80
Section 4-Key Terms
People and Places

• France
• Claude Monet
• Pablo Picasso
• Frank Lloyd Wright
• Marie Curie
• Albert Einstein
• Sigmund Freud
• Vienna

81
Section 4-Polling Question
Do you think nationalism can lead to
discrimination against foreign people? A. Yes B. N
o

• A
• B

82
Section 4
The Culture of Modernity
Dramatic innovation occurred in literature, the
visual arts, and music in the late 1800s.
83
Section 4
The Culture of Modernity (cont.)

• Between 1870 and 1914, many writers and artists
  produced works known as modernism.

• The naturalist writers addressed social problems
  such as alcoholism, women in society, and urban
  slums.
• Symbolist writers produced work that functioned
  for its own sake, and did not attempt to
  criticize or understand society.

84
Section 4
The Culture of Modernity (cont.)

• In France, artists such as Claude Monet embraced
  a painting style known as impressionism.
  Impressionists rejected indoor studios and went
  into nature, where they captured the interplay of
  light, sky, and water.

• Vincent van Gogh and Paul Cezanne used color and
  structure to express mood in a form known as
  postimpressionism. These artists wanted to
  represent reality, not mirror it, as did the
  camera, which had been invented in 1888.

85
Section 4
The Culture of Modernity (cont.)

• The Spaniard Pablo Picasso painted in a new
  style, using geometric designs to re-create
  reality. This modern style of art is called
  cubism.

• Modernism influenced architecture as well, and
  skilled builders Louis H. Sullivan and Frank
  Lloyd Wright created buildings that were
  clean-lined and functional.

86
Section 4
The Culture of Modernity (cont.)

• In music, the modern sounds of Stravinskys The
  Rite of Spring caused a near-riot by Parisians,
  who were upset by the new sounds and rhythms of
  the performance.

87
Section 4
Which artist popularized cubism as an art
form? A. Frank Lloyd Wright B. Pablo
Picasso C. Claude Monet D. Vincent van Gogh

• A
• B
• C
• D

88
Section 4
Uncertainty Grows
Scientific discoveries in this period had a
profound impact on how people saw themselves and
their world.
89
Section 4
Uncertainty Grows (cont.)

• At the end of the nineteenth century, Marie Curie
  challenged the accepted view that the universe
  existed independent of its observers, with her
  discovery that the element radium gave off energy.

• The German-born scientist Albert Einstein
  provided a new view of the universe with his
  theory of relativity, which stated that space and
  time are not absolute, but are relative to the
  observer.

90
Section 4
Uncertainty Grows (cont.)

• A doctor from Vienna named Sigmund Freud asserted
  that human behavior was strongly determined by
  past experiences and internal urges.

• Freud used a method known as psychoanalysis, in
  which he and a patient probed deeply into the
  patients memory for healing purposes.

Freud In Search of the Unconscious
91
Section 4
What is the idea behind Einsteins theory of
relativity? A. Everything in the world is
related. B. The universe is a huge
machine. C. Space and time are not absolute,
but relative to the observer. D. Elements are
small, active worlds.

• A
• B
• C
• D

92
Section 4
Extreme Nationalism
In the late 1800s, extreme nationalism was
reflected in the movements of Social Darwinism
and anti-Semitism.
93
Section 4
Extreme Nationalism (cont.)

• In the 1800s, many Europeans became fiercely
  nationalistic. They used Social Darwinism to
  justify the strength and wealth of nations.

• In Europe, anti-Semitism had been around for
  centuries, but became more intense during the
  late 1800s. So as to win voters, political groups
  blamed Jews for many problems.

94
Section 4
Extreme Nationalism (cont.)

• The worst treatment of Jews occurred in Russia,
  where persecutions and pogroms were widespread.

• A Jewish nationalist movement called Zionism
  helped many Jews to emigrate from Europe to the
  United States and Palestine.

95
Section 4
Zionists wanted a Jewish homeland in which
country? A. United States B. Germany C. Egypt D.
Palestine

• A
• B
• C
• D

96
Section 4-End
97
VS 1
ECONOMIC CAUSES AND EFFECTS of the Second
Industrial Revolution

• Steel, chemicals, electricity, and petroleum led
  a new wave of economic growth in the late 1800s.
  
• The introduction of assembly lines made mass
  production of goods more efficient.
• Industrialization raised the standard of living
  for many people in Europe.
• Harsh conditions caused many people to turn to
  socialism and trade unions.
• By the early 1900s, Europe dominated the world
  economy.

98
VS 2
SOCIAL EFFECTS of the Second Industrial Revolution

• The rapid growth of cities forced local
  governments to improve public health and
  sanitation services.
• Europes small elite class controlled much of
  the wealth the working classes made up around
  80 percent of the European population.
• Women began to push for the right to vote.
• The work of Curie, Einstein, and Freud led many
  people, including artists, to question the nature
  of reality.

99
VS 3
INTERNATIONAL RIVALRIES Set the Stage for War

• Democracy expanded in Western Europe, while
  Central and Eastern Europe remained
  authoritarian.
• Germany, Austria-Hungary, and Italy formed a
  defensive alliance called the Triple Alliance.
• France joined Britain and Russia in the Triple
  Entente.
• The rivalry between Austria and Russia for
  influence in the Balkans pushed a dangerously
  divided Europe toward war.

100
VS-End
101
Figure 1
102
Figure 2
103
Figure 3
104
Figure 4
105
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Vocab1
assembly line pioneered by Henry Ford in 1913, a
manufacturing method that allowed much more
efficient mass production of goods
114
Vocab2
mass production production of goods in quantity,
usually by machinery
115
Vocab3
bourgeoisie the middle class, including
merchants, industrialists, and professional people
116
Vocab4
proletariat the working class
117
Vocab5
dictatorship a form of government in which one
person or small group has absolute power
118
Vocab6
revisionist a Marxist who rejected the
revolutionary approach, believing instead in
evolution by democratic means to achieve the goal
of socialism
119
Vocab7
financier one who deals with finance and
investment on a large scale one who specializes
in raising and expending public monies
120
Vocab8
transition changeover the move from one form,
stage, or style to another
121
Vocab9
feminism the movement for womens rights
122
Vocab10
suffrage the right to vote
123
Vocab11
literacy the ability to read and write
124
Vocab12
advocate support speak in favor of
125
Vocab13
passive not active
126
Vocab14
ministerial responsibility the idea that the
prime minister is responsible to the popularly
elected legislative body and not to the king or
president
127
Vocab15
Duma the Russian legislative assembly
128
Vocab16
insecure uncertain, shaky not adequately covered
or sustained
129
Vocab17
controversy a dispute or quarrel
130
Vocab18
modernism a movement in which writers and artists
between 1870 and 1914 rebelled against the
traditional literary and artistic styles that had
dominated European cultural life since the
Renaissance
131
Vocab19
psychoanalysis a method by which a therapist and
patient probe deeply into the patients memory
by making the patients conscious mind aware of
repressed thoughts, healing can take place
132
Vocab20
Social Darwinism theory used by Western nations
in the late nineteenth century to justify their
dominance based on Charles Darwins theory of
natural selection, the survival of the fittest,
and applied to modern human societies
133
Vocab21
pogrom organized persecution or massacre of a
minority group, especially Jews
134
Vocab22
Zionism an international movement originally for
the establishment of a Jewish national or
religious community in Palestine and later for
the support of modern Israel
135
Vocab23
abstract a style of art, emerging around 1910,
that spoke directly to the soul and avoided
visual reality by using only lines and color
136
Vocab24
intensity extreme degree of strength, force,
energy, or feeling
137
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