Name: Date:
INDUSTRIALISM, IMPERIALISM, AND NATIONALISM STATIONS
STATION 1: AGRICULTURAL REVOLUTION
1.
Which revolution paved the way for the Industrial Revolution?
2.
What does a nation need before it is able to industrialize?
Block:
3.
How did the enclosure movement impact farming?
STATION 2: INDUSTRIAL REVOLUTION
1.
What two types of capital are necessary to the process of industrialization in a society?
2.
Where did the majority of the work force live as a result of the Industrial Revolution?
3.
How were workers impacted by the Industrial Revolution?
4.
What is one way in which children were eventually protected from unsafe working conditions?
5.
Why was a part of England referred to as “black country?”
STATION 3: NEW IDEAS
1.
What is laissez-faire economics?
2.
What is capitalism? Give an example in the United States.
3.
What was the proletariat?

4.
What was the bourgeoisies?
5.
According to Karl Marx, which class would exploit workers?
6.
How are socialism and communism similar?
STATION 4: IMPERIALISM
1.
What best describes the link between industrialization and colonization?
2.
Name three examples of countries and the colonies over which they exerted control.
3.
What two things did European countries need as a result of the Industrial Revolution?
4.
What effect did private businesses and increased contact between Europe and colonies have on the continents of Africa, Asia and South America?
5.
How were borders for many African nations established?
6.
Why were the British interested in controlling Egypt?
7.
What was the primary purpose for building the Suez Canal?
8.
What was the Berlin Conference?

STATION 5: WHITE MAN’S BURDEN
1.
Who wrote the poem “White Man’s Burden?”
2.
The sentiment in the stanza from the poem demonstrates the belief that it was the European colonial powers to do what?
3.
What position did most Europeans have about race?
STATION 6: NATIONALISM
1.
How is nationalism best defined? What words in the quotation create a sense of nationalism in you?
2.
What five elements are shared by a nation?
3.
How do the two forms of nationalism defined in the reading differ? How are they similar?
4.
What challenges did Italy face after its unification?
5.
What nation is the best example of the success of nationalism in Europe prior to World War I?
6.
Who argued that German unification would be achieved by “blood and iron?”
7.
What wars were fought that ensured German unification?
8.
Do you think the cartoon is in favor of nationalism? Predict whether or not nationalism has a negative impact on society during the early 20 th century.

Station 1:
Agricultural Revolution
The Industrial Revolution, which began in Great Britain, was a direct result of the agricultural revolution that took place in the early 1700’s. Wealthy farmers, including Jethro Tull, experimented with new agricultural methods. Tull invented the seed drill, a machine that made planting more efficient. Other farmers experimented with ways to improve breeding livestock and increase foods supplies. This increase in adequate food supplies is necessary before any nation can industrialize.
Another factor in the industrialization of Great Britain was the enclosure movement. This method of farming increased the size of farms by combining small farms and fencing in, or enclosing, to create large farms. This farming method also helped increase food supplies, but displaced huge numbers of farmers off the land. As a result, these farmers went to cities to find work. This led to a concentration of workers in urban areas.

Station 2:
Industrial Revolution
Great Britain had three conditions necessary for industrialization: land, labor, and capital. Capital is generally two types: investment (money) and human (skills/ideas). The first industry affected by Great Britain’s industrial revolution was cloth-making, also known as weaving or textiles. Textiles were initially made in the home, known as cottage industry.
But with the invention of machines such as the spinning frame, invented by Richard Arkwright, production moved from homes to factories. Industries soon to follow were coal mining and iron production. A major result of industrialization was the movement of workers from rural to urban areas.
Conditions in factories were deplorable. Ventilation, sanitation, and noise were an issue. Adults and children as young as six years old worked as many as 12 hours per day. Factory workers who made up the labor force were paid poorly and not given rest breaks; exhaustion and hunger were often problematic. Children were often injured on the job. It was not until the British Factory Act of 1833 that the employment of children under age 9 was prohibited.
Workers lived in crowded apartments, close to where the factories were located. Factories by this time were using steam engines, powered by coal, which covered cities with coal dust and filled the air with dark, smoky pollution, turning day into night. One region in northwestern England became known as “black country,” because iron-smelting factories polluted the air so badly. (Iron smelting is a method of refining iron for industrial use.)

Station 3:
New Ideas about Economics
The mercantilism, the economic system in which governments did not allow their people or territories to trade with other nations, started to come into question. Economic thinkers of the day said government should not interfere in business. This idea is called “laissez-faire,” economics, from the French meaning “free to do,” and lends itself to capitalism. Capitalism is the economic system in which businesses are privately owned and those businesses compete with one another for business.
Before the Industrial Revolution, land owners controlled wealth and power. After the Industrial Revolution, leaders of industry became extremely wealthy and wielded great political power. The Industrial Revolution and the rise of capitalism also paved the way for entrepreneurs: individuals involved in opening new businesses, creating new jobs in areas such as banking, financing, building and management of factories. Not all agreed that capitalism was a good thing, however. Socialism, an economic and political system where all in society through the government owns the means of production (factories, coal mines, bakeries and so on), was the opposite of capitalism.
One radical thinker, Karl Marx, believed eventually as capitalism grew, workers would become impoverished, would grow frustrated and rebel, taking control of the means of production and capitalism would collapse. Marx, who wrote several works including Das Kapital and the Communist
Manifesto, stated “revolution will occur more and more frequently in industrialized nations as the proletariat struggles to overcome the abuses of the capitalist system.” He felt the proletariat, or the working class, would eventually tire of the bourgeoisies (the wealthy) exploitation, and workers would then come to control the government. This economic and political system is known as communism, and exists when the government owns the means of production and controls all economic planning.
Communism, known to violate basic human rights and freedoms, still exists in some nations today, including Cuba,
China, and Viet Nam.

Station 4:
Imperialism
During the late 19 th and early 20 th centuries, European countries had renewed interest in lands abroad. In 1850, for example, Great Britain controlled the territories of
Australia, Canada, India, and parts of Africa. By 1914,
Belgium, Denmark, France, Germany, Italy, Portugal, and
Spain all had colonies on the African and Asian continents. This “new imperialism” was fostered by the link between industrialization and colonization: the colonies provided raw materials and new markets for the home nations goods. Examples include British control over South Africa, French control over the many islands near China and the Indian Ocean (IndoChina), and
Spanish control over Mexico.
The “Scramble for Africa” as it is known by historians was motivated by three factors: Europeans economic interests, political competition, and cultural motives.
During the Industrial Revolution, European countries needed the raw materials and resources available in
Africa. The development of private businesses that gathered and exported these natural resources, not only in Africa, but in Asia and South America as well, led to the exploitation of labor and resources on these continents.
The borders established for many African nations were often territorial claims of colonial rulers, with no regard for the borders Africans already had in place. For example, the long term rivalry between Great Britain and France led to more competition for land on the continent. As Germany and Italy emerged as more powerful nations, they too, joined the race to claim to African land to colonize.
Technological advancements also led to interest in Africa. The building of the Suez Canal in 1869 by Egypt heightened
Great Britain’s interest in the continent. The canal, which connects the Mediterranean and Red seas, shortened the trip from the Indian Ocean to Europe. As British had colonized India, this was important as it allowed Indian merchants to reach the east coast of Africa and Europe, without having to sail around the entire African continent. The Egyptian government appeared weak in the late 1800’s, and Great Britain established partial control over the control because of the canal’s strategic location.
Colonization efforts were so aggressive, leaders of several European nations met to resolve potential conflicts over
African land. At the Berlin Conference, leaders divided each area of Africa into European-controlled segments. This hampered the continent’s long term development, which effects are still seen today.

Station 5:
White Man’s Burden
Cultural motives were among the factors that motivated European’s to colonize Africa. Simply put, European imperialists felt they were superior to non-Europeans. Most Europeans argued that mankind was divided by distinct races and there were biological differences between the races, and as a result, they were superior to those of African or Asian descent.
Europeans saw it as their duty to educate, teach good government, European customs, and Christian values to those they considered inferior. In colonies in Africa and around the world, this became known as “the white man’s burden,
“after a Rudyard Kipling poem of the same name. It was believed that it was the duty of European colonial powers to civilize the people they controlled.
The White Man’s Burden
Take up the white man’s burden-
Send forth the best ye breed –
Go, bind your sons to exile
To wait, in heavy harness,
On fluttered fold and wild –
You new-caught sullen peoples,
Half devil and half child…
~Rudyard Kipling, 1899

Station 6:
Nationalism
The following quote supports the idea of and sums up the concept of nationalism:
“A country is not merely a geographic territory. A country is also the idea given birth by the geographic territory.
A country is a sense of love that unites, as one, all the sons and daughters of that geographic territory.”
~ World History: A Story of Progress
Nationalism is best defined as pride in one’s nation. The elements of nationalism include a shared culture, history, religion, language and territory. These elements cause a sense of unity among citizens. Nationalism can take many forms. One example is when national groups break away from larger nations or empires that include people of various ethnic backgrounds. Another form of nationalism is when smaller states that share a language and culture unite to form larger states.
Among the best examples of nationalism prior to World War I is the unification of Italy, followed by that of Germany.
The unification of these nations, as well as an agreement with Austria-Hungary to protect each other in case of attack, played instrumental in the beginning of World War I. Italy faced many more challenges after unification than Germany did; widespread poverty caused as many as 4.5 million Italians to immigrate to the Americas.
Germany, however, was another story. A collection of 39 separate states that shared the German language and customs made up the German Confederation, which including Prussia. Otto von Bismark, a Prussian politician, was a leading force in German unification. While increasing
Prussian military and practicing his political philosophy, Bismark argued that German unification would be achieved “not by speeches and majority resolutions…but by blood and iron.”
After two wars, the Austro-Prussian and Franco-
Prussian, a unified German empire emerged.
Germany experienced great economic growth as a result of French reparation payments after the war.
German government went on to build railroads, open coal mines and steel factories, and introduced social reforms that strengthened the new nation.
With a growing sense of nationalism and financial stability Germany becomes a major player in the World War I.