The Emergence of an Industrial Society
in the West
1.
2.
Political Upheaval: Age of Revolution
Exportation of Western European institutions
and values
1750
Monarchies
1914
Monarchies
overthrown and
Parliaments
established with
strong voting
systems
Political Upheaval – age of revolution 1775-1848
A combo or economic, intellectual, and social changes
1.
Cultural: intellect brings questioning and
questioning brings change

2.
Economic: the old ways were being challenged

3.
Enlightenment thinkers were already challenging the
status quo
Commercialization=new wealth
Population increase: more people, less positions,
harder to get ahead

Better nutrients lower infant death rate and people were
living longer


The first revolution inspired by the new
political thinking developing at the time
The US Constitution is based on enlightenment
thinking

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
3 branches of government
Checks and balances
Life, liberty and property

Where the American Rev. developed a
completely new form the French rev.
developed in an already existent social
structure (nobility)

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
Democracy came easy in American but not in France
Bourgeoisie: growing class with no political
privileges, rich who wanted to be richer
More of a civil war rising against the establishment
Proletariat: the working people
Influenced by Enlightenment thinkers and the
success of the American Rev.
Three Stages of the
French Revolution
1. Revolution
2. Reign of Terror
3. Napoleon


This would set precedent that would transform
all of Europe
Causes




Ideological factors – Enlightenment pressure –
limit Church/aristocracy
Social changes – merchant class wanted more
power
Peasants pressed by population issues – want
freedom from aristocracy
Catalyst – economic problems by French gov’t series of wars/Versailles

Summer of discontent




National Assembly – passes Declaration of the
Rights of Man and Citizen
Storming of Bastille – symbol of repression –
destroyed almost vacant prison
Great Fear – riots on countryside lead to Great
Flight
Led to monumental changes
 Seizure of church lands
 New parliament to restrict king
 Freedom religion, press, property

Jacobin leaders take over:



Kill you if you don’t agree
Thousands of people guillotined or fleeing the
country
Maximilien Robespierre

Lost touch with issues of the people
 Creates new religion – cult of the Supreme Being
 Doesn’t listen to issues of urban dwellers


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Reduced the power of parliament
Set up a powerful police system
that limited personal freedoms
New laws: religious freedoms and
more equality
Better schools
Major expansion to control most of
western Europe
1812 the fall: DON’T INVADE
RUSSIA

Pride in their own government and culture



Viva La France
Country over everything else


conscious bond shared by a group of people who
feel strongly attached to a particular land and who
possess a common language, culture, and history,
marked by shared glories and sufferings.
Including the church
All western governments started a Civil Service
exam and had a growing bureaucracy


nationalism was enormously powerful in the
nineteenth century
fueled preexisting rivalry among European states


drive for colonies in Asia and Africa can see its height in
the suffering of World War I efforts to instill national
loyalty in citizens
nationalism took on a variety of political
ideologies
civic nationalism” identified the “nation” with a
particular territory, encouraged assimilation
 some defined the nation in racial terms (e.g., Germany)


National lines drawn

Tried to create a balance of power – create strong
powers around France
 Prussia gains power in Germany
 Piedmont in Northern Italy
 Britain gains new territory around the world
 Russia maintains control of Poland

Conservatives:
Against revolutionary ideas: wanted old ways
 Tried to reinstate the monarchy in France (umm no)


Liberals:
Focused on issues of political structure
 Limit state interference in peoples lives: basic freedoms
 Understood that they needed to be less aggressive to
make changes. (revolution too risky)


Radicals:
Like the liberals but wanted more democracy and voting
rights
 Socialist: attack on private property

Benjamin Disraeli:
British, granted the
vote to working class
men in 1867
Count Camillo di
Cavour –
unites Italy - alliance with
France
Fought Austria for Northern
provinces – peninsula unites
Revolution from control of
the Church
Otto Von Bismark:
Forced conflict with
other nations to unify
German people
Defeated France in 1871
– new Germany
Parliament has lower
house based on
universal suffrage

Karl Marx

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When work and reward are
shared than the evils of
capitalism will end
History is shaped by those
who control the means of
production
According to Marx: “History
was shaped by the available
means of production and who
controlled those means”

The rise of socialism scared people of “Western”
society
Germany (led by Otto von Bismark) became largest single
political force by 1900
 Major industrial strikes and the forming of unions rose
quickly

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Socialist parties would ally themselves with other
moderate groups to strengthen themselves
In the end, Marx’s vision was incorrect; success
could be achieved by peaceful democratic means
and NOT only by violent revolts
Branches: Institution of the State
(Police, army, bureaucracy)
Trunk: State Organization (government)
Roots: The Means of Production
Propertyless proletariat
would grow until
revolution is inevitable
Transition with
proletariat dictatorship
to clean up the
bourgeoisie
Full freedom where the
people benefit justly
and equally from their
work not more state
Class struggle end
because there are no
more classes
Many changes will occur due to the major changes that an
industrialized world brings

Factors leading to British Industrial Revolution:
Favorable natural resources
 Population pressure forced innovations at all levels of
society
 Increasing world trade
 Growth of manufacturing sector of the economy
 Governments committing policies of economic
growth

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
James Watt: devised a steam engine in 1770’s
Improvements in agriculture
Population boom

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Better infrastructure
Consumer culture increases
Better conditions for farmers
More corporations

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Labor unions
Stock companies
Middle-class was improving (and growing)

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Education was more important for children than
work/apprenticeship
Social structure relied less on privilege & birth and
more on money


Women and children still “sheltered” from the
industrialized work world
Women mainly took care of children at home


Women wanted legal and economic gains

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Moral status improved
Suffrage
Equal access to jobs and education
Women were working in the home to create
goods but now those jobs were moving outside
the home

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Less hours and more pay gave ordinary people
more opportunities
White collar class: secretaries, clerks and
salespeople
Middle class could now develop and gain more
Consumption grows=output grows
Advertising and fads

Causes of Western expansion

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new markets for processed goods
created commercial agriculture in other regions
 satisfy need for raw materials, agricultural products

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communication/transportation facilitated expansion
Nationalistic rivalries
Businesspeople sought new chances for profit
Missionaries sought chances for profit
Massive European emigration

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Tried to create gradual self-government to
avoid revolution
Quebec created to ease French tension
New immigrants poor in during last part of
18th century

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1788-1853 – exported convicts
Discovery of gold increases population in
1850s
Unified federal nation claimed on January 1,
1900

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Conflict with Maoris – attempts to convert
to Christianity
Agricultural population
Parliament allowed to rule self without
interference from mother country
Government
Institutions
Political Reform
Social Reform
Conservatives
Absolute Monarchs Restoration of old
nobility to power
Opposed to
revolutionary ideas
Liberals
Constitutional/repr Greater
esentative monarch representation and
power in the hands
of the middle class
Social/economic
reforms that would
benefit the middle
class
Radicals
Outright
democracy
Social reforms to
benefit lower
classes
Increased voting
rights for the
common people