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WH07MOD_se_CH09_rev_s.fm
9
CHAPTER
Samuel F.B. Morse—telegraph
Alexander Graham Bell—telephone
Guglielmo Marconi—radio
■
Male
Female
40.3 years
42.3 years
42.8 years
44.7 years
1890
1910
45.8 years
52.7 years
48.5 years
56.0 years
Louis Pasteur—vaccinations, pasteurization
Joseph Lister—antiseptics
John Dalton—modern atomic theory
Charles Darwin—theory of natural selection
■ Impact of the Industrial Revolution
Reformers
Key Effects of the Industrial Revolution
Florence Nightingale—sanitary measures in hospitals
Elizabeth Cady Stanton—women’s rights
Industrialization
• Germany, France, and
the U.S. join Great
Britain as industrial
powers.
• Rise of factories; new
production methods
• Advances in
transportation and
communication
• Rise of big business
• Growth of
labor unions
Susan B. Anthony—women’s rights
William and Catherine Booth—Salvation Army
Artists, Writers, and Composers
L3
Note Taking Study Guide, pp. 104, 106,
108, 110
Section Summaries, pp. 105, 107, 109,
111
If students need more instruction on
analyzing timelines, have them read
the Skills Handbook, p. SH32.
Year
1850
1870
SOURCE: E.A. Wrigley, Population and History
(based on data for parts of Western Europe
and the United States)
Scientists
Reading and Note Taking
Study Guide
■
Average Life Expectancy in Selected
Industrial Areas, 1850–1910
Thomas Edison—electric light bulb
Gottlieb Daimler—automobile
Key Events of the Industrial Revolution
Section 1, pp. 298–299, 302; Section 2,
p. 308; Section 3, pp. 316–318;
Section 4, pp. 319–320, 322
Have students access Web Code nbp2151 for this chapter’s
timeline, which includes expanded
entries and additional events.
■ Life Expectancy in the
Industrial Age
Inventors/Developers
Impact of the Industrial Revolution
Section 1, pp. 298–304; Section 2,
pp. 305–309; Section 3, pp. 312–315
■
For: Self-test with vocabulary practice
Web Code: nba-2151
Henry Bessemer—steel processing
Michael Faraday—dynamo
Life Expectancy in the Industrial Age
Section 2, pp. 305–306
For additional review, remind
students to refer to the
Progress Monitoring Online
■ Key People
Have students use the Quick Study
Guide to prepare for this chapter’s
test. Students may wish to refer to
the following pages as they review:
Key People
Section 1, pp. 300–303; Section 2,
pp. 305–306; Section 3, pp. 314, 316–
318; Section 4, pp. 319–323
■
Quick Study Guide
9
Quick Study Guide
■
Page 324 Friday, January 26, 2007 4:44 PM
William Wordsworth—romantic writer
Lord Byron—romantic writer
Ludwig van Beethoven—romantic composer
Charles Dickens—realist writer
Émile Zola—realist writer
Gustave Courbet—realist painter
Urbanization
• Advances in medicine
and science
• Population growth
due to falling
death rates
• Higher standard
of living
Social Structure
• Three social
classes emerge
• Middle class expands
• Rise of urban
working class
• Reform movements
grow
• Public education
expands
Claude Monet—impressionist painter
Edgar Degas—impressionist painter
Vincent van Gogh—postimpressionist painter
■ Key Events of
the Industrial
Revolution
Chapter Events
Global Events
Early 1800s
Romanticism begins
to shape Western art
and literature.
1800
1807
First factories open
in Belgium, setting
off the Industrial
Revolution on the
European continent.
1815
1839
French inventor
Louis Daguerre
perfects an
effective method
of photography.
1830
1819
Simón Bolívar
establishes Gran
Colombia.
When students have completed their
study of the chapter, distribute Chapter
Tests A and B.
1845
1842
The Treaty of Nanjing
gives Britain trading
rights in China.
Teaching Resources, Unit 3,
pp. 15–20
Solutions for All Learners
L1 Special Needs
For Progress Monitoring Online,
refer students to the Self-test with
vocabulary practice at Web Code
nba-2151.
324
L2 Less Proficient Readers
For students acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
Adapted Note Taking, pp. 104, 106, 108, 110
Adapted Section Summaries, pp. 105, 107, 109, 111
L2 English Language Learners
For Spanish-speaking students:
Spanish Reading and Note Taking
Study Guide
Spanish Note Taking, pp. 104, 106, 108, 110
Spanish Section Summaries, pp. 105, 107, 109, 111
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■ Cumulative Review
■ Connections to Today
Record the answers to the questions below on your
Concept Connector worksheets.
1.
1.
Science Compare the changes that took place during the
Scientific Revolution of the 1500s and 1600s to the scientific
ideas of the late 1800s. Think about the following:
• how new discoveries changed the way that people
viewed the world during each period
• how religious leaders responded during each period
2.
Technology During the High Middle Ages, an agricultural
revolution brought about great change. Create a chart comparing the technological changes that took place from about
1000 to 1300 to the changes that took place during the
Industrial Revolution. Think about the following:
• the introduction of new technology
• how new technology sparked economic growth
• how new technology changed peoples lives
2.
3.
Technology How did the second phase of the Industrial
Revolution during the late 1800s differ from the first phase
during the early 1800s? Create a chart comparing the two
phases in terms of these factors:
• countries involved
• changes in transportation
• changes in communication
• sources of energy/power
• major inventions
4.
Economic Systems The revival of trade during the High
Middle Ages resulted in a commercial revolution. Hundreds
of years later, the Industrial Revolution brought about
changes in business. In what ways were the changes during
the two periods similar? Think about the following:
• new business practices
• role of guilds and labor unions
1859
Charles Darwin publishes
On the Origin of Species.
Many religious leaders
denounce his theory of
evolution.
1860
1869
Germany
legalizes
labor unions.
Belief Systems: Social Darwinism British philosopher
and Social Darwinist Herbert Spencer coined the phrase
“survival of the fittest,” meaning that the strong grow in
power and influence over the weaker members of society.
Social Darwinists promoted the beliefs that the group was
more important than the individual, and that privileged,
powerful people had the right to make decisions about those
whom they believed were inferior.
These ideas had horrific consequences for people of color
throughout the world. For example, they led to unethical
medical experimentation, abuse of the mentally ill, and
countless acts of violence toward people of “different” religions, races, and ethnicities. To what degree do you think
Social Darwinism is still a part of our culture today?
1903
Wilbur and Orville
Wright conduct tests
of their airplane at
Kitty Hawk,
North Carolina.
1875
1861
Tsar Alexander II
emancipates
Russian serfs.
Technology: Power Outage In August 2003, people in
Canada and the northeastern part of the United States found
out just how much their lives depend on electricity. When an
energy plant unexpectedly shut down, it led to the largest
power outage in North America’s history—more than
50 million people were left in the dark.
Lights and elevators stopped working in skyscrapers, and
workers had to carefully make their way down darkened
stairways. Others were trapped on trains or stuck in traffic
jams caused by inoperable traffic lights. Airports experienced
extended delays. Business slowed because Internet servers
were not functioning properly, phone systems crashed, computerized cash registers could not ring up sales, and ATMs
went down. With today’s linked power grids, the possibility
of more massive blackouts that disrupt the lives of millions of
people across county, state, and international lines is very
real. What economic effects might a power outage have?
1890
1884
European nations
carve up Africa at
the Berlin Conference.
For: Interactive timeline
Web Code: nbp-2151
Cumulative Review
1. Responses should show direct comparisons between both time periods and
should note the shift in scientific thinking, which began to encourage investigation and experimentation but alarmed
religious leaders with new theories.
2. Charts should compare the technological changes of the High Middle Ages
with those of the Industrial Revolution.
They should include inventions as well
as ways new technology led to increased
production and economic growth. They
should also mention technological
breakthroughs, such as electricity, that
changed peoples’ lives.
3. Charts should list countries involved;
new modes of transportation and
changes in communication; the shift
from coal-driven power to electric; and
major inventions.
4. Responses should highlight similarities
between the two periods including new
business practices such as wage protection and the similarities between
guilds and labor unions such as government regulation.
Connections to Today
1905
1898
Spanish-American
War is fought.
Tell students that the main concepts for
this chapter are Technology, Science, and
Economic Systems and then ask them to
answer the Cumulative Review questions on this page. Discuss the Connections to Today topics and ask students to
answer the questions that follow.
1914
The Panama
Canal opens.
1. Student responses might mention such
things as a decrease in production or
sales in industries that rely heavily on
electricity.
2. Responses should provide evidence and
indicate to what degree students think
that Social Darwinism affects social
L3
attitudes today.
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Use the following study guide resources to help
students acquire basic skills:
Adapted Reading and Note Taking
Study Guide
Adapted Concept Connector, pp. 264, 309, 313
L2 English Language Learners
Use the following study guide resources to help
Spanish-speaking students:
Spanish Reading and Note Taking
Study Guide
Spanish Concept Connector, pp. 264, 309, 313
For additional review of this
chapter’s core concepts, remind
students to refer to the
Reading and Note Taking
Study Guide
Concept Connector, pp. 256, 290, 293
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Chapter Assessment
Chapter Assessment
Terms, People, and Places
Terms, People, and Places
Critical Thinking
Choose the italicized term in parentheses that best
completes each sentence.
1. A (dynamo/cartel) is a machine that generates electricity.
2. Business owners sell (corporations/stock), or shares in their
companies, to investors.
3. (Racism/Germ theory) is the belief that one racial group is
superior to another.
4. The (cult of domesticity/standard of living) measures the quality and availability of necessities and comforts in a society.
5. A self-help group to aid sick or injured workers is called a
(social gospel/mutual-aid society).
6. (Impressionism/Realism) attempted to represent the world as
it was.
14. Geography and History How did technology affect the
movement of people and goods in the 1800s and in the early
1900s?
15. Identify Point of View How might each of the following
have viewed the Industrial Revolution: (a) an inventor, (b) an
entrepreneur, (c) a worker?
16. Draw Conclusions Do you think women’s lives improved
as a result of the Industrial Revolution? Why or why not?
17. Draw Inferences Referring to Oliver Twist, Dickens wrote
that “to show [criminals] as they really are, for ever skulking
uneasily through the dirtiest paths of life . . . would be a
service to society.” How does his claim reflect the goals of
realism?
18. Summarize How would you describe Victorian middle-class
values?
19. Demonstrate Reasoned Judgment Some historians
have suggested that we are now in a third phase of the
Industrial Revolution, characterized by information technology and computers. Do
you agree or disagree?
Explain the reasons for
your answer.
20. Analyzing Visuals
Which artistic movement of the 1800s
does Cathedral of
Rouen, Afternoon
(right) by Claude
Monet reflect: romanticism, realism, or
impressionism? Explain
your reasoning.
1. dynamo
2. stock
5. mutual-aid
society
3. Racism
6. Realism
4. standard of
living
Main Ideas
7. Sample: New technology, such as electricity, sparked industrial growth and
made production faster and less
expensive. New forms of transportation moved people and goods farther
and faster. The telegraph and telephone connected people quickly over
great distances.
8. New technologies required the investment of more money; big, powerful
corporations allowed more people to
invest in business.
9. Improved: safety increased, police and
fire departments were better organized, disease declined, standard of
living rose. Worsened: neighborhoods
were overcrowded, the number of
slums increased.
10. Before the Industrial Revolution,
nobles and peasants made up the two
main social classes, and their roles
were defined by their relationship to
the land. By the late 1800s, a large
middle class had emerged.
11. that all atoms were alike, the age of
Earth, and biblical accounts of creation
12. Romantics emphasized freedom, imagination, and emotion. Realists focused
on ordinary subjects, the harsh side of
city life, and the ills of the time.
Chapter Focus Question
13. New technology caused massive
industrial growth and brought about
the rise of the cities. Three distinct
social classes emerged. As big business boomed, it employed thousands
of workers, controlled the markets of
entire industries, and enabled more
people to invest in business.
Critical Thinking
14. Sample: New developments made it
possible for people to move from one
country to another and from rural to
urban areas more easily.
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Main Ideas
Section 1 (pp. 298–304)
7. Describe the impact of new technology on industry, transportation, and communication.
8. Why did big businesses emerge during the Industrial Revolution?
Section 2 (pp. 305–309)
9. How did the Industrial Revolution improve city life? How did
it make city life worse?
Section 3 (pp. 312–318)
10. How did the Industrial Revolution influence the class structure of Western Europe?
11. What existing beliefs did new scientific theories challenge?
Section 4 (pp. 319–322)
12. How did artists, composers, writers, and others respond to
industrialization?
Chapter Focus Question
13. What were the technological, social, and economic effects of
the Industrial Revolution?
● Writing About History
Writing a Problem-Solution Essay The second
Industrial Revolution ushered in a period of great
change to the modern world. But it brought with it
problems that people had not experienced before, such
as hardships in cities and powerful monopolies controlling big business. Write a problem-solution essay about
one of these topics or choose your own topic relating to
the content in this chapter.
Prewriting
• Choose the topic that interests you most. If you have
a personal interest in a problem and its solution, your
essay will be easier to develop.
• Narrow your topic.
• Make a list of details, facts, and examples that proves
there is a problem. Then, identify the specific parts of
your solution.
Drafting
• Develop a working thesis and choose information to
support it.
• Organize the paragraphs in a logical order so that
readers can understand the solution you propose.
Revising
• Use the guidelines for revising your essay on
page SH12 of the Writing Handbook.
15. Sample: (a) as an opportunity to use creativity (b) as an opportunity for investment and profit (c) as an opportunity for
an improved standard of living
18. Values included a strict code of etiquette
and respectability.
16. Sample: Yes. Women in some countries
won the right to vote and the right to get
an education.
20. Impressionism; answers include the use
of individual brush strokes and natural
light.
17. By portraying the criminal world, he may
inspire society to solve the problem.
19. Students should support their opinion
with relevant evidence.
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Document-Based Assessment
Birth of the Modern City
Document-Based
Assessment
Document C
The birth of the modern city helped to define the Industrial
Age. The documents below show that the modern city represented progress, but not without costs.
■
To help students understand the
documents on the page, give them the
following TIP: As you study each
document, write down at least one
main idea from it. Use captions on
photographs, and titles on maps,
charts, and graphs to help you.
■
To provide students with further
practice in answering DocumentBased Assessment Questions, go to
Document-Based Assessment,
pp. 66–78
■
If students need more instruction on
drawing inferences and conclusions,
have them read the Skills Handbook,
p. SH38.
Population of Major Cities
City
1850
1900
Document A
Berlin, Germany
419,000
1,889,000
“The first shock of a great earthquake had, just at that period,
rent the whole neighborhood to its center. Traces of its course
were visible on every side. Houses were knocked down;
streets broken through and stopped; deep pits and trenches
dug in the ground; enormous heaps of earth and clay thrown
up; buildings that were undermined and shaking, propped by
great beams of wood. . . . In short, the yet unfinished and
unopened Railroad was in progress; and, from the very core
of all this dire disorder, trailed smoothly away, upon its
mighty course of civilization and improvement.”
London, England
Moscow, Russia
2,685,000
365,000
6,586,000
989,000
696,000
3,437,000
1,053,000
2,714,000
New York,
United States
Paris, France
SOURCE: International Historical Statistics
Document D
Brooklyn Bridge, 1883
—from Dombey and Son by Charles Dickens
Document B
Selected Inventions, 1824–1911
Cement
Locomotive
1824
1830
Dynamite
Telephone
1866
1876
Cash register
Electric trolley car
1879
1884–1887
Steel alloy
Self-starting auto
1891
1911
SOURCE: The World Almanac, 2004
Analyzing Documents
Use your knowledge of the industrial age and Documents A, B, C, and D to answer questions 1–4.
1.
The cause of the earthquake described in Document A was
A an underground fault in London.
B poorly constructed tall buildings.
C construction of a railroad.
D deep pits and trenches in the ground.
3.
Which trend does Document C illustrate?
A the shift in population from Europe to the United States
B the shift in population from East Coast to West Coast
C the increase in population of cities
D the decrease in rural population
2.
Which inventions from Document B had the most impact on
New York City at the time Document D was created?
A trolley cars, steel alloy, cash registers
B dynamite, telephones, cash registers
C cement, locomotives, telephones
D cement, locomotives, dynamite
4.
Writing Task What were the most significant features of
the modern city? Why? Use the information from Documents
A through D, as well as what you’ve learned in this chapter,
to support your opinion.
● Writing About History
As students begin the assignment, refer them to
page SH10 of the Writing Handbook for help in
writing a problem-solution essay. Remind them of
the steps they should take to complete their assignment, including prewriting, drafting, and revising.
For help in revising, remind them to use the guidelines on page SH12 of the Writing Handbook.
Students’ problem-solution essays should focus
on a narrow topic that they can address effectively
in their essay. They should develop a working thesis
with specific details and examples to support it.
Their essays should show evidence of thoughtful
organization and be free of grammatical and spelling errors. For scoring rubrics for writing assignments, see Assessment Rubrics, p. 8.
Answers
1. C
2. B
3. C
4. Responses should show a clear understanding
that innovations shaped the modern city
and should use specific evidence from the
documents and the chapter to support
students’ conclusions.
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