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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
Chapter Summary
Chapter Assessment
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Key Events
As you read this chapter, look for the key
events in the development of mass society. 
• The Second Industrial Revolution resulted
in changes in political, economic, and
social systems. 
• After 1870, higher wages and improved
conditions in cities raised the standard of
living for urban workers. 
• The late 1800s and early 1900s were a
time of political conflict that led to the
Balkan crises and, eventually, World War I.
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Key Events
As you read this chapter, look for the key
events in the development of mass society.
• New discoveries radically changed
scientific thought, art, architecture, and
social consciousness between 1870 and
1914.
The Impact Today
The events that occurred during this time
period still impact our lives today. 
• Because of poor working conditions, labor
unions were organized to fight for
improvements. Millions of workers are
members of various unions today. 
• Many of the inventions produced during
this time, such as telephones and
automobiles, are still used today.
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Chapter Objectives
After studying this chapter, you should be
able to: 
• describe the Second Industrial
Revolution. 
• discuss the roles played by inventive
individual geniuses such as Guglielmo
Marconi, Alexander Graham Bell, and
Michael Faraday. 
• understand how the development of new
ideas such as socialism, modern physics,
and psychology affected people’s lives. 
• discuss important cultural developments
between 1870 and 1914.
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The Growth of Industrial Prosperity
Main Ideas
• New sources of energy and consumer products
transformed the standard of living for all social
classes in many European countries. 
• Working-class leaders used Marx’s ideas
to form socialist parties and unions. 
Key Terms
• bourgeoisie 
• dictatorship 
• proletariat
• revisionist

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The Growth of Industrial Prosperity
People to Identify
• Thomas Edison 
• Guglielmo Marconi 
• Alexander Graham
Bell 
• Karl Marx 
Places to Locate
• Netherlands 
• Portugal 
• Austria-Hungary 
• Russia
• Spain 
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The Growth of Industrial Prosperity
Preview Questions
• What was the Second Industrial Revolution? 
• What were the chief ideas of Karl Marx?
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The Growth of Industrial Prosperity
Preview of Events
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After selling his Carnegie Steel Company
for $250 million in 1901, steel magnate
Andrew Carnegie devoted himself to
philanthropy. Ultimately, he set aside
about $350 million for charitable
foundations, many of them related to
education. In an 1899 article entitled
“Wealth,” Carnegie wrote that a “man
who dies rich dies disgraced.”
The Second Industrial
Revolution
• Westerners in the 1800s worshiped
progress due to the amazing material
growth from the Second Industrial
Revolution. 
• Steel, chemicals, electricity, and oil
were the new industrial frontiers.
(pages 615–618)
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The Second Industrial
Revolution (cont.)
• Between 1870 and 1914 steel replaced
iron. 
• New methods for shaping steel made
it possible to build lighter, smaller, and
faster machines, engines, railroads,
and more. 
• By 1913 Great Britain, France, Belgium,
and Germany were producing an
astounding 32 million tons of steel a year.
(pages 615–618)
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The Second Industrial
Revolution (cont.)
• The new energy form of electricity was
quite valuable because it was convertible
into heat, light, or motion. 
• By 1910 hydroelectric power stations
and coal-fired steam generating plants
allowed houses and factories to have
a single, common power source.
(pages 615–618)
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The Second Industrial
Revolution (cont.)
• Electricity gave birth to many inventions,
such as the light bulb invented by
Thomas Edison in the United States
and Joseph Swan in Great Britain. 
• A revolution in communications was
ushered in when Alexander Graham Bell
invented the telephone (1876) and
Guglielmo Marconi sent the first radio
waves across the Atlantic (1901).
(pages 615–618)
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The Second Industrial
Revolution (cont.)
• By the 1880s streetcars and subways
powered by electricity appeared in
European cities. 
• Electricity also changed the factory. 
• With electric lights factories never had
to stop production. 
• The development of the internalcombustion engine provided a new power
source for transportation and new kinds of
transportation–ocean liners, airplanes,
and the automobile.
(pages 615–618)
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The Second Industrial
Revolution (cont.)
• Increased sales of manufactured goods
caused industrial production to grow. 
• Wages increased after 1870. 
• Reduced transportation costs caused
prices to fall. 
• Urban department stores put many
consumer goods up for sale.
(pages 615–618)
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The Second Industrial
Revolution (cont.)
• Some European countries did not benefit
from the Second Industrial Revolution. 
• Great Britain, the Netherlands, Belgium,
France, and other countries had a high
standard of living. 
• Spain, Portugal, Russia, AustriaHungary, the Balkans, and southern Italy
were agricultural and much less wealthy. 
• They provided the industrialized nations
with food and raw materials.
(pages 615–618)
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The Second Industrial
Revolution (cont.)
• There developed a true world economy in
Europe. 
• Europeans were receiving goods from all
corners of the world. 
• European capital was invested abroad to
develop railroads, power plants, and other
industrial projects. 
• Europe dominated the world economy by
1900.
(pages 615–618)
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The Second Industrial
Revolution (cont.)
World history saw the emergence of the
“global economy” in the 1990s. What is the
global economy, and how is it different from
the world economy that emerged from the
Second Industrial Revolution?
Possible answer: One change is the
tremendous advances in communication
and the exchange of information.
(pages 615–618)
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Organizing the Working Classes
• Industrial workers formed socialist political
parties and unions to improve their
working conditions. 
• Karl Marx developed the theory they were
based on. 
• In 1848, Karl Marx and Friedrich Engels
published The Communist Manifesto. 
• They were appalled by industrial working
conditions and blamed capitalism. 
• They proposed a new social system. 
• One form of Marxist socialism was
eventually called communism.
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(pages 618–619)
Organizing the Working Classes (cont.)
• Marx believed world history was a history
of class struggle between the oppressing
owners of the means of production and
the oppressed workers. 
• The oppressors controlled politics and
government. 
• Government was an instrument of the
ruling class.
(pages 618–619)
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Organizing the Working Classes (cont.)
• Marx believed that society was
increasingly dividing between the
bourgeoisie (middle-class oppressors)
and the proletariat (working-class
oppressed), each hostile to the other. 
• Marx predicted the conflict would result in
a revolution in which the proletariat would
violently overthrow the bourgeoisie and
form a dictatorship (a government in
which a person or group has absolute
power). 
• The revolution would ultimately produce a
society without classes and class conflict.
(pages 618–619)
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Organizing the Working Classes (cont.)
• Working-class leaders formed parties
based on Marx’s ideas. 
• The German Social Democratic Party
(SPD), which emerged in 1875, was
the most important. 
• SPD delegates in the parliament worked
to pass laws for improving conditions of
the working class. 
• The SPD became Germany’s largest
party in 1912 when it received four million
votes.
(pages 618–619)
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Organizing the Working Classes (cont.)
• Socialist parties emerged in other
European states. 
• In 1889, various socialist leaders formed
the Second International, an association
of socialist groups dedicated to fighting
worldwide capitalism. 
• Marxist parties divided over their goals,
however. 
• Pure Marxists looked to overthrow
capitalism violently.
(pages 618–619)
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Organizing the Working Classes (cont.)
• Other Marxists, called revisionists,
rejected this revolutionary program
and argued to work with other parties
for reforms. 
• Democratic rights would help workers
achieve their goals.
(pages 618–619)
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Organizing the Working Classes (cont.)
• Trade unions also worked for evolutionary,
not revolutionary, change.
• In Great Britain in the 1870s unions won
the right to strike. 
• Trade union workers used the strike to
achieve other reforms. 
• By 1900 two million workers were in British
trade unions. 
• By 1914 there were four million, and trade
unions had made great progress in many
European countries toward improving
conditions for the workers.
(pages 618–619)
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Organizing the Working Classes (cont.)
From what you know of the history of the
twentieth century, would you say the
revolutionary approach or the revisionist
approach did more for industrial workers?
Possible answer: Given the horrors that
many suffered under revolutionary
Communist leaders such as Stalin and
Mao, a good case can be made that
democratic socialist reform was more
effective.
(pages 618–619)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. the working class
A. bourgeoisie
__
D 2. a Marxist who rejected the
revolutionary approach,
believing instead in
evolution by democratic
means to achieve the goal
of socialism
B. proletariat
__
A 3. the middle class, including
merchants, industrialists,
and professional people
__
C 4. form of government in which
a person or small group has
absolute power
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C. dictatorship
D. revisionist
Checking for Understanding
Explain how Marx’s ideas came to
directly impact society.
Socialist parties formed based on
Marx’s ideas. They worked to pass
laws to improve conditions for the
working class. Some socialist parties
became very powerful.
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Checking for Understanding
List the European nations that were
still largely agricultural in 1900.
Southern Italy, most of AustriaHungary, Spain, Portugal, the Balkan
kingdoms, and Russia were largely
agricultural in 1900.
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Critical Thinking
Drawing Inferences Do you think
there is a relationship between the
large number of technical innovations
made during this period and the
growing need for labor reforms and
unions?
Analyzing Visuals
Compare the photos of the two Ford
vehicles on page 616 of your textbook.
Identify the differences and
similarities.
Both vehicles have four wheels and
internal combustion engines; however,
the Explorer is larger and has an
enclosed interior.
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Close
Discuss the relationship between
progress in the Second Industrial
Revolution and the need workers
felt to organize to protect their rights.
The Emergence of Mass Society
Main Ideas
• A varied middle class in Victorian Britain
believed in the principles of hard work and
good conduct. 
• New opportunities for women and the working
class improved their lives. 
Key Terms
• feminism 
• literacy
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The Emergence of Mass Society
People to Identify
• Amalie Sieveking 
• Florence Nightingale
• Clara Barton 

• Emmeline Pankhurst 
Places to Locate
• London 
• Frankfurt
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The Emergence of Mass Society
Preview Questions
• What were the chief characteristics of the
middle class in the nineteenth century? 
• How did the position of women change between
1870 and 1914?
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The Emergence of Mass Society
Preview of Events
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After finishing his work on Central Park,
Frederick Law Olmstead went on to a
highly successful career designing other
city parks, including spaces in Detroit,
Washington, D.C., and Boston. He was
also influential in the 1890 designation of
the California mountain region of
Yosemite as a permanent national park.
The New Urban Environment
• By the end of the nineteenth century,
mass society had emerged, and the
concerns of the majority–the lower
classes–were important. 
• This change coincided with the growth
of cities. 
• Between 1800 and 1900, the population
in London grew from 960,000 to
6,500,000.
(pages 621–622)
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The New Urban Environment (cont.)
• Cities grew because of rural migration to
the urban centers. 
• Lack of jobs in the country and the
improvement of living conditions in the
cities led to this rural migration in the
second half of the nineteenth century. 
• Following the advice of urban social
reformers, city governments created
boards of health to improve the quality
of housing. 
• Medical officers and other officials
inspected the buildings for public health
(pages 621–622)
hazards.
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The New Urban Environment (cont.)
• Essential to the public health of the
modern European city were clean water
and proper sewage systems. 
• A system of dams, reservoirs, aqueducts,
and tunnels provided the water. 
• Beginning in the 1860s, heaters made
regular hot baths available to many
people.
(pages 621–622)
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The New Urban Environment (cont.)
• Sewage treatment was improved by
massive building of underground pipes
that took the waste out of the city. 
• Frankfurt (Germany) began its program
for sewers with a lengthy public campaign
featuring the slogan “from the toilet to the
river in half an hour.”
(pages 621–622)
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The New Urban Environment (cont.)
What is the major instrument of mass
society and culture now?
Possible answer: Media is the major
instrument of mass society and culture.
(pages 621–622)
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Social Structure of Mass Society
• Even though most people after 1871
enjoyed a rising standard of living, great
poverty remained in the West. 
• Several middle-class groups existed
between the few who were rich and
the many who were poor.
(pages 622–624)
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Social Structure of Mass Society (cont.)
• A wealthy elite made up 5 percent of
European society. 
• It controlled up to 40 percent of the
wealth. 
• The aristocratic and upper middle class
members of the elite included most
government and military leaders. 
• Marriage sometimes served to unite these
two groups.
(pages 622–624)
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Social Structure of Mass Society (cont.)
• The middle class included lawyers,
doctors, members of the civil service,
engineers, scientists, and others. 
• Beneath this solid middle class was
a lower middle class of shopkeepers,
traders, and prosperous peasants.
(pages 622–624)
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Social Structure of Mass Society (cont.)
• The European middle class was identified
with certain values, which it preached to
others. 
• This was especially true in Victorian
England, often considered the model
middle-class society. 
• The European middle classes believed in
hard work, which was open to everyone
and guaranteed to pay off given enough
labor.
(pages 622–624)
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Social Structure of Mass Society (cont.)
• They also were churchgoers concerned
with the moral way of doing things, which
gave rise to a genre of etiquette books
such as The Habits of Good Society.
(pages 622–624)
Social Structure of Mass Society (cont.)
• Next down on the social scale was the
working class, which made up 80 percent
of the European population. 
• It included skilled artisans, semi-skilled
laborers, and unskilled laborers, including
day laborers and domestic servants. 
• The life of urban workers improved after
1870 due to reforms in the cities, rising
wages, and lower prices. 
• Workers could even afford some leisure
activities, and strikes were leading to a 10hour workday and Saturday afternoons off.
(pages 622–624)
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Social Structure of Mass Society (cont.)
What do you think is the percentage of
contemporary American society that is
upper class and upper middle class,
middle class, and lower class?
(pages 622–624)
The Experiences of Women
• In 1800, family roles mainly defined
women. 
• Women were legally inferior to and
economically dependent on men. 
• The Second Industrial Revolution opened
the door to new jobs for women. 
• Many employers hired women as lowpaid, white-collar workers. 
• Both industrial plants and retail outlets
needed secretaries, clerks, typists,
and similar workers.
(pages 624–626)
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The Experiences of Women (cont.)
• Women took jobs in the expanding
government services in the fields of
education, social work, and health. 
• These jobs were filled mainly by workingclass women aspiring to an improved life.
(pages 624–626)
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The Experiences of Women (cont.)
• Throughout the 1800s, marriage was the
only honorable and available career for
most women. 
• However, the number of children born to
women declined as the century
progressed–the most significant
development in the modern family. 
• The birthrate declined because economic
conditions improved and people were
using more birth control. 
• Europe’s first birth control clinic opened in
Amsterdam in 1882.
(pages 624–626)
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The Experiences of Women (cont.)
• The middle-class family fostered an ideal
of togetherness. 
• The Victorians created the family
Christmas. 
• By the 1850s, Fourth of July celebrations
in the United States had changed from
wild celebrations to family picnics. 
• Many middle-class women had more
time for leisure and domestic duties.
(pages 624–626)
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The Experiences of Women (cont.)
• Working-class women had to work to keep
their families going. 
• By age nine or ten, childhood was over for
working-class children. 
• They had to go to work doing odd jobs or
become apprentices.
(pages 624–626)
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The Experiences of Women (cont.)
• By the early twentieth century, some
working class mothers could afford to
stay at home due to rising wages in
heavy industry. 
• Simultaneously, working-class families
aspired to buy new consumer products
such as sewing machines.
(pages 624–626)
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The Experiences of Women (cont.)
• Modern feminism, the movement for
women’s rights, began during the
Enlightenment. 
• The movement in the 1800s began
with a fight for the right of women to
own property.
(pages 624–626)
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The Experiences of Women (cont.)
• Women sought access to universities
and traditionally male fields of
employment as well. 
• For example, the German Amalie
Sieveking entered the medical field
by becoming a nurse. 
• She founded the Female Association
for the Care of the Poor and Sick. 
• The efforts of Florence Nightingale
during the Crimean War and of Clara
Barton during the U.S. Civil War
transformed nursing into a profession
of trained, middle-class “women in white.”
(pages 624–626)
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The Experiences of Women (cont.)
• In the 1840s and 1850s, women began
to demand equal political rights, such
as the right to vote. 
• The British women’s movement was the
most active in Europe. 
• In 1903, Emmeline Pankhurst and her
daughters founded the Women’s Social
and Political Union. 
• Its members chained themselves to
lampposts, pelted politicians with eggs,
and smashed the windows of fashionable
department stores to call attention to their
(pages 624–626)
cause.
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The Experiences of Women (cont.)
• Suffragists–people who wanted the vote
extended to all adults–believed in the
right of women to full citizenship in the
nation-state. 
• Before World War I, only a few nations
and some states in the United States
gave women the right to vote. 
• The upheavals after World War I finally
made the male-dominated governments
in the West give in on this issue.
(pages 624–626)
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The Experiences of Women (cont.)
Why would the birth rate have declined
as economic conditions improved?
One reason is that people would not
need more children to work to support
the family.
(pages 624–626)
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Universal Education
• Universal education was a product of the
mass society of the late nineteenth and
early twentieth centuries. 
• Before then, education was primarily for
the wealthy and upper middle class.
(pages 626–627)
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Universal Education (cont.)
• Between 1870 and 1914 most Western
governments began to set up statesponsored primary schools. 
• Boys and girls between the ages of 6
and 12 were required to attend. 
• States trained the teachers. 
• The first female colleges were really
teacher-training institutes.
(pages 626–627)
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Universal Education (cont.)
• One reason Western states made this
commitment to public education was
industrialization. 
• The firms of the Second Industrial
Revolution needed skilled,
knowledgeable labor. 
• Boys and girls of the working class could
aspire to fields previously not accessible
to them, such as teaching and whitecollar government jobs, if they had an
elementary education.
(pages 626–627)
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Universal Education (cont.)
• The chief motive for public education was
political. 
• Extending the right to vote called for a
better-educated public. 
• Further, primary schools instilled
patriotism. 
• People were losing their ties to region and
even religion, and nationalism gave them
a new faith.
(pages 626–627)
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Universal Education (cont.)
• Compulsory education created a demand
for teachers, most of whom were women
since the job appeared to be an extension
of the “natural role” of female nurturing. 
• Having women staff the schools made
it possible for the states to pay lower
salaries, which budget-minded
governments welcomed.
(pages 626–627)
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Universal Education (cont.)
• The increased education increased
literacy, or the ability to read. 
• Where there was universal schooling,
by 1900 most adults could read. 
• In countries like Serbia and Russia,
where there was no universal
schooling, almost 80 percent of adults
could not read in 1900.
(pages 626–627)
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Universal Education (cont.)
• Increased literacy helped spread
newspapers. 
• In London, for example, millions of
copies were sold each day. 
• Often they were sensationalistic, with
gossip and gruesome stories of crime.
(pages 626–627)
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Universal Education (cont.)
What would life be like if you could not
read?
(pages 626–627)
New Forms of Leisure
• The Second Industrial Revolution allowed
people to pursue more leisure activities. 
• These entertained people and distracted
them from the realities of their work lives.
(page 628)
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New Forms of Leisure (cont.)
• The industrial system gave people time
like evenings and weekends to pursue
fun after work. 
• Amusement parks gave people new
experiences and showed them new
technology. 
• Team sports developed, and public
transportation allowed the working
classes to attend games and other
leisure venues.
(page 628)
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New Forms of Leisure (cont.)
• The new mass leisure differed from earlier
popular culture. 
• Earlier festivals and fairs had
depended on community participation. 
• The new forms of leisure were
standardized for more passive
audiences. 
• Amusement parks and sports were
essentially big businesses designed
to make profits.
(page 628)
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New Forms of Leisure (cont.)
What are the contemporary signs that
professional sports are mainly about big
business and making profits?
Stadiums now routinely carry corporate
names; teams sell skyboxes and seat
licenses, making more and more of the
seats affordable only to businesses and
the wealthy; and ticket prices in general
have skyrocketed.
(page 628)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. the ability to read
__
A 2. the movement for
women’s rights
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A. feminism
B. literacy
Checking for Understanding
Explain what is meant by the term
universal education. How did
industrialization help propel the
movement for universal education?
Industrialization helped propel the
movement for universal education
because it mandated attendance at
state-financed schools. Industrialization
also created the need for trained, skilled
labor and better-educated voters.
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Checking for Understanding
List the explanations given in this
section for the decline in the birthrate
during the 1800s.
Better economic conditions and
increased use of birth control are
the reasons listed for the decline
in the birthrate during the 1800s.
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Critical Thinking
Explain Why have certain
occupations such as elementary
teaching and nursing historically
been dominated by women?
Certain occupations have been
historically dominated by women
because women were seen as
nurturers who cared for children
and the sick. Also, women would
work for less pay.
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Analyzing Visuals
Examine the clothing worn by the
women in the photos on pages 624,
625, and 627 of your textbook. How
have women’s fashions changed since
the late nineteenth century? How have
women’s political rights changed? In
what ways might these changes be
related?
In the nineteenth century, women wore
long, restrictive dresses. Now women’s
clothes are better suited to active
lifestyles. Western women have gained
full political rights. In the past, women
were restricted in dress and in rights.
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Close
Identify and discuss ways in which
compulsory education created career
opportunities for many women.
The National State and Democracy
Main Ideas
• The governments of western Europe were
challenged by the development of new
political parties and labor unions. 
• International rivalries led to conflicts in the
Balkans and to World War I. 
Key Terms
• ministerial
responsibility

• Duma
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The National State and Democracy
People to Identify
• Otto von Bismarck 
• Nicholas II 
• William II 
• Queen Liliuokalani
• Francis Joseph 
Places to Locate
• St. Petersburg 
• Montenegro
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
The National State and Democracy
Preview Questions
• What domestic problems did the United States
and Canada face? 
• What issues sparked the crises in the Balkans?
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The National State and Democracy
Preview of Events
Click the Speaker button to
listen to the audio again.
Louis-Napoleon’s military advisers
convinced him that the French army would
win the Franco-Prussian War in large part
because of two technical innovations: the
chassepot rifle and the newly invented
mitrailleuse, an early machine gun. In
actuality, Germany’s more numerous and
organized forces outweighed the benefits
of these innovations.
Western Europe and Political
Democracy
• As a result of the massacre of peaceful
petitioners in 1905, Czar Nicholas of
Russia faced a revolution. 
• Elsewhere, many people were loyal to
their nation-states.
(pages 629–631)
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Western Europe and Political
Democracy (cont.)
• By the late nineteenth century, progress
had been made in establishing
constitutions, parliaments, and individual
liberties in the main European states. 
• As more people won the vote, political
parties needed to create larger
organizations and find ways to appeal
to the masses.
(pages 629–631)
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Western Europe and Political
Democracy (cont.)
• In Great Britain, its two parties–the
Liberals and Conservatives–competed
with each other in passing laws that
expanded the right to vote. 
• By 1918, all males over 21 and women
over 30 could vote. 
• Political democracy was fairly well
established in Britain by the beginning
of the twentieth century.
(pages 629–631)
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Western Europe and Political
Democracy (cont.)
• Social reforms for the working class, who
followed the Liberals, soon followed. 
• The growth of trade unions, which
pursued increasingly radical goals, and
the emergence of the new Labour Party
made the Liberals fear they would lose
the support of the working class. 
• To retain the support of the workers,
the Liberals enacted social reforms like
benefits for workers in case of sickness,
unemployment, or injury on the job.
(pages 629–631)
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Western Europe and Political
Democracy (cont.)
• In France, the collapse of LouisNapoleon’s Second Empire left the
country in confusion. 
• In 1875, the Third Republic gained a
republican constitution. 
• The new government had a president and
a two-house legislature, the upper house
(Senate) being elected indirectly and the
lower house (Chamber of Deputies) being
elected by universal male suffrage.
(pages 629–631)
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Western Europe and Political
Democracy (cont.)
• A premier (prime minister) actually ran
the new French state. 
• The premier and his ministers were
responsible to the Chamber of Deputies. 
• This principle of ministerial
responsibility–the idea that the prime
minister is responsible to the popularly
elected legislative body and not to the
chief executive–is crucial for democracy.
(pages 629–631)
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Western Europe and Political
Democracy (cont.)
• France failed to develop a strong
parliamentary system because it
had a dozen political parties. 
• Nonetheless, most French people
were loyal to the Third Republic.
(pages 629–631)
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Western Europe and Political
Democracy (cont.)
• Italy emerged as a nation by 1870, but it
had little unity because of a great gulf that
separated the poor, agricultural south from
the rich, industrial north. 
• The unity of the nation was torn by turmoil
between labor and industry. 
• Universal male suffrage was granted in
1912 but did little to stop corruption and
weakness in the government.
(pages 629–631)
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Western Europe and Political
Democracy (cont.)
Besides the ones mentioned above,
what other gains did workers win in
the nineteenth and twentieth centuries?
Some other gains were the eight-hour
workday, general health insurance,
increased occupational safety regulations,
the right of collective bargaining, and
pension plans.
(pages 629–631)
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Central and Eastern Europe:
The Old Order
• Germany, Austria-Hungary, and Russia
pursued policies different from other
European nations.
(pages 631–632)
Central and Eastern Europe:
The Old Order (cont.)
• In Germany, the constitution of the
government begun by Otto von Bismarck
in 1871 provided for a two-house
legislature. 
• The lower house was the Reichstag,
which was elected on the basis of
universal male suffrage. 
• Government ministers reported to the
emperor, not to the legislature, however.
(pages 631–632)
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Central and Eastern Europe:
The Old Order (cont.)
• The emperor also controlled the armed
forces, the government bureaucracy,
and foreign policy. 
• As chancellor (prime minister), Bismarck
worked against democracy. 
• By the reign of William II (1888–1918)
and with the expansion of Germany’s
industry, cities grew and cries for
democracy increased.
(pages 631–632)
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Central and Eastern Europe:
The Old Order (cont.)
• Conservatives–landowning nobility and
big industrialists–tried to stifle the
demands for democracy by supporting a
strong foreign policy, thinking that
expansion abroad would not only increase
profits but would also distract people from
making democratic demands.
(pages 631–632)
Central and Eastern Europe:
The Old Order (cont.)
• Austria enacted a constitution after the
creation of Austria-Hungary in 1867,
but in fact the emperor, Francis Joseph,
ignored the parliamentary system. 
• He appointed and dismissed his own
ministers and enacted laws when
parliament was not in session.
(pages 631–632)
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Central and Eastern Europe:
The Old Order (cont.)
• Austria was troubled by disputes among
the nationalities under its rule–for
example, the Germans, Czechs, Poles,
and other Slavic groups. 
• These groups agitated for their own
freedom.
(pages 631–632)
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Central and Eastern Europe:
The Old Order (cont.)
• Hungary had a parliament that worked.

• It was controlled by Magyar landowners
who dominated the peasants and various
ethnic groups.
(pages 631–632)
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Central and Eastern Europe:
The Old Order (cont.)
• Nicholas II began his rule in Russia in
1894. 
• He believed in the absolute power of the
czars, but conditions were changing. By
1900, industrialization was beginning to
take off in Russia. 
• It was the world’s fourth largest producer
of steel.
(pages 631–632)
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Central and Eastern Europe:
The Old Order (cont.)
• Industrialization brought the creation of
an industrial working class and pitiful living
conditions for most of its members. 
• Socialist parties developed, and
government repression forced them
underground. 
• Revolution broke out in 1905. 
• In 1905, a massive procession of
workers went to the Winter Palace in
St. Petersburg to present a petition
of grievances to the czar.
(pages 631–632)
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Central and Eastern Europe:
The Old Order (cont.)
• Troops opened fire and killed hundreds
of demonstrators. 
• This “Bloody Sunday” caused workers
in Russia to call strikes. 
• Nicholas II granted civil liberties and
created a legislative assembly, the
Duma. 
• Within a few years, however, he again
controlled Russia through the army and
bureaucracy.
(pages 631–632)
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Central and Eastern Europe:
The Old Order (cont.)
Why did the industrial working class
often live in such miserable conditions?
Possible answer: Three possible
contributing factors are the greed of the
industrialists, the laissez-faire approach
to capitalism, and the fact that workers
for some time were not well organized.
(pages 631–632)
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The United States and Canada
• Between 1870 and 1914, the United
States became an industrial power with
a foreign empire. 
• The old South was destroyed in the
American Civil War. 
• One-fifth of the adult white male population
had been killed, and four million African
American slaves were freed. 
• A series of amendments granted African
Americans rights, but state laws took these
rights away. 
• White supremacy was in power by 1880.
(page 633)
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The United States and Canada (cont.)
• Between 1860 and 1914, the United
States shifted from an agrarian to an
industrial society. 
• Industrialization led to urbanization. 
• Over 40 percent of the population lived
in cities in 1900, and the United States
was the world’s richest nation. 
• Europeans migrated to both North and
South America in massive numbers.
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The United States and Canada (cont.)
• Problems remained. 
• The richest 9 percent of the population
owned 71 percent of the wealth. 
• Workers organized unions due to unsafe
working conditions and regular cycles of
unemployment. 
• The American Federation of Labor was
labor’s chief voice, but only 8.4 percent
of workers were members.
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The United States and Canada (cont.)
• The United States began to expand
abroad by the end of the nineteenth
century, for example in the Pacific
Samoan and Hawaiian Islands. 
• Sugar was a lucrative crop from Hawaii.

• Americans sought to gain political control
in Hawaii. 
• When Queen Liliuokalani tried to retain
control of her kingdom, the U.S.
government sent troops and deposed her,
annexing Hawaii.
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The United States and Canada (cont.)
• In 1898 the United States defeated Spain
in the Spanish-American War, gaining
Puerto Rico, Guam, and the Philippines. 
• By 1900 the United States had an empire.
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The United States and Canada (cont.)
• In 1870 the Dominion of Canada had four
provinces. 
• Unity was hard to achieve because of
distrust between the English-speaking
and French-speaking peoples. 
• Under the first French Canadian prime
minister, Wilfred Laurier, the groups
reconciled, industry boomed, and
European immigrants populated
Canada’s vast territories.
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The United States and Canada (cont.)
At the end of the nineteenth century in
the United States, 9 percent of the
population controlled 71 percent of the
wealth. Many people argue that such a
condition is fundamentally unjust. Is it?
International Rivalries
• Bismarck formed the Triple Alliance with
Austria-Hungary and Italy in 1882. 
• It was a defensive alliance against
France, whom Bismarck feared was
making anti-German alliances with other
nations. 
• In 1890 William II fired Bismarck and
pursued a foreign policy of enhancing
Germany’s power.
(pages 633–634)
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International Rivalries (cont.)
• William II dropped Germany’s treaty with
Russia. 
• In 1894 France and Russia made an
alliance. 
• Great Britain joined with France and
Russia in what was known as the Triple
Entente. 
• Europe was now divided into two
uncompromising camps. 
• Events in the Balkans moved the world
toward war.
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International Rivalries (cont.)
What development led to Germany’s
emergence as a powerful state, and
what balance did this upset?
Germany had become the strongest
military and industrial power in
continental Europe. Emperor William II
began policies to increase German
power and this upset the balance of
power created by the Congress of
Vienna in 1815.
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Crises in the Balkans
• Balkan provinces of the Ottoman Empire
had gradually gained independence over
the nineteenth century. 
• Greece, Romania, Serbia, and
Montenegro were independent by 1878. 
• Bosnia and Herzegovina were annexed
by Austria-Hungary in 1908.
(page 634)
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Crises in the Balkans (cont.)
• The Serbians opposed the annexation
because they wanted Bosnia and
Herzegovina to create a large, Slavic
nation. 
• Russia supported the Serbians in this
effort. 
• William II demanded Russia acknowledge
Austria-Hungary’s claim. 
• The result would be war if Russia did not.
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Crises in the Balkans (cont.)
• Allies of Austria-Hungary and of Russia
were determined to support the countries
on their sides. 
• In 1914, each side viewed the other with
suspicion and hostility.
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Crises in the Balkans (cont.)
What countries were allies of AustriaHungary by 1914? What countries were
allies of Russia?
Germany and Italy were allies of AustriaHungary, and Great Britain and France
were allies of Russia.
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. the idea that the prime
minister is responsible to
the popularly elected
executive body and not to
the executive officer
__
B 2. the Russian legislative
assembly
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A. ministerial
responsibility
B. Duma
Checking for Understanding
Explain how the United States became
an industrial power. What problems did
industrialization cause in the United
States, and how did people attempt to
solve some of these problems?
The United States became an industrial
power because it invested in heavy
industry. Industrialization caused
problems with the distribution of wealth,
labor unrest, and unemployment. To
help solve these problems, workers
formed unions.
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Checking for Understanding
List the series of events leading to
unrest in Russia at the turn of the
century. What were the consequences
of “Bloody Sunday”?
Poor working and living conditions,
underground socialist parties opposing
the czar, and troops opening fire on
peaceful demonstrators led to unrest in
Russia at the turn of the century. As a
result of Bloody Sunday, workers called
strikes and the czar granted civil
liberties, but the reforms were shortlived.
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Critical Thinking
Analyze Which country do you think
had a stronger democracy at the end
of the nineteenth century, France or
England? Why?
Analyzing Visuals
Examine the illustration of “Bloody
Sunday” on page 632 of your textbook.
What does the artist seem to be saying
about the events that occurred on
January 22, 1905? Does the picture
reflect a particular point of view? Where
might an illustration such as this have
been exhibited and why?
Close
Discuss why the location of the
Balkans made it unlikely that they
would be left alone in peace by the
more powerful states. Why were they
important from both military and
economic points of view?
Toward the Modern Consciousness
Main Ideas
• Innovative artistic movements during the late
1800s and early 1900s rejected traditional
styles. 
• Extreme nationalism and racism led to an
increase in anti-Semitism. 
• Developments in science changed how people
saw themselves and their world. 
Key Terms
• psychoanalysis 
• modernism
• pogrom 
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Toward the Modern Consciousness
People to Identify
• Marie Curie 
• Claude Monet 
• Albert Einstein 
• Pablo Picasso 
• Sigmund Freud 
Places to Locate
• Vienna 
• France
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Toward the Modern Consciousness
Preview Questions
• How did Einstein and Freud challenge people’s
views? 
• How did modernism revolutionize architecture?
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Toward the Modern Consciousness
Preview of Events
Click the Speaker button to
listen to the audio again.
Vincent van Gogh was an unknown artist
when he committed suicide in 1890. During
his life, his canvases were hung in only two
galleries, and only one article was written
about him. In 1993, van Gogh’s painting
Wheat Field with Cypresses sold for $57
million.
A New Physics
• Before 1914, the Enlightenment ideals of
reason, science, and progress remained
important to many Europeans.
(pages 636–637)
A New Physics (cont.)
• Science was a chief pillar of the West’s
optimism about the future. 
• Many believed science could yield a
complete picture of reality. 
• One basis of this belief was the
Newtonian, mechanical conception
of the universe. 
• In this conception, everything ran in a
machine-like, orderly fashion. 
• Matter was thought to be composed of
solid bodies called atoms.
(pages 636–637)
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A New Physics (cont.)
• The French scientist Marie Curie
discovered radium, an element that gave
off energy. 
• It appeared that atoms were worlds in
themselves, not just hard material bodies. 
• In 1905, the German-born physicist Albert
Einstein provided a new picture of the
universe. 
• His special theory of relativity stated that
space and time are not absolute but are
relative to the observer.
(pages 636–637)
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A New Physics (cont.)
• Matter and energy reflect the relativity of
space and time. 
• Matter was now believed to be energy,
an idea that led to understanding the
energies within atoms and to the Atomic
Age. 
• To some, Einstein’s relative universe took
the certainty out of the mechanical,
Newtonian universe.
(pages 636–637)
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A New Physics (cont.)
The new physics led to the development
of nuclear weapons. The United States
dropped two atomic bombs on Japan, killing
hundreds of thousands and ending World
War II. Was it moral for America to end the
war in that fashion? Why or why not?
(pages 636–637)
Freud and Psychoanalysis
• At the turn of the century, a doctor from
Vienna named Sigmund Freud proposed
groundbreaking theories about the human
mind and human nature. 
• These added to the uncertainty of the era.
(page 637)
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Freud and Psychoanalysis (cont.)
• Freud argued that human behavior is
strongly influenced by past experiences
and internal forces that people for the
most part are not aware of. 
• Painful experiences were repressed,
and then they influenced people’s
actions without their knowledge. 
• Repression began in childhood.
(page 637)
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Freud and Psychoanalysis (cont.)
• To help rid people of these repressed
unconscious forces, Freud proposed a
method called psychoanalysis. 
• Patient and therapist probe deeply into
the patient’s psyche through free
association, talking, and dream analysis
to go back to childhood and confront the
painful experiences to unlock the
repression.
(page 637)
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Freud and Psychoanalysis (cont.)
• The patient’s gaining control of the painful
experience and being released from the
unconscious control of the repression led
to healing. 
• Freud’s work gave us such concepts as
the unconscious and repression, and
eventually led to a major new profession–
psychoanalysis.
(page 637)
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Freud and Psychoanalysis (cont.)
What was Freud’s method of
psychoanalysis?
A therapist and patient probe deeply
into the patient’s memory to retrace
the chain of repressed thoughts back
to their origins.
(page 637)
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Social Darwinism and Racism
• Sometimes scientific theories were
misapplied. 
• One example is Social Darwinism.
• Racists and nationalists misapplied
Darwin’s ideas to human society. 
• Herbert Spencer of Britain was the most
popular Social Darwinist. 
• He argued that social progress comes
from the struggle for survival. 
• Some businessmen adopted this view to
explain their success, saying the poor
were just weak and lazy.
(page 638)
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Social Darwinism and Racism (cont.)
• Extreme nationalists said that nations
were in a Darwinian struggle for survival. 
• The German general Friedrich von
Bernhardi said that war was a biological
necessity for society to rid itself of the
weak and unfit.
(page 638)
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Social Darwinism and Racism (cont.)
• The combination of extreme nationalism
and racism that came out of Social
Darwinism was most evident in Germany. 
• Houston Stewart Chamberlain, a Briton
who became a German citizen, argued
that Germans were the only pure
successors of the Aryans, the supposed
original creators of Western culture, and
that Jews were the enemy of the Aryan
race.
(page 638)
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Social Darwinism and Racism (cont.)
Consider the rhetoric of contemporary
white supremacist groups. Does it have
Social Darwinist elements in it?
Possible answer: Much of this rhetoric
does have Social Darwinist elements;
for example, the emphasis on a purifying
struggle.
(page 638)
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Anti-Semitism and Zionism
• Anti-Semitism is hostility and
discrimination against Jews and a
significant feature of modern European
history. 
• Since the Middle Ages, Jews had been
portrayed as the murderers of Christ,
subjected to mob violence, and had
their rights restricted. 
• In the nineteenth century, Jews had
increasingly assumed positions within
mainstream European society. 
• The Dreyfus affair in France showed
that these gains were tenuous.
(pages 638–639)
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Anti-Semitism and Zionism (cont.)
• Alfred Dreyfus, a Jewish captain in the
French army, was accused of selling
military secrets. 
• He was sentenced to life imprisonment
even though evidence showed his
innocence and pointed to the guilt of a
Catholic officer. 
• Public outrage finally resulted in a
pardon for Dreyfus.
(pages 638–639)
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Anti-Semitism and Zionism (cont.)
• During the 1880s and 1890s, anti-Semitic
political parties sprang up in Germany
and Austria-Hungary. 
• The worst treatment was in eastern
Europe, where a majority of the world
Jewish population lived. 
• In Russia, for example, there were
organized persecutions and massacres
called pogroms.
(pages 638–639)
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Anti-Semitism and Zionism (cont.)
• To escape persecution, hundreds of
thousands of Jews emigrated to the
United States and Palestine, where
Zionists headed by Theodor Herzl
wanted to establish a Jewish homeland
and state. 
• That desire remained a dream in the
early 1900s.
(pages 638–639)
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Anti-Semitism and Zionism (cont.)
Many people explain phenomena like
anti-Semitism in part by saying it
expresses a fear of the unfamiliar. How
do you feel when you are first around a
different religion or ethnic group?
(pages 638–639)
The Culture of Modernity
• Between 1870 and 1914, many artists and
writers rebelled against traditional artistic
and literary styles, creating change
referred to as modernism.
(pages 639–641)
The Culture of Modernity (cont.)
• Nineteenth-century literature had been
dominated by naturalism. 
• Writers such as Henrik Ibsen and Émile
Zola depicted social conditions and
grappled with social issues, such as
alcoholism and urban poverty. 
• At the beginning of the twentieth century,
a group of writers known as the
symbolists caused a literary revolution by
arguing that art should be about the inner
life of people and should serve only art,
not social progress.
(pages 639–641)
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The Culture of Modernity (cont.)
• This period was one of the most
productive in the history of art. 
• Impressionism was a movement begun in
France in the 1870s, most importantly by
Claude Monet. 
• Impressionists left the studio and painted
outdoors, hoping to capture the light that
illuminated objects, rather than the objects
themselves.
(pages 639–641)
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The Culture of Modernity (cont.)
• Postimpressionism arose in France and
Europe in the 1880s. 
• Vincent van Gogh was a famous
Postimpressionist. 
• For him, art was a spiritual experience. 
• He believed color was its own kind of
language.
(pages 639–641)
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The Culture of Modernity (cont.)
• By the twentieth century, the idea that the
point of art was to accurately depict the
world had lost much of its meaning. 
• This job was given to the emerging genre
of photography. 
• Photography was widespread after
George Eastman created his first Kodak
camera in 1888. 
• Now anyone could capture reality.
(pages 639–641)
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The Culture of Modernity (cont.)
• Artists came to see their strength was in
creating reality, not mirroring it as the
camera did. 
• These artists found meaning in individual
consciousness and created modern art.
(pages 639–641)
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The Culture of Modernity (cont.)
• One of the most famous figures in modern
art was the Spaniard Pablo Picasso. 
• He began his career by 1905. 
• He created a new style, called cubism,
that used geometric designs to recreate
reality. 
• He painted objects from many different
views at once. 
• In 1910, abstract painting began with
Wassily Kandinsky, who sought to avoid
visual reality entirely.
(pages 639–641)
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The Culture of Modernity (cont.)
• Modernism in architecture gave rise to
functionalism–buildings were like products
of machines in that they should be useful. 
• In the United States, the Chicago School
architect Louis H. Sullivan designed
skyscrapers with hardly any external
ornamentation. 
• Frank Lloyd Wright was one of Sullivan’s
most successful pupils. 
• He pioneered the modern American
house.
(pages 639–641)
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The Culture of Modernity (cont.)
• Developments in music in the early
twentieth century paralleled those in
painting. 
• The Russian Igor Stravinsky’s The Rite
of Spring revolutionized classical music. 
• The audience at its 1913 Paris
performance almost rioted because the
people were so outraged by the piece’s
novel sounds and rhythms.
(pages 639–641)
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The Culture of Modernity (cont.)
How does cubism differ from the High
Renaissance style of painting?
The High Renaissance used a single
perspective to convey objective reality.
Cubism depicted beings from many
angles to show the many subjective
views one could have of them.
(pages 639–641)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
C 1. a movement in which writers A. psychoanalysis
and artists between 1870
B. pogrom
and 1914 rebelled against
C. modernism
the traditional literary and
artistic styles that had
dominated European cultural life
since the Renaissance
__
B 2. organized persecution or massacre
of a minority group, especially Jews
__
A 3. a method by which a therapist and
patient probe deeply into the patient’s
memory; by making the patient’s
conscious mind aware of repressed
thoughts, healing can take place
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Checking for Understanding
Explain why photography caused some
artists to reject realism.
Artists had tried to represent reality as
accurately as possible, but the camera
could achieve this much more
efficiently. Instead of mirroring reality,
many artists turned to creating a reality
of their own.
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Checking for Understanding
List some of the modernist movements
in art, music, and architecture and an
individual associated with each of the
movements.
In art, Monet is associated with
impressionism, van Gogh with
postimpressionism, Picasso with
cubism, and Kandinsky with abstract
expressionism. In music, Stravinsky is
associated with expressionism. In
architecture, Sullivan is associated with
functionalism.
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Critical Thinking
Analyze Why are times of political and
economic change often associated with
times of artistic change?
Artists express their reactions to these
changes in their art.
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Analyzing Visuals
Compare the painting by van Gogh on
page 640 of your textbook to other
paintings of night scenes in art history
books. Pick one such painting and tell
why you enjoy that painting either more
or less than the van Gogh painting.
Close
Write a brief paragraph explaining
which artistic movement described
in this section you found most visually
pleasing and which you like least.
Chapter Summary
Innovations in technology and production methods
created great economic, political, social, and
cultural changes between 1870 and 1914, as shown
in the chart below. The development of a mass
society led to labor reforms and the extension of
voting rights. New scientific theories radically
changed people’s vision of the world. Change also
brought conflict as tensions increased in Europe
and new alliances were formed.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
revisionists
1. The _______________
were Marxists who rejected
the revolutionary approach of pure Marxists.
Feminism
2. _______________
is the movement for gaining
women’s rights.
3. The principle by which a prime minister is directly
answerable to a popularly elected representative
ministerial responsibility
body is ____________________.
4. The _______________
Duma
is the Russian legislative
assembly.
Pogroms
5. _______________
were organized massacres of
helpless people, such as the acts against the Jews.
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Reviewing Key Facts
Culture How did Florence Nightingale
and Clara Barton transform nursing?
These women helped nurse soldiers
during the Crimean and Civil Wars.
They helped transform nursing into a
profession of trained middle-class
women.
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Reviewing Key Facts
Economics Why did American
workers organize unions?
American workers organized unions
because of labor unrest over unsafe
working conditions and regular cycles
of devastating unemployment.
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Reviewing Key Facts
Government What was the name
given to France’s government after
the adoption of a new constitution in
1875?
France’s government was called the
Third Republic after the adoption of
a new constitution in 1875.
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Reviewing Key Facts
Government Who was the emperor
of Germany at the end of the
nineteenth century?
William II was the emperor of Germany
at the end of the nineteenth century.
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Reviewing Key Facts
Culture Who was Vincent van Gogh,
and why was he important?
Vincent van Gogh was a postimpressionist artist. He believed art
was a spiritual experience and artists
should paint what they feel. He was
interested in color and believed it
could act as its own form of language.
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Critical Thinking
Evaluating Why was revisionist
socialism more powerful in western
Europe than in eastern Europe?
Revisionists believed that workers could
achieve their aims by working within
democratic systems, and western
European countries tended to have
democratic systems, while eastern
European countries tended to have
autocratic systems.
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Critical Thinking
Drawing Conclusions Was the
Revolution of 1905 in Russia a
success or a failure? Why?
Possible answers: It was a success in
that it led to reforms and the creation of
the Duma. Ultimately, it was a failure.
The reforms were short-lived, and the
czar soon curtailed the power of the
Duma.
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Analyzing Maps and Charts
Use the chart below to answer the questions on the following
slides.
Analyzing Maps and Charts
According to
the chart,
what is the
major
difference
between an autocratic and a
democratic form of government?
Autocratic government has no public
involvement in political decision
making, while democratic government
has public involvement in political
decision making.
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Analyzing Maps and Charts
How are a
constitutional
monarchy
and a
republic
similar? How
do they differ?
Both have some amount of public
involvement in government, but a
republic has more public involvement
than a constitutional monarchy.
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Analyzing Maps and Charts
Where was
direct
democracy
practiced in
1900? Which
earlier civilizations also practiced
direct democracy?
Switzerland practiced direct
democracy in 1900. The city-states
of classical Greece and the Roman
Republic also practiced direct
democracy.
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Standardized Test Practice
Directions: Choose the best answer to the following
question.
The emergence of different factions in the Balkan Peninsula
at the end of the nineteenth century was a result of
F shifting power as the Ottoman Empire waned.
G Serbia’s dominance of the region.
H America’s victory in the Spanish-American War.
J Nicholas II of Russia’s repressive regime.
Test-Taking Tip This question asks you for a cause.
Because causes always happen before effects, think
about which answer choices happened before the
disintegration of the Balkan Peninsula.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Economics Wages are defined as the payments
made to labor for its contribution to the production
of wealth. In the United States, wages make up
three quarters of all payments to the factors of
production. “Real wages” refer to the purchasing
power of money wages–how much real wealth
money can but at current prices. When money
wages increase and inflation increases at the same
rate, real wages remain constant.
Economics
Science and Society
Writing
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Economics The invention of the automobile not
only created new industries, it destroyed old ones.
Identify and describe businesses that were harmed
by the automobile.
Science and Society Write an essay explaining
the causes of industrialization. Evaluate both the
short-term and the long-term impact of
industrialization on societies in the eighteenth,
nineteenth, and twentieth centuries. You may wish
to review Chapter 19 and consider the impact of
industrialization on your own life when writing this
essay.
Writing Write a capitalist manifesto that might have
been created by owners of industry. It should
emphasize the good they are doing workers,
society, and their nations in general. It should also
condemn people who would limit their economic
and political powers.
Psychology
Politics
Art
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Psychology Write your opinion of the value of
psychoanalysis on an unsigned piece of paper.
Survey the opinions of your classmates. Discuss
why some people have a high regard for this
process while others do not. What does this show
about our different social values?
Politics Many artists of the time took sides in the
Dreyfus affair. Monet and Pissarro were among the
artists believing that the charge of treason against
Captain Dreyfus, the only Jew on the General Staff
of the French army, was unfounded. Cézanne,
Rodin, Renoir, and Degas believed in Dreyfus’s
guilt.
Art Assemble copies of paintings from the period
covered in this section, identify the movement each
work represents, and point out characteristics of the
movement.
Women’s Rights
Nurses
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Women’s Rights Middle-class married women
during the industrial age benefited from domestic
help, but they had few legal rights. In England
before 1870, for example, a woman forfeited to her
husband not only her property, but also her right to
control it. A man could will his wife’s property to
someone without her consent.
Nurses Nursing was one of the few careers open to
women of the industrial age. Within your class, work
together in groups to develop biographies on Amalie
Sieveking, Florence Nightingale, Clara Barton, and
other women who made names for themselves in
the new field of nursing. Each group should
research one woman. Develop creative ways to
present your findings to the rest of the class.
Discovery of the passage around Africa in the
fifteenth century allowed a great increase in trade
between Europe and the Far East. Explain why the
internal combustion engine also had an effect on
trade in the early 1900s.
Ask your parents or other adults about the need
young people had for an education thirty years ago.
Was it possible to obtain a good job without a
diploma? What has happened to make an education
almost essential for financial success in today’s
world?
Adolf Hitler (1889–1945) is often viewed as a single,
irrational creature who used political power to
enforce his personal prejudice and hatred. Discuss
how Social Darwinism was applied in Hitler’s
childhood and youth. Discuss whether Hitler may
have become powerful partly because of
widespread, or at least influential, agreement with
his views.
Equal Distribution
Revolutions in Western Europe
Click on a hyperlink to view the corresponding slide.
A more equal distribution of income and wealth often
leads to a more equal distribution of political power.
Write an essay explaining why poor people are less
able to participate in the political process than people
who are in the middle and upper economic classes.
Compare the revolutions in western Europe between
1815 and 1848 with the events in Russia on “Bloody
Sunday.” Why were all of these events a sign of the
decline and eventual fall of the old order? Why did
this type of event take place in Russia almost a
century after a similar event happened in western
Europe?
Detecting Bias
Why Learn This Skill?
Suppose you see an ad showing two happy customers
shaking hands with a used-car salesman. The ad says, “Visit
Honest Harry for the best deal on wheels.” That evening you
see a television program that investigates used-car sales
businesses. The report says that many of these businesses
cheat their customers.
This feature can be found on page 635 of your textbook.
Detecting Bias
Why Learn This Skill?
Each message expresses a bias–an inclination or prejudice
that inhibits impartiality. Harry wants to sell cars; the
television program wants to attract viewers. Most people
have preconceived feelings, opinions, and attitudes that
affect their judgment on many topics. Ideas stated as facts
may be opinions. Detecting bias enables us to evaluate the
accuracy of information.
This feature can be found on page 635 of your textbook.
Detecting Bias
Learning the Skill
In detecting bias: 
• Identify the writer’s or speaker’s purpose. 
• Watch for emotionally charged language such as exploit,
terrorize, and cheat. 
• Look for visual images that provoke a strong emotional
response. 
• Look for overgeneralizations such as unique, honest,
and everybody.
This feature can be found on page 635 of your textbook.
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Detecting Bias
Learning the Skill
In detecting bias:
• Notice italics, underlining, and punctuation that highlight
particular ideas. 
• Examine the material to determine whether it presents
equal coverage of differing views.
This feature can be found on page 635 of your textbook.
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Detecting Bias
Practicing the Skill
Industrialization produced widespread changes in society
and widespread disagreement on its effects. Karl Marx
and Friedrich Engels presented their viewpoint on
industrialization in The Communist Manifesto in 1848.
Read the following excerpt and then answer the following
questions.
This feature can be found on page 635 of your textbook.
Detecting Bias
Practicing the Skill
“The bourgeoisie . . . has put an end to all feudal,
patriarchal, idyllic relations. It has pitilessly torn asunder the
motley feudal ties that bound man to his ‘natural superiors,’
and has left remaining no other nexus [link] between man
and man than naked self-interest, than callous ‘cash
payment.’ It has drowned the most heavenly of ecstasies of
religious fervor, of chivalrous enthusiasm . . . in the icy water
of egotistical calculation. . . . In one word, for exploitation,
veiled by religious and political illusions, it has substituted
naked, shameless, direct, brutal exploitation.”
This feature can be found on page 635 of your textbook.
Detecting Bias
Practicing the Skill
What is the purpose of this quote?
The purpose of the quote is to inflame the
reader against the bourgeoisie.
This feature can be found on page 635 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Detecting Bias
Practicing the Skill
What are three examples of emotionally
charged language?
Possible answers: Three examples of
emotionally charged language include
“pitilessly torn asunder,” “callous, ‘cash
payment,’” and “icy water of egotistical
calculation.”
This feature can be found on page 635 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Detecting Bias
Practicing the Skill
According to Marx and Engels, which is more
inhumane–the exploitation by feudal lords or
by the bourgeoisie? Why?
According to Marx and Engels, exploitation by
the bourgeoisie is more inhumane because it
is “naked, shameless, direct, brutal.”
This feature can be found on page 635 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Detecting Bias
Practicing the Skill
What bias about the bourgeoisie is expressed
in this excerpt?
Marx and Engels are extremely biased against
the bourgeoisie.
This feature can be found on page 635 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Steeplechase swimming pool at Coney Island, New York, c. 1919
Read The New Leisure on page 614 of your textbook.
Then answer the questions on the following slides.
This feature can be found on page 614 of your textbook.
How have leisure time activities changed over
the years?
This feature can be found on page 614 of your textbook.
What kinds of leisure activities do people engage
in now? Fifty years ago? One hundred years
ago?
This feature can be found on page 614 of your textbook.
How much time do you spend on leisure
activities? How much time did people spend
on leisure activities in the early 1900s?
This feature can be found on page 614 of your textbook.
How available is transportation today for those
who do not have their own automobiles,
compared to 100 years ago?
This feature can be found on page 614 of your textbook.
Click the image on the
right to listen to an
excerpt from page 620
of your textbook. Read
the information on
page 620 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 620 of your textbook.
Click the Speaker button to listen to the audio again.
Do you agree with Marx’s definition of political
power? Why or why not?
Possible answer: According to Marx and
Engels, political power is the oppression of
one class by another. They argued that in the
classless society, such oppression could not
occur. Hence, political power would be shared
equally.
This feature can be found on page 620 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Do you think Marx’s idea of a classless society
is realistic? Why or why not?
Possible answer: All totalitarian regimes
contain a ruling class.
This feature can be found on page 620 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
The New Team Sports
Sports were by no means a new
activity in the late nineteenth century.
Soccer games had been played by
peasants and workers, and these
games had often been bloody and
even deadly. However, in the late
nineteenth century, sports became
strictly organized. The English
Football Association (founded in
1863) and the American Bowling
Congress (founded in 1895), for
example, provide strict rules and
officials to enforce them.
Read the excerpt on pages 626–627
of your textbook and answer the
questions on the following slides.
This feature can be found on pages 626–627 of your textbook.
Describing What did sports offer middle-class
men of the late nineteenth century?
Sports were intended to provide excellent
training, especially for youth. Participants
developed individual skills and gained a sense
of teamwork useful for military service.
This feature can be found on 626–627 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Evaluating Why do you think spectator sports
became such a big business?
This feature can be found on pages 626–627 of your textbook.
Writing about History Write a brief essay
comparing the educational goals at your school
with those at Loretto. What are the differences
and similarities?
This feature can be found on pages 626–627 of your textbook.
The Automobile
Many new forms of
transportation were created in
the Industrial Revolution, but
none affected more people on a
daily basis than the automobile.
It was the invention of the
internal-combustion engine that
made the automobile possible.
Read the excerpt on page 616
of your textbook and answer the
question on the following slide.
This feature can be found on page 616 of your textbook.
Analyzing Why were early cars expensive?
Early cars were expensive because they were
handmade.
This feature can be found on page 614 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
The Industrial Movement
Objectives
After viewing “The Industrial Movement,” you should: 
• Know why Shropshire, England, is considered the birthplace
of the Industrial Revolution. 
• Realize the effect and impact of the two industrial
revolutions on modern life. 
• Understand how technological
revolutions can lead to social
revolutions.
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Click in the window above to view a preview of the World History video.
The Industrial Movement
How did the use of cast iron drive the first
Industrial Revolution?
New uses were found for iron, including
building and transportation. Bridges were
made of iron, and iron rails replaced wooden
ones on railroad tracks.
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The Industrial Movement
What powered the Second Industrial Revolution?
Electricity and steel powered the Second
Industrial Revolution, which resulted in
machine-made goods and improved
communication and transportation.
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Maps
European Population Growth
and Relocation, 1820
European Population Growth
and Relocation, 1900
Click on a hyperlink to view the corresponding slide.
20% or more were
living in large cities by
1870.
Germany, France,
Switzerland, Luxemburg,
Belgium, and the
Netherlands
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Industrialization and
urbanization created
the need for markets
and raw materials.
87 cents
about 2 ounces
$1.78
The diet consisted of all
meat and carbohydrates
with no fresh vegetables.
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around 1920
between 1900 and 1920
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after 1900
Postimpressionism
He believed it could act
as its own language.
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They should paint
what they feel.
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