Chapter 17 Industrialization and Nationalism (1750-1910)
Sec. 1 Latin American Revolutions
 Latin America 1800’s
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Society in Spanish America was divided among peninsulares, creoles, and mestizos.
As the creoles population grew in numbers, and wealth, they wanted a say in government.
 Uprising in Haiti
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Haiti was a French colony known as Saint Domingue.
Its population consisted of about 500,000 enslaved people of color.
After learning of the “Declaration of the Rights of Man,” the free people of color
demanded citizenship.
The wealthy French colonist resisted. The result was rebellion.
In 1794, the National Convention ended slavery in France’s colonies.
Francois-Dominique Toussaint L’ ouverture, was the leader of the revel group.
After the won their freedom, L’ ouverture was made governor-general for life of the
colony.
Napoleon seized control of France in 1799. One of his goals was to create an American
empire.
Napoleon wanted to restore slavery and put French officials in control of Saint
Domingue.
Troops were sent to invade the island but it failed.
However, L’ ouverture was captured, shipped to France, and died there in prison.
On January 1, 1804, Saint Domingue was declared independent and changed its name to
Haiti (a higher place).
 Mexican Independence
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Father Miguel Hidalgo, a Creole, began the fight.
The Enlightenment ideas of Liberty and equality inspired him.
On September 16, 1810, “El Grito de Dolores,” his call to rebellion marks the beginning
of the Mexican Revolution.
The rebel army captured several provinces and set up a government.
Land was returned to Native Americans, and slavery was ended.
Unfortunately, Hidalgo was not much of a general. In addition, the peninsulares and
creoles were frightened of Hidalgo’s policies.
They did not want to give up their wealth and power to mestizos and Native Americans.
In the fighting Hidalgo was caught. He was later tried and executed.
Another priest, Jose Maria Morelos, a mestizo, took over the fight.
By 1821 peninsulares and creoles decided to act for themselves.
With their support, Agustin de Iturbide, a Creole, came to power.
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He had the backing of rebels as well as the wealthy.
His forces defeated the Spanish, and Mexico declared its independence.
The following year, Iturbide proclaimed himself emperor.
He was overthrown in 1823, and Mexico became a republic with a government headed by
a president.
 Freeing Spanish South America
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Simon Bolivar and Jose de San Martin were major figures in the fight for independence
in Spanish South America.
Both men were creoles and were sent by their families to study in Europe.
They read many works of the Enlightenment.
They became convinced that the colonies must free themselves from Spanish rule.
Simon Bolivar returned to Venezuela, fought and succeeded in freeing his home country
in 1821.
He became present of the new republic of Gran Colombia.
Jose de San Martin returned to what is now Argentina.
He believed that freedom was not safe as long as Spanish forces remained anywhere in
South America.
In January 1817, he put together an army of volunteers and defeated the Spanish force in
the Andes.
In 1821, San Martin set out to capture Lima, the capital of the Viceroyalty of Peru, and
end Spanish control in South America.
San Martin’s forces took over Lima.
Bolivar’s forces also assisted and liberated the rest of Peru.
By 1825, all that was left of Spanish empire in the Americas were the Islands of Cuba
and Puerto Rico.
Lesson 2 The Industrial Revolution
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Until 1800, most people in Western Europe and the United States lived on farms.
During the Industrial Revolution, machines replaced hand tools in the manufacturing of
goods.
More and more people left their farms to work in factories.
 Industrial Great Britain
 The industrial Revolution began in the 1780s in Great Britain.
 There were a number of reasons why it began there. Britain at the time had all the factors
of production that were needed to succeed in changing from an agricultural to an
industrial society.
1. The country had the people needed to work in manufacturing.
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2. Britain had valuable natural resources. It had iron and coal needed to make machines
and run steam engines.
3. Britain had money to invest in railroads and factories.
4. Britain had the markets where it could sell the manufactured goods.
By the 1780s, Britain had a surplus of food. That is, it had more food than was needed
to feed the population. This forced many farm laborers off the land. They were available
to work in factories.
With more food to eat, people lived longer. They also had more children.
Discoveries about what causes diseases and how they are spread were also important.
Better sanitation and medical care were available. More people were able to avoid and
survive disease.
A large population meant there were a large number of workers available.
All of these factors contributed to the development of the Industrial Revolution.
Great Britain had a large number of very wealthy people.
Economic stability meant that people had the capital, or money, to invest in
manufacturing. Investing in new businesses like factories was one way they make huge
profits on their money.
Manufacturing depended on natural resources.
Great Britain had large amounts of two of the most important resources: coal and iron
ore.
It also had a colonial empire to supply other needed materials.
Factory owners needed markets for their products.
Britain had a growing market at home and markets in its overseas colonies.
In addition to supplying raw materials, Britain’s colonies could buy the finished goods
from Britain’s factories.
Finally, Britain was the center of a revolution in technology.
Inventors created new machines that made goods faster and cheaper than goods made by
hand.
The invention of the steam engine created a new source of energy and a revolution in
transportation.
Inventions in transportation helped move raw material and finished products more
quickly.
In 1807, Robert Fulton launched the first successful steamboat in the Unites States. Soon
ships could sail around the world without waiting for the wind.
 The Factory System
 Before people worked in factories, they worked in their own homes or in workshops.
 Cloth was made in steps by different workers in their homes, or cottage. This was known
as the cottage industry system.
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A series of inventions in the late 1700s changed the textile industry.
To speed up the production of thread, James Hargraves, in 1764, invented a new spinning
machine.
In 1782, James Watt figured out how to use the steam engine to power machines.
The next step was adding steam power to spinning and weaving machines.
The steam engines used coal for fuel. In time, water powered and steam-powered looms
replaced the weavers’ hand looms.
Machines powered by water and steam led to the factory system of production.
Most of the early spinning factories used water as their power source; they were located
along a steam or canal.
Factory owners hired workers to run the machines. They did not need skilled spinners or
weavers. Workers with few skills could be trained in a short time to operate the
machines.
Because the machines were so large, they needed many workers to operate them.
The owners even hired children to do the work.
Now large numbers of workers were brought together in the factories. There, the workers
ran endlessly whirring machines, turning out cotton cloth for world markets.
 The Spread of Industrialization
 By the mid-1800s, Great Britain was the leading industrial nation in the world. Its mines
and factories turned out half the world’s coal and manufactured goods.
 British technology spread to continental Europe and the United States.
 The technology needed to start a textile industry reached the Unites States in the early
1800s.
 Entrepreneurs in New England invested in the first textile factories.
 Entrepreneurs are people who organize, operate, and assume the risk for a new business.
 European nations were not interested in industrializing their colonies in Asian and Africa.
 The home countries wanted to keep their colonies as sources of raw materials and as
markets for manufactured goods.
 Wealthy planters and mine owners in newly independent Latin American countries were
happy to make their money selling raw materials to European businesses.
Lesson 3
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Growth of Cities
Between 1800 and 1850 the population of cities in Europe and the Unites States grew
rapidly.
Workers needed to live close to factories and mills.
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At the same time, changes in farming meant that fewer farm workers were needed.
People were being pushed out of the rural areas.
 Industrial Cities
 Between 1800 and 1850 there was a significant increase in the number and size of cities
in Europe and the Unites States. This is called urbanization.
 Living conditions in cities were terrible for workers.
 They gathered in neighborhoods near their work. These very poor, crowded
neighborhoods became known as slums.
 People lived in five- and six- story wooden apartment buildings called tenements. Whole
families crowded into many, two room apartments.
 There was no organized fire or police protection.
 Cities also had no garbage collection or sewer systems.
 Waste piled up in streets and alleys. Diseases spread quickly through these urban areas.
 It was not until the late 1800s that nations began to clean up their cities and pass laws that
regulated tenements.
 The Working Class
 Cities may have offered work, but the work paid poorly.
 The work day was long and hard. Working conditions in the new factories and mills
were dangerous.
 Factories could be boiling hot in the summer and freezing cold in the winter.
 They lacked large windows to let in fresh air and furnace to heat the rooms in winter.
 Dust in the air in textile factories sickened workers.
 Men and women worked 12- to 16- hour days. However, women were typically paid 50
percent of what men were paid.
 Children, too, worked because their families needed the money.
 Most countries did not require all children to attend school in the early 1800s. After 1833
in Great Britain, children from ages 9 to 13 could work only 9-hour work days. Children
over the age of 13 could work 12 hours a day.
 Tired workers were sometimes careless. Accidents could cost workers a finger, a hand,
an eye, or even their life.
 There was no medical insurance to pay for medical care for injured workers.
 Until the late 1800s, there were no labor unions to demand shorter working hours and
safe and healthful working conditions.
 The New Middle Class
 The Industrial Revolution created new members of the middle class. These new
members were the men who managed the new businesses.
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Middle-class families lived around the central city of working-class neighborhoods.
They had large, well built, single family homes with yards. Often, they had a servant or
two.
The wives did not work outside the home. Their job was to manage the servants, raise
the children, and make a pleasant home for their husbands when they came home from
work.
Lesson 4 Changes in Society
The way people lived changed greatly during the Industrial Revolution.
For the working classes, life became harder.
For the wealthy and well-educated, it was a time for discovery.
Discovery and invention often led to a better life for all classes.
 New Philosophies
 New philosophies of life developed during the Industrial Revolution.
 Socialism: the ownership and control of the means of production and the distribution of
the goods produced belongs to society. There is no private ownership of factories,
railroads, or any other business.
 Under socialism, all members of society share in the work and the goods produced.
 There is no capitalism, or investors who make money while other people do the work.
 The most famous socialist was Karl Marx. In 1848, he published his ideas and beliefs in
The Communist Manifesto. He predicted that the proletariat, or worker, would
overthrow the capitalist.
 His philosophy gave rise to communism and the Russian Revolution in the 20th Century.
 Social Darwinism was a philosophy based on the ideas of Charles Darwin. Darwin’s
theory was that only the strongest and best adapted animals survived.
 Darwin, however, studied animals, not humans.
 Others took his work and adapted his ideas to humans.
 Social Darwinism said that, like animals, only the fittest- or the strongest and smartestpeople grew wealthy. The poor were poor because they were stupid and lazy.
 Wealthy business owners used this argument to explain their rise to wealth and power.
 It also gave them a reason not to improve conditions for their workers.
 Rise of Labor Unions
 The horrible working conditions in factories in the 1800s led to the development of labor
unions.
 Groups of workers formed organizations to protest the conditions. They also wanted
reforms like shorter working hours, age limits for working children, and safety measures.
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The unions used strikes, or work stoppages, to pressure employers. They organized
protests and marches to make their issues known.
 Science and Literature
 Realism: the philosophy of seeing the world as it really is, influenced science, politics,
literature, and the arts after 1850.
 The rise of industrialism and inventions to make work easier and faster led to other
discoveries.
 With leisure time created by machines doing work, people had more opportunity to read,
think, and experiment.
 Inventors in the United States changed the way the world lived with their inventions.
 Alexander Graham Bell invented the telephone in 1876.
 Thomas Edison invented the light bulb in 1879.
 Louis Pasteur, a French scientist, developed a vaccine against rabies in 1885.
 Marie and Pierre Curie announced the discovery of new chemical elements in 1898.
 Many more inventions around the world made machines and discoveries that changed the
way of life of millions.
Lesson 5 Conservatives in Control
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After defeating Napoleon I at Waterloo, the rulers of Europe wanted peace and stability.
They hoped to prevent future wars, revolutions and democratic change.
At the Congress of Vienna, held in Vienna, Austrian, in 1815, they agreed to restore
power to Europe’s royal families.
These conservatives believed that the monarchy was the best form of government.
They also wanted to maintain a balance of power between Europe’s strongest nations.
 Preventing Change
 The leader of the conservatives was Prince Klemes Von Metterich of Austria.
 He wanted to keep liberals and nationalists from gaining power.
 Liberals wanted to protect people’s civil liberties, including freedom of speech, press and
assembly. They believed that governments elected by the people were best able to do
this.
 Nationalists insisted that people owed loyalty to the nation, not to a king or royal family.
They thought that each ethnic group, or nationality, should have its own government.
 Both liberals and nationalists were a threat to the existing order.
 In 1823, liberals in Spain tried to overthrow the monarchy. A French army crushed the
uprising.
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Revolts also broke out in France, Belgium, and Italy. These, too, were put down by
military force.
The year 1848 saw liberal and national uprising across Europe.
In France, liberals overthrew the monarchy and set up a Second Republic.
But the French soon replaced it with a Second Empire under Emperor Napoleon IIIsometimes referred to as Louis-Napoleon. He was the nephew of Napoleon Bonaparte.
 Unifying Italy
 While nothing happened in the 1848 uprising, Italian nationalists did not give up their
desire for a nation.
 The Italian peninsula was made up of small kingdoms.
 One of those kingdoms, Piedmont, was ruled by a king, Victor Emmanuel II.
 In 1852, he chose Camillo di Cavour as his prime minister.
 Cavour set about freeing Italian territory from Austrian control and uniting the
peninsula.
 Cavour joined Emperor Napoleon III in a military alliance.
 In 1859, the armies of France and Piedmont went to war against Austria.
 The allies won the war.
 Austria supported the governments of several northern Italian states. Nationalists in these
states were inspired by Piedmont’s success.
 They deposed, or overthrew, their rulers and joined their states with Piedmont.
 Garibaldi and His Red Shirts
 Victor Emmanuel and Cavour had united most of northern Italy.
 In the South, Giuseppe Garibaldi was building support for a single Italy.
 Garibaldi was a strong nationalist. Unlike Cavour, he did not want to see Italy become a
monarchy. He wanted an Italian republic.
 By 1860, Garibaldi had pulled together a volunteer army of 1,000 patriots. They wore
red shirts as their uniforms. As a result, they were known as the Red Shirts.
 Garibaldi and his army aided a revolt on the island of Sicily.
 When they had freed the island, the Red Shirts took the fight back to the mainland.
 Within two months, they controlled the entire kingdom.
 Garibaldi turned over control of the kingdom to Victor Emmanuel. In exchange, the king
and Cavour agree to a constitutional monarchy to govern the new nation.
 Italian forces invaded the Papal States in 1870.
 Emperor Napoleon III defended the states; however, he had to remove his troops to fight
Prussia in the Franco-Prussian War. The citizens of the Papal States voted to join the
new nation of Italy.
 Rome became its capital.
Lesson 6 The New Nation of Germany
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In 1860, there was no single German nation.
People who considered themselves German lived in Prussia, the Austrian Empire, and 39
small states ruled by princes, dukes and kings.
German nationalists were inspired by the success of Cavour in Italy.
They began to look for ways to unify the many German states. The best choice to lead
them seemed to be Prussia.
 Prussia and Bismarck
 Prussia in the early 1860s was large, wealthy, and rapidly industrializing- or developing a
strong manufacturing sector.
 Prussia had put together a trade association that negotiated trade policies between the
German states and other nations.
 What Prussia needed was someone to make unification happen. That person was Count
Otto von Bismarck.
 In 1862, Bismarck was appointed prime minister by King William I of Prussia.
 Both men strongly believed in militarism. They supported having a strong military force.
 The king had asked Parliament to raise taxes to increase the size of the army.
 The Prussian Parliament refused to go along with the king’s proposal.
 Bismarck ignored the legislature. He moved forward with the king’s plan to enlarge the
Prussian Army.
 If Parliament would not vote him new taxes, he would use money from current taxes.
 Bismarck bled the national tax revenues to build up the army.
 Building the German Empire
 Bismarck then set about using the army. He wanted to gain the regions of Schleswig and
Holstein from Denmark.
 He also wanted to drive the Austrians from German territory.
 By 1866, the Prussian army had succeeded in achieving both goals.
 The following year, Schleswig and Holstein combined to form the North German
Confederation.
 The new confederation was under Prussian domination.
 At the same time the four southern German states entered into military alliance with
Prussia.
 These states bordered France.
 Bismarck convinced them that France would try to take them over. Becoming allies of
Prussia, he argued, would protect them.
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Bismarck was convinced that France did not want s strong Germany as its neighbor.
In 1870, Bismarck pushed France into declaring war on Prussia.
The Franco-Prussian War lasted less than six months.
The Prussian army invaded France and quickly captured the French army and Napoleon
III.
The citizens of Paris held out until January 1871, but they finally surrendered.
The German states celebrated their victory over France.
In appreciation they asked William I of Prussia to become Keiser, or emperor, of a new
German Empire.
The coronation took place in the palace of Versailles, not far from Paris.
German nationalists had achieved their dream. Led by Bismarck, they had created a
single nation.
 Building German Power at Home
 The government of the new Germany had a constitution and a legislature with two
houses.
 The upper house was appointed by the rulers of the German states. The lower house was
elected by male citizens.
 The real power, however, lay with the Kaiser and with Bismarck.
 When the constitution was written, Bismarck made sure that the legislature had little
power.
 The heads of all government departments reported to the president of the upper house.
 The president was appointed by the Kaiser. For nearly 20 years, William I and then
William II appointed Bismarck to this position.
 The military and government bureaucracy reported to the Kaiser, not to the legislature.
In addition, foreign policy was controlled by the Kaiser.
 The result was an authoritarian government. All power was in the hands of the ruler.
 Although a nationalist, Bismarck became a strong conservative.
 He believed that people would not demand political rights if their basic needs were met.
As a result, once Germany was united, Bismarck focused on the economy.
 Among Bismarck’s actions was raising tariffs to protect German manufacturing. The
banking system was also strengthened.
 A few laws were passed to aid workers. Workers who were too sick or injured to work
were paid for six months. An old-age pension was set up for retired workers aged 70 and
older.
 Bismarck’s motive for these laws was to prevent workers from joining a new socialist
political party.
 Germany, like Great Britain, had coal and iron resources to fuel industrialization.
 It also had a large population, so there were plenty of workers for the growing factories.
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Like Bismarck, wealthy business owners were conservatives. They supported strong
government and militarism.
By 1910, all these factors combined to make Germany the largest industrial nation in
Europe.