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SECTION
3
Women’s suffrage banner
Standards-Based
Instruction
Standards-at-a-Glance
• History-Social Science
Students will now examine how the Industrial
Revolution brought about massive social and
cultural change.
• Analysis Skills
CS3 Students analyze how change happens
at different rates at different times;
understand that some aspects can change
while others remain the same, and
understand that change is complicated and
affects not only technology and politics but
also values and beliefs.
• English-Language Arts
Writing 2.3
3
Build Background Knowledge
Set a Purpose
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Votes for Women
Ask What is the main idea of
Pankhurst’s speech? (winning the
right to vote was crucial for women to
have a say in legislation that could
improve their lives) How does the
photo show how important the
right to vote was to these activists?
(They risked being arrested and jailed.)
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 3 Assessment answers.)
■
Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
■
Have students read this
section using the Structured Read
Aloud strategy (TE, p. T21). As they
read, have students fill in the table
describing new attitude and values.
Reading and Note Taking
Study Guide, p. 50
210 Life in the Industrial Age
AUDIO
Votes for Women
After years of peacefully protesting the British
government’s refusal to allow women to vote,
some activists turned to confrontation:
have been driven to the conclusion that only
“ We
through legislation can any improvement be
effected, and that that legislation can never be
effected until we have the same power as men
have to bring pressure to bear upon our representatives and upon Governments to give us the
necessary legislation. . . . We are here not
because we are law-breakers; we are here in our
efforts to become law-makers.
—Emmeline Pankhurst, October 21, 1908
”
Focus Question How did the Industrial Revolution
change the old social order and long-held traditions
in the Western world?
Changing Attitudes and Values
Standards Preview
L3
Ask students to read the section title
Changing Attitudes and Values and predict what some of these changes might be.
Then ask them to add to and revise their
predictions as they read.
WITNESS HISTORY
Suffragette arrested
in London, 1914
Prepare to Read
■
Page 210 Monday, July 11, 2005 11:59 AM
H-SS 10.3.2 Examine how scientific and
technological changes and new forms of energy brought
about massive social, economic, and cultural change (e.g.
the inventions and discoveries of James Watt, Eli Whitney,
Henry Bessemer, Louis Pasteur, Thomas Edison).
Terms, People, and Places
cult of domesticity
temperance movement
Elizabeth Cady Stanton
women’s suffrage
Sojourner Truth
John Dalton
Charles Darwin
racism
social gospel
Reading Skill: Identify Supporting Details As
you read, create a table listing new attitudes and
values in the left-hand column. List the supporting
details in the right-hand column.
Changes in Social Order and Values
Issue
Change
• New social order
•
• Rights for women
•
•
•
Demand for women’s rights was one of many issues that challenged the traditional social order in the late 1800s. By then, in
many countries, the middle class—aspiring to upper-class wealth
and privilege—increasingly came to dominate society.
A New Social Order Arises
The Industrial Revolution slowly changed the social order in the
Western world. For centuries, the two main classes were nobles
and peasants. Their roles were defined by their relationship to the
land. While middle-class merchants, artisans, and lawyers played
important roles, they still had a secondary position in society. With
the spread of industry, a more complex social structure emerged.
Three Social Classes Emerge By the late 1800s, Western
Europe’s new upper class included very rich business families.
Wealthy entrepreneurs married into aristocratic families, gaining
the status of noble titles. Nobles needed the money brought by the
industrial rich to support their lands and lifestyle.
Below this tiny elite, a growing middle class was pushing its
way up the social ladder. Its highest rungs were filled with midlevel business people and professionals such as doctors and scientists. With comfortable incomes, they enjoyed a wide range of
material goods. Next came the lower middle class, which included
teachers and office workers. They struggled to keep up with their
“betters.”
Vocabulary Builder
Use the information below and the following resources to teach the high-use words from this section.
Teaching Resources, Unit 2, p. 25; Teaching Resources, Skills Handbook, p. 3
High-Use Words
speculate, p. 214
controversial, p. 215
Definitions and Sample Sentences
v. to think about
They speculated about what acts would perform at the show that night.
adj. that is or can be argued about or debated
The committee made a controversial decision to close the restaurant.
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Workers and peasants were at the base of the
social ladder. In highly industrialized Britain,
workers made up more than 30 percent of the
population in 1900. In Western Europe and the
United States, the number of farmworkers
dropped, but many families still worked the
land. The rural population was higher in eastern
and southern Europe, where industrialization
was more limited.
Middle-Class Tastes and Values By midcentury, the modern middle class had developed
its own way of life. A strict code of etiquette governed social behavior. Rules dictated how to dress
for every occasion, how to give a dinner party,
how to pay a social call, when to write letters, and
how long to mourn for dead relatives.
Parents strictly supervised their children,
who were expected to be “seen but not heard.” A
child who misbehaved was considered to reflect
badly on the entire family. Servants, too, were
seen as a reflection of their employers. Even a
small middle-class household was expected to
have at least a cook and a housemaid.
The Ideal Home Within the family, the division
of labor between wife and husband changed. Earlier, middle-class women had helped run family
businesses out of the home. By the later 1800s,
most middle-class husbands went to work in an
office or shop. A successful husband was one who
earned enough to keep his wife at home. Women
spent their time raising children, directing servants, and doing religious or charitable service.
Books, magazines, and popular songs supported a cult of domesticity that idealized
women and the home. Sayings like “home,
sweet home” were stitched into needlework and
hung on parlor walls. The ideal woman was seen
as a tender, self-sacrificing caregiver who provided a nest for her children and a peaceful refuge for her husband to escape from the
hardships of the working world.
This ideal rarely applied to the lower classes.
Working-class women labored for low pay in
garment factories or worked as domestic servants. Young women might leave domestic service after they married, but often had to seek
other employment. Despite long days working
for wages, they were still expected to take full
responsibility for child care and homemaking.
INFOGRAPHIC
Teach
A New Social Order Arises
H-SS 10.3.2
L3
Instruct
■
Introduce Explain that the growth of
industry brought the rise of a large
middle class. Ask Who made up the
middle class? (business people and
professionals, as well as teachers, office
workers, shopkeepers, and clerks)
■
Teach Ask How did the division of
labor in middle-class households
change? (Most husbands went to work
in an office or shop, while most wives
stayed at home to raise their children.)
Did the same division of labor
happen in the working class? (No,
working-class men and women both
had to work in order to earn a living.)
■
Quick Activity Direct students to the
Infographic on this page. Ask them to
discuss the similarities between the
two images and what these similarities
suggest.
Tin toys (at right and below), about 1890
During the Industrial Age, the middle-class nuclear family lived
in a large house with a parlor like the one above, or perhaps in
one of the new apartment houses. Rooms were crammed with
large overstuffed furniture, and paintings and photographs lined
the walls. Clothing reflected middle-class tastes for luxury and
respectability. For the first time, women began spending more
time buying household items than producing them. Women
shopped at stores and through mail-order catalogs (below) that
were geared toward attracting their business.
Independent Practice
Link to Literature To help students
better understand the social distinctions
between the British middle and upper
classes, have them read the excerpt from
Jane Austen’s Pride and Prejudice and
complete the worksheet.
Teaching Resources, Unit 2, p. 30
Monitor Progress
Thinking Critically
1. Analyze Visuals How do these
images reflect a cult of domesticity?
2. Make Comparisons Compare and
contrast the women in these two
images. How are they similar? How
are they different? H-SS 10.3.2
Standards Check How had the social order
changed by the late 1800s? H-SS 10.3.2
As students fill in their tables, circulate
to make sure they understand how a new
social order developed out of the Industrial Revolution. For a completed version
of the table, see
Note Taking Transparencies, 22
Answers
History Background
The Proper Victorians In England, the period
from 1836 to 1901 is known as the Victorian Era because
Queen Victoria’s long reign spanned those years. Middleclass Victorians had a strict code of manners.
■ In respectable Victorian homes, fabric drapes concealed piano legs, which, like people’s legs, were
considered immodest if shown.
■
A widow was expected to dress in black from head
to toe and to never remarry. In contrast, a widower
wore a black crepe band around his hat or sleeve
and was expected to find a new wife quickly.
■
Wealthy businessmen wore knee-length frock coats
and silk top hats to the office.
■
Women wore suffocating corsets pulled tightly
enough to achieve the ideal waist measurement of
18 to 20 inches.
Three distinct social classes emerged—upper,
middle, and working class—and middle-class
values and tastes were idealized.
Thinking Critically
1. These images show how the only suitable activities for women were confined to the home.
2. Similar: each image shows women performing
domestic activities; different: they show two
aspects of domestic expectations for women—
learning how to entertain and supervising an
everyday chore.
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Women Work for Rights
H-SS 10.3.2
L3
Instruct
■
■
■
Introduce: Key Terms Ask students
to find the term temperance movement
(in blue) in the text and define its meaning. Would students have supported the
temperance movement if they had been
alive then?
Teach Ask What rights had women
won by the late 1800s? (the right to
attend universities and to control their
own property) Ask How did women’s
involvement in the abolition movement lead to some women campaigning for voting rights? (While
campaigning for the rights of others,
some women realized that they, too,
were lacking political rights, such as the
right to vote.)
Page 212 Tuesday, July 26, 2005 2:22 PM
In an 1892 address, the American women’s rights leader
Elizabeth Cady Stanton argued that women should have an
equal right to education. How does Stanton believe that an
education would help women better control their own lives?
Primary Source
. . As an individual, she must rely on herself. . . . To throw
“ .obstacles
in the way of a complete education is like putting out the eyes. . . . In talking of education, how shallow
the argument that [men and women] must be educated
for the special work [they propose] to do, and that all of
the faculties not needed in this special work must lie dormant and utterly wither for lack of use, when, perhaps,
these will be the very faculties needed in life’s greatest
emergencies! —“The Solitude of Self”
”
African American suffragist
Sojourner Truth
Direct students to the quote by Sojourner
Truth under the black heading The Suffrage Struggle. Ask students to write a
paragraph about Truth’s reaction to the
statement that a woman’s place was in
the home. Ask them to explain her question, “Ain’t I a woman?”
Monitor Progress
As students write their paragraphs on
Sojourner Truth’s quote, circulate to
make sure they understand that as a
former enslaved person, she had even
fewer rights than a white woman. Be sure
that students understand that she had
been seen as property, but now worked for
freedom and women’s rights.
Answers
P R I M A RY S O U R C E She believes that
a well-rounded education would better
prepare women for the unexpected and teach
women to be more independent.
Women were too emotional to be allowed to
vote; women needed to be protected from politics; a woman’s place was traditionally at
home and not out in society.
212 Life in the Industrial Age
Some individual women and women’s groups protested
restrictions on women. They sought a broad range of
rights. Across Europe and the United States, politically
active women campaigned for fairness in marriage,
divorce, and property laws. Women’s groups also supported
the temperance movement, a campaign to limit or ban
the use of alcoholic beverages. Temperance leaders argued
not only that drinking threatened family life, but that banning it was important for a productive and efficient workforce.
These reformers faced many obstacles. In Europe and
the United States, women could not vote. They were barred
from most schools and had little, if any, protection under
the law. A woman’s husband or father controlled all of her
property.
Early Voices Before 1850, some women—mostly from the middle
class—had campaigned for the abolition of slavery. In the process, they
realized the severe restrictions on their own lives. In the United States,
Lucretia Mott, Elizabeth Cady Stanton, and Susan B. Anthony crusaded against slavery before organizing a movement for women’s rights.
Many women broke the barriers that kept them out of universities and
professions. By the late 1800s, a few women trained as doctors or lawyers.
Others became explorers, researchers, or inventors, often without recognition. For example, Julia Brainerd Hall worked with her brother to develop
an aluminum-producing process. Their company became hugely successful, but Charles Hall received almost all of the credit.
Quick Activity Display Transparency 39: Hugging a Delusion. Use
the lesson suggested in the transparency book to guide a discussion on the
political cartoon on women’s suffrage.
Color Transparencies, 39
Independent Practice
Women Work for Rights
The Suffrage Struggle By the late 1800s, married women in some
countries had won the right to control their own property. The struggle
for political rights proved far more difficult. In the United States, the
Seneca Falls Convention of 1848 demanded that women be granted the
right to vote. In Europe, groups dedicated to women’s suffrage, or
women’s right to vote, emerged in the later 1800s.
Among men, some liberals and socialists supported women’s suffrage.
In general, though, suffragists faced intense opposition. Some critics
claimed that women were too emotional to be allowed to vote. Others
argued that women needed to be “protected” from grubby politics or that
a woman’s place was in the home, not in government. To such claims,
Sojourner Truth, an African American suffragist, is believed to have
replied, “Nobody ever helps me into carriages, or over mudpuddles, or
gives me any best place! And ain’t I a woman?”
On the edges of the Western world, women made faster strides. In New
Zealand, Australia, and some western territories of the United States,
women won the vote by the early 1900s. There, women who had “tamed
the frontier” alongside men were not dismissed as weak and helpless. In
the United States, Wyoming became the first state to grant women the
right to vote. In Europe and most of the United States, however, the suffrage struggle succeeded only after World War I.
Standards Check What were the arguments against women’s
suffrage? H-SS 10.3.2
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Write the following words on the board: social class,
suffrage, education, science. Explain to students that
each of these words represents a shift in attitudes as a
result of the Industrial Age. Instruct students to copy
each word and then write, illustrate, or otherwise
depict how the Industrial Age impacted that area of
daily life.
L2 English Language Learners
Use the following resources to help students acquire
basic skills.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 50
■ Adapted Section Summary, p. 51
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Growth of Public Education
Growth of Public
Education H-SS 10.3.2
By the late 1800s, reformers persuaded many governments to set up public schools and require basic education for all children. Teaching “the
three Rs”—reading, writing, and ’rithmetic—was thought to produce better citizens. In addition, industrialized societies recognized the need for a
literate workforce. Schools taught punctuality, obedience to authority,
disciplined work habits, and patriotism. In European schools, children
also received basic religious education.
Public Education Improves At first, elementary schools were primitive. Many teachers had little schooling themselves. In rural areas, students attended class only during the times when they were not needed on
the farm or in their parents’ shops.
By the late 1800s, more and more children were in school, and the
quality of elementary education improved. Teachers received training at
Normal Schools, where the latest “norms and standards” of educational
practices were taught. Beginning in 1879, schools to train teachers were
established in France. In England, schooling girls and boys between the
ages of five and ten became compulsory after 1881. Also, governments
began to expand secondary schools, known as high schools in the United
States. In secondary schools, students learned the “classical languages,”
Latin and Greek, along with history and mathematics.
In general, only middle-class families could afford to have their sons
attend these schools, which trained students for more serious study or for
government jobs. Middle-class girls were sent to school primarily in the
hope that they might marry well and become better wives and mothers.
Education for girls did not include subjects such as science, mathematics,
or physical education because they were not seen as necessary subjects for
them to learn.
Higher Education Expands Colleges and universities expanded in
this period, too. Most university students were the sons of middle- or
upper-class families. The university curriculum emphasized ancient history and languages, philosophy, religion, and law. By the late 1800s, universities added courses in the sciences,
especially in chemistry and physics. At the
same time, engineering schools trained students who would have the knowledge and
skills to build the new industrial society.
Some women sought greater educational
opportunities. By the 1840s, a few small
colleges for women opened, including Bedford College in England and Mount Holyoke in the United States. In 1863, the
British reformer Emily Davies campaigned
for female students to be allowed to take
the entrance examinations for Cambridge
University. She succeeded, but as late as
1897, male Cambridge students rioted
against granting degrees to women.
Instruct
Public Education
Before 1870, the only formal education
available for British children was in religious
schools or “ragged schools,” which taught
poor children basic skills, such as reading.
The Industrial Revolution changed that as it
created a growing need for people to be
better educated. How does this 1908 photo
of a science class in London illustrate the
changes that had taken place in the
British educational system?
Standards Check Why did more
children attend school in the late 1800s
than before? H-SS 10.3.2
Connect to Our World
Connections to Today Schools encouraged
physical fitness as well as learning. In the early 1800s,
English schoolboys began playing a game that developed into soccer. School representatives drew up the
first official rules in 1848. The game spread to the rest
of Europe, then to Chile, Canada, and the United
States. Today, soccer is probably the most widely
played sport in the world.
L3
In December 1891, American James Naismith, a
physical education teacher, used a soccer ball to
devise a game that could be played indoors during the
long winter months. He hung up two peach basket
goals, one at each end of the gym, and his YMCA athletes played the first game of basketball. The new
game spread swiftly. As it grew more popular, it
assumed its now familiar characteristics.
■
Introduce Ask students to read the
introductory sentences and the two
black headings under Growth of Public
Education. Have students predict what
they will learn under each heading.
Then have them read to find out
whether their predictions were accurate.
■
Teach Using the Numbered Heads
strategy (TE, p. T23), ask What basic
education did schools teach by the
late 1800s? (Teachers taught reading,
writing, math, education, and the
importance of being disciplined, punctual, obedient, and patriotic.) Why had
colleges and universities changed
their curriculums by the late
1800s? (The Industrial Revolution
brought about a need for many people to
be prepared to work in industries that
required science and engineering
knowledge and skills.)
■
Analyzing the Visuals Point out the
photograph of the schoolroom on this
page. Ask students to identify similarities and differences between this school
in the late 1800s and their schools today.
Independent Practice
Ask students to create an outline with
Growth of Public Education as I. and the
two black headings below it in their text
as A. and B. Then ask students to write
one paragraph explaining the purpose of
schools today.
Monitor Progress
As students work on their paragraphs,
circulate to ensure they understand that
society needs a well-educated workforce
and that, on a personal level, schooling
opens up greater opportunities for an
individual.
Answers
Caption It shows that education had changed
because girls were being taught science in a
large, bright classroom, and many supplies
were available to them.
Fewer children were needed to work on farms
or in their parents’ shops; the growing number
of middle-class families could afford to send
their children to school.
Chapter 6 Section 3 213
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Science Takes New
Directions H-SS 10.3.2
Page 214 Tuesday, July 26, 2005 2:26 PM
Science Takes New Directions
Science in the service of industry brought great changes in the later
1800s. At the same time, researchers advanced startling theories about
the natural world. Their new ideas challenged long-held beliefs.
L3
Instruct
■
■
■
Introduce: Vocabulary Builder Have
students read the Vocabulary Builder
terms and definitions. Ask them to predict how the words speculated and
controversial would be key to understanding how science challenged longstanding beliefs in the late 1800s.
Teach Ask What do John Dalton,
Charles Lyell, and Charles Darwin
have in common? (They all advanced
startling scientific theories about the
natural world.) Why was Darwin’s
idea controversial? (It contradicted
the Bible.) How did Darwin’s ideas
become connected with racist
ideas? (Some thinkers applied his theory of natural selection to human society in an unscientific way, with the
belief that some races are superior to
others.)
Quick Activity Web Code mza-4174
will take students to an interactive
map. Have students complete the interactivity on the Voyage of the HMS Beagle and then answer the questions in
the text.
Independent Practice
Direct students to the Infographic on the
Voyage of the HMS Beagle in their text.
Ask them to find the Galápagos Islands,
west of South America. Have them trace
Darwin’s voyage, and then explain to a
partner its purpose and significance.
Monitor Progress
As students write their paragraphs, circulate to make sure they understand the
purpose and significance of Darwin’s
voyage.
Vocabulary Builder
speculate—(SPEK yuh layt) v. to think
about
Atomic Theory Develops A crucial breakthrough in chemistry came
in the early 1800s when the English Quaker schoolteacher John Dalton
developed modern atomic theory. The ancient Greeks had speculated
that all matter was made of tiny particles called atoms. Dalton showed
that each element has its own kind of atoms. Earlier theories put forth
the idea that all atoms were basically alike. Dalton also showed how different kinds of atoms combine to make all chemical substances. In 1869,
the Russian chemist Dmitri Mendeleyev (men duh LAY ef) drew up a
table that grouped elements according to their atomic weights. His table
became the basis for the periodic table of elements used today.
Debating the Earth’s Age The new science of geology opened avenues of debate. In Principles of Geology, Charles Lyell offered evidence to
INFOGRAPHIC
In 1831, the HMS Beagle
sailed from England on a
five-year voyage around
the world to survey and
chart the oceans. Aboard
was 22-year-old Charles
Darwin whose role was to
observe, record, and collect
samples of rocks, plants,
animals, insects, and
fossils. Some of the
animals that he studied
are pictured on the map.
The specimens Darwin
collected and studied
helped him develop his
theory of evolution.
Controversy over Darwin’s
theory continues today.
Clockwise from upper
right: blue common
Morpho butterfly,
bottlenose dolphin,
jaguar, Galápagos
tortoise
Solutions for All Learners
L1 English Language Learners
L2 Less Proficient Readers
To help students master vocabulary, have them make
a list of this section’s high-use words and key terms
and people. Encourage students to include in the list
additional terms that may be new to them, such as
etiquette, self-sacrifice, startling, and substances.
Then have them create flashcards with the term on
214 Life in the Industrial Age
L2 English Language Learners
one side and its definition (or, in the case of key people, an identifying statement) on the other. For English
Language Learners, you may wish to have students
add explanations in their first language to go with the
flashcards. Pair students and have them quiz each
other, using the flashcards.
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show that Earth had formed over millions of years. His successors concluded that Earth was at least two billion years old and that life had not
appeared until long after Earth was formed. These ideas did not seem to
agree with biblical accounts of creation.
Archaeology added other pieces to an emerging debate about the origins of life on Earth. In 1856, workers in Germany accidentally uncovered fossilized Neanderthal bones. Later scholars found fossils of other
early modern humans. These archaeologists had limited evidence and
often drew mistaken conclusions. But as more discoveries were made,
scholars developed new ideas about early humans and their ancestors.
Darwin’s Theory of Natural Selection The most controversial new
idea came from the British naturalist Charles Darwin. In 1859, after
years of research, he published On the Origin of Species. Darwin argued
that all forms of life, including human beings, had evolved into their
present state over millions of years. To explain the long, slow process of
evolution, he put forward his theory of natural selection.
Darwin adopted Thomas Malthus’s idea that all plants and animals
produced more offspring than the food supply could support. As a result,
Religion in an Urban Age
H-SS 10.3.2
L3
Instruct
■
Introduce Explain that despite new
scientific thinking, religion had a major
place in industrialized nations. Ask
students to predict what this place
might be, and then read to find out if
their predictions were correct.
■
Teach Ask What was the purpose of
the social gospel? (It encouraged
Christians to do social service.) Why did
living conditions in industrialized
nations encourage compassionate
and charitable feelings? (Industrialization created harsh living and working
conditions for many people. People felt
the need to push for reforms for the working poor, and religious organizations
were one way to do that.)
■
Analyzing the Visuals Have students describe the photo of the Salvation Army on this page and explain the
significance of the image. Remind students that groups like the Salvation
Army still exist today.
Vocabulary Builder
controversial—(kahn truh VUR shul)
adj. that is or can be argued about or
debated
Independent Practice
These four species
of finches from the
Galápagos Islands
have different beaks
and eating habits.
Darwin (above)
theorized that
isolation, plus time,
and adapting to
local conditions,
leads to new species.
From top to bottom:
black-browed albatross,
pink cockatoo, flying fish
For: Interactive map, audio, and more
Web Code: mza-4174
Monitor Progress
Check Reading and Note Taking Study
Guide entries for student understanding.
Thinking Critically
1. Draw Conclusions How did
Darwin's voyage help him develop
his theory of natural selection?
2. Synthesize Information Why
would the isolation of Galápagos
Islands attract scientists such as
Darwin? H-SS 10.3.2
Solutions for All Learners
L4 Gifted and Talented Students
Ask students to work in groups to generate a list of reasons why reforms and
social services were needed and what religious groups could do to help fill this
need. Have student groups share their
lists with the class.
Answers
L4 Advanced Readers
Ask students who need an extra challenge to do
library and Internet research either on organizations
in the late 1800s or early 1900s that provided help to
the poor, or on such organizations today, such as the
Salvations Army or Goodwill Industries. (Some of
organizations will span both periods.) Students should
provide a history of the organization, explain its purpose, and describe the social services it provided or
provides. Ask students to report their findings to the
rest of the class in the form of a news release from the
organization.
Thinking Critically
1. By traveling, he was able to study different varieties of a certain species and formulate theories
about survival and evolution.
2. Because of their isolation, the few species that
reached the islands had to adapt to their environments, making them an ideal place to study
natural selection.
Chapter 6 Section 3 215
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he said, members of each species constantly competed to survive. Natural forces “selected” those with physical traits best adapted to their environment to survive and to pass the trait on to their offspring. This
process of natural selection came to be known as “survival of the fittest.”
Assess and Reteach
Assess Progress
■
■
L3
Have students complete the Section
Assessment.
Administer the Section Quiz.
Teaching Resources, Unit 2, p. 23
■
To further assess student understanding, use
Progress Monitoring Transparencies, 22
The Salvation Army
By 1878, William and Catherine Booth had
set up the Salvation Army in London to
spread Christian teachings and provide
social services. Their daughter, Evangeline
(below), stands in front of one the kettles
used to gather funds for the needy. What
services did religious organizations
provide?
Reteach
If students need more instruction, have
them read the section summary.
L3
Reading and Note Taking
Study Guide, p. 51
Standards Check How did science begin to challenge existing
beliefs in the late 1800s? H-SS 10.3.2
Religion in an Urban Age
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 51
Spanish Reading and
Note Taking Study Guide, p. 51
Extend
Despite the challenge of new scientific ideas, religion continued to
be a major force in Western society. Christian churches and Jewish synagogues remained at the center of communities. Religious
leaders influenced political, social, and educational developments.
The grim realities of industrial life stimulated feelings of compassion and charity. Christian labor unions and political parties
pushed for reforms. Individuals, church groups, and Jewish organizations all tried to help the working poor. Catholic priests and
nuns set up schools and hospitals in urban slums. Many Protestant churches backed the social gospel, a movement that urged
Christians to social service. They campaigned for reforms in housing, healthcare, and education.
L2
L4
Have students scan newspaper headlines
for examples of scientific advances. Then
discuss what effect these scientific
advances could have on society.
Standards Check How did religious groups respond to the
challenges of industrialization? H-SS 10.3.2
Answers
Caption clothing and food to the urban poor,
funds for hospitals and schools
The research of Lyell and Darwin stirred conflicts between religion and science.
They worked for reform and social services.
Standard
H-SS 10.3.2
E-LA W 2.3
Social Darwinism and Racism Although Darwin himself never promoted any social ideas, some thinkers used his theories to support their
own beliefs about society. Applying the idea of survival of the fittest to
war and economic competition came to be known as Social Darwinism.
Industrial tycoons, argued Social Darwinists, were more “fit” than those
they put out of business. War brought progress by weeding out weak
nations. Victory was seen as proof of superiority.
Social Darwinism encouraged racism, the belief that one racial
group is superior to another. By the late 1800s, many Europeans
and Americans claimed that the success of Western civilization
was due to the supremacy of the white race. As you will read, such
powerful ideas would have a long-lasting impact on world history.
Assessment
2, 3, 4, 5, 6
Quick Write
Section 3 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. Three distinct social classes emerged
(upper, middle, and working); middleclass tastes and values became a measuring stick for the working classes; women
sought a political voice, the right to vote,
216 Life in the Industrial Age
3
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Identify Supporting
Details Use your completed table to
answer the Focus Question: How did the
Industrial Revolution change the old
social order and long-held traditions in
the Western world?
Standards Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: mza-2131
Comprehension and Critical Thinking
3. Describe What are three values associated with the middle class?
4. Draw Conclusions Why did the
women’s movement face strong
opposition?
5. Draw Inferences Why do you think
reformers pushed for free public
education?
6. Synthesize Information Why did
the ideas of Charles Darwin cause
controversy?
and the chance to attend universities; scientists shook long-held religious beliefs.
3. luxury, respectability, and a strict etiquette
4. Men believed that women belonged in the
home; they also thought that women were
too emotional to vote.
5. Sample: It would improve opportunities
for working-class children.
6. Darwin’s ideas contradicted the widely
accepted biblical account of creation.
● Writing About History
Quick Write: Write a Thesis Statement
Imagine that you are writing a problemsolution essay on the unequal treatment of
women in the 1800s. Based on what you
have read in this section, write a thesis
statement, or the main idea, for your
problem-solution essay.
● Writing About History
Responses should show include a clear and
direct thesis statement that explains the
main idea of the problem-solution essay.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-2131.