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UNIT 5: THE INDUSTRIAL REVOLUTION TO 1848
The Dual Revolutions, 1789-1848
Chapter 22
Chapter 23
Chapter 24
The Revolution in Energy and Industry
Ideologies and Upheavals, 1815-1850
Life in the Emerging Urban Society
Syllabus with Focus Questions
Day 1
M
January 12
The Industrial Revolution in Britain
In what year did the Industrial Revolution begin? What was the key event?
Day 2
W
January 14
Day 3
Th
January 15
Day 4
M
January 19
Unit 4 MC and FRQ Test
Continental Europe
Capital and Labor
Was the Industrial Revolution a blessing or a curse? Melbach DBQ
Congress of Vienna
Panel discussion
Political stability is more important that popular participation.
Day 5
W
January 21
Radical Ideas and Early Socialism
Romanticism was a complete break from the Italian Renaissance.
Day 6
Th
January 22
Day 7
M
January 26
Romantic Movement
Reforms and Revolutions
Revolutions of 1848
The Revolutions of 1848 were the unfinished French Revolution.
Why did German liberalism and unification fail in 1848? DBQ
Why did the Revolution of 1848 fail in Paris? DBQ
Day 8
W
January 28
Taming the City
Was 19c urbanization a progressive or regressive force?
Day 9
Th
January 29
Science and Thought
Describe and compare the utopias of Jean Jacques-Rousseau and Karl Marx.
What were the chief faults they found with their own societies and how were
their utopias designed to correct them?
Did Karl Marx and other 19c thinkers, like Darwin, reject the Enlightenment
concepts of progress, natural law, and reason?
Day 10
M
Unit 1-5 MC and/or DBQ Test
February 2
Resources

Sources of the Western Tradition, Chapter 7
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


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Women in the Industrial Revolution DBQ in McKay
Ideologies and Nationalism DBQ in McKay
Bela Bartok’s three Hungarian folk songs
Power of Art: Turner
Panel Discussion
Be prepared to discuss the following statements in a student-led discussion.
1.
2.
3.
4.
5.
6.
The Congress of Vienna had no other choices.
Political stability is more important than public political participation.
Metternich was a moderate.
France gained the most from the Congress.
The Congress saved Europe from self-destruction.
The Congress was as reactionary as the French Revolution had been
radical.
In the panel discussion, individual students will be asked to both be familiar will
the outcomes of the Congress and the motivations and roles of specific countries
listed below:
Country
Britain
Russia
Prussia
Austria
France
Spain
Representative Representative
Key Unit Vocabulary
Chapter 22
Industrial Revolution
Edmund Cartwright
Coke
Flying Shuttle
Spinning Jenny
Richard Arkwright
James Watt
David Ricardo
Crystal Palace
Thomas Newcomen
18c Energy Crisis
Steam engine
Thomas Malthus
Zollverein
Credit Mobilier
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class-consciousness
Luddites
Robert Owen
Chartists (749, 773)
Chapter 23
Dual revolution
Congress of Vienna
Holy Alliance 1815
German Confederation
Carlsbad Decrees 1819
Liberalism
Laissez-faire
Adam Smith
Nationalism
Socialism
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French Utopian Socialism
Henri de Saint-Simon
Karl Marx
The Communist Manifesto
Romanticism
Eugene Delacroix
Joseph MW Turner
Ludwig van Beethoven
Greek Independence
Corn Laws
Battle of Peterloo
Great Famine
Louis Philippe (r. 1830-1848)
Revolutions of 1848
June Days
Louis Napoleon
Austria 1848
Frankfurt or National Assembly
Chapter 24
Sigmund Freud
Charles Darwin
Social Darwinists
realism
Emile Zola
Leo Tolstoy
General Unit Vocabulary
Chapter 22
1. Water frame
2. Steam condensor
3. Henry Cort
4. Methodism
5. David Ricardo
6. Iron Law of
Wages
7. Thomas Malthus
8. Essay on the
Principle of
Population (1798)
9. Tariff Protection
10. Friedrich List
11. Zollverein
12. corporate banks
13. Credit Mobilier
14. classconsciousness
15. Luddites
16. Robert Owen
17. Friedrich Engels
18. Factory Act of
1833
19. Mines Act of 1842
20. Combination Acts
(1799)
21. Grand National
Consolidated
Trades Union
22. Chartists (749,
773)
Chapter 23
23. Dual revolution
24. Congress of
Vienna
25. Balance of power
26. Klemens von
Metternich (Aus)
27. Robert
Castlereagh (Br)
28. Charles Tallyrand
(Fr)
29. Tsar Alexander I
(Rus)
30. Holy Alliance
1815
31. German
Confederation
32. Carlsbad Decrees
1819
33. Liberalism
34. Laissez-faire
35. Adam Smith
36. Inquiry into the
Wealth and
Poverty of
Nations
37. Physiocrats
38. Nationalism
39. Socialism
40. French Utopian
Socialism
41. Henri de SaintSimon
42. Charles Fourier
43. Karl Marx
INTERNATIONAL SCHOOL OF THE SACRED HEART
44. The Communist
Manifesto
45. bourgeoisie
46. proletariat
47. Georg Hegel
48. Romanticism
49. Sturm und Drang
50. William
Wordsworth
51. Sir Walter Scott
52. Johann Wolfgang
von Goethe
53. Victor Hugo
54. Hunchback of
Notre Dame
(1831)
55. George Sand
56. Jacob and
Wilhelm Grimm
57. Aleksander
Pushkin
58. Eugene Delacrois
59. Joseph MW
Turner
60. Ludwig van
Beethoven
61. Franz Liszt
62. Greek
Independence
63. Alexander
Ypsilanti
64. Corn Laws
65. Battle of Peterloo
66. Six Acts
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67. Reform Bill of
1832
68. Great Famine
69. Louis Philippe (r.
1830-1848)
70. Revolution of
1830
71. Revolutions of
1848
72. June Days
73. Louis Napoleon
74. Austria 1848
75. Frederick William
IV (Pru)
76. Frankfurt or
National
Assembly
Chapter 24
1. Benthamite
2. Miasmatic theory
3. germ theory
4. pasteurization
5. labor aristocracy
6. Sigmund Freud
7. organic chemistry
8. Michael Faraday
9. Auguste Comte
10. evolution
11. Charles Darwin
12. The Origin of the
Species
13. Social Darwinists
14. realism
15. Emile Zola
16. Leo Tolstoy
Past FRQs and DBQs
1. "The Romantic Movement was an extreme reaction to the enlightenment,
so extreme that it set back the cause of human progress." Support or
refute.
2. Discuss some of the ways that Romantic musicians, writers, and artists
responded to political and socioeconomic conditions from the period 1800
to 1850. Document your response with specific examples from at least 2 of
the 3 disciplines: visual arts, music, and literature.
Reaction, Restoration, and the ISMs
1. Evaluate Metternich's attempts to maintain the old order in Europe. Be
sure to discuss their short term and long term success.
2. Compare and contrast conservatism, nationalism, and liberalism.
3. Evaluate the effectiveness of collective responses by workers to
industrialization in Western Europe during the course of the 19th
Century.
4. A favorite device of social critics has been to construct model societies to
illuminate the problems and short-comings of their times and to project a
possible blueprint for the future. Describe and compare the utopias of
Jean Jacques Rousseau and Karl Marx. What were the chief faults they
found with their own societies and how were their utopias designed to
correct them?
5. How and in what ways did the writings of Karl Marx draw on the
Enlightened concepts of progress, natural law, and reason?
6. Compare and contrast political liberalism with political conservatism in
the first half of the nineteenth century in Europe.
1848
1. In February 1848, the middle classes and workers in France joined to
overthrow the government of Louis Philippe. By June the two groups
were at odds in their political, economic, and social thinking. Analyze
what transpired to divide the groups and describe the consequences for
French politics.
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2. 1848 was a critical year for the conservative interests trying to maintain
the ways of the Ancien Regime. Discuss three of the "revolutions" of 1848
and evaluate the ways in which they put an end to the old order.
3. Compare and contrast the roles of British working women in the preindustrial economy (before 1750) with their roles in the mid19th century.
4. Between 1815 and 1848 the condition of the laboring classes and the
problem of political stability were critical issues in England. Describe and
analyze the reforms that social critics and politicians of this period
proposed to resolve these problems.
5. Analyze and compare the effects of nationalism on Italian and AustroHungarian politics between 1815 and 1914.
6. Although the revolutions of 1848 took place at roughly the same time and
in reasonable proximity to one another, in certain ways they were
different from one another. Compare the 1848 uprisings in France and
Austria in terms of causation, participants, goals, and outcomes of each
revolution. What were the key differences? In what ways were they
similar?
7. The uprisings of 1848 enjoyed early success only to see their gains
destroyed by counterrevolution. How do we account for the early success
and later collapse of the revolutionary movements of 1848?
Agricultural/Industrial Revolutions
1. Discuss the combination of social, cultural, political, and economic factors
that allowed Great Britain to be the first nation to industrialize.
2. How did the agricultural revolution serve as a starting point for the
industrial revolution and the changes it made on society?
3. Describe the change in the lifestyle and working conditions of the average
peasant forced out by the enclosure movement.
4. Describe and analyze the economic, cultural, and social changes that led to
and sustained Europe's rapid population growth in the period from
approximately 1650 to 1800.
5. Analyze the changes in the European economy from about 1450 to 1700
brought about by the voyages of discovery and by colonization. Give
specific examples.
6. In 1490 there was no such country as Spain, yet within a century it had
become the most powerful nation in Europe and within another had sunk
to the status of a third-rate power. Describe and analyze the major social,
economic, and political reasons for Spain's rise and fall.
7. Compare the economic, political, and social conditions in Great Britain
and in France during the eighteenth century, showing why they favored
the Industrial Revolution in Great Britain more so than in France.
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