324

CH

APT

ER

9

9

Solutions for All Learners

L3

For

Progress Monitoring

Online,

refer students to the Self-test with vocabulary practice at

Web Code nba-2151.

L1

Special Needs L2

Less Proficient Readers

For students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Note Taking, pp. 104, 106, 108, 110Adapted Section Summaries, pp. 105, 107, 109, 111

For Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking, pp. 104, 106, 108, 110Spanish Section Summaries, pp. 105, 107, 109, 111

L2

English Language Learners

Quick Study Guide

■

Have students use the Quick Study Guide to prepare for this chapter’s test. Students may wish to refer to the following pages as they review:

Key People

Section 1, pp. 300–303; Section 2, pp. 305–306; Section 3, pp. 314, 316–318; Section 4, pp. 319–323

Life Expectancy in the Industrial Age

Section 2, pp. 305–306

Impact of the Industrial Revolution

Section 1, pp. 298–304; Section 2, pp. 305–309; Section 3, pp. 312–315

Key Events of the Industrial Revolution

Section 1, pp. 298–299, 302; Section 2, p. 308; Section 3, pp. 316–318; Section 4, pp. 319–320, 322

■

For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 104, 106, 108, 110

Section Summaries, pp. 105, 107, 109, 111

■

Have students access

Web Code nbp-2151

for this chapter’s timeline, which includes expanded entries and additional events.

■

If students need more instruction on analyzing timelines, have them read the

Skills Handbook,

p. SH32.

■

When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 3,

pp. 15–20

Progress Monitoring Online

Quick Study Guide

Chapter EventsGlobal Events 1800 1815 1830 1845

1807First factories open in Belgium, setting off the Industrial Revolution on the European continent.

1839French inventor Louis Daguerre perfects an effective method of photography.

Early 1800sRomanticism begins to shape Western art and literature.

1819Simón Bolívar establishes Gran Colombia.

1842The Treaty of Nanjing gives Britain trading

rights in China.

99For: Self-test with vocabulary practiceWeb Code: nba-2151

■ Key People ■ Life Expectancy in the Industrial Age

■ Key Events of the Industrial Revolution

Henry Bessemer—steel processing

Michael Faraday—dynamo

Thomas Edison—electric light bulb

Gottlieb Daimler—automobile

Samuel F.B. Morse—telegraph

Alexander Graham Bell—telephone

Guglielmo Marconi—radio

Inventors/Developers

Louis Pasteur—vaccinations, pasteurization

Joseph Lister—antiseptics

John Dalton—modern atomic theory

Charles Darwin—theory of natural selection

Scientists

Florence Nightingale—sanitary measures in hospitals

Elizabeth Cady Stanton—women’s rights

Susan B. Anthony—women’s rights

William and Catherine Booth—Salvation Army

Reformers

William Wordsworth—romantic writer

Lord Byron—romantic writer

Ludwig van Beethoven—romantic composer

Charles Dickens—realist writer

Émile Zola—realist writer

Gustave Courbet—realist painter

Claude Monet—impressionist painter

Edgar Degas—impressionist painter

Vincent van Gogh—postimpressionist painter

Artists, Writers, and Composers

Average Life Expectancy in SelectedIndustrial Areas, 1850–1910

1850

1870

1890

1910

SOURCE: E.A. Wrigley, Population and History(based on data for parts of Western Europeand the United States)

40.3 years

42.3 years

45.8 years

52.7 years

Year Male Female

42.8 years

44.7 years

48.5 years

56.0 years

Key Effects of the Industrial Revolution

Industrialization Urbanization Social Structure• Three social

classes emerge• Middle class expands• Rise of urban working class• Reform movements grow• Public education expands

• Advances in medicine and science• Population growth due to falling death rates• Higher standard of living

• Germany, France, and the U.S. join Great Britain as industrial powers.• Rise of factories; new production methods• Advances in transportation and

communication• Rise of big business• Growth of labor unions

■ Impact of the Industrial Revolution

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325

Solutions for All Learners

Tell students that the main concepts for this chapter are Technology, Science, and Economic Systems and then ask them to answer the Cumulative Review ques-tions on this page. Discuss the Connec-tions to Today topics and ask students to answer the questions that follow.

Cumulative Review

1.

Responses should show direct compari-sons between both time periods and should note the shift in scientific think-ing, which began to encourage investiga-tion and experimentation but alarmed religious leaders with new theories.

2.

Charts should compare the technologi-cal changes of the High Middle Ages with those of the Industrial Revolution. They should include inventions as well as ways new technology led to increased production and economic growth. They should also mention technological breakthroughs, such as electricity, that changed peoples’ lives.

3.

Charts should list countries involved; new modes of transportation and changes in communication; the shift from coal-driven power to electric; and major inventions.

4.

Responses should highlight similarities between the two periods including new business practices such as wage protec-tion and the similarities between guilds and labor unions such as govern-ment regulation.

Connections to Today

1.

Student responses might mention such things as a decrease in production or sales in industries that rely heavily on electricity.

2.

Responses should provide evidence and indicate to what degree students think that Social Darwinism affects social attitudes today.

For additional review of this chapter’s core concepts, remind students to refer to the

Reading and Note Taking Study Guide

Concept Connector, pp. 256, 290, 293

L1

Special Needs L2

Less Proficient Readers

Use the following study guide resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Concept Connector, pp. 264, 309, 313

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 264, 309, 313

L2

English Language Learners

L3

1860 1875 1890 1905

1859Charles Darwin publishes On the Origin of Species.Many religious leaders denounce his theory of evolution.

1869Germanylegalizeslabor unions.

1903Wilbur and Orville

Wright conduct tests of their airplane at

Kitty Hawk, North Carolina.

1861Tsar Alexander II emancipatesRussian serfs.

1884European nations carve up Africa at the Berlin Conference.

1898Spanish-AmericanWar is fought.

1914The Panama Canal opens.

■ Cumulative ReviewRecord the answers to the questions below on your Concept Connector worksheets.

1. Science Compare the changes that took place during the Scientific Revolution of the 1500s and 1600s to the scientific ideas of the late 1800s. Think about the following:• how new discoveries changed the way that people

viewed the world during each period• how religious leaders responded during each period

2. Technology During the High Middle Ages, an agricultural revolution brought about great change. Create a chart com-paring the technological changes that took place from about 1000 to 1300 to the changes that took place during the Industrial Revolution. Think about the following:• the introduction of new technology• how new technology sparked economic growth• how new technology changed peoples lives

3. Technology How did the second phase of the Industrial Revolution during the late 1800s differ from the first phase during the early 1800s? Create a chart comparing the two phases in terms of these factors:• countries involved• changes in transportation• changes in communication• sources of energy/power• major inventions

4. Economic Systems The revival of trade during the High Middle Ages resulted in a commercial revolution. Hundreds of years later, the Industrial Revolution brought about changes in business. In what ways were the changes during the two periods similar? Think about the following:• new business practices• role of guilds and labor unions

■ Connections to Today1. Technology: Power Outage In August 2003, people in

Canada and the northeastern part of the United States found out just how much their lives depend on electricity. When an energy plant unexpectedly shut down, it led to the largest power outage in North America’s history—more than 50 million people were left in the dark.

Lights and elevators stopped working in skyscrapers, and workers had to carefully make their way down darkened stairways. Others were trapped on trains or stuck in traffic jams caused by inoperable traffic lights. Airports experienced extended delays. Business slowed because Internet servers were not functioning properly, phone systems crashed, com-puterized cash registers could not ring up sales, and ATMs went down. With today’s linked power grids, the possibility of more massive blackouts that disrupt the lives of millions of people across county, state, and international lines is very real. What economic effects might a power outage have?

2. Belief Systems: Social Darwinism British philosopher and Social Darwinist Herbert Spencer coined the phrase “survival of the fittest,” meaning that the strong grow in power and influence over the weaker members of society. Social Darwinists promoted the beliefs that the group was more important than the individual, and that privileged, powerful people had the right to make decisions about those whom they believed were inferior.

These ideas had horrific consequences for people of color throughout the world. For example, they led to unethical medical experimentation, abuse of the mentally ill, and countless acts of violence toward people of “different” reli-gions, races, and ethnicities. To what degree do you think Social Darwinism is still a part of our culture today?

For: Interactive timelineWeb Code: nbp-2151

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326

Chapter Assessment

1.

dynamo

2.

stock

3.

Racism

4.

standard of living

5.

mutual-aid society

6.

Realism

Main Ideas

7.

Sample: New technology, such as elec-tricity, sparked industrial growth and made production faster and less expensive. New forms of transporta-tion moved people and goods farther and faster. The telegraph and tele-phone connected people quickly over great distances.

8.

New technologies required the invest-ment of more money; big, powerful corporations allowed more people to invest in business.

9.

Improved: safety increased, police and fire departments were better orga-nized, disease declined, standard of living rose. Worsened: neighborhoods were overcrowded, the number of slums increased.

10.

Before the Industrial Revolution, nobles and peasants made up the two main social classes, and their roles were defined by their relationship to the land. By the late 1800s, a large middle class had emerged.

11.

that all atoms were alike, the age of Earth, and biblical accounts of creation

12.

Romantics emphasized freedom, imag-ination, and emotion. Realists focused on ordinary subjects, the harsh side of city life, and the ills of the time.

Chapter Focus Question

13.

New technology caused massive industrial growth and brought about the rise of the cities. Three distinct social classes emerged. As big busi-ness boomed, it employed thousands of workers, controlled the markets of entire industries, and enabled more people to invest in business.

Critical Thinking

14.

Sample: New developments made it possible for people to move from one country to another and from rural to urban areas more easily.

15.

Sample: (a) as an opportunity to use cre-ativity (b) as an opportunity for invest-ment and profit (c) as an opportunity for an improved standard of living

16.

Sample: Yes. Women in some countries won the right to vote and the right to get an education.

17.

By portraying the criminal world, he may inspire society to solve the problem.

18.

Values included a strict code of etiquette and respectability.

19.

Students should support their opinion with relevant evidence.

20.

Impressionism; answers include the use of individual brush strokes and natural light.

Terms, People, and Places

Chapter AssessmentTerms, People, and PlacesChoose the italicized term in parentheses that best completes each sentence.1. A (dynamo/cartel) is a machine that generates electricity.2. Business owners sell (corporations/stock), or shares in their

companies, to investors.3. (Racism/Germ theory) is the belief that one racial group is

superior to another.4. The (cult of domesticity/standard of living) measures the qual-

ity and availability of necessities and comforts in a society.5. A self-help group to aid sick or injured workers is called a

(social gospel/mutual-aid society).6. (Impressionism/Realism) attempted to represent the world as

it was.

Main IdeasSection 1 (pp. 298–304)7. Describe the impact of new technology on industry, transporta-

tion, and communication.8. Why did big businesses emerge during the Industrial Revolution?

Section 2 (pp. 305–309)9. How did the Industrial Revolution improve city life? How did

it make city life worse?

Section 3 (pp. 312–318)10. How did the Industrial Revolution influence the class struc-

ture of Western Europe?11. What existing beliefs did new scientific theories challenge?

Section 4 (pp. 319–322)12. How did artists, composers, writers, and others respond to

industrialization?

Chapter Focus Question13. What were the technological, social, and economic effects of

the Industrial Revolution?

Critical Thinking14. Geography and History How did technology affect the

movement of people and goods in the 1800s and in the early 1900s?

15. Identify Point of View How might each of the following have viewed the Industrial Revolution: (a) an inventor, (b) an entrepreneur, (c) a worker?

16. Draw Conclusions Do you think women’s lives improved as a result of the Industrial Revolution? Why or why not?

17. Draw Inferences Referring to Oliver Twist, Dickens wrote that “to show [criminals] as they really are, for ever skulking uneasily through the dirtiest paths of life . . . would be a service to society.” How does his claim reflect the goals of realism?

18. Summarize How would you describe Victorian middle-class values?

19. Demonstrate Reasoned Judgment Some historians have suggested that we are now in a third phase of the Industrial Revolution, characterized by information technol-ogy and computers. Do you agree or disagree? Explain the reasons for your answer.

20. Analyzing VisualsWhich artistic move-ment of the 1800s does Cathedral of Rouen, Afternoon(right) by Claude Monet reflect: romanti-cism, realism, or impressionism? Explain your reasoning.

● Writing About History

• Narrow your topic.• Make a list of details, facts, and examples that proves

there is a problem. Then, identify the specific parts of your solution.

Drafting• Develop a working thesis and choose information to

support it.• Organize the paragraphs in a logical order so that

readers can understand the solution you propose.

Revising• Use the guidelines for revising your essay on

page SH12 of the Writing Handbook.

Writing a Problem-Solution Essay The second Industrial Revolution ushered in a period of great change to the modern world. But it brought with it problems that people had not experienced before, such as hardships in cities and powerful monopolies control-ling big business. Write a problem-solution essay about one of these topics or choose your own topic relating to the content in this chapter.

Prewriting• Choose the topic that interests you most. If you have

a personal interest in a problem and its solution, your essay will be easier to develop.

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327

Document-Based Assessment

■

To help students understand the documents on the page, give them the following

TIP:

As you study each document, write down at least one main idea from it. Use captions on photographs, and titles on maps, charts, and graphs to help you.

■

To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment,

pp. 66–78

■

If students need more instruction on drawing inferences and conclusions, have them read the

Skills Handbook,

p. SH38.

Answers

1.

C

2.

B

3.

C

4.

Responses should show a clear understanding that innovations shaped the modern city and should use specific evidence from the documents and the chapter to support students’ conclusions.

●

Writing About History

As students begin the assignment, refer them to page SH10 of the

Writing Handbook

for help in writing a problem-solution essay. Remind them of the steps they should take to complete their assign-ment, including prewriting, drafting, and revising. For help in revising, remind them to use the guide-lines on page SH12 of the

Writing Handbook.

Students’ problem-solution essays should focus on a narrow topic that they can address effectively in their essay. They should develop a working thesis with specific details and examples to support it. Their essays should show evidence of thoughtful organization and be free of grammatical and spell-ing errors. For scoring rubrics for writing assign-ments, see

Assessment Rubrics,

p. 8.

Document-Based AssessmentBirth of the Modern CityThe birth of the modern city helped to define the Industrial Age. The documents below show that the modern city repre-sented progress, but not without costs.

Document A

“The first shock of a great earthquake had, just at that period, rent the whole neighborhood to its center. Traces of its course were visible on every side. Houses were knocked down; streets broken through and stopped; deep pits and trenches dug in the ground; enormous heaps of earth and clay thrown up; buildings that were undermined and shaking, propped by great beams of wood. . . . In short, the yet unfinished and unopened Railroad was in progress; and, from the very core of all this dire disorder, trailed smoothly away, upon its mighty course of civilization and improvement.”

—from Dombey and Son by Charles Dickens

Document C

Analyzing DocumentsUse your knowledge of the industrial age and Documents A, B, C, and D to answer questions 1–4.

1. The cause of the earthquake described in Document A wasA an underground fault in London.B poorly constructed tall buildings.C construction of a railroad.D deep pits and trenches in the ground.

2. Which inventions from Document B had the most impact on New York City at the time Document D was created?A trolley cars, steel alloy, cash registersB dynamite, telephones, cash registersC cement, locomotives, telephonesD cement, locomotives, dynamite

3. Which trend does Document C illustrate?A the shift in population from Europe to the United StatesB the shift in population from East Coast to West CoastC the increase in population of citiesD the decrease in rural population

4. Writing Task What were the most significant features of the modern city? Why? Use the information from Documents A through D, as well as what you’ve learned in this chapter, to support your opinion.

Document B

Population of Major Cities

City

419,000

2,685,000

365,000

696,000

1,053,000

19001850

Berlin, Germany

London, England

Moscow, Russia

New York,United States

Paris, France

1,889,000

6,586,000

989,000

3,437,000

2,714,000

SOURCE: International Historical Statistics

Selected Inventions, 1824–1911

Cement

Locomotive

Dynamite

Telephone

Cash register

Electric trolley car

Steel alloy

Self-starting auto

SOURCE: The World Almanac, 2004

1824

1830

1866

1876

1879

1884–1887

1891

1911

Document D

Brooklyn Bridge, 1883

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