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APT

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11

11

Solutions for All Learners

Quick Study Guide

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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:

Democratic Reforms in Britain 1800s–Early 1900s

Section 1, pp. 361–363

Social and Economic Reforms in Britain 1800s–Early 1900s

Section 2, pp. 364–367

Key Events in France, 1800s–Early 1900s

Section 3, pp. 371–376

Key Events in the United States 1800s–Early 1900s

Section 4, pp. 377–381

Key Events in the Growth of Western Democracies

Section 1, p. 361; Section 2, pp. 367–368; Section 3, pp. 373–375; Section 4, p. 379

■

For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 122, 124, 126, 128

Section Summaries, pp. 123, 125, 127, 129

■

Have students access

Web Code nbp-2308

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

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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. 57–62

For

Progress Monitoring

Online,

refer students to the Self-test with vocabulary practice at

Web Code nba-2307.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

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

Adapted Reading and Note Taking Study Guide

Adapted Note Taking Study Guide, pp. 122, 124, 126, 128

Adapted Section Summaries, pp. 123, 125, 127, 129

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

Spanish Reading and Note Taking Study Guide

Spanish Note Taking Study Guide, pp. 122, 124, 126, 128

Spanish Section Summaries, pp. 123, 125, 127, 129

L3

1832Great Reform Act

gives more British men suffrage and redistributes seats

in House of Commons.

1845Potato

famine in Irelandbegins.

1861–1865American Civil War ends slavery in the

United States.

1821Mexico wins independencefrom Spain.

1858Britain begins rule of India.

Europe and

North AmericaWorld Events 1815 1835 1855

Progress Monitoring Online

Quick Study Guide1111For: Self-test with vocabulary practiceWeb Code: nba-2307

■ Democratic Reforms in Britain 1800s–Early 1900s

■ Key Events in the United States 1800s–Early 1900s

■ Key Events in the Growth of Western Democracies

■ Key Events in France, 1800s–Early 1900s

■ Social and Economic Reforms in Britain 1800s–Early 1900s

• Redistribution of seats in the House of Commons from rural towns to growing cities (1832)

• Expansion of suffrage for men with property (1832)

• Expansion of suffrage for many working-class men (1867)

• Expansion of suffrage to farm workers and most men

• Introduction of secret ballot

• Power of the House of Lords restricted (1911)

1852 Napoleon III sets up Second Empire.

1856 France and Britain defeat Russia in Crimean War.

1863 Napoleon III sends troops and Archduke Maximilian to Mexico.

1860 France gains Nice and Savoy by helping Italian nationalists defeat Austria.

1870 Napoleon III captured in Franco-Prussian war; Four-month siege of Paris by Prussians; France defeated and Alsace Lorraine ceded to Germany; Republicans in Paris establish the Third Republic.

1871 Paris Commune uprising

1894 Dreyfus affair

1905 Separation of church and state established by law.

• Slave trade prohibited (1807)

• Slavery in all British colonies abolished (1833)

• Repeal of high tariffs on grains (1846)

• Women and children under ten forbidden to work in mines (1842)

• Women and children limited to 10-hour workday (1847)

• Improvements in public health and housing

• Free elementary education

• Accident, health, and unemployment insurance

• Old-age pensions

• Suffrage extended to women over 30 (1918)

1803

1846–1848

1849

1861–1865

1867

1869

1882

1898

1908

Louisiana Purchase

Mexican War

California Gold Rush

Civil War

Purchase of Alaska

Completion of Transcontinental Railroad

Formation of Standard Oil Trust

Spanish-American War; Hawaiian islands annexed

Development of Henry Ford’s Model T

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383

Solutions for All Learners

Tell students that the main concepts for this chapter are Cooperation, Migration, and Democracy, 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.

Answers should reflect a thorough understanding of the tactics used by a particular group, such as group meet-ings, petitions, publishing journals, and sponsoring lectures.

2.

Sample: Jews fled religious persecution and discrimination in the late 1800s and early 1900s, just as Puritans and Quakers had done in the 1600s. Immi-grants in both periods were attracted by the availability of land; those in the late 1800s and early 1900s were also attracted by the rising number of jobs available as a result of industrial growth.

3.

Sample: Locke believed in a govern-ment by the people, so suffrage for working-class men and all women was a logical extension of his ideas.

Connections to Today

1.

Answers should reflect accurate and current research on trade barriers and a specific example. They should also discuss goods affected, the country imposing the tariffs, and opposition to the tariff.

2.

Answers should reflect thorough and accurate research about Northern Ire-land and events since the Good Friday Agreement.

3.

Students’ paragraphs should include accurate information about some aspect of life for Native Americans 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. 241, 250, 274

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

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

Adapted Reading and Note Taking Study Guide

Adapted Concept Connector, pp. 244, 255, 288

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

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 244, 255, 288

L3

1870France defeated in the Franco-Prussian War; Third Republic established.

1897Theodor Herzl

organizes the First Zionist Congress for

the purpose of found-ing a Jewish state.

1900sThe women’s suffrage movement grows in Britain and the United States.

1869The French-built Suez Canal opens in Egypt.

1889Brazil

becomes a republic.

1893New Zealand is the first nation to give women the vote.

1910The Union of South Africa is formed.

1875 1895 1915

■ Cumulative ReviewRecord the answers to the questions below on your Concept Connector worksheets. In addition, record infor-mation from this chapter about the following concept:

• Migration: Westward Movement in the United States

1. Cooperation Do research to learn more about various abo-litionist groups, including the Society of Friends (or Quakers), the Society for the Abolition of the Slave Trade, the British Antislavery Society, or the American Anti-Slavery Society. What tactics did these groups use in their efforts to abolish slavery?

2. Migration Compare the “push and pull” factors that caused Europeans to emigrate to the Americas during the nineteenth and early twentieth century to the factors influ-encing earlier migrations of Europeans to the Americas dur-ing the seventeenth and eighteenth centuries. Think about the following:• Religious factors, such as religious intolerance• Economic factors, such as the availability of land and

other resources• Political factors, such as racial or ethnic discrimination

3. Democracy Do you think John Locke’s ideas about natural rights contributed to the expansion of suffrage to include working class men and all women? Explain your answer.

■ Connections to Today1. Trade: Free Trade and Tariffs The British Corn laws

imposed high, protective tariffs on imported grains and kept the price of British grown grain high. Do library research to learn more about a current protective tariff that is opposed by those who favor free trade. Which country has imposed this tariff on imports? What goods are affected? Which groups oppose the tariff and why?

2. Conflict: Northern Ireland The southern counties of Ireland gained independence from Britain in 1922, but North-ern Ireland remained under British rule. Conflict ensued between minority Catholics in Northern Ireland, who demanded the reunification of Ireland, and majority Protes-tants, who favored a continued union with Britain. In 1998, the main political parties signed a peace accord that would eventually bring self-rule to Northern Ireland. Do research to learn more about the status of peace in Northern Ireland.

3. Conflict: Native Americans The expansion of the United States proved to be devastating for most Native American groups in North America. By the 1890s, most surviving Native Americans had been driven onto reservations. Conduct library research to learn more about the status of Native Americans living in the United States today. Write a para-graph summarizing the information you find.

For: Interactive timelineWeb Code: nbp-2308

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Chapter Assessment

Terms, People, and Places

1.

It eliminated them by redistributing seats in the House of Commons.

2.

women over 30 years old

3.

so that landowners could not use money or power to influence voters

4.

Merchants would have more opportu-nity for sales, and consumers would have lower prices.

5.

There were so many political parties that no one could win a majority; sev-eral parties had to join together tem-porarily to govern.

6.

Australia

7.

legal separation of groups of people

8.

a temporary government

Main Ideas

9.

It redistributed seats in the House of Commons, granted the vote to more men; and, as a result, gave a greater political voice to middle-class men.

10.

Parliament passed a law banning sla-very in all British colonies.

11.

There were only two parties in Britain but many in France. As a result, French parties needed to join in coalitions to form governments which made its gov-ernment less stable than Britain’s.

12.

to build a Jewish state in Palestine

13.

any two: obtain women’s suffrage, eliminate child labor, limit working hours, regulate monopolies, give vot-ers more power

Chapter Focus Question

14.

In all three countries, the vote was eventually extended to all men, even if they did not own property. In the U.S., all women won suffrage in 1920; in Britain some women won that right in 1918, but all women did not receive it until 1928. In France, women did not have that right until after World War II. In the U.S., although African Americans technically had the right to vote, many were prevented from doing so.

Critical Thinking

15.

that it was important for women to have a political voice outside of their husband’s

16.

Sample: France had deeper social and political divisions, which made it harder for groups to work together.

17.

(a) Long-term causes: The British con-trolled Irish farmland and used much of the land to produce food for export. The potato was the main source of food for the Irish. Immediate causes: A blight destroyed the potato crops for several years. The British continued to ship other food out of Ireland. (b) One million Irish people died of starvation or illness. Another million emigrated. (c) The Irish blamed the British for shipping food out

of Ireland when famine was devastating the country.

18.

(a) Victoria’s prestige helped the British feel proud of their country. (b) The Com-munards felt they were patriots who rejected the harsh peace with Germany. (c) Zionists believed that the Jewish people had a right to their own nation.

19.

The U.S. was on the eastern part of a large continent; vast stretches of land lay to the west, seemingly there for the taking.

Chapter AssessmentTerms, People, and Places1. How did the Great Reform Act of 1832 correct the problem of

rotten boroughs?2. What group of people was added to the British electorate in

1918?3. Why did members of the Chartist movement demand the use

of secret ballots?4. Why did the opponents of the Corn Laws in Britain favor free

trade?5. Why did French politicians need to form coalitions?6. Where did Britain establish penal colonies?7. What is segregation?8. What is a provisional government?

Main IdeasSection 1 (pp. 360–363)9. What were the effects of the Great Reform Act of 1832?

Section 2 (pp. 364–369)10. How did British policy toward slavery change in 1833?

Section 3 (pp. 371–376)11. How did the party system in France’s Third Republic differ

from the British party system?12. What was the main goal of the Zionist movement?

Section 4 (pp. 377–381)13. List two goals of the Progressives in the United States in the

early 1900s.

Chapter Focus Question14. How did Britain, France, and the United States slowly extend

democratic rights during the 1800s and early 1900s?

Critical Thinking15. Analyzing Cartoons

What views of suffrage does this cartoon reflect?

16. Draw ConclusionsBritain and France faced many similar political and social problems in the 1800s. Why do you think Britain was able to avoid the upheavals that plagued France?

17. Recognize Cause and Effect (a) List two long-term causes and two imme-diate causes of the Great Hunger; (b) list two immedi-ate effects. (c) Why do you think the famine sparked lasting feelings of bitterness against Britain?

18. Synthesize Information Describe how each of the fol-lowing was related to nationalism: (a) the prestige of Queen Victoria, (b) the revolt of the Paris Commune, (c) the rise of Zionism.

19. Geography and History How did the geography of the United States encourage the American government to achieve its goal of Manifest Destiny?

● Writing About History

Drafting• Start with an engaging opening that defines the

comparison/contrast and grabs readers’ interest. This could be a quotation, surprising detail or statistic, or a question.

• Give details about each point of comparison to make it more accessible to readers. For example, you might give the years during which each man served as prime minister.

• Discuss the points about each man in the same order. You might even use similar sentence structure to emphasize this.

Revising• Use the guidelines for revising your essay on

page SH12 of the Writing Handbook.

Writing a Compare and Contrast Expository Essay Conduct research and write a compare and contrast essay on the careers and accom-

plishments of Benjamin Disraeli and William Gladstone (left). How were the two alike? How were they different?

Prewriting• Identify points of comparison and contrast for your

essay. For example, you may want to compare and contrast the two men in terms of their background,

political views, specific accomplishments, and impact on British politics. These categories will

help you organize details in your essay.• Create a Venn Diagram showing differences

between the two men in the outside cir-cles and similarities in the overlapping center.

• Collect the facts you need to write your essay.

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Answers

1.

B

2.

C

3.

C

4.

Responses should convey the complexities of the Dreyfus affair as well as the passionate feelings of people on both sides. They should be supported with specific evidence from the documents and the chapter.

Document-Based Assessment

■

To help students understand the docu-ments on this page, give them the fol-lowing

TIP:

Study each document to assess its context and purpose. Use your knowledge of the subject as well as the information given in the document and the attribution line to determine who created it, when, and why.

■

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

Document-Based Assessment,

pp. 67–79

■

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

Skills Handbook,

p. SH33.

●

Writing About History

As students begin the assignment, refer them to p. SH10 of the

Writing Handbook

for help in writ-ing an expository essay. Remind them of the steps they should take to complete their assignment, including prewriting, drafting, and revising. For help in revising, remind them to use the guidelines on p. SH12 of the

Writing Handbook.

Students’ compare-and-contrast essays should highlight the similarities and differences between

Disraeli and Gladstone. They should have a clear thesis with supporting details and contain an intro-duction, a body, and a conclusion. Their papers should show evidence of thoughtful and thorough research, be free of grammatical and spelling errors, and use correct bibliographical form. For scoring rubrics for writing assignments, see

Assessment Rubrics,

p. 8.

Document-Based AssessmentDocument-Based AssessmentThe Dreyfus AffairOn December 22, 1894, a French military court convicted an inno-cent Jewish man, Captain Alfred Dreyfus, of selling state secrets to Germany. Dreyfus was imprisoned on Devil’s Island off of South America and his conviction was reversed only after nearly twelve years. The Dreyfus affair caused a great division between conser-vatives, who still disliked the outcome of the French Revolution and held strong anti-Semitic beliefs, and liberals, who viewed the case as a gross abuse of individual rights.

Document A

“. . . if my voice ceased to be heard, it would mean that it had been extinguished forever, for if I have survived, it has been in order to insist on my honor—my property and the patrimony of our children—and in order to do my duty, as I have done it everywhere and always, and as it must always be done, when right and justice are on one’s side, without ever fearing anything or anyone.”

—From a letter to his wife Lucie, by Alfred Dreyfus, September1898, published in Cinq Années

Document B

“I accuse the offices of War of having conducted in the press, particularly in L’Eclair and in L’Echo de Paris, an abominable campaign designed to mislead public opinion and to conceal their wrongdoing.”

“Finally, I accuse the first Court Martial of having violated the law in convicting a defendant on the basis of a document kept secret, and I accuse the second Court Martial of having covered up . . . [and] knowingly acquitting a guilty man.”

—From “J’Accuse“ a letter to the President of the Republicby Émile Zola

Document C

Analyzing DocumentsUse your knowledge of the Dreyfus affair and Documents A, B, and C to answer questions 1–4.

1. In Document A, Dreyfus suggests that his wish to prove his innocence helped to—A keep him close to his family.B keep him alive.C make the Army take illegal actions.D make anti-Semitic groups angry.

2. Which statement best summarizes Zola’s letter in Document B?A Although the French military convicted the wrong man,

they attempted to carry out a fair trial.B The French military was fooled by handwriting experts,

who tried to convict the wrong man.C The French military knowingly and illegally convicted an

innocent man.D The French military showed that the army was anti-Semitic

at the highest levels.

3. Document C illustrates—A why many French families believed Dreyfus was guilty.B why Dreyfus was convicted unfairly of treason.C how the Dreyfus case divided France.D how anti-Semitism was a factor in the Dreyfus case.

4. Writing Task On July 21, 1906, a French general knighted Alfred Dreyfus a member of the Legion of Honor. Well wishers attended the ceremony in the courtyard of the École Militaire. Some shouted “Long live Dreyfus.” Suppose you were report-ing on the event for an American newspaper. Write a news story, using the documents on this page along with informa-tion from the chapter.

“Un Diner En Famille”Translation: “It is agreed that there should be no talk of the

affair! But they did talk about it . . .”

—From Le Figaro by Caran d’Ache, February, 1898

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