Transcript GWH Chapter 19B - Stamford High School

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Chapter Introduction
Section 1 The Industrial Revolution
Section 2 Reaction and Revolution
Section 3 National Unification and the
National State
Section 4 Culture: Romanticism and
Realism
Chapter Summary
Chapter Assessment
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Key Events
As you read this chapter, look for the key
events in the development of industrialization
and nationalism. 
• The Industrial Revolution saw a shift from
an economy based on farming and
handicrafts to an economy based on
manufacturing by machines and industrial
factories. 
• Three important ideologies–conservatism,
nationalism, and liberalism–emerged to
play an important role in world history. 
• Romanticism and realism reflected changes
in society in Europe and North America.
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The Impact Today
The events that occurred during this time
period still impact our lives today. 
• The early conflicts between workers and
employers produced positive effects for
workers in modern society. 
• The Industrial Revolution replaced many
handcrafted items with mass-produced
items, many of which we still use today. 
• Nationalism has had a profound effect on
world developments in the twentieth
century.
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Chapter Objectives
After studying this chapter, you should be
able to: 
• describe the impact of the Industrial
Revolution. 
• explain changes in the popularity of
conservative, liberal, and nationalist
movements. 
• identify and explain reasons for revolution
and reform. 
• describe the events that led to the
unification of Italy and of Germany.
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Chapter Objectives
After studying this chapter, you should be
able to:
• describe developments in the United
States and Canada. 
• discuss characteristics of romanticism and
realism. 
• describe events in the new age of
science.
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The Industrial Revolution
Main Ideas
• Coal and steam replaced wind and water as
new sources of energy and power. 
• Cities grew as people moved from the country
to work in factories. 
Key Terms
• capital 
• puddling 
• entrepreneur 
• industrial capitalism 
• cottage industry 
• socialism
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The Industrial Revolution
People to Identify
• James Watt 
• Robert Fulton 
Places to Locate
• Liverpool 
• Manchester
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The Industrial Revolution
Preview Questions
• What technological changes led to
industrialization? 
• What was the social impact of the Industrial
Revolution in Europe, especially on women
and children?
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The Industrial Revolution
Preview of Events
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Within four years of his arrival, Samuel
Slater constructed the first successful
water-powered cotton mill in the United
States, on the Blackstone River in
Pawtucket, Rhode Island. The construction
of this mill, now a national historic site, is
popularly recognized as the beginning of
the Industrial Revolution in America.
The Industrial Revolution in
Great Britain
• The Industrial Revolution began in Great
Britain in the 1780s for several reasons. 
• Improved farming methods increased the
food supply, which drove food prices
down and gave families more money for
manufactured goods. 
• The increased food supply also supported
a growing population.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• Britain had a ready supply of capital–
money to invest–for industrial machines
and factories. 
• Wealthy entrepreneurs were looking for
ways to invest and make profits. 
• Finally, Britain had abundant natural
resources and a supply of markets, in part
because of its colonial empire.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• In the eighteenth century Great Britain had
surged ahead in the production of cotton
goods. 
• The two-step process of spinning and
weaving had been done by individuals in
their homes, a production method called
cottage industry.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• A series of inventions–the flying shuttle,
the spinning jenny, and the water-powered
loom invented by Edmund Cartwright in
1787–made both weaving and spinning
faster. 
• It was now efficient to bring workers to the
new machines in factories. 
• Cottage industry no longer was efficient.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• The cotton industry became even more
productive after the Scottish engineer
James Watt improved the steam engine
in 1782 so it could drive machinery. 
• Steam power was used to spin and weave
cotton. 
• Steam-powered cotton mills proliferated
throughout Britain. 
• The steam engines used coal. 
• Mills no longer had to be located near
water.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• By 1840 cotton cloth was Britain’s most
valuable product. 
• Its cotton goods were sold all over the
world.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• The steam engine drove Britain’s
Industrial Revolution, and it ran on coal. 
• This led to the coal industry expanding.
The coal supply seemed unlimited. 
• Coal also transformed the iron industry. 
• Iron had been made in England since the
Middle Ages. 
• Using the process developed by Henry
Cort called puddling, industry produced a
better quality of iron.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• The British iron industry boomed. In 1740
Britain produced 17,000 tons of iron. 
• Cort’s process quadrupled production,
and by 1852 Britain was producing almost
3 million tons of iron annually.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• Since they were an efficient way to move
resources and goods, railroads were
crucial to the Industrial Revolution. 
• The first railroads were slow, but they
developed rapidly. 
• The Rocket was used on the first public
railway line, which opened in 1830. 
• The 32-miles of track went from
Liverpool to Manchester, England. 
• The Rocket pulled a 40-ton train at 16
miles per hour.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• Within 20 years, trains were going 50
miles per hour, an incredible speed for
its time. By 1850, Great Britain had more
than 6,000 miles of track. 
• Building railroads was a new job for farm
laborers and peasants. 
• The less expensive transportation
lowered the price of goods and made for
larger markets.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• More sales meant more demand, which
meant more factories and machines. 
• This regular, ongoing cycle of economic
growth was a basic feature of the
Industrial Revolution.
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
• The factory was another important aspect
of the Industrial Revolution because it
created a new kind of labor system. 
• To keep the machines going constantly,
workers had to work in shifts. 
• Factory owners trained the rural laborers
to work the same hours each day and to
do repetitive work. 
• One early industrialist said his goal was
“to make the men into machines that
cannot err.”
(pages 581–583)
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The Industrial Revolution in
Great Britain (cont.)
Eighteenth- and nineteenth-century
factories used a great deal of child labor.
Social reformers changed the practice in
part because children were not able to
attend school if they worked long hours.
At what age is it all right to let people
younger than 18 years of age work?
(pages 581–583)
The Spread of Industrialization
• Britain became the world’s greatest
industrial nation. 
• It produced one-half of the world’s cotton
goods and coal. 
• The Industrial Revolution spread to other
parts of the world at different speeds. 
• Belgium, France, and Germany were the
first to industrialize, principally because
their governments built infrastructure such
as canals and railroads.
(page 584)
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The Spread of Industrialization (cont.)
• The Industrial Revolution hit the United
States. 
• In 1800, six out of every seven American
workers were farmers. 
• By 1860, the number was only 1 out of
every 2. 
• Over this period, the population grew
from about 5 to 30 million people, and
a number of large cities developed.
(page 584)
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The Spread of Industrialization (cont.)
• The large United States needed a
transportation system, and miles of roads
and canals were built. 
• Robert Fulton built the first paddle-wheel
steamboat, the Clermont, in 1807. 
• By 1860, thousands of these boats were
on rivers, lakes, and even the ocean.
(page 584)
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The Spread of Industrialization (cont.)
• The railroad was the most important
transportation development. America had
fewer than 100 miles of track in 1830. 
• By 1860 it had about 30,000 miles of
track. 
• The railroad turned the United States into
a massive market.
(page 584)
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The Spread of Industrialization (cont.)
• Labor for the growing factories came from
the farm population. 
• Many of the new factory workers were
women and girls, who made up a
substantial majority of the workers in
textile factories. 
• Factory owners sometimes had whole
families work for them.
(page 584)
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The Spread of Industrialization (cont.)
Imagine you are a nineteenth-century
rural settler in the Ohio Valley, and you
see a steamboat for the first time. What
is your reaction?
(page 584)
Social Impact in Europe
• The Industrial Revolution spurred the
growth of cities and created two new
social classes: the industrial middle class
and the industrial working class. 
• Europe’s population nearly doubled
between 1750 and 1850 to 266 million. 
• The chief reason was a decline in death
from disease. 
• The increased food supply fed the people
better, and famine largely disappeared
from western Europe.
(pages 585–588)
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Social Impact in Europe (cont.)
• The Irish potato famine in the 1840s was
an exception, with almost one million
people dying. 
• Cities were the home to many industries. 
• People moved in from the country to find
work, taking the new railroads. 
• London’s population increased from about
1 million in 1800 to about 2,500,000 in
1850. 
• Nine British cities had populations over
100,000 in 1850.
(pages 585–588)
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Social Impact in Europe (cont.)
• Many inhabitants of these rapidly growing
cities lived in miserable conditions. 
• The conditions prompted urban social
reformers to call for cleaning up the cities,
a call which would be heard in the second
half of the nineteenth century.
(pages 585–588)
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Social Impact in Europe (cont.)
• The Industrial Revolution replaced the
commercial capitalism of the Middle Ages
with industrial capitalism–an economic
system based on industrial production. 
• This capitalism produced the industrial
middle class. 
• It was made up of the people who built the
factories, bought the machines, and
figured out where the markets were. 
• Their characteristics were initiative, vision,
ambition, and money making.
(pages 585–588)
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Social Impact in Europe (cont.)
• Industrial workers faced horrible working
conditions with hours ranging from 12 to
16 hours a day, six days a week. 
• No one had security on the job, and there
was no minimum wage. 
• The hot temperatures in the cotton mills
were especially harmful.
(pages 585–588)
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Social Impact in Europe (cont.)
• In Britain, women and children made up
two-thirds of the cotton industry’s
workforce. 
• The Factory Act of 1833 set 9 as the
minimum age to work. 
• Children from ages 9 to 13 could work
only 9 hours a day; those between ages
13 and 18 could work only 12 hours.
(pages 585–588)
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Social Impact in Europe (cont.)
• Women took more and more of the textile
industry jobs. 
• They were unskilled and were paid half or
less than the men. 
• Excessive working hours for women were
outlawed in 1844. 
• The employment of women and children
was a holdover from the cottage industry
system. 
• The laws restricting industrial work for
women and children led to a new pattern
of work, therefore.
(pages 585–588)
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Social Impact in Europe (cont.)
• Married men were now expected to
support the family, and married women
were to take care of the home and
perform low-paying jobs in the home,
such as taking in laundry, to help the
family survive.
(pages 585–588)
Social Impact in Europe (cont.)
• The pitiful conditions for workers in the
Industrial Revolution led to a movement
called socialism. 
• Under socialism, society, usually
government, owns and controls some
means of production–such as factories
and utilities.
(pages 585–588)
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Social Impact in Europe (cont.)
• Early socialism was largely the idea of
intellectuals who believed in the equality
of all people and who wanted to replace
competition with cooperation. 
• Later socialists like Karl Marx thought
these ideas were not practical and called
those who believed them utopian
socialists.
(pages 585–588)
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Social Impact in Europe (cont.)
• A famous utopian socialist was Robert
Owen, a British cotton manufacturer. 
• He believed people would show their
natural goodness if they lived in a
cooperative environment. 
• Owen transformed a factory town in
Scotland into a flourishing community. 
• A similar attempt at New Harmony,
Indiana, failed in the 1820s.
(pages 585–588)
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Social Impact in Europe (cont.)
Capitalism and socialism have different
views about what brings out the best in
people. Is socialism correct that
cooperation does so, or is capitalism
correct that competition does so?
(pages 585–588)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. a method of production in which
tasks are done by individuals in
their rural homes
A. capital
__
C 2. process in which coke derived
from coal is used to burn away
impurities in crude iron to
produce high quality iron
C. puddling
B. cottage
industry
D. industrial
capitalism
E. socialism
__
E 3. a system in which society,
usually in the form of the government,
owns and controls the means of production
__
A 4. money available for investment
__
D 5. an economic system based on industrial
production or manufacturing
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Checking for Understanding
Describe the importance of the
railroads in the growth of cities in
Europe and North America.
The less expensive transportation
led to lower-priced goods and larger
markets.
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Checking for Understanding
List the members of the new industrial
middle class.
The people who built the factories
and bought the machines made up
the new industrial middle class.
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Critical Thinking
Cause and Effect Analyze how the
Industrial Revolution changed the way
families lived and worked.
People moved from the country into
cities, subjecting them to poverty,
overcrowding, and illness.
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Analyzing Visuals
Examine the picture of a female
textile worker shown on page 582 of
your textbook. How does this picture
reflect the role that women played in
the Industrial Revolution?
Women entered the workforce,
worked in factories, or took low-paying
jobs that could be done at home.
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Close
Discuss whether you agree with the
following statement: “In the long run,
the Industrial Revolution was good for
all classes of British society because it
created so much new wealth in that
nation.”
Reaction and Revolution
Main Ideas
• The great powers worked to maintain a
conservative order throughout Europe. 
• The forces of liberalism and nationalism
continued to grow and led to the revolutions
of 1848. 
Key Terms
• conservatism 
• liberalism 
• principle of
intervention 
• universal
male suffrage
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Reaction and Revolution
People to Identify
• Klemens von Metternich 
• Louis-Napoleon 
Places to Locate
• Vienna 
• Prague
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Reaction and Revolution
Preview Questions
• What did the Congress of Vienna try to
accomplish? 
• Why did revolutions occur in 1848?
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Reaction and Revolution
Preview of Events
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As British prime minister, Benjamin Disraeli
believed that the Conservative Party could
save aristocratic traditions while cautiously
adopting democratic reforms. The Disraelibacked Reform Bill of 1867 extended the
vote to all male homeowners and most men
who rented property.
The Congress of Vienna
• When the great powers of Austria,
Prussia, Russia, and Great Britain met at
the Congress of Vienna in 1814, they
wanted to restore the old order after
Napoleon’s defeat. 
• Prince Klemens von Metternich was the
Austrian foreign minister who led the
Congress. 
• He said he was guided at Vienna by the
principle of legitimacy: legitimate
monarchs deposed by Napoleon would be
restored in the interest of peace and
stability.
(pages 589–590)
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The Congress of Vienna (cont.)
• Some countries accepted the principle
of legitimacy, and some did not. 
• The participants in the Congress of
Vienna also rearranged European
territories to form a new balance of
military and political power to keep
one country from dominating Europe. 
• To balance Russian territorial gains,
Prussia and Austria were given new
territories, for example.
(pages 589–590)
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The Congress of Vienna (cont.)
What would prevent a country from
accepting the principle of legitimacy?
Some countries did not want to have the
old monarchies restored.
(pages 589–590)
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The Conservative Order
• The arrangement worked out at the
Congress of Vienna curtailed the forces
set loose by the French Revolution. 
• Those who saw this as a victory, such as
Metternich, held a political philosophy
called conservatism.
(pages 590–591)
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The Conservative Order (cont.)
• Conservatism is based on tradition and
social stability. 
• Conservatives wanted obedience to
traditional political authority and believed
that organized religion was important to an
ordered society. 
• They did not like revolution or demands for
rights and government representation.
(pages 590–591)
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The Conservative Order (cont.)
• The powers at the Congress agreed to
meet in the future to take steps to keep
the balance of power in Europe. 
• These meetings came to be called the
Concert of Europe.
(pages 590–591)
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The Conservative Order (cont.)
• Most of the great powers eventually
adopted the principle of intervention:
countries had a right to intervene where
revolutions were threatening monarchies.

• Britain rejected the principle, saying
countries should not interfere in the
internal affairs of other states. 
• Austria, Prussia, Russia, and France did
crush revolutions and restore monarchies.
(pages 590–591)
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The Conservative Order (cont.)
When, if ever, does a country have the
right to intervene in another country’s
internal affairs?
(pages 590–591)
Forces of Change
• The forces of liberalism and nationalism
were gathering to bring about change in
the old order. 
• Liberalism is based principally on
Enlightenment principles and held that
people should be free of government
restraint as much as possible. 
• The chief liberal belief was the importance
of protecting the basic rights of all people. 
• Liberals believed these civil rights should
be guaranteed, as they are in the
American Bill of Rights.
(pages 591–592)
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Forces of Change (cont.)
• Liberals also avidly supported religious
toleration and the separation of church
and state. 
• Liberals tended to favor constitutional
forms of government because they
believed in representative government. 
• Liberals, however, thought that the right to
vote and hold office should be given only
to men who owned property–middle-class
men. 
• Liberals feared mob rule, wanted to share
power with the landowning classes, and
had no desire to share power with the
(pages 591–592)
lower classes.
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Forces of Change (cont.)
• Nationalism was an even more powerful
force for change in the nineteenth century. 
• It arose out of people’s awareness of
belonging to a community with common
institutions, traditions, language, and
customs. 
• This community is called a nation. 
• In the view of nationalists, citizens owe
their loyalty to the nation, not a king or
other entity.
(pages 591–592)
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Forces of Change (cont.)
• Nationalists came to believe that each
nationality should have its own
government. 
• Countries that were divided into
principalities, as Germany was, should
have unity with a centralized government;
subject people, such as the Hungarians,
should have their own nation.
(pages 591–592)
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Forces of Change (cont.)
• Conservatives feared what such changes
would do to the balance of power in
Europe and to their kingdoms. 
• The conservatives repressed the
nationalists. 
• In the first half of the nineteenth century,
liberalism was a strong ally of nationalism
because liberals believed in selfgovernment. 
• This alliance gave nationalism a wider
scope.
(pages 591–592)
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Forces of Change (cont.)
• In 1830, French liberals overthrew the
Bourbon monarchy and established a
constitutional monarchy with LouisPhilippe as king. 
• Nationalism was the chief force behind
rebellions in Poland and Italy, and a
revolution in Belgium.
(pages 591–592)
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Forces of Change (cont.)
What differentiates nineteenth-century
liberalism from contemporary liberalism?
Possible answer: One clear difference is
that nineteenth-century liberalism
believed in minimal government, but
contemporary liberalism tends to look to
the government to solve social problems.
(pages 591–592)
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The Revolutions of 1848
• Despite changes after 1830, the
conservative order still dominated
much of Europe. 
• The growing forces of nationalism and
liberalism erupted again in the revolutions
of 1848.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• France had severe economic
problems beginning in 1846, causing
hardships to the lower class. 
• At the same time, the middle class wanted
the right to vote. 
• Louis-Philippe refused to make changes,
and opposition grew.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• The monarchy was overthrown in 1848. 
• Moderate and radical republicans–people
who wanted France to be a republic–set
up a temporary government. 
• It called for the election of representatives
to a Constituent Assembly that would
draw up a new constitution. 
• Election would be by universal male
suffrage–all adult men could vote, not
just the wealthy.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• The provisional government also set up
national workshops to give the
unemployed work. 
• When almost 120,000 people signed up,
the treasury was drained, and the
frightened moderates closed the
workshops. 
• Workers took to the streets, and in bitter
fighting the government crushed the
worker revolt. 
• Thousands were killed or sent to Algeria,
France’s prison colony.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• The new constitution, ratified in November
1848, set up the Second Republic, with a
single legislature elected by universal
male suffrage. 
• A president served for four years. Charles
Louis Napoleon Bonaparte (called LouisNapoleon), the famous ruler’s nephew,
was elected president.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• The Congress of Vienna had recognized
38 independent German states, called the
German Confederation. 
• The 1848 cries for change led many
German rulers to promise constitutions,
a free press, and jury trials. 
• An all-German parliament, the Frankfurt
Assembly, met to fulfill the liberal and
nationalist goal of creating a constitution
for a unified Germany.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• Since the members had no way to force
the rulers to accept the constitution, the
Frankfurt Assembly failed. 
• The Austrian Empire was a multinational
state with a collection of peoples joined
only by the Hapsburg ruler. 
• The Germans played a leading role in
governing Austria, even though they were
only one-fourth of the population.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• The Austrian Empire had its problems. 
• In March 1848, demonstrations led to the
ouster of Metternich, the quintessential
conservative. 
• Revolutionary forces took control of the
capital, Vienna, and demanded a liberal
constitution. 
• The government gave Hungary its own
legislature as a gesture of appeasement.
In Bohemia, however, Czechs
demonstrated for their own government.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• In June, Austrian military forces crushed
the Czech rebellion in Prague. 
• The rebels in Vienna were defeated by
October. 
• With the help of 140,000 Russian soldiers,
the Austrians crushed the Hungarian
rebels by 1849.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• The Congress of Vienna had set up nine
states in Italy. 
• Revolt against Austria broke out in
Lombardy and Venetia. 
• Revolutionaries in other Italian states took
up arms. 
• By 1849, however, Austria had established
the old order throughout Italy.
(pages 592–594)
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The Revolutions of 1848 (cont.)
• In Europe in 1848, popular revolts led to
constitutional governments. 
• The revolutionaries could not stay united,
however, and conservative rule was
reestablished.
(pages 592–594)
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The Revolutions of 1848 (cont.)
What countries experienced revolutions
in 1848?
France, the German states, the Austrian
Empire, and the Italian states experienced
revolutions.
(pages 592–594)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
C 1. a political philosophy
originally based largely on
Enlightenment principles,
holding that people should
be as free as possible from
government restraint and
that civil liberties–the basic
rights of all people–should
be protected
__
B 2. idea that great powers have
the right to send armies into
countries where there are
revolutions to restore
legitimate governments
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A. conservatism
B. principle of
intervention
C. liberalism
D. universal male
suffrage
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 3. the right of all males to vote
in elections
__
A 4. a political philosophy based
on tradition and social
stability, favoring obedience
to political authority and
organized religion
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A. conservatism
B. principle of
intervention
C. liberalism
D. universal male
suffrage
Checking for Understanding
Explain the effect of conservatism in
1848.
Conservative governments led to
liberal calls for reforms.
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Checking for Understanding
List the different peoples living in the
Austrian Empire.
Germans, Czechs, Magyars
(Hungarians), Slovaks, Romanians,
Slovenes, Poles, Croats, Serbs, and
Italians were all living in the Austrian
Empire.
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Critical Thinking
Analyze How did the social and
economic changes from the Industrial
Revolution contribute to the spread of
liberalism?
The Industrial Revolution led to the
growth of an industrial middle class.
Liberalism was tied to middle-class
men.
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Analyzing Visuals
Examine the portrait of Louis-Philippe
shown on page 592 of your textbook.
How does this portrait reflect LouisPhilippe’s position in France? How is
this portrait different from that of
earlier French rulers like Louis XIV or
Napoleon?
The portrait shows less emphasis on
majesty.
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Close
Support or oppose the following
statement: “Acts of civil disobedience,
violence, and terrorism have made
guaranteeing personal freedoms less
desirable for society.”
National Unification and the
National State
Main Ideas
• The rise of nationalism contributed to the
unification of Italy and Germany. 
• While nationalism had great appeal, not all
peoples achieved the goal of establishing their
own national states. 
Key Terms
• militarism 
• emancipation 
• kaiser 
• abolitionism
• plebiscite 
• secede
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
National Unification and the
National State
People to Identify
• Giuseppe Garibaldi 
• Queen Victoria 
• Otto von Bismarck 
• Czar Alexander II 
Places to Locate
• Piedmont 
• Lorraine 
• Alsace 
• Budapest
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National Unification and the
National State
Preview Questions
• What were the roles of Camillo di Cavour and
Otto von Bismarck in the unification of their
countries? 
• What caused the American Civil War?
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National Unification and the
National State
Preview of Events
Click the Speaker button to
listen to the audio again.
The liberal British philosopher John Stuart Mill
was educated exclusively by his father, also a
famous philosopher. At the age of eight, after
he had read all the works of the historian
Herodotus in the original Greek, Mill began to
study Latin, geometry, and algebra. By age 12
he was reading Plato and Aristotle in Latin. Mill
had a mental breakdown as a young adult,
and later claimed that he pulled himself out of
his psychological troubles by reading romantic
poetry.
Breakdown of the Concert of
Europe
• The nationalist goals of the 1848
revolutionaries would be achieved later. 
• By 1871 both Germany and Italy were
unified, a change caused by the Crimean
War. 
• The Crimean War was rooted in a conflict
between Russia and the Ottoman Empire,
which controlled much of the Balkans in
southeastern Europe. 
• The power of the Ottoman Empire
declined in the nineteenth century.
(pages 596–597)
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Breakdown of the Concert of
Europe (cont.)
• Russia wanted to expand into the Balkans
so it could have access to the Dardanelles
and the Mediterranean Sea, giving it the
naval might to be the great power in
eastern Europe. 
• Russia invaded the Turkish Balkan
provinces of Moldavia and Walachia, and
the Ottomans declared war on Russia. 
• Great Britain and France, fearing Russia’s
ambitions, allied with the Ottomans. 
• The Crimean War was on.
(pages 596–597)
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Breakdown of the Concert of
Europe (cont.)
• Heavy losses caused the Russians to
seek peace. 
• In the Treaty of Paris of 1856, Russia
agreed to have Moldavia and Walachia
placed under the protection of all the
great powers.
(pages 596–597)
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Breakdown of the Concert of
Europe (cont.)
• The Crimean War destroyed the Concert
of Europe. 
• Austria and Russia had been the two
powers maintaining order, but now they
were enemies because Austria had not
supported Russia in the Crimean War due
to its own interests in the Balkans. 
• Russia withdrew from European affairs for
the next 20 years. 
• Austria had no friends among the great
powers, and Germany and Italy now could
unify.
(pages 596–597)
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Breakdown of the Concert of
Europe (cont.)
What contemporary alliances and
organizations try to keep stability in the
world?
Possible answers: The United Nations
(UN), the North Atlantic Treaty
Organization (NATO), and the
Organization of American States (OAS)
try to keep stability in the world.
(pages 596–597)
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Italian Unification
• In 1850, Austria was still the dominant
power on the Italian Peninsula. 
• After 1848, people looked to the northern
Italian state of Piedmont to lead the fight
for unification.
(pages 597–598)
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Italian Unification (cont.)
• The king of Piedmont named Camillo di
Cavour his prime minister. 
• Cavour pursued economic expansion,
which gave the government enough
money to support a large army. 
• He then made an alliance with the French
emperor Louis-Napoleon, knowing his
army by itself could not defeat Austria,
and provoked the Austrians into declaring
war in 1959.
(pages 597–598)
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Italian Unification (cont.)
• The conflict resulted in a peace
settlement that made Piedmont an
independent state. 
• Cavour’s success caused nationalists in
other northern Italian states to overthrow
their governments and join their states to
Piedmont. 
• In southern Italy, a new patriotic leader for
unification emerged–Giuseppe Garibaldi. 
• He raised an army of one thousand
volunteers, called Red Shirts because of
the color of their uniforms.
(pages 597–598)
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Italian Unification (cont.)
• A branch of the Bourbon dynasty ruled
the Kingdom of the Two Sicilies (Sicily
and Naples). 
• A revolt broke out in Sicily against the
king, and Garibaldi and his forces landed
on the island. 
• By July 1860, they controlled most of the
island. 
• They marched up the mainland and
Naples soon fell.
(pages 597–598)
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Italian Unification (cont.)
• Garibaldi turned his conquests over to
Piedmont, and in 1861 a new Kingdom
of Italy was proclaimed. 
• King Victor Emmanuel II, who had been
king of Piedmont, was crowned ruler.
(pages 597–598)
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Italian Unification (cont.)
• Italy’s full unification would mean adding
Venetia, held by Austria, and Rome, held
by the pope and supported by the French. 
• The Italian state allied with Prussia in the
Austro-Prussian War of 1866. 
• When Prussia won, it gave Venetia to the
Italians. 
• France withdrew from Rome in 1870. 
• The Italian army annexed Rome that
same year, and Rome became the capital
of the united Italy.
(pages 597–598)
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Italian Unification (cont.)
How did Giuseppe Garibaldi contribute
to Italian unification?
After conquering the Italian Peninsula,
Garibaldi could have chosen to rule over
this area. Instead, he turned over the
lands to Piedmont in order for Italy to be
unified.
(pages 597–598)
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German Unification
• Germans looked to Prussia’s militarism
for leadership in unification. 
• In the 1860s, King William I tried to
enlarge the already powerful Prussian
army. 
• When the legislature refused to levy the
tax, William I appointed a new prime
minister, Otto von Bismarck.
(pages 598–599)
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German Unification (cont.)
• Bismarck often is seen as the greatest
nineteenth-century practitioner of
realpolitik, or practical politics with little
regard for ethics and an emphasis on
power. 
• He ignored the legislature on the matter
of the army, saying that “Germany does
not look to Prussia’s liberalism but to her
power.”
(pages 598–599)
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German Unification (cont.)
• Bismarck collected taxes and
strengthened the army. 
• From 1862 to 1866, he governed Prussia
without legislative approval. 
• With Austria as an ally, he defeated
Denmark and gained territory. 
• He then created friction with Austria, and
the two countries went to war in 1866. 
• The highly disciplined Prussian army
defeated the Austrians soundly less than
a month after war was declared.
(pages 598–599)
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German Unification (cont.)
• Prussia organized northern German
states into a North German
Confederation. 
• The southern German states signed
military alliances with Prussia for
protection against France, even though
Prussia was Protestant and southern
Germany was Catholic.
(pages 598–599)
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German Unification (cont.)
• Prussia dominated all of northern
Germany. 
• Problems with France soon developed. 
• France feared a strong German state. 
• From a misunderstanding between
Prussia and France over the candidacy of
a relative of the Prussian king for the
throne of Spain, the Franco-Prussian War
broke out in 1870. 
• Prussia and its southern German allies
handily defeated the French.
(pages 598–599)
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German Unification (cont.)
• Prussian armies advanced into France,
capturing the king (Napoleon III) and an
entire army. 
• Paris surrendered, and an official peace
treaty was signed in 1871. 
• France paid 5 billion francs and gave up
the provinces of Alsace and Lorraine to
the new German state. 
• The French burned for revenge over the
loss of these territories.
(pages 598–599)
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German Unification (cont.)
• The southern German states joined the
North German Confederation. 
• On January 18, 1871, in the Hall of
Mirrors in the palace of Versailles, William
I of Prussia was proclaimed kaiser, or
emperor, of the Second German Empire
(the first was the Holy Roman Empire).
(pages 598–599)
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German Unification (cont.)
• The Prussian monarchy and army had
achieved German unity, giving the new
state its authoritarian and militaristic
values. 
• This military might combined with
industrial resources made the new state
the strongest power on the European
continent.
(pages 598–599)
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German Unification (cont.)
What characteristics of German National
Socialism are found in the Prussian state?
Authoritarianism, militarism, and the
emphasis on obedience to state
authority were characteristics of German
National Socialism found in the Prussian
state.
(pages 598–599)
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Nationalism and Reform in
Europe
• Great Britain avoided the revolutionary
upheavals of the first half of the nineteenth
century. 
• In 1815 the aristocratic classes dominated
Parliament. 
• In 1832 Parliament extended the vote to
include male members of the industrial
middle class, giving them an interest in
ruling Britain. 
• Further social and political reforms
stabilized Britain through the 1860s.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• Britain’s continued economic growth also
added to its stability. 
• After 1850, the industrial middle class
was prosperous, and the wages of the
industrial working class were beginning
to climb.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• The British feeling of national pride was
reflected in Queen Victoria. 
• Her reign from 1837 to 1901 is the longest
in English history. 
• Her sense of duty and moral respectability
were reflected in her era, known as the
Victorian Age.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• After 1848, events in France moved
towards restoring the monarchy. 
• In the 1852 plebiscite, or popular vote,
97 percent voted to restore the empire. 
• Louis-Napoleon became Napoleon III,
emperor of the Second Empire.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• Napoleon III’s government was
authoritarian. 
• He controlled the armed forces, police,
and civil service. 
• Only he could introduce legislation or
declare war. 
• He limited civil liberties and focused on
expanding the economy. 
• Government subsidies built railroads,
harbors, canals, and roads. 
• Iron production tripled.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• He also did a vast rebuilding of Paris,
replacing old narrow streets with wide
boulevards. 
• The new Paris had spacious buildings,
public squares, an underground sewage
system, a public water supply, and
gaslights. 
• It was modern.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• Opposition to the emperor arose in the
1860s. 
• Napoleon III liberalized his regime, giving
the legislature more power, for example. 
• After the Prussians defeated the French,
however, the Second Empire fell.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• The multinational state of Austria had
been able to frustrate the attempts of its
ethnic groups for independence. 
• After 1848 and 1849, the Hapsburg rulers
restored centralized, autocratic
government.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• However, the Prussian victory over Austria
forced Austria to make concessions to the
strongly nationalistic Hungarians. 
• The result was the Compromise of 1867. 
• It created the dual Austria-Hungary
monarchy. 
• Each component had its own constitution,
legislature, bureaucracy, and capital–
Vienna for Austria and Budapest for
Hungary.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• Holding the two states together was a
single monarch (Francis Joseph), a
common army, foreign policy, and a
shared financial system. 
• Domestically, Hungary had become an
independent state. 
• Other states were not happy with the
compromise.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• At the beginning of the nineteenth century,
Russia was a highly rural, autocratic state
with a divine-right monarch with absolute
power. 
• In 1856, however, Russia was defeated in
the Crimean War. 
• Even conservatives knew that Russia was
falling behind western Europe and
needed to modernize.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• Czar Alexander II made reforms. 
• On March 3, 1861, he freed the serfs with
an emancipation edict. 
• Peasants could now own property and
marry as they wished. 
• The government bought land from the
landlords and provided it to the peasants.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• Landowners often kept the best land for
themselves, however, and the new system
was not helpful to peasants. 
• Emancipation had led to an unhappy,
land-starved peasantry following old ways
of farming.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
• A group of radicals assassinated
Alexander II in 1881. 
• His son and successor turned against
reform and returned to the old methods
of repression–soldiers, secret police,
censorship, and the like.
(pages 600–602)
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Nationalism and Reform in
Europe (cont.)
How could Alexander II have more
effectively freed the serfs?
He could have found ways to guarantee
that the peasants received good and
sufficient land.
(pages 600–602)
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Nationalism in the
United States
• The U.S. Constitution had committed the
country to both nationalism and
liberalism. 
• Unity was not easy to achieve, however. 
• From the beginning, Federalists and
Republicans fought bitterly over the
division of powers between the federal
and state levels in the new government. 
• The Federalists wanted a strong central
government, the Republicans wanted
strong state governments.
(pages 602–603)
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Nationalism in the
United States (cont.)
• With the War of 1812 against the British,
a surge of national feeling covered up
these divisions. 
• The election of Andrew Jackson opened
a new, more democratic era of American
politics. 
• The right to vote was extended to all adult
white males, regardless of property.
(pages 602–603)
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Nationalism in the
United States (cont.)
• By the mid-nineteenth century, the issue
of American unity was threatened by
slavery. 
• The South’s economy was based on
growing cotton using slave labor, and the
South was determined to keep the status
quo. 
• Abolitionism, a movement to end
slavery, arose in the North and challenged
the South.
(pages 602–603)
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Nationalism in the
United States (cont.)
• In 1858 Abraham Lincoln had said that
“this government cannot endure
permanently half slave and half free.” 
• He was elected president in 1860. 
• A month later South Carolina voted to
secede (withdraw) from the United States. 
• Six more southern states did the same,
setting up the rival Confederate States of
America. 
• War broke out between North and South.
(pages 602–603)
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Nationalism in the
United States (cont.)
• The American Civil War (1861 to 1865)
was bloody. Over 600,000 soldiers died. 
• The Union wore down the Confederacy. 
• In 1863, President Lincoln issued the
Emancipation Proclamation, freeing the
slaves. 
• On April 9, 1865, the South surrendered
and national unity prevailed in the United
States.
(pages 602–603)
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Nationalism in the
United States (cont.)
Does race still divide the United States,
even though slavery is long over?
(pages 602–603)
The Emergence of a Canadian Nation
• Canada passed from the French to the
British at the end of the Seven Years’ War.

• By 1800, most Canadians favored more
independence from British rule. 
• There were serious problems among the
Canadian colonists. 
• Upper Canada (modern Ontario) was
English speaking, while Lower Canada
(modern Quebec) was French speaking.
(page 603)
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The Emergence of a Canadian Nation
• After two Canadian rebellions against the
government in 1837 and 1838, the British
Parliament formally joined Upper and
Lower Canada into the United Provinces
of Canada. 
• It was not self-governed.
(page 603)
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The Emergence of a Canadian Nation
• John Macdonald, the head of Upper
Canada’s Conservative Party, was a
strong voice for self-rule. 
• The British gave in, fearing American
designs on Canada. 
• In 1867, Parliament passed the British
North America Act, which established
the new nation, the Dominion of Canada.
It had its own constitution.
(page 603)
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The Emergence of a Canadian Nation
• John Macdonald was the first prime
minister of the new Dominion. 
• Canada possessed a parliamentary
system and ruled itself, though foreign
affairs were in the hands of the British
government.
(page 603)
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The Emergence of a Canadian Nation
Canada and the United States shared the
experience of opening up western frontiers
after becoming nations. What effect did this
shared experience have on each nation?
The dominant effect was making each
country economically stable and rich, for
the most part, due to the vast resources
in each country’s frontier.
(page 603)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 1. the act of setting free
__
E 2. a movement to end slavery
A. militarism
B. kaiser
__
B 3. German for “caesar,” the title C. plebiscite
of the emperors of the
D. emancipation
Second German Empire
E. abolitionism
__
4.
reliance
on
military
strength
A
__
C 5. a popular vote
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Checking for Understanding
Explain why you think Alexander III
turned against the reforms of his father.
He may have felt they led to his father’s
assassination, and he wanted to restore
stability.
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Checking for Understanding
List the Prussian values and assets that
caused the Second German Empire to
become the strongest European state.
The Prussian values were
authoritarianism and militarism.
Assets were industrial and military.
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Critical Thinking
Drawing Inferences Explain how the
forces of liberalism and nationalism
affected events in the United States
during the nineteenth century.
They divided the nation and led to
Civil War.
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Analyzing Visuals
Examine the photographs of a peasant
and a slave family shown on pages 601
and 602 of your textbook. Based on the
visual evidence of the two photographs,
how do you think the living conditions of
Russian peasants compared to living
conditions of slaves in the United
States?
They appear to be similar and
very poor.
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Close
Discuss how nationalism led to
revolution in some cases, and, in
others, resulted in political, social,
and economic reforms.
Culture: Romanticism and
Realism
Main Ideas
• At the end of the eighteenth century,
romanticism emerged as a reaction to the
ideas of the Enlightenment. 
• The Industrial Revolution created a new
interest in science and helped produce the
realist movement. 
Key Terms
• romanticism 
• natural selection 
• secularization 
• realism
• organic evolution 
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Culture: Romanticism and
Realism
People to Identify
• Ludwig van Beethoven 
• Charles Darwin 
• Louis Pasteur 
• Charles Dickens 
Places to Locate
• London 
• France
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Culture: Romanticism and
Realism
Preview Questions
• What were the major features of romanticism
and realism? 
• How did the Scientific Revolution lead to
secularization?
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Culture: Romanticism and
Realism
Preview of Events
Click the Speaker button to
listen to the audio again.
Debate about Darwin’s theory of evolution
reached a pinnacle of emotion at an 1860
meeting at Oxford University. Biologist T.H.
Huxley responded to a prominent opponent
of evolution’s sarcastic query about
Huxley’s ancestry with the withering
statement that he would prefer to have as a
grandfather “a miserable ape” than a man
who used his intelligence and influence “for
the mere purpose of introducing ridicule
into a grave scientific debate.”
Romanticism
• At the end of the eighteenth century,
the intellectual movement known as
romanticism emerged in reaction to
Enlightenment ideas. 
• The Enlightenment had stressed reason
for discovering truth. 
• The romantics emphasized feelings and
imagination as sources of knowing.
(pages 605–607)
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Romanticism (cont.)
• For romanticism, emotions were truly
knowable only by the person experiencing
them. 
• Romantic works often feature figures
isolated from society but sure about the
worth of their inner lives. 
• Romanticism also stressed individualism,
the belief that each person is unique. 
• Many romantics rebelled against middleclass conventions.
(pages 605–607)
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Romanticism (cont.)
• Many romantics also had a deep interest
in the past and revived medieval
architectural styles, such as the Houses
of Parliament in London. 
• Sir Walter Scott’s novel of clashes among
medieval knights, Ivanhoe, was wildly
popular. 
• By focusing on their nation’s past, many
romantic writers reflected nineteenthcentury nationalism.
(pages 605–607)
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Romanticism (cont.)
• The exotic, unfamiliar, and extreme
attracted romantics, as is seen in Gothic
literature such as Mary Shelley’s
Frankenstein and the works of Edgar
Allen Poe.
(pages 605–607)
Romanticism (cont.)
• Romantics viewed poetry as the direct
expression of the soul. 
• Romantic poetry gave expression to a
vital part of romanticism, the love of
nature. 
• This is clearly seen in the poetry of
William Wordsworth. 
• The worship of nature caused romantics
to criticize the new science, which they
believed reduced nature to a cold object
of mathematical study that had no room
for the imagination or the human soul.
(pages 605–607)
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Romanticism (cont.)
• In Shelley’s novel, Frankenstein’s monster
was a symbol of the danger of science’s
attempt to conquer nature. 
• Romantics feared that industrialization
would alienate people from their inner
selves and the natural world. 
• Romantic artists shared two basic beliefs:
art reflects the artist’s inner soul, and art
should abandon classical reason for
warmth and emotion. 
• Eugène Delacroix was the most famous
romantic painter in France.
(pages 605–607)
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Romanticism (cont.)
• To many, music was the most romantic art
because it probed so deeply into human
emotions. 
• Ludwig van Beethoven was one of the
greatest composers of all time. 
• While his early work was more classical,
his later music, beginning with his Third
Symphony, embodied the drama and
power of romanticism. 
• He felt music had to reflect deep feeling.
(pages 605–607)
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Romanticism (cont.)
The English romantic poet John Keats
believed that beauty is truth, and truth is
beauty. What is the truth in beauty, if any?
Possible answer: Keats believed that
beauty was the outward expression of
an inward reality and wholeness, and in
that way beauty was the expression of
truth.
(pages 605–607)
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A New Age of Science
• The Industrial Revolution increased
interest in scientific research. 
• By the 1830s science had made
discoveries that benefited all Europeans. 
• The Frenchman Louis Pasteur proposed
the germ theory of disease, laying the
foundation for modern medical research. 
• The Russian Dmitry Mendeleyev classified
all the material elements then known by
their atomic weights. 
• The Englishman Michael Faraday was
laying the foundation for the use of electric
(pages 607–608)
current.
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A New Age of Science (cont.)
• Europeans’ increasing faith in science and
the material world weakened their
religious faith. 
• Secularization increased throughout the
nineteenth century. 
• No one did more to create a picture of
humans as material beings than Charles
Darwin. 
• In 1859 Charles Darwin published his On
the Origin of Species by Means of Natural
Selection.
(pages 607–608)
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A New Age of Science (cont.)
• Darwin proposed his principle of organic
evolution. 
• Species of animals and plants develop
through a struggle for existence. 
• Those that adapt better survive, in a
process Darwin called natural selection. 
• Darwin argued in The Descent of Man that
human beings had animal origins. 
• Darwin’s ideas were controversial, but over
the years many scientists and intellectuals
have accepted them.
(pages 607–608)
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A New Age of Science (cont.)
Why were Darwin’s ideas controversial?
Some argued they made human beings
ordinary objects of nature, others said
there was no place for moral values in a
Darwinian world, and others condemned
Darwin for displacing God from creation.
(pages 607–608)
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Realism
• The belief that the world should be
viewed realistically is related to the
scientific outlook and the modern
“politics of reality.” 
• Realism became a movement in
the arts as well.
(pages 608–609)
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Realism (cont.)
• Literary realists rejected romanticism. 
• They wanted to depict actual characters
from real life, not exotic, past heroes. 
• The French author Gustave Flaubert
perfected the realist novel, most famously
in Madame Bovary where he criticizes
stifling, conformist small-town life in
France.
(pages 608–609)
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Realism (cont.)
• The British novelist Charles Dickens
wrote highly successful realist novels
focusing on the lower and middle classes
in Britain’s early Industrial Age. 
• He described the brutal realities of urban
poverty.
(pages 608–609)
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Realism (cont.)
• The French painter Gustave Courbet was
the most famous realist painter, portraying
scenes of workers, peasants, and the
wives of saloon keepers. 
• He would paint only what he could see. 
• Many objected to his paintings as ugly
and found his painting of human misery
scandalous. 
• To Courbet, no subject was too ordinary,
too harsh, or too ugly.
(pages 608–609)
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Realism (cont.)
Some people believe that realist art
contradicts the mission of art to beautify
the world. Is this position correct or not?
(pages 608–609)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 1. the principle set forth by
Darwin that some organisms
are more adaptable to the
environment than others; in
popular terms, “survival of
the fittest”
__
C 2. the principle set forth by
Darwin that every plant or
animal has evolved, or
changed, over a long period
of time from earlier, simpler
forms of life to more complex
forms
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A. romanticism
B. secularization
C. organic evolution
D. natural selection
E. realism
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
E 3. mid-nineteenth century
movement that rejected
romanticism and sought
to portray lower- and middleclass life as it actually was
A. romanticism
B. secularization
C. organic evolution
D. natural selection
__
A 4. an intellectual movement
E. realism
that emerged at the end of
the eighteenth century in reaction
to the ideas of the Enlightenment;
it stressed feelings, emotion, and
imagination as sources of
knowing
__
B 5. indifference to or rejection of
religion or religious consideration
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Checking for Understanding
Explain how scientific developments
affected the cultural movements of the
nineteenth century.
Scientific developments linked with
realism–the belief that the world should
be viewed scientifically–replaced the
emotional language of romanticism.
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Checking for Understanding
List the values of the romantics.
The values of the romantics included
an emphasis on feelings, imagination,
and individualism; a rebellion against
convention; and an interest in the past
and the exotic.
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Critical Thinking
Compare and Contrast How did
romanticism compare to the ideas of
the Enlightenment?
Romanticism emphasized feelings and
imagination. The Enlightenment used
reason and logic.
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Analyzing Visuals
Examine the painting by John
Constable shown on page 607 of your
textbook. How does this painting reflect
the characteristics of the romantic
movement?
Its shows emotion and feeling.
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Close
Discuss how political, economic, and
social systems are reflected in artistic
works of both romanticism and
realism.
Chapter Summary
In this chapter, you have studied
developments from industry to art, faith to
science, and liberalism to conservatism.
The chart below summarizes some of
these developments.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
Abolitionism
1. _______________
was the movement to end
slavery in the United States.
2. The process invented by Henry Cort to produce high
puddling
quality iron is called _______________.
3. Before the Industrial Revolution, goods were often
produced by individuals working in their own homes,
cottage industry
a method known as _______________.
4. Louis-Napoleon became president when 97 percent
plebiscite
of the _______________
responded with a yes vote.
Romanticism
5. _______________
emphasized feeling, emotion,
and imagination as sources of knowing.
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Reviewing Key Facts
History What four nations were
prepared to use military force
to crush revolts in other nations?
Austria, Prussia, Russia, and France
were all prepared to use military force
to crush revolts in other nations.
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Reviewing Key Facts
Culture What features can be found
in paintings of the romantic style?
Paintings of the romantic style are a
reflection of the artist’s inner feelings,
often showing warmth and emotion.
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Reviewing Key Facts
Economics How did the Industrial
Revolution affect Great Britain’s social
structure?
Cities grew dramatically, and the
population shifted from mostly rural to
mostly urban as former farm workers
moved to cities. A large industrial
middle class arose. Squalid working
conditions and slums prevailed for the
poor, but members of the working class
began to share in the prosperity.
Eventually universal male suffrage
came about, and the development of
socialism took root.
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Reviewing Key Facts
Government Describe how Otto von
Bismarck contributed to German
unification.
His authoritarian rule and a wellorganized, well-trained army helped
Prussia to organize the German states,
first into the North German
Confederation and then into the Second
German Empire, with the Prussian king
as kaiser.
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Reviewing Key Facts
Culture Name the social classes that
tended to support conservatism.
Rulers, nobles, and the wealthy elites
who wanted to retain the status quo
supported conservatism.
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Critical Thinking
Making Comparisons Compare the
motives for Czar Alexander II’s
emancipation of the serfs with Abraham
Lincoln’s motives for issuing the
Emancipation Proclamation in 1863.
Alexander II was concerned with
modernization; Lincoln felt that the
issue of slavery was dividing the
United States, and the solution was
to abolish it.
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Critical Thinking
Cause and Effect Describe how the
Crimean War indirectly contributed to
the unification of the Italian and
German states.
It led to the breakdown of the Concert
of Europe and left Austria without
friends among the great powers. Both
Piedmont and Prussia were able to take
advantage of Austria’s weakened
position to unify Italy and Germany.
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Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
In which part of
the United
Kingdom is
industrialization
concentrated?
Industrialization
is concentrated
in central England.
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Analyzing Maps and Charts
What
relationship
exists
between
railways and
industrial
centers?
Rail lines
developed near
industrial cities.
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Space Bar to display the answer.
Standardized Test Practice
Directions: Choose the best answer to the following
question.
Use the information in the box and your knowledge of world
history to answer the following question.
British Economic Conditions During the Early 1800s
• Canal miles tripled between 1760 and 1830.
• Britain had built more than 6,000 miles (9,654 km)
of railroad tracks by 1850.
• Britain produced nearly 3 million tons (2.7 million t)
of iron ore by 1852.
• London’s population grew by 236 percent between
1800 and 1850
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Space Bar to display the answer.
Standardized Test Practice
Which of the following statements is based on the
information in this box?
A The Industrial Revolution led to greater urbanization.
B London neighborhoods in the 1800s were sharply divided
between rich and poor.
C A boom in railroad and canal construction made
transportation more difficult.
D Parliament disagreed with the king over taxes and
spending.
Test-Taking Tip This question asks for an answer that
is supported by the facts provided in the box. Find the
answer choice that is proven true by the information
listed in the box.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Environmental Science Railroads and other
industries relied on burning coal for energy. This
created sulfuric clouds over British cities. How would
this have affected the lives of all British citizens?
Why might wealthy people have chosen to spend
more time at their country estates?
Literature Les Miserables is popular today as a
movie and musical. Watch the video. Identify ways
that Les Miserables transcends the culture in which
it was created and conveys universal themes.
Geography Research Darwin’s voyage. Locate on
a world map the stops Darwin made and report his
conclusions.
James Hargreaves (who may have named the
spinning jenny after his daughter) tried to keep his
invention secret. But other spinners became
suspicious because his family produced so much
yarn. They burst into his house, destroyed his
machine, and forced the family to move away.
German Unification
Victor Hugo
Click on a hyperlink to view the corresponding slide.
German Unification Bismarck used three wars to
unify Germany, but another German-caused war –
World War II–left Germany divided for 45 years. In
1990, West Germany and East Germany were
reunited as one country.
Victor Hugo Victor Hugo lived and wrote during
the time of Napoleon III. The novels of Hugo
combine historical detail and concern for social
issues with beautiful prose and moving plots. Hugo
was a fervent supporter of the republican form of
government. When Napoleon III came to power,
Hugo went into exile. It was at this time he wrote
Les Miserables. In this book, Hugo hoped to
counter the prevailing perception of the poor as
criminals and to describe their life under an
authoritarian government.
Britain’s Economy
Industrial Revolution
Click on a hyperlink to view the corresponding slide.
How did population growth and abundant natural
resources contribute to the shift of Britain’s economy
to one based on manufacturing?
The Industrial Revolution dramatically changed the
way that people lived in the nineteenth century, and
it continues to impact our lives today. Identify
changes that resulted from the Industrial Revolution.
Identifying an Argument
Why Learn This Skill?
In everyday conversation, the word argument refers to a
conflict involving two or more opinions. However, in writing
and in formal debate, an argument is a full presentation of a
single opinion. An argument uses facts to support a particular
opinion. After hearing these facts, it is then up to you to
determine whether the argument is valid or not.
This feature can be found on page 604 of your textbook.
Identifying an Argument
Learning the Skill
There are three basic elements to consider in an argument. 
• What is the thesis? The main idea of an argument is its
thesis, or the writer’s basic position or viewpoint on the
subject. In some arguments the thesis is stated explicitly.
In others, you must read carefully to determine the writer’s
position. 
• What are the supporting reasons, examples, and facts?
The writer supports the thesis with reasons and supports
the reasons with examples or facts.
This feature can be found on page 604 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Identifying an Argument
Learning the Skill
• What are its strengths and weaknesses? Before
accepting or rejecting an argument, evaluate its strengths
and weaknesses. How well is each reason supported by
facts and examples? Does the author's bias invalidate the
argument?
This feature can be found on page 604 of your textbook.
Identifying an Argument
Practicing the Skill
Read the quotation, on the following slide, published in 1842
in L’Atelier (The Workshop), a Parisian newspaper. Then
answer the questions on the following slides.
This feature can be found on page 604 of your textbook.
Identifying an Argument
Practicing the Skill
“Who has not heard of the women silkworkers . . . working fourteen
to sixteen hours (except for one hour for both meals); always
standing, without a single minute for repose [rest], putting forth an
enormous amount of effort. And many of them have to walk a
league or more, morning and evening, to get home, which is often
a cause for moral disorder. Nor should we neglect to mention the
danger that exists merely from working in these large factories,
surrounded by wheels, gears, enormous leather belts that always
threaten to seize you and pound you to pieces. There is not a
factory in which some kind of accident has not happened–some
woman worker caught by the hair or her clothing, and thereby
pulverized; some mutilation of the fingers or the hands.”
This feature can be found on page 604 of your textbook.
Identifying an Argument
Practicing the Skill
What is the writer’s thesis?
Women factory workers face deplorable working
conditions.
This feature can be found on page 604 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Identifying an Argument
Practicing the Skill
What reasons does the writer give to support
this thesis?
Long hours, no rest, the danger of walking to
and from work, and dangers from the factory
equipment were all reasons given to support
the author’s thesis.
This feature can be found on page 604 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Identifying an Argument
Practicing the Skill
What facts support the statement that danger
exists for the workers in the workplace?
The author does not present any specific facts
(dates, names, etc.) to support his argument,
just examples of the sorts of things that happen
based on factual conditions in factories.
This feature can be found on page 604 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Identifying an Argument
Practicing the Skill
What is your reaction to the author’s argument?
This feature can be found on page 604 of your textbook.
Austrian emperor Francis I (left) hosted the Congress of Vienna
Read The Congress of Vienna on page 580 of your
textbook. Then answer the questions on the following
slides.
This feature can be found on page 580 of your textbook.
Why would leaders of the Old Order choose to
celebrate the defeat of Napoleon with such a
display of wealth and pageantry?
The leaders of the Old Order celebrated the
defeat of Napoleon to show their power.
This feature can be found on page 580 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Why might this have been a sign of the need for
change in Europe?
It shows the decadence and arrogance of
the ruling class, demonstrating that it was
unconcerned with the lower class.
This feature can be found on page 580 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Why do some historians believe the Industrial
Revolution was as much a cause for the fall of
the Old Order as were the revolutions of the early
nineteenth century?
During the Industrial Revolution a new middle
class gained power.
This feature can be found on page 580 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Click the image on the
right to listen to an
excerpt from page 595
of your textbook.
Read the information
on page 595 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 595 of your textbook.
Click the Speaker button to listen to the audio again.
Why were Schurz and other Germans so excited
about the revolution in France?
They felt that the French Revolution had
unleashed elemental forces that would sweep
into Germany and result in the establishment
of a liberal German nation with a parliament,
civil rights, and other trappings of a
democracy.
This feature can be found on page 595 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Would you be willing to sacrifice everything for
your freedom and liberty? Why or why not?
This feature can be found on page 595 of your textbook.
The Industrial Revolution
Children had been an important
part of the family economy in
preindustrial times. They worked
in the fields or at home in cottage
industries. In the Industrial
Revolution, however, child labor
was exploited.
Read the excerpt on pages 586–
587 of your textbook and answer
the questions on the following
slides.
This feature can be found on pages 586–587 of your textbook.
Identifying What kind of working conditions did
children face in the factories during the early
Industrial Revolution?
They worked long hours, were harshly
disciplined, and were poorly paid.
This feature can be found on pages 586–587 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Analyzing Why did factory owners permit such
conditions and such treatment of children?
Children had a delicate touch as spinners of
cotton, and their smaller size made it easier to
move under machines. In addition, they were
easier to train than adults.
This feature can be found on pages 586–587 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Writing about History What are conditions
like today for factory workers? Write an essay
contrasting current conditions with those of 100
years ago.
Conditions are much better–children no longer
work in factories, hours are shorter, working
conditions are much better, and corporal
punishment is no longer condoned.
This feature can be found on pages 586–587 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
The Romantic Era
Objectives
After viewing “The Romantic Era,” you should: 
• Understand the basic aesthetic and social values of the
Romantic movement, and that it was rebellion against
earlier modes of creation. 
• Recognize that the music,
literature, and painting of the
Romantic era reflected
Romantic values and influenced
one another. 
• Appreciate the enduring influence
of romanticism through time.
Click the mouse button or press the Space Bar to display the information.
Click in the window above to view a preview of the World History video.
The Romantic Era
Who was Lord Byron?
Lord Byron was the most famous poet of the
Romantic Era. His work inspired painter
Eugene Delacroix.
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The Romantic Era
What were some common themes reflected in
the arts during the Romantic Era?
A vision of nature as an exalted but
unpredictable force, hero worship, and the
exploration of ordinary lives were common
Romantic themes.
Click the mouse button or press the
Space Bar to display the answer.
Map
Industrialization of Europe by 1870
Chart
Comparing Britain and the United States
Click on a hyperlink to view the corresponding slide.
The flying shuttle and the
water-powered loom both
caused the need for more
thread.
The spinning jenny met the
need for more thread.
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Production increased.
The principle of legitimacy
was the key to the balance
of power.
those who ruled
before Napoleon
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He did not want
to see one
nation dominate
Europe again.
Garibaldi led a
volunteer army.
Garibaldi was
53 years old.
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He surrendered his
conquest to Victor
Emmanuel II.
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