The Growth of
Industrial
Prosperity
Chapter 20.1: Objective: Illustrate the introduction of
steel, electricity, chemicals, and petroleum triggered the
Second Industrial Revolution , and the world economy
began to develop.
Second Industrial Revolution
• In
the late 19th century, the
second industrial revolution
begun
 The first industrial revolution gave
rise to textiles, railroads, iron, and
coal
 The second industrial revolution
gave rise to steel, chemicals,
electricity, and petroleum
New Products
•
Henry Bessemer patented a new process for
making steel
 Steel soon replaced iron and was used in the
building of lighter, smaller, and faster
machines and engines.
•
Electricity was a new form of energy such as
heat, light, and motion;
 By 1910, hydroelectric power stations, coal
fired, steam generating plants connected
homes and factories
•
Thomas Edison created the light bulb
•
Alexander Graham bell invented the first
telephone in 1876
•
By the 1880’s streetcars and subways powered
by electricity appeared in major cities
•
The development of the internal- combustion
engine, fired by oil and gasoline gave way to
new sources of transportation.
New Patterns
•
One of the biggest reasons for more efficient production was
the assembly line created by Henry Ford in 1913
 The assembly line allowed a much more efficient mass production of
goods;
•
By the 1900, Europe was divided into two economic zones
 Great Britain, Belgium, France, the Netherlands, Germany , and
Austro- Hungarian Empire; made up the advanced industrial
countries
 Italy, Austria- Hungry, Spain, the Balkans, and Russia were still
largely agricultural
•
Europeans began to dominated the world economy because
they invested aboard in order to develop railways, mines,
power plants, and banks; They also provided materials and
markets for manufactured goods from Europe.
The Working Class
•
Due to the harsh working conditions of middle class
industrial workers; reformers begun to believe that
industrial capitalism was a heartless and brutal.
•
Karl Marx and Friedrich Engels published the
Communist Manifesto
 they were appalled at the horrible conditions in industrial
factories and believed that industrial capitalism was
responsible
 He argued that it was a struggle between the bourgeoisie
(the middle class) vs. proletariat( working class)
 He believed that the proletariat should over throw the
government and form a dictatorship
Socialist Parties/ Trade
Unions
•
Working- class leaders formed the
socialist parties based on Marx’s ideas.
 Socialism- a form of government in which
government owns and control some
means of production such as factories
and utilities
•
Socialist parties emerged throughout
Europe; Many believed that
government ownership allowed wealth
to be distributed more equally among
everyone
•
Trade unions helped to improve
working conditions, and begun to
negotiate with employers over wages
and hours and won the right to strike.
The Emergence
of Mass Society
Chapter 20.2 Objective: Describe the development of a
new urban environment and new social structures, the
growth of opportunities for women, and changes in
education and leisure.
The New Urban
Environment
•
By the end of the nineteenth century, the new industrial
world had led to the emergence of a mass society in which the
concerns of the majority of the population—the lower
classes—were central
 Between 1800 and 1900, the population in London grew
from 960,000 to 6,500,000
 Cities also grew faster in the second half of the nineteenth
century because living conditions improved so much that
more people could survive there longer
 Following the advice of reformers, city governments created
boards of health to improve the quality of housing. City
medical officers and building inspectors now inspected
dwellings for public health hazards.
 New building regulations required running water and
internal drainage systems for all new buildings
Social Structure of Mass
Society
•
The New Elite- This group made up only 5 percent of
the population but controlled between 30 and 40
percent of the wealth.
 industrialists, bankers, and merchants
•
The Middle Classes
 the upper middle class: lawyers, doctors, members of the civil
service, business managers, engineers, architects, accountants,
and chemists
 The lower middle class: of small shopkeepers, traders, and
prosperous peasants
•
The Working Classes: made up almost 80 percent of the
European population
 landholding peasants, farm laborers, and sharecropper
The Experiences of Women
•
In 1800, women were
mainly defined by family
and household roles.
•
They remained legally
inferior and economically
dependent upon men.
•
The Second Industrial
Revolution, opened the
door to new jobs for
women.
 clerks, typists, secretaries,
file clerks, and salesclerks
Marriage and the Family
•
In Lord Tennyson’s The Princess, he
argued that the sexes were strengthened
during the Industrial Revolution.
•
As the chief family wage earners, men
worked outside the home. Women were
left with the care of the family;
•
The family was the central institution of
middle class life. With fewer children in
the family, mothers could devote more
time to child care and domestic leisure.
The Movement for Women’s
Rights
•
Modern feminism, or the
movement for women’s rights, had
its beginnings during the
Enlightenment, when some
women advocated equality for
women based on the doctrine of
natural rights.
•
The fight for property rights was
the beginning of the women’s
movement.
•
Some middle- and upper-middleclass women fought for and gained
access to universities, and others
sought entry into occupations
dominated by men.
Universal Education
• Universal
education was a product of
the mass society of the late nineteenth
and early twentieth centuries.
• Education
in the early nineteenth
century was primarily for the elite and
the wealthier middle class.
• The
chief motive for public education,
however, was political; Giving more
people the right to vote created a need
for better-educated voters.
• Compulsory
elementary education
created a demand for teachers, and
most of them were women.
New Forms of Leisure
•
The Second Industrial Revolution allowed people to
pursue more leisure activities
 that entertained people and distracted them from the
realities of their working lives
•
Amusement parks gave people new experiences and
showed them new technology
•
Team sports developed, and public transportation
allowed the working classes to attend games and other
leisure activities
•
Festival and fairs depended on community
participation
The National
State
and Democracy
Chapter 20.3 Objective:
Western Europe and
Political Democracy
•
By the late nineteenth century, progress had been made toward
establishing constitutions, parliaments, and individual liberties in the
major European states:
 Great Britain: the Liberal Party and the Conservative Party led by a ruling
class composed of aristocratic landowners and upper-middle-class business
people;
 France: the government had a president and a legislature made up of two
houses; However the powers of the president were not well defined; a prime
minister actually led the government and his ministers were responsible to the
legislative branch not the executive branch.
 Italy: The nation had little sense of unity, and Constant turmoil between labor
and industry weakened the social fabric of the nation. Widespread corruption
among government officials prevented the government from dealing with these
problems.
Central and Eastern Europe:
The Old Order
•
Germany, Austria-Hungary (or the Austro- Hungarian Empire), and Russia
pursued policies that were quite different from those of some western European
nations.
 Germany: the new imperial Germany begun by Otto von Bismarck provided for a twohouse legislature ( lower house the Reichstag); Ministers of government, however, were
responsible not to the parliament, but to the emperor. The emperor also controlled the
armed forces, foreign policy, and the government bureaucracy.
 Austria: after creating a new constitution in 1867; emperor Francis Joseph ignored the
parliamentary system. He appointed and dismissed his own ministers and enacted laws
when parliament was not in session.
 Russia: Nicholas II began ruling Russia in 1894, and believed in the absolute power; in
1900 industrialization broke out in Russia which allowed the socialist movement to
develop, and a raise in rebellion against the czar; “Bloody Sunday” caused worker in
Russia to call for strikes, and Nicholas II granted civil liberties and created a legislative
assembly, the Duma
The United States
•
The old south was destroyed after the civil war, and a series of amendments
granted African Americans rights, and four million were freed;
•
Between 1870 and 1914, the United States became an industrial power with a
foreign empire.
 Shift from agrarian to industrial society;
 Industrialization led to urbanization with 40% of the US population living in cities by
1900;
•
The American Federation of Labor became the countries chief labor voice.
US Expansion
•
The US expanded at the end of the
19th century into the Pacific isles and
the Hawaiian Islands;
 In 1898 the US defeated Spain in the
Spanish American war and gained
control of Puerto Rico, Guam, and the
Philippines; By the 1900’s the US had
an empire;
International Rivalries
•
Bismarck formed the Triple Alliance with Austria- Hungary and Italy;
which was a defensive alliance against France.
•
In 1894 France, Russia, and Great Britain created the Triple Entente;
•
Europe was now divided into two camps.
Triple alliance
(1882)
Triple
Entente
(1907)
Germany
France
AustriaHungry
Great
Britain
Italy
Russia