Unit 2 Resources An Era of European Imperialism · answers for all activities in this book in the order in which the activities appear. ... Guided Reading Activity 4-1 ... Guided

Chapter 4 Industrialization andNationalism, 1800–1870

Chapter 5 Mass Society and Democracy,1870–1914

Chapter 6 The Height of Imperialism,1800–1914

Chapter 7 East Asia Under Challenge,1800–1914

Unit 2 Resources

An Era of European Imperialism

Modern Times

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Table of ContentsTo the Teacher .......................................................................................................vi

Unit 2 Resources ............................................................................................. 1

Charting and Graphing Activity 2 ........................................................................... 3Economics and History Activity 2 ........................................................................... 5World Literature Reading 2.................................................................................... 9

Chapter 4 Resources.................................................................................... 15

Reading Skills Activity 4....................................................................................... 17Historical Analysis Skills Activity 4 ...................................................................... 18Universal Access Activity 4................................................................................... 19English Learner Activity 4 .................................................................................... 21Content Vocabulary Activity 4 .............................................................................. 26Academic Vocabulary Activity 4 ........................................................................... 27Skills Reinforcement Activity 4 ............................................................................ 33Critical Thinking Skills Activity 4.......................................................................... 34History and Geography Activity 4 ........................................................................ 35Mapping History Activity 4 .................................................................................. 37Historical Significance Activity 4 .......................................................................... 38Cooperative Learning Activity 4 ........................................................................... 39History Simulation Activity 4 ............................................................................... 41Time Line Activity 4 ............................................................................................. 43Linking Past and Present Activity 4...................................................................... 44People in World History Activity 4, Profile 1 ....................................................... 45People in World History Activity 4, Profile 2 ....................................................... 46Primary Source Reading 4.................................................................................... 47World Art and Music Activity 4 ............................................................................ 49Reteaching Activity 4............................................................................................ 51Enrichment Activity 4 ........................................................................................... 52

Chapter 4 Section Resources.................................................................... 53

Guided Reading Activity 4-1................................................................................. 54Guided Reading Activity 4-2................................................................................. 55Guided Reading Activity 4-3................................................................................. 56Guided Reading Activity 4-4................................................................................. 57

Chapter 5 Resources.................................................................................... 59

Reading Skills Activity 5....................................................................................... 61Historical Analysis Skills Activity 5 ...................................................................... 62Universal Access Activity 5................................................................................... 63English Learner Activity 5 .................................................................................... 65

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Content Vocabulary Activity 5 .............................................................................. 70Academic Vocabulary Activity 5 ........................................................................... 71Skills Reinforcement Activity 5 ............................................................................ 77Critical Thinking Skills Activity 5.......................................................................... 78History and Geography Activity 5 ........................................................................ 79Mapping History Activity 5 .................................................................................. 81Historical Significance Activity 5 .......................................................................... 82Cooperative Learning Activity 5 ........................................................................... 83History Simulation Activity 5 ............................................................................... 85Time Line Activity 5 ............................................................................................. 87Linking Past and Present Activity 5...................................................................... 88People in World History Activity 5, Profile 1 ....................................................... 89People in World History Activity 5, Profile 2 ....................................................... 90Primary Source Reading 5.................................................................................... 91World Art and Music Activity 5 ............................................................................ 93Reteaching Activity 5............................................................................................ 95Enrichment Activity 5 ........................................................................................... 96

Chapter 5 Section Resources.................................................................... 97

Guided Reading Activity 5-1................................................................................. 98Guided Reading Activity 5-2................................................................................. 99Guided Reading Activity 5-3............................................................................... 100Guided Reading Activity 5-4............................................................................... 101

Chapter 6 Resources.................................................................................. 103

Reading Skills Activity 6..................................................................................... 105Historical Analysis Skills Activity 6 .................................................................... 106Universal Access Activity 6................................................................................. 107English Learner Activity 6 .................................................................................. 109Content Vocabulary Activity 6 ............................................................................ 114Academic Vocabulary Activity 6 ......................................................................... 115Skills Reinforcement Activity 6 .......................................................................... 121Critical Thinking Skills Activity 6........................................................................ 122History and Geography Activity 6 ...................................................................... 123Mapping History Activity 6 ................................................................................ 125Historical Significance Activity 6 ........................................................................ 126Cooperative Learning Activity 6 ......................................................................... 127History Simulation Activity 6 ............................................................................. 129Time Line Activity 6 ........................................................................................... 131Linking Past and Present Activity 6.................................................................... 132People in World History Activity 6, Profile 1 ..................................................... 133People in World History Activity 6, Profile 2 ..................................................... 134Primary Source Reading 6.................................................................................. 135World Art and Music Activity 6 .......................................................................... 137

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Reteaching Activity 6.......................................................................................... 139Enrichment Activity 6 ......................................................................................... 140

Chapter 6 Section Resources.................................................................. 141

Guided Reading Activity 6-1............................................................................... 142Guided Reading Activity 6-2............................................................................... 143Guided Reading Activity 6-3............................................................................... 144Guided Reading Activity 6-4............................................................................... 145

Chapter 7 Resources.................................................................................. 147

Reading Skills Activity 7..................................................................................... 149Historical Analysis Skills Activity 7 .................................................................... 150Universal Access Activity 7................................................................................. 151English Learner Activity 7 .................................................................................. 153Content Vocabulary Activity 7 ............................................................................ 158Academic Vocabulary Activity 7 ......................................................................... 159Skills Reinforcement Activity 7 .......................................................................... 165Critical Thinking Skills Activity 7........................................................................ 166History and Geography Activity 7 ...................................................................... 167Mapping History Activity 7 ................................................................................ 169Historical Significance Activity 7 ........................................................................ 170Cooperative Learning Activity 7 ......................................................................... 171History Simulation Activity 7 ............................................................................. 173Time Line Activity 7 ........................................................................................... 175Linking Past and Present Activity 7.................................................................... 176People in World History Activity 7, Profile 1 ..................................................... 177People in World History Activity 7, Profile 2 ..................................................... 178Primary Source Reading 7.................................................................................. 179World Art and Music Activity 7 .......................................................................... 181Reteaching Activity 7.......................................................................................... 183Enrichment Activity 7 ......................................................................................... 184

Chapter 7 Section Resources.................................................................. 185

Guided Reading Activity 7-1............................................................................... 186Guided Reading Activity 7-2............................................................................... 187Guided Reading Activity 7-3............................................................................... 188

Answer Key ........................................................................................................ 189

Acknowledgments .............................................................................................. 217

Teacher Notes .................................................................................................... 218

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Charting and Graphing Activities—help studentslearn and think through the use of charts and graphs.

Economics and History Activities—familiarize stu-dents with basic economics and its place in historicaldevelopments.

World Literature Readings—guide students throughliterature excerpts related to the period.

Reading Skills Activities—provide specific strategiesand activities linked to chapter content.

Historical Analysis Skills Activities—allow students topractice the historical analysis skills set forth in theCalifornia standards.

Content and Academic Vocabulary Activities—reviewand reinforce history terms and general academicvocabulary.

Universal Access Activities—suggest ways to adaptchapter activities for students of all learning styles.

English Learner Activities—focus on word usage,grammar and comprehension for vocabulary relatedto chapter content.

Skills Reinforcement Activities—introduce and rein-force social studies, critical thinking, technology, andwriting skills.

Critical Thinking Skills Activities—develop indepen-dent thinking and assessment skills for history topics.

History and Geography Activities—guide students inusing geography to support and expand their under-standing of history.

Mapping History Activities—present maps related tochapter content for analysis and interpretation.

Historical Significance Activities—make connectionsfor students between past events or developments andtoday’s world.

Cooperative Learning Activities—enrich learningthrough group projects on historical topics and issues.

History Simulation Activities—explore historicalthemes and issues through games or simulations forsmall groups.

Time Line Activities—promote students’ understand-ing of chronology through time-line centered ques-tions.

Linking Past and Present Activities—emphasize theuniversal elements in political, social, and culturaldevelopments so students can see connections to thepast.

People in World History Profiles—highlight the his-torical roles of famous figures in world events.

Primary Source Readings—guide students throughprimary excerpts and offer meaningful questions onthem.

World Art and Music Activities—-show students howart and music shape and reflect the history of aperiod.

Reteaching Activities—help students see relationshipsbetweeen historical events through the use of graphicorganizers.

Enrichment Activities—introduce content related tothe themes and topics in the text.

Guided Reading Activities—present outlines, sen-tences, and other exercises for students to complete asthey read along in the text.

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Unit 2 ResourcesAn Era of European Imperialism, 1800–1914

CHARTING AND GRAPHING ACTIVITY 2Effects of Inventions and Innovations . . . . . . . . . . . . . . . . . . . . . . . . . . 3

ECONOMICS AND HISTORY ACTIVITY 2Competition in the Marketplace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

WORLD LITERATURE READING 2From A Tale of Two Cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

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Charting and Graphing Activity 2

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Effects of Inventions and InnovationsDirections: For each invention or innovation listed, write the effects in the boxes.

The spinning jenny is invented.

Factories begin to produce many goods.

Steel replaces iron.

Practical uses for electricity aredeveloped.

The internal combustion engine isdeveloped.

Cause Effects

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Supply and Demand Two important conceptsin economics are the phenomena of supplyand demand. Demand is the quantity of aproduct that people are willing and able tobuy. Suppose that there is a demand for 75pairs of sneakers at the price of $65 per pair.What happens when the price of one pair ofsneakers of the same quality drops to $50 perpair? More people are willing and able to buythem. In fact, some people may even buy morethan one pair.

The law of demand describes the relation-ship between price and demand by statingthat price and demand have an inverse rela-tionship: As the price of an item goes down,demand for that item goes up; conversely, asthe price of an item goes up, the demand goesdown. In the case of the sneakers, more peoplecan actually afford the lower price, whereassome people were “priced out of the market”when the sneakers were more expensive. Inaddition, many people will see the lower priceas a good deal—they think of the sneakers asbeing worth more than their price. Still, thereis a limit to how high the demand for a pair ofsneakers will go despite the drop in price.There are only so many pairs of sneakers thatpeople are willing to buy. Also, while there area limited number of sneakers sitting in thewarehouses ready to be sold, more sneakerscan always be manufactured. However, if theprice for a pair of sneakers drops too low, itwon’t be worth the cost of manufacturing toincrease the supply.

Now consider the demand for bottles ofsoda. The chart below shows the profits a gro-

cery store makes on its sales of soda, whichcosts the store 50 cents per bottle. At whatprice does it make sense to stock more soda?

The quantity of a product (in this case, bot-tles of soda) that people are willing and ableto sell is called the supply. If the price of sodaincreases to $1.30 a bottle, the supply too willincrease. Manufacturers will want to sell moresoda for the higher profit.

The law of supply states that price andsupply are directly related. This means thatsupply increases when price increases, andsupply decreases when price decreases. Ahigher price for a product will mean higherprofits. It makes sense that manufacturers willwant to make more of their product to sell at ahigher profit. In addition, when the profits arehigh enough, other people will be interested in getting into that business. Those new manu-facturers will further increase the supply.

Supply cannot increase indefinitely. Asprice increases, demand decreases. Therefore,at some point the price will increase to a pointthat makes the demand far less than the sup-ply. Then manufacturers will not be able to sellall the soda in their warehouses. They willstop increasing production.

Businesses have to determine the point atwhich demand will equal supply. In this waythey will be sure to get the maximum profit.

Different Levels of Competition Even if acompany accurately predicts the point atwhich demand equals supply, that company isstill not guaranteed to get all of the business.In most instances there is more than one com-

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Competition in the Marketplace

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Total Profit by Number of Bottles of Soda Sold

Number of bottles sold (demand) Price per bottle Profit per bottle Total profit

1,000 $1.20 $0.70 $700.00

1,250 $1.10 $0.60 $750.00

1,700 $1.00 $0.50 $850.00

2,000 $0.90 $0.40 $800.00

2,200 $0.80 $0.30 $660.00

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pany selling the same good or types of goods.These companies are said to be in competition.

Most market structures have different levelsof competition. In a market structure with per-fect competition, there are many companiesproviding the same product or service. Noneof these competing businesses is large enoughto dominate the market or influence the marketthrough its actions. In this type of marketstructure, it is easy for such companies to gointo or go out of business. One example of per-fect competition is the numerous numbers ofclothing stores that are found in a single shop-ping mall. Because there are so many of thesestores, the prices that individual stores chargefor their clothing will not be affected by theclosing or opening of any one clothing store.

In contrast to perfect competition are oli-gopolies. An oligopoly is a market conditionin which there are so few businesses or sellersin one industry that the actions of a specificcompany will impact the other companies inthat industry. For example, the large fast-foodchains are oligopolies. If one of these fast-foodchains goes out of business, changes its menu,

or changes prices, competing companies willprobably have to make changes in response.

Unlike an oligopoly or perfect competition,a monopoly is a market condition in whichonly one company provides a product or serv-ice. In some parts of the United States, electriccompanies have a monopoly. In theseinstances, people do not have the luxury ofchoosing the company from which they willbuy electricity—which probably would be thecompany whose prices are the lowest. Otherexamples of local monopolies might includegarbage collection agencies, local phone com-panies, or public transportation services.

Utopian Socialism Not every economy isbased on one of the three market conditionspreviously covered. In a utopian socialist formof government, the goal is to replace the differ-ent forms of competition with cooperation.Utopian socialists want different companies towork together to offer a good or a service with-out competing with each other for business. Inaddition, utopian socialists believe that whenthere is just one company producing a good or

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35 45 55 65 75 85 95 105

180170160150140130120100

90807060

Key

Demand Curve

Supply Curve

Supply and Demand Curve for Sneakers

The graph shows the supply curve and the demand curve for sneakers. Thepoint at which both curves meet is the point at which demand equals supply.

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service, the goal of that company will be towork for the benefit of its customers ratherthan to strive to earn profits and increase thesize of the business. In reality, however, thislack of competition probably would lead tomonopolies.

A Manufacturing Economy During theIndustrial Revolution, the economies ofEurope changed from agricultural to manufac-turing. Just as new inventions enabled manu-facturing to evolve and grow, innovations inagriculture enabled fewer farmers to growgreater amounts of food. These innovationsallowed people to leave small family farms towork in factories, and the people whoremained on the farms were able to produceenough food for an entire region or society.

These changes in the economy created newlabor issues. Prior to the invention of electric-ity people could not work in factories twenty-four hours a day. With the onset of theIndustrial Revolution, people were required towork long hours, often under dangerous con-ditions. Because there were no child laborlaws, children were forced to work as long,and under the same conditions, as adults. Thepay for both children and adults for their hardwork was meager at best.

These and many other issues helped tobring about the formation of labor unions. Alabor union is an organization made up of acollection of individual workers. Labor unionshelp workers (laborers) earn better wages,receive benefits, and work under more favor-able conditions. The formation of labor unionsfinally gave individual workers a much-needed voice in business. Individual workershad very little money or power, but when theyunited as labor unions, the workers were ableto improve their working conditions.

Labor unions are able to persuade andinfluence businesses by doing such things asinfluencing government officials to write lawsthat will benefit workers and by holdingstrikes and boycotts. When unions were firstorganized, they were illegal. Striking workerswere often arrested and put in jail. As unions

became legal, they began to gain more influ-ence within certain industries. Some industriesor factories became union shops. This meansthat workers had to belong to the union inorder to perform certain jobs.

Early Labor Unions The earliest labor unionin the United States was the Knights of Labor,which was formed in 1869. The Knights ofLabor was made up of more than just factoryworkers. In fact, a number of cowboys—black,white, and Hispanic—belonged to this union.In total, two-thirds of America’s cowboys weremembers of the Knights of Labor.

From 1884–1885 the Knights of Laborstaged several strikes against three railroadcompanies, managing to prevent decreases inpay for railroad workers. However, duringthose early years, strikes tended not to bringabout such positive results.

At the same time in Europe, labor unionswere also being formed. As early as 1868many of Great Britain’s unions created a jointorganization called the Trade Union Congress(TUC). At first the TUC was open only toskilled workers’ unions. Beginning in 1899,unions for nonskilled workers were also per-mitted to join. The TUC was not a replacementfor the smaller unions. Instead, the TUChelped individual unions gain a greater politi-cal power that would affect the labor lawspassed by Parliament.

A Service Economy In recent years, theUnited States economy has gone from beingprimarily a manufacturing economy to beingmore of a service economy. This means thatthe largest segment of the workforce performsservices rather than produces goods. Someexamples of service workers include lawyers,doctors, teachers, grocery store clerks, andrestaurant workers. The fact that the UnitedStates today has more of a service economydoes not mean that American-owned busi-nesses are not involved in manufacturing.They are. Yet more and more of these busi-nesses are manufacturing an ever-increasingnumber of products overseas, and thenimporting these products to the United States.

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Having a service economy has broughtabout much change to American business.Many workers are now thinking in terms ofgiving excellent service, rather than producingexcellent products. Today, the attitude of theworker who performs the job is as importantas the skill or efficiency with which the job isdone.

Applying Economics to History

Directions: Use the information you haveread and the diagrams to answer the follow-ing questions on a separate sheet of paper.

Recalling Information1. What is demand?2. What is supply?3. What is the difference between oligopoly

and monopoly?

4. Describe a union shop.

Critical Thinking5. Drawing Conclusions Why do you think

that unions were illegal at first?6. Analyzing Information Many American

businesses are involved in manufacturing.However, the United States economy isdescribed as a service industry. How is thispossible?

Making Connections7. Think of an industry from your community

that is run by a monopoly. Why do youthink it is allowed to operate as a monop-oly? Is this monopoly better or worse forthe consumer? Explain your answer.

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A Tale of Two Cities was published serially and in book form in 1859.Dickens took his descriptions of the revolution in France from his friendThomas Carlyle’s French Revolution. The two cities in question are Paris andLondon; the story follows a French doctor, his family, and their Englishfriends, all caught up in the violence of the revolution. In this chapter, theauthor describes the rising tide of anger in a poor Parisian neighborhood.

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World Literature Reading 2

About the Author English author Charles Dickens (1812–1870) is one of the mostpopular writers in the history of English literature, celebrated for his masterful story-telling, acute observation of people and places, and sharp social criticism. Dickens was avictim of social injustice himself. After his father’s imprisonment for debt when Charleswas 12, the child was forced to help support the family by working in a squalid factory.He never forgot the humiliation and hardship of unequal treatment, which is reflected inhis story of the French Revolution, A Tale of Two Cities.

GUIDED READING As you read this excerpt from A Tale of Two Cities, think about the relationship between social conditions and revolution.

Bfrom A Tale of Two Cities

Chapter 22: The Sea Still Rises

Haggard Saint Antoine1 had had onlyone exultant week, in which to soften

his modicum of hard and bitter bread tosuch extent as he could, with the relish offraternal embraces and congratulations,when Madame Defarge sat at her counter,as usual, presiding over the customers.Madame Defarge wore no rose in herhead, for the great brotherhood of Spieshad become, even in one short week,extremely chary of trusting themselves tothe saint’s mercies. The lamps across hisstreets had a portentously elastic swingwith them.

Madame Defarge, with her arms folded,sat in the morning light and heat, contem-plating the wine-shop and the street. Inboth, there were several knots of loungers,squalid and miserable, but now with amanifest sense of power enthroned ontheir distress. The raggedest nightcap, awryon the wretchedest head, had this crookedsignificance in it: “I know how hard it hasgrown for me, the wearer of this, to sup-port life in myself; but do you know howeasy it has grown for me, the wearer ofthis, to destroy life in you?” Every lean barearm, that had been without work before,

1 Saint Antoine: the Parisian neighborhood in which this chapter is set

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had this work always ready for it now, thatit could strike. The fingers of the knittingwomen were vicious, with the experiencethat they could tear. There was a change inthe appearance of Saint Antoine; the imagehad been hammering into this for hun-dreds of years, and the last finishing blowshad told mightily on the expression.

Madame Defarge sat observing it, withsuch suppressed approval as was to bedesired in the leader of the Saint Antoinewomen. One of her sisterhood knittedbeside her. The short, rather plump wife ofa starved grocer, and the mother of twochildren withal, this lieutenant had alreadyearned the complimentary name of TheVengeance.

“Hark!” said The Vengeance. “Listen,then! Who comes?”

As if a train of powder laid from the out-ermost bound of Saint Antoine Quarter tothe wine-shop door, had been suddenlyfired, a fast-spreading murmur came rush-ing along.

“It is Defarge,” said madame. “Silence, patriots!”

Defarge came in breathless, pulled off ared cap he wore, and looked around him!“Listen, everywhere!” said madame again.“Listen to him!” Defarge stood, panting,against a background of eager eyes andopen mouths, formed outside the door; allthose within the wine-shop had sprung totheir feet.

“Say then, my husband. What is it?”“News from the other world!”“How, then?” cried madame, contemptu-

ously. “The other world?” “Does everyone here recall old Foulon,

who told the famished people that theymight eat grass, and who died, and wentto Hell?”

“Everybody!” from all throats.“The news is of him. He is among us!”

“Among us!” from the universal throatagain. “And dead?”

“Not dead! He feared us so much—andwith reason—that he caused himself to berepresented as dead, and had a grandmock-funeral. But they have found himalive, hiding in the country, and havebrought him in. I have seen him but now,on his way to the Hôtel de Ville,2 a pris-oner. I have said that he had reason to fearus. Say all! Had he reason?”

Wretched old sinner of more than three-score years and ten, if he had never knownit yet, he would have known it in his heartof hearts if he could have heard theanswering cry.

A moment of profound silence followed.Defarge and his wife looked steadfastly atone another. The Vengeance stooped, andthe jar of a drum was heard as she movedit at her feet behind the counter.

“Patriots!” said Defarge, in a determinedvoice, “are we ready?”

Instantly Madame Defarge’s knife was inher girdle; the drum was beating in thestreets, as if it and a drummer had flowntogether by magic; and The Vengeance,uttering terrific shrieks, and flinging herarms about her head like all the forty Furiesat once, was tearing from house to house,rousing the women.

The men were terrible, in the bloody-minded anger with which they looked fromwindows, caught up what arms they had,and came pouring down into the streets;but, the women were a sight to chill theboldest. From such household occupationsas their bare poverty yielded, from theirchildren, from their aged and their sickcrouching on the bare ground famishedand naked, they ran out with streaminghair, urging one another, and themselves,to madness with the wildest cries andactions. Villain Foulon taken, my sister! Old

World Literature Reading 2From A Tale of Two Cities (continued)

2 Hôtel de Ville: city hall

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Foulon taken, my mother! Miscreant Foulontaken, my daughter! Then, a score of othersran into the midst of these, beating theirbreasts, tearing their hair, and screaming,Foulon alive! Foulon who told the starvingpeople they might eat grass! Foulon whotold my old father that he might eat grass,when I had no bread to give him! Foulonwho told my baby it might suck grass, whenthese breasts were dry with want! O motherof God, this Foulon! O Heaven our suffering!Hear me, my dead baby and my witheredfather: I swear on my knees, on thesestones, to avenge you on Foulon! Husbands,and brothers, and young men, Give us theblood of Foulon, Give us the head ofFoulon, Give us the heart of Foulon, Give usthe body and soul of Foulon, Rend Foulonto pieces, and dig him into the ground, thatgrass may grow from him! With these cries,numbers of the women, lashed into blindfrenzy, whirled about, striking and tearing attheir own friends until they dropped into apassionate swoon, and were only saved bythe men belonging to them from beingtrampled under foot.

Nevertheless, not a moment was lost; nota moment! This Foulon was at the Hôtel deVille, and he might be loosed. Never, if SaintAntoine knew his own sufferings, insults,and wrongs! Armed men and womenflocked out of the Quarter so fast, and dreweven these last dregs after them with sucha force of suction, that within a quarter ofan hour there was not a human creature inSaint Antoine’s bosom but a few old cronesand the wailing children.

No. They were all by that time chokingthe Hall of Examination where this oldman, ugly and wicked, was, and overflow-ing into the adjacent open space andstreets. The Defarges, husband and wife,The Vengeance, and Jacques Three, were

in the first press, and at no great distancefrom him in the Hall.

“See!” cried madame, pointing with her knife. “See the old villain bound withropes. That was well done to tie a bunch ofgrass upon his back. Ha, ha! That was welldone. Let him eat it now!” Madame put herknife under her arm, and clapped herhands as at a play.

The people immediately behind MadameDefarge, explaining the cause of her satis-faction to those behind them, and thoseagain explaining to others, and those toothers, the neighboring streets resoundedwith the clapping of hands. Similarly, dur-ing two or three hours of drawl, and thewinnowing of many bushels of words,Madame Defarge’s frequent expressions ofimpatience were taken up, with marvelousquickness, at a distance: the more readily,because certain men who had by somewonderful exercise of agility climbed upthe external architecture to look in fromthe windows, knew Madame Defarge well,and acted as a telegraph between her andthe crowd outside the building.

At length the sun rose so high that itstruck a kindly ray as of hope or protection,directly upon the old prisoner’s head. Thefavor was too much to bear; in an instantthe barrier of dust and chaff that had stoodsurprisingly long, went to the winds, andSaint Antoine had got him!

It was known directly, to the furthest con-fines of the crowd. Defarge had but sprungover a railing and a table, and folded themiserable wretch in a deadly embrace—Madame Defarge had but followed andturned her hand in one of the ropes withwhich he was tied—The Vengeance andJacques Three were not yet up with them,and the men at the windows had not yetswooped into the Hall, like birds of prey

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from their high perches—when the cryseemed to go up, all over the city, “Bringhim out! Bring him to the lamp!”

Down, and up, and the head foremoston the steps of the building; now, on hisknees; now, on his back; dragged, andstruck at, and stifled by the bunches ofgrass and straw that were thrust into hisface by hundreds of hands; torn, bruised,panting, bleeding, yet always entreatingand beseeching for mercy; now full ofvehement agony of action, with a smallspace about him as the people drew oneanother back that they might see; now, alog of dead wood drawn through a forestof legs; he was hauled to the nearest streetcorner where one of the fatal lamps swung,and there Madame Defarge let him go—asa cat might have done to a mouse—andsilently and composedly looked at himwhile they made ready, and while hebesought her: the women passionatelyscreeching at him all the time, and themen sternly calling out to have him killedwith grass in his mouth. Once, he wentaloft, and the rope broke, and they caughthim shrieking; twice, he went aloft, and therope broke, and they caught him shrieking;then, the rope was merciful, and held him,and his head was soon upon a pike, withgrass enough in the mouth for all SaintAntoine to dance at the sight of.

Nor was this the end of the day’s badwork, for Saint Antoine so shouted anddanced his angry blood up, that it boiledagain, on hearing when the day closed inthat the son-in-law of the dispatched,another of the people’s enemies and insul-ters, was coming into Paris under a guardfive hundred strong, in cavalry alone. SaintAntoine wrote his crimes on flaring sheetsof paper, seized him—would have torn himout of the breast of an army to bear Fouloncompany—set his head and heart on pikes,

and carried the three spoils of the day, inWolf-procession through the streets.

Not before dark night did the men andwomen come back to the children, wailingand breadless. Then, the miserable bakers’shops were beset by long files of them,patiently waiting to buy bad bread; andwhile they waited with stomachs faint andempty, they beguiled the time by embrac-ing one another and the triumphs of theday, and achieving them again in gossip.Gradually, these strings of ragged peopleshortened and frayed away; and then poorlights began to shine in high windows, andslender fires were made in the streets, atwhich neighbors cooked in common, after-wards supping at their doors.

Scanty and insufficient suppers those, andinnocent of meat, as of most other sauce towretched bread. Yet, human fellowshipinfused some nourishment into the flintyviands, and struck some sparks of cheerful-ness out of them. Fathers and mothers whohad had their full share in the worst of theday, played gently with their meager chil-dren; and lovers, with such a world aroundthem and before them, loved and hoped.

It was almost morning, when Defarge’swine-shop parted with its last knot of customers, and Monsieur Defarge said tomadame his wife, in husky tones, while fastening the door:

“At last it is come, my dear!”“Eh well!” returned madame. “Almost.”Saint Antoine slept, the Defarges slept:

even The Vengeance slept with her starvedgrocer, and the drum was at rest. Thedrum’s was the only voice in Saint Antoinethat blood and hurry had not changed. TheVengeance, as custodian of the drum, couldhave wakened him up and had the samespeech out of him as before the Bastillefell, or old Foulon was seized; not so withthe hoarse tones of the men and womenin Saint Antoine’s bosom.


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DIRECTIONS: Answer the following questions in the space provided.

Interpreting the Reading

1. Who are the Defarges and what is their role in the French Revolution?

2. Why do you think the women led the mob against Foulon?

3. Dickens personifies the neighborhood of Saint Antoine, making it seem like a personrather than a place. Why do you think he does this?

Critical Thinking

4. Determining Cause and Effect If you had lived at the time of the French Revolution,would you have reacted the way the Defarges did? Explain.

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Chapter 4 ResourcesIndustrialization and Nationalism, 1800–1870

READING SKILLS ACTIVITY 4Visualizing . . . . . . . . . . . . . . . . . . . . . . 17

HISTORICAL ANALYSIS SKILLS ACTIVITY 4Interpreting World History . . . . . . . . 18

UNIVERSAL ACCESS ACTIVITY 4Assessing the Effects of Technology . . . . . . . . . . . . . . . . . . . . . 19

ENGLISH LEARNER ACTIVITY 4Industrialization and Nationalism . . . 21

CONTENT VOCABULARY ACTIVITY 4Industrialization and Nationalism . . . 26

ACADEMIC VOCABULARY ACTIVITY 4Industrialization and Nationalism . . . 27

SKILLS REINFORCEMENT ACTIVITY 4Identifying an Argument . . . . . . . . . . 33

CRITICAL THINKING SKILLS ACTIVITY 4Expressing Problems Clearly . . . . . . . 34

HISTORY AND GEOGRAPHY ACTIVITY 4A Big Ditch or a Grand Canal? . . . . . 35

MAPPING HISTORY ACTIVITY 4The Voyage of the Beagle . . . . . . . . . . 37

HISTORICAL SIGNIFICANCE ACTIVITY 4Costs and Benefits of Industrialization . . . . . . . . . . . . . . . . . 38

COOPERATIVE LEARNING ACTIVITY 4Industrial Revolution Flow Charts . . . 39

HISTORY SIMULATION ACTIVITY 4Through the Eyes of Artists . . . . . . . . 41

TIME LINE ACTIVITY 4Industrialization and Nationalism . . . 43

LINKING PAST AND PRESENT ACTIVITY 4Nationalism . . . . . . . . . . . . . . . . . . . . . 44

PEOPLE IN WORLD HISTORY ACTIVITY 4Profile 1: Frederic Chopin (c. 1810–1849) . . . . . . . . . . . . . . . . . . 45Profile 2: Dorothea Lynde Dix(1802–1887) . . . . . . . . . . . . . . . . . . . . 46

PRIMARY SOURCE READING 4Riding the Liverpool-ManchesterRailway, 1830 . . . . . . . . . . . . . . . . . . . . 47

WORLD ART AND MUSIC ACTIVITY 4Honoré Daumier . . . . . . . . . . . . . . . . . 49

RETEACHING ACTIVITY 4Industrialization and Nationalism . . . 51

ENRICHMENT ACTIVITY 4Textile Workers and Managers in Fall River . . . . . . . . . . . . . . . . . . . . . . . 52

Modern Times

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VisualizingLEARNING THE SKILL

Historians make history come alive for their readers by using vivid descriptions and spe-cific details to create a picture of a person or event. You can visualize by noticing when anauthor is using language that appeals to the senses. Then allow yourself to use these detailsto imagine the person or event. Visualizing will help you remember what you read and alsoto form a more complete understanding of a situation or event.

PRACTICING THE SKILL

In 1842, as the result of an investigation in Britain, the Mines Act prohibited boys under age13 and all women from working in the coal mines. The commission that studied this prob-lem collected testimony from a number of people working in the mines, including 17-year-old Patience Kershaw:

All my sisters have been hurriers1, but three went to the mill. Alice went because her legsswelled from hurrying in cold water2 when she was hot. I never went to day-school; I go toSunday-school, but I cannot read or write; I go to pit at five o’clock in the morning andcome out at five in the evening; I get my breakfast of porridge and milk first; I take my din-ner with me, a cake, and eat it as I go; I do not stop or rest any time for the purpose; I getnothing else until I get home, and then have potatoes and meat, not every day meat. I hurryin the clothes I have now got on, trousers and ragged jacket; the bald place upon my head ismade by thrusting the corves; my legs have never swelled, but sisters’ did when they wentto mill; I hurry the corves 3 a mile and more under ground and back; they weigh 300 cwt.4;I hurry 11 a-day….

DIRECTIONS: The commission described Patience as a “filthy, ragged, and deplorable-lookingobject, and such as one as the uncivilized natives of the prairies would be shocked to lookupon.” Create a mental picture of Patience Kershaw working in the mines. Then actuallydraw your visualization as if you were going to illustrate her story here.

APPLYING THE SKILL DIRECTIONS: Read the passage from The Old Curiosity Shop on page 281. Use your visualiza-tion skills to imagine the mill town Charles Dickens describes. Then write a short paragraphcomparing and contrasting your mental picture with the photograph of a Bavarian castle onthe same page. How do these images help you remember some of the details of industrial-ization in Europe?

Reading Skills Activity 4

1 To “hurry” means to push or pull small wagons of coal through the mine shafts. 2 Although the mines were very hot, several inches of standing water sometimes filled the shafts.3 Corves are the tubs or wagons used in the mines.4 “Cwt” is an abbreviation for “hundredweight,” about 112 lbs.

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Interpreting Migration LEARNING THE SKILL

Migration can transform societies dramatically. The movement of a large number of peo-ple from one region to another, from countryside to city, nation to nation, or even continentto continent, has a powerful effect on the immigrants and the native population. Historianslook for the key trends and events that trigger migration. Often, this is religious persecution,famine, or the possibility of better jobs and a better standard of living. Finally historiansexamine the long-term effects of migration on societies.

PRACTICING THE SKILL DIRECTIONS: In Chapter 4, you read about the effect industrialization had on migration pat-terns, especially in England. Examine the map below and answer the questions that follow:

1. What information is contained in this map?

2. Based on your reading of Chapter 4 and the map, what predictions can you make about the connection between migration and the location of industrial areas in Europe in 1850?

3. Based on this map and your reading of Chapter 4, list three cities in England thatattracted immigrants during the Industrial Revolution. Explain your choices.

APPLYING THE SKILL DIRECTIONS: Put yourself in the position of a 10-year-old English child in 1850. Your familyhas recently moved from the countryside to the city of Leeds, where you have gone to workin a textile factory. Write a diary entry detailing how you feel about the changes in your life.

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Assessing the Effects of TechnologyIn Chapter 4, you learned about the Industrial Revolution and the effects of new technologyon the Western world. For this writing activity, you will evaluate the effects of more recenttechnology on the people you know.

DIRECTIONS: First, identify a person you know that is at least 20 years older than you are.This person could be a family member, family friend, or a member of a community organiza-tion or church.

Next, ask your interview subject the following questions and take notes on his or heranswers. Be sure to keep your subject focused on how the technology personally affected the subject’s life.

Survey Questions

“Think of the new inventions and technological advances that happened during your lifetime.

1. Which was the most important to you at home? How did it change your daily activities?

2. Which was the most important to you at work? How did it change your workhabits or the work you do?”

After you have interviewed your friend or family member, write a one-page essay that sum-marizes the main points of the examples he or she provided. End by adding your ownthoughts. Be sure to turn in your notes along with your writing assignment.

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For The Teacher

TEACHING STRATEGIES FOR DIFFERENT LEARNING STYLES

The following activities are ways the basic lesson can be modified to accommodate students’ different learning styles:

English Learner (EL) Before students conduct their interviews, brainstorm with themexamples of new technology, including computers, microwave ovens, cellular (wireless)telephones, cable television, electronic games, and electric fences for pets.

Advanced Learners (AL) Have students interview five subjects and expand their paperto three pages. Their paper should include an analysis of both home and work technolog-ical advances and their effects on daily life. In their papers, have students use a table orchart to show which subjects gave which answers. Then, students should choose onetechnological advance given and research when this advance occurred and why it wasdeveloped or invented. In their papers, have students address whether the original pur-pose of the invention or advance differs from how their subjects use it in their daily lives.

Below Grade Level (BL) Have students complete the activity as presented.

On Grade Level (OL) Have the students interview five subjects and expand their paperto two pages. In their essays, students should compare and contrast the answers theyreceived about both home and work technology.


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Industrialization and Nationalism

A. PRE-READING ACTIVITY: IMPROVING READING COMPREHENSION

DIRECTIONS: Before reading the section “Nationalism in the United States” on pages 278–279answer the following questions.

1. In this chapter, you will read about the Industrial Revolution, a time whenmany changes took place around the world. What factors do you think must bepresent for a nation to be able to quickly change and grow?

2. The Industrial Revolution occurred when people began to invent new machinesand make new discoveries. What inventions and discoveries in this countryhave dramatically changed the way we live and work?

B. WORD BUILDING ACTIVITY: DEFINITIONS

DIRECTIONS: Before reading the section “Nationalism in the United States,” make sure that youunderstand the words below.

bitter (adj.): full of angry, sad feelingscompromise (n.): an agreement that is decided upon after everyone accepts less than originally wanted or neededchiefly (adv.): mostly, but not completelyera (n.): period of time in history that is somehow different from other timeseventually (adv.): after a lot of time, especially after a lot of problems or a long delayfavor (v.): to like something and choose it instead of something elseprevail (v.): to achieve success in the endspawn (v.): to make a series of events happen or startsurge (n.): a sudden increase in something such as money, demand, or services threat (n.): someone or something that is a danger to someone else

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C. WORD BUILDING ACTIVITY: VOCABULARY IN CONTEXT

DIRECTIONS: Using the context clues, choose the best definitions for the underlined word.

1. Two angry factions had fought bitterly about the division of power in the newgovernment.

a. heatedly b. kindly c. early

2. The Federalists had favored a strong central government, but the Republicanshad feared it.

a. disliked b. preferred c. managed

3. A surge of national feeling had arisen to cover over the nation’s divisions.

a. reduction b. growth c. contrast

4. The election of Andrew Jackson as president in 1828 had opened a new era inAmerican politics.

a. age b. trial c. theory

5. Though it had taken time and work, the right to vote was eventually extendedto almost all adult white males.

a. quickly b. carefully c. finally

D. READING COMPREHENSION ACTIVITY: TRUE/FALSE

DIRECTIONS: After you read the section “Nationalism in the United States,” complete the exercisebelow. Write T if the sentence is true and F if the sentence is false.

______ 1. Two of the major forces in the first fifty years of the U.S. governmentwere nationalism and conservatism.

______ 2. According to the passage, there were four million African Americanslaves in the South by 1860.

______ 3. By the mid-nineteenth century, nationalism had become a threat toAmerican national unity.

______ 4. The South’s economy was based on growing tobacco on plantations,chiefly by slave labor.

______ 5. The invention of the cotton gin by Eli Whitney in 1793 made it easier toclean cotton, thus increasing cotton production.

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E. LANGUAGE USAGE ACTIVITY: WORD CHART

Language Usage Note: Adjectives and Adverbs

An adjective is a word that describes a noun, adjective or adverb. Some examples are bitter, possible and main. An adverb is a word that “adds” to a verb and describes when,where or to what extent something is done.

Most adverbs are formed by an adjective + the suffix –ly.

Example:

bitter + ly = bitterly

Remember, if a word ends in –y, change the –y to –i.

Example: easy = easily

DIRECTIONS: The words in the chart below are found in this chapter. Write the missing word formsin the chart. You may have to change the spelling of some words.

DIRECTIONS: Complete the sentences below with the correct form of the adjective or adverb.

1. bitter

Both sides were ________________ about the outcome of the argument.

The two factions had fought ________________ about the division of power inthe new government.

2. chief

The farmers relied on cotton as their ________________ source of income.

The South’s economy was based on growing cotton on plantations,________________ by slave labor.

Adjective Adverb

1. bitterly

2. chiefly

3. easy

4. eventually

5. extraordinary

6. gradually

7. permanent

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3. extraordinary

Eli Whitney’s cotton gin was an ________________ invention.

The American Civil War was an ________________ bloody struggle which lastedfrom 1861 to 1865.

4. permanent

The Civil War left an unforgettable, ________________ mark on the history ofthe United States.

Abraham Lincoln said in a speech in Illinois in 1858 that “this government cannot endure ________________ half slave and half free.”

5. gradual

There was a steady, ________________ movement to change the way people feltabout slavery.

The Union's superior resources and population ________________ wore downthe Confederacy.

F. TEXT ANALYSIS ACTIVITY: IDENTIFYING TRANSITIONAL DEVICES

Language Usage Note: Identifying Transitional Devices

Good writers use transitions to make their writing clear and easy to follow. Transitionshave different purposes such as to signal similarity or contrast, to show time, or to iden-tify examples. Here is a list of some commonly used transitional devices.

To add information: also, furthermore, in addition To give examples: for example, for instance, such as To show similarity: like, likewise, similarly, asTo contrast: although, even though, however, in contrast, nevertheless, on the otherhand, but, not

DIRECTIONS: Circle the transitional devices used in the sentences below.

1. By the mid-nineteenth century, Great Britain, the world’s first industrial nation,was also the richest.

2. The key to growth was a decline in death rates, wars, and diseases, such assmallpox and plague.

3. Even with the reestablishment of conservative governments, however, the forcesof nationalism and liberalism continued to influence political events.

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DIRECTIONS: Circle the transitional devices in the sentences below and identify the purpose of each.Put a ✔ in the appropriate box.

Sentence Add Show Give Information Contrast Examples

1. Sir Walter Scott's Ivanhoe, for example, a best-seller in the early 1800s, told of clashes between knights in medieval England.

2. The exotic and unfamiliar also attracted many romantics.

3. Furthermore, some romantics sought the unusual in their own lives by exploring their dreams and nightmares and seeking altered states of consciousness.

4. For instance, this is especially evident in the poetry of William Wordsworth, the foremost English romantic poet of nature.

5. The human soul was a source of expression for William Blake, a poet and artist connected with romanticism, though he combined imagination with reality in a way other romantics did not.

6. Like the literary arts, the visual arts were deeply affected by romanticism.

7. In addition, Beethoven's early work fell within the classical framework of the eighteeth century.

8. However, his Third Symphony embodied the elements of romanticism with its use of powerful melodies to create dramatic intensity.


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Industrialization and Nationalism, 1800–1870DIRECTIONS: Select and write the term that best completes each sentence.

1. Agricultural practices, population growth, and a ready supply of (coal/capital) fueled Great Britain’s industrialization.

2. Many wealthy British people were (entrepreneurs/aristocrats),interested in finding new business opportunities and new ways to make profits.

3. In the eighteenth century, cotton spinners and weavers manufactured cotton cloth in theirrural homes—known as (cottage industry/division of labor).

4. (Collective bargaining/Industrial capitalism) was an economicsystem based on industrial production and produced a new middle-class group—theindustrial middle class.

5. The (bourgeois/entrepreneur), or middle-class person, includedthose involved in industry and banking, as well as professionals, such as lawyers, teachers, doctors, and government officials.

6. People who advocated (socialism/laissez-faire economics) saidthat natural resources and factories should be owned and controlled by society.

7. The Congress of Vienna produced a victory for rulers who believed in(liberalism/conservatism), a political orientation advocating

the preservation of the best in society and opposing radical changes.

8. In France a powerful force of change overthrew the Bourbon monarch Charles X in 1830in hopes of spreading (nationalism/liberalism), a political phi-losophy based on Enlightenment thinking that celebrated individual freedoms.

9. With William I of Prussia as (proletariat/kaiser), the SecondGerman Empire became the strongest power in Europe.

10. Seeking the restoration of the empire, Louis-Napoleon won a (plebiscite/coup d’état) and assumed the title of Napoleon III, Emperor of France.

11. In the United States, the South’s use of slave labor was challenged by a movement inthe North to end slavery called (emancipation/abolitionism).

12. (Conservatism/Romanticism) was a movement in which artistsemphasized emotion and imagination over reason.

13. (Realism/Romanticism) was a movement in which artistsattempted to portray life as it was, not to escape from it.

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Industrialization and Nationalism, 1800–1870Key Words

A. Word Family ActivityUsing Word FormsDIRECTIONS: Fill in the blank boxes in the table below with the correct noun or verb forms.

Remember: A noun is a word that names a person, place, thing or idea. Examples includeCharles Darwin, laboratory, theory, and faith. A verb is a word that is used to describe anaction, experience, or state of being. Examples include view and think.

Verb Noun

adapt

evolve

publish

reliance

stability

variation

Academic Words Words with Multiple Content Vocabulary Meanings

adapt class entrepreneur

concept

controversy

dynamic

evolve

publish

reliance

stability

variation

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B. Word Family ActivityLearning Word FormsDIRECTIONS: Fill in the blanks with the correct form of the words below. You may need toadd –ed or –s to some words.

1. dynamic

Noun Darwin’s theory of evolution can be seen as a __________________ ofchanging perspectives.

Adjective The change from an agricultural society to an industrial society is a__________________ process.

2. publish

Verb In 1859, Charles Darwin __________________ On the Origin of Species byMeans of Natural Selection.

Noun In the 1871 __________________ of The Descent of Man, Darwin arguedthat human beings had animal origins and were not an exception to the rulegoverning other species.

3. evolve

Verb His basic theory was that each species of kind of plant or animal had__________________ over millions of years from earlier, simpler forms of life.

Noun Darwin called this principle “organic __________________.”

Adjective He is considered the father of __________________ biology.

4. adapt

Verb Darwin believed that some organisms are better able to__________________ to changes in the environment than others.

Noun “Natural selection” is Darwin’s process of __________________ whichexplains that some species are able to survive reproduce and thrive, while theunfit do not survive.

5. vary

Verb The reasons why certain survivors live __________________.

Noun Survivors pass on the changes, or __________________, that enable themto survive until a new, separate species emerges.

6. controversy

Noun Darwin’s ideas raised a storm of __________________ due to people’sobjections to his ideas.

Adjective In fact, many people today still argue about his theories because oftheir highly __________________ nature.


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C. Word Usage ActivityUnderstanding Words with Multiple Meanings

Word Usage Note: Understanding Words with Multiple Meanings

Some words like class have multiple meanings: a. (n.) a group of students that are taught togetherb. (n.) a category or division c. (adj.) style, skillWe also use class in the following expressions:to be a class act / class clown / to be classy.

DIRECTIONS: Write the letter for the best definition of the word class in the sentences thatfollow.

1. ____ How many classes does the new student plan on taking?

2. ____ When the guest speaker answered controversial questions from the audi-ence, he demonstrated a lot of class.

3. ____ At Cambridge, Charles Darwin attended many lectures in his botany class.

4. ____ Darwin categorized certain species into classes.

Word Origins

entrepreneurThe word entrepreneur comes from the French entreprendre, meaning to undertake.It refers to a person who starts and runs a business. During the Industrial Revolution,many energetic, creative people went into business for themselves; that is, they became entrepreneurs.People who are risk takers tend to become entrepreneurs more easily that those who are fearful.


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D. Word Use ActivityWord Web

DIRECTIONS: Use the following words in a word web to show how they are connected:Darwin, adaptation, controversy, dynamic, evolution, publish, variation.

The word “Darwin” links all these words together. Write “Darwin” in the center oval, andwrite the other related words in the surrounding ovals. For each of the related words, write a sentence that clearly shows the word’s relationship to the central word, Darwin. You canwrite sentences inside the ovals or, if you need more space, use a separate sheet of paper.


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CHAPTER 4 ASSESSMENT

DIRECTIONS: Choose the letter that defines the given word.

1. ____ adapt a. print

2. ____ controversy b. writing

3. ____ dynamic c. division

4. ____ evolve d. lively

5. ____ publish e. dependence

6. ____ reliance f. steadiness

7. ____ stability g. difference

8. ____ variation h. develop

9. ____ publication i. disagreement

10. ____ class j. change

DIRECTIONS: Determine which word is the antonym of the given word and circle it.Remember, antonyms are words that have opposite meanings.

11. variationa. similarity

b. alternative

c. deviation

12. dynamica. self-motivated

b. vigorous

c. lethargic

13. stabilizea. steady

b. destabilize

c. progress

14. controversya. agreement

b. debate

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DIRECTIONS: Choose the word form that best completes each sentence.

15. Darwin believed that some animals (adapt / adaptation / adaptable) to theirsurroundings to survive.

16. Darwin coined the theory of (evolve / evolution / evolutionary).

17. One of Darwin’s (publish / publishers / publications) was “The Origin ofSpecies.”

18. People generally (reliance / rely / reliant) on those they trust.

19. It is important to maintain (stability / stable / stabilize) within a nation.

20. One of the ways to (classification / class / classify) organisms is by the foodthey eat.


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An argument is the presentation of anopinion. The main idea, or thesis, of anargument is the writer’s or speaker’s basic position or viewpoint. To evaluate

an argument, consider its strengths andweaknesses. Does the writer or speakersupport the thesis with facts and examples?

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Skills Reinforcement Activity 4✎

Identifying an Argument

DIRECTIONS: Read the statement below from Robert Owen, a utopian socialist. Thenanswer the questions below in the space provided.

“By my own experience and reflection I had ascertained that human nature is radically good,and is capable of being trained, educated and placed from birth in such manner, that all ulti-mately (that is as soon as the gross errors and corruptions of the present false and wicked systemare overcome and destroyed) must become united, good, wise, wealthy and happy. And I feltthat to attain this glorious result, the sacrifices of the character, fortune and life of an individualwas not deserving a moment’s consideration. And my decision was made to overcome all opposition and to succeed or die in the attempt.“

1. What is Owen’s thesis?

2. What reasons does Owen give to support his thesis?

3. Evaluate the thesis. What are its strengths and weaknesses?

4. Find a biography of another leader during the period of industrialization and nationalism(1800–1870). Find a quotation from that person that states an argument about a political,social, or historical issue. Identify the thesis of the argument and the reasons and evidencesupporting it. Decide whether you accept or reject this argument, and explain why.

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Critical Thinking Skills Activity 4 Expressing Problems Clearly

As you read about historical events, it isimportant to evaluate people’s actions inlight of the need they were trying to meetor the problem that they were trying tosolve through their actions. For example, inthe 1700s, entrepreneurs in Great Britain

established factories in order to meet thedemand for cotton cloth. Establishingtextile and other factories solved someproblems but created new ones—the socialconflicts that you read about in Section 1.

DIRECTIONS: For each solution described below, complete the graphic organizer by express-ing the problem and predicting what new problem or problems the solution might create.

Problem

Workers formedlabor union.

SolutionPossible Problem(s)

Solution Might Create

1.

Factory owners wanted touse their new machinesconstantly.

Workers were forced towork in shifts.

2.

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HISTORY AND GEOGRAPHY ACTIVITY 4★

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President Thomas Jefferson thought theidea was crazy, and in 1809 he refused tofund the project with federal money.Attempting to carve the Erie Canal throughthe New York wilderness was “little shortof madness,” Jefferson fumed. But NewYork governor De Witt Clinton refused tolet the plan die. He remained determined toconstruct the canal—making water travelfrom the Great Lakes to the Atlantic Oceana reality. How would Governor Clintoncarry out his plan?

Clinton called on his fellow New Yorkersto fund a $7 million canal that would linkBuffalo to New York City via Albany andthe Hudson River. Engineers who had stud-ied Great Britain’s canals developed theplans, and construction began in 1817. Morethan 3,000 workers cleared trees, leveledground, and dug the ditch for the canal,which would cover 350 miles (563 km) andraise and lower boats nearly 600 feet (183 m)during their journey.

A Big Ditch or a Grand Canal?

Digging the Big Ditch“We are digging the Ditch through the

mire; Through the mud and the slime and the

mire, by heck!And the mud is our principal hire;Up our pants, in our shirts, down our

neck, by heck!We are digging the Ditch through the

gravel, So the people and freight can travel.”

—Erie Canal work song

Erie Canal workers exca-vate a deep cut. Dug inrough, sparsely settledwilderness, the canal pro-gressed about a mile aweek. Since the elevationof Lake Erie was 565 feet(172 m) higher than theHudson River at Albany,the Erie Canal had 83locks with lifts that raisedand lowered the boats asthey traveled the water-way. The locks becamethe marvels of their day.

When construction ended in 1825, thecanal was an immediate success. The cost of shipping grain from Lake Erie to theAtlantic dropped from $100 to $20 a ton,and the time in transit was cut from 20 to 8days. The Erie Canal carried such a volumethat it repaid its initial cost within 12 years.

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HISTORY AND GEOGRAPHY ACTIVITY 4 (continued)

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DIRECTIONS: Answer the questions below in the space provided.

1. What approach did European settlers in America often take toward their physicalenvironment?

2. What was the goal of the Erie Canal project?

3. What effect do you think the Erie Canal had on the development of industry in NewYork State? On other canal projects in the United States?

Critical Thinking

4. Formulating Questions Why would the canal developers have studied the British canalsystem before they designed the Erie Canal? Write four questions the developers mighthave asked during their studies.

Activity

5. Read the local newspaper and look for an ongoing project in which people are alteringtheir environment. Identify the project’s goal. Does everyone in the area agree with theproject and its goals? What are some objections? Do you think the project will be success-ful? Why or why not?

It also helped New York City develop intothe nation’s financial center. No longerknown as Clinton’s “Big Ditch,” the newwaterway was soon billed as America’s“Grand Canal.”

Through imagination, technology, andhard work, people have been able to altertheir environments to suit their needs.Different cultures tend to approach theenvironment in different ways. WhereasNative Americans felt at one with the envi-ronment, European settlers regarded it assomething to use or tame. In the United

States, Americans have dramatically trans-formed their environment, tunneling rail-road passages through the Sierra Nevadaand diverting water from the ColoradoRiver to desert regions.

Projects such as the Erie Canal linkedwaterways, easing transportation andspurring industrial development. Themodel of the British canal system enabledAmericans to envision and build a canal inan area where Native Americans had usedthe existing waterways for hundreds ofyears.

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The Voyage of the BeagleWhen Charles Darwin left England on the Beagle in 1831, he expected to be gonefor two years. Instead, the voyage took five years. The HMS Beagle was a survey-ing vessel for the British Navy. Darwin had been hired to be the ship’s naturalist,and at each stop on the voyage, he collected all kinds of specimens, many ofwhich he dissected or stuffed. He took numerous notes on his observations.

The most important—and famous—stop on Darwin’s trip was the GalápagosIslands. The observations he made there would later launch his theory of evolution.

DIRECTIONS: Use the map below to complete the activities that follow.

Mapping History Activity 4

1. Use the map scale to estimate the distance of the Galápagos Islands from themainland.

2. Using the information below, plot the course of the Beagle on the map above.

After leaving England, the Beagle traveled first tothe Canary Islands, then to the Cape Verde Islands,and on to the east coast of South America. It trav-eled around Cape Horn, up the west coast of SouthAmerica, and out to the Galápagos Islands. From

there it traveled west to New Zealand and Australia,through the Indian Ocean, and around the Cape ofGood Hope to Ascension Island. It then headedback to Cape Verde, the Western Isles, and home.

0 1,000 2000 mile

3000 kilometer

2,000 miles

0 1,500 3,000 kilometersMercator Projection

NORTH AMERICA

SOUTH AMERICA

EUROPE

AFRICA

ASIA

AUSTRALIASOUTHATLANTIC

OCEAN

NORTHATLANTIC

OCEAN

INDIAN OCEAN

NORTH PACIFIC OCEAN

NORTH PACIFIC OCEAN

SOUTH PACIFIC OCEAN

SOUTHATLANTIC

OCEAN

NORTHATLANTIC

OCEAN

INDIAN OCEAN

NORTH PACIFIC OCEAN

NORTH PACIFIC OCEAN

SOUTH PACIFIC OCEAN

SOUTHATLANTIC

OCEAN

NORTHATLANTIC

OCEAN

INDIAN OCEAN

NORTH PACIFIC OCEAN

NORTH PACIFIC OCEAN

SOUTH PACIFIC OCEAN

Galápagos Is.

Cape Verde Is.

Western Is.

Ascension I.

St. HelenaMadagascar

Mauritius

Keeling I.

EquatorEquator

Tasmania

Canary Is.

New Zealand

Galápagos Is.

Falkland Is.

Cape Verde Is.

Western Is.

Ascension I.

St. HelenaMadagascar

Mauritius

Keeling I.

EquatorEquator

Tasmania

Canary Is.

New Zealand

N

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The Irwell River became badly pollutedduring Manchester’s transformation from a rural trade center into a large, industrialcity. Pollution remains a side effect of indus-trialization. Today, as in the past, analystsdiscuss and debate whether the benefits of

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industrialization justify its costs. Some ofthe advantages and disadvantages thatcharacterize present-day advanced indus-trial societies, such as those in westernEurope and North America, are listed in the table below.

Historical Significance Activity 4 !Costs and Benefits of Industrialization

DIRECTIONS: Use the information in the table to write a paragraph answering the question,“Do the advantages of industrialization outweigh the disadvantages?” Be sure to supportyour position.

Advanced Industrial SocietiesAdvantages Disadvantages

Creation and mass production of manyuseful, affordable products

High average agricultural productivity perperson from industrialized agriculture(more food per person)

Good health, population control, educa-tion, average income, and old-age security

Dependence on nonrenewable resources,such as fossil fuels and metals

Large amount of energy used per personfor manufacturing, agriculture, transporta-tion, lighting, heating, and cooling

Dependence on synthetic materials, whichare not readily broken down and recycledby natural processes but break downslowly and often pollute the environment

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Industrial Revolution Flow Charts

★ Cooperative Learning Activity 4 ★★

BACKGROUNDThe Industrial Revolution in Europe was marked by the development of numerousinventions that came about in response to emerging needs and that had majoreffects on society. By constructing a flow chart, you will demonstrate the cause andeffect relationships begun by those inventions and the resulting and ongoingchanges that occurred in business and industry, economics, politics, settlement patterns, religious thought, cultural achievements, human relationships, worldevents, and other areas.

GROUP DIRECTIONS1. You and your group should pick one of the inventions listed below (or present

another idea to your teacher for approval).

2. Use Chapter 12 and library or Internet resources to learn more about the inven-tion and its impact on society.

3. Use what you learn to create flow charts—electronic or hard-copy poster-sized—to demonstrate the invention’s direct and/or indirect impact on differentaspects of life or society. If you have access to the necessary tools, create anactual Web site to post your flow chart diagram.

4. Consider the following inventions from which to make your choice. Note thatsome of these inventions were responsible for the creation of others on the samelist. For example, the steamboat was a direct extension and application of Watt’sfirst steam engine.

1768 James Hargreaves’s spinning jenny1780s Henry Cort’s puddling process1782 James Watt’s steam engine1800s rise of factories1804 first steam-powered locomotive1807 first steamboats

ORGANIZING THE GROUP1. Decision Making As a group, choose one invention from the list. Each group

should select a different invention. Appoint a recorder to take notes of thegroup’s ideas. Share ideas about what the invention did and brainstorm why itwas invented. List the benefits and any possible disadvantages the inventionmight have caused.

2. Individual Work Do research to find out as much as possible about this inven-tion. Learn what created the need for the invention; why it was a breakthrough;how it was used, applied, and improved. As you conduct your research, con-sider such questions as: How were the invention’s original intended usesextended? What advantages did the invention offer to those who used it?

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Cooperative Learning Activity 4 (continued)

What aspects of society might it have changed or influenced for better or forworse? Sketch diagrams to help explain the various effects. Think about howthe information might be organized into a flow chart or some other graphic rep-resentation of cause-effect flow and sequence.

3. Group Work/Decision Making Share your research with your group. Together,decide what information to include in your diagram or flow chart and how toorganize it. Divide up responsibility for drawing the diagram’s or flow chart’s“arms” or branches among members of the group. Alternately, assign an artistto design the flow chart as directed by the various group members.

4. Additional Group Work Present your information to the class and post yourflow chart for others to view and study. Invite comments on how and why thevisual devices used were effective or not.

1. Was the goal of the assignment clear at all times?

2. How was creating a flow chart or cause-effect diagram or some other type ofvisual different from other types of projects?

3. Were you satisfied with your work on this project? Why or why not?

QuickCHECK

GROUP PROCESS QUESTIONS

• What is the most important thing you learned about the impact of inven-tions developed during the Industrial Revolution from this activity?

• What part of the project did you enjoy most?

• What problems did you have? Is there some better way to visually (or tan-gibly) show the cause-effect relationships and impacts?

• How did you solve any problems related to designing the visuals or deter-mining the cause-effects sequences?

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Through the Eyes of ArtistsThe transformation of the Western world during the 1800s sparked newdevelopments in all parts of society.

TEACHER MATERIAL

Learning Objective To develop an understand-ing of some of the major artistic movements thatoccurred during the 1800s and their impact.

Activity Students will work in five groups rep-resenting each of the following artistic move-ments from the 1800s to the 1900s: romanticism,realism, symbolism, Impressionism, andPostimpressionism. Groups will review thestyles and philosophy of their specific art move-ments. Then they will consider how artists ofthat movement would react to some of the issuesof the era and how they would convey their feel-ings and attitudes in their art. They will thenform smaller groups of two to four to cooperatein creating essays, poems, short stories, plays,posters, murals, or other forms of art in the styleof their movements. Following group work, stu-dents will meet as a class to share their projects.

Teacher Preparation Bring in supplemental ref-erence books and magazine articles for back-ground information on the art movementsinvolved. Have poster board, paper for murals,and colored markers on hand. Make one copy ofthe form on the next page for each student.

Activity Guidelines1. Introduce the activity by explaining its objec-

tive and guidelines. See Chapters 12 and 13to learn about the five movements.Emphasize that artists in each movement hada definite point of view regarding the issuesof the period and expressed their views intheir art. Cite Charles Dickens’s handling ofthe plight of the lower classes in his novelsand his views of conditions in debtors’ pris-ons, factories, and hospitals. Distribute the

worksheet, which will help students organizetheir planning for this activity.

2. Have students form five groups, one for eachmovement, and meet for 20 to 25 minutes todiscuss the point of view that members oftheir movement might bring to specific politi-cal and social issues studied in this chapter.Possible issues include city life and workingconditions, child labor, socialism, national-ism, individualism, the Scientific Revolution,and secularization. They should discuss theartistic style their artists would use to portrayspecific issues.

3. Organize the five groups into subgroups oftwo to four students according to modes ofexpression, such as poetry, posters, murals,essays, short stories, or other art forms. Urgesubgroups to brainstorm possible topics andselect one. Give students 15 minutes to plantheir projects. Emphasize that their workshould be in the style of the movement theyrepresent. Most students will need to com-plete their projects at home.

4. In the next class period, have each groupidentify the movement it represents and reador display its project. Have students respondto what they see in the different projects.

5. Then ask students to compare the representa-tion of society and politics by the different artmovements. How do they think the artisticrendering of these themes may have affectedthe public’s attitudes? Do they think the artmovements grew out of the events of theperiod, or did the movements shape events?

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HANDOUT MATERIAL

Through the Eyes of Artists—Worksheet

Movement (check one):

Romanticism Realism Symbolism Impressionism Postimpressionism

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1. Objective of the movement:

2. Artistic style of the movement:

3. Attitude toward society, culture, politics:

4. Subject or themes for exploration:

Choose the mode for Muralexploring your topic:

Short story

Play

Poster

Essay

Poetry

Other

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Time Line Activity 4

Industrialization and NationalismCan an idea be more powerful than a king or an emperor? Nationalism is anidea that has driven out kings and toppled empires. Between 1800 and 1870,

nationalism changed the map of Europe. Two countries—Italy and Germany—emerged fromcollections of independent states. The empire of Austria-Hungary came apart as the idea ofnationalism inspired people to demand independence. In related movements, people through-out Europe demanded freedom of the press, freedom of speech, freedom to elect representatives,and relief from feudal systems of labor and taxes. Of course, none of the rulers of the kingdomsand empires threatened by these movements gave up power easily. The forces of nationalismand reform were often met with reactions opposing their progress.

DIRECTIONS: Read the time line below. Then decide if the events on the line express the suc-cess of movements demanding change or reactions to those movements. List events in theappropriate column of the chart below. Some items may be included in both columns.

1800 1850 1900 1950

Forces of ChangeNationalism/Reform Reaction

1815 Creation ofGerman Confederation.

1837 Victoria becomesqueen of Great Britain.

1849 Austria reestab-lishes control of Venetia.

1861 Alexander II freesRussian serfs.

1861 Victor Emmanuel II becomes king of a united Italy.

1865 U.S. Confederate forces defeated. 1867 Austria and Hungaryform dual monarchy.

1871 William I becomesemperor of a united Germany.

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��

��Linking Past and Present Activity 4

THEN Nationalism was an important histori-cal force in the nineteenth century. People inNorth and South America, Europe, and Asiaidentified strongly with the countries in whichthey lived. Millions risked their lives in warsand revolutions to win independence or toadvance the cause of freedom in their nations.

In the United States, Manifest Destiny drovebrave pioneers across the continent to settle awilderness. Nationalism motivated both Unionand Confederate forces to fight a long andcostly civil war. In Great Britain, people tookpride in saying that “the sun never sets on theBritish Empire.” (At its height, the BritishEmpire encompassed so much land around theworld that the sun was always shining on apart of it.) It was nationalism as well as a desirefor liberal reform that inspired the revolutionar-ies of 1848 in France, Germany, Austria, andHungary. Nationalism, again, drove the peopleof Germany and Italy to form nation-states.

In 1821, Mexican nationalists first won theirfreedom from Spain. In 1867, Mexican nation-alists would again be victorious, driving outFrench invaders and capturing the emperorMaximilian. In Latin America, nationalists ledby Simón Bolívar drove Spain out of SouthAmerica and formed the nation-states that stillexist today. In Canada, it was nationalists whopushed for a form of independence from GreatBritain.

Nationalism also had a strong effect onevents in Asia. Chinese nationalists foughtagainst European colonialists. In thePhilippines, nationalist groups fought firstagainst Spain and then against the UnitedStates in a bid for independence.

NOW Nationalism is still a powerful forcethroughout the world. On every continent,ethnic groups are fighting for recognition andthe right of self-determination.

In Kosovo, ethnic Albanians—who makeup the majority of the population—have beenfighting the Serbs in order to gain independ-ence. In the Middle East, Palestinians andIsraelis continue to fight for control of the landconquered by Israel in 1967. Also in the MiddleEast, the Kurdish people have been fightingboth Turkey and Iraq in an effort to win theirfreedom and to form a nation of their own.

In North America, the forces of nationalismcan be found in Mexico and Canada.Indigenous people living in the state of Chiapasin southern Mexico have been seeking civil andpolitical rights. Calling themselves zapatistas—after the Mexican revolutionary EmilianoZapata—they have staged guerrilla raidsagainst the Mexican government. In Canada,French Canadians in the province of Quebecvoted in 1995 whether to leave Canada to formtheir own country. The resolution lost by a nar-row margin. Another vote on the same issuewill most likely take place.

Feelings of nationalism are equally strongin Asia. In the country of Sri Lanka, the TamilTigers have been fighting a long, bloody civilwar to win their freedom from the rulingSinghalese people.

In Europe, two nations have been the vic-tims of terrorist activity from insurgent groupsfighting for what they see as their rights. InSpain, the Basque people have been fightingagainst the Spanish government for autonomy.In Northern Ireland, Catholics and Protestantshave been fighting for over 30 years overrights and political power.

Nationalism

CRITICAL THINKING

Directions: Answer the following questionson a separate sheet of paper.1. Making comparisons: Compare and con-

trast the nation-building activities of nine-teenth-century nationalists with thestruggles of nationalists today. How are theirmethods alike? How are they different?

2. Making inferences: Many of today’snationalist struggles are between differentethnic groups. How does the United States,

with its cultural diversity, avoid ethnicstrife? What could be done to improve eth-nic and racial tensions in this country?

3. Extending prior knowledge: Use infor-mation you have already learned to explainthe history of the struggle between Israelisand Palestinians. Then use libraryresources and the Internet to gather factson the current situation and present scenar-ios for a likely outcome of the situation.

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The nineteenth-century Western artisticmovement called romanticism began in liter-ature. Many believe, however, that music isthe art form most suited to romantic artisticideals. Romanticism emphasizes expressingdeep human emotions, especially while try-ing to express through imagination the expe-rience of perfect beauty. Music would be theart form most suited to romanticism becauseof its ability to directly stir our emotions andbecause unlike words or pictures, soundsdo not refer to anything factual.

For many, no musician achieved roman-tic expressiveness more than the Polish-born Frederic Chopin. His choseninstrument was the piano, and in only 39years he revolutionized how people com-posed for, played and heard the piano.

Chopin was a child prodigy who had hisfirst composition printed when he wasseven. He performed his first public concertat eight, and played before the Russian czarat 11. By his early twenties, Chopin’s geniusas a composer and player had spreadthroughout Europe. Yet his sensitive naturewas such that he performed only 39 con-certs in his life. The experience drained himcompletely.

Chopin never married, but he did have alove affair with the famous French authorAurore Dudevant, who first adopted the

male name GeorgeSand to help herbooks get pub-lished and betaken seriously.When Chopin was29, he went withSand to the islandof Majorca inorder to compose.He fell ill, and he and Sand were evictedfrom their villa and forced to live with littlefood in a damp, cold monastery. Thusbegan Chopin’s decade long battle withtuberculosis, from which he died at 39.

Chopin’s meteoric life was short, but hismusic will last. He used new fingerings andharmonies to produce dazzling effects on thepiano. He changed how pianists struck thekeyboard and used the pedals in ways noone had before. He set a standard for solopiano composition that many feel will neverbe surpassed. His gifts for aching melody,poetic feeling, delicate ornamentation,swaying grace, intense passion, insight intothe heart’s secret places, and singing tonewill forever soothe, haunt, and inspire thehuman spirit. In his romantic search for per-fection in sensuous beauty, Chopin created amusic of longing that wraps the listener insublime moods and imaginative visions.

Frederic Chopin (C. 1810–1849)

People in WoWorld History Activity 4 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.

1. What is the artistic ideal of romanticism?

2. Why did the author Aurore Dudevant write under the name George Sand?

3. What is the proof that Chopin was a child prodigy?

4. Critical Thinking Making Comparisons. Listen to some of Chopin’s Nocturnes. The namerefers to nighttime. Compare the music to the quiet of the night and how it makes youfeel. Does Chopin express emotions about the night that fit with your experience of it?

People in WoWorld History Activity

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There’s no question in my mind but that rights are neverwon unless people are willing to fight for them.

Eleanor Smeal, former president of NOW(National Organization for Women)

Today, most of us take it for granted thatmentally ill people and prisoners are enti-tled to fair treatment and humane condi-tions. However, it took the courage anddetermination of Dorothea Dix to make thatassumption a reality. This social reformercampaigned for better conditions and treat-ment for both the mentally ill and prisonersduring most of her lifetime. Her achieve-ments are impressive: she succeeded in creating or enlarging 32 mental hospitals in numerous states, as well as in Canada,Europe, and Japan. She also brought atten-tion to the plight of the mentally ill andprisoners and helped change public atti-tudes toward them.

Dorothea Dix was born on April 4, 1802,in Hampden, Maine. When she was 14 yearsold, Dix took a teaching job. Five yearslater, she opened her own school for girls inBoston, Massachusetts. Besides teaching,Dix wrote many children’s books. She leftthe school in 1835 because of poor health.

Six years later, Dix began teaching a classin the house of correction located in EastCambridge, Massachusetts. She was shockedby the terrible conditions in the prison, and

4 Profile 2

concerned that thementally ill wereimprisoned in thesame facilities asdangerous crimi-nals. She decidedto take action to improve the situation.

Dix visited all the prisons, poorhouses,and mental institutions in Massachusetts tosee for herself if conditions were as badthroughout the system. The situation waseven worse than she had imagined. In 1843,she delivered her conclusions in a docu-ment called “Memorial to the Legislature ofMassachusetts.” As a result of her work, theworst abuses in the mental institutions atWorcester were corrected. Knowing thatmany other social injustices still needed tobe improved, Dix traveled throughout thecountry to raise support for her cause. Shewon the support of many wealthy andinfluential people.

In 1848, Dix traveled to Washington,D.C., to convince the government to setaside land to house and support the men-tally ill. Congress approved the bill, butPresident Franklin Pierce vetoed it in 1854.Although disappointed, Dix continued herwork to improve conditions for those whocould not speak for themselves.

Dorothea Lynde Dix (1802–1887)



1. How did Dix first become aware of the poor conditions in Massachusetts prisons?

2. What did Dorothea Dix accomplish during her life?

3. Critical Thinking Analyzing Information. In 1881, Dix retired to live at the New JerseyState Hospital, the first mental hospital built as a direct result of her efforts. What state-ment did this send to people?

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Riding the Liverpool-Manchester Railway, 1830

The openings of the first railways in England were exciting occasions forthe public, who organized holiday outings to watch the trial runs of thetiny engines and coaches. Only a privileged few—mostly financial back-

ers and their friends—actually had the chance to ride the experimental trains;these rides were both risky and thrilling. In 1830 the Kembles, a well-knownEnglish theatrical family of actors, managers, and playwrights, were inLiverpool when George Stephenson made a trial run of the Liverpool-Manchester line. Fanny Kemble, an actress and author who was 21 at thetime, made the trip as Stephenson’s guest and described it in letters that shelater included in her memoirs.

Guided Reading In this selection, read to learn how the first trains looked and functioned.

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While we were acting at Liverpool an experi-mental trip was proposed upon the line of rail-way which was being constructed betweenLiverpool and Manchester, the first mesh of thatamazing iron net which now covers the wholesurface of England and all the civilized portionsof the earth. . . . My father knew several of thegentlemen most deeply interested in the under-taking, and [George] Stephenson havingproposed a trial trip as far as the fifteen-mileviaduct, they . . . invited him and permitted meto accompany them; allowing me, moreover, theplace which I felt to be one of supreme honor, bythe side of Stephenson. . . . He was a ratherstern-featured man, with a dark and deeplymarked countenance; his speech was stronglyinflected with his native Northumbrian accent. . . . He was wonderfully condescending andkind in answering all the questions of my eagerignorance, and I listened . . . as he told me of allhis alternations of hope and fear, of his many tri-als and disappointments, related with fine scornhow the “Parliament men” had badgered andbaffled him with their book-knowledge. . . . [Thegovernment had refused to finance Stephenson’splan.]

. . . And now I will give you an account ofmy yesterday’s excursion. A party of sixteen per-sons was ushered into a large court-yard, where. . . stood several carriages of a peculiar con-struction, one of which was prepared for ourreception. It was a long-bodied vehicle withseats placed across it, back to back; the one wewere in had six of these benches. . . . The wheels

were placed upon two iron bands, which formedthe road, and to which they are fitted, being soconstructed as to slide along without any dangerof hitching or becoming displaced, on the sameprinciple as a thing sliding on a concave groove.The carriage was set in motion by a mere push,and . . . rolled with us down an inclined planeinto a tunnel, which forms the entrance to therailroad. This tunnel is four hundred yards long(I believe) and will be lighted by gas. . . .

. . . We were introduced to the little enginewhich was to drag us along the rails. She (forthey make these curious little fire-horses allmares) consisted of a boiler, a stove, a small plat-form, a bench, and behind the bench a barrelcontaining enough water to prevent her beingthirsty. . . ,—the whole machine not bigger thana common fire-engine. She goes upon twowheels, which are her feet, and are moved bybright steel legs called pistons; these arepropelled by steam, and in proportion as moresteam is applied to the upper extremities . . . ofthese pistons, the faster they move the wheels;and when it is desirable to diminish the speed,the steam (which unless suffered to escapewould burst the boiler) evaporates through asafety-valve into the air. The reins, bit, and bridle of this wonderful beast is a small steelhandle, which applies or withdraws the steamfrom its legs or pistons, so that a child mightmanage it. . . .

There is a chimney to the stove, but as theyburn coke [fuel] there is none of the dreadfulblack smoke which accompanies the progress of

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a steam vessel [ship]. This snorting little animal,which I felt rather inclined to pat, was then har-nessed to our carriage, and, Mr. Stephenson having taken me on the bench of the engine withhim, we started at about ten miles an hour. Thesteam-horse being ill adapted for going up anddown hill, the road was kept at a certain level,and appeared sometimes to sink below the sur-face of the earth, and sometimes to rise above it.Almost at starting it was cut through the solidrock, which formed a wall on either side of it,about sixty feet high. You can’t imagine howstrange it seemed to be journeying on thus, with-out any visible cause of progress other than themagical machine, with its flying white breathand rhythmical, unvarying pace, between theserocky walls. . . .

. . . We had now come fifteen miles, andstopped where the road traversed a wide and

deep valley. Stephenson made me alight and ledme down to the bottom of this ravine, overwhich, in order to keep his road level, he hasthrown a magnificent viaduct of nine arches, themiddle one of which is seventy feet high,through which we saw the whole of this beauti-ful little valley. . . .We then rejoined the rest ofthe party, and the engine having received itssupply of water, the carriage was placed behindit, for it cannot turn, and was set off at its utmostspeed, thirty-five miles an hour, swifter than abird flies (for they tried the experiment with asnipe). You cannot conceive what that sensationof cutting the air was; the motion is as smooth aspossible, too. . . . When I closed my eyes thissensation of flying was quite delightful, andstrange beyond description; yet, strange as itwas, I had a perfect sense of security, and not theslightest fear.

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INTERPRETING THE READING

Directions Use information from the readings to answer the following questions. If necessary, use a separatesheet of paper.

1. Railroads were often called “iron horses,” and in several spots the author speaks about the loco-motive as if it were a horse. Give examples of this from the selection and explain why peoplemade this comparison.

2. How was the speed of the locomotive controlled?

3. What was Fanny Kemble’s attitude toward George Stephenson?

4. To start his railroad, Stephenson engineered and built much more than just the locomotive andcarriages. Cite some examples from the selection of his other engineering feats.

Critical Thinking5. Making Inferences What does the opening sentence of this selection tell you about the spread of

the Industrial Revolution?


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French caricaturist Honoré Daumier produced countless lithographs overhis long career. Collections of his cartoons are still popular, and his jokesabout lawyers and doctors are as fresh today as they were more than acentury ago.

DIRECTIONS: Read the passage below about this French artist. Then answerthe questions in the space provided.

Honoré Daumier was born in Marseilles, France,in 1808. He grew up in Paris, where he

worked as an errand boy and a bookstore clerkbefore he began to study art. He learned thetechnique of lithography, newly invented at theend of the eighteenth century. In lithography, theartist draws directly on a special stone (often lime-stone). The drawing is fixed in place by an acidwash, dampened, inked, and then transferred topaper with pressure. Because this process allowsthe reproduction of an unlimited number of printsfrom one drawing or design, it was widely used incommercial printing, publishing, and journalism.

It was in these industries that Daumier earned hisliving. He mastered the techniques of lithography byhis early twenties and contributed thousands of car-toons, such as the one shown here, to the publica-tions La Silhouette, La Caricature, and Le Charivari.Daumier’s cartoons were as satirical as the journalsthat published them; he lampooned lawyers, doc-tors, politicians, and the bourgeoisie. He paid a pricefor his political criticism, however; an 1832 carica-ture of King Louis Philippe earned him a six-monthprison sentence.

Because his figures are roughly and freely drawn,with less attention paid to correct anatomical detailthan to the emotional impact of his subjects, Daumierhas been called the ancestor of the expressionistmovement in art, which developed in the early 1900s.Expressionism is characterized by distortion of color,line, and shape to emphasize the artist’s personalview of objective reality. The expressionist characterof Daumier’s work was probably a direct result of

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(continued)

Honoré Daumier Les Beaux Jours De La Vie, The Neighbors Before theJustice of the Peace. The caption reads: “So there! I have won my caseall the same, and you can’t be so haughty now, Madame Pimbèche,because the Justice of the Peace has sentenced you to return to yourhome—right next door to mine!”

being a cartoonist, because exaggeration is traditionalin cartoons. For example, in the drawing above, thequarrel between the two women is emphasized bythe distortion of their features and expressions. Nounnecessary details are included—the judge’s deskis indicated by a few straight lines, the rest of the

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courtroom is left to the viewer’s imagination.Daumier draws attention to the drama of the con-frontation by leaving out the nonessentials.

In addition to his cartoons, Daumier produceda series of lithographs illustrating Miguel deCervantes’s novel Don Quixote (1605–1615). After1848 he attempted to establish himself as a seriouspainter, portraying scenes of ordinary urban life. TheThird-Class Carriage (c. 1862) shows a crowd of

4

poor passengers in a train, and The Washerwoman(1863) portrays a laundress with her child on herway to work. As in his lithographs, Daumier concen-trated on illustrating human drama.

All the years of work as a lithographer took its tollon Daumier’s eyesight. He was nearly blind by thetime he died in 1879. He had little financial successin his lifetime, despite the tremendous number ofworks he produced.C

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Reviewing the Selection

1. Why was lithography an appropriate medium for the publishing industry?

2. What does Daumier’s work have in common with that of the expressionist movement ofthe twentieth century?

Critical Thinking

3. Recognizing Ideologies From the cartoon above and from Daumier’s general reputa-tion, what can you conclude about his political beliefs?

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Industrialization and Nationalism

The Industrial Revolution dramatically changed Europe and North America in the 1800s.Industry flourished as technological advances occurred.

DIRECTIONS: Use the chart below to review some of the inventions of the IndustrialRevolution. In the second column, write the name of the inventor and a brief description ofeach invention. In the last column, describe the impact or result of each invention. Someinformation is provided.

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spinningjenny

water- Weavers could keep pace with powered the surplus of yarn produced by loom new spinning machines.

steam engine

railroad a steam locomotive that ran on rails

paddle-wheelsteamboat

Significant Inventions during Industrial RevolutionInvention Description/Inventor Impact or Result

Section 1 of Chapter 12 describes thebleak conditions suffered by British andAmerican textile workers during the 1800s.Relations between textile workers and man-agers, generally characterized by hostility,were particularly strained in the factories of

Fall River, Massachusetts. The statementsbelow were made by factory officers in FallRiver to the Massachusetts Bureau ofStatistics of Labor after persistent labortroubles in the mills prompted a state inves-tigation in the 1880s.

Textile Workers and Managers in Fall River

[One] treasurer said further, “The discontent among the Fall River operatives [factoryworkers] is the outgrowth of the abnormal increase of the mills in 1871. We have thescum of the English and Irish in our midst; they brought their antagonistic notions withthem. We never employ a man who belongs to a trades union if we know it; we rootthem out whenever we find them.” . . . Another treasurer said, “there are plenty of com-plaints all the time. Last August the spinners protested against the ‘twist’ we insistedshould be given the yarn, as it somewhat reduced their wages, and their cry was, ‘Takeout the drag.’ They are never content unless they are complaining; now they complainbecause we have a ‘sampler’ who examines each bale of cotton we purchase in orderto ascertain if it is like the sample.”

—From Fall River, Lowell, and Lawrence: From the Thirteenth Annual Report of the Massachusetts Bureau of Statistics of Labor by Carroll D. Wright,

published 1882 by Rand, Avery and Co.


1. To what does the first treasurer attribute the labor problems in the Fall River factories?

2. What do you think is the meaning and significance of the “twist” and “sampler”? ______

3. What do you think the workers meant by “Take out the drag”? _______________________

4. Write a likely statement given by a factory worker in response to one of the treasurers’testimonies. ____________________________________________________________________

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GUIDED READING ACTIVITY 4-1 54




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The Industrial Revolution

DIRECTIONS: Answer the following questions as you read Section 1.

1. When and where did the Industrial Revolution begin?

2. What six factors contributed to the start of the Industrial Revolution?

3. What four inventions advanced the production of cotton cloth?

4. What effect did the steam engine have on the coal and iron industry?

5. What was the Rocket?

6. Why did factories begin to require workers to work in shifts?

7. What three countries were the first to be industrialized in continental Europe?

8. What happened in 1853 that showed Japan the importance of industrial power?

9. What change took place in the American labor force between 1800 and 1860?

10. What two classes of people emerged in the European society of the Industrial

Revolution?

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Reaction and Revolution

DIRECTIONS: Fill in the blanks below as you read Section 2.

After the defeat of (1) , European rulers moved to restore

the old order with (2) , (3) ,

(4) , and (5) in power. This goal was

addressed at the Congress of (6) in September 1814.

The arrangements made at this Congress were a victory for rulers who wanted

to contain the new forces unleashed during the (7)

Revolution. Their political philosophy, based on tradition and social stability, is

known as (8) . The great powers assumed the right of interven-

tion whereby they could send armies into countries where there were revolutions in

order to keep (9) in power.

Liberals believed in the protection of (10) liberties, or

the basic rights of all people. Most liberals favored a (11)

monarchy in which a king must follow the law. They thought that the right to vote

should be open only to people with (12) . These attitudes were

(13) attitudes.

(14) in the nineteenth century arose out of people’s

awareness of being part of a community with common institutions. People with a

common language and traditions began to feel that they were the

(15) . (16) feared the implications of such

thinking and fought the forces of nationalism.

Nationalistic/liberal thinking led to (17) in the countries

of Europe. The (18) of France was finally overthrown in 1848.

Cries for change led many German rulers to promise (19) , a

free press, and jury trials. In Vienna, Austria, revolutionary forces took control of the

(20) and demanded a liberal constitution. Soon, however, the

united front of moderate liberals and more radical nationalists throughout Europe

was weakened by disagreements over their goals, and so (21)

forces were able to regain control.


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National Unification and the National State


I. The Crimean War was the result of a struggle between and the

.

A. Russia was interested in expanding its power into the .

B. Fearful of Russian power, and declared

war on Russia.

C. The Crimean War destroyed the of Europe.

II. On March 17, 1861, King Victor II proclaimed a new kingdom

of Italy.

III. Under Bismarck, Prussia organized the Northern German states into a

.

A. In 1870, armies defeated an entire French army and the

French ruler.

B. The southern German states agreed to enter the German

Confederation.

IV. By giving the class a voice in rule, Britain avoided revolution in

1848.

V. The French were defeated in a war with the and the Second

Napoleonic Empire fell.

VI. The of 1867 created dual monarchies in Austria and Hungary.

VII. The of Alexander II in 1881 returned Russia to the old methods

of repression.

VIII. In December 1860, a South Carolina convention voted to , or

withdraw, from the United States.

IX. The end of the American Civil War meant that the United States would be “one nation,

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Culture: Romanticism and Realism


1. The emphasized the feelings, emotion, and imagination of the

individual artist or writer.

2. Many romantic writers in England lived during the early , and

they often expressed a horror of the conditions they saw.

3. Romantics loved to think about past ages, especially times.

4. The exotic and also attracted many romantics.

5. Chilling examples of romantic literature are Mary Shelley’s in

Britain and Edgar Allen Poe’s short stories of horror in the United States.

6. and other romantic poets believed science had reduced nature to

a cold object of study.

7. Romantic artists believed art was a reflection of the artist’s inner .

8. Romantic trends also dominated the first half of the nineteenth

century.

9. said, “I must write, for what weighs on my heart, I must express!”

10. In biology, Frenchman Louis Pasteur proposed the theory of

disease.

11. In Great Britain, Michael Faraday put together a primitive generator that laid the foun-

dation for the use of current.

12. Charles Darwin published On the Origin of Species by Means of Natural Selection, a theory

that each kind of plant and animal had over a long period of time.

13. Darwin’s ideas raised a storm of .

14. Literary realists wanted to write about characters from actual life

rather than romantic heroes in exotic settings.


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Chapter 5 ResourcesMass Society and Democracy, 1870–1914

READING SKILLS ACTIVITY 5Summarizing . . . . . . . . . . . . . . . . . . . . 61

HISTORICAL ANALYSIS SKILLS ACTIVITY 5Examining Trends . . . . . . . . . . . . . . . . 62

UNIVERSAL ACCESS ACTIVITY 5Reflecting Mass Society . . . . . . . . . . . . 63

ENGLISH LEARNER ACTIVITY 5Mass Society and Democracy . . . . . . . 65

CONTENT VOCABULARY ACTIVITY 5Mass Society and Democracy . . . . . . . 70

ACADEMIC VOCABULARY ACTIVITY 5Mass Society and Democracy . . . . . . . 71

SKILLS REINFORCEMENT ACTIVITY 5Detecting Bias . . . . . . . . . . . . . . . . . . . 77

CRITICAL THINKING SKILLS ACTIVITY 5Recognizing Ideologies . . . . . . . . . . . 78

HISTORY AND GEOGRAPHY ACTIVITY 5From Convict Colony toCommonwealth . . . . . . . . . . . . . . . . . .79

MAPPING HISTORY ACTIVITY 5The Economy of Austria-Hungary . . .81

HISTORICAL SIGNIFICANCE ACTIVITY 5Seeing War at the Picture Show . . . . .82

COOPERATIVE LEARNING ACTIVITY 5“Thoroughly Modern” Mass CultureMural . . . . . . . . . . . . . . . . . . . . . . . . . . 83

HISTORY SIMULATION ACTIVITY 5Pass It On! . . . . . . . . . . . . . . . . . . . . . . 85

TIME LINE ACTIVITY 5Mass Society and Democracy . . . . . . . 87

LINKING PAST AND PRESENT ACTIVITY 5Social Darwinism and Human Rights . . . . . . . . . . . . . . . . . . . 88

PEOPLE IN WORLD HISTORY ACTIVITY 5Profile 1: Andrew Carnegie (1835–1919) . . . . . . . . . . . . . . . . . . . . 89Profile 2: Guglielmo Marconi(1874–1937) . . . . . . . . . . . . . . . . . . . . 90

PRIMARY SOURCE READING 5“Advice to Nursing Students” and “The Difficulties of Trained Nurses” 91

WORLD ART AND MUSIC ACTIVITY 5Edgar Degas . . . . . . . . . . . . . . . . . . . . . 93

RETEACHING ACTIVITY 5Mass Society and Democracy . . . . . . . 95

ENRICHMENT ACTIVITY 5Please Advise! . . . . . . . . . . . . . . . . . . . 96

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SummarizingLEARNING THE SKILL

Summarizing is an important skill for developing the ability to read critically. It requiresyou to use your own words to capture the main ideas of a reading. It is also essential for tak-ing the notes that help you remember what you read to discuss topics in class or to preparefor an exam. When you summarize, you put ideas into your own words. By doing so, youare actively synthesizing the material. One way to get a start on summarizing a complexreading is to use a graphic organizer.


DIRECTIONS: Read the following excerpt from Frederick Engel’s, “A Fair Day’s Wages for aFair Day’s Work,” published in 1881 in The Labour Standard, a British trade union journal. Ona separate sheet, summarize his argument in a few sentences.

A fair day's wages for a fair day's work? But what is a fair day's wages, and what is a fairday's work? How are they determined by the laws under which modern society exists anddevelops itself?

...

Now what does political economy call a fair day's wages and a fair day's work? Simply therate of wages and the length and intensity of a day's work which are determined by compe-tition of employer and employed in the open market.

...

As, according to political economists, wages and working days are fixed by competition,fairness seems to require that both sides should have the same fair start on equal terms. Butthat is not the case. The Capitalist, if he cannot agree with the Labourer, can afford to wait,and live upon his capital. The workman cannot. He has but wages to live upon, and musttherefore take work when, where, and at what terms he can get it. The workman has no fairstart. He is fearfully handicapped by hunger.

APPLYING THE SKILL DIRECTIONS: Read the excerpt from Carrie Chapman Catt’s report on global women’s suf-frage on page 327 of your textbook. Summarize her main point in one or two sentences.


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Examining TrendsLEARNING THE SKILL

Historians can pinpoint what people valued or designated as important during particularperiods based on what trends stand out. In modern history, people leave obvious examplesof current trends in magazines, advertising, or even a time capsule. Most trends aren’t high-lighted as blatantly, but can be spotted quickly if you know where to look. For example,examining campaign buttons or bumper stickers from a specific presidential campaign indi-cates what was considered important to voters at the time. Likewise, an abundance of com-mercial advertising of low fat food indicates a particular eating trend.

PRACTICING THE SKILL DIRECTIONS: Read the following excerpt from Chapter 5 about a new trend in art, and thenanswer the questions below on a separate sheet of paper.

Artists tended to focus less on mirroring reality, which the camera could do, and more oncreating reality. Painters and sculptors… looked for meaning in individual consciousness.Between 1905 and 1914, this search for individual expression created modern art. One of themost outstanding features of modern art is the attempt of the artist to avoid “visual reality.”

1. Which time period does this excerpt focus on? Which trend is examined and what doesthis excerpt tell you about previous artistic trends?

2. Does this artistic movement indicate a particular trend that characterizes this particularperiod in history?

APPLYING THE SKILL DIRECTIONS: Imagine that you are an artist creating a new artistic movement based on cur-rent trends. What would your painting style and subjects be? Explain how they would com-municate what important current trends are to future historians.

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Reflecting Mass SocietyIn Chapter 5 you learned about the emergence and growth of mass society. Below is an arti-cle describing an event that reflected the phenomenon of the mass society—the World’s Fair.Read the excerpt and then perform the group activity described below.

DIRECTIONS: Work in small groups for this activity. Imagine that you are part of a teamdesigning the central area of a modern World’s Fair. The central area will contain the 10 mainbuildings of the Fair. First, decide what the buildings are and what exhibits are in them.Using a large piece of poster board, create a map of the central area by showing the layout ofthe buildings, their relationship to each other, and which ways visitors are likely to walkthrough them. Be prepared to present to the class your group’s reasons for including each ofthese buildings.

For help or inspiration, you may want to find information on the Internet about past World’sFairs.

The second half of the nineteenth cen-tury saw the arrival of a new kind ofleisure activity. Held in London, Paris,New York, and other cities, the World’sFair was a new kind of entertainmentevent. In 1893, the World’s ColumbianExposition was held in Chicago andwas the first successful World’s Fairheld in the United States. Historiansestimate that nearly 25% of the U.S.population at the time visited theWorld’s Fair. Celebrating the 400thanniversary of Christopher Columbus’slanding in America, the Fair was anenormous cultural event that cele-brated America’s economic power andindustrial growth. Forty-six nations par-ticipated in the Exposition, which hadover 25 million visitors. Fairgoers also

attended 5,978 lectures on art, agricul-ture, religion, and other topics whichwere delivered to audiences of morethan 700,000. The exposition occupied630 acres with more than 200 build-ings, such as the Machinery Building,the Women’s Building, the AgriculturalBuilding, and the Palace of Fine Arts,among others. Forty-three states andterritories also contributed buildings, asdid 23 foreign countries. All in all, visi-tors saw over 65,000 exhibits, weretreated to music and song from aroundthe world, and were entertained in amidway of carnival rides. Among otherattractions, the world’s first FerrisWheel, invented by George W. Ferris,was part of the midway.


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For The Teacher


The following activities are ways the basic lesson can be modified to accommodate stu-dents’ different learning styles:

English Learner (EL) Ask students to research and list products, inventions, and foodsthat were introduced at past World’s Fairs and have endured in American popular cul-ture.

Advanced Learners (AL) Have students research the history of the World's Fair using theInternet or library resources. Then have them write a short paper on what they find,including a time line with their reports. Papers should examine when and why theWorld’s Fair was most popular as well as when and why it went out of vogue.

Below Grade Level (BL) Make sure struggling students are grouped in with moreadvanced learners for this activity.

On Grade Level (OL) Have students complete the activity as presented.


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Mass Society and Democracy, 1870–1914


DIRECTIONS: Before reading the section “The Growth of Industrial Prosperity” on pages 295–300,answer the following questions.

1. The title of this chapter is The Growth of Industrial Prosperity. What type ofgrowth leads to prosperity?

2. What types of new inventions and advanced technology are emerging now?How are they helping us to become more prosperous?


DIRECTIONS: Before reading the passage “The Growth of Industrial Prosperity”, study the wordsand their definitions below.

convey (v.): to communicate or send convert (v.): to change from one system or purpose to another, or to make someone do thiscurrent (n.): the flow of electricity through a wirefrontier (n.): the area beyond places that people know well or live ingenerator (v.): a machine that can produce heat, electricity, or another form of energyinternal (adj.): inside something rather than outsideprogress (n.): the process of getting better at doing somethingreinforce (v.): to give support to a feeling, ideas, or opinion stunning (adj.): extremely attractive or beautiful transform (v.): to completely change the appearance, shape or character of something orsomeone

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C. READING COMPREHENSION ACTIVITY: SENTENCE COMPLETION

DIRECTIONS: Fill in the blanks with words from the list on page 65. Use the sentence clues to helpyou. Check your answers by rereading “The Growth of Industrial Prosperity.”

Westerners in the late 1800s worshiped 1. __________________, or the achievements of soci-ety. At the heart of this belief was the amazing, 2. __________________ material growth pro-duced by what is called the Second Industrial Revolution. During this time, steel, chemicals,electricity, and petroleum led the way to new industrial areas, or 3. __________________.Electricity gave birth to a series of inventions. It could be easily 4. _______________________or changed into other forms of energy. In the 1870s, the first practical 5. __________________of electrical 6. __________________ were developed. By 1910, hydroelectric power stationsand coal-fired steam-generating plants enabled homes and factories to be tied to a single,common source of power. By the 1880s, streetcars and subways powered by electricity hadappeared in major European cities. Electricity 7. __________________ , or completely restruc-tured, the factory as well. Cranes, machines and belts that could 8. __________________ newproducts were all powered by electricity. The development of the 9. __________________combustion engine, fired by oil and gasoline, provided a new source of power in transporta-tion. This engine gave rise to ocean liners with oil-fired engines, as well as to the airplaneand the automobile and 10. __________________ people’s belief in a positive, exciting future.

D. WORD BUILDING ACTIVITY: SUFFIXES

Word Usage Note: Suffixes

Suffixes go at the end of words. Some common noun suffixes are –ance, -ence, and -ment. The endings –ance and -ence indicate a state or process. Suffixes that tell us whatjobs people or machines do or perform often end in –or, -er, or –ist.

DIRECTIONS: Complete Chart A by adding the suffixes –ance, -ence, or –ment to indicate a state orprocess. Complete Chart B by adding the suffixes –or, –er, or –ist to indicate the jobs that people ormachines perform. You can check your answers in “The Growth of Prosperity.”

Chart A

Verb Noun

achieve

emerge

enlighten

insure

reinforce

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Chart B

E. WORD BUILDING ACTIVITY: SENTENCE COMPLETION

DIRECTIONS: Complete these sentences with the appropriate noun or verb from Chart A and B. Youmay need to add –s to some words.

1. With the growth of industry came wonderful and stunning__________________.

2. Many new and exciting inventions _____________ during this time.

3. New building methods allowed architects to __________________ concrete andconstruct steel frames and electric elevators to build skyscrapers.

4. In the 1870s, the first practical __________________ of electrical current weredeveloped.

5. __________________ belts, cranes, and machines could all be powered by electricity.

6. Modern feminism, or the movement for women’s rights, had its beginningsduring the time period called the __________________.

7. Women who advocated equality for women based on the doctrine of naturalrights were called __________________.

8. The National __________________ Act of 1911 provided benefits for workers incase of sickness and unemployment.

9. More and more __________________ could afford to buy manufactured prod-ucts during the Second Industrial Revolution.

10. The desire to improve their working and living conditions led many industrialworkers to form ___________ political parties and trade unions.

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Verb Noun

consume

convey

feminize

generate

socialize


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F. LANGUAGE STUDY ACTIVITY: IDENTIFYING SINGULAR AND PLURAL NOUNS

Word Usage Note: Count Nouns

One common noun in English is called a count, or countable, noun. It refers to a nounthat can be used in the singular or plural form.

Example: one union → two unions

When the count noun is singular, a quantifier (a word such as a, an, one, this, each orevery) precedes it. When the count noun is plural, a quantifier (a word such as many,some, a few, several, or any number above one) precedes it and an -s, -es, or -ies isadded to the end of the noun.

Plural count nouns are often used to refer to generalizations. For example, in the sen-tence, “Nurses do important jobs.” the –s at the end of these words refers to nurses andjobs in general.

When the singular or plural count noun refers to something specific, the word the is oftenin front of it.

Example: The nurses on the battlefields of the Civil War cared for the boys who werewounded or dying.

DIRECTIONS: Write S above the underlined noun if it is singular and P if it is plural. Circle anyquantifiers.

By the 1840s and 1850s, the movement for women’s rights expanded as women called forequal political rights. Many feminists believed that the right to vote was the key to improv-ing the overall position of women.

The British women’s movement was the most active in Europe. The Women’s Social and Political Union, founded in 1903 by a woman named Emmeline Pankhurst and herdaughters, used unusual publicity stunts to call attention to its demands. Its members pelted government officials with eggs, chained themselves to lampposts, burned railroadcars, and smashed the windows of department stores on fashionable shopping streets. These suffragists had one basic aim: the right of women to full citizenship in the nation-state.

DIRECTIONS: Change the six italicized words in this passage to their correct form.

Before 1914, many person in the Western world continued to believe in the value andideals that had emerged from the Scientific Revolution and the Enlightenment. Reason, sci-ence, and progress were still very important words to European. Science, which was suppos-edly based on hard fact that was reinforced by cold reason, offered a certainty of belief in theorderliness of nature. Many believed that by applying already known scientific laws, humancould enhance their understanding of the physical world and have a more accurate pictureof reality. By the end of the nineteenth century, however, these view were generating a num-ber of serious question.

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G. WORD STUDY ACTIVITY: SPELLING

Word Usage Note: Spelling

Count nouns can become plural by adding –s, -es, or –ies endings.Example: frontier → frontiers

If the noun ends in –sh or –ch, or –x, –es is added. Examples:brush → brushesbranch → branchesbox → boxes

If the noun ends in a –y, the -y is replaced with –ies.Example: revolutionary → revolutionaries

If the noun ends in –f or –fe, change the –f to –v and add –es.Example: self → selves

Some words do not always follow the above rules:child → children human → humansman → men *person → peoplewoman → women* persons is used in occupations, law, and government language

DIRECTIONS: Complete each sentence with the correct spelling of the word in parentheses. Use thequantifiers as clues.

In the 1830s, a __________________ 1. (number / numbers) of women in the UnitedStates and Europe argued for the right of women to divorce and own property. By law, a__________________ 2. (husband / husbands) had almost complete control over his wife’sproperty. These early __________________ 3. (effort / efforts) were not very successful, andmarried women in Britain did not win the right to own some property until 1870. Working-class women’s __________________ 4. (life / lives) were different from those of their middle-class counterparts. While they may have aspired to middle-class ideals, most working-class__________________ 5. (woman / women) had to earn money to help their__________________ 6. (family / families) survive. Between 1890 and 1914, however, changesbegan to take place in family __________________ 7. (pattern / patterns) of the workingclass. Higher-paying jobs and improvements in the standard of living made it possible forworking-class __________________ 8. (wife / wives) and __________________ 9. (child /children) to depend on the income of the __________________ 10. (man / men) alone.

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Mass Society and Democracy, 1870–1914DIRECTIONS: Select and write the term that best completes each sentence.

1. Appalled at the horrible conditions in factories, Karl Marx and Friedrich Engels introduced their solution—a new social system eventually called (capitalism/communism).

2. Oppressed, the (proletariat/bourgeoisie), or working class,depended on the owners of the means of production.

3. Marx predicted that the proletariat would eventually form a (plebiscite/dictatorship), and utilize absolute power to organize the means of production.

4. A (revisionist/utilitarianist) tried to rewrite Marxism to justify aretreat from the revolutionary position towards a goal of socialism.

5. (Liberalism/Feminism) sought equality for women based on thedoctrine of natural rights.

6. Public education led to an increase in (literacy/labor unions), orthe ability to read.

7. The principle of (ministerial responsibility/partnership), wherethe prime minister is responsible to the popularly elected legislative body, is crucial fordemocracy.

8. In 1905 Russian workers forced Nicholas II to create a legislative assembly known as the(unicameral legislature/Duma).

9. Within industrialized countries, the movement of people from farms to cities resulted in(urbanization/immigration).

10. In an effort to reach a patient’s repressed thoughts, Sigmund Freud devised a methodknown as (psychoanalysis/sectionalism) by which a therapistand patient could probe deeply into the patient’s memory.

11. As a result of anti-Semitism in eastern Europe and Russia, Jews were forced to live in certain regions and often suffered persecutions and organized massacres called

(pogroms/apportions).

12. (Romanticism/Modernism) describes the changes producedwhen many artists and writers departed from traditional styles that had dominatedEuropean cultural life since the Renaissance.

13. (Impressionism/Postimpressionism) was a style in whichpainters moved out of the studio to capture the lights and colors of the real world.

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Mass Society and Democracy, 1870–1914Key Words

A. Word Meaning ActivityWord Classification

DIRECTIONS: Three of the words in each line below are similar in meaning to the under-lined word, but one of the words is not. Circle the word that is NOT similar in meaning.

1. untrue wrong accurate mistaken incorrect

2. annual weekly yearly every year anniversary

3. important crucial critical minor essential

4. deny agree disagree disavow contradict

5. desperation worry discrimination misery disconfort

6. emerge appear arise disappear materialize

7. boost enhance improve contract augment

8. generate demolish make produce create

9. detract from damage demolish reinforce weaken

10. revise transform preserve alter renovate


accurate wave bourgeoisie

annual proletariat

crucial

deny

discrimination

emerge

enhance

generate

reinforce

transform


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B. Word Meaning ActivityCrossword Puzzle

DIRECTIONS: Complete the crossword puzzle using key vocabulary words from the chapter.

Across2. strengthen3. yearly6. come out7. improve, better9. hand movement from side to side10. middle-class people

Down1. correct, right4. start, create5. very important, essential8. contradict, refuse to accept as true

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C. Word Family ActivityVocabulary in Context

DIRECTIONS: Circle the correct part of speech of each underlined word.

1. noun/verb

Historians cannot deny the fact that Europe dominated the world economy during the Second Industrial Revolution.

2. noun/verb

New and exciting inventions enhanced people’s lives.

3. noun/verb

The Second Industrial Revolution caused two types of job categories to emerge:white collar and blue collar.

4. noun/verb

Feminists fought against those who discriminated against women in the workforce and at home.

5. noun/verb

The lack of jobs in the countryside caused a wave of people from rural areas tomigrate to cities.

6. noun /verb

A gradual transformation took place as little towns grew into busy, crowdedcities.

Word Origins Note: Feminism

FeminismThe word feminism comes from Latin: femina, meaning woman + the suffix -ism, mean-ing act of. It refers to the movement for women’s rights and the advocacy of equality ofthe sexes. In Britain and the United States, women who were trying to get the right tovote were known as suffragists (U.S.) and suffragettes (Britain). (“Suffrage” means “theright to vote.”)France’s Simone de Beauvoir, England’s Millicent Fawcett, and the United States’ GloriaSteinem are three examples of well-known feminists (strong supporters of feminism).


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D. Word Usage ActivityUnderstanding Words with Multiple Meanings


Some common words like wave have multiple meanings:a. (n.) a sudden increase b. (n.) a succession of movements of large groups of peoplec. (n.) in physics, a vibration passed from particle to particle to transmit sound or lightd. (v.) to signal with the hand e. (v.) to move freely in the wind

DIRECTIONS: Write the letter of the definition in the blanks below that best describes themeaning of wave.

1. ____ Guglielmo Marconi sent the first radio waves across the Atlantic in 1901.

2. ____ To escape persecution, a great wave of Eastern European Jews emigratedto countries such as Palestine and the United States.

3. ____ In 1899, a wave of public outrage forced the French government to pardonAlfred Dreyfus, a Jew who had been wrongfully accused of selling militarysecrets.

4. ____ The branches of the tree waved gently in the breeze.

5. ____ The president smiled and waved to his constituents.

E. Word Use ActivityUsing Words in Speech and Writing

DIRECTIONS: Write five newspaper headlines for the period concerning mass society anddemocracy from 1870 to 1914. Use at least six of the following academic words:accurate, annual, deny, discrimination, emergence, enhance, bourgeoisie, proletariat


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DIRECTIONS: Choose the letter that defines the given word.

1. ____ accurate a. essential

2. ____ annual b. arise

3. ____ crucial c. improve

4. ____ deny d. change

5. ____ discrimination e. yearly

6. ____ emerge f. strengthen

7. ____ enhance g. precise

8. ____ generate h. prejudiced action

9. ____ reinforce i. contradict

10. ____ transform j. create

DIRECTIONS: Determine which word is the antonym of the given word. Antonyms arewords that have opposite meanings.

11. crucial

a. essential b. unimportant c. unnecessary

12. accurate

a. precise b. exact c. inaccurate

13. reinforce

a. weaken b. strengthen c. fortify

14. generate

a. create b. originate c. demolish

15. deny

a. refuse b. contradict c. agree


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DIRECTIONS: Choose the word form that best completes the sentence.

16. Women were (deny/ denied/ denial) equal rights at work and at home.

17. The (emerged/ emergence/ emerge) of the automobile revolutionized transportation.

18. New forms of leisure (enhancement/ enhance/ enhanced) people’s lives.

19. Most people file taxes (annually/ annual).

20. Einstein’s theory or relativity (transformed/transformation/transform) the common view of the universe.


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Detecting bias can help you assess theaccuracy of information that you read, hear,or view. Suppose you watch a televisioninterview featuring several candidates for

state or national office. By applying the skillof detecting bias, you can distinguishappeals for your support based on fact fromappeals based on emotions.

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Detecting Bias

DIRECTIONS: Read the following excerpt from American poet Walt Whitman’s DemocraticVistas, published in 1871. Then answer the questions below in the space provided.

1. What point about American culture does Whitman make through his reference to themagician’s snake?

2. What tone does Whitman create through phrases such as “fashionably dress’d specula-tors and vulgarians” and “uplifting the masses out of their sloughs”?

3. According to Whitman, how is American democracy both a success and a failure?

4. What bias about society is expressed in this excerpt?

In business (this all-devouring modern word, business) the one sole object is, by any means,pecuniary [monetary] gain. The magician’s serpent in the fable ate up all the other serpents; andmoney-making is our magician’s serpent, remaining to-day sole master of the field. The best class weshow, is but a mob of fashionably dress’d speculators and vulgarians. True, indeed, behind this fan-tastic farce, enacted on the visible stage of society, solid things and stupendous labors are to be dis-cover’d, existing crudely and going on in the background, to advance and tell themselves in time. Yetthe truths are none the less terrible. I say that our New World democracy, however great a success inuplifting the masses out of their sloughs, in materialistic development, products, and in a certainhighly-deceptive superficial popular intellectuality, is, so far, an almost complete failure in its socialaspects, and in really grand religious, moral, literary, and esthetic results. In vain do we march withunprecedented strides to empire so colossal, outvying the antique, beyond Alexander’s, beyond theproudest sway of Rome. In vain have we annex’d Texas, California, Alaska, and reach north forCanada and south for Cuba. It is as if we were somehow being endow’d with a vast and more andmore thoroughly-appointed body, and then left with little or no soul.

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Critical Thinking Skills Activity 5 Recognizing Ideologies

An ideology is a set of beliefs that guidesa person or group of people. Recognizingan ideology can help you understand why

certain people act as they do. It can alsohelp you predict how people are likely toreact to different events or proposals.

1. What, in Riis’s opinion, is the effect of urban poverty on democracy?

2. To what does he attribute urban poverty?

3. Which of the following statements would Riis be most likely to accept? Explain yourchoice.

a. What’s good for business is good for c. People get the government they deserve.the country.

b. God helps those who help themselves. d. The poor are always with us.

4. State, in your own words, what you believe Riis’s ideology to be.

5. Read an editorial, column, or letter to the editor in today’s newspaper. On the lines below,explain what the letter or editorial is about. Then describe the ideology of the writer.

DIRECTIONS: Read the passage from The Battle with the Slum (1902) by American socialreformer Jacob Riis. Then answer the questions that follow to identify the ideology of thewriter.

Government by the people must ever rest upon the people’s ability to govern themselves,upon their intelligence and public spirit. The slum stands for ignorance, want, unfitness,

for mob-rule in the day of wrath. This at one end. At the other, hard-heartedness, indifference,self-seeking, greed. It is human nature. We are brothers whether we own it or not, and whenthe brotherhood is denied in Mulberry Street we shall look vainly for the virtue of good citizen-ship on Fifth Avenue. When the slum flourishes unchallenged in the cities, their wharves may,indeed, be busy, their treasure-houses filled—wealth and want go so together,—but patriotismamong their people is dead.

As long ago as the very beginning of our republic, its founders saw that the cities weredanger-spots in their plan. In them was the peril of democratic government. At that time,scarce one in twenty-five of the people in the United States lived in a city. Now it is one inthree. And to the selfishness of the trader has been added the threat of the slum. Ask yourselfthen how long before it would make an end of us, if let alone.

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Matthew Everingham stood nervously ina British courtroom awaiting his sentencefor stealing two lawbooks in July 1784.Looking down at the 14-year-old boy, thejudge ordered, “Transported for sevenyears!” Matthew was to be among the first775 criminals sent to a new prison colony inAustralia. How would these people fare inthis mostly unknown, uncharted land?

British government officials did not seemto care. To relieve the overcrowded Britishprisons, the government was creating aprison colony in Australia—halfwayaround the world—where they hoped to ridthemselves forever of people they consid-ered troublesome lawbreakers.

The early convict-colonists faced difficulttimes, first enduring the grueling eight-month sea journey and later adjusting tothe sweltering heat of the Australian sum-mer and the thin, sandy Australian soil. Yetthey also discovered that not far from theircolony of New South Wales on Australia’seastern coast, there were rolling pasturesexcellent for raising sheep.

In search of more land to expand theirsuccessful sheep ranching, both the freesettlers and the convicts working towardtheir freedom established new coloniescalled Victoria, Western Australia, SouthAustralia, and Queensland. By the mid-1800s, poor British people were actuallycommitting crimes in order to be sent toAustralia! But, lured by the sale of cheapland, free settlers finally outnumbered theconvict population by 1830.

The discovery of gold in New SouthWales and Victoria in 1851 helped to tripleAustralia’s population. Within a decade thetotal population of Australia jumped from400,000 to more than a million people. Goldand the influx of immigrants led to indus-

From Convict Colony to Commonwealth

Australia in the PastGive them a few acres of ground as

soon as they arrive . . . with what assis-tance they may want to till them. Let itbe here remarked that they cannot flyfrom the country, that they have notemptation to theft, and that they mustwork or starve.

—British Lord Sydney, on the plan forAustralian convicts

Old Botany BayI was the conscriptSent to hellTo make in the desertThe living well;I bore the heat,I blazed the track—Furrowed and bloodyUpon my back.I split the rock;I felled the tree:The nation was—Because of me!—Mary Gilmore in Poetry in Australia

trialization, as railroad and telegraph lineswere built and cities grew. Australians alsobegan to protest the continued use of theirterritory as a penal colony, and Great Britainlanded the last convicts there in 1867.

By the end of the 1800s, Australia wasbecoming one of the world’s leading indus-trialized areas. The former convict colonyentered the 1900s as a British common-wealth noted for its economic and socialstrength.

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APPLYING GEOGRAPHY TO HISTORY


1. What two types of factors lead to a relationship between regions?

2. How did the British government originally use Australia? Why?

3. What factors caused people’s attitudes about Australia to change?

4. Reread the poem “Old Botany Bay.” Explain its meaning in your own words.

Critical Thinking

5. Determining Cause and Effect How do you think their country’s past as a convictcolony affects the way Australians see themselves today? How do you think it affectstheir relationship with British people?

Activity

6. The United States had its beginning as a group of British colonies. Compare the relation-ship between the United States and Great Britain with the relationship between Australiaand Great Britain.

Australia’s development from a “dump-ing ground” for British criminals to a thriv-ing British commonwealth illustrates howthe relationship between regions can evolveover time. Originally, Australia’s isolatedgeography attracted the attention of Britishgovernment officials as an ideal location tosend convicts. After people from GreatBritain had settled in Australia, the two

regions became linked by human relation-ships and activities. Australia’s naturalresources—pastureland and gold—luredmany free settlers. They established sheepranches and cities, and they brought indus-trialization to their new home. These twofactors—human (migration) and physical(resources)—created strong ties betweenthese distant regions.

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The Economy of Austria-HungaryThe Ausgleich, or Compromise, of 1867 restored Hungary’s independence andestablished a dual monarchy within Austria-Hungary. The two states were politi-cally independent, but they depended on each other economically. IndustrializedAustria provided manufactured goods, while agricultural Hungary provided foodproducts. This was an arrangement that satisfied the German-Austrians and theHungarian Magyars, who held power in the two states. Three-fifths of the peoplein the empire were Slavs, however, and they had no voice in the government.

DIRECTIONS: The map below shows the locations of the different peoples ofAustria-Hungary. Use the map to answer the question and complete the activitythat follow. Use a separate sheet of paper.


1. Where did most of the Germans in Austria-Hungary live?

2. After the creation of the dual monarchy, Bohemia and Moravia producedmachine tools, textiles, armaments, shoes, and chemicals while Hungary provided corn, wheat, and cattle. Add symbols for these products to the appropriate areas of the map key and the map.

GERMANY

AUSTRIA

RUSSIA

ROMANIASERBIA

SWITZER-LAND

Bohemia

Moravia

Galicia

Transylvania

Slavonia

BosniaDalmatia

Croatia

Tyrol

Montenegro

Prague

Budapest

Vienna

HUNGARY

Adriatic Sea

Danube River

12°E 20°E

48°E

44°E

Germans

Magyars

Italians

Romanians

Slavic groups

N

S

EW

Lambert Conic Conformal Projection

0 100

100

200 miles

0 200 kilometers

Peoples of Austria-Hungary, 1914

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On April 12, 1898, shortly after theUnited States declared war on Spain, ashort silent film entitled “Tearing Down theSpanish Flag” began playing in Americanmovie houses to enthusiastic audiences. Inthe film, a Spanish flag is shown waving.Suddenly, a hand reaches up to tear downthe flag and replace it with an Americanflag. Although a simple film, it representedone of the first moving-picture images ofwar abroad.

The Age of Imperialism brought with itmany violent conflicts, and, by 1898, someof these conflicts were being recorded usingthe new technology of film. Noting thepublic’s interest in battle footage, film com-panies sent reporters around the world.

Unlike today’s hand-held video cameras,early silent film cameras were bulky,mounted on tripods, required plentifullighting, and took time to set up. With allthese complications it is surprising that anyfilms were made. However, the warring fac-tions were sometimes surprisingly accom-modating to the struggling filmmakers. W. K. L. Dickson, filming the Anglo-BoerWar in Africa, was given almost unlimitedaccess to the battlefield, which even includedsecret plans for military engagements so hecould have sufficient time to set up and filmthe event! During the Mexican Revolution,the Mutual Film Corporation signed a con-tract with Pancho Villa, agreeing to pay therebel leader $25,000 and a 50 percent royalty

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of earnings from the films in exchange forVilla’s guarantee not to let any other filmcompany’s employees on the field duringbattles. In addition, Villa agreed to try tostage battles during daylight hours and attimes convenient for the cameraman!

Filming foreign wars was costly andtime-consuming. Newspapers using tele-graph communication could report onevents much faster than film reels couldtravel back by boat from the battlefield. Inmany cases, film companies faked newsfootage and substituted dramatic reenact-ments for the real events. For “The Battle of Santiago Bay,” the filmmakers re-createdthe event by floating photographed cutoutsof American and Spanish warships in a tubof water. Three pinches of gunpowder anda combination of cigarette and cigar smokehelped create the battle effects.

Today, video and satellite technologyallow for instant recording and transmissionof war events. The evening the United Statesdeclared war on Iraq, American televisionstations were broadcasting live from SaudiaArabia and Americans were glued to theirtelevision sets. The coverage continued dailythroughout the war. The U.S. governmentset up a “pool system” in which a group ofselected reporters and photographers,accompanied by military escorts, were per-mitted to visit only specified areas. All writ-ten copy, photographs, and videotapes weresubject to government censorship.

Historical Significance Activity 5 !Seeing War at the Picture Show

DIRECTIONS: Answer the following questions on a separate sheet of paper.

1. How has media technology changed since the first news films about war were made?2. Often during war, heated debates arise regarding the flow of information. Journalists

insist that the public has a right to know what is happening, but governments argue thatthey have a right to restrict information or give disinformation to the press in the inter-ests of security. With which side do you agree? Explain your opinion.

3. Video coverage of the 1991 Persian Gulf War focused on the modern technologies of war-fare. Some media critics argue this focus distracts viewers from the violent consequencesof war. How do you think television affects people’s feelings about war?

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“Thoroughly Modern” Mass Culture Mural


BACKGROUNDAfter 1870, new changes swept through the Western nations, introducing new tech-nological breakthroughs and improving living standards for many people. Somehistorians call the period of the late 1800s and early 1900s the Second IndustrialRevolution because much of the progress that the West enjoyed was driven byamazing growth in industrial capabilities and production. These innovations, inturn, changed many social structures and lifestyles. The decades leading up toWorld War I paved the way for what would become the mass culture of the Westlater in the twentieth century. You can understand more about how mass culturedeveloped by creating a mural about “modern times” then and now.

GROUP DIRECTIONS1. Use Chapter 13 and library resources or the Internet to learn about life and cul-

ture in the period from 1870 to 1914. Think about the effect that new inventionsand social trends had on people in the West.

2. Using newspapers, books, magazines, or the Internet, find pictures or articlesthat illustrate scenes from daily life, or from the world of technology and indus-try, in the assigned period. Find others that show today’s comparable or relateddevices and lifestyles.

3. Use what you find to create a photo montage or sketch your own scenes show-ing daily life and mass culture in the West then and now. Combine the photos,illustrations, clippings, pictures, and so on into a “Thoroughly Modern: Thenand Now” mural.

4. Think about how the emerging elements of “modern” times contributed to theconsumer societies that would develop in the West later in the twentieth cen-tury. Some of the following ideas, inventions, and names may help you beginyour search.

electricity and electrical power urban growththe internal-combustion engine middle classsteel production women’s rightsEdison, Bell, and Marconi leisureKarl Marx and Friedrich Engels universal education

ORGANIZING THE GROUP1. Decision Making As a class, decide on a uniform length of shelf or butcher

paper that each group will use for its mural banner. Using the suggestions listedin the box above—and any ideas of your own—decide which elements of massculture your group will research.

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2. Individual Work Do research to learn more about life and culture in the Westduring the period from 1870 to 1914, keeping record of the resources used. Noteor download illustrations, graphics, newspaper headlines, and articles that con-trast and compare then and now. Make sketches showing the people and every-day lifestyles that could be worked into your mural later.

3. Group Work Share your findings and creations with your group. Together, planthe overall organization of the mural and decide the location of individualsketches and visuals within the mural. Determine how you will demonstratethe ‘then and now’ aspects of your mural.

4. Additional Group Work As a group, make a colorful and interesting mural ban-ner. You might use different colored markers, crayons, or watercolor paints tosupplement and highlight the clippings and paste-on visuals you have collected.

5. Group Sharing Hang your mural banner on a classroom wall, along with thebanners of other groups. The arrangement will make a giant wall mural thatreflects daily life and culture in different parts of the “modern” Western worldthen and now. Invite other classes, teachers, and interested adults to view yourclass artwork.


2. Did each group member contribute equally to the mural? How could individualcontributions have been improved?


QuickCHECK


• What is the most important thing you learned about the rise and develop-ment of mass culture from this activity?


• What problems did you have?

• How did you solve the problems?

• Was it easy to agree on the organization of your group mural banner?

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Pass It On!The Second Industrial Revolution transformed forever the way peopleworked in factories. New ideas about how to improve efficiency, productivity,and profits abounded. Two of these new ideas were the division of labor andthe assembly line.

TEACHER MATERIAL

Learning Objective To develop an understand-ing of division of labor and the assembly-lineprocess and their effects on workers.

Activity In groups of five to nine, students willimplement division of labor and the assembly-line process to produce memo pads. Groups willfirst meet to practice the tasks, determine whowill complete each task, and establish a quota.All groups will then spend 10 minutes makingmemo pads. Within each group, each studentwill perform one task (see the task descriptionson the next page) and pass the material to thenext worker. Finally, students will evaluate theexperience in small-group and whole-classdiscussions.

Teacher Preparation Each group will need asupply of 81⁄2” x 11” paper (you may want to usescrap paper that is clean on one side), one ormore rulers, pencils, scissors, staplers, access to aclock with a second hand, and a whistle or bell.Gather these materials and make one copy of thehandout on the next page for each student.

Activity Guidelines

1. Introduce the activity to students by explain-ing its objective and general steps. Brieflyreview the terms division of labor and assemblyline and their importance in the 1800s and1900s.

2. Organize students into groups of five to ninemembers for a 20-minute planning session.Give them the materials listed above.Distribute copies of the handout and brieflydemonstrate each task on the form. Theninstruct each group to read the task descrip-

tions and try each of the first four tasks.Have them time one group member to seehow many times he or she can repeat the taskin 1 minute, working steadily and carefully.Then have students use the information tofigure out about how many memo pads thegroup should be able to make in 10 minutes(remind students that they will lose a littletime starting the process). Have students fillin the time and the total number of memopads on the chart. Have students decide whowill perform each task and write each stu-dent’s name in the chart. Have them use the diagram to plan the group’s seatingarrangement.

3. Arrange for a 10-minute working session.When each group is prepared, direct themanagers to start the production process.

4. Following the working session, have thesmall groups meet for a discussion. Ask thefollowing questions: How did the processwork? Did you meet your quota? Did each ofyou feel a sense of accomplishment? Why orwhy not? What other feelings did you have?Was the process more efficient than it mighthave been if each of you had performed alltasks, completely assembling one memo padafter another by yourself? Why or why not?Have groups discuss the questions, with onegroup member noting responses, which willthen be reported to the class.

5. Finally, conduct a class discussion about theexperience. Invite groups to share planninginformation and responses to the questions.

5H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

My group should be able to produce about memo pads in 10 minutes.

(If two or more workers are completing the same task, have them sit facing one another.)

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HANDOUT MATERIAL

Pass It On!—Worksheet

Planning Form/Group Product: memo pads.

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Number of timesTasks Worker’s name task is repeated

1. Measurer With a ruler, measure and drawlines dividing a piece of paper into fourequal parts. Pass the paper to the Cutter.

2. Cutter Cut the paper along the lines. Passthe pieces to the Counter.

3. Counter Count 20 sheets and stack them.Pass the stack to the Stapler.

4. Stapler Straighten the stack and staple ittwice at the top edge. Put the finished prod-uct on an empty desk beside you.

5. Manager Signal starting and stoppingtimes with a bell or whistle. Supervise work-ers, making sure they work steadily, care-fully, and quietly. Occasionally inspect thefinished memo pads. Periodically time aworker for 1 minute to see if he or she ismeeting the specified quota for that task.

TableManager

Cutter 1 Counter 1 Stapler 1

Measurer 2 Cutter 2 Counter 2 Stapler 2

Measurer 1

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Mass Society and DemocracyDIRECTIONS: The period between 1850 and 1914 was a time of change in many areas.Changes in the way people thought about science, economics, and art laid the groundworkfor the modern era. New developments in technology profoundly affected the way that peo-ple worked, traveled, and ate. Some changes even affected how many people there were andwhere they lived. Read the time line below, then answer the questions that follow.

1. How many years passed between Pasteur’s discovery that bacteria cause disease and thediscovery of radium?

2. Scientists formulated the cell theory in 1838. What do atomic theory, cell theory, and thediscovery of bacteria have in common?

3. How did these theories change the way people in Europe and North America viewed theworld?

4. How many years passed between the writing of The Wealth of Nations in 1776 and thewriting of The Communist Manifesto?

5. Did the law making education compulsory in Great Britain reflect the philosophy of TheWealth of Nations, The Communist Manifesto, or some other influence? Explain.

1845 1850 1900 1950

1848 Karl Marx and Friedrich Engelspublish The Communist Manifesto.

1856 Louis Pasteur discoversthat bacteria cause disease.

1859 Charles Darwin publishesOn the Origin of Species.

1863 Impressionist artistsexhibit paintings in Paris.

1869 Leo Tolstoy finisheswriting War and Peace.

1876 Alexander Graham Bell invents the telephone.

1880 Education is made com-pulsory in Great Britain.

1890 Many Russian Jews flee persecutionand settle in the United States.

1901 Marconi sendsradio waves across theAtlantic.

1914 World War I begins.

1898 The Curies discover radium.

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THEN Charles Darwin revolutionized biologywith his theory that a natural selection processin which the fittest reproduced and the unfitfailed to have offspring drove evolution. Theinfluence of Darwin’s theory extended farbeyond the boundaries of biology. Some socialthinkers applied Darwin’s theory to society—often mistakenly. English philosopher HerbertSpencer argued that the laws of natural selec-tion applied to people as well as society; itwas natural that the strong survived and theweak perished.

The implications of social Darwinism—thename given to Darwin’s theory when appliedto social issues—were profound. Some usedthe theory to justify laissez-faire capitalism.They believed that there was no reason for gov-ernment to help care for the poor: The poorwere weak and did not deserve to survive. Thewealthy, however, were strong and their sur-vival was a benefit to society. Some people usedsocial Darwinism to justify the gross inequitiesin wealth that existed in society in the lastdecades of the nineteenth century. Certain busi-ness leaders used the theory to justify the rightsof corporations over the rights of individuals.

In foreign policy, politicians and othersused social Darwinism to support imperialismand racism. According to social Darwinist doc-trine, colonial powers and the white race werestrong; the rest of the world and non-whiteraces were weak and inferior. The theoryreached its full destructive potential whenHitler adopted it to justify the racial policies ofthe Nazis, which resulted in the Holocaust.

NOW After World War II there was increasedawareness of and concern over human rightsand the rights of the individual. Indeed, suchrights were mentioned in the charter of theUnited Nations (UN) in 1945. The charteraffirms “faith in human rights, in the dignityand worth of the human person, in the equalrights of men and women and of nations largeand small.”

In the Universal Declaration of HumanRights in 1948, the United Nations spelled outrights such as the right to own property;equality before the law; and freedom ofspeech, religion, and the press. The UnitedNations’ stand on human rights helped topressure South Africa to overturn apartheid.

In the 1970s, President Jimmy Carteradopted human rights as an important part ofAmerican foreign policy. Carter voiced hisconcerns over human rights to the govern-ments of the Soviet Union and China, twocommunist countries where citizens had fewrights.

In the 1980s and 1990s, American policyvacillated as presidents balanced concerns forhuman rights with trade and commercialinterests. In President Clinton’s administra-tion, Congress debated whether to allowChina into the World Trade Organization or tokeep it out because of its human rights viola-tions. Clinton argued that by increasingChina’s involvement in the world economy,China was more likely to make progress onhuman rights issues. Congress agreed, andChina was voted into the World TradeOrganization.

Social Darwinism and Human Rights

CRITICAL THINKING

Directions: Answer the following questionson a separate sheet of paper.1. Making comparisons: Compare how the

philosophies of social Darwinism andhuman rights view society.

2. Making inferences: Why do you thinksocial Darwinism was so popular in thelast decades of the nineteenth century?

3. Synthesizing information: Developingcountries frequently tell human rights

activists that they are not ready for a dem-ocratic society that guarantees humanrights. Leaders claim that liberal democ-racy needs a strong middle class to work.Use library resources and the Internet togather more information on this subject.Then write a brief essay in which youeither support or refute the idea that everycountry should guarantee human rights forits citizens.

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The man who dies . . . rich dies disgraced.From “Wealth” (1889) by Andrew Carnegie

Andrew Carnegie spearheaded thetremendous expansion of the steel industryin the late 1880s. As a result, he becamevery wealthy. A generous philanthropist, hegave more than $300 million to many differ-ent schools, theaters, libraries, and founda-tions. His leadership and generosityaffected the lives of people throughout theworld, especially in the United States,England, and Scotland.

Carnegie was born in Dumferline,Scotland, the son of a weaver. His fatherwas a leader in the movement to improveconditions for workers. These early experi-ences helped shape the young boy into aman who believed in working for one’s suc-cess, not obtaining it simply by being borninto a wealthy family.

The Carnegie family immigrated toAmerica in 1848. Carnegie was only 12when he started to work in a cotton factoryfor $1.20 a week. He eagerly embracedAmerican culture, teaching himself bygoing to school at night and reading everychance he had.

Two years later, Carnegie left the mill towork as a messenger in a telegraph office.Determined to be a success, the teenagerworked as hard as he could, often doingmore than was asked of him. At night, hepracticed telegraphy and learned public

speaking. Hisenthusiasm, effort,intelligence, andachievementcaught the atten-tion of ThomasScott, a superin-tendent of thePennsylvaniaRailroad Company.Scott hired Carnegie as his personal assis-tant and telegraph operator.

By 1859, six years later, Carnegie tookover Scott’s job as superintendent andmade many wise investments with hissalary. Anticipating the future demand foriron and steel, Carnegie turned his attentionto these industries. In the 1870s, factories heowned were the first in the United States touse the new Bessemer steel-making process.In 1889, Carnegie combined his vast hold-ings into the Carnegie Steel Company,which came to control America’s steelindustry. In 1900, his profits were $25 mil-lion a year. Although his business skillstransformed the steel industry, his criticsaccused Carnegie of exploiting laborers andof unfair competitive practices.

In 1901, Carnegie sold his company andretired to devote himself to his philan-thropic pursuits. By the time he died in1919, he had spent more than half of hisaccumulated wealth to establish charitabletrusts and endow libraries and universities.

Andrew Carnegie (1835–1919)




1. Why is Andrew Carnegie famous?

2. Why did Thomas Scott hire Carnegie as his personal assistant and telegraph operator?

3. Critical Thinking Determining Cause and Effect. What qualities led to Carnegie’s success?


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The world was shocked when GuglielmoMarconi received the Nobel Prize forphysics in 1909. What had Marconi done todeserve this award?

On the surface, Marconi received theaward for developing wireless telegraphy.More importantly, he had forced scientiststo look at the world in a new way. Marconihad shown that electromagnetic wavescould carry messages more than 2,000miles—farther than anyone had imagined.Scientists could not even explain the truthof Marconi’s discovery for another 10 years!

As a child, Marconi was tutored at homeon the family’s large Italian estate for severalyears, and then he attended a technicalschool. He failed his entrance examinationsto both the University of Bologna and theNaval Academy. Denied formal higher edu-cation, Marconi read widely on one of hisfavorite subjects—radio waves.

He also spent hours with Augusto Righi,a university professor and neighbor, wholet the eager Marconi audit universityclasses and do experiments in the labs.Working in the family attic, Marconi puttogether transmitters and by 1895 could usehis devices to ring a bell a few yards away.To expand this distance, he moved hisexperiments outdoors. Soon, he was able tooperate a Morse “inker” more than a mileaway over a small hill. This was a major

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invention andenough to con-vince the familythat Marconi wasdeveloping some-thing potentiallyimportant.

When hisinvention wasrejected in Italy,Marconi traveledto Britain to tryhis luck. In 1896 he filed his first patent. Ayear later, when his invention was able totransmit signals nearly 10 miles, he formedthe Wireless Telegraph and Signal Company.By 1900 Marconi developed a methodallowing several stations to operate on dif-ferent wavelengths without interference.However, Marconi’s greatest triumph wasyet to come.

Many scientists believed that the curve ofthe earth would limit the possibilities ofradio-wave communication over great dis-tances. In 1901, however, Marconi provedthem wrong when he transmitted messagesacross the Atlantic Ocean from England toNewfoundland. His achievement attractedenormous attention and proved to be thestarting point for the radio communica-tions, broadcasting, and navigation servicesthat developed in the next half century.

Guglielmo Marconi (1874–1937)



1. Why was Marconi awarded the Nobel Prize for physics in 1909?

2. How did Marconi learn about radio waves?

3. Critical Thinking Evaluating Information. Marconi was an indifferent student, yet hispractical application of radio waves changed the world. How can you explain his success?

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“Advice to Nursing Students” and “The Difficulties of Trained Nurses”

The cultural revolution of 1750 to 1914 brought exciting new careeropportunities to many groups. For example, the field of nursingopened to women, largely as a result of the efforts of the British nurse

Florence Nightingale. Before Nightingale undertook her reforms, nurses werelargely untrained; through her efforts, nursing was raised to a medical profes-sion with high standards.

Guided Reading Read the following two articles about nursing to see how a new career developed duringthe 1800s.

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“Advice to Nursing Students”The world, more especially the Hospital world,is in such a hurry, is moving so fast, that it is tooeasy to slide into bad habits before we areaware. And it is easier still to let our year’s train-ing slip away without forming any real plan oftraining ourselves.

For, after all, all that any training is to do forus is: to teach us how to train ourselves, how toobserve for ourselves, how to think out thingsfor ourselves. Don’t let us allow the first week,the second week, the third week to pass by—Iwill not say in idleness, but in bustle. Begin, forinstance, at once making notes of your cases.From the first moment you see a case, you canobserve it. Nay, it is one of the first things aNurse is strictly called upon to do: to observeher sick. . . .

But give but one-quarter of an hour a day tojot down, even in words which no one canunderstand but yourself, the progress or changeof two or three individual cases, not to forget orconfuse them. . . . To those who have not mucheducation, I am sure that our kind Home Sister,or the Special Probationer in the same Ward, ornearest in any way, will give help. The race isnot always to the swift, nor the battle to thestrong; and “line upon line”—one line everyday—in the steady, observing, humble Nursehas often won the race over the smarter “genius”in what constitutes real Nursing. But few of uswomen seriously think of improving our ownmind or character every day. And this is fatal toour improving in Nursing. . . .

A woman who takes a sentimental view of

Nursing (which she calls “ministering” as if she were an angel) is of course worse than useless. . . .

To be a Nurse is to be a Nurse: not to be aNurse only when we are put to the work welike. If we can’t work when we are put to thework we don’t like—and Patients can’t alwaysbe fitted to Nurses—that is behaving like a spoiltchild, like a naughty girl: not like a Nurse. If wecan do the work we don’t like from a highermotive till we do like it, that is one test of beinga real Nurse. . . . For the Patients want accordingto their wants, and not according to the Nurse’slikes or dislikes. If you wish to be trained to doall Nursing well, even what you do not like—trained to perfection in little things—that isNursing for the sake of Nursing, for the sake ofGod and of your neighbour. And remember, inlittle things as in great—No Cross, no Crown.

Nursing is said, most truly said, to be a highcalling, an honourable calling. But what does thehonour lie in? In working hard during yourtraining to learn and to do all things perfectly.The honour does not lie in putting on Nursinglike your uniform, your dress. . . . Honour lies inloving perfection, consistency, and in workinghard for it: in being ready to work patiently:ready to say not “How clever I am!” but “I amnot yet worthy; and I will live to deserve andwork to deserve to be called a Trained Nurse.”

“The Difficulties of Trained Nurses”The wages of a probationer [trainee] at the

Birmingham and Midland Counties’ Institution. . . are £12 for the first year and £20 for theremaining 2, with board, lodging, and uniform.


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Probationers must be between 25 and 35. Theseare the usual terms; but we do not ourselvesexpect to see nursing widely embraced amongwomen—and especially among gentlewomen—until the terms are improved. A young womanwho has to work must begin before 25; a nurse’slife is so arduous that the usual computationallows them 12 years of work, after which timethey are incapacitated. Is it a career likely to

tempt a woman of culture, to commence at 25upon wages which an incompetent serving maidof 18 will not take, and to end her working life—while still in her prime—upon less wages than ahead-nurse or a “plain cook” can demand andeasily obtain? . . . Surely a well-trained sick-nurse—when we consider the needful qualifica-tions—is worth more than a kitchen-maid.

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Directions Use information from the readings to answer the following questions. If necessary, use a separatesheet of paper.

1. What advice did Florence Nightingale give in her article “Advice to Nursing Students”?

2. According to Florence Nightingale, where did the honor lie in nursing?

3. Under what circumstances did the author of “The Difficulties of Trained Nurses” expect manymore women to become nurses?

4. Why did most nurses leave the profession after 12 years?

Critical Thinking5. Analyzing Information What did Nightingale mean by “No Cross, no Crown”?

6. Determining Cause and Effect Why do you think the profession of nursing was so undervaluedat this time?


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The Impressionist school of painting flourished in France in the late 1800s.Impressionists are named for their attempts to record fleeting visual impres-sions directly from nature, using pure, broken color to achieve brilliance. Theyrejected historical, biblical, and literary subjects, focusing instead on everydayevents, such as Parisian street scenes. The most famous Impressionists includeClaude Monet, Auguste Renoir, Paul Cézanne, Edouard Manet, and Degas.

DIRECTIONS: Read the passage below about this French Impressionist. Thenanswer the questions in the space provided.

perfection. In his desire to understand the humanform and how it moved, he made clay and waxmodels. Additionally, he studied EadweardMuybridge’s sequential photographs of people inmotion to learn more about how movement pro-gresses from one moment to the next.

Throughout his career, one of Degas’s favoritemedia was pastel, a type of chalk crayon. The edge

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Edgar Degas (1834–1917) was born in Paris, theson of a wealthy banker. He intended to be a

lawyer, but in 1855 he abandoned law for art, subse-quently studying in Paris, Naples, and Rome. His firstinterest, which was to stay with him over his lifetime,was drawing—he wanted to show the line, form, andmovement of the human body. He believed thattechnical mastery was vital and he was driven to

Edgar Degas, The Laundresses



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produces strong lines, and, depending on how hardyou press, the side of the crayon can create subtletones and shadings or bright colors. The softer linesproduced using pastels can easily give the “impres-sion” of something in a way that a sharper line orphotographic representation does not give.

Many Impressionists painted what they saw whenthey saw it. Degas, on the other hand, studied peopleand scenes, made notes and sketches, and laterpainted or drew the work in his studio. Degas sharedwith his fellow artists an interest in contemporary life.His favorite subjects were dancers, racetracks,women bathing or arranging their hair, shopkeepers,and women ironing and doing laundry.

There is a spontaneity in Degas’s work. Not onlyare the people caught in one moment in time, but

they are also part of a larger picture that we do notsee. Even though they may not be part of the paint-ing, we are made aware of the presence of othercustomers in the café or other dancers on the stage.Figures are often cut off or extended beyond theframe, perspective is unconventional, and poses arealmost always candid. Since Degas’s subjects did notpose, there is an intimate sense of stealing a look atsomeone unaware of any other presence. Yet thisseemingly casual style was actually carefullyplanned.

Degas preferred painting indoor subjects,because this allowed him to experiment withartificial and dramatic lighting. By manipulating thelighting, he created the shimmering colors that arehis hallmark.


1. What is the meaning of the term Impressionism?

2. What kinds of subjects did Degas specialize in?

3. Describe Degas’s “research” before he sat down to paint.

Critical Thinking

4. Determining Relevance What information in the passage is not relevant to understand-ing and appreciating Degas’s art?

5. Recognizing Ideologies Reread the introduction about Impressionism. How does TheLaundresses conform to the beliefs of this artistic movement?

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Mass Society and Democracy

The period between 1870 and 1914 saw many changes in the areas of economics, science,popular culture, and the arts. The outline below names major areas of change during thisperiod.

DIRECTIONS: Fill in the outline with three examples for each area. Select the items from thefollowing list.

Cultural Revolution: 1870–1914

I. New Ideas in Economics

A.

B.

C.

II. The New Science

A.

B.

C.

III. Popular Culture

A.

B.

C.

IV. Revolution in the Arts

A.

B.

C.

• Albert Einstein publishes his special theory of rela-tivity, which states that space and time are notabsolute but are relative to the observer.

• Based on the theory of Karl Marx, the formation ofsocialist political parties and trade unions improve theworking and living conditions for industrial workers.

• Charles Darwin’s theories are applied to human soci-ety in a radical way by nationalists and racists.

• Claude Monet paints pictures that capture the inter-play of light, water and sky.

• Emmeline Pankhurst founds The Women’s Socialand Political Union.

• Igor Stravinsky’s ballet The Rite of Spring is per-formed in Paris.

• Marie Curie discovers that an element called radiumgives off energy, or radiation.

• Pablo Picasso paints in a new style called cubism.

• The industrial system gives people new times toindulge in leisure activities.

• The Second Industrial Revolution, combined with thegrowth of transportation by steamship and railroad,fosters a true world economy.

• Many countries shift from being agrarian to indus-trial nations.

• Urban populations grow because of the lack of jobsand land in the country.

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During the 1800s and early 1900s, immi-grants who came to American cities seekinga better life found new problems. Over-crowded housing, exploitive working con-ditions, and an unfamiliar language wereperhaps the worst of these. Equally trou-bling, however, was the destruction of oldpatterns and rules for living. A newspaper

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called the Jewish Daily Forward offeredadvice to Eastern European immigrants try-ing to create a new life in a new land. Forexample, in the old country, matchmakersand parents told young people whom tomarry. In the new land, things were not soclear. Here is a letter that was written to theeditor of the Forward.

Please Advise!

I am a girl sixteen years old. I live together with my parents and two older sisters. Last year I met ayoung man. We love one another. He is a very respectable young man, and makes a fine living. My

sisters have no fiancés. I know that should I marry they will never talk to me. My parents are alsostrongly against it since I am the youngest child. I do not want to lose my parents’ love, and neitherdo I want to lose my [beloved] because this would break my heart. Give me some advice, dear Editor!What shall I do? Shall I leave my parents and marry my sweetheart, or shall I stay with my parentsand lose the happiness of my life? Give me some advice, dear Editor!

—From How We Lived: A Documentary History of Immigrant Jews in America by Irving Howe and Kenneth Libo, copyright © 1979 by Irving Howe and Kenneth Libo.


1. What does the writer offer as reasons why she should marry this young man? __________

2. What are the reasons why the writer feels she cannot marry this young man?___________

3. What advice would you offer? ____________________________________________________

4. Would a sixteen-year-old girl whose family had lived in the United States for severalgenerations face a dilemma like this one today? Why or why not? _____________________

5. On a separate sheet of paper, write a letter describing a personal problem an Americanteenager might face today. Then, list two ways the problem described in your letter issimilar to the problem in the letter above and two ways that it is different.

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The Growth of Industrial Prosperity

DIRECTIONS: Answer the following questions as you read the section.

1. What commodities were a part of the Second Industrial Revolution?

2. Name one major industrial change between 1870 and 1914.

3. Electricity could be converted into what other forms of energy?

4. Why could Europeans afford to buy more consumer products?

5. Which part of Europe remained largely agricultural and little industrialized?

6. What two types of transportation contributed to the advancement of a true world

economy?

7. Who wrote The Communist Manifesto?

8. According to Karl Marx, what two groups of society would grow more and more hostile

toward one another?

9. What did the German Social Democratic Party become in 1912?

10. What did pure Marxists believe about capitalism?

11. Why would workers organize in a labor union?


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The Emergence of Mass Society


By the end of the nineteenth century, industrialization had led to the emergence

of a (1) society where the lower classes were concentrated in

cities. Municipal governments made innovations in (2) and

sanitation so that many more people could survive living close together.

At the top of European society stood a wealthy (3) . This

group made up only 5 percent of the population but controlled 30 to 40 percent of

the (4) .

The (5) classes consisted of lawyers, doctors, members of

the civil service, business managers, engineers, architects, accountants, and chemists.

The European middle classes believed in (6) , which was open

to everyone and guaranteed to have positive results.

The working classes were (7) peasants, farm laborers, and

sharecroppers. (8) labor was made up of day laborers and

domestic servants who were mostly women.

The (9) Industrial Revolution opened the door to new jobs

for women. By the 1840s and 1850s, the movement for women’s rights expanded as

women called for equal (10) rights.

Between 1870 and 1914, most Western governments financed

(11) education. Both boys and girls between the ages of 6 and

12 were now required to attend school. The most immediate result of public educa-

tion was an increase in (12) . New forms of

(13) appeared in society. Leisure came to be viewed as what

people do for (14) after work.


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The National State and Democracy


I. By the late nineteenth century in European nations, especially in Western Europe,

was becoming well established.

A. In Great Britain, the and Parties

alternated in power.

B. With the set up of the Third French Republic, France’s new government had a

and a .

C. Constant turmoil between and weakened

the social fabric of Italy.

II. The and European nations pursued much

different policies from their western counterparts.

A. In Germany, ministers of government were responsible not to parliament but to the

.

B. Emperor Francis Joseph of Austria-Hungary largely the parlia-

ment, issuing his own decrees and laws.

C. Nicolas II of Russia believed the power of the

should be preserved.

III. Four years of Civil War had preserved the American .

A. By 1900, the United States had become the world’s nation, but

wealth was very distributed.

B. America gained control over , ,

, , and the .

IV. When Emperor William II of Germany fired Bismarck and dropped a treaty with Russia,

concluded a military alliance with Russia.

V. A series of crises in the between set the stage for World War I.

A. In 1908, Austria-Hungary took the step of Bosnia and

Herzegovina.

B. The Russians supported the in opposing the Austrian annexation.

C. By 1914 the conflict had grown intense. The Serbians blamed

for their inability to expand Serbia.


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Toward the Modern Consciousness


1. Before 1914, , , and

were still important words to Europeans.

2. Science offered a certainty of belief in the of nature.

3. The French scientist Marie Curie discovered that gave off energy

from within itself.

4. Albert Einstein published his theory of which stated that space

and time are not absolute but are relative to the observer.

5. According to Sigmund Freud, human behavior was strongly determined by

experiences and forces.

6. , pioneered by Freud, developed into a major profession.

7. Social was the theory that social progress came from “the struggle

for survival” as the “fit” advanced and the “weak” declined.

8. In Germany and Austria-Hungary during the 1880s and 1890s, new parties arose that

used to win the votes of people who felt threatened by changing

times.

9. The symbolist writers believed that it was not possible to know the

world.

10. Impressionists rejected the studios where artists had traditionally worked and went out

into the to paint nature directly.

11. For Postimpressionist Vincent Van Gogh, art was a experience.

12. Functionalism was the idea that buildings, like the products of machines, should be

.

13. Russian composer Igor Stravinsky’s expressive sounds and bold rhythms were so

revolutionary, the audience nearly rioted at his ballet.


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Chapter 6 ResourcesThe Height of Imperialism, 1800–1914

READING SKILLS ACTIVITY 6Comparing and Contrasting . . . . . . . 105

HISTORICAL ANALYSIS SKILLS ACTIVITY 6Evaluating Evidence. . . . . . . . . . . . . . 106

UNIVERSAL ACCESS ACTIVITY 6Confronting Imperialism. . . . . . . . . . 107

ENGLISH LEARNER ACTIVITY 6The Height of Imperialism . . . . . . . . 109

CONTENT VOCABULARY ACTIVITY 6The Height of Imperialism . . . . . . . . 114

ACADEMIC VOCABULARY ACTIVITY 6The Height of Imperialism . . . . . . . . 115

SKILLS REINFORCEMENT ACTIVITY 6Evaluating a Web Site . . . . . . . . . . . . 121

CRITICAL THINKING SKILLS ACTIVITY 6Distinguishing Fact From Opinion. . 122

HISTORY AND GEOGRAPHY ACTIVITY 6Railroads in India. . . . . . . . . . . . . . . . 123

MAPPING HISTORY ACTIVITY 6Africa’s Natural Resources. . . . . . . . . 125

HISTORICAL SIGNIFICANCE ACTIVITY 6WAR! . . . . . . . . . . . . . . . . . . . . . . . . . . 126

COOPERATIVE LEARNING ACTIVITY 6Mapping British Imperialism . . . . . . 127

HISTORY SIMULATION ACTIVITY 6The Imperial Press . . . . . . . . . . . . . . . . . 129

TIME LINE ACTIVITY 6The Height of Imperialism . . . . . . . . 131

LINKING PAST AND PRESENT ACTIVITY 6Mexico . . . . . . . . . . . . . . . . . . . . . . . . 132

PEOPLE IN WORLD HISTORY ACTIVITY 6Profile 1: Lobengula (c. 1833–1894) 133Profile 2: Francisco “Pancho” Villa(1878–1923) . . . . . . . . . . . . . . . . . . . . 134

PRIMARY SOURCE READING 6Gandhi on Nonviolent Protest . . . . . 135

WORLD ART AND MUSIC ACTIVITY 6Indian Sculpture . . . . . . . . . . . . . . . . 137

RETEACHING ACTIVITY 6The Height of Imperialism . . . . . . . . 139

ENRICHMENT ACTIVITY 6Famous Last Words . . . . . . . . . . . . . . 140

Modern Times

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Comparing and ContrastingLEARNING THE SKILL

When you read, comparing and contrasting helps you get a handle on new information.Sometimes authors compare and contrast in the text. Signal phrases such as “on the onehand” and “on the other hand” show contrast. Words like however and but also can signal acontrast between two ideas or events. Similarity is signalled when a sentence uses the wordsalike and still. As you read, you can also make comparisons or contrasts by thinking abouthow what you are reading compares to things you already know.


DIRECTIONS: Practice creating compare and contrast statements using the information inyour textbook. Read pages 339–340 on indirect and direct rule. Write a paragraph below thatcompares and contrasts these two systems of colonial rule. Your paragraph should answerthis question: Which type of rule would be more likely to inspire rebellion?

APPLYING THE SKILL DIRECTIONS: Graphic organizer charts can be very helpful in comparing and contrasting.Using the information on British rule in India on pages 356–357 of your textbook, create a 2-column chart to record the benefits and costs of British rule in India to the Indian people andnation.


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Evaluating EvidenceLEARNING THE SKILL

Have your ever read a statement presented as fact in a book and wondered how theauthor came to that conclusion? In books about history it is expected that facts should be supported by evidence. Historians can’t make claims about information such as causes of war or influential leaders without providing evidence about how they came to their conclusions. Evidence can be presented in the text, itself, but can also be introduced throughfootnotes or bibliographies. All these examples give the reader a chance to examine theauthor’s evidence critically and come to the same or different conclusions. Evaluating evidence helps readers to think critically about the material presented and ultimately tounderstand not only the facts in a chapter, but also their context.

PRACTICING THE SKILL DIRECTIONS: Begin by reading the bold and italicized portion of the excerpt from Chapter 6,which discusses British indirect rule in the Islamic state of Sokoto. Then answer the firstquestion and go back to read the rest of the excerpt and answer question two.

The system was basically a fraud because British administrators made all major decisions.The native authorities served chiefly to enforce those decisions. Another problem was thatindirect rule kept the old African elite in power. Such a policy provided few opportunitiesfor ambitious and talented young Africans from outside the old elite. In this way Britishindirect rule sowed the seeds for class and tribal tensions, which erupted after independencecame in the twentieth century.

1. The author presents this as fact. What type of evidence needs to be supplied to convinceyou of this statement?

2. List what evidence the author provided to support the initial statement. Were you con-vinced by the evidence presented based on what the author has already told you aboutindirect rule?

APPLYING THE SKILL DIRECTIONS: Divide into groups of three or four students. Write this statement about nationbuilding in nineteenth century Latin America: “The social class structure that existed in LatinAmerica… played a big role in how the revolutions occurred and what they achieved.”Then, in your group, write a paragraph providing evidence to support the statement. Thenhave each group present its paragraph and the other groups will evaluate the evidence.

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Confronting ImperialismIn the late nineteenth century, women in the United States and western Europe actively par-ticipated in movements for abolition, woman suffrage, and temperance. Many women alsoidentified with people in the new colonies who were being denied rights, and therefore theysupported anti-imperialist organizations. The following anti-imperialist poem was writtenby Dr. Anna Manning Comfort, a graduate of the first class of female physicians from theNew York Medical College for Women. The imperialist phrase “white man’s burden” wascoined in 1899 in Rudyard Kipling’s poem of the same name. The term suggested that west-ern Europeans had a duty to expand their empires to bring western culture to “less civi-lized” areas of the globe. Read the poem, and then answer the questions that follow on aseparate sheet of paper.

Home Burdens of Uncle Sam

—Comfort, Anna Manning. “Home Burdens of Uncle Sam.” The Public 2 (May 13, 1899).

1. What are each of the “burdens” Comfort describes?

2. Why do you think she uses these particular examples?

3. What is her point of view on imperialism? Which lines in the poem illustrate her viewclearly?


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“Take up the white man’s burden,”—Yes, Uncle Sam, oh do!But why seek other countriesYour burdens to renew?Great questions here confront you.Then, too, we have a past—Don’t pose as a reformer!Why, nations look aghast!

“Take up the white man’s burden,”—But try to lift more true.Recall the poor wild IndianWhom ruthlessly you slew.Ignoble was our treatment,Ungenerous we dealtWith him and his hard burden,‘Tis known from belt to belt.

“Take up the white man’s burden,”—The negro, once our slave!Boast lightly of his freedom,

This problem still is grave.We scoff and shoot and lynch him,And yet, because he’s black,We shove him out from officeAnd crowd him off the track.

“Take up the white man’s burden,”—Yes, one of them is sex.Enslaved are your brave women,No ballot, while you tax!Your labors and your conflictsColumbia’s daughters share,Yet still denied the franchise,Quick give! be just! deal fair!

“Take up the white man’s burden,”—Start in with politics.Clean out the rotten platform,Made up of tricks and tricks,—Our politics disgraceful,In church and school and state.

We have no “ruling bosses,”Oh, no! the country’s great.

“Take up the white man’s burden,”—But, oh, if you are wiseYou’ll seek not “motes” far distant,With “beams” in your own eyes.Why fight the foreign despots,Or Filipino isles?Come, “scrap it” with “home tyrants!”And politicians’ wiles.

“Take up the white man’s burden,”—Right here in our own times.Give justice, ‘tis demandedThis side of distant climes.Yes, take the white man’s burden,But take it here at home;With self, oh, Samuel, wrestle,And cease the seas to roam!

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For The Teacher


The following activities are ways the basic lesson can be modified to accommodate students’ different learning styles:

English Learner (EL) Before reading, have students scan the poem for unfamiliar words,and write them on the board. Then have students read the poem and, from context, comeup with their own definitions of the words on the board. Discuss the poem and defini-tions with students. Finally, have students choose five of the new words, and on a sepa-rate sheet of paper, use each one in a new sentence.

Advanced Learners (AL) Have students research one of the allusions in the poem, suchas the reference to Columbia, the Filipino isles, or “Samuel” in the last stanza. Then, havethem write a short response poem that describes how the topic they researched connectsto or is influenced by colonialism. Have students share their poems with the class.

Below Grade Level (BL) Have students complete the activity as presented.

On Grade Level (OL) Ask students to also answer the following questions:

1. What situation is described in the second stanza? The fourth?

2. Which lines of the poem refer to slavery in the United States?

3. What do the last two lines of the poem mean?


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The Height of Imperialism


DIRECTIONS: Before reading the section “Central Africa” on page 345, answer the following questions.

1. Dr. David Livingstone was a famous British explorer who explored the Africaninterior. What kinds of explorations do people today conduct around the world?

2. When people explore, they are usually searching for something, especiallysomething very important or valuable. What do you think Dr. Livingstone waslooking for? Why?


DIRECTIONS: Before reading the section “Central Africa,” study the words and their definitionsbelow.

arouse (v.): to make someone become interested in something or expect somethingcrusade (n.): a dedicated attempt to change something dense (adj.): hard to see through or breathe indetest (v.): to hate someone or something very muchenthusiastically (adv.): greatly interested or excited inheartily (adj.): completely; muchpenetrate (v.): to enter or pass through something that is very difficult pursuit (n.): the act of chasing after something or someoneregion (n.): a large area of a state or countrytrek (v.): to walk a long way through a rough area as an adventure

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C. WORD BUILDING ACTIVITY: SYNONYMS AND ANTONYMS

DIRECTIONS: Match each word in the numbered column with its synonym in the lettered column.Remember that synonyms are words with similar meanings.

1. ____ crusade a. strongly

2. ____ detest b. dislike

3. ____ enthusiastically c. excitedly

4. ____ heartily d. stimulate

5. ____ arouse e. cause (n.)

DIRECTIONS: Match each word in the numbered column with its antonym in the lettered column.Remember that antonyms are words with opposite meanings.

1. ____ arouse a. bore

2. ____ enthusiatically b. thin

3. ____ dense c. adore

4. ____ detest d. weakly

5. ____ trek e. sit

D. WORD BUILDING ACTIVITY: SUFFIXES

Word Usage Note: Suffixes

A suffix goes at the end of a word. Knowing different suffixes can help you determine thepart of speech, or form, of a word.

Listed below are examples of suffixes and the word forms they help to create.

Suffix Meaning Words

-ism state, condition imperialism, capitalism

-tion state, condition civilization, colonization, expansion, exploration, extension, populations, regions

-ly how completely, enthusiastically, heartily

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DIRECTIONS: Complete the following sentences with one of the words listed in the chart in the WordUsage Note. Use each word only once.

1. __________________, or the 2. ________________ of one country’s power overother countries, led Europeans to embrace the growth or 3. __________________into foreign territories. To some in the West, this meant introducing the Christianreligion to the “heathen masses” and to others, this meant introducing the ideals ofdemocracy and 4. ________________ to Asia and Africa. The 5. __________________of Africa was especially important to the English at the time. For 30 years DavidLivingstone trekked through the dense jungles of Central Africa, totally and 6. __________________ involved in the 7. __________________ of unknown,uncharted 8. __________________ and the study of unfamiliar and ancient civiliza-tions. After Livingstone’s death, Henry Stanley carried on the great explorer’swork, but he didn’t like Africa. In fact, he once said, “I detest the land most 9. __________________.”

The real driving force behind the colonization of Central Africa was King LeopoldII, who rushed 10. __________________ into the pursuit of an empire there.


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E. LANGUAGE STUDY ACTIVITY: VOCABULARY IN CONTEXT

Language Usage Note: Count and Noncount Nouns

Most English nouns (person / place / thing) are common nouns, and they can be dividedinto count and noncount categories. Most nouns are countable because the English lan-guage tends to view things as separate units. They can be singular or plural. When nounsare singular, they can be preceded by a number or an indefinite article such as a or an.The definite article the is used if the noun refers to something specific. Count nouns canalso be preceded by quantifiers (many, several, a few, some, any).Examples:one book ➞ two booksa state ➞ many statesan election ➞ some elections

When nouns are plural, an -s, -es, or -ies is added to the ending. Plural count nouns areoften used as generalizations.Example: Soldiers use guns and knives to fight battles against enemies.Plural count nouns are preceded by the if they refer to something specific. Example: The economic issues that were discussed last Friday were important.

Noncount nouns can never be counted, so they can never be plural. They are sometimescalled mass nouns because they1. have no definite shape (oil, fuel, air, tea);2. are substances or materials (rubber, gold, pepper, silk); and3. are abstractions (racism, imperialism, democracy, greed).Because they cannot be counted, noncount nouns are never preceded by a number orthe articles a or an.

Noncount nouns also include gerunds. Gerunds are verbs that end in –ing and act asnouns.Examples: moving, buying, selling, voting

DIRECTIONS: Use context clues to help you complete the sentences with one of the words listedbelow. Use each word only once. You may have to add –s to some nouns.

colonialism, domination, exploitation, government, nation, revolution, resentment

The people that were subjected to 1. __________________ harbored a great deal of 2. __________________ and anger because of the 3. __________________ that they wereforced to endure. Unhappy at being controlled by outside 4. __________________, countriessuch as Burma aggressively fought Western 5. misuse, or __________________. They rejectedthe 6. __________________ that the colonial powers installed, and many times, this led tobloody 7. ________________

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F. TEXT ANALYSIS ACTIVITY: IDENTIFYING COMPLETE AND INCOMPLETE SENTENCES

Language Usage Note: Clauses, Fragments, and Phrases

In English, every complete sentence, or clause, must have a subject and a verb. The sub-ject tells who or what is being talked about. The verb tells what is being done. Example: The explorers and their guides trek. (Who treks? The explorers and their guides.)(What do the explorers and their guides do? The explorers and their guides trek.)

A fragment is a sentence that does not have a subject and verb. Example: Found the missing explorer. (Who found the missing explorer? There is no sub-ject, so we do not know who. )

Unlike a clause, a phrase does not have a subject or a verb. A phrase is a group of wordsthat has a preposition and a noun or gerund. Prepositions are words that indicate posi-tion, place or time. They are often used to introduce information. When they are followedby a noun or a gerund (a verb + -ing that acts like a noun), they are called prepositionalphrases. Here is a list of some prepositional phrases.

To find the subject and the verb of any sentence, cross out the prepositional phrases.Example: For thirty years, Dr. Livingstone (subject) trekked (verb) through the densejungles of Africa.

DIRECTIONS: Write C for Complete and F for Fragment in the blanks below.

______ 1. Explorers aroused popular interest.

______ 2. In the dense tropical jungles of Central Africa.

______ 3. David Livingstone was one such explorer.

______ 4. He arrived in Africa in 1841.

______ 5. On the eastern shore of Lake Tanganyika.

Preposition Object Prepositional Phrase

across the river across the river

about the work about the work

before class before class

for two years for two years

without any help without any help

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The Height of Imperialism, 1800–1914DIRECTIONS: Match each term with its definition by writing the correct letter on the blank.

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1. colonial government in which officials brought from the mother country rule inplace of the local elites

2. Spanish or Portuguese officials who resided temporarily in Latin America

3. persons of mixed European and Indian ancestry

4. governor ruling as a royal representative

5. persons of European descent born in Latin America

6. territory that an imperialistic power ruled directly

7. strong leaders who ruled by military force

8. territory with its own government that an imperialistic power guided, especiallyin foreign affairs

9. domination of the political, economic, and social life of one country by anothercountry

10. native to a region

11. colonial government in which local rulers maintain status and authority

12. Indian soldiers

13. incorporate a territory into an existing political unit such as a country or state

A. imperialism

B. colony

C. protectorate

D. direct rule

E. annex

F. sepoys

G. viceroy

H. indigenous

I. creoles

J. mestizos

K. indirect rule

L. peninsulares

M. caudillos

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The Height of Imperialism, 1800-1914Key Words

A. Word Usage ActivityVocabulary in Context

DIRECTIONS: Using context clues, fill in the blanks in the paragraph below with one of theacademic vocabulary or content words from the chart above. Make appropriate changes forverb tenses and plural nouns.

One 1. ______ of British rule in India was the creation of an independence movement byIndian nationalists. The Indian National Congress (INC) was created in 1885; its 2. __________ was originally on obtaining a share in the governing process. During theINC’s first meeting, only 2 of the 70 participants were Muslim. Many Muslims questionedthe 3. _______ of an organization that would exclude them and came to believe the INC was4. _________ by Hindu concerns. Some Muslims formed a different political organization,the Muslim League, to express their positions. In 1947 when they granted independence, theBritish also 5. ___________ a partition of the British Indian Empire into two nations, Indiaand predominantly Muslim Pakistan.


acquire raw Creoles

assist mestizos

attitude

consequence

dominate

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B. Word Meaning ActivitySynonyms

DIRECTIONS: Match the words on the left with their synonyms on the right. Remember,synonyms are words that have similar meanings.

1. ___ acquire a. results

2. ___ assist b. reasons

3. ___ motives c. force

4. ___ consequences d. aid

5. ___ dominate e. gain

6. ___ emphasis f. stress

7. ___ impose g. rule

DIRECTIONS: Fill in the blanks with a word from the second column above that is closest inmeaning to the underlined words in the sentences. You may need to add –ed or –s endings tosome words.

1. __________________ As European affairs grew tense, states sought to acquirecolonies abroad in order to gain an advantage over their rivals.

2. __________________ France imposed direct rule on the southern provinces inthe Mekong delta.

3. __________________ This system of indirect rule in Sokoto had one good fea-ture: it did not disrupt local customs and institutions. However, it did havesome unfortunate consequences.

4. __________________ The British government ruled India directly through aviceroy who was assisted by a British civil service staff.

5. __________________ Creoles deeply resented the peninsulares, Spanish andPortuguese officials who dominated Latin America and drained the Americas oftheir wealth.

6. __________________ Distrustful of British motives, United States presidentJames Monroe acted alone in 1823.

7. __________________ The emphasis on exporting raw materials and importingfinished products ensured the ongoing domination of the Latin American econ-omy by foreigners.


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C. Word Family ActivityLearning Word Forms

DIRECTIONS: Write the indicated form of each word in the blanks below. You may need toadd –ed or –s endings to some words.

1. emphasize

verb The Westerners _______________ the importance of economic gain.

noun In the nineteenth century, European nations placed a strong _______________ on expansion into Asia and Africa.

adjective People were ___________ about supporting these imperialistic goals.

2. acquire

verb President William McKinley believed that he had a moral obligationto __________________ colonies in order to “civilize” other parts ofthe world.

noun The heated race for the __________________ of colonies was enteredfor financial reasons.

3. assist

verb Western powers __________________ in the drive to colonizeweaker countries.

noun In 1810, with the __________________ of Native Americans, mestizosrevolted against Spanish control of Mexico.

4. dominate

verb In the early 1900s, Great Britain succeeded in __________________Singapore and Burma (modern Myanmar) .

noun In Latin America, Creoles resented the __________________ of tradeby Spain and Portugal.

adjective The most __________________ Western powers at that time in historywere European nations.

5. impose

verb By the 1880s, many Europeans wanted to expand into other coun-tries and __________________ their rule upon them.

noun This type of __________________ became known as the “new” impe-rialism.

6. post

verb When the new governments came into power, they often__________________ their new demands on trees, fences, and build-ings.

noun The Europeans set up trading __________________ to carry on mer-chant and missionary activities.

adjective Under British rule, India was introduced to the telegraph, railroads,and a __________________ service.


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D. Word Usage ActivityUnderstanding Words with Multiple Meanings

Word Usage Note

Some simple words like raw have multiple meanings:a. (adj.) materials in their natural state b. (adj.) not cooked c. (adj.) sore or inflamedd. (adj.) not yet analyzede. (adj.) powerful or impressive talent or looks We also use raw in the following expressions: To get a raw deal / raw punishment

DIRECTIONS: Write the letter for the best definition of raw in the sentences that follow.

1. ____ Their tired muscles were raw from overexertion.

2. ____ Steak tartar is a popular French meal that is made with raw meat.

3. ____ Westerners expanded into Asia and Africa in search of raw materials.

4. ____ The raw beauty of teak made it an important export during this time.

5. ____ Research assistants at the lab were inputting raw data into the computer.

E. Word Usage ActivityUsing Words in Speech and Writing

DIRECTIONS: Using all of the underlined words, answer the following questions.

1. Why did European nations want to acquire states abroad? Would you want toacquire land if you were in the same position? How would you attempt toacquire new land?

2. What did British racial attitudes lead to? What was Gandhi’s attitude towardsviolence? What is your attitude towards Gandhi’s message?

3. What is a theme dominating this chapter? Were Gandhi and Benito Juárez dominant figures in history?

4. Why were British motives considered distrustful? When people have motives,do others generally view them as distrustful? What motivates you while youare in class?


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DIRECTIONS: Match the given words to their definition.

1. ____ attitude a. outcome

2. ____ consequence b. stress

3. ____ emphasis c. aim

4. ____ impose d. stance

5. ____ motive e. inflict

DIRECTIONS: Determine which answer is the antonym of the given word. Antonyms arewords that have opposite meanings.

6. acquire

a. obtain b. discard c. gain

7. assist

a. aid b. facilitate c. hinder

8. raw

a. painful b. cooked c. rare

9. consequence

a. aftermath b. cause c. onset

10. emphasize

a. dominate b. stress c. ignore


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DIRECTIONS: Complete the chart below with the appropriate noun or verb form.

DIRECTIONS: Answer the following true and false questions. Mark T for true and F for false.

17. The word raw has multiple meanings. It can refer to uncooked vegetables aswell as materials in their natural state. _____

18. A viceroy is a governor who is a representative of the monarchy. _____

19. Creoles are people of the same race. _____

20. Mestizos are people of European and Latin descent. _____

Noun Verb

11. emphasize

12. acquisition

13. impose

14. dominate

15. assistance

16. motivation


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The Internet is a wonderful research tool,but all the information you find there isn’tnecessarily accurate or reliable. To evaluatea Web site, consider how well the facts pre-sented are documented and the sources

used for background information. Askyourself whether the links are up-to-date,and look for the credentials of the siteauthor. Also consider the site design andthe ease of accessing information.

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Evaluating a Web Site

DIRECTIONS: Visit the Web site listed below, and search the site for information on theIndian author Rabindranath Tagore. Then answer the questions below in the space provided.

http://www.nobel.se/

1. Who is the author or sponsor of this site? What does this tell you about the reliability of the site?

2. What links does the site contain? Are they appropriate or related to the topic?

3. Is the design of the site appealing and useful? Give specific examples to support youranswer.

4. Search for another Web site featuring Tagore, looking specifically for his works online.How does this site compare to the Nobel e-Museum site?

5. Print a copy of a poem by Tagore to submit to your instructor.

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Critical Thinking Skills Activity 6 Distinguishing Fact From Opinion

Facts are statements that can be provedby direct observation or reliable sources.Opinions are personal beliefs that cannot beproved. For example, it is a fact that thesepoys started a rebellion in 1857. It is anopinion that the British treated the sepoysbadly. Although this opinion can be sup-ported by examples, it is a value judgmentand would have been open to debate at that

time. To distinguish between facts andopinions, first look for statements that youcan verify from direct observation or in areference book, magazine, or newspaper.Then see which statements cannot beproved. These will be opinions. Often, opin-ions will contain the words always, never,must, all, none, the most important, the leastimportant, and should.

DIRECTIONS: Read the following passage about the fate of explorer David Livingstone.Then analyze each statement to decide if it is a fact or an opinion. Write the number of eachfact and opinion in the appropriate column of the chart.

1. David Livingstone died in the village of Chitambo in 1873. 2. Chitambo islocated in what is now Zambia. 3. Determined to return Livingstone’s bodyto his native land, the locals removed his heart, brain, liver, and other inter-nal organs and buried them. 4. Next, they used salt to embalm the body anddried it in the sun. 5. The journey with the body to the coast near Zanzibarwas brutal. 6. It took the men nearly a year to cover the 1,000 miles; 10men died on the way. 7. The survivors were treated very poorly at the end oftheir journey. 8. Their only rewards were their usual wages and a specialmedal. 9. The men should have received much more for their efforts. 10.Only Chuma and Susi—the two men who led the journey—got a suitablereward. 11. They were invited to England to share what they knew aboutLivingstone; as a result, they got many jobs guiding European explorerswhen they returned to Africa.

Facts Opinions

Distinguishing Facts and Opinions

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Railroads in India

This locomotive overturned as Indian laborers were laying tracks, in about1880. India’s vast and rugged terrain presented many problems for traincrews. However, as they tied the country together, railroads helped transportIndia into the modern age. India had only 432 miles of railroad track in1859; by 1899, it had 25,000 miles of track.

Indian writer Rabindranath Tagore pub-lished a short story in 1898 about a mannamed Pramathanath, who visits GreatBritain and returns to his native Indiaproudly wearing European clothes. Afterseeing the British insult his fellow Indianson a new train, however, Pramathanathangrily throws his clothes into a blazingfire. How did British rule in India createconflicts for Indians?

The bloody Sepoy Mutiny of 1857 had alasting impact on British-Indian relations.The British living in India built whites-only towns that could be easily defendedin case of future revolts. Many Indians, onthe other hand, sought to improve theirlives through education. Some attendedcolleges in Great Britain, where they per-fected their English, studied law, and wit-nessed democracy at work.

India changed rapidly after the SepoyMutiny. British companies built thousandsof miles of railroads, dug dozens of coalmines, and started huge coffee and tea

Pulled Between Two CulturesOn the return journey, a European Sergeantof the Police expelled some Indian gentlemenfrom a railway-carriage with great inso-lence. Pramathanath, dressed in hisEuropean clothes, was there. He, too, wasgetting out, when the Sergeant said: “Youneedn’t move, sir. Keep your seat, please.”

At first Pramathanath felt flattered atthe special respect thus shown to him. When,however, the train went on, the dull rays ofthe setting sun, at the west of the fields, nowploughed up and stripped of green, seemed inhis eyes to spread a glow of shame over thewhole country. Sitting near the window ofhis lonely compartment, he seemed to catcha glimpse of the downcast eyes of hisMotherland, hidden behind the trees. AsPramathanath sat there, lost in reverie,burning tears flowed down his cheeks, andhis heart burst with indignation.

— From “We Crown Thee King”by Rabindranath Tagore

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1. What purpose did the British have for building railroads in India?

2. What effects did the English language and railroads have on Indian culture?

3. What was Pramathanath’s attitude toward British culture when he boarded the train?Why did his attitude change? Give evidence to support your answer.

Critical Thinking

4. Drawing Conclusions Do you think it was wise of the British to improve transportationand communication systems in India? Explain your answer.

Activity

5. Debate the following statement with your classmates: By improving communication,television has benefited modern society. Present evidence to support your position.

plantations. Yet the profits from these newventures rarely trickled down to the Indianpeople, and the economic and social gapbetween the British and the Indians grewwider with each passing year. Meanwhile,the gaps between Indians began narrow-ing. The railroads brought them closer toeach other, as did their use of a new com-mon language—English.

The new railroads made it easier forthe British to transport goods across India.Communities that had once been isolatedwere now connected by a vast web of steelrails. Connections between the Indian peo-

ple also grew stronger. Before the Britisharrived, Indians in different parts of thecountry spoke hundreds of different lan-guages, making communication difficult.Now the new railroads and the new com-mon language—English—helped Indianswork together toward a common goal:reclaiming their homeland for themselves.

India in the late 1800s provides just oneexample of how improvements in trans-portation and communication can lead toprofound cultural changes. In the case ofPramathanath, the improvements alsoprompted a change in attitude.

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Africa’s Natural ResourcesMany European nations sought to control the diverse natural resources of Africa.The map below shows political boundaries in Africa in 1914. The table lists thelocations of many of Africa’s resources. Regions with large deposits are shown indark type.

DIRECTIONS: First, create symbols to complete the key and indicate on the maphow natural resources were dispersed across the African continent. Then answerthe questions that follow. Use a separate sheet of paper.


1. In which regions are most of Africa’s petroleum and natural gas found?

2. Review the landholdings of European nations in Africa. Compare the territoryclaimed by France, Portugal, Great Britain, and Germany. Then rank the coun-tries from 1 to 4 on the basis of the natural resources they controlled. Give reasons for your rankings.

Most Control of Resources 1.

2.

3.

Least Control of Resources 4.

Petroleum and Algeria, Libya, Egypt, Natural Gas Nigeria, Angola, French

Equatorial Africa (coastalregion)

Coal Union of South Africa

Gold Gold Coast, Belgian Congo,Union of South Africa

Diamonds Sierra Leone, German East Africa, Angola, Union ofSouth Africa, BelgianCongo, Bechuanaland

Other Minerals Morocco(lead),

Gold Coast(bauxite),

Northern Rhodesia (copper, uranium),

Southern Rhodesia(copper),

French West Africa (uranium),

German Southwest Africa(zinc, uranium)

Resource(s) Location(s)

ATLANTICOCEAN

INDIANOCEAN

Mediterranean SeaMediterranean Sea

Red Sea

SuezCanal

SpanishMorocco

Morocco

GambiaPortugueseGuinea

SierraLeone

French West Africa

GermanSouthwest

Africa

Union ofSouth Africa

Bechuana-land

NorthernRhodesia

SouthernRhodesia

GermanEast Africa

BritishEast

Africa

Egypt

Uganda

PortugueseGuinea

SierraLeone

LIBERIAGold

Coast

Togo

Nigeria

Algeria

Cameroon

Rio Muni

FrenchEquatorial

Africa

French West Africa

Angola

GermanSouthwest

Africa

Union ofSouth Africa

Bechuana-land

NorthernRhodesia

SouthernRhodesia

Nyasaland

GermanEast Africa

BritishEast

Africa

ItalianSomaliland

ETHIOPIA

BritishSomaliland

FrenchSomalilandEritreaAnglo-

EgyptianSudan

EgyptLibya

Tunisia

BelgianCongo

Rio deOro

Uganda

Madagascar

Mozambique

N

S

EW

500 kilometers

500 miles0

0Mercator Projection

Natural gas/petroleumCoalGoldDiamondsOther minerals

Africa, 1914

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During the Spanish-American War, tworival newspapers, the New York World andthe New York Journal, published jingoistic

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stories to attract more readers. This type ofsensational journalism came to be known asyellow journalism.

Historical Significance Activity 6 !WAR!

DIRECTIONS: Answer the following questions on a separate sheet of paper.

1. What is yellow journalism?

2. What media today seems to have a yellow journalistic style, and what media does not?

3. Hearst made the Journal financially successful, but did so at the expense of the truth andhigher public interest. Where does the loyalty of a paper lie, to making a profit or toaccurate and high-minded reporting? Why?

William Randolph Hearst was ambitious, bold, and rich when in 1895 he purchased the failing New York Morning Journal. He had a plan to

make the Journal the best-selling paper in New York City. To do so, however,the Journal would have to compete with the successful New York World andthe powerful publisher Joseph Pulitzer. Hearst’s plan and the ensuing circula-tion war with Pulitzer invented yellow journalism.

The key concept of yellow journalism is sensationalism, in form and con-tent. Hearst used huge, banner headlines, melodramatic illustrations, andoutlandish promotional schemes. The Journal’s content was long on luridstories of crime, vice, and corruption, and the paper had a strong nationalis-tic slant. In matters of foreign affairs, the Journal never passed up a chanceto rattle sabers and beat America’s chest.

The Cuban cause was perfect for yellow journalism, and in 1897 and 1898 Hearst’s papers whipped up public passions against Spain. WhenCuban rebels began struggling again against the Spanish, Spain’s repressiveresponse was portrayed graphically in Hearst’s papers. They then created theidea that U.S. citizens were in extreme danger, and Americans called increas-ingly for military intervention in Cuba. When the American battleship Mainemysteriously exploded in Havana, the call became a cry and a chorus.

Much of that chorus was orchestrated by Hearst’s yellow journalism. Onelegend even has it that Hearst had the Maine blown up to finally cause thewar. No evidence shows that Hearst did this, though the origin of the legendis easy to understand. When one correspondent Hearst had sent to Cubawired in complaint that he could not find a war and hence had no stories tofile, Hearst cabled back that if the correspondent supplied stories, he wouldsupply the war.

Hearst’s journalism was successful in one sense, but unsuccessful inanother. The Journal gained a wide circulation, but it did so at the expenseof a concern for the truth. Historians agree that its reporting was often exaggerated and biased, and sometimes just dishonest.

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Mapping British Imperialism


BACKGROUNDAlthough many nations shared imperialist ambitions, no nation in the world exem-plified the spirit of imperialism in the nineteenth and early twentieth centuriesmore than Great Britain. “The sun never sets on the British Empire” became afamiliar saying of the early twentieth century. By creating an annotated, historicalworld map of the British Empire in 1914, you will learn more about Great Britain’scolonial empire and the lasting impact that British imperialism has had on nationsaround the globe.

GROUP DIRECTIONS1. Use your textbook and library resources, such as an atlas or the Internet, to find

historical and current maps of British territories. Many geopolitical maps havetraditionally shown countries of the British Empire (and, later, the BritishCommonwealth) in pink.

2. Use what you learn to make a color-coded, annotated political map of theBritish Empire prior to 1914. For each colony, dominion, or protectorate, includea data sheet or card that indicates the name of the country, the date of coloniza-tion or direct entry into the British sphere of influence, and the key historicalevents in that country’s association with British rule or influence from 1800 to1914. On a separate sheet, brainstorm and make two separate lists of what thegroup considers would have been the major advantages and disadvantages ofBritish colonialism and imperialism to the subject countries and regions.Consider British imperial interests by continent:

AsiaAfricaNorth AmericaSouth AmericaEuropeAustralia

ORGANIZING THE GROUP1. Decision Making As a group, assign members to each continent to research the

individual countries and regions that were part of the British Empire and decidewho will design and construct the map itself.

2. Individual Work Use political and historical maps and other sources to find thenames and exact locations of the British Empire countries and regions in yourassigned continent. Also locate related historical events from 1800 to 1914. Makebrief notes and create sketch maps of the areas to be included.

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3. Group Work/Decision Making When all group members are finished, meetand share your findings. Together, draw an outline map of the world largeenough for the group to be able to illustrate the various countries of the BritishEmpire within the continents. Select some team members to complete the map,and others to revise, edit, and assemble the notes developed on each countryduring the research. Your group might also want to add current time zones toyour map to illustrate the “sun never sets” theme.

4. Group Sharing Display your map and annotations with those of other groupson a classroom bulletin board or as a school library exhibit. As a class, discussthe advantages and disadvantages of British imperial rule and influence on thecolonies, dominions, and other countries and regions shown on the map.


2. Did you have problems working well together? If so, how did you solve them?


4. Which members of your group made the biggest contributions to your projectand maintained high standards of quality and team skills?

QuickCHECK


• What is the most important thing you learned about the extent and effectsof British imperial rule from this activity?

• What did you enjoy most about this project?

• What problems did you have?

• How did you solve the problems?

• Name three modern countries which, before this activity, you did not knowwere part of the British Empire between 1800 and 1914. What was the over-all impact of British rule in those countries?

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The Imperial Press

During the late 1800s, when the United States became involved in theimperialistic scramble for territory, a new kind of newspaper report-ing arose. It became known as yellow journalism. Featuring huge

headlines and melodramatic stories, the yellow press twisted facts in order toinfluence public opinion and attract readers.

TEACHER MATERIAL

Learning Objective To gain an appreciation forthe role of the yellow press in the age of imperialism.

Activity Students will work in four groups tocomplete a four-page newspaper, The ImperialPress, covering life in the age of imperialism.Each group will create a different page: a frontpage, a national news page, an editorial page,and a human-interest page. The activity will taketwo class periods, and students will be requiredto meet the deadline for a completed mock-uppage by the end of the second period. Membersof the four groups will spend the first half of thefirst period assigning responsibilities and brain-storming ideas. The second half of the firstperiod will be spent completing rough drafts ofarticles, cartoons, ads, design layouts, and any-thing else of interest. During the first half of thesecond period, the groups will edit, redesign,and polish their materials. The last half of thesecond period will be used to paste up the finalproduct on poster board.

Teacher Preparation Have students bring dailynewspapers to class and spend a few minutesdiscussing their elements and relating them tothe paper the students will create. Note, forinstance, that since the students represent anAmerican press, the front-page stories and pic-tures should relate directly to the United States(perhaps the Spanish-American War orCommodore George Dewey). Students will alsoneed a copy of the handout on the next page,poster board, paste, scissors, and rulers. Theymay wish to use colored pencils and markers.

Activity Guidelines1. Introduce the activity with the daily newspa-

pers as the main example. Explain the overallobjective of the assignment and stress theimportance of cooperation in meetinga deadline.

2. Organize students into four groups and tellthem to assign the following roles to groupmembers:

• editors, who have final say on informationincluded and responsibility for grammarand spelling

• reporters, who write and edit stories to fitthe plan

• designers, in charge of mastheads, bor-ders, and visuals as well as placement ofthe final design on poster board

• cartoonists, who provide editorial cartoons

Tell students to decide what is most appro-priate for their pages and have them doublecheck with the other groups to make surethat information is not repeated.

3. After groups have assigned activities andbrainstormed ideas, have students work inpairs or separately to complete the first draftsof individual tasks.

4. At the start of the second day, tell students tospend the first half of the period finalizingtheir work and making necessary corrections.Give them a deadline. Tell them they mustthen stop editing and put the final page ontoposter board.

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HANDOUT MATERIAL

The Imperial Press—Worksheet

Use the following worksheet to plan your page of The Imperial Press.Work as a group to make decisions about assignments and informa-tion to include. Record the name of each group member according to

the job he or she selects. You should also refer to the list of steps included asyou plan and keep track of your time schedule and deadline. Check off eachbox when the task is complete.

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Editors Reporters Designers Cartoonists

1Decide on stories, visuals, and so on toinclude on the page.

Check with other groups to make sureno story or visual is duplicated.

If you find another group that wants touse the same material, you will have todecide where that material bestbelongs for the overall good of thenewspaper.

❐

❐ 2Begin the tasks your group has assigned toits members:

Write stories or editorials

Make visuals

Draw cartoons

Create a rough layout for the page

❐

❐

❐

❐

3When tasks are completed:

Review

Rewrite and redesign as necessary untilit is time to go to press.

❐

❐

4At press time your group must stop editingand rewriting and begin pasting the finalproduct on poster board.

Press Time Deadline

Day

Hour

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The Height of ImperialismNineteenth-century social, political, and economic factors led to a period ofexpansion called the Age of Imperialism. During this period, European coun-

tries divided Africa, India, and China among themselves, while the United States extended itspower into Latin America. The time line below lists some of the key events in this period ofexpansion.

DIRECTIONS: Study the events shown on the time line. Then complete the chart by selectingany five events from the time line and explaining how they were examples of imperialism.First, check off which factors the event most strongly influenced: social, political, or economic.Then write a sentence justifying your choice. One event has been completed for you as a model.

Examples of ImperialismEvent Social Political Economic Explanation

Monroe Doctrine x Extended U.S. is declared. interests in Latin

America.

1823 Monroe Doctrine is declared.

1819 Great Britain founds colony of Singapore.

1914 Panama Canal opens.

1857 Indian revolt occurs.

1869 Suez Canal opens.

1896 Britain and France agree to maintainThailand as an independent state.

1884 Fourteen European nationsmeet to partition Africa.

1898 United States wins theSpanish-American War.

1800 1850 1900 1950

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THEN Mexico has had a violent and turbulenthistory. It began when the Spanish conquista-dor Hernán Cortés conquered the Aztec.Cortés destroyed their capital, Tenochtitlán,and built a new capital, Mexico City, on thesame site.

In 1810, a priest named Miguel Hidalgostarted a revolution to free Mexico fromSpanish rule. Hidalgo was captured and killedby the Spanish. However, in 1821 Mexico suc-ceeded in winning its independence fromSpain.

In 1836, Americans living in the Mexicanprovince of Texas revolted against theMexican government when it curbed religiousand other freedoms. After a massacre ofTexans at the Alamo in San Antonio, Texasleader Sam Houston surprised Mexican presi-dent Santa Anna at the Battle of San Jacintoand captured him. Texas became an independ-ent republic for nine years. Its annexation bythe United States in 1845 precipitated theMexican War, a war sought by United Statespresident James K. Polk.

In 1867, Mexican forces loyal to BenitoJuárez, the first Native American president ofMexico, captured Emperor Maximilian, whohad been sent by Napoleon III of France totake over Mexico.

Mexico also went through a series of revo-lutions and uprisings around the turn of thetwentieth century. At one point, Pancho Villa,the Mexican bandit and rebel, raided towns inNew Mexico. American troops invadedMexico in search of Villa but failed in theirattempts to catch him.

NOW Today, Mexico is a country of almost 100million people and is rich in natural resources.The relative political stability in Mexico hascome at a high price: Corruption can be foundat many levels of government. Some policeand army leaders have been found to bedirectly involved in the drug trade. In 2000,Vicente Fox became president. His electionmarked the first defeat since 1929 for the long-ruling Institutional Revolutionary Party. Manyhope that Fox’s leadership will free the gov-ernment from the grip of corruption.

Economic problems in rural areas haveforced many Mexicans to move to Mexico’scities, creating overcrowding and slum condi-tions. Millions of others have migrated northto the United States—many illegally—tosearch for work.

In 1994, Mexico signed the North AmericanFree Trade Agreement (NAFTA) with theUnited States and Canada. The agreementeliminated all tariffs and trade restrictionsbetween the three largest countries in NorthAmerica. NAFTA has been a great boost tobusiness in Mexico. Yet political problems stillremain. In the state of Chiapas, NativeAmericans have staged an armed revoltagainst the government to gain civil rightsand economic justice. The zapatistas, as theycall themselves, take their name fromEmiliano Zapata, a Native American rebel inthe revolutionary struggle during the time ofPancho Villa.

Mexico

CRITICAL THINKING

Directions: Answer the following questionson a separate sheet of paper.1. Making comparisons: How does the zap-

atistas revolt in Chiapas resemble the Texasrevolt against Mexico?

2. Making inferences: Explain how the longrule of one political party in Mexico mighthave led to corruption.

3. Synthesizing information: Explain howNAFTA has helped Mexico. Do research inthe library and on the Internet to find someof the specific ways in which NAFTA hasbenefited Mexico, as well as the ways inwhich NAFTA has created problems forsome people in Mexico.

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Ask any man what nationality he would prefer to be, andninety-nine out of a hundred will tell you that theywould prefer to be Englishmen.

Cecil Rhodes, British industrialist who helpedcolonize Matabele lands

Lobengula was the last king of theMatabele (or Ndebele) nation, located inpresent-day Zimbabwe. His father wasMzilikazi, the first king of the Matabelenation. Fleeing the Zulu nation, Mzilikazihad led his people to Zimbabwe in the1840s and established the South Africannation of Matabeleland. When Mzilikazidied in 1868, a bitter civil war ensued. Ittook Lobengula two years, and a strugglewith his brother Nkulumane, before heobtained the throne. This was only thebeginning of his troubles.

During the 1880s, white British and Boersettlers began to move onto the Matabelelands. Faced with this external threat andwith continuing internal conflict, Lobengulaattempted to secure his throne by negotiat-ing with the British. In 1886 Lobengulagranted farming rights to British settlers.Two years later, he decided to give exclu-sive mineral rights to the British authoritiesin the area and to the colonial industrialistCecil Rhodes in exchange for rifles and the

promise thatonly tenEuropeanswould arrive.Lobengula feltthat theseefforts wouldstave off fur-ther invasionand help himpreserve histhrone from ambitious rivals.

Rhodes, however, failed to honor the lim-its set forth in the treaty. Prospectors andspeculators rushed into the area, anxious tomine the rich gold fields near the capital ofBulawayo. In an attempt to prevent a warthat he knew would be disastrous for hispeople, Lobengula agreed to let the whitepeople settle on the Matabele lands.

Despite his attempts to maintain peace,matters reached a crisis in 1893, and theMatabele were forced to leave their lands.The kingdom was destroyed in October ofthat year. Rhodes’s agents, armed withmachine guns, set fire to Bulawayo.Lobengula and many of his people flednorthward; Lobengula died shortly after-ward. The territory claimed was namedRhodesia, now Zimbabwe.

Lobengula (C. 1833–1894)




1. Why did Mzilikazi lead his people to Zimbabwe in the mid-nineteenth century?

2. What rights did Lobengula grant British settlers? Based on these rights, what can youinfer about Matabele lands?

3. Critical Thinking Making Comparisons. How is the situation Lobengula faced similarto the experiences of many Native Americans during the 1800s?

4. Critical Thinking Drawing Conclusions. How would you characterize Lobengula’s abil-ities as a leader?

Lobengula, center, last king of Matabeleland


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Pancho Villa was a celebrated Mexicangeneral, revolutionary leader, and bandit.Beloved by the masses, he became famousfor his fierce fighting and dramatic escapes.

He was born Doroteo Arango on June 5,1878, in Río Grande, Mexico. He adoptedthe name of the outlaw Francisco Villa afterhe killed the owner of an estate for betray-ing his sister—the original Villa had com-mitted the same act. For this, Villa wasforced to escape into the mountains. Hespent his teen years as a fugitive, robbingtrains, looting banks, and raiding mines.Later, he would use these skills as a suc-cessful guerrilla fighter.

In 1910, the Mexican people rose upagainst the dictatorship of Porfirio Díaz.Villa joined Francisco Madero, leader of therebel forces, who had seized control of theMexican government. Villa was celebratedfor his bravery. With his troops, he con-quered many enemy strongholds, includingChihuahua, Parral, and Torreón. However,in 1912 General Victoriano Huerta, suspi-cious of Villa’s loyalties, condemned him todeath. Madero intervened and sent Villa toprison instead. Four months later Villaescaped to El Paso, Texas.

The following year, Madero was assassi-nated and Huerta seized control of Mexico.Villa returned to Mexico and formed a newarmy, the famous División del Norte (Divisionof the North). Fighting side by side with the

6 Profile 2

forces ofVenustianoCarranza, Villacrushed Huerta’sdictatorship. Inrecognition of hisleadership, Villabecame the gov-ernor of the stateof Chihuahua soon after.

However, conflicts arose between Villaand Carranza, and Villa and fellow revolu-tionary Emiliano Zapata were forced toescape. Villa continued to fight, but he lostthe crucial Battle of Celaya in 1915. Thecountry’s allegiance shifted to Carranza,who received U.S. backing. In reprisal forthis shift in United States support, Villakilled 15 or 16 American citizens in theSanta Isabel massacre in 1916. A year later,Villa killed 17 Americans in New Mexico asa further protest against U.S. actions.

President Woodrow Wilson sent anAmerican force to apprehend Villa.Although Villa eluded capture, many of his supporters were killed. For his valiantstand against the American troops, Villabecame a hero and widely popular inMexico.

In 1920, the Mexican government retiredVilla with full pay at the rank of general.Three years later, he was ambushed andassassinated by a group of his enemies.

Francisco “Pancho” Villa (1878–1923)



1. Why did Villa leave his home when he was only a teenager?

2. Why did President Woodrow Wilson send American troops to capture Villa?

3. Critical Thinking Recognizing Ideologies. Why is Villa celebrated by the Mexican people?

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Gandhi on Nonviolent Protest

Mohandas K. Gandhi, called the Mahatma, or “Great Soul,” by his fol-lowers, was the leading figure in India’s independence movementfor 30 years. His simple, quiet, persistent efforts gained the respect

and admiration of people around the world and became the model for otherprotest movements, including the fight for racial equality in the United Statesled by Dr. Martin Luther King, Jr. This excerpt from Gandhi’s writings datesfrom 1919, the year of the Amritsar Massacre. In it, he also refers to the timehe spent as a lawyer (1893–1915) in South Africa, where he led a protestmovement against the discrimination that South African laws and officialsimposed on Indian residents as well as on black South Africans.

Guided Reading In this selection, read to learn Gandhi’s opinion of nonviolence and when he thinks it shouldbe practiced.

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Where there is only a choice between cow-ardice and violence, I would advise violence.Thus when my eldest son asked me what heshould have done, had he been present when Iwas almost fatally assaulted in 1908, whether heshould have run away and seen me killed orwhether he should have used his physical forcewhich he could and wanted to use, anddefended me, I told him that it was his duty todefend me even by using violence. Hence it wasthat I took part in the Boer War, the so-calledZulu Rebellion, and [World War I]. Hence alsodo I advocate training in arms for those whobelieve in the method of violence. I would ratherhave India resort to arms in order to defend herhonour than that she should, in a cowardly man-ner, become or remain a helpless witness to herown dishonour.

But I believe that non-violence is infinitelysuperior to violence, forgiveness is more manlythan punishment. Forgiveness adorns a soldier.But abstinence [from violence] is forgivenessonly when there is the power to punish; it ismeaningless when it pretends to proceed from ahelpless creature. A mouse hardly forgives a catwhen it allows itself to be torn to pieces by her. Itherefore appreciate the sentiment of those whocry out for the condign [deserved] punishmentof General Dyer [British commander atAmritsar] and his ilk. They would tear him topieces, if they could. But I do not believe India tobe helpless. I do not believe myself to be a help-less creature. Only I want to use India’s and my

strength for a better purpose. Let me not be mis-understood. Strength does not come from physi-cal capacity. It comes from an indomitable will.An average Zulu is any way more than a matchfor an average Englishman in bodily capacity.But he flees from an English boy, because hefears the boy’s revolver or those who will use itfor him. He fears death and is nervous in spite ofhis burly figure. We in India may in a momentrealize that 100,000 Englishmen need notfrighten 300 million human beings. A definiteforgiveness would, therefore, mean a definiterecognition of our strength. With enlightenedforgiveness must come a mighty wave ofstrength in us, which would make it impossiblefor a Dyer . . . to heap affront [insult] on India’sdevoted head. It matters little to me that for themoment I do not drive my point home. We feeltoo downtrodden not to be angry and revenge-ful. But I must not refrain from saying that Indiacan gain more by waiving the right of punish-ment. We have better work to do, a better mission to deliver to the world.

I am not a visionary. I claim to be a practicalidealist. The religion of non-violence is notmerely for the risbis [holy people] and saints. Itis meant for the common people as well. Non-violence is the law of our species as violence isthe law of the brute. The spirit lies dormant inthe brute, and he knows no law but that of physical might. The dignity of man requires obedience to a higher law—to the strength of the spirit.


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I have therefore ventured to place beforeIndia the ancient law of self-sacrifice. For satya-graha and its offshoots, non-cooperation and civilresistance, are nothing but new names for thelaw of suffering. The risbis, who discovered thelaw of non-violence in the midst of violence,were greater geniuses than Newton. They werethemselves greater warriors than Wellington.Having themselves known use of arms, theyrealized their uselessness, and taught a wearyworld that its salvation lay not through violence

but through non-violence.Non-violence in its dynamic condition

means conscious suffering, It does not meanmeek submission to the will of the evil-doer, butit means the pitting of one’s whole soul againstthe will of the tyrant. Working under this law ofour being, it is possible for a single individual todefy the whole might of an unjust empire tosave his honour, his religion, his soul, and laythe foundation for that empire’s fall or its regeneration.

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Directions Use the information from the reading to answer the following questions. If necessary, use a sepa-rate sheet of paper.

1. Under what circumstances did Gandhi believe that violence is a justifiable choice?

2. Did Gandhi see nonviolence as a method to be used by the weak or the strong? Give quotations tosupport your answer.

3. How, according to Gandhi, did India’s state of mind explain why people still wanted revenge forAmritsar? What was his reaction to their anger?

4. How does “passive resistance” differ from simply giving in?

Critical Thinking5. Making Inferences Gandhi described himself as a “practical idealist.” From what you know of his

work, how did he turn his ideals into practice?


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Vishnu, the preserver orsavior, is the supreme god

of Hinduism. His form takesmultiple manifestations—fish,tortoise, boar, man-lion, anddwarf. Most often, he is por-trayed wearing a crown, andeach of his four hands holds oneof his emblems: a conch shell, awheel or discus (representingman), a mace (representingwoman), and a lotus flower.

Some sculptures relate theirstories in a kind of visual short-hand easily recognized byHindus. For example, one sculp-ture of Vishnu shows him as acosmic boar. Under one foot isthe serpent king, and Vishnuholds a woman in his jaws. Thissculpture refers to a particularcreation story in which Vishnusaved the earth, symbolized by agoddess, from serpents. Anothersculpture shows Vishnu dream-ing of the cosmic nightmare,where the various aspects ofgood and evil take on a more orless human form. In thesescenes, Brahma, the four-headedgod of creation, is usually shownbeing “born” on a lotus blossom in Vishnu’s navel.Sometimes, however, Brahma is merely sitting on a

lotus. That, along with his fourheads, provided enough infor-mation for anyone to recognizehim.

Siva, the destroyer, is a fiercegod. He is also the god of fertil-ity and rebirth. Is this a contra-diction? No, because the Hinduconcept of reincarnation saysthat everything dies and then isreborn. Siva lived on the sacredMount Kailasa (like MountOlympus of the Greeks), andsculptures sometimes show himon his mountain. Under themountain is the many-armeddemon Ravana. Ravana beginsto shake the mountain, butpowerful Siva pushes the earthback in to place with only histoe and restores calm.

Like Vishnu, Siva appears inmany manifestations. He creates,destroys, and maintains thecosmos. One sculpture showshim with three heads. The leftface is destructive, with ahooked nose, cruel mouth, anda headdress ornamented with acobra. The right face is creativeand feminine, with pearls and

flowers in the hair, and a lotus in the hand. The cen-tral face is serene and represents the loving Siva.

Indian SculptureMost Indian sculpture is religious and illustrates a variety of representa-

tions of the Hindu gods Brahma, Vishnu, and Siva. Brahma is the creator,Vishnu is the preserver, and Siva is the destroyer. By depicting these gods, thesculptures encompass the entire life cycle of humanity and the world.

DIRECTIONS: Read the passage below, then answer the questions in the spaceprovided.

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Ganesha, son of Siva


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One of the most important representations of Sivais as a Lord of the Dance. This is the cosmic dance ofthe creation and destruction of the universe. The ringis the cosmos, which springs from the mouths of themakaras (beasts associated with water and fertility,

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part fish, part crocodile, and part elephant) locatedbelow. The flames represent the simultaneous destruc-tion of the cosmos. Siva’s lower hands offer blessingsof comfort, promising to release humanity from itssufferings. This emphasizes power and compassion.

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1. Who are the three main Hindu gods and what do they represent?

2. How do these three gods illustrate the cycle of Hinduism?

Critical Thinking

3. Making Comparisons Ganesha is the four-armed elephant-headed son of Siva. He is thegod of wisdom and common sense. He is also the remover of obstacles, and thus heshould be appeased before any undertaking and saluted before beginning a trip. He isusually shown holding an axe in one hand, part of his tusk that was broken off in battlein another hand, and a bowl of sweets in a third hand. Most of these characteristicsappear in the sculpture of Ganesha on page 91. How is Ganesha similar to his fatherSiva? How is he different?

4. Analyzing Information Explain how Indian sculpture acts as a kind of “visual short-hand.”

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The Height of Imperialism

Between 1800 and 1914, a powerful group of European countries and the United Statescame to control much of the world. In so doing, they forever changed the people and cul-tures of the lands they conquered.

DIRECTIONS: Complete the chart below to review the main events in Chapter 14. In the middle column, write the names of important individuals involved in each event. In theright-hand column, write a brief description of the outcome of each event.

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Major Events of the Age of ImperialismEvent Major People Outcome

Gold present in South Africa

Colonization of Africa

Building of Suez Canal

Sepoy Mutiny

Monroe Doctrine

Spanish-American War

Historical figures are sometimes remem-bered for their last words spoken beforedying. Read the following passage for someexamples.

One of the people of the Age ofImperialism who gained great wealth wasCecil Rhodes, the South African explorer,statesman, and businessman. Rhodes madea fortune from mining gold and diamondsin southern Africa. Rhodes then went on toestablish a South African colony and namedit after himself: Rhodesia. The country isnow known as Zimbabwe. On his deathbedin 1902, Rhodes is reputed to have said: “Solittle done—so much to do.”

Other famous figures of the day departedwith equally characteristic words. British

explorer Lawrence Oates, noted for hiscomposure under pressure, walked to hisdeath in 1912 in an attempt to help his com-panions. They were starving to death dur-ing an expedition to the North Pole. As heleft, Oates said: “I am just going outsideand I may be some time.” Ludwig vanBeethoven, the German composer who wasdeaf for the last 29 years of his life, died in1827, saying, “I shall hear in heaven.” Self-assured General John Sedgwick, Unioncommander in the Civil War, was killed atthe Battle of Spotsylvania Courthouse,Virginia, in 1864. He was shot while look-ing over a balcony at the enemy lines andsaying: “They couldn’t hit an elephant atthis dist—.”

Famous Last Words

DIRECTIONS: Use the space provided to write some likely last words for each of the follow-ing explorers, politicians, and writers listed below. Be sure each person’s last words revealsomething about his or her character or history.

1. Rudyard Kipling ________________________________________________________________

2. Henry M. Stanley _______________________________________________________________

3. King Leopold II of Belgium ______________________________________________________

4. Ferdinand de Lesseps ___________________________________________________________

5. President William McKinley ______________________________________________________

6. Dr. Livingstone _________________________________________________________________

7. Rabindranath Tagore ____________________________________________________________

8. James Monroe __________________________________________________________________

9. Emiliano Zapata ________________________________________________________________

10. Porfirio Díaz ___________________________________________________________________

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Colonial Rule in Southeast Asia


1. Beginning in the 1880s, European states began an intense scramble for

territory.

2. is the extension of a nation’s power over other lands.

3. Through “new imperialism,” European states sought nothing less than

over vast territories.

4. As European affairs grew tense, states sought to acquire colonies abroad to gain an

over rivals.

5. Some Europeans argued that they had a responsibility to civilize

primitive people.

6. Britain wanted control of in order to protect its possessions in

India.

7. To stop British moves into Vietnam, France decided in 1857 to force the Vietnamese to

accept French .

8. After the French conquest of Indochina, Thailand was the only remaining

state.

9. President William McKinley decided to turn the into an American

colony.

10. In indirect rule, local rulers were allowed to their positions of

authority.

11. When local elites resisted the foreign conquest, was enacted,

removing local rulers from power.

12. Colonial policy stressed the of raw materials as opposed to

encouraging homegrown industries.

13. While many early native resistance movements were overcome by Western powers, by

the twentieth century, a new kind of resistance began to emerge that was based on the

force of .

14. The leaders of resistance to colonial rule were often the westernized

in the cities.


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Empire Building in Africa


1. Which five European countries placed virtually all of Africa under European control

between 1880 and 1900?

2. What reforms did Muhammad Ali introduce during a 30-year reign in Egypt?

3. What did Great Britain believe concerning the Suez Canal?

4. In 1879, France established control over which North African country?

5. What humiliation did Italy suffer in North Africa in 1896?

6. By what means did King Leopold II of Belgium colonize Central Africa?

7. How were Britain and Germany’s competing claims over East Africa settled?

8. What part did African delegates play in the Berlin Conference as their continent was

being carved up by European powers?

9. What did the Boers believe was ordained by God in relation to racial differences?

10. Describe one of the major goals of Cecil Rhodes.

11. By 1914, which two African countries remained as non-colonized free states?

12. What were some of the negative consequences of British indirect rule?

13. Explain the “gap” between theory and practice in colonial policy.


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British Rule in India


I. British power in India while the power of

rulers declined.

A. The British had their own and to maintain

power.

B. They hired Indian soldiers known as to protect their interests.

C. In 1857, Indian distrust of the British led to a revolt, the First War of

.

1. A rumor spread that the British were issuing bullets greased with

and fat.

2. Within a year, loyal Indian troops along with the British, crushed the

.

II. The British ruled India directly through an official called a .

A. There were to British rule.

1. It brought and to society.

2. It led to fairly and government.

B. There were to British rule.

1. It brought economic hardship to millions as local was

destroyed.

2. Despite education, Indians were never considered of the

British.

III. In 1885, a group of Indians met to form the .

A. They began by calling for a share in the process in India.

B. In 1915, became active in an independence movement.

1. He set up a movement based on resistance.

2. Ultimately, Gandhi’s movement was successful in all India.

IV. The tension in India that arose from British domination led to a , as

well as a political, awakening.

A. wrote a widely read novel that reflected an Indian people who

admired and imitated the British, but who agonized over how to establish their own

.


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Nation Building in Latin America


Political ideals stemming from the successful (1) in North

America were beginning to influence Latin America. When Napoleon overthrew the

monarchies of Spain and Portugal, the authority of the (2) and

(3) was weakened in their colonial empires. Between 1807 and

1825, revolutionary movements enabled most of Latin America to become

(4) .

The first real hero of Mexican independence was (5) . On

September 16, 1810, a crowd of (6) and

(7) , armed with clubs, machetes, and a few guns, formed a

mob army to attack the Spaniards. In 1821, Mexico declared its independence from

Spain and became a (8) in 1823.

(9) believed that the Spaniards must be removed from all

of South America if any South American nation was to be free. Unsure of their pre-

cise boundaries, the new nations went to war with one another to settle

(10) disputes. Soon after independence, strong leaders known

as (11) came into power, who ruled by military force.

As a result of the (12) War, Cuba became a United States

protectorate, and Puerto Rico was (13) to the United States.

The United States was granted control of a strip of land in Panama where they built

the (14) .

Many in Latin America saw the United States as a (15) .

A result of the prosperity from increased (16) was growth in

the middle sectors of Latin American society. These middle sectors sought liberal

(17) , not revolution. Once they had the right to vote, they

generally sided with the (18) elites.


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Chapter 7 ResourcesEast Asia Under Challenge, 1800–1914

READING SKILLS ACTIVITY 7Questioning . . . . . . . . . . . . . . . . . . . . 149

HISTORICAL ANALYSIS SKILLS ACTIVITY 7Analyzing Cause and Effect . . . . . . . 150

UNIVERSAL ACCESS ACTIVITY 7East Meets West . . . . . . . . . . . . . . . . . 151

ENGLISH LEARNER ACTIVITY 7East Asia Under Challenge . . . . . . . . 153

CONTENT VOCABULARY ACTIVITY 7East Asia Under Challenge . . . . . . . . 158

ACADEMIC VOCABULARY ACTIVITY 7East Asia Under Challenge . . . . . . . . 159

SKILLS REINFORCEMENT ACTIVITY 7Writing a Report. . . . . . . . . . . . . . . . . 165

CRITICAL THINKING SKILLS ACTIVITY 7Making Comparisons . . . . . . . . . . . . . 166

HISTORY AND GEOGRAPHY ACTIVITY 7Strait of Malacca. . . . . . . . . . . . . . . . . 167

MAPPING HISTORY ACTIVITY 7The Tai Ping Rebellion . . . . . . . . . . . 169

HISTORICAL SIGNIFICANCE ACTIVITY 7Americans in China . . . . . . . . . . . . . . 170

COOPERATIVE LEARNING ACTIVITY 7The Russo-Japanese War News Web Site . . . . . . . . . . . . . . . . . . . . . . . 171

HISTORY SIMULATION ACTIVITY 7Express Yourself! . . . . . . . . . . . . . . . . 173

TIME LINE ACTIVITY 7East Asia Under Challenge . . . . . . . . 175

LINKING PAST AND PRESENT ACTIVITY 7Hong Kong . . . . . . . . . . . . . . . . . . . . . 176

PEOPLE IN WORLD HISTORY ACTIVITY 7Profile 1: Empress Dowager Ci Xi(1835–1908) and Emperor Guang Xu(ruled 1875–1908) . . . . . . . . . . . . . . . 177Profile 2: Hokusai (c. 1760–1849) . . 178

PRIMARY SOURCE READING 7A Look at the First Open Door Policy. . . . . . . . . . . . . . . . . . . . . . . . . . 179

WORLD ART AND MUSIC ACTIVITY 7Japanese Architecture of the Meiji Period . . . . . . . . . . . . . . . . . . . . 181

RETEACHING ACTIVITY 7East Asia Under Challenge . . . . . . . . 183

ENRICHMENT ACTIVITY 7Opium: An Addictive Medicine . . . . 184

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QuestioningLEARNING THE SKILL

Asking yourself questions as you read helps you remember and understand the material.Most writers try to anticipate the questions a reader might ask and to include material thatwould answer them. There is an easy way to question as you read. First, turn the chapterand section headings into questions. Then look for the answers to your questions in the para-graphs that follow. Another method is to form questions about the author’s intentions. Forexample, you might ask yourself, “What matters to this author?” or, “What is this author try-ing to get me to conclude?” This technique will help you read critically and form judgmentsabout your reading.


DIRECTIONS: Read the following sentence and answer the questions below.

In 1907, President Theodore Roosevelt made a “gentlemen’s agreement” with Japan thatessentially stopped Japanese immigration to the United States.

1. Why is the author telling you this?

2. Does the author state it clearly and understandably?

3. How could the author have said it more clearly?

4. What would you say instead?

5. What new question(s) does this raise in your mind?

APPLYING THE SKILL DIRECTIONS: Read the Connections Past to Present feature on page 382 about the history ofHong Kong. Then turn the heading of the feature into a question, and evaluate how well theauthor addressed the question in the text. Is the question answered clearly? How would youhave answered it?

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Analyzing Cause and EffectLEARNING THE SKILL

When writing, historians often organize their discussions around causes and effects. Theypresent an event by analyzing what led to it and what the results followed from it. For exam-ple, when writing about the Boxer Rebellion in China in 1900, historians would explore therelationship between the foreign takeover and the Chinese people—the cause of the event.Then, after presenting the events of the rebellion, historians would analyze the consequencesof the event.

PRACTICING THE SKILL DIRECTIONS: Using your knowledge from Chapter 7, match each historical cause with itscorresponding effect.

APPLYING THE SKILL DIRECTIONS: Based on what you’ve learned in Chapter 7, create your own cause and effectquiz with five questions. When it is completed, exchange your quiz with another student.The quiz may be set up so that the quiz taker needs to match items underneath a “cause”column and “effect” column, as in the activity above. Or, the quiz taker might be required tofill in the blanks for an “effect” in each question. Be sure to create an answer key for your quiz.

Cause

1. Opium shipped to Chinese markets

2. the Qing dynasty pressured by othernations for trade

3. General Yuan Shigai named presi-dent of Chinese republic

4. Matthew Perry arrives in Edo Bay

5. the Meiji Restoration begins

Effect

A. Japanese women allowed to pursue an education

B. Sun Yat-sen flees to Japan

C. the British gain control of Hong Kong

D. Open Door Policy proclaimed

E. Some Japanese ports open to Western traders

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East Meets WestDuring the nineteenth century, Western nations started engaging more and more with Chinaand Japan, with mixed results.

Using your textbook and other sources, identify some of the major cross-cultural exchangesthat took place between East and West in the nineteenth and twentieth centuries. Use agraphic organizer like the one below to chart these exchanges. In the center circle of eachpairing, use an arrow to indicate which culture influenced the other in each example.

East

Example: The Boxers roamed the countryside and killed Chinese Christians.

West

European missionaries helped spread Christianity.

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For The Teacher


The following activities are ways the basic lesson can be modified to accommodate stu-dents’ different learning styles:

English Learner (EL) Provide students with a partially completed graphic organizer,with one side of each example filled out for them. Students should then work in pairs tocomplete the organizer. Students should also fill in the arrows themselves.

Advanced Learners (AL) After students have completed the basic chart, have them com-plete another one using contemporary examples of cultural exchanges. Encourage stu-dents to move beyond the East-West comparison; they may comparedeveloped/developing nations, secular/non-secular nations, or any example of theirchoosing.

Below Grade Level (BL) Before students begin the activity, use a map to brainstormEastern and Western countries with them, and list these countries on the board. As aclass, have students scan the chapter and find examples of the countries they have listed.Students should jot down notes about any cultural influences connected to these coun-tries that they find in the text, while you jot down notes on the board. Students may thenuse their notes and the notes on the board to complete the graphic organizer.

On Grade Level (OL) Have students fill in the graphic organizer as instructed. Studentsshould then trade their organizers with a partner for peer review.

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East Asia under Challenge, 1800–1914


DIRECTIONS: Before reading the sections “Causes of Decline” and “The Opium War” on pages 380–381, answer the following questions.

1. The title of this chapter is East Asia Under Challenge, 1880–1914. Describe some of thechallenges that nations face. What challenges has your own nation had?

2. While you read, write down the many challenges countries face.


DIRECTIONS: Before reading the sections “Causes of Decline” and “The Opium War,” study thewords and their definitions below.

abrupt (adj.): sudden and unexpected

famine (n.): a situation in which a large number of people have little or no food

hasten (v.): to make something happen faster or sooner

highlight (v.): to make something easy to notice so people will pay attention

humiliate (v.): to make someone feel ashamed and upset

incompetence (n.): not have the ability or skill to do a job well

prosperity (n.): when people have money to live a good life

perish (v.): to stop existing or be destroyed

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C. WORD BUILDING ACTIVITY: MATCHING SYNONYMS

DIRECTIONS: Match the meaning of the words in the numbered column with their synonyms in the let-tered column. Remember that synonyms are words that have similar meanings.

______ 1. abrupt (adj.) a. to speed up

______ 2. famine (n.) b. disorder

______ 3. hasten (v.) c. not expected

______ 4. highlight (v.) d. to embarrass

______ 5. humiliate (v.) e. wealth, good times

______ 6. incompetence (n.) f. to die

______ 7. prosperity (n.) g. great hunger

______ 8. perish (v.) h. to bring attention to

D. TEXT ANALYSIS ACTIVITY: PARALLELISM

Text Analysis Note: Parallelism

Writers use parallelism to create strong sentences. Parallelism refers to the listing ofwords of the same part of speech—verbs, nouns or adjectives. For example, all threeverbs are in the same tense in the sentence “The soldiers marched to the fort, climbedthe walls, and ambushed their enemies.”

DIRECTIONS: Using the paragraphs in the section “Causes of Decline” on page 380, fill in the blankswith the words the writer has used to create parallel structure.

1. (n.)…after a period of peace and __________________

2. (v.)…humiliated and __________________ by the Western powers…

3. (n.)…One important reason for the __________________ and fall …

4. (n.)…to suffer from corruption, peasant __________________ and __________________…

5. (n.)…The ships, __________________ and __________________ of foreigners….

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E. LANGUAGE BUILDING ACTIVITY: IDENTIFYING VERB TENSE

Language Usage Note: The Simple Past and the Past Perfect

The simple past (V + -ed) refers to events that happened at a specific time in the pastand are over.Key words: ago, last (night, week, year), 1999, onceExample: The British failed in their negotiations with the Chinese.

The past perfect (had + V + ed/en/t) refers to events that happened at an unspecified time in the past before another event. Key words: by the time that…, already, beforeExample: Before turning to trading opium, the British had tried to negotiate with the Chinese.

DIRECTIONS: Read the following passage about the Opium War from page 380. Then complete thechart below by identifying the tenses for the underlined verbs as A, the simple past tense or B, thepast perfect.

By 1800 Europeans 1. had been in contact with China for more than two hundred years.European merchants, however, were restricted to a small trading outlet at Guangzhou,or Canton. The British 2. did not like this arrangement.

The British also 3. had an unfavorable trade balance in China. That is, they importedmore goods from China than they 4. exported to China. For years Britain 5. hadimported tea, silk, and porcelain from the Chinese and sent Indian cotton to China topay for these imports. The cotton however, 6. did not cover the entire debt, and theBritish 7. were forced to pay for their imports with silver. The British 8. sent increasingquantities of silver to China, especially in exchange for tea, which 9. was in greatdemand by the British.

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Verb Verb Tense Reason for the Tense 1. had been past perfect B 2. did (not) like 3. had 4. exported 5. had imported 6. did (not) cover 7. were forced 8. sent 9. was

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F. WORD BUILDING ACTIVITY: PHRASAL VERBS

Language Usage Note: Phrasal Verbs

Phrasal verbs are idiomatic expressions that are composed of a verb and a preposition(to, for, into) or a verb + an adverb (down, up, on). When the preposition or adverb isadded to the verb, its meaning changes: for example, run to, run up, run down.

DIRECTIONS: Match the words in the numbered column with their definitions in the lettered column.Then fill in the blanks with the best phrasal verb. You may need to add –ed to some verbs.

1. ___ agree to a. send

2. ___ apply to b. die from some cause

3. ___ begin to c. give approval

4. ___ perish from d. start to do something

5. ___ ship to e. put or lay on someone or something

1. Intense external pressure was __________________ Chinese society by the modern West.

2. The Qing dynasty __________________ suffer.

3. One observer wrote, “Not a year passes in which a terrific number of persons do not__________________ famine in some part of other in China.”

4. Opium was grown in northern India and __________________ directly__________________ Chinese markets.

5. In the treaty of Nanjing in 1842, the Chinese __________________ give the British theisland of Hong Kong.

DIRECTIONS: Circle the word that best completes each phrasal verb. Be sure to pay attention to the context of each sentence. Check your answers by rereading the section “The Opium War” on pages 380–381.

By 1800, Europeans had been in contact with China for more than two hundred years.European merchants, however, were restricted 1. (to, at, from) a small trading outlet atGuangzhou, or Canton. The British did not like this arrangement.

The British also had an unfavorable trade balance in China. That is, they imported moregoods 2. (to, from, by) China than they exported 3. (around, at, to) China. For years,Britain had imported tea, silk, and porcelain 4. (in, at, from) the Chinese and sent Indiancotton 5. (beyond, to, by) China to pay 6. (to, with, for) these imports.

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G. WORD BUILDING ACTIVITY: RESPONDING TO QUESTIONS

Word Study Note: Collocations

To play a role in is a collocation, a group of words (often a verb + a noun) that worktogether to form strong word associations or partnerships.

To play a role in has two meanings:

• to affect or influence a result or an outcome: Internal changes also played a role inthe dynasty’s collapse.

• to be a character in a play: Bruce Lee played the role of a martial arts fighter in themovie “Return of the Dragon.”

DIRECTIONS: Use the underlined words to answer the questions in complete sentences.

1. Which meaning listed above best defines to play a role in in the sentence below?• The Opium War played a role in the establishment of Western influence in China.

2. What internal economic problems played a role in the Tai Ping Rebellion (1850-1864)?

3. What role did the Boxers play in China?

4. What kind of role did Western culture play in China at the turn of the century?

5. Who do you think will audition to play the role of the lead character in your school play?

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East Asia Under Challenge, 1800–1914DIRECTIONS: Fill in the term for each definition listed below, writing one letter in eachsquare. Then use the letters in the shaded squares to answer the question that follows.

1. territory governed by a high adminis-trative official or chief officer

2. useful product that can be mademarketable

3. exemption from local legal jurisdiction

4. political compromise

5. compensation for damage

6. granting equal trade opportunities to all countries (three words)

7. local

8. territorial area over which trading rightsare wielded by one nation (three words)

9. adopting foreign technology whilekeeping traditional values and institutions

1

2

3

4

5

6

7

8

9

10. What was a popular ceramic export for both China and Japan?

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East Asia Under Challenge, 1800–1914Key Words

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Academic Words Words with Multiple Meanings Content Vocabulary

accompany mission commodities

colleagues extraterritoriality

ensure

integrate

objective

subsidize

traditional

transition

A. Word Meaning ActivitySynonyms or AntonymsDIRECTIONS: Label the following pairs of words as synonyms (S) or antonyms (A).Remember, synonyms are words that have similar meanings, and antonyms are words that have opposite meanings.

1. _____ accompanied / abandoned

2. _____ adjust / become accustomed

3. _____ ensured / guaranteed

4. _____ colleagues / enemies

5. _____ commodities / goods

6. _____ subsidies/ economic assistance

7. _____ objectively / unfairly

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DIRECTIONS: Complete these sentences with one of the first words in each pair of synonymsand antonyms on the previous page.

1. In 1853, when Commodore Matthew Perry returned to Japan a second time, an evenlarger fleet of ships ___________ him.

2. Financially troubled industries were given monetary aid, or ___________ by the Meijigovernment.

3. The treaty that ended the war between China and Japan ___________ the transfer ofTaiwan to Japan.

4. In the last half of the nineteenth century, the Japanese had to recognize and ___________to the influence of Western ideas and technology.

5. Sun Yat-sen and his ___________ accepted General Yuan Shigai as president of the newChinese republic in 1911.

6. Japanese ___________ such as textiles, fans, and folding screens became fashionableduring this time of transition.

7. The naturalist writers in Japan tried to portray the changes in their country and societyas ___________ as they could.

B. Word Usage Activity

Understanding Words with Multiple Meanings


Some words like mission have multiple meanings:

a. (n.) duty, an important job that someone has been given to do

b. (n.) the work of religious leaders who have gone to foreign countries to teach a religion

c. (n.) a church, a sanctuary

d. (n.) a group of people

e. (n.) a job done by a military person, especially in an attack

We also use mission in the following expressions:

to be on a mission / mission accomplished

A related word is missionary, a religious person who is doing a mission.

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Academic Vocabulary Activity 7f

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DIRECTIONS: Write the letter of the definition on the previous page that best describes themeaning of mission in each sentence below.

1. ____ Hong Xiuquan firmly believed that God had assigned him the mission to destroythe Qing dynasty.

2. ____ The Apostolic Faith Mission is in Shanghai, China.

3. ____ During World War I, many pilots flew on bomber missions.

4. ____ Members of the mission sent from Britain lived in their own sections and wereexempt from Chinese law.

5. ____ The church members packed up their supplies and went on a mission in East Asia.

C. Word Family Activity

Vocabulary in ContextWord Study: Latin Roots and Prefixes

DIRECTIONS: Complete the following sentences with one of the words from the chart above.You may need to add -ed or –s endings to some words.

1. The United States secretary of state, John Hay, was a man of great ___________________.

2. The Open Door policy allowed all foreign countries access to China and gradu-ally___________________ the world’s perception.

3. Other nations were able to ___________________ and appreciate the wisdom of this proposal.

4. The practice of extraterritoriality meant that Europeans were not controlled by or___________________ to Chinese laws.

5. To build strong, stable nations, governments sometimes provide funds for, or___________________, their industries.

Root/Prefix Meaning Words

alter- change, other alter, alternative, alteration

inte- whole integrate, integral, integrity

ob- over observation, observe

sub- under subsidize, subsidy, subject

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D. Word Use ActivityWord WebDIRECTIONS: Use the following words in a word web to show how they are connected: Japan,colleagues, ensure, integrate, subsidize, traditional, transition.

The word “Japan” links all of these words together. Write “Japan” in the center oval, andwrite the other related words in the surrounding ovals. For each of the related words, write asentence that clearly shows the word’s relationship to the central word, Japan. You can writesentences inside the ovals or, if you need more space, use a separate sheet of paper.

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Chapter 7 Assessment

DIRECTIONS: Circle the answer that is the best definition for each word.

1. accompanya. to own a companyb. to go with as an associate or companionc. to leave a companion alone

2. integratea. to blend into a unified wholeb. to separate c. to segregate

3. colleaguea. an equalb. an enemy c. a rival

4. missiona. an important job that someone has been given to dob. the work of religious leaders who have gone to foreign countries to teach a religionc. delegation of the peopled. all of the above

5. commoditya. something that is bought and soldb. an economic productc. all of the aboved. none of the above

DIRECTIONS: Select the word that gives the best meaning of the underlined root.

6. alterationa. against b. change c. under

7. integrala. whole b. other c. change

8. dictatea. change b. say c. whole

9. subsidy a. against b. before c. under

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DIRECTIONS: Determine which word is the antonym of the given word. Remember,antonyms are words with opposite meanings.

10. subsidize a. finance b. promote c. steal

11. traditionala. modern b. conventional c. established

12. transitiona. change b. alteration c. preservation

13. accompanya. abandon b. escort c. complement

14. objectivea. impartial b. subjective c. neutral

DIRECTIONS: Determine whether the words in the chart below are in noun, verb, or adjectiveform. Put check marks (✓ ) in the appropriate columns. Remember, some words can be morethan one form.

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Word Noun Verb Adjective

15. mission

16. objective

17. tradition

18. commodity

19. transitional

20. ensure

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Because writing a report is a complextask involving many steps, it requires care-ful planning. When you are planning yourreport, don’t forget to consider the element

of time. You have been given a due date,and the time you spend on each stage ofyour project must be adjusted to fit withinyour time frame.

Writing a Report

DIRECTIONS: Answer the questions below. Then create a schedule for completing a reporton the Meiji Restoration by filling out the chart.

1. How much time do I have to complete the entire project? How much time can I spend on

it each day?

2. Which stage of the project will probably take the most time? (Write “most time” besideone stage and “least time” beside another.)

research writing revising

3. How much time can I dedicate to each stage?

research writing revising

Due date of paper:

Report Writing ScheduleEstimated Date Actual Date

Task for Completion Completed

1. Do preliminary research to explore the Meiji Restoration.

2. Focus on a more narrow topic.

3. Start to assemble a bibliography of sources.

4. Make note cards of important quotes or information.

5. Develop a tentative thesis for your paper.

6. Complete your bibliography of sources.

7. Complete your note cards.

8. Finalize your thesis statement.

9. Make an outline for your paper.

10. Write a rough draft.

11. Revise your draft (more than once, if necessary).

12. Finish your final draft.

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Critical Thinking Skills Activity 7 Making Comparisons

When you compare two things, you lookat the ways in which they are similar. Whenyou contrast two things, you look at theways in which they differ. Comparing and

contrasting people, objects, or events candeepen your understanding of them andhelp you remember information aboutthem.

2. In his Philosophy of History, Georg Hegel wrote in 1832, “What experience and historyteach is this—that people and governments never have learned anything from history, oracted on principles deduced from it.” How does this relate to the comparison above?

DIRECTIONS: 1. In the chart below, list the causes of the decline of the Qing dynasty. Thenselect from chapters you have already studied any other empire, dynasty, or governmentthat rose to power and then declined and write its name in the blank heading over the sec-ond and third columns. Then list the causes of this decline in either the similarities or differ-ences columns to compare and contrast the two historical events. Then answer the questionthat follows.

Qing Dynasty

Causes of Decline Similar Causes of Decline Different Causes of Decline

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At a busy wharf on the island of Sumatrain the A.D. 1300s, an Islamic trader bendsover bags of aromatic spices—cloves, nut-meg, and mace. Stacks of sandalwood andbolts of silk are piled nearby. A local agentbargains with Indian and Chinese traders.What mainland kingdoms existed inSoutheast Asia at about this time?

For hundreds of years, the Strait ofMalacca brought two worlds together. Themaritime empire of Srivijaya was locatedhere at a cultural crossroads between Eastand West. From its location on the south-east coast of Sumatra, Srivijaya monopo-lized trade that passed through the Strait ofMalacca. Traders from China, India, and theArabian Peninsula anchored at Srivijaya,where they exchanged cargoes of exoticgoods for spices. Srivijaya did not hold a

Strait of Malacca

Portuguese Trade in MalaccaAt this time there was a large number of merchants of many nationalities inMalacca, . . . the merchants and sea-traders realized how much differencethere was in sailing to Malacca, becausethey could anchor safely there in allweathers, and could buy from the otherswhen it was convenient. They began tocome to Malacca all the time becausethey got returns.

—Tome Pires, in Suma Oriental, early 1500s

Islamic and Chinese traders sailed through the Strait of Malacca to reach safe harbor in Srivijaya.

Early Asian Trade Routes

ARABIAINDIA

SUMATRA

Guangzhou(Canton)

Srivijaya

Java

MalayPeninsula

Vietnam

Cambodia

Champa

SUMATRA

CHINA JAPAN

PACIFICOCEAN

Guangzhou(Canton)

Angkor PHILIPPINES

SPICEISLANDS

Strait ofSunda

Srivijaya

Java

Strait ofMalacca

MalayPeninsula

Calicut

JiddaMakkah

Cairo

Beijing

Vietnam

Cambodia

Champa

Mekong

RiverM

ekongRiver

0

0 1,000 kilometers

1,000 miles

Water routes of Chinese and Muslim traders

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vast territory, but it maintained control overinternational trade in the Southeast Asianarchipelago. During the 1500s, long afterSrivijaya’s decline, the Portuguese gainedcontrol of the trade that passed through thestrait.

People choose to settle in certain loca-tions for many reasons. Soil, climate, andenergy sources provide the basic elementsfor human survival. If an area also has nav-igable rivers and deep harbors, those geo-graphic features allow people to transportgoods and passengers to other markets orpopulation centers.

Distant resources and markets can alsoinfluence the location of settlements.Srivijaya’s position on the Strait of Malaccaenabled it to control trade coming from theEast and the West. When the Portuguese,and later the Dutch, realized the profits that could be made by monopolizing thespice trade of the Indonesian Archipelago,they quickly established forts and ware-houses on the Malay Peninsula. Forts pro-tected the Portuguese trading ships andsecured the area against other Europeanpowers.



1. What factors affect the location of a settlement?

2. What natural resource was sought by Islamic, Indian, and Chinese traders?

3. What does Tome Pires’s account reveal about the relationship between location and theeconomy of Indonesian islands?

Critical Thinking

4. Drawing Conclusions After the Portuguese established a trading center in Malacca, theyset up trading posts in China and Japan. Why were they interested in those locations?

Activity

5. Look for articles in newspapers, news magazines, or geographic magazines that describethe economic activities of Indonesia today. Explain in a brief report how Indonesia’s loca-tion is related to its economy.

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The Tai Ping RebellionThe Tai Ping Rebellion in 1850 began in southern China under a mystical leaderknown as Hong Xiuquan. Hong modeled himself as a revolutionary messiah[god on earth] by combining Christianity with his own unique theology.

DIRECTIONS: The map below shows the path of the Tai Ping army and the areasheld by the Tai Pings. Use the map to answer the questions and complete theactivity that follow.

1. What reasons might European countries have given to push for greater militarypower in China after the Tai Ping Rebellion?

2. About how many miles long was the area dominated by Tai Ping forces in theearly period?

3. Given that Hong Xiuquan came from southern China, where might he have gotten his first taste of Christian doctrine?

4. This rebellion profoundly disturbed British foreigners in China working astraders in a system of ports along coastal and southern China from Shantou toShanghai. Using a marker or a colored pencil, shade the area occupied by themost Europeans in China.

N

S

EW0

0 150 300 kilometers

150 300 miles

Liuzhou

Guilin

Nanning

Changsha

Wuhan

NanjingNanjingShanghai

Shantou

NingpoNingbo

Fuzhou

XiamenTaiwan

SOUTHCHINASEA

EASTCHINASEA

Huang He

G rand Canal

Chang Jiang

Xi Jiang

Chan

d Jiang

Chan

g Jiang

Northward route of Tai Ping Army, 1850–1853Area dominated by Tai Pings, early period

Area dominated by Tai Pings, last years

Influence of the Tai Ping

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Historical Significance Activity 7 !Western travelers continued to influence

China long after the Jesuit missionary AdamSchall was placed in charge of the ImperialCalendar by the Ming emperor. During thefollowing centuries, Westerners came toChina, bringing with them medical, scientific,and military information. The Chinese offi-cials who interacted with these Westernerswere able to learn much from them withoutgiving up their own unique Chinese tradi-tions. Read the following minibiographies ofAmerican advisers in China.

Peter Parker, medical doctorand missionary• Sails to China as a Christian missionary,

1834.• Opens Canton Ophthalmic Hospital,

1835.• Leaves China due to Opium War, 1840.• Returns to China as translator, 1844.• Recalled by President Pierce due to

inflammatory remarks about Chinese,1857.

“Had pure Christianity been first intro-duced we have reason to believe the gospelof the dear Redeemer [Jesus] would havebeen enjoyed . . . in China and throughoutthe Oriental world. But now an incalculableamount of prejudice and of downrightenmity to the cross must be overcomebefore the people of the East will listen tothe message of the ambassador of heaven.”

O. J. Todd, civil engineer• Arrives in China as an adviser to study

Hwang Ho flood patterns, 1919.• Hwang Ho floods, leaving 250,000

people homeless, 1921.• Helps design engineering programs to

stop floods, 1925–1926.• Plans extensive road network for China,

which is never fully implemented,1919–1926.

“American autos are being brought in tobe used on these roads. American miningmachinery will follow as will a hundredother things American.”

Americans in China: From Parker to Todd

DIRECTIONS: Answer the following questions in the space provided.

1. Why would the Chinese be interested in the skills of these two men?

2. What does the quote from each man tell about his cultural heritage and traditions? Howdo you think the Chinese responded to such Western traditions?

3. These men and many of their contemporaries believed that they were making valuablecontributions to Chinese culture, helping the Chinese to become more like the West. Doyou think American foreign policy toward China should follow this pattern? Why orwhy not?

4. Imagine you are a Chinese person living during the Qing dynasty. You want to impressthe Europeans with elements of your culture of which you are proud. What would youteach them about Chinese religion and technology? Explain your answer.

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The Russo-Japanese War News Web SiteBACKGROUNDJapan underwent major change during the late 1800s and early 1900s. After years ofisolation, Japan began to interact with the world and to build its own commercialand military empire. Rivalry with Russia over influence in Korea led to increasinglystrained relations between Japan and Russia. In 1904 Japan launched a surpriseattack on the Russian naval base at Port Arthur in Manchuria, which had beenfought for previously by China, Russia, and Japan. There followed a war betweenJapan and Russia that surprised many contemporary observers. Investigating andsharing what you learn about this little-known war will introduce you to the emer-gence of Japan as an imperial power in the twentieth century.

GROUP DIRECTIONS1. Your group will create a news Web site (live or ready-to-post) covering events

in the Russo-Japanese War.

2. The group needs to select an editor and two assistant editors who will assignresearch articles and schedule due dates. They will also be responsible forproofreading, page layout, and other editorial tasks. All questions should bedirected to this senior editorial team.

3. Each member of the group will write a news article about one or more aspectsor events of the war, plus complete other assignments such as creating maps,illustrations, adding Web links, and so on, as directed by the editorial group.The group should also select members to type the articles, design the Webpages, and post the text and graphics files.

4. Include the following in the site:

• name for the site• illustrations• maps• articles on the following:

causes of the wardetails of the battlesweapons used by each sideoutcome and results of the war for each sideother topics determined by the group

ORGANIZING THE GROUP1. Decision Making As a group, decide on a site name and brainstorm ideas for

illustrations and other features for the site. The editorial team should assign sto-ries to the team members and determine responsibilities for other editing,design, and posting tasks.

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2. Individual Work Do whatever research you require and write your newsstory(stories) in a journalistic (who, what, where, when, and why) style, addingany visuals (or ideas and rough sketches for visuals) that would enhance yourstory’s value to your readership. Edit and proofread your files.

3. Group Work/Decision Making The editorial team should read and edit thearticles and ideas submitted by the team members and make any changesrequired, discussing the changes with the reporters as needed.

4. Additional Group Work Prepare the files for posting and build the Web site (or file for viewing). Your school’s technology group or teachers should be ableto help with any technical expertise that the team itself cannot provide. Youmay even want to post the information on (or link to) your school’s Web site. If possible, include a method for visitors to the Web site to contact the teammembers via e-mail.

5. Group Sharing Invite the members of your class to visit your Web site and, ifpossible, to e-mail comments to your team.

6. Group Work/Decision Making As a group, discuss and consider the following:What does this war reveal about each country at this time in history? How didthis war affect the reign of Nicholas II?


2. How was designing a Web site and preparing articles for the Web site differentfrom other types of projects?

3. Were you satisfied with your own work on this project? Why or why not?

QuickCHECK


• What is the most important thing you learned about Japan and aboutRussia at the beginning of the twentieth century from this activity?


• Which members of your group contributed the most to the project?

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Express Yourself!Many changes took place in China as Western nations tried to open new mar-kets for trade in Asia. Many of the events that took place had long-lastingand profound effects on China. During this period of upheaval, people withcompeting interests were often divided about what course of action wasbest. These divisions would lead to conflict.

TEACHER MATERIAL

Learning Objective To understand differentpoints of view about events in China during thesecond half of the 1800s and the early 1900s.Activity In small groups, students will worktogether to write letters to editors of newspa-pers. The letters will express opposing points ofview about significant events in China. Studentswill choose an event and write letters from dif-ferent people expressing each of two sides. Thengroups will work together to publish their lettersin a newspaper letter-to-the-editor page format.Teacher Preparation Make a copy of the nextpage for each student. Bring in examples of let-ters to the editor from actual newspapers.

Activity Guidelines1. Explain to students they are to prepare a

letters-to-the-editor page for a newspaper.

2. Organize the class into pairs. Give copies ofthe handout to each student. Provide eachpair with a sample letters-to-the-editor pagefrom the newspapers you have provided.Discuss the examples of letters to the editor.Point out that newspapers often include let-ters that express opposing points of view.

3. Instruct students that they will work togetherto write letters that express opinions aboutevents that took place in China during thesecond half of the 1800s and early 1900s.Encourage students to review the chapterbefore they begin.

4. Each pair chooses a topic from the list on thehandout. Each pair of students then thinks oftwo people who might have had opposingviewpoints on their topics. Each studentchooses one of the characters and writes aletter from that character’s point of view. Forexample, students might choose the OpiumWar as a topic and write a letter to the editorfrom the point of view of a British naval offi-cer who supported the British side. The“opposing” letter might come from a mem-ber of the Chinese government who objectsto Britain’s actions.

5. Have pairs assemble into three or four smallgroups. Each group creates their own letters-to-the-editor page following the format of the sample letters-to-the-editor pages. Thisincludes appropriate headlines and signa-tures.

6. When the pages are completed, ask groups toread aloud their “opposing” letters to theeditor. Ask students to identify the lettersthat they thought were the most persuasive.Have them explain their choices. Then dis-cuss with students how the letters helpedthem better understand the different eventsthat took place during this period of China’shistory.

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HANDOUT MATERIAL

Express Yourself!—WorksheetUse this worksheet to plan your letters to the editor. Select a topic from the list below and reviewSections 1 and 2 of this chapter. Decide upon two characters who could have held opposing viewsabout the topic and record ideas for a letter to the editor each might write.

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Topic: ___________________________________________________________________________________

Character 1: _____________________________________________________________________________

Character 2: _____________________________________________________________________________

Events in China

• Chinese population grows.

• Western nations come to trade.

• China tries to stop British opium trade.

• The Opium War begins.

• The Tai Ping Rebellion occurs.

• Despite reforms, civil service examina-tions based on Confucianism continue.

• Western nations establish spheres ofinfluence in China.

• China’s Open Door policy begins.

• The Boxer Rebellion takes place.

• The Qing dynasty collapses.

• In 1911, Sun Yat-sen leads a revolution.

Characters

_________________________________________ _______________________________________

Ideas in support of topic Ideas in opposition to topic

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East Asia Under ChallengeWestern nations used political and military means to expand trading privilegesin East Asia. Internal problems inhibited China’s ability to resist, while Japan

developed a strong sense of nationhood.

DIRECTIONS: Study the time line below and answer the questions in the space provided.

1644 19111894

1842 Treaty of Nanjing ends first Opium War.

1644 Qing dynasty begins.

1853 U.S. Commodore Perry arrives in Japan. 1864 Tai Ping Rebellion crushed.

1871 Meiji rulers strip daimyo of landholdings.

1890 Meiji Constitution adopted.

1894 Japanese destroy Chinese fleet, seize Port Arthur.

1899 U.S. proposes that China have Open Door policy.

1900 Boxer Rebellion defeated.

1905 Sun Yat-sen forms Revolutionary Alliance.

1905 Japan defeats Russia.

1910 Japan annexes Korea.

1911 Qing dynasty collapses.

1. How long did the Qing dynasty of China last?

2. What three separate military-political uprisings or wars were ended between 1840 and1901 in China?

3. Identify two examples of U.S. involvement in East Asia between 1850 and 1900.

4. Give three examples of rising Japanese political and military power in East Asia between1890 and 1920.

5. Who were Japan’s reform rulers in the latter decades of the nineteenth century?

6. What nationalist Chinese ruler created a political alliance in 1905?

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THEN The value of Hong Kong, located on thesouthern coast of China, derives from its beingan important port on the South China Sea. InEnglish, the name Hong Kong means “fra-grant harbor.”

In 1842, Great Britain took possession ofHong Kong as a result of the Treaty ofNanjing. That treaty concluded the firstOpium War. In an effort to stop the British saleof the dangerously addictive drug opium,China seized British warehouses full of opium.In response, Britain attacked and easilydefeated Chinese forces and took possessionof Hong Kong. A second Opium War tookplace about 20 years later, which resulted inBritain’s expanding its control over a largerarea of territory that extended beyond HongKong. An agreement concluded in 1898 gaveGreat Britain a 99-year lease on Hong Kong.

After World War II, Hong Kong emerged asa prosperous colony. The city became animportant center for manufacturing, trade,and banking. Hong Kong’s prosperity, how-ever, proved to be problematic for the People’sRepublic of China. The Chinese stronglyobjected to British occupation of land thatwas, in actuality, part of China. In addition,the prosperity of Hong Kong was in stark con-trast to the relative poverty of CommunistChina, which experienced serious economicand political struggles in the 1960s and 1970s.

NOW In 1984, Great Britain and China agreedthat Hong Kong would be returned to Chinawhen the 99-year lease expired in 1997.

The years just prior to that date proved tobe tumultuous for the colony. Many citizens ofHong Kong feared that China would restrictthe freedoms that they had enjoyed as citizensof a British colony. Yet China agreed that afterthe colony was returned to China, Hong KongIsland and its surrounding territories wouldbe treated as a special area, separate from therest of China. Nevertheless, prior to 1997,thousands of people left Hong Kong andimmigrated to other countries, including, inlarge part, the United States and Canada.

Business owners in Hong Kong feared thatChina would impose Communist rule and thatthe government would seize ownership ofbusinesses. So far, however, China has allowedbusiness to continue much as it did underBritish rule.

Today, Hong Kong is a bustling, thrivingarea of more than 7 million people. Its govern-ment is called the Hong Kong SpecialAdministrative Region.

To many, it seems apparent that theChinese government wants to use Hong Kongas a model for Chinese economic develop-ment. Yet, at the same time, the Chinese gov-ernment has let the people of Hong Kongknow that they should not speak too criticallyabout the government of China or Communistrule.

Hong Kong

CRITICAL THINKING

Directions: Answer the following questionson a separate sheet of paper.1. Drawing conclusions: Why do you think

the Chinese wanted Great Britain to stopselling opium in China?

2. Making inferences: Why do you think theBritish sold opium to the people of China?

3. Making comparisons: Do you think thecurrent standard of living and way of lifeof the people of Hong Kong and China are

similar or different? Have students uselibrary resources and the Internet to learnabout things such as the per capita income,literacy rates, and life expectancy of the cit-izens of Hong Kong and China. Encouragestudents to use their data to draw conclu-sions about how people in China might feelabout Hong Kong. Ask students to explainthe similarities or differences they found intheir data.

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If after this war our territory and ancestral altars still can-not be protected, all you officials present now shouldunderstand my difficulties and not blame me alone bysaying that the empress dowager has put an end to thedynasty handed down to her from her ancestors forthree hundred years.

Empress Dowager Ci Xi

The Qing was the last dynasty to ruleChina. After almost three centuries ofadministering China, the Qing faltered andbegan their precipitous decline in the nine-teenth century. The two people mostresponsible for this decline were theEmpress Dowager Ci Xi and the EmperorGuang Xu. Trapped by ancient rituals thatwere unsuited for modern China and ruth-lessly opposed to any meaningful govern-ment reforms, these rulers presided overone of the most chaotic periods in Chinesehistory.

Once the concubine of Emperor XianFeng, Ci Xi became the most powerfulwoman in China within years of his deathin 1861. Since the emperor had no legiti-mate children, he made Ci Xi’s son emperorin his will. Using this document, sheshrewdly consolidated her power using herposition as the emperor’s mother. When herson died in 1874, the empress dowagerordered a three-year-old relative, GuangXu, to be made emperor of all China.

The new emperor was totally under thecontrol of the empress dowager. Outsidethe imperial court, however, discontentsimmered throughout China. The Chinesenavy had performed poorly in the Sino-Japanese War of 1894–1895. The BoxerRebellion against foreigners underscoreddeep divisions within Chinese society.Between 1906 and 1908 alone, seven upris-ings attempted to topple the Qing dynasty.

In response Ci Xi and her advisers wrotea constitution that gave the emperor sweep-ing powers while making little real politicalreform. She sacrificed long-term stability ofher dynasty for her personal security dur-ing the remaining years of her reign.

With the deaths of both Guang Xu and Ci Xi in 1908, the Qing dynasty lost the lasttwo people with any real legitimacy andpolitical skill. Both had weathered the prob-lems that had buffeted the monarchy.Within three years of their deaths, the Qingdynasty was destroyed, and the Republic ofChina was established.

Empress Dowager Ci Xi (1835–1908)and Emperor Guang Xu (ruled 1875–1908)



1. How did the Empress Dowager Ci Xi deal with increasing demands for political reform?

2. What were the major sources of unrest during the reign of Emperor Guang Xu?

3. Critical Thinking Determining Relevance. How could you use the information about Ci Xi to explain the origins of the Boxer Rebellion? (See page 386 in your textbook.)


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. . . at 80 I shall have made some progress, at 90 I shallhave penetrated even further the deeper meaning ofthings, at 100 I shall have become truly marvelous, andat 110, each dot, each line shall surely possess a life of its own.

Hokusai

An open door permits movement bothways. While nineteenth-century Asia waschallenged by Western influences, someinfluences were going in the other direction.One of the most important was the artisticwork of Hokusai, considered among thegreatest Japanese woodblock artists.

Hokusai was born in Edo (now Tokyo).As a young child he showed a talent fordrawing. In his adolescence he apprenticedto a woodblock engraver. Woodblockengraving was an important part of theukiyo-e style of art during the Tokugawaperiod (1603–1867) in Japan. Ukiyo-e means“pictures of the floating world” and refersto the entertainment districts of Japanesecities. The growth of large cities with theirlarge markets caused a rapid developmentin making woodblock prints for mass con-sumption. One woodblock could be used tomake multiple copies of the same print.

Hokusai is known most for his historicalworks and landscapes. Thirty-Six Views ofMt. Fuji is the most well known of his thou-sands of books and prints. This series is

considered one ofthe major accom-plishments ofJapanese landscapeprinting.

Hokusai alsoinfluenced Westernart. Two circum-stances caused thisinfluence: the craze among Europeans forChinese and Japanese arts and crafts; theartistic revolution brewing in nineteenth-century Europe. Europeans particularlywanted the Chinese blue and white porce-lain. Japanese artisans were copying it.Now woodblock prints in Japan were cheapand plentiful, so often people wrappedexports from Japan in them. The printsthemselves soon became prized in the West.

Western artists searching for new meansof expression and new forms also seized onthese prints because the prints inspiredthem. Artists were looking for new forms ofartistic creativity, and the Japanese wood-block prints helped artists find them. Suchmodern painters as Monet and van Goghacknowledged a debt to Hokusai and otherwoodblock artists. Unfortunately, Hokusai,who referred to himself as “the old manmad with painting,” did not get his wish tolive to 110. He died at 89, still on the way tofinding the deeper meaning of things.

Hokusai (c. 1760–1849)



1. What two circumstances caused the work of Hokusai to influence Western artists?

2. What is the name of Hokusai’s most famous work?

3. Critical Thinking Synthesizing Information. Consider contemporary American art andculture. Where do you see international influences?

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A Look at the First Open Door Policy

Foreign pressures on the government of China concerned the UnitedStates and Great Britain. John Hay promoted an Open Door policy inChina. This policy came to fruition and helped to lesson fears of market

dominance in China by any particular country.

Guided Reading In this selection, read John Hay’s first proposal for an Open Door policy in China, writtenSeptember 6, 1899.

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At the time when the Government of theUnited States was informed by that of Germanythat it had leased from His Majesty the Emperorof China the port of Kiao-chao and the adjacentterritory in the province of [Shandong], assur-ances were given to the ambassador of theUnited States at Berlin by the Imperial Germanminister for foreign affairs that the rights andprivileges insured by treaties with China to citizens of the United States would not therebysuffer or be in anywise impaired within the areaover which Germany had thus obtained control.

More recently, however, the BritishGovernment recognized by a formal agreementwith Germany the exclusive right of the lattercountry to enjoy in said leased area and the con-tiguous “sphere of influence or interest” certainprivileges, more especially those relating to rail-roads and mining enterprises; but as the exactnature and extent of the rights thus recognizedhave not been clearly defined, it is possible thatserious conflicts of interest may at any time arisenot only between British and German subjectswithin said area, but that the interests of our citi-zens may also be jeopardized thereby.

Earnestly desirous to remove any cause ofirritation and to insure at the same time to thecommerce of all nations in China the undoubtedbenefits which should accrue from a formalrecognition by the various powers claiming“spheres of interest” that they shall enjoy perfectequality of treatment for their commerce andnavigation within such “spheres,” theGovernment of the United States would bepleased to see His German Majesty’sGovernment give formal assurances, and lend itscooperation in securing like assurances from theother interested powers, that each, within itsrespective sphere of whatever influence—

First. Will in no way interfere with any treatyport or any vested interest within any so-called“sphere of interest” or leased territory itmay have in China.

Second. That the Chinese treaty tariff of thetime being shall apply to all merchandise landedor shipped to all such ports as are within said“sphere of interest” (unless they be “free ports”),no matter to what nationality it may belong, andthat duties so leviable shall be collected by theChinese Government.

Third. That it will levy no higher harbordues on vessels of another nationality frequent-ing any port in such “sphere” than shall belevied on vessels of its own nationality, and nohigher railroad charges over lines built, con-trolled, or operated within its “sphere” on mer-chandise belonging to citizens or subjects ofother nationalities transported through such“sphere” than shall be levied on similar mer-chandise belonging to its own nationals trans-ported over equal distances.

The liberal policy pursued by His ImperialGerman Majesty in declaring Kiao-chao a freeport and in aiding the Chinese Government inthe establishment there of a customhouse are soclearly in line with the proposition which thisGovernment is anxious to see recognized that itentertains the strongest hope that Germany willgive its acceptance and hearty support. Therecent [edict] of His Majesty the Emperor ofRussia declaring the port of Ta-lien-wan openduring the whole of the lease under which it isheld from China to the merchant ships of allnations, coupled with the categorical assurancesmade to this Government by His ImperialMajesty’s representative at this capital at thetime and since repeated to me by the presentRussian ambassador, seem to insure the support


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f the Emperor to the proposed measure. Ourambassador at the Court of St. Petersburg has inconsequence, been instructed to submit it to theRussian Government and to request their earlyconsideration of it. A copy of my instruction onthe subject to Mr. Tower is herewith inclosed[enclosed] for your confidential information.

The commercial interests of Great Britainand Japan will be so clearly observed by thedesired declaration of intentions, and the viewsof the Governments of these countries as to thedesirability of the adoption of measures insuringthe benefits of equality of treatment of all foreign

trade throughout China are so similar to thoseentertained by the United States, that theiracceptance of the propositions herein outlinedand their cooperation in advocating their adop-tion by the other powers can be confidentlyexpected. I inclose herewith copy of the instruc-tion which I have sent to Mr. Choate on the sub-ject.

In view of the present favorable conditions,you are instructed to submit the above consider-ations to His Imperial German Majesty’sMinister for L Foreign Affairs, and to request hisearly consideration of the subject.

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Directions Use information from the reading to answer the following questions. If necessary, use a separatesheet of paper.

1. What area of China did Germany control at the time John Hay wrote this note?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

2. Why was an Open Door policy in China important to United States and British leaders?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Critical Thinking

3. Predicting Consequences What effect do you think Hay’s proposal had on Chinese leaders?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

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(continued)

During the Meiji period, Japanese architecture, like art and literature, washeavily influenced by Western ideas. Japan was quick to embrace much of thetechnology of the West and it changed the appearance of the buildings inJapan, particularly in the cities.

DIRECTIONS: Read the following passage, then answer the questions in thespace provided.

Rokumeikan, both very Western-appearingbuildings.

Japanese architects learned to use Western tech-niques and methods of construction. Tatsuno Kingo,an early graduate of the Technological College and ascholar of Japanese architecture, built more than 280buildings. One of his most significant is the Bank ofJapan in Tokyo.

Katayama Tokuma was the architect of theImperial Household and was responsible for theAkasaka Detached Palace, one of the most spectac-ular constructions of the Meiji period. However,it too showed heavy Western influence as it wasmodeled after the palace at Versailles. Katayamabuilt many other large-scale brick and stoneconstructions.

Japanese Architecture of the Meiji Period

T. J. Waters arrived in Japan in 1868 to teacharchitecture. Previously, Japanese buildings

were constructed of wood and tiles with thatchedroofs and paper sliding screens. But as Japan forgedits way to becoming a world power, its constructionneeds changed as well. Waters designed the OsakaMint, which was completed in 1871. It was made ofbrick faced with plaster and stone and set the toneand style for future buildings. The Osaka Mint wasfollowed by brick buildings lining the main street ofTokyo, called the Ginza.

Josiah Conder came to Japan as Professor ofArchitecture at the Technological College in 1887and taught a generation of Western-style archi-tects. He was also a practicing architect whosedesigns included the Ueno Museum and the

Bank of Japan, Tokyo


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During this period, the latter half of the nine-teenth century, Japanese architects borrowed heav-ily from Western architectural styles. They used a French Renaissance style for the palace, a classical style for banks, and a baroque style for govern-ment offices. However, the traditional Japanese style continued to be used in private houses and temples and shrines.

However, the Japanese soon learned that brickand stone constructions were very vulnerable toearthquakes, such as the major one that Japan suf-fered in 1901. Searching for earthquake-proof build-ing methods, Japanese architects found the

American-style steel-frame construction method. By1909 reinforced concrete buildings were constructed.

The great earthquake of 1923 destroyed much ofthe central business district of Tokyo, confirming theneed to convert to the steel frame and reinforced con-crete building methods. Japanese architects continuedto be influenced by Western styles. They visited theBauhaus and met leading German architects, metGropius in Berlin, studied with Le Corbusier, and wereeven influenced by Frank Lloyd Wright. However,these modern Western architects were also influencedby traditional Japanese styles just as Western painterssuch as Monet were influenced by Japanese art.


1. What was the difference between public buildings and private dwellings in Japan duringthe late nineteenth century?

2. What caused Japanese architects to convert from brick and stone structures to reinforcedconcrete and steel frame construction? Explain why.

Critical Thinking

3. Making Comparisons Examine the photograph of the Bank of Japan on page 119. Listthe characteristics that appear Western to you. List some characteristics you wouldexpect to see in a Japanese building.

4. Formulating Questions What questions would you have asked Katayama Tokumaabout his Versailles-based design for the Akasaka Detached Palace?

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Significant Events of East AsiaChina Japan

East Asia Under Challenge

Great struggles took place between 1800 and 1914 in China and Japan. In both countries,the conflicts concerned both internal and external problems. A series of events in China andJapan pushed each country to armed conflict. These struggles led eventually to dramaticchanges in government, economy, and culture.

DIRECTIONS: Fill in the chart below to review the events that led to conflicts, treaties, andreform in both China and Japan. Place the items from the list in the appropriate section ofthe chart. Make sure the events are listed in chronological order.

• Collapse of Qing dynasty

• Emperor Mutsuhito leads the Meiji Restoration

• European trade restricted

• Opium War

• Four warships under Commodore Matthew Perry arrive in Edo Bay

• Government annexes Korea

• Hong Xiuquan leads the Tai Ping Rebellion

• John Hay presents Open Door policy

• Meiji leaders sign a Charter Oath

• Nanjing massacre

• Sat-Cho alliance

• Surprise attack launched on the Russian naval baseat Port Arthur

• Territorial expansion begins with the Ryukyu Islandsand Korea

• The Meiji constitution is modeled after ImperialGermany

• Treaty of Nanjing in 1842

• Treaty of Kanagawa

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Section 1 describes the British trade imbal-ance with China during the 1800s and theevents leading to the Opium War of 1839 to1842. The war began after China had passedlaws prohibiting the import of opium.

Britain persisted with its intention to tradethe drug with China, which resulted in war.After the deaths of thousands of Chinese,the Opium War ended on August 29, 1842,with the Treaty of Nanjing.

Opium: An Addictive Medicine

Opium, believed to be first introduced by the Arabs, began to be used for medici-nal purposes in China around the end of the fifteenth century. At that time it was

primarily used to treat dysentery, cholera, and other diseases. Opium began to beseriously traded by England around the late seventeenth century, where they weredeveloping more uses for the drug including opium plasters, pills, cough drops,lozenges, and many other applications.

Opium could be easily bought alongside food and alcohol. Usually the opium wasoriginally bought for some kind of ailment, and subsequently the addiction wouldbegin. One physician noted that he prescribed an opium plaster to a young girl anddiscovered that three weeks later she was still using it.

The development and addiction of opium created a problem for physicians. Sinceopium was easily available, many people simply “skipped” the doctor visit and pur-chased the opium directly from the druggist.

In the early years following its discovery, opium was not considered a problem and thus was not subject to regulation. This served to condone its use in society and,as in the case of Britain, saturate the country with the drug through trade. It was notuntil the late nineteenth century that opium addiction was considered a worldwideproblem.


1. What were some of the early uses for opium? _______________________________________

2. Why was opium so easily obtained by the common person? __________________________

3. Why do you think that strict regulations for opium are necessary?_____________________

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GUIDED READING ACTIVITY 7–1 186



Modern Times

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The Decline of the Qing Dynasty


1. Give one important reason for the abrupt decline and fall of the Qing dynasty.

2. What three things highlighted the growing weakness of the Qing dynasty?

3. Explain what it means that the British had an unfavorable trade balance in China.

4. What did the British trade with China to settle the unfavorable trade balance?

5. When did the Qing dynasty make peace with Britain?

6. What factors led to the Tai Ping Rebellion?

7. What did the Chinese government agree to in the Treaty of Tianjin?

8. What is meant by the term “self-strengthening”?

9. How were spheres of influence created in China?

10. What edicts did Guang Xu issue during the One Hundred Days of Reform?

11. What effect did the American Open Door policy have on the spheres of influence?

12. What prompted the Boxer Rebellion?

Guided Reading Activity 7–1

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Revolution in China


After the (1) Rebellion, Empress Ci Xi embraced a number

of reforms in education, administration, and the legal system. Elections for a national

(2) were even held in 1910. The emerging elite were angry to

discover that elected assemblies could not pass laws but could only give

(3) to the ruler.

Sun Yat-sen developed a three-stage reform process that included a

(4) takeover, a transitional stage before democratic rule, and

then finally a constitutional (5) . In 1905 Sun united radical

groups from across China; these groups became the (6) . After

the Qing dynasty collapsed in 1911, Sun’s party turned to (7) ,

who controlled the army. With no new political or social order, the events of 1911

were less a revolution than a (8) of the old order. General

Yuan dissolved a new parliament, the Nationalists launched a rebellion, and Sun Yat-

sen fled to (9) . At the death of General Yuan in 1916, China

slipped into (10) .

The coming of Westerners to China affected the Chinese economy by introduc-

ing modern (11) and (12) , creating an

export market and integrating the Chinese market into the nineteenth-century world

economy. In this new economy, local industry was largely destroyed, and many of

the (13) went to foreign countries rather than back into the

Chinese economy. In 1800, daily life for most Chinese was the same as it had been

for (14) . A visitor to China 125 years later would have seen

many people in the cities who were (15) and wealthy, affected

by the growing presence of Western culture. (16) began to

introduce Western books, paintings, music, and ideas to China. Western literature

and art became popular in China, especially among the (17) .


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Rise of Modern Japan


I. By 1800, Japan was from all contact with the outside world.

A. The first foreign power to succeed with Japan was the .

B. Japan agreed to the Treaty of , opening ports to Western traders.

II. The decision to open relations with the West was highly in parts

of Japan.

A. In 1863, the was forced to promise to end relations with the

West.

B. A Sat-Cho army attacked the palace in Kyoto in 1868 and declared the restoration of

the authority of the .

III. New leaders transformed Japan into a modern nation.

A. Meiji reformers undertook a careful study of political systems.

B. Meiji leaders set up a new system of .

C. The new army was well equipped and military service was .

IV. The Japanese began their in 1874.

A. Japan’s navy forced to open their ports to Japanese trade.

B. Japan went to war with both and .

C. The United States was the first to recognize Japanese of Korea.

V. The wave of Western ideas that entered Japan altered Japanese .

A. The Japanese were dazzled by European .

B. Technical specialists from were invited to come to Japan and

teach.

C. In 1889, the was established.

D. Japanese culture became in Europe and North America.


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CHARTING AND GRAPHING ACTIVITY 2Cause: The spinning jenny is invented. Effect:The spinning jenny meets the growingdemand for thread.Cause: Factories begin to produce many goods.Effects: Factories contribute to ongoing eco-nomic growth, open new markets, help de-velop a new system of labor, and contribute toa stronger middle class.Cause: Steel replaces iron. Effects: Steel allowsfor the development of lighter, stronger, andfaster machines and engines, as well as rail-ways, ships, and weapons.Cause: Practical uses for electricity are devel-oped. Effects: Electricity enables developmentof new industries such as communications (telephone and telegraph) and transportationsystems (subway and streetcar). It improvesquality of life by providing consistent light forhomes and businesses and extends the produc-tivity of factories by providing a consistentsource of power.Cause: The internal combustion engine isdeveloped. Effects: The engine paves the wayfor many new industries, including automo-tive, ship building, and airlines. It has animmeasurable impact on society by allowingfor unprecedented movement.

ECONOMICS AND HISTORY ACTIVITY 2

1. Demand is the amount of a product orservice that people are willing and able tobuy.

2. Supply is the amount of a product orservice available for purchase.

3. An oligopoly is a market condition inwhich there are few sellers or businessesin one particular industry, while amonopoly is a large business that has nocompetitors.

4. A union shop is a place in which theworkers must belong to the union inorder to perform a job.

5. Answers may vary. Possible answer: Thefactory owners did not want to lose

Answer Key

power or money by having to deal withunions. Because the owners had money,they also had the power to influence law-makers.

6. Many American businesses manufacturetheir products overseas. At the same time,most Americans are working in servicejobs. This makes the United States econ-omy a service economy.

7. Accept all reasonable responses. Help stu-dents to recognize that in most instances,monopoly hinders competition, whichcreates an industry that lacks innovationand inventiveness.

WORLD LITERATURE READING 2

1. The Defarges are residents of the neigh-borhood of Saint Antoine in Paris andown a wine shop there. They are leadersin the French Revolution; Madame De-farge is the leader of the women. Studentsmight cite the information in the openingparagraphs, for example, to support theirinferences.

2. Possible answer: The women have felt his cruelty most keenly, for they are the oneswho prepare food for their families andhave been unable to provide enough toprevent starvation.

3. Possible answer: Dickens personifies theneighborhood to show that its citizens areunited and acting as one against injustice.

4. Students may identify with and supportthe violence with which the Defargesacted as true justice. Others may feel theirviolent reactions and activities are not jus-tified under any circumstances.

READING SKILLS ACTIVITY 4

Practicing the Skill Student drawings will vary, but they shouldpick up details from the text and the excerpt toshow mine conditions and Patience’s job.

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Applying the SkillStudent paragraphs will vary. Students should respond by contrasting the beauty of Romanticism with the harsh reality ofindustrialization.

HISTORICAL ANALYSIS SKILLS ACTIVITY 4

Practicing the Skill

1. The map records the locations of indus-trial and emerging industrial centers inEurope around 1850, as well as completedrailroad and canal systems.

2. Industrial centers, particularly those inEngland, would attract large numbers ofworkers, many from the rural peasantclass, seeking work in factories.Population increased dramatically in theindustrial centers.

3. Answers will vary. Students may list anyof the industrial centers shown on themap. They should explain that these citiesattracted people to work in their factories.Many of these newcomers were ruralpeasants who were forced into the citiesafter the enclosure laws eliminated theirability to survive as farmers on commonlands.

Applying the SkillAnswers will vary. Responses should demon-strate an understanding of the conditions inthe factories and the effect they had on chil-dren’s health, education, and family life.

UNIVERSAL ACCESS ACTIVITY 4Answers will vary. Students should turn in allof their notes in addition to their reports.

ENGLISH LEARNER ACTIVITY 4

A.

1. Answers will vary but should include factors of change.

2. Answers will vary but should mention specific inventions.

Answer Key

B. After students review words, allow time forquestions or quizzing with a fellow student.

C.

1. a

2. b

3. b

4. a

5. c

D.

1. F

2. T

3. F

4. F

5. T

E.

1. bitter, bitterly

2. chief, chiefly

3. extraordinary, extraordinarily

4. permanent, permanently

5. gradual, gradually

F.

1. also

2. such as

3. however

Adjective Adverb

1. bitter bitterly

2. chief chiefly

3. easy easily

4. eventual eventually

5. extraordinary extraordinarily

6. gradual gradually

7. permanent permanently

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CONTENT VOCABULARY ACTIVITY 4

1. capital

2. entrepreneurs

3. cottage industry

4. Industrial capitalism

5. bourgeois

6. socialism

7. conservatism

Answer Key

8. liberalism

9. kaiser

10. plebiscite

11. abolitionism

12. Romanticism

13. Realism

Sentence Add Show Give Information Contrast Examples

1. Sir Walter Scott’s Ivanhoe, for example, a best-seller in the early 1800s, told of clashes between knights in medieval England.

2. The exotic and unfamiliar also attracted many romantics.

3. Furthermore, some romantics sought the unusual in their own lives by exploring their dreams and nightmares and seeking altered states of consciousness.

4. For instance, this is especially evident in the poetry of William Wordsworth, the foremost English romantic poet of nature.

5. The human soul was a source of expression for William Blake, a poet and artist connected with romanticism, though he combined imagination with reality in a way other romantics did not.

6. Like the literary arts, the visual arts were deeply affected by romanticism.

7. In addition, Beethoven’s early work fell within the classical framework of the eighteenth century.

8. However, his Third Symphony embodied the elements of romanticism with its use of powerful melodies to create dramatic intensity.

9. Likewise, the belief that the world should be viewed realistically, a view frequently expressed after 1850, was closely related to the scientific outlook.

✓

✓

✓

✓

✓

✓

✓

✓

✓

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ACADEMIC VOCABULARY ACTIVITY 4

A.

adaptation evolutionpublicationrelystablevary

B.

1. dynamicdynamic

2. publishedpublication

3. evolvedevolutionevolutionary

4. adaptadaptation

5. variesvariation

6. controversycontroversial

C.

1. a

2. c

3. a

4. b

D.Word webs will vary. Answers should reflectcorrect understanding of the word.

Assessment

1. j

2. i

3. d

4. h

5. a

6. e

Answer Key

7. f

8. g

9. b

10. c

11. a

12. c

13. b

14. a

15. adapt

16. evolution

17. publications

18. rely

19. stability

20. classify

SKILLS REINFORCEMENT ACTIVITY 4

1. Student answers will vary. Generally, the-ses should include the goodness ofhuman nature and the belief that individ-uals can attain good and happy lives withthe correct training and environment.

2. Owen cites his own experience andreflections.

3. Student answers will vary. In general, students should reflect on the lack of real,documented evidence for Owen’s thesisas a weakness.

4. Student answers will vary. Studentsshould correctly identify the thesis of thework selected and evaluate its strengthsand weaknesses using evidence from thetext.

CRITICAL THINKING SKILLS ACTIVITY 4Answers will vary. Possible answers:Problem 1: Factory workers lost control overtheir working conditions and hours. Diseasekilled many workers, who were poorly paidfor doing exhausting, dangerous jobs.

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Possible problems solution might create:Workers’ forming or joining unions mightharden employers’ resistance to addressingtheir concerns; workers who formed or joinedunions might face the threat of unemployment(blacklisting) or even physical harm.Problem 2: Possible problems solution mightcreate: Tired workers, children and womenforced into labor market; high accident rates.

HISTORY AND GEOGRAPHY ACTIVITY 4

1. Settlers usually tried to transform theenvironment to meet their needs.

2. to link the Great Lakes with the AtlanticOcean

3. Industry prospered because goods couldbe transported faster and more cheaply;the success of the Erie Canal probablyconvinced other areas to build canals.

4. The British began their canal systemsbefore the Americans did. Possible ques-tions: What were some of the biggest geo-graphical problems you encountered?How did you solve them? What types ofequipment did you use? How manyworkers were needed to complete theprojects?

5. Answers will vary. Possible answersinclude: new highways or other major projects such as oil pipelines to Alaska

MAPPING HISTORY ACTIVITY 4

1. The Galápagos Islands are a little over 500miles (805 kilometers) from the mainland.

2. Students should show a course followingthe description given in the exercise.

HISTORICAL SIGNIFICANCE ACTIVITY 4Answers will vary, but should reflect anunderstanding of the information presentedin the table. Students’ opinions should be supported.

Answer Key

COOPERATIVE LEARNING ACTIVITY 4Students should complete the activity andanswer the Group Process and Quick Checkquestions. Have students share their responseswith their groups or with the class as a whole.

HISTORY SIMULATION ACTIVITY 4Students should work collaboratively in groupstoward achieving the learning objective of theHistory Simulation Activity.

TIME LINE ACTIVITY 4Nationalism/Reform: 1815 Creation of Ger-man Confederation; 1837 Victoria becomesqueen; 1861 Alexander II frees Russian serfs;1861 Victor Emmanuel II becomes king of aunited Italy; 1865 U.S. Confederate forcesdefeated; 1867 Austria and Hungary form dualmonarchy; 1871 William I becomes emperor ofa united GermanyReaction: 1849 Austria reestablishes control of Venetia; 1861 Alexander II frees Russianserfs; 1867 Austria and Hungary form dualmonarchy

LINKING PAST AND PRESENT ACTIVITY 4

1. In the past, nationalist movements prima-rily used revolution as a means to securerecognition or independence. Today, revo-lutions still take place. However, guerrillawarfare has become a common means bywhich different groups of people seek tooverthrow the government or gain recog-nition. Quebec’s nationalist movementhas used a more peaceful method—voting—to gain independence.

2. Answers will vary. Students should showunderstanding that the United States hasbeen successful in integrating immigrantsinto an American culture while allowingimmigrants to maintain ties to their nativecultures. They should also demonstrateknowledge that race relations haveproven to be a more challenging issue forthe United States. From a historical per-spective, students should see that greatprogress has been made, but that while

194

legal injustices have been mostly elimi-nated, there remain significant social andeconomic injustices in American race relations.

3. In their reports, students should showhow the history of the Palestinian andIsraeli conflict goes back a century to thebeginnings of the Zionist movement. Thishistory includes the Balfour Declarationand the four wars fought between Israelisand Palestinians. The key wars were the1948 war, in which Israel declared its in-dependence, and the Six-Day War in 1967,in which Israel captured East Jerusalem,the West Bank, and Gaza. SubsequentJewish settlements in the territories havebeen a barrier to any lasting peace in theMiddle East. Efforts to find a negotiatedsettlement will continue to be marred byviolence. It may be years before an agree-ment can be reached.

PEOPLE IN WORLD HISTORY ACTIVITY 4,PROFILE 1

1. Romanticism emphasizes emotionalexpression, often trying to express theintangible experience of perfect beauty.

2. She first wrote under the male name ofGeorge Sand in order to get her work pub-lished and taken seriously.

3. Chopin had a composition publishedwhen he was only seven, at eight he gavehis first public concert, and at eleven heperformed for the czar.

4. Student answers will vary. Accept anyanswer that is relevant and a seriousattempt to compare the music to thenight.


1. She taught a class in the East Cambridgehouse of correction in 1841.

Answer Key

2. She created or enlarged mental hospitalsin numerous states. She also broughtattention to the plight of the mentally illand imprisoned and helped change pub-lic attitudes toward them.

3. Answers will vary. Possible answers: Statemental hospitals should be humaneplaces, fit for everyone. Dix’s actionsshowed that she was willing to submit tothe same conditions and living environ-ment that she championed for others.

PRIMARY SOURCE READING 4

1. It is a “fire-horse” and a “snorting littleanimal” she would like to pat; the wheelsare its feet, the pistons its legs, the throttleits “reins, bit, and bridle.” People madethis sort of comparison because horseswere the most familiar mode of trans-portation.

2. by a small steel handle which controlledthe amount of steam directed to the pistons

3. great admiration and respect

4. the huge viaduct over the valley, cutsmade through the hills, tunnels and theroadbed

5. By the time Fanny Kemble published thisjournal, railroad building had spreadwidely.

WORLD ART AND MUSIC ACTIVITY 4

1. Lithography was a process by which aninfinite number of copies of a design ordrawing could be printed very cheaply.This made it ideal for any artist workingin the publishing industry.

2. Like the expressionists, Daumier distortedreality to present his own personal visionof a subject and was more concerned withachieving an overall mood than withaccurately copying what he saw.

195

3. Answers will vary. Students should con-clude that Daumier’s beliefs were republi-can and anti-establishment, not monarch-ist or conservative. They should cite hisimprisonment for a caricature of LouisPhilippe and his merciless satire in thou-sands of drawings of doctors, lawyers,politicians, and other wealthy, establishedfigures.

RETEACHING ACTIVITY 4Answers will vary. Possible answers:spinning jenny: invented by James Hargreavesto allow more thread to be produced fromspinners; spinning process became much fasterwater-powered loom: developed by EdmundCartwrightsteam engine: James Watt made changes thatenabled engine to drive factory machinery; fac-tories could be built away from waterrailroad: helped lay the foundations for largermarkets and opened up new forms of invest-mentpaddle-wheel steamboat: built by RobertFulton; transportation along canals, rivers, andlakes made easier

ENRICHMENT ACTIVITY 4

1. to trouble-making English and Irish im-migrants and their “antagonistic notions”

2. Answers will vary. Possible answers: The“twist” was a processing step that wasadded to the spinners’ job. The “sampler”was an inspector hired to examine cottonto see if it was properly worked or of theright quality.

3. Workers resented the “twist,” for whichthey were not compensated, and whichslowed them down. They wanted this“drag” discontinued.

4. Answers will vary, but should present a point of view opposite to that of thetreasurer.

Answer Key

GUIDED READING ACTIVITY 4-1

1. Great Britain

2. an increased food supply, greater popula-tion, a ready supply of money, plentifulnatural resources, a free society, a supplyof markets

3. the flying shuttle, the spinning jenny, thewater-powered loom and the steam engine

4. The steam engine increased the need forcoal, and coal production transformed theiron industry.

5. The Rocket was a locomotive used on thefirst public railway line.

6. Factory owners wanted to run their newmachines constantly at a steady rate.

7. Belgium, France and the German states

8. In 1853, American Admiral MatthewPerry steered his steam-powered ship intothe Japanese harbor and demanded thatJapan traded with the United States.

9. In 1800, six out of every seven workerswere farmers; by 1860 only 50 percentwere farmers.

10. the industrial middle class and the indus-trial working class


1. Napoleon

2. Great Britain

3. Austria

4. Prussia

5. Russia

6. Vienna

7. French

8. conservatism

9. monarchs

10. civil

11. limited

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12. property

13. middle-class

14. Nationalism

15. nation

16. Conservatives

17. revolutions

18. monarchy

19. constitutions

20. capital

21. conservative

GUIDED READING ACTIVITY 4-3I. Russia, Ottomans

A. BalkansB. Great Britain, FranceC. Concert

II. EmmanuelIII. Confederation

A. PrussianB. North

IV. middleV. Prussians

VI. CompromiseVII. assassinationVIII. secede

IX. indivisible


1. romantics

2. Industrial Revolution

3. medieval

4. unfamiliar

5. Frankenstein

6. Wordsworth

7. feelings

8. music

9. Beethoven

10. germ

Answer Key

11. electric

12. evolved

13. controversy

14. ordinary


Practicing the Skill Student answers may vary. Example: The ideaof fair wages for fair work is flawed because the system is already unfair to the worker.

Applying the SkillSummary: Women in the East also welcome awomen’s movement and women in the Westshould help.



1. 1905–1914; creating alternative visual real-ities; previous artistic periods focused oncreating a duplicate of reality (carryingout the task of a camera, before they wereinvented).

2. Answers will vary and should use evi-dence from the chapter. Students shouldinclude ideas, inventions, and movementsthat were prevalent at the turn of the century.

Applying the SkillAnswers will vary. Students should includewhat some important current trends are, alongwith explanations as to why they chose thesubjects they did. They should also considerwhat they hope to convey through their newartistic style.

UNIVERSAL ACCESS ACTIVITY 5

Groups’ building designs will vary.

197


A.

1. Answers will vary but should mention economic growth.

2. Answers will vary but should include modern inventions.


C.

1. progress

2. stunning

3. frontiers

4. transformed

5. generators

6. current

7. converted

8. convey

9. internal

10. reinforced

D.

Verb Noun

Achieve Achievement

Emerge Emergence

Enlighten enlightenment

Insure insurance

Reinforce reinforcement

Consume consumer

Convey conveyor

Feminize feminist

Generate generator

Socialize socialist

Answer Key

E.

1. achievement

2. emerged

3. reinforce

4. generators

5. conveyor

6. Enlightenment

7. feminists

8. Insurance

9. consumers

10. socialist

F.By the 1840s and 1850s, the movement- S for

women’s rights expanded as women called for equal political rights- P. Many feminists- Pbelieved that the right- S to vote was the key-S to improving the overall position- S ofwomen.

The British women’s movement was themost active in Europe. The Women’s Socialand Political Union- S, founded in 1903 by awoman- S named Emmeline Pankhurst andher daughters- P, used unusual publicitystunts- P to call attention to its demands. Itsmembers pelted government officials witheggs, chained themselves to lampposts- P,burned railroad cars, and smashed the win-dows- P of department stores on fashionableshopping streets- P. These suffragists- P hadone basic aim- S: the right of women to full citizenship in the nation-state.

G.

1. number

2. husband

3. efforts

4. lives

5. women

6. families

7. patterns

8. wives

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9. children

10. men


1. communism

2. proletariat

3. dictatorship

4. revisionist

5. Feminism

6. literacy

7. ministerial responsibility

8. Duma

9. urbanization

10. psychoanalysis

11. pogroms

12. Modernism

13. Impressionism


A.

1. accurate

2. weekly

3. minor

4. agree

5. discrimination

6. disappear

7. contract

8. demolish

9. reinforce

10. preserve

B.

Across

2. reinforce

3. annual

Answer Key

6. emerge

7. enhance

9. wave

10. bourgeoisie

Down

1. accurate

4. generate

5. crucial

8. deny

C.denialdiscriminateemergeenhancementwavetransform

1. verb

2. verb

3. verb

4. verb

5. noun

6. noun

D.Answers will vary. Headlines should reflectcorrect use and understanding of words.

Assessment

1. g

2. e

3. a

4. i

5. h

6. b

7. c

8. j

9. f

199

10. d

11. b

12. c

13. a

14. c

15. c

16. denied

17. emergence

18. enhanced

19. annually

20. transformed

SKILLS REINFORCEMENT ACTIVITY 5Answers will vary. Possible answers:

1. Moneymaking has become the only goal.

2. a sarcastic, critical tone

3. American democracy is a success in pro-ducing material goods and a failure in fostering the realization of higher aims.

4. A crass society focuses on material pro-duction; a truly great society strives fordistinction in moral virtue, literature, andthe arts.

CRITICAL THINKING SKILLS ACTIVITY 5

1. Urban poverty, or slums, destroys democ-racy and leads to mob rule.

2. Urban poverty is the result of hard-heartedness, indifference, self-seeking,and greed.

3. The most likely choice is c. Possible expla-nation: The writer feels that democracycan be destroyed by the selfishness thatallows slums to exist.

4. Answers may vary. Possible answer: Asuccessful democracy depends on a popu-lation that is well-educated, healthy, andcontent.

Answer Key

5. Answers will vary but should reflect anunderstanding that an ideology is a sys-tem of underlying beliefs that influenceopinion.


1. physical factors and human factors

2. Australia began as a convict colony torelieve overcrowding in British prisons.

3. People discovered Australia’s rich naturalresources—pastureland and gold.

4. Answers will vary, but students shouldexplain that it was the pioneering work ofthe first convicts who drilled for water,built the railroads, and cleared the landfor settlement. Students should under-stand that native inhabitants are ignoredin this poem.

5. The Australians probably look on theirpast with a sense of good humor andacceptance. Australians have developedan independent spirit sometimes com-pared to the pioneers of the AmericanWest. Some Australians may still holdgrudges against Great Britain for its pastcolonialist attitudes.

6. Encourage students to include examplesin their answers.


1. Austria, Tyrol, near Bohemia

2. Students’ symbols will vary. Industrialsymbols should appear in Bohemia andMoravia; agricultural symbols shouldappear in Hungary.

HISTORICAL SIGNIFICANCE ACTIVITY 5

1. Bulky film equipment has been replacedby modern video and satellite technology;images can be seen 24 hours a day athome rather than in a movie theater;images can be transmitted instantly today.

200

2. Answers will vary. Students should sup-port their opinions. You may want toorganize the class into two groups todebate the issue.

3. Answers will vary. Some students mayargue that if people see only Americanbombs hitting targets, and few humancasualties, they can become desensitizedto the images. But when people see actualsuffering and death, such as in Bosnia,they may have stronger emotional reactions.



TIME LINE ACTIVITY 5

1. 42

2. All deal with objects that can be seen onlywith a microscope.

3. People realized that things that appearsolid and seamless are actually made oftiny invisible units of matter.

4. 72

5. Answers will vary. Some students mayargue that it reflects Smith’s philosophysince, if labor is the source of a nation’swealth, an educated workforce shouldcreate more wealth. Others may feel thatit reflects Marx’s goals, since making edu-cation available to all is a step towardremoving class distinctions. Any answersare acceptable as long as they demon-strate an understanding of a basic tenet ofone of the economic theories described inthis chapter.

Answer Key


1. In saying that only the strong survive,social Darwinists justify the political andeconomic status quo of a society regard-less of how unjust, corrupt, or totalitarianit may be. Human rights start from thepremise that every person has inalienablerights and that it is the obligation of gov-ernment and society to guarantee thoserights.

2. Social Darwinism bolstered the socialstatus quo and thus provided businessleaders with a rationalization for theinequities in wealth and power.

3. The argument against human rights isthat the responsibilities of citizenshiprequire education and a form of socialinclusion that is incompatible with tribalsocieties’ more hierarchical forms of gov-ernance. The key factor is how human lifeis valued and whether there is a rule oflaw or a rule of custom that frequentlydoes not acknowledge universal humanrights.


1. He led the enormous expansion of thesteel industry in the late 1800s and was agreat philanthropist.

2. Scott was impressed with Carnegie’senthusiasm, hard work, intelligence, andachievement.

3. Answers will vary. Possible answer: Hissuccess is a result of his intelligence, hardwork, determination, and luck.


1. Marconi received the award for develop-ing wireless telegraphy.

201

2. He read and experimented on his ownand studied with a professor. He also con-ducted experiments in the university labsand audited university courses.

3. Answers will vary. Possible answer: Mar-coni was always brilliant, yet he chose tofocus only on the subject that interestedhim—radio waves—to the exclusion ofnearly everything else.


1. Learn to teach yourself, observe for your-self, and think things out for yourself. Jotdown notes daily about the people younurse. Be willing to work as hard at theaspects of nursing you do not enjoy as atthe aspects you do enjoy.

2. It comes from working hard during train-ing to learn and to do all things perfectly.

3. More women would become nurses whenconditions and pay improved.

4. They were too exhausted to work anylonger.

5. Rewards (the crown) come only with hardwork and sacrifices (the cross).

6. Answers will vary. Possible answers: Itwas a women’s field; people assumed itwas unskilled labor and therefore easy to do.


1. Impressionism refers to painters whotried to show their “fleeting visualimpressions” of everyday life.

2. Degas specialized in painting ordinarypeople doing their regular or everydayactivities. He painted them in motion.

3. Degas studied his subjects, made notesand models, and drew sketches before hebegan to paint. He also studied stop-framephotography to learn about movement.

4. It is not relevant that Degas was the sonof a banker or that he studied law.

Answer Key

5. Answers will vary. Possible answer: TheLaundresses moves away from photo-graphic realism and instead gives animpression of everyday activities.

RETEACHING ACTIVITY 5The order of items within each main topic mayvary.

I. A. The Second Industrial Revolution,combined with the growth of trans-portation by steamship and railroad,fosters a true world economy.

B. Based on the theory of Karl Marx, theformation of socialist political partiesand trade unions improve the work-ing and living conditions for indus-trial workers.

C. Many countries shift from beingagrarian to industrial nations.

II. A. Charles Darwin’s theories are appliedto human society in a radical way bynationalists and racists.

B. Marie Curie discovers that an elementcalled radium gives off energy, orradiation.

C. Albert Einstein publishes his specialtheory of relativity, which states thatspace and time are not absolute butare relative to the observer.

III. A. Urban populations grow because ofthe lack of jobs and land in the country.

B. Emmeline Pankhurst founds TheWomen’s Social and Political Union.

C. The industrial system gives peoplenew times to indulge in leisure activ-ities.

IV. A. Claude Monet paints pictures that capture the interplay of light, water,and sky.

B. Igor Stravinsky’s ballet The Rite ofSpring is performed in Paris.

C. Pablo Picasso paints in a new stylecalled cubism.


1. They love each other; he is respectable; hemakes a fine living.

202

2. She is the youngest of three girls and herolder sisters do not have fiancés; her sis-ters would reject her; her parents wouldreject her.

3. Answers will vary, but should take intoaccount both the feelings of the writerand her social and historical context.

4. No; such a family most likely would notexpect a daughter to remain single untilher older sisters are married.

5. Students’ letters will vary, but shouldreflect contemporary social conditions.Students from present-day immigrantfamilies might describe situations verysimilar to the one outlined in the letter.Conflicts between family expectationsand personal desires may appear in theletters of other students as well. Compar-isons and contrasts will similarly vary butshould recognize ways the problems oftoday and those of the early twentiethcentury may be similar even though soci-ety has changed.


1. steel, chemicals, electricity, and petroleum

2. the substitution of steel for iron

3. heat, light, and motion

4. Wages for workers increased and pricesfor goods were lower.

5. Southern Italy, most of Austria-Hungary,Spain, Portugal, the Balkan kingdoms,and Russia.

6. steamship and railroad

7. It was written by two Germans, KarlMarx and Friedrich Engels.

8. The ruling class and the oppressed, theBourgeoisie and the Proletariat.

9. the largest single party in Germany

10. They believed that capitalism would beoverthrown in a violent revolution.

11. to gain better working conditions and pay

Answer Key


1. mass

2. public health

3. elite

4. wealth

5. middle

6. hard work

7. landholding

8. Unskilled

9. Second

10. political

11. primary

12. literacy

13. leisure

14. fun

GUIDED READING ACTIVITY 5-3I. democracy

A. Liberal, ConservativeB. president; legislatureC. labor, industry

II. central, easternA. emperorB. ignoredC. absolute, czar

III. nationA. richest; unevenlyB. Samoa, Hawaii, Puerto Rico, Guam,

PhilippinesIV. FranceV. Balkans

A. annexingB. SerbsC. Austria-Hungary


1. reason, science, progress

2. orderliness

3. radium

203

4. relativity

5. past; mental

6. Psychoanalysis

7. Darwinism

8. anti-Semitism

9. objective

10. countryside

11. spiritual

12. useful

13. The Rite of Spring


Practicing the Skill Student answers may vary, but studentsshould show accurate understanding of thedifferences and similarities between indirectand direct colonial rule.

Applying the SkillAnswers may vary but should include some ofthe following:



1. Students should expect an explanation ofwhat was wrong with the system of indi-rect rule in Sokoto. They need to knowhow Britain governed the area and howthe people of Sokoto responded.

Costs of British rule

British manufacturing destroyed local industry.

Put thousands of women out of work in the textile industry

Food shortages

Degradation of Indian people

Disrespect for Indian cultural heritage

Benefits of British rule

Brought order and stability to region divided by civil war

Created honest and efficient government

Educated some Indian children

Brought modern technology such as telegraphs and railroads

Instituted postal system

Answer Key

2. British administrators didn’t allow deci-sions to be made by local authorities; oldruling systems remained intact withoutcreating a new bureaucracy. Answers willvary, but should include the definitions ofindirect rule.

Applying the SkillAnswers will vary. When evaluating the evi-dence from other groups, students shouldkeep in mind what was beneficial to includeand what was missing.

UNIVERSAL ACCESS ACTIVITY 6

1. The “burdens” that Comfort describesinclude slavery, mistreatment of nativepeoples and women, corruption in poli-tics, and war.

2. Comfort uses these examples to illustratecommon internal problems of empire-building nations.

3. Comfort is an anti-imperialist; shebelieves that imperialist nations need toconcentrate on fixing their own problemsrather than imposing their will on othercountries. Students may cite any of sev-eral lines in the poem to illustrateComfort’s views.


A.

1. Answers will vary but should mentionareas of exploration.

2. Answers will vary but could note naturalelements.


C.

1. e

2. b

3. c

204

4. a

5. d

1. a

2. d

3. b

4. c

5. e

D.

1. Imperialism

2. extension

3. expansion

4. capitalism

5. colonization

6. completely

7. exploration

8. regions

9. heartily

10. enthusiastically

E.

1. colonialism

2. resentment

3. domination

4. nations

5. exploitation

6. governments

7. revolution (s)

F.

1. C

2. F

3. C

4. C

5. F

Answer Key


1. D

2. L

3. J

4. G

5. I

6. B

7. M

8. C

9. A

10. H

11. K

12. F

13. E


A.

1. consequence

2. emphasis

3. motives

4. dominated

5. imposed

B.

1. f

2. e

3. b

4. a

5. h

6. g

7. c

1. gain

2. forced

3. results

205

4. aided

5. ruled

6. reasons

7. stress

C.

1. emphasizedemphasisemphatic

2. acquireacquirement

3. assistedassistance

4. dominatingdominationdominant

5. imposeimposition

6. postedpostspostal

D.

1. c

2. b

3. a

4. e

5. d

E.Answers will vary but should show correctuse of underlined words.

Assessment

1. d

2. a

3. b

4. e

5. c

6. b

Answer Key

7. c

8. b

9. b

10. c

11. emphasis

12. acquire

13. imposition

14. dominance

15. assist

16. motivate

17. T

18. T

19. F

20. T


1. Sponsor is the Nobel Foundation. Theauthorship is highly credible, so the sitecan be considered reliable.

2. The site includes links to a wide varietyof information on the Nobel Prize as wellas prize winners. Multimedia presenta-tions are included as well as biographicalinformation, related Web sites, essays,and more. All the links are helpful andrelated to the topic.

3. Student opinions will vary. The site isattractive and easily navigated, and fea-tures helpful search options. Graphics arelimited.

4. Student answers will vary. Reliability ofthe site and its authorship may be anissue. Students should weigh the breadthof information provided, the quality ofthe design, and the ease of access in theiranswers.

5. Poems will vary.

206

CRITICAL THINKING ACTIVITY 6Facts: 1, 2, 3, 4, 6, 8, 11; Opinions: 5, 7, 9, 10


1. They wanted to transport goods acrossIndia.

2. Both brought the Indian people closertogether. English made it easier forIndians who spoke different languages tocommunicate with each other.

3. Pramathanath initially admired Britishculture. He wore European clothes andwas proud that the British invited him totake the train ride. Then he realized thatthe British were bigoted against his fellowIndians; he realized that the British judgedhim favorably only because he wasdressed like them, in European clothes.

4. Answers will vary. Some students mightsay that, in retrospect, it was unwise ofBritain to improve India’s transportationand communication because thoseimprovements ultimately led to India’sindependence. Other students may saythat improving transportation and com-munication were essential for the Britishto manage India, so it was a wise decisionregardless of the outcome.

5. Answers will vary. Students who agreewith the statement might mention thattelevision enables a vast number of peo-ple to see films, theatrical performances,operas, concerts, and sporting events thatthey cannot attend in person. Students dis-agreeing might cite television’s violence,its many commercials, and the low intel-lectual level of much of the programming.


1. the north and the west

2. Answers will vary but may be similar tothe following:1. Great Britain. Although Britain did

not have as much territory as France,

the southern and western colonieswere rich in natural resources.

2. France. Covering the most land,France had strong holdings of naturalgas and petroleum but lacked someprecious materials and minerals.

3. Germany. Even though Germany didnot have extensive holdings in Africa,its territory in southern Africa wasvery rich in most resources except natural gas and petroleum.

4. Portugal. With the exception of somepetroleum and diamonds, the land-holdings of Portugal did not yieldmany natural resources.


1. The traits that go with yellow journalismare sensationalism for sensationalism’ssake: appealing to emotions at theexpense of reason, shock, being lurid, andsimplifying what is in fact complex.

2. Student answers will vary, but the follow-ing contrasts will be helpful. JerrySpringer, USA Today, and Hardcopy havesome or many aspects of yellow journal-ism. Barbara Walters, the New York Times,and 60 Minutes have fewer, if any, aspectsof yellow journalism.

3. Student answers will vary. Accept anyanswer that is relevant to the question. Apaper’s final loyalty has to be to its mis-sion, not to its financial health. Althoughit is true that in order to operate, a paperhas to turn a profit, if it turns a profit atthe expense of being a genuine news-paper, then the paper has lost its reasonfor being, its value and purpose. Apaper’s ultimate loyalty should be to itsvalue and purpose.


Answer Key

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TIME LINE ACTIVITY 6Answers will vary. Answers may include anyfive of the following:Event: Great Britain founds colony ofSingapore. Type of Influence: Economic.Explanation: Port city became a major stop-ping point for steamships to and from China.Event: Britain and France agree to maintainThailand as an independent state. Type ofInfluence: Political. Explanation: Thailandserved as a buffer between British and Frenchpossessions in Southeast Asia.Event: Indian revolt occurs. Type of Influence:Social. Explanation: Sepoys resented Britishattempts to impose Christianity and Europeancustoms on Indian culture.Event: Suez Canal opens. Type of Influence:Economic. Explanation: Travel time betweenEurope and Asia was shortened.Event: Berlin Conference partitions Africa.Type of Influence: Economic. Explanation: AllAfrican countries except Liberia and Ethiopiawere colonies of Europe.Event: United States wins the Spanish-American War. Type of Influence: Economic.Explanation: United States gained valuableterritories: Philippines, Guam, and Puerto Rico.Event: Panama Canal opens. Type of Influ-ence: Economic. Explanation: Shorter routebetween Atlantic and Pacific Oceans was created.


1. The zapatistas and Texans both revoltedagainst perceived curbs on their freedom.Texans declared independence. The zapa-tistas have been trying to win civil rightsand greater autonomy.

2. Students should infer that the unchal-lenged rule of one political party would

Answer Key

result in government offices becomingpoliticized spoils. Without a powerfulopposition, there is little incentive toimprove the quality of representation.

3. NAFTA has helped the Mexican economyby bringing manufacturing jobs to borderfactories and creating markets for Mex-ican agricultural products and otherresources. By accelerating the globaliza-tion of the economy, it has hurt the poorby spreading a cash economy into ruralareas where subsistence agriculture sus-tained people for generations.


1. They were fleeing attack from the Zulunation.

2. He granted farming rights in 1886 andmining rights in 1888. Students shouldinfer that the Matabele lands had fertilesoil and valuable mineral deposits.

3. Answers will vary. Possible answer: Bothgroups lost their lands to white settlers;both groups were betrayed when thewhites failed to live up to the terms oftreaties.

4. Answers will vary. Possible answer: Hewas a poor leader, as shown by the diffi-culty he had securing his own throne andhis inability to create a binding treatywith the Boers and English; he was agood leader because he kept the Boersand English at bay as long as he could.


1. He was fleeing a murder charge.

2. Villa had killed Americans in retaliation for America withdrawing its supportfrom him.

3. Answers will vary. Possible answers: Hewas a tireless fighter for Mexican inde-pendence from dictatorships and foreign

208

aggressors. He represents the struggle ofthe common man against larger and morepowerful forces.


1. if the only alternative is cowardice anddishonor

2. It can be used only by the strong, whocan deliberately choose forgiveness ratherthan punishment and violence. “A mousehardly forgives a cat . . . .” “A definite for-giveness would, therefore, mean a defi-nite recognition of our [India’s] strength.”

3. Gandhi realized that Indians generallywere not ready to listen because they feltdowntrodden by the British and wantedrevenge. He felt he must say, however,that they could gain more by refrainingfrom violence.

4. conscious opposition to or defiance oftyranny with one’s will (spirit, soul)

5. Answers will vary. Possible examples caninclude: the inclusion of all classes ofIndians in his movement, effective peace-ful tactics such as boycotts and the saltmarch, wearing homespun clothes


1. Brahma, the creator; Vishnu, the pre-server; Siva, the destroyer

2. Answers will vary. Possible answers:Hinduism believes in reincarnation, inwhich everything dies and is reborn.These three gods represent the endlesscircle of birth, life, and death.

3. Answers will vary. Possible answer: Sivais the god of rebirth. One might say that anew undertaking or a journey is a kind ofbirth, and Ganesha is the god of thesethings. Ganesha, with his bowl of sweetsand his broken tusk, does not seem to beas fierce as Siva. Sculpture representingSiva focuses on his physical strength andpower.

Answer Key

4. Indian sculpture uses images that arevery familiar to viewers and are based onwell known myths. One static sculpturecan “tell” a dramatic story, such as thecreation of the universe.

RETEACHING ACTIVITY 6Answers will vary. Possible answers:Gold present in South Africa: Cecil Rhodes;Boers. Rhodesia (Zimbabwe) is founded; BoerWar.Colonization of Africa: David Livingstone;Henry M. Stanley; King Leopold II. Belgianand France among European states to claimterritories in Africa.Building of Suez Canal: Ferdinand de Lesseps.Travel between Europe and Asia is shortened.Sepoy Mutiny: viceroy; Queen Victoria. EastIndia Company is dissolved; the viceroy is sentto tighten British control.Monroe Doctrine: President James Monroe.European imperialistic expansion stops inLatin America.Spanish-American War: President WilliamMcKinley. Cuba becomes a United States pro-tectorate, and Puerto Rico is annexed to theUnited States.

ENRICHMENT ACTIVITY 6Answers will vary. Last words should reflectthe person’s life and/or personality. Possibleanswers:

1. Heaven is as glorious as England!

2. This is death, I presume?

3. I am off to establish a powerful new king-dom, bigger and better!

4. There is nothing we cannot conquer withhard work.

5. It has been my duty to civilize otherswhile protecting our civilization!

6. We must do all that we can to end theslave trade.

7. Farewell my countrymen! Be true to Indiaand yourselves!

209

8. It was my destiny to expand America’sgreatness.

9. Viva Reformed Mexico!

10. Law and order at all costs.


1. overseas

2. Imperialism

3. direct control

4. advantage

5. moral

6. Burma

7. protection

8. free

9. Philippines

10. maintain

11. direct rule

12. export

13. nationalism

14. intellectuals


1. Great Britain, France, Germany, Belgium,Italy, Spain, and Portugal

2. Ali modernized the army, set up a publicschool system and helped create smallindustries in sugar, textiles, munitions,and ships.

3. They believed it to be their “lifeline toIndia.”

4. Algeria

5. Italy tried to take over Ethiopia but wasdefeated.

6. In 1876, he hired Henry Stanley to set upBelgian settlements in the Congo.

7. The Berlin Conference was called in1884–1885. The agreement reached recog-

Answer Key

nized British and German claims to spe-cific territory in East Africa.

8. No African delegates were present at thisconference.

9. They believed that white superiority overblacks was ordained by God.

10. One of his goals was to create a series ofBritish colonies all linked by railroad.

11. Liberia and Ethiopia.

12. British administrators made all majordecisions. The native authorities servedchiefly to enforce those decisions. Indirectrule also kept the old African elite inpower, sowing the seeds for class andtribal tensions.

13. Westerners had exalted democracy, equal-ity, and political freedom but did notapply these values in the colonies.

GUIDED READING ACTIVITY 6-3I. increased, Mogul

A. soldiers, fortsB. sepoysC. Independence

1. cow, pig2. rebellion

II. viceroyA. benefits

1. order, stability2. honest, efficient

B. costs1. industry2. equals

III. Indian National CongressA. governingB. Mohandas Gandhi

1. non-violent2. unifying

IV. culturalA. Rabindranath Tagore; identity


1. revolution

2. Spaniards

210

3. Portuguese

4. independent

5. Miguel Hidalgo

6. Native Americans

7. mestizos

8. republic

9. San Martin

10. border

11. caudillos

12. Spanish-American

13. annexed

14. Panama Canal

15. model

16. exports

17. reform

18. landholding



1. The author wants to show that PresidentRoosevelt was concerned about Japaneseimmigration.

2. Answers may vary. Students may ques-tion the use of the phrase “gentlemen’sagreement.”

3. Answers may vary. Some students maywish for details about the agreement tohelp them understand how it stoppedJapanese immigration to the U.S.

4. Answers may vary.

5. Answers may vary. Questions couldinclude, for example, “how much immi-gration to the U.S. did Japan have before1907?” and “how was the ‘gentlemen’sagreement’ negotiated?”

Answer Key

Applying the Skill

1. The author wants to show that HongKong had developed a strong economy.

2. Answers may vary. Most students shouldfind the passage clear.

3. Answers may vary. Some students maywant more information about how thereturn of Hong Kong in 1997 actuallyhappened.

4. Answers may vary.

5. Answers may vary. Questions couldinclude, for example, “what happened inthe 1997 handoff?” and “why did HongKong’s economy boom?”

6. Questions and answers may vary.Students could point out that Internetresearch would help them answer theirquestions.



1. C

2. D

3. B

4. E

5. A

Applying the SkillQuizzes will vary. They should be based onimportant material from Chapter 7 and shoulddemonstrate a logical connection between thecause and effect. Students should create fivequestions and provide an answer key.

UNIVERSAL ACCESS ACTIVITY 7Students’ examples will vary. They may notethat influences of cultural exchanges oftenwent both ways, with each region influencingthe other in some way, but overall there wasgreater influence by the West on the East.

211


A.

1. Answers will vary but should mentioncurrent challenges.

2. Answers will vary but could referencechallenges in Third World countries.


C.

1. c

2. g

3. a

4. h

5. d

6. b

7. e

8. f

D.

1. prosperity

2. harassed

3. decline

4. unrest, incompetence

5. guns, ideas

E.

Verb Verb Tense Reason for the Tense

1. had been past perfect B

2. did (not) like simple past A

3. had simple past A

4. exported simple past A

5. had imported past perfect B

6. did (not) cover simple past A

7. were forced simple past A

8. sent simple past A

9. was simple past A

Answer Key

F.

1. c

2. e

3. d

4. b

5. a

1. applied to

2. began to

3. perish from

4. shipped, to

5. agreed to

1. to

2. from

3. to

4. from

5. to

6. for

G.

1. Answers will vary but include the correctusage of the underlined phrase.






1. prefecture

2. commodity

3. extraterritoriality

4. concession

212

5. indemnity

6. Open Door Policy

7. provincial

8. spheres of influence

9. self-strengthening

10. porcelain


A.

1. A

2. S

3. S

4. A

5. S

6. S

7. A

1. accompanied

2. subsidies

3. ensured

4. adjust

5. colleagues

6. commodities

7. objectively

B.

1. a

2. c

3. e

4. d

5. b

C.

1. integrity

2. alter

Answer Key

3. observe

4. subject

5. subsidies

D.Word webs will vary. Sentences should reflectcorrect use and understanding of words.

Assessment

1. b

2. a

3. a

4. d

5. c

6. b

7. a

8. b

9. c

10. c

11. a

12. c

13. a

14. b

15. noun

16. adjective

17. noun

18. noun

19. adjective

20. verb


Answers will vary but should take intoaccount the time frame for the research reportand the different time allotments needed fordifferent tasks. Encourage students to use thisschedule for other reports assigned to them.

213

CRITICAL THINKING ACTIVITY 7

1. Qing dynasty: external pressure from theWest, corruption, peasant unrest, incom-petence, rapid population growth, andserious food shortages; answers will varyfor the comparison depending on theevent selected.

2. Students should see many similaritiesbetween the two events and conclude thatHegel was correct—most rules collapsefor many of the same reasons, so therulers do not learn from history.


1. climate, soil conditions, energy and min-eral resources, rivers, good natural har-bors, access to distant markets orresources

2. spices grown on the islands of theIndonesian Archipelago

3. Malacca was located on a good harborwhere ships were protected from storms.Because of this good harbor, merchantsfrom around the world gathered inMalacca to trade their goods.

4. China and Japan probably had naturalresources or trading empires that couldeconomically benefit the Portuguese atthat time.

5. You may want to suggest that studentsread the article “Two Worlds, Time Apart:Indonesia” in National Geographic, vol.175, no. 1, January 1989. Encourage stu-dents to find examples in their researchthat link geographic location to commer-cial activity.


1. Europeans might have used the inabilityof the Qing government to stop Tai Pingunrest promptly as an excuse to intervenewith military forces in order to protecttheir own people. The Qing, they mighthave argued, were unable to protect their

Answer Key

own people from violence, so how couldthey protect European foreigners?

2. about 570 miles from Nanjing to southernborder of Tai Ping–dominated territory

3. Hong may have gotten his Christiantraining from European missionarieslocated in one of the Shantou ports insouthern China.

4. Students should shade the area along thecoast from Shantou north to Shanghai.


1. New medical knowledge would be veryimportant in a country with the largestpopulation in the world. Similarly,China’s growing agricultural productionand manufacturing industries wouldmake new roads and canals essential foreconomic growth.

2. The quotes reflect a belief in the superior-ity of Christianity over Eastern religionsand the supposed superiority of Westerntechnology. Parker believes that Chinawill ultimately convert to Christianity.

3. Answers will vary. Students should sup-port their answers with well-reasonedresponses. They may include examplesfrom current news items dealing withU.S.-Chinese relations. Students shouldalso show that they understand that cul-tural exchange between societies shouldnot be one-way but should include mean-ingful exchanges from both sides.

4. Answers will vary but may include: reli-gion—Daoism, Buddhism, Confucianism;technology—porcelain, spinning silk,canal systems.


214


TIME LINE ACTIVITY 7

1. 333 years

2. the first Opium War, Tai Ping Rebellion,Boxer Rebellion

3. Commodore Perry’s arrival in Japan andthe U.S. proposal of an Open Door policyfor China

4. defeat of China in 1894, defeat of Russiain 1905, and annexation of Korea in 1910

5. the Meiji

6. Sun Yat-sen


1. The Chinese were concerned becauseopium was an addictive drug and thou-sands of Chinese had become addicted to it.

2. Answers may vary. Guide students tounderstand that by flooding China withdrugs, Great Britain could more easilyinfluence affairs of the country, thus expe-diting trade and commerce with China, a nation that was resistant to outsideinfluence.

Answer Key

3. Students may find data such as at the bot-tom of the page.

Students might conclude that the widediscrepancy in per capita income couldmake Chinese citizens think critically ofCommunism and their government andincite people to attempt to immigrate toHong Kong. Students might look atwhether the standard of living and way oflife in a more democratic society are betterfor people than in a Communist society.Students may attempt to explain this withthe data they collected about the differ-ences between Hong Kong and China.


1. She and her advisers created a constitu-tion in 1908 which gave the emperor morepower over state affairs, but did not reallyrepresent fundamental change of the system.

2. Several rebellions tried to unseat thedynasty. The Boxer Rebellion in 1900 wasdirected against foreigners, but contrib-uted to the decline of the Qing dynasty.

3. Answers may vary, but should be well-reasoned and thought out. Studentsshould link the decline of the Qingdynasty with the breakdown in law andorder leading to the Boxer Rebellion.

COMPARING THE STANDARD OF LIVING IN HONG KONG AND CHINA

Hong Kong China

Per capita income $25,400 $3,600(in U.S. dollars)

Life expectancy (years) 79.67 71.62

Infant mortality 5.83 28.08(deaths per 1,000 births)

Adult literacy rate 92.2% 81.5%

Source: The World Fact Book, U.S. Central Intelligence Agency.

215


1. The two circumstances that caused theinfluence of Japanese woodblock artistson Western art in the nineteenth centurywere the craze for Asian exports and thedesire by Western artists to find newforms of artistic creativity.

2. Hokusai’s most famous work is calledThirty-Six Views of Mt. Fuji.

3. Student answers will vary. Accept anyanswer that is relevant and thoughtful.The clearest contemporary internationalinfluences on Western art are world musicand the many African and Caribbeaninfluences on pop music.


1. The port of Kiao-chao and adjacent terri-tory in the province of Shandong.

2. They wanted to ensure equality of treat-ment of all foreign trade throughoutChina.

3. Possible answers may include referencesto the support of the emperor of the pro-posed measures.


1. Private dwellings tended to use tradi-tional Japanese architectural models whilepublic buildings were increasingly basedon Western models and materials.

2. Earthquakes made stone and brick con-struction vulnerable. Reinforced concreteand steel-frame construction were moreflexible and could withstand earthquakesbetter than stone and brick construction.

3. Heavy stonework, Greek columns, angu-lar geometric shapes, and uniform repeti-tion of elements seem particularlyWestern; Oriental style would have morewood, more curved shapes, less repetitionof the same elements, and the use of

Answer Key

wood and tile.

4. Answers will vary, but may include: Whydid you use a French palace as the modelfor a Japanese palace? How did theemperor feel about having a Western-stylepalace? Did you consider adding sometraditional Japanese architectural ele-ments to reflect your country’s culture?

RETEACHING ACTIVITY 7China: European trade restricted; Opium War;Treaty of Nanjing in 1842; Hong Xiuquan leadsthe Tai Ping Rebellion; Nanjing massacre; JohnHay presents Open Door policy; Collapse ofQing dynastyJapan: Four warships under CommodoreMatthew Perry arrive in Edo Bay; Treaty ofKanagawa; Sat-Cho alliance; EmperorMutsuhito leads the Meiji Restoration; Meijileaders sign a Charter Oath; The Meiji consti-tution is modeled after Imperial Germany;Territorial expansion begins with the RyukyuIslands and Korea; Surprise attack launched on the Russian naval base at Port Arthur;Government annexes Korea


1. Early medicinal uses for opium includedtreatment for dysentery, cholera, andother diseases. Later, more uses for thedrug were created including opium plas-ters, pills, cough drops, and lozenges.

2. Prior to its prohibition in China, opiumwas freely traded and available for openpublic sale. Because of this saturation, theprice was inexpensive, making it easilyobtainable by all of the social classes.

3. The opium habit is so much worse thanthe diseases it may alleviate or prevent.


1. the intense external pressure applied toChinese society by the modern West

2. the ships, guns, and ideas of foreigners

216

3. It means they imported more goods fromChina than they exported to China.

4. Opium from India.

5. When a British fleet sailed almost unop-posed up the Chang Jiang River.

6. the failure of the Chinese government todeal with internal economic problems

7. to legalize the opium trade, open newports to foreign trade, and surrender thepeninsula of Kowloon to Great Britain

8. By this they meant that China shouldadopt Western technology while keepingConfucian values and institutions.

9. After the Tai Pin Rebellion, warlords inthe provinces granted foreign nationsexclusive trading rights or railroad-build-ing and mining privileges, in exchangefor money.

10. He issued edicts calling for major politi-cal, administrative, and educationalreforms.

11. It did not end the system, but it didloosen restrictions on trade among impe-rialist powers within the spheres.

12. The Boxers were upset by the foreigntakeover of Chinese lands.


1. Boxer

2. assembly

3. advice

4. military

5. democracy

6. Nationalist Party

7. General Yuan Shigai

8. collapse

9. Japan

10. civil war

11. transportation

Answer Key

12. communication

13. profits

14. centuries

15. educated

16. intellectuals

17. urban middle class

GUIDED READING ACTIVITY 7-3I. isolated

A. United StatesB. Kanagawa

II. unpopularA. shogunB. emperor

III. industrialA. WesternB. land ownershipC. compulsory

IV. expansionA. KoreaB. China, RussiaC. annexation

V. cultureA. literatureB. EuropeC. Tokyo School of Fine ArtsD. fashionable

217

TEXT

9 From A Tale of Two Cities by CharlesDickens.

31 From Records of a Girlhood by FrancesAnn Kemble. New York: Henry Holtand Company, 1879.

45 From Democratic Vistas in Complete ProseWorks by Walt Whitman, edited byRichard Maurice Burke, Thomas B.Harned, and Horace L. Traubel (NewYork: G.P. Putnam’s Sons, 1902), II,61–66.

46 From The Battle with the Slum by Jacob A. Riis, reprinted in The AmericanReader edited by Diane Ravitch.

59 From Strong-Minded Women & OtherLost Voices from 19th-Century England byJanet Murray. Copyright © 1982 byJanet Murray, pp. 304–306.

87 From “Non-Violence in Peace and War”by M.K. Gandhi, from Selected Writingsof Mahatma Gandhi, edited by RonaldDuncan. Faber & Faber, 1951. Reprintedby permission of Navajivan Trust.

115 First Open Door Note (1899) fromdepartment of State, Washington,September 6, 1899. Copyright ©Department of Alfa-Informatica of the University of Groningen (TheNetherlands). Reprinted by permission.

ACKNOWLEDGMENTS

PHOTOGRAPHS

19 The Bettmann Archive

29 Mansell/TimePix

30 Corbis-Bettmann

35 Harvard Law Art Collection

57 Corbis-Bettmann

58 Mary Evans Picture Library

63 Giraudon/Art Resource, NY

75 Bettmann/Hulton

85 Hulton Deutsch Collection Limited

86 Corbis-Bettmann

91 Art Resource, NY

113 Wan-go Weng Archive

114 Wan-go Weng Archive

119 Underwood & Underwood/CORBIS

218

Teacher Notes

Documents

Unit 2 Resources An Era of European Imperialism · answers for all activities in this book in the order in which the activities appear. ... Guided Reading Activity 4-1 ... Guided