Bài giảng Glencoe World History - Chapter 20 Mass Society and Democracy, 1870-1914

Splash ScreenChapter MenuChapter IntroductionSection 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern ConsciousnessVisual SummaryChapter Intro What events can affect the entire world?The 1900 World’s Fair in Paris celebrated the achievements of the 1800s. The fair showcased inventions of the Second Industrial Revolution, especially those using the newly discovered power of electricity. In this chapter, you will learn about the causes and effects of the Second Industrial Revolution.• Name another event that draws participants from around the world. What is the significance of the event?• What are some technologies invented in your lifetime? How have they influenced your life?Chapter Intro Chapter Intro Chapter Intro 1The Growth of Industrial ProsperityIn what ways did industrialization affect the economies of European countries and the United States?Chapter Intro 2The Emergence of Mass SocietyWhat benefits do people enjoy today in part because of the Second Industrial Revolution?Chapter Intro 3The National State and DemocracyWhat factors might contribute to a failure of democracy?Chapter Intro 4Toward the Modern ConsciousnessHow might art, science, and thought of this era be characterized?Chapter Preview-EndSection 1-Main IdeaThe BIG IdeaNew Technologies Industrialization led to dramatic increases in productivity and to new political theories and social movements.Section 1-Key TermsContent Vocabularyassembly linemass productionbourgeoisieproletariatdictatorshiprevisionistsAcademic VocabularyfinanciertransitionSection 1-Key TermsPeople and PlacesThomas EdisonAlexander Graham BellGuglielmo MarconiKarl MarxABSection 1-Polling QuestionOur society is a classless society.A. AgreeB. DisagreeSection 1The Second Industrial RevolutionIn Western Europe, the introduction of electricity, chemicals, and petroleum triggered the Second Industrial Revolution, and a world economy began to develop.Section 1In the Second Industrial Revolution there was greater use of steel, chemicals, petroleum, and electricity. Electricity was a new form of energy that gave way to many new inventions.In the United States Thomas Edison created the light bulb, and homes, businesses, and factories used the affordable resource for convenience and productivity. The Second Industrial Revolution (cont.)Section 1Alexander Graham Bell, inventor of the telephone, and radio pioneer Guglielmo Marconi sparked a revolution in communications.The internal-combustion engine revolutionized transportation with the automobile, while the airplane made its appearance as well. The Second Industrial Revolution (cont.)Industrialization of Europe By 1914Section 1Prices for produced goods decreased as a result of lower production and transportation costs. The assembly line allowed for more efficient mass production of goods.In Europe, nations in the north and west had a higher standard of living for their citizens, while the southeastern regions of Europe remained largely agricultural and rural, with lower standards of living.The Second Industrial Revolution (cont.)Section 1By 1900, a true world economy was occurring. Europe dominated this global economy by the beginning of the twentieth century.The Second Industrial Revolution (cont.)ABCDSection 1Which of the following nations did not directly benefit from the Second Industrial Revolution? A. Belgium B. FranceC. GermanyD. RussiaSection 1The Working ClassIndustrialization gave some a higher standard of living, but struggling workers turned to trade unions or socialism to improve their lives.Section 1The transition to an industrialized society was hard on the workers, who often worked dangerous jobs for poor wages and lived in crowded slums.Some reformers of the capitalist society wanted a better environment for the working class. More radical reformers wanted to abolish capitalism in favor of socialism.Many socialist ideas were based on the theory of the German Karl Marx. The Working Class (cont.)Section 1The Communist Manifesto outlined Marx’s beliefs that industrial capitalism was to blame for the problems besetting society. Marx believed that the proletariat would violently overthrow the bourgeoisie and establish a classless society, run by a dictatorship form of government.The Working Class (cont.)Section 1In many European nations, working-class leaders formed socialist parties based on Marx’s ideas, but were divided on their goals. Pure Marxists wanted revolution to defeat capitalism, while revisionists argued that political gains were the key to change.To improve their conditions, workers organized into unions for better working conditions and used strikes as their bargaining tool. The Working Class (cont.)ABCDSection 1According to the ideas of Karl Marx, who were the oppressors of class struggle? A. Dictatorship B. BourgeoisieC. ProletariatD. RevisionistsSection 1-EndSection 2-Main IdeaThe BIG IdeaIdeas, Beliefs, and Values The Second Industrial Revolution resulted in an increased urban population, a growing working class, and an increased awareness of women’s rights.Section 2-Key TermsContent VocabularyfeminismsuffrageliteracyAcademic VocabularyadvocatepassiveSection 2-Key TermsPeople and PlacesFrankfurtAmalie SievekingFlorence NightingaleClara BartonEmmeline PankhurstABSection 2-Polling QuestionMost people move to cities for economic reasons. A. AgreeB. DisagreeSection 2The New Urban EnvironmentAs workers migrated to cities, local governments had to solve urgent public health problems; and their solutions allowed cities to grow even more.Section 2As more people moved to cities in search of economic opportunities, European society became more urban. Reformers were able to urge local governments to improve conditions in cities.Improved housing, water, and sewage systems led to a safer living environment.The New Urban Environment (cont.)Section 2Improved living conditions enabled people to live in close quarters, and cities such as London and Frankfurt were able to accommodate large populations.The New Urban Environment (cont.)European Population Growth and Relocation, 1820–1900ABCDSection 2Why did cities grow so quickly in the 1800s? A. Improved living and sanitation conditionsB. Lower taxes on businesses  and industryC. Improved transportation  systemsD. The advent of high-rise  buildings Section 2Social StructureEuropean society comprised three broad social classes—upper, middle, and lower.Section 2The Elite Class:Made up of wealthy bankers, industrialists, and merchants, this minority became leaders in the government and military.Social Structure (cont.)Section 2The middle class consisted of a variety of groups. A lower-middle class consisted of small shopkeepers, traders, and prosperous farmers.Social Structure (cont.)The Middle Class:Section 2White-collar workers, including traveling salespeople, bookkeepers, and secretaries, were between the lower-middle class and the lower class.Although incomes varied, the goals, values, and lifestyle opportunities were similar among middle-class Europeans. Social Structure (cont.)Section 2The Working Class:The majority of Europeans were considered the working class of society and included landholding peasants, laborers, and domestic servants.Improved working environments facilitated more buying power and better social conditions. Social Structure (cont.)ABCDSection 2How did life change for urban workers after 1870? A. They had to work  more hours. B. Inflation led to food shortages  in cities.C. Workers had more money  to buy things other than food.D. The workday was reduced  to 8 hours, with weekends off.Section 2Women’s ExperiencesAttitudes toward women changed as they moved into white-collar jobs, received more education, and began campaigning for the right to vote.Section 2During the Second Industrial Revolution, women began to enter the labor force because of a lack of male workers. These positions were generally filled by lower-class women.In the 1800s, marriage was the only career available to most women, although advances in economic conditions led to a decline in birthrates.For women in middle-class families, activities centered on the family became common by 1850.Women’s Experiences (cont.)Section 2Besides raising their families, lower-class women worked to earn additional money. Modern feminism began during the Enlightenment, and, during the nineteenth century, women argued for the rights to divorce and to own property.In the medical field, women such as Amalie Sieveking, Florence Nightingale, and Clara Barton transformed nursing into a professional occupation. Women’s Experiences (cont.)Section 2In the 1840s and 1850s, women began to demand political rights and believed that suffrage was key to improving their overall position.In 1903 Emmeline Pankhurst founded the Women’s Social and Political Union in Britain and used unusual publicity stunts to draw attention to her cause. Women’s Experiences (cont.)ABCDSection 2Why did lower-class women work?A. To gain political rightsB. To gain respect in societyC. To supplement the male’s  incomeD. By law, they had to  perform certain duties  for upper-class society Section 2Education and LeisureAs a result of industrialization, the levels of education rose. People’s lives became more clearly divided into periods of work and leisure.Section 2Between 1870 and 1914, Western nations began to finance a system of primary education for children ages 6 to 12.Education was considered important for a viable labor force and better-educated voters.The immediate result of public education was a jump in literacy.Education and Leisure (cont.)Section 2Higher literacy rates led to the development of mass media. Newspapers were both informative and entertaining, and a literate populace purchased millions of copies per day.New types of leisure were available to Europeans and Americans. People went to amusement parks, and dance halls, and organized team sports.Education and Leisure (cont.)Section 2Leisure time was now clearly defined as separate from work. Leisure time was also more passive in nature, and people paid to attend leisure activities.Education and Leisure (cont.)ABCDSection 2What was an immediate impact of public education? A. Higher voter turnoutB. More jobsC. More leisure timeD. Higher literacy ratesSection 2-EndSection 3-Main IdeaThe BIG IdeaCompetition Among Countries While democracy triumphed in Western Europe, authoritarianism prevailed in central and eastern Europe, and industrialization swept the United States. International rivalries set the stage for war.Section 3-Key TermsContent Vocabularyministerial responsibilityDumaAcademic VocabularyinsecurecontroversySection 3-Key TermsPeople and PlacesOtto von Bismarck William II Francis Joseph Nicholas II St. Petersburg Queen Liliuokalani Montenegro ABSection 3-Polling QuestionDo you think there should be more than two major political parties? A. YesB. NoSection 3Western Europe and Political DemocracyGrowing prosperity after 1850 contributed to the expansion of democracy in Western Europe. Section 3In the late 1800s, political democracy was spreading in Western Europe, as universal male suffrage laws were passed, political parties formed, and ministerial responsibility became the dominant political entity. Western Europe and Political Democracy (cont.)Europe, 1871Section 3Great Britain: A two-party parliamentary system emerged as the Liberal and Conservative parties vied for political power.The Liberals voted for social reforms, such as unemployment benefits and pensions.Western Europe and Political Democracy (cont.)Section 3France:In 1875 the Third Republic in France gained a republican constitution. The new government was established with a president and a legislature made up of two houses.Western Europe and Political Democracy (cont.)Section 3Italy:Italy had emerged by 1870 as a united national state, but the disparity of wealth and widespread government corruption led to a weak, centralized political system.Western Europe and Political Democracy (cont.)ABCDSection 3What is ministerial responsibility?A. A prime minister or king is  responsible to an elected  legislative body.B. An elected government is  responsible to the people. C. The government is  responsible to the church.D. The government guarantees  universal suffrage for  men and women.Section 3Central and Eastern Europe: The Old OrderAlthough Germany, Austria-Hungary, and later Russia instituted elections and parliaments, real power remained in the hands of emperors and elites.Section 3In Germany, the government established by Otto von Bismarck set up a two-house legislature. Although the Reichstag was elected by male voters, the emperor still maintained political power by controlling the military and foreign policy.Central and Eastern Europe: The Old Order (cont.)Section 3By the reign of William II (1888 to 1918), Germany was the strongest military and industrial power in Europe. Conservative forces thwarted the rise of democracy in Germany.In the Austro-Hungarian Empire, the emperor Francis Joseph largely ignored the Austrian parliament and governed by imperial decree. Ethnic problems threatened the stability of Austria.Central and Eastern Europe: The Old Order (cont.)Section 3In Hungary, the parliamentary system worked, although it was dominated by the nation’s landholding class.Nicholas II became the czar of Russia in 1894, and was committed to autocratic rule of the large nation.Central and Eastern Europe: The Old Order (cont.)Section 3Russia was becoming an industrialized nation, and the rising working class demanded more political power. In 1905 the bloody breakup of a peaceful demonstration in St. Petersburg left hundreds dead.Czar Nicholas relented and permitted the establishment of the Duma, although he had limited the power of the legislative body by 1907. Central and Eastern Europe: The Old Order (cont.)ABCDSection 3The ability of the governments in Eastern and Central Europe to limit democracy was due in large part to what? A. Central Europe was separated geographically.B. The lack of an  educational systemC. The military strength of the  Eastern European monarchsD. The economies of Central  Europe had become industrialized Section 3The United StatesIn the United States, the Second Industrial Revolution produced wealth that was more concentrated than it was in Europe.Section 3In the United States, the Civil War had destroyed the Southern way of life, and new amendments to the U.S. Constitution protected the civil liberties of African Americans.Between 1860 and 1914, the United States switched from a farm-based economy to an industrial economy. The United States (cont.)Section 3The populations of urban centers soared, and by 1900, three American cities had over 1 million inhabitants. Around the turn of the century, America became imperialistic and acquired territories abroad.American forces deposed Queen Liliuokalani in Hawaii and acquired territories from the vanquished Spanish in the Spanish-American War.The United States (cont.)ABCDSection 3How did the United States acquire the Philippine Islands? A. By overthrowing  Queen LiliuokalaniB. By claiming it by forceC. The Filipino people voted  to become a U.S. territory.D. By defeating Spain in a war Section 3International RivalriesThe German emperor pursued aggressive foreign policies that divided Europe into two hostile alliance systems.Section 3To prevent France from limiting its power, Germany entered into a defensive alliance with Austria-Hungary and Italy by 1882. This coalition was known as the Triple Alliance.In 1890 Emperor William II fired Bismarck and took control of Germany’s foreign policy. In 1894 William II ended the treaty Germany had with Russia.By 1907, France, Great Britain, and Russia had drawn into an alliance known as the Triple Entente. International Rivalries (cont.)Section 3The two opposing alliances of the Triple Alliance and the Triple Entente had become more divided and less willing to compromise at the beginning of the twentieth century. As the Ottoman Empire began to lose power, the provinces of Greece, Serbia, Romania, and Montenegro in the Balkans began to gain their freedom. Austria and Russia vied for influence in the region.International Rivalries (cont.)Section 3In 1908 Austria-Hungary annexed the Slavic territories of Bosnia and Herzegovina. This outraged Serbia, which wanted to establish a Slavic kingdom. Serbia and its ally Russia prepared for war against Austria-Hungary. Germany demanded that Russia accept the Austrian annexation or face war; Russia, weakened by war with Japan, backed down.By the beginning of 1914, the crisis in the Balkans threatened the security of Europe. International Rivalries (cont.)ABCDSection 3Which countries were part of the Triple Entente? A. France, Italy, GermanyB. Germany, Austria-Hungary,  ItalyC. France, Great Britain,  RussiaD. Germany, Russia, ItalySection 3-EndSection 4-Main IdeaThe BIG IdeaIdeas, Beliefs, and Values Radical changes in the economic and social structure of the West were matched by equally dramatic artistic and intellectual changes.Section 4-Key TermsContent VocabularymodernismpsychoanalysisSocial DarwinismpogromsZionismAcademic VocabularyabstractintensitySection 4-Key TermsPeople and PlacesFranceClaude MonetPablo PicassoFrank Lloyd WrightMarie CurieAlbert EinsteinSigmund FreudViennaABSection 4-Polling QuestionDo you think nationalism can lead to discrimination against foreign people?A. YesB. NoSection 4The Culture of ModernityDramatic innovation occurred in literature, the visual arts, and music in the late 1800s.Section 4Between 1870 and 1914, many writers and artists produced works known as modernism. The naturalist writers addressed social problems such as alcoholism, women in society, and urban slums.Symbolist writers produced work that functioned for its own sake, and did not attempt to criticize or understand society.The Culture of Modernity (cont.)Section 4In France, artists such as Claude Monet embraced a painting style known as impressionism. Impressionists rejected indoor studios and went into nature, where they captured the interplay of light, sky, and water.Vincent van Gogh and Paul Cezanne used color and structure to express mood in a form known as postimpressionism. These artists wanted to represent reality, not mirror it, as did the camera, which had been invented in 1888.The Culture of Modernity (cont.)Section 4The Spaniard Pablo Picasso painted in a new style, using geometric designs to re-create reality. This modern style of art is called cubism.Modernism influenced architecture as well, and skilled builders Louis H. Sullivan and Frank Lloyd Wright created buildings that were clean-lined and functional.The Culture of Modernity (cont.)Section 4In music, the ‘modern’ sounds of Stravinsky’s The Rite of Spring caused a near-riot by Parisians, who were upset by the new sounds and rhythms of the performance.The Culture of Modernity (cont.)ABCDSection 4Which artist popularized cubism as an art form?A. Frank Lloyd WrightB. Pablo PicassoC. Claude MonetD. Vincent van GoghSection 4Uncertainty GrowsScientific discoveries in this period had a profound impact on how people saw themselves and their world.Section 4At the end of the nineteenth century, Marie Curie challenged the accepted view that the universe existed independent of its observers, with her discovery that the element radium gave off energy.The German-born scientist Albert Einstein provided a new view of the universe with his theory of relativity, which stated that space and time are not absolute, but are relative to the observer.Uncertainty Grows (cont.)Section 4A doctor from Vienna named Sigmund Freud asserted that human behavior was strongly determined by past experiences and internal urges. Freud used a method known as psychoanalysis, in which he and a patient probed deeply into the patient’s memory for healing purposes. Uncertainty Grows (cont.)Freud: In Search of the UnconsciousABCDSection 4What is the idea behind Einstein’s theory of relativity? A. Everything in the world  is related. B. The universe is a  huge machine.C. Space and time are not  absolute, but relative to  the observer.D. Elements are small,  active worlds.Section 4Extreme NationalismIn the late 1800s, extreme nationalism was reflected in the movements of Social Darwinism and anti-Semitism.Section 4In the 1800s, many Europeans became fiercely nationalistic. They used Social Darwinism to justify the strength and wealth of nations.In Europe, anti-Semitism had been around for centuries, but became more intense during the late 1800s. So as to win voters, political groups blamed Jews for many problems.Extreme Nationalism (cont.)Section 4The worst treatment of Jews occurred in Russia, where persecutions and pogroms were widespread.A Jewish nationalist movement called Zionism helped many Jews to emigrate from Europe to the United States and Palestine.Extreme Nationalism (cont.)ABCDSection 4Zionists wanted a Jewish homeland in which country? A. United States B. GermanyC. EgyptD. PalestineSection 4-EndVS 1ECONOMIC CAUSES AND EFFECTS of the Second Industrial RevolutionSteel, chemicals, electricity, and petroleum led a new wave of economic growth in the late 1800s. The introduction of assembly lines made mass production of goods more efficient. Industrialization raised the standard of living for many people in Europe. Harsh conditions caused many people to turn to socialism and trade unions. By the early 1900s, Europe dominated the world economy. VS 2SOCIAL EFFECTS of the Second Industrial RevolutionThe rapid growth of cities forced local governments to improve public health and sanitation services. Europe’s small elite class controlled much of the wealth; the working classes made up around 80 percent of the European population. Women began to push for the right to vote. The work of Curie, Einstein, and Freud led many people, including artists, to question the nature of reality. VS 3INTERNATIONAL RIVALRIES Set the Stage for War Democracy expanded in Western Europe, while Central and Eastern Europe remained authoritarian. Germany, Austria-Hungary, and Italy formed a defensive alliance called the Triple Alliance. France joined Britain and Russia in the Triple Entente. The rivalry between Austria and Russia for influence in the Balkans pushed a dangerously divided Europe toward war. VS-EndFigure 1Figure 2Figure 3Figure 4Chapter Trans MenuChapter Transparencies MenuChapter Transparency Unit Time Line Transparency Cause-and-Effect Transparency Select a transparency to view.Chapter TransUnit Timeline TransCnETransDFS Trans 1DFS Trans 2DFS Trans 3DFS Trans 4Vocab1assembly linepioneered by Henry Ford in 1913, a manufacturing method that allowed much more efficient mass production of goods Vocab2mass productionproduction of goods in quantity, usually by machinery Vocab3bourgeoisiethe middle class, including merchants, industrialists, and professional peopleVocab4proletariatthe working class Vocab5dictatorshipa form of government in which one person or small group has absolute power Vocab6revisionista Marxist who rejected the revolutionary approach, believing instead in evolution by democratic means to achieve the goal of socialism Vocab7financierone who deals with finance and investment on a large scale; one who specializes in raising and expending public monies Vocab8transitionchangeover; the move from one form, stage, or style to another Vocab9feminismthe movement for women’s rights Vocab10suffragethe right to vote Vocab11literacythe ability to read and write Vocab12advocatesupport; speak in favor of Vocab13passivenot active Vocab14ministerial responsibilitythe idea that the prime minister is responsible to the popularly elected legislative body and not to the king or president Vocab15Dumathe Russian legislative assembly Vocab16insecureuncertain, shaky; not adequately covered or sustained Vocab17controversya dispute or quarrel Vocab18modernisma movement in which writers and artists between 1870 and 1914 rebelled against the traditional literary and artistic styles that had dominated European cultural life since the Renaissance Vocab19psychoanalysisa method by which a therapist and patient probe deeply into the patient’s memory; by making the patient’s conscious mind aware of repressed thoughts, healing can take place Vocab20Social Darwinismtheory used by Western nations in the late nineteenth century to justify their dominance; based on Charles Darwin’s theory of natural selection, “the survival of the fittest,” and applied to modern human societies Vocab21pogromorganized persecution or massacre of a minority group, especially Jews Vocab22Zionisman international movement originally for the establishment of a Jewish national or religious community in Palestine and later for the support of modern Israel Vocab23abstracta style of art, emerging around 1910, that spoke directly to the soul and avoided visual reality by using only lines and color Vocab24intensityextreme degree of strength, force, energy, or feeling HelpClick the Forward button to go to the next slide.Click the Previous button to return to the previous slide.Click the Home button to return to the Chapter Menu. 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