The Industrial Revolution
•
Began in England (Great Britain) in the mid-1700s
• Had natural resources necessary to industrialize: coal, iron, rivers & harbors (both power & transportation) & workers
• Agricultural advances had recently occurred: enclosures (larger areas of land protected by rock or shrub fences), technology (seed drill), new methods of livestock breeding
• All of these factors increased food production while decreasing the need to farm workers
•
Caused cities to grow up around the factories: urbanization
• Living & working conditions in the cities & factories were pretty terrible: lacked sanitation, disease spread quickly; no labor standards
• Factory & mine accidents, as well as child labor caused an investigation into working conditions: The Sadler Report: 1832
• Effect of the report was improved working conditions in Great Britain, but not necessarily wide-spread
• August 2014 Regents DBQ http://www.nysedregents.org/globalhistorygeography/814/glhg82014-examw.pdf
Factory Working Conditions
• Long hours (14 hours a day, 6 days a week)
• Poorly lit, dirty
• https://www.youtube.com/watch?v=xuJen1vZSmA (Horrible Histories “Work, Terrible Work”)
• Tie-In to Unit Project options: Hard Times, Oliver Twist
Positive Effects of Industrialization
•
Created jobs for workers
•
Contributed to the wealth of the nation
•
Encouraged technological progress & invention
•
Increased
the
production
of goods &
standard of living =
the quality of life
of a person or population, indicated by goods, services & luxuries available
to them
•
Provided
hope
for
the opportunity of a
better life (Social mobility)
•
Healthier diets, better housing
•
Created new occupations & educational opportunities: clerical workers,
The Industrial
Revolution
• Spread to the United States in the early 1800s & mainland Europe by the mid 19th century
• Increased the need for more raw materials & markets to sell finished products = imperialism
• Started the trend for a growing gap between nations
• Industrialized (western Europe & the United States) = wealthy ($$$)
Reform Movements
• Reformers believed that the government should play an active role in improving conditions for the poor
• Socialism = the factors of production are owned by the public and operate for the welfare of all
•
Believed that the government should actively plan the economy
(“
planned economy”
)
• Communism = a form of complete socialism in which all means of production would be owned by the people
• Karl Marx & Friedrich Engels, The Communist Manifesto (1848)
• Land, mines, factories, railroads and businesses owned by the proletariat = people; distribution of resources determined by them as well
• Tie-In to Unit Project Option: audio recording of the Communist Manifesto
• Other reform movements: abolition of slavery, increased women’s rights, increased public education, increased resources for the poor (child & healthcare, legal aid, etc.)
• https://www.youtube.com/watch?v=LZiKnwdPYBU (Skip to 5:04 Horrible Histories Underground Proprietor-blocked)
Quiz
1. What was one reason the Industrial Revolution began in Great Britain?
(1) The government of Great Britain implemented a series of five-year plans.
(2) Great Britain had alliances with most European countries.
(3) Abundant natural resources were available in Great Britain.
(4) The practice of serfdom in Great Britain provided an abundance of laborers
2. Adam Smith’s Wealth of Nations stressed the importance of
(1) tradition (2) supply and demand
3. Which social change occurred during the Industrial Revolution?
(1) growth of the working class
(2) development of the extended family
(3) expansion of privileges for the landed nobility
(4) increased status for religious leaders
4.
• Abundant coal resources
• Development of steam power
• Building of an extensive canal system
In the late 1700s, these conditions allowed the Industrial Revolution to begin in
(2) Japan (3) Russia
5. Laissez-faire practices are most closely associated with a
(1) traditional economy
(2) market economy
(3) command economy
(4) mixed economy
6. Which geographic feature most aided England during the Industrial
Revolution?
(1) desert climate (2) natural harbors
7. “The workers in industrial countries must create a revolution, overthrow the existing governments using force if necessary, and then create a new classless society.”
This statement expresses the views of (1) Mikhail Gorbachev
(2) Karl Marx
(3) Jomo Kenyatta (4) Kemal Ataturk
8. During the 1800s, the writings of Marx, Engles & Dickens focused attention on the problems faced by
(5) Factory owners (2) farm laborers
The French Government
•
Headed by
King Louis XVI
•
Lawmaking body was called the Estates General; made up of 3 estates
:
•
1
stEstate: the clergy (1% of the population) owned 10% of the land, paid 2% of
money in taxes
•
2
ndEstate: the nobles (5% of the population) owned 20% of the land, paid 0% of
money in taxes
•
3
rdEstate: (everyone else) peasants, farmers, servants, cooks, merchants &
artisans, paid 50% of money in taxes
•
Each estate had
ONE
vote, which was
not proportional to the population
•
Had the power to raise taxes
clergy
nobility
The Revolution Begins
•
The Third Estate declared themselves a
National Assembly
that
represented the French people
•
They wrote a constitution calling for an end to
absolute monarchy
•
Mobs in Paris attacked
the
Bastille
(= city prison) and the Revolution
began
•
July 14, 1789 (French version of Independence Day)
• (Band Bastille inspired by the day; birthday of the lead singer)
•
Kept political prisoners & gunpowder
•
French soldiers joined the mob
•
https://www.youtube.com/watch?v=AoXKrr14uY8 (HH storming of
the Bastille)
Revolutionary Reforms
•
Declaration of the Rights of Man and of the Citizen
•
Written in August 1789
•
Inspired by the American Revolution
•
natural rights
: all men are free individuals protected by the law
•
Tie in to unit project option: Primary Source Readings “Documents of Freedom”
•
By 1791, the National Assembly had created a
constitutional monarchy
•
In 1792, the French held a National Constitutional Convention which created a
republic
The Reign of Terror
1793-94
•
French peasants rebelled after the king was executed
•
Moderate & radical gov’t leaders fought each other
•
Jacobians (
Radicals
) led by
Robespierre
executed people
who did
not support the revolution
•
https
://www.youtube.com/watch?v=2pO2DnAMzos (Tale of Two
Cities guillotine scene, start at 2:27:00)
The Directory 1794-1799
•
Enforced laws
•
Attempted to maintain a separation of powers
•
Brought order to France
•
Had difficulty responding to the tense military situation in Europe during
the time period
•
Overthrown in a
coup d’etat
= sudden attempt by a small group of
people to take over a gov’t, usually violent
•
No major protest from the French citizens
Napoleon
• A natural leader, excellent military strategist
• Won many battles against stronger armies
• The extensive empire that he created caused the European nations to meet at the Congress of Vienna in 1815 to try to establish a “balance of power” in Europe, decreasing the power of another large empire
• Ruled France as a military dictator for 15 years
• Crowned himself emperor in 1804 • Ended the Holy Roman Empire • Code of Napoleon
• Legal code that established equality of men & freedom of religion
• Downfall
• Army was weakened by a retreat from Russia • Captured in Paris, sent to Elba
• Escaped & returned to power
• Was defeated by Britain & Prussia at Waterloo (1815) • Died in a British prison
Nationalism
•
Dfn =
loyalty to one’s country
•
Transition from identifying with one’s
town/village
to identifying with
one’s
country/nation
•
Causes
•
A result of better transportation, communication & trade
•
Centralized government
•
Conquering territory, a common experience (positive or negative) or
fighting foreign invaders
• Colonization (1400-1600),• Landing on the moon (1969)
Nationalism: The Greek Revolt (1827)
•
From roughly 1453 the Ottoman Empire had
controlled the Balkans, an area of eastern Europe
and Greece
•
In 1827 the Greeks revolted, seeking
self-rule
or
the right to rule themselves as a nation-state and
break away from empire
•
Many western Europeans, educated in the Greek
classics, history, and philosophy aided the Greeks
and helped them militarily
•
In
1830 The Greeks were granted Independence
after a combined British, French and Russian fleet
defeated the Ottomans
“The Sword, the
banner, and the
field,
Glory and
Greece, around
us to see!
The Spartan,
borne upon his
shield,
Was not more
free”
Nationalism: The Balkans
•
The Balkans area (pictured right)
would remain an area with strong
nationalistic sentiments for decades
after the Greek Revolt
•
The
Balkans was composed of
many ethnic groups
, people with a
shared history, culture and religion.
These groups
sought to create
nation-states of their own
and break
away from the Empires controlling
them
Nationalism in the Balkans would
eventually lead to the beginning of
Nationalism: The Crimean War (1853-1856) and Slavic Nationalism
•
The Russian Tsar Nicholas I fought to
conquer the Slavic-majority areas of the
Ottoman Empire during the Crimean War
Britain would aid the Ottomans to limit
Russian expansion
•
Russia’s lack of modern technology,
limited railroads, and limited
industrialization led to a humiliating defeat.
•
Tsar Alexander II would work to
modernize Russian industry
•
Freed the serfs
•
Increased industry
•
Built new railroad lines
•
Attempted to modernize the army and tactics
The Siege of the Russian fort-town of Sevastapol in the
Crimea, one of the last battles of the Crimean War
The Crimean War was the first
conflict to see the
new technology of the armored steam ship. This war
Nationalism: A Force of Unity or
Disunity?
•
Nationalism could tear apart Empires
that
ruled over many different peoples and
cultures, as these people sought self-rule
and their own independent nation-states
•
Nationalism broke up the
Austrian Empire
into a Prussian-dominated Northern German
Confederation, Austria, and Hungary
•
The Russian Empire
would eventually
crumble into many different nations of
Ukraine, Finland, Estonia, Romania,
Georgia, Poland, Latvia, and Lithuania
•
The Ottoman Empire
would see Greece
break away, and Turks, Armenians and
Bulgarians fight for freedom, severely
weakening the Empire until its fall in 1920.
•
Nationalism could also be used to
rally people together
who shared
history, culture, and language and
form new nation-states
•
Italians
would unify the various
principalities of Italy into one nation
•
German
principalities would
Nationalism: Italian Unification
•
Italy had been broken into many principalities sine the Fall
of Rome, many were controlled by other European nations
•
Giuseppe Mazzini was an Italian nationalist who began
the first Independence and unification movement in
Italy
•
King Victor Emmanuel II of Sardina, a northern Italian
kingdom and his Prime Minister Count Camillo Cavour
were Italian nationalists, they sought to unify Italy.
Nationalism: German Unification
•
In 1862 the Prussian King Wilhelm I, appointed
Otto von Bismarck as his Prime Minister
• Otto von Bismarck was a Junker or member of a Prussia’s wealthy land-owning military class
• Junkers supported unification under Kaiser
•
Otto von Bismarck practiced
realpolitik
or the
“politics of reality”
not
idealism
• In realpolitik a nation does whatever it takes to accomplish their goals
•
Otto von Bismarck dissolved Prussia’s
Parliament to give Wilhem I more power
• (Right: Otto von Bismarck’s FAMOUS WORDS upon dissolving Prussian Parliament)
• Blood & Iron
German Unification: 1871
•
After a 4-month siege of Paris Prussian
forces were victorious
•
The Prussian King Wilhelm I was
crowned Kaiser (Emperor) of Germany at
the captured Palace of Versailles
•
The Prussian called their new unified
nation The Second Reich, or Second
Reign (the Holy-Roman Empire was
considered the first)
•
The wars and struggles of nationalists
changed the balance of power created by
the Congress of Vienna in 1815
England and united Germany were now the Strongest European powers, Italy, Russia, and Austria were far behind in unity, industry, wealth and military power with France in a middle ground
This
new
balance of power
would set the stage for…
1. One way in which Robespierre and Louis XVI of France are similar is that both (1) Were removed from power during the French Revolution
(2) Adopted ideas of the Congress of Vienna (3) Implemented policies of religious tolerance (4) Decreased government control of the economy
2. Which sequence places these laws in the correct chronological order?
3. One way in which the Justinian Code and the Napoleonic
Code are similar is that both
(1) Made slavery unacceptable
(2) Gave people a set of rules to follow
(3) Treated all equally under the law
(4) Provided for religious freedom
4. Maximilien Robespierre and the Jacobins are best known
for
(1) instituting the Reign of Terror
(2) protecting freedom of religion
(3) supporting the reign of King Louis XVI
Revolutions in Latin America
•
Background: Colonized by European countries: Spain &
Portugal
• Europeans benefit, colonies: sucked for all of the materials that are
valuable
• Labor system racist, cruel & unjust
•
Creoles = born in colonies-wealthy but had lower social status
• Frustrated
• Inspired by the French Revolution & Enlightenment
•
Haiti
• Fought the French for independence
• Late 1700s, lasts more than 10 years
• L’Overature is leader: slave
• Poor treatment & lack of freedom
• Successful, but…
Latin American Revolutions
•
Peru
• 1811: Peruvians wanted independence from Spanish empire
• Jose de San Martin led the revolt, Simon Bolivar (a wealthy Venezuelan creole) helped
• Succeed in July 28, 1821
•
Chile
• 1810: Chileans started to fight Spain for independence
• Leader: Jose Miguel Carrera Verdugo, Jose de San Martin & Simon Bolivar helped • Chileans won emancipation from Spanish colonial rule in 1824 or 1826
•
Venezuela
• 1811-1823
• Creoles resented the Spanish government for limited opportunities, corrupt politics &
mismanagement
Latin American Revolutions
• Mexico ~1810-1836
• Fought the Spanish colonizers for freedom
• Led by Miguel Hidalgo in 1810
• Jose Maria Morelos took the lead when Hidalgo was killed
• Mexico gained their independence from Spain, but the “free” (= non-colonial) Mexican government was a dictatorship under the leadership of Santa Anna
• Juarez (a poor Zapotec Indian) was elected president in 1855, which began a period of more a more democratic government, equality & reforms
• La Reforma = Successful reforms in the areas of education, infrastructure = road, bridges, hospitals & also decreased the power of the Roman Catholic Church
• Mexico 1910-1917
• Goal: to overthrow the leader Porfirio Diaz (was elected president after Juarez & successfully strengthened economy, but started to limit freedom & favored the wealthy)
• Civil war, revolutionary leader: “Pancho” Villa
• “Robin Hood” took from the rich, helped out the poor
Latin American Revolutions
•
Brazil
•
Successful “fight” for independence from Portugal
•
1821-1824: young officers staged a revolt in Rio De Janero against the
government, but it was a
peaceful
protest led by young officers/politicians
•
Effects of Revolution in Latin America
•
Decline of Spanish Empire
•
Creoles gained political power, created an oligarchy = rich people rule
•
But democracy was
not
achieved
•
Economically, not much change either
•
Neocolonialism
= politically free but economically still dependent on selling
Regents Questions
1. One way in which Toussaint L’Ouverture, Simón Bolívar, and José de San Martín are similar is that they
(1) supported the Reconquista (2) led independence movements
(3) fought for Native American suffrage (4) defended the encomienda system
2. During the 1800s, many Latin American countries were characterized by (1) Reliance on cash crops
3. The social class system in Latin America during the 16th and 17th centuries reflects the
(1) dominance of Spanish-born nobility
(2) emerging equality between classes
(3) influence of mestizo economic power
(4) increasing social mobility of Native American Indians
4. Which group of Latin Americans led the fight for independence in the 1800s?
(1) mestizos
(2) creoles
(3) caudillos
(4) peninsulares
5. Some developing countries rely on a single cash crop such as cotton or sugar cane. The origin of
this practice can often be traced to the
(1) introduction of communism (3) colonization of the region
