Emergence of Industrial Society in the West

Agenda Schedule Chapter 23 Quiz and Collect Reading Outline Notes Source Work/Exam Review Packet Homework- Chapter 24 Reading Outline and Tea Quiz (1/15 and 1/16) Schedule Chapter 23 Quiz and Collect Reading Outline Notes Source Work/Exam Review Packet Homework- Chapter 24 Reading Outline and Tea Quiz (1/15 and 1/16)

Human Interactions and Environment Demography and Disease Western Europe experienced population growth by 50% after 1730 Caused by efficient government Reduced movement of diesease bearing animals Better nutrition- ex. potato  By 1900, lower death rates among children younger than 10 Migration Australia’s colonies began in 1788 when a ship dropped convicts off at penal settlement in Sydney. British sent colonists to New Zealand in the early 1800’s.

Settlement of Australia and New Zealand

Human Interactions and Environment Patterns of Settlement Europeans move into Africa and Asia competing for colonies starting in the 1860’s. Patterns of Settlement Europeans move into Africa and Asia competing for colonies starting in the 1860’s. Patterns of Settlement  The British  By 1840, Australia had 140,000 European inhabitants, who became prosperous sheep herders, providing wool for British industries  Took control of New Zealand by 1840.

Human Interactions and Environment Technology  Development of railroads and canals linked cities in Europe and contributed to urbanization and industrialization.  The steamship helped Europe to travel far distances faster and to places never reached before such as interior of Africa. Technology  Development of railroads and canals linked cities in Europe and contributed to urbanization and industrialization.  The steamship helped Europe to travel far distances faster and to places never reached before such as interior of Africa.

Cultural Development and Interactions Religions British move missionaries into New Zealand. During the French Revolution, the Catholic Church was banned in France. Religions British move missionaries into New Zealand. During the French Revolution, the Catholic Church was banned in France. Beliefs/ideologies/ philosophies  Conservatives – mostly wealthy and clergy, supported monarchs  Socialism- working class rise up against wealthy. (Karl Marx)  Feminism sought for legal and economic gains for women. (equal pay and suffrage)

Cultural Development and Interactions Beliefs/ideologies/phi losophies Liberals wanted to limit state interference in individual life and urged representation of propertied people in government Radicals took liberals’ ideas a step further and pushed for wider voting rights and social reforms for lower classes Beliefs/ideologies/phi losophies Liberals wanted to limit state interference in individual life and urged representation of propertied people in government Radicals took liberals’ ideas a step further and pushed for wider voting rights and social reforms for lower classes

Cultural Development and Interactions Science and Technology  Louis Pasteur discovery of germs will lead to better sanitary regulations among doctors.  Charles Darwin- Theory of Evolution  Albert Eistein- Theory of Relativity. Science and Technology  Louis Pasteur discovery of germs will lead to better sanitary regulations among doctors.  Charles Darwin- Theory of Evolution  Albert Eistein- Theory of Relativity. Art and Architecture  Charles Dickens wrote about life in Victorian England.  George Seurat – painted using pointillism.

Sunday Afternoon on the Island of Grand Jattee- Seurat

State-building, expansion, and conflict  United States experimented with constitutional republic.  Great Britain extended voting rights to working class men in  In Prussia, Otto Von Bismark,:  Gave all men the right to vote  Extended rights to Jews  Allowed freedom of press  United States experimented with constitutional republic.  Great Britain extended voting rights to working class men in  In Prussia, Otto Von Bismark,:  Gave all men the right to vote  Extended rights to Jews  Allowed freedom of press

State-building, expansion, and conflict Political structure/govts  After Napoleon, the conservatives in Europe met at the Congress of Vienna:  Led by Von Metternich of Austria  Restored monarchs to power who Napoleon had displaced.  Tried to maintain a balance of power in Europe.  Feared Liberal revolutions. Political structure/govts  After Napoleon, the conservatives in Europe met at the Congress of Vienna:  Led by Von Metternich of Austria  Restored monarchs to power who Napoleon had displaced.  Tried to maintain a balance of power in Europe.  Feared Liberal revolutions. Political structure/govts  In Western Europe, by 1870 most countries:  Had a growing bureaucracy  Governments increased regulation of factories, hospitals, and prostitutes to name a few.  Provided public education which focused on nationalism.  Began social welfare programs.

State-building, expansion, and conflict Empires  Need for markets and raw materials, Western Europe sought colonies in Africa, S.E. Asia, China, and the Middle East.  Great Britain  Enlarged territory with settlements in Australia and New Zealand. Empires  Need for markets and raw materials, Western Europe sought colonies in Africa, S.E. Asia, China, and the Middle East.  Great Britain  Enlarged territory with settlements in Australia and New Zealand. United States will gain Hawaii and the Philippines.

State-building, expansion, and conflict Revolts and Revolutions  The American Revolution  American Colonists were influenced by the Enlightenment.  Colonists revolted against the British for due to unfair taxes and trade regulations.  Revolution was successful and a republic was established. Revolts and Revolutions  The American Revolution  American Colonists were influenced by the Enlightenment.  Colonists revolted against the British for due to unfair taxes and trade regulations.  Revolution was successful and a republic was established.

State-building, expansion, and conflict Revolts and Revolutions  The French Revolution  Causes-  Debt to due assisting Americans in American Revolution and overspending of monarchy.  High tax burden on peasants and middle class.  Influence of Enlightenment and success of American Revolution.  In 1789, the middle class forms the National Assembly in order to write a new constitution. Government becomes constitutional monarchy. Revolts and Revolutions  The French Revolution  Causes-  Debt to due assisting Americans in American Revolution and overspending of monarchy.  High tax burden on peasants and middle class.  Influence of Enlightenment and success of American Revolution.  In 1789, the middle class forms the National Assembly in order to write a new constitution. Government becomes constitutional monarchy.

State-building, expansion, and conflict Revolts and Revolutions  The French Revolution  In 1789, the middle class forms the National Assembly in order to write a new constitution. Government becomes constitutional monarchy.  National Assembly writes the Declaration of the Rights of Men which outlines freedoms similar to the Declaration of Independence. Revolts and Revolutions  The French Revolution  In 1789, the middle class forms the National Assembly in order to write a new constitution. Government becomes constitutional monarchy.  National Assembly writes the Declaration of the Rights of Men which outlines freedoms similar to the Declaration of Independence.

State-building, expansion, and conflict Revolts and Revolutions  The French Revolution In 1792, Robespierre seizes power in the National Assembly and ushers in a more Radical Phase called the Reign of Terror. During the Reign of Terror, , ten of thousands of French were falsely accused of being against the Revolution and executed. A new constitution was devised giving every man the right to vote. Revolts and Revolutions  The French Revolution In 1792, Robespierre seizes power in the National Assembly and ushers in a more Radical Phase called the Reign of Terror. During the Reign of Terror, , ten of thousands of French were falsely accused of being against the Revolution and executed. A new constitution was devised giving every man the right to vote.

State-building, expansion, and conflict Revolts and Revolutions  The French Revolution-John Green The French Revolution-John Green  Robespierre was eventually replaced by more moderate leadership that was marked by corruption.  Revolution ends with the reign of Napoleon Bonaparte and his quest to conquer Europe. Revolts and Revolutions  The French Revolution-John Green The French Revolution-John Green  Robespierre was eventually replaced by more moderate leadership that was marked by corruption.  Revolution ends with the reign of Napoleon Bonaparte and his quest to conquer Europe.

State-building, expansion, and conflict Revolts and Revolutions  In 1820, Greeks sparked nationalist revolt against Ottomans.  There were several liberal and national revolts in Western Europe in the 1830’s and  France was success going from a constitution monarchy to a republic. Revolts and Revolutions  In 1820, Greeks sparked nationalist revolt against Ottomans.  There were several liberal and national revolts in Western Europe in the 1830’s and  France was success going from a constitution monarchy to a republic. Poland did not gain its independence from Russia. In 1860’s,Prussia under leadership of Otto Von Bismarck helped to unify the German speaking states of Europe through War

Economic creation, expansion, and interactions Agriculture  In Britain, the Enclosure Movement allowed for more efficient use of farmland and an a higher crop yield.  Crops from the New World helped to stabilize the food supply. (ex. Potato)  Dairy products were a new specialized crop. Agriculture  In Britain, the Enclosure Movement allowed for more efficient use of farmland and an a higher crop yield.  Crops from the New World helped to stabilize the food supply. (ex. Potato)  Dairy products were a new specialized crop. Trade and Commerce  Many peasants formed cooperatives to sell their goods and buy supplies.

Economic creation, expansion, and interactions Labor  Rise of middle class through need for jobs as secretaries, clerks, managers, and salespeople.  The working class worked long hours for little pay, so unions were formed to fight for fairer conditions. Labor  Rise of middle class through need for jobs as secretaries, clerks, managers, and salespeople.  The working class worked long hours for little pay, so unions were formed to fight for fairer conditions. Children and women were employed t to increase profits because they commanded less. Horrible Histories

Social Development and Transformations Gender roles and Relations  In public education, girls were taught the importance of home and women role in society.  Rise of Feminism which started among middle- class women.  By 1918, Britain, Germany and the U.S. allowed women to vote. Gender roles and Relations  In public education, girls were taught the importance of home and women role in society.  Rise of Feminism which started among middle- class women.  By 1918, Britain, Germany and the U.S. allowed women to vote. Family and Kinship  Families were having smaller families due to lower infant mortality rates.  In Western Europe, child were mandated to attend public school after labor reforms were passed.

Social Development and Transformations Social and Ethnic Constructions  The middle class began to rise in number and influence. Social and Ethnic Constructions  The middle class began to rise in number and influence. Social and Economic Classes  Middle class gained greater influence through the political process.  Working class started to experience better quality of life.