World History Pre-AP – Duez NAME________________________________ PD:

Chapter 19: Industrialization and Nationalism, 1800-1870 &

Chapter 20: Mass Society and Democracy, 1870-1914
Big Idea and Question:
* Analyze both the positive & negative effects of the Industrial Revolution. Was
industrialization ultimately good for society? Why or why not?
Student-Friendly Learning Target Statements
Ch. 19 • The Industrial Revolution began in the late eighteenth century and turned Great Britain into the
Section 1 The first and the richest industrialized nation. A series of technological advances caused Great Britain
Industrial to become a leader in the production of cotton, coal, and iron. After the introduction of the first
Revolution steam-powered locomotives, railroad tracks were laid across Great Britain, reducing the cost of
shipping goods.
• The Industrial Revolution spread to Europe and North America. In the United States, the railroad
made it possible to sell manufactured goods from the Northeast across the country.
• The Industrial Revolution had a tremendous social impact in Europe. Cities grew quickly, and an
industrial middle class emerged. The industrial working class, meanwhile, dealt with wretched
working conditions. These conditions gave rise to socialism, a movement aimed at improving
working conditions through government control of the means of production.
capital entrepreneur cottage industry
industrial capitalism socialism James Watt
Robert Fulton Liverpool Manchester
Ch. 19 Sec. 2 • After the defeat of Napoleon, European leaders met at the Congress of Vienna to restore the old
&3 order and establish stable borders. Great Britain, Russia, Prussia, and Austria met regularly to
Reaction & maintain the conservative order.
Revolution;
• Meanwhile, liberalism and nationalism—two philosophies that opposed the old order—were on
the rise. Many liberals were middle-class men who wanted a constitution and a share in the voting
rights enjoyed by landowners. Liberals tended to be nationalists as well.
• Unification occurred at different times and in different forms throughout Europe and in North
America. The Crimean War destroyed the Concert of Europe.
conservatism liberalism universal male suffrage
militarism kaiser Czar Alexander II
emancipation secede
Ch. 20 • The Second Industrial Revolution introduced important new products, such as steel and
Section 1 & 2 chemicals, and new sources of power, such as electricity and the internal-combustion engine.
The Growth
of Industrial
• These changes led to cheaper transportation and made amenities such as electric lights widely
available. Higher wages and lower transportation costs made consumer products more affordable,
Prosperity;
and industrial production rose sharply. These changes occurred primarily in northern and Western
The
Europe.
Emergence of
Mass Society • Socialism was based on the ideas of Karl Marx, a nineteenth-century thinker who blamed
capitalism for the horrible conditions of industrial workers. He predicted that capitalism would be
overthrown in a violent revolution. However, many socialists sought change by non-revolutionary
means.
• By the end of the nineteenth century, a mass society emerged in which the concerns of the
majority of the population—the lower classes—were central. Many people moved to the cities.
Despite crowded urban conditions, most people after 1871 enjoyed an improved standard of living.
proletariat dictatorship revisionist
Thomas Edison Alexander Graham Bell Guglielmo Marconi
Karl Marx Clara Barton Emmeline Parkhurst
The vocabulary quiz will be part of the DBQ assessment on Wednesday & Thursday, April 6th and
7th.
Document Based Questions will be the assessment for this unit.
Use the back of this sheet to have a better understanding of what a DBQ is and how to do well on this
assignment.
We will also work in groups during class time to create a thesis from documents.
Document-Based Essay Question
Put on your "historian" hat to demonstrate your ability to analyze source materials and
develop an essay based on those materials. Your goal: a unified essay that integrates
your analysis of four to ten given documents with your treatment of the topic.
Comparative topics on the major themes will provide one of the focuses of the DBQs,
including comparative questions about different societies in situations of mutual contact.
The DBQ begins with a mandatory 10-minute reading period. Then you'll have 40
minutes to write the essay.

The source materials are chosen for two reasons: the information they convey about the
topic and the perspective they offer on other documents used in the section. There is no
one perfect DBQ answer; a variety of approaches and responses are possible depending
on your ability to understand the documents and, ultimately, judge their significance.
Remember: You'll most fully understand some of the documents when you view them
within the wider context of the entire series.

When writing the document-based essay, it's important to:

• Refer to individual documents within the framework of the overall topic.

• Uses all of the documents.
• Discuss the materials in reference to the question -- don't just summarize them.
• Cite documents by naming the author and/or by naming the document number.

Also, remember:

• There are no irrelevant or deliberately misleading documents.

• It's important that you put your analytic skills to work and demonstrate that you
understand context, bias, and frame of reference regarding the documents'
sources and the authors' points of view. Group or juxtapose documents in a
variety of ways (e.g. according to their ideas or points of view); suggest reasons
for similarities or differences in perspective among the documents; and identify
possible biases or inconsistencies within documents.
• You'll be asked to explain the need for additional documents that would help you
answer the question more completely. You may also have to discuss which points
of view are missing from the given documents. Since the DBQ focuses on
historical skills within a world history framework, remember to place documents
chronologically, culturally, and thematically.
• You're not expected to know the author or topic of all the DBQ documents, but
use information you have learned about that topic to inform your thesis and
answer the question.