An Age of Democracy and Progress, 1815–1914

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Chapter OverviewChapter Overview

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SECTION Democratic Reform and Activism 1

SECTION Self-Rule for British Colonies 2

SECTION Expansion and Crisis in the United States 3

SECTION Nineteenth-Century Progress 4

26CHAPTER

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Chapter Overview

Democratic institutions evolve in western Europe, North America, Australia, and New Zealand, although native people are suppressed. Industrialization and democracy spur revolutionary changes in the arts and sciences, transforming people’s daily lives.

26CHAPTER An Age of Democracy

and Progress, 1815–1914

1837 Queen Victoria comes to power.

1845 Ireland struck by famine.

1859 Darwin publishes theory of evolution.

1867 Dominion of Canada formed.

26CHAPTER

Time Line

1815 1914

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An Age of Democracy and Progress, 1815–1914

1876 Bell demonstrates telephone.

1889 Eiffel Tower completed.

After considerable struggle, Great Britain evolves into a constitutional monarchy, while in France the Third Republic emerges as a parliamentary democracy. Women in both nations fail to obtain the right to vote.

OverviewOverview AssessmentAssessment

Key Idea

Democratic Reform and Activism

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MAIN IDEA WHY IT MATTERS NOW

Spurred by the demands of ordinary people, Great Britain and France underwent democratic reforms.

During this period, Britain and France were transformed into the democracies they are today.

Overview

Democratic Reform and Activism

1

AssessmentAssessment

• suffrage

• Chartist movement

• Queen Victoria

• Third Republic

• Dreyfus affair

• anti-Semitism

• Zionism

TERMS & NAMES

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1. List and evaluate seven significant events from this section. Next to each event, put a “+” if it expanded democracy, a “-” if it negatively affected democracy, and a “0” if it had a mixed impact.

Democratic Reform and Activism

1

Section 1 Assessment

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Reform Bill of 1832

Chartist movement

Expansion of male suffrage in Britain in 1867

Seneca Falls declaration

Paris Commune

Third Republic

Dreyfus affair

+

+

+

0

-

0

-

Event Evaluation

Section

Democratic Reform and Activism

1

1 Assessment

ANSWERANSWER

• To show that their demands for rights were as legitimate as the colonists' demands for rights from Great Britain

• To emphasize the injustice of women’s unequal status by comparing the tyranny of men to that of King George

Possible Responses:

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2. Reread the excerpt from the Seneca Falls “Declaration of Sentiments.” Why do you think the members of the Seneca Falls Convention chose to model their demands on the Declaration of Independence?

End of Section 1

The British colonies of Canada, Australia, and New Zealand become democratic states within the British empire. In Ireland the struggle for home rule fails. Ireland splits into an independent country and a British province.

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Key Idea

Self-Rule for British Colonies

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Self-Rule for British Colonies

2

Britain allowed self-rule in Canada, Australia, and New Zealand but delayed independence for Ireland.

Canada, Australia, and New Zealand are strong democracies today, while Ireland is divided and troubled.

Overview

AssessmentAssessment

• dominion

• Maori

• Aborigine

• penal colony

• home rule

MAIN IDEA WHY IT MATTERS NOW

TERMS & NAMES

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Self-Rule for British Colonies

2

1. Compare progress toward self-rule by recording significant political events in Canada, Australia, New Zealand, and Ireland during the period.

Section 2 Assessment

continued . . .

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Country Political Events

Canada

Australia

New Zealand

Ireland

Given responsibility for own affairs, mid-1800s; dominion status, 1867

Self-governing, set up legislature, 1850s; male suffrage, secret ballot, 1850’s; dominion, early 1900s

Self-governing, set up legislature, 1850s; women gain suffrage,1893; dominion, early 1900s

Joins the United Kingdom, gains representation in Parliament, 1801; home rule bill passes, but does not take effect, 1914; southern Ireland becomes dominion, 1921, becomes independent, 1949

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Self-Rule for British Colonies

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2. How was Great Britain’s policy towards Canada beginning in the late 1700s similar to its policy towards Ireland in the 1900s ? THINK ABOUT

Section 2 Assessment

• the creation of Upper and Lower Canada

• the division of Ireland into Northern Ireland and the Irish Free State

ANSWERANSWER

In both, Britain created political divisions to resolve conflicts.

continued . . .

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Possible Response:

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Section

Self-Rule for British Colonies

2

2 Assessment

ANSWERANSWER

• In Canada, Australia, and New Zealand, the British displaced the native populations (in Canada, conflicts with French caused creation of Upper and Lower Canada).

• Religious differences became political division between northern and southern Ireland.

Possible Responses:

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End of Section 2

3. At various times, England encouraged emigration to each of the colonies covered in this section. What effects did this policy have on these areas? THINK ABOUT

• cultural divisions in Canada • native peoples in Canada, Australia, and New

Zealand • political divisions in Ireland

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The United States expands to the Pacific Ocean. The Civil War ends slavery, preserves the Union, and speeds the industrial development of the North. After the war, the country experiences an unprecedented economic boom.

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Key Idea

Expansion and Crisis in the United States

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The United States expanded across North America and fought a bloody civil war.

The 20th-century movements to ensure civil rights for African Americans and Hispanics are a legacy of this period.

Overview

AssessmentAssessment

• manifest destiny

• Abraham Lincoln

• secede

• U.S. Civil War

• Emancipation Proclamation

• segregation

3

MAIN IDEA WHY IT MATTERS NOW

TERMS & NAMES

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Expansion and Crisis in the United States

3

1. Look at the graphic to help organize your thoughts. List the major events in the United States in the 19th century.

Section 3 Assessment

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Expansion and Crisis in the United States

1803 Louisiana Purchase

1836 Texas

independence

1853 Gadsden Purchase

1838 Trail of Tears

1848 Mexican Cession

1819 Florida

Cession

1845 Texas

Annexation

1846-47 Mexican-

American War

1863 Emancipation Proclamation

1865-77 Reconstruction

1869 Transcontinental

railroad completed

1861-65 Civil War

2. Reread the quotation from William Shorey Coodey. What facts are conveyed in his statement? What opinions—judgment, beliefs, or feelings—does he express about the Trail of Tears? How does he use his description of events to help justify his opinions?

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3 Assessment

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continued . . .

Facts: elements of weather, people present, eviction taking place

Opinions: description of thunder as “divine indignation,” at the wrong done to “my poor and unhappy countrymen,” and at the “brutal power” of the whites

Possible Responses:

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Expansion and Crisis in the United States

3

Section 3 Assessment

ANSWERANSWER

If the North had surrendered, it probably wouldn’t have developed as much industrially, slowing settlement of the West. The South would have remained agricultural, and the economy of the country as a whole probably would not have grown as fast.

Possible Responses:

3. Imagine that circumstances had forced the North to surrender to the South in the Civil War. Therefore, two countries shared the region now occupied by the United States. What economic effects might this have had on the North? the South? the region as a whole? THINK ABOUT

• the issue of slavery • the impact of the Civil War

End of Section 3

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Expansion and Crisis in the United States

• postwar economic expansion of the United States

Key inventions, new theories in physics and biology, and medical advances transform daily life for many people. New technologies and growing democratic institutions create a mass culture in the United States.

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Key Idea

Nineteenth-Century Progress

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Breakthroughs in science and technology transformed daily life and entertainment.

Electric lights, telephones, cars, and many other conveniences of modern life were invented during this period.

Overview

AssessmentAssessment

• assembly line

• mass culture

• Charles Darwin

• theory of evolution

• radioactivity

• psychology

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MAIN IDEA WHY IT MATTERS NOW

TERMS & NAMES

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Nineteenth-Century Progress

1. List the inventors, scientists, and thinkers covered in this section, and connect them with the invention, discovery, or new idea for which they were responsible.

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continued . . .

Section 4 Assessment

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Nineteenth-Century Progress

People and Progress

Thomas Edison, light bulb

Alexander Graham Bell,

telephone

Guglielmo Marconi,

radio

Henry Ford, assembly

line

Wilbur and Orville Wright,

airplane

Edwin S. Porter,feature film

Louis Pasteur,

germ theory

Joseph Lister,

antiseptic Charles Darwin, theory of evolution

Gregor Mendel, genetics

John Dalton, atomic theory Dmitri

Mendeleev, periodic table

Marie and Pierre Curie,

radium & polonium

Ernest Rutherford, subatomic particles

Sigmund Freud, psychoanalysis

Ivan Pavlov, conditioned response

Section 4 Assessment

ANSWERANSWER

2. How is the mass culture that rose at the end of the 19th century similar to mass culture today? How is it different? Explain your response. THINK ABOUT

• the role of technology • increase in leisure time

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• new forms of entertainment

Similarities: New technology and leisure still shape mass culture; forms of mass entertainment such as movies still are popular.

Differences: Newer technology such as the Internet has transformed how people share culture; mass culture has become big business and is more global.

Possible Responses:

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Nineteenth-Century Progress

End of Section 4