Unit 7

INDUSTRIALIZATION AND NATIONALISM

Learning Goals  You will be able to describe the two Industrial  

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Revolutions and how they changed the world You will detail the steady expansion of nations of the world You will explain the cause and effects of the two new movements, Nationalism and Socialism You will see examples of Romanticism, Realism and Modernism You will describe the expansion of rights and freedoms among the classes, genders and races

Britain and Industry  In 1780, Great Britain was perfectly suited for the

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start of the Industrial Revolution 1) Good weather and crop yields lowered prices for food. Even average citizens could afford some industrial luxuries 2) Many peasants moved into towns instead of attempt to farm, increasing the labor supply 3) Britain had a high supply of capital (money) and could afford to invest in machines, factories, etc. 4) Lots of rivers meant power supplies and transportation 5) High demand for industrial products gave Britain a “buffer” for investing in industry

The Cotton Example  Originally, in the “cottage” industries, cotton was

a 2-person production  One person to spin raw cotton into cotton thread  One person to weave cotton thread into cloth

 First an invention called the “flying shuttle” made  

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weaving faster. To catch up, the “spinning jenny” was invented to make spinning faster. Steam and water were then used to power machines to make both faster. These were replaced with coal engines, which were housed in a single factory. In this way, the need for efficiency led to industry

Coal and Iron  These new engines required steam, and that

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required coal. Coal was seen to be in unlimited supply, and the processes to refine it led to more iron production as well. As iron and coal production grew, so did the rise of another new invention: the steam locomotive. In 1804, trains were able to carry 10 tons of cargo and 70 people on a regular basis. This also provided an easy way of getting cargo from factories in the middle of Britain to the coastal cities, for shipping.

The Spread of Industrialization  As industry grew, employers could afford to hire

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more workers The high demand meant more supplies were needed More supplies meant more workers for the farms and lumber mills to make the supplies This meant more money for the factory workers, and more products could be bought, and the cycle continues The industrial revolution of Britain then spread to Belgium, France, and the German states, all of whom built interconnecting railroads.

North America and Industry  By 1800, the population of the United States was 5

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million. By 1860, it would be 30 million. Compared to Europe, the United States was huge. The biggest issue to industry was transportation. Thousands of miles of roads and canals were constructed. Robert Fulton’s new invention, the paddle-wheel steamboat, made upriver travel easy The railroads began connecting across mountains and long land-distances as well

Middle Class vs Working Class  Lots of money was to be made in the industrial 

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age, and most of it went to a small group of citizens. Factory owners, bankers, lawyers, artisans, and other workers were making large amounts of money For most of history, a successful businessman was someone who could make enough to survive For the first time ever, successful businessmen were commoners who were able to stock up on money. This group became the middle class, or the bourgeoisie.

Middle Class vs Working Class  Most of these people did little hard labor on their

own. Instead, they made money off of the hard labor of others  These people, called the working class, often worked 12 hour days with no break  Each worker performed a single, specific task, over and over again.  Workers were arranged in “shifts” so that factories could work 24 hours a day

Socialism  Most governments of the day subscribed to some

sort of Adam Smith’s capitalism.  Many reformers were appalled at the conditions these workers were subjected to.  These reformers wanted socialism, or government-owned business  Since most governments were people-run (republics) at this point, the thought was business would be people-run.  Wealth would be “evenly-distributed.”

 This would free workers to do whatever task they

wanted without fear of having to make money.

Post-Napoleon  Following Napoleon’s reign and the return of the

monarchy to France, the powers of Europe agreed that the world had gotten smaller  It was too easy for affairs in one nation to affect others.

Therefore, some sort of intervention plan was necessary

 Britain, Russia, Prussia, Austria, and the German States all agreed to a principle of intervention  These countries had a right to send armies into other

countries where revolutions against monarchs occurred

New Philosophies on Government  Rising against the powers of monarchs and

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capitalism was a new philosophy: Liberalism Liberalism was the belief that people should be freed from government constraint Liberalism also heavily promotes civil liberties and individual freedoms for citizens Liberals favored a Bill of Rights, and a constitution that constrained the rights of government, not the people However, they also believed voting rights and lawmaking rights were reserved for land-owning males

New Philosophies on Government  Nationalism was another 19th century idea  Nationalists were based on people forming their

own “nation,” or a group of people with similar languages, features, and institutions  People who were in separate states in Europe began to unify under these ideas  Thus, “Germans” and “Hungarians” began to unite and form their own nations.  Eventually, “Spaniards,” “Italians,” “Dutch” and “Danes” joined the movement

Nationalism in Britain  Britain managed to avoid major revolutions in the

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19th century by expanding voting rights In 1815, only noble-landowners had voting powers By the 1860’s, male industrial workers were also given the right to vote Meanwhile, Britain’s economy remained stable enough that there was little motivation for revolution. The longest leader in English history, Queen Victoria (1837-1901), helped promote the economic success of her country so much that the era was called the “Victorian Age.”

Romanticism  A new age of philosophy emerged called

romanticism, which stressed knowledge through feelings and emotions  Romantics strongly supported notions of “individuality” and “breaking conventions”  Some famous romanticists  Painter Eugene Delacroix

 Composer Ludwig van Beethoven  Authors Mary Shelley, Jane Austen, and Walter Scott  Poets William Blake and William Wordsworth

 http://www.youtube.com/watch?v=_4IRMYu

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Realism  In contrast to Romanticism, Realists believed the

world should be seen as it is.  Tragedies, injustice, and unethical behavior are too easily ignored or undervalued in the romanticist world.  Author Charles Dickens, who grew up poor, wrote elaborate tales of the wealthy beating down and taking advantage of the poor.  Painter Gustave Courbet portrayed the everyday life of factory workers, farmers, and peasants in his art.

Science in the Industrial Revolution  Scientists during the romanticist period began

looking at life as a machine, similar to the factories of the age.  Biologist Louis Pasteur proved that diseases of food were caused by bacterial infections, not “unseeable forces”  Charles Darwin developed an “assembly line” theory of life with his book “On the Origin of Species,” in which he describes the mechanism for passing traits from species to species

The 2nd Industrial Revolution  In the first industrial revolution, the world saw the

rise of textiles, railroads, iron, and coal.  By the end of the 19th century, a second revolution was rising.  This one centered on steel, chemicals, electricity and petroleum  After the enormous wealth and rise in the standard of living for even commoners during the 1st revolution, the world headed into this 2nd revolution 100% committed

The 2nd Industrial Revolution  Steel  Steel began to replace iron due to it’s strength and less

of a tendency to oxidize (rust)  Steel could just as easily be produced in many of the same factories that produced iron

 Electricity  Electricity was a common source of energy. No longer

did you need either water or steam or coal, etc.  All machines could be wired for electricity  Hydroelectric plants, coal plants, steam-generating plants all were calibrated to send electricity through wires  Now, a single power plant could power dozens of factories

The 2nd Industrial Revolution  Electricity gave rise to a series of new inventions  Thomas Edison’s incandescent light bulbs, one of the

longest economically-relevant inventions in history  Alexander Graham Bell and the telephone  Guglielmo Marconi and the radio

 Electricity was also paired with an assembly line,

which could make massive amounts of products in a day  In the cottage system, one worker does thousands of

tasks  In the assembly line, thousands of workers do one specific task each.

Quote from Marconi about the first radiowaves  1876

 “Shortly before midday I placed the single

earphone to my ear and started listening…I was at last on the point of putting my beliefs to the test. The electric waves sent out into space from Britain had traversed the Atlantic—the distance of 1,700 miles. It was an epoch in history. I now felt for the first time absolutely certain the day would come when mankind would be able to send messages without wires between the farthermost ends of the earth.”

Karl Marx  Karl Marx took the concepts of socialism one step

further.  Marx said all life was divided into two classes  Bourgeoisie: The oppressive, money-makers  Proletariat: The oppressed, working class

 Marx believed the only hope of the proletariat wasn’t government or economics, but revolution.  He didn’t promote it; he said it would happen on its own

 The proletariat would rise and overthrow the

bourgeoisie and replace them with a class-less system.  They knew what it was like to be oppressed, so they

would stop the cycle

Karl Marx  Many nations around the world bought into Marx’s

new version of socialism.  Germany, Russia, Italy, Albania, Ottoman, Austria-

Hungary, Prussia,

 In the 1900’s, Germany and Russia even saw the

socialist parties take power  These parties bought into Marx’s ideas of a government run by the people, a socialist economic system, and an eradication of religion  One difference: now that they were the top class, they kept the class system intact.

Urban Growth  With the movement to a factory system, most

people moved to where the factories were.  City population growth swelled thanks to the factories they held  Never in history though had so many lived in such a small area though. And many didn’t know how to handle it.  After debate, trial and error, and multiple problems, city governments began to see that cities needed some basic ingredients

Urban Growth  First, they set up a hospital or medical center.  Rather than the sick being spread around the town,

keep them all in an isolated area  More for the health of the healthy than the sick

 Dams and reservoirs were set up to direct water

into the city  Thanks to gas furnaces and heaters, people enjoyed

something that for all history was a luxury: hot baths

 Pipes were built to separate incoming clean water

with outgoing waste water  Pipes were also built underground so they wouldn’t be

in the way and leaks wouldn’t bother anyone

Social Classes  Who gets to live where, how much will it cost, and

what amenities will cost more, and can I afford it?  Depending on how you answered these questions, three

separate classes formed

 The Elite  5% of population, 40% of the wealth  Aristocrats, celebrities, major business owners  Morgan’s, Carnegie’s, Astor’s, Rockefeller’s,

 The Middle Class (The new class)  Shopkeepers, traders.  Owned their own business. Small but steady profit

 The Working Class  Servants and laborers. No one with a steady job

Women  High-paying jobs meant a majority of families

could now depend on solely the man’s income  Women in the working and middle classes spent their

time building households with luxuries  Sewing machines, cast-iron stoves, laundry racks and hangers

 Ever since the enlightenment though, the idea of

feminism (equal rights for women) still hovered in the air.  The modern feminist movement began heavily in Europe and America in the 1830’s.

Women  Women began to enter the workforce as public

teachers and nurses  Jobs seen to be either below men and/or suited for the

traits of a woman.

 The efforts of Florence Nightingale and Clara

Barton during the Crimean War and Civil War won respect among their male peers.  Nursing was one of the first professions to be seen not simply as a place to send women. Nurses were recognized as professional colleagues

Education  Most western governments began to set up

systems of public education during the 2nd I.R.  These new factories required skilled labor rather than unskilled  “Pull this lever”=unskilled. “Balance this pipe”=skilled

 Most states were responsible for training teachers

and they preferred women.  Women were natural caregivers and educators  Women didn’t have to be paid as much either

 Also, the right to vote had expanded to many

more citizens than ever before.  These people would need to be educated

Leisure  The “shift” system at factories squarely separated a day between “working” and “not working.”  You still made enough money in the first part to not have to

worry during the second part.

 More people took advantage of a new invention:   

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leisure time, or free time Money was spent at local stores or nickelodeons People took up hobbies, or simply sat in a chair and watched others play sporting matches Businesses took advantage of this, creating elaborate theaters, professional sports teams, and amusement parks People paid for the “experience” rather than a product.

Modernism  The new form of the renaissance was modernism

(named because the people of the day believed it was the most refined and reformed art)  Modernists focused on reality, but did not advocate or show bias. They “told it as it is.”  Impressionists  Impressionists attempted to capture nature as best as

they could on canvas  Instead of painting from their heads or imaginations, they went into the world and tried to copy what they saw  Usually, it reflected moods and feelings as well.  Claude Monet, Vincent van Gogh, Pablo Picasso

Modernism  Architecture, an art form ever since the Greeks,

was given a new facelift.  Functionalism said that new buildings should not sacrifice looks for function, or the ability to perform a task.  The most famous functionalists were Louis Sullivan and Frank Lloyd Wright  Sullivan took a page out of medieval Europe: if you can’t

build out, build up.  Sullivan designed and built some of the world’s first skyscrapers  Wright patterned the modern home, but also created designs to mold homes with their environments

Modernism  Music in the enlightenment was soothing and

abstract.  At the beginning of the 20th century, it was boisterous and told stories or expressed feelings.  Igor Stravinsky’s ballets were among the first to

combine modern music and dance  It was also seen as so flamboyant it was nearly outlawed by outraged governments  Pyotr Tchaikovsky’s overtures involving hundreds of different instruments at once (including cannons and drums) caused audiences to literally feel the music in their seats through vibrations

 http://www.youtube.com/watch?v=ashMSM_

kc4M  http://www.youtube.com/watch?v=qW4C2h3

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Modernism  Science  Throughout history, scientists had helped society make

more sense of the world.  During the 18th and 19th century, scientists caused more alarm than awe with their discoveries

 Marie Curie  Prior to Curie, it was believed that although substances

could be mixed they themselves could not be changed  Curie and her husband discovered a new element they called radium, which gave off a peculiar energy called radiation.

Modernism  The radiation had the ability to not only alter the

element’s own structure, but other objects as well.  Even Curie eventually died due to exposure  What sort of power could cause life to end simply by

being too close?

 Albert Einstein  In 1905 Einstein proved Newton had been wrong about

one thing: space and time are not fixed.  His publication, called the Theory of relativity, explained how time and space are not definite but effected by energy, light, matter, and other forces  E=mc2

 Science had proven the atom wasn’t stable (Curie)

and the universe wasn’t stable (Einstein).

Modernism  Psychology  Sigmund Freud added to the upheaval with his 

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publication “The Interpretation of Dreams” Freud wrote that human thought and behavior were determined by past experiences that were driving internal opinions and actions Some of these experiences occurred as a child, infant, or even in the womb Freud was the first to put forth the idea that even one’s own actions aren’t definable, predictable, or stable. He also believed, through a new science of psychotheraphy and analysis (now psychiatry) that people could be cured of their harmful tendencies

Anti-Semitism  Racism had always existed, but in the past it was

strictly defined  Rich people were Europeans and tended to be white, for

example

 The movement to cities and the mixing of the

class systems had led to multiple interracial groups in the same area.  Racism, or hatred based on an individual’s race, began to emerge in a way it hadn’t since the crusades.  If America’s racial sin was African’s and slavery, Europe’s racial sin was Jews and anti-Semitism

Anti-Semitism  Jews in Europe had spent generations with the

label of “Christ’s Killers.”  Most cities isolated Jewish families into special corridors called ghettos.  By the 1800’s many Jews had had enough. Nationalism had sparked in them and they wanted their own nation.  Their first choice: Israel, their original “promised land.”

 However, Israel had been occupied for the past

1000 years by an ethnic group of Ottomans called “Palestinians.”

Anti-Semitism  Theodor Herzl, a Hungarian Jew, witnessed many

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Jewish atrocities in Europe In 1896 he published an article called The Jewish State, in which he called for all Jews to make the move to Israel The Ottoman owned the land, however, and refused Jewish entrance except in small numbers. Still, the cry for Zionism, or releasing Israel as a Jewish nation, remained strong. The Jews opinions would fall on deaf ears for another 50 years. Not until one of the greatest crimes in history would they be granted their wish.