Chapter 23 Mass Society in an Age of Progress,

Learning Objectives Chapter 23 Mass Society in an Age of Progress, 1871 1894 In this chapter, students will focus on: The Second Industrial Revolution, and its effects on economic and social life The roles of the socialist parties and trade unions, in improving working conditions The main characteristics of a mass society. The role of women in society, the family, and patterns of family life The general political trends of western Europe, and how they differed from those of Russia, Germany, and Austria-Hungary The relationship between economic, social, and political developments Lecture Outline I. The Growth of Industrial Prosperity: New Products & New Markets A. Substitution of steel for iron B. Chemicals C. Electricity 1. Thomas Edison (1847-1931) and Joseph Swan light bulb 2. Alexander Graham Bell (1847-1922) telephone, 1876 3. Guglielmo Marconi (1874-1937) radio waves across the Atlantic, 1901 4. Transformation of factories D. Internal Combustion Engine 1. Automobile and airplane a. Henry Ford (1863-1947) mass production b. Zeppelin airship, 1900 c. Wright brothers, 1903 E. New markets 1. Increased wages 2. Competition 3. Tariffs and cartels 4. Larger factories 333

334 The Mass Society in an Age of Progress, 1871 1894 Chapter 23 II. III. IV. New Patterns in an Industrial Economy A. Economic Patterns, 1873 1914 1. Depression, 1873 1895 2. Economic boom, 1895 1914 B. German Industrial Leadership 1. Germany replaces Britain as the industrial leader of Europe 2. New areas of manufacturing C. European Economic Zones 1. Advance industrial core of Great Britain, Belgium France, the Netherlands, Germany, western part of the Austro-Hungarian Empire, and northern Italy 2. Little industrial development in southern Italy, most of Austria-Hungary, Spain, Portugal, the Balkan kingdoms, and Russia D. The Spread of Industrialization 1. Industrialization in Russia and Japan E. Emergence of a World Economy Women and Work: New Job Opportunities A. Right to work B. Ideal of Domesticity C. Sweatshops D. White-Collar Jobs 1. Increase in white-collar jobs created a shortage of male workers opening up opportunities for women 2. Secretaries and teachers 3. Freedom from domestic patterns E. Prostitution Organizing the Working Class A. Socialist Parties 1. German Social Democratic Party (SPD) 2. Effects of the growth of socialist parties 3. Second International 4. Two divisive issues: nationalism and revisionism B. Evolutionary Socialism 1. Eduard Bernstein (1850-1932) C. The Problem of Nationalism 1. Variation of socialist parties from country to country D. The Role of Trade Unions 1. National variations 2. Unions and political parties E. The Anarchist Alternative 1. Michael Bakunin V. Emergence of a Mass Society A. Population Growth 1. Decline in the death rate a. Medical discoveries and environmental conditions

Chapter 23 The Mass Society in an Age of Progress, 1871 1894 335 VI. b. Improved publication sanitation c. Improved nutrition B. Emigration 1. Economic motives 2. Political motives Transformation of the Urban Environment A. Urbanization of Europe B. Improving Living Conditions 1. Reformers: Edwin Chadwick and Rudolf Virchow 2. Pointed to relationship between living conditions and disease 3. Buildings begin to be inspected for problems 4. Public Health Act of 1875 in Britain 5. Clean water into the city 6. Expulsion of sewage C. Housing Needs 1. Reformer-philanthropists focused on relationship of living conditions to political and moral health of the nation 2. Government support D. Redesigning the Cities VII. The Social Structure of the Mass Society A. The Upper Classes 1. 5 percent of the population that controlled 30 to 40 percent of wealth 2. Alliance of wealthy business elite and traditional aristocracy 3. Common bonds B. The Middle Classes 1. Upper middle class, middle middle-class, lower middle-class 2. Professionals 3. White-collar workers 4. Middle-class values came to dominate C. The Lower classes 1. 80 percent of the European population 2. Agriculture 3. Urban working class: Skilled, semiskilled, unskilled workers VIII. The Woman Question : The Role of Women A. Traditional Values 1. Marriage the only honorable and available career 2. Decline in the birth rate in part to some birth control B. Middle-Class and Working-Class Families 1. Domesticity 2. Leisure time and holiday traditions 3. Daughters of working class families worked until married 4. 1890 1914: higher paying jobs made it possible to live on husband s wages a. Limit size of the family b. Reduced work week

336 The Mass Society in an Age of Progress, 1871 1894 Chapter 23 IX. Education in the Mass Society A. Expansion of Secondary Education B. Universal Elementary Education 1. States began to offer public education 2. States assumed the responsibility for teacher training C. Liberal Beliefs About Education 1. Personal and social development 2. Needs of industrialization 3. Need for an educated electorate 4. Differences in education of boys and girls D. Female Teachers E. Increased Literacy F. Growth of Newspapers X. Mass Leisure A. Amusement Parks B. Music and Dance Halls C. Thomas Cook (1808-1892) 1. Pioneer of mass tourism D. Sports 1. Became organized with rules XI. 2. Professional sports Western Europe: The Growth of Political Democracy A. Reform in Britain: William Gladstone 1. Reform Act of 1867: Suffrage extended 2. Redistribution Act of 1885: Reorganized the election boroughs 3. Salaries paid to members of the House of Commons, 1911 a. More people could run for office B. Reform in France 1. Universal male suffrage in 1871 2. Radical republicans formed an independent government a. The Commune: Fighting between the Commune and the government b. Louis Michel (1830 1905) 3. Establishment of the Third Republic, 1875 C. Spain 1. Parliamentary government 2. Worker unrest and conservative ideals C. Italy 1. Had pretensions of great power status 2. Sectional differences in Italy 3. Chronic turmoil beyond the government s control XII. Central & Eastern Europe: Persistence of the Old Order A. Germany 1. Trappings of parliamentary government 2. 1871 constitution

Chapter 23 The Mass Society in an Age of Progress, 1871 1894 337 3. Emperor commands the military in Prussian tradition 4. Bismarck s conservatism a. Social Democratic Party, Social welfare programs B. Austria-Hungary 1. Austrian constitution of 1867 2. Problem of minorities worsened with universal male suffrage, 1907 C. Russia 1. Alexander III, 1881-1894: Overturns reform and returns to repressive measures 2. Nicholas II, 1894-1917: Believed in absolute rule Lesson Plan AP Standards 1. Intellectual and Cultural History Relationship to social values and political events Developments in social, economic, and political thought, including ideologies characterized as -isms, such as socialism, liberalism, and nationalism Developments in literacy, education, and communication The diffusion of new intellectual concepts among different groups Developments in elite and popular culture: religion, family, work, and ritual Impact of global expansion on European culture 2. Political and Diplomatic History The rise and functioning of the modern state Political elites, and the development and ideologies of political parties The extension and limitation of rights and liberties The growth and changing forms of nationalism Forms of political protest, reform, and revolution Relationship between domestic and foreign policies 3. Social and Economic History The character of, and changes in, agricultural production and organization Urbanization: transformation of cultural values, social relationships The shift in social structures, and changing distribution of wealth and poverty Influence of sanitation and health care: food, famine, and disease Changing definitions and attitudes toward social groups, classes, races, and ethnicities within and outside Europe Origins, development, and consequences of industrialization Changes in demographic structure of Europe: causes and consequences

338 The Mass Society in an Age of Progress, 1871 1894 Chapter 23 Gender roles and their influence on work, social, and family structure Competition and interdependence in national and world markets Private and state roles in economic activity Development of racial and ethnic group identities Suggested Time 5 traditional classes or 3 blocks The entire chapter covers AP material. Assessment See Tutorial Quiz for Chapter 23 at www.academic.cengage.com/history/spielvogel. Glossary Anarchism: a political theory that holds that all governments and existing social institutions are unnecessary and advocates a society based on voluntary cooperation. Aristocrats: traditional landed elites in Western society. Bicameral legislature: a legislature with two houses. Cartel: a combination of independent commercial enterprises that work together to control prices and limit competition. Evolutionary socialism: a socialist doctrine espoused by Eduard Bernstein who argued that socialists should stress cooperation and evolution to attain power by democratic means rather than by conflict and revolution. Home rule: self-government; desire of Irish representatives in Parliament in the late nineteenth century. Mass education: a state-run educational system, usually free and compulsory, that aims to ensure that all children in society have at least a basic education. Mass leisure: forms of leisure that appeal to large numbers of people in a society including the working classes; emerged at the end of the nineteenth century to provide workers with amusements after work and on weekends; used during the twentieth century by totalitarian states to control their populations. Mass society: a society in which the concerns of the majority the lower classes play a prominent role; characterized by extension of voting rights, an improved standard of living for the lower classes, and mass education.

Chapter 23 The Mass Society in an Age of Progress, 1871 1894 339 Ministerial responsibility: a tenet of nineteenth-century liberalism that held that ministers of the monarch should be responsible to the legislative assembly rather than to the monarch. Nationalism : a sense of national consciousness based on awareness of being part of a community a nation that has common institutions, traditions, language, and customs and that becomes the focus of the individual s primary political loyalty. Pasteurization: the process of heating a product in order to destroy the organisms that might cause it to spoil. Plutocrats: wealthy class that controlled government and industry in the late nineteenth / early twentieth century. Proletariat: the industrial working class. In Marxism, the class who will ultimately overthrow the bourgeoisie. Revisionism: a socialist doctrine that rejected Marx s emphasis on class struggle and revolution and argued instead that workers should work through political parties to bring about gradual change. Tariffs: duties (taxes) imposed on imported goods; usually imposed both to raise revenue and to discourage imports and protect domestic industries. See interactive Flashcards for Chapter 23 at www.academic.cengage.com/history/spielvogel. Lecture and Discussion Topics 1. The Impact of the Second Industrial Revolution on the Transformation of Europe. 2. The Middle Classes and Nineteenth-Century European Society. 3. Nationalism in the Age of Mass Society: The Role of Mass Politics. 4. The Democratization of the European Consumer Society and Its Cultural Repercussions. 5. The Socialist Movements of Nineteenth-Century Europe. Group Work Suggestions and Possible Projects 1. Have students do a comparison and contrast paper on non-marxist socialism and communism.

340 The Mass Society in an Age of Progress, 1871 1894 Chapter 23 2. Have students choose a large European city of the nineteenth century such as London, Paris, or Berlin, and prepare a graph of the city's population growth over the course of the century, and then write an essay on the socio-cultural and socio-political changes that occurred in this city related to population shifts. 3. Ask students to explore the motivations, actions, and results of the public health and housing reform movements. Have them examine the ideas of such figures as V. A. Huber and Octavia Hill, and decide whether enlightened self-interest, altruism, or some blend of the two was most influential, and why. 4. Suggest that students examine elementary educational pedagogy and curriculum in the nineteenth century and compare those to elementary education in the early twentieth century. 5. Ask students to examine the status of women in the nineteenth century and then discuss or debate the woman question then with the woman question now, focusing upon what has been gained and what has not yet been achieved. 6. Suggest students explore and define what is meant by a mass society, and in a debate or discussion compare and contrast the mass society of the late nineteenth century with today s mass society. 7. Have students discuss the relationships, if any, between the development of political democracy in western Europe by the late nineteenth century and the growth of a mass society at the same time in the same place. See online simulations and At the Movies activities in the Western Civilization Resource Center at www.wadsworth.com/history. Media Menu See Resource Integration Guide for Chapter 23. Handout Masters & Black Line Transparency Masters See Multimedia Manager and Instructor s Resource CD-ROM with ExamView Computerized Testing. Test Bank For an online Test Bank, see Chapter 23 in Instructor Resources at www.academic.cengage.com/history/spielvogel.

Chapter 23 The Mass Society in an Age of Progress, 1871 1894 341 Suggested Readings See comprehensive list of suggested readings at the end of Chapter 23. Web Exercises See Internet Exercises for Chapter 23 at www.academic.cengage.com/history/spielvogel. Document Based Questions Chapters 22 to 23: The Mass Society in an Age of Progress Directions: The following question is based on the listed documents, available on the corresponding pages in your textbook. Some of the documents have been edited or excerpted. You will be graded based upon the Advanced Placement European History standards for Document Based Questions (DBQs). According to the College Board, DBQs are designed to test your ability to: understand some of the principal themes in modern European history, analyze historical evidence and historical interpretation, and express historical understanding in writing. Part A: Answer the questions that pertain to each document. The questions are designed to help build your understanding of the documents and develop your ability to analyze documents during the beginning of the course. Some of the questions ask you to utilize knowledge outside of the documents. Although you are not required to use outside knowledge on the exam, outside historical context may earn you a higher score. The Advanced Placement examination and DBQs in later chapters will not contain these questions. Part B: The Advanced Placement examination will require you to write an essay based on a series of documents. You will see the following instructions on the examination: Write an essay that: Has a relevant thesis and supports that thesis with evidence from the documents. Uses a majority of the documents. Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually. Takes into account both the sources of the documents and the authors points of view.

342 The Mass Society in an Age of Progress, 1871 1894 Chapter 23 You may refer to relevant historical information not mentioned in the documents. Question: Using the documents and illustrations, analyze the social and economic effects of the Second Industrial Revolution on Europe. What were the economic, social, and psychological effects of industrialization? What were the main characteristics of the mass society? How did intellectuals and artists respond to these effects? Background: During the second half of the 19th century into the early 20th century, Western Europe s rapid industrialization intensified. Industrialization created a mass culture and an emphasis on material, rather than spiritual progress. The advances of the Second Industrial Revolution had a profound effect on society, including on people s psyches. Intellectuals and artists responded to Industrialization s pervasive effects. Part A Questions Chapters 22-23: The Mass Society in an Age of Progress A. Document: The Classless Society (Ch. 22) What are the proletariat and the bourgeoisie? According to the Marxists, what importance does class have in understanding history and shaping the future? In what ways is Marxism a response to industrialization? B. Document: Darwin and the Descent of Man (Ch. 22) What does Darwin argue in this passage? How does the eventual acceptance of Darwin s ideas reflect the growing prestige of science? C. Document: Anesthesia and Modern Society (Ch. 22) What role did anesthesia play in facilitating surgeries? D. Illustrations: Gustave Courbet, The Stonebreakers and Jean-Francois Millet, The Gleaners (Ch. 22) What is the subject matter of each of these works? What is the mood of these works? Which artistic movement is reflected in these works? How are these works a reflection of and/or a response to Industrialization? E. Document: Realism: Charles Dickens and an Image of Hell on Earth (Ch. 22) What effects of industrialism are evident in this passage? What elements of this passage reflect realism? How is realism related to the materialistic outlook of the Second Industrial Revolution?

Chapter 23 The Mass Society in an Age of Progress, 1871 1894 343 F. Illustration: An Age of Progress (Ch. 23) In what ways did technology and its effects on daily life change between 1837 and 1897? G. Document: The Department Store and the Beginnings of Mass Consumerism (Ch. 23) What are the advantages of department stores? What effects did the department store have on Parisian society according to this account? What is the consumer ethic? Did the invention of departments stores respond to or create the new consumer ethic in industrialized societies? H. Map 23.3: The Industrial Regions of Europe at the End of the Nineteenth Century (Ch. 23) Look back at Map 20.2. What parts of Europe not industrialized in 1850 had become industrialized in the ensuing decade? I. Document: The Voice of Evolutionary Socialism: Eduard Bernstein (Ch. 23) According to Bernstein, what mistakes did Marx make in his Manifesto? What forces have prevented what Marx predicted from coming to pass? With what theory would Bernstein replace this mistake? J. Document: The Housing Venture of Octavia Hill (Ch. 23) How did the author ensure that each room was repaired? What rules did the author have for new tenants? What benefits did the author accrue? What were some of the theories the reformers had about poverty? In what ways did the reformers respond to industrialization? K. Document: Advice to Women: Be Dependent (Ch. 23) In what ways are women most useful, according to the author? How do women exert influence? In what ways did the middle class lifestyle created by industrialization actually restrict the role of women? L. Document: The Fight Song: Sports in the English Public School (Ch. 23) What was the purpose of sports in public school? How does this song illustrate that purpose? In what ways did public education promote mass culture? M. Document: Bismarck and the Welfare of the Workers (Ch. 23) In what ways does Bismarck address the workers concerns? Why does Bismarck propose these reforms?