312

Life in the Industrial Age

Vocabulary Builder

3

3

SECTION

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

Explain what values shaped the new social order.

■

Understand how women and educators sought change.

■

Learn how science challenged existing beliefs.

Prepare to Read

Build Background Knowledge

Ask students to read the section title Changing Attitudes and Values and pre-dict what some of these changes might be. Then ask them to add to and revise their predictions as they read.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

Votes for Women

Ask

What is the main idea of Pankhurst’s speech?

(Winning the right to vote was crucial for women to have a say in legislation that could improve their lives.)

How does the photo show how important the right to vote was to these activists?

(They risked being arrested and jailed.)

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 3 Assessment answers.)

■

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Have students read this section using the Structured Read Aloud strategy (TE, p. T20). As they read, have students fill in the table describing new attitudes and values.

Reading and Note Taking Study Guide,

p. 108

Use the information below and the following resources to teach the high-use words from this section.

Teaching Resources, Unit 3,

p. 6;

Teaching Resources, Skills Handbook,

p. 3

High-Use Words Definitions and Sample Sentences

speculate, p. 316

v.

to think aboutThey

speculated

about what acts would perform at the show that night.

controversial, p. 317

adj.

that is or can be argued about or debatedThe committee made a

controversial

decision to close the restaurant.

L3

L3

33

Changing Attitudes and ValuesObjectives• Explain what values shaped the new social order.• Understand how women and educators sought

change.• Learn how science challenged existing beliefs.

cult of domesticitytemperance movementElizabeth Cady Stantonwomen’s suffrageSojourner Truth

John DaltonCharles Darwinracismsocial gospel

Reading Skill: Identify Supporting Details Asyou read, create a table listing new attitudes and values in the left-hand column. List the supporting details in the right-hand column.

Suffragette arrested in London, 1914

Terms, People, and Places

Demand for women’s rights was one of many issues that chal-lenged the traditional social order in the late 1800s. By then, inmany countries, the middle class—aspiring to upper-class wealthand privilege—increasingly came to dominate society.

A New Social Order ArisesThe Industrial Revolution slowly changed the social order in theWestern world. For centuries, the two main classes were noblesand peasants. Their roles were defined by their relationship to theland. While middle-class merchants, artisans, and lawyers playedimportant roles, they still had a secondary position in society. Withthe spread of industry, a more complex social structure emerged.

Three Social Classes Emerge By the late 1800s, WesternEurope’s new upper class included very rich business families.Wealthy entrepreneurs married into aristocratic families, gainingthe status of noble titles. Nobles needed the money brought by theindustrial rich to support their lands and lifestyle.

Below this tiny elite, a growing middle class was pushing itsway up the social ladder. Its highest rungs were filled with mid-level business people and professionals such as doctors and scien-tists. With comfortable incomes, they enjoyed a wide range ofmaterial goods. Next came the lower middle class, which includedteachers and office workers. They struggled to keep up with their“betters.”

Votes for WomenAfter years of peacefully protesting the British government’s refusal to allow women to vote, some activists turned to confrontation:

“We have been driven to the conclusion that only through legislation can any improvement be effected, and that that legislation can never be effected until we have the same power as men have to bring pressure to bear upon our repre-sentatives and upon Governments to give us the necessary legislation. . . . We are here not because we are law-breakers; we are here in our efforts to become law-makers.”—Emmeline Pankhurst, October 21, 1908

Focus Question How did the Industrial Revolution change the old social order and long-held traditions in the Western world?

WITNESS HISTORYWITNESS HISTORY AUDIO

Women’s suffrage banner

• New social order

• Rights for women

•

Changes in Social Order and Values

•

•

•

Issue Change

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Chapter 9 Section

3

313

History Background

Teach

A New Social Order Arises

Instruct

■

Introduce

Explain that the growth of industry brought the rise of a large middle class. Ask

Who made up the middle class?

(business people and professionals, as well as teachers, office workers, shopkeepers, and clerks)

■

Teach

Ask

How did the division of labor in middle-class households change?

(Most husbands went to work in an office or shop, while most wives stayed at home to raise their children.)

Did the same division of labor happen in the working class?

(No, working-class men and women both had to work in order to earn a living.)

■

Quick Activity

Direct students to the Infographic on this page. Ask them to discuss the similarities between the two images and what these similarities suggest.

Independent Practice

Link to Literature

To help students better understand the social distinctions between the British middle and upper classes, have them read the excerpt from Jane Austen’s

Pride and Prejudice

and complete the worksheet.

Teaching Resources, Unit 3,

p. 11

Monitor Progress

As students fill in their tables, circulate to make sure they understand how a new social order developed out of the Indus-trial Revolution. For a completed version of the table, see

Note Taking Transparencies,

149

Answers

Three distinct social classes emerged—upper, middle, and working class—and middle-class values and tastes were idealized.

Thinking Critically

1.

These images show how the only suitable activ-ities for women were confined to the home.

2.

Similar: each image shows women performing domestic activities; different: they show two aspects of domestic expectations for women—learning how to entertain and supervising an everyday chore.

The Proper Victorians

In England, the period from 1837 to 1901 is known as the Victorian Era because Queen Victoria’s long reign spanned those years. Middle-class Victorians had a strict code of manners.

■

In respectable Victorian homes, fabric drapes con-cealed piano legs, which, like women’s legs, were considered immodest if shown.

■

A widow was expected to dress in black from head to toe and never to remarry. In contrast, a widower

wore a black crepe band around his hat or sleeve and was expected to find a new wife quickly.

■

Wealthy businessmen wore knee-length frock coats and silk top hats to the office.

■

Women wore suffocating corsets pulled tightly enough to achieve the ideal waist measurement of 18 to 20 inches.

L3

INFOGRAPHIC

During the Industrial Age, the middle-class nuclear family lived in a large house with a parlor like the one above, or perhaps in one of the new apartment houses. Rooms were crammed with large overstuffed furniture, and paintings and photographs lined the walls. Clothing reflected middle-class tastes for luxury and respectability. For the first time, women began spending more time buying household items than producing them. Women shopped at stores and through mail-order catalogs (below) that were geared toward attracting their business.

Tin toys (at right and below), about 1890

Workers and peasants were at the base of thesocial ladder. In highly industrialized Britain,workers made up more than 30 percent of thepopulation in 1900. In Western Europe and theUnited States, the number of farmworkersdropped, but many families still worked theland. The rural population was higher in easternand southern Europe, where industrializationwas more limited.

Middle-Class Tastes and Values By mid-century, the modern middle class had developedits own way of life. A strict code of etiquette gov-erned social behavior. Rules dictated how to dressfor every occasion, how to give a dinner party,how to pay a social call, when to write letters, andhow long to mourn for dead relatives.

Parents strictly supervised their children,who were expected to be “seen but not heard.” Achild who misbehaved was considered to reflectbadly on the entire family. Servants, too, wereseen as a reflection of their employers. Even asmall middle-class household was expected tohave at least a cook and a housemaid.

The Ideal Home Within the family, the divisionof labor between wife and husband changed. Ear-lier, middle-class women had helped run familybusinesses out of the home. By the later 1800s,most middle-class husbands went to work in anoffice or shop. A successful husband was one whoearned enough to keep his wife at home. Womenspent their time raising children, directing ser-vants, and doing religious or charitable service.

Books, magazines, and popular songs sup-ported a cult of domesticity that idealizedwomen and the home. Sayings like “home,sweet home” were stitched into needlework andhung on parlor walls. The ideal woman was seenas a tender, self-sacrificing caregiver who pro-vided a nest for her children and a peaceful ref-uge for her husband to escape from thehardships of the working world.

This ideal rarely applied to the lower classes.Working-class women labored for low pay ingarment factories or worked as domestic ser-vants. Young women might leave domestic ser-vice after they married, but often had to seekother employment. Despite long days workingfor wages, they were still expected to take fullresponsibility for child care and homemaking.

How had the social order changed by the late 1800s?

Thinking Critically1. Analyze Visuals How do these

images reflect a cult of domesticity?2. Make Comparisons Compare and

contrast the women in these two images. How are they similar? How are they different?

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Life in the Industrial Age

Solutions for All Learners

Women Work for Rights

Instruct

■

Introduce: Key Terms

Ask students to find the term

temperance movement

(in blue) in the text and define its mean-ing. Would students have supported the temperance movement if they had been alive then?

■

Teach

Ask

What rights had women won by the late 1800s?

(the right to attend universities and to control their own property)

Ask

How did women’s involvement in the abolition move-ment lead to some women cam-paigning for voting rights?

(While campaigning for the rights of others, some women realized that they, too, were lacking political rights, such as the right to vote.)

■

Quick Activity

Display

Transpar-ency 129: Hugging a Delusion.

Use the lesson suggested in the transpar-ency book to guide a discussion on the political cartoon on women’s suffrage.

Color Transparencies,

129

Independent Practice

Direct students to the quote by Sojourner Truth under the black heading The Suf-frage Struggle. Ask students to write a paragraph about Truth’s reaction to the statement that a woman’s place was in the home. Ask them to explain her ques-tion, “Ain’t I a woman?”

Monitor Progress

As students write their paragraphs on Sojourner Truth’s quote, circulate to make sure they understand that as a former enslaved person, she had even fewer rights than a white woman. Be sure that students understand that she had been seen as property, but now worked for freedom and women’s rights.

Answers

PRIMARY SOURCE

She believes that a well-rounded education would better prepare women for the unexpected and teach women to be more independent.

Women were too emotional to be allowed to vote; women needed to be protected from pol-itics; a woman’s place was traditionally at home and not out in society.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Write the following words on the board: social class, suffrage, education, science. Explain to students that each of these words represents a shift in attitudes as a result of the Industrial Age. Instruct students to copy each word and then write, illustrate, or otherwise depict how the Industrial Age impacted that area of daily life.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 108

■

Adapted Section Summary, p. 109

L3

Solutions for All Learners

Women Work for RightsSome individual women and women’s groups protestedrestrictions on women. They sought a broad range ofrights. Across Europe and the United States, politicallyactive women campaigned for fairness in marriage,divorce, and property laws. Women’s groups also supportedthe temperance movement, a campaign to limit or banthe use of alcoholic beverages. Temperance leaders arguednot only that drinking threatened family life, but that ban-ning it was important for a productive and efficient work-force.

These reformers faced many obstacles. In Europe andthe United States, women could not vote. They were barredfrom most schools and had little, if any, protection underthe law. A woman’s husband or father controlled all of herproperty.

Early Voices Before 1850, some women—mostly from the middleclass—had campaigned for the abolition of slavery. In the process, theyrealized the severe restrictions on their own lives. In the United States,Lucretia Mott, Elizabeth Cady Stanton, and Susan B. Anthony cru-saded against slavery before organizing a movement for women’s rights.

Many women broke the barriers that kept them out of universities andprofessions. By the late 1800s, a few women trained as doctors or lawyers.Others became explorers, researchers, or inventors, often without recogni-tion. For example, Julia Brainerd Hall worked with her brother to developan aluminum-producing process. Their company became hugely success-ful, but Charles Hall received almost all of the credit.

The Suffrage Struggle By the late 1800s, married women in somecountries had won the right to control their own property. The strugglefor political rights proved far more difficult. In the United States, theSeneca Falls Convention of 1848 demanded that women be granted theright to vote. In Europe, groups dedicated to women’s suffrage, orwomen’s right to vote, emerged in the later 1800s.

Among men, some liberals and socialists supported women’s suffrage.In general, though, suffragists faced intense opposition. Some criticsclaimed that women were too emotional to be allowed to vote. Othersargued that women needed to be “protected” from grubby politics or thata woman’s place was in the home, not in government. To such claims,Sojourner Truth, an African American suffragist, is believed to havereplied, “Nobody ever helps me into carriages, or over mudpuddles, orgives me any best place! And ain’t I a woman?”

On the edges of the Western world, women made faster strides. In NewZealand, Australia, and some western territories of the United States,women won the vote by the early 1900s. There, women who had “tamedthe frontier” alongside men were not dismissed as weak and helpless. Inthe United States, Wyoming became the first state to grant women theright to vote. In Europe and most of the United States, however, the suf-frage struggle succeeded only after World War I.

What were the arguments against women’s suffrage?

In an 1892 address, the American women’s rights leader Elizabeth Cady Stanton argued that women should have an equal right to education. How does Stanton believe that an education would help women better control their own lives?

Primary Source

“ . . . As an individual, she must rely on herself. . . . To throw obstacles in the way of a complete education is like put-ting out the eyes. . . . In talking of education, how shallow the argument that [men and women] must be educated for the special work [they propose] to do, and that all of the faculties not needed in this special work must lie dor-mant and utterly wither for lack of use, when, perhaps, these will be the very faculties needed in life’s greatest emergencies!” —“The Solitude of Self”

African American suffragist Sojourner Truth

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Chapter 9 Section

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315

Connect to Our World

Growth of Public Education

Instruct

■

Introduce

Ask students to read the introductory sentences and the two black headings under Growth of Public Education. Have students predict what they will learn under each heading. Then have them read to find out whether their predictions were accurate.

■

Teach

Using the Numbered Heads strategy (TE, p. T23), ask

What basic education did schools teach by the late 1800s?

(Teachers taught reading, writing, math, education, and the importance of being disciplined, punc-tual, obedient, and patriotic.)

Why had colleges and universities changed their curriculums by the late 1800s?

(The Industrial Revolution brought about a need for many people to be prepared to work in industries that required science and engineering knowledge and skills.)

■

Analyzing the Visuals

Point out the photograph of the schoolroom on this page. Ask students to identify similari-ties and differences between this school in the late 1800s and their schools today.

Independent Practice

Ask students to create an outline with Growth of Public Education as I. and the two black headings below it in their text as A. and B. Then ask students to write one paragraph explaining the purpose of schools today.

Monitor Progress

As students work on their paragraphs, circulate to ensure they understand that society needs a well-educated workforce and that, on a personal level, schooling opens up greater opportunities for an individual.

Answers

Caption

It shows that education had changed because girls were being taught science in a large, bright classroom, and many supplies were available to them.

Fewer children were needed to work on farms or in their parents’ shops; the growing number of middle-class families could afford to send their children to school.

Connections to Today

Schools encouraged physical fitness as well as learning. In the early 1800s, English schoolboys began playing a game that devel-oped into soccer. School representatives drew up the first official rules in 1848. The game spread to the rest of Europe, then to Chile, Canada, and the United States. Today, soccer is probably the most widely played sport in the world.

In December 1891, American James Naismith, a physical education teacher, used a soccer ball to devise a game that could be played indoors during the long winter months. He hung up two peach basket goals, one at each end of the gym, and his YMCA ath-letes played the first game of basketball. The new game spread swiftly. As it grew more popular, it assumed its now familiar characteristics.

L3

Growth of Public EducationBy the late 1800s, reformers persuaded many governments to set up pub-lic schools and require basic education for all children. Teaching “thethree Rs”—reading, writing, and ’rithmetic—was thought to produce bet-ter citizens. In addition, industrialized societies recognized the need for aliterate workforce. Schools taught punctuality, obedience to authority,disciplined work habits, and patriotism. In European schools, childrenalso received basic religious education.

Public Education Improves At first, elementary schools were primi-tive. Many teachers had little schooling themselves. In rural areas, stu-dents attended class only during the times when they were not needed onthe farm or in their parents’ shops.

By the late 1800s, more and more children were in school, and thequality of elementary education improved. Teachers received training atNormal Schools, where the latest “norms and standards” of educationalpractices were taught. Beginning in 1879, schools to train teachers wereestablished in France. In England, schooling girls and boys between theages of five and ten became compulsory after 1881. Also, governmentsbegan to expand secondary schools, known as high schools in the UnitedStates. In secondary schools, students learned the “classical languages,”Latin and Greek, along with history and mathematics.

In general, only middle-class families could afford to have their sonsattend these schools, which trained students for more serious study or forgovernment jobs. Middle-class girls were sent to school primarily in thehope that they might marry well and become better wives and mothers.Education for girls did not include subjects such as science, mathematics,or physical education because they were not seen as necessary subjects forgirls to learn.

Higher Education Expands Colleges and universities expanded inthis period, too. Most university students were the sons of middle- orupper-class families. The university curriculum emphasized ancient his-tory and languages, philosophy, religion, and law. By the late 1800s, uni-versities added courses in the sciences,especially in chemistry and physics. At thesame time, engineering schools trained stu-dents who would have the knowledge andskills to build the new industrial society.

Some women sought greater educationalopportunities. By the 1840s, a few smallcolleges for women opened, including Bed-ford College in England and Mount Holy-oke in the United States. In 1863, theBritish reformer Emily Davies campaignedfor female students to be allowed to takethe entrance examinations for CambridgeUniversity. She succeeded, but as late as1897, male Cambridge students riotedagainst granting degrees to women.

Why did more children attend school in the late 1800s than before?

Public EducationBefore 1870, the only formal education available for British children was in religious schools or “ragged schools,” which taught poor children basic skills, such as reading. The Industrial Revolution changed that as it created a growing need for people to be better educated. How does this 1908 photo of a science class in London illustrate the changes that had taken place in the British educational system?

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Solutions for All Learners

Science Takes New Directions

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder terms and definitions. Ask them to pre-dict how the words

speculated

and

controversial

would be key to under-standing how science challenged long-standing beliefs in the late 1800s.

■

Teach

Ask

What do John Dalton, Charles Lyell, and Charles Darwin have in common?

(They all advanced startling scientific theories about the natural world.)

Why was Darwin’s idea controversial?

(It contradicted the Bible.)

How did Darwin’s ideas become connected with racist ideas?

(Some thinkers applied his theory of natural selection to human society in an unscientific way, with the belief that some races are superior to others.)

■

Quick Activity

Web Code nba-4174

will take students to an interactive map. Have students complete the inter-activity on the Voyage of the HMS

Beagle

and then answer the questions in the text.

Independent Practice

Direct students to the Infographic on the Voyage of the HMS

Beagle

in their text. Ask them to find the Galápagos Islands, west of South America. Have them trace Darwin’s voyage, and then explain to a partner its purpose and significance.

Monitor Progress

As students write their paragraphs, circu-late to make sure they understand the purpose and significance of Darwin’s voyage.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

To help students master vocabulary, have them make a list of this section’s Vocabulary Builder terms and Key Terms, People, and Places. Encourage students to include in the list additional terms that may be new to them, such as

etiquette, self-sacrifice, startling,

and

substances

. Then have them create flashcards with

the term on one side and its definition (or, in the case of key people, an identifying statement) on the other. For English Language Learners, you may wish to have students add explanations in their first language to go with the flashcards. Pair students and have them quiz each other, using the flashcards.

L3

INFOGRAPHIC

Clockwise from upperright: blue common Morpho butterfly, bottlenose dolphin, jaguar, Galápagos tortoise

In 1831, the HMS Beaglesailed from England on a five-year voyage around the world to survey and chart the oceans. Aboard was 22-year-old Charles Darwin, whose role was to observe, record, and collect samples of rocks, plants, animals, insects, and fossils. Some of the animals that he studied are pictured on the map. The specimens Darwin collected and studied helped him develop his theory of evolution. Controversy over Darwin’s theory continues today.

Science Takes New DirectionsScience in the service of industry brought great changes in the later1800s. At the same time, researchers advanced startling theories aboutthe natural world. Their new ideas challenged long-held beliefs.

Atomic Theory Develops A crucial breakthrough in chemistry camein the early 1800s when the English Quaker schoolteacher John Daltondeveloped modern atomic theory. The ancient Greeks had speculatedthat all matter was made of tiny particles called atoms. Dalton showedthat each element has its own kind of atoms. Earlier theories put forththe idea that all atoms were basically alike. Dalton also showed how dif-ferent kinds of atoms combine to make all chemical substances. In 1869,the Russian chemist Dmitri Mendeleyev (men duh LAY ef) drew up atable that grouped elements according to their atomic weights. His tablebecame the basis for the periodic table of elements used today.

Debating the Earth’s Age The new science of geology opened ave-nues of debate. In Principles of Geology, Charles Lyell offered evidence to

Vocabulary Builderspeculate—(SPEK yuh layt) v. to think about

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Chapter 9 Section

3

317

Solutions for All Learners

Religion in an Urban Age

Instruct

■

Introduce

Explain that despite new scientific thinking, religion had a major place in industrialized nations. Ask students to predict what this place might be, and then read to find out if their predictions were correct.

■

Teach

Ask

What was the purpose of the social gospel?

(It encouraged Christians to do social service.)

Why did living conditions in industrialized nations encourage compassionate and charitable feelings? (Industrial-ization created harsh living and working conditions for many people. People felt the need to push for reforms for the work-ing poor, and religious organizations were one way to do that.)

■ Analyzing the Visuals Have stu-dents describe the photo of the Salva-tion Army on the next page and explain the significance of the image. Remind students that groups like the Salvation Army still exist today.

Independent PracticeAsk students to work in groups to gener-ate a list of reasons why reforms and social services were needed and what reli-gious groups could do to help fill this need. Have student groups share their lists with the class.

Monitor ProgressCheck Reading and Note Taking Study Guide entries for student understanding.

Answers

Thinking Critically1. By traveling, he was able to study different vari-

eties of a given species and formulate theories about survival and evolution.

2. Because of their isolation, the few species that reached the islands had to adapt to their envi-ronments, making them an ideal place to study natural selection.

L4

Gifted and Talented Students L4

Advanced Readers

Ask students who need an extra challenge to do library and Internet research either on organizations in the late 1800s or early 1900s that provided help to the poor, or on such organizations today, such as the Salvation Army or Goodwill Industries. (Some organi-zations will span both periods.) Students should

provide a history of the organization, explain its pur-pose, and describe the social services it provided or provides. Ask students to report their findings to the rest of the class in the form of a news release from the organization.

L3

These four species of finches from the Galápagos Islands have different beaks and eating habits. Darwin (above) theorized that isolation, plus time, and adapting to local conditions, leads to new species.

From top to bottom: black-browed albatross, pink cockatoo, flying fish

show that Earth had formed over millions of years. His successors con-cluded that Earth was at least two billion years old and that life had notappeared until long after Earth was formed. These ideas did not seem toagree with biblical accounts of creation.

Archaeology added other pieces to an emerging debate about the ori-gins of life on Earth. In 1856, workers in Germany accidentally uncov-ered fossilized Neanderthal bones. Later scholars found fossils of otherearly modern humans. These archaeologists had limited evidence andoften drew mistaken conclusions. But as more discoveries were made,scholars developed new ideas about early humans and their ancestors.

Darwin’s Theory of Natural Selection The most controversial newidea came from the British naturalist Charles Darwin. In 1859, afteryears of research, he published On the Origin of Species. Darwin arguedthat all forms of life, including human beings, had evolved into theirpresent state over millions of years. To explain the long, slow process ofevolution, he put forward his theory of natural selection.

Darwin adopted Thomas Malthus’s idea that all plants and animalsproduced more offspring than the food supply could support. As a result,

Thinking Critically1. Draw Conclusions How did

Darwin’s voyage help him develop his theory of natural selection?

2. Synthesize Information Whywould the isolation of Galápagos Islands attract scientists such as Darwin?

For: Interactive map, audio, and moreWeb Code: nba-4174

Vocabulary Buildercontroversial—(kahn truh VUR shul)adj. that is or can be argued about or debated

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318 Life in the Industrial Age

Assess and Reteach

Assess Progress■ Have students complete the Section

Assessment.

■ Administer the Section Quiz.

Teaching Resources, Unit 3, p. 4

■ To further assess student under-standing, use

Progress Monitoring Transparencies, 88

ReteachIf students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide, p. 109

Adapted Reading and Note Taking Study Guide, p. 109

Spanish Reading and Note Taking Study Guide, p. 109

ExtendHave students scan newspaper headlines for examples of scientific advances. Then discuss the effect that these scientific advances could have on society.

Answers

Caption clothing and food to the urban poor, funds for hospitals and schools

The research of Lyell and Darwin challenged traditional and biblical views.

They worked for reform and social services.

Section 3 Assessment

1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2. Three distinct social classes emerged (upper, middle, and working); middle-class tastes and values became a measur-ing stick for the working classes; women sought a political voice, the right to vote,

and the chance to attend universities; sci-entists shook long-held religious beliefs.

3. luxury, respectability, and a strict etiquette4. Men believed that women belonged in the

home; they also thought that women were too emotional to vote.

5. Sample: It would improve opportunities for working-class children.

6. Darwin’s ideas contradicted the widely accepted biblical account of creation.

● Writing About HistoryResponses should show include a clear and direct thesis statement that explains the main idea of the problem-solution essay.

For additional assessment, have students access Progress Monitoring Online at Web Code nba-2131.

L3

L3

L2

L2

L4

L1

33 Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-2131

Terms, People, and Places

1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Identify Supporting Details Use your completed table to answer the Focus Question: How did the Industrial Revolution change the old social order and long-held traditions in the Western world?

Comprehension and Critical Thinking

3. Describe What are three values asso-ciated with the middle class?

4. Draw Conclusions Why did the women’s movement face strong opposition?

5. Draw Inferences Why do you think reformers pushed for free public education?

6. Synthesize Information Why did the ideas of Charles Darwin cause controversy?

● Writing About History

Quick Write: Write a Thesis StatementImagine that you are writing a problem-solution essay on the unequal treatment of women in the 1800s. Based on what you have read in this section, write a thesis statement, or the main idea, for your problem-solution essay.

he said, members of each species constantly competed to survive. Natu-ral forces “selected” those with physical traits best adapted to their envi-ronment to survive and to pass the trait on to their offspring. Thisprocess of natural selection came to be known as “survival of the fittest.”

Social Darwinism and Racism Although Darwin himself never pro-moted any social ideas, some thinkers used his theories to support theirown beliefs about society. Applying the idea of survival of the fittest towar and economic competition came to be known as Social Darwinism.Industrial tycoons, argued Social Darwinists, were more “fit” than thosethey put out of business. War brought progress by weeding out weaknations. Victory was seen as proof of superiority.

Social Darwinism encouraged racism, the unscientific beliefthat one racial group is superior to another. By the late 1800s,many Europeans and Americans claimed that the success of West-ern civilization was due to the supremacy of the white race. Asyou will read, such powerful ideas would have a long-lastingimpact on world history.

How did science begin to challenge existing beliefs in the late 1800s?

Religion in an Urban AgeDespite the challenge of new scientific ideas, religion continued tobe a major force in Western society. Christian churches and Jew-ish synagogues remained at the center of communities. Religiousleaders influenced political, social, and educational developments.

The grim realities of industrial life stimulated feelings of com-passion and charity. Christian labor unions and political partiespushed for reforms. Individuals, church groups, and Jewish orga-nizations all tried to help the working poor. Catholic priests andnuns set up schools and hospitals in urban slums. Many Protes-tant churches backed the social gospel, a movement that urgedChristians to social service. They campaigned for reforms in hous-ing, healthcare, and education.

How did religious groups respond to the challenges of industrialization?

The Salvation ArmyBy 1878, William and Catherine Booth had set up the Salvation Army in London to spread Christian teachings and provide social services. Their daughter, Evangeline (below), stands in front of one the kettles used to gather funds for the needy. Whatservices did religious organizations provide?

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