Era 8: Industrialization and Imperialism

Suggested time for instruction: five to six weeks

• SOL Standards
• Macro View
• Focus Questions
• Global Themes
• Resources
• Benchmarks
• Legacies

World History and Geography Macro View

This period explores the consequences of the Enlightenment and how the Scientific Revolution led to the Industrial Revolution. As industrialization expanded, the demand for materials and new markets led several European states to establish colonies around the world. As imperial powers claimed new colonies, old traditions disintegrated and new forms of national identity and colonial resistance emerged. Industrialization led to a new division of labor, urbanization, changes in the quality of life, and new intellectual ideas and artistic forms. The Enlightenment and industrialization aided in the growth of nationalism. Nationalist movements contributed to the unification of both Italy and Germany.

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Focus Questions for Era 8

1. How did the Industrial Revolution produce political, economic, and social changes?
   
   
2. How did industrialized societies seek to manage the cultural transformations resulting from the pressures of industrialization, nationalism, revolution, and social change?
   
   
3. In what ways did European migration and the establishment of "neo-Europes" alter the cultural landscape of the world?
   
   
4. How did the global variations in the characteristics of 19th century Imperialism differ from earlier forms of imperialism?
   
   
5. What new forms of nationalism and colonial resistance emerged as a result of imperialism?
   
   
6. How did the characteristics of 19th century Imperialism shape the spatial distribution of political power in the 20th century?
   

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Global Themes for Era 8

• Patterns of human population and migration: Large-scale migrations reshaped the cultural landscapes of the world. Industrialization and rapid urbanization fueled exponential growth of world population. Imperialism resulted in acculturation of both colonizers and colonized. The era marked the closing of world-wide frontiers and the last stand of indigenous peoples.
  
  
• Development and diffusion of technology: The emergence and spread of the chemical industry, electricity, and internal combustion engine constituted a second wave of industrial revolution. The experience of imperialism created an increase in demand for industrialization.
  
  
• Communication and exchange: Invention and innovation were the impetus for a revolution in the methods of trade and communication. The speed and volume of trade increased as a result of railroad, steamships, and the Suez and Panama Canals. The telegraph reshaped the conduct of business leading to the creation of global markets. New forms of business organizations involving economic integration improved the efficiency of production.
  
  
• Conflict: Nationalism led to unification of Italy and Germany, and, along with Social Darwinism, drove powerful nations to compete for territories in Africa and Asia. Imperialism brought societies into conflict with each other. Nineteenth century Imperialism differed from earlier forms in its motivation, intensity, and outcomes. Industrialization and military technology fueled this drive. Expanding powers disrupted indigenous societies in the attempt to control all aspects of these societies.
  
  
• Social Structure: The Industrial Revolution had a significant impact on gender, class, and age roles. The separation of men and women into business and domestic spheres respectively exacerbated social tensions. Members of the rising middle-class were the beneficiaries of the industrial era as they improved their standards of living by acquiring more material wealth. At the same time, industrial societies relied heavily on the low cost labor of women and children.
  
  
• Political legitimacy and authority: The reorganization of political institutions characterized this era. Increased suffrage in the “neo-Europes” expanded democratic institutions. Some non-western societies with long traditions of civilization sought to modernize, while others remained in a colonial status.
  

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Benchmarks:

NOTE: Red Bolded content in the indicators is considered essential and must be taught in all classrooms. Content which is not bolded goes beyond the scope and sequence of the state standards.

Benchmark 8.0: The student will improve skills in historical research and geographical analysis during Industrialization and Imperialism. (WHII.1)

8.0 Performance Indicators
Students reach the benchmark when they are able to:

1. Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life during Industrialization and Imperialism.
   
   
2. Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world to interpret Industrialization and Imperialism.
   
   
3. Identify geographic features important to the study of Industrialization and Imperialism.
   
   
4. Identify and compare political boundaries with the location of civilizations, empires, and kingdoms during Industrialization and Imperialism.
   
   
5. Analyze trends in human migration and cultural interaction during Industrialization and Imperialism.

Benchmark 8.1: The student understands the development and the technological advancements of the Industrial Revolution. (WHII.8)

8.1 Performance Indicators
Students reach this benchmark when they are able to:

1. Describe the characteristics of the “agricultural revolution” that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of land holdings (natural resources – coal and iron ore).
   
   
2. Analyze the emergence of new sources of power and new organizational systems as results of Industrialization (James Watt – steam engine, rise of factory system, and demise of cottage industry).
   
   
3. Describe the evolution of capitalism from mercantilism and describe the new understanding of the role of land, labor, capital, and entrepreneurial skills in business as described by Adam Smith (The Wealth of Nations, and the Enclosure Movement).
   
   
4. Analyze the relationships between the expanding world market economy of the 16th through 18th centuries and the development of industrialization (rising economic powers wanted to control raw materials and markets throughout the world from 1700 to 1850).
   
   
5. Describe the key advances in technology, transportation, science, and medicine (Edward Jenner – smallpox vaccination; Louis Pasteur – germ theory; Henry Bessemer – steel making; Eli Whitney – cotton gin and interchangeable parts).
   

Benchmark 8.2: The student understands the consequences of the first and second waves of the Industrial Revolution. (WHII.8)

8.2 Performance Indicators
Students reach this benchmark when they are able to:

1. Explain the connections among population growth, industrialization, and urbanization and evaluate the quality of life in early 19th century cities.
   
   
2. Explain how industrialization and urbanization affected class distinctions, family life, and the daily working lives of men, women, and children (harsh working conditions with men competing with women and children for wages, child labor that kept costs of production low and profits high, and owners of mines and factories who exercised considerable control over the lives of their laborers).
   
   
3. Explain how the development of political parties and labor unions affected the lives of the working class (labor unions – encouraged worker-organized strikes to increase wages and improve working conditions, lobbied for laws to improve the lives of workers including women and children, and wanted worker rights and collective bargaining between labor and management).
   
   
4. Describe major institutions of capitalism and analyze how the emerging capitalist economy transformed agricultural production, manufacturing, and ways in which women and men worked (market competition and entrepreneurial abilities).
   
   
5. Analyze the reactions to capitalism and market competition (socialism and communism).
   
   
6. Explain the main ideas of Karl Marx and analyze the impact of Marxist beliefs and programs on politics, industry, and labor relations in late 19th century Europe (Communist Manifesto, Friedrich Engels, Das Kapital, and redistribution of wealth).
   
   
7. Describe the connections between industrialization and movements for political and social reform in England, Western Europe, and the United States (cotton gin increased demand for slave labor on American plantations, the United States and Britain outlawed the slave trade, introduction of reforms to end child labor, expansion of education, and women’s increased demands for suffrage).
   
   
8. Describe the development of the arts, philosophy, and literature as a result of industrialization.
   
   
9. Explain how the inventions of the light bulb, telegraph, railroads, the steamship, canal building, and developments in the chemical industry were the impetus for a revolution in trade and communications.
   
   
10. Analyze how the linking of colonial markets to a global system increased the exchange of cash crops and non-renewable resources for manufactured products.
    
    
11. Explain how industrialization and military technology fueled competition for territories.

Benchmark 8.3: The student understands the ways different industrialized societies sought to manage the cultural transformation resulting from the pressures of rapid modernization. (WHII.8)

8.3 Performance Indicators
Students reach this benchmark when they are able to:

1. Identify various forms of artistic, musical, and literary expression in the late 19th century.
   
   
2. Trace the influence of African and Japanese art in the development of Western art of the period (Picasso, Toulouse-Lautrec, and Whistler).
   
   
3. Explain the social significance of scientists including Darwin and Curie.
   
   
4. Describe the changing legal and social status of European Jews and the rise of new forms of anti-Semitism.
   
   
5. Explain how the works of Freud and Einstein influenced 20th century intellectual thought.
   

Benchmark 8.4: The student understands the political changes that occurred in the wake of revolution in Europe and its diffusion to the rest of the world. (WHII.8)

8.4 Performance Indicators
Students reach this benchmark when they are able to:

1. Trace the expansion of democracy in Europe including the expansion of middle class suffrage and the revolutions of 1848.
   
   
2. Compare the unification of Italy and Germany (Unification of Italy - Count Cavour united Northern Italy, Giuseppe Garibaldi joined Southern Italy with Northern Italy, and the Papal states became the last to join Italy; Unification of Germany – Otto von Bismarck led Prussia in the unification of Germany through war and appealed to nationalism, Bismarck’s actions were an example of Realpolitik [justifies all means to achieve and hold power], and the Franco-Prussian War led to the creation of the German State).
   
   
3. Analyze the factors in 19th century Russia that contributed to the end of serfdom and describe the consequences of this reform.
   

Benchmark 8.5: The student understands the ways the global variations in the characteristics of 19th century Imperialism differed from earlier forms of imperialism. (WHII.8)

8.5 Performance Indicators
Students reach this benchmark when they are able to:

1. Identify factors that contributed to the rise of 19th century Imperialism (nationalism motivated European nations to compete for colonial possessions; European economic, military, and political power forced colonized countries to trade on European terms).
   
   
2. Identify factors that contributed to the East India Company’s increasing domination of the Indian States and compare them with the Dutch colonization of Indonesia and assess the role of indigenous elites under these colonial regimes.
   
   
3. Evaluate imperialism in Africa and Asia (European domination, European conflicts carried to their colonies [Boer War], Christian missionary efforts, spheres of influence in China, Suez Canal, East India Company’s domination of East Indian States, and American opening of Japan to trade).
   
   
4. Analyze how countries that once had viable economies in the 18th century prior to the new imperialism became colonies, protectorates, and spheres of influence that were suppliers of raw materials and consumers of manufactured products in the 19th century (manufactured goods flooded colonial markets and displaced their traditional industries, and colonized peoples resisted European domination and responded in diverse ways to Western influences).
   
   
5. Describe the American and British opening of Japan as a consequence of Tokugawa Shogunate weakness (Meiji Restoration and Matthew Perry).
   
   
6. Analyze why Canada, Mexico, and politically independent countries of Latin America remained closely tied to imperial powers.
   
   
7. Compare European investments and sources of commodities worldwide at the end of the 19th century with a focus on fossil fuel, gold, diamonds, iron, copper, and bauxite (Suez Canal).

Benchmark 8.6: Students understand emerging forms of nationalism, colonial resistance, and early independence movements. (WHII.8)

8.6 Performance Indicators
Students reach this benchmark when they are able to:

1. Compare the resistance of the Zulus, Sioux, and Maori and assess the consequences of their resistance.
   
   
2. Trace the spread of Christianity and its competition with Islam in Africa.
   
   
3. Identify the causes for the organization of the Indian National Congress in the mid-1800s, and explain its impact on Indian colonial politics in the early 20th century.
   
   
4. Analyze reform movements and responses to imperialism in China, Ottoman Turkey, Russia, and Mexico within the context of imperialism and evaluate the effectiveness of each (Taiping Rebellion, Opium Wars, Boxer Rebellion, and Mexican Revolution).
   
   
5. Analyze Japan’s rapid industrialization, technological advancement, and national integration in the late 19th and early 20th century.
   

Benchmark 8.7: Students understand how the consequences of 19th century Imperialism shaped the spatial distribution of power in the 20th century. (WHII.8)

8.7 Performance Indicators
Students reach this benchmark when they are able to:

1. Analyze the causes and consequences of the scramble for Africa by the Europeans.
   
   
2. Explain the consequences of the Congress of Berlin.
   
   
3. Explain Russian expansionist policies and their consequences.
   
   
4. Explain Japanese expansionist policies in Korea, Manchuria, China, the Pacific islands, and Taiwan and the consequences of those policies, as well as the causes and consequences of the Sino-Japanese and Russo-Japanese Wars.

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Legacies

• New sources of power, such as coal and steam, led to new methods of manufacturing and modes of transportation.
  
  
• The application of the “scientific process” led to advances in industry, science, and medicine.
  
  
• Changes in methods of production caused a shift from “cottage industry” to “factory system” and from mercantilism to capitalism.
  
  
• The capitalist system led to new forms of business.
  
  
• Daily life was transformed from a rural existence to an urban lifestyle.
  
  
• The Industrial Revolution developed steel, energy, mass-produced weapons, and the transportation industries.
  
  
• Modern cities and architecture had their beginning in this era.
  
  
• New economic structures including corporations, market exchanges, monopolies, and foreign investments facilitated exchange worldwide.
  
  
• New political thinkers shaped reactions to capitalism.
  
  
• Artistic expression reflected a changing society.
  
  
• Darwin, Freud, and Einstein shaped intellectual thought of the 20th century.
  
  
• This era marked the construction of the Suez and Panama Canals and the development of transcontinental railroad systems linking markets around the world.
  
  
• Important reform movements and nationalism developed outside of Western Europe.
  
  
• 19th century Imperialism shaped national identities and the spatial distribution of power in the 20th century.
  

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