Chapter 10: The Second Industrial Revolution and Globalization Flashcards
How did the size, range of power, and complexity of machines change in the twentieth century?
They increased dramatically
What new communications systems contributed to centralized control of business and government in the twentieth century?
The telegraph and the telephone
What was a significant factor that contributed to the movement for mass education in the new technological era?
The necessity of training to live in the new technological era.
Why was education needed in the twentieth century with respect to technological advancements?
To create and maintain equipment that was too complicated to operate without specialized knowledge.
How did industrialization affect the economy and conflicts in the twentieth century?
The economy became global, and so did the conflicts.
Which war saw Europe fall into conflict using a new generation of tactics and increasingly powerful weapons?
The Second World War.
What were some of the significant technological advances seen during the Second World War?
Codes, aircraft, radar, and rockets.
What was the ultimate weapon developed during the Second World War, and what was required to manufacture it?
The nuclear bomb; it required nations willing and able to devote significant industrial resources to the project.
What motivated Europeans to explore and bring resources back to Europe during the era of colonialism?
Access to global resources.
How did industrialization and changes in transportation affect the global marketplace in the twentieth century?
They created a global marketplace where industrial production and consumption spread from Europe and North America to the wider world.
How is the start of the twentieth century characterized in relation to the First World War?
The start of the twentieth century is often seen as beginning with the end of the First World War.
What was significant about the way the First World War was fought?
It was fought using twentieth-century weapons and nineteenth-century strategies.
What did the First World War demonstrate about mass production and modern scientific and engineering concepts?
It demonstrated the power of mass production and the application of modern scientific and engineering concepts to the task of mass destruction.
What global aspects of industry and politics were highlighted by the First World War?
The war demonstrated that industry and politics were global, as people and materials were moved around the world to fight.
What new relationships were established among industrial countries after the war?
Britain was battered but still strong, France suffered territorial and economic damage, Germany lost territory and suffered economic and social damage, and Russia was undergoing the Russian Revolution.
How was Germany affected by the war despite not being invaded?
Germany lost territory, suffered massive economic and social damage, and experienced a period of occupation by France.
What significant political change was Russia undergoing during this period?
Russia was undergoing the Russian Revolution, which would eventually create a communist state and isolate the country for more than two generations.
What actions did Japan take during and after the war?
Japan aided the British Navy in the Pacific, seized German territory in the region, and decided to invade China in 1937.
What was the significance of Japan’s victory in the Russo-Japanese War of 1904-5?
It was a precursor to Japan’s decision to invade China in 1937, demonstrating its rising military power.
Which country emerged as the strongest industrial power in the world after the First World War?
The United States emerged as the strongest industrial power in the world.
What region became the technological and industrial hub of the world following the war?
The North Atlantic region.
What has been the general outcome of major transformations in industry regarding employment?
New types of jobs and the expansion of commerce have generally created more jobs than were lost.
How did people experience the periods of rapid industrial change?
It was not obvious to them that more jobs were being created; many were swept up in the changes and might not have immediately benefited.
What has been the overall trend in the industrial world in terms of population and employment?
The trend has been towards greater populations and more jobs.
Give an example of individuals who did not benefit from technological changes in the industry.
The weaver who fell into poverty because of the mills or the ditch digger replaced by the steam shovel.
How did the lives of peasants in thirteenth-century Europe compare to those in the sixteenth century?
Their lives were little different from each other.
What significant changes in technology and lifestyle could a person born in 1890 have witnessed?
They could have traveled by horse-drawn carriage and lived to see a man walk on the Moon.
What was one of the long-term consequences of industrialization on population?
Larger populations could be supported, but the number of children per family started to decline in every industrial country.
How did the average age of mortality change due to industrialization?
The average age of mortality was slowly rising.
What contributed to the rising average age of mortality during industrialization?
The general increase in medical knowledge, availability of doctors, nurses, new drugs, hospitals, and social changes.
How did governments’ roles in people’s daily lives begin to change during industrialization?
Governments recognized that industrial capacity was important to national interest and there was political value in protecting the workforce.
What social movements began in the nineteenth century as a result of social activism?
The anti-slavery movement, opposition to child labor, women’s suffrage, alcohol prohibition, and medical care groups such as the Red Cross.
How did social reform movements of the nineteenth century often operate in terms of organization?
Some were linked with religious organizations, but increasingly they transcended particular groups and crossed national borders.
What was another aspect of the industrial social movements?
The organization of labor.
What did unions aim to improve in the industrial era?
Working conditions in dangerous mines, foundries, and factories.
What specific labor changes did unions campaign for?
They sought to reduce the length of the working day and week.
What was the Factory Act of 1847?
A British law that limited the hours of labor for women and children to ten hours a day.
What labor movement started in the 1860s?
Efforts to limit the hours of labor to eight hours a day or forty hours per week.
Who introduced an eight-hour day in 1914?
Henry Ford.
When did the eight-hour day become a general rule in the United States?
In 1938 with the creation of the Fair Labor Standards Act.
What were additional objectives of the labour movement besides reducing work hours?
Higher pay and less arbitrary treatment.
Which organizations struggled for the rights of workers through various means?
The American Federation of Labour and the Trade Union Congress in Britain.
What did the early labour movement combine?
Workers’ rights, social reform, and political action.
What was one political response to industrialization?
The rise of new political groups and the revision of old ones.
What groups were included under the term “socialists” in the nineteenth and early twentieth centuries?
Marxists, communists, social democrats, and anarchists.
What did unions tend to give up in the long run to avoid being labelled as dangerously radical?
Direct political and social action.
How are unions sometimes portrayed due to their opposition to new tools of production?
As Luddites.
Why do unions sometimes oppose the introduction of new tools of production?
Because those tools can eliminate jobs.
What effect did new technologies tend to have on employment?
They created new kinds of jobs, causing shifts in employment.
What was one significant shift in employment associated with the Industrial Revolution?
The move from agrarian to factory work.
How did the changes brought by new technologies often affect generations differently?
The changes often left one generation destitute but made following generations better off economically.
What is the technological paradox inherent in the labor-owner relationship in the age of automation?
As workers are removed from the production system by automation and robotics, many people may no longer be able to afford the products produced by automated factories.
What new types of jobs have been created by the shift to an automated and digital economy?
Jobs such as computer programmer.
What is one of the primary objectives of automation?
To reduce or eliminate the need for human workers in all sectors of the economy.
How did the children of displaced factory workers find work in the twentieth century?
They could find work as bus drivers and bank tellers.
Why are jobs such as bus drivers and bank tellers disappearing?
Due to the introduction of automated teller machines (ATMs) and self-driving vehicles.
What is required for jobs in the next tier, such as managers and computer programmers?
Significant education.
Why might education for higher-tier jobs not be affordable or available in many places?
The cost and availability of education can vary widely, exacerbating the distinction between winners and losers in the application of technology.
What is described as the most powerful of the invisible technologies?
Education.
How did most education occur throughout history?
It was informal and based on teaching children necessary skills to work and live in their local environment.
Who primarily received formal education historically?
The wealthy and a small scholarly class, generally made up of teachers/priests.
What were some of the earliest independent places of learning?
Plato’s Academy (founded around 387 BCE) and the Pushpagiri school in India (founded around 200 CE).
When did universities and other places of higher education begin to appear?
In the tenth and eleventh centuries.
Who were the universities and madrasas designed for?
Students who had already mastered the skills of reading, writing, and basic mathematics.
Where was the first significant effort to create a state-funded elementary education system?
In Prussia.
Who decreed the establishment of a national education system in Prussia in 1763?
Frederick the Great.
What age group did Frederick the Great’s decree target for education in Prussia?
Children aged five to twelve.
What was the name of the elementary education system established in Prussia?
The Volksschule, which means “peoples’ school” but actually meant compulsory elementary education.
What subjects were initially taught in the Volksschule?
Reading, writing, Christian education, and music.
What additional subjects were later added to the curriculum of the Volksschule?
Mathematics and history.
What opportunities did high scores on the final examination, the Abitur, provide for secondary students in Prussia?
They opened the door to university education or good jobs in business and the civil service.
When was the Prussian model of education adopted in other places?
After the American Revolution (1765-83) and the French Revolution (1789-99).
What was the aim of the new governments in adopting the Prussian model of education?
To instill a sense of nationalism and foster useful skills.
What were some challenges in implementing public education in various countries?
Education was expensive, and in the United States, it was controlled by the states, not the federal government.
When did public education begin to be introduced in Japan?
In the 1870s, following the Prussian model.
When did France and other Western European states institute public education?
In the 1880s.
When did Britain institute public education?
In the 1890s.
When did the United States establish country-wide public education?
In 1918.
What led to a growth in educational theory?
The advent of public education.
