The Rise of the Cities - Keyport Public Schools 9 Section 2 305 SECTION Vocabulary Builder 2 2 ......

Chapter 9 Section

2

305

SECTION

Vocabulary Builder

2

2

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.

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Summarize the impact of medical advances in the late 1800s.

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Describe how cities had changed by 1900.

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Explain how working-class struggles led to improved conditions for workers.

Prepare to Read

Build Background Knowledge

Ask students to consider the nature of city life today. Have them list the advantages and disadvantages of living in a big city.

Set a Purpose

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WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

London Fog

Ask

Based on clues in the picture and quote, what was the air qual-ity in London like?

(It wasn’t very good because people’s eyes were sting-ing, their lungs were irritated, and they were coughing.)

What would you pre-dict was the cause of the poor air quality?

(Sample: a greater number of factories caused increased pollution.)

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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 2 Assessment answers.)

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Preview

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

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Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the graphic organizer outlining the Rise of the Cities.

Reading and Note Taking Study Guide,

p. 106

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 Word Definition and Sample Sentence

illuminate, p. 307

v.

to light up; to give light toThe glow of the full moon

illuminated

the night sky.

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The Rise of the CitiesObjectives• Summarize the impact of medical advances

in the late 1800s.• Describe how cities had changed by 1900.• Explain how working-class struggles led

to improved conditions for workers.

Joseph Listerurban renewalmutual-aid societystandard of living

The population explosion that had begun during the 1700s contin-ued through the 1800s. Cities grew as rural people streamed intourban areas. By the end of the century, European and Americancities had begun to take on many of the features of cities today.

Medicine Contributes to the Population ExplosionBetween 1800 and 1900, the population of Europe more than dou-bled. This rapid growth was not due to larger families. In fact,families in most industrializing countries had fewer children.Instead, populations soared because the death rate fell. Nutritionimproved, thanks in part to improved methods of farming, foodstorage, and distribution. Medical advances and improvements inpublic sanitation also slowed death rates.

The Fight Against Disease Since the 1600s, scientists hadknown of microscopic organisms, or microbes. Some scientists spec-ulated that certain microbes might cause specific infectious dis-eases. Yet most doctors scoffed at this germ theory. Not until 1870did French chemist Louis Pasteur (pas TUR) clearly show the linkbetween microbes and disease. Pasteur went on to make othermajor contributions to medicine, including the development of vac-cines against rabies and anthrax. He also discovered a processcalled pasteurization that killed disease-carrying microbes in milk.

Reading Skill: Identify Supporting Details Asyou read, look for the main ideas and supporting details and how they relate to each other. Use the format below to create an outline of the section.

Terms, People, and Places

London FogBetween 1850 and 1900, London’s population more than doubled, rising from about 2.6 million people to more than 6.5 million people. With the rapid population growth came increased pollution and health problems:

“ It was a foggy day in London, and the fog was heavy and dark. Animate [living] London, with smarting eyes and irritated lungs, was blinking, wheezing, and chok-ing; inanimate [nonliving] London was a sooty spectre, divided in purpose between being visible and invisible, and so being wholly neither.”—Charles Dickens, Our Mutual Friend

Focus Question How did the Industrial Revolution change life in the cities?

WITNESS HISTORYWITNESS HISTORY AUDIO

germ theoryLouis PasteurRobert KochFlorence Nightingale

I. Medicine and the population explosion A. The fight against disease 1. 2. B. II.

Charles Dickens with an illustration from one of his serialized novels

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306

Life in the Industrial Age

Solutions for All Learners

Teach

Medicine Contributes to the Population Explosion

Instruct

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Introduce

Ask students to find the term

germ theory

(in blue). Ask

Why was it important to know that cer-tain microbes cause disease?

(Once the link was known, scientists and doc-tors could work on finding preventions and cures.)

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Teach

Ask

What happened to the population of Europe between 1800 and 1900? Why?

(The population more than doubled due to a declining death rate.)

Why was improved hospital care especially important to the poor?

(While wealthier patients could be treated at home, the poor were admit-ted to hospitals that were often unsani-tary. Improved care would increase their rate of recovery and survival.)

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Quick Activity

Read aloud Nightin-gale’s statement under the heading Hos-pital Care Improves (“The very first . . . no harm.”) Ask students to work in small groups and decide whether they agree or disagree with her statement. Use the Numbered Heads strategy (TE, p. T23) and have students share their responses with the class.

Independent Practice

Ask students to write a paragraph describing how the population growth in Europe was due, in part, to medical advances. Have students think about the impact of these advances both in the 1800s and today.

Monitor Progress

As students fill in their outlines, circulate to make sure they understand how main ideas and supporting details relate to each other. For a completed version of the outline, see

Note Taking Transparencies,

148

Answers

BIOGRAPHY

She improved sanitation by insisting that military and medical staff clean barracks, dig latrines, do laundry, and get the wounded off the bare ground where they lay.

better diets, better hygiene, advances in medi-cine, and improved sanitation

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Special Needs L2

Less Proficient Readers L2

English Language Learners

Explain to students that the Industrial Revolution had both positive and negative effects on daily life. Have students create a chart entitled “Effects of the Indus-trial Revolution.” The chart should have two columns: positive and negative. Ask students to read through this section of the chapter and record and categorize the effects in each column.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

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Adapted Note Taking Study Guide, p. 106

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Adapted Section Summary, p. 107

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BIOGRAPHYBIOGRAPHY

In the 1880s, the German doctorRobert Koch identified the bacterium thatcaused tuberculosis, a respiratory diseasethat claimed about 30 million human lives inthe 1800s. The search for a tuberculosis cure,however, took half a century. By 1914, yellowfever and malaria had been traced tomicrobes carried by mosquitoes.

As people understood how germs causeddisease, they bathed and changed theirclothes more often. In European cities, betterhygiene helped decrease the rate of disease.

Hospital Care Improves In the early1840s, anesthesia was first used to relievepain during surgery. The use of anestheticsallowed doctors to experiment with opera-tions that had never before been possible.

Yet, throughout the century, hospitalscould be dangerous places. Surgery was per-formed with dirty instruments in dankrooms. Often, a patient would survive anoperation, only to die days later of infection.For the poor, being admitted to a hospital wasoften a death sentence. Wealthy or middle-class patients insisted on treatment in theirown homes.

“The very first requirement in a hospital,” said British nurseFlorence Nightingale, “is that it should do the sick no harm.” As an armynurse during the Crimean War, Nightingale insisted on better hygiene infield hospitals. After the war, she worked to introduce sanitary measures inBritish hospitals. She also founded the world’s first school of nursing.

The English surgeon Joseph Lister discovered how antiseptics pre-vented infection. He insisted that surgeons sterilize their instrumentsand wash their hands before operating. Eventually, the use of antisepticsdrastically reduced deaths from infection.

Which factors caused population rates to soar between 1800 and 1900?

City Life ChangesAs industrialization progressed, cities came to dominate the West. Citylife, as old as civilization itself, underwent dramatic changes in Europeand the United States.

City Landscapes Change Growing wealth and industrializationaltered the basic layout of European cities. City planners created spa-cious new squares and boulevards. They lined these avenues withgovernment buildings, offices, department stores, and theaters.

The most extensive urban renewal, or rebuilding of the poor areas ofa city, took place in Paris in the 1850s. Georges Haussmann, chief plannerfor Napoleon III, destroyed many tangled medieval streets full of tenementhousing. In their place, he built wide boulevards and splendid public build-ings. The project put many people to work, decreasing the threat of social

WITNESS HISTORY VIDEOWITNESS HISTORY VIDEO

Watch The Jungle: A View of Industrial America on the Witness History Discovery School™ video program to learn more about city life during the industrial age.

Florence NightingaleWhen Florence Nightingale (1820–1910)arrived at a British military hospital in theCrimea in 1854, she was horrified bywhat she saw. The sick and wounded layon bare ground. With no sanitation and ashortage of food, some 60 percent of allpatients died. But Nightingale was afighter. Bullying the military and medicalstaff, she soon had every available per-son cleaning barracks, digging latrines,doing laundry, and caring for thewounded. Six months later, the deathrate had dropped to 2 percent.

Back in England, Nightingale washailed as a saint. Ballads were evenwritten about her. She took advantageof her popularity and connections topressure the government for reforms.How did Nightingale achievereforms in British army hospitals?

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Chapter 9 Section

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History Background

City Life Changes

Instruct

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Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Ask them to predict how the word

illuminated

would be important to understanding life in the cities. Then display

Color Transpar-ency 128:

Night Festival at the Uni-versal Exposition of 1889,

by Antoine Roux II.

Use the lesson sug-gested in the transparency book to guide a discussion on how street lights changed city life.

Color Transparencies,

128

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Teach

Discuss the effects of industrial-ization. Ask

Why did the poor live closer to city centers than the mid-dle class did?

(to be closer to the facto-ries where they worked)

How might the middle and upper classes have experienced city life differently than the working class did?

(Work-ing class families mainly flocked to the cities for jobs and housing and saw the harshness of the cities, while wealthier families were drawn to the cities for their cultural opportunities.)

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Quick Activity

Show students

The Jungle: A View of Industrial America

from the

Witness History Discovery School

™

video program. Ask them to explain the short-term and long-term reforms inspired by Upton Sinclair’s

The Jungle. (short term: Congress passed laws mandating the inspection of meat and banning the use of filler in meat products; long term: better condi-tions for workers)

Have them also con-sider why Sinclair’s book remains relevant today.

(Sample: It shows how a book can eventually lead to reform.)


Viewpoints

To help students better understand that some people found cities exciting while others found them fright-ening, have them read the selection

Look-ing at London in the 1820s

and complete the worksheet.


p. 9

Monitor Progress

Point out the photos of the working class and the moviegoers in this section. To help students review the section, ask them to explain how the images illustrate the posi-tive and negative aspects of city life.

Wash Your Hands

In 1848, physician Ignaz Philipp Semmelweis of Hungary noted that fewer patients died when doctors washed their hands frequently. He ordered students in his clinic to wash their hands using a solution of chlorinated lime, which disinfected their hands. Semmelweis believed that infection was caused by microscopic particles. Yet his theories were largely ignored, because health profes-

sionals believed that disease was caused by mysteri-ous vapors and that cleanliness practices were irrelevant. When Louis Pasteur discovered microorgan-isms, the world was finally ready to believe that they might play a role in disease. Today, doctors and patients both know that sterilizing wounds and medi-cal instruments is paramount in preventing disease.

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Jacob Riis, a police reporter, photographer, and social activist in New York City published How the Other Half Lives in 1890 in an effort to expose the horrible living conditions of the city slums and tenements. Conditions among the urban working class in Britain (right) were similar to those in New York described by Riis:

Primary Source

“ Look into any of these houses, everywhere the same . . . . Here is a “flat“ or “parlor” and two pitch-dark coops called bedrooms. . . . One, two, three beds are there, if the old boxes and heaps of foul straw can be called by that name; a broken stove with crazy pipe from which the smoke leaks at every joint, a table of rough boards propped up on boxes, piles of rubbish in the corner. The closeness and smell are appalling. How many people sleep here? The woman with the red bandanna shakes her head sullenly, but the bare-legged girl with the bright face counts on her fingers. . . “Six, sir!””

unrest. The wide boulevards also made it harder for rebels to put up barri-cades and easier for troops to reach any part of the city.

Gradually, settlement patterns shifted. In most American cities, therich lived in pleasant neighborhoods on the outskirts of the city. The poorcrowded into slums near the city center, within reach of factories. Trolleylines made it possible to live in one part of the city and work in another.

Sidewalks, Sewers, and Skyscrapers Paved streets made urbanareas much more livable. First gas lamps, and then electric street lightsilluminated the night, increasing safety. Cities organized police forcesand expanded fire protection.

Beneath the streets, sewage systems made cities much healthierplaces to live. City planners knew that clean water supplies and bettersanitation methods were needed to combat epidemics of cholera andtuberculosis. In Paris, sewer lines expanded from 87 miles (139 kilome-ters) in 1852 to more than 750 miles (1200 kilometers) by 1911. The mas-sive new sewer systems of London and Paris were costly, but they cutdeath rates dramatically.

By 1900, architects were using steel to construct soaring buildings.American architects like Louis Sullivan pioneered a new structure, theskyscraper. In large cities, single-family middle-class homes gave way tomultistory apartment buildings.

Slum Conditions Despite efforts to improve cities, urban life remainedharsh for the poor. Some working-class families could afford better cloth-ing, newspapers, or tickets to a music hall. But they went home to small,cramped row houses or tenements in overcrowded neighborhoods.

In the worst tenements, whole families were often crammed into a sin-gle room. Unemployment or illness meant lost wages that could ruin afamily. High rates of crime and alcoholism were a constant curse. Condi-tions had improved somewhat from the early Industrial Revolution, butslums remained a fact of city life.

Vocabulary Builderilluminate—(ih LOO muh nayt) v. to light up; to give light to

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308

Life in the Industrial Age

Careers

The Working Class Advances

Instruct

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Introduce

Ask students to read the introductory sentences and two black headings under The Working Class Advances. Have students predict what they will learn under each heading. Then have them read to find out whether their predictions were accurate.

■

Teach

Ask

Why did workers form unions?

(to improve working condi-tions, reduce long hours, and increase low pay)

Have students rank the reform laws that are discussed in their text in order of their importance. Using the Idea Wave strategy (TE, p. T22) ask students to explain why they ranked the reforms in this particular order.

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Analyzing the Visuals

Refer stu-dents to the Cause-and-Effect chart on this page. Use the Think-Write-Pair-Share strategy (TE, p. T23) and ask students to list concrete ways that the Industrial Revolution continues to impact their daily lives.


Primary Source

To help students bet-ter understand the work that people did, have them read the selection

The People of Paris Earn a Living

and complete the worksheet.


p. 8

Monitor Progress

Check Reading and Note Taking Study Guide entries for student understanding.

Answers

With industrialization came more jobs, urban renewal, better sanitation, and entertainment, but it also created slum conditions and higher crime rates.

Analyze Cause and Effect

Sample: Social effects include the expansion of the middle class and public education. Economic effects include the growth of labor unions and the rise of big business.

Urban Planner

The people who determine the look and feel of our communities are often urban planners. Using data and computer modeling, they design an overall plan for a thriving community, be it a new town or an existing urban area. They must bal-ance residential, commercial, industrial, and recre-ational needs. For example, they might not allow a school next to a factory, as it would not suit the pur-

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pose of either. They also consider such issues as traffic flow, environmental impact, and economic develop-ment. To create a sustainable plan, they work with civic and business leaders, local residents, and land developers, offering alternative approaches to land use. Most urban planners hold a master’s degree in urban planning and work for the federal, state, or local government.

The Lure of the City Despite their drawbacks,cities attracted millions. New residents were drawnas much by the excitement as by the promise ofwork. For tourists, too, cities were centers of action.

Music halls, opera houses, and theaters pro-vided entertainment for every taste. Museumsand libraries offered educational opportunities.Sports, from tennis to bare-knuckle boxing, drewcitizens of all classes. Few of these enjoymentswere available in country villages.

How did industrialization change the face of cities?

The Working Class AdvancesWorkers tried to improve the harsh conditions ofindustrial life. They protested low wages, longhours, unsafe conditions, and the constant threat ofunemployment. At first, business owners and gov-ernments tried to silence protesters. By mid-century, however, workers began to make progress.

Labor Unions Begin to Grow Workers formedmutual-aid societies, self-help groups to aid sickor injured workers. Men and women joined socialistparties or organized unions. The revolutions of 1830and 1848 left vivid images of worker discontent,which governments could not ignore.

By the late 1800s, most Western countries hadgranted all men the vote. Workers also won theright to organize unions to bargain on their behalf.Germany legalized labor unions in 1869. Britain,Austria, and France followed. By 1900, Britain hadabout three million union members, and Germanyhad about two million. In France, membership grewfrom 140,000 in 1890 to over a million in 1912.

The main tactic of unions was the strike, orwork stoppage. Workers used strikes to demandbetter working conditions, wage increases, or otherbenefits from their employers. Violence was often aresult of strikes, particularly if employers tried to

continue operating their businesses without the striking workers.Employers often called in the police to stop strikes.

Pressured by unions, reformers, and working-class voters, govern-ments passed laws to regulate working conditions. Early laws forbadeemployers to hire children under the age of ten. Later, laws were passedoutlawing child labor entirely and banning the employment of women inmines. Other laws limited work hours and improved safety. By 1909,British coal miners had won an eight-hour day, setting a standard forworkers in other countries. In Germany, and then elsewhere, Westerngovernments established old-age pensions, as well as disability insur-ance for workers who were hurt or became ill. These programs protectedworkers from poverty once they were no longer able to work.

Analyze Cause and Effect The long-term effects of theIndustrial Revolution touched nearly every aspect of life.Identify two social and two economic effects of theIndustrial Revolution.

● Improvements in world health● Growth in population● Industrialization in developing nations● New energy sources, such as oil and nuclear power● Environmental pollution● Efforts to regulate world trade

Connections to Today

Causes

Immediate Effects Long-Term Effects

● Increased agricultural productivity● Growing population● New sources of energy, such as steam and coal● Growing demand for mass-produced goods● Improved technology● Available natural resources, labor, and money● Strong, stable governments

● Rise of factories● Changes in transportation and communication● Urbanization● New methods of production ● Rise of urban working class● Growth of reform movements

● Growth of labor unions● Inexpensive new products● Increased pollution● Rise of big business● Expansion of public education● Expansion of middle class● Competition for world trade● Progress in medical care

Industrial Revolution

Cause and Effect

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Chapter 9 Section

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Assess and Reteach

Assess Progress

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Have students complete the Section Assessment.

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Administer the Section Quiz.


p. 3

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To further assess student under-standing, use

Progress Monitoring Transparencies,

87

Reteach

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

Reading and Note Taking Study Guide,

p. 107

Adapted Reading and Note Taking Study Guide,

p. 107

Spanish Reading and Note Taking Study Guide,

p. 107

Extend

Have students scan newspaper headlines for present-day examples of the pros and cons of city life, the effect of technologies on daily life, or the role of labor unions.

Answers

Caption

They were middle-class people who could afford nice clothes and leisure activities.

through protest and pressure on the government

Section 2 Assessment

1.

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

2.

Sample: The poor crowded into slums and crime rates were high, but street lights made cities safer; sewers made cities healthier; trolley lines meant people could live farther from their jobs.

3.

People were eating better and practicing better hygiene. Medical discoveries

eliminated some diseases. Sanitation improved.

4.

Sample: better transportation, street lights, new sewer systems

5.

New laws allowed workers to unionize, expanded the right to vote, regulated working conditions, limited child labor, and set up pensions and disability insurance.

6.

by bringing people from different classes into closer contact; by allowing people to work in one place and live in another

●

Writing About History

Responses should show clearly organized solutions, ranked from the most effective to the least effective.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code nba-2121.

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Standards of Living Rise Wages varied throughout the industrializedworld, with unskilled laborers earning less than skilled workers. Womenreceived less than half the pay of men doing the same work. Farm labor-ers barely scraped by during the economic slump of the late 1800s. Peri-ods of unemployment brought desperate hardships to industrial workersand helped boost union membership.

Overall, though, standards of living for workers did rise. Thestandard of living measures the quality and availability of necessitiesand comforts in a society. Families ate more varied diets, lived in betterhomes, and dressed in inexpensive, mass-produced clothing. Advances inmedicine improved health. Some workers moved to the suburbs, travel-ing to work on subways and trolleys. Still, the gap between workers andthe middle class widened.

How did workers try to improve their living and working conditions?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-2121

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 outline to answer the Focus Question: How did the Industrial Revolution change life in the cities?

Comprehension and Critical Thinking

3. Recognize Cause and Effect Whydid the rate of population growth increase in the late 1800s?

4. Summarize What are three ways that city life changed in the 1800s?

5. Analyze Information What laws helped workers in the late 1800s?

6. Synthesize Information How did the rise of the cities challenge the eco-nomic and social order of the time?

● Writing About History

Quick Write: Brainstorm Possible Solutions Choose one topic from this section, such as the hardships of city life, about which you could write a problem-solution essay. Use the text and your own knowledge to create a list of possible solu-tions to the problem that you’ve chosen to write about. Next, organize your list to rank the solutions from most effective to least effective.

Family Life and LeisureWith standards of living rising, families could pursue activities such as going to the movies. This 1896 French poster (left) advertises the Cinématographe Lumière (loom YEHR), the most successful motion-picture camera and projector of its day. What does the clothing of the people in the poster suggest about their social rank?

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The Rise of the Cities - Keyport Public Schools 9 Section 2 305 SECTION Vocabulary Builder 2 2 ......

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