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2
WITNESS HISTORY
AUDIO
SECTION
London Fog
Between 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:
Standards-at-a-Glance
• History-Social Science
Students will learn about population growth,
urban migration, and the growth of cities.
They will also study work and labor unions.
• Analysis Skills
HI1 Students show the connections, causal
and otherwise, between particular historical
events and larger social, economic, and
political trends and developments.
• English-Language Arts
Writing 2.3
a foggy day in London, and the fog
“ Itwaswasheavy
and dark. Animate [living]
London, with smarting eyes and irritated
lungs, was blinking, wheezing, and choking; 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
”
Charles Dickens with an illustration from
one of his serialized novels
Focus Question How did the Industrial
Revolution change life in the cities?
The Rise of the Cities
Standards Preview
H-SS 10.3.3 Describe the growth of population, rural to
urban migration, and growth of cities associated with the
Industrial Revolution.
H-SS 10.3.4 Trace the evolution of work and labor,
including the demise of the slave trade and the effects of
immigration, mining and manufacturing, division of labor,
and the union movement.
Terms, People, and Places
germ theory
Louis Pasteur
Robert Koch
Florence Nightingale
Joseph Lister
urban renewal
mutual-aid society
standard of living
Reading Skill: Identify Supporting Details As
you 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.
I. Medicine and the population explosion
A. The fight against disease
1.
2.
B.
II.
Prepare to Read
The population explosion that had begun during the 1700s continued through the 1800s. Cities grew as rural people streamed into
urban areas. By the end of the century, European and American
cities had begun to take on many of the features of cities today.
Build Background Knowledge
Medicine Contributes to the
Population Explosion
Set a Purpose
The Fight Against Disease Since the 1600s, scientists had
known of microscopic organisms, or microbes. Some scientists speculated that certain microbes might cause specific infectious diseases. Yet most doctors scoffed at this germ theory. Not until 1870
did French chemist Louis Pasteur (pas TUR) clearly show the link
between microbes and disease. Pasteur went on to make other
major contributions to medicine, including the development of vaccines against rabies and anthrax. He also discovered a process
called pasteurization that killed disease-carrying microbes in milk.
Use the information below and the following resources to teach the high-use words from this section.
Teaching Resources, Unit 2, p. 25; Teaching Resources, Skills Handbook, p. 3
Definition and Sample Sentence
v. to light up; to give light to
The glow of the full moon illuminated the night sky.
L3
Ask students to consider the nature of city
life today. Have them list the advantages
and disadvantages of living in a big city.
■
Between 1800 and 1900, the population of Europe more than doubled. 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. Nutrition
improved, thanks in part to improved methods of farming, food
storage, and distribution. Medical advances and improvements in
public sanitation also slowed death rates.
Vocabulary Builder
High-Use Word
illuminate, p. 205
2
Standards-Based
Instruction
L3
WITNESS 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 quality in London like? (It wasn’t very
good because people’s eyes were stinging, their lungs were irritated, and they
were coughing.) What would you predict was the cause of the poor air
quality? (Sample: a greater number of
factories caused increased pollution.)
■
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.)
■
Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
■
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. 48
Chapter 6 Section 2 203
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Teach
Medicine Contributes
to the Population
Explosion H-SS 10.3.3
Page 204 Monday, July 25, 2005 12:01 PM
BIOGRAPHY
Florence Nightingale
When Florence Nightingale (1820–1910)
arrived at a British military hospital in the
Crimea in 1854, she was horrified by
what she saw. The sick and wounded lay
on bare ground. With no sanitation and a
shortage of food, some 60 percent of all
patients died. But Nightingale was a
fighter. Bullying the military and medical
staff, she soon had every available person cleaning barracks, digging latrines,
doing laundry, and caring for the
wounded. Six months later, the death
rate had dropped to 2 percent.
Back in England, Nightingale was
hailed as a saint. Ballads were even
written about her. She took advantage
of her popularity and connections to
pressure the government for reforms.
How did Nightingale achieve
reforms in British army hospitals?
L3
Instruct
■
Introduce Ask students to find the
term germ theory (in blue). Ask Why
was it important to know that certain microbes cause disease? (Once
the link was known, scientists and doctors could work on finding preventions
and cures.)
■
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 admitted to hospitals that were often unsanitary. Improved care would increase
their rate of recovery and survival.)
■
Quick Activity Read aloud Nightingale’s statement under the heading Hospital 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.
In the 1880s, the German doctor
Robert Koch identified the bacterium that
caused tuberculosis, a respiratory disease
that claimed about 30 million human lives in
the 1800s. The search for a tuberculosis cure,
however, took half a century. By 1914, yellow
fever and malaria had been traced to
microbes carried by mosquitoes.
As people understood how germs caused
disease, they bathed and changed their
clothes more often. In European cities, better
hygiene helped decrease the rate of disease.
Hospital Care Improves In the early
1840s, anesthesia was first used to relieve
pain during surgery. The use of anesthetics
allowed doctors to experiment with operations that had never before been possible.
Yet, throughout the century, hospitals
could be dangerous places. Surgery was performed with dirty instruments in dank
rooms. Often, a patient would survive an
operation, only to die days later of infection.
For the poor, being admitted to a hospital was
often a death sentence. Wealthy or middleclass patients insisted on treatment in their
own homes.
“The very first requirement in a hospital,” said British nurse
Florence Nightingale, “is that it should do the sick no harm.” As an army
nurse during the Crimean War, Nightingale insisted on better hygiene in
field hospitals. After the war, she worked to introduce sanitary measures in
British hospitals. She also founded the world’s first school of nursing.
The English surgeon Joseph Lister discovered how antiseptics prevented infection. He insisted that surgeons sterilize their instruments
and wash their hands before operating. Eventually, the use of antiseptics
drastically reduced deaths from infection.
Standards Check Which factors caused population rates to soar
between 1800 and 1900? H-SS 10.3.3
Independent Practice
WITNESS HISTORY VIDEO
City Life Changes
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.
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.
As industrialization progressed, cities came to dominate the West. City
life, as old as civilization itself, underwent dramatic changes in Europe
and the United States.
City Landscapes Change Growing wealth and industrialization
altered the basic layout of European cities. City planners created spacious new squares and boulevards. They lined these avenues with
government buildings, offices, department stores, and theaters.
The most extensive urban renewal, or rebuilding of the poor areas of
a city, took place in Paris in the 1850s. Georges Haussmann, chief planner
for Napoleon III, destroyed many tangled medieval streets full of tenement
housing. In their place, he built wide boulevards and splendid public buildings. The project put many people to work, decreasing the threat of social
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, 21
Solutions for All Learners
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 medicine, and improved sanitation
204 Life in the Industrial Age
L1 Special Needs
L2 Less Proficient Readers
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 Industrial 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.
L2 English Language Learners
Use the following resources to help students acquire
basic skills.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 48
■ Adapted Section Summary, p. 49
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unrest. The wide boulevards also made it harder for rebels to put up barricades and easier for troops to reach any part of the city.
Gradually, settlement patterns shifted. In most American cities, the
rich lived in pleasant neighborhoods on the outskirts of the city. The poor
crowded into slums near the city center, within reach of factories. Trolley
lines made it possible to live in one part of the city and work in another.
Sidewalks, Sewers, and Skyscrapers Paved streets made urban
areas much more livable. First gas lamps, and then electric street lights
illuminated the night, increasing safety. Cities organized police forces
and expanded fire protection.
Beneath the streets, sewage systems made cities much healthier
places to live. City planners knew that clean water supplies and better
sanitation methods were needed to combat epidemics of cholera and
tuberculosis. In Paris, sewer lines expanded from 87 miles (139 kilometers) in 1852 to more than 750 miles (1200 kilometers) by 1911. The massive new sewer systems of London and Paris were costly, but they cut
death rates dramatically.
By 1900, architects were using steel to construct soaring buildings.
American architects like Louis Sullivan pioneered a new structure, the
skyscraper. In large cities, single-family middle-class homes gave way to
multistory apartment buildings.
City Life Changes H-SS 10.3.3
Instruct
■
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 Transparency 38: Night Festival at the Universal Exposition of 1889, by
Antoine Roux II. Use the lesson suggested in the transparency book to guide
a discussion on how street lights
changed city life.
Color Transparencies, 38
■
Teach Discuss the effects of industrialization. Ask Why did the poor live
closer to city centers than the middle class did? (to be closer to the factories where they worked) How might
the middle and upper classes have
experienced city life differently
than the working class did? (Working 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.)
■
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 of 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 conditions for workers)
Have them also consider why Sinclair’s
book remains relevant today. (Sample:
It shows how a book can eventually lead
to reform.)
Vocabulary Builder
illuminate—(ih LOO muh nayt) v. to light
up; to give light to
Slum Conditions Despite efforts to improve cities, urban life remained
harsh for the poor. Some working-class families could afford better clothing, 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 single room. Unemployment or illness meant lost wages that could ruin a
family. High rates of crime and alcoholism were a constant curse. Conditions had improved somewhat from the early Industrial Revolution, but
slums remained a fact of city life.
In 1845, German Socialist philosopher
Friedrich Engels wrote about the effects
of industrialization on the British
working class (right):
Primary Source
way in which the vast mass of
“ The
the poor are treated by modern society is truly scandalous. . . . They are
housed in the worst ventilated districts in town . . . deprived of all
proper means of refuse disposal and
so they are forced to pollute the very
districts they inhabit . . . . There is no
end to the sufferings which are
heaped on the heads of the poor.
—The Condition of the Working Class
in England
Independent Practice
”
Viewpoints To help students better
understand that some people found cities
exciting while others found them frightening, have them read the selection Looking at London in the 1820s and complete
the worksheet.
Teaching Resources, Unit 2, p. 28
History Background
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 conventional
L3
wisdom held that disease was caused by mysterious
internal factors and that cleanliness practices were
irrelevant. When Louis Pasteur discovered microorganisms, 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 medical instruments is paramount in preventing disease.
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 positive and negative aspects of city life.
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The Working Class
Advances H-SS 10.3.2
Cause and Effect
L3
Causes
Instruct
■
■
■
Page 206 Wednesday, June 29, 2005 4:45 PM
●
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
Introduce Ask students to read the
introductory sentences and two black
headings under The Working-Class
Struggles. 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 conditions, 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.
Analyzing the Visuals Refer students to the Cause and Effect chart on
this page. Use the Think-Write-PairShare strategy (TE, p. T23) and ask
students to list concrete ways that the
Industrial Revolution continues to
impact their daily lives.
Independent Practice
Primary Source To help students better understand the work that people did,
have them read the selection The People
of Paris Earned a Living and complete
the worksheet.
Teaching Resources, Unit 2, p. 27
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 Social effects include
urbanization and the expansion of the middle
class. Economic effects include the growth of
labor unions and the rise of big business.
206 Life in the Industrial Age
The Lure of the City Despite their drawbacks,
cities attracted millions. New residents were drawn
as much by the excitement as by the promise of
work. For tourists, too, cities were centers of action.
Music halls, opera houses, and theaters provided
entertainment for every taste. Museums and libraries offered educational opportunities. Sports, from
tennis to bare-knuckle boxing, drew citizens of all
classes. Few of these enjoyments were available in
country villages.
Standards Check How did industrialization
change the face of cities? H-SS 10.3.3
Industrial Revolution
Immediate Effects
Long-Term Effects
●
●
●
●
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
The Working-Class Struggles
Workers tried to improve the harsh conditions of
industrial life. They protested low wages, long
hours, unsafe conditions, and the constant threat of
unemployment. At first, business owners and governments tried to silence protesters. By midcentury, however, workers began to make progress.
Labor Unions Begin to Grow Workers formed
mutual-aid societies, self-help groups to aid sick
or injured workers. Men and women joined socialist
parties or organized unions. The revolutions of 1830
and 1848 left vivid images of worker discontent,
which governments could not ignore.
By the late 1800s, most Western countries had
Connections to Today
granted all men the vote. Workers also won the
● Improvements in world health
right to organize unions to bargain on their behalf.
● Growth in population
Germany legalized labor unions in 1869. Britain,
● Industrialization in developing nations
Austria, and France followed. By 1900, Britain had
● New energy sources, such as oil and nuclear power
about three million union members, and Germany
● Environmental pollution
had about two million. In France, membership grew
from 140,000 in 1890 to over a million in 1912.
● Efforts to regulate world trade
The main tactic of unions was the strike, or
Analyze Cause and Effect The long-term effects of the
work stoppage. Workers used strikes to demand
Industrial Revolution touched nearly every aspect of life.
better working conditions, wage increases, or other
Identify two social and two economic effects of the
benefits from their employers. Violence was often a
Industrial Revolution.
result of strikes, particularly if employers tried to
Analysis Skills: HI1, HI2
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, governments passed laws to regulate working conditions. Early laws forbade
employers to hire children under the age of ten. Later, laws were passed
outlawing child labor entirely and banning the employment of women in
mines. Other laws limited work hours and improved safety. By 1909,
British coal miners had won an eight-hour day, setting a standard for
workers in other countries. In Germany, and then elsewhere, Western
governments established old-age pensions, as well as disability insurance for workers who were hurt or became ill. These programs protected
workers from poverty once they were no longer able to work.
Careers
Urban Planner The people who determine the
look and feel of our communities are often urban
planners. Using data and computer modeling, they
design a big picture plan for a thriving community, be
it a new town or an existing urban area. They must
balance residential, commercial, industrial, and recreational needs. For example, they might not allow a
school next to a factory, as it would not suit the pur-
pose of either. They also consider such issues as traffic
flow, environmental impact, and economic development. 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.
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Family Life and Leisure
With 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 motionpicture camera and projector of its day.
What does the clothing of the people in
the poster suggest about their social
rank?
Assess and Reteach
Assess Progress
L3
■
Have students complete the Section
Assessment.
■
Administer the Section Quiz.
Teaching Resources, Unit 2, p. 22
■
To further assess student understanding, use
Progress Monitoring Transparencies, 21
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 49
Standards of Living Rise Wages varied throughout the industrialized
world, with unskilled laborers earning less than skilled workers. Women
received less than half the pay of men doing the same work. Farm laborers barely scraped by during the economic slump of the late 1800s. Periods of unemployment brought desperate hardships to industrial workers
and helped boost union membership.
Overall, though, standards of living for workers did rise. The
standard of living measures the quality and availability of necessities
and comforts in a society. Families ate more varied diets, lived in better
homes, and dressed in inexpensive, mass-produced clothing. Advances in
medicine improved health. Some workers moved to the suburbs, traveling to work on subways and trolleys. Still, the gap between workers and
the middle class widened.
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 49
Spanish Reading and
Note Taking Study Guide, p. 49
Extend
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?
Answers
Standards Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: mza-2121
Comprehension and Critical Thinking
3. Recognize Cause and Effect Why
did 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 economic and social order of the time?
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
L4
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.
Standards Check How did workers try to improve their living and
working conditions? H-SS 10.3.4
2
L2
● 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 problemsolution essay. Use the text and your own
knowledge to create a list of possible solutions to the problem that you’ve chosen to
write about. Next, organize your list to rank
the solutions from most effective to least
effective.
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
Caption They were middle-class people who
could afford nice clothes and leisure activities.
through protest and pressure on the
government
Standard
H-SS 10.3.2
H-SS 10.3.3
H-SS 10.3.4
E-LA W 2.3
Assessment
6
2, 3, 4
5
Quick Write
● Writing About History
Responses should show clearly organized
solutions, ranked from the most effective to
the least effective.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-2121.
Chapter 6 Section 2 207
`