298

Life in the Industrial Age

Vocabulary Builder

1

1

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.

■

List the industrial powers that emerged in the 1800s.

■

Describe the impact of new technology on industry, transportation, and communication.

■

Understand how big business emerged in the late 1800s.

Prepare to Read

Build Background Knowledge

Ask students to recall the first phase of the Industrial Revolution during the mid-1700s. Based on their previous read-ing, ask them to predict what would hap-pen in the second phase of the Industrial Revolution.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

The Steelmaking Process

Ask

What is the main idea of Bridge’s quote?

(The process of turn-ing molten metal into steel is an amaz-ing process to watch.)

How does the painting reinforce this idea?

(The steel mill is portrayed as huge and awe-inspiring.)

■

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 1 Assessment answers).

■

Preview

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

■

Reading Skills

Have students use the

Reading Strategy: Identify Supporting Details

worksheet.

Teaching Resources, Unit 3,

p. 7

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

Teaching Resources, Unit 3,

p. 6;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

dominate, p. 300

v.

to rule or control by power or influenceThe leader of the group

dominated

the discussion and barely let anyone else speak.

L3

L3

11WITNESS HISTORYWITNESS HISTORY AUDIO

The Industrial Revolution SpreadsObjectives• List the industrial powers that emerged

in the 1800s.• Describe the impact of new technology on

industry, transportation, and communication.• Understand how big business emerged

in the late 1800s.

assembly lineOrville and Wilbur WrightGuglielmo Marconistockcorporationcartel

Reading Skill: Identify Main Ideas Fill in a chart like this one with the major developments of the Industrial Revolution.

The first phase of industrialization had largely been forged fromiron, powered by steam engines, and driven by the British textileindustry. By the mid-1800s, the Industrial Revolution entered asecond phase. New industrial powers emerged. Factories poweredby electricity used innovative processes to turn out new products.Changes in business organization contributed to the rise of giantcompanies. As the twentieth century dawned, this second Indus-trial Revolution transformed the economies of the Western world.

New Industrial Powers EmergeDuring the early Industrial Revolution, Britain stood alone as theworld’s industrial giant. To protect its head start, Britain tried toenforce strict rules against exporting inventions.

For a while, the rules worked. Then, in 1807, British mechanicWilliam Cockerill opened factories in Belgium to manufacturespinning and weaving machines. Belgium became the first Euro-pean nation after Britain to industrialize. By the mid-1800s, othernations had joined the race, and several newcomers were challen-ging Britain’s industrial supremacy.

Nations Race to Industrialize How were other nations able tocatch up with Britain so quickly? First, nations such as Germany,France, and the United States had more abundant supplies ofcoal, iron, and other resources than did Britain. Also, they had theadvantage of being able to follow Britain’s lead. Like Belgium,

The Steelmaking ProcessBy the 1880s, steel had replaced steam as the great symbol of the Industrial Revolution. In huge steel mills, visitors watched with awe as tons of molten metal were poured into giant mixers:

“At night the scene is indescribably wild and beautiful. The flashing fireworks, the terrific gusts of heat, the gaping, glowing mouth of the giant chest, the quivering light from the liquid iron, the roar of a near-by converter . . . combine to produce an effect on the mind that no words can translate.”—J. H. Bridge, The Inside History of the

Carnegie Steel Company

Focus Question How did science, technology, and big business promote industrial growth?

Terms, People, and PlacesHenry BessemerAlfred NobelMichael FaradaydynamoThomas Edisoninterchangeable parts

Painting of a nineteenth-century steel mill

The Second Industrial Revolution

New Powers Industry/Business Transportation/Communication••

••

••

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Chapter 9 Section

1

299

Teach

New Industrial Powers Emerge

Instruct

■

Introduce: Vocabulary Builder

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

dominate

would be key to understanding how the industrialized Western nations would influence the rest of the world.

■

Teach

Ask

How did Belgium, Ger-many, France, and the United States industrialize?

(They had abundant supplies of natural resources, and they were able to borrow the ideas and technology of the British.)

How did industrialization affect these nations?

(The factory system allowed more people to buy cheaper goods than ever before; industrialization bolstered the economy by creating jobs; industri-alized Western nations grew in power.)

■

Quick Activity

Draw students’ atten-tion to the map on this page. Point out that the United Kingdom had the most major industrial cities. Ask students why they think the United Kingdom became an important center of indus-try. Have students access

Web Code nbp-2111

to take the

Geography Interactive Audio Guided Tour

and then answer the map skills questions in the text.

Answers

Map Skills

1.

Review locations with students.

2.

Pittsburgh

3.

It was located near both coal fields and iron ore deposits.

L4

Advanced Readers

To maintain its economic supremacy and combat industrial espionage, Britain enacted a law that for-bade inventors and workers in key industries from emigrating. Have students debate the measures that a country should take today to protect such industries

as computers, microelectronics, and defense technol-ogy. Some of the specific issues students might touch upon in their debate include patent rights, freedom of speech, freedom of movement, and national security.

L3

Solutions for All Learners

■

Have students read this section using the Structured Read Aloud strategy (TE, p. T20). As they read, have students fill in the chart showing the major developments of the second Industrial Revolution.

Reading and Note Taking Study Guide,

p. 104

L4

Gifted and Talented

Gulf ofMexico

AtlanticOcean

BostonPittsburgh New

York

CANADA

UNITED STATES

MEXICO

Adr iat ic Sea

Balt ic

Sea

Loire R.

Rhine

R.

Rho

neR

.

Mediter raneanSea

Nor thSea

A t l a n t i cO c e a n

Madrid Barcelona

Lyon

Limoges

ViennaMunich

Paris

Frankfurt

Brussels Dresden

London

Birmingham

Berlin

Hamburg

Manchester

Liverpool

Glasgow

Newcastle

Marseille

Saar

Milan

PORT

UG

AL

DENMARK

SWEDEN

NORWAY

SWITZ. AUSTRIA-HUNGARY

LUX.

FRANCE

SPAIN

ITALY

BELG.

GERMANY

NETH.

KINGDOM

UNITED

Ruhr

20° W

10°W

60°N

50°N

40°N

0°

Coal fieldsIron ore depositsMajor industrial cities

N

SE

W

2000 400 mi

2000 400 km

Conic Projection

0 400 mi

0 400 km

Conic Projection

For: Audio guided tourWeb Code: nbp-2111

An increase in manufacturing created a demand for workers. Children began running machines and mining coal (right).

Primary Source

“ Shut in from everything that is pleasant, with no chance to learn . . . grinding their little lives away in this dusty room, they are no more than the wire screens that separate the great lumps of coal from the small. They had no games; when their day’s work is done, they are too tired for that. They know nothing but the difference between slate and coal.”—“The Labor Standard,” 1877

Centers of Industry, 1871

Map Skills Deposits of raw materials such as iron and coal were essential to a nation’s industrial success.1. Locate (a) Belgium (b) Germany

(c) Saar (d) Ruhr2. Region Which American city probably

grew because of its location near coal fields?

3. Draw Inferences Why would you expect Lyon, France, to become a major industrial city?

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300

Life in the Industrial Age

Link to Literature

Independent Practice

Have students fill in the Outline Map

Europe About 1870

.

Teaching Resources, Unit 3,

p. 13

Monitor Progress

Circulate to make sure students are fill-ing in their Outline Maps accurately. Administer the Geography Quiz.

Teaching Resources, Unit 3,

p. 14

Answers

Graph Skills

United States; Great Britain

Other nations had abundant supplies of natural resources and were able to use the ideas and technology that Britain had developed.

Science Fiction

The dizzying rate of invention in the late 1800s inspired imaginative novelists like France’s Jules Verne and England’s H.G. Wells to pio-neer a new literary form—science fiction. In his 1865 novel

From the Earth to the Moon,

Verne created one of the earliest pictures of space travel. He correctly predicted that space travelers would experience weightlessness.

Today, in print or on film, science fiction remains one of the most popular forms of entertainment. Inspired by modern advances in physics and computer technology, creators of television shows and movies, including

Star Trek, Star Wars

, and

Men in Black

, developed scripts that moved far beyond the visions of Verne’s day.

Graph SkillsBy the late 1800s, steel was the major material used in manufacturing tools, such as the sheep shears (above). The graph shows the amount of steel produced by the United States, Germany, and Great Britain. Between 1890 and 1910, which nation had the greatest increase in steel production? The smallest?

latecomers often borrowed British experts or technology. The first Ameri-can textile factory was built in Pawtucket, Rhode Island, with planssmuggled out of Britain. American inventor Robert Fulton powered hissteamboat with one of James Watt’s steam engines.

Two countries in particular—Germany and the United States—thrusttheir way to industrial leadership. Germany united into a powerfulnation in 1871. Within a few decades, it became Europe’s leading indus-trial power. Across the Atlantic, the United States advanced even morerapidly, especially after the Civil War. By 1900, the United States wasmanufacturing about 30 percent of the world’s industrial goods, surpass-ing Britain as the leading industrial nation.

Uneven Development Other nations industrialized more slowly, par-ticularly those in eastern and southern Europe. These nations oftenlacked natural resources or the capital to invest in industry. AlthoughRussia did have resources, social and political conditions slowed its eco-nomic development. Only in the late 1800s, more than 100 years afterBritain, did Russia lumber toward industrialization.

In East Asia, however, Japan offered a remarkable success story.Although Japan lacked many basic resources, it industrialized rapidlyafter 1868 because of a political revolution that made modernization apriority. Canada, Australia, and New Zealand also built thriving indus-tries during this time.

Effects of Industrialization Like Britain, the new industrialnations underwent social changes, such as rapid urbanization. Men,women, and children worked long hours in difficult and dangerousconditions. As you will read, by 1900, these conditions had begun toimprove in many industrialized nations.

The factory system produced huge quantities of new goods atlower prices than ever before. In time, ordinary workers were buyinggoods that in earlier days only the wealthy could afford. The demandfor goods created jobs, as did the building of cities, railroads, and fac-tories. Politics changed, too, as leaders had to meet the demands ofan industrial society.

Globally, industrial nations competed fiercely, altering patterns ofworld trade. Because of their technological and economic advantage,the Western powers came to dominate the world more thanever before.

What factors led to the industrialization of other nations after Britain?

Technology Sparks Industrial GrowthDuring the early Industrial Revolution, inventions such as thesteam engine were generally the work of gifted tinkerers. They

experimented with simple machines to make them better. By the1880s, the pace of change quickened as companies hired professionalchemists and engineers to create new products and machinery. Theunion of science, technology, and industry spurred economic growth.

Steel Production and the Bessemer Process American inventorWilliam Kelly and British engineer Henry Bessemer independentlydeveloped a new process for making steel from iron. In 1856, Bessemer

Vocabulary Builderdominate—(DAHM uh nayt) v. to rule or control by power or influence

Steel Production, 1880–191030

25

20

15

10

5

01880 1890 1900 1910

YearUnited States

Mill

ions

of m

etri

c to

ns

Great BritainGermany

SOURCES: European Historical Statistics, 1750–1970; Historical Statistics of the United States

Graph Skills By the late 1800s, steel was the major material used in manufacturing tools, such as the sheep shears (above). The graph shows the amount of steel produced by the United States, Germany, and Great Britain. Between 1890 and 1910, which nation had the greatest increase in steel production?The smallest?

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Chapter 9 Section

1

301

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Ask students to list the inventions from the past 100 years that have had the biggest impact on their daily lives.

(Sample: television, computer, Internet)

Then ask them to use the headings and visuals and point out the most important inventions of the Industrial Age and how these inventions affected people’s lives.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 104

■

Adapted Section Summary, p. 105

Solutions for All Learners

Technology Sparks Industrial Growth

Instruct

■

Introduce: Key Terms

Ask students to find the term

assembly line

(in blue) in the text and explain its meaning. Tell students that in assembly lines individ-ual workers perform one specialized task repeatedly in making the final product. Ask

Why would specializing in specific tasks be more efficient than having a worker build an entire product from start to finish?

(It is more efficient for workers to be in charge of one task than to require them to master every task that needs to be done, particularly in producing complex products such as automobiles.)

■

Teach

Ask

What power source replaced steam as the main source of industrial power?

(electricity)

Why was electricity important to industrialization?

(Electricity trans-formed the pace of growth during the Industrial Revolution because cities could be lit up at night and factories could run after dark. It was the power source for the machines and assembly lines that mass-produced goods, mak-ing more products faster and more cheaply than ever before.)

■

Quick Activity

Display

Color Trans-parency 127: Technology: Blessing or Curse?

Use the lesson suggested in the transparency book to guide a dis-cussion on modern technology.

Color Transparencies,

127

Independent Practice

Link to Literature

To help students understand the labor conditions in the factories, have them read the selection from Charles Dickens’

Hard Times

and complete the worksheet.

Teaching Resources, Unit 3,

p. 10

Monitor Progress

As students fill in their charts, circulate to make sure they understand the major developments in the second Industrial Revolution. For a completed version of the chart, see

Note Taking Transparencies,

147

L3

Answers

Caption

They could travel at night.

The dynamo generated electricity that powered the machines.

patented this process. Steel was lighter, harder, and more durable thaniron, so it could be produced very cheaply. Steel quickly became the majormaterial used in tools, bridges, and railroads.

As steel production soared, industrialized countries measured theirsuccess in steel output. In 1880, for example, the average German steelmill produced less than 5 million metric tons of steel a year. By 1910,that figure reached nearly 15 million metric tons.

Innovations in Chemistry Chemists created hundreds of new prod-ucts, from medicines such as aspirin to perfumes and soaps. Newly devel-oped chemical fertilizers played a key role in increasing food production.

In 1866, the Swedish chemist Alfred Nobel invented dynamite, anexplosive much safer than others used at the time. It was widely used inconstruction and, to Nobel’s dismay, in warfare. Dynamite earned Nobela huge fortune, which he willed to fund the famous Nobel prizes that arestill awarded today.

Electric Power Replaces Steam In the late 1800s, a new powersource—electricity—replaced steam as the dominant source of industrialpower. Scientists like Benjamin Franklin had tinkered with electricity acentury earlier. The Italian scientist Alessandro Volta developed the firstbattery around 1800. Later, the English chemist Michael Faraday cre-ated the first simple electric motor and the first dynamo, a machine thatgenerates electricity. Today, all electrical generators and transformerswork on the principle of Faraday’s dynamo.

In the 1870s, the American inventor Thomas Edison made the firstelectric light bulb. Soon, Edison’s “incandescent lamps” illuminatedwhole cities. The pace of city life quickened, and factories could continueto operate after dark. By the 1890s, cables carried electrical power fromdynamos to factories.

New Methods of Production The basic fea-tures of the factory system remained the sameduring the 1800s. Factories still used large num-bers of workers and power-driven machines tomass-produce goods. To improve efficiency, how-ever, manufacturers designed products withinterchangeable parts, identical componentsthat could be used in place of one another. Inter-changeable parts simplified both the assemblyand repair of products.

By the early 1900s, manufacturers had intro-duced another new method of production, theassembly line. Workers on an assembly line addparts to a product that moves along a belt fromone work station to the next. A different personperforms each task along the assembly line. Thisdivision of labor in an assembly line, like inter-changeable parts, made production faster andcheaper, lowering the price of goods. Although dividing labor into sepa-rate tasks proved to be more efficient, it took much of the joy out of thework itself.

What was the dynamo’s impact on the Industrial Revolution?

Electricity Lights Up CitiesThis early dynamo (above) generated enough electricity to power lights in factories. Electricity changed life outdoors as well. Judging from this print, how did electricity make life easier for people in the city?

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302

Life in the Industrial Age

Connect to Our World

Transportation and Communication Advances

Instruct

■

Introduce

Have students read how Marconi transmitted a transatlantic radio message in 1901. Use the Idea Wave strategy (TE, p. T22) and ask

How is radio used today? Why is it important?

(entertainment, news, emergency broadcasts, weather warn-ings, communication)

■

Teach

Ask

What did Nikolaus Otto invent?

(a gasoline-powered internal combustion engine)

What effect did his invention have on the Indus-trial Revolution?

(Because it powers automobiles, threshers, reapers, and airplanes, it had a huge impact on transportation, farm production, and the economies of industrialized Western nations that produced these products.)

■

Quick Activity

Display

Color Trans-parency 125: Inventors and Inven-tions.

Use the lesson suggested in the transparency book to guide a discus-sion on the new technologies of the industrial age.

Color Transparencies,

125

Independent Practice

Have students examine the Infographic, The Modern Office. Then ask them to write a paragraph on how advances in transportation and communication cre-ated massive change in business offices in the late 1800s.

Monitor Progress

Ask students to reread the introductory paragraph under the red heading Trans-portation and Communication Advances. Then ask them to explain the importance of the growth of railroads to industry.

Answers

Thinking Critically

1.

As corporations expanded, they needed more office space.

2.

Sample: Telephones would have had the greatest impact on offices because they would have enabled faster communication and therefore faster production.

Connections to Today

Ever since the telegraph was invented in the mid-nineteenth century, people in business have been grumbling about the ever-increasing speed of business and communications. “The businessmen of the present day must be con-tinually on the jump,” said a New York merchant in 1868. “He

must

use the telegraph.” New communica-

tion technologies, such as the telephone and then the fax machine, quickly became indispensable to busi-ness. With the advent of cell phones, personal hand-held devices, and wireless Internet, people could conduct business from practically anywhere. Some relished the flexibility, while others resented that they could no longer leave work at the office.

L3The Bessemer process prepared the way for the use of steel in building construction. Before steel, frameworks consisted of heavy iron. Steel provided a much lighter framework and enabled the construction of taller buildings. The first skyscrapers were between 10 and 20 stories high. They were built in the United States in the 1880s to house large corporations.

INFOGRAPHIC

Elevators made it practical for buildings to have more than five or six stories.

Typewritersenabled work-ers to type informationfaster than they couldwrite it by hand.

Automobiles and subway systems permitted rapid transit to and from cities.

Offices could be illuminated with electric lights both night and day.

Telephonesallowed workers to send and receivemessages faster than the telegraph.

ILLUSTRATION NOT TO SCALE

Transportation and Communication AdvancesDuring the Industrial Revolution, transporta-tion and communications were transformed bytechnology. Steamships replaced sailing ships,and railroad building took off. In Europe andNorth America, rail lines connected inland cit-ies and seaports, mining regions and industrialcenters. In the United States, a transcontinen-tal railroad provided rail service from theAtlantic to the Pacific. In the same way, Rus-sians built the Trans-Siberian Railroad, linkingMoscow in European Russia to Vladivostok onthe Pacific. Railroad tunnels and bridgescrossed the Alps in Europe and the Andes inSouth America. Passengers and goods rode onrails in India, China, Egypt, and South Africa.

The Automobile Age Begins The transpor-tation revolution took a new turn when a Ger-man engineer, Nikolaus Otto, invented agasoline-powered internal combustion engine.In 1886, Karl Benz received a patent for thefirst automobile, which had three wheels. Ayear later, Gottlieb Daimler (DYM lur) intro-duced the first four-wheeled automobile. Peoplelaughed at the “horseless carriages,” but theyquickly transformed transportation.

The French nosed out the Germans as earlyautomakers. Then the American Henry Fordstarted making models that reached the breath-taking speed of 25 miles per hour. In the early1900s, Ford began using the assembly line tomass-produce cars, making the United States aleader in the automobile industry.

Airplanes Take Flight The internal combus-tion engine powered more than cars. Motorizedthreshers and reapers boosted farm production.Even more dramatically, the internal combus-tion engine made possible sustained, pilot-controlled flight. In 1903, American bicycle mak-ers Orville and Wilbur Wright designed andflew a flimsy airplane at Kitty Hawk, North Caro-lina. Although their flying machine stayed aloftfor only a few seconds, it ushered in the air age.

Soon, daredevil pilots were flying airplanesacross the English Channel and over the Alps.Commercial passenger travel, however, wouldnot begin until the 1920s.

Rapid Communication A revolution in com-munications also made the world smaller. AnAmerican inventor, Samuel F. B. Morse, developed

Thinking Critically1. Draw Inferences Why did

industrialization create a need for skyscrapers?

2. Synthesize Information Whatinvention do you think had the most impact on offices? Explain.

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Chapter 9 Section

1

303

Link to Economics

Business Takes a New Direction

Instruct

■

Introduce

Ask students to read the paragraph under the red heading Busi-ness Takes a New Direction. Ask

What is “big business”?

(a large-scale busi-ness that is run by entrepreneurs who finance manufacture, and distribute goods)

Ask students to list what they know about big business today.

■ Teach Ask How did company own-ers get the capital needed to run businesses? (They sold stock and formed giant corporations.) Why was there a move toward monopolies? (Business leaders who dominated entire industries could squeeze out competing companies and charge any price for a product or service.) What are the ben-efits of regulating monopolies? (Regulations would allow for competi-tion, better pricing, and fair business practices.)

■ Quick Activity Display Color Trans-parency 126: Features of a Monopoly. Use the lesson suggested in the trans-parency book to guide a discussion on the widespread concern about the harmful effects of monopolies in the late 1800s.

Color Transparencies, 126

Independent PracticeDivide students into pairs. Ask them to explain the following terms to their part-ner: big business, monopoly, regulation.

Monitor ProgressCheck Reading and Note Taking Study Guide entries for student understanding of the major developments of the second Industrial Revolution.

Answers

PRIMARY SOURCE

Yes, advances in communications such as cellular phones and e-mail have made worldwide communication almost instantaneous.

Advances in transportation and communication changed the way that people lived. People could travel faster and farther by steamship, railroad, car, and airplanes. They could also communicate nationally and internationally by telegraph, tele-phone, and radio.

Cartels The success of a cartel lasts only as long as its members agree on prices, production, and markets. History has shown that this kind of discipline is hard to maintain over time. One of the most famous cartels today is the Organization of Petroleum Exporting Countries (OPEC), which was first organized in 1960. In the 1970s, OPEC increased oil prices dramatically, first in 1973 and again in 1979.

By the 1980s, however, world demand for oil failed to meet OPEC expectations. The oil cartel was then torn by disputes among those who wanted to reduce production in order to raise prices and those who wanted to increase production in order to maintain their earnings. Since that time, OPEC has seen its influence and share of the oil market decline.

L3

the telegraph, which could send coded messages over wires by means of elec-tricity. His first telegraph line went into service between Washington, D.C.and Baltimore, in 1844. By the 1860s, an undersea cable was relaying mes-sages between Europe and North America. This trans-Atlantic cable wasan amazing engineering accomplishment for its day.

Communication soon became even faster. In 1876, the Scottish-bornAmerican inventor Alexander Graham Bell patented the telephone. Bythe 1890s, the Italian pioneer Guglielmo Marconi had invented theradio. In 1901, Marconi received a radio message, using Morse code, sentfrom Britain to Canada. Radio would become a cornerstone of today’s glo-bal communications network.

How did technological advances in transportation and communications affect the Industrial Revolution?

Business Takes a New DirectionBy the late 1800s, what we call “big business” came to dominate industry.Big business refers to an establishment that is run by entrepreneurs whofinance, manufacture, and distribute goods. As time passed, some bigbusinesses came to control entire industries.

Rise of Big Business New technologies required the investment oflarge amounts of money, or capital. To get the needed capital, owners soldstock, or shares in their companies, to investors. Each stockholderbecame owner of a tiny part of a company. Large-scale companies, suchas steel foundries, needed so much capital that they sold hundreds ofthousands of shares. These businesses formed giant corporations, busi-nesses that are owned by many investors who buy shares of stock. Withlarge amounts of capital, corporations could expand into many areas.

Move Toward Monopolies Powerful business leaders created mono-polies and trusts, huge corporate structures that controlled entire indus-tries or areas of the economy. In Germany, Alfred Krupp inherited asteelmaking business from his father. He bought up coal and iron mines aswell as ore deposits—supply lines or raw materials that fed the steel busi-ness. Later, he and his son acquired plants that made tools, railroad cars,and weapons. In the United States, John D. Rockefeller built Standard OilCompany into an empire. By gaining control of oil wells, oil refineries, andoil pipelines, he dominated the American petroleum industry.

In 1901, Guglielmo Marconi (left) was in Newfoundland to receive the first overseas radio transmission from his assistant in England. Did Marconi’s prediction come true? Explain.

Primary Source

“ Shortly before mid-day I placed the single earphone to my ear and started listening. . . . I heard, faintly but distinctly, pip-pip-pip. . . . I now felt for the first time absolutely certain that the day would come when mankind would be able to send messages without wires not only across the Atlantic, but between the farthermost ends of the earth.”

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304 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. 2

■ To further assess student under-standing, use

Progress Monitoring Transparencies, 86

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

Reading and Note Taking Study Guide, p. 105

Adapted Reading and Note Taking Study Guide, p. 105

Spanish Reading and Note Taking Study Guide, p. 105

ExtendConduct the Unit 3 simulation, Monopolies.

Teaching Resources, Unit 3, pp. 104–107

Answers

Analyzing Political Cartoons favored; big business is a monster.

Some believed that they created economic benefits, while others thought they exploited consumers and free enterprise.

Section 1 Assessment

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

2. New technology, inventions, power sources, production methods, and business practices all led to widespread industrialization.

3. A British mechanic opened a factory in Belgium in 1807. Other countries acquired British technology and created new technologies.

4. Scientists developed new products and technologies, such as a process for produc-ing steel, dynamite, and the dynamo for generating electricity.

5. To raise needed capital, large companies became corporations and sold shares of the business to investors.

6. Sample: As business leaders gain power and influence on politics, government may begin to favor big business or grow corrupt.

● Writing About HistoryResponses should present information that clearly defines a problem, such as the prob-lems monopolies pose to a free market.

For additional assessment, have students access Progress Monitoring Online at Web Code nba-2111.

L3

L3

L2

L2

L4

L1

11

In their pursuit of profit, ruthless business leaders destroyed compet-ing companies. With the competition gone, they were free to raise prices.Sometimes, a group of corporations would join forces and form a cartel,an association to fix prices, set production quotas, or control markets. InGermany, a single cartel fixed prices for 170 coal mines.

Move Toward Regulation The rise of big business and the creationof such great wealth sparked a stormy debate. Some people saw theKrupps and Rockefellers as “captains of industry” and praised theirvision and skills. They pointed out that capitalists invested their wealthin worldwide ventures, such as railroad building, that employed thou-sands of workers and added to the general prosperity.

To others, the aggressive magnates were “robber barons.” Destroyingcompetition, critics argued, damaged the free-enterprise system, or thelaissez-faire economy. Reformers called for laws to prevent monopoliesand regulate large corporations. Despite questionable business practices,big business found support from many government leaders. By the early1900s, some governments did move against monopolies. However, thepolitical and economic power of business leaders often hindered efforts atregulation.

Why were big business leaders “captains of industry” to some, but “robber barons” to others?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-2111

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 Main IdeasUse your completed chart to answer the Focus Question: How did science, tech-nology, and big business promote indus-trial growth?

Comprehension and Critical Thinking

3. Summarize How did the Industrial Revolution spread in the 1800s?

4. Draw Conclusions How did technol-ogy help industry expand?

5. Recognize Cause and Effect Howdid the need for capital lead to new business organizations and methods?

6. Predict How might government change as a result of industrialization?

● Writing About History

Quick Write: Define a Problem Chooseone topic from this section that you could use to write a problem-and-solution essay. For example, you could write about the impact of powerful monopolies. Make a list of details, facts, and examples that define the problems that monopolies pose to a free market.

Analyzing Political Cartoons

One View of Big Business To some critics, the growth of monopolies had a dangerous effect on society. This 1899 American cartoon shows a monopoly as an octopus-like monster. Do you think this cartoonist favored or opposed gov-ernment regulation of business? Explain.

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