Izaki Metropoulos

Lincoln Park High School

Chapter 28 Outlines

CHAPTER 28: THE BUILDING OF NORTHERN TRANSATLANTIC SUPREMACY: SOCIETY

AND POLITICS TO WORLD WAR I

I. Intro

i. Between 1860 and 1914, European and American political and

economic standards shifted into what they are today. The
progressive movement began to be popular in both places.

ii. The number of working class members became predominant in

European society.

iii. There was also awareness with women in this era.

iv. The extensive industrial growth led to new inventions such as

the automobile, the bicycle, and electric bulb.

v. Europe also became dependent on other countries for resources.

They also dominated most of the economies.

vi. They were responsible for economical development in the rest of

the world. US citizens often went to Europe to educate them.

II. Europe

A. The Middle Classes in Ascendency

i. The London Exhibition of 1851, held in the Crystal palace, had

displayed the products that the new industrial age beheld. The
middle class then became the model for consumer taste.

ii. The middle class then grew very diverse. They were divided into
three segments. The large business owners, small entrepreneurs
and teachers (the professionals) the white collar workers.

iii. There were also tensions between the small and large business
owners, as there was fear of the dominant class swallowing up
the lower classes.

B. Jewish Emancipation
 i. The emancipation of the Jews included removing them from their
slums and putting them equal with every other member in
society.

C. Early Steps to Equal Citizenship

i. The Jewish emancipation began in the late 18th Century and

continued to the early 19th. It began with Joseph II of the
Hapsburgs that declared the Jews should follow the same laws
as Christians, making them equal.

ii. The National Assembly of France proclaimed the Jewish people

as official French citizens. However all these changes were
limited, as the Jews did have discriminatory taxes n’ such.

iii. In other countries however, activity towards the Jewish people

was hostile, as police and other programs organized riots
against Jewish neighborhoods.

D. Broadened Opportunities

i. After the revolutions of 1848, the situation of European Jews

improved. Throughout Germany, they were granted full
citizenship.

ii. After 1858, they were allowed to take part in parliament.

iii. Jews also were in the arts of nations

iv. Outside of Russia, Jews remained liberal in parliament.

v. In eastern Europe, prejudice towards Jews was very high

III. Late Ninteenth Century Urban Life

A. Redisign of Cities

i. Central portions were redesigned in major cities. The central

areas became more industrial.

B. Development of Suburbs

i. With the expansion of the railways, middle and lower class

families began to seek houses outside of the city.

C. The new paris

 i. Paris had little new designing since the middle ages.

ii. Napoleon III believed that Paris should be redesigned, so he

hired George Haussman to do the job.

iii. By 1870, trains were operational and a new Eiffel Tower being
Erected in 1889.

IV. Urban Sanitation

A. Impact of Cholera

i. Cholera was an asian disease which later on spread to Europe. It

only impacted the poor and lower classes of society.

B. New Water and Sewer Systems.

i. The method of dealing with this was new sewer systems.

ii. The Parisian one was the best.

C. Expanded Government Involvement

i. Britain Public Health Act of 1848.

ii. France had the Melun Act of 1851.

iii. Private land could be excavated for sewers.

D. Housing Reform and Middle Class Values

i. Terrible poor dwellings were a result of poor sanitation.

ii. The personal saving and investment required for owning a home
would lead to the working class to adopt habits of the middle
class.

iii. In 1914, necesseties for planning were not fully addressed.

V. Late 19th Century Women’s Experience.

A) Social disabilities confronted by all women

1) Women and property
(a) Until end of 19th century no married women could own property
2) Family law
(a) Wives required to obey their husbands
(b) Divorce difficult
(c) Husband authority
(i) Extended to children
3) Educational barriers
(a) Women had less education than men
(b) Until end of century only men allowed to attended college
(c) Elementary teaching became a women’s job
(i) Nurturing of children
B) New employment patterns for women
1) Availability of new jobs
(a) Women became secretaries and clerks
(i) Low skill and minimum training
(b) Paid less than men
2) Withdrawal from the labor force
(a) After marriage or child birth
(i) Women left the labor force
C) Working class women
1) Garment workers
(a) Mostly women
D) Poverty and prostitution
1) Many women unemployed
(a) Became prostitutes
E) Women of the middle class
1) The cult of domesticity
(a) Distinction between work and family
(i) Defined by gender
(1) Women didn’t work
Stayed at home
2) Religious and charitable activities
(a) Church supported religious duties for women
(b) Women in charge of the family’s charitable administration
3) Sexuality and family size
(a) Small families became acceptable
(b) Childbirth dangerous