Remi, Giulia, Heather, and Neha Period 2

Chapter 23 Outlines -2nd Period

Remi, Giulia, Heather, and Neha -- Period 2

New Patterns in an Industrial Economy (pgs 702-704)

Question: What new Patterns emerged in the Industrial Economy of the late 19th century and early 20th century Europe? Was it truly la belle époque?

1.  Thesis:

a.  Ultimately it can be seen that Europe did experience a belle epoque as it developed new patterns of stressing scientific specialty in production, increasing the potential of agriculture, expanding domestic industrialization, and conquering foreign world markets.

2.  New Patterns

a.  Germany surpasses Great Britain and became the new industrial leader of Europe

i.  New areas of manufacturing include: organic chemicals and electrical equipment, and especially worldwide trade.

ii.  The Germans were able to build the latest and most efficient industrial plants

iii.  German managers were accustomed to change, and the formation of large cartels encouraged German banks to provide enormous sums for investment

iv.  New fields of industrial activity created a close relationship between science and technology. This was clearly seen in Germany through the establishment of German technical schools where doctorate degrees were awarded.

b.  Economic Zones

i.  The 2nd IR led to the polarization of Europe. There were two economic zones. One was Great Britain, Belgium, France, the Netherlands, Germany, the western part of the austro-Hungarian Empire, and northern Italy. The other was southern Italy, most of Austria-Hungary, Spain, Portugal, the Balkan kingdoms, and Russia.

ii.  The first zone had an advanced industrialized foundation that had a high standard of living, decent systems of transportation, and relatively healthy and educated populations

iii.  The other zone was still mostly agricultural and was ordered by the industrialized countries to provide food and raw materials.

c.  Agriculture

i.  A combination of an abundance of grain and lowered transportation costs caused the prices of crops to dramatically decrease, so some countries placed tariffs on lower priced foods.

ii.  In places like Germany and Britain where there was not much agricultural labor, they introduced new farming machines.

iii.  Some countries began to specialize in specific foods

1.  Denmark - eggs, butter, cheese

2.  Bohemia/Northern France - sugar beets

3.  Mediterranean countries - fruit

4.  Spain/Italy - wine

iv.  Chemical fertilizers were introduced, and because small farms could not afford these new technologies, many small farms formed farm cooperatives which provided capital to make improvements

d.  Spread of Industrialization

i.  Rapid development in Russia and Japan

1.  In Japan, the imperial government financed industries, built railroads, brought foreign experts to teach Japanese workers new industrial techniques, and created a universal education system that focused on applied science.

2.  Japan was able to develop key industries in tea, silk, weapons, and shipbuilding. Many workers in these industries had abandoned their farms, and worked in horrible conditions.

e.  World Economy

i.  Europe was able to dominate the world economy because of it’s capital, industries, and military force.

ii.  Europeans were importing goods from other countries and had capital invested in other countries for development. There were high rates of return from other countries, which motivated Europeans even more.

iii.  Foreign countries were also good markets for the surplus of goods created in Europe.

3.  La Belle Époque (a Golden Age)?

a.  Overall (at least for the industrialized zone), Europe went through a Golden Age.

b.  The golden age later spread to other parts of Europe that aren't as technologically advanced.

c.  The lowered price of grain led to more jobs in technological advancement and science

d.  More scientific opportunity led innovation, therefore a golden age of advancement and general well being of people improved

e.  German technological schools offered doctoral degrees, by 1900 there were thousands of graduates a year

f.  Technology and science became more similar, intertwine

Recipe Version:

The Dry Ingredients: New innovation

Many new innovations were introduced during the late 1800’s that allowed Germany to overtake

Great Britain as the new industrial leader. However, without the wet ingredients to hold things

together, these innovations only took Germany so far.

The Wet Ingredients: New Economic Zones

The new economic zones formed an advanced area of Europe that had many innovations. By

mixing economics and innovation, new things were achieved, such as better living and working

conditions for people, better education, and improved transportation.

The Spoon: Changes in Agriculture

This spoon, which came in the form of agricultural changes, was used to mix and spread the dry

ingredients (innovations) and wet ingredients (economic zones) into other industries, such as

chemical fertilizers.

The

The Chocolate Chips: The Spread of Industrialization

The chocolate chips represent the gradual spread of industrialization that was sprinkled throughout the rest of the world, in places such as Japan and Russia.

The Sugar Coating: The World Economy

Thanks to new advancements and industries, Europe was able to dominate the world economy.

This, just like a sugar coating on a cookie, made the whole time period much sweeter for

Europeans.

The Oven: The Late 1800’s to the Early 1900’s

In this time period, all of the aforementioned ingredients were mixed together and baked, creating

La Belle Époque - A Golden Age in Europe.

Women and Work: New Job Opportunities Outline

What new jobs emerged for women?

white collar jobs:

·  Businesses and retail shops needed clerks, typists, secretaries, file clerks, and salesclerks

·  Expansion of government services in 20th century Europe created opportunities for women to be secretaries and telephone operators and take jobs in health and social services

·  Rise in education created the need for more teachers, and hospitals needed nurses

·  Most white collar jobs were unexciting

·  Work was routine and did not need much to know except for basic literacy

·  Most common female jobs were teaching and civil service (postal service)

Prostitution:

·  Most lower class women were forced to turn to prostitution to make money and survive

·  Common in large cities (Paris, London)

o  60,000 prostitutes in London in 1885

·  Prostitutes were usually young girls in their late teens

·  Many European countries supported prostitution and was licensed by the government

Was this an improvement?

·  Not really since although women were allowed out of the house, their jobs were unexciting and required little education and skills to do

·  Studies in France and Britain showed that the increase in white collar jobs did not lead to a rise in the size of female workers, but instead only a shift from industrial jobs to the white collar group of the economy

·  Many women still worked at home or did terrible labor jobs

o  “Sweating” was work in the tailoring trades that required few skills or equipment, they were poorly paid and had long hours

o  Poorest paid jobs for women were called “slop work”

o  Many women were excluded from factories and forced to work in the sweated industries with little income

·  Women’s careers were still limited due to lack of educational experience compared to men

Recipe: Apple Turnovers

·  Outside layer: Hard crust, represents that women were tough and strong during this time

o  Examples:

·  Inside: soft; representing how women are soft by having to care for their children and family at home

·  Apples: education/knowledge, women do not have the same educational opportunities as men in the 19th century but they are capable of learning

outside is hard - women are strong, ex: revolts, fighting for rights, standing up, being able to work in factories and some businesses, able to take up more jobs

Notes From The Reading:

-Mass education emerged in the late 19th century

-Initially, secondary school had a more classical education and was mostly for the elite

-Expanded to include middle class around 1850

-Worked to have more specialized study for different professions.

-Germans were first to have state run primary schools

-Rural societies still struggled as children were still expected to work in the fields and the schools lacked exceptional attendance

-Western governments evolved to allow both boy’s and girls primary education (roughy 6-12 years old) and in most places it was compulsory

-State also managed and paid trained teachers

-Appealed to liberals as a means of personal/social improvement

-Appealed to conservatives for helping with discipline and strengthening the quality of military recruits

-Second industrial revolution required more skilled labor

-Political motivation was the strongest forced as it further educated the voters and provided a unifying sense of nationalism essentially serving as a new fate

-Varied education for boys and girls

-Boy’s taught practical and military skills

-Girls were mostly taught domestic skills

-Both were taught middle class values concerning hard-work, thrift, etc.

-Many female teachers (⅔ in the US) because viewed as an extension of child care

-Forced to attend women’s colleges and were paid less

-Increase in education hugely helped literacy

-Newspapers were more commonly circulated and contained information more interesting to the average individual

-Second Industrial Rev caused a complete separation between work and leisure time

-Mass leisure now occurred on the weekends, in summer, and in the evenings

-New developments like the ferris wheel made amusement parks popular

-Industrialization gave more people urban transportation to attend more events like sports games and dances and other places like beaches

-Music Halls were first constructed in London in 1849 and was directed towards lower class

-More were added over time and began to include female and children audiences though

were later just for adults

-Tourism increased with the increasing wages of workers

-Thomas Cook was a leading provider of touring services

-Team sports evolved from prior activities as they were now rigorously organized with rules and officials to manage the process

-English Football Association and Bowling congress were some of the groups that

formed.

-In addition to fun, athletics were used for military training through developing teamwork

-Sports soon became professional and stadiums were fabricated to attract large audiences

-Class differences still evident

-Initially had a stronger appeal to men but later other forms became integrated into the female education system

-Served as entertainment more than fulfilling a genuine purpose

Camron, Lucca, Raja, John:
Notes:

·  After 1871 the average person in Europe had improved living standards.

·  Poverty did remain and the gap between the rich and the poor was huge.

·  Upper Class was about 5% in western society, controlled 30-40% of its wealth.

·  The new elite consisted of industrialists, bankers, and merchants.

·  The new elite above became known as plutocrats.

·  Aristocrats would invest in railway shares, public utilities, government bonds, some businesses, sometimes their own estates.

·  Upper middle class was gaining more wealth and more power than aristocrats.

·  Aristocrats and Plutocrats fused into one large upper class.

·  Middle Class consisted of professionals in law, medicine, civil service, industrialists, merchants, business managers, engineers, architects, accountants, and chemists.

·  Lower Middle class was filled with white collar workers, including; sales representatives, bookkeepers, bank tellers, telephone operators, department store clerks, and secretaries.

·  Believed with enough hard work they could become upper class like the plutocrats.

·  Lower class made 80% of the population.

·  Lower class people were usually landholding peasants, agricultural laborers, sharecroppers, soldiers, some teachers, cabinetmakers, printers, jewelry makers, carpenters, bricklayers, and factory workers.

·  Urban workers worked in better conditions, better housing, better food prices, and shorter work times.

Cake Recipe:

·  1 ½ cups of flour - Lower class because largest recipe and is extremely important to the cake but is not actually appreciated in the cake

·  1 cup of sugar - Middle class because it helps the flavor but isn’t actually tasted (Compare to how the middle class would usually work for the upper class aka cocoa powder)

·  ½ teaspoon of salt - Upper Class: Plutocracy since it helps out the flavor a lot but is less recognized than the Aristocracy (Cocoa powder).

·  ½ cup of cocoa powder - Upper class: Not much of it’s there but it’s extremely important to the flavor of the cake.

·  1 cup of water - Lower Class: Urban workers since it’s important to the texture of the cake but not to the flavor.

·  ½ cup of vegetable oil-Lower class: Agriculture since it’s important but it’s a very small amount.

Transformation of Urban Environment
Population growth

·  Increase in medicine, which decreased disease such as smallpox.

·  Decreasing death rates

·  Improved sewage system

·  Pasteurization of milk decreased disorders in infants

·  Rise in agricultural productivity and faster transportation led to more shipments of food to poorer places

Emigration

·  People from overpopulated areas migrated

·  Italians in Germany migrated to France for labor

·  (surplus of food and medicine led to overpopulation, but balanced out due to people looking for work)

·  Left for economic motives

·  Minorities in Austria emigrated to places with “booming” economies (Ex: The United States)

Cities

·  Population growth rapidly increased due to immigrants from rural cities due to labor, economic necessity etc.

·  Filthy lifestyles and environments recognized as the reason for population decrease

·  Legislative acts created boards of health

·  Public health act of 1875 prohibited construction of new buildings without sewage and running water

·  Dams and reservoirs stored water, carrying it through aqueducts from countryside to city and houses

·  Drastically improved health conditions

Housing Needs

·  Problem: Unsanitary living conditions due to overcrowded, disease filled slums which were seen as dangerous to both physical and mental health and also political view for the nation

·  One attempt to fix this problem involved constructing model dwellings and renting them out to force the landlords to improve the living conditions

·  Another attempt was by creating model villages in which pleasant living conditions for the working class influenced a healthier and happier workplace.

·  Another approach: Garden city which was the construction of new towns separate from one another in the open country which offered recreational areas, fresh air, and a sense of community which would influence healthy family life