364

Growth of Western Democracies

Vocabulary Builder

2

2

SECTION

Step-by-Step Instruction

v

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.

■

Identify the social and economic reforms benefiting British workers and others.

■

Describe how British women worked to win the right to vote.

■

Understand the causes of conflict between the British and the Irish nationalists.

Prepare to Read

Build Background Knowledge

Ask students to recall that Britain had social divisions as well as political divi-sions. Have them predict whether the reforms discussed in the previous section will heal those divisions.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

No Surrender

Ask

What was Lady Lytton trying to achieve?

(winning suffrage for women)

How would you evaluate her commitment to this cause?

(high; she was willing to be arrested and to go on strike)

■

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 Objectives and the list of Terms, People, and Places.

■

Reading Skill

Have students use the

Reading Strategy: Categorize

worksheet.

Teaching Resources, Unit 3,

p. 48

■

As students read, have them fill in the chart listing reforms in Britain.

Reading and Note Taking Study Guide,

p. 124

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

Teaching Resources, Unit 3,

p. 47;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

drastic, p. 367

adj.

severe, harsh, extremeDuring the sailing trip, the weather took a

drastic

turn, going from sunny to stormy in a matter of minutes.

L3

L3

WITNESS HISTORYWITNESS HISTORY AUDIO

22

Reforms in Britain

Economic Social Political••

••

••

Social and Economic Reform in Britain

Objectives• Identify the social and economic reforms

benefiting British workers and others.• Describe how British women worked to win the

right to vote.• Understand the causes of conflict between the

British and the Irish nationalists.

Terms, People, and Placesfree traderepealabolition movementcapital offense

penal colonyabsentee landlordhome rule

Reading Skill: Categorize Complete a chart like this one listing the reforms in Britain during the 1800s and early 1900s.

Lytton’s 1910 hunger strike was part of the long struggle forwomen’s suffrage in Britain. Suffragists were not the only peopleto fight for change. Between 1815 and 1914, Parliament respondedto widespread discontent with a series of social and economicreforms. At the same time, the question of British control overIreland was becoming a dominant and divisive political issue.

A Series of ReformsDuring the early and mid-1800s, Parliament passed a wide varietyof important new laws. One of the most controversial measuresinvolved the issue of free trade, or trade between countries with-out quotas, tariffs, or other restrictions.

Free Trade and the Corn Laws In the early 1800s, Britain,like other European nations, taxed foreign imports in order to pro-tect local economies. But supporters of free trade demanded anend to such protective tariffs. Free traders, usually middle-classbusiness leaders, agreed with Adam Smith that a policy of laissezfaire would increase prosperity for all. If tariffs were abolished,merchants everywhere would have larger markets in which to selltheir goods, and consumers would benefit from open competition.

Some British tariffs were repealed in the 1820s. However, fiercedebate erupted over the Corn Laws, which imposed high tariffs onimported grain. (In Britain, “corn” refers to all cereal grains, such

Forced feeding of English suffragist, 1912

No SurrenderLady Constance Lytton had been arrested for taking part in a women’s suffrage protest. Once arrested, she refused to eat. Her hunger strike, she vowed, would go on until the British government granted the vote to women. Lytton later recalled:

“ I was visited again by the Senior Medical Officer, who asked me how long I had been without food. I said I had eaten . . . on Friday at about midnight. He said, Oh, then, this is the fourth day; that is too long, I shall feed you, I must feed you at once.’”—Constance Lytton, Prisons and Prisoners

In the end, the doctor force-fed Lytton through a tube. Yet the painful ordeal failed to weaken her resolve. “No surrender,” she whispered. “No surrender.”

Focus Question What social and economic reforms were passed by the British Parliament during the 1800s and early 1900s?

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Chapter 11 Section

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365

Solutions for All Learners

Teach

A Series of Reforms

Instruct

■

Introduce: Key Terms

Ask students to find the key term

free trade

(in blue) and explain its meaning. Ask

How did mer-cantilism differ from free trade?

(In mercantilism, governments blocked col-onies from trading with other countries and put tariffs on imported goods, while in free trade there were no restrictions.)

■

Teach

Reinforce the key term

free trade.

Explain that tariffs raise prices on imported goods, because they add a tax to them. With those goods at a higher price, domestic producers can charge relatively high prices, too. Then ask

Which British social classes in the 1800s would benefit from the elimination of tariffs? Why?

(the middle class, which included the people who carried out trade; the working class and the poor who would gain from lower food prices)

Which social class would be hurt? Why?

(the upper class, who would get lower prices for the grain produced on their land)

■

Quick Activity

Divide the class into small groups and ask each group to choose one issue in British society, such as free trade or capital punishment. Have each group write a dialogue on the issue between someone advocating reform and someone advocating the status quo. Have volunteers perform their dialogue for the class.

Independent Practice

Write the following sentence on the board:

The political, social, and economic reforms of the early 1800s in Britain show the growing power of the middle class.

Have students write a paragraph explain-ing this statement.

Monitor Progress

As students fill in their charts, circulate to make sure they understand the effects of Britain’s social, economic, and political reforms. For a completed version of the chart, see

Note Taking Transparencies,

157

Answer

Both reforms were driven by a sense of morality and duty.

L1

Special Needs L2

Less Proficient Readers

Tell students that the 1800s was a “century of reform” for Great Britain. To help students identify the changes, have them chart the reforms discussed in this section on a time-line. Have them use different areas of the timeline or differ-ent colors for political, economic, and social reforms. Then have students use their charts to summarize how these reforms changed Britain.

Use the following study guide resources to help students acquiring basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 124

■

Adapted Section Summary, p. 125

L3

as wheat, barley, and oats.) Farmers and wealthy landowners supportedthe Corn Laws because they kept the price of British grain high. Freetraders, however, wanted Parliament to repeal, or cancel, the CornLaws. They argued that repeal of these laws would lower the price ofgrain, make bread cheaper for workers, and open up trade in general.

Parliament finally repealed the Corn Laws in 1846, after widespreadcrop failures swept many parts of Europe. Liberals hailed the repeal as avictory for free trade and laissez-faire capitalism. However, in the late1800s, economic hard times led Britain and other European countries toimpose protective tariffs on many goods again.

Campaign Against Slavery During the 1700s, Enlightenment think-ers had turned the spotlight on the evils of the slave trade. At the time,British ships were carrying more Africans to the Americas than anyother European country. Under pressure from middle-class reformers inBritain, France, and the United States, the abolition movement, or thecampaign against slavery and the slave trade, slowly took off. In 1807,Britain became the first European power to abolish the slave trade.

Banning the slave trade did not end slavery. Although the Congress ofVienna had condemned slavery, it had taken no action. In Britain, liber-als preached the immorality of slavery. Finally, in 1833, Parliamentpassed a law banning slavery in all British colonies.

Crime and Punishment Other reforms were aimed at the criminaljustice system. In the early 1800s, more than 200 crimes were punish-able by death. Such capital offenses included not only murder but alsoshoplifting, sheep stealing, and impersonating an army veteran. In prac-tice, some juries refused to convict criminals, because the punishmentswere so harsh. Executions were public occasions, and the hanging of awell-known murderer might attract thousands of curious spectators.Afterward, instead of receiving a proper burial, the criminal’s body mightbe given to a medical college for dissection.

Reformers began to reduce the number of capital offenses. By 1850, thedeath penalty was reserved for murder, piracy, treason, and arson. Manypetty criminals were instead transported to penal colonies, or settle-ments for convicts, in the new British territory of Australia. In 1868, Par-liament ended public hangings. Additional reforms improved prisonconditions and outlawed imprisonment due to debt.

How did abolition and criminal justice reform reflect Victorian values?

Victories for the Working Class“Four [ghosts] haunt the Poor: Old Age, Accident, Sickness and Unem-ployment,” declared Liberal politician David Lloyd George in 1905. “Weare going to [expel] them.” Parliament had begun passing laws aimed atimproving social conditions as early as the 1840s. During the early1900s, it passed a series of additional reforms designed to help the men,women, and children whose labor supported the new industrial society.

Improving Working Conditions As you have read, working condi-tions in the early industrial age were grim and often dangerous. Gradu-ally, Parliament passed laws to regulate conditions in factories andmines. In 1842, for example, mineowners were forbidden to employ

Abolitionist PosterAbolitionists hoped that ending the slave trade would also bring about the end of slavery. As this poster shows, even ending slavery did not end the economic mistreatment of people of African descent.

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Solutions for All Learners

Victories for the Working Class

Instruct

■

Introduce

Read aloud the quote from Lloyd George that opens this subsec-tion. Ask

Why did George say that these problems “haunt the Poor”?

(He is saying that these problems linger and scare.)

Ask students to predict what steps they think the government could take to “expel” these “ghosts.”

■

Teach

Ask students to explain what a strike is.

(a refusal to do something until demands are met)

Then ask

Why would the British make trade unions legal but not allow strikes?

(The government feared that strikes would hurt industries or the economy too much.)

Ask them to list the other reforms aimed at the working class.

(improved working conditions, free elementary school for all, social welfare laws)

Ask

Why do you think the government pointed to the reforms as proof that democracy worked?

(Sample: It showed it was possible to change society without a violent revolution.)

■

Quick Activity

Direct students’ atten-tion to the Trades Union Conference pin on the next page. To help students learn about the role of unions, have them suppose they are a British worker who joins the Trades Union Confer-ence. Ask them to write a diary entry in which the worker expresses his or her feelings about wearing the pin for the first time. Have them address how a union could be more effective at win-ning rights than an individual worker.

Independent Practice

Primary Source

To help students bet-ter understand the life of the working class in the Victorian Age, have them read the selection

London Street Markets

and complete the worksheet.

Teaching Resources, Unit 3,

p. 50

Monitor Progress

To review this section, ask students to reread the black headings and summarize the information under each heading. L4

Advanced Readers L4

Gifted and Talented

William Wilberforce, a British politician, worked tire-lessly to end the slave trade and slavery. As a member of the House of Commons, he helped found the Soci-ety for Effecting the Abolition of the Slave Trade, which achieved its reform in 1807. He later worked to abolish slavery itself, though he did not live to see the feat. He died a month before slavery ended in 1833.

Remind students that reform movements are typi-cally led by such passionate people as Wilberforce. Have them choose a reform movement from this sec-tion and research one of its prominent figures. Then ask them to write an obituary for their chosen reformer. Ensure they include a brief biography of the reformer and discuss the reformer’s efforts and influence.

L3

� Riots in Hyde Park, LondonAn 1866 meeting of the Reform League in London dissolved into rioting. Riots such as these helped bring about the Second Reform Bill in 1867.

women or children under age 10. An 1847 law limited women and chil-dren to a 10-hour day. Later in the 1800s, the government regulatedmany safety conditions in factories and mines—and sent inspectors tosee that the laws were enforced. Other laws set minimum wages andmaximum hours of work.

The Growth of Labor Unions Early in the Industrial Revolution,labor unions were outlawed. Under pressure, government and businessleaders slowly accepted worker organizations. Trade unions were made legalin 1825 but it remained illegal to go on strike until later in the century.

Despite restrictions, unions spread, and gradually they won additionalrights. Between 1890 and 1914, union membership soared. Besides win-ning higher wages and shorter hours for workers, unions pressed forother laws to improve the lives of the working class.

Later Reforms During the late 1800s and early 1900s, both politicalparties enacted social reforms to benefit the working class. Disraeli spon-sored laws to improve public health and housing for workers in cities.Under Gladstone, an education act called for free elementary educationfor all children. Gladstone also pushed to open up government jobs basedon merit rather than on birth or wealth.

Another force for reform was the Fabian Society, a socialist organiza-tion founded in 1883. The Fabians promoted gradual change throughlegal means rather than by violence. Though small in number, the Fabi-ans had a strong influence on British politics.

In 1900, socialists and union members backed the formation of a newpolitical party, which became the Labour Party. (“Labour” is the Britishspelling of “labor.”) The Labour Party would quickly grow in power andmembership until, by the 1920s, it surpassed the Liberal Party andbecame one of Britain’s two major parties.

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History Background

The Struggle to Win Votes for Women

Instruct

■

Introduce

Remind students of the Witness History feature at the begin-ning of this section. Using the Idea Wave strategy (TE, p. T22), ask stu-dents if they think Lady Lytton and other supporters of women’s suffrage went too far when they used hunger strikes to support their cause. After students have discussed the issue briefly, explain that Queen Victoria opposed suffrage and said that giving women the right to vote was “mad, wicked folly.” Ask students whether that information changes their view of the hunger strikers.

■

Teach

Trace the developments of the suffrage movement. Ask

What tactics did suffragists first try?

(collecting petitions and organizing huge public demonstrations)

Why did Pankhurst and others take more drastic steps?

(The earlier methods had not worked.)

Who was Pankhurst think-ing of when she talked about “the enemy”?

(the government; the people who opposed suffrage)

Independent Practice

Have students take the role of a 25-year-old suffragist in 1918. First, ask them to decide whether or not they would support the suffrage law passed that year, which granted the right to vote only to women over 30. Then, have them write a speech urging other suffragists to either support or dismiss the law. Have students present the speeches.

Monitor Progress

As students present their speeches, listen to ensure their speech is persuasive. Some students may think that partial suffrage is a good first step, as men had also received the right to vote in incremen-tal steps. Others might advocate that younger women should be given the right as well.

Answers

Sample: Laws that improved public health and housing for workers, provided for free elemen-tary education for all children, and protected the well-being of the poor and disadvantaged.

Sample: Large groups of people often include people who have many different views, even if they share the same goal.

Fighting Hunger Strikes

As the Witness History feature at the beginning of this section showed, the British government took extreme steps with the women who went on hunger strikes for the cause of suffrage. The reason was simple: the last thing the government wanted was to see a suffragist die in prison. Such an outcome, leaders feared, would pro-duce a martyr and persuade more women to support

the cause. Along with force-feeding, the government passed the “Cat and Mouse” Act. This law allowed prison officials to release a prisoner to stop her hunger strike. But the government was not going to let women protestors completely off. Once the woman had regained strength, the law said, police could arrest her again.

L3

In the early 1900s, Britain began to pass social welfare laws toprotect the well-being of the poor and disadvantaged. These lawswere modeled on those Bismarck had introduced in Germany.They protected workers with accident, health, and unemploy-ment insurance as well as old-age pensions. One result of suchreforms was that Marxism gained only limited support amongthe British working class. The middle class hailed reforms asproof that democracy was working.

Describe several social welfare reforms during the 1800s and early 1900s.

The Struggle to Win Votes for WomenIn Britain, as elsewhere, women struggled against strong opposition forthe right to vote. Women themselves were divided on the issue. Somewomen opposed suffrage altogether. Queen Victoria, for example, calledthe suffrage struggle “mad, wicked folly.” Even women in favor of suf-frage disagreed about how best to achieve it.

Suffragists Revolt By the early 1900s, Emmeline Pankhurst, a lead-ing suffragist, had become convinced that only aggressive tactics wouldbring victory. Pankhurst and other radical suffragists interrupted speak-ers in Parliament, shouting, “Votes for women!” until they were carriedaway. They collected petitions and organized huge public demonstra-tions. When mass meetings and other peaceful efforts brought no results,some women turned to more drastic, violent protest. They smashed win-dows or even burned buildings. Pankhurst justified such tactics as neces-sary to achieve victory. “There is something that governments care farmore for than human life,” she declared, “and that is the security of prop-erty, so it is through property that we shall strike the enemy.” As youhave read, some suffragists went on hunger strikes, risking their lives toachieve their goals.

Victory at Last Even middle-class women who disapproved of suchradical and violent actions increasingly demanded votes for women. Still,Parliament refused to grant women’s suffrage. Not until 1918 did Parlia-ment finally grant suffrage to women over age 30. Younger women didnot win the right to vote for another decade.

Why do you think women disagreed about how best to gain suffrage?

Instability in IrelandThroughout the 1800s, Britain faced the ever-present “Irish question.”The English had begun conquering Ireland in the 1100s. In the 1600s,English and Scottish settlers colonized Ireland, taking possession ofmuch of the best farmland.

The Irish never accepted English rule. They bitterly resented settlers,especially absentee landlords who owned large estates but did not liveon them. Many Irish peasants lived in desperate poverty, while payinghigh rents to landlords living in England. In addition, the Irish, most ofwhom were Catholic, had to pay tithes to support the Church of England.Under these conditions, resistance and rebellion were common.

Vocabulary Builderdrastic—(DRAS tik) adj. severe, harsh, extreme

� A pin from the British Trades Union Conference (above) and a Liberal Party poster from 1911

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Connect to Our World

Instability in Ireland

Instruct

■

Introduce

Have students look at a map of Great Britain. Ask

Why might the English believe that Ireland should belong to Great Britain?

(Ireland is in the same area as Great Britain, which once conquered it.)

■

Teach

Discuss Ireland’s struggle for self-rule.

Why did the Irish reject English rule?

(They resented living in poverty while paying high rents to absentee landlords. Mostly Catholic, the Irish resented being forced to pay money to the Church of England.)

■

Quick Activity

Refer students to the Infographic. Have students list the major effects of the Irish Potato Famine

(starvation, disease, emigration).

Then play the Witness History selection, from George Bernard Shaw’s 1903 play, “Man and Superman.” Have pairs of students discuss why Malone calls this period a starvation and not a famine.

AUDIO

Witness History Audio CD,

The Irish Potato Famine

■

Show students

The Great Hunger in Ireland

from the

Witness History Discovery School

™

video program. Ask them to explain why the Great Hunger caused Irish resentment toward the British.

Independent Practice

■

Primary Source

To help students bet-ter understand the Great Hunger, have them read the selection

A Lecture on the Causes of the Irish Famine

.

Teaching Resources, Unit 3,

p. 51

■

Have students fill in the Outline Map

Great Britain and Ireland, About 1870.

Teaching Resources, Unit 3,

p. 54

Monitor Progress

■

Circulate to make sure students are filling in their Outline Maps accurately.

■

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

Answers

Thinking Critically

1.

1851–1860

2.

Sample: a human-made disaster; although the potato crops were ruined by nature, people starved because remaining food supplies were exported for money.

Civic Responsibility

Americans from all walks of life rushed to the aid of the starving Irish. Catholic churches, Jewish synagogues, and women’s groups worked to raise funds. The U.S. government waived tolls on supplies heading for Ireland. The Choctaw people, whose own forced relocation in the 1830s resulted in great hardship and many deaths, identified with the plight of the Irish. Still recovering from food shortages

of their own, the Choctaws contributed over $700—a large sum of money in the 1840s.

Those who organized relief efforts were working for the common good, or benefit, of society. People help their communities in a variety of ways, including serv-ing on a jury, voting in elections, or volunteering at a library. It is a key responsibility of every citizen to behave in ways that serve their communities.

L3

INFOGRAPHIC

Under British rule, three quarters of Irish farmland was used to grow crops that were exported. The potato was the main source of food for most of the Irish people. In 1845, disaster struck. A blight, or disease, destroyed the potato crop. Other crops, such as wheat and oats, were not affected. Yet British landowners continued to ship these crops outside Ireland, leaving little for the Irish except the blighted potatoes. The result was a terrible famine that the Irish called the “Great Hunger.” In four years, about one million Irish men, women, and children died of starvation or disease. Many more emigrated to the United States and Canada. The Great Hunger left a legacy of Irish bitterness toward the English.

Limited Relief Measures Limited Relief Measures �Charles Trevelyan, the senior British official in charge of Irish relief efforts, held ruthless views of the Irish, insisting that they learn to “depend upon themselves…instead of…the assistance of the Govern-ment on every occasion.”

“Tumbled” Houses “Tumbled” Housesand Eviction and Eviction �Unable to grow potatoes to sell or eat, thousands of penniless tenants were evicted from their homes by landlords who needed the rent to pay their taxes. The roofs of the peasants’ homes were “tumbled,” or removed, to prevent the tenants from returning.

Human Suffering Human Suffering �One official told of entering what he thought was a deserted village. In one home, he saw “six famished and ghastly skeletons, to all appearances dead…”huddled in a corner on some filthy straw. “I approached with horror and found by a low moaning they were alive—they were in a fever, four children, a woman and what had once been a man….”

Thinking Critically1. Graph Skills Which decade saw the

greatest number of emigrants from Ireland?

2. Draw Conclusions Do you think the Irish famine was more accuratelydescribed as a natural disaster or a human-made disaster? Why?

AUDIO

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Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 3,

p. 44

■

To further assess student under-standing use

Progress Monitoring Transparencies,

96

Reteach

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

Reading and Note Taking Study Guide,

p. 125

Adapted Reading and Note Taking Study Guide,

p. 125

Spanish Reading and Note Taking Study Guide,

p. 125

Extend

See this chapter’s Professional Develop-ment pages for the Extend Online activity about life in Victorian England.

Answer

Harsh laws and the poor government response to the potato famine led many Irish people to mistrust the British and led people to support Irish nationalism.

Section 2 Assessment

1.

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

2.

economic: repealed the Corn Laws, blocked landlords from charging unfair rents; social: ended the slave trade, reformed the criminal justice system, reg-ulated working conditions, and provided social welfare

3.

made trade unions legal, regulated work-ing conditions, and enacted social reforms

4.

Peaceful means included signing petitions and holding rallies; violent ones included smashing windows. Not all agreed drastic action was needed.

5.

(a) resented absentee landlords who charged high rents, paying tithes to the Anglican church, laws that limited use of the Irish language, and British actions during the famine (b) Gladstone ended

the use of Irish tithes. Other laws pro-tected the rights of Irish tenants.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code nba-2323.

L3

L4

L1

L2

L2

L3

●

Writing About History

Thesis statements should clearly state a position on the question of Irish home rule and suggest reasons for the stance taken.

22

Irish Nationalism Like the national minorities in the Austrian empire,Irish nationalists campaigned vigorously for freedom and justice in the1800s. Nationalist leader Daniel O’Connell, nicknamed “the Liberator,”organized an Irish Catholic League and held mass meetings to demandrepeal of unfair laws. “My first object,” declared O’Connell, “is to get Ire-land for the Irish.”

Under pressure from O’Connell and other Irish nationalists, Britainslowly moved to improve conditions in Ireland. In 1829, Parliamentpassed the Catholic Emancipation Act, which allowed Irish Catholics tovote and hold political office. Yet many injustices remained. Absenteelandlords could evict tenants almost at will. Other British laws forbadethe teaching and speaking of the Irish language.

Struggle for Home Rule The famine in Ireland (see facing page) leftthe Irish with a legacy of bitterness and distrust toward Britain. In the1850s, some Irish militants organized the Fenian Brotherhood. Its goalwas to liberate Ireland from British rule by force. In the 1870s, moderateIrish nationalists found a rousing leader in Charles Stewart Parnell. Herallied Irish members of Parliament to press for home rule, or local self-government. The debate dragged on for decades.

The “Irish question” disrupted English politics. At times, political par-ties were so deeply split over the Irish question that they could not takecare of other business. As prime minister, Gladstone pushed for reformsin Ireland. He ended the use of Irish tithe money to support the Anglicanchurch and tried to ease the hardships of Irish tenant farmers. New lawsprevented landlords from charging unfair rents and protected the rightsof tenants to the land they worked.

Finally, in 1914, Parliament passed a home rule bill. But it delayedputting the new law into effect when World War I broke out that year. Asyou will read, the southern counties of Ireland finally became indepen-dent in 1921.

How did English policies toward Ireland affect the cause of Irish Nationalism?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-2323

Terms, People, and Places

1. Place each of the key terms at the beginning of the section into these two categories: economic or political. Write a sentence for each term explaining your choice.

2. Reading Skill: Categorize Use your chart to answer the Focus Question: What social and economic reforms were passed by the British Parliament during the 1800s and early 1900s?

Comprehension and Critical Thinking

3. Summarize Describe three reforms that helped the British working class.

4. Compare Points of View Whatactions did women suffragists take to achieve their goals? How did the views of women differ regarding tactics?

5. Identify Central Issues (a) Why did Irish nationalists oppose British rule? (b) Describe two reforms that improved conditions in Ireland.

● Writing About History

Quick Write: Write a Thesis StatementWrite the thesis statement for an editorial written by an Irish nationalist of the late 1800s or early 1900s. First, decide whether your main goal is to win support for your cause from the Irish or to persuade mem-bers of the British Parliament.

WITNESS HISTORY VIDEOWITNESS HISTORY VIDEO

Watch The Great Hunger in Ireland on the Witness History Discovery School™ video program to learn more about the potato famine in Ireland.

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Connect to Our World

Migration

Objectives

■

Analyze the role of “push” and “pull” factors in the decision to migrate.

■

Compare the reasons for different large-scale migrations in history.

Build Background Knowledge

Ask volunteers to list the reasons people have left their homelands to come to the U.S. Do they think those reasons might have led large numbers of people to make the same decision?

Instruct

Direct students’ attention to the question at the top of the page.

(What factors cause large . . . to another?)

Have volunteers list five of the factors why people might leave a country.

(any five: poverty, unemployment, civil unrest, fam-ine and drought, being attacked, being forced to move, persecution)

How does the movement of one group of peo-ple sometimes lead another group to move?

(Sample: the first group might move into the territory of the other, as when the Huns displaced the Vandals.)

Independent Practice

Have students fill in the Concept Connector worksheet on migration, which includes additional examples and critical thinking questions.

Reading and Note Taking Study Guide,

p. 274

Monitor Progress

Circulate to make sure that students are filling in their Concept Connector work-sheets accurately.

Thinking Critically

1.

(a) Sample: the chance for a better life; large amounts of land and job opportunities; religious freedom; (b) With voluntary migration, people make their own decisions—the push factors might not lead all people to leave, and different migrants might be pulled to different destina-tions; with involuntary migration, the push to leave comes from the government or other out-side forces, which might also determine where the migrants move to.

2.

Summaries should present the facts of the migration and identify the push and pull factors.

Connections to Today

The United States is a nation of immigrants. Have students conduct research on the Internet to look at their own community and determine its ethnic makeup. Then ask them to inter-view a recent immigrant for an oral history project.

Have them interview someone who just moved to this country and present their findings to the class. Reports should include the push-pull factors and any frictions that developed because of the move. Have them include a map or visual that traces the path traveled.

L3

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L3 � Immigrants arriving in New York City.

AggressionMigration played a major role in the fall of the Roman empire. It all started with the Mongols, aggressive warriors from central Asia, who attacked the Huns in the A.D. 200s. Over time, the Huns migrated westward. They pushed the Goths, a Germanic group, out of the Russian steppe and toward Roman lands. The Goths, in turn, displaced another Germanic people, the Vandals. This chain reaction or “bumper car” migration continued, sending wave after wave of invaders into the western Roman empire, which eventually collapsed.

Forced MigrationEuropean traders imposed the forced migration of some 12 million enslaved Africans from the 1500s to the 1800s. More than a million Africans died during the brutal passage across the Atlantic to the Americas. Another involuntary migration took place in the Soviet Union during the 1930s. Joseph Stalin sent millions of peasants and political opponents to forced-labor camps in Siberia and other remote areas. Many of them died or were killed in the camps.

PersecutionIn 1948, the British granted India independence, splitting it along religious lines into India (Hindu) and Pakistan (Muslim). Hundreds of thousands died in the violence that followed. More than 7 million Muslims fled from India to Pakistan to escape persecution. More than 7 million Hindus and Sikhs migrated in the opposite direction for the same reason.

Thinking Critically1. (a) What were some possible “pull”

factors for Irish emigrants? (b) How do the “push” and “pull” factors for voluntary migration differ from those for involuntary migration?

2. Connections to Today Use news sources to read about an example of recent migration. Write a one paragraph summary of the migration including explanations of push and/or pull factors influencing the migration.

� Migration of refugees during the 1947 partition of India and Pakistan.

What factors cause large groups of people to move from one place to another?In the 1800s, famine drove more than a million Irish to leave their homeland. In later years, millions more Europeans would migrate to North and South America, mainly seeking economic opportunity. Like most emigrants, they left behind their homes and cultures for a future that was uncertain at best. What drives people to take such a bold step? Motivators include poverty and unemployment, civil unrest, and natural disasters such as famine and drought. These “push factors” sometimes, but not always, combine with a common “pull factor”: the promise of a better life in the new location. Consider the following causes and historical examples of migration:

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