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Chapter 24 Review Sheet

The document reviews key concepts from Chapter 24, addressing misconceptions about the Second Industrial Revolution, social changes, and political dynamics in Europe. It highlights the differences between revisionist and traditional Marxist views, the impact of the assembly line, and the formation of alliances leading to tensions in Europe. Additionally, it discusses the role of public education, the effects of rapid industrialization, and notable figures and movements of the time.

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Diane Thompson
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0 views

Chapter 24 Review Sheet

The document reviews key concepts from Chapter 24, addressing misconceptions about the Second Industrial Revolution, social changes, and political dynamics in Europe. It highlights the differences between revisionist and traditional Marxist views, the impact of the assembly line, and the formation of alliances leading to tensions in Europe. Additionally, it discusses the role of public education, the effects of rapid industrialization, and notable figures and movements of the time.

Uploaded by

Diane Thompson
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Chapter 24 Review

1. The Second Industrial Revolution was based on coal and textiles.

False; steel, chemicals, petroleum, electricity

2. Industrialized European nations depended on the agricultural nations of Europe


for food and workers.

False; food and raw materials

3. Due to poor working conditions in factories, some workers worked together to


organize to demand new laws and reforms.

True

4. According to Marx’s socialist theory, the means of production are owned by the
proletariat, who oppresses the ruling class.

False; ruling class who oppresses the proletariat


5. The United States dominated the world economy in the late nineteenth century
due to its capital and industries.

False; Europe

6. Automobiles were made possible by the invention of the steam engine.

False; combustible engine

7. Factories and public sanitation caused people to move to urban areas.

True

8. In the 1800s, people’s lives became more divided into periods of work and
leisure.

True
9. In the late 1800s, many women began attending college in an effort to improve their
status.

False; working outside the home

10. The Second Industrial Revolution gave rise to a new wealthy class of industrialists,
bankers, and merchants.

True

11. Compulsory education in the late 1800s and early 1900s created a demand for
teachers.

True

12. The implementation of ministerial responsibility was a sign that monarchies were
expanding across Europe.

False; democracies
13. In the US during the Second Industrial Revolution wealth was distributed
evenly among the classes.

False; concentrated into the hands of a few

14. In Germany, government ministers were responsible to the Reichstag.

False; the emperor

15. Germany opposed Austria’s annexation of Bosnia-Herzegovina.

False; Russia

16. According to Freud, human experiences were strongly influenced by past


experiences.

True
17. In the late 1800s and early 1900s, scientific discoveries led to a belief in a
universe with certainty and precision.

False; increased uncertainty about the universe

18. Artists such as van Gogh and Monet painted using new forms of expression.

True

19. Nineteenth-century middle-class Europeans believed that hard work and


etiquette were important.

True

20. Kaiser William II’s goal was to increase Germany’s power.

True
1. How did revisionists differ from traditional Marxist/socialist ideas?

Revisionists believed it was possible to improve conditions for workers through


peaceful, democratic means such as laws and reforms; traditional Marxists
believed that a violent revolution was necessary to bring about change for workers
and to end oppression of the proletariat by the ruling elite.

2. What effect did the assembly line have on the production of manufactured
goods?

The assembly line allowed more goods to be produced in less time, so the goods
cost less to make.

3. What was the Second International?

A group of socialist organizations formed by Western nations to bring about


socialist reforms that would benefit workers
4. What were the goals of public schools in the late 1800s and early 1900s?

Schools helped to form educated citizens and trained workers while also instilling
patriotism.

5. What problems were associated with rapid industrialization during the Second
Industrial Revolution?

The rapid expansion led to problems with inadequate housing and sanitation; these
problems created public health concerns

6. What was the result of William II’s aggressive foreign policy?

Europe was divided into two rival alliances; this meant that a minor crisis had the
potential to develop into a larger war.
7. (a) What countries were part of the Triple Alliance? (b) What countries were part of the Triple
Entente?

(a) Germany, Austria-Hungary, Italy (b) Great Britain, France, Russia

8. What was the Zionist movement?

It was a response to the rise of anti-Semitism in Europe and called for Jews to emigrate to
Palestine to escape persecution

9. Define/Identify: (a) Albert Einstein (b) Marie Curie (c) Henrik Ibsen (d) Social Darwinism

(a) Einstein was a scientist who proposed the theory of relativity

(b) Marie Curie discovered radioactivity and radium

(c) Ibsen was a playwright and modernist writer who is called the father of realism

(d) Social Darwinism states that the laws of nature can be applied to explain inequality
10. Why was Europe on the verge of war by the early 1900s?

Tensions remained high, as did nationalism. The unification of Germany upset the
balance of power in Europe and led to the formation of two alliance systems. Great
Britain and France came to see Germany as their chief rival; instead of continuing
as enemies, Britain and France formed an alliance. Nationalist groups continued to
seek independence. The existence of the rival alliances meant that an incident
between rival nations could spread to a larger conflict as countries were obligated
to come to the defense of their allies.

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