Industrialization and Ideologies

Instead of focusing on what we might call political changes of the 19th century— the growth of nations, wars, rebellions, etc.,— we will focus on the economic changes that took place during this period, and the social results of those changes, both of which had a significant impact on the ways we view the world today. We title this unit “Industrialization and Ideologies” because, first, the development of new methods of production (industrialization) led to the creation of great wealth and material progress, but also the creation of new social classes and living conditions: some better, some worse. Second, in response to these changes, new ideologies (systematic ways of viewing and evaluating human activity in the world) developed as conflicting perspectives on how leaders ought to deal with the challenges— both expected and unexpected— wrought by industrialization in the West. Many of these challenges and ideological responses led, directly and indirectly, to the traumatic and destructive events of the early 20th century, and many of them still shape the ways we frame political, economic, social, and cultural questions to this day. Perhaps more than anything else we study this year, you will hear echoes of our present political debates in the readings and activities we do for this unit.

The assessment for this unit is a major simulation, an “International Conference on the Social Question, Assurance of Progress and Civilization, etc.,” which is a 19th-century style intellectual discussion of how the leaders of Europe can best respond to the changes of this period. In your role at the conference, you will be expected to demonstrate a basic understanding of several ideological responses to the problems of the 19th century through debate, and a deep understanding of one ideology through a speech and resolution. You are familiar with this format because, based on the success of this simulation, a similar one has been used in the World Civ class, as well.

Your reader has two basic sets of materials that we will be working with in preparation for the conference. First, on pages 157-194 there are a series of readings we will be completing as homework. These provide an overview of the “Age of Progress” (the long 19th century) through a variety of lenses. Second, pages 29-156 contain a variety of primary sources— voices from this period in history— that are at your disposal in forming your character for the conference and gaining a deeper understanding of the changes that took place. We will read through many of these in class, although certainly not all of them. Think of this section as a catalogue of resources from which you can select what is helpful, but which I will also use in class to highlight certain features of the period.