Transcript File

Industrial Revolution
World Civ Standard: 10.3
Students analyze the effects of the Industrial
Revolution in England, France, Germany,
Japan and the United States
Define “Revolution”
Definition -a sudden, radical, or complete change
During the late 1700s social revolutions occurred
in the United States and in France.
During the 1800s, from 1750-1850, a different
type of revolution occurred in Britain.
In general Life in the Europe
during the 1750s
• People lived on small cottages
• Used hand made tools for farming
• Used candles and fireplaces
• Made their own clothes
• Grew their own food
• Stayed within their own communities
• Had to walk everywhere or use horse
drawn wagons
How many people were there?
How did people get around?
‘We set out at six in the morning and didn’t get out
of the carriages (except when we overturned or
got stuck in the mud) for 14 hours. We had
nothing to eat and passed through some of the
worst roads I ever saw in my life’
This is a description
of a journey by
Queen Anne in 1704
from Windsor to
Petworth – a journey
of 40 miles. What
does it tell us about
transport at the time?
How did people make money?
• 8 out of 10 worked in countryside
• Subsistence farming
• Cottage industries - factories rarely
employed more than 50 people
• Handmade – buttons, needles, cloth,
bricks, pottery, bread etc.
• Developing towns – Liverpool,
Birmingham, Glasgow
How many objects do you
have about you or can you
see in the room that are
handmade?
Welsh spinsters
What HAPPENED??
Name some inventions
TODAY
that have changed your life.
World History Standard: 10.3.1
Analyze why England was the
first country to industrialize.
Industrial Revolution
1750-1850
Agricultural Revolution:
Better Farming methods
Enclosed farms
More Food=more people
Growing Labor Force
Jobless farmers
migrate to cities
New Technology
New sources of power
(steam, coal)
I. Agricultural Revolution 1st
A. Farming methods improved
1. Create better soil; seed drill
2. Crop rotation
a. switch crops each year
3. Enclosures
a. large farms closed in to create
smaller farms
The Enclosure
Movement
Who lost their land?
Where did they go?
What would you do
if the government
passed a law forcing
you off your land?
Yorkshire Dales National Park, in Yorkshire, England.
“Enclosed” Lands Today
Positive and Negative effects of
Enclosures:
• POSITIVE
– Increase food supply
– Increased profits because farmers didn’t need as
many workers (land was smaller)
• NEGATIVE
– Many farmers lost their jobs (land was smaller)
– Many moved from the country to cities in search
of jobs
B. Able to produce (make) more food
w/fewer workers
1. led to higher population [feed more people]
INDUSTRIALIZATION:
Factory/machine made goods
Predict:
Positive
Negative
Factory Production
o
Concentrates production in one place
[materials, labor]
o
Located near sources of power
[rather than labor or markets]
o
Requires a lot of capital investment
[factory, machines, etc.] more than skilled labor.
o
Only 10% of English industry in 1850.
Factory
System
 Rigid schedule.
 12-14 hour day.
 Dangerous conditions.
 Mind-numbing monotony.
II. Why England 1st?
A. Economics
1. New Markets in “New World” brings in $
2. Businesses invest in machinery
3. Banks offer loans to merchants who
invest in new industries
B. Geography
1. Natural Harbors, rivers
a. make TRANSPORTATION easy
2. Natural resources
a. Coal and iron
Early Canals
Britain’s Earliest
Transportation
Infrastructure
Metals, Woolens,
& Canals
Mine & Forge [1840-1880]
 More powerful than water is
coal.
 More powerful than wood is
iron.
 Innovations make steel feasible.
 “Puddling” [1820] – “pig iron.”
 “Hot blast” [1829] – cheaper, purer steel.
 Bessemer process [1856] – strong, flexible steel.
Coalfields & Industrial
Areas
Coal Mining in Britain:
1800-1914
1800
1 ton of coal
50, 000 miners
1850
30 tons
200, 000 miners
1880
300 million tons
500, 000 miners
1914
250 million tons
1, 200, 000 miners
Entrepreneurs set up
factories not in the
t r a d i t i o n a l
populati o n centers
such as London, but
out of town, close to
water power and coal
fields and with easy
acce ss to marke t s.
West-Central England AKA
“Black Country”
Due to smoke clouds from factories burning coal and smelting iron
"Staffordshire and Warwickshire Past and
Present" by John Alfred Langford (1872).
''Dudley"', c 1832', by J. M. W. Turner
Industrial Staffordshire
Why England industrializes 1st Continued….
C. Population growth
1. Result of agricultural revolution:
TRIPLE POPULATION
2. Demand for goods (customers)
3. More workers
4. Growing Middle Class ($)
D. Political Stability
E. Have all FACTORS OF PRODUCTION
i. LAND
ii. LABOR
iii. CAPITAL ($$)
iv. Entrepreneur
World History Standard: 10.3.3
Describe the:
growth of population,
rural to urban migration,
and growth of cities.
I. Urbanization
A. Move from rural (country) to urban (city)
WHY DO PEOPLE MOVE??
PUSH-PULL FACTORS
B. SOCIAL ASPECT: move to cities 4
work; meet new people
C. Problems
1. cheap, overcrowded housing
i. tenements
2. pollution, spread of disease, unsanitary!
Polluted AIR, WATER, STREETS
Not enough HOUSING, EDUCATION OR POLICE
Problems of Pollution
The Silent Highwayman - 1858
New Industrial City
As cities grew, people crowded into tenements and
row houses such as these in London.
by Gustave Dore
II. Workers
A. Many were women=
1. employers could pay them less
B. Poor wages, long hours
(1. 12-14 hours, 6 days a week)
C. Dangerous/unsanitary conditions
Factory Workers at Home
Factory Wages in Lancashire, 1830
Age of Worker
Male Wages
Female Wages
under 11
2s 3d.
2s. 4d.
11 - 16
4s. 1d.
4s. 3d.
17 - 21
10s. 2d.
7s. 3d.
22 - 26
17s. 2d.
8s. 5d.
27 - 31
20s. 4d.
8s. 7d.
32 - 36
22s. 8d.
8s. 9d.
37 - 41
21s. 7d.
9s. 8d.
42 - 46
20s. 3d.
9s. 3d.
47 - 51
16s. 7d.
8s. 10d.
52 - 56
16s. 4d.
8s. 4d.
57 - 61
13s. 6d.
6s. 4d.
Your task
9:30 am
break
6:30 am
get up
8:00 am
start school
Draw a timeline showing a typical
school day. Include breaks and
travelling times as well as leisure
time after school and the time you
normally go to bed.
Compare your
daily routine with
that of a factory
girl working in
Lancashire 1820.
How are they
different?
Daily routine
•
•
•
•
•
•
•
Click to compare with
daily routine of
working girl in 1820s
Lancashire
Hour of rising 5.45pm
Interval for breakfast 6.30-7-.00am
Time for work 7.00-12.00pm
Interval for dinner 12.00-1.00pm
Time for work 1.00-6.00pm
Interval for supper 6.00-7.00pm
Time for going to bed 8.00pm
This is Thurgarton Workhouse in Nottinghamshire. Remembering that most working class
people lived in cramped, overcrowded houses with poor sanitary conditions, how do you think
people might have felt when they were told they were going to work and live in a workhouse
similar to this one?
Were workhouses so bad?
Worker Housing in Manchester
Child Labor in the Mines
Child
“hurriers”
A general view of spinning room, Cornell Mill, Fall River, Mass., c.1908.
Rhodes Manufacturing
Company
Lincolnton, N.C.,
c.1908.
A moment’s glimpse of
the outer world. Said
she was 11 years old.
Been working over a
year.
Bibb Mill No. 1.
Macon, Ga.,
c. 1908.
Some boys and girls were so small they had to climb up on to
the spinning frame to mend broken threads and to put back
the empty bobbins.
The overseer said apologetically, "She just happened in." She was working
steadily. The mills seem full of youngsters who "just happened in" or "are helping
sister.” Newberry, S.C., c.1908.
9:00 p.m. at an Indiana glass works, c.1908.
Peeling Shrimp
Textile Factory
Young “Bobbin-Doffers”
11/5/09 Inventions PPT
World History Standard: 10.3.2
• Examine how scientific and technological
changes and new forms of energy
brought about massive
social, economic and cultural change
Example:
Inventions and discoveries of
James Watt, Eli Whitney, Henry Bessemer,
Louis Pasteur, and Thomas Edison
Richard Arkwright:
“Pioneer of the Factory System”
The “Water Frame”
John Kay’s “Flying Shuttle”
I. James Watt’s Steam Engine
A. Steam: better
source of power
B. Units of Power
named in his
honor
1. watts
Steam Tractor
Steam Ship
Early Steam Locomotive
II. Eli Whitney
A. Invented the Cotton Gin
1. increased cotton production
2. takes the seeds out
III. Henry Bessemer
A. Bessemer Process
1. Quick/cheap steel out of iron
2. used 4 train tracks, bridges etc
“The Great Land Serpent”
The Impact of the Railroad
IV. Railroads
A. Better steel (Bessemer Process)
B. Trains didn’t have to follow a river
George Stephenson's Rocket
locomotive. Photograph, 19th
century.
Railroads on the Continent
V. Louis Pasteur
A. Pasteurization (sterilization of liquids)
1. Increased life of products
i. ex: milk
B. Germ Theory
1. Certain microbes cause infection
"Genius is one percent
inspiration, ninety-nine
percent perspiration."
- Thomas Alva Edison,
Harper's Monthly
(September 1932)
VI. Thomas Edison
A. Invents the phonograph, light bulb
1.Outline of Glass
bulb
2.Low pressure inert
gas (argon, neon,
nitrogen)
3.Tungsten filament
4.Contact wire (goes
out of stem)
5.Contact wire (goes
into stem)
6.Support wires
7.Stem (Glass
mount)
8.Contact wire (goes
out of stem)
9.Cap (Sleeve)
10.Insulation (Vitrite)
11.Electrical contact
Edison cylinder phonograph ca. 1899
World History Standard: 10.3.4
• Trace the evolution of work and labor,
including the demise of the slave trade
and the effects of immigration, mining and
manufacturing, division of labor and the
union movement.
Did conditions get better?
• 1831 govt. inquiry into children’s working conditions in
factories
• 1833 Factory Act passed:
No children under 9, limit of 9 hrs work & 2 hrs schooling
• 1842 Mines Act banned employment of women & children
(under 10) in coal mines
1819 Factory Act
• No children under 9 to work in factories. Children from
9 to 16 allowed to work a maximum of 72 hours per
week with one and a half hours a day for meals.
1833 Althorp`s Factory Act
• Children from 9 to 13 to work a max of 42 hrs
per week; also children 13 to 16 to work a
maximum of 69 hours a week. No night work for
anybody under the age of 18.
1842 Mines and Collieries Act
• Banned all women and children under 10 from
working underground. No-one under 15 years
was to work winding gear in mines.
1847 Fielder`s Factory Act
• 10 hour day introduced for under 18's and for
women.
What led to changes in the work
place???
11/3/09: New Ways of thinking PPT
Criticism of the New Bourgeoisie
Stereotype of the Factory Owner
“Upstairs”/“Downstairs” Life
Private Charities: Soup Kitchens
I. Class Tensions
A. Middle Class
1.Skilled workers, merchants, rich farmers, professionals
2. Middle class has comfortable standard of living
B. Working Class
1. Laborers’ lives not improved
2. Replaced by machines
a. Luddites: destroy machines that replaced them
3. Unemployed workers riot
The Luddites: 18111816
Attacks on the “frames” [power looms].
The Luddite Triangle
The Neo-Luddites Today
Some Positive Effects of
Industrialization
1. new jobs, new inventions
2. More education, cheaper clothes, better
diet and housing
3. Shorter working hours eventually, better
wages and conditions
III. Union Movement
A. Represents a group of workers
B. Response to poor working conditions/low
wages
C. Organize BOYCOTTS, STRIKES,
RALLIES, MARCHES etc
19c Bourgeoisie:
The Industrial Nouveau Riche
IV. Collective Bargaining
A. Try to solve problems
w/employer
B. Negotiations
C. If can’t resolve problem
1. Strike: refuse to work until
demands are met
Peterloo Massacre, 1819
British
Soldiers
Fire on
British
Workers:
Let us die
like men,
and not be
sold like
slaves!
World History Standard: 10.3.5
• Understand the connections among
natural resources, entrepreneurship, labor,
and capital in an industrial economy.
World History Standard: 10.3.6
• Analyze the emergence of capitalism as a
dominant economic pattern and the responses
to it, including Utopianism, Social Democracy,
Socialism, and Communism.
Entrepreneur

Necessary
Resources
Natural
Resources
Labor
Workers
Capital
Machinery/tools/$$

CONSUMER GOODS:
THINGS SOLD TO CONSUMERS
V. Capitalism
A. Goal: profit and private
ownership
B. Factors of production are
own privately
C. Adam Smith: Laissez-faire
1. Free Market; competition
will lead to lowest price
D. Negative: Profits for
owners/investors NOT workers
Utopianism
A. Goal: people
live/work together
B. Share everything
C. Cooperation
VI. Socialism
A. Goal: Factors of Production
shared by the people
B. Believe capitalism causes
problems
(child labor/low wages/poverty etc)
Socialists believed
Equality would end conflict
VII. Communism
A. Goal: Workers take control of
all factors of production by
REVOLUTION
B. Karl Marx and Friedrich Engels
1. Communist Manifesto
a. Struggle between social classes
b. Need a CLASSLESS society to end
struggles for wealth and power
The Socialists:
Utopians & Marxists
 People as a society would operate and own themeans of
production, not individuals.
 Their goal was a society that benefited everyone, not just
a rich, well-connected few.
 Tried to build perfect communities [utopias].
VIII. Social Darwinism
A. Survival of the Fittest
B. The strongest will
survive, the weak will
die out
David Ricardo
 “Iron Law of Wages.”
 When wages are high,
workers have more
children.
 More children create a
large labor surplus that
depresses wages.
The Utilitarians:
Jeremy Bentham & John Stuart Mill
 The goal of society is the greatest good for the
greatest number.
 There is a role to play for government intervention to
provide some social safetynet.
Name that Gov’t
• Wal-Mart
• Strongest group will survive
• Shared ownership of Factors of
production; w/ a revolution
• Shared ownership by the people
• Private ownership/profits
Thomas Malthus
 Population growth will
outpace the food supply.
 War, disease, or famine
could control population.
 The poor should have
less children.
 Food supply will then keep
up with population.
World History Standard: 10.3.7
Describe the emergence of
Romanticism in art and literature
(Poetry of W. Blake and W. Wordsworth)
Social criticism (novels of Charles Dickens)
and the move away from Classicism
11/5/09 Art Mov’t/Ch 6.4 Chart
19th Century Art, music, literature
I. Classicism
A. Traditional art
B. Reason/order
II. Romanticism
A. Reaction to Classicism
B. Emphasize love, romance,
emotion
Ludwig Van Beethoven
III. Social Criticism
A. Art that identifies problems in society
B. Socialist Writers concerned with
problems from Industrial Rev
1. Charles Dickens, Hard Times
a. Discusses problem of Industrial
Rev.
Charles Dickens
The Life of the New Urban Poor: A Dickensian
Nightmare!
By 1850:
Zones of Industrialization on the European Continent
 Northeast France.
 Belgium.
 The Netherlands.
 Western German states.
 Northern Italy
 East Germany  Saxony
Industrialization By 1850
Bibliographic Sources
)
“Images of the Industrial Revolution.”
Mt. Holyoke College.
http://www.mtholyoke.edu/courses/rschwart
/ind_rev/images/images-ind-era.html
)
“The Peel Web: A Web of English History.”
http://dspace.dial.pipex.com/mbloy/ceight/primary.htm