Agenda

1. Agenda • Things to Get: • Guided notes off back shelf • Things to Do: • Opener Video Questions • Lecture: Effects of the Industrial Revolution • Child Labor Activity • Con’t Lecture • Industrial Pollution Activity • I can… • I can explain how the Industrial Revolution changed society Again… Groups of 3 choose wisely…

2. Opener 1. What was life like prior to the Industrial Revolution in England and America? 2. What resources powered the new machinery? 3. Where did mechanization start? 4. Why were railroads important? 5. What class of individuals emerged? 6. The Industrial Revolution gave wealth to some and jobs to others but at what cost? Name three. 7. Summarize the ten year old girl’s testimony of working conditions in a New England textile mill. 8. Why were unions and associations created and what did they fight for? https://www.youtube.com/watch?v=LbAOseDs3KY • 3:30

3. The Industrial Revolution • Effects

4. Historical Overview • First Industrial Revolution • Rise of textiles, railroads, iron, coal • Second Industrial Revolution • Steel, chemical, electricity, petroleum, light bulb, telephone, radio waves across the Atlantic, streetcars, subway, internal combustion engine, department stores • Caused… • Two economic zones • Great Britain, Belgium, France, Netherlands, Germany, West part of Austria-Hungry, Northern Italy become Industrial economy • Still Agrarian - Southern Italy, Austria-Hungary, Spain, Portugal, Balkan kingdoms, Russia • Provided the industrialized countries with raw goods

5. Changes to Society • Industrial Middle Class • Industrial capitalism- an economic system based on industrial production • Produced the industrial middle class • The bourgeois were people involved in banking, professionals (lawyers, teachers, doctors, government officials) • People who built factories, bought machines, figured out where markets for goods (where to sell goods)

6. Changes to Society Industrial Working Class • Worked in wretched conditions • Hours ranged from 12-16 hours a day; 6 days a week, ½ hour for lunch and dinner • No job security • No minimum wage • Worst conditions were in cotton mills and coal mines • Average life span of someone in the city was 17 and 36 in the countryside

7. Changes to Society Industrial Working Class • Women and children were 2/3’s cotton industry workforce by 1830 • Factory Act of 1833 reduced children working • 9 minimum age for employment • 9-13: work 9 hrs. a day • 13-18: work 12 hrs. a day • 50% of the workforce were women before 1870 • Unskilled labor • Paid less than ½ of what men received • 1844- excessive hours for women were outlawed

8. Child Labor Analysis – 10 minutes As you read the articles on child labor; answer the following questions in your guided notes: • How young might a child worker have been during this time? • What jobs did the children do? • Why did businesses feel they were “helping” the children? • The industrial revolution was a time of few________________ _________________ on working conditions and hours. • Why were businesses and families against the Fair Labor Standards Act of 1938? • What accidents did Breaker Boys face? What sort of work did they do? • What did a Match Girl do? What was the average age? What was the most common health issue among Match Girls? • What did newsies do? How might their situation have been better than the Breaker Boys and Match Girls?

9. Child Labor Analysis As you read the articles on child labor; answer the following questions in your guided notes: • How young might a child worker have been during this time? 4 2. What jobs did the children do? Working on machines, selling newspapers, breaking coal 3. Why did businesses feel they were “helping” the children? Feeding them, keeping them from starving 4. The industrial revolution was a time of few___________ ____________ on working conditions and hours. Government regulations 5. Why were businesses and families against the Fair Labor Standards Act of 1938? Businesses liked cheap labor, families needed the extra money 6. What accidents did Breaker Boys face? What sort of work did they do? Loss of fingers/limbs, asthma, cancer – broke up coal chunks, separated rocks 7. What did a Match Girl do? What was the average age? What was the most common health issue among Match Girls? Made matches, 13-16, missing teeth 8. What did newsies do? How might their situation have been better than the Breaker Boys and Match Girls? Sold newspapers – they were their own bosses, bought newspapers and sold at a profit

10. Child Labor Activity • We are going to clean this whole room in 5 minutes. • Each of you will be assigned a job • Wash board • Stack chairs • Clean tables • Flip and stack tables • Wash floors by hand • If we do not get it done in 5 minutes everyone will get a 0/40 for today’s participation points.

11. Child Labor Activity – Textile Production Shirt Origami • Make a shirt using half a sheet of paper or a dollar bill Step 1: • Watch the video and complete. Step 2: • The lights will be turned off and loud noises of factory work will play • You MUST complete a shirt in 4 MINUTES or you will not get to eat lunch today. • Industrial factory sounds

12. Changes to Society The New Elite • At the top of European society • 5% of the population controlled between 30 and 40% of wealth (what is it today?!) • Composed of landed aristocrats, bankers, merchants • Became leaders in government and military

13. Changes to Society The Middle Classes • Consisted of a variety of groups and the upper middle class formed part of the New Elite • Upper Middle Class • Lawyers, doctors, business managers, etc. • Lower Middle Class • Small shopkeepers, traders, prosperous peasants • White collar workers • Below lower middle class and lower classes • Traveling salesman, bookkeepers, telephone operators, department store sales people, and secretaries

14. Changes to Society The Middle Classes- Values • Victorian England • Believed in hard work • Good conduct associated with Christian morality • Concerned with the right way of doing things • Etiquette books become top-sellers

15. Changes to Society Working Classes • 80% of the European population • Landholding peasants, farm laborers, sharecroppers, • Consisted of many groups • Skilled artisans and unskilled laborers • Day laborers and domestic servants • After 1870, reforms created better conditions in the cities: • Rise in wages, decline in consumer costs, strikes • Gave money for leisure activities, 10 hour work days, and Saturdays off

16. The Filth of the Thames • Read the provided primary document: Observations on the Filth of the Thames • Annotate each paragraph and then summarize the reading in your notes with AT LEAST THREE sentences. • Ultimately, what was the effect of the Industrial Revolution on the natural environment of England? • Industrial Pollution Drawing Activity • https://www.youtube.com/watch?v=4js5gAdHbeo

17. A modern-day depiction…

18. Annotation:Observation of the “Filth of the Thames” • I traversed this day by steam-boat the space between London and Hangerford Bridges (a man traveled into urban London on a steam boat) between half-past one and two o'clock; it was low water, and I think the tide must have been near the turn.  The appearance and the smell of the water forced themselves at once on my attention.  The whole of the river was an opaque pale brown fluid (the river smelled really bad and this person could not see through it because it was so dirty).  In order to test the degree of opacity, I tore up some white cards into pieces, moistened them so as to make them sink easily below the surface, and then dropped some of these pieces into the water at every pier the boat came to; before they had sunk an inch below the surface they were indistinguishable, though the sun shone brightly at the time; and when the pieces fell edgeways the lower part was hidden from sight before the upper part was under water (the white pieces of paper could not be seen after dropping an inch in the water because it was so polluted).  This happened at St. Paul's Wharf, Blackfriars Bridge, Temple Wharf, Southwark Bridge, and Hungerford; and I have no doubt would have occurred further up and down the river.  Near the bridges the feculence rolled up in clouds so dense that they were visible at the surface, even in water of this kind. (The air was so dirty that the sky was almost blacked out. There was a lot of smog).

19. Exit Slip

20. Romanticism Reaction against the reason and stillness of the Enlightenment and Classicism Return to interest in nature and an appreciation of freedom, emotional sentimentality, and spontaneity. Subjects inspire emotional responses, such as “awe” and “longing” Contemporary events used to create effect of immediacy History through the artsRomanticism and Realism

21. 1776-1837 Born in Suffolk, England. Famous for his Romantic landscape paintings Influence of the Industrial Revolution His work shows a response to the filth of the cities It is an idealized image of the small farms that were being lost when large industrial farms are consolidating the small farms. Constable illustrates the pollution found in cities by the dark, “dirty” cloud on the upper left hand side of the painting. Idealization of a lifestyle that will be lost as people could no longer afford to farm their land John ConstableEnglish Romantic Painter

22. The Hay WainJohn Constable 1821

23. The Realist Age • Intellectual Ideas of the period: • Materialism: • Science, technology, and industry can help to understand all truth, solve all problems, and create happiness for humans. • Utilitarianism: • Virtue is based on utility and conduct should be directed toward promoting the greatest happiness for the greatest number of people. • Survival of the fittest (Darwinian theory) • The idea that if an organism is able to the changing environment, that organism will survive. • Once applied to animals, now referred to the survival of businesses • Socialism: • The system in which society, usually in the form of the government, owns and controls some means of production, such as factories and utilities. • Karl Marx’s Communist Manifesto • Everyone is equal: in pay, in status, in goods. • Rising standard of living • Vaccinations, telegraph, public sanitation, electricity allowed for individuals living in an industrialized world live longer and healthier.

24. History through the artsRomanticism and Realism • REALISM • Objective: a truthful objective, scientific, view of the world • Artists wanted to show society as it really was, not romanticized – the harsh realities of life at the time. • Scenes of industrial cities, physical labor, real people who complete the real work. • Artist was thought of as a scientific observer of detail • Movement was heavily influenced by the invention of the camera

25. Gaustave Courbet • 1819-1877 • French • Father of Realist movement in painting • Famous work: The Stonebreakers • Addressed social and controversial issues through his art. • His style encompassed the spontaneity, irregularity, and harshness of real life.

26. The Stonebreakers, 1849

27. Realism and reality • If we look closely at Courbet's painting The Stonebreakers of 1849 (painted only one year after Karl Marx and Friedrich Engels wrote their influential pamphlet, The Communist Manifesto) the artist's concern for the plight of the poor is evident. Here, two figures labor to break and remove stone from a road that is being built. In our age of powerful jackhammers and bulldozers, such work is reserved as punishment for chain-gangs (groups of prisoners). • Courbet depicts figures who wear ripped and tattered clothing and they are set against a low hill of the sort common in a rural French town. The hill reaches to the top of the canvas everywhere but the upper right corner, where a tiny patch of bright blue sky appears. The effect is to isolate these laborers, and to suggest that they are physically and economically trapped • Courbet wants to show what is "real," and so he has depicted a man that seems too old and a boy that seems still too young for such back-breaking labor. This is not meant to be heroic: it is meant to be an accurate account of the abuse and deprivation that was a common feature of mid-century French rural life. • Like the stones themselves, Courbet's brushwork is rough—more so than might be expected during the mid-nineteenth century. This suggests that the way the artist painted his canvas was in part a conscious rejection of the highly polished, refined Neoclassicist style that still dominated French art in 1848. • Perhaps most characteristic of Courbet's style is his refusal to focus on the parts of the image that would usually receive the most attention. Traditionally, an artist would spend the most time on the hands, faces, and foregrounds. Not Courbet. If you look carefully, you will notice that he attempts to be even-handed, attending to faces and rock equally. In these ways, The Stonebreakers seems to lack the basics of art (things like a composition that selects and organizes, aerial perspective and finish) and as a result, it feels more "real."

28. Realism and Social Class • Objective: • To understand how social structure changed during the Industrial Revolution • Background: • During this time period, Realist artists and photographers used visual media (pictures) to illustrate changing social classes and structure due to the Industrial Revolution. • Assignment: • After you read the source provided, annotate the painting in the margin, to show the changing social structure of the time period. Make sure you choose something from EACH of the five bullets provided. Time allotted: 10 minutes

29. Exit Slip • Using the images, identify and explain two benefits and two negative impacts of the Industrial Revolution.