An Atlantic Industrial Revolution

1. An Atlantic Industrial Revolution Mark Levengood CPCC Teaching Demonstration July 7, 2010

2. Reading Assignments • Textbook • Bronte, Shirley, excerpts online • Dickens, Hard Times, excerpts online • Luddite readings

3. Online Discussion Question #1 • When you think of the Industrial Revolution, what terms, images, ideas, goals come to mind? • Answer this question in your online journal space • Read the posts by your group members and respond to at least one

6. Online Discussion Question #2 • Which image best represents the word “industrial”? Why? • Cut two segments from your chosen image (using Jing) that support your case • Paste the two new images into your journal space • Provide at least 2 sentence explanation for each image

7. Outcomes • After this class you should be able to: • Evaluate your preconceptions of industrial revolution • Compare preconceptions to Atlantic connections • Describe British conditions that led to I.R. • Compare industrial society to prior social-economic forms • Describe various parts of Atlantic economic system and their connections to I.R.

8. Outcomes (continued) • After this class you should be able to: • Describe and evaluate issues of power, control, and exploitation in the Atlantic system • Describe slave, working-class, and colonial contributions to British and U.S. industrial growth • Describe and analyze the ideas and critiques of industrial production and the Atlantic system

9. CPCC Core Competencies • This class should address these core competencies: • Communication skills (individual, group, written, oral, online) • Critical thinking (analysis, application) • Personal growth (diversity, global ed., econ. & social ethics, arts & culture, contributing to group) • Use of information technology (Blackboard, Jing image software, online discussion)

10. Previous Topics • After this class, you should be able to connect or compare industrial capitalist development to these previous topics: • Feudalism • Mercantile capitalism • Guild production • The Enlightenment • British Enclosure Movement • The French Revolution

11. Part I: Industrial Revolution in Britain, 1760-1850 • What shape did industrial development take in Britain? • What advantages did Britain have that made it the center of I.R.? • Water, coal for power • Artisans to build machines • Available labor – why? • Raw materials – from where? • Markets for sales – where?

12. From Household to Factory Household production: Why do people like to work from home in today’s society? Spinning wheel; making yarn at home

13. Hand loom; making cloth at home

14. machinery power factory materials market transport transport workers finance

15. Making the Factory Definition: “The term factory, in technology, designates the combined operation of many orders of workpeople, adult and young, in tending with assiduous skill a system of productive machines continuously impelled by a central power.” Andrew Ure, Philosophy of Manufactures (1835), 13

16. Definition of Industrial:Student Comments • Major themes: machinery, work, workers, production, making things, making cloth/textiles, manufacturing, tools, technology, factory, time, speed, paycheck, bosses, supervision, work or get fired, be on time, break time, earning a living

17. What was new about the Factory?: Student Images and Comments Machines, Technology, Water Power (student names here) Work Bell, Work Time (student names here)

18. Student Images More than one part of manufacturing process in the same building or place (student names here) Supervision; Supervisors (student names here)

19. Student Images Child labor (student names here) Women workers (student names here)

20. machinery power factory materials market transport transport workers finance What was new about the Factory?: • Power machinery, introduced process-by-process over about 100 years • Capital costs • Location • Structure • Continuous operation • (with people around) • Need for new skills, esp. machine builders and repairmen

21. Factory Discipline • "Profit made in last half-hour" common belief translated into long workday of continuous labor by all hands • regular attendance • punctuality and sobriety • attentiveness to task • continual industry by schedule (eat, relieve self, work when you don't feel well) • no rowdiness, distracting conversation, wandering away from machine • no rebellion against authority or conditions

22. Focus on Time: The Mill Clock mill time, as measured by waterwheel clock time Victorian clock from Pyemore Mill, near Bridport, Dorset J.M. Richards, The Functional Tradition in Early Industrial Buildings, 109

23. What’s Missing Here? machinery power factory materials market transport transport workers finance

24. Motivations?

25. The U.S. Experience • Textiles first • New England, NY, PA • Merchant capital • Stole British technology • Women from farm families – “mill girls” • Cotton from southern slave plantations • Made cheap clothing for middle, working classes, and slaves

27. Textiles in North Carolina • Moved from north for cheaper labor • Closer to cotton grown by slaves, then sharecroppers • Textile labor: typically white women, children, and families • Racially segregated • Agreement between white owners and white workers to exclude black workers from factory work and relatively better pay

28. Atherton Cotton Mills, Charlotte

29. Atherton Workers

30. Problems of Industrial Society • Based on lecture, readings, images:

31. Opposition to Factory System • Luddites • Bronte reading:

32. British Opposition to Factory System • Fight for social change and political representation • Correspondence Committees • Parliamentary Reforms • Anti-monarchical ideas • Whig, then Labor Party in Britain • Labor Movement • Fabians • Revolutionaries

33. Summary of British Industrial Rev. • Most important aspects:

34. Part 2: Atlantic Industrial Connections • Group Exercise: • Break up into discussion groups • Take a second look at ship painting • Use window tool • Find two parts of the painting that you find interesting or confusing • Can you relate these areas to topic of Industrial Revolution?

36. Possible Student Selection

37. Possible Student Selection

38. Student Images and Comments • Major themes: ocean, trade, painting, sailors, captain, transportation not production, not making anything, confusion, not sure why it isn’t industrial, connected to industrial, but not really industrial • Confusion: chains, body parts, is it supposed to be a pretty pic?

39. Which of these aspects of industrial production have connections to the wider Atlantic world? machinery power materials factory market transport transport workers finance

41. Connections • How was the Atlantic plantation system connected to I.R. in Europe and U.S.? • Was the sugar plantation “industrial”? • Were slaves “workers”? • Was the trade in slaves “industrial” in nature? • What, besides technology and wages, defined the Industrial Revolution?

42. African Slave Factory: Industrial?

43. Slave Ship: Industrial?

44. Cuban Sugar Mill: Industrial?

45. Sugar Plantation • Industrial?

46. Sugar Mill • Industrial?

47. New Forms of Consumption • Cheap sugar, textiles, guns, rum • Not just for royalty anymore • Growing middle-class conspicuous consumption • But also working-class consumption • Coffee houses – places to talk politics • Sugar – cheap calories for factory workers • Cheap goods for Atlantic Trade • New consumption patterns tightened relationships, both positive and negative

48. The Ship: Industrial? • A factory at sea • Discipline • Control • Hierarchy • Economic profit • Engaged in Atlantic trade

49. Pirates • What do pirates represent? Blackbeard the Pirate

50. Blackbeard and North Carolina • Blackbeard hijacked French slave ship La Concorde off Caribbean island of Martinique; set slaves free • Ship had been used for at least 3 slaving voyages, around 500 slaves each • 61 died on Middle Passage on last voyage • 16 crew members also died • Blackbeard plundered ships in triangle and Atlantic/Caribbean trade