Please do not talk at this time. Dec 9

1. Please do not talk at this time. Dec 9 HW: All make up or missing work from Assign. 42 on due Mon Dec 16. Please set up a piece of paper like this: Pg.63A: Life Before and After the Industrial Revolution- Video Notes Life Before the IR Life After the IR As we watch the Video, fill out the left side of this T-Chart

2. Announcements • Last day to turn in work from assignment 42 on is Dec. 16th. I will accept Cornell Notes, Writing Assignments, and Critical Thinking Assignment. I will accept the Latin America Charts but not the Project. • Study Guide for the World Studies Final is On Line. Download your own copy or if you need me to print one for you, let me know. The final is Multiple Choice and covers the Industrial Revolution.

3. Life before the Industrial Revolution United Learning. 2003.Discovery Education. December 2, 2008.http://youtu.be/h235t89WpYU Now take a minute to add anything else you know about life before and after industrialization to these notes….

4. Social Classes Before the IR Upper Class Middle Classes Lower Class $$$$$ $$ $ Nobles Merchants, Artisans Peasants = Farmers

5. Nobles Middle Class grows the Most! Education makes it possible to make more $ Skills No education, No skills, No $

6. QUESTION: What new class was growing larger and gaining power? Why? What kinds of professions did they have?

7. Economic System before the IR • Mercantilism- Economic system where government controls trade with colonies to accumulate wealth (gold). • In this system, colonies (and the English citizens that live in them) can ONLY trade with England • They can ONLY buy British goods (not the cheapest or best goods) • They can ONLY sell goods to England. Gold for England !!!!!!!!!!!!

8. Economic System after the IR • Capitalism-Economic system based on competition, private property, and the pursuit of profit in a free market economy (without government controls). • People compete in business to make money without regulation from gov't. Everything is allowed! • Businesses are always looking for a better way to make products cheaper and sell them for more money. Laissez-Faire- Hands off, without regulation or oversight.

9. Philosophers of Industrialization Adam Smith- Wealth of Nations • Law of self – interest • Law of competition • Law of supply and demand- People will make what people want to buy. • Opposed to government helping poor workers (Laissez faire Capitalism) • People should be in charge of their own fate! • Just give the system a chance and it will sort itself out.

10. Adam Smith Mini DBQ- Pg 64A/B • Here are two Adam Smith Readings • Look at the one on Self Interest and answer the questions. • What is Smith saying about how people make decisions? • Now look at the one on Competition. • Why does Smith think competition is important?

11. Please do not talk at this time. Dec 10 HW: Please do Notes ANY STYLE for Chapter 9, Sec. 4 Due Friday. All make up or missing work from Assign. 42 on due Mon Dec 16. What to Bring to the Final: A pencil An eraser Your brain Water/coffee/tea

12. How to play: • Wager a token • Count to three • After Three, make one of the following hands: • Winner keeps BOTH tokens! You MUST keep playing as long as you have tokens When you run out of Tokens answer the questions on the next page… Rock, Paper, Scissors

13. Adam Smith Mini DBQ- Pg 64A/B • Here are two Adam Smith Readings • Look at the one on Self Interest and answer the questions. • What is Smith saying about how people make decisions? • Now look at the one on Competition. • Why does Smith think competition is important?

14. The game Rock, Paper, Scissors is a great simulation of Capitalism. As you play, notice how what you do affects your ability to win. Also, notice who is getting a LOT of tokens and who is losing ALL their tokens. Capitalism Simulation

15. Rock, Paper, Scissors-Put this on a piece of paper You have LOST! Answer these questions for points on this assignment: • How did you feel at the start of the game? • How did you feel when you ran out of tokens k,and had to quit the game? Explain. • What tactics could you have used to get back into the game? Why didn’t you use them? • Is this game fair? Why or why not? • What action could the teacher take, if any, to make this game more fair? Should the teacher make this change in the game?

16. Rock, Paper, Scissors How to play: • Wager a token • Count to three • After Three, make one of the following hands: • Winner keeps BOTH tokens! You MUST keep playing as long as you have tokens When you run out of Tokens answer the questions on the next page…

17. Uneven Distribution of wealth Economic Systems: Capitalism Competition Win/Lose Game The poor are Unhappy and want change Social Unrest Candiless Masses Unhappy and want change Some cheating happens Alternative economies suggested Some cheating happens Alternative rules suggested Option 1: Gov. takes some of the $ from rich to give to the poor Option 2: Gov. collects all $ and redistributes it equally Option 1: Teacher takes candy from Wealthiest and gives some to those without Option 2: Teacher collects all and redistributes it equally Socialism Communism Uneven Distribution of candy

18. Pg. 65B

20. Tell your partner: Why do people LOVE Capitalism? Why do people HATE Capitalism? Also, Get a note guide for today…. Responses to Capitalism- Pg 66A

22. Who gets the job? A new job opens in a factory and the factory manager goes outside to find a new worker to hire. There are 20 people waiting for a job… The First person the manager talks to says: “I need $3 a week, because I have a wife and a kid, but I’ll work hard.” The Second person says: “I need $2 a week, because its only me and the wife.” The Third person says, “I’m a bachelor. I only need $1 a week.” Who does the manager Hire? A woman walks up and says: “I’ll work for $0.50 a week!” Then a kid walks up and says: “I’ll do the job for $0.40! Please mister, give me a chance!” Who gets the job now?

23. Unfortunately, while Capitalism does create winners…someone has to be the loser in the competition Capitalism brings.…And eventually, because of how pure competition works, there are many more “losers” than “winners”. Soon, the losers, the working poor, have very little to lose indeed!

24. Please do not talk at this time. Dec 11/12 HW: HW: Please do Notes ANY STYLE for Chapter 9, Sec. 4 Due Fri. All make up or missing work from Assign. 42 on due Mon Dec 16. Final Study Guide ON Line NOW. Please get out your notes from last time… Responses to Capitalism- Pg 66A

25. What to Bring to the Final: A pencil An eraser Your brain Water/coffee/tea

26. The problem • Masses of working poor with No Future (and little to lose) • No Legal protections for workers • An economy based on the labor of the lower class • A Government turning away from Mercantilism (government control of the economy) Leads To… Social Unrest from the Working Class

27. The Luddites: 1811-1816 Attacks on the “frames” [power looms]. Ned Ludd [a mythical figure supposed to live in Sherwood Forest]

28. Please get a Luddites SACPgs 67 A/B • Please get 1 set of Luddite papers (2 pages) per person and 1 folder per pair. • In the folder are Blue papers (the documents!) and Yellow papers (the Questions!) • Today you will discuss the questions but you do not need to write down the answers.

29. Luddites Preview- Were the Luddites terrorists or freedom fighters? • Terrorist:someone who uses illegal force and violence against people or property to intimidate a government or the people of that government to further their own political or social objectives (this is the FBI’s definition) • Freedom Fighter: a person engaged in a resistance movement against what they believe to be an oppressive government or organization to obtain freedom and rights for themselves and others.

30. Directions: • READ the documents in the document set. DISCUSS THE GUIDING QUESTIONS as a pair. DO NOT WRITE DOWN ANSWERS. These will help you find evidence and guide your discussion. • After reading each document and discussing the questions as a group, decide if the document supports the idea that the Luddites were terrorists or freedom fighters. Record a quotation/piece of evidence from the document on your graphic organizer. You may use multiple quotes from each document!

31. Debate: • I will tell you what side you will be arguing. Be ready to defend that position in our class debate. • Now we will debate this issue. Make sure your argument defends your assigned position. Think Historically! Use Historical Point of View!

32. Consensus: • After discussing each document and listening to the debate, reach a final consensus with your partner: were the Luddites terrorists or freedom fighters? Be sure to back up your views with evidence from the documents, and to consider the counterargument. • Record your consensus on the graphic organizer.

33. Please do not talk at this time Dec 13 HW: All make up or missing work from Assign. 42 on due Mon Dec 16. Please get out your Responses to Capitalism Notes- Pg 66A Get your 9.4 Notes out to be checked off. Pass Back Papers!

34. Ideas for fixing an economically unequal society: • Socialism- A mixed economy where government controls some parts of the economy while private business controls the rest.  Government uses control to redistribute some wealth for the public good. • Communism-  Economic system based on Marx’s Theory where the economy is centralized. Government controls wealth (resources and production) and redistributes it equally among the people.  • Capitalism  Socialism  Communism • Business Only Business/ Gov’tGov’t Only

35. Hey Look- Capitalism is Unfair! (and leads to angry mobs!) Wanted government to help Lower Class (economically, politically) Utopian ideas – good working conditions for workers are good for everyone! Socialism: government should help redistribute wealth to give lower class a chance and to support society as a whole by taking money from the very rich to pay for important social programs. This means some taxes and some regulation. Socialism

36. Karl Marx and Friedrich Engels The Communist Manifesto History is a class struggle – “haves” (bourgeoisie) and “have nots” (proletariat) Predicted that workers would lead revolution to overthrow owners Marxism: Radical Socialism (and Communism)

37. Marx’ View of (Future) history…Put this Timeline on the back of your notes Large proletariat (industrial workers) revolt: seize factories and produce needed goods Classless society = pure communism Factories drive small artisans out of business Workers control government Workers share profits, create economic equality Cooperative living and education Few manufacturers own all the wealth Marx believes: Capitalism will eventually end in pure Communism!

38. Please do not talk at this time Dec 16 HW: Bring your Industrial Revolution Study Guide! Please get out your Responses to Capitalism Notes- Pg 66A Please get out your 9.4 Cornell Notes also. Please take a moment to turn in ALL your make up Work Now.

39. So what Really happens in England?We don’t have any Communist countries (the way Marx saw them) today… No Dictatorship of the Proletariat exists, so what happened?

40. Responses to the Violence Workers realized that factory owners would continue to take advantage of workers by: • paying low wages for long hours • employing women and children for lesser wages • introduced machines which created unskilled, boring work • making workers keep up with the speed of machines • work conditions that were unsafe, unsanitary, and badly lighted Individual bargaining was ineffective because bosses • didn’t have to meet the worker’s demands • could fire an individual without hurting production

41. What advantage is there to keeping workers poor, hungry and tired?

42. The solution: COLLECTIVE BARGAINING: uniting as a group to press demands on bosses as one unit. What one worker gets, they all get. All the workers together could threaten a strike to shut down production. That would effect the factory owners! To bargain collectively, workers formed labor unions

43. Labor Union Goals Main Goals: • Higher wages • Shorter hours • Safer working conditions • Compensation for injuries or sickness caused by the work Other Goals • Access to education • Access to political power through the Vote

44. What does education and the right to vote get you?

45. Unions gained strength because: • size of corporations made workers realize the need to organize • large mills and factories allowed workers the opportunity to organize • labor leaders had gained experience • Strikes (when all the workers in a factory refuse to work) were very effective • courts began to have a more favorable attitude toward unions • Because of these strengths, Law courts outlawed unions until 1824!

46. Government Reforms • Abolitionof slavery in the colonies in 1832- to raise the price of wages in Britain • New Poor Law [1834] – indoor relief.*Poor houses. • Sadler Commissionto look into working conditions *Factory Act[1833] – child labor: restricted the age and number of hours of work for children in factories*Ten Hours Act of 1847limited the work day for women and children to 10 hours. • Reform Bill[1832] – broadens thevote for the cities and redistributed seats in Parliament

47. Please get out Pg.68A Industrial Age Problem Solving Assignment Read these real life examples of Capitalism and its effects…Which response do you prefer? Why? Can you figure out which response is Laissez Faire Capitalism, Utilitarian Socialism and Communism?

48. Please do not talk at this time Dec 17 HW: Study for Finals How Does this picture show the changes of the industrial Revolution?

49. What to Bring to the Final: A pencil An eraser Your brain Water/coffee/tea

50. IR Test Study Guide!