Industrial Revolution

1. Industrial Revolution Chapter 21

2. Crystal Palace: The location of the Great Exhibition in 1851 in London, an architectural masterpiece made entirely of glass and iron • Iron Law of Wages: Theory proposed by English economist David Ricardo suggesting that the pressure of population growth prevents wages from rising above the subsistence level • Class-consciousness: An individuals sense of class differentiation • Water Frame: A spinning machine created by Richard Arkwright that had a capacity of several hundred spindles and used waterpower; it therefore required a larger and more specialized mill – a factory. • Combination Acts: English laws passed in 1799 that outlawed unions and strikes, favoring capitalist businesspeople over skilled artisans. Bitterly resented and widely disregarded by many craft guilds, the acts were repealed by Parliament in 1824 • Spinning Jenny: A simple, inexpensive, hand-powered spinning machine created by James Hargreaves in 1765 • Separate Spheres: A gender division of labor with the wife at home as mother and homemaker and the husband as wage earner • Rocket: The name given to George Stephenson’s effective locomotive that was first tested in 1830 on the Liverpool and Manchester Railway at 16 miles per hour

3. Steam Engine: A breakthrough invention by Thomas Savery in 1698 and Thomas Newcomen in 1705 that burned coal to produce steam, which was then used to operate a pump; the early models were superseded by James Watt’s more efficient steam engine, patented in 1769. • Luddites: Group of handicraft workers who attacked whole factories in northern England in 1812 and after, smashing the new machines that they believed were putting them out of work • Industrial Revolution: A term first coined in the 1830s to describe the burst of major inventions and economic expansion that took place in certain industries, such as cotton textiles and iron • Mines Act of 1842: English law prohibiting underground work for all women and girls as well as for boys under ten • Tariff Protection: A government’s way of supporting and aiding its own economy by laying high taxes on imported goods from other countries, as when the French responded to cheaper British goods flooding their country by imposing high tariffs on some imported products • Factory Act of 1833: English law that led to a sharp decline in the employment of children by limiting the hours that children over age nine could work and requiring younger children to attend factory-run elementary schools • Economic Nationalism: Policies aimed at protecting and developing a country’s economy

4. Britain was the first industrial nation. Why? • People in England were no more than 50 miles from water • 2nd in agricultural production; allow for more money to be spent on goods rather than food • Established colonies and holdings across the Atlantic provide market • Cottage industry and rural wage earners were mobile • Government stability with central bank and few gov’t controls • Positive attitude toward commercial and industrial expansion • No competitor because much of continental Europe was fighting

5. Why did the cotton-spinning jenny and the water frame prove a crucial breakthrough for industrialization? • Spinning Jenny • Inexpensive and handpowered • Easy to use for easier access to all classes, not just elites • Water Frame • Capacity of several hundred spindles • Used water power (introduction to hydro-electric power) • Required larger, specialized mill  led to factories • Brought it out of city • Allowed for production beyond what person could previously handle • Overcome constant shortage of thread and led to cotton goods becoming much cheaper and widely demanded • Cotton v. Wool or Flax?

6. How did the industrialists change as the Industrial Revolution developed? • Early pioneers came from a variety of backgrounds • Artisans, skilled workers, and ethnic and religious groups found opportunities to prosper • As industrialization developed, became more difficult for people of modest background to gain fame and fortune • Formal education and training became more important as machines were more complex • Leading industrialists were more likely to have inherited wealth

7. Why did both mill owners and families initially favor the family unit form of employment? • Families earned more money and continued work practice they were accustomed to • Parents able to watch over children while they worked • mill owners permitted parents to discipline their children so firm discipline of workshop would be socially acceptable • Increase in factories led to need for more workers • Wage paid to the head of family • Children worked same hours as parents • Factory Act of 1833 • Children 9-13 worked eight hours/day • Children 14-18 worked twelve hours/day • Children under 9 attended factory-run elementary schools

8. How did continental European countries, when they began to industrialize after 1815, have advantages that Great Britain had lacked? • Advantages on Continental Europe • Strong traditions of trade and urban crafts able to adapt to new market conditions • Borrow technology from Great Britain • Hire the engineers who built and ran the machinery • Stage governments willing to provide aid • Disadvantages on Continental Europe • Lacked unpaid slave labor that England had • Had to compete with England • Wars destroyed territory • Was illegal for Englishmen to leave England

9. Technological innovation was critical to the industrial development of Britain. Assess the impact of technology on the British economy by examining innovations in textile production. • Problems that called for industrialization • Expansion of agriculture • Bottleneck in cottage system and inability to keep up with demand • Shortage of energy (wood was overharvested) • Increased population demanded more job opportunities • Growing market (including American colonies) • Role of Railroads? • Hargreaves spinning Jenny • Arkwright  water frame • Crompton  spinning technique requiring more power • Watt  more efficient steam engine • Boosted economy by being able to supply more and provide to more markets • Prevented the economy from being susceptible to collapse

10. The Industrial Revolution profoundly affected the British working classes. Describe its impact on working-class men, women, and children. Overall, was the Industrial Revolution beneficial or harmful for the working class? • Employment opportunities • New group of factory owners and industrial capitalists arose • Huge group of factory workers • Working and Living Conditions • Workers had to keep up with machine and follow tempo • Show up every day, on time and work long, boring hours under strict supervision • Punished for breaking rules • Sexual division of labor • Separate spheres • Education • Formal education important as a means of success and advancement; expensive, most industrialists likely to inherit enterprises • Political Rights • Combination Acts – outlawed unions and strikes • Changing patterns of employment • Apprentices to family units to male-dominated workforce

11. Explain how available forms of credit catalyzed or inhibited the Industrial Revolution in different countries. • Britain had effective central bank, Bank of England, France did not • State guarantees of debt and private bonds facilitated construction of railroads in Prussia and France • Decreases risk of investment • Creation of limited-liability corporate banks, first in Belgium in 1830s and later in France and Germany • Provisions to reduce debt-financing requirements for its stock holders • Shed conservative nature of continental banks • Reduces risk for investors

12. What was the impact of industrialization on the women of Britain? How does the evidence of the Ashley Mines Commission in “listening to the Past” (page 676) broaden our understanding of this process? How have historians interpreted these changes? Were these changes positive or negative? Why? • Women began becoming a part of the manual labor • First attempt to get women more opportunity outside home-life • Family units • Mines Act (1842) • Dangerous jobs, like mining, restricted to women and children • Protested against by women because mining provided high wages • Separate spheres • Encouraged women to remain house-wives while men earned money • Tend to apply to married women who no longer would have need to be financially independent • Once first child appeared, women worked more at home • When married women worked, they were from poor families • Married or widowed women worked with young unmarried women who worked full-time • Low-paying dead end jobs • Single women were segregated from men because they were “more likely to form liaisons, initiate courtships, and respond to advances.”

13. While Britain was the “workshop of the world,” industrialization began to spread to the European continent soon after the fall of Napoleon in 1815. Trace the course of industrial development on the continent. What were the key features of this development? What were the positive and negative aspects of being a follower nation? • Industrial development on continent • Emigration of British experts • Importance of government policy (state regulated) • Use of foreign specialists • Spread of industrial technology • Unique aspects of continental industrialization • Greater role of state even though higher costs associated with railroad construction • Benefits of being a follower economy • Strong, stable governments • Artisanal laboring tradition • Wealth and natural resources • Access to latest technology • Negative aspects of being a follower economy • Greater costs in technology • Resistance of Landowning elites • Napoleonic Wars devastated continental Europe • Low prices of British mass-produced goods

14. While Britain was the “workshop of the world,” industrialization began to spread to the European continent soon after the fall of Napoleon in 1815. Trace the course of industrial development on the continent. What were the key features of this development? What were the positive and negative aspects of being a follower nation? • Growth patterns in Europe: • Belgium first country on continental Europe to adopt British technology (William Cockerill) • Germany and US begin industrialization in 1860 • Eastern and Southern Europe began industrialization after 1880

15. How did the Industrial Revolution impact political and economic thought in eighteenth- and early-nineteenth-century Europe? • Separate spheres for men and women • Thomas Malthus • Argued that population would always increase faster than food supply • Eating up gross national product • Only hope of warding off population growth (besides war, famine, and disease) was for people to marry later in life • David Ricardo • “Iron law of wages” • Wages would always be just high enough to keep people from starving due to population growth • Friedrich List • Economic nationalism • Growth of industry was of utmost importance to reduce poverty; Defend the nation by promoting a state that wasn’t weak • Supported state railroad building and uniform tariffs/tariff protections and customs unions • Denounced Britain’s strategy of free trade

16. How did the Industrial Revolution impact political and economic thought in eighteenth- and early-nineteenth-century Europe? • Friedrich Engels • Condition of the Working Class in England • Middle classes guilty of “mass murder” • Studied conditions in England and denounced middle class saying new poverty of industrial workers was worse than old poverty • Competition and capitalism led to problems • Friends with Marx • Robert Owen • Enlightened employer and social reformer • Argued for more human standards • Testified and advocated for the end of employment of young children • Called for a single large national union for British workers • Industrial Works become political force as they organize • Unions banned by Combination Acts • Leads to increase in anti-capitalistic sentiments • National Union in 1830 fails • Chartists • Commission to investigate conditions: Factory and Mines Act

17. The Industrial Revolution not only transformed British industry and society, it called forth a multifaceted reform effort to cope with the societal problems created by industrialization. What were the goals and motivations of both the parliamentary reform movement and the labor movement in nineteenth-century Britain? What were their successes and failures? • Problems in industry • Working conditions, living conditions, class conflict, exploitation • Reform Effort • Factory Act of 1833 • Mines Act of 1842 • Robert Owen: argued for better standards • Working class itself organized politically, to improve working and living conditions and to ensure higher wages, job security and benefits • Rise of class-consciousness • Combination Acts: outlawed unions and strikes • Successes: Factory and Mines Acts • Failures: Owens schemes of reform and aim of Chartist movement (right to vote)

18. DBQ 10 • As a group, examine DBQ 10 and complete the following for an AP score of 9: • Write a thesis • Everyone write your own, then work together to construct as strong a thesis as possible • Create groups for your thesis • Include which documents tie in to each argument • Identify Points of Views • Write how you would incorporate them into your argument • Conclusion • Wrap up argument without merely re-writing thesis

19. Is workers suffering legitimized by benefits reaped by industrialization? • Were the Factory Acts’ restricting hours beneficial to families? • Industrialization change gender roles or furthered changes in progress • Is necessity the mother of invention? If it isn’t, what is? • The Industrial Revolution largely took off due to government influence (mercantilism, slave trade, banks in England and direct government intervention on Continental Europe)...With that in mind, is free enterprise or gov't intervention best for an economy to advance?

20. Crystal Palace: The location of the Great Exhibition in 1851 in London, an architectural masterpiece made entirely of glass and iron • Iron Law of Wages: Theory proposed by English economist David Ricardo suggesting that the pressure of population growth prevents wages from rising above the subsistence level • Class-consciousness: An individuals sense of class differentiation • Water Frame: A spinning machine created by Richard Arkwright that had a capacity of several hundred spindles and used waterpower; it therefore required a larger and more specialized mill – a factory. • Combination Acts: English laws passed in 1799 that outlawed unions and strikes, favoring capitalist businesspeople over skilled artisans. Bitterly resented and widely disregarded by many craft guilds, the acts were repealed by Parliament in 1824 • Spinning Jenny: A simple, inexpensive, hand-powered spinning machine created by James Hargreaves in 1765 • Separate Spheres: A gender division of labor with the wife at home as mother and homemaker and the husband as wage earner • Rocket: The name given to George Stephenson’s effective locomotive that was first tested in 1830 on the Liverpool and Manchester Railway at 16 miles per hour

21. Steam Engine: A breakthrough invention by Thomas Savery in 1698 and Thomas Newcomen in 1705 that burned coal to produce steam, which was then used to operate a pump; the early models were superseded by James Watt’s more efficient steam engine, patented in 1769. • Luddites: Group of handicraft workers who attacked whole factories in northern England in 1812 and after, smashing the new machines that they believed were putting them out of work • Industrial Revolution: A term first coined in the 1830s to describe the burst of major inventions and economic expansion that took place in certain industries, such as cotton textiles and iron • Mines Act of 1842: English law prohibiting underground work for all women and girls as well as for boys under ten • Tariff Protection: A government’s way of supporting and aiding its own economy by laying high taxes on imported goods from other countries, as when the French responded to cheaper British goods flooding their country by imposing high tariffs on some imported products • Factory Act of 1833: English law that led to a sharp decline in the employment of children by limiting the hours that children over age nine could work and requiring younger children to attend factory-run elementary schools • Economic Nationalism: Policies aimed at protecting and developing a country’s economy