Open Note Review Quiz – Industrial Age

1. Open Note Review Quiz – Industrial Age 1. What did the first industrial factories in England produce? (what did you make last week?) 2. What did the Factory Act of 1833 outlaw? 3. Name the three factors of production. 4. What invention, by Eli Whitney, actually made slavery in the Americas increase? 5. ____________ is city building and the movement of people to cities. 6. Name the three power sources used for mechanization during the Industrial Revolution. 7. What was the average life span of a factory worker living in the slums of Great Britain in 1842? 8. Name two positive effects of the Industrial Revolution. 9. Before 1870, fifty percent of the industrial work force was made up of what group of people? 10. What new class of people developed that consisted of lawyers, doctors, and managers of factories?

2. GRADE YOUR OWN (if you got it wrong, cross it out and correct – don’t erase!) • What did the first industrial factories in England produce? (what did you make last week?) TEXTILES 2. What did the Factory Act of 1833 outlaw? CHILD LABOR UNDER 9 3. Name the three factors of production. LAND, LABOR, CAPITAL 4. What invention, by Eli Whitney, actually made slavery in the Americas increase? COTTON GIN 5. ____________ is city building and the movement of people to cities. URBANIZATION 6. Name the three power sources used for mechanization during the Industrial Revolution. WATER, STEAM, COAL 7. What was the average life span of a factory worker living in the slums of Great Britain in 1842? 17 8. Name two positive effects of the Industrial Revolution. VARIES: WORKERS RIGHTS, WOMEN WORKING, BETTER STANDARD OF LIVING 9. Before 1870, fifty percent of the industrial work force was made up of what group of people? WOMEN 10. What new class of people developed that consisted of lawyers, doctors, and managers of factories? MIDDLE CLASS _________/20 each question is two points each

3. Industrialization Spreads WHY YOU SHOULD CARE - The Industrial Revolution set the stage for the growth of modern cities and a global economy. Key Terms • Stock – shares, or rights of ownership, sold by entrepreneurs who wanted to invest in large businesses. Share holders became part owner of corporations. (ex. Railroads) • Corporation – businesses owned by stockholders who share in profits but are not personally responsible for its debts. Corporations were able to raise large amounts of capital needed to invest in industrial equipment

4. Industrialization Spreads • Great Britain’s favorable geography and its financial systems, political stability, and natural resources sparked industrialization. • Countries that had conditions similar to those in Britain, such as the United States and on continental Europe, were ripe for industrialization.

5. Development in the United States • Possessed resources similar to Britain • Rivers, coal deposits, iron ore and a supply of laborers from farms and immigration • Blockade of 1812 (Britain) forced entrepreneurs in America to become more independent and develop local resources for industrialization. • Like Britain, the U.S. first industrialized in the textile industry • To prevent competition Britain had forbidden engineers, mechanics and toolmakers to leave the country for fear of loosing technological ideas ($)

6. Development in the United States Samuel Slater – British mill worker, 1789, emigrated to U.S. • Built a spinning machine from memory and partial design • kick-started other development that led to mechanized cloth manufacture Francis Cabot Lowell - Boston, in 1813, further expanded textile manufacturing in Massachusetts • By 1820 the town of Lowell was named after him and was the manufacturing center and model for production in the region. • Employed thousands of young, single women, from rural backgrounds, who had moved to the city Negatives • Girls worked 12 hours, 6 days a week • Were required to follow strict codes of behavior Positives • Paid more than servant jobs of the time • allowed for more independence • leisure time when not working • Many women reported enjoying the self sufficiency and independence

7. Later U.S. Expansion • By the early 1800’s industrial growth was mainly limited to the northeastern regions • U.S. remained largely agricultural until the end of the Civil War in 1865 Technological boom in the late 1800’s • Wealth of natural resources • Oil, coal, and iron • Burst of inventions • Electric light bulb and telephone • Growth of urban populations • New market that consumed manufactured goods • Expansion of railways led to larger cities nationwide • Development of large, powerful corporations • Influenced many dependent industries

8. Why did rail lines first develop in eastern regions? • How many years separate the two images? • Who gained the most from this expansion? • Railways changed the transportation of goods and the development of cities. How did it “open up the west?” What was no longer needed?

9. Rise of Corporations • Large businesses, like railroads, required large amounts of money • Stocks and corporations reduced individual risks and boosted profits if ventures were successful (like railroads) • Monopolies developed were giant corporations tried to control all aspects of their industry • Ex. Standard Oil – J.D. Rockefeller • Ex. Carnegie Steel Company – Andrew Carnegie • Made big profits by reducing the cost of production • Workers made low wages for long hours • Stockholders made high profits • Corporate leaders made generational fortunes

11. Impact of Industrialization Rise of Global Inequality • Shifted world balance of power • Increased competition between industrialized nations and poverty in less-developed nations • Strengthened economic ties between industrial and non-industrial countries but widened wealth gap • Poor countries supplied raw materials as well as a market for manufactured goods • Caused exploitation of overseas colonies and led to imperialism where many European nations attempted to control other parts of the world

12. Impact of Industrialization • Transformation of Society • 1700-1900 Revolutions Western Europe/U.S. • Agriculture • Production • Transportation • Communication • Resulted in both regions becoming world powers • Improved daily life/life expectancy • Development of middle class gave opportunity for education and democratic participation which leads to future social reform

13. 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 (3)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

14. A modern-day depiction…

15. 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).

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

17. 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

18. 1776-1837 Born in Suffolk, England. Famous for his Romantic landscape paintings that were heavily influenced by the Industrial Revolution His work shows a response to the filth of the cities John ConstableEnglish Romantic Painter

19. Realism and Social Class • Objective: • To understand how the English countryside became idealized during the Industrial Revolution • Background: • The Haywain is an idealized image of the small farms that were being lost when large industrial farms are buying out smaller holdings. Constable illustrates the pollution found in cities by the dark, “dirty” cloud on the upper left hand side of the painting. It is an idealization of a lifestyle that will be lost as people could no longer afford to farm their land. There is a lady getting water for cooking off the back of her porch, a man is fishing in the bushes, a pet dog is lazily strolling the river bank, two workers with an empty hay cart cross the river to the work fields beyond; where off in the distance merry workers go about their day under blue skies. • Assignment: • Annotate the painting in your notes, using the FOUR of the underlined terms above. Explain in your annotation why YOU THINK it is an idealized setting. Time allotted: 5 minutes https://www.youtube.com/watch?v=6DQlh7_cvOs

21. 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.

22. 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

23. 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.

24. The Stonebreakers, 1849

25. 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."

26. 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 AT LEAST FOURof the five bullets provided. Time allotted: 10 minutes