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Industrial Age Thinkers

Industrial Age Thinkers. Exploring and Applying their Ideas Anthony Fitzpatrick Borrego Springs, California. Where do we begin?. The Causes of the Industrial Revolution: Agricultural Revolution leads to better food production Increased supply of food leads to a population explosion.

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Industrial Age Thinkers

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  1. Industrial Age Thinkers Exploring and Applying their Ideas Anthony Fitzpatrick Borrego Springs, California

  2. Where do we begin? • The Causes of the Industrial Revolution: • Agricultural Revolution leads to better food production • Increased supply of food leads to a population explosion. • Population explosion leads to an increased demand for goods

  3. Greater demand for goods leads to an energy revolution so that goods can be produced faster. • The Industrial Revolution begins, causing greater migration toward factories, which led to the development of the new industrial city. • The Northeastern part of the United States was the first part of the country to experience this migration due to the fact that most of the cities were established near strong rivers.

  4. Rapid Urbanization mixed with an unregulated market brought new and intense issues.

  5. Length of work day Child labor Women’s labor Fair wages Safety conditions The growing population The distribution of wealth The emergence of strong, powerful companies (monopolies) What are some of these new challenges?

  6. “Capitalists” Adam Smith Thomas Malthus David Ricardo “Utopian Socialists” Karl Marx Robert Owen Jeremy Bentham Who framed the philosophies for dealing with these issues? These are just a handful, there are many to pick from. (John Stuart Mill is good too).

  7. Adam Smith • Free exchange of goods and services. • Invisible hand of supply and demand. • The “factory” was in demand while there was a huge supply of workers. • His work was applied to the human value of labor later on.

  8. Thomas Malthus • If population growth outpaces food production; the human race will become extinct • War, disease and famine are population controls • Assistance to the poor will pull down the human race.

  9. David Ricardo • The Iron Law of Wages. • Only pay enough so that the workers return the next day. • Making a worker comfortable will never increase productivity enough to make it cost-effective.

  10. Karl Marx • Class struggle between the have’s and the have not’s. • Redistribute the means of production to the people as a society. • Eliminate disproportional poverty. • Dialectic based on Hegel

  11. Robert Owen • Inspired communities at New Lanark and New Harmony. • Cooperation, tolerance, respect, and comfort would increase productivity and success. • The communities weren’t as successful as hoped – some say due to poor screening of members.

  12. Jeremy Bentham • Utilitarianism • Greatest happiness for greatest number should decide the actions of governments and people. • Often the MOST confusing for students to understand . . . And adults.

  13. How do I use this in my classroom? • After covering the basic philosophies of these “thinkers”; ask the students to apply their philosophies to historical and contemporary events. • How would Adam Smith explain the cost of oil? Would he agree with the current pricing methods? Why or why not? • Would Thomas Malthus send food aid to developing countries? Why or why not?

  14. Activity Part 1 • Split into groups. • Design 3 questions similar to above. Try to use at least one individual from each side and one historical event. (the other two can be current events).

  15. Activity Part 2 • Give your questions to another group and logically answer the questions handed to you. • We’ll review some of our answers.

  16. What is the ultimate goal of teaching the thinkers in this manner? • We want to get the students to logically think along the same paths as these historical figures. In that way, they will examine the way historians examine, making sense out of past and current events.

  17. Is there more I can do with this? • Yes • This makes an excellent debate if time allows. • I used this as an assessment. I provided a few examples of poor working conditions, economic events (real or fake) and had the students complete an open ended writing response. They were graded on their understanding of the philosophy to the depth of which it was taught. • Why is it qualified like that? Because we could spend forever digging deeper. That is the difficulty of John Stuart Mill

  18. Questions – Comments – Better Ideas? This, as with any activity or lesson, was always a work in progress.

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