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Industrial Revolution in Britain: Factors, Inventions, and Social Impacts

Explore the factors leading to the Industrial Revolution in Britain, including the Agricultural Revolution and the abundance of natural resources. Learn about the inventions that spurred industrialization and the working conditions and social impacts of this transformative period.

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Industrial Revolution in Britain: Factors, Inventions, and Social Impacts

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  1. Warm-Up • Turn to page 282: What are fair working conditions?

  2. Unit 3: Industrialization and the Race for Empire (1700-1914) Chapter 9, Section 1: The Beginnings of Industrialization

  3. Industrial Revolution Begins in Britain The Industrial Revolution: “Greatly increasing machine-made goods, beginning in England in the 1700s” What factors led to the Industrial Revolution in Britain? 1. Agricultural Revolution: Farmers found more efficient ways to plant, producing more food, and population grew = more workers (including crop rotation, which restored nutrients to the soil)

  4. Industrial Revolution Begins in Britain 2. Many natural resources = Water and coal to power machine, iron, harbors 3. Business people supported new inventions Page 280-1: Industry in Europe, “Interpreting the Map”

  5. Classwork/Homework: Textiles Industrialize: pg 285 Q #1 On a timeline, note important events in Britain’s industrialization (pg 283-288) Include at least seven dates and explanations

  6. Warm-Up! • What factors contributed to industrialization in Britain? • What effect did entrepreneurs have on the Industrial Revolution?

  7. Inventions Spur Industrialization • Textile Industry – Clothing: wool, linen, and cotton • Changes in technology made making clothing easier, and clothing merchants became wealthy Eli Whitney’s Cotton Gin

  8. Improvements in Transportation • Watt’s Steam Engine: Watt made a steam engine that used much less fuel to run • Supported by entrepreneur Matthew Boulton, Watt continued to improve the engine

  9. Improvements in Transportation • Water Transportation: Steam was used to propel boats, like Robert Fulton’s steamboat • This lowered the cost of transportation

  10. Improvements in Transportation • 1820s: Steam-Driven Locomotives were invented for transportation in coal mines (trains) • Soon, trains were used to transport people (First modern train was invented by George Stephenson and his son, called the Rocket) • Cheap way to transport goods, and food, and created thousands of jobs

  11. Immigration and Urbanization

  12. What can you tell about the working conditions from the photographs? • What types of people worked in the factories in the 1800s? • In what ways did factory owners exploit their workers?

  13. Homework: Vocabulary Ch 8, Sec 1 & 2

  14. Chapter 9, Section 2:Industrialization Industrialization Changes Lives • People began moving from farms to cities to find jobs in manufacturing, and cities grew, called urbanization • London became Europe’s largest city, with many available workers for the factories (Paris was second, challenged by Manchester and Liverpool) Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  15. Industrialization Changes Lives • Cities did not have any development plans, which meant people live in dark, dirty shelters with no electricity, plumbing, garbage collection • People easily got sick because rats carried disease • Workers worked long hours– 14 hours a day, 6 days a week Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  16. Industrialization Changes Lives Factories were dangerous for workers: • They were dark and unclean • Fires were common • Machines were unsafe • In coal mines, miners’ lungs turned black from the dust Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  17. Classwork: • Analyzing Key Concepts: Industrialization, Connect to Today Qs 1 & 2 (pg 293) • Homework: • Study for Chapter 9, Section 1 & 2 Vocabulary Quiz tomorrow!

  18. Warm-Up • Turn to page 290-291—Read with class • Share homework—What would it be like if you were in a similar situation? • Does child labor exist today?

  19. Chapter 9, Section 2:Class Tensions Grow The Working Class: • The working class worked long hours and were paid little • Some grew frustrated, such as the Luddites, who attacked machines and factories in Northern England (They were named after a mythical leader, Ned Ludd) Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  20. The Middle Class • Factory owners, bankers, and merchants formed a new middle class which had not existed before • Upper middle class were doctors, lawyers, and managers • Upper class still consisted of landowners and nobles Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  21. Positive Effects of the Industrial Revolution • Created jobs • Contributed to wealth of nations • Technology and invention • More goods = higher standard of living Long term effects: • Consumer goods- available to everyone • Government invested in building cities and roads • Working conditions improved Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  22. Classwork: Role play: As a factory owner, create an advertisement trying to lure people to cities • Homework: Chapter 9, Section 2 Assessment: Qs 3, 4, 5 & 8 (pg 294)

  23. Warm-Up Primary Source Quote (pg 296) • Why did Lucy Larcom think mill work benefited young women? • Do you agree? Why or why not? • Review: Pros and Cons of Industrialization, focusing on negative effects (cons) Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  24. Chapter 9, Section 3:Industrialization Spreads • Industrialization spread from England to the US and across Europe • The US textile industry-- many new inventions (see pg 295 for more detail) • Francis Lowell mechanized every stage of textile production. • The town Lowell Massachusetts became a model of manufacturing Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  25. Later Expansion of US Industry • Until the end of the Civil War, the US remained agricultural • Technology, natural resources, and their railroad spurred economic growth • Railroads were helpful because they transported goods and people across the nation– became a profitable industry • See page 296: The Growth of Railroads in the US

  26. The Rise of Corporations • In the late 1800s, large corporations sprang up • Most famous: Standard Oil (founded by John D. Rockefeller) and Carnegie Steele (founded by Andrew Carnegie) • They sought to control every aspect of their business to make BIG profits

  27. Classwork/Homework: Continental Europe Industrializes: Spread of Industrialization Worksheet

  28. Reforming the Industrial World:Chapter 9, Section 4 • Because of the widening gap between rich and poor, some people believed the government should help improve working and living conditions Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  29. The Philosophers of Industrialization • Laissez fair economics: People thought the economy would function much better without government interference • Adam Smith defended these ideas in the book The Wealth of Nations (1776) • Smith believed that: • People work only to benefit themselves • Competition forces people to make a better product • The goods produced would meet the demand Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  30. The Economics of Capitalism • The ideas of Capitalism helped bring about the Industrial Revolution • Capitalism: an economic system in which businesses and products are privately owned and manufactured for a profit • Most capitalists believed that there would be a permanent lower class of workers Standard: 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States

  31. The Rise of Socialism • Socialists believed the government should help make people’s lives better • Utilitarianism: Government should do what is best for the majority of people and close the gap between rich and poor • Utopian Ideas: Robert Owen started colonies which tried to be perfect living places • Socialism: The factories, railroads, etc. should be owned by the public and operated for everyone’s good

  32. Review Questions • How does the laissez fair economics reflect Enlightenment ideas of power and authority? • How does the Utilitarian approach judge the worth of ideas? • What is Utopia and why did people want to create a utopian society?

  33. Homework/Classwork: Create a visual and written representation of their idea of Utopia • Draw a perfect living place for you and your friends • Describe what the perfect living place would be like – 10 bullet points

  34. Marxism: Radical Socialism • Karl Marx introduced a radical type of socialism called Marxism in The Communist Manifesto • He and Engels said that society was divided into two classes in conflict: The “haves” or employers (bourgeoisie) The “have nots” or workers (proletariat)

  35. Marxism: Radical Socialism • Marx thought that the Industrial Revolution created a permanent poor class, and urged “workingmen of all countries, unite” to overcome the rich

  36. The Future According to Marx • Marx believed that the capitalist system of the Industrial revolution would destroy itself: • Workers would overthrow the bourgeoisie, take over the factors of production, the people would control government in a class-less society • The final phase= communism, where all land, mines, railroads, businesses, etc. would be owned by the people • Failed to come true mainly b/c government enacted reforms

  37. Warm-Up • Who are the “haves” and “have-nots” according to Marx? • How do the groups rely on one another? • Do you think Marx would have said that people work for self-interest? Why or why not?

  38. Labor Unions and Reform Laws • Because of the bad conditions, workers joined unions • Unions bargain with employers for better working conditions and pay • They could strike, or refuse to work which hurt employers, especially skilled workers

  39. Labor Unions and Reform Laws • Unions grew slowly in the US and Britain • 1875: Unions gained the right to strike legally in Britain • American Federation of Labor won higher wages and shorter hours

  40. Labor Unions and Reform Laws • Unions forced government to change abuses caused by industrialization in Britain: Factory Act (1833) outlawed child labor under 9 years Mines Act (1842) forbade women and children from working in mines Ten Hours Act (1847) limited workday to 10 hours • 1904: US limited child labor, but the Supreme Court struck it down

  41. Classwork: Graphic Organizer: Reform: Abolition, Women’s Rights, Education & description (pg 305-306) • Homework: 1) Chapter 9, Section 4 Assessment (pg 306) Qs 1, 3&4 2) Work on Study Guide

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