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Industrial Revolution and Imperialism. Modern World History Unit 3. Unit Enduring Understandings. Unit Essential Questions. How can nationalism be a unifying and a divisive force? How does a state gain or lose power over others? How should resources and wealth be distributed?
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Industrial Revolution and Imperialism Modern World History Unit 3
Unit Essential Questions • How can nationalism be a unifying and a divisive force? How does a state gain or lose power over others? • How should resources and wealth be distributed? • Why do political revolutions occur?
Assignment: • Read the article and answer the following questions on a separate sheet of paper. • After reading the opening paragraphs, list 4 characteristics that generally define Romanticism. • How is nationalism connected to folklore, therefore making it an aspect of Romanticism? • What is the most popular emotion celebrated by Romantics? How has this emotion played an influential role in the history of the world? • How does individualism connect with 18th Century Romanticism? What class gained a strong individual nature? • What is the paradox (contradiction) created with the romantic focus on nature during the Industrial Revolution?
#1: Romantic or Realism? • “It was the best of times, it was the worst of times, it was an age of wisdom, it was the age of foolishness, it was the epoch or belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to heaven, we were all going the direct other way-in short, the period was so far like the present period, that some of its noisiest authorities insisted on being received, for good or for evil, in the superlative, degree of comparison only.”
#4 • “On an afternoon in October, or the beginning of November — a fresh watery afternoon, when the turf and paths were rustling with moist, withered leaves, and the cold blue sky was half hidden by clouds — dark grey streamers, rapidly mounting from the west, and boding abundant rain — I requested my young lady to forego her ramble, because I was certain of showers. She refused; and I unwillingly donned a cloak, and took my umbrella to accompany her on a stroll to the bottom of the park: a formal walk which she generally affected if low-spirited — and that she invariably was when Mr. Edgar had been worse than ordinary, a thing never known from his confession, but guessed both by her and me from his increased silence and the melancholy of his countenance. She went sadly on: there was no running or bounding now, though the chill wind might well have tempted her to race. And often, from the side of my eye, I could detect her raising a hand, and brushing something off her cheek. I gazed round for a means of diverting her thoughts. On one side of the road rose a high, rough bank, where hazels and stunted oaks, with their roots half exposed, held uncertain tenure: the soil was too loose for the latter; and strong winds had blown some nearly horizontal. In summer Miss Catherine delighted to climb along these trunks, and sit in the branches, swinging twenty feet above the ground; and I, pleased with her agility and her light, childish heart, still considered it proper to scold every time I caught her at such an elevation, but so that she knew there was no necessity for descending. From dinner to tea she would lie in her breeze-rocked cradle, doing nothing except singing old songs — my nursery lore — to herself, or watching the birds, joint tenants, feed and entice their young ones to fly: or nestling with closed lids, half thinking, half dreaming, happier than words can express.”
Assignment • Look closely at the word cloud pictured on the screen. Complete the chart by listing embedded words that fit the categories listed in the chart. After analyzing the information presented in the word cloud, write a sentence summarizing what you might expect the Industrial Revolution to be about.
Industrial Revolution • Industrial Revolution Overview • A time of greatly increased output of machine-made goods drastically changing the way people lived and worked • Began in ENGLAND but quickly spread through Europe and to the US
Industrial Revolution • Causes • Agricultural Revolution • ENCLOSURES • Forced small farmers off land to create large farms • Done to INCREASE PRODUCTION as population increased • Forced small farmers to the cities • Crop Rotation • Rotation of crops to different fields each season produced HIGHER crop amounts
Industrial Revolution • Causes • Scientific Revolution • Scientific discoveries, new machines, printing press, exploration, etc.
Industrial Revolution • Why England? • Large population of workers due to enclosure • Abundant natural resources • Water power • Coal and iron ore • Rivers for inland trade • Many harbors for international trade • Political/Economic Stability • Isolated from European wars • Parliamentary system successful for hundreds of years • Parliament monetarily supported entrepreneurs • Financially successful colonies with abundant resources
Industrial Revolution • Effects • Greater need to move goods TRANSPORTATIONrapidly improved • Better roadways, canals, tunnels, etc. • Steam engine • Steam boats • Railroads • Extensive systems become necessity • Factory engines
Industrialization • Industrialization Overview • Process of SOCIAL and ECONOMIC change that modernizes a human group • Social change and economic development are closely related with TECHNOLOGICAL INNOVATION
Industrialization • Effects of Industrialization • GROWTH OF INDUSTRIAL CITIES • Factories for efficient production • Urbanization: rapid movement to cities • POOR LIVING CONDITIONS • Small cities became too big too fast • Poor sanitary conditions • Insufficient housing, education, security • Air and water pollution
Industrialization • Effects of Industrialization (cont.) • POOR WORKING CONDITIONS • 14 hour days, 6 days/week, poor pay • Workers had to keep up with machines • Child Labor
Industrialization • Effects of Industrialization (cont.) • Class Tension • Rise of middle class • Upper-middle class factory owners and merchants grew wealthy and influential in politics • Lower-middle class factory foremen, skilled tradesmen, supervisors lived comfortably • Many living in extreme poverty and working class begins to replace peasant class • Aristocracy resents upper-middle class • Being pushed out of power • Workers resent upper-middle class • Gap between classes getting larger
Assignment • Write a one-page letter that captures “a day in the life of” a worker living in England during the Industrial Revolution. Your letter can be written from one of the following perspectives: • Upper-Class: A landowner/aristocrat that formerly occupied the top position in British society. • Middle-Class: An skilled worker/professional/businesspeople/wealthy farmer that has greatly benefited from one of the following: a new industry in London; the iron-smelting centers in Birmingham or Sheffield; or the textile industries in Leeds and Manchester • Lower-Class: A factory worker working in horrible conditions YOUR LETTER MUST COMMENT ON THE CLASS TENSIONS OPERATING DURING THIS TIME! Use pages 258-262 to aid you…
Global Impact of Industrialization • Global Impact of Industrialization • Moved through Europe and to the US (West) • More demand for products motivated colonization to gain raw materials IMPERIALISM
Global Impact of Industrialization • Global Impact of Industrialization (cont.) • Global Inequality • Industrialized WEST vs. “ALL THE REST” • Great economic and military inequalities • Transformation of Society • Great economic power of EUROPE • More wealth overall • Better opportunities for education and democracy
Global Impact of Industrialization • Global Impact of Industrialization (cont.) • Emergence of new political and economic ideologies • Business leaders encouraged gap between rich and poor • LAISSEZ-FAIRE: “hands-off” economy • Promotion of CAPITALISM • Reformers encouraged governments to play a more active role in bettering conditions • Emergence of SOCIALISMand COMMUNISM ECONOMIC SYSTEM: policies of production, distribution and consumption of goods and services
Political and Economic Ideologies • Capitalism • Economic system in which money is invested in business ventures with the goal of making a profit, economic liberty guarantees economic progress • ADAM SMITH Father of modern capitalism • Other capitalists included • Malthus • Wars and epidemics necessary to reduce excess population reduce number of poor • Ricardo • Permanent underclass always poor • Wages forced down as population increase SUPPLY AND DEMAND
Political and Economic Ideologies • Socialism • Factors of production are owned by public and operate for the welfare of all • Government actively plans economy • Other socialist ideas include • Bentham • UTILITARIANSIM judge ideas, institutions and actions on the basis of their utility or usefulness • Government should provide the greatest good for the greatest amount of people
Political and Economic Ideologies • Karl Marx • Believed that economic forces controlled society • Wrote the Communist Manifesto (1848) calling for “workers of the world unite” and overthrow the “bourgeoisie” • Radical socialism called Marxist • Gap between rich and poor too wide and will widen • More control over economy will reduce class conflict
Political and Economic Ideologies • Karl Marx (cont.) • Marx’s final phase would become • COMMUNISM • Complete form of socialism in which the means of production owned by the people • No private property • Classless society • All goods and services shared equally
Political and Economic Ideologies • Karl Marx (cont.) • Marx’s ideas of communism didn’t have much appeal until 20th century • Lenin’s Russia • Mao’s China • Ho Chi Minh’s Vietnam • Castro’s Cuba • Most of Marx’s predictions never occurred proving that society is not just controlled by economic forces but also by religion, nationalism and political forces
Imperialism IN WHAT WAYS DO YOU BELIEVE IMPERIALISM CONNECTS TO INDUSTRIALIZATION?
Imagine for a moment… That you are at home engaged in one of your favorite activities; playing a game, listening to music, or reading. So far the day is as any other. Then all of the sudden a group of individuals arrive at your front door demanding that you stop what ever you are doing. These individuals tell you that your way of life is wrong. They inform you however that they have come to your house to correct your way of life. They say it is their responsibility to change your way of living for the better. You find out that this has happened not only to you but your neighbors as well. Over time your way of life does change. These individuals, who you do not even know, have changed your government, religion, and other cultural practices, and remember these individuals told you this was for your own good. What is your reaction?
Let’s refresh our memories… • What is a colony? Example… • What is nationalism? Example… • What occurred during industrialization? These are all components that will materialize in our discussions of Imperialism…
Industrialization Imperialism • INDUSTRIALISM STIRRED AMBITIONS IN MANY EUROPEAN NATIONS. THEY WANTED MORE RESOURCES TO FUEL THEIR INDUSTRIAL PRODUCTION. THEY COMPETED FOR NEW MARKETS FOR THEIR GOODS. THEY LOOKED TO AFRICA AND ASIA AS SOURCES OF THE RAW MATERIALS AND MARKETS FOR CLOTH, PLOWS, GUNS, AND OTHER INDUSTRIAL PRODUCTS.
Imperialism Focus • Africa • India • China • Japan
Imperialism • Imperialism Overview • The conquering of a country or territory by a stronger nation with the intent of dominating it politically, economically, socially and culturally • Central-core of empire is a nation-state • Ex. Great Britain, France, United States • Politically? • Economically? • Socially? • Culturally?
