Wheels, Deals and Automobiles: The Industrial Revolution

Wheels, Deals and Automobiles: The Industrial Revolution Warm Up – Define: Capitalism(On the back of the chart.) World History B – Seminar 4

Definitions • Capitalism • Economic system in which the means of production are privately owned and operated for profit. • Urbanization • Urbanization – Movement of people from rural areas to cities.

Traditional Farming Methods • List all of the MACHINES in the picture. • How many POWER SOURCES are in the picture? • What SOCIAL CLASSES are represented here? • Using the picture, write a sentence describing life before industrialization.

Industrialization The golf links lie so near the mill That almost every day The laboring children can look out And see the men at play. (Sara Cleghorn) • What does the quotation mean? • Does it apply to today? How?

How did the world go from this?

To this?

Revolution in Technology:A Pattern that Repeats? Watch the video “Technology Transforms an Age,” and answer the following questions. • Explain the needs that led to the spread of the steam engine in 18th and 19th century Europe. • For what purposes was the steam engine used during the Industrial Revolution? • How did the Industrial Revolution change the way many people lived and worked?

The First Industrial Revolution Began in Great Britain (page 582-583)

Wheels, Deals and Automobiles: The Industrial Revolution Warm Up – Complete the Illustrated Dictionary Definitions and turn them in! You have 15 minutes. March 1, 2007

James Watt’s Steam Engine: World Changing Invention James Watt's improvements in 1769 and 1784 to the steam engine converted a machine of limited use, to one of efficiency and many applications.

James Watt’s Steam Engine: World Changing Invention • Watt’s improved steam engine was the foremost energy source in the emerging Industrial Revolution, and greatly multiplied its productive capacity.

James Watt’s Steam Engine: World Changing Invention Watt was a creative genius who radically transformed the world from an agricultural society into an industrial one. Through Watt’s invention of the first practical steam engine, our modern world eventually moved from a 90% rural basis to a 90% urban basis.

James Watt’s Steam Engine: World Changing Invention Improved steam engines led to improved systems for transporting people and factory goods.

The Steam Engine Revolutionized the Textile Industry • The steam engine and water power closed the “cottage industry” for textile making. • “Flying shuttle” and “spinning jenny” invented. • Fabric was no longer woven in homes by individuals. • Textile production moved to the new factories. • Factory system created. (page 582)

Urbanization • In the mid 1700s, more than half the population of Britain lived and worked on farms. • Between 1750 and 1851, displaced farming families moved to the cities to work in the new factories.

Urban Living Conditions • Factory owners rushed to build housing • Back to back row houses • Several people in very small spaces • Poor sanitation • High disease rates • Crime • Massive pollution

Urban Living Conditions Average Age at Death for Different Classes Rutland – agricultural area in central England Other locations – major industrial centers Truro – tin mining center

Working Conditions and Wages • Common working day: 12 – 14 hours • One short break for lunch • Work week: 6 days per week • 80 degree heat • Workers were beaten if they did not perform well. • Hot, polluted factory air. • Workers risked losing limbs from the machines. • Low wages.

Child Labor • Children shifted from farm work to factory work. • 12 – 14 hour days • 6 day weeks • Lower wages than adults. • Began at age 5. • Mining work deformed bodies.

Child Labor • As concerns about the welfare of children rose in mid 1800s, Parliament held investigations into working conditions. • New laws and new labor unions improved conditions.

Labor Laws • Read pages 586-587 “Young People in the Industrial Revolution” and “The Industrial Working Class.” • Using the information you now have about the factory system, child labor and poor working conditions, write a law governing working conditions that is fair to BOTH the mine and mill owners and the workers. • This law should be about one half page in length and will be presented to the class.

The Industrial RevolutionTurn in your illustrated dictionary definitions, NOW! Warm Up – Define: Socialism(On the back of the chart.) Wednesday, March 7, 2007 You need a book!

Definitions • Socialism • A system in which society, usually in the form of the government, owns and controls the means of production. • Capitalism • Economic system in which the means of production are privately owned and operated for profit.

Economists of the Industrial Revolution • Adam Smith: advocated laissez- faire economics. No government regulation of business. A free market will produce more goods at lower prices, making them affordable by everyone. The basis of Capitalism.

Reformers • Jeremy Bentham: utilitarianism – “greatest happiness for the greatest number.”

Reformers • John Stuart Mill: advocated government help for the poor and giving the vote to workers and women.

Reformers • Robert Owen • actually built a factory based on the idea that an employer could offer decent living and working conditions and still make a profit. • Owen persuaded a group on the way to America to abandon their journey and come to work in his mill instead. The environs, the wages and conditions and the education provided for the children was more than a century ahead of his time.

Karl Marx • Scientific socialism • Economics really a struggle between the “haves” (upper class and merchants) and the “have nots” (proletariat working class.) • Advocated a workers’ revolution to replace private ownership of property with cooperative ownership. • Led to system of Communism.

Debriefing Rock, Paper, Scissors • How did you feel at the start of the game? • How did you feel when you ran out of paper clips and had to quit the game? Explain. • What tactics could you have used to get back into the game? Why didn’t you try those tactics? • Do you think this game was fair? Why or why not? • Now that the game is over, what action could the teacher take, if any to make the game fair? Should the teacher take such an action? Why or why not?

The Industrial Revolution Economic Effects Social Effects • New inventions and development of factories • Rapidly growing industry in the 1800s • Increased production and higher demand for raw materials • Growth of worldwide trade • Population explosion and a large labor force • Exploitation of mineral resources • Highly developed banking and investment system • Advances in transportation, agriculture, and communication • Long hours worked by children in factories • Increase in population of cities • Poor city planning • Loss of family stability • Expansion of middle class • Harsh conditions for laborers • Workers’ progress vs. laissez-faire economic attitudes • Improved standard of living • Creation of new jobs • Encouragement of technological progress Political Effects • Child labor laws to end abuses • Reformers urging equal distribution of wealth (i.e. Karl Marx) • Trade unions • Social reform movements, such as utilitarianism, utopianism, socialism, and Marxism • Reform bills in Parliament

Wheels, Deals and Automobiles: The Industrial Revolution