Download Do Now: Take out your homework and share your definition of the

DO NOW: TAKE OUT YOUR
HOMEWORK AND SHARE
YOUR DEFINITION OF THE
MONROE DOCTRINE
Objectives: Students will be able to...(1) explain the
impact of the assembly line on industry (2) define
key terms and people of the industrial era.
Homework: Read article on the “Lowell Girls” and
write 3 comparisons with todays class or summarize
in your own words (4 Sentences)
INDUSTRIAL REVOLUTION
NORTH
 Started in England
 Small hand tools to BIG
machines
 Why did industrialization grow in
the US?
 Free enterprise encouraged
competition – Always willing to
test new competition
 New laws in the 1830s allowed
companies to sell stock
 Samuel Slater snuck in British
technology!
 Used to make textiles, lumber,
shoes, leather, wagons, etc.
ASSEMBLY LINE
What is an assembly line?
What do they do?
What should we make
now?
ADVANCES IN
TECHNOLOGY
 Eli Whitney – Great New
England Inventor
 Interchangeable Parts –
Machines made identical
parts that were assembled
by workers
 First did this with Gun
making
 Samuel Morse – Morse Code
 First telegraph line
connected Washington D.C.
and Baltimore
 Over 50,000 miles of
telegraph line connected
the country!
Regional Specialization
EAST  Industrial
SOUTH  Cotton & Slavery
WEST  The Nation’s “Breadbasket”
Distribution of Wealth
v
v
v
v
During the American Revolution,
45% of all wealth in the top 10% of
the population.
1845 Boston  top 4% owned over
65% of the wealth.
1860 Philadelphia  top 1% owned
over 50% of the wealth.
The gap between rich and poor was
widening!
RISE OF LARGE CITIES
 People moved to cities in
search of factory jobs
 Populations in cities
doubled and tripled
 One major opportunity:
 Printers and publishers
 1840 – 75% of
population, and 90% of
white population could
read
 Many female teachers
such as, Sarah Buell Hale,
and Lydia Howard Huntley
Sigourney
American Population Centers in
1820
American Population Centers in
1860
Lowell Girls
Average age – 24
Contracts for 1 year (average stay
4 years)
5 am -7 pm (Average 73 hrs week)
Average salary $2-3 a week
Challenge traditional female roles
but paid half as much as a men
What was their typical “profile?”
Lowell Boarding Houses
25-40 women lived in each boarding
house, with up to six sharing a bedroom
Cost 1.25-1.50 a week
Would foster community as well as
resentment
What was boardinghouse life like?
WORKERS ORGANIZING
 Conditions were
ridiculous
 Managers and Workers
had awful relationship
 Workers Created Labor
Unions: Workers who
joined together to get
better rights and working
conditions
 Strikes: work stoppages
 Unions had little power
and strikes failed
FARMING STILL IN CHARGE
 Even though industry got big,
farming (agriculture) #1
 Northern Farmers sold extra
goods to other towns and cities
 Used money to buy machines
 Northern families worked hard
on their farms
 Ohio – “As far as the eye can
stretch in the distance nothing
but corn and wheat fields are to
be seen; and on some points in
the Scioto Valley as high as a
thousand acres of corn may be
seen in adjoining fields,
belonging to some eight or ten
different people”
HOMEWORK
 Read the Lowell Girls article given to you by Mr. Collison and
EITHER:
 write down 3 comparisons with today’s class
 OR
 summarize it in your own words (4 Sentences)