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Industrial Revolution
Do Now:
 1.
List 5 inventions from the past 200 years that
you feel are the most significant in the
development of the world as we experience it
today! Explain you reasoning.
 2.
How does necessity help to create new
inventions? Explain.
 How
do you think John Meyer feels about
industrialization/modernization?
Preconditions?
What
do we need prior to
being able to move forward
technologically as individuals,
or as a society?
Text Analysis
Ch.
20.1 pgs 609 to 612: labeled “New
Economic Patterns”
Pick
out 8 important facts from the
reading
Keep these questions in mind as
you read!
 How
did improvements in agriculture effect
European development in the 1700s.
 What
are preconditions [what has to occur
before] to industrialization?
 Is
industrialization an evolution or revolution?
Do Now:
 How
might a typical day for a farmer and factory
worker during the Industrial revolution differ?
Fact #1: Rising Population

1700s = 120 million / 1780s=190 million people

Death Rate Decreases

Made at home, cottage industry ( the putting out system), factory
system

expansion of trade networks / globalization
Fact #2: Agricultural Improvements
 new
staple crops  maize and potatoes
 More
farm land
Fact #3: Importance of Textiles
 Cottage
 Guilds
Industry
Fact #4: Demand for Cotton
 New
methods of manufacturing / new
inventions developed
 Water
Frame  Machines
Fact #5: A Global Economy

Gold and Silver traded for goods
 Tea,
spices, silk and cotton goods
Fact #6: Plantations

Tobacco, cotton, coffee and sugar = high
European demand
Fact #7: Slave Trade

Triangular trade
 Allowed
for growth of plantations
Fact #8: Emergence of England

England and France built colonial empires
 France
lost empire ca. 1763
Do Now
 Get
a copy of “Britain’s Industrial Advantages and
the Factory System” by Edward Baines from the
front of the room.
 As
you read, identify (as discussed by Baines)
 What
advantages does Britain possess that allow it to
industrialize?
 What were the factory system’s advantages over the
domestic system of production?
Industrial
Revolution Cause
and Effects
Agricultural Revolution
LABOR AVAILABLE FOR FACTORIES
INCREASED PRODUCTION
PROSPERITY
Natural Resources
MONEY AVAILABLE FOR GRANTS
AND LOANS
Stability
Do Now
 Get
a “Factory Discipline: Factory Rules” reading
from the front of the room.
 Answer:
 Describe factory
life during the Industrial Revolution.
 Judging by the Berlin factory rules, what were the
differences between preindustrial and industrial work
routines?
 How might these rules have affected the lives of families.
Development of the Domestic
System of Production

Domestic system developed in England

Late 1600s-late 1800s

Domestic system of production – “putting out” system




Businesspeople delivered raw materials to workers’ homes
Workers manufactured goods from these raw materials in their homes
(typically articles of clothing)
Businesspeople picked up finished goods and paid workers wages based
on number of items
Domestic system could not keep up with demand
Factory System
 Developed
 Faster
method of production
 Workers
concentrated in a set location
 Production

to replace the domestic system of production
anticipated demand
For example: Under the domestic system, a woman might select
fabric and have a businessperson give it to a home-based worker
to make into a dress. Under the factory system, the factory owner
bought large lots of popular fabrics and had workers create
multiple dresses in common sizes, anticipating that women would
buy them.
Industrial Capitalism and the
Working Class

Pre-Industrial Revolution rural families did not rely solely on
wages for sustenance




Owned their own farms or gardens where they raised most of
their own food
Made their own clothing
Unemployment was rare
Industrialization destroyed workers’ independence


Workers in cities did not have the means to grow their own food
or make their own clothing
Workers relied entirely upon their employers for wages with
which they bought everything they needed
Changing Employee-Employer
Relationships
 Domestic
system
Workers and employers knew each other personally
 Workers could aspire to become employers

 Factory
system
Workers no longer owned the means of production
(machinery)
 Employers no longer knew workers personally



Factories often run by managers paid by the corporation
Relationships between employers and employees grew
strained
Domestic System
Factory System
Methods
•Hand tools
•Machines
Location
•Home
•Factory
Ownership / Kinds
of Tools
•Small hand tools owned by
worker
•Large power-driven machines owned
by the capitalist
Production Output •Small level of production
•Sold only to local market
•Manufactured on a per-order
basis
•Large level of production
•Sold to a worldwide market
•Manufactured in anticipation of
demand
Nature of Work
Done by Worker
•Worker manufactured entire
item.
•Worker typically made one part of the
larger whole.
•Henry Ford’s assembly line (early 20th
century) kept workers stationary.
Hours of Work
•Worker worked as much as
he/she would & could, according
to demand.
•Worker worked set daily hours.
Worker
Dependence on
•Worker had multiple sources of
sustenance – other employers,
•Worker relied entirely on capitalist for
his/her income – urban living made
Problems of the Factory System
 Factories
 Workers
 Young
were crowded, dark, and dirty
toiled from dawn to dusk
children worked with dangerous machinery
 Employment

of women and children put men out of work
Women and children were paid less for the same work
 Technological
unemployment – workers lost their jobs as
their labor was replaced by machines
Rights of Female and Child
Workers

Women and children could legally be paid less than men for the same work



English child laborers



Factory owners were more willing to hire them
Male workers grew resentful
England had a history (going back to the 17th century) of training pauper children
(even those younger than five years old) in a trade
Poor children followed their mothers into factories
Early male-dominated unions fought to banish women and children from
the workplace


Eventually this strategy was abandoned
Women eventually won right to equal pay for equal work
Improvements: Rise of Labor
Unions

Before labor unions, workers bargained individually – “individual
bargaining”



Before factories, a worker could bargain for better wages and working
conditions by arguing his or her particular skills
But in factories, work is routine and one worker can easily replace another
With labor unions, workers bargained together as a group, or
collective – “collective bargaining”


Organized groups of workers elected leaders to bargain on their behalf
Used tools (such as strikes) to gain rights
Short Reading Exercise
Pgs
660-661 in your textbook: “Young
People in the Industrial Revolution: Child
Labor”
Answer
questions 1 and 2 that follow
Poor Living Conditions
 Factories

driven solely by profit
Businesses largely immune to problems of workers
 Factory
(also company or mill) towns
Towns built by employers around factories to house workers
 Workers charged higher prices than normal for rent, groceries, etc.




Workers often became indebted to their employers
Created a type of forced servitude as workers had to stay on at their jobs to pay their
debts
Considered paternalistic by workers


Some employers had workers’ interests at heart
But workers wanted to control their own lives
Slum Living Conditions
 Factory
towns – often built and owned by factories
Full of crowded tenements
 Few amenities

 Tenements
– buildings with rented multiple dwellings
Apartment buildings with a more negative connotation
 Overcrowded and unsanitary

 Workers
factories
were unsatisfied both inside and outside the
The First and Second Industrial
Revolutions

The first, or old, Industrial Revolution took place between about 1750 and
1870



Took place in England, the United States, Belgium, and France
Saw fundamental changes in agriculture, the development of factories, and ruralto-urban migration
The second Industrial Revolution took place between about 1870 and 1960




Saw the spread of the Industrial Revolution to places such as Germany, Japan,
and Russia
Electricity became the primary source of power for factories, farms, and homes
Mass production, particularly of consumer goods
Use of electrical power saw electronics enter the marketplace (electric lights,
radios, fans, television sets)
The Spread of the Industrial
Revolution

Mid-1800s – Great Britain, the world leader in the Industrial
Revolution, attempted to ban the export of its methods and
technologies, but this soon failed

1812 – United States industrialized after the War of 1812

After 1825 – France joined the Industrial Revolution following the
French Revolution and Napoleonic wars

Circa 1870 – Germany industrialized at a rapid pace, while Belgium,
Holland, Italy, Sweden, and Switzerland were slower to industrialize

By 1890 – Russia and Japan began to industrialize
Do Now

Based off your understanding of the Industrial
Revolution thus far, identify the Political, Social,
and Economic effects of Industrialization on
England.
Results of the Industrial Revolution
Economic
Changes
•Expansion of world trade
•Factory system
•Mass production of goods
•Industrial capitalism
•Increased standard of living
•Unemployment
Political
Changes
•Decline of landed aristocracy
•Growth and expansion of democracy
•Increased government involvement in society
•Increased power of industrialized nations
•Nationalism and imperialism stimulated
•Rise to power of businesspeople
Social
Changes
•Development and growth of cities
•Improved status and earning power of women
•Increase in leisure time
•Population increases
•Problems – economic insecurity, increased deadliness of war, urban slums, etc.
•Science and research stimulated
Social Structure

Industrial Middle Class
 Industrial
Working Class
The Emerging Social Structure of the
Industrial Era

The Elite



The Middle Classes





5 percent of the population that controlled 30 to 40 percent of wealth
Alliance of wealthy business elite and traditional aristocracy
Upper middle class, middle middle-class, lower middle-class
Professionals
White-collar workers
Middle class values in the Victorian period
The Lower classes



80 percent of the European population
Agriculture
Skilled, semi-skilled, unskilled workers
The Emergence of Urban Society

New Urban Environment
 Growth of cities: by 1914, 80 percent of the population in
Britain lived in cities (40 percent in 1800); 45 percent in France
(25 percent in 1800); 60 percent in Germany (25 percent in
1800); and 30 percent in eastern Europe (10 percent in 1800)

Improving living conditions

Housing needs
Education
 Why
did governments begin to push
education?
 New
types of jobs
 Political goals
Education in an Age of Mass
Society

In early 19th century reserved for elites or the wealthier middle class

Between 1870 and 1914 most Western governments began to offer at least
primary education to both boys and girls between 6 and 12


State teacher training schools
Reasons:
 Needs of industrialization
 Need for an educated electorate
 To instill patriotism

Compulsory elementary education created a demand for teachers, most
were women

“Natural role” of women
Experience of Women
 New
Job Opportunities
 Marriage
and Family
 Women’s
Rights
 Emmeline
Pankhurst
The Experiences of Women

Marriage and the Family
 Difficulty for single women to earn a living


Birth control


Female control of family size
Middle-class family



Most women married
Men provided income and women focused on household and child care
Fostered the idea of togetherness
 Victorian ideas
Working-class families



Daughters work until married
1890 to 1914 higher paying jobs made it possible to live on the husband’s wages
Material consumption
Movement for Women’s Rights

Fight to own property

Access to higher education by middle and upper-middle class women

Access to jobs dominated by men: teaching, nursing

Demand for equal political rights
 Most vocal was the British movement
 Emmeline Pankhurst (1858-1928), Women’s Social and Political Union, 1903
 Suffragettes

Support of peace movements

The New Woman
 Bertha von Suttner
Social Thought: Socialism
 Socialists
– viewed the capitalist system as inherently
wrong

Belief that capitalism is designed to create poverty and poor working
conditions because of its end goal of earning maximum profits for
investors
 Socialism
– government owns the means of
production

Belief that if the government (“the people”) owns the means of
production, these factories and industries will function in the public (as
opposed to private) interest
Social Thoughts
Utopianism – Robert Owen & New Lanark
1.
1.
2.
3.
First Socialists
Strove to create a fair and just system
Community divided tasks and rewarded equitability
Robert Owen
 Utopian
 Owned
socialist
a textile factory in New Lanark, Scotland
 Decreased
 Improved
 Shared
 Proved
working hours
working conditions and employee housing
management and profits with employees
that a socialist-based company could be
profitable
Social Thought
 Socialism
1.
Utopianism – Robert Owen & New Lanark
2.
Communism – Karl Marx & Friedrich Engels
1.
Bourgeois vs. Proletariat
Marxism – Communism
Economic
Interpretation of
History
• Economic changes lead to historical changes.
• Historically, the wealthy classes have held all power.
Class Struggle
• History has been a struggle between the rich and the poor.
• In the Industrial Revolution, the struggle is between the Bourgeois
capitalists (owners of the means of production) and the proletariat
(workers).
Surplus Value
• Workers produce all wealth but receive only enough to survive.
• “Surplus value” (profit) of the workers’ labor goes to the capitalists.
Inevitability of
Socialism
• Industrial wealth leads to the concentration of wealth among fewer
and fewer capitalists, while the living and working conditions of the
proletariat grow worse.
• The proletariat will eventually rebel and create a socialist state.
Social Thought
Utilitarianism – Jeremy Bentham & John Stuart Mill
1.
1.
Suffrage
Capitalism – David Riccardo & Thomas Malthus
2.
1.
Laissez Faire
2.
“Iron Law of Wages”
Social Thought
1.
Liberalism
2.
Social Darwinism and Nationalism
1.
Charles Darwin & Herbert Spencer
Social Thought
 With
all of the possible hardships that can
be associated with industrialization how did
people find comfort in their daily lives?
 Methodism
 evangelical
Protestant denominations founded in
18th century England by John Wesley
Methodism
 worldwide
Protestant movement dating from 1729,
when a group of students at the University of Oxford,
England, began to assemble for worship, study, and
Christian service. Their fellow students named them
the Holy Club and “methodists,” a derisive allusion to
the methodical manner in which they performed the
various practices that their sense of Christian duty and
church ritual required.
Art and Leisure
Realism
1.
1.
Charles Dickens & Gustave Flaubert
2.
Romanticism
3.
Impressionism
1.
Claude Monet
Tourism and Sport
4.
1.
Thomas Cooke
Social Changes:
Increase in Leisure Time

Labor-saving devices invented and produced




Entrepreneurs and inventors developed new forms of entertainment



Vacuum cleaners
Washing machines
Refrigerators
Moving pictures
Amusement parks
Birth of the weekend


Traditionally, Western nations had Sunday (the Christian day of rest) as the only day
off from work
Saturday was added to accommodate the religious observances of Jewish factory
workers (whose Sabbath, or Shabbat, runs from Friday at sundown to Saturday at
sundown)
Downside?
 Acute
labor problems
 Workers
guilds decline
 Development
 Socialism
of proletariat class vs. capitalist class
and early utopian societies based on utilitarian
ideas (utopian socialists): Scotland and U.S. = Robert
Owen
 Communism
©2003 Wadsworth, a division of Thomson Learning, Inc. Thomson Learning™ is a trademark used herein under license.
European
Population
Growth
1820-1900
Spread and Growth: 1900s

Steel replaces iron

1831: Michael Faraday produces electric generator

1870: improved practical generator

1910: Hydroelectric power

Thomas Edison: Light bulb

1876: Alexander Gram Bell: telephone

Guglielmo Marconi: first trans-Atlantic radio wave transmission

Subways

Workers now could effectively/efficiently work 24 hours a day
The Automobile
The
Role of Science and
Technology: The Automobile”
Pg.
691 in your textbook
The Growth of Industrial Prosperity

New Products and New Patterns







Toward a World Economy




Substitution of steel for iron
Electricity
Internal combustion engine
Increased industrial production
Germany replaces Britain as industrial leader
Europe’s two economic zones
Products from all over the world
Europe dominates
The Spread of Industrialization in Russian and Japan
Women and Work: New Job Opportunities
Organizing the Working Class

Karl Marx (1818-1883) and Friedrich Engels (1820-1895),
The Communist Manifesto



History is that of class struggles
Overthrow the bourgeoisie
Eventually there would be a classless society
Organizing the Working Class

German Social Democratic Party (SPD), 1875



Revisionists


In the Reichstag worked to pass legislation to improve the conditions
of the worker
4 million votes in 1912 elections in Germany
Reject revolutionary approach and believed in reform
Trade Unions


Right to strike in Britain gained in 1870s
4 million members by 1914 in Britain
Leisure in an Age of Mass
Society
 Created
by the industrial system
 Transportation
 Working
systems meant:
class could go to amusement parks,
dance halls, beaches, and team sporting
activities