The Industrialization Revolution

The Industrial Revolution

Traditional Farming Methods 1. List all of the MACHINES in the picture.

2. How many POWER SOURCES are in the picture?

3. What SOCIAL CLASSES are represented here? 4. Using the picture, write a sentence describing life before industrialization.

Farming in the Middle Ages  Villages

feed themselves ( subsistence

farming)  One of three fields left fallow (empty) to regain fertility  Animals grazed in common pastures  Disadvantages  Land

use is inefficient  Farmers did not experiment with new farming methods

A Medieval Village

Video

I. The Agricultural Revolution 

A. 1. 2. 3.

Improvements in farming methods in the 1700’s boost crop yields and lead to enclosed lands Scientific Farming: keeping records of out put Jethro Tull: seed drill 1721 Charles Townshend: Crop rotation Robert Bakewell: Livestock breeding.

Enclosure Movement   

Wealthy landowners fenced in pastures & began experimenting with new farming techniques Villages lost common lands and political power Peasants became poorer

Make a Prediction Q. What will be the cause and effect of the technological advances in agriculture?  More Food = nutrition, healthier, population increases.  Work done by machines less of a need for farmers.  Many small farmers lose their land, move to the city and become workers.

II. Ideal Conditions for Britain A. B. C. D. E. F.

Factors of Production- Land, Labor, and Capital Natural Resources: water, coal and iron. Geography: many harbors, 6000 merchant ships. Science and Technology Banking: loans and investment Political Stability: free from Napoleonic Wars

III. The Product  Britain

leads the

way  Raw Wool  Linen  Cotton: High demand but too expensive.

IV. The Inventions and Inventors

John Kay : The Flying Shuttle  Weaver can work twice as fast. A.

B. James Hargreaves The Spinning Jenny 6 – 8 threads at one time.

C. Richard Arkwright 

The Waterframe 1769  Needed fast flowing streams to drive spinning wheels

D. Samuel Crompton 

Spinning Jenny + the water frame = Spinning Mule  Bulky and expensive.  Set up in large buildings = Factories.

F. Eli Whitney  Cotton

Gin  Makes slavery profitable  1791 9000 bales produced.  1831 987,000 bales produced. 

Video

Questions?  What

are the benefits so far in the new machines?  How are they powered?  How is this a limitation?  How would you improve them?

Mining

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A Newcomen Pump

British Coal production increasing in 1700s Problem: dig deep and hit water Solution Newcomen Steam engine: drove pump James Watt (1736-1819) found ways to dramatically increase efficiency of steam power Steam power perfect for running jennies and looms A solution to problem in weaving was found in technical innovation developed for mining

G. James Watt 

1765 efficient steam engine.  Teams up with Mathew Bolton  Entrepreneurs: organizes, manages and takes risks in business.  Video

Effects of the Steam Engine  Steam

power, used where coal exists, increased textile production  Improved mining  Increased mining of metals, which fueled other industries

Need for Iron & Coal 

Iron needed for: farming tools, new factory machines, railways  Smelting makes iron more pure, requires carbon

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Carbon, from coal, needed to smelt iron  Steam engines powered by coal  Video

Effects of Iron & Coal  Britain

produced more iron than all other countries of the world combined  Coal powered Britain’s enormous Navy  “The Sun Never Sets on The British Empire.”  Video

British Empire At its peak controlled one sixth of humanity

Interchangeable Parts Parts – All parts are made to an exact standard so they may be interchanged. If one part breaks no problem!!

Interchangeable

Other Inventors/Inventions 

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Orville & Wilbur Wright- airplane  Elias Howe- sewing machine  Louis Daguerrephotography

   

Henry Bessemerpurified steel Alfred Nobel- dynamite Alessandro Voltabattery Michael Faradayelectric motor Thomas Edison- light bulb

Still More Inventions & Inventors 

Nikolas Otto Alexander Graham gasoline powered Bell- telephone combustion engine  Giglielmo Marconi Karl Benzradio automobile  Inventions too  Henry Ford- 1st auto numerous to in U.S.A. mention all of them…  Samuel Morsetelegraph

V. Transportation Railroads 1. 1804 Richard Trevithick: first steam locomotive. 2. George Stephenson: the rocket 25m.p.h. Liverpool – Manchester Railway 3. Video A.

A. Railroads 3. Effects: a. Encouraged industrial growth b. New jobs c. Boost to agriculture d. Travel to countryside.

The Impact of the Railroad

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Society During the Industrial Revolution 

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A. Urbanization-The movement of people from the country to the city. European cities of 100,000 inhabitants rose from 22 to 44 B. Social Classes during the Industrial Revolution 

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Upper class elite, 5% (owned most of the country’s wealth) Middle classes, 15% (women worked at home raising kids) Lower classes, 80% (lived mostly in tenement housingtightly packed apartment like housing)

Why Flock to the City? 1.

Country Life: is harsh. 1. 2.

2.

Country Work 1. 2.

3.

Regular wages The weather is not a factor.

Dawn to dusk Family Work unit.

City Work 1.

2. 3. 4. 5.

Work by whistle 14 hours a day/six days a week. Same work no changes Factories badly lit and dirty. Coal mines: Damp, dark, breath coal dust.

Capitalism/Laissez-faire 

Capitalism—system of privately owned businesses seeking profits  Laissez faire—economic policy of not interfering with businesses  Job of the government is to protect your rights, not interfere with business  Adam Smith—defender of free markets, author of The Wealth of Nations  

Believes economic liberty guarantees economic progress Economic natural laws—self-interest, competition, supply and demand

Five Elements of Capitalism  Private 

Equal opportunity for citizens to own business

 Free 

Ownership

Enterprise

Freedom to produce and consume

 Supply and Demand 

Inversely proportional High supply & low demand = low Price

 Competition 

Needed to secure highest quality good at reasonable price

 Profit 

Motive

Individuals make the money

What were the negative effects of Capitalism?

I. Changing the way of Life A.     

Poor City Dweller Lacked adequate housing Filthy Overcrowded slums Unsafe conditions Video

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 CITY

GENTRY

TRADESPEOP LABORER LE S

Rutland

52

41

38

Truro

40

33

28

Derby

49

38

21

Manchest 38 20 er Bethnal 45 26 Green Liverpool 35 22 Rutland – agricultural area in central England Truro – tin mining center

17

16 15

Social Consequences Cont. 

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Living & Working Conditions  Drab & blackened w/ soot  Housing: packed in & short supply  Lived in 1 rooms & life poor  1000’s children running around w/ no last name Treatment of Workers  Jobs only for unskilled workers  Low wages-too low to support families  Worked long hrs – up to 14/day  Jobs tedious & oppressive  Few Holidays  Unemployment greatest fear – layoffs often  Workers not organized-couldn’t improve selves  Had to bargain individually – employers no sympathy (competing w/ other industries)

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Working Conditions 

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Long Hours- Most factory workers labored between 12-16 hours a day, 6 to 7 days a week. Unsafe Conditions-Miners worked in unsafe conditions in which death and injury were commonplace. Child Labor-Although a necessity for some families, eventually child labor was limited to 12 hours a day in England. Children were beaten if they didn’t work hard enough. Video

Textile Factory Workers in England 1813

2400 looms

150, 000 workers

1833

85, 000 looms

200, 000 workers

1850

224, 000 looms

>1 million workers

D. Children 

Begin work as young as Six.  14 –16 hour days.  Pay was less than 25 cents a week.

1. Scavengers 

Picked up lint on the floor under the machines.

David Rowland testimony before the House of Commons Committee on 10th July, 1832. 

Question: At what age did you commence working in a cotton mill?  Answer: Just when I had turned six.  Question: What employment had you in a mill in the first instance?  Answer: That of a scavenger.

David Rowland testimony before the House of Commons Committee on 10th July, 1832. 

Question: Will you explain the nature of the work that a scavenger has to do?  Answer: The scavenger has to take the brush and sweep under the wheels, and to be under the direction of the spinners and the piecers generally. I frequently had to be under the wheels, and in consequence of the perpetual motion of the machinery, I was liable to accidents constantly. I was very frequently obliged to lie flat, to avoid being run over or caught.

2. Piecers 

Reuniting broken threads from the machines

William Dodd’s Testimony 

At the age of six I became a piecer. The continual friction of the hand in rubbing the piecing upon the coarse wrapper wears off the skin, and causes the finger to bleed. The position in which the piecer stands to his work is … in a sliding direction, constantly keeping his right side towards the frame. In this position he continues during the day, with his hands, feet, and eyes constantly in motion. It will be easily seen, that the chief weight of his body rests upon his right knee, which is almost always the first joint to give way.

William Dodd’s Testimony I have frequently worked at the frame till I could scarcely get home, and in this state have been stopped by people in the streets who noticed me shuffling along, and advised me to work no more in the factories; but I was not my own master. During the day, I frequently counted the clock, and calculated how many hours I had still to remain at work; my evenings were spent in preparing for the following day - in rubbing my knees, ankles, elbows, and wrists with oil, etc. I went to bed, to cry myself to sleep, and pray that the Lord would take me to himself before morning.

Robert Blincoe’s Testimony 

The blacksmith had the task of riveting irons upon any of the apprentices, whom the master ordered. These irons were very much like the irons usually put upon felons. Even young women, if they suspected of intending to run away, had irons riveted on their ankles, and reaching by long links and rings up to the hips, and in these they were compelled to walk to and fro from the mill to work and to sleep.

4. Injuries 

Loss of legs, arms fingers. Crippled for life.  No workmen's compensation.

Robert Blincoe’s Testimony 1828 

A girl named Mary Richards, who was not quite ten years of age, attended a drawing frame, below which, and about a foot from the floor, was a horizontal shaft, by which the frames above were turned. It happened one evening, when her apron was caught by the shaft. In an instant the poor girl was drawn by an irresistible force and dashed on the floor. She uttered the most heart-rending shrieks! Her bones of her arms, legs, thighs, etc. successively snap asunder, crushed, seemingly, to atoms, as the machinery whirled her round, and drew tighter

Robert Blincoe’s Testimony 1828 and tighter her body within the works, her blood was scattered over the frame and streamed upon the floor, her head appeared dashed to pieces - at last, her mangled body was jammed in so fast, between the shafts and the floor, that the water being low and the wheels off the gear, it stopped the main shaft. When she was extricated, every bone was found broken - her head dreadfully crushed. She was carried off quite lifeless.

Dr. Smith’s Testimony on female health in the factories. 

Question: Are not the females less capable of sustaining this long labour than males.  Dr. Samuel Smith: Yes. In the female the pelvis is considerably wider than the male. When having to sustain the upright posture for long periods, the pelvis is prevented from being properly developed; and, in many of those instances, instead of forming an oval aperture, it forms a triangular one, the part supporting the spine being pressed downwards, and the parts receiving the heads of the thigh-bones being pressed inwards.

Dr. Smith’s Testimony on female health in the factories. When they are expecting to become mothers, sometimes because of the development of the bones of the pelvis, there is not actually space for the exit of the child which is within the womb. Under these circumstances, it is often the painful duty of the surgeon to destroy the life of the child in order that he may preserve the more valuable one of the mother. I believe if horses in this country were put to the same period of labour that factory children are, in a very few years the animal would be almost extinct among us.

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Given the previous testimony on working conditions of children, what surprised you the most?

II. Reforms A. B.

C.

D.

Unions organized to raise wages and improve working conditions. Become legal and established. Skilled workers carpenters and spinners unionize first. Collective bargaining: negotiations. Strike: refuse to work

E. Factory Act of 1833   

Illegal to hire children under nine. Ages nine to 13 only 8hrs/day. Ages 14 –18 up to 12 hrs/day.

Mine Act of 1842 Similar to the Factory Act of 1833 1.

Unions 

Unions—associations formed by laborers to work for change  Unions negotiate for better pay, conditions with employers  Sometimes they strike—call a work stoppage—to pressure owners  Skilled workers are first to form unions  Movement in Britain, U.S. must fight for right to form unions  Union goals were higher wages, shorter hours, improved conditions

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.

IV. Industrialization in the United States A. B.

C. D. E.

The United States offers conditions favorable to the growth of industry. Samuel Slater teams up with Moses Brown. Result spread of the American Textile industry. U.S. Industry fueled by the growth of railroads. The Industrial Revolution will translate into a victory for the Union in the Civil War. By 1900, the U.S. becomes the industrial leader of the world in steel production and oil refinery.

Cotton Gin Gin – A machine that separates the seeds from raw cotton fibers.

Cotton

Effects of Cotton Gin 1. 2. 3.

4.

Profit per pound of cotton skyrocketed. Many plantations depended on it as only major crop. New plantations developed I Alabama, Mississippi, Louisiana, and finally Texas. Slaves expanded from 700,000 to 1.5 million.

The Industrial Revolution Economic 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

Social Effects • 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

Effects of The Industrial Rev. 

Wealth gap widens; non-industrialized countries fall further behind  European nations, U.S., Japan exploit colonies for resources  Imperialism spreads due to need for raw materials, markets  Europe and U.S. gain economic power  African and Asian economies lag, based on agriculture, crafts  Rise of middle class strengthens democracy, calls for social reform

More Effects 

Produced goods for the masses  Fortunes made  age of unrestrained capitalism  Raw materials came from colonies.  Colonies were guaranteed markets  Spawned abuses of labor:  women, children chained to machines  Rich became richer: dominated world  Inequity of wealth  led to Socialism, Communism in Europe 

Video

Reforming the Industrial World The Industrial Revolution leads to economic, social, and political reforms.

Capitalism,

Socialism, and Communism

Capitalism/Laissez-faire 

Capitalism—system of privately owned businesses seeking profits  Laissez faire—economic policy of not interfering with businesses  Job of the government is to protect your rights, not interfere with business  Adam Smith—defender of free markets, author of The Wealth of Nations  

Believes economic liberty guarantees economic progress Economic natural laws—self-interest, competition, supply and demand

Five Elements of Capitalism  Private 

Equal opportunity for citizens to own business

 Free 

Ownership

Enterprise

Freedom to produce and consume

 Supply and Demand 

Inversely proportional High supply & low demand = low Price

 Competition 

Needed to secure highest quality good at reasonable price

 Profit 

Motive

Individuals make the money

Socialism  Socialism-factors

of production owned by and operated for the people  Socialists think government control can end poverty, bring equality  Social Democrats: achieve through democratic reforms (Welfarism)  Marxists: achieve through Revolution

Communism       

Karl Marx—German journalist proposes a radical form of socialism, Marxism Friedrich Engels—German whose father owns a Manchester textile Mill Marx and Engels believe society is divided into warring classes Capitalism helps “haves,” the employers known as the bourgeoisie Hurts “have-nots,” the workers known as the proletariat Marx, Engels predict the workers will overthrow the owners Write their ideas in a book “The Communist Manifesto”

Communism      

Marx believes that capitalism will eventually destroy itself Inequality would cause workers to revolt, seize factories and mills Communism—society where people own, share the means of production Marx’s ideas later take root in Russia, China, Cuba, (Vietnam and North Korea) Time has shown that society not controlled by economic forces alone No Religion in Communism

Five Elements of Communism  Economic  Gov’t

 Class 

determines what is produced

Struggle

The Haves vs. Have-Nots

 Surplus 

Determinism

Value Theory

The goal of money will always abuse workers

 Proletariat  Workers

 Individual  Each

Rule

will control the society

Contributions

person must contribute to the society with their individual skills

What is Communism? Marx and Engels studied the history of the world’s economies.  This means the way that power, industry and finance are controlled.  They saw the way countries developed in stages. 

Communism

Socialism Capitalism Feudalism Primitive Communism

Explain these please!

What is Communism?

Primitive Communism

This is how humans first lived together – in small tribes. Primitive means ‘not very advanced’ e.g. hunting and gathering. Communism means that everything was shared amongst the tribe – food, jobs, belongings. No-one owned land. Eventually a group comes to power – this leads to Feudalism…

What is Communism? Under feudalism, a king or emperor or chief becomes the ruler over all the people.

Feudalism

Primitive Communism

The people are kept uneducated and told that god chose the king to rule. The church helps the king this way.

He gives land and privileges to ‘nobles’ who rule the people for him.

As trade develops, some people get richer. This leads to Capitalism…..

What is Communism?

The business owners or capitalists get richer while the workers do all the hard work.

The capitalists get more power to serve their own interests.

Feudalism

Capitalism

Capitalism creates a huge workingclass of people who soon get angry at the way they are treated. They organise in unions and demand changes. This will lead to a revolution and Socialism…

What is Communism? The workers take control of the country to produce things for everyone.

Capitalism

In the Socialist revolution all the rulers – kings, churches, capitalists are got rid of.

Because nothing is made for profit, all people benefit from education and health.

Socialism

These ideas spread across the world to create Communism….

What is Communism?

The remaining capitalists put up a bitter fight, but the will of the people will always win.

Communism

Socialism

As everyone now works together, war is a thing of the past – armies are not needed. Sharing means no police are needed. Everything is provided by the people – so money becomes a thing of the past.

All human activity goes towards benefiting each other – allowing all to live their lives to the full.