Transcript Effects of Industrialization – Patterns of Change

Unit Enduring Understandings
2. Changes in technology and exchange during the 18th and 19th
centuries led to the social and economic changes around the world
that are still relevant today.
5. Technology and industrial advancement can alter existing social and
economic systems.
Effects of Industrialization – Patterns of Change
Agenda –
1. Review p2 and 3 to make sure that we all analyze charts and graphs
correctly
2. Read p 4 – answer: how does this excerpt illustrate the social,
economic and geographical impact of the industrial revolution
3. Develop understanding of geographical (demographic) impact of
industrial revolution – complete p 6 and 7
4. complete p5 to organize our understanding of the social,
demographic and environmental effects of the industrial revolution.
Basic economic statistics – France v Britain
1. France increased its agriculture by more index points than UK, 77 to 43
2. But total economic production was much greater in UK – 151 index points to 102 index
points
3. Britain had higher per person income growth
4. Britain had much higher industrial growth, 600 points to 387
5. Britain had higher overall growth: industry, total production and per person income all
noticeably higher than France.
Industrialization
Main Idea: The industrialization of agriculture, textiles and
transportation greatly improved the overall economy of Great
Britain.
Growth of the Cotton industry: Reading Graphs
1. A. 10,000 UK spindles; B. 6,000 in France and 6,000 in Russia
2. A. Britain had biggest increase from ‘34 to ‘61 and France had a decrease from 1861-1877
Part II 1. France produced more cotton than Russia in ’34
2. Cannot be supported by graph data since the graph does not show quality, only quantity
3. Britain did have overall cotton capacity increase from 1834 to 1904
4. Cannot be supported by graph data since data do not show number of people employed
5. UK cotton of 10,000 was more than 3,000 in France and 1,000 in Russia
Industrialization
Main Idea: The factory system changed the way people lived
and worked, introducing a variety of benefits and problems.
A Changing Way of Life
 Industrialization leads to economic growth
and
urbanization—city building and the
movement of people to cities
 Because they grew quickly, cities were not
ideal places to live—overcrowded, dirty,
open sewers, dirty water, difficult to find
good housing, schools, or police protection,
etc.
Social Class Structure
 Upper—large landowners and aristocrats,
resentful of rich middle class
 Upper middle—entrepreneurs
(merchants, factory owners, shippers)
 Lower middle—factory overseers/skilled
workers
 Lower/working—factory workers, urban
poor, etc.
Working Conditions
 Days are long
 Factories are seldom
well-lit or clean
 Machines pose a
threat to safety of
the worker
 Child labor is a
problem
THERE’S ALWAYS ONE…
• Resistance forms against industrialization
• LUDDITES ARE BIGGEST GROUP
– Named for “Ned Ludd”
– People attack modern
machines
– Government forced to
combat problem
Unit Enduring Understandings
2. Changes in technology and exchange during the 18th and 19th
centuries led to the social and economic changes around the world
that are still relevant today.
5. Technology and industrial advancement can alter existing social and
economic systems.
Effects of Industrialization – Patterns of Change and the
spread of industrialization
Agenda –
1. Review p5 to organize our understanding of the social, demographic
and environmental effects of the industrial revolution.
2. Read and complete p 8 and 9 about the impact of industrialization on
workers and urban dwellers. Did all people have the same
experiences during the industrial revolution? Why? What evidence
supports your perception about the universality of the impact of the
industrial revolution?
3. Complete p 10 about how and why industrialization spread and
affected the rest of the world.
4. Draw a cartoon of industrialization and its positive and negative
effects.
Patterns of Change: Industrialization
Changes IR caused on these types of people
1. Poor City Dwellers – Due to no plans for how cities should
grow, no sanitary codes nor building regulations to control
rampant growth, the poor lacked adequate housing and
many were forced to live in dark, filthy, unhealthy and unsafe
conditions
2. Factory workers – because factory owners’ purpose was to
maximize profits, they wanted to keep machines running and
to keep factory costs down. This caused workers to work
long hours for very low wages, often under dangerous and
unhealthy conditions. Later working conditions and
standards of living improved.
3. Wealthy Merchants – Gained wealth, social status, greatly
improved living standards and joined the ranks of the upper
middle class of professional
Patterns of Change: Industrialization
Changes IR caused on these types of people
4. Children – Due to no laws, and the need that families had for
income, children as young as 6 worked dangerous jobs in
factories and mines. Later, child labor laws partially reformed
the factory system
5. Lower middle class of factory overseers and skilled workers–
enjoyed an increased and comfortable standard of living.
6. Large landowners and landed aristocracy – were disdainful
and unhappy that their economic and social positions were
challenged by the upstarts of the industry class of factory
owners, investors and merchants.
7. The environment was terribly polluted with human waste,
manufacturing by-products and the air was polluted by
smoke and soot.
8. Education expanded dramatically with the need for more
skilled workers to design, build, install and maintain the
machines.
• “Meanwhile, at social Industry's
command,
How quick, how vast an increase. From the
germ
Of some poor hamlet, rapidly produced
Here a huge town, continuous and
compact,
Hiding the face of earth for leagues-and
there,
Where not a habitation stood before,
Abodes of men irregularly massed
Like trees in forests,-spread through
spacious tracts,
O'er which the smoke of unremitting fires
Hangs permanent, and plentiful as
wreaths
Of vapour glittering in the morning sun.
And, wheresoe'er the traveller turns his
steps,
He sees the barren wilderness erased,
Or disappearing…” –William Wordsworth
Impact of IR
 Increased the amount of goods and
services a nation could produce and
added to its wealth
 Created jobs for workers and
(eventually) raised the standard of living
 Fostered technological invention and
progress
Progress……?
Progress…?
 As the Industrial Revolution changes society, some grow
wealthy while others experience significant hardship
 Such differences lead to tension between the social
classes
 A new class emerges  wealthy middle class
A big problem arises: who and how should the issues of
cities, transportation, health issues, and wealth and class
disparities be solved?
What do you think…?
Who should have
the responsibility
or obligation to
assist those who
are poor, disabled,
and/or sick?
Realist Literature
“It was a town of red brick, or of brick that would have
been red if the smoke and ashes had allowed it; but as
matters stood it was a town of unnatural red and black
like the painted savage. It was a town of machinery
and tall chimneys, out of which interminable serpents
of smoke trailed themselves for ever and ever, and
never got uncoiled. It had a black canal in it, and a river
that ran purple with ill-smelling dye…”
--Charles Dickens, Hard Times
Industrialization Spreads and Leads
to an Age of Reform
Continental Europe
 At first, war and unrest in Europe delay
the growth of industry (i.e., French
Revolution and Napoleonic Wars)
 Industrialization would often occur in a
given region rather than throughout an
entire country, as in Britain’s case
 Not all countries had the necessary
resources or factors of production
Worldwide Impact
 The Industrial Revolution widens the
gap between more-developed and
less-developed nations
 Industrialized countries exploit
overseas colonies for resources and
markets (basis for imperialism)
 Over time, standards of living rise in
the industrial nations
An Age of Reforms
Main Idea: The Industrial Revolution led to
economic, social, and political reforms.
Differing Philosophies
 The Industrial Revolution changes
the structure of society, opening up a
gap between rich and poor
 New philosophies emerge regarding
the role of the government in an
industrialized society
Differing Philosophies
 Laissez-faire thinkers
(Adam Smith) support a
free market and oppose
government regulation
 These ideas are the
basis for capitalism
 Other thinkers oppose
laissez-faire policies and
favor government
efforts to improve
people’s lives
Rise of Socialism
 Reformers sought the
establishment of a new
economic system called
socialism
 In socialism, the factors of
production are owned by
the public and operate for
the welfare of all
 Socialists believe the
government should
actively plan the economy
and promote equality
between all people
Rock, Paper, Scissors!
 Do not eat the candy until you
are told to do so
 Each time you lose a game
you must give up a piece of
candy to the person who
defeated you
 When you run out of candy
you must sit down and quietly
wait for the game to finish
 You must continue to play as
long as you have candy in your
possession
Classroom Activity: Rock,
Paper, Scissors Game
Capitalism
Historical Information:
Marxist Theory
Students have their own
Individuals privately own
candy, and not everyone starts
industry. Freedom of
with the same number of
competition results in unequal
pieces. As students play the
economic classes.
game, a few win lots of pieces,
but most lose.
Class Struggle
Winners and losers argue
about whether the game is
fair. Losers vote to change the
rules of the game.
Upper and working class
struggle over wealth. Working
class revolts and takes control
of government.
Socialism
The teacher collects all pieces
of candy and redistributes
them equally to students.
Government takes over
ownership of industry. Wealth
created is distributed equally
to all.
Time to Read…
 Refer to the handout given
to you
 Quietly read the primary
source to yourself
 Annotate as you read and
answer the questions on a
separate piece of paper
 Use a dictionary to
determine the meaning of
words you don’t recognize
 Be ready to discuss!
Karl Marx
 German journalist
who introduced the
world to a radical type
of socialism
 Believed that history
is controlled by
economics and class
struggle
 The future would lead
to communism
Communism
 Capitalist society would
eventually destroy itself,
as the proletariat would
revolt
 Workers would bring
about economic equality
for all and a classless
society would form with
the absence of any
government
 Private property would
cease to exist
Unionization and Reform
 Workers organize unions
to raise wages and
improve conditions
 Unions eventually
become established and
legal
 Reform laws are passed
in Britain and the United
States to limit child labor
and set work hours
Reform
 The abolition movement
helps to end slavery by the
end of the 1800s
 Free public education for
all children
A Revolutionary…Haiku?
 Select a major theme or
topic from the Industrial
Revolution
 Write a haiku about that
topic that accurately
describes it in some way;
be creative!
 3 lines
 5-7-5 syllables
 Record on index card and
be prepared to submit /
share!
Karl Marx
Working class unite
To destroy the bourgeoisie
Man, what a sweet beard…