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Thursday, January 16, 2014
Thursday, January 16, 2014V Turn in your timed writings from last weekTurn in your timed writings from last week
V Take out your TH TestTake out your TH TestV Get a textbookGet a textbookV Begin Warm-UpBegin Warm-Up
Warm-UpWarm-Up
Why was Britain the first to Why was Britain the first to industrialize? What advantages did industrialize? What advantages did
they have over France?they have over France?
1 paragraph1 paragraph, use ch. 15 to refresh , use ch. 15 to refresh your memoryyour memory
Today’s AgendaToday’s Agenda
V Warm-Up / Class DiscussionWarm-Up / Class Discussion
V Review ProjectsReview Projects
V FN: The Industrial RevolutionFN: The Industrial Revolution
V Homework:Homework:V Read pages 688-697Read pages 688-697V Ch. 20 notebooks due tomorrowCh. 20 notebooks due tomorrow
Today’s StandardToday’s Standard10.3 Students analyze the effects of the 10.3 Students analyze the effects of the
Industrial Revolution in England, Industrial Revolution in England, France, Germany, Japan, and the France, Germany, Japan, and the
United States. United States.
1. Analyze why England was the first 1. Analyze why England was the first country to industrialize. country to industrialize.
2. 2. Examine how scientific and Examine how scientific and technological changestechnological changes and new forms and new forms of energy brought about of energy brought about massive massive socialsocial, economic, and cultural change , economic, and cultural change (e.g., the inventions and discoveries of (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, James Watt, Eli Whitney, Henry Bessemer, Louis Louis Pasteur, Thomas Edison). Pasteur, Thomas Edison).
Late 18c: French Economic Advantages
Late 18c: French Economic AdvantagesV Napoleonic Code.Napoleonic Code.V French communal law.French communal law.
) Free contractsFree contracts) Open marketsOpen markets) Uniform & clear commercial Uniform & clear commercial
regulationsregulationsV Standards weights & measures.Standards weights & measures.V Established technical schools.Established technical schools.V The government encouraged & The government encouraged &
honored inventors & inventions.honored inventors & inventions.V Bank of France Bank of France European European
modelmodelproviding a reliable currency.providing a reliable currency.
French Economic Disadvantages
French Economic Disadvantages
V Years of warYears of war) Supported the AmericanSupported the American
Revolution.Revolution.) French Revolution.French Revolution.) Early 19c Early 19c Napoleonic Wars Napoleonic Wars
V Heavy debts.Heavy debts.V High unemployment High unemployment soldiers soldiers
returning from the battlefronts.returning from the battlefronts.V French businessmen were afraid French businessmen were afraid
to take risks.to take risks.
That Nation of Shopkeepers!That Nation of Shopkeepers! -- Napoleon Bonaparte -- Napoleon Bonaparte
Crystal Palace Exhibition: 1851Crystal Palace
Exhibition: 1851
Exhibitions of the new industrial Exhibitions of the new industrial utopia.utopia.
Crystal Palace: Interior Exhibits
Crystal Palace: Interior Exhibits
Crystal Palace:British Ingenuity on
Display
Crystal Palace:British Ingenuity on
Display
Crystal Palace:American Pavilion
Crystal Palace:American Pavilion
British AdvantagesBritish AdvantagesV Political Stability with Glorious Political Stability with Glorious
Rev. 1688Rev. 1688
V Agricultural RevAgricultural RevV Enclosure MovementEnclosure MovementV Crop RotationCrop Rotation
V Natural ResourcesNatural ResourcesV Coal Coal V Iron OreIron Ore
V Well developed textiles to startWell developed textiles to start
Mine & Forge [1840-1880]
Mine & Forge [1840-1880]
ù More powerful than water is coal.More powerful than water is coal.
ù More powerful than wood is iron.More powerful than wood is iron.
ù Innovations make steel feasible.Innovations make steel feasible. ““Puddling” [1820] – “pig iron.”Puddling” [1820] – “pig iron.” ““Hot blast” [1829] – cheaper, purer Hot blast” [1829] – cheaper, purer
steel.steel. Bessemer process [1856] – strong, Bessemer process [1856] – strong,
flexible steel.flexible steel.
Fantabulous Friday, Jan. 17th
Fantabulous Friday, Jan. 17th V Keep this weeks Warm-up, you will use it next week.
V Take out your documents V Begin Warm-up discussion
Warm-Up - discussionWarm-Up - discussion
Without moving your desks, discuss in your groups what these documents
tell us about the impact of the Industrial Revolution on European
society in the 19th century.
Today’s AgendaToday’s Agenda
V Warm-Up / Class DiscussionWarm-Up / Class Discussion
V FN: The Industrial RevolutionFN: The Industrial Revolution
V Homework:Homework:V Industrialization TermsV Read pages 697 - 704
18001800 1 ton of coal 50, 000 miners
18501850 30 tons 200, 000 miners
18801880300 million tons
500, 000 miners
19141914250 million tons
1, 200, 000 miners
Coal Mining in Britain:
1800-1914
Coal Mining in Britain:
1800-1914
Young Coal MinersYoung Coal Miners
Child Labor in the Mines
Child Labor in the Mines
Child Child “hurriers”“hurriers”
British Pig Iron Production
British Pig Iron Production
Quick-Write
What does this graph suggest
about the production of British Pig Iron? How will it
effect the economy?
Richard Arkwright:“Pioneer of the Factory
System”
Richard Arkwright:“Pioneer of the Factory
System”
The “Water Frame”The “Water Frame”
British Coin Portraying a Factory, 1812
British Coin Portraying a Factory, 1812
Factory ProductionFactory Production) Concentrates production in oneConcentrates production in one
place [materials, labor].place [materials, labor].
) Located near sources of power Located near sources of power [rather than labor or markets].[rather than labor or markets].
) Requires a lot of capital Requires a lot of capital investmentinvestment[factory, machines, etc.] more[factory, machines, etc.] morethan skilled labor.than skilled labor.
) Only 10% of English industry in Only 10% of English industry in 1850.1850.
Textile FactoryWorkers in England
Textile FactoryWorkers in England
18131813 2400 looms 150, 000 workers
18331833 85, 000 looms 200, 000 workers
18501850 224, 000 looms >1 million workers
The Factory SystemThe Factory System Rigid schedule.Rigid schedule.
12-14 hour day, 6 12-14 hour day, 6 days a weekdays a week
Dangerous Dangerous conditions.conditions.
ExplosionsExplosions
Cave-in’sCave-in’s
bad airbad air
dangerous dangerous machinerymachinery
Mind-numbing Mind-numbing monotony.monotony.
Frequent loss Frequent loss of limbs!of limbs!
Textile FactoryWorkers in England
Textile FactoryWorkers in England
Young “Bobbin-Doffers”
Young “Bobbin-Doffers”
Short – Term Negative Effects of
I.R.
Short – Term Negative Effects of
I.R.) Poor living conditions – no building Poor living conditions – no building codes or urban planningcodes or urban planning
) Inadequate housing, education Inadequate housing, education and police protection.and police protection.
) Poor sanitation, increase in Poor sanitation, increase in diseasedisease
John Kay’s “Flying Shuttle”
John Kay’s “Flying Shuttle”
The Power LoomThe Power Loom
James Watt’s Steam Engine
James Watt’s Steam Engine
Steam TractorSteam Tractor
Steam ShipSteam Ship
An Early Steam Locomotive
An Early Steam Locomotive
Later LocomotivesLater Locomotives
Tuesday, January 21, 2014
Tuesday, January 21, 2014V Take your seatTake your seat
V Take out your notebookTake out your notebookV Take out your warm-up from last Take out your warm-up from last
weekweek
Timed WritingTimed Writing
Analyze the social and economic Analyze the social and economic impact of the industrial revolution impact of the industrial revolution on Europeans from 1850 – 1914.on Europeans from 1850 – 1914.
Underline your thesis statement, minimum of 1 full body Underline your thesis statement, minimum of 1 full body paragraph for full credit.paragraph for full credit.
Today’s AgendaToday’s AgendaV Class DiscussionClass Discussion
V Class Business – collecting papersClass Business – collecting papers
V Notes: The Industrial RevolutionNotes: The Industrial Revolution
V Homework:Homework:V Read pages 697 – 704V Socratic seminar prep document and page 698
(treat it like an additional doc.)V Level one on each documentV 2 level 2 questions per doc.V 4 level 3 questions for packet
Today’s StandardToday’s Standard10.3 Students analyze the effects of the Industrial 10.3 Students analyze the effects of the Industrial
Revolution in England, France, Germany, Japan, Revolution in England, France, Germany, Japan, and the United States. and the United States.
1. Analyze why England was the first 1. Analyze why England was the first country to industrialize. country to industrialize.
2. 2. Examine how scientific and technological Examine how scientific and technological changeschanges and new forms of energy brought about and new forms of energy brought about massive socialmassive social, economic, and cultural change (e.g., the , economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Henry Bessemer, Louis Pasteur, Thomas Edison). Pasteur, Thomas Edison).
Why was the Industrial Revolution a Why was the Industrial Revolution a challenge to the rise of moderate challenge to the rise of moderate
liberalism and continued conservatism liberalism and continued conservatism in 19in 19thth century Europe? century Europe?
The Essential QuestionThe Essential Question
The impact of Railroads 1839 - 1852
The impact of Railroads 1839 - 1852
The Impact of the Railroad
The Impact of the Railroad
“The Great Land Serpent”
“The Great Land Serpent”
Railroads on the Continent
Railroads on the Continent
19c Bourgeoisie: The Industrial Nouveau
Riche
19c Bourgeoisie: The Industrial Nouveau
Riche
Criticism of the New Bourgeoisie
Criticism of the New Bourgeoisie
Stereotype of the Factory Owner
Stereotype of the Factory Owner
“Upstairs”/“Downstairs” Life
“Upstairs”/“Downstairs” Life
Street Children, London 1900
Street Children, London 1900
Lunchtime for the factory
boys – an editorial on
the treatment of factory
boys.
Lunchtime for the factory
boys – an editorial on
the treatment of factory
boys.
Women at Work
in a London Factory
Women at Work
in a London Factory
Child Laborers, 1900’sChild Laborers, 1900’s
Child Laborers, 1900’sChild Laborers, 1900’s
Children in London School Yard – Mid-Late
1800’s
Children in London School Yard – Mid-Late
1800’s
Quick-WriteQuick-Write
What can we learn from the What can we learn from the previous images? What previous images? What stereotypes were being stereotypes were being used? What do you think used? What do you think the reasoning behind the the reasoning behind the bias in these images is?bias in these images is?
Factory Wages in Lancashire, 1830
Factory Wages in Lancashire, 1830
Age of WorkerAge of Worker Male WagesMale Wages Female WagesFemale Wages
under 11under 11 2s 3d.2s 3d. 2s. 4d.2s. 4d.
11 - 1611 - 16 4s. 1d.4s. 1d. 4s. 3d.4s. 3d.
17 - 2117 - 21 10s. 2d.10s. 2d. 7s. 3d.7s. 3d.
22 - 2622 - 26 17s. 2d. 17s. 2d. 8s. 5d.8s. 5d.
27 - 3127 - 31 20s. 4d. 20s. 4d. 8s. 7d.8s. 7d.
32 - 3632 - 36 22s. 8d.22s. 8d. 8s. 9d.8s. 9d.
37 - 4137 - 41 21s. 7d.21s. 7d. 9s. 8d.9s. 8d.
42 - 4642 - 46 20s. 3d.20s. 3d. 9s. 3d.9s. 3d.
47 - 5147 - 51 16s. 7d.16s. 7d. 8s. 10d.8s. 10d.
52 - 5652 - 56 16s. 4d.16s. 4d. 8s. 4d.8s. 4d.
57 - 6157 - 61 13s. 6d.13s. 6d. 6s. 4d.6s. 4d.
Industrial Staffordshire
Industrial Staffordshire
Problems of PolutionProblems of Polution
The Silent HighwaymanThe Silent Highwayman - 1858 - 1858
The New Industrial City
The New Industrial City
Early-19c Londonby Gustave Dore
Early-19c Londonby Gustave Dore
Worker Housing in Manchester
Worker Housing in Manchester
Factory Workers at Home
Factory Workers at Home
Workers Housing in Newcastle TodayWorkers Housing in Newcastle Today
The Life of the New Urban Poor: A Dickensian
Nightmare!
The Life of the New Urban Poor: A Dickensian
Nightmare!
Private Charities: Soup Kitchens
Private Charities: Soup Kitchens
Private Charities: The “Lady Bountifuls”Private Charities:
The “Lady Bountifuls”
Quick-WriteQuick-Write
What social issues does What social issues does these images/charts these images/charts
suggest the people of the suggest the people of the industrial revolution were industrial revolution were
facing? What, if any facing? What, if any political, problems will this political, problems will this
cause?cause?
The Luddites: 1811-1816
The Luddites: 1811-1816
Ned LuddNed Ludd [a mythical figure supposed to live [a mythical figure supposed to live in Sherwood Forest]in Sherwood Forest]
Attacks on the “frames” [power looms].Attacks on the “frames” [power looms].
The Luddite TriangleThe Luddite Triangle
The LudditesThe Luddites
The Neo-Luddites Today
The Neo-Luddites Today
BritishBritishSoldiers Soldiers Fire on Fire on BritishBritish
Workers:Workers:
Let us die Let us die like men, like men,
and not be and not be sold like sold like slaves!slaves!
Peterloo Massacre, 1819
Peterloo Massacre, 1819
The “Peoples’ Charter”
The “Peoples’ Charter”V Drafted in 1838 by Drafted in 1838 by William LovettWilliam Lovett..
V Radical campaign for Radical campaign for Parliamentary reform of the Parliamentary reform of the inequalities created by the Reform inequalities created by the Reform Bill of 1832.Bill of 1832. Votes for all men.Votes for all men.
Equal electoral districts.Equal electoral districts. Abolition of the requirement that Abolition of the requirement that
Members of Parliament [MPs] be Members of Parliament [MPs] be property owners.property owners.
Payment for Members of Payment for Members of Parliament.Parliament.
Annual general elections.Annual general elections. The secret ballot. The secret ballot.
The Chartists
The Chartists
KeyKey
ChartistChartistsettlementssettlements
Centres of Centres of ChartismChartism
Area of plug Area of plug riots, 1842riots, 1842
The ChartistsThe Chartists
A physical force—A physical force—Chartists arming for Chartists arming for the fight.the fight.
A female ChartistA female Chartist
Anti-Corn Law League, 1845
Anti-Corn Law League, 1845
4 Give manufactures more outlets for Give manufactures more outlets for their products.their products.
4 Expand employment.Expand employment.4 Lower the price of bread.Lower the price of bread.4 Make British agriculture more Make British agriculture more
efficient and productive.efficient and productive.4 Expose trade and agriculture to Expose trade and agriculture to
foreign competition.foreign competition.4 Promote international peace through Promote international peace through
trade contact.trade contact.
Government Response
Government Responsek Abolition of slavery in the Abolition of slavery in the
coloniescoloniesin 1832 [to raise wages in in 1832 [to raise wages in Britain].Britain].
k Sadler CommissionSadler Commission to look intoto look intoworking conditionsworking conditions
Factory ActFactory Act [1833] – child labor.[1833] – child labor.
k New Poor LawNew Poor Law [1834] – indoor [1834] – indoor relief.relief.
Poor houses.Poor houses.
k Reform BillReform Bill [1832] – broadens [1832] – broadens thethevote for the cities.vote for the cities.
British Reform Bill of 1832
British Reform Bill of 1832
Terrific Thursday, Feb. 7th
Terrific Thursday, Feb. 7th
V Pick up your notebookPick up your notebookV Take your seatTake your seatV Take out your Warm-UpsTake out your Warm-Ups
Timed WritingTimed WritingBased off what we have discussed in the past and your reading Based off what we have discussed in the past and your reading
address the following prompt.address the following prompt.
Analyze and evaluate the impact of Analyze and evaluate the impact of the industrial revolution on the the industrial revolution on the
social structure of Europe.social structure of Europe.
Today’s AgendaToday’s Agenda
V Warm-Up / Class DiscussionWarm-Up / Class Discussion
V FN: The Industrial RevolutionFN: The Industrial Revolution
V Homework:Homework:V Socratic seminar prep.Socratic seminar prep.
