Industrial Revolution

Using only the picture makeA list of predictions regarding the Industrial Revolution.

Brainstorm a list of changes a nation-state would go through as they transformed from an agriculture society to an industrial society

1st The Agriculture Revolution

Why did food production increase in the 1700 and 1800’s?

And how did it help lead to the Industrial Revolution?

Seed Drill- Jethro Tull 1701

Decreased the time it took to plant seedsThis makes large farmers practical

Seed Drill

Enclosures

In the early 1700’s

Wealthy landowners bought out small farmers.

The landowners then divided the land up into enclosures (small plots)

Two outcomes:

1. Increases on experimental farming methods and techniques. Risk was reduced.

2. Smaller farmers either decided to become tenant farmers or they moved to the cities.

Demand, price, and profit incentives motivated wealthy landowners to combine many smaller farms into one big farm.

Years later communist nations will do the same thing – called communes

Larger farms with Enclosures vs individual smaller farmers

Larger farms with Enclosures Individual farmer

We can experiment with different techniques and methods in one are and not risk the entire crop!!!

If I take a risk and fail, I’ll lose my farm and my family will starve

With such an abundance of crops we can set the market price

Since I cannot determine the market price I am at the mercy of the large farms. My profit will decrease.

Let us buy you out an we will add your farm to our enclosure you can now work for us.

Sadly that doesn’t sound too different than the old days of feudalism. I’m outta here- off to the city.

Crop Rotation

Crop Rotation

Developing a better understanding of plants allowed farmers to use more of their land and left less land as fallow.

Livestock- farmers only allowed the best and strongest to breed

Size and production of livestock increase.

Example1700- avg wt. for sheep 18 lbs.1760- avg. wt. for sheep 50 lbs.

What contemporary study by an English man was used to support this practice?

How did the Agricultural Revolution lead to the Industrial Revolution

Brainstorm cause and effect

Agriculture Revolution Increase food supply and living conditions

Population increased!!!Demand on food and goods

increased

Small farmers became factory workers and moved to cities Urbanization

Population Growth

Why England?

Growing Population

Resources- at home and abroad

Navigable rivers

Stability- government, population, international conflicts

Island nations

Using the map explain why industrial centers developed where they did.

Industrialization

Industrialism - Machinery doing the work of man.

Urbanization

Manchester 1760- 45,000 Manchester 1850- 300,000

1750 1760 1770 1780 1790 1800 1810 1820 1830 1840 1850 1860

90000

0

180000

270000

360000

450000

630000

Manchester Population Growth

What do the different , rise over runs of each section tell you about the population of the city? at

Factors of Production

labor Land/resources/waterways

wealthWhat circumstances allowed

for England to lead the Industrial Revolution?

How does scarcity play a role?

Why do the English always have limited resources?

a. Economics is the study of the use of scarce resources which have alternative uses.

b. economics studies the consequences and incentives of decisions that are made about the use of land, labor, capital and other resources that go into producing the volume of output which determines a country's standard of living.

Decisions can be more important than the resources.

In a free market capitalist system – profit incentives make those decisions

In command economies government makes those decisions.

Profit= Selling Price- cost (labor +capital)

Cost increases: Profit decreases

If the above is true predict the impact that the industrial revolution will have on labor and on class.

Steam engine- James Watt 1765

Cotton Gin – Eli Whitney- 1793

Inventions

How did these inventions lead to the Industrial Revolution?

Seed Drill- Jethro Tull 1701

Seed Drill- increased crops- larger farms

Cotton Gin- Textile mills increase

Steam Engine- powered by coal- transportation

Machines

Consumption

Cotton

How will the increase in textile mills in England during the mid 1800’s help lead to war in the United States?

Civil War

Looking at the American Civil War through an economic perspective, what side would the British join and why?

Do we currently benefit from nations that don’t treat their people well?

ConsumptionCoal

How will the increase in coal consumption impact the travel and the environment?

Steam boat- Robert Fulton- 1807

Rail roads

Transportation

What do the major industrial centers have in common?

Once again why is Russia the “odd country” out?

Rail road systems

1840 railroads

1870 railroads

Pollution

Peppered Moths

In 1998, Michael E. N. Majerus of the Department of Genetics at the University of Cambridge carefully re-examined Kettlewell's studies, as well as many others that have since appeared. What he reported, first of all, was that Kettlewell's experiments, indicating that moth survival depends upon color-related camouflage, were generally correct:" Differential bird predation of the typica and carbonaria forms, in habitats affected by industrial pollution to different degrees, is the primary influence on the evolution of melanism in the peppered moth."(P. 116, Melanism - Evolution in Action, M. E. N. Majerus, Oxford University Press, New York, 1998).

Profit

Profit - Money made or How much better off are we?

Profit = Selling Price - Cost (labor + Capital)

labor- wages capital- resources, buildings, land, etc.

If in theory the market controls the price (supply and demand)(scarcity) then what can the owner control to increase his/her profit?

What are some ways an owner of a factory can keep the cost down in order to maximize profit?

Brainstorm methods to reduce labor cost.

Brainstorm methods to reduce capital cost.

What do you think is the government’s role when these cost cutting strategies occur?

Price- controlled by the market.Supply and DemandReflects Scarcity

Cost (labor + Capital)Profit

Profit increaseWhen Price increase

Profit decreasesWhen cost increase

Labor Capital (land, resources, building, equipment)

Scarcity- impacts both price and cost

Example:When jobs are scarce what happens to wages?When skilled labor is scarce what happens to wages?

To save cost what is the easiest to cut?

Each worker must increase output.

Income

What information can be taken from this graph?

Child Labor

Child Labor

For each photo:1. Make a Box

2. Sketch the photo

3. Evaluate the photo:

Look at face/eyes/feet/clothesSetting, etc.

4. Create a quote

5. Determine that the photographer is trying to show the viewer

6. Act the photo out (only some) and for extra credit

7. Write down a fact or two (when provided)

Quote:

Photographer’s goal:

Facts:

14 hours a day on Average

6 days a week

Countless injuries- no safety regulations

One word to describe expression on her face.

No child labor laws until 1819

1833- major laws

Up to that point

Children as young as 6 were expected to work as if they were adults.

Long hours, little pay, fix machines, short break for lunch.

1833 Factory Act

In 1833 the Government passed a Factory Act to improve conditions for children working in factories. Young children were working very long hours in workplaces where conditions were often terrible. The basic act was as follows: No child workers under 9 years of age. Employers must have a medical or age certificate for child workers. Children between the ages of 9-13 to work no more than 9 hours a day. Children between 13-18 to work no more than 12 hours a day. Children are not to work at night. Two hours schooling each day for children. Four factory inspectors appointed to enforce the law throughout the whole of the country. However, the passing of this Act did not mean that overnight the mistreatment of children stopped. This Public Record Office website allows students to investigate how the far the Act solved the problems of child labour.

Life span for coal workers was 10 years shorter than other workers

QUESTIONS

What do you think coal was used for in this period?

How crucial was it to the Industrial Revolution?

Mary and Rachell Enock, ages 11 and 12 years."We are door-keepers in the four foot level. We leave the house before six each morning and are in the level until seven o'clock and sometimes later. We get 2p a day and our light costs us 2 1/2 p. a week. Rachel was in a day school and she can read a little. She was run over by a tram a while ago and was home ill a long time, but she has got over it."

Jane Peacock Watson."I have wrought in the bowels of the earth 33 years. I have been married 23 years and had nine children, six are alive and three died of typhus a few years since. Have had two dead born. Horse-work ruins the women; it crushes their haunches, bends their ankles and makes them old women at 40. "

Isabella Read, 12 years old, coal-bearer.

Works on mother's account, as father has been dead two years. Mother bides at home, she is troubled with bad breath, and is sair weak in her body from early labour. I am wrought with sister and brother, it is very sore work; cannot say how many rakes or journeys I make from pit's bottom to wall face and back, thinks about 30 or 25 on the average; the distance varies from 100 to 250 fathom. “I carry about 1 cwt (100 lbs.) and a quarter on my back; have to stoop much and creep through water, which is frequently up to the calves of my legs. When first down fell frequently asleep while waiting for coal from heat and fatigue. I do not like the work, nor do the lassies, but they are made to like it. When the weather is warm there is difficulty in breathing, and frequently the lights go out.”

Isabel Wilson, 38 years old."I have been married 19 years and have had 10 bairns [children]:...My last child was born on Saturday morning, and I was at work on the Friday night... None of the children read, as the work is no regular..When I go below my lassie 10 years of age keeps house..."

Sarah Gooder, aged 8 years. I'm a trapper in the Gawber pit. It does not tire me, but I have to trap without a light and I'm scared. I go at four and sometimes half past three in the morning, and come out at five and half past. I never go to sleep. Sometimes I sing when I've light, but not in the dark; I dare not sing then. I don't like being in the pit. I am very sleepy when I go sometimes in the morning.

Summarize oral report in a 6 word poem.

Generally, how many hours did these women and children work each day?

What health problems were generated by mine labor?

Name some ways this type of work affected family life? Do women work in coal mines today?

Why do you think women were used so frequently in the coal pits?

According to Ben Miller, boss - 1841

Realism Art Art work that was intended to portray the realities of lifeNot intended to romanticize work- only record it

For each piece of Art

Sketch itWrite down your observationsWhat is the subject doingEmotionsWhat do they all have in common?Ect.

Realism

Realism

Realism

Realism

What do the have in common?

Create a Historical Fiction

Directions:

Using the information from this power point, your textbook, and notebook create a historical fiction the depicts the life of a person living during the industrial revolution.

Possible writing forms:

Series of diary entriesJournal entriesNewspaper articlePoemLettersChildren’s bookCourt testimony

Possible people:Coal miner, factory worker, children, women, Government official, Owner of a business, doctor, teacher, etc.

This writing should be one page in length.

Read in class

Pamphlet

After listening to the stories

Imagine that you were asked to or were inspired to write a pamphlet that outlines the problems in society.

Answer the following questions:

What are the over all problems with society?

What group of people are being wronged?

Who is responsible for their difficult lives?

What changes should happen? What should the people do? What should the government do?

ReformsCapitalism Utilitarianisms

-Adam Smith 1776 The Wealth of Nations- Laissez-faire Economics-Goal is to make a profit- promotes competition- Opposed to Tax-Opposed to Government programs-People are responsible for choices- Thomas Malthus believed wars were needed to cut down on population-Believed in the free market system

Socialism/Marxism/ Communismi-Karl Marx and Friedrich Engels-Communsit Manifesto (1848)-- factors of production and resources owned by the public-Command economy-Class struggle between “have” bourgeoisie and the “have nots” proletariat-Believed in revolt- redistribution of wealthsm

-Jeremy Bentham late 1700’s- People should judge institutions based on their utility and usefulness-Gov’t should promote the greatest good for the greatest amount of people-Questioned unregulated capitalism-Shocked by misery and poverty

Unions- Workers united to force reforms- Collective bargaining- Strike- Laws created to stop unions-Goal- to raise wages and better working conditions

Adam Smith

Create a Quote

Jeremy Bentham

Create a Quote

Karl Marx

Create a Quote

Capitalism vs. Communism

Capitalism (Free Market Economy)

Directions:

You will be playing rock paper scissors.

Rules to the game:You choose anything you want to be ant any point. You may choose a rock, paper, or a scissor.

Rock defeats scissorsScissor defeats paperPaper defeats rock

As long as you have money, you may make an investment per contest. Your investment must be at least $1 and as much as you like. If you lose the contest you must give you competition the agreed upon amount.When you have no more money you must sit down.

Discussion points:

-all started at different points

-all free to make own decision (some were good and some were poor)

•you could invest as much as or as little as you liked•you could be a passive or as aggressive as you wished•some did not even try to make money •you may have gone to the bank, cheated, stole•winners had their choice of what they wanted to spend money on.People control labor, wages, prices, supply and demand Top 3 Winners will be able to trade in class money for prizes.

Communism (Command economy)

You will be provided a role (rock, paper, or scissor)

You will be told who and how much you may invest

Everybody starts with the same amount

-students will not play the game because they realize that it will not always benefit them.

Therefore you will force them to play at the end they all receive a non-salted pretzel.

Command economy- Government controls, labor, demand, supply, price, wages.

Capitalism vs. CommunismFree Market Economy

(Capitalism)Command Economy

(Communism)

Philosopher(s)

Ideas

Who determinesPrice?

Who determinesSupply?

Who determinesDemand?

Adam Smith Karl Marx

Hands off, faith in the market, competition leads to improvements

Class struggle, haves and have not’s, Gov’t Regulation.

People

People

People

Government

Government

Government

Capitalism vs. CommunismFree Market Economy

(Capitalism)Command Economy

(Communism)

Who determines Wages

Views on private property?

Views on competition?

Gov’t influence on the economy?

Views on Freedom

Inventions/improve

GovernmentPeople

rewarded

encouraged

valued

Limited

incentives

Discouraged

Discouraged

Hands on

Regulation over choice

People lack incentives

The Industrial Revolution

Positive Impacts Negative Impacts

The Industrial Revolution spreads to America and the rest of Europe.

The demand for resources becomes greater than the supply of resources, what is the solution?

Where will Europeans and Americans look for resources?

Up to this point why haven’t Europeans explored Africa?

What inventions from the Industrial Revolution will allow Europeans to enter Africa?

- Created jobs- Increased the wealth of nations- Technological progress and invention-Increased production of goods and better the standard of living-Improved lives-Healthier diets-- expanded education-- new jobs-Middle and upper classes had better lives, labor eventually

-over use of natural resources, environmental abuses-Abuse of labor-- class struggle

Brainstorm links from the Industrial Revolution to life of today

EducationWorkWagesGovernment and the EconomyInternational relationsLawsEnvironmentothers