Effects of Industrialization – Patterns of Change Unit Enduring Understandings 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 – Review p2 and 3 to make sure that we all analyze charts and graphs correctly Read p 4 – answer: how does this excerpt illustrate the social, economic and geographical impact of the industrial revolution Develop understanding of geographical (demographic) impact of industrial revolution – complete p 6 and 7 complete p5 to organize our understanding of the social, demographic and environmental effects of the industrial revolution.

Basic economic statistics – France v Britain France increased its agriculture by more index points than UK, 77 to 43 But total economic production was much greater in UK – 151 index points to 102 index points Britain had higher per person income growth Britain had much higher industrial growth, 600 points to 387 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 A. 10,000 UK spindles; B. 6,000 in France and 6,000 in Russia 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 Cannot be supported by graph data since the graph does not show quality, only quantity Britain did have overall cotton capacity increase from 1834 to 1904 Cannot be supported by graph data since data do not show number of people employed 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

Patterns of Change: Industrialization Changes IR caused on these types of people 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 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. 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 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 Lower middle class of factory overseers and skilled workers– enjoyed an increased and comfortable standard of living. 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. The environment was terribly polluted with human waste, manufacturing by-products and the air was polluted by smoke and soot. 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 Historical Information: Marxist Theory Capitalism Students have their own candy, and not everyone starts with the same number of pieces. As students play the game, a few win lots of pieces, but most lose. Individuals privately own industry. Freedom of competition results in unequal economic classes. 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 Free public education for all children 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…