Enlightenment: Age of Reason Industrial Revolution American Revolution: French Revolution: European Revolutions and Latin American Independence:

Changing Cities Urban Renewal – rebuilding of cities - Local Governments improved their cities by establishing fire and police forces, building sidewalks, sewers, boulevards, department stores, government buildings, theatres, skyscrapers and revitalizing slums - Cities became the center of the consumer world

Working Class Struggles Business and Governments resisted the formation of unions –Mutual-Aid Societies – self help groups to aid sick or injured workers Unions eventually form and improve the lives of workers - Child labor and employment of women in mines banned - Limit number of work hours - Pensions and Disability Insurance established - Minimum wage created

Eventually the standard of living – measures the quality and availability of necessities and comforts in society – rises, improving most aspects of society –ordinary workers were buying goods that in earlier days only the wealthy could afford

1.Why is Jim asked to resign from his position? 2.How much money was Jim paid per day in Indonesia? 3.If they wanted any kind of “luxury” (like aspirin or a razor) what would they have to give up? 4.How many hours a day do the workers work? How many days a week do they work? 5.Describe the living conditions for the workers in the slums. 6.Who works in conjunction with the factory bosses to keep workers “in line”? 7.How are labor rights activists treated? 8.Tiger Woods makes enough money in one second to buy what for a common worker in Indonesia? 9.Do you think we as consumers have a moral obligation not to buy products that are made by sweatshop labor? Explain your answer!!! Video Questions

New Social Order Upper Class – includes rich industrial and business families Middle Class –upper part – midlevel business people and professionals (lawyers, doctors and scientists) –lower part – teachers, office workers, shopkeepers, and clerks struggled to keep up with their social betters Lower Class – urban workers and peasants

Middle Class Values 1.Define Values and Norms 2.How would people react to the following situations? Why would they react this way? –A group of people beat a guy to death for his iPhone. –A young child is screaming, cursing and throwing food in a restaurant. –Somebody wears a clown costume to a funeral. –A husband sits at home and does nothing to try and improve his family’s impoverished situation. –A female is not given a position in a large corporation because she is female.

Values Norms Folkways Laws Mores

Middle Class Values by the mid 1800s the modern middle class developed it’s own way of life - a strict code of etiquette governed social behavior examples: - rules dictated how to dress for every occasion - how to give a dinner party - how to pay a social call - when and how to write letters - how long to mourn for relatives who died children’s behavior reflected upon the parents – children were to be seen not heard

courtship and marriage –young men and women were “allowed to fall in love” but most families encouraged a practical marriage which benefited both families

The Ideal Home –a successful husband was one who made enough money so that his wife could remain at home –the ideal women was seen as a tender, self-sacrificing caregiver who provided a nest for her children and a peaceful refuge for her husband

Rights For Women Movements and Leaders –women campaigned for fairness in marriage, divorce, property laws, and employment opportunities –temperance movement – ban alcoholic beverages –Elizabeth Stanton and Susan B. Anthony crusaded against slavery –Seneca Falls Convention 1848 demanded that women be granted the right to vote

Industrialized societies realized the value of an educated work force –public schools were opened to teach children the three R’s – reading, writing and arithmetic –they also taught punctuality, obedience to authority, disciplined work habits, and patriotism Growth of Public Education Higher Education - upper middle class and upper class students attended universities to learn ancient history and language, philosophy, religion, law, and advanced sciences Secondary Schools - middle and upper class students attended high schools to expand upon their elementary education - students were taught “classical languages”, history and mathematics in order to prepare them for higher education or government jobs

New Directions in Science Atomic Theory – all matter was made up of tiny little particles called atoms Principles of Geology – Charles Lyell offered evidence to show that the Earth had formed over millions of years As scientific fields continued to expand and advance conflicts arose because many ideas did not agree with biblical teachings