Lesson # 1: Causes and Background Information

 Bell Ringer:  Consider something you’ve eaten recently: Where does your food come from? How is it made/processed? How long ago was it grown/made/bought?  Where does your clothing come from? Who made it? What were the working conditions?  Objective:  Explain how physical geography and natural resources influenced industrialism and changes in the environment  Evaluate the causes of the Industrial Revolution  Homework  Give an example of someone who gets paid too much for what they do. Explain why you think so. If you have access to the internet, research this person and his/her salary.  Give an example of someone who gets paid too little for what they do. Explain why you think so. If you have access to the internet, research this person and his/her salary.

Agenda Attach: Guided Notes: 7 Factors of Industrialization and The Industrial Revolution Simulation: Child Labor Attach: Effects of Industrialization Graphing Exercise Title: Factors of Production Activity Title: Homework – Equality in Business –Salary Research Resources Needed: 7 Factors of Industrialization Guided Notes Industrial Revolution – Guided Notes Industrial Revolution Reading – textbook pp Effects of Industrialization Graphing

 This will be a mini-unit  Day 1: Background information on the IR  Day 2: Analyzing primary sources- Honors  Day 3: Socratic Seminar - Honors  Day 4: Writing Workshop - Honors  Reminders  Tutorial will be held Tuesday from 2:30-3:30pm

Child Labor Simulation (minus environment factors) You will be place into groups of 5. Each group will assemble paper clips into one single chain. For participation reward you MUST follow guidelines. Rules: 1. No talking. 2. No clips on the floor. 3. Everyone must work. 4. Single link must be completed in 5 minutes.

Child Labor Simulation Debrief – POV How might a six year old working in factory conditions (i.e. 12 hour days, little/no breaks) feel?

Guided Notes – 7 Factors of Industrial Revolution PPT

List any 16 th or 17 th inventions you see in the picture to the right. What is the modern version?

List two environmental effects of factories.

 Began in Great Britain in the late 1700s  Changes in technology led to the switch from human and animal power to machines doing the work

 Increase in the food supply  This was due mainly to the Agricultural Revolution, where new inventions and better livestock breeding methods led to more food being produced with less amounts of labor  Poor farmers now moved to the cities looking for jobs  Population grew and created a large workforce  Had a ready supply of money (capital) to invest in industrial machines and factories  Capital = money available for investment  Entrepreneur = a person interested in finding new business opportunities and new ways of making profits

 Lots of natural resources: coal, iron ore  Large supply of materials and markets from colonies  Huge empire and the largest and most powerful navy in the world  Great Britain was politically stable  Factors of production  Capital, Entrepreneur, Land, Labor

 Textile = cloth-making, mostly from wool or cotton  Two-step process  Spinners made cotton thread from raw cotton  Weavers wove the thread into cloth on looms  Cottage Industry  Prior to the Industrial Revolution, work such as textile production was done by individuals in their rural homes  Merchants would drop off the raw materials and then come back later for the finished product

 Series of Technological Advances  “flying shuttle” was invented by John Kay, and made weaving faster, doubled the speed at which a weaver could do his job  Spinning jenny created by James Hargreaves which produced thread faster  Water-powered loom invented by Edmund Cartwright  These new machines were becoming too big to be put into a cottage and Richard Arkwright built the first factory with 200 workers to house his water frame  More efficient to bring workers to the new machines and have them work in factories near rivers

 Finally James Watt improved the steam engine, which used steam to drive machinery  Coal was used to heat water to produce steam  Factories no longer had to be located near water  Many factories were now built in cities and near roads and ports  Other uses for the steam engine  Robert Fulton developed the steamship  Steam engines also used to power locomotives  Imported more and more raw cotton and cotton cloth became Britain’s most valuable product

 The success of the steam engine increased the need for coal and led to an expansion in coal production  Steam engines required immense amounts of fuel to heat water  By 1800 Britain produced 80% of Europe’s coal  New processes using coal led to the iron industry  Henry Cort developed a process called puddling – coal used to burn away impurities in crude iron  High quality iron used to build new machines and transportation  Produced more iron than the rest of the world combined

 Important to the success of the Industrial Revolution  More efficient means of transporting goods and resources  Less expensive transportation led to lower-priced goods  Entrepreneurs could reinvest profits into new equipment – ongoing economic growth  Created new jobs – both on the trains themselves, building the railroads, and rest stops

 First to be industrialized in continental Europe was Belgium  Belgium was followed later by France and Germany  Their gov’ts were active in encouraging the development of industrialization  The United States also began to industrialize after a young mill worker from Great Britain named Samuel Slater migrated to the U.S. and built the first factory in Rhode Island

 The factory created a new labor system  Factory owners wanted to use their new machines constantly  Workers forced to work in shifts  Had to create a system of work discipline  Factory work was divided into several separate parts and each worker was assigned one task that was easy to learn  Even children could easily learn it  Factory work was dangerous  No safety protection from the massive machines, no worker’s compensation

 Long work hours – from 12 to 16 hours a day, six days a week, only lunch break (no other breaks)  Bad conditions, no minimum wage, no job security, noisy, and poor sanitation  If you don’t like it, there are many people who will take your place since they need the money

 Whole towns grew up around the factories  Families lived in shoddy, crowded buildings with cramped quarters  Some neighborhoods in Manchester had only two toilets for every 250 people  Lots of pollution – soot filled the air from burning coal, the smoke also contained other poisonous chemicals  Destroyed lungs and nature  Factory towns were highly unsanitary, disease spread rapidly, and many died  Six out of every ten children died before the age of 5

 Growth of cities  People moved from farms to cities for jobs  Pitiful living conditions – cholera, tuberculosis  Two new social classes – growth of the middle class  Industrial middle class = people who own the factories  Industrial working class = people who work in the factories  Most of the workers were women and children  They were cheaper to pay then men  Factory work seen as “women’s work”

 In the U.S., one change that occurred to the factory system was the development of mass production  Mass production = the system of manufacturing large numbers of identical items  Elements of mass production include interchangeable parts and the assembly line  Interchangeable parts = identical machine-made parts  Assembly line = the product moves from worker to worker, as each one performs a step in the manufacturing process  With this new division of labor system, workers can make many items quickly at a more affordable cost

 Weavers and other cottage industry workers were being put out of work thanks to the new machines  In the early 1800s, a group called the Luddites began to break into factories to destroy the machines  They blamed the machines for their problems  They burned factories and smashed machines, but overall they were not successful  Socialism  The horrible working conditions created by the Industrial Revolution led to a movement known as socialism

 Socialists, such as Robert Owen, believed that for the good of all, society or the gov’t should own property and control industry  Socialists believed in the equality of all people and wanted to get rid of economic cooperation  Owen built a mill complex in New Lanark, Scotland, where he clothed and fed his workers and they enjoyed good working conditions along with free education for their children  Another socialist was Karl Marx, who viewed Owen as a “utopian” socialist  Karl Marx and Communism  Communism = a system of social organization in which all property is held in common

 Hated capitalism and against private property  Karl Marx wrote the Communist Manifesto in 1848  He believed that all of world history was a “history of class struggles”  The bourgeoisie (middle class) owned all the means of production and oppressed the proletariat (working class)  The bourgeoisie were getting richer and the proletariat poorer  Marx believed that the proletariat would rise up and overthrow the bourgeoisie in a violent revolution  This would lead ultimately to a classless society in which gov’t would no longer be needed and capitalism would collapse

 Labor Unions  People formed unions to try to gain better working conditions, less hours, and higher pay  Labor union = organizations representing workers’ interests  Unions were illegal at first, but eventually gained acceptance – Britain was the first to recognize unions  Unions won the right to strike in the 1870s  A strike is where members of a union refuse to work in order to pressure an employer into meeting their demands  Unions will make considerable progress in making the living and working conditions better

 In 1832 the British Parliament produced the Sadler Report  It described the abuses in factories and coal mines  Parliament also passed laws that limited work hours for adults and children  Factory Act of 1833 – children had to be older than nine to be able to work in factories

 Manual LaborPower-driven machinery

 Jethro Tull Jethro Tull

 More food will lead to…

 Natural resources:  Coal  Iron  Rivers and harbors  If not in England: where?  Colonies! Remember this started before the American Revolution

 Open to a blank page in your notebook.  Complete the graphing exercise. Write responses to question in notebook.  Time: 15 minutes

 Imagine you are starting your own business. A brand new company that is going to make lots of $$$$$$$$$$.  What type of company would it be?  What would you need to start this company?  What would you need for this company to succeed?

 People start to form businesses…  Companies need several things in order to be profitable (make all that money!)  Those things are…

 Which of the four factors of production is the most important? Explain your reason.

 You will be grouped into teams of 5 people  Assign each person a number 1-5  In the first round, only person # 1 will work  In the second round, only persons # 1 & 2 will work  And so on and so forth  Choose those people now.

 On a blank page in your notebook, identify the following, based on the activity we just completed  Land:  Labor:  Capital:  Entrepreneur:  Finally, write a one paragraph summary of the activity. Think about what went right and what went wrong.  Do you still think the same factor is the most important?

 Title: Equality in Business  Give an example of someone who gets paid too much for what they do. Explain why you think so. If you have access to the internet, research this person and his/her salary.  Give an example of someone who gets paid too little for what they do. Explain why you think so. If you have access to the internet, research this person and his/her salary.