1. So what exactly is the Industrial Revolution?

2. Industry (in·dus·try): 2a: systematic [efficient] labor especially for some useful purpose or the creation of something of value

3. Revolution (rev·o·lu·tion): 2a: a sudden, radical, or complete change

4. What does the cell phone and the Spinning Jenny have in common?

5. Answer… Over time, they both helped to make life significantly easier for the majority of the population. Cell phones = faster/cheaper communication Spinning Jenny = faster/cheaper clothing production

6. Industrial Revolution: The period in the late 1700s in England, and later in Europe and America, where technological advances in manufacturing shifted production from homes and shops to large factory systems; a move from hand to machine, that is, from human and animal power to the use of mechanical power.

7. The year is 1764 and you are a pre-industrial artisan living outside of Liverpool, England… Using only pens, pencils and a ruler, construct a piece of three-holed stationery paper The stationery must fit info a standard 3- ringed binder Make it your own; the more beautiful and unique, the better! –Your goal is to sell this paper for a profit

8. Lets debrief… With a partner who’s close by, please complete the questionnaire on our simulation… Be prepared to share your thoughts with the class!

9. Beginnings of the Industrial Rev. Our goals for the rest of this class… –Examine some impacts (positive/negative, short term/long term) the Industrial Revolution has led to. –Analyze why this is considered revolutionary to begin with –Consider ways the industrial revolution has influenced our lives directly and indirectly

10. As you watch these 2 clips, look for some impacts of the Industrial Revolution –They can be short-term or long-term & positive or negative List your findings on the graphic organizer in either the Pros or Cons category –Hint: look for ways peoples’ lives changed as a result of the factory system http://www.youtube.com/watch?v=3Efq-aNBkvc http://www.youtube.com/watch?v=zhL5DCizj5c

11. Industrial Revolution  Before a nation can begin to industrialize, that nation must first develop 1. a democratic government 2. a rigid class structure 3. a strong religious foundation 4. an adequate food supply

13. Industrial Revolution Global II

14. What is the Industrial Revolution?  Began in England  Slow moving revolution  New sources of power replaced human and animal power

15. What events helped bring about the Industrial Revolution? For thousands of years following the rise of civilization, most people lived and worked in small farming villages. However, a chain of events in the mid- 1700s changed that way of life. Today, we call this period of change the Industrial Revolution.

16.  anesthetic – a drug that prevents pain during surgery  enclosure – the process of taking over and consolidating land formerly shared by peasant farmers  James Watt – Scottish engineer who improved the efficiency of the steam engine, making it the key source of power for the Industrial Revolution  smelt – to separate iron from its ore Terms and People

17.  The changes it brought affected peoples lives as much as any political revolution. But unlike a political revolution, it happened gradually.  The Industrial Revolution was the process by which production shifted from simple hand tools to complex machinery. The Industrial Revolution began in Britain and spread around the world.

18. Life Before Industry  Worked land, using handmade tools  Lighting from fire or candles  Relatively self-sufficient  Little travel

19. Life after 1850 People live and work in industrial towns or cities. They buy food and clothing made elsewhere. They can travel by train or steamboat. Life before 1750 People live in rural villages and work with their hands. They grow their food or trade goods in the local market. Travel is by foot, horse, or sail. The Industrial Revolution influenced people’s daily lives.

20. Changes of the Industrial Rev.  Industrial towns and cities grew (urbanization) Working class people lived in crowded, multistory apartments  Mass production allowed for lower priced goods, thus a long-term increase in the general standard of living  New inventions allowed for trade and communication  Increased size and power of the middle- class

21. Major cause of the Industrial Rev – the Agricultural Revolution  Dutch farmers built dikes  Combined smaller fields into larger ones/ Crop rotation – known as the Enclosure Movement  Jethro Tull  seed drill (rows)

24. Enclosure Movement  Enclosure- process of taking over and fencing off land  Rich landowners consolidated their land which peasants lived on/farmed  Larger farms were more efficient and required less labor

25. Example of the Enclosure movement

27. These displaced farm workers provided a pool of labor to tend machines in the growing manufacturing cities. Small landholders couldn’t compete, and unemployed farm laborers migrated to the growing cities for work. Land enclosure threw many poor farm workers off the land.

28. Factor of the IR - Population Explosion  Agricultural Rev. sparked a growth in population  Reduced the risk of famine (less people died early)  Less disease and better hygiene and sanitation

29. Greater and more consistent food production reduced the impact of famines. Improvements in hygiene, sanitation, and medical care improved health. 1700 1800 Britain5,000,000 9,000,000 Europe 120,000,000190,000,000 This agricultural revolution caused a population explosion in Europe.

30. Factor of the IR - New Technology  Energy Revolution  Water and windmills  Use of coal (steam engine)  James Watt - Steam engine  Smelt iron - separates iron from ore (helped for railroads)

32. anesthetics Machines could stitch far faster than a seamstress. Pain could be reduced during surgery and other procedures. telegraph Messages could instantly be sent long distances. sewing machine antiseptics Reducing infections saved lives. New technology quickly changed people’s lives.

33. Your “ticket out the door” Using the stationery you created at the beginning of class, answer the following two questions about the Industrial Revolution (you can collaborate with a partner, but please write down your own work)

34. So, to put it all together… 1. Why is the creation of a few inventions at the end of the 1700s considered by historians to be an industrial revolution? 2. In what ways has the Industrial Revolution influenced the lives of all of us in this classroom (both directly and indirectly)?

36. Industrialization – Why did it start in Great Britain?

37. Geographic Reasons

39. Population Growth & Change

40. Investment Capital

41. Energy & Technology

42. Early Industrial Life

43. urbanization – the movement of people to cities tenement – crowded, multistory building divided into apartments labor union – workers’ organization Terms and People

44. What were the social effects of the Industrial Revolution? The Industrial Revolution brought great riches for entrepreneurs. Millions of workers, however, lived in poverty. As standards of living increased, all of society benefited from industrialization. Until then, working people suffered in dangerous and unsanitary conditions, overcrowded housing, and unrelenting poverty.

45. Urbanization  movement to the cities in search of jobs WHY? 1. Changes in farming 2. Population increase 3. Demand for workers Manchester grew from 17,000 people in the 1750s to 70,000 in 1801.

46. People and labor The rapid growth of population and industry changed the distribution of two key resources.

47. The middle class lived in clean neighborhoods with running water and paved streets. Women stayed home to raise their children. They included merchants, inventors, investors, and “rags-to-riches” individuals who were admired for their hard work and “get-ahead” attitude. The Industrial Revolution created a new middle class, or bourgeoisie.

48. Problems for the working class  Tenements- crowded apartments (unsafe, unsanitary)  Pollution, noise, and stench (spread of disease)  Dangerous working conditions: long hours, low pay

49. In rural villages people worked hard, but work varied by the season. They controlled their own work pace. In factories the work pace was rigidly set. Shifts lasted 12 to 16 hours. Tired workers were easily hurt by machines with no safety devices. Textile factory air was polluted with lint. The Factory System

50. The Factory System continued  12-16 hour workdays  No safety devices  If injured or sick  lost your job  Women got paid less and were considered easier to manage  Mines hired kids (runners)  Machines were replacing humans

51. Women could be paid half what men earned. They were considered easier to manage. It was believed they could adapt better than men. After 12 hours of work, they returned home to care for their families in damp, crowded tenements. This created a double burden on women. Most early factory workers were women.

52. Miners earned more than factory workers, but conditions were more dangerous. Crippling coal dust filled workers’ lungs. There were dangers of cave-ins, floods, and explosions. They worked long hours in darkness. Working conditions in the mines were even worse than in factories.

53. Child labor was an accepted practice. Most children began work at age seven or eight. Nimble-fingered, small, and quick, they crept into machines to change spools or repair thread. They worked in dust- and lint-filled rooms. Children in mines worked in the dark and dampness for long hours, often doing hard labor.

54.  http://www.environmentalgraffiti.com/people/news-history-child-labour-pictures http://www.environmentalgraffiti.com/people/news-history-child-labour-pictures

55. Child labor reform laws called “factory laws” were passed in the early 1800s. Children’s workdays were reduced to 12 hours. Children under eight were removed from the cotton mills.

56. Frustrated workers tried to organize secretly, but they lacked a political voice and were powerless to affect change. Between 1811 and 1813, textile workers rioted. Groups called Luddites smashed labor-saving machines that were replacing workers. Frustration at times turned to violence: At first, organizations such as labor unions were illegal. New laws in the 1830s and 1840s further reduced hours for women and children, sent inspectors into factories, and required that children be educated.

57. -The industrial age brought great hardship. -Pay was low, conditions were terrible, and housing was dismal. -Workers later gained the right to vote and political power. -Wages rose in time. -The cost of new products and of travel dropped. Since the 1800s people have debated whether industrialization was a blessing or a curse.

58.  http://www.environmentalgraffiti.com/people/news-history-child-labour-pictures http://www.environmentalgraffiti.com/people/news-history-child-labour-pictures  http://www.unicef.org/index.php http://www.unicef.org/index.php

59. Child Labor – primary sources 1. How do Baines and the Earl of Shaftesbury differ in their views of child labor? 2. Which author do you think makes the best argument? Use details or evidence from the excerpt to support your answer

60. Edward Baines was totally opposed to the idea of state education and campaigned against the government bill to set up factory schools. At a meeting in Leeds in 1843 he argued: "There is one thing this measure will do for the poor. It will deteriorate their condition. It will deprive them of their independence and lead them to look up for state supplies when they ought to look to their own industry. It will make them look upon the state instead of themselves."

61. Living conditions of the working class – Friedrich Engels (p. 259 in textbook) 1. What is the general condition of the buildings that Engels observes? 2. How did the development of the railways affect the working- class districts? 3. Why do you think Engels had never seen such sights before? 4. What seems to be Engels general attitude towards the Industrial Revolution? 5. What was Engels purpose in writing this passage?