1. Chapter Nine The Industrial Revolution
This presentation should provide the students with a reminder of what conditions were like prior to the Industrial Revolution and focus their attentions on the areas of change that occurred during this period of history. They should have some idea of living conditions based on previous world history lessons on the conditions in the Middle Ages. The presentation also sets the stage for the newspaper reporter theme for the Unit, Industrial Times.

2. Hint: people and air do not count
Production
Name something in this room that was not made in a factory.
Hint: people and air do not count
Other than organic things, the students shouldn’t be able to name anything that wasn’t made in a factory. This a real contrast to how people got things prior to the Industrial Revolution.

3. Production Before: Food
all goods were made by hand or grown on the farm
farmers grew just enough food to survive
surpluses might be exchanged for goods made in towns
Elaborate on what farming and food production was like in England at this time. Farming was done on small plots of land leased to the farmers. If the farmers didn’t live on the land, then they lived in villages near the land.

4. Production Before: Essential Goods
most necessities, such as clothing, furniture, and tools, were made on the farm or in small shops in the towns and villages
materials came from the farm or surrounding areas
Everything was handmade, one item at a time.

5. Production Before: Essential Goods
manufacturing in towns
some items were made in towns in guild shops
guilds were associations of craftsmen in a certain profession
craftsmen used simple tools to make cloth, hardware, leather goods, etc.
items were, essentially, hand made.
items were often exchanged for food from the farms
Remember that many small towns and villages were once part of the manor, which needed craftsmen to make specialized items, like iron goods, bread, pottery, etc. As these societies made the transition from the Middle Ages to modern times, towns and villages became independent with town charters. The craftsmen grouped together into guilds to insure that the products were uniform in quality and utility.

6. Production: Essential Goods
manufacturing in rural areas
“Cottage Industries”
most items were made in homes in rural areas
Merchants supplied the raw materials to rural households
Family members worked together to make the products
Power was supplied by the workers (manpower) or by water
Workers were paid for finished products
Ask at the end of this slide: What are some of the problems of getting products made in guilds or cottage industries?
Possible answers: everything was handmade which was slow, quality could vary, not much of an item available, etc.
State: The Industrial Revolution changed the way we get our things.

7. Population
Where do most of the people in the United States live today?
Answer: In urban areas or cities.

8. Population: Before less than 10% live in cities
most lived in small towns or villages in the countryside
the majority were farmers leasing small plots of land from landowners
life revolved around the agricultural seasons

9. The Family Institution
How many people are in your family?
How long do you expect to live?
Boys: Are you going to do what your father does when you grow up?
Girls: Are you going to be “housewives?”
Ask the questions on the slide to the students. The following are possible answers:
2-6 people in a family
72 year-male, 82 years-female
No. They probably will not plan on doing the same occupation as their dad.
No. Many opportunities are available to women today compared to the 1700’s.

10. Family Life: Before living conditions were hard for most people
life revolved around the success of the crops
most people were malnourished and susceptible to diseases
frequent diseases and epidemics kept the population relatively stable
life expectancy was about years
marriage and child bearing occurred during the teenage period

11. Family Life: Before the extended family
large families were needed to work the farms
families often consisted of
grandparents
parents
many children (4-8 would be the average)
uncles and aunts
cousins
sons followed the father’s trade
girls did the work of their mother, which was as a housewife
little change from generation to generation
This slide provides a contrast to the answers to the questions from the previous slide.

12. Working Boys: How many of you have a job?
Girls: How many of you have a job?
How do you get paid?
How old do you have to be before you are allowed to work?
Ask these questions to the students.

13. Working: Before
boys worked in the fields and helped make tools and other necessary implements
girls worked at home doing necessary chores, such as making clothes, baskets, cooking, cleaning, etc.
there was little or no pay other than a place to live and food to eat
everyone helped out at an early age

14. Travel When was the last time you went somewhere? Where did you go?
How far did you go and how long did it take?
Ask the students these questions.

15. Travel: Before little or no travel for the common person
few or poor roads
no need to go far from home
to travel 300 miles in England in 1745 took 14 days
in 1830 it took 1.5 days

16. Government
Will you have input into our government?

17. Government: Before
monarchs, great landowners, rich merchants, and clergy had most of the power in government
even in elected governments, like Britain’s Parliament, the representatives were males who paid large amount of taxes
people that did not own land and pay taxes had no voice in government
common people, especially women had no input

18. Why is Life so Different Now?
a turning point in history came during the period of 1700 – 1850
Historians call it the Industrial Revolution
After the second bulleted item, ask students what a revolution is? Take answers until it is established that a revolution is a complete change from the previous way of life.

19. Chapters in Brief Questions
1.Why did the Industrial Revolution begin in Britain?
2. What was the impact of the railroad?
3. What reforms were popular in the 1800s?
4. What effects did industrialization have on society?
5. How did industrialization spread in the United States?
Introduce the guiding question for this lesson and unit.

20. Chapters in Brief - Answers
1.Why did the Industrial Revolution begin in Britain?
* had resources (coal, water, iron ore, rivers, and
good harbors for shipping
* system of banks
* stable government
* optimistic people
Introduce the guiding question for this lesson and unit.

21. Chapters in Brief - Answers
2. What was the impact of the railroad?
* helped business owners move their goods to
market more quickly
* created new jobs in several different industries
* people who lived in countries moved to cities
3. What reforms were popular in the 1800s?
* pushed limits on how much women and children
could work
* ended slavery
* equal rights for women
* improved education and prisons
Introduce the guiding question for this lesson and unit.

22. Chapters in Brief - Answers
4. What effects did industrialization have on society?
* population in cities grew
* cities were crowded, dirty, and unhealthy
* economics grew = better standard of living
* diet and education improved
5. How did industrialization spread in the United States?
* it was limited mostly to the Northeast
* end of 1800s, it spread across the country
Introduce the guiding question for this lesson and unit.

23. Industrial Revolution Objective
Trace key events of the Industrial Revolution and analyze how these affected economics and politics.
Introduce the guiding question for this lesson and unit.

24. The Industrial Revolution (1700 – 1900) Overview
Britain fueled an Industrial Revolution, which
changed society. Workers benefited eventually, but
at first they suffered bad working and living
conditions. Other nations followed Britain’s
example and industrialized. Thinkers reacted to
these changes by developing new views of society.
Reformers pushed the changes to make society
better.
Introduce the guiding question for this lesson and unit.

25. Chapter Nine – Section One
The Beginnings of Industrialization

26. Chapters in Brief – The Beginnings of Industrialization
In the early 1700s, large landowners in Britain bought much of the land that had been owned by poorer farmers. They introduced new ways of farming. One technique was to use a seed drill. This machine planted seeds in well-spaced rows. Before this, seeds were scattered by hand over the ground. As a result, more seeds sprouted. Another technique was to rotate crops annually. Those who raised livestock used new methods to increase the size of their animals. As a result of these improvements, farm output increased. More food was available, and people enjoyed healthier diets. The population of Britain grew. The agricultural revolution helped produce the Industrial Revolution.
Introduce the guiding question for this lesson and unit.

27. Chapters in Brief – The Beginnings of Industrialization
The Industrial Revolution refers to the greatly increased output of machine-made goods that began in Great Britain in the mid-1700s.
For several reasons, Britain was the first country to have an economy based on industry. It had 1) coal and water to power machines, 2) iron ore to make machines and tools, 3) rivers to move people and goods, and 4) good harbors for shipping goods to other lands. Britain also had a system of banks that could fund new businesses. Finally, the British government was stable, which gave the country a positive attitude.
Introduce the guiding question for this lesson and unit.

28. Chapters in Brief – The Beginnings of Industrialization
The Industrial Revolution began in the textile industry. Several new inventions helped businesses produce cloth and clothing more quickly. Business owners built huge buildings – factories – that housed large machines powered by water. The invention of the steam engine in 1705 brought in a new source of power. The steam engine used fire to heat water and produce steam, which was used to drive the engine. Eventually steam-driven machines were used to run factories.
At the same time, improvements were being made in transportation. An American invented the first steam-driven boat. This allowed people to send goods more quickly over rivers and canals. The British also built
Introduce the guiding question for this lesson and unit.

29. Chapters in Brief – The Beginnings of Industrialization
Better roads that included layers of stone and rock to prevent wagons from being stuck in the mud.
Starting in the 1820s, steam fueled a new burst of industrial growth. At that time, a British engineer set up the world’s first railroad line. It used a steam-driven locomotive. Soon railroads were being built all over Britain. The railroad boom helped business owners move their goods to market more quickly. The boom in railroad building created thousands of new jobs in several different industries. The railroad had a deep effect on British society. For instance, people who lived in the country moved to cities.
Introduce the guiding question for this lesson and unit.

30. Industrial Revolution
** Industrial Revolution is referred to the developments that changed rural societies
into city-centered, industrialized societies **

31. Industrial Revolution Begins in Britain
** Began in England Reasons
large population of workers
2. capital (money)
3. natural resources **

32. Industrial Revolution
Effects of Industrialization
rapid increases in the size of cities
dirty and dangerous working conditions
scarce housing, water, and social services

33. Tenement Homes

34. Kitchen

35. Tenement Yard

36. Describe the social and economic effects of industrialization.
Essential Question
Describe the social and economic effects of industrialization.
Answer the question in three complete sentences in your summary section.
Introduce the guiding question for this lesson and unit.

37. Industrialization Spreads
Section Three
Industrialization Spreads

38. Chapters in Brief – Industrialization Spreads
Other countries followed the example of Britain and began to change their economies to an industrial base. The United States was one of the first. Like Britain, it had water power, sources of coal and iron, and a ready supply of workers. The United States also benefited from conflict with Britain. During the War of 1812, Britain stopped shipping goods to the United States. As a result, American industries had a chance to supply the goods that Americans wanted.
The switch to an industrial economy began in the United States in the textile industry. In 1789, based on memory and a partial design, a British worker brought the secret of Britain’s textile machines to North
Introduce the guiding question for this lesson and unit.

39. Chapters in Brief – Industrialization Spreads
America. He built a machine to spin thread. In 1813, a group of Massachusetts investors built a complex of factories that made cloth. Just a few years later, they built an even larger complex in the town of Lowell. Thousands of workers, mostly young girls, came to these towns to work in factories.
In the United States, industry grew first in the Northeast. In the last decades of the 1800s, a rapid burst of industrial growth took place that was more widespread. This boom was fueled by large supplies of coal, oil, and iron. Helping, too, was the appearance of a number of new inventions, including the electric light. As in Britain, railroad building
Introduce the guiding question for this lesson and unit.

40. Chapters in Brief – Industrialization Spreads
was also a big part of the industrial growth.
Businesses needed huge sums of money to take on big projects. To raise money, companies sold shares of ownership, called stock. All those who held stock were part owners of the company. This form of organizing a business is called a corporation. Industrial growth spread to Europe as well. Belgium was the first to adopt British ways. It was rich in iron and coal and had good waterways. It had the resources needed.
Germany was politically divided until the late 1800s. As a result, it could not develop a wide industrial economy. However, west-central
Introduce the guiding question for this lesson and unit.

41. Chapters in Brief – Industrialization Spreads
Germany was rich in coal and did become a leading industrial site. Across Europe, small areas began to change to the new industries. Industrial growth did not occur in France until after It was helped by the government’s construction of a large network of railroads. Some countries – such as Austria-Hungary and Spain – had problems that stopped them from building new industries.
The Industrial Revolution changed the world. Countries that had adopted an industrial economy enjoyed more wealth and power than those that had not. The countries of Europe soon began to take advantage of lands in Africa and Asia. They used these lands as sources
Introduce the guiding question for this lesson and unit.

42. Chapters in Brief – Industrialization Spreads
of raw materials needed for their factories. They saw the people only as markets for the goods they made. They took control of these lands, a practice called imperialism. The Industrial Revolution changed life forever in the countries that industrialized. Problems caused by industrialization led to movement for social reform.
Introduce the guiding question for this lesson and unit.

43. Reforming the Industrial World
Section Four
Reforming the Industrial World

44. Chapters in Brief – Reforming the Industrial World
The new industrial economy led to new ways of thinking about society. Some economists thought that the government should leave business owners alone. Their view was called laissez-faire, from a French phrase meaning “let people do as they please.” Adam Smith argued that putting no limits on business or on trade would help a nation’s economy grow the most. He and other economists supported a system called capitalism. In a capitalist economy, people invest their money in businesses to make a profit. Over time, society as a whole would benefit, said Smith and the others. These people warned the government not to make laws trying to protect workers. Such laws would upset the working of the economy, they said.
Introduce the guiding question for this lesson and unit.

45. Chapters in Brief – Reforming the Industrial World
Other thinkers challenged these ideas. One group was called the utilitarians. They thought that an idea or practice was good only as it proved useful. They thought it was unfair that workers should work so hard for such little pay and live in such poor conditions. They thought the government should do away with great differences in wealth among people. Some thinkers went farther and urged that businesses should be owned by society as a whole, not by individuals. Then a few people would not grow wealthy at the expense of many. Instead, all would enjoy the benefits of increased production. This view – called socialism – grew out of a belief of progress and a concern for justice and fairness.
Introduce the guiding question for this lesson and unit.

46. Chapters in Brief – Reforming the Industrial World
A German thinker named Karl Marx wrote about a radical form of socialism called Marxism. He said that factory owners and workers were bound to oppose one another in the struggle for power. Over time, he said, the capitalist system would destroy itself. The great mass of workers would rebel against the wealthy few. Marx wrote The Communist Manifesto in which he described communism, a form of complete socialism in which all production is owned by the people. Private property would not exist. In the early 1900s, these ideas would inspire revolution. While thinkers discussed these different ideas, workers took action to try to improve their lives. Many formed into
Introduce the guiding question for this lesson and unit.

47. Chapters in Brief – Reforming the Industrial World
unions that tried to bargain with business owners for better pay and better working conditions. When business owners resisted these efforts, the workers went on strike, or refused to work. The struggle to win the right to form unions was long and hard for workers in Britain and the United States. Still, by the late 1800s workers in both countries had made some progress. The British Parliament and reformers in the Untied States also took steps to try to fix some of the laws that put limits on how much women and children could work. Groups in the United States pushed for similar laws.
Introduce the guiding question for this lesson and unit.

48. Chapters in Brief – Reforming the Industrial World
Another major reform movement of the late 1800s was the drive to abolish slavery. The British Parliament took the first step by ending the slave trade in It abolished slavery completely in Slavery was finally ended in the United States in 1865, after the Civil War. Spain ended slavery in Puerto Rico in 1873 and in Cuba in Brazil became the last country to ban slavery, which it did in 1888.
Women were active in these and other reform movements. As they fought for the end of slavery, many women launched an effort to win equal rights for women. The movement for equality began in the United
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49. Chapters in Brief – Reforming the Industrial World
States in In 1888, women from around the world formed a group dedicated to this cause. Reformers took on other projects as well. Some pushed for – and won – improved education. Others hoped to improve conditions in prison.
Introduce the guiding question for this lesson and unit.

50. Industrialization Spreads
Great Britain’s favorable geography and its financial systems, political stability, and natural resources sparked industrialization
the Industrial Revolution spread both to the United States and to continental Europe

51. Impact of Industrialization
Rise of Global Inequality
industrialization widened the wealth gap between industrialized and non-industrialized countries
industrialized countries required a steady supply of raw materials from less-developed lands
Britain, the United States, Russia, and Japan seized overseas colonies for resources and markets ……..Imperialism begins!!!!

52. Transformation of Society
1700 – 1900 revolutions in agriculture, production, transportation, and communication changed the lives of people
industrialization revolutionized every aspect of society, from daily life to life expectancy

53. Philosophies of Industrialization
Laissez-Faire: economic policy of letting owners
of industry and business set
working conditions without
interference
“Let people do as they please”

54. Government should not interfere!!!! Three Laws of Economics
Adam Smith
professor at the University of Glasgow, Scotland
wrote “The Wealth of Nations”
defended the idea of a free economy / markets
Government should not interfere!!!!
Three Laws of Economics
law of self-interest = people work for their own good
law of competition = forces people to make a better product
Law of supply and demand

55. Karl Marx German journalist
introduced a radical type of socialism called Marxism
wrote “The Communist Manifesto”
Human societies have always been divided into warring classes
“haves” = bourgeoisie (employers)
“have nots” = proletariat (workers)
** workers will revolt, take over factories, and distribute the wealth evenly among the nation **

56. Economic Systems
Capitalism: the factors of production are privately owned and money is
invested in business ventures to make a profit
-- United States
Utilitarianism: government should try to promote the greatest good for
the greatest number of people
Socialism: the factors of production are owned by the public and operate for
the welfare of all
-- Canada
Communism: complete socialism / all means of production would be owned
by the people
-- Cuba / North Korea

57. Essential Question
Which system of economic ideas – capitalism, socialism, communism, utilitarianism – seems most wide spread today? Support your opinion.
Answer the question in three complete sentences in your summary section.
Introduce the guiding question for this lesson and unit.

58. Industrial Revolution Objective
Trace key events of the Industrial Revolution and analyze how these affected economics and politics.
Introduce the guiding question for this lesson and unit.

59. "Create Your Own Invention" Activity
Pick a partner to work with or work individually
Think of an invention that you and your partner would like to invent (ex: robot to go to class / make up mask)
Name your invention
Create a “logo / symbol”
Draw out your invention – what does it look like?
Describe what your invention can do
Identify if the invention is a new invention or if it is improving a current invention in use (ex: new style sunglasses) and explain why you created the invention

60. The Industrial Times
You are going back in time as a reporter for the newspaper, the Industrial Times.
As with any job, you will need to be trained.

61. As a Reporter for the Industrial Times
Your training and products as a reporter will result in an understanding of the causes and effects of the Industrial Revolution.

62. Welcome to the Industrial Times
Your work for the next few days will lead to your press card certifying you as a reporter for the Industrial Times.

63. Welcome to reporter training.
Industrial Times
Welcome to reporter training.