01/06/20 Do Now

• Welcome back and welcome to the Industrial Revolution!

• Vocabulary Introduction Do Now Task• Read each definition

• Write at least 3 words that will help you to remember the definition

• You will have 5 minutes to complete this activity

Activity #1 – ½ Half of the Year Review

Did someone say “competition?” Well, let’s do this then!

Kahoot! 1st half of the year competition with chance for 1 of 3 prizes

Go to www.kahoot.it and put in the code

(if computers unavailable, we will do the paper version of the Amazing Race Partner Edition)

Industrial Revolution Essential Questions

• What changes in farming led to the Agricultural Revolution?

• What push/pull factors cause people to move?

• https://youtu.be/xLhNP0qp38Q

• By the end of today’s lesson, you should be able to • Independently define key terms for the Industrial Revolution

This Photo by Unknown Author is licensed under CC BY-SA

Activity #2 -Vocabulary

• How do we better understand content?

• VOCABULARY!

• Look at the one pager going around

• Read the definition

• Look at the picture associated with it

• WRITE down at least three words to help you remember the meaning of the word –DO NOT COPY THE DEFINITION

Overview –The Beginnings

• Industrial Revolution – the name given to the massive social, economic and technological change in 18th and 19th century Great Britain

• For thousands of years, people wove textiles by hand to create clothes

• The Industrial Revolution (IR) – increased output of machine-made goods that began in England in the mid 1700s

• 1500-1750s – several developments allowed English farmers to begin producing more food than ever before

• The Columbian Exchange and colonization – new foods, resources and income

• Parliament introduced laws making ownership of land more secure – farmers start grouping their fields together in enclosures

• Better storage technology allowing harvesting crops to last longer

• Spreading of new agricultural and scientific knowledge thanks to improvements in printing

• Results

• Inventions of new technology – existing technology couldn’t meet the increased demands for goods

• Inventors used improved scientific knowledge to produce materials and goods faster and cheaper than before

• 1790 – textile industry sees first change: cottage industry to factories

• Factories began using steam engine machines

• Textiles could be produced quicker and cheaper

• People began to move from farms to cities seeking jobs – URBANIZATION

• Goods now being made for capital gains (profit), not just survival

Agricultural Revolution – The Spark

• The Industrial Revolution did not switch from manual to machine overnight• Building process started with the agricultural

revolution

• Britain needed more food• Farms were still run on the medieval strip system

• Inefficient system and only produces enough food to feed you and your family, there is very little extra

• Towns are growing, the people in towns need feeding so extra food is needed

• No corn is being imported because of the war with France, so more corn is needed

This Photo by Unknown Author is licensed under CC BY-SA

Agricultural Revolution – The Spark

• Enclosure Movement

• Parliament passed laws to help more people to buy land

• Open fields were divided up and everyone who could prove they owned some land would get a share

• Enclosure Movement – dividing the open land into small fields and putting hedges and fences around them

• Everyone had their own fields and could use them how they wished

• Open land and common land would also be enclosed and divided up

• Problem?

• If you could not afford to pay for the fences and hedges OR afford to pay the commissioners to come map the land – no land

• Also had to pay for the permit

• So who gets the land?

Disadvantages of the old system

Field left fallowPeople have to walk over your strips to reach theirs

No proper drainage

Animals can trample crops and spread disease

Difficult to take advantage of new farming techniques

Because land in different fields takes time to get to each field

No hedges or fences

Agricultural Revolution – The Spark

• The better off farmers and landowners gained the most

• The rich got richer and the poor got poorer

• People who had no written proof of ownership lost their land altogether

• Some couldn’t afford to pay for fences and had to sell their land

• Meant they also lost their homes

• These people either became laborers on other peoples land or headed for the towns to try and get a job

• One farm laborer said: ‘All I know is that I had a cow and an Act of Parliament has taken it from me.’

• Some villages saw riotsThis Photo by Unknown Author is licensed under CC BY-SA-NC

Agricultural Revolution – The Spark

• New English farming technology• Early 1700s - new technologies helped

improve farming and increased food production• Population explosion – more food = more

people• 1500 – 2.5 million people• 1700 – 5 million people• 1900 – 9 million people

• New machines meant less people were needed to work the land• Unemployment• Enclosure meant people lost land • This meant losing their homes as they

had nowhere to grow food and there was little work- so they moved to towns.

Iron Plow Seed Drill Turnip Townshend

The wooden plow was useful in the sandy Mediterranean soil where it was invented, but did not work well in the dense wet soil of Europe. The Iron plow was heavy and strong enough to easily break Europe’s soil

Jethro Tullcreated a seed drill to plant seeds in straight lines. These crops could be weeded easily

Instead of leaving fields fallow, Townshend urged farmers to plant turnips, which restored exhausted soil

Agricultural Revolution –The Spark

• These changes in farming create conditions favorable for industry

• People move to the cities to work in factories and the demand for manufactured goods increases

• Manufactured goods are items produced in a factory

• The making of items in factories is called industry

• Changes in agriculture lead to the Industrial Revolution

Exit Ticket

Which of the following is NOT a farming improvement of the Agricultural Revolution?

A. Crop Rotation

B. Seed Drill

C. Solar Tractors

D. Better Animal Breeding

01/07/19 Do Now

• Examine each of the images on the graphic organizer

• Then, complete the activities using the vocabulary words for this unit

Industrial Revolution Essential Questions

• What conditions and developments contributed to Great Britain starting the Industrial Revolution (IR)?

• By the end of today’s lesson, you should be able to

• independently list and explain the 7 different factors causing Great Britain to start the IR

• Get ready for music https://youtu.be/CUpKHYYJ9uk

Why Start in Great Britain (England, Northern Ireland, and Wales)

The Industrial Revolution – started in Great Britain in the textile, or cloth industry

Before – cloth had been made in a Domestic System (or Cottage Industry)

• a system where manufacturing is done in homes or cottages by families – think back to our discussions on colonization

• not very efficient

• could not meet the demands for cloth

New inventions for producing textiles leads away from the Domestic System and the Factory System is created!

Why Start in Great Britain (England, Northern Ireland, and Wales)

Agricultural Revolution

Natural Resources

Stable government and economy

Inventions

Large labor supply Colonial empire

Capital

A Closer Look – Agricultural Revolution

• Crop rotations – help soil to stay healthy for growing

• The Enclosure Movement –wealthy landowners buy up and fence off huge pieces of land

This Photo by Unknown Author is licensed under CC BY-SA

A Closer Look – Natural Resources

• Abundance of natural resources, like coal, needed for industry

• Changes began with the introduction of steam power = need for coal

• Coal – burned fuel

• Iron ore – to build machines

• Rivers for water power

• On an island – good access for trade

• Irregular coastlines – great for harbors and ports

• Mild temperatures – trade all year

A Closer Look – Stable Government and Economy

• Developed banking system, trade and wealth

• No recent wars in England

• Parliament supports businesses

• No political revolutions

This Photo by Unknown Author is licensed under CC BY-SA-NC

A Closer Look –Inventions• Shift from simple hand tools to

complex machines AND from human & animal power to steam power• Spinning Jenny by James Hargreaves

to quickly spin thread

• Steam engine by James Watt to power machines

• Steel process by Henry Bessemer –stronger, cheaper steel

A Closer Look – Large Human Supply

• Human Resources – people to work

• Healthy people live longer which increased the workforce

• Population explosion – more food = more people• 1500 – 2.5 million people

• 1700 – 5 million people

• 1900 – 9 million people

This Photo by Unknown Author is licensed under CC BY

A Closer Look – Colonial Empire

• Colonies supplied Britain with raw materials and served as markets for finished goods (mercantilism)

A Closer Look – Capital

• Wealthy merchants had money to invest in new technology

• Machines replaced farmers

• Textiles, transportation and communication

Factory Systems in Great Britain

• Machines needed• large machines to manufacture cloth = a large building to store it

• 1st factories – near rivers• water power – the first source of power used to run the machines

• People now had to travel to work every day• Mill Towns sprang up around the factories

Activity #2

• The Industrial Revolution began in England in the 1700’s before spreading to Europe and the United States

• Cut out the graphic organizer and glue the center down in your notebook

• On your notebook paper under each flap, describe why that reason contributed to the Industrial Revolution beginning in England

• On the top of each section, draw a picture that best represents it

Activity #3

• For the next week, you will work on the Industrial Revolution DBQ• Due Friday, 01/10/20

01/08/20 Do Now

What is one piece of technology you couldn’t bear to live without?

Close your eyes and really THINK about this question

It can be tricky and you CAN’T say your phone, ipad/tablet,

computer, gaming system

Take the WHOLE 3 minutes to quietly reflect

Industrial Revolution Essential Questions

• How did new technology created by or because of Industrial Revolution influence the globe?

• By the end of today’s lesson, you should be able to

• illustrate the impact (negative and positive) of several key inventions using a graphic organizer

• Opener - https://youtu.be/0SMNYivhGsc

Textiles and Technology – Necessity is the Mother of Invention

• Before – cloth made by the domestic system; hand-powered spinning wheels and looms used in homes

• 1733 – John Kay (British) invented the flying shuttle to cut down on the time needed to weave cloth

• 1764 – James Hargreaves (a British carpenter) invented the spinning jenny making it possible for one person to spin many threadsat the same time

• 1769 – James Watt (Scottish mechanic) perfected the steam engine and steam replaced water as a major source of power

• Late 1700s – Oliver Evans was the first to use automation

• 1802 – Eli Whitney and Catherine Littlefield Greene (American) invented the cotton gin to remove cotton seeds faster and go quicker

• 1807 – Eli Whitney developed a system of interchangeable parts

• 1856 – Henry Bessemer (British) found a cheap way to remove the impurities from iron to make steel

• 1857 – Samuel Colt improved Bessemer’s ideas and created the first assembly line (not automated like Henry Ford would do later)

• 1863 – Pierre-Emile Martin (French) and William Siemens (English) invented the open-hearth process (cheaper way of producing steel)

How did new technology

created by or because of

Industrial Revolution

influence the globe?

• 7 of the most important inventions of the Industrial Revolution (IR)

• 1765 The Steam Engine – used in factory machines, later for steamships and trains

• 1802 The Cotton Gin – picked out sharp cotton seeds, increased slavery in the US

• 1812 Railroads – faster movement of goods and people

• 1858 Steel – much lighter than iron but just as strong; skyscrapers now possible due to the Bessemer process

• 1876 The Telephone – improved communication

• 1880 The Light Bulb – lanterns and candles no longer necessary

Inventions

• The manufacturing of iron into steel was made easier and cheaper by 2 methods in the 1800's: the Bessemer Process and the Open Hearth Process• The Bessemer Process – a way to remove impurities from iron to make steel,

which was harder and stronger • Patented in 1855

• The Open Hearth Process - used a special kind of furnace to make steel cheaper than the Bessemer Process • Not put in to production until the 1860’s

• Replaced the Bessemer Process

Inventions - Transportation

• Transportation had to improve to move raw materials and the newly manufactured goods more quickly• Changes over time

• 1st - governments create roads that make travel faster

• Next - built canals in the rivers so they could use barges

• Eventually - railroads or locomotives invented• The fastest form of transportation for a long time

Activity #2

• The Industrial Revolution was one of the greatest periods of development in science and industry

• Improvements to the steam engine allowed for more inventions with motors and soon many other fields saw impressive new achievements

• Direction

• Cut out the complete shape below then fold down the 7 flaps along each side

• Glue the shape down into your notebook where indicated then label it “Inventions of the Industrial Revolution” in the center

• On the reverse side of each flap, name the invention, who invented it, and the impact it had

Activity #3

• Okay, it’s your turn

• Elon Musk (you know…because I like Tesla and the Space X program) is coming to TCEA tomorrow to invest in the next great invention

• You have a FABULOUS idea and you just have to put the final pieces together

• Invention Checklist – Illustrate and describe (in detail) what it your invention is and looks like?

• What would it do?

• How would you build it?

• What industry does it belong to or help?

• How much will it cost to produce?

• Is it easy for someone else to reproduce before you get a patent?

• What are the benefits? Risks?

• How would it make money? Would it?

• Would you sell it directly to consumers or to businesses only?

• Will it have the potential to HELP or DESTROY the world?!?

• Use your imagination

• This is a graded assignment – if you don’t finish in class, turn it in first thing tomorrow

Activity #4

• Now that you have created your product, you need to sell it

• Make an 15-20 second infomercial to promote your invention

• 15-20 seconds is not a long time

• You need to make sure you have all the essentials in your ad to make people want to buy it and/or use it

• You have no more than 10 minutes to come up with your infomercial

• You WILL present to the class today

Activity #5 – early finishers• For the next week, you will work on

the Industrial Revolution DBQ• Due Friday, 01/10/20

01/09/20 Do Now

Written Reflection

• Think back to the reasons why the IR started in Great Britain

• Now, come up with an alternate scenario and sequence of events if the IR started in another country, for example the US or France

• Explain how things could have change

• In the end, summarize why the IR could have only successfully started in Great Britain and not the other country you selected

• You will have 8 minutes to complete this activity https://youtu.be/fnStDeXrOMY

Industrial Revolution Essential Questions

• How did the Industrial Revolution spread from Great Britain to the rest of Europe and the United States?

• By the end of today’s lesson, you should be able to • work with a partner to identify patterns using the maps on the

"Spread of the IR from Great Britain" analysis sheet

The Spread of the Industrial Revolution

• Though the Industrial Revolution (IR) started in England, it will spread to other Countries

• The increase in productivity that England experienced would be replicated in these other countries

• Industrialization also improved the standard of living for people and societies

The Industrial Revolution in Belgium

• Because of its proximity to England the Industrial Revolution will spread there next

• The Belgians historically were known for textiles

• The Belgians will adopt the techniques and technology of the IR, and the mechanization of the textile industry will evolve first

• Belgium would sell their excess coal to bring in revenue, and would eventually turn their iron ore reserves into a thriving steel industry

The Industrial Revolution in France

• The IR would spread to France, but their success was limited by their resources

• Without ample coal reserves of their own they needed to import resources from Britain and Belgium

• Their Revolution would focus largely on waterpower, and not steam power

The Industrial Revolution in the US• The New England area of the US would have a thriving cotton

mill system, and the cotton came from the Southern States• Cotton Gin invented in the US – inventor Eli Whitney

• A machine that cleans the seeds out of cotton faster than by hand

• The process of producing cloth in factories becomes very quick

• Factories can mass produce cloth

• Many workers will be needed to work the new machines

• The Cotton Gin is a machine that cleans the seeds out of cotton faster than by hand

• American inventors Eli Whitney & Simeon North introduced the idea of Interchangeable Parts to the IR

• Machines and products were made with identical pieces so that broken parts could easily be switched with new ones

• Oil• Old way – whale oil (for lamps)

• New way – oil (rock oil)• A Canadian scientist figured out how to take the crude oil from the

ground and make it usable in lamps (kerosene)

• Edwin Drake (a railroad conductor) saw how companies only collected surface oil for use

• He learned salt drilling techniques, leased some land – successfully drilled the first oil well

• Oil – BOOMING new industry

• Used for lamps, lubricating machines and eventually fuel for cars

The Industrial Revolution in Germany

• Germany will industrialize late because of the autonomous nature of a disunited Germany

• However, Germany had large supplies of iron ore and coal which made them leaders in metalwork

• Supporting the railroad industry became Germany’s strong point

• Later on Germany would develop a strong chemical, electrical, and weapons industry

The Industrial Revolution in Japan

• As Japan came out of isolationism they modernized

• Japan would mechanize silk weaving, and build railroads and ships

• The rapid industrialization of the country would make it a power in East Asia

• Japan would even force China to supply them with raw materials

The Factory System

The evolution of the cottage system was the development of the factory system

The factory system had many benefitsMerchants could oversee work

New technology could be utilized

Unskilled/semi skilled laborers could be used to complete specific tasks, thereby speeding up production (Division of Labor)

All of these developments would help led to mass production

Factory System

Built close to and powered by water

Pull factor for people to move into cities

Unskilled labor used -- ↓ need for skilled laborers

Use of child labor

Poor working conditions

Activity #2With a partner, complete the Spread of the

Industrial Revolution sheet

Activity #3Station activities – 7 total stations

01/10/20 Do Now – Week in Review

Write down your answers to the following on your Do Now weekly sheet

1. Why did the Industrial Revolution begin in England?

2. What was the Industrial Revolution?

3. What was the Agricultural Revolution?

4. What were cottage industries?

5. What did the following people do?

• Watt:

• Whitney:

• Bessemer:

Industrial Revolution Essential Questions

• In what ways did the factory system change the face of labor in England?

• By the end of today’s lesson, you should be able to

• simulated the tediousness of assembly line work in our own 7th grade factory

Textile Process and Industrialization – Origins of the Textile Worker

• Before industrialization

• First – cotton sent to farm families who would spin the cotton into thread

• Next – thread sent to artisans to dye and weave into cloth

• Then – dyed cloth was sent to small factories to create garments

• What’s wrong with this process?

• What’s next

• New inventions were bought by rich capitalists – machines turned out cheaper and better products than the farm workers

• Makes skilled workers obsolete

• So what?!?!?!?

The Assembly Line Process

• Example of the automated assembly line process – watch the I Love Lucy episode where Lucy and Ethel work in the chocolate factory https://youtu.be/8NPzLBSBzPI• What things did you notice beyond the comedy?

• Now, compare the Big Bang Episode where Sheldon tries to help Penny perfect her Pennyblossoms https://youtu.be/0Mv0pbsBWC0

The Assembly Line

• Remember labor = work

• Even with machines, factories still needed labor forces or “workforce”

• Investors developed a way to use machines and humans together – the assembly line

• Jobs no longer required specialized skills

• People given jobs to perform over and over and over and over and over –boring, but dangerous

• A step-by-step process – one person couldn’t begin until another one finished

• New method greatly increased production

• Due to automation, assembly lines are not AS common but still used

Factories and Mass Production

Factory systems changed the working world

Mass production – the production of large amounts of standardized products, especially on assembly lines

• Began in the US

• Elements – interchangeable parts and assembly line

• Production and repair faster and more efficient

Effects

• Dramatic increase in production

• Businesses charged less

• Affordable goods

• More repetitious jobs

• Soon became the norm

Jobs and Wages

Samuel Courtauld built a silk mill in 1825 in Halstead, Essex (South East England).

Before the Industrial Revolution, Halstead was an agricultural community with a cottage industry producing woolen cloth. In Halstead, as elsewhere in England, unemployment among depressed farming households and former wool workers forced people to find work outside the home. Because their labor was cheap, women more than men were recruited into the textile factories that sprang up all over Britain in the 19th century. This is a chart of the Courtauld workforce in 1860. The wages are in British schillings.

Source: http://www.womeninworldhistory.com/textile.html

Activity #2

• You will take part in two separate activities to learn the link between the Industrial Revolution, factories, workers, and assembly lines

• This will be a friendly competition

• You will be placed into teams to complete two different “jobs”

• Gingerbread Person Assembly line – focus on interchangeable parts

• Snack Mix Assembly line – focus on the assembly line as a whole

Gingerbread Person Assembly Line Directions

• Background – the MotRUs Toy Company is expanding and hiring 18 new workers. There are more people needing jobs than jobs available. All the current and potential workers know they will be immediately fired if they do not keep up with production, mess up on too many toys, or back talk the supervisors. Eager new immigrants stand outside the company awaiting a vacant position. Those working know they cannot afford to lose this job since their family of 7 needs the income.

• 1st – One person will be randomly selected as the LEAD DESIGNER for our Gingerbread Person Toy Company

• 2nd – You will be split into 2 equal groups of 9

• 3rd – Assembly Line Workers will each do their part to add their ONE SPECIFIC feature

• Person 1 – supervisor, walks the line to make sure production is correct and people are doing their job. They are responsible for firing poor performers and hiring replacements

• Person 2 – left eye

• Person 3 – right eye

• Person 4 – nose

• Person 3 – mouth

• Person 5 – left ear

• Person 6 – right ear

• Person 7 – top button

• Person 8 – middle button

• Person 9 – bottom button

• Anyone not hired for the assembly line will be standing outside the building (off to the side)

• When a position is available, jump right in and keep up with production

• At the end of two minutes, inventory will be checked for accuracy

• If any gingerbread persons are not identical to the model will be destroyed – means loss of $$$$ and someone will get fired!

• The winning team will get bragging rights and a surprise

Snack Mix Assembly Line –Background

• Backstory: A new snack food company has just open in Manchester, England. The prospect of a new job enticed your family to move from the rural countryside to Manchester. You are poor, desperate for a job and forced to life in the workhouse.

• Weekly wages:

• Male heads of household – 15 shillings

• Female, married – 9 shillings

• Female, single (over 16) – 10 shillings

• Male, single (over 16, but living at home) – 15 shillings

• Child over 11 – 5 shillings (workers 2,4 and 6 are children)

• Child under 11 – 3 shillings (workers 2,4 and 6 are children)

• Factory supervisor – makes an additional 1 shilling per week

• Remember - You may be fired at any time! There are several immigrants waiting for your job!

Snack Mix Assembly Line –Directions • Steps:

• Teams will be broken down into a 7 person teams, including one foreman / supervisor.

• When the whistle blows, workers will be report to their factor areas (stand on behind their chairs)

• Here are the assembly line positions

• 1st - ziplock bags

• 2nd-5th - cereal bowls

• 6th - chocolate chips

• 7th - marshmallows

• 8th - labels and box

• The factory supervisor is in charge of keeping the work moving, on all the factory lines.

• She/he will try to solve any slow downs in production.

• They will move around and make sure all workers are on task.

• If a supervisor chooses to fire a worker, that worker will be replaced by an immigrant waiting in the back of the room (represents outside the factory wall)

• Supervisors may yell at their workers to keep them moving at a fast place. Time is Money!

• Before the 2nd whistle blows, workers 2-7 will put on their gloves.

• When the 2nd whistle blows, you have 5 minutes to create 20 snack mix bags

• 1st - open the ziplock bag so the opening is wide

• Pass it down to worker 2 and keep going down the assembly line

• When it gets down to the marshmallows, that worker will zip the bag and place in the box.

• Work quickly and accurately or your pay may be docked (reduced) or you may get fired and replaced by an immigrant.

• At the end of the 5 minutes, the supervisor will inspect the work for accuracy

4 Corners Warm up Activity – next 7 slides

01/13/20 Do Now

4 Corners

A

DC

B

What are the rules?

• Think about your answer to the question.

• When directed, go to that corner of the room

• PAIR UP with a (different) partner

• Discuss your answer – WHY??

• Be ready to explain your answer to the group

Question: Which of the following jobs should earn the highest salary?A. Military Officer

B. Teacher

C. Lawyer

D. CEO of Apple

Question: Which of the following work conditions would you find most difficult?A. A boss who never gives you time off and you work long hours.

B. A job that you hate but pays a lot of money.

C. A job that you love but pays very little money.

D. A job that pays a lot of money but is disrespected by society

Question: Which of the following should be the minimum age requirement for work? Why?

A. 12

B. 14

C. 16

D. 18

Question: Whose responsibility is it to provide healthcare when you get sick?A. Individual

B. Employer

C. Government

D. Other

How many hours should a student be allowed to work? Why?A. 10

B. 20

C. 30

D. 40

How did the Industrial Revolution affect the workers

• Push for change• Working conditions

• Workers wanting to be heard

• Watch https://youtu.be/_6ZFUkENEOI

Industrial Revolution Essential Questions

• In what ways did the factory system change the face of labor in England?

• By the end of today’s lesson, you should be able to • Independently produce a journal entry to expand on the life of a

teenage factory worker

• This video focuses on child labor, but it was bad for all factory workers https://youtu.be/pOIvdhmMaOE

Where employees worked

■ Major change from cottage industry■ Had to leave home to work (travel to cities)

Life in factory towns

■ Towns grew up around factories and coal mines■ Pollution, poor sanitation, no health codes = sickness■ Rapid population growth■ Poor lived in crowded tiny rooms in tenements (multistory buildings divided

into apartments)

Working in a factory

■ No safety codes = dangerous work for all■ Poor factory conditions (e.g., no heat or a/c, dirty, smelly, cramped)■ Long workdays (12-14 hours)■ Little pay (men compete with women and children for wages)■ Child labor = kept costs of production low and profits high■ Mind-numbing monotony (doing the same thing all day every day)■ Owners of mines and factories exercised control over lives of laborers

Factories and Factory Towns

Economic Impact of Factories and its Effects on Workers

• Economic impact of the factories (how it changes the economy):

• Output of goods increased – more goods produced daily

• Ex: instead of 1 doll per day by hand, 500 per day

• Quality of manufactured goods increased - Goods were better than before

• Ex: the hair of the doll would now stay on instead of falling off

• Cost of goods decreased – more was being produced, so the price of the good went down

• Ex: Dolls made by hand before the IR cost $500, now $10

Working Conditions and Wages

• The factory system – major change for European workers

• Factor work became less skilled

• Factory conditions were dirty, dangerous, and unhealthy

• Workers worked long hours (12-16 hours per day)

• Factory workers – not paid well; women and children were paid less than men

• Transition in relationship roles

• Factory owners required workers to “clock-in” and limited their breaks to increase production

• Factory owners no longer knew each of their employees personally

• Conditions in mines

• Invention of the steam engine increased demand for coal

• Coal production grew from 5 million tons in 1750 to 23 million tons in 1830

• Men, women, and children – used in the mines

• Mines – unhealthy & dangerous

• Lung disease

• Poison gas

• Drowning

• Explosions

• Cave-ins

Child Labor

Child Labor

• Living in cities expensive so poor families needed their kids to work

• Worked in factories, brickyards, and mines• Textile miles – small hands

• Mines – small enough to fit in the shafts or other tight spaces

• Earned 10% of adult wages, worked long hours in dangerous conditions, and were often beaten

Male Workers

• Men were required to work at least 14 hours a day

• Because of the low wages paid, families couldn’t be supported by the man alone

• Discipline Procedures• Adults were fined/dismissed for

• Being late

• Drunkenness

• Attitude problems

• Laziness

• Children were typically beat for offenses

Female Workers

• Rather than working with husband on family farms or taking care of children (before the IR), poor women in cities worked in factories

• Some worked as domestic servants

• Hired more women because they were paid a LOT less

• Factory jobs required long hours away from their children and could leave women crippled, sick, or deformed

• Paid ½ or ⅓ what men made

01/14/20 Do Now

• Silent Gallery Walk

• Around the room are 7 different primary source photographs of kids from the IR

• Silently walk around the room and record your answer on the chart

• If you finish early, complete the questions on pages 2-3

Activity #2

In small groups, read Barilla Taylor (15yo): Letters from a Factory Girl

Individually – answer the questions after Taylor’s letter

Create your own journal entry – key items

• Imagine you are living during the IR and you are forced to work in a factory – around 1880 in the US

• Write about your life in a 2 – 3 paragraph journal entry – use a relatable date

• Questions to address:

• What is your life like?

• What do you do at work?

• Do you make a lot of money?

• Who are you friends and what do they do?

• Where do you life and what is it like?

• Use good grammar, spelling, and capitalization

Activity #3• Creative story

• Think back to the images around the room

• Complete the following story activity after viewing the child labor images

• Write a short creative story about the life and working conditions of a child during the Industrial Revolution – longer and more detailed than your journal entry

• Use one of the seven included images as a “starting point”

• Write a short story about the type of life and work that the child in the image likely lived

• Examine one of the images and imagine what kind of conditions the child likely worked under and how their life was

• Your story needs to contain:

• Details about how the child’s life would have been lived and what they likely experienced at home, work and in their daily life

• What kind of injuries or dangers they would have faced

• How they would have felt about their work and their workplace managers

• You may want to consider how the child might be seriously injured or die in your story.

• A short narrative with different characters and interactions

• Be Creative!

01/15/20 Do Now • Does working in a factory have any effect on changes caused by the Industrial Revolution?

• Why were those changes significant?

• Complete the Working in Factories Evidence Analysis Sheet to predict how the IR affected more than just the way individuals earned a living

• Shade the box “Yellow” if the information is about working conditions or accidents

• Shade the box “Blue” if the information is about rules and punishments

• Shade the box “Red” if the information is about working house

• Shade the box “Green” if the information is about working children

Industrial Revolution Essential Questions

• What efforts were made to improve working conditions and how did that effect economies?

• What effects did the Industrial Revolution have on urban life, social classes, family life and standards of living?

• By the end of today’s lesson, you should be able to

• Independently draft a map to show urbanization changes and development

Effects of Industrialization• The IR affected

• living and working conditions

• growth of cities

• child labor

• public health

• working class family life

• the role of women

• the emerging middle class

• Income

• laws regulating business

• Trade

• Labor

• political beliefs

• Positive effects on

• Business

• Transportation

• communication and technology

• Questionable effects

• living standards

• pollution

• health issues

• child labor

• poor working conditions

Four Major Effects of Industrialization

Urbanization and the rise in the standard of

living

The loss of the traditional way of life

New economic system Doomsayers

Urbanization

• Movement of people from farms to cities

• What do you already know about the conditions in these factories and cities

• Child labor

• Dark, unsafe factories

• Long hours and lower pay

• Poor living conditions

How did people live

• Before – people lived and worked on small farms in villages

• During – people move from farms/villages to cities (urbanization)

• After – cities are overcrowded with working families

How did the Industrial Revolution affect the cities?

• The middle class makes demands for voting rights and educational opportunities

• Urbanization – positives and negatives

• Women want equal rights as men since they work outside the home now

Push for change

• An apartment building where poor people live

• Often families of 8 or 9 live in a single room of just 798sq ft!

• Filthy and unsanitary

• Many orphans lived in the streets

• Due to rapid urbanization, cities grew too fast to support the number of people coming in

Living conditions

Safety – no police protection

• Air pollution – from coal-fired furnaces

• Smog hung over cities and the soot caused lung disease for those in towns

• Water pollution – open sewers (ew!) filled with human and animal waste were in large cities making the drinking water unclean

• Thames River in London became so polluted one summer it made the whole city smell so bad it was called “The Great Stink”

• Results – unsanitary conditions, traffic on roadways, and overcrowding in housing

Cities

How the Other Half Lives

• Not everyone lived in miserable conditions

• Middle Class

• Upper Class

• The Middle Class will become a very large and important part of society

• The Middle Class was the owners of the factories

This Photo by Unknown Author is licensed under CC BY-SAThis Photo by Unknown Author is licensed under CC BY-SA-NC

The Urban Activity StoryAs I read the story, draw on poster board everything that is taking place. Make sure to not draw too big in the

beginning because we will be covering a 150 year time period in our story

It is 1700 in England.

Draw Draw 10 houses, a church, a cemetery, a “commons” area, a store, a pub, a coal mine, and lots of trees all over the scene.

Draw Draw a wooden bridge across the river and 4 roads originating from each direction.

Draw Draw a river across your paper connecting east to west. The river should be about an inch wide.

By 1745, the scene begins to change…

BUILD YOURSELF 1 NICE HOUSE ANYWHERE ON THE MAP YOU

WOULD LIKE.

CONSTRUCT A CANAL TO PROVIDE BETTER TRANSPORTATION – IT

MUST RUN PARALLEL TO THE RIVER.

By 1750, the population begins to grow a bit…

• Add 7 houses to your scene.

By 1760, needs are different…

• Take away half the common area and add 1 more nice house.

In 1773, the town changes drastically. No turning back.

• Add one factory. The cotton factory must be located on the river bank.

The factory is changing our town. By 1774, we are growing! THIS IS PROGRESS!• Add 5 houses, 1 church, 1 pub, 1 store.

• You may add additional roads and 1 bridge.

• Add 5 new factories.

Things will get better with this progress, RIGHT?!

By 1780, with all the new factories, the demand for labor has grown our

population. People are coming from all around the town for work.

Add 5 tenements.

By 1781, the new population requires more…

• Add 1 store, 1 pub, and 1 church.

• Add 1 school for boys.

While much of the population works in factories for low wages, there is a small middle class and an elite upper class of owners. They need the schooling for their boys.

By 1772, many of the workers in the factories need something to help them forget the hard work they do in the factories.

• Add 2 more pubs.

By the next year, 1773, other wealthy investors come to town…

• Add 2 large, special, luxury homes.

By 1784, the new owners begin bringing more progress to our town.

• Add 10 more factories.

• Add a huge, monster house.

As the century turns 1800, we are definitely seeing the cost of progress. We need to find more energy and update our town to support the factories.

• Add 1 new coal mine and a new iron bridge to replace the old wooden one.

This progress is really taking its toll…by 1815, the town in no longer excited about the factories coming to town

• Add a cemetery, complete with headstones. Many of the headstones will read the names of those who died from doing their jobs in the new factories.

Maybe a new development will make it all worth it. By 1820, a new form of transportation is coming to town

• Add one railroad line connecting your factory district to the outer coal mining region.

Unfortunately, only the wealthy will benefit from the new transportation. The rest just sleep and work. Some get frustrated by the situation. By 1827, our little town has definitely changed.

Add 1 jail and 2 pubs.

Still progress does not stop. By 1837, we have to find ways to keep the town up at night to get the work done.

Draw street lights (fueled by oil), lining your business and community streets.

The work is never ending. By 1838, with the changes in the factories for more production, it is getting more dangerous to work. Many of the injured and killed are the children working in the factories.

• Add 2 hospitals and 1 cemetery.

For the factory owners, life is good. They are making money and need more ways to transport their goods. By 1840, another addition comes to town.

• Add 1 more railroad line.

The population to work in the factories is ever growing. By 1842, there is great demand for more housing and for businesses to support the population changes. Of course, new investors will come as well.

• Add 20 houses, 5 tenements, 2 stores, 1 church, 5 factories, 1 pub, and 1 other huge, nice house.

The middle and upper classes of our town are demanding social opportunities. By 1845, our little town is growing into a full city.

• Add 1 museum, 1 university, 2 theaters, and 2 more private schools.

For the working class, by 1850, life only gets worse. There are no regulations on the factories. The pollution is fogging our city. Workers are being injured every day. The women and children are no longer innocent and protected. Times have definitely changed…

• Add 3 more cemeteries, 1 jail, 3 more hospitals – all to accommodate the poor victims of urban life.

URBANIZATION

TOWN OF MANCHESTER, ENGLAND AROUND 1770

TOWN OF MANCHESTER, ENGLAND AROUND 1880(red square is the slide from before!)

Exit Ticket

• True or False – write your answer on a notecard provided

• The Industrial Revolution affected where and how people lived and worked.

• Explain your reasoning

01/16/20 Do Now

• Imagery of the Industrial Revolution Gallery Walk

• Find 1 partner to complete this activity with – you can use the same graphic organizer with both names

• Around the room you will see pictures of different people in various situations

• Examine closely the images under the headings “Leisure,” “Clothing,” “Childhood (work and play),” and “Living Conditions”

• Where would each specific picture fall

• You could have multiple categories for one picture

• Discuss the questions under each section heading as a group

• Using the storyboard chart, write a short description of what you see in the images

• Place your description under the appropriate column: either “working class” or “middle class.”

• Use the questions below to help you think about your descriptions

• How do these images help tell the story of living during the industrial revolution

• In what way is the story different from the current world around you?

• In what way is the story similar to the current world around you?

• You will have 10 minutes to complete this activity https://youtu.be/nW-s2Ailg1s

Industrial Revolution Essential Questions

• What efforts were made to improve working conditions and how did that effect economies?

• What effects did the Industrial Revolution have on urban life, social classes, family life and standards of living?

• By the end of today’s lesson, you should be able to • Independently use a Venn diagram to compare/contrast the

ways daily life moved before and during the IR

#2Loss of Traditional Way of Life

• The customs and traditions of the farms and past are replaced by the “new” city ways

• Traditional ways are blended or lost as a result

• Effect on Women

• 1850 – 10% of white women were working for pay outside the home

• Large majority of working women single

• Left paying jobs once married

• Idea of “cult of domesticity” develops – new concept of the perfect woman…a homemaker

• Jobs outside the home empowered married women – increased power and independence in the home usually led to a decline in family size

• Effects on Workers

• 1820 – ½ of industrial workers were children under 10

• Some factory workers lived in workhouses – locked in for the night and then carts came in to get them in the morning

• Returned back very late

• Parents spent very little time with their children as EVERYONE was working

• Workers in much worse physical shape than the middle class

• Exposed to all types of diseases, and death rate industrial cities very, very high

• In many poor areas only 1 in 3 children lived past their first birthday –disease and unsanitary conditions

• Due to poor living and working conditions, workers began to fight against these conditions taking their complaints to companies and the government

#3 Economics

New Worker Class

• Before the Industrial Age• Nobility/Large Landowners/Gov’t • Clergy- Church Leaders• Bourgeoisie- Businessmen• Farmers

• After the Industrial Age• Nobility/ Large Landowners/Gov’t/ Industrialists• Clergy- Church Leaders• Bourgeoisie- Small Business• Middle Class- Factory Workers• Farmers

New Class System

• The upper class

• rich industrial business owners

• The upper-middle class

• Professionals, such as doctors and lawyers

• The lower-middle class

• Teachers

• office workers

• shop owners

• Clerks

• The lower class

• factory workers

• Farmers

• More to come tomorrow

Working-Class Family

Working-Class Family

#4 Doomsayers

• Saw industrialization as a negative for society

• Thomas Malthus

• Believed the growing population would outgrow the food supply

• “Poverty and misery are unavoidable because population is increasing faster than the food supply”

• David Ricardo

• Felt there was no hope for the working class to escape poverty unless the limited their family sizes

• Created the Iron Law of Wages

• High wages to appeal to the few available workers

• Families have more children

• Wages start to fall because children are working, increasing the labor force

Activity #2• Look at the table that shows

growth of large cities during the Industrial Age

• You will need 2 colored pencils to shade in your grid for 1850 and 1900

• Create a key for the two colors you will use

• Use that information answer the questions on page 2

Activity #3

• As more people moved from farms to cities, the need for housing skyrocketed

• To keep up with demand, cheap high-rise apartment buildings called “tenements” were built in many cities

• Directions

• Cut out this tenement

• Behind each flap, describe

• what tenement buildings were like

• where they were found

• what people lived in them

01/17/20 Do Now • Complete the Industrial vocabulary graphic organizer you received at the door

Industrial Revolution Essential Questions

• How did the economic conflict created by the rise of capitalism affect society?

• By the end of today’s lesson, you should be able to • Define capitalism, socialism, and communism, while being able

to explain the differences on a graphic organizer

Economic

• Many factory workers turned to Socialism and Communism because of unfair wages and factory conditions

• Wanted the government to control the factories so that pay would be equal• Idea of Karl Marx

• Some countries, like the US, develop other ways to address• making sanitation laws

• Setting a minimum wage laws

• Labor Unions were created and made legal to help workers have a say in the conditions of the factories and how much they worked

Economic Systems

• Shift from traditional economic system based on bartering and trade to mostly money based exchanges

• Social class system changed – land ownership no longer the most important factor

• Upper – the industrial capitalists who gained wealth by owning factories

• Middle – grew because growth of engineers, managers, and shopkeepers

• Lower – grew… the size of the urban poor, working for low wages in factories grew

• Types of economic systems

• Capitalism

• Socialism

• Communism

• Basic beliefs about the Industrial Revolution and the economy

• Laissez-faire (lehs-ay-fair) – French term meaning “let do”

• Economic policy of letting owners of industry set working conditions without interference of government

• Basically saying …leave businesses alone

• From the Enlightenment – government puts burden on business and interferes with business profits

Capitalism

Wealthy people (entrepreneurs) and companies will invest

money (capital) into factories

• Believed they would make money off the growing demand

• Idea that “it takes money to make money”

Capitalism cycle

• Growing demand

• Investors buy machines to produce large quantities

• Supply increases, prices fall

• Lower prices fuel more demand

Adam Smith

• 1776 – wrote The Wealth of Nations

• Defended a free economy

• Believed liberty guaranteed economic progress

• Created 3 Natural Laws of Economics

• Law of Self-Interest

• Law of Competition

• Law of Supply and Demand

• https://youtu.be/ejJRhn53X2M

Problems with Capitalist Systems

• Tend to push laissez-faire –profit above everything else

• Workers forced to work long hours for low wages, in unsafe conditions

• Workers united through unions and voted for new politicians to force change – The Progressive Era

Socialism

• Factors of production are owned by the government

• Founder – Charles Fournier Saint-Simon

• Goal

• End poverty and promote equality

• Plan your community vs freedom of choice

Communism

Political/economic system that supports extreme socialism

• Anti-capitalism

• Classless society – wealth and power shared by all

• State would eventually wither away – pure communism

Founders – Karl Marx and Friedrich Engels

• The Communist Manifesto by Karl Marx – predicted workers would overthrow the capitalists

• The haves – bourgeoisie (oppressor)

• The have-nots – proletariat (oppressed)

• The proletariat (workers) will always overthrow the Bourgeoisie (middle class, business owners) and then they will become the new bourgeoisies

• Marx was born in Prussia, but Prussia lost its country after the Congress of Vienna

The Stages of Communism – according to Marx history has been the story of the struggle between workers and bosses

• Capital

• Factories are built

• Factories need workers

• Conflict – proletariat vs bourgeoisie

• Communism – Marx said “The proletariat will rise above the bourgeoisie and set up a communist society: class less and shared property”

The Have and the Have-Nots

Command Market

Communism…

Cuba

N. Korea

Soviet Union

Democratic Socialism …

Constitution

Human rights

Gov’t owns FOP’s

Can vote for more than one party

Capitalism…

Democracy

USA, Hong Kong, Taiwan

Karl Marx Adam Smith

France

Canada

Activity #2

• What would happen when Adam Smith Meets Karl Marx meet?

• Group reading of the dialogue

• Take 2 minutes to look over the reading questions

• Listen to the exchange between Adam Smith and Karl Marx

• Circle key words

• Independently answer the reading questions

• We will have 15 minutes to complete this activity

Activity #3

• As the Industrial Revolution radically changed society, philosophies developed on how it helped or hurt society and what should be done about it

• Cut out and complete the chart below based on the key beliefs of each economic/political system

• You will have 10 minutes to complete this activity

Activity #4

• To understand the changes the Industrial Revolution made to economies (and people’s perceptions) we will complete this DBQ

• Use the information from the document(s) to answer the questions below each

• You will have 15 minutes to complete this activity

Do Now 01/22/20

• If you had political power, how would you have tried to solve/improve:• Children working in factories

• Unsafe working conditions

• Extremely low pay for workers

• Urban (city pollution

• Urban tenements (slums)

• Rise of large corporations (businesses)

MAJOR CHANGE/UPDATE

• Starting this week, we will have purposeful current event assignments

• Same – find a current event that interests you that has occurred in the last 12 months

• MAJOR CHANGES

• Specific Who, What, When, Where, Why, How questions

• Helps you dig deeper and improve pulling main ideas and specific information from the text

• This will occur EVERY week from now on!!!!!

A MINOR TWEAK TO OUR PRACTICES

• So we can get to our activities and try to understand more of the information

• We are going to try to switch it up!!!!

• Let’s try starting with activities

• Still timed as usual

• If you talk or joke around too much, it will come out of your activity time

• I will give instruction during the last 10 minutes of each class

Essential Question and Objective

By the end of today’s lesson, you should be able to

identify initial actions taken by citizens to combat worker abuse during the IR using the Changes

brought on by the IR DBQ

How did society respond to the changes brought on by the Industrial Revolution?

Activity #1

• How could music be a source of inspiration?

• Laura Griffing’s words call for an immediate “Strike, strike, the workers’ anvil. For the cause of labor. Strike for your homes and freedom. Strike for each friend and neighbor. Everyone.

• For the cause and reform laws. Now demand complete protection.”

• Continue reading her lyrics

• What could be the purpose?

• Do you think something like a song could inspire or unite people?

Activity #2

• Workers organized labor unions and would go on strike in order to get management to listen to their demands for workers’ rights

• Cut out the picket signs below, paste them in your notebook and draw workers holding them up

• Then fill them in to show what workers were seeking from management

• At the bottom of your page, explain what workers were able to achieve through unions and strikes.

What is a Reform Movement and Why would it be needed?

• Reform Movement – a type of social movement that aims to gradually change or improve certain aspects of society such as education or healthcare

• Reforms/changes eventually took place for the working industrial class

• Some REFORMS that take place are:

• Schools, orphanages, and hospitals are started for the poor

• Labor/Trade Unions were made legal

• The workday was reduced to 10 hours

• Sewer systems and better housing was required

• Every room in housing had to have a window for ventilation and escape if there was a fire

• Housing received a piped-in water supply

• End slavery in all British areas

• Prison reform – decriminalize poverty

• Over time, life does become better for the working industrial class

How did workers respond to abuses

• Recall the hazards

• Unequal distribution of wealth

• Long hours

• Unsafe working conditions

• No worker’s compensation

• To push for better working conditions, workers began to form labor unions

• Unions were not seen favorably by the factory owners

• Reformers believe governments should improve conditions for the poor

• Reformers regulated water, food, sewage; Offered public education; Regulated living & work conditions

Luddites

• The fictitious General Ned Ludd began breaking into factories and smashing machines in the early 1800s

• Followers called themselves Luddites

• Why - thought that by destroying the machines they could increase their pay and get back lost jobs

• British Parliament made machine breaking a capital offense (death penalty) to try and stop the Luddites

This Photo by Unknown Author is licensed under CC BY-NC-ND

This Photo by Unknown Author is licensed under CC BY-SA-NC

Unions

• Union – an organized association of workers formed to protect and further their rights and interests such as fair wages, working hours, and working conditions

• Unionized workers went on strike, or refused to work

• Thomas Mann, one of the chief organizers of the successful London dock strike (1889)

• Trade unions needed to become far more open and inclusive

• Collective Bargaining – bargaining as a group

• Employers had a decision to make

• Give in to union demands for better wages, work conditions, etc.

• Suffer the cost of lost production

• First workers to organize were skilled labor

• Harder to replace

• Formed trade unions, organized around a particular skill set

Methods Used by Unions

Collective Bargaining

Strikes

Political Action

Union negotiates salaries and working

conditions with employer

Support and push politicians to pass laws improving salaries and

working conditions

Workers stop work to force an employer to meet their demands

Did owners just roll over to the unions or did they fight back?

• Hated strikes and unions

• Would circulate blacklists – lists with names of union organizers

• These people could be fired or be refused employment

• Company Owners could also have a lockout

• Employer would bar the doors of the factory to keep out union members

• These situations sometimes turned violent as the company would hire armed guards to keep the employees on strike out of business

• Early unions were persecuted under the Combination Acts in the US & Great Britain which made them illegal

• By 1875 Great Britain made labor unions legal

Worker Reforms

• Organizations set up to improve the working conditions of its members

• To protest companies

• Individuals would be fired if they spoke out against companies alone

• Provided strength in numbers when workers joined together

• Bargained with employers for better/shorter hours, higher pay, better working conditions

Worker organizations and trade unions

• If collective bargaining failed, workers would go on strike (work stoppage)

• Strikes would stop factories immediately – employers would loose potentially millions of dollars

• Strikes meant workers wouldn’t make money during that time either …but pressured the employers

• By 1871 – strikes were legal in Great Britain and elsewhere, unions could fight for better conditions in all industries

How could trade unions make any difference?

British Factory Reforms Passed by Parliament

• Sadler Commission – British government’s response to look into abuses and injustices

• Factory Act of 1833

• Forbade all textile mills from employing children under eleven years

• Prohibited children between 11 and 13 from working more than 48 hours a wee

• Work was to include an hour and a half for meals

• 1842 The Mines Act• Boys and girls under 10 could no longer work in the mines

• 1847 The Ten Hours Act

• Limited the workday to ten hours for women and children who worked in factories

• 1880 The first Employers’ Liability Act

• Granted compensation to workers for on-the job injuries not their own fault

Triangle Shirtwaist Factory Fire, 1911

• Workers at the Triangle Shirtwaist Factory (New York, NY) complained about the awful working conditions and long hours

• Owners Max Blanck and Isaac Harris would not listen to the workers’ complaints

• 146 workers, mostly immigrant women, died when a fire broke out in the factory at 4:45pm

• The factory was overcrowded and dirty – panic when fire broke out

• Workers unable to escape

• Poor architectural design

• Doors locked to keep workers in and labor organizers out

• Resulted in new fire safety codes and sparked a new conversation about industrial labor in America

This Photo by Unknown Author is licensed under CC BY-SA-NC

This Photo by Unknown Author is licensed under CC BY-NC-ND

Exit Ticket

• On an index card

• Write your name, date, and block #

• Answer the following

• Why did workers form unions?

• What is one reform that unions were able to accomplish?

• What did the Sadler Report investigate?

01/23/19 Do Now

• Using the first page of the packet you received at the door, answer the following questions• What is the difference between a

reform movement and a revolutionary movement?

• Make some predictions about the types of reform movements that may come out of the Industrial Revolution

Industrial Revolution Essential Questions

• How did society respond to the changes brought on by the Industrial Revolution?

• By the end of today’s lesson, you should be able to• Read document based primary sources to interpret and analyze

the meaning/importance

Activity #1• What problems were created by the Industrial Revolution?

• What did ordinary citizens do to fix those wrongs?

• Directions

• Get into groups of 2-3

• Read over each of the documents and corresponding questions

• Discuss each document with your group

• Finish the Industrial Reform Movements DBQs you received at the door to dive deeper into ways people tried to fix their situations

Youth Reform Movements

• Reformers fought to set up public schools and require basic education for all children • Factory Act of 1833 - two hours of education a day

for children working in factories

• Education Act of 1880 made school attendance a law for children up to the age of 10• The 1902 Education Act established a system of

secondary schools or high schools

Youth and Government Reforms

• Pleas for children’s reform

• This newspaper ad is marked “Child Labor”

• Would it get attention from both sides?

• Why do you think they mention wanting private money to get politics out of the conversation?

• 1830-1840s – English Parliament began passing laws to protect workers

• Some laws required owners to put up fencing around machines and keep factories cleaner

• Most important 3

• 1833 – Factory Act

• Children under 9 couldn’t work in a textile mill

• Children 9-13 could only work 8 hours a day – they had to go to school 3 hours/day

• 1842 – Mines Act – girls and boys under 10 couldn’t work in mines

• 1847 – Ten Hour Bill – women and children in any industry could work a maximum of 10 hours/day

• Free public schools established in Europe (late 1800s) and the US (1850s)

Standards of Living Reforms

• Settlement Housing for the urban poor• The British 1834 New Poor Law – established poor houses

• In the US, Abigail Adams creates the Hull House

• Low cost housing • Initiated by factory owner Robert Owens

• Also founded a utopian community in New Harmony Indiana for his workers

Women’s Rights Reforms

• Women pursue economic and social rights as early as 1848

• International Council for Women founded 1888 – worldwide membership

• Suffrage – the right to vote

Economic “Reforms” Effects

• Increased productions leads to higher demand for raw materials and markets (Imperialism)

• New Economic Theories

• Capitalism – in the business to make money

• Socialism – free market economy creates social inequality, so should be shared by all equally

• Utilitarianism – do the greatest good for the greatest amount of people

• Communism – there’s always been a have vs. the have-nots mentality, so the have-nots need to seize control

• Shift in the balance of power – competition between the newly industrialized nations and the less-developed nations

• Rise of Big Businesses

• Laissez-faire Economics replaces mercantilism

• Advances in transportation, agriculture, and communications

• Guess what

• They can’t agree

• No real unified reforms

• MAJOR CONFLICT LATER

Environmental Reforms

• Reminders

• Air Pollution and acid rain – from the burning coal

• Water pollution

• The Thames River called “The Big Stink” and filled with dead sea life

• Cholera (nasty stomach infection) kills millions in 1831 –from water pollution

• Deforestation

• Need timber to build

• Need to cut down forests to expand

• New Laws created to combat environmental fallout…didn’t last long

• Money

• The picture to the right – 1858 “The Silent Highwayman”

Exit Ticket

• True or False

• Many working class families had to live in one room apartments that were unsanitary and did not have sewage systems. However, reforms and changes were made to make life better for the working class over time

• True

01/24/20 Do Now• Think-Pair-Share

• Who should determine what to produce, how to produce, and for whom to produce goods? Why?

• You will have 5 minutes to complete this activity

REMINDER MAJOR CHANGE/UPDATE

• Starting this week, we will have purposeful current event assignments

• Same – find a current event that interests you that has occurred in the last 12 months

• MAJOR CHANGES

• Specific Who, What, When, Where, Why, How questions

• Helps you dig deeper and improve pulling main ideas and specific information from the text

• This will occur EVERY week from now on!!!!!

Industrial Revolution Essential Question and Objective

• What inventions were sparked from the necessity during the Industrial Revolution?

• By the end of today’s lesson, you should be able to

• work with a partner to research one Industrial Revolution inventor to list their inventions made and describe the short term and long term impacts

Inventions

• Why were the inventions of the Industrial Revolution so important?

• What would you do if the telegraph weren’t invented to spurn later thinkers to create the phone, computer or game system?

• Mr. Beat gives you “Inventions of the Industrial Revolution” https://youtu.be/hpwaVqTFteo

Activity #1

• Inventors Hall of Fame

• We will “hold” an Invention Hall of Fame Induction meeting

• Find an awesome partner to work with

• You will be given an inventor to research and create a showcase area to share with others

• Design an award for your inventor that matches his/her contributions to the Industrial Revolution

• You will have two full class periods to work on this creation

• Presentations will occur on Tuesday, 01/28/2020

John Kay’s The Flying Shuttle

The Power Loom

James Watt’s The Steam Engine

The Steam Tractor

The Steam Ship

First Generation Steam Locomotive

01/27/20 Do Now

01/28/20 Do Now

• Think-Pair-Share• Based on your new information about the IR, how do you think it will affect

the rest of the world?

• You will have 4 minutes to discuss with your partner

Industrial Revolution Essential Question and Objective

• What inventions were sparked from the necessity during the Industrial Revolution?

• By the end of today’s lesson, you should be able to

• work with a partner to research one Industrial Revolution inventor to list their inventions made and describe the short term and long term impacts

Essential Questions and Objective• What were the environmental consequences of

urbanization and industrialization?

• By the end of today’s lesson, you should be able to

• Analyze the benefits and changes of the Industrial Revolution as positives or negatives

Activity #1

• You and your partner will have 5 minutes to finalize any work you need to do with your Inventors Hall of Fame Presentation

• I will randomly select pairs to come up and present

• You will have 2 – 3 minutes to complete your “honors”

Positive Effects of the Industrial Revolution

Goods produced cheaper and faster than before

Increase in improved and efficient transportation, like railroads (to move goods)

Growth of cities -urbanization - brings new ideas and mixture of culture

Less effort on humans, since machines made easier and less tiring

Most products were cheaper to buy (supply & demand)

Negative Effects of the Industrial Revolution

Long hours and low pay

Dangerous and poor working conditions

Children often worked in factories for their family

Negative Effects of the Industrial Revolution

Long hours and low payDangerous and poor working conditions

Children often worked in factories for their

family

Labor strikes sometimes turned violent

Women paid less than men – but preferred as

workers

Tenement housing –poorly constructed,

crowded, and cold; led to slumlords

Human and industrial waste contaminated

water supplies – typhoid and cholera spread

Air pollution increased over cities and industrial

areas

Technology changes eroded the balance of

power in Europe

Contributed to imperialism and

communism

Produced weaponry that gave Western nations a military advantage over

developing nations

Activity #3 - Stations

• Get ready for some Impact of the Industrial Revolution Learning Stations

• I will assign you to a station to start

• After 7 minutes, you will move forward – you won’t have time to waste

• Station 1 – Effects of the IR

• Stations 2 – PBS Learning Media

• Station 3 – Building Blocks (see the next several slides for details)

• Station 4 – iReady

Building

Blocks

the Industrial

Revolution

For thousands of years, people wove textiles by hand to create clothes. Pretty much all other objects were made this way as well. The Industrial Revolution refers to the increased output of machine-made goods that began in England in the middles 1700’s.

Each side of the

cube represents one

aspect of the

Industrial

Revolution. You

should write the title

at the top and then

summarize the key

points underneath.

Building Block of Industry

By:___________

_______

_______

_________

__________

________

Glue

Fold

Why did the

Industrial

Revolution began

in England?

This building

block represents

all the things

England had that

helped

Industrialization

happen there first!

Industrial Beginnings

• Began in England in the mid-1700’s

• Mass production of machine made goods

• Replaces old “cottage industries”

• England had the 3 factors

of production (land, labor, & capitol)

Natural Resources

• England had abundant natural resources

• Coal – burned for fuel

• Iron ore – to build machines

• Rivers for water power & transportation

Agricultural Revolution

• Crop Rotation – helps soil to stay healthy for growing

• Enclosure Movement –

wealthy landowners

buy up and fence

off huge

pieces of land

Stable Government & Economy

• Developed banking system, trade, & wealth

• No recent wars or

political revolutions inEngland

• Parliament supports

business

Inventions

• Spinning Jenny by James

Hargreaves to quickly spin thread

• Steam Engine by James Watt to power machines

• Steel Process by

Henry Bessemer

(stronger, cheaper steel)

• Larger food supply led to a population boom

• Urbanization:

movement of people from towns to cities

• Changing class systems

• New ideas about

economics (laissez faire vs. socialism)

01/29/20 Do Now

Activity 2

• Stations

• The goal of today’s stations is to get you prepared for your post-assessment tomorrow

• It’s important to use your time wisely

• Objective – gather evidence to make develop a claim if the IR was more harmful or beneficial

• Culminating Essay

• 3 paragraphs and done LAST

• Based on evidence, not what you think you remember from class

• Early finishers will start on a rousing game of Millennial Monopoly