Wheels, Deals and Wheels, Deals and Automobiles: Automobiles: The Industrial The Industrial

RevolutionRevolutionWorld History B – World History B –

Seminar 4Seminar 4

Warm Up – Define:

1.Urbanization 2. Capitalism

Definitions

• Urbanization

• Urbanization – Movement of people from rural areas to cities.

• Capitalism

• Economic system in which the means of production are privately owned and operated for profit.

Traditional Farming Methods 1. List all of the

MACHINES in the picture.

2. How many POWER SOURCES are in the picture?

3. What SOCIAL CLASSES are represented here?

4. Using the picture, write a sentence describing life before industrialization.

Industrialization

The golf links lie so near the mill

That almost every day

The laboring children can look out

And see the men at play.(Sara Cleghorn)

1. What does the quotation mean?

2. Does it apply to today? How?

How did the world go from this?

To this?

Revolution in Technology:

A Pattern that Repeats?Watch the video “Technology Transforms an

Age,” and answer the following questions.

1. Explain the needs that led to the spread of the steam engine in 18th and 19th century Europe.

2. For what purposes was the steam engine used during the Industrial Revolution?

3. How did the Industrial Revolution change the way many people lived and worked?

A New Agricultural Revolution

page 499 - 500Improved

Methods of Farming

Enclosure Movement

Population Explosion

A New Agricultural Revolution

page 499 - 500Improved

Methods of Farming

Enclosure Movement

Population Explosion

•Dikes for land reclamation•Fertilizer•Seed Drill – Jethro Tull•Crop rotation

A New Agricultural Revolution

page 499 - 500Improved

Methods of Farming

Enclosure Movement

Population Explosion

•Dikes for land reclamation•Fertilizer•Seed Drill – Jethro Tull•Crop rotation

•Rich landowners fenced in land formerly shared by peasant farmers.•Output rose with fewer workers•Tenants displaced•Moved to cities

A New Agricultural Revolution

page 499 - 500Improved Methods of

Farming

Enclosure Movement

Population Explosion

•Dikes for land reclamation•Fertilizer•Seed Drill – Jethro Tull•Crop rotation

•Rich landowners fenced in land formerly shared by peasant farmers.•Output rose with fewer workers•Tenants displaced•Moved to cities

•Britain’s population rose from 5 million in 1700 to 9 million in 1800.•Declining death rates•Reduced risk of famine.

James Watt’s Steam Engine: World Changing Invention

James Watt's improvements in 1769 and 1784 to the steam engine converted a machine of limited use, to one of efficiency and many applications.

James Watt’s Steam Engine: World Changing Invention

• Watt’s improved steam engine was the foremost energy source in the emerging Industrial Revolution, and greatly multiplied its productive capacity.

James Watt’s Steam Engine: World Changing Invention

Watt was a creative genius who radically transformed the world from an agricultural society into an industrial one. Through Watt’s invention of the first practical steam engine, our modern world eventually moved from a 90% rural basis to a 90% urban basis.

James Watt’s Steam Engine: World Changing Invention

Improved steam engines led to improved systems for transporting people and factory goods.

Urbanization• In the mid 1700s, more than half the population

of Britain lived and worked on farms.• Between 1750 and 1851, displaced farming

families moved to the cities to work in the new factories.

Urban Living Conditions

• Factory owners rushed to build housing

• Back to back row houses

• Several people in very small spaces

• Poor sanitation• High disease rates• Crime• Massive pollution

Urban Living Conditions

CITY GENTRY TRADESPEOPLE LABORERS

Rutland 52 41 38

Truro 40 33 28

Derby 49 38 21

Manchester 38 20 17

Bethnal Green

45 26 16

Liverpool 35 22 15

Average Age at Death for Different Classes

Rutland – agricultural area in central EnglandTruro – tin mining centerOther locations – major industrial

centers

Working Conditions and Wages

• Common working day: 12 – 14 hours

• One short break for lunch• Work week: 6 days per

week• 80 degree heat• Workers were beaten if

they did not perform well.• Hot, polluted factory air.• Workers risked losing

limbs from the machines.• Low wages.

Child Labor

• Children shifted from farm work to factory work.

• 12 – 14 hour days• 6 day weeks• Lower wages than

adults.• Began at age 5.• Mining work

deformed bodies.

Child Labor• As concerns about the

welfare of children rose in mid 1800s, Parliament held investigations into working conditions.

• New laws and new labor unions improved conditions.

Economists of the Industrial Revolution – page 510

• Adam Smith: advocated laissez- faire economics. No government regulation of business. A free market will produce more goods at lower prices, making them affordable by everyone. The basis of Capitalism.

• Thomas Malthus: Population will outpace the food supply

• David Ricardo: Poor having too many children, thus leading to a high labor supply and lower wages.

Reformers

• Jeremy Bentham: utilitarianism – “greatest happiness for the greatest number.”

• John Stuart Mill: advocated government help for the poor and giving the vote to workers and women.

• Robert Owen: actually built a factory based on the idea that an employer could offer decent living and working conditions and still make a profit.

Karl Marx

• Scientific socialism• Economics really a

struggle between the “haves” (upper class and merchants) and the “have nots” (proletariat working class.)

• Advocated a workers’ revolution to replace private ownership of property with cooperative ownership.

• Led to system of Communism.

Debriefing Rock, Paper, Scissors

1. How did you feel at the start of the game?2. How did you feel when you ran out of paper clips

and had to quit the game? Explain.3. What tactics could you have used to get back into

the game? Why didn’t you try those tactics?4. Do you think this game was fair? Why or why

not? 5. Now that the game is over, what action could the

teacher take, if any to make the game fair? Should the teacher take such an action? Why or why not?

• New inventions and development of factories

• Rapidly growing industry in the 1800s

• Increased production and higher demand for raw materials

• Growth of worldwide trade

• Population explosion and a large labor force

• Exploitation of mineral resources

• Highly developed banking and investment system

• Advances in transportation, agriculture, and communication

Economic Effects

• Child labor laws to end abuses

• Reformers urging equal distribution of wealth (i.e. Karl Marx)

• Trade unions

• Social reform movements, such as utilitarianism, utopianism, socialism, and Marxism

• Reform bills in Parliament

Political Effects

The Industrial Revolution

• Long hours worked by children in factories

• Increase in population of cities

• Poor city planning • Loss of family

stability • Expansion of middle

class• Harsh conditions for

laborers• Workers’ progress

vs. laissez-faire economic attitudes

• Improved standard of living

• Creation of new jobs• Encouragement of

technological progress

Social Effects