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New Ways of Thinking wh07_te_ch07_s04_MOD_s.fm Page 260 Tuesday, March 6, 2007 12:17WH07MOD_se_CH07_s04_s.fm PM Page 260 Wednesday, January 31, 2007 5:51 PM Step-by-Step WITNESS HISTORY AUDIO SECTION Instruction 4 The Struggle of the Working Class Karl Marx and Friedrich Engels give their view on how Objectives the Industrial Revolution affected workers: As you teach this section, keep students Owing to the extensive use of machinery and to focused on the following objectives to help “ division of labor, the work of the proletarians them answer the Section Focus Question has lost all individual character, and, conse- and master core content. 4 quently, all charm for the workman. He 4 becomes [a limb] of the machine, and it is ■ Understand laissez-faire economics only the most simple, most monotonous, and the beliefs of those who supported Workers on and most easily acquired knack, that is it. break, London required of him. .” ■ Describe the doctrine of utilitarianism. —From The Communist Manifesto ■ Summarize the theories of socialism. Focus Question What new ideas about economics and society were fostered as a result ■ Explain Marx’s views of the working of the Industrial Revolution? class and the response to Marxism. New Ways of Thinking Objectives Everywhere in Britain, British economist Thomas Malthus saw Prepare to Read • Understand laissez-faire economics and the the effects of the population explosion—crowded slums, hungry fami- beliefs of those who supported it. lies, unemployment, and widespread misery. After careful study, in Build Background Knowledge L3 • Describe the doctrine of utilitarianism. 1798 he published An Essay on the Principle of Population. He con- Ask students to recall the conditions faced • Summarize the theories of socialism. cluded that poverty was unavoidable because the population was by the industrial working class and how • Explain Marx’s views of the working class and increasing faster than the food supply. Malthus wrote: “The power of population is [far] greater than the power of the Earth to produce people like Engels viewed their plight. the response to Marxism. subsistence for man.” Then have them predict what reformers Terms, People, and Places Malthus was one of many thinkers who tried to understand the might propose to improve conditions. Thomas Malthus Robert Owen staggering changes taking place in the early Industrial Age. As Jeremy Bentham Karl Marx heirs to the Enlightenment, these thinkers looked for natural laws Set a Purpose L3 utilitarianism communism that governed the world of business and economics. ■ WITNESS HISTORY Read the selection socialism proletariat social democracy aloud or play the audio. means of production Laissez-Faire Economics AUDIO Witness History Audio CD, During the Enlightenment, physiocrats argued that natural laws The Struggle of the Working Class Reading Skill: Identify Main Ideas Write an should be allowed to operate without interference. As part of this phi- outline like the one here to show the new Ask According to The Communist losophy, they believed that government should not interfere in the economic and social theories. Manifesto, how do owners view free operation of the economy. In the early 1800s, middle-class business leaders embraced this laissez-faire, or “hands-off,” approach. workers? (as part of the machinery) I. Laissez-faire economics How does this affect workers? A. Adam Smith and free enterprise As you have learned, the main proponent of laissez-faire eco- (They are given simple, boring tasks.) 1. nomics was Adam Smith, author of bestseller The Wealth of 2. Nations. Smith asserted that a free market—the unregulated ■ Focus Point out the Section Focus II. Malthus on population A. exchange of goods and services—would come to help everyone, not Question and write it on the board. just the rich. The free market, Smith said, would produce more Tell students to refer to this question goods at lower prices, making them affordable to everyone. A as they read. (Answer appears with growing economy would also encourage capitalists to reinvest Section 4 Assessment answers.) ■ Preview Have students preview the Section Objectives and the list of Terms, People, and Places. Vocabulary Builder ■ Have students read this Use the information below and the following resources to teach the high-use word from this section. section using the Structured Read Teaching Resources, Unit 2, p. 45; Teaching Resources, Skills Handbook, p. 3 Aloud (TE, p. T20) strategy. As they High-Use Word Definition and Sample Sentence read, have students outline the new economic theories. formulate, p. 263 vt. to devise or develop, as in a theory or plan The coaches formulated a plan to stop the other team’s high-scoring offense. Reading and Note Taking Study Guide, pp. 95–96 260 The Industrial Revolution Begins WH07MOD_se_CH07_s04_s.fmwh07_te_ch07_s04_MOD_s.fm Page 261 Page Tuesday, 261 June Tuesday, 20, 2006 March 11:33 AM6, 2007 12:17 PM profits in new ventures. Supporters of this free-enterprise capitalism pointed Teach to the successes of the Industrial Age, in which government had played no part. Laissez-Faire Economics/ Malthus Holds Bleak View Also a Utilitarians for Limited laissez-faire economist, Thomas Malthus predicted that population would outpace Government L3 the food supply. The only checks on popu- lation growth, he said, were nature’s Instruct “natural” methods of war, disease, and ■ Introduce Direct students’ attention famine. As long as population kept to the image of the large family on this increasing, he went on, the poor would page. Ask Did large families make suffer. He thus urged families to have life easier or harder for working fewer children and discouraged charita- people? (Large families meant more ble handouts and vaccinations. hands to work but also many mouths to During the early 1800s, many people feed.) What kinds of problems came accepted Malthus’s bleak view as the factory system changed people’s life- with overpopulation? (lower wages, styles for the worse. His view was proved wrong, however. Although the unemployment, poverty) population boom did continue, the food supply grew even faster. As the century progressed, living conditions for the Western world slowly ■ Teach On the board, create three col- improved—and then people began having fewer children. By the 1900s, umns, labeled Smith; Malthus and population growth was no longer a problem in the West, but it did continue Ricardo; and Bentham and Mill. Have to afflict many nations elsewhere. students fill in each group of econo- Ricardo Shares View Another influential British laissez-faire econo- mists’ ideas on business and the gov- mist, David Ricardo, dedicated himself to economic studies after reading ernment’s role. Smith’s The Wealth of Nations. Like Malthus, Ricardo did not hold out Population Theory ■ Quick Activity Assign students to hope for the working class to escape poverty. Because of such gloomy pre- Thomas Malthus believed poor families three groups to examine the beliefs of dictions, economics became known as the “dismal science.” In his “Iron should have fewer children to preserve the Smith, Malthus and Ricardo, or Law of Wages,” Ricardo pointed out that wage increases were futile food supply. What were the advantages of families with many children? Bentham and Mill. Then organize a because increases would only cover the cost of necessities. This was quick debate on the strengths and because when wages were high, families often had more children instead weaknesses of each system in terms of of raising the family’s current standard of living. balancing individual freedom and Both Malthus and Ricardo opposed any government help for the poor. public good. In their view, the best cure for poverty was not government relief but the unrestricted “laws of the free market.” They felt that individuals should be left to improve their lot through thrift, hard work, and limiting the Independent Practice size of their families. Biography To help students better Explain the response to laissez-faire economics during understand utilitarianism, have them the nineteenth century. read the biography Jeremy Bentham and complete the worksheet. Teaching Resources, Unit 2, p. 49 Utilitarians For Limited Government Other thinkers sought to modify laissez-faire doctrines to justify some gov- ernment intervention. By 1800, British philosopher and economist Jeremy Monitor Progress Bentham was advocating utilitarianism, or the idea that the goal of soci- As students fill in their outlines, circulate ety should be “the greatest happiness for the greatest number” of its to make sure they understand the differ- citizens. To Bentham, all laws or actions should be judged by their “utility.” ence between laissez-faire economics and In other words, did they provide more pleasure or happiness than pain? utiliarianism. For a completed version of Bentham strongly supported individual freedom, which he believed guaran- the outline, see teed happiness. Still, he saw the need for government to become involved Note Taking Transparencies, 143 under certain circumstances. History Background Adam Smith and the Workers After his death in “mental mutilation, deformity, and wretchedness.” in 1790, Adam Smith’s laissez-faire economic theory In his earlier Theory of Moral Sentiments, Smith Answers was used as an argument against reforms. But Smith asserted that mind-numbing work harmed a person’s had been concerned about the welfare of factory ability to make moral judgments, which had adverse Caption Families with many children had more workers. In The Wealth of Nations, he argued that effects on society. He observed that government must money coming in as the children went off to performing one specialized action all day would cause try to prevent this from happening to the working work at a young age. a worker to become “as stupid and ignorant as it is poor. He also argued for public education, a radical Government should not interfere in business possible for a human creature to become,” resulting idea at the time.
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