The Industrial Revolution

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Teacher’s ToolBook Imaginative hands-on U.S. History lessons designed for individual students, cooperative groups, and whole-class learning.

World History, Culture & Geography: The Modern World

1750-1914

Practice Test There are 556 multiple-choice questions in this Teacher’s Toolbook.

Skills Discover how major events are related to one other in time. Develop a “mental timeline” of key events, people, and historical eras. Using maps, identify physical and cultural features and trace the routes of people. Distinguish relevant from irrelevant information. Explain the central issues and problems of the past. Distinguish cause and effect, sequence and correlation in historical events. Examine the sources of historical continuity. Discover how a combination of ideas and events explains the emergence of new patterns. Recognize the role of chance, oversight, and error in history. Discover how our interpretation of history changes as new information is uncovered.

Lessons Perfect for either the block schedule or for the 45-minute class. Lessons include maps, timelines, graphic organizers, mini-lectures, speeches, brain games, memory games, role-playing, roundtable discussions, debates and issues to research.

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Questions regarding this policy should be directed to: Permissions Editor Performance Education PO Box 3878 Mooresville, NC 28117 [email protected] Using primary sources Before you begin, examine this website: www.proteacher.com/cgi- bin/outsidesite.cgi?external=http://sunsite.berkeley.edu/calheritage/k12/primary.htm&original= http://www.proteacher.com/090093.shtml&title=Using Primary Sources

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For independent study, please visit these websites:

Textbook www.wsu.edu:8080/~dee/ENLIGHT/INDUSTRY.HTM

Documents www.fordham.edu/halsall/mod/modsbook14.html

Inventors www.mmsd.org/elib/elib.cgi?cat=188

Overview www.victorianweb.org/ www.kidinfo.com/American_History/Industrial_Revolution.html http://members.aol.com/TeacherNet/Industrial.html#Science/Tech http://history.evansville.net/industry.html www.bridge-rayn.org/indusrev.html http://uniondale.k12.ny.us/cybrary/Resources-industrial_revolution.htm

The Industrial Revolution in the United States www.fcps.k12.va.us/IrvingMS/Gilded.htm www.nps.gov/lowe/loweweb/Lowell_History/england.htm

British literature http://etext.lib.virginia.edu/britpo.html

The complete history of England www.teacheroz.com/Great_Britain.htm The Industrial Revolution

Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States.

1. Analyze why England was the first country to industrialize.

2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

3. Describe the growth of population, rural to urban migration and growth of cities associated with the Industrial Revolution.

4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

7. Describe the emergence of Romanticism in art and literature (the poetry of Blake and Wordwsworth), social criticism (the novels of Charles Dickens) and the move away from Classicism in Europe.

page 3 Introduction

Dear Colleagues:

“Another book on the Modern World” Ah, but is it possible that this is a book of a new type? Yes: How about a workbook-testbook that is geared just for you and your students’ success on the test? How this book differs from others . . .

The state standards This workbook was written for you and only you - the noble teacher of Social Studies. Somebody was bound to do it. For us, it was an exciting challenge.

A Fat Workbook Social Studies teachers have their work cut out for them! Centuries of World History and state standards that cover numerous subjects - each chock full of facts about people, places, and events. To those non-teachers who say this is a long workbook, we say: “Why, yes. Did you not know? This is what it takes for a student to learn the state standards for Social Studies.”

Student Performance Step #1: Students do not memorize the facts. They manipulate them. Then perform what they know. Step #2: Performance - in front of the class. (Peer pressure can be wonderful.) Step #3: Performance - on paper. (Maps, graphic organizers, all the tricks in the book.) Step #4: Performance - on the practice test. (Many students learn after the fact - by trial and error.)

Your learning curve There is no learning curve.

Xerox all these pages? No. You do not need to xerox all of these pages. There are several types: 1. Some are student worksheets and must be copied. 2. Some should be turned into transparencies for use with an overhead. 3. Some are read aloud by the teacher - while students draw on their desk maps.

The Tests Are Too Hard If your students can do well on these tests, the state test will be a breeze.

Our best to you,

Performance Education Table of Contents

1. England page 7 The Causes Why it was the first country to industrialize

2. Changes in science, technology, and energy page 29 The Causes How they brought massive social, economic, and cultural change Inventors & Innovators: James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison

3. Changes in population page 47 The Causes Migration from the countryside to the cities The growth of industrial cities

4. Changes in work and labor page 57 The Results The end of the slave trade and slavery The effects of immigration, mining, manufacturing, division of labor Child Labor The trade union movement: Causes & Effects

5. Factors of production page 73 The building blocks: Capital, labor, natural resources, and entrepreneurship

6. The response to capitalism page 85 The Results What is capitalism? Capitalism as the dominant economic system. Responses to capitalism: Communism, Utopianism, Socialism, Social Democracy

7. Romanticism & Social Criticism page 117 The Results Romanticism and social criticism is how artists and writers responded to capitalism. Romanticism in art and literature: Blake, Wordsworth Social Criticism: Charles Dickens

The Review page 129

The Test page 135 There are 556 questions.

page 5 1. England

Why was England the first country to industrialize?

page 6 The Definition

What was the Industrial Revolution?

As you tell the story, ask students to draw a cartoon. Show them these samples of student-drawn cartoons: http://project1.caryacademy.org/1851/images/cartoons/cartoons.htm www.history.ohio-state.edu/courses/hist563/lectures/indrev/sld001.htm

When The 18th and 19th centuries. It officially began in 1750 in England. By the late 1800s, the Industrial Revolution was in full swing in Germany, the United States, Japan, and Russia.

Where England was the world’s first industrial country and the world’s first capitalist country. By 1850, the Industrial Revolution began spreading to Western Europe and the United States.

What It was an economic and social revolution. Economic changes transformed the way people worked . . . and the societies in which they lived. There were seismic changes in industry and society. The changes were caused by the introduction and large-scale use of machinery to replace hand labor. New technology allowed for the rise of the factory system.

Why Why do they call it a “Revolution”?

The Industrial Revolution is more than technology.

The Industrial Revolution was a major turning-point in World History. Why?

The Industrial Revolution had a bigger impact than the French Revolution.

The Industrial Revolution was the most far-reaching transformation of society since the beginning of farming 10,000 years ago.

How All that machinery in factories . . . how was machinery powered?

By new fuels Coal. Coal Coal. Coal produced steam. Coal fueled the Industrial Revolution.

The Watermill At the beginning of the Industrial Revolution, factories were run by watermills. That is, a factory was always located next to a river. The machines were run by waterpower.

page 7 Who

Inventors & Innovators James Watt (inventor) invented the steam engine. Eli Whitney (innovator) created interchangeable parts which allowed for mass production. Henry Bessemer (innovator) discovered a new way to mass-produce steel. Louis Pasteur (innovator) pasteurized food and drink. Thomas Edison (inventor) invented the light bulb and electric generator.

Queen Victoria Queen Victoria ruled for 63 years (1819-1901). Because she ruled through the entire 19th century, it is known as “The Victorian Age.” In 1837, she became Queen of England. (She was 18.) When she came to the throne, the Industrial Revolution was in full swing. Strangely enough, the Queen did not hold upper class values. She held middle-class values and middle-class values ruled Victorian England. She was big on family values; she had nine children. When all of England was in social turmoil, Queen Victoria provided emotional and ceremonial stability.

Prince Albert Victoria married a German prince, who was ideal for the job. He was interested in science, industrial progress, and British industry. In 1851, England was at the peak of her industrial power. It was Prince Albert who came up with the idea of the Great Exhibition - to show off applied science. To this end, he built the Crystal Palace, an architectural masterpiece made of iron and glass. It was built in Hyde Park in London. It was financed by industrialists and the general public. It attracted six million visitors from around the world. It was the beginning of what we now call “The World’s Fair.”

The Romantics Romanticism was a reaction to the Industrial Revolution. Writers (Wordsworth, Shelley, Keats, Byron) tried to escape from the ugliness and materialism. William Blake described England’s factories: He called them “Dark Satanic Mills.”

The Critics Charles Dickens, a novelist, criticized the human costs of the Industrial Revolution.

page 8 The Definition

The Industrial Revolution: Who, what, where, when, why and how?

When

Where

How

The Industrial Who Revolution

What This is the definition. Why Why is it called a “revolution”?

page 9 1. Analyze why England was the first country to industrialize.

Why was England the first country to industrialize?

England was the world’s first industrialized nation. England was the world’s first capitalist country. England is often referred to as Britain or Great Britain.

What must a country have in order to industrialize? It takes 8 ingredients to bake the industrial cake! List them on a mobile. Hang it from the ceiling.

1. Food You must have a surplus of food. The Agricultural Revolution, 1700s They improved farming techniques, like crop rotation and the scientific breeding of animals. There was a great increase in food production. Fewer people could produce more food. The price of food was low, so people could afford to buy manufactured goods. People could be spared from the farms - to go work in the cities. There would be enough food to feed the industrial cities.

2. Capital You must have a great accumulation of cash. The Commercial Revolution, 1700s This was trade. The British accumulated piles of cash from trade.

3. Labor Force Size: The labor force must be large. The Population Explosion From 1750 to 1850, the British population tripled. With more food, people had more children. With better sanitation, the death rate fell. People lived longer. There was an abundant labor supply to mine the coal and run the factories.

4. Rural to Urban Migration Location: The labor force must already live in cities. The Enclosure Movement, 1750-1810 To feed the woolen mills, England needed wool. Landowners gave up raising food and started raising sheep. It takes only one guy (a shepherd) to raise sheep. All the other farm laborers are redundant. Parliament passed 1000 laws, allowing landowners to evict the tenants from their land! Dispossessed of their land, folks had nowhere to go, except go to the city and look for a job. In 1700, 80% of the people were involved in farming. In 1800, 60% of the people were involved in farming. In 1900, only 10% of the workforce was involved in farming.

The Potato Famine, 1840s In Ireland, one million died and one million left Ireland. Many immigrants went to work in British and American factories.

page 10 Map of England To see the location of textile centers, coalfields, canals, and navigable rivers: http://occawlonline.pearsoned.com/bookbind/pubbooks/brummettconcise/chapter98/medialib/thumbs/ch24_514.html

5. Natural Resources You must have coal and iron mines - already in operation. Coal. Coal. Coal. England already ran out of forests; they turned to coal. England had an abundance of coal and iron ore. You can import light raw materials (cotton), but you must have the heavy stuff (coal) inside your country.

James Watt invented the steam engine: Using coal, the engine produced power. Coal powered machines in the factories. Coking coal and iron ore were used to make steel. Raw cotton came from British colonies overseas - the U.S. and India. Manchester became Britain’s textile center because of its proximity to coal mines, the development of the world's first modern railway and its proximity to coal and the seaport of Liverpool.

The Industrial Revolution was driven by coal > steam. Key point: The first factories were built near the coal mines. Key point: The first factories were textile mills. (Manchester became the center of the textile industry.) Key point: The first factory workers were women and children. Key point: Two important industries were coal (to run machinery) and iron (to make machinery).

6. A Transportation System You must have a system to transport heavy freight, especially coal. Coal is heavy - you can move it cheaply by water and rail. Britain had a cheap transportation system to move raw materials and finished products. a. Long coastlines suitable for harbors b. Navigable rivers c. Canal systems d. A dense network of roads e. The development of railroads

England went through a canal-building craze: Canals linked rivers, the mines, and the factories. Barges then carried bulky freight (coal to run the factories, grain to feed the cities).

England went through a railroad-building craze: Railroads linked everything. The first railroads carried coal.

England went through a ship-building craze: Ocean-going ships imported raw materials and exported finished goods.

7. Technology You must have new technology, such as the steam engine (1869). The Scientific Revolution, 1600s Ever since the Scientific Revolution, the British were running experiments using the scientific method. The Royal Society of London encouraged scientific discoveries. During the 1700s, inventors and innovators stepped forward to invent solutions to practice problems. In 1769, James Watt perfected the steam engine!

8. Demand Demand comes before Supply. A market before you manufacture. There was already a gigantic demand for British goods. Low farm prices allowed the British people to buy their own manufactured goods. Wherever the British looked, there was a market for their products: Europe, the U.S., Asia, Africa. In 1800, 60% of British exports were sold to the U.S. The British had colonies around the world: Colonies provided raw materials - India sent raw cotton to England. Colonies provided a market - England sold its manufactured goods to its colonies.

page 11 1. Analyze why England was the first country to industrialize. 8.

What caused England to industrialize?

What factors allowed Great Britain 7. to industrialize?

The Answers 6. 1. Food to feed cities ...... from the Agricultural Rev 2. Capital ...... from the Commercial Rev 3. Labor Force ...... Size: More food, more kids 4. Rural to urban migration .....Location of labor: In cities 5. Natural Resources ...... coal and iron 6. Transportation System ...... canals, railroads, ports 7. Technology ...... new methods of production 8. Demand ...... Demand before Supply Everybody in Europe, America, Africa, and Asia already 5. wanted to buy British goods.

page 12 After this lecture, students use the facts in “The Great Debate.”

The Results The Industrial Revolution was a mixed blessing.

A. IN THE SHORT RUN, THE INDUSTRIAL REVOLUTION WAS HORRIBLE!

The Human Cost Dislocated communities In the countryside, people were evicted to make room for sheep! Urban squalor In cities, public services did not keep up with the population. Living conditions Overcrowding, unsanitary conditions, disease. Working conditions Health and safety was a life and death issue. Exploitation Women and children became the majority of workers in factories. Children were maimed and crippled by machines. Children under ten did not go to school. The life expectancy of a child working in a factory or coal mine was very low.

The Environmental Cost The Cities Urban sprawl and squalor Spoiled landscapes The land was cut by roads, railroads, coal mines and slag heaps. Air pollution Factory smokestacks spewed smoke and chemicals into the air. Water pollution The rivers were clogged with chemicals and sewage.

A. IN THE LONG RUN, THE INDUSTRIAL REVOLUTION WAS GREAT!

Economics England led the world in four industries: Textiles, coal, iron, and steel. Britain became the world's banker as well as its manufacturer.

Abundance Goods were produced in great quantities. Affordable: Goods were sold at an affordable price. Less drudgery Goods provided new comforts. More jobs Demand for goods created new jobs in factories. Prosperity: This is how the West (Western Europe and the U.S.) grew rich. Great fortunes From the start, the British upper class and middle class enjoyed great prosperity. Wages rose Between 1850 and 1875, wages rose 50% Standard of living The lives of ordinary people improved. Quality of life Longer life expectancy, health, income, education. Transportation Easy travel by roads, canals, railroads, steamships. Medicine Vaccination, pasteurization.

Politics Universal manhood suffrage (England): In 1832, middle-class men won the right to vote. (1 out of 5 men could vote.) In 1877, working-class men in the cities won the right to vote. In 1884, all working-class men had the right to vote. Parliament, once controlled by the upper class, was now controlled by the middle class. It began to pass laws in the interest of the middle class and the working class.

Homework For “The Great Debate” http://learningcurve.pro.gov.uk/victorianbritain/ 1. An Industrial Nation 5. A Lawless Nation? 2. A Happy Nation?6. A Divided Nation? 3. A Healthy Nation? 7. A Great Nation? 4. A Caring Nation?

page 13 1. Analyze why England was the first country to industrialize.

World Affairs

The 400 pound gorilla The British were the first to undergo the Industrial Revolution. As a result, they dominated world affairs during the 19th century.

Colonialism & Imperialism

Imperialism, no! In order to industrialize, a country does not need to follow a policy of colonialism or imperialism. The United States industrialized; we were not a colonial power. Shoot, we were a colony until 1776. And we didn’t like it.

Imperialism, yes! Industrialization did stimulate colonialism and imperialism. Where imperialism already existed, it was stimulated. (Britain and the British Empire.) Countries that were not imperialist tried to be: 1. The United States - Yes, for a brief moment we tried it and did not like it. This is why nobody ever remembers the Spanish-American War of 1898. During that war, we took over Cuba, Puerto Rico, the Philippines. 2. Germany tried to grab colonies in Africa. 3. Japan tried to grab colonies in Asia.

Victorian England The Industrial Revolution definitely encouraged the British Empire. The British were already deep into imperialism and colonialism. Victorian England was deep into imperialism - grabbing colonies in Asia and Africa.

Imperialism: The factory system stimulated imperialism. Britain’s factories need raw materials. Britain’s factories created a surplus of goods. They needed to dump their surplus on new markets. Britain searched the world for raw materials to feed its factories. This is why the British set up colonies in Asia and Africa.

Wars The British had a monopoly of the seas. Countries went to war with Great Britain - over colonies and control of the seas. In 1812, for example, the U.S. went to war with England over freedom of the seas. The First World War (1914-1918) was fought over colonies. During World War I, the Industrial Revolution in each country was turned into a war machine.

page 14 1. Analyze why England was the first country to industrialize.

Cause or Effect?

Step #1: Distinguish between Cause & Effect. Break into pairs. Examine each thing: There are 8 causes of the Industrial Revolution. Can you find them? Put a dot next to each one.

Step #2: Division of the House! Cut up the things. Give one to each student. Mark one side of your classroom “Cause” and the other side “Results.” As you call out one of the things, a student must get up from his/her desk and move to one side of the room.

Step #3: The Transparency The answers are on the next page. Using it, check to see that each student is on the proper side of the room. When a student is wrong, thank them! This helps us all when it comes to the test.

Demand for manufactured goods Adequate food

Growth of corporations Universal manhood suffrage

The concentration of workers in urban areas. Woman suffrage

The factory system Abundance of goods

New methods of production Affordable goods

Accumulation of capital Goods provided new comforts.

Large-scale production National prosperity

Low cost of production per unit Large labor force

Uniformity and a high quality in production. Great fortunes were made overnight

Coal and iron mines Wages rose

Increased industrial productivity Improved quality of life

Increased productivity of workers Longer life expectancy

Unsafe working conditions Better health care

A new division of labor Urbanization

Changes in transportation (from water to rail) Higher incomes

Changes in communication Better educational system

Rise of the working class England was in a class by itself

Trade unions New technology

Reform movements Colonialism and imperialism are stimulated

Middle class gained political power There was a wider gap between rich and poor

Transportation for heavy freight The rise of Communism

Romanticism in art and literature

page 15 1. Analyze why England was the first country to industrialize.

Causes & Results Transparency: Here are the answers!

The Big Question: What must a country have in order to undergo industrialization?

Causes of industrialization Results of industrialization

1. adequate food Growth of corporations 2. accumulation of capital The factory system 3. large labor force New methods of production 4. urbanization Large-scale production 5. coal and iron mines Low cost of production per unit 6. transportation for heavy freight Uniformity and a high quality in production. 7. new technology Increased industrial productivity 8. demand for manufactured goods Increased productivity of workers Unsafe working conditions Make a mobile of these 8, A new division of labor hang it from the ceiling! Changes in transportation (from water to rail) Changes in communication Rise of the working class Trade unions Not a cause or result Reform movements Rise of the middle class (already existed) Middle class gained political power Stable class structure Universal manhood suffrage Democratic government Woman suffrage Religious harmony Abundance of goods Government control of industrial production. Affordable goods Government control of agricultural production. Goods provided new comforts. National prosperity Great fortunes were made overnight Wages rose Improved quality of life Longer life expectancy Better health care Higher incomes Better educational system England was in a class by itself Colonialism and imperialism are stimulated There was a wider gap between rich and poor The rise of Communism Romanticism in art and literature

page 16 The Industrial Revolution is more than technology. It was a major turning-point in World History. It was the most far-reaching transformation of society since the beginning of farming 10,000 years ago.

Transformation of society

Why is it called a “revolution”? Break into groups of three. What was life like before the Industrial Revolution? What was life like after the Industrial Revolution?

Before After (cover these answers)

THE ECONOMY TRANSFORMATION OF THE ECONOMY

The big picture The big picture An agricultural economy An industrial economy Mercantilism Capitalism. An economy based on producers. A consumer-oriented society. A local market The mass market A country that produced for itself. Great Britain became the “Workshop of the World.” Compete in world trade British goods, ships, banks dominated world trade.

The organization of production The organization of production Cottage industries The factory system Small companies Modern corporations

The scale of production The scale of production Produce one thing at a time. Mass production Same productivity level for centuries. Dramatic increase in productivity Goods are expensive Dramatic decline in prices A society based on scarcity. Dramatic abundance of goods

The rate of production The rate of production Fueled by manpower, horsepower, water power Fueled by steam engines. Time: Life revolved around the farming seasons. Life revolved around the factory whistle and clock.

The nature of work The nature of work You make one product, from start to finish. You perform one monotonous action, over and over.

The status of labor The status of labor Independent, self-employed craftsmen and women Wage laborers You have dignity. You are paid for your labor. You are a cog in the machine. You are cheap labor. Labor is valued. A machine can do the work of 20 men in 1/4 the time.

What workers care about What workers care about Craft Guilds - craftsman ensure quality of goods. Trade unions - to fight horrible working conditions.

The Merchant The Capitalist Provided the cottage industry with raw materials. He Risks were great and bankruptcy rates were high, but carried off the finished product and sold it. There were start-up costs were low. Capital and credit were easy no big risks and no big profits. to get. Profits were high. One could make a fortune overnight.

page 17 Changes in the economy caused a shake-up in society . . .

Before After (cover these answers)

SOCIETY & CULTURE TRANSFORMATION OF SOCIETY & CULTURE

The Big Picture The Big Picture An agricultural society An industrial society

Social Class Social Class You were born into your social class. Overnight, there were two new classes - the middle class and the working class.

The Family The Family A family-based economy An industry-based economy The family worked in a cottage industry. Mom and the kids worked at the factory. Women and children work inside the home. Women and children leave the home. Families raise their own food and feed themselves. Families either buy food or starve.

Schools Schools Schools were for the upper class. Open to the middle class. A society of craftsmen (weavers, blacksmiths) A society of factory owners and factory workers.

Trading Towns Industrial Cities Located near rivers Near coal mines and iron mines

A traditional culture An ever-changing culture A rural culture An urban culture Things were rather stable. Uncontrolled industrial and urban development

Everyday life Everyday life Life revolved around farms. Life revolved around factories. A slow-paced society Fast-paced A society where you know everybody. A society of strangers.

Technology Technology Same technology for centuries Massive changes in technology The spinning wheel was ubiquitous (everywhere). The spinning wheel was replaced by the textile mill.

Transportation & Communication Transportation & Communication Cities are located near rivers. Near coal mines and iron mines. Most people never travelled 20 miles from home. A transportation revolution in canals, roads, rails Sleepy rural regions became . . . Booming coalfields!

Shift in values Shift in values A culture that is religious. A culture that glorifies machines. (The Crystal Palace) Upper class values (from the aristocracy) Middle-class values “Making money” is crass. “Making money is great!” Low expectations Great expectations It could take a lifetime to amass a fortune. Overnight, you could make a fortune! I have pretty much what my father had. Materialism My neighbors live roughly the same as me. “Keeping up with the Joneses” Don’t rise above your station. Social climbing You status is the same as past generations. Your status is reflected by your possessions. There is a sense of community. It’s every man for himself. Social Security Social Insecurity Man was in harmony with nature. Man could and should subdue nature. page 18 Changes in the economy caused a shake-up in society . . .

Before After (cover these answers)

Relationships among people Relationships among people People were connected to each other by tradition: The only connection between people is the one of Family, neighbor, landlord, paternalism. money. Cash connects people!

The same vocabulary A brand-new vocabulary Shakespeare was the last guy to change words. The words of the day were . . . “Progress” and “Poverty” “Unemployment” “The Machine Age” “The Victorian Age”

THE POLITICAL SYSTEM TRANSFORMATION OF POLITICAL INSTITUTIONS

Political Power Political Power Parliament was controlled by the aristocratic land- Parliament is controlled by capitalists. owning class.

Political Participation Political Participation Only men of property could vote Universal manhood suffrage In 1832, middle-class men got to vote. In 1867, industrial workingmen in cities got to vote. In 1884, all men got the right to vote.

The Social Safety Net The Social Safety Net Social Security: Social Insecurity: If you got hurt or sick, your family would take care of In a city of strangers, no one took care of the you. There were no unemployed. The church took unemployed, the old, or the sick. The government care of widows and orphans. began to “take care” of the needy. This is why Parliament passed a series of “Poor Laws.”

The Royal Navy This was the government’s biggest enterprise. It protected British shipping around the world.

Important Laws 1807 end of the slave trade 1833 abolition of slavery 1840s factory acts - laws to reform factories. 1847 The 10-hour day

page 19 We conducted 50 dreadful debates until we came up with . . .

The Great Debate!

"Resolved, the Industrial Revolution was great!"

The Boomers (half the class) present evidence and argue the positive. The Busters (the other half) present evidence and argue the negative. The Court: Choose 5 introverts to sit at a table in front of the class. They choose the Chief Justice.

Before you begin, visit this website http://learningcurve.pro.gov.uk/victorianbritain/

The month before Ask the Rotarians to donate a gavel to your class. This is an old-fashioned debate. Go heavy on the ritual.

The Court Listen to the evidence. Add up the facts and draw conclusions. You will deliberate and render your decision: Which team won? Who is the MVP? Choose a Chief Justice and give him/her the gavel. Make a formal announcement: “As Chief Justice, you are in charge of keeping order in the courtroom.”

The grading system Give one grade for every comment. A - excellent analysis of facts. B - very good analysis. C - repeating another student, with elaboration. D - a half-baked thought, has a tiny kernel of merit. E - fuzzy thinking. The student has missed the point. F - interrupting another student.

To get the floor, simply say "WELL . . . " Once you have uttered that magic word, the floor is yours. An F for every interruption. Civility is crucial.

How to begin Heavy on the ritual. Flip a coin and turn to one team: “Call it.” It is heads and they called heads: “What is your pleasure? Would you like to go first or have the opposition go first?” It is heads and they called tails, turn to the other team: “What is your pleasure?” The teams alternate: A student from Team A speaks, then a student from Team B speaks.

A debate is like an airplane taking off. First it has to crawl down the runway! Do not worry if the debate starts off slowly. Ignore the silence: Be busy writing on your gradesheet. Once the kids see you have no intention of intervening, they’ll play along. Some kids were born to debate. Let them model for the rest.

The teacher’s role Recede to the back of the classroom. Do not look up. Be busy filling out names on your gradesheet. Remember: Give a grade every time a student makes a comment.

How to end Ten minutes before the end of class, the judges leave the room to deliberate. Remind them: Which team won? Who is the MVP? While they are out, pass around the gradesheet. When a student looks at his/her line of grades, he/she will know how to improve next time. Examples: “My name has no grades beside it. I’d better say something next time!” "I repeat what others say. I’d better say something original next time." "Half-baked! Next time I’ll do the reading." "A string of Fs. I’d better stop interrupting others!" As kids leave class, post the gradesheet on the bulletin board outside your classroom. In red, label the MVP. page 20 1. Analyze why England was the first country to industrialize.

The Top Ten Reasons Why England was the first country to industrialize . . .

We dare you to be more clever!

1. They put children to work!

2. They had great expectations! (Of getting rich overnight.)

3. Around the world, everybody and his brother wanted to buy British manufactured goods.

4. They went crazy building canals and railroads!

5. James Watt invented the steam engine! (It ran on coal.)

6. They burned up all their wood, so they had to use coal!

7. The Potato Famine was a lucky break for English factory owners.

8. Farmers were evicted by sheep!

9. Farmers became so productive, they didn’t need farmers anymore.

10. They made gobs of money in trade!

page 21 1. Analyze why England was the first country to “Students distinguish fact from opinion.” industrialize.

The Goal Life is like a rock group We want an immediate off-the-cuff response.

At first, this will be a parody. Over time, students are clever. If you gave a problem to 5 different rock groups, The teacher gives the situation they'd each come up with a different song. England was the first country to industrialize. What do you think of that? The teacher states the situation: England was the first country to industrialize. Pause What do you think of that? While the gals dream up a way to capture this . . . The guys put it into one-liners. Break into 5 groups and take on a name. Do research about the problem. Then students respond Then present your side of story. Discuss the situation in class - giving each group time to present its views. the valley girl Team #1: The Boomers* Describe all the positive facts and consequences. One catchy phrase from the social butterflies. These are the sunniest students in the class. These Alicia Silverstone: You know her style. optimists are ready to tell you all the positive aspects. She’s not clueless; actually she’s quite clever. Given this circumstance, what would she say? Team #2: The Busters** Describe all the negative facts and consequences. We want only one answer from all the gals, These are the gloomiest students in the class. These expressed by the lead gal. pessimists are ready to tell you all the negative aspects. the boyzintheback Team #3: The Factoids*** How about a few bullets (uh, bullet-ins) Present the facts and only the facts. No opinions from the boyzintheback? whatsoever. These no-nonsense students excel in One-liners from the guys in the back row. math and science. On paper, they boil it down to ten You know their style. facts or less.

We want only one answer from all the guys, Team #4: The Emotionals**** expressed by the lead guy. Present only your reactions (emotions and feelings) to the problem. These are the social butterflies. They care only about their emotional reactions. They are known for their compassion.

Team #5: The Outrageous Ones***** Come up with a new way of looking at the situation that stuns everyone. Free spirits, they are divergent thinkers. They see it in a new light. They present a totally new way to look at it.

*Great for the middle class. **Lousy for the working class, especially women and children. ***List the 5 key ingredients for industrialization. ****Think of those poor children. *****England did it and so did we! The U.S. did exactly the same thing: Child labor, women as the first factory workers, lousy living conditions in industrial cities. page 22 The Industrial Revolution spread to the United States, Germany, and Italy.

The Industrial Revolution spread rapidly. Why?

Three Reasons a. Cultural diffusion From England, technology spread to France and Germany. b. Independent innovations In the U.S., Eli Whitney introduced interchangeable parts = mass production. c. On its own Japan industrialized with little help from Europe.

Three Countries

By 1900, three countries had overtaken England - the U.S., Germany, and Japan. How was this possible?

1. Natural Resources Some countries (the U.S., Germany, Russia) had more natural resources to feed their Industrial Revolution. They had gobs of iron and steel. More land to grow grain and other food for industrial cities.

The Germans were pioneers in the chemical industry. By 1900, the U.S. became the world’s top producer of steel.

Japan was unique: On its own, far from Europe, it developed its Industrial Revolution. And with a small population and not many natural resources!

2. Government aid The British were pioneers: On their own, entrepreneurs did their thing. The government did not finance industry.

In the U.S., Germany, and Japan, the story was different: To make a great leap forward, governments helped finance heavy industry.

In the U.S., for example, the government financed the building of railroads: The railroad companies were given free land along the tracks. They were paid for every mile of track that they built.

In Japan, the Meiji dynasty encouraged industrialization.

Take a look at these fine maps . . .

Map of Europe (labeled) http://occawlonline.pearsoned.com/bookbind/pubbooks/brummett_awl/chapter24/medialib/thumbs/ch24_515.html This shows the major industrial regions Europe in 1850. It also shows canals and railroads.

Map of Europe (unlabeled) http://cwx.prenhall.com/bookbind/pubbooks/king2/chapter21/labeling1/deluxe-content.html This shows the major industrial cities of continental Europe, 1815-1860. It’s a quiz: Each city is numbered. You must identify the name of the city.

page 23 1. Analyze why England was the first country to industrialize.

Homework: The Victorian Age Lotsa games about the Victorian Age.

Who wants to be a Cotton Millionaire? (game) www.bbc.co.uk/history/games/victorian_biz/index.shtml

The year is 1830 and you are an entrepreneur in Victorian England. It is a game of tough choices: Choose well and you’ll make piles of money. Choose poorly and you’ll end up in debtors’ prison!

Muck and Brass (game) www.bbc.co.uk/history/games/victorian_health/index.shtml

The year is 1830 and you are a city councilperson in Victorian England. It is a game of tough choices: Choose well and your city will be a lovely place. Choose poorly and everyone will die of typhoid.

Children in Victorian Britain (Play the Game!) www.bbc.co.uk/schools/victorians/standard/work/index.shtml

Women’s rights in the Victorian Age (game) www.bbc.co.uk/history/games/victorian_women/index.shtml

Britain: A great nation (Play the game!) http://learningcurve.pro.gov.uk/victorianbritain/great/activity1.htm

A Victorian Room (Virtual Tour) www.bbc.co.uk/history/multimedia_zone/virtual_tours/geff_victorian.shtml

Mugshots of Victorian criminals www.bbc.co.uk/history/your_history/family/mugshot_2.shtml

Take the Victorian test! www.schoolhistory.co.uk/lessons/industrialrevolution/industrialsummary.htm

page 24 Can you think of one term from A to Z?

The ABCs of the Industrial Revolution

Step #1: Recall Without this sheet, go around the room. Can you remember one term, from A to Z? Step #2: Define Go to the library and define each term. Step #3: Rap Using these terms, write a “Rap.” Perform it for the class. Step #4: Individuals Without this sheet, go around the room. “A is for . . .” Move to the head of the class. Step #5: Teams Break into two teams. One point for a term; two points for defining the term.

Agricultural Revolution, agricultural surplus B Commercial Revolution, cottage industry D Enclosure Movement, Enclosure Acts Fuel G H I J K L M N O P Queen Victoria R S Transformation of society, the textile industry U V Watermill X Y Z

page 25 A game to learn terms. And appreciate the logic of a multiple-choice test.

Can you talk like a factory worker?

The goal: To learn terms and understand the logic of a multiple-choice test. The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia. Student A writes the correct definition straight from the dictionary. Student B dreams up the exact opposite of the real definition. Student C dreams up a plausible wrong answer. Student D dreams up a really plausible wrong answer. Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.) Each team does this for all the terms checked below. How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E. Each student stands up and reads his/her “definition” with a straight face. The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was absent yesterday. The teacher then asks: "Will the person with the real definition please stand up." The winner: The student with the most correct answers. His or her team goes next.

Define these Terms a. The Commercial Revolution (Feel free to add terms from your textbook.) provided Britain with greater amounts of capital. (Drumroll: This is the correct answer. Agricultural Revolution, 1700s Commercial Rev = commerce = trade = $.) Commercial Revolution, 1700s b. The Commercial Revolution agricultural surplus provided Britain with greater amounts of food. Enclosure Movement, 1750-1810 (Nope. You are thinking of the Agricultural Rev.) Enclosure Acts energy c. The Commercial Revolution Fuel provided Britain with the factory system. Queen Victoria (Nope. You are thinking of the Industrial Rev.) Transformation of society d. The Commercial Revolution brought Britain into the computer age. (Huh?)

e. The Commercial Revolution provided Britain with a blizzard of tv commercials. (Bogus.)

page 26 2. Changes in science, technology, and energy

Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

page 27 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

Inventors & Innovators Timeline of inventors and innovators: http://hometown.aol.com/gdoozer/Presentationindex.html

There are five guys; perfect for a multiple-choice test.

The development of technology spurred industrial growth . . .

1. James Watt “Father of the Industrial Revolution” Great Britain James Watt was the son of a merchant and the grandson of a math teacher. He was the world’s first engineer. His steam engine changed the world more than any invention since Gutenberg’s printing press.

The Steam Engine In 1775, James Watt perfected his steam engine. He built it for the coal mines: As miners dug down deeper into the ground, the mines flooded. James Watt built a steam engine that could pump out the water.

How it worked In a steam engine, coal is burned. The heat that is produced is used to turn water into steam. The steam is used to drive wheels in the engine.

Read about his life www.sacklunch.net/biography/W/JamesWatt_1.html http://top-biography.com/9069-James%20Watt/

His impact on the world The steam engine was a watershed in the industrial development of England and the world.

1. It powered factories! A water mill could not produce enough power to run machines in a factory. The steam engine replaced traditional energy sources - the water mill, horses and oxen, human muscles. From then on, his steam engine powered machines in factories. This set off a factory-building boom.

2. The Railroad ...... a new form of transportation. Folks put a steam engine in front of cars on a track. This set off a railroad-building boom.

3. The Steamship ...... a new form of transportation. Folks put a steam engine in a boat. This set off a steamboat-building boom.

page 28 Ask a student volunteer to create a slideshow . . .

Images of James Watt

One cartoon on the Industrial Revolution www.bbc.co.uk/history/lj/victorian_britainlj/source_industry_1.shtml?site=history_victorianlj_industry

Portrait www.lib.utexas.edu/photodraw/portraits/watt.jpg http://dewey.library.upenn.edu/sceti/smith/thumblist.cfm?keywords=Watt+James+ www.voltaicpower.com/Biographies/WattBio.htm http://65.107.211.206/sculpture/misc/va/6.html

Illustration http://web.tiscali.it/no-redirect-tiscali/3dfantasia/1issue/digital_en.htm

Animation: The Steam Engine www.geocities.com/Athens/Acropolis/6914/watte.htm www.geocities.com/Athens/Acropolis/6914/doppioe.htm www.geocities.com/Athens/Acropolis/6914/wvae.htm www.bbc.co.uk/history/games/beam/beam.shtml Watt’s steam engine. www.bbc.co.uk/history/games/rocket/rocket.shtml The steam engine used in railroads. www.bbc.co.uk/history/games/paddle/paddle.shtml The steam engine used on ships. www.bbc.co.uk/history/games/spinning/spinning.shtml The steam engine used in textile mills.

His impact on the world Examine these cartoons . . . www.classroom-resources.co.uk/resources/CR07022-32_HIS.htm

“Early Railways” “Railways, Bridges, Steamships”

page 29 2. Eli Whitney “The Father of Mass Production” USA

The Cotton Gin Eli Whitney was a Yankee from New England. On a trip to the South, he invented the cotton gin: After watching a cat pluck a chicken through a fence. From then on, raw cotton was cheap and incredibly plentiful. England’s first factories were cotton textile mills.

Interchangeable parts! Eli Whitney was the “Father of the Mass Production.” In 1800, he created interchangeable parts. This allowed him to manufacture guns by machine. For the first time in history, there was a gun factory. (Before, there were gunsmiths.) Not impressed? Okay: As a gun manufacturer, Eli Whitney became fabulously rich!

“Mass Production” To produce goods on a massive scale in a factory.

Before Eli Whitney, guns were made by hand. Each gun was unique. Each gun part was unique. (Like a snowflake.) No two gun parts were alike. If your gun broke, you’d have to throw it away. There were no parts to fit it. Here’s how Eli Whitney solved that problem . . .

Machines in a factory Mass production is the production of goods by machinery in a factory.

Size & Scale The goods are produced in standard size and in large quantities.

Fast & Cheap Mass production makes it possible to manufacture things rapidly and at a lower cost.

The Key: Interchangeable Parts Eli Whitney invented interchangeable parts: A replacement can be obtained for any part. The parts are identical. The parts are interchangeable.

Impact on the Factory Worker Mass production led to a division of labor: Each worker performs only a single operation. (This makes factory work boring.)

His impact on the world Whitney reinvented the system of production in America and around the world. Before Whitney, things were made one at a time. (A gunsmith made one gun at a time.) After Whitney, things were made by the thousands. His secret? Interchangeable parts. Using interchangeable parts and mass production, he could produce 5,000 guns a year. The U.S. government paid him $120,000 for guns. They helped win the Civil War. page 30 Ask a student volunteer to create a slideshow . . .

Images of Eli Whitney

A flash from your past On your classroom computer, play “Schoolhouse Rock” - the chapter on “Mother Necessity.” www.school-house-rock.com/Moth.html

Portrait www.eliwhitney.org/ew.htm# Click on the picture (upper left). www.hrw.com/si/social/si_1790/si_inventors/whitney.html Click on the picture. www.picturehistory.com/find/p/1159/mcms.html http://lcweb2.loc.gov/pnp/cph/3a10000/3a10000/3a10800/3a10895r.jpg

Photo: Yale College www.yale.edu/ Eli Whitney, a Yankee, went to college there.

Animation: The Cotton Gin They say Eli Whitney was inspired to invent the cotton gin after watching a cat pluck at a chicken through a fence. Forget the cotton gin. Think guns. Eli invented interchangeable parts!

Photos: The colt revolver www.americaremembers.com/FI21500.asp

Read about Eli Whitney’s life http://hometown.aol.com/ezice22carrot/zeeze.html www.westboroughma.com/spot_whitney.htm http://members.aol.com/~ntgen/baldwin/whit_eli.html www.troop100.org/whitney.htm www.hrw.com/si/social/si_1790/si_inventors/whitney.html www.uh.edu/admin/engines/epi101.htm www.darex.com/indurevo.htm http://technology.ksc.nasa.gov/ETEAM/whitney.html www.inventorsmuseum.com/whitney.htm www.eliwhitney.org/ew.htm#one

page 31 3. Henry Bessemer The mass production of steel Great Britain

Making iron In England, people had been making iron for centuries. To make it, they used charcoal. Ah, but but it takes wood to make charcoal. To feed, the Industrial Revolution, the British would have to chop down all of their forests. That was impractical.

Making steel Steel was stronger than iron. For centuries, folks had been making steel swords. But nobody knew how to mass-produce steel.

That’s where Bessemer made a technological breakthrough: He invented a process to mass-produce steel. Drumroll: It is called the Bessemer process.

The Bessemer Process You take iron and melt it. To melt iron, you must apply incredible heat. Bessemer invented a “blast furnace” to heat the iron. At the last minute, you throw in coke - made from coal. This ratchets up the heat.

His impact on the world Steel is much stronger than iron.

Machines For the first time, machines were made of steel.

Railroads For the first time, railroad tracks were made of steel.

Ships For the first time, ships were made of steel.

Steel centers arose near coal mines In northern England. In Pittsburgh, Pennsylvania. In the Ruhr Valley of Germany.

Read about Bessemer’s life www2.exnet.com/1995/09/27/science/science.html www.lucidcafe.com/library/96jan/bessemer.html www.history.rochester.edu/ehp-book/shb/ www.bbc.co.uk/history/historic_figures/bessemer_henry.shtml

page 32 Ask a student volunteer to create a slideshow . . .

Images of Henry Bessemer

Portrait www.history.rochester.edu/ehp-book/shb/hb.jpg www.lucidcafe.com/library/96jan/bessemer.html

Photos: His Home (after he made it big) www.history.rochester.edu/ehp-book/shb/fig88.jpg www.history.rochester.edu/ehp-book/shb/fig89.jpg www.history.rochester.edu/ehp-book/shb/fig90.jpg www.history.rochester.edu/ehp-book/shb/fig96.jpg

Photos: His yacht www.history.rochester.edu/ehp-book/shb/fig86.gif www.history.rochester.edu/ehp-book/shb/fig87.jpg

Illustrations: The Bessemer Converter www.history.rochester.edu/ehp-book/shb/fig43.jpg www.history.rochester.edu/ehp-book/shb/fig44.jpg www.history.rochester.edu/ehp-book/shb/fig45.jpg

Photos: How to make steel www.simt.co.uk/kel1/bess.htm www.simt.co.uk/kel1/bess.htm www.loc.gov/exhibits/british/images/vc153.jpg

Paintings: A steel mill in Pittsburgh www.ems.psu.edu/Museum/Steidle/pages/EMS045.html www.ems.psu.edu/Museum/Steidle/pages/EMS060.html

Animation: “Great Victorian Achievements” www.bbc.co.uk/history/games/victorian_achievements/index.shtml www.bbc.co.uk/history/games/blast/blast.shtml

page 33 4. Pasteur Germs cause disease! France "Louis Pasteur's theory of germs is ridiculous fiction." -Some dumb French professor at the University of Toulouse, 1872 .

Louis Pasteur discovered that disease is caused by infection from microscopic organisms, called germs. He developed the germ theory of disease - to explain the causes of diseases. A germ is a microorganism that causes disease. He was the founder of microbiology .

He discovered that if you heat food and drink, you can kill germs. Pasteurization - heating food or drink in order to kill the microbes (germs). So we “pasteurize” milk.

He developed vaccines, including one for rabies and one for anthrax! A vaccination is an injection to give you immunity from a disease.

His impact on the world

Better health care It sounds strange, but back then, people died frequently in the hospital. Doctors did not sterilize their instruments and surgeons never washed their white coats! After an operation, patients died of infection. As a result of Pasteur’s germ theory, doctors used antiseptics to kill germs. As a result of all this, people lived longer lives. He increased life expectancy. Not a small feat!

Read about his Life http://hometown.aol.com/shamalintine/myhomepage/index.html http://encarta.msn.com/encnet/refpages/RefMedia.aspx?refid=461577293&artrefid=761568595&sec=-1&pn=1 www.physics.ucla.edu/class/85HC_Gruner/bios/pasteur.html

Read about his innovations www.invent.org/hall_of_fame/119.html http://hometown.aol.com/zkemeny/myhomepage/index.html http://ambafrance-ca.org/HYPERLAB/PEOPLE/_pasteur.html www2.lucidcafe.com/lucidcafe/library/95dec/pasteur.html www.accessexcellence.org/AB/BC/Louis_Pasteur.html www.windows.ucar.edu/tour/link=/people/enlightenment/pasteur.html&fr=t http://ambafrance-ca.org/HYPERLAB/PEOPLE/_pasteur.html

page 34 Ask a student volunteer to create a slideshow . . .

Images of Louis Pasteur

Portrait http://timbreetdent.free.fr/sujets/pasteur.htm www.prestigefineart.com/db/ptgdetail.pl?HiddenPNum=P856 http://cgfa.sunsite.dk/e/p-edelfel1.htm http://library.utmb.edu/portraits/pasteur.htm http://clendening.kumc.edu/dc/pc/pasteur01.jpg http://clendening.kumc.edu/dc/pc/pasteur03.jpg http://clendening.kumc.edu/dc/pc/pasteur07.jpg

His apartment in Paris www.pasteur.fr/pasteur/musees/pasteur/visite-im.html

In his laboratory www.allposters.com/gallery.asp?aid=47386&item=137806&cat=2608364

page 35 5. Thomas Edison The light bulb USA You need a light bulb in your hand, when speaking about Tom.

Thomas Edison (1847-1931) was an American inventor. During his lifetime, he got over 1,000 patents for his inventions. His three most famous inventions: Electric light bulb, the phonograph, the motion-picture projector. He created the world's first industrial research laboratory. His lab was at Menlo Park, New Jersey . . . so he was nicknamed the “Wizard of Menlo Park.”

He was an entrepreneur Thomas Edison grew up in Port Huron, Michigan. He was always running chemistry experiments in the barn. At 12, he sold newspapers at the railroad station. In a freak accident, he saved the life of the telegrapher’s child. In gratitude, the telegrapher taught Tom how to work the telegraph. At 21, he was working as a telegrapher on Wall Street. When the famous stock ticker broke down, Tom created a better one and was paid $40,000. He used the money to finance his own inventions.

The Lightbulb In 1879, Thomas Edison invented the light bulb. Until then, people used kerosene lamps which did not light up the room very well. He developed central generating stations. He opened the first power station in New York City He founded General Electric: “GE, we bring good things to light.”

Famous quotations "Genius is 1% inspiration and 99% perspiration." “I haven’t failed. I have found 10,000 ways that don’t work.” “I never perfected an invention that I did not think about in terms of the service it might give others. I find out what the world needs, then I proceed to invent.”

His impact on the world In 1879, how many people did it take to screw in a lightbulb? (Only one - but there was nothing to plug it into.) 1. He lighted up homes: Within 30 years, millions of homes were lit by electricity. 2. He powered factories: Factories were powered by electricity (instead of by steam).

Read more about his life and work www.thomasedison.com/biog.htm www.ltbn.com/fame/Edison.html www.theatlantic.com/issues/95dec/edison/edison.htm www.tomedison.org/ www.nps.gov/edis/home.htm www.homeschoollearning.com/units/unit_09-06-01.shtml http://americanhistory.si.edu/edison/ www.stemnet.nf.ca/CITE/inventorsamericans.htm#Edison http://hometown.aol.com/ebaker1980/myhomepage/artgallery.html www.hfmgv.org/exhibits/edison/default.asp www.americaslibrary.gov/cgi-bin/page.cgi/aa/edison/phonograph_1 www.americaslibrary.gov/cgi-bin/page.cgi/aa/edison/movies_1 www.nides.bc.ca/Assignments/Invent36/Edison1.htm page 36 Ask a student volunteer to create a slideshow . . .

Images of Thomas Edison

Timeline www.thomasedison.com/Inventions.htm

His Portrait www.archives.gov/exhibit_hall/american_originals_iv/images/thomas_edison/thomas_edison.html www.lib.utexas.edu/photodraw/portraits/edison.jpg www.yanous.com/tribus/sourds/sourds010601.html www.prestigefineart.com/db/medptgdetail.pl

Photo: His home www.jhalpin.com/metuchen/tae/taehome.jpg www.jhalpin.com/metuchen/tae/pics/taeresid.jpg

Photo: Menlo Park www.jhalpin.com/metuchen/tae/taesite.jpg

Photo: His Lab www.jhalpin.com/metuchen/tae/taelab.jpg www.jhalpin.com/metuchen/tae/pics/mplab.jpg www.jhalpin.com/metuchen/tae/pics/menpk2.jpg

Photos: At work www.thetimesherald.com/communities/edison/268253-photos.html www.jhalpin.com/metuchen/tae/pics/edison4.jpg www.jhalpin.com/metuchen/tae/pics/thomas_edison.jpg

Photo: His patent on the light bulb www.jhalpin.com/metuchen/tae/pics/taebulb.jpg http://media.nara.gov/media/images/19/28/19-2765a.gif http://media.nara.gov/media/images/19/28/19-2766a.jpg

Photo: His railroad runs on electricity, not steam www.jhalpin.com/metuchen/tae/taerr.jpg

Photo: The first phonograph. The first “records.” www.jhalpin.com/metuchen/tae/pics/edison6.jpg www.jhalpin.com/metuchen/tae/pics/edison5.jpg

Photos: Advertisements for his products www.jhalpin.com/metuchen/tae/taeads.htm

Newspaper clipping: When he died, the nation turned off all the light bulbs for one minute www.jhalpin.com/metuchen/tae/pics/aug22edisondead.jpg

Homework Take the Thomas Edison test: www.cmi.k12.il.us/Urbana/king/science/Edison/quiz.html Take a quiz on inventions: www.ideafinder.com/history/of_inventions.htm Every invention from band-aid to the ice cream cone.

page 37 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

The Inventors Transparency: Ask questions about the man. Cover over the answers.

The man The invention What it does Its impact The innovation

James Watt Steam engine powers machines The Industrial Revolution ran on the steam engine: Factories Railroads Ships Improved transportation. Makes the factory possible.

Eli Whitney Interchangeable parts mass production Makes the factory possible. Before: Things were made one at a time. After: Things were made thousands at a time.

Henry Bessemer New process allows you to Everything was made of steel: to make steel mass-produce steel Machines Railroad tracks Ships Steel mills arose near coal mines. Pittsburgh, etc.

Louis Pasteur Pasteurization heat kills bacteria Better health care Before: People from infection. After: Doctors sterilized their instruments with antiseptic. People lived longer lives. Made food safe to eat!

Thomas Edison Light bulb electricity He lighted the world Before: Kerosene lamps. Developed generating stations. First power station in NYC. Founded General Electric. Homes were lit by electricity. Factories were powered by electricity (instead of by steam).

page 38 Take a little seed and make it bloom into a lovely flower (or poisonous plant).

Here’s what we came up with . . .

1. Mass Production To produce goods on a massive scale in a factory. Bloom! 2. Before Eli Whitney, guns were made by hand. Mass production Each gun was unique. Transparency Each gun part was unique. (Like a snowflake.) No two gun parts were alike. If your gun broke, you’d have to throw it away. There were no parts to fit it. 1. Define Using an encyclopedia, define it. 3. If my car breaks down, I can buy a new part at the Auto Parts Store.

4. “Mass Production” is more complicated than you think! 2. Interpret Explain “mass production” using Eli Whitney’s gun Machines in a factory as your example. Mass production is the production of goods by machinery in a factory.

Size & Scale 3. Apply The goods are produced in standard size. What if you applied the principle of “Mass Production” The goods are produced in large quantities. to your own life? Fast & Cheap Mass production makes it possible to manufacture things rapidly and at a lower cost. 4. Analyze List the parts of “Mass Production.” The Key: Interchangeable Parts Eli Whitney invented interchangeable parts: A replacement can be obtained for any part. The parts are identical. The parts are interchangeable.

Impact on the Factory Worker 5. Synthesize Mass production led to a division of labor: Add up the parts . . . and create a new thing. Each worker performs only a single operation.

5. Mass production is great for the consumer. Not so hot if you are on the assembly line. 6. Evaluate (Henry Ford invented that.) What would a master craftsman think about “Mass Production”? 6. He would hate it. On the part of the worker, there’s no craft, no skill, no brainwork. You are simply a cog in the machine.

page 39 Five inventors and 2. Examine how scientific and technological changes and new forms of energy innovators brought about massive social, economic, and cultural change (the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

1. Watt Five British. Inventor. “The Father of the Industrial Revolution.” The world’s first engineer. Perfected the steam engine. It powered machines, factories, railroads, ships. Guys Made the factory possible. The Industrial Revolution ran on the steam engine. Improved transportation. Replaced water power, horse power, and human power.

2. Whitney Break into pairs. American. Innovator. “The Father of Mass Production.” Examine each fact. Before Whitney, things were made one at a time. After Whitney, things were made by the thousands. Using the chart, catego- His innovation: Interchangeable parts. Manufactured goods on a massive scale. In standard size. Rapidly. At a lower cost. Mass production led to a division of labor: Each worker performs only a single operation. rize each fact. When you Made the factory possible. are finished, play The Gong Show. 3. Bessemer British. Innovator. Steel was stronger than iron, but nobody knew how to mass-produce steel. Bessemer invented a process to mass-produce steel. Using coke from coal, you melt iron in a blast furnace. From then on, everything was made of steel: Machines, Railroads, Ships. Around Europe and the U.S., steel More advanced: mills arose near coal mines. Categorize facts from your textbook or the 4. Pasteur French. Innovator. “The Father of Microbiology.” Discovered that disease is caused by infection from micro- encyclopedia. scopic organisms, called germs. Developed the germ theory of disease to explain the causes of diseases. Pasteurization: If you heat food and drink, you can kill germs. Developed vaccines for rabies and anthrax. Improved health care. Spurred antiseptics and sterilization of hospital instruments.

5. Edison American. Inventor. “The Wizard of Menlo Park.” Invented electric light bulb, phonograph, motion-picture projector. Obtained 1,000 patents. World's first industrial research laboratory. In 1879, invented the light bulb. (Until then, people used kerosene lamps.) Developed central generating stations. Opened the first power station in New York City. Founded General Electric. He lighted the world. Within 30 years, millions of homes were lit by electricity. Factories were powered by electricity (instead of by steam).

1. Who are the inventors? The Answers 2. Who are the innovators? 1. Watt and Edison 2. Whitney, Bessemer, Pasteur 3. “The Father of the Industrial Revolution” 4. “The Father of Mass Production” 3. Watt 5. “The Father of Microbiology” 4. Whitney 6. “The Wizard of Menlo Park” 5. Pasteur 6. Edison 7. The world’s first engineer. 8. The world's first industrial research laboratory. 7. Watt (invented the engine!) 8. Edison 9. Perfected the steam engine 10. Invented the blast furnace. 9. Watt 11. Invented the electric light bulb 10. Bessemer 12. Created interchangeable parts 11. Edison 12. Whitney 13. Factories were powered by steam 14. Factories were powered by electricity 13. Watt 15. Replaced water power, horse power, and human power. 14. Edison 16. Opened the first power station in New York City. 15. Watt 16. Edison 17. Goods were manufactured on a massive scale 18. Mass production of steel 17. Whitney 19. Division of labor: Each worker performed only a single operation. 18. Bessemer 19. Whitney 20. Machines, railroads, ships were all made of steel. 21. Machines, railroads, ships all ran on steam. 20. Bessemer 21. Watt 22. Improvements in medicine 23. The germ theory 22. Pasteur 24. Vaccines 23. Pasteur 24. Pasteur page 40 A game to learn how to categorize. A game for those students who learn best by doing. A game to assess learning.

The Gong Show

The week before Go to Office Depot or Office Max and buy 5 bells. You know: You bop it to call for service. Make 5 signs: Watt, Whitney, Bessemer, Pasteur, Edison Ask the school custodian for a wide table and 5 chairs.

A panel of “experts” In the front of the classroom, place the table and chairs. In front of each, place a sign and bell. Ask for volunteers to sit as a panel of experts. "You are responsible only for responding to facts which relate to your category."

The Reader Choose a student to read the facts. Explain: "When the reader read a fact which deals with your particular category, ring your bell."

The Answer Guy Choose a student to play this role. We suggest a guy or gal who has been absent. Give the student the answer sheet. Explain: "When a student gives a wrong answer, you must bellow GONG.” Encourage the class to join in on the GONG. (p.s. Your music department probably has a gong.)

How to find a cheap gong on the internet: We typed in “buy gong” and came up with a neat one for $19.95: www.grothmusic.com/cgi-local/SoftCart.exe/online-store/scstore/p- WH510.html?L+scstore+tczh8042ffea74ea+1045614491

How to begin Ask students to test their bells. "Do not ring your bell until the full statement has been read." “If you engage in frivolous bell-ringing, another student will take your place.” The Reader reads the facts, one by one. The Answer Man states whether the answer is correct or incorrect.

What if several students ring their bells? All the better! Ask the class whether or not the incorrect answer is possible, based upon the student's explanation. Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and, therefore, acceptable.

More advanced Using the same topic, read from the encyclopedia. Ask students to explain their answers. That is, exactly why does this fact relate to your category?

page 41 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

The Great Race Goal: Define each and draw a distinction between them.

Break into two teams. Choose a scorekeeper. On the chalkboard, write Watt, Whitney, Bessemer, Pasteur, Edison

1. Break into two teams: Team A and Team B. Try guys vs gals. 2. Line up, single file - at least 15 feet from the board. 3. The teacher reads the power. 4. Two students race to the board and put a check under the correct answer. 5. Teacher gives correct answer. Students erase their check marks and go to the back of the lines.

Do it over and over again, until every student has mastered the material.

The Answers

1. Who are the inventors? 1. Watt and Edison 2. Who are the innovators? 2. Whitney, Bessemer, Pasteur 3. “The Father of the Industrial Revolution” 4. “The Father of Mass Production” 3. Watt 5. “The Father of Microbiology” 4. Whitney 6. “The Wizard of Menlo Park” 5. Pasteur 6. Edison 7. The world’s first engineer. 8. The world's first industrial research laboratory. 7. Watt (invented the engine!) 9. Perfected the steam engine 8. Edison 10. Invented the blast furnace. 11. Invented the electric light bulb 9. Watt 12. Created interchangeable parts 10. Bessemer 11. Edison 13. Factories were powered by steam 12. Whitney 14. Factories were powered by electricity 15. Replaced water power, horse power, and human power. 13. Watt 16. Opened the first power station in New York City. 14. Edison 15. Watt 17. Goods were manufactured on a massive scale 16. Edison 18. Mass production of steel 19. Division of labor: Each worker performed only a single operation. 17. Whitney 18. Bessemer 20. Machines, railroads, ships were all made of steel. 19. Whitney 21. Machines, railroads, ships all ran on steam. 20. Bessemer 22. Improvements in medicine 21. Watt 23. The germ theory 24. Vaccines 22. Pasteur 23. Pasteur 24. Pasteur page 42 Can you think of one term from A to Z?

The ABCs of Inventors

A Bessemer, blast furnace C Division of labor Edison, energy, engine, electricity Father of the Industrial Revolution, Father of Mass Production, fuel Great Britain, germ theory H Industrial Revolution, interchangeable parts, inventor, innovator, innovation, infection J K Large-scale production Mass production, mass production system, microbes N O Pasteur, pasteurization, patent Q R Steam engine, massive scale Technology U Vaccine Watt, Whitney, “Wizard of Menlo Park” X Y Z

page 43 A game to learn terms. And appreciate the logic of a multiple-choice test.

Can you speak English?

Define these Terms a. Blast furnace In order to make steel, you heat iron in this furnace. Bessemer At the last moment, you add coking coal, to raise the blast furnace heat. division of labor (Have a cigar. This is the correct definition.) Edison energy b. Blast furnace engine In order to make iron, you heat steel in this furnace. “Father of the Industrial Revolution” At the last moment, you add coking coal, to raise the “Father of Mass Production” heat. Great Britain (Nope, this is the opposite.) the germ theory Industrial Revolution c. Blast furnace interchangeable parts In order to make steel, you heat iron in this furnace. inventor At the last moment, you add mercury, to raise the innovator heat. innovation (Close, but no cigar. This incorrect.) infection mass production d. Blast furnace mass production system In order to make steel, you heat iron in this furnace. microbes At the last moment, you add limestone, to raise the Pasteur heat. pasteurization (Close, but no cigar. This incorrect.) patent Steam engine e. Blast furnace massive scale In order to make steel, you heat iron in this furnace. Technology At the last moment, you add coca cola. Vaccine (Bogus. The furnace would probably explode.) Watt Whitney Coking Coal: This is why steel mills are always “The Wizard of Menlo Park” located near coal mines. page 44 3. Changes in population

Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

page 45 3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

Major Changes in the Population Lecture

During the Industrial Revolution, what happened to the population of Great Britain? There were three major changes: a. Population growth b. Rural to urban migration c. The growth of industrial cities We are going to explore each change.

1. Population Growth

The population triples For centuries, England’s population hovered between 2 and 6 million. During the century from 1750 to 1850, the population tripled - to 21 million. This was a result of the Agricultural Revolution of the 1700s: More food!

2. Rural to urban migration

The Enclosure Movement Ever since medieval times, aristocratic lords lived in their manors. They allowed tenants to work their land. Beginning in 1750, landlords suddenly decided to run their farms like a business. To feed the woolen mills, England needed wool. Landlords could make a great profit selling wool.

They stopped raising food and started raising sheep. It takes only one guy (a shepherd) to raise sheep. All the other farm laborers are redundant (unnecessary). As a result, tenants were forced off their farms. Evicted by sheep! Since this policy broke traditions dating back centuries, landlords turned to Parliament for help.

From 1750 to 1810, Parliament passed 1000 laws, allowing landowners to evict the tenants from their land! Dispossessed of their land, folks had nowhere to go, except to the city and work in a factory. Map of the Enclosure Movement: http://occawlonline.pearsoned.com/bookbind/pubbooks/brummett_awl/chapter20/medialib/thumbs/ch20_379.html

They left the farms In 1700, 80% of the people were involved in farming. In 1800, 60% of the people were involved in farming. In 1900, only 10% of the workforce was involved in farming.

They moved to the cities Before the Industrial Revolution, only 10% of Great Britain’s population lived in cities. By 1850, 50% lived in cities. By 1900, 75% lived in cities.

page 46 3. The growth of industrial cities

People from the countryside flooded into towns and cities. The towns and cities were totally UNPREPARED for the new industrial workers. The streets were not paved and had no streetlights. There was a shortage of drinking water. Lots of disease. There was a shortage of housing: People were stuffed into tenements, which often caught on fire.

MANCHESTER The city of Manchester was the heart of the British textile industry. It grew from a small town to a large, bustling manufacturing center. In 1772, it had 25,000 people. By 1850, it had grown to a staggering 367,000.

Map of England, early 1800s http://occawlonline.pearsoned.com/bookbind/pubbooks/brummettconcise/chapter98/medialib/thumbs/ch24_514.h tml The city of Manchester arose north of Nantwich, right in the middle of the coalfields. You can see the transportation network: rivers and canals. You can see the location of natural resources: coal and iron. You can see the location of textile mills: Many are clustered near the coal mines.

Map of England www.lonelyplanet.com/mapshells/europe/england/england.htm Focus on Manchester: This was the center of the textile industry. Manchester lies near the coalfields. Manchester lies near the seaport of Liverpool. (Home of the Beatles.)

Graph: Population in Manchester http://dspace.dial.pipex.com/mbloy/peel/p-health/sanrep.htm In just four years (1837-41), Manchester’s population increased by 47%. But housing grew by only 15%. A surprising 15,000 people lived in cellars!

LONDON Map of London www.fidnet.com/~dap1955/dickens/dickens_london_map.html

In 1800, London had almost one million people. By 1900, London had over six million people. The wealthy middle class lived in the West End. Near Buckingham Palace. The poor lived in the East End. Near London Bridge. It was a slum.

Population Density How crowded was London? 1857: Take a look at this dense population map: www.ph.ucla.edu/epi/snow/1859map/

Life in London during the Victorian Age www.victorianlondon.org/ You can click on any term and learn about life in London.

page 47 3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

Homework: Living conditions Each student takes one topic and makes a presentation to the class.

Typhoid! Epidemics were a regular part of city life.

Typhoid was the most common disease: a. It is caused by a bacteria (salmonella). b. It causes fever, delirium and death. c. It comes from poor sanitation. d. It happens when drinking water is contaminated with human waste. e. This is why cities needed a sewage system.

Some perfectly healthy people can carry the typhoid bacteria: Typhoid Mary, an Irish immigrant, was a cook in New York City. She was a carrier of typhoid fever. After using the restroom, she should have washed her hands. (She did not.) Between 1900 and 1915, she caused six outbreaks of typhoid fever.

The British middle class was callous: They did not care about epidemics of typhoid fever . . . Until the epidemics spread to the middle class! In 1861, Queen Victoria’s husband, Prince Albert, died of typhoid fever. Then folks really became concerned about public health!

London

1. Life in a Tenement Photos of nasty housing in New York City. Define “tenement.” www.thirteen.org/tenement/logcabin.html

2. Life on the Street A description of street sellers. Not as romantic as in “My Fair Lady.” http://jefferson.village.virginia.edu:1851/london/texts/mayhew/@Generic__BookView

3. Public Health A description with illustrations. http://dspace.dial.pipex.com/mbloy/peel/phtopic.htm

4. Overcrowding Testimony of what life was like inside a tenement. http://dspace.dial.pipex.com/mbloy/peel/p-health/o%27crowd.htm

5. Filth Testimony about dunghills and other nasty topics. http://dspace.dial.pipex.com/mbloy/peel/p-health/clean.htm

6. Inadequate Drinking Water A simple cartoon tells it all. http://dspace.dial.pipex.com/mbloy/peel/p-health/watersup.htm

page 48 7. Dirt and Disease Testimony, plus cartoons of outhouses. http://dspace.dial.pipex.com/mbloy/peel/p-health/dirt.htm

8. The Thames River is an open sewer Three cartoons. http://dspace.dial.pipex.com/mbloy/peel/p-health/water.htm

The Workhouse Several students should work on this; one for each section. A description of the workhouses. In 1834, England established workhouses for the poor. The unemployed were sent (against their will) to workhouses. If you lived and worked there, what would you think?

9. Conditions http://dspace.dial.pipex.com/mbloy/peel/poorlaw/condwkhs.htm 10. Scandal http://dspace.dial.pipex.com/mbloy/peel/poorlaw/andover.htm 11. Diet http://dspace.dial.pipex.com/mbloy/peel/poorlaw/dietwh.htm 12. Rules http://dspace.dial.pipex.com/mbloy/peel/poorlaw/ruleswh.htm 13. Pictures http://dspace.dial.pipex.com/mbloy/peel/poorlaw/building.htm http://dspace.dial.pipex.com/mbloy/peel/poorlaw/newward.htm http://dspace.dial.pipex.com/mbloy/peel/poorlaw/whillus.htm

14. Debtor’s Prison www.classroom-resources.co.uk/resources/CR07022-32_HIS.htm Look for the cartoon under “Reaction & Reform”

15. Bedlam - for the mentally ill www.museum-london.org.uk/MOLsite/exhibits/bedlam/f_bed.htm

Jack the Ripper 16. http://etext.virginia.edu/journals/EH/EH35/haggard1.html 17. www.casebook.org/index.html 18. www.bbc.co.uk/history/timelines/britain/vic_jack_ripper.shtml

New York City http://156.145.78.54/htm/framesets/living_city/fs_exh.htm

There are two slideshows:

19. Cleaning the Streets

20. Tenement Housing

Muck and Brass (game) If you haven’t played this game yet, do so now! www.bbc.co.uk/history/games/victorian_health/index.shtml

page 49 3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

Homework: Interpret an illustration

Visit their website: www.mtholyoke.edu/courses/rschwart/ind_rev/images/indust.html.htm

Choose one cartoon and analyze it. If possible, print out a copy of the cartoon and bring it to class.

Examine the facts 1. Title - What is the title of the cartoon and what does it mean to you? 2. Dates - What significant happened on that date? 3. People - Who is in the cartoon? What does the person represent? 4. Objects - What is in the cartoon? What does that object represent? 5. Symbols - What does the symbol stand for? 6. Emotions - What emotions is the person expressing? 7. The Action - What is happening here? 8. Statements - What is the person saying? 9. Key Word - What is the key word or phrase? 10. Pros & Cons - Who would agree with the cartoon? Disagree? 11. The Cartoonist - What is the cartoonist trying to tell you? 12. You, the Student -What did you learn? (In 25 words or less)

1. Title ______

2. Dates ______

3. People ______

4. Objects ______

5. Symbols ______

6. Emotions ______

7. Action ______

8. Statements ______

9. Key Word ______

10. Pro/Con ______

11. Cartoonist ______

12. You! ______

______

page 50 3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

Malthus & Darwin

Malthus Thomas Malthus was a British economist. In 1798, he wrote Essay on the Principle of Population. Malthus’ theory was downright scary: a. Population tends to increase faster than the supply of food. b. People should limit the number of children they bear. c. Wars, disease, and disasters are necessary to kill off the surplus people!

His impact Thanks to Malthus, the British middle class was callous toward the lower classes. Mathus: Social reformers are stupid. If you improve the lot of the poor, population will increase.

Malthus was wrong By the way, Malthus was wrong. Thanks to the Agricultural Revolution, the food supply kept up with the population explosion.

Darwin Charles Darwin was a British naturalist. During the 1830s, he took a voyage on a ship, the H.M.S. Beagle. It was a British scientific expedition and he was the official naturalist. In 1859, he wrote a book about his findings: Origin of the Species. His book was shocking . . . 1. The Theory of Evolution Over millions of years, all species of plants and animals evolved from a few common ancestors. 2. Natural Selection The evolution occurred through a process of natural selection. 3. Survival of the Fittest In nature, there is competition for food. Only the fittest species survived.

His impact Darwin created a revolution in biology. Today, scientists agree with Darwin. Darwin created an uproar among people who were religious. His theory contradicted Genesis in the Bible. (How God created the world in six days, including man.) Many argued: We did not evolve from monkeys. We were created by God.

Social Darwinism In the late 1800s, Herbert Spencer (a British philosopher) used Darwin’s theory to explain why some people were rich and some were poor: 1. People in a society must compete for survival. 2. The strong survive. Property was a sign of fitness. The rich were naturally superior. 3. The weak were unfit. Poverty was a sign of being unfit. The poor were naturally inferior. Some used Darwin’s theory to explain why some countries were rich and some were poor: 4. There were Superior Races (the British) 5. There were Inferior Races (the British colonies).

page 51 Take a little seed and make it bloom into a lovely flower (or poisonous plant).

Here’s what we came up with . . .

1. Social Darwinism Social Darwinists used Darwin’s theory to explain Bloom! why some people were rich and some were poor: a. People in a society must compete for survival. Social Darwinism b. The strong survive. Property was a sign of fitness. Transparency The rich were naturally superior. c. The weak were unfit. Poverty was a sign of being unfit. The poor were naturally inferior.

Social Darwinists used Darwin’s theory to explain 1. Define why some countries were rich and some were poor: Using an encyclopedia, define “Social Darwinism.” d. There were Superior Races (the British) e. There were Inferior Races (the British colonies).

2. Interpret 2. It was a rationalization: The rich were trying to In your own words, explain “Social Darwinism.” explain that they got rich by their natural abilities.

3. Apply 3. Your football team wins games because of the nat- What if you applied the principle of “Social Darwinism” ural abilities of the football players. to your own life?

4. Analyze 4. We want to make sure you get all the details: List the parts of “Social Darwinism.” Social Darwinists used Darwin’s theory to explain why some people were rich and some were poor:

a. People in a society must compete for survival. b. The strong survive. Property was a sign of fitness. The rich were naturally superior. c. The weak were unfit. Poverty was a sign of being unfit. The poor were naturally inferior.

Social Darwinists used Darwin’s theory to explain why some countries were rich and some were poor:

d. There were Superior Races (the British) e. There were Inferior Races (the British colonies).

5. Synthesize 5. Social Darwinists do not take a lot of things into Add up the parts . . . and create a new thing. account. A person could simply be down on his/her luck. A country could simply be a bit late in economic development.

6. Evaluate 6. They regarded Germans as the Superior Race. Social Darwinism became a popular philosophy in Believing this, they set out to become the Master Europe beginning in the 1890s. Adolf Hitler was born Race. As masters, they would rule over the world. in 1889. What did Hitler and the Nazis think about “Social Darwinism”?

page 52 Can you think of one term from A to Z? The ABCs of Urbanization

Agricultural Revolution Board of Health Cholera Dunghill, diphtheria, Darwin Enclosure Movement, epidemics, evolution F G H Infectious disease J K London, life expectancy Migration, Manchester, mortality rate, Malthus N Overcrowding Population density, public health, pestilence Q Rural Sanitation, sewage, squalor, smallpox, Social Darwinism Tenement, typhoid Urban, urbanization V Workhouse, waste disposal X Y Z

page 53 A game to learn terms. And appreciate the logic of a multiple-choice test.

Can you speak slum?

Define these Terms a. Public Health (Feel free to add terms from your textbook.) In order to prevent epidemics, the city government runs the water supply, sanitation system, and sewage Board of Health system. Cholera (Bingo! This is the correct definition.) Dunghill, diphtheria Enclosure Movement, epidemics b. Public Health Infectious disease In order to promote epidemics, the city government London, life expectancy does not run the water supply, sanitation system, or Migration, Manchester, mortality rate sewage system. Overcrowding (Wrong. This is the opposite.) Population density, public health, pestilence Rural c. Public Health Sanitation, sewage, squalor In order to prevent epidemics, the city government Tenement, typhoid runs the sanitation system and sewage system, but Urban, urbanization does not control the water supply. Workhouse, waste disposal (Close, but no cigar.)

d. Public Health In order to prevent epidemics, the city government runs the water system and the sanitation system, but does not control the sewage system. (Close, but no cigar.)

e. Public Health When someone contracts a disease, his name is publicized in the newspaper. (Bogus. It is public, but it does not promote health!)

page 54 4. Changes in work and labor

Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

page 55 4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

Changes in work and labor Transparency: This is an overview of the

As a result of the Industrial Revolution, there were major changes in WHO worked and HOW they worked.

1. End of the slave trade

Everybody agrees When the Industrial Revolution began, the British had gobs of money to finance it. The money came from British trade during the 1700s.

Everybody agrees In the 1700s, the most profitable trade was the slave trade. The Triangular Trade: British ships carried manufactured goods (guns and gunpowder) to Africa. British ships carried slaves from Africa to plantations in the Caribbean and the U.S. South. British ships carried raw cotton from those plantations back to England, where it was turned into cloth. In the 1700s, British merchants shipped 3 million slaves (half the total) to plantations in the Americas.

Nobody wants to say The slave trade financed the Industrial Revolution. (This is more controversial.) Did profits from the slave trade really finance the building of British factories? Nobody has tracked it to show X dollars went to build Y factory. But if the money was not invested in factories, we’d be surprised. Everybody and his brother was investing in industry!

The British end the slave trade, 1807 When the factory system was in full swing, the British ended the slave trade. www.spartacus.schoolnet.co.uk/Lslavery33.htm

The British abolish slavery, 1832 The actual document: http://libertystory.net/LSDOCABOLISHSLAVERYBRITCOLONIES.htm

Wage labor 1. Slaves received no wages. 2. People in the cottage industry were paid by the finished product. 3. Factory workers are paid hourly wages. They were paid by the hour. This is new. From then on, the Industrial Revolution was based exclusively on wage labor.

page 56 2. Craftsmen were replaced by machines

Skilled workers Before the Revolution, things were produced by hand. Spinning was done on a spinning wheel. Weaving was done on a handloom. A craftsman produced a complete product - a dress, a pair of shoes, a saddle, a wagon wheel. The craftsman used his brain and his hands. There was a lot of brain work; one rose from apprentice to journeyman to master craftsman.

Machines replaced men Power-driven machines replaced handicrafts. The spinning wheel was replaced by the spinning jenny. The weaving handloom was replaced by the steam-powered loom. A power loom could do the work of 50 weavers. By 1835, Britain had 120,000 power looms. The new factory worker was called “a hand.” There is no skill, no craft, no experienced brain work.

The Luddites Craftsmen were men who lost their jobs to machines. They were furious. From 1810 to 1816, they held riots and smashed machinery! To read more: www.schoolshistory.org.uk/luddites.htm www.spartacus.schoolnet.co.uk/PRluddites.htm

3. Cottage industries were replaced by factories

Production was dispersed Before the Industrial Revolution, production was dispersed: Whole families produced cloth at home. These “cottage industries” were sprinkled throughout England.

Production was concentrated Thanks to James Watts steam engine, factories sprung up. The Industrial Revolution took production out of the home and put it into the factory. Now, production was concentrated: Machinery and great gobs of capital were concentrated in one spot - the factory. Some factories employed 50 workers. Others employed hundreds of workers. Robert Owen employed 2500 textile workers in his New Lanark textile mill.

The Factory System From then only, all production took place within the factory system. Before the Revolution, whole families worked together to produce a product. After the Revolution, women and children left the home and went to work in factories. Men were left out in the cold - unless they knew engineering and could repair the machines.

Definition of the Factory System When labor, capital, raw materials, and technology are concentrated in one geographical spot, you have the factory system!

page 57 4. The division of labor Illustration of a textile mill: http://academic.brooklyn.cuny.edu/history/core/pics/0253/img0053.jpg Nearly everyone is a woman!

Division of labor: Each worker has one task Each factory worker was given one small job to do. It was a fragmented task and it was monotonous. He or she was a small cog in a big machine.

Division of labor: Led to the hiring of unskilled workers Now workers run machines and are called “hands.” There is no skill, no craft, no experienced brain work. Machines allowed factories to hire unskilled labor. Men were replaced by women, children, and immigrants.

Division of labor: Led to the hiring of women and children Key Fact: The world’s first factory workers were women and children. Key Fact: This is true in Great Britain and the United States.

Division of labor: Led to cheap Labor Why women and children? Simple: A woman was paid one-half the wages of a man. A child was paid one-third the wages of a man. Immigrants were paid the same as women and children.

Where did women and children work? In the textile industry, the MAJORITY of workers were women and children. Women and children also worked in the coal mines.

Where did the immigrants come from? The Irish Potato Famine killed one million and made another million migrate to the cities to work in factories.

7. The deterioration of working conditions

Hours The hours were long (12-14 hours a day, six days a week), about the same as in cottage industries.

The pace of work The was much faster. The human being had to keep up with the machines.

The type of work It was monotonous. It required no brain work or decision-making.

Health and safety Machines endangered workers’ health and safety. Children were deformed and crippled.

Wages In the beginning wages were very low. It took a whole family (Mom and kids) to make one decent wage.

page 58 Deterioration in health and safety You might want to pass out copies of these stories or assign them for homework. a. Mining www.cohums.ohio-state.edu/history/projects/Lessons_US/Gilded_Age/Coal_Mining/default.htm www.stg.brown.edu/landow/landow-redirect.html

Mining in the countryside Visit the Beamish Village Museum. (In England, of course.) They dug a coal mine right in the middle of the village! http://freespace.virgin.net/l.carter/bmshtour.htm Click on “Colliery Village.” (Colliery = coal mine)

Mining disasters www.haig1.freeserve.co.uk/page1.html Click on “Disasters”

Cartoons: Exploitation of childen in the mines http://academic.brooklyn.cuny.edu/history/core/pics/0253/img0060.jpg www.spartacus.schoolnet.co.uk/Jillustrated.htm b. Manufacturing

How things used to be www.spartacus.schoolnet.co.uk/Textiles.htm

The division of labor www.kentlaw.edu/ilhs/lowell.html

Long Hours www.arts.gla.ac.uk/www/ctich/eastside/hours10.html

Accidents www.spartacus.schoolnet.co.uk/IRbucktrot.htm www.spartacus.schoolnet.co.uk/IRdeformities.htm

Fire The Triangle Shirtwaist Fire (New York City, 1911): www.ilr.cornell.edu/trianglefire/ Click on “Photos and Illustrations”

Hunger Cartoon: Cheap Clothing: www.spartacus.schoolnet.co.uk/Jpunch.htm

page 59 Take a little seed and make it bloom into a lovely Before you begin, run a simulation: flower (or poisonous plant). Teach the class how to make an origami peace crane. (Ask the art teacher to do this.)

Split the class into two groups:

1. The Master Craftsmen Each student makes origami cranes individually. From A to Z. Bloom! 2. The Factory System Form an assembly line. Use division of labor: Each student performs one simple operation. The division of labor Then passes the crane to the next worker. Transparency Conclusion: Which team produced more cranes? (The Factory System is great for productivity!)

1. Define Using your textbook, define it in 25 words or less. 1. Division of Labor Each factory worker was given one small task. It is repeated over and over again. The work is simple. (Only women and children are employed.) Men have no place in this system. Division of labor increases productivity. 2. Interpret Translate it into your own words. Make it memorable. 2. The worker was a small cog in a big machine.

3. Apply 3. Making dinner (everyone busy simultaneously) What if you applied the principle of “Division of Labor” They always produce the same chicken dinner. to your family cooking dinner? Dad has no role. He is not allowed in the kitchen. Using a big knife One child cuts up chicken. One child cuts up potatoes. One child cuts up veggies. Using a big stove One child fries the chicken. One child boils the potatoes. Mom boils the veggies.

4. Analyze 4. This is unskilled labor. (No master chef involved.) List the parts of “Division of Labor Dinner.” Children do dangerous work. Mom is plugged in anywhere. There is no difference between what children do and what adults do.

5. Synthesize 5. This is boring and dangerous. Add up the parts . . . and create a new thing. It reduces the human being to being a machine.

6. Evaluate 6. Children are not valued. The “Division of Labor” reveals an attitude toward Women are not valued. people. What is it? Men are not valued.

page 60 4. Trace the evolution of work and labor, “Students distinguish fact from opinion.” including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. Life is like a rock group

The Goal We want an immediate off-the-cuff response. If you gave a problem to 5 different rock groups, At first, this will be a parody. they'd each come up with a different song. Over time, students are clever. The teacher states the situation: The teacher gives the situation Division of Labor: What do you think about it? Division of Labor: What do you think of it? Break into 5 groups and take on a name. Pause Do research about the problem. While the gals dream up a way to capture this . . . Then present your side of story. The guys put it into one-liners. Discuss the situation in class - giving each group time to present its views. Then students respond Team #1: The Boomers* Describe all the positive facts and consequences. These are the sunniest students in the class. These the valley girls optimists are ready to tell you all the positive aspects. One catchy phrase from the social butterflies. Team #2: The Busters** Alicia Silverstone: You know her style. Describe all the negative facts and consequences. She’s not clueless; actually she’s quite clever. These are the gloomiest students in the class. These Given this circumstance, what would she say? pessimists are ready to tell you all the negative aspects. We want only one answer from all the gals, expressed by the lead gal. Team #3: The Factoids*** Present the facts and only the facts. No opinions whatsoever. These no-nonsense students excel in the boyzintheback math and science. On paper, they boil it down to ten How about a few bullets (uh, bullet-ins) facts or less. from the boyzintheback? One-liners from the guys in the back row. Team #4: The Emotionals**** You know their style. Present only your reactions (emotions and feelings) to the problem. These are the social butterflies. They We want only one answer from all the guys, care only about their emotional reactions. They are expressed by the lead guy. known for their compassion. Team #5: The Outrageous Ones***** Come up with a new way of looking at the situation that stuns everyone. Free spirits, they are divergent thinkers. They see it in a new light. They present a totally new way to look at it.

*Great for productivity! **Horrible for men - they are left out in the cold. Mom and the kids become cogs in the machine. ***What did Eli Whitney have to do with division of labor? (He created the idea of interchangeable parts. All the same.) ****Mom can handle dangerous work. How about the kids? *****Division of labor: Simple work that is dangerous for children.

page 61 4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

“Survivor,” 1830

A simulation: Poor you. You got stuck in the middle of the Industrial Revolution. There’s no staff, no host Jeff Probst, and no food (unless you work for it). And forget about the million dollars. Don’t worry about your torch being snuffed out. This is the order in which you lost your job. Explain: What killed your job?

1. Farmers All of a sudden, farmers were dispossessed of their 2. Mom land. Mom worked at home in a cottage industry. Using a spinning wheel, she wove cloth. The merchant brought cotton and carried away the cloth. One day the merchant stopped coming.

Who 3. Dad are the Dad worked at home in a cottage industry. Using a 5. The survivors? loom, he wove cloth. The merchant brought cotton Craftsman and carried away the cloth. He was a master weaver One day the merchant with his own workshop in stopped coming. town. He got raw cotton off the boat and turned it into cloth. A merchant sold it in town. One day, people 4. Children stopped buying the cloth. The kids worked at home in a cottage industry. Boys at the loom; girls at the spinning wheel. The merchant brought cotton and carried away the cloth. One day the merchant stopped coming.

The Answers

1. The Enclosure Movement 2 - 5 The Factory System

The survivors are women and children. Dad is out of the picture.

page 62 4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. Here’s what we came up with . . .

1. Young. Furman began at 8, is now 12; he has sad eyes. The girls are raggedy. One girl looks angry. The doffer boys are Homework: Photos of Child Labor beginning to look like old men. A picture is worth a 1,000 words . . . 2. Big! The children are dwarfed by the big machines. The textile mill is noisy when the machines are running. The little boy standing on the Photographs by Lewis Hine machine is barefoot! This looks www.historyplace.com/unitedstates/childlabor/index.html dangerous. Overall, the children look, sad, tired, dutiful. They are not here by choice. Several look 1. “Photos of Lost Youth” longingly out the window. 48 These children lived in the U.S. and worked in factories of our Industrial Revolution. cents a day. Click on each photo: What adjectives would you use to describe these children? 3. Wrong. No sunshine: The children sell newspapers until 2. “The Mill” midnight. One boy caught Click on each photo: How would you describe the textile mill? pneumonia from selling papers in the rain. One boy’s father bites him for not selling enough 3. “Newsies” newspapers. This is what Thomas Edison did when he was 12. Read the story: Being out in the fresh air! This would be a good job, right? 4. They breathe the coal dust into their lungs. It is dangerous work. They are pale and never 4. “Miners” see the sun shine. Read the story, click on each picture: Children should not be miners. Why? 5. The workplace is unsafe. A 5. “The Factory” tired child could lose a hand in the machinery. You could lose Read the story, click on each picture: Children should not be factory workers. Why? an eye in a glass factory.

6. “Seafood Workers” 6. These children are VERY This is what Jack London did in San Francisco. little. The hours: 3:30 am to 5:00 pm. Sharp knives! Five Read the story, click on each picture: Children should not be working here. Why? cents a box.

7. “Fruit Pickers” 7. The hours: 4:30 am to Read the story, click on each picture: Children should not be working here. Why? sunset. They get too much sunshine.

8. “Little Salesmen” 8. The peanut seller is out after Read the story, click on each picture: Children should not be working here. Why? midnight and all alone.

9. Shine shoes. Set up pins at 9. “A Variety of Jobs” a bowling alley. Deliver What other jobs do children do? telegrams. Porter. Carry lumber. Shovel coal into a steam 10. “Struggling Families” engine. Why does Mom make the children work? 10. Dad is disabled or laid off. Mom and the children work so 11. “Past-times and Vices” they don’t starve. These Children who work on the street - and those who travel to and from work on the families are desperate. street - are exposed to what? 11. Poolrooms, gambling, prostitution, smoking. 12. “Group Portraits” They lose their wages on these. If we looked in your family album, we might find a group portrait of you with a 12. School groups of children. Where would that group portrait take place?

page 63 4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

Political Cartoons: Child Labor

Visit these websites: www.boondocksnet.com/gallery/child_labor_intro.html www.spartacus.schoolnet.co.uk/IRworkhouse.children.htm www.boondocksnet.com/gallery/cl030500a.html

Choose one cartoon and analyze it.

1. Title - What is the title of the cartoon and what does it mean to you? 2. Dates - What significant happened on that date? 3. People - Who is in the cartoon? What does the person represent? 4. Objects - What is in the cartoon? What does that object represent? 5. Symbols - What does the symbol stand for? 6. Emotions - What emotions is the person expressing? 7. The Action - What is happening here? 8. Statements - What is the person saying? 9. Key Word - What is the key word or phrase? 10. Pros & Cons - Who would agree with the cartoon? Disagree? 11. The Cartoonist - What is the cartoonist trying to tell you? 12. You, the Student -What did you learn? (In 25 words or less)

1. Title ______

2. Dates ______

3. People ______

4. Objects ______

5. Symbols ______

6. Emotions ______

7. Action ______

8. Statements ______

9. Key Word ______

10. Pro/Con ______

11. Cartoonist ______

12. You! ______

______

______page 64 4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

Factory Reform Factories were new. There were no laws to regulate them.

Testimony on the treatment of children, 1832 In 1832, the Sadler Committee investigated child labor in Britain’s textile mills.

Testimony on child labor www.cwrl.utexas.edu/~benjamin/316kfall/316kunit2/studentprojects/group2/sadler.html www.spartacus.schoolnet.co.uk/IRchild.main.htm www.asij.ac.jp/highschool/academic/ss/mwh10/michelle/dbq_industrial_rev.htm

1. Long hours 2. Safety - children fell asleep and were hurt by machinery 3. Children were beaten by foremen

Descriptions of child labor in the U.S. www.snolabor.org/child.htm www.boondocksnet.com/gallery/nclc/index.html

Stories with photos www.boondocksnet.com/editions/cib/index.html www.history.ohio-state.edu/projects/childlabor/mrcoalsstory/ www.history.ohio-state.edu/projects/childlabor/cottondress/

The Factory Act of 1833 This is Britain’s FIRST law dealing with hours and working conditions in the textile mills.

The provisions of the law 1. Employers must have a certificate for each child, to determine age. 2. Factory owners must keep a timebook, to determine the hours children worked. 3. Children under 9 were not allowed to work in the textile mills. 4. Children 9 to 13 cannot work more than 9 hours a day. 5. Children 13 to 18 cannot work more than 12 hours a day . 6. Children cannot work at night. 7. Every child must go to school at least two hours a day. 8. Four factory inspectors were appointed to enforce the law throughout the entire country.

Class discussion 1. Did this law solve the problem of child labor? (No. It improved things, but child labor was still legal.) 2. Employers could get around the law. How so? (By falsifying their timebooks.) 3. If you were a child, you would like this law. Why? (Theoretically: Nobody could force you to work before you were 9 years old. Nobody could force you to work more hours than the law specified. No work at night. You got to go to school. Yes, there was a time when children WANTED to go to school.) 4. What was the big weakness in this law? (Enforcement. There were only four factory inspectors in Britain!)

For more information The actual law: http://web.jjay.cuny.edu/~jobrien/reference/ob67.html http://learningcurve.pro.gov.uk/snapshots/snapshot13/snapshot13.htm page 65 4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

The trade unions

Begin with a powerful poem “Bread and Roses” www.boondocksnet.com/labor/history/bread_and_roses_poem.html

Begin class with a labor song The labor movement has spawned hundreds of poems and songs: www.boondocksnet.com/labor/history/labor_poems.html

You can buy the songs on cds: www.boondocksnet.com/labor/history/bread_and_roses_store.html

Causes In the early 1800s, things were really bad in England. It was illegal to join a trade union. A worker could be put in prison. Workers were not allowed to vote in elections. At first, workers took drastic action: Luddites went on riots and smashed machinery. They damaged private property, so they were imprisoned by the police.

Define Trade Union

The Purpose Workers join a trade union to regulate wages, hours, and working conditions.

A Safety Valve A trade union is a safety valve: It allows workers to express their feelings in a peaceful, organized way. You may not regard a strike as peaceful, but it is far more peaceful than a riot, rebellion, or revolution!

The STRIKE! Workers soon discovered their most powerful weapon - the STRIKE! This brought factory production to a screaming halt. A cartoon about strikes: www.politicalcartoon.co.uk/html/gould.html

Who joined trade unions? In Great Britain, the textile industry was the first to become unionized. The coal miners formed the most powerful union: Mine explosions made unions a matter of life and death.

Unity During the 1860s, all British trade unions united under one umbrella. They formed one powerful organization and spoke with one voice. (The U.S. did this in the 1930s.)

Political Action At the same time, workers formed political parties. In Britain, they formed the Labour Party.

Effects In 1871, trade unions were legalized in Great Britain. (This happened in the 1930s U.S.) Trade unions improved the living standards of industrial workers. page 66 Take a little seed and make it bloom into a lovely flower (or poisonous plant).

Here’s what we came up with . . .

1. Trade Union Bloom! Purpose Workers join a trade union to regulate wages, hours, and working Trade unions conditions. Transparency Collective bargaining The union bargains with employers.One individual has no bargaining power with management; thousands do.

1. Define “Trade Union” Weapon Using your textbook, define it in 25 words or less. The trade union’s main weapon is the strike. A strike works only if a) The government* does not arrest strikers. b) Unemployed workers do not take the place of striking workers. *To be effective, workers need to participate in politics. In Britain, they formed the Labour Party.

The Result Trade unions improve the living standard of workers.

2. Interpret Translate it into your own words. Make it memorable. 2. You join the union to improve life at work.

3. Apply 3. Students would form a union to regulate wages, What if you applied the principle of “Trade Union” hours, and working conditions. to your own life?

4. Analyze 4. The strike works only under certain circumstances. List the parts of this theory. Workers must be involved in political parties. Otherwise, the government arrests all strikers.

5. Synthesize 5. Workers must have the right to vote. Add up the parts . . . and create a new thing. Otherwise, political parties mean nothing.

6. Evaluate 6. Pretty darned well. To what extent can a union improve a worker’s life? A union can improve wages, house, health and safety.

page 67 4. Trace the evolution of work and labor, “Students distinguish fact from opinion.” including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. Life is like a rock group The Goal We want an immediate off-the-cuff response.

At first, this will be a parody. If you gave a problem to 5 different rock groups, Over time, students are clever. they'd each come up with a different song.

The teacher gives the situation The teacher states the situation: Trade unions: What do you think of them? Trade unions: What do you think of them?

Pause Break into 5 groups and take on a name. While the gals dream up a way to capture this . . . Do research about the problem. The guys put it into one-liners. Then present your side of story. Discuss the situation in class - giving each group time Then students respond to present its views. Team #1: The Boomers* Describe all the positive facts and consequences. the valley girls These are the sunniest students in the class. These optimists are ready to tell you all the positive aspects. One catchy phrase from the social butterflies. Alicia Silverstone: You know her style. Team #2: The Busters** She’s not clueless; actually she’s quite clever. Describe all the negative facts and consequences. Given this circumstance, what would she say? These are the gloomiest students in the class. These pessimists are ready to tell you all the negative We want only one answer from all the gals, aspects. expressed by the lead gal. Team #3: The Factoids*** Present the facts and only the facts. No opinions the boyzintheback whatsoever. These no-nonsense students excel in How about a few bullets (uh, bullet-ins) math and science. On paper, they boil it down to ten from the boyzintheback? facts or less. One-liners from the guys in the back row. You know their style. Team #4: The Emotionals**** Present only your reactions (emotions and feelings) We want only one answer from all the guys, to the problem. These are the social butterflies. They expressed by the lead guy. care only about their emotional reactions. They are known for their compassion.

*Improve wages, hours, and working conditions. Improve the workers’ standard of living. **Strikes disrupt production. ***The strike works only under certain circumstances. Workers must be involved in both trade unions and political parties. Explain. ****A trade union can improve health and safety! *****The British have a strong trade union movement and a Labour Party. Not so in the United States. page 68 Can you think of one term from A to Z?

The ABCs of Labor

Automation B Cheap labor, child labor, collective bargaining Division of labor E Factory Act of 1833, factory system G Health and safety Immigration J K Luddites, labor unions M N O Potato Famine, pace of work, productivity Q R Strike, specialization of labor Trade union Unskilled labor V Wage labor X Y Z

page 69 A game to learn terms. And appreciate the logic of a multiple-choice test.

Can you talk like a factory worker?

Define these Terms a. Wage labor (Feel free to add terms from your textbook.) You are paid by the hour. (Correctamundo. This is the definition.) automation cheap labor b. Wage labor child labor You are paid by the number of completed units. collective bargaining (Gong! This is the opposite.) division of labor Factory Act of 1833 c. Wage labor factory system You are paid no money. health and safety (Close, but no cigar.) immigration Luddites d. Wage labor labor union You are paid in wages. mass production system (Nah. That’s a cop-out.) The Potato Famine productivity e. Wage labor strike You are paid in tips. specialization of labor (Nope. That’s another ballgame.) trade Union unskilled labor wage labor

page 70 5. The factors of production

Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

page 71 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

The factors of production Transparency: As you tell the story, students fill in the graphic organizer.

What is an INDUSTRY? An industry is a group of businesses that produce the same product. The textile industry consisted of factories that produced cloth. The mining industry consisted of mines that produced coal and iron ore.

What is a FACTORY? It turns raw materials into manufactured products. The textile industry turned cotton and wool into cloth. The mining industry produced coal to run the factories and for coking coal used in the steel-making process. The steel industry turned iron ore into steel.

The factors of production What does a factory require? To produce goods, a factory needs four things: Natural Resources Labor Capital - money, machinery, factories, land Entrepreneurship - This is management.

How to remember NLCE - Write a humorous sentence to help you remember these factors of production. There are four; perfect for a multiple-choice test. On the test, the fifth is a zinger. Don’t fall for it. This is how we remember it: NICE. But the I is L for labor.

1. Natural Resources

What are natural resources? You can’t have the Industrial Revolution, unless you have the ingredients! If you don’t have coal, steam engines cannot run your factory. If you don’t have iron ore, you can’t make steel. If you don’t have cotton, you’ll have to get it elsewhere.

2. Labor

What is labor? These are the workers who run the machines that produce the products. It is wage labor: Workers are paid by the hour.

Unskilled Labor A worker who needs little training to do the job is regarded as unskilled labor. This is a big change from the past, when a man spent his whole life being trained: From apprentice to journeyman to master craftsman. page 72 3. Capital

What is capital? Capital is money, machinery, factories and land. Capital means cash: You need money to buy raw materials, hire workers, and use for operating expenses. Capital also means capital goods - the factory building, machinery, tools, and the land the factory sits on.

The rise of the modern corporation Some industries (steel mills, railroads) are capital intensive: They require great gobs of capital. The modern corporation was formed in order to draw great gobs of capital. Investors hand over cash and receive stock in the corporation. The cash is used to buy capital goods.

Entrepreneurship

Our best example of an entrepreneur The guy who invented toilet paper in 1857.

What is an entrepreneur? The entrepreneur is the person who organizes, operates, and assumes the risk for a business venture. The entrepreneur makes all the major decisions: a. What to produce b. How much to produce c. Which market to sell to d. What price to charge e. How to advertise his product

The main goal of the entrepreneur Keep production costs low (cheap labor, cheap raw materials) in order to keep profits high. To keep ahead of the competition, however, entrepreneurs had to invest in technology.

An entrepreneur could be an inventor An entrepreneur with a new method or invention could amass a huge fortune. He could set up a large-scale factory and mass-produce goods below the cost of his competitors. This, of course, requires capital from investors.

The entrepreneur keeps up with technology The aspiring factory owner was deep into the latest inventions and innovations. In England, lectures on “applied science” were everywhere: You could take a course at your local church, coffeehouse, tavern, or bookshop. You could hear all about the latest factory innovation or scientific study at the Royal Society of London.

Homework Play the game: www.bbc.co.uk/history/games/victorian_biz/index.shtml You are an investor in 1830 England. It is a game of tough choices: Choose well and you’ll make piles of money. Choose poorly and you’ll end up in debtors’ prison!

Take this quiz: www.activehistory.co.uk/3rds/indrev/biz.htm How Victorians invested their capital: http://65.107.211.206/economics/porter6.html

page 73 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

The factory system

When labor, capital, natural resources, and technology are concentrated in one geographical spot, you have (drumroll!) the factory system.

What do you need to open a factory?

1. Natural 2. Labor 3. Capital 4. Resources Entrepreneur ship

What are natural What is labor? What is capital? What is an entrepreneur? resources?

______

page 74 5. Understand the connections among natural resources, entrepreneurship, labor, The Answers and capital in an industrial economy. 1. Trees are chopped down, sent to a printing plant, to make your local newspaper.

2. A forest has been chopped down.

3. Entrepreneurship is all about Cartoons: The building blocks creative ideas and inspiring pro- motions. “A free walrus with every rented tent.”

4. The student has to choose Method #1: Turn these cartoons into transparencies for class discussion. which cartoon is an example of Method #2: Turn the cartoons into hand-outs; assign one cartoon to each pair. entrepreneurship. It is Cartoon Fill out the interpretation sheet (next page). B: The boy invents and sells small toy boxes.

5. This shows the evolution of Natural Resources transportation. At each stage, 1. www.claybennett.com/pages/deforestation.html there is a guy who invents a new way to travel. 2. http://lcweb.loc.gov/rr/print/swann/herblock/images/hblock1.jpg 6. This cartoon is directed against Chinese workers. It was Entrepreneurship drawn by Thomas Nast, the 3. www.hotdog-dog.com/strips/n_rentatent.gif most famous American cartoon- 4. http://cybersummit.org/proficiency/2002Prof/4th2002/2002_4th_Cit/Q05_4ctz.pdf ist of the 19th century. 5. www.geocities.com/SiliconValley/Vista/3255/evolcopy.htm 7. “Gender Gap in Wages”: A Scoot down to the last cartoon. man turns to the woman next to him: “Three-fourths of a penny Labor for your thoughts.” 6. www.csubak.edu/~gsantos/img0049.html 8. As the worker puts up a 7. www.claybennett.com/pages/wage_gap.html “Prosperity” sign, he is given a 8. www.claybennett.com/pages/prosperity.html pink slip. Labor faces the problem of unemployment. 9. www.claybennett.com/pages/workplace_safety.html 10. www.claybennett.com/pages/honduran_sweatshop.html 9. The worker is hanging up a 11. www.solidarity.com/hkcartoons/huckfeb5.html sign “Workplace Safety Standards.” To do this, he is standing on a dangerous stack Capital of chairs and filing cabinets. 12. www.solidarity.com/hkcartoons/huckmarch2.html 10. Man and woman work in a 13. http://borgman.enquirer.com/weekly/daily_html/1999/06/061799borgman.html sweatshop. He says: “Another 14. http://gdl.cdlr.strath.ac.uk/redclyde/rc083.htm day, another dollar.” She says: “We got a raise?” About low wages.

11. “Workplace Death.” “Replace Man Hours By Ton.” When people work long hours, they get tired and have accidents.

12. “EconoME,” says the rich man. The economy is all about him. The point: He has capital.

13. Two rich men. One says: “Well, if the economic boom benefits everyone, what good is it?” The point: They have capital.

14. 19th century capitalists having dinner.

page 75 How to analyze any political cartoon! Definition: A political cartoon is a short editorial.

1. Title ______

2. Dates ______

3. People ______

4. Objects ______

5. Symbols ______

6. Emotions ______

7. Action ______

8. Statements ______

9. Key Word ______

10. Pro/Con ______

11. Cartoonist ______

12. You! ______

______

page 76 Dividends are not 5. Understand the connections among natural resources, entrepreneurship, labor, a factor of production! and capital in an industrial economy.

1. Labor Factors of The workers! Human resources. Those who run the machines that produce the products. They work for wages. They are paid by the hour. Production 2. Capital Cash & Technology. Tools, machinery, and the factory. The money invested in new Break into pairs. business ventures. An investor turns over cash, receives stock ownership. Each Examine each fact. month, he or she receives dividends. (Dividends are profits. Profits are not a factor of Using the chart, catego- production.) The modern corporation was formed because of the need for capital. rize each fact. When you are finished, play 3. Entrepreneurship The Gong Show. The person who organizes, operates, and assumes the risk for a business venture. Management. Those who decide what to produce, how much to produce, which market to sell to, what price to charge, and how to advertise. The main goal of the entre- More advanced: preneur is to keep profits high and production costs low. An entrepreneur could be an Categorize facts from inventor; he definitely keeps up with the latest innovations. In order to keep ahead of your textbook or the the competition, the entrepreneur must invest in technology. To gain capital, he forms encyclopedia. a corporation. 4. Natural Resources Products and features of the earth that permit it to support life and satisfy people’s needs. Land, water, minerals - coal, iron ore, raw cotton.

1. The factory The Answers 2. The workers 3. Management 1. Capital 4. Technology 2. Labor 5. Raises capital 3. Entrepreneurship 6. Invests in technology 4. Capital 7. Minerals 5. Entrepreneurship 8. Forms a corporation. 6. Entrepreneurship 9. Human resources 7. Natural Resources 10. Keeps profits high and production costs low 8. Entrepreneurship 11. Those who run the machines that produce the products. 9. Labor 12. Cash that is invested 10. Entrepreneurship 13. They work for wages. 11. Labor 14. They are paid by the hour. 12. Capital 15. Tools and machinery 13. Labor 16. He keeps up with the latest innovations. 14. Labor 17. The money invested in new business ventures. 15. Capital 18. The modern corporation was formed because of the need for this 16. Entrepreneurship 19. Organizes, operates, and assumes the risk for a business venture. 17. Capital 20. Decides what to produce, how much to produce, which market to sell to 18. Capital 21. Could be an inventor 19. Entrepreneurship 22. Must keep ahead of the competition 20. Entrepreneurship 23. Products and features of the earth that satisfy people’s needs. 21. Entrepreneurship 24. Coal and iron ore 22. Entrepreneurship 25. Raw cotton. 23. Natural Resources 24. Natural Resources 25. Natural Resources

page 77 A game to learn how to categorize. A game for those students who learn best by doing. A game to assess learning.

The Gong Show

The week before Go to Office Depot or Office Max and buy 4 bells. You know: You bop it to call for service. Make 4 signs: Labor, Capital, Entrepreneurship, Natural Resources Ask the school custodian for a wide table and 4 chairs.

The Reader Choose a student to read the facts. Explain: "When the reader read a fact which deals with your particular category, ring your bell."

More advanced Using the same topic, read from the encyclopedia. Ask students to explain their answers. That is, exactly why does this fact relate to your category?

page 78 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

The Great Race Goal: Define each and draw a distinction between them.

Break into two teams. Choose a scorekeeper. On the chalkboard, write Labor Capital Entrepreneurship Natural Resources

Do it over and over again, until every student has mastered the material.

page 79 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

The Big Picture What are the connections between labor, capital, entrepreneurship and natural resources?

1. Factors of production Everything you need to run a factory.

2. A factory A concentration of labor, capital, entrepreneurship, and natural resources. It turns raw materials into manufactured products.

3. An industry A group of businesses that produce the same product.

4. The factory system Production was concentrated. (Under the cottage system, production was dispersed.)

When all of the factors of production are present, you have the factory system.

When labor, capital, natural resources, and technology are concentrated in one geographical spot, you have the factory system.

5. The modern corporation A new way to raise large amounts of capital.

page 80 Can you think of one term from A to Z?

The ABCs of the Industrialist

A B Capital, corporation Dividends Entrepreneur, entrepreneurship Factors of production, a factory, the factory system, finished goods G H Industry, industrialist J K Labor Manufactured goods Natural resources O Profits Q Raw materials S T U V W X Y Z

page 81 A game to learn terms. And appreciate the logic of a multiple-choice test.

Can you talk like an industrialist?

Define these Terms a. A corporation (Feel free to add terms from your textbook.) An individual industrialist or group of industrialists obtain a legal charter. They raise capital by selling capital stock to a large number of investors. corporation (Yes! This is the correct definition. Their purpose is to entrepreneur raise a great pile of capital.) entrepreneurship factors of production b. A corporation finished goods A building, plant, or mill in which raw materials are industry turned into finished goods. The location where goods industrialist are manufactured. investor (Nope. This is the definition of a factory.) labor manufactured goods c. A corporation natural resources Any branch of trade, business, production, or raw materials manufacture. (Nope. This is the definition of industry.)

d. A corporation A person who invests money. In return, he or she receives part of the profits. The money received is called a dividend. (Nope. This is the definition of an investor.)

e. A corporation The vehicle by which the capitalist class exploits the working class. (Bogus. You have been listening too much to Karl Marx.)

page 82 6. The Response to Capitalism

Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

page 83 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

Capitalism rules! (Oh yeah, and so does Queen Victoria.) Ask a woman student to turn this into a slideshow.

The urban middle class Ever since the Middle Ages, England had had an urban middle class.They were merchants. During the Commercial Revolution (1700s), they were involved in international trade. What was new: During the Industrial Revolution, the middle class became the dominant class. They were powerful in the economy, in politics, and in the culture. The industrialist s’ wives were really into high fashion and social etiquette.

Victoria becomes Queen of England, 1837 www.ibiscom.com/vic.htm

A Fashionable Nation The importance of women’s fashion 1. How elite women maintain their social status. 2. How middle class woman tried to social climb their way into high society. http://learningcurve.pro.gov.uk/victorianbritain/intro/default.htm

Photos: Wealthy women www.costumegallery.com/edward.htm

Illustrations: What women should wear http://etext.virginia.edu/ladies/toil.html

Article: The Language of the Fan www.ideco.com/fans/language.htm

Article: On giving a ball: www.burrows.com/other/manners.html

Article: On calling-card etiquette www.victoriana.com/library/ccard2.html

Article: How the bathing suit began www.victoriana.com/welcome/ www.victoriana.com/library/Beach/FashionableBathingSuits.htm

Article: A Victorian Christmas /www.victoriana.com/christmas/default.htm

Article: A Victorian Wedding www.victoriana.com/bridal/

Cartoons http://65.107.211.206/victorian/periodicals/punch/subjects1.html page 84 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

Cartoons from Punch These cartoons are about society and manners in Victorian England: http://65.107.211.206/victorian/periodicals/punch/subjects1.html

Choose one cartoon and analyze it.

1. Title ______

2. Dates ______

3. People ______

4. Objects ______

5. Symbols ______

6. Emotions ______

7. Action ______

8. Statements ______

9. Key Word ______

10. Pro/Con ______

11. Cartoonist ______

12. You! ______

______

page 85 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

The Five “isms” While the teacher explains capitalism, communism, utopianism, socialism, and social democracy, students doodle or draw cartoons.

1. Capitalism is an economic system where a country’s farms, factories, and businesses are owned and controlled by individuals and private businesses.

The Upside It is based on competition, profits, and self-interest. An individual can start a business and make a profit. It is also called “private enterprise” and “free enterprise.”

The Downside Capitalism began during the Industrial Revolution. During the Industrial Revolution, unbridled capitalism produced major problems: Unemployment, poverty, class conflict, and economic depressions. Social Democracy eventually solved the problems of unbridled capitalism. Unbridled capitalism: Like a wild horse, it kicked and bucked, hurting people in the way.

2. Communism is an economic system where a country’s farms, factories, and businesses are totally owned and controlled by the government.

The Communist Manifesto Karl Marx was the “Father of Communism.” In 1848, he wrote The Communist Manifesto. The actual document: www.hartford-hwp.com/archives/26/176.html

A Bloody Revolution In Marx’s eyes, all history was a history of class conflict. Each society had the seeds of its own destruction: Feudalism gave rise to the bourgeoisie (business class), which overthrew the feudal lords. Capitalism gave rise to the proletariat (working class), which would overthrow the capitalists.

Capitalism was doomed: As capitalists grew richer, they spread misery among the poor. One day soon, workers would become class conscious - aware of their political and economic power. Then they would overthrow the system and become the ruling class. Private property was the root of all evil - the motive for one man to exploit another. Workers would abolish all classes and there would be a classless society.

Marx loved the French Revolution Karl Marx envisioned a bloody revolution - a lot like the French Revolution of 1789. Communism would begin with class struggle (the Paris mob storming the Bastille). Communism would be run by a handful of men (Robespierre and his “Committee of Public Safety”). Communism would annihilate the capitalist class (shades of the guillotine). Communism would end all private property (shades of Rousseau).

page 86 Russia and Eastern Europe tried communism . . .

Political Freedom “Workers of the world, unite! You have nothing to lose but your chains.”* Marx: Workers were chained to the capitalist system. They would break their chains, overthrow the capitalist system, and become the ruling class. As the ruling class, workers would have political freedom.

Economic security “From each according to his ability, to each according to his needs.”* Marx: Under communism, there would be no poverty or unemployment. The government would take care of every man, woman, and child. A communist society would be “a workers’ paradise.” The workingman’s family would have economic security.

Karl Marx knew all about poverty: His wife Jenny and their six kids lived in it while Karl wrote his books. It took him forever to write the monumental Das Kapital. Luckily for him, his pal Frederick Engels sent him money. The Engels family owned cotton mills in Manchester, England.

Atheism “Religion is the opium of the people.” Marx: Religion is like drugs; it dopes people into submission. Marx was an active atheist. To him, the individual (not God) was the highest being.

Theory vs Practice When communism was put into practice, it was a nightmare. 1917 Russian Revolution 1945 Eastern Europe 1949 Chinese Revolution Instead of being a “worker’s paradise,” communism was a nightmare. There was economic security, but there was no political freedom. Communism was a dictatorship of, by, and for the Communist Party. Workers lived behind the Iron Curtain.

*Marx was influenced by the French Revolution, where Rousseau said: “Man is born free and everywhere is in chains.”

**In 2002, Columbia University Law School took a survey: Out of 1,000 adults, 69% thought that this line appears in the U.S. Constitution. (We hope you don’t make this mistake!) For more on this, visit: www.law.columbia.edu/news/surveys/survey_constitution/index.shtml

The Smurfs Remember the cartoon show, “The Smurfs”? Well, there are those who sincerely believe that the Smurfs lived in a communist society. Sound absurd?

Make copies of this news article: http://twyla.reallyrules.com/scb.html Concentrate on the section that begins with: “The Smurfs are a perfect example of Marx’s ideals of a communal society . . .”

Similar articles http://classic.sacbee.com/smile/webby/webby_012898/webby.html www.ac.wwu.edu/~n9620080/smurf.html www.geocities.com/CapitolHill/Lobby/1709/index.html www.ac.wwu.edu/~n9620080/smurf.html

page 87 Western Europe tried these . . .

3. Utopianism In Greek, utopia means “no place.” The ancient Greeks dreamed up an imaginary place with an ideal government and economic system. In 1516, Thomas More wrote a book called Utopia. It was about an imaginary land where government provides the people with everything they needed.

In 1800, Robert Owen was a Scottish factory owner who built a utopian community. It was called New Lanark: A textile mill with a village for workers. He employed 2,000 people of whom 500 were children. In the textile mill, he improved working conditions. In the village, he improved living conditions. Robert Owen’s experiment failed. A utopia is, by definition, a fantasy. A utopian believes in impossibly idealistic schemes of social perfection.

4. Socialism is an economic system there is public ownership of basic industries.

By 1890, several countries in Europe had Socialist parties. They all died out during World War I (1914-18): According to Socialism, workers were supposed to stick with workers, never mingle with the middle class. During that war, everybody in a country stuck together - including workers and factory owners. When workers had to choose between socialism and patriotism, they all chose patriotism.

5. Social Democracy Socialists gave up the idea of revolution. Social Democracy is a political movement that reforms capitalism, the economic system. The method is universal manhood suffrage. The first legislation is taxation, a form of redistribution of wealth.

Step #1: Democracy is when all the people participate in government: a. Workers won the right to vote.* b. They formed their own political parties - like the British Labour Party. c. They passed laws. Example: In 1847, British workers won the ten-hour day.

Step #2: The problems of capitalism are solved by a redistribution of wealth: d. The rich are taxed. (The U.S. began income tax in 1913.) e. The money is used to solve poverty and unemployment, economic depression and class conflict.

Taxes are used to improve workers’ health, education, welfare and affordable housing. Welfare: Government takes care of the poor, unemployed, disabled, the elderly, widows and orphans.

*The average joe got to vote. The average jane did not win the right to vote until the 20th century. (Circa 1920.)

When did each country get universal male suffrage? Britain 1832 (middle class), 1867 (male workers in cities), 1884 (all men). Germany 1871 France 1871 Switzerland 1879 Spain 1890 Belgium 1893 Netherlands 1896 Norway 1898 Italy 1912 page 88 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

Two Cows Transparency: The teacher reads the descriptions. Students draw a cartoon that fits one of the “isms.”

1. Capitalism You have two cows. You sell one and buy a bull. Your herd multiplies. You can do whatever you want with your cows because they're private property.

2. Communism You have two cows. The government takes them both and provides you with some milk.

3. Socialism You have two cows. The government takes all the milk you produce. Then gives you back as much as you can prove you need, which could possibly be more than you produced. The proof requires paperwork and government bureaucrats to read it.

4. Social Democracy You have no cows. (You are an average joe, working in a factory.) On election day, you vote to send a guy (or gal) to Congress. They vote to give your children inexpensive milk and lunches at school.

5. Utopianism You have 2 cows. One produces chocolate milkshakes; the other, vanilla milkshakes. You live happily ever after.

Now break into five groups. Each group does its own set of exercises on the following pages.

page 89 Take a little seed and make it bloom into a lovely flower (or poisonous plant).

Bloom! Capitalism Transparency Here’s what we came up with . . .

1. Define 1. Capitalism is an economic system where a coun- Using your textbook, define it in 25 words or less. try’s farms, factories, and businesses are owned and controlled by individuals and private businesses. It is also called “private enterprise” or “free enterprise.” The sole purpose is to make profits for the owner or inventors. During the Industrial Revolution, unbridled capitalism produced major problems: Poverty, unemployment, class conflict, and economic depressions.

2. Interpret Translate it into your own words. Make it memorable. 2. You own a factory. Or you work in one.

3. Apply What if you applied the principle of “Capitalism” to 3. If you have a job, you are already participating in your own life? capitalism.

4. Analyze List the parts of this economy system. 4. You are either the factory owner or the factory worker.

5. Synthesize Add up the parts . . . and create a new thing. 5. Back then, capitalism was brand new. It ruled. Capitalism means economic freedom.

6. Evaluate Capitalism & Democracy: 6. They both provide freedom. What do they have in common? Capitalism is economic freedom. Democracy is political freedom.

page 90 Take a little seed and make it bloom into a lovely flower (or poisonous plant).

Bloom! Communism Transparency Here’s what we came up with . . .

1. Define 1. Communism is an economic system where a Using your textbook, define it in 25 words or less. country’s farms, factories, and businesses are totally owned and controlled by the government. The history of the world is the story of class conflict. Communists come to power by a bloody revolution.

2. Interpret 2. Very radical. The government decides what to pro- Translate it into your own words. Make it memorable. duce, how much to produce, what price to charge.

3. Apply 3. Well, Russia’s communist government banned rock What if you applied the principle of “Communism” ‘n’ roll. You can imagine what they thought of jazz, to your own life? What sort of music (cds) would be blues, rap and hip-hop. produced?

4. 4. Analyze Political Freedom Explain how Communism is supposed to provide “Workers of the world, unite! workers with political freedom and economic security. You have nothing to lose but your chains.” Workers overthrow the capitalist system. Workers become the ruling class. Then workers would have political freedom.

Economic security “From each according to his ability, to each according to his needs.” Under communism, the government will take care of every man, woman, and child. There would be no unemployment or poverty. Everyone would have economic security.

5. Synthesize 5. In theory, there would be no rich or poor. Add up the parts . . . and create a new thing. It would be a “worker’s paradise.”

6. Evaluate 6. No. People gave up their political freedom in order To what extent did Communism solve the problems of to attain economic security. the Industrial Revolution? Class Discussion: Is that a bargain you would be willing to make? Consider the implications.

page 91 Take a little seed and make it bloom into a lovely flower (or poisonous plant).

Bloom!

Utopianism Here’s what we came up with . . . Transparency

1. Utopians set up model communities. Everyone would work and share what they had. 1. Define Economic cooperation would create harmony and Using your textbook, define it in 25 words or less. happiness. Utopians wanted social perfection, so they came up with impossibly idealistic schemes.

2. Interpret 2. Another “paradise.” Translate it into your own words. Make it memorable.

3. Apply 3. Everyone would work together on homework. What if you applied the principle of “Utopia” This would create harmony and happiness. to your own life?

4. Analyze 4. When it comes to work, everybody does not pull Analyze the parts: Utopianism doesn’t work. Why not? their weight. When it comes to money, people do not share. Utopians are easily disillusioned: They expect perfection from industrial workers.

5. Synthesize Add up the parts . . . and create a new thing. 5. If men were angels, Utopianism would work.

6. Evaluate 6. It would not. Even if a few model communities did To what extent would Utopianism solve the problems work, they would have zero impact on the dominant of the Industrial Revolution? factory system.

page 92 Take a little seed and make it bloom into a lovely flower (or poisonous plant).

Bloom! Socialism Transparency Here’s what we came up with . . .

1. Define 1. Socialism Using your textbook, define it in 25 words or less. is an economic system where a country’s basic industries are owned and controlled by government.

2. Interpret 2. It is public ownership. Translate it into your own words. Make it memorable. It is a mix: Government owns the basic industries. Individuals own the the smaller industries.

3. Apply What if you applied the economic system of 3. Answers will vary. “Socialism” to your own life?

4. By 1890, several countries in Europe had Socialist 4. Analyze parties. Before World War I started, all the Socialist Why did Socialism die out? parties were united. They all died out during World War I (1914-18): During that war, people had to choose between socialism and patriotism. They all chose patriotism.

5. Synthesize 5. Nationalism is stronger than socialism. Add up the parts . . . and create a new thing.

6. Evaluate 6. It might scare the government into making reforms: To what extent would Socialism solve the problems of Working conditions in factories. the Industrial Revolution? Living conditions in industrial cities.

page 93 Take a little seed and make it bloom into a lovely flower (or poisonous plant).

Bloom! Social Democracy Here’s what we came up with . . . Transparency 1. Social Democracy is a political movement that pumps up democracy in the political system, but keeps capitalism as the economic system. 1. Define They did not believe in revolution. Using your textbook, define it in 25 words or less. They believed in legislation.

The two key ideas are: a. Universal Manhood Suffrage b. Redistribution of wealth.

2. Interpret 2. You keep capitalism as the economic system. Translate it into your own words. Make it memorable. You give workers the right to vote, so the political system will check unbridled capitalism.

3. Apply 3. Answers will vary. What if you applied the principle of “Social Democracy” to your own life?

4. Analyze 4. Explain the two key elements of Social Democracy: Universal Manhood Suffrage Universal manhood suffrage a. Workers won the right to vote* Redistribution of wealth b. They formed their a political parties. c. They voted for their political representatives.

Redistribution of wealth d. The rich are taxed. (The U.S. income tax, 1913.) e. The money is used to solve poverty and unemployment, class conflict, economic depression.

The money is used to improve workers’ health, education, welfare and affordable housing. By welfare, we mean government takes care of the poor, unemployed, disabled, the elderly, widows and orphans.

5. Synthesize 5. Capitalism is competition. The winners must pay Add up the parts . . . and create a new thing. taxes to help out the losers. (A Social Democrat is the opposite of a Social Darwinist, who doesn’t care a fig for those who suffer.)

6. Evaluate 6. It did! To what extent did Social Democracy solve the Workers created their own political parties and voted problems of the Industrial Revolution? in their representatives. They, in turn, passed laws to improve working and living conditions.

page 94 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

Top Ten Reasons why capitalism needed government regulation . . .