The Industrial Revolution
Traditional Farming Methods
1. List all of the
MACHINES
in the picture.
2. How many
POWER SOURCES
are in the picture?
3. What
SOCIAL CLASSES
are represented
here?
4. Using the picture,
write a sentence
describing life
before
industrialization.
Farming in the Middle Ages
 Villages
feed themselves ( subsistence
farming)
 One of three fields left fallow (empty) to
regain fertility
 Animals grazed in common pastures
 Disadvantages
 Land
use is inefficient
 Farmers did not experiment with new
farming methods
A Medieval Village
Video
I. The Agricultural Revolution

A.
1.
2.
3.
Improvements in farming methods in
the 1700’s boost crop yields and lead
to enclosed lands
Scientific Farming: keeping records of
out put
Jethro Tull: seed drill 1721
Charles Townshend: Crop rotation
Robert Bakewell: Livestock breeding.
Enclosure Movement



Wealthy landowners fenced in pastures & began
experimenting with new farming techniques
Villages lost common lands and political power
Peasants became poorer
Make a Prediction
Q. What will be the cause and effect of the
technological advances in agriculture?
 More Food = nutrition, healthier, population
increases.
 Work done by machines less of a need for
farmers.
 Many small farmers lose their land, move to
the city and become workers.
II. Ideal Conditions for Britain
A.
B.
C.
D.
E.
F.
Factors of Production- Land, Labor, and
Capital
Natural Resources: water, coal and iron.
Geography: many harbors, 6000 merchant
ships.
Science and Technology
Banking: loans and investment
Political Stability: free from Napoleonic
Wars
III. The Product
 Britain
leads the
way
 Raw Wool
 Linen
 Cotton: High
demand but too
expensive.
IV. The Inventions and
Inventors
John Kay : The
Flying Shuttle
 Weaver can
work twice as
fast.
A.
B. James Hargreaves
The Spinning Jenny
6 – 8 threads at one time.
C. Richard Arkwright

The Waterframe
1769
 Needed fast flowing
streams to drive
spinning wheels
D. Samuel Crompton

Spinning Jenny +
the water frame =
Spinning Mule
 Bulky and
expensive.
 Set up in large
buildings =
Factories.
F. Eli Whitney
 Cotton
Gin
 Makes slavery
profitable
 1791 9000 bales
produced.
 1831 987,000
bales produced.

Video
Questions?
 What
are the benefits so far in the new
machines?
 How are they powered?
 How is this a limitation?
 How would you improve them?
Mining






A Newcomen Pump
British Coal production
increasing in 1700s
Problem: dig deep and hit
water
Solution Newcomen Steam
engine: drove pump
James Watt (1736-1819)
found ways to dramatically
increase efficiency of steam
power
Steam power perfect for
running jennies and looms
A solution to problem in
weaving was found in
technical innovation
developed for mining
G. James Watt

1765 efficient steam
engine.
 Teams up with
Mathew Bolton
 Entrepreneurs:
organizes, manages
and takes risks in
business.
 Video
Effects of the Steam Engine
 Steam
power, used where coal exists,
increased textile production
 Improved mining
 Increased mining of metals, which
fueled other industries
Need for Iron & Coal

Iron needed for:
farming tools, new
factory machines,
railways
 Smelting makes iron
more pure, requires
carbon

Carbon, from coal,
needed to smelt iron
 Steam engines
powered by coal
 Video
Effects of Iron & Coal
 Britain
produced more iron than all other
countries of the world combined
 Coal powered Britain’s enormous Navy
 “The Sun Never Sets on The British
Empire.”
 Video
British Empire
At its peak controlled one sixth of humanity
Interchangeable Parts
Parts – All parts
are made to an exact standard so
they may be interchanged. If one
part breaks no problem!!
Interchangeable
Other Inventors/Inventions


Orville & Wilbur
Wright- airplane
 Elias Howe- sewing
machine
 Louis Daguerrephotography




Henry Bessemerpurified steel
Alfred Nobel- dynamite
Alessandro Voltabattery
Michael Faradayelectric motor
Thomas Edison- light
bulb
Still More Inventions &
Inventors

Nikolas Otto Alexander Graham
gasoline powered
Bell- telephone
combustion engine
 Giglielmo Marconi Karl Benzradio
automobile
 Inventions too
 Henry Ford- 1st auto
numerous to
in U.S.A.
mention all of
them…
 Samuel Morsetelegraph
V. Transportation
Railroads
1. 1804 Richard
Trevithick: first
steam locomotive.
2. George
Stephenson: the
rocket 25m.p.h.
Liverpool –
Manchester
Railway
3. Video
A.
A. Railroads
3. Effects:
a. Encouraged
industrial growth
b. New jobs
c. Boost to agriculture
d. Travel to
countryside.
The Impact of the Railroad

Society During the
Industrial Revolution



A. Urbanization-The
movement of people from
the country to the city.
European cities of 100,000
inhabitants rose from 22 to
44
B. Social Classes during the
Industrial Revolution



Upper class elite, 5%
(owned most of the country’s
wealth)
Middle classes, 15% (women
worked at home raising kids)
Lower classes, 80% (lived
mostly in tenement housingtightly packed apartment like
housing)
Why Flock to the City?
1.
Country Life: is harsh.
1.
2.
2.
Country Work
1.
2.
3.
Regular wages
The weather is not a factor.
Dawn to dusk
Family Work unit.
City Work
1.
2.
3.
4.
5.
Work by whistle
14 hours a day/six days a week.
Same work no changes
Factories badly lit and dirty.
Coal mines: Damp, dark, breath coal dust.
Capitalism/Laissez-faire

Capitalism—system of privately owned
businesses seeking profits
 Laissez faire—economic policy of not interfering
with businesses
 Job of the government is to protect your rights,
not interfere with business
 Adam Smith—defender of free markets, author
of The Wealth of Nations


Believes economic liberty guarantees economic
progress
Economic natural laws—self-interest, competition,
supply and demand
Five Elements of Capitalism
 Private

Equal opportunity for citizens to own business
 Free

Ownership
Enterprise
Freedom to produce and consume
 Supply and Demand

Inversely proportional High supply & low demand = low
Price
 Competition

Needed to secure highest quality
good at reasonable price
 Profit

Motive
Individuals make the money
What were the negative
effects of Capitalism?
I. Changing the way of Life
A.





Poor City Dweller
Lacked adequate
housing
Filthy
Overcrowded
slums
Unsafe conditions
Video
Urban Living
Conditions

Factory owners
rushed to build
housing
 Back to back row
houses
 Several people in
very small spaces
 Poor sanitation
 High disease rates
 Crime
 Massive pollution
Urban Living Conditions
Average Age at Death for Different Classes
CITY
GENTRY
TRADESPEOP LABORER
LE
S
Rutland
52
41
38
Truro
40
33
28
Derby
49
38
21
Manchest
38
20
er
Bethnal
45
26
Green
Liverpool
35
22
Rutland – agricultural area in central England
Truro – tin mining center
17
16
15
Social Consequences Cont.


Living & Working Conditions

Drab & blackened w/ soot

Housing: packed in & short supply

Lived in 1 rooms & life poor

1000’s children running around w/ no last name
Treatment of Workers

Jobs only for unskilled workers

Low wages-too low to support families

Worked long hrs – up to 14/day

Jobs tedious & oppressive

Few Holidays

Unemployment greatest fear – layoffs often

Workers not organized-couldn’t improve selves

Had to bargain individually – employers no sympathy
(competing w/ other industries)

Working Conditions




Long Hours- Most factory
workers labored between
12-16 hours a day, 6 to 7
days a week.
Unsafe Conditions-Miners
worked in unsafe
conditions in which death
and injury were
commonplace.
Child Labor-Although a
necessity for some
families, eventually child
labor was limited to 12
hours a day in England.
Children were beaten if
they didn’t work hard
enough.
Video
Textile Factory
Workers in England
1813
2400 looms
150, 000 workers
1833
85, 000 looms
200, 000 workers
1850
224, 000 looms
>1 million workers
D. Children

Begin work as
young as Six.
 14 –16 hour days.
 Pay was less than
25 cents a week.
1. Scavengers

Picked up
lint on the
floor under
the
machines.
David Rowland testimony before the House
of Commons Committee on 10th July, 1832.

Question: At what age did you commence
working in a cotton mill?
 Answer: Just when I had turned six.
 Question: What employment had you in a mill in
the first instance?
 Answer: That of a scavenger.
David Rowland testimony before the House
of Commons Committee on 10th July, 1832.

Question: Will you explain the nature of the work
that a scavenger has to do?
 Answer: The scavenger has to take the brush
and sweep under the wheels, and to be under
the direction of the spinners and the piecers
generally. I frequently had to be under the
wheels, and in consequence of the perpetual
motion of the machinery, I was liable to accidents
constantly. I was very frequently obliged to lie
flat, to avoid being run over or caught.
2. Piecers

Reuniting broken
threads from the
machines
William Dodd’s Testimony

At the age of six I became a piecer.
The continual friction of the hand in rubbing
the piecing upon the coarse wrapper wears
off the skin, and causes the finger to bleed.
The position in which the piecer stands to his
work is … in a sliding direction, constantly
keeping his right side towards the frame. In
this position he continues during the day, with
his hands, feet, and eyes constantly in
motion. It will be easily seen, that the chief
weight of his body rests upon his right knee,
which is almost always the first joint to give
way.
William Dodd’s Testimony
I have frequently worked at the frame till I could
scarcely get home, and in this state have
been stopped by people in the streets who
noticed me shuffling along, and advised me
to work no more in the factories; but I was not
my own master. During the day, I frequently
counted the clock, and calculated how many
hours I had still to remain at work; my
evenings were spent in preparing for the
following day - in rubbing my knees, ankles,
elbows, and wrists with oil, etc. I went to bed,
to cry myself to sleep, and pray that the Lord
would take me to himself before morning.
Robert Blincoe’s Testimony

The blacksmith had the task of riveting irons
upon any of the apprentices, whom the
master ordered. These irons were very much
like the irons usually put upon felons. Even
young women, if they suspected of intending
to run away, had irons riveted on their ankles,
and reaching by long links and rings up to the
hips, and in these they were compelled to
walk to and fro from the mill to work and to
sleep.
4. Injuries

Loss of legs, arms fingers. Crippled for life.
 No workmen's compensation.
Robert Blincoe’s Testimony
1828

A girl named Mary Richards, who was not
quite ten years of age, attended a drawing
frame, below which, and about a foot from the
floor, was a horizontal shaft, by which the
frames above were turned. It happened one
evening, when her apron was caught by the
shaft. In an instant the poor girl was drawn by
an irresistible force and dashed on the floor.
She uttered the most heart-rending shrieks!
Her bones of her arms, legs, thighs, etc.
successively snap asunder, crushed,
seemingly, to atoms, as the machinery
whirled her round, and drew tighter
Robert Blincoe’s Testimony
1828
and tighter her body within the works, her
blood was scattered over the frame and
streamed upon the floor, her head appeared
dashed to pieces - at last, her mangled body
was jammed in so fast, between the shafts
and the floor, that the water being low and the
wheels off the gear, it stopped the main shaft.
When she was extricated, every bone was
found broken - her head dreadfully crushed.
She was carried off quite lifeless.
Dr. Smith’s Testimony on
female health in the factories.

Question: Are not the females less capable of
sustaining this long labour than males.
 Dr. Samuel Smith: Yes. In the female the
pelvis is considerably wider than the male.
When having to sustain the upright posture
for long periods, the pelvis is prevented from
being properly developed; and, in many of
those instances, instead of forming an oval
aperture, it forms a triangular one, the part
supporting the spine being pressed
downwards, and the parts receiving the
heads of the thigh-bones being pressed
inwards.
Dr. Smith’s Testimony on
female health in the factories.
When they are expecting to become mothers,
sometimes because of the development of
the bones of the pelvis, there is not actually
space for the exit of the child which is within
the womb. Under these circumstances, it is
often the painful duty of the surgeon to
destroy the life of the child in order that he
may preserve the more valuable one of the
mother. I believe if horses in this country were
put to the same period of labour that factory
children are, in a very few years the animal
would be almost extinct among us.

Given the previous testimony on
working conditions of children, what
surprised you the most?
II. Reforms
A.
B.
C.
D.
Unions organized to raise wages and
improve working conditions.
Become legal and established. Skilled
workers carpenters and spinners
unionize first.
Collective bargaining: negotiations.
Strike: refuse to work
E. Factory Act of 1833



Illegal to hire children under nine.
Ages nine to 13 only 8hrs/day.
Ages 14 –18 up to 12 hrs/day.
Mine Act of 1842
Similar to the Factory Act of 1833
1.
Unions

Unions—associations formed by laborers to work for
change
 Unions negotiate for better pay, conditions with
employers
 Sometimes they strike—call a work stoppage—to
pressure owners
 Skilled workers are first to form unions
 Movement in Britain, U.S. must fight for right to form
unions
 Union goals were higher wages, shorter hours,
improved conditions
Child
Labor
 As concerns about the
welfare of children rose in
mid 1800s, Parliament held
investigations into working
conditions.
 New laws and new labor
unions improved conditions.
IV. Industrialization in the
United States
A.
B.
C.
D.
E.
The United States offers conditions
favorable to the growth of industry.
Samuel Slater teams up with Moses Brown.
Result spread of the American Textile
industry.
U.S. Industry fueled by the growth of
railroads.
The Industrial Revolution will translate into a
victory for the Union in the Civil War.
By 1900, the U.S. becomes the industrial
leader of the world in steel production and
oil refinery.
Cotton Gin
Gin – A machine that
separates the seeds from raw
cotton fibers.
Cotton
Effects of Cotton Gin
1.
2.
3.
4.
Profit per pound of cotton
skyrocketed.
Many plantations depended on it as
only major crop.
New plantations developed I
Alabama, Mississippi, Louisiana, and
finally Texas.
Slaves expanded from 700,000 to
1.5 million.
The Industrial Revolution
Economic Effects
• New inventions and
development of
factories
• Rapidly growing
industry in the 1800s
• Increased production
and higher demand
for raw materials
• Growth of worldwide
trade
• Population explosion
and a large labor
force
• Exploitation of
mineral resources
• Highly developed
banking and
investment system
• Advances in
transportation,
agriculture, and
communication
Social Effects
• Long hours worked
by children in
factories
• Increase in
population of cities
• Poor city planning
• Loss of family
stability
• Expansion of middle
class
• Harsh conditions for
laborers
• Workers’ progress
vs. laissez-faire
economic attitudes
• Improved standard
of living
• Creation of new jobs
• Encouragement of
technological
progress
Political Effects
• Child labor laws to
end abuses
• Reformers urging
equal distribution
of wealth
(i.e. Karl Marx)
• Trade unions
• Social reform
movements, such
as utilitarianism,
utopianism,
socialism, and
Marxism
• Reform bills in
Parliament
Effects of The Industrial Rev.

Wealth gap widens; non-industrialized
countries fall further behind
 European nations, U.S., Japan exploit
colonies for resources
 Imperialism spreads due to need for raw
materials, markets
 Europe and U.S. gain economic power
 African and Asian economies lag, based on
agriculture, crafts
 Rise of middle class strengthens democracy,
calls for social reform
More Effects

Produced goods for the masses
 Fortunes made
 age of unrestrained capitalism
 Raw materials came from colonies.
 Colonies were guaranteed markets
 Spawned abuses of labor:
 women, children chained to machines
 Rich became richer: dominated world
 Inequity of wealth
 led to Socialism, Communism in Europe

Video
Reforming the
Industrial World
The Industrial Revolution leads to
economic, social, and political reforms.
Capitalism,
Socialism, and
Communism
Capitalism/Laissez-faire

Capitalism—system of privately owned
businesses seeking profits
 Laissez faire—economic policy of not interfering
with businesses
 Job of the government is to protect your rights,
not interfere with business
 Adam Smith—defender of free markets, author
of The Wealth of Nations


Believes economic liberty guarantees economic
progress
Economic natural laws—self-interest, competition,
supply and demand
Five Elements of Capitalism
 Private

Equal opportunity for citizens to own business
 Free

Ownership
Enterprise
Freedom to produce and consume
 Supply and Demand

Inversely proportional High supply & low demand = low
Price
 Competition

Needed to secure highest quality
good at reasonable price
 Profit

Motive
Individuals make the money
Socialism
 Socialism-factors
of production owned
by and operated for the people
 Socialists think government control can
end poverty, bring equality
 Social Democrats: achieve through
democratic reforms (Welfarism)
 Marxists: achieve through Revolution
Communism







Karl Marx—German journalist proposes a radical
form of socialism, Marxism
Friedrich Engels—German whose father owns a
Manchester textile Mill
Marx and Engels believe society is divided into
warring classes
Capitalism helps “haves,” the employers known as
the bourgeoisie
Hurts “have-nots,” the workers known as the
proletariat
Marx, Engels predict the workers will overthrow the
owners
Write their ideas in a book “The Communist
Manifesto”
Communism






Marx believes that capitalism will eventually destroy
itself
Inequality would cause workers to revolt, seize
factories and mills
Communism—society where people own, share the
means of production
Marx’s ideas later take root in Russia, China, Cuba,
(Vietnam and North Korea)
Time has shown that society not controlled by
economic forces alone
No Religion in Communism
Five Elements of
Communism
 Economic
 Gov’t
 Class

determines what is produced
Struggle
The Haves vs. Have-Nots
 Surplus

Determinism
Value Theory
The goal of money will always abuse workers
 Proletariat
 Workers
 Individual
 Each
Rule
will control the society
Contributions
person must contribute to the
society with their individual skills
What is Communism?
Marx and Engels studied the history of the world’s economies.
 This means the way that power, industry and finance are controlled.
 They saw the way countries developed in stages.

Communism
Socialism
Capitalism
Feudalism
Primitive
Communism
Explain these please!
What is Communism?
Primitive
Communism
This is how humans first lived together – in small
tribes. Primitive means ‘not very advanced’ e.g.
hunting and gathering. Communism means that
everything was shared amongst the tribe – food,
jobs, belongings. No-one owned land. Eventually a
group comes to power – this leads to Feudalism…
What is Communism?
Under feudalism, a
king or emperor or
chief becomes the
ruler over all the
people.
Feudalism
Primitive
Communism
The people
are kept
uneducated
and told that
god chose
the king to
rule. The
church helps
the king this
way.
He gives land
and privileges
to ‘nobles’ who
rule the people
for him.
As trade develops,
some people get
richer. This leads to
Capitalism…..
What is Communism?
The business
owners or
capitalists get
richer while
the workers do
all the hard
work.
The
capitalists
get more
power to
serve
their own
interests.
Feudalism
Capitalism
Capitalism creates a huge workingclass of people who soon get angry
at the way they are treated. They
organise in unions and demand
changes. This will lead to a
revolution and Socialism…
What is Communism?
The workers
take control of
the country to
produce things
for everyone.
Capitalism
In the Socialist
revolution all the rulers –
kings, churches,
capitalists are got rid of.
Because nothing is
made for profit, all
people benefit from
education and health.
Socialism
These ideas
spread across
the world to
create
Communism….
What is Communism?
The remaining capitalists
put up a bitter fight, but
the will of the people will
always win.
Communism
Socialism
As everyone now works together,
war is a thing of the past – armies
are not needed. Sharing means no
police are needed. Everything is
provided by the people – so money
becomes a thing of the past.
All human activity
goes towards
benefiting each
other – allowing all
to live their lives to
the full.