Industrial Revolution
Do Now
Everyone in this class is (hopefully) wearing a
shirt and a pair of shoes.
After the bell, please make a note of the tags
on your shirt and shoes. Where are these
things made? Are you familiar with the
country? If so, what do you know about it?
Why are we doing this?
Your clothes, phone, food, the way you
got to school today and almost our
entire society is built around industrial
processes.
Some of these processes are local, many
are global, but they all had the same
starting point. The Industrial Revolution.
Industrial Revolution
Vocab Check: What is a revolution?
What do you think the “industrial
revolution” refers to?
Industrial Revolution
Definition: an increase in production
brought about by the use of
machines and characterized by the
use of new energy sources.
Why was it a “revolution”?
• Completely changed the world
• However, it took time (anywhere from 100 to 300
years, depending on the factors you look at)
Industrial Revolution
Actively read the first page of this text on
the Industrial Revolution: “A Revolution
in Great Britain”
Agricultural Changes
New Techniques and Technology
• Seed drill, spinning jenny, cotton gin, etc.
• Make it possible to make food and clothes cheaply
/ can be sold to townspeople for profits
• More food surplus = population growth and
specialization of roles in society
Factors of Production
• Explain this term.
• What are some of the factors that led this to take
place in Great Britain?
Land
• Coal available for mining and used to burn for fuel
• Extremely dangerous job (poor ventilation, flammable
materials and explosives, air pollution)
• Iron available for mining - used to make steel machinery
Labor
• Enclosure movement makes some farmers rich,
many others poor
• Poor farmers forced out of country and to the
cities in search of work
• Willing to work in factories and mills
Capital
• Feudal Europe: land is the source of wealth (nobles inherit
land)
• Modern/Industrial Europe: anyone who invests in factories
and machines can become wealthy (the bourgeoisie!)
• Political reforms and revolutions give these people more
power
Guns, Germs,
and Steel
• Jared Diamond asks why
Europe came to have
industrial and political power
in modern times
• The answer is complex and
has nothing to do with the
“fact” that Europeans are
better than anyone else!
• Availability of crops,
domesticated animals,
specialization in societies,
etc. had a huge impact
Homework
Explain the factors that helped begin the industrial
revolution to help complete your chart…
1. Agriculture
2. Land
3. Labor
4. Capital
5. Textiles
6. Steam
Industrial Revolution
Actively read this text on “A Revolution in
Textiles”
Textiles (Cloth)
• Making clothing a time consuming process
• Larger supply of wool (British farms converted to
pastures to raise more sheep) and cotton (slave labor in
the Americas)
• New inventions (cotton gin, spinning jenny, flying
spinning frame, flying shuttle) make it more efficient to
produce cloth
Factories
• Large buildings where these new, large machines
could be operated
• Not always a nice place to work…
Worker hand-sanding
jeans in Lesotho
(Africa), 2013
Industrial Revolution
Actively read this text on “Steam Powers
the Revolution”
Steam Power
• James Watt - “invents” steam engine (1712)
• Steam power begins replacing water power (energy
could be produced anywhere, not just along rivers)
• Steam engine responsible for powering many industrial
machines
Transportation
• For years, canals and rivers used to move goods
• Robert Fulton’s steamship / first in use (1807)
• Railways already being used in mines
• Many inventors create different versions of locomotives (18001830)
• 1000 miles of track in England by 1836 / 7000 miles in 1852!
Industrial Revolution
Watch this video from Crash Course on
the industrial revolution
Do Now
• What is an entrepreneur?
• How do entrepreneurs gain wealth?
• How is this different from the way that
nobles obtained wealth?
Capitalism
• Capital = any produced thing that can enhance a
person’s power to perform economically useful work
• Capital = money used to buy something with the intent to
make a profit on it
Capitalism
Capitalism = an economic system that relies on
investment of capital in machines and technology that
are used to increase production of goods for sale.
Capitalism
Industrial capitalism developed first in Britain in the 1800s.
Advantages for Britain:
• dominant power on the seas
• making money off of trade with its colonies, including the
slave trade
• English Civil War led to decreased government control of
economy & freer markets
• Farmers did well and invested in technology to make food
more quickly and cheaply
Capitalism
Entrepreneur
• A person who organizes and manages a business, usually
with considerable initiative and risk
• An employer of productive labor, or contractor
How Can Entrepreneurs
Control Costs?
• Actively read
• Respond to reading questions
• Be prepared to discuss
Taking Care of Business
• Complete activity on worksheet on
running a submarine sandwich shop
Capitalism
Watch an excerpt from this Crash Course
in World History video (0:50 - 7:40)
Do Now
1. What is the goal of capitalists /
entrepreneurs?
2. What are some possible ways that
capitalists / entrepreneurs can reduce
costs?
3. Besides entrepreneurs, what other people
have a stake in situations regarding
business?
4. How might their goals coincide? How
might their goals conflict?
Forging Ahead
Actively read this next reading on factory
life…
Before Factories
• In the “cottage industry,” people worked at home
• Required lots of skills and physical strength, work on
product from start to finish
• People could work at their own pace
• High risk involved in chance of fire or flood (home and
business ruined)
Factory Work
• Long workdays, noise, poor ventilation / sanitation
• Child laborers especially in demand / could be paid
less
Factory Towns
• Late 1700s / early 1800s: Whole towns grow up around
factories (ex: Manchester, England / Paterson, NJ)
• Families crowd into small tenement houses, sometimes
owned by the company
• Poor air quality in towns near coal mines
• Poor sanitation and disease
Urbanization
• Throughout 1800s, much of Europe (and U.S.) undergoes
rapid urbanization - growth in proportion of people living in
towns and cities
• Industrial cities need factories, lots of workers,
transportation network, warehouses, stores, and offices
(so industrial business can thrive)
Factory System
As industry moves from home to factory, the nature of
labor is changed and a new hierarchy is in place:
1.
2.
3.
Wealthy business people (capitalists) - invest in
factories and own them
Mid-level managers - run the factories and
supervise operations and workers
Low-level employees - run the machines
Factory System
• Capitalists who own the factories and machines feel entitled
to a profit / no need to share it with employees
• Workers only work on one part of a product / no incentive to
make it with better quality
• Plenty of workers available / could be easily abused or fired
Mass Production
…is the system of manufacturing large
numbers of the same exact item.
Interchangeable Parts
• Identical machine-made parts used to manufacture a product
• Workers could now make several of the same product much
quicker
• No need to repair items - just replace the parts!
• Also, a worker no longer needs to make something from start to
finish / anyone can add the next part
Assembly Line
• Product moves from
worker to worker
• Each worker only
performs one step in
making the product
• Workers can make
many items quickly
• Jobs involve less
skill / become
monotonous (boring)
Video Clip:
Modern Times
Reading Check
1. Name two facts that illustrate the
difficulties of factory work.
2. What factors combined to keep
workers’ wages low?
3. What was mass production?
Do Now
If you are 15 years old today, and without a high school
diploma, are you allowed to work?
If so, what kinds of jobs are available to you?
What kinds of jobs are not available to you?
Why do you think these kinds of jobs are available or not
available?
How much money do the jobs that are available to you pay?
The Sadler Report On Child Labor (1832)
Work in pairs:
Read aloud (and actively read) this report on child
labor in 1800s England textile mills
Take roles: one student as interviewer, one student
as interviewee
Respond in Writing
•
How do you feel in response to what you just
read?
•
Why do you think these conditions exist in these
textile mills?
•
What “bills” are being proposed to address
these issues?
•
What do you think people need to do to get
laws passed to address these issues?
Do Now
Think of a right that
you believe all
humans should
have.
Write it down.
Brainstorming
Human Rights
• Share your response with a neighbor.
• Share your neighbor’s response with the
class.
Do you think the right you named is a political /
civil right? Or an economic / social / cultural
right?
Which of these rights do you think industrial
workers in the 1800s had?
Revolutions and Rights
• The political revolutions of the late 1700s (American,
French) secured some political and civil rights for people.
• BUT during the industrial era, philosophers and workers
began to discuss other kinds of rights
Universal Declaration of
Human Rights (1948)
• Over 100 years later,
the United Nations
would draft the UDHR
for all humans
everywhere on the
planet
• The list would include
political and civil
rights, but also include
economic, social, and
cultural rights
Universal Declaration of
Human Rights (1948)
Article 23:
(1) Everyone has the right to… just and favorable conditions of
work and to protection against unemployment…
(3) Everyone who works has the right to [fair pay] ensuring for
himself and his family an existence worthy of human dignity…
(4) Everyone has the right to form and join [labor] unions for the
protection of his interests.
Universal Declaration of
Human Rights (1948)
Article 24:
Everyone has the right to rest and leisure, including
reasonable limitation of working hours and periodic
holidays with pay
Universal Declaration of
Human Rights (1948)
Article 25:
(1) Everyone has the right to a standard of living adequate
for the health and well-being of himself and of his family,
including food, clothing, housing, medical care, and
necessary social services, and the right to security in the
event of unemployment, sickness, disability, widowhood,
old age, or other lack of livelihood in circumstances
beyond his control.
Economic Ideas
& Worker Resistance
• Actively read this text on New Ideas in Economics and
labor unions
• Be prepared to discuss reading questions
Capitalism
• Comes to replace mercantilism (governments control trade)
• “laissez-faire” economics means “free to do” / government
should have hands off approach to trade
• Adam Smith’s Wealth of Nations becomes popular / British
government becomes less restrictive with trade
Capitalism
• Ideas of free markets
embraced by many
governments in the early
1800s
• Individuals and companies
begin to become extremely
wealthy
• * Today, it is arguable that
the 85 richest people in the
world have more power
and wealth than many
governments
Working Conditions
• Governments do not get involved to help poor workers
• Believe that too much help will stop them from working
hard
Working Conditions
• Feeling ignored, British workers start to organize in the early 1800s and
form labor unions (organizations that represent workers’ interests
• Since they get little help from government, they find other ways to try
and force managers to give them better wages and working conditions
• Example, stop production by going on strike
Working Conditions
• Afraid of revolution, Britain passes some reforms (1832)
that allows more men (many city factory workers) to vote
• Most other countries in Europe (or the U.S.) do nothing
“There is Power In a Union”
Recorded by Billy Bragg (English folk/rock singer) in 1986
Listen here
Do Now
• What popular economic ideas exist in the early
1800s?
• What role did most Western governments (England,
France, U.S.) play in the economy?
• When people compete in capitalism, how does that
work?
Economic Simulation
ROUND 1: CAPITALISM
1. You will start with a number of Hershey Kisses (money),
as Mr. Terry (the teacher) determines
2. Locate a “competitor” in the classroom (if there is an odd
number of students, try playing a 3-way game)
3. When Mr. Terry says “Rock, Paper, Scissors, SHOOT” play one round with your competitor.
4. Loser of the round gives up one Hershey Kiss
5. Repeat again only at Mr. Terry’s cue
6. If you run out of Kisses, you have to wait and watch
everyone else play
7. If you play out of turn or eat any of your Kisses, you will
be automatically disqualified
Economic Simulation
Debrief:
• How did you feel at the start of the game?
• How did you feel when you ran out of candy
and had to sit and watch?
• What tactics could you have used to get back
into the game?
• Was the game fair?
• What could the teacher have done to make
the game more fair?
Economic Simulation
Debrief:
• What do you think the “game” represented? How do
people “compete” in capitalism?
• What did Mr. Terry do during the game? What do you
think he represented?
• Which people in the room do you think could vote?
What might happen if more people could vote?
Capitalism
Fill in part of your graphic organizer
• Private ownership of industry by individuals and
companies (you started with your own candy)
• Freedom of competition (you competed in rock paper
scissors to determine and change outcomes - the
government (Mr. Terry) did not intervene)
• Results in unequal social classes (a few people win,
but many lose)
Economic Simulation
Round 2: Socialism
• Mr. Terry (government) will collect all your candy
(money)
• Mr. Terry will distribute candy accordingly
• This time, there will be no competition
Economic Simulation
Debrief:
• How do you feel now?
• Was this fair?
• Why or why not?
• If so, for who?
Socialism
Fill in part of your graphic organizer
• Government ownership of industry (Mr. Terry
collected candy)
• Sacrifice freedom of competition / equality is the goal
• Tries to achieve a society without social classes (no
heirarchy)
Socialism
• Considered to be a “natural” stage after capitalism by some
philosophers
• There are some aspects of democracy in the capitalist state
(ex: voting)
• The people/workers should take advantage of this and push
for change - capitalists will be forced to gradually hand over
power and make reform
• Do not always call for revolution (what happens in
revolutions?)
Socialism
• “To each according to his deeds”
• Lots of industrial production required, so that there is
plenty to go around
• People should be rewarded for their hard work
Socialism
Potential problems…
• Incompetence in government’s distribution system
• Incompetence or corruption in government’s leaders
Economic Simulation
WRITE:
• How many of you want to play again?
• Why?
Recap
In last week’s simulation…
•
•
•
•
What role did Mr. Terry play?
What role did students play?
What did the rock-paper-scissors game simulate?
What was it like during capitalism? What was it like
during socialism?
Communism
• Instead of Mr. Terry (government) seizing all your candy
and giving out equal numbers, a small elite group of
workers silences the wealthy capitalists (revolution! violent,
if necessary) and forces Mr. Terry’s hands to dole out some
candy where they see fit
• Eventually, you will learn how to work together (in small
communities called communes) to make your own candy
and won’t need Mr. Terry to give it to you
Karl Marx
• German philosopher/historian hanging out with socialists in
England - interested in workers’ struggle
• With Friedrich Engels, writes The Communist Manifesto
during uprisings in Germany (1848)
• Writes longer book about economy in 1867, Das Kapital
Communism
Marx and communists believe…
• Capitalists (bourgeoisie) are too good at keeping the
workers (proletariat) dumb / they do not understand the
problem and will never use democracy wisely
• The workers need an elite group of politically trained
people to start a revolution and educate the workers about
what is good for them
• Workers need “class consciousness” / need to be aware of
the fact that they are exploited
• Until then, they can never realize their agency
Communism
• The goal is to eventually live in a society free of
competition, but also free of government
• Socialism is okay, but it is just a step / not good
enough in the end
• People live in communities or “communes” and are
able to reward themselves and their co-workers with
the fruits of their labor
Communism
Fill in graphic
organizer…
• Industry owned by
communes
• No competition
• Equality achieved
Communism sees its role in smashing
all hierarchy in history, including
capitalism
Communism
Potential problems…
• Probably cannot be done without a violent revolution
• Like in other revolutions or conflicts, people may lose
some rights in order to achieve goals
• “utopia” is hard to achieve
The Challenge of Socialism
and Communism
• Actively read this text on “Competing
Economic Views” and be prepared to
discuss
• Actively read this primary source text
from Karl Marx & Friedrich Engels’ The
Communist Manifesto and be prepared
to discuss
Political Chart
•
Imagine you are living in industrial Europe in 1848, and revolutions are about to break
out. You and your worker friends need to become educated about politics very quickly.
• Draw this political chart on a fresh piece of paper
• Then place labels on it with the following groups:
capitalists, socialists, communists, monarchists
Workers’ Songs
• Music plays a big role in these revolutions as well
• “The Internationale” (adopted by socialists and
communists around 1890)
• “Solidarity Forever” (popular union song, originally
with American IWW workers, 1915 / this version
recorded by Pete Seeger in 1941)
• “There Is Power in a Union” (folk punk song by Billy
Bragg, 1986)
Today’s Economy
Over the past 200 years, some laws protecting workers
have been passed, but workers are still exploited in
producing a number of goods we consume today…
The Dark Side of Chocolate
…including chocolate.
• Watch this brief documentary film on child labor and human
trafficking in the chocolate industry.
• Take notes using video worksheet.
• Be prepared to discuss.
Fair Trade
What do you think the
phrase “fair trade”
means?
In a “laissez-faire”
economy, we can still
“vote” as consumers.
Actively read this brief
assignment on fair
trade.
Capitalism vs. Socialism
1.
2.
3.
4.
5.
6.
What are the benefits of participating in a capitalist economy?
What negative effects are associated with capitalism?
What are the benefits of participating in a socialist economy?
What negative effects are associated with socialism?
Is it possible to have capitalism without all the bad stuff? If so,
how?
Is it possible to have socialism without all the bad stuff? If so,
how?