Homework Assignments
Cycles 4-8
West Civilization 2010-2011
4-4
No Homework
4-5
MW 639-651, READER pp 58-61 (Engels, Disraeli)
In this reading, we pursue two related objectives. First of all, we
want to understand how the industrial revolution changed the lives
of the working poor, transforming some of them into a new
“working class”. In addition, we want to study reactions on behalf
of reformers and governments to these changes.
Overarching Question If you choose this option, your homework should consist of 10-12
sentences in response for the question you choose. Be sure to include at least 10 new terms,
names or dates in your response. If your work is more specific, you'll find that you recall
the information in greater detail when you have tests or quizzes.
Line by line Questions You need not answer these questions in full sentences, but you
SHOULD be sure that your notes will be meaningful when you study for a future test or
quiz. I suggest students copy and paste the questions to another document, leaving space
between each question for their own notes.
The Advance of Industrialization and Urbanization
MW: 639-651
Overarching Question: Describe changes in working and living conditions
accompanying the industrial revolution.
The Advance of Industrialization and Urbanization
1. When did the processes of industrialization and urbanization progress most
rapidly?
The Industrial Revolution
2. Which new technologies contributed to the rise of industrialization?
3. Why was England the first site of industrialization?
4. How were railroads “engines of change”? What did people hope the railroads
would do?
Formation of the Working Class
5. Define the “working class”. Which people made up the working class?
6. Who were the Luddites?
7. What happened in Saint Peter’s Fields, London?
8. Despite striking industrial growth, factory workers remained a ____________.
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Homework Assignments
Cycles 4-8
West Civilization 2010-2011
9. What was the life expectancy of workers in Manchester in 1840? What was the
overall average throughout England?
10. Which group of people did authorities worry about most? How many people
lived to a room in working-class districts of Breslau?
11. What did the Factory Act of 1833 outlaw? Why was the Mines Act of 1842
passed? What did the Central Short Time Committee achieve?
Urbanization and Its Consequences
12. What were some of the negative side-effects of rapid urbanization? How did
governments respond?
Reforming the Social Order
13. As you scan through the paragraphs, create a list of different reform movements.
14. What were the sexist preconceptions about women during this time?
READER pages 58-61: What are the three most striking ideas or observations that
you have on reading these pieces?
People, Places, Events, and Terms:
Items in BOLD are likely to appear as relationship terms.
Ideology
Industrialization
Rocket
George Stephenson
Steam engine
James Watt
flying shuttle
spinning jenny
putting-out system
working class
Luddites
Peterloo Massacre
Six Acts
Manchester
Laws in Response to Industrialization:
Factory Act of 1833
Mines Act of 1842
Central Short Time Committee
Cesspools
Cholera
Tuberculosis
Infanticide
Sati
Sunday Schools
Methodists
Free primary school education
temperance movement
Society for the Prevention of Cruelty to Animals
“Starvation Act”
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Homework Assignments
Cycles 4-8
West Civilization 2010-2011
Workhouses
Doctrine of domesticity
Charles Dickens
5-1
This assignment is in the book Discovering the Western Past A Look at the Evidence
(6th edition).
Labor Old and New: The Impact of the Industrial Revolution
Overarching Question: Prepare a paragraph analyzing the general
characteristics of "the old labor".
Discovering the Western Past Chapter 6: Labor Old and New
138-142; 147-154
138-142
1. Read the opening quote from Andrew Ure. What did he believe was the “main
difficulty” (in increasing production)?
2. note (pages 38-139): “The first generations of factory laborers encountered a
world of work dramatically transformed from that of their fathers and mothers, a
laboring situation with which most were totally unfamiliar.”
3. What was pre-industrial work like?
 Location,
 When did workers work (annual patterns?)
 Organization of workers? What did Guilds do for the workers?
4. What was the Putting-out system? Who had control over labor? What was “holy
Monday”?
5. Is it certain that the industrial revolution worsened workers’ living conditions?
6. How did work in factories differ from putting-out system?
 Hours and holidays?
 Family—did they work together?
i. Married Women?
ii. Children and unmarried women?


Place of work?
Working pace?
7. How did first generation of workers respond to these changes? Adaptation,
absenteeism, tardiness, (like students…)
8. What was life in the city like?
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Homework Assignments
Cycles 4-8
West Civilization 2010-2011
9. Why was there no organized resistance to industrialization? (what were
Combination Acts, Le Capelier Law?) Which group of workers did resist? Who
were the LUDDITES?
NOTES ON THE DOCUMENTS: Don’t fear the footnotes! You’re going to be
reading about things you’ve never heard of before, and usually the footnotes provide
clarification!
THE OLD LABOR
DOCUMENT 1: description of agricultural laborers during the 17th and 18th
centuries by Sebastien Le Prestre de Vauban (1633-1701)
1.
2.
3.
4.
What kind of work did these people do?
How long was the agricultural work year?
Why were their earnings insufficient?
What sort of nonagricultural employment did other members of the family take?
DOCUMENT 2: Evidence at a hearing on early industrial working conditions—
England.
1. What were the work conditions and standard of living of Mrs. Britton and her
husband?
2. How did she compare agricultural and factory labor?
DOCUMENT 3: Work year in 17th-century Lille.
1. Would you like to live by this calendar? Why or why not?
DOCUMENT 4: Guild Regulations in the Prussian Wool industry 1787
1. What kinds of advantages did membership to the guild provide?
2. What kinds of limitations did the guild place on members?
DOCUMENT 5: La Rochefoucauld Describes the Putting-Out System in Rouen,
France, 1781-1783
1. Who was employed in textiles in Rouen?
2. What does the duke tell you about the quantity of production in Rouen?
3. How did organization of work, quantity of production, and destinations of
products foreshadow certain features of the industrial age?
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Homework Assignments
Cycles 4-8
West Civilization 2010-2011
5-2
ONCE AGAIN, YOU CAN USE THIS AS AN OPPORTUNITY TO PREPARE
NOTE CARDS…
Labor Old and New: The Impact of the Industrial Revolution
 Overarching Question: How was the "new labor" an improvement on the
old system? Were there any ways in which the old system was better?
Discovering the Western Past THE NEW LABOR
Pages 155-173
DOCUMENT 6 A- 6 B: Weaving in 16th century and in 1833.
DOCUMENT 7: Labor Protest: Luddite Attack on a Water-Powered Textile Mill in
the West Riding of Yorkshire, April 11, 1812
1. What do you conclude about the seriousness of the threat the mill’s attackers saw
in the new technology it contained?
DOCUMENT 8: Rules for Workers … Berlin 1844
1. What sort of habits did these regulations seek to inculcate in the foundry workers?
2. Note the pay practices described in paragraph 18. Why would the management
have adopted these? What disadvantages did they represent for the worker?
DOCUMENT 9: Apprenticeship Contract for Young Women in Silk Mills, France
1850s
1.
2.
3.
4.
5.
How long was the apprenticeship?
When were wages paid?
What happened if a girl left before the completion of her apprenticeship?
What were the work hours?
In what ways did management seek to increase production?
DOCUMENT 9: Report of the Sadler Committee, 1832
1.
2.
3.
4.
5.
What effect did mill labor have on Cooper?
What were the hours of work?
How did overseers enforce punctuality and a faster work pace by young workers?
Were conditions within the mills conducive to good health?
When he had work problems and was unable to work, what recourse did Cooper
have?
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Homework Assignments
Cycles 4-8
West Civilization 2010-2011
DOCUMENT 11: Working Conditions of a Female Textile Worker in Germany,
1880s-90s
1.
2.
3.
4.
Note the date? Did working conditions improve since Cooper’s day?
How long was the workday?
Did the work demand exceptional energy or skill from the workers?
How did management impose discipline in such matters as punctuality?
DOCUMENT 12: Report on the Employment of Children in the British Mines 18411842
Joseph Staley:
1. What is his position in the mine? How might that affect his conclusions about his
miners’ health?
2. How many boys did he employ; how old were they? What kinds of work did they
do?
William Jagger
3. Age? How long has he worked in the mine?
4. What were his hours?
5. What does his testimony tell you about work conditions and mine safety?
Patience Kershaw:
6.
7.
8.
9.
What sort of labor did Kershaw do?
What weight of coal did she move daily?
What health effects did such labor have on women like Kershaw and her sisters?
What impression did she make on the parliamentary investigator?
5-3 In-class Impromptu Essay
5-4: Ideologies: introduction
As you work your way through this unit, always keep in mind that
these ideologies developed in response to the twin revolutions of the
19th century: the political revolution against traditional monarchy
and in favor of greater democracy, and the industrial revolution that
transformed everyday society and created many new problems. All
ideologies present a coherent set of beliefs about the way the social
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Homework Assignments
Cycles 4-8
West Civilization 2010-2011
and political order should be organized and changed, and the ones
we’re studying continue to have a huge impact on the world.
Questions For: MW 651-656
New Ideologies
Conservatism, Liberalism, Socialism
Overarching Question:
 Did 19th century conservatives and liberals have anything in common with
one another? How do their beliefs compare to those of American
"conservatives” and “liberals" today?
Conservatism
1. The French Revolution and Napoleonic Wars demonstrated the fragility of
traditional forms of g_____________, h_______________, and even
C______________.
2. Did Conservatives like the Enlightenment? Why or why not?
3. Who was the most important spokesperson of conservatism? What did he have to
say about government and change?
4. What did conservatives believe was an “essential foundation” for social stability?
5. “The ____________, too, had its rights, more important than those of any
_________, and established institutions best represented those rights.”
6. Which European leaders were the most conservative?
Liberalism
7. What did “classical” Liberals want “above all else”?
11. What did Jeremy Bentham advocate? Greatest G_____ For Greatest N________?
12. Why were liberals interested in slavery and "blood-sucking vampires"?
13. Why did English Liberals object to the Corn Laws?
Socialism and the Early Labor Movement
1. Who did socialists believe liberalism helped? Who did they believe were left out?
2. What did utopian socialists believe about private property?
3. What did socialists believe industrialization had done to society? How did they
propose to “restore harmony and cooperation”?
4. Was Saint-Simon in favor of a laissez-faire economy? Why or why not? What did
he want to maximize?
5. How was communism different from socialism?
6. Which two men would have the greatest impact on socialism?
7. Which “laws” did Marx and Engels seek to understand? What did the Manifesto
declare that the communists should do? Why did they want more, not less
industrialization?
8. What did the People’s Charter advocate? What did the Chartists do in 1838 and
39?
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Homework Assignments
Cycles 4-8
Ideology
Corn Laws
Edmund Burke
Reform Bill of 1832
Lajos Kossuth
Alexander Herzen
Robert Owen
Flora Tristan
Karl Marx
capitalists
New Harmony
Louis Blanc
Friedrich Engels
West Civilization 2010-2011
Jeremy Bentham
Anti-Corn Law
League
Henri de Saint-Simon
Pierre-Joseph Prodhon
Communist Manifesto
GGFGN
The Economist
industrialism
"communist"
People's Charter
Bring your Reader to Class!!!! We’re going to go
over David Ricardo and Thomas Malthus!
5-5: Classical Liberalism
Questions for Reader:
READER: pp 50-57, 62-67
Remember Adam Smith's overall world-view: that individuals acting in their own
interest unknowingly combine their efforts to improve the wealth of the entire
society.
Overarching Question: How do these men propose that we solve the social
problem of poverty? Is it necessary that some members of society live in poverty
in order to achieve long-term progress?
Reader 52-57
Adam Smith: “He Intends only his own Gain…”
 You’ve already read this once, but it bears review. Smith’s most
important contribution to history is his articulation of the core principles
of “capitalism”. As individuals seek to enrich themselves, they
unwittingly assist others at the same time. It’s a kind of “asocial
sociability” where everyone benefits although nobody is actively
attempting to help others.
David Ricardo: The Iron Law of Wages
1. Be sure to read the section in italics. Who was Thomas Malthus? What
did he argue? What is Ricardo's Iron Law of Wages?
2. In "the natural advance of society" what will happen to wages?
3. Do the laws of wages insure the greatest happiness to everyone?
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Homework Assignments
Cycles 4-8
West Civilization 2010-2011
4. Would Ricardo be in favor of welfare? Why or why not?
Thomas Malthus
1. How did Malthus propose we reduce the number of poor people in
society? Why did he take that position?
Samuel Smiles: Self-Help
1. What does Smiles believe is the best way of helping others?
2. What should be the role of government?
3. Do you agree with Samuel Smiles? Why or why not?
Pages 62-67
Herbert Spencer:
1. What "seems hard"? to Spencer?
Andrew Ure: The Philosophy of Manufactures
1. According to Ure, what types of things did members of the union do?
2. How does he respond to charges of poor working conditions and the
abuse of child labor?
3. Are workers in Ure's mills more or less healthy?
The Economist
1. What is the argument that the editorial board of the Economist is making?
6-1: Socialism
Here we learn about the “S-word”, socialism. The first thing you’ll
notice is that there were a wide variety of socialists, some radical,
some moderate.
Then, you’ll want to determine just what it is that socialists actually
want! How many of them want to destroy capitalism? What are their
criticisms of the free market?
Socialism: Owen, Blanc
Reader 68-72
Ideologies: Socialism and the Early Labor Movement

Overarching Question: How were Socialists and Liberals similar in their
outlook?
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Homework Assignments



Cycles 4-8
West Civilization 2010-2011
READER 68-69
Owen Utopian Socialism
Which principles does Owen embrace as axiomatic? What are his convictions
concerning human character traits and habits? What kind of community is it
possible for human beings to organize?
lines 53-76: Did Owen want to pursue revolution?
READER 70-72
Blanc "What does Competition mean to Workingmen?"
What does Blanc see as the greatest danger to the lives of workingmen? What
is his proposed solution?
6-2: Marxism
In this reading, we pursue two related objectives. First of all, we
want to understand how the industrial revolution changed the lives
of the working poor, transforming some of them into a new
“working class”. In addition, we want to study reactions on behalf
of reformers and governments to these changes.
Karl Marx
Liberalism and Socialism
Overarching Question: How is Marx's The Communist Manifesto a history of
capitalism and the bourgeoisie? Where does the proletariat fit into it?
Questions for Discovering the Western Past, Chapter 7 Liberalism and Socialism,
pages 174-176, 189-195.
Read Pages 174-176 and answer the following questions:
1. What was the “key for the success” of a Liberal system of government?
2. “Liberals believed that immutable natural laws regulated economic life.” Explain.
3. Socialists were disappointed by the Revolution of 1789. What had the revolution
provided? What did socialists want?
4. Why did Karl Marx call early Socialists such as Charles Fourier “utopian”
Socialists?
Document 5 (189-195)
1. How does Marx describe the development of European history? What evidence does
he point to in order to support his assertion?
2. What is ‘distinctive’ about ‘our epoch’?
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Homework Assignments
Cycles 4-8
West Civilization 2010-2011
3.
4.
5.
Which historical developments made the rise of the bourgeoisie possible?
What accompanied the development of the bourgeoisie as a social class?
Note: p 191: “The executive of the modern State is but a committee for managing
the common affairs of the bourgeoisie.”
6. What has the bourgeoisie done ‘wherever it has got the upper hand’? What has
happened to religion? Chivalry? Sentimentality? The family?
7. Why is "modern bourgeois society" like a "sorcerer's apprentice"? Commercial
crises?
8. How does the bourgeoisie get over these crises?
9. (Page 192-193) How does M. describe the proletariat?
10. What does the proletariat begin to do as it increases in number?
11. What are law, morality, and religion to the proletariat?
12. According to Marx, what do Communists want and why will the proletariat embrace
them?
6-3: Conservatism
In this reading, we’re going to look at the ideas of some of the great
conservatives of history. Consider how their ideas differ from those
of modern conservatives. In what ways are they similar?
R: 81-86
Leo XIII
Bismarck
6-4: Nationalism
MW: 656-661
READER:
Mazzini
Bismarck or Fichte
6-5:
Anarchism Bolshevism
7-1
Work on Essay
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Homework Assignments
Cycles 4-8
West Civilization 2010-2011
7-2
Essay Due
7-3
?
7-4
?
7-5
Gathering Storm
Birth of Mass Politics
MW: 758-770
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