Which of the following was a widespread
social consequence of industrialization in
the 1800s
 A. a decline in the social status of women
 B. an increase in the power and prestige
of the landowning aristocracy
 C. the general leveling of social
hierarchies based on wealth
 D. the creation of a wage-earning working
class concentrated in urban areas

Which of the following was a widespread
social consequence of industrialization in
the 1800s
 A. a decline in the social status of women
 B. an increase in the power and prestige
of the landowning aristocracy
 C. the general leveling of social
hierarchies based on wealth
 D. the creation of a wage-earning working
class concentrated in urban areas

An important reason for China’s rapid
population increase in the 17th and 18th
centuries was…
 A. the introduction of new crops from the
Americas
 B. the end of the bubonic plague in Asia
 C. the widespread adoption of the
European three-field system
 D. unprecedented immigration from the
Mughal and Ottoman empires.

An important reason for China’s rapid
population increase in the 17th and 18th
centuries was…
 A. the introduction of new crops from the
Americas
 B. the end of the bubonic plague in Asia
 C. the widespread adoption of the
European three-field system
 D. unprecedented immigration from the
Mughal and Ottoman empires.

Which of the following best explains why
myths are useful to historians?
 A. myths clarify how ancient technology
worked.
 B. myths analyze how great heroes
created the first societies.
 C. myths provide insights into the values
and traditions of their societies.
 D. myths give detailed plans showing how
ancient leaders achieved power.

Which of the following best explains why
myths are useful to historians?
 A. myths clarify how ancient technology
worked.
 B. myths analyze how great heroes
created the first societies.
 C. myths provide insights into the values
and traditions of their societies.
 D. myths give detailed plans showing how
ancient leaders achieved power.






Which of the following best describes how 19th
century European industrialization affected
European women’s lives?
A. by the end of the century, new social welfare
legislation made it possible for most women to
earn university degrees.
B. married women found it increasingly difficult to
balance wage work and family responsibilities.
C. by the end of the century, women gained the
right to vote in most European countries.
D. women came to dominate the agricultural
workforce as men moved to cities to take
industrial jobs.





Which of the following best describes how 19th
century European industrialization affected
European women’s lives?
A. by the end of the century, new social welfare
legislation made it possible for most women to
earn university degrees.
B. married women found it increasingly difficult to
balance wage work and family responsibilities.
C. by the end of the century, women gained the
right to vote in most European countries.
D. women came to dominate the agricultural
workforce as men moved to cities to take
industrial jobs.





Before 600 C.E., large centralized empires such as the
Han, Persian, and Roman empires, extended their
military power by…
A. giving more political power to the common people
in conquered territories, thus eliminating the need for
large armies of occupation.
B. developing supply lines and building infrastructure,
including defensive walls and roads.
C. creating open societies inclusive of different
religious and cultural practices, thus decreasing the
chance of revolts.
D. recruiting their armies entirely from inhabitants of
their core territories and excluding members of
newly conquered lands.





Before 600 C.E., large centralized empires such as the
Han, Persian, and Roman empires, extended their
military power by…
A. giving more political power to the common people
in conquered territories, thus eliminating the need for
large armies of occupation.
B. developing supply lines and building infrastructure,
including defensive walls and roads.
C. creating open societies inclusive of different
religious and cultural practices, thus decreasing the
chance of revolts.
D. recruiting their armies entirely from inhabitants of
their core territories and excluding members of
newly conquered lands.





The North and South American
independence movements of the late 18th
and early 19th centuries shared which of the
following?
A. revolutionary demands based on
Enlightenment political ideas.
B. Reliance on Christian teachings to define
revolutionary demands.
C. Industrial economies that permitted both
areas to break free of European control.
D. Political instability caused by constant
warfare among the new states.





The North and South American
independence movements of the late 18th
and early 19th centuries shared which of the
following?
A. revolutionary demands based on
Enlightenment political ideas.
B. Reliance on Christian teachings to define
revolutionary demands.
C. Industrial economies that permitted both
areas to break free of European control.
D. Political instability caused by constant
warfare among the new states.
In contrast to initial industrialization, the
second Industrial Revolution in the last
half of the 19th century was particularly
associated with the mass production of
which of the following?
 A. textiles, iron, and coal
 B. textiles, automobiles, and plastics
 C. airplanes, ships, and radios
 D. electricity, steel, and chemicals

In contrast to initial industrialization, the
second Industrial Revolution in the last
half of the 19th century was particularly
associated with the mass production of
which of the following?
 A. textiles, iron, and coal
 B. textiles, automobiles, and plastics
 C. airplanes, ships, and radios
 D. electricity, steel, and chemicals

Most world historians would agree that
the key to European predominance in the
world economy during the 19th and early
20th centuries was…
 A. the Industrial Revolution
 B. European medical technology
 C. Spanish control of New World silver
 D. the Enlightenment

Most world historians would agree that
the key to European predominance in the
world economy during the 19th and early
20th centuries was…
 A. the Industrial Revolution
 B. European medical technology
 C. Spanish control of New World silver
 D. the Enlightenment

Bell Ringer

Imagine you are around during the time of
the Industrial Revolution. Do you think
you would have been able to work 7 days
a week and 16 hours a day? Now imagine
you are 6 years old do you think you
would be able to do that work load?
How do you think that would impact you
as a person?
Bell Ringer

What was the first product to be
industrialized?
Agenda/Objectives
Reading – Industrial Revolution
 How does the Industrial Revolution
begin?
 - What factors help lead the way.
 What were two important results.
 Inventions.
 Impact on social and political life.
 Video: Child labor in England part 1.

Take a minute

Make a list of everything you have used
today that could possibly be attributed to
the Industrial revolution.
The Industrial Revolution

Refers to the greatly increased output of
machine-made goods that began in
England during the 18th Century.
Life before the Industrial Revolution

Before the Industrial Revolution, most
Europeans worked & lived on small
farming villages using inefficient methods
of farming
◦ Farmers relied on the medieval & inefficient
three-field system
The Industrial Revolution Begins
1700: Large wealthy landowners buy much
of the land that village farmers had once
worked.
 - Dramatically improve farming methods.
 #AgriculutralRevolution
 #pavedthewayfortheindustrialRevolution
 #hashtag

The Agricultural Revolution
Large landowners enclosed their land
with fences or hedges – enclosures
 - experimented to discover more
productive farming methods to boost
crop yields.
 Enclosure Method had 2 important
results:

Enclosure Movement
Process of taking over and fencing off land
formerly shared by peasant farmers.
 Larger fields = more output.


Small farmers are displaced = move to
cities for work.
Seed Drill
Jethro Tull – thought scattering seed
across the land was wasteful. (most seed
did not root)
 1701 – created the seed drill.
 - Allowed farmers to sow seeds in wellspaced rows at specific depth.
 - More seeds rooted and grew.

Crop Rotation

Does anyone know what this term
means?
Crop Rotation
Farmers would change crops each year.
 1st year – wheat: exhaust soil.
 2nd year – plants a root crop i.e. turnip.
 - restores nutrients.

Livestock improvements
Robert Blackwell had his best sheep
breed.
 - others followed his lead.


1700- 1786: Average weight for lambs
climbs from 18 to 50 pounds.
What does this all mean?
As food supplies grow and living
conditions improve…..
 England’s population increases and
demand for manufactured good increases.
 - As small farmers lost land they became
factory workers.

That’s great Mr. Burns but why
England?!?!
Large population.
 Extensive natural resources.

Stop! Think about it?
What is needed to have an industrial
state?
 30 seconds to think about it.

Industrialization






The process of developing machine
production of goods – required such
resources…
Resources included:
1. water power and coal to fuel the new
machine.
2. iron ore to construct machines, tools, and
buildings.
3. River for inland transportation.
4. Harbors from which its merchants ship set
sail.
Britain’s Economic Strength and
Stability
Business people invested into new
inventions.
 Highly developed banking system
contributed to industrialization.
 - bank loans = new machinery.
 Growing overseas trade, economic
prosperity, and a demand for goods –
thanks to the colonies.
 Military success kept Britain soil safe.

Britain’s Economic Strength and
Stability

Parliament passed laws protecting
business and helped expansion.
Energy Revolution
Coal was used to power the first steam
engine.
 James Watt (1769) created a pump to
remove water out of mines.
 Vital power source during Industrial
Revolution
 By 1780, rail lines crisscrossed Britain,
Europe, and eastern North America.
 Improved trade.
 Encouraged travel for common people.

Factors of Production

What do you think they are?
Factors of Production

Land
Factors of Production

Labor
Factors of Production

Capital (Wealth)
From the reading what were some
major inventions?
1733- John Kay invention doubled the
work a weaver could do in a day.
 1764- James Hargreaves invented a
spinning wheel – named it Jenny.
 - allowed a spinner to work 8 threads at a
time.
 Eventually took the weaving out of the
home and into buildings called factories.

Britain Led the Rise of Industry
British revolutionized textile industry
 One invention led to another.
 Flying Shuttle, Spinning Jenny, Water Frame,
Spinning Mule, Power Loom, and Cotton Gin
 These inventions were too expensive for
home use.
 Welcome to factory life!
 Increased cotton and linen output.
 1785 = 40 million yards
 1850 = 2 billion yards!

What did Eli Whitney invent?

The Cotton Gin – multiplied the amount
of cotton that could be cleaned.

How does this have an effect on the U.S.?

Possible that slavery would have ended
before the Civil War but due to the
Cotton Gin it increased production in the
south.
Economic effects on the world
Goods were produced more efficiently
 Supply of goods increased
 Prices of goods decreased
 More consumer demand due to lowered
prices
 Jobs were created in factories and on rail
lines
 Social changes as well!

Social Effect of the Industrial Revolution
1. Urbanization
 A movement of people to cities.
 Did they come by choice?
◦ Yes and no…changes in farming and demand for workers.
Overcrowding
Manchester

◦ 17,000 in 1750…40,000 in 1780…70,000 in 1801!
Dirty and disease ridden from factories.
 City governments were corrupt and inefficient.
 Cities were unsafe.
Tenement housing
 Shabby apartment buildings.
 No light, no running water, many to one room, and no
sanitation system.

Social Effect of the Industrial Revolution
2. Hazards of Factory Life
 Long work days.
◦ 12-16 hours.

No safety devices.
◦ Loss of limbs and lives.

Pollution.
◦ Coal dust and lint into lungs of workers.

Women were paid less than men.
◦ Many employers preferred women to men.
 Thought they could adapt to machines better and easier to
manage.

Grim family life.
◦ Concept of the “double-shift
Social Effect of the Industrial
Revolution
3. Children Suffered in Mills and Mines
 Were “trappers”.
◦ Cleared the ventilation shafts.




Orphaned children worked for food and
board.
Many families needed the extra money.
Many were beat and very few received an
education.
Factory Act of 1833.
◦ Minimum 13 years old and maximum 8 hour day.
4. Middle Class Expanded
 Rise of factory owners, shippers, and
merchants.
 Lived in nice housing, dressed and ate
well, and women did not work.
 Viewed the poor as lazy or ignorant.
◦ Responsible for their own misery.
Political Effects of the Industrial
Revolution

Capitalism vs. Socialism
◦ Capitalism.
 Individuals, rather than governments, control the factors
of production.
 Land, labor, and capital.
◦ Businesses are privately owned.

Socialism.
◦ Government owns the means of production and
operates them on behalf of the people.

Reform movements, unions, and anti-trust
laws are created.
Inventors and inventions
Cotton Gin (invented by Eli Whitney 1793)
Telegraph (invented by Samuel Morse 1836)
Sewing Machine (invented by Elias Howe 1844)
Theory of Evolution (Charles Darwin, 1859)
Transatlantic Cable (invented by Cyrus Field 1866)
Telephone (invented by Alexander Graham Bell, 1876)
Electric Light Bulb (invented by Thomas Edison, 1879)
Automobile (invented by Karl Benz, 1885)
Radio (invented by Guglielmo Marconi 1895)
Airplane (invented by Wilbur and Orville Wright,
1903)
 Assembly Line (invented by Henry Ford, 1913)










Describe this picture
This little girl is so small she has to stand on a box to
reach her knitting machine. Loudon Hosiery Mills –
Tennessee, December 1910.
Children working in mines. Called
“hurriers”.
How old is this boy?

Shorpy Higginbotham,
“greaser” at the Bessie
Mine of the SlossSheffield Steel and Iron
Co. He said that he
was 14 years old, but
that was doubtful. The
greasers carried heavy
pails of grease and
were often in danger
of being run over by
the coal cars,
December,1910
Injuries were common!

While working in Sanders
Spinning Mill, Bessemer City,
N.C., Giles Edmund Newsom,
a piece of the machine fell on
to his foot mashing his toe.
This caused him to fall on to a
spinning machine and his hand
went into unprotected
gearing, crushing and tearing
out two fingers. He told the
attorney he was 11 years old
when it happened. His parents
said he was 13 years old. The
school census taken at the
time of the accident made
him 12 years old. October
23rd, 1912.
Francis Lance, 5 years old, 41 inches high. He
jumps on and off moving trolley cars to sell papers
– St. Louis, Mo.