The Industrial Revolution

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The Industrial Revolution
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• SSWH15 Describe the impact of industrialization,
  the rise of nationalism, and the major
  characteristics of worldwide imperialism.
• Objectives Explain the beginnings of
  industrialization. Describe the key inventions
  that furthered the Industrial Revolution.
• Identify transportation improvements.
• Trace the impact of railroads on Industry.

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• EQ How did industrialization (that began in
  Britain) pave the way for modern industrial
  societies?
• Vocabulary Industrial Revolution, enclosure,
  crop rotation, industrialization, factors of
  production, factory, entrepreneur

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Industrial Revolution in Great Britain

• Began in Great Britain in the 1780s.
• Wealthy landowners enclosed their land with
  fences of hedges creating enclosures.
• Using new farming techniques, such as crop
  rotation, and tenant farmers the landowners
  produced more food than ever before.
• An increasing population boosted the demand for
  goods and as many lost their land they flocked to
  cities to find work in new factories.

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• Factors of production, such as coal and iron ore,
  along with land, labor and capital, became vital
  to industrialization.
• Coal and steam replaced wind and water as new
  sources of energy and power to drive labor-saving
  machines.
• The world saw a movement from an economy based on
  farming and handicrafts to an economy based on
  manufacturing by machines and industrial
  factories.

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• Increased production led to food surpluses,
  population increases, and more jobs.
• The steam engine developed by James Watt, was
  crucial to Britains Industrial Revolution.
• Improvements in iron making led to the mass
  production of railroads. (Henry Bessemer)
• The Rocket was the name of the first locomotive
  built by George Stephenson.

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• SSWH15 Describe the impact of industrialization,
  the rise of nationalism, and the major
  characteristics of worldwide imperialism.
• Describe industrialization in the United States
  and Europe.
• Identify the effects of industrialization on the
  rest of the world.

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• EQ How did the Industrial Revolution set the
  stage for the growth of modern cities and a
  global economy?
• Vocabulary stock, corporation

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The Factory System

• a manufacturing system based on the concentration
  of industry into specializedand often
  largeestablishments)
• replaced the domestic system
• - signaled the onset of mass
• production in which
• standardized parts could
• be assembled by relatively
• unskilled workmen into
• complete finished products.

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• The invention of the cotton gin by Eli Whitney
  and the power loom by Edmund Cartwright led to
  the factory system.
• Since the new textile machinery was too large and
  costly for most workers to use in their homes,
  industrialists gradually moved cloth production
  out of cottages (domestic system) and into large
  buildings (factory system) near waterways.

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• Building large businesses required a great deal
  of money. To raise the money, entrepreneurs sold
  shares of stock, or certain rights of ownership,
  in the company.
• A corporation is a business owned by stockholders
  who share in the profits of the corporation, but
  are not personally responsible for its debts.

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The Spread of Industrialization

• Governments encouraged industrial development by
  setting up schools to train workers.
• Between 1850 and 1860 the Industrial Revolution
  made its way across the Atlantic to North
  America.
• In both Europe and America, roads and canals were
  built to link east and west and the steamboat and
  railroads made transportation easier.

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Social Impact

• The reduction of disease and warfare led to an
  increase in population across Europe.
• This increased population led to an
  over-dependence on certain crops such as the
  potato in Ireland. (1845-1851)
• The rapid growth of cities in the first half of
  the 19th century led to pitiful living conditions.

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New Social Classes

• The rise of industrial capitalism produced a new
  middle-class group--- the industrial
  middle-class. (bourgeois)
• Included lawyers, doctors, teachers, government
  officials.
• Sought to separate themselves from the working
  classes.

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• Industrial workers, who made up the working
  class, faced wretched working conditions.
• Conditions in cotton mills and coal mines led to
  the deaths of many workers.
• Both children and women worked in large numbers
  in the working class.

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Unions

• The Factory Acts limited the work hours of
  children and women and led to a new pattern of
  work for women based from the home.
• By the late 1800s and early 1900s working
  conditions began to improve with the creation of
  labor unions.

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Unions

• To discourage workers from joining unions,
  factory owners created a list which prevented
  workers from getting jobs throughout the
  industry.
• When union leaders and factory owners reached an
  agreement, they practiced collective bargaining.

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• 1802 Factory Act
• The first Factory Act ever passed by the British
  Parliament was called "The Factory Health and
  Morals Act, 1802" and applied principally, though
  not exclusively, to apprentices in cotton and
  woollen mills. The preamble runs as
  follows"Whereas it hath of late become a
  practice in cotton and woollen mills and
  factories, to employ a great number of male and
  female apprentices, and other persons, in the
  same building, in consequence of which certain
  regulations are now necessary to preserve the
  health and morals of such apprentices."The
  regulations, briefly stated, were the following

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1. The master or mistress of the factory must
   observe the law.
2. All rooms in a factory are to be lime-washed
   twice a year and duly ventilated.
3. Every apprentice is to be supplied with two
   complete suits of clothing with suitable linen,
   stockings, hats and shoes.
4. The hours of work of apprentices are not to
   exceed twelve a day, nor commence before six in
   the morning, nor conclude before nine at night.

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• (5)They are to be instructed every working day
  during the first four years of apprenticeship in
  reading, writing and arithmetic.
• (6)Male and female apprentices are to be provided
  with separate sleeping apartments, and not more
  than two to sleep in one bed.
• (7) On Sunday they are to be instructed in the
  principles of the Christian religion.

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