WHII.6

 =media type="custom" key="29537883" align="right"= =Summarize the social and economic impact of the Industrial Revolution=

** Impact of Technology **

 * ====**Luddites and the Luddite Rebellion of 1811-1813**====

** Child Labor **

 * ====** Compulsory Education **====

** Problems caused by urbanization and harsh working conditions **

 * ====**Women's History Resources**====
 * ====**Revolutionary Movements**====
 * ====**Communism**====
 * ====**Cooperative Movement**====
 * ====**Impressionism**====

//Focus Question: What was the social and economic impact of the Industrial Revolution?//
media type="youtube" key="zhL5DCizj5c" width="726" height="416" Click here for John Green's "Crash Course" on the industrial revolution

//[[image:https://upload.wikimedia.org/wikipedia/commons/3/3b/World_Map_1689.JPG width="80" height="69"]]For more, see AP World History Key Concept 5.1//
Aspects of the Industrial Revolution in Britain, from University of Massachusetts Dartmouth
 * Includes primary sources and an image gallery as well as background information

//-Economics/ Finance,// //Manufacturing,// //Transportation,// //Technology, Political// //Theory, and// //Sociology//
 * The Industrial Revolution was a time period between 1750-1830 where great advancements were made in various disciplines including:**



Click here for a comprehensive lesson plan on the Industrial Revolution. Click here for a Prezi on why the industrial revolution occurred, what and who were involved, and effects

For primary sources and lesson plans on the Industrial Revolution in the United States from the Library of Congress click here.

Click here for an interactive online textbook and its section on the Industrial Revolution.

For a brief overview of this period check out BBC's Bitesize History.



**England was the first country to take part in the Industrial Revolution for several reasons.**
1. The raw material Britain might have needed to start new inventions were easily accessible through their numerous colonies. 2. The colonies also served as imperative markets to sell the new goods and services too, which essentially ensures that the products created will be purchased. 3. They were flexible and wiling to accept the theories of Adam Smith's "invisible hand" to a certain extent. They were open to 'new monies' and family that were willing to take risks creating advancements. 4. The population was relatively well educated, which enabled a strong workforce to learn the new machinery and inventions.

For more information on Britain's development during the Industrial Revolution click here and explore the British Museum's exhibit.

Impact of Technology
1. Due to technologies, like the steam engine, resource extraction and productivity in factories greatly increased.

2. As these factories sent out more product, prices dropped, allowing commoners to purchase these goods.

3. New technology in farming allowed for surplus food, which created the chance for a population boom.

4. With then Enclosure Movement, many peasants were forced to move to cities to find work in factories.

5. The distribution of wealth shifted from the nobility and church to the masses, which allowed for the creation of the middle class.

6. Unsanitary conditions reigned throughout the tenements of England and the factories.

7. Women and children were used for factory workers because they were cheaper to hire than men.

8. Opposition to the changes created by the Industrial Revolution by groups called Luddites emerged.

9. This new also impacted people's perceptions. With inventions like the steam engine and the telegraph.

10. The world became smaller as people could more easily connect or travel to different areas. For more information on how the inventions of the Industrial Revolution changed the our perceptions watch John Green's Crash Course on the impacts of railroads and the Industrial Revolution.

Luddites and the Luddite Rebellion of 1811-1813
The Luddites, 1811-1816 from Victorian Web

What the Luddites Really Fought Against, Richard Conniff, Smithsonian Magazine, March 2011

The Frame Breaking Act of 1812


 * See Chapter 2 of Industrial Revolution: Primary Sources for writings by and about Luddites


 * Who Were the Luddites and What Did They Want? UK National Archives


 * The Luddites and Charlotte Bronte e-Text: Primary Sources
 * This collection includes a written Luddite threat against a textile mill owner, a Luddite oath, letters to unemployed knitters, and an excerpt from Charlotte Bronte's 1849 novel, //Shirley, a Tale//

Financial Implications of the Industrial Revolution
There are numerous financial implications that enabled the Industrial Revolution to take place during this time. A stable environment is crucial for development. The surrounding countries such as Spain, Portugal, Netherlands etc. had stable monarchies, which provided a safe environment for social, technological and cultural changes.
 * //1) Stable Environment://**

The United States, was a land filled with natural resources, specifically gold and silver. These natural resources doubled European wealth, which enabled the wealthy more flexibility to invest in further inventions.
 * //2) Capital Investment://**

Adam Smith's 'invisible hand theory increase competition and the drive to create new products. He motivated Britain to explore their imaginations and try to accumulate more wealth by investing in the industry.
 * //3) Capitalism://**

To learn more about the economic changes of the Industrial Revolution read this article by Professor Pat Hudson from the BBC.

The Vast Increases in Productivity and Wealth

 * Productivity was increased in Europe during the Industrial Revolution largely based on the fact that new technology, such as Watt's Steam Engine, was able to speed up the production process. Not only could natural resources (such as coal) be extracted and shipped quickly, they could also be done so inexpensively. This allowed for more production and a huge amount of capital being brought to the owners of the mines.
 * The same was true for factories, which were becoming increasingly important throughout the region. New textile machines were introduced into the industry; these machines created quick and cheap materials for the general public to purchase. Prior to the invention of these machines, textiles were usually produced in the home or were purchased for outrageously expensive prices. These textile factories also allowed people who previously had only worked in the agricultural realm to enter a more urban area and work for actual wages.
 * These people became consumers themselves and added more wealth to society, and especially to the entrepreneurs of the era.

See if you can be a successful entrepreneur during the Industrial Revolution in England by playing Who Wants to be a Cotton Millionaire from the BBC.



Population and Urban Growth

 * As farming became more of an exact science during the Industrial Revolution through the use of new machinery and technology, European farmers were able to produce a surplus amount of food.
 * This resulted in increased health and a population explosion.
 * In 1695, the population of England was 5.5 million. By 1801, the population was 9.3 million, and the population skyrocketed again, to 15.9 million in 1841.
 * Due to England's new laws of Enclosure, which basically reduced the number of farmers in rural areas of the land and displaced peasant farmers, a large population had to leave the agricultural realm and enter an urban area in pursuit of work.
 * Since so many peasants were removed from the countryside, the factories were flooded with potential workers who were desperate for employment.
 * While this helped the Industrial Revolution as an economic movement, it created social problems that England would have to deal with for decades.

Primary Source description of Manchester during the Industrial Revolution

Click here for an interactive animation of Britain's population history. Take note of the massive population growth that took place between the 18th and 19th centuries as a result of the growth of cities.

The Growth of a Middle Class

 * Lawyers, doctors, and factory owners began to spring up across Europe.
 * Previous to this time period, wealth was distributed within the nobility and the Church.
 * Things began to change as entrepreneurs began building factories and producing cheap products through the use of cheap labor.

Child Labor
media type="youtube" key="pOIvdhmMaOE" width="560" height="315" Click here to view possible lesson plans for teaching about Child Labor in the US by the Library of Congress
 * The use of child labor has been practiced far back into human history.
 * The Industrial Revolution represented a skyrocketing of the number of child workers as they went to work in factories to help support their families.
 * Starting in London and neighboring British cities, factories popped up across Europe and over to America
 * Factory owners saw children as valuable assets to their production
 * small stature of children and their ability to fit in small spaces
 * the small size of their hands able to make delicate items
 * abled to be paid lower wages
 * more difficult for children to unionize
 * Especially in the early years, factories and their policies were unregulated and their workers were unprotected
 * In these factories, children were exposed to such dangerous conditions, they often died or were seriously injured
 * They were promised a bed and food
 * These children were often orphans
 * Some workhouses offered education, but usually they were vocational skills masked with the title of education
 * They were signed over to work as apprentices until the age of 21
 * If they tried escaping, in some instances, they were sent to horrid "punishment rooms" is solitary confinement for a week
 * Watch this video by BBC on child labor at the wake of the revolution as well as its parallels to today's instances of child labor
 * media type="youtube" key="_6ByG7q74qg" width="560" height="315"

Compulsory Education

 * [|Sir Ken Robinson] says in one of his most famous talks that our current system of education is:
 * based off the intellectual culture of the enlightenment
 * in the economic circumstances of the industrial revolution
 * Traditionally, this transition into compulsory schooling is compared to the production of a factory
 * children were seen as the raw materials, teachers as the workers, and schools as the factories
 * The conditions of children working in dangerous factories were exposed by muckrakers
 * This exposure led to the creation of child labor laws and public education initiatives

Problems Caused by Urbanization and Harsh Working Conditions
Since they were paid less than men in factories, factory owners made a practice of hiring women and children in order to keep costs down and increase their own profits.
 * With a large influx of poor workers pouring into England's cities, poor working and living conditions were to be expected.
 * Until the 1800s, there were no health laws in England for the poor, so most factory workers lived in filthy tenement buildings.
 * Many of the buildings were made of cheap slate so they were cold and damp
 * They often had to share water sources and waste facilities which caused disease to run rampant through the living areas. Death rates were high when people were subjected to such living conditions.
 * 50% of Manchester in 1830 had no drainage system, contributing to the easy spread of disease
 * Conditions at the factories were not much better; extremely long hours, poor pay, and disease made the factories miserable places to spend your working days.
 * Young children and women were paid two dollars a week and worked from 5 am to 7 pm, with one half hour break for breakfast and one for dinner.
 * The social repercussions of women working were always worried about. Society worried that working would taint them and make them less suitable for marriage.
 * Due to the concentration of women in the workforce during the Industrial Revolution, early forms of feminism began to emerge from women factory workers.
 * This spawned more female involvement in many reform movements, including anti-slavery movements and ones against the Mexican American War.
 * In Lowell, Massachusetts, for example, female factory workers started their own publication called //The Lowell Offering//.
 * Explore a digital version of The Lowell Offering from Harvard's digital library service.
 * Until 1833 when the Factory Acts were passed, there were no limits on child labor in England, mostly due to the pressure factory owners placed on the government.



Women's History


For more information, see The Plight of Women's Work in the Early Industrial Revolution in England and Wales

For an article on how the Industrial Revolution led to women's increased involvement in social reform click here.

Watch actor Marissa Tomei recite a journal entry from a young factory girl about to strike.

Click here for a primary source from a woman interviewed after having lived through the Industrial Revolution

Explore the Women's History Museum and their exhibit on women's role in the Industrial Revolution in the US, and their primary documents from letters and essays written by factory women.

Also, here is a link/lesson plans about women's roles during the Industrial Revolution as Textile Workers, Miners, and Seamstresses

Click here for a Prezi on the role of women in society during the Industrial Revolution

Click here for more information on life in industrial towns

Click here for a short video explaining the effects of Industrialization in Great Britain.

[[image:rotating gif.gif width="66" height="66"]]See WHII.7 for the influence of Karl Marx
Karl Marx wrote in The Communist Manifesto (1848) that all of human history is based on the conflict between the bourgeoisie (those who own the means of production) and the proletariat (working class). He predicted that the proletariat would rise up in a violent revolution to overthrow the bourgeoisie and create a society with an equal distribution of goods and services.

Click here for more information on the beginnings of Communism

This link contains a detailed description of the life and ideas of Karl Marx

This video describes the political theory of Communism as it was viewed by Karl Marx

**Co-operative Movement**
This website provides information on the Co-operative Movement that emerged during the Industrial Revolution as an alternative to Capitalism

This video describes the history behind the Co-operative movement that emerged in England during the Industrial Revolution

[|History of the Co-Operative Movement] from the International Cooperative Alliance

** Impressionism **
For insights into changes in art in the last half of the 19th century, see Monet and the Impressionists from the Art Gallery of New South Wales. Go to the bottom of page and click on the link to Monet Education Slideshow (including Monet short film).

For more, see Impressionism from the WebMuseum, Paris.

See also Impressionism: Art and Modernity from the Metropolitan Museum of Modern Art.

American Immigrants and their Impact on the Industrial Revolution

 * =====America's story is one of immigrants. The Industrial Revolution was happening simultaneously with the influx of American immigration. Immigrants of all ages came to America to work in factories for low wages in poor conditions. The Triangle Shirtwaist Factory was no exception. media type="youtube" key="FguWSsW21CQ" width="560" height="315"=====
 * The fire at the Triangle Shirtwaist Factory was a tragic event that took 146 lives of mostly immigrant women. On a smaller scale, tragedites were common and immigrants
 * The Hollingworth Letters are a collection of letters from British-American immigrants in the early 19th century writing to loved ones in England about their experiences. [|Click here] to read the letters

Child Labour and the Industrial Revolution. Retrieved March 1, 2007, from Nettlesworth School Web site: http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html Photograph of Hand Loom. Retrieved March 1, 2007, from Social Studies School Service Web site: [] Industrial Revolution History. Retrieved March 5, 2009, from website: [] Art History: http://smarthistory.khanacademy.org/
 * Works Cited**