Objectives: Students will be able to...(1) explain the impact of the assembly line on industry (2) define key terms and people of the industrial era. Homework: Read article on the “Lowell Girls” and write 3 comparisons with todays class or summarize in your own words (4 Sentences) DO NOW: TAKE OUT YOUR HOMEWORK AND SHARE YOUR DEFINITION OF THE MONROE DOCTRINE

 Started in England  Small hand tools to BIG machines  Why did industrialization grow in the US?  Free enterprise encouraged competition – Always willing to test new competition  New laws in the 1830s allowed companies to sell stock  Samuel Slater snuck in British technology!  Used to make textiles, lumber, shoes, leather, wagons, etc. INDUSTRIAL REVOLUTION NORTH

 What is an assembly line?  What do they do?  What should we make now? ASSEMBLY LINE

 Eli Whitney – Great New England Inventor  Interchangeable Parts – Machines made identical parts that were assembled by workers  First did this with Gun making  Samuel Morse – Morse Code  First telegraph line connected Washington D.C. and Baltimore  Over 50,000 miles of telegraph line connected the country! ADVANCES IN TECHNOLOGY

Regional Specialization EAST  Industrial SOUTH  Cotton & Slavery WEST  The Nation’s “Breadbasket”

Distribution of Wealth v During the American Revolution, 45% of all wealth in the top 10% of the population. v 1845 Boston  top 4% owned over 65% of the wealth. v 1860 Philadelphia  top 1% owned over 50% of the wealth. v The gap between rich and poor was widening!

 People moved to cities in search of factory jobs  Populations in cities doubled and tripled  One major opportunity:  Printers and publishers  1840 – 75% of population, and 90% of white population could read  Many female teachers such as, Sarah Buell Hale, and Lydia Howard Huntley Sigourney RISE OF LARGE CITIES

American Population Centers in 1820

American Population Centers in 1860

Lowell Girls What was their typical “profile?” Average age – 24 Contracts for 1 year (average stay 4 years) 5 am -7 pm (Average 73 hrs week) Average salary $2-3 a week Challenge traditional female roles but paid half as much as a men

Lowell Boarding Houses What was boardinghouse life like? women lived in each boarding house, with up to six sharing a bedroom Cost a week Would foster community as well as resentment

 Conditions were ridiculous  Managers and Workers had awful relationship  Workers Created Labor Unions: Workers who joined together to get better rights and working conditions  Strikes: work stoppages  Unions had little power and strikes failed WORKERS ORGANIZING

 Even though industry got big, farming (agriculture) #1  Northern Farmers sold extra goods to other towns and cities  Used money to buy machines  Northern families worked hard on their farms  Ohio – “As far as the eye can stretch in the distance nothing but corn and wheat fields are to be seen; and on some points in the Scioto Valley as high as a thousand acres of corn may be seen in adjoining fields, belonging to some eight or ten different people” FARMING STILL IN CHARGE

 Read the Lowell Girls article given to you by Mr. Collison and EITHER:  write down 3 comparisons with today’s class  OR  summarize it in your own words (4 Sentences) HOMEWORK