1. Unit I: Rights and Revolution History 112 S. Saunders
Social Change and Conflict- Government and worker response: the Industrial Revolution
Unit I: Rights and Revolution
History 112
S. Saunders

2. Outcome 2.1.2
Analyze elements of social change/conflict during the Industrial Period

3. Social Changes and living conditions
Individuals began to move from rural regions to urban areas in search of work in the factories.
Massive swellings of populations.
Led to bad living conditions for the working poor…

4. Living Conditions – a divide
Capitalism: The rich (business owners) became more rich.
The poor: factory work….children working and not going to school. Overcrowding in cities – disease

7. Working Conditions in Factories

8. The Working Class
A new class of people emerged who were employed in the factories—the working class—who tended to wear blue-collared shirts.
These people are unskilled labourers and were called proletariats.
Breaker Boys 5 minutes

9. Poor Working Conditions in Factories
The factory system led to poor working conditions.
Long hours, little pay
Unhealthy air quality
Unsafe machinery
As a result, workers joined together to force their employers and the government to do something.

12. Outcome 2.1.3
Understand and be able to explain how governments and workers responded to issues of industrialization.

13. Unfortunately, the factory system led to poor working conditions in the factories. As a result, workers joined together to force their employers and the government to do something.
These become the first unions.

14. Unions during the Industrial R
Union: An organization of workers who have banded together to achieve common goals in key areas and working conditions.
What is the meaning of this song?
What is the purpose of this song?
Who is the intended audience?
Artist: Pete Seeger (3 mins)

15. Today’s Protest Music https://www.youtube.com/watch?v=LYW6S3hHvrI
David Rovics
What does this song tell us about protest activity today?

16. Connection to today: The issues are global.
Just as in the old union movement, we are still talking about economic justice and not having enough to survive….when others have far more then they need.

17. Early Socialism and the Working Class

18. industrialism
While Industrialism gave some a higher standard of living, but struggling workers turned to trade unions or socialism to improve their lives.
During the Industrial Revolution the working class faced wretched working conditions.
Work hours ranged from 12 to 16 hours and day, 6 days a week.

19. Coal Mine
Coal mines were harsh and dangerous, with explosions, cave- ins, and gas fumes (“bad air”)just being a part of the job.
Cramped conditions and constant dampness led to workers’ deformed bodies and ruined lungs.
Before the Industrial Revolution, two types of mines existed : drift mines and bell pits. Both were small scale coal mines and the coal which came from these type of pits was used locally in homes and local industry.
However, as the country started to industrialize itself, more and more coal was needed to fuel steam engines and furnaces. 
To clear mines of gas – be it explosive or poisonous – a crude system of ventilation was used. To assist this, young children called trappers would sit underground opening and shutting trap doors which went across a mine. This allowed coal trucks through but it also created a draught and it could shift a cloud a gas. However, it was very ineffectual.

20. Betty Wardle, interviewed by the parliamentary commission on women in mines in 1842, illustrates the incredible challenges of being a mother and a worker in coal mines:
Q: Have you ever worked in a coal pit? Wardle: Ay, I have worked in a pit since I was six years old Q: Have you any children? Wardle: Yes. I have had four children; two of them were born while I worked in the pits. Q: Did you work in the pits while you were in the family way [pregnant]? Wardle: Ay, to be sure. I had a child born in the pits, and I brought it up the pitshaft in my skirt. (Frader 88)

21. Question to Consider
What role, if any, do you think the government should take to improve the lives of working-class families?
Consider this question from the perspective of families during the revolution and then consider it from today’s perspective.
The government should not intervene in the private family life of its citizens.
The government was right to establish a commission to investigate the treatment of women and child in factories and mills. If there are unsafe conditions, it is the government’s responsibility to look out for the safety of its citizens and set minimum safety standards. The government should also consider passing a law that creates a five-day work week, instead of six. The government should also consider investing in a public school system to educate its citizens.

22. The Increase in Coal Production
Year
Million of tonnes
1700
2.7
1750
4.7
1800 10
1850 50
1900
250
Because coal was so difficult and expensive to move, towns and other industries grew up around the coal mining areas so that the workers came to the coal regions. This in itself was to create problems as these towns grew without any obvious planning or thought given to the facilities the miners and their families would need.

23. The Miner’s Report
In 1842, Parliament published a report about the state of coal mining – the Mines Report – and its contents shocked the nation.
Under 5 worked 12 hours a day
Older girls carried coal far too heavy from their frames
The report informed the public that children under five years of age worked underground as trappers for 12 hours a day and for 2 pennies a day; older girls carried baskets of dug coal which were far too heavy for them and caused deformities in these girls. 

24. Cotton Factories
As bad as mines sounded the cotton factories were even worse.
One report noted, “in the cotton-spinning work, these creatures are kept, 14 hours each day, locked up, summer and winter, in a heat of 80 to 84 degrees.
Michael Sadler headed a report that eventually led Parliament to pass the Factory Act of protecting children working in these factories.
After this report came out Women then became 50% of the British workforce in textile factories. Women were paid half or less than half of what men received.

26. Early Socialism
Transitioning to factory work was not easy for the citizens of newly industrialized nations.
Family life was disrupted from the “cottage industry” life as they were separated from the country, hours were long and their pay was low.
Initially the transition was terrible before it eventually improved.

27. Socialism
Many reformers opposed such a socially destructive capitalistic system and advocated socialism.
In this economic system, society-usually in the form of government- owns and controls some means of production such as factories and utilities.
Public ownership of businesses and means of production, it was believed, would allow wealth to be distributed equally to everyone.
A reform movement is the kind of social movement that aims to make gradual change, or change in certain aspects of society, rather than rapid or fundamental changes.

28. Agree or Disagree – explain why
1. Property and the means of production (factories) should be owned by businesses and individuals. 2. When individuals follow their own self interest, progress will result. 3. The government must act to protect workers since employers often take advantage of them. 4. The government should own property and the means of production.

29. Agree or Disagree
5. The government should not interfere in the economy because the rules of the market-place (the world of business) benefit everyone. 6. Goods should be distributed according to each person’s needs. 7. Competition among businesses is good. 8. Progress results when producers of goods cooperate for the benefit of all.

30. Reading Activity
Use the following handout to learn about socialism and capitalism.
Answer the attached questions and be ready to chare with the class.

31. Utopia
Early socialist wrote books about the ideal society that might be created.
In these hypothetical societies, workers could use their abilities and everyone’s needs would be met.
Utopia definition. (1516) A book by Sir Thomas More that describes an imaginary ideal society free of poverty and suffering. The expression utopia is coined from Greek words and means “no place.” Note: By extension, a “utopia” is any ideal state.
The idea of a “utopia” was later dismissed as impractical by socialists. Karl Marx contemptuously labeled the early reformers as utopian socialists, a label still used today.
Utopian Socialism is an economic system based on the premise that if capital voluntarily surrendered its ownership of the means of production to the state or the workers, unemployment and poverty would be abolished. 
New Harmony, Indiana

32. Robert Owen
Robert Owen was a British cotton manufacturer who believed that humans would show their natural “goodness” if they lived in a cooperative environment.
Owen transformed the squalid town factory town of New Lanark (Scotland) into a flourishing community.
He attempted the same thing in New Harmony, Indiana in the 1820s but it failed as not everyone was committed to the idea as Owen.

33. Sir Robert Owen Robert Owen, 1771-1858
A factory owner concerned about the well being of his employees.
“Healthy, happy employees makes higher production.”
Owen wanted to make a school for employee children and a store for his workers.
He wanted to regulate the communities around his factory.
Owen believed in morals
His partners did not share his same attitudes (morals?) as it would cost them money.
Robert Owen,

34. New Lanark, Scotland
On 1 January 1800, Robert Owen took over the management of David Dale's cotton mills at New Lanark and put into practice the ideas that he had developed earlier in his life and his workers at New Lanark were made to adopt new living, working, sanitary, educational and other standards. New Lanark had a population of 2,000 people, 500 of whom were young children from the poorhouses and charities of Edinburgh and Glasgow. The children had been well treated by Dale but Owen found the condition of the people unsatisfactory.
Owen refused to take any more pauper children and he began to improve the houses and machinery. Crime and vice bred by the demoralising conditions were common; there was little education and less sanitation; housing conditions were intolerable. Owen set out to test his ideas on education and the environment by attempting to set up a model factory and model village. Under his new regime, conditions in the factory were clean and children and women worked relatively short hours: a 12 hour day including 1½ hours for meals. He employed no children under 10 years old. He provided decent houses, sanitation, shops and so on for the workers. He gave rewards for cleanliness and good behaviour and mainly by his own personal influence, encouraged the people in habits of order, cleanliness, and thrift. 
New Lanark gained international fame when Owen's experiments in enhancing his workers' environment resulted in increased productivity and profit.
Owen believed that national education was essential to liberate it from the narrowness of the individual and the dogmatism of the Church. He saw education as the solution to all social ills and believed that traditional education perpetuated ignorance and an acceptance of error. Worse still, society punished men for being what society had made them become. Owen wanted to produce self-help and initiative in the working man so where other men advocated the reform of the country's political institutions, Owen became preoccupied with rendering the State itself redundant.

35. “Owen's general theory was that character is formed by the effects of the environment upon the individual. Hence, education was of central importance to the creation of rational and humane character, and the duty of the educator was to provide the wholesome environment, both mental and physical, in which the child could develop. Physical punishment was prohibited and child labor was restricted. Man, being naturally good, could grow and flourish when evil was removed. Education, as one historian has put it, was to the the steam engine of his new moral world.” copyright © 2000 Steven Kreil

36. Improved Working Conditions
Owen publicly said that the current working conditions in factories exploited women and children.
As a result, governments began to request change in the factories, particularly with wages and hours worked among children and women.
Legislation was created, known simply as the Factory Act, to protect the workers. Over the years, more improvements to the legislation would be added.

37. Factory Act 1819: Limited the hours worked by children to a maximum of 12 per day.
Factory Act 1833: Children under 9 banned from working in the textiles industry and year olds limited to a 48 hour week.
Factory Act 1844: Maximum of 12 hours work per day for Women.
Factory Act 1847: Maximum of 10 hours work per day for Women and children.
Factory Act 1850: Increased hours worked by Women and children to 10 and a half hours a day, but not allowed to work before 6am or after 6pm.
Factory Act 1874: No worker allowed to work more than 56.5 hours per week

38. The Factory Act
Was less than ideal, but was a good start. For many, it opened the door to a new life in which education, elf-improvement, sports and pastimes began to take their rightful place!

39. Outcome 2.3.1
Compare and contrast one aspect of the industrial period with a modern, industrialized society.

40. Local Industrialization
Robert Owen…a model for Boss Gibson? What do workers really need? Progressive and generous bosses….or a system that institutionalizes social justice?

41. The Marysville Cotton Mill
A textile mill
Weaving cotton into fabric
Also dye vats to color the fabric
Why are the windows so big?

43. Brick Hill: Downing Street
Built in 1889 by Saint John Builder John Kelly
Constructed for families who worked in Gibson’s Cotton Mill.
Bricks were manufactured in Gibson’s local brick yard

44. Gibson’s Home
the character of a Victorian manor-house, vernacular Gothic, two and a half storeys, with a ballroom, guest rooms, and spacious grounds tended by an English gardener.

45. Technology Trap https://www.youtube.com/watch?v=lKELMR6wACw
Cause: a breakdown/overload of technology = chaos

46. Survival Without Technology
Survival of the Fittest?
The Walking Dead: back to basics
WARNING:PLEASE IGNORE THE LANGUAGE

47. Position Paper Assignment
Is the Information Age the next phase of the Industrial Revolution?
Value /30
Information Age: new technologies…things that keep us connected