1. Industrial Revolution Using only the picture make A list of predictions regarding the Industrial Revolution.

2. Brainstorm a list of changes a nation-state would go through as they transformed from an agriculture society to an industrial society

3. 1 st The Agriculture Revolution Why did food production increase in the 1700 and 1800’s? And how did it help lead to the Industrial Revolution?

4. Seed Drill- Jethro Tull 1701 Decreased the time it took to plant seeds This makes large farmers practical Seed Drill

5. Enclosures

6. Larger farms with Enclosures vs individual smaller farmers Larger farms with EnclosuresIndividual farmer We can experiment with different techniques and methods in one are and not risk the entire crop!!! If I take a risk and fail, I’ll lose my farm and my family will starve With such an abundance of crops we can set the market price Since I cannot determine the market price I am at the mercy of the large farms. My profit will decrease. Let us buy you out an we will add your farm to our enclosure you can now work for us. Sadly that doesn’t sound too different than the old days of feudalism. I’m outta here- off to the city.

7. Crop Rotation Developing a better understanding of plants allowed farmers to use more of their land and left less land as fallow.

8. Livestock- farmers only allowed the best and strongest to breed Size and production of livestock increase. Example 1700- avg wt. for sheep 18 lbs. 1760- avg. wt. for sheep 50 lbs. What contemporary study by an English man was used to support this practice?

9. How did the Agricultural Revolution lead to the Industrial Revolution Brainstorm cause and effect Agriculture RevolutionIncrease food supply and living conditions Population increased!!! Demand on food and goods increased Small farmers became factory workers and moved to cities Urbanization

10. Population Growth

11. Why England? Growing Population Resources- at home and abroad Navigable rivers Stability- government, population, international conflicts Island nations

12. Using the maps explain why industrial centers developed where they did.

13. Industrialization Industrialism - Machinery doing the work of man.

14. Urbanization Manchester 1760- 45,000 Manchester 1850- 300,000

15. 175017601770178017901800181018201830184018501860 90000 0 180000 270000 360000 450000 630000 Manchester Population Growth What do the different, rise over runs of each section tell you about the population of the city? at

16. Factors of Production labor Land/resources/waterways wealth What circumstances allowed for England to lead the Industrial Revolution? How does scarcity play a role? Why do the English always have limited resources?

17. a. Economics is the study of the use of scarce resources which have alternative uses. b. economics studies the consequences and incentives of decisions that are made about the use of land, labor, capital and other resources that go into producing the volume of output which determines a country's standard of living. Decisions can be more important than the resources. In a free market capitalist system – profit incentives make those decisions In command economies government makes those decisions. Profit= Selling Price- cost (labor +capital) Cost increases: Profit decreases If the above is true predict the impact that the industrial revolution will have on labor and on class.

18. Steam engine- James Watt 1765 Cotton Gin – Eli Whitney- 1793 Inventions How did these inventions lead to the Industrial Revolution? Seed Drill- Jethro Tull 1701 Seed Drill- increased crops- larger farms Cotton Gin- Textile mills increase Steam Engine- powered by coal- transportation

19. Machines

20. Consumption Cotton How will the increase in textile mills in England during the mid 1800’s help lead to war in the United States?

21. Civil War Looking at the American Civil War through an economic perspective, what side would the British join and why? Do we currently benefit from nations that don’t treat their people well?

22. Consumption Coal How will the increase in coal consumption impact the travel and the environment?

23. Steam boat- Robert Fulton- 1807 Rail roads Transportation

24. What do the major industrial centers have in common? Once again why is Russia the “odd country” out?

26. Rail road systems 1840 railroads 1870 railroads

28. Pollution

29. Peppered Moths In 1998, Michael E. N. Majerus of the Department of Genetics at the University of Cambridge carefully re-examined Kettlewell's studies, as well as many others that have since appeared. What he reported, first of all, was that Kettlewell's experiments, indicating that moth survival depends upon color-related camouflage, were generally correct: " Differential bird predation of the typica and carbonaria forms, in habitats affected by industrial pollution to different degrees, is the primary influence on the evolution of melanism in the peppered moth." (P. 116, Melanism - Evolution in Action, M. E. N. Majerus, Oxford University Press, New York, 1998).

30. Profit Profit - Money made or How much better off are we? Profit = Selling Price - Cost (labor + Capital) labor- wages capital- resources, buildings, land, etc. If in theory the market controls the price (supply and demand)(scarcity) then what can the owner control to increase his/her profit? What are some ways an owner of a factory can keep the cost down in order to maximize profit? Brainstorm methods to reduce labor cost. Brainstorm methods to reduce capital cost. What do you think is the government’s role when these cost cutting strategies occur?

31. Price- controlled by the market. Supply and Demand Reflects Scarcity Cost (labor + Capital)Profit Profit increase When Price increase Profit decreases When cost increase Labor Capital (land, resources, building, equipment) Scarcity- impacts both price and cost Example: When jobs are scarce what happens to wages? When skilled labor is scarce what happens to wages? To save cost what is the easiest to cut? Each worker must increase output.

32. Income What information can be taken from this graph?

33. Child Labor

34. 1. Make a Box 2. Sketch the photo 3.Evaluate the photo: Look at face/eyes/feet/clothes Setting, etc. 4. Create a quote 5. Determine that the photographer is trying to show the viewer 6. Act the photo out (only some) and for extra credit 7. Write down a fact or two (when provided) Quote: Photographer’s goal: Facts:

36. 14 hours a day on Average 6 days a week Countless injuries- no safety regulations One word to describe expression on her face.

38. No child labor laws until 1819 1833- major laws Up to that point Children as young as 6 were expected to work as if they were adults. Long hours, little pay, fix machines, short break for lunch.

39. 1833 Factory Act In 1833 the Government passed a Factory Act to improve conditions for children working in factories. Young children were working very long hours in workplaces where conditions were often terrible. The basic act was as follows: No child workers under 9 years of age. Employers must have a medical or age certificate for child workers. Children between the ages of 9-13 to work no more than 9 hours a day. Children between 13-18 to work no more than 12 hours a day. Children are not to work at night. Two hours schooling each day for children. Four factory inspectors appointed to enforce the law throughout the whole of the country. However, the passing of this Act did not mean that overnight the mistreatment of children stopped. This Public Record Office website allows students to investigate how the far the Act solved the problems of child labour.

41. Life span for coal workers was 10 years shorter than other workers

42. QUESTIONS What do you think coal was used for in this period? How crucial was it to the Industrial Revolution?

44. Mary and Rachell Enock, ages 11 and 12 years. "We are door-keepers in the four foot level. We leave the house before six each morning and are in the level until seven o'clock and sometimes later. We get 2p a day and our light costs us 2 1/2 p. a week. Rachel was in a day school and she can read a little. She was run over by a tram a while ago and was home ill a long time, but she has got over it."

45. Jane Peacock Watson. "I have wrought in the bowels of the earth 33 years. I have been married 23 years and had nine children, six are alive and three died of typhus a few years since. Have had two dead born. Horse-work ruins the women; it crushes their haunches, bends their ankles and makes them old women at 40. "

46. Isabella Read, 12 years old, coal-bearer. Works on mother's account, as father has been dead two years. Mother bides at home, she is troubled with bad breath, and is sair weak in her body from early labour. I am wrought with sister and brother, it is very sore work; cannot say how many rakes or journeys I make from pit's bottom to wall face and back, thinks about 30 or 25 on the average; the distance varies from 100 to 250 fathom. “I carry about 1 cwt (100 lbs.) and a quarter on my back; have to stoop much and creep through water, which is frequently up to the calves of my legs. When first down fell frequently asleep while waiting for coal from heat and fatigue. I do not like the work, nor do the lassies, but they are made to like it. When the weather is warm there is difficulty in breathing, and frequently the lights go out.”

47. Isabel Wilson, 38 years old. "I have been married 19 years and have had 10 bairns [children]:...My last child was born on Saturday morning, and I was at work on the Friday night... None of the children read, as the work is no regular..When I go below my lassie 10 years of age keeps house..."

49. Sarah Gooder, aged 8 years. I'm a trapper in the Gawber pit. It does not tire me, but I have to trap without a light and I'm scared. I go at four and sometimes half past three in the morning, and come out at five and half past. I never go to sleep. Sometimes I sing when I've light, but not in the dark; I dare not sing then. I don't like being in the pit. I am very sleepy when I go sometimes in the morning.

52. Generally, how many hours did these women and children work each day? What health problems were generated by mine labor? Name some ways this type of work affected family life? Do women work in coal mines today?

53. Why do you think women were used so frequently in the coal pits? According to Ben Miller, boss - 1841

54. Realism Art Art work that was intended to portray the realities of life Not intended to romanticize work- only record it For each piece of Art Sketch it Write down your observations What is the subject doing Emotions What do they all have in common? Ect.

55. Realism

59. What do the have in common?

60. Factory Rules in Berlin (1844) In every large works, and in the coordination of any large number of workmen, good order and harmony must be looked upon as the fundamentals of success, and therefore the following rules shall be strictly observed. Every man employed... shall receive a copy of these rules, so that no one can plead ignorance. Its acceptance shall be deemed to mean consent to submit to its regulations.

61. (1) The normal working day begins at all seasons at 6 A.M. precisely and ends, after the usual break of half an hour for breakfast, an hour for dinner and half an hour for tea, at 7 P.M., and it shall be strictly observed. Five minutes before the beginning of the stated hours of work until their actual commencement, a bell shall ring and indicated that every worker... has to proceed to his place of work, in order to start as soon as the bell stops. The doorkeeper shall lock the door punctually at 6 A.M., 8:30 A.M., 1 P.M., and 4:30 P.M. Workers arriving two minutes late shall lose half an hour's wages; whoever is more than 2 minutes late may not start work until after the next break, or at least shall lose his wages until then. Any disputes about the correct time shall be settled by the clock mounted above the gatekeeper's lodge. These rules are valid both for time- and for piece-workers, and in cases of breaches of these rules, workmen shall be fined in proportion to their earnings. The deductions from the wage shall be entered in the wage-book of the gatekeeper whose duty they are; they shall be unconditionally accepted as it will not be possible to enter into any discussions about them.

62. (2) When the bell is rung to denote the end of the working day, every workman, both on piece- and on day-wage, shall leave his workshop and the yard, but is not allowed to make preparations for his departure before the bell rings. Every breach of this rule shall lead to a fine of five silver groschen to the sick fund. Only those who have obtained special permission by the overseer may stay on in the workshop in order to work. If a workman has worked beyond the closing bell, he must give his name to the gatekeeper on leaving, on pain of losing his payment for the overtime.

63. (3) No workman, whether employed by time or piece, may leave before the end of the working day, without having first received permission from the overseer and having given his name to the gatekeeper. Omission of these two actions shall lead to a fine of ten silver groschen payable to the sick fund. (4) Repeated irregular arrival at work shall lead to dismissal. This shall apply also to those who are found idling by an official or overseer, and refuse to obey their order to resume work.

64. (5) Entry to the firm's property by any but the designated gateway, and exit by any prohibited route, e.g. by climbing fences or walls, or by crossing the Spree [River], shall be punished by a fine of fifteen silver groschen to the sick fund for the first offences, and dismissal for the second. (6) No worker may leave his place of work otherwise than for reasons connected with his work.

65. (7) All conversation with fellow-workers is prohibited; if any worker requires information about his work, he must turn to the overseer, or to the particular fellow-worker designated for the purpose. (8) Smoking in the workshops or in the yard is prohibited during working hours; anyone caught smoking shall be fined five silver groschen for the sick fund for every such offence.

66. (9) Every worker is responsible for cleaning up his space in the workshop, and if in doubt, he is to turn to his overseer. All tools must always be kept in good condition, and must be cleaned after use. This applies particularly to the turner, regarding his lathe. (10) Natural functions must be performed at the appropriate places, and whoever is found soiling walls, fences, squares, etc., and similarly, whoever is found washing his face and hands in the workshop and not in the places assigned for the purpose, shall be fined five silver groschen for the sick fund.

67. (11) On completion of his piece of work, every workman must hand it over at once to his foreman or superior, in order to receive a fresh piece of work. Pattern makers must on account hand over their patterns to the foundry without express order of their supervisors. No workman may take over work from his fellow-workman without instruction to that effect by the foreman.

68. (12) It goes without saying that all overseers and officials of the firm shall be obeyed without question, and shall be treated with due deference. Disobedience will be punished by dismissal. (13) Immediate dismissal shall also be the fate of anyone found drunk in any of the workshops.

69. (14) Untrue allegations against superiors or officials... shall lead to stern reprimand, and may lead to dismissal. The same punishment shall be meted out to those who knowingly allow errors to slip through when supervising or stocktaking.

70. (15) Every workman is obliged to report to his superiors any acts of dishonesty or embezzlement on the part of his fellow workmen. If he omits to do so, and it is shown after subsequent discovery of a misdemeanor that he knew about it at the time, he shall be liable to be taken to court as an accessory after the fact and the wage due to him shall be retained as a punishment. Conversely, anyone denouncing a theft in such a way as to allow conviction of the thief shall receive a reward of two Thaler, and, if necessary, his name shall be kept confidential. --Further, the gatekeeper and the watchman, as well as every official, are entitled to search the baskets, parcels, aprons etc. of the women and children who are taking dinners into the works, on their departure, as well as search any worker suspected of stealing any article whatever....

71. (18) Advances shall be granted only to the older workers, and even to them only in exceptional circumstances. As long as he is working by the piece, the workman is entitled merely to his fixed weekly wage as subsistence pay; the extra earnings shall be paid out only on completion of the whole piece contract. If a workman leaves before his piece contract is completed, either of his own free will, or on being dismissed as punishment, or because of illness, the partly completed work shall be valued by the general manager with the help of two overseers, and he will be paid accordingly. There is no appeal against the decision of these experts.

72. (19) A free copy of these rules is handed to every workman, but whoever loses it and requires a new one, or cannot produce it on leaving, shall be fined 2½ silver groschen, payable to the sick fund.

73. Create a Historical Fiction Directions: Using the information from this power point, your textbook, and notebook create a historical fiction the depicts the life of a person living during the industrial revolution. Possible writing forms: Series of diary entries Journal entries Newspaper article Poem Letters Children’s book Court testimony Possible people: Coal miner, factory worker, children, women, Government official, Owner of a business, doctor, teacher, etc. This writing should be one page in length. Read in class

74. Pamphlet After listening to the stories Imagine that you were asked to or were inspired to write a pamphlet that outlines the problems in society. Answer the following questions: What are the over all problems with society? What group of people are being wronged? Who is responsible for their difficult lives? What changes should happen? What should the people do? What should the government do?

75. Reforms Capitalism Utilitarianisms -Adam Smith 1776 The Wealth of Nations - Laissez-faire Economics -Goal is to make a profit- promotes competition - Opposed to Tax -Opposed to Government programs -People are responsible for choices - Thomas Malthus believed wars were needed to cut down on population -Believed in the free market system Socialism/Marxism/ Communismi -Karl Marx and Friedrich Engels -Communsit Manifesto (1848) -- factors of production and resources owned by the public -Command economy -Class struggle between “have” bourgeoisie and the “have nots” proletariat -Believed in revolt- redistribution of wealthsm -Jeremy Bentham late 1700’s - People should judge institutions based on their utility and usefulness -Gov’t should promote the greatest good for the greatest amount of people -Questioned unregulated capitalism -Shocked by misery and poverty Unions - Workers united to force reforms - Collective bargaining - Strike - Laws created to stop unions -Goal- to raise wages and better working conditions

76. Adam Smith Create a Quote

77. Jeremy Bentham Create a Quote

78. Karl Marx Create a Quote

79. Capitalism vs. Communism Capitalism (Free Market Economy) Directions: You will be playing rock paper scissors. Rules to the game: You choose anything you want to be ant any point. You may choose a rock, paper, or a scissor. Rock defeats scissors Scissor defeats paper Paper defeats rock As long as you have money, you may make an investment per contest. Your investment must be at least $1 and as much as you like. If you lose the contest you must give you competition the agreed upon amount. When you have no more money you must sit down. Discussion points: -all started at different points -all free to make own decision (some were good and some were poor) you could invest as much as or as little as you liked you could be a passive or as aggressive as you wished some did not even try to make money you may have gone to the bank, cheated, stole winners had their choice of what they wanted to spend money on. People control labor, wages, prices, supply and demand Top 3 Winners will be able to trade in class money for prizes.

80. Communism (Command economy) You will be provided a role (rock, paper, or scissor) You will be told who and how much you may invest Everybody starts with the same amount -students will not play the game because they realize that it will not always benefit them. Therefore you will force them to play at the end they all receive a non-salted pretzel. Command economy- Government controls, labor, demand, supply, price, wages.

81. Capitalism vs. Communism Free Market Economy (Capitalism) Command Economy (Communism) Philosopher(s) Ideas Who determines Price? Who determines Supply? Who determines Demand? Adam Smith Karl Marx Hands off, faith in the market, competition leads to improvements Class struggle, haves and have not’s, Gov’t Regulation. People Government

82. Capitalism vs. Communism Free Market Economy (Capitalism) Command Economy (Communism) Who determines Wages Views on private property? Views on competition? Gov’t influence on the economy? Views on Freedom Inventions/improve GovernmentPeople rewarded encouraged valued Limited incentives Discouraged Hands on Regulation over choice People lack incentives

83. The Industrial Revolution Positive ImpactsNegative Impacts The Industrial Revolution spreads to America and the rest of Europe. The demand for resources becomes greater than the supply of resources, what is the solution? Where will Europeans and Americans look for resources? Up to this point why haven’t Europeans explored Africa? What inventions from the Industrial Revolution will allow Europeans to enter Africa? - Created jobs - Increased the wealth of nations - Technological progress and invention -Increased production of goods and better the standard of living -Improved lives -Healthier diets -- expanded education -- new jobs -Middle and upper classes had better lives, labor eventually -over use of natural resources, environmental abuses -Abuse of labor -- class struggle

84. Brainstorm links from the Industrial Revolution to life of today Education Work Wages Government and the Economy International relations Laws Environment others