1. Thursday, January 16, 2014 VTurn in your timed writings from last week VTake out your TH Test VGet a textbook VBegin Warm-Up Warm-Up Why was Britain the first to industrialize? What advantages did they have over France? 1 paragraph, use ch. 15 to refresh your memory

2. Today ’ s Agenda VWarm-Up / Class Discussion VReview Projects VFN: The Industrial Revolution VHomework: VRead pages 688-697 VCh. 20 notebooks due tomorrow

4. Today ’ s Standard 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 1. Analyze why England was the first country to industrialize. country to industrialize. 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

5. Late 18 c : French Economic Advantages VNapoleonic Code. VFrench communal law. ) Free contracts ) Open markets ) Uniform & clear commercial regulations VStandards weights & measures. VEstablished technical schools. VThe government encouraged & honored inventors & inventions. VBank of France  European model providing a reliable currency.

6. French Economic Disadvantages VYears of war ) Supported the American Revolution. ) French Revolution. ) Early 19c  Napoleonic Wars VHeavy debts. VHigh unemployment  soldiers returning from the battlefronts. VFrench businessmen were afraid to take risks.

7. That Nation of Shopkeepers! -- Napoleon Bonaparte

8. Crystal Palace Exhibition: 1851 Exhibitions of the new industrial utopia.

9. Crystal Palace: Interior Exhibits

10. Crystal Palace: British Ingenuity on Display

11. Crystal Palace: American Pavilion

12. British Advantages VPolitical Stability with Glorious Rev. 1688 VAgricultural Rev VEnclosure Movement VCrop Rotation VNatural Resources VCoal VIron Ore VWell developed textiles to start

13. Mine & Forge [1840-1880] ù More powerful than water is coal. ù More powerful than wood is iron. ù Innovations make steel feasible.  “Puddling” [1820] – “pig iron.”  “Hot blast” [1829] – cheaper, purer steel.  Bessemer process [1856] – strong, flexible steel.

14. Fantabulous Friday, Jan. 17 th VKeep this weeks Warm-up, you will use it next week. VTake out your documents VBegin Warm-up discussion Warm-Up - discussion Without moving your desks, discuss in your groups what these documents tell us about the impact of the Industrial Revolution on European society in the 19 th century.

15. Today ’ s Agenda VWarm-Up / Class Discussion VFN: The Industrial Revolution VHomework: VIndustrialization Terms VRead pages 697 - 704

16. 18001 ton of coal50, 000 miners 185030 tons200, 000 miners 1880300 million tons500, 000 miners 1914250 million tons1, 200, 000 miners Coal Mining in Britain: 1800-1914

17. Young Coal Miners

18. Child Labor in the Mines Child “hurriers”

19. British Pig Iron Production Quick-Write What does this graph suggest about the production of British Pig Iron? How will it effect the economy?

20. Richard Arkwright: “ Pioneer of the Factory System ” The “Water Frame”

21. British Coin Portraying a Factory, 1812

22. Factory Production ) Concentrates production in one place [materials, labor]. ) Located near sources of power [rather than labor or markets]. ) Requires a lot of capital investment [factory, machines, etc.] more than skilled labor. ) Only 10% of English industry in 1850.

23. Textile Factory Workers in England 1813 2400 looms 150, 000 workers 1833 85, 000 looms 200, 000 workers 1850224, 000 looms>1 million workers

24. The Factory System × Rigid schedule. × 12-14 hour day, 6 days a week × Dangerous conditions. × Explosions × Cave-in’s × bad air × dangerous machinery × Mind-numbing monotony. Frequent loss of limbs!

25. Textile Factory Workers in England

26. Young “ Bobbin-Doffers ”

27. Short – Term Negative Effects of I.R. ) Poor living conditions – no building codes or urban planning ) Inadequate housing, education and police protection. ) Poor sanitation, increase in disease

29. John Kay ’ s “ Flying Shuttle ”

30. The Power Loom

31. James Watt ’ s Steam Engine

32. Steam Tractor

33. Steam Ship

34. An Early Steam Locomotive

35. Later Locomotives

36. Tuesday, January 21, 2014 VTake your seat VTake out your notebook VTake out your warm-up from last week Timed Writing Analyze the social and economic impact of the industrial revolution on Europeans from 1850 – 1914. Underline your thesis statement, minimum of 1 full body paragraph for full credit.

37. Today ’ s Agenda VClass Discussion VClass Business – collecting papers VNotes: The Industrial Revolution VHomework: VRead pages 697 – 704 VSocratic seminar prep document and page 698 (treat it like an additional doc.) VLevel one on each document V2 level 2 questions per doc. V4 level 3 questions for packet

38. Today ’ s Standard 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 1. Analyze why England was the first country to industrialize. country to industrialize. 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). Why was the Industrial Revolution a challenge to the rise of moderate liberalism and continued conservatism in 19 th century Europe? The Essential Question

39. The impact of Railroads 1839 - 1852

40. The Impact of the Railroad

41. “ The Great Land Serpent ”

42. Railroads on the Continent

43. Quick-Write Explain the effect these inventions will have on the world? What are some specific changes that will take place as a result of this? why/?

45. 19 c Bourgeoisie: The Industrial Nouveau Riche

46. Criticism of the New Bourgeoisie

47. Stereotype of the Factory Owner

48. “ Upstairs ” / “ Downstairs ” Life

49. Street Children, London 1900

50. Lunchtime for the factory boys – an editorial on the treatment of factory boys.

51. Women at Work in a London Factory

52. Child Laborers, 1900 ’ s

54. Children in London School Yard – Mid-Late 1800 ’ s

55. Quick-Write What can we learn from the previous images? What stereotypes were being used? What do you think the reasoning behind the bias in these images is?

57. Factory Wages in Lancashire, 1830 Age of Worker Male Wages Female Wages under 11 2s 3d. 2s. 4d. 11 - 16 4s. 1d. 4s. 3d. 17 - 21 10s. 2d. 7s. 3d. 22 - 26 17s. 2d. 8s. 5d. 27 - 31 20s. 4d. 8s. 7d. 32 - 36 22s. 8d. 8s. 9d. 37 - 41 21s. 7d. 9s. 8d. 42 - 46 20s. 3d. 9s. 3d. 47 - 51 16s. 7d. 8s. 10d. 52 - 56 16s. 4d. 8s. 4d. 57 - 61 13s. 6d. 6s. 4d.

58. Industrial Staffordshire

59. Problems of Polution The Silent Highwayman - 1858

60. The New Industrial City

61. Early-19c London by Gustave Dore

62. Worker Housing in Manchester

63. Factory Workers at Home

64. Workers Housing in Newcastle Today

65. The Life of the New Urban Poor: A Dickensian Nightmare!

66. Private Charities: Soup Kitchens

67. Private Charities: The “ Lady Bountifuls ”

68. Quick-Write What social issues does these images/charts suggest the people of the industrial revolution were facing? What, if any political, problems will this cause?

70. The Luddites: 1811-1816 Ned Ludd [a mythical figure supposed to live in Sherwood Forest] Attacks on the “frames” [power looms].

71. The Luddite Triangle

72. The Luddites

73. The Neo-Luddites Today

74. British Soldiers Fire on British Workers: Let us die like men, and not be sold like slaves! Peterloo Massacre, 1819

75. The “ Peoples ’ Charter ” V Drafted in 1838 by William Lovett. V Radical campaign for Parliamentary reform of the inequalities created by the Reform Bill of 1832. × Votes for all men. × Equal electoral districts. × Abolition of the requirement that Members of Parliament [MPs] be property owners. × Payment for Members of Parliament. × Annual general elections. × The secret ballot.

76. The Chartists Key Chartist settlements Centres of Chartism Area of plug riots, 1842

77. The Chartists A physical force— Chartists arming for the fight. A female Chartist

78. Anti-Corn Law League, 1845 4 Give manufactures more outlets for their products. 4 Expand employment. 4 Lower the price of bread. 4 Make British agriculture more efficient and productive. 4 Expose trade and agriculture to foreign competition. 4 Promote international peace through trade contact.

80. Government Response k Abolition of slavery in the colonies in 1832 [to raise wages in Britain]. k Sadler Commission to look into working conditions  Factory Act [1833] – child labor. k New Poor Law [1834] – indoor relief.  Poor houses. k Reform Bill [1832] – broadens the vote for the cities.

81. British Reform Bill of 1832

82. Terrific Thursday, Feb. 7 th VPick up your notebook VTake your seat VTake out your Warm-Ups Timed Writing Based off what we have discussed in the past and your reading address the following prompt. Analyze and evaluate the impact of the industrial revolution on the social structure of Europe.

83. Today ’ s Agenda VWarm-Up / Class Discussion VFN: The Industrial Revolution VHomework: VSocratic seminar prep.