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Ch 25 Industrialization
 

Ch 25 Industrialization

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    Ch 25 Industrialization Ch 25 Industrialization Presentation Transcript

      • Before the Bell :
      •   Get out your notes and open your book to pg. 566
      • A man and a dog were going down the street. The man rode, yet walked. What was the dog's name?
      • Objectives:
      • To discuss the essay question
      • To identify the order of inventions (competition)
      • To describe the events of the industrial revolution
      • To analyze photos from the time period and hypothesize about them
      Circles under your eyes Coffee break
      • Before the Bell :
      •   Be in your seat.
      Circles under your eyes Coffee break
      • Count of by 8s
      • Get a packet from the desk
      • You’ll have 8 minutes to try to arrange the inventions in the order they were created – earliest to latest inventions
      • The group that gets the closest order wins
      Group Activity
      • Open book to pg. 630
      • On a piece of paper:
      • Tell me the three themes we’ll discuss this chapter.
      • What is the time frame for the chapter?
      • Tell me what is happening in the picture on the bottom right corner of 631.
      • Movie when finished.
    • Children at Work
      • A major change in social structures that occurred during the Industrial Revolution was the increase in child labor outside of the home. As soon as they were capable, children had typically been included in daily family chores in agricultural areas or in family businesses, but during this time period they began to work for wages and for employers who were not family members. Productivity and profit were goals of these employers and child laborers were a means to efficiently achieve those goals. Economic progress brought social injustices. Political influences were divided between supporting progress on the one hand and, on the other, correcting injustices that methods for achieving progress seemed to incur.
    • Primary Sources
      • http://www.historyplace.com/unitedstates/childlabor/
      Group members: _______________________________________________________________________ Date: ___________________ ANALYZING A PHOTOGRAPHIC DOCUMENT Analyze the photograph assigned to your group, recording responses in the boxes provided. Write a group response to complete the statement beneath the chart. Photograph title: __________________________________________________________________________________ What we see What we think What we wonder What we feel As a group, write a response to the following statement on the back of this page. If we were in this picture, . . . (what would we be doing, feeling, hoping, wondering?) Copyright 2006 IRA/NCTE. All rights reserved. ReadWriteThink.org materials may be reproduced for educational purposes.
    • Child Labor
      • http://www.earlham.edu/~pols/globalprobs/children/Laila.html
      • What about it?
      • Before the Bell:
      • Have your notes and your book
      • A grandmother overheard 5-year-old Christy “playing wedding.” The wedding vows went like this:
      • “ You have the right to remain silent. Anything you say may be held against you. You have the right to have an attorney present. You may kiss the bride.”
      • Objectives:
      • To describe how and where the revolution started
      • Describe how farming techniques improved crops
      • To list G.B.’s advantage in the revolution
      Square Dance Two-faced
    •  
    • Main Idea: The Industrial Revolution stated in England and soon spread elsewhere. Why it Matters Now: The changes that began in Britain paved the way for modern industrial societies. The Industrial Revolution Begins 1700 Agriculture Wealthy landholders enclosed their land with fences. These large fields were called Enclosures. Enclosures were important because: -experimented with new agricultural methods -forced small farmers to become tenant farmers or to move to the cities Jethro Tull - first of these scientific farmers -created seed drill in 1701 (well placed rows at specific depths
    • Crop Rotation One of the best developments of the farmers. i.e. wheat, turnips, barely, clover kept land fertile Breeders Robert Bakewell -increased mutton output by allowing only the best sheep to breed - increased weight of lambs from 18lbs to 50lbs in 86 years Food supplies increased which improved living conditions…population increased
      • Before the Bell:
      • Make sure to get your notes out this morning.
      • Objectives:
      • To list GB’s advantages in the IR
      • To list and discuss inventions and inventors in textiles and transportation
      Round of applause day in and day out
      • Britain’s Advantages
      • Why did the Industrial Revolution begin here?
        • Large population of workers
        • Small country with a lot of resources
          • Water power (rivers to move, harbors to move ships)
          • Coal (to fuel machines)
          • Iron ore (to construct machines and buildings)
      3. Expanding Economy Britain had all the FACTORS OF PRODUCTION a. land b. labor c. capital d. entrepreneurship
    • Textiles 1. John Kay a . flying shuttle (1733) b. doubled the work of one weaver 2. James Hargreaves a. spinning wheel b.(spinning Jenny 1764) c. one spinner 8 threads a. time 3.Edward Cartwright a. power loom 4. Eli Whitney a . cotton gin removed seeds from cotton 1.5 million to 85 million These are all bulky, spinning and weaving moved from home to factories. Large buildings were merchants set up the machines.
    • These are all bulky, spinning and weaving moved from home to factories: Large buildings were merchants set up the machines.
      • Before the Bell:
      • Who was Robert Adler and what did he invent that you could NOT live without?
      • Make sure you have your notes out and open for points.
      • Objectives:
      • To assess your knowledge of textile inventors
      • To identify the changes caused by the steam engine
      • To list the advantages of McAdam road
      • To discuss the changes caused by locomotive
      • Who invented the seed drill?
      • Which man breed the largest and strongest sheep?
      • Who created the spinning Jenny?
      • List one advantage Great Britain had in the industrial revolution.
      • What did Ed Cartwright invent?
    • Transportation Inventions Steam Engine – James Watt made the steam engine work faster and more efficiently (1765) Water 1. Robert Fulton steam to propel boats (US) -creation of canals within GB transported goods quickly Road 1. John McAdam - created roadbeds with crushed stones and drainage. “macadam roads” 2. investors paid for roads to built then charged to let people use them Toll Roads
    • The Inventions Spur Technological Advances 1700 Transportation Railway Age -George Stephenson 1804 engineer Rocket - cheap way to transport materials and finished products -created thousands of new jobs for RR workers and minors -railroads boosted farming and fishing - people took jobs in other cities
      • Objectives:
      • To describe the living conditions and changes in industrialized areas.
      • To develop a graphic organizer for the class system
      • To create a quiz
      • To discuss expectations for tomorrow and the substitute.
      Before the Bell:
    • Industrialization: Changes the Way of Life Urbanization: (city building and movement into cities) -1800s shifted from rural to cities -factories build in clusters to be near sources of energy -London had over 1 mill. (twice as many as Paris) Living Conditions: -no plans, poor housing, no sanitation, no police -cholera epidemics – 1842 life span 17 years for working class in large city compared to 38 in country Working Conditions: -14 hours a day, 6 days a week -poorly lit, no help if injured, coal miners life 10 yrs shorter than everyone else Main Idea: The factory system changed the way people lived and worked, introducing a variety of problems. Why it Matters Now : The difficult process of industrialization is being repeated in many countries today.
    • Industrialization: Changes the Way of Life Class Tensions - upper class – well-to-do merchants and factory owners lived in nice houses and had money - middle class – new skilled workers, professionals, business people and wealthy farmers changed life there (social status same for awhile) -lower class – frustrated saw jobs disappear replaced with machines Luddites- attacked whole factories in northern England , other mob disorder
    • Upper Class Upper Middle Class Lower Middle Class Working Class In your notes create a similar pyramid. Using the information on pgs. 639-640 List the types of laborers and professionals that would be included in each group.
      • Before the Bell:
      • 1.What do you put in a toaster?
      • 2. Say “silk” five times. Now spell “silk.” What do cows drink?
      • 3. If a red house is made from red bricks and a blue house is made from blue bricks and a pink house is made from pink bricks and a black house is made from black bricks, what is a green house made from?
      • Objectives:
      • To review the three philosophers and
      • their ideas
      • To describe the rise of socialism and
      • the men involved in promoting it
      • To write a quiz
    • An Age of Reforms Philosophers Adam Smith – laissez-faire “hands off” the government should allow free trade (no tariffs/taxes) on foreign goods . The Wealth of Nations 1776 Capitalism – economic system which money is invested in business with the goal of making a profit Thomas Malthus Essay on the Principle of Population 1798 population increases faster than food supply (need wars and epidemics to “kill off” people) David Ricardo Principles of Political Economy and Taxation (1819) there would always be poor in a market system if there were many workers and abundant resources, then labor and resources are cheap. Wages forced down as population increased. Opposed government efforts to help poor workers Main Idea: The Industrial Revolution lead to economic, social, and political reforms. Why it Matters Now: Many modern social welfare programs developed during this time period.
    • An Age of Reforms Rise of Socialism Utilitarianism Jeremy Bentham – -People should judge ideas, institutions and actions on the basis of their usefulness. -Government promote greatest good for greatest number of people John Stuart Mill -led the movement, against capitalism -equal division of profits -pushed for changes in legal and prison systems and education Utopian Ideas Robert Owen -factory owner, improved working conditions for employees (low rents, no children under 10 working) -started a community in New Harmony, Indiana (lasted 3 yrs)
    • Read pg. 643- 646 and create a 10 question quiz (include the answers). I’ll use it to create a quiz for you over this section.
      • Objectives:
      • To describe the Communism and it’s promoters
      • To define terms related to Communism
      • To discuss the roles unions have played in the past
      Before the Bell: 1 2 3 4 5 6 7 8 9 Fill in the circles so that each side of the triangle equals 17.
    • An Age of Reforms Rise of Socialism Socialism and Marxism Socialism -factors of production are owned by the public and are operated for everyone’s benefit -optimistic view of human nature -government should get involved and control factories, mines, RRs, better than greedy employers The Communist Manifesto 1848 Karl Marx and Friedrich Engles bourgeoisie – the haves (the wealthy) proletariat – the have nots (the average person) Dictatorship of the Proletariat
    • An Age of Reforms Unionization and Other Reforms: Unions – workers join together to make changes -Collective bargaining – negotiations between workers and their employers -Strike – refuse to work -American Federation of Labor AFL a combination of several labor unions together in 1886 Reform Laws Factory Act -children under 9 no work, 9-12 8/hrs/day, 13-17 12/hrs/day Mine Acts – women not underground 10 Hours act 1847 – women and children
    • An Age of Reforms Reform Laws Abolition of Slavery – William Wilberforce Jane Addams – settlement house pg. 652 Horace Mann – free public education 1850s
      • REQUEST
      • STRATEGY
        • 1. Both students and the teacher will silently read a section of the article.
        • 2. The teacher closes his or her book and the students question the teacher. The teacher answers the questions. As appropriate, the teacher reinforces students’ questioning skills by seeking clarification of unclear questions and/or extending questions.
        • 3. Roles are reversed. Students close their books and the teacher asks questions, modeling an array of question types. Students can request clarification if they don’t understand a question. They are expected to give evidence for their ideas.
        • 4. The teacher leads students to predict areas of information the author will provide.
        • 5. If students’ predictions are reasonable, they will be directed to silently read the remainder of the article and complete a response activity. If predictions are not appropriate, repeat steps 1–4 with the next segment of the article before having students read independently.
        • 6. Students discuss the article, sharing their completed response activity.
      Request