Part Third Edition The West: A Narrative History The West: A Narrative History, Third Edition Frankforter • Spellman Europe Triumphant: 1815 to 1914 6 * Gustave Caillebotte (French 1848–1894), Paris Street Scene: Rainy Weather, 1877. Oil on Canvas. 831⁄2” × 1083⁄4” (212.2 × 276.2 cm). Charles H. and Mary F. S. Worcester Collection, 1964. 336. Photograph © 2006,The Art Institute of Chicago. All Rights Reserved. * Gustave Caillebotte (French 1848–1894), Paris Street Scene: Rainy Weather, 1877. Oil on Canvas. 831⁄2” × 1083⁄4” (212.2 × 276.2 cm). Charles H. and Mary F. S. Worcester Collection, 1964. 336. Photograph © 2006,The Art Institute of Chicago. All Rights Reserved. Timeline * Timeline Timeline (continued) * Timeline (continued) Chapter Third Edition The West: A Narrative History The West: A Narrative History, Third Edition Frankforter • Spellman Industry, Society, and Environment 18 * Key Question: Humans and Nature in the Industrial AgeLess than two centuries ago, a small fraction of the world's population entered into a new relationship with the natural environment.The nature of work and the environments in which it was performed changed dramatically in this period, raising new questions about human society. Key Question: Humans and Nature in the Industrial AgeDoes work in a large, impersonal setting undermine both the dignity of the individual and the integrity of a community? Women's Work Women workers, with barely enough room to maneuver, stoop over piles of cloth in a vast hat factory in Manchester, England around 1900. * Women's Work Women workers, with barely enough room to maneuver, stoop over piles of cloth in a vast hat factory in Manchester, England around 1900. From Rural to Urban Lifestyles in EuropeIn 1800, Europe had just 20 cities with populations over 100,000, but by 1900 almost 150 such cities existed in Europe.Most Europeans lost their close connection with the natural environment, becoming residents of large cities and grim factory towns, where food was consumed far away from where the farmer had produced it. From Rural to Urban Lifestyles in EuropeThe Industrial Revolution began first in Britain due to the convergence of key economic, political, and social factors.Governments aided industrialization with stable currencies, uniform laws, and favorable tariff policies. Map 18–1 The Industrial Revolution in Europe Industrial growth was dependent on abundant supplies of coal and iron ore. Railroads facilitated the movement of raw materials, finished goods, and people. New manufacturing centers emerged across Western Europe during the nineteenth century. * Map 18–1 The Industrial Revolution in Europe Industrial growth was dependent on abundant supplies of coal and iron ore. Railroads facilitated the movement of raw materials, finished goods, and people. New manufacturing centers emerged across Western Europe during the nineteenth century. Agriculture, ...

1. Part
Third Edition
The West: A Narrative History
The West: A Narrative History, Third Edition
Frankforter • Spellman
Europe Triumphant:
1815 to 1914
6
*
Gustave Caillebotte (French 1848–1894), Paris Street Scene:
Rainy Weather, 1877. Oil on Canvas. 831⁄2” × 1083⁄4” (212.2 ×
276.2 cm). Charles H. and Mary F. S. Worcester Collection,
1964. 336. Photograph © 2006,The Art Institute of Chicago. All
Rights Reserved.
*
Gustave Caillebotte (French 1848–1894), Paris Street Scene:
Rainy Weather, 1877. Oil on Canvas. 831⁄2” × 1083⁄4” (212.2 ×
276.2 cm). Charles H. and Mary F. S. Worcester Collection,
1964. 336. Photograph © 2006,The Art Institute of Chicago. All
Rights Reserved.

2. Timeline
*
Timeline
Timeline (continued)
*
Timeline (continued)
Chapter
Third Edition
The West: A Narrative History
The West: A Narrative History, Third Edition
Frankforter • Spellman
Industry, Society, and Environment
18
*
Key Question: Humans and
Nature in the Industrial AgeLess than two centuries ago, a small
fraction of the world's population entered into a new
relationship with the natural environment.The nature of work

3. and the environments in which it was performed changed
dramatically in this period, raising new questions about human
society.
Key Question: Humans and
Nature in the Industrial AgeDoes work in a large, impersonal
setting undermine both the dignity of the individual and the
integrity of a community?
Women's Work Women workers, with barely enough room to
maneuver, stoop over piles of cloth in a vast hat factory in
Manchester, England around 1900.
*
Women's Work Women workers, with barely enough room to
maneuver, stoop over piles of cloth in a vast hat factory in
Manchester, England around 1900.
From Rural to Urban
Lifestyles in EuropeIn 1800, Europe had just 20 cities with
populations over 100,000, but by 1900 almost 150 such cities
existed in Europe.Most Europeans lost their close connection
with the natural environment, becoming residents of large cities
and grim factory towns, where food was consumed far away
from where the farmer had produced it.

4. From Rural to Urban
Lifestyles in EuropeThe Industrial Revolution began first in
Britain due to the convergence of key economic, political, and
social factors.Governments aided industrialization with stable
currencies, uniform laws, and favorable tariff policies.
Map 18–1 The Industrial Revolution in Europe Industrial
growth was dependent on abundant supplies of coal and iron
ore. Railroads facilitated the movement of raw materials,
finished goods, and people. New manufacturing centers emerged
across Western Europe during the nineteenth century.
*
Map 18–1 The Industrial Revolution in Europe Industrial
growth was dependent on abundant supplies of coal and iron
ore. Railroads facilitated the movement of raw materials,
finished goods, and people. New manufacturing centers emerged
across Western Europe during the nineteenth century.
Agriculture, Demographics,
and LaborIn close contact with the rhythm of nature, Europeans
had worked their land for centuries in a manner that was both
physically demanding and technologically unsophisticated.A
sustained increase in population throughout the 18th century
encouraged farmers to intensify traditional methods.

5. Agriculture, Demographics,
and LaborIncreased agricultural output was allied to the general
peace between 1815 and 1914, as most of Europe avoided the
civilian hardships associated with military occupations and
conflict.Inventors and entrepreneurs were inspired to look for
ways to increase productive capacity.
Lincolnshire Ox England's “agricultural revolution” of the
1700s enabled it to take the lead in the Industrial Revolution
later in the century. The “Lincolnshire Ox” was an enormous,
3,000-pound animal that represented British advances in
breeding and other agricultural techniques.
*
Lincolnshire Ox England's “agricultural revolution” of the
1700s enabled it to take the lead in the Industrial Revolution
later in the century. The “Lincolnshire Ox” was an enormous,
3,000-pound animal that represented British advances in
breeding and other agricultural techniques.
Chicago Packinghouse at the Turn of the Century The
meatpacking industry epitomized some of the social ills that
accompanied the Industrial Revolution. Social reformers like
the American socialist Upton Sinclair brought attention to the
dangerous and squalid working conditions in packinghouses.

6. *
Chicago Packinghouse at the Turn of the Century The
meatpacking industry epitomized some of the social ills that
accompanied the Industrial Revolution. Social reformers like
the American socialist Upton Sinclair brought attention to the
dangerous and squalid working conditions in packinghouses.
Innovations in ProductionThe effective employment of steam
and coal in place of water power to drive textile machines and
operate iron-smelting furnaces meant that centers of production
no longer needed to be situated near running water.Factories
were now portable and could be constructed near population
centers.
Innovations in ProductionThe substitution of inanimate fossil
fuels (coal and later petroleum) for water power and human
energy would transform Europeans' relationship with their
environment.Steam power would revolutionize transportation
networks over land (with locomotive engines and railroads) and
by sea (with steamships).
Unskilled Labor Operating Power Looms By 1830, the cotton
industry had become completely mechanized. Women and
children were employed at low wages, and hand weavers were
supplanted by unskilled workers.
*
Unskilled Labor Operating Power Looms By 1830, the cotton

7. industry had become completely mechanized. Women and
children were employed at low wages, and hand weavers were
supplanted by unskilled workers.
The Third Class Carriage By the mid-nineteenth century,
railway travel featured a variety of accommodations. In this
1862 painting, the artist foregrounds the simple dignity of
working-class people crowded into cars equipped with hard,
wooden benches. Honore Daumier, French, (1808–79). The
Third Class Carriage, Oil on Canvas, H 25.75 x35.5” (65.4 x
90.2 cm). The Metropolitan Museum of Art, Bequest of Mrs. H.
O. Havemeyer Collection 1929, (29.100.129). Photograph ©
1992 The Metropolitan Museum of Art
*
The Third Class Carriage By the mid-nineteenth century,
railway travel featured a variety of accommodations. In this
1862 painting, the artist foregrounds the simple dignity of
working-class people crowded into cars equipped with hard,
wooden benches. Honore Daumier, French, (1808–79). The
Third Class Carriage, Oil on Canvas, H 25.75 x 35.5” (65.4 x
90.2 cm). The Metropolitan Museum of Art, Bequest of Mrs. H.
O. Havemeyer Collection 1929, (29.100.129). Photograph ©
1992 The Metropolitan Museum of Art
Second-Generation Power
and IndustryDuring the final decades of the 19th century, a
second phase, anchored in the chemical, electrical, and
petroleum industries, accelerated the process of

8. industrialization.The popularity of the portable internal
combustion engine increased European demand for oil, and
electric light helped inaugurate round-the-clock shift work,
again reshaping the lives of the working class in factories.
Second-Generation Power
and IndustryUniversities and highly trained specialists took the
lead in researching “cutting edge” technologies, and applying
them to industrial production.
Key Inventions of the Industrial Revolution
*
Key Inventions of the Industrial Revolution
The Social Consequences
of Industrialization“Workers” were transformed into a
“proletariat,” those who were entirely dependent on wage labor
for their survival.Relationships between factory owners and
their employees became impersonal and limited to the
workplace.
The Social Consequences
of IndustrializationIn the factory, the whistle, time clock, and

9. automated machine (that never grew tired), imposed a new
discipline that was oppressive and monotonous.Hired to work
long (sometimes 16-hour) shifts, workers were not represented
among government officials and faced unprecedented challenges
in their daily lives.
Map 18–2 Manchester, England A major textile-producing
city, Manchester was at the forefront of the Industrial
Revolution. In 1800, 75,000 people lived in the city. Fifty years
later the population had increased to over 300,000.
*
Map 18–2 Manchester, England A major textile-producing
city, Manchester was at the forefront of the Industrial
Revolution. In 1800, 75,000 people lived in the city. Fifty years
later the population had increased to over 300,000.
Dominion over NatureFactory life and the use of tireless
machines to produce goods changed the relationship between
individuals and the natural world.More than half of Britain's
population did not work in agriculture or live in the countryside
by 1850.
Dominion over NaturePreservation of the natural environment
was not a public priority, and few inventors considered the
harmful side effects of industry.Dickens described, in fiction,
the shattered lives of industrial workers in ugly and unhealthy
cities: e.g., his “Coketown” contains a purple, evil-smelling

10. river and smoke-caked brick buildings.
Interior of Crystal Palace The exhibit hall of the Crystal
Palace (1851) showcased the latest technology and labor-saving
devices of the industrial era.
*
Interior of Crystal Palace The exhibit hall of the Crystal
Palace (1851) showcased the latest technology and labor-saving
devices of the industrial era.
Women, Children, and ImmigrantsIn the family economy of
rural Europe, women worked in or near the home, but
industrialism meant that women could become wage laborers in
mills and factories separate from the rest of their
household.Women earned half of what their male counterparts
were paid.
Women, Children, and ImmigrantsLike children and recent U.S.
immigrants, they were thought to be more compliant than
native-born adult males and less likely to unionize and agitate
for higher wages.
Industrial Empire Aerial view of the Krupp armaments
factories in Essen, Germany. Marc Charmet/Picture Desk,
Inc./Kobal Collection

11. *
Industrial Empire Aerial view of the Krupp armaments
factories in Essen, Germany. Marc Charmet/Picture Desk,
Inc./Kobal Collection
Trolley Boys Until child labor laws were enacted and
enforced, youngsters were employed in factories and mines.
Orphans and pauper children were especially vulnerable to this
type of exploitation. In this illustration, young children remove
coal from a mine shaft on a trolley. The mine shaft is
illuminated by candelight.
*
Trolley Boys Until child labor laws were enacted and
enforced, youngsters were employed in factories and mines.
Orphans and pauper children were especially vulnerable to this
type of exploitation. In this illustration, young children remove
coal from a mine shaft on a trolley. The mine shaft is
illuminated by candlelight.
Working-Class Organizations and Government PolicyIn most
industrialized countries, wages were creeping up for the average
laborer, but working conditions remained poor.Despite sporadic
victories of organized workers, most of Europe's labor force
remained outside of unions by 1914.The movement for universal
primary education was also strongest where industrialization
was most entrenched.

12. Working-Class Organizations and Government
PolicyIndustrialization may also have been related to the
liberalization of political participation, as efforts to improve the
lives of the working class appeared most prominently in highly
industrialized areas.
Pupils and Teachers The Reverend Thomas Guthrie (1803–
1873) was an ardent social reformer in Scotland in the middle of
the nineteenth century. Among his many causes, he championed
the creation of non‐sectarian schools. Guthrie can be seen here
standing at a blackboard, accompanied by a female aid,
instructing young pupils at the Ragged School in Edinburgh,
Scotland. One of Guthrie's former pupils said that “he was all
the father I ever knew.”
*
Pupils and Teachers The Reverend Thomas Guthrie (1803–
1873) was an ardent social reformer in Scotland in the middle of
the nineteenth century. Among his many causes, he championed
the creation of non-sectarian schools. Guthrie can be seen here
standing at a blackboard, accompanied by a female aid,
instructing young pupils at the Ragged School in Edinburgh,
Scotland. One of Guthrie's former pupils said that “he was all
the father I ever knew.”
Key Question RevisitedPrior to industrialization, work had
taken place in close connection with the natural environment, as

13. the work routine was regulated by available sunlight, the
condition of the soil, and climatic variables.In the 19th century,
these traditional patterns were replaced by a capital-intensive
economy based on manufacturing.
Key Question RevisitedNonrenewable natural resources such as
coal and oil were depleted at a fast pace, and renewable
resources like water and timber were consumed at an
unsustainable rate.Was industrialization, on balance, worth the
environmental costs?
CC001 Case Study
All videos will be attached or links will be provided…. Please
follow all instructions to do this assignment adhere and follow
the rubric and use all sources to do the Assignment. Please
citate APA STYLE AND LIST REFERENCES.
This Assignment is a Case Study PowerPoint presentation in
which you will take on the role of an early childhood
professional at an early childhood center who is asked to
analyze the center’s current plan for family and community
engagement. You will analyze the current plan and make
recommendations to improve upon the current family and
community engagement plan.
Envision that you are a pre-kindergarten teacher at Little Steps
Early Childhood Care Center, which serves students from one to
eight years of age. The early childhood care center is located in
a diverse neighborhood with people of different cultural and
socioeconomic backgrounds. The director of the center has
received word that it must undergo an accreditation process in
three months.
In preparation for this accreditation process, the director has
organized several committees to ensure that certain areas will

14. pass accreditation. The director has asked you to head the
Committee on Family and Community Engagement. You must
analyze the center’s current plan regarding family and
community engagement, and suggest ways the center can
improve upon its family and community engagement plan to
ensure it meets accreditation criteria.
Access the following to complete this Assignment:
1. Video: Parent-teacher interaction at pick-up time
2. Video: Interviews with colleagues about parent involvement
3. Document: Little Steps Newsletter
4. Document: Transcription from a home visit
5. Website: The Head Start Parent, Family, and Community
Engagement Framework
6. Website: The NAEYC Principles of Effective Practice
PowerPoint Case Study:
Family and Engagement Presentation
The next Parent-Teacher Association meeting will be focused on
educating families about activities that will enhance their
children’s learning outside of the early childhood care center.
Create a 10- to 12-slide PowerPoint presentation that includes
the following:
******* Please citate and include reference page with
presentation… 9 or more slides of Information is needed.
1. Five specific examples of developmentally appropriate
learning activities for use within the home and community.
Include a rationale in the notes section of your PowerPoint for
each of the specific activities you describe.
2. Two slides describing community resources the families in
the community could access to promote the healthy development
and learning of their children. Describe each community
resource and explain how it can support the families in fostering
healthy child development and learning.