Objectives: Students will be able to...(1) explain the impact of the assembly line on industry (2)...

Objectives: Students will be able to...(1) explain the impact of the assembly line on industry (2) defi ne key terms and people of the industrial era. 

Homework: Read article on the “Lowell Girls” and write 3 comparisons with todays class or summarize in your own words (4 Sentences)

DO NOW: TAKE OUT YOUR HOMEWORK AND SHARE YOUR

DEFINITION OF THE MONROE DOCTRINE

Started in EnglandSmall hand tools to BIG

machinesWhy did industrialization grow

in the US? Free enterprise encouraged competition – Always willing to test new competition

New laws in the 1830s allowed companies to sell stock

Samuel Slater snuck in British technology!

Used to make textiles, lumber, shoes, leather, wagons, etc.

INDUSTRIAL REVOLUTIONNORTH

What is an assembly line?

What do they do?What should we make

now?

ASSEMBLY LINE

Eli Whitney – Great New England Inventor

Interchangeable Parts – Machines made identical parts that were assembled by workers First did this with Gun making

Samuel Morse – Morse CodeFirst telegraph line connected Washington D.C. and Baltimore

Over 50,000 miles of telegraph line connected the country!

ADVANCES IN TECHNOLOGY

Regional SpecializationRegional Specialization

EAST Industrial

SOUTH Cotton & Slavery

WEST The Nation’s “Breadbasket”

Distribution of WealthDistribution of Wealthv During the American

Revolution,45% of all wealth in the top 10% ofthe population.

v 1845 Boston top 4% owned over 65% of the wealth.v 1860 Philadelphia top 1% owned over 50% of the wealth.v The gap between rich and poor was widening!

People moved to cities in search of factory jobs

Populations in cities doubled and tripled

One major opportunity: Printers and publishers

1840 – 75% of population, and 90% of white population could read

Many female teachers such as, Sarah Buell Hale, and Lydia Howard Huntley Sigourney

RISE OF LARGE CITIES

American Population Centers in 1820

American Population Centers in 1820

American Population Centers in 1860

American Population Centers in 1860

Lowell GirlsLowell Girls

What was their typical “profile?”

Average age – 24Contracts for 1 year (average stay 4 years)5 am -7 pm (Average 73 hrs week)Average salary $2-3 a weekChallenge traditional female roles but paid half as much as a men

Lowell Boarding HousesLowell Boarding Houses

What was boardinghouse life like?

25-40 women lived in each boarding house, with up to six sharing a bedroomCost 1.25-1.50 a weekWould foster community as well as resentment

Conditions were ridiculous

Managers and Workers had awful relationship

Workers Created Labor Unions: Workers who joined together to get better rights and working conditions

Strikes: work stoppages

Unions had little power and strikes failed

WORKERS ORGANIZING

Even though industry got big, farming (agriculture) #1

Northern Farmers sold extra goods to other towns and cities Used money to buy machines

Northern families worked hard on their farms

Ohio – “As far as the eye can stretch in the distance nothing but corn and wheat fields are to be seen; and on some points in the Scioto Valley as high as a thousand acres of corn may be seen in adjoining fields, belonging to some eight or ten diff erent people”

FARMING STILL IN CHARGE

Read the Lowell Girls article given to you by Mr. Collison and EITHER: write down 3 comparisons with today’s class OR summarize it in your own words (4 Sentences)

HOMEWORK