Bef ore t he BellBef ore t he Bell:  Get out your not es and open your

book t o pg. 566

A man and a dog were going down t he st reet . The man rode , yet walked. What was t he dog' s name?

Objectives: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

Bef ore t he BellBef ore t he 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

Open book t o pg. 630 On a piece of paper:• Tell me t he t hree t hemes we’ll discuss

t his chapt er.• What is t he t ime f rame f or t he

chapt er?• Tell me what is happening in t he pict ure

on t he bot t om right corner of 631.• Movie when f inished.

Children at Work A major change in social st ruct ures t hat occurred

during t he I ndust rial Revolut ion was t he increase in child labor out side of t he home. As soon as t hey were capable , children had t ypically been included in daily f amily chores in agricult ural areas or in f amily businesses, but during t his t ime period t hey began t o work f or wages and f or employers who were not f amily members.

Product ivit y and prof it were goals of t hese employers and child laborers were a means t o e f f icient ly achieve t hose goals . Economic progress brought social injust ices. Polit ical inf luences were divided be t ween support ing progress on t he one hand and, on t he ot her, correct ing injust ices t hat met hods f or achieving progress seemed t o incur.

Primary S ourcesht t p:/ / www. hist oryplace . com/ unit edst at es/ 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

ht t p:/ / www. earlham. edu/ ~pols/ globalprobs/ children/ Laila. ht ml

What about it ?

Bef ore t he Be ll:• Have your not es and your book• A grandmot her overheard 5- year- old Christ y “playing wedding. ” The

wedding vows went like t his:• “You have t he right t o remain silent . Anyt hing you say may be he ld

against you. You have t he right t o have an at t orney present . You may kiss t he bride . ”

Object ives:Object ives:• T o d e s c r ib e h ow a nd wh e r e t h e r e volut ion

s t a r t e d• De s c r ib e h ow f a r ming t e c h nique s impr ove d

c r ops• T o lis t G.B .’s a d va nt a g e in t h e r e volut ion

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

Bef ore t he Bell:Bef ore t he Bell:Make sure t o get your not es out t his morning.

Object ives:Object ives:• To lis t GB’s a d va nt a ge s in t h e I R• To lis t a nd d is c us s inve nt ions a nd inve nt or s in t e x t ile s a nd

t r a ns por t a t ion

Round of applause day in and day out

Britain’s Advantages

Why did the Industrial Revolution begin here?

1. Large population of workers

2. Small country with a lot of resources

1. Water power (rivers to move, harbors to move ships)

2. Coal (to fuel machines)

3. 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.

Bef ore t he Be ll:Bef ore t he Be ll:W h o wa s Rob e r t A d le r a nd wh a t d id h e inve nt t h a t you

c ould N OT live wit h out ?

M a ke s ur e you h a ve your not e s out a nd ope n f or point s .

Object ives:Object ives:• T o assess your knowle d g e of t e x t ile inve nt or s• T o id e nt if y t h e c h a ng e s c a us e d b y t h e s t e a m e ng ine• T o lis t t h e a d va nt a g e s of M c A d a m r oa d• T o d is c us s t h e c h a ng e s c a us e d b y loc omot ive

1. Who invented the seed drill?

2. Which man breed the largest and strongest sheep?

3. Who created the spinning Jenny?

4. List one advantage Great Britain had in the industrial revolution.

5. 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 Advances1700

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

Object ives:Object ives:• To d e s c r ib e t h e living c ond it ions a nd c h a nge s in ind us t r ia liz e d

a r e a s .• To d e ve lop a g r a ph ic or ga niz e r f or t h e c la s s s ys t e m• To c r e a t e a quiz• To d is c us s e x pe c t a t ions f or t omor r ow a nd t h e s ub s t it ut e .

Before the Bell: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 LifeClass 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.

Bef ore t he Be ll:

1. What do you put in a t oast er? 2 . S ay “silk” f ive t imes. Now spe ll “silk. ” What do cows drink?

3. I f a red house is made f rom red bricks and a blue house is made f rom blue bricks and a pink house is made f rom pink bricks and a black house is made f rom black bricks, what is a green house made f rom?

Object ives:Object ives:• T o r e vie w t h e t h r e e ph ilos oph e r s a nd t h e ir id e a s• T o d e s c r ib e t h e r is e of s oc ia lis m a nd

t h e me n involve d in pr omot ing it• T o wr it e 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: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.