The Industrial Revolution SSWH 15 Describe the impact

The Industrial Revolution

• SSWH 15: Describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. • Objectives: Explain the beginnings of industrialization. Describe the key inventions that furthered the Industrial Revolution. • Identify transportation improvements. • Trace the impact of railroads on Industry.

• EQ: How did industrialization (that began in Britain) pave the way for modern industrial societies? • Vocabulary: Industrial Revolution, enclosure, crop rotation, industrialization, factors of production, factory, entrepreneur

Industrial Revolution in Great Britain • Began in Great Britain in the 1780’s. • Wealthy landowners enclosed their land with fences of hedges creating enclosures. • Using new farming techniques, such as crop rotation, and tenant farmers the landowners produced more food than ever before. • An increasing population boosted the demand for goods and as many lost their land they flocked to cities to find work in new factories.

• Factors of production, such as coal and iron ore, along with land, labor and capital, became vital to industrialization. • Coal and steam replaced wind and water as new sources of energy and power to drive labor -saving machines. • The world saw a movement from an economy based on farming and handicrafts to an economy based on manufacturing by machines and industrial factories.

• Increased production led to food surpluses, population increases, and more jobs. • The steam engine developed by James Watt, was crucial to Britain’s Industrial Revolution. • Improvements in iron making led to the mass production of railroads. (Henry Bessemer) • The Rocket was the name of the first locomotive built by George Stephenson.

SSWH 15: Describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. • Describe industrialization in the United States and Europe. • Identify the effects of industrialization on the rest of the world.

EQ: How did the Industrial Revolution set the stage for the growth of modern cities and a global economy? Vocabulary: stock, corporation

The Factory System - a manufacturing system based on the concentration of industry into specialized—and often large—establishments) - replaced the domestic system - signaled the onset of mass production in which standardized parts could be assembled by relatively unskilled workmen into complete finished products.

• The invention of the cotton gin by Eli Whitney and the power loom by Edmund Cartwright led to the factory system. • Since the new textile machinery was too large and costly for most workers to use in their homes, industrialists gradually moved cloth production out of cottages (domestic system) and into large buildings (factory system) near waterways.

• Building large businesses required a great deal of money. To raise the money, entrepreneurs sold shares of stock, or certain rights of ownership, in the company. • A corporation is a business owned by stockholders who share in the profits of the corporation, but are not personally responsible for its debts.

The Spread of Industrialization • Governments encouraged industrial development by setting up schools to train workers. • Between 1850 and 1860 the Industrial Revolution made its way across the Atlantic to North America. • In both Europe and America, roads and canals were built to link east and west and the steamboat and railroads made transportation easier.

Social Impact • The reduction of disease and warfare led to an increase in population across Europe. • This increased population led to an over-dependence on certain crops such as the potato in Ireland. (18451851) • The rapid growth of cities in the first half of the 19 th century led to pitiful living conditions.

New Social Classes • The rise of industrial capitalism produced a new middle-class group --- the industrial middle -class. (bourgeois) • Included lawyers, doctors, teachers, government officials. • Sought to separate themselves from the working classes.

• Industrial workers, who made up the working class, faced wretched working conditions. • Conditions in cotton mills and coal mines led to the deaths of many workers. • Both children and women worked in large numbers in the working class.

Unions • The Factory Acts limited the work hours of children and women and led to a new pattern of work for women based from the home. • By the late 1800 s and early 1900 s working conditions began to improve with the creation of labor unions.

Unions • To discourage workers from joining unions, factory owners created a list which prevented workers from getting jobs throughout the industry. • When union leaders and factory owners reached an agreement, they practiced collective bargaining.

1802 Factory Act The first Factory Act ever passed by the British Parliament was called "The Factory Health and Morals Act, 1802" and applied principally, though not exclusively, to apprentices in cotton and woollen mills. The preamble runs as follows: "Whereas it hath of late become a practice in cotton and woollen mills and factories, to employ a great number of male and female apprentices, and other persons, in the same building, in consequence of which certain regulations are now necessary to preserve the health and morals of such apprentices. " The regulations, briefly stated, were the following:

(1) The master or mistress of the factory must observe the law. (2) All rooms in a factory are to be lime-washed twice a year and duly ventilated. (3) Every apprentice is to be supplied with two complete suits of clothing with suitable linen, stockings, hats and shoes. (4) The hours of work of apprentices are not to exceed twelve a day, nor commence before six in the morning, nor conclude before nine at night.

(5)They are to be instructed every working day during the first four years of apprenticeship in reading, writing and arithmetic. (6)Male and female apprentices are to be provided with separate sleeping apartments, and not more than two to sleep in one bed. (7) On Sunday they are to be instructed in the principles of the Christian religion.