Download - Industrial Revolution
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Organizing CEs for Instruction: Era 6 -The
Industrial Revolution as a Global Event
Craig Benjamin (GVSU)With special thanks and acknowledgement to
Bob Bain and Lauren McArthur Harris(The University of Michigan)
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Key Questions
• How do we organize for instruction global, multi-scaled content expectations?
• How do we re-purpose lessons and resources?
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Goals for This Session
• Organize Era 6 for instruction, as an example of what can/should be done with other eras
• Acquire/create/re-purpose teachable materials
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Approaches to the Industrial Revolution & Industrialism
• Textbooks: How does the textbook “represent” the Industrial Revolution? What do you see? What don’t you see?
- Beck: regional to national to local (Manchester) to multi-regional to global impact, side boxes: more global in scope. Last chapter in section: politics, economics. Many activities and questions connected to today. Majority regional (Europe); time frame 1800-1900
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Approaches to the Industrial Revolution & Industrialism contd
- Spielvogel: zooms in on England and the region, argues that industrialization leads to Western domination and nationalization; starts with England and Europe, moves out to Africa (imperialism) and then to Japan and China; zooms in on two people (England and Germany) describing conditions; connecting economic revolution to other institutions
- Stearns: regional perspective, distinct temporal breaks; “western civ. plus”; two paragraphs on U.S.; six sentences on Asia; all images are of Europe. Spread: why some areas and not others (talks about scholars’ ideas); more time spent on life on industrial life (regional); “tease” at the beginning of section about spreading to the rest of the world
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Approaches to the Industrial Revolution & Industrialism –David Christian’s Approach
• This Fleeting World: How does the David Christian “represent” the Industrial Revolution? What do you see? What don’t you see?– Christian: Industrialism is multi-causal;
part of modernity; focuses on global story but then looks at many regions (Russia, Japan); shows inter-regionalism; follows some commodities; shows increase in Europe’s GDP at “expense” of China & Asia
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David Christian’s Approach contd
– happens over three temporal patterns (“waves”); multi-time; multi-space; fewer names; more on inventions; connects to other contexts, (e.g. spread of ideas, gives theory for Europe’s increase in power); yet, not mentioning certain stories, or omits end to other stories
– identifies historical interpretation, and historical disagreements; yet he is also making an interpretation, and presenting an argument; opportunity to explore economic relationship ; his thought experiments are creating “relevance” ; not isolated issue, but enhances global interactions; diffusion of ideas, inventions that “fueled” Industrialism existed “outside” Europe; extends to Imperialism, democracy, etc.
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Models of how the WHGCEs Treat the Relationship BetweenIndustrialism, Politics and Europe’s Rise to Global Domination
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Components of Imperialism, Industrialism and National and Political Revolts
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Break Down of Industrialism
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NOW … A GLOBAL STORY for ERA SIX
(1700-1914)
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The Industrial Revolution as a Global Event
• How did life change between 1700 and 1914?• What explains the changes? What are
plausible, though possibly competing, explanations?
• Evaluate the merits of arguments holding that changes in Europe’s relative strength in the world was byproduct of factors “internal” to Europe or “external” Europe.
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Now Consider the following: What do you make of these
“facts?”
What surprises you?What supports what you’ve always known? What challenges what you’ve always known?
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Fact 1: Consider population …. or demography …
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World Population, 400 BCE - 2000 CE
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But the growth was not equal everywhere!
0
200
400
600
800
1000
1200
1400
1600
1800
1750 1850 1900
Millions
World Population Growth in Era Six
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Population of India, China & Europe, 1400- 2000
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Year Population in Millions
% of World Population
1750 141 19.3
1850 292 25.0
1900 482 30.0
World Population of People of European Descent in Europe, the
United States, and Canada
For example, the population of European descent in these three regions grew significantly between 1750
and 1900.
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What explains such growth?What would you expect
happened to enable such growth?
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Not only was the human population
growing, it was moving across
and within continents.
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22Microsoft® Encarta® Reference Library 2002 © 1993-2001 Microsoft Corporation. All rights reserved.
Migration from Europefrom 1750 or earlier
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23Microsoft® Encarta® Reference Library 2002 © 1993-2001 Microsoft Corporation. All rights reserved.
Continuing Atlantic slave trade after 1750
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24Microsoft® Encarta® Reference Library 2002 © 1993-2001 Microsoft Corporation. All rights reserved.
Labor migration from Asiamainly after 1750
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Major Global Migrations
Europeans overseas including
Siberia1820-1930
55-60,000,000
Africans to theAmericas1811-18701,900,000
Asians overseas1850-19202,500,000
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Migrations, 1700-1940
• Source: Patrick Manning, Migration in World History (New York: Routledge, 2005), 146 • Note: Boxes show millions of departures; circles show arrivals• Africans (1650-1940), Europeans (1840-1940), Indians (1840-1940), Chinese (1840-1940)
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What surprises you? What challenges your understanding? What do you think explains such
movement?What would you expect
happened to enable such shifts in population?
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Consider changes in cities …
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Growth of the Population of Boston
1690 - 7,000
1790 - 18,038
1900 - 560,892
158%
3,010%
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Growth of the Population of Detroit
1870 – 79,577
1900 – 265,000
1930 -1,500,000
233%
466%
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Most Populous Cities, 1500Name Population
1 Beijing, China 672,000
2 Vijayanagar, India 500,000
3 Cairo, Egypt 400,000
4 Hangzhou, China 250,000
5 Tabriz, Iran 250,000
6 Constantinople (Istanbul), Turkey 200,000
7 Gaur, India 200,000
8 Paris, France 185,000
9 Guangzhou, China 150,000
10 Nanjing, China 147,000
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Most Populous Cities, 1800Name Population
1 Beijing, China 1,100,000
2 London, United Kingdom 861,000
3 Guangzhou, China 800,000
4 Edo (Tokyo), Japan 685,000
5 Constantinople (Istanbul), Turkey 570,000
6 Paris, France 547,000
7 Naples, Italy 430,000
8 Hangzhou, China 387,000
9 Osaka, Japan 383,000
10 Kyoto, Japan 377,000
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Most Populous Cities, 1900Name Population
1 London, United Kingdom 6,480,000
2 New York, United States 4,242,000
3 Paris, France 3,330,0004 Berlin, Germany 2,707,000
5 Chicago, United States 1,717,000
6 Vienna, Austria 1,698,0007 Tokyo, Japan 1,497,000
8 St. Petersburg, Russia 1,439,000
9 Manchester, United Kingdom 1,435,000
10 Philadelphia, United States 1,418,000
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What surprises you? What challenges your understanding? What do you think explains such
movement?What would you expect
happened to enable such shifts in population?
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Fact 2: Consider changes in wealth and power …
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$0.00
$500,000.00
$1,000,000.00
$1,500,000.00
$2,000,000.00
$2,500,000.00
$3,000,000.00
1700 1820 1870 1913
The Modern Revolution meant powerful economic growth in the world as a whole.
World Gross Domestic Product (GDP) in Dollars
as valued in 1990
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Estimated World Income, 1000 BCE-2000 CE (Per Capita)
Source: Gregory Clark, A Farewell to Alms a Brief Economic History of the World (Princeton: Princeton University Press, 2007), 2
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Powerful, but not equal.
The countries which modernized first used it to their
advantage.
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0
10
20
30
40
50
60
70
1700 1820 1870 1913
Eur./N.AAsia
Percentage of World GDP Western Europe and North America vs. Asia
The Modern Revolution shifted the world’s economic center.
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Share of World GDP 1700-1890
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Share of Manufacturing Output, 1750-1900
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Real Wages, English Laborers1209-1809
Source: Gregory Clark, A Farewell to Alms a Brief Economic History of the World (Princeton: Princeton University Press, 2007), 41
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Real Income in England1260-2000
Source: Gregory Clark, A Farewell to Alms a Brief Economic History of the World (Princeton: Princeton University Press, 2007), 195
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Comparative Income Per Capita,1800-2000
Source: Gregory Clark, A Farewell to Alms a Brief Economic History of the World (Princeton: Princeton University Press, 2007), 321
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What surprises you? What challenges your understanding? What do you think explains such
changes?
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But a growing population meant
that human need for resources—for energy—was growing, too.
And humans dealt with this need by using
fossil fuels. Watch!
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5 watts
Small wax candle, 800 BCE
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Parson’s turbine, 1884 CE
100,000 watts
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Fact 3: The Fossil Fuel Revolution
The biological old regime ends when vast new sources of energy come into
use:
CoalElectricity
GasPetroleum
Nuclear
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By taking energy from fossil fuels like coal instead of biomass like
wood…
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and with better and better steam
engines to harness coal’s
energy…
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Power loom weaving Lancashire, 1835
People could produce more
efficiently.
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In Britain coal mines were close to factories and cities.
In China coal mines were far from factories and cities.
How might history have been different if Britain’s coal mines had been located, say, in the Carpathian Mountains of southeastern Europe.?
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Robert Fulton’s Clermont steamship 1807
And travel more
quickly.
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George Stephenson’s “Rocket” steam locomotive
1829
And travel more quickly
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The increasing power of
steam engines in Era
Seven
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The Industrial Revolution
Fossil fuel energy in production and transportation
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The Industrial Revolution allowed for new global economic
relationships.
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Cotton exports from agrarian economies to industrial economies
Microsoft® Encarta® Reference Library 2002 © 1993-2001 Microsoft Corporation. All rights reserved.
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Textile exports from industrial to agrarian economies
Microsoft® Encarta® Reference Library 2002 © 1993-2001 Microsoft Corporation. All rights reserved.
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Old limits on how much energy
people could use were gone!
And in Era Six people tore down other limits too…
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Sounds great!
But what did governments need
to do to make these ideas work?
Fact 4: New economic ideas
• People should be able to buy and sell land freely.
• People should be able to buy and sell labor freely.
• People should be able to buy and sell goods freely.
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Improve public health.
Build railroads, ports, and telegraphs.
Standardize weights and measures.
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Antiseptic medicine
1867
Transcontinental railroad 1869
Metric system1790
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In Era Six, government played a greater role than
ever before in people’s lives.
And while that happened,
people’s ideas about government
changed, too!
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People moved more quickly.
Ideas moved more quickly.
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RailroadSteamboat
Transatlantic cableNewspaper
Fact 5: The
Communication Revolution
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The Speed RevolutionOne hour of optimum travel:
Walking - 5 km Horse-drawn coach - 10 km Railway locomotive (1847) - 96 km Normannia steamship (1890) - 40 km French rapid train - 297 km Jet plane - 1000 km
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Railway Development
in Europe1840
1850
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Railway Development in Europe
1880
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Railway Construction in India1853-1931
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74India, 1877
After the Modern Revolution, much more food went on the world market…
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75India, 1877
… and it was often shipped to where it got the highest price,
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not to where it was needed most.
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And industrial technology could be used not only to create, but to
destroy.
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And more of the world was colonized than ever before.
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Battle of Omdurman, Sudan, 1898
Sudanese dead, 10,000
British dead, 48
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Fact 6: The European Moment
Land surface of the world controlled by Europeans:•1800 35%•1878 67%•1914 84%
But . . . duration of European world domination in the past 2000 years:
80yrs
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Modernize the army.
Modernize the economy.
Maintain independence.
Russia Mexico
JapanEgypt
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People who traveled to learn about one part of the Modern
Revolution, like fossil fuels,….
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also learned about the democratic part of the Modern
Revolution.
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And they didn’t keep the ideas to themselves. They communicated
them, because it was all part of the package.
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What surprises you? What challenges your understanding?
What scale have we been working?
Might you use any of this with students? How?
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Fact 7: Consider changes in social situations …
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Comparative Activity
• Through history, children had always labored. Yet, today child labor is outlawed, or severely outlawed in many countries in the world.
• When did this happen? Where did it happen?• Why then? Why there?• Why do you think child labor would become
a public issue when it did?
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Comparative Activity
• Use the following documents to develop a theory about restrictions on child labor, particularly their timing and location.
• That is, if children had always labored in history, where were some places that were outlawing or restricting child labor? Why there? Why then?
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Age of Workers in England
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Sadler Commission, 1832
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Japanese Commission, 1906
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Japanese Labor
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Japanese Factory Act, 1911
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British Factory Acts, 1833
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Return to A Thought Experiment We Considered Last Time
Think of how early 20th century industrialism might look at:• Local level (Detroit area)• Mid-regional level (Midwest)• National level (U.S.A.)• Hemispheric level (Western)• Global
• What changes at each of these levels? • What details are added or removed? • How are they connected (nested)? • At what level does this topic become world history?
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The Industrial Revolution as a Global Event
• How did life change between 1700 and 1914?• What explains the changes? What are
plausible, though possibly competing, explanations?
• Evaluate the merits of arguments holding that changes in Europe’s relative strength in the world was byproduct of factors “internal” to Europe or “external” Europe.
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Michigan's Content Expectations• Use Era 6 as an example of how to organize your courses• Identify the CEs that pertain to Industrialism and the
Industrial Revolution (circle relevant ones)• Ask what are the key ideas or concepts?• Think about:- how you would teach these- materials you would use use (i.e. how would you use your
school’s textbook?)Then design your courses accordingly
Write around and discussion next!