the industrial revolution · 2016. 6. 22. · page 3 the industrial revolution students analyze the...

Teacher’s ToolBookImaginative hands-on U.S. History lessons designed for individual students, cooperative groups, and whole-class learning.

The Industrial Revolution

World History, Culture & Geography: The Modern World

1750-1914

Practice TestThere are 556 multiple-choice questions in this Teacher’s Toolbook.

SkillsDiscover how major events are related to one other in time.Develop a “mental timeline” of key events, people, and historical eras.Using maps, identify physical and cultural features and trace the routes of people.Distinguish relevant from irrelevant information.Explain the central issues and problems of the past.Distinguish cause and effect, sequence and correlation in historical events.Examine the sources of historical continuity.Discover how a combination of ideas and events explains the emergence of new patterns.Recognize the role of chance, oversight, and error in history.Discover how our interpretation of history changes as new information is uncovered.

LessonsPerfect for either the block schedule or for the 45-minute class.Lessons include maps, timelines, graphic organizers, mini-lectures, speeches, brain games, memory games, role-playing, roundtable discussions, debates and issues to research.

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Using primary sourcesBefore you begin, examine this website:

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For independent study, please visit these websites:

Textbook www.wsu.edu:8080/~dee/ENLIGHT/INDUSTRY.HTM

Documents www.fordham.edu/halsall/mod/modsbook14.html

Inventors www.mmsd.org/elib/elib.cgi?cat=188

Overview www.victorianweb.org/www.kidinfo.com/American_History/Industrial_Revolution.htmlhttp://members.aol.com/TeacherNet/Industrial.html#Science/Techhttp://history.evansville.net/industry.htmlwww.bridge-rayn.org/indusrev.htmlhttp://uniondale.k12.ny.us/cybrary/Resources-industrial_revolution.htm

The Industrial Revolution in the United Stateswww.fcps.k12.va.us/IrvingMS/Gilded.htmwww.nps.gov/lowe/loweweb/Lowell_History/england.htm

British literaturehttp://etext.lib.virginia.edu/britpo.html

The complete history of Englandwww.teacheroz.com/Great_Britain.htm

The Industrial Revolution

Students analyze the effects of the Industrial Revolution in England, France, Germany, Japanand the United States.

1. Analyze why England was the first country to industrialize.

2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

3. Describe the growth of population, rural to urban migration and growth of cities associated with the IndustrialRevolution.

4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

7. Describe the emergence of Romanticism in art and literature (the poetry of Blake and Wordwsworth), social

criticism (the novels of Charles Dickens) and the move away from Classicism in Europe.

Introduction

Dear Colleagues:

“Another book on the Modern World” Ah, but is it possible that this is a book of a new type? Yes: How about aworkbook-testbook that is geared just for you and your students’ success on the test? How this book differs fromothers . . .

The state standardsThis workbook was written for you and only you - the noble teacher of Social Studies.Somebody was bound to do it. For us, it was an exciting challenge.

A Fat WorkbookSocial Studies teachers have their work cut out for them! Centuries of World History and state standards thatcover numerous subjects - each chock full of facts about people, places, and events. To those non-teachers whosay this is a long workbook, we say: “Why, yes. Did you not know? This is what it takes for a student to learn thestate standards for Social Studies.”

Student PerformanceStep #1: Students do not memorize the facts. They manipulate them. Then perform what they know.Step #2: Performance - in front of the class. (Peer pressure can be wonderful.)Step #3: Performance - on paper. (Maps, graphic organizers, all the tricks in the book.)Step #4: Performance - on the practice test. (Many students learn after the fact - by trial and error.)

Your learning curveThere is no learning curve.

Xerox all these pages?No. You do not need to xerox all of these pages. There are several types:1. Some are student worksheets and must be copied. 2. Some should be turned into transparencies for use with an overhead.3. Some are read aloud by the teacher - while students draw on their desk maps.

The Tests Are Too HardIf your students can do well on these tests, the state test will be a breeze.

Our best to you,

Performance Education

Table of Contents

1. England page 7 The CausesWhy it was the first country to industrialize

2. Changes in science, technology, and energy page 29 The CausesHow they brought massive social, economic, and cultural changeInventors & Innovators: James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison

3. Changes in population page 47 The CausesMigration from the countryside to the citiesThe growth of industrial cities

4. Changes in work and labor page 57 The ResultsThe end of the slave trade and slaveryThe effects of immigration, mining, manufacturing, division of laborChild LaborThe trade union movement: Causes & Effects

5. Factors of production page 73The building blocks: Capital, labor, natural resources, and entrepreneurship

6. The response to capitalism page 85 The ResultsWhat is capitalism?Capitalism as the dominant economic system.Responses to capitalism: Communism, Utopianism, Socialism, Social Democracy

7. Romanticism & Social Criticism page 117 The ResultsRomanticism and social criticism is how artists and writers responded to capitalism.Romanticism in art and literature: Blake, WordsworthSocial Criticism: Charles Dickens

The Review page 129

The Test page 135There are 556 questions.

1. EnglandWhy was England the first country to industrialize?

The Definition

What was the Industrial Revolution?As you tell the story, ask students to draw a cartoon.Show them these samples of student-drawn cartoons:http://project1.caryacademy.org/1851/images/cartoons/cartoons.htmwww.history.ohio-state.edu/courses/hist563/lectures/indrev/sld001.htm

When The 18th and 19th centuries. It officially began in 1750 in England.By the late 1800s, the Industrial Revolution was in full swing in Germany, the United States, Japan, and Russia.

WhereEngland was the world’s first industrial country and the world’s first capitalist country.By 1850, the Industrial Revolution began spreading to Western Europe and the United States.

WhatIt was an economic and social revolution.Economic changes transformed the way people worked . . . and the societies in which they lived. There were seismic changes in industry and society.The changes were caused by the introduction and large-scale use of machinery to replace hand labor.New technology allowed for the rise of the factory system.

WhyWhy do they call it a “Revolution”?

The Industrial Revolution is more than technology.

The Industrial Revolution was a major turning-point in World History. Why?

The Industrial Revolution had a bigger impact than the French Revolution.

The Industrial Revolution was the most far-reaching transformation of society since the beginning of farming 10,000 years ago.

HowAll that machinery in factories . . . how was machinery powered?

By new fuelsCoal. Coal Coal.Coal produced steam. Coal fueled the Industrial Revolution.

The WatermillAt the beginning of the Industrial Revolution, factories were run by watermills.That is, a factory was always located next to a river.The machines were run by waterpower.

Who

Inventors & InnovatorsJames Watt (inventor) invented the steam engine. Eli Whitney (innovator) created interchangeable parts which allowed for mass production. Henry Bessemer (innovator) discovered a new way to mass-produce steel.Louis Pasteur (innovator) pasteurized food and drink.Thomas Edison (inventor) invented the light bulb and electric generator.

Queen VictoriaQueen Victoria ruled for 63 years (1819-1901).Because she ruled through the entire 19th century, it is known as “The Victorian Age.”In 1837, she became Queen of England. (She was 18.)When she came to the throne, the Industrial Revolution was in full swing.Strangely enough, the Queen did not hold upper class values.She held middle-class values and middle-class values ruled Victorian England.She was big on family values; she had nine children.When all of England was in social turmoil, Queen Victoria provided emotional and ceremonial stability.

Prince AlbertVictoria married a German prince, who was ideal for the job.He was interested in science, industrial progress, and British industry.In 1851, England was at the peak of her industrial power.It was Prince Albert who came up with the idea of the Great Exhibition - to show off applied science.To this end, he built the Crystal Palace, an architectural masterpiece made of iron and glass.It was built in Hyde Park in London.It was financed by industrialists and the general public.It attracted six million visitors from around the world.It was the beginning of what we now call “The World’s Fair.”

The RomanticsRomanticism was a reaction to the Industrial Revolution.Writers (Wordsworth, Shelley, Keats, Byron) tried to escape from the ugliness and materialism.William Blake described England’s factories: He called them “Dark Satanic Mills.”

The CriticsCharles Dickens, a novelist, criticized the human costs of the Industrial Revolution.

The Definition

The Industrial Revolution: Who, what, where, when, why and how?

The Industrial

RevolutionWho

WhyWhy is it called a“revolution”?

Where

When

How

WhatThis is the definition.


Why was England the first country to industrialize?England was the world’s first industrialized nation.England was the world’s first capitalist country.England is often referred to as Britain or Great Britain.

What must a country have in order to industrialize?It takes 8 ingredients to bake the industrial cake!List them on a mobile. Hang it from the ceiling.

1. Food You must have a surplus of food.The Agricultural Revolution, 1700sThey improved farming techniques, like crop rotation and the scientific breeding of animals.There was a great increase in food production.Fewer people could produce more food.The price of food was low, so people could afford to buy manufactured goods.People could be spared from the farms - to go work in the cities.There would be enough food to feed the industrial cities.

2. Capital You must have a great accumulation of cash.The Commercial Revolution, 1700sThis was trade. The British accumulated piles of cash from trade.

3. Labor Force Size: The labor force must be large.The Population ExplosionFrom 1750 to 1850, the British population tripled.With more food, people had more children.With better sanitation, the death rate fell. People lived longer.There was an abundant labor supply to mine the coal and run the factories.

4. Rural to Urban Migration Location: The labor force must already live in cities.The Enclosure Movement, 1750-1810To feed the woolen mills, England needed wool. Landowners gave up raising food and started raising sheep. It takes only one guy (a shepherd) to raise sheep. All the other farm laborers are redundant.Parliament passed 1000 laws, allowing landowners to evict the tenants from their land!Dispossessed of their land, folks had nowhere to go, except go to the city and look for a job.In 1700, 80% of the people were involved in farming.In 1800, 60% of the people were involved in farming.In 1900, only 10% of the workforce was involved in farming.

The Potato Famine, 1840sIn Ireland, one million died and one million left Ireland.Many immigrants went to work in British and American factories.

Map of EnglandTo see the location of textile centers, coalfields, canals, and navigable rivers:

http://occawlonline.pearsoned.com/bookbind/pubbooks/brummettconcise/chapter98/medialib/thumbs/ch24_514.html

5. Natural Resources You must have coal and iron mines - already in operation.Coal. Coal. Coal.England already ran out of forests; they turned to coal.England had an abundance of coal and iron ore.You can import light raw materials (cotton), but you must have the heavy stuff (coal) inside your country.

James Watt invented the steam engine: Using coal, the engine produced power.Coal powered machines in the factories.Coking coal and iron ore were used to make steel.Raw cotton came from British colonies overseas - the U.S. and India.Manchester became Britain’s textile center because of its proximity to coal mines, the development of theworld's first modern railway and its proximity to coal and the seaport of Liverpool.

The Industrial Revolution was driven by coal > steam. Key point: The first factories were built near the coal mines.Key point: The first factories were textile mills. (Manchester became the center of the textile industry.)Key point: The first factory workers were women and children.Key point: Two important industries were coal (to run machinery) and iron (to make machinery).

6. A Transportation System You must have a system to transport heavy freight, especially coal.Coal is heavy - you can move it cheaply by water and rail.Britain had a cheap transportation system to move raw materials and finished products.a. Long coastlines suitable for harborsb. Navigable riversc. Canal systemsd. A dense network of roadse. The development of railroads

England went through a canal-building craze: Canals linked rivers, the mines, and the factories.Barges then carried bulky freight (coal to run the factories, grain to feed the cities).

England went through a railroad-building craze: Railroads linked everything.The first railroads carried coal.

England went through a ship-building craze:Ocean-going ships imported raw materials and exported finished goods.

7. Technology You must have new technology, such as the steam engine (1869).The Scientific Revolution, 1600sEver since the Scientific Revolution, the British were running experiments using the scientific method.The Royal Society of London encouraged scientific discoveries. During the 1700s, inventors and innovators stepped forward to invent solutions to practice problems.In 1769, James Watt perfected the steam engine!

8. Demand Demand comes before Supply. A market before you manufacture.There was already a gigantic demand for British goods.Low farm prices allowed the British people to buy their own manufactured goods.Wherever the British looked, there was a market for their products: Europe, the U.S., Asia, Africa.In 1800, 60% of British exports were sold to the U.S.The British had colonies around the world:

Colonies provided raw materials - India sent raw cotton to England.Colonies provided a market - England sold its manufactured goods to its colonies.

1. Analyze why England was the first country toindustrialize.

What caused Englandto industrialize?What factors allowed Great Britain to industrialize?

1.

2.

4.

6.

3.

5.

7.

The Answers

1. Food to feed cities ..............from the Agricultural Rev2. Capital .................................from the Commercial Rev3. Labor Force ........................Size: More food, more kids4. Rural to urban migration .....Location of labor: In cities5. Natural Resources ..............coal and iron6. Transportation System ........canals, railroads, ports7. Technology ..........................new methods of production8. Demand ...............................Demand before SupplyEverybody in Europe, America, Africa, and Asia alreadywanted to buy British goods.

8.

After this lecture, students use the facts in “The Great Debate.”

The ResultsThe Industrial Revolution was a mixed blessing.

A. IN THE SHORT RUN, THE INDUSTRIAL REVOLUTION WAS HORRIBLE!

The Human CostDislocated communities In the countryside, people were evicted to make room for sheep!Urban squalor In cities, public services did not keep up with the population. Living conditions Overcrowding, unsanitary conditions, disease. Working conditions Health and safety was a life and death issue.Exploitation Women and children became the majority of workers in factories.

Children were maimed and crippled by machines. Children under ten did not go to school.The life expectancy of a child working in a factory or coal mine was very low.

The Environmental CostThe Cities Urban sprawl and squalorSpoiled landscapes The land was cut by roads, railroads, coal mines and slag heaps.Air pollution Factory smokestacks spewed smoke and chemicals into the air.Water pollution The rivers were clogged with chemicals and sewage.

A. IN THE LONG RUN, THE INDUSTRIAL REVOLUTION WAS GREAT!

EconomicsEngland led the world in four industries: Textiles, coal, iron, and steel.Britain became the world's banker as well as its manufacturer.

Abundance Goods were produced in great quantities.Affordable: Goods were sold at an affordable price.Less drudgery Goods provided new comforts.More jobs Demand for goods created new jobs in factories.Prosperity: This is how the West (Western Europe and the U.S.) grew rich.Great fortunes From the start, the British upper class and middle class enjoyed great prosperity.Wages rose Between 1850 and 1875, wages rose 50%Standard of living The lives of ordinary people improved.Quality of life Longer life expectancy, health, income, education.Transportation Easy travel by roads, canals, railroads, steamships.Medicine Vaccination, pasteurization.

PoliticsUniversal manhood suffrage (England):

In 1832, middle-class men won the right to vote. (1 out of 5 men could vote.)In 1877, working-class men in the cities won the right to vote.In 1884, all working-class men had the right to vote.

Parliament, once controlled by the upper class, was now controlled by the middle class.It began to pass laws in the interest of the middle class and the working class.

Homework For “The Great Debate” http://learningcurve.pro.gov.uk/victorianbritain/1. An Industrial Nation 5. A Lawless Nation?2. A Happy Nation?6. A Divided Nation?3. A Healthy Nation? 7. A Great Nation?4. A Caring Nation?


World Affairs

The 400 pound gorillaThe British were the first to undergo the Industrial Revolution.As a result, they dominated world affairs during the 19th century.

Colonialism & Imperialism

Imperialism, no!In order to industrialize, a country does not need to follow a policy of colonialism or imperialism.The United States industrialized; we were not a colonial power.Shoot, we were a colony until 1776. And we didn’t like it.

Imperialism, yes!Industrialization did stimulate colonialism and imperialism.Where imperialism already existed, it was stimulated. (Britain and the British Empire.)Countries that were not imperialist tried to be:

1. The United States - Yes, for a brief moment we tried it and did not like it.This is why nobody ever remembers the Spanish-American War of 1898.During that war, we took over Cuba, Puerto Rico, the Philippines.

2. Germany tried to grab colonies in Africa.3. Japan tried to grab colonies in Asia.

Victorian EnglandThe Industrial Revolution definitely encouraged the British Empire.The British were already deep into imperialism and colonialism.Victorian England was deep into imperialism - grabbing colonies in Asia and Africa.

Imperialism: The factory system stimulated imperialism.Britain’s factories need raw materials. Britain’s factories created a surplus of goods. They needed to dump their surplus on new markets.Britain searched the world for raw materials to feed its factories.This is why the British set up colonies in Asia and Africa.

Wars The British had a monopoly of the seas.Countries went to war with Great Britain - over colonies and control of the seas.In 1812, for example, the U.S. went to war with England over freedom of the seas.The First World War (1914-1918) was fought over colonies. During World War I, the Industrial Revolution in each country was turned into a war machine.


Cause or Effect?

Step #1: Distinguish between Cause & Effect.Break into pairs. Examine each thing:There are 8 causes of the Industrial Revolution.Can you find them? Put a dot next to each one.

Step #2: Division of the House!Cut up the things. Give one to each student.Mark one side of your classroom “Cause” and the other side “Results.”As you call out one of the things, a student must get up from his/her desk and move to one side of the room.

Step #3: The TransparencyThe answers are on the next page.Using it, check to see that each student is on the proper side of the room.When a student is wrong, thank them! This helps us all when it comes to the test.

Demand for manufactured goods

Growth of corporations

The concentration of workers in urban areas.

The factory system

New methods of production

Accumulation of capital

Large-scale production

Low cost of production per unit

Uniformity and a high quality in production.

Coal and iron mines

Increased industrial productivity

Increased productivity of workers

Unsafe working conditions

A new division of labor

Changes in transportation (from water to rail)

Changes in communication

Rise of the working class

Trade unions

Reform movements

Middle class gained political power

Transportation for heavy freight

Adequate food

Universal manhood suffrage

Woman suffrage

Abundance of goods

Affordable goods

Goods provided new comforts.

National prosperity

Large labor force

Great fortunes were made overnight

Wages rose

Improved quality of life

Longer life expectancy

Better health care

Urbanization

Higher incomes

Better educational system

England was in a class by itself

New technology

Colonialism and imperialism are stimulated

There was a wider gap between rich and poor

The rise of Communism

Romanticism in art and literature


Causes & ResultsTransparency: Here are the answers!

The Big Question: What must a country have in order to undergo industrialization?

Causes of industrialization

1. adequate food2. accumulation of capital3. large labor force4. urbanization 5. coal and iron mines6. transportation for heavy freight7. new technology8. demand for manufactured goods

Make a mobile of these 8,hang it from the ceiling!

Not a cause or resultRise of the middle class (already existed)Stable class structureDemocratic governmentReligious harmonyGovernment control of industrial production.Government control of agricultural production.

Results of industrialization

Growth of corporationsThe factory systemNew methods of production Large-scale productionLow cost of production per unitUniformity and a high quality in production.Increased industrial productivity Increased productivity of workersUnsafe working conditionsA new division of laborChanges in transportation (from water to rail)Changes in communicationRise of the working classTrade unionsReform movementsMiddle class gained political powerUniversal manhood suffrageWoman suffrageAbundance of goodsAffordable goodsGoods provided new comforts.National prosperityGreat fortunes were made overnightWages roseImproved quality of lifeLonger life expectancyBetter health careHigher incomesBetter educational systemEngland was in a class by itselfColonialism and imperialism are stimulatedThere was a wider gap between rich and poorThe rise of CommunismRomanticism in art and literature

The Industrial Revolution is more than technology.It was a major turning-point in World History. It was the most far-reaching transformation of society since the beginning of farming 10,000 years ago.

Transformation of society

Why is it called a “revolution”?Break into groups of three.What was life like before the Industrial Revolution?What was life like after the Industrial Revolution?

Before

THE ECONOMY

The big pictureAn agricultural economyMercantilismAn economy based on producers.A local marketA country that produced for itself.Compete in world trade

The organization of productionCottage industriesSmall companies

The scale of productionProduce one thing at a time.Same productivity level for centuries.Goods are expensiveA society based on scarcity.

The rate of productionFueled by manpower, horsepower, water powerTime: Life revolved around the farming seasons.

The nature of workYou make one product, from start to finish.

The status of laborIndependent, self-employed craftsmen and womenYou have dignity. You are paid for your labor.Labor is valued.

What workers care aboutCraft Guilds - craftsman ensure quality of goods.

The MerchantProvided the cottage industry with raw materials. Hecarried off the finished product and sold it. There wereno big risks and no big profits.

After (cover these answers)

TRANSFORMATION OF THE ECONOMY

The big pictureAn industrial economyCapitalism.A consumer-oriented society.The mass marketGreat Britain became the “Workshop of the World.”British goods, ships, banks dominated world trade.

The organization of productionThe factory systemModern corporations

The scale of productionMass productionDramatic increase in productivityDramatic decline in pricesDramatic abundance of goods

The rate of productionFueled by steam engines.Life revolved around the factory whistle and clock.

The nature of workYou perform one monotonous action, over and over.

The status of laborWage laborersYou are a cog in the machine. You are cheap labor.A machine can do the work of 20 men in 1/4 the time.

What workers care aboutTrade unions - to fight horrible working conditions.

The CapitalistRisks were great and bankruptcy rates were high, butstart-up costs were low. Capital and credit were easyto get. Profits were high. One could make a fortuneovernight.

Changes in the economy caused a shake-up in society . . .


TRANSFORMATION OF SOCIETY & CULTURE

The Big PictureAn industrial society

Social ClassOvernight, there were two new classes -the middle class and the working class.

The FamilyAn industry-based economyMom and the kids worked at the factory.Women and children leave the home.Families either buy food or starve.

SchoolsOpen to the middle class.A society of factory owners and factory workers.

Industrial CitiesNear coal mines and iron mines

An ever-changing cultureAn urban cultureUncontrolled industrial and urban development

Everyday lifeLife revolved around factories.Fast-pacedA society of strangers.

TechnologyMassive changes in technologyThe spinning wheel was replaced by the textile mill.

Transportation & CommunicationNear coal mines and iron mines.A transportation revolution in canals, roads, railsBooming coalfields!

Shift in valuesA culture that glorifies machines. (The Crystal Palace)Middle-class values“Making money is great!”Great expectationsOvernight, you could make a fortune! Materialism“Keeping up with the Joneses”Social climbingYour status is reflected by your possessions.It’s every man for himself.Social InsecurityMan could and should subdue nature.

Before

SOCIETY & CULTURE

The Big PictureAn agricultural society

Social ClassYou were born into your social class.

The FamilyA family-based economy The family worked in a cottage industry.Women and children work inside the home.Families raise their own food and feed themselves.

SchoolsSchools were for the upper class.A society of craftsmen (weavers, blacksmiths)

Trading TownsLocated near rivers

A traditional cultureA rural culture Things were rather stable.

Everyday lifeLife revolved around farms.A slow-paced societyA society where you know everybody.

TechnologySame technology for centuriesThe spinning wheel was ubiquitous (everywhere).

Transportation & CommunicationCities are located near rivers.Most people never travelled 20 miles from home.Sleepy rural regions became . . .

Shift in valuesA culture that is religious.Upper class values (from the aristocracy)“Making money” is crass.Low expectationsIt could take a lifetime to amass a fortune.I have pretty much what my father had.My neighbors live roughly the same as me.Don’t rise above your station.You status is the same as past generations.There is a sense of community.Social SecurityMan was in harmony with nature.

Changes in the economy caused a shake-up in society . . .


Relationships among peopleThe only connection between people is the one ofmoney. Cash connects people!

A brand-new vocabularyThe words of the day were . . .“Progress” and “Poverty”“Unemployment”“The Machine Age”“The Victorian Age”

TRANSFORMATION OF POLITICAL INSTITUTIONS

Political PowerParliament is controlled by capitalists.

Political ParticipationUniversal manhood suffrageIn 1832, middle-class men got to vote.In 1867, industrial workingmen in cities got to vote.In 1884, all men got the right to vote.

The Social Safety NetSocial Insecurity: In a city of strangers, no one took care of the unemployed, the old, or the sick. The governmentbegan to “take care” of the needy. This is whyParliament passed a series of “Poor Laws.”

The Royal NavyThis was the government’s biggest enterprise.It protected British shipping around the world.

Important Laws1807 end of the slave trade1833 abolition of slavery1840s factory acts - laws to reform factories.1847 The 10-hour day

Before

Relationships among peoplePeople were connected to each other by tradition:Family, neighbor, landlord, paternalism.

The same vocabularyShakespeare was the last guy to change words.

THE POLITICAL SYSTEM

Political PowerParliament was controlled by the aristocratic land-owning class.

Political ParticipationOnly men of property could vote

The Social Safety NetSocial Security:If you got hurt or sick, your family would take care ofyou. There were no unemployed. The church tookcare of widows and orphans.

We conducted 50 dreadful debates until we came up with . . .

The Great Debate!

"Resolved, the Industrial Revolution was great!"

The Boomers (half the class) present evidence and argue the positive.The Busters (the other half) present evidence and argue the negative.The Court: Choose 5 introverts to sit at a table in front of the class. They choose the Chief Justice.

Before you begin, visit this websitehttp://learningcurve.pro.gov.uk/victorianbritain/

The month beforeAsk the Rotarians to donate a gavel to your class. This is an old-fashioned debate. Go heavy on the ritual.

The CourtListen to the evidence. Add up the facts and draw conclusions. You will deliberate and render your decision:Which team won? Who is the MVP? Choose a Chief Justice and give him/her the gavel. Make a formalannouncement: “As Chief Justice, you are in charge of keeping order in the courtroom.”

The grading systemGive one grade for every comment.A - excellent analysis of facts. B - very good analysis. C - repeating another student, with elaboration. D - a half-baked thought, has a tiny kernel of merit.E - fuzzy thinking. The student has missed the point. F - interrupting another student.

To get the floor, simply say "WELL . . . " Once you have uttered that magic word, the floor is yours. An F for every interruption. Civility is crucial.

How to beginHeavy on the ritual. Flip a coin and turn to one team: “Call it.” It is heads and they called heads: “What is yourpleasure? Would you like to go first or have the opposition go first?” It is heads and they called tails, turn to theother team: “What is your pleasure?” The teams alternate: A student from Team A speaks, then a student fromTeam B speaks.

A debate is like an airplane taking off. First it has to crawl down the runway! Do not worry if the debate starts off slowly. Ignore the silence: Be busywriting on your gradesheet. Once the kids see you have no intention of intervening, they’ll play along. Some kidswere born to debate. Let them model for the rest.

The teacher’s roleRecede to the back of the classroom. Do not look up. Be busy filling out names on your gradesheet. Remember:Give a grade every time a student makes a comment.

How to endTen minutes before the end of class, the judges leave the room to deliberate. Remind them: Which team won?Who is the MVP? While they are out, pass around the gradesheet. When a student looks at his/her line ofgrades, he/she will know how to improve next time. Examples: “My name has no grades beside it. I’d bettersay something next time!” "I repeat what others say. I’d better say something original next time." "Half-baked!Next time I’ll do the reading." "A string of Fs. I’d better stop interrupting others!" As kids leave class, post thegradesheet on the bulletin board outside your classroom. In red, label the MVP.


The Top Ten Reasons Why England was the first country to industrialize . . .

We dare you to be more clever!

1. They put children to work!

2. They had great expectations! (Of getting rich overnight.)

3. Around the world, everybody and his brother wanted to buy British manufactured goods.

4. They went crazy building canals and railroads!

5. James Watt invented the steam engine! (It ran on coal.)

6. They burned up all their wood, so they had to use coal!

7. The Potato Famine was a lucky break for English factory owners.

8. Farmers were evicted by sheep!

9. Farmers became so productive, they didn’t need farmers anymore.

10. They made gobs of money in trade!

1. Analyze why England was the first country toindustrialize.

The GoalWe want an immediate off-the-cuff response.

At first, this will be a parody.Over time, students are clever.

The teacher gives the situationEngland was the first country to industrialize.What do you think of that?

PauseWhile the gals dream up a way to capture this . . .The guys put it into one-liners.

Then students respond

the valley girlOne catchy phrase from the social butterflies.Alicia Silverstone: You know her style. She’s not clueless; actually she’s quite clever.Given this circumstance, what would she say?

We want only one answer from all the gals,expressed by the lead gal.

the boyzinthebackHow about a few bullets (uh, bullet-ins) from the boyzintheback?One-liners from the guys in the back row.You know their style.

We want only one answer from all the guys,expressed by the lead guy.

“Students distinguish fact from opinion.”

Life is like a rock group

If you gave a problem to 5 different rock groups, they'd each come up with a different song.

The teacher states the situation: England was the first country to industrialize.What do you think of that?

Break into 5 groups and take on a name. Do research about the problem. Then present your side of story. Discuss the situation in class - giving each group timeto present its views.

Team #1: The Boomers* Describe all the positive facts and consequences.These are the sunniest students in the class. Theseoptimists are ready to tell you all the positive aspects.

Team #2: The Busters**Describe all the negative facts and consequences.These are the gloomiest students in the class. Thesepessimists are ready to tell you all the negativeaspects.

Team #3: The Factoids*** Present the facts and only the facts. No opinionswhatsoever. These no-nonsense students excel inmath and science. On paper, they boil it down to tenfacts or less.

Team #4: The Emotionals**** Present only your reactions (emotions and feelings)to the problem. These are the social butterflies. Theycare only about their emotional reactions. They areknown for their compassion.

Team #5: The Outrageous Ones*****Come up with a new way of looking at the situationthat stuns everyone. Free spirits, they are divergentthinkers. They see it in a new light. They present atotally new way to look at it.

*Great for the middle class.**Lousy for the working class, especially women and children.***List the 5 key ingredients for industrialization.****Think of those poor children.*****England did it and so did we! The U.S. did exactly the samething: Child labor, women as the first factory workers, lousy livingconditions in industrial cities.

The Industrial Revolution spread to the United States, Germany, and Italy.

The Industrial Revolution spread rapidly. Why?

Three Reasons

a. Cultural diffusion From England, technology spread to France and Germany.b. Independent innovations In the U.S., Eli Whitney introduced interchangeable parts = mass production.c. On its own Japan industrialized with little help from Europe.

Three Countries

By 1900, three countries had overtaken England - the U.S., Germany, and Japan.How was this possible?

1. Natural ResourcesSome countries (the U.S., Germany, Russia) had more natural resources to feed their Industrial Revolution.They had gobs of iron and steel. More land to grow grain and other food for industrial cities.

The Germans were pioneers in the chemical industry.By 1900, the U.S. became the world’s top producer of steel.

Japan was unique:On its own, far from Europe, it developed its Industrial Revolution.And with a small population and not many natural resources!

2. Government aidThe British were pioneers: On their own, entrepreneurs did their thing. The government did not finance industry.

In the U.S., Germany, and Japan, the story was different:To make a great leap forward, governments helped finance heavy industry.

In the U.S., for example, the government financed the building of railroads:The railroad companies were given free land along the tracks.They were paid for every mile of track that they built.

In Japan, the Meiji dynasty encouraged industrialization.

Take a look at these fine maps . . .

Map of Europe (labeled)http://occawlonline.pearsoned.com/bookbind/pubbooks/brummett_awl/chapter24/medialib/thumbs/ch24_515.htmlThis shows the major industrial regions Europe in 1850.It also shows canals and railroads.

Map of Europe (unlabeled)http://cwx.prenhall.com/bookbind/pubbooks/king2/chapter21/labeling1/deluxe-content.htmlThis shows the major industrial cities of continental Europe, 1815-1860.It’s a quiz: Each city is numbered. You must identify the name of the city.


Homework: The Victorian AgeLotsa games about the Victorian Age.

Who wants to be a Cotton Millionaire? (game)www.bbc.co.uk/history/games/victorian_biz/index.shtml

The year is 1830 and you are an entrepreneur in Victorian England.It is a game of tough choices: Choose well and you’ll make piles of money.Choose poorly and you’ll end up in debtors’ prison!

Muck and Brass (game)www.bbc.co.uk/history/games/victorian_health/index.shtml

The year is 1830 and you are a city councilperson in Victorian England.It is a game of tough choices: Choose well and your city will be a lovely place.Choose poorly and everyone will die of typhoid.

Children in Victorian Britain (Play the Game!)www.bbc.co.uk/schools/victorians/standard/work/index.shtml

Women’s rights in the Victorian Age (game)www.bbc.co.uk/history/games/victorian_women/index.shtml

Britain: A great nation (Play the game!)http://learningcurve.pro.gov.uk/victorianbritain/great/activity1.htm

A Victorian Room (Virtual Tour)www.bbc.co.uk/history/multimedia_zone/virtual_tours/geff_victorian.shtml

Mugshots of Victorian criminalswww.bbc.co.uk/history/your_history/family/mugshot_2.shtml

Take the Victorian test! www.schoolhistory.co.uk/lessons/industrialrevolution/industrialsummary.htm

Can you think of one term from A to Z?

The ABCs of the Industrial RevolutionStep #1: Recall Without this sheet, go around the room. Can you remember one term, from A to Z?Step #2: Define Go to the library and define each term.Step #3: Rap Using these terms, write a “Rap.” Perform it for the class.Step #4: Individuals Without this sheet, go around the room. “A is for . . .” Move to the head of the class.Step #5: Teams Break into two teams. One point for a term; two points for defining the term.

Agricultural Revolution, agricultural surplus

BCommercial Revolution, cottage industry

DEnclosure Movement, Enclosure Acts

Fuel

GHIJKLMNOPQueen Victoria

RSTransformation of society, the textile industry

UVWatermill

XYZ

A game to learn terms.And appreciate the logic of a multiple-choice test.

Can you talk like a factory worker?

The goal: To learn terms and understand the logic of a multiple-choice test.The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.Student A writes the correct definition straight from the dictionary. Student B dreams up the exact opposite of the real definition. Student C dreams up a plausible wrong answer.Student D dreams up a really plausible wrong answer.Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.) Each team does this for all the terms checked below.How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E. Each student stands up and reads his/her “definition” with a straight face. The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who wasabsent yesterday.The teacher then asks: "Will the person with the real definition please stand up." The winner: The student with the most correct answers. His or her team goes next.

Define these Terms (Feel free to add terms from your textbook.)

Agricultural Revolution, 1700sCommercial Revolution, 1700s

agricultural surplusEnclosure Movement, 1750-1810Enclosure Actsenergy FuelQueen VictoriaTransformation of society

a. The Commercial Revolutionprovided Britain with greater amounts of capital.(Drumroll: This is the correct answer.Commercial Rev = commerce = trade = $.)

b. The Commercial Revolutionprovided Britain with greater amounts of food.(Nope. You are thinking of the Agricultural Rev.)

c. The Commercial Revolutionprovided Britain with the factory system.(Nope. You are thinking of the Industrial Rev.)

d. The Commercial Revolutionbrought Britain into the computer age.(Huh?)

e. The Commercial Revolutionprovided Britain with a blizzard of tv commercials.(Bogus.)

2. Changes in science, technology,and energy

Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).


Inventors & InnovatorsTimeline of inventors and innovators: http://hometown.aol.com/gdoozer/Presentationindex.html

There are five guys; perfect for a multiple-choice test.

The development of technology spurred industrial growth . . .

1. James Watt “Father of the Industrial Revolution” Great BritainJames Watt was the son of a merchant and the grandson of a math teacher.He was the world’s first engineer.His steam engine changed the world more than any invention since Gutenberg’s printing press.

The Steam EngineIn 1775, James Watt perfected his steam engine.He built it for the coal mines: As miners dug down deeper into the ground, the mines flooded.James Watt built a steam engine that could pump out the water.

How it workedIn a steam engine, coal is burned.The heat that is produced is used to turn water into steam.The steam is used to drive wheels in the engine.

Read about his lifewww.sacklunch.net/biography/W/JamesWatt_1.htmlhttp://top-biography.com/9069-James%20Watt/

His impact on the worldThe steam engine was a watershed in the industrial development of England and the world.

1. It powered factories!A water mill could not produce enough power to run machines in a factory.The steam engine replaced traditional energy sources - the water mill, horses and oxen, human muscles.From then on, his steam engine powered machines in factories.This set off a factory-building boom.

2. The Railroad ....................a new form of transportation.Folks put a steam engine in front of cars on a track.This set off a railroad-building boom.

3. The Steamship ................a new form of transportation.Folks put a steam engine in a boat.This set off a steamboat-building boom.

Ask a student volunteer to create a slideshow . . .

Images of James Watt

One cartoon on the Industrial Revolutionwww.bbc.co.uk/history/lj/victorian_britainlj/source_industry_1.shtml?site=history_victorianlj_industry

Portraitwww.lib.utexas.edu/photodraw/portraits/watt.jpghttp://dewey.library.upenn.edu/sceti/smith/thumblist.cfm?keywords=Watt+James+www.voltaicpower.com/Biographies/WattBio.htmhttp://65.107.211.206/sculpture/misc/va/6.html

Illustrationhttp://web.tiscali.it/no-redirect-tiscali/3dfantasia/1issue/digital_en.htm

Animation: The Steam Enginewww.geocities.com/Athens/Acropolis/6914/watte.htmwww.geocities.com/Athens/Acropolis/6914/doppioe.htmwww.geocities.com/Athens/Acropolis/6914/wvae.htmwww.bbc.co.uk/history/games/beam/beam.shtml Watt’s steam engine.www.bbc.co.uk/history/games/rocket/rocket.shtml The steam engine used in railroads.www.bbc.co.uk/history/games/paddle/paddle.shtml The steam engine used on ships.www.bbc.co.uk/history/games/spinning/spinning.shtml The steam engine used in textile mills.

His impact on the worldExamine these cartoons . . . www.classroom-resources.co.uk/resources/CR07022-32_HIS.htm

“Early Railways”“Railways, Bridges, Steamships”

2. Eli Whitney “The Father of Mass Production” USA

The Cotton GinEli Whitney was a Yankee from New England.On a trip to the South, he invented the cotton gin: After watching a cat pluck a chicken through a fence.From then on, raw cotton was cheap and incredibly plentiful.England’s first factories were cotton textile mills.

Interchangeable parts!Eli Whitney was the “Father of the Mass Production.”In 1800, he created interchangeable parts.This allowed him to manufacture guns by machine.For the first time in history, there was a gun factory. (Before, there were gunsmiths.)Not impressed? Okay: As a gun manufacturer, Eli Whitney became fabulously rich!

“Mass Production”To produce goods on a massive scale in a factory.

Before Eli Whitney, guns were made by hand.Each gun was unique.Each gun part was unique. (Like a snowflake.)No two gun parts were alike.If your gun broke, you’d have to throw it away.There were no parts to fit it.Here’s how Eli Whitney solved that problem . . .

Machines in a factoryMass production is the production of goods by machinery in a factory.

Size & ScaleThe goods are produced in standard size and in large quantities.

Fast & CheapMass production makes it possible to manufacture things rapidly and at a lower cost.

The Key: Interchangeable PartsEli Whitney invented interchangeable parts:A replacement can be obtained for any part.The parts are identical.The parts are interchangeable.

Impact on the Factory WorkerMass production led to a division of labor:Each worker performs only a single operation. (This makes factory work boring.)

His impact on the worldWhitney reinvented the system of production in America and around the world.Before Whitney, things were made one at a time. (A gunsmith made one gun at a time.)After Whitney, things were made by the thousands.His secret? Interchangeable parts.Using interchangeable parts and mass production, he could produce 5,000 guns a year.The U.S. government paid him $120,000 for guns. They helped win the Civil War.


Images of Eli Whitney

A flash from your pastOn your classroom computer, play “Schoolhouse Rock” - the chapter on “Mother Necessity.”www.school-house-rock.com/Moth.html

Portraitwww.eliwhitney.org/ew.htm# Click on the picture (upper left).www.hrw.com/si/social/si_1790/si_inventors/whitney.html Click on the picture.www.picturehistory.com/find/p/1159/mcms.htmlhttp://lcweb2.loc.gov/pnp/cph/3a10000/3a10000/3a10800/3a10895r.jpg

Photo: Yale Collegewww.yale.edu/Eli Whitney, a Yankee, went to college there.

Animation: The Cotton GinThey say Eli Whitney was inspired to invent the cotton gin after watching a cat pluck at a chicken through afence. Forget the cotton gin. Think guns. Eli invented interchangeable parts!

Photos: The colt revolverwww.americaremembers.com/FI21500.asp

Read about Eli Whitney’s lifehttp://hometown.aol.com/ezice22carrot/zeeze.htmlwww.westboroughma.com/spot_whitney.htmhttp://members.aol.com/~ntgen/baldwin/whit_eli.htmlwww.troop100.org/whitney.htmwww.hrw.com/si/social/si_1790/si_inventors/whitney.htmlwww.uh.edu/admin/engines/epi101.htmwww.darex.com/indurevo.htmhttp://technology.ksc.nasa.gov/ETEAM/whitney.htmlwww.inventorsmuseum.com/whitney.htmwww.eliwhitney.org/ew.htm#one

3. Henry Bessemer The mass production of steel Great Britain

Making ironIn England, people had been making iron for centuries.To make it, they used charcoal. Ah, but but it takes wood to make charcoal.To feed, the Industrial Revolution, the British would have to chop down all of their forests. That was impractical.

Making steelSteel was stronger than iron.For centuries, folks had been making steel swords.But nobody knew how to mass-produce steel.

That’s where Bessemer made a technological breakthrough:He invented a process to mass-produce steel.Drumroll: It is called the Bessemer process.

The Bessemer ProcessYou take iron and melt it.To melt iron, you must apply incredible heat.Bessemer invented a “blast furnace” to heat the iron.At the last minute, you throw in coke - made from coal. This ratchets up the heat.

His impact on the worldSteel is much stronger than iron.

MachinesFor the first time, machines were made of steel.

RailroadsFor the first time, railroad tracks were made of steel.

ShipsFor the first time, ships were made of steel.

Steel centers arose near coal minesIn northern England.In Pittsburgh, Pennsylvania. In the Ruhr Valley of Germany.

Read about Bessemer’s lifewww2.exnet.com/1995/09/27/science/science.htmlwww.lucidcafe.com/library/96jan/bessemer.htmlwww.history.rochester.edu/ehp-book/shb/www.bbc.co.uk/history/historic_figures/bessemer_henry.shtml


Images of Henry Bessemer

Portraitwww.history.rochester.edu/ehp-book/shb/hb.jpgwww.lucidcafe.com/library/96jan/bessemer.html

Photos: His Home (after he made it big)www.history.rochester.edu/ehp-book/shb/fig88.jpgwww.history.rochester.edu/ehp-book/shb/fig89.jpgwww.history.rochester.edu/ehp-book/shb/fig90.jpgwww.history.rochester.edu/ehp-book/shb/fig96.jpg

Photos: His yachtwww.history.rochester.edu/ehp-book/shb/fig86.gifwww.history.rochester.edu/ehp-book/shb/fig87.jpg

Illustrations: The Bessemer Converterwww.history.rochester.edu/ehp-book/shb/fig43.jpgwww.history.rochester.edu/ehp-book/shb/fig44.jpgwww.history.rochester.edu/ehp-book/shb/fig45.jpg

Photos: How to make steelwww.simt.co.uk/kel1/bess.htmwww.simt.co.uk/kel1/bess.htmwww.loc.gov/exhibits/british/images/vc153.jpg

Paintings: A steel mill in Pittsburghwww.ems.psu.edu/Museum/Steidle/pages/EMS045.htmlwww.ems.psu.edu/Museum/Steidle/pages/EMS060.html

Animation: “Great Victorian Achievements”www.bbc.co.uk/history/games/victorian_achievements/index.shtmlwww.bbc.co.uk/history/games/blast/blast.shtml

4. Pasteur Germs cause disease! France"Louis Pasteur's theory of germs is ridiculous fiction."

-Some dumb French professor at the University of Toulouse, 1872 .

Louis Pasteur discovered that disease is caused by infection from microscopic organisms, called germs.He developed the germ theory of disease - to explain the causes of diseases.A germ is a microorganism that causes disease.He was the founder of microbiology .

He discovered that if you heat food and drink, you can kill germs.Pasteurization - heating food or drink in order to kill the microbes (germs). So we “pasteurize” milk.

He developed vaccines, including one for rabies and one for anthrax!A vaccination is an injection to give you immunity from a disease.

His impact on the world

Better health careIt sounds strange, but back then, people died frequently in the hospital.Doctors did not sterilize their instruments and surgeons never washed their white coats!After an operation, patients died of infection.As a result of Pasteur’s germ theory, doctors used antiseptics to kill germs.As a result of all this, people lived longer lives.He increased life expectancy. Not a small feat!

Read about his Lifehttp://hometown.aol.com/shamalintine/myhomepage/index.htmlhttp://encarta.msn.com/encnet/refpages/RefMedia.aspx?refid=461577293&artrefid=761568595&sec=-1&pn=1www.physics.ucla.edu/class/85HC_Gruner/bios/pasteur.html

Read about his innovationswww.invent.org/hall_of_fame/119.htmlhttp://hometown.aol.com/zkemeny/myhomepage/index.htmlhttp://ambafrance-ca.org/HYPERLAB/PEOPLE/_pasteur.htmlwww2.lucidcafe.com/lucidcafe/library/95dec/pasteur.htmlwww.accessexcellence.org/AB/BC/Louis_Pasteur.htmlwww.windows.ucar.edu/tour/link=/people/enlightenment/pasteur.html&fr=thttp://ambafrance-ca.org/HYPERLAB/PEOPLE/_pasteur.html


Images of Louis Pasteur

Portraithttp://timbreetdent.free.fr/sujets/pasteur.htmwww.prestigefineart.com/db/ptgdetail.pl?HiddenPNum=P856http://cgfa.sunsite.dk/e/p-edelfel1.htmhttp://library.utmb.edu/portraits/pasteur.htmhttp://clendening.kumc.edu/dc/pc/pasteur01.jpghttp://clendening.kumc.edu/dc/pc/pasteur03.jpghttp://clendening.kumc.edu/dc/pc/pasteur07.jpg

His apartment in Pariswww.pasteur.fr/pasteur/musees/pasteur/visite-im.html

In his laboratorywww.allposters.com/gallery.asp?aid=47386&item=137806&cat=2608364

5. Thomas Edison The light bulb USAYou need a light bulb in your hand, when speaking about Tom.

Thomas Edison (1847-1931) was an American inventor.During his lifetime, he got over 1,000 patents for his inventions.His three most famous inventions: Electric light bulb, the phonograph, the motion-picture projector.He created the world's first industrial research laboratory. His lab was at Menlo Park, New Jersey . . . so he was nicknamed the “Wizard of Menlo Park.”

He was an entrepreneurThomas Edison grew up in Port Huron, Michigan.He was always running chemistry experiments in the barn.At 12, he sold newspapers at the railroad station.In a freak accident, he saved the life of the telegrapher’s child.In gratitude, the telegrapher taught Tom how to work the telegraph.At 21, he was working as a telegrapher on Wall Street.When the famous stock ticker broke down, Tom created a better one and was paid $40,000.He used the money to finance his own inventions.

The LightbulbIn 1879, Thomas Edison invented the light bulb. Until then, people used kerosene lamps which did not light up the room very well. He developed central generating stations.He opened the first power station in New York CityHe founded General Electric: “GE, we bring good things to light.”

Famous quotations"Genius is 1% inspiration and 99% perspiration." “I haven’t failed. I have found 10,000 ways that don’t work.”“I never perfected an invention that I did not think about in terms of the service it might give others. I find outwhat the world needs, then I proceed to invent.”

His impact on the worldIn 1879, how many people did it take to screw in a lightbulb? (Only one - but there was nothing to plug it into.)1. He lighted up homes: Within 30 years, millions of homes were lit by electricity.2. He powered factories: Factories were powered by electricity (instead of by steam).

Read more about his life and workwww.thomasedison.com/biog.htmwww.ltbn.com/fame/Edison.htmlwww.theatlantic.com/issues/95dec/edison/edison.htmwww.tomedison.org/www.nps.gov/edis/home.htmwww.homeschoollearning.com/units/unit_09-06-01.shtmlhttp://americanhistory.si.edu/edison/www.stemnet.nf.ca/CITE/inventorsamericans.htm#Edisonhttp://hometown.aol.com/ebaker1980/myhomepage/artgallery.htmlwww.hfmgv.org/exhibits/edison/default.aspwww.americaslibrary.gov/cgi-bin/page.cgi/aa/edison/phonograph_1www.americaslibrary.gov/cgi-bin/page.cgi/aa/edison/movies_1www.nides.bc.ca/Assignments/Invent36/Edison1.htm


Images of Thomas Edison

Timelinewww.thomasedison.com/Inventions.htm

His Portraitwww.archives.gov/exhibit_hall/american_originals_iv/images/thomas_edison/thomas_edison.htmlwww.lib.utexas.edu/photodraw/portraits/edison.jpgwww.yanous.com/tribus/sourds/sourds010601.htmlwww.prestigefineart.com/db/medptgdetail.pl

Photo: His homewww.jhalpin.com/metuchen/tae/taehome.jpgwww.jhalpin.com/metuchen/tae/pics/taeresid.jpg

Photo: Menlo Parkwww.jhalpin.com/metuchen/tae/taesite.jpg

Photo: His Labwww.jhalpin.com/metuchen/tae/taelab.jpgwww.jhalpin.com/metuchen/tae/pics/mplab.jpgwww.jhalpin.com/metuchen/tae/pics/menpk2.jpg

Photos: At workwww.thetimesherald.com/communities/edison/268253-photos.htmlwww.jhalpin.com/metuchen/tae/pics/edison4.jpgwww.jhalpin.com/metuchen/tae/pics/thomas_edison.jpg

Photo: His patent on the light bulbwww.jhalpin.com/metuchen/tae/pics/taebulb.jpghttp://media.nara.gov/media/images/19/28/19-2765a.gifhttp://media.nara.gov/media/images/19/28/19-2766a.jpg

Photo: His railroad runs on electricity, not steamwww.jhalpin.com/metuchen/tae/taerr.jpg

Photo: The first phonograph. The first “records.”www.jhalpin.com/metuchen/tae/pics/edison6.jpgwww.jhalpin.com/metuchen/tae/pics/edison5.jpg

Photos: Advertisements for his productswww.jhalpin.com/metuchen/tae/taeads.htm

Newspaper clipping: When he died, the nation turned off all the light bulbs for one minutewww.jhalpin.com/metuchen/tae/pics/aug22edisondead.jpg

HomeworkTake the Thomas Edison test: www.cmi.k12.il.us/Urbana/king/science/Edison/quiz.htmlTake a quiz on inventions: www.ideafinder.com/history/of_inventions.htmEvery invention from band-aid to the ice cream cone.


The InventorsTransparency: Ask questions about the man. Cover over the answers.

The man The invention What it does Its impactThe innovation

James Watt Steam engine powers machines The Industrial Revolution ran on the steam engine:FactoriesRailroadsShipsImproved transportation.Makes the factory possible.

Eli Whitney Interchangeable parts mass production Makes the factory possible.Before: Things were madeone at a time.After: Things were madethousands at a time.

Henry Bessemer New process allows you to Everything was made of steel:to make steel mass-produce steel Machines

Railroad tracksShipsSteel mills arose near coal mines. Pittsburgh, etc.

Louis Pasteur Pasteurization heat kills bacteria Better health careBefore: People from infection.After: Doctors sterilized their instruments with antiseptic.People lived longer lives.Made food safe to eat!

Thomas Edison Light bulb electricity He lighted the worldBefore: Kerosene lamps.Developed generating stations.First power station in NYC.Founded General Electric.Homes were lit by electricity.Factories were powered by electricity (instead of by steam).

Take a little seed and make it bloom into a lovelyflower (or poisonous plant).

Bloom!Mass productionTransparency

1. DefineUsing an encyclopedia, define it.

2. InterpretExplain “mass production” using Eli Whitney’s gun as your example.

3. Apply What if you applied the principle of “Mass Production”to your own life?

4. AnalyzeList the parts of “Mass Production.”

5. SynthesizeAdd up the parts . . . and create a new thing.

6. EvaluateWhat would a master craftsman think about“Mass Production”?

Here’s what we came up with . . .

1. Mass ProductionTo produce goods on a massive scale in a factory.

2. Before Eli Whitney, guns were made by hand.Each gun was unique.Each gun part was unique. (Like a snowflake.)No two gun parts were alike.If your gun broke, you’d have to throw it away.There were no parts to fit it.

3. If my car breaks down, I can buy a new part at theAuto Parts Store.

4. “Mass Production” is more complicated than youthink!

Machines in a factoryMass production is the production of goods by machinery in a factory.

Size & ScaleThe goods are produced in standard size.The goods are produced in large quantities.

Fast & CheapMass production makes it possible to manufacturethings rapidly and at a lower cost.

The Key: Interchangeable PartsEli Whitney invented interchangeable parts:A replacement can be obtained for any part.The parts are identical.The parts are interchangeable.

Impact on the Factory WorkerMass production led to a division of labor:Each worker performs only a single operation.

5. Mass production is great for the consumer.Not so hot if you are on the assembly line.(Henry Ford invented that.)

6. He would hate it. On the part of the worker, there’sno craft, no skill, no brainwork. You are simply a cog inthe machine.

Five inventors andinnovators

FiveGuys

Break into pairs.Examine each fact.Using the chart, catego-rize each fact. When youare finished, play The Gong Show.

More advanced:Categorize facts fromyour textbook or theencyclopedia.

2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, LouisPasteur, Thomas Edison).

1. WattBritish. Inventor. “The Father of the Industrial Revolution.” The world’s first engineer. Perfected the steam engine. It powered machines, factories, railroads, ships.Made the factory possible. The Industrial Revolution ran on the steam engine. Improved transportation.Replaced water power, horse power, and human power.

2. WhitneyAmerican. Innovator. “The Father of Mass Production.” Before Whitney, things were made one at a time. After Whitney, things were made by the thousands.His innovation: Interchangeable parts. Manufactured goods on a massive scale. In standard size. Rapidly.At a lower cost. Mass production led to a division of labor: Each worker performs only a single operation.Made the factory possible.

3. BessemerBritish. Innovator. Steel was stronger than iron, but nobody knew how to mass-produce steel. Bessemerinvented a process to mass-produce steel. Using coke from coal, you melt iron in a blast furnace. Fromthen on, everything was made of steel: Machines, Railroads, Ships. Around Europe and the U.S., steelmills arose near coal mines.

4. PasteurFrench. Innovator. “The Father of Microbiology.” Discovered that disease is caused by infection from micro-scopic organisms, called germs. Developed the germ theory of disease to explain the causes of diseases.Pasteurization: If you heat food and drink, you can kill germs. Developed vaccines for rabies and anthrax.Improved health care. Spurred antiseptics and sterilization of hospital instruments.

5. EdisonAmerican. Inventor. “The Wizard of Menlo Park.” Invented electric light bulb, phonograph, motion-picture projector. Obtained 1,000 patents. World's firstindustrial research laboratory. In 1879, invented the light bulb. (Until then, people used kerosene lamps.)Developed central generating stations. Opened the first power station in New York City. Founded GeneralElectric. He lighted the world. Within 30 years, millions of homes were lit by electricity. Factories were pow-ered by electricity (instead of by steam).

The Answers1. Watt and Edison2. Whitney, Bessemer, Pasteur

3. Watt4. Whitney5. Pasteur6. Edison

7. Watt (invented the engine!)8. Edison

9. Watt10. Bessemer11. Edison12. Whitney

13. Watt14. Edison15. Watt16. Edison

17. Whitney18. Bessemer19. Whitney

20. Bessemer21. Watt

22. Pasteur23. Pasteur24. Pasteur

1. Who are the inventors?2. Who are the innovators?

3. “The Father of the Industrial Revolution” 4. “The Father of Mass Production”5. “The Father of Microbiology” 6. “The Wizard of Menlo Park”

7. The world’s first engineer. 8. The world's first industrial research laboratory.

9. Perfected the steam engine10. Invented the blast furnace. 11. Invented the electric light bulb12. Created interchangeable parts

13. Factories were powered by steam14. Factories were powered by electricity15. Replaced water power, horse power, and human power.16. Opened the first power station in New York City.

17. Goods were manufactured on a massive scale18. Mass production of steel 19. Division of labor: Each worker performed only a single operation.

20. Machines, railroads, ships were all made of steel.21. Machines, railroads, ships all ran on steam.

22. Improvements in medicine23. The germ theory24. Vaccines

A game to learn how to categorize. A game for those students who learn best by doing.A game to assess learning.

The Gong Show

The week beforeGo to Office Depot or Office Max and buy 5 bells. You know: You bop it to call for service. Make 5 signs: Watt, Whitney, Bessemer, Pasteur, EdisonAsk the school custodian for a wide table and 5 chairs.

A panel of “experts”In the front of the classroom, place the table and chairs. In front of each, place a sign and bell. Ask for volunteers to sit as a panel of experts. "You are responsible only for responding to facts which relate to your category."

The ReaderChoose a student to read the facts. Explain: "When the reader read a fact which deals with your particular category, ring your bell."

The Answer GuyChoose a student to play this role. We suggest a guy or gal who has been absent. Give the student the answer sheet.Explain: "When a student gives a wrong answer, you must bellow GONG.” Encourage the class to join in on the GONG. (p.s. Your music department probably has a gong.)

How to find a cheap gong on the internet:We typed in “buy gong” and came up with a neat one for $19.95: www.grothmusic.com/cgi-local/SoftCart.exe/online-store/scstore/p-WH510.html?L+scstore+tczh8042ffea74ea+1045614491

How to beginAsk students to test their bells. "Do not ring your bell until the full statement has been read."“If you engage in frivolous bell-ringing, another student will take your place.”The Reader reads the facts, one by one.The Answer Man states whether the answer is correct or incorrect.

What if several students ring their bells?All the better! Ask the class whether or not the incorrect answer is possible, based upon the student's explanation. Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,therefore, acceptable.

More advancedUsing the same topic, read from the encyclopedia. Ask students to explain their answers. That is, exactly why does this fact relate to your category?


The Great RaceGoal: Define each and draw a distinction between them.

Break into two teams. Choose a scorekeeper.On the chalkboard, write

Watt, Whitney, Bessemer, Pasteur, Edison

1. Break into two teams: Team A and Team B. Try guys vs gals.2. Line up, single file - at least 15 feet from the board.3. The teacher reads the power.4. Two students race to the board and put a check under the correct answer.5. Teacher gives correct answer. Students erase their check marks and go to the back of the lines.

Do it over and over again, until every student has mastered the material.

1. Who are the inventors?2. Who are the innovators?

3. “The Father of the Industrial Revolution” 4. “The Father of Mass Production”5. “The Father of Microbiology” 6. “The Wizard of Menlo Park”

7. The world’s first engineer. 8. The world's first industrial research laboratory.

9. Perfected the steam engine10. Invented the blast furnace. 11. Invented the electric light bulb12. Created interchangeable parts

13. Factories were powered by steam14. Factories were powered by electricity15. Replaced water power, horse power, and human power.16. Opened the first power station in New York City.

17. Goods were manufactured on a massive scale18. Mass production of steel 19. Division of labor: Each worker performed only a single operation.

20. Machines, railroads, ships were all made of steel.21. Machines, railroads, ships all ran on steam.

22. Improvements in medicine23. The germ theory24. Vaccines

The Answers

1. Watt and Edison2. Whitney, Bessemer,Pasteur

3. Watt4. Whitney5. Pasteur6. Edison

7. Watt (invented theengine!)8. Edison

9. Watt10. Bessemer11. Edison12. Whitney

13. Watt14. Edison15. Watt16. Edison

17. Whitney18. Bessemer19. Whitney

20. Bessemer21. Watt

22. Pasteur23. Pasteur24. Pasteur


The ABCs of Inventors Step #1: Recall Without this sheet, go around the room. Can you remember one term, from A to Z?Step #2: Define Go to the library and define each term.Step #3: Rap Using these terms, write a “Rap.” Perform it for the class.Step #4: Individuals Without this sheet, go around the room. “A is for . . .” Move to the head of the class.Step #5: Teams Break into two teams. One point for a term; two points for defining the term.

ABessemer, blast furnace

CDivision of labor

Edison, energy, engine, electricity

Father of the Industrial Revolution, Father of Mass Production, fuel

Great Britain, germ theory

HIndustrial Revolution, interchangeable parts, inventor, innovator, innovation, infection

JKLarge-scale production

Mass production, mass production system, microbes

NOPasteur, pasteurization, patent

QRSteam engine, massive scale

Technology

UVaccine

Watt, Whitney, “Wizard of Menlo Park”

XYZ


Can you speak English?


Define these Terms

Bessemerblast furnacedivision of laborEdisonenergyengine“Father of the Industrial Revolution”“Father of Mass Production”Great Britainthe germ theoryIndustrial Revolutioninterchangeable partsinventorinnovatorinnovationinfectionmass productionmass production systemmicrobesPasteurpasteurizationpatentSteam enginemassive scaleTechnologyVaccineWattWhitney“The Wizard of Menlo Park”

a. Blast furnaceIn order to make steel, you heat iron in this furnace.At the last moment, you add coking coal, to raise theheat.(Have a cigar. This is the correct definition.)

b. Blast furnaceIn order to make iron, you heat steel in this furnace.At the last moment, you add coking coal, to raise theheat.(Nope, this is the opposite.)

c. Blast furnaceIn order to make steel, you heat iron in this furnace.At the last moment, you add mercury, to raise theheat.(Close, but no cigar. This incorrect.)

d. Blast furnaceIn order to make steel, you heat iron in this furnace.At the last moment, you add limestone, to raise theheat.(Close, but no cigar. This incorrect.)

e. Blast furnaceIn order to make steel, you heat iron in this furnace.At the last moment, you add coca cola.(Bogus. The furnace would probably explode.)

Coking Coal: This is why steel mills are always located near coal mines.

3. Changes in population

Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

Major Changes in the PopulationLecture

During the Industrial Revolution, what happened to the population of Great Britain?There were three major changes:

a. Population growthb. Rural to urban migrationc. The growth of industrial cities

We are going to explore each change.

1. Population Growth

The population triplesFor centuries, England’s population hovered between 2 and 6 million.During the century from 1750 to 1850, the population tripled - to 21 million.This was a result of the Agricultural Revolution of the 1700s: More food!

2. Rural to urban migration

The Enclosure MovementEver since medieval times, aristocratic lords lived in their manors.They allowed tenants to work their land.Beginning in 1750, landlords suddenly decided to run their farms like a business.To feed the woolen mills, England needed wool. Landlords could make a great profit selling wool.

They stopped raising food and started raising sheep.It takes only one guy (a shepherd) to raise sheep. All the other farm laborers are redundant (unnecessary).As a result, tenants were forced off their farms. Evicted by sheep!Since this policy broke traditions dating back centuries, landlords turned to Parliament for help.

From 1750 to 1810, Parliament passed 1000 laws, allowing landowners to evict the tenants from their land!Dispossessed of their land, folks had nowhere to go, except to the city and work in a factory.Map of the Enclosure Movement:http://occawlonline.pearsoned.com/bookbind/pubbooks/brummett_awl/chapter20/medialib/thumbs/ch20_379.html

They left the farmsIn 1700, 80% of the people were involved in farming.In 1800, 60% of the people were involved in farming.In 1900, only 10% of the workforce was involved in farming.

They moved to the citiesBefore the Industrial Revolution, only 10% of Great Britain’s population lived in cities.By 1850, 50% lived in cities.By 1900, 75% lived in cities.

3. The growth of industrial cities

People from the countryside flooded into towns and cities.The towns and cities were totally UNPREPARED for the new industrial workers.The streets were not paved and had no streetlights.There was a shortage of drinking water. Lots of disease.There was a shortage of housing: People were stuffed into tenements, which often caught on fire.

MANCHESTERThe city of Manchester was the heart of the British textile industry.It grew from a small town to a large, bustling manufacturing center.In 1772, it had 25,000 people.By 1850, it had grown to a staggering 367,000.

Map of England, early 1800shttp://occawlonline.pearsoned.com/bookbind/pubbooks/brummettconcise/chapter98/medialib/thumbs/ch24_514.htmlThe city of Manchester arose north of Nantwich, right in the middle of the coalfields.You can see the transportation network: rivers and canals.You can see the location of natural resources: coal and iron.You can see the location of textile mills: Many are clustered near the coal mines.

Map of Englandwww.lonelyplanet.com/mapshells/europe/england/england.htmFocus on Manchester: This was the center of the textile industry. Manchester lies near the coalfields.Manchester lies near the seaport of Liverpool. (Home of the Beatles.)

Graph: Population in Manchesterhttp://dspace.dial.pipex.com/mbloy/peel/p-health/sanrep.htmIn just four years (1837-41), Manchester’s population increased by 47%.But housing grew by only 15%.A surprising 15,000 people lived in cellars!

LONDONMap of Londonwww.fidnet.com/~dap1955/dickens/dickens_london_map.html

In 1800, London had almost one million people.By 1900, London had over six million people.The wealthy middle class lived in the West End. Near Buckingham Palace.The poor lived in the East End. Near London Bridge.It was a slum.

Population DensityHow crowded was London?1857: Take a look at this dense population map:www.ph.ucla.edu/epi/snow/1859map/

Life in London during the Victorian Agewww.victorianlondon.org/You can click on any term and learn about life in London.


Homework: Living conditions Each student takes one topic and makes a presentation to the class.

Typhoid!Epidemics were a regular part of city life.

Typhoid was the most common disease:a. It is caused by a bacteria (salmonella).b. It causes fever, delirium and death.c. It comes from poor sanitation.d. It happens when drinking water is contaminated with human waste.e. This is why cities needed a sewage system.

Some perfectly healthy people can carry the typhoid bacteria:Typhoid Mary, an Irish immigrant, was a cook in New York City.She was a carrier of typhoid fever.After using the restroom, she should have washed her hands. (She did not.)Between 1900 and 1915, she caused six outbreaks of typhoid fever.

The British middle class was callous:They did not care about epidemics of typhoid fever . . .Until the epidemics spread to the middle class!In 1861, Queen Victoria’s husband, Prince Albert, died of typhoid fever.Then folks really became concerned about public health!

London

1. Life in a Tenement Photos of nasty housing in New York City. Define “tenement.”www.thirteen.org/tenement/logcabin.html

2. Life on the Street A description of street sellers. Not as romantic as in “My Fair Lady.”http://jefferson.village.virginia.edu:1851/london/texts/mayhew/@Generic__BookView

3. Public Health A description with illustrations. http://dspace.dial.pipex.com/mbloy/peel/phtopic.htm

4. Overcrowding Testimony of what life was like inside a tenement.http://dspace.dial.pipex.com/mbloy/peel/p-health/o%27crowd.htm

5. Filth Testimony about dunghills and other nasty topics.http://dspace.dial.pipex.com/mbloy/peel/p-health/clean.htm

6. Inadequate Drinking Water A simple cartoon tells it all.http://dspace.dial.pipex.com/mbloy/peel/p-health/watersup.htm

7. Dirt and Disease Testimony, plus cartoons of outhouses.http://dspace.dial.pipex.com/mbloy/peel/p-health/dirt.htm

8. The Thames River is an open sewer Three cartoons.http://dspace.dial.pipex.com/mbloy/peel/p-health/water.htm

The Workhouse Several students should work on this; one for each section.A description of the workhouses. In 1834, England established workhouses for the poor.The unemployed were sent (against their will) to workhouses.If you lived and worked there, what would you think?

9. Conditions http://dspace.dial.pipex.com/mbloy/peel/poorlaw/condwkhs.htm10. Scandal http://dspace.dial.pipex.com/mbloy/peel/poorlaw/andover.htm11. Diet http://dspace.dial.pipex.com/mbloy/peel/poorlaw/dietwh.htm12. Rules http://dspace.dial.pipex.com/mbloy/peel/poorlaw/ruleswh.htm13. Pictures http://dspace.dial.pipex.com/mbloy/peel/poorlaw/building.htm

http://dspace.dial.pipex.com/mbloy/peel/poorlaw/newward.htmhttp://dspace.dial.pipex.com/mbloy/peel/poorlaw/whillus.htm

14. Debtor’s Prisonwww.classroom-resources.co.uk/resources/CR07022-32_HIS.htmLook for the cartoon under “Reaction & Reform”

15. Bedlam - for the mentally illwww.museum-london.org.uk/MOLsite/exhibits/bedlam/f_bed.htm

Jack the Ripper16. http://etext.virginia.edu/journals/EH/EH35/haggard1.html17. www.casebook.org/index.html18. www.bbc.co.uk/history/timelines/britain/vic_jack_ripper.shtml

New York Cityhttp://156.145.78.54/htm/framesets/living_city/fs_exh.htm

There are two slideshows:

19. Cleaning the Streets

20. Tenement Housing

Muck and Brass (game) If you haven’t played this game yet, do so now!www.bbc.co.uk/history/games/victorian_health/index.shtml

The year is 1830 and you are a city councilperson in Victorian England.It is a game of tough choices: Choose well and your city will be a lovely place.Choose poorly and everyone will die of typhoid.


Homework: Interpret an illustrationVisit their website:www.mtholyoke.edu/courses/rschwart/ind_rev/images/indust.html.htm

Choose one cartoon and analyze it. If possible, print out a copy of the cartoon and bring it to class.

Examine the facts1. Title - What is the title of the cartoon and what does it mean to you?2. Dates - What significant happened on that date?3. People - Who is in the cartoon? What does the person represent?4. Objects - What is in the cartoon? What does that object represent?5. Symbols - What does the symbol stand for?6. Emotions - What emotions is the person expressing?7. The Action - What is happening here?8. Statements - What is the person saying?9. Key Word - What is the key word or phrase?10. Pros & Cons - Who would agree with the cartoon? Disagree?11. The Cartoonist - What is the cartoonist trying to tell you?12. You, the Student -What did you learn? (In 25 words or less)

1. Title ______________________________________________________________________

2. Dates ______________________________________________________________________

3. People ______________________________________________________________________

4. Objects ______________________________________________________________________

5. Symbols ______________________________________________________________________

6. Emotions ______________________________________________________________________

7. Action ______________________________________________________________________

8. Statements ______________________________________________________________________

9. Key Word ______________________________________________________________________

10. Pro/Con ______________________________________________________________________

11. Cartoonist ______________________________________________________________________

12. You! ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Malthus & Darwin

MalthusThomas Malthus was a British economist.In 1798, he wrote Essay on the Principle of Population.Malthus’ theory was downright scary:

a. Population tends to increase faster than the supply of food.b. People should limit the number of children they bear.c. Wars, disease, and disasters are necessary to kill off the surplus people!

His impactThanks to Malthus, the British middle class was callous toward the lower classes.Mathus: Social reformers are stupid. If you improve the lot of the poor, population will increase.

Malthus was wrongBy the way, Malthus was wrong.Thanks to the Agricultural Revolution, the food supply kept up with the population explosion.

DarwinCharles Darwin was a British naturalist.During the 1830s, he took a voyage on a ship, the H.M.S. Beagle.It was a British scientific expedition and he was the official naturalist.In 1859, he wrote a book about his findings: Origin of the Species.His book was shocking . . .

1. The Theory of EvolutionOver millions of years, all species of plants and animals evolved from a few common ancestors.2. Natural SelectionThe evolution occurred through a process of natural selection.3. Survival of the FittestIn nature, there is competition for food. Only the fittest species survived.

His impactDarwin created a revolution in biology. Today, scientists agree with Darwin.Darwin created an uproar among people who were religious.

His theory contradicted Genesis in the Bible. (How God created the world in six days, including man.)Many argued: We did not evolve from monkeys. We were created by God.

Social DarwinismIn the late 1800s, Herbert Spencer (a British philosopher) used Darwin’s theory to explain why some people were rich and some were poor:

1. People in a society must compete for survival.2. The strong survive. Property was a sign of fitness. The rich were naturally superior.3. The weak were unfit. Poverty was a sign of being unfit. The poor were naturally inferior.

Some used Darwin’s theory to explain why some countries were rich and some were poor:4. There were Superior Races (the British)5. There were Inferior Races (the British colonies).


Bloom!Social DarwinismTransparency

1. DefineUsing an encyclopedia, define “Social Darwinism.”

2. InterpretIn your own words, explain “Social Darwinism.”

3. Apply What if you applied the principle of “Social Darwinism”to your own life?

4. AnalyzeList the parts of “Social Darwinism.”


6. EvaluateSocial Darwinism became a popular philosophy inEurope beginning in the 1890s. Adolf Hitler was bornin 1889. What did Hitler and the Nazis think about“Social Darwinism”?


1. Social DarwinismSocial Darwinists used Darwin’s theory to explain why some people were rich and some were poor:

a. People in a society must compete for survival.b. The strong survive. Property was a sign of fitness. The rich were naturally superior.c. The weak were unfit. Poverty was a sign of being unfit. The poor were naturally inferior.

Social Darwinists used Darwin’s theory to explain why some countries were rich and some were poor:

d. There were Superior Races (the British)e. There were Inferior Races (the British colonies).

2. It was a rationalization: The rich were trying toexplain that they got rich by their natural abilities.

3. Your football team wins games because of the nat-ural abilities of the football players.

4. We want to make sure you get all the details:Social Darwinists used Darwin’s theory to explain why some people were rich and some were poor:

a. People in a society must compete for survival.b. The strong survive. Property was a sign of fitness. The rich were naturally superior.c. The weak were unfit. Poverty was a sign of being unfit. The poor were naturally inferior.

Social Darwinists used Darwin’s theory to explain why some countries were rich and some were poor:

d. There were Superior Races (the British)e. There were Inferior Races (the British colonies).

5. Social Darwinists do not take a lot of things intoaccount. A person could simply be down on his/herluck. A country could simply be a bit late in economicdevelopment.

6. They regarded Germans as the Superior Race.Believing this, they set out to become the MasterRace. As masters, they would rule over the world.


The ABCs of UrbanizationStep #1: Recall Without this sheet, go around the room. Can you remember one term, from A to Z?Step #2: Define Go to the library and define each term.Step #3: Rap Using these terms, write a “Rap.” Perform it for the class.Step #4: Individuals Without this sheet, go around the room. “A is for . . .” Move to the head of the class.Step #5: Teams Break into two teams. One point for a term; two points for defining the term.

Agricultural Revolution

Board of Health

Cholera

Dunghill, diphtheria, Darwin

Enclosure Movement, epidemics, evolution

FGHInfectious disease

JKLondon, life expectancy

Migration, Manchester, mortality rate, Malthus

NOvercrowding

Population density, public health, pestilence

QRural

Sanitation, sewage, squalor, smallpox, Social Darwinism

Tenement, typhoid

Urban, urbanization

VWorkhouse, waste disposal

XYZ


Can you speak slum?



Board of HealthCholeraDunghill, diphtheriaEnclosure Movement, epidemicsInfectious diseaseLondon, life expectancyMigration, Manchester, mortality rateOvercrowdingPopulation density, public health, pestilenceRuralSanitation, sewage, squalorTenement, typhoidUrban, urbanizationWorkhouse, waste disposal

a. Public HealthIn order to prevent epidemics, the city governmentruns the water supply, sanitation system, and sewagesystem.(Bingo! This is the correct definition.)

b. Public HealthIn order to promote epidemics, the city governmentdoes not run the water supply, sanitation system, orsewage system.(Wrong. This is the opposite.)

c. Public HealthIn order to prevent epidemics, the city governmentruns the sanitation system and sewage system, butdoes not control the water supply.(Close, but no cigar.)

d. Public HealthIn order to prevent epidemics, the city governmentruns the water system and the sanitation system, butdoes not control the sewage system.(Close, but no cigar.)

e. Public HealthWhen someone contracts a disease, his name is publicized in the newspaper.(Bogus. It is public, but it does not promote health!)

4. Changes in work and labor

Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.


Changes in work and laborTransparency: This is an overview of the

As a result of the Industrial Revolution, there were major changes in WHO worked and HOW they worked.

1. End of the slave trade

Everybody agreesWhen the Industrial Revolution began, the British had gobs of money to finance it.The money came from British trade during the 1700s.

Everybody agreesIn the 1700s, the most profitable trade was the slave trade.The Triangular Trade:

British ships carried manufactured goods (guns and gunpowder) to Africa.British ships carried slaves from Africa to plantations in the Caribbean and the U.S. South.British ships carried raw cotton from those plantations back to England, where it was turned into cloth.

In the 1700s, British merchants shipped 3 million slaves (half the total) to plantations in the Americas.

Nobody wants to sayThe slave trade financed the Industrial Revolution. (This is more controversial.)Did profits from the slave trade really finance the building of British factories?Nobody has tracked it to show X dollars went to build Y factory.But if the money was not invested in factories, we’d be surprised.Everybody and his brother was investing in industry!

The British end the slave trade, 1807When the factory system was in full swing, the British ended the slave trade.www.spartacus.schoolnet.co.uk/Lslavery33.htm

The British abolish slavery, 1832The actual document:http://libertystory.net/LSDOCABOLISHSLAVERYBRITCOLONIES.htm

Wage labor1. Slaves received no wages. 2. People in the cottage industry were paid by the finished product.3. Factory workers are paid hourly wages. They were paid by the hour. This is new.From then on, the Industrial Revolution was based exclusively on wage labor.

2. Craftsmen were replaced by machines

Skilled workersBefore the Revolution, things were produced by hand.Spinning was done on a spinning wheel.Weaving was done on a handloom. A craftsman produced a complete product - a dress, a pair of shoes, a saddle, a wagon wheel.The craftsman used his brain and his hands.There was a lot of brain work; one rose from apprentice to journeyman to master craftsman.

Machines replaced menPower-driven machines replaced handicrafts.The spinning wheel was replaced by the spinning jenny.The weaving handloom was replaced by the steam-powered loom.A power loom could do the work of 50 weavers.By 1835, Britain had 120,000 power looms.The new factory worker was called “a hand.” There is no skill, no craft, no experienced brain work.

The LudditesCraftsmen were men who lost their jobs to machines.They were furious.From 1810 to 1816, they held riots and smashed machinery!To read more: www.schoolshistory.org.uk/luddites.htmwww.spartacus.schoolnet.co.uk/PRluddites.htm

3. Cottage industries were replaced by factories

Production was dispersedBefore the Industrial Revolution, production was dispersed:Whole families produced cloth at home.These “cottage industries” were sprinkled throughout England.

Production was concentratedThanks to James Watts steam engine, factories sprung up.The Industrial Revolution took production out of the home and put it into the factory.Now, production was concentrated:Machinery and great gobs of capital were concentrated in one spot - the factory.Some factories employed 50 workers.Others employed hundreds of workers.Robert Owen employed 2500 textile workers in his New Lanark textile mill.

The Factory SystemFrom then only, all production took place within the factory system.Before the Revolution, whole families worked together to produce a product.After the Revolution, women and children left the home and went to work in factories. Men were left out in the cold - unless they knew engineering and could repair the machines.

Definition of the Factory SystemWhen labor, capital, raw materials, and technology are concentrated in one geographical spot,you have the factory system!

4. The division of laborIllustration of a textile mill: http://academic.brooklyn.cuny.edu/history/core/pics/0253/img0053.jpg Nearly everyone is a woman!

Division of labor: Each worker has one taskEach factory worker was given one small job to do.It was a fragmented task and it was monotonous.He or she was a small cog in a big machine.

Division of labor: Led to the hiring of unskilled workersNow workers run machines and are called “hands.”There is no skill, no craft, no experienced brain work.Machines allowed factories to hire unskilled labor.Men were replaced by women, children, and immigrants.

Division of labor: Led to the hiring of women and childrenKey Fact: The world’s first factory workers were women and children.Key Fact: This is true in Great Britain and the United States.

Division of labor: Led to cheap LaborWhy women and children? Simple:A woman was paid one-half the wages of a man.A child was paid one-third the wages of a man.Immigrants were paid the same as women and children.

Where did women and children work?In the textile industry, the MAJORITY of workers were women and children.Women and children also worked in the coal mines.

Where did the immigrants come from?The Irish Potato Famine killed one million and made another million migrate to the cities to work in factories.

7. The deterioration of working conditions

HoursThe hours were long (12-14 hours a day, six days a week), about the same as in cottage industries.

The pace of workThe was much faster. The human being had to keep up with the machines.

The type of workIt was monotonous. It required no brain work or decision-making.

Health and safetyMachines endangered workers’ health and safety. Children were deformed and crippled.

Wages In the beginning wages were very low. It took a whole family (Mom and kids) to make one decent wage.

Deterioration in health and safetyYou might want to pass out copies of these stories or assign them for homework.

a. Miningwww.cohums.ohio-state.edu/history/projects/Lessons_US/Gilded_Age/Coal_Mining/default.htmwww.stg.brown.edu/landow/landow-redirect.html

Mining in the countrysideVisit the Beamish Village Museum. (In England, of course.)They dug a coal mine right in the middle of the village!http://freespace.virgin.net/l.carter/bmshtour.htm Click on “Colliery Village.” (Colliery = coal mine)

Mining disasterswww.haig1.freeserve.co.uk/page1.html Click on “Disasters”

Cartoons: Exploitation of childen in the mineshttp://academic.brooklyn.cuny.edu/history/core/pics/0253/img0060.jpgwww.spartacus.schoolnet.co.uk/Jillustrated.htm

b. Manufacturing

How things used to bewww.spartacus.schoolnet.co.uk/Textiles.htm

The division of laborwww.kentlaw.edu/ilhs/lowell.html

Long Hourswww.arts.gla.ac.uk/www/ctich/eastside/hours10.html

Accidentswww.spartacus.schoolnet.co.uk/IRbucktrot.htmwww.spartacus.schoolnet.co.uk/IRdeformities.htm

FireThe Triangle Shirtwaist Fire (New York City, 1911):www.ilr.cornell.edu/trianglefire/ Click on “Photos and Illustrations”

HungerCartoon: Cheap Clothing: www.spartacus.schoolnet.co.uk/Jpunch.htm


Bloom!The division of laborTransparency

1. DefineUsing your textbook, define it in 25 words or less.

2. InterpretTranslate it into your own words. Make it memorable.

3. Apply What if you applied the principle of “Division of Labor”to your family cooking dinner?

4. AnalyzeList the parts of “Division of Labor Dinner.”


6. EvaluateThe “Division of Labor” reveals an attitude toward people. What is it?

Before you begin, run a simulation:

Teach the class how to make an origami peace crane.(Ask the art teacher to do this.)

Split the class into two groups:

1. The Master CraftsmenEach student makes origami cranes individually. From A to Z.

2. The Factory SystemForm an assembly line. Use division of labor: Each student performs one simple operation.Then passes the crane to the next worker.

Conclusion: Which team produced more cranes?(The Factory System is great for productivity!)

1. Division of LaborEach factory worker was given one small task.It is repeated over and over again.The work is simple.(Only women and children are employed.)Men have no place in this system.Division of labor increases productivity.

2. The worker was a small cog in a big machine.

3. Making dinner (everyone busy simultaneously)They always produce the same chicken dinner.Dad has no role. He is not allowed in the kitchen.Using a big knifeOne child cuts up chicken.One child cuts up potatoes.One child cuts up veggies.Using a big stoveOne child fries the chicken.One child boils the potatoes.Mom boils the veggies.

4. This is unskilled labor. (No master chef involved.)Children do dangerous work.Mom is plugged in anywhere.There is no difference between what children do andwhat adults do.

5. This is boring and dangerous.It reduces the human being to being a machine.

6. Children are not valued.Women are not valued.Men are not valued.




The teacher gives the situationDivision of Labor: What do you think of it?



the valley girlsOne catchy phrase from the social butterflies.Alicia Silverstone: You know her style. She’s not clueless; actually she’s quite clever.Given this circumstance, what would she say?







The teacher states the situation: Division of Labor: What do you think about it?




Team #3: The Factoids***Present the facts and only the facts. No opinionswhatsoever. These no-nonsense students excel inmath and science. On paper, they boil it down to tenfacts or less.

Team #4: The Emotionals****Present only your reactions (emotions and feelings)to the problem. These are the social butterflies. Theycare only about their emotional reactions. They areknown for their compassion.


*Great for productivity!**Horrible for men - they are left out in the cold. Mom and the kids become cogs in the machine.***What did Eli Whitney have to do with division of labor?(He created the idea of interchangeable parts. All the same.)****Mom can handle dangerous work. How about the kids?*****Division of labor: Simple work that is dangerous for children.


“Survivor,” 1830A simulation: Poor you. You got stuck in the middle of the Industrial Revolution.There’s no staff, no host Jeff Probst, and no food (unless you work for it). And forget about the million dollars. Don’t worry about your torch being snuffed out. This is the order in which you lost your job.Explain: What killed your job?

1. FarmersAll of a sudden, farmerswere dispossessed of theirland.

2. MomMom worked at home in acottage industry. Using aspinning wheel, she wovecloth. The merchantbrought cotton and carriedaway the cloth. One daythe merchant stopped coming.

Whoare the

survivors?

3. DadDad worked at home in acottage industry. Using aloom, he wove cloth. Themerchant brought cottonand carried away the cloth.One day the merchantstopped coming.

5. TheCraftsmanHe was a master weaverwith his own workshop intown. He got raw cotton offthe boat and turned it intocloth. A merchant sold it intown. One day, peoplestopped buying the cloth.

4. ChildrenThe kids worked at home ina cottage industry. Boys atthe loom; girls at the spin-ning wheel. The merchantbrought cotton and carriedaway the cloth. One daythe merchant stopped coming.

The Answers

1. The Enclosure Movement2 - 5 The Factory System

The survivors are women and children. Dad is out of the picture.

4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and theunion movement.

Homework: Photos of Child LaborA picture is worth a 1,000 words . . .

Photographs by Lewis Hinewww.historyplace.com/unitedstates/childlabor/index.html

1. “Photos of Lost Youth”These children lived in the U.S. and worked in factories of our Industrial Revolution.Click on each photo: What adjectives would you use to describe these children?

2. “The Mill”Click on each photo: How would you describe the textile mill?

3. “Newsies”This is what Thomas Edison did when he was 12.Read the story: Being out in the fresh air! This would be a good job, right?

4. “Miners”Read the story, click on each picture: Children should not be miners. Why?

5. “The Factory”Read the story, click on each picture: Children should not be factory workers. Why?

6. “Seafood Workers”This is what Jack London did in San Francisco.Read the story, click on each picture: Children should not be working here. Why?

7. “Fruit Pickers”Read the story, click on each picture: Children should not be working here. Why?

8. “Little Salesmen”Read the story, click on each picture: Children should not be working here. Why?

9. “A Variety of Jobs”What other jobs do children do?

10. “Struggling Families”Why does Mom make the children work?

11. “Past-times and Vices”Children who work on the street - and those who travel to and from work on thestreet - are exposed to what?

12. “Group Portraits”If we looked in your family album, we might find a group portrait of you with agroups of children. Where would that group portrait take place?


1. Young. Furman began at 8,is now 12; he has sad eyes.The girls are raggedy. One girllooks angry. The doffer boys arebeginning to look like old men.

2. Big! The children aredwarfed by the big machines.The textile mill is noisy whenthe machines are running. Thelittle boy standing on themachine is barefoot! This looksdangerous. Overall, the childrenlook, sad, tired, dutiful. They arenot here by choice. Several looklongingly out the window. 48cents a day.

3. Wrong. No sunshine: Thechildren sell newspapers untilmidnight. One boy caught pneumonia from selling papersin the rain. One boy’s fatherbites him for not selling enoughnewspapers.

4. They breathe the coal dustinto their lungs. It is dangerouswork. They are pale and neversee the sun shine.

5. The workplace is unsafe. Atired child could lose a hand inthe machinery. You could losean eye in a glass factory.

6. These children are VERYlittle. The hours: 3:30 am to5:00 pm. Sharp knives! Fivecents a box.

7. The hours: 4:30 am to sunset. They get too muchsunshine.

8. The peanut seller is out aftermidnight and all alone.

9. Shine shoes. Set up pins ata bowling alley. Delivertelegrams. Porter. Carry lumber.Shovel coal into a steamengine.

10. Dad is disabled or laid off.Mom and the children work sothey don’t starve. These families are desperate.

11. Poolrooms, gambling, prostitution, smoking.They lose their wages on these.

12. School


Political Cartoons: Child Labor

Visit these websites: www.boondocksnet.com/gallery/child_labor_intro.htmlwww.spartacus.schoolnet.co.uk/IRworkhouse.children.htmwww.boondocksnet.com/gallery/cl030500a.html

Choose one cartoon and analyze it.

1. Title - What is the title of the cartoon and what does it mean to you?2. Dates - What significant happened on that date?3. People - Who is in the cartoon? What does the person represent?4. Objects - What is in the cartoon? What does that object represent?5. Symbols - What does the symbol stand for?6. Emotions - What emotions is the person expressing?7. The Action - What is happening here?8. Statements - What is the person saying?9. Key Word - What is the key word or phrase?10. Pros & Cons - Who would agree with the cartoon? Disagree?11. The Cartoonist - What is the cartoonist trying to tell you?12. You, the Student -What did you learn? (In 25 words or less)

1. Title ______________________________________________________________________

2. Dates ______________________________________________________________________

3. People ______________________________________________________________________

4. Objects ______________________________________________________________________

5. Symbols ______________________________________________________________________

6. Emotions ______________________________________________________________________

7. Action ______________________________________________________________________

8. Statements ______________________________________________________________________

9. Key Word ______________________________________________________________________

10. Pro/Con ______________________________________________________________________

11. Cartoonist ______________________________________________________________________

12. You! ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Factory ReformFactories were new. There were no laws to regulate them.

Testimony on the treatment of children, 1832In 1832, the Sadler Committee investigated child labor in Britain’s textile mills.

Testimony on child laborwww.cwrl.utexas.edu/~benjamin/316kfall/316kunit2/studentprojects/group2/sadler.htmlwww.spartacus.schoolnet.co.uk/IRchild.main.htmwww.asij.ac.jp/highschool/academic/ss/mwh10/michelle/dbq_industrial_rev.htm

1. Long hours2. Safety - children fell asleep and were hurt by machinery3. Children were beaten by foremen

Descriptions of child labor in the U.S.www.snolabor.org/child.htmwww.boondocksnet.com/gallery/nclc/index.html

Stories with photoswww.boondocksnet.com/editions/cib/index.htmlwww.history.ohio-state.edu/projects/childlabor/mrcoalsstory/www.history.ohio-state.edu/projects/childlabor/cottondress/

The Factory Act of 1833This is Britain’s FIRST law dealing with hours and working conditions in the textile mills.

The provisions of the law1. Employers must have a certificate for each child, to determine age.2. Factory owners must keep a timebook, to determine the hours children worked.3. Children under 9 were not allowed to work in the textile mills.4. Children 9 to 13 cannot work more than 9 hours a day.5. Children 13 to 18 cannot work more than 12 hours a day .6. Children cannot work at night.7. Every child must go to school at least two hours a day.8. Four factory inspectors were appointed to enforce the law throughout the entire country.

Class discussion1. Did this law solve the problem of child labor? (No. It improved things, but child labor was still legal.)2. Employers could get around the law. How so? (By falsifying their timebooks.)3. If you were a child, you would like this law. Why? (Theoretically: Nobody could force you to work before youwere 9 years old. Nobody could force you to work more hours than the law specified. No work at night. You gotto go to school. Yes, there was a time when children WANTED to go to school.)4. What was the big weakness in this law? (Enforcement. There were only four factory inspectors in Britain!)

For more informationThe actual law: http://web.jjay.cuny.edu/~jobrien/reference/ob67.htmlhttp://learningcurve.pro.gov.uk/snapshots/snapshot13/snapshot13.htm


The trade unionsBegin with a powerful poem“Bread and Roses”www.boondocksnet.com/labor/history/bread_and_roses_poem.html

Begin class with a labor songThe labor movement has spawned hundreds of poems and songs:www.boondocksnet.com/labor/history/labor_poems.html

You can buy the songs on cds:www.boondocksnet.com/labor/history/bread_and_roses_store.html

CausesIn the early 1800s, things were really bad in England.It was illegal to join a trade union. A worker could be put in prison.Workers were not allowed to vote in elections.At first, workers took drastic action: Luddites went on riots and smashed machinery.They damaged private property, so they were imprisoned by the police.

Define Trade Union

The PurposeWorkers join a trade union to regulate wages, hours, and working conditions.

A Safety ValveA trade union is a safety valve: It allows workers to express their feelings in a peaceful, organized way.You may not regard a strike as peaceful, but it is far more peaceful than a riot, rebellion, or revolution!

The STRIKE!Workers soon discovered their most powerful weapon - the STRIKE! This brought factory production to a screaming halt.A cartoon about strikes: www.politicalcartoon.co.uk/html/gould.html

Who joined trade unions?In Great Britain, the textile industry was the first to become unionized.The coal miners formed the most powerful union: Mine explosions made unions a matter of life and death.

UnityDuring the 1860s, all British trade unions united under one umbrella.They formed one powerful organization and spoke with one voice. (The U.S. did this in the 1930s.)

Political ActionAt the same time, workers formed political parties. In Britain, they formed the Labour Party.

EffectsIn 1871, trade unions were legalized in Great Britain. (This happened in the 1930s U.S.)Trade unions improved the living standards of industrial workers.


Bloom!Trade unionsTransparency

1. Define “Trade Union”Using your textbook, define it in 25 words or less.


3. Apply What if you applied the principle of “Trade Union”to your own life?

4. AnalyzeList the parts of this theory.


6. EvaluateTo what extent can a union improve a worker’s life?


1. Trade Union

PurposeWorkers join a trade union to regulate wages, hours, and workingconditions.

Collective bargainingThe union bargains with employers.One individual has no bargaining power with management; thousands do.

WeaponThe trade union’s main weapon is the strike.A strike works only if a) The government* does not arrest strikers.b) Unemployed workers do not take the place of striking workers.*To be effective, workers need to participate in politics.In Britain, they formed the Labour Party.

The ResultTrade unions improve the living standard of workers.

2. You join the union to improve life at work.

3. Students would form a union to regulate wages,hours, and working conditions.

4. The strike works only under certain circumstances.Workers must be involved in political parties.Otherwise, the government arrests all strikers.

5. Workers must have the right to vote.Otherwise, political parties mean nothing.

6. Pretty darned well.A union can improve wages, house, health and safety.




The teacher gives the situationTrade unions: What do you think of them?










The teacher states the situation: Trade unions: What do you think of them?




Team #3: The Factoids***Present the facts and only the facts. No opinionswhatsoever. These no-nonsense students excel inmath and science. On paper, they boil it down to tenfacts or less.

Team #4: The Emotionals****Present only your reactions (emotions and feelings)to the problem. These are the social butterflies. Theycare only about their emotional reactions. They areknown for their compassion.


*Improve wages, hours, and working conditions. Improve the workers’ standard of living.**Strikes disrupt production.***The strike works only under certain circumstances. Workers mustbe involved in both trade unions and political parties. Explain.****A trade union can improve health and safety!*****The British have a strong trade union movement and a LabourParty. Not so in the United States.


The ABCs of LaborStep #1: Recall Without this sheet, go around the room. Can you remember one term, from A to Z?Step #2: Define Go to the library and define each term.Step #3: Rap Using these terms, write a “Rap.” Perform it for the class.Step #4: Individuals Without this sheet, go around the room. “A is for . . .” Move to the head of the class.Step #5: Teams Break into two teams. One point for a term; two points for defining the term.

Automation

BCheap labor, child labor, collective bargaining

Division of labor

EFactory Act of 1833, factory system

GHealth and safety

Immigration

JKLuddites, labor unions

MNOPotato Famine, pace of work, productivity

QRStrike, specialization of labor

Trade union

Unskilled labor

VWage labor

XYZ


Can you talk like a factory worker?



automationcheap laborchild laborcollective bargainingdivision of laborFactory Act of 1833factory systemhealth and safetyimmigrationLudditeslabor unionmass production systemThe Potato Famineproductivitystrikespecialization of labortrade Unionunskilled laborwage labor

a. Wage laborYou are paid by the hour.(Correctamundo. This is the definition.)

b. Wage laborYou are paid by the number of completed units.(Gong! This is the opposite.)

c. Wage laborYou are paid no money.(Close, but no cigar.)

d. Wage laborYou are paid in wages.(Nah. That’s a cop-out.)

e. Wage laborYou are paid in tips.(Nope. That’s another ballgame.)

5. The factors of production

Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.


The factors of productionTransparency: As you tell the story, students fill in the graphic organizer.

What is an INDUSTRY?An industry is a group of businesses that produce the same product. The textile industry consisted of factories that produced cloth.The mining industry consisted of mines that produced coal and iron ore.

What is a FACTORY?It turns raw materials into manufactured products.The textile industry turned cotton and wool into cloth.The mining industry produced coal to run the factories and for coking coal used in the steel-making process.The steel industry turned iron ore into steel.

The factors of productionWhat does a factory require?To produce goods, a factory needs four things:

Natural ResourcesLaborCapital - money, machinery, factories, landEntrepreneurship - This is management.

How to rememberNLCE - Write a humorous sentence to help you remember these factors of production.There are four; perfect for a multiple-choice test.On the test, the fifth is a zinger. Don’t fall for it.This is how we remember it: NICE. But the I is L for labor.

1. Natural Resources

What are natural resources?You can’t have the Industrial Revolution, unless you have the ingredients!If you don’t have coal, steam engines cannot run your factory.If you don’t have iron ore, you can’t make steel.If you don’t have cotton, you’ll have to get it elsewhere.

2. Labor

What is labor?These are the workers who run the machines that produce the products.It is wage labor: Workers are paid by the hour.

Unskilled LaborA worker who needs little training to do the job is regarded as unskilled labor.This is a big change from the past, when a man spent his whole life being trained:From apprentice to journeyman to master craftsman.

3. Capital

What is capital?Capital is money, machinery, factories and land.Capital means cash: You need money to buy raw materials, hire workers, and use for operating expenses.Capital also means capital goods - the factory building, machinery, tools, and the land the factory sits on.

The rise of the modern corporationSome industries (steel mills, railroads) are capital intensive: They require great gobs of capital.The modern corporation was formed in order to draw great gobs of capital.Investors hand over cash and receive stock in the corporation.The cash is used to buy capital goods.

Entrepreneurship

Our best example of an entrepreneurThe guy who invented toilet paper in 1857.

What is an entrepreneur?The entrepreneur is the person who organizes, operates, and assumes the risk for a business venture. The entrepreneur makes all the major decisions:

a. What to produceb. How much to producec. Which market to sell tod. What price to chargee. How to advertise his product

The main goal of the entrepreneurKeep production costs low (cheap labor, cheap raw materials) in order to keep profits high.To keep ahead of the competition, however, entrepreneurs had to invest in technology.

An entrepreneur could be an inventorAn entrepreneur with a new method or invention could amass a huge fortune.He could set up a large-scale factory and mass-produce goods below the cost of his competitors.This, of course, requires capital from investors.

The entrepreneur keeps up with technologyThe aspiring factory owner was deep into the latest inventions and innovations.In England, lectures on “applied science” were everywhere:You could take a course at your local church, coffeehouse, tavern, or bookshop.You could hear all about the latest factory innovation or scientific study at the Royal Society of London.

HomeworkPlay the game: www.bbc.co.uk/history/games/victorian_biz/index.shtmlYou are an investor in 1830 England.It is a game of tough choices: Choose well and you’ll make piles of money.Choose poorly and you’ll end up in debtors’ prison!

Take this quiz: www.activehistory.co.uk/3rds/indrev/biz.htmHow Victorians invested their capital: http://65.107.211.206/economics/porter6.html


The factory systemWhen labor, capital, natural resources, and technology are concentrated in one geographical spot, you have (drumroll!) the factory system.

What do youneed to open

a factory?

4.Entrepreneurship

3. Capital1. NaturalResources

What are naturalresources?

_________________

_________________

_________________

_________________

_________________

_________________

_________________

What is labor?

_________________

_________________

_________________

_________________

_________________

_________________

_________________

What is capital?

_________________

_________________

_________________

_________________

_________________

_________________

_________________

What is an entrepreneur?

_________________

_________________

_________________

_________________

_________________

_________________

_________________

2. Labor

5. Understand the connections among natural resources, entrepreneurship, labor,and capital in an industrial economy.

Cartoons: The building blocks

Method #1: Turn these cartoons into transparencies for class discussion.Method #2: Turn the cartoons into hand-outs; assign one cartoon to each pair.Fill out the interpretation sheet (next page).

Natural Resources1. www.claybennett.com/pages/deforestation.html2. http://lcweb.loc.gov/rr/print/swann/herblock/images/hblock1.jpg

Entrepreneurship3. www.hotdog-dog.com/strips/n_rentatent.gif4. http://cybersummit.org/proficiency/2002Prof/4th2002/2002_4th_Cit/Q05_4ctz.pdf5. www.geocities.com/SiliconValley/Vista/3255/evolcopy.htmScoot down to the last cartoon.

Labor6. www.csubak.edu/~gsantos/img0049.html7. www.claybennett.com/pages/wage_gap.html8. www.claybennett.com/pages/prosperity.html9. www.claybennett.com/pages/workplace_safety.html10. www.claybennett.com/pages/honduran_sweatshop.html11. www.solidarity.com/hkcartoons/huckfeb5.html

Capital12. www.solidarity.com/hkcartoons/huckmarch2.html13. http://borgman.enquirer.com/weekly/daily_html/1999/06/061799borgman.html14. http://gdl.cdlr.strath.ac.uk/redclyde/rc083.htm

The Answers

1. Trees are chopped down,sent to a printing plant, to makeyour local newspaper.

2. A forest has been choppeddown.

3. Entrepreneurship is all aboutcreative ideas and inspiring pro-motions. “A free walrus withevery rented tent.”

4. The student has to choosewhich cartoon is an example ofentrepreneurship. It is CartoonB: The boy invents and sellssmall toy boxes.

5. This shows the evolution oftransportation. At each stage,there is a guy who invents anew way to travel.

6. This cartoon is directedagainst Chinese workers. It wasdrawn by Thomas Nast, themost famous American cartoon-ist of the 19th century.

7. “Gender Gap in Wages”: Aman turns to the woman next tohim: “Three-fourths of a pennyfor your thoughts.”

8. As the worker puts up a“Prosperity” sign, he is given apink slip. Labor faces the prob-lem of unemployment.

9. The worker is hanging up asign “Workplace SafetyStandards.” To do this, he isstanding on a dangerous stackof chairs and filing cabinets.

10. Man and woman work in asweatshop. He says: “Anotherday, another dollar.” She says:“We got a raise?” About lowwages.

11. “Workplace Death.”“Replace Man Hours By Ton.”When people work long hours,they get tired and have acci-dents.

12. “EconoME,” says the richman. The economy is all abouthim. The point: He has capital.

13. Two rich men. One says:“Well, if the economic boombenefits everyone, what good isit?” The point: They have capi-tal.

14. 19th century capitalistshaving dinner.

How to analyze any political cartoon!Definition: A political cartoon is a short editorial.


1. Title ______________________________________________________________________

2. Dates ______________________________________________________________________

3. People ______________________________________________________________________

4. Objects ______________________________________________________________________

5. Symbols ______________________________________________________________________

6. Emotions ______________________________________________________________________

7. Action ______________________________________________________________________

8. Statements ______________________________________________________________________

9. Key Word ______________________________________________________________________

10. Pro/Con ______________________________________________________________________

11. Cartoonist ______________________________________________________________________

12. You! ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Dividends are not a factor of production!

Factors ofProduction



5. Understand the connections among natural resources, entrepreneurship, labor,and capital in an industrial economy.

1. LaborThe workers! Human resources. Those who run the machines that produce the prod-ucts. They work for wages. They are paid by the hour.

2. CapitalCash & Technology. Tools, machinery, and the factory. The money invested in newbusiness ventures. An investor turns over cash, receives stock ownership. Eachmonth, he or she receives dividends. (Dividends are profits. Profits are not a factor ofproduction.) The modern corporation was formed because of the need for capital.

3. EntrepreneurshipThe person who organizes, operates, and assumes the risk for a business venture.Management. Those who decide what to produce, how much to produce, which mar-ket to sell to, what price to charge, and how to advertise. The main goal of the entre-preneur is to keep profits high and production costs low. An entrepreneur could be aninventor; he definitely keeps up with the latest innovations. In order to keep ahead ofthe competition, the entrepreneur must invest in technology. To gain capital, he formsa corporation.

4. Natural ResourcesProducts and features of the earth that permit it to support life and satisfy people’sneeds. Land, water, minerals - coal, iron ore, raw cotton.

The Answers

1. Capital2. Labor3. Entrepreneurship4. Capital5. Entrepreneurship6. Entrepreneurship7. Natural Resources8. Entrepreneurship9. Labor10. Entrepreneurship11. Labor12. Capital13. Labor14. Labor15. Capital16. Entrepreneurship17. Capital18. Capital19. Entrepreneurship20. Entrepreneurship21. Entrepreneurship22. Entrepreneurship23. Natural Resources24. Natural Resources25. Natural Resources

1. The factory2. The workers3. Management4. Technology5. Raises capital6. Invests in technology7. Minerals8. Forms a corporation. 9. Human resources10. Keeps profits high and production costs low11. Those who run the machines that produce the products.12. Cash that is invested13. They work for wages. 14. They are paid by the hour.15. Tools and machinery16. He keeps up with the latest innovations. 17. The money invested in new business ventures.18. The modern corporation was formed because of the need for this19. Organizes, operates, and assumes the risk for a business venture. 20. Decides what to produce, how much to produce, which market to sell to21. Could be an inventor22. Must keep ahead of the competition23. Products and features of the earth that satisfy people’s needs. 24. Coal and iron ore25. Raw cotton.


The Gong Show

The week beforeGo to Office Depot or Office Max and buy 4 bells. You know: You bop it to call for service. Make 4 signs: Labor, Capital, Entrepreneurship, Natural ResourcesAsk the school custodian for a wide table and 4 chairs.











Labor Capital Entrepreneurship Natural Resources



1. The factory2. The workers3. Management4. Technology5. Raises capital6. Invests in technology7. Minerals8. Forms a corporation. 9. Human resources10. Keeps profits high and production costs low11. Those who run the machines that produce the products.12. Cash that is invested13. They work for wages. 14. They are paid by the hour.15. Tools and machinery16. He keeps up with the latest innovations. 17. The money invested in new business ventures.18. The modern corporation was formed because of the need for this19. Organizes, operates, and assumes the risk for a business venture. 20. Decides what to produce, how much to produce, which market to sell to21. Could be an inventor22. Must keep ahead of the competition23. Products and features of the earth that satisfy people’s needs. 24. Coal and iron ore25. Raw cotton.

The Answers

1. Capital2. Labor3. Entrepreneurship4. Capital5. Entrepreneurship6. Entrepreneurship7. Natural Resources8. Entrepreneurship9. Labor10. Entrepreneurship11. Labor12. Capital13. Labor14. Labor15. Capital16. Entrepreneurship17. Capital18. Capital19. Entrepreneurship20. Entrepreneurship21. Entrepreneurship22. Entrepreneurship23. Natural Resources24. Natural Resources25. Natural Resources


The Big PictureWhat are the connections between labor, capital, entrepreneurship and natural resources?

1. Factors of productionEverything you need to run a factory.

2. A factoryA concentration of labor, capital, entrepreneurship, and natural resources.It turns raw materials into manufactured products.

3. An industryA group of businesses that produce the same product.

4. The factory systemProduction was concentrated.(Under the cottage system, production was dispersed.)

When all of the factors of production are present, you have the factory system.

When labor, capital, natural resources, and technology are concentrated in one geographical spot, you have the factory system.

5. The modern corporationA new way to raise large amounts of capital.


The ABCs of the IndustrialistStep #1: Recall Without this sheet, go around the room. Can you remember one term, from A to Z?Step #2: Define Go to the library and define each term.Step #3: Rap Using these terms, write a “Rap.” Perform it for the class.Step #4: Individuals Without this sheet, go around the room. “A is for . . .” Move to the head of the class.Step #5: Teams Break into two teams. One point for a term; two points for defining the term.

ABCapital, corporation

Dividends

Entrepreneur, entrepreneurship

Factors of production, a factory, the factory system, finished goods

GHIndustry, industrialist

JKLabor

Manufactured goods

Natural resources

OProfits

QRaw materials

STUVWXYZ


Can you talk like an industrialist?



capitalcorporationentrepreneurentrepreneurshipfactors of productionfinished goodsindustryindustrialistinvestorlabormanufactured goodsnatural resourcesraw materials

a. A corporationAn individual industrialist or group of industrialistsobtain a legal charter. They raise capital by sellingstock to a large number of investors. (Yes! This is the correct definition. Their purpose is toraise a great pile of capital.)

b. A corporationA building, plant, or mill in which raw materials areturned into finished goods. The location where goodsare manufactured.(Nope. This is the definition of a factory.)

c. A corporationAny branch of trade, business, production, or manufacture.(Nope. This is the definition of industry.)

d. A corporationA person who invests money. In return, he or shereceives part of the profits. The money received iscalled a dividend.(Nope. This is the definition of an investor.)

e. A corporationThe vehicle by which the capitalist class exploits theworking class.(Bogus. You have been listening too much to Karl Marx.)

6. The Response to Capitalism

Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.


Capitalism rules! (Oh yeah, and so does Queen Victoria.)Ask a woman student to turn this into a slideshow.

The urban middle classEver since the Middle Ages, England had had an urban middle class.They were merchants. During the Commercial Revolution (1700s), they were involved in international trade.What was new: During the Industrial Revolution, the middle class became the dominant class.They were powerful in the economy, in politics, and in the culture.The industrialist s’ wives were really into high fashion and social etiquette.

Victoria becomes Queen of England, 1837www.ibiscom.com/vic.htm

A Fashionable NationThe importance of women’s fashion 1. How elite women maintain their social status.2. How middle class woman tried to social climb their way into high society.

http://learningcurve.pro.gov.uk/victorianbritain/intro/default.htm

Photos: Wealthy womenwww.costumegallery.com/edward.htm

Illustrations: What women should wearhttp://etext.virginia.edu/ladies/toil.html

Article: The Language of the Fanwww.ideco.com/fans/language.htm

Article: On giving a ball: www.burrows.com/other/manners.html

Article: On calling-card etiquettewww.victoriana.com/library/ccard2.html

Article: How the bathing suit beganwww.victoriana.com/welcome/www.victoriana.com/library/Beach/FashionableBathingSuits.htm

Article: A Victorian Christmas/www.victoriana.com/christmas/default.htm

Article: A Victorian Weddingwww.victoriana.com/bridal/

Cartoonshttp://65.107.211.206/victorian/periodicals/punch/subjects1.html


Cartoons from PunchThese cartoons are about society and manners in Victorian England:

http://65.107.211.206/victorian/periodicals/punch/subjects1.html

Choose one cartoon and analyze it.


1. Title ______________________________________________________________________

2. Dates ______________________________________________________________________

3. People ______________________________________________________________________

4. Objects ______________________________________________________________________

5. Symbols ______________________________________________________________________

6. Emotions ______________________________________________________________________

7. Action ______________________________________________________________________

8. Statements ______________________________________________________________________

9. Key Word ______________________________________________________________________

10. Pro/Con ______________________________________________________________________

11. Cartoonist ______________________________________________________________________

12. You! ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


The Five “isms”While the teacher explains capitalism, communism, utopianism, socialism, and social democracy,students doodle or draw cartoons.

1. Capitalismis an economic system where a country’s farms, factories, and businesses are owned and controlled by individuals and private businesses.

The UpsideIt is based on competition, profits, and self-interest.An individual can start a business and make a profit. It is also called “private enterprise” and “free enterprise.”

The DownsideCapitalism began during the Industrial Revolution.During the Industrial Revolution, unbridled capitalism produced major problems:Unemployment, poverty, class conflict, and economic depressions.Social Democracy eventually solved the problems of unbridled capitalism.Unbridled capitalism: Like a wild horse, it kicked and bucked, hurting people in the way.

2. Communismis an economic system where a country’s farms, factories, and businesses are totally owned and controlled by the government.

The Communist ManifestoKarl Marx was the “Father of Communism.”In 1848, he wrote The Communist Manifesto.The actual document: www.hartford-hwp.com/archives/26/176.html

A Bloody RevolutionIn Marx’s eyes, all history was a history of class conflict.Each society had the seeds of its own destruction:Feudalism gave rise to the bourgeoisie (business class), which overthrew the feudal lords.Capitalism gave rise to the proletariat (working class), which would overthrow the capitalists.

Capitalism was doomed: As capitalists grew richer, they spread misery among the poor.One day soon, workers would become class conscious - aware of their political and economic power.Then they would overthrow the system and become the ruling class.Private property was the root of all evil - the motive for one man to exploit another.Workers would abolish all classes and there would be a classless society.

Marx loved the French RevolutionKarl Marx envisioned a bloody revolution - a lot like the French Revolution of 1789.Communism would begin with class struggle (the Paris mob storming the Bastille).Communism would be run by a handful of men (Robespierre and his “Committee of Public Safety”).Communism would annihilate the capitalist class (shades of the guillotine).Communism would end all private property (shades of Rousseau).

Russia and Eastern Europe tried communism . . .

Political Freedom“Workers of the world, unite! You have nothing to lose but your chains.”*Marx: Workers were chained to the capitalist system. They would break their chains, overthrow the capitalist system, and become the ruling class.As the ruling class, workers would have political freedom.

Economic security“From each according to his ability, to each according to his needs.”*Marx: Under communism, there would be no poverty or unemployment.The government would take care of every man, woman, and child.A communist society would be “a workers’ paradise.” The workingman’s family would have economic security.

Karl Marx knew all about poverty: His wife Jenny and their six kids lived in it while Karl wrote his books.It took him forever to write the monumental Das Kapital.Luckily for him, his pal Frederick Engels sent him money.The Engels family owned cotton mills in Manchester, England.

Atheism“Religion is the opium of the people.”Marx: Religion is like drugs; it dopes people into submission.Marx was an active atheist. To him, the individual (not God) was the highest being.

Theory vs PracticeWhen communism was put into practice, it was a nightmare.

1917 Russian Revolution1945 Eastern Europe1949 Chinese Revolution

Instead of being a “worker’s paradise,” communism was a nightmare.There was economic security, but there was no political freedom.Communism was a dictatorship of, by, and for the Communist Party.Workers lived behind the Iron Curtain.

*Marx was influenced by the French Revolution, where Rousseau said: “Man is born free and everywhere is in chains.”

**In 2002, Columbia University Law School took a survey:Out of 1,000 adults, 69% thought that this line appears in the U.S. Constitution. (We hope you don’t make this mistake!)For more on this, visit: www.law.columbia.edu/news/surveys/survey_constitution/index.shtml

The SmurfsRemember the cartoon show, “The Smurfs”?Well, there are those who sincerely believe that the Smurfs lived in a communist society.Sound absurd?

Make copies of this news article: http://twyla.reallyrules.com/scb.htmlConcentrate on the section that begins with:“The Smurfs are a perfect example of Marx’s ideals of a communal society . . .”

Similar articleshttp://classic.sacbee.com/smile/webby/webby_012898/webby.htmlwww.ac.wwu.edu/~n9620080/smurf.htmlwww.geocities.com/CapitolHill/Lobby/1709/index.htmlwww.ac.wwu.edu/~n9620080/smurf.html

Western Europe tried these . . .

3. UtopianismIn Greek, utopia means “no place.”The ancient Greeks dreamed up an imaginary place with an ideal government and economic system.In 1516, Thomas More wrote a book called Utopia.It was about an imaginary land where government provides the people with everything they needed.

In 1800, Robert Owen was a Scottish factory owner who built a utopian community.It was called New Lanark: A textile mill with a village for workers. He employed 2,000 people of whom 500 were children.In the textile mill, he improved working conditions.In the village, he improved living conditions.Robert Owen’s experiment failed.A utopia is, by definition, a fantasy.A utopian believes in impossibly idealistic schemes of social perfection.

4. Socialismis an economic system there is public ownership of basic industries.

By 1890, several countries in Europe had Socialist parties. They all died out during World War I (1914-18): According to Socialism, workers were supposed to stick with workers, never mingle with the middle class.During that war, everybody in a country stuck together - including workers and factory owners.When workers had to choose between socialism and patriotism, they all chose patriotism.

5. Social DemocracySocialists gave up the idea of revolution. Social Democracy is a political movement that reforms capitalism, the economic system.The method is universal manhood suffrage. The first legislation is taxation, a form of redistribution of wealth.

Step #1: Democracy is when all the people participate in government:a. Workers won the right to vote.*b. They formed their own political parties - like the British Labour Party.c. They passed laws. Example: In 1847, British workers won the ten-hour day.

Step #2: The problems of capitalism are solved by a redistribution of wealth: d. The rich are taxed. (The U.S. began income tax in 1913.)e. The money is used to solve poverty and unemployment, economic depression and class conflict.

Taxes are used to improve workers’ health, education, welfare and affordable housing.Welfare: Government takes care of the poor, unemployed, disabled, the elderly, widows and orphans.

*The average joe got to vote.The average jane did not win the right to vote until the 20th century. (Circa 1920.)

When did each country get universal male suffrage?Britain 1832 (middle class), 1867 (male workers in cities), 1884 (all men).Germany 1871France 1871Switzerland 1879Spain 1890Belgium 1893Netherlands 1896Norway 1898Italy 1912


Two CowsTransparency: The teacher reads the descriptions.Students draw a cartoon that fits one of the “isms.”

1. CapitalismYou have two cows.You sell one and buy a bull.Your herd multiplies.You can do whatever you want with your cows because they're private property.

2. CommunismYou have two cows. The government takes them both and provides you with some milk.

3. SocialismYou have two cows. The government takes all the milk you produce.Then gives you back as much as you can prove you need, which could possibly be more than you produced.The proof requires paperwork and government bureaucrats to read it.

4. Social DemocracyYou have no cows.(You are an average joe, working in a factory.)On election day, you vote to send a guy (or gal) to Congress.They vote to give your children inexpensive milk and lunches at school.

5. UtopianismYou have 2 cows.One produces chocolate milkshakes; the other, vanilla milkshakes.You live happily ever after.

Now break into five groups.Each group does its own set of exercises on the following pages.


Bloom!CapitalismTransparency



3. Apply What if you applied the principle of “Capitalism” toyour own life?

4. AnalyzeList the parts of this economy system.


6. EvaluateCapitalism & Democracy: What do they have in common?


1. Capitalism is an economic system where a coun-try’s farms, factories, and businesses are owned andcontrolled by individuals and private businesses. It isalso called “private enterprise” or “free enterprise.”The sole purpose is to make profits for the owner orinventors. During the Industrial Revolution, unbridledcapitalism produced major problems: Poverty, unem-ployment, class conflict, and economic depressions.

2. You own a factory. Or you work in one.

3. If you have a job, you are already participating incapitalism.

4. You are either the factory owner or the factoryworker.

5. Back then, capitalism was brand new. It ruled.Capitalism means economic freedom.

6. They both provide freedom.Capitalism is economic freedom.Democracy is political freedom.


Bloom!CommunismTransparency



3. Apply What if you applied the principle of “Communism”to your own life? What sort of music (cds) would beproduced?

4. AnalyzeExplain how Communism is supposed to provide workers with political freedom and economic security.


6. EvaluateTo what extent did Communism solve the problems ofthe Industrial Revolution?


1. Communism is an economic system where acountry’s farms, factories, and businesses are totally owned and controlled by the government.The history of the world is the story of class conflict.Communists come to power by a bloody revolution.

2. Very radical. The government decides what to pro-duce, how much to produce, what price to charge.

3. Well, Russia’s communist government banned rock‘n’ roll. You can imagine what they thought of jazz,blues, rap and hip-hop.

4. Political Freedom“Workers of the world, unite! You have nothing to lose but your chains.”Workers overthrow the capitalist system. Workers become the ruling class.Then workers would have political freedom.

Economic security“From each according to his ability,to each according to his needs.”

Under communism, the government will take care ofevery man, woman, and child. There would be nounemployment or poverty. Everyone would have economic security.

5. In theory, there would be no rich or poor.It would be a “worker’s paradise.”

6. No. People gave up their political freedom in orderto attain economic security.

Class Discussion: Is that a bargain you would be willing to make? Consider the implications.


Bloom!UtopianismTransparency



3. Apply What if you applied the principle of “Utopia”to your own life?

4. AnalyzeAnalyze the parts: Utopianism doesn’t work. Why not?


6. EvaluateTo what extent would Utopianism solve the problemsof the Industrial Revolution?


1. Utopians set up model communities.Everyone would work and share what they had.Economic cooperation would create harmony andhappiness. Utopians wanted social perfection, so theycame up with impossibly idealistic schemes.

2. Another “paradise.”

3. Everyone would work together on homework.This would create harmony and happiness.

4. When it comes to work, everybody does not pulltheir weight. When it comes to money, people do notshare. Utopians are easily disillusioned: They expectperfection from industrial workers.

5. If men were angels, Utopianism would work.

6. It would not. Even if a few model communities didwork, they would have zero impact on the dominantfactory system.


Bloom!SocialismTransparency



3. Apply What if you applied the economic system of“Socialism” to your own life?

4. AnalyzeWhy did Socialism die out?


6. EvaluateTo what extent would Socialism solve the problems ofthe Industrial Revolution?


1. Socialismis an economic system where a country’s basicindustries are owned and controlled by government.

2. It is public ownership.It is a mix:Government owns the basic industries.Individuals own the the smaller industries.

3. Answers will vary.

4. By 1890, several countries in Europe had Socialistparties. Before World War I started, all the Socialistparties were united. They all died out during WorldWar I (1914-18): During that war, people had tochoose between socialism and patriotism. They allchose patriotism.

5. Nationalism is stronger than socialism.

6. It might scare the government into making reforms:Working conditions in factories.Living conditions in industrial cities.


Bloom!Social DemocracyTransparency



3. Apply What if you applied the principle of “SocialDemocracy” to your own life?

4. AnalyzeExplain the two key elements of Social Democracy:

Universal manhood suffrageRedistribution of wealth


6. EvaluateTo what extent did Social Democracy solve the problems of the Industrial Revolution?


1. Social Democracy is a political movement thatpumps up democracy in the political system, but keeps capitalism as the economic system.They did not believe in revolution.They believed in legislation.

The two key ideas are:a. Universal Manhood Suffrageb. Redistribution of wealth.

2. You keep capitalism as the economic system.You give workers the right to vote, so the political system will check unbridled capitalism.

3. Answers will vary.

4. Universal Manhood Suffragea. Workers won the right to vote*b. They formed their a political parties.c. They voted for their political representatives.

Redistribution of wealthd. The rich are taxed. (The U.S. income tax, 1913.)e. The money is used to solve poverty and unemploy-ment, class conflict, economic depression.

The money is used to improve workers’ health, education, welfareand affordable housing. By welfare, we mean government takescare of the poor, unemployed, disabled, the elderly, widows andorphans.

5. Capitalism is competition. The winners must paytaxes to help out the losers. (A Social Democrat is theopposite of a Social Darwinist, who doesn’t care a figfor those who suffer.)

6. It did!Workers created their own political parties and votedin their representatives. They, in turn, passed laws toimprove working and living conditions.


Top Ten Reasonswhy capitalism needed government regulation . . .

Ask one student to put these on cards.Read them with gusto! Starting with #10. You know the drill.We dare you to be more clever!

1. Child labor!

2.

3.

4.

5.

6.

7.

8.

9.

10.


The Top Ten Reasons - Why Communism does not work . . .


1.

2.

3.

4.

5.

6.

7.

8.

9.

10. You give up all political freedom for a little bit of economic security.


The Top Ten Reasons - Why Utopianism does not work . . .


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


The Top Ten Reasons - Why socialism did not work . . .


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


The Top Ten Reasons - Why Social Democracy does work . . .


1. The Social Democrats end child labor!

2. This means factory conditions improve.

3. They need to enforce the law.

4. They need to pass laws to reform factory conditions.

5. They need to hold hearings into factory conditions.

6. You need to elect your own representatives in government.

7. You need to form your own political party.

8. You need to get the right to vote.

9. Government responds to pressure.

10. Factory owners need to be regulated.

6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it,including Utopianism, Social Democracy, Socialism,and Communism.



The teacher gives the situationCapitalism: What do you think of it?










The teacher states the situation: Capitalism: What do you think of it?(Capitalism as it existed during the IndustrialRevolution.)


Team #1: The Boomers*Describe all the positive facts and consequences.These are the sunniest students in the class. Theseoptimists are ready to tell you all the positive aspects.





*Capitalism was great if you are a factory owner. Explain.**Capitalism was not so great if you were a factory worker. Explain.***There is a difference between unbridled capitalism (IndustrialRevolution) and today’s capitalism. List 3 ways that government regulates industry today.****Factory laws are need to check capitalism. Explain why.*****Capitalism is superior to all other economic systems. Explain.




The teacher gives the situationCommunism: What do you think of it?










The teacher states the situation: Communism: What do you think of it?







*No poverty. No unemployment. Some economic security.**No political freedom.***Communism is the opposite of what? (Capitalism.)****What was it like to live in Siberia?****People traded their political freedom for economic security.

6. Analyze the emergence of capitalism as a domi-nant economic pattern and the responses to it, includ-ing Utopianism, Social Democracy, Socialism, andCommunism.



The teacher gives the situationUtopianism: What do you think of it?










The teacher states the situation: Utopianism: What do you think of it?







*Robert Owen did set up a model factory town.**It went under.***Tell us three facts about Robert Owen’s social experiment.****At least the Utopians tried to improve things!*****The dominant trend was capitalism.




The teacher gives the situationSocialism: What do you think of it?










The teacher states the situation: Socialism: What do you think of it?







*It is an interesting theory.**The government does not need to own a factory in order to reform working conditions in the factory.***List 3 basic industries that would be controlled by government.****Would you like to work in a government-owned factory?*****Looking backward, would you like basic industries to be ownedby the government?




The teacher gives the situationSocial Democracy: What do you think of it?










The teacher states the situation: Social Democracy: What do you think of it?







*Strengthened democracy. Checked abuses of Industrial Revolution.**If you believe in democracy, there is no down side.***What are the two main elements of Social Democracy?(Define universal male suffrage and redistribution of wealth.)****You love the Social Democrats. Why?*****Western Europe (and the U.S.) adopted Social Democracy.

Eastern Europe (Russia) adopted Communism.

Understanding the isms

What if yourschool wererun by Karl Marx?Break into two groups.Each group creates anew school.

ImagineIf your school were runby one of these men, what would be different?

Be SpecificNew name of the schoolschool rules and disci-plinethe principalthe teacherscourses extracurricular activitiessportsfield tripscafeteria foodclothing

What if your school were run by . . .

1. Capitalists2. Communists3. Utopians4. Socialists5. Social Democrats

p.s. Your high schoolexists in England.The year is 1834.No matter what else,students work in a textile mill.

The Answers

1. “Capitalist High School”The sole purpose of CHS is to produce cotton textiles. The students, ranging from9 top 18 years old, run machines in the factory. Adult women work there, too. Themen are mostly foremen; a handful are engineers who repair the machinery. ThePrincipal is the owner; he reaps fabulous profits and his family leads a rich life.Under the Factory Act of 1833, students 9 to 13 work 9-hour days; students 13 to18, work 12-hour days. Students are paid a few cents an hour. When students fallasleep at their machines, they lose a finger or a hand. Students are often beaten bythe foreman. In the school office, secretaries keep timebooks with the name andage of every student. But there are only four school inspectors in the country, sothe secretaries often cook the books. Theoretically, students attend classes twohours a day. The best thing is this: If things get too bad, students can switchschools. The school motto is: “Work hard, save your money, and you can be a fac-tory owner, too.”

2. “Communist High School”This used to be Capitalist High School. But in a bloody revolution, students over-threw the Principal and took over the school. Theoretically, the school is owned andcontrolled by the students. In practice, the school is run by a small gang of VicePrincipals. Theoretically, this is a “student paradise”; in practice, it is the same olddrab factory. There is no freedom: If things get too bad, you cannot switch schools.There is economic security: Students are paid pennies an hour, but no one isallowed to starve. The only classes are on Marxism; students spend two hours aday reading The Communist Manifesto by Karl Marx. If you don’t memorize it, youare sent to work in the coal mines. The school motto is: ““From each according tohis ability, to each according to his needs.” Everyone is paid pennies an hour, sonobody knows what this means.

3. “Utopian High”Principal Robert Owen sets up a textile mill and mill village in the beautiful country-side. Students are required to live in company housing in The Village, go to the TheVillage School, and attend many social functions at the The Village Hall.Theoretically, students are supposed to share in the profits. In practice, RobertOwens becomes disillusioned: His students fall far short of perfection. He pulls upstakes and moves to the United States. While it lasted, the school’s song was“Happiness & Harmony Forever.”

4. “Socialist High School”SHS is a confusing mix: It is a textile mill owned and controlled by the government. (Profits go to needy students.) It is also a collection of smaller factories. (Profits go to individual Principals.) SHS never really got off the ground,so it shuts down.

5. “The Social Democratic High School”At first, SDHS looks a lot like the Capitalist High School. At second glance, there isa big difference: It has many reforms. Students have the right to vote. They electrepresentatives to Student Council, which is VERY powerful. Student Council passes laws to improve working conditions - shorter hours, higher wages, betterhealth and safety. Eventually, child labor is ended. The school ceases to be a facto-ry and becomes a real school. The women become teachers and the childrenbecome real students. The school motto is: “Political Democracy ImprovesCapitalism!”

Four ideologies

The FiveIsms



6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, andCommunism.

1. CapitalismAn economic system where a country’s farms, factories, and businesses aretotally owned and controlled by individuals and private businesses. It is also called private enterprise and free enterprise. It is based on competition, profits, and self-interest.An individual can start a business and make a profit. Capitalism began during the Industrial Revolution.Unbridled capitalism created problems: Unemployment, poverty, class conflict, economic depressions.

2. CommunismAn economic system where a country’s farms, factories, and businesses are totally owned and controlled by the government. It is based on five principles:Private property was the root of all evil: Profit was the motive for one man to exploit another.The working class would overthrow the capitalist system.Political Freedom: As the ruling class, workers would have political freedom.Economic Security: As the ruling class, workers would not suffer poverty or unemployment.“From each according to his ability, to each according to his needs.”This was the theory. In practice, a small group (the Communist Party) ran a dictatorship.

3. UtopianismAn impossibly idealistic scheme of social perfection.

4. SocialismAn economic system that is a mix: Basic industries are owned and controlled by government. (This is public ownership.)Other industries are owned and controlled by individuals and private businesses.All the Socialist parties all fell apart during World War I (1914-1918).

5. Social DemocracyA political movement that increases democracy in the political system.A political movement that reforms capitalism, the economic system.The government puts a bridle on unbridled capitalism. The method is universal manhood suffrage. The result is taxation, a form of redistribution of wealth.Taxes are used to improve workers’ health, education, welfare and affordable housing.Welfare: Government takes care of the poor, unemployed, disabled, the elderly, widows and orphans.

The Answers1. Socialism2. Communism3. Capitalism

4. Utopianism5. Capitalism

6. Social Democracy7. Communism8. Utopianism9. Capitalism

10. Social Democrats11. Communists


14. Capitalism15. Capitalism16. Communism17. Capitalism18. Communism19. Communism20. Capitalism21. Capitalism22. Capitalism23. Communism

1. Government owns some industries.2. Government owns all industries.3. Individuals own all industries.

4. One guy owns a model factory and tries a social experiment.5. This economic system is based on freedom of the individual.

6. The Labour Party started this political movement.7. Karl Marx was the founder of this philosophy.8. Robert Owen was the founder of this philosophy.9. Adam Smith wrote a book, Wealth of Nations, about this economic system.

10. They wanted the right to vote.11. They wanted to be the ruling class.

12. They wanted to spread the wealth.13. They wanted to end wealth - by abolishing private property.

14. This economic system arose at the beginning of the Industrial Revolution.15. This economic system was dominant in the 19th century.16. This economic system was put into practice in the 20th century.17. This economic system exists today.18. This economic system has been discredited.19. This economic system hates profits and private property.20. This economic system is free enterprise.21. This economic system is based on competition, profits, and self-interest.22. This economic system caused unemployment, poverty, class conflict, and economic depressions.

23. “From each according to his ability, to each according to his needs.”


The Gong Show

The week beforeGo to Office Depot or Office Max and buy 5 bells. You know: You bop it to call for service. Make 5 signs: Capitalism, Communism, Utopianism, Socialism, Social DemocracyAsk the school custodian for a wide table and 5 chairs.








6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, includingUtopianism, Social Democracy, Socialism, and Communism.



Capitalism Communism Socialism Social Democracy Utopianism



1. Government owns some industries.2. Government owns all industries.3. Individuals own all industries.

4. One guy owns a model factory and tries a social experiment.5. This economic system is based on freedom of the individual.

6. The Labour Party started this political movement.7. Karl Marx was the founder of this philosophy.8. Robert Owen was the founder of this philosophy.9. Adam Smith wrote a book, Wealth of Nations, about this economic system.

10. They wanted the right to vote.11. They wanted to be the ruling class.

12. They wanted to spread the wealth.13. They wanted to end wealth - by abolishing private property.

14. This economic system arose at the beginning of the Industrial Revolution.15. This economic system was dominant in the 19th century.16. This economic system was put into practice in the 20th century.17. This economic system exists today in most of the world.18. This economic system has been discredited.19. This economic system hates profits and private property.20. This economic system is free enterprise.21. This economic system is based on competition, profits, and self-interest.22. This economic system caused unemployment, poverty, class conflict, and economic depressions.

23. “From each according to his ability, to each according to his needs.”

The Answers

1. Socialism2. Communism3. Capitalism

4. Utopianism5. Capitalism

6. Social Democracy7. Communism8. Utopianism9. Capitalism



14. Capitalism15. Capitalism16. Communism17. Capitalism18. Communism19. Communism20. Capitalism21. Capitalism22. Capitalism

23. Communism

6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, andCommunism.

Homework: Cartoons & Photos

Method #1: Turn these cartoons into transparencies for class discussion.Method #2: Turn the cartoons into hand-outs; assign one cartoon to each pair.Fill out the interpretation sheet (next page).

Capitalism

1. “The evils of capitalism”http://gdl.cdlr.strath.ac.uk/redclyde/rc086.htmDuring the Industrial Revolution, people criticized capitalism. Why?

Communism

2. “Portrait of Karl Marx”http://college.hmco.com/history/west/mosaic/chapter13/image266.htmlwww.marxists.org/subject/art/visual_arts/satire/marx/marx4.htmWhich portrait do you prefer?

3. “The I.Q. test”www.autodidactproject.org/mxengiq.htmlWho helped Karl Marx write The Communist Manifesto?

4. The distribution of wealthwww.history.ohio-state.edu/projects/uscartoons/verdict/ht/4Dec1899.htmDuring the Industrial Revolution, workers criticized capitalism. Why?

5. “Fifty years of communism”www.danzigercartoons.com/cmp/2002/danziger1433.htmlDuring the 20th century, which economic system brought happiness to Russia?

Utopianism

6. Utopiawww.boondocksnet.com/gallery/cartoons/reds/reds190323.htmlSome folks expected Utopianism to work. Did it?

The Answers

1. They believed thatcapitalism was responsible for the ills ofsociety - everything fromchild labor (true) to prostitution (false - it hadalways existed).

2. The first portrait is aserious photograph. Thesecond is a cartoon. Welike the cartoon.

3. Engels.

4. Because of theunequal distribution ofwealth. There were the“haves” and the “have-nots.” The rich wereincredibly rich; the poorwere incredibly poor.Unbridled capitalism created poverty, unem-ployment, class conflict,and economic depressions.

5. Capitalism

6. No

How to analyze any political cartoon!Definition: A political cartoon is a short editorial.


1. Title ______________________________________________________________________

2. Dates ______________________________________________________________________

3. People ______________________________________________________________________

4. Objects ______________________________________________________________________

5. Symbols ______________________________________________________________________

6. Emotions ______________________________________________________________________

7. Action ______________________________________________________________________

8. Statements ______________________________________________________________________

9. Key Word ______________________________________________________________________

10. Pro/Con ______________________________________________________________________

11. Cartoonist ______________________________________________________________________

12. You! ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Homework continued . . .

Robert Owen, a UtopianWhen he was 9 years old, he left school and went to work in a textile factory.He made enough money to open his own textile factory.

Robert Owenwww.spartacus.schoolnet.co.uk/IRowen.htm

7. “Robert Owen was not only concerned with making money, he was also interested in creating a new type of ______ at New Lanark. Owen believed that aperson's character is formed by the effects of their _______. Owen was convincedhe could produce rational, good and _____ people. Owen argued that people werenaturally _______ but they were corrupted by the harsh way they were treated. Forexample, Owen was a strong opponent of physical punishment in ______ andimmediately banned its use in New Lanark.”

New Lanark - a little video of the village of New Lanarkwww.newlanark.org/

In 1799, Robert Owen built a textile factory and a village in New Lanark, Scotland.He hired 2,500 workers. Of these, 500 were children.Click on “View from centre of village.” To make the village move, click on the arrow.

It is a World Heritage Site: You can see the thread mills, school, workers’ housesand Robert Owen's House.

8. What can you think about this experiment?

Owens’ factoryhttp://europeanhistory.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.aboutscotland.com%2Fwater%2Fclydenl.html

9. Read the story: What was revolutionary about Owen’s philosophy?

Social DemocracyThe old way: Only the landed aristocracy was permitted to vote.In England, men of the wealthy middle class got the right to vote in 1832.*In England, working-class men got to vote in 1867.**

10. Men votewww.spartacus.schoolnet.co.uk/CHgeneral.htmUniversal manhood suffrage: How easy was it for men to win the vote?

11. Women votewww.rci.rutgers.edu/~elk/electiondaycartoon.htmlWomen’s suffrage, 1920s: Were men happy about it?

In the U.S.:*In the 1830s, all white men got the right to vote.**In 1867, all black men got the right to vote.Women did not vote until 1920.

7. communityenvironmenthumanegoodschools and factories

8. It looks like a collegecampus - stone buildings,trees, lawns.

9. The factory ownerprovided:A school.*A dance hall.A concert hall.A religious meeting hall.A store.

The school was for children under 10.Children over 10 worked in the factory!

10. Not easy. They hadto fight for it. this guy isdressed up in armor.

11. No. Even thewomen’s husband is notcrazy about the idea.


The ABCs of “Isms”Step #1: Recall Without this sheet, go around the room. Can you remember one term, from A to Z?Step #2: Define Go to the library and define each term.Step #3: Rap Using these terms, write a “Rap.” Perform it for the class.Step #4: Individuals Without this sheet, go around the room. “A is for . . .” Move to the head of the class.Step #5: Teams Break into two teams. One point for a term; two points for defining the term.

ABourgeoisie

Capitalism, Communism, competition, capitalist system, class struggle, The Communist Manifesto

DEconomic security

Free enterprise

Government ownership

HIdeology

JKLabour Party, legislation

M is for Karl Marx. The Middle Class.

New Lanark

O is for Robert Owen

Private enterprise, private ownership, public ownership, the proletariat

Quotation: “From each according to his ability, to each according to his needs.”

Redistribution of wealth

Socialism, Social Democracy, social equality, social inequality

TUtopianism, universal male suffrage

VWXYZ


Can you speak of isms?



the bourgeoisieCapitalismCommunismcapitalist systemclass struggleThe Communist ManifestoFree enterprisegovernment ownershipLabour Party, legislationKarl MarxThe Middle ClassNew LanarkRobert Owenprivate enterpriseprivate ownershippublic ownershipthe proletariatThe redistribution of wealthSocialismSocial Democracysocial equalitysocial inequalityUtopianismuniversal male suffrage

Quotation: “From each according to his ability, to eachaccording to his needs.”

a. “From each according to his ability, to each according to his needs.”

This describes the philosophy of Communism.(You bet! This is the correct answer.)

b. “From each according to his ability, to each according to his needs.”

This describes the philosophy of Capitalism.(Gong. This is the opposite.)

c. “From each according to his ability, to each according to his needs.”

This describes the philosophy of Social Democracy.(Nice try. Very wrong.)

d. “From each according to his ability, to each according to his needs.”

This line appears in the U.S. Constitution.(Yes, you have no bananas. Friends, this is what givesSocial Studies teachers a stroke.)

e. “From each according to his ability, to each according to his needs.”

This line appears on Eminem’s latest cd.(Huh?)

7. Romanticism and Social Criticism

Describe the emergence of Romanticism in art and literature (the poetry of Blake and Wordwsworth), social criticism (the novels of Charles Dickens) and the move away from Classicism in Europe.

7. Describe the emergence of Romanticism in art and literature (the poetry of Blake and Wordwsworth), social criticism (the novels of Charles Dickens) and the move away from Classicism in Europe.

The Romantic MovementOur main goal: Define Romanticism. (It was a reaction to the Industrial Revolution!)How are the two outlooks in conflict with each other? (In everyday life, you experience both. Explain.)

At the beginning: Play music from Romantic composers: Schubert, Mendelssohn, Brahms, Berlioz, Liszt, Wagner.At the end: Play Gilbert & Sullivan! During the Victorian Age, their witty musicals mocked both the Classicals and the Romantics.

Weekend homework: Watch Jane Austen’s film, Sense & Sensibility.The older sister (Emma Thompson) is classical; the younger sister (Kate Winslett) is a romantic.

Classicism was abandoned

From the headWere influenced by the Enlightenment .Believed in “progress.”

Accepted the Industrial RevolutionThey were realists. Factories were here to stay.

Use natureA rational person uses natural resources to benefit society.

ValuesReasonLogicDisciplineRestraintOrder - Follow the rules!BalanceHarmonyConfidenceProgress

FreedomBe careful. Everything in moderation. Follow the rules.

SubjectsA variety of portraits, scenes

Romanticism was embraced by artists + writers

From the heartWere aware that they were living through a violent,dramatic change in World History.

Rejected the Industrial RevolutionThey did not fit into a society of factory owners andfactory workers. They had no patrons.Artists felt marginalized by the materialistic society.Rejected technology - people being replaced bymachines.

Back to natureThey hated industrial cities with “dark satanic mills.”They engaged in escapism and sentimentality. They wanted to go back to nature.They regarded nature as a source of comfort.

ValuesEmotional and passionate.Imagination and intuition.Impulsive. Freedom to express their emotions.They broke the rules! (Read about personal lives.)Society was out of balance.Society was full of disharmony.They lacked confidence and felt self-doubt.They did not like those “dark satanic mills.”

Freedom for the individual!They believe society is inhuman and commercial.They reject social conventions.The hero or heroine is always a rebel.

SubjectsThe Romantics were escapists!They turned their back on modern society and wroteabout nature, faraway places, fantasy, and the past(medieval legends, etc.).

7. Describe the emergence of Romanticism in art and literature (the poetry ofBlake and Wordwsworth), social criticism (the novels of Charles Dickens) and themove away from Classicism in Europe.

Romantic AuthorsWhat are the key Romantic ideas?

Many British authors

1. Wordsworth What is Wordsworth saying in this poem?

One impulse from a vernal woodMay teach you more of man,Of moral evil and of goodThan all the sages can.

- Lines Composed a Few Miles Above Tintern Abbey, 1798

2. ShelleyRead “To a Skylark”: www.bartleby.com/101/608.html“Hail to thee, blithe Spirit!” Who is he talking to? And why?

3. KeatsRead To Autumn”: “Season of mists and mellow fruitfulness . . .” What is he trying to say?

4. Coleridge Coleridge had rheumatism; to relieve the pain, he took opium. His poem “KublaKhan” (“In Xanadu did Kubla Khan a stately pleasure-dome decree . . .”) wasinspired by an opium dream. What does fantasy have to do with the IndustrialRevolution?

5. Sir Walter ScottHe wrote Ivanhoe, the story of the struggle between the Normans and the Saxons.He was living in 1819, so why was he writing a novel about medieval history?

6. Lord ByronA handsome dude, Byron wrote romantic poetry that was tender and exotic. Hisepic poem Don Juan drove the gals wild. He spent most of his life travelling outside of England.Why?

One French Author

7. Victor HugoHe always sided with the underdog: In the Hunchback of Notre Dame, Quasimodo was a deformed man who rang thechurch bell in the tower. During the Revolution of 1848, Victor Hugo wrote LesMiserables, a novel about the poor and starving people in Paris. His novel wasturned into a musical. How can that be? (This is a tough one.)


1. Back to nature!When one is close to nature, heis close to truth. He wantedpeople to see that “progress”and “materialism” lacked beautyand goodness. Back to natureis a form of escapism.

2. Idealizes nature!He writes about a bird:“Hail to thee, blithe Spirit!”A bird is more free than a man.

3. Idealizes nature!

4. Escapism!

5. Escapism!

6. Escapism!Byron was the symbol of the“free man”: He was not chainedto a factory. He glorified anyindividual who defied convention and shaped his orher destiny.

7. He romanticized the poor!


William BlakeWhen you look at a factory, you see what is in front of you.When Blake looked at a factory, he did not explain them in rational terms.Read each poem: What does it have to do with the Industrial Revolution?

“The Lamb”Little Lamb who made theeDost thou know who made theeGave thee life & bid thee feed.By the stream & o'er the mead;Gave thee clothing of delight,Softest clothing wooly bright;Making all the vales rejoice:Little Lamb who made theeDost thou know who made thee

Little Lamb I'll tell thee,Little Lamb I'll tell thee:He is called by thy name,For he calls himself a Lamb:He is meek & he is mild,He became a little child:I a child & thou a lamb,We are called by his name.Little Lamb God bless thee.Little Lamb God bless thee.

“The Tiger”Tiger, tiger, burning bright,In the forest of the night,What immortal hand or eyeCould frame thy fearful symmetry?

In what distant deeps or skiesBurnt the fire of thine eyes?On what wings dare he aspire?What the hand dare seize the fire?

And what shoulder, and what art,Could twist the sinews of thy heart?When thy heart began to beat,What dread hand forged thy dread feet?

What the hammer? What the chain?In what furnace was thy brain?What the anvil? What dread graspDared its deadly terrors clasp?

When the stars threw down their spearsAnd watered heaven with their tears,Did He smile his work to see?Did He who made the lamb make thee?

Tiger, tiger, burning bright,In the forest of the night,What immortal hand or eyeDare frame thy fearful symmetry?

Here’s what wecame up with . . .

God created the lamb.

Blake said: The tiger andthe lamb represent “thetwo contrary states of thehuman soul.”

Did God create the tiger?

Did modern technology (hammer, chain, furnace,anvil) create the tiger?

During the IndustrialRevolution, a tiger isloose in England. Who are the lambs?

Read about Blake’s lifewww.vu.union.edu/~blake/www.spartacus.school-net.co.uk/PRblake.htm

“These dark Satanic mills . . .”

And did those feet in ancient time Walk upon England's mountain green? And was the holy Lamb of God On England's pleasant pastures seen?

And did the Countenance Divine Shine forth upon our clouded hills? And was Jerusalem builded here Among these dark Satanic mills?

Bring me my bow of burning gold! Bring me my arrows of desire! Bring me my spear! O clouds, unfold! Bring me my chariot of fire!

I will not cease from mental fight, Nor shall my sword sleep in my hand Till we have built Jerusalem In England's green and pleasant land.

“What is the price of experience?”

What is the price of experience? Do men buy it for a song? Or wisdom for a dance in the street? No, it is bought with the priceOf all a man hath, his house, his wife, his children. Wisdom is sold in the desolate market where none come to buy, And in the wither'd field where the farmer plows for bread in vain.

It is an easy thing to triumph in the summer's sun And in the vintage and to sing on the waggon loaded with corn. It is an easy thing to talk of prudence to the afflicted,To speak the laws of prudence to the houseless wanderer, To listen to the hungry raven's cry in wintry season When the red blood is fill'd with wine and with the marrow of lambs.

It is an easy thing to laugh at wrathful elements, To hear the dog howl at the wintry door, the ox in the slaughterhouse moan; To see a god on every wind and a blessing on every blast; To hear sounds of love in the thunder-storm and destroys our enemies' house; To rejoice in the blight that covers his field, and the sickness that cuts off his children, While our olive and vine sing and laugh round our door, and our children bring fruits and flowers.

Then the groan and the dolour are quite forgotten, and the slave grinding at the mill, And the captive in chains, and the poor in the prison, and the soldier in the field When the shatter'd bone hath laid him groaning among the happier dead. It is an easy thing to rejoice in the tents of prosperity: Thus could I sing and thus rejoice: but it is not so with me.

Here’s what wecame up with . . .

There was a time whenEngland was a land of greenpastures. It was a land createdby God.

Thanks to the IndustrialRevolution, England is a land ofdark textile mills.

Blake is mad that England hasbeen turned into a hell on earth.

We must rebuild England into agreen and pleasant land. Ahappy place where people canlive together.

England does not want wisdom.

The rich (who lead an easy lifein the summer sun) are quick to criticize the poor (who are out inthe cold).

In England, people rejoice whena competitor goes under.

Blake does not rejoice. He worries about those who aresuffering from the IndustrialRevolution.


Homework: Romantic Artists

For each painting, we give you several websites.You only need to go to one website for each painting.

Examine each painting and answer the following questions:a. The artist - Classical or Romantic? b. This painting conveys a viewpoint about politics and society. How so?c. Does the painting depict an actual historical event?d. Is the painting historically accurate, or is it symbolic?e. What emotion does this painting cause in you?

1. David The Coronation of Napoleon (1804)www.lamc.utexas.edu/wettlaufer/painting/neocl/coron.html

2. Francisco de Goya Execution of the Citizens of Madrid (1808)www.fontplanet.com/cgi-bin/preview.pl/walls/rs_032.zip

The story behind the picturehttp://endeavor.med.nyu.edu/lit-med/lit-med-db/webdocs/webart/goya75-art-.html

3. Delacroix The 18th July: Liberty Leading the People (1830)http://witcombe.sbc.edu/modernism/roots.htmlwww.geocities.com/Athens/Aegean/9159/background.html

4. Theodore Gericault The Raft of the Medusa (1819)http://agutie.homestead.com/files/balsaenglish.htmlwww.artchive.com/artchive/G/gericault/raft_of_the_medusa.jpg.html

The story behind the paintingwww.roland-collection.com/rolandcollection/section/10/365.htm

5. J.M.W. Turner Slave Ship (1839)Full title: “Slaverowners Throwing Overboard the Dead and Dying - TyphoonComing On.” Sharks always followed slave ships.

http://www.mfa.org/handbook/portrait.asp?id=244&s=6www.ibiblio.org/wm/paint/auth/turner/www.bc.edu/bc_org/avp/cas/fnart/art/turner.html

6. Rosa Bonheur Plowing in Nivernais (1850)www.ringling.org/pages/art_museum_collection_3.htm


1. Coronation of Napoleona. Classicalb. Orderc. Yes.d. Accurate - looks like a photoe. Confidence

David was the leader of theClassical movement. Artists lefthis movement and joined theRomantic movement.

2. Execution in Madrid, Spaina. Romanticb. Napoleon was vicious tothose who rebelled against hisrule.c. Yesd. Accuratee. Shock

3. Liberty Leading the Peoplea. Romanticb. The artist is in support of thepeople.c. Yes, the Revolution of 1830in Paris.d. It is symbolic.e. Happiness - people gainfreedom. Fear - revolutions arebloody.

4. The Rafta. Romanticb. A political scandal. c. Yesd. Accuratee. Shock

5. Slave Shipa. Romanticb. Slavery is wrong.c. Yes, based on a real event.d. Accuratee. Horror

6. Plowing oxena. Romanticb. The dignity of laborc. Nod. It looks realistic.e. Harmony with nature.

7. Describe the emergence of Romanticism in art and literature (the poetry of Blake and Wordwsworth), social criticism (the novels of Charles Dickens) and the move away from Classicism in Europe.

Charles DickensLecture

His lifeCharles Dickens grew up in London.In his books, he wrote about his own life.His father was a clerk who worked for the British Navy. The family was middle class, but poor. There were seven children.When Charles Dickens was 12, a horrible crisis befell his family:His father fell into debt and was sent to debtors’ prison. At 12, Charles had to leave school and go to work in a factory. It was a horrifying experience.He became a newspaper reporter and wrote about life in London.At 24, he became famous after writing his first novel.He got married and had ten children!When he was rich, he donated money to charities that helped children.

Brilliant!Dickens was not a Romantic: He did not try to escape from the Industrial Revolution.Dickens was a Realist: He was a SEVERE critic of the Industrial Revolution!

He wrote 20 novels: A Christmas Carol, David Copperfield, Great Expectations, Oliver Twist, and many more.He mocked the greedy and sympathized with the poor.

His most memorable characters are children, who were victims of the Industrial Revolution.

In his novels, Charles Dickens made ferocious attacks on England’s institutions.Nobody minded, though, because he used humor.He set up adult characters to be bad, then bashed them for lacking a conscience.He set up child characters to be good, then made you feel awful when they suffered.

What did Dickens think of capitalism?Capitalism had to reform itself:Capitalists ought to be kind, especially to children.

What economic system did Dickens favor?1. Capitalism - Nah. He he mocked unbridled capitalism.2. Communism - Nah. He was not a radical.3. Socialism - A mixed economy? Too confusing.4. Utopianism - Nope, Chuck was a realist.5. Social Democracy - You betcha! If the capitalists would not regulate themselves, then . . .

Government must regulate capitalism.

Oliver TwistThe main character is Oliver, an orphan.Orphaned at birth, Oliver endures the cruelties of workhouse life before being apprenticed to an undertaker.

“The Workhouse”www.online-literature.com/dickens/olivertwist/3/

Ask students to read this aloud.Begin with: “Oliver had not been within the walls of the workhouse a quarter of an hour . . .”

Then ask questions:

1. At first, Oliver lived in the parish house - a church home for the poor.When he turned 9 years old, by law he was sent to the workhouse.How would you describe the board that runs the workhouse?

Mean-spirited. Self-righteous. Cruel.

2. What were conditions like in the workhouse?The beds were hard. The food was gruel (porridge) and there was not enough of it.

Hard Times

“Murdering the Innocents”www.mtholyoke.edu/acad/intrel/hardtime.htm

Ask students to read this aloud, then ask questions:

1. Mr. Gradgrind is the schoolteacher. What kind of guy is he? He is a Factoid. He just wants the facts. He would hate “Life is a Rock Group” with its Boomers, Busters, Emotionals, and Outrageous Ones.He makes war on independent thinking.

2. Dickens is criticizing England’s educational system. Why?His dry as dust teaching method is killing the children’s imagination and turning them into machines.

Bleak HouseThe main character is Esther, an orphan.

“Mrs. Pardiggle”www.classicreader.com/read.php/sid.1/bookid.221/sec.8/

Ask students to read this aloud.Begin with the line: “Mrs. Pardiggle, leading the way with a great show of moral determination . . .”

Then ask questions:

1. Mrs. Pardiggle is what type of person?A do-gooder who “helps” the poor.

2. Dickens is criticizing her. Why?She’s a meddler, not a helper. A false humanitarian.


Homework: Charles Dickens

Charles Dickenshttp://uk.geocities.com/dickensireland/pres0000.html

1. What kind of guy was Charles Dickens?

His housewww.hiddenlondon.com/dickensh.htm

2. True or False: Charles Dickens wrote Oliver Twist in this house.

Debtor’s Prisonwww.hiddenlondon.com/marshalsea.htm

3. When Charles was 12, his father was sent to this debtors’ prison.He wrote about the prison in what novel?

4. At 12, Charles went to work in a bootblacking factory, an experience that haunted him for the rest of his life. He described the factory in what novel?

Dickens’ Londonhttp://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/dickens.html

“The Slums of London”5. What was life like in the East End?

“Working Conditions”6. Who worked in the sweatshops?

7. Children were involved in vice and crime. How so?

London Low-Lifehttp://library.byu.edu/~rdh/eurodocs/uk/lowlife.html

8. The Victorians separated the poor into two classes - the "deserving" and the "undeserving." Who were the deserving poor?

The Answers

1. A man with manymemories (in black andwhite). Most of his novels(in color) are based onhis childhood experi-ences in London.

2. True

3. Little Dorrit

4. David Copperfield

5. The drinking waterwas polluted (dead fish,cats and dogs).

6. Women and children.

7. Theft, gambling, andprostitution.

8. “Anyone thrown out ofwork or into financialstraights by eventsbeyond his or hercontrol - elimination of ajob, illness or old age.”

The undeserving poorrefused to work. They were not entitled topity.


The ABCs of LiteratureStep #1: Recall Without this sheet, go around the room. Can you remember one term, from A to Z?Step #2: Define Go to the library and define each term.Step #3: Rap Using these terms, write a “Rap.” Perform it for the class.Step #4: Individuals Without this sheet, go around the room. “A is for . . .” Move to the head of the class.Step #5: Teams Break into two teams. One point for a term; two points for defining the term.

AB is for William Blake. The “Back to Nature” movement.

Classicism

Dickens, debtor’s prison

Escapism

FGHated the industrial cities

IJKLMaterialistic society

NOPQuotation: “These dark satanic mills . . .”

Romanticism, rejected the Industrial Revolution

Social criticism, sentimentality, sweatship

TUVWordsworth, the workhouse

XYZ


Can you talk like Charles Dickens?



William BlakeThe “Back to Nature” movementClassicismDickensdebtor’s prisonescapismmaterialismmaterialistic societyRomanticismrejected the Industrial Revolutionsocial criticismsentimentalitysweatshipWordsworththe workhouse

Quotation: “These dark satanic mills . . .”

a. “These dark satanic mills . . .”William Blake wrote this in his Songs of Experience.A Romantic poet, he hated the Industrial Revolution.(Yep. This is the correct definition.)

b. “These dark satanic mills . . .”William Blake wrote this in his Songs of Innocence.A Classical poet, he loved the Industrial Revolution.(Ouch! This is exactly the opposite.)

c. “These dark satanic mills . . .”Wordsworth wrote this in his Songs of Experience.A Romantic poet, he hated the Industrial Revolution.(Close, but no cigar. William Blake, not Wordsworth.)

d. “These dark satanic mills . . .”Byron wrote this in his Songs of Experience.A Romantic poet, he hated the Industrial Revolution.(Close, but no cigar. William Blake, not Byron.)

e. “These dark satanic mills . . .”William Blake wrote this in his Songs of Experience.On dope, he saw the devil around every corner.(Bogus.)

Review

Once again, with feeling!

The Great Debate!

"Resolved, the Industrial Revolution was a great step forward for humanity."

The Boomers (half the class) present evidence and argue the positive.The Busters (the other half) present evidence and argue the negative.The Court: Choose 5 introverts to sit at a table in front of the class. They choose the Chief Justice.

Before you begin, visit this websitehttp://learningcurve.pro.gov.uk/victorianbritain/

The month beforeAsk the Rotarians to donate a gavel to your class. This is an old-fashioned debate. Go heavy on the ritual.

The CourtListen to the evidence. Add up the facts and draw conclusions. You will deliberate and render your decision:Which team won? Who is the MVP? Choose a Chief Justice and give him/her the gavel. Make a formalannouncement: “As Chief Justice, you are in charge of keeping order in the courtroom.”

The grading systemGive one grade for every comment.A - excellent analysis of facts. B - very good analysis. C - repeating another student, with elaboration. D - a half-baked thought, has a tiny kernel of merit.E - fuzzy thinking. The student has missed the point. F - interrupting another student.

To get the floor, simply say "WELL . . . " Once you have uttered that magic word, the floor is yours. An F for every interruption. Civility is crucial.

How to beginHeavy on the ritual. Flip a coin and turn to one team: “Call it.” It is heads and they called heads: “What is yourpleasure? Would you like to go first or have the opposition go first?” It is heads and they called tails, turn to theother team: “What is your pleasure?” The teams alternate: A student from Team A speaks, then a student fromTeam B speaks.

A debate is like an airplane taking off. First it has to crawl down the runway! Do not worry if the debate starts off slowly. Ignore the silence: Be busywriting on your gradesheet. Once the kids see you have no intention of intervening, they’ll play along. Some kidswere born to debate. Let them model for the rest.

The teacher’s roleRecede to the back of the classroom. Do not look up. Be busy filling out names on your gradesheet. Remember:Give a grade every time a student makes a comment.

How to endTen minutes before the end of class, the judges leave the room to deliberate. Remind them: Which team won?Who is the MVP? While they are out, pass around the gradesheet. When a student looks at his/her line ofgrades, he/she will know how to improve next time. Examples: “My name has no grades beside it. I’d bettersay something next time!” "I repeat what others say. I’d better say something original next time." "Half-baked!Next time I’ll do the reading." "A string of Fs. I’d better stop interrupting others!" As kids leave class, post thegradesheet on the bulletin board outside your classroom. In red, label the MVP.

You’ve seen the National Enquirer in the supermarket.Now it’s your turn to write the stories behind the . . .

Screaming Headlines

Break into pairs.Each pair writes two newspaper stories.Here are the headlines, now you write the story.

A. Give the dateline Year (When) and place (Where).

B. In one paragraph, tell Who, What, Why, and How.

1750 “The Enclosure Movement begins: Sheep evict people!”

1769 “James Watt perfects the steam engine!”

“Children go to work in the coal mines!”

“The textile mill replaces the spinning wheel!”

“Women and children: The first factory workers!”\

“Cottage industries replaced by factories!”

“The Factory System Rules!”

1794 “William Blake’s poem: These Dark Satanic Mills . . .”

1798 “Eli Whitney creates interchangeable parts!”

1799 “New Lanark: Robert Owen’s utopian community!”

1807 “Britain ends the slave trade!”

1832 “Britain: Middle-class men win the right to vote!”

“Britain abolishes slavery!”

“Parliament holds hearings on child labor!”

1833 “Parliament passes Factory Act of 1833!”

1837 “Dickens writes Oliver Twist !” (First big novel.)

1856 “Bessemer: Mass production of STEEL!”

1860 “Pasteurization! Can the germ theory be true?”

1848 “Karl Marx writes The Communist Manifesto !”

1867 “Britain: The average working man gets to vote!”

1879 “Thomas Edison invents the light bulb!”

1884 “Britain: Universal manhood suffrage!”

1900 “The British Labour Party is formed!”

1918 “Britain: Women get the vote!

Face off between a gal and a guy.

Mars / VenusHow much do you know about this topic?

One concept, a cluster of facts1. Two chairs at the front of the room.2. A guy and a gal sit facing each other, knee toknee*.3. Teacher provides one concept: Thomas Jefferson4. Guy responds with a related fact. 5. Gal responds with a related fact.Pair keeps going until they stall. Give a pair three chances. At the end of each pair, the teacher makes correctionsand additions. “You could have added . . .”Move on to the next pair.

Teacher: Social Democracy

Mars VenusA reaction to capitalism.The right to vote hard to winSuffrage Universal manhood suffrageOnly men vote Women not vote ‘til 1920.Join a political party Elect your reps to ParliamentThe Labour Party Tony Blair todayMake laws to improve working conditionsMake laws to improve living conditionsUnbridled capitalism becomes bridled capitalismPolitical democracy Capitalism is eco freedom

Explain the game to the classJust another zany way to review for a test? Nope . . .

1. One ConceptIf you really know this topic, you can go on forever.

2. Cluster of factsYou must recall a cluster of facts that surround that big concept.

3. Relaxed on test dayPuts a student on the spot in class.Puts him/her at ease when taking the test.When the guy reads a test question, he actually hears the gal talking.

*Guaranteed to make anyone nervous.That’s the idea. We are trying to kill a student’s fear of the test.If you can survive the classroom, the test will be a breeze.

One rainy day, when we were in no mood to do anything else, we invented . . .

Name that Concept!The objectTo become acquainted with terms that relate to the U.S. Constitution. What to do ahead of timeXerox one copy of this list. Cut it up into little pieces. Put it into a hat. How to playThe first student in the first row draws a slip of paper from the hat. "Go to the blackboard and draw one clue at a time. Class, raise your hand and guess the term.Draw pictures on the blackboard until someone guesses the term." Go around the room, giving everyone a chance to play. When students are comfortable with the game, let them choose their own terms (like Magna Carta)and their own clues.

PEOPLE

WattDraw a steam engine.

WhitneyDraw a gun.

BessemerDraw a steel mill with asmokestack. Label it:“The Steel Mill.”

PasteurDraw an old-fashioned milkbottle. Label it: “Milk”

EdisonDraw a light bulb.

Robert OwenDraw a man in a cloud.

Karl MarxDraw a man with bushy eye-brows and a big fluffy beard. Draw a book.Label it: “The Communist Manifesto.”

DickensDraw a man.Draw a book.Label it: “Great Expectations”

BlakeDraw a man.Draw a book.Label it:“Those dark satanic mills”

EVENTS

Great Britain: The first country to industrialize.Draw an island.Label it: U.K.Label it: “World’s first capitalistcountry.”

The Enclosure MovementDraw a sheep.Draw a stick man, a farmer.Put an X on the farmer.

Rural to Urban MigrationDraw a farmer.To the left, draw his farm.To the right, draw a city.Draw an arrow to show he isgoing to the city.

The United States:The second country toindustrializeDraw a map of the USA.

RomanticismDraw a book.Draw a heart.

FACTORS OF PRODUCTION

Natural ResourcesDraw a tree.Draw a coal mine.Draw raw cotton on a shrub.

CapitalDraw a factory.Draw a machine.Draw a dollar sign ($).

LaborDraw workers going into a factory that has a smoke stack.Draw an arrow to the workers.

EntrepreneurDraw a man who is the boss.

Factors of ProductionWrite these letters:N, L, C, E(They stand for naturalresources, labor, capital, entrepreneurship.)

Now you are on your own . . .Can you think of any termsthat you can illustrate?

ECONOMIC SYSTEMS

1. CapitalismDraw two cows.Draw a bull.Draw many calves (baby cows).

2. CommunismDraw two cows. Draw a big boy with a meanface.Label him: “Big Brother.”Label him “The Government.”

3. SocialismDraw two cows. Draw a sign: “The Government”Draw a man: “Entrepreneur”Write: “A mixed economy.”

4. Social DemocracyDraw no cows.Draw an election box.Label it: “Election box”

5. UtopianismDraw 2 cows.Draw a milkshake.Label it: “Milkshake Heaven.”

Yeah, yeah. You wanted us to call this “Honk if youlove history.” But that ain’t always the case.

Honk if you hate history!The honker is a bulb horn, invented by Harpo Marx.If you get the answers wrong, you are not dumb.You only sound dumb.

Read the test aloud!1. Put a table and two chairs at the front of the room.2. Put two honkers* on the table and put two guys inthe chairs.3. Read a test question. Silence in the room.4. Read the question again. Honk when you hear the right answer.5. Allow this pair ten questions. Move on to the nextpair. Try Team A vs Team B.

“All of the following statements about blah-blahare true, except . . .” is a typical question on the test.It is the type of question that makes students freezeup. Honk when you hear the wrong answer.

Explain the game to the classJust another zany way to review for a test? Nope . . .

1. Reasoning skillsRight or wrong, you can ask a student why he honked.“What were you thinking?”

2. Listening skillsAll of the following statements are true, except . . .allows you to listen for an answer that DOES NOT FIT.

3. Relaxed on test dayPuts a student on the spot in class.Puts him at ease when taking the test.When he reads a test question, he actually hears the horn honk in his mind’s ear.

*On the internet, simply type in “clown horn.” We found honkers at

www.bubbasikes.com/novelties.html #IN-21 Bulb horn cost: $6.50

www.magicmakers.com/retail/clown%20stuff/horn.html#03128 Bulb horn cost: $7.20

Make your own personal assessment

Rank the famous peopleSometimes we watch the tv station E.You know, the folks who rank everybody?(Hollywood’s sexiest man . . .)

A. Rank them chronologicallyBreak into two teams.Without showing this list, assign each student to beone historical figure.The teams move to opposite sides of the classroom.Line up in chronological order!

1769 Watt Steam engine.1794 Blake “Those dark satanic mills”1798 Whitney Interchangeable parts1799 Robert Owen New Lanark, utopian community1837 Dickens Writes first novel criticizing Ind Rev.1856 Bessemer Mass production of steel1860 Pasteur Germ theory improves public health1848 Karl Marx “The Communist Manifesto.”1879 Edison Invents the light bulb

A. Rank them from “best” to “worst”This takes more thought.Keep the two teams.Team A lines up from “best” to “worst.”Each student must explain why he or she is “bad” or“good.” Team B does the same. The teacher correctserrors.

Opinions vary: Here’s how we would rank these folks:

Inventors & Innovators1 Edison Invents the light bulb2 Watt Steam engine.3 Whitney Interchangeable parts4 Bessemer Mass production of steel5 Pasteur Germ theory improves public health

Thinkers6 Dickens Writes first novel criticizing Ind Rev.7 Blake “Those dark satanic mills”8 Robert Owen New Lanark, utopian community9 Karl Marx “The Communist Manifesto.”

Take a peek at how people in England rate their own:www.npg.org.uk/live/greatbritop100.asp

Dang, that teacher has guts . . .

Stump the Teacher!

Read the test aloud!

The GoalThe state test is toughSome students hit one tough question and freeze upfor the rest of the test!Show students how to make an error and bounceback.Demonstrate your human-ness by joining the gang . . .

The set-upTable in front of the class.Five chairs.Five signs: a, b, c, d, eFive bells, one for each student to ring.

You are the 5th student!Choose four students and become the fifth!(Become a or b because they answer are the onlyones that answer the True/False questions.)

The ReaderGive the test to one student to read aloud.If a is the answer, Student a must ring his/her bell.

The ScorekeeperFive students keeps score.(Each scorekeeper keeps track of one person at thetable.)The number of questions you answered correctly.The number of questions you answered incorrectly.

When you get an answer wrongWhen get an answer wrong, grouch about it for therest of the class. “Dang! Who would’ve thought that . ..” That is one answer they will never forget on thetest!

Accept the challengeNothing surprises students more than role reversal.It says, “Yep, I am human too.”It says, “What the heck, I’ll give it my best shot.”It says, “If you can do it, so can I.”

If you get a bunch wrong, tell them that you didnot eat breakfast and did not get a good night’ssleep. Researchers have proved that this affectstest scores.

The Last Man Standing . . .

Do you remember Bruce Willis in the film, “The Last Man Standing”?Great shoot-out.

Homework: Read your textbook chapter.

Read the test aloud1. All the guys stand up.2. The teacher asks test questions of each guy.3. When a guy is wrong (or silent), he must sit down.4. The next guy tries it.5. The winner is the last man standing.

Create a poster: “The Bad Guys of History.”This week’s winner: ___________________.Run this game only once a week.Get a polaroid camera. (This is more important than you can imagine.)Each week, take the winner’s picture.Put the photo on the poster.Put the poster on your classroom door.

Now it’s time for the gals . . .

Exactly the same.

Create a poster: “Great Women in History.”

The Test

The Industrial RevolutionIf you answer them in order, you will score well. They are in logical order.If you jumble them up, you will score less well. That’s how it’s done on the real test.

Test Questionshttp://cwx.prenhall.com/bookbind/pubbooks/king2/chapter21/multiple1/deluxe-content.html

Timeline

The Century

1. The Industrial Revolution began in thea. 1500sb. 1600sc. 1700sd. 1800se. 1900s

2. The Industrial Revolution began in the ____ century.a. 16thb. 17thc. 18thd. 19the. 20th

3. By the late ___, the Industrial Revolution was in full swing in the United States,Germany, and Japan.

a. 1500sb. 1600sc. 1700sd. 1800se. 1900s

The Year

4. Historians seem to agree that the Industrial Revolution began ina. 1650b. 1700c. 1750d. 1800e. 1851

The Era

5. The Industrial Revolution was in full swing during the ___ era.a. Gloriousb. Victorianc. Georgiand. Edwardiane. Elizabethan

The Answers

1. c

2. c

3. d

4. c

5. b

What was the Industrial Revolution?

The magnitude of change

6. The Industrial Revolution ____ a major turning-point in World History.a. wasb. was not

7. The Industrial Revolution ___ have a bigger impact than the French Revolution.a. didb. did not

8. The Industrial Revolution ___ the most far-reaching transformation of society in the last 10,000 years.

a. wasb. was not

The types of change

9. The Industrial Revolution involveda. technical change in a few industries. b. a wide-ranging change in the economy and society.c. bothd. neither

10. The Industrial Revolution as a(n) ____ revolution.a. economicb. socialc. bothd. neither

11. During the Industrial Revolution, economic changes transformed a. the way people worked.b. the societies in which they lived. c. bothd. neither

12. There were seismic changes in a. industry b. societyc. bothd. neither

13. Which statement is correct?a. The Industrial Revolution was about technology.b. The Industrial Revolution was about more than technology.c. bothd. neither

6. a

7. a

8. a

9. c

10. c

11. c

12. c

13. c

The specifics of change

14. Which is the definition of Industrial Revolution?a. The transformation in the method of production

from man-made to machine-made goods.b. The major change in the economy and society,

brought on by the use of machines. c. bothd. neither

15. An Industrial Revolution occurs when people move from living and working on_____ to living in ______ and working in ______.

a. cities; factories; farmsb. cities; farms; farmsc. farms; cities; factoriesd. farms; cities; farmse. farms; farms; cities

16. What were the new industries of the Industrial Revolution?a. Primary industry - farming, fishingb. Secondary industry - turning raw materials into finished goodsc. Tertiary industry - services, like banking and insurance

17. During the Industrial Revolution, what kind of products did factories produce?a. luxuriesb. necessities

14. c

15. c

16. b

17. b

1. The first country to industrialize

The Country

18. Which country industrialized first?a. Japanb. Germanyc. Great Britaind. United Statese. Russia

19. Put the countries into the chronological order in which they industrialized:A. JapanB. GermanyC. Great BritainD. United States

a. A, B, C, Db. B, C, D, Ac. C, D, A, Bd. D, A, B, Ce. C, D, B, A

20. Which statement is true?a. England was the world’s first industrial country.b. England was the world’s first capitalist country.c. bothd. neither

21. All of the following statements about the Industrial Revolution are true, except:

a. Italy was Europe’s economic leader in the 1400s.Trade routes shifted from the Mediterranean to the Atlantic Ocean.

b. Spain was Europe’s economic leader in the 1500s.They were eclipsed by the Commercial Revolution.

c. The Netherlands experienced the Commercial Revolution.They had plenty of capital to build factories. But they lacked the other ingredients for an Industrial Revolution.

d. Britain experienced the Commercial Revolution.They had plenty of capital to build factories. But they lacked the other ingredients for an Industrial Revolution.

e. Germany did not experience the Commercial Revolution.They lacked the capital to build factories.

18. c

19. e

20. c

21. d

The prerequisites for industrialization

The Big Picture

22. Which is not required for industrialization?a. adequate foodb. accumulation of capitalc. large labor forced. urbanizatione. coal and iron minesf. transportation for heavy freightg. new technologyh. demand for manufactured goodsi. political democracy

23. Before a nation can industrialize, it must first developa. political democracyb. a stable class structurec. an adequate food supplyd. representative governmente. a sense of religious harmony

Food

24. Which came first?a. The Agricultural Revolutionb. The Industrial Revolution

25. Which came first?a. improved farming techniquesb. industrial cities

26. Which came first?a. Fewer people were needed on the farms.b. There was a great increase in food production.

27. Which came first?a. People get jobs in the cites.b. People could be spared from the farms.

28. A revolution in agriculture ___ precede the revolution in industry.a. mustb. need not

22. i

23. c

24. a

25. a

26. b

27. b

28. a

Capital

29. During the ____, Britain accumulated great quantities of capital.a. Agricultural Revolutionb. Commercial Revolution

30. Which came first?a. The Commercial Revolutionb. The Industrial Revolution

31. Which came first?a. the slave tradeb. the cotton mills

Size of Labor Force

32. Which came first?a. more foodb. bigger families

33. From 1750 to 1850, the British population a. doubled.b. tripled.c. remained the same.

34. Which came first?a. The population explosionb. The Industrial Revolution

Location of Labor Force

35. Which came first?a. Rural to urban migrationb. The Industrial Revolution

36. Which came first?a. The enclosure movementb. The Industrial Revolution

37. Which came first?a. The Enclosure Actsb. People were were evicted from the land

38. Which came first?a. The enclosure movementb. People were willing to work in the mines and mills

39. Which came first?a. tenants were evictedb. people moved to cities to get a job

29. b

30. a

31. a

32. a

33. b

34. a

35. a

36. a

37. a

38. a

39. a

40. Which came first?a. migration to the citiesb. the Industrial Revolution

41. Which came first?a. Urbanizationb. The Agricultural Revolution

42. Which came first?a. Urbanizationb. The Industrial Revolution

43. In the British countryside, people were evicted to make room fora. pigsb. cowsc. sheepd. potatoese. tomatoes

44. In 1700, ____ of the people were involved in farming.a. 10%b. 60%c. 80%

45. In 1800, ____ of the people were involved in farming.a. 10%b. 60%c. 80%

46. In 1900, ____ of the people were involved in farming. a. 10%b. 60%c. 80%

47. During the Potato Famine, the Irish people migrated to ___ cities.a. British b. U.S.c. bothd. neither

48. During the 1840s, what happened in Ireland?a. one million died.b. one million left Ireland.c. bothd. neither

40. a

41. b

42. a

43. c

44. c

45. b

46. a

47. c

48. c

Natural Resources

49. When the Industrial Revolution first began, factories were run by _____.a. oilb. coalb. steamd. watermillse. windmills

50. When the Industrial Revolution first began, factories were located neara. riversb. coal mines

51. During the Industrial Revolution, the single most important natural resourcewas

a. coalb. raw cotton

52. Which country was running out of forests and turned to coal?a. Japanb. Germanyc. Great Britaind. United Statese. Russia

53. Which country was the first to have a coal mining industry?a. Japanb. Germanyc. Great Britaind. United Statese. Russia

54. During the Industrial Revolution, coal was used for what?a. to run factoriesb. to run railroadsc. to produce steeld. all of the abovee. none of the above

55. Manchester became Britain’s textile center because of its proximity to a. raw cottonb. coal minesc. Londond. all of the abovee. none of the above

49. dThe Industrial Revolutionbegan in 1750. Wattinvented in the steamengine in the 1860s.

50. a

51. aIt powered all theengines.

52. c

53. c

54. d

55. b

Transportation System

56. In order to industrialize, a country needs a cheap transportation system tomove

a. raw materials.b. finished products.c. bothd. neither

57. When the Industrial Revolution began, Britain had all of the following, except:a. Navigable riversb. Canal systemsc. A dense network of roadsd. The development of railroads e. Long coastlines suitable for harbors

58. England went through a _____-building craze.a. canalb. railroadc. shipbuilding d. all of the abovee. none of the above

59. Transportation linked thea. riversb. minesc. factories, mines and mills.d. all of the abovee. none of the above

60. Transportation carried bulky freight, such asa. woolb. cottonc. coal and irond. graine. all of the above

61. The first railroads carried _____.a. woolb. cottonc. coald. irone. grain

62. Ocean-going ships a. imported raw materials b. exported finished goods.c. bothd. neither

56. c

57. d

58. d

59. d

60. e

61. c

62. c

63. Transportation becamea. fasterb. cheaperc. bothd. neither

Technology

64. The introduction and large-scale use of machinery to replace hand labor was a____ of the Industrial Revolution.

a. causeb. result

65. Which came first?a. New technology b. The factory system

66. Which came first?a. The Scientific Revolutionb. The Industrial Revolution

67. The Royal Society of London ____ scientific discoveries.a. encouragedb. discouraged

68. Who financed the Industrial Revolution in Britain?a. the governmentb. private investors

69. What was the first major British invention of the Industrial Revolution?a. light bulbb. the cotton ginc. the steam engined. interchangeable partse. process to make steel

70. The development of technology ____ spur industrial growth.a. didb. did not

71. The industrialization of the ____ industry helped create the factory system.a. coalb. textilec. railroadd. shipbuildinge. chemical

63. c

64. a

65. a

66. a

67. a

68. b

69. c

70. a

71. b

Demand

72. Which came first?a. the supply of goodsb. the demand for goods

73. Which came first?a. the price of food droppedb. people bought manufactured goods

74. Which country sold manufactured goods to Europe, Asia, Africa, and theAmericas?

a. Japanb. Germanyc. Great Britaind. United Statese. Russia

75. In 1800, 60% of British exports were sold to a. Japanb. Germanyc. Great Britaind. United Statese. Russia

76. Which came first? a. British coloniesb. The Industrial Revolution

77. What purpose did colonies serve?a. Colonies provided raw materials.b. Colonies provided a market for manufactured goods.c. bothd. neither

72. b

73. a

74. c

75. d

76. aThe first British colony inthe Americas wasVirginia in 1607.

77. c

The Results

78. Which single thing caused the others?a. child laborb. rural to urban migration c. unsafe working conditionsd. introduction of the factory systeme. increased productivity of industrial workers

79. The Industrial Revolution created a brand-new social class. What was it?a. Landowners in the countrysideb. The middle class in citiesc. The working class in cities

80. All of the following were changes brought on by the Industrial Revolution,except:

a. New machinery and new fuelsb. A better system of transportationc. A new division of labord. A reduction in productivity in factoriese. An increase in factory workers

81. The Industrial Revolution ___ provide more, better, and less expensive goods.a. didb. did not

82. The Industrial Revolution ___ provide better transportation and communication.a. didb. did not

83. A major result of the Industrial Revolution was a. the formation of powerful craft guilds.b. the concentration of workers in urban areas.c. government control of industrial production.d. government control of agricultural production.e. more democracy and participation in the political process.

84. A major result of the Industrial Revolution was a. rural to urban migration.c. the middle class gained political power.b. countries sought new markets for their goods.d. all of the abovee. none of the above

78. bRemember the mobile!

79. c

80. d

81. a

82. a

83. e

84. cThe others are causes ofthe Industrial Revolution.Remember the mobile!

85. The Industrial Revolution was a. good.b. bad.c. a mixed blessing.

86. In the short run, the Industrial Revolution was ___ for the ordinary family.a. good b. bad

87. In the long run, the Industrial Revolution was ___ for the ordinary family.a. good b. bad

88. In the early 19th century, Britain experienced all of the following, except:a. urban squalorb. utopian living conditionsc. dislocated communitiesd. poor working conditionse. exploitation of women and children

89. While the economic cost of running a factory was low, the _____ cost washigh.

a. humanb. environmentalc. bothd. neither

90. In the industrial cities, public services ____ keep up with the population. a. didb. did not

91. In the industrial cities, there wasa. overcrowding.b. unsanitary conditions.c. disease and epidemics.d. all of the abovee. none of the above

92. In the ____, health and safety was a life and death issue.a. minesb. millsc. factoriesd. all of the abovee. none of the above

93. The majority of workers in the textile mills werea. women b. children c. bothd. neither

85. c

86. b

87. a

88. b

89. c

90. b

91. d

92. d

93. b

94. Children were maimed and crippled largely because ofa. low wagesb. long hoursc. faulty machinesd. all of the abovee. none of the above

95. Most children ____ go to school.a. didb. did not

96. The life expectancy of a child working in a factory, mill, or mine was ____.a. lowb. high

97. The mortality rate of a child working in a factory, mill, or mine was ____.a. lowb. high

98. Urban sprawl was an indication of the ____ cost of the Industrial Revolution.a. humanb. economicc. environmental

99. What spoiled the landscapes? The land was cut by a. roadsb. railroadsc. coal mines d. all of the abovee. none of the above

100. Factory smokestacks contributed to ____ pollution.a. airb. landc. water

101. The rivers were clogged with a. chemicals.b. sewage.c. bothd. neither

102. From the start of the Industrial Revolution, the _____ class enjoyed greatprosperity.

a. middle classb. working class

94. b

95. b

96. a

97. b

98. c

99. d

100. a

101. c

102. a

103. As the Industrial Revolution was going full speed, manufactured goods were a. abundantb. affordablec. provided new comfortsd. all of the abovee. none of the above

104. Between 1850 and 1875, wages ____ by 50%.a. roseb. fell

105. As a result of the Industrial Revolution, the lives of ordinary people ___improve.

a. didb. did not

106. As a result of the Industrial Revolution, people experienceda. longer life expectancyb. better healthc. higher incomed. better educatione. all of the above

107. As a result of the Industrial Revolution, people ___ win the right to vote.a. didb. did not

108. In Britain, who won the right to vote in 1832?a. the middle classb. the working class

109. In Britain, when did they achieve universal manhood suffrage?a. 1750b. 1832c. 1877d. 1884e. 1918

110. In Britain, when they achieve woman suffrage?a. 1750b. 1832c. 1877d. 1884e. 1918

111. In 19th century Britain, which class controlled Parliament?a. the upper classb. the middle classc. the lower classesd. all of the abovee. none of the above

103. d

104. a

105. a

106. e

107. a

108. a

109. d

110. e

111. b

The Wealth of Nations

112. Industrialization ____ brought prosperity to the industrializing nation.a. doesb. does not

Colonialism and Imperialism

113. The first country to undergo the Industrial Revolution ____ rule world affairsduring the 19th century.

a. didb. did not

114. The British owned colonies in Asia, Africa, and the Americas ____ the Industrial Revolution.

a. beforeb. duringc. afterd. all of the abovee. none of the above

115. The Industrial Revolution ____ colonialism and imperialism.a. encouragedb. discouraged

116. The factory system ____ imperialism.a. stimulatedb. dampened

117. Victorian England ____ involved in colonialism and imperialism.a. wasb. was not

118. Which statement is true?a. In 1750, Britain was involved in the Industrial Revolution.b. In 1750, the Thirteen Colonies were part of the British Empire.c. bothd. neither

119. Which statement is true?a. Supply: Colonies supplied raw materials.b. Demand: Colonies provided a market for manufactured goods.c. bothd. neither

120. Which statement is true?a. The British had a monopoly of the seas.b. Countries went to war with Britain over control of the seas.c. bothd. neither

112. a

113. a

114. dRead the whole questionbefore you answer.

115. a

116. a

117. a

118. c

119. c

120. c

Remember that mobile!Eight questions: The correct answer is on the mobile.We ask the same question over and over again.

121. Before a nation can industrialize, it must first developa. modern corporationsb. the factory systemc. an adequate food supplyd. new methods of production e. large-scale production

122. Before a nation can industrialize, it must first developa. coal and iron minesb. low cost of production per unitc. uniformity and a high quality in productiond. increased industrial productivity e. increased productivity of workers

123. Before a nation can industrialize, it must first developa. unsafe working conditionsb. a new division of laborc. railroadsd. a working classe. a large labor force

124. Before a nation can industrialize, it must first developa. trade unionsb. reform movementsc. urbanizationd. middle class gained political powere. universal manhood suffrage

125. Before a nation can industrialize, it must first developa. woman suffrageb. abundance of goodsc. affordable goodsd. new technologye. goods that provide new comforts

126. Before a nation can industrialize, it must first developa. wages roseb. improved quality of lifec. longer life expectancyd. better health caree. transportation for heavy freight

127. Before a nation can industrialize, it must first developa. national prosperityb. great fortunes were made overnightc. an accumulation of capitald. a wider gap between rich and poore. higher incomes

121. c

122. a

123. e

124. c

125. d

126. e

127. c

128. Before a nation can industrialize, it must first developa. colonialism overseasb. a policy of imperialism c. demand for manufactured goodsd. the rise of Communisme. Romanticism in art and literature

The spread of industrialization

129. What caused the spread of the Industrial Revolution from Europe to the U.S.?a. the spread of machineryb. the migration of capital

130. Which statement is true?a. Technology spread from Europe to the United States.b. Americans came up with their own inventions and innovations.c. bothd. neither

131. How did the Industrial Revolution spread?a. slaveryb. imperialismc. the adoption of inventionsd. the rise of the British Empiree. the rise of trade unions

132. During the Industrial Revolution, what fuel powered machinery in all factories?a. oilb. coalc. steamd. riverse. windmills

133. During the mid-19th century, the main manufacture in Europe wasa. paperb. textilesc. chemicalsd. railroadse. iron and steel

134. What were the first factories of the Industrial Revolution?a. paperb. textilesc. railroadsd. chemicalse. iron and steel

128. c

129. a

130. c

131. c

132. bCoal makes steam.Coal is the fuel.

133. b

134. b

Specific Countries

135. By 1851, which country was the “Workshop of the World”?a. Japanb. Germanyc. Great Britaind. United Statese. Russia

136. By 1851, ____ led the world in textiles, coal, iron, and steel.a. Japanb. Germanyc. Great Britaind. United Statese. Russia

137. By 1851, _____ became the world's banker as well as its manufacturer. a. Japanb. Germanyc. Great Britaind. United Statese. Russia

138. When it came to ______, Britain had an advantage over other countries inEurope.

a. laborb. capitalc. entrepreneurshipd. natural resourcese. all of the above

139. In the United States, the first factories produced _____.a. paperb. textilesc. railroadsd. chemicalse. iron and steel

140. In the United States, the first factory workers were _____.a. menb. womenc. childrend. only A and Be. only B and C

135. c

136. c

137. c

138. bThe British made gobs of$ during the CommercialRevolution. The othercountries did not.

139. b

140. e

141. In the United States, the Industrial Revolution began in the War of 1812.During that war, the U.S. could not receive manufactured goods from _____.

a. Japanb. Germanyc. Great Britaind. United Statese. Russia

142. In the United States, the Industrial Revolution got off to a roaring start duringwhich war?

a. American Revolutionary Warb. War of 1812c. The Civil Ward. World War Ie. World War II

143. By 1900, who was the world leader in the production of steel?a. Japanb. Germanyc. Great Britaind. United Statese. Russia

144. By 1900, who was the world leader in the production of chemicals?a. Japanb. Germanyc. Great Britaind. United Statese. Russia

145. Which country industrialized on its own?a. Japanb. Germanyc. the United Statesd. only A and Be. only B and C

146. By 1900, which country had overtaken Britain?a. Japanb. Germanyc. the United Statesd. all of the abovee. none of the above

147. Which countries had more natural resources than Britain to feed theirIndustrial Revolution?

a. Japanb. Germanyc. the United Statesd. only A and Be. only B and C

141. cThe U.S. and Britainwere at war.

142. cThe North manufacturedgobs of textiles (for uni-forms), weapons, etc.You remember EliWhitney made his fortunein guns.

143. d

144. bThis was their specialty.

145. a

146. d

147. eEngland and Japan, bothisland nations, are rela-tively the same size. Sotheir natural resourceswould be limited.

The U.S. and Germanywere larger in size andnatural resources.

148. Which countries had more iron and steel than Britain to feed their IndustrialRevolution?


149. Which countries had more land than Britain to grow grain and other food forindustrial cities?


150. Which country had a small population and not many natural resources?a. Japanb. Germanyc. the United Statesd. only A and Be. only B and C

151. Who financed the Industrial Revolution in Britain?a. the governmentb. private investorsc. bothd. neither

152. Where did governments help finance heavy industry?a. Japanb. Germanyc. the United Statesd. all of the abovee. none of the above

153. Which government in Japan encouraged industrialization?a. The Meijib. The Kamakurac. The Tokugawad. all of the abovee. none of the above

148. e

149. e

150. a

151. b

152. d

153. aThe year was 1868.

Why was it called a “revolution”?

154. The Industrial Revolution transformeda. the economyb. the political systemc. the cultured. all of the abovee. none of the above

155. During the Industrial Revolution, changes in the ____ caused a shake-up inthe ____.

a. society; economyb. economy; society

Transformation of the economy

156. The country switched to a(n) ____ economya. agriculturalb. industrial

157. The country switched to a ____ economy.a. capitalistb. mercantilist

158. The country switched to a ____-oriented society.a. consumerb. producer

159. The country switched to a ____ market.a. massb. local

160. The country switched to producing for ____.a. the nationb. the world

161. The top industrial country ____ in world trade.a. competesb. dominates

162. The organization of production switched toa. cottage industriesb. the factory system

163. The organization of production switched toa. companiesb. corporations

164. The scale of production switched to ____ production.a. craftb. mass

154. d

155. b

156. b

157. a

158. aTo be clear: Before,everybody was a producer of the necessities of life. Now,people had to go to thestore to buy food andother necessities.

159. a

160. b

161. b

162. b

163. b

164. b

165. There was a dramatic ____ in worker productivity.a. increaseb. decrease

166. Goods switched to being _____.a. scarce and expensiveb. abundant and inexpensive

167. The rate of production switched to being fueled by ____ power.a. manb. horsec. water d. steam e. oil and natural gas

168. Daily life was now regulated by the ____.a. clockb. seasons

169. The nature of work switched toa. performing one task, over and over.b. making one product, from start to finish.

170. The status of labora. roseb. fell

171. Workers switched to beinga. wage laborersb. independent craftsmen

172. Workers switched to belonging toa. craft guildsb. trade unions

173. The dominant person in the economy switched to beinga. the merchantb. the industrialist

174. The businessman switched to facing a ____ risk.a. lowb. high

175. The businessman switched to facing ____ profits.a. lowb. high

176. In the new society, ____ unemployed people.a. there wereb. there were no

165. a

166. b

167. d

168. a

169. a

170. b

171. a

172. b

173. b

174. b

175. b

176. b

Transformation of society + culture

177. There was a switch to an ____ society.a. industrialb. agricultural

178. There ____ a change in the social structure.a. wasb. was not

179. Which class was new?a. the middle classb. the working class

180. There ____ a change in the family.a. wasb. was not

181. There was a switch to a(n) ____-based economy.a. familyb. industry

182. There was a switch to mother and children working ____ the home.a. insideb. outside

183. There was a switch to families that a. bought their own food.b. produced their own food.

184. The family was now a unit of a. production.b. consumption.

185. Schools were for the ____ class.a. upper b. middle

186. Cities switched to being located neara. rivers.b. coal mines.

187. The culture switched to being a(n) ____ culture.a. traditionalb. ever-changing

188. The culture switched to being a(n) ____ culture.a. ruralb. urban

189. The growth of cities switched to beinga. controlled.b. uncontrolled.

177. a

178. a

179. b

180. a

181. b

182. b

183. a

184. b

185. a

186. b

187. b

188. b

189. b

190. It became a society in which everyday life revolved arounda. farms.b. factories.

191. Society became ____-paced.a. fastb. slow

192. It switched to being a society ofa. strangers.b. neighbors.

193. It became a culture that revolved around thea. textile millb. spinning wheel

194. It became a society in which people ____ travelled more than 20 miles fromhome.

a. oftenb. never

195. Rural regions becamea. farmlandb. coalfields

196. It became a society which glorifieda. churchesb. machines

197. The ____ class shaped the values of the new society.a. upperb. middle

198. In the new society, making money was considereda. acceptable.b. unacceptable.

199. In the new society, the middle class had ____ expectations.a. lowb. mediumc. great

200. Which statement about the new society is true?a. It could take a lifetime to amass a fortune.b. You could make a fortune overnight.

201. Materialism ____ a feature of the new society.a. wasb. was not

202. “Keeping up with the Joneses” ____ begin during the Industrial Revolution.a. didb. did not

190. b

191. a

192. a

193. a

194. a

195. b

196. b

197. b

198. a

199. c

200. b

201. a

202. a

203. Which statement reflects the new society?a. Social climbing became an institution.b. Your status was the same as past generations.

204. In the new society, your status ____ reflected by your possessions.a. was b. was not

205. Which statement reflects the new society?a. It was every man for himself.b. People had a sense of community.

206. In the new society, the average person had a sense ofa. security.b. insecurity.

207. In the new society, people believed that mana. should subdue nature.b. was in harmony with nature.

208. In the new society, different social classes were connected to each other bya. cashb. traditionc. relationshipsd. all of the abovee. none of the above

209. In the new society, people spoke ofa. progressb. povertyc. bothd. neither

203. a

204. a

205. a

206. b

207. a

208. a

209. c

210. a

211. a

212. b

213. b

214. b

215. b

Transformation of Political Institutions

210. In the new society, Parliament was controlled by thea. industrialists.b. aristocratic land-owning class.

211. In the new society, the middle class ____ allowed to participate in politics.a. wasb. was not

212. In the early 1800s, the ___ won the right to vote.a. upper classb. middle classc. lower class

213. In the late 1800s, if you got hurt or sick, ____ would take care of you. a. your familyb. the government

214. At the beginning of the 19th century, the slave trade wasa. begun.b. ended.

215. At the beginning of the 19th century, ____ legislation that regulated factories.a. there wasb. there was no

Summary of changes

216. The Industrial Revolution changed the ____ of production.a. rateb. scalec. organizationd. all of the abovee. none of the above

217. The Industrial Revolution changeda. the nature of work.b. the status of labor.c. bothd. neither

218. The Industrial Revolutiona. introduced new classes.b. changed the social order.c. bothd. neither

219. The Industrial Revolution changeda. familiesb. schoolsc. citiesd. all of the abovee. none of the above

220. The Industrial Revolution changeda. valuesb. culturec. societyd. all of the abovee. only B and C

221. The Industrial Revolution changeda. transportationb. communicationc. bothd. neither

222. The Industrial Revolution ___ change relationships among people.a. did b. did not

223. The Industrial Revolution changed politicala. power.b. participation.c. bothd. neither

216. d

217. c

218. c

219. d

220. d

221. c

222. a

223. c

2. Changes in science, technology, and energy

Inventors & Innovators

224. Who invented the cotton gin?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

225. Who invented the steam engine?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

226. Who was the first to create interchangeable parts?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

227. Who perfected the process of making steel?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

228. Who invented the light bulb?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

229. Who paved the way for mass production?a. James Wattb. Eli Whitneyc. Henry Bessemerd. all of the abovee. none of the above

230. Who was the “Wizard of Menlo Park”?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

224. b

225. a

226. b

227. c

228. e

229. d

230. e

231. Who was the world’s first engineer?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

232. Who was the “Father of the Industrial Revolution”?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

233. Who was the “Father of Mass Production”?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

234. "Genius is 1% inspiration and 99% perspiration." Who said it?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

235. Who made raw cotton cheap and incredibly plentiful?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

236. Who was the first to replace the gunsmith with a gun factory?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

237. Eli Whitney ____ the system of production in America and around the world.a. inventedb. reinvented

231. a

232. a

233. bMany historians sayHenry Ford, who invent-ed the assembly line. Buthe’s not on our list!

234. e

235. bThe cotton gin

236. bInterchangeable parts

237. b

238. Who obtained 1,000 patents for his inventions?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

239. Whose process allowed the mass production of steel?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

240. Who invented the phonograph and motion-picture projector?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

241. Who created the world's first laboratory for industrial research?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

242. Who was the founder of General Electric?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

243. Which came first?a. electric lightsb. kerosene lamps

244. Who were the British inventors and innovators?a. Watt and Whitneyb. Watt and Bessemerc. Whitney and Edisond. Bessemer and Pasteur e. Pasteur and Watt

245. Who were the American inventors and innovators?a. Watt and Whitneyb. Edison and Bessemerc. Whitney and Edisond. Bessemer and Pasteur e. Pasteur and Watt

238. e

239. c

240. e

241. e

242. e

243. a

244. b

245. c

Inventions & Innovations

246. How did technology help industry expand? a. It increased the rate of production.b. It increased the scale of production.c. bothd. neither

247. Which came first?a. coal minesb. steam engines

248. The first steam engine was built fora. shipsb. factoriesc. railroadsd. coal minese. textile mills

249. Which statement explains how a steam engine works?a. In a steam engine, coal is burned.b. The heat that is produced is used to turn water into steam.c. The steam is used to drive wheels in the engine. d. all of the abovee. none of the above

250. The steam engine ____ set off factory-building boom.a. didb. did not

251. The steam engine ____ set off railroad-building boom.a. didb. did not

252. The steam engine ____ set off ship-building boom.a. didb. did not

253. The steam engine ____ set off a transportation revolution.a. didb. did not

254. The steam engine was a watershed in the industrial development of a. Britainb. the worldc. bothd. neither

255. True or False: The steam engine changed the world more than any inventionsince Gutenberg’s printing press.

a. True b False

246. c

247. a

248. d

249. d

250. a

251. a

252. a

253. a

254. c

255. a

256. In order to make steel, you needa. iron oreb. coalc. bothd. neither

257. Before the Industrial Revolution, which statement is correct?a. People had been making iron and steel for centuries.b. No one knew how to mass-produce steel.c. bothd. neither

258. Which statement describes the steelmaking process?a. You take iron and melt it.b. To melt iron, you must apply incredible heat.c. You head the iron in a “blast furnace.”d. At the last minute, you throw in coking coal, which ratchets up the heat.e. all of the above

259. Which is stronger?a. ironb. steel

260. By the mid-19th century, what was made out of steel?a. shipsb. railroadsc. machinery in factoriesd. all of the abovee. none of the above

261. Steel mills arose near a. coal minesb. textile millsc. established industrial citiesd. all of the abovee. none of the above

256. c

257. c

258. e

259. b

260. d

261. a

Define mass production

262. What is mass production? a. It is the production of goods by machinery in a factory.b. The goods are produced in standard size.c. The goods are produced in large quantities.d. The goods are produced rapidly and at a lower cost.e. all of the above

263. In mass production, the parts area. identicalb. interchangeablec. bothd. neither

264. What was the human impact of mass production?a. It led to a division of labor.b. Each worker performs only a single operation. c. bothd. neither

Energy

265. Which came first?a. The watermillb. The steam engine

266. Who came first?a. James Wattb. Children working in the coal mines

267. A ____ could not produce enough power to run machines in a factory.a. watermillb. steam engine

268. Which was not a traditional energy source?a. the water millb. horses and oxenc. human musclesd. the steam enginee. all of the above

269. Which form of energy came last?a. electricityb. the water millc. horses and oxend. human musclese. the steam engine

262. e

263. c

264. c

265. a

266. a

267. a

268. d

269. a

The Great Exhibition of 1851

270. Who ruled Britain during the 19th century?a. Elizabeth Ib. Tony Blairc. Prince Albertd. Queen Victoriae. Winston Churchill

271. The Queen held _____ values.a. aristocraticb. upper classc. middle classd. working classe. peasant

272. When England was in social turmoil, Queen Victoria provided a. weak leadership.b. emotional and ceremonial stability.

273. Prince Albert ____ interested in science, industry, and industrial progress.a. wasb. was not

274. All of the following statements about the Great Exhibition of 1851 are true,except:

a. It was held in the Crystal Palace.b. It exhibited only British inventions and innovations.c. It was financed by industrialists and the general public.d. It attracted six million visitors from around the world.e. It was the beginning of what we now call “The World’s Fair.”

275. All of the following statements about the the Crystal Palace are true, except:a. It was built by Prince Albert.b. It was the home of Queen Victoria.c. It was built in Hyde Park in London.d. It was an architectural masterpiece made of iron and glass.e. Once the exhibition was over, it was torn down.

276. As of 1851, ___ was the world’s leading industrial nation.a. Japanb. Britainc. Germanyd. United States

270. d

271. c

272. b

273. a

274. bIt exhibited inventionsand innovations fromaround the world.

275. bIt was glass building.Everybody would haveseen everything!Queen Victoria wouldhave had a cow.

276. b

3. Changes in population

Population

277. Which statement best describes the world's population?a. Each century, since 500 BC, the world’s population has increased.b. There was a sudden increase in population around 1350.c. Population grew slowly until 1700, then skyrocketed.d. Throughout history, the world’s population has remained the same.e. In the 21st century, world population is on the decline.

278. In Britain, what caused the population explosion?a. more foodb. higher-paying jobsc. political freedom

279. During the Industrial Revolution, what happened to the population?a. Population growthb. Rural to urban migrationc. The growth of industrial citiesd. all of the abovee. none of the above

280. Which statement is true?a. For centuries, England’s population hovered between 2 and 6 million.b. From 1750 to 1850, the population tripled - to 21 million.c. bothd. neither

281. The population explosion was due toa. the Agricultural Revolutionb. the Commercial Revolutionc. bothd. neither

282. When people had more food, they had ___ children.a. moreb. fewer

277. c

278. a

279. d

280. c

281. a

282. a

Migration

283. Which statement is not true?a. Ever since the Middle Ages, aristocratic lords lived on manors.b. Lords allowed tenants to work their land.c. Landlords decided to run their farms like a business.d. Landlords could make a great profit selling cotton.e. They evicted the sheep to make way for more farmers.

284. Which statement is not true?a. Land owners stopped raising food and started raising sheep.b. It takes only a few shepherds to raise sheep. c. Most farm laborers were no longer required.d. Tenants were forced off their farms. e. This policy did not violate tradition.

285. Which statement is not true?a. From 1750 to 1810, Parliament passed 1,000 laws called

the Enclosure acts.b. The laws allowed landowners to evict tenants from the land.c. The majority of people were dispossessed of their land.d. They had nowhere to go, except to the city and work in a factory.e. This policy did not violate tradition.

286. The Enclosure Movement was a form ofa. evictionb. tradition

287. The Enclosure Movement causeda. mass migration.b. a population explosion.

288. In 1700, ____ of the British people were involved in farming.By 1900, ____ of the workforce was involved in farming.

a. 10%; 80%b. 80%; 10%

289. Before the Industrial Revolution, ____ of Great Britain’s population lived incities. By 1900, ____ lived in cities.

a. 10%; 75%b. 75%; 10%

290. People from the ____ flooded into ____.a. countryside; towns and citiesb. towns and cities; countryside

283. dCotton? Nobody inEngland grew cotton.Cotton was imported.

284. e

285. e

286. a

287. a

288. b

289. a

290. a

The Industrial Cities

291. The new communities were ___ for the new population.a. preparedb. unprepared

292. Which describes the condition of new urban areas?a. The streets were not paved and had no streetlights.b. Drinking water was contaminated.c. There was a shortage of housing.d. Epidemics swept through the communities.e. all of the above

293. In the industrial cities, the majority of people lived in a ____.a. cottage c. manor e. bedlamb. tenement d. workhouse

294. The growth of housing ____ keep up with the growth of population.a. didb. did not

295. Which city was the heart of the British textile industry?a. London c. Manchester e. Liverpoolb. Oxford d. Birmingham

296. The British textile industry was located neara. a seaportb. the coalfieldsc. bothd. neither

297. In 1700, London had ____ million people.In 1800, London had ____ million people.

a. one; sixb. six, one

298. London had a ____ population densitya. lowb. high

299. Which statement describes living conditions in an industrial city?a. The tenements were overcrowded.b. The streets were unsafe.c. The streets were filthy.d. There was inadequate drinking wager.e. All of the above

300. Which was not an improvement in city life during the late 1800s? a. gas lights c. sewage systemsb. paved streets d. electric trolleys

301. When a person fell into debt, he ___ go to prison.a. did b. did not

291. b

292. e

293. b

294. b

295. c

296. c

297. a

298. b

299. e

300. d

301. a

Public Health

302. Disease is caused by infection from a. germsb. microscopic organismsc. bothd. neither

303. You can kill germs in food by ___ it.a. heatingb. freezing

304. A vaccination is an injection of ___ to give you immunity from the disease.a. germsb. medicine

305. Which statement is true?a. People frequently died in the hospital.b. Doctors did not sterilize their instruments.c. Surgeons did not wash their white coats.d. After an operation, patients died of infection.e. all of the above

306. As a result of ____’s germ theory, doctors used antiseptics to kill germs.a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

307. Who improved public heath and increased life expectancy?a. James Wattb. Eli Whitneyc. Henry Bessemerd. Louis Pasteure. Thomas Edison

308. In the late 1800s, ____ sanitation _____ the mortality rate.a. poor; loweredb. poor; raisedc. good; loweredd. good; raised

309. In the late 1800s, improvements in hygiene and nutrition had a direct impacton

a. population growthb. the spread of epidemicsc. bothd. neither

302. c

303. a

304. a

305. e

306. d

307. d

308. b

309. c

310. Epidemics ____ a regular part of city life.a. wereb. were not

311. Which disease was the most common and the most fatal?a. cholera c. tetanus e. measlesb. smallpox d. typhoid

312. Epidemics were caused bya. poor sanitation.b. lack of sewage systems.c. contaminated drinking water.d. all of the abovee. none of the above

313. Epidemics ____ confined to the slums.a. wereb. were not

310. a

311. d

312. d

313. b

Malthus

314. What did Thomas Malthus believe?a. Population tends to increase faster than the supply of food.b. People should limit the number of children they bear.c. Wars, disease, and disasters are necessary to eliminate population.d. all of the abovee. none of the above

315. During the Industrial Revolution, the British middle class was ____ toward thelower classes.

a. kindb. callous

316. Malthus ____ with social reformers.a. agreedb. disagreed

317. During the Industrial Revolution, the food supply ____ keep up with population growth.

a. didb. did not

Darwin

318. The ideas of Charles Darwin caused a(n) ____ controversy.a. economic c. social e. trade unionb. political d. religious

319. Charles Darwin’s theory was controversial because his ideas challenged____.

a. religionb. Karl Marxc. Thomas Mathusd. the middle classe. the scientific community

320. Charles Darwin’s theory had to do with a. population c. evolution e. competition in industryb. industrialization d. revolution

321. Charles Darwin was a British a. economist c. financier e. inventorb. industrialist d. naturalist

322. The H.M.S. Beagle was Darwin’sa. dog c. ship e. utopian communityb. turtle d. factory

314. d

315. b

316. b

317. a

318. d

319. a

320. c

321. d

322. cWe couldn’t resist throwing in the dog.

323. Charles Darwin wrotea. Microbiologyb. Origin of the Speciesc. The Wealth of Nationsd. The Communist Manifestoe. Essay on the Principle of Population

324. Darwin created a revolution ina. math c. biologyb. physics d. chemistry

325. Thanks to Darwin, scientists today believe ina. the theory of evolutionb. natural selectionc. survival of the fittestd. all of the abovee. none of the above

326. Herbert Spencer, a British philosopher, used Darwin’s theory to explain a. why some people were rich and some were poor.b. why some countries were rich and some were poor.c. bothd. neither

327. A Social Darwinist ____ believe that people must compete for survival in society.

a. doesb. does not

328. What does a Social Darwinist believe?a. Only the strong survive; they are fit.b. Property was a sign of fitness. c. The rich were naturally superior.d. all of the abovee. none of the above

329. What does a Social Darwinist believe?a. The weak do not survive; they are unfit. b. Poverty was a sign of being unfit. c. The poor were naturally inferior.d. all of the abovee. none of the above

330. What does a Social Darwinist believe?a. There were superior races, like the British.b. There were inferior races, like the British colonies.c. bothd. neither

331. Social Darwinism ____ colonialism and imperialism.a. supportedb. opposed

323. b

324. c

325. d

326. c

327. a

328. d

329. d

330. c

331. a

4. Changes in work and labor

332. As a result of the Industrial Revolution, there were major changes in a. who worked.b. how they worked. c. bothd. neither

333. During the Industrial Revolution, what was the dominant type of labor?a. wage laborb. slave laborc. people were on a fixed salaryd. craftsmen were paid for the finished producte. service workers were paid in tips

334. In Britain, when was the slave trade ended?a. 1807b. 1832c. 1865d. 1871e. 1888

335. In Britain, when was slavery abolished?a. 1807b. 1832c. 1865d. 1871e. 1888

336. When the factory system was ____, the British ended the slave trade.a. just beginningb. in full swing

337. Which change caused social upheaval?a. Steam replaced water power.b. Railroads replaced the canals.c. Machinery replaced people.

338. The Factory Act of 1833 ___ workers.a. helpedb. harmed

339. Which improved working conditions?a. the right to unionizeb. the workingman’s right to votec. government regulations of factoriesd. all of the abovee. none of the above

340. During the Industrial Revolution, which class benefitted the least from thetransformation of society?

a. the middle classb. the working class

332. c

333. a

334. a

335. bIn the U.S., 1865.In Brazil, 1888.

336. b

337. cSocial refers to people.

338. a

339. d

340. b

Changes in work

341. During the Industrial Revolution, ____ replaced ____.a. men; machines b. machines; men

342. During the Industrial Revolution, a worker completeda. a single product.b. a single operation.

343. During the Industrial Revolution, cloth was produced by aa. millb. hand loomc. spinning wheel

344. During the Industrial Revolution, the spinning ____ was replaced by the spin-ning ____.

a. jenny; wheelb. wheel; jenny

345. During the Industrial Revolution, the ____ loom was replaced by the ____loom.

a. hand-powered; steam-powered b. steam-powered; hand-powered

346. During the Industrial Revolution, products were produced bya. handb. machine

347. During the Industrial Revolution, what was displaced?a. handicraftsb. power-driven machinesc. both d. neither

348. ___ power loom(s) could do the work of ___ weaver(s).a. Fifty; oneb. One; fifty

349. By labor, we meana. the workb. the workers

341. b

342. b

343. a

344. b

345. a

346. b

347. a

348. b

349. b

350. Each worker has one fragmented task.This is known as a. mass productionb. the division of laborc. the factors of production

351. The division of labor ____ lead to the hiring of unskilled workers.a. didb. did not

352. What caused factory owners to hire women and children?a. mass productionb. the division of laborc. the factors of production

353. The world’s first factory workers were a. menb. womenc. childrend. only A and Be. only B and C

354. In the United States, the first factory workers werea. menb. womenc. childrend. only A and Be. only B and C

355. A woman was paid ____ the wages of a man.a. one-fourthb. one-thirdc. one-half

356. A child was paid ____ the wages of a man.a. one-fourthb. one-thirdc. one-half

357. Women and children ____ the majority of workers in the textile industry.a. wereb. were not

358. Women and children ____ employed in the coal mines.a. wereb. were not

359. Immigrants ____ employed in the mines, mills, and factories.a. wereb. were not

350. b

351. a

352. b

353. e

354. e

355. c

356. b

357. a

358. a

359. a

Changes in labor

360. During the Industrial Revolution, workers were referred to as ____.a. “hands”b. “machinists”

361. During the Industrial Revolution, workers werea. skilledb. unskilled

362. During the Industrial Revolution, the worker used hisa. handsb. brainc. bothd. neither

363. During the Industrial Revolution, the worker wasa. apprenticeb. journeymanc. craftsmand. all of the abovee. none of the above

364. What was the first response of men who lost their jobs to machines?a. riotsb. revolutionc. trade unionsd. legislative reforme. communist revolution

360. a

361. b

362. a

363. e

364. a

Changes in working conditions

365. The type of work in a factory was ____ in the cottage industry.a. the same asb. different from

366. The working hours in a factory were ____ in cottage industries.a. longer thanb. shorter thanc. about the same as

367. The pace of work in a factory was ____ in the cottage industry.a. faster thanb. slower thanc. about the same as

368. In the factory, health and safety was ____ the cottage industry.a. better thanb. worse thanc. about the same as

369. Which statement is true?a. In the beginning, factory wages were low.b. Over time, factory wages improved.c. bothd. neither

370. The division of labor improved the workers’ ____.a. wagesb. hoursc. productivityd. life expectancye. health and safety

365. b

366. c

367. a

368. b

369. c

370. c

Factory Reform

371. The first factory reforms were brought about bya. riotsb. revolutionc. legislationd. trade unionse. communist revolution

372. The first factory law dealt witha. healthb. safetyc. child labord. higher wagese. the abolition of slavery

Child Labor

373. Which statement about child labor is not true?a. Their tasks were simple.b. Their tasks were dangerous.c. They worked six days a week.d. They worked ten hours a day.c. They were beaten by foremen.

374. Which country had child labor?a. Britainb. United Statesc. bothd. neither

375. In Britain, the Factory Act of 1833 ___ solve the problem of child labor.a. didb. did not

376. The Factory Act of 1833 covereda. only minesb. only textile millsc. all factoriesd. all of the abovee. none of the above

377. All of the following statements about the Factory Act of 1833 are true, except:a. Child labor was illegal.b. Children cannot work at night.c. Children under 9 were not allowed to work in the textile mills.d. Children 9 to 13 cannot work more than 9 hours a day.e. Children 13 to 18 cannot work more than 12 hours a day .

371. c

372. c

373. dThey worked 12-14 hoursa day.

374. c

375. bChildren nine years oldand older were allowedto work!

376. b

377. a

378. All of the following statements about the Factory Act of 1833 are true, except:a. It was a step forward.b. Factory owners broke the law.c. Factory inspectors were able to enforce the law.d. Employers must have a certificate for each child, to determine age.e. Factory owners must keep a timebook to determine hours worked.

379. Factory owners ____ get around the law by falsifying their timebooks.a. couldb. could not

380. The big weakness of the Factory Act of 1833 wasa. dishonesty.b. enforcement.

378. c

379. a

380. b

Trade Unions

381. In the early 1800s, the law allowed British workers toa. voteb. join a trade unionc. bothd. neither

382. In the early 1800s, British workers hada. suffrageb. collective bargainingc. bothd. neither

383. The Luddites foughta. against child labor.b. for the ten-hour day.c. for collective bargaining.d. against the factory system.e. for universal manhood suffrage.

384. The purpose of a trade union is to a. enforce factory legislationb. win universal manhood suffragec. regulate wages, hours, and working conditionsd. all of the abovee. none of the above

385. A trade union’s main weapon is the ____.a. riotb. strikec. voted. rebellione. revolution

386. In Great Britain, the ____industry was the first to become unionized.a. coalb. ironc. textile

387. In Great Britain unions became legal ina. 1807b. 1832c. 1865d. 1871e. 1888

388. Workers joined trade unions in order to improve ____ conditions.a. livingb. working

381. d

382. d

383. dThey smashed machinery in the textile mills.

384. c

385. b

386. c

387. d

388. b

389. One worker has no bargaining power with management.The union conducts ____ bargaining on behalf of all the workers.

a. individualb. collective

390. A strike works only if the government does not arrest strikers.For this reason, workers began to join

a. trade unions.b. political parties.

391. To be effective, workers must participate ina. trade unions.b. political parties.c. bothd. neither

392. In ____, workers joined the Labour Party.a. Japanb. Britainc. Germanyd. United States

393. A strike is meant to disrupt a. life in the city.b. production in the factory.

389. b

390. b

391. c

392. b

393. b

5. The factors of production

The Specifics

394. Those who run the machines that produce the products are known as ____.a. laborb. capitalc. dividendsd. entrepreneure. natural resources

395. What to produce, how much to produce, which market to sell to, what price tocharge - all of these decisions are made by the ____.

a. laborb. capitalc. dividendsd. entrepreneure. natural resources

396. Land, water, minerals are known as ____.a. laborb. capitalc. dividendsd. entrepreneure. natural resources

397. Human resources are known as ____.a. laborb. capitalc. dividendsd. entrepreneure. natural resources

398. The money invested in new business ventures is known as ____.a. laborb. capitalc. dividendsd. entrepreneure. natural resources

399. The factory manager is a(n) ___.a. laborb. capitalc. dividendsd. entrepreneure. natural resources

394. a

395. d

396. e

397. a

398. b

399. d

400. Products and features of the earth that permit it to support life and satisfypeople’s needs are known as ____.


401. Tools, machinery and factories are considered to be ____.a. laborb. capitalc. dividendsd. entrepreneure. natural resources

402. An investor hands over cash. In return, he or she receives stock in the corpo-ration and


403. In 1857, the guy who invented toilet paper is a good example of a(n) ___.a. laborb. capitalc. dividendsd. entrepreneure. natural resources

404. The modern corporation was formed because of the need for ____.a. laborb. capitalc. dividendsd. entrepreneure. natural resources

405. The person who organizes, operates, and assumes the risk for a businessventure is a(n) ____.


406. The main goal of the entrepreneur is to keepa. profits high.b. production costs low.c. bothd. neither

400. e

401. b

402. c

403. d

404. b

405. d

406. c

407. In order to keep ahead of the competition, the entrepreneur must invest ina. laborb. capitalc. dividendsd. entrepreneure. natural resources

408. Technology isa. laborb. capitalc. dividendsd. entrepreneure. natural resources

409. An entrepreneur ____ be an inventor.a. could b. could not

410. An entrepreneur faces greata. risksb. profitsc. bothd. neither

411. An entrepreneur with a new method or invention could amass a huge fortune.He could set up a large-scale factory and mass-produce goods ____ the cost of hiscompetitors.

a. aboveb. below

412. The aspiring factory owner was ____ of the latest inventions and innovations.a. awareb. ignorant

413. In England, an entrepreneur could learn about the latest factory innovation atthe local

a. churchb. tavernc. bookshopd. coffeehousee. all of the above

407. b

408. b

409. a

410. c

411. b

412. a

413. e

The Big Picture

414. To produce goods, a factory needs a. laborb. capitalc. entrepreneurshipd. natural resourcese. all of the above

415. A group of businesses that produce the same product is known as a(n)a. factoryb. industry

416. A(n) ____ turns raw materials into manufactured products.a. factoryb. industry

417. The Industrial Revolution ____ take production out of the home and put it intothe factory.

a. didb. did not

418. During the Industrial Revolution, production was a. dispersed.b. concentrated.

419. Machinery allowed production to bea. dispersed.b. concentrated.

420. During the Industrial Revolution, capital wasa. dispersed.b. concentrated.

421. When labor, capital, natural resources, and technology are concentrated inone geographical spot, you have the ____ system.

a. factoryb. capitalistc. communistd. mercantiliste. cottage industry

422. When all of the factors of production are present, you ___ have the factorysystem.

a. dob. do not

414. eThese are the factors ofproduction!

415. b

416. a

417. a

418. bNot in many homes.But in one factory.

419. b

420. bGet the picture?Everything isconcentrated in one spot= the factory!

421. a

422. a

423. Natural resources, labor, capital, entrepreneurship are known asa. factoryb. industryc. division of labord. mass productione. factors of production

424. During the Industrial Revolution, an economist would study a. engineering.b. the germ theory.c. the nature of crowds.d. the natural landscape.e. scarcity of natural resources.

425. Which factor is absolutely necessary before any country can undergo theprocess of industrialization?

a. imperialism and colonialismb. availability of investment capitalc. dependence on subsistence agricultured. dependence upon a one-crop economye. a mass migration from urban to rural regions

423. e

424. e

425. bYou can import naturalresources.

You can hire immigrantsfrom other countries.

But you need cash.

6. Capitalism and the response to capitalism

When did the economic system begin?

426. Which economic system was in the driver’s seat during the IndustrialRevolution?

a. capitalismb. socialismc. communismd. social democracye. utopianism

427. During the 19th century, which economic system dominated Europe and theUnited States?


Social Class

428. During the Industrial Revolution, who became the governing class?a. The aristocracyb. The middle classc. The working class

429. The Industrial Revolution brought into beinga. the working classb. the middle class

430. The Industrial Revolution brought into beinga. capitalismb. the middle class

431. The middle class arose during thea. Middle Agesb. Industrial Revolution

432. During the Middle Ages, the urban middle class worked asa. merchantsb. industrialists

433. During the Commercial Revolution, the urban middle class worked asa. merchantsb. industrialists

434. During the Industrial Revolution, the middle class a. was born.b. became the dominant class.

426. a

427. a

428. b

429. a

430. a

431. a

432. a

433. b

434. bThat’s the big difference.

435. During the Victorian Age, who dominated the economy?a. the upper classb. the middle classc. the lower class

436. During the Victorian Age, who dominated the political system?a. the upper classb. the middle classc. the lower class

437. During the Victorian Age, who dominated the culture?a. the upper classb. the middle classc. the lower class

438. During the Victorian Age, who dominated fashion?a. the upper classb. the middle classc. the lower class

439. During the Victorian Age, Queen Victoria held the values of a. the upper classb. the middle classc. the lower class

440. Which was not a value held by the middle class? a. luxuryb. etiquettec. materialismd. compassione. respectability

435. b

436. b

437. b

438. b

439. b

440. d

Who owns?

441. An economic system where a country’s farms, factories, and businesses are owned and controlled by individuals and private businesses is ____.


442. An economic system where a country’s farms, factories, and businesses are totally owned and controlled by the government is ____.


443. An economic system where there is public ownership of basic industries isknown as ____.


444. Which economic system is based on competition, profits, and self-interest?a. capitalismb. socialismc. communismd. social democracye. utopianism

445. Which economic system allows an individual to start a business and make aprofit?


446. Which economic system is also known as “private enterprise”?a. capitalismb. socialismc. communismd. social democracye. utopianism

447. Which economic system is often called “free enterprise”?a. capitalismb. socialismc. communismd. social democracye. utopianism

441. a

442. c

443. b

444. a

445. a

446. a

447. a

Who rules?

448. Under capitalism, who became the ruling class?a. The aristocracyb. The middle classc. The working class

449. Under communism, who became the ruling class?a. The aristocracyb. The middle classc. The working class

450. By 1890, ____ countries in Europe had Socialist parties. a. nob. severalc. all

451. In Western Europe, the Socialist parties fell apart duringa. World War I (1914-18).b. World War II (1939-45).

452. In Western Europe, workers had more allegiance toa. patriotism.b. socialism.

453. In Western Europe, workers ____ the idea of revolution.a. embracedb. abandoned

454. In Western Europe, workers most believed in ____ to bring about socialchange.

a. evolution.b. revolution.

448. b

449. cIn theory.

450. b

451. a

452. a

453. b

454. a

The reform movement

455. In the 19th century, which economic system caused unemployment, poverty,class conflict, and economic depressions?


456. Which tried to solve the problems of unbridled capitalism?a. capitalismb. socialismc. communismd. social democracye. utopianism

457. Which tried to escape the problems of unbridled capitalism?a. capitalismb. socialismc. communismd. social democracye. utopianism

458. Which was a political movement to reform capitalism?a. capitalismb. socialismc. communismd. social democracye. utopianism

459. Which was a political movement to overthrow capitalism?a. capitalismb. socialismc. communismd. social democracye. utopianism

455. a

456. d

457. e

458. d

459. c

Methods of reform

460. The Social Democrat’s main weapon is a. the vote.b. the strike.c. bothd. neither

461. the Social Democrat’s main goal isa. collective bargaining.b. political participation.c. bothd. neither

462. By 1900, ____ countries in Western Europe had universal manhood suffrage. a. fewb. mostc. all

463. By 1900, the United States ____ have universal manhood suffrage.a. didb. did not

464. By 1920, the U.S. and Britain ___ have woman suffrage.a. didb. did not

465. In the 1830s, British ___ men won the right to vote.a. all b. middle-classc. working-class

466. Social Democrats ___ form their own political parties.a. didb. did not

467. Social Democrats were interested in what type of legislation?a. taxationb. factory reformc. bothd. neither

468. Social Democrats ____ believe in government regulation of industry.a. didb. did not

469. In 1847, British workers won the ____-hour day. a. eightb. tenc. twelve

460. a

461. b

462. b

463. aIn 1870, Black men wonthe right to vote.However, if you lived ona reservation, you couldnot vote until the 20thcentury.

464. a

465. b

466. a

467. c

468. a

469. b

470. Factory reforms ____ improve living conditions.a. canb. cannot

471. Factory reform can improve ____ conditions.a. livingb. working

472. Taxation can improve ____ conditions.a. livingb. working

473. Taxation ____ a form of redistribution of wealth.a. isb. is not

474. Social Democrats believed that the problems of capitalism ____ solved by aredistribution of wealth.

a. couldb. could not

475. In Western Europe, taxes were used to lesson the problem ofa. povertyb. unemploymentc. class conflictd. economic depressionse. all of the above

476. In Western Europe, taxes were used to improve workers’a. healthb. educationc. welfare d. housinge. all of the above

477. Using taxes, governments in Western Europe took care of thea. elderlyb. disabledc. unemployedd. widows and orphans.e. all of the above

478. At first, the middle class wanteda. laissez-faire capitalism.b. government regulation.

479. By the end of the 19th century, the middle class accepteda. laissez-faire capitalism.b. government regulation.

470. b

471. b

472. a

473. a

474. a

475. e

476. e

477. e

478. a

479. b

The Utopians

480. Which is a social experiment?a. capitalismb. socialismc. communismd. social democracye. utopianism

481. All of the following statements about Utopia are true, except:a. In Greek, utopia means “no place.”b. Thomas More wrote a book called Utopia.c. Utopia was an imaginary place with an ideal government

and economic system.d. It was an imaginary land where government provided the people

with everything they needed.e. A utopia is, by definition, a real place.

482. All of the following statements about Robert Owen are true, except:a. He was a Scottish factory owner.b. He built a utopian community.c. It was called New Lanark.d. He built a textile mill with a village for workers. e. He did not employ child labor.

483. All of the following statements about Robert Owen are true, except:a. In the textile mill, he improved working conditions.b. In the village, he improved living conditions.c. He employed 2,000 people, none of whom were children.d. His experiment in Scotland failed.e. He moved to the United States.

484. A utopian ____ believe in impossibly idealistic schemes of social perfection.a. doesb. does not

480. e

481. e

482. e

483. cOut of 2500 workers,500 were children.

484. a

Karl Marx

485. According to Karl Marx, all history is the story of a. wars and conflicts between nationsb. wars and conflicts between religionsc. the struggle between classes in societyd. increasing the political participation of all classese. increasing prosperity brought about by industrialization

486. According to Karl Marx, what determines the course of history?a. local nationalismb. world imperialismc. social changed. religious conflicte. economic class struggle

487. According to Karl Marx, what was the root of all evil?a. moneyb. private property

488. According to Karl Marx, the working class woulda. abolish all classes.b. establish a classless society.c. bothd. neither

489. Karl Marx loved the ____ Revolution.a. Frenchb. Americanc. Glorious

490. Karl Marx envisioned a ____ revolution.a. bloodyb. bloodless

491. The communist revolution would be run by men likea. Jeffersonb. Madisonc. John Locked. Robespierree. Montesquieu

492. According to Karl Marx, the proletariat shoulda. win the right to voteb. join political partiesc. pass legislation to improve working conditionsd. all of the abovee. none of the above

493. According to Karl Marx, the proletariat should ___ the capitalist class in orderto gain economic rewards.

a. overthrowb. cooperate with

485. c

486. e

487. b

488. c

489. a

490. a

491. d

492. e

493. a

494. According to Karl Marx, the working class woulda. end all private property.b. annihilate the capitalist class.c. bothd. neither

495. Karl Marx held the ____ in low regard.a. laborb. capitalc. dividendsd. entrepreneure. natural resources

496. “Workers of the world, unite! You have nothing to lose but your chains” means that

a. workers were chained to the capitalist system. b. they should overthrow the capitalist system.c. bothd. neither

497. “From each according to his ability, to each according to his needs” meansthat there would be no

a. poverty b. unemploymentc. bothd. neither

498. “From each according to his ability, to each according to his needs” ___ aparagraph in the U.S. Constitution.

a. isb. is not

499. According to Marx, the government would take care of every a. manb. womanc. childd. all of the abovee. none of the above

500. According to Marx, a communist society would be a paradise fora. laborb. capital

501. “Religion is the opium of the people” means that communists were ____.a. atheistsb. religiousc. bothd. neither

494. c

495. d

496. c

497. c

498. b

499. d

500. a

501. a

The bottom line

502. The Social Democrats ____ capitalism.a. rejectedb. accepted

503. The Social Democrats ____ democracy. a. weakenedb. strengthened

504. The abuses of the Industrial Revolution ____ eventually corrected.a. were b. were not

505. Karl Marx promised that communism would providea. political freedom.b. economic security.c. bothd. neither

506. Which economic system provides economic freedom?a. capitalismb. communism

507. Which economic system provides no political freedom?a. capitalismb. communism

508. The government ____ need to own a factory in order to reform working conditions in the factory.

a. doesb. does not

509. Western Europe (and the U.S.) adopted a. capitalismb. socialismc. communismd. social democracye. utopianism

510. Eastern Europe (Russia) adopteda. capitalismb. socialismc. communismd. social democracye. utopianism

502. b

503. b

504. a

505. c

506. a

507. b

508. b

509. a

510. c

Philosophers

511. Who wrote The Communist Manifesto?a. Karl Marxb. Adam Smithc. Robert Owend. Thomas Malthuse. Charles Darwin

512. Who wrote about capitalism in The Wealth of Nations?a. Karl Marxb. Adam Smithc. Robert Owend. Thomas Malthuse. Charles Darwin

513. Who was the “Father of Communism”?a. Karl Marxb. Adam Smithc. Robert Owend. Thomas Malthuse. Charles Darwin

514. Who came up with the theory of evolution?a. Karl Marxb. Adam Smithc. Robert Owend. Thomas Malthuse. Charles Darwin

515. Who came up with the theory of revolution?a. Karl Marxb. Adam Smithc. Robert Owend. Thomas Malthuse. Charles Darwin

516. “Revolution will occur more and more frequently in the industrialized nationsas the proletariat struggles to overcome the abuses of the capitalist system.” Thisquotation reflects the ideas of

a. Karl Marxb. Adam Smithc. Robert Owend. Thomas Malthuse. Charles Darwin

517. “Workers of the world, unite! You have nothing to lose but your chains!” This was written during the ____ Revolution.

a. Frenchb. Americanc. Gloriousd. Industrial e. Russian

511. aAlso Engels.

512. b

513. a

514. e

515. a

516. a

517. dMarx died long before theRussian Revolution.

7. Romanticism & Social Criticism

518. Romanticism was a _____ the Industrial Revolution.a. cause ofb. reaction to

519. Which came first?a. Romanticismb. The Industrial Revolution

520. Romanticism was a(n) _____ the Industrial Revolutiona. endorsement ofb. explanation ofc. reaction to

521. The Romantic artists and authors can best be described as wanting toa. support industrialization.b. live a passionate and heroic life.c. escape the Enlightenment’s worship of reason.d. only A and Be. only B and C

522. Who described England’s factories as “dark satanic mills”?a. Byronb. Blakec. Dickensd. Shelleye. Wordsworth

523. The Romantics’ favorite form of literature was a. poetryb. the novel

524. The British middle class believed in ____; social critics worried about ____.a. progress; povertyb. poverty; progress

525. The British middle class ____ the Industrial Revolution; the Romantics ____ it.

a. accepted; rejectedb. rejected; accepted

526. Which movement was influenced by the Enlightenment?a. Classicismb. Romanticism

527. How did Romanticism view nature?a. They wanted to go back to nature.b. Natural resources should be used to benefit society.

518. b

519. b

520. c

521. e

522. b

523. aAlthough they did writenovels.

524. a

525. a

526. a

527. a

528. All of the following statements about Romanticism are true, except:a. The Romantics were escapists.b. Artists felt marginalized by the materialistic society.c. Artists and poets used art and literature to describe factory life.d. They rejected technology - people being replaced by machines.e. They did not fit into a society of factory owners and factory workers.

529. The Romantics engaged ina. escapismb. sentimentalityc. bothd. neither

530. The Romantics a. wanted to go back to nature.b. regarded nature as a source of comfort.c. bothd. neither

531. The Romantics valueda. emotional and passionate behavior.b. imagination and intuition.c. the freedom to express their emotions.d. all of the abovee. none of the above

532. The Romantics believed that society was ____ with nature.a. in harmonyb. out of balancec. bothd. neither

533. The Romantics ____ believe freedom for the individual!a. didb. did not

534. The Romantics believed that one shoulda. become a rebel.b. not follow the rulesc. reject social conventions.d. all of the abovee. none of the above

535. The Romantics believed that society is a. inhumane.b. commercial.c. bothd. neither

528. c

529. c

530. c

531. d

532. b

533. a

534. d

535. c

536. The Romantics wrote about all of the following, except:a. modern society b. naturec. faraway placesd. fantasye. medieval legends

Use this poem to answer the following questions.

One impulse from a vernal woodMay teach you more of man,Of moral evil and of goodThan all the sages can.

537. This poem representsa. Classicismb. Romanticismc. Social Criticism

538. How does the author regard nature?a. People should go back to nature.b. Natural resources should be used to benefit society.

539. According to the poet, when one is close to nature, one ____ close to truth. a. isb. is not

Use this poem to answer the following questions.

And did the Countenance Divine Shine forth upon our clouded hills? And was Jerusalem builded here Among these dark Satanic mills?

540. The poet ___ approve of the Industrial Revolution.a. doesb. does not

541. Who wrote this poem?a. Byronb. Blakec. Dickensd. Shelleye. Wordsworth

542. Romantic artists ___ use symbolism in their paintings.a. didb. did not

536. a

537. b

538. a

539. a

540. b

541. b

542. a

543. Who was a social critic?a. Byronb. Blakec. Dickensd. Shelleye. Wordsworth

544. Charles Dickens explored _____ themes.a. realisticb. romantic

545. Charles Dickens was sympathetic toa. the churchb. the craftsmenc. the industrialistsd. the middle classe. the lower classes

546. Charles Dickens, a novelist, criticized the ____ costs of the IndustrialRevolution.

a. humanb. politicalc. religiousd. culturale. economic

547. Dickens ____ try to escape from the Industrial Revolution.a. didb. did not

548. What did Dickens do?a. He mocked the greedy.b. He sympathized with the poor.c. bothd. neither

549. His most memorable characters are ____, who were victims of the IndustrialRevolution.

a. craftsmenb. womenc. children

550. Dickens ____ attack England’s institutions.a. didb. did not

543. c

544. a

545. e

546. a

547. b

548. c

549. c

550. a

551. Which did Dickens do?a. He set up adult characters to be bad, then bashed them for

lacking a conscience.b. He set up child characters to be good, then made you feel

awful when they suffered.c. bothd. neither

552. What did Dickens think of capitalism?a. Capitalism had to reform itself.b. Capitalists ought to be kind, especially to children.c. bothd. neither

553. All of the following statements about Oliver Twist are true, except:a. The main character is Oliver, an orphan.b. At first, the church took care of him.c. At nine, he was sent to the workhouse.d. A board of kindly men ran the workhouse.e. Conditions in the workhouse were hard.

554. All of the following statements about Hard Times are true, except:a. Mr. Gradgrind is the schoolteacher. b. He just wants students to memorize the facts.c. He encourages independent thinking.d. Dickens is criticizing England’s educational system. e. Dicks believes this teaching method is killing the children’s imagination.

555. All of the following statements about Bleak House are true, except:a. The main character is Esther, an orphan.b. Mrs. Pardiggle is a do-gooder.c. She truly does help the poor.d. She’s a meddler, not a helper. e. She’s a false humanitarian.

556. Which movement dominated the early 19th century?a. Classicismb. Romanticismc. Social Criticism

551. c

552. c

553. dThey were mean men.

554. cYeah, right.

555. c

556. b