Industrial Revolution Textbook PDF

Chapter 13 - The industrial Revolution Review/Study Lesson 1: The Industrial Revolution Begins During the early Industrial Revolution, Britain became an industrial giant. The Industrial Revolution describes a time of the de...

Chapter 13 - The industrial Revolution Review/Study Lesson 1: The Industrial Revolution Begins During the early Industrial Revolution, Britain became an industrial giant. The Industrial Revolution describes a time of the development of industry in Britain. It began when machines were invented that could do the jobs people had always done by hand. The rural way of life began to disappear. In 1750, most people worked the land. They made their own clothing and grew their own food. By the 1850s, many country villages had grown into industrial towns and cities. Now, the people who lived in cities were able to buy clothing and food made by someone else. A change in agriculture made possible the Industrial Revolution. Gradually, new farming methods led to better crops and more crops. The quality and quantity of food continued to improve. Farmers mixed different kind of soils and tried out new growing methods to produce more crops. Wealthy landowners used enclosure to make their farms larger and more productive. Enclosure is the practice of taking over and combining lands that had been shared by peasant farmers. With these larger farms, profits rose. The number of crops increased. Now, there was a surplus, or extra, food. Fewer people were dying from starvation. This led to an increase in the population. Enclosed farms meant fewer workers were needed. Many of these workers moved to the cities. There, they began to form the labor force that would become the factory workers during the Industrial Revolution.New technology also helped to start the Industrial Revolution. James Watt, in 1764, improved the steam engine. His engine became an important power source of the Industrial Revolution. The steam engine was used to power machines. Later, it was used to power locomotives and steamships. The Industrial Revolution began in Britain in the 1700s. Britain had some advantages. In addition to these benefits, Britain also had a stable government that supported the growth of business. The Industrial Revolution started in textiles. This was Britain’s largest industry. Merchants used the putting-out system or cottage industry. Cloth merchants had raw cotton. They would pass it onto workers in their homes or cottages. The workers would spin it into thread. Next, they would weave the thread into cloth. Skilled workers then took the cloth and dyed it. Production was slow. As the demand for cloth grew, inventors came up with new devices and machines to speed up the process. In the United States, Eli Whitney invented the cotton gin. This invention led to an increase in cotton production. These machines were too big to fit into private homes. The first factories, mostly long sheds, were built. Factories would depend on steam engine to power the machines. Transportation changed. Cheaper ways to move goods was needed as production increased. Turnpikes, or private roads were built. Travelers paid a toll, or fee, for using the roads. Goods traveled faster this way. Turnpikes soon linked every part of Britain. Canals opened to provide a cheaper way to deliver coal and raw materials to factories. The invention of the steam locomotive made possible the growth of railroads. During the early Industrial Revolution, Britain became industrial giants. Later, Germany and the United States emerged as two new industrial giants. These nations had greater supplies of coal, iron, and other resources than Britain. Other nations also started to industrialize. However, the progress was slower. Similar to Britain, the new industrial nations saw social, economic, and political changes. The poor working conditions in factories began to improve. By 1900, factories in most industrialized nations were safer places to work. With more goods available at lower prices, more people could afford to buy things. As the demand for goods increased, the demand for more workers increased. There were more jobs. Cities grew. On a global scale, nations competed for world trade. But, Western nations had technological and economic advantages. Western nations would affect the world more than ever before. Lesson 2: The Social Impact Of The Industrialism The Industrial Revolution brought rapid urbanization. Urbanization is the movement of people to cities. As small towns became busy industrial centers, both labor and people were greatly changed. The people who gained the most from the industrial growth were the entrepreneurs. But merchants, inventors, and skilled artisans became part of this new middle class as well. They lived in clean, pleasant neighborhoods. They ate and dressed well. They had nice, clean homes. They also had no sympathy for the poor. Most factory workers were poor and lived in crowded, unsanitary tenements. A tenement was a run-down overcrowded apartment building. There was no running water or sewage system. Garbage rotted in the streets. Diseases spread quickly under these conditions. Working in a factory was very different from working on a farm. Factory workers faced long days with shifts that ran from 12 to 16 hours six or seven days a week. Factory machines were dangerous. Accidents left workers badly injured. Some were killed. Workers who suffered injuries lost their jobs. Conditions in the mines were worse. Factories and mines hired children. Most of the children were only seven or eight. In 1833, Michael Sadler, a member of Parliament, started to look into the conditions children faced in the textile industry. The Sadler report brought the harsh conditions to light. In 1833, Parliament then passed new laws called “factory acts” to ease working conditions for children. The early Industrial Age introduced great hardships. However, there were benefits. Gradually, laws to improve working conditions were passed. Labor unions, organizations of workers, pushed for and got better working conditions for workers. There were more job opportunities. More goods were available. For the first time, more people were able to buy these goods. It was no longer a privilege that only wealthy people had. The standard of living improved. Standard of living refers to how well or how poorly a person or group of people have their needs and wants met. Chances for social mobility, or the ability to move up the social ladder, improved. Working- class men gained the right to vote. New ideas about business and economics occurred during the Industrial Revolution. Other thinkers thought the solution to end poverty and injustice was socialism. Under socialism, the people, not individuals would own and operate the farms, factories, and businesses that produce and distribute goods. One socialist, Robert Owen, set up a model community. There he treated his employees well by building homes for workers and opening a school for their children. Karl Marx, a German philosopher, had a different theory. He said a struggle between social classes would end in a classless society that he called communism. In this classless society, the struggles of the proletariat, or working class, would end because wealth and power would be equally shared. Lesson 3: The Second Industrial Revolution Technology led to industrial and economic growth. New methods of production changed the way goods were made in factories. Interchangeable parts and the assembly line were critical in causing this change. Interchangeable parts were identical parts that could be put or used in place of each other. This helped shorten the time spent putting the product together and repairing it. The assembly line was a new method of production that arranged machines, equipment, and workers in a line. Workers on the assembly line added parts to the product as it moved along a belt from one station to the next. This method also reduced production time. Technology brought changes to transportation and communication. Steamships replaced sailing ships. Railroads connected cities, seaports, mining regions, and industrial centers. The invention of the internal combustion engine started the age of automobiles. When Henry Ford began manufacturing automobiles that traveled at 25 miles per hour, the United States became a leader in the automobile industry. Even though their airplane stayed in the air for just a few seconds, brothers Orville and Wilbur Wright introduced another way to travel. Samuel F.B. Morse developed the telegraph. Messages were sent over wires by means of electricity. Alexander Graham Bell patented the telephone in 1876. Guglielmo Marconi invented the radio. These devices became key parts in global communication. Until the late 1800s, most businesses were run by single owners or partners with few employees. This would change. New technologies needed large amounts of money to get started. To get the money, owners sold stock, or shares in their companies, to investors. Businesses began to grow into giant corporations, or businesses that are owned by many investors who buy shares of stock. Some business leaders created monopolies, huge corporate structures, which controlled entire industries. Critics of big business said that they kept other companies from competing in the marketplace. These monopolies could raise prices when they wished. Those who admired big business said these leaders used money to invest in important ventures and provided jobs. This helped the economy. Reformers wanted laws that would regulate businesses. Between 1800 and 1900, the population of Europe more than doubled. Advances in medicine, and improvements in nutrition, and public sanitation slowed death rates. As people learned more about germ theory, they improved their hygiene habits. Better hygiene helped lower the rate of disease. Better hygiene also led to improvements in hospital care. Cities changed greatly as industrialization improved. Paved streets, wide boulevards, sewer systems, and new buildings were built. City life with its possibilities attracted many people. Yet, for the poor living in city slums, life was still difficult. As industrialization progressed, cities came to dominate the West. Cities grew. Workers joined unions that fought for better work conditions and higher pay. Gradually changes came. Governments passed laws to improve and regulate working conditions. Standards of living rose for many workers. Some began to see higher wages. They were able to afford a greater variety of goods and services. There were opportunities for public education and better healthcare. Lesson 4: Changing Ways Of Life and Thought In the late 1800s, the social order in the Western world slowly changed. New classes emerged. Instead of just nobles and peasants, there was a new upper class. Rich business as well as the the old nobility made up this class. The middle class was made up mostly of mid-level business people and professionals, such as scientists, and doctors. Workers and peasants were at the bottom of the social order. Demands for women’s rights challenged the traditional social order. Women began to protest the restrictions, or limits, on their lives. The question of women’s suffrage or whether women should be allowed to vote also became a political cause. In the United States, Elizabeth Cady Stanton, Susan B. Anthony, and Sojourner Truth worked to achieve this goal. By the late 1800s, reformers started pushing for public education. They believed all children should be required to have a basic education. As public education expanded, more and more children attended school. Some of the new ideas in science challenged religious views of the beginning of Earth. Lyell offered evidence that the Earth had formed over millions of years. Later scientists said that the Earth was at least two billion years old. Life appeared long after the Earth had been formed. Darwin’s work presented the theory of evolution. He explained that it took millions of years for life to evolve, or become what it presently is. According to his theory of natural selection, members of each species compete to survive. Lyell’s and Darwin’s ideas did not agree with what was in the Bible. Some people used Darwin’s ideas on natural selection to encourage racism, or prejudice. Social Darwinism, as it was called, claimed that the success of Western civilization was because of the superiority of the white race. Religion continued to be a major force in Western society. Christian and Jewish labor unions and political parties pushed for reforms. Individuals, church groups, and Jewish organizations worked to help the poor. Supported by Christian churches, the social gospel movement pushed for reforms that would improve housing, healthcare, and education for the working poor. Organizations, such as the Salvation Army, were established to provide social services. From about 1750 to 1850, a new cultural movement called romanticism influenced Western art and literature. Reason, harmony, and control had been part of the Enlightenment. Now, romanticism in literature, art, and music emphasized intense feelings, the celebration of nature, and the use of simple language. Romanticists turned away from the harsh reality of industry. Some writers, such as Victor Hugo, used stories and history from the past. Painters used bright colors and chose all kinds of subjects. Composers wrote music that stirred deep feelings. They often inserted traditional folk music into their works. Unlike romanticism, another movement, realism, turned away from intense feelings. They wanted to show the world as it was. This meant that they showed the harsh side of life in slums and poor villages. Many novels of Charles Dickens, for example, tell stories of poor factory workers, mistreated children, and urban crime. Realist painters, such as Gustave Courbet, painted ordinary subjects. They chose to paint subjects that “they have seen.” They did not rely on their imagination for their subjects. Photography was a new art form. Louis Daguerre invented the process of photography. Impressionism was another new direction for art. Painters were more concerned with light and color rather than an accurate representation of a subject.