61. Section 8: The Industrial Revolution /Shaping Of The Modern World/Brooklyn Colle The debate on Good or Bad has gone on since industrial revolution Poets such as Blake and Wordsworth protested the treatment of workers. http://academic.brooklyn.cuny.edu/history/virtual/core4-8.htm

Section 8 Contents Readings Caucus Search ... Movies Brooklyn College Core Curriculum: The Shaping of the Modern World Section 8:The Industrial Revolution Introduction: This Week's Goals Text Multimedia Sources ... Test Yourself! An online quiz for this section. Introduction: This Week's Goals So far, in considering what makes up the "modern world", we have looked at: The creation by absolutist monarchs of "modern" state structures such as "national sovereignty," "standing armies," and the committee structures of government. The establishment of the intellectual dominance of scientific thought during the Scientific Revolution and the Enlightenment. The emergence of political Liberalism during the Enlightenment and the American and French Revolutions. The promotion of the "people" as the basis of the state during the American and French Revolutions. But, for most of us who live in the modern West, the greatest change in how we live compared to how people lived in the early modern past would probably me in terms of material culture . "Material culture" refers to how we work, what we eat, what we wear, and where we live. All these aspects of our lives are part of the "economy."

62. BBC - Wales The Story Of Welsh - Industrial Revolution The debate about whether the industrial revolution was a good or Modern industry started in the 18th century, and its one out of every four Welsh workers was a http://www.bbc.co.uk/wales/storyofwelsh/content/industrialrevolution.shtml

@import url('/includes/tbenh.css') ; Home TV Radio Talk ... A-Z Index WEDNESDAY 9th June 2004 Text only BBC Homepage Wales Home History ... Help Like this page? Send it to a friend! Industrial Revolution Industrial Revolution 19th century The industrial revolution saw massive migration into Wales, diluting the Welsh language majority through the 19th and early 20th centuries. The debate about whether the Industrial Revolution was a good or a bad thing for the Welsh language will probably last as long as Welsh itself. Modern industry started in the 18th century, and its growth accelerated throughout the 19th as production switched from metal to coal mining. By the early 20th century, about one out of every four Welsh workers was a coal miner. Initially, the majority of the workers were Welsh. They migrated to the Valleys from west, mid and north Wales and the everyday language among the workers at the furnaces and coal mines would have been Welsh. There were English speaking migrants, but relatively few. As many of their fellow workers were monoglot Welsh, they tended to learn the language. As the 19th century progressed, the rate of immigration from outside Wales increased. Most of the new arrivals came from England; if they did learn the native language, it was for practical reasons or out of good will and a desire to integrate. There was certainly no formal requirement, a state of affairs which can be traced back to the infamous

63. THE INDUSTRIAL REVOLUTION The elements from wich the industrial revolution developed and the elements the event carried along with Development of the cities and the workers matter;. http://www.ips.it/scuola/concorso_99/termodinamica/Testi/industrial_revolution.h

Dictionaries say this expression refers to "the period, expecially in the 18th-19th centuries in Europe, when machines were invented and the first factories were established". But this expression doesn't give us the deep sense of this event. In fact the words "industrial" and "revolution" mark the deep change inside the society, as a direct effect of the transformations change inside the society, as a direct effect of the transormations in the field of the productive system. The elements from wich the Industrial Revolution developed and the elements the event carried along with itself are: Inventions and technical improvements; Investments and capital accumulation; Spirit of enterprise and State role; Development of the cities and the workers' matter; Agrarian revolution; Demographic revolution. So let's consider these points one by one: Inventions and technical improvements We can find plenty of new inventions in the textile fild but the most important change is the discovery of the Steam Engine by Watt.

64. EDSITEment - Lesson Plan Students can use narrative and descriptive strategies to create lively accounts of the lives of American workers during the industrial revolution based on the http://edsitement.neh.gov/view_lesson_plan.asp?id=421

65. War And Social Upheaval: Industrial Revolution -- Child Labor the industrial revolution. Many envisioin the charming drawings of Kate Greenway. While most historians dwell on the low wages of industrial workers, in fact http://histclo.hispeed.com/essay/war/ir/ir-child.html

War and Social Upheaval: Industrial RevolutionChild Labor Figure 1.The popular image of exploited child labor generally is seen in mines and factories. In fact some of the most brutal conditions were in rural areas. Many early laws restrivting child labor dod not cover agricultural workers. This photograph depicts 5-year-old Harold Walker picking cotton in Comanche County, Oklahoma. It was taken in October, 1916, by Lewis Hines who worked as an investigative photographer for the National Child Labor Committee (NCLC), documenting working and living conditions of children in the United States between 1908 and 1921. Children this age by 1916 in America could not be hired for factory or mine work. Capitalism Child labor is perhaps the single greatest indictement made on 19th century capitalism. Agricultural Workers The one question that is often ignored is whether the conditions under which the children labored in the new factories of the industrial revolution were a decline or improvement in their condition. Most assessments demonstrate that conditions were terrible for the children, but the comparison is usually made with the situation of contemporary middle class children. Rarely do authors address the question of what life was like for children before the industrial revolution. Child labor was clearly not an inovation of the Industrial Revolution. The tendency is to idealize rural England before and during the Industrial Revolution. Many envisioin the charming drawings of

66. War And Social Upheaval: Industrial Revolution This occurred because the industrial revolution initially involved innovations in the mannual labor with mechancial processes, leaving many workers without a http://histclo.hispeed.com/essay/war/war-ir.html

War and Social Upheaval: Industrial Revolution (1740/60-1830) Figure 1. Terminology The phrrase "The Industrial Revolution" was poularized in the 19th century bt British economist Arnold Toynbee. In addition to the actual tevhnical developments, the phrase includes the broad economic and social consequences which occurred as a result of the technical inovations. Chronology Historians debate just where and when the Industrail Revolution began. We would set it at about the mid-18th century in the English Midlands. The actual historical process varies from country to country. The Industrail Revolution in Britain is usually dated at about 1740/60-1830. The dates would be generally later as one looked south and east in Europe. Some authors might take issue with this, but this would be the most widely accepted view. Western Europe at the beginning of the 18th century was still essentially at the handicraft stage of economic production. The American and German Industrial Revolutions are often ascribed to the late 19th century. Historical Forces Country Trends It was Britain that led the way in the Industrial Revolution. One historian writes, "Great Britain was the pioneer and a portent for the world's future economic organization." [Ashworth, p. 7.] America in its own industrialization benefitted greatly by its linguistic and cultural ties even after separting politically as a rsult of the

67. 81.02.06: The Industrial Revolution Discuss the major “weapons” of unions and employers workers’ Weapons, Employers’ Weapons. Are we in the midst of an industrial revolution today? http://www.yale.edu/ynhti/curriculum/units/1981/2/81.02.06.x.html

Yale-New Haven Teachers Institute Home The Industrial Revolution by Joseph A. Montagna Contents of Curriculum Unit 81.02.06: Narrative Bibliography for Teachers Bibliography for Students To Guide Entry Introduction The era known as the Industrial Revolution was a period in which fundamental changes occurred in agriculture, textile and metal manufacture, transportation, economic policies and the social structure in England. This period is appropriately labeled “revolution,” for it thoroughly destroyed the old manner of doing things; yet the term is simultaneously inappropriate, for it connotes abrupt change. The changes that occurred during this period (1760-1850), in fact, occurred gradually. The year 1760 is generally accepted as the “eve” of the Industrial Revolution. In reality, this eve began more than two centuries before this date. The late 18th century and the early l9th century brought to fruition the ideas and discoveries of those who had long passed on, such as, Galileo, Bacon, Descartes and others. Advances in agricultural techniques and practices resulted in an increased supply of food and raw materials, changes in industrial organization and new technology resulted in increased production, efficiency and profits, and the increase in commerce, foreign and domestic, were all conditions which promoted the advent of the Industrial Revolution. Many of these conditions were so closely interrelated that increased activity in one spurred an increase in activity in another. Further, this interdependence of conditions creates a problem when one attempts to delineate them for the purpose of analysis in the classroom. Therefore, it is imperative that the reader be acutely aware of this when reading the following material.

68. Development Of Scientific Management During The Industrial Revolution. This was the beginning of the the industrial revolution. the New Lanark Mills was revolutionary at the the living conditions of his workers whilst reorganizing http://www.accel-team.com/scientific/scientific_01.html

Development of the scientific management approach during the industrial revolution. The impetus for the industrial revolution developed by the seventeenth century. Agricultural methods had improved in Europe to the extent that surpluses were generated. These surpluses were used for trade. Trade routes were by this time expanding, on a global scale, including those to the East and the Americas to the West. Technical advances were being made, most importantly in textile manufacturing, notably in the eighteenth century, Hargreaves's spinning jenny, Arkwright's water frame and Compton's mule. The steam engine first developed in 1698 by Thomas Savory, was harnessed by James Watt. Improved hygiene and diet led to expanding populations. These factors, technological developments, expanding trade/ markets, growing populations created opportunities for merchants and entrepreneurs to invest in new factories. This was the beginning of the the Industrial Revolution. With it came the need to improve work methods, quality, and productivity. The Factory System Adam Smith, in the eighteenth century advocated making work efficient by means of specialization. He advocated breaking the work down into simple tasks. He saw three advantages of the division of labor;

69. Misreading The Industrial Revolution feudalism was not much better on the eve of the industrial revolution — the twenty evidence is so overwhelming as to be indisputable that workers lived far http://www.fff.org/freedom/0993c.asp

Send to a friend Misreading the Industrial Revolution by Lawrence W. Reed , September 1993 Those of us who are advocates of the spontaneous order of an unfettered market are forever stomping out the fires of fallacious reasoning and anticapitalistic bias. It seems that as we set one record straight, opponents of the market manage to pervert ten others. We spend as much time explaining the workings of the market as we do debunking myths and cliches about it. Socialists spout an endless stream of put-downs and one-liners that pass as thorough critiques of the market, each one requiring a time-consuming, painstaking response and appeal to reason. We are constantly rewriting prejudiced accounts of history to match what really happened in history. Any one of the countless fables of the period could consume pages of rejoinder, but two in particular come up again and again. They deserve more detailed responses than space permits here, but at least friends of the market will have a place from which to start. 1. Industrialization and the factory system jolted workers from a life of ease into one of drudgery.

70. Facts About The "Industrial Revolution" In the first decades of the industrial revolution the standard of living of the factory workers was shockingly bad when compared with contemporary conditions http://www.fff.org/freedom/0993e.asp

Send to a friend Facts about the "Industrial Revolution" by Ludwig von Mises , September 1993 Socialist and interventionist authors assert that the history of modern industrialism and especially the history of the British "Industrial Revolution" provide an empirical verification of the "realistic" or "institutional" doctrine and utterly explode the "abstract" dogmatism of the economists. The economists flatly deny that labor unions and government prolabor legislation can and did lastingly benefit the whole class of wage earners and raise their standard of living. But the facts, say the anti-economists, have refuted these fallacies. As they see it, the statesmen and legislators who enacted the factory acts displayed a better insight into reality than the economists; while laissez-faire philosophy allegedly taught that the sufferings of the toiling masses are unavoidable, the common sense of laymen succeeded in quelling the worst excesses of profit-seeking business. The improvement in the conditions of the workers, they say, is entirely an achievement of governments and labor unions. A False Impression Such are the ideas permeating most of the historical studies dealing with the evolution of modern industrialism. The authors begin by sketching an idyllic image of conditions as they prevailed on the eve of the "Industrial Revolution." At that time, they tell us, things were, by and large, satisfactory. The peasants were happy. So also were the industrial workers under the domestic system. They worked in their own cottages and enjoyed a certain economic independence since they owned a garden plot and their tools. But then "the Industrial Revolution fell like a war or a plague" on these people. The factory system reduced the free worker to virtual slavery; it lowered his standard of living to the level of bare subsistence; in cramming women and children into the mills it destroyed family life and sapped the very foundations of society, morality, and public health. A small minority of ruthless exploiters had cleverly succeeded in imposing their yoke upon the immense majority.

71. An Instructional Unit: The Industrial Revolution - A Turning Point In History The industrial revolution transformed the social structure of Europe. Next came skilled workers such as shoemakers, potters, and silversmiths. http://www.nysatl.nysed.gov/SocStudies/Industrial/html/indrev7.html

An Instructional Unit The Industrial Revolution A Turning Point in History Student Work The student work assigned is listed in the Assessment section and explained in the context of the lesson in the Procedure section. We have included here representative examples of some of that work with a completed homework rubric as well as our comments on each piece of student work. Lesson 1 - Write a journal entry discussing how you are hoping that your life will change as a result of the Agricultural and Industrial Revolution. Homework Assignment Rubric B C D E 1 Elements strong =5 average=4 weak =3 non-applicable 4 demonstrates knowledge of a subject matter 5 llustrates historical Accuracy 6 reflects analysis and organization 7 indicates an awareness of problem solving 8 shows connections and bridges learning between eras 9 provides specific examples 10 utilizes effective descriptions 11 argues an unpopular point of view X 12 exhibits legibility and neatness 13 hands in assignment on time 14 TOTAL PTS ATTAINABLE = 50 points Lesson 3 - Draft a Letter to Editor of The Manchester Times

72. An Instructional Unit: The Industrial Revolution - A Turning Point In History city and the treatment of workers, the new social class of industrial workers, or the Lesson 4 AIM Why was one reaction to the industrial revolution a call http://www.nysatl.nysed.gov/SocStudies/Industrial/html/indrev2.html

An Instructional Unit The Industrial Revolution A Turning Point in History Procedure The actions of students and teachers and the interactions among and between students and teachers: The unit stresses several pedagogical strategies including cooperative learning, whole class discussion, "rotating stations," partner work, and the use of technology. In the "rotating stations" approach, some students would obtain information by working at a computer using a CD-ROM while their peers would examine, analyze, and interpret printed documents. Thus, the teacher becomes the "guide on the side" rather than the "sage on the stage". The six lessons and culminating activity which comprise this unit on the Industrial Revolution are as follows: Procedure for Learning Stations: Students will be rotating through four stations with approximately eight-ten minutes spent at each station. The last five-ten minutes of the period is reserved for summary and closure discussion. The teacher acts as a facilitator and time keeper, moving around the room to answer questions and to keep the groups focused.

73. Samuel Slater - Father Of The American Industrial Revolution Conditions often declined when workers were in great supply. In the early years of the American industrial revolution, many families realized an increase in http://www.woonsocket.org/slatervillagelife.html

Rhode Island's Mill Villages Slater Mill Historic Site Samuel Slater began the American Industrial Revolution when he constructed the first successful textile mill in Pawtucket in 1793. By its third year of operation, the Slater Mill had 30 employees, almost all of them children . Because large, poor families were an attractive pool of labor, Slater built housing to attract them. This also concentrated the work force within easy walking distance to the mills. Since mill workers had to buy everything that they needed to survive, Slater built company stores to provide for their needs. Paying wages in the form of credit at the company store also allowed him retain essential cash. To provide for his workers' spiritual needs, Slater built churches and established schools near his mills. These institutions were also used to socialize workers in ways that he approved. Company Store at the Slatersville Mill Village On one hand, the creation of a company village was intended to be seen as the philanthropic act of a benevolent mill owner, a perception that would help to inspire worker loyalty. On the other, the enterprise had to be seen by investors as a justified expense, one that would ensure consistent profits by allowing management to control almost every aspect of the lives of its workers' lives. Every feature of these villages - their buildings, street layouts and housing - were the product of careful thought and planning. On the Shop Floor from the Museum of Work and Culture In these villages, the mill owner alone determined the hours, earnings and physical conditions of the workers. Conditions often improved when the supply of workers was limited. Conditions often declined when workers were in great supply. In the early years of the American Industrial Revolution, many families realized an increase in their standard of living as they moved from farm to factory. In the process, though, they gave up self-sufficiency for a credit-based economy centered on the company store. In later years as the supply of workers grew, it was not unusual for owners to take advantage of their power over now dependant workers.

74. Samuel Slater - Father Of The American Industrial Revolution Samuel Slater s first employees were all children from seven to twelve years of age. By 1830, 55% of the mill workers in Rhode Island were children. http://www.woonsocket.org/slaterchildlabor.html

Child Labor The system of child labor in Rhode Island mills began with Rhode Island's first textile mill - the Slater Mill. Samuel Slater's first employees were all children from seven to twelve years of age. By 1830, 55% of the mill workers in Rhode Island were children. Many of these children worked long hours in unhealthy factories for wages less than $1 per week. Quebec Farmhouse Museum of Work and Culture To understand why these conditions were accepted, one must look at the attitudes and circumstances of the time. Even before the development of mills, children were expected to work long hours on self-sufficient family farms. For some poor families struggling to survive, factory work was a decided improvement over farm labor. Mills did not put children to work, they simply changed the type and location of work they were already doing. The textile machines themselves played a large part in part in encouraging the use of child labor. Early Arkwright machines were so easy to operate that unskilled children could easily operate them. More over, centralized manufacturing with machines and children under the watchful eye of an adult overseer provided a very economical method of production. On the Shop Floor from the Museum of Work and Culture Life in the mills was difficult and unhealthy, even for adults. The workday started before sunrise and ended after sunset. The air in the mills was full of flying lint particles that often caused respiratory disease. The mills were cold and drafty in winter, hot and humid in summer; dirty, noisy, and uncomfortable at all times.

75. The Open Door Web Site : History : Social Development In The Industrial Revoluti As the industrial revolution progressed there was an increasing need for educated workers. In the old days it was not a problem if a farm hand was illiterate. http://www.saburchill.com/history/chapters/IR/071.html

The Open Door Web Site Search Site Map Biology Chemistry ... Technology History Study Guide New About Gallery Social Development in the Industrial Revolution We have already seen that the Industrial Revolution had an enormous effect on the lives of the people of Europe. It is also true to say that, although some people’s lives were altered for the better, many people were worse off and, in many cases, workers were exploited. As the period progressed more and more people became victims of oppression. Whilst writers, such as Charles Dickens in Britain and Emile Zola in France, wrote about the appalling living and working conditions, social reformers, such as Robert Owen, showed by practical experiment, that alternatives to long hours, child-labour and maltreatment were available. Others, such as Edwin Chadwick and Seebolm Roundtree, conducted inquiries into the miserable conditions of the poor. In their own way each of them highlighted the awful conditions that prevailed and suggested ways of righting them. In some ways it was the needs of the Industrial Revolution itself which, in the end, came to the aid of the working classes. As the Industrial Revolution progressed there was an increasing need for educated workers. In the old days it was not a problem if a farm hand was illiterate. However, in the new industrial society, mechanics, civil engineers, architects and builders all needed literate workers who were able to read instructions, take measurements and interpret drawings and plans.

76. Industrial Revolution the villages, or moved to others, to become agricultural workers for the a primary cause of the technological changes that we call the industrial revolution. http://www.hcc.hawaii.edu/~patrick/152/industrial_revolution.htm

Causes of the Industrial Revolution Presentation on Early Industrial Revolution Industrial Revolution Pre-Industrial Economics There were several modes of production, and realities of production, prior to the industrial revolution. Remember, there were no ff the rack clothing stores, no trains or trucks, and so no one produced things in factories. Nearly everything was produced at home by individual craftsmen. In most cases, with the exception of the putting out system, each craftsperson saw each item through the entire process, from raw material to finished product. This is a long process, and a craftsperson needs to earn enough to pay for the materials and the time. Prices were high. Putting-out System England First As we saw in the last presentation, England was in a unique position to be the first to industrialize. This was not because England possessed any special attributes. It was because of a unique combination of factors. Those included a growing population, new agricultural methods which led to a concentration of wealth, colonies and the transfer of wealth from them in the form of raw materials and labor, environmental problems that forced the English to develop the use of coal for energy, and systems for mining it, a government which was stable, and whose tax policies encouraged wealth production, a central bank which provided paper money and simple financing, thus improving cash flow so the English could take advantage of their newfound wealth, and a growing market that encouraged productivity enhancing inventions.

77. World History/Industrial Revolution about the industrial revolution. URL http//tqjunior.advanced.org/4132/info.htm 19 th C. Working Conditions Here are four primary source photos of workers and http://www.rusd.k12.ca.us/4teachers/history/history10d.html

History Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 World History 10 US History 11 Government 12 Economics 12 Science Science 4 Science 5 Science 6 Science 7 Science 8 Natural Science Biology Chemistry Physics Language Arts Language Arts 3 Language Arts 4 Language Arts 5 Language Arts 6 Language Arts 7 Core Novels 7 Language Arts 8 Core Novels 8 Language Arts 9 Language Arts 10 Language Arts 11 Language Arts 12 Mathematics Not available yet Other Links Reference Links Virtual Field Trips Lang. Arts Standards Math Standards Curriculum Links 10th Grade History: World History and Geography The Modern World Geography General History Sites Unresolved Problems of the Modern World The Industrial Revolution ... Nationalism in the Contemporary World The Industrial Revolution Child Labor in England A secondary source website that provides a good introduction to this topic. URL: http://www.stg.brown.edu/projects/ hypertext/landow/victorian/history/hist8.html Lesson Plan: Industrial Revolution A simple lesson designed for 8 th grade students is available here. It can easily be used for high school students. Working in teams that include designer, developer, marketer, students create their own invention and sell it to the class.

78. CheatHouse.com - Industrial Revolution worker By 1900 Children Cort Europe experienced a large population explosion due to the industrial revolution Even though factory workers led difficult lives http://www.cheathouse.com/eview/10390-industrial-revolution.html

Industrial Revolution - fINAL The Industrial Revolution was a step forward for the world as shown by new advances in technology, new working conditions, and the revolution's profound effect on society. The Industrial Revolution during the 1700's was a time of drastic change and transformation as W Industrial Revolution Note! The sentences in this essay are shuffled, making this essay unusable If you want to read the essay in it's original and proper state, click here. We use this page for our internal search engine, and it's not meant to be viewable. World History Home Essays [LOGIN] ... 1995-2004, Loadstone

79. Industrial Revolution In America Discussion Values and Behavior of Early Factory workers. Sidney Pollard, Factory Discipline in the industrial revolution, Economic History Review, new ser http://www.oberlin.edu/history/GJK/H258S2004/Default.htm

Oberlin College Gary J. Kornblith History 258 Rice 306 Spring 2004 gary.kornblith@oberlin.edu Office hours: Wed., 3:30- 5 p.m., and by appointment The Industrial Revolution in America Note: The official, up-to-date syllabus for this course is online at http://www.oberlin.edu/history/GJK/H258S2004/ Evaluation : Final grades will be based on one 3-4 page position paper (20%), one 7-8 page research paper (40%), a 3-5 page final essay (20%), and class participation (20%), including contributions to Blackboard and an oral presentation of research results. The instructor reserves the right to exercise some discretion in assigning final grades. Honor Code: All course work is covered by Oberlin's Honor Code . If you have a question about how the Honor Code applies to a particular assignment, you should ask the professor in advance of the due date. Purchases : Students are expected to buy the following books. They are available for purchase at the Oberlin Bookstore. Elaine S. Abelson

80. Industrial Revolution --  Encyclopædia Britannica to 1830 the industrial revolution was largely confined to Britain. Aware of their head start, the British forbade the export of machinery, skilled workers, and http://www.britannica.com/eb/article?eu=43323&tocid=3502&query=industrial revolu

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 4     61-80 of 98    Back | 1  | 2  | 3  | 4  | 5  | Next 20