Dec 9 - 17

1
Please do not talk at this time. Dec 9

• HW All make up or missing work from Assign. 42
  on due Mon Dec 16.

Please set up a piece of paper like
this Pg.63A Life Before and After the
Industrial Revolution- Video Notes Life Before
the IR Life After the IR
As we watch the Video, fill out the left side of
this T-Chart
2
Announcements

• Last day to turn in work from assignment 42 on is
  Dec. 16th. I will accept Cornell Notes, Writing
  Assignments, and Critical Thinking Assignment. I
  will accept the Latin America Charts but not the
  Project.
• Study Guide for the World Studies Final is On
  Line. Download your own copy or if you need me
  to print one for you, let me know. The final is
  Multiple Choice and covers the Industrial
  Revolution.

3
Life before the Industrial Revolution United
Learning. 2003.Discovery Education. December 2,
2008.http//youtu.be/h235t89WpYU
Now take a minute to add anything else you know
about life before and after industrialization to
these notes.
4
Social Classes Before the IR
Upper Class Middle Classes Lower Class

Nobles
Merchants, Artisans
Peasants Farmers
5
Nobles
Middle Class grows the Most! Education makes it
possible to make more
Skills No education, No skills, No
6

• QUESTION What new class was growing larger and
  gaining power? Why? What kinds of professions
  did they have?

7
Economic System before the IR

• Mercantilism- Economic system where government
  controls trade with colonies to accumulate wealth
  (gold).
• In this system, colonies (and the English
  citizens that live in them) can ONLY trade with
  England
• They can ONLY buy British goods (not the cheapest
  or best goods)
• They can ONLY sell goods to England.

Gold for England !!!!!!!!!!!!
8
Economic System after the IR

• Capitalism- Economic system based on
  competition, private property, and the pursuit of
  profit in a free market economy (without
  government controls).
• People compete in business to make money without
  regulation from gov't. Everything is allowed!
• Businesses are always looking for a better way to
  make products cheaper and sell them for more
  money.

Laissez-Faire- Hands off, without regulation or
oversight.
9
Philosophers of Industrialization

• Adam Smith- Wealth of Nations
• Law of self interest
• Law of competition
• Law of supply and demand- People will
  make what people want to buy.
• Opposed to government helping poor workers
  (Laissez faire Capitalism)
• People should be in charge of their own fate!
• Just give the system a chance and it will sort
  itself out.

10
Adam Smith Mini DBQ- Pg 64A/B

• Here are two Adam Smith Readings
• Look at the one on Self Interest and answer the
  questions.
• What is Smith saying about how people make
  decisions?
• Now look at the one on Competition.
• Why does Smith think competition is important?

11
Please do not talk at this time. Dec 10

• HW Please do Notes ANY STYLE for Chapter 9,
  Sec. 4 Due Friday.
• All make up or missing work from Assign. 42 on
  due Mon Dec 16.

What to Bring to the Final A pencil An
eraser Your brain Water/coffee/tea
12
(No Transcript)
13
Adam Smith Mini DBQ- Pg 64A/B

• Here are two Adam Smith Readings
• Look at the one on Self Interest and answer the
  questions.
• What is Smith saying about how people make
  decisions?
• Now look at the one on Competition.
• Why does Smith think competition is important?

14
Capitalism Simulation

• The game Rock, Paper, Scissors is a great
  simulation of Capitalism.
• As you play, notice how what you do affects your
  ability to win.
• Also, notice who is getting a LOT of tokens and
  who is losing ALL their tokens.

15
Rock, Paper, Scissors-Put this on a piece of
paper

• You have LOST! Answer these questions for points
  on this assignment
• How did you feel at the start of the game?
• How did you feel when you ran out of tokens k,and
  had to quit the game? Explain.
• What tactics could you have used to get back into
  the game? Why didnt you use them?
• Is this game fair? Why or why not?
• What action could the teacher take, if any, to
  make this game more fair? Should the teacher
  make this change in the game?

16
Rock, Paper, Scissors

• How to play
• Wager a token
• Count to three
• After Three, make one of the following hands
• Winner keeps
• BOTH tokens!
• You MUST keep
• playing as long as
• you have tokens
• When you run out of
• Tokens answer the questions on the next page

17
Economic Systems
Uneven Distribution of candy
18
Pg. 65B
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20
Tell your partner Why do people LOVE
Capitalism? Why do people HATE
Capitalism? Also, Get a note guide for
today. Responses to Capitalism- Pg 66A
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Who gets the job?
A new job opens in a factory and the factory
manager goes outside to find a new worker to
hire. There are 20 people waiting for a
job The First person the manager talks to says
I need 3 a week, because I have a wife and a
kid, but Ill work hard. The Second person says
I need 2 a week, because its only me and the
wife. The Third person says, Im a bachelor. I
only need 1 a week. Who does the manager Hire?
A woman walks up and says Ill work for 0.50 a
week! Then a kid walks up and says Ill do the
job for 0.40! Please mister, give me a
chance! Who gets the job now?
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Unfortunately, while Capitalism does create
winnerssomeone has to be the loser in the
competition Capitalism brings.And eventually,
because of how pure competition works, there are
many more losers than winners.
Soon, the losers, the working poor, have very
little to lose indeed!
24
Please do not talk at this time. Dec 11/12

• HW HW Please do Notes ANY STYLE for Chapter
  9, Sec. 4 Due Fri.
• All make up or missing work from Assign. 42 on
  due Mon Dec 16.
• Final Study Guide ON Line NOW.

Please get out your notes from last
time Responses to Capitalism- Pg 66A
25
What to Bring to the Final A pencil An
eraser Your brain Water/coffee/tea
26
The problem

• Masses of working poor with No Future (and little
  to lose)
• No Legal protections for workers
• An economy based on the labor of the lower class
• A Government turning away from Mercantilism
  (government control of the economy)

Leads To
Social Unrest from the Working Class
27
The Luddites 1811-1816
Attacks on the frames power looms.
Ned Ludd a mythical figure supposed to live in
Sherwood Forest
28
Please get a Luddites SACPgs 67 A/B

• Please get 1 set of Luddite papers (2 pages) per
  person and 1 folder per pair.
• In the folder are Blue papers (the documents!)
  and Yellow papers (the Questions!)
• Today you will discuss the questions but you do
  not need to write down the answers.

29
Luddites Preview- Were the Luddites terrorists or
freedom fighters?

• Terrorist someone who uses illegal force and
  violence against people or property to intimidate
  a government or the people of that government to
  further their own political or social objectives
  (this is the FBIs definition)
•  
• Freedom Fighter a person engaged in a resistance
  movement against what they believe to be an
  oppressive government or organization to obtain
  freedom and rights for themselves and others.

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• Directions
• READ the documents in the document set. DISCUSS
  THE GUIDING QUESTIONS as a pair. DO NOT WRITE
  DOWN ANSWERS. These will help you find evidence
  and guide your discussion.
• After reading each document and discussing the
  questions as a group, decide if the document
  supports the idea that the Luddites were
  terrorists or freedom fighters. Record a
  quotation/piece of evidence from the document on
  your graphic organizer. You may use multiple
  quotes from each document!

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• Debate
• I will tell you what side you will be arguing.
  Be ready to defend that position in our class
  debate.
• Now we will debate this issue. Make sure your
  argument defends your assigned position. Think
  Historically! Use Historical Point of View!

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• Consensus
• After discussing each document and listening to
  the debate, reach a final consensus with your
  partner were the Luddites terrorists or freedom
  fighters? Be sure to back up your views with
  evidence from the documents, and to consider the
  counterargument.
• Record your consensus on the graphic organizer.

33
Please do not talk at this time Dec 13
HW All make up or missing work from Assign. 42
on due Mon Dec 16.
Please get out your Responses to Capitalism
Notes- Pg 66A Get your 9.4 Notes out to be
checked off. Pass Back Papers!
34

• Ideas for fixing an economically unequal society
• Socialism- A mixed economy where government
  controls some parts of the economy while private
  business controls the rest.  Government uses
  control to redistribute some wealth for the
  public good.
• Communism-  Economic system based on Marxs
  Theory where the economy is centralized.
  Government controls wealth (resources and
  production) and redistributes it equally among
  the people. 
• Capitalism ? Socialism ? Communism
• Business Only Business/ Govt Govt Only

35
Socialism

• Hey Look- Capitalism is Unfair! (and leads to
  angry mobs!)
• Wanted government to help Lower Class
  (economically, politically)
• Utopian ideas good working conditions for
  workers are good for everyone!
• Socialism government should help redistribute
  wealth to give lower class a chance and to
  support society as a whole by taking money from
  the very rich to pay for important social
  programs.
• This means some taxes and some regulation.

36
Marxism Radical Socialism (and Communism)

• Karl Marx and Friedrich Engels
• The Communist Manifesto
• History is a class
• struggle haves
• (bourgeoisie) and
• have nots (proletariat)
• Predicted that workers would lead revolution to
  overthrow owners

37
Marx View of (Future) historyPut this Timeline
on the back of your notes
Large proletariat (industrial workers) revolt
seize factories and produce needed goods
Classless society pure communism
Factories drive small artisans out of business
Workers control government
Workers share profits, create economic equality
Cooperative living and education
Few manufacturers own all the wealth
Marx believes Capitalism will eventually end in
pure Communism!
38
Please do not talk at this time Dec 16
HW Bring your Industrial Revolution Study Guide!
Please get out your Responses to Capitalism
Notes- Pg 66A Please get out your 9.4 Cornell
Notes also. Please take a moment to turn in ALL
your make up Work Now.
39
So what Really happens in England?We dont have
any Communist countries (the way Marx saw them)
today No Dictatorship of the Proletariat exists,
so what happened?
40
Responses to the Violence

• Workers realized that factory owners would
  continue to take advantage of workers by
• paying low wages for long hours
• employing women and children for lesser wages
• introduced machines which created unskilled,
  boring work
• making workers keep up with the speed of
  machines
• work conditions that were unsafe, unsanitary,
  and badly lighted
• Individual bargaining was ineffective because
  bosses
• didnt have to meet the workers demands
• could fire an individual without hurting
  production

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• What advantage is there to keeping workers poor,
  hungry and tired?

42
The solution

• COLLECTIVE BARGAINING uniting as a group to
  press demands on bosses as one unit. What one
  worker gets, they all get.
• All the workers together could threaten a strike
  to shut down production.
• That would effect the factory owners!
• To bargain collectively, workers formed labor
  unions

43
Labor Union Goals

• Main Goals
• Higher wages
• Shorter hours
• Safer working conditions
• Compensation for injuries or sickness caused by
  the work
• Other Goals
• Access to education
• Access to political power through the Vote

44

• What does education and the right to vote get you?

45
Unions gained strength because

• size of corporations made workers realize the
  need to organize
• large mills and factories allowed workers the
  opportunity to organize
• labor leaders had gained experience
• Strikes (when all the workers in a factory refuse
  to work) were very effective
• courts began to have a more favorable attitude
  toward unions
• Because of these strengths, Law courts outlawed
  unions until 1824!

46
Government Reforms

• Abolition of slavery in the colonies in 1832- to
  raise the price of wages in Britain
• New Poor Law 1834 indoor relief. Poor
  houses.
• Sadler Commission to look into working conditions
  Factory Act 1833 child labor restricted
  the age and number of hours of work for children
  in factories Ten Hours Act of 1847 limited
  the work day for women and children to 10 hours.
• Reform Bill 1832 broadens thevote for the
  cities and redistributed seats in Parliament

47

• Please get out Pg.68A Industrial Age Problem
  Solving Assignment
• Read these real life examples of Capitalism and
  its effectsWhich response do you prefer? Why?
• Can you figure out which response is Laissez
  Faire Capitalism, Utilitarian Socialism and
  Communism?

48
Please do not talk at this time Dec 17
HW Study for Finals
How Does this picture show the changes of the
industrial Revolution?
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What to Bring to the Final A pencil An
eraser Your brain Water/coffee/tea
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IR Test Study Guide!
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Any questions you need answered?

• Start by talking to the people around you. Do
  they have info you dont have?
• Do you have info you can share with them?

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Review time!