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By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

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By: Ms. Susan M. Pojer By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS NY and Ms. Snyder of CCHS
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Page 1: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

By: Ms. Susan M. PojerBy: Ms. Susan M. PojerHorace Greeley HS Chappaqua, NY Horace Greeley HS Chappaqua, NY

and Ms. Snyder of CCHSand Ms. Snyder of CCHS

By: Ms. Susan M. PojerBy: Ms. Susan M. PojerHorace Greeley HS Chappaqua, NY Horace Greeley HS Chappaqua, NY

and Ms. Snyder of CCHSand Ms. Snyder of CCHS

Page 2: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The “Little Ice The “Little Ice Age”:Age”:

1350-17001350-1700

The “Little Ice The “Little Ice Age”:Age”:

1350-17001350-1700Medieval “Warm Period”

In the 17c, Europe relied on a very inefficient agricultural system to feed its

population.

Page 3: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Medieval or Traditional Medieval or Traditional SocietySociety

Medieval or Traditional Medieval or Traditional SocietySociety•Farming During the Middle Ages

•Disadvantages

•Some Forces of Change

Page 4: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Village FarmingVillage FarmingVillage FarmingVillage Farming

Page 5: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Feudal Common Field Feudal Common Field SystemSystem

Feudal Common Field Feudal Common Field SystemSystem

Page 6: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

““Summer” by Pieter Brueghel the Elder Summer” by Pieter Brueghel the Elder (1568)(1568)

““Summer” by Pieter Brueghel the Elder Summer” by Pieter Brueghel the Elder (1568)(1568)

Page 7: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

““Summer” by Pieter van der Heyden Summer” by Pieter van der Heyden (1570)(1570)

““Summer” by Pieter van der Heyden Summer” by Pieter van der Heyden (1570)(1570)

Page 8: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

““Summer” by Pieter Brueghel the Summer” by Pieter Brueghel the Younger (1622)Younger (1622)

““Summer” by Pieter Brueghel the Summer” by Pieter Brueghel the Younger (1622)Younger (1622)

Page 9: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

17c 17c EuropeanEuropeanAgrariansAgrarians

17c 17c EuropeanEuropeanAgrariansAgrarians

Page 10: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.
Page 11: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Dutch Vegetable MarketDutch Vegetable MarketDutch Vegetable MarketDutch Vegetable Market

Page 12: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Yield Ratio for Grain CropsYield Ratio for Grain Crops(1400-1800)(1400-1800)

Page 13: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Grain Supplies in 16c EuropeGrain Supplies in 16c Europe

Page 14: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Cereal Crops in 18c EuropeCereal Crops in 18c Europe

Page 15: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Agricultural Agricultural RevolutionRevolutionAgricultural Agricultural RevolutionRevolutionEnclosure Movement

“A tragedy for a few, a boon for the majority”

Page 16: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Enclosure RiotsEnclosure Riots

Page 17: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The DiggersThe Diggers

Page 18: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

“Enclosed” Lands Today“Enclosed” Lands Today

Page 19: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Crop RotationCrop Rotation

Wheat

Turnips

Alfalfa/Clover

Oats/Barley

Page 20: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Crop RotationCrop Rotation

Wheat Turnips

Alfalfa/CloverOats/Barley

Page 21: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Seed DrillSeed Drill

Jethro TullJethro Tull

Page 22: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

RESULTSRESULTSCYCLICAL EFFECT:

SHIFT POWER BALANCE:

Page 23: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

18c18cPopulatioPopulatio

nnGrowthGrowth

RateRate

18c18cPopulatioPopulatio

nnGrowthGrowth

RateRate

Page 24: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Population Takeoff in Population Takeoff in EuropeEurope

Population Takeoff in Population Takeoff in EuropeEurope

Page 25: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Cottage Cottage Industries Industries and and

Early Early CapitalismCapitalism

Cottage Cottage Industries Industries and and

Early Early CapitalismCapitalism

Page 26: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Cottage Industries: Cottage Industries: akaaka The The “Putting-Out”“Putting-Out” System or the System or the

Domestic SystemDomestic System

Cottage Industries: Cottage Industries: akaaka The The “Putting-Out”“Putting-Out” System or the System or the

Domestic SystemDomestic System

Page 27: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Cottage Industries:Cottage Industries:Cottage Industries:Cottage Industries:

Page 28: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Cottage Industries:Cottage Industries:Cottage Industries:Cottage Industries:

Page 29: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Textile The Textile Industry and Industry and

Factory Factory SystemSystem

The Textile The Textile Industry and Industry and

Factory Factory SystemSystem

Page 30: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Textile Industry Textile Industry InventedInvented

Textile Industry Textile Industry InventedInvented1. New Inventions

Page 31: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Spinning Yarn Spinning Yarn Spinning Yarn Spinning Yarn

Before

Page 32: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

“ “Spinning Jenny”Spinning Jenny” James James

Hargreaves (1767)Hargreaves (1767)

“ “Spinning Jenny”Spinning Jenny” James James

Hargreaves (1767)Hargreaves (1767)

After

Page 33: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Richard Arkwright:“Pioneer of the Factory System”

The Water Frame - 1768

Richard Arkwright:“Pioneer of the Factory System”

The Water Frame - 1768

Page 34: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

John Kay’s “Flying Shuttle”

Page 35: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Power Loom Edmund Cartwright (1785)

The Power Loom Edmund Cartwright (1785)

Page 36: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Jacquard’s LoomJacquard’s Loom

Page 37: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Young “Bobbin-Doffers”Young “Bobbin-Doffers”

Page 38: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Cotton Gin: Eli Whitney (1793)

The Cotton Gin: Eli Whitney (1793)

Page 39: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Textile Industry Textile Industry InventedInvented

Textile Industry Textile Industry InventedInvented2. Rise of the Factories

• Machines became larger, faster, more expensive, and needed more power

• Concentrates production in one place [materials, labor].

• Located near sources of power [rather than labor or markets].

• Requires a lot of capital investment [factory, machines, etc.] more than skilled labor.

Page 40: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Early Factories were nice places to work. People cooked and lived together in employee communities and their children went to community schools. Bosses knew their employees

personally.

The Mills at Lanmark

Page 41: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Later Factories were bigger, harsher places. Bosses did not know their employees, did not care about them and could

always hire someone else.

Manchester Factory Building

Page 42: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

3. Effects of the textile factories in Britain

18131813 2400 looms2400 looms

250,000 HL250,000 HL 150, 000 workers150, 000 workers

18331833 85, 000 looms85, 000 looms 200, 000 workers200, 000 workers

18501850224, 000 looms224, 000 looms

40,000 HL40,000 HL>1 million workers>1 million workers

18601860 3,000 HL3,000 HL

Page 43: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Textile FactoryWorkers in England

Textile FactoryWorkers in England

Page 44: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Factory SystemThe Factory System

• Rigid schedule.

• 12-14 hour day.

• Dangerous conditions.

• Mind-numbing monotony.

Page 45: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

A Woosted Mill in A Woosted Mill in Bedworth, England, 1800Bedworth, England, 1800

A Woosted Mill in A Woosted Mill in Bedworth, England, 1800Bedworth, England, 1800

Page 46: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

CHANGES IN CHANGES IN TRANSPORTATIOTRANSPORTATIO

NN

Page 47: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

James Watt’s Steam Engine

James Watt’s Steam Engine

Page 48: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Steam TractorSteam Tractor

Page 49: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Steam Ship (1776)Steam Ship (1776)

Page 50: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Steam LocomotiveThe Steam Locomotive

Richard Trevithick

The London Steam Carriage

Page 51: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Richard Trevithick continued…

Richard Trevithick continued…1804 Locomotive

“Catch-Me-Who-Can”1808

Page 52: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

An Early Steam Locomotive

An Early Steam Locomotive

Page 53: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Later LocomotivesLater Locomotives

Page 54: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Impact of the Railroad

The Impact of the Railroad

Page 55: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Crystal Palace Exhibition: 1851Crystal Palace

Exhibition: 1851

Exhibitions of the new industrial utopia.

Page 56: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Crystal Palace: Interior Exhibits

Crystal Palace: Interior Exhibits

Page 57: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Crystal Palace:British Ingenuity on Display

Crystal Palace:British Ingenuity on Display

Page 58: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Crystal Palace:American Pavilion

Crystal Palace:American Pavilion

Page 59: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.
Page 60: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

19c Bourgeoisie: The Industrial Nouveau

Riche

19c Bourgeoisie: The Industrial Nouveau

Riche

Page 61: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Stereotype of the Factory Owner

Stereotype of the Factory Owner

Page 62: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

“Upstairs”/“Downstairs” Life

“Upstairs”/“Downstairs” Life

Page 63: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.
Page 64: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Factory Wages in Lancashire, 1830

Factory Wages in Lancashire, 1830

Age of Worker Male Wages Female Wages

under 11 2s 3d. 2s. 4d.

11 - 16 4s. 1d. 4s. 3d.

17 - 21 10s. 2d. 7s. 3d.

22 - 26 17s. 2d. 8s. 5d.

27 - 31 20s. 4d. 8s. 7d.

32 - 36 22s. 8d. 8s. 9d.

37 - 41 21s. 7d. 9s. 8d.

42 - 46 20s. 3d. 9s. 3d.

47 - 51 16s. 7d. 8s. 10d.

52 - 56 16s. 4d. 8s. 4d.

57 - 61 13s. 6d. 6s. 4d.

Page 65: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Industrial Staffordshire

Industrial Staffordshire

Page 66: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The New Industrial City

The New Industrial City

Page 67: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Early-19c Londonby Gustave DoreEarly-19c Londonby Gustave Dore

Page 68: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Worker Housing in Manchester

Worker Housing in Manchester

Page 69: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Factory Workers at Home

Factory Workers at Home

Page 70: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Workers Housing in Newcastle TodayWorkers Housing in Newcastle Today

Page 71: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The New Urban Poor:A Dickensian Nightmare!

The New Urban Poor:A Dickensian Nightmare!

Page 72: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Private Charities: Soup Kitchens

Private Charities: Soup Kitchens

Page 73: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Private Charities: The “Lady Bountifuls”

Private Charities: The “Lady Bountifuls”

Page 74: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.
Page 75: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Luddites: 1811-1816

The Luddites: 1811-1816

Ned Ludd [a mythical figure supposed to live in Sherwood Forest]

Attacks on the “frames” [power looms].

Page 76: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Luddite TriangleThe Luddite Triangle

Page 77: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The LudditesThe Luddites

Page 78: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Neo-Luddites Today

The Neo-Luddites Today

Page 79: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

BritishSoldiers

Fire on British

Workers:

Let us die like men, and not be sold

like slaves!

BritishSoldiers

Fire on British

Workers:

Let us die like men, and not be sold

like slaves!

Peterloo Massacre, 1819Peterloo Massacre, 1819

Page 80: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The ChartistsThe Chartists

KeyKey

       Chartistsettlements

        Centres of Chartism

     Area of plug riots, 1842

Page 81: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The “Peoples’ Charter”

The “Peoples’ Charter” Drafted in 1838 by William Lovett.

Radical campaign for Parliamentary reform of the inequalities created by the Reform Bill of 1832.• Votes for all men.

• Equal electoral districts.• Abolition of the requirement

that Members of Parliament [MPs] be property owners.

• Payment for Members of Parliament.

• Annual general elections.• The secret ballot.

Page 82: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The ChartistsThe Chartists

A physical force—Chartists arming for

the fight.

A female Chartist

Page 83: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Anti-Corn Law League, 1845

Anti-Corn Law League, 1845

Give manufactures more outlets for their products.

Expand employment. Lower the price of bread. Make British agriculture more

efficient and productive. Expose trade and agriculture to

foreign competition. Promote international peace

through trade contact.

Page 84: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.
Page 85: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Thomas MalthusThomas Malthus Population growth will

outpace the food supply.

War, disease, or famine could control population.

The poor should have less children.

Food supply will then keep up with population.

Page 86: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

David Ricardo – Parliament 1819

David Ricardo – Parliament 1819 “Iron Law of Wages.”

If wages are left to laws of supply/demand =>fall to subsistence level

When wages are high,workers have morechildren.

More children create alarge labor surplus thatdepresses wages.

Hero to Industrial Middle Class

Page 87: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Utilitarianism:Jeremy Bentham

The Utilitarianism:Jeremy Bentham

A law should be judged by its social utility (usefulness). “Does it work?”

The goal of society is “the greatest good for the greatest number”.

Believe in entrepreneurial ideal - 1776

Page 88: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

• Happiness is identified with Happiness is identified with pleasurepleasure and the absence of and the absence of pain.pain.

• Gradual improvement in the Gradual improvement in the level of education in society level of education in society

• Individual rational decision-Individual rational decision-making would therefore making would therefore tend to promote the greater tend to promote the greater general happiness general happiness

Page 89: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Based on Scientific Certainties

Based on Scientific Certainties Laissez-faire economics and

utilitarianism were optimistic, secular doctrines

Based on the belief that society would continue to improved in the manufacturing age

Heavily influenced British businessmen

Social status of an individual measured in terms of utility

Page 90: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

John Stuart MillJohn Stuart Mill Greater government intervention

on behalf of social reform

On Liberty (1859)

The individual is the best judge of his/her own interests and the individual develops by expressing free choices

Pro-women’s rights

Support union campaigns for economic justice

Page 91: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

John Stuart MillJohn Stuart Mill Appalled by the few people of

means concerned about the conditions fo the working-class life

Principles of Political Economy (1848)

Called on state to assist workers by encouraging their cooperative associations.

Page 92: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Socialists: Utopians & Marxists The Socialists: Utopians & Marxists

People as a society would operate and own themeans of production, not individuals.

Their goal was a society that benefited

everyone, not just a rich, well-connected few.

Tried to build perfect communities [utopias].

Page 93: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.
Page 94: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

That Nation of Shopkeepers! -- Napoleon Bonaparte

Page 95: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Enclosure Movement

The Enclosure Movement

Page 96: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

British Raw MaterialsBritish Raw MaterialsBritish Raw MaterialsBritish Raw Materials

Page 97: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

18c British Port18c British Port18c British Port18c British Port

Page 98: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Growth of England’sThe Growth of England’sForeign Trade in the 18cForeign Trade in the 18cThe Growth of England’sThe Growth of England’sForeign Trade in the 18cForeign Trade in the 18c

Page 99: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

18c English “Nouveau 18c English “Nouveau Riche”:Riche”:

The The Capitalist Capitalist EntrepreneurEntrepreneur

18c English “Nouveau 18c English “Nouveau Riche”:Riche”:

The The Capitalist Capitalist EntrepreneurEntrepreneur

Page 100: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.
Page 101: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Government Response

Government Response• Abolition of slavery in the colonies

in 1832 [to raise wages in Britain].

• Sadler Commission to look intoworking conditions * Factory Act [1833] – child labor.

• New Poor Law [1834] – indoor relief. * Poor houses.

• Reform Bill [1832] – broadens thevote for the cities.

Page 102: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.
Page 103: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

French Economic Disadvantages

French Economic Disadvantages

V Years of war) Supported the American

Revolution.) French Revolution.) Early 19c Napoleonic

WarsV Heavy debts.V High unemployment

soldiersreturning from the battlefronts.

V French businessmen were afraid totake risks.

Page 104: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.
Page 105: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

By 1850: Zones of

Industrializationon the European

Continent

By 1850: Zones of

Industrializationon the European

Continent

• Northeast France.• Belgium.• The Netherlands.• Western German

states.• Northern Italy• East Germany

Saxony

Page 106: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Industrialization By 1850

Industrialization By 1850

Page 107: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Railroads on the Continent

Railroads on the Continent

Page 108: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

European Industrial Production

European Industrial Production

Page 109: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Shares in World Trade:Leading European

Nations

Shares in World Trade:Leading European

Nations

Page 110: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Industry & Population: 18c Industry & Population: 18c EuropeEurope

Industry & Population: 18c Industry & Population: 18c EuropeEurope

Page 111: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

European UrbanizationEuropean UrbanizationEuropean UrbanizationEuropean Urbanization

Page 112: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

The Politics of IndustrializationThe Politics of

Industrialization State ownership of some industries. RRs Belgium & most of Germany.

Tariffs British Corn Laws. National Banks granted a monopoly on

issuing bank notes. Bank of England. Bank of France.

Companies required to register with the government & publish annual budgets.

New legislation to: Establish limited liability. Create rules for the formation of

corporations. Postal system. Free trade zones Ger. Zollverein

Page 113: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

•Companies required to register with the government & publish annual budgets.

•New legislation to: Establish limited liability. Create rules for the formation of

corporations. Postal system. Free trade zones Ger. Zollverein

Page 114: By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY and Ms. Snyder of CCHS.

Bibliographic Sources

Bibliographic Sources

) “Images of the Industrial Revolution.”Mt. Holyoke College. http://www.mtholyoke.edu/courses/rschwart/ind_rev/images/images-ind-era.html

) “The Peel Web: A Web of English History.”http://dspace.dial.pipex.com/mbloy/c-eight/primary.htm


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