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Heather Kronemeyer
Sault Area Middle School
Fall Conference 2006
The American Industrial Revolution
Agenda
Background information– Pre-Industrial Revolution– Early Industrial Revolution– Late Industrial Revolution
Relationship to the Upper Peninsula Lesson Plan
Background Information
Pre-Industrial Revolution
Get into a Mindset– Demographics– Age Structure– Goals– Diet– Sickness– Social Class– Gender Roles
1750 - 1820
Demographics
90% of the population lived in independent farms– This included owners, family, and servants
These farms were self-sufficient– They made what they needed to survive or they
traded goods to get what they needed
Pre-Industrial Revolution
Age Structure
Infant Mortality Rate 1-10 est. (1800) Low Life Expectancy
– 1750 – 30 (South), 40 (North)– 1800 – 36 (East Coast)– 1850 – 39 (East Coast)
Most children would experience death of a family member Remarriage was common
– http://www-rcf.usc.edu/~shammas/hist350/u_s.htm
Pre-Industrial Revolution
Goals
#1 Goal was to KEEP FAMILY ALIVE!– Must provide every need independent of others
Food Shelter Clothing
Pre-Industrial Revolution
1770’s log cabin in Pennsylvania
Diet
Pre-Industrial Revolution
•Lack of Food was common
•Food sources dependent on weather and outside forces
•Diet was repetitive
•People ate bread, cheese, butter, porridge, eggs, raw fruits and veggies (in season) and canned ones out of season. Meat either fresh or preserved was consumed when available.
Sickness
Illness was a normal part of life What medicine there was, was not available to
most of the population Standard of living increased illnesses
– Dirty homes, bodies– Physicality of work– Dangers of environment
Pre-Industrial Revolution
Social Class
Pre-Industrial Revolution
•Majority of population was poor
•Small middle class
•Small elite upper class
Gender Roles
MEN– Firewood (for heat and
cooking)– Farming– Making of tools– Wood, leather, and metal
working– Animal husbandry
WOMEN– Cooking– Cleaning– Clothing– Raising of children– Education (if any) of
children
Pre-Industrial Revolution
•CHILDREN were taught gender skills by parents. Their work included carrying water, wood, simple cloth mending and harvest activities.
Roles were gender specific unless injury or death occurred.
Early Industrial Revolution
The Reason for the Industrial Revolution Key Inventions -“Age of Steam” Transportation Changes in the home Negative effects
of the Industrial Revolution
1800 - 1900
The Reason for the Industrial Revolution
War of 1812– The war of 1812 with
Britain created a need for Industrialization in America. We were unable to trade for the things we needed, and therefore had to start manufacturing them ourselves.
Early Industrial Revolution
Key Inventions – The Age of Steam
STEAM ENGINE– Used in almost every new
invention of this time period.
– Argued to be the single most important invention of the 19th century.
– Improved manufacturing, transportation, mining
Textile Mills Flour Mills (1860 –the
leading Industry in U.S.) Steamboats Railroads Specialized tools and
machines were created to make engines and keep them running
Early Industrial Revolution
Transportation
Steamboats - 1809– Appalachian MTS
separated the country– After invention, goods and
information travel faster and prices decrease
120 days to 9 days (New Orleans to St. Louis)
90% decrease in transportation prices
Railroads – 1820’s– Early RR were unsafe,
uncomfortable & slow– 1820-1850 – 30,000 miles
of track were laid– By 1850 RR had replaced
canals as transportation of goods and people
– RR fueled Industrial Revolution – wood, steal, coal, oil must be supplied, this spurs other industries.
Early Industrial Revolution
Changes in the Home
Early Factories produced things for ordinary people – flour, textiles (plain cloth) and household items.
Men’s work was moving outside of the household for wages. The wages then would be used to buy produced goods.
Women’s work actually increased. Children’s labor was replaced. Instead children started
to go to school. Education was encouraged and Women picked up the excess work.
Early Industrial Revolution
Negative Effects of Industrial Rev.
Factories– Dangerous (3%-5% of workforce killed or injured on the job)– Pushed employees and machines to the limit
Ways of life threatened– RR eliminate small towns that were not along lines– Cultures became more homogenized from area to area– Native Americans ways of life threatened – buffalo killed by
trains and hunting expeditions (decline of 10’s of millions)– Farmers hated RR and progress through their lands
Early Industrial Revolution
Late Industrial Revolution: Development and Impact of the Assembly Line
Mass Production and “Fordism” Labor Experience Impact of Mass Production
1900 - 1940
Mass Production and “Fordism”
Interchangeable Parts Large volume production
of a single model Low-priced goods; low
margin of profit Economies of sale Special purpose
machines
Low skill requirements of workers
“I prefer immigrants right off the boat that don’t know how to build a car”
-Henry Ford Moving assembly line
Late Industrial Revolution
Impact of Mass Production – National and Global Impact
Mass Consumption German and Russian Industrialization Cultural Influences
– Art– Music– Film (ie. Charlie Chaplin – Modern Times)– Architecture
Late Industrial Revolution
Labor Experience
Clock vs. Task Orientation
Working along with the machine
Working on only one small piece
Two competing experiences / Demands
Labor Problems– Workers response to
mass production– Consequences– Ford’s $5 a day– “Forditis”
Late Industrial Revolution
Relationship to the Upper Peninsula
Ford’s Sawmill L’Anse 1930’s
Industries Increase
Mining –iron ore, limestone, copper, etc. Shipping – large freighters Logging – more demand for lumber
1920's PICTURE OF FORD MOTOR COMPANY'S GREAT LAKES FREIGHTER, "HENRY FORD II", AT THE LOADING DOCK OF THE FORD SAWMILL IN L'ANSE.
Ford’s desire to be Independent
Ford didn’t want to depend on anyone else for his automobile industries
He set out to own all aspects– Lumber – Upper Peninsula– Iron ore, copper, limestone – U.P., Minn.– Coal – Kentucky, West Virginia– Rubber Plantation – Brazil (2.5 million acres)– Railroads and Shipping
Ford in the Upper Peninsula
Ford’s demand for natural resources grew
Bought mines, ships, and built railroads
Acquired 500,000 acres of forest in U.P
– Proper resource management
– Worked with U.S Forest service
By 1950’s wood was no longer needed in auto industry
Ford died in 1947 Company management
began closing down U.P. operations down around 1955
Ford creates “Village Industries”
Kingsford (1923)– Built homes, schools,
hospital– 14 assembly plants,
sawmill, steam power plant, dam, hydroelectric facility, chemical charcoal plant
– Built “Woodie” station wagon and Glider for WWII
Alberta– Built as a result of more
demand for resources– Built homes, schools,
social buildings
Henry Ford in Alberta with school children 1930’s
Lesson Plan
The American Revolution in the Upper Peninsula
Lesson Plan
Michigan Curriculum Framework (S.S.)– I.1, I.2, I.3, I.4, II.2, IV.2
Goals / Objectives Resources Needed
– Primary Sources, Guiding Questions
Procedure Reflection
Special Thanks to:
The Henry Ford Greenfield Village National Endowment for
the Humanities– Landmarks of American
History Teacher Workshop
Influential Texts– “More Work for Mother”
Ruth Cowan– “The Rational Factory”
Lindy Biggs– “Working at Inventing”
William S. Pretzer– “Technology & American
Society a History” Gary Cross & Rick
Szostak– “Passage to Union: How the
Railroads transformed American Life”
Sarah H. Gordon