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KEY LEARNING

What is meant by the term 'Industrial Revolution' and roughly when it happened

A feel for some of the developments and inventions that allowed it all to happen.

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KEY LEARNING

What life in Britain was like pre Industrial Revolution (approx 1750)

How people tended to live and work with the focus on agriculture  rather than manufacturing and the nature of the manufacturing that did exist

What the transport networks were like and how people generally moved around

How life was in terms of lifestyle, diet and basic amenities and the impact that had on life expectancy

The social class system that existed and how the wealth was distributed

The population change in Britain from 1750 - 1900 and the reasons for this

The changes seen in Britain during this period with regards to factories and textile mills, the development of towns and cities, new sources of power and the development of transport systems

How the 'middle classes' came to be

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Stocking frame invented (mechanical knitting machine for knitting stockings). A key development in the early Industrial Revolution

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Discovery of how to make coke from coal - a more efficient fuel in the production of iron.

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An early steam engine built to pump water from coal mines.

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Invention of the flying shuttle, lets weavers make larger sections of fabric much faster. Demand for yarn increases.

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Boats and boating--Equipment and supplies

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Spinning Jenny allows a worker to make 8 times the amount of yarn that they could before.

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An efficient, more useable steam engine is invented.

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Steam powered mills with automatic weaving machines start to be built.

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Coal gas is used for house lighting.

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Cotton gin invented - can clean much larger quantities of raw cotton than was previously possible.

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Riots begin, lasting 4 years. Workers fear (rightly so) that machines will replace them and they smash up factories and equipment in protest. These people become known as LUDDITES.

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Faraday demonstrates the principle of an electric motor

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Isambard Brunel starts building a tunnel under the River Thames in London. It takes 17 years to complete.

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The world's first screw propelled steamship is built in Great Britain.

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Bulk steel creation is made possible through an open hearth process. The use of steel combined with reinforced concrete allows the building of skyscrapers for the first time.

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First transatlantic telegraph cable is laid.

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Alexander Graham Bell patents the telephone (acoustic telegraph as he called it).

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The first 10 storey skyscraper is built in Chicago

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The Brooklyn Bridge in New York is completed - world's longest suspension bridge at the time.

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Karl Benz uses an internal combustion engine in the world's first 'automobile'

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Wright brothers carry out the first powered flight

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Henry Ford builds the Model T using a production line.

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The Titanic, the world's largest passenger steamship, hits an iceberg in the Atlantic Ocean and 1,517 people die.

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Complete the following in your notebook:

1. Think of one piece of technology that you could not live without but that your grandparents would not have had at your age. List all of the ways in which your lives would be different if you didn’t have access to that technology. Then describe how you think your grandparents managed to survive without it.

2. Choose 2 of the dates/events from the timeline above (or in your textbook) that you think were particularly important/significant in the Industrial Revolution. Explain why you chose each of those events and provide a little more detail about them (120+ words each).

3. Carry out some internet research to find 2 other inventions of the Industrial Revolution that changed the world (that are not listed in this column, above). Stick a picture of each into your notebook and, alongside the photo, identify and very briefly explain the invention.

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Assessment for this outcome is via learning portfolio. and a research report. This means you need to complete all 11 of the IR activities in this padlet and then the Research Report (far right hand column). The IR activities are all provided in the pink posts at the bottom of each column.

Here are the rules...

For the IR Activities:

1. You need to use the notebook I provided you with at the start of the semester for the portfolio (do not complete the work electronically on your device).

2. The activities need to be completed in that notebook in sequential order (i.e. 1, 2. 3...)

3. Each activity needs to begin on a new page and have the heading 'IR Activity 1', 'IR Activity 2' and so on. Don't copy the questions out into your notebook

4. Work NEATLY!!!!!

For the Research Report:

This is to be completed electronically and emailed (or sent via Xuno) to Pickett at:
pickett.matt.m@edumail.vic.gov.au before 9pm Sunday 4th August.

You will get a hard copy but here is an electronic version if you lose it... (rubric in the post below).

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Before 1750, Britain was an

agricultural society. Around 80% of people at the time lived and worked on small farms in rural areas. Most farms harvested small crops each year and raised small herds of livestock (such as sheep and cattle). Despite the small scale of most English farms, agriculture was still the main economic activity in Britain.

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By comparison, manufacturing,

mining and trade employed relatively few people in Britain. For the most part, manufacturing was small and localised. Tools used in

the manufacture of most goods (such as carts, mills and looms) were basic and powered by people, animals or waterwheels that harnessed the power of fast- flowing rivers and streams. Towns and villages at the time were small and self contained. Roads linking villages were poor and most people travelled on foot or by horse. In fact, Britain’s road system had not improved much since the fall of the

Roman Empire, around 1300 years earlier. As a result, most people rarely travelled far from the places where they lived and worked.

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In most cases, the working day began at sunrise and ended at sunset. People’s diets were inadequate and average life expectancy was short. Illness was common because of poor hygiene, bad or non-existent sewage systems, and polluted water supplies. British society was divided into strict social classes

according to wealth and position based on birth. The aristocratic (noble) families made up only 1 per cent of the population but controlled about 15 per cent

of Britain’s wealth. Noble gentlemen did not involve themselves in farming, trades or professions. Instead, they invested much of their wealth in land. There is no single event that marks the beginning of the Industrial Revolution in Britain, but the

industries that  first experienced it were connected with the production of iron, coal, cotton and wool.

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During the Industrial Revolution, Britain’s population quadrupled from an estimated 6.5 million people in 1750 to around 32.5 million in 1900. This increase was mainly a result of improved living standards and declining death

rates. The population of Britain moved from rural to urban communities, and Britain was transformed through the development of:

• factories and textile mills – the Industrial Revolution led to thousands of new factories and mills being built across Britain. These factories relied on large

numbers of workers and machinery to manufacture massive quantities of goods in one place. The growth

of factories and textile mills transformed Britain’s economy and society.

• modern towns and cities – great industrial and commercial cities like London and Manchester grew

as people moved to towns and cities to work at the new factories, mills and metal foundries. Before the Industrial Revolution, 80 per cent of the population lived in the countryside and only 20 per cent in

cities. Industrialisation reversed this pattern. By 1850, 80 per cent of people in Britain were living in a major city or town and only 20 per cent remained on the land.

• new sources of power – the development of steam power and electricity transformed the manufacturing, agricultural transport and communications industries, having a major impact on people’s everyday lives. Supplies of coal became vital to fuel steam engines and, later, electrical power

stations.

• improved transport and

communications – as the

population grew, towns became linked by new canals, roads and railway lines. New modes of transport were also invented to replace horse-drawn carriages. As travelling conditions improved, people travelled more and lived

less isolated lives. Later, new

communication technologies

like telegraph and telephone

systems were also introduced.

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The growth of cities and industries also saw the emergence of a new

social class that became known as the ‘middle class’. This new group

of people came from a broad range of backgrounds and were neither

wealthy aristocratic landowners nor impoverished factory workers.

Instead, they included wealthy industrialists and merchants, as well as bankers, shopkeepers, teachers, doctors, lawyers, and the increasing number of managers, clerks and government officials. People earning middle-class salaries could afford fine clothing, furniture, ceramics and other household items. It was this class of people that drove the demand

for mass-produced consumer goods. They also drove the need for more schools, universities and libraries. The political power of the British middle class increased throughout the 1800s.

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Complete the following in your notebook:

1. When and where did the Industrial Revolution begin?

2. List five key features of British

society in the century before the

Industrial Revolution began.

3. Write a paragraph summarising how life changed for British people

between the mid-1700s and the

late 1800s.

4. Using Source 2 on page 257, describe the changes that took place in Britain from 1700 to 1840.

5. Before the Industrial Revolution,

80% of people lived and worked on the land. How had this trend changed by 1850?

6. Historians still argue about why Britain became such a powerhouse of the Industrial Revolution, while other European countries were slower to modernise. The Netherlands and France were two other countries that might have had an Industrial Revolution first. Conduct some Internet research to identify some of the reasons why this didn’t happen.

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FRI 21 JUNE PERIOD 1      WEDS 26 JUNE PERIOD 2 

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FRI 21 JUNE PERIOD 1      WEDS 26 JUNE PERIOD 2 

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KEY LEARNING

The background to the expansion of the British Empire from the 1600s to the 1900s

Other reasons that Britain was the first to experience the Industrial Revolution, including Britain's coal supplies, it's naval and trading powers, it's capitalist spirit, it's stable government and it's superior banking system

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One of the key reasons that the Industrial Revolution started in Britain was its authority and wealth as an empire.

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One of the key reasons that the Industrial Revolution started in Britain was its authority and wealth as an empire.

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The expansion of the British Empire took place in two phases:

• The first phase was the establishment of the earliest British colonies in North America in the

1600s. Over the next 200 years, Britain, France, Spain, the Dutch and Portuguese all laid claims to

new territories around the world, including the Americas, Asia, Africa and the Pacific.

• The second phase was linked to a series of wars fought between the European powers in the 18th

century and early part of the 19th century. Britain’s superior naval strength ensured that it succeeded

in becoming the dominant imperial power, despite the loss of many of its American colonies in the American War of Independence in 1865.

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By 1900, the British Empire had expanded to cover around a quarter of the Earth’s surface and ruled over a quarter of the world’s population (expand link at the bottom of this post). Many of

Britain’s colonies provided the raw materials, workforce (in the form of slaves) and customers needed to drive the Industrial Revolution. Britain controlled more colonies, and therefore had access to more raw materials than any other country, including sugar from Australia and the West Indies, wool from Australia and New Zealand,

cotton and tea from India, rubber from Malaya, gold from Australia and South Africa, coffee from Jamaica and Africa, wheat from Australia and Canada, and timber from the vast pine forests of Canada.

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In addition to the power of the British Empire, historians have proposed a range of reasons why Britain was the first country to experience the Industrial Revolution and why it became the world's leading economic and industrial power for a time. The answer

lies in a combination of factors related to Britain’s history, geography and culture. Some of these are discussed briefly in the posts below...

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Britain was fortunate to have

large supplies of coal, a vital fuel for the steam power that drove the Industrial Revolution. None of the

other European powers had such large quantities of accessible coal.

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As an island nation, Britain had always relied on skilled sailors, a strong navy and experienced fleets of merchant ships. Its largest merchant trading company was the East India Company (EIC). At its peak, the EIC rivalled many smaller European powers in terms of wealth and influence.

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Individual freedom and the capitalist spirit

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Individual freedom and the capitalist spirit

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Unlike many of the other European powers, there was a greater measure of individual and intellectual freedom in Britain. These freedoms provided a fertile

ground for those willing to try new methods and take risks. In other parts of Europe, government

restrictions and less individual freedom limited opportunity.

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Before the start of the Industrial

Revolution, Britain had enjoyed a prolonged period without much political or social conflict, compared to many other countries in Europe. This sense of stability and order encouraged the growth of business.

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Superior banking system and capital for investment

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Superior banking system and capital for investment

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Increased trade meant that financial services in England (such as banking, investment and insurance) expanded to support and protect that trade. Britain’s

banking sector was more advanced and modern than those of other European countries. There was a ready supply of capital (money) available at very low rates of

interest. This meant that money was available to start up new businesses and pay for experiments to develop new inventions. Two of the key inventions of the Industrial Revolution, the steamship and the telegraph, were important in helping Britain administer their

colonies around the world.

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Complete the following in your notebook:

1. By 1900, Britain’s large empire had helped to make it one of the wealthiest and most powerful nations in the world in 1900. Britain was the leader of the world in the development of machines for use on farms and in factories and most of the early technological inventions were invented or developed in Britain.

Describe five reasons why this may have happened in Britain rather than in another country.

2. List six colonies under British rule and the raw materials they provided to fuel the growth of

industries in Britain during the Industrial Revolution?

3.  By 1900, the British Empire had become known as 'the empire on which the sun never sets'. What is meant by this?

4. By 1900, 25% of the world's population was under British rule. How many people were therefore under British rule?

5. Over the 20th Century, for a number of reasons, the size and scope of the British Empire reduced. By carrying out your own research, find out the current population of what was once known as The British Empire (but is now more commonly called 'British Overseas Territories'). Then, once you have that population, express that as a percentage of the world's current population and compare it to the 25% it was in 1900.

6. Again, from your own research, identify what happened in 1997 that, for many people, marked the end of the British Empire.

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THURS 27 JUNE PERIOD 5   FRI 28 JUNE PERIOD 3

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THURS 27 JUNE PERIOD 5   FRI 28 JUNE PERIOD 3

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KEY LEARNING

How 'mass production' and the 'factory system' were really the cornerstones of the Industrial Revolution, rather than any single invention

How the factory system changed the cotton and wool industries from a range of perspectives, both positively and negatively

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Some of the most important developments and innovations of the Industrial Revolution took place

in the production of cotton, wool, coal and iron. However, arguably the most important ‘invention’

of the Industrial Revolution was not a single item of equipment or technology at all. Instead, it was a way of producing goods on a large scale using many workers and specialised machinery on one site. This method of production became known as the factory system.

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Before the introduction of the factory system, manufacturing often took place in small workshops or in local workers’ cottages (hence the term ‘cottage

industries’). Local trades and crafts people such as blacksmiths, wheelwrights (wheel makers), cartwrights (cart makers), potters, millers and weavers used their

skills, muscle power or water power to largely hand-make items. In contrast, the factory system brought together large numbers of workers in a single site or factory.

Few of these workers were skilled because most of the manufacturing was done by machines. Instead, the many workers performed tasks that were repetitive and required little skill. The machines were powered at first

by water with waterwheels, then by steam and next by electricity. The factory system itself was made possible by a combination of the technological innovations and

knowledge that emerged during this period.

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The first factories of the Industrial Revolution were cotton mills. Inventions such as the flying shuttle, spinning jenny, water frame and Crompton’s mule in Britain paved the way for the mass

production of cotton and wool.

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The flying shuttle, invented by John Kay in 1733, introduced a more efficient way of weaving on handlooms. It only required one weaver to shoot the yarn from one side of the width of the loom to the other.This was especially useful for very wide looms. Weavers could produce cloth much more quickly, increasing the demand for spun yarn.

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The spinning jenny, a machine invented by James Hargreaves in 1765, helped increase the supply of yarn. It could spin eight threads at once, whereas the traditional

spinning wheel could only spin one thread at a time.

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The water frame, invented by Richard Arkwright in 1768, was a spinning frame that improved on James Hargreaves’ invention, as it could be powered by a waterwheel and produce yarns of any type.

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Crompton’s mule was invented in 1779 by Samuel Crompton by combining the spinning jenny’s carriage and the water frame’s rollers. It allowed a single power

source to spin multiple machines, and worked with wool or cotton yarns. However, it still required a skilled weaver to operate. These spinning mules were developed further so they could be operated by unskilled workers. Steam power was later applied to the spinning mules for use in cotton-spinning

factories.

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By the middle of the 1760s, Britain had become the centre of cotton production, importing raw cotton from India and the United States. The raw cotton went to the mills where machines were used to spin the raw cotton into yarn, and then weave the yarn into cloth. The very first mills were powered by waterwheels, so they needed to be located close to strong-flowing rivers and streams. After the development of steam power, mill owners were able to build mills in cities – closer to a constant supply

of workers and potential customers.

As a result of these developments, over time the skills of traditional weavers (image below) were no

longer needed. Weavers were replaced by workers who were only required to feed the raw cotton or

cotton yarn into machines. Many mill owners, keen for increased profits, wanted their machines

running all of the time. This meant long working hours – up to 16-hour working days – and shift work

for labourers. Because mill workers did not need to be skilled, women and young children became part

of the workforce as they were cheaper to employ.

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Overall, conditions for workers during the first decades of the Industrial Revolution were poor.

Brutally long hours for low pay, in badly lit and uncomfortable conditions became commonplace.

Although harsh working conditions for the men, women and children working in factories and mines were common, there were also exceptions. For example, at the cotton mills operated by Robert

Owen in New Lanark in Scotland, the children of workers were well cared for and educated.

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Complete the following in your notebook:

1. Why do you think that the first machines were for spinning and weaving, rather than for other industries such as food processing or better transport?

2. Why was the cotton industry regarded as a ‘cottage

industry’ prior to the Industrial Revolution?

3. In your opinion, which of the four inventions discussed above in this column, was the most important for the textile industry in Britain? Justify your response.

4. Imagine you are an 80-year-old weaver in the late 1700s. Write a short account of how your life and

work practices have changed over your lifetime because of new inventions in the textile industry. (2-300 words)

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Complete the following in your notebook:

Read the text under the heading ‘Crompton’s mule’ above. Study the work of Robert Owen at New Lanark Mill in Scotland via the weblink at the bottom of this post.

1. Make a list of examples of the negative treatment by most mill owners of their workers including women and children.

2. Make a list of the steps taken by Robert Owen to ensure that his workers, especially children, were well cared for and happy.

3. Give two reasons why other mill owners may have opposed Owen’s schemes.

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MON 15 JULY PERIOD 5     WED 17 JULY PERIOD 2

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MON 15 JULY PERIOD 5     WED 17 JULY PERIOD 2

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KEY LEARNING

What the transport system in Britain looked like before the start of the Industrial Revolution

The impact that a range of technology developments had on transport, such as steam, the internal combustion engine, roads and bridges, railways and canals

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At the start of the Industrial Revolution, transport in Britain was slow and costly, regardless of whether people travelled by road, river or sea. From 1750 onwards,

growing numbers of wealthy merchants and industrialists started demanding quicker and cheaper forms of transport to move coal to their factories, ship their

products to markets and speed up travel between cities. As a result, a number of new inventions and improvements were made in the area of transport.

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The first steam locomotive was built by English engineer Richard Trevithick in 1801. Unlike modern locomotives, it was driven on roads

rather than rails. In 1804, Trevithick was the first person to drive a steam locomotive on the rails of a tramway. The first locomotive built

and used for commercial purposes was known as the Stephenson’s Rocket. It was invented by George

Stephenson (see below) in 1829 and remains one of the most famous steam locomotives. From this point on, the designs of steam

locomotives became more

sophisticated. They also became far more powerful and capable of reaching greater speeds.

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The first commercial steamship was developed by an American named Robert Fulton in 1807. Like the steam locomotive, the steamship went through many different designs and improvements over the next 100 years. For example, the more resilient screw propellers were developed to replace the easily damaged paddle wheels of the early steam ships. By 1838, ships were crossing the Atlantic Ocean driven purely by steam power. In

1843, the great British engineer Isambard Kingdom Brunel launched

the SS Great Britain, the first iron-hulled steamship with a screw propeller designed to cross oceans. Steamships quickly began to replace sailing ships as the preferred means of ocean-going transport. Although their cargo space was reduced by the large

amount of space required for storing coal, they were faster and more reliable.

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Boats and boating--Equipment and supplies

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While the steam engine was useful for factories, trains and ships, it was too large to use in smaller businesses and smaller vehicles. In 1859, Belgian engineer Etienne

Lenoir developed an engine that sucked coal gas and air into a cylinder, where it was ignited by a spark, pushing down a metal piston that turned a wheel. This invention became the basis for the internal

combustion engine – the same engine that is used in all modern cars and engines.

German engineers Gottlieb Daimler

and Wilhelm Maybach experimented with an engine that used a new fuel, which later became known as gasoline or petrol. Daimler first used it in 1885 to power a wooden bike called the Daimler Reitwagen (pictured in the following post).

A year later, another German designer and engineer named Karl Benz patented the world’s rst petrol-powered car known as the

Benz Patent-Motorwagen (also pictured below).

As internal combustion engines became more reliable and powerful, cars became more and more common. At first, private cars

were painstakingly built by hand. Their high cost meant they became the toys of the very rich. It was not until 1908 that Henry Ford made the dream of owning a car possible for the common people. He did this by adapting the factory system to create an affordable car known as the Ford Model T. By using an assembly-line technique with a sequence of specialised workers who repeated the same task on a series of components, he was able to produce cars much more cheaply and quickly.

The internal combustion engine also allowed for the development of an engine that would be light yet strong enough to power flying machines. American brothers Wilbur and Orville Wright used a petrol engine connected to two propellers fitted onto a wooden glider to fly for 59 seconds in 1903. Powered flight was to develop rapidly, triggered by World War I.

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In the early 1700s, most roads in Britain were built and maintained by local inhabitants who carried out

repairs only when absolutely necessary. This meant that most roads outside London were in very poor condition. A few roads were managed by turnpike trusts

– agencies that collected fees from travellers in return for keeping the roads in good condition. By the early 1800s, pressure from industrialists such as Josiah Wedgwood (ceramics), John Wilkinson (iron) and Matthew Boulton (coin minting) led to a dramatic increase in the number of turnpike trusts. By the 1830s

there were more than 1000 such trusts. As a result, roads improved and travel times decreased. As roads improved, demand for more reliable and convenient ways of crossing rivers grew. In 1779,

Abraham Darby began building the world’s first cast-iron bridge to link a small mining town with nearby factories in the town of Coalbrookdale. A toll was charged for using the bridge which became known as the Iron Bridge. The bridge became famous in 1795 when it remained standing after a major flood. After that, many

more bridges were built using iron rather than stone.

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The world’s first railway line was built in 1825 between the coalfields in Darlington and the seaport of Stockton in north-east England. It combined two innovations –

the steam engine (formerly used to pump water from mines) and rail-mounted mining trucks (formerly pulled by horses).

Railways added a whole new phase to the Industrial Revolution. In 1830, a new track linking the Manchester cotton industry to the port of Liverpool opened to

transport goods for export. This was the first railway to link two major cities. Throughout the 1830s and 1840s, the building of rail tracks and strong, iron bridges for new train routes meant that iron production doubled at this time.

Development of railways in Britain grew rapidly, with permission for the construction of 438 new lines granted by parliament between 1844 and 1846. More workers

were needed in the iron factories to meet railway orders, and another 200,000 men were employed, just for laying railway tracks. By 1848, over 40 million train journeys were made in Britain.

Before the Industrial Revolution, the journey from London to Edinburgh – just over 640 kilometres – took

between 10 and 12 days by horse-drawn coach. By 1836, the travel time had dropped to just under two days by train. By 1850 – when all of Britain was linked by rail – this had dropped to around 12hours (see Source 6, below).

Travel for holidays became more common and some commodities became more readily available. These included fresh flowers and milk, delivered to London on early morning ‘milk trains’ from Cornwall and Devon in the south-west.

Just like roads, these new railway lines required strong, reliable bridges that could carry locomotives and their cargo across wide rivers and gorges. The designs of iron bridges – already being used to carry cars and

other small vehicles – were modied so they would be strong enough to carry much larger, heavier loads over larger distances. The surge in demand for these types of railway bridges in turn led to increased

demand for iron production.

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Over 100 canals were dug across Britain from 1760 to 1820, linking the major rivers and creating a transport network for the transportation of food and freight. One of the longest canals was the Liverpool to Leeds canal at

204 kilometres long. Work on it was begun in 1770 and finished in 1816.

Initially, barges pulled by horses walking beside canals transported crops from the country the city and

manufactured goods from the city back to the country. The canals were also used to move coal and other heavy goods, replacing the slower method of coastal shipping.

As the high price of coal was mainly due to the costs of moving it (rather than mining it), new canals caused the price of coal to drop by half. The new lower price fed even faster growth in cotton mills. Cheaper coal transport also dropped the price of cotton weaving, increasing the profits for mill owners.

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Complete the following in your notebook:

Read the information above and answer the following quick & easy questions...

1. How did developments in the use of canals lead to a drop in coal prices?

2. How were roads maintained in Britain before the Industrial Revolution?

3. What led to better upkeep of roads during the early 1800s?

4. Where and when was the world’s first railway line built?

5. What commodities became more easily available as a result of improvements to the railway network in Britain?

6. How were ships powered prior to steam power?

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Conduct some additional online research in order to design a poster advertising the advantages and

benefits of one of the following inventions:

• the Stephenson’s Rocket

• the Daimler Reitwagen

• Benz Patent-Motorwagen.

You can create it electronically and stick it into your notebook or draw directly in to your book (or a combination of both)

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FRI 19 JULY PERIOD 1        WED 24 JULY PERIOD 2

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FRI 19 JULY PERIOD 1        WED 24 JULY PERIOD 2

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KEY LEARNING

How the advancement of technologies led to the huge expansion in the number of factories and how mass production systems totally changed people's lives, from both a positive and a negative perspective

The impact that all of this had on Britain's cities

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Progress and developments from the 1850s brought about advances in engineering and machine tools.

Machinery both shortened the time required to make a product and reduced the number of people that were necessary for its production. Workers were needed to look after the machines, but they did not need to be skilled. Instead, production became focussed on producing large volumes of machine made

goods at far lower prices – a system known as mass production.

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Cotton became Britain’s chief export, replacing wool. British cotton goods accounted for 5 per cent of all national income. People such as Richard Arkwright, the inventor of the water frame in 1768, had predicted that production would become centralised, with all

workers in the process being housed in one location. Many production centres turned into factory towns, with housing for the workers located close to the mill.

Manchester was one of the largest, with a population that grew from 25,000 to 300,000 between 1777

and 1851.

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There were some obvious benefits. The overall standard of living improved, and salaries increased from £25 in 1750 to £44 in 1860. However, the new production methods also created new problems, leaving many skilled cottage workers jobless, and encouraging a factory system that only valued large-scale production at low cost. Furthermore, the role of the worker became closely linked to ensuring that the machinery produced a certain quantity of goods or material rather than ensuring it was of a certain quality.

Employment was offered to women and children because they could be paid less. Factories became notorious for poor safety conditions and harsh working environments. Until parliamentary reform began to regulate these

working conditions, workers had to endure long hours and mindless repetitive tasks, unsanitary work areas, and conditions in which they either froze or roasted depending

on the season of the year.

Portrayals of the period often show the workers as if they themselves were machines or part of machines

churning out their products in gloomy, smoke-ridden

environments.

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Henry Ford (1863–1947) was an American industrialist who introduced the concept of the assembly line for mass production of consumer goods. Although it has changed significantly because of advances in technology, it is still used in many factories today. The assembly line adapted the factory

system to a new purpose with a sequence of specialised workers repeating the same task on a series of components. The Ford ModelT

(1908) was the first affordable automobile. It was initially available in grey, green, blue or red. By 1914, Ford had famously insisted on

a new policy, that his car should be available in ‘any colour … so long as it is black’.

'I will build a car for the great multitude. It will be large enough for the family but small enough for the individual to run and care for. It will be constructed of the best materials, by the best men to be hired, after the simplest designs that modern engineering can devise. But it will be so low in price that no man making a good salary

will be unable to own one and enjoy with his family the blessing of hours of pleasure in God’s great open spaces.'

Henry Ford, My Life and Work, 1922

Ford was unusual for his time, in that he promoted high wages for workers and low prices for consumer goods. This approach would become known as Fordism. This, he believed, would allow ordinary people, not just those who were well off, to take part in what he imagined would be the peace-enhancing qualities of consumerism.

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Go to the weblink at the bottom of this post and answer the following questions...

1. In which year did the Ford Model T makes it's debut and what did it affectionately become known as?

2. What made the car so different from everything that had preceded it?

3. How did mass production allow the costs of producing a car to be so low?

The remaining questions don't relate to that weblink, but to the content covered in the green posts above, or on pages 272 - 273 of the textbook.

4. Why were women and children popular choices as workers in the early factories of the Industrial Revolution?

5. Why did workers need less skill in these factories than they did previously?

6. Write a short paragraph explaining how industrialisation led to the creation of 'factory towns'.

7. Define the term 'Fordism' in your own words.

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Henry Ford - Facts & Summary - HISTORY.com

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Find out more about the history of Henry Ford, including videos, interesting articles, pictures, historical features and more. Get all the facts on HISTORY.com

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Consider developments in the factory system that came with mass production. Create a table with two columns labelled ‘Advantages’ and ‘Disadvantages’. Read through page 272-273 and conduct any necessary extra research to fill in the two columns. Then answer the following:

1. Which column contains the most entries?

2. From which perspective did you place entries into columns?

3. Argue for or against the idea that the development of mass production factories in the Industrial Revolution benefitted everyone.

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WED 24 JULY PERIOD 2        FRI 26 JULY PERIOD 2

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WED 24 JULY PERIOD 2        FRI 26 JULY PERIOD 2

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KEY LEARNING

The impact that the Industrial Revolution had on the quality of life from the different social classes across Britain

The working conditions that existed in Britain's factories during this period, before there was any government intervention, with particular reference to the use of child labour

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While it cannot be denied that the Industrial Revolution improved living standards of most people

across Britain, these improvements came at a high price. The obvious winners were the industrialists, the people who owned the mills, the factories and the mines. The new middle class also benefited from technological advances, making their lives more comfortable.

However, many more people were forced to give up their traditional rural lifestyle for a life in one of the

new industrial cities – working long hours and living in cramped and unsanitary conditions.

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The working conditions and experiences of men, women and children during the Industrial Revolution varied from person to person and from one industry to the other. The proportion of people in Britain working in manufacturing in 1801 was estimated at 40 per cent. By 1871, this had risen to 60 per cent. Many people across Britain were still employed in agriculture, construction, domestic service or smaller workshops, and their working lives remained largely

unchanged. However, life was very different for those in the factories and who struggled to survive on low wages and were forced to work in harsh conditions, as owners

operated for a time without any government regulation.

Factory and mine owners often cut corners with safety and conditions in the pursuit of higher proFIts.

This included enforcing long working hours and using cheaper labour in the form of women and children.

Long working days took their toll on families, and children were dragged into working life with little opportunity for education.

The phrase ‘dark satanic mills’ was First used by the English poet William Blake in 1808. It was frequently used in the 19th century to refer to the miserable working conditions of labourers in Britain. Many writers of the time were appalled by the plight of poor people whose work seemed endless and unrewarding, and whose lives were cut short by poverty, disease and injury. One of these concerned individuals, Friedrich Engels, a German industrialist and philosopher, wrote

extensively about this situation (see Source 2, below).

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'… a mass of children work the whole week through in the mills or at home, and therefore cannot attend school. The evening schools, supposed to be attended by children who are employed during the day, are almost abandoned or attended without benfiet. It is asking too much, that young workers who have been using themselves up twelve hours in the day, should go to school from eight to ten at night. And those who try it usually fall asleep, as is testified by hundreds of witnesses in the Children’s Employment Commission’s Report. Sunday

schools have been founded, it is true, but they, too, are most scantily supplied with teachers, and can be of use to those only who have already learnt something in the day schools. The interval from one Sunday to the next is too long for an ignorant child to remember in the second sitting what it learned in the first, a week before.'

Friedrich Engels, The Condition of the Working-Class

in England in 1844

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When the Industrial Revolution began, children were seen as ideal employees. They were small enough to fit between the new machinery, they were cheap to employ and their families were grateful for the extra income. At the time, there was no real concern about their education being affected as education was not compulsory. Most working-class families could not afford to send their children to school anyway.

Children’s pay was well below that of adults – often about 20 per cent of the full adult wage. Wages for children were sometimes paid in the form of vouchers that could

only be used at stores owned by the factory owner. There, the children could use them to purchase clothing or basic foods such as flour. This system allowed the factory owner to avoid paying wages in cash and helped them to make extra profits on sales.

Even with long hours and low pay, children could still earn more in the factory towns than in the country. Over time, social reforms raised the minimum age, shortened the working day, increased wages and introduced some form of education. Child labour in factories also declined as complex machinery became more difficult for children to handle.

In other areas, such as mining, their use as labourers was limited or barred. It is hard for us now to imagine their lifestyles or the conditions in which these children

worked. Source 5 (below) comes from evidence given to a British

government inquiry into child labour in factories in 1833.

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'I work at Mr Wilson’s mill. I think the youngest child is about seven. I daresay there are 20 under 9 years.

It is about half past five by our clock at home when we go in … We come out at seven by the mill. We never stop to take our meals, except at dinner. William Crookes is overlooker in our room. He is cross-tempered sometimes. He does not beat me; he beats the little children if they do not do their work right … I have sometimes seen the little children drop asleep or so, but not lately. If they are catched asleep they get the strap. They are always very tired at night … I can read a little; I can’t write. I used to go to school before I went to the mill …'

Evidence from a young textile worker, Factory Inquiry

Commission, Great Britain, Parliamentary Papers, 1833

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Recreate the table attached here in your book but reorder it so that the problem matches up with the story.

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Write a newspaper report in the role of a 19th century reporter investigating child labour in a cotton mill. Describe what the children's day is like and make recommendations for reform.
400+ words