Chat with us, powered by LiveChat Read the article provided, 'The high cost of being poor. The high cost of being poor - CBS News? 4) Review the PowerPoint provided. Did you know?! Great Britain BEGAN the Industrial Revolut | WriteDen

Read the article provided, ‘The high cost of being poor. The high cost of being poor – CBS News? 4) Review the PowerPoint provided. Did you know?! Great Britain BEGAN the Industrial Revolut

 350 words minimum

1) Read the provided YAWP readings.

 A Traveler Describes Life Along the Erie Canal, 1829 | The American Yawp Reader 

 Harriet H. Robinson Remembers a Mill Workers’ Strike, 1836 | The American Yawp Reader 

2) Read Chapter 9 of the US History online text. Yep, the whole chapter this time. :-)  It is FULL of information that we need to discuss.

3) Read the article provided, "The high cost of being poor."  ​The high cost of being poor – CBS News 

4) Review the PowerPoint provided.

Did you know?! Great Britain BEGAN the Industrial Revolution around 1760? By using coal and the invention of the steam engine, their growth was unstoppable. The British created so many canals it was referred to as canal mania! The invention of the steam engine then gave them the ability to dig even deeper and quicker for coal!

 This week's discussion will cover the Industrial Revolution in the North. Once you have read and reviewed the sources above, create a conversational discussion post with your class.

In what ways were people’s lives changed by Industrialization?

How was it before and how was it after the Industrial Revolution?

What types of new challenges did people and businesses face?

Did the article “The High Cost of Being Poor,” change your perspective of the time period?

Do you see women being treated differently?

What did you learn that you didn't know before? What surprised you the most?

Use these questions as examples to create your own thesis (main idea).

Make sure to read and utilize all the resources provided to create an informed and engaging conversation with the class. If you utilize a source, please cite it.

This is not meant to be a question-and-answer assignment. Give real reactions to the material and give educated opinions based on the sources. Make sure to create clear and cohesive paragraphs so it is easy for everyone to read.

THE INDUSTRIAL REVOLUTION 1760 – 1840

Historical Significance

An ancient Greek or Roman would have recognized daily life in Europe in the early 1700s

Agriculture and technology had changed little in 2000+ years

The Industrial Revolution changed human life dramatically and permanently

More technological advances were made in the last 250+ years than in the previous 2500+ years of known human history

DOMESTIC System

Under the domestic system:

A woman selected fabric and had a businessperson give it to a home-based worker to make into a dress.

Factory System

Replaces the domestic system of production

Under the factory system:

The factory owner bought large lots of fabrics and workers created multiple dresses in common sizes for women to buy.

The Industrial Revolution

Transportation improved

Canals

Ships

Wooden ships → Iron ships → Steel ships

Wind-powered sails → Steam-powered boilers

Trains

Communication improved

Telegraph

Canals vs Railroads

Look at the map on the following slide

Why are the states east of the Mississippi River shaped so oddly?

Why are the states west of the Mississippi River more square shaped?

RAILROADS

Convict labor was utilized during the construction of the Western North Carolina Railroad. The state of North Carolina leased the convicts to the rail company, and 3,500+ men worked on the rail line; the majority were African-Americans. The work was hazardous with several men laying the rail line, grading, and the excavating tunnels. 450+ died during the railroad's construction.

Each mile of track required approximately 2500 cross ties.

A wooden railroad tie, which weighs 200 pounds and is nine feet long, typically lasts 40 to 70 years.

 

 

total mileage:

1830 1840 1850 1860 1870
Canals 1,277 3,326 3,698
Railroads 73 3,328 8,879 30,636 50,000

Effects OF THE Railroad

Further Industrial Growth

New Jobs

Boosted agriculture and fishing industries

People able to take jobs in distant cities

People able to travel further

Transportation Revolution

Robert Fulton (American) Thomas Telford & John McAdams (British) George Stephenson (English)
Steamboat (1807) Macadamized roads (1810-1830) Locomotive (1825)
Faster water transportation Better Roads Sped land transport of people and goods

Steamboat

Roads

LOCOMOTIVE

Thomas Edison

NIKOLATESLA

VS.

which was a more profound discovery – Edison’s Direct Current (DC) electricity or Tesla’s Alternating Current (AC) electricity?

Ultimately, the “War of Currents” may have ended in a tie, as many electronic devices still require both AC and DC technologies to work together simultaneously

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Agricultural REVOLTUION

Eli Whitney – Cotton gin (1793) – Increased cotton production

Cyrus McCormick – Mechanical reaper (1834) – Increased wheat production

Other inventions: Horse-drawn hay rake, threshing machine, steel plow, steam engines, gasoline and diesel engines

Electric motors were added to farm machinery as these types of engines were invented.

Agricultural REVOLUTION

Agriculture became a science & research began

Established agricultural societies, experimental stations, and schools (such as OSU)

Progress

Pesticides, stock breeding, new foods, food preservation, new farming techniques and irrigation methods, frozen foods

Results

Today, in the industrialized world, more food is grown by far fewer farmers than 200 years ago.

Notes: A good topic of discussion might focus on the modern taste for organic foods which do not emphasize technology. Question: What methods and technologies of the Agricultural Revolution do organic farmers utilize? How might our lives be different if we lived 200 years ago, when food was costlier and could not be easily preserved? Another point of discussion could focus on the differences in agricultural production between the industrialized and non-industrialized world.

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Pliny says: "After seed is put in the ground harrows with long teeth are drawn over it.“

The spike tooth harrow of the early settlers in the west was so simple in construction that the frame was usually homemade or made to order at the village wagon-maker's, the teeth being forged of iron by the village blacksmith. Aside from changes in frame and manner of hitching, the only improvement of which this harrow was susceptible was giving the point of the teeth a backward pitch to thus make them more effective in smoothing the surface and crushing clods.

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SPIKE-TOOTH HARROW

The peg-tooth harrow, also called a spike-tooth harrow, is a secondary tillage implement. Several implements are used after a field is plowed to finish preparing the soil for planting. Various implements will turn, chop or pulverize the soil and organic material into smaller pieces. A peg-tooth harrow will uproot small weeds and smooth the soil, to help eliminate a rough surface left by more aggressive tillage implements.

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SPRING-TOOTH HARROW

invented by David L. Garver, of Hart, Mich., and patented in 1869.

D. C. Reed, of Kalamazoo, became interested in the harrow, and endeavored to establish the manufacture of it. Finding Carver's invention incomplete, he improved it by the addition of an adjustable clip for holding the teeth in any position desired, which he patented in 1877. This improvement made the new implement a successful one, and the demand for it became general among the farmers, especially in the eastern and central states.

2008 MODEL – SELLING FOR $28,000

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“Necessity Is the Mother of Invention”

Power Loom

The Spinning Jenny

WAS THE “PROGRESS” ALL BENEFICIAL??

Cotton Gin led to the spread of slavery

1830 – US produced approx. 750,000 bales of cotton

1850 – widespread use of the COTTON GIN

2.85 million bales produced

Increased cotton production larger cotton plantations need for more slaves

1860 – South provided 2/3 of the world’s cotton supply

New York City, 1900: “When a horse died, its carcass would be left to rot until it had disintegrated enough for someone to pick up the pieces. Children would play with dead horses lying in the street.”

Columbia University professor David Rosner

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