In what ways might the Industrial Revolution be understood as a global phenomenon

Bingham

17/2/2013 02:48:29

Um, really, go! What? You want me to go first? Fine, but I'm not in the margin review business anymore, (you better be) I'm in the big picture business. No, not Hollywood! Big picture questions. Here goes:
BP1: What was revolutionary about the Industrial Revolution?
Cause like, it rotates? No,
- IR was the most significant change since the Agricultural Revolution. Human ways of life were fundamentally altered.
- The Industrial Revolution created new classes of people in society.
- It created new work patterns.
- It enormously increased the output of goods and services because of a completely unprecedented jump in the capacities of human societies to produce wealth.
- It was driven by a culture of innovation, a widespread and almost obsessive belief that things could be improved endlessly.
BP2: What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
- In the process of industrialization everywhere, new technologies and sources of energy generated big increases in production, and big time urbanization took place.
- Class structures changed as aristocrats, artisans, and peasants declined as classes, while the middle classes and a factory-working class grew in numbers and social prominence.
- "Middle-class" women generally withdrew from paid labor completely, while working-class women tried to do so after marriage.
- Working women usually received lower wages than their male counterparts, had difficulty joining unions, and were subject to charges that they were taking jobs from men. (Sound familiar?)
- Working-class frustration and anger promoted trade unions and socialist movements.
- The pace and timing of the Industrial Revolution varied by country. Other variables include the size and shape of major industries, the role of the state, the political expression of social conflict, and the relative influence of Marxism.
BP3: What did humankind gain from the Industrial Revolution, and what did it lose?
Oh, this is a juicy one!
- Gains: there was an enormous increase in the output of goods and services because of a unprecedented jump in the capacities of human societies to produce wealth; unprecedented technological innovation;
new sources of power;
and new employment opportunities for participants.
- Losses: the destruction of some older ways of life;
the end of some older methods of production;
miserable working and living conditions for many in the laboring classes;
new and sometimes bitter social- and class-based conflicts; and environmental damage.
BP4: In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
Good one Strayer!
- The Industrial Revolution rapidly spread beyond the confines of Europe and was easily adopted across cultures.
- Europe’s initial industrialization was influenced by its new position as a hub of the most extensive network of exchange in the world, by its extraction of wealth from the Americas, and by its dominance of the growing market for goods in the Americas.
- Even areas that did not industrialize were affected by the Industrial Revolution, such as Latin America, where the economy was defined by exports of raw materials to supply the factories and the workforces of industrial countries in Europe and the United States.
Okay, I've got tests to write...

Christina Hong

17/2/2013 03:00:27

okkkkkkkkkkkkkkkkkkkkk
How did the Industrial Revolution transform British society?
•standard of living rose
•rapid population growth
•urbanization
•as a class, the British aristocracy declined
•businessmen, rather than aristocrats led the major political parties
•land ownership ceased to be the basis of wealth

I feel like I'm missing some, but maybe I'm not, idk

Steffannie Alter

17/2/2013 04:15:16

What was distinctive about Britain that may help to explain its status as the breakthrough point of the Industrial Revolution?

-Britain was the most highly commercialized of Europe's larger countries.
-Agricultural innovations increased agricultural output, kept food prices low, and freed up labor from the countryside.
-Guilds had disappeared, allowing employers to run their manufacturing enterprises as they saw fit.
-The rapidly growing population ensured a ready supply of industrial workers.
-British aristocrats took part in new mining and manufacturing enterprises, unlike their counterparts in other parts of Europe.
-British commerce extended around the world.
-British political life encouraged commercialization and economic innovation.
-Britain was religiously tolerant and welcomed all people with skills instead of persecuting them.
-It had laws that made it easy to form companies.
-It had a unified internal market.
-Patent laws protected the interests of inventors.
-Checks on royal authority provided a freer arena for private enterprise.
-In Britain, the Scientific Revolution focused on observation and experiment, precise measurements, mechanical devices, and practical commercial applications.
-Inventors were in close contact with scientists, integrating science and technology.
-Britain had a ready supply of coal and iron.
-Its island location protected it from invasions.
-Its fluid society allowed for adjustments to social changes without widespread revolution.

Patrick Song

17/2/2013 16:32:11

How did Britain's middle classes change during the 19th century?

-Middle class people were assimilated into aristocratic life. They bought country homes, got seats in parliament, could send their sons to famous universities such as oxford and cambridge and received titles of nobility from Queen Victoria.
- Politically- they became liberals, favoring constitutional government, private property, free trade and social reform.
- Creation of Reform Bill of 1832, a bill that gave the right to vote to middle class men(not women).
- women were cast into jobs such as homemakers, wives and mothers that would create an "emotional haven" for their men and a refuge from the heartless and cutthroat capitalist world. They were also the moral center of family life and the educators of "respectability" as well as the managers of consumption in a setting in which "shopping" became a new central activity.

Can someone explain "populists" to me? I know it's explained in the chapter but i'm just too tired to look T___T

Steffannie Alter

18/2/2013 08:14:48

Patrick,
Populists challenged the inequalities of American industrialization. Their ideas were aimed at small-scale farmers, and they denounced industrialists and major economic corporations. They also disliked both political parties. However, Populists weren't able to find much support as industrialization grew, and Progressives, who tried to fix problems through reforms, were more successful.

Patrick S.

18/2/2013 08:56:54

Thank you!

Bingham

18/2/2013 09:59:23

Yeah, thanks Steff, good answer!
You guys will hear a lot more about populists next year. Their ideological decendents, the progressives made a genuine and lasting positive impact on America and the world.

patrick s.

18/2/2013 15:30:36

How did Karl Marx understand the Industrial Revolution? In what ways did his ideas have an impact in the industrializing world of the 19th century?

1. To Marx, the disparity(if i used that right) of class is the catalyst for historical change, as bitter conflict of the "oppressed and the oppressor".
During Marx's time period, this was mainly a deepening conflict between the bourgeoisie and the proletariat. Bourgeoisie being the rich and higher class people, Proletariat, the poor and low class.
2. Marx ideas unleashed a more massive and colossal productive force. However, Marx's idea of capitalism was doomed to fail anyways. Wages rose under pressure from unions, cheap imported food improved working class diets, infant mortality rates fell and shops and chain stores catering to working class families multiplied. English men gained the right to vote, child labor was abolished and factory conditions were regulated. Sanitary reform cleaned up the filth in the cities and parks.

Where is everyone? o_o there's like 8 comments on this. Am i missing something?

Christina Hong

19/2/2013 11:05:19

I also added that Marx believed the Industrial Revolution signaled the end of poverty but that capitalist societies could not achieve this because of private property, competition, and class hostility.

For impacts I also included:
•ideas echoed among radical trade unionists, some middle class intellectuals, and Germany
•ideas did not resonate in a revolutionary way with the British; instead, a Labour Party was established, advocating a reformist program and a peaceful democratic transition to socialism

Marlene Marlowe

19/2/2013 10:43:04

Gotta blow the dust off my keyboard I haven't been on this forum for a while. I wanted to address something that you brought up in class now that I've given it some more thought. Well actually the first thing was why 6th period is so passive hahaha. I wasn't actually sure that was the right word for us... I would actually put it as simply as shy, and not because we're afraid of being wrong, like someone else had said. It's mostly because, according to not only me but a couple others in your class, that we don't really quite understand the material as deeply on our own, and when you present these huge ideas for us to wrap our heads around at school It's like woah man slow down Bingham, rewind. Relating to personally I think the way the class is run is sort of... well, hard to engage in. It's really hard to sit in a classroom for more than an hour at a time and devote your full attention to one person, I know that's how college is going to be but I think it could be a lot more interactive. A more kinesthetic learning environment would benefit the majority of us, since most teenagers have a very short attention span to begin with, we need to be more active in the classroom. Don't get me wrong, what you're doing works for some people, but it's not exactly friendly to the people who really really do want to be in your class and get the AP credit but who find it really difficult to learn the way auditory or visual learners do.

Bingham

19/2/2013 11:53:05

I'm sympathetic to your point of view. And what you say makes sense. Consider these points though.
I'm teaching to a very clear and specific standard established by College Board. I've had to submit a syllabus to them for their approval promising to teach the course in a certain way to a certain pacing.
While it's true that some people need kinetic learning modalities, the majority are visual and auditory learners.
I have a moral and professional obligation to prepare my students for the AP exam. And that exam does not reward kinesthetic learners. Therefore, I have an obligation to help students prepare for the exam they'll actually take, not the one they would like to take. That may not be fair, but it's what exists, and to deny that is to simply be neurotic.
I'm not convinced that the "not deep understanding" isn't simply due to students not close reading. Kinesthetic or not, the hard truth is that students who expect to reach the the level of learning required in a college level class have to diligently do the reading. When they do, the broad open ended questions become manageable and lead to higher cognitive ability. Read then talk is the AP model. Talk then regurgitate what the teachers said is an antiquated middle school model.
And lastly, I've been a reader for college board, I've been certified multiple times regarding AP teaching strategies and exam preparation. My students consistently score well above the national average, year after year.
So all your concerns considered, when students do the reading, follow my advice, and engage with me in class they earn good grades, succeed on the exam and find themselves ready for college. That's much more concrete and manageable than considerations of learning style.

Marlene Marlowe

19/2/2013 12:23:59

I can't tell you how to run your class, and no offense is meant here but if you have a personal obligation to help all your students pass the AP exam why are you limiting your class to such a specific group? You could retort by saying that it's also our obligation to devote ourselves to the same goal, and we also have a responsibility to do so, but wouldn't it just be much easier for everyone if you just found a way to incorporate some hands on projects into your class? You seem like a creative guy, it couldn't be that hard. Also I don't know a single person who takes WHAP that doesn't adequately devote themselves to it. It's that simple.

Jeremiah Pratt

20/2/2013 08:40:36

Okay, so obviously bingham doesn't want to devote the energy to replying to this, but I want to point out several flaws in your counter-statement. First of all, it is unfair of you to misquote Mr. Bingham. What he said was "that exam does not reward kinesthetic learners. Therefore, I have an obligation to help students prepare for the exam they'll actually take, not the one they would like to take." Which means that he would not be serving anyone by catering to kinesthetic learners. Also, this is a college-level (theoretically) class that is preparing us for a college environment, where you ain't gonna get no play-doh to help you understand how industrialization re-molded society! Therefore, he is not only preparing us for the AP exam in the way he best sees fit, but he's also preparing us for a rigorous environment that we are going to be experiencing in under 2.5 years. I think that it would be more fair of you to ask yourself to learn how to absorb material than it would be to ask Bingham to change his teaching style to accommodate a couple of students who only choose to learn if it's the way that best suits them.

Christina Hong

19/2/2013 11:00:57

it's kind of lonely in here...I should've just posted this earlier

What factors contributed to the making of a revolutionary situation in Russia by the beginning of the twentieth century?
•freeing of serfs stimulated by military defeat in the Crimean war, believed that serfdom held back overall development in Russia
•the start of a program dedicated to industrial development heavily directed by the state facilitated the growth of a middle class of businessmen and professionals, many of whom objected to Russia's conservatism and sought a greater role in political life
•factory workers developed a radical class consciousness because of harsh conditions and lack of any legal outlet for their grievances
•exposure to Marxist ideas
•tsar's failure to implement lasting political reforms and bring social stability
•Tsar Nicholas II changed electoral laws to favor the nobility
•in general, Russians --even more privileged classes-- felt alienated

I had a harder time weeding out factors for this mq, so any addons are appreciated.

Bingham

3/4/2013 22:56:35

Tinelli?

Estelle

2/2/2015 13:52:18

This forum is gold

Seokhyun

3/2/2015 15:19:54

^^^

Savanna Lim

4/2/2015 15:28:30

MAAN there was some beef going on

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Bingham: This forum is for us to engage with each other publicly about where we are struggling with the coursework and to offer each other solutions for what works for us.

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