Why did industrialisation lead to challenges to political structures? Provide examples in your answer.
The focus should be on the challenges and not on the actual changes. There were two main elements to the challenges.
The first was the growth of a large and wealthy bourgeoisie which, in both France and in the UK, demanded political power commensurate with their growing economic power and this led to a challenge to the existing aristocratic power structure in all countries.
The second was the gradual growth of organised labour, the rise of Trade Unions, with their initial demands for better working and living conditions, which were followed by a demand for the franchise and a share in political power as well. The domination of the landed aristocracy, and the monarchy, were also challenged by this huge economic change.
2. Explain why the Industrial Revolution affected the standard of living. Provide examples to illustrate your answer.
A variety of central factors could be considered.
Real wages certainly rose and fell in different areas and for different reasons.
Earlier agricultural changes had made a major impact on diet and population rose as a result. However, the decline in infant mortality led to larger families which in itself had an impact on the standard of living. In some cases housing improved, but the transition from a rural to an urban slum was often not a beneficial process.
Diseases such as cholera thrived better in an urban environment.
The effect on a growing middle class could be dramatic and further up the social scale those aristocrats who did invest could reap huge benefits. For many there was a dramatic improvement, but not all the benefits flowed equally downwards.
‘Overall, industrialisation was a benefit to the lower classes.’ To what extent do you agree with this view? Refer to any two countries in your answer.
For the case ‘for’, factors such as the regularity of employment and the fact that the population grew and infant mortality declined could be discussed. Unions gained recognition and powers, factories were gradually regulated and working hours declined. Child labour reduced. Education became compulsory and gradually welfare systems came into being. There was greater opportunity to ‘rise’. Civic pride and a growing awareness that a healthy and nonrevolutionary workforce was an asset to a nation led to further changes.
The ‘lower classes’ developed their own political parties which grew in influence, if only because ‘upper’ class politicians became aware of the growing electoral importance of working class voters.
The case ‘against’ is well known. Certainly, there was a flight from the land as urbanisation grew and enclosure reduced the need for a rural workforce, but often there was little to differentiate the problems faced by the urban, as opposed to the rural, proletariat. Both living and working conditions initially were barbaric in many cases. It could well be argued that life was nasty, brutal and short for much of the working class throughout the whole of the 19th century.
The consequences of the Berlin blockade were far reaching and were to dominate European politics for the next forty years. Pesident Truman was under no illusion that the Blockade had been a test of strength, designed by Stalin to see whether the West would resist and whether the USA would stand behind the Truman doctrine.
Due to the importance of the Blockade it’s important that we do not miss any of the elements that contributed to the crisis to finally be able to fully understand the impact of the crisis.
Below is a selection of the videos you provided that discuss the Crisis.
Using the material in your videos complete the chart and answer the question in the pdf below.
You are now working on your posters. The deadline to present your posters is JUNE 13th. To consider the work finished, you need to publish your group’s poster in your blog including the following information:
a) Say what your topic was and provide the sources you used to gather information.
b) Explain the most important bits of information you learnt from your topic.
c) Say the name of the tool you used for the digital poster and explain what you learnt about using that tool.
d) Self evaluate your work in the firts part of the project (when you researched) and later on in the group work. Write a mark from 1 to 10 and explain why you think you deserve that mark.
Below, you will find the guidelines for our coming radio show.
Radio programme project: Our new world.
Inventions and inventors.
From every pair, one student will impersonate the character chosen last class and the other will be the interviewer.
Make 3/4 questions to your interviewee. Provide the answers to your questions. Make sure your questions are a reflection of the times, the political, social and economic context as well as a clear example of the character that is being interviewed.
Get together with those in your same area: Inventions – The Art – Society.
Together with those in your same area, prepare an opinion panel on ONE of the following:
The role of women.
Changes in health.
Make a jingle to use as a separation between the two parts of the radio programme. Make sure your jingle is on a topic related to the times of the Industrial Revolution.
So far you’ve read about Histagrams and browsed through a number of illustrating examples.
Here’s what we will do now.
In pairs, you will choose a salient figure from the historical period of the Industrial Revolution and you will create at least THREE posts that person could have posted had she/he had an Instagram account/device back then.
A list of options (done by the girls in tutorials) plus an template for the Histagrams has been delivered to yuor email.
Once your images are ready, you will have to post them in your blog together with an explanation for each describing what thew images show and accounting for your choices.
A mind map is a diagram used to visually organize information.
A mind map is hierarchical and shows relationships among pieces of the whole. It is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those.
Below, you will find some tools to create digital mind maps although you could freely draw yours on a sheet of paper.