Geography and History 4.º ESO Andalucía

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GEOGRAPHY & HISTORY

Andalusia

3 The Industrial Revolution and the labour movements ➊

THE INDUSTRIAL REVOLUTION

The Industrial Revolution was the result of a set of interlinked transformations that took place in Great Britain in the eighteenth century. In the 19th and 20th it spread across the world. It was not a homogeneous process, but gradual and with many inequalities depending on the area.

1.1. The demographic revolution

The European population doubled in the 18th century due to the increase in food production, improvements in hygiene and in healthcare (the first vaccines). This caused a drop in the death rate and an increase in life expectancy. The birth rate stayed high, causing a demographic explosion.

1.2. The agricultural revolution

The population growth caused an increase in the demand for food. Various changes occurred:

z Lands were enclosed.

z Labour was mechanised with the introduction of new machinery. The threefield system was replaced by the Norfolk four-course rotation system.

z Farm labourers moved to the cities to look for employment (rural flight ).

1.3. Technological innovation

The steam engine made the industrial revolution possible. It used coal as fuel to heat water and produce steam. As a result, the factory system (concentration of workers and machinery in a large building, the factory) was created. The first industries to be mechanised were the cotton industry and the iron and steel industry.

1.4. The improvement of transport

The increase in production brought changes in transport, the most notable of which were the railway and the steamboat. The former was the introduction of a locomotive engine to transport goods and passengers.

1.5. The Industrial Revolution in Andalusia

Andalusian industry played an important role in the Spanish economy until the mid-nineteenth century, although it began to lose precedence against the growth of other areas (the Basque Country and Catalonia). The most notable were the chemical, iron and steel, textile, and food and agriculture industries.

➋INDUSTRIAL CAPITALISM

The Industrial Revolution gave rise to the creation of a new economic model: capitalism. A group of British thinkers, led by Adam Smith, established the theory of economic liberalism. Its principles were:

a) The engine of the economy is the quest for maximum profit.

b) Prices and the market are regulated by the law of supply and demand.

c) The state should not intervene in the economy.

Banks had a very important role. They offered loans and facilitated payments. Corporations or limited companies also appeared. The capital of a corporation is split into parts (shares), which can be bought and sold on the stock market.

The law of supply and demand regulates market prices

Supply

Watt’s steam engine, 1769

Wooden beam Connecting rod

Wheel

Condenser Steam

Boiler

1 Work in pairs and discuss these questions before reading the unit. Write your conclusions:

a) Try to imagine your life without electricity. What wouldn’t you be able to do anymore?

b) The bourgeoisie became the most important social group during the 19th century. How did that affect economic policies? Do you think businesspeople are influential in politics these days?

c) Is it possible for a company to obtain great profit and give their workers good labour conditions at the same time?

2 In your notebook, complete the following table on the causes and consequences of the agricultural and demographic revolutions.

• Rural flight.

• Vaccines.

• Norfolk System.

• Improvement in hygiene.

• Use of soap.

• Agricultural machinery.

Demographic revolution

Agricultural revolution

• Increase in life expectancy.

• Increase in agricultural production.

• Land enclosures.

Causes Consequences

3 Read the following statements on economic liberalism and capitalism, and indicate which are true and which are false. Correct the mistakes of the false statements.

a) James Watt was the most distinguished author of the group of thinkers who developed the theory of economic liberalism.

b) The state should intervene in the economy to ensure that it is running well.

c) The market and prices are regulated through the law of supply and demand.

4 Study the map and answer the questions in your notebook.

d) The engine of the economy is the quest for social equality.

e) Banks and the stock market played a very active role in the consolidation of the capitalist system.

date; industrial sector and improvements contributed.

Task THE INDUSTRIAL REVOLUTION AND THE DIGITAL REVOLUTION

Effects

Economy

Labour market

Increase in production.

Fall in the price of foods.

The agricultural workforce is reduced. Rural flight.

Depopulation and impoverishment of rural areas.

Society

Environment

Growth of cities.

Distancing in the relationship between human beings and the land.

VEffects

Reduction in production time. Crisis of craftsmanship.

Loss of employment and closure of workshops.

Appearance of new jobs in industry, commerce and transport.

Dreadful conditions for working, for health and for safety in factories.

Emergence of proletarian consciousness.

Pollution and destruction of the environment.

A. Make a list of the positive and negative effects of industrialisation.

B. From your point of view, what is the most serious negative effect? Why?

C. Do you think that the positive effects of the Industrial Revolution outweigh the negative effects? Could they have done anything better?

D. Look for a positive and a negative effect of the use of AI. Can you find common patterns between the transformations of the industrial era and those of the digital era?

➌ THE SECOND INDUSTRIAL REVOLUTION

In the last third of the nineteenth century, the Second Industrial Revolution began. Germany, the United States and Japan took Great Britain’s place.

3.1. New sources of energy

Electricity and oil replaced coal. Thanks to the invention of the dynamo and the alternator, electricity could be used in industry, transport, communications, leisure and lighting. Oil began to be extracted in the USA. The invention of the internal-combustion engine made it possible to apply it to transport, and cars arrived on the scene. Oil was also applied to ships and aeroplanes.

3.2. New industries

There were advances in metallurgy thanks to the production of new metals (stainless steel and aluminium). The automotive industry became important thanks to the Ford Motor Company, while the chemical industry (fertilisers, pharmaceuticals, dynamite, etc.) and the cement industry – which enabled the building of the first skyscrapers – also gained importance.

3.3. New industrial organisation

New forms of industrial work emerged:

z Mass production. This made it possible to produce large quantities of goods with standardised designs at low cost.

z Taylorism, which proposed dividing the making of a product into simple tasks. Each worker was responsible for a very specific task, reducing wasteful movement. These systems were applied in the Ford factory (Fordism). In this period, industrial concentration took place. Companies joined together to establish areas of influence and to eliminate competitors.

➍THE NEW INDUSTRIAL SOCIETY

The ‘three-estate’ society gave way to class society. Social position was determined by purchasing power. Social mobility was possible, although extremely complicated. Men were equal before the law despite their economic inequalities, but women did not have any rights.

4.1. The middle classes

This was the dominant group, since it possessed the industries and dominated business, and was present in government. It was not a homogeneous group: there was an upper-middle class (bankers, owners of large factories, etc.) who mixed with the old nobility and imitated their ways of life, and middle and lower-middle classes, made up of white-collar professionals, administrative employees and small businessmen.

The upper-middle class lived in elegant neighbourhoods, with sewage systems, drinking water, lighting, and places of leisure.

4.2. Proletariat or lower classes

This group comprises factory and mine workers, who received a wage in return for their work. They were numerous and disadvantaged, made up mainly of farm labourers who had emigrated to the cities. Initially there was no legislation that regulated their working conditions. These were terrible: working days of 12-14 hours, 7 days a week, very low wages, bad hygiene and safety conditions in the factories, lack of insurance for accidents, sickness, or mistreatment by their employers.

Main milestones, inventions and discoveries

1856. Bessemer process

1867. Dynamite / Concrete

1876. Telephone / Typewriter

1886. Aluminium electrolysis

1889. Eiffel

Tower

1895.

Cinematographe

1899. Aspirin

1903. First flight

1859. Petroleum extraction

1879. Electric oven / Light bulb

1888.

Pnenumatic tyre / Photographic film

1869. Suez Canal 1895

1892. Diesel engine

1897. Wireless telegraphy

1914. Panama Canal

Examples of industrial concentration

Cartel Agreements between companies to fix prices or to divide up the market between them.

Trust Companies merge.

Holding Finance groups hold shares in different companies.

Monopoly Group of companies managed exclusively to commercialise a product.

Working-class slums in England. The working class lived near the factories, in unhealthy neighbourhoods (slums) that lacked basic services. They lived in crowded conditions, and their houses had neither lighting nor running water. Their only form of leisure was to go to the pub.

Paris Street; Rainy Day, by Gustave Caillebotte (1877).

6 In your notebook, check in which phase of the industrial revolution each element was developed.

7 In groups, investigate one of these inventions from the Second Industrial Revolution. Write a short text explaining its importance in its period and its influence on the present day. Each group shall present their conclusions.

a) Aspirin.

b) Lift.

c) Typewriter.

d) Telephone.

e) Cinematograph.

f) Light bulb.

g) Aeroplane.

h) Radio.

i) Photographic camera.

j) X-rays.

8 Correct the mistakes in these sentences about the industrial society in your notebook:

a) In class society, social position was determined by birth.

b) Women had the same rights as men.

c) Middle-class neighbourhoods were located near the factories.

d) Labourers worked for 6-8 hours a day.

e) Industrial workers had the right to take leave due to sickness or accident.

9 The Industrial Revolution began an age in which fossil fuels became the main energy sources. However, fossil fuels are non-renewable and extremely polluting. SDG 7 is to reduce the use of these sources and replace them with more sustainable and cheaper options. Make a list of renewable energies that you know about. Which are the most important in Andalusia? Do you use renewable energy at home?

10 2 Listen to the audio recording and complete the text. Then indicate in your notebook if these characteristics are pros or cons of mass-produced vehicles, like Ford’s model T:

a) Faster availability.

b) Cheaper price.

c) Lack of uniqueness.

d) Environmental impact.

Henry Ford was an and businessman born in the United States in 1863. He revolutionised the automobile industry in the early . In 1903, he founded his company, the Ford Motor Company. Ford wanted every to have their own vehicle and set out to reduce production costs by transforming the way they were produced.

He achieved his goal through the implementation of the . Using this system, Ford divided the production process into specific assigned to each worker. This reduced the time needed to assemble a car, making vehicles to the middle class. Additionally, Ford increased the wages of his workers so that they could afford the products they manufactured.

In 1908, he invented his famous model T, which was very affordable, easy to drive and repair due to the use of standardised . By the late 1920s, his model was so popular that one was manufactured every . Moreover, although its initial price was around 850 dollars, by 1927 it had been reduced to less than

Mass production of automobiles completely transformed communications in the United States and allowed for the shortening of distances. Additionally, it spurred the rapid construction of roads, like the famous . Also, gas stations were built all over the country.

First Industrial Revolution Second Industrial Revolution

4.3. Art in the industrial society

The transformations that took place during the Industrial Revolution were reflected in culture and art from the mid-nineteenth century.

The Realist painters, influenced by the scientific method, observed reality with meticulousness, and reproduced it as it was. Scenes of the everyday predominated (lives of anonymous workers).

Industrial architecture was developed thanks to the mass production of iron, steel, cement and glass. Bridges, factories, railway stations, markets and more were built to meet the demands of the capitalist society of the period. These edifices were functional and spacious, and their construction was fast and cheap.

➎THE LABOUR MOVEMENT

Labourers became aware of their situation and began to mobilise to improve their working and living conditions.

The first manifestations of the labour struggle were the mutual-aid societies. These were associations of workers formed to create a common financial fund and to help their members in case of illness or unemployment. Another movement was the Luddites, who reacted violently against the use of machines, which they blamed for taking their jobs and for low wages.

The first trade unions also emerged, which were associations of workers from the same sector who came together to improve their working conditions. Lastly, there was a political movement (Chartism), which sent the People’s Charter to the British Parliament to demand workers’ participation in politics.

The birth of the ideologies of the Left

A few thinkers raised the idea that the capitalist system created injustices and fostered exploitation. They therefore proposed new models of social and economic organisation.

Utopian socialism

Marxism

Socialism

They were the first to criticise capitalism. They wanted to organise society in a fairer and egalitarian way. Their projects of ideal societies and alternatives to capitalism were not successful, but they laid the foundations for the cooperative movement.

They denounced the exploitation of workers and argued for a workers’ revolution. They wanted to put an end to capitalism and impose communism. Their proposal was based on a workers’ government that would eliminate private property.

They tried to improve the situation of workers through their presence in governments, rejecting the idea of revolution. They proposed labour laws, public health and education.

The Gleaners, by Jean-François Millet (1857). Together with Courbet, Daumier, Bashkirtseff and Sorolla were the most noteworthy painters.

Milestones of the labour movement

1830. First major British trade union

1830

1840

1848. Publication of the Communist Manifesto

1864. 1st International

1834. First general union in the United Kingdom

Anarchism

Internationalisation

They advocated revolution to destroy the State and to create an egalitarian society. They were opposed to participation in politics. They formed unions to promote revolution and defend their ideas: individual freedom, collective property, and rejection of authority.

The Marxists and anarchists wanted to unite the workers of the whole world to fight against capitalism. In 1864 the International Workingmen’s Association was created. It broke apart due to differences between Marxists and anarchists. The Second International was created in 1889, comprising only Marxists and socialists.

1875. Founding of the German Social Democratic Party

1888. Creation of Spain’s General Workers’ Union (UGT)

1850

1860

1870

1880

1890

1860. Legalisation of unions in Germany

1871. Legalisation of British unions/ Paris Commune

1879. Founding of the Spanish Socialist Workers’ Party (PSOE)

1889. 2nd International/Labour Day: 1st May, called May Day

Marxism is a school of thought based on the work of Karl Marx and Friedrich Engels. Its premise is that the proletariat class should rise up against the bourgeoisie and seize power to end the liberal capitalist system.

11 Are these statements true or false? Correct the false ones in your notebook:

a) The scientific method influenced the Realist painters.

b) The paintings had few details.

c) Realist paintings did not usually represent the lower classes.

d) The main buildings constructed with iron, steel and glass were cathedrals and palaces.

e) The constructions of this new architecture were functional and cheap to build.

12 Classify the following thinkers of the labour movement in a table like the following in your notebook. Then, in groups, research one of them and present your results to the rest of your classmates.

• Louise Michel

• Robert Owen

• Karl Marx

• Rosa Luxemburg

• Flora Tristán

• Mikhail Bakunin

• Giovanna Berneri

• Charles Fourier

• Friedrich Engels

Utopian socialism Marxism Anarchism

13 Say which labour movement each description corresponds to.

a) Through the People’s Charter, it demanded the participation of workers in politics.

b) It denounced the exploitation of workers and argued for a revolution to create a workers’ government.

c) It was a violent reaction against machines, which they blamed for low wages and loss of jobs.

d) It sought to destroy the state and create an egalitarian society.

e) It rejected revolution and sought for workers to have a presence in government through the foundation of parties.

14 2 Listen to the audio recording and answer the questions in your notebook.

a) What do we commemorate on 8th March?

b) What happened in 1857?

c) Who was Clara Zetkin?

d) What tragedy took place in the Triangle Shirtwaist factory?

e) Why is it important to commemorate 8th March?

15 The aim of SDG 8 is to promote sustained economic growth that is inclusive and sustainable, full and productive employment and decent work for all. Almost 2.2 billion people live in the shadow of poverty, with around 2 euros a day. Make a list of the requirements needed for a job to be decent.

Task THE LABOUR CONDITIONS IN MODERN TEXTILE FACTORIES

The situation of the working class improved thanks to the workers’ movement, which brought about the creation of labour legislation. Unfortunately, there are still places in the world where workers are exploited (child labour, unequal wages between men and women…).

The other face of the textile industry Nasreen Sheikh […] fell into the clutches of the textile industry as a child labourer when she was only ten years old. She slept, ate and worked in the same room, which she describes as a ‘prison cell’, in an illegal factory in Kathmandu (Nepal). Her working day lasted 12 to 15 hours, and she had no labour rights. ‘My fingers would bleed, but they forced me to carry on working for less than two dollars and an exhausting shift.’ The rules were simple: if they did not finish the job, they did not get paid […].

Text adapted from: Carmen Blanco Grigelmo, www.elpais.es (2/1/2023).

A.VRead the news item about the other face of the textile industry and afterwards complete the table below in your notebook.

Labour situation in Nepal Labour situation in Spain

Regulated working day of eight hours

Habitual employment of child labour

Very low wages and no regulation through agreements

Habitual abuse of workers

Working environment generally safe and regulated

Workers’ rights (leave due to illness or accident)

Ill health caused by the working conditions

B.

Think about your own life and what it would be like if you had been working since you were ten. Write several sentences showing the things that you would no longer be able to do, reflecting on how it would change your character or way of being, your hopes for the future, and so on.

C. Write a script for an Instagram Reel, one minute in length, in which you denounce the exploitation of children in textile factories in some parts of the world. You can include data from the text above or search for additional information.

Grammar in geography and history

Future tense

We use will and be going to when we refer to future actions.

z We use will + verb when we have just decided to do something, and we announce our decision.

I feel a bit hungry, I will have something to eat.

I see you need help, I will stay longer.

z We use going to + verb when we refer to something we have decided before now.

Tomorrow is my birthday, I’m going to invite my friends over.

1 Use will or going to, as appropriate, to complete these sentences.

a) Julia Bay (go) to work tomorrow at 8 a.m.

b) Her supervisor (teach) Julia how to use the new machinery.

c) Julia is excited about her new job because she (help) her family to have better living conditions.

d) Julia believes the machinery (make) her work faster.

10 questions

1 Where and when did the Industrial Revolution begin? It began in Great Britain in the eighteenth century.

2 Why was there a demographic revolution in the 18th century? How is it connected to the agricultural revolution?

It was due to the increase in food and the improvements in health and hygiene. The resulting demographic explosion caused a higher demand for food. In order to meet this demand, changes were introduced in the countryside.

3 Which machine was fundamental in driving industrialisation?

The steam engine, patented by James Watt in 1769.

4 What importance did the railway have in the first stage of the Industrial Revolution?

The railway improved mobility and the transport of goods, facilitating industrial growth. The first passenger line connected Liverpool and Manchester.

5 When did the Second Industrial Revolution take place?

It took place in the last third of the 19th century and spread across the world.

6 Which energy sources replaced coal in the Second Industrial Revolution?

Electricity was applied to industry, transport, communications, leisure and lighting. Oil was used in transport, with the invention of the internal combustion engine. Both replaced coal.

Activities

e) She thinks that the demand for clothes (increase) in the next few months.

f) She is convinced that the factory (need) more workers in the future.

2 Imagine Edison is introducing his lightbulb and its positive contributions. Circle the correct option in each case.

Ladies and gentlemen,

Today I stand before you to introduce a revolutionary invention that will / is going to illuminate history: the incandescent light bulb. We will not/ are not going to live in a dark world anymore. My light bulb will / is going to change the way we live. We will not / are not going to hide at home early in winter: life will / is going to go on when the Sun sets. My invention will / is going to brighten homes and streets: going for a walk will / is going to never be dangerous again. In the coming months, industries will / are going to flourish with extended working hours and education will / is going to be more accessible. Generally, our societies will / are going to experience a deep transformation. As I am speaking to you today, I feel hopeful about the future: light will / is going to bring more entertainment and safety to our cities.

Raise your glasses and celebrate with me! The future is here!

7 Which two new industries gained importance during the Second Industrial Revolution?

The automotive industry, the Ford Motor Company being the most notable. It made the use of motor vehicles accessible to much of society. Also, the chemical industry, which made it possible to make fertilisers, pharmaceuticals and dynamite.

8 Which artistic movements of the nineteenth century can we associate with the Industrial Revolution? Realism, which captured reality with meticulousness, prioritising everyday scenes, with anonymous workers. The architecture of iron, steel and glass was also prominent, to construct functional and spacious buildings.

9 What were the first forms of labour organisation and protest?

Mutual-aid societies, the Luddites, the first trade unions, and Chartism.

10 What trends in thought emerged to counter the exploitation of workers?

Utopian socialism, Marxism and anarchism emerged. Utopian socialists sought to make society fairer and more egalitarian. Marxism argued for a workers’ revolution that would put an end to capitalism. Anarchism advocated the creation of an egalitarian society through revolution and rejected political participation.

task

What about fast fashion? final

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The labour conditions of workers during the Industrial Revolution were terrible. Unfortunately, they remain so in some parts of the world today. In some south-east Asian countries, textile workers face harsh working conditions: low pay, long working days, poor safety…

‘Fast fashion’, which emerged in the 1990s, changed our way of understanding clothing. A piece of clothing no longer had to last many years. It could easily be replaced by another due to their low prices. Today, the media and social networks incentivise fast and impulsive consumption. This has extremely negative effects on the environment and on the labour conditions of workers.

Consequences of the fast fashion cycle

• Rapid changes in fashion trends.

• Garments are produced extremely quickly in factories located in Asia.

• Consumers can buy the latest fashions without spending a fortune.

• The clothing wears out rapidly or goes out of fashion within a few months.

• Often, the clothes are not even used and become waste that fills up rubbish tips.

Imagine that you work in a clothing company. Choose one of the consequences of the fast fashion cycle and draw up a proposal that prevents it from happening. After that, imagine that you are a consumer and complete the following sentences to avoid participating in the fast fashion cycle.

a) second-hand clothes.

b) the quality of garments.

c) some clothes, using them to make others.

d) clothes with friends.

Raise awareness of the problem. In pairs, create a slogan that condemns some aspect of fast fashion. In the whole class, vote on the one that represents you the most and prepare an eye-catching poster with images and succinct phrases.

Share your slogans on the schools social networks or blog; or print and display them in your classroom or along the school’s hallways.

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4 GEOGRAPHY & HISTORY