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Lerok [7]
2 years ago
9

What was a major social effect of the Industrial Revolution?

History
1 answer:
Helga [31]2 years ago
4 0

Answer:

Rapid urbanization (Population growth)

                                                                              ( Better description )

 - and the formation of a new industrial middle class and industrial working class. It provided monetary rewards and new prospects, but it also created significant challenges for industrial employees and miners, particularly women and children. Farming changes, skyrocketing population development, and an ever-increasing demand for employees drove large numbers of people to relocate from fields to cities. Small communities around coal or iron mines grew into cities almost overnight.

Below is a walk-through on what the Industrial Revolution was and its everlasting effects. The answer to the primary question is above.

<h2>What was the Industrial Revolution?</h2>

The totality of the changes in economic and social organization that began about 1760 in England later in other countries, characterized chiefly by the replacement of hand tools with power-driven machines, as the power loom and the stream engine, and by the concentration of industry in large establishments.

<h3>What was the significance of the Industrial Revolution?</h3>

Effects of the Industrial Revolution

Because the Industrial Revolution was so fresh towards the end of the 18th century, there were no regulations to govern new industries at the time. There were no rules prohibiting firms from recruiting seven-year-old youngsters to work full-time in coal mines or factories, for example. There were no restrictions governing what industries may do with biohazard waste. Because of free-market capitalism, the government had no role in regulating new enterprises or developing services for new communities. And those in charge of the government preferred it that way—at the time, only a small proportion of the wealthy could vote in England. So, between 1790 and 1850, during the first phase of the Industrial Revolution, British society became the first illustration of what happens in a country when free-market capitalism has no constraints.

Working Conditions

The British Parliament approved the Combination Acts in 1799 and 1800, making it illegal for workers to unionize or combine as a collective to demand better working conditions.

The Poor Law of 1834 established workhouses for the poor. Poorhouses were purposefully constructed to be unpleasant environments in order to dissuade individuals from staying on "relief" (government food aid).

Urbanization

The emergence of cities was one of the most distinctive and long-lasting elements of the Industrial Revolution. More than 80% of individuals in pre-industrial society lived in rural regions. Small towns grew into major metropolis as people relocated from the countryside. For the first time in history, more people lived in cities than in rural regions in Great Britain by 1850. As other nations in Europe and North America began to industrialize, they, too, followed the road of urbanization. By 1920, cities housed the vast majority of Americans.

Child Labor

Unfortunately, child labor was common in the early industries, mines, and mills in England. As modern power looms and spinning mules replaced expert workers in textile mills, industry owners utilized cheap, unskilled labor to reduce production costs. And the cheapest labor was kid labor. Some of these devices were so simple to use that even a tiny kid could do the simple, repetitive operations. Some maintenance jobs, such as squeezing into tiny spots, may be easier for youngsters to complete than for adults. Furthermore, children did not attempt to join labor unions or go on strike. Best of all, they were paid one-tenth of what males were. So it's not unexpected that youngsters were frequently employed in the first factories in history.

The Emerging Middle Class

A middle class, or "middling type," did arise in industrial cities gradually, especially at the end of the nineteenth century. Until then, society had just two broad classes: aristocrats born into lives of wealth and luxury, and low-income commoners born into working-class lives. However, emerging urban industries eventually demanded more "white collar" employment, such as business people, shopkeepers, bank clerks, insurance agents, merchants, accountants, managers, physicians, attorneys, and teachers. Middle-class persons were more likely to be paid monthly or yearly than hourly. The expansion of retail businesses in England from 300 in 1875 to 2,600 by 1890 was one indicator of this expanding middle class. Another distinguishing feature of the middle class was their ability to employ maids to cook and clean the house on occasion. Not unexpectedly, the number of domestic servants surged from 900,000 to 1.4 million between 1851 and 1871. This is evidence of a tiny but growing middle class that takes pleasure in taking care of themselves and their family. Professional success, they believed, was the consequence of a person's energy, dedication, and hard effort.

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Hello there,

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I don’t know of a good, succinct guide to note-taking, but here are a few random observations based on my own experience as a student and listener.

Taking notes in class is important because it helps you to stay alert and focused on the class, and because you’ll walk away from the class with a fairly detailed record of what was said. Memory is imperfect and won’t last long, but you’ll have the notes for review throughout the term.

When I was in college, I kept a lined 8 1/2 x 11 spiral notebook for each of my courses and took my notes in this notebook. I would usually write from one side of the page to the other, leaving very narrow margins. This was a mistake because it made the page hard to scan over quickly. A better way is to run a vertical line down the page about 1/3 over from the left edge. Take detailed notes to the right of this line, leaving the left-hand third of the page free so that you can later add brief summary notes, jot down a question, or whatever.

I think it’s a good idea to take notes in ink and to use just one side of the page. A spiral notebook is best because the pages won’t get separated from one another.

The professor may put an outline on the blackboard, but that is usually just a barebones list of topics to be covered during class. You can use the prof’s points as the major headings in your notes, but you will need to fill in a lot of information that isn’t on the blackboard.

Liberally use abbreviations and short forms of words. Why write out “popular sovereignty” when you could write “pop sov”? John C. Calhoun can become JCC, Abraham Lincoln AL, etc. In your blank left-hand column you can provide a key to the abbreviations. Every note-taker also develops short forms of words such as cd for could, wd for would, w/ for with, n for not, k for can, gd for good, etc. Start by using one or two such forms and then gradually add more.

In any course, some of the lecture material will actually present factual information not available in the reading. So you should get some of this factual stuff down in your notebook, not just the prof’s big generalizations.

When a primary source is discussed in class or other students ask questions, jot down some notes. If you have been given the source as a handout, you can add some notes right on the sheet of paper. Student comments and questions are often every bit as insightful as anything the prof says, so they are often worth preserving in your notes. Even if a question never gets a satisfactory answer, the question itself may be worth putting in your notes.

If the prof puts a list of names or terms on the board, write them down. If it’s a list of important points, such as the terms of the Compromise of 1850 or the war aims of the U.S. and Britain in World War II as stated in the Atlantic Charter (1941), obviously you should get these down too.

If the prof reads something aloud and you can’t get a lot of this document down in your notes, at least try to jot down the name of the source and the circumstances surrounding it, and try to summarize its main significance. Perhaps you can chase it down later and read it in full.

After class, sit down somewhere and take five minutes to go over your notes and amplify or clarify them if necessary, while the class is still fresh in your mind.

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– KJ, Carleton College, June, 2003

Explanation:

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