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Global Perspectives on Industrialization

Purpose of Course  showclose

Course Information  showclose

Learning Outcomes  showclose

Course Requirements  showclose

• Unit 1
• Unit 2
• Unit 3
• Unit 4
• Unit 5
• Unit 6
• Unit 7
• Unit 8
• Unit 9
• Unit 10
• Final Exam
• All Units

Unit Outline show close

Unit 1: Industrialization and Theories of Economic Change  

In the late 18^th century, the world economy embarked on a rapid process of change. During this Industrial Revolution, new technologies greatly magnified the productivity of workers, while fossil fuels pushed manufacturing and transportation systems far beyond the natural limits of human and animal power. As these advances drove the cost of industrial production down, consumption of manufactured goods skyrocketed around the world. By the end of the 19^th century, nearly every society on Earth had been affected by the arrival of new products, new means of transportation, new weapons, and new ideas. Scholars have tried to explain the causes of this great transformation since it began. 
 
This unit will explain what industrialization is and provide a brief overview of what the Industrial Revolution was and how it revolutionized people’s lives. We will then study different interpretations of economic theory that attempted to account for these dramatic changes, beginning with pre-industrial theories and culminating with current perspectives on the global economy.

Unit 1 Time Advisory   show close


Unit 1 Learning Outcomes   show close


1.1 Industrialism: An Overview  

1.1.1 The Industrial Revolution in England  

• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “Lecture 17: The Origins of the Industrial Revolution in England”

  Links: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: Lecture 17: The Origins of the Industrial Revolution in England (HTML).
  
  Instructions: Please read Dr. Kreis’s lecture to understand the conditions in England that helped give rise to the industrial revolution.  This reading should take you about 15 minutes to complete.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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1.1.2 Changing Daily Lives  

• Web Media: YouTube: Bill Blakemore’s “Turning Points in History—Industrial Revolution.”

  Link: Bill Blakemore’s “Turning Points in History—Industrial Revolution” (YouTube)
  
  Instructions: Please watch this short video (3:31) and pay special attention to how the Industrial Revolution changed daily life in Britain and the United States.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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1.2 Classical Theories  

1.2.1 Mercantilism  

• Reading: EconLib.org: The Concise Encyclopedia of Economics: Laura LaHaye’s “Mercantilism”

  Link: EconLib.org: The Concise Encyclopedia of Economics: Laura LaHaye’s “Mercantilism” (HTML)
   
  Instructions: Read this article about the history of mercantilism to understand how this theory of trade and industry emerged.  It should take roughly 15 minutes to read the entire article.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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1.2.2 Adam Smith  

• Reading: EconLib.org: The Concise Encyclopedia of Economics: “Adam Smith”; Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s version of Adam Smith’s “The Wealth of Nations, 1776”

  Link: EconLib.org: The Concise Encyclopedia of Economics: “Adam Smith”  (HTML) Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s version of Adam Smith’s “The Wealth of Nations, 1776” (PDF)
   
  Instructions: First read the biographical article about Adam Smith at EconLib.org to understand the context of Adam Smith’s thinking about economic change.  Then, read the excerpts from Adam Smith’s Wealth of Nations at the Internet Modern History Sourcebook to understand the kinds of arguments Smith made in his writing.  It will take you about 1 hour to complete both readings.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. Adam Smith's "The Weatlh of Nations, 1776" is in the public domain.

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1.2.3 Max Weber  

• Reading: Marxists.org: Max Weber’s “Chapter I: Religious Affiliation and Social Stratification”

  Marxists.org: Max Weber’s “Chapter I: Religious Affiliation and Social Stratification” (HTML)
  
  Instructions: Please read this article to understand Max Weber’s argument that religious affiliation affected the willingness of people to engage in capitalist enterprises. Note that this is an excerpt from Weber’s classic text, The Protestant Ethic and the Spirit of Capitalism. Weber is only laying out his main ideas in this opening chapter.  It should take roughly 45 minutes to read the entire chapter.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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1.3 Radical Theories  

1.3.1 Friedrich List  

• Reading: United Nations Conference on Trade and Development: Discussion Paper 149: Mehdi Shaefaeddin’s “What Did Frederick List Actually Say? Some Clarifications on the Infant Industry Argument”; Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s version of George Frederich List’s “National Economy”

  Link: United Nations Conference on Trade and Development: Discussion Paper 149: Mehdi Shaefaeddin’s “What Did Frederick List Actually Say? Some Clarifications on the Infant Industry Argument”; (PDF) Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s version of George Frederich List’s “National Economy” (PDF)
   
  Instructions: To read the article by Mehdi Shaefaeddin, locate the PDF file titled “What did Frederick List Actually Say?” on the document list (scroll approximately two-thirds of the way down the webpage).  Then, read the excerpt from the primary source document by Friedrich List at Paul Halsall’s web site.  It should take you no more than 1 hour and 15 minutes to read both documents.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. George Frederich List’s “National Economy” is in the public domain.

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1.3.2 Karl Marx  

• Reading: University of the West of England: Professor J. Paul Dunne’s “Marxist Economics”; Washington State University: Paul Brians’s “Reading About the World, Volume 2”: Karl Marx’s and Friedrich Engel’s “The Communist Manifesto” (1848)

  Link: University of the West of England: Professor J. Paul Dunne’s “Marxist Economics”; (HTML) Washington State University: Paul Brians’s “Reading About the World, Volume 2”: Karl Marx’s and Friedrich Engel’s “The Communist Manifesto” (PDF) (1848)
   
  Karl Marx’s and Friedrich Engel’s “The Communist Manifesto” is also available in:
  iBook
  
  Instructions: Read J. Paul Dunne’s article to understand the basic outline of Karl Marx’s theory of economics.  Then, read Marx’s and Engel’s “Communist Manifesto” at Washington State University’s website.  This entire assignment may take up to 3 hours to complete.  You should make sure you have enough time to read both documents in their entirety before beginning.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. Karl Marx’s and Friedrich Engel’s “The Communist Manifesto” is in the public domain.

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1.3.3 Joseph Schumpeter  

• Reading: Marxists.org: “On the Concept of Social Value”

  Link: Marxists.org: “On the Concept of Social Value” (HTML)
   
  Instructions: Please read Schumpeter’s article from the Quarterly Journal of Economic Thought and note his argument about the connection between individualistic economic desire and the community at large.  This reading will take about 30 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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1.4 Contemporary Perspectives on Industrialization  

1.4.1 The “Stages of Growth” Theory  

• Reading: Mt. Holyoke College: Vincent Ferraro’s version of W.W. Rostow’s The Stages of Economic Growth: A Non-Communist Manifesto: “Chapter 2: The Five Stages of Growth”

  Link: Mt. Holyoke College: Vincent Ferraro’s version of W.W. Rostow’s The Stages of Economic Growth: A Non-Communist Manifesto: “Chapter 2: The Five Stages of Growth” (HTML)
   
  Instructions: Read this chapter for W.W. Rostow’s explanation of industrialization and economic change.   This reading should take no more than 45 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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1.4.2 “Dependency” Theory  

• Reading: Mt. Holyoke College: Vincent Ferraro’s “Dependency Theory: An Introduction”

  Link: Mt. Holyoke College: Vincent Ferraro’s “Dependency Theory: An Introduction” (PDF)
   
  Instructions: Read Vincent Ferraro’s article to understand the arguments about industrialization and trade made by dependency theorists.  It should take approximately 30 minutes to complete this reading.
   
  Terms of Use: The linked material above has been reposted by the kind permission of Vincent Ferraro, and can be viewed in its original form here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

• Assessment: The Saylor Foundation's "Comparing Economic Theories"

  Link: The Saylor Foundation's "Comparing Economic Theories" (PDF)
   
  Instructions: Please complete the linked assessment in order to review the major economists and their theories from this Unit.  When you are done, please check your work against The Saylor Foundation's "Answer Guide to Economic Theories." (PDF) This assessment should take no more than 45 minutes to complete.

  See a broken link? Please let us know!

Unit 2: Ancient and Early Modern Industry  

Industry did not begin with the Industrial Revolution. Ancient societies produced consumer goods on a large scale, serving markets spread over hundreds or even thousands of miles.   In ancient Rome, India and China, large populations, centralized governments, and well-connected international trading routes created vast markets for all manner of goods, ranging from military and agricultural equipment to textiles and home décor. Entrepreneurs seeking to profit from these markets developed new techniques and new tools for mass production that laid the groundwork for future industrial advances. Many of these technological advances fell into disuse during the medieval period, but entrepreneurs continued to develop new commercial practices to organize and finance large-scale business.
 
In this unit, we will examine several important industries that developed in the ancient world, such as mining, metallurgy, and textiles. We will then see how merchant entrepreneurs developed the tools and institutions that led to capitalism.

Unit 2 Time Advisory   show close


Unit 2 Learning Outcomes   show close


2.1 Industry in Ancient Rome  

2.1.1 Mining  

• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Lecture 13: A Brief Social History of the Roman Empire”; University of North Carolina-Chapel Hill: Lynne Cohen Duncan’s “Roman Deep-Vein Mining”

  Links: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Lecture 13: A Brief Social History of the Roman Empire”; (HTML) University of North Carolina-Chapel Hill: Lynne Cohen Duncan’s “Roman Deep-Vein Mining” (HTML)
   
  Instructions: Read Dr. Steven Kreis’s article for an overview of Roman society at its height in the first and second centuries CE.  Please note that this article contains content for subunits 2.1.1-2.1.3.  Then, read Lynne Cohen Duncan’s article about Roman mining to understand how ancient Romans solved the technical problems of mining.  It will take approximately 1 hour to complete both readings in their entirety.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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2.1.2 Glass Production  

• Reading: The Metropolitan Museum of Art: Heilbrunn Timeline of Art History: Rosemarie Trentinella’s “Roman Glass”

  Link: The Metropolitan Museum of Art: Heilbrunn Timeline of Art History: Rosemarie Trentinella’s “Roman Glass” (HTML)
   
  Instructions: Read this article about the history and evolution of Roman glass production.  It should take no more than 15 minutes to read this article.
   
  Note on the Text: The manufacture of glassware was known throughout the ancient world, but Roman craftsmen produced glass on an unprecedented scale.  The invention of glassblowing during the first century BCE allowed craftsmen to quickly produce glass products in a wide range of shapes, bringing cheap glass to mass markets.  This article was produced as part of the Metropolitan Museum of Art’s Heilbrunn Timeline of Art History.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Web Media: YouTube: TitusLabeinus’s “The Roman Glass Industry”

  Link: YouTube: TitusLabeinus’s “The Roman Glass Industry” (YouTube)
   
  Instructions: Watch this short clip (3:28 minutes) to see how Roman craftsmen produced glassware and to understand what kinds of markets Roman glass industries served.
   
  Note on the Media: This clip was originally part of Adam Hart-Davis’ television program “What the Romans Did for Us,” which was first broadcast on the BBC in 2000.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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2.1.3 Markets and Distribution  

• Web Media: The Open University’s “Imperial Rome and Ostia” Podcast

  Link: The Open University’s “Imperial Rome and Ostia” Podcast (Adobe Flash)
   
  Also available in:
  iTunes U
  PDF Transcript (Select "Track Description" Tab below each clip)
   
  Instructions: Watch all of the podcasts in the order listed on the right-side navigation bar to understand how Rome was built and how supplies entered and exited the city.  There are 15 podcasts of varying lengths in total, and it will take 1 hour to watch them all.
   
  Note on the Media: This series of podcasts uses images of Roman ruins and scale models to illustrate the architecture and urban development of the city of Rome.  Through its port city of Ostia, Rome imported vast quantities of food and other commodities and exported manufactured goods across the Roman Empire.  Roman industry often relied on cheap slave labor to supply large urban markets with goods.  These podcasts were produced for an online course in Arts and the Humanities at The Open University.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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2.2 Ancient Chinese Innovations  

2.2.1 The "Four Great Inventions"  

• Reading: CulturalChina.org’s “Kaleidoscope: Science and Invention”: “Gunpowder,” “Printing,” “Paper,” and “Compass”

  Link: CulturalChina.org’s “Kaleidoscope: Science and Invention”: “Gunpowder,” (HTML) “Printing,” (HTML) “Paper,” (HTML) and “Compass” (HTML)
   
  Instructions: Read these four short articles to learn about the origins of China’s great inventions of gunpowder, printing, paper, and the compass.  It should take no more than 15 minutes to read all four articles.
   
  Note on the Text: The “Four Great Inventions” of China had an enormous impact on world history.  These articles emphasize that Chinese craftsmen and scholars discovered gunpowder, printing, paper, and the compass either by accident or to solve simple problems in everyday life.  These articles were produced by the Shanghai News and Press Bureau.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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2.2.2 Metalworking  

• Reading: Denver Art Museum’s Asian Art Department: Emma C. Bunker’s “The Beginning of Metallurgy in Ancient China” and Copper.org’s “Copper and Bronze in Ancient China.”

  Link: Denver Art Museum’s Asian Art Department: Emma C. Bunker’s “The Beginning of Metallurgy in Ancient China” (HTML) and Copper.org’s Copper and Bronze in Ancient China (HTML)
   
  Instructions: Read these short articles to learn about the origins of bronze and copper metallurgy in ancient China.   It will take about 15 minutes to read both articles.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

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2.2.3 Applying Industry to Agriculture  

• Lecture: Purdue University: Jules Janick’s “History of Horticulture”: “Lectures 12-13: Agricultural Origins in Asia

  Link: Purdue University: Jules Janick’s “History of Horticulture”: “Lectures 12-13: Agricultural Origins in Asia”  (Quicktime)
   
  HTML Reading
  Powerpoint Slides
   
  Instructions: Scroll down the page and select the two links titled “Video” next to the heading “Lectures 12-13: Agricultural Origins in Asia” to launch the video lectures.  To access the PowerPoint presentation scroll down the website, select the link titled “Lec12w.ppt” and download the presentation.  Each lecture video is about 50 minutes long, however it may be faster to read the transcripts.  It should take no more than 2 hours to listen to or read Dr. Janick’s lectures.
   
  Note on the Text: These lectures provide a general overview of agricultural change in China.  Chinese farmers invented a wide range of devices to increase the yield of farms and to save labor, many of which were diffused to other parts of the world, especially Europe.  This lecture was written by Jules Janick for students at Purdue University.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

2.3 Other Pre-Modern Economies  

2.3.1 Germania  

• Reading: Livius.org: Jona Lendering’s “Germania Inferior”

  Link: Livius.org: Jona Lendering’s “Germania Inferior” (HTML)
  
  Instructions: Please read the article to understand economic development in Roman-occupied parts of Europe.  It should take you no more than 15 minutes to read this brief article.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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2.3.2 India  

• Reading: Internet Archive: M. P. Gandhi’s The Indian Cotton Textile Industry, Chapters 1 and 2.

  Link: Internet Archive: M. P. Gandhi’s “The Indian Cotton Textile Industry,Chapters 1 and 2” (BookReader)
  
  Instructions: Please read the first two chapters (pages 1–16) of M. P. Gandhi’s The Indian Cotton Textile Industry to learn about pre-European cotton manufacturing in India. Use the navigational tools in the bottom right corner of the screen to flip the pages of the book.  It will take you approximately 1 hour to read the two chapters.
  
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2.4 Merchant Capitalism and Manufacturing in the Early Modern Period  

2.4.1 Merchant Capitalism in the Mediterranean and Baltic Seas  

• Web Media: Learner.org: Eugen Weber’s “The Western Tradition”: “30: The Rise of the Trading Cities”

  Link: Learner.org: Eugen Weber’s “The Western Tradition”: “30: The Rise of the Trading Cities” (Adobe Flash)
   
  Instructions: Scroll down the page for “The Western Tradition” and select the “VoD” icon to watch the video for Unit 30: “The Rise of the Trading Cities” (27:37 minutes).
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: History World: Bamber Gascoigne’s “History of Capitalism: To the 17th Century”

   Link: History World: Bamber Gascoigne’s “History of Capitalism: To the 17^th Century” (HTML)
   
  Instructions: Please use the assignment below to help guide your reading of the five sections on this webpage titled “The Origins of Capitalism,” “Chartered Companies,” “Calvinism and Capitalism,” “Speculation,” and “London’s Coffee Houses” to understand how early forms of capitalism developed in merchant communities in Europe.  Click on the hyperlinks of each title under “To the 17^th Century” on the left side of the webpage.   Please note that this reading also covers material for subunit 2.3.3.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Assessment: The Saylor Foundation's "Early Capitalist Development in Europe"

  Link: The Saylor Foundation's "Early Capitalist Development in Europe" (PDF) and "Answer Guide to Early Capitalist Development in Europe" (PDF)
  
  Instructions: Please use the linked assessment to guide your reading of Bamber Gascoigne's "History of Capitalism: To the 17^th Century." After you have finished reading, compare your notes to the answer guide.  This assessment should take approximate 30 minutes to complete.

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2.4.2 Trading Companies and Consumer Goods  

• Lecture: Gresham College: Dr. Thomas Crump’s “The History of the Dutch East Indies Company”

  Link: Gresham College: Dr. Thomas Crump’s “The History of the Dutch East Indies Company” (Adobe Flash)
   
  Also available in:
  Mp3
  Mp4 Video
  Transcript
   
  Instructions: Scroll down the page and select the link to download or launch the video lecture online.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Unit 3: Capitalism, Agriculture, and Industry  

Capitalism, an economic system based on the private ownership of productive power, made the Industrial Revolution possible by creating demands for goods and incentives for entrepreneurs to invest in production.  Capitalism had its origins in merchant activity, but by the 17^th and 18^th centuries, it began to penetrate traditional agricultural and industrial sectors.  New crops from the Americas and new ideas about agricultural production led to an Agricultural Revolution in Europe, resulting in growing populations as well as the creation of new wealth among landowners.  Capitalism matured as an economic system in the Atlantic World, where investors used capital to buy land in the Americas and captive labor from Africa to produce consumer goods like tobacco, sugar, and cotton for growing world markets.  Throughout the period, capitalist merchants tapped existing handicraft producers of manufactured goods, using saved capital to finance industrial production on a growing scale.
 
In this unit, we will analyze the impact of the Agricultural Revolution on Europe and see how it encouraged the growth of capitalism in Europe, across the Atlantic, and around the world.

Unit 3 Time Advisory   show close


Unit 3 Learning Outcomes   show close


3.1 The Agricultural Revolution  

3.1.1 The “Columbian Exchange”  

• Lecture: Learner.org’s Bridging World History: “Unit 16: Food, Demographics, and Culture”

  Link: Learner.org’s Bridging World History: “Unit 16: Food, Demographics, and Culture” (HTML and Adobe Flash)
   
  Also available in:
  PDF Transcript (Video)
   
  Instructions: Read the text on the webpage and then select the link titled “View the video online” in the left-side table of contents under “Download Materials” to watch the video. Select the “Video Transcript (PDF)” for access to the video text.   It should take no more than 30 minutes to either watch the video or read the text.
   
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3.1.2 The Agricultural Revolution in Europe  

• Reading: BBC: British History In-Depth: Professor Mark Overton’s “Agricultural Revolution in England 1500-1850”

  Link: BBC: British History In-Depth: Professor Mark Overton’s “Agricultural Revolution in England 1500-1850” (HTML)
   
  Instructions: Read this article by Professor Overton to understand the changes in agricultural productivity witnessed in England.  It should take you about 15 minutes to read the article in its entirety.
   
  Note on the Text: Author, Mark Overton, is Professor of Economic and Social History at the University of Exeter.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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3.1.3 Demographic Change in Europe  

• Reading: Centre for Economic Policy Research: “Unifying the European Experience: Historical Lessons of Pan-European Development”: Paolo Malanima’s and Oliver Volckart’s “Chapter 1.10: Urbanisation, 1700-1870”

  Link: Centre for Economic Policy Research: “Unifying the European Experience: Historical Lessons of Pan-European Development”: Paolo Malanima’s and Oliver Volckart’s “Chapter 1.10: Urbanisation, 1700-1870” (PDF)
   
  Instructions: Scroll down the webpage about half way to locate Paolo Malanima’s and Oliver Volckart’s article titled “Chapter 1.10: Urbanisation, 1700-1870.”  Then, select the hyperlink to open the PDF file.  It should take roughly 2 hours and 30 minutes to read the entire article.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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3.2 Proto-Industrialization  

3.2.1 Rural Manufacturing in Europe  

• Reading: Scottish Textile Heritage Online: Dan Coughlan’s “The Domestic System”; Economic History Society: “The Industrial Economy”: “Industry: Factories and Other Forms of Industry”

  Links: Scottish Textile Heritage Online: Dan Coughlan’s “The Domestic System”; (HTML) Economic History Society: “The Industrial Economy”: “Industry: Factories and Other Forms of Industry” (HTML)
   
  Instructions: Read both of these articles to understand how the “putting-out system” (also called the “domestic system”) replaced guild-based manufacturing in some sectors.  It should take no more than 15 minutes to read both brief articles.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

3.2.2 Handicraft Production in Asia  

• Reading: American Historical Association: 1993 Presidential Address: Louise A. Tilly’s “Connections”

  Link: American Historical Association: 1993 Presidential Address: Louise A. Tilly’s “Connections” (HTML)
   
  Instructions: Read Louise A. Tilly’s article comparing textile industries in three parts of the world.  It should take you approximately 1 hour and 30 minutes to read this article in its entirety.
   
  Note on the Text: This transcript of the American Historical Association’s presidential address examines early forms of industrial production in South Asia, England, and France.  The author argues that early industrialization in England stunted industrial development in South Asia, while showing that European and Asian workers experienced major social changes as a result of their shifting economic roles.
   
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3.3 Capitalism in the Atlantic World  

3.3.1 Raw Materials from the Americas  

• Reading: Urhobo Historical Society: Dr. Joseph E. Inikori’s “The Atlantic World Slave Economy and the Development Process in England, 1650-1850”

  Link: Urhobo Historical Society: Dr. Joseph E. Inikori’s “The Atlantic World Slave Economy and the Development Process in England, 1650-1850” (HTML)
   
  Instructions: Read this entire article to understand how slavery contributed to the development of industry in Europe.  It should take about 1 hour and 15 minutes to complete this reading in its entirety.  Please note that this reading applies to subunits 3.3.1-3.3.2.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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3.3.2 Labor from Africa  

• Reading: BBC: British History In-Depth: Robin Blackburn’s “Enslavement and Industrialisation”

  Link: BBC: British History In-Depth: Robin Blackburn’s “Enslavement and Industrialisation” (HTML)
   
  Instructions: Read this whole article to understand the debates concerning the connection between slavery and industrialization.  It should take no more than 45 minutes to read the entire article.
   
  Note on the Text: Robin Blackburn teaches at the University of Essex.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Assessment: The Saylor Foundation's "Industrialization in a Global Context"

  Link: The Saylor Foundation's "Industrialization in a Global Context" (PDF)
   
  Instructions: Please read the prompt "Industrialization in a Global Context."  You will be asked to write a brief essay about the material covered in Unit 3.  Before beginning to write, please review The Saylor Foundation's "Rubric for Industrialization in a Global Context" (PDF) for guidelines on how to write an excellent essay.  Once you have written your essay, you can compare it to The Saylor Foundation's "Sample Essay for Industrialization in a Global Context" (PDF).  This assessment should take you approximately one hour to complete.

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Unit 4: The Industrial Revolution in England  

The Industrial Revolution began in England, which was by 1750 one of the wealthiest capitalist states in the world.  The Industrial Revolution began in England’s textile industry, which was struggling to produce goods cheaper and faster for growing consumer markets.  Businessmen and factory workers, rather than scientists, developed key inventions that solved major bottlenecks in textile production.  As the scale of production grew, the factory emerged as a centralized location where wage laborers could work on machines and raw material provided by capitalist entrepreneurs.  By the late 18^th century, steam power was adapted to power factory machinery, sparking an even bigger surge in the size, speed, and productivity of industrial machines.  Heavy industries like ironworking were also revolutionized by new ideas, and new transportation technologies were developed to move products farther and faster.

Growing businesses soon outstripped the financial abilities of individuals and their families, leading to legal reforms that allowed corporations to own and operate businesses.  While England initially tried to protect its industrial technologies, the major ideas of the Industrial Revolution quickly spread to continental Europe and North America.
 
In this unit, we will examine the major ideas and events of the Industrial Revolution, study the effects the Industrial Revolution had on the economy of England, and see how the process of economic change spread to other parts of the world.

Unit 4 Time Advisory   show close


Unit 4 Learning Outcomes   show close


4.1 The Steam Engine  

4.1.1 Coal Mining in England  

• Lecture: iTunes U: Yale University: John Merriman’s “Lecture 8: Industrial Revolution”

  Link: iTunes U: Yale University: John Merriman’s “Lecture 8: Industrial Revolution” (iTunes U)
   
  Also available in:
  YouTube
  HTML
  Mp3
  Adobe Flash
  Quicktime
   
  Instructions: Scroll down the webpage to Lecture 8 titled “Industrial Revolution” and click on the View in iTunes hyperlink.  Watch this entire video lecture (48:13) on iTunes to understand the general course of the Industrial Revolution in Europe.  Please note that this lecture covers materials for subunits 4.1.1-4.4.3.

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• Reading: University of Rochester: Steam Engine Library: John Lord’s “Capital and Steam Power”: “General State of Industry: Coal Mines and Iron Works”

  Link: University of Rochester: Steam Engine Library: John Lord’s “Capital and Steam Power”: “General State of Industry: Coal Mines and Iron Works” (HTML)
   
  Instructions: Please read John Lord’s chapter on coal and iron to understand the early history of coal in industry.  It should take you no more than 30 minutes to read this chapter.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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4.1.2 The Steam Engine  

• Web Media: Making the Modern World: Stories Timeline: “Age of the Engineer, 1820-1880: Power”

  Link: Making the Modern World: Stories Timeline: “Age of the Engineer, 1820-1880: Power” (HTML and Adobe Flash)
   
  Instructions: Read the introductory text on this web page, and then select “next” button at the bottom of the webpage to move through the next four units, titled “Early Power Sources,” “The Newcomen Engine,” “James Watt: Life and Inventions” and “The Watt Engine.”  For each unit, select the “Launch Rich Media Scene” icon to see images and animations describing the function and evolution of early steam engines. It should take you approximately 1 hour and 15 minutes to view each unit and its animations.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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4.2 Textile Manufacturing and the Factory System  

4.2.1 Revolutionizing Wool and Cotton Spinning  

• Reading: Doug Peacock’s “Cotton Times: Understanding the Industrial Revolution”: “Spinning Machinery,”

  Link: Doug Peacock’s “Cotton Times: Understanding the Industrial Revolution”: “Spinning Machinery,” (HTML)
   
  Instructions: Read the article in its entirety to understand the rapid changes in textile technology that occurred in England in the late 18^th century.  It should take about 15 minutes to complete the article.       
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Fordham University’s Modern History Sourcebook: “Leeds Woolen Workers Petition” and “Letter from Leeds Cloth Merchants”

  Link: Fordham University’s Modern History Sourcebook: “Leeds Woolen Workers Petition” (HTML) and “Letter from Leeds Cloth Merchants” (HTML)
  
  Instructions: Please read each article in its entirely to understand how new technology changed people’s lives. Please take note that each side tries to make an argument for the common good.   It should take you roughly 15 minutes to complete both readings.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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4.2.2 Resistance to Mechanization  

• Reading: The National Archives (UK): Education: “Power, Politics, and Protest”: “Luddites”

  Link: The National Archives (UK): Education: “Power, Politics, and Protest”: “Luddites” (PDF)
                         
  Instructions: Read the text on this web page and then explore the five links to original sources about machine-breaking movements on the right side of the webpage.   It should take you no more than 30 minutes to explore this web page.
   
  Terms of Use: The material above has been reposted with permission for educational, noncommercial use by The British Crown.  It can be viewed in its original form here.

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• Assessment: The Saylor Foundation's "Primary Source Analysis I: Textile Mechanization"

  Link: The Saylor Foundation's "Primary Source Analysis I: Textile Mechanization" (PDF) and "Answer Key to Primary Source Analysis I: Textile Mechanization" (PDF)
  
  Instructions: Please first complete all of the assigned readings for Units 4.2.1 and 4.2.2 before beginning this assessment. After you have completed those readings, do your best to answer the questions as best you can in your own words. Once you have finished answering the questions, compare your work to the answer key. Remember, you do not need your wording to exactly match the wording of the answer key; the important aspect is that you get the main idea right and understand the answer to the question. This assessment should take you about one hour to complete.
   

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4.2.3 The Factory System  

• Web Media: Making the Modern World: Learning Modules: History: “Textiles: From Domestic to Factory Production”

  Link: Making the Modern World: Learning Modules: History: “Textiles: From Domestic to Factory Production” (HTML and Adobe Flash)
   
  Instructions: Read all twelve sections of this unit comparing domestic to factory production, and examine the text, images, and animations by clicking on the icons for each in all of the units to understand how factories emerged as sites of production and how they differed from earlier forms of work.  You do not have to do the activities accompanying the 12 sections, as they are optional; you are only required to read the text and view the images and animations.  It should take you roughly 1 hour and 30 minutes to go through all 12 sections of this web page.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Web Media: Making the Modern World: Stories Timeline: “Age of the Engineer, 1820-1880: Power: “Power for Production”

  Link: Making the Modern World: Stories Timeline: “Age of the Engineer, 1820-1880: Power:  “Power for Production” (HTML and Adobe Flash)
             
  Instructions: Select the icon titled “Launch Rich Media Scene” to see text, images, and animations that explain the evolution of smaller steam engines suitable for use in factories and workshops.  It should take you no more than 15 minutes to go through all the material on this web page.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Andrew Ure’s The Philosophy of the Manufacturers, (1835) Excerpt

  Link: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Andrew Ure’s The Philosophy of the Manufacturers, (1835) Excerpt (PDF)
   
  Instructions: Read the entire excerpt of this primary source document.  It should take roughly 15 minutes to read the entire excerpt.
   
  Note on the Text: This reading gives a contemporary account of the benefits of the factory system in England.  Andrew Ure was a professor at the University of Glasgow.
   
  Terms of Use: This material is part of the public domain.

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4.3 Heavy Industry and Transportation  

4.3.1 Iron  

• Reading: Saint Anselm College: Professor Joseph S. Spoerl’s “A Brief History of Iron and Steel Production”

  Link: Saint Anselm College: Professor Joseph S. Spoerl’s “A Brief History of Iron and Steel Production” (HTML)
   
  Instructions: Read this article to understand how iron and steel manufacturing became leading sectors in the Industrial Revolution.  It should take you no more than 30 minutes to read this article in its entirety.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Web Media: Making the Modern World: Stories Timeline: The Second Industrial Revolution, 1870-1914: New Science, New Materials, New Power: “New Steel: The Bessemer Converter”

  Link: Making the Modern World: Stories Timeline: The Second Industrial Revolution, 1870-1914: New Science, New Materials, New Power: “New Steel: The Bessemer Converter” (HTML)
             
  Instructions: Read the text, which describes the Bessemer process and the impact it had on steel manufacturing and examine, and examine the images by clicking on the “Zoom” icons.  It should take you approximately 15 minutes to read the text and examine the images.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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4.3.2 Railroads  

• Reading: Chris Butler’s “The Flow of History”: “FC112: Railroads and Their Impact (c. 1825-1900)”

  Link: Chris Butler’s “The Flow of History”: “FC112: Railroads and Their Impact (c. 1825-1900)” (HTML)
   
  Instructions: Read Chris Butler’s article to understand the origins of railroads and their effect on industrialization.  It should take you about 15 minutes to read this article.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Web Media: Mount Holyoke College: Professor Robert Schwartz’s “The Industrial Revolution and the Railroad System”

  Link: Mount Holyoke College: Professor Robert Schwartz’s “The Industrial Revolution and the Railroad System” (HTML)
   
  Instructions: Read the text and examine the images under the sections titled “Opposing Voices” and “Illustrated London News” to see how early railroads were constructed and how people reacted to new industrial developments.  There are many informative links under both “Opposing Voices” and “Illustrated London News.”  You should spend about 1 hour and 30 minutes exploring this resource.
   
   
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4.3.3 Steamships  

• Reading: University of California at Berkeley: Brad DeLong’s “Lecture 5: The Iron-Hulled Ocean-Going Steamship: One Economic World, Indivisible, 1870-1914”

  Link: University of California at Berkeley: Brad DeLong’s “Lecture 5: The Iron-Hulled Ocean-Going Steamship: One Economic World, Indivisible, 1870-1914” (Adobe Flash)
   
  Instructions: View the file by clicking on the “Open Publication” or the image of the text.  Then, please read pages 1 through 12.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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4.4 The Spread of Industrial Ideas  

4.4.1 Protection of Trade Secrets  

• Reading: Northwestern University: Joel Mokyr’s “Intellectual Property Rights, the Industrial Revolution, and the Beginnings of Modern Economic Growth”; Archives.Gov: Joan Brodsky Schur’s “Eli Whitney’s Patent for the Cotton Gin”

  Links: Northwestern University: Joel Mokyr’s “Intellectual Property Rights, the Industrial Revolution, and the Beginnings of Modern Economic Growth”; (PDF) Archives.Gov: Joan Brodsky Schur’s “Eli Whitney’s Patent for the Cotton Gin” (PDF)
   
  Instructions: Scroll down to the end of Joel Mokyr’s web page at Northwestern University website and open the PDF file titled “Intellectual Property Rights, the Industrial Revolution, and the Beginnings of Modern Economic Growth.”  Then, read Schur’s article about Eli Whitney to learn about an American case of patent law and industrialization.  It will take you 1 hour to read both documents.
   
  Note on the Text: Joel Mokyr’s article “Intellectual Property Rights, the Industrial Revolution, and the Beginnings of Modern Economic Growth”  was originally published in the American Economic Review Papers and Proceedings, May 2009, pp. 349-355.  Mokyr is the Robert H. Strotz Professor in the Department of Economics at Northwestern University.
   
  Terms of Use: Joel Mokyr’s “Intellectual Property Rights, the Industrial Revolution, and the Beginnings of Modern Economic Growth” has been reposted with permission for educational, noncommercial use by Joel Mokyr.  It can be viewed in its original form here. Joan Brodsky Schur's "Eli Whitney's Patent for the Cotton Gin" is in the public domain.

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4.4.2 Economic Espionage and Trade Missions  

• Reading: Simmons College: Katharine Dunn’s “A Manufactured City: Lowell’s Grand Experiment”

  Link: Simmons College: Katharine Dunn’s “A Manufactured City: Lowell’s Grand Experiment” (HTML)
   
  Instructions: Read this article by Katharine Dunn and examine the images it contains to understand how industrial knowledge was transferred from England to the United States.  It will take you approximately 15 minutes to read this article.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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4.4.3 Migrations of Workers  

• Web Media: BBC: Legacies: “Immigration and Emigration: Industrial Espionage”

  Link: BBC: Legacies: “Immigration and Emigration: Industrial Espionage” (HTML)
   
  Instructions: Read the entire article (4 pages) and examine the images to understand how workers carried industrial knowledge away from England.  It will take you about 15 minutes to go through all four pages.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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Unit 5: The Social and Political Impact of Industrialization  

Industrialization was not merely a change in the way societies produced goods.  It brought a transformation in the way people lived, turning rural towns into urban manufacturing centers.  Newly industrialized societies faced health problems and challenges to conventional family and social structures.  Politics in industrialized societies were transformed as traditional landed elites gave way to industrial capitalists and the burgeoning “middle class” of businessmen and professionals.  Workers also began to challenge traditional political systems, drawing on new ideologies to suggest alternatives the developing capitalist-industrial world in which they lived
 
In this unit, we will survey the sweeping changes that industrialization brought to Europe and the rest of the world between the late 18^th and mid-19^th centuries.  We will then examine how working class and middle class individuals and organizations used these changes to challenge traditional elites.

Unit 5 Time Advisory   show close


Unit 5 Learning Outcomes   show close


5.1 Urbanization  

5.1.1 Growth of Urban Manufacturing  

• Lecture: iTunes U: Yale University: John Merriman’s “Lecture 12: Nineteenth Century Cities”

  Link: iTunes U: Yale University: John Merriman’s “Lecture 12: Nineteenth Century Cities” (iTunes U)
   
  Also available in:
  YouTube
  HTML
  Mp3
  Adobe Flash
  Quicktime
   
  Instructions: Scroll down to Lecture 12 “Nineteenth Century Cities” and click on the hyperlink “View in iTunes.”  Watch this entire video lecture (51:28) to understand how industrialization changed urban life during the 19^th century.  Please note that this lecture applies to subunits 5.1-5.4.

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5.1.2 Rapid Growth of Industrial Cities  

• Web Media: University of South Florida’s Florida Center for Instructional Technology: Maps ETC: “Density of Population, 1910”; Wadsworth Publishing: Jackson J. Spielvogel’s Western Civilization: “Interactive Maps: The Industrialization of Europe by 1850”

  Links: University of South Florida’s Florida Center for Instructional Technology: Maps ETC: “Density of Population, 1910”; (HTML) Wadsworth Publishing: Jackson J. Spielvogel’s Western Civilization: “Interactive Maps: The Industrialization of Europe by 1850” (Adobe Flash)
   
  Instructions: First, examine the map of population density in 1910 to see where people were most densely concentrated in Europe.  Then, scroll down the web page at Wadsworth Publishing and select the link for “The Industrialization of Europe by 1850” to launch an interactive map, illustrating the spread of industry and urbanization in Europe.  It should take no more than 15 minutes to examine both maps.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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5.2 Women and the Family in Society  

5.2.1 Women as Workers  

• Lecture: Open Yale Courses: John Merriman, “Lecture 8—Industrial Revolutions, Chapter 3—Women’s Work in the Industrial Revolution”

  Link: Open Yale Courses: John Merriman, “Lecture 8—Industrial Revolutions", Chapter 3—Women’s Work in the Industrial Revolution” (HTML)
  
  Lecture Transcript (HTML)
  
  Instructions: Click on the link on the right toolbar to view only Chapter 3 of John Merriman’s lecture (16:29).  Dr. Merriman’s lecture will help you understand how the Industrial Revolution changed women’s lives.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

5.2.2 Child Labor  

• Lecture: Economic History Society: Jane Humphries’s “Childhood and Child Labour in the British Industrial Revolution”

  Link: Economic History Society: Jane Humphries’s “Childhood and Child Labour in the British Industrial Revolution” (HTML).
  
  Instructions: Please watch the entire lecture (1:04:58) to understand how the Industrial Revolution utilized child labor.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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5.3 The Rise of the Middle Class  

5.3.1 Wealth from Industry and Trade  

• Reading: BBC: History In-Depth: Dr. Donna Loftus’s “The Rise of the Victorian Middle Class”

  Link: BBC: History In-Depth: Dr. Donna Loftus’s “The Rise of the Victorian Middle Class” (HTML)
   
  Instructions: Read Dr. Donna Loftus’s article in its entirety to understand how the Industrial Revolution expanded the middle class in England.  It should take you no more than 30 minutes to complete the entire article.
   
  Note on the Text: Dr. Donna Loftus teaches history at the Open University.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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5.3.2 Political Aspirations  

• Reading: Victorian Web: Professor Glenn Everett’s “The Reform Acts” and Dr. Marjie Bloy’s “The Reform Act Crisis” and “Terms of the 1832 Reform Act”

  Links: Victorian Web: Professor Glenn Everett’s “The Reform Acts” (PDF) and Dr. Marjie Bloy’s “The Reform Act Crisis” (PDF) and “Terms of the 1832 Reform Act” (PDF)
   
  Instructions: Read all three articles in their entirety to understand how industrialization created political conditions that led to the Reform Acts in England.  It should take you about 15 minutes to read all three articles.
   
  Terms of Use: These materials have been reposted by the kind permission of Victorian Web, and can be viewed in its original form here, here, and here.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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5.4 The Working Class  

5.4.1 French Socialism  

• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “Lecture 19: The French Revolution and the Socialist Tradition: Early French Communists” and “Lecture 20: The French Revolution and the Socialist Tradition: English Democratic Socialists”

  Links: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “Lecture 19: The French Revolution and the Socialist Tradition: Early French Communists” (HTML) and “Lecture 20: The French Revolution and the Socialist Tradition: English Democratic Socialists” (HTML)
   
  Instructions: Read Dr. Kreis’s two lectures to understand how intellectuals and labor leaders viewed the impact of industrialization on politics and society.  It should take you roughly 45 minutes to read both lectures.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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5.4.2 Utopian Socialism  

• Reading: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “Lecture 21: The Utopian Socialists: Charles Fourier” and “Lecture 22: The Utopian Socialists: Robert Owen and Saint-Simon”

  Links: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “Lecture 21: The Utopian Socialists: Charles Fourier” (HTML) and “Lecture 22: The Utopian Socialists: Robert Owen and Saint-Simon” (HTML)
   
  Instructions: Read Dr. Kreis’s two lectures in their entirety to understand how intellectuals and workers tried to use industrialization to create utopian societies.  These two lectures will take approximately 45 minutes to read.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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5.4.3 Chartism  

• Reading: Ohio University: Encyclopedia of 1848 Revolutions: “Chartism”

  Link: Ohio University: Encyclopedia of 1848 Revolutions: “Chartism” (HTML)
   
  Instructions: Read this article to understand the basic goals of the Chartist movement in England.   It should take you no more than 15 minutes to read this brief article.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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5.5 The Revolutions of 1848  

5.5.1 On the Road to Revolution  

• Lecture: AcademicEarth.org: Lynn Hunt’s “Lecture 5—Revolutionary Movements”

  Link: AcademicEarth.org: Lynn Hunt’s Lecture 5—Revolutionary Movements (Video)
  
  Instructions: Please click on the link above and watch Dr. Hunt’s lecture in its entirety (1:09:32). It will explain the ideologies and events leading up to the revolutionary year of 1848.
  
  Terms of Use: Please Respect the copyright and terms of use displayed on the webpage above.

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5.5.2 Causes  

• Reading: Encyclopedia of 1848 Revolutions: Yvonne Crewbow’s “French Economic Situation, 1847–1852”

  Link: Encyclopedia of 1848 Revolutions: Yvonne Crewbow’s “French Economic Situation, 1847–1852” (HTML)
  
  Instructions: Please read this entry in its entirety.  It should take no more than 15 minutes.
  
  Terms of Use: Please Respect the copyright and terms of use displayed on the webpage above.

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5.5.3 Spread  

• Reading: Hanover Historical Texts Project: “Documents of the Revolution of 1848 in France”

  Link: Hanover Historical Texts Project: “Documents of the Revolution of 1848 in France” (HTML)
  
  Instructions: Please read this primary source document in its entirety.  Note that this document was issued by the provisional government of France in 1848.  The actions and ideals espoused by the revolutionaries in France quickly spread to many other European nations.  It will take about 15 minutes to read this document.
  
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• Reading: Fordham University’s Modern History Sourcebook: “Carl Shurz: A Look Back at 1848, 1907”

  Link: Fordham University’s Modern History Sourcebook: “Carl Shurz: A Look Back at 1848, 1907” (HTML)
  
  Instructions: Please read this memoir by Carl Shurz, a German revolutionary in 1848 who later immigrated to the United States and became a general in the Civil War.  Note how Shurz describes the excitement sweeping through Europe following the Revolution in France.  You will need about 15 minutes to read this document.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Assessment: The Saylor Foundation's "Primary Source Analysis II: The Revolutions of 1848"

  Link: The Saylor Foundation's "Primary Source Analysis II: The Revolutions of 1848" (PDF) and "Answer Guide to Primary Source Analysis II: The Revolutions of 1848" (PDF)
  
  Instructions: Please first complete both of the assigned readings for Units 5.5.3 before beginning this assessment. After you have completed those readings, do your best to answer the questions as best you can in your own words. Once you have finished answering the questions, compare your work to the answer key. Remember, you do not need your wording to exactly match the wording of the answer key, the important aspect is that you get the main idea right and understand the answer to the question. This assessment should take you no more than one hour to complete.

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5.5.4 Restoration of Order  

• Reading: Encyclopedia of 1848 Revolutions: Steven Kale’s “Conservative Resistance to Revolution in France”

  Link: Encyclopedia of 1848 Revolutions: Steven Kale’s “Conservative Resistance to Revolution in France” (HTML)
  
  Instructions: Please read the entry to understand the social groups that opposed the Revolution of 1848 in France.  Similar groups throughout Europe resisted the revolutions and ultimately prevented the most radical revolutionary forces from making lasting reforms.  It will take you roughly 15 minutes to read this document in its entirety.
  
  Terms of Use: Please respect the copyright and terms of use displayedon the webpage above.

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Unit 6: Imperialism and Industrialization in Asia  

The Industrial Revolution came late to East Asia.  By many accounts, China was more industrially developed than Western Europe before 1800, but England and the rest of Western Europe soon surged ahead with the aid of cheap coal, steam power, and the vast natural resources and markets provided by the Americas.  Industrialized European states forced their way into traditionally limited markets in both China and Japan during the mid-19^th century, flooding both countries with manufactured goods.  Chinese officials bitterly resisted European imperial encroachments and lost a losing battle against economic and military imperialism, and Japanese leaders only grudgingly granted limited concessions to foreign interests.  While China buckled under the weight of imperialism and domestic insurrection, Japan’s government adopted the military and industrial technology of the West to build a strong, centralized state.  By the end of the 19^th century, Japan was an industrialized, imperialistic power able to successfully resist foreign pressure.
 
In this unit, we will examine the factors that contributed to two very different outcomes in China and Japan as the forces of industrialization began to affect them in the 19^th century.

Unit 6 Time Advisory   show close


Unit 6 Learning Outcomes   show close


6.1 Chinese Industry before 1900  

6.1.1 Proto-Industrialization and Trade in Qing China  

• Lecture: London School of Economics: Kenneth Pomeranz’s “Skills, Rights and Resources in the East Asian Path to Development”

  Link: London School of Economics: Kenneth Pomeranz’s “Skills, Rights and Resources in the East Asian Path to Development” (Mp3)
   
  Also available in:
  iTunes U
   
  Instructions: Listen to this audio lecture (1:16:04) by historian Kenneth Pomeranz to understand the basic path of industrialization in Asia.  Please note that this lecture applies to subunits 6.1-6.3.

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• Reading: Massachusetts Institute of Technology: Peter C. Perdue’s “Rise and Fall of Canton Trade System”

  Link: Massachusetts Institute of Technology: Peter C. Perdue’s “Rise and Fall of Canton Trade System” (HTML)
  
  Instructions: Read this article to understand how trade was conducted between China and western European countries along with the United States.
  
  Reading this article should take you approximately 30 minutes.
  
  Terms of Use: This resource is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States license. It is attributed to Massachusetts Institute of Technology and the original version can be found here.

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6.1.2 The “Great Divergence”  

• Reading: H-NET: Peter C. Perdue’s Review of Kenneth Pomeranz’s The Great Divergence: China, Europe, and the Making of the Modern World Economy; Columbia University: Kenneth Pomeranz’s and Bin Wong’s “China and Europe: 1500-2000 and Beyond: What Is ‘Modern’?”: “China and Europe: 1780-1937”

  Links: H-NET: Peter C. Perdue’s Review of Kenneth Pomeranz’s The Great Divergence: China, Europe, and the Making of the Modern World Economy (PDF); Columbia University: Kenneth Pomeranz’s and Bin Wong’s “China and Europe: 1500-2000 and Beyond: What Is ‘Modern’?”: “China and Europe: 1780-1937” (HTML, videos in RealPlayer)
   
  Instructions: Read this review of Kenneth Pomeranz’s book titled The Great Divergence: China, Europe, and the Making o fthe Modern World Economy to understand the basic argument presented concerning the diverging development paths of China and Western Europe during the Industrial Revolution.  Click the “PDF printable version” above the bibliography entry to access PDF text. On the “China and Europe: 1500-2000 and Beyond” website, read all three pages in the “China and Europe: 1780-1937” article to understand how the industrial trajectories of Europe and China diverged during the nineteenth century.  You may navigate through each webpage by clicking on “next” or “previous” at the bottom of the page.  It will take you about 1 hour to complete all of the readings for this subunit.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. H-NET: Peter C. Perdue’s Review of Kenneth Pomeranz’s The Great Divergence: China, Europe, and the Making of the Modern World Economy has been reposted with permission for educational, noncommercial use by H-NET: Humanities & Social Sciences Online.  It can be viewed in its original form here and was Published on H-World August, 2000.

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6.1.3 The Opium Wars and Western Imperialism  

• Lecture: Harvard University: Open Learning Initiative: Dr. Peter K. Bol’s and Dr. William C. Kirby’s “China: Traditions and Transformations”: “Lecture 23: Opium and the Opium Wars”

  Link: Harvard University: Open Learning Initiative: Dr. Peter K. Bol’s and Dr. William C. Kirby’s “China: Traditions and Transformations”: “Lecture 23: Opium and the Opium Wars” (Adobe Flash)
             
              Also available in:
              Adobe Flash (LAN connection)
              Adobe Flash (audio only)
   
  Instructions: Open the webpage to launch the video lecture “Lecture 23: Opium and the Opium Wars” (49:55).
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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6.2 Japanese Industry before 1900  

6.2.1 Japanese Economic Policy  

6.2.1.1 Exclusion Acts  

• Reading: Wake Forest University: Sarah Lyons Watts’s “The Seclusion of Japan”

  Link: Wake Forest University: Sarah Lyons Watts’s “The Seclusion of Japan” (HTML)
   
  Instructions: Read Watts’s article and the primary source excerpts that follow it to understand the Japanese policy of seclusion from world trade.  It will take you about 30 minutes to complete this reading.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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6.2.1.2 The Opening of Japan  

• Reading: National Diet Library: Japan-Netherlands Exchange in the Edo Period: “Part 1: Tracing the History: Section 4. Opening of Japan and Japan-Netherlands Relations”

  Link: National Diet Library: Japan-Netherlands Exchange in the Edo Period: “Part 1: Tracing the History: Section 4. Opening of Japan and Japan-Netherlands Relations” (HTML)
   
  Instructions: Read this article and explore the images it contains to see how Japan began to loosen restrictions on trade with the outside world.  It will take you about 45 minutes to read and explore this resource.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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6.2.2 Proto-Industrialization in Japan  

• Reading: Google Books: Count ?kuma’s Fifty Years of New Japan: Junichir? Suzuki’s “A Resume of the History of Japanese Industries”

  Link: Google Books: Count ?kuma’s Fifty Years of New Japan: Junichir? Suzuki’s “A Resume of the History of Japanese Industries” (ePub format for Google Books)
  
  Instructions: Read this chapter (pp. 533-549) to learn how Japanese officials viewed the evolution of industrialization in Japan before 1900.  It will take you approximately 1 hour to read this chapter.
   
  Terms of Use: This material is part of the public domain.

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6.3 Japan’s Industrial Revolution  

6.3.1 New Industrial Policies  

• Web Media: Learner.org’s Bridging World History: “Unit 19: Global Industrialization”

  Link: Learner.org’s Bridging World History: “Unit 19: Global Industrialization” (Adobe Flash)
   
  Also available in:
  PDF Video Transcript
   
  Instructions: Select the “View the Video Online” link in the left-hand side table of contents under “Download Materials” to launch the web media.  Jump to the third segment in the film, titled “The Silk Industry of Japan” (28:22).
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: National Graduate Institute for Policy Studies: Professor K. Ohno’s “Economic Development of Japan”: “Lecture 3: Meiji: Key Goals of the New Government”

  Link: National Graduate Institute for Policy Studies: Professor K. Ohno’s “Economic Development of Japan”: “Lecture 3: Meiji: Key Goals of the New Government” (HTML)
   
  Instructions: Read this lecture to understand how the Meiji government approached the problem of industrialization.  You may also choose to click on the “Additional Questions and Answers” to enhance your reading.  It will take roughly 30 minutes to complete this reading.
   
  Note on the Text: This lecture was developed by Professor K. Ohno for students at Japan’s National Graduate Institute for Policy Studies.  Slides to accompany the lecture and additional lectures on Japanese economic history can be found at Professor Ohno’s course web site.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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6.4 European Imperialism  

6.4.1 The Scramble for Africa  

• Reading: New World Encyclopedia: “Scramble for Africa”

  Link: New World Encyclopedia: “Scramble for Africa” (HTML)
   
  Instructions: Please read the entire entry to understand how the economic imperatives of industrialization led European nations to expand their imperial control into Africa.  You will need roughly 1 hour to complete this reading.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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6.4.2 The New Imperialism  

• Lecture: Yale Open Course: Dr. John Merriman’s “Lecture 15—Imperialists and Boy Scouts”

  Link: Yale Open Course: Dr. John Merriman’s Lecture 15—Imperialists and Boy Scouts (Video)
   
  Lecture Transcript
   
  Instructions: Please view this lecture in its entirety (51:03) to understand how increasing industrialization led to a new type of imperialism in the nineteenth century and how that imperialism set the state for the first World War.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Assessment: The Saylor Foundation's "Comparing Industrial Legacies: China, Japan, and Africa."

  Link: The Saylor Foundation's "Comparing Industrial Legacies: China, Japan, and Africa." (PDF)
   
  Instructions: Please complete the linked assessment in order to review the major ideas and events from Unit 6. Try to answer the questions as best you can and when you are done, please check your work against The Saylor Foundation's "Answer Guide to Comparing Industrial Legacies: China, Japan, and Africa." This assessment should take you about 45 minutes to complete.

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Unit 7: Mass Production, the Labor Movement, and the Consumer Society  

In the late 19^th and early 20^th centuries, a so-called “Second Industrial Revolution” centered on electronics and chemicals brought new changes to industrial production and everyday life.  While the inventions and early successes of the first Industrial Revolution were the work of small businessmen and individual capitalists, the innovations of the second phase came out of large business organizations.  Fierce competition among these companies led to the consolidation of industries by monopoly firms or the creation of cartels.  New ideas changed how people worked within these giant firms, resulting in even greater improvements in the speed and efficiency of production.  Workers reacted to these changes by forming political associations, seeking bargaining power with large capitalists.  For all classes, this period represented a transition to a mass society, characterized by the large-scale marketing and distribution of products, services, and ideas.  New machines and new media turned individuals living in limited regions into consumers of products and information from a vast national or international community.
 
In this unit, we will examine the institutional, political, and social changes that came to industrialized societies in the 19^th and 20^th centuries.  

Unit 7 Time Advisory   show close


Unit 7 Learning Outcomes   show close


7.1 New Industrial Organizations  

7.1.1 Large Corporations  

• Reading: University of Houston: Digital History: “The Rise of Big Business”

  Link: University of Houston: Digital History: “The Rise of Big Business” (HTML)
   
  Instructions: Read all of the articles in this unit to understand how large corporations emerged in the industrializing United States.  You may click on the hyperlink for the first article “J.P. Morgan” and then use the “next” hyperlink to move on to each subsequent article.  There are 10 articles in total, and it will take you roughly 45 minutes to read all of them.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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7.1.2 Cartels and Monopoly Capitalism  

• Reading: The School of Cooperative Individualism: Henry Demarest Lloyd’s “The Lords of Industry,” reprinted from the North American Review

  Link: The School of Cooperative Individualism: Henry Demarest Lloyd’s “The Lords of Industry” (HTML), reprinted from the North American Review
   
  Instructions: Please read this article from the late nineteenth century to understand industrial trusts and cartels and why people objected to them.  It will take you about 1 hour to read the entire article.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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7.1.3 Taylorism and Fordism  

• Reading: Internet Center for Management and Business Administration: “Frederick Taylor and Scientific Management”; Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Frederick W. Taylor’s “The Principles of Scientific Management, 1911”; Willamette University: Fred Thompson’s “Fordism, Post-Fordism and the Flexible System of Production” Vanderbilt University: “Taylorism and Fordism”

  Links: Internet Center for Management and Business Administration: “Frederick Taylor and Scientific Management” (HTML); Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Frederick W. Taylor’s “The Principles of Scientific Management, 1911” (PDF); Willamette University: Fred Thompson’s “Fordism, Post-Fordism and the Flexible System of Production” (HTML) Vanderbilt University: “Taylorism and Fordism” (HTML).
  
  Instructions: Read the article on Frederick Taylor and the Internet Center for Management and Business Administration to understand Frederick Taylor’s contribution to industrial management.  Then, read the excerpt of Taylor’s work at Fordham University.  Next, read Fred Thompson’s article about “Fordism” in its entirety. Finally, read the brief reviews of Fordism and Taylorism from Vanderbilt University and look at the pictures of Ford’s assembly plant.  It will take you no more than 1 hour and 30 minutes to complete all the readings and explore the images.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. Frederick W. Taylor’s “The Principles of Scientific Management, 1911” is in the public domain.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

7.2 Organized Labor and Politics  

7.2.1 Workers and Capitalists in the United States  

• Reading: University of Houston: Digital History: “Industrialization and the Working Class”

  Link: University of Houston: Digital History: “Industrialization and the Working Class” (HTML)
   
  Instructions: Read all of the articles in this unit to understand how American workers responded to changes in industry.  You may do so by clicking on the hyperlink for the first article titled “Labor in the Age of Industrialization” and then using the “next” hyperlink to continue on to each subsequent article.  There are 15 articles in total, and it will take you roughly 1 hour and 15 minutes to read all the articles.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Assessment: The Saylor Foundation's "Capital and Labor Relations, 1880-1920."

  Link: The Saylor Foundation's "Capital and Labor Relations, 1880-1920." (PDF) and "Answer Guide to Capital and Labor Relations, 1880-1920." (PDF)
   
  Instructions: Please complete the linked assessment in order to review important concepts, people, and events from the history of organized labor. Try to answer the questions as you read, they will help you take good notes on the material. Try to answer the questions as best you can and when you are done, please check your work against The Saylor Foundation's "Answer Guide to Capital and Labor Relations, 1880-1920." Please save both your notes and the Answer Guide for future reference. This assessment should take you about one hour to complete.

  See a broken link? Please let us know!

7.2.2 Workers and Capitalists in Europe  

• Lecture: iTunes U: Yale University: John Merriman’s “Lecture 7: Mass Politics and the Political Challenge from the Left”

  Link: iTunes U: Yale University: John Merriman’s “Lecture 7: Mass Politics and the Political Challenge from the Left” (iTunes U)
   
  Also available in:
  YouTube
  HTML
  Mp3
  Adobe Flash
  Quicktime
  
  Instructions: Please scroll down to Lecture 7 and click “View in iTunes” to watch this lecture in its entirety (47:44). Pay special attention to Dr. Merriman’s description of how labor movements formed political organizations in Europe. 
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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7.2.3 Workers and Capitalists in Asia  

• Reading: Hosei University: Ohara Institute for Social Research: Kazuo Nimura’s “The Formation of Japanese Labor Movement, 1868-1914” and “Fusataro Takano: Chinese Tailors’ Strike in Shanghai”

  Link: Hosei University: Ohara Institute for Social Research: Kazuo Nimura’s “The Formation of Japanese Labor Movement, 1868-1914” (HTML) and “Fusataro Takano: Chinese Tailors’ Strike in Shanghai” (PDF)
   
  Instructions: Read Kazuo Nimura’s article about the formation of the Japanese labor movement.  Then, read his article about a labor protest in China. It will take you 1 hour and 30 minutes to read both articles in their entirety.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. “Fusataro Takano: Chinese Tailors’ Strike in Shanghai” is in the public domain.

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7.3 Consumer Goods and Everyday Life  

7.3.1 Industrialized Agriculture  

• Lecture: John Hopkins Bloomberg School of Public Health: Shawn Mackenzie’s Lecture 5: “A Brief History of Agriculture and Food Production; The Rise of ‘Industrial Agriculture’”

  Link: John Hopkins Bloomberg School of Public Health: Shawn Mackenzie’s “Lecture 5: A Brief History of Agriculture and Food Production; The Rise of ‘Industrial Agriculture’” (HTML)
   
  Instructions: Please scroll down the page to Lecture 5, which is listed under Module 2, and click on “MP3: Part A” to listen to the first half of the lecture and then click on “MP3: Part B” to listen to the second half of the lecture. This lecture will provide you with a background on agriculture and then explain the history of the industrialization of agriculture. It will take you 1 hour and 30 minutes to listen to both lectures.
   
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7.3.2 Mass Communications and Mass Marketing  

• Reading: University of Houston: Digital History: “The Rise of Mass Communication”

  Links: University of Houston: Digital History: “The Rise of Mass Communication”
   
  Instructions: Read the article about “The Rise of Mass Communication” to understand the new media industries that emerged in the late 19^th and early 20^th centuries. Then, read Professor Michael O’Malley’s article and examine the images it contains to see how advertising helped industries reach new consumers and sell products in new ways.  It should take you no more than 30 minutes to complete both readings.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: George Mason University: Exploring U.S. History: Professor Michael O’Malley’s “Understanding Advertising”

  Link: George Mason University: Exploring U.S. History: Professor Michael O’Malley’s “Understanding Advertising” (PDF)
   
  Instructions: Read Professor Michael O’Malley’s article and examine the images it contains to see how advertising helped industries reach new consumers and sell products in new ways.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original version of this article here (HTML).

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Unit 8: Economic Crisis and War in the 20th Century  

While the Industrial Revolution brought great prosperity to many parts of the world, it also ushered in many new challenges.  In 1914, tensions between capitalist powers spilled over into war, and the new weapons of industrial age produced a horrific slaughter in Europe.  After the war, industrial powers struggled to recover in a decade of economic highs and lows.  The weak global economy collapsed in 1929, causing widespread unemployment in industrialized societies.  The failure of the international community to maintain prosperity and peace led to the Second World War, which devastated Europe and Asia.  After the war, the United States and its allies devised a new system for managing the international economy, while the Soviet Union and its allies pulled new satellite states into a socialist economic system.
 
In this unit, we will examine the effects of industrialization on war, as well as the effects of war on industrialization.  We will also study the economic crises of the 1920s and 1930s and compare different recovery strategies.

Unit 8 Time Advisory   show close


Unit 8 Learning Outcomes   show close


8.1 The First World War  

8.1.1 Industrial Rivalry in Europe  

• Reading: Marxists.org: Vladimir Ilyich Lenin’s Imperialism, the Highest Stage of Capitalism: “Chapter V: Division of the World among Capitalist Associations”

  Link: Marxists.org: Vladimir Ilyich Lenin’s Imperialism, the Highest Stage of Capitalism: “Chapter V: Division of the World among Capitalist Associations” (PDF)
   
  Instructions: Read this chapter of Lenin’s book, Imperialism, the Highest Stage of Capitalism, to understand the growing competition between capitalist businesses in the years leading up to 1914.  It should take you no more than 30 minutes to read this chapter.
   
  Terms of Use: This material is part of the public domain.

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8.1.2 Industrialized Warfare  

• Web Media: Making the Modern World: Stories Timeline: “Age of the Mass, 1914-1939: World War One”

  Link: Making the Modern World: Stories Timeline: “Age of the Mass, 1914-1939: World War One” (HTML and Adobe Flash)
   
  Instructions: Read the introductory text and then select the “next” icon to move through the interactive media presentation.  Please click on the icons, such as “Zoom” or “Launch Rich Media Scene” as you navigate through each webpage.  Be sure to explore all seven web pages from this resource.  It should take you roughly 1 hour to read the texts and explore the images.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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8.1.3 The United States and World War I  

• Reading: Academic American History: “America and World War I”

  Link: Academic American History: “America and World War I” (HTML)
  
  Instructions: Please read the article to understand U.S. involvement in the Great War.  You should need no more than 30 minutes to read this article in its entirety.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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8.2 The Depression  

8.2.1 Boom and Bust in the 1920s  

• Web Media: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 2: The Old Order Fails”, “Chapter 4: A Capitalist Collapse”, and “Chapter 5: Global Depression”

  Link: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 2: The Old Order Fails” “Chapter 4: A Capitalist Collapse”, and “Chapter 5: Global Depression” (Quicktime)
   
  Also available in:
  Chapter 2 Transcript
  Chapter 4 Transcript
  Chapter 5 Transcript
   
  Instructions: Scroll down the web page and select the links for each chapter listed above to launch the video clips.  It should take you about 30 minutes to watch all three video clips in their entirety.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: Econlib.org’s The Concise Encyclopedia of Economics: Gene Smiley’s “Great Depression”

  Link: Econlib.org’s The Concise Encyclopedia of Economics: Gene Smiley’s “Great Depression” (HTML)
   
  Instructions: Read this article to understand the main events of the Great Depression.  You will need approximately 30 minutes to read this article.
   
  Note on the Text: Gene Smiley is Emeritus Professor of Economics at Marquette University.
   
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8.2.2 Recovery Efforts  

• Reading: Economic History Association: Frank G. Steindl’s “Economic Recovery in the Great Depression”

  Link: Economic History Association: Frank G. Steindl’s “Economic Recovery in the Great Depression” (HTML)
   
  Instructions: Read this article in its entirety to understand how governments tried to recover from the Great Depression.  It should take you no more than 1 hour to read this article.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Assessment: The Saylor Foundation's "Crisis of Capitalism: The Great Depression."

  Link: The Saylor Foundation's "Capital and Labor Relations, 1880-1920." (PDF)
   
  Instructions: Please complete the linked assessment in order to review important concepts, people, and events from the history of organized labor. Try to answer the questions as you read, they will help you take good notes on the material. Try to answer the questions as best you can and when you are done, please check your work against The Saylor Foundation's "Answer Guide to Capital and Labor Relations, 1880-1920." Please save both your notes and the Answer Guide for future reference. This assessment should take you about one hour to complete.

  See a broken link? Please let us know!

8.3 The Second World War  

8.3.1 Economic Causes  

• Lecture: Harvard University: Open Learning Initiative: Dr. Charles S. Maier’s “World War and Society in the 20th Century”: “Lecture 12: Sinews of War: Labor, Production, Finance”

  Link: Harvard University: Open Learning Initiative: Dr. Charles S. Maier’s “World War and Society in the 20^th Century”: “Lecture 12: Sinews of War: Labor, Production, Finance” (Adobe Flash)
   
  Also available in:
  Adobe Flash (LAN Connection)
  Adobe Flash (Audio Only)
   
  Instructions: Open the webpage to launch the video lecture “Lecture 12: Sinews of War” (52:44).  Please note that this lecture applies to subunits 8.3.1-8.3.3.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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8.3.2 Wartime Innovations  

• Reading: Smithsonian Institution: Natural Museum of American History: Lemelson Center for the Study of Invention and Innovation: “Nylon: Miracle or Marketing?”

  Link: Smithsonian Institution: Natural Museum of American History: Lemelson Center for the Study of Invention and Innovation: “Nylon: Miracle or Marketing?” (HTML)
   
  Instructions: Read this whole article about the growth of the nylon industry to understand the effect war had on new industries.  It will take you about 30 minutes to read this entire article.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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8.3.3 The Home Front  

• Reading: University of Wisconsin: Professor Stanley K. Schultz’s “American History 102: Civil War to the Present”: “Lecture 21: World War II: The Home Front”

  Link: University of Wisconsin: Professor Stanley K. Schultz’s “American History 102: Civil War to the Present”:“Lecture 21: World War II: The Home Front” (HTML)
   
  Instructions: Read this lecture to understand the impact of war on the American economy.  It should take you about 15 minutes to read this lecture.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

8.4 The Postwar Order  

8.4.1 Postwar Planning and the Bretton Woods Conference  

• Web Media: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 6: Worldwide War,” “Chapter 7: Planning the Peace,” and “Chapter 8: Pilgrim Mountain”

  Link: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 6: Worldwide War,” “Chapter 7: Planning the Peace,” and “Chapter 8: Pilgrim Mountain” (Quicktime)
   
  Also available in:
  Chapter 6 Transcript
  Chapter 7 Transcript
  Chapter 8 Transcript
             
  Instructions: Scroll down the web page and select the links for the chapter titles listed above to launch the video clips.  Please watch each video in its entirety.  It should take you no more than 30 minutes to watch all three videos.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: University of North Carolina at Chapel Hill: iBiblio.org’s “Conference at Bretton Woods”

  Link: University of North Carolina at Chapel Hill: iBiblio.org’s “Conference at Bretton Woods” (PDF)
   
  Instructions: Read this summary of agreements reached at the 1944 United Nations Monetary and Financial Conference at Bretton Woods to understand the significance of the conference.  It should take you no more than 15 minutes to read this resource.
   
  Terms of Use: This material is part of the public domain.

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8.4.2 The Marshall Plan  

• Reading: George C. Marshall Foundation: “The Marshall Plan”

  Link: George C. Marshall Foundation: “The Marshall Plan” (HTML)
   
  Instructions: Read this article and explore the links in the toolbar to the right of the article to understand the key elements of the Marshall Plan for the reconstruction of Europe after 1945.  It will take you about 30 minutes to explore this resource.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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Unit 9: Alternative Models of Industrialization  

After the First World War, a revolutionary government in Russia tried to create an alternative model to capitalist industrial development.  The new Soviet Union accomplished massive industrial feats before and during the Second World War but at enormous cost to the environment and to Soviet citizens.  In China, a successful communist revolution ushered in another experiment in socialist industrialization after 1949, first along Soviet lines and then according to the plans of Mao Zedong.  After the Second World War, leaders in India and other newly independent states tried to find a “third way” of development, rejecting capitalism as well as Soviet-style socialism as pathways to industrialization.
 
In this unit, we will examine alternative plans for industrial development from the Soviet Union, China, and India.  We will analyze the efficacy and costs of these different approaches, comparing them to the model followed by capitalist states.

Unit 9 Time Advisory   show close


Unit 9 Learning Outcomes   show close


9.1 The Soviet Model  

9.1.1 The Bolshevik Revolution  

• Reading: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 3: Communism on the Heights”

  Link: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 3: Communism on the Heights” (Quicktime)
   
  Also available in:
  Chapter 3 Transcript
   
  Instructions: Scroll down the webpage and select the link for “Chapter 3: Communism on the Heights” to launch the video.  Please watch the 6:16 minute video in its entirety.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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9.1.2 Economic Policy under Lenin  

• Reading: Seventeen Moments in Soviet History: Lewis Siegelbaum’s “1917: Economic Apparatus” and “1921: The New Economic Policy”

  Links: Seventeen Moments in Soviet History: Lewis Siegelbaum’s “1917: Economic Apparatus” (HTML) and “1921: The New Economic Policy” (HTML)  
   
  Instructions: Read the text of each article.  Then, go through all the images and other resources located under “Text” and “Related Text” on the right sidebar of each article.  It should take you about 1 hour to explore this resource.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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9.1.3 Stalinist Industrialization  

• Reading: Seventeen Moments in Soviet History: Lewis Siegelbaum’s “1924: Industrialization Debate”, “1929: Shock Workers” and “1929: Years of Great Change”

  Links: Seventeen Moments in Soviet History: Lewis Siegelbaum’s “1924: Industrialization Debate”, (HTML) “1929: Shock Workers” (HTML)and “1929: Years of Great Change” (HTML)
   
  Instructions: Read the text of each article.  Then, explore the images and other resources located under “Text” and “Related Text” on the right sidebar of each article.  It should take you 1 hour and 30 minutes to read all the linked articles and explore the images and videos.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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9.2 Maoist Industrialization  

9.2.1 The Chinese Revolution  

• Reading: King’s College: John Bowblis’s “China in the 20th Century”

  Link: King’s College: John Bowblis’s “China in the 20^th Century” (PDF)
  
  Also available in:
  iBook
   
  Instructions: Read this overview of Chinese history in the 20^th century to understand how the revolution changed Chinese industry. It should take you no more than 30 minutes to read the entire web page.
   
  Terms of Use: The material above has been reposted with permission for educational, noncommercial use by John Bowblis and Brian Pavlac.  It can be viewed in its original form here.

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9.2.2 Sino-Soviet Cooperation  

• Reading: International Institute of Social History’s “Sino-Soviet Cooperation”

  Link: International Institute of Social History’s “Sino-Soviet Cooperation” (HTML)
   
  Instructions: Read the text and examine the images for a better understanding of how the Soviet Union and China cooperated.   It should take you about 15 minutes to explore this resource.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

9.2.3 The “Great Leap Forward”  

• Assessment: The Saylor Foundation's "Communist Alternatives to Industrialization."

  Link: The Saylor Foundation's "Communist Alternatives to Industrialization," "Rubric for Communist Alternatives to Industrialization" and "Sample Essay for Communist Alternatives to Industrialization." (PDF)
   
  Instructions: Please read the prompt "Communist Alternatives to Industrialization." You will be asked to write a brief essay about the material covered in Units 9.1 and 9.2. Before beginning to write, please review the "Rubric for Communist Alternatives to Industrialization" for guidelines on how to write an outstanding essay. Once you have written your essay, you can compare it to the sample essay. This assessment should take you approximately one hour to complete.
   

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• Reading: Countrystudies.us: Robert L. Worden’s, Andrea Matles Savana’s, and Ronald E. Dolan’s (eds.) “China”: “The Great Leap Forward, 1958-60”

  Link: Countrystudies.us: Robert L. Worden’s, Andrea Matles Savana’s, and Ronald E. Dolan’s (eds.) “China”: “The Great Leap Forward, 1958-60” (HTML)
   
  Instructions: Read this article to understand the objectives of the Great Leap Forward.  It should take you roughly 15 minutes to read this article.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Web Media: International Institute of Social History’s “Great Leap Forward”

  Link: International Institute of Social History’s “Great Leap Forward” (HTML)
   
  Instructions: Read the article and examine the images to understand what the Great Leap Forward was intended to accomplish.  Be sure to click the link for “Part 2” so that you read both parts of the article.  It should take you approximately 30 minutes to read the entire article.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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9.3 The “Third Way” in India  

9.3.1 India under British Rule  

• Reading: University of Groningen: Groningen Growth and Development Centre: Angus Maddison’s “The Economic and Social Impact of Colonial Rule in India”

  Link: University of Groningen: Groningen Growth and Development Centre: Angus Maddison’s “The Economic and Social Impact of Colonial Rule in India” (PDF)
  
  Instructions: Scroll down the web page and select the link for Angus Maddison’s article titled “Chapter 3: The Economic and Social Impact of Colonial Rule in India” (listed last under “Articles and Papers”) to open the PDF file.  It will take you about 2 hours to read this chapter in its entirety.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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9.3.2 State Capitalism and the Five-Year Plan  

• Reading: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 10: India’s Way”; “Episode Two: The Agony of Reform”: “Chapter 4: India’s Permit Raj”

  Links: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 10: India’s Way”; (Quicktime) “Episode Two: The Agony of Reform”: “Chapter 4: India’s Permit Raj” (Quicktime)
   
                          Also available in:
                          Chapter 10 Transcript
                          Chapter 4 Transcript
   
  Instructions: Scroll down the web page and select the link titled “Chapter 10: India’s War” to launch the video clip (3:51).  Then, on the webpage for Episode Two, select the link for “Chapter 4: India’s Permit Raj” (3:04) and launch the second video clip.
   
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9.3.3 Import Substitution  

• Reading: Wikipedia: “Import Substitution Industrialization”

  Link: Wikipedia: “Import Substitution Industrialization” (HTML)
  
  Instructions: Read this article to understand the theory and application of ISI policies that were implemented in Latin American countries during the 20th century.
  
  Reading this article should take you approximately 1 hour.
  
  Terms of Use: This resource is licensed under a Creative Commons Attribution-ShareAlike 3.0 United States license. It is attributed to Wikipedia and the original version can be found here. 

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Unit 10: Globalization and the Industrialization in the Late 20th Century  

The second half of the twentieth century saw many changes in the pattern of industrialization.  While the capitalist states of the West enjoyed two decades of prosperity after 1945, problems in the global economy led to stagnation and decline in many manufacturing sectors in the 1960s and 1970s.  Manufacturing power shifted from the West to the East, beginning with the reindustrialization of Japan, South Korea, and Taiwan.  Light and then heavy manufacturing moved to Asian production sites, as the cost of labor in the West rose.  Southeast Asian states and then communist China entered the market as low-cost producers in the late 1970s and 1980s as previous barriers to international trade were eliminated.  By the 1990s, free trade had replaced protectionism as the dominant economic ideology in the industrialized world, creating new opportunities for industrialized and industrializing states as well as new challenges to the stability of the global economic system.

In this unit, we will examine the causes and effects of the decline of manufacturing in the West and the rise of low-cost producers in Asia.  We will also study important international agreements that gradually eased barriers to trade between nations.

Unit 10 Time Advisory   show close


Unit 10 Learning Outcomes   show close


10.1 The Decline of Manufacturing in the West  

10.1.1 Post-1945 Prosperity  

• Reading: Countrystudies.us: Eric Solsten’s (ed.) Germany: A Country Study: “The Social Market Economy” and “The Economic Miracle and Beyond”; Countrystudies.us: United States History: “The Postwar Economy: 1945-1960”

  Links: Countrystudies.us: Eric Solsten’s (ed.)Germany: A Country Study: “The Social Market Economy” (HTML) and “The Economic Miracle and Beyond”; (HTML) Countrystudies.us: United States History: “The Postwar Economy: 1945-1960” (HTML)
   
  Instructions: Read all three articles to see how Germany and the United States recovered from the Second World War and entered a period of industrial prosperity.  It should take you no more than 30 minutes to read all three articles.
   
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10.1.2 Problems of the 1960s-1970s  

• Web Media: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 11: Chicago against the Tide”, “Chapter 12: The Specter of Stagflation”, and “Chapter 13: A Mixed Economy Flounders”

  Link: PBS: Commanding Heights: “Episode One: The Battle of Ideas”: “Chapter 11: Chicago against the Tide”, “Chapter 12: The Specter of Stagflation”, and “Chapter 13: A Mixed Economy Flounders” (Quicktime)
   
  Also available in:
  Chap. 11 Transcript
  Chap. 12 Transcript
  Chap. 13 Transcript    
   
  Instructions: Select the links for each chapter listed above on the webpage to launch the video clips.  Please watch each video in its entirety.  Please watch each video in its entirety.  It should take you no more than 30 minutes to watch all three videos.
   
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10.1.3 Economic Origins of the European Union  

• Web Media: European Union: “The History of the European Union”: “1945-1959: A Peaceful Europe—The Beginnings of Cooperation”

  Link: European Union: “The History of the European Union”: “1945-1959: A Peaceful Europe—The Beginnings of Cooperation” (Adobe Flash and HTML)
   
  Instructions: Read the text on this webpage and explore the images and films available.  Follow the links within the text to learn about the European Coal and Steel Community and the Schuman Plan.   You should spend about 1 hour reading the text and exploring the links on the page.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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10.2 Industrial Growth in Asia  

10.2.1 Reconstruction of Japan  

• Reading: National Graduate Institute for Policy Studies: Professor K. Ohno’s “Economic Development of Japan”: “10: Postwar Recovery 1945-1949” and “11: Post High Growth 1950s-1960s”

  Link: National Graduate Institute for Policy Studies: Professor K. Ohno’s “Economic Development of Japan”: “10: Postwar Recovery 1945-1949” (HTML) and “11: Post High Growth 1950s-1960s” (HTML)
   
  Instructions: Read both lectures to understand how Japan recovered from the destruction of the Second World War.  It should take roughly 1 hour to read both lectures completely.
   
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10.2.2 The “Four Tigers”  

• Reading: Economic History Association: Catherine R. Schenk’s “Economic History of Hong Kong”, Myung Soo Cha’s “The Economic History of Korea”, Kelly Olds’s “The Economic History of Taiwan” ; International Monetary Fund: Michael Sarel’s “Growth in East Asia: What We Can and What We Cannot Infer”

  Links: Economic History Association: Catherine R. Schenk’s “Economic History of Hong Kong”, (HTML) Myung Soo Cha’s “The Economic History of Korea”, (HTML) Kelly Olds’s “The Economic History of Taiwan”; (HTML) International Monetary Fund: Michael Sarel’s “Growth in East Asia: What We Can and What We Cannot Infer” (HTML or PDF)
   
  Instructions: Read all of these articles in their entirety to see how East Asian countries industrialized after 1945.  You will need approximately 2 hours and 15 minutes to read all four articles.
   
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10.2.3 “Opening” of China  

• Lecture: Harvard University: Open Learning Initiative: Dr. Peter K. Bol’s and Dr. William C. Kirby’s “China: Traditions and Transformations”: “Lecture 35: Greater China?” and “Lecture 36: Two Chinese Companies”

  Links: Harvard University: Open Learning Initiative: Dr. Peter K. Bol’s and Dr. William C. Kirby’s “China: Traditions and Transformations”: “Lecture 35: Greater China?” (Adobe Flash) and “Lecture 36: Two Chinese Companies” (Adobe Flash)
   
  Also available in: (Lecture 35)
  Adobe Flash (LAN Connection)
  Adobe Flash (Audio only)
   
  Also available in: (Lecture 36)
  Adobe Flash (LAN Connection)
  Adobe Flash (Audio only)
   
  Instructions: Select the link for each lecture listed above to launch the video lecture.  Each lecture is approximately 50 minutes long.
   
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10.3 Free Trade and Neoliberalism in the Modern World  

10.3.1 Industrialization and Free Trade around the World  

• Web Media: PBS: Commanding Heights: “Episode Two: The Agony of Reform”: “Chapter 5: Latin American Dependencia”, “Chapter 10: Bolivia at the Brink”, “Chapter 17: India Escapes Collapse”, and “Chapter 21: A Decade of Radical Change”

  Link: PBS: Commanding Heights: “Episode Two: The Agony of Reform”: “Chapter 5: Latin American Dependencia”, (Quicktime) “Chapter 10: Bolivia at the Brink”, (Quicktime) “Chapter 17: India Escapes Collapse”, (Quicktime) and “Chapter 21: A Decade of Radical Change” (Quicktime)
   
  Also available in:
  Chapter 5 Transcript
  Chapter 10 Transcript
  Chapter 17 Transcript
  Chapter 21 Transcript
   
  Instructions: Scroll down the web page and select the links for each chapter listed above to launch the film clips.  Please watch each video in its entirety.  It will take you about 30 minutes to watch all four videos.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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10.3.2 From the GATT to the WTO  

• Lecture: iTunes U: The Open University: TU187: Development: Context and Practice: “Lecture 21: Doing Business in China”, “Lecture 23: Negotiating China’s Accession” and “Lecture 25: Is China a Developing Country?”

  Links: iTunes U: The Open University: TU187: Development: Context and Practice: “Lecture 21: Doing Business in China”, (iTunes U) “Lecture 23: Negotiating China’s Accession” (iTunes U) and “Lecture 25: Is China a Developing Country?” (iTunes U)
   
  Instructions: Watch all three video segments to learn about China’s entry into the world economy.  It will take you no more than 30 minutes to watch all three video segments.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Reading: BBC: “Timeline: World Trade Organization” and “Profile: World Trade Organization”

  Link: BBC: “Timeline: World Trade Organization” (HTML) and “Profile: World Trade Organization” (HTML)
   
  Instructions: Read both articles to understand how the GATT organization transformed into the WTO.  It will take you about 15 minutes to read both articles.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Assessment: The Saylor Foundation's "Features of the Global Economy Since 1945."

  Link: The Saylor Foundation's "Features of the Global Economy Since 1945," (PDF) and "Answer Guide to Features of the Global Economy Since 1945." (PDF)
   
  Instructions: Please try to answer the questions from "Features of the Global Economy Since 1945" as best you can. This assessment will help you review the material in Unit 10. When you are done, compare your responses to "Answer Guide to Features of the Global Economy Since 1945." This assessment should take you approximately one hour to complete

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Final Exam  

• Final Exam: The Saylor Foundation's HIST363 Final Exam

  Link: The Saylor Foundation's HIST363 Final Exam
  
  Instructions: You must be logged into your Saylor Foundation School account in order to access this exam.  If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.

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