Good evening. Before I reflect on my Genius Hour presentation, I wanted to offer a big thank you to everyone that has been following my blog since the beginning of this journey. Your views, feedback and support have helped me succeed in accomplishing my goal of not only completing this project, but doing the very best I could with it and challenging myself to search for insightful answers.
Now, lets talk about what went well during my presentation. I feel that I was able to successfully engage my audience throughout the presentation. I created a visually appealing PowerPoint, which, for the most part, had minimal text (just the key points) and an abundance of pictures. I was also compelling during my presentation, where I spoke confidently (without reading off a script) and with plenty of passion/interest for my topic. I also gave my audience members an opportunity to share their thoughts by posing a question for them to answer in the middle of my presentation. The research and information I included in my presentation was detailed, accurate and relevant to my topic, which helped the audience understanding my thesis. Lastly, I did a good job of analyzing my successes and failures both in my blog posts and in my presentation/final product. I was able to express these clearly to my audience, through my use of bullet points and corresponding images.
I also want to discuss what didn't go as well as I hoped during my presentation. My three biggest issues were my speaking pace, my time-management skills, and the lower than expected audience participation. I feel that, although I spoke confidently and passionately throughout my presentation (as mentioned above), I spoke too quickly (because I was a little nervous). This may have resulted in my audience not being able to hear/understand all the information I shared. I also went slightly over the time limit (approximately 3-5 minutes) while presenting. Consequently, I may have lost the audience's focus during the last section(s). When I posed a question for my audience to answer, only one person volunteered to respond. Initially, I was hoping to get two or three responses. This indicates that not everybody in the audience was paying attention to my presentation at all times.
In the future, I plan on rehearsing my presentation more often ahead of time, in order to regulate my speaking pace. I will also do some deep breathing exercises and use positive affirmations to calm my mind right before presenting. That way, I can speak at a more relaxed and natural pace. To solve my time-management issues, I will create a lesson plan for my presentations that will outline exactly how much time I intend to spend on each slide/point/activity/section of my presentation. I will also use the lesson plan while I rehearse, as it will provide me with a time-frame for speaking. Finally, to increase audience participation, I will try to employ different engagement techniques (such as "think, pair, share") multiple times throughout my presentation. If people continue to be slow to respond, I will call on those who seem comfortable with the topic and engaged in the discussion to share their ideas.
Overall, I am pleased with the outcome of this project. I learned so much and feel that I have drawn significant conclusions based on my research. I also believe that I engaged my classmates (to a satisfactory degree) in the topic I chose to explore, primarily due to my passion and insights.
Monday, January 21, 2019
Sunday, December 16, 2018
Blog #3 Part 2
Hey there, and welcome to Part 2 of my third blog post! In this section, I will be looking for an answer to the second third and fourth questions I posed in my second blog post I recommend you skim it for context if you haven't already read it. I will also briefly discuss the information I will be including in my final product (i.e., information I haven't included in any blog posts, such as the answer to my primary question).
Firstly, let's touch upon the connection between Communism and Utopia. The term "Utopia" refers to a perfect or ideal state, where every citizen is entitled to equality, liberty, and overall happiness. Throughout history, many thinkers have come up with theories about what it would be like to create a Utopian society and how life would be led within it. The most well-known is Thomas More, an eminent Renaissance humanist who wrote a book entitled Utopia in 1516.
Figure 1: A portrait of Thomas More. His novel Utopia lays the framework for many Communist ideas and inspired Karl Marx. He was one of the first individuals to suggest abolishing private property. In his book, private property is, in fact, a completely foreign concept with which citizens are unfamiliar. He promoted a high level of religious tolerance, free speech, as well as the equal distribution of food, money, and status. Education in his Utopian state is based on ethics and happiness. The government is a democracy, with an elected sovereign and well-organized public agents that 'rule.' The only wars that are seen as worthwhile are ones to defend or liberate the nation. However, it should be noted that there are slaves performing undesirable tasks in More's Utopia.
More's Utopian society is essentially an escape from or alternate form of reality, where morals govern beliefs and society. In theory, it sounded like every working class individual's dream. Yet, in reality, the ideas in More's book were never executed in the perfect way he envisioned. Although, as stated above, many of his ideas fed into the core principles of Scientific Socialism and Communism (i.e. the requirements to create a Communist society), they were taken to an extreme and sometimes modified, which had negative results. In many Communist societies that sprang up in the twentieth century, only a small percentage of people ended up enjoying the benefits of living in "Utopia" while the rest lived in poverty, much like in a Capitalist society. For instance, education in Communist countries was used to spread propaganda among an impressionable populace. Private property was abolished, but for different reasons than it would be in a true Utopian society: instead of the focus of the act being equality, the Communists focused on political gains for the state.
This leads me to writing about one of the main reasons why Communist societies may have collapsed in the end: the role of religion. As previously mentioned, More's Utopian Society favoured religious tolerance, while countries such as the Soviet Union attempted to ban religion altogether. In Book 2, Page 97 of Utopia, More says that the ruler of the fictitious Utopian world, King Utopus "...decreed that every man might cultivate the religion of his choice."
Figures 2 and 3: Anti-religious propaganda from the Soviet Union. Figure 2 says "the struggle against religion is the struggle for socialism" and Figure 3 says "there is no God." The Soviet Union was able to ban religion by creating specialized propaganda units (i.e. League of the Godless), destroying houses of worship, killing or imprisoning thousands of religious supporters (especially members of the Russian Orthodox Church), and making it illegal to teach religion to children. They believed that, in order to suppress rebellion, there must be widespread atheism across the country, with the former head of the Soviet state (Vladimir Lenin) comparing religion to a venereal disease. Soviet critic Aleksandr Solzhenitsyn confirms this. He said "militant atheism is not merely incidental or marginal to Communist policy. It is not a side effect, but the central pivot."
In my final product, I will answer my primary question, "Did the Industrial Revolution Lead to the Cold War" by analyzing all the information I found on how the "west" (i.e. Britain, United States, etc.) and the "east" (i.e. the Soviet Union) reacted to the Industrial Revolution and the concepts of Capitalism and Communism that rose alongside or in reaction to it. I will then determine whether there is a connection between them and the Cold War.
Firstly, let's touch upon the connection between Communism and Utopia. The term "Utopia" refers to a perfect or ideal state, where every citizen is entitled to equality, liberty, and overall happiness. Throughout history, many thinkers have come up with theories about what it would be like to create a Utopian society and how life would be led within it. The most well-known is Thomas More, an eminent Renaissance humanist who wrote a book entitled Utopia in 1516.
More's Utopian society is essentially an escape from or alternate form of reality, where morals govern beliefs and society. In theory, it sounded like every working class individual's dream. Yet, in reality, the ideas in More's book were never executed in the perfect way he envisioned. Although, as stated above, many of his ideas fed into the core principles of Scientific Socialism and Communism (i.e. the requirements to create a Communist society), they were taken to an extreme and sometimes modified, which had negative results. In many Communist societies that sprang up in the twentieth century, only a small percentage of people ended up enjoying the benefits of living in "Utopia" while the rest lived in poverty, much like in a Capitalist society. For instance, education in Communist countries was used to spread propaganda among an impressionable populace. Private property was abolished, but for different reasons than it would be in a true Utopian society: instead of the focus of the act being equality, the Communists focused on political gains for the state.
This leads me to writing about one of the main reasons why Communist societies may have collapsed in the end: the role of religion. As previously mentioned, More's Utopian Society favoured religious tolerance, while countries such as the Soviet Union attempted to ban religion altogether. In Book 2, Page 97 of Utopia, More says that the ruler of the fictitious Utopian world, King Utopus "...decreed that every man might cultivate the religion of his choice."
In my final product, I will answer my primary question, "Did the Industrial Revolution Lead to the Cold War" by analyzing all the information I found on how the "west" (i.e. Britain, United States, etc.) and the "east" (i.e. the Soviet Union) reacted to the Industrial Revolution and the concepts of Capitalism and Communism that rose alongside or in reaction to it. I will then determine whether there is a connection between them and the Cold War.
Works Cited
Fraser, Giles. "Why the Soviet Attempt to Stamp out Religion Failed." The Guardian, October 26, 2017. Accessed December 16, 2018. https://www.theguardian.com/commentisfree/belief/2017/oct/26/why-the-soviet-attempt-to-stamp-out-religion-failed.
Marc'hadour, Germain P. "Thomas More." Encyclopædia Britannica. November 22, 2018. Accessed December 16, 2018. https://www.britannica.com/biography/Thomas-More-English-humanist-and-statesman.
More, Thomas. Utopia. 1551
PIRNUTA, Oana Andreea, and Ioana Anca GRIGORESCU. On Utopia- Between Philosophy and Communism. University of Brasov, Romania. May 27, 2011. Accessed December 16, 2018. http://www.afahc.ro/ro/afases/2011/socio/PIRNUTA_GRIGORESCU_2.pdf.
The Editors of Encyclopaedia Britannica. "Aleksandr Isayevich Solzhenitsyn." Encyclopædia Britannica. December 07, 2018. Accessed December 16, 2018. https://www.britannica.com/biography/Aleksandr-Solzhenitsyn.
Tuesday, December 11, 2018
Blog #3 Part 1
Hey! Welcome to part one of my third blog post! In this section, I will be searching for an answer to the first question I posed in Blog #2, specifically: were industrialists radicalized by Adam Smith and the ideas of Capitalism? What were the effects of Capitalism on society? How did people react? I recommend you skim it over for context if you haven't already read it. I will also talk about a challenge I've faced in my research and how I plan to overcome it.
First, let's discuss how Capitalism and Adam Smith's ideas affected society (both positively and negatively). Arguably, the most positive trait that Capitalism introduced to society is the incentive to work hard. People had to work hard so their efficiency would increase, allowing them to compete with others in the marketplace and supply the "best" products and services.
This proved to be beneficial for the economies of the countries that implemented these practices. For instance, Britain experienced a major increase in agricultural and industrial production, with the addition of useful new inventions (such as the steam engine) that revolutionized the modern workforce. The result was that its economy flourished and the population increased dramatically. Foreign trade with British colonies in India and the Caribbean contributed to this economic growth. There was a stronger sense of national pride echoing in the nation. Women were given more opportunities than ever to seek jobs in the domestic service and textile industries, which signified a shift away from the traditional agricultural workforce/family roles women played (and to which they had been limited). The concepts of provincial banking and paper money took off.
Figure 1: This is an illustration of London's Billingsgate Market (a seafood market) in the early nineteenth century. The image captures the spirit and essence of the Industrial Revolution, including the shift from small rural towns to big cities. As well, factories are visible in the background, and consumers can be seen wandering the streets looking for goods to purchase.
However, there were many downsides that came with the rapid industrialization of the western world. The gap between rich and poor became more prevalent than ever before. The industrialists (people who owned the factories, ships, etc.) held all the wealth while the working class lived in horrendous, overcrowded tenements and had no money or prospects, despite working long hours in terrible conditions without proper compensation. Parents would send their children to work in factories, where they would be subject to mistreatment and exploitation. There were also no guarantees that anyone's basic needs would be met, so people resorted to manipulation, monopolies and cheating to succeed.
Figure 2: The image on the left depicts the typical living conditions of the working class during the Industrial Revolution, in dirty, overcrowded, squalid homes. The image on the right shows Andrew Carnegie's house. He was one of the richest industrialists of the time.
Figure 3: This photograph captures young boys working in a factory during the Industrial Revolution.
Ultimately, many positive developments arose from responses to the harshness and injustices of the Industrial Revolution. Some countries, like Britain and the US, saw labourers join forces to form unions that advocated for the rights of workers by lobbying factory owners to provide better working conditions and pay. Meanwhile, political rights improved in Britain, due to the abolition of the slave trade (now that more people were available to work) and the passing of the Great Reform Act, which allowed up-and-coming manufacturing cities like Manchester to have a new voice in parliamentary affairs.
Another 'reaction' to the Industrial Revolution came in the form of Socialism and Communism, which some countries decided to adopt to counteract the spread of Capitalism and its perceived evils. This will be discussed further in part two.
Lastly, I wanted to give you an update on my attempt to contact a history professor at Carlton University. Before I wrote my original blog post, I emailed this individual to see whether they would be interested in speaking to me via telephone about my topic (Industrial Revolution, Cold War, their connection). A couple of weeks later, they messaged me back saying that, unfortunately, they won't have the time to speak to me. As a result, I have decided that instead of trying to directly contact a university professor, I will use some essays/quotes written by professors to get the expert insight instead.
This proved to be beneficial for the economies of the countries that implemented these practices. For instance, Britain experienced a major increase in agricultural and industrial production, with the addition of useful new inventions (such as the steam engine) that revolutionized the modern workforce. The result was that its economy flourished and the population increased dramatically. Foreign trade with British colonies in India and the Caribbean contributed to this economic growth. There was a stronger sense of national pride echoing in the nation. Women were given more opportunities than ever to seek jobs in the domestic service and textile industries, which signified a shift away from the traditional agricultural workforce/family roles women played (and to which they had been limited). The concepts of provincial banking and paper money took off.
However, there were many downsides that came with the rapid industrialization of the western world. The gap between rich and poor became more prevalent than ever before. The industrialists (people who owned the factories, ships, etc.) held all the wealth while the working class lived in horrendous, overcrowded tenements and had no money or prospects, despite working long hours in terrible conditions without proper compensation. Parents would send their children to work in factories, where they would be subject to mistreatment and exploitation. There were also no guarantees that anyone's basic needs would be met, so people resorted to manipulation, monopolies and cheating to succeed.
Figure 2: The image on the left depicts the typical living conditions of the working class during the Industrial Revolution, in dirty, overcrowded, squalid homes. The image on the right shows Andrew Carnegie's house. He was one of the richest industrialists of the time.
Ultimately, many positive developments arose from responses to the harshness and injustices of the Industrial Revolution. Some countries, like Britain and the US, saw labourers join forces to form unions that advocated for the rights of workers by lobbying factory owners to provide better working conditions and pay. Meanwhile, political rights improved in Britain, due to the abolition of the slave trade (now that more people were available to work) and the passing of the Great Reform Act, which allowed up-and-coming manufacturing cities like Manchester to have a new voice in parliamentary affairs.
Another 'reaction' to the Industrial Revolution came in the form of Socialism and Communism, which some countries decided to adopt to counteract the spread of Capitalism and its perceived evils. This will be discussed further in part two.
Lastly, I wanted to give you an update on my attempt to contact a history professor at Carlton University. Before I wrote my original blog post, I emailed this individual to see whether they would be interested in speaking to me via telephone about my topic (Industrial Revolution, Cold War, their connection). A couple of weeks later, they messaged me back saying that, unfortunately, they won't have the time to speak to me. As a result, I have decided that instead of trying to directly contact a university professor, I will use some essays/quotes written by professors to get the expert insight instead.
Works Cited
Capitalism and Socialism: Crash Course World History #33. Produced by John Green, Stan Muller, and Danica Johnson. By Raoul Meyer. Performed by John Green. YouTube. September 06, 2012. Accessed December 10, 2018. https://www.youtube.com/watch?v=B3u4EFTwprM.
Manolopoulou, Artemis. "The Industrial Revolution and the Changing Face of Britain." The British Museum. 2010. Accessed December 10, 2018. https://www.britishmuseum.org/research/publications/online_research_catalogues/paper_money/paper_money_of_england__wales/the_industrial_revolution.aspx.
Morgan, Kenneth, Prof. "Symbiosis: Trade and the British Empire." BBC, February 17, 2011. Accessed December 10, 2018. http://www.bbc.co.uk/history/british/empire_seapower/trade_empire_01.shtml.
Tuesday, November 13, 2018
Blog #2
Hello there! Welcome to my second blog post! In this section, I will be sharing some of the most important information I discovered about the 'Founding Fathers' of Capitalism and Communism -- Adam Smith and Karl Marx, respectively. I also pose some questions and introduce new thoughts to further guide my research, both of which I will be pursuing in Blog #3.
I have begun my research using excerpts and quotes from Adam Smiths' and Karl Marx's books, as well as articles found on databases such as the Gale database.
One of the most interesting facts I uncovered about Adam Smith is that, while he applauded the rapid industrialization of the western world, he did not support the mistreatment of workers. In Book 1, Chapter 8 of The Wealth of Nations, he states that "No society can surely be flourishing and happy of which the far greater part of the members are poor and miserable." He even warns readers about the dangers of Capitalism's "mean rapacity" in Book 4, Chapter 3.
In reading further into Adam Smith, I am beginning to wonder if any key figures in the industrial revolution were radicalized by his belief in the significance of 'self-interest.' In Book 1, Chapter 2 of The Wealth of Nations, Smith explains that it's self-interest that makes the world go round: "It is not from the benevolence of the butcher, the brewer, or the baker, that we can expect our dinner, but from the regard of their own self interest." However, Smith distinguishes between self-interest (motivation) and selfishness (greed).
Another of Smith's ideas that struck me as critical is that the government should play a limited role in the economy, which was later challenged by Karl Marx and the rise and fall of Communism in the 20th century.
That brings me to Karl Marx and some of the most intriguing facts I've gathered about him so far.
Marx believed that class struggles have existed throughout all of history. In his book The Communist Manifesto, co-written with Friedrich Engels, Marx states that "Modern bourgeois society which arose from the ruins of the feudal system has not wiped out the antagonism of classes. New classes, new conditions of oppression, new modes and forms of carrying on the struggle, have been substituted for the old ones. This characteristic of our epoch -- the epoch of the bourgeois, or middle class -- is that the struggle between the various social classes has been reduced to its simplest form. Society tends to be more and more divided into two great hostile classes -- the Bourgeoisie and the Proletariat."
He realized that the bourgeoisie were profiting from and exploiting the proletarians. He hypothesized that "A never ceasing struggle," between classes usually ends in "a revolutionary alteration of the social system, or in the common destruction of the contending class." These actions would symbolize the end of Capitalism and a shift into a classless society rooted in the central belief that everyone has a role to play, depending on what they contribute and require: "From each according to his abilities, to each according to his needs."
Marx wrote in Chapter 1 of The Communist Manifesto that the bourgeoisie without the proletariat class is "like the sorcerer, who is no longer able to control the powers of the nether world whom he has called up by his spells." I wonder what is required to create a Communist society and why most of the Communist nations of the 20th century have failed.
Marx's idea of a classless, equal society seemed like paradise compared to the poverty-stricken, overcrowded emerging cities of the industrial revolution. I would like to look into why and how Karl Marx developed his ideas and whether Communism can be seen as a form of "utopia" developed to contrast with the harshness of the industrial revolution.
Blenman, Joy. "Adam Smith: The Father of Economics." Investopedia. April 19, 2017. Accessed November 12, 2018. https://www.investopedia.com/updates/adam-smith-economics/.
Engels, Friedrich, and Karl Marx. The Communist Manifesto. 1848.
"If adam smith were alive today: Capitalism is the only way to go." Vital Speeches of the Day, October 15, 2001, 12+. General OneFile (accessed November 12, 2018). http://link.galegroup.com/apps/doc/A80325079/GPS?u=ko_k12hs_d73&sid=GPS&xid=955189af.
Smith, Adam. An Inquiry into the Nature and Causes of the Wealth of Nations. 1776.
"The Communist Manifesto - Bourgeoisie and Proletariat." The British Library. April 10, 2006. Accessed November 13, 2018. http://www.bl.uk/learning/histcitizen/21cc/utopia/methods1/bourgeoisie1/bourgeoisie.html.
I have begun my research using excerpts and quotes from Adam Smiths' and Karl Marx's books, as well as articles found on databases such as the Gale database.
One of the most interesting facts I uncovered about Adam Smith is that, while he applauded the rapid industrialization of the western world, he did not support the mistreatment of workers. In Book 1, Chapter 8 of The Wealth of Nations, he states that "No society can surely be flourishing and happy of which the far greater part of the members are poor and miserable." He even warns readers about the dangers of Capitalism's "mean rapacity" in Book 4, Chapter 3.
In reading further into Adam Smith, I am beginning to wonder if any key figures in the industrial revolution were radicalized by his belief in the significance of 'self-interest.' In Book 1, Chapter 2 of The Wealth of Nations, Smith explains that it's self-interest that makes the world go round: "It is not from the benevolence of the butcher, the brewer, or the baker, that we can expect our dinner, but from the regard of their own self interest." However, Smith distinguishes between self-interest (motivation) and selfishness (greed).
Another of Smith's ideas that struck me as critical is that the government should play a limited role in the economy, which was later challenged by Karl Marx and the rise and fall of Communism in the 20th century.
That brings me to Karl Marx and some of the most intriguing facts I've gathered about him so far.
Marx believed that class struggles have existed throughout all of history. In his book The Communist Manifesto, co-written with Friedrich Engels, Marx states that "Modern bourgeois society which arose from the ruins of the feudal system has not wiped out the antagonism of classes. New classes, new conditions of oppression, new modes and forms of carrying on the struggle, have been substituted for the old ones. This characteristic of our epoch -- the epoch of the bourgeois, or middle class -- is that the struggle between the various social classes has been reduced to its simplest form. Society tends to be more and more divided into two great hostile classes -- the Bourgeoisie and the Proletariat."
He realized that the bourgeoisie were profiting from and exploiting the proletarians. He hypothesized that "A never ceasing struggle," between classes usually ends in "a revolutionary alteration of the social system, or in the common destruction of the contending class." These actions would symbolize the end of Capitalism and a shift into a classless society rooted in the central belief that everyone has a role to play, depending on what they contribute and require: "From each according to his abilities, to each according to his needs."
Marx wrote in Chapter 1 of The Communist Manifesto that the bourgeoisie without the proletariat class is "like the sorcerer, who is no longer able to control the powers of the nether world whom he has called up by his spells." I wonder what is required to create a Communist society and why most of the Communist nations of the 20th century have failed.
Marx's idea of a classless, equal society seemed like paradise compared to the poverty-stricken, overcrowded emerging cities of the industrial revolution. I would like to look into why and how Karl Marx developed his ideas and whether Communism can be seen as a form of "utopia" developed to contrast with the harshness of the industrial revolution.
Works Cited
Blenman, Joy. "Adam Smith: The Father of Economics." Investopedia. April 19, 2017. Accessed November 12, 2018. https://www.investopedia.com/updates/adam-smith-economics/.
Engels, Friedrich, and Karl Marx. The Communist Manifesto. 1848.
"If adam smith were alive today: Capitalism is the only way to go." Vital Speeches of the Day, October 15, 2001, 12+. General OneFile (accessed November 12, 2018). http://link.galegroup.com/apps/doc/A80325079/GPS?u=ko_k12hs_d73&sid=GPS&xid=955189af.
Smith, Adam. An Inquiry into the Nature and Causes of the Wealth of Nations. 1776.
"The Communist Manifesto - Bourgeoisie and Proletariat." The British Library. April 10, 2006. Accessed November 13, 2018. http://www.bl.uk/learning/histcitizen/21cc/utopia/methods1/bourgeoisie1/bourgeoisie.html.
Friday, October 26, 2018
Blog #1
Hi everyone! Welcome to my blog! I'm so excited to share my research with all of you!
Figure 1: Frederick Taylor, widely considered the father of Scientific Management. His theories helped create standardized training, jobs, working conditions and employee incentives, increasing overall productivity. However, his theories also resulted in the dehumanization of factories, where men worked like machines.
I also want to look into the negative implications of the industrial revolution, which inspired thinkers such as Karl Marx to invent a new type of society -- one where there is no conflict of power between the working class (proletariat) and the elite factory owners (bourgeoisie). One of the questions I am using to guide my research at the moment is: "How did Marxist ideology inspire revolutions?"
Figure 2: Karl Marx is the father of Marxist ideology He believed that there is a quintessential power struggle between the proletariat and the bourgeois (owner) class, and his eventual goal was to inspire a proletariat uprising that would abolish the class distinctions in society, making everyone equal and leading to better conditions for common people.
This leads me to the goals I want to achieve before my next blog:
- For my primary sources, I intend to purchase and read two books (below). They were both written around the time of the Industrial Revolution and will offer opposing views on this era.
Figures 3 & 4: The Wealth of Nations by Adam Smith and The Communist Manifesto by Karl Marx and Friedrich Engels
- I am in the process of contacting a family friend, who is a Professor of Religious Studies at Carlton University. I'm going to try to schedule an email interview with one of his colleagues, who works in the History Department, to get their perspective on my primary question.
- I would like to watch some documentaries on the Industrial Revolution and the Cold War. I will start by watching the ones linked below (a BBC documentary on the Industrial Revolution and a CNN series on the Cold War). If anybody has any recommendations, please comment below.
- As well, I will continue to conduct background research on the Industrial Revolution and the Cold War using credible sources (i.e. History.com).
Lastly, I would like to share some fast facts about the Industrial Revolution:
- Started in Britain and occurred during the 18th and 19th centuries
- Britain was a world power and had an abundance of coal and iron
- Manufacturing took place in large factories using machines, instead of in people's homes
- Urbanization
- Important inventions (i.e. steam engine)
- Pros: Developments in transportation (i.e. steam powered train), communication, banking, improved standard of living for bourgeoisie, increase in amount and variety of products
- Cons: Harsh working conditions and living standards for proletarians
Figures 5 & 6: A factory during the Industrial Revolution and a steam-powered train
Thank you so much for reading my blog! I hope you enjoyed- Monica
Works Cited
Editors, History.com. "Industrial Revolution." HISTORY. October 29, 2009. Accessed October 26, 2018. https://www.history.com/topics/industrial-revolution/industrial-revolution.
Ollman, Bertell. "What Is Marxism? A Bird's-Eye View." Dialectical Marxism. Accessed October 26, 2018.
Sandrone, Vincenzo. "Frederick W. Taylor: Master of Scientific Management." SkyMark. 1997. Accessed October 26, 2018. http://www.skymark.com/resources/leaders/taylor.asp.
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