Industrial Revolution Change Over Time

Amy's change over time essay

In the time period of 1700 C.E. and 1900 C.E. the Industrial Revolution brought about many reforms and changes for the better with many improvements for all people. The politics and government of the West were greatly restructured to give people more equality, freedom, and rights. Culture and society also was affected by the industrial revolution because the people had more rights and society wasn't as rigid and stiff as before the revolution. There were also economic changes that gave people more chances to do what they wanted with their life due to more economic opportunities. Throughout the industrial revolution what did not change was that the economy continuously uses or needs some form of trade and merchants because merchants spread ideas and when people wanted to work from home they had to depend on merchants to buy and sell their merchandise.
Government was restructured to give people in the middle class more representation, freedoms, equality, and rights. This restructuring began with the French revolution in 1789 because King Louis XIV of France caved in his ideas to give the people what they wanted, a more modern parliament that gave the middle class more representation and some subjects were allowed to vote. When the king was beheaded later on, radical and authoritarian powers arose which coded more laws and took away power from the church and aristocrats. In 1786-1790 Charles Cornwallis brought many political reforms to the colonies in India because some of the British who had power there had become corrupt and caused a great famine. In 1799-1815 more political change was brought about because Napoleon Bonaparte came to power and reduced parliamentary power greatly giving more power to the people of his kingdom and also expanding France. When Napoleon was brought out of power the Congress of Vienna met in 1815 and reduced France's influence. But then in 1832 the influence of France was seen in England because a reform bill was made that granted voting rights. In the 1830's and 1840's in Britain the British Chartist movement took place. The Chartists' were artisans and workers who wanted a democracy to give them more voting rights and political freedoms. In 1848 there was more political change with Karl Marx who created socialism. In 1867 Benjamin Disraeli gave the vote to the middle class in his part of Europe. By 1900 there were many feminist movements in politics in the West. Starting with the French Revolution politics and government changed because citizens felt they needed more of a say in what was happening and that they needed more rights, France was just the country to start the ball rolling and get the rest of the West to restructure their government between 1700 and 1900 C.E.
Culture and society took many reforms during the industrial revolution because it became more flexible in this time when more rights were given to the people and the population began to grow with people living longer. 1800-1850 C.E. brought about new forms of art that showed more feeling and realism, a form called romanticism. The many political reforms brought also culture and society changes. Population began to grow and people were living longer because technology improved agriculture which in turn gave people more nutritious foods. Also, the population was improved because of better hygiene and the discovery of germs by Louis Pasteur in the 1880's. In the 1870's education also began to spread more. By 1900 people were discovering more emphasis on leisure time and having family values. There were less class distinctions and more interaction between people. Also during this time culture and society had changes because of many 'thinkers' such as Darwin in 1859, Karl Marx in 1848, Albert Einstein in 1900, and Sigmund Freud. A thinker form France, Charles Montesquieu, had such an impact on culture and society that his ideas influenced America, a completely different part of the world. The church had less power and people were given more freedoms so society wasn't as rigid as it had been previously.
The economy also changed and reformed during the industrial revolution with more people choosing what they wanted to do and more factories although trade was still important. Many people were able to work from home, men and women, but they were dependent on merchants. In 1770 James Watt's invention of the steam engine helped travel and economy. In 1848 Karl Marx's new idea of socialism also changed economy. By 1900 technology had greatly improved and this helped economy because it made work more efficient in factories and in manufacturing. A part of economy that did not change and has always been continuous is trade and merchants playing a role in the economy.
The industrial revolution between 1700 and 1900 brought about many changes and reforms in the West, but something that didn't change as a part of the economy is trade and merchants. As people were granted more freedoms and rights through government and their daily lives in culture and society changed they still needed merchants to buy their products. At the beginning of the industrial revolution when people increasingly wanted to work from their homes they became dependent on urban merchants to buy their products. When technology in factories improved in the middle and end of the industrial revolution merchants were still needed to buy the merchandise from the factory owners and bring products form country to country for the government. Another important aspect that kept the merchants around was because they were still able to spread ideas such as radicals, liberals and socialism.

DBQ November 5

The expansions of educational opportunity in Europe, the United States, and Japan were easily justified by means of society and intellect. When education expanded it bettered society by making it safer, stronger, and more honorable. Educational expansion was justified by means of intellect because people have a thirst for knowledge and were driven to learn. Over time this train of thought has become much more common. An additioanl document that would be helpful would be a document from Britain because Britain had a lot of influence over other nations and could have influenced some educational expansion.
The expansion of educational opportunity was justified in society because it made society better and more honorable. By being educated, people can be more independent. Women in France who became educated and independent were thought of as strong and an asset to the society. For awhile men thought of women just aspossessions with no value but they changed their way of thinking because they found out how valuable an educated person could be, saying that previous train of thought "although natural, is not necessary." The point of view of this document from France is that education strengthened society because people were less dependent on others and it improved qualities of the society making people more useful. (Doc 1). Another justification in society for educational expansion is it improved everyday society because it made it easier for everyone to understand law systems. When people were educated and know laws they are more likely to also practice "self-government, self-control, and a voluntary compliance with the laws of reason and duty." This is an educational justification in society because it would make it safer and more honorable. The point of view of this document from Japan is that education strengthened society because people could better follow the government made laws and also be more morally upright because they would be able to make more of their own decisions (Doc 2). Another document from Japan showed when people are educated they remain more loyal to their society because that is where they received their education and it reflects well on that society when everyone is happy and has good morals. Education also made subjects "ever united in loyalty" which strengthened the society even more (Doc 4). France, Japan, and the United States showed similarities in their justifications towards society by all saying that it would make society stronger, reflect well, and make people more useful. However, there were differences in the justifications for society because it was spreading for different reasons. In France it was spreading mainly to more women in 838 so women could be more useful in society; in the United States in 1840 it was being spread to people in general so laws could be upheld; and in Japan in 1890 it was being spread to strengthen and unite their society.
The expansion of educational opportunity was justified using intellect because people have a thirst for knowledge and are driven to learn as much as they can. Even though women were thought of as objects for a long time when they were allowed to be educated they eagerly learned. Thiscuriosity and capacity for knowledge helped them to gain more power as individuals and become more independent. The point of view in this time in France became that women had the ability to learn and education should be given to them because they are driven and can become more useful through knowledge. The point of view was that it was "important that education should unfold in the young girl." (Doc 1). Intellect also justifies education spreading because when women want to do something it isn't easy to stop them. If a woman wants to learn, they will find a way to learn, so the educationshould just be given to them. The intellect and education of women is also beneficial because it can make many people successful and the family happier. Women could keep pace with men "either in a foot or intellectually" because they had the capability andthe want for education. The point of view in this document from the United States in 1874 was obviously that women have a very strong intellect and education should be spread so women can help keepthe country moving (Doc 3). Intellect also brings sophistication, pursuing learning, cultivating arts, and perfecting moral powers (Doc 4). In Japan in 1899 Yukichi Fukuzawa said that if Japan had more intellect and education then that country would have been stronger and more built up as the west was at this time. Although there were many intellectual people in the Empire, much of the education was built on philosophies but Japan needed further education than that because it wasn't based on two major principles that the rest of the world seemed to have gotten ahead on. The point of view in this document from Japan in 1899 was that without intellect and education a society can't grow and flourish as well as others (Doc 5).
The justifications of education spreading in France, Japan, and the United States can be compared and contrasted through society and intellect. There were many ways in which these areas could be compared in their justifications, including the justifications themselves. However, the three countries also differed in their justifications because the education was being spread for different reasons and to different people. The point of view in these documents was that educational opportunities needed to be more widely available because it would improve societies and all people are capable of learning and having an education. An additional document that would be useful in writing this DBQ would be a document from a head figure in this time period like an Emperor or King or another European power other than France because there would be strong opinions since these are the people that have the most influence and ability to allow education to spread.