5.3 - The social Question

The Time of Citizens and Steam Engines
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The Time of Citizens and Steam Engines

Slide 1 - Diapositive

What did we do last time?

Slide 2 - Diapositive

Are these inventions from before or during the Industrial Revolution?
Before the I.R.
During the I.R.
Locomotive
Telescope
Rifle
Dynamite
weaving loom
Photograph
Spinning Jenny
Water mill

Slide 3 - Question de remorquage

Drag and drop to finish this overview.
candles / oil lamps
Modern Age
horses / walking
steam locomotive
much
manual
agricultural urban society
machines

Slide 4 - Question de remorquage

Drag the groups of people to the correct class
The upper class
The Middle Class
The Working Class
Factory owners
Factory workers
Doctors
Professors
Bankers

Slide 5 - Question de remorquage

Final assignment chapter 5:
Assignment emancipation movements


Create a poster for a emancipation movement in the 19th century

What is emancipation?

Slide 6 - Diapositive

5.3 - The social Question

Slide 7 - Diapositive

Living and working in poverty
  • Especially in cities a lot of misery.
  • Workers were horribly exploited and lived in poor conditions
  • More and more people spoke about this in public, like journalists and doctors
-> the discussion about the social question

Slide 8 - Diapositive

The discussion about the social question

Do you think the social question is typical for the 19th century industrial revolution?

Slide 9 - Diapositive

0

Slide 10 - Vidéo

Do you think the social question is typical for the 19th century industrial revolution?
yes
no

Slide 11 - Sondage

Social laws
  • Since the Middle Ages, the church gave help to the poor people. 
  • The discussions about the social question created the idea that the government should also do something for poor citizens.
  • Social laws could provide support and protection for the socially weak.
  • In 1874, het kinderwetje van Van Houten was passed by the Eerste en Tweede Kamer.
  • This banned child labour for children under the age of twelve.
  • End of all child labour -> 1901: Compulsory Education Act 
Liberaal kamerlid Samuel van Houten.

Slide 12 - Diapositive

Work in pairs:
What two other reasons, besides the social laws, can you find in the text (5.3), which provided better conditions for workers?

Slide 13 - Diapositive

5.3 - the Social Question
Exercises 1 to 8

Slide 14 - Diapositive

How does this cartoon relate to the social question?

The manufacturer:
'Last month you had five full days off to give birth, now you have to leave for another day to put the child under the ground, where is my business going now?'

Slide 15 - Diapositive

Slide 16 - Vidéo

Workers in Action
  • Some workers themselves took action against the poor conditions.
  • They set up unions to support each other and enforce better working conditions.
  • Trade unions organized strikes and entered into talks with employers.
  • Socialists believed that there should be more equality and less difference between rich and poor.
  • Radical socialists (Marxists) wanted a revolution to ensure that the means of production came into the hands of the state, so that there was no longer a difference between the propertyless and the property-owning class.
  • Later, moderate socialists wanted to bring about change through political parties in the government and social laws.
Karl Marx

Slide 17 - Diapositive

Recap of this lesson

Slide 18 - Diapositive

Slide 19 - Vidéo

Which movie do you want to watch?
Robin Hood
1917
47 ronin
Percy Jackson and the lightning thief

Slide 20 - Sondage