The 20th century ushered in a change from handcrafting to machine tooling. Henry Ford introduced one of the first moving assembly lines as a way to turn out more cars more quickly, and the emerging auto industry popularized this mode. A photo of the Doble Steam Motors Corporation factory shows a line of workers and car chassis in production. This new technology, and the spread of industrialization, changed forever the way that work was completed. A wide variety of industries all across the country converted to mechanization, and California was no exception. One 1929 image shows young women working in a towel factory in Orange. Photographs taken in San Francisco illustrate that workers used machines to make products as different as Ghirardelli Chocolate and music rolls for automated player pianos. Images also show women working on an assembly line in a soap factory, and men sewing clothes in a shop (at a time when a good suit, cut on machines instead of by hand, retailed for $40 to $50). Automation and mechanization also changed agricultural practices. The combined traction steam harvester built by Stockton J. Barry on his California ranch was one of the machines that changed the way produce was harvested. Mechanized canning changed the way fruit and vegetables were processed and preserved, and made out-of-season produce available year round. Photographs in this group show cannery workers at tables, and cans going through a labeling machine. The introduction of mechanized food processing eventually brought a new awareness of the importance of standards for foods production. The Pure Food and Drug Act and the Meat Inspection Act were both passed in 1906. As workers nationwide adjusted to an increasingly mechanized workplace, good working conditions took on new importance. Workers in several industries formed unions (such as the Berryessa Fruit Growers formed in 1920, shown here) to promote safer working conditions and limit maximum working hours.

There are a few major themes that come up over and over again during the course of classical sociological theory’s development. All three classical theorists were writing at a time when sociology was a new and emerging discipline. This new discipline was called forth by momentous social changes taking place in European (and American) society during this time period. These changes were related to the rise of capitalism, industrialization, and new political representation for the majority of people (or, at least, a desire for such by many). Calls for socialism emerged as a response to recognition of new social divisions. Each of the three theorists you will read here weighed in on these historical changes, theorizing the contours and dynamics of this new “modern” society.

For many years scholars have recognized that late nineteenth-century Durham, North Carolina makes an ideal case study for examining emancipation, industrialization, immigration, and urbanization in the context of the New South. "With its tobacco factories, textile mills, black entrepreneurs, and new college," the historian Syd Nathans observes, "Durham was a hub of enterprise and hope." By the early twentieth century, Durham became renowned for its vibrant entrepreneurial spirit. Both W.E.B. Du Bois and Booker T. Washington wrote articles for the national press about their visits with members of Durham's African-American community. After his visit in 1910, Booker T. Washington dubbed Durham the "City of Negro Enterprises." The Digital Durham website offers students, teachers, and researchers a range of primary sources with which they can investigate the economic, social, cultural, and political history of a post-bellum southern community. Letters from mothers to daughters, parents to children, and husbands and wives give insight into the domestic lives of some of Durham's elite citizens. Entries from Atlas Rigsbee's general store ledger together with data from the 1880 census provide a view into the social experience of those Durham citizens who have not left written documents. Taken together the new materials on Digital Durham touch on over 600 topics including African American business enterprise, the emergence of textiles, tobacco production and marketing, child labor, prohibition, evangelical revivalism, nineteenth-century medical practices, women's experience of childbirth, and public and private education. The holdings of the website provide access to a wide range of manuscript and printed materials from the 1870s through the 1920s. The site also features a new collection of maps that depict Durham from the late 1860s to the present day. Digital Durham offers its users a selection of manuscript letters taken from the Southgate-Jones family papers and James Southgate papers, accounts from Atlas M. Rigsbee's general store ledger, photographs, ephemera, census data, printed works as well as a rich collection of maps. The site also includes audio postcards created by Duke students in an undergraduate research seminar on the history of Durham and the New South. Additionally, the site includes resources for K-12 educators--a reference section with glossary of terms used in the 1880 census and lesson plans that tie to the North Carolina Standard Course of Study.

This collection uses primary sources to environmental preservation in the Progressive Era. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Students will examine historical photographs and a data table related to 19th-century industrialization and child labor. They will observe and analyze the primary sources and ask questions. This activity could be used near the beginning of a unit on industrialization or the Progressives.

I am starting the 1920's next week and plan to use a series of images from the USPTO website showing filed patents between 1865-1930. I plan to hange these on the wall as a gallery walk activity to solicit students observations and reflections from the following questions.

How is technology changing in America?
What do the patent numbers and dates indicate about the pace of progress?
This will serve as a summary to the rapid and unrelenting industrialization and technilogical progress which occurred in the late 19th and early 20th centuries. The 1920's reflect the final frenzy of progress before the halting collapse of industrial production associated with the Great Depression. Purpose will be both a review and preview activity.

This course will focus on the emergence and evolution of industrial societies around the world. The student will begin by comparing the legacies of industry in ancient and early modern Europe and Asia and examining the agricultural and commercial advances that laid the groundwork for the Industrial Revolution. The student will then follow the history of industrialization in different parts of the world, taking a close look at the economic, social, and environmental effects of industrialization. This course ultimately examines how industrialization developed, spread across the globe, and shaped everyday life in the modern era. Upon successful completion of this course, students will be able to: identify key ideas and events in the history of industrialization; identify connections between the development of capitalism and the development of modern industry; use analytical tools to evaluate the factors contributing to industrial change in different societies; identify the consequences of industrialization in the 19th and 20th centuries in different societies; critique historical interpretations of the causes and effects of industrialization; and analyze and interpret primary source documents describing the process of industrialization and life in industrial societies. (History 363)

The word slavery is synonymous with the Civil War.  While slavery was at the forefront of the war, there were many other factors that created tension between the Northern and the Southern states.  This seminar will focus on the Northern Market Revolution prior to and during the war.StandardsCC.1.2.9-10 Read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence  

The word slavery is synonymous with the Civil War.  While slavery was at the forefront of the war, there were many other factors that created tension between the Northern and the Southern states.  This seminar will focus on the Northern Market Revolution prior to and during the war.     StandardsCC.1.2.9-10 Read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence

This course covers the political, social and cultural history of Europe from 1815 to 1900, including the history of each major European nation.

This collection uses primary sources to explore settlement houses during the Progressive Era. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This course covers theories about the form that settlements should take and attempts a distinction between descriptive and normative theory by examining examples of various theories of city form over time. Case studies will highlight the origins of the modern city and theories about its emerging form, including the transformation of the nineteenth-century city and its organization. Through examples and historical context, current issues of city form in relation to city-making, social structure, and physical design will also be discussed and analyzed.

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

Early Industrialization in the NortheastA Vibrant Capitalist RepublicOn the Move: The Transportation RevolutionA New Social Order: Class Divisions

U.S. History is designed for a two-semester American history sequence. It is traditional in coverage, following a roughly chronological outline, and using a balanced approach that includes political, economic, social, and cultural developments. At the same time, the book includes a number of innovative and interactive features designed to enhance student learning. Instructors can also customize the book, adapting it to the approach that works best in their classroom.

Kevin Barksdale (Marshall University) and Ken Fones-Wolf (West Virginia University) assembled this collection of essays, mostly from the journal they edit, West Virginia History, to serve as a reader for courses on the Mountain State’s history. In selecting essays, they emphasized pieces that addressed themes from differing perspectives. For example, the first two essays examine the eighteenth-century frontier and Indian-white relations, one from the perspective of Europeans seeking to destroy Native Americans and the other from the vantage of the Cherokee hoping for some security. Among the other topics highlighted in these essays are: the coming of the Civil War, the efforts of women and blacks to negotiate citizenship during Reconstruction, the struggles of immigrants and African Americans during industrialization, the impact of the Cold War, and episodes that might be grouped as part of the culture wars. As such, they offer multiple opportunities for students to compare and contrast the experiences of varying groups of West Virginians throughout the state’s history.

Lesson 1: The Age of Enlightenment, Reason & Scientific Revolution
Lesson 2: Changes in Political Thought: Imperialism, Colonialism, Nationalism, & Revolution
Lesson 3: Cultural Life, 1700-1900 - Arts, Music, Literature, & Religion
Lesson 4: The World Outside the West
Lesson 5: Industrialization & Lived Experiences
Lesson 6:The World in Two Wars
Lesson 7: Post-Colonial World Culture & Globalization