The Beginnings of Industrialization. Text Summary Worksheet with student directions

Transcription

1 The Beginnings of Industrialization Text Summary Worksheet with student directions

2 Standards Alignment California State Standards for Grade Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 1. Analyze why England was the first country to industrialize. 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

3 The Beginnings of Industrialization Directions: As you read the text, take notes on important developments and conditions that led to industrialization Factors of Production Agricultural Revolution Inventions Explain the impact of Industrialization

4 The Beginnings of Industrialization Directions: As you read the text, take notes on important developments and conditions that led to industrialization Factors of Production Agricultural Revolution Inventions Explain the impact of Industrialization

5 The Beginnings of Industrialization Standards Alignment Reading Text Analytical Questions Response Sheets

6 Standards Alignment California State Standards for Grade Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 1. Analyze why England was the first country to industrialize. 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

7 The Beginnings of Industrialization Industrial Revolution Begins in Britain How did the Industrial Revolution begin? The Industrial Revolution was the great increase in production that began in England during the 18 th century. Before the Industrial Revolution, people made most goods by hand. By the middle of the 1700s, more and more goods were made by machines. The Industrial Revolution began with an agricultural revolution. In the early 1700s, large landowners in Britain bought much of the land that had been owned by poorer farmers. The landowners collected these lands into large fields closed-in by fences or hedges. These fields were called enclosures. Many of the poor farmers who lost their lands became tenant farmers. Others gave up farming and moved to the cities. New farm methods made farmers more productive. For example, Jethro Till invented a seed drill that made planting more efficient. Farmers also practiced crop rotation. Crop rotation is the practice of planting a different crop in a different field each year. The increase in farm output made more food available. People enjoyed better diets. The population of Britain grew. Fewer farmers were needed to grow food. More people began to make goods other than food. The growth in the number of people in cities to work in factories helped create the Industrial Revolution. For several reasons, Britain was the first country to industrialize. Industrialization in the process of developing machine production of goods. Great Britain had all the resources needed for industrialization. These resources included coal, water, iron ore, rivers, harbors, and banks. Britain also had all the factors of production that the Industrial Revolution required. These factors of production included land, labor (workers), and capital (wealth). Inventions Spur Industrialization What inventions helped change business? The Industrial Revolution began in the textile industry. Several new inventions helped businesses make cloth and clothing more quickly. Richard Arkwright invented the water frame in It used water power to run spinning machines that made yarn. In 1779, Samuel Compton invented the spinning mule that made better thread. In 1787, Edmund Cartwright developed the power loom. The power loom was a machine that sped up the cloth-making process. These new inventions were large and expensive machines. Business owners built large factories to house and run these machines. These factories were built near rivers because these machines needed water-power to run them. Improvements in Transportation; The Railway Age Begins The invention of the steam engine in 1705 brought in a new source of power. The steam engine used fire to heat water and produce steam. The power of the steam drove the engine. Eventually steam-driven engines were used to run factories. At the same time, improvements were being made in transportation. Robert Fulton, an American, invented the first steam-driven boat. This invention allowed people to send goods more quickly over rivers and canals. Starting in the 1820s, steam brought a new burst of industrial growth. George Stephenson, a British engineer, set up the world s first railroad line. It used a steam-driven locomotive. Soon, railroads were being built all over Britain. The railroad boom helped business owners move their goods to market more quickly. It created thousands of new jobs in several different industries. The railroad had a deep effect on British society. For instance, people could now travel throughout the country more quickly.

8 Reading Questions 1. Why was Britain the first country to industrialize? 2. How was the textile industry changed by the new inventions? 3. What effects did the invention of the steam engine have? 4. Predict other social, cultural, and economic changes could be coming.

9 The Beginnings of Industrialization - Reading Questions Why was Britain the first country to industrialize? non How was the textile industry changed by the new inventions? What effects did the invention of the steam engine have? Predict other social, cultural, and economic changes could be coming.

10 The Beginnings of Industrialization Dialectical Journal Standards Alignment Quotes Analysis Guide Text quotes with student directions

11 Standards Alignment California State Standards for Grade Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 1. Analyze why England was the first country to industrialize. 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH 8 - Assess the extent to which the reasoning and evidence in a text support the author s claims. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

12 Read to Analyze Quotes The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic connections between the text and other related concepts. After reading the quote and locating it in the document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or predict. Response Starters to help start journal feedback: Asking Questions I wonder why What if How come Revising Meaning/Analyzing At first I thought, but now I My latest thought about this is I m getting a different picture here because Forming Interpretations What this means to me is I think this represents The idea I m getting is Evaluating I like/don t like This could be more effective if The most important message is Reflecting and Relating So, the big idea is A conclusion I m drawing is This is relevant to my life because Predicting I ll bet that I think If, then

13 The Beginnings of Industrialization - Dialectical Journal Quote from Reading: Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict) - The Industrial Revolution was the great increase in production that began in England during the 18 th century. Before the Industrial Revolution, people made most goods by hand. - In the early 1700s, large landowners in Britain bought much of the land that had been owned by poorer farmers. They collected these lands into large fields closed-in by fences called enclosures. - Many of the poor farmers who lost their lands became tenant farmers. Others gave up farming and moved to the cities. - New farm methods made farmers more productive. For example, Jethro Till invented a seed drill that made planting more efficient. - Crop rotation is the practice of planting a different crop in a different field each year. - The increase in farm output made more food available. The population of Britain grew. Fewer farmers were needed to grow food. More people began to make goods other than food. - The growth in the number of people in cities to work in factories helped create the Industrial Revolution. - Great Britain had all the resources needed for industrialization. These resources included coal, water, iron ore, rivers, harbors, and banks. - Britain also had all the factors of production that the Industrial Revolution required. These factors of production included land, labor (workers), and capital (wealth).

14 The Beginnings of Industrialization - Dialectical Journal Quote from Reading: Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict) - The Industrial Revolution began in the textile industry. - Richard Arkwright invented the water frame in It used water power to run spinning machines that made yarn. - In 1779, Samuel Compton invented the spinning mule that made better thread. In 1787, Edmund Cartwright developed the power loom. The power loom was a machine that sped up the cloth-making process. - Business owners built large factories to house and run these machines. These factories were built near rivers because these machines needed water-power to run them. - The invention of the steam engine in 1705 brought in a new source of power. The steam engine used fire to heat water and produce steam. The power of the steam drove the engine. - Robert Fulton, an American, invented the first steam-driven boat. This invention allowed people to send goods more quickly over rivers and canals. - George Stephenson, a British engineer, set up the world s first railroad line. It used a steamdriven locomotive. - The railroad boom helped business owners move their goods to market more quickly. It created thousands of new jobs in several different industries. - The railroad had a deep effect on British society. For instance, people could now travel throughout the country more quickly.

15 The Beginnings of Industrialization Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may want to circle unfamiliar vocabulary, underline key ideas, or comment on the information presented.

16 Standards Alignment California State Standards for Grade Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 1. Analyze why England was the first country to industrialize. 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

17 The Beginnings of Industrialization Industrial Revolution Begins in Britain How did the Industrial Revolution begin? Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. The Industrial Revolution was the great increase in production that began in England during the 18 th century. Before the Industrial Revolution, people made most goods by hand. By the middle of the 1700s, more and more goods were made by machines. The Industrial Revolution began with an agricultural revolution. In the early 1700s, large landowners in Britain bought much of the land that had been owned by poorer farmers. The landowners collected these lands into large fields closed-in by fences or hedges. These fields were called enclosures. Many of the poor farmers who lost their lands became tenant farmers. Others gave up farming and moved to the cities. New farm methods made farmers more productive. For example, Jethro Till invented a seed drill that made planting more efficient. Farmers also practiced crop rotation. Crop rotation is the practice of planting a different crop in a different field each year. The increase in farm output made more food available. People enjoyed better diets. The population of Britain grew. Fewer farmers were needed to grow food. More people began to make goods other than food. The growth in the number of people in cities to work in factories helped create the Industrial Revolution. For several reasons, Britain was the first country to industrialize. Industrialization in the process of developing machine production of goods. Great Britain had all the resources needed for industrialization. These resources included coal, water, iron ore, rivers, harbors, and banks. Britain also had all the factors of production that the Industrial Revolution required. These factors of production included land, labor (workers), and capital (wealth).

18 The Beginnings of Industrialization Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. Inventions Spur Industrialization What inventions helped change business? The Industrial Revolution began in the textile industry. Several new inventions helped businesses make cloth and clothing more quickly. Richard Arkwright invented the water frame in It used water power to run spinning machines that made yarn. In 1779, Samuel Compton invented the spinning mule that made better thread. In 1787, Edmund Cartwright developed the power loom. The power loom was a machine that sped up the cloth-making process. These new inventions were large and expensive machines. Business owners built large factories to house and run these machines. These factories were built near rivers because these machines needed water-power to run them. Improvements in Transportation; The Railway Age Begins The invention of the steam engine in 1705 brought in a new source of power. The steam engine used fire to heat water and produce steam. The power of the steam drove the engine. Eventually steam-driven engines were used to run factories. At the same time, improvements were being made in transportation. Robert Fulton, an American, invented the first steam-driven boat. This invention allowed people to send goods more quickly over rivers and canals. Starting in the 1820s, steam brought a new burst of industrial growth. George Stephenson, a British engineer, set up the world s first railroad line. It used a steam-driven locomotive. Soon, railroads were being built all over Britain. The railroad boom helped business owners move their goods to market more quickly. It created thousands of new jobs in several different industries. The railroad had a deep effect on British society. For instance, people could now travel throughout the country more quickly.

19 The Beginnings of Industrialization Text and Text Dependent Questions Standards Alignment Text with Questions

20 Standards Alignment California State Standards for Grade Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 1. Analyze why England was the first country to industrialize. 2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

21 Industrial Revolution Begins in Britain How did the Industrial Revolution begin? The Beginnings of Industrialization Directions: Answer the text dependent questions as you read. The Industrial Revolution was the great increase in production that began in England during the 18 th century. Before the Industrial Revolution, people made most goods by hand. By the middle of the 1700s, more and more goods were made by machines. The Industrial Revolution began with an agricultural revolution. In the early 1700s, large landowners in Britain bought much of the land that had been owned by poorer farmers. The landowners collected these lands into large fields closed-in by fences or hedges. These fields were called enclosures. Many of the poor farmers who lost their lands became tenant farmers. Others gave up farming and moved to the cities. New farm methods made farmers more productive. For example, Jethro Till invented a seed drill that made planting more efficient. Farmers also practiced crop rotation. Crop rotation is the practice of planting a different crop in a different field each year. The increase in farm output made more food available. People enjoyed better diets. The population of Britain grew. Fewer farmers were needed to grow food. More people began to make goods other than food. The growth in the number of people in cities to work in factories helped create the Industrial Revolution. For several reasons, Britain was the first country to industrialize. Industrialization in the process of developing machine production of goods. Great Britain had all the resources needed for industrialization. These resources included coal, water, iron ore, rivers, harbors, and banks. Britain also had all the factors of production that the Industrial Revolution required. These factors of production included land, labor (workers), and capital (wealth). What was the Industrial Revolution? Prior to the Industrial Revolution, how would people get goods? How did the Industrial Revolution begin? What happened to poor farmers? What inventions spurred the agricultural revolution and why? Explain some immediate results of the agricultural revolution. What is industrialization? Why was Great Britain the first county to industrialize?

22 The Beginnings of Industrialization Inventions Spur Industrialization What inventions helped change business? The Industrial Revolution began in the textile industry. Several new inventions helped businesses make cloth and clothing more quickly. Richard Arkwright invented the water frame in It used water power to run spinning machines that made yarn. In 1779, Samuel Compton invented the spinning mule that made better thread. In 1787, Edmund Cartwright developed the power loom. The power loom was a machine that sped up the cloth-making process. These new inventions were large and expensive machines. Business owners built large factories to house and run these machines. These factories were built near rivers because these machines needed water-power to run them. Directions: Answer the text dependent questions as you read. What industry did the Industrial Revolution begin in? What spurred development in the textile industry? Describe the features of a factory. Improvements in Transportation; The Railway Age Begins The invention of the steam engine in 1705 brought in a new source of power. The steam engine used fire to heat water and produce steam. The power of the steam drove the engine. Eventually steam-driven engines were used to run factories. At the same time, improvements were being made in transportation. Robert Fulton, an American, invented the first steam-driven boat. This invention allowed people to send goods more quickly over rivers and canals. Starting in the 1820s, steam brought a new burst of industrial growth. George Stephenson, a British engineer, set up the world s first railroad line. It used a steam-driven locomotive. Soon, railroads were being built all over Britain. The railroad boom helped business owners move their goods to market more quickly. It created thousands of new jobs in several different industries. The railroad had a deep effect on British society. For instance, people could now travel throughout the country more quickly. What became a new power source and what did it lead to? used? How was Robert Fulton s invention used? How was George Stephenson s invention Explain the impact of steam powered transportation.