The Industrial Revolution. Standards Alignment Text with Images Image Analysis Development Cause and Impact Notes Effects Text Scale

Transcription

1 The Industrial Revolution Standards Alignment Text with Images Image Analysis Development Cause and Impact Notes Effects Text Scale

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). 3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. 4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. 5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. 1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States. 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 7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. 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. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. e. Provide a concluding statement or section that follows from or supports the argument presented. WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 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. 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. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 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.

3 The Industrial Revolution Britain Starts the Industrial Revolution Britain had a host of natural resources making development easier than others. The natural geography of the country meant they have a system of navigable rivers and canals, and is surrounded by harbors. On land, they coal, iron, and other energy fuels to drive factories and transportation needs. The land was rich food sources and the new agricultural techniques made it possible to feed more for less land and work. A population explosion gave England plenty of workers. Britain s large population also meant a large market to sell goods produced. A myriad of inventors and inventions changed the working and home life. As a society, the British were less rigid than other European countries so the social and family changes were not met with as much hostility, creating a smoother transition to the industrial community. Roads and railroads were invented in England and helped transportation of goods and people. England had a banking system that readily loaned entrepreneurs money to start companies. Since they were not fighting in a costly war, there was money to be dispersed to new developments and projects. The government also encouraged national and international trade of goods and created job opportunities across the country for their citizens. To spur growth, the government helped to build important trade routes with canals and roads to support the growing industrialization. As a colonial empire, Britain also had other lands and resources available to exploit. Their colonies supplied raw materials and provided markets for consumer goods. Since Britain was the first to industrialize, they had a great advantage over the rest of the world. There was no other competition for manufactured goods, giving them a monopoly on the sale of product and development of new technology. England had a huge increase in population in the late 1760s. More people needed more food and the French blockade meant that the British had to produce more food. Large landowners chase small tenant farmers (renters) off their lands to try to make the most profit from the increased price of food. The shift, beginning in England in the 18 th century, from making goods by hand to making them by machine. Napoleon became emperor and the French armies were victorious for the early 1800s. The French navy blockaded Britain and forced the British to produce more food.

4 Image Analysis What do you see here? How would you describe how the people are dressed? What are the people doing? How do they seem to feel about their work? What might these people enjoy or not enjoy about their life-style?

5 Britain s Agricultural Revolution Landlords fenced in common land and used new farming technology to maximize field production. The large landowners consolidate their property into enclosures land that is walled off. Increased technology and new inventions make the British farmers the most productive in the world. The seed drill was invented which planted seeds quickly, expediting the planting process and meant less people were needed to plant the fields. The landlords started crop rotation. They would change the crops that they would plant in different fields to make sure that the fields retained their nutrients. New crops were introduced such as corn and potatoes, resulting in more food variety and health, leading to a population increase. Fewer farmers can now produce more food than ever before. This allows the rural population to feed a growing urban population. As a result, peasants became poorer. The changes in the way the people in Britain farmed resulted in huge increases in the amount of food that the land produced. Enclosure results in Urbanization & Cottage Industry and Early Capitalism The former tenant farmers that were chased off the lands during the period of enclosure were forced to move into villages and towns. Many found work at home making textile products such as making wool, flax, and cotton into cloth. The birth of the cottage industry was a result of movement from farm to village. Home cottages would house a family with all working in the textile industry. Family members would work on spinning, weaving, and sewing. If they were more successful, they would hire other villagers and others coming off the farms. Capitalists or businessmen, started businesses by taking wool and flax to the cottages (homes) of peasant spinners. After the wool and flax were spun carded, the capitalists would then take it to the weavers. The merchants role was to take raw supplied materials such as wool and cotton, and transport the supplies to other locations to be woven or manufacture clothes. They would then take the goods to be sold, leading the merchants to make large profits. Capitalism emerged as a new economic system. This is with private ownership, free competition, and profit. The cottage industry early example of capitalism. Big profits came to the emerging new class of merchants. This became an alternative source of income for peasants who had only worked in the agricultural industry. As new forms of energy were developed, so were new machines that could make textiles quicker or separated the seeds from cotton. There was such a high demand for textiles, that the cottages couldn't keep up nor could they afford or have the space for the new machines.

6 What do you see here? Image Analysis What are the machines doing? What are the workers doing? What is the boy in the machine doing? What might be the advantages of factory spinning over cottage-industry spinning?

7 The Factory System Entrepreneurs decided to combine all of the factors of production into one place. Since cottages were struggling to keep up with the demand for textiles, and merchants had to travel the countryside to gather the goods, the factory system was born and quickly expanded. The new machines, often too big for homes, were put in factories. Factories were built located near power sources of coal, iron, and water. Several factories were often built together in the same area to maximize the transport of materials. Consequently, housing also sprung up near the factories for the workers. As a result of the factory development, the amount of textiles increased and consumer prices lowered. Most villagers leave home to find work in urban factories as jobs in farming and small villages were scarce. Families would go together to work in the factories, or young people would strike out on their own to work, leaving their families in the countryside. Energy of the Industrial Revolution The use of iron was essential in the industrial revolution. Iron was a very hard metal that could be used to make strong machines and durable agriculture tools. The problem was that iron needed carbon added to it to be flexible and durable. British engineers learned that coal could be used for energy and carbon. It burned slowly and had the carbon needed to make iron. Coal could also be used to produce steam power. The machinery however, was extremely dangerous so many workers died. The British used iron to build the world s largest and most powerful navy. This navy controlled the world s oceans using coal for energy. Steam power works by forcing steam from low pressure to high pressure, producing energy, or power. The steam engine was invented and built for increasing need for power. The steam engine became the energy for the Industrial Revolution and drove further development. The steam engine also improved mining which increased metals produced and available for goods and construction.

8 Transportation Before the industrial revolution merchants used to transport goods by horse or mule cart over poor roads. Merchants had to wait for good weather to travel. The industrial revolution needed quicker, cheaper, and more reliable forms of transportation. In 1829 Stephenson invented the steam locomotive. Goods and people could travel quickly and cheaply across the country. In addition to railroads, the British also constructed canals and better roads to meet the demands of the new businesses. Soon railroads and updated roads covered Britain. The Industrial World The problem with industrialization was that it demanded a lot of natural resources. England could not continue to provide all of the natural resources the growing factories demanded. The people of England could not continue to keep buying all of the goods that the factories produced. The answer was to take over the world and bring in natural resources from other countries and sell them factory-made goods. This will lead to imperialism, and a scramble by other nations to follow and gather colonies for raw materials and new markets.

9 Negative Effects of the Industrial Revolution Rapid urbanization led to crowded and dirty cities that were unhealthy. The industrial revolution destroyed social order. Whole families are forced to work in factories. Parents have to work two or more jobs and can not feed and raise children. Many children lived on the streets and join gangs to feed themselves. Many poor families need their children to work long and dangerous hours at jobs that pay very little. Children as young as 6 years old were working in factories. Workers eventually join unions to fight for better wages, shorter working days, and safer working conditions. Positive Effects of the Industrial Revolution A new middle class developed to serve the interests of the owners. More goods were made for much cheaper and many people could afford goods that they would never have been able to before, building a marketplace for consumer goods. Medical care and city planning improved. New inventions improved the quality of life for almost all people and spread across the globe.

10 The Industrial Revolution Directions: As you read, take notes on the development of the industrial revolution in Britain, including details and conclusions as to the causes for development and the impact it had, short term and long term. Britain Starts the Industrial Revolution Additional information or conclusions drawn: Britain s Agricultural Revolution Enclosure results in Urbanization Cottage Industry Early Capitalism The Factory System Evaluate the lasting impact of the industrial revolution and what challenges lie ahead: Energy of the Industrial Revolution Transportation The Industrial World

11 The Industrial Revolution Directions: As you read, take notes on the development of the industrial revolution in Britain, including details and conclusions as to the causes for development and the impact it had, short term and long term. Britain Starts the Industrial Revolution Additional information or conclusions drawn: Britain s Agricultural Revolution Enclosure results in Urbanization Cottage Industry Early Capitalism The Factory System Evaluate the lasting impact of the industrial revolution and what challenges lie ahead: Energy of the Industrial Revolution Transportation The Industrial World

12 Effects of the Industrial Revolution Directions: Decide if the positive or negative effects of the industrial revolution outweigh the other. Label the box with positive or negative and cite evidence on the balance. Effects of the Industrial Revolution Effects of the Industrial Revolution

13 Effects of the Industrial Revolution Directions: Decide if the positive or negative effects of the industrial revolution outweigh the other. Label the box with positive or negative and cite evidence on the balance. Effects of the Industrial Revolution Effects of the Industrial Revolution