Social Studies 9 Stacey Cassidy 2012

Transcription

1 Unit: The British Industrial Revolution Lesson 1: Introduction to the Industrial Revolution (70 minute class) The BIG question for the unit: What are the social and economic costs of industrialization? Urbanization? Globalization? Who is impacted at each level? Title: Why was Britain an ideal location for the start of the Industrial Revolution? What changes were made in terms of economic and agricultural production? Which industry had a greater impact on the Industrial Revolution? Rationale: The Industrial Revolution, a period of change which began in Britain, is an important event which had a significant effect on how countries around the world have developed both socially and economically. The changes which occurred during this period dramatically changed transformed traditional models of development into societies of mass production and urbanization. The Industrial Revolution is an event that provides numerous opportunities for which students can learn, inquire and asses the innovations in farming, manufacturing, technology and transportation. As a result, the Industrial Revolution becomes the setting for which students can learn and engage in topics that extend far beyond the time period of the revolution. For example, students will discuss social classes, social hierarchy, social and economic values, social development patterns and the movement of goods on a local, national and global level. PLO s: in accordance with the 1997 BC Ministry of Education Integrated Resource Package. Application of Social Studies: 1. Identify and clarify a problem, an issue or an inquiry. 2. Plan, revise and deliver written and oral presentations Politics and Law 3. Analyze factors that contribute to revolution and conflict. Economy & Technology 4. Evaluate the effects of the Industrial Revolution on society and the changing nature of work. 5. Identify factors that influenced growth and development of industry. Objectives: Students will be able to 1. Define and understand the concept of Revolution. - violence, change, causes, long term impacts. 2. Locate Britain on a map of Europe. - identify major city center, wool and textile production, metal manufacturing and major financial centers 3. Identify major changes to agriculture and the economy - what were the forces acting to create these changes - how did these changes impact the revolution? Resources: - Crossroads: A Meeting of Nations (pg ) - Video clip: - Lesson 1 worksheet - glossary of terms

2 Activity Teacher s Role Student s Role Time Hook/Introduction Write the word REVOLUTION on the board. Participate in class What is Revolution? - ask students what their thoughts are about this word discussion What is Industrial? - what is it? Use the brainstorming - what are some characteristics of worksheet to document revolution? meanings of new terms, Formative - examples? ideas, concepts and Assessment: questions. 1. Observe class participation. 2. Identify any challenges or questions with material. 3. Observe notes taken during discussion. Body of Lesson Why Britain? (Class discussion) Agriculture vs. Economic Industries Formative Assessment: Observations: class participation, working with group members, note taking, presentation of ideas. Write the word INDUSTRIAL in front of Revolution. - ask students what their understanding of this word is - how do these terms work together? *Be sure to write down the thoughts/ideas of the class on the board and explain any new and unfamiliar terms that may arise during discussion. Show Video Clip: 1. Show a map of Britain to students on the projector/overhead etc. 2. Identify and explain locations to the class: - major cities (London, Scotland) - industrial/agricultural centers - location of resources etc. What other information is learned through the observations of the map? 3. Spilt the class into 2 groups: agricultural and economic industries. Before organizing into groups, have the members of both groups read through the pages of their designated industry. - give each group the corresponding page numbers in the textbook to conduct research on the changes that occurred in each industry - Inform each group that they should guide their research in order to convince the other industry in a debate that they had the more significant changes which positively impacted society. Have students locate, label and colour the landmarks on the map. Students will use the worksheet provided to help guide and organize research. 15 min 10 min 20 min

3 Conclusion Activity Class Debate Formative Assessment: 1. Observe class participation. 2. Observe students ability to work with group members. 3. Observe students ability to formulate and defend a position. 4. Observe students ability to predict and analyze the relationship between cause and affect. 1. With the teacher serving as moderator/judge, each group will have a 5 minute opening statement to introduce the changes in their industry. - Students will be reminded that they will have to share the floor and discuss which ideas they should present as a group. 2. Each group will then have 5 minutes to present their ideas on why they think their industry will have a greater impact on the Industrial Revolution and society. - this will serve as a prediction activity for students to showcase their ability to predict cause and effect. - Remind students to write down the changes and impacts from the other industry on the sheet provided. Each group will present their ideas on the research that has been conducted. 25 min

4 Glossary Terms: keep on hand as reference to help with understanding terminology throughout activities. Term/Concept Revolution Industrial/Industrialization mother country colonialism Global Manufacturing Technology Economy Exploitation Labour supply Capital Raw materials Production Test Act Definition A series of events that influence change to the social, political, economic conditions. An economy based on particular industries versus agricultural production. The process of changing a region s economical focus. The country in control of colonizing other countries, the headquarters of power. A policy in which a country rules other nations and develops trade for its own benefits. An event or action that has consequences throughout the whole world. To make something into a finished product out of raw materials, usually on a large industrial scale; process of production using machines Study, development and application of new inventions, techniques, and machines. Production and consumption of goods and services of a community or nation as a whole; modern day exchange of goods in marketplace The unfair use of a person or situation; many people were exploited for labour during the industrial revolution. Term applied to the amount of people that are able to work. Money used to invest in business The essential materials needed to make a product The making or creation of something. A policy that was in place forbidding anyone except members of the Church of England to hold political positions or enter professions; as a result Britain had a large amount of people that were able to work during the Industrial Revolution.

5 Student Worksheet for Lesson 1 Introduction of British Industrial Revolution Class Brainstorm: INDUSTRIAL REVOLUTION Map of Britain Legend Wool production Major financial centre Textile production Metal manufacturing

6 Backside of Worksheet Class Debate: Which industry resulted in the most significant changes during the Industrial Revolution and to society for the long term? Agriculture Economic Changes made What caused these changes? How did it impact and change the industry? Industrial Revolution? Society?

7 Key - Student Worksheet for Lesson 1 Introduction of British Industrial Revolution Class Brainstorm: INDUSTRIAL REVOLUTION Map of Britain Legend Wool production London Major financial centre textile production metal manufacturing

8 Backside of Worksheet Class Debate: Which industry resulted in the most significant changes during the Industrial Revolution and to society for the long term? Changes made What caused these changes? Agriculture - common plots of land could no longer be shared - Enclosures in place - Advanced farming methods - Government restrictions because lower/middle class farmers were making too much profit privately - Competition for government and economic industries Economic - Textile and industrial manufacturing processes became more efficient in terms of cost and production - Technological advancements (spinning wheel, looms, iron casts, steam engine etc.) - Resources within Britain were readily available for production - Canal systems became centers for transportation - Use of machines could mass produce goods for market How did it impact and change the industry? Industrial Revolution? Society? - Became competition for the economic industry - Private business - Scattered communities remained in the countryside as outlet production/manufacturing sites - People did not have to rely on economic/industrial jobs to make profits - Advancements in farming technology enabled farmers to turn a profit - Factories could hire unskilled workers because of the use of machines - Products were produced at a faster rate, materials also used at a higher rate than they could be reproduced - Britain was seen as a center of industrial production around the globe - Urban centers developed - Children hired and abused for labour purposes - Education became less of a priority than ever before

9 Unit: The British Industrial Revolution Lesson 2: Mechanization and the Factory Age (70 minute class) The BIG question for the unit: What are the social and economic costs of industrialization? Urbanization? Globalization? Who is impacted at each level? Title: What were the positive and negative impacts of the factory system developed during the British Industrial Revolution? Rationale: The Industrial Revolution, a period of change which began in Britain, is an important event which had a significant effect on how countries around the world have developed both socially and economically. The changes which occurred during this period dramatically changed transformed traditional models of development into societies of mass production and urbanization. The Industrial Revolution is an event that provides numerous opportunities for which students can learn, inquire and asses the innovations in farming, manufacturing, technology and transportation. As a result, the Industrial Revolution becomes the setting for which students can learn and engage in topics that extend far beyond the time period of the revolution. For example, students will discuss social classes, social hierarchy, social and economic values, social development patterns and the movement of goods on a local, national and global level. PLO s: in accordance with the 1997 BC Ministry of Education Integrated Resource Package. Economy & Technology 1. Evaluate the effects of the Industrial Revolution on Society and the changing nature of work. 2. Identify factors that influenced growth and development of industry. Politics & Law 3. Analyze factors that contribute to revolution and conflict. Application of Social Studies 4. Identify and clarify a problem, an issue or an inquiry. 5. Assess the reliability, currency and objectivity of different interpretations of primary and secondary sources. Objectives: Students will be able to 1. Identify the similarities and differences between cottage industries and factory industries. a. What were the advantages/disadvantages of these systems? b. What were the impacts on the workers/employees? c. What was the impact of these systems on British society? 2. Analyze primary sources of experiences during the Industrial Revolution. a. Who is the author of these sources? b. What is the purpose of this source? c. Why are these sources important to understanding the British Industrial Revolution. Resources: Textbook: pg Crossroads: A Meeting of Nations. Primary Source Scenario cards for jigsaw activity. flip chart & markers, worksheet

10 Activity Teacher s Role Student s Role Time Hook Activity/Pre- Reading Class Brainstorm & Discussion 1. Write the word MECHANIZATION on the board. 2. Ask students what their initial thoughts and understandings are of this word. - write their ideas on the board to show visual representation of new terms and concepts - note down ideas and thoughts of class discussion on brainstorming worksheet provided by teacher. 5 min Body Cottage Industry vs. Factory Industry Formative Assessment Activity #2: 1. Monitor and support student discussion by guiding questions 2. Observe participation of students to assess level of interest and understanding Hand out comparison chart Show all of the Cottage Industry slides followed by the Factory Industry slides posing questions for students to help discussion: - What are your initial observations of these images? - Who are the people in these images? - Describe the setting of these photos. Write down students thoughts from the discussion on board as a visual for the class. Define and provide examples of any new terminology After all images have been shown; work through the remaining questions on the handout: - What are the similarities/differences of these industries? - What are the benefits/drawbacks to the people who work in these industries? - What is the impact on society from these industries? Complete the remaining aspects of the comparison chart. Observe the images of both Cottage and Factory industries. Write down any terms that are unfamiliar with their correct definition and use. Using the handout write down observations, thought and classmates responses to the questions posed by the teacher throughout the activity min

11 Body Activity #2 Primary Source Group Activity Formative Assessment 1. Observe contributions of students to group discussion and presentations. 2. Monitor students abilities to analyze primary sources. 3. Observe ability of students to make inferences and recognize events of causality. Read all 6 primary sources out loud to class to ensure that language and terms used are understood before they break into groups. Organize students into groups of 4 or 5 Hand each group a primary source card and a piece of flip chart paper and felts. As a group students will read the scenario card and discuss their thoughts related to the experiences of a child factory worker, factory owner or government official described on the card. Based on the information provided by the primary source, as well as the textbook, students will use the flip chart paper to document what the positive or negative impacts were of factory industries on British society. Provide an example on the board of how to set up their chart paper. - Cause/Effect - Read the primary source excerpts from people who experienced the British Industrial Revolution. Once the group has discussed their initial thoughts of the experience. As a group determine 3 main elements of factory industries and how they positively or negatively impacted British society. Once all groups have completed their discussion, give students an opportunity to present their ideas to the class. 25 min = 15 min group work + 5 presentations of ideas. Evaluation & Exit Slip Activity On the back side of the comparison chart, have students complete the following writing activity: Imagine that the local news editor has asked you to write about your experiences of the British Industrial Revolution. With reference to evidence from either the primary sources or your textbook, describe your experience of working in a factory and how the development of factories throughout Britain have impacted society. Student s responses will be collected and reviewed by teacher for evaluative assessment to ensure that basic terminology and concepts are understood min

12 Glossary Terms: keep on hand as reference to help with understanding terminology throughout activities. Terms Mechanization Cottage Industry Industry Shaft Apprentice Overseer Frames Bobbins Card room Urbanization Textile Definitions/Examples To be run by machines, turning production into a mechanical process vs. work done by hands. Initial sites for production of textiles; took place in people s houses or cottages not in factories. Economic activity concerned with processing raw materials into products sold for people in the marker place. A long rod, usually found within the center of a wheel. A person who is learning a trade from a skilled employer To over see the work being done by someone. Ex. A supervisor or boss during industrial revolution. Part of a machine used in which yarn is stretched during production of clothing. A spindle made of two flat discs with a rod in the center used to hold yarn, string, or thread during sewing. Term used to describe workers who work in a particular department of a textile factory who prepare natural threads and synthetic fibers for spinning into yarn. The physical change of a location from rural or country settings into a city. The industry of making clothing through weaving, sewing or knitting. Pictures used for Hook Activity:

13 Student Handout (double sided) British Industrial Revolution: Mechanization & Factory Systems Name: Date: Comparison Chart: Cottage Industries vs. Factory Industries Similarities Cottage Factory Differences Benefits for Employees Drawbacks for employees How did Factories change society? New Terms Definitions & Examples

14 Written Response Imagine that the local news editor has asked you to write about your experiences of the British Industrial Revolution. With reference to evidence from either the primary sources or your textbook, describe your experience of working in a factory and how the development of factories throughout Britain impacted society. Be sure to include terms such as cottage industry, factory industry, urbanization and mechanization within your response. *Remember to hand in before you leave

15 ANSWER KEY British Industrial Revolution: Mechanization & Factory Systems MECHANIZATION Comparison Chart: Cottage Industries vs. Factory Industries Similarities Differences Benefits for Employees Drawbacks for employees Cottage - production of goods - creates jobs - sense of contribution to community - flexibility - lower wages - hard to keep up with demand from public - relaxed working conditions - look after families - work in their own community - hard work for little pay or rewards - little power due to lack of support from a community of workers Factory - viewed as higher skill level - greater amount of employees - higher wages - working with others - travel to city to work - child labour - poor working conditions How did Factories change society? - greater production of goods - variety of goods - creation of cities: urbanization - child labour - quality of life - less focus on family life - increased reliance on manufacturing industry vs. agriculture, trade etc.

16 Primary Sources - Source A An extract from the Memoir of Robert Blincoe. Blincoe was an apprentice from the age of seven. This describes his first day at work. They reached the mill at about half-past-five in the morning. The moment he entered the doors the noise appalled him and the smell seemed unbearable. His first task was to pick up the loose cotton that fell upon the floor. He set to it eagerly although he was much terrified by the noise of the machinery and half-suffocated with the dust. Unused to the smell he soon felt sick by constant bending. He therefore sat down but soon found out this was strictly forbidden. His overseer used his whip to prove this point. He stayed on his legs until 12o clock. Blincoe suffered greatly with thirst and hunger. Source B Robert Blincoe giving evidence to Parliament about working conditions. I have seen the time when two weights have each been screwed to my ears. Then three or four of us have been hung on a beam over the machinery, hanging by our hands. Mind, we were apprentices without a mother or father to take care of us. Then we used to stand up, in a skip, without our shirts, and be beat with straps. Then they used to tie up a 28- pound weight to hang down our backs. Source C Elizabeth Bentley was questioned by Parliament. She started working at the age of six. Q: Explain what you had to do. A: When the frames are full, they have to stop the frame, and take the flyers off, and take the full bobbins off, and carry them on to the roller, and then put the empty ones on. Q: Suppose you slowed down a little, what would they do? A: Strap us. The girls had black marks on their skin many a time, and their parents dare not come in about it, they were afraid of losing their work. Q: What part of the mill did you work in? A: In the card-room. It was very dusty. The dust got upon my lungs, I got so bad in health. When I pulled the baskets all heaped up the basket pulled my shoulder out of its place and my ribs have grown over it. I am now deformed. Source D Royal Commission on Factory Employment (1832) People working at home are in most cases working from an earlier age for longer hours and less wages than children employed in factories.

17 Source E Mr John Moss, an overseer, was questioned by parliament. Q: Were any children employed at the factory? A: There were 111. All apprentices from London between the ages of seven and eleven. Q: What were the hours of work? A: From five o clock in the morning till eight at night. Q: What time was allowed for meals? A: Half an hour for breakfast and half an hour for dinner. Q: Would the children sit or stand to work? A: Stand. Q: Were they usually tired at night? A: Yes, some of them were very tired. I have frequently found some asleep on the factory floor. Q: Were any children injured by machines? A: Very frequently. Very often their fingers were crushed and one had his arm broken. Source F Dr Andrew Ure The Philosophy of Manufactures (1835). Ill-treatment of any kind is very rare. I have visited many factories in Manchester and I have never once seen a child beaten. Nor did I ever see a child unhappy. They seemed to be always cheerful and alert. It was delightful to see the ease with which they fixed the broken threads. They were delighted to show off they skill to a stranger. They showed no exhaustion when they left at night; they immediately began to skip about and to play games, the same as boys leaving school. Source G Nassau Senior, a factory owner, gave his view (1837) The easiness of the work makes long hours possible. Most of the work is merely that of watching the machinery, and piecing the threads that break. The work is not as hard as a shopman behind a counter in a busy shop.

18 Unit: The British Industrial Revolution Lesson 3: The Inventions of the Industrial Revolution The BIG Unit Question: What are the social and economic costs of industrialization? Urbanization? Globalization? Who is impacted at each level? Title: What were some of the changes to the agricultural and economic industries? How did these changes impact the revolution? What was the most significant? Rationale: The Industrial Revolution, a period of change which began in Britain, is an important event which had a significant effect on how countries around the world have developed both socially and economically. The changes which occurred during this period dramatically changed transformed traditional models of development into societies of mass production and urbanization. The Industrial Revolution is an event that provides numerous opportunities for which students can learn, inquire and asses the innovations in farming, manufacturing, technology and transportation. As a result, the Industrial Revolution becomes the setting for which students can learn and engage in topics that extend far beyond the time period of the revolution. For example, students will discuss social classes, social hierarchy, social and economic values, social development patterns and the movement of goods on a local, national and global level. PLO s: in accordance with the 1997 BC Ministry of Education Integrated Resource Package. Economy & Technology 1. Evaluate the effects of the Industrial Revolution on Society and the changing nature of work. 2. Identify factors that influenced growth and development of industry. Society & Culture 3. Identify factors that influence the development and decline of world civilizations. Politics & Law 4. Analyze factors that contribute to revolution and conflict. Application of Social Studies 5. Identify and clarify a problem, an issue or an inquiry. 6. Assess the reliability, currency and objectivity of different interpretations of primary and secondary sources. Objectives: students will be able to 1. Identify major changes and inventions to both the agricultural and economic industries. a. What led to the need and creation for these innovations? 2. Assess how the inventions and increase in productivity changed the course of the revolution. 3. Identify and critically assess what drives change and how change directly leads to greater consequences. Resources: Crossroads: A Meeting of Nations, pgs gallery walk photos with information card glossary of terms graphic organizer for gallery walk activity Summative Assessment activity on cause and effect relationship.

19 Activity Teacher s Role Student s Role Time Introduction Teacher Lecture/Class Discussion 1. Where are we at? - quick review of past material. 2. Although mechanization had been introduced there was still an agricultural industry that needed to keep up with the increased production rate that resulted from the factory systems. Participation within class discussion. Pose questions for clarity on terms, concepts etc. 10 min 3. What were the conditions in society that became the catalyst for change in both the agricultural and economic industries? Body Gallery Walk Set up the following scenario for students: Students will have chance to imagine that they are visiting a museum in Britain dedicated to the Industrial Revolution. - During their visit students have been asked to conduct research on some of the most influential inventions of both the agricultural and economic industries. - Students should take notes on each invention and what their direct impact was on the particular industry. Students will have 5 minutes at each photo to take notes on each invention from the information card regarding the change/invention that was introduced during the Industrial Revolution. 30 min Conclusion Cause & Effect Activity Students will be expected to fill out the graphic organizer chart on the changes, causes and effects of the Industrial Revolution. - Summative Assessment - Students will be given 4 themes to help them organize the information that they have learned over the last 3 lessons. Students will fill out the graphic organizer based on information learned throughout the pass 3 lessons. - students are able to use the notes taken in class. - textbooks will not be permitted as a resource as this exercise will be collected as a type of summative assessment. 20 min

20 Glossary Terms: keep on hand as reference to help with understanding terminology throughout activities. Term/Concept commons enclosure Breeds Graze Fodder Broadcast entrepreneur franchise Laissez-faire Synthetic Flying shuttle Compressed steam Cast iron Definition Land held to be used by everyone. Process of landowners putting their land together for less work and increased profit. Group of animals distinguished by particular characteristics. To feed on growing plants, such as grass. Describing term used for animal food An agricultural process of sowing seeds by throwing them over a field by hand. A person who runs a business, taking risks in order to earn a profit. The right to vote. Ordinary working people did not have the right to vote. A policy followed by government and business people, which allowed business and industry to be free from government regulations. A fiber manufactured by two parts, usually has an artificial component. A device invented by John Kay which made weaving much faster. Steam under pressure, used as power to in steam machines. Molten iron poured into a mould to make a product. Pictures for gallery walk:

21 Student Copy Lesson 3: Gallery Walk Activity Worksheet Keep these questions in mind as you walk through the gallery of pictures of the inventions from the British Industrial Revolution: What is the invention? Who was impacted? What did it change? Positive or Negative impact on society? Seed drill Flying shuttle Spinning Jenny Steam Engine Cast iron "Macadam roads" Canal Systems Railways Factory Systems

22 Using the chart below identify the major changes of the British Industrial Revolution. Using the following themes: Industrial, Agricultural, Inventions and Society; provide examples of these changes and assess their impact on British society.

23 Key Teacher s copy Lesson 3: Gallery Walk Activity Worksheet Keep these questions in mind as you walk through the gallery of pictures of the inventions from the British Industrial Revolution: What is the invention? Who was impacted? What did it change? Positive or Negative impact on society? Invented by Jethro Tull planting machine pulled by horses that planted seeds neatly in rows faster, more efficient and less wasteful of seeds less people were needed to farm. Seed drill inventedby John Kay made weaving much faster and allowed large looms to be operated by only one person. faster production, but yarn was not being produced to keep up with the rate it was being used Flying shuttle invented by James Hargreaves driven by a hand cranked wheel answered the problem of yarn production allowed sppiner to spin off multiple threads at one time set up his own spinning factory great impact on the textile industry Spinning Jenny first invented by Thomas Newcomen altered by James Watt to maxmize use of steam being produced in the engine produced more power with less waste used at first to pump water out of mines, then to drive machines. Steam Engine Abraham Darby invented a better way process for making cast iron. cast iron was poured into moulds and used for pots, pans, supports to hold up bridges,. larger cast iron factories were built England became world's leading producer of cast iron. Cast iron invented by James Macadam built raods that would get muddy built of 3 layers of graded stone and fine granite gravel on the top to allow water to fall to the sides transporation of carriages became easier "Macadam roads" invented to solve the problems of roads that could not carry big wagons with heavy loads. carried raw materials to industrial cities reduced cost of shipping materials Canal Systems George & Robert Stephneson built a locomotive, called the "Rocket." was the start to major advancements in transportation of goods and materials. goods could be transported to market at a quicker rate than ever before Railways mass production of raw materials into goods to be sold in the marketplace hired a large number of unskilled workers (men, women and childern) led to child labour laws created urban city centers as factories grew Factory Systems

24 Key Teacher s copy Using the chart below identify the major changes of the British Industrial Revolution. Using the following themes: Industrial, Agricultural, Inventions and Society; provide examples of these changes and assess their impact on British society. Industrial Factory systems, inventions, mass production, unskilled labour, child labour, = formal economy and market place developed; Britain became a leading producer of steel; urbanized city centers developed around factory systems; less focus on education; pollution, created many jobs. Agricultural Advancements in farming tools, efficient farming practices, profits for farmers = farmers could remain in the country and make a living out of the agricultural industry, private business. Inventions spinning wheel, flying loom, steam engine, canal systems, roads, railways, coast iron, = all of these inventions enabled industries to thrive and advance at a higher rate than other industries in the economy, Society inventions, advancements in science because of Test Act; children working at young ages; women hired to work in factories in time of war; rural and traditional ways of living became rare; urban city centers developed around industries. = transformed the way Britain was developed as a nation; transportation expanded curiosity of other lands, trade partners etc.; became global leaders of industrialization.