social studies 9 stacey cassidy

Social Studies 9 Stacey Cassidy 2012

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. 129-139)

- Video clip: http://www.history.com/videos/the-industrial-revolition#the-industrial-revolition

- Lesson 1 worksheet

- glossary of terms


Activity Teacher’s Role Student’s Role Time

Hook/Introduction

What is Revolution?

What is Industrial?

Write the word REVOLUTION on the board.

- ask students what their thoughts are

about this word

- what is it?

- what are some characteristics of

revolution?

- examples?

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:

http://www.history.com/videos/the-industrial-

revolition#the-industrial-revolition

Participate in class

discussion

Use the brainstorming

worksheet to document

meanings of new terms,

ideas, concepts and

questions.

15 min

Body of Lesson

Why Britain?

(Class discussion)

Agriculture vs.

Economic Industries

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.

10 min

20 min

Formative

Assessment:

1. Observe class

participation.

2. Identify any

challenges or

questions with

material.

3. Observe notes

taken during

discussion.

Formative

Assessment:

Observations:

class

participation,

working with

group members,

note taking,

presentation of

ideas.


Conclusion Activity

Class Debate

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

Formative

Assessment:

1. Observe class

participation.

2. Observe

students’ ability to

work with group

members.

3. Observe


formulate and

defend a position.

4. Observe


predict and

analyze the

relationship

between cause

and affect.


Glossary Terms: keep on hand as reference to help with understanding terminology throughout activities.

Term/Concept Definition

Revolution A series of events that influence change to the social, political, economic

conditions.

Industrial/Industrialization An economy based on particular industries versus agricultural production.

The process of changing a region’s economical focus.

“mother” country The country in control of colonizing other countries, the headquarters of power.

colonialism A policy in which a country rules other nations and develops trade for its own

benefits.

Global An event or action that has consequences throughout the whole world.

Manufacturing To make something into a finished product out of raw materials, usually on a

large industrial scale; process of production using machines

Technology Study, development and application of new inventions, techniques, and machines.

Economy Production and consumption of goods and services of a community or nation as a

whole; modern day exchange of goods in marketplace

Exploitation The unfair use of a person or situation; many people were exploited for labour

during the industrial revolution.

Labour supply Term applied to the amount of people that are able to work.

Capital Money used to invest in business

Raw materials The essential materials needed to make a product

Production The making or creation of something.

Test Act 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.


Student Worksheet for Lesson 1 – Introduction of British Industrial Revolution

Class Brainstorm:

Map of Britain

REVOLUTION

INDUSTRIAL

Legend

Wool production

Major financial centre

Textile production

Metal manufacturing


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?


Key - Student Worksheet for Lesson 1 – Introduction of British Industrial Revolution

Class Brainstorm:

Map of Britain

REVOLUTION

INDUSTRIAL

London

Legend

Wool production

Major financial

centre

textile production

metal

manufacturing


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

- “common” plots of land

could no longer be shared

- Enclosures in place

- Advanced farming methods

- Textile and industrial

manufacturing processes

became more efficient in terms

of cost and production

- Technological advancements

(spinning wheel, looms, iron

casts, steam engine etc.)

What caused

these changes?

- Government restrictions

because lower/middle class

farmers were making too

much profit privately

- Competition for government

and economic industries

- 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


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.



1. Evaluate the effects of the Industrial Revolution on Society and the changing nature of work.


Politics & Law


Application of Social Studies


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. 144-150 Crossroads: A Meeting of Nations.

Primary Source “Scenario cards” for jigsaw activity.

flip chart & markers, worksheet



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

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.

12-15 min

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


Body Activity #2

Primary Source

Group Activity

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.

10-15 min

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.


Glossary Terms: keep on hand as reference to help with understanding terminology throughout

activities.

Terms Definitions/Examples

Mechanization

To be run by machines, turning production into a mechanical process

vs. work done by hands.

Cottage Industry

Initial sites for production of textiles; took place in people’s houses or

cottages not in factories.

Industry

Economic activity concerned with processing raw materials into

products sold for people in the marker place.

Shaft

A long rod, usually found within the center of a wheel.

Apprentice

A person who is learning a trade from a skilled employer

“Overseer”

To over see the work being done by someone.

Ex. A supervisor or boss during industrial revolution.

Frames

Part of a machine used in which yarn is stretched during production of

clothing.

Bobbins

A spindle made of two flat discs with a rod in the center used to hold

yarn, string, or thread during sewing.

“Card room”

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.

Urbanization The physical change of a location from rural or country settings into a

city.

Textile The industry of making clothing through weaving, sewing or knitting.

Pictures used for Hook Activity:


Student Handout (double sided)

British Industrial Revolution: Mechanization & Factory Systems Name:_________________

Date:__________________

Comparison Chart: Cottage Industries vs. Factory Industries

Cottage Factory

Similarities

Differences

Benefits for

Employees

Drawbacks for

employees

How did Factories change society?

New Terms Definitions & Examples


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


ANSWER KEY British Industrial Revolution: Mechanization & Factory Systems

Comparison Chart: Cottage Industries vs. Factory Industries

Cottage Factory

Similarities

- production of goods

- creates jobs

- sense of contribution to community

Differences

- flexibility

- lower wages

- hard to keep up with

demand from public

- viewed as higher skill

level

- greater amount of

employees

Benefits for

Employees

- relaxed working conditions

- look after families

- work in their own community

- higher wages

- working with others

- travel to city to work

Drawbacks for

employees

- hard work for little pay or

rewards

- little power due to lack of

support from a community

of workers

- 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.

MECHANIZATION


Primary Sources - http://www.schoolhistory.co.uk/year9links/industrial/

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.”


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.”


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.



1. Evaluate the effects of the Industrial Revolution on Society and the changing nature of work.


Society & Culture

3. Identify factors that influence the development and decline of world civilizations.

Politics & Law


Application of Social Studies


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. 132-140

gallery walk photos with information card

glossary of terms

graphic organizer for gallery walk activity

Summative Assessment activity on cause and effect relationship.



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.

3. What were the conditions in

society that became the catalyst for

change in both the agricultural and

economic industries?

Participation within class

discussion.

Pose questions for clarity on

terms, concepts etc.

10 min

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


- 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


- 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


Glossary Terms: keep on hand as reference to help with understanding terminology throughout activities.

Term/Concept Definition

commons Land held to be used by everyone.

enclosure Process of landowners putting their land together for less work and increased profit.

Breeds Group of animals distinguished by particular characteristics.

Graze To feed on growing plants, such as grass.

Fodder Describing term used for animal food

Broadcast An agricultural process of sowing seeds by throwing them over a field by hand.

entrepreneur A person who runs a business, taking risks in order to earn a profit.

franchise The right to vote. Ordinary working people did not have the right to vote.

Laissez-faire A policy followed by government and business people, which allowed business and industry

to be free from government regulations.

Synthetic A fiber manufactured by two parts, usually has an artificial component.

Flying shuttle A device invented by John Kay which made weaving much faster.

Compressed steam Steam under pressure, used as power to in steam machines.

Cast iron Molten iron poured into a mould to make a product.

Pictures for gallery walk:


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


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.


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


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.

social studies 9 stacey cassidy

Documents