Unit 3—Modern World History

What inventions and/or innovations seen in your lifetime have affected the way that you live and/or work? Create a list of as

many as you can…

Main Idea: The Industrial Revolution started in England and soon spread

elsewhere.

The Industrial Revolution transforms European and American society and the way people do work

Changes in agriculture lay the foundation for the IR

Britain is the first nation to experience the IR

Favorable geographic position, climate

Agricultural Revolution Enclosures, crop rotations

Industrial Revolution Inventions, industries, etc.

Extensive natural resources Economic strength

Overseas trade, investment in new inventions, banking system, etc.

Political stability Laws to protect businesses,

factors of production, etc.

Improvements in farming methods in the 1700s boost crop yields

Many small farmers lose land, move to the city, and become urban workers

Britain possesses ideal conditions for the growth of industry

Key inventions revolutionize industry during the 1700s and 1800s

Textile industry is the first to benefit, with the invention of machines to produce cotton cloth

Factories are created to manufacture goods

Transportation expands with the invention of the steam engine and the construction of canals, roads, and railroads

Revolution forces rapid change to society…

Assume the identity of a British government official during the

Industrial Revolution. Write a two-paragraph letter to a government

official in a non-industrial nation

about how the railroad has changed Britain.

An effective letter should…

Introduce several changes in British society

Be written in a thoughtful, coherent, and engaging manner

Give a clear sense of place and time

Main Idea: The factory system changed the way people lived and worked, introducing a variety of

problems.

Welcome to Mr. Layton’s factory! Today you will

participate in an exercise in which you

will work within assigned groups to

mass-produce quality drawings of famed

philosopher Karl Marx. Please listen carefully

to the following instructions…

What was the primary difference between phase one and phases two/three of the exercise?

How did phase three differ from phase two?

Was your group more efficient during phase two or phase three of the exercise?

How might this simulation be relevant to what we know of the Industrial Revolution?

Industrialization leads to economic growth and urbanization—city building and the movement of people to cities

Because they grew quickly, cities were not ideal places to live—overcrowded, dirty, difficult to find good housing, schools, or police protection, etc.

As the Industrial Revolution changes society, some grow wealthy while others experience hardship

Such differences lead to tension between the social classes

A new class emerges wealthy middle class

Upper—large landowners and aristocrats, resentful of rich middle class

Upper middle—entrepreneurs (merchants, factory owners, shippers)

Lower middle—factory overseers/skilled workers

Lower/working—factory workers, urban poor, etc.

Days are long Factories are

seldom well-lit or clean

Machines pose a threat to safety of the worker

Child labor is a problem

Increased the amount of goods and services a nation could produce and added to its wealth

Created jobs for workers and (eventually) raised the standard of living

Fostered technological progress and invention

Read and annotate the primary source

Imagine that you are a child who works in a textile mill. Write a two-paragraph diary entry in which you describe your work life.

Leeds—a city in England

Flax mill—a textile mill, where clothing is made

Doffer—a worker who operates machinery that produces clothing

Thronged—crowded, referring to the number of people working in a given area of the factory

Does a government

have a responsibility or

obligation to assist those who

are poor, disabled, and/or

sick?

At first, war and unrest in Europe delay the growth of industry (i.e., French Revolution and Napoleonic Wars)

Industrialization would often occur in a given region rather than throughout an entire country, as in Britain’s case

Not all countries had the necessary resources or factors of production

The Industrial Revolution widens the gap between more-developed and less-developed nations

Industrialized countries exploit overseas colonies for resources and markets (basis for imperialism)

Over time, standards of living rise in the industrial nations

Main Idea: The Industrial Revolution led to economic, social, and political

reforms.

The Industrial Revolution changes the structure of society, opening up a gap between rich and poor

New philosophies emerge regarding the role of the government in an industrialized society

Laissez-faire thinkers (Adam Smith) support a free market and oppose government regulation

These ideas are the basis for capitalism

Other thinkers oppose laissez-faire policies and favor government efforts to improve people’s lives

Reformers sought the establishment of a new economic system called socialism

In socialism, the factors of production are owned by the public and operate for the welfare of all

Socialists believe the government should actively plan the economy and promote equality between all people

Refer to the handout given to you

Quietly read the primary source to yourself

Annotate as you read and answer the questions on a separate piece of paper

Use a dictionary to determine the meaning of words you don’t recognize

Be ready to discuss!

Do not eat the candy until you are told to do so

Each time you lose a game you must give up a piece of candy to the person who defeated you

When you run out of candy you must sit down and quietly wait for the game to finish

You must continue to play as long as you have candy in your possession

Classroom Activity: Rock, Paper, Scissors

Game

Historical Information: Marxist

Theory

Capitalism Students have their own candy, and not everyone

starts with the same number of pieces. As

students play the game, a few win lots of pieces,

but most lose.

Individuals privately own industry. Freedom of competition results in

unequal economic classes.

Class Struggle Winners and losers argue about whether

the game is fair. Losers vote to change the rules

of the game.

Upper and working class struggle over

wealth. Working class revolts and takes

control of government.

Socialism The teacher collects all pieces of candy and redistributes them equally to students.

Government takes over ownership of industry.

Wealth created is distributed equally to

all.

German journalist who introduced the world to a radical type of socialism

Believed that history is controlled by economics and class struggle

The future would lead to communism

Capitalist society would eventually destroy itself, as the proletariat would revolt

Workers would bring about economic equality for all and a classless society would form with the absence of any government

Private property would cease to exist

Workers organize unions to raise wages and improve conditions

Unions eventually become established and legal

Reform laws are passed in Britain and the United States to limit child labor and set work hours

The abolition movement helps to end slavery by the end of the 1800s

Free public education for all children

Select a major theme or topic from the Industrial Revolution

Write a haiku about that topic that accurately describes it in some way; be creative! 3 lines 5-7-5 syllables

Record on index card and be prepared to submit / share!

Karl Marx

Working class uniteTo destroy the

bourgeoisieMan, what a sweet

beard…