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Teacher’s Guide
The Industrial
Revolution
71377-HAVTX
SVE & CHURCHILL MEDIA
The Industrial Revolution
INTRODUCTION......................................................................... 3
LEARNING OBJECTIVES .............................................................. 3
INTENDED AUDIENCE................................................................ 3
PRESENTING THE PROGRAM ...................................................... 3
DISCUSSION STARTERS .............................................................. 4
REVIEW QUESTIONS ................................................................. 4
WEB RESOURCES .......................................................................5
REPRODUCIBLE WORKSHEET(S)..........................................ENCLOSED
Intended for Intermediate and Junior High School Students
© 2000 Classroom Video
Teacher’s Guide © Classroom Video
6677 North Northwest Highway • Chicago, IL 60631
800-829-1900 • 773-775-9550 • fax: 800-624-1678 • fax: 773-775-5091
[email protected] • www.SVEmedia.com
Introduction...........................................................................................................
The Industrial Revolution examines how British life and civilization were transformed by great changes in industry,
technology, and science. The program illustrates how production by hand changed to production by machines and
analyzes the transition from the domestic system to the factory system, in which goods were made by groups of
workers in factories. It provides insight into the new working and living conditions and also traces the development
of the means of communication, roads, railways, and canals.
Learning Objectives..........................................................................................
After completing the program and participating in discussion and activities, students will be able to:
• Identify the dominant occupation of Britain in the eighteenth century before a factory system was
established;
• Address the working conditions of factories in nineteenth-century
England;
• Examine the living conditions in the towns and identify the changes
that took place when the Industrial Revolution began;
• Recognize the development of transportation and communication
that was taking place during the Industrial Revolution; and
• Understand that Britain became the leading manufacturing nation in the world as a result of their Industrial
Revolution.
Intended Audience............................................................................................
This program is intended for intermediate (grades 4 through 6) and junior high school (grades 7 through 9)
students.
Presenting the Program...............................................................................
You may wish to follow this procedure in presenting the program.
1.
Preview the program and familiarize yourself with this teacher’s guide and the reproducible master(s). Review the
learning objectives, discussion starters, and review questions.
2.
Next, introduce students to the program, using the discussion starters to relate the upcoming information to
their prior knowledge.
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3.
Have students complete the program in its entirety the first time.
4.
Check for understanding by discussing and reviewing the program’s content and concepts, using the review
questions in this teacher’s guide as an outline.
5.
If time permits, allow students to complete the program a second time, pausing for discussion at points of interest.
6.
Assign one or more of the enclosed reproducible master(s) for guided and independent practice. Students may
complete the activities alone, with a partner, or in a cooperative learning group. Choose the activities appropriate
to your objectives and your students’ levels of understanding. Be creative and integrate some activities of your own
design that are based on the program’s concepts.
Discussion Starters...............................................................................................
Begin a discussion about the Industrial Revolution. What was life like before factories and machines? How would a
transition from a domestic system to a factory system affect working and living conditions? Why did the Industrial
Revolution encourage the building of canals, roadways, and railways? How did the Industrial Revolution in Europe
influence the rest of the world? Tell students that the program they are about to watch explores the Industrial
Revolution in further detail and examines the changes that took place as a result.
Review Questions...............................................................................................
Use these questions and discussion topics to review the program material.
1. What were the advantages and disadvantages for people working in home workshops?
2. Describe some of the earlier simple machines used in the manufacture of textiles in the cottage industry. How
did they compare with the Flying Shuttle and the Spinning Jenny?
3. Outline the role of cloth merchants in the eighteenth century.
4. Why was there such a demand for textiles in Britain and the world?
5. What type of location was Samuel Greg looking for to start his textile factory?
6. List the inventions mentioned in the video that helped to bring about the factory system.
7. List some modern examples of technology that have caused unemployment.
8. Describe the ways in which the textile revolution changed the lives of domestic workers in the textile industry.
9. What were the advantages of steam power over water power?
10. Why was it possible to make cotton garments so cheaply?
11. Describe a day in the life of a child in a textile factory.
12. With such poor wages, why were people prepared to work in the sweat shops?
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13. Why did workers have to live near factories and coal mines? Where did the wealthier people live? What was the
difference in the quality of their housing?
14. What do you think was the greatest fear of people living in the new industrial towns?
15. Explain some of the difficulties that faced the first canal builders.
16. Investigate the meaning of aqueducts, towpaths, and lock gates.
17. Why was the building of a canal system essential for both the building of new industrial towns and supplying
new factories with raw materials?
18. Why were many roads unsuitable for heavy materials and fragile articles? How was this problem largely overcome?
19. Make a list of the significant inventions and developments in transportation and communication in the nineteenth
century.
20. Access one or more of the Web sites cited in the “Web Resources” section of this guide by going to your school
or library computer lab. As a group, go to one of the sites and explore the subject in more detail.
21. Assign the enclosed worksheet(s) to reinforce the skills students have learned from the program, the review
questions, and the discussion activities.
Web Resources......................................................................................................
The following World Wide Web sites may be helpful for both teachers and students in learning more about the Industrial
Revolution. Additional WWW resources may be found using common search engines such as Google, Excite, Yahoo!,
HotBot, or Lycos. The World Wide Web is constantly evolving, so some of these sites may have changed locations or may no
longer be available.
http://www.darex.com/indurevo.htm
Take a close look at the two countries most responsible for the Industrial Revolution, England and the United
States, with this informative article.
http://www.cottontimes.co.uk/
Gain a better understanding of the Industrial Revolution with this informational site, which offers facts, a glossary,
bibliographies, questions, links, and more.
http://www.bergen.org/technology/indust.html
This fact-filled slide show examines the basics of why the Revolution began in England and explores key inventors
and events of the time.
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http://www.factmonster.com/ce6/history/A0858818.html
Examine the nature of the Industrial Revolution, as well as the effect it had on the rest of the world, with this
informative article.
http://www.womeninworldhistory.com/lesson7.html
This thorough site contains lessons, reviews, Q & A, and links related to the plight of women’s work during the
early Industrial Revolution in England and Wales.
http://www.kidinfo.com/American_History/Industrial_Revolution.html
Visit this expansive site and find links, timelines, biographies of inventors, and more pertaining to the American
Industrial Revolution.
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Notes
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The Industrial Revolution
Credits
Produced by
Walter Sigl
English Edition Produced by
Brenden Dannaher
with translation by
Jorg Wichmann
Teacher’s Notes by
Paul Latham
6677 North Northwest Highway • Chicago, IL 60631
800-829-1900 • 773-775-9550 • fax: 800-624-1678 • fax: 773-775-5091
[email protected] • www.SVEmedia.com
Reproduction of this manual in whole or in part is permitted for use with students in
the classroom.
Printed in the United States