Download Industrial Age Revolution

Do Now…
 After quietly coming into class and taking your
seat, get out your World History materials and
turn to your Hey History!…
 Turn In Homework
 Pass out the materials from the Pick Up Box
Hey History!
 Topic: What’s in a Revolution?
1) How would you define the term “revolution” in
cultural and/or political terms?
2) What do you believe the long-term and short-term
effects of a “revolution” might be?
3) How do you believe the Industrial Revolution earned
the status of a “revolution”?
Industrial Revolution…
 Vocabulary Cards
 For each card, write the word on one side. On the
other side, write a defining statement and a
statement for how the term either improved or
worsened life in Europe during this time period.
Industrial Revolution Vocabulary
Terms
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Agricultural Revolution
enclosure movement
Crop rotation system
Industrial Revolution
factors of production
vulcanization
mechanization
tenements
urbanization
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capitalism
laissez-faire
interchangeable parts
corporation
business cycle
utilitarianism
means of mass production
Socialism
communism
Marxism
Societal Conditions: Before the IR
 What were the social conditions of England prior to the
Industrial Revolution?
 Imagine you and your table group live in a household in
which no one is employed and there is no income for the
family…
 Assume Person A is the head of household, Person B is the
other parent or guardian, and the rest of the group are the
children…
 How would you provide for the needs of your family if
there is no income for the family? How would you
provide for the family if government assistance was
not available?
Societal Conditions Research
 Before the 1600s, most families worked the land to grow
their own food for their families.
 However, from the time of feudalism to the Age of
Enlightenment, different societal institutions assumed
larger roles in assisting the family units over time
Societal Conditions Research
 Use your Textbooks, notes, and smart devices to respond to
the following questions about societal conditions in Europe
prior to industrialization:
 Why was unemployment not a problem under feudalism?
 What was the social role of the Roman Catholic Church
under feudalism?
 How did free will and the equal rights of man influence
social services?
 How did capitalism promote individual responsibility
without a safety net?
 What did laborers do when they were thrown off their
land?
Closure…
 What effect on population growth might an
Agricultural Revolution have?
Homework…
 Respond to the following questions:
 Based on what we know about the Age of
Enlightenment, what might be some of the defining
characteristics of the Agricultural Revolution?
 How might the Agricultural Revolution be related to
population growth, industrialization, and patterns of
landholding?
Do Now…
 After quietly coming into class and taking your
seat, get out your World History materials and
turn to your Hey History!…
 Also, take out your homework from last night (do
not turn it in yet)
Hey History!
 Topic: The Agricultural Revolution
 Agriculture was already a major societal industry in
Europe from the Middle Ages on, so why do you think
the 1700s and early 1800s were known as the
Agricultural Revolution?
Group Brainstorm…
 What might be the major characteristics of the
Agricultural Revolution?
Revolutionary Terms
 Enclosure Movement
 Power loom
 Crop rotation
 Interchangeable parts
 Steam engine
 Feudalism
 Mass production
 Factors of production
 Selective breeding
 Mechanization
 Seed drill
 Factory system
 Urbanization
Graphic Organizer
 How would you describe the Agricultural Revolution
in terms of:
 population growth
 industrialization
 family size
 child labor
 patterns of landholding
Closure
 What were the main contributions from the
Agricultural Revolution? Why?
Do Now…
 After coming into class and quietly taking your seat,
take out your World History materials and turn to your
Hey History!
Hey History!
 Topic: From Agricultural to Industrial
 Consider the following quote about the Industrial
Revolution…
 The Industrial Revolution greatly affected all aspects of
the lives of people in every society it touched.
 Work with your partner to think of at least 2 questions
you have about the Industrial Revolution based on the
statement.
Inventions of the Industrial
Revolution
 Each face pair gets an invention from the Industrial
Revolution
 It will be your job to work with your partner to create an
Informational Poster about the invention with the
following information:
 Date of Invention (year)
 The inventor, where they came from
 Purpose of the invention
 Impact of the invention
 Illustration
 Actions to follow…
After the Inventions of the
Industrial Revolution Activity
 On the back of your chart, explain which two
inventions you believe had the biggest impact on the
Industrial Revolution and why you believe this.
The Beginning of the IR…
 Discuss with your group, why do you believe the
Industrial Revolution began in England? How might
other European Powers have been affected??
The Spread of the Industrial
Revolution…
 Find the following countries on your world map:
 England, France, Germany, Spain, Italy, the Netherlands,
and the United States
 Next, use your textbook and smart devices to
determine when these places became industrialized
 Create a key, giving each place a color/design that
corresponds with the time they became industrialized
 Lastly, use your smart device the determine the
population data for England, France, and the United
States from 1500 to 2000…
The Spread of the Industrial
Revolution…
 Respond to the following questions on the back of
your map:
 What conclusions can you and your group draw about
the spread of industrialization over time?
 What can you infer about the spread of
industrialization and its link to changes in population?
Timeline for AR and IR
 Determine the dates for the major elements of the
Agricultural Revolution and the Industrial Revolution
 Use those years to create a timeline of when each
element occurred
Homework…
 Finish Classwork
Do Now…
 After coming into class and quietly taking your seat,
take out your World History materials and turn to your
Hey History! for today.
 Turn In Homework!
Hey History!
 Topic: Working Conditions Today!
 Discuss with your table groups the types of work
conditions found in jobs today… what are the types of
working conditions you expect to find when you enter
the work force?
 What about working age, work safety, benefits, and
wages?
 Classroom List – “Desired Working Conditions of
Today.”
Social Conditions of the United
Kingdom in the 1800s…
 Title your paper “Social/Working Conditions of the 1800s”
 Read the information at your disposal.
 Discuss the social conditions of the time in the United
Kingdom, record major ideas on your individual paper
 Class structure, jobs, gender roles, family roles, and
economic conditions, etc.
 Secondary Sources
 Chapter 13, Sections 2 and 4
Working Conditions in 1800
 Based upon information gathered from the resources, compile a
list of working conditions in 1800.
 Entitle the list “Working Conditions of 1800.”
 Compare the two lists—desired working conditions of today and
working conditions of 1800—by answering the following
questions:
 What was a subsistence wage in 1800?
 How does a subsistence wage compare with minimum wage today?
 Why did businesses keep wages low?
 Why did families send their children into the workplace?
 Why didn’t social institutions (churches) intervene to help families?
Comparing Working Conditions –
Mix, Pair, Share
 You will now compare your lists with others through a mix,
pair, share!
 Share and compare your list of working/social conditions
with each new partner… Similarities? Differences?
 Using your information, respond to the following prompt
each time you pair up:
 “Were working conditions worse during the 19th century than
they are today? How/Why? Explain your reason by giving at
least two examples.”
 You should have 2 new examples to support the question
each time we switch!
Working Conditions –
Developing Countries?
 write a short essay, or you may create a chart with complete
sentences, comparing and contrasting the working
conditions in Great Britain in the 19th century with the
working conditions in a developing country of today (e.g.,
China, India, Ghana, Cuba, Nicaragua).
 You may use your textbooks and/or smart device to
research Great Britain’s and present day developing
countries’ working conditions.
 You should also include the working conditions today for
women and children and what is being done by
international organizations to improve the working
conditions in developing countries…
Homework…
 Finish Comparison Assignment
Do Now…
 After coming into class and quietly taking your
seat, take out your World History materials and
turn to the Hey History! for today.
 Turn In Homework from Last night
 Materials in the Pick Up Box
Test Next Week
 Tuesday!!
Hey History!
 Topic: Causes and Effects of the Industrial Revolution
 Review with your table members the causes and effects
of the Industrial Revolution. …
 Create a T-chart that explains the causes and effects
with the left side labeled Causes and the right side
labeled Effects….
 Consider the social aspects of the revolution, as well
and the technological and economic aspects.
Causes and Effects of the Industrial
Revolution
 Causes
 Britain possessed a favorable combination of the factors of
production (land, capitol, and labor)
 Growing demand for textiles
 There was a growing need for ways to speed up production,
transportation, and communication
 Effects
 Supply and demand became the driving economic force
 Regulating working conditions fell by the wayside
 Humanitarians called for reforms
 Reform laws were passed
 Unions were created, played a major role in business relations
between employees and employers
Social Reform Movements:
UK and US
 Each group gets one of the following reform movements
from Great Britain and the United States:
 Extension of male suffrage
 Women’s suffrage
 Child labor reform
 Abolition of slavery
 Prison reform
 Public education
 Working conditions reforms as a result of labor unions
 Create a slide show with your group explaining the major
points of each movement.
 Look for the leaders, laws/organizations, and timeframes
of each movement.
Social Movements of Great Britain
and the United States
 Record information about each movement in your
chart in the correct column
Protest Boards!
 Working with your partner, create a signboard that
could have been used as part of a protest
demonstration.
 Your board should reflect or call for changes that these
reform movements would bring about in the political
and economic systems of the time (e.g., wages,
working conditions, price controls, extended voting
rights, worker benefits).
 Poster should be informative and colorful!
Closure…
 What have you learned about reforms made during the
19th century?
Homework
 Finish Classwork
 Start to Study for test next Tuesday!
Do Now…
 After coming into class and quietly taking your seat, take
out your World History materials and turn to the Hey
History! for today.
 Materials in the Pick Up Box
Hey History!
 Topic: Vocabulary Review…
 Review the following terms with your fellow group
members (discussion):
 capitalism, socialism, communism, entrepreneurs, and
factors of production.
 Predict a definition for the following terms (written):
 mixed economy, collective ownership, and incentives
Hey History! (continued)
 mixed economy
 an economic system consisting of a mixture of either markets and
economic planning, public ownership and private ownership, or
free markets and economic interventionism
 collective ownership
 Ownership by a group for the benefit of members of that group
 Incentives
 An incentive is something that motivates an individual to
perform an action
Word Grid: Economic Systems
 Working in table groups, complete the word grid
clarifying the characteristics of capitalism, mixed
economy, socialism, and communism.
 You should place the word “yes” in the column(s)
associated with the key features or characteristic of the
different types of economic systems
 Chapter 13, Sections 3-5
Top 10 Billionaires…
 Use the information and your smart devices to research the
top ten billionaires on the list, their country of citizenship,
net worth, and the industry source of their wealth.
 Create a chart depicting this information:
Billionaire
Country of
Citizenship
Net Worth
(in billions of
dollars)
Industry Source of
Wealth
 Also, share any observations made after examining their
charts (e.g. products or services common to the top
billionaires).
Bill Gates and Capitalism
 Work with a partner to answer the questions about Bill
Gates and his accumulation of wealth.
Comparing Adam Smith, Karl Marx,
and Robert Owen
 Create a three-column chart, each column titled one of the
men above
 Provide some background information on each economic
philosopher along with his economic principle.
 Try to use the following questions to guide your research:
 What did Marx mean by communism and socialism?
 What did Smith mean by the invisible hand?
 Who was Robert Owen, and what was utopian socialism?
 Why did communism take hold in Russia?
 How did Russian communism differ from Marxist
communism?
Political Systems and Economic
Systems…
 Consider and discuss the following questions with
your group members:
 Can democracy exist in a communist system? Why or
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why not?
Can dictators promote capitalism? Why or why not?
Can there be a socialist democracy? Why or why not?
What is a mixed economy? Can an absolute monarchy
promote a mixed economy? Why or why not?
Where does the United States fit on the politicaleconomic spectrum?
Political Systems and Economic
Systems…
 Political systems and economic systems on the
extreme ends of the spectrum have very little in
common, and it would be very difficult, if not
impossible, to support each other.
 Use this basic premise below when addressing the
above questions:
Liberal
Pure
Democracy
Capitalism
  Representative
Democracy

Mixed
Economy


Absolute
Monarchy
Socialism
Reactionary
  Totalitarian
Dictatorship
  Communism
Economic Theory: Bumper Stickers
 Create a summary statement that succinctly
distinguishes between socialism and capitalism.
 Your summary statement should be succinct enough to
become a bumper sticker; make careful language
choices.
 Next, create a bumper sticker to represent socialism
and one to represent capitalism!
Closure
Homework
 Finish Classwork
 Continue Studying over the weekend