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10th World History AMI Days 6-10 Introduction and Overview:
The Industrial Revolution was an event that drastically changed society in the first half of the
19th century. Cities grew and two new social classes emerged-the industrial middle class and
the industrial working class. Because of the rapid growth of industry and change in society, the
question of who should control production and distribution of commerce became the focus of
politics and society. This led to the control of manufacturing and the work environment and
pay of workers becoming a continuous issue.
Directions for completing work for AMI Days 6-10
The information for this topic of study can be found in your textbook in Chapter 23. If you have
a textbook at home, please use it as a resource to read about this time period. If you do not
have your textbook at home, all information for the AMI material for days 6-10 can be
completed without consulting the textbook. You may complete all assignments on a separate
sheet of paper. Please label your work with the heading of the assignment, AMI day, your
name, date, and class period. Please number any answers. Please put your answers in
complete sentences.
Please take time and read through the following important vocabulary for understanding this
time period and completing your assignments with understanding. Use the vocabulary list to
come back to and consult in case you are questionable about something in one of the readings
for AMI Days 6-10. There are also three maps to consult for your AMI work. Maps are labeled
in map list below. There is nothing to label on the maps, they are for reference purposes.
Industrialization and Nationalism Chapter 23 Vocabulary Terms and Definitions
1. agriculture the practice of cultivating the land or raising stock
2. Andrew Carnegie
United States industrialist and philanthropist who endowed education and public libraries and research
trusts (1835-1919)
3. assembly line
mechanical system in a factory whereby an article is conveyed through sites at which successive
operations are performed on it
4. automation
the act of implementing the control of equipment
5. bourgeoisie
the social class between the lower and upper classes
6. canal
long and narrow strip of water for boats or for irrigation
7. capital
wealth in the form of money or property
8. capitalism
an economic system based on private ownership of assets
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9. competition
business relation in which two parties vie to gain customers
10. consumer goods
goods intended for direct use or consumption
11. corporation
a business firm recognized by law as a single body
12. cottage industry
small-scale industry that can be carried on at home by family members using their own equipment
13. cotton gin
a machine that separates the seeds from raw cotton fibers
14. demand
the ability and desire to purchase goods and services
15. economy of scale
the saving in cost of production that is due to mass production
16. enclosure
a structure consisting of an area that has been confined
17. entrepreneur
someone who organizes a business venture
18. factory
a plant with facilities for manufacturing
19. free enterprise
an economy relying on market forces to allocate resources
20. Henry Ford
United States manufacturer of automobiles who pioneered mass production (1863-1947)
21. immigrant
a person who comes to a country in order to settle there
22. industrialization
the development of commercial enterprise
23. Industrial Revolution
the transformation from an agricultural to an industrial nation
24. industry
the action of making of goods and services for sale
25. infrastructure
basic facilities needed for the functioning of a country
26. invention
a creation resulting from study and experimentation
27. invest
lay out money or resources in an enterprise
28. James Watt
Scottish engineer and inventor whose improvements in the steam engine led to its wide use in industry
(1736-1819)
29. John D. Rockefeller
United States industrialist who made a fortune in the oil business and gave half of it away (1839-1937)
30. Karl Marx
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founder of modern communism
31. labor
productive work, especially physical work done for wages
32. laborer
someone who works with their hands
33. labor movement
an organized attempt by workers to improve their status by united action (particularly via labor unions)
or the leaders of this movement
34. laissez faire
a doctrine that government should not interfere in commerce
35. locomotive
a self-propelled vehicle that draws a train along a track
36. manufacture
put together out of artificial or natural components
37. market economy
an economy that relies on market forces to determine prices
38. mass production
the production of large quantities of a standardized article
39. mechanization
the act of using technology to automate a process or system
40. merchant
a businessperson engaged in retail trade
41. middle class
the social class between the lower and upper classes
42. migration
the movement of persons from one locality to another
43. mill
a facility for manufacturing
44. modernization
the act of making up-to-date in appearance or behavior
45. monopoly
a market in which there are many buyers but only one seller
46. natural resources
resources (actual and potential) supplied by nature
47. production
manufacturing or mining or growing something for sale
48. profit
excess of revenues over outlays in a given period of time
49. proletariat
a social class comprising those who do manual labor
50. railroad
line that is the commercial organization responsible for operating a system of transportation for trains
that pull passengers or freight
51. reaper
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farm machine that gathers a food crop from the fields
52. revolution
a drastic and far-reaching change in ways of thinking
53. Richard Trevithick
English engineer who built the first railway locomotive
54. Robert Fulton
American inventor who designed the first commercially successful steamboat and the first steam
warship (1765-1815)
55. rural
living in or characteristic of farming or country life
56. shareholder
someone who owns stock in a corporation
57. shuttle
bobbin that passes the weft thread between the warp threads
58. socialism
an economic system based on state ownership of capital
59. specialization
making something suitable for a particular purpose
60. spinning jenny
an early spinning machine with multiple spindles
61. standard of living
a level of material comfort in terms of goods and services available to someone or some group
62. steamboat
a boat propelled by a steam engine
63. steam engine
external-combustion engine in which heat is used to raise steam which either turns a turbine or forces a
piston to move up and down in a cylinder
64. stock
capital raised by a corporation through the issue of shares
65. strike
refusal to work in protest against low pay or bad conditions
66. supply
offering goods and services for sale
67. technology
the practical application of science to commerce or industry
68. telegraph
apparatus used to communicate at a distance over a wire
69. telephone
electronic equipment that transmits sound over distances
70. tenement
a run-down apartment house barely meeting minimal standards
71. textile
artifact made by weaving or felting or knitting fibers
72. textile mill
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a factory for making textiles
73. treadle
a lever that is operated with the foot
74. union
an organization of employees that bargains with the employer
75. urbanization
the social process whereby cities grow
76. utilitarianism
the doctrine that the useful is the good
77. vulcanize
treat with sulfur and heat to make stronger or more elastic
78. working class
a social class comprising those who do manual labor or work for wages
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Three maps for studying the content of the Industrial Revolution and Nationalism.
Map 1: Latin America before and after Nationalism Movements
Map 2: Europe in 1815 at the beginning of Industrial Revolution and Nationalism movements
Map 3: Europe AFTER the Industrial Revolution and Nationalism Movements
Map 1
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Map 2
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Map 3
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Short Bibliography of Sources
Vocabulary List: Vocabulary and definitions taken from Vocabulary.com. Map 1: http://users.rowan.edu/~mcinneshin/5120/wk07/images/LAMER1800v1830.jpg
Map 2: https://upload.wikimedia.org/wikipedia/commons/a/ac/Europe_1815_map_en.png
Map 3: https://snapsandcartography.files.wordpress.com/2013/02/europe-grat-war.jpg
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AMI DAY 6: Chapter 23 Summary
Directions: Read the following summary. As you are reading, use maps 1-3 to locate any places that are
underlined. Consult vocabulary list provided to look up definitions of any terms you do not recognize.
Make a list of 3-five new words you have learned from your reading today (this can include any from the
vocabulary list provided). Write the definition of each of the five terms. That is all for today.
Chapter 23 Summary
Overview: The Industrial Revolution began a period of invention and innovation in Europe that
changed the way people lived and worked. The period was also marked by striking social,
economic, political, and cultural change. While Italy and Germany struggled through unification,
Latin American countries became increasingly dependent on foreign powers.
I. The Industrial Revolution
• Expansion of farmland and improved transportation started an Agricultural Revolution in
Great Britain.
• The Industrial Revolution began in Britain because it had the capital to invest in factories and
machines, and plentiful natural resources.
• The Industrial Revolution was dependent on the development of railroads for quick transport
of goods.
• The British and U.S. governments subsidized industrial expansion.
• Working classes in Europe moved from farms to cities in search of factory jobs, creating
conditions for the rise of socialism.
II. Nationalism and Political Revolutions
• Revolutionary outbursts in Europe in the 1830s and 1840s were the result of liberalism and
nationalism.
• The French Revolution of 1848 brought an end to monarchy in France.
• Germany’s attempt to unify in 1848 was unsuccessful; Italy’s unification effort the same year
also failed.
• Revolutions supporting individual legislatures within the multinational Austrian Empire failed.
Nationalism, Unification, and Reform
• Territory disputes over the Balkan territories led to the Crimean War, breaking up the
alliances created
by the Congress of Vienna.
• Italy and Germany were unified.
• Political stability and economic growth led Great Britain to become more liberal after 1848,
while France restored an authoritarian monarchy.
• Following their defeat by Prussia in 1866, Austria was forced to make concessions to the
Hungarians, which resulted in the dual monarchy of Austria-Hungary.
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• Alexander II’s attempts at reform in Russia were largely unsuccessful.
• In the United States, conflicts over slavery and the division of power between federal and
state governments led to the Civil War.
III. Nation Building in Latin America
• The American Revolution inspired Latin American revolutions when the Spanish and
Portuguese empires were weakened by war with France.
• Toussaint-Louverture led a revolt in Haiti, Miguel Hidalgo in Mexico, José de San Martín in
Argentina, and Símon Bolívar in Venezuela.
• The United States began to intervene in Latin American affairs when their
economies began to be dependent on foreign trade.
IV. Romanticism and Realism
• Romanticism emerged as a reaction against Enlightenment ideals of reason. Romantics
emphasized emotions and individuality in the arts and literature.
• The Industrial Revolution led to advances in scientific research, while a growing confidence in
science undermined religious faith.
• Realism in art and literature embraced depicting scenes from everyday life rather than the
exotic settings and heroes of Romanticism.
Summary:
The Industrial Revolution began a period of invention and innovation in Europe that changed
the way people lived and worked. The period was also marked by striking social, economic,
political, and cultural change. While Italy and Germany struggled through unification, Latin
American countries became increasingly dependent on foreign powers. Industrialization and
Nationalism
Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom
use.
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AMI DAY 7: Chapter 23 Summary Questions
Directions: You have two questions to answer about the Chapter Summary you read yesterday. Read
the summary again if needed. As you are reading, you answer your questions you can refer to maps 1-3
to locate any places necessary for your answers. Consult the vocabulary list provided to look up
definitions of any terms you do not recognize if you need to. Refer to your list of any new words you
learned from your reading on DAY 6. Please use complete sentences, and number both questions. You
may place your answers on the same paper you used for yesterday’s assignment.
ESSENTIAL QUESTIONS
1. What innovations mentioned in your reading changed the lives of people during the Industrial
Revolution? (innovations can include new farming methods, new ways to produce goods and
services, new inventions, where people work-moving from the farm to city or factory to farm).
2. How did different revolutions in the 1800s bring about political (power/control) and economic
(trade/how people make money) changes? Discuss at least three revolutions in your answer.
You can talk about any of the following: agricultural revolutions, industrial revolution,
revolutions in Latin America, Revolutions in Europe
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AMI Day 8: Reading Primary and Secondary Documents
-Parliamentary Reports on Child Labor Practices
Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.
Industrialization and Nationalism: Understanding Early Factory Conditions
Directions: Read the “Background Information” below. When finished, write a short paragraph (2-5
sentences), stating what age you believe should be allowable for a person to work in 2020, how long
the work day should be, how much is an appropriate hourly wage, and why. It is perfectly fine for
your paragraph to be longer than 5 sentences.
Background Information:
In 1831 Parliament member Michael Sadler introduced a bill designed to
regulate labor practices in British textile mills and, in particular, mandate
shorter hours and better working conditions for the most powerless of
workers: children. The act of Parliament that evolved from Sadler’s
bill—the Factory Act of 1833—banned the hiring of children younger than
9 years old and created a maximum 8-hour workday for those age 9 to 13
and a maximum 12-hour workday for those aged 13 to 18. But later
inspections routinely revealed widespread abuses of the act, and some
industries (coal mining and lace making, for example) were able to avoid
the act altogether.
In 1842 the Children’s Employment Commission was created to report
in-depth on child labor practices in mines and other industries employing
large numbers of children throughout England, North Wales, and Scotland.
Government agencies interviewed hundreds of working children, parents,
and employers in dozens of trades and manufacturing jobs from paper
making to metalworking to tobacco spinning. These interviews, full of
firsthand descriptions of the often-deplorable workplace conditions—
inhuman hours, frequent deadly or disabling accidents, and rock-bottom
wages—paved the way for future labor reforms and stricter inspection
policies throughout the United Kingdom.
Across the Atlantic in the United States, Massachusetts enacted the first
U.S. child labor law in 1836, a reform that required child factory workers
under the age of 15 to attend school three months out of the year.
By 1842, a number of states began adopting reforms to restrict children’s
workdays to 10 hours.
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AMI Day 9: Reading Primary and Secondary Documents Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.
Directions: Read Excerpt 1 and answer the Question 1 at the end. You may place your answer on the same paper as AMI Day 8.
The following excerpts come from reports of child labor practices submitted to British Parliament.
Excerpt 1: A report by Superintendent of Factory Inspections Robert A. Baker in 1836, three years after
the 1833 Factory Act went into effect.
“My Lord, in the case of Taylor, Ibbotson, and Co., I took the evidence from
the mouths of the boys themselves. They stated to me that they commenced
working on Friday morning, the 27th of May last, at six, A.M., and that, with
the exception of meal hours and one hour at midnight extra, they did not
cease working till four o’clock on Saturday evening, having been two days
and a night thus engaged. Believing the case scarcely possible, I asked every
boy the same questions, and from each received the same answers. I then
went into the house to look at the time-book, and, in the presence of one of
the masters, referred to the cruelty of the case, and stated that I should
certainly punish it with all the severity in my power. . . .”
“My Lord, by a clause in the factory act, it is enacted, that “not more than
one penalty can be obtained from any one person for any one description of
offence in any one day.” Had I laid the information, therefore, on all the boys
for the same offence, the penalty could only have been 20l. [about $100 in
2010], a sum which appeared to me inadequate to the gross nature of the
offence committed; I therefore, my lord, varied the information, so as to
enable me to sue for 80l. [about $400 in 2010], being four full penalties,
could I have obtained them, laying the first for working two boys more than
twelve hours on the Friday; the second for working a boy before five o’clock
on the Saturday morning; the third, for working two boys in the night time,
between Friday and Saturday; and the fourth for keeping a false time-book,
as to the hours of working. These views, however, my lord, were not
responded to, I very much regret to say, by the magistrates before whom
the case was heard. The parties were fined only 5l. [about $50 in 2010] on
each information, and with an aggregate of penalties of 20l. [about $100 in
2010] escaped.”
—Robert A. Baker, Superintendent of Factory Inspections, 1836
Question 1. What is the inspector’s opinion of employer Taylor, Ibbotson, and Co.? What
phrases in the report support your answer?
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AMI Day 10 Reading Primary and Secondary Documents-Science and Technology Visual Literacy Activity
Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.
Directions: Read the “Background,” and Excerpts 1&2. Answer question 1 after reading Excerpt 1 and
Question 2 after Excerpt 2. If you are struggling to get both finished in about 15 minutes, you may
choose to only read and answer the question for either Excerpt One OR Two. Place your answer on a
sheet of paper. Do not place your answer on the same sheet as Day 9, please. Thank you.
Background:
In the nineteenth century, the general public began to see that science had commercial
uses that could lead to improvements in the quality of life for everyone. This realization
led to an unprecedented public and government support of scientists and scientific
institutions. The result was a burgeoning period of practical scientific advances and the
spread of scientific knowledge. By learning about some of the major breakthroughs of
this period, you can better understand the effect nineteenth-century scientific discoveries
continue to have on the world.
Louis Pasteur:
Scientific advances in the understanding of electricity, magnetism, chemistry, thermodynamics,
and other fields directly helped the growth of industry in the nineteenth century. In turn,
industry itself helped to create more sophisticated and accurate instruments—from
microscopes to telescopes—to help scientists make world changing discoveries. French chemist
and microbiologist Louis Pasteur (1822–1895) was responsible for one of the greatest
breakthroughs in nineteenth-century science: the use of vaccines to prevent contagious
diseases. Pasteur started his career by making a thorough study of yeast cells and the
fermentation process they cause. In 1863, while hired to study spoiled French wine, Pasteur
discovered that the wine contained bacterial cells that made it vinegary and sour. He then
realized that wine would not spoil if the bacteria were first killed by heating. From this
discovery he developed the process of pasteurization, which uses heat to prevent the growth of
microorganisms in perishable liquids such as milk.
Later, Pasteur’s work with yeast cells led him to realize that microscopic organisms are the
cause of disease in humans and animals. This breakthrough concept was called the “germ
theory of disease.” To prevent the spread of microorganisms, Pasteur developed techniques of
sterilization using heating and boiling. He also started to identify such microscopic disease
agents as bacteria and fungi. Eventually, Pasteur was able to identify a variety of disease-
causing bacteria. During one experiment in 1879, he injected the bacteria that cause cholera
into chickens. The chickens did not get sick, and Pasteur realized it was because he had been
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using old cholera bacteria that had lost their virulence, or potency. He then found that the
injected chickens had become immune to cholera. This discovery led Pasteur to the idea of
building immunity to disease through vaccination, using nonvirulent germs to build the body’s
resistance to specific diseases. He created vaccines for cholera, anthrax, and rabies, diseases
that before the advent of vaccination were nearly always fatal.
Question 1: How do you think the first people to receive Pasteur’s inoculations felt?
Dmitry Ivanovich Mendeleyev:
In 1869, Dmitry Ivanovich Mendeleyev (1834–1907), a Russian professor of chemistry,
discovered “the periodic law,” the classification system used for all chemical elements, such as
hydrogen, oxygen, carbon, and iron. While writing his own inorganic chemistry textbook for use
with his classes, Mendeleyev discovered that, when he arranged the list of all known chemical
elements in order from the lowest to highest atomic weight, there was a clear pattern of similar
properties within related groups of elements that no one else had noticed. Mendeleyev took
this pattern, called periodicity, and created the periodic table, an organized chart of all the
known chemical elements. Because the chart shows a predictable recurrence of certain
chemical properties, Mendeleyev was able to leave some empty spots in the table where he
believed elements unknown to him could later be correctly placed. He was also able to predict
what the likely properties of those undiscovered elements would be. In his lifetime, several of
the new elements he had predicted were discovered and added to the periodic table.
Question 2: Do you think all chemical elements that will ever go on Mendeleyev’s periodic table
have been found already? Why or why not?