Please do not talk at this time Nov. 25HW: Do Cornell Notes for Chapter 9, Sec 1, Also, pg 58…

Industrial Revolution Part 1Cornell NotesPlease set up a new piece

of paper for Cornell Notes.Title: Industrial Revolution Part 1 Cornell Notes, Pg. 58A

I am going to give you the Left Side of these notes for the Front Page which we will use in class during class notes.

You have 1 min 30 sec. to set up your paper.

Dec. 2nd is the last day to turn in Late Work and Resubmissions

By: Ms. Susan M. PojerHorace Greeley HS Chappaqua, NY

Why did Industrialization Begin in England First?

Answer: England had the Factors of Production. Lots of Food (from the Agricultural Revolution) People (living longer and having more babies

with all that food) Natural Resources (rich iron, tin, copper deposits,

grazing land for sheep, forests for wood, etc.) Power Sources (coal, wood, natural gas) Transportation (first canals, then railroads and

always ships) Free from war and strife (Napoleon is stopped by

Nelson

Agricultural Revolution

Enclosure Movement + Fertilizer + New Crops (potato, turnip, corn) +

Clover

Turnips

WheatSeed

!?!

Crop Rotation that renews the soil Seed Drill that puts

seeds out of bird’s reach

+

Population Growth

Coal, Metals, Woolens, &

CanalsEngland has all the necessary Natural Resources• People to work• Coal for Fuel• Metals to Build Machines• Canals for Transportation • Wool for Raw Materials

Factors of Production- Those resources you need to build a working factory

Also…• Now that there are more people…• Not everyone needs to work all the

time…• People who are off work have FREE

TIME!

• What can you do with Free Time?

Please start your homework now…

• Do Cornell Notes for Chapter 9, Sec 1, Also, pg 58…

• Vocab First!

• And please turn in your Comparison Chart for Latin America!

Please do not talk at this time Nov. 26HW: No Homework!

Industrial Revolution Part 1Cornell NotesPlease Get out Your

Industrial Revolution Part 1 Cornell Notes…. Still Pg 58A

Dec. 2nd is the last day to turn in Late Work and Resubmissions

Coal, Metals, Woolens, &

CanalsEngland has all the necessary Natural Resources• People to work• Coal for Fuel• Metals to Build Machines• Canals for Transportation • Wool for Raw Materials

Factors of Production- Those resources you need to build a working factory

Coalfields & Industrial Areas

Why are the coal fields and the industrial areas usually in the same place?

How do you explain the location of London so far from any coal fields?

1800 1 ton of coal 50, 000 miners

1850 30 tons 200, 000 miners

1880 300 million tons 500, 000 miners

1914 250 million tons

1, 200, 000 miners

Coal Mining in Britain:

1800-1914

Why would coal mining go Down between 1880 and 1914?

Natural Resources- Sheep• The Industrial Revolution Started with

the Textile Industry which makes cloth.• This cloth was made from British wool.• Britain looks like this….

There are lots of fields to raise sheep in.

So there is lots of wool available to turn into cloth.

The more cloth, the more money you can make.

British Pig Iron Production

The pig iron is used to make Steel

Steel is used to make all these things:• Factory Machines• Trains• Rail Lines• Cargo ships

Transportation!

Natural Resources like Iron provide the Backbone for the Industrial Revolution

Early Canals- Water Highways

Canals make transporting goods to market easy and inexpensive.

Coal, Metals, Woolens, &

CanalsEngland has all the necessary Natural Resources• People to work• Coal for Fuel• Metals to Build Machines• Canals for Transportation • Wool for Raw Materials

Factors of Production- Those resources you need to build a working factory

Factory System

Wool

Dye

Thread

Factory

X 1000

= $$$

X 100

Raw Materials + Machines + Power = Goods

Steam Ships

Trains Horse and Cart

Many Cheap items will make you Richer!

Goods are Transported to market to be sold for more $$

$$$$$$$$$$$$$$$$$$$$$$$$

$$$

I’m Filthy rich!

How much money can you make anyway?

• Cottage Artist produced goods

• Factory Produced goods

How much money can you make anyway?

• Cottage Artist produced goods

• Factory Produced goods

The Mills at Lanmark

Early Factories were nice places to work. People cooked and lived together in employee communities and their children went to community schools. Bosses

knew their employees personally.

Please turn in all your Make up work and resubmissions for 2nd quarter.

Today is the last day to turn them in.

Please do not talk at this time Dec 2HW: Finish your Magazine Ad for your Invention of the Industrial Revolution, Pg 59A

Inventions of the Industrial Revolution Commercial Assignment. Pg 59A

Create a Magazine Ad for your Invention

• - Read your handouts on your invention. Different people got different inventions so make sure you know which one you got. You can also look in your book.

•  • You must include items A, B, C, and D. The other letters, E, F, and G are

optional for more points. Neatness, accuracy and completeness count. You may finish yours with a computer at home for homework.

•  • You must explain what your invention is and what it does.• You must explain how your invention works.• You must explain how your invention will make life better for the person who

buys it.• You must list AT LEAST 3 different reasons your invention is good.

For a Higher grade…

• You may include a picture or mention who invented your product.

• You may mention some of the problems or some of the dangers of your product.

• You should give a price for your invention. This price can be made up and in any currency.

Please get…

• A Child Labor DBQ Handout-Pg. 60A (1 per person) and a Folder (1 per pair)

Child Labor DBQ

Essential Question: Were textile factories bad for the health of Child workers?

Sourcing and Corroboration Skill Practice

Historians make claims based upon evidence often found in historical documents. In order to gather credible evidence, historians evaluate the reliability, or trustworthiness of different historical sources. They often do this by considering the point of view and purpose of different historical actors and by comparing how different sources portray historical events.

Today, we are going to work on sourcing and corroborating different accounts of what life was like for child workers in 19th century England.

Please find Document A• The first thing I want to do is read the source at the bottom of the document.

That means I want to think about who wrote it, when it was written, who is the audience, and what the author’s purpose might have been.

• So I see that this is from an interview of a doctor that was conducted in 1818 by the House of Lords Committee. I am not exactly sure what this Committee did, but I think it was a government body looking into factory conditions. I know that by 1818, there had been some reforms passed to try to improve factory conditions but that this date was still early in the reform movement.

• I bet that this interview will include questions about factories. I also see that the interview is with a doctor. I don’t know much about this particular doctor, but I assume he is being interviewed because of his expertise on health issues. I am not sure whether or not he is under oath, but it seems that if he is being interviewed by a government committee so that he is more likely to be truthful. Although, we know that people do certainly lie to the government.

• This is called sourcing a document.

Document A

– Do you think this is a reliable document? Why or why not?

Document B

– How is it possible for such similar sources to offer such different accounts of factory life? Which, if either, of these sources do you find more trustworthy? Why?

Please Get out your Child Labor DBQ Packet and get a folder from the front of the room…

Please do not talk at this time Dec 3HW: Finish any work left over from today…

Please turn in any colored handouts you may have taken home in the last few units… Look for pages labeled

Class Set.

Document C & D

– Do you think these documents are reliable? Why or why not?

Please do not talk at this time Dec 4/5HW: Please do Notes (any style!) for Chapter 9, Sec. 2

Please Get out your Child Labor DBQ Be ready to give your Answer to the Essential Question: Were textile factories bad for the health of Child workers?

Turn in your Chapter 9.1 Cornell Note too!

Final Discussion:

 Which do you find most convincing regarding the central historical question? Why? Which is the least convincing? Why?

Were textile factories bad for the health of Child workers?

What was factory life like?

What was factory life like?

What was factory life like?

Get a piece of paper and set it up like this:Pg. 61A: Inventions that changed daily life: How

did each invention change daily life?Steam Engine Power loom

Cotton Gin Electric Light Bulb

Telegraph Locomotive (Trains)

We will do the firs

t

two together…

Jam

es W

att’s

Ste

am E

ngin

e

Uses burning coal to create steam that powers an engine to make machines move.

Let factories move out of the hills.

Used to run trains, steam ships, factory machines and water pumps in the mines.

Now look at the Magazine Ads people made and get information for each box!

Check your work!

Cotto

n Gi

n

Automatically cleans seeds from cotton. Faster than 50 men working by hand.

Caused cotton to become main fiber for cloth.

Increased slavery in the US because cotton became so profitable.

Elec

tric

Light

Bul

b

Uses electricity to create a bright light that won't catch things on fire. Less Danger! Used in factories so work

can be done 24 hours a day. Used in streetlights to make streets safer.

Tele

grap

h

Allowed people to communicate quickly and easily over long distances.

Messages went from taking months to minutes!

Used to communicate warnings, news, and business deals.

Please Find your Group of 4 and sit with them!

Get out a piece of paper and label it Pg 62A: Manchester Case Study

As we talk about Manchester and later factories, take notes on this paper.

After

Mov

ing

from

the

Cot

tage

to th

e Fa

ctor

yBefore

The Mills at Lanmark

Early Factories were nice places to work. People cooked and lived together in employee communities and their children went to community schools. Bosses

knew their employees personally.

Manchester Factory Building

Later Factories were bigger, harsher places. Bosses did not know their employees, did not care about them and could always hire someone else.

Urbanization

• Massive migration from rural countryside to cities– No farm jobs in the

country, lots of factory jobs in the city

• Urbanization: growth of cities– 1800: 22 cities of

100,000+– 1850: 47 cities of

100,000+

ManchesterEngland

1750

1840

Case Study: Manchester• In your group, please READ each primary source

document ONE AT A TIME. For each document, DISCUSS each question on the document AS A GROUP and ANSWER the questions in complete sentences on a separate piece of paper. Each person must write down answers to the questions.

• Once you have read all the documents and answered each question, your group is to prepare a POSTER and PRESENTATION explaining what life was like in Manchester.

Please Get in your Manchester Groups from last time and take out your question answers. Then get a folder from the front of the room.

Please do not talk at this time Dec 6HW: Finish any work left over from today…

Please turn in any colored handouts you may have taken home in the last few units… Look for pages labeled

Class Set.

Please take out your 9.2 Homework to be checked off.

Case Study: Manchester• In your group, please READ each primary source

document ONE AT A TIME. For each document, DISCUSS each question on the document AS A GROUP and ANSWER the questions in complete sentences on a separate piece of paper. Each person must write down answers to the questions.

• Once you have read all the documents and answered each question, your group is to prepare a POSTER and PRESENTATION explaining what life was like in Manchester.

Poster/Presentation

• Your group is to prepare a POSTER and PRESENTATION explaining what life was like in Manchester.

• Poster and presentation demonstrates clear understanding of the key features of life in Manchester

• Poster includes information from all FIVE documents, and includes at least TWO QUOTATIONS from the primary sources

• Every group member must speak during the presentation

The Factory System Huge potential for

profit Affordable products

for everyone No skill or training

needed, anyone can work

Rigid schedule 12-14 hour day Dangerous

conditions Mind-numbing

monotony.

Inside the Factory: Workers received no benefits, sick days, disability, bathrooms or coffee breaks. They were responsible for their own safety and

worked 14 hours a day. They started at age 6 and lived to be about 35.

Young “Bobbin-Doffers”

Index so far.

• Title: Industrial Revolution Part 1 Cornell Notes, Pg. 58A

• Chapt 9.1 Cornell Notes- Also Pg 58C/D• Magazine Ad- Pg 59A• Child Labor DBQ- Pg 60A• New Technology- Pg 61A