History Adventure

Industrial Revolution - Chapter 9 & 10.4

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Factors for the beginning of the Industrial Revolution in England (brainstorm in class 10/23/2007):


  • Scientific Revolution - technology, inventors
  • Natural Resources - coal, iron, workers, cotton (from colonies)
  • transportation - harbors, oceans, navy, roads, canals
  • strong economy - favorable balance of trade
  • agricultural revolution
  • colonies

Class Notes on Economic Thinkers of the I.R. (10/29/2007):



  • Adam Smith - laissez-faire & supply & demand
  • David Ricardo - Iron Law of Wages
  • Thomas Malthus - population will outpace food supply
  • Karl Marx - scientific socialism --> communism, proletariat, 1848 - Communist Manifesto

Class Notes from 11/17-18/2004:

Remember that Faulty Reasoning is defined as


  • an argument based on emotion,
  • an argument based on superstition,
  • or an argument that just foes not make sense.

Class Notes from 11/19/2004:


  • The Agricultural Revolution started in Britain, thus the Industrial Revolution started there as well.
  • Other countries followed Britain's lead, so that by the turn of the century, the US and Germany were the leading industrial countries.
  • Don't forget to complete the worksheet on the back of "Faulty Reasoning" for Monday - this is to be completed instead of notes for Chapter 3 Section 4!

Romanticism, Realism, Impressionism PowerPoint (Presented 2013) - If the hyperlinks are broken, check YouTube for examples. Don't forget Looney Tunes "What's Opera, Doc?" - a spoof on Wagner's "Ring Cycle."

Industrial Revolution Video Questions

Industrial Revolution Newspaper


This year, we will be writing articles/essays for a newspaper covering the major events, trends & people of the Industrial Revolution. Students will then format all of this information into Microsoft Publisher for practice creating a newspaper layout.  Knowledge of this software will be useful for students in the future as more classes use project-based assessment in addition to standardized tests.  This is a group project for up to 4 people; students who wish to work individually may do so. We will be in the computer lab November 15-22 to format our newspapers; this project is completely due at the end of class November 22, either digitally or hard copy.


DescriptionMS Publisher How-to

Excel How-to - http://afine0.tripod.com/historyadventure/wh/IndustrialRev/PieChartDirections.doc

Project Example (A level)


DBQ Notes from 11/16/2005 - Notes regarding all documents and how each might be used to answer the essay question.  Remember that these are not exclusive; you may have valid answers that are not addressed here.  You may want to email such notes to your instructor for inclusion in this list.

DBQ Notes 2010 -
Remember to draft a short outline so that you can organize your thoughts and make it easier to write your essay.
Have at least 2 documents to support each of your topic sentences (paragraphs)
Group your documents so that they are topical, not just in order of appearance in the essay question
Make sure you have a thesis statement that answers the essay question!
Focus on the information and creating a logical argument to support your thesis statement in 5-paragraphs - not on flowery language!

Basic structure:
A. Introduction - thesis statement
B. Support paragraph
1. Document facts
2. Document facts
C. Support paragraph
1. Document facts
2. Document facts
D. Support paragraph
1. Document facts
2. Document facts
E. Conclusion
 
Industrial Revolution Notes 2010
 

Helpful Videos:

Women working in a textile factory
factory_scene.gif
http://www.louisville.edu/provost/undergrad/elp/factory_scene.gif

Industrial Revolution – Chapter 9 Study Guide
 
Industrial Revolution
Enclosures
Jethro Tull
Crop rotation
Industrialization
Factors of production
Textile industry
Factories
Samuel Morse
Eli Whitney
James Watt
Entrepreneur
Robert Fulton
John Mc Adam
George Stephenson
Liverpool-Manchester Railroad
Benefits of railroads
Urbanization
Living conditions in cities
Elizabeth Gaskell
Working conditions in factories
Middle class
Working class
Luddites
Positive effects of Industrial revolution
Long term effects of Industrial Revolution
Mills of Manchester
Factory Act, 1819
Samuel Slater
Francis Cabot Lowell
US industrialization
Stock
Corporation
Belgium industrializes
Germany industrializes
European industrialization
Rise of global inequality
Laissez-faire
Adam Smith
Capitalism
Thomas Malthus
David Ricardo
Utilitarianism
Jeremy Bentham
John Stuart Mill
Utopians
Robert Owen
Socialism
Karl Marx
Communist Manifesto, 1848
Communism
Unions
Strike
Combination Act , 1799, 1800
American Federation of Labor
Factory Act 1833
Ten Hours Act, 1847
Abolition, 1833, 1865
William Wilberforce
Women’s Rights
Jane Addams
Horace Mann

 

19th Century Progress – Chapter 10.4 Study Guide

Thomas Edison

Alexander Graham Bell

Gugliemo Marconi

Henry Ford

Assembly line

Wright brothers

Louis Pasteur

Joseph Lister

Charles Darwin

Theory of evolution

Gregor Mendel

John Dalton

Dmitri Mendeleev

Marie Curie

Radioactivity

Psychology

Sigmund Freud

Mass culture

Music hall

Movies

Sports

 

8.4

Romanticism

William Wordsworth

Samuel Coleridge

Percy Bysshe Shelley

John Keats

Johann Wolfgang von Goethe

Jakob & Wilhelm Grimm

Victor Hugo

Gothic Novel

Mary Shelley

Franz Liszt

Ludwig van Beethoven

Robert Schumann

Felix Mendelsohn

Frederic Chopin

Richard wagner

Guiseppe Verdi

Realism

Daguerreotypes

Honore Balzac

Emile Zola

Charles Dickens

Impressionism

Claude Monet

Edgar Degas

Pierre-Auguste Renoir

Maurice Ravel

Claude Debussy

 

Possible Essay Topics:

Remember - these are not the exact questions that will be on your test! These are only themes!

*why did the Industrial Revolution start in Britain?

*What was the difference between the lives of rural, urban, middle and upper class families during the Industrial Revolution?

*Describe the process and effect of urbanization.

*Capitalism vs. other forms of economy

*identify & describe the different inventions that change and form the Industrial Revolution. 

*Identify and describe the emerging social movements during the Industrial Revolution.

Identify and understand the artistic movements of the 19th century.

 

Go to www.phschool.com/home.html and www.classzone.com for online aids aligned with your textbook. There are audio tours, self-tests, and additional section summaries that will be helpful for this class.
 
No test for 2014 students!
 
Review -  
For each of the questions on these CA Social Studies Standards workbook pages, write the question, answer and explain the rationale for choosing your answer. Due the day of the test.

Copyright 2004-2014, Ann-Marie Fine. All Rights Reserved.
Last updated, November 2014.