Refer to ‘Glossary for Unit 1 – IR’ As a study tool for yourself, you are required to write definitions (in your own words) for all key terms, and key people, in the first COLUMN.

Cheaper prices + increased supply Surplus Income + increased demand New businesses + new inventions

Town Lynn’s wool farm Daniel’s House Matilda’s House Josh’s House Luka the Merchant

Factory Cedric’s House Jonathan’s House Ted’s House Jad’s House Factory System

What problems will the industry have now?

Discuss with your neighbor what impact this will have on the LOCATION of textile factories (also called mills )?

What type of jobs could children perform? Why?

These machines revolutionized industry times more yarn was being made than in By 1800, it was the main industry in UK Cotton was imported from the US and India Shipped into Liverpool By rail to Manchester and other towns

Pair activity: Create a flow chart showing the links between the inventions and how they created a boom in the textile industry Greater demand for yarn Flying Shuttle 1733 Textile mills in the Midlands 1800s

Game Time Internet Activity: Go to: s/launch_gms_cotton_millionaire.shtmlon “Who wants to be a cotton millionaire” Play the game and discover if you have what it takes to be a Manchester millionaire!

1813 2,400 looms 150, 000 workers , 000 looms 200, 000 workers , 000 looms>1 million workers Pair Activity: In pairs, look at these statistics, and write a question about the relationships between loom and worker numbers, and years. Speculate / use your historical imagination to answer your own question. Then separate and work with another (split) pair to ask your question, and answer their question.

Statistics and Evidence Why do you think that historians are interested in numbers and statistics? In what ways can they use this information?

Yearlbs ,985, , ,972, ,545, ,645, ,976, ,870, ,764, ,766, ,447, ,010,732 Year£ , , , , , , , , ,101, ,662, ,406,501 Drop increase Increase What is the overall trend shown by the above statistical charts? Speculate / use your historical imagination to guess why there may have been drops and increases in the above statistical charts…

Think: Can you make connections to your school life?

To do: In pairs, discuss and record advantages of this type of production.

To do: In pairs, make 2 observations based on this image.

Refer to ‘Glossary for Unit 1 – IR’ As a study tool for yourself, you are required to write definitions (in your own words) for all key terms, and key people, in the first COLUMN.