1. CHY4U Unit 3 Industrialization Late-1700s to mid-1800s
A Century of Transitions,
CHY4U Unit 3
Industrialization
Late-1700s to mid-1800s
What is it like to live in a society with rapidly changing technology?

2. Compare and Contrast Pay: $1.00/week Pay: $1.85/week
Daily To-Do List:
-Wake and Breakfast
-Clean the Home
-Lunch
-Recreational Activity (Reading, Sewing)
-Prepare food for Family
-Dinner
-Sew products to sell
Pay: $1.00/week
Carto. "Timetable for all workers, Lowell's Mills, 1874." Digital image. Carto's Library . Accessed November 8,
Pay: $1.85/week
Pre-Industrialization
During Industrialization

3. Compare and Contrast During Industrialization Pre-Industrialization
"Explore New England, Revolutions, and more! ." Digital image. Pinterest . Accessed November 9,
During Industrialization
Pre-Industrialization
Trueman, C. N. . Digital image. The History Learning Site . Accessed November 9,

4. Compare and Contrast
In what ways do you think Industrialization affected women’s lives positively and negatively? Explain.

5. Pre-industrial vs. Industrial Chart
Based on previous knowledge:
Where did people live (primarily) before and after?
What was the economy based on?
What kind of power was used for production?
What type of work was done?
What kind of fuel was used?

6. Pre-industrial Vs. Industrial Chart
Rural
Urban
Agricultural
Human, animal, water and wind power
Machine power – task specific (steam)
Cottage work (at home, handicrafts) couldn’t meet growing demands. Carding, combing, spinning yarn, weaving cloth
Factory work. All under one roof, growth of a working class (proletariat), impersonal dangerous conditions and responses to them
Wood fuel
Coal fuel

7. Coal Output What does the increase in coal output tell us?
What effect might this have on society?
…and why might this mean more railways?
Elisabeth Gaynor Ellis and Anthony Esler, World History: Connections to Today – Teachers Edition (Upper Saddle River, New Jersey: Prentice Hall, 2001), 520.

8. Machinery -Newcomen Steam Engine (1712) -Flying Shuttle (1733)
-James Watt’s Improved Steam Engine (1769)
-Spinning Mule (1779)
About.com. Industrial Revolution – Pictures from the Industrial Revolution (November 2, 2013).

9. More People and Machines Under One Roof
Quarry Bank Mill in Lancashire, the centre of the cotton industry in Britain and the world by the early 1800s
Quarry Bank Mill and Styal Estate, 2001, (August 15, 2005);.

10. Cities George Cruikshank, London Going Out of Town, 1829
“At the start of the 19th century about 20% of Britain’s population lived there, but by 1851 half the population of the country had set up home in London.”
George Cruikshank, London Going Out of Town, 1829
Spartacus Educational, British History , n.d., (October 15, 2005); National Archives, Learning Curve, Snapshots, Victorian Homes, n.d., (October 15, 2005)

11. Questions to Consider
What do you think conditions would be like in a place like Lancashire? Why?
What do you think the conditions were like in a place like London?

12. Factory Work Cotton Mill
Oxford Archaeology, Cotton Spinning, 2004, industrial/carding.jpg (August 15, 2005)

13. Child Labour Child Coal Miners
National Archives Learning Curve, Victorian Britain, Industrial Nation, Source 4, n.d., (October 15, 2005)

14. Women Miners
Mr. Sadler’s witness statement in Lord Ashley’s Report, 1842
National Archives Learning Curve, Victorian Britain, Divided Nation, Source 3, (October 15, 2005)

15. Women and Children
“Employers hired women and children because they were more easily managed and because their hands were small and their fingers more dexterous than those of men.”
Haberman, Arthur, Sydney Eisen, and Adrian Shubert. The West and the world: contacts, conflicts, connections. Toronto: Gage Learning, 2002.

16. No School
“Up until the end of the 19th Century there was no law that meant you had to be educated at all.
In early Victorian Britain many children never went to school.
Parents had to pay for their children to go to school, but many families were too poor to afford this. They sent their children to work in the factories instead.”
National Archives, Learning Curve, Snapshots, How We Were Taught, 2000, (October 15, 2005)

17. British Imperialism – a cause and a consequence
Elisabeth Gaynor Ellis and Anthony Esler, World History: Connections to Today – Teachers Edition (Upper Saddle River, New Jersey: Prentice Hall, 2001), 502.