1. Please do not talk at this timeNov. 25 HW: Do Cornell Notes for Chapter 9, Sec 1, Also, pg 58… Industrial Revolution Part 1 Cornell Notes Please 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. 2 nd is the last day to turn in Late Work and Resubmissions

2. By: Ms. Susan M. Pojer Horace Greeley HS Chappaqua, NY

3. 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

4. Agricultural Revolution Enclosure Movement + Fertilizer + New Crops (potato, turnip, corn) + Clover Turnips Wheat Seed !?! Crop Rotation that renews the soil Seed Drill that puts seeds out of bird’s reach + Population Growth

5. Coal, Metals, Woolens, & Canals England has all the necessary Natural Resources People to work People to work Coal for Fuel Coal for Fuel Metals to Build Machines Metals to Build Machines Canals for Transportation Canals for Transportation Wool for Raw Materials Wool for Raw Materials Factors of Production- Those resources you need to build a working factory

6. Also… Now that there are more people…Now that there are more people… Not everyone needs to work all the time…Not everyone needs to work all the time… People who are off work have FREE TIME!People who are off work have FREE TIME! What can you do with Free Time?What can you do with Free Time?

7. Please start your homework now… Do Cornell Notes for Chapter 9, Sec 1, Also, pg 58…Do Cornell Notes for Chapter 9, Sec 1, Also, pg 58… Vocab First!Vocab First! And please turn in your Comparison Chart for Latin America!And please turn in your Comparison Chart for Latin America!

8. Please do not talk at this timeNov. 26 HW: No Homework! Industrial Revolution Part 1 Cornell Notes Please Get out Your Industrial Revolution Part 1 Cornell Notes…. Still Pg 58A Dec. 2 nd is the last day to turn in Late Work and Resubmissions

9. Coal, Metals, Woolens, & Canals England has all the necessary Natural Resources People to work People to work Coal for Fuel Coal for Fuel Metals to Build Machines Metals to Build Machines Canals for Transportation Canals for Transportation Wool for Raw Materials Wool for Raw Materials Factors of Production- Those resources you need to build a working factory

10. 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?

11. 18001 ton of coal50, 000 miners 185030 tons200, 000 miners 1880300 million tons500, 000 miners 1914250 million tons1, 200, 000 miners Coal Mining in Britain: 1800-1914 Why would coal mining go Down between 1880 and 1914?

12. 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.

13. British Pig Iron Production The pig iron is used to make Steel Steel is used to make all these things: Factory Machines Factory Machines Trains Trains Rail Lines Rail Lines Cargo ships Cargo ships Transportation! like Iron provide the Backbone for the Industrial Revolution Natural Resources like Iron provide the Backbone for the Industrial Revolution

14. Early Canals- Water Highways Canals make transporting goods to market easy and inexpensive.

15. Coal, Metals, Woolens, & Canals England has all the necessary Natural Resources People to work People to work Coal for Fuel Coal for Fuel Metals to Build Machines Metals to Build Machines Canals for Transportation Canals for Transportation Wool for Raw Materials Wool for Raw Materials Factors of Production- Those resources you need to build a working factory

16. 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!

17. How much money can you make anyway? Cottage Artist produced goodsCottage Artist produced goods Factory Produced goodsFactory Produced goods

18. How much money can you make anyway? Cottage Artist produced goodsCottage Artist produced goods Factory Produced goodsFactory Produced goods

19. 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.

20. Please turn in all your Make up work and resubmissions for 2 nd quarter. Today is the last day to turn them in. Please do not talk at this timeDec 2 HW: Finish your Magazine Ad for your Invention of the Industrial Revolution, Pg 59A

21. 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.

22. 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.

23. Please get… A Child Labor DBQ Handout-Pg. 60A (1 per person) and a Folder (1 per pair)A Child Labor DBQ Handout-Pg. 60A (1 per person) and a Folder (1 per pair)

24. Child Labor DBQ Essential Question: Were textile factories bad for the health of Child workers?

25. 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 19 th century England.

26. 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.

27. Document A – –Do you think this is a reliable document? Why or why not?

28. 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?

29. Please Get out your Child Labor DBQ Packet and get a folder from the front of the room… Please do not talk at this timeDec 3 HW: 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.

30. Document C & D – –Do you think these documents are reliable? Why or why not?

31. Please do not talk at this timeDec 4/5 HW: 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!

32. 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?

33. What was factory life like?

37. 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 EnginePower loom Cotton GinElectric Light Bulb TelegraphLocomotive (Trains) We will do the first two together…

38. James Watt’s Steam Engine 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.

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

41. Check your work!

42. Cotton Gin 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.

43. Electric Light Bulb 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.

44. Telegraph 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.

46. 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.

47. After Moving from the Cottage to the Factory Before

48. 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.

49. 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.

50. Urbanization Massive migration from rural countryside to citiesMassive migration from rural countryside to cities –No farm jobs in the country, lots of factory jobs in the city Urbanization: growth of citiesUrbanization: growth of cities –1800: 22 cities of 100,000+ –1850: 47 cities of 100,000+

51. Manchester England 1750 1840

52. 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.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.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.

53. 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 timeDec 6 HW: 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.

54. 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.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.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.

55. Poster/Presentation Your group is to prepare a POSTER and PRESENTATION explaining what life was like in Manchester.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 ManchesterPoster 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 sourcesPoster includes information from all FIVE documents, and includes at least TWO QUOTATIONS from the primary sources Every group member must speak during the presentation Every group member must speak during the presentation

56. 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.

57. 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”

58. Index so far. Title: Industrial Revolution Part 1 Cornell Notes, Pg. 58A Chapt 9.1 Cornell Notes- Also Pg 58C/DChapt 9.1 Cornell Notes- Also Pg 58C/D Magazine Ad- Pg 59AMagazine Ad- Pg 59A Child Labor DBQ- Pg 60AChild Labor DBQ- Pg 60A New Technology- Pg 61ANew Technology- Pg 61A