1. Please copy down the following information onto a sheet of paper. Keep this in your binder for the Unit Packet. UNIT 2: What is the impact of Change? Things to think about… What is the impact of change? What is progress? What is civilization? What motivates colonial expansion? What is the impact of colonialism on indigenous people? Do we continue to view others as less worthy than we are due to our technological superiority?

2. The internet is clearly a revolutionary change. What are some of the short term or immediate effects of this change? Think about how it has changed your daily life, the way you communicate, the way that you learn, etc. What do you imagine some of the of the long term effects will be as more and more people are exposed to the internet? Think of both positive and negative.

3. Lesson: You will be in a group of no more than 3 people. I will assign you 3 topics. 1 st : You need to read the information. 2 nd : You need to make a sketch that depicts what you read. 3 rd : You must list main ideas and support from the reading. 4 th : You must list the long term changes (positive and/or negative)\ 5 th : Select someone to represent your group. This person will teach the class on one of your topics. They will recreate the sketch on my board and explain the information. WORDS TO AVOID: VERY, BAD, and GOOD.

4. Look closely at the following picture. How old are the children? What kind of job do you think they must have had? What do you imagine their life would be like?

5. Industrial Revolution Overview Determining Factors Advantages of Great Britain Trade Technology/Inventions Description Agricultural Advances Women & Girls go to work Results/Impact on Society

6. Determining Factors  IR began in Great Britain in about 1750 because of TRADE, AGRICULTURE, INVENTIONS/TECHNOLOGY and POLITICAL STABILITY  These factors gave GB an edge which they used to colonize foreign territory and to create greater wealth

8. Description  The IR changed they way people ate, worked and lived as they moved to cities.  Child labor, apartment slums, wages, working conditions, disease all became societal issues.  New middle class created, not land based  Factory system-lived and worked in one place Richard Arkwright

9. Agriculture  Need to have a constant supply of food meant new inventions/technologies  Britain began rotating crops= more variety and fields not left empty  More crops meant lower prices and more animal feed which brought down the price of meat  More efficient farmers meant you needed fewer farmers, so more people went to the cities to work in factories  Enclosure movement also meant fewer farmers but larger farms

12. Trade  Britain was largest importer and exporter in Europe  Colonial empire meant GB got products from abroad and created demand for GB’s products = $$$$  GB had strong navy to protect ships  http://www.bbc.co.uk/history/british/empire_seapowe r/launch_ani_trafalgar.shtml http://www.bbc.co.uk/history/british/empire_seapowe r/launch_ani_trafalgar.shtml

13. Technology and inventions  New technology being used increased production  Jethro Tull’s seed machine  James Watt’s steam engine  Iron industry increased demand for coal, which GB had  water powered mills and looms  Spinning Jenny and flying shuttle meant cheaper fabric and clothes, which increased demand for cotton

15. Spinning Jenny  http://www.nuff.ox.ac.uk/Users/Allen/unpublished/jen ny5-dp.pdf

16. Watt’s Steam Engine 1765

17. Flying shuttle One person could work much faster You didn’t need to pass the thread back and forth by hand Foot lever would pass the thread

18. Women and girls go to work  Click to add text girl crawling in coal mine Women match makers

19. http://eh.net/encyclopedia/article/tuttle.labor.child.britai n  Children and youth also comprised a relatively large proportion of the work forces in coal and metal mines in Britain. In 1842, the proportion of the work forces that were children and youth in coal and metal mines ranged from 19 to 40%. A larger proportion of the work forces of coal mines used child labor underground while more children were found on the surface of metal mines "dressing the ores" (a process of separating the ore from the dirt and rock). By 1842 one-third of the underground work force of coal mines was under the age of 18 and one-fourth of the work force of metal mines were children and youth (1842[380]XV). In 1851 children and youth (under 20) comprised 30% of the total population of coal miners in Great Britain. After the Mining Act of 1842 was passed which prohibited girls and women from working in mines, fewer children worked in mines.

20. Click to add title

21. Results  All the changes affected one another  Textile advances meant cheaper clothing, but a greater demand for cotton from the US and colonies=slaves  Moving to cities meant a new class of poor people and a new class of wealthy, family changes, women & children work  Art, music and literature reflected these changes

22. Interesting websites  http://mrbrennanswebsite.com/Study_Guides/Unit%2 03%20Study%20Guide.pdf http://mrbrennanswebsite.com/Study_Guides/Unit%2 03%20Study%20Guide.pdf  http://www.learnhistory.org.uk/cpp/1750gal.htm http://www.learnhistory.org.uk/cpp/1750gal.htm  http://www.derbyshireuk.net/derwent_valley_mills.ht ml http://www.derbyshireuk.net/derwent_valley_mills.ht ml  http://www.spartacus.schoolnet.co.uk/REVhistoryIR2. htm http://www.spartacus.schoolnet.co.uk/REVhistoryIR2. htm