1. Unit 3—Modern World History

2. Main Idea: The Industrial Revolution started in England and soon spread elsewhere.

3.  The Industrial Revolution transforms European and American society and the way people do work  Changes in agriculture lay the foundation for the IR  Britain is the first nation to experience the IR

4.  Favorable geographic position, climate  Agricultural Revolution  Enclosures, crop rotations  Industrial Revolution  Inventions, industries, etc.  Extensive natural resources  Economic strength  Overseas trade, investment in new inventions, banking system, etc.  Political stability  Laws to protect businesses, factors of production, etc.

5.  Improvements in farming methods in the 1700s boost crop yields  Many small farmers lose land, move to the city, and become urban workers  Britain possesses ideal conditions for the growth of industry

6.  Key inventions revolutionize industry during the 1700s and 1800s  Textile industry is the first to benefit, with the invention of machines to produce cotton cloth  Factories are created to manufacture goods

7.  Transportation expands with the invention of the steam engine and the construction of canals, roads, and railroads  Revolution forces rapid change to society…

10. Main Idea: The factory system changed the way people lived and worked, introducing a variety of problems.

11.  Industrialization leads to economic growth and urbanization—city building and the movement of people to cities  Because they grew quickly, cities were not ideal places to live—overcrowded, dirty, difficult to find good housing, schools, or police protection, etc.

13.  As the Industrial Revolution changes society, some grow wealthy while others experience hardship  Such differences lead to tension between the social classes  A new class emerges  wealthy middle class

14.  Upper—large landowners and aristocrats, resentful of rich middle class  Upper middle—entrepreneurs (merchants, factory owners, shippers)  Lower middle—factory overseers/skilled workers  Lower/working—factory workers, urban poor, etc.

15.  Days are long  Factories are seldom well-lit or clean  Machines pose a threat to safety of the worker  Child labor is a problem

17.  Increased the amount of goods and services a nation could produce and added to its wealth  Created jobs for workers and (eventually) raised the standard of living  Fostered technological progress and invention

18. Does a government have a responsibility or obligation to assist those who are poor, disabled, and/or sick? Write a letter to a politician explaining your view point.

20.  At first, war and unrest in Europe delay the growth of industry (i.e., French Revolution and Napoleonic Wars)  Industrialization would often occur in a given region rather than throughout an entire country, as in Britain’s case  Not all countries had the necessary resources or factors of production

21.  The Industrial Revolution widens the gap between more-developed and less-developed nations  Industrialized countries exploit overseas colonies for resources and markets (basis for imperialism)  Over time, standards of living rise in the industrial nations

22.  Do not eat the candy until you are told to do so  Each time you lose a game you must give up a piece of candy to the person who defeated you  When you run out of candy you must sit down and quietly wait for the game to finish  You must continue to play as long as you have candy in your possession

23. Main Idea: The Industrial Revolution led to economic, social, and political reforms.

24.  The Industrial Revolution changes the structure of society, opening up a gap between rich and poor  New philosophies emerge regarding the role of the government in an industrialized society

25.  Laissez-faire thinkers (Adam Smith) support a free market and oppose government regulation  These ideas are the basis for capitalism  Other thinkers oppose laissez-faire policies and favor government efforts to improve people’s lives

26.  Reformers sought the establishment of a new economic system called socialism  In socialism, the factors of production are owned by the public and operate for the welfare of all  Socialists believe the government should actively plan the economy and promote equality between all people

27.  Refer to the handout given to you  Quietly read the primary source to yourself  Annotate as you read and answer the questions on a separate piece of paper  Use a dictionary to determine the meaning of words you don’t recognize  Be ready to discuss!

28. Classroom Activity: Rock, Paper, Scissors Game Historical Information: Marxist Theory CapitalismStudents have their own candy, and not everyone starts with the same number of pieces. As students play the game, a few win lots of pieces, but most lose. Individuals privately own industry. Freedom of competition results in unequal economic classes. Class StruggleWinners and losers argue about whether the game is fair. Losers vote to change the rules of the game. Upper and working class struggle over wealth. Working class revolts and takes control of government. SocialismThe teacher collects all pieces of candy and redistributes them equally to students. Government takes over ownership of industry. Wealth created is distributed equally to all.

29.  German journalist who introduced the world to a radical type of socialism  Believed that history is controlled by economics and class struggle  The future would lead to communism

30.  Capitalist society would eventually destroy itself, as the proletariat would revolt  Workers would bring about economic equality for all and a classless society would form with the absence of any government  Private property would cease to exist

31.  Workers organize unions to raise wages and improve conditions  Unions eventually become established and legal  Reform laws are passed in Britain and the United States to limit child labor and set work hours

32.  The abolition movement helps to end slavery by the end of the 1800s  Free public education for all children

33.  Select a major theme or topic from the Industrial Revolution  Write a haiku about that topic that accurately describes it in some way; be creative!  3 lines  5-7-5 syllables  Record on index card and be prepared to submit / share! Karl Marx Working class unite To destroy the bourgeoisie Man, what a sweet beard…