Name:Class Period:Due Date:

Winter Packet: Industrialism

Welcome to the Winter Packet for World History! The packet is divided into three weeks with three activities for each week. You will have a summative test on these concepts upon your return to school.

As always, I am available to help you. Email me at mfelty@ouchihs.org with any questions you may have. Please allow 48 hours for me to reply.

Week 1: Technological Advancements

_____ Key Terms

_____ Video Notes, Crash Course

_____ Fields and Factory Picture Analysis

Week 2: Socio-Economic Class

_____ Graphic Organizer: Industrial Revolution Infographic

_____ Primary Source Readings and Annotations

_____ Communism vs Capitalism CEL

Week 3: Urban Life

_____ Models of Land Use and Urban Development

_____ Primary Source Fiction and Analysis

_____ Factory Reading and Quiz

WEEK 1: Technological Advancements

Key Terms

For each word, find the inventor/developer, year developed/invented, function/purpose, modern day descendants, and historical significance.

Bessemer Process Steam Engine

Flying Shuttle Power Loom

Division of Labor Analytical Engine

Cotton Gin Water Frame

Four-field crop rotation Spinning Jenny

WEEK 1: Technological Advancements

Guided Notes, Crash Course World History: The Industrial Revolution

Introduction The ___________________ Revolution occurred around the same time as the French, American, Latin American,

and Haitian Revolutions—between, say, __________ and ___________—the industrial revolution was really the most revolutionary of the bunch.

Before the industrial revolution, about ______________ of the world’s population was engaged in _______________ to keep itself and the other 20% of people from ___________________.

The industrial revolution was an ____________________ in _____________________ brought about by the use of ______________________ and characterized by the use of new ______________________ sources.

>>> PAUSE THE VIDEOHow did the industrial revolution change the way people work?

Beginnings Around 1750 in ______________________ in the _______________________ industry:

o The invention of the _________________ _________________by John Kay in 1733 increased the speed of weaving created ________________ for yarn inventions like the _________________ _________________and the water frame.

Processes mechanized using ____________________ power, until the _________________ _________________came along to make flying shuttles.

The most successful ___________________ ____________________ was built by Thomas Newcomen to clear water out of __________________________.

o _________________ _________________ improved the steam engine and made possible not only ________________ and steamboats but also ever-more ___________________ cotton mills.

Chemicals other than stale __________________, were being used to ______________ the cloth that people wore—the first of which was sulfuric acid, which was created in large quantities only thanks to lead-lined chambers, which would’ve been ______________ without lead production rising dramatically right around 1750 in Britain, thanks to lead foundries powered by ________________.

>>>PAUSE THE VIDEOLook up one of the inventions mentioned in this video. What is its modern day descendant? How does it effect you on a daily basis?

Why did this happen in Europe? Eurocentric reasons why ___________________ might have happened first in Europe:

o The ___________________ superiority argument: Europeans are just better and smarter than other people.

o Only Europe had the culture of ______________________ and ____________________that made the creation of these revolutionary technologies possible.

o Freer _____________________ institutions encouraged innovation and strong _________________ rights created incentives for inventors.

o Europe’s small ____________________, which required labor-saving inventions. The problem with these Eurocentric answers is that they all apply to either _____________________ or

______________________ or both. It’s hard to make the European cultural superiority argument because…

WEEK 1: Technological AdvancementsGuided Notes, Crash Course World History: The Industrial Revolution

o History: China had been __________________ its history since before Confucius, and plus there was all that bronze and painting and poetry.

o Economics: China invented _________________ _________________and led the world in exports of everything from silk to porcelain china.

o Culture of invention: Chinese invented ______________________, and printing, and paper, and arguably ____________________. So really, in a lot of ways, China was at least as primed for an Industrial Revolution as Britain was.

Europeans—specifically the British—had two huge advantages: o _______________________ that was near the surface, which meant that it was cheap to mine. Because

there was all this incentive to get more coal out of the ground, _________________ _________________were invented to pump water out of the mines.

o _________________. Britain (and to a lesser extent the Low Countries) had the highest wages in the world at the beginning of the 18th century.

>>>PAUSE THE VIDEOWhy do you think Britain was one of the first countries to industrialize?

One Last Thing… _____________________ was the world’s largest producer of cotton textiles, despite paying basically the lowest

wages in the world. Indian agriculture was so __________________ that laborers could be supported at a very low cost. Low cost +

large population = Indian textile manufacturing was very productive without using _________________.o Indian cotton

helped spur British ________________. created the _________________ and then British manufacturers invested in machines to increase

production so that they could ______________ with India.

>>>FINAL THOUGHTSWill industrialization help or hurt Britain in the long run of history?

WEEK 1: Technological AdvancementsPicture Analysis

What are you looking at in this picture?

Explain what may have happened to make enclosures and take away common pastures.

What is happening in this picture? Who are the men in this picture?

How are the two pictures related? (because they are!!)

Week 2: Socio-Economic ClassGraphic Organizer

During the Industrial Revolution, wealth began to separate which people interacted with each other. The economic status of a person, the wealth and job they had, was what caused their social class.

Please go to the website. On the home page, there will be a link under WEEK 2 that says GRAPHIC ORGANIZER INFOGRAPHIC.

The World First Industrial Revolution : ________ to ____________

A Period of Production: Cotton picked in __________________ by slaves from __________________.

Year

Millions of Pounds (lbs)

Between 1800-1860, the population of the UK _____________.

= ________________ people

How many more people lived in the UK in 1860 than in 1800?

Manchester’s population doubles every thirty years. What has a faster growth rate between 1800 and 1860: Manchester or the UK? Show your work!

RURAL VS URBAN Meaning Wage earnings per

weekTypical starting age Marrying age Life Expectancy

Rural

Urban

½ million workers go on strike in 1842. What percent of the population of the UK is ½ million?

6 million people sign the People’s Charter in 1848. Voting rights given to:

1884 1918 _______ adult males Males ___________ ______ and women __________ _________

__________ 1969100% of ___________ ___________ ____________ ________ _________________ ___ ________

>>>What do you think the difference between a minimum wage and a living wage is?

Week 2: Socio-Economic ClassPrimary Source Reading and Annotation: Pick one to read and annotate, the other to read and summarize.

OPTION 1

Source InformationTitle: The Wealth of NationsAuthors: Adam SmithProfession and Location of Author: Professor, Edinburgh, Scotland, UKPublished: Spring 1776

Background InformationThe Wealth of Nations, published in 1776, is a criticism of the mercantile system that governed

economic policy in Great Britain during Adam Smith's life. Smith charts the evolution of mercantile principles from the fall of Rome, through feudal times, and into the age of commerce in which he was born. Mercantilism is the belief that profit is made through risk and that the government should protect that risk that merchants make.

Well-educated and relatively well-traveled, Smith was able to observe and learn from a number of trades. He also watched as poverty in Europe motivated many of the desperately poor to move to the New World. The Wealth of Nations blends observations of the market with elements of philosophy and policy recommendations in order to create not just a criticism of mercantilism, but a rich economics text that has influenced modern capitalism.

ExcerptEvery individual is continually exerting himself to find out the most advantageous employment for whatever capital he can command. It is his own advantage, indeed, and not that of the society, which he has in view. But the study of his own advantage, naturally, or rather necessarily, leads him to prefer that employment which is most advantageous to the society….

….As every individual, therefore, endeavors as much as he can both to employ his capital in the support of domestic industry, and so to direct that industry that its produce may be of the greatest value, every individual necessarily labors to render the annual revenue of the society as great as he can. He generally, indeed, neither intends to promote the public interest, nor knows how much he is promoting it. By preferring the support of domestic to that of foreign industry, he intends only his own security; and by directing that industry in such a manner as its produce may be of the greatest value, he intends only his own gain, and he is in this, as in m any other cases, led by an invisible hand to promote an end which was no part of his intention. Nor is it always the worse for the society that it was no part of it. By pursuing his own interest he frequently promotes that of the society more effectually than when he really intends to promote it. I have never known much good done by those who affected to trade for the public good

Week 2: Socio-Economic ClassPrimary Source Reading and AnnotationOPTION 2Source InformationTitle: The Communist ManifestoAuthors: Karl Marx and Freidric EngelsProfession and Location of Author: Sociologists, GermanyPublished: Early Spring 1848

Background Information

In 1847, a group of radical workers called the "Communist League" met in London. They

commissioned Karl Marx and Friedrich Engels, who had recently become members. Marx was the

principle author, with Engels editing and assisting. It is the systematic statement of the philosophy that

has come to be known as Marxism. Marx (1818-1883) was a German philosopher, economist and

sociologist, as well as a political revolutionary. He met Engels (1820-1895) when he moved to Paris after

1843, and they worked together on several essays. Marx and Engels are best known for their

revolutionary writings about Communism. Marx argued that as man becomes conscious of himself as

spirit, the material world causes him to feel increasingly alienated from himself. Escape from this

alienation requires a revolution. Marx and Engels were not simply content with theorizing about

revolution in the abstract, however. They thought that theory was only useful insofar as it promotes

social change, clarifying the proper means and ends of revolution; they were thus not only authors, but

activists, and believed that by theorizing they were actively influencing history.

Marx's theory should be understood in the context of the hardships suffered by 19th-century

workers in England, France and Germany. The Industrial Revolution of the 18th and 19th centuries

created a seemingly permanent underclass of workers, many of whom lived in poverty under terrible

working conditions and with little political representation.

ExcerptThe feudal system of industry, in which industrial production was monopolised by closed guilds,

now no longer sufficed for the growing wants of the new markets. The manufacturing system took its place. The guild-masters were pushed on one side by the manufacturing middle class; division of labour between the different corporate guilds vanished in the face of division of labour in each single workshop.

Meantime the markets kept ever growing, the demand ever rising. Even manufacturer no longer sufficed. Thereupon, steam and machinery revolutionised industrial production. The place of manufacture was taken by the giant, Modern Industry; the place of the industrial middle class by industrial millionaires, the leaders of the whole industrial armies, the modern bourgeois.

Modern industry has established the world market, for which the discovery of America paved the way. This market has given an immense development to commerce, to navigation, to communication by land. This development has, in its turn, reacted on the extension of industry; and in proportion as industry, commerce, navigation, railways extended, in the same proportion the bourgeoisie developed, increased its capital, and pushed into the background every class handed down from the Middle Ages.

Week 2: Socio-Economic ClassPrimary Source Reading and AnnotationA. READ both documents.

B. ANNOTATEWhich document are you annotating? ___________________________________________Use one set of questions to answer, they ask the same thing.SET A1. Who wrote the document? 2. Who is the document about?  3. Who is the intended audience? 4. What events occurred? 5.What is the document arguing? 6. What evidence is used? (Pull quotes or examples from document)7. When was the document written? 8. When did the event occur? 9. Where did the event take place?10. Where was the document published? 11.Why did the event take place?12. Why was it written? 13. How is the document structured?    - cause and effect    - compare and contrast    - argumentative/persuasive    - sequential/chronological14. What is the historical/political/economic significance of the question/argument that is being addressed?

SET BLEVEL 1 : BasicsWho wrote the document? Who is the document about?  When was the document written? Where was the document published? What events occurred in the document? When did the event occur? Where did the event take place?

LEVEL 2:  Read between the LinesWho is the intended audience? What is the document arguing? What evidence is used for the argument? (Pull quotes or examples from document)

LEVEL 3: Pre-AnalysisWhy did the event take place?Why was this document written? How is the document structured?    - cause and effect    - compare and contrast    - argumentative/persuasive    - sequential/chronologicalWhat is the historical/political/economic significance of the question/argument that is being addressed?

C. SUMMARIZE both documents.

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Week 2: Socio-Economic ClassCommunism vs. Capitalism CELS

Week 2: Socio-Economic Class

QUESTION: Compare and contrast communism and capitalism’s view on industry and the individual.

Break down what this question is asking you to do:

Define key terms in this question:

CLAIM (Answer the question by restating it in an answer)

EVIDENCE #1 Explain why EVIDENCE 1 matters

EVIDENCE #2 Explain why EVIDENCE 2 matters

LINK: My evidence proves my claim…

How EVIDENCE 1 proves claim: How EVIDENCE 2 proves claim:

SIGNIFICANCE: What makes your evidence and/or claim important across time?

COUNTERCLAIM EXTENSION: Explain why your answer is best answer and why another answer is wrong.

Communism vs. Capitalism CELS

Rewrite your CEL that you mapped out on the previous page into a 6-8 sentence paragraph. The graphic organizer is optional, but the paragraph is required and is what will be graded.

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Week 3: Urban Life

Models of Land and Urban Development

The following charts are models of land and urban development. In order of theory creation, they are the Von Thunen (fawn tune nen) model of land use, the Burgess (brrr jess) model of concentric zones, and the Hoyt (I hope you can pronounce this one) model of urban sectors. Knowing the differences between these models and understanding what they show will not only help you with this unit, but also understand how the city you live in is structured.

PS: Wilderness, zones 3 and 4 aka HINTERLANDS

Week 3: Urban LifeModels of Land and Urban Development

Hoyt Sector Model of Urban Development

1. What do all three of these models have in common? List at least three items.

2. Describe what information each model is attempting to display. a. Land Use Model (Von Thunen)

b. Concentric Zones (Burgess)

c. Sectors of Urban Development. (Hoyt)

3. Explain how the Hoyt model’s uses residential area within the city. What caused the sectors to be developed differently than the concentric zones?

4. Examine a map of Los Angeles city and county. You will need someone’s help with this one. Using the Von Thunen, Hoyt, and Burgess models, draw a map of Los Angeles and label its sectors of urban development, its concentric zones, and land use of the hinterlands.

5. Critique these geography models. According do your map of LA, do these models hold up in the real world? Why or why not?

Week 3: Urban LifePrimary Source Fiction and Analysis

Read and analyze these excerpts from novels written during and about the industrial revolution. Both of these books have been adapted numerous times into films and television series. You can look up clips on Youtube.

North and South Questions1. What is the conversation between Nicholas, Bessy, and Margaret about?2. What point of view does Margaret have about the north and the south? What does Nicholas think of

the people of the south?3. What is a strike? How do Bessy and Nicholas’ opinions on the results of the strike differ? Why do

you think that is?4. What does Bessy’s point of view on strikes and the south of England reveal about her current

situation in the north?5. In the story, Bessy is revealed to have a life-threatening illness that causes her to cough up blood.

Do you think that Nicholas will go back on his words about the strike with his daughter’s life at risk? Why or why not?

6. How does this scene compare to real situations of the working class in factory cities during the industrial revolution?

North and South Answers

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Week 3: Urban LifePrimary Source Fiction and Analysis

Title: North and South Author: Elizabeth GaskellPublication Date: 1855Background: North and South   is set in the fictional industrial town of Milton in the North of England. Forced to leave her home in the tranquil rural south, Margaret Hale settles with her parents in Milton where she witnesses the brutal world wrought by employers and workers clashing in the first organized strikes. Sympathetic to the poor whose courage and tenacity she admires and among whom she makes friends, Margaret clashes with John Thornton, a cotton mill manufacturer who belongs to the new rich merchant class and whose harsh attitude toward workers Margaret despises.

In this scene, Margaret is speaking to her working class friends Bessy and Nicholas Higgins. Bessy is Nicholas’s daughter that works at Marlborough Mills for Mr. Thornton. Nicholas is a strike leader for the workers union in Milton. Both Bessy and Nicholas have thick northern English accents and are written as such.

'Why do you strike?' asked Margaret. 'Striking is leaving off work till you get your own rate of wages, is it not? You must not wonder at my ignorance; where I come from I never heard of a strike.'

'I wish I were there,' said Bessy, wearily. 'But it's not for me to get sick and tired o' strikes. This is the last I'll see. Before it's ended I shall be in the Great City—the Holy Jerusalem.'

'Hoo's so full of th' life to come, hoo cannot think of th' present. Now I, yo' see, am bound to do the best I can here. I think a bird i' th' hand is worth two i' th' bush. So them's the different views we take on th' strike question.' [said Nicholas]

'But,' said Margaret, 'if the people struck, as you call it, where I come from, as they are mostly all field labourers, the seed would not be sown, the hay got in, the corn reaped.'

'Well?' said he. He had resumed his pipe, and put his 'well' in the form of an interrogation.

'Why,' she went on, 'what would become of the farmers.'He puffed away. 'I reckon they'd have either to give up their farms, or to give fair rate of wage.''Suppose they could not, or would not do the last; they could not give up their farms all in a

minute, however much they might wish to do so; but they would have no hay, nor corn to sell that year; and where would the money come from to pay the labourers' wages the next?'

Still puffing away. At last he said:'I know nought of your ways down South. I have heerd they're a pack of spiritless, down-

trodden men; welly clemmed to death; too much dazed wi' clemming to know when they're put upon. Now, it's not so here. We known when we're put upon; and we'en too much blood in us to stand it. We just take our hands fro' our looms, and say, "Yo' may clem us, but yo'll not put upon us, my masters!" And be danged to 'em, they shan't this time!'

'I wish I lived down South,' said Bessy.'There's a deal to bear there,' said Margaret. 'There are sorrows to bear everywhere. There is

very hard bodily labour to be gone through, with very little food to give strength.''But it's out of doors,' said Bessy. 'And away from the endless, endless noise, and sickening

heat.'

Week 3: Urban LifePrimary Source Fiction and Analysis

'It's sometimes in heavy rain, and sometimes in bitter cold. A young person can stand it; but an old man gets racked with rheumatism, and bent and withered before his time; yet he must just work on the same, or else go to the workhouse.'

'I thought yo' were so taken wi' the ways of the South country.''So I am,' said Margaret, smiling a little, as she found herself thus caught. 'I only mean, Bessy,

there's good and bad in everything in this world; and as you felt the bad up here, I thought it was but fair you should know the bad down there.'

'And yo' say they never strike down there?' asked Nicholas, abruptly.'No!' said Margaret; 'I think they have too much sense.''An' I think,' replied he, dashing the ashes out of his pipe with so much vehemence that it

broke, 'it's not that they've too much sense, but that they've too little spirit.''O, father!' said Bessy, 'what have ye gained by striking? Think of that first strike when mother

died—how we all had to clem—you the worst of all; and yet many a one went in every week at the same wage, till all were gone in that there was work for; and some went beggars all their lives at after.'

'Ay,' said he. 'That there strike was badly managed. Folk got into th' management of it, as were either fools or not true men. Yo'll see, it'll be different this time.'

Answer the following questions in complete sentences. These are the same questions you’ve read before.

1. What is the conversation between Nicholas, Bessy, and Margaret about?2. What point of view does Margaret have about the north and the south? What does Nicholas think of

the people of the south?3. What is a strike? How do Bessy and Nicholas’ opinions on the results of the strike differ? Why do

you think that is?

4. What does Bessy’s point of view on strikes and the south of England reveal about her current situation in the north?

5. In the story, Bessy is revealed to have a life-threatening illness that causes her to cough up blood. Do you think that Nicholas will go back on his words about the strike with his daughter’s life at risk? Why or why not?

6. How does this scene compare to real situations of the working class in factory cities during the industrial revolution?

Week 3: Urban LifePrimary Source Fiction and Analysis

Oliver Twist Questions1. What is scene about? Describe what happened in this scene.2. Explain why Mr Limbkins reacts the way he does when Oliver asks for more gruel.3. What kind of life do you think Oliver and the other boys live inside this workhouse? Compare it to

your life as a nine year old.4. What do Mr. Limbkins and Mr. Bumble’s actions and words reveal about their attitude toward the

urban poor.5. In the story, Oliver leaves the workhouse and becomes a thief without real thought as to the

illegality of his actions. What about his life at the work house could have prompted him into a life of crime?

6. How does this scene compare to real situations of the urban poor in cities during the industrial revolution?

Oliver Twist Answers

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Week 3: Urban LifePrimary Source Fiction and Analysis

Title: Oliver TwistAuthor: Charles DickensPublication Date: 1838Background:  The story is about an orphan, Oliver Twist, who endures a miserable existence in a workhouse and then is placed with an undertaker. He escapes and travels to London where he meets the Artful Dodger, leader of a gang of juvenile pickpockets. Naïvely unaware of their unlawful activities, Oliver is led to the lair of their elderly criminal trainer Fagin. Oliver Twist calls the public's attention to various contemporary evils, including child labour, the recruitment of children as criminals, and the presence of street children. It is likely that Dickens's own early youth as a child labourer contributed to the story's development.

In this scene, Oliver has just been removed from a baby farm(a true orphanage) and put into a work house for young boys in London by the order of government officials. He is nine years old.

For the first six months after Oliver Twist was removed, the system was in full operation. It was rather expensive at first, in consequence of the increase in the undertaker's bill, and the necessity of taking in the clothes of all the paupers, which fluttered loosely on their wasted, shrunken forms, after a week or two's gruel. But the number of workhouse inmates got thin as well as the paupers; and the board were in ecstasies.

The room in which the boys were fed, was a large stone hall, with a copper at one end: out of which the master, dressed in an apron for the purpose, and assisted by one or two women, ladled the gruel at mealtimes. Of this festive composition each boy had one porringer, and no more—except on occasions of great public rejoicing, when he had two ounces and a quarter of bread besides.

The bowls never wanted washing. The boys polished them with their spoons till they shone again; and when they had performed this operation (which never took very long, the spoons being nearly as large as the bowls), they would sit staring at the copper, with such eager eyes, as if they could have devoured the very bricks of which it was composed; employing themselves, meanwhile, in sucking their fingers [constantly], with the view of catching up any stray splashes of gruel that

might have been cast thereon. Boys have generally excellent appetites. Oliver Twist and his companions suffered the tortures of slow starvation for three months: at last they got so voracious and wild with hunger, that one boy, who was tall for his age, and hadn't been used to that sort of thing (for his father had kept a small cook-shop), hinted darkly to his companions, that unless he had another basin of gruel per diem, he was afraid he might some night happen to eat the boy who slept next him, who happened to be a weakly youth of tender age. He had a wild, hungry eye; and they implicitly believed him. A council was held; lots were cast who should walk up to the master after supper that evening, and ask for more; and it fell to Oliver Twist.

The evening arrived; the boys took their places. The master, in his cook's uniform, stationed himself at the copper; his pauper assistants ranged themselves behind him; the gruel was served out; and a long grace was said over the short commons. The gruel disappeared; the boys whispered each other, and winked at Oliver; while his next neighbors nudged him. Child as he was, he was desperate with hunger, and reckless with misery. He rose from the table; and advancing to the master, basin and spoon in hand, said: somewhat alarmed at his own [nerve]:

'Please, sir, I want some more.'

Week 3: Urban LifePrimary Source Fiction and Analysis

The master was a fat, healthy man; but he turned very pale. He gazed in stupefied astonishment on the small rebel for some seconds, and then clung for support to the copper. The assistants were paralyzed with wonder; the boys with fear.

'What!' said the master at length, in a faint voice.'Please, sir,' replied Oliver, 'I want some more.'The master aimed a blow at Oliver's head with the ladle; pinioned him in his arm; and shrieked

aloud for the beadle.The board were sitting in solemn conclave, when Mr. Bumble rushed into the room in great

excitement, and addressing the gentleman in the high chair, said,'Mr. Limbkins, I beg your pardon, sir! Oliver Twist has asked for more!'There was a general start. Horror was depicted on every countenance.'For more!' said Mr. Limbkins. 'Compose yourself, Bumble, and answer me distinctly. Do I

understand that he asked for more, after he had eaten the supper allotted by the dietary?''He did, sir,' replied Bumble.'That boy will be hung,' said the gentleman in the white waistcoat. 'I know that boy will be

hung.'

Answer the following questions in complete sentences. These are the same questions you’ve read before.

1. What is scene about? Describe what happened in this scene.2. Explain why Mr Limbkins reacts the way he does when Oliver asks for more gruel.3. What kind of life do you think Oliver and the other boys live inside this workhouse? Compare it to

your life as a nine year old.4. What do Mr. Limbkins and Mr. Bumble’s actions and words reveal about their attitude toward the

urban poor.

5. In the story, Oliver leaves the workhouse and becomes a thief without real thought as to the illegality of his actions. What about his life at the work house could have prompted him into a life of crime?

6. How does this scene compare to real situations of the urban poor in cities during the industrial revolution?

Week 3: Urban Life

Factory Reading and Quiz

Week 3: Urban Life

Factory Reading and Quiz