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10th World History AMI Days 6-10 Introduction and Overview:

The Industrial Revolution was an event that drastically changed society in the first half of the

19th century. Cities grew and two new social classes emerged-the industrial middle class and

the industrial working class. Because of the rapid growth of industry and change in society, the

question of who should control production and distribution of commerce became the focus of

politics and society. This led to the control of manufacturing and the work environment and

pay of workers becoming a continuous issue.

Directions for completing work for AMI Days 6-10

The information for this topic of study can be found in your textbook in Chapter 23. If you have

a textbook at home, please use it as a resource to read about this time period. If you do not

have your textbook at home, all information for the AMI material for days 6-10 can be

completed without consulting the textbook. You may complete all assignments on a separate

sheet of paper. Please label your work with the heading of the assignment, AMI day, your

name, date, and class period. Please number any answers. Please put your answers in

complete sentences.

Please take time and read through the following important vocabulary for understanding this

time period and completing your assignments with understanding. Use the vocabulary list to

come back to and consult in case you are questionable about something in one of the readings

for AMI Days 6-10. There are also three maps to consult for your AMI work. Maps are labeled

in map list below. There is nothing to label on the maps, they are for reference purposes.

Industrialization and Nationalism Chapter 23 Vocabulary Terms and Definitions

1. agriculture the practice of cultivating the land or raising stock

2. Andrew Carnegie

United States industrialist and philanthropist who endowed education and public libraries and research

trusts (1835-1919)

3. assembly line

mechanical system in a factory whereby an article is conveyed through sites at which successive

operations are performed on it

4. automation

the act of implementing the control of equipment

5. bourgeoisie

the social class between the lower and upper classes

6. canal

long and narrow strip of water for boats or for irrigation

7. capital

wealth in the form of money or property

8. capitalism

an economic system based on private ownership of assets

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9. competition

business relation in which two parties vie to gain customers

10. consumer goods

goods intended for direct use or consumption

11. corporation

a business firm recognized by law as a single body

12. cottage industry

small-scale industry that can be carried on at home by family members using their own equipment

13. cotton gin

a machine that separates the seeds from raw cotton fibers

14. demand

the ability and desire to purchase goods and services

15. economy of scale

the saving in cost of production that is due to mass production

16. enclosure

a structure consisting of an area that has been confined

17. entrepreneur

someone who organizes a business venture

18. factory

a plant with facilities for manufacturing

19. free enterprise

an economy relying on market forces to allocate resources

20. Henry Ford

United States manufacturer of automobiles who pioneered mass production (1863-1947)

21. immigrant

a person who comes to a country in order to settle there

22. industrialization

the development of commercial enterprise

23. Industrial Revolution

the transformation from an agricultural to an industrial nation

24. industry

the action of making of goods and services for sale

25. infrastructure

basic facilities needed for the functioning of a country

26. invention

a creation resulting from study and experimentation

27. invest

lay out money or resources in an enterprise

28. James Watt

Scottish engineer and inventor whose improvements in the steam engine led to its wide use in industry

(1736-1819)

29. John D. Rockefeller

United States industrialist who made a fortune in the oil business and gave half of it away (1839-1937)

30. Karl Marx

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founder of modern communism

31. labor

productive work, especially physical work done for wages

32. laborer

someone who works with their hands

33. labor movement

an organized attempt by workers to improve their status by united action (particularly via labor unions)

or the leaders of this movement

34. laissez faire

a doctrine that government should not interfere in commerce

35. locomotive

a self-propelled vehicle that draws a train along a track

36. manufacture

put together out of artificial or natural components

37. market economy

an economy that relies on market forces to determine prices

38. mass production

the production of large quantities of a standardized article

39. mechanization

the act of using technology to automate a process or system

40. merchant

a businessperson engaged in retail trade

41. middle class

the social class between the lower and upper classes

42. migration

the movement of persons from one locality to another

43. mill

a facility for manufacturing

44. modernization

the act of making up-to-date in appearance or behavior

45. monopoly

a market in which there are many buyers but only one seller

46. natural resources

resources (actual and potential) supplied by nature

47. production

manufacturing or mining or growing something for sale

48. profit

excess of revenues over outlays in a given period of time

49. proletariat

a social class comprising those who do manual labor

50. railroad

line that is the commercial organization responsible for operating a system of transportation for trains

that pull passengers or freight

51. reaper

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farm machine that gathers a food crop from the fields

52. revolution

a drastic and far-reaching change in ways of thinking

53. Richard Trevithick

English engineer who built the first railway locomotive

54. Robert Fulton

American inventor who designed the first commercially successful steamboat and the first steam

warship (1765-1815)

55. rural

living in or characteristic of farming or country life

56. shareholder

someone who owns stock in a corporation

57. shuttle

bobbin that passes the weft thread between the warp threads

58. socialism

an economic system based on state ownership of capital

59. specialization

making something suitable for a particular purpose

60. spinning jenny

an early spinning machine with multiple spindles

61. standard of living

a level of material comfort in terms of goods and services available to someone or some group

62. steamboat

a boat propelled by a steam engine

63. steam engine

external-combustion engine in which heat is used to raise steam which either turns a turbine or forces a

piston to move up and down in a cylinder

64. stock

capital raised by a corporation through the issue of shares

65. strike

refusal to work in protest against low pay or bad conditions

66. supply

offering goods and services for sale

67. technology

the practical application of science to commerce or industry

68. telegraph

apparatus used to communicate at a distance over a wire

69. telephone

electronic equipment that transmits sound over distances

70. tenement

a run-down apartment house barely meeting minimal standards

71. textile

artifact made by weaving or felting or knitting fibers

72. textile mill

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a factory for making textiles

73. treadle

a lever that is operated with the foot

74. union

an organization of employees that bargains with the employer

75. urbanization

the social process whereby cities grow

76. utilitarianism

the doctrine that the useful is the good

77. vulcanize

treat with sulfur and heat to make stronger or more elastic

78. working class

a social class comprising those who do manual labor or work for wages

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Three maps for studying the content of the Industrial Revolution and Nationalism.

Map 1: Latin America before and after Nationalism Movements

Map 2: Europe in 1815 at the beginning of Industrial Revolution and Nationalism movements

Map 3: Europe AFTER the Industrial Revolution and Nationalism Movements

Map 1

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Map 2

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Map 3

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Short Bibliography of Sources

Vocabulary List: Vocabulary and definitions taken from Vocabulary.com. Map 1: http://users.rowan.edu/~mcinneshin/5120/wk07/images/LAMER1800v1830.jpg

Map 2: https://upload.wikimedia.org/wikipedia/commons/a/ac/Europe_1815_map_en.png

Map 3: https://snapsandcartography.files.wordpress.com/2013/02/europe-grat-war.jpg

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AMI DAY 6: Chapter 23 Summary

Directions: Read the following summary. As you are reading, use maps 1-3 to locate any places that are

underlined. Consult vocabulary list provided to look up definitions of any terms you do not recognize.

Make a list of 3-five new words you have learned from your reading today (this can include any from the

vocabulary list provided). Write the definition of each of the five terms. That is all for today.

Chapter 23 Summary

Overview: The Industrial Revolution began a period of invention and innovation in Europe that

changed the way people lived and worked. The period was also marked by striking social,

economic, political, and cultural change. While Italy and Germany struggled through unification,

Latin American countries became increasingly dependent on foreign powers.

I. The Industrial Revolution

• Expansion of farmland and improved transportation started an Agricultural Revolution in

Great Britain.

• The Industrial Revolution began in Britain because it had the capital to invest in factories and

machines, and plentiful natural resources.

• The Industrial Revolution was dependent on the development of railroads for quick transport

of goods.

• The British and U.S. governments subsidized industrial expansion.

• Working classes in Europe moved from farms to cities in search of factory jobs, creating

conditions for the rise of socialism.

II. Nationalism and Political Revolutions

• Revolutionary outbursts in Europe in the 1830s and 1840s were the result of liberalism and

nationalism.

• The French Revolution of 1848 brought an end to monarchy in France.

• Germany’s attempt to unify in 1848 was unsuccessful; Italy’s unification effort the same year

also failed.

• Revolutions supporting individual legislatures within the multinational Austrian Empire failed.

Nationalism, Unification, and Reform

• Territory disputes over the Balkan territories led to the Crimean War, breaking up the

alliances created

by the Congress of Vienna.

• Italy and Germany were unified.

• Political stability and economic growth led Great Britain to become more liberal after 1848,

while France restored an authoritarian monarchy.

• Following their defeat by Prussia in 1866, Austria was forced to make concessions to the

Hungarians, which resulted in the dual monarchy of Austria-Hungary.

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• Alexander II’s attempts at reform in Russia were largely unsuccessful.

• In the United States, conflicts over slavery and the division of power between federal and

state governments led to the Civil War.

III. Nation Building in Latin America

• The American Revolution inspired Latin American revolutions when the Spanish and

Portuguese empires were weakened by war with France.

• Toussaint-Louverture led a revolt in Haiti, Miguel Hidalgo in Mexico, José de San Martín in

Argentina, and Símon Bolívar in Venezuela.

• The United States began to intervene in Latin American affairs when their

economies began to be dependent on foreign trade.

IV. Romanticism and Realism

• Romanticism emerged as a reaction against Enlightenment ideals of reason. Romantics

emphasized emotions and individuality in the arts and literature.

• The Industrial Revolution led to advances in scientific research, while a growing confidence in

science undermined religious faith.

• Realism in art and literature embraced depicting scenes from everyday life rather than the

exotic settings and heroes of Romanticism.

Summary:

The Industrial Revolution began a period of invention and innovation in Europe that changed

the way people lived and worked. The period was also marked by striking social, economic,

political, and cultural change. While Italy and Germany struggled through unification, Latin

American countries became increasingly dependent on foreign powers. Industrialization and

Nationalism

Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom

use.

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AMI DAY 7: Chapter 23 Summary Questions

Directions: You have two questions to answer about the Chapter Summary you read yesterday. Read

the summary again if needed. As you are reading, you answer your questions you can refer to maps 1-3

to locate any places necessary for your answers. Consult the vocabulary list provided to look up

definitions of any terms you do not recognize if you need to. Refer to your list of any new words you

learned from your reading on DAY 6. Please use complete sentences, and number both questions. You

may place your answers on the same paper you used for yesterday’s assignment.

ESSENTIAL QUESTIONS

1. What innovations mentioned in your reading changed the lives of people during the Industrial

Revolution? (innovations can include new farming methods, new ways to produce goods and

services, new inventions, where people work-moving from the farm to city or factory to farm).

2. How did different revolutions in the 1800s bring about political (power/control) and economic

(trade/how people make money) changes? Discuss at least three revolutions in your answer.

You can talk about any of the following: agricultural revolutions, industrial revolution,

revolutions in Latin America, Revolutions in Europe

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AMI Day 8: Reading Primary and Secondary Documents

-Parliamentary Reports on Child Labor Practices

Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.

Industrialization and Nationalism: Understanding Early Factory Conditions

Directions: Read the “Background Information” below. When finished, write a short paragraph (2-5

sentences), stating what age you believe should be allowable for a person to work in 2020, how long

the work day should be, how much is an appropriate hourly wage, and why. It is perfectly fine for

your paragraph to be longer than 5 sentences.

Background Information:

In 1831 Parliament member Michael Sadler introduced a bill designed to

regulate labor practices in British textile mills and, in particular, mandate

shorter hours and better working conditions for the most powerless of

workers: children. The act of Parliament that evolved from Sadler’s

bill—the Factory Act of 1833—banned the hiring of children younger than

9 years old and created a maximum 8-hour workday for those age 9 to 13

and a maximum 12-hour workday for those aged 13 to 18. But later

inspections routinely revealed widespread abuses of the act, and some

industries (coal mining and lace making, for example) were able to avoid

the act altogether.

In 1842 the Children’s Employment Commission was created to report

in-depth on child labor practices in mines and other industries employing

large numbers of children throughout England, North Wales, and Scotland.

Government agencies interviewed hundreds of working children, parents,

and employers in dozens of trades and manufacturing jobs from paper

making to metalworking to tobacco spinning. These interviews, full of

firsthand descriptions of the often-deplorable workplace conditions—

inhuman hours, frequent deadly or disabling accidents, and rock-bottom

wages—paved the way for future labor reforms and stricter inspection

policies throughout the United Kingdom.

Across the Atlantic in the United States, Massachusetts enacted the first

U.S. child labor law in 1836, a reform that required child factory workers

under the age of 15 to attend school three months out of the year.

By 1842, a number of states began adopting reforms to restrict children’s

workdays to 10 hours.

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AMI Day 9: Reading Primary and Secondary Documents Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.

Directions: Read Excerpt 1 and answer the Question 1 at the end. You may place your answer on the same paper as AMI Day 8.

The following excerpts come from reports of child labor practices submitted to British Parliament.

Excerpt 1: A report by Superintendent of Factory Inspections Robert A. Baker in 1836, three years after

the 1833 Factory Act went into effect.

“My Lord, in the case of Taylor, Ibbotson, and Co., I took the evidence from

the mouths of the boys themselves. They stated to me that they commenced

working on Friday morning, the 27th of May last, at six, A.M., and that, with

the exception of meal hours and one hour at midnight extra, they did not

cease working till four o’clock on Saturday evening, having been two days

and a night thus engaged. Believing the case scarcely possible, I asked every

boy the same questions, and from each received the same answers. I then

went into the house to look at the time-book, and, in the presence of one of

the masters, referred to the cruelty of the case, and stated that I should

certainly punish it with all the severity in my power. . . .”

“My Lord, by a clause in the factory act, it is enacted, that “not more than

one penalty can be obtained from any one person for any one description of

offence in any one day.” Had I laid the information, therefore, on all the boys

for the same offence, the penalty could only have been 20l. [about $100 in

2010], a sum which appeared to me inadequate to the gross nature of the

offence committed; I therefore, my lord, varied the information, so as to

enable me to sue for 80l. [about $400 in 2010], being four full penalties,

could I have obtained them, laying the first for working two boys more than

twelve hours on the Friday; the second for working a boy before five o’clock

on the Saturday morning; the third, for working two boys in the night time,

between Friday and Saturday; and the fourth for keeping a false time-book,

as to the hours of working. These views, however, my lord, were not

responded to, I very much regret to say, by the magistrates before whom

the case was heard. The parties were fined only 5l. [about $50 in 2010] on

each information, and with an aggregate of penalties of 20l. [about $100 in

2010] escaped.”

—Robert A. Baker, Superintendent of Factory Inspections, 1836

Question 1. What is the inspector’s opinion of employer Taylor, Ibbotson, and Co.? What

phrases in the report support your answer?

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AMI Day 10 Reading Primary and Secondary Documents-Science and Technology Visual Literacy Activity

Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.

Directions: Read the “Background,” and Excerpts 1&2. Answer question 1 after reading Excerpt 1 and

Question 2 after Excerpt 2. If you are struggling to get both finished in about 15 minutes, you may

choose to only read and answer the question for either Excerpt One OR Two. Place your answer on a

sheet of paper. Do not place your answer on the same sheet as Day 9, please. Thank you.

Background:

In the nineteenth century, the general public began to see that science had commercial

uses that could lead to improvements in the quality of life for everyone. This realization

led to an unprecedented public and government support of scientists and scientific

institutions. The result was a burgeoning period of practical scientific advances and the

spread of scientific knowledge. By learning about some of the major breakthroughs of

this period, you can better understand the effect nineteenth-century scientific discoveries

continue to have on the world.

Louis Pasteur:

Scientific advances in the understanding of electricity, magnetism, chemistry, thermodynamics,

and other fields directly helped the growth of industry in the nineteenth century. In turn,

industry itself helped to create more sophisticated and accurate instruments—from

microscopes to telescopes—to help scientists make world changing discoveries. French chemist

and microbiologist Louis Pasteur (1822–1895) was responsible for one of the greatest

breakthroughs in nineteenth-century science: the use of vaccines to prevent contagious

diseases. Pasteur started his career by making a thorough study of yeast cells and the

fermentation process they cause. In 1863, while hired to study spoiled French wine, Pasteur

discovered that the wine contained bacterial cells that made it vinegary and sour. He then

realized that wine would not spoil if the bacteria were first killed by heating. From this

discovery he developed the process of pasteurization, which uses heat to prevent the growth of

microorganisms in perishable liquids such as milk.

Later, Pasteur’s work with yeast cells led him to realize that microscopic organisms are the

cause of disease in humans and animals. This breakthrough concept was called the “germ

theory of disease.” To prevent the spread of microorganisms, Pasteur developed techniques of

sterilization using heating and boiling. He also started to identify such microscopic disease

agents as bacteria and fungi. Eventually, Pasteur was able to identify a variety of disease-

causing bacteria. During one experiment in 1879, he injected the bacteria that cause cholera

into chickens. The chickens did not get sick, and Pasteur realized it was because he had been

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using old cholera bacteria that had lost their virulence, or potency. He then found that the

injected chickens had become immune to cholera. This discovery led Pasteur to the idea of

building immunity to disease through vaccination, using nonvirulent germs to build the body’s

resistance to specific diseases. He created vaccines for cholera, anthrax, and rabies, diseases

that before the advent of vaccination were nearly always fatal.

Question 1: How do you think the first people to receive Pasteur’s inoculations felt?

Dmitry Ivanovich Mendeleyev:

In 1869, Dmitry Ivanovich Mendeleyev (1834–1907), a Russian professor of chemistry,

discovered “the periodic law,” the classification system used for all chemical elements, such as

hydrogen, oxygen, carbon, and iron. While writing his own inorganic chemistry textbook for use

with his classes, Mendeleyev discovered that, when he arranged the list of all known chemical

elements in order from the lowest to highest atomic weight, there was a clear pattern of similar

properties within related groups of elements that no one else had noticed. Mendeleyev took

this pattern, called periodicity, and created the periodic table, an organized chart of all the

known chemical elements. Because the chart shows a predictable recurrence of certain

chemical properties, Mendeleyev was able to leave some empty spots in the table where he

believed elements unknown to him could later be correctly placed. He was also able to predict

what the likely properties of those undiscovered elements would be. In his lifetime, several of

the new elements he had predicted were discovered and added to the periodic table.

Question 2: Do you think all chemical elements that will ever go on Mendeleyev’s periodic table

have been found already? Why or why not?