CHAPTER

� Parts of a steam engine

33Rise of Industry1500 A.D.–1880 A.D.

� Edison phonograph

1543Copernicus proposes

sun-centered solar system

1733John Kay inventsthe flying shuttle

1769James Watt

perfects the steamengine

1847Samuel Colt

developsassembly line

1879Thomas Edison

develops electriclight

UNIT 10 THE CHANGING WORLD522

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People to KnowGalileo GalileiSir Isaac NewtonRobert FultonSamuel F.B. Morse

Terms to Learnenclosuretextilefactory systemcotton gin

SECTION 1 Scientific RevolutionMany of the changes that occurred during the Industrial

Revolution grew out of changes in scientific thinking. Beginningin the 1400s, scientists started to break away from old ideas. Theyused the scientific method to form and test their own hypotheses.This became known as the Scientific Revolution.

Nicolaus Copernicus (kuh per’ nuh kuhs) was one of thefirst people to use the scientific method. Copernicus was a Polishastronomer who studied the motion of the planets. What he sawproved to him that Ptolemy was wrong and that Earth was notthe center of the universe. In 1543, Copernicus published a bookexplaining his idea that planets revolve around the sun rather

Why It’s Important By the 1700s, people in the western worldhad new ideas about science. These led to new forms of powerand ways of making goods. Industry and ways of livingchanged so much that historians call these changes the Indus-trial Revolution.

The Industrial Revolution involved the shift from animaland human power to machine power. This meant that societybecame less agricultural and more industrial. During the earlyyears of the Industrial Revolution, Great Britain took the lead.Later, other countries rose to challenge Great Britain.

Chapter FocusRead to Discover

• What inventions and discoveries marked the Scientific Revolution.

• How the Agricultural Revolution contributed to the Industrial Revolution.

• How the Industrial Revolution developed.• What the effects of industrialization were.• How industrialization continued and spread.

523CHAPTER 33 RISE OF INDUSTRY

Chapter OverviewVisit the Human Heritage Web siteat humanheritage.glencoe.comand click on Chapter 33—Chapter Overviews to previewthis chapter.

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524 UNIT 10 THE CHANGING WORLD

NAME FIELD ACCOMPLISHMENTS

Johannes Kepler Astronomy announced laws of movement of planets, 1609Germany

William Harvey Medicine published theory on human blood circulation, 1628England

Sir Isaac Newton Physics stated laws of motion and theory of gravitation, 1687England

Antoine-Laurent Lavoisier Chemistry discovered nature of combustion, 1777France

John Dalton Chemistry announced atomic theory, 1803England

Maria Mitchell Astronomy discovered new comet, 1847United States

Charles Darwin Biology advanced theory on development of plants and animals,England 1858

Gregor Mendel Botany discovered principles of heredity, 1866Austria

Louis Pasteur Medicine advanced germ theory of disease, 1876; developed a France rabies vaccine, 1885

Pierre Curie Chemistry discovered radium and polonium, 1898Marie Curie

France

SCIENTISTS

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525CHAPTER 33 RISE OF INDUSTRY

than around Earth. This book began a complete change inscientific thinking.

Another important scientist was the Italian astronomerGalileo Galilei (gal uh le’ o gal uh la’ e). He invented a telescopeand began to study the stars and planets. He learned that themoon’s surface is not smooth but has mountains and craters. Helearned that the Milky Way holds a vast number of stars andthat the sun rotates on its axis. Galileo was strongly criticized bythe Roman Catholic Church for teaching that Earth revolvesaround the sun. Even so, Galileo’s ideas spread throughoutEurope.

In 1642, the same year Galileo died, another importantscientist, Sir Isaac Newton ( ı ’ zuhk nut’ n), was born in England.It was Newton who explained the theory of gravitation and howobjects move through space. The technology for today’s rocketsand space satellites is based on his work.

It was at this time that scientists in Great Britain and Franceformed organizations in which they could discuss their ideasand research. In this way, scientific information began to spreadmore quickly. Soon, thousands of people were using the scien-tific method to add to their knowledge and improve their lives.

Copernicus

SECTION 2 Agricultural RevolutionAs changes were taking place in science, there were new

developments in farming. These changes were called the Agricul-tural Revolution. It set the stage for the Industrial Revolution.

By the 1700s, a system of land division called enclosure (enklo’ zhuhr) was in use in Great Britain. Landowners combinedthe many small strips of land worked by tenant farmers intolarge areas closed in by fences, hedges, or ditches. Enclosureallowed landowners to make more money. Whole areas couldgrow the same crop, which meant larger harvests and greaterprofits. Landowners also needed fewer workers.

Section 1 Assessment 1. What scientific discoveries were made

by Galileo Galilei?2. Why were Sir Isaac Newton’s theories

important?

Critical Thinking3. Making Generalizations Why were

the early 1400s known as the ScientificRevolution?

Graphic Organizer Activity4. Draw this diagram, and use it to show

some of the new ideas developed dur-ing the Scientific Revolution. (Add cir-cles as needed.)

Ideas FromScientific

Revolution

Reading Check How did the

system of enclosurework?

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The tenant farmers had two choices. They could stay on aspaid workers, or they could look elsewhere for jobs. Most left tofind work in other places. They moved to cities and becameindustrial workers.

Enclosure was just part of the revolution in agriculture. Newways of growing crops and breeding animals were also devel-oped. These changes led to greater production of food. More foodmeant better health and longer life spans. Population increased,and the demand for manufactured goods grew.

UNIT 10 THE CHANGING WORLD

SECTION 3 Industrial RevolutionThe Industrial Revolution began in the early 1700s. It was a

long, slow process at first. However, as one development led toanother, the revolution moved faster and faster. Much of theworld changed. By the 1850s, the changes had become so wide-spread that people realized they were entering a new age.

The Textile Industry The Industrial Revolution began inGreat Britain in the textile (tek’ stuhl), or woven cloth, industry.In the 1600s and early 1700s, cloth was made by the domesticsystem. Under this system, most work was done in workers’cottages, where families worked together. Merchants went fromcottage to cottage, bringing the workers raw wool and cotton.Using hand-powered spinning wheels and looms, the workerswould spin the thread and weave it into wool and cotton cloth.The merchants then picked up the finished cloth to sell.

The domestic system could not meet the strong growingdemand for cloth. Before long, people started looking for ways tomake more cloth in less time. The first major breakthrough camein 1733 when a British inventor named John Kay invented the

Section 2 Assessment 1. Define: enclosure.2. How did landowners use the enclosure

system?3. How did the growth of population

influence the Industrial Revolution?

Critical Thinking4. Making Comparisons Do you think

agriculture was more or less important

in the 1700s than it is today in GreatBritain?

Graphic Organizer Activity 5. Draw this diagram, and use it to show

some of the effects of the enclosure system.

EnclosureSystem

Effect

Effect

Effect

Reading Check What did the

textile industry produce?What was the domestic system?

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flying shuttle. It was mounted on rollers, and one weaver couldsend it rapidly from one side of a loom to the other. It cut in halfthe time needed to weave cloth. Now, however, spinners couldnot keep up with the weavers. Then, in 1764, James Hargreaves(hahr’ grevz), a British carpenter, invented the spinning jenny. Ithad a number of spindles fastened to a single wheel. The jennymade it possible for one person to spin many threads at the sametime.

More progress was made when ways were found to use thepower of falling water instead of hand power to run textilemachines. This meant, however, that the machines had to be neara large water supply. Accordingly, factories were built next torivers that could supply the necessary water power. This was thebeginning of the factory system, which brought workers andmachines together in one place to make goods. Workers still livedin their cottages, but they went to factories to work. In time,towns grew up around these factories.

Water power did not work very well with heavy machinery.So, people began looking for still another source of power. In1769, a Scottish mechanic named James Watt perfected the steamengine. Steam soon replaced water as the major source of power.Factories of all kinds could now be set up near raw materials andtown markets.

Cotton farmers in America and in India could not supplyenough raw cotton to meet the needs of British textile factories. EliWhitney (e’ l ı hwit’ ne), an American inventor, found a way tosolve this problem. While visiting a cotton plantation in Georgia,he learned that it took a great deal of time to clean the seeds out ofcotton by hand. In 1793, with the help of Catherine LittlefieldGreene, he invented the cotton gin, or cotton-cleaning machine.It could clean cotton 50 times faster than a person working byhand. If it were driven by water power, it could clean cotton 1,000times faster.

Organizing Production About five years later, Whitneydeveloped a new way of organizing production. This was thesystem of interchangeable parts, which means that a certain partof a product is the same size and shape as that same part inanother product. Whitney first used interchangeable parts in themaking of guns. Until that time, each gun was made individually,and no two guns were alike. Broken parts had to be speciallymade by a skilled worker in order to fit a specific gun. Whitney’suse of parts of identical size and shape made it possible forless-skilled workers to make or fix guns much faster.

Other Americans also developed new ways of organizingproduction. In the late 1700s, a shopkeeper-mechanic namedOliver Evans was the first to use automation, or the process inwhich machines instead of people do much of the labor. Evans’s

CHAPTER 33 RISE OF INDUSTRY

Reading Check Why was the

flying shuttleimportant?Who invented thespinning jenny?

Reading Check How did the

factory system differfrom the domesticsystem?

Reading Check Who invented the

cotton gin, and whatdid this machine do?

Reading Check What changes

did the use of inter-changeable partsbring to production?

Reading Check What is

automation?

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528 UNIT 10 THE CHANGING WORLD

automated flour mill was water-powered and cut by four-fifthsthe number of workers needed to run it.

In 1847, Samuel Colt used Whitney’s idea of interchangeableparts to develop the assembly line. On an assembly line, eachworker adds a part of the product and passes it on to the nextworker, who also adds a part, until the entire product has beenput together. Colt used the assembly line to produce the Coltrevolver. Before assembly lines, a skilled worker had to makeone product at a time from start to finish. With the assembly line,work could be divided, and many products could be put togeth-er at one time by unskilled workers. All of these discoveries andnew techniques greatly increased production.

Iron, Coal, and Steel To build machine parts, iron wasneeded. To fire steam engines, coal was needed. Without iron,coal, and steel, which replaced iron, the Industrial Revolutioncould not have continued.

By the early 1700s, ironmaking had become expensive. Tosmelt iron, the British used charcoal, a fuel that is made byburning wood. The British, however, were running out of

SEWING MACHINE Isaac Singer oversees a demonstration of his first sewingmachine. What invention benefited the textile industry during the early 1800s?

Reading Check How does an

assembly line work?

Robert Fulton1765–1815

American InventorBorn near Lancaster,Pennsylvania, RobertFulton had many tal-ents. He was an expertgunsmith and anaccomplished land-scape painter. He alsodesigned torpedoesand early submarines.Fulton is best knownfor launching the Cler-mont, the first com-mercially successfulsteamboat in America.

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forests, which made wood scarce and costly. In 1753, a way wasfound to use coal instead of charcoal for smelting. As a result,iron became cheaper, iron production grew, and coal miningbecame a major industry.

Iron, however, was too brittle for rails, bridge supports, andheavy equipment. In 1856, a British inventor named HenryBessemer (bes’ uh muhr) found a cheap way of removing theimpurities from iron to make steel, which was harder andstronger than iron. The Bessemer Process lowered the cost ofmaking steel from $200 a ton to $4 a ton. Seven years later, in 1863,Pierre-Emile Martin of France and William Siemens of Englandinvented the open-hearth process, which used a special kind offurnace to make steel. It was even cheaper than the BessemerProcess and could turn out many different kinds of steel. Soon,mining towns and steel centers grew up in areas with supplies ofiron ore and coal.

Transportation Raw materials and finished products hadto be moved quickly and cheaply. Before this could happen,transportation had to be improved. Until the 1700s, the chiefmeans of transportation over land was by horse or horse-drawnwagon. Roads were no more than rough and narrow dirt paths.Travel was slow and uncomfortable. It was even worse whenrain made the roads muddy.

Late in the 1700s, the British began to improve their roads. AScottish engineer named Thomas Telford (tel’ fuhrd) designedroadbeds so that water would drain off the roads. AnotherScottish engineer, John L. McAdam, developed what becameknown as the macadam (muh kad’ uhm) road. It had a surfacemade of layers of crushed stone. This surface allowed horse-drawn wagons to use the roads in all kinds of weather and totravel faster.

The British also made their rivers wider and deeper and builtcanals to connect navigable rivers to factory and mining centers.Horses walked beside canals and pulled barges. The barges wereslow but could carry 50 times the amount of goods thathorse-drawn wagons could. By 1830, Great Britain had acomplete system of inland waterways.

The biggest improvement in land transportation was therailroad. For years, donkeys had pulled carts over wooden railsinside coal mines. Then, the production of iron grew. Thewooden rails were replaced by iron ones that could carry heavierloads. Inventors began to build locomotives to run on iron rails. In1829, George Stephenson (ste’ vuhn suhn), a British mining engi-neer, won a contest to see who could build the best locomo-tive. Stephenson’s locomotive, the Rocket, could pull a trainabout 36 miles, or 58 kilometers, an hour. The Rocket started arailroad-building boom in Great Britain and around the world.

A High Railway In 1870,an American engineernamed Henry Meiggs builtwhat is still the world’shighest railroad—the Cen-tral Railway—across theAndes Mountains in Peru.At its highest point, theCentral Railway reaches an altitude of nearly 16,000feet, or 4880 meters, higherthan the tallest peak in the Alps.

Reading Check What was the

open-hearth process?

Reading Check How did the

macadam roadimprove transporta-tion?

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Railroads changed daily life as well as transportation. Peoplestarted using such phrases as “keeping on track” and “tootingyour own whistle.” They also collected autographs of railwayengineers. When American railroads adopted standard timezones in 1883, everyone else in the United States did too. Thenext year, time zones were established all over the world.

The biggest improvement in water transportation was thesteamboat. The first practical one was developed by Robert Ful-ton (fuhl’ tuhn), an American inventor. In 1807, Fulton’s Cler-mont, powered by a British steam engine, set a record by makingthe trip from Albany to New York City in 32 hours. Soon, steam-boats were carrying passengers and goods along the inlandwaterways of the United States and Europe. Steamboats, howev-er, did not replace sailing ships in trans-oceanic travel until thelate 1800s, when fuel-efficient engines were developed.

UNIT 10 THE CHANGING WORLD

The Industrial Revolution brought many changes in people’slives. These changes showed up first in Great Britain. They thenspread to other countries.

Changes in Society In England, until the Middle Ages,there had been two major social classes—the nobles, who werethe upper class, and the peasants, who were the lower class.Then, a middle class of rich merchants developed.

SECTION 4 Industrial Impact

Section 3 Assessment 1. Define: textile, domestic system, flying

shuttle, spinning jenny, factory system,cotton gin, interchangeable parts,automation, assembly line, open-hearthprocess, macadam road.

2. What effect did the assembly line haveon the type of workers needed for pro-duction?

3. Why did transportation have to beimproved during the Industrial Revo-lution?

Critical Thinking4. Predicting Consequences Suppose

the steam engine was never invented.

Do you think the Industrial Revolutionwould have still occurred? Why orwhy not?

Graphic Organizer Activity 5. Draw this diagram, and use it to weigh

the pros and cons of using an assemblyline to produce goods.

Use of Assembly Line

Pros Cons

Student Web ActivityVisit the Human Heritage Web site athumanheritage.glencoe.comand click on Chapter 33—Student Web Activity to find outmore about inventors who livedduring the Industrial Revolution.

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Automation The development of automationreduced the number of workers needed toproduce goods. One person, for example,could run a machine that spun rows and rowsof spindles of thread (below). Today the use ofrobots has eliminated the use of humansentirely on some jobs (right). How did the useof machines affect the lives of workers in theIndustrial Revolution?

531

During the Industrial Revolution, the middle class increasedin numbers and grew richer. Many factory, railroad, and mineowners became as wealthy as the nobles. They began to keep ser-vants and to dress like members of the upper class. Women worelacy petticoats and hooped skirts with stiff linings. Men woredark suits, with top hats in winter and boaters, or stiff straw hats,in summer. Members of the middle class had iron ranges forcooking and gave huge dinner parties. Middle-class familiesbegan spending their weekends at seaside resorts, which wereeasy to reach now that railroads were common. Middle-class chil-dren went to upper-class schools.

In time, the middle class gained political power. In GreatBritain, its male members gained the right to vote and to be rep-resented in Parliament.

The Industrial Revolution also created an industrial workingclass. Most members of this class were peasants who could nolonger support themselves by farming. Since they had no proper-ty of their own to sell, they had to sell their labor in order to live.

Members of the working class did not benefit from theIndustrial Revolution in its early years. They worked 12 to 16hours a day, six days a week, for low wages. They had to work atthe pace set by machines and factory owners and were fined or

CHAPTER 33 RISE OF INDUSTRY

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beaten if they did not keep up. Working conditions were difficult,dirty, and dangerous. Many people were killed or injured byunsafe machinery. The working class did not have job security.Factory and mine owners hired and fired whenever they wanted.

Most children of the working class did not have time to go toschool or to play. Instead, they worked in factories and minesalong with men and women. Employers often preferred to hirechildren since they could be paid even less than adults. Anotherreason was that in mines, children could crawl through narrowtunnels into which adults could not fit. Children sometimes werecrippled by this difficult work.

The Growth of Cities Another change brought by theIndustrial Revolution was the growth of cities. Before the Indus-trial Revolution, less than 10 percent of the people in GreatBritain lived in cities. By 1900, the number had reached 75 per-cent. Indeed, 10 percent of the people in the whole country livedin the city of London.

Some cities grew up around factories or mines that had beenbuilt in rural areas. Most factories, however, were built in existingcities, which grew rapidly as people moved there to find jobs.Soon, the cities became overcrowded. Houses could not be builtfast enough. Sometimes, a dozen people had to live in one room.Many moved into damp basements or rooms with no windows.Garbage floated in the streets because sewers had not yet beenbuilt. Water supplies became polluted. Epidemics of cholera (kol’uhr uh), typhoid, and tuberculosis were common. The death rate

UNIT 10 THE CHANGING WORLD

INDUSTRIAL CITIES The development of industry in England led to thegrowth of large cities. English industrial cities were located near coal or iron deposits.This painting shows a nineteenth-century steel factory in the city of Sheffield. Whycould workers in the city do nothing about their working or living conditions?

A Growing PopulationIn 1800, less than 3 percentof the world’s people livedin cities with 20,000 ormore people. By the year2000, however, as many as50 percent lived in urbanareas.

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533CHAPTER 33 RISE OF INDUSTRY

among the working class was more than twice that of the middleand upper classes.

Workers had little economic or political power. It wasagainst the law to form trade unions, or workers’ associations.Workers did not have the right to vote. For these reasons, theycould do nothing about their working or living conditions.

Reform Most people in the middle and upper classes paidlittle attention to the suffering of the workers. Factory owners, forexample, felt that raising wages and improving working con-ditions would raise the cost of goods and lower profits. Some,however, believed that higher wages and better working condi-tions could produce good profits. They began to work for reform.

The reformers started schools, orphanages, and hospitals forthe poor. They also worked to change laws. In 1824, trade unionswere made legal. During the 1830s and 1840s, children under tenyears old and women were prohibited from working under-ground in mines. The workday was cut to ten hours.

The reformers also worked to improve living conditions.New laws required public sewer systems and the building of bet-ter houses. Every room had to have at least one window, andevery house had to have piped-in water. Over time, life becamebetter for the working class. There were fewer epidemics. Cloth-ing, food, and other products became cheap enough for theworkers to buy.

SECTION 5 Spread of IndustryMeanwhile, the Industrial Revolution spread from Great

Britain to other countries. These countries, aided by technology,soon industrialized, or built up industry. The expansion of rail-roads and transportation were also important factors.

Reading Check What were trade

unions?

Section 4 Assessment 1. Define: trade unions.2. What problems were caused by the

rapid growth of cities?3. Why were some people against reform?

Critical Thinking4. Demonstrating Reasoned Judgment

What reforms would you have workedfor if you had lived during the Industri-al Revolution?

Graphic Organizer Activity 5. Draw this diagram, and use it to sup-

port this generalization: The IndustrialRevolution brought many changes topeople’s lives. (Add answer lines asneeded.)

Supporting Details

Generalization

1.

2.

3.

4.

5.

Reading Check What happened

when countriesindustrialized?

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Other Countries At the beginning of the IndustrialRevolution, Great Britain tried to keep its inventions secret.Machines or plans for machines were forbidden to be taken outof Great Britain. Skilled workers were forbidden to leave thecountry. By the 1800s, however, many workers had ignored thelaw and left. Other nations welcomed these immigrants, orpeople who settle permanently in a different country, becausethey brought British industrial secrets to their new homelands.

These countries used what they learned to build their ownindustries. Belgium, with its rich deposits of iron and coal, wasthe first country after Great Britain to industrialize. The nextcountry was France. There, the process began in the 1700s but wasslowed by war and revolution. The United States, with its manynatural resources, soon followed France.

Then came Germany. Although Germany was well suppliedwith coal and iron, it was divided into more than 30 separatestates. These states were not willing to cooperate in economicmatters. Germany, therefore, did not make much industrialprogress until after it was unified in 1871. It then matched theothers as a leading industrial power.

WORLD’S FAIR In 1851, Great Britain held the first World’s Fair in London tocelebrate its industrial achievements. Other countries then began to hold similar fairs.This painting shows the royal family attending opening day. How did the IndustrialRevolution spread from Great Britain to other countries?

UNIT 10 THE CHANGING WORLD

Weights and Mea-sures As industrializationspread, people needed acommon system of weightsand measures. Most coun-tries adopted the metricsystem, first developed inFrance in the 1790s. Itsbasic measurement, themeter, equals one ten-mil-lionth of the distance alonga meridian from the NorthPole to the Equator.

Reading Check Why did other

nations welcomeskilled British immigrants?

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Technological Advances The development of new kindsof power helped continue the Industrial Revolution. One of thesewas electricity. In 1837, two Americans, Samuel F. B. Morse andAlfred Vail, built the first successful electric telegraph. It madequick communication possible. Some years later, AlexanderGraham Bell, also an American, invented the telephone.Communications took another step forward. In 1895, an Italianphysicist, Guglielmo Marconi (gu yel’ mo mahr ko’ ne), built thewireless telegraph, or radio. Six years later, he was able to send amessage across the Atlantic Ocean.

Meanwhile, there were other advances in electricity. By 1879,Thomas Alva Edison, an American, developed the electric light.It would soon illuminate factories and homes all over the world.

Another new source of power was the internal combustionengine, or an engine that is fueled by gasoline. It was inventedaround 1885 by German engineer Gottlieb Daimler (got’ leb dım’luhr). Daimler’s engine was used to drive the first automobile aswell as other machines. Another German engineer, Rudolf Diesel,developed an oil-burning internal combustion engine that couldrun large industrial plants, locomotives, and ocean liners. Thesedevelopments helped open a whole new era in transportation.

CHAPTER 33 RISE OF INDUSTRY

THOMAS EDISON Although best known for the electric light, Thomas Edisonhad numerous other important inventions. These include the first successful phono-graph, an electric railroad, and an electric battery. This photograph shows Edison inhis laboratory. What advances in communications were powered by electricity?

Reading Check What fueled the

internal combustionengine?

Inspiration GuglielmoMarconi, inventor of thewireless telegraph, wasinspired to experimentwith science after reading abiography of BenjaminFranklin.

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Section 5 Assessment 1. Define: industrialized, immigrants,

internal combustion engine.2. How did the Industrial Revolution

spread?3. What were the first countries to indus-

trialize after Great Britain?

Critical Thinking4. Drawing Conclusions Which of the

advances in technology made duringthe Industrial Revolution do you con-sider the most important? Explain.

Graphic Organizer Activity 5. Draw this diagram, and use it to show

inventions that advanced communica-tion and the use of new forms of ener-gy or power.

New Inventions

Communication Energy/Power

1. In 1543, Copernicus triggered the Sci-entific Revolution with his idea of asun-centered solar system.

2. The Scientific Revolution helped leadto the Agricultural Revolution—a newsystem of land division, animal breed-ing, and growing crops.

3. The invention of new machineshelped workers produce more goodsin less time.

4. Perfection of the steam enginereplaced the use of water power andallowed factories to be built nearsources of raw materials.

5. Eli Whitney and Catherine LittlefieldGreene invented the cotton gin in1793. Whitney also developed theprinciple of interchangeable parts.

6. Automation and the assembly lineincreased production and reduced theneed for skilled workers.

7. The development of inexpensive waysto smelt iron and make steel providedcheaper building materials forindustry.

8. Improvements in transportation—bet-ter roads, canal systems, railroads,and steam boats—helped speedindustrialization.

9. The Industrial Revolution increasedthe size of the middle class and creat-ed a new industrial working class,many of whom suffered poor livingconditions in industrial cities.

10. During the 1800s, the Industrial Revo-lution spread from Great Britain toother countries, where inventorsdeveloped even more new ideas suchas electricity and the internal combus-tion engine.

Chapter Summary & Study Guide

Self-Check QuizVisit the Human Heritage Web site at humanheritage.glencoe.com and click on Chapter 33—Self-Check Quizto assess your understanding of this chapter.

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Using Key Terms

Imagine that you are having a conver-sation with Thomas Jefferson about themost important ideas and innovations ofthe Industrial Revolution. Write out thedialogue using the following words.

enclosure textiledomestic system flying shuttlespinning jenny factory systemcotton gin interchangeable partsautomation assembly lineopen-hearth process macadam roadtrade unions industrializedimmigrants internal combustion

engine

Understanding Main Ideas

1. In what ways did ideas about sciencechange in the 1400s, 1500s, and 1600s?

2. What effect did the Agricultural Revo-lution have on population growth?

3. How did the development of themacadam road affect transportation?

4. What benefits did people in the work-ing class eventually receive from theIndustrial Revolution?

5. What new sources of power helpedspread the Industrial Revolution?

Critical Thinking

1. How did changes in agriculture influ-ence the beginning of the IndustrialRevolution?

2. Why did Great Britian want to keep itsinventions secret from the rest of theworld?

3. What things are necessary for a coun-try to be able to industrialize?

4. Do you believe the Industrial Revolu-tion was good or bad for most work-ers? Explain.

Graphic Organizer Activity

Economics Create a diagram such asthe one shown, and use it to compare eco-nomic activities before and after the Indus-trial Revolution. (Tip: Think back to howpeople earned a living in the Renaissanceand Middle Ages.)

Geography in History

Environment and Society Progressthat came about during the Industrial Rev-olution was caused by people interactingwith their environment. What geographicfeatures were involved in this progress?Explain.

AssessmentCHAPTER

BothBefore theIndustrial

Revolution

After theIndustrial

Revolution

537

Using Your Journal

Review any details you may

have noted about the changes

that took place in the world

between the 1400s and the

1800s. Write a newspaper edi-

torial in which you give your

opinion about how develop-

ments during the Industrial Rev-

olution might cause problems

for people in the future.

33

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UNIT 10 538

10 Around U N I T

RUSSIAWhile western European nations

pushed into the Americas, Russian czarsexpanded their borders both in the eastand in the west. By the 1800s, Russia cov-ered one-sixth of the earth’s surface. Itextended from the Baltic Sea in the westto Alaska in the east and from the ArcticOcean in the north to central Asia in the

south. The greatest czars—rulers likePeter the Great and Catherine the Great—worked tirelessly to modernize Russia.No matter how hard they tried, however,Russia remained a mostly rural nation,with nearly all of its vast populationworking as serfs or living in remote villages.

AlaskaSiberia

CHINA

RUSSIA

ARCTIC OCEAN

PACIFIC OCEANO

TTOMAN EMPIRE

UR

AL

MO

UN

TAIN

S

Kiev

St. Petersburg

MoscowBerin

g Stra

it

0 1250

1250

2500miles

0 2500kilometers

Russian Empire

Russian Empire at Its Height

� Most of the Russian empire stretched east ofthe Ural Mountains—the traditional boundarybetween Europe and Asia. Even so, the heart of theempire always lay west of the Urals—the placewhere the states of Rus and Muscovy were born. Itwas here that Russian rulers built their greatestcities and set up governments to rule their sprawl-ing lands.

� Both nobles and serfs loved the folktales that formed part ofRussia’s oral history. These talesdrew an audience everywhere,whether it be in a peasant’s cottageor a czar’s palace. Russian artistscaptured scenes from these storieson beautiful lacquered boxes suchas this one.

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the W rld

� Russian serfs farmed the land,worked as servants, and generally

served the nobles whoowned the land onwhich they lived. Inthis painting, serfsescort a noble family

through the wintercountryside in a

carriage.

� The skill of Russian artisans is shown in this fur-lined gold crown set with

precious jewels. Crafted in themid-sixteenth century,

the crown is in a muse-um in the Kremlintoday.

�

Peter theGreat foundedSt. Petersburg on theBaltic Sea in the early1700s. Peter tried to “westernize” Russia.He even worked to banbeards on Russian men.

By the end of the 1700s, Russiareached some 6,000 miles from eastto west. The larger it grew, themore diverse its populationbecame. Peoples rangedfrom the hunters of theTungus region in eastern Siberia(right) to the peasant women of theSt. Petersburg area (left). �

Taking Another Look1. What was the size and location of the

Russian empire at its height?

2. How did expansion affect the populationmakeup of Russia?

Hands-On ActivityWriting a Letter to the Editor Write a letter tothe editor of a Russian newspaper commentingon the decision to ban all beards. 539

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1. According to the map above, what colonywas located at approximately 29°N and82°W?

A CubaB Gulf of MexicoC St. AugustineD Cajamarca

2. According to the graph above, whichcolonies had the largest and smallesttotal populations in 1700?

F Virginia and PennsylvaniaG Massachusetts and New YorkH New York and PennsylvaniaJ Connecticut and Maryland

3. Native Americans in the Subarctic, GreatBasin, and California areas relied onhunting, fishing, and gathering food.Native Americans in the EasternWoodlands, Southwest, and Southeastbecame farmers. What might explain thisdifference?

Standardized Test PracticeDirections: Choose the best answer to each of the followingmultiple choice questions. If you have trouble answering aquestion, use the process of elimination to narrow yourchoices. Write your answers on a separate piece of paper.

30°N

0°

30°S

120°W 90°W 60°W 30°W

Equator

Pri

me

Mer

idia

n

0°

Isthmus ofPanama

Gulf ofMexico

Caribbean Sea

CUBAHISPANIOLA

MEXICO

NORTHAMERICA

SOUTHAMERICA

St. Augustine

Cajamarca

Lima

Veracruz

Tenochtitlán

Cuzco

PACIFICOCEAN ATLANTIC

OCEAN

Spanish Colonies in the Americas

0 1500

1500

3000miles

0 3000kilometers

0

10

Massachusetts

Total Population

Po

pu

lati

on

(in

th

ou

san

ds)

African American PopulationConnecticut New York Pennsylvania Maryland Virginia

20

30

40

50

60

5

15

25

35

45

55

Population of Six English Colonies, 1700

540

Test-Taking Tip: Look at the map’slabels carefully. How does it show whichlabels belong to continents? To islands? Tocolonies?

Test-Taking Tip: Notice that thequestion asks for total population. This graphshows two different bars for each colony. Doyou need to add the bars together to get thetotal population? Why or why not?

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Standardized Test Practice

541

A Native Americans in the EasternWoodlands, Southwest, and Southeastlearned how to farm from thecolonists.

B Native Americans in the Subarctic,Great Basin, and California did nothave farming tools.

C Native Americans in the EasternWoodlands, Southwest, and Southeastwere allowed to own land, so theycould establish permanent farms.

D The climate and soil in the Subarctic,Great Basin, and California areas werenot good for farming.

4. The civil war in England was foughtbetween

F the government and serfsG the monarchy and the feudal lordsH the king and ParliamentJ England and France

5. In Two Treatises of Government, JohnLocke wrote about certain natural rightswith which all people are born. Theserights did NOT include

A lifeB libertyC educationD property

6. Like the English and Americanrevolutions, the French Revolution wasfought over

F the power of the monarchyG the role of the Church H the right to own propertyJ the rights of taxpaying citizens

7. The Agricultural Revolution led to

A a decrease in farm productivityB more people moving to farms to workC better farming technologiesD many bloody wars between farmers

and the government

Test-Taking Tip: Since the “hunters”and the “farmers” came from differentgeographic regions, it is likely that the answerhas something to do with geography. Whichanswer choice fits best with this information?

Test-Taking Tip: Eliminate answersthat do not make sense. A civil war is a typeof war fought within one country. Therefore,answer J can be eliminated.

Test-Taking Tip: It may be helpful toremember that Locke’s ideas helped form thebasis for the Declaration of Independence.What rights did the colonists most want toprotect?

Test-Taking Tip: This question asksyou to make a comparison. What did allthree revolutions have in common? Forinstance, did the American Revolution haveanything to do with the role of the Church?No. Therefore, you can eliminate choice G.

Test-Taking Tip: This question asks about a different type of revolution.Remember that the Agricultural Revolutionset the stage for the Industrial Revolution ahundred years later. However, neither ofthese revolutions involved warfare. In thiscase, the word revolution refers to a changein the system of farming. Therefore, you caneliminate choice D.

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