Social Studies 9 Stacey Cassidy
Transcript of Social Studies 9 Stacey Cassidy
Social Studies 9 Stacey Cassidy 2012
Unit: The British Industrial Revolution
Lesson 1: Introduction to the Industrial Revolution (70 minute class)
The BIG question for the unit:
What are the social and economic costs of industrialization? Urbanization? Globalization?
Who is impacted at each level?
Title: Why was Britain an ideal location for the start of the Industrial Revolution? What changes were
made in terms of economic and agricultural production? Which industry had a greater impact on the
Industrial Revolution?
Rationale:
The Industrial Revolution, a period of change which began in Britain, is an important event which had a
significant effect on how countries around the world have developed both socially and economically. The
changes which occurred during this period dramatically changed transformed traditional models of
development into societies of mass production and urbanization. The Industrial Revolution is an event
that provides numerous opportunities for which students can learn, inquire and asses the innovations in
farming, manufacturing, technology and transportation. As a result, the Industrial Revolution becomes
the setting for which students can learn and engage in topics that extend far beyond the time period of the
revolution. For example, students will discuss social classes, social hierarchy, social and economic
values, social development patterns and the movement of goods on a local, national and global level.
PLO’s: in accordance with the 1997 BC Ministry of Education Integrated Resource Package.
Application of Social Studies:
1. Identify and clarify a problem, an issue or an inquiry.
2. Plan, revise and deliver written and oral presentations
Politics and Law
3. Analyze factors that contribute to revolution and conflict.
Economy & Technology
4. Evaluate the effects of the Industrial Revolution on society and the changing nature of work.
5. Identify factors that influenced growth and development of industry.
Objectives: Students will be able to…
1. Define and understand the concept of Revolution.
- violence, change, causes, long term impacts.
2. Locate Britain on a map of Europe.
- identify major city center, wool and textile production, metal manufacturing and major financial
centers
3. Identify major changes to agriculture and the economy
- what were the forces acting to create these changes
- how did these changes impact the revolution?
Resources:
- Crossroads: A Meeting of Nations (pg. 129-139)
- Video clip: http://www.history.com/videos/the-industrial-revolition#the-industrial-revolition
- Lesson 1 worksheet
- glossary of terms
Social Studies 9 Stacey Cassidy 2012
Activity Teacher’s Role Student’s Role Time
Hook/Introduction
What is Revolution?
What is Industrial?
Write the word REVOLUTION on the board.
- ask students what their thoughts are
about this word
- what is it?
- what are some characteristics of
revolution?
- examples?
Write the word INDUSTRIAL in front of
Revolution.
- ask students what their understanding of
this word is
- how do these terms work together?
*Be sure to write down the thoughts/ideas of the
class on the board and explain any new and
unfamiliar terms that may arise during
discussion.
Show Video Clip:
http://www.history.com/videos/the-industrial-
revolition#the-industrial-revolition
Participate in class
discussion
Use the brainstorming
worksheet to document
meanings of new terms,
ideas, concepts and
questions.
15 min
Body of Lesson
Why Britain?
(Class discussion)
Agriculture vs.
Economic Industries
1. Show a map of Britain to students on the
projector/overhead etc.
2. Identify and explain locations to the class:
- major cities (London, Scotland)
- industrial/agricultural centers
- location of resources etc.
What other information is learned through the
observations of the map?
3. Spilt the class into 2 groups: agricultural and
economic industries.
Before organizing into groups, have the
members of both groups read through the pages
of their designated industry.
- give each group the corresponding
page numbers in the textbook to
conduct research on the changes that
occurred in each industry
- Inform each group that they should
guide their research in order to convince
the other industry in a debate that they
had the more significant changes which
positively impacted society.
Have students locate,
label and colour the
landmarks on the map.
Students will use the
worksheet provided to
help guide and organize
research.
10 min
20 min
Formative
Assessment:
1. Observe class
participation.
2. Identify any
challenges or
questions with
material.
3. Observe notes
taken during
discussion.
Formative
Assessment:
Observations:
class
participation,
working with
group members,
note taking,
presentation of
ideas.
Social Studies 9 Stacey Cassidy 2012
Conclusion Activity
Class Debate
1. With the teacher serving as moderator/judge,
each group will have a 5 minute opening
statement to introduce the changes in their
industry.
- Students will be reminded that they will
have to share the floor and discuss
which ideas they should present as a
group.
2. Each group will then have 5 minutes to
present their ideas on why they think their
industry will have a greater impact on the
Industrial Revolution and society.
- this will serve as a prediction activity
for students to showcase their ability
to predict cause and effect.
- Remind students to write down the
changes and impacts from the other
industry on the sheet provided.
Each group will present
their ideas on the research
that has been conducted.
25 min
Formative
Assessment:
1. Observe class
participation.
2. Observe
students’ ability to
work with group
members.
3. Observe
students’ ability to
formulate and
defend a position.
4. Observe
students’ ability to
predict and
analyze the
relationship
between cause
and affect.
Social Studies 9 Stacey Cassidy 2012
Glossary Terms: keep on hand as reference to help with understanding terminology throughout activities.
Term/Concept Definition
Revolution A series of events that influence change to the social, political, economic
conditions.
Industrial/Industrialization An economy based on particular industries versus agricultural production.
The process of changing a region’s economical focus.
“mother” country The country in control of colonizing other countries, the headquarters of power.
colonialism A policy in which a country rules other nations and develops trade for its own
benefits.
Global An event or action that has consequences throughout the whole world.
Manufacturing To make something into a finished product out of raw materials, usually on a
large industrial scale; process of production using machines
Technology Study, development and application of new inventions, techniques, and machines.
Economy Production and consumption of goods and services of a community or nation as a
whole; modern day exchange of goods in marketplace
Exploitation The unfair use of a person or situation; many people were exploited for labour
during the industrial revolution.
Labour supply Term applied to the amount of people that are able to work.
Capital Money used to invest in business
Raw materials The essential materials needed to make a product
Production The making or creation of something.
Test Act A policy that was in place forbidding anyone except members of the Church of
England to hold political positions or enter professions; as a result Britain had a
large amount of people that were able to work during the Industrial Revolution.
Social Studies 9 Stacey Cassidy 2012
Student Worksheet for Lesson 1 – Introduction of British Industrial Revolution
Class Brainstorm:
Map of Britain
REVOLUTION
INDUSTRIAL
Legend
Wool production
Major financial centre
Textile production
Metal manufacturing
Social Studies 9 Stacey Cassidy 2012
Backside of Worksheet
Class Debate: Which industry resulted in the most significant changes during the Industrial
Revolution and to society for the long term?
Agriculture Economic
Changes made
What caused
these changes?
How did it
impact and
change the
industry?
Industrial
Revolution?
Society?
Social Studies 9 Stacey Cassidy 2012
Key - Student Worksheet for Lesson 1 – Introduction of British Industrial Revolution
Class Brainstorm:
Map of Britain
REVOLUTION
INDUSTRIAL
London
Legend
Wool production
Major financial
centre
textile production
metal
manufacturing
Social Studies 9 Stacey Cassidy 2012
Backside of Worksheet
Class Debate: Which industry resulted in the most significant changes during the Industrial
Revolution and to society for the long term?
Agriculture Economic
Changes made
- “common” plots of land
could no longer be shared
- Enclosures in place
- Advanced farming methods
- Textile and industrial
manufacturing processes
became more efficient in terms
of cost and production
- Technological advancements
(spinning wheel, looms, iron
casts, steam engine etc.)
What caused
these changes?
- Government restrictions
because lower/middle class
farmers were making too
much profit privately
- Competition for government
and economic industries
- Resources within Britain were
readily available for production
- Canal systems became centers
for transportation
- Use of machines could mass
produce goods for market
How did it
impact and
change the
industry?
Industrial
Revolution?
Society?
- Became competition for the
economic industry
- Private business
- Scattered communities
remained in the countryside
as outlet
production/manufacturing
sites
- People did not have to rely
on economic/industrial jobs
to make profits
- Advancements in farming
technology enabled farmers
to turn a profit
- Factories could hire unskilled
workers because of the use of
machines
- Products were produced at a
faster rate, materials also used at
a higher rate than they could be
reproduced
- Britain was seen as a center of
industrial production around the
globe
- Urban centers developed
- Children hired and abused for
labour purposes
- Education became less of a
priority than ever before
Social Studies 9 Stacey Cassidy 2012
Unit: The British Industrial Revolution
Lesson 2: Mechanization and the Factory Age (70 minute class)
The BIG question for the unit:
What are the social and economic costs of industrialization? Urbanization? Globalization?
Who is impacted at each level?
Title: What were the positive and negative impacts of the factory system developed during the British
Industrial Revolution?
Rationale:
The Industrial Revolution, a period of change which began in Britain, is an important event which had a
significant effect on how countries around the world have developed both socially and economically. The
changes which occurred during this period dramatically changed transformed traditional models of
development into societies of mass production and urbanization. The Industrial Revolution is an event
that provides numerous opportunities for which students can learn, inquire and asses the innovations in
farming, manufacturing, technology and transportation. As a result, the Industrial Revolution becomes
the setting for which students can learn and engage in topics that extend far beyond the time period of the
revolution. For example, students will discuss social classes, social hierarchy, social and economic
values, social development patterns and the movement of goods on a local, national and global level.
PLO’s: in accordance with the 1997 BC Ministry of Education Integrated Resource Package.
Economy & Technology
1. Evaluate the effects of the Industrial Revolution on Society and the changing nature of work.
2. Identify factors that influenced growth and development of industry.
Politics & Law
3. Analyze factors that contribute to revolution and conflict.
Application of Social Studies
4. Identify and clarify a problem, an issue or an inquiry.
5. Assess the reliability, currency and objectivity of different interpretations of primary and secondary
sources.
Objectives: Students will be able to…
1. Identify the similarities and differences between “cottage” industries and “factory” industries.
a. What were the advantages/disadvantages of these systems?
b. What were the impacts on the workers/employees?
c. What was the impact of these systems on British society?
2. Analyze primary sources of experiences during the Industrial Revolution.
a. Who is the author of these sources?
b. What is the purpose of this source?
c. Why are these sources important to understanding the British Industrial Revolution.
Resources:
Textbook: pg. 144-150 Crossroads: A Meeting of Nations.
Primary Source “Scenario cards” for jigsaw activity.
flip chart & markers, worksheet
Social Studies 9 Stacey Cassidy 2012
Activity Teacher’s Role Student’s Role Time
Hook
Activity/Pre-
Reading
Class Brainstorm
& Discussion
1. Write the word
MECHANIZATION on the board.
2. Ask students what their initial
thoughts and understandings are of
this word.
- write their ideas on the board
to show visual representation
of new terms and concepts
- note down ideas and thoughts
of class discussion on
brainstorming worksheet
provided by teacher.
5 min
Body
“Cottage” Industry
vs. “Factory”
Industry
Hand out comparison chart
Show all of the Cottage Industry
slides followed by the Factory
Industry slides posing questions
for students to help discussion:
- What are your initial
observations of these images?
- Who are the people in these
images?
- Describe the setting of these
photos.
Write down students’ thoughts
from the discussion on board as a
visual for the class.
Define and provide examples of
any “new” terminology
After all images have been
shown; work through the
remaining questions on the
handout:
- What are the
similarities/differences of
these industries?
- What are the
benefits/drawbacks to the
people who work in these
industries?
- What is the impact on society
from these industries?
Complete the remaining aspects
of the comparison chart.
Observe the images of both
Cottage and Factory industries.
Write down any terms that are
unfamiliar with their correct
definition and use.
Using the handout write down
observations, thought and
classmates responses to the
questions posed by the teacher
throughout the activity.
12-15 min
Formative
Assessment
Activity #2:
1. Monitor and
support
student
discussion by
guiding
questions
2. Observe
participation
of students to
assess level of
interest and
understanding
Social Studies 9 Stacey Cassidy 2012
Body Activity #2
Primary Source
Group Activity
Read all 6 primary sources out
loud to class to ensure that
language and terms used are
understood before they break
into groups.
Organize students into groups of
4 or 5
Hand each group a primary
source card and a piece of flip
chart paper and felts.
As a group students will read the
scenario card and discuss their
thoughts related to the
experiences of a child factory
worker, factory owner or
government official described on
the card.
Based on the information
provided by the primary source,
as well as the textbook, students
will use the flip chart paper to
document what the positive or
negative impacts were of factory
industries on British society.
Provide an example on the board
of how to set up their chart paper.
- Cause/Effect -
Read the primary source excerpts
from people who experienced the
British Industrial Revolution.
Once the group has discussed
their initial thoughts of the
experience.
As a group determine 3 main
elements of factory industries and
how they positively or negatively
impacted British society.
Once all groups have completed
their discussion, give students an
opportunity to present their ideas
to the class.
25 min
=
15 min
group work
+ 5
presentations
of ideas.
Evaluation &
Exit Slip Activity
On the back side of the comparison chart, have students complete the
following writing activity:
Imagine that the local news editor has asked you to write about your
experiences of the British Industrial Revolution.
With reference to evidence from either the primary sources or your
textbook, describe your experience of working in a factory and how the
development of factories throughout Britain have impacted society.
Student’s responses will be collected and reviewed by teacher for
evaluative assessment to ensure that basic terminology and concepts are
understood.
10-15 min
Formative
Assessment
1. Observe
contributions
of students to
group
discussion and
presentations.
2. Monitor
students’
abilities to
analyze
primary
sources.
3. Observe
ability of
students to
make
inferences and
recognize
events of
causality.
Social Studies 9 Stacey Cassidy 2012
Glossary Terms: keep on hand as reference to help with understanding terminology throughout
activities.
Terms Definitions/Examples
Mechanization
To be run by machines, turning production into a mechanical process
vs. work done by hands.
Cottage Industry
Initial sites for production of textiles; took place in people’s houses or
cottages not in factories.
Industry
Economic activity concerned with processing raw materials into
products sold for people in the marker place.
Shaft
A long rod, usually found within the center of a wheel.
Apprentice
A person who is learning a trade from a skilled employer
“Overseer”
To over see the work being done by someone.
Ex. A supervisor or boss during industrial revolution.
Frames
Part of a machine used in which yarn is stretched during production of
clothing.
Bobbins
A spindle made of two flat discs with a rod in the center used to hold
yarn, string, or thread during sewing.
“Card room”
Term used to describe workers who work in a particular department of
a textile factory who prepare natural threads and synthetic fibers for
spinning into yarn.
Urbanization The physical change of a location from rural or country settings into a
city.
Textile The industry of making clothing through weaving, sewing or knitting.
Pictures used for Hook Activity:
Social Studies 9 Stacey Cassidy 2012
Student Handout (double sided)
British Industrial Revolution: Mechanization & Factory Systems Name:_________________
Date:__________________
Comparison Chart: Cottage Industries vs. Factory Industries
Cottage Factory
Similarities
Differences
Benefits for
Employees
Drawbacks for
employees
How did Factories change society?
New Terms Definitions & Examples
Social Studies 9 Stacey Cassidy 2012
Written Response
Imagine that the local news editor has asked you to write about your experiences of the British
Industrial Revolution.
With reference to evidence from either the primary sources or your textbook, describe your
experience of working in a factory and how the development of factories throughout Britain
impacted society. Be sure to include terms such as “cottage” industry, “factory” industry,
urbanization and mechanization within your response.
_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
*Remember to hand in before you leave
Social Studies 9 Stacey Cassidy 2012
ANSWER KEY British Industrial Revolution: Mechanization & Factory Systems
Comparison Chart: Cottage Industries vs. Factory Industries
Cottage Factory
Similarities
- production of goods
- creates jobs
- sense of contribution to community
Differences
- flexibility
- lower wages
- hard to keep up with
demand from public
- viewed as higher skill
level
- greater amount of
employees
Benefits for
Employees
- relaxed working conditions
- look after families
- work in their own community
- higher wages
- working with others
- travel to city to work
Drawbacks for
employees
- hard work for little pay or
rewards
- little power due to lack of
support from a community
of workers
- child labour
- poor working
conditions
How did Factories change society? - greater production of goods
- variety of goods
- creation of cities: urbanization
- child labour
- quality of life
- less focus on family life
- increased reliance on manufacturing industry vs. agriculture, trade etc.
MECHANIZATION
Social Studies 9 Stacey Cassidy 2012
Primary Sources - http://www.schoolhistory.co.uk/year9links/industrial/
Source A
An extract from the Memoir of Robert Blincoe. Blincoe was an apprentice from the age of seven.
This describes his first day at work.
“They reached the mill at about half-past-five in the morning. The moment he entered the doors
the noise appalled him and the smell seemed unbearable. His first task was to pick up the loose
cotton that fell upon the floor. He set to it eagerly although he was much terrified by the noise of
the machinery and half-suffocated with the dust. Unused to the smell he soon felt sick by
constant bending. He therefore sat down but soon found out this was strictly forbidden. His
overseer used his whip to prove this point. He stayed on his legs until 12o’clock. Blincoe
suffered greatly with thirst and hunger.”
______________________________________________________________________________
Source B
Robert Blincoe giving evidence to Parliament about working conditions.
“I have seen the time when two weights have each been screwed to my ears. Then three
or four of us have been hung on a beam over the machinery, hanging by our hands. Mind,
we were apprentices without a mother or father to take care of us. Then we used to stand
up, in a skip, without our shirts, and be beat with straps. Then they used to tie up a 28-
pound weight to hang down our backs.”
______________________________________________________________________________
Source C
Elizabeth Bentley was questioned by Parliament. She started working at the age of six.
“Q: Explain what you had to do.
A: When the frames are full, they have to stop the frame, and take the flyers off, and take the full
bobbins off, and carry them on to the roller, and then put the empty ones on.
Q: Suppose you slowed down a little, what would they do?
A: Strap us. The girls had black marks on their skin many a time, and their parents dare not come
in about it, they were afraid of losing their work.
Q: What part of the mill did you work in?
A: In the card-room. It was very dusty. The dust got upon my lungs, I got so bad in health. When
I pulled the baskets all heaped up the basket pulled my shoulder out of its place and my ribs have
grown over it. I am now deformed.”
______________________________________________________________________________
Source D
Royal Commission on Factory Employment (1832)
“People working at home are in most cases working from an earlier age for longer hours and
less wages than children employed in factories.”
Social Studies 9 Stacey Cassidy 2012
Source E
Mr John Moss, an overseer, was questioned by parliament.
“Q: Were any children employed at the factory?
A: There were 111. All apprentices from London between the ages of seven and eleven.
Q: What were the hours of work?
A: From five o’clock in the morning till eight at night.
Q: What time was allowed for meals?
A: Half an hour for breakfast and half an hour for dinner.
Q: Would the children sit or stand to work?
A: Stand.
Q: Were they usually tired at night?
A: Yes, some of them were very tired. I have frequently found some asleep on the factory floor.
Q: Were any children injured by machines?
A: Very frequently. Very often their fingers were crushed and one had his arm broken.”
______________________________________________________________________________
Source F
Dr Andrew Ure “The Philosophy of Manufactures” (1835).
“Ill-treatment of any kind is very rare. I have visited many factories in Manchester and
I have never once seen a child beaten. Nor did I ever see a child unhappy. They
seemed to be always cheerful and alert. It was delightful to see the ease with which
they fixed the broken threads. They were delighted to show off they skill to a
stranger. They showed no exhaustion when they left at night; they immediately began
to skip about and to play games, the same as boys leaving school.”
______________________________________________________________________________
Source G
Nassau Senior, a factory owner, gave his view (1837)
“The easiness of the work makes long hours possible. Most of the work is merely that of
watching the machinery, and piecing the threads that break. The work is not as hard as a
shopman behind a counter in a busy shop.”
Social Studies 9 Stacey Cassidy 2012
Unit: The British Industrial Revolution Lesson 3: The Inventions of the Industrial Revolution
The BIG Unit Question: What are the social and economic costs of industrialization? Urbanization?
Globalization? Who is impacted at each level?
Title: What were some of the changes to the agricultural and economic industries? How did these
changes impact the revolution? What was the most significant?
Rationale: The Industrial Revolution, a period of change which began in Britain, is an important event
which had a significant effect on how countries around the world have developed both socially and
economically. The changes which occurred during this period dramatically changed transformed
traditional models of development into societies of mass production and urbanization. The Industrial
Revolution is an event that provides numerous opportunities for which students can learn, inquire and
asses the innovations in farming, manufacturing, technology and transportation. As a result, the Industrial
Revolution becomes the setting for which students can learn and engage in topics that extend far beyond
the time period of the revolution. For example, students will discuss social classes, social hierarchy,
social and economic values, social development patterns and the movement of goods on a local, national
and global level.
PLO’s: in accordance with the 1997 BC Ministry of Education Integrated Resource Package.
Economy & Technology
1. Evaluate the effects of the Industrial Revolution on Society and the changing nature of work.
2. Identify factors that influenced growth and development of industry.
Society & Culture
3. Identify factors that influence the development and decline of world civilizations.
Politics & Law
4. Analyze factors that contribute to revolution and conflict.
Application of Social Studies
5. Identify and clarify a problem, an issue or an inquiry.
6. Assess the reliability, currency and objectivity of different interpretations of primary and secondary
sources.
Objectives: students will be able to…
1. Identify major changes and inventions to both the agricultural and economic industries.
a. What led to the need and creation for these innovations?
2. Assess how the inventions and increase in productivity changed the course of the revolution.
3. Identify and critically assess what drives change and how change directly leads to greater
consequences.
Resources:
Crossroads: A Meeting of Nations, pgs. 132-140
gallery walk photos with information card
glossary of terms
graphic organizer for gallery walk activity
Summative Assessment activity on cause and effect relationship.
Social Studies 9 Stacey Cassidy 2012
Activity Teacher’s Role Student’s Role Time
Introduction
Teacher
Lecture/Class
Discussion
1. Where are we at?
- quick review of past material.
2. Although mechanization had
been introduced there was still an
agricultural industry that needed to
keep up with the increased
production rate that resulted from
the factory systems.
3. What were the conditions in
society that became the catalyst for
change in both the agricultural and
economic industries?
Participation within class
discussion.
Pose questions for clarity on
terms, concepts etc.
10 min
Body
Gallery Walk
Set up the following scenario for
students:
Students will have chance to
imagine that they are visiting a
museum in Britain dedicated to the
Industrial Revolution.
- During their visit students have
been asked to conduct research
on some of the most influential
inventions of both the
agricultural and economic
industries.
- Students should take notes on
each invention and what their
direct impact was on the
particular industry.
Students will have 5 minutes at
each photo to take notes on each
invention from the information
card regarding the
change/invention that was
introduced during the Industrial
Revolution.
30 min
Conclusion
Cause & Effect
Activity
Students will be expected to fill out
the graphic organizer chart on the
changes, causes and effects of the
Industrial Revolution.
- Summative Assessment -
Students will be given 4 themes to
help them organize the information
that they have learned over the last
3 lessons.
Students will fill out the graphic
organizer based on information
learned throughout the pass 3
lessons.
- students are able to use the
notes taken in class. - textbooks will not be
permitted as a resource as
this exercise will be
collected as a type of
summative assessment.
20 min
Social Studies 9 Stacey Cassidy 2012
Glossary Terms: keep on hand as reference to help with understanding terminology throughout activities.
Term/Concept Definition
commons Land held to be used by everyone.
enclosure Process of landowners putting their land together for less work and increased profit.
Breeds Group of animals distinguished by particular characteristics.
Graze To feed on growing plants, such as grass.
Fodder Describing term used for animal food
Broadcast An agricultural process of sowing seeds by throwing them over a field by hand.
entrepreneur A person who runs a business, taking risks in order to earn a profit.
franchise The right to vote. Ordinary working people did not have the right to vote.
Laissez-faire A policy followed by government and business people, which allowed business and industry
to be free from government regulations.
Synthetic A fiber manufactured by two parts, usually has an artificial component.
Flying shuttle A device invented by John Kay which made weaving much faster.
Compressed steam Steam under pressure, used as power to in steam machines.
Cast iron Molten iron poured into a mould to make a product.
Pictures for gallery walk:
Social Studies 9 Stacey Cassidy 2012
Student Copy
Lesson 3: Gallery Walk Activity Worksheet
Keep these questions in mind as you walk through the gallery of pictures of the inventions
from the British Industrial Revolution: What is the invention? Who was impacted? What
did it change? Positive or Negative impact on society?
Seed drill Flying shuttle
Spinning Jenny
Steam Engine
Cast iron "Macadam roads"
Canal Systems
Railways Factory Systems
Social Studies 9 Stacey Cassidy 2012
Using the chart below identify the major changes of the British Industrial Revolution.
Using the following themes: Industrial, Agricultural, Inventions and Society; provide
examples of these changes and assess their impact on British society.
Social Studies 9 Stacey Cassidy 2012
Key – Teacher’s copy
Lesson 3: Gallery Walk Activity Worksheet
Keep these questions in mind as you walk through the gallery of pictures of the inventions
from the British Industrial Revolution: What is the invention? Who was impacted? What
did it change? Positive or Negative impact on society?
•Invented by Jethro Tull
•planting machine pulled by horses that planted seeds neatly in rows
•faster, more efficient and less wasteful of seeds
• less people were needed to farm.
Seed drill
• inventedby John Kay
•made weaving much faster and allowed large looms to be operated by only one person.
•faster production, but yarn was not being produced to keep up with the rate it was being used
Flying shuttle
• invented by James Hargreaves
•driven by a hand cranked wheel
•answered the problem of yarn production
•allowed sppiner to spin off multiple threads at one time
•set up his own spinning factory
•great impact on the textile industry
Spinning Jenny
•first invented by Thomas Newcomen
•altered by James Watt to maxmize use of steam being produced in the engine
•produced more power with less waste
•used at first to pump water out of mines, then to drive machines.
Steam Engine
•Abraham Darby invented a better way process for making cast iron.
•cast iron was poured into moulds and used for pots, pans, supports to hold up bridges,.
• larger cast iron factories were built
•England became world's leading producer of cast iron.
Cast iron
• invented by James Macadam
•built raods that would get muddy
•built of 3 layers of graded stone and fine granite gravel on the top to allow water to fall to the sides
•transporation of carriages became easier
"Macadam roads"
• invented to solve the problems of roads that could not carry big wagons with heavy loads.
•carried raw materials to industrial cities
•reduced cost of shipping materials
Canal Systems
•George & Robert Stephneson built a locomotive, called the "Rocket."
•was the start to major advancements in transportation of goods and materials.
•goods could be transported to market at a quicker rate than ever before
Railways
•mass production of raw materials into goods to be sold in the marketplace
•hired a large number of unskilled workers (men, women and childern)
• led to child labour laws
•created urban city centers as factories grew
Factory Systems
Social Studies 9 Stacey Cassidy 2012
Key – Teacher’s copy
Using the chart below identify the major changes of the British Industrial Revolution.
Using the following themes: Industrial, Agricultural, Inventions and Society; provide
examples of these changes and assess their impact on British society.
Industrial
Factory systems, inventions, mass production, unskilled labour, child labour,
= formal economy and market place developed; Britain became a leading producer of steel;
urbanized city centers developed around factory systems; less focus on education;
pollution, created many jobs.
Agricultural
Advancements in farming tools, efficient farming practices, profits for farmers
= farmers could remain in the country and make a living out of the agricultural industry,
private business.
Inventions
spinning wheel, flying loom, steam engine, canal systems, roads, railways, coast iron,
= all of these inventions enabled industries to thrive and advance at a higher rate than
other industries in the economy,
Society
inventions, advancements in science because of Test Act; children working at young ages;
women hired to work in factories in time of war; rural and traditional ways of living became
rare; urban city centers developed around industries.
= transformed the way Britain was developed as a nation; transportation expanded
curiosity of other lands, trade partners etc.; became global leaders of industrialization.