Unit 3 - The Industrial Revolution

Hello everybody!

We are starting Unit 3... the Industrial revolution!

You will have all the summaries (diagrams) in moodle this time... It is not compulsory, you can use them just if you consider them useful for you to study...

These easy videos will help us to start the topic... enjoy!

Turning Paper Boxes into Picket Signs - Strikes & Labor Lesson Plan

In this creative cooperative learning activity, students create picket signs from old paper boxes that tell the story of some of the most famous labor clashes in American History.

Included are 7 one-page stories on each of the following: The Homestead Strike, Haymarket Affair,Pullman Strike, Ludlow Massacre, Great Railroad Strike of 1877, Flint Sit-Down Strike, and Memorial Day Massacre.

In groups, students then complete the reading and create a picket sign that tells the story of that strike and present them to the class:

  

As groups present, a Venn Diagram helps students organize similarities and differences between the different strikes:

Lastly, students complete a set of comprehension questions. A rubric for the presentation is included as well as an page describing the procedures in detail and pictures of completed examples.

This can be downloaded from this link and is a very fun activity that your student will remember and enjoy!

http://www.teacherspayteachers.com/Product/Major-American-Strikes-Labor-Issues-Picket-Signs-Lesson

The Effects of the Industrial Revolution & Communism

Our latest interactive lesson for World History covers the lasting effects of the Industrial Revolution. I've always had an easy time teaching how it starts and the major inventions, but the effects of the revolution are what probably most important for students to learn because they changed so much about the world.

This lesson available for download features a visually striking powerpoint that covers the major effects of the Industrial Revolution. Rather than simply copying the notes, students must analyze whether each effect was positive or negative and list it in the correct category:

While some such as "improved education" are simple, others like "population increase" lead to excellent class discussions as students weigh the pros and cons. Each slide features a captivating visual representation of the category that will surely benefit your visual learners:

The second half of the powerpoint compares capitalism & communism as a response to the effects. Similarly, students place characteristics such as "redistribution of wealth" under the matching philosophy.

The lesson includes a graphic organizer on which students complete the notes as well as a culminating worksheet. The worksheet is based off of the notes and can be completes without any textbook. Both Word and PDF files of the worksheets are included for your convenience along with the powerpoint from here.

Hope you can find this lesson useful in your class!

One social change resulting from the Industrial Revolution in early nineteenth century America was that members of the upper class...

    

• came to hold the same cultural and religious values as wage earners in contrast to the elitism that in the eighteenth century had kept the gentry and the "common people" apart.
• openly distanced themselves by values and lifestyle from wage earners in contrast to the shared cultural and religious values that had united the gentry and ordinary folk in the eighteenth century.
• became more hypocritical, pretending to share cultural and religious values with wage earners, but actually behaving very differently.
• tended to claim that they had risen "from rags to riches" and to flaunt their crude taste and rough manners in contrast to "gentlemanly" values of the eighteenth-century elites. 

ANSWER: One social change resulting from the Industrial Revolution in early nineteenth century America was that members of the upper class openly distanced themselves by values and lifestyle from wage earners in contrast to the shared cultural and religious values that had united the gentry and ordinary folk in the eighteenth century. 

One social change resulting from the Industrial Revolution in early nineteenth-century America was that members of the upper class...

• came to hold the same cultural and religious values as wage earners in contrast to the elitism that in the eighteenth century had kept the gentry and the “common people” apart.


• openly distanced themselves by values and lifestyle from wage earners in contrast to the shared cultural and religious values that had united the gentry and ordinary folk in the eighteenth century.


• became more hypocritical, pretending to share cultural and religious values with wage earners, but actually behaving very differently.


• tended to claim that they had risen “from rags to riches” and to flaunt their crude tastes and rough manners in contrast to the “gentlemanly” values of the eighteenth-century elites.

ANSWER: One social change resulting from the Industrial Revolution in early nineteenth-century America was that members of the upper class openly distanced themselves by values and lifestyle from wage earners in contrast to the shared cultural and religious values that had united the gentry and ordinary folk in the eighteenth century.

The most outstanding contribution of American mechanics to the Industrial Revolution was the development of...

   

• machines capable of making parts for other machines. 
• the steam engine. 
• cotton-spinning machines. 
• the flying shuttle loom. 

ANSWER: The most outstanding contribution of American mechanics to the Industrial Revolution was the development of machines capable of making parts for other machines. 

As a result of the Industrial Revolution in England and the increased marketing of goods in the colonies...

   

• British merchants extended six months' credit to American shopkeepers.
• Americans consumed about 30 percent of British exports.
• British entrepreneurs exported the new technology to the colonies in order to produce goods more cheaply there.
• the standard of living in Britain increased at the expense of the American consumers. 

ANSWER: As a result of the Industrial Revolution in England and the increased marketing of goods in the colonies, Americans consumed about 30 percent of British exports.

How did plantation crops and the slavery system change between 1800 and 1860? Why did these changes occur?

The changes occurred between 1800 and 1860 in plantation crops and slavery systems were due to the Industrial Revolution.

After the Philadelphia Constitutional Convention, the Southern states were granted freedom to decide about the legality of slavery. At this point in time, the cotton production was very low and there were around 700,000 slaves in the whole country. Some delegates at the Convention assumed that the evil of slavery was “dying out…and would disappear”. Cotton changed the course of the American economic and racial future, because of the mass production of textiles. The cotton quantities increased considerably; and by 1840, the South was producing and exporting over 2/3 of the world’s cotton, giving the region strong economic power. In the same time with the cotton production growth, the supply of slaves needed for the growing of such a production was restricted, making slaves more valuable and creating the so-called “mania for buying negroes” and having as consequence the domestic slave trade. White planters started looking for new slaves in the upper South states, and between 1800 and 1860, the domestic slave trade emerged as a crucial commercial enterprise operating through two systems: the coastal one and the inland one. The coastal system sent slaves to the sugar plantations in Louisiana, whereas the inland one to the cotton plantations. The domestic slave trade was crucial for the prosperity of the southern economy, and it was an important resource to raise money, straightening the economy of the Upper South.

Henretta, James A. and David Brody. America: A Concise History, Volume I: To 1877. 4th ed., Boston: Bedford/ St. Martin’s, 2010, 349-353