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1.1 Introduction to the Industrial Revolution.pptx
- 1. Unit 1: Industrial Revolution Welcome to Year 9 History!
- 2. Miss Martens’ Expectations • Be on time and ready to learn* • *Correct equipment: History workbook, charged laptop, pencil case, folder for handouts (optional) • *Homework completed, organised approach • *Willingness to participate, ask questions, listen and work with others • *Open mind & a positive attitude • *Courteous, kind & respectful
- 3. The Industrial Revolution UNIT 1 How did new ideas and technological developments contribute to change in this period? The key inquiry question for this unit is: • You will complete source analysis of 3 sources and a critical reflection of your work • You are to conduct a historical source investigation to answer a key inquiry question in relation to the Industrial Revolution • You are also to complete a reference list to accompany your assessment booklet to maintain academic integrity You will complete a source investigation How will I be assessed?
- 4. So what is a Revolution? STRONG START- Move around the room and stand next to the definition of ‘Revolution’ which you think is correct.
- 5. The answer is… They are ALL correct. A Revolution in history can mean a number of things. However, the common aspect of all definitions is: A period of great change.
- 7. The Industrial Revolution 1700s-1900 What was it? Why did it happen? (where it did) What changed? What impact did it have on people? Why was it so significant?
- 8. The Industrial Revolution Egyptians 3000- 300BC Greeks 800BC – 500BC Romans 500BC- 500AD Medieval 500-1500 Renaissance/ Early Modern 1500-1700 2020 BCE – Before common Era CE = Common Era or AD = Anno Domini Industrial Revolution 1700-1900 Spanish Conquest of Americas
- 10. What are the main features of the Industrial Revolution? Steam powered machinery – use of fossil fuels! - totally changed the way that people - worked - lived - travelled
- 11. Industrial Things to do with industry, the production of goods Revolution A very significant change in the way people do things. A steam engine from the early 1700s
- 12. The Industrial Revolution – An Overview Turning Points in History - Industrial Revolution - YouTube
- 13. The Industrial Revolution – in a nutshell Mass production of goods. Goods made in factories Machines powered by horses, water then steam Travel by steam train was fast and cheap, roads were improved Towns and cities grew rapidly Farming was a profitable business for a few rich landowners, employing fewer people Population of Britain around 40 million (1900) Small scale domestic production of goods. Goods made in people’s homes and small outbuildings Goods made by hand, any machinery powered by hand Most farmers were subsistence farmers, agriculture employed many people Travel was by horse or foot or river. Roads were unpaved. A few towns, but most people lived in the countryside Population of Britain around 8 million (1700)
- 14. The Industrial Revolution – winners and losers? Use your notes from the previous slide to write a sentence about how these people might have been impacted by the Revolution: • Farmers • Business owners / investors • Overseas traders • Working class – factory workers • Artisans* • Government? Key words Artisan a worker in a skilled trade, especially one that involves making things by hand. "street markets where local artisans display handwoven textiles, painted ceramics, and leather goods"
- 15. What was life like before the ‘Industrial Revolution’? Making money? Travel? Something else? Sources of power?
- 16. There were three fields which grew the same crops in rotation. Strips were narrow with no fence between them but pathways between them for peasants to walk along Peasant famers were allocated strips in each field. One field was left fallow every year The common land was where farmers could collect firewood or graze their animals The fields themselves had no fences or boundaries between them Farming in the early 1700s: The ‘Open Field System’
- 17. What began to change? • In the late 1600s landowners began to ask Parliament for the right to enclose their land • This meant getting rid of the strips and enclosing larger sections of land with hedges or walls • Peasants didn’t have any rights to farm the strips any more • They could rent out one of these larger enclosed farms – if they were wealthy enough but had no automatic right to farm strips as before
- 18. Why did landowners want to ‘enclose’ their land in the 1700s? They could try new farming techniques… The population was growing so there was growing demand and rising prices for meat… They could try new farming machinery… They could experiment with breeding bigger animals… Under each picture, complete the sentence using phrases such as “so… this meant that… therefore…” to explain why landowners wanted to enclose their land in the 1700s. Key words Yield An amount produced of a product in agriculture Profit A financial gain
- 19. Enclosure: why would the peasant farmers object? jobs rights animals expense homes
- 20. What is the perspective of this ‘commoner’ (peasant farmer) about enclosure?
- 21. Advantages and Disadvantages of the Agricultural Revolution ADVANTAGES DISADVANTAGES
- 22. Analysis Question: What does the source suggest about the impact of the Agricultural Revolution?
- 23. Analysis Questions: “what does this source suggest about….” Remember: To analyse means to examine something closely, break it down into parts and give it some sort of meaning. •Acknowledge relevant details about the context (who, when, where, why..) “This account/ depiction of….. written/created by… for the purpose of….. suggests that…….” •What is the main implicit message of the source - what is it suggesting? What is the perspective of the author? •Source detail – give evidence from the source to prove your point •Explain – explain how the source detail suggests that message, can use own knowledge •Repeat – are there other messages? Account means to provide a description/ explanation. Implicit means implied – it is suggested though not directly communicated. Perspective means a point of view – a way of looking/ thinking about something. Remember to always use PEEL to help structure your paragraphs Analysis Question Sentence Starters: Point - This account of … written by … in …, suggests that … . (for written source) This depiction of … created by … in …, suggests that … . (for visual source) Evidence - Source A reveals/ shows/ tells us/ demonstrates … . Explain - This shows … . Evidence - Source A also states/ depicts … . Explain - This demonstrates/ shows/ reveals that … . Link - Overall, Source A confirms … . Please note: Remember to also expand on evidence and explanation with own knowledge. Analysis Question: What does Source 3.3.3 suggest about the impact of the Agricultural revolution?
Editor's Notes
- Why are Medieval times called the ‘Middle Ages’? People during these times would not have used this phrase!
- Additional fictional reading
- Subsistence farming - form of farming in which nearly all of the crops or livestock raised are used to maintain the farmer and the farmer's family, leaving little, if any, surplus for sale or trade. Preindustrial agricultural peoples throughout the world have traditionally practiced subsistence farming.
- Artisan - a worker in a skilled trade, especially one that involves making things by hand. "street markets where local artisans display handwoven textiles, painted ceramics, and leather goods"
- Norfolk four-course system - the clover was grazed or cut for feed in the fourth year. The turnips were used for feeding cattle and sheep in the winter. The fodder crops (clover/ turnips) eaten by the livestock produced large supplies of previously scarce animal manure, which in turn was richer because the animals were better fed. When the sheep grazed the fields, their waste fertilized the soil, promoting heavier yields in following years. Jethro Tull’s Seed Drill – planted seeds in straight lines Why Enclosure? population growth meant there was a higher demand for and crops and meat, so farmers were turning a higher profit from their yields selective breeding meant that farmers could raise larger, healthier cattle which were sold for a higher profit new farming techniques – Norfolk 4-crop rotation system – meant more crops could be grown and sold for a profit; also meant, cattle could be fed during winter (instead of being slaughtered) – more cattle resulted in higher profits new farming machinery meant farming practices could be performed more cheaply (fewer labour costs)
- ADVANTAGES The end of strip farming resulted in larger fields where new and improved farming techniques could be used (e.g. Jethro Tull's Seed Drill) - more productive farming techniques resulted in greater crop production and increased profits for landowners Jethro Tull's Seed Drill meant fewer workers were required - more productive (greater crop yields) and less cost to landowners Norfolk's 4 crop rotation system meant that animals were better fed (clover crop production) and produced higher quality manure which yielded greater quantities of crops Norfolk's 4 crop rotation system (production of turnips) meant livestock could be fed during winter (instead of being slaughtered) – more livestock resulted in higher profits No land left fallow - farming was made more efficient and land wasn't wasted - higher crop yields Farming land was all in one location (one field) - time wasn't wasted travelling between strips - increased farming productivity Weeds were controlled due to fences, hedges and barriers - didn't interfere with crops Selective breeding - strongest and largest animals were mated - larger animals resulted in greater meat production and higher profits Better quality meat became more affordable due to an abundant supply - people were better nourished and the population grew Selective breeding produced offspring with the best characteristics for wool production - led to the emergence of the textile industry (very profitable industry) DISADVANTAGES Poorer people who did not own their own land lost the right to use the common land for farming and firewood - led to poverty Poorer people could not afford to enclose unless they sold a part of it - often this meant they didn’t have enough land to farm effectively - led to poverty Peasants lost their jobs working the fields - they were forced to work in factories in the towns - extremely long hours in very poor working conditions which led to health issues The gap between rich and poor increased Animals belonging to the peasant class could no longer graze on common land Peasants lost their rights to farm and produce what they needed to survive More difficult for workers to access the larger fields