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The Industrial RevolutionKirby-CHS

Unit Learning Objectives:North Clackamas School District Social Studies Priority Standards:

HK 2. Analyze the complexity and investigate causes and effects of significant events in World

History. 

Lesson One: Daily Learning Target

I Can define and explain in writing thefollowing key concepts: Industrial Revolution

Seed DrillCrop Rotation

Rubric for Daily Cornell NotesK.I.M. Vocabulary, H.O.T. Questions and Summary Paragraph

EXCEEDING 5

PROFICIENT4

PROGRESSING

3.5

EMERGING3

Your K.I.M. vocabulary is detailed and

complete (including

memory device). Critical thinking

answers and summary

paragraph are detailed, clear and accurate with specific supporting details in complete

sentences.

Your K.I.M. vocabulary is

complete (including

memory device). Critical thinking

answers and summary

paragraph are clear and accurate

with specific supporting details

in complete sentences.

Your K.I.M. vocabulary is complete .

(including memory device). Critical thinking answers

and summary paragraph are accurate with

minimum supporting details in complete

sentences.

Your K.I.M. vocabulary is

complete –”sloppy”,

“rushed.”Critical thinking answers

and summary paragraph are

and accurate with little supporting

details in complete sentences.

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Industrial Revolution

Industrial Revolution (beginning in England during the 18th century): society shifted from using tools to make products by hand to using new sources of energy, such as coal, to power machines to produce products in factories.

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Industrial RevolutionHow much did the Industrial Revolution change society?

The only way to investigate these questions is to compare and contrast industrial with pre-industrial society. The pace of change in preindustrial society was extremely slow. Daily life in pre-industrial times changed very little for Europeans. Almost all people lived and worked in the country.From 1300 to 1750, for the average peasant, people’s work and social life mixed, as families lived on small plots of land, growing crops mostly for home consumption.This traditional agrarian lifestyle and outlook held true for generations.

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King George III

•King George III was very interested in agriculture and was known as "Farmer George."

•He maintained large gardens at his estates at Richmond and Windsor.

•The British Agricultural Revolution reached its peak during his reign (1760–1820).

19th-century plowing with six-

oxen team in Sussex, England.

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Enclosure

❖Enclosure is when land that was traditionally held and used in common is fenced by private owners. ❖Enclosure in England occurred between 1750 and 1860 as a result of parliamentary acts. ❖Enclosure resulted in 21% of the land in England being fenced for private use. ❖This resulted in larger, more efficient farms that required less labor.❖Many English peasants, who were no longer able to graze sheep and cattle or live off the land, were forced to move to the cities for employment.

A doggerel (rhyme) of the time went:

The law locks up the man or woman who steals the goose

from off the common; But leaves the greater villain loose who steals the common from the

goose.

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Robert Bakewell developed the use of selective livestock breeding in England.

He bred Dishley Longhorn cattle for beef, New Leicester sheep for their fine wool and ability to live in the cold English climate, and the Shire horse for its strength.

Agricultural Innovators

Jethro Tull

Jethro Tull developed the seed drill to make sowing seeds faster and more efficient than planting them by hand.

The seed drill makes a small hole and drops the seed into it. It is estimated that crop yields rose as much as eight times. Large motor-driven seed drills are used today.

Clockwise: New Leicester Sheep, Shire Horse, Dishley Longhorn Cow

Seed Drill

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Turnips, Cattle and Crop Rotation

•Lord Charles Townshend helped develop the four-field crop rotation system using wheat, barley, turnips and clover.

•Four-field crop rotation was a key development in the Agricultural Revolution.

•In 1730 Lord Townshend imported Dutch-grown turnips to feed cattle during the winter.

•Using inexpensive turnips and clover allowed farmers to maintain their livestock year-round.

•Previously, English farmers slaughtered their cattle before winter because the cost of feed was too high.

Right, Clockwise: Clover, Barley, Wheat.Far Right: Townshend, Turnips, Bull

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From the Country to the City

•The population of England rose slowly, by less than two million people, during the 100 years from 1700 to 1800.

•The population then increased sharply from 1801 to 1901, increasing by over 22 million.

•Many people moved into the cities looking for work.

Population of England

1700 – 1901

1700 – 1800-------------------------1900

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Industrial Revolution

Partner Book Review:Skim pages 253-257 Answer questions 1-3Turn in your questions to me on aSeparate piece of paper please!