Late-1700s to mid-1800s What is it like to live in a society with rapidly changing technology? A Century of Transitions,

 See Ms. G’s timeline (link on blog under today’s date, unit 3).

Based on previous knowledge:  Where did people live (primarily) before and after?  What was the economy based on?  What kind of power was used for production?  What type of work was done?  What kind of fuel was used?

Pre-industrialIndustrial RuralUrban AgriculturalIndustrial Human, animal, water and wind power Machine power – task specific (steam) Cottage work (at home, handicrafts) couldn’t meet growing demands. Carding, combing, spinning yarn, weaving cloth Factory work. All under one roof, growth of a working class (proletariat), impersonal dangerous conditions and responses to them Wood fuelCoal fuel

Images: olution/ss/Industrial_Revo.htm Newcomen Steam Engine (1712) Flying Shuttle (1733) James Watt’s Improved Steam Engine (1769) Spinning Mule (1779) About.com. Industrial Revolution – Pictures from the Industrial Revolution al_Revo.htm (November 2, 2013). al_Revo.htm

Quarry Bank Mill and Styal Estate, 2001, (August 15, 2005);. Quarry Bank Mill in Lancashire, the centre of the cotton industry in Britain and the world by the early 1800s

Cotton Mill Oxford Archaeology, Cotton Spinning, 2004, industrial/carding.jpg (August 15, 2005)

Elisabeth Gaynor Ellis and Anthony Esler, World History: Connections to Today – Teachers Edition (Upper Saddle River, New Jersey: Prentice Hall, 2001), 520.

Child Coal Miners National Archives Learning Curve, Victorian Britain, Industrial Nation, Source 4, n.d., (October 15, 2005)

National Archives Learning Curve, Victorian Britain, Divided Nation, Source 3, (October 15, 2005) Mr. Sadler’s witness statement in Lord Ashley’s Report, 1842

“Up until the end of the 19th Century there was no law that meant you had to be educated at all. In early Victorian Britain many children never went to school. Parents had to pay for their children to go to school, but many families were too poor to afford this. They sent their children to work in the factories instead.” National Archives, Learning Curve, Snapshots, How We Were Taught, 2000, (October 15, 2005)

Stephenson’s Locomotive, “The Rocket” BBC History Trail, Victorian Britain, Industry and Invention, 2001, industry (August 15, 2005)

Elisabeth Gaynor Ellis and Anthony Esler, World History: Connections to Today – Teachers Edition (Upper Saddle River, New Jersey: Prentice Hall, 2001), 503.

George Cruikshank, London Going Out of Town, 1829 Spartacus Educational, British History , n.d., (October 15, 2005); National Archives, Learning Curve, Snapshots, Victorian Homes, n.d., (October 15, 2005) “At the start of the 19th century about 20% of Britain’s population lived there, but by 1851 half the population of the country had set up home in London.”

Elisabeth Gaynor Ellis and Anthony Esler, World History: Connections to Today – Teachers Edition (Upper Saddle River, New Jersey: Prentice Hall, 2001), 502.