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Unit 5 – The Industrial Revolution
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Learning Goal 1: I will be able to:
-Define Industrial Revolution.
-Summarize the change(s) seen in Britain and the effects.
-Define Enclosure Act, summarize the effect it had, and explain how greed played a role.
-Summarize how and why more people moved to the cities
V.
The Industrial Revolution
a. Industrial Revolution Begins in Britain
i. Industrial Revolution refers to shift to machine made goods beginning in England in the
mid-1700s
ii. 1700, Britain primarily small farms until wealthy landowners bought them up and made
fewer, larger farms with improved farming methods
1. Led to agricultural revolution
iii. After buying land of village farmers, the wealthy enclosed land with fences
1. Called enclosures – 2 important results
a. Landowners tried new methods
b. Forced small farmers to become tenant farmers or give up farms and move
to cities because the Enclosure Act allowed wealthy to build fences and
“enclose” their farms
iv. Better food production
1. Seed drill
a. Invented by Jethro Tull, allowed farmers to plant in well-spaced rows,
larger share took root, more crops harvested
2. Crop rotation – changing crops to keep soil fertile
a. 1733 Charles Townsend found that turnips replenished the soil; planted
every 4 years
3. Led to population increase
a. More need for food and clothing
i. More tenant farmers gave up farms and moved to cities to work in
factories, since there was a need for the things the factories
produced – jobs available
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Learning Goal 1 – I will be able to:
-Define Industrial Revolution.
-Summarize the change(s) seen in Britain and the effects.
-Define Enclosure Act, summarize the effect it had, and explain how greed played a role.
-Summarize how and why more people moved to the cities
The
Industrial
Revolution
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158
159
Learning Goal 2 – I will be able to:
-List and explain the three factors of production
-Summarize and explain why the Industrial Revolution began in England
b. Reasons the Industrial Revolution began in England
i. England had all factors of production: land, labor, capital
1. Land = natural resources on or below it
a. England had a lot of coal and iron-ore
2. Labor = workers
a. Lots of people moving into the cities
3. Capital = money to invest in new machinery, warehouses, and to grow a business.
a. England wealthy b/c of political stability and no absolute monarchs
FACTORS OF PRODUCTION – List & Define
160
Company I chose ___________________________________________________________________________
Examples of factors of production, explained in my own words:
Land
Labor
Capital
161
Benefits of Private Ownership
Benefits of Public Ownership
Private Ownership of Factors of Production

Most of the means of production, such as factories and businesses, are owned by private individuals and not
by the government. Private owners make decisions about what and when to produce and how much products
should cost.

Free competition. The basic rule is that people should compete freely without interference from government or
any other outside force. The assumption is that the most deserving person or company will usually win. In
theory, prices will be kept as low as possible because consumers will seek the best product for the least
amount of money.

Prices are determined by supply and demand, by how many products there are and how many people want
them. When supplies increase, prices tend to drop. If prices drop, demand usually increases until supplies run
out. Then prices will rise once more, but only as long as demand is high. These laws of supply and demand
work in a cycle to control prices and keep them from getting too high or too low.
Public Ownership of Factors of Production

Most of the means of production, such as factories and businesses, are owned and/or controlled by the
government. The government makes the decisions about what and when to produce and how much products
should cost.

Limited or controlled competition. The basic rule is that government should control competition to prevent
some from assuming too much power or wealth and to protect the smaller, weaker, or less able

Prices are determined by government policy, and the government seeks a price for goods and labor deemed to
be in the best interest of everyone as a whole.
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Learning Goal 3 – I will be able to:
-Define mechanization
-Explain why mechanization was taking place in England
-Cite examples of new machines
-Summarize the importance of all the new machines
-Define factory system
c. Mechanization and the Factory System
i. Mechanization = increased reliance on using machines
ii. New inventions
1. Flying shuttle – modernized cotton industry
2. Spinning wheel – spinning jenny allowed one spinner to work eight threads at a
time
3. Water frame – water to drive spinning wheels
4. Spinning mule – made thread stronger, finer, and more consistent
5. Power loom – sped up weaving of thread
6. England got cotton from plantations in American South in 1790s
7. 1793, Eli Whitney invented cotton gin
a. American cotton production up from 1.5 million pounds in 1790 to 85
million in 1810
iii. Inventions created the “Factory System”
1. Factory System – process of shifting manufacturing into big factories in cities
2. Raw materials needed
a. England had supply of coal and iron-ore
3. People needed to run factories and to make products
4. Easy to find, many unemployed after recently losing farms
iv. Source of power needed to run the machines
1. Water used at first, but not portable or dependable
2. 1712 Thomas Newcomen invented first steam engine
a. Modernized by James Watt in 1769
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Learning Goal 3 – I will be able to:
-Define mechanization
-Explain why mechanization was taking place in England
-Cite examples of new machines
-Summarize the importance of all the new machines
-Define factory system
Factors of
Production
F_________ S________
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165
Learning Goal 4 – I will be able to:
-List/explain examples of improvements in transportation
-Summarize why those improvements were so important
-List/explain examples of improvements in communication
-Summarize why those improvements were so important
d. Transportation and Communication
i. Transportation
1. Improvements in road surfaces
2. Built over 400 miles of canals – island nation
3. 1807, Robert Fulton invented the steamboat
4. 1829, George Stephenson’s locomotive called “Rocket”
5. Effects
a. Easier to move raw materials to factories and finished goods to markets
and then to people’s homes
ii. Communication
1. Transportation of ideas easier b/c…
a. 1844, invention of Morse Code – long range communication
b. 1846, Atlantic Cable
2. Communicate ideas and orders much quicker
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Learning Goal 4 – I will be able to:
-List/explain examples of improvements in transportation
-Summarize why those improvements were so important
-List/explain examples of improvements in communication
-Summarize why those improvements were so important
Transportation
Improvements
Communication
Improvements
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168
Learning Goal 5 – I will be able to:
-Explain why skilled workers struggled to keep their jobs
-Summarize why working conditions were so dangerous
-List examples of difficult working conditions
-Summarize living conditions with examples
-Explain why child labor was so prevalent and what it caused
-Explain the day of William Cooper and his impact on the Industrial Revolution
e. Life During the Industrial Revolution
i. People had to adapt
1. Skilled workers no longer necessary – not much skill needed to do these tasks!
2. Older adults struggled to find work – managers preferred to hire younger workers
ii. Working conditions terrible
1. Making a profit at expense of workers
a. Cheap machines, wouldn’t fix broken machines, no vacation/sick days, no
workman’s compensation if injured
iii. Working class called proletariat – proletariat had no representation in Parliament
1. Owners sat in Parliament and were not going to pass laws that would cut into their
profits
iv. Living conditions terrible
1. Homes quickly and poorly built, would be condemned today!
2. Inadequate water supply, diseases plentiful and easily/quickly spread
v. Child labor
1. Perhaps the worst aspect of the IR
2. Some hired kids as young as 5
3. Worked in coal mines, glass factories, and some swept chimneys
4. Paid VERY low wages, kept prices down and profits up
5. The day of William Cooper
a. Began working in a textile factory at age of 10
b. Sister worked upstairs in same factory
c. 1832, testified before parliamentary committee about conditions among
child laborers.
i. 4:30 am, woke up
ii. 5:00 am, reporting time at factory
iii. 12:00 pm, 40 minutes for lunch, only break of the day
iv. 3:00 pm, midafternoon sweeps by the adult overseers, would whip
the children who were drowsy, tired, or working too slowly
v. 6:00 pm, dinner, but no break; children ate on the run while
working
vi. 9:00 pm, quitting time. How long was the shift? ______________
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Learning Goal 5 – I will be able to:
-Explain why skilled workers struggled to keep their jobs
-Summarize why working conditions were so dangerous
-List examples of difficult working conditions
-Summarize living conditions with examples
-Explain why child labor was so prevalent and what it caused
-Explain the day of William Cooper and his impact on the Industrial Revolution
Skilled Workers
Working conditions w/
examples
Living conditions w/
examples
Child Labor
William Cooper’s day
& how he helped bring
change
170
171
Learning Goal 6 – I will be able to:
-Summarize and explain Wealth of Nations
-Explain why government did nothing at first to help workers
-Summarize the views of Smith, Malthus, and Ricardo and explain how their views affected the Industrial
Revolution.
f. Government and the Industrial Revolution
i. Believed it wasn’t their duty to stand in the way of business and their profits
1. Adam Smith – wrote Wealth of Nations in 1776
a. Only laws governing economic life are supply & demand and competition
b. Smith promoted “laissez faire” economics or “hands off” economics
i. Government officials believed it was best to stay out of business
ii. Laws to help workers would hurt profits, and the country wouldn’t
become as rich.
2. Thomas Malthus
a. Population growing faster than food supply
b. Only disasters like war, disease, famine, natural disasters (floods) kept
population from outgrowing food supply in the past
c. If the government corrected things, the population would increase and that
would put further strain on food supply
3. David Ricardo
a. Iron Law of Wages
b. Said population goes through cycles
c. If wages are increased, people will have more children, resulting in
surplus, or too many workers
i. Drive wages down, fewer children b/c people can’t afford them
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Learning Goal 6 – I will be able to:
-Summarize and explain Wealth of Nations
-Explain why government did nothing at first to help workers
-Summarize the views of Smith, Malthus, and Ricardo and explain how their views affected the Industrial
Revolution.
Name
Summarize their viewpoint
Adam Smith
Thomas Malthus
David Ricardo
Name
Adam Smith
Thomas Malthus
David Ricardo
One sentence they may have spoken that best summarizes or explains their view
173
174
Learning Goal 7 – I will be able to:
-Define humanitarians
-Identify Charles Dickens and explain his impact on the Industrial Revolution
g. Humanitarians and Charles Dickens
i. Humanitarians – people who cared for and helped the welfare of others (volunteers)
ii. Charles Dickens
1. Great Expectations, A Tale of Two Cities, Oliver Twist, A Christmas Carol
2. “It was the best of times; it was the worst of times.”
3. From Mt. Holyoke University website
a. Charles Dickens was vehemently opposed to the Industrial Revolution. He
was part of the literary circle/genre that wrote "the industrial novels,"
which described the grim realities of child labor, the rise of machines,
overpopulation, etc. His novels Oliver Twist and Hard Times illustrate
child labor hardships and the pollution/damage to the cities and natural
greenery that industrialization brought about. What bothered Dickens the
most was the loss of individualism. Humans became mere "hands" and
"machines" who were overworked by the heartlessness of utilitarianism.
Dickens saw it as his duty as an author to publicize and make others aware
of the brutalities towards labor and the destruction of nature that this age
of "advancement" caused.
4. Hard Times – book most devoted to evils of industrialization
a. "It was a town of red brick, or of brick that would have been red if the
smoke and ashes had allowed it; but as matters stood, it was a town of
unnatural red and black like the painted face of a savage."
b. "You don't expect to be set up in a coach and six, and to be fed on turtle
soup and venison, with a gold spoon, as a good many of 'em do!"
Humanitarians
Charles Dickens
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Oliver Twist
In Oliver Twist, Charles Dickens directs his biting sarcasm against the conditions in English
workhouses and the generally deplorable treatment of the poor. Though the Poor Law
Amendment Act of 1834 was an attempt to reform welfare laws and their enforcement,
conditions under this law were severely hard for relief recipients.
Oliver had not been within the walls of the workhouse a quarter of an hour, and had scarcely
completed the demolition of a second slice of bread, when Mr. Bumble, who had handed him
over to the care of an old woman, returned, and, telling him it was a board night, informed him
that the board had said he was to appear before it forthwith.
Not having a very clearly defined notion of what a live board was, Oliver was rather astounded by
this intelligence, and was not quite certain whether he ought to laugh or cry. He had no time to
think about the matter, however; for Mr. Bumble gave him a tap on the head to wake him up, and
another on the back to make him lively, and bidding him follow, conducted him into a large
whitewashed room where eight or ten fat gentlemen were sitting round a table, at the top of
which, seated in an armchair rather higher than the rest, was a particularly fat gentleman with a
very round, red face.
"Bow to the Board," said Bumble. Oliver brushed away two or three tears that were lingering in
his eyes, and seeing no board but the table, fortunately bowed to that.
"What's your name, boy?" said the gentleman in the high chair. Oliver was frightened at the sight
of so many gentlemen, which made him tremble; and the beadle gave him another tap behind,
which made him cry; and these two causes made him answer in a very low and hesitating voice;
whereupon a gentleman in a white waistcoat said he was a fool. Which was a capital way of
raising his spirits, and putting him quite at ease.
"Boy," said the gentleman in the high chair, "listen to me. You know you're an orphan, I suppose?"
"What's that, sir?" inquired poor Oliver.
"The boy is a fool I thought he was," said the gentleman in the white waistcoat, in a very decided
tone. If one member of a class be blessed with an intuitive perception of others of the same race,
the gentleman in the white waistcoat was unquestionably well qualified to pronounce an opinion
on the matter.
"Hush!" said the gentleman who had spoken first. "You know you've got no father or mother, and
that you were brought up by the parish, don't you?"
176
"Yes, sir," replied Oliver, weeping bitterly.
"I hope you say your prayers every night." said another gentleman in a gruff voice; "and pray for
the people who feed you, and take care of you like a Christian."
"Yes, sir," stammered the boy. The gentleman who spoke last was unconsciously right. It would
have been very like a Christian, and a marvelously good Christian, too, if Oliver had prayed for the
people who fed and took care of him. But he hadn't, because nobody had taught him.
"Well! You have come here to be educated, and taught a useful trade," said the red-faced
gentleman in the high chair.
"So you'll begin to pick oakum tomorrow morning at six o'clock," added the surly one in the white
waistcoat.
For the combination of both these blessings in the one simple process of picking oakum, Oliver
bowed low by the direction of the beadle, and was then hurried away to a large ward, where, on a
rough, hard bed, he sobbed himself to sleep. What a noble illustration of the tender laws of this
favoured country! They let the paupers go to sleep!
The room in which the boys were fed, was a large stone hall, with a copper at one end, out of
which the master, dressed in an apron for the purpose, and assisted by one or two women, ladled
the gruel at mealtimes. Of which composition each boy had one porringer, and no more except on
occasions of great public rejoicing, when he had two ounces and a quarter of bread besides. The
bowls never wanted washing. The boys polished them with their spoons til they shown again; and
when they had performed this operation (which never took very long, the spoons being nearly as
large as the bowls), they would sit staring at the copper with such eager eyes as if they could have
devoured the very bricks of which it was composed; employing themselves, meanwhile, in sucking
their fingers most assiduously, with the view of catching up any stray splashes of gruel that might
have been cast thereon. Boys have generally excellent appetites. Oliver Twist and his companions
suffered the tortures of slow starvation for three months: at last they got so voracious and wild
with hunger, that one boy, who was tall for his age, and hadn't been used to that sort of thing (for
his father had kept a small cookshop), hinted darkly to his companions, that unless he had
another basin of gruel per diem, he was afraid he might some night happen to eat the boy who
slept next to him, who happened to be a weakly youth of tender age. He had a wild, hungry eye;
and they implicitly believed him. A council was held; lots were cast who should walk up to the
master after supper that evening, and ask for more; and it fell to Oliver Twist.
The evening arrived; the boys took their places. The master, in his cook's uniform, stationed
himself at the copper, his pauper assistants arranged themselves behind him; the gruel was
177
served out; and a long grace was said over the short commons. The gruel disappeared; the boys
whispered to each other, and winked at Oliver; while his next neighbors nudged him. Child as he
was, he was desperate with hunger, and reckless with misery. He rose from the table, and
advancing to the master, basin and spoon in hand, said, somewhat alarmed at his own temerity:
"Please, sir, I want some more." The master was a fat, healthy man; but he turned very pale. He
gazed in stupefied astonishment on the small rebel for some seconds, and then clung for support
to the copper. The assistants were paralyzed with wonder; the boys with fear.
"What!" said the master at length, in a faint voice.
"Please, sir," replied Oliver. "I want some more."
The master aimed a blow at Oliver's head with the ladle; pinioned him in his arms; shrieked aloud
for the beadle. The Board were sitting in solemn conclave, when Mr. Bumble rushed into the
room in great excitement, and addressing the gentleman in the high chair, said:
"Mr. Limbkins, I beg your pardon, sir! Oliver Twist has asked for more!"
There was a general start. Horror was depicted on every countenance.
"For more!" said Mr. Limbkins, "Compose yourself, Bumble, and answer me distinctly. Do I
understand that he asked for more, after he had eaten the supper allotted by the dietary?"
"He did, sir," replied Bumble.
"That boy will be hung," said the gentleman in the white waistcoat; "I know that boy will be
hung."
Nobody controverted the prophetic gentleman's opinion. An animated discussion took place.
Oliver was ordered into instant confinement; and a bill was next morning pasted on the outside of
the gate, offering a reward of five pounds to anybody who would take Oliver Twist off the hands
of the parish. In other words, five pounds and Oliver Twist were offered to any man or woman
who wanted an apprentice to any trade, business, or calling.
"I never was more convinced of anything in my life," said the gentleman in the white waistcoat, as
he knocked at the gate and read the bill next morning: "I never was more convinced of anything in
my life, than I am that that boy will come to be hung."
As I purpose to show in the sequel whether the white-waistcoated gentleman was right or not, I
should perhaps mar the interest of this narrative (supposing it to possess any at all), if I ventured
to hint just yet, whether the life of Oliver Twist had this violent termination or no.
178
Learning Goal 8 – I will be able to:
-Explain why changes were demanded from Parliament
-List and explain the importance of the three major laws passed by Parliament
-Define union and explain why they were formed and how they were important
-List and explain three reasons life for the working class in England improved in the late 1800s
h. Legislation and Unions
i. Workers demonstrated to demand change from government – Parliament passed laws to
help
1. 1831 – Parliament investigated mines and factories for unsafe working conditions
2. 1833 – Factory Act
c. 9-13 years old, could only work 8 hours
d. 14-18, could only work 12 hours
3. 1842, Mines Act – Women and children prohibited
4. 1874, Ten Hour Act – 10 hour day for all
ii. Labor Unions
1. Combinations Act in 1799 that outlawed unions repealed in 1820s, so workers
could try to form unions.
2. First union formed in 1847, by 1870s won the right to strike and to picket
peacefully
3. Idea for unions to create a united front – power in numbers
4. Fought for better pay and working conditions
5. Unions and their demands resisted by the factory owners for several reasons
a. Fewer hours and higher wages would cause goods to cost more
b. Reduced profits
iii. Between 1870 – 1914, life for proletariat had improved
1. Wages doubled
2. Employers realized workers more productive in healthier and safer environments
3. Parliament passed laws forcing industries to make working conditions
ii. No communist revolution in England
179
Learning Goal 8 – I will be able to:
-Explain why changes were demanded from Parliament
-List and explain the importance of the three major laws passed by Parliament
-Define union and explain why they were formed and how they were important
-List and explain three reasons life for the working class in England improved in the late 1800s
Why changes
demanded
Three laws passed
by Parliament
1
2
3
Union & its
importance
Three reasons life
improved for
working class
1
2
3
180
181
Learning Goal 9: I will be able to:
-Define socialism
-Explain what nationalized industries means, including why it was demanded, why it is good in theory, and why
it fails
-Explain (with examples) why the Communist Revolution did not occur in England
i. Socialism
i. Socialism = where government determines which products to make, how much to charge
for them, and how much to pay workers.
1. Has never worked
ii. Terrible poverty in England
iii. Nationalized industries – Major means of production owned & operated by government
1. Coal, steel, medicine, education, transportation, communication
iv. Karl Marx and Friedrich Engels
1. Blamed poverty on greed and capitalism
2. Wrote Communist Manifesto in 1848
a. Believed society is divided into the haves and the have nots
b. Have nots would rise above and carry about violent revolution (Russia
1917)
c. Revolution did not happen in England because Parliament began to pass
laws to help workers, and there was no absolute monarch against whom to
revolt
182
Learning Goal 9: I will be able to:
-Define socialism
-Explain what nationalized industries means, including why it was demanded, why it is good in theory, and why
it fails
-Explain (with examples) why the Communist Revolution did not occur in England
Socialism is ________________________________________________________________________________________
_________________________________________________________________________________________________
Nationalized Industries are ____________________________________________________________________________
__________________________________________________________________________________________________
Why NI demanded
Why the Communist
Revolution did not
occur in England
(with examples – can
be found in Learning
Goal 8!)
Why they work in theory
Why they fail in reality
183
184
185
186
187
Learning Goal 10 – I will be able to:
-List and explain two methods Great Britain used to keep a monopoly on industrialism
-Identify the importance of Samuel Slater
-Summarize why France and Germany did not industrialize as quickly as Great Britain
-List and explain four positive effects of the Industrial Revolution
-List and explain four negative effects of the Industrial Revolution
j. Legacy of Industrial Revolution
i. Great Britain wanted to maintain her monopoly when it came to industrialism
1. Kept industrial plans secret
2. Skilled workers were not allowed to leave the United Kingdom
3. Samuel Slater – stole idea of textile mills from England and brought them to the
US
a. Called father of American Industrial Revolution
ii. Many nations had factors of production that were necessary but the process was slowed
down for several reasons
1. France
a. French Revolution – 1789
b. Napoleonic Era (1799-1815)
2. Germany
a. not yet a united nation
b. had tremendous industrial capacity
iii. Effects of the Industrial Revolution
1. Positive
a. New inventions
b. Better ways of doing tasks
c. New and innovative jobs
d. New laws to make workplaces safer
2. Negative
a. Workers exploited, or paid little to do important jobs in unsafe conditions
b. Imperialism resulted
i. One nation extends rule and authority over another for the purpose
of industry
ii. Nations wanted greater supply of natural resources
iii. Nations wanted to extend markets and sell to more people
iv. Nations needed cheaper labor
c. Arms race – countries raced to develop new weapons
d. Set the stage for WWI
188
Learning Goal 10 – I will be able to:
-List and explain two methods Great Britain used to keep a monopoly on industrialism
-Identify the importance of Samuel Slater
-Summarize why France and Germany did not industrialize as quickly as Great Britain
-List and explain four positive effects of the Industrial Revolution
-List and explain four negative effects of the Industrial Revolution
How Great Britain tried
to keep a monopoly on
industrialism
Samuel Slater
Why France and
Germany did not
industrialize as quickly
as Great Britain did
“It was the best of times…”
“It was the worst of times…”
189
Review Pages
Learning Goal 1 – I will be able to:
-Define Industrial Revolution.
-Summarize the change(s) seen in
Britain and the effects.
-Define Enclosure Act, summarize
the effect it had, and explain how
greed played a role.
-Summarize how and why more
people moved to the cities
Learning Goal 2 – I will be able to:
-List and explain the three factors of
production
-Summarize and explain why the
Industrial Revolution began in
England
Learning Goal 3 – I will be able to:
-Define mechanization
-Explain why mechanization was
taking place in England
-Cite examples of new machines
-Summarize the importance of all the
new machines
-Define factory system
Learning Goal 4 – I will be able to:
-List/explain examples of
improvements in transportation
-Summarize why those
improvements were so important
-List/explain examples of
improvements in communication
-Summarize why those
improvements were so important
Learning Goal 5 – I will be able to:
-Explain why skilled workers
struggled to keep their jobs
-Summarize why working conditions
were so dangerous
-List examples of difficult working
conditions
-Summarize living conditions with
examples
-Explain why child labor was so
prevalent and what it caused
-Explain the day of William Cooper
and his impact on the Industrial
Revolution
190
Learning Goal 6 – I will be able to:
-Summarize and explain Wealth of
Nations
-Explain why government did
nothing at first to help workers
-Summarize the views of Smith,
Malthus, and Ricardo and explain
how their views affected the
Industrial Revolution.
Learning Goal 7 – I will be able to:
-Define humanitarians
-Identify Charles Dickens and
explain his impact on the Industrial
Revolution
Learning Goal 8 – I will be able to:
-Explain why changes were
demanded from Parliament
-List and explain the importance of
the three major laws passed by
Parliament
-Define union and explain why they
were formed and how they were
important
-List and explain three reasons life
for the working class in England
improved in the late 1800s
Learning Goal 9: I will be able to:
-Define socialism
-Explain what nationalized industries
means, including why it was
demanded, why it is good in theory,
and why it fails
-Explain (with examples) why the
Communist Revolution did not occur
in England
Learning Goal 10 – I will be able to:
-List and explain two methods Great
Britain used to keep a monopoly on
industrialism
-Identify the importance of Samuel
Slater
-Summarize why France and
Germany did not industrialize as
quickly as Great Britain
-List and explain four positive
effects of the Industrial Revolution
-List and explain four negative
effects of the Industrial Revolution
191
192
193
194
Unit 5 Need to Know
Enclosure Act
Industrial Revolution
Reasons the Industrial Revolution began in England
Factors of Production
Eli Whitney
Morse Code
Atlantic Cable
Working conditions
Living conditions
Child labor
William Cooper
Adam Smith
Thomas Malthus
David Ricardo
Charles Dickens
3 laws passed by Parliament to help workers
Union
Nationalized
Socialism
Friedrich Engels and Karl Marx (together on one card
Why Great Britain industrialized before France and Germany
Positive effects of industrialization
Negative effects of industrialization
Imperialism
195
196
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