YEAR 9 HISTORY
The Making of the Modern World
1750 to 1918
STARTER TASK
• Imagine you are in European City eg London, Paris, Berlin.
• What difference do you think there would be between living in a city now and what it
was like 300 years ago? Try for at least 10.
1725
2025
Water is obtained from wells or pumps in the street.
It is untreated
All home have a clean, reliable water supply.
• Areas to think of include homes, transport, communication, industries, public
services etc.
THE KEY FEATURES OF THE MODERN WORLD –
AN OVERVIEW
• Turn to page 230-231 of the Textbook.
• 1. Write a definition, in your own words, of the term “The Modern World”.
• 2. Explain 3 reasons why European countries wanted to expand their empires.
• 3. Using the map at the back of the book complete the following table.
British Empire 1750
British Empire 1900
Parts of the USA and Canada
All of Canada
• 4. How big was the British Empire at its peak?
• 5. List 3 European countries who lost much of their empire and 3 who gained.
THE INDUSTRIAL REVOLUTION AND IMPERIALISM
1750 -1918
PLEASE REMEMBER – The 18th Century means the 1700s, 1835 is in the 19th Century
WATCH Causes of the Industrial Revolution - Agricultural Revolution and answer the following
questions.
THE AGRICULTURAL REVOLUTION
1. Describe the lifestyle of most people in Britain before the industrial revolution.
2. Why was the three field rotation system used? Why was this not very efficient?
3. What started to happen to strip farming in the 17th Century (the film makes a mistake)?
4. What choices did landless peasant now have?
5. Describe and explain the following improvements made to farming. Explain how these improved
farming and yields (amount produced). THESE ARE TESTABLE!
Jethro Tull’s seed drill, Rotherham Plough, Turnip Townsend’s Four Field System and Robert
Bakewell’s selective breeding. You may need to use Chapter 8.4 (page 250-251 here)
THE OVERALL IMPACT WAS THERE WAS NOW SPARE FOOD AND SPARE PEOPLE IN
BRITAIN!
• Turn to pages 250 and 251 and answer the following
questions.
• 1. What was enclosure? How did it improve production?
• 2. Explain some disadvantages of enclosure.
WHAT WAS LIFE LIKE BEFORE THE
AGRICULTURAL REVOLUTION?
• Using the information you have just collected and on page 246 of the
textbook produce an account of a day in the life of the average British
person. You can choose from:
• A diary entry
• An interview
• A script for a historical re-enactment
• A storyboard
• OR ANY OTHER SUITABLE METHOD.
SOME OF THE KEY INVENTIONS OF THE
INDUSTRIAL REVOLUTION
• Before the Industrial Revolution most goods were made by hand in small, family
run businesses within their homes. These were called cottage industries. This
was all to change.
• Watch Introduction to the Industrial Revolution and jot down some key points
about what happened and why. Use Chapter 7.2 (p 232 to 233) to add to your
notes.
• TURN TO PAGE 244 and 245. Research 5 of the key inventions shown on the
timeline. You must choose at least 2 transport ideas. For each one discover the
following things:
• 1. What did it do?
• 2. What it made from and what powered it?
• 3. Why did it make the economy more efficient?
WHY DID THE INDUSTRIAL REVOLUTION START
IN BRITAIN?
• WATCH Why did the Industrial Revolution begin in England (UK)? Which is a great summary of
what we have covered so far.
• Using this information and Chapter 8.3 (p 248 and 249) to answer the following questions.
• 1. Give at least 4 reasons that the British Empire helped to start the industrial revolution.
• 2. What power source was used first? What then took over?
• 3. Why was the Royal Navy so important?
• 4. Britain was not as tightly controlled as many other countries eg you had religious freedom
and the right to express new ideas. Why were these important to starting the industrial
revolution?
• 5. Why was a stable government and a superior banking system vital?
• 6. Why were the new inventions of steamships and the telegraph vital in a global economy?
Watch Telegraphs - How they work if you don’t know what it is.
DEVELOPMENTS IN COTTON,
WOOL AND IRON PRODUCTION
The key point of the Industrial Revolution was the move away from cottage industry
(domestic system) to the factory (industrial) system. It meant the small scale, highly
skilled jobs were replaced by large factories and a lot of unskilled, manual labour with
the use of powered machines.
What jobs used to be done in cottage industries? Think of common English
surnames eg Weaver = cloth maker,
SOME KEY INVENTIONS
One of the first, and most important industries to be industrialised was textiles. This
involved making cloth for various uses from wool and cotton (brought in from overseas).
Producing cloth involves: cleaning the wool or cotton, combing it, spinning it and weaving it.
These jobs were traditionally done by a family.
Simple Hand Weaving - Why is this very inefficient? Can you think of any ways to improve
productivity?
The Flying Shuttle - Firstly there is a weaver’s frame here (Mr Rollin will explain). What did
the flying shuttle do? What issues can you think might happen?
The Spinning Jenny – What did it do? Why was this important for industrialisation?
The Spinning Jenny and Crompton's Mule – What were the major strides here?
Why would some people be worried by these invention?
Using Chapter 8.5 (page 253 to help) explain how these inventions dramatically changed
the life of poorer people.
IRON PRODUCTION
Prior to the industrial revolution the biggest material used was wood. Metals (iron)
were available but involved heating up iron ore using charcoal (derived from wood).
This lead to huge deforestation in the UK. This could only be done on a small scale.
Chapter 8.5 pg 254
1. Charcoal to coke – Why was this change in fuels vital? Who discovered the
process? Where did it happen and when?
2. After blasting the molten iron was then poured into sand moulds. What are the
issues here for large scale use?
3. What was the big issue with pig iron and how did puddling improve this? How did
rolling improve production and consistency? (Mr Rollin will explain).
4. What products could now be made from iron?
POWER!!
What power sources have we seen in use so far? What other sources existed before
the industrial revolution?
STEAM POWER
It was realised that with the abundant coal in many parts of Britain it was possible to
create large amounts of steam.
Steam Engines - A basic introduction – Make sure you get the names Thomas
Savery, Thomas Newcomen and James Watt down and what they did.
The use of coal as a fuel also allowed it to be portable eg trains and ships.
TRANSPORT
For industrialisation to be successful transport must be available to move raw
materials and finished goods around.
Prior to the industrial revolution the only transport was packhorse, horse and cart (on
awful roads), sail/rowing boats on rivers and sailing boats on the seas.
The first key development was canals. These were artificial rivers that were dug to
allow large scale movement of raw materials and finished products. One issue was
the water can’t go uphill so huge projects were undertaken.
Pontcysyllte Aqueduct, Locks, leggers walked boats through tunnels (Mr Rollin will
explain).
YOUR TASK
• In groups research the following transport developments and why they are
vital:
Steam locomotives
Steam ships
Internal Combustion Engine
Road and bridges
Railways.
Try and get as much detail as you can and share your work.
FACTORIES AND MASS PRODUCTION
This was the end result of everything we have studied so far.
First Factories – What was good and bad about them?
Ford's Assembly Lines – What was the big change here?
The Growth of Cottonopolis Growth of Manchester
Industrial cities expanded quickly, often with limited planning and infrastructure.
Manchester in 1777 was 25,000 by 1851 it was 300,000. Most people were poor and
worked as unskilled workers in the factories.
What do you feel their lives would be like?
LIVING AND WORKING CONDITIONS IN THE
INDUSTRIAL REVOLUTION
• STARTER – Watch Monty Python - Four Yorkshiremen This is a
comedy sketch about 4 men who grew up in an Industrial City in
Yorkshire, in the north of England (where Mr Rollin comes from).
Jot down some things they say about their childhood.
• Watch Working in the Industrial Revolution and Living Conditions
(sorry for the voice) Compare this to the Monty Python sketch.
Were things that different in real life? Find things that were the
same (or similar) in real life.
• Look at Chapter 7.2 (page 233 and 234 – Living and Working
Conditions) to add to your list.
• Find 3 examples of improvements in living standards.
HOW LIFE HAS CHANGED!
• Imagine the person whose life you described previously has moved to an industrial
city. Produce another account of a day in the life of the average British person. You
can choose from:
• A diary entry
• An interview
• A script for a historical re-enactment
• A storyboard
• OR ANY OTHER SUITABLE METHOD.
WHICH LIFESTYLE WAS BETTER? There is additional materials in Chapter 8.11
(working) and 8.12 (Living Conditions)
RICH AND POOR IN THE INDUSTRIAL REVOLUTION
Complete the table below comparing life for different classes of people (Chapter 8.12
pg 272-273).
• You will need to do some additional research for some of the boxes.
Aspect
Where they lived?
Houses, crime, services
etc
How they were
thought of by other
classes
Money – How much
and how did they get
it?
Education
Hobbies and Interests
Upper Class
(Nobility)
Middle Class
Working Class
THIS IS THE END OF THE MATERIAL
THAT CAN BE TESTED IN THE CAT
LIVING CONDITIONS - CHOLERA
Using the resource at the bottom of your page answer the following questions on the poor water
supply and sanitation in Britain during the industrial Revolution.
Answer the following questions:
What is cholera? What does it do to you?
How did people believe it was spread?
Who was John Snow?
How did he discover it was waterborne? How did he use geography to help him?
How did exceptions to the rule help prove his point?
How did he stop the outbreak? Not in clip –clue he used a spanner to do something
John Snow and Cholera
THE GREAT STINK
Watch The Great Stink and answer the questions below.
1. What was the River Thames like in 1858? List the sources of pollution
2. Why did people think it was acceptable? What really happened?
3. A cesspit is essentially a “long drop toilet”. What did people do to empty these and what
problems did this cause?
4. How fast were people dying of cholera during the 1849 outbreak? Why did people not stop
drinking the water at this time?
5. What happened during the summer of 1858? What impact did this have on people?
6. The Houses of Parliament are on the banks of the Thames. Why were MPs impacted so
much? What did politicians do to try and avoid the problem?
We will now study Bazalgette’s solution.
JOSEPH BAZALGETTE’S SOLUTION
Using Absolute Genius (starts at 8.12 to 14.12 – feel free to watch the rest) and Institute of
Civil Engineers - Bazalgette to help you plus your own research produce a report into his
solution.
Try to find out:
What he built? Facts and figures
Did the solution work?
How did he future proof his design?
What other improvement did he make to London?
MODEL VILLAGES – ENLIGHTENED
INDUSTRIALISTS
Some factory owners, usually for religious or moral reasons, decided to try and improve the
lives of their workers. They created model (a good idea to be copied) villages.
• Watch Sir Titus Salt and Saltaire and answer the following questions.
1. Who challenged the way the world was at the time?
2. What does “prosperity at a price” mean?
3. Who was Titus Salt?
4. What was Bradford like at the time? Give lots of facts and figures.
5. Why did Titus replace his boilers? What did other mill owners do?
6. What did Titus then do?
7. List the improvements to the workers lives (remember to compare it to the conditions
elsewhere). What limitations were places on the workers?
8. Why did Titus Salt feel it was in his economic (business) interest to look after his workers?
9. What other major improvements were made during Tutus Salts’ lifetime?
RESEARCH TASK
• The ideas of Titus Salt inspired other factory owners to make their own
communities.
Chose from one of the following:
Joseph Rowntree – New Earswick, York
Cadbury Family, Bourneville, Birmingham
Lever Brothers, Port Sunlight, Merseyside
Find out what product the companies made and the main features of the factory and
workers’ conditions. Include maps, diagrams, images etc.
WAS IT ALL BAD NEWS?
So far the industrial revolution seems to be very bad (unless you were a rich business
owner).
Watch Horrible Histories - Victorian Inventions (Queen Victoria ruled the UK and its
Empire from 1838-1901). Pick out 10 inventions, find out who invented it and explain
the difference they have made to the world both long and short term.
Invention
Inventor
Difference it makes – Long and short term
Turn to page 234 and jot down 5 short term benefits of the industrial revolution.
Summaries how Britain changed long term.
SHORT TERM IMPACTS – A SUMMARY
PLEASE REMEMBER IMPACTS CAN BE BOTH GOOD AND BAD
STARTER TASK – List 5 bad things and 5 good things that happened during the industrial
revolution.
You already know about lots of negative impacts of the industrial revolution to people and
the environment but overtime many good things happened too.
Turn to page 276-277 and put down some positives into the following catagories:
1. Urban Planning
2. Living Standards
PROGRESSIVE IDEAS
• The urbanisation of countries brought new social classes and divisions. The
successful entrepreneurs (inventors) and investors (people with money who
backed good ideas) became incredible rich but this was built on the poverty of
many others.
Marxism and Socialism
• Watch A Brief Introduction to Marxism and read the first 4 paragraphs of
Chapter 8.14 (page 278).
• How did Marx believe that capitalism exploited the workers? How would
workers feel about this?
• What did Marx believe would happen under Communism?
• Watch Capitalism, Socialism and Communism a simplified introduction.
Why would socialism appeal to many workers?
THE LUDDITES
Starter – How would you feel if you were made
unemployed by a machine?
Watch Horrible Histories - Georgian Luddites and jot down
what they did and why.
Read page 278 (Luddites) and add to your notes including
what happened to them.
THE POOR LAWS
• Prior to the industrial revolution the Church in each area (Parish) was responsible for
looking after the poor. The shear number of poor people in industrailised and urbanised
Britain was so large that changes had to occur. In 1834 any poor or homeless person who
wanted help had to enter a workhouse.
• Watch Diary of a Workhouse Child and Jobs in the Workhouse
• What was it like inside? Why did they treat people like this?
• How would people inside the workhouse feel?
• How desperate would you have to be to volunteer to go into the workhouse?
CHARTISM
• Look at Chapter 8.14 page 279.
1. Why did the Poor Laws anger so many poor people?
2. Why, despite the Reform Act, could nothing be achieved by voting.
Watch Chartism and page 279 answer the following questions:
3. What were the 6 key claims of the People’s Charter
4. How many people signed the petition?
5. What other techniques did some Chartists use?
6. When it was ignored what did a lot of Chartists do?
7. Have all of the Chartist Claims been implemented in Australia? If not, why not?
THE TRADE UNION MOVEMENT
• Starter Task – What happened to workers if you fell ill during the industrial revolution?
• Watch A Short History of Tade Unions (start to 3:15) and read page 280
• 1. What was a Friendly Society? Why would people join?
• 2. What did trade unions try to get? What was the main weapon a trade union had?
• 3. What did factory owners and rich people not like trade unions? What did the UK
Parliament do to stop them?
• 4. What was the Merthyr Tydfil uprising? What symbol did they use?
• 5. Who were the Tolpuddle Martyrs? What happened when the government tried to punish
them?
• 6. What did the TUC and other socialist groups do in 1900?
SUBMISSION TASK – Explain why mill owner Robert Owen was unusual. Compare what he
did to other mill owners.
THE FACTORY ACTS
Produce a table comparing conditions and laws before 1800 and those in 1847.
Use page 280 (and emergence of modern lifestyles – page 281) to help you
Aspect
Children at work
Women at work
Men at work
Any other information
eg health, homes,
education
Pre 1800
By 1847
LONG TERM IMPACTS OF THE INDUSTRIAL
REVOLUTION
• The industrial revolution, at least in developed countries, is said to have
ended at about 1914. It does, however, impact on us today. (Page 282
onwards)
• Produce 5 slide/pages of work about the impact it has on us today. You
are to find a series of images (more than one per category) and
annotate these (Labels with explanations).
• Long term population growth and global inequality
• Air Pollution
• Water pollution and sewage issues
• Deforestation and land clearance.
THESE WILL BE SUBMITTED!
IMPERIALISM
To become a successful, industrial country it was vital to have access to raw materials (natural
resources) and a large market to buy and sell to. Britain took this to the extreme building the
largest empire the world has ever seen.
Watch The Growth of the British Empire and jot down when certain countries were taken over
(use the map at the back of your book to help).
When did it reach its largest extent?
When did it start to shrink?
Why did having an Empire lead to Nationalism in the UK? (see page 295 for a definition)
RESEARCH TASK
• Two countries that were dramatically changed by Imperialism were India and
Australia. Try to find out both positive and negative things that happened to these
countries and the people within them.