Name: __________________________________________ Date: ___________________ Period: __________
Industrial Revolution Learning Stations
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I. The Beginnings of the Industrial Age
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Objective: After reading informational text, IWBAT identify major causes and effects behind the
beginnings of the Industrial Revolution.
Task: Use close reading activities as you read the primary and secondary sources and answer the
corresponding DBQ’s.
1. Why was water so important to the Industrial Revolution?
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2. How were people forced to live in the working class districts of major cities?
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Critical Thinking Question: Who was affected the most by the early Industrial Revolution and why?
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II. Factories, Mills, Mines
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Objective: After reading informational text, IWBAT identify 5 specific difficulties that men, women and
children faced working in early factories, mills and mines.
Source: http://spartacus-educational.com/IRchild.htm
Task: Use the website to answer the following questions.
1. Identify at least five difficulties that men, women and children face working in the early factories, mills,
and mines.
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2. Using the “Statistics” tab, analyze the height and weight of the children who worked factories. What
does the data suggest about the health of children working in the factories?
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Critical Thinking Question: How has life improved for the average worker today?
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Extension Activity.
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Extra Credit. Watch the following video: https://www.youtube.com/watch?v=8VH5zathu8k
Describe the purpose of England’s workhouse.
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III. New Technology: Canals, Spinning Jenny, Railroads
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Objective: After watching several video clips, IWBAT summarize life before machines, as well as life
after factories.
Task: View the 4 video clips and answer the corresponding video based questions.
Sources:
1. Life Before Machines: http://www.history.com/topics/industrial-revolution/videos
2. Steam Engine Drives a Revolution: http://www.history.com/topics/industrial-revolution/videos/steam-enginedrives-transportation-revolution?m=528e394da93ae&s=undefined&f=1&free=false
3. How Canal Works: https://www.youtube.com/watch?v=tfWyBz5bHj8
4. Technology of the Industrial Revolution: https://www.youtube.com/watch?v=ntCVmHENyO
1. Summarize what life was like before the Industrial Revolution for the average person.
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2. Identify some of the new changes in technology brought about by the Industrial Revolution. How did
life change dramatically for people?
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Critical Thinking Question: What might be some negative affects that might occur from these new
inventions?
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Extension activity.
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Extra Credit. Watch Crash Course: https://www.youtube.com/watch?v=zhL5DCizj5c .
According to John Green, what advantages did Europe have over China and other parts of the world in
terms of industrialization?
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IV. Effects of Industrialization (graphs)
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Objective: Given several graphs and charts, IWBAT explain how life changed dramatically for people in
the 1800’s.
Task: Analyze the charts, graphs, and info-graphics to answer the corresponding questions.
1. What major effects did the railway industry on people’s lives?
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2. According to graph #1, which city experienced the greatest surge in population, and by how much?
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3. According to graph #2, London experienced it’s greatest surge in population between which years?
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4. Analyze the info-graphic on electricity. Which country invested in the most electric generation
stations? Why do you think that is?
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Critical Thinking Question: Using information from this section, explain how cities were transformed by
the Industrial Revolution.
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Extension Activity.
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Extra Credit. Read The Case Study on the Mills of Manchester. Whose interests did child labor serve?
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V. Vocabulary of the Industrial Revolution
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Objective: After watching a brief rap vocabulary song, IWBAT identify 3 changes brought about by the
Industrial Revolution.
Task: Students will view the flocabulary video and answer the corresponding questions.
http://www.flocabulary.com/industrial-revolution/
1. After farming technology improved, farmland gave people more:________________________________.
2. An immediate result of improved farming techniques was that the population: _________________________.
3. ____________________ housed the machines that sewed the clothes.
4. _______________________________ improved the steam engine.
5. One result of more coal and more steam was more: ______________________________.
6. The use of Morse code is compared to sending a _________________________ today.
7. Before goods were made by machines they were made by:_______________________.
8. What happened if you fell asleep on the job? ______________________________.
9. According to Karl Marx, all people should be paid: ____________________________________.
10. Chasing the industrial dream, societies switched to a new: ______________________________________________.
Critical Thinking Question: According to the rap vocabulary song, what positive changes were brought
about due to the Industrial Revolution? What negative affects occurred due to the Industrial Revolution?
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Extension activity: Use the quizlet to study the vocabulary terms.
http://quizlet.com/1236457/industrial-revolution-vocabulary-flash-cards/
VI. Reforming the Industrial World (Independent Activity)
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Objective: After reading text, IWBAT identify how the Industrial Revolution led to social, political, and
economic reforms.
Task: Students will read several passages and explain how social and political reformers addressed
difficult issues from the Industrial Revolution. Read 7.4 in your textbook, pages and answer the first 2
checkpoint questions.
1. Explain the response to laissez-faire economics during the nineteenth century.
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2. What did early socialists believe?
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Extension Activity.
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Extra Credit. Analyze the chart and answer the following questions.
Which of the following people would prefer a capitalistic society? _________________________________________________________
Which of the following people would prefer a socialist society? ____________________________________________________________
Factory worker; shop owner, factory owner, unemployed artisan, entrepreneur.
Primary Source Quotes and Excerpts:
“I have at my disposal what the whole world demands, something which will uplift civilization more
than ever by relieving man of all undignified drudgery. I have steam power.”
-James Watt
“A great number of streams….furnish water-power adequate to turn many hundred mills: they afford the element
of water, indispensible for scouring, bleaching, printing, dyeing, and other processes of manufacture: and when
collected in their larger channels, or employed to feed canals, they supply a superior inland navigation, so important
for the transit of raw materials and merchandise.”
-Edward Bains, The History of Cotton Manufacture in Great Britain, 1835
“Whilst the engine runs, people must work – men, women, and children are yoked together with iron and steam. The
animal machine is chained fast to the iron machine, which knows no suffering and weariness.”
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James Kay-Shuttleworth, 1832
“The place (factory) was noisy with flying shuttles, clicking needles, and the whizzing wheels of the roaring
machinery...The clatter of the machines was deafening...the room was low…and clouds of lint seemed floating about in
space. Add to that poor light, bad ventilation, the exhalations of so many people, and the smell of dye from the cloth...and
you have material for the wake-up of the shop. All afternoon we sewed; sewed incessantly without uttering a syllable or
resting a moment.”
-Nell Cusack, 1888
“Look into any of these houses, everywhere the same….Here is a “flat” or “parlor” and two pitch- dark coops
called bedrooms…One, two, three beds are there, if the old boxes and heaps of foul straw can be called by
that name; a broken stove with crazy pipe from which the smoke leaks at every joint, a table of rough boards
propped up on boxes, piles of rubbish in the corner. The closeness and smell are appalling. How many people
sleep here? The woman with the red bandanna shakes her head sullenly, but the bare-legged girl with the
bright face counts on her fingers…”Six, sir”.”
-Jacob Riis, How the Other Half Lives
“Country girls were naturally independent, and the feeling that at this new work the few hours they had
of everyday leisure were entirely their own was a satisfaction to them. They preferred it to going out as
“hired help.” It was like a young man’s pleasure in entering upon business from himself. Girls had never
tried that experiment before, and they liked it.”
-Lucy Larcom, A New England Girlhood