Bell Ringer
10 flash cards
The Mughal Empire and the Ottoman Empire
share what characteristics?
2. In the period 1450-1750, what cash crop
produced large plantations by slave labor in the
growing world market?
3. What is a wide spread social consequence of
industrialization in the 1800s?
4. An important reason for China’s rapid
population increase in the 17th and 18th century
was?
5. What best explains why myths are useful to
historians?

1.
6. What best describes how 19th century industrialization
affected European women's lives?
7. Before 600 C.E., large centralized empires such as the Han,
Persian, and Roman empires, extended their military power
by…
8.The North and South American independence movements of
the late 18th and early 19th centuries shared….
9.In contrast to initial industrialization, the second Industrial
Revolution in the last half of the 19th century was particularly
associated with the mass production of what?
10. Most world historians would agree that the key to
European predominance in the world economy during the 19th
and early 20th centuries was…
The Mughal Empire and the Ottoman
Empire before 1700 C.E. shared which of the
following characteristics?
 A. both empires were able to expand
without meeting strong resistance.
 B. both empires formally restricted foreign
trade.
 C. both empires were ruled by a single
religious official.
 D. both empires were religiously and
culturally diverse.

The Mughal Empire and the Ottoman
Empire before 1700 C.E. shared which of the
following characteristics?
 A. both empires were able to expand
without meeting strong resistance.
 B. both empires formally restricted foreign
trade.
 C. both empires were ruled by a single
religious official.
 D. both empires were religiously and
culturally diverse.

In the period 1450-1750, which of the
following, produced on large plantations
by slave labor, were significant
commodities in the growing world
market?
 A. grains such as wheat and barley
 B. tropical fruits such as bananas and
oranges
 C. animal products such as wool and beef
 D. cash crops such as sugar and tobacco

In the period 1450-1750, which of the
following, produced on large plantations
by slave labor, were significant
commodities in the growing world
market?
 A. grains such as wheat and barley
 B. tropical fruits such as bananas and
oranges
 C. animal products such as wool and beef
 D. cash crops such as sugar and tobacco

Which of the following was a widespread
social consequence of industrialization in
the 1800s
 A. a decline in the social status of women
 B. an increase in the power and prestige
of the landowning aristocracy
 C. the general leveling of social
hierarchies based on wealth
 D. the creation of a wage-earning working
class concentrated in urban areas

Which of the following was a widespread
social consequence of industrialization in
the 1800s
 A. a decline in the social status of women
 B. an increase in the power and prestige
of the landowning aristocracy
 C. the general leveling of social
hierarchies based on wealth
 D. the creation of a wage-earning working
class concentrated in urban areas

An important reason for China’s rapid
population increase in the 17th and 18th
centuries was…
 A. the introduction of new crops from the
Americas
 B. the end of the bubonic plague in Asia
 C. the widespread adoption of the
European three-field system
 D. unprecedented immigration from the
Mughal and Ottoman empires.

An important reason for China’s rapid
population increase in the 17th and 18th
centuries was…
 A. the introduction of new crops from the
Americas
 B. the end of the bubonic plague in Asia
 C. the widespread adoption of the
European three-field system
 D. unprecedented immigration from the
Mughal and Ottoman empires.

Which of the following best explains why
myths are useful to historians?
 A. myths clarify how ancient technology
worked.
 B. myths analyze how great heroes
created the first societies.
 C. myths provide insights into the values
and traditions of their societies.
 D. myths give detailed plans showing how
ancient leaders achieved power.

Which of the following best explains why
myths are useful to historians?
 A. myths clarify how ancient technology
worked.
 B. myths analyze how great heroes
created the first societies.
 C. myths provide insights into the values
and traditions of their societies.
 D. myths give detailed plans showing how
ancient leaders achieved power.



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Which of the following best describes how 19th
century European industrialization affected
European women’s lives?
A. by the end of the century, new social welfare
legislation made it possible for most women to
earn university degrees.
B. married women found it increasingly difficult to
balance wage work and family responsibilities.
C. by the end of the century, women gained the
right to vote in most European countries.
D. women came to dominate the agricultural
workforce as men moved to cities to take
industrial jobs.





Which of the following best describes how 19th
century European industrialization affected
European women’s lives?
A. by the end of the century, new social welfare
legislation made it possible for most women to
earn university degrees.
B. married women found it increasingly difficult to
balance wage work and family responsibilities.
C. by the end of the century, women gained the
right to vote in most European countries.
D. women came to dominate the agricultural
workforce as men moved to cities to take
industrial jobs.





Before 600 C.E., large centralized empires such as the
Han, Persian, and Roman empires, extended their
military power by…
A. giving more political power to the common people
in conquered territories, thus eliminating the need for
large armies of occupation.
B. developing supply lines and building infrastructure,
including defensive walls and roads.
C. creating open societies inclusive of different
religious and cultural practices, thus decreasing the
chance of revolts.
D. recruiting their armies entirely from inhabitants of
their core territories and excluding members of
newly conquered lands.





Before 600 C.E., large centralized empires such as the
Han, Persian, and Roman empires, extended their
military power by…
A. giving more political power to the common people
in conquered territories, thus eliminating the need for
large armies of occupation.
B. developing supply lines and building infrastructure,
including defensive walls and roads.
C. creating open societies inclusive of different
religious and cultural practices, thus decreasing the
chance of revolts.
D. recruiting their armies entirely from inhabitants of
their core territories and excluding members of
newly conquered lands.





The North and South American
independence movements of the late 18th
and early 19th centuries shared which of the
following?
A. revolutionary demands based on
Enlightenment political ideas.
B. Reliance on Christian teachings to define
revolutionary demands.
C. Industrial economies that permitted both
areas to break free of European control.
D. Political instability caused by constant
warfare among the new states.





The North and South American
independence movements of the late 18th
and early 19th centuries shared which of the
following?
A. revolutionary demands based on
Enlightenment political ideas.
B. Reliance on Christian teachings to define
revolutionary demands.
C. Industrial economies that permitted both
areas to break free of European control.
D. Political instability caused by constant
warfare among the new states.
In contrast to initial industrialization, the
second Industrial Revolution in the last
half of the 19th century was particularly
associated with the mass production of
which of the following?
 A. textiles, iron, and coal
 B. textiles, automobiles, and plastics
 C. airplanes, ships, and radios
 D. electricity, steel, and chemicals

In contrast to initial industrialization, the
second Industrial Revolution in the last
half of the 19th century was particularly
associated with the mass production of
which of the following?
 A. textiles, iron, and coal
 B. textiles, automobiles, and plastics
 C. airplanes, ships, and radios
 D. electricity, steel, and chemicals

Most world historians would agree that
the key to European predominance ini the
world economy during the 19th and early
20th centuries was…
 A. the Industrial Revolution
 B. European medical technology
 C. Spanish control of New World silver
 D. the Enlightenment

Most world historians would agree that
the key to European predominance ini the
world economy during the 19th and early
20th centuries was…
 A. the Industrial Revolution
 B. European medical technology
 C. Spanish control of New World silver
 D. the Enlightenment

Bell Ringer

Imagine you are around during the time of
the Industrial Revolution. Do you think
you would have been able to work 7 days
a week and 16 hours a day? Now imagine
you are 6 years old do you think you
would be able to do that work load?
How do you think that would impact you
as a person?
Agenda/Objectives
Reading – Industrial Revolution
 How does the Industrial Revolution
begin?
 - What factors help lead the way.
 What were two important results.
 Inventions
 Video: Child labor in England part 1.
 Homework: pg. 256-257

Take a minute

Make a list of everything you have used
today that could possibly be attributed to
the Industrial revolution.
The Industrial Revolution

Refers to the greatly increased output of
machine-made goods that began in
England during the 18th Century.
The Industrial Revolution Begins
1700: Large wealthy landowners buy much
of the land that village farmers had once
worked.
 - Dramatically improve farming methods.
 #AgriculutralRevolution
 #pavedthewayfortheindustrialRevolution
 #hashtag

The Agricultural Revolution
Large landowners enclosed their land
with fences or hedges – enclosures
 - experimented to discover more
productive farming methods to boost
crop yields.
 Enclosure Method had 2 important
results:

2 important results
1. landowners experimented with new
agricultural methods.
 - using new seeding and harvesting
methods.
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
2. Large landowners forced small farmers
to become tenant farmers or to give up
farming and move to the cities.
Seed Drill
Jethro Tull – thought scattering seed
across the land was wasteful. (most seed
did not root)
 1701 – created the seed drill.
 - Allowed farmers to sow seeds in wellspaced rows at specific depth.
 - More seeds rooted and grew.

Crop Rotation

Does anyone know what this term
means?
Crop Rotation
Farmers would change crops each year.
 1st year – wheat: exhaust soil.
 2nd year – plants a root crop i.e. turnip.
 - restores nutrients.

Livestock improvements
Robert Blackwell had his best sheep
breed.
 - others followed his lead.


1700- 1786: Average weight for lambs
climbs from 18 to 50 pounds.
What does this all mean?
As food supplies grow and living
conditions improve…..
 England’s population increases and
demand for manufactured good increases.
 - As small farmers lost land they became
factory workers.

That’s great Mr. Burns but why
England?!?!
Large population.
 Extensive natural resources.

Stop! Think about it?
What is needed to have an industrial
state?
 30 seconds to think about it.

Industrialization
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The process of developing machine
production of goods – required such
resources…
Resources included:
1. water power and coal to fuel the new
machine.
2. iron ore to construct machines, tools, and
buildings.
3. River for inland transportation.
4. Harbors from which its merchants ship set
sail.
Britain’s Economic Strength and
Stability
Business people invested into new
inventions.
 Highly developed banking system
contributed to industrialization.
 - bank loans = new machinery.
 Growing overseas trade, economic
prosperity, and a demand for goods –
thanks to the colonies.
 Military success kept Britain soil safe.

Britain’s Economic Strength and
Stability

Parliament passed laws protecting
business and helped expansion.
Factors of Production

What do you think they are?
Factors of Production

Land
Factors of Production

Labor
Factors of Production

Capital (Wealth)
From the reading what were some
major inventions?

1733- John Kay invention doubled the
work a weaver could do in a day.
1764- James Hargreaves invented a
spinning wheel – named it Jenny.
 - allowed a spinner to work 8 threads at a
time.
 Eventually took the weaving out of the
home and into buildings called factories.

What did Eli Whitney invent?

The Cotton Gin – multiplied the amount
of cotton that could be cleaned.

How does this have an effect on the U.S.?

Possible that slavery would have ended
before the Civil War but due to the
Cotton Gin it increased production in the
south.
Video
We will be watching parts of a video
through this unit that deal with the child
labor in England.
 You will need to take notes as their will
be a summary due at the end of all the
clips on the video.

Homework
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Pg. 256-257
Research these questions:
What is an entrepreneur?
Who invented the steamboat? Why was
water transportation important?
Who improved roads in England and how?
Summarize the importance of the railroad in
England.
*** Reading – The Industrial Revolution
READING QUIZ NEXT CLASS.