Name: ____________________________________

The Industrial Revolution(s):

1750 to 1910 CE

Directions: Using a classroom laptop, desktop computer, or your own device, complete the WebQuest located at
http://tinyurl.com/njojbz8 . Follow the instructions on the webpage and continue step by step through the Quest. You
will need to complete this packet as your proceed. Your completed packet is due at the start of class on Monday,
November 10th.

Please note: You will need a steady internet connection to complete this assignment. If you anticipate having difficulties
obtaining the necessary technology to complete this WebQuest, please speak to Ms. Galloway and she will arrange an
alternate means of you completing the assignment.

Task One: The Agricultural Revolution

1. So What’s the Industrial Revolution, Anyway?

Answer the following questions as you watch:

A. What are some of the things which exist today as a result of the Industrial Revolution(s)?

 Some things that we developed as a result of the Industrial Revolution are electricity, cars, public education,
antibiotics, contraceptives, and tap water.

B. What are some arguments for why Europe industrialized before other parts of the world?

 One  argument that Europe experienced Industrial revolution before other countries is Cultural
Superiority, which basically states that Europeans are better and smarter than other people. Another
argument is that Europe was the only country at that the time that had the science and innovation
necessary for the industrial revolution. Also, another argument was that Europe had a small population,
which they assumed required labor-saving inventions. Finally, the last argument was that Europe has
a freer political institution that encouraged innovation and strong property rights and created incentives
for inventors.

C. Why does John Green think that the Industrial Revolution is the most revolutionary revolution of the period
1750 to 1900 CE?

 John Green thinks that the Industrial Revolution is the most revolutionary revolution of the period 1750 to 1900
CE because changes in technology impacted people across the world to some degree. Leads to globalization and
much of the technology is still used.

2. The Agricultural Revolution and Enclosure.

Please answer the following questions after reading the article, “The Four Field System.”

A. What are some of the benefits of crop rotation?

Peasants were gifted a piece of land, which they could use as their home and they would help their landowners in any
case necessary, which became a huge benefit for the landowners.

B. What was enclosure? Why was this useful for large-scale landowners?
 A plot of land surrounded by a hedge or fence. Led to people not being able to afford land anymore. Many of the
peasants went hungry or moved to cities. Open grazing and farming land. Evolved into an open market area (like
a farmer’s market). Enclosing them led to higher poverty rates because they no longer had access to the land they
used to farm. More people left their farm jobs to move to the city.

C. Who was Richard Townshend, and what did he have to do with enclosure?
He was frequently engaged in various armed skirmishes with Irish rebel. He was involved in the process of estates
leading to increased agricultural output and enclosure of the land for cattle.

Please answer the following after viewing the illustrated video titled “The English Enclosures” by Geof Glass.

D. What arguments, according to Glass, were used as justifications for the enclosing of the commons? What were
some of the consequences of the elimination of the commons?

One argument as to the justifications as to why they enclosed the commons was laziness, which said that once they
grew their crops, they took breaks, which didn’t show dedication or hard work. Another argument is theft, commoners
were usually accused of stealing. Another argument was wool, the nobility wanted to earn money through textiles, but
the sheep used to get wool needed to occupy land, which was occupied by the commoners. Some consequences that
happened as a result of the elimination of the commoners was extreme poverty for the commoners, transportations
through vessels, cheap labor in factories, and the environment in the factories was horrible.

3. Cottage Industry.

After reading the article, “The Domestic System” and watching the video of the linen loom in action, please answer the
following questions:

A. What was the domestic system (or putting-out system or cottage industry)? What was the primary industry
involved? Who usually participated in the work?
The Domestic System was a system that was at home that produced clothing and other items for others. The
primary industry involved was the cotton industry. And usually the whole family participated in the work, but the
young girls and wives would do most of the work.

B. What was good about the domestic system? What was bad about it?
What was so good about the domestic system was that workers could work at their own pace, children were treated
way better in the domestic system rather than in factories, meals could be taken when needed, and there was minimal
to no tension in the workplace as it was family. The bad was it had a very slow productivity and people weren't paid well.

C. What do you notice about the technique of weaving shown in the video? How would you describe it?
It looks effective and super old fashioned and it looks like it would need a lot of labor. I would describe it as a very
tedious work.

Task Two: Why Britain?

1. Beginning at the End.

After watching at least the first ten minutes of the “Pandemonium” section of the 2010 Opening Ceremonies of the
Olympic Games, answer the following questions: ( https://www.youtube.com/watch?v=HBITyBdRv_Q&t=478s ) (Link
didn’t work for me)

A. How would you describe the scene you just saw? What were your impressions of this representation of the
Industrial Revolution(s)?

B. Why do you think that the director chose to represent this portion of British history instead of any other period?

C. What major events or social changes were represented in this segment?

D. Do you think the director of this performance has a positive or negative view of the Industrial Revolution(s)?
Why? Defend your answer.

2. Major Reason #1: Population Growth

First, read the article “Overview: Empire and Seapower, 1714-1837: Population Explosion.” Answer the following
questions:

A. What were some of the reasons the British population doubled between 1721 and 1821?
Some reasons are falling mortality, which was the result of smallpox, martial fertility, which came from more
people marrying, and finally improved material circumstances.

B. What effects did this population growth have on Great Britain?

The effects of population growth on Great Britain were a few things, one the economical and industrial
growth expanded, which lead to Britain becoming the first industrial nation. Population growth also helped
Britain experience urban growth, breakthroughs in fuel sources, and extensive trade.

Then, examine the population and life expectancy graphs included on the WebQuest. Answer the following questions:

A. Does the graph in Figure 2.1 support or disprove the information contained in the previous article?
It rejects the article because it doesn’t show the population growth as doubling as well as it doesn’t show the population
at 1721 to be at 7.1.

B. Examine the life expectancy of French subjects in Figure 2.4. How does it differ from the life expectancy for
the British during the same period? Why might this difference exist?
The British life expectancy had both sexes while the French subjects only had one sex. This difference existed because at
the time, men were expected to live longer that females.

C. Examine Figure 2.4. You’ll notice that there is a drop in the life expectancy of individuals in England, France,
and Sweden between 1780 and 1790. What potential historical reason could you give for this temporary drop in
life expectancy? (Consider material we have already covered in this unit of study.)

3. Major Reason #2: Finance and Property.

Please watch the Crash Course video on capitalism and socialism and answer the following questions:

A. What is mercantile capitalism? How is it different from industrial capitalism?

 B. What particular factors led to the development of capitalism?

C. What is socialism, and how was it a response to industrial capitalism?

D. What is Marxian socialism (sometimes called communism, although that’s super inaccurate)? What does
Marx argue regarding class struggle?

After watching the Crash Course video, please read the passage from Adam Smith’s The Wealth of Nations, and answer
the following questions:

A. According to Adam Smith, what is the “ultimate object” of the mercantile system?

B. What does Smith view as the sole purpose of manufacturing and production?

C. Based on what you’ve learned from this passage as well as the previous video, would Smith be considered an
industrial capitalist, or a mercantile capitalist?

4. Major Reason #4: Natural Environment.

Examine the two maps of natural features provided on the WebQuest. Use these to answer the following questions:

A. What is the first map detailing? Why might this particular feature be useful during the Industrial Revolution?

B. What does the second map detail? Again, what on this map might prove useful during the Industrial
Revolution?

C. Compare the two maps. Do you notice any patterns as to where the waterways are most common? Why do
you think the canals and waterways are constructed where they are?

Now examine the last map two maps on the page. Use it, as well as the two previous maps, in order to answer the
following questions:

D. What happens to population density in Great Britain between 1801 and 1851 CE? What might be some of the
reasons for the transformation displayed in the two maps?

E. Where is the population density most noticeable on the 1851 map? What might be a reason for those areas
having denser populations than other parts of Great Britain?

5. What Do You Think?

Please respond to the poll on the WebQuest page.

Task Three: First Industrial Revolution (1750 to 1850 CE)

1. Innovations in Textile Production.

Using the Advanced Search option on Google, research the following inventions and fill in the chart. You may wish to
watch the video illustrations to get a better idea of how each invention works.

Name of Invention Name of Inventor Date Purpose Long-Term Effects

1773 It was invented for It was the first major step
Flying Shuttle John Kay automatic weaving toward technological
which allowed for advancements making
faster production production easier.
Eli Whitney 1793 It allowed for the It increased the amount of
Cotton Gin cotton to be separated cotton available so it
faster from the cotton. increased production for
clothing industry and
reduced labor.
James Hargreaves 1764 Used for the spinning It decreases the amount
Spinning Jenny of wool and cotton. of labor needed in
factories.
Joseph Marie Jacquard 1804 Used for weaving silk This mechanism
Jacquard Loom and it allowed for established the foundation
complex pattern to be for modern computer
woven. programming.
Richard Arkwright 1769 Spinning machine It was the first powered
Water Frame powered by water to textile machine that kick
produce a cotton yarn started the Industrial
suitable for warp Revolution
1779 Used to spin cotton Revolutionized textile
Spinning Mule Samuel Crompton and other fibers production by vastly
increasing the amount of
cotton that could be spun
at any one time.
Paul Moody 1785 Used to weave cloth It increased demand and
Power Loom and tapestry. stimulated exports,
causing a growth in
industrial employment.

2. Moving Goods and People.

Read the article “History of canals in Great Britain,” and answer the following questions:

A. Did canals originate in Great Britain? Where might they have begun?
The canals didn’t originate in Great Britain. They began in China during the 10 century.
th

B. Who began the era of canal building in Britain? What were some of the consequences of this movement?
The Duke of Bridgewater began the era of canal building in Britain. Some positive consequences were that the price of
coal fell, which in turn let the economy boost another consequence would be that canals helped long distance travel.

Watch the Crash Course video on railroads! Answer these questions:

A. How did railroads expose all sectors of society to the Industrial Revolution(s)?
People of different social classes would work on railroads or ride trains, so everyone was exposed to the railway, which in
turn, helped them see the Industrial Revolution.

B. What did railways do to alter the way human beings understand time and distance?
Many people believed it to be a faster way and more efficient way of travel because of how quick the train was.

C. How can the transformation of the world as a result of the use of railroads be compared to the changes which
resulted from the advent of the Internet?
The train was really depended on because of the speed and the reliability of the automobile just like the internet is
depended on today for everyday tasks.

3. Reactions Against the First Industrial Revolution.

Listen to the first 10 minutes and 42 seconds of the Luddite podcast linked on the WebQuest. Use the information from
that podcast to answer the following questions. (Not working)

A. Who were the Luddites? When were they active? What was the historical context for their actions?

B. Why did the Luddites object to the changes which were occurring in the textile industry? Who were the
croppers?

C. What were working conditions like in some of the early textile factories?

Listen to the ballad, “General Ludd’s Triumph,” and pay particular attention to the lyrics. Then, answer the following
questions:

A. Based on the lyrics of the song, who would be singing this song: a Luddite or a factory owner?

B. One of the verses of the song goes thusly:

Let the wise and the great lend their aid and advice
Nor e'er their assistance withdraw
Till full fashioned work at the old fashioned price
Is established by Custom and Law
Then the Trade when this arduous contest is o'er
Shall raise in full splendour its head
And colting and cutting and squaring no more
Shall deprive honest workmen of bread.

Based on this text, what were the Luddites seeking with their actions?
They were trying to inform the readers that taking advice from people and not machines, it also mentions how the
technology is being sold at a old fashioned price.

Examine the cartoon displayed on the WebQuest. How has the term “Luddite” been transformed in modern culture?
What does the word mean today?
A Luddite is a person that doesn’t like or opposes technology. The term has been transformed because as technology
has evolved, so the word has evolved to people that don’t like technology.

Task Four: The Second Industrial Revolution (1850 to 1910 CE)

1. Comparing Two Industrial Revolutions.

Read the passage from “The Second Industrial Revolution, 1870-1914.” Use it to answer the following questions:

A. How does Mokyr characterize the innovations of the First Industrial Revolution?
First industrial revolution had no scientific base, and claimed the first industrial revolution was like an iron
industry with no iron.

B. What was the relationship of the Second Industrial Revolution and science? How did that differ from the First
Industrial Revolution?
Second revolution used science to expand on the knowledge they used to make invention.

2. Changing Technologies.
Again, use Google’s Advanced Search in order to find information on the following inventions:

Name of Invention Name of Inventor Date Purpose Long-Term Effect

Jean Joseph Etienne Lenoir 1859 Used to generate First automobile to use an
Lenoir gas engine power for internal combustion engine,
automobiles used as a blueprint today.
Karl Benz 1886 First Automobile to Widely regarded as the first
Motorwagen be motorized production automobile

Ferdinand von Zeppelin 1897 Balloon type Evolved and still in use today,
Dirigibles airplane used although not used in war
during war
Wright Brothers 1903 used for flight Used today at large, but
Aeroplane transportation evolved into much better
models
Robert Fulton 1812 Used to transport Lead to the expansion and of
Paddlewheel good and people two-way river transportation
steamboat across bodies of
water
Richard Wright 1813 Used to transport lead to long distance oceanic
Ocean-going goods between travel
steamship countries

Nicephore Niepce 1826 revolutionize Changed the way people

Photography communication in pictured reality
 the west
William George Horner 1876 produce illusion of Evolved into videos and
Zoetrope motion by showing movies
a series of
photographs
Vladimir K. Zworykin 1897 designed for films Instrumental in American
Kinescope to be viewed by movie culture
one individual at a
time through a
peephole viewer at
the top of the
device
Alessandro Volta 1800 Allowed Chemical Opened lots of possibilities on
Battery energy to be how to transport electricity,
converted into and allowed industrial
electrical machines to work
David Alter and Samuel 1844 allowed longer evolved into the telephone,
Telegraphs Morse distance phone, and cellphone.
communication
Alexander Graham Bell 1876 allowed quicker Allowed international
Telephone communication communication and faster
communication between both
parties
Thomas Edison 1885 used to record and Used to listen to music, and
Phonograph replay sounds allowed people to listen to
music whenever they wanted
Guglielmo Marconi 1895 Used for ship to Expanded into a broadcasting
Radio ship system, and was impactful
communication, because it appealed to the
sometimes used domestic system and was
with businesses used as a information source.

3. Personal Response.

Answer the prompt on the WebQuest page with a thoughtful comment using the information you have gathered.

Task Five: Social Transformations

1. Good Change? Bad Change? 

A. Why is height used as a measure which can indicate the standard of living? 
Measured how well people were nourished and people who were taller were less affected by disease 

B. What does the height of English soldiers between 1730 and 1850 suggest about the First
Industrial Revolution? 
Height declined, so it suggested there were diseases because of the unsteady growth, and it lead to unemployment,
which led to malnutrition. This also suggests that agriculture was lacking 
 C. What does the data regarding life expectancy during the Industrial Revolution(s) suggest? The first
revolution had many factors affecting life expectancy, while the second industrial revolution did not have these factors,
leading to an increase in life expectancy. 

2. Poverty in Literature and Art. 

Read the passage from Charles Dickens’ Oliver Twist. 

A. How does Dickens describe the city Oliver is walking through? What is the overall impression you receive
of the urban environment in England? 
Describes it as very crowded and dirty, and my overall impression was the same. 

B. What are Oliver and the man he is traveling with going to do? What is their job? 
Their job is to see dead women and bury them underground 

C. How has the woman in the passage died, according to one man? 
Starved to death 

D. Based on the passage, how do you think Dickens feels about poverty? Why is he writing about this
subject? He felt that poverty was neglected 
Examine the images, “The Third-Class Carriage” and “The Washerwoman.” 

E. What is similar between these two images? 

Both paintings use the same shade of color, both paintings have poor people wearing poor clothes 

F. How is this type of art different from art we’ve seen in the past (think about the Renaissance, for
example)? This type of art shows the poor aspects of life, while the renaissance shows the rich aspects of life. 

G. Why does Daumier choose the poor as his subjects, do you think?
he chooses this because he wants to depict the struggling working class and how poor people aren’t featured much in
paintings. 
3. Cult of Domesticity 

Please read the article “The Cult of True Womanhood” and answer the associated questions. 

A. What was the cult of domesticity? According to this ideology, where was the proper sphere for women to
be found, and what was the justification for these limitations? 
It was an ideology that believed women should not be allowed to work outside of home. 

B. What was Republican or Moral Motherhood

It was the idea of women being educated 

4. Extension of the Franchise. 

Name of Movement or Act  Description and Long-Term Effects

Chartists urged parliament to adopt three petitions which assessed the rights of
ordinary people

1867 Reform Act Piece of British legislation that allowed the vote of people that owned
property or paid rent. Reduced the property threshold and gained the
votes of many english citizens.
 1884 Parliamentary Reform Act Extended the vote to agricultural workers and prepared the way for a
universally male suffrage.

Suffragette Women who fought for their right to vote.

Representation of the People Act, gave vote to all men over 21 and women over 30, or women over 21 if they
1918 were married to a householder

Nineteenth Amendment to the all citizens have the right to vote.

United States Constitution,
1919 

Task Six: Industrial Revolution Outside of Britain

1. Belgium

A. What were the main reasons which caused Belgium to industrialize?

Some reasons were its geography, because it was close to Britain, they traded for the newest technology. Another reason
was that they had a large reserve of iron, which was vital for industrialization.

B. What were some of the long-term consequences of Belgian industrialization?

They produced soda, which became a huge concern because it was used all around the world. It was also breeding ground
for many worker strikes.

2. The United States

A. What were the main reasons which caused the United States to industrialize?
Organizational Structures to increase productivity and the factory system.

B. What were some of the long-term consequences of American industrialization?

It greatly strengthens the American economy and reduced dependence on imports.

3. Germany

A. What were the main reasons which caused Germany to industrialize?

The German Customs Union which abolished trade barriers as well as the Krupp ironworkers. Another one would be
because of the villages merging into cities.

B. What were some of the long-term consequences of German industrialization?

Trade barriers were eliminated as well as the mining areas boomed, which lead to increases in the economy.

4. France
 A. What were the main reason which caused France to industrialize?
Protective tariffs were dropped which lead to innovation and France began the industrialization industry because of
textiles

B. What were some of the long-term consequences of French industrialization?

It hurt many family economies because people just bought textiles such as cotton from factories and the cottage industry
really struggled due to lower prices.

5. Japan

A. What were the main reasons which caused Japan to industrialize?

Major production of exports of cotton and silk yarn as well as because they had established a capitalist economy, they
wanted the economy to be booming, which the revolution did.

B. What were some of the long-term consequences of Japanese industrialization?

The feudal system was abolished, public education became mandatory, and Western technologies were eagerly imported.

Task Seven: Reforming the Revolution

1. Urbanization, Health, and Environment.

First, play the Muck and Brass game. Then, read the article, “The Great Stink,” and answer the following questions:

A. What was the Great Stink, and what were its causes?
Hot weather made the smell of human waste smell horrible in the banks of river themes. It was caused because of the
weather and because of the city’s sewers being emptied into the river.

B. What finally prompted the changes necessary to clean up the Thames?

It reached the government in 1857 which forced the cleanup of the River.

C. Why was sewage disposal one of the few environmental improvements Members of Parliament undertook
during the Industrial Age?
It was only because of the public pressure as well as abject nasal suffering pressured the government into improving the
rivers condition.

2. Labor Movements, Unions, and Strikes.

Please define the following terms:

 Collective Bargaining: Negotiation of wages and other conditions of employment by an organized body of
employees.

 Strike: A refusal of work by a multitude of employees.

 Trade Union: An organized association involved in trade.

 Picket Line: A boundary established by workers on a strike.

Then, watch the documentary on the “Triangle Fire” and answer the following questions. (Was not working)
 A. Who were the principle workers in New York’s garment district in the early 20 th century? Where were they
from? What was their average age?

B. What causes the fire in the Triangle building? On what floor does the fire start? What routes did the workers
use to escape the burning building?

C. What happened to the owners of the Triangle Shirtwaist Company? How do you feel about this?

4. Personal Response. Please respond to the prompt on the WebQuest page.