DOCSLIB.ORG

The Industrial Revolution Refers to the Greatly Increased Output of Machine- Made Goods That Began in England in the Middle 1700S

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Industrial Revolution Refers to the Greatly Increased Output of Machine- Made Goods That Began in England in the Middle 1700S The Industrial Revolution Reformers Starts in Great Adam Smith Britain Robert Owen Domestic System Jeremy Bentham & to Factory system John Stuart Mill Agricultural Karl Marx Revolution Changes Urbanization Laissez -faire/ Capitalism Mass Production New Social Classes Name:_________________________________ Mrs. Hedges/ Mr. Marcussen 2015 1 Homework Calendar October 2015 How to use this calendar • This calendar gives you the homework assignment for each week. The calendar gives the assignment for each night. The assignment is due the next day! Remember no homework will be accepted late! Monday Tuesday Wednesday Thursday Friday 12 13 14 15 16 No School Homework: Homework: Homework: Columbus Day The Industrial Social Impact Economics Revolution of the Pages 20-21 pages 8-10 Industrial Revolution Castle Pages 14-17 Learning 19 20 21 22 23 Homework: Homework: Homework: Homework: Utilitarianism Documents Body Multiple Pages 24-25 Pages 28-31 Paragraphs Choice Pages 32-33 Pages 34-37 Study for Quiz Quiz Day Castle Learning 26 27 28 29 30 Homework: Test Packet Study Industrial Revolution 1. Industrial Revolution (Ch 19 Sec1) a. Causes & importance of steam engine b. Effects (Problems social, political, economic) (Ch20 Sec1) c. Reform Movement (Laissez Faire Capitalism vs. Communism) 2 Unit Terms Please note that all terms within this packet are subject to testing. Unit Must Know Terms….define the following words as you work your way through the packet. These words are identified as key terms for the unit. Term Definition Packet page Industrial Revolution 3 Bell Ringer for October 13, 2015 The Industrial Revolution refers to the greatly increased output of machine- made goods that began in England in the middle 1700s. There are several reasons why the Industrial Revolution began in England. In addition to political stability and a large population of workers, England had the extensive natural resources required for industrialization - the process of developing machine production of goods. These natural resources included 1) water power and coal to fuel the new machines; 2) iron ore to construct machines, tools, and buildings; 3) rivers for inland transportation; and 4) harbors from which merchant ships set sail. Britain's highly developed banking system also contributed to industrialization by providing bank loans that allowed people to invest in new machinery and expand their operations. Growing overseas trade, economic prosperity, and a climate of progress led to the increased demand for goods. Other countries had some of these advantages. But Britain had all the factors of production - the land, labor, and capital (or wealth) needed to produce goods and services- that the Industrial Revolution required. It did not take long, however, for the Industrial Revolution to spread to Continental Europe and North America. Summary Box 1. 2. 3. 4 Agrarian Revolution 1. A revolution in farming also helped pave the way for the Industrial Revolution. In 1700, wealthy landowners began buying up much of the land that village farmers had once worked. They combined the land into larger fields, which were called enclosures because they were enclosed by fences or hedges. The enclosure movement had two important results. First, landowners tried new agricultural methods developed by scientific farmers. Second, large landowners forced small farmers to become tenant farmers or to give up farming and move to the cities. 2. Farmers took advantage of Jethro Tull's seed drill, which allowed them to sow seeds in well- spaced rows at specific depths. A larger share of the seeds took root, boosting crop yields. They also adopted a new process of crop rotation. One year, for example, a farmer might plant a field with wheat, which exhausted soil nutrients. The next year he planted a root crop, such as turnips, to restore nutrients. This might be followed in turn by barley and then clover. 3. Livestock breeders also improved their methods, which resulted in increased output. As food supplies increased and living conditions improved, England's population mushroomed. An increasing population boosted the demand for food and goods such as cloth. As farmers lost their land to large enclosed farms, many became factory workers. Summary Box 1. 2. 3. 5 Class work for October 13, 2015 Skim and Scan Chapter 19 Section 1 ** Before jumping into this worksheet, look over Chapter 19 Section 1, pages 614-621, and notice the headings, charts, and pictures. Directions: Answer the following questions from pages 614 – 621. 1. What is the title of the section?___________________________________________ 2. What do you think this chapter will be about? 3. Read the italicized section and fill in the blanks: During the late _______________ century, the ______________ Revolution began in ___________ ______________. An agrarian revolution and industrialization caused a shift from an ___________ based on farming and handicrafts to an economy based on _______________ by machines in ________________. 4. In the section entitled The Industrial Revolution in Great Britain, there are five reasons/factors stated on why the Industrial Revolution began in Great Britain. List them below. 1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________ 5. ______________________________ 5. In the section entitled The Industrial Revolution in Great Britain, what is the first high lighted word? _______________________________ What is the definition of the above word? 6. Define Capital: 6 7. Find the section entitled The New Factories and fill in the following section: The _________________ was another important element in the _________________ Revolution. From its beginning, the factory created a new _____________ system. Factory _________wanted to use their new machines ____________. So, workers were forced to work in _________ to keep the machines _______________ at a steady rate. 8. Find the section entitled Railroads, go to the last paragraph of the section. What was the effect of railroads on the economy? 9. Find the section entitled The Industrial Working Class and answer the following questions: - Identify some of the problems that the working class faced during the Industrial Revolution. - What was the result of Michael Sadler’s report? 10. Find the section entitled Early Socialism a. Write down the first bold and highlighted term:__________________________ b. What is the definition of this term?____________________________________ __________________________________________________________________ __________________________________________________________________ How is this different then capitalism? Class work for Tuesday October 4th 7 Homework for October 13, 2015 Directions: Actively read the following selection, hi-light key ideas so you are prepared to answer the questions that follow. For thousands of years, people lived in small farming villages. Villagers had always grown their own food and made all the goods they needed, like clothes. Beginning in the mid- 1700s in Great Britain, the Industrial Revolution changed everything. People started to buy food, clothes, and other goods from stores, just like we do today. Over the years, farming in Europe had been changing. People had invented new ways to farm that made farming easier and more efficient. As a result, it took fewer workers to grow more food. During the same time period, Europe's population grew. It was no longer possible for everyone to earn a living working on a farm. So, many people moved to cities looking for work. The Industrial Revolution started in Britain's textile, or cloth, industry. British merchants had been importing cotton from India since the 1600s. This raw cotton was spun into thread and then woven into cloth. The merchants wanted to expand the cotton industry in England. They developed a system in which raw cotton was sent out to peasant families. Workers would spin and weave the cotton and then send it back to the merchants. Because the families worked in their homes, this production method was called cottage industry. Under this system, production was slow. Inventors came up with ways to make spinning and weaving cloth faster. They invented tools like the spinning jenny, which spun many threads at one time, and the water-powered loom, which wove cloth quickly. With the invention of these machines, it did not make sense for people to work at home. Some machines were powered by water, so they had to be built next to rivers. Others were too big to be kept in people's homes. So, manufacturers built large sheds where they kept the machines. Spinners and weavers came to work in these factories instead of working at home, this was called the factory system. From Great Britain's textile industry, the Industrial Revolution spread to other industries. It also spread to other countries. For example, Belgium, France, and Germany all experienced the Industrial Revolution. The ideas also crossed the Atlantic Ocean to the United States. In industrialized nations, people's lives became very different than they had been a hundred years before. The majority of people in these nations now lived in cities instead of small farming villages. People bought food and clothing from stores. Instead of working on farms, many people worked in factories. The Industrial Revolution had changed the world forever. 8 Multiple Choice _____ 1. Before the Industrial Revolution, most people lived in _____________. A. cities B. factories C. small farming villages D. apartments _____ 2. The Industrial Revolution started in _____________'s textile industry. A. Britain B. Belgium C. Italy D. Germany _____ 3. An early production method was called cottage industry because workers _____. A. built cottages B. worked in their homes C. lived in factories D. made cottage cheese _____ 4. The spinning jenny ______________. A. wove cloth quickly B. was powered by water C. made production slow D. spun many threads at one time _____ 5. After the Industrial Revolution, people __________________. A. bought food and clothing from stores B. worked in factories C. lived in cities D. all of the above _____ 6. Under the production method called cottage industry, people worked ________.
Load more

Recommended publications
  • Reconstructing the Industrial Revolution: Analyses, Perceptions and Conceptions of Britain’S Precocious Transition to Europe’S First Industrial Society
    Working Paper No. 84/04 Reconstructing the Industrial Revolution: Analyses, Perceptions and Conceptions Of Britain’s Precocious Transition to Europe’s First Industrial Society Giorgio Riello And Patrick K. O’Brien © Giorgio Riello & Patrick K. O’Brien Department of Economic History London School of Economics May 2004 Department of Economic History London School of Economics Houghton Street London, WC2A 2AE Tel: +44 (0) 20 7955 7860 Fax: +44 (0) 20 7955 7730 Reconstructing the Industrial Revolution: Analyses, Perceptions and Conceptions of Britain’s Precocious Transition to Europe’s First Industrial Society Giorgio Riello and Patrick K. O’Brien Summary The Industrial Revolution continues to be analysed by economic historians deploying the conceptual vocabularies of modern social science, particularly economics. Their approach which gives priority to the elaboration of causes and processes of evolution is far too often and superficially contrasted with post- modern forms of social and cultural history with their aspirations to recover the meanings of the Revolution for those who lived through its turmoil and for ‘witnesses’ from the mainland who visited the offshore economy between 1815- 48. Our purpose is to demonstrate how three distinct reconstructions of the Revolution are only apparently in conflict and above all that a contextualised analysis of observations of travellers from the mainland and the United States provides several clear insights into Britain’s famous economic transformation. Introduction Eric Hobsbawm observed: ‘words are witnesses which often speak louder than documents’.1 Together with the French Revolution and the Renaissance, the Industrial Revolution belongs to a restricted group of historical conjunctures that are famous.
    [Show full text]
  • Hoosiers and the American Story Chapter 5
    Reuben Wells Locomotive The Reuben Wells Locomotive is a fifty-six ton engine named after the Jeffersonville, Indiana, mechanic who designed it in 1868. This was no ordinary locomotive. It was designed to carry train cars up the steepest rail incline in the country at that time—in Madison, Indi- ana. Before the invention of the Reuben Wells, trains had to rely on horses or a cog system to pull them uphill. The cog system fitted a wheel to the center of the train for traction on steep inclines. You can now see the Reuben Wells at the Children’s Museum of Indianapolis. You can also take rides on historic trains that depart from French Lick and Connersville, Indiana. 114 | Hoosiers and the American Story 2033-12 Hoosiers American Story.indd 114 8/29/14 10:59 AM 5 The Age of Industry Comes to Indiana [The] new kind of young men in business downtown . had one supreme theory: that the perfect beauty and happiness of cities and of human life was to be brought about by more factories. — Booth Tarkington, The Magnificent Ambersons (1918) Life changed rapidly for Hoosiers in the decades New kinds of manufacturing also powered growth. after the Civil War. Old ways withered in the new age Before the Civil War most families made their own of industry. As factories sprang up, hopes rose that food, clothing, soap, and shoes. Blacksmith shops and economic growth would make a better life than that small factories produced a few special items, such as known by the pioneer generations.
    [Show full text]
  • THE INDUSTRIAL REVOLUTION DAWN of the INDUSTRIAL AGE a New Agricultural Revolution
    UNIT 3, SECTION 1: THE INDUSTRIAL REVOLUTION DAWN OF THE INDUSTRIAL AGE A New Agricultural Revolution Improved Methods of Farming - 1700s - Dutch built earthen walls to reclaim water from the sea, combined smaller fields into larger ones to make better use of the land, used fertilizer from livestock to renew the soil • British farmers mixed soils to get higher crop yields, tried new methods of crop rotation • Lord Charles Townshend grew turnips to replenish the soil • Jethro Tull - invented the seed drill - deposited seeds in rows Enclosure Movement - enclosure - taking over and fencing off land formerly shared by peasant farmers - millions of acres were enclosed, farm output rose - profits rose because large fields needed fewer workers - farmers left villages in search for work in towns and cities The Population Explosion • Britain's pop. in 1700 = 5 million - in 1800 = 9 million • Europe's pop. in 1700 = 120 million - in 1800 = 190 million • Reasons: 1. declining death rate, 2. ag. rev. reduced the risk of famine, 3. women ate better-> were healthier, had stronger babies, 4. better hygiene, sanitation, 5. improved medical care New Technology An Energy Revolution • new energy sources used in the 1700s: coal - Thomas Newcomen - invented a steam engine powered by coal to pump water out of mines • 1769 - James Watt - improved steam engine - his engine would power the Indust. Rev. • Improved Iron - coal was a vital source of fuel in producing iron, a material needed for construction of machines and steam engines • 1709 - Abraham Darby - used coal to smelt iron (separate it from its ore) - discovered that coal gave off impurities that damaged iron -> found a way to remove impurities from coal - Darby's experiments led him to produced better-quality, less expensive iron (in decades that followed, this iron would be used in the building of railroads) BRITAIN LEADS THE WAY Why Britain? - five key factors: 1.
    [Show full text]
  • 1 Types of Societies Derived from Types of Societies by Openstax
    .1 Types of Societies Derived from Types of Societies by OpenStax Figure 4.2 How does technology influence a society's daily occupations? (Photo courtesy of Mo Riza/flickr) Hunting and gathering tribes, industrialized Japan, Americans—each is a society. But what does this mean? Exactly what is a society? In sociological terms, society refers to a group of people who live in a definable community and share the same culture. On a broader scale, society consists of the people and institutions around us, our shared beliefs, and our cultural ideas. Typically, more-advanced societies also share a political authority. Sociologist Gerhard Lenski Jr. (1924–2015) defined societies in terms of their technological sophistication. As a society advances, so does its use of technology. Societies with rudimentary technology depend on the fluctuations of their environments, while industrialized societies have more control over the impact of their surroundings and thus develop different cultural features. This distinction is so important that sociologists generally classify societies along a spectrum of their level of industrialization—from preindustrial to industrial to postindustrial. Preindustrial Societies Before the Industrial Revolution and the widespread use of machines, societies were small, rural, and dependent largely on local resources. Economic production was limited to the amount of labor a human being could provide, and there were few specialized occupations. The very first occupation was that of hunter-gatherer. Hunter-Gatherer Hunter-gatherer societies demonstrate the strongest dependence on the environment of the various types of preindustrial societies. As the basic structure of human society until about 10,000–12,000 years ago, these groups were based around kinship or tribes.
    [Show full text]
  • The Industrial Revolution: Changes and Challenges
    HISTORY AND GEOGRAPHY The Industrial Revolution: Changes and Challenges Teacher Guide Spinning jenny Worker protest Factory Child labor The Industrial Revolution: Changes and Challenges Teacher Guide Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ Copyright © 2018 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge®, Core Knowledge Curriculum Series™, Core Knowledge History and Geography™ and CKHG™ are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names.
    [Show full text]
  • The Fourth Industrial Revolution Is Here—Are You Ready?
    The Fourth Industrial Revolution is here—are you ready? The Fourth Industrial Revolution is here—are you ready? Deloitte helps organizations understand the opportunities and risks presented by the Fourth Industrial Revolution and apply that insight in pursuit of key objectives. We draw on deep industry experience and extensive knowledge in artificial intelligence, the Internet of Things, analytics and other technologies underpinning Industry 4.0 to help organizations develop and execute innovative approaches to better serve their customers, people, communities and other critical stakeholders. COVER IMAGE BY: John W. Tomac The Fourth Industrial Revolution is here—are you ready? CONTENTS A mix of hope and ambiguity | 2 Social impact: optimism vs. ownership— the role of business in shaping the 4.0 world | 4 Strategy: static vs. dynamic—taking a broader, strategic view | 7 Talent and the workforce: evolution vs. revolution—the future of work | 11 Technology: challenged vs. prepared— embracing the full potential of Industry 4.0 | 15 Summary | 20 Methodology | 21 Acknowledgments | 21 1 The Fourth Industrial Revolution is here—are you ready? A mix of hope and ambiguity HE concept of digitizing everything is when advances in computing enabled us to program becoming a reality. Automation, artificial machines and networks, powering automation. Tintelligence, IoT, machine learning and other Definitions for Industry 4.0 abound, but the advanced technologies can quickly capture and change it portends at its core is the marriage of analyze a wealth of data that gives us previously physical and digital technologies such as analytics, unimaginable amounts and types of information artificial intelligence, cognitive technologies and the to work from.
    [Show full text]
  • The Expansion of Industry
    The Expansion of Industry MAIN IDEA WHY IT MATTERS NOW Terms & Names At the end of the 19th Technological developments of •Edwin L. Drake •Christopher century, natural resources, the late 19th century paved the •Bessemer Sholes creative ideas, and growing way for the continued growth of process •Alexander markets fueled an industrial American industry. •Thomas Alva Graham Bell boom. Edison One American's Story One day, Pattillo Higgins noticed bubbles in the springs around Spindletop, a hill near Beaumont in southeastern Texas. This and other signs convinced him that oil was underground. If Higgins found oil, it could serve as a fuel source around which a vibrant industrial city would develop. Higgins, who had been a mechanic and a lumber mer- chant, couldn’t convince geologists or investors that oil was present, but he didn’t give up. A magazine ad seeking investors got one response—from Captain Anthony F. Lucas, an experienced prospector who also believed that there was oil at Spindletop. When other investors were slow to send money, Higgins kept his faith, not only in Spindletop, but in Lucas. A PERSONAL VOICE PATTILLO HIGGINS “ Captain Lucas, . these experts come and tell you this or that can’t happen because it has never happened before. You believe GUSHER! there is oil here, . and I think you are right. I know there is oil Pattillo Higgins and the Great here in greater quantities than man has ever found before.” Texas Oil Boom —quoted in Spindletop In 1900, the two men found investors, and they began to drill that autumn.
    [Show full text]
  • The Perception of the Educational Philosophy in the Industrial Age 4.0 and the Educational Philosophy Productivity of Teacher Candidates
    http://wje.sciedupress.com World Journal of Education Vol. 8, No. 3; 2018 The Perception of the Educational Philosophy in the Industrial Age 4.0 and the Educational Philosophy Productivity of Teacher Candidates Yavuz Bolat1,* & Muhammed Baş1 1Faculty of Education, Mustafa Kemal University, Hatay, Turkey *Correspondence: Department of Curriculum and Instruction, Faculty of Education, Mustafa Kemal University, Hatay, Turkey. E-mail: [email protected] Received: June 3, 2018 Accepted: June 20, 2018 Online Published: June 25, 2018 doi:10.5430/wje.v8n3p149 URL: https://doi.org/10.5430/wje.v8n3p149 Abstract While philosophy has confronted us as a concept that has taken place in every age of the thinking adventure of the humankind, philosophical considerations have been influential on all elements of human creation. One of these influence areas is education studies. Education has been influenced by the philosophy of education, which has occurred more specifically than philosophy. Educational leaders and pre-service teachers should notice the availability of using this influence and the educational philosophy as a tool. This research was conducted in order to determine the perception of educational philosophy in the industrial age 4.0 and to find the educational philosophy productivity of pre-service teachers. The study group includes 111 pre-service teachers who take the training philosophy course in the 2nd class level in the Faculty of Education of Mustafa Kemal University in Turkey. 72 of these pre-service teachers are female, and 39 are male. This research where quantitative and qualitative data are used together is a mixed educational research. In the study, a 25-question test developed by the researcher and a semi-structured interview form consisting of 3 questions has been used to collect data.
    [Show full text]
  • The Industrial Revolution and Its Impact on European Society 583 Produced Textiles Fulfilled That Demand
    CHAPTER 20 The Industrial Revolution and Its Impact on European Society CHAPTER OUTLINE • The Industrial Revolution in Great Britain • The Spread of Industrialization • The Social Impact of the Industrial Revolution • Conclusion FOCUS QUESTIONS • What conditions and developments coalesced in Great Britain to bring about the first Industrial Revolution? • What were the basic features of the new industrial system created by the Industrial Revolution? • How did the Industrial Revolution spread from Great Britain to the Continent and the United States, and how did industrialization in those L areas differ from British industrialization? • What effects did the Industrial Revolution have on urban life, social classes, family life, and standards of living? • What were working conditions like in the early decades of the Industrial Revolution, and what efforts were made to improve them? HE FRENCH REVOLUTION dramatically and quickly altered the political structure of France, and the Napoleonic conquests Tspread many of the revolutionary principles in an equally rapid and stunning fashion to other parts of Europe. During the late eighteenth and early nineteenth centuries, another revolution—an industrial one— was transforming the economic and social structure of Europe, although in a less dramatic and rapid fashion. The period of the Industrial Revolution witnessed a quantum leap in industrial production. New sources of energy and power, especially coal and steam, replaced wind and water to create labor-saving machines that dramatically decreased the use of human and animal labor and, at the same time, increased the level of productivity. In turn, power machinery called for new ways of organizing human labor to maximize the benefits and profits from the new machines; factories replaced shop and home workrooms.
    [Show full text]
  • Part V the Dawn of the Industrial Age, 1750-1914
    PART V THE DAWN OF THE INDUSTRIAL AGE, 1750-1914 Summary. During the period of 1750 to 1914 new technologies and economies arose in parts of the world. The countries in these parts of the world, generally in Europe, gained powerful advantages over the rest of the world. The triggers for this shift in world history came from a series of inventions the originated in Great Britain and spread to Europe and the United States. This industrialization led to new forms of work organization and the development of the factory system. It also changed politics as a new middle class sought a political voice. Finally, industrialization provided a context for imperialist tendencies of the West. Although these changes were revolutionary, its results were spread out over many years with resistance on the regional and cultural level. The impact of the industrialization is most evident with the transformation of leisure. New kinds of leisure were developed to decrease time from work. This trend also influenced agricultural regions. 345 CHAPTER 23 The Emergence of Industrial Society in the West, 1750-1914 CHAPTER SUMMARY The Industrial Revolution created new economic structures; the changes rivaled those brought by the Neolithic revolution. All aspects of human life were touched. European power rose, and extensions of Western civilization developed in other lands. The Age of Revolution. Even before industrialization, new ideas and social pressures caused a series of social and political revolutions in the West. Optimism Against All Odds. In the book Progress of the Human Mind, the French writer Marquis de Condorcet concluded that progress was inevitable, that humankind was on the verge of perfection.
    [Show full text]
  • Public Schools of Edison Township
    PUBLIC SCHOOLS OF EDISON TOWNSHIP OFFICE OF CURRICULUM AND INSTRUCTION AP Modern World History Length of Course: Term Elective/Required: Required Schools: High Schools Eligibility: Grade 11 Credit Value: 5 Credits Date Approved: August 27, 2018 Updated: August 2020 AP World History 2 TABLE OF CONTENTS Statement of Purpose 4 Course Objectives 5 Unit 0: Pre-1200: Foundations of Civilizations, c. 8000 BCE - c. 1200 CE Unit 0: Migration, Agriculture, Belief Systems, Imperial Life-Cycle, and Expanding Trade Topic 0.1: Human Development: and Migration 6 Topic 0.2: The Neolithic Revolution and Early Agricultural Societies 8 Topic 0.3: Religious Belief Systems and Civilizational Development 12 Topic 0.4: Commerce, Trade and Culture after 600 CE 20 Period 1/Unit 1: THE GLOBAL TAPESTRY (c.1200-c.1450) Topic: 1.1: Development in East Asia 26 Topic: 1.2 – Developments in Dar al-Islam 29 Topic: 1.3: Developments in South and Southeast Asia c. 1200-1400 32 Topic: 1.4 & 1.5 State Building in the Americas & Africa up to c.1450 34 Topic: 1.6 Developments on Europe from c.1200-1450 37 Period 1/ Unit 2: Networks of Exchange (c.1200-c.1450) Topics: 2.1, 2.3 & 2.4 The Silk Road/Exchange in the Indian Ocean/Trans-Saharan 41 Trade Routes c. 1200 to c.1450 Topics: 2.5, 2.6 & 2.7: Cultural & Environmental Consequences of Connectivity 44 c. 1200 to c.1450 Topic 2.2: The Mongols & the Making of the Modern World 47 Period 2/Unit 3: Land Based Empires c.1450-c.1750 Topic:3.1-3.4: Expansion, Administration & Belief Systems 51 Period 2/Unit 4: Transoceanic Interconnections c.1450 – c.1750 Topics: 4.1-4.8: Exploration upon a Global Society 55 Period 3: Industrialization and Global Integration ca.1750 - 1900 Unit 5.
    [Show full text]
  • City Systems, Urban History, and Economic Modernity
    CITY SYSTEMS, URBAN HISTORY, AND ECONOMIC MODERNITY Urbanization and the Transition from Agrarian to Industrial Society Gary Fields One of the defining issues in the transition fr om agrarian to industrial societyis the role played by urbanization in the creation of industrial modernity. The approach to this issue deriving from "urban history " consists of intensive case study research fo cused on particular urban places. A second approach, inspired by traditions in geography, demography. and planning. fo cuses on systems of cities and the role of such systems in promoting and reflecting the process of economic development. Practitioners of this approach insist that urban history should be a history of urbanization that transcends the experiences of individual urban communities. This essay is a comparison and critique of models developed by theorists from this second group. The comparison fo cuses on how fo ur broad themes - trade, production, population. and state-building - fu nction as prime movers of urbanization and economic modernization. The results of this comparison suggest that population movements play a decisive role in urban development and the transition to industrial modernity but these population shifts are best understood in conjunction with the impacts of trade patterns. production activities. and state-building. Introduction One of the most compelling issues in the transttwn from agrarian to industrial society is the role played by urban development in the creation of industrial modernity. Central to this issue is the puzzle of whether the city is the agent or the product of industrial modernization (Hohenberg, 1990). The methodological approach to this puzzle deriving from "urban history," consists primarily of intensive case study research.
    [Show full text]