Chapter 17 Lesson 3
Study Questions
1. What might be considered a benefit of a traditional economy?
2. What problems might arise in a command economy?
3. Do you think that the change in the makeup of the upper class was a positive development? Why or why not?
4. According to Adam Smith how would capitalism benefit both owners and workers?
5. How were Europeans divided into social classes as the Industrial Revolution took hold?
6. Why did conflicts arise among the social classes Europe?
7. Why do you think labor unions got results that workers had not been able to get before?


TEST - Thursday
Chapter 17 Lesson 1, 3
Questions and Vocabulary
8. What goal did Owen and Marx share?
9. Why was it unlike that American workers would revolt?
10. What did utopians call for?
11. Why was there less class conflict in the United States than in Europe?
12. How can economic differences cause conflicts between people?

LSU TIGERS
NATIONAL CHAMPIONS
Chapter 17 Lesson 1
The Industrial Revolution
Focus
* How can technology change people's ways of life?
Main Idea
* As you read, look for ways the new technology of the Industrial Revolution changed life in Britain.
Industrial Revolution
* New technology brought about this new idea
* began in Britain
* changed the way people lived and worked
Changes in Agriculture
* mid 1700's British farmers began to use new technology
* wooden plows were replaced with iron plows
* instead of scattering seeds, farmers used a seed drill
* seed drill was invented by Jethro Tull

Crop rotation
* alternating the kind of crops planted in a field from year to year
* Different crops use different nutrients, the soil remains fertile
* Could plant farmland for a longer period of time

* the growing demand for wool brought about changes
* the wealthy farmers bought up many plots of land and forced the farmers off of the land
* the land was used for pasture grazing
* Farmers left the country side to look for work in the cities and towns
textile
cloth or cloth industry
Cottage industry
* families worked in their small homes, or cottages, to make cloth from cotton and wool supplied to them by a merchant
Flying shuttle
* made in 1733
* made it possible to weave cloth twice as fast as on the old looms
* they worked so well it was hard to get enough thread for them
Spinning jenny
* invented in 1764 by James Hargreaves
* one worker could spin eight threads at the same time


* Two other inventions, the spinning frame and the power loom, not only increased cloth production but also changed where the work was done
factories
* large buildings where goods are made
* workers were forced to move near these locations
* the large spinning and weaving machines depended o the power of running water
* early factories were built by fast flowing rivers
James Watt
* built an efficient steam engine
* steam became the power of the Industrial Revolution
Britain Leads the Way
* the Industrial Revolution began in Britain because of the inventors
* Britain had many natural resources, such as iron and coal
* iron was used to make machine parts
* coal was burned to run steam engines
* British colonies supplied industries with low -cost cotton, lumber, wool and other raw materials
* growing numbers of people in Britain and its colonies meant more goods were needed
patent
* a legal document guaranteeing that only the inventor has the right to make and sell the new idea or product
Raw materials
* used to manufacture goods
entrepreneur
* a person who takes a financial risk by putting up money to start a business

* The Industrial Revolution had made Britain the "workshop of the world"
* By 1851 Britain had more factories and more miles of railroad than any other country
* By 1851 the United States, Germany, Belgium, and France had also started to industrialize
* Economic success gave Britain and the other industrial nations new strength in dealing with other nations and peoples
* by 1900 Japan was having an industrial revolution

Chapter 17 Lesson 1 Study Questions
due on Tuesday 01-13

1. Why would an iron plow be better than a wooden plow?
2. Why might it be said that if the flying shuttle had not been invented, the spinning jenny would not have been invented?
3. What new ways of farming did British farmers introduce?
4. How did new technology change the textile industry?
5. Why did Britain lead the way in the Industrial Revolution?
6. Why did the invention of different types of machines increase after 1769?
7. Do you think the British could have led the Industrial Revolution of Britain had not coal and iron? Explain your answer.
8. What area had the greatest number of industries?
9. What was life like for working people during the Industrial Revolution?
10. What steps did the industrial countries take to find new markets and new sources of raw materials?
11. Why did Britain and other industrial nations want more colonies?
12. How can technology change people's ways of life?
13. Name the inventions that shaped the Industrial Revolution.
14. Where did the Industrial Revolution start?
15. Why did the British use crop rotation?
16. What changes did the demand for wool have on the farmers? Why?
17. What was the flying shuttle?
18. What was the spinning jenny?
19. What event revolutionized the textile industry in 1769? Why?
20. Describe, in detail, the cities during the Industrial Revolution.

Test Friday

Vocabulary Chapter 16 Lesson 1 and 2
Study Questions Chapter 16 Lesson 1 and 2

LSU TIGERS
2004 NATIONAL
CHAMPIONS
GEAUX TIGERS

Notes from Chapter 16 lesson 2
Wednesday 01-07
peninsulars
* members of the highest class

Creoles
* people who has Spanish or Portuguese parents but had been born in Latin America
* Creoles made up the next class of people
* Many Creoles owned mines, ranches, or haciendas

haciendas
* huge farms or plantations

Mestizos
* people of both European and native descent

Mulattoes
* people of both African and European descent

junta
* an independent governing council

Complete Study Questions for Chapter 16 lesson 2

1. Why did the peninsulars not respect the Creoles?
2. Why did the missionaries not treat the Indians as equals?
3. What do you think influenced the missionaries to help the Indians?
4. How was society in colonial Latin America organized?
5. Which colonies in South America had not gained their independence 1830?
6. Why were the freed slaves in St. Domingue not satisfied with the end of slavery in the colony?
7. Why did Creoles in Argentina and Venezuela set up juntas?
8. What did the juntas do?
9. Why did the Creoles dislike being ruled by distant governments?
10. How were the pathways to independence different in Brazil, Mexico, and Spanish South America?
11. Who was at the bottom of the social ladder in Latin America?
12. Who was Tupac Amaru?

Study Questions Chapter 16 Lesson 1
Complete these for homework due on Wednesday, 01-07

1. Many Enlightenment thinkers were interested in the rights of individuals. What does this suggest about governments in Europe at the time?

2. What did the British control in 1783?

3. What roles did Thomas Jefferson and George Washington play in the American Revolution?

4. How did the Constitution answer the concerns of people who disliked the idea of strong government?

5. Why do you think the Bill of Rights was later added to the Constitution?

6. How did Louis XVI's actions help start the French Revolution?

7. Why did the young revolutionaries who took over the government have Louis XVI, Marie Antionette, and many nobles executed?

8. How did Napoleon's attitude toward power contribute to both his rise and his fall?

9. Why did the focus of the French Revolution change from human rights to terror?

10. In what ways was the shape of the French Empire under Napoleon different from the shape of France after 1815 following the leader's defeat?

11. How did Napoleon affect Europe?

Read the poem and analyze the contents. Write an analysis of the poem. (half to full page)

Revolutionary Tea

There was an old lady lived over the sea
And she was an island queen.
Her daughter lived off in a new country
With an ocean of water between.
5 The old lady's pockets were full of gold
But never contented was she,
So she called on her daughter to pay her a tax
Of three pence a pound on her tea,
Of three pence a pound on her tea.

10 "Now, mother, dear mother," the daughter replied,
"I shan't do the thing you ax.
I'm willing to pay a fair price for the tea,
But never the three-penny tax."
"You shall," quoth the mother, and reddened with rage,
15 "For you're my own daughter, you see,
And sure 'tis quite proper the daughter should pay
Her mother a tax on her tea,
Her mother a tax on her tea."


And so the old lady her servant called up
20 And packed off a budget of tea;
And eager for three pence a pound, she put in
Enough for a large family.
She ordered her servant to bring home the tax,
Declaring her child should obey,
25 Or old as she was, and almost full grown,
She'd half whip her life away,
She'd half whip her life away.

The tea was conveyed to the daughter's door,
All down by the ocean's side,
30 And the bouncing girl poured out every pound
In the dark and boiling tide;
And then she called out to the island queen,
"Oh, mother, dear mother," quoth she,
"Your tea you may have when 'tis steeped quite enough
35 But never a tax from me,
But never a tax from me."

Declaration of Independence
* Document proclaimed the colonies' freedom from Great Britain

English Bill of Rights
* granted even more individual rights than the Magna Carta

Enlightenment
* movement began in France in the 1700's
* focused on ways to create a government that would protect the rights of the individuals
* The act of thinking things through would lead the way to a more nearly perfect society
* these ideas inspired the American Revolution

confederation
* loose group of governments
* central government had little control

Constitution of the United States
* new plan of government drew up in 1787 by George Washington
* established a democratic republic
* citizens select people to represent them in government
* balanced the freedoms of the citizens with the need for a strong government

The central or national government was divided into three branches
* one to make the laws
* one to interpret the laws
* one to enforce the laws

* Each one of these branches was designed to chick and balance the authority of the others

Bill of Rights
* added to the Constitution in 1789
* protected the individual rights
freedom of speech
freedom of religion

Estates-General
* First Estate- the clergy
* Second Estate- the nobles, owned most of the land, held most of the high government positions, and paid little in taxes
* Third Estate- included everyone else, for doctors to merchants to peasants. Had little say in government and paid nearly all the taxes

Declaration of the Rights of Man and the Citizen
* promised freedom of speech and religion and equal treatment of all citizens under the law
* rights were not given to women
*

Reign of Terror
* a period of violence and rule by fear, against their political enemies

Napoleonic Code
* guaranteed some of the freedoms people had fought for in the revolution

Homework

Read Chapter 16 Lesson 1
Complete Vocabulary
Complete Lesson 1 Review ( Check Understanding, Think Critically, Show What you Know)

Have a Great Christmas!!!
Be careful!
Remember the real reason for the season!!

Be a can do, not a can't do, student.
Do all things without complaining and disputing...
Philippians 2:14

Christ gives us inner strength to handle both prosperity and adversity.
I can do all things through Christ who strengthens me.
Philippians 4:13

Merry Christmas and Happy New Year!!!

No more homework this year!!!!!!
2003 that is

Look at your Loisiana packets
Read and explore through the packet