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International School History
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  • Year 9
    • Unit 1 - Bronze Age Greece >
      • Lesson 1 - Minoa
      • Lesson 2 - Myths
      • Lesson 3 - Atlantis
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      • Lesson 5 - Troy
    • End of Unit Test >
      • End of Unit Test - 1
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      • Lesson 1 - Archaic Period
      • Lesson 2 - Olympics
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  • Year 11
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      • Lesson 2 - Medieval >
        • Case Study - 1066 - Battle of Hastings
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S1 - Matu 4 - The Industrial Revolution - Lesson 3

Lesson 3 - The economic impact of the Industrial Revolution - Industry
Begin this lesson by making a copy of the diagram in the activities section.
​Iron and steel
 
Iron and then steel were the materials of the Industrial Revolution. Their production on a large scale made engineering, transport and industrial change possible. The main changes in the iron and steel industries between 1750 and 1900 were in the scale of production. Traditionally iron was produced using bloomery smelting with charcoal as the primary fuel. These methods were very labour-intensive, produced limited quantities, and were constrained by deforestation. Darby’s use of coke instead of charcoal revolutionized iron production, enabling larger-scale manufacturing and fueling the Industrial Revolution.
In 1709 Abraham Darby introduced coal based smelting (coke) which meant that the iron industry no longer depended on charcoal.  To demonstrate their expertise the Darby family made the world's first Iron Bridge in ​1786.  The Iron Bridge is a cast iron arch bridge that crosses the River Severn in Shropshire, England. Opened in 1781, it was the first major bridge in the world to be made of cast iron. Its success inspired the widespread use of cast iron as a structural material.
 In 1775 ironmaster John Wilkinson used Watt's steam engine to work the bellows of his furnace. In the early 19th century the centre of Britain's iron production moved closer to coal reserves and the coast in south Wales and towns like Merthyr and Blaenavon. A later important innovation was John Naysmyth's invention of the steam hammer in 1839. This could hammer out huge sheets of iron to be used in making bridges and ships.
Picture

​Steam power

Before the widespread use of steam power, the main sources of power were water and wind. Waterwheels were commonly used to drive machinery in mills and factories, especially in the textile industry, while windmills were used for grinding grain and pumping water. Human and animal labor also played significant roles in providing power for various tasks.

The early factories were powered by waterwheels and were located next to rivers. Gradually steam replaced water as the main source of power in the Industrial Revolution. The process of developing a steam engine capable of meeting the needs of industry took decades. The first steam engine was developed to pump water out of the bottom of coal mines (see below 1712).  By 1781 James Watt had managed to design a steam engine that could turn a wheel. The importance of Watt’s engine was that he had linked steam power to motion. However, his invention did not mean that every factory quickly changed to steam power. In 1800 there were only around 500 of Watt’s machines in use partly because Boulton and Watt controlled the patent. (see film below right) However, by 1850 steam power was far more widespread, especially in the cotton industry. It also had a crucial role in the development of the railways because steam was the power used to drive the engines. ​​

Coal mining

Before the Industrial Revolution, coal mining was a labour-intensive and primitive process.

​Early methods involved surface mining, where coal seams close to the surface were extracted using simple tools like picks and shovels. As surface coal became scarce, miners began drift mining, following seams into hillsides, and bell pits, where shallow shafts were dug straight down (right). The coal industry was limited by these techniques, as deep mining was not yet feasible. 
Picture
The increasing demand for coal was due to a number of reasons: a growing population which used coal for heating, the building of the railways and the running of steam trains, the growth of the iron industry and the development of coal gas lighting which used coal to produce the gas. 

​As a result of this increase in demand, it was necessary to dig deeper mines so more coal could be extracted.
Picture
As the mines were dug deeper so miners came across more water and pockets of methane gas. Steam pumps were used to circulate air and remove water. The problem of explosions underground was tackled by John Buddie who, in 1810, used trap doors to introduce fresh air to various parts of the mine. Sir Humphrey Davy introduced the Davy safety Lamp in 1815. ​(right)

​Textiles
 
In 1750 most of the textile process took place in the home in the ‘Domestic System’. The workers would spin thread or weave cloth and then sell their produce to merchants, this was known as the 'putting out' system. (See the diagram below) The benefit of this system was that the workers could work from home and control when and how they worked. For example, the tradition of not working on a Monday - 'St Monday' - was a consequence of this.  ​
Picture
Diagram from Ben Walsh - British Social and Economic History 1997.

The Industrial Revolution in textiles marked a dramatic shift from manual to mechanized production, transforming the industry. Key inventions like the spinning jenny, water frame, and power loom (see below) increased efficiency and output, while factories centralized production. This led to mass production of textiles, lower costs, and significant economic growth, fueling urbanization and global trade. NB. This is one area beloved by the Matu examiners. 
​Timeline of British Industrial Development
 
1733:      John Kay's 'Flying Shuttle' invented; it increases the speed of textile weaving machines

1767:      James Hargreaves's 'Spinning Jenny' invented; it greatly increases the output per person

1769:      Richard Arkwright's 'Water Frame'

1779:      Samuel Crompton takes out a patent for spinning by 'mule'

1780s:    477 inventors' patents registered (in the 1710s there had been only 38) Value of exports from Britain (mostly manufactured goods) top £10 million for the first time (in the 1700s they had been less than £5 million)

1782:      James Watt's rotary steam-engine invented; it enabled concentration of power away from fast-flowing streams and thus aided growth of industrial towns

1783-4:  Henry Cort's 'puddling' process allowed coal, rather than charcoal, to be the main fuel used in iron refining

1786:     Edmund Cartwright's power loom invented; it promises to increase speed of weaving, but is not widely introduced to textile areas until 1820s
​
1802:     The value of exports of cotton goods exceeds those of woollen ones for the first time
The result of these inventions was to make cotton easier to produce and with less labour, so the price of cotton goods fell. This in turn meant that demand went up, so more cotton was produced. Before improvements in steam engine technology, most of the new textiles factories such as Richard Arkwright's mill at Cromford in Derbyshire (below built in 1771) relied on water power.
Picture
The move towards larger cotton factories was partly the result of a shift from water to steam power. As a result of this change factories were moved from near sources of water power into towns and cities. The innovations in machinery were more suitable for use in the cotton industry than in any other. By 1850 it was cotton that had become the first industry to move to a factory system on a wide scale. ​
Activity

If I were you, I'd begin by enjoying the slightly mad Mark Williams in the short films above. Before he was Arthur Weasley in Harry Potter and before going on to study at Oxford University, he won a school history award and requested as a prize a book about Industrial Archaeology. This is not simply an actor performing a script to camera. See more about him. ​
Complete this table of industrial innovations. You can either copy to complete in Notability or make your own.
Picture

Extension and extras
Steven Johnson film - Six key innovations that have had a profound impact on society. Throughout the book, Johnson emphasizes the idea of the "hummingbird effect," where seemingly unrelated innovations and ideas converge to create unexpected outcomes. "How We Got to Now" provides a unique perspective on the history of technology and innovation, highlighting the complex web of connections that have shaped the world we live in today.
Picture
  1. Glass: Johnson discusses how the development of glassmaking and the ability to create clear glass led to advancements in optics, telescopes, microscopes, and ultimately changed the way we see and understand the world.
  2. Cold: The focus here is on refrigeration and the ability to create and control cold environments. This innovation has had a significant impact on food preservation, medicine, and various industries.
  3. Sound: Johnson explores the history of sound recording and transmission, from the invention of the phonograph to the development of radio and beyond. This innovation has transformed communication and entertainment.
  4. Clean: The book delves into the history of sanitation and clean water, discussing how advancements in public health have improved the quality of life and contributed to the growth of cities.
  5. Time: Johnson explores the development of precise timekeeping and its impact on various aspects of modern life, from transportation and communication to industrial production.
  6. Light: The final section focuses on the history of artificial lighting and how it has transformed human productivity, safety, and leisure.
The little sister of internationalschoolhistory.net - Richard Jones-Nerzic- Nyon, Switzerland 2025 
The views expressed on this website are those of the author and not necessarily endorsed by the author's employer. 
  • Home
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      • Lesson 3 - Atlantis
      • Lesson 4 - The Mycenaeans
      • Lesson 5 - Troy
    • End of Unit Test >
      • End of Unit Test - 1
    • Unit 2 - Classical Greece >
      • Lesson 1 - Archaic Period
      • Lesson 2 - Olympics
      • Lesson 3 - Athens
      • Lesson 4 - Democracy
      • Lesson 5 - Sparta
      • Lesson 6 - Greek Gods
      • Lesson 7 - Greek Legacy
      • End of Unit Test - 2
    • Unit 3 - Roman Republic >
      • Lesson 1 - Foundation
      • Lesson 2 - Republic
      • Lesson 3 - Hannibal
      • Lesson 4 - Julius Caesar
      • Lesson 5 - Rome
    • Unit 4 - Roman Empire >
      • Lesson 1 - Empire
      • Lesson 2 - Roman Nyon
      • Lesson 3 - Pompeii
      • Lesson 4 - Rise and Fall
      • Lesson 5 - Legacy
    • Unit 5 - The early Middle Ages >
      • Lesson 1 - Middle Ages?
      • Lesson 2 - Christianity
      • Lesson 3 - Monasteries
      • Lesson 4 - Justinian
      • Lesson 5 - Islam
      • Lesson 6 - Vikings
  • Year 11
    • Warfare - A study through time >
      • Lesson 1 - Introduction >
        • Warfare - Timeline activity >
          • Students' Timelines 2020
      • Lesson 2 - Medieval >
        • Case Study - 1066 - Battle of Hastings
      • Lesson 3 - Crusades >
        • Case Study - 1271 - Krak des Chevaliers
      • Lesson 4 - New World >
        • Case Study - 1532 - Battle of Cajamarca
      • Lesson 5 - Religion >
        • Case Study - 1572 - St. Bartholomew's Day Massacre
      • Lesson 6 - Napoleon >
        • Case Study - 1796 - Battle of Lodi
      • Lesson 7 - Industrial >
        • Case Study - 1859 - Battle of Solferino
      • Lesson 8 - World War 1 >
        • Case Study - 1915 - The Battle of Ypres
      • Lesson 9 - 1930s >
        • Case Study - 1937 - Nanjing Massacre
      • Lesson 10 - Vietnam >
        • Case Study - 1968 - Tet Offensive
    • Matu 1 - The American Revolution >
      • Lesson 1 - The Scientific Revolution
      • Lesson 2 - The Enlightenment
      • Lesson 3 - Enlightened Monarchs
      • Lesson 4 - Colonising America
      • Lesson 5 - Thirteen Colonies
      • Lesson 6 - Boston Massacre? >
        • Boston Massacre - The Play
      • Lesson 7 - Short-term causes
      • Lesson 8 - Why Britain lost
      • Lesson 9 - Consequences
      • Lesson 10 - How revolutionary?
    • Matu 2 - The French Revolution >
      • Lesson 1 - Introduction
      • Lesson 2 - Causes SE
      • Lesson 3 - Causes CP
      • Lesson 4 - Short term causes
      • Lesson 5 - The Bastille
      • Lesson 6 - 1789-91
      • Lesson 7 - 1793 Execution
      • Lesson 8 - The Terror
    • Matu 3 - Switzerland and Napoleon >
      • Lesson 1 - Ancien Regime
      • Lesson 2 - 1789
      • Lesson 3 - Napoleon's Rise
      • Lesson 4 - Napoleon in Art
      • Lesson 5 - Napoleon's Reforms
      • Lesson 6 - Switzerland 1798-1815
      • Lesson 7 - Napoleon's Europe
      • Lesson 8 - Napoleon: Hero or villain
  • S1 S2
    • Matu 4 - Industrial Revolution >
      • Lesson 1 - Why was Britain First?
      • Lesson 2 - Economics - Agriculture
      • Lesson 3 - Economics - Industry
      • Lesson 4 - Transport
      • Lesson 5 - Social Impact
      • Lesson 6 - Cultural Impact
      • Lesson 7 - Political Impact
      • Lesson 8 - Switzerland
    • Matu 5 - Nationalism >
      • Lesson 1 - Impact of French Revolution
      • Lesson 2 - Napoleon and Vienna
      • Lesson 3 - 1815-48 - Age of Revolution
      • Lesson 4 - Italian Unification - 1830-48
      • Lesson 5 - Switzerland 1815-48
      • Lesson 6 - Italian Unification - 1848-70
      • Lesson 7 - German Unification - 1848-71
      • Lesson 8 - The German Empire
    • Matu 6 - New Imperialism >
      • Lesson 1 - New Imperialism?
      • Lesson 2 - Africa
      • Lesson 3 - Congo
      • Lesson 4 - China
      • Lesson 5 - Japan
      • Lesson 6 - Legacy
      • Jared Diamond thesis
    • Matu 7 - World War 1 >
      • Lesson 1 - Introduction
      • Lesson 2 - Causes
      • Lesson 3 - 1914
      • Lesson 4 - Expectations
      • Lesson 5 - Reality
      • Lesson 6 - Total War
      • Lesson 7 - Switzerland
      • Lesson 8 - Defeat
      • Lesson 9 - Peace 1919
    • Matu 8 - Russian Revolutions >
      • Lesson 1 - Russia before 1917 >
        • Tim Marshall - Russia
      • Lesson 2 - 1905 Revolution
      • Lesson 3 - February Revolution
      • Lesson 4 - Marxism
      • Lesson 5 - Lenin
      • Lesson 6 - The Bolsheviks
      • Lesson 7 - 1917-18
      • Lesson 8 - Civil War
    • Matu 9 - USA 1919-41 >
      • Lesson 1 - 1920s boom
      • Lesson 2 - Roaring 20s?
      • Lesson 3 - Crash
      • Lesson 4 - 1932 Election
      • Lesson 5 - New Deal
      • Lesson 6 - Judging the New Deal
    • Matu 10 - Totalitarian States >
      • Lesson 1 - Modern Authoritarianism >
        • Is Trump's USA authoritarian?
      • Lesson 2 - Fascism
      • Lesson 3 - Mussolini - Rise to Power
      • Lesson 4 - Mussolini - Consolidation of Power
      • Lesson 5 - Mussolini - Aims and policies
      • Lesson 6 - Research presentations >
        • Hitler - Research presentations
        • Stalin- Research presentations
      • Lesson 7 - Hitler - Germany 1933-45 >
        • Hitler - Rise to Power
        • Hitler - Consolidation of Power
        • Hitler - Aims and policies
      • Lesson 8 - Stalin - USSR 1924-41 >
        • Stalin - Rise to Power
        • Stalin - Consolidation of Power
        • Stalin - Aims and policies
    • Exams and Revision
  • S3
    • Matu 11 - World War II >
      • Lesson 1 - WW1
      • Lesson 2 - LoN
      • Lesson 3 - Hitler
      • Lesson 4 - Appeasement
      • Lesson 5 - 1939-40
      • Lesson 6 - Japan
      • Lesson 7 - Russia
      • Lesson 8 - Total War
      • Lesson 9 - Defeat
      • Lesson 10 - Switzerland
    • Matu 12 - The Cold War >
      • Lesson 1 - Causes
      • Lesson 2 - Berlin
      • Lesson 3 - 1950s
      • Lesson 4 - 1960s
      • Lesson 5 - 1970s
      • Lesson 6 - 1980s
    • Matu 13 - Decolonisation and the Third World >
      • Lesson 1 - Factors
      • Lesson 2 - Case studies
      • Lesson 3 - Consequences
    • Matu 14 - Switzerland >
      • Swiss Politics
      • Swiss History
    • Exams and Revision
  • IB History
    • IB History - Paper 1 >
      • IB History - Paper 1 - Content
      • IB History - Paper 1 - Past paper questions >
        • Question 1a
        • Question 1b
        • Question 2
        • Question 3
        • Question 4
      • IB History - Paper 1 - Skills
    • IB History - Paper 2 >
      • IB History - Paper 2 past paper questions
      • IB History - 7. Industrialization >
        • IB History - Past paper questions - Industrialization
        • IB History - First and Second Industrial Revolution
        • IB History - Steven Johnson
        • Activity 1
      • IB History - 8. Independence movements >
        • IB History - Past paper questions - Independence movements
        • IB History - Revision Template - Independence movements >
          • IB History - Independence movements - Theme 1 - Origin and rise
          • IB History - Independence movements - Theme 2 - Methods
      • IB History - 10. Authoritarian States >
        • IB History - Emergence of authoritarian states
        • IB History - Consolidation and maintenance
        • IB History - Aims and policies
        • IB History - Past paper questions - Authoritarian states
        • IB History - Revision Template - Authoritarian states >
          • Hitler - Germany and Castro - Cuba - A comparative analysis (Part 1)
          • Hitler - Germany and Castro - Cuba - A comparative analysis (Part 2)
          • Hitler - Germany and Castro - Cuba - A comparative analysis (Part 3)
      • IB History - 11. Warfare >
        • IB History - Past paper questions - Warfare
      • IB History - 12. Cold War >
        • IB History - Past paper questions - Cold War
        • IB History - Revision essay plans - Cold War >
          • Cold War - 1943-49 - Rivalry, mistrust and accord
          • Cold War - 1947-79 - Rivalry, mistrust and accord
          • Cold War - 1980-91 - Rivalry, mistrust and accord
          • Cold War - Leaders, nations and Cold War crises.
    • IB History - IA - Internal Assessment
  • TOK
    • Critical Thinking >
      • Lesson 1 - Thinking >
        • Lesson 1 - Test
      • Lesson 2 - Language
      • Lesson 3 - Senses
      • Lesson 4 - Reason
      • Lesson 5 - Emotion
      • Assessment >
        • Movie perception test
        • Complete film
        • Student Films 2021
    • Core theme - Knowledge and the knower >
      • Knowledge framework
    • Areas of Knowledge >
      • History >
        • Scope in history
        • Method and perspective in history
        • Ethics in history
      • Human Science >
        • Scope in human science
        • Method and perspectives in human science
        • Ethics in human science
      • Natural Science >
        • Scope in natural science
        • Method and perspectives in natural science
        • Ethics in human science
      • Maths >
        • Scope in maths
        • Method and perspectives in maths
        • Ethics in maths
      • Arts >
        • Scope in the arts
        • Method and perspectives in arts
        • Ethics in the arts
      • Politics >
        • Scope in politics
        • Method and perspectives in politics
        • Ethics in politics
      • Technology >
        • Scope in technology
        • Method and perspectives in politics
        • Ethics in technology
      • Language >
        • Scope in language
        • Method and perspectives in language
        • Ethics in technology
    • Assessment >
      • TOK Exhibition >
        • TOK Exhibition 2023
        • TOK Exhibition 2024
        • TOK Exhibition 2025
      • Essay
  • Film Workshop
  • About