Hey farmer Joe; how do your rotated crops grow? Goal ​
­ (Understand): ●
●
●
How ideas can develop into new methods that affect positive and negative change How historical examples of innovation developed into new innovations Why human desire compels change Role ●
Historical Investigator Audience ●
Your peers, parents (as critic/helpers/viewers) and teacher(s) Scenario ●
Develop a text (blog post) that demonstrates your understanding of the innovative Agricultural and Industrial Revolution by addressing one of the tailored essential questions. Product ❏ Blog post (one­page) showing your understanding of the British Agricultural and Industrial Revolution (font size 11­12, legible). ❏ Needs to be from one of the following ​
topics​
: 1. Agricultural Revolution 2. Factory Innovation and Labor Changes 3. Transportation 4. Government and Social Issues 5. Second Industrial Revolution ❏ One minimum, in­text citation (proper APA format) and Reference section. ❏ Three cited images supportive of chosen topic ­ can be drawing, graphs, photos, etc. ❏ Action Plan ­ as formatted below. Must be completed prior to start of most Background Research ❏ One­minute "live" trailer about why others should read your article Key Concept Related Concepts Global Context Creativity & Development Innovation & Revolution Scientific and Technological Innovation Creative innovations and changes have occurred throughout history that have affected the development of individuals and societies. Assessment (success criteria): Criteria A Knowing & Understanding B Investigating Assessed Objectives i. use a range of terminology in context ii. demonstrate knowledge and understanding of subject­specific content and concepts, through descriptions, explanations and examples. Level 7­8: ∙​
​
Includes all required terminology (words, ideas, concepts, phrases) with meaningful definitions/text written in own words. Very good descriptions, explanations, and examples. ∙ Visuals demonstrate complete and correct understanding ­ Excellent visuals; a variety of different types; complete citation i. formulate/choose a clear and focused research question, explaining its relevance ii. formulate and follow an action plan to investigate a research question iii. use methods to collect and record relevant information iv. evaluate the process and results of the investigation, with guidance. Level 7­8: ∙ ​
Answers one essential questions very well. Action Plan is thoughtfully constructed, detailed, and followed, with alterations well documented ∙ Method of recording information highly effective ­ templates notes ample and organized ∙ Includes all important main ideas and details . Evaluates the investigation process deeply, identifying both strengths and weaknesses in the process. 1 i. communicate information and ideas in a way that is appropriate for the audience and purpose ii. structure information and ideas according to the task instructions iii. create a reference list and cite sources of information. Level 7­8: ∙​
​
Terminology and supporting details of both blog post and trailer are appropriately clear and complete; has min. of 3 terms for topic explained (orally for trailer) ∙ Sections are organized and complete/consistent according to task instructions . Image sources completely cited as required (3 parts); Bibliography is complete and accurate . Reference section is totally complete; APA style format is properly followed for both references and in­text citation. C Communicating D i. analyse concepts, issues, models, visual representation and/or theories ii. summarize information to make valid, well­supported arguments iii. analyse a range of sources/data in terms of origin and purpose, recognizing values and limitations iv. recognize different perspectives and explain their implications. Level 7­8: ∙​
​
Skill of analysis for terms and concepts is supported by accurate and detailed text ∙ Connections between term definitions, concept detail, and supportive visuals is consistent and well supported . Clearly identifies different change and innovation perspectives, and consistently explains implications. Thinking Critically Parts of the Portfolio: Terminology (3 concepts) ●
Visuals ●
Three total (photos, drawings, maps, graphs, charts). Each visual needs a caption with a succinct explanation. The visuals may explain the terminology, specific inventions, or concepts included. Have a variety of meaningful visuals (not all explaining terminology and not all the same type; try to find some video clips, for example, if you choose to do this on a Google Doc format). Supporting Details ●
This needs to demonstrate a thorough understanding of the important terms and related concepts of the specific topic. ​
Do this on NOTECARDS first​
. Response to the Essential Question:​
​
How did innovation and change during the British Agricultural & Industrial Revolution affect individuals, the community, and the world? ●
Shows your growing understanding of the Industrial Revolution​
and ​
the essential question. The following questions serve to guide you in demonstrating your developing understanding. You will ​
chose the one​
appropriate to your choice of topics ​
More than just a list of vocabulary; it is ideas, concepts, phrases that are used when discussing the topic). You need a complete, correct, and extended definition written in your own words that demonstrates a solid understanding of the term. Two or three (for 7­8 band) essential terms for chosen topic (1­5 above). Support each term with detail. 1. How did the ​
Agricultural Revolution​
affect individuals, the community, and/or the world? 2. How did the ​
development of the factory system​
and ​
changes in labor​
affect individuals, the community, and/or the world? 3. How did ​
transportation innovations​
affect individuals, the community, and/or the world? 4. How did various ​
government and social issues​
affect individuals, the community, and/or the world? 5. How did the ​
Second Industrial Revolution​
affect individuals, the community, and/or the world? Optional ●
Any documents, etc. you find useful or necessary. Include these as an addendum to your paper or digital presentation. Don't include those provided in class. References ●
Use the EasyBib Google Docs Add­on (set to APA) to help format this section. Use in­text citation to support each section ­ one minimum for each section, either direct or indirect quotations. Remember: Keep track of your research ­ and sources ­ using handwritten notecards. 2 Lines of Inquiry ​
(​
pick Notes & Sources​
: Use this section to organize your notecards. The content of only one cell below is completed and organized around evidence (info. that answers your question) from sources you have decided to use. 1. How did the Agricultural Revolution affect individuals, the community, and/or the world? Intro: A. I will be talking about how livestock breeding changed over time. B. I will be talking about the 4­field crop rotation system C. Population changes (rural to urban) D. Basic things about Agricultural Revolution The Agricultural Revolution had many main concepts and events but the three that I will be talking about are how livestock breeding changed over time, the 4­field crop rotation system, and the population changes rural to urban. The livestock breeding was selective breeding of animals. Thomas Coke and Robert Bakewell introduced this concept. The 4­field crop rotation system was created by Charles Townshend also known as Turnip Townshend. Lastly the population change was do to many people would migrate to the city from villages to work in factories.The agricultural revolution was when ​
people farmed for a living and it was all up to the weather and nature. If the weather was not good that would ultimately result to a not so great season. This would mean less food and most likely many more people passed away in these months than the other seasons. Most people lived in open villages until land was enclosed which will be mentioned again later on in this paper. Now going onto the changes in livestock breeding. Livestock breeding: 1. Before agricultural revolution 2. Who were Bakewell and Thomas 3. What animals were produced for their breeding system 4. More information on the breeds of Thomas and Bakewell Before the Agricultural Revolution livestock breeding was not much of a concern. Then in the Agricultural Revolution breeders began to take this possibility and make it a reality. Two examples are Robert Bakewell and Thomas Coke. Bakewell was one of the first to breed both cattle and sheep. Before the breeding process began these animals (cow and sheep) were kept for their wool and milk. Then the updated breeding of livestock began. Meaning that the breeding process of livestock began to be more thought out and more advanced in a sense. Robert Bakewell and Thomas Coke introduced selective breeding. The process of selective breeding was mating together two animals with desirable characteristics. Also using inbreeding mating which means mating animals that are close relatives such as cousins. This was to stabilize certain qualities. Bakewell also crossed different breeds of sheep at that time this was known as breeding in and in. An example of some of breeds that he has created is of sheep and they are the Dishley or New Leicester breed in 1755. Sheep that were bred had long, coarse wool and produced a very high quality yield of meat.​
“​
In 1769, he one ­ delete those not chosen​
) produced the Longhorn; a breed that was a good meat producer but gave a poor milk yield” (The Open Door Website, 2015). ​
Thomas Coke used similar methods to Bakewell but in a different part of England which is Norfolk. Thomas Coke produced breeds such as the Southdown Sheep and the Suffolk Pig’s.
http://www.mdpi.com/1424­2818/6/4/705/htm 3 4­field crop rotation system: 1. Everything in society at that time revolved around farming 2. Lord Townsend created four crop rotation system 3. All about four field crop rotation system 4. What were the consequences before the four field crop rotation system 5. Turnips and clover Everything that happened in the society revolved around farming. ​
Between the 15th and 18th century land would be enclosed. Fields would be worked on in a complete unit not just in strips. By the 17th century new farming techniques began to emerge and this forced land enclosure. The reason for this point is that when fodder crops such as Turnips were grown in the open field system it would benefit others livestock. The Clover was able to add nitrogen compounds to the soil and this would ultimately benefit the others planting season as well. The clover would have roots that have special structures they are root nodules attached. The Symbiotic bacteria feed by fixing atmospheric nitrogen and producing nitrates. This is the way that the soil would eventually gain nitrates. The 2 major effects on the agricultural revolution that were mainly done from the four crop rotation system was first the harvest increased in yield. Second livestock no longer needed to be slaughtered before the winter months. Also because​
of turnips the animals did not need to be slaughtered that early and all at once​
. Now going onto the four crop rotation system itself. This was mainly between 1700 to 1815. At this time like i have already mentioned land was enclosed in England. The innovations were turnips and clovers. Turnips were not new crops but it would be the very first time that they would be used in the 4 field crop rotation system. Charles Townshend was the person that created this system. Charles Townshend was later to be known as Turnip Townshend for his use of Turnips in the four crop rotation system.He ​
got people to use four crop rotation. Also got people to use the plant turnip.Generations of people lived in agration systems. http://www.slideshare.net/tbonnar/agricultural­revolution­13125077 Population changes rural to urban: 1. Before population change 2. Factory work 3. Profit for industrial owners 4. Rise in population Before the changes in the population from rural to urban people lived on farms in rural 4 areas. By the mid 1800’s half of the people in England lived in the cities. By the 1900 this moment in time this movement had spread throughout much of Europe. The population migration from rural to urban was a defining feature of the agricultural revolution. This mass migration was for factory jobs. This meant growth in the urban sector for manufactured goods. This ultimately provided a greater boost for industrialisation. This increased workforce for factories. The increased amount of labourers caused for the greater profit chance for industrial owners. This is because of the lower labour costs. Also there is a growth in agricultural output. Meaning that it has sprung from land enclosures. This provided improved nutrition and health of the factory workers. This mass migration also meant a rise in the english population. From the years of 1751 to 1801 the population increased by 3 million.​
”​
By 1850 the
population of the mainland UK had grown to 21 million with 2.3 million
living in London” (UK Agriculture,2015)​
Also 2.3 million people were living in ​
London. At this time with the mass migration to the city over 50% of the English population lived in the city, which was also growing at an increasing rate. The reason for this migration was because a life in the city provided a more stable and reliable income. The farming life all depended on the weather and nature most of the time. Specifically for the people that already couldn’t afford the more valuable farming supplies. At that time Britain was now a very unique country with being the only urban nation. By 1900 the proportion of urban dwellers had grown to 80%. https://en.wikipedia.org/wiki/Industrial_Revolution Conclusion: The agricultural revolution has affected how life is today. The 4­field crop rotation system, livestock breeding and the population changes from rural to urban have been significant factors in the Agricultural Revolution. Many people’s lives depended on the transformations that occurred at this time. For example the livestock breeding and 4­field crop rotation system allowed for people to have a better life in the agration side. Then the population change allowed for many people to improve their lives by moving to the city and possibly getting a better education. These concepts have allowed for many farming systems and factory systems to be a lot better now. Extra info: A. ­ People farmed, all up to the nature/weather B. ­ Most people lived in open villages C. ­ Each crop would be planted D. ­ 16th century: over years people closed their farming area to insure that it was private and protected. E. ­ Seed drill drastically improved farming process F. ­ Cut labor cost, and time G. ­ Four crop rotation system H. ­ Everything that happened in the society revolved around farming I. ­ Growing same crop: yield gets less and less J. ­ Seed drill. As planted, birds would eat before 5 K. ­ Seed drill was very efficient L. ­ Machinery got much better M. ­ Lord Townsend: Got people to use four crop rotation. Also got people to use the plant turnip. N. ­ A lot of meat before went to waste because they had to slaughter them all at once before winter came O. ­ Because of turnips the animals did not need to be slaughtered that early and all at once P. ­ Generations of people lived in agration systems. Unit I: British Ag. & Industrial Revolution Portfolio Action Plan Actions (process steps) that will allow me to investigate and answer my research question Band
s Criterion B: Investigating (​
Strand II: The Action Plan)​
1­2 Follows a ​
limited action plan​
to investigate a research question or does not follow a plan. 3­4 Formulates and occasionally follows a ​
partial action plan​
to investigate a research question. 5­6 Formulates and follows a ​
mostly sufficient​
action plan to investigate a research question. 7­8 Formulates and ​
effectively ​
follows a ​
consistent​
action plan to investigate research questions. Phase 1: Background Research ​
(to gain general knowledge of all 5 topics) Target Deadlines Wednesday: 14th Interim Goals & Tasks Describe​
the task. What ​
research method​
is needed? Once complete, very briefly ​
summarize​
key learning/outcomes. Task (to do): ​
Read IR reading pp. 5, 6 Method: Done: I completed this task Outcome: 45 minutes, This ended up taking me about 30 minutes. Complete ​
(​
✓) (time planned​
/taken​
) ✓ (Xxmin/​
Xxmin​
) Wednesday 21st Task to do: Background research for Topic 1. Method: Done, found information in video about causes of Industrial Revolution. Outcome: We used the whole class Thursday 22nd Task to do: Background research for Topic 2. Method: Done, we finished finding background information on topic 2. Outcome: We used the whole class (20min/​
20min​
)
Monday 2nd Task to do: Background research for Topic 3. Predicted time: whole class Outcome: 20/​
60 mins​
)
Tuesday 3rd Task to do: Background research for Topic 4. Outcome: ✓ ✓ (20min​
60mins​
)
✓ ✓ 6 Friday 6th Completed Predicted time: whole class (20/​
60 mins​
)
Task to do: Background research for Topic 5. Outcome: Completed background research Predicted time: whole class 60 mins Add more rows where needed. RQ: How did the ​
Agricultural Revolution​
affect individuals, the community, and/or the world? 1. Population changes (rural to urban) 2. 4­field crop rotation system 3. Livestock breeding (how it changed over time) Chosen Topic & Research Question: Evaluate​
progress against the descriptors above (1­8). Move on to the next phase. Phase 2: Investigative Research ​
(about the single chosen topic) Target Deadlines Goals & Tasks Describe​
the task. What ​
research method​
is needed? Once complete, very briefly ​
summarize​
key learning/outcomes. Monday 9th Task (to do): Chose Topic for Investigative Research and do internet research on topic and 3 supporting concepts Method: Internet research. I will also put information on notecards. Outcome (done): I have chosen my topic. Wednesday 11th Task (to do): Research about chosen topic Method: Using the internet. Research on the internet Outcome (done): Finished we used the whole class Thursday 12th Task (to do): Chosen Topic Research Method: Research on the internet Outcome (done): Used in whole class Complete ​
(​
✓) (time planned​
/taken​
) ✓ (40min/60 mins)
✓ (40min/​
60 mins​
)
✓ (40min/​
60 mins​
)
✓ (Xxmin/​
Xxmin​
)
Add more rows where needed. Evaluate​
your progress against the descriptors. Move on to the next phase. Phase 3: Analysis & Drafting ​
(note organization, template writing, first drafting) 7 Target Deadlines November 16th Monday Goals & Tasks Describe​
the task. What ​
research method​
is needed? Once complete, very briefly ​
summarize​
key learning/outcomes. Task (to do): Organize my notes into the three concepts (livestock breeding, 4­field crop rotation system, and population changes from rural to urban) that I have already research about. Make sure that I think I have enough information. Method: I will be using my own mind to do this step because all I need to do is organize the note cards. No internet research is required. Done: I completed this topic and I do believe that I have enough information to complete my three concepts. Outcome (done): I spent the whole class Task (to do): Topic 1 First complete the outline for the introduction and first paragraph. Then begin drafting. Work on introduction and first body paragraph. Method: Use the notecards that are in my humanities folder. Also use the internet to access my google doc. November 17th Tuesday Done: I have completed my outline for the introduction and 1st body paragraph. I also mostly completed the paragraphs. But I have decided to do my introduction paragraph at the end while I am doing the conclusion. Outcome (done): Whole class November 20th Friday Task (to do): Topic 1 Complete the outline for concept 2 and 3. Finish 1st body paragraph and begin on the second paragraph. Method: Using my notecards for writing the paragraphs. Also using the internet to access my google doc. Done: I have completed the outlines for concept 2 (4­field crop rotation system) and concept 3 (population changes from rural to urban). I also have finished body paragraph 2 and began on paragraph 3. Outcome (done): Whole class November 23rd Monday Task (to do): Topic 1 Finish paragraph 2 and begin paragraph 3. Method: Use the notecards to write these paragraphs. Also use the internet to access my google doc. Done: I have completed paragraph 2 (4­field crop rotation system) and begun on paragraph 3 (population changes rural to urban). ​
Outcome (done): Whole class. Complete ​
(​
✓) (time planned​
/taken​
) ✓ (60/​
60​
)
✓ (60/​
60​
)
✓ (60/​
60​
)
✓ (60/​
75 mins​
)
8 November 25th Wednesday Task (to do): Topic 1 Finish paragraph 3 and conclusion. Finish paragraph 3 and conclusion. Also complete the introduction was postponed from the beginning of Phase 3. Also begin on editing if I have time. Method: Use my notecards for the information and the internet to access the google doc to apply the changes to my essay. Done: I have completed my paragraph 3 and conclusion. I have also completed my introduction. I very briefly did some editing. Outcome (done): Whole class Side note: On this date Mr. Chambers did say that we were supposed to begin on Phase 4. I was still on my final step on phase 1 that is why the date is November 25th. ✓ (60/​
60​
)
Add more rows where needed. Evaluate​
your progress against the descriptors. Move on to the next phase. Phase 4: Finalizing the Investigation ​
(writing the final copy) Goals & Tasks Describe​
the task. What ​
research method​
is needed? Target Deadlines November 25th November 26th Thursday I originally planned on having more days to edit and revise but when I had to add another day to my drafting process, I ended up only with two full days of editing and about a half class of final touches. November 29th Sunday Once complete, very briefly ​
summarize​
key learning/outcomes. Task (to do): Topic 1 Edit and revise intro and 1st body paragraph. Make sure I am collecting my quotes and images. Method: Use the internet to get my quotes from my links. (Links are on my notecards). Also use the internet to find pictures. Lastly use this google doc to apply editing marks. Done: I completed quite a few edits on my introduction first body paragraph. I also have my quotes ready to go but I have not found my pictures. I am going to find the pictures over the weekend. Outcome (done): I used the whole class Task (to do): Topic 1 Complete editing and revising my final paragraphs. 2 and 3 and conclusion. Make sure all the quotes and pictures have been added. Make sure my action plan is filled out and has all the correct dates. Method: Use the internet to be able to have access to my google doc. Then edit and add all the quotes and pictures. Done: Complete ​
(​
✓) (time planned​
/taken​
) ✓ 60/​
60​
)
✓ (75 /​
90​
)
9 I have completed editing these paragraphs and adding the quotes and pictures. I have also gone back and reviewed this action plan to insure that everything is filled out, and the dates are correct. Outcome (done): I spent 90 minutes. Task (to do): Topic 1 Read over my essay another time and make any final touches. Look back at action plan as well. Complete reference page. Lastly look over the rubric and assessment requirements. Then submit! Method: Using the internet to access my google doc. Done: I have completed making the final touches on my essay and I have completed my action plan. I have also looked back over the rubric assessment requirements. November 30th Monday :­) Outcome (done): I spent 45 minutes finishing this task. Nov. 30th, 2015 Submit to: Mr. Chambers Resources General: ● Ind. revolution timeline: ​
http://www.softschools.com/timelines/industrial_revolution_timeline/40/ Topic Questions 1.
1.
2.
3.
How did the ​
Agricultural Revolution​
affect individuals, the community, and/or the world? a. Crash Course Video: ​
https://www.youtube.com/watch?v=Yocja_N5s1I b. How did the ​
development of the factory system​
and ​
changes in labor​
affect individuals, the community, and/or the world? a. How did ​
transportation innovations​
affect individuals, the community, and/or the world? a. Ind. Revolution Crash Course Video: ​
https://www.youtube.com/watch?v=zhL5DCizj5c How did various ​
government and social issues​
affect individuals, the community, and/or the world? a. How did the ​
Second Industrial Revolution​
affect individuals, the community, and/or the world? 4.
Essay down below on next page. 10 The Agricultural Revolution had many main concepts and events. But the three that I will be talking about are, how livestock breeding changed over time, the 4­field crop rotation system, and the population changes rural to urban. The livestock breeding was selective breeding of animals. Thomas Coke and Robert Bakewell introduced this concept. The 4­field crop rotation system was created by Charles Townshend also known as Turnip Townshend. Lastly the population change was do to many people who migrated to the city from villages. This was because of work in factories.The agricultural revolution was when ​
people farmed for a living and it was all up to the weather and nature. If the weather was not good that would ultimately result to a not so great farming season. This would mean less food, and most likely many more people passed away in these months than the other seasons. Most people lived in open villages until land was enclosed, which will be mentioned again later on in this paper. Now going onto the changes in livestock breeding. Before the Agricultural Revolution livestock breeding was not much of a concern. Then in the Agricultural Revolution breeders began to take this possibility and make it a reality. Two examples are Robert Bakewell and Thomas Coke. Bakewell was one of the first to breed both cattle and sheep. Before the breeding process began these animals (cow and sheep) were kept for their wool and milk. Then the updated breeding of livestock began. Meaning that the breeding process of livestock began to be more thought out, and more advanced in a sense. Robert Bakewell and Thomas Coke introduced selective breeding. The process of selective breeding was mating together two animals with desirable characteristics. Also using inbreeding mating which means mating animals that are close relatives such as cousins. This was to stabilize certain qualities. Bakewell also crossed different breeds of sheep at that time, this was known as breeding in and in. An example of some of breeds that he has created is of sheep, and they are the Dishley or New Leicester breed in 1755. Sheep that were bred had long, coarse wool and produced a very high quality yield of meat.​
​
“​
In 1769, he produced the Longhorn; a breed that was a good meat producer but gave a poor milk yield” (The Open Door Website, 2015). Thomas Coke used similar methods to Bakewell but in a different part of England which is Norfolk. Thomas Coke produced breeds such as the Southdown Sheep and the Suffolk Pig’s. http://www.mdpi.com/​
; Breeds of Cattle; Ret.: 11/29/15 11 Everything that happened in the society revolved around farming. ​
Between the 15th and 18th century land would be enclosed. Fields would be worked on in a complete unit not just in strips. By the 17th century new farming techniques began to emerge and this forced land enclosure. The reason for this point is that when fodder crops, such as Turnips were grown in the open field system it would benefit others livestock. The Clover was able to add nitrogen compounds to the soil and this would ultimately benefit the others planting season as well. The clover would have roots that have special structures, they are root nodules attached. The Symbiotic bacteria feed by fixing atmospheric nitrogen and producing nitrates. This is the way that the soil would eventually gain nitrates. The 2 major effects on the Agricultural Revolution that were mainly done from the four crop rotation system, was first the harvest increased in yield. Second livestock no longer needed to be slaughtered before the winter months. Also because​
of Turnips the animals did not need to be slaughtered that early and all at once​
. Now going back onto the four crop rotation system itself. This was mainly between 1700 to 1815. At this time like I have already mentioned land was enclosed in England. The innovations were Turnips and Clovers. Turnips were not new crops but it would be the very first time that they would be used in the 4 field crop rotation system. Charles Townshend was the person that created this system. Charles Townshend was later to be known as Turnip Townshend for his use of Turnips in the four crop rotation system. He ​
got people to use four crop rotation. Also got people to use the plant Turnip.Generations of people lived in agration systems. http://www.slideshare.net/​
Crop rotation system using turnips and clover; ​
Ret.: 11/29/15 Before the changes in the population from rural to urban people lived on farms in rural areas. By the mid 1800’s half of the people in England lived in the cities. By the 1900 this moment in time this movement had spread throughout much of Europe. The population migration from rural to urban was a defining feature of the Agricultural Revolution. This mass migration was for factory jobs. This meant growth in the urban sector for manufactured goods. This ultimately provided a greater boost for industrialisation. This increased workforce for factories. The increased amount of labourers caused for the greater profit chance for industrial owners. This is because of the lower labour costs. Also there was a growth in Agricultural output. Meaning that it has sprung from land enclosures. This provided improved nutrition and health of the factory workers. This mass migration also meant a rise in the English population. From the years of 1751 to 1801 the population increased by 3 million. ”By 1850 the population of the mainland UK had grown to 21 million with 2.3 million living in London” (UK Agriculture, 2015). Also 2.3 million people were living in London. At this time with the mass migration to the city over 50% of the English population lived in the city, which was also growing at an increasing rate. The reason for this migration was because a life in the city provided a more stable, and reliable income. The farming life all depended on the weather and nature most of the time. Specifically for the people that already couldn’t afford the more valuable farming supplies. At that time Britain was now a very unique country with being the only urban nation. By 1900 the proportion of urban dwellers had grown to 80%. 12 https://en.wikipedia.org/wiki/Industrial_Revolution​
Ret.: 11/29/15 The Agricultural Revolution has affected how life is today. The 4­field crop rotation system, livestock breeding, and the population changes from rural to urban have been significant factors in the Agricultural Revolution. Many people’s lives depended on the transformations that occurred at this time. For example, the livestock breeding and 4­field crop rotation system allowed for people to have a better life in the Agration side. Then the population change allowed for many people to improve their lives by moving to the city, and possibly getting a better education. These concepts have allowed for many farming systems and factory systems to be a lot better now. References Wikipedia. Retrieved November 29, 2015, from https://en.wikipedia.org/wiki/industrial_revolution Economic Revolutions ­ Agricultural Revolution. Retrieved November 29, 2015, from http://www.slideshare.net/tbonnar/agricultural­revolution­13125077 History of countryside and agriculture 1850ad. Retrieved November 29, 2015, from http://www.ukagriculture.com/countryside/countryside_history_1850ad.cfm On the History of Cattle Genetic Resources. Retrieved November 29, 2015, from http://www.mdpi.com/1424­2818/6/4/705/htm The Open Door Web Site : History : The Agricultural Revolution : Improvements in Farming in the 18th century. Retrieved November 29, 2015, from http://www.saburchill.com/history/chapters/ir/005.html 13