• use an ethernet cable if you have one--there are not enough wireless connections for everyone
• the test will still take place even if the internet is down--you may want to download class notes to your laptop
• The test is primarily one essay (with a few quick short answer questions).  You will write one essay of about 2 double space pages (it is fine if it is longer than that)
• read the question carefully--we will downgrade you if you don't answer the question asked
  
• books and notes and web browsing are allowed, but watch out that you leave yourself enough time to write
• communicating live with another person is not allowed
• write your essay in a Word document and put your name at the top (if you use another word processor save as PDF)
• if you prefer you may use paper--you do not need to double space unless that makes your handwriting easier to read
• make sure to organize your essay into paragraphs with topic sentences.  A one sentence paragraph for your introduction and conclusion is ok. 
  
• see if the question suggests what each of your paragraphs should address
  
• Each paragraph other than intro and conclusion should have a point to make that relates to the question, summed up in the topic sentence, and specific evidence to back it up
  
• use very specific examples to support your points and explain what they show (don't leave the reader to draw his/her own conclusions).  Specific evidence should be a historical event that happened in a specific time and place or statistical information
  
• you must credit your sources using in-text citations but you do not need to use a formal format for references.  You may use simply (Hobsbawm, p. 121) or (http://acct.tamu.edu/giroux/britain.html) or (class notes, The Land) in the text where you have used the information.  Either quote or put the information entirely into you own words.  The plagiarism rules given in the syllabus do apply to in-class tests and to how you use the class notes.  You must put quote marks around anything that is the exact words of your source and you must give the source in the text, both for quotations and when you use specific information.
• plagiarism rules do not apply to things you have written for other parts of this course
  
• We are looking for you to think through the material yourself
  
• If you have lots and lots of quotes, with sources given, that is not cheating but you will get a lower grade because you haven't shown your ability to make the ideas your own
• If you quote from a source but forget to put the quote marks and/or give the source you can be reported for cheating--Clemson's definition of plagiarism says that it does not matter whether it is intentional or not
  
• If you use very specific information from a source and do not give the source, that is plagiarizing because you are representing someone else's work as your own
• If you take someone else's writing and change a few of the words, whether or not you give the source, that is plagiarizing because you are representing someone's work as your own.  More explanation of correct paraphrasing
  
• I'm interested in how you put the ideas and information together for yourself, not in you repeating what is in the book or notes
• Keys: Address the specific question, lay out your argument step by step, support with specific facts or examples
  

1. read the question twice
2. write a one sentence introductory paragraph directly connected to the question.  Don't write anything more in your introduction unless you have extra time at the end and want to come back to it
3. use the structure of the question to list five paragraphs
1. introduction (can be one sentence)
2. first example or part of the question
3. second example or part of the question
4. third example or analysis
5. conclusion (can be one sentence)
   
4. write your body paragraphs
1. start with a topic sentence
2. use specific historical examples, not generalizations but something that happened in a particular place and/or time or statistics--these should be specific enough that you need to give your source (in parentheses in the text)
   
3. write a concluding sentence that explains how your examples relate to your answer to the question
5. write a conclusion summing up your answer to the question--one sentence is ok if you are running out of time
   

Cause and effect examples

• technology->society
• factory work gave workers less control over their lives--machines have to run at the same time, work is identical
• how does the growth of factories affect the organization of cities and what it is like to live in them
  
• development of the railroad caused many industries to expand and led to more skilled jobs
• society->technology
• decline of the feudal system led to new agricultural innovations
• why does technological progress speed up during the industrial revolution?
  
• factory owners' focus on profits far above anything else made them more willing to embrace new technology
• the empire made large scale production profitable
  
• technology ->economics
• technology increases productivity->who gets what share of the new wealth that is created?
• impact of transportation technology on trade patterns
• economics->technology
• health of British market and then the large market provided by the colonies made it possible for factories to grow very large
  
• surplus of labor in Britain meant it was easy to find workers for factories
• which comes first, technology or economic growth
• economic growth led people to invent new things because they knew there would be a market (demand pull)
• a new invention could lead to new economic opportunities (technology push)
  

• economic growth makes more opportunity for new technologies, attracts inventors
  

• a combination of factors led to the beginning of the industrial revolution
• the most important of which are?
• an increasingly capitalist economic system
• colonies/imperialism
• character of British domestic economy
• Napoleonic wars (perhaps an accelerant more than a cause)
  
• what counts as a cause
• something that happens right before and sets off the effect
• other things important to the success of the industrial revolution may have happened long before or may happen after the industrial revolution began--those are necessary conditions, not causes
  
• what counts as the beginning?--cotton textile factories with water or steam powered machines
• the British industrial revolution was unlike any other because it was the first
• impact of the British industrial revolution on people and how they responded
  
• more positive for the rich than for the poor
• more positive after 1850 than before
• difficult process of adjustment
• did it have to be that nasty?
• they had to learn by experience
• could it have been better if the government hadn't been so biased against the workers?
• not just an economic change but a social-psychological change
• how did it affect people's lives outside of work?
  
• impact on factory workers is not the whole story but it is the center of the story
• what were the interactions of these changes in the production of goods with the economic/political organization of society
• did the government pass laws to favor the growth of industry?  when and to what extent?
• when and why did the government take action to make conditions better for workers?
• Whose benefit took priority in government policy affecting agriculture (such as tariffs)?
  
• how did cities grow and change?
• how did the poor law system respond to the changes of the industrial revolution

• why did the industrial revolution happen first in England?
• why did it start at the time it did? --within 50 years
  
• end of the feudal system (but did that happen earlier?)
• stable domestic market--then explain how that encouraged industrialists to invest in new technology
• raw materials and markets for finished goods in the colonies, Britain controlled that trade
  
• because of the invention of spinning machines or smelting iron with coal or building canals
  
• snowball effect--one technology led to another
  
• questions about technology
• 
  
• how did new technologies for industry come to be invented?
• what made business owners willing to invest in new technology?
• what was the impact of the new technology on workers?
• how did it change the nature and the availability of jobs
• how did workers respond to these changes (for example, the Luddites were a political movement trying to stop the coming of machines)
• how did it affect the family
• how did the reorganization of work affect social lives and community
• how was the industrial revolution a fundamental change unlike anything that had come before?
• requires a new world view
  
• changes the perspectives of the people on technology, on the economy
• math and science became more central to the economy
  
• farming is no longer the dominant industry
• created a world economy where countries relied on each other
• changed the way people lived
• technological advances became central to people's lives in a way they had not been before
  
• did the industrial revolution in Britain leave workers better off?
• how did this change over time
• what can workers do for themselves through unions
• what is the role of government
  
• how did Britain get left behind as other countries industrialized?
• was the development of new technology a cause or an effect of the industrial revolution in Britain?
• how did the industrial revolution affect the class system
• the importance of the market--why is there a market for this new industry

Think about: causes of economic change

• who benefits and who is harmed? is that pattern inevitable?
  
• what actions were or were not taken to help people
• government regulation
• how do people organize themselves to improve conditions
• what inventions are being made
• how the different parts of the economy fit together