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Unit 5 · Topic 5.4

5.4 The Second Agricultural Revolution

The Second Agricultural Revolution began in Britain and Western Europe in the 1700s, alongside the Industrial Revolution. New crop rotations, enclosed fields, better tools and later machines and railroads let fewer farmers grow more food, which fed growing cities and pushed rural workers into factory jobs.

Key terms

  • Second Agricultural Revolution
  • mechanization
  • crop rotation
  • enclosure
  • rural-to-urban migration

When and where

The Second Agricultural Revolution started in Britain in the 1700s and spread to Western Europe and North America during the 1800s and early 1900s. It ran side by side with the Industrial Revolution (7.1), and each helped the other: factories made new farm tools and machines, and farms produced the food and the workers that growing industrial cities needed.

What changed on the farm

  • Better crop rotation: the Norfolk four-course system rotated wheat, turnips, barley and clover. Clover adds nitrogen to the soil, and turnips and clover fed livestock over winter, so fields no longer had to sit empty (fallow) to recover.
  • Enclosure: open fields and common grazing land were fenced into private farms, mostly through acts of Parliament between about 1750 and 1850. Larger, consolidated farms were easier to improve, but many small farmers and laborers lost access to land.
  • New tools: Jethro Tull's seed drill (early 1700s) planted seeds in neat rows at the right depth. In the United States, Cyrus McCormick's mechanical reaper (1830s) and John Deere's steel plow (1837) let one farmer work far more land.
  • Power and machines: steam engines and later gasoline tractors (early 1900s) replaced much of the work done by people and horses.
  • Transportation: railroads, and later refrigerated rail cars, carried crops and meat to distant cities, so farmers could specialize and sell farther away.
  • Science: early chemical fertilizers and selective breeding of animals raised output further.

Effects

The biggest effect was that fewer farmers could feed more people. Food supplies grew, diets improved, people lived longer and populations rose, which shows up in stage 2 of the demographic transition model (2.5).

Because farms needed fewer workers, and enclosure pushed many off the land, millions moved from the countryside to cities. This rural-to-urban migration supplied the labor for factories. In the United States, about half of all workers farmed in the 1870s; today fewer than 2 in 100 do.

Farming also became more commercial. Farmers increasingly grew crops to sell rather than to feed their own families, borrowed money for machinery, and depended on markets, prices and railroads. This set the stage for the large-scale commercial farming of the 1900s (5.7).

Scale and limits

At the global scale, the Second Agricultural Revolution mostly happened in industrializing countries. Much of Africa, Asia and Latin America didn't get these changes at the same time, and many colonies were pushed instead to grow plantation crops for European markets. That uneven timing is one root of the development gaps you'll study in Unit 7.

Worked examples

Try each one yourself first, then open the solution.

  1. Example 1

    Linking farming change to urbanization

    Explain how the Second Agricultural Revolution contributed to urbanization in Britain.

    Show the solution
    1. Step 1: Name a specific change: enclosure or new machinery.
    2. Step 2: Explain what it did to rural labor: fewer farm jobs, and many people lost access to land.
    3. Step 3: Connect to cities: displaced workers moved to industrial cities for factory jobs, and higher food output could feed them.

    Answer: Model answer: Enclosure and new machines like the seed drill meant British farms needed fewer workers, so many rural families lost their land or jobs. They migrated to industrial cities such as Manchester for factory work, and the larger food surplus from more productive farms fed those growing urban populations.

Common mistakes

  • Confusing the Second Agricultural Revolution with the Green Revolution. The Second was in industrializing Europe and North America from the 1700s; the Green Revolution spread high-yield seeds to Latin America and Asia from the 1940s to the 1960s.
  • Describing only machines. Crop rotation, enclosure and railroads are just as important to explain.
  • Forgetting that the revolutions connect. The agricultural and industrial revolutions fed each other with food, labor and tools.

On the exam

  • Expect causation questions linking this revolution to rural-to-urban migration, population growth or the Industrial Revolution.
  • Use specific innovations (seed drill, four-field rotation, enclosure, steel plow) as evidence.

Connected topics

Videos

  • The Second Agricultural Revolution [AP Human Geography Unit 5 Topic 4]

    Mr. SinnWatch on YouTube (opens in a new tab)

  • The SECOND Agricultural Revolution [AP Human Geo Review—Unit 5 Topic 4]

    Heimler's HistoryWatch on YouTube (opens in a new tab)

  • 2nd Agricultural Revolution

    Matt Poleski - AP Human GeographyWatch on YouTube (opens in a new tab)

  • What Was the Agricultural Revolution? AP Euro Bit by Bit #23

    AP Euro Bit by Bit with Paul SargentWatch on YouTube (opens in a new tab)

  • The SECOND AGRICULTURAL REVOLUTION! AP Human Geography (Advanced Placement)

    The EasonWatch on YouTube (opens in a new tab)

Check yourself

5 questions on 5.4 The Second Agricultural Revolution. Pick an answer to see if you got it, and why.

Question 1 of 5

Which development is most closely associated with the Second Agricultural Revolution in Britain?

Question 2 of 5

Which statement best explains how the Second Agricultural Revolution supported the Industrial Revolution?

YearShare of workers in farming (%)Share of people living in cities (%)Grain output (index, 1800 = 100)
18006020100
18504040160
19002065240
1950878380

Hypothetical data for one industrializing country

Question 3 of 5

Which conclusion is best supported by the table?

Question 4 of 5

The trends in the table are best explained by

Question 5 of 5

Which question could NOT be answered using only the data in the table?

0 of 5 answered