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World History & Geography
Era 6: An Age of Global Revolutions
18th Century to 1914
WH1104
Eleventh Grade: World History and Geography
Unit 4: Era 6 - An Age of Global Revolutions
18th Century to 1914
Big Picture Graphic
Overarching Question:
How did global networks of exchange and revolutions lead to worldwide crises and
achievements?
Previous Unit:
Era 5: The Emergence
of the First Global Age,
15th to 18th Centuries
This Unit:
Era 6: An Age of Global Revolutions, 18th
Century to 1914
Next Unit:
Era 7: Global Crisis and
Achievement, 1900 –
1945
Questions to Focus Assessment and Instruction:
1.
2.
3.
4.
How and why did life change during the Age of Global Revolutions?
What were the global consequences of political revolutions in this era?
How and why was the growth of industrialism a global phenomenon?
How did a small number of European states achieve control over most of the world by the end of
this era?
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18th Century to 1914
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Unit Abstract and Historical Overview
The time period from the 18th Century to 1914 can be characterized as an age of global
revolutions. Dramatic changes in relations within and between nations were the source of major
political upheavals. Simultaneously, changes in the means of production transformed the world
both economically and politically. Thus, this era sees the emergence of new forms of liberal,
constitutional governments, the development of new economic relationships, and the intensification
of inter-regional and global interactions. One way to make sense of the era is to focus on three
interrelated, world-wide events: political revolution, industrial revolution, and the growth of
European influence over most of the world. While traditionally historians have viewed these events
almost exclusively from a European perspective, world historians now view these events as having
global impact.
The Industrial Revolution had arguably the greatest impact across the world during this era. By
1914, the changes in energy, transportation, and production increased the capacity to produce and
distribute goods, and stimulated what many historians have called the “Rise of the West.” Prior to
the Industrial Revolution, Europe, China, India, and Japan were comparable economically and
socially. In fact, these countries had similar production levels and life expectancies. That changed
dramatically over the next century and a half. By 1900, Europe and the United States produced
about 80 percent of all manufactured goods. Understanding what created the conditions for this
change and its impact on the world is central to the historical study of this era.
Against this economic and geographic backdrop, historians place the transformations around
governance structures. A new modern state emerged during this era, defined by new ideas
concerning the relationships between “citizens” and the state, among citizens as “nations”, and
between nations and nation-states. The idea of people being citizens rather than subjects and
other enlightened ideas spread throughout Europe and transformed the roles and responsibilities
of governments. Old forms of determining legitimacy (e.g. divine right, mandate of heaven) gave
way to popular sovereignty in political struggles across the world. People also began to see new
connections with neighbors and attempted to form nation-states to formalize these relationships.
Equally important were the numbers of people who began to see themselves as “stateless” (e.g.
Irish, Serbs, Slavs) and sought to join the new forms of sovereignty. Thus, liberal attempts to
establish popular sovereignty stood next to nationalist revolts (where people attempted to develop
nation-states) as important political and social movements during the era.
Armed conflicts, particularly liberal and nationalist revolutions, civil wars, and wars of imperial
expansion also figure prominently in this era. The 19th century world saw the American Civil War,
wars of unification in Italy and Germany, the Opium War, and the Taiping Rebellion. Democratic
revolutions beginning in the Atlantic world helped to redefine ideas about power, thereby
generating movements for new forms of government, self-determination, the abolition of slavery,
the expansion of suffrage, and human rights. Coerced labor in the form of slavery and serfdom
was abolished during this era. Fueled by new industrial demands and supported by new industrial
products – such as steam boats, weapons and quinine – European powers were both motivated
and enabled to construct a “new” type of imperialism. As a result, Europe’s and the West’s political
and economic power was unparalleled. By the end of this era, people’s understandings of
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Era 6: An Age of Global Revolutions
18th Century to 1914
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themselves and their role in the world changed as nationalism, industrialism, imperialism, and
democracy grew.
Suggested Organization for Era 6
Topics
Nationalism and Political
Revolutions
Industrialization
Content Expectations
6.1.1; 6.2.1; 6.2.2; 6.3.1
Duration
2 weeks
6.1.1; 6.1.2; 6.1.3; 6.1.4; 6.2.3; 6.3.1; 6.3.2
3 weeks
Imperialism
6.1.1; 6.1.2; 6.1.5; 6.2.4; 6.3.1; 6.3.2; 6.3.3
3 weeks
Unit Assessments
1. Write a thesis paper using evidence from this era to formulate a response to: How and why
did life change during the Age of Global Revolutions? Students should support their thesis
with evidence based on the unit of study.
2. Using the essay they wrote for Era 5, Topic 2 (WH03, Topic 2, assessment 2), students
revise it based on what they have learned in this era, to answer the question: “Was Europe's
rise to power a result of its demographic, economic, and social trends in Europe, including
the Renaissance, Reformation Counter Reformation, and Enlightenment rather than
changes outside Europe such as the decline of other major empires?” Students use
historical evidence to support their argument.
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Topic 1: Nationalism and Political Revolutions
Topic Abstract:
In this topic students specifically examine several revolutions during this time period in order to
compare why they happened, what happened during the revolution (political, economic and/or
social changes), as well as the short and long term consequences of the revolutions. Students
examine documents that influenced people to take up arms against their governments and explore
the “first steps” each revolutionary group took towards instituting change. They then explore the
actual events of each revolution, finalizing their understanding by examining the immediate and
long term effects of each revolution. Through investigating the counter-forces that limited the scope
of democratic and nationalist revolutions, students examine how those movements produced
conservative reactions across the world. By the end of the topic, students not only understand
each revolution as a stand alone event, but also as a progression of revolutionary movements
around the world, including how liberal, democratic, and nationalistic ideas shaped the new type of
state systems.
Focus Questions
1. How did the rise of nationalism and the growth of nation-states lead to political revolutions?
2. What were the global consequences of political revolutions in this era?
3. How and why did life change during the Age of Global Revolutions?
Content Expectations
WHG 6.1.1: Global Revolutions - Analyze the causes and global consequences of major political
and industrial revolutions focusing on changes in relative political and military power,
economic production, and commerce.
WHG 6.2.1: Political Revolutions - Analyze the Age of Revolutions by comparing and contrasting
the political, economic, and social causes and consequences of at least three
political and/or nationalistic revolutions (American, French, Haitian, Mexican or other
Latin American, or Chinese Revolutions).
WHG 6.2.2: Growth of Nationalism and Nation-states - Compare and contrast the rise of the
nation-states in a western context (e.g., Germany, Italy) and non-western context
(e.g., Meiji Japan).
WHG 6.3.1: Europe - Analyze the economic, political, and social transformations in Europe by
• analyzing and explaining the impact of economic development on European
society
• explaining how democratic ideas and revolutionary conflicts influenced European
society, noting particularly their influence on religious institutions, education,
family life, and the legal and political position of women
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18th Century to 1914
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using historical and modern maps to describe how the wars of the French
Revolutionary and Napoleonic periods and growing nationalism changed the
political geography of Europe and other regions (e.g., Louisiana Purchase).
Key Concepts
constitutionalism
democracy
inalienable rights
liberalism
nationalism
popular sovereignty
republicanism
revolution
rule of law
secularism
social contract
Duration
2 weeks
Lesson Sequence
Lesson 1: Coming of Revolution: Setting the Stage
Lesson 2: Democratic/Liberal Revolts
Lesson 3: Revolutionary Consequences and the Growth of Nationalism
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
WHG 6.1.1
WHG 6.2.1
WHG 6.3.1
WHG 6.3.1
WHG 6.2.2
Students write a 2-3 page paper comparing at least three revolutions of this
era, including their causes, local consequences, and global consequences.
Students construct a graphic organizer that compares the rise of a western
and nonwestern nation-state and evaluates the role of nationalism as a
cause of each. The graphic organizer should address the influence of
constitutionalism, republicanism, nationalism, human rights, and
secularization in the progression and conclusion of each revolution or
national movement.
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Performance Assessments
Resources
Equipment/Manipulative
Computer
Poster boards and markers
Student Resource
Liberty, Equality, Fraternity: Exploring the French Revolution. George Mason University: Center for
History and New Media. 5 March 2008 <http://chnm.gmu.edu/revolution/>.
Slavery and the Haitian Revolution. George Mason University: Center for History and New Media.
5 March 2008 <http://chnm.gmu.edu/revolution/chap8a.html#>.
World Continents, Outline Maps. Eduplace.com. 5 March 2008
<http://eduplace.com/ss/maps/pdf/world_cont.pdf>.
Teacher Resource
“American Independence.” The Internet History Sourcebooks Project. History Department
Fordham University, New York. 5 March 2008
<http://www.fordham.edu/halsall/mod/modsbook12.html>.
A Country Study: Bolivia. Library of Congress. 5 March 2008
<http://lcweb2.loc.gov/frd/cs/botoc.html>.
A Country Study: Haiti. Library of Congress. 5 March 2008
<http://lcweb2.loc.gov/frd/cs/httoc.html>.
Country Studies. Library of Congress. 5 March 2008 <http://lcweb2.loc.gov/frd/cs/cshome.html>.
Access the history of many countries through the searchable database.
“French Revolution.” The Internet History Sourcebooks Project. History Department Fordham
University. New York. 5 March 2008
<http://www.fordham.edu/halsall/mod/modsbook13.html>.
“Nationalism.” The Internet History Sourcebooks Project. History Department Fordham University.
New York. 5 March 2008 <http://www.fordham.edu/halsall/mod/modsbook17.html>.
World History for Us All. Landscape Teaching Unit 7.2. 5 March 2008
<http://worldhistoryforusall.sdsu.edu/dev/units/seven/landscape/07_landscape2.pdf>.
Resources for Further Professional Knowledge
Anderson, Benedict R. Imagined Communities: Reflections on the Origin and Spread of
Nationalism. London: Verso, 2006.
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Kennedy, Paul M. The Rise and Fall of the Great Powers Economic Change and Military Conflict
from 1500 to 2000 New York, NY: Random House, 1987.
Knight, Franklin W. “The Haitian Revolution.” The American Historical Review. 2000, 105:1.
Hobsbawm, Eric. The Age of Revolutions, 1789-1848. Vintage books, 1996.
The Invention of Tradition, E. J. Hobsbawm and T.O. Ranger, eds., Cambridge: Cambridge
University Press, 1983.
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Era 6: An Age of Global Revolutions
18th Century to 1914
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Instructional Organization
Lesson 1: Coming of Revolution: Setting the Stage
Content Expectations: WHG 6.1.1; WHG 6.2.1
Key Concepts: inalienable rights, liberalism, nationalism, popular sovereignty, republicanism, rule
of law, secularism, social contract
Abstract: In this lesson students examine the global context in which the revolutions in this era
occurred. Begin by having students engage in a quick write about Enlightenment ideas and other
cultural changes happening in Europe and the Americas during the previous era. After student
share their thoughts with a partner, divide them into groups to examine primary documents from
the time period (e.g., writings by Rousseau, Voltaire, Locke) (see WHFUA Landscape Unit 7.2
Lesson 1: http://worldhistoryforusall.sdsu.edu/dev/units/seven/landscape/07_landscape2.pdf).
Students groups should identify how ideas such as liberalism, popular sovereignty, and liberty
were different from earlier political ideas such as absolutism and the divine rights of kings. Have
the groups share their lists of differences. In a class discussion, have students predict what they
see as possible conflicts in society, particularly concerning political and social structures.
Next, students use a graphic organizer to engage in a concept formation activity by analyzing
examples and non-examples of nationalism (see WHFUA Landscape Unit 7.6 Lesson 1:
http://worldhistoryforusall.sdsu.edu/dev/units/seven/landscape/07_landscape6.pdf). As a class,
develop a working definition and critical attributes for the concept of nationalism. The lesson ends
with a discussion of how the rise of nation-states and nationalism might lead to revolution in some
areas of the world.
Lesson 2: Democratic/Liberal Revolts
Content Expectations: WHG 6.1.1; WHG 6.2.1
Key Concepts: constitutionalism, democracy, inalienable rights, liberalism, nationalism, popular
sovereignty, republicanism, revolution, rule of law, secularism, social contract
Abstract: As a class discuss the timeline of events leading to the American Revolution, major
events and global consequences (see WHFUA Landscape Unit 7.6 Lesson 2:
http://worldhistoryforusall.sdsu.edu/dev/units/seven/landscape/07_landscape2.pdf). Then divide
students into groups to research another political revolution: French, Haitian, Mexican or other
Latin American, and Chinese revolutions (Taiping and Boxer Rebellions). Each group should first
analyze at least one primary document that emerged from their particular revolution (e.g., newly
written constitutions; see WHFUA Landscape Unit 7.6 Lesson 3:
http://worldhistoryforusall.sdsu.edu/dev/units/seven/landscape/07_landscape2.pdf). After analyzing
the document(s), students construct a brief making their case for revolution. Individuals within
each group are assigned a specific task for the brief: a description of revolutionary and
counterrevolutionary forces, a list of the goals of the revolution, a description significant individuals
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and places of the revolution, an explanation of how the revolution ended, and a description of its
global consequences. The group should also construct a visual about the causes, events and
consequences of the particular revolution. The groups then present their analysis to the class while
other students compile a chart of the causes, goals, significant individuals, how the revolution
ended, and global consequences.
Lesson 3: Revolutionary Consequences and the Spread of Nationalism
Content Expectations: WHG 6.1.1; WHG 6.1.3; WHG 6.2.1; WHG 6.2.2; WHG 6.3.1
Key Concepts: constitutionalism, democracy, inalienable rights, liberalism, nationalism, popular
sovereignty, republicanism, revolution, rule of law, secularism, social contract
Abstract: Using the chart they created during Lesson 2, students look for commonalities. Terms
such as slavery, popular sovereignty, secularization, liberalism, inalienable rights, nationalism, and
constitutionalism should emerge as common themes across revolutions. In a quick-write, and for
discussion, have students predict possible future problems based on both the immediate ending of
the revolution and the emergence of these new governments. After examining at the immediate
end of the revolutions, students finish their chart by using primary and secondary sources to fill out
the “long term consequences” column. Next, students consider the “ripple” effect of these
revolutions. They work with a partner to label on a world map when and where these revolutions
occurred (they will use these maps again in Topic 2, Lesson 5). Finally, engage students in a class
discussion of whether the revolutions could be connected to the flow of ideas with existing trade
routes. The lesson should end with students reading about and comparing nationalistic movements
in a western context (e.g., Germany, Italy) and non-western context (e.g., Meiji Japan).
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Topic 2: Industrialization
Topic Abstract:
In this topic, students focus on the Industrial Revolution as a global phenomenon by investigating
large global patterns and comparing the causes, processes and effects of industrialization in
several nations around the world. They begin by considering the question: How and why was the
growth of industrialism a global phenomenon? Students then examine demographic data to
analyze changes in urban centers and populations across 400 years. This analysis allows
students to frame key questions related to why and when did the Industrial Revolution happen?
Why did the Industrial Revolution happen where it did? To answer these questions, students
create and compare timelines showing the causes and spread of industrialism in several areas of
the world. Throughout the topic students explore the flow of ideas and technology that enabled the
Industrial Revolution to occur, as well as an analysis of both the immediate and long term effects of
industrialization (e.g., population growth, general prosperity, creation of a working class,
urbanization, changes in political and economic systems). Students compare these nations to
Russia, a country that did not industrialize during this era. The topic concludes with students using
maps and data to analyze the global origins and spread of political and industrial revolutions and
migration patterns during this era.
Focus Questions
1. How and why was the growth of industrialism a global phenomenon?
2. Why does the Industrial Revolution happen when and where it does?
3. Why were the short and long term effects of industrialization inevitable?
Content Expectations
WHG 6.1.1: Global Revolutions - Analyze the causes and global consequences of major political
and industrial revolutions focusing on changes in relative political and military power,
economic production, and commerce.
WHG 6.1.2: World-wide Migrations and Population Changes - Analyze the causes and
consequences of shifts in world population and major patterns of long-distance
migrations of Europeans, Africans, and Asians during this era, including the impact of
industrialism, imperialism, changing diets, and scientific advances on worldwide
demographic trends.
WHG 6.1.3: Increasing Global Interconnections - Describe increasing global interconnections
between societies, through the emergence and spread of ideas, innovations, and
commodities including
• constitutionalism, communism and socialism, republicanism, nationalism,
capitalism, human rights, and secularization
• the global spread of major innovations, technologies, and commodities via new
global networks.
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WHG 6.1.4: Changes in Economic and Political Systems - Compare the emerging economic and
political systems (industrialism and democracy) with the economic and political
systems of the previous era (agriculture and absolutism).
WHG 6.2.3: Industrialization - Analyze the origins, characteristics, and consequences of
industrialization across the world by
• comparing and contrasting the process and impact of industrialization in Russia,
Japan, and one of the following: Britain, Germany, United States, or France
• describing the social and economic impacts of industrialization, particularly its
effect on women and children, and the rise of organized labor movements
• describing the environmental impacts of industrialization and urbanization.
WHG 6.3.1: Europe - Analyze the economic, political, and social transformations in Europe by
• analyzing and explaining the impact of economic development on European
society
• explaining how democratic ideas and revolutionary conflicts influenced European
society, noting particularly their influence on religious institutions, education, family
life, and the legal and political position of women
• using historical and modern maps to describe how the wars of the French
Revolutionary and Napoleonic periods and growing nationalism changed the
political geography of Europe and other regions (e.g., Louisiana Purchase).
WHG 6.3.2: East Asia - Analyze the political, economic, and social transformations in East Asia
by
• explaining key events in the modernization of Japan (Meiji Restoration) and the
impact of the Russo-Japanese War
• describing key events in the decline of Qing China, including the Opium Wars and
the Taiping and Boxer Rebellions.
Key Concepts
capitalism
communism
industrialization
labor unions
liberalism
socialism
urbanization
working class
Duration
3 weeks
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18th Century to 1914
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Lesson Sequence
Lesson 1: The Industrial Revolution as a Global Phenomenon
Lesson 2: The Industrial Revolution: Why here? Why now?
Lesson 3: The Social, Economic, Political, and Environmental Effects of the Industrial Revolution
Lesson 4: Changes in Economic and Political Systems
Lesson 5: Global Patterns of Revolution and Migration
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
WHG 6.1.1
WHG 6.2.3
WHG 6.3.1
WHG 6.3.2
As a “modernization consultant” to the Japanese government on the
eve of the Meiji Restoration, create a “how to industrialize and
modernize” pamphlet based of your knowledge of Japanese society
and the Industrial Revolution in Europe. Include the pros and cons,
necessary conditions, short and long term effects, and pictures from at
least two specific examples of what industrialism might look like.
WHG 6.1.1
WHG 6.1.3
WHG 6.1.4
WHG 6.2.3
WHG 6.3.1
WHG 6.3.2
Write a newspaper article from the year 1900 outlining the political and
economic responses to the rise of industrialism around the world. You
should include at a minimum the rise of labor unions, the rise of
socialism and capitalism, the theory of communism, and reform
movements, including the fight for women’s rights.
WHG 6.1.2
WHG 6.1.3
WHG 6.2.3
Create a children’s story book from the perspective of a “globetraveling steamboat” during this era. Your book should explain the
routes you take, what kind of cargo you are carrying (including people),
as well as how you believe that you are changing the world.
WHG 6.1.3
WHG 6.1.4
WHG 6.2.3
WHG 6.3.1
Write a letter from England, France, Germany, or Japan to a relative in
the Americas explaining how industrialization has changed your life
politically, economically, and socially, as well as environmental
changes that you have noticed. Use specific examples from what you
have learned in this topic.
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Resources
Equipment/Manipulative
Large Map of the World
Poster boards and markers
Student Resource
Industrial Revolution. The Internet History Sourcebooks Project. 5 March 2008
<http://www.fordham.edu/halsall/mod/modsbook14.html>.
Teacher Resource
Biography of Adam Smith. The Concise Encyclopedia of Economics. 5 March 2008
<http://www.econlib.org/Library/Enc/bios/Smith.html>.
Industrialism: Progress or Decline? The Norton Anthology of English Literature: Norton Topics
Online. 5 March 2008
http://www.wwnorton.com/college/english/nael/victorian/topic_1/welcome.htm . Contains an
overview, photographs, and primary source documents related to the plight of the working
class.
Karl Marx and Fredrick Engels: Selected Works. Marxist Internet Archive. 5 March 2008
<http://www.marxists.org/archive/marx/works/sw/index.htm>.
“Largest Cities throughout History.” About.com: Geography. 5 March 2008
<http://geography.about.com/library/weekly/aa011201a.htm>. Statistical information about
cities throughout history.
Plight of Women’s Work in the Early Industrial Revolution in England and Wales. Women in World
History Curriculum. 5 March 2008 <http://www.womeninworldhistory.com/lesson7.html>.
“Tables Showing the Spread of the Industrial Revolution.” The Internet History Sourcebooks
Project, History Department Fordham University, New York. 5 March 2008
<http://www.fordham.edu/halsall/mod/indrevtabs1.html>.
World History for Us All. Panoramic Teaching Unit 7.0. PowerPoint Presentation. 5 March 2008
<http://worldhistoryforusall.sdsu.edu/dev/units/seven/panorama/slides/html/Era07web.htm>.
Resources for Further Professional Knowledge
Christian, David. Maps of Time: An Introduction to Big History. University of California Press,
2004. Pp. 406-439.
Christian, David. This Fleeting World: A Short History of Humanity. Berkshire Publishing Group,
2007. Pp. 58-74. The global story of industrialism.
Global Industrialization. Bridging World History: A Video Course for High School and College
Teachers. 5 March 2008
<http://www.learner.org/resources/series197.html?pop=yes&vodid=310248&pid=2162#>.
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A thirty minute video discussing the Industrial Revolution in a global context. Requires a
free sign in.
Marks, Robert. The Origins of the Modern World: An Ecological and Global Narrative. Rowman &
Littlefield Publisher, Inc., 2002.
Stearns, Peter. The Industrial Revolution in World History. Westview Press, 2007.
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Instructional Organization
Lesson 1: The Industrial Revolution as a Global Phenomenon
Content Expectations: WHG 6.1.1; WHG 6.1.2; WHG 6.1.3
Key Concepts: industrialization
Abstract: Begin the lesson by displaying a wall map and charts showing the most populous cities
in the world in 1500, 1800, and 1900 (available:
http://geography.about.com/library/weekly/aa011201a.htm). Have students compare the three
charts and share what they notice (e.g., they should notice that in 1500 Beijing, China has the
highest population and London, England isn’t in the top 10; in 1800 Beijing is still number 1 and
London has climbed to number 2; in 1900 London has surpassed Beijing). Guide students to
recognize that there was a change in the location of the world’s most populated areas to the West
(Europe and eventually the United States) starting around the 1800s. Ask students why they think
this shift happened (if needed, prompt them to think about the rise of industrialism). Explain to
students that historians call this rise and spread of industrialism the “Industrial Revolution.” Have
students engage in a quick write to explain why this period might be termed a “revolution” based
on their understandings from the last unit. Discuss the following questions with the class: Would
there be similarities to the political revolutions? What would be different? Who might the major
players be? Is this a “revolution?” Show students World History for US All PowerPoint: Era 7
located at:
http://worldhistoryforusall.sdsu.edu/dev/units/seven/panorama/slides/html/Era07web.htm.
Throughout the PowerPoint presentation discuss more of the global picture of industrialism in this
era including migration patterns and how they connected to the Industrial Revolution.
Lesson 2: The Industrial Revolution: Why here? Why now?
Content Expectations: WHG 6.1.1; WHG 6.1.3; WHG 6.2.3; WHG 6.3.1; WHG 6.3.2
Key Concepts: industrialism, labor unions, urbanization, working class
Abstract: Begin the lesson by having students work in pairs to investigate the causes of the
Industrial Revolution including when and why it started in Great Britain. Students should focus on
Britain’s geography and the global processes (such as the availability of raw materials in Britain’s
colonies) that enabled Britain to become the leader in the rise of industry. Compile a class list of
the causes of the Industrial Revolution. Next, divide students into six groups with each group
representing one of the following countries: Russia, Japan, Britain, Germany, United States, and
France. Explain to the groups that they are to construct a poster display that describes
industrialization in their country. Each poster display should include a timeline depicting the timing
of key inventions, governmental policies (political and economic), and the specific events that led
to industrialization. The posters should also include descriptions of outside influences, major
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players, major ideas, immediate consequences (such as urbanization and population growth), and
an example of a law concerning labor or trade. Finally, the poster should include data about
population growth as well as economic indicators. Each group presents their poster display to the
class. In the presentation, students explain why and when industrialization occurred in their
country. After all the presentations, engage students in a class discussion about Russia’s situation
during this era. Use the following question to guide the discussion: “Why didn’t Russia experience
industrialization to the same extent as other nations did during this time period?” Also discuss
events that happened simultaneously in different countries and identify what they had in common.
Finally, discuss how the role of the individual in the economy may have changed as a result of
industrialization.
Lesson 3: The Social, Economic, Political, and Environmental Impact of the Industrial
Revolution
Content Expectations: WHG 6.1.1; WHG 6.2.3
Key Concepts: capitalism, communism, industrialization, labor unions, liberalism, socialism,
urbanization, working class
Abstract: Begin the lesson by having students examine how the role of the individual was
changing during industrialization. Examples may include artwork and photography from the era
(depicting urban and rural conditions), an excerpt from Ibsen’s A Doll’s House, speeches from the
Seneca Falls convention, and photographs of children in factories, depictions of environmental
impacts. As a class, discuss how people’s lives changed because of industrialization. Next, have
students work with a partner to use these and other sources to construct a chart of the social,
economic, political, and environmental impact of the Industrial Revolution around the world.
Students should uncover new political and economic forces (e.g., capitalism, socialism,
communism, democracy). Combine pairs into groups of six and have them compare their charts,
adding information where necessary. Finally, have students engage in a five minute write of the
most significant consequence of industrialization, using information from the lesson to support their
position. Post students’ essays around the room.
Lesson 4: Changes in Economic and Political Systems
Content Expectations: WHG 6.1.3; WHG 6.1.4; WHG 6.3.1
Key Concepts: capitalism, communism, industrialization, labor unions, liberalism, socialism,
urbanization, working class
Abstract: In this lesson, students compare the emerging political and economic systems of this
era with those of the last. They begin by completing two separate two-column lists. The first
compares industrialism with agriculture, and the second list compares democracy with absolutism.
As a class, discuss the charts using the following questions: “What were the differences in the
ways that groups of people were affected by the Industrial Revolution? How would different
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groups of people have viewed the industrial revolution? Its benefits? Its perils?” Student answers
should open up an opportunity to discuss both class conflict and the role of the government in
economics and social life. Next, give students excerpts from the Wealth of Nations and the
Communist Manifesto, as well as documents from major socialist/labor parties during this era.
Student should read to explore the following questions: What did author believed about
industrialization? What did he believe should happen? Why? After working alone, students should
work in groups of four to compare answers, finally making a class list on the board. Tell students
that these emerging political and economic ideologies will have a major role in events in the next
eras.
Lesson 5: Global Patterns of Revolution and Migration
Content Expectations: WHG 6.1.1; WHG 6.1.2; WHG 6.1.3; WHG 6.2.3; WHG 6.3.1
Key Concepts: capitalism, communism, industrialization, labor unions, liberalism, socialism,
urbanization, working class
Abstract: Using their political revolution maps from Topic 1, Lesson 3, have students label centers
of industrialization (with dates). Using demographic data, students should then identify and label
mass migrations of groups of people (at least five different groups of people), depicting with an
arrow where they are coming from and where they are going to, with dates (this should include the
Napoleonic Empire and its fallout). After sharing their maps with a partner, students write an essay
answering the following question: “How and why was the growth of industrialism a global
phenomenon? In their essays, students should include the causes and consequences of
industrialization and its relationship to political revolutions and migration.
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Topic 3: Imperialism
Topic Abstract:
In this topic students explore how a small number of European states came to dominate the globe
and how the colonial experience varied in different regions of the world. Students begin with an
examination of the causes of imperialism, including their social, political, and economic roots.
Through a regional approach, students explore the colonial experience of indigenous people in
Africa and Asia. They then compare the imperialist policies of Japan, Britain, and France to
analyze Europe’s growing influence in and domination over most of the world. Throughout the
topic, students consider how the development of nationalist movements, industrialization, and
fierce imperialistic competition set the stage for world war.
Focus Questions
1. How did a small number of European states achieve control over most of the world by the
end of this era?
2. How did the colonial experience compare in different regions of the world?
Content Expectations
WHG 6.1.1:
Global Revolutions - Analyze the causes and global consequences of major
political and industrial revolutions focusing on changes in relative political and
military power, economic production, and commerce.
WHG 6.1.2:
World-wide Migrations and Population Changes - Analyze the causes and
consequences of shifts in world population and major patterns of long-distance
migrations of Europeans, Africans, and Asians during this era, including the
impact of industrialism, imperialism, changing diets, and scientific advances on
worldwide demographic trends.
WHG 6.1.5:
Interpreting Europe’s Increasing Global Power - Describe Europe’s increasing
global power between 1500 and 1900, and evaluate the merits of the
argument that this rise was caused by factors internal to Europe (e.g.,
Renaissance, Reformation, demographic, economic, and social changes) or
factors external to Europe (e.g., decline of Mughal and Ottoman empires and
the decreasing engagement of China and Japan in global interactions).
WHG 6.2.4:
Imperialism - Analyze the political, economic, and social causes and
consequences of imperialism by
• using historical and modern maps and other evidence to analyze and
explain the causes and global consequences of nineteenth-century
imperialism, including encounters between imperial powers (Europe,
Japan) and local peoples in India, Africa, Central Asia, and East Asia
• describing the connection between imperialism and racism, including the
social construction of race
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comparing British policies in South Africa and India, French polices in
Indochina, and Japanese policies in Asia
analyze the responses to imperialism by African and Asian peoples.
WHG 6.3.1:
Europe - Analyze the economic, political, and social transformations in Europe
by
• analyzing and explaining the impact of economic development on
European society
• explaining how democratic ideas and revolutionary conflicts influenced
European society, noting particularly their influence on religious institutions,
education, family life, and the legal and political position of women
• using historical and modern maps to describe how the wars of the French
Revolutionary and Napoleonic periods and growing nationalism changed
the political geography of Europe and other regions (e.g., Louisiana
Purchase).
WHG 6.3.2:
East Asia - Analyze the political, economic, and social transformations in East
Asia by
• explaining key events in the modernization of Japan (Meiji Restoration) and
the impact of the Russo-Japanese War
• describing key events in the decline of Qing China, including the Opium
Wars and the Taiping and Boxer Rebellions.
WHG 6.3.3:
Africa - Evaluate the different experiences of African societies north and south
of the Sahara with imperialism (e.g., Egypt, Ethiopia, and the Congo).
Key Concepts
imperialism
nationalism
racism
Duration
3 weeks
Lesson Sequence
Lesson 1: The Big Picture of Imperialism
Lesson 2: Imperialism in Africa
Lesson 3: The Colonial Experience North and South of the Sahara
Lesson 4: Imperialism in Asia
Lesson 5: Comparing Imperial Policies
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Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
WHG 6.1.1
WHG 6.1.2
WHG 6.2.4
WHG 6.3.1
WHG 6.3.2
WHG 6.3.3
Have students write a paper addressing the following questions: “How did
relatively few European states come to achieve such control over most of
the world by the end of this era?” and “How did the colonial experience
compare in different regions of the world?” The paper should include
evidence gathered in this topic and use specific examples from each of the
regions/nations studied.
Resources
Equipment/Manipulative
Butcher paper
Computer and projector
Markers
Student Resource
A Country Study: Ethiopia. Library of Congress. 3 March 2008
<http://memory.loc.gov/frd/cs/ettoc.html>.
A Country Study: Zaire (Former). Library of Congress. 3 March 2008 <http://lcweb2.loc.gov/cgibin/query/r?frd/cstdy:@field(DOCID+zr0020)>.
Pearcy, Thomas and Mary Dickson. Imperialism in Africa to the eve of World War I. W.W. Norton.
4 Jan. 1997. 4 March 2008
<http://www.wwnorton.com/college/history/ralph/resource/impafr.htm>.
The Story of Africa. BBC World Service. 3 March 2008
<http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index.shtml>.
The True Conception of Empire. 3 March 2008
<http://www.wwnorton.com/college/english/nael/victorian/topic_4/chamberlain.htm>.
Teacher Resource
Chinese History to Qing Dynasty. University of Southern California: Specialized Libraries and
Archival Collections, 2001. 3 March 2008
<http://www.usc.edu/libraries/archives/arc/libraries/eastasian/china/toqing.html>.
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Colonialism in the Congo: Conquest, Conflict, and Commerce, the Choices Program. Brown
University. 3 March 2008 <http://www.choices.edu/resources/detail.php?id=13>.
Halsall, Paul. Internet African History Sourcebook. 2007. 3 March 2008
<http://www.fordham.edu/halsall/africa/africasbook.html>.
Imperialism. The Internet History Sourcebooks Project. 3 March 2008
<http://www.fordham.edu/halsall/mod/modsbook34.html#China%20and%20the%20West>.
The Qing Dynasty (1644-1911): Painting. Metropolitan Museum of Art History. 3 March 2008
<http://www.metmuseum.org/toah/hd/qing_1/hd_qing_1.htm>.
The Story of Africa. BBC World Service. 3 March 2008
<http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index.shtml>.
Resources for Further Professional Knowledge
Smith, Bonnie. Imperialism: A History in Documents. Oxford University Press, 2000.
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Instructional Organization
Lesson 1: The Big Picture of Imperialism
Content Expectations: WHG 6.1.1; WHG 6.1.2; WHG 6.1.5; WHG 6.2.4
Key Concepts: imperialism, nationalism, racism
Abstract: Use PowerPoint slides 65 and 67 from the World History for Us All curriculum,
Panorama Teaching Unit, Era 7 (available at
http://worldhistoryforusall.sdsu.edu/dev/eras/era7.htm), to provide a big picture of this topic. Slide
65 shows a colonial map of the world at the end of the era; slide 67 shows statistical data on how
much land surface Europeans controlled by 1914. Explain to students that this was the global
situation at the end of the era. Then present students with the unit problem, “How did relatively
few European states come to achieve such control over most of the world by the end of this era?”
Have students discuss their hypotheses with a partner for about five minutes. Then explain to
students that throughout the topic they will be gathering evidence to support or refute their
hypotheses. Tell them that the imperial experience wasn’t the same everywhere; therefore they will
also gather information to answer the: “How did the colonial experience compare in different
regions of the world?” Next, have students read in their text or other sources about the motives
behind the “Age of Imperialism”. As they read, students construct a chart of imperial forces and
their motives and motivations for imperialism. After comparing charts with a partner, engage
students in a class discussion about the common causes of imperialism (such as the need for raw
materials, racism and superiority, increased technology). During the discussion, different types of
colonialism should be identified.
Lesson 2: Imperialism in Africa
Content Expectations: WHG 6.1.5; WHG 6.2.4; WHG 6.3.3
Key Concepts: imperialism, nationalism, racism
Abstract: In this lesson students begin by reflecting on what they know about Africa as a
continent in a quick write. Guide students in their quick write to make sure they are not treating
Africa as one large country. Encourage students to describe important geographical features in
Africa, as well as the development of overlapping economic and political regions based on
influence from the Arab world and the West. Next, have students work with a partner to share their
quick writes. The partners then use their textbooks and previous class notes to create a one-page
note sheet entitled “Previously in Africa…” to explain what had been happening on the continent
through 1750. Students should include an extensive description of the internal and external slave
trade. In doing so, they also examine a map of Africa on the eve of imperialism. Next, give
students a copy of The True Conception of Empire by Joseph Chamberlain to read and discuss in
small groups. Based on this document, as well as what they know of industrialization, the slave
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trade, and any other documents from the time period (political cartoons would work well), have
students analyze the reasons Africa would appeal to Europe. In a class discussion students
answer the question: “Why Africa, why now?” In their response they should include not only
conditions in Africa, but also conditions in Europe (nationalism, industrialization, racism) and
growing technological and medical advances. Students should also take notes on the unit problem
in regards to Africa: “How did relatively few European states come to achieve such control over
most of the world by the end of this era?” Students compare a map of Africa on the eve of World
War I (that shows how Africa was divided among the European powers) with a map of Africa from
the 1700s. They discuss what lasting effects this division has had on the African people.
Lesson 3: The Colonial Experience North and South of the Sahara
Content Expectations: WHG 6.1.5; WHG 6.2.4; WHG 6.3.3
Key Concepts: imperialism, nationalism, racism
Abstract: In this lesson, students analyze and compare the different experiences with and
reactions to imperialism north and south of the Sahara. To do this, divide students into three
groups representing Egypt, Ethiopia, and the Congo. Individually students research and write an
extended magazine article of the experiences of the indigenous people living in their assigned
region during this era. Working in their groups they share the content of their articles and then work
together to design a magazine cover for their region. Reorganize the groups so that each group
contains a representative from each region (jigsaw activity). Have each representative explain their
region’s cover and how it reflects the experiences of and reactions to imperialism.
Lesson 4: Imperialism in Asia
Content Expectations: WHG 6.1.5; WHG 6.2.4; WHG 6.3.2
Key Concepts: imperialism, nationalism, racism
Abstract: In this lesson students discuss motives for Western expansion into Asia. They compare
what they learned about imperialism in Africa to imperialism in Asia. Next, students compare the
reactions of Africans and Asians to imperialism by closely examining China. First, review with
students what they have learned in previous eras and topics about the Qing Dynasty. Next, have
students create a “reaction to imperialism” timeline from the Chinese perspective (from 1800 to
1914). Students should include events such as the Opium Wars and Taiping and Boxer rebellions.
After students have created their timelines, discuss how the Chinese experience compared to the
African experience and the experience of other places in Asia. As a final question, ask students:
“How did western imperial policies lead to the decline of the Qing Dynasty?”
Lesson 5: Comparing Imperial Policies
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Content Expectations: WHG 6.1.5; WHG 6.2.4; WHG 6.3.2; WHG 6.3.3
Key Concepts: imperialism, nationalism, racism
Abstract: Begin the lesson by having students read in their text or another source about Japan
during this era (they should reference what they learned about the Meiji Restoration in previous
topics). Discuss growing nationalism and imperial motives in Japan during the last part of the era.
Next, have students construct a chart comparing Japanese imperial policies in Asia with British
policies in South Africa and India and French policies in Indochina (optional: have students add the
United States to the Imperial Power column), such as the one below:
Imperial Power
Japan in Asia
Britain in S. Africa
Britain in India
France in Indochina
Policies
Local Reaction to those Policies
After students compare their charts in small groups of four or five students, have them engage in
small group discussions comparing imperialist policies and reactions to those policies. Throughout
their discussion, they should revisit the topic questions: “How did a small number of European
states achieve control over most of the world by the end of this era?” and “How did the colonial
experience compare in different regions of the world?”
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