Download Unit V

2016-2017 Curriculum Blueprint
Grade: 10
Course Descriptions: World History
Unit V: The Industrial Age
Approximate
Time:
3 weeks
Unit Overview
This unit highlights the social, political and economic effects of global industrialization. Emphasis is given to urbanization, the emergence of the middle class, poor working
conditions for urban workers as well as rise of labor unions. There is focus on new emerging philosophies including capitalism, socialism, and communism and their main
proponents Adam Smith, Robert Owen, and Karl Marx. This unit addresses new social and political reforms and their effects in Africa, Asia, Europe, and the Americas
(United States, the Caribbean and Latin America), which includes Meiji Restoration, Russian industrialization, abolition movement, expansion of women’s rights and
introduction of labor laws. The causes, effects and key events of the unification of Italy and Germany is addressed. Analysis of the causes and effects of imperialism,
especially in Africa, Asia and Latin America will be emphasized. This includes social and economic impact on indigenous peoples (Sepoy Mutiny, Zulu people), regional
conflicts (Boer War, Crimean War), and European influence (Suez Canal, spheres of influence.) Finally, major events in China during the 19th and 20th century are also
highlighted including western penetration (Opium Wars), Chinese response (Taiping Rebellion, Boxer Rebellion), and the effects on China (end of Qing dynasty, nationalist
revolution.)
Learning Goal
Students will analyze the social, political and economic effects of industrialization.
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LDC Modules and DBQs
Students will be expected to complete a combination of at least four LDC modules or DBQs. Each
module or DBQ will be taught in full, most ranging from 1.5-3 weeks. It is imperative that teachers will
teach the applicable literacy skills covered within the module or DBQ, to ensure the students have all
the tools they need to achieve success in their final product. Students will gain content knowledge that
is standards-aligned and is relevant to the corresponding unit as they walk through the tasks and lessons
of each module or DBQ. Therefore, students’ takeaways from a completed module or DBQ will be
abundant; as they will focus on literacy skills, content knowledge, and historical-thinking skills, all which
will be text-based.
Featured LDC Module
Europe’s Burden? Western Imperialism
Other Modules or DBQ Suggestions
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Female Mill Workers in England and Japan: How similar were they?
SS.912.W.6.1, SS.912.W.6.2
APWH 2009 DBQ: Africa’s Reactions to European Imperialism SS.912.W.6.6
Sample Essential Questions
Evaluate which ideology was most effective: capitalism, socialism and
communism.
Which effect of imperialism was most devastating to native cultures?
Which region was most significantly affected by industrialization?
How did western domination affect Asia, Africa and Latin America?
Focus Literacy Standards
These standards will directly correlate with the LDC module or DBQ featured in this unit. All these
focus literacy standards will be addressed through the mini-tasks and lessons of the module or DBQ.
*Please remember that all the literacy standards should be addressed throughout the year in
regular lessons. These focus standards are just directly covered through the featured module or
DBQ.
LAFS.910.WHST.1.2: Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
LAFS.910.WHST.2.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
LAFS.910.WHST.2.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
10th Grade | July 2016
LAFS.910.RH.2.6 Compare the point of view of two or more authors for how they
treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
Sample Activities and Tasks
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After reading West in the Age of Industrialization and Imperialism and Impact of Colonialism and Imperialism in Asia and Africa as well as resources from this unit
(including Chapters 19 – 25), write an essay in which you argue the causes of imperialism and explain the effects on different regions of the world, especially the
West, Asia and Africa. Support your position with evidence from the texts. SS.912.W.6.2, SS.912.W.6.6, SS.912.W.6.7
After reading “The Life of an Industrial Worker in Nineteenth-Century England” and excerpts from Personal History of Women Workers in the Industrial
Revolution, write a narrative from the perspective of an Industrial worker and the conditions and lifestyle of workers during the Industrial Revolution. 6.2
Students should read and annotate excerpts from several primary sources including the Communist Manifesto by Karl Marx, President Fillmore’s Letter to the
Tokugawa Shogun, The White’s Man Burden by Rudyard Kipling, and Qianlong’s Letter to King George III (restricting trade in China)
After reading Effects of the Industrial Revolution as well as Michael Sadler’s Parliament Investigation on Working Conditions in Textile Factories, students should
participate in a four corner debate on the following topic: “The Industrial Revolution was beneficial to society.” Corners: Strongly Agree, Agree, Disagree, and
Strongly Disagree. After the debate, students then should write a letter in which they discuss the harsh working conditions of the proletariat (urban workers) and
argue for better working conditions from the money-making students capitalists. SS.912.W.6.1, SS.912.W.6.2
After reading excerpts of the Communist Manifesto by Karl Marx, students should create a thinking map stipulating the pros and cons of socialism then students
should write an essay/thesis in which they argue in favor or against socialism as a way to organize our present-day society. Students should support their position
with evidence from the text, including chapters 19 – 20.
After reading Lin Zexu’s Letter to Queen Victoria (regarding the Opium trade), write a response letter from Queen Victoria addressing all of Lin Zexu’s concerns.
SS.912.W.6.7
Focus Standards for the Unit
SS.912.W.6.1 Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the
United States, and Japan.
SS.912.W.6.2 Summarize the social and economic effects of the Industrial Revolution.
Examples: urbanization, increased productivity and wealth, rise of the middle class, conditions faced by workers, rise of labor unions, expansion of
colonialism.
SS.912.W.6.3 Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx.
SS.912.W.6.4 Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the
Caribbean, and Latin America.
Examples: Meiji Reforms, abolition of slavery in the British Empire, expansion of women's rights, labor laws.
SS.912.W.6.5 Summarize the causes, key events, and effects of the unification of Italy and Germany.
SS.912.W.6.6 Analyze the causes and effects of imperialism.
Examples: social impact on indigenous peoples, the Crimean War, development of the Suez Canal, Spheres of Influence
SS.912.W.6.7 Identify major events in China during the 19th and early 20th centuries related to imperialism.
10th Grade | July 2016
Suggested Texts
Links and Resources
(Suggested texts provide additional resources that teachers in a Personalized Learning
Classroom can utilize to create choice board activities)
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Textbook: Chapters 19 - 25
Michael Sadler’s Parliament Investigation on Working Conditions in Textile
Factories Includes testimonials of workers during the Industrial Age
SS.912.W.6.2
Excerpt of the Communist Manifesto by Karl Marx Founding documents of
communism SS.912.W.6.3
President Fillmore’s Letter to the Tokugawa Shogun SS.912.W.6.6
Lin Zexu’s Letter to Queen Victoria regarding the Opium trade between China
and Great Britain SS.912.W.6.7
The White’s Man Burden by Rudyard Kipling Poem highlighting motivations for
imperialism SS.912.W.6.6
Qianlong’s Letter to King George III Chinese official letter attempting to restrict
trade in China SS.912.W.6.7
Personal History of Women Workers in the Industrial Revolution Great personal
accounts of women who worked in mines, industry, and factories during the
Industrial Revolution. Lengthy, with several accounts, teachers will want to pull
out selected sections or excerpts from this. SS.912.W.6.2
(Suggested links and resources provide additional resources that teachers in a
Personalized Learning Classroom can utilize to create choice board activities)
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Mankind: History of All of US (Episode: Speed) (45 minutes) – This video
shows the age of innovation, transformation and mass production and
how it affected different areas around the world including the United
States, Africa and Japan. SS.912.W.6.1, SS.912.W.6.2
History Channel - Explore historical shows, watch videos and full episodes,
play games and access articles on historical topics.
Digital History – Website with resources global history utilizing computer,
internet, and software technologies.
World History Archives – Website offers documents to support the study
of world history.
World History Crash Course: Industrial Revolution
https://www.youtube.com/watch?v=zhL5DCizj5c (11 minutes) – This video
reveals the causes and effects of the Industrial Revolution. SS.912.W.6.1,
SS.912.W.6.2
World History Crash Course: Capitalism and Socialism
https://www.youtube.com/watch?v=B3u4EFTwprM (14 minutes) – This
video compares and contrasts two differing ideologies: capitalism and
socialism. SS.912.W.6.3
World History Crash Course: Imperialism
https://www.youtube.com/watch?v=alJaltUmrGo (14 minutes) – This
video highlights 19th century imperialism and its connections to WWI.
SS.912.W.6.6
World History Crash Course: Asian Responses to Imperialism
https://www.youtube.com/watch?v=nxmWfbXS4Pw (15 minutes) - This
video looks at imperialism from the perspective of the colonized.
SS.912.W.6.7
10th Grade | July 2016
People, Places, and Events to Know
Urbanization, Adam Smith
Industrialization
Interchangeable parts
Middle class
Colonialism
Meiji Restoration
Abolition
Women’s rights
Labor unions
Suez Canal
Spheres of influence
Karl Marx
Robert Owen
Eli Whitney
Proletariat
Camillo Cavour
Giuseppe Garibaldi
Alexander II
Crimean War
Pogrom
Queen Victori
Opium War
Taiping Rebellion
Boxer Rebellion
Protectorate
Boer War
Sepoy
Extraterritoriality
Imperialism
Communism
Capitalism
Link
to Webb’s DOK Guide
Socialism
Zionism
Manifest Destiny
Louisiana Purchase
King Leopold II
Muhammad Ali
Ram Mohun Roy
Sino-Japanese War
Interchangeable parts
Assembly line
Standard of living
Otto von Bismark
10th Grade | July 2016