Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Unit 6/Part 2
Document related concepts
Transcript
World History Unit 6/Part 2 Title Industrial Revolution Suggested Dates 5th Six Weeks Big Idea/Enduring Understanding ● Periods of transition in history are marked by innovation and revolution. ● The Industrial Revolution had the most significant impact on life socially, economically, and politically since the Neolithic Revolution. Guiding Questions ● How can innovation affect ways of life? ● How does revolution bring about political and economic change? ● What were the causes and effects of the Industrial Revolution? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and researchbased best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS 15AB, 16C, 29A-H, 30A-D, 31AB Knowledge and Skills with Student Expectations CISD 2015-2016, Updated 11/10/15 District Specificity/Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (1) History. The student understands traditional historical points of reference in world history. The student is expected to: Bloom’s Level Remembering In what ways did the factory system advance the Industrial Revolution? (E) identify major causes and describe the major effects of the In what ways did the textile following important turning points manufacturing advance the in world history from 1750 to 1914: Industrial Revolution? the Scientific Revolution, the Industrial Revolution and its impact What new economic system on the development of modern was born from the Industrial economic systems, European Revolution? imperialism, and the Enlightenment's impact on political revolutions; Supporting Standard RC 2 Supports WH 8.A. WH8.C,WH9.A, WH18.A, WH18B, WH18C, (8) History. The student Bloom’s Level Understanding understands the causes and the global impact of the Industrial Students may need Revolution and European clarification about the imperialism from 1750 to definition of a revolution, as 1914. The student is expected the Industrial Revolution to: primarily involved economic and social changes and not the CISD 2015-2016, Updated 11/10/15 Industrial Revolution Economic system Industrialization Enclosure movement Textiles Cause and effect flow chart Students should study the changes and continuities between this era and the previous era. McGrawHill Online networks Watch video and have students work in small groups to summarize their findings. World History for US All Big Era Seven The Industrial Revolution as a World Event The Atlantic Revolutions as a World Event, 17501830 United Streaming/Discovery Education Just the Facts: The Scientific Revolution: Part 02 Living History: Living During the Industrial Revolution Research McGrawHill scientific advancements that Activity led to the Students should examine the cause and Industrial effect relationship between European Revolution exploration, the agricultural revolution, and the new inventions that led to the Industrial Revolution. (A) explain how 17th and 18th century European scientific advancements led to the Industrial Revolution; Readiness Standard RC 2 CISD 2015-2016, Updated 11/10/15 political upheaval associated with political revolutions. ● Innovations in shipbuilding, navigation, weapons enabled European exploration ● The mechanical reaper, plow and seeder were advances that led to an agriculture surplus ● Because of the advances in agriculture, populations grew. The number of farms decreased as large landowners enclosed land ● Displaced farmers moved to the cities. ● The flying shuttle and the spinning jenny facilitate the textile manufacturing ● Steam power is introduced to operate machinery Transportation with (8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to: (B) explain how the Industrial Revolution led to political, economic, and social changes in Europe; Supporting Standard RC 2 CISD 2015-2016, Updated 11/10/15 boats and railroads increased. Bloom’s Level Understanding This Supporting Standard provides foundational information students need to know before they can understand how the Industrial Revolution led to the development of new economic theories. Students should examine the Industrial Revolution as a cause of political, economic, and social change in the 18th century and beyond. Students should study how the Industrial Revolution resulted in the development of a working class and expansion of a middle class, created an industrial economy, eventually led to expansion of political rights, and the exploration of new economic theories. Political Economic Social Have students make a chart displaying the changes that the Industrial Revolution led to politically, economically,ans socially. Share with the class. McGrawHill Online networks “Working in the Coal Mines” http://www.teachnology.com/themes/s ocial/indrev/ http://www.history.com/topics/industri alrevolution (8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to: (E) explain the effects of free enterprise in the Industrial Revolution Supporting Standard RC 2 CISD 2015-2016, Updated 11/10/15 How did economic freedom improve the human condition during the Industrial Revolution? What was the economic impact of railroads during the revolution? Supports WH18.(A)(B)(C) Bloom’s Level Understanding free enterprise Discuss possible reasons why the Industrial Revolution began in Great Britain, such as population growth, the availability of capital, entrepreneurship and free enterprise, and agricultural innovations. Students should examine both the positive and negative effects of industrialization. Have students choose a factor that they think is the most important to the growth of the industry and write a few sentences sharing why. McGrawHill www.history.com (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and Supports WH8.(D) Bloom’s Level Creating and Analyzing What are concrete examples of how your climate shaped the historical development of your community? Have students debate which country underwent the greatest change during this period. Create a chart illustrating the relationship between climate and development. ONGOING ONGOING Assessed Social Studies Skills (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models. Assessed Social Studies Skills CISD 2015-2016, Updated 11/10/15 Bloom’s Level Analyzing (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; Bloom’s Level Remembering locate places and regions of historical significance directly related to major eras and turning points in world history; map skill practice ONGOING Cultural diffusion Industrialization Neolithic Revolution Students should be given the opportunity to study historical events like the Neolithic Revolution and the Industrial Revolution in terms of the economic changes that resulted from these longterm events. McGraw Hill www.history.com (17) Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to: (A) identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution; Readiness Standard RC 5 CISD 2015-2016, Updated 11/10/15 Bloom’s Level Remembering Why did so many people leave rural areas and move to cities during this time? The Industrial Revolution was an economic shift from an economy based on agriculture to one based on commerce and manufacturing. Cultural diffusion and globalization became more common as new communication and (17) Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to: (B) summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution ; Supporting Standard RC 5 (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in CISD 2015-2016, Updated 11/10/15 transportation technologies became widespread. The middle class and working class grew. The population increased with the advances in technology and medicine. Bloom’s Level Understanding Supporting WH 17(A) Students should study the relationship between economic and political change in reference to the Neolithic Revolution, where economic changes led to the formation of government, and during the Industrial Revolution, where economic changes prompted demands from the growing middle and working classes for more political rights. Bloom’s Level Remembering Adam Smith first articulated his ideas in The Wealth of Nations in 1776. Economics McGrawHill Lassiezfaire • Free enterprise Research Students should study Adam Smith’s ideas in terms of the McGrawHill world history. The student is expected to: (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations ; Readiness Standard RC 5 (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to: (F) formulate generalizations on how economic freedom improved the human condition, CISD 2015-2016, Updated 11/10/15 He explained how a market system of supply and demand determines the market questions of what to produce and how much to produce. Smith pushed for a lassiezfaire policy towards the economy. Capitalism shares the characteristics of a freeenterprize system ● Economic freedom ● Voluntary exchange ● Private property ● Competition profit motive Bloom’s Level Creating How did economic freedom improve the human condition during the Industrial Revolution? political questioning that was a feature of the Enlightenment and the growth of freeenterprise in the context of industrialization in Europe \WriteDescribe the benefits and harmful effects people felt as a result of the Industrial Revolution. McGrawHill www.history.com based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20thcentury free market economies, compared to communist command communities. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; and Supporting Standard RC 3 CISD 2015-2016, Updated 11/10/15 Bloom’s Level Understanding Era In each of the major eras of study, students should describe the roles played by women, children, and families and how those roles changed from era to era. Students should study the changes and continuities in the roles of women, children, and families from era to era. Students should examine the agency these groups have had politically, economically, and socially as opposed to the lack of rights each group has had. For example, throughout history, women have been educating children in the home Compare and contrast Use graphic organizers McGrawHIll www.history.com (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history Supporting Standard RC 3 (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies CISD 2015-2016, Updated 11/10/15 and children have historically contributed to the economic agency of the family up to the industrial revolution. Bloom’s Level Understanding Era In each of the major eras of study, students should study about influential women leaders. Students should examine how Elizabeth I, Queen Vitoria, Indira Gandhi, Margaret Thatcher and Golda Meir used their political power to bring about change. While not a political leader, Mother Teresa should be studied in the context of an influential social leader who was an advocate for human rights. Bloom’s Level Understanding Students should contrast what was characteristic of scientific knowledge prior to the scientific revolutions to what was characteristic of scientific knowledge after the scientific Scientific method Research www.history.com Venn diagram Timeline McGrawHill prior to 1750. The student is expected to: (D) describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; and revolution to illustrate the change. Students should study how the introduction of the idea of scientific method and observation changed scientific thinking. Supporting Standard RC 5 27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to: (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. Bloom’s Level Remebering scientific method Research and present Students need to study how the ideas of these significant scientists are still evident today. Archimedes, Pythagoras, and Eratosthenes should be studied in the context of the legacy and advances made by the Greek civilization. Copernicus, Galileo, Newton, and Boyle should be studied in the context of changes brought about during the Scientific Revolution. McGrawHill www.history.com Bloom’s Level Understanding McGrawHillOnline networks Supporting Standard RC 5 (28) Science, technology, and society. The student CISD 2015-2016, Updated 11/10/15 Textiles Factory system Research and present understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: (A) explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution (E) identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt. Supporting Standard RC 4 CISD 2015-2016, Updated 11/10/15 Students should study how scientific method new technologies in textile manufacturing, such as the flying shuttle and the invention of the steam engine, started the Industrial Revolution. Students should examine how the application of steam engines to machines led to a need for large buildings to house the machines and the development of factories followed. Students should examine how the application of steam power to modes of transportation provided a means for factory produced products to be transported to growing markets. Students should study these individuals in the context of the time period in which they lived and in which time periods their advances were permanent. Students should examine how advances made by James Watt affected changes in the Industrial Revolution. Students should “Steam Engine” What role did the steam engine and other new technologies initiate the Industrial revolution. examine Marie Curie, Thomas Edison, and Louis Pasteur in terms of how their scientific advances changed the daily lives of people. Albert Einstein should be studied in the context of the changes brought about by the introduction of nuclear weapons. (29) Social studies skills. The Bloom’s Level student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (F) analyze information by sequencing, categorizing, identifying causeandeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; CISD 2015-2016, Updated 11/10/15 Assessed Social Studies Skills (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Bloom’s Level Bloom’s Level Vocabulary Enclosure movement Textiles Imperialism Nationalism Social Darwinism Infrastructure (A) use social studies terminology correctly; Assessed Social Studies Skills (31) Social studies skills. The student uses problemsolving and decisionmaking skills, working independently and with others, in a variety of settings. The student is expected to: (B) use a decisionmaking process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. CISD 2015-2016, Updated 11/10/15 Sphere of influence Assimilation Bourgeoisie Estatesgeneral Cultural diffusion Industrialization LassiezFaire Free Enterprize Revolution Economic System Industrialization Enlightenment Constitutional monarchy Democraticrepublican governement Philospopher CISD 2015-2016, Updated 11/10/15
