Download Industrialization and Imperial

 Glenbard District 87 Course Title: World History Regular Topic: Industrialization and Imperialism Stage 1 – Desired Results Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address? Illinois State Standards for Social Studies •
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15A4a: Explain how national economies vary in the extent that government and private markets help allocate goods, services and resources. 15A5a: Explain the impact of various determinants of economic growth (e.g., investments in human/physical capital, research and development, technological change) on the economy. 15C4b: Explain the importance of research, development, invention, technology and entrepreneurship to a country’s economy. 15D4a: Explain the meaning and importance of “balance of trade” and how trade surpluses and deficits between nations are determined. 15D4b: Describe the relationships between the availability and price of a nation’s resources and its comparative advantage in relation to other nations. 15D4c: Describe the impact of worker productivity (output per worker) on business, the worker and the consumer. 15D5c: Explain how technology has affected trade in the areas of transportation, communication, finance and manufacturing. 15E4a: Explain why government may intervene in a market economy. 15E4b: Describe social and environmental benefits and consequences of production and consumption. 16A4a: Analyze and report historical events to determine cause-­‐and-­‐effect relationships. 16B5c: Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history. 16C4a: Describe the growing dominance of American and European capitalism and their institutions after 1500. 16C4b: Compare socialism and communism in Europe, America, Asia and Africa after 1815 CE. 16C4c: Describe the impact of key individuals/ideas from 1500 – present (including Adam Smith and Karl Marx) 16C4d: Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism. 16C5b: Describe how historical trends in population, urbanization, economic development and technological advancements have caused change in world economic systems. 16D4: Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 17A4b: Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. 17C4b: Analyze growth trends in selected urban areas as they relate to geographic factors. 17C4c: Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban). 17C5c: Describe geographic factors that affect cooperation and conflict among societies. 17D4: Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). 18C4a: Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades, Imperialism). National Center for History Standards: Era 7: An Age of Revolutions, 1750-­‐1914 • Standard 2: The causes and consequences of the agricultural and industrial revolutions, 1700-­‐1850 • Standard 3: The transformation of Eurasian societies in an era of global trade and rising European power, 1750-­‐1870 • Standard 4: Patterns of nationalism, state-­‐building, and social reform in Europe and the Americas, 1830-­‐1914 • Standard 5: Patterns of global change in the era of Western military and economic domination, 1800-­‐1914 • Standard 6: Major global trends from 1750-­‐1914 Common Core Standards Literacy Standards for Reading and Writing in Social Studies: Students during this unit will continue to develop reading, writing, research, and analytical skills consistent with the Common Coe Literacy Standards for Social Studies. For a more specific list of these standards, please see the attached PDF file entitled, Common Core Literacy Standards. Understanding(s): Students will understand that… 1. Technological developments bring change. 2. Economic systems are created to distribute resources. 3. Ideology causes major events in world history. Knowledge: Students will know… Industrial Revolution • Key Causes o Improvements in agriculture, the invention of the steam engine, the development of the railroad o Factors needed to industrialize; reasons why the process started in Great Britain • Key Terms: cottage system vs factory model, hand-­‐made goods vs mass production of machine-­‐made goods • Economic Patterns o Adam Smith – capitalism o Karl Marx – communism and socialism, Communist Essential Question(s): What provocative questions will foster inquiry, understanding, and transfer of learning? 1. To what extent did new technologies in agriculture and industry change economic and social patterns? 2a. What are the benefits and drawback of industrialization? 2b. What are the positive and negative aspects of capitalism, communism, and socialism? 2c. How did the Industrial Revolution lead to Imperialism? 3a. Did imperialism have a more positive or negative impact on African and Asian societies? Skills: Students will be able to … Reading: • Students will specifically focus on reading and analyzing political cartoons – paying specific attention to specific details and symbolism as they help decipher the author’s tone, purpose, and message. • Students will continue to analyze primary and secondary, narrative and non-­‐narrative sources to identify main ideas, evaluate key supporting details, and form logical and supported inferences. Writing: • Students will continue to develop writing skills consistent with Common Core Literacy Standards. •
Manifesto Effects of the Industrial Revolution in Europe o Women and child labor, rise of the middle class, urbanization, unequal distribution of wealth o Social reforms: labor unions, labor laws Imperialism • Motivations o Economic: raw materials and new markets o Social: Social Darwinism, “White Man’s Burden”, paternalism, assimilation • Berlin Conference • Positive and Negative Effects on Africa • Legacy of Imperialism in Africa • Fourth Quarter Focus  After evaluating and gathering evidence, students will be able to form an overarching claim or thesis statement as well as supporting-­‐claims.  Students will be able to provide evidence to support their claims.  Students will develop a counterclaim and provide a rebuttal statement.  Students will be able to use technology to publish/present their arguments in a multi-­‐paragraph reflection that includes a developed introductory and concluding paragraph.