Download Unit 4- Industrial Rev

10th Grade Semester One
Unit 4: Industrial Revolution
Stage 1: Desired Outcomes
Topic / Unit Title: Industrial Revolution
* How did the Industrial Revolution change the world for years to come?
NYS Content Standards
Common Core Skills
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Key Idea 1: The study of world history requires an
understanding of world cultures and civilizations,
including an analysis of important ideas, social and
cultural values, beliefs, and traditions. This study also
examines the human condition and the connections and
interactions of people across time and space and the
ways different people view the same event or issue from
a variety of perspectives.
Key Idea 2: Establishing timeframes, exploring different
periodizations, examining themes across time and within
cultures, and focusing on important turning points in
world history help organize the study of world cultures
and civilizations.
Key Idea 3: Study of the major social, political, cultural,
and religious developments in world history involves
learning about the important roles and contributions of
individuals and groups.
Key Idea 4: The skills of historical analysis include the
ability to investigate differing and competing
interpretations of the theories of history, hypothesize
about why interpretations change over time, explain the
importance of historical evidence, and understand the
concepts of change and continuity over time.
Understandings:
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Reading-Social Studies (RH)
1. Use relevant information and ideas from documents to support
analysis
2. Determine the main idea of a document
3. Use information/ideas to determine cause and effect
4. Use source information/ideas to differentiate and understand political,
social and economic trends
5. Identify and analyze arguments/ideas presented in documents
6. Compare and contrast various points of view
7. Create and analyze visuals (graphs/charts)
8. Identify and analyze evidence
9. Compare and contrast primary and secondary source information
Writing (W)
1. Write an argument to support claims
3. Write narratives using effective techniques
4. Produce writing appropriate to task, purpose and audience
9. Draw evidence from informational text\
Speaking and Listening (SL)
1. Initiate and participate in collaborative discussion
2. Accurately use multiple sources of information
4. Clearly present appropriate information and evidence
6. Demonstrate command of formal English
Language (L)
4. Build vocabulary and expand word choice
5. Understand and interpret figures of speech and nuances in word
meanings
6. Use words and phrases accurately for ‘general’ and ‘content’ specific
meaning
Essential Questions:
Why did the Industrial Revolution begin in Britain?
Definitions: industrialization, mass production, goods,
natural resources, factors of production, cottage
industry, factory, urbanization
Identify the new inventions and technology
Conditions of the factories
Reform laws
Capitalization, communism (Marxism)
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Why did the Industrial Revolution begin in Britain
How does technology benefit society?
Was the Industrial Revolution a blessing or a curse?
How did the Industrial Revolution change peoples’ lives?
Should government interfere in big business?
Was Industrialization worth the human cost?
Was Marxism the answer to society’s problems?
ISS and ELL accommodations:
VOCABULARY Tier II and Tier III:
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- Differentiated source material including BBC Industrial Revolution video.
- TEAL Paragraph assessments:
Use primary sources to and TEAL template to:
Evaluate whether the Industrial Revolution had a positive or negative
effect on society.
Evaluate which 3 factors most contributed to the Industrial Revolution
Beginning in England.
Evaluate whether Karl Marx or Adam Smith’s ideas had a greater impact
on Europe.
- Additional preparation time, differentiated sources, guided response questions,
and graphic organizers to prepare for “Blessing or Curse” debate.
- Real time debate self assessment scoring sheet.
Industrial Revolution
Trade guilds
Entrepreneur
Hanseatic League
Laissez-faire
Agrarian
Bourgeoisie
Proletariat
Urbanization
Factory system
Domestic system
Socialism (Marxism)
Command economy
Stage 2: Assessments and Tasks
Common Core Literacy Task
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Write letters as workers, coal miners, or factory owners
to parliament explain your views and ideas about your
life and what is best for country (write letters as
individuals such as…)
Write an essay determining whether the Industrial
Revolution had positive or negative effects or society
4 paragraphs, include three arguments and cite
documents in writing.
Performance Task(s) – Other Evidence
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Debate about whether the industrial revolution was a blessing or a curse
Create a poster about conditions for workers
Discuss the effects of the Industrial Revolution on Britain’s economy
Discuss the effects of the Industrial Revolution on society such as
urbanization
Answer questions related to documents such as the Sadler Committees
report, Parliamentary laws, pictures of technology, maps, quotes from
Dickens
How will students reflect upon and self-assess their learning?
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Feedback from a written newspaper article about child labor in Britain.
Feedback on essays.
Answer Exit tickets answering the essential questions
Student responses to class discussions.
Answer questions related to documents such as the Sadler Committees report, Parliamentary laws, pictures of technology, maps, quotes.
Accommodations: Scaffolds and Differentiation
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Modify primary source texts (variety, complexity, length)
Incorporate alternative materials (visual, video, audio, internet)
Provide supplementary resources for supports
Group with a purpose
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Model skills, task and/or product
Utilize graphic organizers / note taking template
Provide individual or group intervention and support
Re-enforce vocabulary / concept development
Provide choice / variety of activities or tasks
Group with a purpose
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Assign specific, purposeful assessments to individuals or groups
Allow students to choose from a variety of assessments
Provide scaffolds / supports (outlines, templates, models)
Provide extension activities to expand thinking or understanding
Group with a purpose
Stage 3: Learning Plan
Aim: Is a nation’s industrial leadership due to its people or its environment? OR Was England’s leadership in the
Industrial Revolution due to its people or its geography? OR Why did the Industrial Revolution begin in England?
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Identify: Industrial Revolution, Agrarian Revolution, factory system, factors of production, industrialization.
Evaluate the effect of the following on England in aiding industrialization; geography, attitude of government leaders, large navy, and
colonies.
Evaluate the relative importance of each of the following in promoting industrialization: Agrarian Revolution (improved agricultural
production), the factory system, private ownership, and capitalism.
Apply the formula for industrialization to England and assess the extent to which England had these factors of production.
(INDUSTRIALIZATION = LAND – LABOR – CAPITAL – IDEAS)
Aim: Does technology benefit society?
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Identify/define: domestic or cottage industry
Describe the domestic or cottage industry and discuss its influence on pre-industrial society
Analyze the reasons for the evolution of the factory system.
Discuss the impact of the factory system and technology on society.
Evaluate the extent to which technological progress can be beneficial to society?
Aim: Was the Industrial Revolution a blessing or a curse?
 Identify/define: urbanization, middle class
 Describe the social and economic effects of industrialization on society as assess whether these effects are positive or negative.
 Assess the impact of the Industrial and Revolution and industrialization on the environment, the changing roles of men, women, and the
family, and on European art and literature.
Suggested documents: Charles Dickens, Hard Times and Oliver Twist; Emile Zola, Germinal, Friedrich Engles, The Conditions of the
Working Class in England,; Joseph Wright, Arkwrights’s Cotton Mill at Cromford, Derbyshire England; Sadler Commission, Report on Child
Labor.
 Discuss the extent to which the Industrial Revolution is still occurring in the non-Western world.
 Assess the impact of the Industrial Revolution on humanity.
 Evaluate whether the problems of the Industrial Revolution affect contemporary society.
 Evaluate whether the Industrial Revolution was a blessing or a curse.
Aim: Was industrialization achieved on the backs of the working class?
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Identify/define: Marxism, capitalism, communism, dictatorship of the proletariat, socialism.
Describe the life and background of Karl Marx
Describe the basic principles of Marxism.
Discuss the relationship between the different social classes, according to Marx and Engels.
Assess which ideas of Marxism were a direct reaction to the Industrial Revolution.
Evaluate whether or not Marx was accurate I his predictions of the future.
Suggested Documents: Karl Marx and Friedrich Engels, The Communist Manifesto; Das Kapital.
Aim: Should the government interfere in big business?
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Identify/define: capitalism, laissez faire, free market, law of supply and demand, profit motive, monopoly, market economy, invisible hand,
Adam Smith, Thomas Malthus.
Discuss the main ideas of the economists Adam Smith and Thomas Malthus.
Assess whether the ideas of Smith and Malthus can create a successful economy.
Compare and contrast the basic principles of Marxism with capitalism.
Evaluate whether or not government should interfere in big business.
Suggested Documents: Adam Smith, The Wealth of Nations: Thomas Malthus, An Essay on the Principle of Population.
Aim: Can society solve the problems of the Industrial Age?
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Identify/define: collective bargaining, strike, unions, suffrage, socialism, utopian reform
Discuss the worker’s movements to unionize and their reasons for unionizing.
Explain the legislative reforms enacted in the mid-19th century and assess their effectiveness.
Analyze the main ideas of socialist/utopian reform movements through an examination of the ideas of Robert Owen, John Stuart Mill, Charles
Fourier, and Saint-Simon.
Explain the connections between industrialization and the following reform movements: abolition of slavery, women’s rights, and education.
Evaluate the extent to which society has solved the problems of the industrial age.
Teacher Reflection for Future Planning
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Evaluate exit tickets and response to questions during discussion.
Explore test results and essay writing skills on class exam to shape future writing lessons/assignments.
August 2004
Theme: Economic Systems
Societies have developed different economic systems for many reasons. Some of these economic systems include manorialism,
capitalism, and communism.
Task: Identify one society and one economic system that has been used or is being used in that society and
 Discuss the historical circumstances surrounding the development of that economic system
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Describe two features of the economic system
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Evaluate the impact the economic system had on this society during a specific historical period
You may use any society from your study of global history. Some suggestions you might wish to consider include western Europe
during the Middle Ages, western Europe during the Industrial Revolution, the Soviet Union between 1917 and 1990, Japan after World
War II, China Since 1949, and Cuba since 1959.
January 2008
Theme: Change
Not all revolutions are political. Nonpolitical revolutions have brought important intellectual, economic and/or social changes to
societies.
Task: Identify two nonpolitical revolutions that brought important intellectual, economic and/or social changes to societies and for each
● Describe one change brought about by this nonpolitical revolution
● Discuss an impact this nonpolitical revolution had on a specific society or societies
You may use any nonpolitical revolution that brought important intellectual, economic, and/or social changes from your study of global
history. Some suggestions you might wish to consider include the Neolithic Revolution (10,000 B.C. – 6,000 B.C.), the Commercial
Revolution (11th – 18th centuries), the Scientific Revolution (16th – 18th centuries), the Enlightenment (17th – 18th centuries), the
Agricultural Revolution (18th-19th centuries), the Industrial Revolutions in Europe (18th-19th centuries), and the Green Revolution (late
20th century).
August 2012
Theme: Technology
Throughout history, existing technology has been modified or replaced by new technological innovations. These new technological
innovations have had various effects on societies and the world.
Task: Select two technological innovations and for each
● Describe the new existing technology that was replaced by this new technological innovation and how this
new innovation changed the existing technology
● Discuss the effects this new technological innovation has had on a society or the world
You may use any technological innovation from your study of global history and geography. Some suggestions you might wish to
consider include aqueducts, gunpowder, printing press, caravel, steam engine, factory system, nuclear power, and internet
communications.
Multiple Choice
1 The workers in industrial countries must create a revolution, overthrow the existing governments using force if necessary,
and then create a new classless society.
This statement expresses the views of
(1) Mikhail Gorbachev
(2) Jomo Kenyatta
(3) Karl Marx
(4) Kemal Atatürk
2 During the Industrial Revolution, which develop -ment resulted from the other three?
(1) Factory conditions affected people’s health.
(2) Labor unions were formed.
(3) Unskilled laborers received low wages.
(4) Machinery replaced workers.
3 Which phrase best illustrates the theory of laissez-faire capitalism?
(1) businesses operating with little government regulation
(2) the state establishing production quotas
(3) central planning committees setting prices on goods
(4) decisions related to distribution being based on community traditions
4 According to Thomas Malthus, the rate of increase for human populations in relation to the rate of increase for food
production was a problem. Malthus believed that
(1) industrial development would severely limit population growth
(2) famine and war were natural checks on population growth
(3) countries with larger populations would conquer countries with smaller populations
(4) food production would increase at a faster rate than populations would
5 A major reason the Industrial Revolution developed in Great Britain in the 1700s was because of Great Britain’s
(1) geographic features
(2) immigration policies
(3) use of collectivization
(4) access to imported oil
6 What was one reason the Industrial Revolution began in Great Britain?
(1) The government of Great Britain implemented a series of five-year plans.
(2) Great Britain had alliances with most European countries.
(3) Abundant natural resources were available in Great Britain.
(4) The practice of serfdom in Great Britain provided an abundance of laborers.
7 Which social change occurred during the Industrial Revolution?
(1) growth of the working class
(2) development of the extended family
(3) expansion of privileges for the landed nobility
(4) increased status for religious leaders
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• Abundant coal resources
• Development of steam power
• Building of an extensive canal system
In the late 1700s, these conditions allowed the Industrial Revolution to begin in
(1) Japan
(2) Germany
(3) Russia
(4) England
9 Which geographic feature most aided England during the Industrial Revolution?
(1) desert climate
(2) natural harbors
(3) mountainous terrain
(4) monsoon winds
10 During the 1800s, the writings of Marx, Engels, and Dickens focused attention on the problems faced by
(1) factory owners
(2) investment bankers
(3) farm laborers
(4) industrial workers
11 One way in which the Industrial Revolution in Great Britain in the 18th century and the potato blight in Ireland in the 19th
century are similar is that they both led directly to
(1) significant human migrations
(2) more equitable distribution of wealth
(3) growth in the number of subsistence farmers
(4) rapid increases in food production
12 In the early 18th century, the Agricultural Revolution in Great Britain resulted in urbanization because
(1) enslaved persons replaced free laborers on farms
(2) factory work strengthened extended families
(3) displaced rural workers migrated to find jobs
(4) the middle class decreased in size
13 Which concept is essential to the study of economic systems?
(1) self-determination
(2) factors of production
(3) citizenship
(4) human rights
14 The belief that workers of the world would unite to overthrow their oppressors is central to
(1) Social Darwinism
(2) Marxism
(3) conservatism
(4) laissez-faire capitalism
15 Which phrase best illustrates the theory of laissez-faire capitalism?
(1) businesses operating with little government regulation
(2) the state establishing production quotas
(3) central planning committees setting prices on goods
(4) decisions related to distribution being based on community traditions
16 One way in which Karl Marx, Vladimir Lenin, and Fidel Castro are similar is that each believed in
(1) supporting a capitalist system
(2) preserving a rigid social system
(3) spreading the teachings of Christianity
(4) achieving change through revolution
17 A key idea in the Communist Manifesto by Karl Marx and Friedrich Engels is that workers should support the
(1) overthrow of the capitalist system
(2) establishment of labor unions
(3) legislative regulation of wages and working conditions
(4) technological changes in production methods
18 What is a major belief associated with Marxism?
(1) The proletariat would rise up and overthrow the bourgeoisie.
(2) Religion should be more important than political forces.
(3) Private ownership of property should be expanded.
(4) Peasants would gain control of overseas markets.
19 The development of banking during the Commercial Revolution in western Europe was significant because it
(1) provided capital resources to merchants for investment
(2) allowed peasant farmers to finance the construction of new homes
(3) enabled the proletariat to challenge the bourgeoisie
(4) created pensions for retired workers