Unit 4: Industrial Revolution

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  Key Idea 1: The study of world history  Reading-Social Studies (RH) requires an understanding of world cultures 1. Use relevant information and ideas from documents to and civilizations, including an analysis of support analysis important ideas, social and cultural values, 2. Determine the main idea of a document beliefs, and traditions. This study also 3. Use information/ideas to determine cause and effect examines the human condition and the 4. Use source information/ideas to differentiate and connections and interactions of people understand political, social and economic trends across time and space and the ways different 5. Identify and analyze arguments/ideas presented in people view the same event or issue from a documents variety of perspectives. 6. Compare and contrast various points of view  Key Idea 2: Establishing timeframes, 7. Create and analyze visuals (graphs/charts) exploring different periodizations, examining 8. Identify and analyze evidence themes across time and within cultures, and 9. Compare and contrast primary and secondary source focusing on important turning points in world information history help organize the study of world  Writing (W) cultures and civilizations. 1. Write an argument to support claims  Key Idea 3: Study of the major social, 3. Write narratives using effective techniques political, cultural, and religious developments 4. Produce writing appropriate to task, purpose and in world history involves learning about the audience important roles and contributions of 9. Draw evidence from informational text\ individuals and groups.  Speaking and Listening (SL)  Key Idea 4: The skills of historical analysis 1. Initiate and participate in collaborative discussion include the ability to investigate differing and 2. Accurately use multiple sources of information competing interpretations of the theories of 4. Clearly present appropriate information and evidence history, hypothesize about why 6. Demonstrate command of formal English interpretations change over time, explain the  Language (L) importance of historical evidence, and 4. Build vocabulary and expand word choice understand the concepts of change and 5. Understand and interpret figures of speech and continuity over time. nuances in word meanings 6. Use words and phrases accurately for ‘general’ and ‘content’ specific meaning Understandings: Essential Questions:  Why did the Industrial Revolution begin in  Why did the Industrial Revolution begin in Britain Britain?  How does technology benefit society?  Definitions: industrialization, mass  Was the Industrial Revolution a blessing or a curse? production, goods, natural resources, factors  How did the Industrial Revolution change peoples’ lives? of production, cottage industry, factory,  Should government interfere in big business? urbanization  Was Industrialization worth the human cost?  Identify the new inventions and technology  Was Marxism the answer to society’s problems?  Conditions of the factories  Reform laws ISS and ELL accommodations:  Capitalization, communism (Marxism) - Differentiated source material including BBC Industrial VOCABULARY Tier II and Tier III: Revolution video. - TEAL Paragraph assessments: 1. Industrial Revolution Use primary sources to and TEAL template to: 2. Trade guilds - Evaluate whether the Industrial Revolution had a positive 3. Entrepreneur or negative effect on society. 4. Hanseatic League - Evaluate which 3 factors most contributed to the Industrial 5. Laissez-faire Revolution Beginning in England. 6. Agrarian - Evaluate whether Karl Marx or Adam Smith’s ideas had a 7. Bourgeoisie greater impact on Europe. 8. Proletariat - Additional preparation time, differentiated sources, guided response questions, and graphic organizers to prepare for 9. Urbanization “Blessing or Curse” debate. 10. Factory system - Real time debate self assessment scoring sheet. 11. Domestic system 12. Socialism (Marxism) 13. Command economy Stage 2: Assessments and Tasks Common Core Literacy Task Performance Task(s) – Other Evidence  Write letters as workers, coal miners, or  Debate about whether the industrial revolution was a factory owners to parliament explain your blessing or a curse views and ideas about your life and what is  Create a poster about conditions for workers best for country (write letters as individuals  Discuss the effects of the Industrial Revolution on such as…)  Write an essay determining whether the Britain’s economy Industrial Revolution had positive or negative  Discuss the effects of the Industrial Revolution on society effects or society such as urbanization 4 paragraphs, include three arguments and  Answer questions related to documents such as the cite documents in writing. Sadler Committees report, Parliamentary laws, pictures of technology, maps, quotes from Dickens How will students reflect upon and self-assess their learning?  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 o Modify primary source texts (variety, complexity, length) o Incorporate alternative materials (visual, video, audio, internet) o Provide supplementary resources for supports o Group with a purpose o Model skills, task and/or product o Utilize graphic organizers / note taking template o Provide individual or group intervention and support o Re-enforce vocabulary / concept development o Provide choice / variety of activities or tasks o Group with a purpose o Assign specific, purposeful assessments to individuals or groups o Allow students to choose from a variety of assessments o Provide scaffolds / supports (outlines, templates, models) o Provide extension activities to expand thinking or understanding o 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?  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?  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?  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?  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?  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

 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  Describe two features of the economic system  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

8 • 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