For Tuesday, Oct 29th
Old Textbook Chapter 5 (the old sectional template) will be available on Google Classroom as well as section #1 from that chapter
Unit 4 Standards (Industrial Revolution)
Chapters 5 & 6
Unit 4 Standards (Industrial Revolution)
Chapters 5 & 6
Chapters 5 & 6
10.3 Students analyze the effects of the Industrial Revolution in England , France , Germany , Japan , and the United States
- Analyze why
England
- Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
- Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
- Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, a division of labor, and the union movement.
- Understand the connections between natural resources, entrepreneurship, labor, and capital in an industrial economy.
- Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
- Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in
Europe .
- Analyze why
- Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
- Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
- Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, a division of labor, and the union movement.
- Understand the connections between natural resources, entrepreneurship, labor, and capital in an industrial economy.
- Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
- Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in
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Objective:
1. Understand the causes of the Industrial Revolution in England, Europe, and the United States.
2. Be able to describe the technological innovations that spurred industrialization.
3. Be able to describe the social, economic, and environmental impact of the Industrial Revolution and to make connections between the impact of the Industrial Revolution and the ideological and political responses.
4. Understand the relationship between the industrialized world and the non-industrialized world as demonstrated in the cases of Russia, Egypt, and India.
Rationale:
Change in the way work is done
Essential question - do machines replace human labor or enhance the ability for human labor to increase production?
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INDUSTRIAL REVOLUTION PROJECT
Thursday - you will be placed into two sections of the class. Each section will have 15 students. Each section will have 7 pairs (the two #15 students will be paired). Each pair will be assigned a group project of the Industrial Revolution.
There are a total of 8 subjects to research, each side of the room will be assigned the same 8 subjects (the #15 pair will also be assigned one of those subjects).
Each group will present their project to their own side of the room.
The project will include:
-A presentation (with sentence frame handouts for students to follow and fill-in during the presentation).
- There will also be a Wordle assigned to the project. Each pair will need to design and produce a Wordle that covers their project.
- Each pair will need to produce an Infographic Poster (20 X 30) that represents their subject.
-Lastly you will submit a presentation outline of each slide so students can follow along and fill-in key words/dates/people/etc
___________________________________________________________________________________________
Objective:
After studying this chapter students should be able to:
1. Understand the causes of the Industrial Revolution in England, Europe, and the United States.
2. Be able to describe the technological innovations that spurred industrialization.
3. Be able to describe the social, economic, and environmental impact of the Industrial Revolution and to make connections between the impact of the Industrial Revolution and the ideological and political responses.
4. Understand the relationship between the industrialized world and the non-industrialized world as demonstrated in the cases of Russia, Egypt, and India.
Rationale:
The Industrial Revolution was the biggest social turning point in history, transforming the very way people lived their lives. Identifying the various social, political, and economic changes of the times is essential in understanding the period and the effects it had on the world.
Evidence:
Being able to identify and explain the effects of the Industrial Revolution on the living experience of people all of over the world will assist in understanding the different paths societies took as they developed.
___________________________________________________________________________________________
Change in the way work is done
Essential question - do machines replace human labor or enhance the ability for human labor to increase production?
___________________________________________________________________________________________
INDUSTRIAL REVOLUTION PROJECT
Thursday - you will be placed into two sections of the class. Each section will have 15 students. Each section will have 7 pairs (the two #15 students will be paired). Each pair will be assigned a group project of the Industrial Revolution.
There are a total of 8 subjects to research, each side of the room will be assigned the same 8 subjects (the #15 pair will also be assigned one of those subjects).
Each group will present their project to their own side of the room.
The project will include:
-A presentation (with sentence frame handouts for students to follow and fill-in during the presentation).
- There will also be a Wordle assigned to the project. Each pair will need to design and produce a Wordle that covers their project.
- Each pair will need to produce an Infographic Poster (20 X 30) that represents their subject.
-Lastly you will submit a presentation outline of each slide so students can follow along and fill-in key words/dates/people/etc
___________________________________________________________________________________________
