Industrial+Revolution

Plan

INDUSTRIAL REVOLUTION  2013-2014 2013 Planning page -- specific details for lessons are on this page.

Day One

EQ: Why did the Industrial Revolution begin in England ?

Day Two : DBQ Why England? Using DBQ Project Strategies

EQ: Why did the Industrial Revolution begin in England ?

Day Three : Small group and whole class discussion and analysis of documents using protocol. Begin outlining process

EQ: Why did the IR begin in England



Day Four: Outline of Essay

EQ: How do I write an effective and persuasive essay outline. [|DBQ Outline Template]

Day Five: In class DBQ Essay

Days 6-9 Syria current events

Day 10

1. Thomas Friedman Editorial -- analyze and discuss (connect to IR)

Day 11 EQs: What were the enduring consequences of the IR? Where did the IR spread after beginning in England and why?

2. Spread of Industrial Revolution 3. Consequences of Industrial Revolution.

Day 11 EQs What is a Revolution? Why was what was revolutionary about the IR? What social, political and economic forces create revolutions?

Items below this line are from 2012-2013 School year. Feel free to click on anything that interests you..... __ Day One September 2012 __ __Essential Questions:__ __What is a revolution?__ __What social, political and economic forces create revolutions?__ __ Goal: Define revolution and create a working definition of its characteristics, causes, and consequences __ __ Agenda: __ __ 1. Activator: Define Revolution __ __ 2. Clips from V for Vendetta __ __ First clip: :43 - 2:12 __ __ Second Clip: 10:20-12:21 __ __ Third Clip: 18:22 -21:54 __ __ Fourth Clip: 139:36-1:44:20 __ __ 3. Rework revolution definitions. Based on these clips, fine tune your definition of Revolution. What light did they shed on the forces that cause, shape and react to revolutions? - Share out and discuss __ __ 4.Revolution Quotes __ __ 5. wrap-up __

__ Day Two September 2012 __ __ Essential Question: Why did the Industrial Revolution begin in England? __ __ Goals: __ __ 1. Analyze primary documents to answer the essential question. __ __ Agenda: __ __ 0. collect summary paragraphs __ __ 1. station work __ __ 2. Discussion of documents __ __ 3. Summarizer: one word (based on what you saw in the documents and read in the text) that captures why England was rich in agriculture and commerce. __



__ Day Three September 2012 __ __ Essential Question: __ __ How can I write an effective and original thesis statement? __

__Goals:__ __ 1. Use evidence from textbook and primary sources to develop a three point thesis statement __ __ Agenda: __ __ 1. document discussion __ __ 2. thesis writing strategy __ __ 3. thesis writing (each student to write a thesis in response to question below) __ __ "Only a nation already rich in agriculture and commerce could give birth to the Industrial Revolution" __ __ Develop a three point thesis statement that argues why England was this nation. __

__ Day Four Septemeber 2012 __ __ Essential Question: __ __ 1. How can I write an effective and original thesis statement? __ __ 2. How can I write an organized, analytical and detailed 5 paragraph essay __ __ 3. How and why did the Industrial Revolution spread? __ __ Goals __ __ 1. Evaluate and discuss 3 point thesis statements __

__ 2. Discuss and take notes on 5 paragraph essay format using essay rubric as a model __

__ Agenda: __ __ 1. Spread of Industrial Revolution __ __ 2. Evaluate and discuss student generated 3 point thesis statements __

__ 3. Discuss and take notes on 5 paragraph essay strategies using rubric as a model. __

__ DAY FIVE - September 2012 __ __ In class essay __

__ DAY SIX - September 2012 __ __ Essential Question: How can primary source documents be analyzed as evidence? __ __ Goals: Analyze conflicting primary sources to understand bias, motive and historical context __ __ primary source strategies __ __ Agenda: __ __ 1. primary source strategies __ __ 2. analyze 2 Leeds documents __ __ 3. Leeds Documents __ __ 4. Summarizer: How can we reconcile conflicting primary sources? __

__ DAY SEVEN- September 2012 __ __ Essential Questions: __ __ 1.How do we analyze and reconcile conflicting primary sources __ __ 2. How do I effectively participate in and contribute to class discussions and socratic seminars __ __ 3.Overall, do the positive effects of the Industrial Revolution out weigh the negative __

__ Goals/ Agenda:  __ __ 1. Discuss Socratic Seminar Rubric __ __ 2. Compare and analyze Leeds Documents in a class discussion format __ __ 3.Discuss essential ? #3 __

Items below this line are 2011 materials

__Unit Study Guide - this is the 2011 study guide...__


 * Classwork from Friday 10/21/11**__

Read letter from Leeds Woolen Workers at the link below. [|Leeds Woolen Workers]

Print and complete the top portion of the worksheet at the link below and, which pertains to this document. We will read the merchant letter and complete the rest of the worksheet in class on Monday.

APEH DBQ: [|dbq workers] Reform legislation for working conditons [|Reform Legislation]

EUROPEAN SELF-IMAGE
 By the mid-19th century, Europe had undergone major changes that affected their beliefs about themselves. In his book __A Generation of Materialism, 1871-1900__ (New York: Harper & Brothers, 1941), Carlton J. H. Hayes listed the following major developments in Europe:

Carrington went on to say that these changes led to the "resurgence of economic nationalism and national imperialism." They initiated a period of intense national competition that culminated in two world wars in the 20th century. That competition, coming at the end of the 19th century, provided a direct challenge to the balance-of-power system created in 1815 to keep the peace in Europe after the Napoleonic Wars.
 * the French Revolution introduced the idea of the nation-state as an organizing concept for politics, and the Napoleonic Wars showed the strength of the nation-state
 * the rise of Liberalism supported a belief in progress and change
 * the Industrial Revolution changed how people worked and acquired goods, the number of goods in circulation, and economic relationship between industrialized and non-industrialized regions of the world
 * art and religion adapted to the new emphasis on materialism
 * new techniques for communication and organization gave rise to the concept of "the masses" as a political and economic force

Confident in the superiority of their culture and institutions, Europeans looked for the same in the rest of the world, and related to other societies as if they existed on a continuum from "primitive" to "developed." In assigning these positions, Europeans looked especially at the level of material culture and the size of political institutions. By these criteria, northern Europeans occupied the top end of the continuum while southern Europeans, Arabs, Chinese, Native Americans and other groups occupied lower positions. Black non-Muslim Africans were near the bottom, just ahead of Australian aborigines.

[|Industrial revolution Europe]

Day Six

Day Seven EQ: What is a Revolution?

1. Create a definition of revolution. 2. Share in small groups 3.. Edit definition to include insights from sharing

Generate definitions of revolution. First individually and then in small groups. Put definitions up and peer edit. Look at quotes about revolutions. Do they fit within the definitions we have constructed? What additional characteristics do the quotes reveal?



Day Seven: EQ: Why is Industrialization revolutionary? How does it create a paradigm shift for nations?

DEFINE IR: The shift from making goods by hand to making them by machine.

2. Look back at your definition of revolution. Why would this shift be considered revolutionary?

3. Brainstorm a list of things that would be needed for a society to go from making goods by hand to making them by machine. Why would a society want to produce goods by machine rather than by hand? What are the advantages of this type of production?

4. Consider what you learned in 9th grade about each of the following geographic locations. Which location seems to best fit your description of necessary factors? Why?

• Africa • China • Japan • Latin America • North America • India • Ottoman Empire • India (Mughal Empire) • Europe (England, Spain, France)

Hmwk: Read in textbook re: IR